Memorandum by Ann Hockey, Senior Lecturer
in Spatial Planning, Anglia Ruskin University
INTRODUCTION
Anglia Ruskin University has been a provider
of Royal Town Planning Institute (RTPI)-approved planning education
since the 1960s, and currently offers both accredited undergraduate
and postgraduate pathways. I am in general agreement with the
submission made by Professor David Shaw, Chair of the Conference
of the Heads of Planning Schools, on behalf of all the planning
schools. In this submission, I would like to draw attention to
specific aspects of planning education at Anglia Ruskin University.
WORKING WITH
PARTNERS
As a provider of initial planning education,
we work closely with national organisations including the RTPI,
CLG, Centre for Education in the Built Environment (CEBE), to
ensure the curriculum we offer reflects current debate in planning
education from both academic, professional and practice perspectives.
We undertook a major review of all modules during 2005-06, for
introduction in September 2006, and procedures are in place to
allow realignment of modules on an annual basis when necessary.
Whilst many of the skills identified by the Egan Review were already
represented in our teaching, either as specific planning skills
or via the University's own set of generic skills which all graduates
are expected to be able to demonstrate, this review enabled us
to introduce planning skills more comprehensively into the curriculum,
and they are now a major component of several modules at both
undergraduate and postgraduate levels. In all instances, they
are contextualised, using real-life examples whenever possible.
in order that students better appreciate their application in
the profession.
Our strong links with regional organisations
are a further important means of ensuring the currency of the
pathways we offer. Staff are actively involved with the RTPI East
of England region, RICS East of England, RIBA East, CIOB Eastern,
CIH Eastern, InspireEast, the regional centre of excellence for
sustainable communities, and many others. This enables us to reflect
current debates and skills issues not only in planning per se,
but in the wider built environment and sustainable communities
professions. We have a very wide network of contacts in local
government and private practice throughout the region, many of
whom are pleased to participate in the delivery of our curriculum
as guest speakers or field visit hosts. The RTPI East of England
Region recognises the significant contribution we make to planning
education in the region through the award of a prize for the outstanding
planning graduate each year.
RECRUITMENT
Recruitment to the postgraduate intensive MSc
Town Planning is particularly buoyant, with part-time students,
who study for two years on day-release from their employers, strongly
represented. This pathway, which was first offered in September
2005, has been over-subscribed in each year, and recruitment shows
no sign of slowing to date. Whilst the pathway is designed for
students with good first degrees (at least second class honours)
in subjects cognate to planning, we also have an entry route for
those whose degrees are in non-cognate subjects but otherwise
meet the entry requirements. This requires successful completion
of a specially-developed module "Introduction to Town Planning
Studies" prior to entry to the MSc. It has been followed
by students with first degrees in subjects as diverse as Mathematics
and Fine Art who are already working in planning and bring different
knowledge, perspectives and skills mixes to their studies and
their practice. Whilst attracting committed students with low
drop-out rates, recruitment to the undergraduate pathway is more
variable. For many years, our graduates have all been successful
in securing posts in planning organisations either prior to receiving
their award, or very soon afterwards, which is indicative of employers'
recognition for the quality of education provided.
RESEARCH
In terms of research, we are active in the area
of planning skills, having been awarded a research grant under
the Economic and Social Research Council/Academy for Sustainable
Communities collaborative initiative on skills for sustainable
communities. This research project, which I lead, is currently
underway. We are researching the development of an online self-assessment
and learning network for generic skills, focussing in the first
instance on the local government community in the East of England.
The project is due for completion in autumn 2008. An abstract
is appended. We have also undertaken skills development research
commissioned by the Thames Gateway South Essex Partnership. These
studies underline the importance of contextualised teaching and
learning, particularly for generic skills.
CONTINUING PROFESSIONAL
DEVELOPMENT
The University makes a strong contribution in
terms of continuing professional development for practicing planners
and councillors in the region. For the last five years, the University
has run an annual series of half- and full-day workshops on planning
delivery and development skills, designed in association with
the Essex Planning Officers Association (EPOA). These are intended
for council planning officers, other council and public sector
staff working on planning issues, private sector planning and
development professionals, consultants and advisers, staff in
housing associations, and other built environment professionals.
The workshops are very well attended, and are also open to professionals
from outside Essex. They adopt a participative, contextualised
approach, including expert speakers, discussion sessions, best
practice case studies, learning activities to engage participants
and develop skills, and study visits. The 2007-08 programme can
be viewed at http://www.anglia.ac.uk/ruskin/en/home/faculties/fst/departments/builtenv/planning_skills_short/gaining_planning_delivery.html.
We also support the RTPI East of England Region's continuing professional
development programme, by hosting, organising and providing speakers
and facilitators for the region's annual conference series.
CONCLUSION
The RTPI's accredited planning schools have
a vital part to play in equipping planning professionals with
the knowledge and skills which they need in order to meet the
challenges of the changing planning and sustainability agendas.
We have embraced these challenges at Anglia Ruskin University,
and, with the assistance of our partners, will continue to do
so into the future. We are addressing the planning skills agenda
in a proactive, participative and contextualised way which will
equip our students with the knowledge and skills they need to
become effective planning professionals, and beyond this we continue
to support them through their professional practice.
|
