1 10 25 https://nam.maydayrooms.org/files/original/7ab2f4be23c09d92b66782ede8174e32.pdf 2a30fe88696f42df0e342b1944bd83c6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Appendix to Chairman's Report Subject The topic of the resource Benefits to UK Architects (2 sides) Description An account of the resource 4 . Constitution of the Council The CHAIRMAN: I wish to make a statement which is likely to be quite long on this item. I feel it is my duty to keep you fully informed of the events which have happened in the last few weeks . In June 1985 the Archi tects Directive was issued. HM Government decided to implement that Directive through the DOE and ARCUK. This has to be done by an Order in Council, to come into operation in August 1987 . The DoE expressed reservations on the present system of recognition and that it would be difficult to defend if challenged by the Commission in Brussels or by other member states. A change was suggested in paper 161/86: (a) there should be a joint RIBA/ARCUK board and (b) ARCUK should nominate two members . In 1986, throughout 1986, RIBA was kept fully informed of all these proposals during that time, either by RIBA members on ARCUK Council or through letters and meetings which I conducted with the President and others, or Mr Peter Gibbs— Kennett who was the educational adviser throughout that time. There was nothing which was hidden or concealed from the RIBA on any of these matters . Paper 161/86 received approval at the Board of Architectural Education on 13 November by 35 votes to 2, with 8 abstentions. A similar motion and paper were approved by a large majority at the ARCUK Council on 17 December 1986. No one spoke against those proposals . Included in that large majority were RIBA members, some of whom said they welcomed this proposal . At the RIBA Council meeting on 21 January 1987 1 understand that the list of nominations by the RIBA to ARCUK Council was not ready, that the position of the Chairman of Council and Chairman of the BAE required careful consideration and that the preparation of lists was delegated, at the President's request, to himself and two vice presidents . Mr BRILL: On a point of information, Chairman also the Senior Vice President. The CHAIRMAN: I will correct that and I will repeat, the preparation of the list was delegated to the President himself, the Senior Vice President and two vice presidents . Thank you, Mr Brill. On 28 January 1987 myself and Deny s Hinton and the Registrar were empowered to open discussions with the RIBA on paper 161/86 . A meeting was held at 5 pm on that date and we were told we had forty—five minutes. Mr Melvin, Mr Gosling, Mr Harrison and Peter Gibbs—Kennet were present, myself, Denys Hinton and the Registrar. Mr Melvin, on behalf of the RIBA, asked for further information on two matters : (a) why was change necessary and (b) how were the proposals to work? He also agreed that there should be a further meeting in March. On 29 January 1987 Denys Hinton wrote to Mr Peter Melvin, giving him the information on the two points which he had raised, all of which had been discussed at the BAE or at ARCUK Council and were already known to the RIBA . On 3 February 1987 1 was asked to see the President of the R IBA, Larry Rolland, and Mr Melvin was present. They expressed concern at educational developments at ARCUK. I said that, as Chairman of ARCUK, I must represent all the opinions in ARCUK and not the RIBA only, and that the proposals had received widespread support from RIBA nominees on ARCUK Council. Larry Rolland asked me if I was willin to try to overturn these policies and I said "no" that I was acting for ARCUK and thought that the present proposals for co—operation between the RIBA, ARCUK and the schools were in the best interests of the whole profession and ARCUK 's EEC responsibilities . I thought that there were several RIBA nominees who would not be willing to reverse their opinions within weeks because they had been ordered to do so the RIBA. On 6 February I received a phone call from Mr Rolland, and I will read out the note: "Notes of telephone conversation, 2.30 Friday 6 February from Larry Rolland, President, R IBA, to Bob Adams, Chairman, ARCUK : 5 . " Larr Rolland said that, arising from our meeting on Fe ruary 1987 with Peter Melvin, their concern was not allayed on the developments of architectural education in ARCUK. Having consulted other vice— p resi dents Melvin Jeffels and Hackney they had ecided to reverse all the educa tional deci e ast year, so that the RIBA retained full responsx y or archi tectural education. They wished to have a change at the top of ARCUK and to this end they would not be nominating Denys Hinton or Bob Adams to ARCUK for the next session. This would mean they would not be Chairman of the BAE and of ARCUK Council respectively. They would also be removing others who they felt would not support the RIBA line. "GRA asked about the vice—chairman. Larry Rolland said they would be nominating John Tarn but not Ben Farmer———— c Mr JEFFELS: Mr Chairman, could I get this straight? The CHAIRMAN: Would you like to keep your comments to the end, Mr Jeffels? Mr JEFFELS : You are quoting from a third party . does not seem to me right, whether the substance is right or not, for you to be quoting what someone else has said over the telephone . The CHAIRMAN : This is an extremely important matter, Mr Jeffels, and I have the right, as Chairman, to say what I wish. " Larry Rolland said he thought he should phone me about this before GRA and DH received letters confirming this action. Denys Hinton was on holiday and could not be contacted. He regretted this action but felt that GRA and Denys Hinton would understand." I did not make any reply or comment. The conversation lasted about five minutes . These made immediately after that phone conversation. I signed those notes and sent a copy to the Registrar. On 7 February I received this letter from Larry Rolland: "I am writing to confirm my telephone call today about RIBA nominations for ARCUK Council. You will C, have realised from the meeting which you and Deny s Hinton held here on 28 January with Peter Melvin and David Gosling that the RIBA has serious misgivings about the direction in policy is tending, particularly in the field of a-ucatx-on. "I saw a copy of Denys t letter to Peter Melvin about the meeting and Peter and I had further discussions with you on 3 February. I have since discussed the matter with the Senior Vice President and again with Peter Melvin and Mike Jeffels, the vice president for ARCUK affairs . Our concern does not diminish and this, together with the Senior Vice President's strong view that we have to make a new approach to ARCUK affairs, had led us reluctantly to the conclusion that there should be a change in the chairmanship of both the BAE and ARCUK Council . Your name and that of Denys Hinton is therefore omitted from the list of nominations that has today been sent to ARCUK . "I appreciate that you will be disappointed. At the same time I am sure you and Denys Hinton will have realised the depth of our concern. I tried to telephone Denys to tell him of this decision but heard from his home that he is in Sicily and out of contact. I am sending him a copy of this letter . " A similar letter was sent to Denys Hinton . I phoned all the honorary officers of ARCUK and the BAE and informed them of these deve lopments . I asked the honorary officers, the Registrar and all his staff to make no comment to the press in order not to exacerbate the situation. On 9 February the RIBA issued a news release, which I æwishes to strengthen its negotiating hand with Government and to this end has thoroughly reviewed its representation on ARCUK in the light of Council 's recent decision to resist any further closures of schools of architecture . "The President, Larry Rolland, and the Senior Vice President, Rod Hackney, have been concerned during the past twelve months that the policies being pursued by ARCUK, in particular the increasing involvement in educational matters, are not in the best interests of architecture, the pub lic or future student intake . They agree that in general RIBA representatives on ARCUK should be younqer and in active practice. They believe that the team put forward on behalf of RIBA Council, which includes Gordon Graham, the RIBA Past President serving on Council next session, will provide the profession with a much more effective influence in the difficult times ahead. "The RIBA has been discharging its responsibilities for architectural education since long before the formation of ARCUK and continues to fulfil its obligations in this field. It makes an annual investment in education of over E % million and has a committee structure of respected practitioners and academics supported by an experienced staff. sees A CUK as rimaril a registration bodv and believes that any can only cause confusion and diffusion of effort. "The full list of nominations submitted to the Registrar, ARCUK, on 6 February is attached. "The Senior Vice President added that the position of the Huddersfield School and the North East London Polytechnic School should be reviewed to see if, with the demands for archi tects in the inner cities being on the increase, they can orient themselves to an enabling course in line with Government policy to upgrade the inner city envi ronment. Larry Rolland has suggested that Peter Melvin, Vice President, Education, should meet with the Director of Inner City Aid to see if some joint working relationship could be established along these lines . " On 13 February the IAAS issued a news release, which I will read . "In the current confrontation between the RIBA and ARCUK over the education of architects, the inter— c disciplinary Incorporated Association of Architects and Surveyors (IAAS) has come down firmly on the side of ARCUK. "It was recently reported in the press that ARCUK now plans to exercise its statutory responsibility for archi tects education by appointing an education officer and seeking equal representation on school visiting boards, whereas at present it supplies only one representative to RIBA visiting boards . "This development has not found favour with the R IBA, which announced recently that it sees ARCUK primarily as a registration body and believes that any expansion into other roles will cause confusion and diffusion of effort. "The IAAS, founded sixty—one years ago by the celebrated archi tect, Sir Edwin Lutyens, and commi teed to an inter— disciplinary principle has released the following statement on the education issue: 'The IAAS welcomes the recent public announcement by ARCUK that it intends to exercise its statutory responsibility for the education of architects . 'ARCUK, by statute, was from the outset never intended to act solely as a registration body . Otherwise the Architects Registration Act would have been drafted differently • C, 'As a constituent member of ARCUK, the IAAS has always voiced its regret that ARCUK over the years failed to resist the block partisan lobby which resulted in the true role of ARCUK being almost stymied from birth . 'As an inter—disciplinary body, the IAÄS is uniquely placed to appreciate the value of the composi tion of the ARCUK Council and Boards in that their membership like the IAAS is drawn from a wide breadth of representation. The IAAS believes that this was a deliberate measure with a view to the self interests of single—minded professional bodies being put aside and thus the needs of architecture being considered independently and as a whole . This is surely recognised by the fact that in order to practise as an architect in the UK a person needs only to be registered by ARCUK to which requirement member— ship of a professional body, whilst to be encouraged, is secondary . 'The IAAS applauds ARCUK for its self assertion and in full support the IAAS has changed its nominees and seeks to increase its representation on the ARCUK Council and Boards. 'The IAAS hopes that ARCUK will receive universal encouragement and support in this fresh and independent approach which the IAAS believes can only be for the good of students, educational establishments, archi tects, industry and the public at large and not least the pro fess ional bodies themselves. " Having seen that release, I again reaffirmed my instruction that we will make no comment whatever to the press . 1 informed the various committees of ÄRCUK that is, the Finance and General Purposes Commi ttee, the Board of Archi tectural Education, the Professional Purposes Committee, and all of the honorary officers. They discussed the situation and unanimously expressed their deep concern at the RIBA action and the damage to its reputation. On 18 February, because of constitutional matters raised, myself, Denys Hinton and Kenneth Forder explained to the Clerk to the Privy Council, who agreed with us to see us immediately and that day. The Privy Council is the body advising the Queen on all consti tutional matters and the powers of charter and statutory bodies . The Secretary made three points to us: (1) all members of a statutory body have a duty to implement functions of that body and this duty overrides the interests of their nominating bodies; (2) that a private body should interfere in the functions of a statutory body; (3) nominations made by RIBA were invalid if they had not been made by the RIBA Council. He offered to express these views to the DOE and the RIBA. We unders tand that was done and Patrick Harrison was informed on 24 February 1987 . We were so concerned about this development, that the matter of the nominations was not raised by us but raised by the Clerk to the Privy Council, we therefore decided to consult our solicitors, Ratcliffe's, who agreed that the Privy Council view was correct. I asked Ratcliffe's advice on (a) a draft note which I should send to the honorary officers and (b) future action. The soli— ci tors recommended us to consult counsel. On 2 March at 2.30 pm myself, Denys Hinton and Mr David Andrew of Ratcliffe 's, who is present today, saw Mr Stockdale of counsel, special ising in constitutional matters. Mr Stockdale said that the present RIBA nominations are invalid c and agreed with the Privy Council and our solicitors' view . He gave this advice on future action: (a) knowing that the RIBA nominations are invalid and that there was an intention by the RIBA to interfere in the statutory functions of a ARCUK had no option but to formally notify D the RIBA of ARCUK 's objection; (b) GRA and Denys Hinton cannot accept an invalid nomination from the R IBA, even if this were made; (c) ARCUK must ensure their Council is properly consti tuted, for two reasons: (1) ARCUK, as a statutory body, cannot act or be seen to act illegally; (2) if ARCUK Council is consti tutionally invalid all subsequent decisions of this Council are also invalid. On 9 March we received counsel 's opinion from Mr Stockdale, who agreed with everything which had been said. On 12 March 1987 at 10 .30 am the honorary officers had asked for a meeting with the President of the RIBA to express their view. At the meeting, of which we made a C, record, as far as the RIBA was concerned there was Larry Rolland, Mr Hackney, Alan Groves, Mr Melvin, Mr Jeffels, Mr Patrick Harrison, Chris Lakin and Peter Gibbs—Kennet. For ARCUK there was myself, Denys Hinton, Professor Tarn, Professor Farmer, Mr Nickolls, Mr Penning, Mr Taylor and Mr Gregory. The meeting s tated that it was the unanimous view of the honorary officers to urge that the RIBA should re—nominate GRA and Denys Hinton to ARCUK Council, to avoid further damage to the reputation of the RIBA and the profession. GRA explained the legal advice which he had received. Larry Rolland said the RIBA had received different legal advice. The honorary officers expressed their concern that the RIBA felt able to try to remove from ARCUK anyone who disagreed with RIBA policies. Larry Rolland said that he had agreed to the meeting to hear honorary officers' views but not to respond. Larry Rolland asked GRA to postpone the ARCUK AGM. After that meeting the honorary officers went back to ARCUK and discussed the situation, and they came to the conclusion, having received their solicitors' advice , that they had no option but to formally inform the RIBA c of the non—validity matters. We therefore wrote to the Secretary of the R IBA: "As you will know the RIBA representatives nominated to serve on the ARCUK Council for the year ending March 1988 were appointed not by the RIBA Council but by your President and two Vice Presidents to whom responsibility had been delegated. A formal objection has been loged with me and I am thereby put on notice . "I duly passed this matter to ARCUK solicitors who have said that I have no alternative but to say that my Council cannot accept the forty—two nominations which accompanied Mr Lakin's letter to me dated 6 February 1987 because they are not the nominations of the RIBA Council . "On behalf of ARCUK Council T ran, as Rea..i only accept these nominations when you can certify to me that they were appointed by the Council of the R IBA. It would be helpful if you would let me know, as a matter of urgency, what steps you suggest should be taken in relation to this matter. " On 13 March we received this reply from Patrick Harrison: "I acknow ledge receipt of your letter of 12 March 1987 in which you state that you can only accept the Royal C, Insti tute's nominations to ARCUK Council when I can certify that they were appointed by the Council of the RIBA. "The Royal Insti tute is advised that the exercise of RIBA Council's function to appoint representatives to ARCUK Council was properly carried out under the provisions of the Charter. If you contest this view I must ask for you to arrange for your advisers to meet ours today to satisfy us why the nominations are invalid. " I therefore gave instructions to our solicitors that they should meet the RIBA solicitors, which they did on that day . They met but did not reach any agreement. The solicitors therefore recommended that the two counsel concerned should meet, and those two counsel met yesterday. They again did not agree, but I have a note of their meeting. This is a note of the meeting between Mr B K Levy, counsel for the RIBA, and Mr T M Stockdale, counsel for ARCUK. It was noted " (a) that ARCUK had adj ourned the meeting of its Council until Monday 30 March and (b) that RIBA would be holding a meeting of its Council on Wednesday 25 March . "Mr Levy would recommend to RIBA that the appointment of members of the ARCUK Council under Schedule 1 to c the 1931 Act should be on the agenda and should be dealt with at the RIBA Council meeting . "Mr Stockdale would recommend to ARCUK that if the Council of RIBA made new appointments at its meeting those appointments should be accepted and there would be no question of ARCUK arguing that the appointments made in February were valid after all. "Subject to paragraph 5 below, new appointments made at the RIBA Council meeting would therefore resolve the immediate problem. t' Because of this I therefore wrote to the President of the R IBA: "The 220th Ordinary Meeting of ARCUK Council will be held at 2 pm, Wednesday 18 March 1987, at which I will give a full account of recent events to my Council . "At your request made at our meeting on 12 March 1987 I have postponed the AGM until 2 pm on Monday 30 March 1987, which is the latest day on which it can be held. "This is after the date of the next RIBA Council meeting on 25 March 1987, at which your Council may wish to review the present situation. " I also received a letter from Michael Darke to Larry Rolland, from the Heads of Schools of Architecture, and I will read it. "There was a SCHOSA meeting of Heads of Schools last Friday 6 March , when they discussed at length the recent C, RIBA press notice concerning nominations to the ARCUK Council. The letter which I wrote to you last week on behalf of our Steering Commi ttee was fully supported. Heads do not of course see ARCUK as primarily a registration body, and are well aware of its educational responsibilities under the Registration Acts as well as its statutory role under the EEC Architects Directive . "Heads of Schools are dismayed at your action in omi tting Bob Adams and Denys Hinton from the list of nominations to the ARCUK Council. The following resolution was passed: t SCHOSA urges the RIBA Council to review the list of nominations forwarded to ARCUK and requests that the current chairman of the ARCUK Council, Bob Adams , and the current chairman of the Board of Architectural Education, Denys Hinton, should both be reinstated as nominees of the RIBA on the ARCUK Council for 1987/88. ' " This resolution was agreed unanimously by the twenty— five Heads of Schools, plus three deputies, present, including Heads serving on the RIBA Council and EPDC . " As Chairman, I therefore had to decide what I should do on the matter of the AGM. I did not consider it appropriate that the AGM should be held with a background of legal di sagreement . I must, as Chairman, ensure that proper arrangements are made for the continuity of ARCUK and to protect the position of the Registrar. If the meeting was c held: (a) if forty—two RIBA members were declared invalid, the thirty—two could continue and would be quorate, but this would not be a fair reflection of the profession; (b) if the forty; two RIBA members were accepted, knowing them to be invalid on the advice of our solicitors, then all subsequent actions of ARCUK Council would be invalid. I therefore gave instructions that the AGM would be postponed and you all received a copy of my letter . As Chairman of ARCUK I must (a) act impartially for all interests; (b) carry out policies agreed by Council; (c) keep ARCUK fully informed of all developments . Until today, all honorary officers and all ARCUK staff and I have made no comments to the press in the interests of trying to reach a settlement. That is my statement, and the matter is now open for discussion. Mr JENKS: Chairman, in the light of that important statement, I wonder if the full transcript of that could be made available rather than the minutes? There are so many important events and the timing of those events is so important, I think minutes would not do justice to this . I think it is important to have the full record available to members . The REGISTRAR: The shorthandwriter tells me it will be ready by the end of the week or the beginning of next week . You want a copy put in the hands of all members? (Yes) Mr ALLAN : There is a vast amount of material there and I do not think anybody can be expected to digest all that, straight off the bat. It seems in all of this we have to distinguish between two aspects: conduct and consti tution. The conduct that has been described in the material you have read out to us, in particular of those representing the RIBA, would seem to me to be prima facie evidence of disgraceful conduct in accordance with the Standard of Conduct, and I would like to suggest that this matter is remi tted to the first meeting of the next Council 's PPC, to review whether there is a prima facie case of dis— graceful conduct to answer. Secondly, with regard to the constitution, I would be very grateful if we could spend some time considering these actions against the ARCUK regulations, because I fear that decisions that apparently have been made outside this Council may not be in accordance with the Council's own regulation . In particular I would refer to regulation 18, the relevant portions of which I shall read out. The regulation is titled "General" so I think we can deduce that it has application to all relevant parts of ARCUK business . It reads as follows : "The validity of the proceedings at any meeting of the Council" I will pause where I am omitting irrelevant portions of the regulation — "shall not be affected by.. . the fact (if existing) that by reason of any failure to elect or appoint the members thereof.. . the Council. . . may at the time at which the meeting is held be incomplete. t' I would be glad to have a legal interpretation of that. Mr ANDREWS: I do not think one can quarrel with that because the gentleman has been reading from the regulations . If the suggestion is that there should not have been a postponement of the Annual General Meeting, then I can certainly deal with that. Is that the gravamen of what you are saying? Mr ALLAN: We could start with that, yes . Mr ANDREWS : The starting point is regulation 2 on page 1, and I will read it: "The Annual Meeting of the Council shall be held in the month of March in every year and shall follow the Ordinary Meeting of the Council held in the same month • t' The present proposal is that it should be held on 30 March . c That will not be a breach of the regulations . I think that it is self—evident from what the Chairman has said in his statement that there was a possible constitutional crisis in the offing, and that it therefore made sense to avert that crisis to make a postponement of the Annual Meeting . There is nothing unusual or impractical about pos tponing a meeting, certainly against that sort of background. A valid notice of adjournment was given and the meeting is now due to take place, as you have heard, on 30 March . That, I would have thought, made very good sense for all conce rned . Mr ALLAN : I think I should preface anything that I and any of my colleagues on the unattached side might wish to say by saying that our contribution in this whole episode will be, and I hope continue to be, directed towards the best interests of ARCUK. I would like to stress that very strongly . It seems to me the best interests of ARCUK in this case are likely to be served by our being extremely careful if, at the request of one person who is not even a member of this Council, Council meetings are going to be pos tponed C, without prior consultation with the rest of the Council and in disregard of the regulation which I previously read out, which provides 8kact1y the circumstances which we now find ourselves in, which is that this Council can proceed and in fact the validity of the proceedings of the Council will not be affected if failure to elect or appoint members thereof is the case at the time the meeting is held. The Annual General Meeting is convened for this afternoon. I have not heard a reason why that regulation can be dispensed with. At the Annual General Meeting this Council has to achieve five things . Those things are specified in regulation 8 and they are as follows: (1) it shall elect a chairman; (2) it shall elect a vice—chairman; (3) it shall appoint the Board of Archi tectural Education; (4) it shall appoint the Admissions Commi ttee and (5) it shall appoint the Discipline Commi ttee . I would like to know why it is not possible for the Annual General Meeting convened for this afternoon to do those five things . c The CHAIRMAN: I have taken advice on this matter, but it is my decision alone. I have to protect the position of the Registrar and the honorary officers and it is my decision that it is prudent, and it would not be proper to proceed with the Annual General Meeting this afternoon when there is such an obvious imbalance in the representation of the profession. Mr GORDON : In that case, Chai rman, perhaps you could tell us on what you base your authority to make that decision? The CHAIRMAN: It says in the regulation: "The Chairman or the Vice—Chairman of the Council or not less than ten members of the Council jointly may by written request to the Clerk require him to convene a Special meeting.. . " I am also empowered to act on behalf of Council in between meetings of the Council and to act as I should think fit. Mr GORDON: And have you convened a special meeting? The CHAIRMAN: No. Mr GORDON: I am at a loss to know from where you derive the power to postpone a meeting which had already been properly arranged and intimated to members . The CHAIRMAN: I have consulted our solicitor on this point and I am told I am legally in order in so doing. That is a legal matter. Whether it is proper is a matter for my judgment. Mr GORDON: You have liberally given us the benefit of Council's advice earlier on this afternoon, which I think was a very proper thing for you to do. Perhaps you could quote to us the advice you received on this matter. Mr ANDREWS : I think it is a short point; it is not unusual for meetings to be adjourned and the Chairman has it in his right to adjourn this meeting, which is what he has done . Mr GORDON: I have never been to a meeting which was adjourned before it began. Mr ANDREWS: I do not think it has begun; it is on 30 March . The CHAIRMAN: I postponed the meeting; I did not adjourn it. Mr GORDON: In that case the solicitor is answering a different question. He answered that it was perfectly in order to adjourn the meeting . I am asking for the Council to be given the benefit of the legal advice which spells c out your authority, without consulting Council, to change the date of a meeting which you had already intimated to all the members . Mr ANDREWS: The Chairman is not duty—bound to consult the Council before he fixed the meeting in the first place . D Mr GORDON: That is not my point. Having fixed it, where is his authority for postponing it? Mr ANDREWS: Where is the authority that says he cannot postpone it? Mr GORDON: I am putting to you, that since there is no specific authority, to make a decision without that authority is ultra vires. Mr ANDREWS: The timing of the meeting in my view is within the Chairman's discretion and he has exercised that discretion. Mr GEAL: I think there are limits to that discretion. If I could quote the regulations, regulation 2, which has already been referred to: "The Annual Meeting of the Council shall be held in the month of March in every year and shall follow the Ordinary Meeting of the Council held in the same month . " I think special attention should be paid to the lack of punctuation in that, relating to the " shall follow" , wi th no reference to "shall follow within the month" but held in the same month . It is not a minor point when you refer to the Principal Act, Schedule 1, clause 6: " .. . every member of Council shall hold office until the expiration of one year from the date of his appointment or election. Shortly, at the end of today, I will have no office. 1 then see myself having an interregnum until the next Annual General Meeting, and everyone else having an interregnum until the convening of that meeting. The CHAIRMAN: I am advised that that is not a correct interpretation of the statute or the regulations . Mr ANDREWS: No, I think that the absence of punctuation is not peculiar to that particular regulation. If you look at the regulations as a whole punctuation is not found generally throughout them . It is again a matter of interpretation. I do not necessarily say my view is bound to be the correct one. It would have been a proper course had there been time for the Chairman to instruct me to make application to the c court for a declaration on guidance, but there simply was not time to do that. The Chairman does not have to consult on the timing of the meeting. Therefore it must follow that he can postpone it. "Shall follow. .. " , the words you are probably relying on, it does not say "shall immediately follow" and I would say " shall follow" means precisely what it says, ie, shall not precede . Mr GEAL: It would be a constitutional absurdity to proceed with members that were not constituted. My real point is on clause 6 . What is the Council and who are the members of Council as of today, before the next Annual General Meeting? There are none, because they all cease according to clause 6, until the expiration. The CHAIRBIAN: I have received advice on this and I am told that there is no difficulty whatever on this point. Mr BROAD: My point concerns the twelve months. It says "one year . " Had the original date for the AGM been two weeks ago and been cancelled, which was within two weeks of the twelve months from which we had all been appointed, then you might be able to postpone it for two weeks, but seeing that the year expires today — because it always follows straight afterwards and there has never been a problem —— from this afternoon onwards it is not twelve months and two weeks, it is twelve months . This is the saddest day for ARCUK that I have ever seen and for the continuation of ARCUK we must carry on and what concerns me is these two weeks. How does ARCUK survive over the next two weeks, if we all cease tonight? The REGISTRAR: This is not a terribly difficult point. We always choose a Wednesday in March. It is not always twelve months from the last Wednesday. On some notorious occasions we have taken deliberate steps to avoid a particular Wednesday, because something else was on. Normally it is accepted from a Wednesday in March to a Wednesday in March . Mr ANDREWS: There is a precedent for this. c Professor MARKUS: I would suggest a proposition which, at first sight, may seem somewhat ludicrous, but I think it will get us round a number of the problems we have been discussing. That is, that we should hold the meeting as arranged today, following this meeting. Those who are valid members of the Council should proceed to the five duties we have heard to be carried out, but all the people nominated under those five should resign immediately upon the calling of the first proper meeting of this Council, so that Council can take the matters into its own hands and appoint whoever it wishes, in the normal way. Whether that meeting is 30 March or any other date Council chooses to have does not matter. It means cons titutionally we have a properly surviving Council which has been properly constituted in the interim. The CHAIRMAN: 1 looked into this point. I have already given my reasons as to why I do not think it proper or seemly that that should happen. We would for that period have a grossly dis torted ARCUK Council. It says in the regulations that the election of Chairman C, and the other five members mentioned can only be elected at the Annual General Meeting, and it is therefore outside the powers of a subsequent meeting of ARCUK, the Ordinary Meeting, to re—elect those officers, except by a casual vacancy . There is no guarantee that those officers would resign . It would seem an unreasonable and unseemly procedure for me to get ARCUK into, if I agreed to this request. Dr WOOLLEY : I think that there are considerable diffi— culties if we t ry to interpret the regulations. I would like to speak directly to some of the points . I am really shocked at some of what you have just told us about. It is very important that the concern of people like myself, and possibly others in Council, is noted, because clearly a constituent body of ARCUK has acted in a way which is reprehensible, or has attempted to do so, and that really raises a number of very serious issues about ARCUK. I would like to congratulate you on the exemplary way in which you have responded to that threat and that crisis . (cries of "hear", "hear" ) I find myself in some difficulty, therefore, at having to c take issue on one question, which is whether it is proper for you to have pos tponed the meeting, because it seems to me that is what it comes down to. As you have said, it is a decision you have taken. There are a number of arguments which you have advanced for that to avoid a constitutional crisis, to ensure a proper balance of representation on the Council of the profession, to avoid it being grossly distorted. I can quite see those arguments, but it seems to me that there are other issues you perhaps ought to have taken into account. That is, that a particular constituent body has forced this crisis by its actions on ARCUK, and that you are to some extent, I would suggest, falling over backwards to accommodate those mistakes which that particular body seems to have made . I think you should also have considered the considerable inconvenience that this is putting other members of Council to. This is a gut feeling really — why should I be incon— venienced because of the misbehaviour of one of the constituent bodies? I feel very s trongly about that. I think it is quite improper. It seems to me that if it was necessary for that particular constituent body to have a meeting of its Council C, before putting forward the correct nominations then that body should have been inconvenienced to do that, not this Council. Why should I have to come back here in two weeks t time, on a day when I already have extremely important commitments that are extremely di fficult to change? Why should I do that to accommodate a particular constituent organisation, which has quite clearly abused its role? It seems to me on that basis there is a very strong argument for going ahead with the Annual General Meeting today because, under the terms of the regulations, such a meeting would be properly constituted and I do not give a hoot for whether or not it is fully representative of the profession. I believe that that consti tuent body has disqualified itself from representing this profession by the way in which it has behaved over this matter. I would have thought that you would feel just as strongly about it. I feel there is a very strong argument on moral grounds alone, never mind all the ins and outs of the regulations, that the Annual General Meeting should continue today and we should not be inconvenienced and put out to accommodate this c other body by holding the meeting on some future date, to suit its purposes . I appreciate the time scale was very tight, but I think there are very strong arguments to be said for that, and I think I and my unattached colleagues feel very strongly that the AGM should go ahead as planned today . The CHAIRMAN: You appreciate that I have not used any adjectives in my statement. Although you may use adjectives I should like to dissociate myself from those adjectives . Mr JEFFELS: That is a point I would like to make . The CHAIRBIAN: You appreciate that I have had a weekend of very considerable concern as to what to do . I had to take a number of considerations in, some of which certainly were YOurs . I appreciate that a number of people are being inconvenienced, but the most important thing is that ARCUK must continue and be seen to be properly constituted body which maintains the respect of all those who are concerned with it all the consti tuent bodies, Government and the public at large. I had a very difficult decision and I C, appreciate the comments which you have made, but I felt I had to weigh those comments against the other considerations which I have already made this afternoon . Mr EASTHAM: I have a lot of sympathy with what has been said, but I do not think we will benefit by repeating similar things. It is an unsatisfactory position and I am sure the RIBA will say maybe it is none of their making; others will say it is. But I would like to move on to other business . I have travel led a long way and it seems will have, like many, to travel a long way again. I would like to propose that we note your decision, with regret. Mr ASTINS: 1 second that. Mr GORDON: I feel that is adding insult to injury. This is an extraordinarily important matter, which it is proposed to brush under the carpet without adequate discussion. I hope there is support for continuing discussion until a conclusion has become clear . c Mr GEAL: Who will bear the cost of the additional Council meeting? The CHAIRMAN: ARCUK . Mr ALLAN: What is that cost? The CHAIRMAN: I do not know. Probably in the order of E2000 . Mr ALLAN: Is that more or less than the average amount given as a student grant by ARCUK? Mr JEFFELS: Chairman, on a point of order———— The CHAIRMAN: Can you answer that question, Mr Gregory? Mr GREGORY: That is about the maximum we would give. Mr ALLAN: About the maximum of a student grant? Mr GREGORY: For a typical provincial student. Mr JEFFELS: On a point of order a motion has been put and seconded that we move on to the next business. Surely that should now be put to the Council. The CHAIRMAN: I appreciate that, Mr Jeffels . It is an important matter and I want everyone to have the opportunity of saying what they wish on the matter. Mr JENKS: I would like to reverse the thing in a way and seek an assurance from the Chair. If a precedent is being set to pos tpone meetings in this way, in accordance with the wishes of any constitutional body, I notice that there are four constitutional bodies that have not put forward recommendations to this Council could any of these, for instance the Secretary of State for Scotland, the Secretary of State for Northern Ireland, the R ICS or the Society of Engineers, expect the same treatment, or the unattached, if we were irregular in our nominations to this Council? Could c we expect similar treatment to that being allowed to the R IBA? For example, if the Secretary of State for Scotland now comes alone and says "we are sorry about our nomination. We made a bit of a mistake. It was irregular, illegal. We would like to postpone this meeting for another time so that we can ensure that we are properly represented"? At the moment the Council will not be properly represented because there are four consti tutional bodies missing from that Council. Can we have that assurance? The CHAIRMAN: I do not think I can give you that assurance. This is a hypothetical question and it must be left to the judgment of whoever is there at the time as to c what he should do about that circumstances . I do not think I should say anything which could constitute a precedent in this matter . Professor Denys HINTON: The parallel which Dr Jenks D has raised is not a valid one. It is true that the RIBA made a request about this, but the real reason the Chairman has had to make this decision is that it would not have been possible to have cons tituted this Council at a General Meeting because it was not resolved what was the legality of the nominations . In that situation I would have to say to you, would you all have preferred to meet in this room and to have argued about the legality of whether the meeting could proceed? It would have had to have been closed if it had been called in the first place . Regulations, moral principles and other things apart, the practical aspect is that that meeting could never effectively have taken place . Mr ALLAN: We have been told by the legal adviser that those nominations were not legal . Does this Council take its own legal advice or the legal advice given to it second—hand by another body? Mr ANDREWS: The advice we gave, that was confirmed by the Registrar, the Privy Council and by the barrister that we instructed, was challenged by the R IBA. That being so, it was thought that a compromise was the best way forward and that is the compromise which has been spelled out in the note from which you quoted. The CHAIRMAN: Are there any other comments before I put the motion? Mr CRITCHLOW; I tend to sympathise with Dr Woolley in that it is regrettable that the meeting has had to be put off at great expense, but, likewise, a second notice has been send out so that anybody who wished to attend the AGM today might not have done so as a result of that second notice . So we have little alternative but to agree with the regrettable decision which has had to be made in postponing the Annual General Meeting. Mr BROAD: If this meeting does not go ahead today and we are relying on a postponed meeting in two weeks' time, c before which we are hoping that one of the constituent bodies of this Council will hold a proper meeting and re—consider their previous nominations and come forward to another meeting, we are therefore hoping to have the same open debates next year that we have had in the past. It has taken a long time, inch by inch, to have this forum in this chamber used for open debate, where points can be put forward and debated and people take votes at the end. Decisions taken last year were more or less unanimous . It is hard to see how we are going to have forty—two new nominees who are to come in here, according to the press statements that I have read, and carry out policy as told to them by somebody not in this Council Chamber. If the point of pos tponing is purely to enact this, it seems to me we are doing this body a disservice. Added to that, there are still technical, legal complications in doing so and I believe one of those is that this body has decided and it is in our minutes — that the nominations have to be in in advance of an Annual General Meeting by at least three weeks. We are hoping to change the nominations , we believe, and we are having a meeting in two weeks . C, The unattached have had it rammed down their throats that from the time they have their elections there is a very tight schedule to meet to come forward with nominations . If they ask for a day longer it is refused by this body . Are we sticking to three weeks for nominations? Is there a chance to change nominations or are we seeing forty—two people coming here in two weeks' time who will have this as a registration body . If that is what we are postponing it for, I think we do ourselves a great disservice . The CHAIRMAN: There are two kinds of nominations. One is any constituent body, and others nominated under the schedule of the Act, have a right to nominate; that is not subject to any time. They can nominate whom they wish, when they wish. The one you are talking about is nominations to boards and commi ttees . The REGISTRAR: For free election. It is only the free election which has a time limit. Mr BROAD: So those names will not change . The CHAIRMAN: we do not know. c The REGISTRAR: Mr Broad is quite right in saying that technically, I suppose, if the Council follows its previous rulings . The CHAIRMAN: I defer to your advice on this. Time is getting on. We have a motion before us. Mr GROVES: Chairman, you have had a motion some time. You have given people plenty of time. Would you please put the motion? Mr GORDON: On a point of order, Chairman the response which was just given was not clear to me and, I do not think, to a number of other people in the room. I am particularly aware in my own case, I am asked by my constituent body to confirm that I am prepared to act on ARCUK from early in January . I am slightly surprised, with over twenty—five———— Mr GROVES: Chairman, this is not a point of order . Mr GORDON: that another constituent body, presumably subject to the same law, is only able to give five days' notice. The CHAIRMAN: Your point is noted. Are there any more comments ? Mr ALLAN: I do not think we have had a satisfactory answer to Mr Broad's point and I would like to know from the Registrar what the period is laid down in ARCUK's procedures whereby nominations for free election have to be submitted to the Registrar, by whatever time before the meeting concerned, and whether those procedures can be upheld in terms of the timetable of this meeting which is being suggested for the 30th or not. The REGISTRAR: The answer is---- Mr BRILL: There is another comment———— Mr ALLAN: Could I have the answer to my question? Mr BRILL: It is an added one which may help clarify matters. We are talking about nominations for free elections . I have no information that those nominations by individuals and not by consti tuent bodies, are actually being challenged by the Chairman or any legal entity within this Council. The CHAIRMAN: I am sorry. This was considered but the nominations for the free elections can only be made by members of the Council. If those members of the Council are invalid then their nominations are invalid too. c The REGISTRAR: What we have normally stated is that we should have fourteen days notice of free election candidatures , solely in order that we can get out an aide memoire on each one. The simplest answer would be to suspend that require— ment for the Annual Meeting to be held on the 30th, so that people can nominate up to the moment of the meeting. Mr ALLAN: So that in addition to all the other incon— veniences we are being asked to tolerate we are also being asked to suspend a chapter of ARCUK 's normal procedures in order to accommodate this incredible faux pas — that is the most charitable description of it —- by the RIBA. 1 think it is absolutely astounding and utterly disgraceful. The CHAIRMAN: 1 now put the motion. Mr ALLAN: Could you repeat the wording please? The REGISTRAR: What I have is "note the decision with regret. Mr EASTHAM: "That we note the decision to postpone the Annual Meeting with regret . " Mr ALLAN: I would like to make an amendment to that, to substitute the word " accept" for the word "note . " It is whether we accept the decision. C, Mr EASTHAM: I accept that amendment. Mr ASTINS: Agreed. Mr CONNOLLY: I thought the motion was " to proceed to other business . " The CHAIRMAN: 1 thought 1 was right. I now have this motion by Mr Eastham "that we accept this decision with regret." Mr METCALFE: "And proceed to other business . " The CHAIRMAN: "We accept this decision with regret and proceed to other business" if you so wish. Is that all right, Mr Eastham? Mr EASTHAM: 1 agree. Mr ASTINS: 1 agree. Mr WATERHOUSE; May I move an amendment to delete the words "with regret"? Mr METCALFE: 1 second that. The CHAIRMAN: We now have an amendment to this motion, to delete "with regret" . The amendment was put and on a show of hands was carried with 28 voting for and 9 against. The motion as amended was put and on a show of hands was carried with 30 voting for and 13 against. 5 . Section 7 of the Principal Act (in the absence of the press) The CHAIRMAN: This is a discipline matter in respect of Steven Lawrence Hole . The REGISTRAR: Are there only members of the existing Council here? The CHAIRMAN: There are two who are new. Is there any objection to their remaining at this Council for this purpose, although they must not vote? (no objection was raised) Mr NICKOLLS: The report of the Discipline Commi ttee in the matter of Mr S L Hole is Annex A on the papers before you and you will note the recommendation of the Discipline Committee on page 4 of that annex. It is my proposal to move the re levant motion in respect of this, after which any matters can be raised from the floor if members of Council so desire. I shall therefore read the resolution as follows: "That the Discipline Committee having reported to the Council that Steven Lawrence Hole has been found guilty of conduct disgraceful to him in his capaci ty as an architect, this Council directs the Registrar (1) to send him a copy of the Discipline Committee report; (2) to inform him that after grave consideration the Council has decided not to remove his name from the Register but that nevertheless the Council considers that his conduct in the matter merits the severest censure and reproof; (3) to arrange for the publication of the Discipline Committee's findings and the Council 's decision in respect thereof in the architectural press 27 . I would hope, by virtue of the Annual General Meeting being postponed, that those in the Institute might take this opportunity of reconsidering their decision and of hope ful Iy nominating you again and Professor Hinton as their represent— atives,so that we can look forward to perhaps you, sir, carrying on for what is normally two years 1 do not think I can remember an occasion when a chairman has only served one . You, sir, have been in my view, and I am sure in the opinion of everyone who is here, a very able, faithful, competent chairman, and I am only sorry that this may be the last occasion you are sitting there . If it is, I would c like to thank you, and of course Professor Hinton, most deeply for all you have done for the Council and I hope others here will join me in making this "thank you" statement. The vote of thanks was carried with acclaim. The CHAIRMAN: Thank you everyone for that. This is somewhat ernbarrassing, as you will gather. Is there any other business? Mr ALLAN: I would also like to indulge the Council 's time with a brief, in my case, valedictory statement as this will be my last Council meeting for at least the foreseeable future to say I would like to add my endorsement to everything John Smith has said and that, in the ten years I have been an ARCUK councillor, it seems to me some extremely important and valuable progress has been made . I think it must be clear to a number of people that the more progress that is made in ARCUK in terms of its emancipation and reform the more it may be subject to the sort of, I would say, improper interference that may have happened in the recent weeks . I feel I can speak for all C, my colleagues on the unattached side in saying that in the last two chairmen we have found stout allies of the cause of fairness and impartiality in the chair; that is both yourself, Bob, and Denys Hinton. We would very much hope that that tradi tion even if not in the person of yourself but certainly that tradition would be consolidated and deve loped. In my own case it will take a little while to reflect on today's events . I do not think I can really 60 . come to and I daresay a number of other people will not be able to come to — proper conclusions until they have seen the verbatim report of your statement, which I think was a very brave one. In the meantime, however, I think people will inevitably draw conclus ions from what has happened and I would say it would be very sad indeed if anybody in certain quarters drew the conclusion from what has happened that, under pressure, ARCUK is capable of being intimidated, because I do not think it can and I do not think it should be. I can say that and I can leave after ten years of being on ARCUK, but it seems to me that that fact has to be demonstrated by the incoming Council next year and by all c subsequent Councils, that ARCUK is its own master and must act accordingly in accordance with its consti tution and its procedures . All I can say is I wish my successors well in that and if it appears to me that there may be any backsliding from that pattern of behaviour, I may be back ! (Applause) The CHAIRMAN: First of all I would very much like to thank ARCUK staff for all the work they have done this year . It has been a very heavy year indeed. It has imposed upon them the extra work of the Order in Council. I would thank the Registrar and his staff for all the work they have done . I would also like to thank the honorary officers, who again have had a difficult time this year. They have not only been extremely loyal and carried out the wishes of this Council but they have also been chairmen of their various committees and have done a great deal of work . I would also like to thank all the members of committees who have served both here, and those who are not here; I think they have added much to the quality of the work of this Council. I would thank all the existing Council members for what they C, have done and the manner in which they have conducted these debates some of which could have got a bit more heated than they have . I appreciate the discretion and moderation that has been used. I would finally thank the retiring members for all they have done . I would thank Mr Astins, Mr Barnes, Miss Bedington, who has been here since 1969, Professor Hinton, Mr Lewis, Professor Macleod, Mr Weardon, Mr Wilkinson and 61. Creator An entity primarily responsible for making the resource ARCUK Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource Undated https://nam.maydayrooms.org/files/original/25487a4426d430350e17586dd8ec8e6d.pdf 104d2bf07e3cbf222b521ecf511cf696 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Architectural Education: NAM's First Steps Subject The topic of the resource 43 page report on the Group’s preliminary analysis of the issues shaping architectural education Creator An entity primarily responsible for making the resource NAM Education Group Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource October 1978 Description An account of the resource CONTENTS PAGE INTRODUCTION Part one : forces currently operatinq to shape architectural education 1 ARCUK and the regulation of architectural education. 2 The influence of the RIBA on architectural education. Some problems raised by the revived interest in the part—time mode of 8 educating archi tects. Part two : forces operatinq on architectural education in the future 17 Archi tectural education and 'Building Britain's Future . Some impressions of 'Model E' : an exploratory paper into some of the relationships between architectural education and the working class 22 student. Part three . archi tectural practice and archi tectural education 29 The RIBA Community Architecture Working Group and architectural education. 36 Lessons from practice' dra t..m from working for ASSIST. 39 CONCLUSIONS 41 NAM Education Group contact addresses. 1 INTRODUCTION On 1/2 July this year, NAM Education Group met for the first time. Of the 30 people who attended, the participants were predominantly academic staff and students, but there were also representatives of private practice, both straight and alternative. The weekend was organised around three sets of workshops. The first of these centred on the forces which currently shape architectural education, with papers on the role of the RIBA and ARCUK. The second, on some of the forces which might operate on architectural education in the future, dealt with both the Government's policy document "Higher Education in the 1980' s" and the Labour Party's policy document "Building Britain's Future". The third workshop examined the relationship between architectural education and architectural practice, with papers on the implications for architectural education of the RIBA's version of "community architecture", and lessons drawn from ASSIST's approach to practice. The weekend enabled us to get together to pool ideas, and to identify particular problem areas which individuals were willing and able to examine. We felt this further examination was necessary to compensate for the current lack of substantive discussion on architectural education in the profession generally, and also in NAM to date. It is difficult to assess the success of weekends such as these. Yet despite the vacuum in which discussion took place, and the necessarily tentative nature of the papers, a consensus did emerge: the impossibility at this stage of atternpting to specify a NAM education policy. We were able to isolate several of the reasons for coming to this conclusion. These are outlined in the Conclusions' section of this document. We like to use these reasons as starting points for the discussion of architectural education at the Fourth NÆ•I Congress. NAM Educa tion Group October 1978 2 ARCUK and the requlation of architectural education Ian Cooper June 1978 Introduction For those of us seeking change, a prirna.ry task will be to develop our understanding of the forces which have operated and/or continue to operate to shape architectural education. Such an will be necessary If we wish to develop a coherent policy. Unpalatable though this be, we will need a thorough worklrg knowledge of those individuals, groups, Institutions and bodies capable of influencing the course of events. bbst inunedlately obvious arrong these stand the RIBA and AEUK. But, even if we just intend to consider these two, the task which confronts us is complex. Especially If a serious attempt is to be made to elucidate the separate — or, at least, separable — regulatory effects, if any, which these two bodies trey be able to bring to bear. However, since NAM has expressed a comitrrent to reform AEUK, it is essential that we should seek to understand both what this Council is presently empowered Eo do and whether, or how, it presently discharged its duties. This paper is offered as a necessarily faltering start, Illustrating possible avenues of approach, to what I hope will become our increasing awareness of the problems and possibilities of the situation In which we find ourselves. ARCUK's duties It is evident that the Architects (Registration) Act, 1931, empowered AEUK — or, rrore precisely, that consanguineous but statutorily independent body, the Board of Architectural Education• — to regulate certain, but quite limited aspecte of archi— tectural education. Foremost, these were enacted as the recognition of examinations qualifying for registration and/or to hou examinations for this same purpose. However, there are two inportant issues on which the Act is less clear but Glich, nevertheless, invinge on those interested in &rglng architectural education in this country. • Hereafter referred to as the BAE. • •Such numbers refer to notes located at the end of the paper. The first, and less tangible, of these issues concerns how legislators intended these duties to be interpreted and so how they meant the BAE to perform Its statutory responsibilltes. While such questions may be dismissed as t history% they be embraced as tapping the roots of our present distress. The latter choice, If accepted, Identifies an area in which we could usefully concentrate a part of our energies. The second Issue is nore obviously pressing but is, unfortuanately, less complicated. It centres on whether, or in what manner, the BAE meaningfully can be said to have discharged, and to be discharging, these two duties. In the case of its responsibility to hold examinations, it is possible to give a clear and categorical answer. The BAE does H)ld exartünations but these are restricted to 'Orals' held to assess 'special cases' presenting themselves for registration. Apart from this exception, since its inception In 1932 the BAE has instead opted not to hold examinations but to recognise those held by others. In tine, these others hmve corne to comprise only recognised schools of architecture and the RIBA. Difficulties arise, however, as soon as an atternpt Is rrade to be more precise than this. Once an effort is made to assess whet-her the various procedures employed since this date for the examinations of these others may be said to have discharged the letter, let alone the sparit, of the Act, then it seems that clarity necessarily dissipates to be replaced by equivocation. For it is difficult, and on occasion impossible, to discern where the actions of the BAE cease and those of the RIBA begin, so inter—related and Indistinguishable have the two bodies become. ( 2) Nor, it has been asserted, Is this synonymity a recent occurrence, V•men the 1931 Act carre into force the first thing the Royal Institute of British Architects did was seize control of the council. They next seized control of the Board of Architectural Education. They predominated on the council and it became known as the (3) The composition of the BAE FETbersh1p of the BAE Is composed, as Is explained below, of fot.x categories; statutory nominations, other nominations, elected representatives, and 'freely elected' rtETbers. Of the four categories, only the elected representatives can, in any sense ' 4 be said to be demcratically accountable for their actions to those whom they are to represent. The representatives of the •unattached Architects' belong to this category. r•Errbers of the other three categories are all appointed by some form of unaccountable patronage. However, while my research (4) does Indicate that rterrbers of the RIBA continue to predominate on the BAE, my findings rtzy also be interpreted to suggest that we would be mistaken to regard these mernbers as a horrogeneous interest In .*eed, it would seem ltE)re pertinent for us to attempt to Identify the coalitions and caucuses within thes rnernbers which effectively operate to control the BAE and its actions. experience suggests that a primary task here is to understand composition of the BAE's General Purposes Corru•nittee. For this appears to rnanipulate parent body by tactics such as withholding contentious informtion or by atterrtptirg to prescribe the legitirnate subjects, and their boundaries, of the BAE's debates. and energy night well be invested in exarnining the backgrounds and affiliations of the members of this Influential sub—committee and of the ærrbers of the BAE itself. further issues may prove rtore difficult for us to æcarnine. First, quite how do individuals become ærnbers of the BAE and, second, once installed, quite whose Interests do they act to serve. As I have already stated, the 1931 Act created four categories of BAE rrembership. The predominant category of merrbers is corprlsed of about fourty statutory nominees. These are individuals who are presunably expected to represent the interests of those particular bodies and institutions specified In the Second Schedule to the Act. It is likely to prove impossible for us to ascertain, eccept on rare occasions, the extent to which such statutory nominees — who are also members of the RIBA (5) actually act to represent the interests of those who send them to the BAE rather than responding to what has been referred to in the Architects' Journal (6) as the RIBA's "three line whip". A third category of trembers consists of those eight individuals present due to a different system of patronage, described — perhaps euphemistically — as nominations under the terms of the 'Gentleræn's •Agreernent' • According to this agreement, non—elected, non—statutory nominees are appointed to the BAE, myself included, by particular interest groups in a manner that is unaccountable 6 because it is private. The final, and perhaps for us the mst mysterious, category selection of the BAE's own representative will be restricted to those BAE ma•nbers of meüers consists of those sixteen individuals appointed as a result of the so—called t free elections'. In fact, tmse who get elected are alway members of the RIBA, due, on at least one occasion, to the Institute's use of the "three line whip" mentioned above. If we seriously wish ARCUK to be reforrned so that it rrey be representative and lay—controlled (7), it is imperative that we understand the means by which particular interest groups have rrenaged to subvert the representativlty legislated for in the 1931 Act. For as Noel Dawson, ARCUK t s previous Registrar, concluded, "The fact that rnany governing bodies do in fact nominate architects to serve on the BAE rxust be taken surely as a compliment to the profession — or as a wish to wash their hands of itL tt (8) The, BAE's performance of its duties It is not possible here for me to offer an extensive description of how the BAE discharges its responsibilities. Instead, I will restrict myself to to derronstrate, by means of a single example, how oblique and circumscribed the BAE's actions have becorne as a result of its involvernent with, if not its subservience to, the RIBA' s own regulation of architectural education. Perhapø nowhere is AEUK t s lack of independence more apparent than in the procedures which the BAE currenüy employs to recognise the examinationos of others. Before 1963, eligibility for initial recognition was assessed by means of documentation which schools sent to the BAE itself. After this date, however, " ARCUK joined the RIBA Visiting Board and sent representatives to the schools (9) Since 1974, the BAE has also "joined" the RIBA to assess schools' eligibility for recognition quinquennially. This assessænt is performed by visiting boards. On these, according to one of the BAE i s own documents, " ARCUK has only one nominated representative although in fact frequently two or even three of the men-bers of the Visiting Board are mernbers of the BAE or Council ( 10) However, what this, or any subsequent, BAE document fails to rnake clear Is that, not only will all of the members of the visiting boards be mernbers of the RIBA; but the who are also members of the RIBA- This restriction occurs, de facto, si -ce BAE visiting board are, in practice, selected from among the names of those BAE and ARCUK menbers who also happen to be on the RIBA's ov•m list of visiting board menbers. There is not, nor does there appear to have been, at least In the recent past, a BAE or ARCUK visiting board menber who was not a manber of the RIBA (11). In effect, what this practice means is that no mznber of ARCUK or of its Board of Architectural Education, which has statutory responsibility for architectural education, may "joint' an RIBA visiting board unless he/she is a me•nber of the RIBA. In other words, no member of the BAE may take part in the current vetting process by which ARCUK seeks to fulfil one of its statutory obligations without being a mernber of a particular constituent body of ARCUK's Council. (12) This exclusion of all but RIBA manbers of the BAE Is just one exarnple of how the present operation of the BAE runs counter to the principle of proportional representation which underlay the framing of the 1931 Act. If we hope to act effectively through ARCUK to counteract practices such as this, then we must admit that there can be no substitute for a thzrough, detailed understanding of abuses of the Act as it is presently operated. Notes 1. See Section 5 of the Architects (Registration) Act, 1931. 2. As John Fraser has shown, fears had been expressed In Parliament prior to the passing of the 1931 Act that the RIBA would usurp the power entrusted to AR<JK and would then dominate architectural education, see p. 2 of Fraser's 1977 paper for the Schools of Architecture Council entitled, Report of the workinq party on the leqal relationship betweal the RIBA and ARCUK. 3. This quotation was cited by Fraser In his 1977 paper, see p.3. Unfortunately, he did not reveal its source. 4. For exarnple, in 1976, forty— seva•i of the BAE's sixty—four menbers belonged to the RIBA, while in 1977 RIBA manbers accounted for forty—nine of the sixty—five of the places taken up on the BAE. Thus, during these •tv,'0 years, RIBA manbers held approximately three-quarters of the seats occupied on the 5. In 1976, twenty—five of the forty statutory nominees were also members of the RIBA, while In 1977, 27 of the forty—one manbers were. Thus, during these two years, RIBA held approximately two—thirds of the places allocated to statutory nominees. 6. See the Architects' Journal of March 23 1977. 7. See pp. 6 & 10—11 of NAM's 1976 document, Private practice: proqress report 8. This statenent was made by the previous Registrar on p. 1 of a May 1977 BAE docurncnt entitled 118/77, Board of Architectural Education. 9. BAE This document statenent entitled was made 89/77, by the ARCtJX previous Recoqnition Registrar Procedures, on p. 3 of BAE/9/77.April 1977 10. Ibid, p.4. 11. For GPC/3/77October exarnple, 1977 . BAE see documa•it the list of visiting 181/77, board ARCUK(RIBA specified Visit-tr-q on Boards,p.4 of 12. The 1931 ACC made provision that the membership of ARCtJK t s Council should be besides dram from the •unattached RIBA, see the architects' First Schedule , and from to the four Act.other 'constitualt bodies' , 8 THE INFLUENCE OF THE RIBA ON ARCHITECTURAL EDUCATION (Author's name with—held on request) Preface The purpose of this paper as I see it, is to give an outline of the present situation, to convey the ambience of it, rather than to set dowri in black— and—white "facts" which in reality can only be seen in shaded grey. For this reason I am resisting the ternptation of disproving the RIBA through use of its ovm data — to be specific, its owrr statistics — not only because of a personal belief that statistics are one of the greatest fictions of our time but also because of another conviction, namely that their use can all too easily anaesthetize the critical faculties by implying that state— ments employing then are necessarily objective, and even beyond challenge. My aim then is to help to give a feel inq of what is really going on, and therefore my paper. although factually true, will be less than wholly obj ective. INTRODUCTION Students tend to have one or two attitudes concerning the RIBA —either they ignore it or they detest it. In either case their views are not usually made evident and so do not disturb the RIBA, which in turn sees no need to improve its relationship with the student body or to justify its handling of educational matters — so that the present method of operation continues unchecked. Those who ignore it presumably do so either because they see it so utterly benign or, more likely, as largely irrelevant. Those who detest the RIBA go to the other extrane and, giving it credit for greater evil that it could ever succeed in stage—rpanaging, build up an image of it as a dragon, worthy of taking the blame for all ills inherent in current architectural education — hence the battle cry of "If only we could get it out of our hair and pass everything over to ARCUK". Both these views equally erroneous to me, and both seen to be based on the same fundamental misunderstanding of the nature of the RIBA. 9 WHAT IS THE RIBA? At the RIBA's Regional Congress this year their president, Gordon Graham, criticised the speakers en masse: their fault lay in asking "the RIBA to do this, the RIBA to do that" when in fact the RIBA was "you and me and not Port— land Place". (1) The remark was significant in that it emphasised the ambiguity of the RIBA's identity — that of a geographically widespread mernbership of practising architects or of a centralised administration run by civil servant— type bureaucrats. It seans to me that the RIBA is, paradoxically, both of these things at once; furthermore it wuld seen that the old jibe, made by opponents and disillusioned (usually provincial) members, that "the RIBA is a gentlernans club in London" might, if only taken seriously enough for once, contain a clue to how this paradox is wrked out in practice. Consider a gentlenans' club. It is an institution whose members reside in various parts of the country and whose only direct contact with the club occurs when they visit the capital, usually on business. The gentlenen pay an annual fee in return for which they expect the administrative Staff to whom they del egate the responsibility of running the club to do so efficiently, and without reference to the membership concerning the mechanics of how this might be done; the staff chosen are therefore capable and hardworking, but unlikely to openlyquestion matters of policy. The essence of the instit— ution, perhaps unconsciously, is that of a bulwark against change, a bastion of the status quo; the ambience of its headquarters is akin to that of a ref— erence library or a store for archival material — it is comfortable insofar as it contains a reassuring promise that the occupants will remain undisturbed. A selection process of some kind restricts the membership, as far as possible, to those who will maintain the club in its present standing, whose behaviour (1) See Building Design, 9/6/78 10 will be as is proper to it — diplomatic and polite. The analogy is, of course, limited in its application to a professional body. For unlike the traditional club the RIBA has regions and branches with (varying degrees of) life of their own; but the belief of perhaps even a majority of the "country mernbers "is similar, namely that the running of the club is not their responsibility and that atternpts to contact thern and consult even on matters of policy are all rather unnecessary — why else vould one elect a council? In other words they view the RIBA as a service organisa±ion , one with a higher annual subscription than the A.A. or R.A.C. and thus justifiably commanding greater social cache than does mernbership of either of the motoring associations. The last thing they expect to do is to help to n..m it and the first thing they expect from it is a reliable service. Consider a gentlemana' club again. The members, unlike those of a political association, join in order to obtain a service rather than to assert a common ideal. The club is an arena which they enter, usually for social functions, although certain forms of business may also be conducted from there. MgnberS may expect to meet, but not necessarily agree with, fellow members. They have few common obj ectives apart from ensuring the smooth running of the club itself, and so would yield a wide range of opinions on any issue put to them; vigorous discussion of a single topic would, however, be unlikely to be continued with the commitment which might be due to it, al though a perusal of the club's archives vould probably indicate a preoccupation with a limited nt.-unber of recurring thernes during the course of its history. The lack of unity among the ideals of mernbers inevitably leads to issues of policy being decided on purely pragmatic grounds, with little thought for long term goals. The lack of commitment from the majority of individual mernbers results in policy being decided by the dedicated (but often ideologically extreme) few. The menbers thanselves are therefore responsible for (albeit unconsciously) ceding a considerable degree of the control of their owrr institute to the salaried officials whom they have appointed for day—to—day administration. Put at its simplest, anyone receiving sufficient payment to enable then to work full—time for the RIBA automatically gains a certain priority over any of the institu±ds elected representatives, a priority which, once established soon extends to the field of infomation — of access to it and control of the access of others to it (for example, by deciding which matters should be voted on and which should be given simply as items of information. ) In the course of time, the advantages accruing from the ability to devote ones' time wholly to the institute increase, as the salaried officials become acknowledged as the major repositories of infonnation relating to information affairs; the long—term nature of their appointrnents (relative to the more limitec periods of service pennitted for the elected representatives) accentuate this situation. Thus the background information required by members of Council and committees is often obtainable only from the paid officials, who thus act as an (unconscious) filter of the information available. In addition the offici because of their reservoir of information, automatically become the people best suited to influential tasks such as committee selection and chosen to advise outside bodies (for instance MCUK, on educational matters). Thus those appointed to execute policy eventually become the prime makers Of policy, because of the mechanism of the systan in which they operate. Hence the common student understandhg of the RIBA is erroneous. On the one hand, the RIBA of Portland Place is not consciously malicious since it consists, by and large, of people whose task is to keep the present machinery running as smoothly as possible so that menbers can get on with their own jobs of designing schools in Stockton-on-Tees (or buidling motels in Mecca: obviously the people who secure these posts tend to be those who are trust- worthy and hardworking, but not subversive. on the other hand, the RIBA has 12 not disappeared off the face of the earth and does control an elaborate and, at times, powerful administrative mechanism whose existence needs to be recognised. THE IMPLICATIONS FOR ARCHITECTURAL EDUCATION I personally bel leve that the "RIBA" which influences architectural education resembles the model which I have outlined above more closely any other model that I have yet come across. Education is therefore being influenced by a largely unco—ordinated body, representing a collection of disparate ideals (an inherent virtue as much as an inherent weakness) , lacking long term goals, and often self—contradictory, or — despite the gravity of the issues raised — even fickle. The truth is not that policy issues forth form a consolidated nucleus but that it is fought out arnong the strongest personalities present (in each of the respective committee), a few ofwhom should be forced to admit to considerable self —interest in these matters. But as for any conspiracy theory, nothing could be furhter from the truth — the RIBA is perhaps the body least able to manage that. As one Council member remarked, "It's daft enough trying to get two architects to agree on which pub they' 11 go to, let alone trying to get sixty of them to agree on anything more abstract than that." The sad thing is that decisions rnade in such an AMATEUR fashion can then be executed all too proficiently. Fears that the RIBA is deliberately harming architectural education are misfounded; instead concern should centre upon the fact that decisions of major import fall into the hands of a body for whom such issues are beyond its capability (and for the majority of whose men-bers such issues lie beyond their concern) . The aspect, however, which has led to a greater number of sleepless nights has been that of the danger which arises in the absence of any consensus, for on this vacuum the strongest oratory rhetoric wins — and oratory rhetoric, unfortunately, 14 best convince the voters when at their rost extreme. Too rnany desisions THE MEANS BY WFffCH THE RIBA ACTS IN FIELD OF ARCHITECTURAL EDUCATION. are thus influenced by the personal desires of an eloquent speaker of gaining promtion, pushing his/her practice, etc.) or by the degree to which a particular If one asks an informed student how they think the RIBA influences architectural line of thinking lends itself to exposition through is medium (of oratory) hence education they are bound to reply "through the Visiting Board"; ask a mernber the rise, during the 60's,of university—based, academically — orientated architec of the staff the same question and they will probably agree but add togd:her education. with rrore direct presswe on their heads. These are the means by which the RIBA overtly claims to be influencing the quality of architectural education, The means of executing policy also influence the way in which policy is devised but the extent to which this is what really happens in practice is highly since those responsible for the execution policy are usually consulted in the cour questionable. of its forrnation. Their contributions are those of the people who need clear ordei from which to work, and so they will favour policies which are easily grasped and To start with, if the RIBA claims were true one could only sumise that it is can be straightforwardly executed — the times that I have been told 'tif you bungling the whole affair. The selection of Visiting Boards, a suspiciously want to get to it through, surnmarise it in a small number of points, each private affair to an outsider (including many heads of schools: ) , is in fact explicit in terms of how it can be put into action". There is no place for the far from conspi±atorial; instead it is arranged by an efficient mernber of the subtleties, nuances of paradoxes of red life here, for the acceptance of the grea RIBA bureaucracy who is mre concerned with getting through an excessive number inevitable, imperfection. of visits than with the appropriatesess of each board for its particular visit. Consequently the Visiting Boards are made up of people known to the RIBA At this point it is worth nothing that the policies emitted from 66 Portland administration (that is those who sit on RIBA committees and therefore enter Place are not representative of the RIBA membership nor auld they ever so Portland Place most frequently) rather than those whose whose abilitities in design owing to its substantially apathetic condition ) . The lesson successful activists or teaching would make them the rrost suitable people for this task of assessment. at the RIBA have learnt is that, unless you are prepared to pin all your hopes on No wonder schools are often faced by a Visiting Board whose members are of your own powers of oratory and rhetoric, you are best off evading the cornmittees; significantly lower calibre than the schools own external examiners: How the RIBA the success stories of the RIBA ( Student Employment Bureau,. Energy Calculator, etc can seriously expect a school to take heed of a report criticising the schools have come to pass simply because an individual in each case stopped playing the lack of "practicality" when the chair man of the board concerned has not practised committee game and got the job done outside that system. Evading the committees for several years beats me — almost as much as does the quiet acceptance of the is not necessarily bad in itself (particulary as the sort Of"democraey" involves report often exercised by such a school: To add insult to injury, the board of in drawing up these committees does not bear looking into) but this technique a particular visit is not even selected from this (defective) list with much also adopted by people who, for less honourable reasons, are scared that their reference to its suitability for question but rather on the basis of which mernbers ideas would not survive eposure to committees. Under these conditions evading of the board can make the -date already selected for that visit. committees (or creating new ones) can be a ploy for pursuing and even realising an idea without it being brought to light. The RIBSAts handling of heads of the schools meetings has been amateur in a Simi way. In the past year such meetings have, on two occasions, been arranged so that they clashed with an important Visiting Board (in the first instance thus preventing 4 heads from attending the heads meeting: At another of these meetings a head who is highly respected by the RIBA felt compelled to expose the invalidity of the statistics it was putting forward, thus leaving it without; any grounds for its arguementl These examples are typical and go to illustrate how the RIBA is operating in an amateur, rather than conspiratorial, fashion despite the gravity (which acknowledges itself of the issues dealt with by the Visiting Board, and of the effect which the report has upon the future of the school. As I hinted earlier, my greatest surprise is that the RIBA's "control" is accepted by the schools at all. The RIBA is, after all, only putting on a very sucessful act which gives the impression that their Visiting Board is the sole body legally responsible for validating schools. Close examination of the ARCUK act is discouraged by the RIBA since it shows only too clearly that the Emperor has no clothesl Looking at the willingness with which heads meekly submit to these visits I sometimes wonder what sort of people are rnost likely to become heads of schools. I am far more worried however, that matters of great import (e.g. standards of entry to schools) are still decided behind closed doors in the RIBA's own Education and Practice Execut:ive Committee. I will refrain from going into depth but simply comment that these meetings are at times qutie farcical ( 'tembarassing" was the word used by an eminent. mernber) and are the apothesis% of the oratory—and rhetoric syndrome, in this case used by eloquent men to put over extremist views on practitioners innocent of the educational consequences• Furthermore EPDC hæ a nasty to subrnit reports to council merely as information, not (as do all other comnittees) as issues for voting on• 16 PROPOSALS FOR ACTION The decisions as to where to go from here rust be yours, but you now have a moi.-e realistic background from which to work, the important thing is to be sensitive to the existing situation so as not to provoke opposition unnecessarily. One must remember that the people responsible for operating the system have been chosen for their post precisely because of their abilities to keep the rtEchine running smoothly, so that any attempt to change the machine itself will not exactly meet with support from them—if concerned they react in an extreme manner They have their own jobs to consider, jobs which rrdght radically change or even pass out of existe nce, in a new system. On realising (even unconsciously) these consequences certain ( human) reactions will be inevitable. It mast be rembered that these people have served their employer well and are extremely dedicated, hardworking and sincere — if misguided. As such, they deserve a certain amount of respect. Its necessary to look at the situation without prejudice, with sympathy and understanding, and with a certain degree of self—examination as well one must take into consideration the faults on both sides. Perhaps it is appropriate to close with some recent words of Alistair Cooke' s: "In times of confusion people like to claim to stereotypes — the simpler the better. People are always hazy about characters that don't fit their precon— ceptions". I hope the warning is heeded. 17 Robin Nichol son July 1978 Some problems raised by the revived interest in the Part—time mode of educatin architects. The progressive specialisation of the architect as the designer, rather than executor, of buildings has been paralleled by the progressive isolation of his/her education. Delusions about the inherently progressive nature of formal education can no longer be offered as support for the attempts to raise academic standards for architects following the 1958 Oxford Conference. The last twenty years has seen no improvement' in architectural standards but rather the most dazzling display of designing—for— profit accompanied by a loss of many traditional architectural and constructional skills. One of the necessary' side effects of the Oxford Conference was to slowly kill off most of the part—time courses in architecture (1). 1978 finds a renewed interest in the part—time mode (2) but we need to examine this in the same manner as we would a full—time course what are the objectives of the particular educational process ; what is the architect 's role; what is the function of architectural design? The part—time mode would seem to offer the possibility of an integration of theory (in college) and practice (in the office) and our experience at the Polytechnic of North London, where the first new 4—year part—time BSc in Architecture has just graduated its first students, seems to support this fertile possibility. The following personal observations are based on two years t experience at PNL teaching exclusively on the part—time course, which does not set out to challenge the relevance of the architect' as the proper designer of buildings, but which does attempt to make the students aware of the complex social relations within which buildings are made and the part played by the architect in this The PNL Part—time Degree Course (3) The Part 1 Exemption and BSc is achieved after 4 hard years work, attending the Poly one long day each week for 29 weeks a year and 2 two—week periods full time each year. The course itself is in general outline fairly traditional and is dominated by the practice of design in projects ; however it is more consciously conceived as a four year sequence of design projects and attempts to develop teaching techniques for the mature part—time student. The day release assumes enormous importance for the students , some of whom have travel led long distances to attend and it is, consequently, tailored as neatly as possible: the morning and evening are spent in lectures sandwiching the studio afternoons spent in individual or group activities . The full—time period allows more complex activities to develop eg. workshop experience, or a community study etc. Any applicant must have either the traditional 5 O t s and 2 A t s, or an I-NC/HND or a first degree in another subject or an ONC at 60% or over ; we are also allowed to accept 10% (ie. 3 per year) without any formal qualifications — these places are hotly contested. Selection is by interview for which the students are invited to produce evidence of t creative potential' , which is very widely interpreted. The average age on entry is about 27 —this maturity tending to produce high motivation, though also some heightened anxiety (there being more to lose if unsuccessful ) Slightly in excess of 50% are qualified technicians although often this route seems to have been recommended by schools and colleges against the student's early desire to become an architect. The year is composed from as broad a range of experience and skills as possible — the graduate from another discipline, the ex—serviceman, the foreign student and women students being enthusiastically welcomed. (4) The students' office responsibilities range from the most junior (29 + years old) draftsperson to associate partners . Recognising this rich diversity of experience and skills, the first year of the course is seen as a foundation year, going back to re—examine many aspects of our knowledge, looking at the world we inhabit through art, music, mathematics, sociology, psychology, and the progress of scientific discovery. This provides a challenging framework for a sequence of design and communication exercises. The first year of the course could be considered to be the start of a process of opening visual and intellectual windows in an atmosphere of creative discovery and is much enjoyed by both staff and students. Sharing of one another's skills is fostered from the beginning, although we have not been able to eliminate com— petitiveness completely. We are trying to adopt similar techniques to examine architectural production through analytical exercises coupled with design projects, though this is in a very early stage of developmen t. 19 The Educational Process If I may digress slightly, I would like to discuss part of our interviewing experience. Firstly, we have been surprised to learn from some prospective students' portfolios the ease with which Big Capital sidesteps the architectural profession and uses draftspeople often skilled but in no way conscious of the mysteries (5) of architecture and therefore unlikely to produce aesthetic' or other objections to the most brazen profit—taking (6). Secondly we are constantly, though perhaps rather naively amazed at the number of people who have been educationally shipwrecked, who whether from prejudice, excess pressure or plain ignorance, have been effectively excluded from developing their talents and discouraged from discovering how (to continue) to find and explore themselves . This exclusion is often reinforced, psychologically, to such an extent that the person loses all faith in his/her own abilities beyond that which he/she knows ; in the world of architecture the architect becomes someone held in awe even if not respected by others lower down the educational ladder. This situation bears great resemblance to that confronted by Freire and others with their adult literacy schemes in Latin one peasant recalls "When all this land belonged to one 'Latifundio there was no reason to read and write. We weren't responsible for anything. The boss gave the orders and we obeyed . now it is all different and another "Before we were blind, now the veil has fallen from our eyes . (7 )The difference is that while the technician is a 'qualified' person, that qualification is often at the expense of 'understanding' ; after all the 'wise man' (woman) has (rightly) been identified as a liability to the future employer, and more broadly educational systems are usually devised to support rather than challenge the status quo. The background to our interest in the part—time mode. 21 Our present focus of interest in architecture and architectural education springs from our realization of the need for the exposure and analysis of recent and all too often lamentable architectural practice, the current stylistic confusion and the complete sell— out by the profession to the, admittedly powerful , demands of Capital and State. The nature of British education and its central task of socio—economic stratification makes it structurally self—destructive for the high performer (intellectually the best equipped?) to challenge the status quo ; whereas if the low performer t s achievement level is sufficiently strongly reinforced (as suggested above) then he/ she is equally unlikely to challenge the status quo within the established order. We observed that the high performance evel student had the confidence, that comes with comparative success but often also had the disdain and cynicism that prohibits opening the mind to understanding ; whereas, although the part—timer may lack some intellectual confidence, he/she does have the lifeexperience against which to assess and measure not only the education offered but also the architectural production of the office in which he/she is working in parallel Although we attempt to direct some of the mature students t energy and experience into questioning their office r s design practice, it would be foolish of us not to recognise that one important objective of our students on entry is to qualify and thus achieve a higher social status . For those students of working class origin, we, un— wittingly, enable and sometimes even force, them to acquire bourgeois social skills and interests, while at the same time asking the students to examine critically the designed world in which they live. This contradiction energises the course as it is presently developing but must pose as a central problem for any radical education group (such as NAM may develop. ) Within the student the existing from a working social class and political background system,is necessarily engaged in transforming his/her social status by means of an educational process working devised in our society, by class that with particularly, system t sufficient to provide to t skills introduce t stability for thet As we know certain sectors are educated, some into the professions where their primary function is necessarily to serve state/capital desirable to consider alternative 'products' Is it and does the part-time student t s real life experience offer him/her a potential for a new kind of designer, a fighter for a new set of social relations in the construction industry? recognising this possibility, we must also recognise the present state of our schools : we are optimistic. nevertheless, just sometimes, Footnotes (1 ) According to RIBA statistics in 1957/58 713 students entered 1st Year of Part—time courses (incorporating Day and Evening Students . ) (cf. 894 in full—time courses) . in 1967/68 118 students entered 1st year of Part—time courses. (cf. 1342 in full—time courses) . in 1977/78 116 students entered 1st year of Part—time courses . (cf. 1422 in full—time courses. ) (2) The 6 part—time Part 1 courses currently running are Leicester Polytechnic Certificate Mackintosh School, Glasgow University & School of Art Certificate North East London Polytechnic (NELP) BSc (Hons. ) Polytechnic of North London (PNL) BSc Polytechnic of South Bank (PSB) Gr adu ate Diploma Thames Polytechnic (Woolwich) Diploma (3) There is a 3—year Part-time Part 2 Diploma Course at PNL: there are also Part 2 courses at Leicester, Thames, NELP, and in preparation at Mackintosh School. (4) There seem to be very few women students who are willing and able to pursue the part—time course. It would not be surprising to find positive dis— couragement by both school and employer. Their absence makes it more difficult to challenge the 'macho t character of so many male students. (5) I chose this term carefully, partly to remind us that architectural design used to be in the exclusive hands of the masons and their mysterious orders and partly to emphasise the mystification of architectural design by today's professionals. (6) We recently interviewed a skilled but architecturally illiterate technician, who had single—handed designed in two weeks middle a 5000—bed east package hospital deal complexThis for a prospective situation is not uncommon. (7) FRIERE, Paolo, cultural Action for Freedom in.1972. Pengu Paper prepared following a meeting of the NAM education group in Cardiff 1—2 July 1978 to discuss the desirability and/or feasibility of such a group. 22 Architectural Education and • Building Britain's Future' lain Campbell June 1978 Introduction This paper makes no attenpt to discuss in detail the recorrmendations for architectural education made by the Labour Party's Working Group on Construction in their paper Building Britain's Future. Instead it deals with the within which they locate their proposals. I argue that they correctly identify the myopia of the profession's view of education and offer an alternative standpoint from which to view education. A view which, although It has considerable merit in that it avoids a 'narrowly professional approach' does not provide an adequate basis from which to begin work on education within the New Architecture Movanent. If your aquaintance with the Labour Party's policy staternent 'Building Britain Future' Is through the architectural and construction press you might be forgiven for believing that all it is concerned with is nationalising the construction and building materials companies. Tie Architects' Journal' misunderstood the docunent: when it stated that • "Reform of the construction professions is part of the National Executive Committee's policy of national Ising major areas of the industry" (1) Both these proposals, reform of the professions and nationalisatlon, are, however, only part of a series of recommendations which are the end result of an analysis of the construction industry which takes as its starting point a particular view of the construction industry and its products. This view, stated simply, sees a double role for the construction industry. It has a social function as; • the crucial physical link between the Labour movenent's aspirations, in such fields as housing, health and education, and their achievanent" (2) 24 And an economic function because; "the regeneration of British industry which the Labour Party seeks cannot be achieved without the modernisation and replacement of obsolete Industrial bUi1d1ngs and infra structure" (3) At present, however, the industry is ill equipped to fulfil these functions for a variety of reasons and the proposals are aimed at restructuring it to enable it to play its role more fully and efficiently. surprisingly the organisation and education of the construction professions is one of the areas which comes in for criticism in this context and the architectural profession, in particular, is singled out In many of the examples given. me main direction of their argument is that; "For tw centuries now design of buildings has grown up quite separately from their production" (4) Tney see this separat:ion as a major factor in the inefficiency of an eytcznely fragmented industry. The need to bridge the separation of design and construction in order to produce a building has resulted in a lot of practices which are based on mutual mistrust and inhibit 'genuine co—operation' An R.I.B.A. official's view of the contract procedures is given to support this position (5). In addition the division between design and production produces problerns in achieving and maintaining adequate technical standards Professional education is looked at In this context. It is seen as one factor which reproduces this separation: "The Institutional separation between design and production is reinforced by a syste•n of education for architects and others which is narrowly 'professional' in outlook". (7) Courses, thenselves, controlled by the various professional institutions (8) anbodY this outlook and tend to give; inadequate attention both to production aspects and to the wider social context of professional work. They rarely offer any practical experiz•ce In the building industry, restrict entry to those with high—status acadenic qualifications, and give inadequate attention to the need, in an ever—changing technical environ— ment for mid—career retraining". (9) In order to counteract the limited understanding of the industry produced by professional education they propose that ; "The education of construction professionals should be taken out of the hands of professional instutions and cont-rolled by a body representing the whole industry, perhaps the Construction Industry Training Board (10) mese proposals on education are not important in thanselves. There is no evidence that the Col.T.B. could educate architects any less narrowly than professional institutes. The pmposals have to be examined in the context of the Labour Party's total approach to the problens of the industry, an approach which does not look for piecemeal reforms but is directed at finding a comprehensive solution. Any approach v.hich N.A.M. adopts must, similarly, locate education in a wider social framework. The great strength of the Labour Party's analysis is that it sees architectural practice as only one practice in the building industry, and one which is related to, not separated frorn, the others. Architectural education can be seen as a part of the education of all who work in the industry and education as a part of the process of moulding a construction industry with different methods and objectives than it has at present. It is a simple logical argument to note that the category of architect or designer is rooted in the production of buildings. If society did not produce buildings then there could. not possibly be any architects. The converse, however, is not necessarily true. Because we live in a society which produces buildings we do not necessarily need a group (or groups) of people whose sole occupation Is to design then (or aspects of then). me category of designer arises out of the production of buildings but it does not do so in the abstract. It is the production of buildings in a certain way which produces the separate category of designer, and the separation of this category into a host of specialist design professionals of which architects are only one. A movement for a •new architecture' implies a movernent for a change In the relationship of production of building and a necessary corollary of this is a change in the sort of people who take part in the production of buildings and therefore in the system of educating t.hose who take part in the production of buildings. I would argue that the Labour Party's outline of the need to change the relation— ship of separation between design and production, their identification of some of the trends within the indust:ry which are acting to break dowrr separation (11) and a cmcial need for changes in the education systan to help in this, indicate a position, outside the professional cocoon, which we could usefully adopt as one starting point for developing our ov.rn positions. If rBui1ding Britain's Future' is strong in one aspect of its analysis, it is weak in terms of another aspect which is equally important for N.A.M. That is the separation between those involved In the design and construction of buildings and the people who are going to use them. There are no references, in the surunary of recorrunendatlons, to the need to change the relationship between users and builders, although there are two references in the main text. "The quality of design is of course a social as well as a purely aesthetic Issue' and improvanents should also be sought through greater responsiveness to the community in planning procedures". (12) 26 "Reintegration must take place within a context of widened accountability to society for what is built". (13) They give a clue as to their meaning of 'responsiveness' and 'accæntability• in the sentence which immediately follows the last quote: "We would envisage a growing pattern of creative negotiation between public clients on the one hand — their bargaining position strengthened by t.he creation of a Public Procuranent Agency — and integrated design/producuon teams, in both public and private sectors of contracting, on the other". (14) In effect they are, on the one hand, at:ternptlng to break dovm the Institutional separation of design and construction that results In and is perpetuated by current educational practice whilst, on the other hand, increasing the institutionalisation of the separation of user and builder. The closest that the Labour Party gets to the users of the products of their social programme is a consideration of the 'public client' . In their discuxssion they make considerable use of the report 'The Public Client and the Construction Industries'. (15) This report does refer to users. "In some public authorities it may be that there is an ultimate client who is the intended user of the building, but another body may be acting on its behalf as the client in regard to the building process. In local governrnent the end user of a public sector project is generally represented by a main sponsor cotmüttee, consisting of elected members or departmental representatives". (16) It does not, however, examine the relationship between this client body and the users. I would argue that just as we must step outside a narrowly professional outlook of the relationship between designer and builder so must we find a way of avoiding what we might call a narrowly professional concept of client. The current educational process reproduces and is reproduced by the professional concept of client just as surely as the separation of designer and builder. The Labour Party do not offer us a starting point in this area, and I cannot add anything except to note that the work and experience of those, like the Support Group, who are exploring ways of practicing which do have a different concept of 'client' , may be able to provide us with direction. In this paper I have indicated what I consider to be the strengths and weaknesses In the Labour Party's approach to architectural education in order to show that the approach which N.A.M adopts must begin from a standpoint which locates architectural pract:ice In its social context. 27 28 References 1. Architects' Journal, 19 Oct 1977, p. 773 2. Labour Party, Buildinq Britain's Future: Labour's Policy on Construction Labour Party October 1977, ISBN 0-900507-99-3, p.57 3. Ibid. p. 7 4. Ibid. p. 19 5. t There is a general acceptance that the signing of the contract is the signal for the battle between the various parties — contractors, sub— contractors, suppliers, and the various professionals — to commence, a battle which soon develops into a continuous tactical garne of catch— as—catch—can, and hard luck on the one left holding the baby when the music stops' , quoted in Labour Party (1977) p. 20. 6. They do not deal with in any depth but note that it is a problematic area v•hich will have to be examined in the future. See p. 20 Ibid. p. 19 8. m-aey make no mistake in identifying the R.I.B.A., and not A.R.C.U.K, as the controlling institution in the case of architectural education. See p.53 9. Ibid. p.54 10. Ibid, p.63, recommendation No. 54 11. See their discussion on design—and—build and package deals. p.53 12. Ibid. p. 55 13. Ibid. p.53 Ibid. p.53 15. Building and Civil Engineering Economic Development Committees, Tne Public Client and the Construction Industries, H.M.S.O. 1975, ISBN 0—11—700739—0. 16. Ibid. p. 25 29 IbQPESSIOI!S or ?ODEL E : an exploratory paper into some of the relation— ships between architectural education and the vorking class student. Manr Grills Frank Horton Robb MacDonald Liverpool University School of Architecture. June 1978. Introduction The recent DES discussion paper 'Higher Education in the 1990's' (1) points out some future problems of the higher education sector: problems brought about by democraphic changes. In the longer term, demand for university education vill fall and the DDS offers several alternative strategies to meet this crisis. One of these strategies (and the one preferred by most commentators) is that referred to a 'Model . This strateor consists of .taking positive steps as a matter of social Folic" to encourare perticipation by children of non— manual workers • Our puroose in this paper, is to consider sone o? the issues '.rhich grov out of the 'Model E strategy. We do this since ve believe thet, very broadly, this is the proper way for hither education to go although •re vould separate this from the g.enenl demographic approach of the Brown Paper. The setting of our aroment is the one ve knov best: a university school of architecture. Vie shall not, in this paper, question the idea o? architectural education as qualification for practice. We assune that there is e valid rationale for becoming an architect through the present preferred route. Thig assumption is, we believe weak: the idea of profassional exclusivity is debatable and the position of full time educetion as a sole route to practice is tmtenable. iiowever, ve vant to use the existing structure to raise questions and accept it without condoning it. Education is a biographical process: there are social and economic influences but these are brought to bear and make themselves felt in the life cycle of indivi duals. We have no hard general informvtion but present a factual, partly fictitious ease stua•.r of Joe-r Bishop, a working class kid vho makes the architectural grade. We shil use critical incidents in Joey's life to raise '-energi questions about architectural education. Joey bishop is an architect, he ves trained at Liverpool thiversity School of Architecture. He is the only child of Josenh and Mary P,ishio; josenh is charcehand in a local factory, Vary owns a small knitwear shon. They're a Liverpool family, the most prosperous and com-Cortably off in their neighbourhood. They own their own terraced house, and Joey's first real job is to process an improvement grant application for his parent's house. Joey was born and brought up in a ttro bedroom terraced house vith no bathroom and an outside toilet. He attended the locei state primary school, he vas a vell behaved and hislll.y regarded pupil. He vas expected to pass the 11+ and go on to the local grarmar school. 30 ile are drawing a portrait of the scholarship boy from a 'respectable' working class home. The majority of the working class university entrants come from homes like this. They are selected early and feted by the system. The quiet manner and good behaviour are probably as important hag it as rough. ability 'The in evidencemaking this selection; the rough kid from the rough hime suggests that from a fairly early ace lov status members are taught to narrow their social horizons.! Parkin ( 3). Not surprising, the school system is, for its egalitarian pretensions, part of a larger class society. In 1962 Joey failed the 11+ examination — and already classified by the system as a failure. Rather than the local Collegiate or Institute, it vas Earle Road Secondary 14caem School. "Never mind Joey, there iB alvqys the 13+," his mother had said. The 13+ never took place for Joey, and that vas how much his mum knew about education. In fact, Earle Road's greatest claim to fane wag a first division footballer. 110 selection system is perfect, the selective system pretends to be modelled on demand but what happens if more people pass than the selective schools have places? joey could also be a late developer. Things started to happen for Joey in his first year at secondary school; 'he vorked vell and fully deserved his high position in class' (to quote his school report). lie never asked Mary questions, but just got on and did things consistently well. To his teachers Joey vas a good pupil from a good home, he was never in trouble, and a-IvQvs conscientious .head prefect material. VThen he vas Joey's parents visited the school and were told that Joey stood a good chance of doing quite vell at C.S.E.. They were impressed and sav a bright future for their son, they didn't know what C.S.E. was but it vas a certificate, a qualification, enough to keep Joey away from the docks or Fords. Certainly this tended to vipe out Joey's previous failure at eleven. The C. S.E. and the Comprehensive would be Joey's 'saviour t . Mr. James, the voodvork teacher, vho had 'had more hot dinners than you have sawn vood' , vas very influencial on Jcey's development. Surrounded by spoke shaves and planes Joey wag in his element. It ves the doing that vas important and not the thinking about it. Mr. James talked a lot about the virtues of education and joey vas impressed. Secondary school years passed vithout Joey thinking about them. Top of the cless after top of the class. Bad only at English (poor spelling) he shone et geogrephy and technical drawing. It vas suggested that he could aim high for a job as a draughtsman. education for ti•'hile different schools will occupations be continue unequal to bearing and serve hence a different class t unjust society, t rewards . t (L)selecting end different and training orestige,personnel During this time at secondary school Joey began to reveal the classic traits Of 'Hogcarts' scholarghip boy, his great strengths vere consistency and conscientiousness. ( 5) . Joey did vell at C.S.E. Enclish Language 2, English Literature 1, Geography 1, Maths 1, Woodwork 1, Technical and Engineering Drawing 1' Physics 1. C.S.E. had been good for Joey; continual assessment nearly all project vork with little exphasis on vritten examinations helped a poor exam performance and rewarded his consistent effort. One of the failings of Joey's secondary education that it didn't make him very literate. t There are certain gross a.nd crushing disabilities • • w place the classes experiencing them at a disadvantade with those not (6) 31 of C.f.. G. B. C.E. vag 'O' introduced level work. as a Their target popularity for the less can able, be seen those a.s thoucht an aspect to of be our incapablesocial obsess-xon with grading, as a vay of labelling the second class citizen or, as vith Joey, a publically recoenised escape route. Joey moves to a local comprehensive to take 'A' levels. 'Ever thoucht about doing some 'A' levels Joey?' the geography teacher had asked. In for a penny in for a pound Joey thoueht. His C.S.E. results vere no surprise to Joey's Enclish teacher, they were a bit of a surprise to Joey but more than anything else he didn't really have any idea vhat vas going on. However, and perhaps more importantly, no one explained what it vas all about. In fact it wasn't until his later years of university education that he really understood what matriculation meant. The femily had misgivings, perhaps Joey was aiming too high. However the school fought hard for a trial year at the comprehensive. And so it vas off to Anfield Comprehensive School with his C.S.E. certificate in hend. Joey's step on to the comprehensive rung can be traced back in time, certainly as far back as the 1914b Education Act, and perhaps before. The 1911 1; Education Act summeriged and consolidated a Ione oeriod of experiment and controversy in English education. The tripartite system institutionalised a very simple model of the class structure, one type of education for vorkers, another for technicians end one for managers. The selection system vas produced to guarantee that segregation was based on c horses for courses principle. The emphasis vas on the individual; the system vas designed as a ladder to help the individual to better himself. Clearuy the optimis:a of 1924b was naive; the great social refom vent sour very quickly. There was a flood o? remedies; comprehensives, new foms of examination, compensatory prograxnmes and research. The problem became clear; the solution remained remote. Joey's first task at the Comprehensive vas to decide vhich 'A' levels to try for. Joey had been zood at Geography and had enjoyed the projects associated with it. , so it wag Geography 'A' level for him. Ge010f7 vas interesting and there were plenty of field trips so he had a stab at that as veil. fiovever, before Joey could get on with his 'A' levels he had to cet one 'O t level in English. After tvo attempts he succeeded ia passinz with a grade 5. Whatever came later, this, perhaps more than proved to be the greatest failing of Joey' 3 education. At the bezinning o.C the upper sixth, nan-or of his school mates vere considerina teachers training colleges, polytechnics and universities. The hea&naster at Anfield thought it might be worth Joey trying out application for tmiversity in addition to the technical colleges and polytechnics he trying for. What to apply for? The only possibility seemed to be planning, vell geocraphy and planning went t0Rether. Six choices of universities doing undergraduate planning. degrees Cbeffield, Birminchnn Aston, Heriot Newcastle, Cardiff, Menchester. No offers, no interviews in fact nothing. Joey felt hard done Brixton Collece of Building mode hin an offer of C t s and so did the local polytechnic, so Joey -cet his mind on one of those, at least, that was until September and the t A' level results came along.. Joey got an P. and a b. The staff at Anfield thought it vou1d be a good idea to go to tmiversity, but it wasn't as easy as that. To the outside world the entry procedure for university must seem like a complicated lotterj. Despite UCCA it is inscrutable end co:nplex. 32 Then cue September 1970, and the UCCA clearing scheme; Course Code 5100, Architecture, Liverpool School of Architecture — Without knowing what 'architecture' vas Joey vas off on his architectural education. The accidental choice of career is common, is it right? 'Architecture, what's architecturett Joey thought. The postman brought him an answer on September 29th 1970 from the School of Architecture, in the fom of a programe of pre—tem work. A book list, from which Joey vas to select two and write an essQ.r. Joey vas at a disadventage. The letter also asked him to make a diary about his thoughts and reactions in observing and some desigred artifact. a Artifact? t joey thought. liis confusion vag made worse by the helpful clarification . ...anything from a teaspoon to a city. The jargon of architectural education is introduced early on in a student % education, even before he arrives at the school of architecture. In Jaki Howes paper at York, with reference to the RIBA publication 'Schools of Architecture Recognised by the RIBA' , she asks t h01' does someone not femilar vith jargon choose between 'Architectural Design, Design Sc.ience and Context of Design t at Portsmouth and tilistory and Design Process, Theory and Practice of Building (including structural design), Environmental Science Management at Nottingham? (7) Joey vrote about a high rise block of flats for his pre—tem He noted the simplicity and symmetry of the design. He wrote about the external facade of the block of flats, the surface patterns, colourg and textures. Even at this stace, with only a rev preconceptions, Joey assumed architecture was something to do with facades. de thought little of his home surroundings, a house without a bathroom in an area suffering planning blight. lie thought nothing about the community. In fact, despite living at home he was to become increasingl.y separated from his home background. He vas progressively cut off from the life of his social group and raniIy; neither was he a member of the 'street gang' and, even at university, sex cane late for Joey. After all, he did his homevork. Those first fev weeks at university consisted of much talk vith t artifact desicners' and a sociologist. Joey didn't say much, he vas conscious of the vay he spoke. In fact he just kept auiet, and read t Farn.ily and kinship in East London' • Entry to tmiversity is e taken for grented experience, ve assume that the trp..nsition is easy from a fairly self—directed VIth form to a verv self— directed institution. Selection ennbles us to asstme habits stuQy and work, and catholicity of interest and commitment to the subject of stuQv. It might have benn a problem for Joey that t a university is a place orcanised round talk' (8), but Joey vas taught that architectural education in the university school vas different. He vas able to get along without much talking and explaining, just drawing, and he vas surprised at the nuaber o? issues drawing can hide. vou1d Joey thouziit consistently be that O.K..his fie voodvork eauated knew he would architecture had done be useful. well with at technical Unfortunately, drawing, so drawing he that thouc,ht and wasn'thehe the case. The graphic artist, from the school of art knev hov to draw, 33 Joey thought, or at least it sounded aa if he did. Joey never sav him draw. One of Joey's first projects had something to do with the 'consid— eration of a line' . As for his voodvork experience, well that vagn 't really on either. The year Joey arrived at the school of architecture the one and only craftsman turned technician into vas a glorified being laid model off. making Whilst room Joey vith vas at a little the school used vind the vorkshoptunnel in one corner. Architecture must have something to do with buildings Joey thought, but people et the school of architecture kept telling him it vas more than just buildings. In fact, during his first week in the school, Joey cane to in the the polytechnic.conclusion that it vas architecture in the l.miversity and buildings Joey never learnt what more there vas in architecture than buildings althov,h he was very successfull.y taught to do architecture. In fact if he had been able to learn anything it might have been that there is nothing more in architecture than buildings. For a short time folk singing, .record.q, vine coffee till the early hours became part of Joey's life. 'An occasional visit to the halls o? residence to visit friends' . He replacea hic ?ootba11 scarf vith a school of architecture scarf and stopoed 'going to the match' on Saturday afternoon. Obviously Joey tried hard socially. He had the veneer, but never the privilege of intelligence, the books at home and the articulate conversation. He didn 't have the accent, the confidence, the social background related to enterinc the professions. the chances of Joey doing vell are refuced, but there are many more who (ion 't even have his chances. In his second year Joey questioned the value of a sketch desi,31 for a community centre in an area of high rise housing, when the local had said that they did not vant one. At the extemal reviev of his vork, the examiner suggested that Joey got on with what he vas told to do vithout questioning projects. After being told to concentrate on working, a language he knev veil, Joey kept a low profile. His drawing skills developed to a fine art he dre%' his way through two first class honours det'rees. Professionü practice part three examinations slotted in, but that aspect is another story. After fifteen years of 'graft' , Joey had made it; an architect. To Joey the school of architecture vas no different thnn secondary school or the comprehensive, a series o? hurdles,the scholarship fence vhich he jumped by manipulating masses of . He acquired facts rather than handling and using them. Ile was rot pushed to think differently, to experiment to learn but he only used a small pert of his personality. In this respect the school of architecture neither helped him nor hindered him. To quote Her±ert Spencer it encouraged 'submissive receptivity instead of independent activity' . (5) There is little now by way of real comment since knov very little about hov universities actually do their job. At the end of the course Joey is vell on his way to beinc a fU11y paid up member of the bourceousie — hov that happens ve don't know. 34 To summarise, Joey vas taught a mmber of lesgong:— The social skills of party going and conversation. b. The patina of cultivated languv,e. c. iiig drive to work and echieve vas reinforced. d. He vas alienated, skills and he drawn had acquired avay from vere his home too open; background.design e. The practical skills must be arcane. This is a partial list which can be summed up by saving that a university is not merely a knowledge transmitting machine it is algo a socialising mechanism. Socialisation is a complex and subtle pert of the architectural education process, ill understood and difficult to research. Architectural education can be seen to be a part o? the process of 'reproduction' ; the means of continually re— creating and maintaining the architects position in a class society. For all the student agitation ve have a good track record in producing unquestioning professionals. CONCLWIONS We titled this paper t Some impressions deliberately not to claim expertise. Therefore, ve conclude vith some points vorth further discussion. Some concluding discussion points:— liov valid is Monel E as a education strategy? 2. 'Jas Joey culturally deprived or from a different culture? 3. Hov- vill Joey practice architecture? Is Joey real and general? 5. 'chat do schools of architecture teach and what do students learn? Are any of Joey's problems likely to be met a mature entrant? 7. Will universities need to char.ze their if :todel E becomes reality? 3. Ithat vill a radical Architectural educEtion 100k like? 'Ilov a society selects, classifies, distributes, transmits and evaluates the educational knowledge it considers to be public, reflects both the distribution of pover and the principles of social control. (9) 35 REFERENCES 1. Department of Education and Science. 'Higher Education in the 1990's. London 1978. 2. (D.E.S. op cit.) 3. Frank (1972) mm, c. (1969) t SociEü Class 2nd the Comprehensive School'. 'Class Ine ualit• and Political Order % p. 6b. Paladin Booko. 5. HOGCARff, Richard. 'The Uses of Lit,eracv' London p. 298. 6. TAM•JBY, R.H. (1952). 'Equality' London. HOWES, Jaki (1973) 'Paper on how Architectural Students choose Architecture' S.A. C. 'Making of an Architect' Conference, York. 8. BERNSTEIN, Basil. (1271). in 'On Michael the classification Yound (ed. ) and framing of Educational Knowledge' . 9. BERNSTEIN, op cit.) Knovledze and Control. London. 36 PAPER FOR NAM EDUCATION GROUP FEETING CARDIFF THE RIBA COMMUNITY ARCHITECTURE .IORKING GROUP (CMG) AND AEHITECTURAL ED(EATION. The paper is intended to outline the position of CMG in relation to radical architectural practice, and thereby to assess its relevance to a radical architectural education. 1. Background The Cc»n.nunity Architectuædorking Group vas set up in 1976 as a sub committee of the RIBA Membership abd Public Affairs Cananittee (which is not itself involved in educational policy). Its initial brief was to investigate the relationship between the profession and the public at large, which was soon narrowed down to the study of Ccxnmunity architecture reinforced by the interests in this field Of Charles McKean (Secretary to the group) and the Co—option of Rod Hackney as Chairman. 2. CMG sees its role as "encouraging architects to serve the entire coaununity, and attempting to match skills and respurces of the profession with the need wherever it arises". TES analysis of this mis—taatch of skills and resources is that due to "major changes in social patterns (unspecified) there hag been an emergence of a "new client an i dividual or group usually with very small financial resources From this analysis CAWG sees its work as discovering and implementing the profeesional changes necessary for architects to vork with the "new client", including educational changes • 3. CAJG does not place coauaunity architecture within its social and econanic framework, a d thereby does not acknowledge the political content of the work. It further ignores the questions of the failure of conventional practice to satisfy the user, the conflicts of working with both and 'user—client' and the possible effects of professional intervention into community action. This approach has several consequences. Proffess ional ly a) CA"'G invites the profession as a whole to consider caanunity architecture as merely a specialism within the range of professional activity, allowing it to exist within the context of RIBA profess i onal ism b) By legitimising con,nunity architecture it reduces its potential as a 'user—interest' alternative to 'capitol—interest' architectural pract ice. c) By pavifig the way for (capital—interest' architectural practices to involve themselves in community architecture (through making suitable professional/code changes) it offers architecture as a possible form of control of users in the interest of the 'cap— ital—client % or as a method of keeping staff occupied that might otherwise be idle, or as a source of increased revenue by exploita— tion of the user—clieht. d) By placing community architecture wholly within the context of practice it ignores the need for public accountability for public funds. 37 NOTES 38 5. Educationally All CMG minutes and documents are available Charles I.EKean a) It does not acknowledge the need for a theoretical back— ground for ccxnunity architecture or the educationalists role in developing this. b) It concentrates almost exclusively on live projects,1. Fran the introduction to CMG's paper to RIBA council - April 1978 ignoring the associated theoretical sociology teaching etc.,of design, communication, econoanics, urban 2. From a circular to "Thirty odd individuals and practices", the alternative educational structures c) It sees no need to develop replies from which CMG based much of its later work - 9.9.77 in response to the requirements of community architecture. 6. CAWG sees its role educat ionaliy an increasing the acceptability3. RIBA is boncerned only with the effectiveness of the of live projects to schools, examiners and visiting boards. ItArchitectural Service" (From 1 above). CAWG refers to radical does not seek to make coaununity architecture an educationalpractitioners as attempting political indoctrination of their clients. requirement or to force changes upon schools or students. 7. Related to (4a) and (5c) above, by acknowledging the full Refer to the papers from the Cheltenham meeting, 10th Dec, especially anent required and by issuing guidelines on how to incgrporatethe paper by Chris Cripps, for an enlargement upon these. live projects into an otherwise unaltered curriculum promotes the idea of cmnunity architecture as 'just another part of the course •5, CMG's educational paper "Value of Ccxnmunity architecture in architectural education" 29th Aarch 78, and subsequent meeting on 8. CMG's educational Involvement could have the positive of the effect educationalof31st May 78 points towards this approach. introducing a more permissive attitude on behalf establishment towards cmununity—orientated teaching. However, its lack of coherent argument or analysis may reinforce the belief (widely held amongst educators and practitioners) that coaununity architecture is merely a fashion with no long—term educational value. 9. In conclusion, all CANG's policies and proposals should be viewed in the context of the likelihood of their being adopted as policy by the RIBA. CAWG's proposals will only be acceptable to the RIBA providing they do not go against the interests of the members of its controlling canmittees and council. Therefore any radical action is out of the question. CAWG itself has no power except to suggest changes, and it has only a snail lobby' on Council or ccmnittees. The Education and Practice Executive Ccx,unittee of the RIBA has built up its educational pc I icy on the foundations of the 1958 Oxford Conference, and as many of CAWG t s proposals will run against that philosophy, it will be limited to affecting changes of attitude rather than policy. 39 'Lessons from local practice' , drawn from workinq for ASSIST Phil McCafferty July 1978 This short paper is based on a personal awareness of educational inadequacies while working with ASSIST. I and most fellow ASSIST vorkers were the products of a pseudo—scientific approach to architecture which appeared in the late '60's and was paraded at Strathclyde University, (a former 'Tech' ) • I have interpreted 'educational in two senses. Firstly, the wider context of awareness of need for change in fellow architectural people and secondly, in greater detail, the lessons which have immediate importance within our educational system. First, the general message: i) We must all understand the various means of causing change, which is the natural result of architectural effort. An end product must be our aim and we should not merely define our role as one of designer or originator. We should not omit further involvernent, inclulding realisation, since are able to represent the user during approval or implernentation procedures followed by, say, a local authority or fund—granting body. We must offer a wider, but also sound, service. The way in which we work matters as much as the end product. An awareness of the various means of involvernent of the actual user must be one of our aims. This should rernove us from our norrnal role of ' then' and 'us' We must work in a manner of most benefit to the real client. iii ) It is useful and satisfying to offer one's services to solve a particular problem which might affect a group of people. This involves corrmitnent to a community and deep local involvement, perhaps* funded by local fee— earning projects. This may involve having a local base, providing wider services (planning, social advice, legal .aid and liaison with the departnents of the local authority), and forming definite views of the various local groups encountered (local poli tics) . Now for the detailed lessons which can be drawn from the above: a ) to educate staff and students about the real problems encountered in attempting to realise these ideas. There is a bureaucracy and strict role definition within most parties who deal %dth resources. Our education should include examples of both how constraining this can be and how it can be broken dov.rn by, say, personal contact. We must also encourage students to understand others' roles if we cannot become involved directly. 40 b) to make it obvious to students that architectural employrnent can take many very different forms — from the 'corner shop' practice to the multi— national multi—discipline set up. Discussion about the merits of each should be encouraged, along with forming of the individual 's approach to wrking methods. c) to understand the importance of user involvanent in all stages and how to select a representative user group within large organisations. The student must also learn how to communicate with the public at various levels. Too often we present wrk only to other professionals — tutors, examiners, corporate clients, etc. Students must use and assess many methods of communication — models, slides, video. d) to avoid the creation of 'professional' barriers, which can result from being trained to carry out specialised tasks. Architecture as a status' boost should be discouraged, along with attempts at assuming superiority to clients. Our advice must be regarded as equal to more usual across the counter' services. e) to promote architecture as an extension of ideologies, not merely as a guarantee of a salary. NAM Contact Hugo c/o Support 27 London Ian Cooper c/o The 28 Park Cardiff f) to fom links with the public by offering assistance from educational establishments. This wuld use the public money supporting education to provide a service of real local use. An ideas project office, perhaps including other disciplines; could act as a contact point. Human involvernent on all sides and 'real world' appreciation of other people's problans might rebalance the scientific influence which still exists. All this assumes that NAM wishes to modify the exi sting systern. However , you may wish to start from scratch: 43 Education Group addresses : Hinsley Clerkenwell Close ECI Welsh School of Architecture Place https://nam.maydayrooms.org/files/original/683c67bc6c53834966dde4ea4a5bf8cf.pdf 5dea6107f1cc72b55178aec8b7ac521e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ARCUK Council papers Subject The topic of the resource Note Several items on Architectural Education Description An account of the resource 73 Hallam Street London WI N 6EE Tel: 01-580 5861 Registrar: Kenneth J. Forder M.A. 184/86 PRIVATE AND CONFIDENTIAL TWO HUNDRED AND NINETEEN ORDINARY MEETING 17 DECEMBER 1986 AT 2 PH AT 66 PORTLAND PLACE LONDON WI A G E N D A 1 . Apologies for Absence 2. Minutes of 218 Ordinary Meeting (Attached as Document 160/86) 3. Constitution of Council To accept the resignation of I G Urquhart and to nominate in his place Mrs Jenny Williams. 4. Constitution of Discipline Committee To accept the resignation of I G Urquhart and to nominate in his place Mrs Jenny Williams 5. Constitution of the Board of Architectural Education (a) The Privy Council formally gave its approval to the amendment to ARCtJK"s Regulations (text given in Minute 23 of document 160/86) on November 7th 1986. (b) To accept the nominat ion of Alan Chapman nominated by Brighton Polytechnic; 184/86/2 (c) To accept the nomination of Dr A Forvard nominated by Huddergfield Polytechnic. 6 . Section 7 of the Principal Act Conduct Cages attached ag ANNEX A 7. Reports (i) Admi68ion Committee to be tabled ANNEX Board of Architectural Education ANNEX C Board of Architectural Education Awards Panel ANNEX D Finance and General Purposes Committee ANNEX (v) Professional Purposeg Committee ANNEX (vi) Registrar's Report to be tabled ANNEX G Affidavit of complaint againgt Steven Lawrence Hole 8. Direct i ve of the Council of the European Community Chairman to 8peak to report attached. 9. Other Business 10. Date of Next Meeting 18 March 1987 Registrar. Kenneth J. Forder M.A. 181/86 BOARD OF ARCHITECTURAL EDUCATION REPORT TO COUNCIL - DECEMBER 1986 1. Education Policy Policy paper "Architectural Education: Statement of Principles" ig attached to Report. ARCUK has increasingly been placed in a position of making reactive reponses to various educational issues. The volume of material now being handled by ARCUK, augmented by its responsibilities to the Department of the Environment in termg of the E.C. Directive, is such that the GPC had concluded it vas necessary for ARCUK to formulate its own policy on education. The paper "Architectural Education: Statement of Principles" drawn up by the Chairman and agreed by the GPC vag welcomed by members of the Board ag providing a framework for ARCUK policy. Architects Registration Council of the United Kingdom ESTABLISHED UNDER THE ARCHITECTS (REGISTRATION) ACTS 1931 TO 1938 The regolution that the BAE adopt the paper and that it be put before — Council for endorsement vag pagged vith 42 voteg in favour and 5 against and the Board agkg the Council to ratify this document as a statement of policy. 2. ARCUK/RIBA Visiting Boards (a) ARCUK Participation in the Visiting Board Programme Because of responsibilities placed on it under the terms of the E.C. Directive ARCUK is nov obligated to be more directly involved in the recognition of qualifications. As a means of attaining this the GPC had recoamended to the Board that a partnership be established with the RIBA to operate joint Visiting Boards on which at least two representatives would be nominated directly on to each visit by ARCUK, the costs and administration to be Shared with the RIBA, the whole coming into effect for the autumn programme 1987. A paper (copy attached) vas endorsed in principle by the BAE and vas passed by 35 votes in favour to 2 against and vith 8 abstentions. Discussions vill begin with the RIBA vith this object in view. (b) Visiting Board Reports ( i) Mackintosh School The Board recotnmend8 continued recognition in the following formal terms ; that — (i) the three years full time course and four years part—time course leading to the University of Glasgov"• ordinary degree of Bachelor of Architecture, and the first three yeare of the four years full time course leading to the University' g degree of Bachelor of Architecture with Honourg, and their related examinations; and ( i i) the course leading to the University of Glasgov'g Diploma in Architecture (comprising either the tvo years full time or three years part time course or the fourth year of the Honourg degree courge followed by the second Diploma year full time), and its related examinations; or the course leading to the University of Glasgow's degree of Magter of Architecture (comprising the fourth year of the Honourg degree courge followed by the taught MArch course in Architectural Studies taken in one calendar year full time, one academic year full time and one academic year part time, or tvo calendar yeare part time), and its related examinations; and (iii) the School '8 lecture course and examination taken in the last year of the Degree course (RIBA Gl), the course and examinations taken in Diploma years one and tvo (RIBA G2), and the Professional Practice Examination (RIBA G3) taken on completion of a minimum of tvo years practical training undertaken in accordance with the RIBA Practical Training Scheme, continue to be recogniged by ARCUK as Parts I, Il and Ill respectively for the purpose of admission to the Register of Architects. ( i i) Dublin University College (visit on 6/7 February 1986) The Board recommends continued recognition in the following formal terms ; that ( i) the five years full—time course and related examinations leading to the National University of Ireland Bachelor of Architecture Degree; and ( i i) the Fifth Year course and examination in Professional Practice and Management (RIBA Gl and G2), and the postgraduate block course and the examination leading to the National University of Ireland Certificate in Professional Practice and Practical Experience (RIBA G3), taken on completion of a minimum of tvo years' practical training undertaken in accordance vith the Rules of the RIBA Practical Training Scheme, continue to be recognised by ARCUK as Parts I, Il and Ill for the purpose of admission to the Register of Architects. ( i i i) Humberside College of Higher Education (visit on 20/21 February 1986) The Board recommends continued recognition in the following formal terms ; that — (i) the three years full—tine courge and related examinationg leading to the CNAA Degree of BA in Architecture; and (i i) the tvo years full—time course and related examinations leading to the Humberside College of Higher Education Diploma in Architecture; and (iii) the Technical courge lectures and related aggeggmentg in the Degree course on contract Lav, the architect' g role, relationship to the building process and current legislation (RIBA Gl), the Lav and Construction lectures and related assessments in the Diploma course (RIBA G2), and the lecture course, seminars and related examinationg leading to the School' 8 Post Qualification Certificate in Architectural Practice (RIBA G3), taken on the completion of two years' practical training undertaken in accordance vith the Rules of the RIBA Practical Training Scheme , continue to be recogniged by ARCUK as Parts I, Il and Ill respectively for the purpose of admission to the Register of Architects. (iv) Polytechnic of the South Bank (revi8it, 6/7 March 1986) The Board reconnnend8 continued recognition in the following formal terms ; that — (i) the 4—year day—release course and related examinations leading to South Bank Polytechnic Graduate Diploma in Architecture; and (ii) the 3—year day—release courge and related examinations leading to South Bank Polytechnic Postgraduate Diploma in Architecture; continue to be recogniged by ARCUK as Parts I and Il respectively for the purpose of admission to the Register of Architects. 3. "The Content and Context of Architectural Education" ARCUK has been invited to respond to the RIBA discussion paper on architectural education. In view of the importance of the document it vas agreed to hold a special meeting of the BAE on January 13th 1987 to discuss and consider a response for report to the March meeting of Council. 4. Cont inuing Professional Development The Chairman and Registrar vill put forward a discussion paper to the May meeting of BAE containing proposal 8 for ARCUK'8 C. P. D. policy. 5. Appointment of Secretary to the BAE The increaging volume of educational material nov being handled by ARCUK hag been referred to in paras I and 2 (a) above. Since the Board met, the Finance and General Purposes Committee (report attached) hag endorsed the reconendation that a permanent Secretary nov be appointed to the Board of Architectural Education in terms of ARCUK Regulation 23. At the time the Board net a Job Specif ication for the nev post vas not available and it hag reserved to itself the request to examine this at its Special Meeting in January. 6. RIBA Examinat ion in Architecture The RIBA hag formally applied for ARCUK recognition of its revised Examination in Architecture. The examination vill be aggegged by an independent ARCUK Visiting Board. Profeggor D Hinton Chairman 125/86 ARCHITECTURAL EDUCATION: STATEMENT OF PRINCIPLES 1 . Introduct ion ARCUK's responsibilities in the field of Education derive directly from the 1931 Act and the 1969 amendments. The terms of these are statutory and prescriptive but ARCUK is not limited in its activities solely to those mentioned in the Acts and may legitimately engage in courses of action which it considers relevant and/or necessary to achieve the objectives which the Acts embody. The objeCt of this paper is to provide a framework of principles within which these objectives can be realised, based on (a) Decisions taken and statements already made by ARCUK. (b) Examination of issues confronting ARCUK in both the short and long term future. 2. Representat ion ARCUK"s own constitution and that of the Board of Architectural Education provide a broad basis for discussion not limited to members of the architectural profession. By this means it is possible to receive a vide range of opinions representing public and consumer interests, other professions, Universities, Polytechnics and Government Departments as vell as those of architects whether they belong to professional institutions or not. While taking full advantage of the breadth of its representation, ARCUK should try to ensure, on educational issues as on others, that the architectural profession speaks with one voice. It should therefore (a) give high priority to consultation with all its constituent bodies and with representatives of the unattached. (b) use the unique constitution of the Board to ensure a balanced presentation of opinions on educational issues. (c) establish a continuing dialogue with Government Departments and other agencies concerned with the formulation of education policies. 3. Powers under the Registration Acts A. The 1931 Registration Act the BAE to recommend to Council (a) the recognition of any examinations in architecture the passing of which ought, in the opinion of the Board, to qualify persons for registration under this Act; and (b) the holding of any examinations in architecture which ought, i n the opinion of the Board, to be passed by appl icants for registration under the Act; It follows that Board and Council must be concerned with and responsible for the setting and standards. 125/86/3 The wording places stress on improvement. ARCUK awards are by themselves insufficient to support major research programmeg but are intended to give encouragement to the expansion of research activities. The provision for research awards has been extended to cover Cont inuing Professional Development. ARCUK has made a major investment in this area and must continue to influence further developments preferably through collaboration with recognised Schools of Architecture and the profession. 5. Admission from Overseas 0 The existing regulations make provision for registration b possessing equivalent qualif icat ions to those recognised at art I level. This process will continue except for applications b the EC who will be admitted under the terms of the Directive. The Act vill be amended in 1987 by a Statutory Instrument to accommodate these prov is ions . Recent changes in procedure whereby all non E. C. applicants from overseas will be processed via Regulation 27 and the continuance of the JCAR Agreement vill provide a uniform body of information and further experience in the field of international recognition. A major task and an unprecedented opportunity confront ARCUK and its resent-ae-i-v-e.s—ia the Advisory Conunittee set up to advise the Commissron in BrusseTG--the implementation of the Directive throughout the EEC. Even at a minimum level of activity in this Committee, the task of coordination and verif icat ion vill be cons iderable. The opportunity — to create an agency active in the promotion of high standards and the exchange of ideas — is one which ARCUK must pursue energetically. It must be one of ARCUK's major priorities to 9-nsure unity of purpose i-A---e-he pursug 04 these aims and to put its experience in overseas relations at the disposal of the European Community. Prof D Hinton Chairman BAE 161/86 YISITING BOARDS Recent events, particularly the advent of the European Directive, have prompted a review of the present Visiting Board arrangements and the degree of responsibility exercised by ARCUK in the validation of examinations and courses. AS the competent authority responsible to the Department of the Environment for implementing the terms of the Directive, ARCUK has to supply information concerning standards and confirm that these have been met by the Schools nominated under Article 7. It ig cons idered that the present arrangements in which one member of the Visiting Board represents but is not directly nominated by ARCUK do not meet these requirements and that a system should be devised which gives ARCUK more direct responsibility for validation and enables it to vithstand possible challenges to its authority and methodology. One possible alternative would be for ARCUK to mount a wholly independent Visiting Board system — a proposal which has been considered in the past and rejected for the following reasons. 1 . The duplication of RIBA and ARCUK visits (together, in some cases, with those of CNAA) would place an unacceptable burden on the Schools. 2. The heavy additional cost in terms of ARCUK resources would not be justified. 3. The impression which vould be created of a divided profession v ith disparate aims and standards in Architectural Education should be avoided. These objections still apply and, as a vay of avoiding them but still retaining direct responsibility for val idation, it i s proposed that a partnership be established vith RIBA to operate jornt Visiting Boards on which at least vo representatives VI I l be nominated directly on to each so O 161/86/2 Visit by ARCUK and both the cogt6 and administrative work shared with the RIBA. It vill be necesgary for a scheme to be worked out in detail in collaboration with the RIBA with the aim of coming into effect for the autumn of 1987. The GPC recommends that the Board endorse this proposal in principle 60 that discussions vith this object in viev can be commenced . Prof D Hinton Architects Registration Council of the United Kingdom ESTABLISHED UNDER THE ARCHITECTS (REGISTRATION) ACTS 1931 TO 1938 73 Hallam Street London WI N åEE Tel: 01-580 5861 182/86 BOARD OF ARCHITECTURAL EDUCATION AWARDS PANEL REPORT TO COUNCIL - DECEMBER 1986 1. There hag been one meeting of the Panel since the October meeting of the Council. 2. Student Grants The following applications vere received: Renewals Other applications 9 Total 9 The applicat ions vere dealt vith as follows: Under review 2 Refused 5 Withdrawn 1 Avards approved 1 Total 9 3. The following grant is recommended: EGP 580 S T S Bates Poly of the South Bank E1582 Also one award recommended by the Chairman subsequent to the Panel meet ing. EGP 600 S Nadarajah Poly of North London E 846 4. At the meeting of the BAE the Vice Chairman of the Panel acknowledged the assistance given by the Heads of School in responding to the Panel's reports on individual cases. 5. 1986 Research Awards An increased number of applications vas received and the following tvo awards vere made: Dr. T Woolley — "User Participation in Design — Exploratory Project" E2500 Mr. P J Robinson — "Aspects of a Scottish Flat Tradition". E1600 6. The evaluation reports of the completed research projects of Malcolm Reading and Amy Sargeant are attached for information. David Gregory Chairman A HISTORY 0K} THE MARS GROUP 1933-44: A THEMATIC ANALYSIS: MALCOLM READING Historical writing should communicate; have selected evidence and have three central elements - narrative, analysis and description - and have a bibliography and footnotes. It should also be set in historical context and use both primary and secondary sources. This work reads well and therefore communicates. It makes extremely good use of primary sources. It strikes a good balance between narrative and analysis although it peters out somewhat at the end and really needs a good 'rounding up' conclusion. It could have set the historical context more fully. If the •work is aimed exclusively at architects, it probably serves in this respect but the general reader would not understand the background. More could have been made of the very strong anti-modern movement in Britain. There is no bibliography - a serious omission in such a work, particularly with such obvious books and publications which are directly relevant. It would have been greatly improved by some illustrations - eg, on page 79 there is reference to a six-page special, well illustrated feature by Fry in the AJ - it would have been nice to have seen it incorporated. It would have been useful too if more had been made of the architecture actually produced by members of the MARS Group which is so well documented elsewhere. As a piece of work simply indicating the history of the actual setting up of the Group it serves well. I enjoyed reading it; he is obviously extremely knowledgeable about the subject, has had the privilege of direct interviews with MARS Group members and his record of those meetings alone Will make this study interesting to other scholars. "Jacques Gondoin and the Ecole de Chirurqie" have read Amy Sargeant•s research report on "Gondoin & and the Ecole de Chirurgie". It is a brief, but well researched and well written piece of work. The illustrations in the larce folder, however, are far from well presented; poor quality photostats, haphazard sizes and even haphazardly rounted, scruffily titled (or, in some cases, untitled), no list of sources for the illustrations (although by inference and a lot of digging one can work this out for most, but not all of them) etc. Surnrisingly, apart fron the 50—year old paper bv Jean Adhemar, there i.s no recent work on this well—knol..rn building. Her reading, visits to Paris and Nice (where e remote descendant with material about Gondoin lives) have been fruitful. However, there is, T sunpose because of the Can.bridge "architectural— history—as—art—history" approach, en undue enphasis nn for-ral and metaphoric issues, with a consequent loss of discussion of the plan and section of the anatomy theatre, the roots for this kind of share, the way it relates to new scientific, medical end teaching attitudes in Prance in the last guarter of 18th Century, its relationship to earlier, circular, anatomy theatres such as Bologna, (is this the first semi—circular one? '"hat shape was its nredecessor in Paris? etc. Considering the huge delays on this award, it is surprisina that the proaress has not been more. Her (excellent) application made in 1982 already covered much of the material in the renort. Her interim report in 1 9 83 developed it a lot further — and the additional material in the past 3 years has been quite small. I feel she lost interest about 1983/ pa. a:evertheless, n. considerinc it only cost us El 000 (althouah at 1982 nrices) it was a worthwhile investment. '.5 th some tidvina up of a few confurions about references and a bit Af annlification of t:he issues mentioned above, it could (and Ghould) mako F. Architects Registration Council of the United Kingdom ESTABLISHED UNDER THE ARCHITECTS (REGISTRATION) ACTS 1931 TO 1938 73 Hallam Street London WI N 6€E Tel: 01-580 5861 Registrar: Kenneth J. Forder M.A. 185/86 FINANCE AND GENERAL PURPOSES cmNITTEE REPORT TO COUNCIL - DECEMBER 1986 Retention Fees (a) It vag reported that 419 architects had not paid any part of their fees by November 1986 compared with 426 at the game time the previous year. There vere however 643 who had only part paid (this is characteristic of any year following any increase in retention fee). (b) The Committee had reingtated to the Regi8ter the names of 5 architects. (c) The Coumittee hag approved the vaiver of 3 retention fees by persons retiring. (d) The Council is agked to author ise the removal from the Register on the 318t December 1986 the names of all those who still ove retention fees, wholly or in part, on that date. A list vill be tabled. 2. Admi88 ion Fees The recommends the Council approve the folloving changes in Admi88ion Fees in Regulation 37 — to come into effect on January 1 1987 185/86/3 3. Representation of the Constituent Bodies (a) On the 31st October 1986 the total number of architects on the Register vag 30,029 (29,593). The number of architect memberg of the constituent bodies vhoge addreggeg are normally in the United Kingdom and the number of repreeentativeg they are appoint to Council for the year 1987/88 are 8hovn belov. The figures in bracket8 indicate the position in 1986/87. Const ituent Home Number of Council Members To Body Member 8 h ip Nominate for 1987 (88 Session 800 (811) 2 (2) FAS 317 (319) (1) IAAS 98 (106) 1 (1) PROV 260 (290) 1 (1) RIBA 20788 (20462) 42 STMP 143 (149) 1 (1) 4. Election of Representatives of Unattached Architects AB at 318t October 1986 the total number of architects recorded as unattached vas 6390 compared with 6197 in 1985. The number of unattached representatives on the Council for 1987/88 vill be 13, as in the previous year. 5. Composition of Board and Committees Under the Gentlemen' 8 Agreement The Committee that the Gentlemen-g Agreement providing for the representation of the constituent bodies on the Board of Architectural Education and Committees of the Council as accepted by the Council at its meeting on the Il December 1985 be adopted and unaltered for the year 1987/88. 6. Admission Certif icates The Coumittee has considered a suggestion that persons newly admitted to the Register should receive Certificates of Registration but has rejected the idea. 7. Appointment of Secretary to the Board of Architectural Education (Ref. Report of the BAE above). The Committee hag carried out its annual reviev of staff conditions of service. The Committee unanimously recommends to Council the appointment of a Secretary to the BAE in terms of the attached Job Specification. 185/86/4 8. First Schedule to Che 1931 Act — Survey The Electoral Reform Society hag conducted a 15Z stratefied random sample of congtituent bodies by means of a questionnaire. The replies are nov being checked and evaluated by the Society and a report vill be submitted to the Comittee as goon a8 possible. F Goodall Chairman Atchitoct6 Rooibtration Council ot the United Kinodogn GENTLEMEN'S AGREEHENT 1 . at present constituted. the Gent Ignen' s Agreemcat provideg ao fol lovs : Board of Architectural Education 2. Of the 24 regiocered pergons co be appointed by the Council:— 2 shall be nominated by the Royal Ing tituce of Briti8h Acchicect6 2 Incorporated Aggociacion of Architects and Surveyorg 2 . Faculty of Architect6 aed Surveyors 2 Representatives on the Cotmcit of the 'Unattached' Architeccg Leaving 16 co be freely chosen by the Council. Admission 3. 8 registered persons shall be appointed by the Council of vhoa.•— 2 shall be nominated by che Acchiceccucal Association 1 STAMP section o? UCATT 2 Repregentaciveg on che Council of Che 'Unattached' Archiceccg leaving 3 co be freely chosen by che Council. Finance and General Purposes Coazniccee Profesgtonal Purpoges Cantntctee 4 . Each of che above Coamiccces shall cons isc of 13 raemberg . exclugive of che ex officio member 8, appointed ag follovs : — I by che Royal Ing t i tute of Brit i Ah Archi ceccs 1 ' e n v t ns• Incorporated Assoc i ac ron of Archi ceccg and Surveyor e Faculty of Arch 1 C CCC s and Surveyor 8 Archi t ectura l STAN!' MCA', r Repr e sent t o be t re e Candida c es foc t rec e lec t ion 5. Thac vich regard co che candidates for free election by che Counci l . che following infomacion shal l be provided, by chose nominating, in not more than, say, 25 vords: age, name of archi— cectutal constituenc bodies of vhich candidate is a member (i f any) . presenc post and cype of practice , and reason for nomination; and chac che nanes shall bc submit ced to the Council in alphabetical order. Dates for nominations 6 . That nominations for vacancies to be filled by free election together with the required information about the candidates, must be sent to the • Registrar, 21 days before the Annual Meeting of the Council, in order that the lists may be circulated to Council members prior to the meeting. 178/86 JOB SPECIFICATION TITLE Secretary ARCUK Board of Architectural Education (ARCUK Regulation 23) DUTIES Service Board of Architectural Education Avardg Panel Visiting Boards Administration Advice on formation of Boards Advice on timetables Attend gome visit8 EEC Service ARCUK'g Advisory Monitor EEC Schoolg CPD Develop policy Advise constituent bodies Monitor developments and procegg official reports Constituent Liaison on educational matters and Bodies otherwise administer implementation of Statement of Principles — ARCUK document 125/86 REQUIREMENTS Graduate or other suitable qualif ication. Age over 30 High Level Experrence Educat ion and/or Adtnrni8tration and/or Architecture Languages. French or German desirable Grade 11 SALARY 12-15000 Condit ions Standard ARCUK Staff Pengion Scheme 6 months probation DATE Start March/April 1987 SUPPORT STAFF Por the moment the lines of the duties of existing 8taff can be rescheduled to cope vith the secretarial load involved. Architects Registration Council of the United Kingdom ESTABLISHED UNDER THE ARCHITECTS (REGISTRATION) Acts '931 TO '938 73 Hallam Street London WI N 6EE Tel: 01-580 5861 Registrar. Kenneth J. Forder M.A. 183/86 PROFESSIONAL PURPOSES cmff1TTEE REPORT TO COUNCIL - DECEMBER 1986 ARCUK Disciplinary Proceedings Following the joint meeting with the Discipline Committee in September, the Committee is examining the implications of the Rehabilitation of Offenders Act 1975 and its effect on criminal cases appearing before ARCUK Council. The Home Office hag been asked for guidance. When confirmation is to hand, the Professional Purposes Committee vill continue its review of disciplinary proceedings. 2. Standard of Conduct The Committee has examined a suggestion that professional indemnity insurance should be made a condition of registration and concluded that no ruling would be feasible. 3. Criminal Cases (a) The Committee has asked for research to be carried out among ARCUK's past legal opinions on how a situation is to be handled where a person no longer on the Register has been convicted of a criminal offence. (b) ARCUK v. Bishop On October 23rd 1986 Malcolm Bishop was convicted in Cambridge Magistrates Court of an offence under Section I of the Architects Registration Act of 1938 as read with Section 17 of the Architects Registration Act of 1931 . A brief summary is attached. 183/86/2 (c) Warnings Letterg of warning have been gent to:— P R G Wean Chelmsford J A Smith Barking C W Lang Ed inburgh M C Nickolls Cha irman 188/86 REPORT OF MEETING op CLAEU 20/21 NOVEMBER 1986 FOR COUNCIL 17 DECEMBER 1986 The meeting vas held in Brussels on 20th and 218t November 1986 vith David Waterhouse (leader) and Alan Groves representing RIBA and Bob Adamg and Professor Denyg Hinton representing ARCUK. 2. The main item vas a prolonged discussion on alternative policies for CLAEU A wider role, increased expenditure, legal gtatus within the EEC and right to speak for all architects in the EEC, prepared by the French President of CLAEU and the French delegation. A modest role ag a forum for discussion and exchange of information, vith revised regulations prepared by David Waterhouse (UK). The UK view vas eventually agreed by 7 votes to 4. 3. It vas learnt that no EEC funds are available in 1986 or 1987 to get up the advisory committee under the directive and a motion deploring this situation and urging that this committee meet vag passed. 4. It became clear that not all countries had taken the necessary steps required by the EC Architects directive due to come into operation in August 1987. Further detailed information is being sought from all countries. 5. The budget for 1987 vas agreed at 1,506,700 BF (E25,500) compared vith a 1986 budget of 998,045 BP (E16916). The 1987 budget allowed Covering a deficit in 1985/86. ( i i) The entry of Greece, Spain and Portugal. ( i i i) Contingency for additional published information. 6. The UK share of the budget, equally shared with the R IBA. 1986 1987 Share 19.32% 16.4% Value 0268 ARCUK E1634 E2091 David Waterhouse vill become delegate general on 1st January 1987 having led the UK delegation for many years. 8. The next meeting vill be held in Spain on 30 April and I May 1987. Creator An entity primarily responsible for making the resource ARCUK Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 17 December 1986 https://nam.maydayrooms.org/files/original/5ffc3db8d0553dfd8635e011726e0043.pdf cf53e7a16ab623909f3a03c3d946dacc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ARCUK snubs RIBA over Council Subject The topic of the resource Article by Alan Thompson Description An account of the resource 4 BUILDING DESIGN. April 3. 1987 Drury Lane warehouse gets the go-ahead PLANNING consent has been 39. Sq. m of residential accompt for the EPR Partnerships mediation complete with redevelopment scheme for a at num. warehouse/office building at Meanwhile. an EPR scheme 54-57 Drury Lane, London a residential redevelopment WC2. at 44-46 Drury Lane has been but work will not he abstract submitted to Westminster City until vacant possession is ob.• Council for approval. EPR's trained in 1990. clients, the Limco Groups arc JR P Investments Will develop proposing 17 flats for the mixed scheme. which Will conservation arca Site. which is comprise 3.900sq m of offices. currently occupied by a vacant 20fisq m of studio space and social club budding. Biffen hopes Victoria Tower TIIE Palace of Victoria Toner may not be refurbished along with the rest of the Parliamentary buildings, In response to Parliamentary question from Harry Greenuay MP. the Rt non John Bitren. leader of the 'louse of Commons, said "I hope that in due course the Victoria 'Isomer can be. restored". A PSA spokesman told BI) that • 'it is likely the tower will be for a fresh plan restored but it will be several years before work starts. as funds have to be allocated before planning and consultation can begin." Architect SIP Sydney Chap• man asked whether there were any plans to improve some of the palace's internal courtyards "which are very untidy and a disgrace to the splendid architectural heritage that has been passed on to us". Docklands young at Easter IIS year's RIBA workshops tor young people will be held during the Easter break, Qualified architects will accompany 14-17 year olds on a study trip to London's Docklands on April 23 while on April groups of8-13 year olds will take part In the Makerspace project (designing a lifesize space for a person. mammal or object). For the Docklands trip the teenagers will be asked to workshop for prepare a brief and drawings for a new Docklands building. right be lacking and various design criteria. Places at the workshops are limited and applications should be made to the RIBA as soon as possible. It costs €2 per head. Practising architects or students who would like to lead groups should contact Sheena Parsons at the RIBA, Building contracts warning WARNING about using the appropriate form of contract been Issued by two national building bodies. 'l hey claim using the wrong contract leads to Increased costs a less satisfactory building process. 110th the Joint Contracts Tribunat for the Standard Form Building Contract OCT) and National Joint Consulta- Committee for Building (NJCC) are urging clients and professional advisers to study the JCT practice note 20, two bodies also warn that outdated 1963 standard vs still being used in some cases. This has been superseded JCI'S(). which was amended January to require works to insured on an all risks basis, The advantages of JCT 80 explained in practice note 21. Practice notes 20 (€2.50) and practice 21 (f t. 3()) are available RIBA Publications. FinsMission. Moreland Street. London ECI. Arcuk ARC UK has delivered a massive public snub to the RIBA by turning down institute nomination Gordon Graham for the post of council Vice-chairman. Members voted by 24 votes to 21 to appoint Ken Taylor of the Abbey Hanson Rowe Partnership. Unattached Arcuk members refused to field a candidate as they feared it might split the Arcuk vote and let Graham in. This is the first time in 55 years the RIBA nomination has not been elected despite the RIBA snubs RIBA over council Arcuk should keep some inde- education but the RIBA is battle loomed and nominated role under the EEC directive. pence and not be overwhelmed having none of it. loyal RIBA establishment fig- But both members are now on by the influence of the RIBA. President lorry Rolland has rues and seasoned campaigners Arcuk's Board of Education. "Arcuk will no longer be a said Arcuk's increasing interest for Arcuk Council this year. nominated by Portsmouth and rubber stamp," he said. in educational matters was "not He dropped council chairman Huddersfield schools. Pundits main area of contention in the best interests of archi- Bob Adams and education arc predicting that the board is between the two bodies is edu- tecture. the public, or future chairman Denys Hinton from where the education battle will cation. Arcuk has said It wants a student tntakc••. council after they refused to be fought and that it will be a greater say in architectural Rolland knew a difficult overturn Arcuk's strengthened hard fight for the RIRA. By Alan Thompson appointing 42 of the6.Srncmbers sitting on Arcuk Council. Taylor poured oil on the RIBA Arcuk troubled waters and called for a "harmomsation of interests and not a fragmentation" Unattached member Norman Arnold told B": *'Taylor •s appointment should bring opencss and umty to the education debate". Arnold is keen that Scottish multi-millionaire Murray this week unveiled an ESO million reconstruction scheme for Edinburgh's historic Port Hamilton district. The mixed commercial and residential dcsclooment on a 2.Sha site jtzst half a from Prances Street will be the largest privately funded scheme since war. It is the most ambitious planner launched by MI M. the property arm of Murray International Loadings MI.M's consultant architect Gareth Hutchison said the project based on original canal-basin buildings demolished SO years ago and at}deed that they already applied roar planning permission. scheme provides for a waterfront development in the highly successful popular style or London's St Katharine's Dock." he said. Plans for the site include 34.000sq m offices; 10.000sq m private bousing• m retail space complete smith a glazed mall. and 6.500sq m hotel accommodation with a m function suite. "'Il also beundcrgrouncl parking OSO cars. Murray said the mixed developments soot only complemented commercial viability. but also helped to ensure activity all day and all year round&'. r the scheme is given the go-ahead by city and regional planners work should on site this year "its completion set 1990. Up to 1.200 jobs 9ilI be created. WATERPROOFING DESIGN REGISTER TECHNICAL ADVISORY SERVICE Professional and free service to specifiers for all STRUCTURAL WATERPROOFING problems. Over seventy years of experience. full technical back up. Contact technical Dooanment. RIW Protective Products Co. Ltd 792966 Telex. Broadway House. Shute End. WoA•nqhatn. Berkshire RGtt IBH Telephone. 647930 RIW — Brush, Sprayed and Sheet Applied Waterproofing products for surfaces subject to damp and corrosion. the A has and of the live their the form by in be are Enter ON EXPRESS ENQUIRY CARO from bury mile tbc the had and I start C' A Sal refi exo tec BUILDING DESIGN. April 3. 1987 3 News Construction Adopt a homeless Scottish industry pulls family, says Hackney ROD 'lacuney has urged archi- bad or non-existent housing". teetS to adopt homeless families The latest figures from Shelter council cuts jobs to sol•c Britain's housing prob• say there are at least 100.000 lern. homeless people in Britain, STRATHCLYDE Regional Council's architectures depart- Speaking at the Family Forum Hackney said: "If every RIBA mcnt. the biggest in the country, conference as part or National member adopts a homeless family has axed 177 jobs ina restructure together for 'lousing Week. Hackney re- and finds a solution to their vealed his plan to put architects housing problem, the problem of masterminded by department director Jack McDougall. and the RIBA at the forefront of homelessness in Britain could be With the agreement of Nalgo the fight against homelessness. ended Hithin five years. and his staff. McDougall has so "Where architects see a prob. "Architects are uniquely lem they should not wait to be placed in the housing market to far managed to reduce his computer link asked for help. They have a duty see opportunities whether they be department by 140 people over the last year. to initiate action. Who else is building a self-aid scheme or He has also reorganised the there who knows more about directing a temporarily housed department to give It a greater A COMPUTERISED infor- IS days are possible — but so far environmental and housing prob- family to a more permanent and lems other than the very victirnsof better home." "community architecture" slant. Instead of running it through mation exchange to make the construction industry more the only savings achieved have been marginally tn excess of two New South Bank move three main groups. there are now six, efficient is planned by major days. The cuts have been made to product manufacturers, build- Edicon points out that many LAMBETH council was de. Hall — part of his more ambi- try and prevent a S2.S million ing contractors and public individual organisattons in the industry have in ciding this week 9hetlter to allow the tious scheme to glaze over the shortfall between the depart- bodies, Invested heavily computer systems for internal second phase of 'I'erry Ear. rel's scheme to brighten up space between the buildings to allow room for new foyers. cafes. ment•s earnings and what it costs to run. McDougall told BD Trafalgar House. IBM. Red- communications. but the necdis London's South Bank. shops and restaurants. his cuts would save €3 million. land. John Laing. Boulton & for a system of communica- Farrell wants to demolish the Farrell has been re-elected Job cuts have been achieved Paul, Redland. the Property tion between the different high-level walkway in front of the president of the Urban Design through early retirement and Services Agency and others have launched a company to promote the concept. Edicon — electronic data exchange in the construction industry — will be invitingothet members of the construction industry to join the company. Other industries such as elements of the industry. south side of the Royal Festival Group for a further two years. holding vacancies. retailing. pharamceuticals, automotive. and more recently Probabtvthe best shipping arc using electronic data By Lee Mallett the the pr incipie is well-established in Atnerica. "Devclopment Of an EDI system would not only bc feasible, but is essential for thc future health of the industry". Edicon clams. A launch meeting will be held soon to invite membership and to receive nominations for executive posts in the orgamsation. Three main areas of the industry that EDI would improve are financtal management, inventory control and customer service, according to Edicon. If EDI systems were adopted internationally savings of up to €10 billion for businesses could be made. says the company. Where EDI has been used in Bntain, in the invoicing and payments cycle. savings of up to Joining the board ARCHITECT lets councillor Jonathan Mathews has been appointed to the London Docklands De. velopment Corporation board. Mathews. a tutor at the house floor in the Architectural Association. is a founder member of the Social Democratic Party and lives highly insulated domestic flooring system ever. north of the Isle of Dogs on Jetfloor Plus is the only flooring The system gives unrivalled With a •tr value in the order of Tower Hamlets' Docklands. He system to have been designed advantages to the architect for 0.2 W/m 20 C it will easily meet the is the second architect to specifically for housew It has been design, to the builder for ease of proposed new building tv•gulations be appointed to the board alongs;dc Sir Andrew Derby- successfully used in thousands of construction. to the homeowner for for energy conservation. shire. homes throughout the country. as economy and that's why more and Mathews says his key concern well as in many of the most highly mote people are beginning to realise Write now for details and literature. to secure jobs for local people. regarded house designs for the future that every home should have one. In brief Wycombe shortlist WYCOME council has selected nine practices from more than 70 applications to go forward tn an architectural competition for a new arts centre, They are Aldington Craig & Collingc•. Derek Walker Asso• ciates; Eldred Evans & David Shalcv: Howell, Killick. Partridge & Amis. McCormack Jamieson & Pritchard; Ncylan & tJnglcss•. Paul Makcrow•. Roderick Ham & Partners; and Trevor Dannatt Partners. The centre. which will include a 400.seat theatre, hall and multi•storcy car park, will be developed on a conservation infill site in central High Wycomc. Inplan win FIRST-YEAR architecture student at Bath University Julian Brown has won the 1987 Inplan Award Trophy and a cash prize of €2,000. Sponsored by BRUFMA. the British Rigid Urethane Foam Manufacturers' Association, and Building Design. the award is intended to promote energy conscrrvation planning in buildingSecond prize of El ,000 was won by Chris Gregory of Not. tingharn University and other awards went to Sinclair Thomson, Martin Hughes, Stephen Meeney and Susan Cornish. Flat grant COVENTRY's Wood End Estate is to have a E92S.000 urban development grant as part of a E-S million improvement package. Developer Bellways Urban Renewal will replace 76 flats and maisonettes with 95 houses designed by Geden ofCoventry. Island talks THE scheme for the Jacobs Island Company has not been refused planning permission by the London Docklands Development Corporation as stated in our report last week. Discussions are taking place over some of the design details. We apologise for any embarrassment caused. Bath show BATH Arts Association will show a film on Frank Lloyd Wright at the Huntingdon Centre in Bath on April 15. Details: (0225) 69874. Sugden goes DEREK Sugden, one of the founder engineering partners of Arup Associates. retired from the practice at the end of last month. He intends to concentrate more in the field of acoustics and will remain a consultant to Arup Acoustics. Enter 3 ON ENQUIRY EXPRESSCARD Creator An entity primarily responsible for making the resource Building Design Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 3 April 1987 https://nam.maydayrooms.org/files/original/7a91e14ba060756402cfe75626defcb7.pdf 544c0514babde636478dc44aa6b0e093 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Blueprint for Confrontation' Subject The topic of the resource Guardian article on RIBA versus ARCUK challenge Description An account of the resource the Minister - not tanang about those an• noying holes and puddles that can be blamed on two particularlv harsh winters and clumsily tilled road. works but about the general structural condition of the roads. It is the difference between a house that needs a coat of paint and one with rising damp. Just as untreated damp can destroy a house so. say some experts, roads all over the country could quite rapidly suffer al. most total failure — some. thing like an apparently sound building collapsing when the foundations give wa dére the foundations, out of sight even to the road engineers. can keep going for ears without any particu• larly marked effect on the condition of the road. As a motorist or cyclist you might notice " tracking if the road is used by heavy Iorries, shallow indentations where the wheels travel that are most noticeable and tiresome when it rains. Most dangerous. too, be• cause the carefully cone structed weatherproof skin that should throw off the water is being damaged at that point and at least some of the water is leaching into the foundations. And even more dangerous in the win. ter when a cycle of wet weather, frost. and thawing, freezes the water in those fissures, forcing the road bed out of true and starting to destroy its integrity. Leave that untreated and the tracks become cracks, draining surface water straight into the roadbase. Then, as this water causes the progressive failure of the foundations, comes crazing of the surface as tramc that the road was not designed for keeps up the daily pounding. The real crisis tollows quickly with the break-up of the roadway and failure on a scale that can only be remedied by a complete rebuild of the road from the bottom up — the most expensive treat. ment both in terms of construction costs and dislocation of traffic. One of the purposes of the road maintenance survey is to establish the possibility of just such a collapse, sampling trunk, urban and rural roads all over the country and charting them on a de. fects index which shows year on year improvements and deteriorption. This year, once, before in most respects. and the engineers are getting worried. " My personal opinion is that the situation is ex. tremely serious." Col G. A. CAVepuuii to a decent standard. The i•easons for the overall decline are not difficult to iind. Traffic has increased by more than 20 oer cent since the mid.70s. This has happened despite the reduction m the total number of heavy lorries that was supposed to come about when maximum weights were set at 38 tonnes in 1983. At the same time spending on maintenance has been cut back by about 40 per cent. It looks like becom• Ing a very expensive economy. In 1977 Kent's Courity Surveyor, Alan Smith, produced a chart showing wnat happened when maintenance was ignored. For the first 10 years there is no appreciable effect, but thereafter the cost of restoring them to an ".as steeply ending In total col. lapie at abou! 25 years. Some ally we could be about 20 years into that scenario. These concerns will be reflected in a report which is to be published later this year by the Audit Commission for Local Government. Their former Controller, Mr John Banham, pointed out to an audience of . road engineers last autumn that spending on maintenance was now some 30 per cent below the levels of 1975. " The next few years will therefore likely see the costs of deferring road maintenance rising sharply," he added, diplomatically understating his private opinion on the subject. Although the problem is acknowledged by the civil servants at the Department of Transport as well as by the local authority engineers and many politicians, all at• tempts to et enough money to avoid tke troubles ahead have so far failed to soften any hearts at the Treasury. Politically the allure of an official opening of a new bypass far outweighs the bor. ing job of repairing the old, roads. It is not as if the cost of steering away from the danger is that great — at the moment. ' For the trunk roads it would need about E50 million to E60 million a year. hardly enough to register on the till," Col Leech maintains. " The rest may need E200 million a year for a number of years." Last ni ht snow and slush that fell äuring the day was freezing in tiny cracks in roads all over the northern half of the country. Forecasters expect night frosts until the weekend — just the right conditions to wreck a road. Beirut, to insist that they remove their protection from him for the meeting. Mr Waite met Mr Akram Shehayeb. the PSP official in charge of his visit to Beirut, and insisted, emotionally, that he not be followed. One appointment to meet the two hostages had fallen through two days earlier because a shootout on the southern side of Beirut had prevented his Shiite contact from coming to West Beirut to pick him up. Nothing, he said, must stand in the way of his second appointment, which, against the advice of the tionary Guards. Mr Mugnieh asked for a meeting at the Summerland Hotcl. one of West Beirut's best hotels. on the southern side of the city. The meeting. according to one of those present. lasted five hours. Mr Mugnieh denied any knowledge of Mr questions with the state. ment : " One of the 17 in Kuwait is m cousin." Finally, he saiä he would make contact " with others " and get back to the PSP within 24 hours. He did not and has not. The following week. Mr PSP, he was making after da Terry Waite. . . insisted that bodyguards withdraw Shehayeb returned to see Sheikh Fadlallah. who said år• Shehayeb expressed depressed since the release of extremely careful. He tremely reluctantly, Mr Deek midnight telephone call from Mr Mugnieh was outside Beirut. He. Sheikh Fadlallah, concern. West German authorities had just detained a a third American hostage, David Jacobsen, in Novem- showed the PSP his watch : it had. he said, no battery — agreed. At 6.50 pm, the psp deliv- Mr Waite's contact, the onl man to whom the BritisK been unable to see him five days. Walid Lebanese Shiite Mr MohamAli Hamade, ber. He had already sent nothing that could, in the ered Mr Waite to Dr Mroue negotiator would have Jumblatt. the leader of the med in connec- of them a bible for comfort. prevailing climate of suspi• a former health minister and opened the door. Dr Mroue PSP. reportedly said. " He is tion with the hijacking TWA flight 847 and a West German businessman had ' My 90b told is full Mr Shehayeb.of adven- tures,' he cion, be thought to be a bug. consultant to the wife of Sheikh Mohammed Hussein quoted the contact as ask. ing: " Where is Terry." Dr my son. I would break the door down to get T been seized in Beirut. Per- " I must do this. I know the key men well. I trust them." Before going to a 7 pm appointment at the home of Fadiallah, the spiritual ide " of the pro-Iranian Mroue has refused to meet journalists to discuss his role Waite. But the matter is haps Mr Waite himself might Dr Adnan Mroue, a Shiite wezbolah Party_. in the Waite affair. cult and out of hand." be taken hostage, but the Despite this trust, Mr gynaecologist, in whose flat Last month's murderous British negotiator, said by to Waite was obviously alert to ne was to meet his contact, At 7.40 pm. Dr Mroue was Mr Waite's contact, identi- fighting in West Beirut, the friends to be determined vindicate his good name after. the dangers of this first postIrangate visit. He told the Mr Waite stopped for an hour's conversation with summoned to the American university hospital for a de- fied only by a first name, is said to be a member of the subsequent arrival of the Syrian army and the crack- the first murky revelations PSP his relations with the Saleh Deek, the local PSP livery. He left Mr Waite Musawi family of the Beqaa down on the PSP have put about Washington's arms-for- Islamic Jihad had been diffi- official in charge of his secu- alone, still awaiting his con. valley town of Baalbeck — a the Waite case very much on hostages deals, insisted. cult after Mr Jacobsen's rity. He thanked Mr Deek tact. In his account to the family that has at least one the back burner. " I realise He had been told that the release. They had expected effusively for the arrange- PSP he reportedly said that relative among the Kuwait that the hostage question is a hostages — Terry Anderson. the release of 17 fundamen- ments he had made over the he returned 25 minutes later 17. human,problem that must be former bureau chief of the talists gaoled in Kuwait. It past week. Again he insisted to find Mr Waite gone and solved. Mr Jumblatt said Associated Press, and Tom had not happened. They felt that he was on his own from the front gate, which he had On January 22, Mr this week. " But there is now Sutherland, Dean of Agricul- betrayed. But he row had a the moment he crossed Dr left open, closed. Dr Mroue Shehaveb had a first meeting a political problem that is ture at the American Univer- " messenger " in Kuwait. Mroue's threshold : no also said, according to one with Sheikh Fadlallah. who more im Ortant than Terry sity of Beirut — had been Nonetheless. he was being watchers, no follow cars. Ex-' source, that he received a promised to make enquiries Waite anåthe others." Blueprint for confrontation MARTIN PAWLEY on an architectural storm WHEN on October 20, 1791 come that both parties have toring the performance of council approves its own 42• grounds that the amount of Adams. who gave a long and the architects James Wyatt, taken legal advice. ARCUK schools of architecture has person representation on work available for architects detailed account of the dis- Henry Holland George has even consulted the Privy been delegated to the Riba, ARCUK. sent down a new was far in excess of their pute and then revealed his Dance and Samuei Cockerell Council about its position. with only the odd place on a list of approvals for 1987/88 numbers. ARCUK on the master-stroke ARCUK's met in a pub to found some. The root of the conflict lies visitin board allowed to on which the names of Ad- other hand had resolutely annual meeting was to thing that was eventually to in an EEC directive. The ARCUk. This, insisted the ams and Hinton were con- refused to endorse any put back by two weeks in become the Royal Institute of European Community is try- Department of the Environ- spicuously absent. Worse closure. order to allow the Riba to British Architects, they could ing to unify professional ment, was not good enough. still, the president of the submit a new list of 42 scarcely have imagined that qualifications so that, for ex- ARCUK must not delegate Riba, a Scotsman with a This Riba policy, although names — this time including 200 years later it would be at with itself. ample, Greek engineers can in Britain, and Brit- this crucial process at all. beard named Larry Rolland. it was eventually reversed. did irreparable harm to rela- Adams and Hintom At this war Today the profession's practice Ish architects can set up Because virtually all Riba members are registered ar- and his fire-breathing heir tions between the institute the meeting went wild. with so-called " unattached " ar- leadership is not only split between its traditionalist offices in Spain. This process is so near completion that chitects, and most of the c Itect Nod Hackney. issued press release stating that and the schools of architecture — and forged new links chitects — those who were registered but do wing and supporters of com- this month a Statutory In- 28,000 re istered architects are mem ers of the Riba, a the increasing involvement between the schools and ARCUK. Because not belong to the Riba — accusing therr munity architecture, but it is at war with its own registra- strument will be laid before Parliament to make it law. there might seem little basis for But of ARCUK m educational matters was " not in the best it is open to any architect who pays leader of a sell-out. Some tion council (ARCUK) a body The registration councils of an argument here. own education o cer and its interests of architecture, the public, or students of CIO a year to remain on the register to practice without deft deployment of legal advice saved the day ment in 1931 to make it illegal for anyone to use the required to present a list of approved qualifications chairman, Bob Adams, and The sacking of Adams and member of the Riba as well, won a vote of confidence for having averted a constitw title architect unless their names appeared on a regis- awarded by recognised schools, and in Britain {Nas that the composition of visit. Hinton and the ill-considered ress release liberated a the institute took a dim view of this development. Adams tional crisis — at least until next week. when the Riba ter. The war is about who has the final say in judging ARCUK performed the task. So far so good — ing boards should be jointly arge skeleton from the cupboard. From 1983 until the and Hinton s initiative looked to them like a bid for Will have to decide whether to the performance of 36 seemed because while agreed as between equals, directive hit the fan. end of last year the Riba had power, and this was the real confront the Privy Council in schools of architecture that ARCUK provided the list it the actually supported govern• reason for their sacking. or give to ARCUK's new bid for power and widen the roduce about 800 new archi- had precious little control Only one exploratory dis- ment proposals for the CIO. Matters came to a head split t*tween the troubled ecture graduates every year. So acrimonious has it be. over the schools themselves. Since 1974 the task of moni- cussion was held in January before the Riba, whose ruling sure ot a number of schools of architecture on the yesterday at a packed ARCUK meeting chaared by professton•s ruling bodies yet agarn. Creator An entity primarily responsible for making the resource Martin Pawley Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 19 March 1987 https://nam.maydayrooms.org/files/original/61489f74b2c7cd007f153120f0076e15.pdf 8a0aabc47fba84206594cf3281dee941 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chaos hits RIBA dispute with ARCUK' Subject The topic of the resource Article by J Wood Description An account of the resource No 828 - ..vgvopaper lor me design team Privy Council drawn into controversy AN astonishing RIBA Denys Hinton told BD that the resubmit its candidates, but it bungle in its battle with agm scheduled •for Wednesday had been cancelled until should also go through the usual canvassing procedures before its the Architects Registra- Monday. March 30 on the list is drawn up. and this is tion Council (Arcuk) has advice of the Privy Council. clearly impossible in a week." led to the Privy Council would allow the RIRA Council meeting next Wednes- list has been put at risk by an attempt at "conciliation" being called in to adjudi- day to endorse its candidates from the Kingston school's cate. and is sure to fuel the row which deputy head, Peter Jacob. who is erupted when the institute member of the RIBA Council On its advice. the Arcuk announced them in February. and Arcuk's education com- annual general meeting was 42 nominations to the 65- mittee. postponed this week because strong body omitted many has tabled a motion for the RIBA Council had not next week's RIBA Council endorsed the institute's list of nominees for Arcuk By John Wood meeting condemning the omission of Hinton and Adams from Council. existing members including the list. and calling for concilia• tion between the two bodies. •that lisé is in jeopardy — a motion opposing it has been Hinton and Bob Adams. chair. men of the council. Jacob. who has served on tabled for the RIBA Council institute claimed that the Arcuk's education board for meeting next week. new blood on the council would several years. has been dropped Arcuk's education chairman strengthen its presence. but from the institute's nominations for that body without a word of How the others saw it asa cynical attempt to rein in Arcuk after itopposed explanation. The RIBA has put forward 16 the institute's education policy. Commenting on the cancella- practitioners. in response. it argument lion. Arcuk Council member Norman Arnold (who is not an claims, to extra places being created on the board for heads of RIBA member) complained schools. started that he had only been given one day's notice of a meeting that is usually arranged one year in PSA jobs Eating out A TOP-LEVEL meeting be- advance. BRYAN Jefferson, director- PLANS to turn a disused tween the RIBA and Arcuk led He said that with such short general of design services at the London church into an Ameri- to the current cold war, Arcuk notice some council members PSA. is to stay in his job until can-style restaurant have been Council was told on Wednes- would be unavailable for the June 1989 at the DoE's request. rejected on appeal. Westminster day by chairman Robert Adams. rearranged meeting and there But Kenneth Jeavons, 47, will council. supported by Save, ile said that at a meeting on could be pressure for a further succeed Fred Levy as director of opposed development of St February 3 president Larry delay. architectural services on April I. Marks, North Audley Street, Rolland and vice-president On the reason for the cancel- Levy is retiring. Jeavons joined because of its fine Victorian Peter Melvin asked Adams and lation he commented: "The the DOE Property Services interior. The inspectorcalled for Denys Hinton to overturn Arc uk's strengthened role under the EEC directive. RIBA should be allowed to Agency in 1970. "more appropriate uses" This would increase Arcuk's for architectural Modest Budget boost responsibility education at the expense of the RIBA. Hinton and Adams refused to comply. They were Informed that they would not be nominated for Arcuk Council. At a later meeting they were told the RIBA would reverse all education decisions made by Arcuk in the last year. Arcuk Council member John Allan said this appeared to constitute a pnma tacic case of "disgraceful conduct" by the RIBA representatives involved. CHAOS HITS RIBA DISPUTE wlTH ARCUK DDEX ROSTRUM 2, FRIDAY MARCH 201987 Fire swept throegb Glasgo•'s Ca d•Oro building last Friday. causing extensive damage to the e interior and destroying mtxb or original irongork. in 1812 by John as a furniture tbe building is un&rcoing IS million comersion to offices and shops by Scott Brownrieg & Turner. Along With John Bair&s Gardeners Building in J•miea Street. Ca d'Oro. on tbe corner of Unif*l Street and Gordon Street. is the most u.histicated exercise in c. framed •rchit«tore in Scotland. Only tse day before. council finally gave to Sir Leslie ih 120 million concert hall the St Andrew's Halls, 25 years ago, *design page S +13 "dud/ THIS year's budget goes only contractors and consultants. VAT — this will only apply on a marginal benefits to the con- "Although there is no specific "cash received basis" for com• struction industry. But cuts in the help for the construction and patties with a turnover ofless than PSBR. loner interest rates and property industries. the modest €250,000. This will improve cash changes in VAT payments will overall stimulus to the economic flow and avoid up-front payment reduce business costs and make environment will bring more of VAT on bad debts. 56, Infill 9, Comment 9, PerspectiVe 10, Scorpio 11, SAGs 11. Letters 12-13. Features 14-28, New products 38-39, Products in practice 41, Easiebeek 42, Dateline 43, Free classified 44, Corbusier considered A weeks later became part of F*'tel extension in Deg on. or shopptng mall tn Long Island. an complex in Nice. pool pavilion in Honolulu, out glaung system and fully documented iot 21 rwp.w winds and it. oi snow; spanning from to and Fot yout next curves. we insite yoo to Appointments 4S-SS. Our learning. MACHIN DESIGNS u,qrry-l) Ransotne•s Patkgate Road, Loadoe SWI t 01 223 040 11 investment in construction more business to the industry and to its Business expansion schemes — I. profitable, according to the customers." investment made in these in the RIRA. Corporation tax — basic rates first six months of the year can A team of financial experts and for businesses with less than now be offset against the previous architects headed by Max Hutch• EIOO.OOO profit each year have year's tax. 'Illis bill make more inson said: "It's a small business been reduced from 29 to 27 per investment capital available for On September 3 1986 we be-or our budget benefiting small sub- cent. continued pago 3 21 ,000th bat. pages 14-21 Enter 1 ON ENOUIRY EXPRESSCARO 2 BUILDING DESIGN. March 20, 1987 FRIENDLY greetings were be anything as simple as a single Thom Gorst on David Wild at the RIBA. hero was Mies van der Rohe. the Lenin tribune etc) onto the shouted across the packed reasoned argument. or an epi- Three years at the AA were grid. The diarist who bought the foyer. David Wild's reputa- sode by episode history. It was part dialectic, part life story, not dwelt upon. and he wassoon thing then laid a personal life on tion has spread well. There were students and ex-students part slide-show and part jazz/ blues session. It was. by and call of back in the States again. Suddenly the auditorium was dren- top of the lot, By now the slides were completely out of order. "This free form and small heros. and perhaps two big ones. For all ot large,a treat to be part of. ched With blues sineng. . . "I'm ring to Chtcayy. Ibis is what is — a real challenge." The audience loved one or them on Tuesday evening, He left his early days until a bit later on. First of all he wantedto •m gonna do • ...the photographs from the proJcctors sped it. And so finally to the archi- the RIBA was the place to be. The rear partition slid out of clear the air about LeCorbusier. possibly in case anyone in the audience had the Wild along. They were disparate street scenes from Chicago's tecture. or at least to the house that Wild built for himself in sight as the main lecture hall was been persuaded by South Side. The slides started to north London over a period of expanded to its full capacity. Roddy Gradidge the previous show Wild's fascination With the four years. "Isn•t it better todo Ted Cullinan mounted the week. To Corb,archltccturcwas juxtaposition of opposites. something slowly and carefully the play of masses broughtwithin a geometrical grid. A together by light. To a famousdown-and-out and a bus.ness London practitioner of theexecutive in front of a Mies modern style, though. thefacade. Wildispreoccupiedwith definitive form of moderncollage, but in Amertca he architecture was thecornmercialthinks you don't have to make block. How many speculativecollages — you find them again office buildings did Le Corbusierand again. Another short burst do? Wild couldn't remember theof music and more images from number. Perhaps there was — making spaces. some truth in James Dunnett•sthe South Side. rostrum. "I first met David Wild suggestion that the RoutemasterAt this point the slides went if you have time? Who says time at the end of the (David bus was nearly the best piece ofout of synch, It was almost ts money! I don't." does a thumbs up to a friend in modern architecture in London.bound to happen. The two To him. there is absolutely the audience) when we all thought And now he began. "I wascarousels took turns to project nothing satisfying as making buildings should be built by the tx»rn by the seaside. At the agc ofonto the screen. so that one slide things. It may bc the first design people and tor the people." But three I was taken to New Yorkfaded in while the previous one model for his house. it may be then there wasa recession which on the Queen Mary. I was hungfaded out. It took two assistants the ground plan With regulating led us to monetarism, and from the edge Of the Empireat the projection table tooversce lines laid studiously upon it tn conservatism, and carelessness. State Building. So I'm involvedthings. Sadly. what had been red ink. It may bc the working when fatalism took over from With the metropolis."well rehearsed was gotng well drawings ("if you look hard you optumtsm. Early influences seemed towrong. "Never mind. They can see the dimensions") or it This was to be an optimistic have been the Boys Fun Book andchanged the slides round as a may be the lovingly constructed evening — so optimistic that similar publications that en-joke in my first public lecture. I shuttering for the circular Wild's first words on rising to couraged him to make things.learned all about aranoia and columns. the rostrum were "This is going He was particularly impresseddefensible space t at evening." He went on to show other to be a serious talk. . .so please with instructions for a "PocketHe poured a large glass ofthe red projects, including a plan for a feel free to burst out laughing". Receiver for Sports Fans".liquid from the green bottle. house next door to hrs own. that Very seriously, he opened a Better than the kits you get theseComing back to England he is inspred by Adolf Loos(whois charming little attache case and days.tried to put the radicalrsation he now more interesting to Wild removed a huge and varied Back in Britain he went topicked up in the States to some than Mies). selection of books. The case grammar school and failed hiseffect. He produced the Big Red He finished with a kaleido• must have been bottomless. A-levels badly. He worked on aDiary for Pluto Press that many scope of slides With musical especially as the last item to building site, but then went towill remember fondly. but few backing that seemed tobnngthe emerge was a corked green art college to study architecturewill know was conceived as lecture right back to its begtnbottle with what turnedout tobe (you only needed O•levels inanother collage. The day by day ning. Every book had been a red liquid inside. those days), He spent five days alayout was a grid. He latd quoted from. and the bottle was evening wasn't going to week drawing things. His first Child of the metropolis in his London home. Photos: Georr Beeckrnan. historical images (drawings of getting low. Paul Finch on the European shopping centre conference. MONTE Carlo an irresis- even prayer. In Short become a wnpowrnv« 1.000 delegates and companions Shop supermarkets. tible attraction for more than way of life rather than giant-sized to this year's European Council Centres in the US. delegates, Of Shopping Centres conference. heard, had already been designed About half the delegates were purely on the basis of this type of British, including representatives market research. Other informa- of nearly SO firms of architects tion from across the Atlantic was and designers. by far the largest talk less cheerful: centre owners plan single national group. Crighton to take part later this year in a and Fitch had hired yachts (the national campaign to persuade former unfortunately becoming different ways. and that centres adolescents tostay off drugs — 10 entangled the Niarchos probably needed to be places for per cent arc "chemically depen- usingPOlNT ASTERmeans... mega-yacht on an unuiseattempt meeting and spending time "ith dent"; neøs another chilline piece of to leave the harbour); what shopping attached — "attractive gas that 1.5 million people recession we wondered. as cham- places "here people might buy". *ere fingerprinted in US shop- paene and fruits de mer arroed in ne centres of the 1990s uould ping centres last year as part of a abundance. need a local identity. be activity- security and child protection In the UK. up to 50% time saving centre doelopers heard. can shoppingsee only based. ties for provide sports, increased recreation facili•and of scheme. shopping•Not quite the human face boom times round the corner: Rrfect results with unskilled schemes under construction or with planning permission total 62 million square feet. Of the 600- Only one tm/ and accessories Odd have centres yet to built be since refurbished 1965.500or produces four major remodelled, noted Harold Couch THE SPIRAL STAIRCASE SPECIALISTS joint forms of Parker.property consultants Ilillier Good rent growth and de- Already used and specified by mand bright from prospects. retailers though made therefor most leading contractors and specialists. were some clouds — he did not Avat7able from most builders merchants belieu• more than one in three proposed out-of-town centres and leading DIX. stockists. uould take place. The theme of the conference If they are out of stock or you have any trouble finding it — was the "human face of shop. ping", and demographic stati• ring Terry Huxley on 0443-690954. We are here to help. stics came in thick and rast — rather less attention "as paid to the "inhuman face" of buying All from a television screen. Either way, what developers and archi• TO,99 ...POINT tects need to consider is social OOVESTIC ST.VR COMMERCIAL/FIRE ESCAPE trends. 1800 Market researchers sug- The range of steel staircases is the ftst have t4'en gested that the significant Euro- spec'%cajty created to ocmply •mth the new Budog Regulators pean trends gere the increase of (1985) "non-conventional" families as shoppers, more older couples Stai•cases are av,iiåbk' in ever.' category as defined by BS 5395 EXCALIBUR HAND TOOLS LTD whose children had left home (the Part 2 INDUSTRIAL. "emancipated Old") and the PUBLIC FIRE ESCAPE PURPOSES, Freepost, unit 6, Merthyr Industrial Park. increasing people living likelihood on their of own.old Al' FCC cocrpet.rj•ve ate suitable pree multpstcce•v'åSt to ow sales cc cav at our Rntrebach, Merthyr Tydfil, Mid Glamorgan. Shoppers were not class-related centra' London srat•case showroom CF48 4BR. Tel: 0443 690954. groups "multi-dimensional but people who models"fitted Sa.és, AJbon Des. ot Camerase ltd. each with their assn ••socio style". street. lcndcr,WC2HBOJ 1 IS fines) WI'at this meant fordevelopers was the recognition that social groups had to be catered for in Enter 2 ON ENQUIRY EXPRESSCARO Enter 3 ON ENQUIRY EXPRESSCARO Creator An entity primarily responsible for making the resource Building Design Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 20 March 1987 https://nam.maydayrooms.org/files/original/a3b225d42b18824fe5f7e5b0307180b0.pdf 3ce7f32eded210d4f08c1e901e75c84a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Draft Council Directive Subject The topic of the resource re. recognition of diplomas, formal qualifications in architecture Creator An entity primarily responsible for making the resource EC Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 1985 Description An account of the resource D r a f t on the Zit-a-al certificcteg other evidence of formal qualifications architoctur•o, including zee-gur•eg to facilitato tho o%octlvo ezcre±D0 of the right of cgtcbllchczt freedom to provide ocrvlceg ( 1 ) THE COUNCIL OF THE EUROPEAN COMMUNITIES, regard to the treaty egtabl±guzg the European particular Articlee 49, 57 and 66 thereof, regard to the propooa..i from the ( g ) rege--*. to the Opiz.±cz of the Europccz regard to the Opi210z o? tho Ecozoz±e a.zå Social (emet) (1 ) The citations and recitals will be re—examined during the final editing of the text by the Working Party of Legal and Linguistic Exoerts. OS 239, 4.10. 1957 PO 15 CJ r.o C 72, CC C 22.3.%966, 3 6242/85 - 2 - to the Treaty, 6.11 treatment be-seå on regard to egtablizhzext EZå of ee:-vlcea• the Of the ti-tÄEitiona1 period; . eas the resulting principle of treataent es %-egardg nationality applies inter to the grant cf a-ny authorization req•zred to take up activities in the field of architecture Cleo to the regigtntion Tith or membership .01 professional organizations or bodies; b'neree-g It neverthelee.g eeezg desirable that certain provisicne be introduced to txe effe:tiye e'ærclee of the right of to provide eer•viceg reepect of activities the field of Tneree.s, to the Yeats, tho Stctes are requ±red not to gar.t forz of ilk-ely to dotort the of establishment; Article 57 (1) of the directives issued for the mutual recognition of diplomas, certificat.eg other evidence o: fo=e.l qualificatiots; Fnereas architecture, the quality of •ou-ildings, the they v:ith their respect the natural the collective individual cultural heritage are ratters of public concem; Rhereas, therefore, the of diplozae, certificates and other evidence of Comal qualifications m:st be founded on qualitative c.nd quantitative criteria ensuri.n€ that the holders of recog'äzed uplozas are able to underst?-anä givo practical expression to the neeåB of individuals, social groups cmd as regardg gpatial planning, the design, orgara•zaticn cad constructi on of bail diz€s, the cozgervation c.nä• of the architectural heritage precervation of the natural balance; Whereas methods of education traln{n.g for thoee practiging professionally in the field of architecture are at present very varied; Fhereas however provision should be made for progressive alignent of education and train-Ing leading to the purgu.±i .of e: tivitieg W'lder the title of architect; Vrhereas, in some i.tezber States, the taking up end pursüit• of the activitieg of architect are by law conditional upon the possession of a diploma in architecture; whereas, in certain other States where this condition does not exist, the right to hold the title of architect is nonetheless governed by law; whereas, fin:21y, in some Member States where neither the fomer nor the latter is the case laws and resalations are on the taking up Qr-id pu.rs•zt of these activities under the professional title of architect; whereas, therefore, the conditions under which such aet-uvities be teken up pursued in those States have not yet been. 22id down; whereas the cutuel recognition of diplomas, certificate and other evidence of fo:eal qualifications presupposes that such diplomas, certificates..ænd other evidence of formal authorize the taking up pursuit' o: certain activities in the .:cezber State of issue; whereas, therefore the recotnition of certain cer$.%cetes u—.äer this Directive should on iv contir.ue to apply i r,sofar as the holders cf such certificates be author: zed, in zccoräance with. 2 e -a 2 orovisions still to be =opted the .%ezber State of issue, to take up activities u:-.der the % tie of arcztect; Vlhereas acquisition of the lawful professional title of architect is subject in some Member States to completion of a period of practical experience in addition to the possession of a diploma, certificate or other evidence of formal qualifications; whereas, since practice in this respect at present varies from one Member State to another, to obviate possible difficulties completion of an equal period of appropriate practical experience in another Member State should be recognized as meeting this condition; Whereas the reference in Article 1 (2) to "activities in the field of architecture" as being "those activities usually pursued under the professional title of archite c t" the justification for which lies in the conditior.s prevailing in certain Member States, is intended solely to indicate the scope of the Directive, without claiming to give a legal definition of activities in the field of architecture; Whereas in most of the Member States activities in the field of architecture are pursued, in law or in fact, by persons who hold the title of architect, whether alone or together with another title, without those persons having a monopoly in pursuing those activities, save where there are laws to the contrary; whereas the aforementioned activities, or some of them, may also be pursued by members of other professions, in particular by engineers who have received special training in construction engineering or building; Whereas the mutual recognition of qualifications will facilitate the taking up and pursuit of the activities in question; Whereas in some Member States there is legislation allowing the lawful professional title of architect, by way of exception and notwithstanding the usual educational and training requirements e ry / DJM/emb for access to the title, to be granted to certain distinguished persons in the field, who are . very few in number and whose work shows exceptional architectural talent; whereas the case of these architects, who are very few in number, should be covered' in this Directive, particularly since they frequently enjoy an international reputation; the recognition of a number of the existing diplomas listed in Articles 10 to 12 is intended to enable the holders thereof to establish themselves or provide services in other Member States with immediate effect; whereas the sudden introduction of this provision in the Grand Duchy of Luxembourg could, in view of the country's small size, lead to distortion of competition and disturb the organization of the profession; whereas as a result of this there appears to be justification for allowing this Member State an additional period of adjustment; Whereas, since a Directive on the mutual recognition of diplomas does not necessarily imply practical equivalence in the education and training covered by such diplomas, the use of titles should be authorized -only in the language of the Member State of origin or of the Member State from which a foreign national comes; - 6 . Whereas the national provisions with regard to good repute and good character may be applied as standards for the taking up of activities if establishment takes place; whereas, moreover, in the circurnstances a distinction should be drawn between cases in which the persons coQcerned •have never. yet exercised any activities in the field of architecture (Article 17) and those in which they have already exercised such activities in another Member State (Article 18) ; Whereas, in the case of the provision of services, the requirement of registration with or membership of professional organizations or bodies would, since it is related to the fixed and permanent nature of the activity pursued in the host country, undoubtedly constitute an obstacle to the provider of services by reason of the temporary nature of his activity; whereas this requirement shoul therefore be abolished; whereas, however, in this event control over professional discipline, which is the responsibility of these professional organizations or bodies, should be guaranteed; whereas, to this end, it should be provided, subject to the application of Article 62 of the Treaty, that the person concerned may be required to notify the provision of services to the competent authority of the host Member State; 62.42/85 e ry / DJ rc (Allis'EX Ahereas, as far as the activities of employed persons in the field of architecture are concerned, Council Regulation (EEC) No 1612/68 of 15 October 1968 on freedom of movement for workers wi thin the Community ( e ) lays down no specific provisions relating to good character or good repute, professional discipline or use of title for the• professions covered; whereas, depending on the individual Member State, such rules are or may be applicable both to employed and to self—employed persons; whereas activities in the field of architecture are subject in several Member States to possession of a diploma, certificate or other evidence of formal qualifications; whereas such activities are pursued by both employed and self—employed persons, or by the same persons in both capacities in the course of their professional career; whereas, in order to encourage as far as possible the free movement of members of the profession within the Community, it therefore appears necessary to extend this Directive to employed persons in the field of architecture; Whereas this Directive introduces mutual recognition of diplomas, certificates and other evidence of formal qualifications giving access to professional activities, without concomitant co—ordination of national provisions relating to education and training; whereas moreover the number of members of the profession who are concerned varies considerably from one Member State to another; whereas the first few years of application of this Directive must therefore be followed particularly attentively by the Commission, HAS ADOPTED THIS DIRECTIVE: CHAPTER 1: SCOPE Article 1 1 . This Di.rective shall apply to activities in the field of architecture. 2. For the purposes of this Directive, activities in the field of architecture shall be those activities usually pursued under the professional title of architect. CHAPTER 11: DIPLOMAS, CERTIFICATES AND OTHER EVIDENCE OF FORMAL QUALIFICATIONS ENABLING HOLDER TO TAKE UP ACTIVITITIES IN THE FIELD OF ARCHITECTURE UNDER THE PROFESSIONAL TITLE OF ARCHITECT Article 2 Each Member State shall recognize the diplomas, certificates and other evidence of formal qualifications acquired as a result of education and training fulfilling the requirements of Articles 3 and 4 and awarded to nationals of Member States, by giving such diplomas, certificates and other evidence of formal qualifications, as regards the right to take up activities referred to in Article 1 and pursue them under the professional title of architect pursuant to Article 23(1) , the same effect in its territory as those awarded by the Member State itself. Article 3 Education and training leading to diplomas, certificates and other evidence of formal qualifications referred to in Article 2 shall be provided through courses of studies at 6242/85 ery/DJM/emb (ANNEX - 9 - university level concerned principally with architecture. Such studies shall be balanced between the theoretical and practical aspects of architectural training and shall ensure the acquisition of: 1. an ability to create architectural designs that satisfy both aesthetic and technical requirements, 2. an adequate knowledge of the history and theories of architecture and the related arts, technologies and human sciences, 3. a knowledge of the creative arts as an influence on the quality of architectural design, 4. an adequate knowledge of urban design, planning and the skills involved in the planning process, S. an understanding of the relationship between people and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale , 6. an understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors, 6242/85 ery/DJM/emb (ANNEX 1 ) 7.of the m tl»d5 of investlgation and preparation for a pro Sect, - v..e etruc%arc-l deeign, constractione2 end ergoc±etod with bailding 9 . adequate )æotyiedse of ph.ycicc-l problezg and technologies e.nd of the function of 00 c: to provide them rith conditiong of comfort and protection aæirst the climate, 10. the necessary to meet userg' requinzents iz-poced by cog t factors rega.ictiozs, eäezuzte of tho industries, organizations, tra=olcti-zc dcciöl concepts into pie-zs into overa21 Article 4 1. The education and training referred to in Article 2 must satisfy the requirements defined in Article 3 and also the following conditions: (a) the total length of education and training shall consist of a minimum of either four years of full-time studies at a university or comparable 6242/85 ery/DJM/df (ANNEX 1 ) - 11 educational establishment, or at least six years of study at a university or comparable educational establishment of which at least three must be full-time; (b) such education and training shall be concluded by successful complet.ion of an examination of degree standard. la. Notwithstanding paragraph 1, recognition under Article 2 shall also be accorded to the training given over 3 years in the "Fachhochschulen" in the in the Federal Republic of Germany in the form in which it exists at the time of notification of this Directive and insofar as it satisfies the requirements laid down in Article 3, giving access to the profession of architect in that country with the professional title of architect, provided that such training is supplemented by a a—year period of professional experience in the Federal Republic of Germany sanctioned by a certificate issued by the professional body which shall previously have established that the work carried out by the person concerned constitutes conclusive proof of the practical application of all the knowledge referred to in Article 3. On the basis of the experience gained and bearing in mind developments in archi tectural training, the Commission shall, 8 years after the end of the period specified in the first subparagraph of Article 31 (1) , submit a report to the Council on the application of this derogation and the appropriate proposals on which the Council shall decide by a qualified majority. 62<2/85 ery/DJM/df - 12 2 . Recognition under Article 2 shall also be accorded to education and training which, as part of a social betterment scheme or a part—time university course, conforms to the requirements of Article 3 and leads to an examination in architecture successfully completed by persons who have been employed in architecture for not less than 7 years under the supervision of an architect or firm of architects. This examination must be of degree standard and be equivalent to the final examination referred to in paragraph 1 (b) . Article 5 1 . Nationals of a Member State authorized to hold the professional title of architect pursuant to a -e aw giving the competent authority of a Member State this possibility for nationals of Member States who have particularly distinguished themselves by their achievements in the field of architecture shall be considered as meeting the requirements laid down for the pursuit of architectural activities under the professional title of architect. 2. In the case of those referred to in paragraph 1 a certificate issued by the Member State of which the holder is a national or from which he comes shall constitute proof of the status of architect. 62<2/es ery/DJM/1r Article 6 Certificates issued by the competent authorities of the Federal Republic of Germany attesting the equivalence of qualifications awarded after 8 May 1945 by the competent authorities of the German Democratic Republic with the formal qualifications referred to in Article 2 shall be recognized under the conditions laid down in that Article. Article 7 1 . Each Member State shall communicate as soon as possible, simultaneously to the other Member States and to the Commission, the list of diplomas, certificates and other evidence of formal qualifications which are awarded within its territory and which meet the criteria laid down in Articles 3 and 4, together with the establishments and authorities awarding them. The first list shall be sent within twelve months of notification of the Directive. Each Member State shall likewise communicate any amendments made as regards the diplomas, certificates and other evidence of formal qualifications which are awarded within its territory, in particular those which no longer meet the requirements of Articles 3 and 4. 2 . For information purposes, the lists and the amendments thereto shall be published by the Commission in the Official Journal of the European Communi ties after expiry of a three—month period following their communication. However, in the cases referred to in Article 8, the publication of a diploma, certificate or other 6242/85 ery/DJM/1r evidence of qu:llficaticng chall be deferred. -Coagel.åcted ligto be public-hed pricåicaily by the Co=icsion. f.r±iclo 8 If a Member State or the. doubts as to whether a diploau, ce i cate or other evidence of Ccrce2 qualifications meets the laid in 3 tad 4, the Co=isgioa 3h211 the matter before the E vigor-y Coz=ttce three acaths o: to Article 7 (t). {he Coeittee shall deliver its o ±nion vath±n three monthe icate or other cvldezce o: Co.-z-22 qualifications e.heii be N blie.hed he three bt2thg foilotnng i.e.livery o: the or expiry of the dee-å>no for doh very thereof except the following fio cages: — 7here the Lezber State the cati= t:zde 0'.i.rsuczt to Article 7 (1) — where a Member State or tbO Commission fizpicacnte kx-ticle 169 or 170 the 'ricer to the zcttor before the Cc•art of Cuc "ice tae Du-ropecz Articlo 9 tene Advico:-y nay be concv2ted by e State or the Co.—ice ion vhenever L'e:nber State or thc Cc=iecicn hag doubte es to Whether d%lcza, certificate or other evidence _ of formal quall f i ceticnc includcd pabliched ± h the Official Cour•aal of tho c till neetE the 62<2/85 e ry/DJ rc requirements of Articles 3 and 4. The Committee shall deliver its opinion within three months. 2 . The Commission shall withdraw a diploma from one of the lists published in the Official Journal of the European Communities either in agreement with the Member State concerned or following a ruling by the Court of Justice. Chapter 111: DIPLOMAS, CERTIFICATES AND OTHER EVIDENCE OF OUALIFICATIONS ENABLING THE HOLDER TO TAKE UP ACTIVITIES IN THE FIELD OF ARCHITECTURE BY VIRTUE OF ESTABLISEED RIGHTS OR EXISTING NATIONAL PROVISIONS Article 10 Each Member State shall recognize the diplomas, certificates and other evidence of formal qualifications set out in Article 11, awarded by other Member States to nationals of the Member States, where such nationals already possess these qualifications at the time of notification of the Directive or their course of studies leading to such diplomas, certificates and other evidence of formal qualifications commences during the third academic year at the latest following such notification, even if those qualifications do not fulfil the minimum requirements laid down in Chapter Il, by giving them as regards the taking up and pursuit of the activities referred to in Article 1 and subject to compliance with the provisions of Article 23, the same effect within its territory as the diplomas, certificates and other evidence of formal qualifications which it awards in architecture. 6242/85 e ry / DJ rc - Article 11 The diplomas, certificates and other evidence of formal qualifications referred to in Article 10 are as follows: (a) in Germany — the diplomas awarded by higher institutes of fine arts (Dipl.—ing. , Architekt (HfbK) ) ; the diplomas awarded by the departments of architecture of "Technische Nochschulen 't , of technical universities, of universities and, insofar as these ins* ituticns have been merged into ' 'Gesamthochschulen", of "Gesamthochschulen" (Dipl . —Ing. and any other title which may be laid d0',.n later for holders of these diplomas) ; — the diplomas awarded by the departments of architecture of "Fachhochschulen" and, insofar as tm = v institutions have been merged into "Gesamthochschulen" , by the departments of architecture of t 'Gesamthcchschulen 'l , accompanied, where the period of study is less than four years but at least three years, by a certificate attesting to a four—year period o? professional experience in the Federal Republic of Ger7 any issued by the professional body in accordance with Article 4(1a) (Ingenieur grad. and any other title which may be laid down later for holders of these diplomas) ; 6242/85 e ry / DJ .'•'./emb ( — the diplomas (Prüfungszeugnisse) awarded before 1 January 1973 by the departments of architecture of "Ingenieurschulen t ' and of "Werkkunstschulen" , accompanied by a certificate from the competent authorities to the effect that the person concerned has passed a test of his formal Qualifications in accordance with Article 13; (b) in Be lei um the diplomas awarded by the higher national schools of archi tee ture or the higher national institutes of architecture ( archi tecte — architect) ; — the diplomas awarded by the higher provincial school of architecture of Hasselt (architect) ; — the diplomas awarded by the Royal Academies of Fine Arts (architecte architect) ; the diplomas awarded by the "écoles Saint—Luc" (architecte — architect) ; university diplomas in civil engineering, accompanied by a traineeship certificate awarded by the association of architects entitling the holder to hold the professional title of architect (architecte — architect) ; the diplomas in architecture awarded by the central or State examining board for architecture (architecte — architect) ; 6242/85 ery / DJ M/ emb - 18 - the civil engineering/architecture diplomas and architecture/ engineering diplomas awarded by the faculties of applied sciences of the universities and by the Poly technical Faculty of Mons (ingénieur-architecte, ingenieur-archi tect) ; c) in Denmark — the diplomas awarded by the National Schools of Architecture in Copenhagen and Ärhus (arkitekt) ; — the certificate of registration issued by the Board of Architects pursuant to Law No 202 of 28 May 1975 (registreret arkitekt) ; diplomas awarded by the Higher Schools of Civil Engineering (bygningskonstruktdr) , accompanied by a certificate from the competent authorities to the effect that the person ccncerned has passed a test of his formal qualifications in accordance with Article 13; (d) in France — the Government architect's diplorna awarded by the ;.linistry of Education until 1959, and subsequently by the Ministry of Cultural Affairs (architecte DPLG) ; the diplomas awarded by the "Ecole spéciale d' architecture" (architecte DESA) ; €.2<2/85 ery/DJM/pe — the diplomas awarded since 195S by the department of architec— ture of the "Ecole national e supérieure des Arts et Industries de Strasbourg" (formerly the "Ecole national e d t ingénieurs de Strasbourg") (architecte ENSAIS) ; in Greece the engineering/ architecture diplomas awarded by the METSOVION POLYTECHNiON of Athens, together with a certificate issued by Greece 's Technical Chamber conferring the right to pursue activities in the field of architecture; — the engineering/ archi tecture diplomas awarded by the ARISTOTELION POLYTECENION of Salonik-ka, together with a certificate issued by Greece's Technical Chamber conferring the right to pursue activities in the field of architecture • the engineering/ civil engineering diplomas awarded by the METSOVION POLYTECHNION of Athens, together with a certificate issued by Greece's Technical Chamber conferring the right to pursue activities in the field of architecture; the engineering/ civil engineering diplomas awarded by the ARISTOTELION POLYTECHNION of Salonikka, together with a certificate issued by Greece's Technical Chamber conferring the right to pursue activities in the field of architecture; 6242/85 e •-y/DJl.1/pe ( ANNEX 1 ) — the diplomas awarded since 1955 by the department of architec— ture of the "Ecole nationale supérieure des Arts et Industries de Strasbourg" (formerly the "Ecole national e d' ingénieurs de Strasbourg") (architecte ENSAIS) ; in Greece the engineering/ architecture diplomas awarded by the METSOViON POLYTECHNiON of Athens, together with a certificate issued by Greece 's Technical Chamber conferring the right to pursue activities in the field of architecture; the engineering/ architecture diplomas awarded by the ARISTOTELION POLYTECHNION of Salonikka, together with a certificate issued by Greece 's Technical Chamber conferring the right to pursue activities in the field of architecture; the engineering/ civil engineering diplomas awarded by the METSOVION POLYTECHNION of Athens, together with a certificate issued by Greece's Technical Chamber conferring the right to pursue activities in the field of architecture; the engineering/ civil engineering diplomas awarded by the ARISTOTELION POLYTECHNION of Salonikka, together with a certificate issued by Greece 's Technical Chamber conferring the right to pursue activities in the field of architecture; e / DJ M / pe - 20 - ( f) in Ireland the degree of Bachelor of Archi tecture awarded by the National University of Ireland (B. Arch. (NUi) ) to architecture graduates of University College, Dublin; — the diploma of degree standard in architecture awarded by the College of Technology, Bolton Street, Dublin (Dipl. Arch. ) ; the Certificate of Associateship of the Royal Institute of Architects of Ireland (ARIA I) ; — the Certificate of Membership of the Royal .:nstitute of Architects of Ireland (MRI Al) ; (g) in Italy "laurea in architettura t ' diplomas awarded by universities, polytechnic institutes and the Higher Institutes of Architecture of Venice and Reggio Calabria, accompanied by the diploma entitling the holder to pursue independently the profession of architect, awarded by the Minister for Education after the candidate has passed, before a competent board, the State examination entitling him to pursue independently the profession of architect (dot t. Architetto) ; ery/DJM/cc "laurea in ingeneria" diplomas in construction engineering awarded by universities and polytechnic institutes, accompanied by the diploma entitling the holder to pursue independently a profession in the field of architecture, awarded by the Minister for Education after the candidate has passed, before a competent board, the State examination entitling him to pursue the profession independently (dot t. Ing. Architetto or dot t. Ing. in ingegneria civil e) ; (h) in the Netherlands the certificate stating that its holder has passed the degree examination in architecture awarded by the departments of architecture of the technical colleges of Delft and Eindhoven (bouwkundig ingenieur) ; the diplomas awarded by State—recognized archi tectural academies (architect) ; the diplomas awarded until 1971 by the former architectural colleges (Hcger Bouwkunstonderricht) (archi tect HBO) ; the diplomas awarded until 1970 by the former architectural colleges (Voortgezet Bouwhunstonderricht) (architect VBO) ; e ry / DJ i•l/cc .22 the certificate stating that the person concerned has passed an exarnination organized by the Architects Council of the "Bond van Nederlandse Architecten" (Crder of Dutch Architects, BNA) (architect) ; the diploma of the "Stich ting Instituut voor Architectuur" ("Institute of Architecture" Foundation) (I VA) awarded on completion of a course organized by this foundation and extending over a minimum period of four years (architect) , accompanied by a certificate from the competent authorities to the effect that the person concerned has passed a test of his formal qualifications in accordance with Article 13; a certificate issued by the competent authorities to the effect that, before the date of entry into force of this Di rective, the person concerned passed the degree examination of " Äandidaat in de bouwkunde" organized by the technical colleges of Delft and Eindhoven and that, over a period of at least five years immediately prior to that date, he pursued architectural activities the nature and importance of which, in accordance with Netherlands requirements, guarantee that he is competent to pursue those activities (architect) ; — a certificate issued by the competent authorities only to persons who have reached the age of 40 years before the date of entry into force of this Directive, certifying that, over a period of at least five years immediately prior to that date, the person concerned had pursued architectural activities the nature and importance of which, in accordance with Netherlands requirements, 6242/85 ery/DJÆ/df guarantee that he is competent to pursue those activities (architect) ; The certificates referred to in the preceding two indents need no longer be recognized as from the date of entry into force of laws and regulations in the Netherlands governing the taking up and pursuit of architectural activities under the professional title of architect, insofar as under such provisions those certificates do not authorize the taking up of such activities under that professional title. ( i ) in the United Kingdom the qualifications awarded following the passing of examinations of: — the Royal Institute of British Architects; — Schools of Architecture at: = universities — polytechnics = colleges = academies = schools of technology and art, which were, or are at the time of the adoption of this Directive, recognized by the Architects Registration Council of the United Kingdom for the purpose of admission to the Register (Architect); 6242/85 ery / DJ M/d f certificates issued to nationals of bier.ber States by Member States which between the time of notification and implementation of the Directive introduce regulations governing the taking up and pursuit of activities in the field of architecture under the professional title of architect, stating that the holder has received authorization to bear the professional title of architect at the time when the Directive is implemented and has effectively exercised the activities in question under such regulations for at least 3 consecutive years during the 5 years preceding the issue of the certificate. Article 13 The test of formal qualifications referred to in Article 11 ( a) , fourth indent, Article 11 (c ) , third indent, and Article 11 (g) , sixth indent, shall comprise an appraisal of plans drawn up and carried out by the person concerned while actually pursuing activities in the field of architecture for not less than six years. Article 14 Certificates issued by the competent authorities of the Federal Republic of Germany attesting the equivalence of qualifications awarded from 8 May 1945 onwards by the competent authorities of the German Democratic Republic with the formal qualifications listed in Article 11 shall be recognized under the conditions listed in that Article. ery/DJM/1r - 26 - Article 15 The Grand Duchy of Luxembourg shall be authorized, without prejudice to Article 5, to suspend application of the provisions of Chapter Ill (Articles 10 to 12 inclusive) as regards the recognition of non-university diplomas, certificates and other evidence of formal qualifications, in order to avoid distortions of competition, for a transitional period of four and a half years from the notification of this Directive. Chatter IV: USE OF TITLE Article 16 1 . Without prejudice to Article 23, host Member States shall ensure that the nationals of Member States w' ao fulfil the conditions laid down in Chapter Il or Chapter Ill have the right to use their lawful academic title and, where appropriate , the abbreviation thereof deriving from their Member State o: origin or the I•lember State from which they come, in the laazuage of that State. Host Member States may require this title to be followed by the name and location of the establishment or examining board which awarded it. 2 . If the academic title used in the Member State of origin, or in the Member State from which a foreign national comes, can be confused in the host t•lember State with a title requiring, in that State, additional education or training which the person concerned has not undergone, the host Member State may require such a person e ry / DJ M/ rc to use Member by the Chapter V: the title employed in the Member State of origin or the State from which he comes in a sui table f omn to be specified host Member State. PROVISIONS TO FACILITATE THE EFFECTIVE EXERCISE OF RIGHT OF ESTABLISHMENT AND FREEDOM TO PROVIDE SEP.ViCFS A. Provisions soecifi.c to the right of establishment Article 17 1 . A host I•iember State which requires of its nationals proof of good character or good repute when they take up for the first time the activities referred to in Article 1 shall accept as sufficient evidence, in respect of nationals of other Member States, a certificate issued by a competent authority in the Member State of origin or in the Member State from which the foreign national comes, attesting that the requirements of that Member State as to good character or good repute for taking up the activity in question have been met. 2 . Where the Member State of origin or the Member State from which the foreign national comes does not require proof of good character or good repute of persons wishing to take up the activity in question for the first time, the host Member State may require of nationals of the Member State of origin or of the Member State from which the foreign national comes an extract from the "judicial record" or, failing this, an equivalent document issued by a competent authority in the Member State of origin or the Member State from which the foreign national comes. e ry/DJ rc 3 . Where the country of origin or the country from which the foreign national comes does not issue the documentary proof referred to in paragraph 2, such proof may be replaced by a declaration on oath — or, in States where there is no provision . for declaration on oath, by a solemn declaration - made by the person concerned before a competent judicial or administrative authority or, where appropriate, a notary in the country of origin or the country from which the person comes; such authority or notary shall issue a certificate attesting the authenticity of the declaration on oath or solemn declaration. 4 . If the host Member State has detailed knowledge of a serious matter which has occurred outside its territory pr:or to the establishment of the person concerned in that St e te, or if it knows that the declaration referred to in paragraph 3 contains incorrect information and if the matter or information is likely to affect the taking up within its territory of the activity concerned, it may inform the Member State of or} gin or the blember State from which the foreign national comes. The Member State of origin or the Member State from which the foreign national comes shall verify the accuracy of the facts insofar as they might affect the taking up of the activity in question in that Member State. The authorities in that State shall themselves decide on the nature and extent of the investigation to be made and shall inform the host Member State of any consequential action which they take with regard to the certificates or documents they have issued. Member States shall ensure the confidentiality of the information forwarded. e ry / DJ / cc Article 18 Where, in a host Member State, laws, regulations or admin is— trative provisions impose requi rements as to good character or good repute, including provisions in relation to the pursuit of the activities referred to in Article 1 for disciplinary action in respect of serious professional misconduct or conviction on criminal offences, the Member State of origin or the Member State from which the foreign national comes shall forward to the host Member State all necessary information regarding any measures or disciplinary action of a professional or administrative nature taken against the person concerned or any criminal penalties concerning the practise of his profession in the Member State of origin or in the Member State from which he came. 2 . If the host blember State has detailed knowledge of a serious matter which has occurred outside its territory prior to the establishment of the person concerned in that State and which is likely to affect the pursuit of the activity concerned in that State, it may inform the Member State of origin or the Member State from which the foreign national comes. The Member State of origin or the Member State from which the foreign national comes shall verify the accuracy of the facts insofar as they might affect the pursuit of the activity concerned in that State. The authorities of that State shall themselves decide on the nature and extent of the investigation to be made and shall inform the host State of any consequential action which they take with regard to the information forwarded under paragraph 1. Member States shall ensure the confidentiality of the . Information forwarded. Article 19 Documents issued in accordance with Articles 17 and 18 may not be presented more than three months after their date of issue. Article 20 1 . The procedure for authorizing the person conce -sned to take up the activi ties referred to in Article 1, pursuant to Articles 17 and 18, must be completed as soon as possible and not later than three months after presentation of all the documents relating to that person, without prejudice to delays resulting from any appeal that may be made upon termination of this procedure. 2 . In the cases referred to in Article 17 (4) and Article 18 (2) , a request for re-examination shall suspend the period laid down in paragraph 1 . The State consulted shall give its reply within a period of three months. On receipt of the reply or at the end of the period the host Member State shall continue with the procedure referred to in paragraph 1 . 62<2/85 ery/DJ ( AN',IEX Article 21 Where a host Member State requires its own nationals wishing to take up or pursue the activities referred to in Article 1 to take an oath or make a solemn declaration and where the form of such oath or declaration cannot be used by nationals of other Member States, that Member State shall ensure that an appropriate and equivalent form of oath or declaration is offered to the person concerned. B. Provisions soecific to the orovision of services Article 22 1 . Where a Member State requires of its own nationals wishing to take up or pursue the activities referred to in Article 1 either an authorization from or membership of or registration with a professional organization or body, that Member State shall, in the case of provision of services, exempt nationals of Member States from that requirement. The person concerned shall provide services with the same rights and obligations as nationals of the host State; in particular he shall be subject to the rules of conduct of a professional or administrative nature which apply in that Member State. 6242/85 ery / DJ For this purpoge and in addition to the declaration to in paragraph 2 relating to the provision of services, Member States may, so as to permit the implementation of the provisions relating to professional conduct in force in their territory, require automatic temporary registration or pro forma registration with a professional organization or body or in a register, provided that this registration does not delay or in any way complicate the provision of services or impose any additional costs on the person providing the services. Where a host Member State adopts a measure pursuant to the second subparagraph or becomes aware of facts which run counter to these provisions, it shall forthwith inform the Member State in which the person concerned is es-•.ablished. 2. The host I.lember State may require the person concerned to make a prior declaration to the competent authori ties about the services to be provided where they involve the execution o? a project on its territory. 3 . Pursuant to paragraphs 1 and 2, the host Member State may require the person concerned to supply one or more documents containing the following particulars: — the declaration referred to in paragraph 2, — a certificate stating that the person concerned is lawful Iv pursuing the activities in question in the Member State where he is established, 6242/85 - 33 - — a certificate that the person concerned holds the diploma(s) , certificate(s) or other evidence o: formal qualifications requi red for the provision of the services in question and that those qualifications comply with the criteria in Chapter Ii or are as listed in Chapter Ill of this Directive; — where appropriate, the certificate referred to in Article 23(2) . 4 . The document or documents specified in paragraph 3 may not be produced more than twelve months after their date of issue. 5 . Where a Member State temporarily or perrnanently deprives, in whole or in part, one of its nationals or a national of another Member State established in its territory of the right to pursue the activities referred to in Article 1, it shall, as appropriate, ensure the temporary or permanent wi of the certificate referred to in the second indent of paragraph 3. C. Provisions common to the right of establishment and freedom to provide services Article 23 1 . Where in a host Member State the use of the professional title of architect relating to the activities referred to in Article 1 is regulated, nationals of other Member States who fulfil the conditions laid down in Chapter Il or whose diplomas, certificates or other evidence of formal qualifications referred to in Article 11 have been recognized under Article 10 shall 62<2/85 ery/DJM/1r 34 •ate be vested with the professional title of the host Member and the abbreviated form thereof once they have fulfilled any conditions as to practical training experience laid down by that State. If in a Member State the taking up of the activities referred to in Article 1 or the pursuit of such activities under the title of architect is subject, in addition to the requirements set out in Chapter Il or to the possession of a diploma, certificate or other evidence of formal qualifications as referred to in Article 11, to the completion of a given period of practical experience, the Member State concerned shall accept as sufficient evidence a certificate from the country of origin or previous residence stating that appropriate practical experience for a correspm.iding period has been acquired in that country . The certificate referred to in Article 4(1a) shall be recognized as sufficient proof for the application of this paragraph. Article 24 1 . Where the host Member State requires its nationals wishing to take up or pursue the activities referred to in Article 1 to furnish proof of no previous bankruptcy and where the information provided pursuant to Articles 17 and 18 does not contain proof thereof, that State shall accept a declaration 62<2/85 ery/DJM/1r J ) on oath — or, in States where there is no provision for declaration on oath, a solemn declaration - made by the person concerned before a competent judicial or administrative authority, a notary or qualified professional or trade body of the State of origin or of the State from which the person comes. Where, in the host Member State, sound financial standing must be proved, that Idember State shall accept attestations issued by banks of other Member States as being equivalent to attestations issued in its own territory. 2 . The documents referred to in paragraph 1 may not be produced later than three months after their date of issue. Article 25 1 . Where a host l•lember State requires its nationals wishing to take up or pursue the activities referred to in Article 1 to furnish. proof that they are covered by insurance against the financial consequences of their professional liability that State shall accept certificates issued by the insurance undertakings of other Member States as being equivalent to certificates issued in its own territory. Such certificates must specify that the insurer has complied with the laws and regulations in force in the host country as regards the conditions and extent of cover 62<2/ es e ry / DJ i•l/lr (AIS'NEX 2 . The certificates referred to in paragraph 1 may no. be produced later than three months after their date of issue. Art.icle 26 1 . Member States shall take the measures necessary to enable the persons concerned to obtain information on the laws and, where applicable, on the professional ethics of the host Member State. For this purpose, Member States may set up information centres from which such persons may obtain the necessary information. In the event of establishment, the host Member States may require them to contact these centres. 2 . Member States may set up the cent-res referred to in paragraph 1 under the auspices of the competent authorities and bodies which they designate before expiry of the time limit laid down in the first subparagraph of 31 ( 1 3. Member States shall ensure that, where appropriate, the persons concerned acquire, in their own interest and in that of their clients, the linguistic. knowledge needed to follow their profession in the host country. 6242/85 ery /DJ M/ - 37 - Chapter VI: FINAL PROVISIONS Article 27 Where legitimate doubt exists, the host Member State may require the competent authorities of another F.ember State to confirm the authenticity of the diplomas, certificates and other evidence of formal qualifications awarded in that other Member State and referred to in Chapters Il and ill. Article 28 Within the time limit laid down in the first subparagraph of Article 31 ( 1 ) , States shall designate the authorities and bodies empowered to issue or receive diplomas, certificates and other evidence of formal qualifications as well as the documents and information referred to in this Directive, and shall forthwith inform the other Member States and the Cornmission the reof . Article 29 This Directive shall also apply to nationals of Member States who, in accordance th Regulation (EEC) No 1612/68, are pursuing or will pursue as employed persons the activities referred to in Article 1. Article 30 Not more than three years after the end of the period provided for in the first subparagraph of Article 31 ( 1) , the Commission shall review the Directive on the basis of experience and if necessary submit to the Council proposals for amendments 6242/85 e ry / DJ 1 r (ANNEX - 38 - after consulting the Advi sory Com:nittee on Education and Train i az in the Field of Architecture. The Council shall exa;nine any such proposals wi thin one year. Article 31 1 . The Member States shall take the measures necessary to comply with this Directive wi thin twenty-four months of its notification and shall forthwith inform the Commission thereof. Member States shall, however, have a period of three years from the date of notification within which to comply with Article 22 of this Directive. 2 . Member States shall corntnunj.cate to the Commission the texts of the main provisions of national law which they acnpt in the field covered by this Directive. Article 32 This Directive is addressed to the Member States. Done at For the Council The President 62<2/85 ery/DJM/1r (ANNEX 1 ) covx;c.E-, OF Having regerä to the 'I haropcæ2 sconczlc C omzu-n1tY9 Eav±n.€ roszx-ä to the (-1222t Docizlcz by CozziU8icz, (9 its ?.esolüti.cn 6 1974 the rec..it±oa of certificates other of fort2--i (94) the Council declared itself in favour of the establichze-nt of the context of the recogÆticz cf diploazs, certificates other evidezce qualificzticac in it is i ±portæ-.t to czgure cc:-rparabl'o• high of education Fnerees, orie:• to to the cc•r-Lcvczezt of %.is an Advisory Co—zittee should be cet up to cc?vise the The citations and recitals will be re—examined when the text is finalized by the Working Party of Legal and Linguistic Experts. see R/ 2751/77 102. OJ No C ea, 28. 8. 1974 , p. 1 . 6242/85 ery/DJM/pe HAS DECIDEC AS FC Ln gory tho Yield of , here i.".dtc:• cha-Il ba up 'Ü,der tho C"" pic co o: tho scion. 'Article 2 Cho tt=k of the cht-ll be to help to cacure cozpcrabiy hi ch of czuc=tion cza for crchitect3 It chez I out the teczc of to tho c±acatioz tre-i-ni.-ng zethoå2 ena the cczte.üte i cvai and C; tractv•e of theoreticc.-l ud practicci counc;o the %ezber Stateo; — taccuss±oz oozsu2t•at1cz the obiect of co.=az •to tho ate.nd?.xd to be attained 12 the of crchitccte c.ppropazte, to c. tracta:-o cad coatczt cuch c&ocotic.n criteria to 62<2/85 ery / DJ vee c•nc-.ii carrot out the to it the Directiv•30 tasks assigned 4 . The Cor=ittee eh e 'l the Uenber States itc vien it considcr= it appropzk.te; cpa ".zc,tiozs for c=czåzezte to be r:ade to the of architects in Directive Coz-it te the cz cz e-zy other natter which the Cc --v• H Ctl. .%0$ to in relation to the education end of architects. ery / DJ Mpe 3 1 . The Committee shall consist of three experts from each Member State as follows: - one expert from the practising profession; - one expert from the universities or equivalent teaching institutions in the field of architecture; — one expert from the competent authori ties of the blember State. 2 . There shall be an alternate for each member. Alternates may attend the meetings of the Committee. 3. The members end alternates described in paragraohs 1 and 2 shall be nominated by the 'eiember States. The members referred to in the first and second indents of paragraph 1 and their alternates shall be nominated on a proposal frc,-r, the practising members of the profession or the universities or equivalent teaching institutions in the field of archi tecture . The members and alternates thus nominated shall be appointed by the Council. 62<2/dS 4 1 . The term of office of members of the Committee shall be three years. Upon expiry of this period, the members of the Committee shall remain in office until they are replaced or their term of office is renewed. 2 . The term of office of a may end before expiry of the period of three years by virtue of the resi.gnation or death of the member or his replacement by another person in accordance with the procedure laid down in Article 2. Such an appointment shall be for the remainder of the ter-• of office. Article S The Committee shall elect a Chairman and two Vice—Chal r:-r.en from its own membership. it shall adopt its own rules of procedure . The a-enda for meetings shall be drawn up by the Chairman of the Committee in consultation with the Co.-.traiss:or, . 62.12/ e S ery / DJ (ANNEX 6 The Committee may set up working parties and may call upon or allow observers or experts to assist it in connection with any particular aspect of its work. Article 7 The secretariat shall be provided by the Commission. Done at For the Council The President 62<2/85 ery/DJi•I/ernb (ANNEX 11 ) Draft COUNCIL RECOMMENDATION concern inc holders of a diploma in architecture awarded in a third countrv ar:d nationals o:' tLhird countries who are of Greek origin and hold a aioloma awarded in a State THE COUNCIL in adopting Directive / EEC on the mutual recognition of diplomas, certificates and other evidence of formal qualifications in architecture, including measures to facilitate the effective exercise of the right of establishment and freedom to provide services ( noting that this Directive refers only to diplomas, certificates and other evidence of formal qualifications awarded to nationals of l.':ernber States by other Member States; Anxious, however, to take account of the special position of nationals of Member States who have studied in a third country and who hold a diploma in archi tecture recocnized under the legislation of a State; Anxious also to take account of the special situation of Greek— speaking nationals of third countries who are of Greek origin and who have studied in a State and hold archi tectural diplomas recognized under Greek law; 62-12/85 ery/DJVMdf Hereby recommends the Governments of the Idernber States to facili cate the taking up and pursuit of activities in the field of architecture within the Community by the persons referred to above by recognizing these diplomas in their terri tories. 62<2/85 e ry / DJ i•i/clf ( ANNEx 111 ) ,t.l .'NEX for entry in the minutes of the Council meeting at which the Directive is adopted 1 . Stater:ent by the Council cn the definition of the persons cove re: "The Council conf i rms that it is to be understood that freedom of establishment , particularly for the holders of certificates obtained in other Member States, must be accorded on the seme terms to nationals of other blemter States and to nationals cf the State concerned, as is the. case with the other Directives. ' ' contents I 'l•.'he re leciti.7.ate doubt exists concerning the authenticity of docurnents which a national of another State has submitted with a view to enjoying the right of establishment and freedom to provide services, the host State may take all appropriate s zeps to contact the compete.".v authorities and bodies of the other States of the Cor..munity in order to check the authenticity of these documents and the veracity of their contents. The States undert=rs necessary arrangements for this co—operation to be put into effect." 3 . Statement bv the Council on the scote of the Directive "The Council notes that, a longs ide architects, various professional groups pursue activities in the field o f construction, in oarticular encineers and quantity surveyors. The Council agrees that the status in their cov.ntries of the members of these groups is in no way affected by this Directive and that the V.ember States are not obliged to change their la•ss, regulations and administrative provisions 6242/85 ery/DJ M/ 1 r (ANNEX i v) relating thereto. The of these professional groups may continue to pursue their activities in other States as hitherto with the same rights and obligations as nationals of those States. " a . Statement by the Council on landscape archi tects, garden desi-ners, interior designers and planners "The Council notes that in some Member States there is a tendency towards tY.e demarcation of certain professions — such as those of landscape archi tect, garden designer, interior designer and town—planner — and requests the Commission to study the problems raised by this development and, where appropriate, to submit the necessary proposals. " 5 . Statement bv the Council and the Commission on comoanies or r.-r s "The Council and the Commission note that, Community co—ordination, tine laws, regulations and Administrative provisions of the States relatino to L. , . - ak . ng up end pursuit by companies or firms of activities in the sphere of the liberal professions continue to apply; the Council re i its request that the Commission should as soon as possible submic proposals for the alignment of these national provisions. 6 . Statement by the Council on freedom of movement for engineers "The Council emphasizes that it is eager to see the free movement of engineers facilitated within the Community as soon as possible. It will therefore do its utmost to have this brought about by the time the measures to facilitate freedom to provide services in the field of architecture are due to come into force under this Directive. " 7. Statement by the Representatives of the Governments of the Member States, meeting within the Council , concerning refugees "THE REPRESENTATIVES OF GOVERNMENTS OF . STATES WITHIN COUNCIL, Having regard to the statement on refugees made at the 128th meeting of the Council, held in Brussels on 2 S l'iarch 1964, at 6242/85 e ry / DJ M/ pe ( ANNE)'. IV) - 3 - which the Council adopted the Regulation on freedom of movement for workers within the Community anci the Directive on the abolition of restrictions on movement and residence within the Community for workers from Member States and their families; Anxious to take account of the special situation of refugeees in the spirit of the international inst ruraents in force, having regard also to the wishes expressed by the Executive Co:nmi t tee of the Prograrnme of the United Nations High for Refugees ; Whereas, by virtue of the abovementioned statement, refugees employed in the activities referred to in the Council Directive of .. are to enjoy the most favourable treatment possible; Anxious to grant to refugees resident in a Member State and pursuing an activity on a self—employed basis the same treatment as that granted to those pursuing this activity as employed persons; Noting that the situation of refugees cannot be deale •ith under the provisions of the Treaty concerning the right of establishment and freedom to provide services, HEREBY STATE THAT: the taking up and pursuit in their territories of an activity as a self-employed person covered by the Council Directive ofin respect of establishment or the provision of services, by refugees recognized as such within the meaning of the Convention of 1931 and established in the territory of another '•'ember State of the Community, must be given especially favourable consideration, in particular in order to accord such refugees the most favourable treatment possible in their territories. " 8 . Statement the Council on the concept of professional organizazions and boil es "The Council acrees that wherever reference is made in this Directive to professional or e aniz.ations and bodies, the terms also cover bodies established under public law." 9 . Statement bv the Council on Article 4 "The Council states that the terms "comparable educational establish.rr,ent" and "examination of degree standard" are concepts not defined solely in terms of the national law of the 62<2/85 ery/DJ rc State co.v-,cerneu , aor do they imply that Che educational est ash— ment is part of a university under the law of that State. "The Council states that the phrase t ' co.-npetent authority" should be taken to mean either a competent public authority or a body which, under national law, is authorized for the same func t ions . 't O. Statements by the Council and the Commission on Article < "The Council and the Commission agree that the periods of training incluö.ea in the training concluded by an examination do not affect the full—time nature of such training. " "The Council and the Commission state that Article 4 of this Directive, which provides for a special arrangement for holders of diplor.as awarded by the German ' 'Fachhochschulen" , is wi thout preiudice to other Con•.mission orooosals concerninc the right of establishment and freedom to provide services in the technical field t. '.' 1 1 . Statement bv the Council and the Commission on Article 11 "The Council and the Commission state that, without prejudice to referred to in Article 11 entitle their holders to pursue the activities referred co in Article 1 under the professional title of architect in the host State , even if that State allows only holders o. an architect's diploma to take up and pursue the said activities. 12 . Statement by the Council on Article 12, second indent "The Council is prepared to consider extending the time—limit laid down in the first subparagraph of Article 31 ( 1 ) regarding the implementation of Article 12, second indent, in cases where Member States which do not have regulations governing the taking up and pursuit of activities in the field of architecture under the professional title of' architect at the time of notification of the Directive are unable to introduce such regulations before the Directive is implemented. 13 . Statement by the Council on Articles 17 and 18 "The Council notes that Articles 17 and 18 concern the procedure for the establishment of the person concerned in the host country. It follows from this that Articles 17 (4) and 18(2) 6242/65 ( Al.'!.'EX IV) can apply only to a "serious matter" which itas occurred prior to the establishment of the person ccneerned in the host country and prior to his pursuing the activity in question in accordance wi th that country's laws. Any act committed thereafter by the person concerned will there— fore be subject to assessment by the competent authorities in the host country in the same light as acts committed by nationals of that country pursuing the same activities therein. This applies not only to the present Directive but also to those Directives already adopted which contain similar provisions. As regards the text of these provisions, attention should be drawn to the wording used in the present Directive which is different from that used in the Directive on the mutual recognition of doctors ' diplomas ( • ) and is designed to remove any doubt as to the interpre tat ion of the provisions concerned •, f cr this reason, the words prior to the establishment of t.he concerned in that State" have been introduced into the provisions and, in the Italian version of the Directive, the word ' 'sopravvenuti" has been replaced by 't avvenuti" The Council also notes that, for the purposes of applying Article IS, States agree to observe the principle that, except for cases relating to acts cornmitted in its own territory, the host Member State may not suspend or withdraw the right of establishment unless the particulars communicated by the State of origin or Member State frorn which the foreign national comes include penalties which temporarily or permanently depriv a che person concerned of hi s right to pursue his activity in that Article 22 ( 1 ) should be interpreted as Member States are cove r od by the Directive, includinc in particular those persons who are nationals of the count r.' in which the service is provided but who are established in another I•tember State. L 167, 30 . 6 . 1975 62<2/85 e ry / DJ l•l/cc 15 . Stat.e:r.ent b • the Council on the oractical ex erience referred to in Arc i cle 23( 2 "The Council states that it interprets "appropri ate practical experience" as meaning archi tectural experience acquired in work of which the level and nature are generally regarded as consistent with the qualifications of a person wishing to practise under the professional title of architect. " 16 . Statement bv the Council and the Com.mission on the (i i certificates and o Zher evidence o L f or-:pl enabling the holder to take activizies in the field -he t i z 1 e of referred to i r, Chao ter IJ of "The Council and the Cor.-nission note -hat Articles 2 to 9 apply irresoective of the date on w'Æch the diplc.T,as and evidence of formal oualifications in question were awarded. " 17 . Statement by the Council and the Cornr,issi.on on the draft Decision "The Council and the Corn-ission state that the Committee' s rules of procedure, which are to be adopted by the Committee, should specify among other things under what circumstances opinions are to indicate the views expressed by individual Committee members. " 6242/85 https://nam.maydayrooms.org/files/original/3e93200ae4698dfbcef7803ee18bb5df.pdf dfd052f301f373b7df9234507ba78f13 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education : Discussion Paper Subject The topic of the resource 2 sides Description An account of the resource When the Education Group was working on the paper for the Blackpool Conference we were concerned with providing a critique of the arch-= itectural education scene and a set of proposals for change within it as a springboard for action rather than as a conjuring up of a utopic vision of what the ideal school of architecture might be like. Aware of the dangers of falling into the "manifesto trap" and creating there= by an elaborate and imaginary system of rules for reform, the need for an independent voice in education seemed clear enough, and that the professional and educational bodies which regulate the process of ed- ucation could not be counted upon for producing the changes we thought were necessary in order to overcome their drift and inertia and stake in maintaining the status quo. The question this raises is that of what NAM's role can be within the educational debate. Looking at it from the students' point of view, NAM's general outlook can perhaps be useful. Students are both users of the educational system and workers within it, and in common with users and workers elsewhere they often have little chance to articulate their experience within the system or do anything to effect their circumstances. Thus surely NAM's aim of “radicalising the consciousness of the profession" should extend also to the individual student and educational scene generally- and as a radical movement it ought to attempt to provide the structure to consolidate and unite student and staff criticism in order to present a coherent alternative policy based on a direct contact with the schools and a variety of student/ staff opinion in them. Nevertheless, we need not be moved by the prospect of an incipient NAM Student and Schools organisation into an attitude of waiting to see what everyone thinks before we come out in favour of one position or another. To date we have noted our dissatisfaction with the conflict that exists between educational ideals and professional and organisational require- ments. With regard to education, John Hajnal notes in his book "The Stu- dent Trap"' that the sheer morass of regulations which university and college curricula become bogged down in, and their preoccupation with such nebulous concepts as "performance" and "assessability" mitigate against a concern for educational ideals and mark a tendency to adopt systems of administrative ease rather than systems geared to the needs of the individual student, and likewise that the adoption of standards themselves and means whereby students can be assessed on a common level reduce the educational content of courses. The maintenance of such notions as rigid curricula which are laid down in advance of a two-or three years' course and in which students do not have a choice between options must by now be indefensible for they provide a straight jacket designed for a mythical and non-existent average student. Courses must be allowed to be more responsive to student criticism and encourage a questioning of professional attitudes, for in a changing society it is willful to persist in an attitude of "no-change" in education. Similarly, we must note that in terms of the structure of the profession Parts I & II and RIBA course requirements for recognition fit into the same ideological framework as the Feegeale and Registration Act; thay are concerned with a profession which seeks to limit the variety of people who enter into it and maintain a "professional monopoly" over its patch. Thus we have concluded that in order to allow for a greater freedom for both students and a wider variety of courses, it will be necessary to seek for a relaxation of the controls that exist at present. In doing so we need to overcome the discontinuity between teorey and practice - between academic qualiftations and the acquisition of technical skills in order to avoid being caught between the extremes of a general approach which attempts to cover everything and succeeds in covering little in depth and that of a harrow over=specialisation which produces the inability to view the problems of architecture in their totality. Yet in terms of education we are also dealing with less easily definable concepts such as notions on what constitutes good design. We should not let such labellings as "design competence"! obfuscate the primary coal of the educational process as being the training of the Student not merely to enter a profession, but to design pleasing and Stimulating enviroments; to question the basic nature of his training and assunp= tions and attitudes towards design. The flaw in the NAM outlook which we should not be afraid to admit to is that eventually the issues of architecture are unquantifyable, in that one can envisage circumstances more ideal than the present in which the political structure of the pro= fession and our society generally could be more sympathetic towards the induction of an architecture of quality rather than Quantity, but that one nevertheless cannot simply through political changes guarantee this. The educational context is the one in which the philosophical and qual- itative aspects of design should be most strongly pursued and least frustrated by the mediation of technique, profession and theories about what educational theorey ought to be about. Nevertheless we must not forget that in architectural education, we find also the first link in the chain of alienation between architects and "the people"; that an abstract and disembodied view of architecture rather than a specific and human one, is the one which most students come across. For the student may emerge from his training without ever gaining any contact with the people who will be effected by his or her ideas; and certainly such notions as accountability to the user seldom permeate to the academic level. Creator An entity primarily responsible for making the resource NAM Education Group Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource Undated https://nam.maydayrooms.org/files/original/9030ff5d04eac2bfcf238734ca9493ff.pdf ed4e598a42c56a79e9bc6ba83b4c1c28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education and the Profession Subject The topic of the resource 5 pp report for Conference Workshop (2nd Congress assumed) Creator An entity primarily responsible for making the resource NAM Education Group Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 1976 Description An account of the resource One of the underlying themes of the New Architecture Movement is that the kind of architecture we possess is governed more by political and economic factors than by such notions as taste, aesthetics and social conscience. Further that we work within a self—interested rather than disinterested profession, the structure of which is such that the maintenance of its privileged position within society overrides its potential social usefulness. In the educational context this split between ideals and practice manifests itself in the contradiction that exists between the traditional role of the educational process in terms of imparting knowledge and learning, to stimulate understanding and discourse and the use of it as a means of preparing students to enter a particular career. Or to put it bluntly there can be a world of diff— erence between learning about architecture and following the require— ments of a degree course, and that architecture may be about something else. Following on from this, the nature of architectural education tends to have less to do with encountering the specific problems of architecture, and on the contrary takes its lead more from the require— ments of its controlling political forces. Thus when we talk of arch— itectural education we are trying to look at something balanced between two powerful institutions each with its own structure, allegances, in— terests and mythologies; the educational heirarchy in the form of the universities and polytechnics on the one hand, and the "profession" of architecture on the other. Nevertheless, it is increasingly a difficult balance to maintain, for the problems of education can be seen as aris— ing from the conflict of interests inherent in the different character— istics of each. Moreover, it is a conflict that tends to find its res— olution in the form of a "sell—out" of educational ideals and standards in the name of professionalism. The "de—schooling" arguments of Ivan 111 ich certainly outline the prob— lern, in emphasising the difference involved between ' 'skill teaching" and what he calls "liberal education", or the "open—ended exploratory use of acquired skills". He demonstrates how the one is measurable, can be learnt from anyone who has that skill; in the manner of for example, learning a language or learning to drive a car, whilst the other can be termed as education for inventive and creative behaviour. Most schools of architecture obviously try to encompass both aspects of learning, yet in arriving at a compromise between the two they invar— iably fail to do particularly well in either. Thus instead of arguing on whether students should learn the skills involved in archi tecture first, and then be allowed to go on to create or visa versa, we must indeed question whether the schools are the best places to achieve both of these aims of learning in the first place. So, if one can learn a skill from anyone who hac that skill, an architectural student can learn to draw from thousands of architects and technicians; he can learn build inc construction from thousands of builders, and so on. Infact in— directly he does, for a tremendous amount of what we learn, we learn casually, and not as a result of programmed instruction. Why then must the student be forced into a situation where he is told to learn things he could learn better elsewhere? And why is anyone surprised when he does not learn them? Education then creates its own myths which tend to reduce a discussion of the subject away from fundamentals conviction that towards our educational a technical institutionscode which engenders the complacent provide around the only such solutions issues as to the course problems content, of learning. the desirability Thus discussionof lec— centres tures as opposed exclusion to seminars, of all else. or exams We as have opposed consequently to continual built all assess—this ment, or into is a disunited to system the which and ineffectual. is somehow so Student solid that criticism all protest is dismissed becomes as futile being, of small value simply by virtue of the fact that each student is there for only 3 or 5 years; certainly not long enough to guarantee change within a system which moves slowly if at all. So it is that one of the most powerful of arguments placed in the path of student action and participation in education, intake is the will need be to followed demonstrate through that and the taken reformsad— demanded by one particular vantage of by the next. Furthermore, students are generally on their own in the action they take. It is usually seen within the context of a spec if ic situation within a specific school or university. It is isolated, lacking in support and in solidarity from amongst the students themselve Yet many student criticisms of schools of architecture, such as unfair assessments (or criticism hardened into judgement) too much pseudo aca— demic activity, too many staff waiting for retirement and who have lost touch and yet remain impossible to unseat, poor quality of teaching, innovation discouraged by glib references to RIBA course requirements, and school heads a law unto themselves, are not unique to architectural students, and in many respects are little different from the criticisms level led generally against our entire further education system. Never— theless, the relationship of architectural education to the profession is such that these problems become amplified by the addition of others general to the profession itself. For this reason it is just possible that the question of student action within architecture is an academic one in the first place. Architectural students are not renowned for their militancy or willingness to stick their necks out for some cause. Nor are qualified architects either. Thus somewhere along the line we have all been conned into thinking that there is something else at stake; something which places us apart from other groups of students or professional workers and which makes ours t a special case. Using an ideological shorthand, one way of looking at this problem is to talk about the "professional and elitist myth" which pervades the education and practice of architecture. The sheer length of time it takes to train as an architect and the number of academic and professional qualifications involved in doing so, is such that we are all causally implicated in maintaining the status quo. For the myth of the competance of the profession exists in order that those who use its knowledge and skills may remain dependant on it; moreover, it hides the profession's inability to cope with the problems of our enviroment. The force on architectural education is therefore one which attempts to re— create within each student a sense of its mystique. This is reflected in most schools in the continual emphasis on professionalism; of pres— entation in terms of speech, behaviour, drawings, the preparation of briefs for students' schemes and in criticism. From the beginning the aim is to concentrate the student's attention on professional trivia, rather than at any stage allow him to come to terms with why he is there at all. Surely this is from the onset one of the largest stumbling blockij in the way of any attempt to reform or change the profession, and which enables us to have an interest in opposing anything which makes it easiel for people to become architects by coming up through the "trade", or which allows a relaxation of academic entry requirements. Thus the pre— dominantly middle class nature of the profession is maintained, and in the office this manifests itself in the two—tier structure that exists between qualified architects and the technicians. Education consequently plays itc part in dividing the profession and in excluding from its ranks large form the numbers same of tasks.skilled and underpaid technicians, who can and do per— Educational autonomy in architecture is thus less certain than in many other disciplines. The realities of RIBA recognition of decree courses and control via its educational section is such that the profession is committed to controlling the education of architects, thereby putting every student in the impossible situation of having to prove his worth to a profession which has restricted his education in the first place. Furthermore, the nature of the educational heirarchy is such that it is self—perpetuating and reinforces the structure and characteristics of the profession by inculcating its values into students from the onset of their academic careers. If one is dissatisfied with the quality of architecture today, then surely the malaise in architecture must stem from a malaise in educational practice, and the manner in which it tends to limit itself solely to functional and technical considerations, with— out reference to the aesthetic, social and politic? 1 implications of architecture. Thus many schools still remain comrnitted to the well—worn dogmas of Eauhaus rhetoric in a period in which its products are increas— inc-Iy under fire for the simplictic and general approach to design that :he" have come to represent to the popular imagination. "Value judcement" is still a dirty word in some places where staff labour under the mig— apprehension that a building well—detailed or which conforms to "func— t ional desicn criteria" is a building well designed. Inspite of having lower staff—student ratios, better equipment and more nomey available than at any other period in the history of architectural education, many schools still fail to provide the kind of stimulating background essential for learning. The best many students can expect are the fac— ilities to involve themselves in their own work whilst trying as hard as possible to make what they are interested in fit in with what their tutors consider they should be interested in. Or else the schools fail in their attempt to provide a "general" education which combines both the sciences and humanities in their outlook. For in seeking to please everyone they fail ultimately through producing an architectural education determined by Committee, creating as a result an education "by lowest common denom— inator". 2here are too few brave or innovatory spirits in education today who are prepared to take the risk to create a stimulating laboratory o: ideas recenerative to the profession. Instead of seeking new and alter— native paths we operate in an atmosphere of "degree—factory", intent on producing architects who have been socialised into accepting the "mores" and values of the profession as a whole. If we wish our architectural education to be more closely related to the needs of etudents and of the individual people for whom they intend to design, any changes must take into consideration the influences of the educational and professional institutions. They must loosen the hold of the traditional teaching establishments, so that skills may be learnt from anyone and everyone who has the ability to teach and demonstrate them, and they must loosen the power of the profession so that the rel— ationship between users and designers is no longer clouded by the myth of professional expertise and competance. ARCHITECTURE MOVEMENT EDUCATION GROUP Frances Bradshaw David Somervell Andrew Fekete PROPOSALS FOR ACTOONg 2 Enable a wider group than at present to become the designers of the buildings around us. 3 1.1 Reform gchoolg' intake requirements. Portfolio, demonstrated practical experience and motivation to be major selection criteria. Relegate academic qualifications; i.e. A—levels, to a secondary position. 1+ 1.2 Discourage the school—leaver deferred strongly from entering case.straight into schools of architecture; places in every 1.3 Encourage mature students from every sphere to pursue a course in architecture. Carpenters, jewelry designers, site agents, brickies, graphic designers, artists, HND, OND, all to be considered along with the present typical intake. Part-time and non—standard, (i.e. timid-career") courses to be an in— tegral part of the school. 5 1.5 Special entry facilities between to schools be used of more architecture fully. and indeed from othe 6 Encourage trangfer disciplines and crafts. 1.6 Remove the archaic ruling, whereby a transferring student must obtain "permission" from his former head to enrol elsewhere. Direct transfer to be facilitated without penalty o? repeated years. 1.7 Entrance to be determined by a full representative panel drawn from the whole school community. A system of appeal to full school council. 1.8 A more intensive three .years to be the basic length of study. App— lication for higher study to be determined in a similar fashion to in— itial entry. All these acknowledge that the architect's work covers an extrem— ely wide field and the aim is thug to introduce a correspondingly varied group into the schools. 2 Ensure a more dynamic outlook from the staff in the schools. C 2.1 Tutors must be predominantly drawn from the world of the practice of their skills. 2.2 Re—assess the value of "specialist" teaching staff + facilities. Does a school really need a full time acoustician, colour psychologist, or wind tunnels and so on? Remove the academic window dressing! 1 2.3 Appointments to be made by a full representative panel drawn from the whole school community. A system of appeal to full school council. 2.4 Appointments to be of only 3 or 5 year tenure. Headships where applic— able on the same terms; to rid the ech0016 of the system of sinecure. 2.5 Encourage part—time and visiting tutors. These aim to reduce the debilitating stagnation inherent in our present authoritarian system of sinecure, hierarchy and privilege , and engure an adaptable staff more appropriate to a learning as opposed to a teaching enviroment. The school as a resource centre. Remove any pretence that the schools can produce "The Architect". Dig—establish the schools. Remove the control now veeted in central bodies and the local architectural establishment. Discontinue reg— istration. Encourage the full use of schools and their resources by local comm— associations, unity groups. enviromental These might include: groups and tenants' go on.co—operatives, amenity Schools to be accountable to the local community. Those groups it serves to be amongst the wide range of interests represented on an open forum. This forum to have the important function of stiumulating, informing and of reacting to the aims and achievements of the school. The emergent Schools of Architecture Council, once freed of its negative, determining policing role to act as a federation bringing schools to— tether to share common intereste and to develop free exchanges of people and ideas. This federation is to relate to and to be funded by each school's forum, so involving the widest possible spectrum in a contin— '-ting diologue. The whole school community to be responsible for the nature of the courses within and the activities generated by each school. Thus the reputation and respect for a school will rest with the collective out— look and aspirations of all involved within the school community. All executive decisions to be taken by a representative council directly accountable to the school community. Decision—makins on policy, proposals for introduction of specific pro— jects, internal management, student + staff intake, all to be an integral part of the learning experience in the life of the school. The reformed administrative staff, freed of their onerous policing and checking tasks, to service a network akin to Illich's "Ekill—exchance centres They must relate the needs and aspirations of individual Btu— dents to the inspiration and abilities of tutors such that groups come together which are matched appropriately to problems and projects pro— posed in the school 'B forum. Structure the courses within the schools to enable all mose from the wider intake to grasp and develop the skills an architect deploys. These must allow for part—time students and staff, married folk and those with other commitments. Abandon the hidebound notion of "year" banding and instigate vertical projects wherein groups of different outlook and experience can inter— act. Tutors joining these courses would merely offer their grea ter ex— perience and maturity to the learning process. Use the educational potential of the schools' immediate built enviroment to the full: — real experience on building sites, and in the study of the building process — ongoing studies of building performance: failures, inadequacies as well as exemplars. — socio—political studies in support of and leading to actual build— inc projects. — small works projects. — public and private response to buildings in use. These aim at democratisinc and de—institutionalisinc the schools as they are now: to provide an active and involved learning exper— ience. https://nam.maydayrooms.org/files/original/a666ab45cd5645053d4383aaafe9c7dd.pdf d6cee64d2291bac3e49b071f90698cc0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Many NAM members were engaged in the field of architectural education, either as staff or students, and pursued new ideas for course content and pedagogy, reassessing existing course structures and priorities in conventional architectural training. The concern to focus on socially necessary buildings and to find new and meaningful ways of engaging with building users and the wider community- both central NAM themes - illuminated much of the discussion. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter Subject The topic of the resource Letter to all Councillors re postponement of AGM at RIBA request Description An account of the resource Architects Registration Council of the United Kingdom ESTABLISHED UNDER THE ARCHITECTS (REGISTRATION) ACTS 1931 TO '938 73 Hallam Street London WI N 6EE Registrar. Kenneth J. Forder M.A. &morandum Tel: 01-580 5861 To: All FEmbers of 1987—8 Council Ref: KJP/CK From: Registrar Date : 16 March 1987 The Annual r•ketlnq of the Council scheduled for the afternoon of this Wednesday March 18 has been postponed at the request of the President of the RIBA. The Ordinary Meeting of the Council for this Wednesday remains unaffected. 2±mbers of the new Council are nevertheless invited to attend the Ordinary >Eeting participating) if they so wish. The .postponed Annual FEeting will be held at 2 pm on Monday March 30 1987 In the Council Chamber of the RIBA. Creator An entity primarily responsible for making the resource Registrar Source A related resource from which the described resource is derived John Allan Date A point or period of time associated with an event in the lifecycle of the resource 16 March 1987