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I would love to see kids at the school level learning about designerly ways of thinking as part of their core cognitive skills. Currently, system designers have to be also policy makers, in order to actually ‘design’ those systemic changes in educational institutions, organizations, sociotechnical infrastructures. Wonderful session!

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Lovely to see the archive footage. I have so many recordings of old OU programmes. As a secondary school pupil, the programmes opened my eyes to so many topics and approaches to study. They definitely influenced my academic career - along with James Burke's Connections!

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Will RIBA be leading the way or diverting their design discipline? The Way Ahead: RIBA's new Education and Professional Development Framework (architecture.com)

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Architects and architecture students need the knowledge, skills and experience required to respond to the challenges facing our world, society and profession.

The Way Ahead outlines RIBA's new Education and Professional Development Framework. The framework signifies a new direction for architectural education and continuing professional development, with a greater emphasis on health and life safety, the climate emergency and professional ethics.

For the first time the RIBA has developed a single standard covering pre and post registration education and professional development. Key components of the new framework include education themes and values, mandatory competences, career role levels, core CPD curriculum, specialisms and accreditation.

The Education and Professional Development Framework will be phased in over two years, beginning from 2021. The Way Ahead, which outlines the changes, gives advance notice of these developments to schools of architecture, CPD providers, practices and members so they can implement and respond.

After engaging with members and collecting feedback, we will be looking at how we can best implement the framework over the next two years. We will also consider if any further adjustments need to be made to the framework, to make its implementation effective and achieve the aspirations set out in The Way Ahead.

The Way Ahead

RIBA International held a series of digital events to hear the views of our international membership on the implementation of The Way Ahead where RIBA Members, students, academics and stakeholders were invited to comment on how best the RIBA can develop and deliver the proposals which launched in 2021.

What is The Way Ahead?

The Way Ahead plan consists of three key components:

1. A single career-long standard

2. Education themes and values for RIBA Part 1 and Part 2 study

3. Mandatory Competencies

Architects need a standard of education and practice that reflect the current ethical challenges, environmental concerns and up to date knowledge requirements in order to remain relevant and to continue serving the needs of clients and society appropriately.

For some time, members have reported that a review is necessary to secure the future of the profession. As we continue to lobby the government to make changes within procurement and promote the use of architects across society, our profession needs to attain and demonstrate competencies that the world and society expect and need; now and into the future.

RIBA Chartered status for architects and practices gives assurance to clients, the industry, and the public that chartered architects, chartered practices and schools of architecture operate at their highest standards because of their association with the RIBA, its values and requirements.

The Way Ahead framework is the result of consultation with RIBA expert committees and discussion with RIBA Council elected representatives. As a vital part of the process, we invited members and students to share their views and comments on the delivery of the framework.

More information on this framework can be found on our page What does The Way Ahead mean for the profession and RIBA Members?

Watch the recorded discussions

Check out the series of webinars below, that introduce and discuss this framework in the four RIBA international regions. The events were hosted by the RIBA National Council elected representative for each region.
Middle East and Africa
26 February 2021
Americas
26 March 2021
Asia and Australasia
30 April 2021
Europe
21 May 2021

If you have any questions, please contact info@riba.org.

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Architects and architecture students need the knowledge, skills and experience required to respond to the challenges facing our world, society and profession. The Way Ahead outlines RIBA's new Education and Professional Development Framework. The framework signifies a new direction for architectural education and continuing professional development, with a greater emphasis on health and life safety, the climate emergency and professional ethics.

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the relationship between design at the level of HE and that which is happening at primary and secondary levels disinteresting to her in Nigel's story of the RCA report for Dept of Education and the parallels to work at the OU. Leadership in understanding the value of creativity in education, and specifically design, is still needed ... in UK school education anyway. Where will our future thinkers /agents of change come from?

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Design as the link between people, technology and environment, still important today as it was 50 years ago

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I think the 'distance' in distance design education is an important way through which to consider inclusivity in design in a more comprehensive and impactful way.

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So interesting what Nigel is reflecting on. I'm thinking what is now fundamentally important to know /be as a design learner and actor and citizen

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My revelation today: Using the analogy of how to design something for the course to explain designing is still used at the OU, as it was 50 years ago.

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Design and systems thinking is becoming more relevant to deal creatively with the new future encironmental challenges for many sectors of industry and business. There is a real opportunity to widen the impact of design thinking and  enable other fields to embrance transition.

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I love Nigel's comment about thinking about what kind of design students OU had, lay-people who never want to become designers in the traditional sense, and how this influenced the design teaching and eventually conception of design

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For being very counter-culture at the early days, the videos actually look pretty 'formal'

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the relationship between thinking and practice and actions needs to be drawn out more in real responses to ecological limits

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We need to find a compromise between sustainability and learner needs that work in this new hybrid world

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I feel we still have a lot to do to find a way to replicate some of the interactions we had F2F. As an example - learning by looking over someones shoulder is something I am still looking at at how to replicate

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Found the first video very interesting. There's something about the ethics of technology, how it impacts us and what effects it had/has with hindsight

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We really do need to start planning and teaching for transition - and maybe not even current views of transition...
really depends on capacities and competencies, instead of skills and 'rapidly aging facts'

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Realising, after 10+ years of being a designer, that no one had ever taught me how to design ...

and that you can actually 'teach' design