1 10 310 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/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/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/b9dfbc598f5386cfdc8cfb0a6f7a9fcd.pdf 1eebf67c18ebce6161e7046d3023ce19 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 Working Documents 1979-1980 Subject The topic of the resource Draft directive on exercise of profession of architect Description An account of the resource European Communities EUROPEAN PARLIAMENT Working Documents 1979 - 1980 2B February 1980 DOCUMENT 1-810/79 MOTION FOR A RESOLUTION tabled by Mr GILLOT pursuant to Rule 25 of the Ru les of Procedure on a draft directive on the exercise of the profession of architect English Edition PE 63.332 The puropean Parliament, Whereas : — a draft directive on the exercise of the profession of architect has been under consideration for more than 15 years, the draft which the Commission is preparing to submit to the Council of Ministers for final adoption has undergone so many changes that it now bears only a slight resemblance to the text submitted to the Assembly of the European Cotmunities in 1968, — it takes into account neither the importance which has come to be attached to matters relating to the environment in the last 15 years, nor the public concern which these generate, nor the national statutory provisions which have been in force for some years, — it engenders an unacceptable degree of confusion between a university qualification and the exercise of a profession which plays a major role in society, — the period of study prescribed cannot ensure that future architects within the Community are qualified as befits their task and would place them at a disadvantage on external markets, — this draft entitles persons with various technical qualifications to act as architects without adequate safeguards, — it provides excessively long transitional derogations in respect of recognized qualifications, — it fails to observe the important distinction between the qualifications of architects and engineers, — recent efforts to have this text adopted by the Council failed to take account of the resistance from the Liaison Committee of Architects in the Common Market (L.C.A.C.M.) , which was originally set up to present the views of all the professional organizations in the Member States to the Commission, Urges the Commission: 1. To amend its draft to take account of the proposals from the Liaison Committee of Architects in the Common Market and the necessity of ensuring that architects within the Community are qualified as befits their task and in such a way that they are able to face competition from abroad; 2. To initiate a new process of consultation of the Assembly of the European Communities which has become necessary in view of the growing concern about the quality of the environment, the major changes made to the original text which was considered by the previous Assembly and the changes which are still required to the present text. PE 63.332 E Walker Esq 28 Crab Lane Your reference Armley I have been asked to reply on Mr Finsberg t s behalf to your letter of 19 February about the draft DC directive on architects' qualifications. The points you and your co—signatories have made about this draft directive have been noted and will be duly taken into account in any decisions reached by Ministers • Yours sincerely P M BERGIN E walker 28 Crab Lane Anley LeedB IS12 ZD G Flngberg Min1Bter of State for the Enviroment Depar%nent of the Enviroment 2 blarehan Street landon SWIP 3EB 19th February 1980 Dear Fingberg ARCHIECQ'S DmCTIVE We are Councillore on the Architect 'B RegiBtrat10n Council of the United (A.RCUK) elected to repregent the 4,381 "Unattached" Archltectg, I.e. those not belonging to one of the Architecturü Constituent on the Council, which hag 27 077 ArchitectB In total, on ItB Register. At ARCUKt B Special on the 24th January, 1930, concerning the EC Draft Architect' B Directive, our memberB voted a resolution continued opposition to the lategt Architecte In th.1B country ere not ag united In their oppodtlon to the Draft Directive ag you nay have been led to believe. We gupport the Draft Directive 8B It BtendB. tt?0110W Up ti Acadælc Trdnlng: The Royal Institute of Ä•1t1Bh Architects (RIBA) end thi.2%ARCUK'B objection to the Directive concerned the Geman ?achhochgchulen propoBa1B for ttFoIiow—Up n æadæle training the two yeare after their three—yeæ courge. In particular, the demand for a period of training longer then that propoged, that Buch training be gupervlged by univereity—ievei educationei1BtB and that there Bhould be fom of at the of Buch In the EEC CoadBBIon€B revieed Article 4 end In a new Annex to the Directive, ail thege denude are met. Safeguard — Review: In a u•tloie In the Directive, Article 33a, allowe for a Befeguard. It providee for a review of the Directive on the bas1B of dter three yearg, If to propoga1B for æxendmentB. ArchitectBt The FTM and eeæ to believe that the Directive, If Implemented It exigtB, could "only to a reduction In profeeglonai competence a poorer Bervlce to the 1B the RIBA BO convinced that It hag found the beet only of architectB, -2- e. the Dou our recent building production bear out that cmvlctlon? Gertnarv currently hag fourteen unlvergity or univerdty—equlvaient schoolB of Architecture ud Fachhoehgchuien. The müted hag thirty—eight Schoolg of Architecture. The number of architectural Btudente in training per thougud population 1B ag hlgh In as In the United and hes a high level of unapioyment. le the RIB1t B objection then, baged on a fear of Invulon by foreign talent? Surely not,ln view of their conviction AB to the quality Of our own architectural product, which would presumably meon qort rather than Import In architectura trade. Yours faithfully M Rob B Woolley S Jackgon 1 Tod Councillors 1980-81 J S Alien F Arnold Roberts D J Burnby D Roebuck Fear of Fachhochschulen From Anne Delaney, architect, and 'Ohn Murray Sir: Bob Giles (AJ 14.2.79 p306) finds it diß ficult to see how NAM members representing the 'unattached' on ARCUK can vote for the EEC Architect's Directive recognis• ing the German Fachhochschulen. We find it difficult to see how RIBA members can vote against the directive, since in its revised form it seems to incorporate all they have been fighting to achieve over the last few years. The Briush architectural profession's remaining objection to the directive had concerned the Fachhochschulen proposals for 'follow up' academic training during the two years after their three-year course. In particular, the demand was for a period oftrain• ing longer than that proposed, that such training should be supervised by university. level architectural educators and that there should be some form of assessment at the end of such training. In the EEC Commission's revised Article 4 and in a new Annex to the directive, all these demands are met. In addition, a new article in the directive, Article 33a, allows for a safeguard; it provides for a review of the directive on the basis of experience, after three years, if necessary leading to proposals for amendments. In the light of these concessions it is difficult to see what remains to be discussed. During the course of ARCUK's debate on the subject, several arguments were put forward. There was the argument (put also in Bob Giles' letter) that support for the direc• tive could •only lead to a reduction in professional competence and a poorer service to the community'. Is the RIBA so convinced that it has hit on the best and only way of educating architects (a view not apparently held by the president of the RIBA on the evidence of recent statements in the Al and Building)? Does our recent building pro• duction bear out that conviction? Figures were then quoted. Germany currently has 14 university or.university-equivalent schools of architecture. It has 46 Fachhochschulen. The UK has 38 schools of architecture. The number of architectural students in training! 1000 population is twice as h:gh in Germany as tn the UK, and Germany has a h;gh of architectural unemployment. Is the 's object:on, then, based on a fear of unvasuon by talent? Surety not, in view of their conviction as to the quality of our own architectural product, wwch would presumably mean export rather thon architectural trade, Yet pt the q c, of Fachhochschulen•trained architects he had worked with and then went on to vote against the directive. We did not vote with the RIBA because we share neither their fears nor their convictions. It is almost impossible to assess, as Bob Giles asked, whether our view would be sup• ported by the 4000 'unattached' represented on ARCUK, in part by NAM members. This presents us with a real problem. Representatives of 'unattached' on ARCUK have no machinery for getting in touch with their constituents, except for a once-yearly communication which, apart from postage, is paid for out of our own pockets. We try to use what little access we have to the professional press to put across our arguments, and of course we always welcome views sent to us by our constituents. Bob Giles believes that NAM's policies are 'unintelligible to all but the NAM cognoscenti', but in this case •cognoscenti' can be taken to include all those who write for details to NAM, 9 Poland Street. Those who take the trouble will find NAM's reports as intelligible as anything produced by SAG and certainly less blinkered by professional self-interest. And of course if the 'unattached' do not agree with actions taken by their representatives they always have recourse to democratic procedures—they can vote us off ARCUK Council at election time—a course of action, incidentally, not available to members of the RIBA, salaried or otherwise, in respect of their ARCUK representative;. ANNE DELANEY JOHN MURRAY Cardiff 'Satanic Mills' proposals From David M. Ellis, a director of the Pennine• Development Trust Sir: Would you allow me to correct a misconception that has arisen as a result of the SAVE 'Satanic Mills' exhibition currently at the Heinz gallery. The proposals for a regional park in the Pennines came from the Pennine Park Association, a voluntary body representing over 60 organisations in the area concerned. It is not often realised that the 'industrial' Pennines between the Peak National Park and the Yorkshire Dales National Park lie at the heart of the greatest concentration of population in Britain outside the south-east. However, the present proposals stem from See Eths •s S can (.//CI/Ä the publication in 1972 of The case for a Pennine park and the subsequent national conference in 1975 at which the ideas were welcomed by Denis Howell, Minister for Sport and Recreation. Since that time the Pennine Park Association has been involved 1 in a lengthy consultative exercise with organisations and councils in the area. The SAVE exhibition is a timely and welcome boost to our endeavours and might well mark a turning point in the development of a more appropriate attitude to the problems and potential of declining communities in a post-industrial society. DAVID M. ELLIS Hebden Bridge, West Yorks Small sites in Newham From Kenneth Lund RIBA, DiplArch, director of Planning and Architecture, Newham Sir: I would like to correct some of the many misrepresentations and misconceptions cone tained in your article on small sites in Newham (AJ 31.1.79 p217). The authors, in attempting to draw together two disparate strands—one, the problem of attracting private house building in Inner Areas and two, the particular problems presented by small sites—have succeeded in presenting a totally misleading picture of the borough. I Site available for use. regret that after my department had assisted them with some of their early research, the authors did not see fit to take up my offer of discussing further their work with my officers, which would, I feel, have enabled them to present a more accurate report. They have made the basic assumption wrongly that, outside the industrial belt, all small sites are suitable for housing and should be developed in that way. The borough is very densely developed and is severely defictent tn open spaces, both large and small, which would help to break up the deficiency can best be met by larger scale pro'.iston, this is not, for obvious reasons, Architects Registration Council of the United Kingdom •et• to 73 Hallam Street London WIN 6EE Tel: 01-580 5861 FYpgrar: Kenneth J. Forder M.A. Pursuant to No. 4 of the Council's Regulations a Special Meeting of the Architects Registration Council of the United Kingdom was held on 24 Januaryø 1979 at noon M I N U T E S Present: Mr. Michael Metcalfe (Chairman) Professor Denys Hinton (Vice Chairman) Messrs. Barclay, Barefoot, Beckett, Miss Beddington, Messrs. Benroy, Berry, Bullivant, Buchanan Campbell, Miss Delaney, Messrs. Elphick, Giles, Godfrey—Gilbert, Green, Groves, Eaenlein, Hirsh, JohnSon, Knight, Latham, Leggatt, Macdonald, Meyrick, Murray, Roebuck, Sargeant, Mrs. Silves'ter, Messrs.: Thornley, Tomlinson, Waterhouse and Wearden Apologies: Dr. Allen, Messrs. Arnall, Bell, Bingham, Blair, Critchlow, Darbourne, Darvall, Professor Dunbar—Nasmith, Mrs. Foulkes, Mr. Janes, Professor Lipman, Messrs. Maltz, McKee, Morris, Outterside, Oven, Penning, Phillips, Smith, Storey, Taylor, Tod, Wightman, Woolley and Wright In Attendance: Mr. K J Forder, Mrs. E Layton, Miss H Smith and Miss C Owenson 143. Coanon Market. Architects' Directive (previous ref: Minute 137/78) The Chairman opened the meeting by saying it had been convened on his requisition and in accordance with the undertaking he had given at the December meeting of Council that the Council should have the opportunity of expressing its viev if the EEC draft Directive came to a head. A letter had nov been received from the Department of the Environment dated 28 December, 1978, the terms of which indicated that the Council of Ministers at its December meeting had been told that Britain was unable to lift its reservation on the Directive until it had had the opportunity of consulting the profession in this country on the proposals. The profession had now formally been called upon to let the government know its views before the end of January. In parallel the constituent bodies had been asked to feed in their views. All this information was consolidated in Annexe A to the agenda (copy inserted in Minute Book), including as it did the specific recommendation on page 2 which he vas cotmnending to the meeting today. 144. Mr. Waterhouse then introduced the paper indicating that •he had been a member of the LOXCM delegation since 1973. He referred to and expanded on each phrase in the recoanendation, and stressed that the feeling now reflected that •of some tvo years ago when it had been said that the profession would not accept three year courses, particularly without a final examination, because the total length would be inadequate and, probably most important of all, the curriculum contained no design vork. The LCACM had endorsed this view at every stage and had stated it unanimously at their meeting in December. 9/79/2 145. There vas no doubt that all the architects of the EEC (including GermanJ) were of a like mind. It was not the profession that had tried to prees for acceptance of the draft Directive in its present form, but member governments (apart from the British government which had •excellent •relåtions with.:the profession in this country) . lie proposed that the resolution should be accepted without reservation. 146. Mr. Thornley, as Chairman of the Admission Committeeßoutlined the possible effects of the influence of the FF.. He made several points referring in particular to the numbers of architect trainees involved. In West Germany trainees sprang from 14 universities and technical school faculties, and also from 46 FH although hot all •of these tried to identify themselves with the three year course. The number of students in training in West Germany amounted to approximately twice as many per thousand head of the population as in the Unite-' Kingdom. There were without doubt political pressures, and one had to relate the picture to the high unemployment rate in West Germany. The fact had to faced that the German view of architectural training vas not adopted in the interests of architecture but 'for' political •reasons. He said there were three pointers which indicated the lower standards: (i) graduates from the FH tended to go on to university indicating they had not had sufficient training; (ii) local government higher appointments in Germany were not open to graduåtes from the FH; .(iii) ARCUK's Advisory Panel had the task of assessing the qualifications of overseas applicants for registration and measuring them up on a Part 11 standard in this country; there was no doubt that the 'three year course at the FH could never qualify for this purpose; if it did so there would be tvo results; other interested parties would also press for three year courses, and (b) British students might •yell tend to go,' abr6ad:cf' • to train. 1471' Mr. Elphick suggested that the motion should be: supported as it, stood. He felt that Che public interest factor,. included in the content Of. sparagraph 5 of ghe memorandum, vas important. Mr. Hirsh referred. xo! the, Lelement in paragraph 11 pointing our that quantity of. instruction was not ..all that important — it did not represent what education vas :all -about. 148. Mr. Leggatt supported the recommendation but asked. the Council, to bear in mind the importance of EEC harmonization and warned •against giving an appearance of adopting an anti—EEC •cloak. He.åndicated 'concern particularly at the gulf between -governments and profession on: the Continent. _,149. Mr. Green, the Ministry delegate on the Council, referred to one or two points that had been made during the discussion. He said .that, there vas no question of intröducing a transitional period sihcé the possibility of this had already been thrashed out with the Germans• and 'there •Vere political rea c or.s against it. There had been no comparable problems when directives -had been 9/79/3 negotiated for doctors, dentists and veterinary surgeons. Since solicitors had had reciprocity of operation within the Community for some years, the Architects' Directive vas the first in a new field to be tested. Council had to understand that at the December meeting of Ministers the draft Directive was actually accepted in principle, and that only an exchange of letters was now necessary to trigger the acceptance procedure. Mrs. Layton asked Council to bear in mind that the Committee of ViceÆhance110rs and Principals had expressed deep interest and they had written a letter to Prime Ministers supporting the stand taken by the profession. There was no doubt that architects were a test case and that the universities were anxious to give their support. Mr. Haenlein said that he supported the recommendation. He said that it could not be emphasised too strongly that architectural education was designed to foster the student's ability to make judgments. Those promoting the Directive did not understand the central issue of the cultivation of architectural judgment and it vas this that the profession had a duty to protect. 150. Mr. Murray expressed an opposing view and said that he felt the criteria outlined in the Annexe to the Minister's letter compared favourably to those contained in the curriculum of British schools. Miss Delaney supported Mr. Murray and she referred particularly to the draft Directive Article 33(a) which provided for a review after three years. 151. Professor Hinton suggested that this was a tenuous basis on which to approach the matter. He asked those apposing to look at the range of subjects contained in the proposals as a waiver which detracted from the standards itemized in Article 3 of the Directive. He went on to say it should be stressed that ARCUK's approach should not be seen as retrograde by appearing to be anti—EEC. Far from letting down the Common Market cause, the architectural profession would be letting Europe down if it agreed to the draft Directive in its present form. On what ARCUK decided today may turn the whole architectural profession of the Continent. No Directive vas better than a bad one. We should not agree to the notion of a Procrustes bed. 152. Mr. Groves said that the profession objected to training being measured out in terms of hours and minutes. Quality was what vas called for not quantity. He felt that acceptance of the draft Directive would mean letting down the profession on other countries. Supporting speeches were made by Mr. Sargeant, Mr. Latham and Mr. Knight. 153. The Chairman then moved the following resolution from the Chair: That the Council should maintain its stand. declare that the proposals are still not acceptable and ask the UK government to continue its opposition; it should also confirm the LCACM view that acceptance would have very serious effects on the standards of competence of the profession in Europe and adversely affect the standing of European architects in the rest of the world. 154. This vas seconded by Mr. Elphick and passed by 25 votes in favour and 3 against. 155. Date of next meeting: 14 March, 1979 at 1 p.m. followed immediately by the Forty-seventh Annual Meeting. The Chairman then declared the meeting closed at 1.05 p.m. Architects Registration Council of the United Kingdom 73 Hallam Street London WIN 6EE Tel: 01-580 5861 Registrar: Mrs.-NoelOawson. MBE KENNETH J. fC%OER, m.a. 2/79 SPECIAL COUNCIL MEETING 24 January 1979 at 2pm in the HENRY JARVIS HALL at 66, Portland Place, London W. 1. A G E N D A 1 . Apologies for absence 2. COFff{ON MARKET Architects' Directive Report and Recormnendat ions Annexe A 3. Date of next meeting: 14 March, 1979 at 1 p.m. followed Illüediately by the Forty—seventh Annual Meeting. Kenneth J Forder 12 January 1979 Registrar ANNEXE A COI.t40N Archi tects' Directive Report and Recommendations A possibly decisive moment has arrived in the long drawn out negotiationg on this Directive. The attached letter of December 28th 1978 from the Department of the Environment aeks for the "considered views of the profession" on the latest proposals from Brussels before the end of January. The letter i 6 addressed to Alex Gordon as Head of the joint RIBA/ARCUK Common llarket Delegation and the DOE wishes to have the views of both bodies. The ARCUK Council has been called epecially to consider this matter, as it is of great importance to the profession. 2. The letter is concerned entirely with Article of the Directive which deals with the length of courses. All other issuee are deemed to have been satisfactorily settled, though the professional bodies in nost countries, including the UK, still have reservations about some matters. The crunch point is however the issue of three year coureeg. While thig is generally thought of as the "Fachhochschule ( Eli) issue" and the battle on this Article has been fought out principally between the Germans and the UK, it is of general application. We know the Belgians have similar courses and other countries could come up with them. It is therefore important to concentrate on the general principle and to recognise that the proposals, which have been devised to meet the German situation, could be applied more generally. 3. The issue is embodied in the attached Article where as an alternative to a minimum of four—years of full—time study it is proposed that a 3—year course can be supplemented by two extra years within an overall. 5—year framework. This can be referred to as the "3+2 alternative , the content and organisation of the +2" being at the heart of the argument. In this context it should be remembered that 5—year full—time courseg are the norm in most countries of the Nine as well as in the rest of the world. In France they are usually six. The reference to a minimum of If—years full—time study is in recognition of the fact that no German courses of architecture, even those in universities, are of more than It—years and the UK has a few such courses also ( though these are qupplemented by 3—years practical training making a total of 7—yearß before Part 3). Thus the 3—year FY courses, as they are now, are far below the norm. The UK does not quarrel with the 3+2 concept. It would be possible for a UK student to do a full—time first degree in 3 years and then to go on to a 2—year part—time course and have a satisfac tory education. -What i9 at issue iB what happens during the supplementary or +2 yeare and whether the continuity, content and quality of the education during thig period provides the • framework in which the student can develop and mature. •v Members are reminded that a CODY of the latest version of the Directive is available for study at the offices of ARCUK. 5. It 1B eagy to get bogged down by the detaile of the argument and to be reduced to haggling about hourg or weeke of etudy. 'me basic legue is, however, fairly eimple and wag well argued by the Liaigon Committee of Architecte of the Common Market (LOACM) in the Statement which it gent, unanimously, to the Prime Minigterg of the Nine on Decernber 2nd 197B. argued that:— the union between our countries, under the condi tions of the Treaty of Rome hag ag a particular object the maintenance and development of our culture and civiligation at •a• level, and that it would be tmworthy of mrope'o role ag inepiration and guide in guch matterg to adopt educational gtandardg which are inadequate. — in the economic field a gub—ßtandard level of architectural education in Barope would mean, for future generations, the logg of commiggiong and employment opportunitieg which are today entruged to ug by the whole world. — theee two argumente are enou&i to demonstrate that the refugal by some countriee to accept today the inveetLD€mt neceegary to raise the level of architectural education to the hiölegt profeoeional levels, which hiöily developed societieg require, will have far greater adverse effects for the Community as a whole than the immediate ehort—term economies." 6. the Commigeion in Brussels iB anxious to give the unpreegion that this iB a make or break situation and that no amendments to the lateet draft of Article 4 or the Annex are poBBib1e. 'me UK and Ireland, which are now the only countrieg retaining reservationg at government level, are aeked to accept or reject the new packageg ag a whole, ag its standB. If agreement is not reached in two monthe' time we are told that the whole Directive will then be put into cold storage indefini tely and movement between countriee will be dependent on exigting arrangements or euch new arrangementg ag can be negotiated bilaterally between countries. Vnether or not It Ig guch a make or break Bituation is open to argument. Only very recently the Germane have been persuaded to make further conceegione which are embodied in the latest draft. In the Delegation' B view it would be wrong to abandon the hope of further progreeg, eepecially ao our Baropean colleaguee are eo ingiBtent on the need to stand firm. We ehould not let them down. Recommendation 7. Memberg of the Common Market Delegation, who have followed the negotiations in detail month by month for 5 years, met early in January to coneider the DOE letter and their recommendations to the Council. After very careful conelderation they recommended That the Council should maintain ite stand: decl are that the propoga1B are Btill not acceptable and agk the UK Government to continue its oppoeition: it ghould algo confirm the ICACM view that acceptance would have very gerioug effects on the standardg of competence of the profeeeion in Ehrope and advergely affect the standing of baropean architecte in the regt of the world. the Council i e aeked to eupport thiB recommendation. The Pointe at iogue 8. The rest of thig paper 1B concerned with the detailed pointg at issue. 9. LYer ginee the Germans recogniged that their 3—year courses were unaccept— able ae they stood the arguments have centred round five iogueg:— i) how much additional time gpent in academic Btudy would level up the 3--year courgeg to the A—year minimum? ii) what kind of eduoa tion would take place during thig extra period? iii) how would the etudentB t level of achievement be aggegged at the end of the supplementary courge? IV) who would be involved in teaching and aegegement, to engure that etandardB were comparable with Diploma coureeg eleewhere and at university level? v) were the propooals generally vorkaole? 10. Before aseegeing the proposal o, which are embodied in the lateet draft Article 4 and the Annex, it Bhould be recogniged that the Germane have moved a long way tn meet the objections which have been raised over the laet three years. rrozn a three year course and Diploma on ite own they have moved on to offer eupplementary courseg, firet total ling 40 days and now 60 daye, spread over the next 2 years, ae vell as a new practical training echeme, log—book etc. To get up courgeg all over Gennany lasting days (i.e. 12 eeparate weeks spread over two years), to involve teachere of' architecture in theee and to Introduce a new two yeare practical training echemee iB a major exerciee. Imagine the UK having to or€aniee a Bimilar network of coureeg and practical training for the firet time. So the UK umgt pay tribute to the distance the Germans have been willing to go to meet the objectiong and the extent of the organigation they are prepared to demand of their provxncial governmentB to get their architecte from the 3—year coureea accepted ae equals in Europe. However for the reagons set out below there are Btill eerioug reservationg. i) Time 11. As explained above the Germane i'j.rst, offered 40 dayg of courses spread over two yeare (i . e. 4 geparate weeks a year for two years). me hag been etepped up to dayg (probably working out ae 6 weeks a year). rme Germane have argued that thie involves more instruction than many UK ptudente get in their laet two (Part 2) yeare. Thie miölt be BO .in terme of "course work", i.e. lectures and eeruinare. But the German argument takeo no account of the very large amount of time spent in UK coureeg on design projectB. The whole concept of counting the time ag 60 dayg or 4830 hourg epent in coursee betrays a migconception of the objectives of the extra period. part—time, Part 2, Btudent in the UK would epend at leagt 4/10 hourg in the School but ae much again or more on a seriee of deeign projecto and the final deei&l thesig. Hie full—time counterpart would epend even more. i) i) Kind of Archi tectural F,ducation 12. The above argument extende into the kind of education to be provided during the gupplementary period. Throuöiout the negotiationg our mropean colleagues in the IZACM (Liaison Committee of Architects in the Common Market) and the UK profeggion in i to digcugeion with the DOE have criticiged the German thinking behind the courgeg. tmege are conceived ag taudit coureeg, similar to, but with gome extended subject matter, to what iB tauélt — Borne. would gay overtauÖt — in marv Fachhochechulen already. Such courges are eagier to organige than degign work, but migg the point of providing the opportunitieg and support. for developing and maturing the synthegisin€ Bkillg of design. This is what much of the final two years of mogt archi tectural courgeg are about. UK efforts to put over the difference of concept to the Commieeion or the officiale in the German Government have failed. 13. A further conceln iB that the ligt of the subjecte in para 3 of the Annex infrin€eg a basic principle of the Directive which the UK helped to get establ iohed several years ago. Thi B wag that the content of courses should not be defined in detail but that Artie le 3, of the Directive, should only identify in broad termg the ability .1 Imowledge and Bkillg required by the end of the whole course. It would be contrary to the spirit and intention of Article 3 to add the detailed content now appearing in the preeent Annex, and would be a revergion to earlier and lees eatiefactory ideae about content. It is because a 3 year courge carmot meet the total requirements of Article 3 that we and other countries are critical. 11 i) Asgegement of Achievement at University Level 14. The original proposal of the Germane suggested that a certificate of attendance at the one—week courgeg Should be enouÖ to secure the Community's recognition of the proposed arrangements. Attainment at a univereity level of performance vag not part of the German thinking. Tae ICACM hae been unanimous in congidering that attendance wag not enoub and that a final examination or method of aggeggment or "evaluation" of each student's progregg and achievement at the end of the cow Beg vas eegential. 15. These arguments were put forward to the Gormang and to the Commiggion end have now been embodied in a single phrase in the first paragraph of Section 4 of the Annex (underlined in thig paper) as follows: ensure that the procedures set up by Member States for such ascertainment, which implies evaluation, are coherent and effective, the competent authorities of these States ehall transmit their draft on the matter to the Commission for examination". The UK profession hag been assured that this is intended to be an evaluation of achievement but as the text now etandB it iB ambiguous. ig one of many examples in the current text which ig unaatiefactory. While the Germane may fully intend to do what iB needed, it iB ungatiBfactory to accept a text which could be ueed to the letter 10 yeare from now. - 5 - iv) Who would be involved in the courses and evaluationg? In early vergione of the German proposals it appeared that the provincial (Land) registration bodies would be regpongible for organiBIng the courseg and marking up the students' "creditB" for an attendance of the .coureeg. The critics of the German propogalg have Btregged the need algo to involve teacherg of architecture go that the new gupplementary .coureeg and the aggesomen!e of etudentg would be comparable with thoge •in other countriee. 17. However, for reagong due almost certainly to the lack of understanding by the Commiggion drafterg, paragraph 1 of the Annex refers to the servicee of teacherg in higher education being enliBted in carrying out the organigation and gupervision of practical trainin€, with no reference to their involvement in the coureeg or in the aggeggment of the students' progreee and achievement. Thig iB almogt certainly poor drafting, but it illustrates yet again the great problem of accepting a draft in precisely its present form with no opportunity to Buggeet amendmentg. The tJK would want the Directive to eaor gpecificaliy that the teacherg are to be involved in the coureeg and their assessment. v) Workabil i ty 18. While it would be undiplomatic to guggest in Brueeelg that the Germang could not carry out what they are ready to undertake, especially in view of German thorouømesg, there must be grave doubte about the viability of the propoealg for the supplementary courses. Eleven gemi—independent provinces will be responsible for the execution of the scheme and their ability and enthusiasm will vary. If arrangements for euperviBing and aeeeeein€ degi&l projectg were to be added it would become more difficult still. Thie reservation about workability crust therefore lurk in the background. Role of the Advi gory Cornmx ttee 19. So much for the five points. Another approach is to look at the role of the Advigory Committee. On the initiative of the UK — firet raised in the House of lorde all the present profeBBiona1 Directivee, draft or agreed, provide for an Advisory Committee throuöl which the profeggion can advise the Commission on educational and training matters. mig applies to the Architects' Directive also; reference iB made to the Advisory Committee in the other parte of the Directive as vell ag in the propoeed new Article 33a (on the last page of the DOE appendices). hag been argued that the UK ohould concentrate ite energiee on getting thie body Into effective operation to engure that Article 4 and ite Annex are interpreted according to the spirit of the Directive. 20. UK Delegation conoidered thio argument, but felt that In the end it vag the letter of the Directive not the epirit which would count. While It had confidence that the architectural profegeion in Germany and the Government in Boon would try to operate the spirit, the climate could change. Supposing another country of the Nine used the letter of the Directive, what redress could there be? Conclugion 21 . All thege argumentg lead back to the recommendation in paragraph 7 that the profeegion ghould advige the UK Government not to agree to Article 4 and the Annex ae currently drafted. In maintaining its objectiong, the Council would algo be gupporting the viewg of the profeegion in Lürope. t*hile all must be digappointed not to reach an immediate conclueion to thig long—drawn out negotiation, the UK Delegation thinke It unlikely that thie will be the final word or that the Directive will be buried or scrapped. Commieeion and the German Government have already come a congiderable way to meet the critics — particularly the UK. It to be hoped that rather than digcard completely the work already done, the negotiationg can continue and the UK can give a 'No t to t the present draft qualified by a statement of willingxegg to continue digcueßiong. Michael Metcal fe Chairman   Department of the Environment Room SI 1/10 2 Marsham Street London Direct Iino 01-212 Switchboard 01-212 3434 A Gordon CBE 1.11) Dip Arch PPiUBA 28 December 1978 6 Cathedral Road Cardiff CFI Dear Alex, EF.C DIPiCTIVE ON ARCHITECTS AU I told you on the telephone, the Council of Ministere again to reach a decision on the draft directive when they considered it on 19 December. you know, there was considerable diploraatic activity the period leading up to the meeting as the Commission sought to find a e;01uÆon to the problem of the Fnchhochschtt).en (FED. At the meeting, our Minister, While accepting that the Commission' E tD06t recent propoga19 were desieaed F.o meet. our requirementG upgrading these courses, said vere unable to lift our recervat.ion antil we had had time to the profet;sion in this country on the propoaals properly. ttle ;riöh took b similar line (though they were more forthcoming than we verg about the acceptability of the propocals, fsubject to consultation). 'Die Germane indicated that they '.tould accept the Commission's proposalß if would. The purpoce of thiG letter ig formally to con6u1t you on the •text aa it vculd at and with the i Co:nrai.ssion'6 proposed amendments. You vill recall our basic negotiating position has rested on the Inadequacy 0$ the Germans' 1976 propocals for supple'nenting El couraec. IA . '.te have a•cgued: (i) that the 1+0 days of academic training proposed to be undertek9Q dui•ing the two years of practical training which are to follow three years at the was insufficient; (i i) tliut the authors ties" who would be responeible organising and tspperviGi1iB t.hib academic traininel should peraons with experience of architect t.•rul cå:tcation ut univergi%' (i i i ) that end t lie:-c chould be some torn ot uccornpl.i the period, 5. I attach a eop•,' of the te.'.t of Aci.i cle incorporating the {.55ion oposed and 01 a new draft annex to the directive ennui e uny on f.he conditions acceptable Ell no to any other 3 year coure;eg vhiGh be cla; .•.led J or mutual tee is intendQd to meet ali three of f Ite rointa in cyprevi st Increases the number dayli of CD; it: recti:iceo involvement c? teachere. 1. 0 of higher education; and it provides for a fortnal review procedure, specifica said to imply an "evaluation", at the end. Moreover, it involves the Advisory Committee in the procesc; of monitoring that the arrangemento in member gtatee actually meet these requirementg. I should now be grateful for the considered views of the profesgion on those proposals. At the Council meeting, member states were asked to reach a final conclusion "within two months". To enable ug to reach a deci6ion in Government within that timescale, I Ghould be grateful for a reply by the end of January. 5. I atn copying this to Elizabeth Layton and Kenneth Forder. Yourg sincerely, R J GREEN • Perhaps 1 should emphasize that, at this stage, there ia no scope for further drafting amendments. At the Council it was made clear that the proposals had been taken as far as was possible, and they should now be either accepted or rejected as they Stood. Art.i.cle Il 1. Tho eduoatlon and training refcrred to in Article 2 mugt gati6fy the requirementg defined in Article 3 and aloo the following conditions s (a) the total length of education and training Bha11 conglBt of a minimum of either four yeare of full—time Btudleg at a univereity or comparable educational egtab11Bhment, or five yeare of training of Which at Ioagt three mugt be epent In full—time otudieo at a univergj.ty or comparable educational eetablighment; (b) the total courge of education a nd training shall be concluded by BucceG6fu1 completion of an examination of deg•ee Btandayd or, If such examination iB taken upon concluglon of the three— year period of study, by the lgeue of an additional certificate by the competent euthorlt.y in accordance vlth the Annex th±g D.ix•eetlvo er,oc: has •veer. that the person concerned hag duly: — acquired two yearg t practical experience in the field of architecture, and — followed during this further training courgeg guperviged by that authority. 2. Recognition under Article 2 ghall algo be accorded to education and training which, as part of a BOC1a1 betterment scheme or a part—time univerglty courge, conforms to the requirements of Article 3 and leads to an examination In architecture gucceggfully undergone by pergong who have been employed in architecture for not legg than 7 years under the oupervlsion of an architect or firm of architects. Thig examination must be of deg•ee gtandard and be equivalent to the final examination referred to In paragraph to the Directive: "Minimum recui-rements for the perj.od of_yractica.l. exoerience orescribed in Article 4 (1) (b) The practical training shall be organized and supervised ( tractical training under cu--dance) by the relevant authority or public—law entity. The services of teachers in higher education shall also be enlisted in carrying out thic task. 2. This practical training under caidance shall last for 2 years (24 months) calculated from the start of the practical training itself. Following acquisition of their university diploma, those concerned shall take up work '.'!ith an employer whose field of activity covers the following: — the design and the technical and economic planning of buildings ; advising, guiding and representing parties for whom buildings are being constructed in matters connected with their punning and construction and supervising construction work; — the preparation of town and country planning work. To give an insight into the nature and extent of practical experience, trainees shall keep a course book .throughout the period of practi cal training, broken down into weeks. 3. To further tho inatruction of traineeg, univeroity—level courser? of a total length of 60 daygu that lg 1480 hours, ghall be orcanlged. The inatructicn ghall take the form of lectures, technical dlgcuggiong, eeminarg and exercigeg In related eubäectg, all theoe activities being geared to the programme laid down. The. courgeg in question shall be held at least once a quarter and gha11 take plabe on at least Il congecutlve working dayg, with 8 hourg t Instruction daily. The gubjectg for further instruction in theee couraeg mugt cover the following university—level gubåectg : — etructural, constructional and technical problems relating to building degl&l; the profeggion of architect and hig role in eociety; — hlgtory and theory of architecture end town planning; — knowléage o? Indueti'-'.eo, eraits, oreanieatioue, regulationg and prooedareg connected with the execution of congtructlon work; — plagtio design and colour deglga; — relationshipg between man An d hig natural and social environment and built— up and urban areas; — co—opeFation vith other disciplineg and their plang into overall plannlp€; — town pFnn1ng and planning technology. 14. A certificate shall be issued upon completion of the practical training. ThtB shall be legued by the competent authority after ascertainment a formal review that the courge—book haa been properly completed the courgee have been attended. To ensure that the procedures get up by liember States for such ascertainment, which implies an evaluation, are coherent and effective; the competent authorities of these States Shall transmit their draft on the matter to the Commlgglon for examination. Thig Annex to the Directive would be accompanied by a Commieeion Statement In the minutes of the Council ag followg:— "Since the Advieory Committee on training for architecte the task of adviol-nc. the Cc.anj.sg.f-on, the I-att- svateg that it vill consult the Con• , , e-Lee out f.h2 examinatioa provideä for in point 14 of the Annex toüae Directive. n rev Artic) e in t.he Mrcct./ve: "Article Not more than three years after the end of the period provided for In Article 314(1), the CommIBB10n ghall review the Directive on the bulg of experience and if noeeggary gubmit to the Council propogalg for anendmentg after congultin€ the • Ldv-4.e,ory Committee on Education and Training In Architecture. The Council Bha11 examine any euch propoga1B within one year. 't New recital: ttVhereas thig Directive Introduces mutual recognition of diplomag, certificateg and other evidence of formal qualifications giving acceee to profegglonal activåtleg, without ccncon±tant co—ordination of national provisiona relating to educat.ton and training; whereas moreover the number of members of the profession who are concerned varieg considerably from one Member State to another; whereag the firet few years of application of thig Directive must therefore be particularly attentively followed by the Commiggion. 't Council gtatement re Article h for entrv in the minutes: "The Council states that the terih3 "comparable educational establishment" and "examination of degree gtandardtt are conceptg not defined golely In terms of the national law of the Member State concerned, nor do they Imply that the educational egtabliehment 1B part of a university under the lav of that State." Statement by the Councll re Article "The Council gtates that the phrase "competent authoritiegtt should be taken to mean either a competent public authority or a body which, under national law, ig authoriged for the came functlong." 90/77 BAE/10/77 COMMON MARKET The Architects' Directive still has to be agreed and the stopping place is still Article and the 3 year German Fachhochschulen courses. As reported to the November meeting of the BAE, at a meeting in Bonn in September, 1976 between representatives from the DOE, ARCUK and the RIBA on one side and representatives of the German government and profession on the other, the German offerred to draw up proposals for a structured two year period of experience following the three year course and for providing some part—time courses during these two additional years. Unfortunately the German proposals when made known to the UK in December were not acceptable. They offerred only 8 one week courses spread over the two years (one week each quarter, equalling 1+0 days in all), some control of practical experience and no examination or final design project to assess the progress and achievement of the two years. We were informed, however, that the German proposals were accepted by the governments of all the other member states. The DOE suggested another meeting with the Germans and this took place in Brussels in January, 1977. The problem for the Germans is that they currently have no mechanism for running part—time courses and final assessments or for monitoring practical experience. From their point of view they had already come a long way in devising a scheme for one week courses and controlling practical experience and introducing something like a log—book. They indicated clearly that this was as far as they could go at present. Their position was all the more difficult in that they had to obtain acceptance of any proposals from all the eleven Lander. Since it appeared that the UK was alone in objecting to the German Government t s proposal it was thought unlikely that, despite the continued stand made by ARCTJK and the RIBA, the UK Government would make use of the right of veto on this issue. However, it now appears that Denmark and Ireland have had second thoughts and as a result of discussions which have taken place between UK, Danish and Irish government representatives a new version of Article has been drafted. This new draft whilst not meeting all the UK objections, does provide for an examination at the end of the two year Part—time course. If it is agreed by the Irish and Danes it will be submitted to the Germans by the UK. It may be possible to table the final version at the BAE meeting. Other matters that need still to be settled are "Prestation de Service'% and the ITOposed Advisory Committee on Training in the Field of Architecture. The UK representatives on the Liaison Committee of Architects in the Common Market are Mr. ilex Gordon, Mr. Hans Haenlein representing the RIBA; Mr. David Waterhouse and Mr. Michael Metcalfe representing ARCUK. 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 28 Feb 1980 https://nam.maydayrooms.org/files/original/b0968196df39b294af41364765aca70e.pdf d012dcc2f78061087435653ecd354be8 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 Working Documents 1979-1980 Subject The topic of the resource Motion for a Resolution on exercise of profession of architect Description An account of the resource TARGETS 5 The Working Party next addressed the question of translating the percentage target reductions into target intake figures. In relation to Part 2 intakes, it faced some difficulty. The relevant paragraph in the Transbinary Group Report (8.20) refers to a reduction of 325 home students to a level of intakes of between 650—700 home students. Thig implies a bage line close to 1000 students rather than the 875 which entered in 1984/85. 6 The explanation lies in the fact that the Trangbinary Group was seeking a 30 per cent reduction from the level of intakes to Part 2 which would be reached when the recent increase in Part 1 intakes had worked through. Given that this Part 1 increase has been well over 100, it is reasonable to expect Part 2 intakes to be between 950 and 1000 in the peak years of 1987 and 1988. The Working Party therefore recornrnends the adoption of a target intake to Part 2 courses of 700 home and EC students. This is a 20 per cent reduction on the level achieved in 1984/85 but is likely to be close to the 30 per cent level recortunended by the Transbinary Group in relation to Part 2 intakes in the peak years yet to come. 7 In relation to Part 1 intakes, the report of the Transbinary Group is a little less precise. It argues the case for a lower percentage reduction in intakes to Part 1 courses on the grounds that an architecture degree qualification on its own, without the possibility of becoming a registered architect, will be attractive to some students. However, it recognises that it will take time for this change of emphasis to be understood and urges the need for caution in not allowing too large an intake to Part 1 in the itmediate future (8.21). A later paragraph translates this into a suggestion that "a reduction in Part 1 intakes of about 15 per cent from the high levels achieved in 1983 might be contemplated". 8 Taking all these factors into account, and working to round number targets, the Working Party recormends a target intake to Part 1 courses of 1,200 which reflects a reduction of about 17 per cent from the high figures of recent years and about 15 per cent on the average intakes to Part 1 over the past five years. INSTITUTIONAL ALLOCATIONS 9 In seeking to translate these overall targets into institutional allocations, the Working Party sought and received advice orally and/or in writing from DES and SED Inspectorate and CNAA, on courses in public sector institutions, from the UGC Technology Cormnittee on courses in universities and from RIBA on courses in both sectors. In addition, the Royal Society of Ulster Architects was consulted in relation to Queens University, Belfast. 10 On the basis of the arguments set out in the Transbinary Group report and the advice received, the Working Party identified the following criteria as most relevant to its consideration of institutional allocations:— quality, size, location, and relationship with education provided in cognate professions. •11 On the question of departmental size, the Working Party accepted the guidance set out in the Transbinary Report that in order to provide a range of specialist skills needed to support a viable Part 1 and Part 2 course with - 2 - present staff—student ratios, the normal minimum size for a School of Architecture should be about 150 full—time equivalent students. RIBA confirmed that this continued to reflect its own view. 12 The adoption of this figure leads to two important consequences. First, the targets cannot be achieved without the closure and/or merger of some schools unless all Schools of Architecture operate at or below the minimum level of intake. The Working Party did not consider the latter approach to be educationally defensible. Second, many university schools are already close to, if not below, the figure of 1 students. The scope for large scale reductions in the university sector therefore is limited, and could not be achieved without the closure or merger of a number of schools. 13 The Working Party took the view that the difficult question of which schools should be identified for closure was best addressed in terms of the advice received in relation to the criteria. On this basis, it proposes that the Schools at Queens University, Belfast, Huddersfield Polytechnic and North East London Polytechnic cease intakes to Part 1 courses in 1986 and to Part 2 1 courses as soon as possible thereafter and no later than 1989. 14 To achieve the full reductions required by our targets, some further rationalisation is required if all the remaining schools are to be of viable size. The advice we received on this was less clear, but following the suggestion in the Report of the Transbinary Group, the Working Party has looked at the possibility of some form of rationalisation in the major conurbations where provision is especially concentrated. It noted the large provision in Inner London within four of the five polytechnics, and took account of the fact that the ILEA Review of Advanced Further Education in Inner London, published in August 1984, recognised the possibility of concentrating provision in three centres. The Working Party reconunends that the allocation for ILEA should be provided in not more than three centres and considers that the Authority is best placed to determine how and where this might be brought about. 15 As far as Scotland is concerned, the Working Party has considered the provision in Edinburgh and Glasgow and has reached the view that the more irmediate opportunity for rationalisation exists between Edinburgh University and the Edinburgh College of Art. It recommends that an "Edinburgh quota" be agreed by the UGC and SED and that the two schools be invited to consider how they should in future collaborate to make provision in accordance. with the quota including the possibility of a full merger, and put forward jointly agreed proposals. In relation to Glasgow, the Working Party recottmends the UGC and SED to investigate the merits of a single combined school and to report the outcome of its investigations in time for the proposed review in 1987 (see paragraph 18). 16 The Working Party proposals for home and EC student intake targets to the remaining schools take into account minimum school size, recent enrolment record, and advice from the organisations identified earlier. In some cases, the intakes allocated fall a little short of providing for a minimum student population of 150. However, account must also be taken of overseas students who should ensure that almost all institutions will be very close to or above the minimum. The recormended allocations ace shown in Annex 3. TIMETABLE AND REVIEW 17 The Working Party reconunends NAB, the UGC and the SED to take decisions on thig report in time to determine intakes to Part 1 in 1986. The revised intakes to Part 2 courses cannot become operative until 1989 at the earliest, but the Working Party recormnends that the Schools which are to cease admitting Part 1 students in 1986 should also cease admitting Part 2 students as goon as iB feasible thereafter to allow an orderly run down of the School. Given the small number of institutions in thig category, it ig thought that the increase in intakes to Part 2 courses expected in the next few years can be absorbed by the remaining Schools. 18 The Working Party supports the recommendation in the Transbinary Group report that a regular review relating student numbers to likely requirements for architects should be undertaken. The Trangbinary Group began its own review in 1983, and in the Working Party's view it would be appropriate to carry out a further review in 1987, in time for the 1989 target intakes to Part 2 proposed in this report to be adjusted or confirmed in accordance with its findings. CONCLUSION 19 The Working Party recormends NAB, the UGC and the Scottish Education Department to agree the proposed intakes to institutions set out in Annex 3 the implementation of Part 1 to be carried out in 1986 and Part 2 in 1989. August 1985 0123H ANNEX 1 MEMBERSHIP OF ARCHITECTURE INTAKES WORKING PARTY Professor G Higginson — UCC Hr N Merritt - NAB Hr A H Rankin SED Hr B Baker - UGC Secretariat Hr L Wagner — NAB Secretariat - 5 - ANNEX 2 H 흐 0 N 0 N 卜 European Communities EUROPEAN PARLIAMENT Working Documents 1979 - 1980 28 February 1980 DOCUMENT 1-810/79 MOTION FOR A RESOLUTION tabled by Mr GILLOT pursuant to Rule 25 of the Ru les of Procedure on a draft directive on the exercise of the profession of architect English Edition PE 63.332 흐 The European Parliament, Whereas : — a draft directive on the exercise of the profession of architect hag been under consideration for more than 15 years, — the draft which the commission is preparing to submit : to the Council of Ministers for final adoption has undergone so many changes that it now bears only a slight resemblance to the text submitted to the Assembly of the European Cottmunities in 1968, — it takes into account neither the importance which has come to be attached to matters relating to the environment in the last 15 years, nor the public concern which these generate, nor the national statutory provisions which have been in force for some years, — it engenders an unacceptable degree of confusion between a university qualification and the exercise of a profession which plays a major role in society, — the period of study prescr ibed cannot ensure that future architects within the Community are qualified as befits their task and would place them at a disadvantage on external markets, — this draft entitles persons with various technical qualifications to act as architects without adequate safeguards, — it provides excessively long transitional derogations in respect of recognized qualifications, — it fails to observe the important distinction between the qualifications of architects and engineers, — recent efforts to have this text adopted by the Council failed to take account of the resistance from the Liaison Committee of Architects in the Common Market (L.C.A.C.M.) , which was originally set up to present the views of all the professional organizations in the Member States to the Commission, Urges the Commission: 1. To amend its draft to take account of the proposals from the Liaison Committee of Architects in the Common Market and the necessity of ensuring that architects within the Community are qualified as befits their task and in such a way that they are able to face competition from abroad; 2. To initiate a new process of consultation of the Assembly of the European Communities which has become necessary in view of the growing concern about the quality of the environment, the major changes made to the original text which was considered by the previous Assembly and the changes which are still required to the present text. PE 63.332 ANNEX 3 RECOMMENDED INSTITUTIONAL TARGET INTAKES 1 PUBLIC SECTOR (ENGLAND) Part 1 Part 2 Birmingham 20 Brighton 35 25 Canterbury 30 20 London (3 institutions) 160 100 Humbers ide 35 20 Kingston 45 25 Leeds 40 20 Leicester 40 20 Liverpool 30 20 Manchester 35 20 Oxford 60 45 Plymou th 45 20 Portsmouth 40 30 TOTAL 640 385 2 UNIVERSITIES (EXCLUDING SCOTLAND) Bath 30 20 Cambridge 25 20 Liverpool 35 20 London 45 20 Manchester 20 Newcastle 35 20 Nottingham 30 20 Sheffield 40 30 WIST 50 30 TOTAL 330 200 3 SCOTLAND (CENTRAL INSTITUTIONS AND UNIVERSITIES) Dundee (DJCA) 45 Edinburgh (Edinburgh University and Edinburgh College of 20 Art) 60 35 Glasgow School of Art 45 20 Aberdeen (RGIT) 40 20 Strathclyde University 40 20 TOTAL 230 115 0123H - 22 E Walker Esq 28 Crab Lane Your reference Armley I have been asked to reply on Mr Finsberg t s behalf to your letter of 19 February about the draft EEC directive on architects' qualifications. The points you and your co—signatories have made about this draft directive have been noted and will be duly taken into account in any decisions reached by Ministers • Yours sincerely P M BERGIN E Walker 28 Crab Lane Amiey LeedB IS12 ZD G Fingberg of State for the Environent Deparuent of the Enviroment 2 Marghan Street Iondon SWIP 3DB 19th February 1980 Dear Fingberg DRAFT ARCHITECT'S DIRECTIVE We are Councillorg on the Architect t B Registration Council of the United Klndæ elected to repregent the 4,381 "Unattached" Architects, I.e. those not belonging to one of the Architecturü Congtltuent Bodleg on the Council, which hag 27 077 ArchitectB in total, on Its Register. At ARCUK t B Special Meeting on the 24th 1980, concemlng the BC Draft Archltect t B Directive, our membere voted egalngt a regolutlon the Councii t B continued opposition to the lategt m•aft Dlrective. Architecte In th.1B country ere not ag united In their opposition to the ex1Bt1Dc Draft Directive as you nay have been led to believe. We gupport the Draft Directive ae It BtandB. ttF0110w Up tt Academic Trdning: The Royal Ingtl±ute of mt1Bh Architects (RIBA) end thuBAEUK t B objection to the Directive concerned the Geman Fachhochgchulen propoBa1B for ttFoIIow—Up n trelnlng the two years after their three—yeer courge. In particular, the demand wag for a period of training longer then that proposed, that Buch training Bhould be guperviged by univergity—ievei educationei1BtB end that there Bhould be fom of ageegenent at the of Buch training. In the DC Cæ.dBB10ne B revised Article 4 and in a new Annex to the Directive, ail thege dunde are met. Safeguard — Review: In a article In the Directive, Article 33a, allowB for a Bafeguerd. It provideB for a review of the Directive on the baglB of experience, dter three yeare, if necessary to propoga1B for uendmentB. Educating ArchitectB8 The RIBA and ARCUK BeQ to believe that the Directive, If Impiuented It could "only to a reduction In profeBB10nd competence a poorer Bervlce to the cmunltyn . 1B the RIBA BO convinced that It hag found the beet only of edG-{xz architects, -2- i.e. the BritiBh DoeB our recent b.ilidlng production bear out that conviction? currently hag fou*teQ tmlvergity or tulverelty—equlvaient schoolB of Arohltecttu•e ud Yachhoehecbuien. me Äted heg thirty—eight SchoolB of Architecture. The mnnber of archltecttn•d BtudentB In training per thougmd population 1B high In in the United and Genaa.y hea a high level echitecturai unapioyment. 1B the RIBA'B objection then, besed on a *eer of Invulon by foreig tdentt Surely not,ln view of their conviction ag to the quality Of our architectural product, which would presumably men qort ratba• thu Import In architectural Yours faithfully E Walker , ARC vk On behalf of: Councillorg 1979-80 J S Allen RobertB Woolley S Jackson 1 rod R Meltz Marray Councillorg 1980—81 J S Allen M Roberts D Burnby D Roebuck Fear of Fachhochschulen From Anne Delaney, architect, and John Murray Sir: Bob Giles (AJ 14.2.79 p306) finds it difficult to see how NAM members representing the 'unattached' on ARCUK can vote for the EEC Architect's Directive recognising the German Fachhochschulen. We find it difficult to see how RIBA members can vote against the directive, since in its revised form it seems to incorporate all they have q; been fighting to achieve over the last few The British architectural profession's re maining objection to the directive had con cerned the Fachhochschulen proposals for 'follow up' academic training during the two years after their three-year course. In par ticular, the demand was for a period of training longer than that proposed, that such training should be supervised by universitylevel architectural educators and that there should be some form of assessment at the end of such training. In the EEC Commission's revised Article 4 and in a new Annex to the directive, all these demands are met. In addition, a new article in the directive, Article 33a, allows for a safeguard; it provides for a review of the directive on the basis of experience, after three years, if necessary leading to proposals for amendments. In the light of these concessions it is difficult to see what remains to be discussed. During the course of ARCUK's debate on the subject, several arguments were put forward. There was the argument (put also in Bob Giles' letter) that support for the directive could 'only lead to a reduction in professional competence and a poorer service to the community'. Is the RIBA so convinced that it has hit on the best and only way of educating architects (a view not apparently held by the president of the RIBA on the evidence of recent statements in the AJ and Building)? Does our recent building production bear out that conviction? Figures were then quoted. Germany currently has 14 university or.university-equivalent schools of architecture. It has 46 Fachhochschulen. The UK has 38 schools of architecture. The number of architectural students in population is twice as high in Germany as in the UK, and unemployment. Is the RIB.•Vs object;.on, then, based on a fear of invasion by foreign talent? Surety not, in view oftheir conviction as to the quality of our own architectural product, which would presumab!y mean export rather than import in architectural trade. Or.e RIBA praised the qua'.i:y of Fachhochschulen•trained architects he had worked with and then went on to vote against the directive. We did not vote with the RIBA because we share neither their fears nor their convictions. It is almost impossible to assess, as Bob Giles asked, whether our view would be supported by the 4000 'unattached' represented on ARCUK, in part by NAM members. This presents us with a real problem. Representatives of 'unattached' on ARCUK have no machinery for getting in touch with their constituents, except for a once-yearly communication which, apart from postage, is paid for out of our own pockets. We try to use what little access we have to the professional press to put across our arguments, and of course we always welcome views sent to us by our constituents. Bob Giles believes that NAM's policies are 'unintelligible to all but the NAM cognoscenti', but in this case 'cognoscenti' can be taken to include all those who write for details to NAM, 9 Poland Street. Those who take the trouble yill find NAM's reports as intelligible as anything produced by SAG and certainly less blinkered by professional self-interest. And of course if the 'unattached' do not agree with actions taken by their representatives they always have recourse to democratic procedures—they can vote us off ARCUK Council at election time—a course of action, incidentally, not available to members of the RIBA, salaried or otherwise; in respect of their ARCUK representative;. ANNE DELANEY JOHN MURRAY Cardiff 'Satanic Mills' proposals From David M. Ellis, a director of the Pennine Development Trust Sir: Would you allow me to correct a misconception that has arisen as a result of the SAVE 'Satanic Mills' exhibition currently at the Heinz gallery. The proposals for a regional park in the Pennines came from the Pennine Park Association, a voluntary body representing over 60 organisations in the area concerned. It is not often realised that the 'industrial' Pennines between the Peak National Park and the Yorkshire Dales National Park lie at the heart of the greatest concentration of population in Britain outside the south-east. However, the present proposals stem from hoc h s ch v lon the publication in 1972 of The case for a Pennine park and the subsequent national conference in 1975 at which the ideas were welcomed by Denis Howell, Minister for Sport and Recreation. Since that time the Pennine Park Association has been involved in a lengthy consultative exercise with organisations and councils in the area. The SAVE exhibition is a timely and welcome boost to our endeavours and might well mark a turning point in the development of a more appropriate attitude to the problems and potential of declining communities in a post-industrial society. DAVID M. ELLIS Hebden Bridge, West Yorks Small sites in Newham From Kenneth Lund RIBA, DiplArch, director of Planning and Architecture, Newham Sir: I would like to correct some of the many misrepresentations and misconceptions contained in your article on small sites in Newham (AJ 31.1.79 p217). The authors, in attempting to draw together two disparate strands—one, the problem of attracting private house building in Inner Areas and two, the particular problems presented by small sites—have succeeded in presenting a totally misleading picture of the borough. I Site available for use. regret that after my department had assisted them with some of their early research, the authors did not see fit to take up my offer of discussing further their work with my officers, which would, I feel, have enabled them to present a more accurate report. They have made the basic assumption wrongly that, outside the industrial belt, all small sites are suitable fot housing and should be developed in that way. The borough is very densely developed and is severely deficient in open spaces, both large and small, which would help to break up the large areas of terrace housing. this deficiency can best be met by larger scale proviston, this is not, for obvious reasons, DIRE)CTIV3 TO CHAIRMAN'S REPORT Benefits for UK Architects NATIONALITY 1. To be a beneficiary of the Directive a person must be a national of one of the twelve Member States . RIGHT OF ESTABLISHMENT 2. To qualify for this purpose a person must hold one of the diplomas or certificates prescribed in chapters 11 or 111 of the Directive issued in any MS. 3 . In the most likely case a UK national will have a diploma evidencing the passing of an examination at Part 2 level which currently is, or in the past has been, recognised by ÄRCUK; but he does not need to be or have been registered. 4 . In principle the person 90 qualified has the right to establish — as a principal or as an employed person — in any other MS subject only to the formal requirements authorised by Chapter V - of the Directive, and under the same conditions as apply to natives of that MS. 5. The benefits actually available measured against pre—directive conditions will vary according to the existing arrangements in each country and the measures taken to comply with the Directive. There is at present only incomplete information on the former and none on the later. 6 . However the range of possibilities seems to be : — a) In countries where there is no legislation regulating either the pursuit of activities in the field of architecture or the use of the title architect anyone is now free to practice under title: there is no restriction to be removed to comply with the Directive nor any benefit available. This may be the case in Denmark Netherlands and Ireland. b) In countries where use of title only is protected i.e. reserved to persons with prescribed qualifications the Directive qualific— ations should become prescribed and beneficiaries be authorised. to use the title, probably but not necessarily by being 'registered' . This may be the case in France Luxembourg Germany and UK which all have registration. c) In countries where certain functions (typically signing/ submission - bf plans/applications) are reserved to a specified class of persons , including architects, the Directive qualifications should admit the holder to that class, probably but not necessarily by 'registration ' This may be the case in Belgium Greece Italy Portugal Spain. PROVISION OF SERVICES 7 . Under article 22 a UK national who 'provides service' i.e. occasional, short—term,visiting activities without setting up an another MS is to be exempted from requirements for registration etc. but is otherwise subject to the same rights and obligations as natives. NATIONAL ADVISORY BODY FOR PUBLIC SECTOR HIGHER EDUCATION, THE UNIVERSITY GRANTS COMMITTEE AND SCOTTISH EDUCATION DEPARTMENT. ARCHITECTURE INTAKES WORKING PARTY REPORT August 1985 NATIONAL ADVISORY BODY for PUBLIC SECTOR HIGHER EDUCATION THE UNIVERSITY GRANTS COMMITTEE and THE SCOTTISH EDUCATION DEPARTMENT ARCHITECTURE INTAKES WORKING PARTY REPORT INTRODUCTION 1 The Working Party was established early in 1985 following the acceptance by the National Advisory Body, and the University Grants Committee, of the central recormendations of the report of the Transbinary Group on Architecture for a reduction of 30 per cent in intakes to Part 2 courses, and a reduction of 15 per cent in intakes to Part 1 courses. The Scottish Education Department agreed to be represented on the Working Party whose remit was to consider how these reductions might best be achieved and to advise the parent bodies. The membership of the Working Party is given in Annex 1. DATABASE 2 The first task for the Working Party was to establish a firm institutional data base from which the reductions of 30 and 15 per cent might be calculated. Accordingly, all institutions in the UK were asked to provide details of their intake and total student numbers for the five years between 1980 and 1984 . These figures are shown in Annex 2. Information was also provided on staffing and post—graduate students. 3 The figures cover home and EC students calculated on a full—time equivalent basis, using a standardised weighting of 0.4 for a part—time student. Overseas student numbers are shown in brackets and are omitted from the sununary table. The data indicate that home and EC intakes to Part 1 courses roge from 1339 in 1980 to 1464 in 1983 with a slight fall in 1984. This increase is accounted for almost entirely by the growth in intakes to public sector institutions in England, and to some of the Scottish schools. Intakes to the universities in England have fallen primarily as a result of the closure of the School of Architecture at Bristol, following the reduction in university funding from 1981. 4 Intakes to Part 2 courses have fallen since 1980 to 874 full—time equivalent students but this reflects the pattern of Part 1 intakes in earlier years. The growth in Part 1 intakes in recent years is about to feed through to Part 2 intakes. The balance between the sectors has varied since 1980 reflecting this earlier pattern of Part 1 intakes, but by 1984 the intakes to public sector institutions in England was at about the same level as in 1980, while in the universities and Scottish public sector institutions it had fallen. - 1 - 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 28 Feb 1980 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 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/b6940ecd05599e5d0b6c1af4079b49c9.pdf bf4a509dbd1162d2b0513715ad26b94b 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 to J Allan Subject The topic of the resource Letter re GA's treatment by the RIBA Description An account of the resource OAK COTTAGE, PADLEY MEWS, GRINDLEFORD , SHEFFIELD, S30 IHP 25 April 1987 Hope valley 21084 Dear John, Thank you for your letter of 16 April 1987, just received . You are quite right to distinguish between the matters of principle & personalities. I do not wish to create more difficulties by trying to reestablish my own position on Council. It is ARCUK,s responsibilities to EEC & the profession which are important. The decisions of the BAE are crucial at its meeting on IS May 1987, & I am glad that I may still have a part to play. With my thanks for careful consideration, Best wishes , rs sincerely, John Allan Avant i Architects Ltd 39/41 North Road London N7 page 1 Creator An entity primarily responsible for making the resource G Adams 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 25 April 1987 https://nam.maydayrooms.org/files/original/39685906acfdc3cecb5000c5ff35cffe.pdf d120a05321234b62faa055e0ac2c5265 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 to G Adams Subject The topic of the resource Letter responding to GA's treatment by RIBA (2 pp) Description An account of the resource C) 39/41 NORTH ROAD LONDON N7 9DP Telephone 01 700 4161 WITH COMPLIMENTS Dear Bob, I am sorry that circumstances have prevented me from responding sooner to your letter of 30th March 1987, regarding recent events In connection with A.R.C.U.K. As you know, I have been fairly outspoken, both in Council and beyond, in deploring the irregular interventions in A.R.C.U.K. affairs to which you refer. I remain extremely unhappy about this whole episode and am currently dlScussing with my colleagues what further action It might be appropriate to pursue. In this regard, I think It might be helpful to recall my own statement In Council on March 18th in which I endeavoured to stress that the unattached would be guided In their actions by what appeared to serve the best Intérests of A. R.C.U.K. By this I Intended that the disturbances described raised questions of a higher order than merely tactical constituency advantage, and that it should be to those questions which those• concerned with A.R.C.U.K's Integrity should direct their attention. From this It should be clear that while Improper attempts to overturn democratically determined A.R.C.U.K. policies may well provide cause for complaint, a particular contituency t s choice of nominees Is beyond the remit of another constituency to challenge, however distasteful It may find the reasons for that choice. Specifically the question as to who shall serve as Chairman of A.R.C.U.K. and BAE is actually .decid.ed by election at the annual meetings of these bodies, and cannot be regarded as violated merely because a familiar unofficial precedent is set aside. By rehearsing these pedantic sounding points, I hope It will clear that however deplorable we may feel you have been treated personally, we are obliged to filter out as possible subjects of formal complaint those Ingredients of the affair that not either objectionable In a constitutional sense or disgraceful In regard to a particular registered person's conduct. /Contd... John Allan M.A (Edin.), B.A Hons, Dip. Arch* M.A (Sheffield), Architect Richard Barton BA, B.Arch., (Ncle)., RI.B.A, John Cooper BA (Cantab.) Dip. Arch, Architect Justin DeSyflas M Sc. (UCC), AA Dip., Architect, Geraldine ORiordan B Arch.(Dublin UCD) Architect A Co-operatrve Practice registered under the Industrial & Provincial Societies Act 1965 Registration NoQ3270R Avantå Archütec@s Ltdo 39/41 NORTH ROAD LONDON N7 9DP Telephone 01 700 4161 16th April 1987 Bob Adams, Esq c/o Messrs. Hadfield, Cawkwell, Davidson & Partners 17 Broomgrove Road Sheffield 10 Yorkshire Dear Bob, I am sorry that circumstances have prevented me from responding sooner to your letter of 30th March 1987, regarding recent events In connection with A. R.C.U.K. As you know, I have been fairly outspoken, both In Council and beyond, in deploring the irregular interventions in A.R.C.U.K. affairs to which you refer. I remain extremely unhappy about this whole episode and am currently dlScussing with my colleagues what further action it might be appropriate to pursue. In this regard, I think it might be helpful to recall my own statement in Council on March 18th in which I endeavoured to stress that the unattached would be guided in their actions by what appeared to serve the best intérests of A.R.C.U.K. By this I intended that the disturbances described raised questions of a higher order than merely tactical constituency advantage, and that it should be to those questions which those• concerned with A.R.C.U.K t s integrity should direct their attention. From this It should be clear that while Improper attempts to overturn democratically determined A.R.C.U.K. policies may well provide cause for complaint, a particular contituency's choice of nominees Is beyond the remit of another constituency to challenge, however distasteful It may find the reasons for that choice. Specifically the question as to who shall serve as Chairman of A.R.C.U.K. and BAE is actually .decid.ed by election at the annual meetings of these bodies, and cannot be regarded as violated merely because a familiar unofficial precedent is set aside. By rehearsing these pedantic sounding points, I hope it will clear that however deplorable we may feel you have been treated personally, we are obliged to filter out as possible subjects of formal complaint those Ingredients of the affair that not either objectionable In a constitutional sense or disgraceful in regard to a particular registered person's conduct. /Contd.. John Allan M.A (Edin.), B.A. Dip. Arch, M.A (Sheffield), Architect Richard Barton 8.A, B.Arch., (Ncle)., RI.B.A, John Cooper BA (Cantab.) Dip. Arch.. Architect Justin DeSyllas M.Scw (UCL), AA Dip., Architect, Geraldine ORiordan B Arch.(Dublin UCD) Architect A Co-operatrve Practice registered under the Industrial & Provincial Societies Act 1965 Registration No.23Q70R Page 2 Finally, of course, I am sure It would be understood ag Insufficient to register a complaint merely because we had been asked by an aggrieved party to do so. I trust this helps to clarify our position and explain why we are choosing our next steps with rather careful deliberation. With best wishes. Yours sincerely, JOHN ALLAN Creator An entity primarily responsible for making the resource J Allan 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 April 1987