ARB education reforms still don’t address equality-of-access concerns

It’s safe to say that the ARB’s consultation on reforming the stale three-stage system was a nice surprise for those across the industry. It’s no secret that more needs to be done to cut down on both the academic and professional “red-tape” that awaits all would-be architects across the UK, and the ARB finally kickstarting the conversation is a move in the right direction.

However, as I’ve read industry reactions to the consultation online, the focus has again fallen on the nitty-gritty detail of Level 7 education changes and beyond. While you can make the case that this is where most of the change will happen, it fails to address some of architecture’s biggest and longest-standing issues: equality-of-access and diversity.

Decades of undermining and under-supporting the arts and creative subjects in schools is resulting in a homogenised creative industry. This in addition to the inhospitable and unsustainable conditions faced by graduates in the sector means the pool of creative thinkers at the drawing board remains a small and relatively exclusive one.

At a time when we need radical thinking, equitable design and creative solutions to the problems facing our built environment, few people in the industry would deny that the sector could benefit immensely from becoming more inclusive of underrepresented groups across the UK.

Education at all stages holds the key 

Architecture has always been more accessible to those from a more privileged background with more exposure to a rounded education – one that’s rich in the humanities, as well as arts and culture.

At first glance, the ARB’s proposed “checkpoint” system looks like it is removing or at least reducing barriers to access, but it still requires young people to have had extensive exposure to culture and creative thinking within primary and secondary education. Within the current education system, that is sadly out of reach for many young people, especially those from working class backgrounds, those for whom English is a second language, or those who live in an area of the country with poor cultural provision.

The solution to this problem is at our fingertips but it needs a broader view. While the proposed changes at Level 7 and University should be relatively straightforward to work towards, the root of the access issue can be tackled head on through supplementary educational programmes.

As part of my work as Open City’s Accelerate lead, I know programmes like these are the key in creating routes and support for under-represented groups to enter the sector. Providing a platform and welcoming environment to explore architecture and design at an early stage has an enormous impact on students who just haven’t been exposed to the possibility of working in the sector previously.

Wide-ranging reforms are within reach

In my mind, the ARB needs to go wider than reforms at Level 7 and beyond to ensure that it is consulting with a range of firms, charities and individuals within the sector that specialise in early education interventions in order to deliver a better and more equitable industry for the future.

In fact, if the ARB wanted to consider a truly radical proposal, there is not much stopping them from launching a “Duke of Edinburgh” style system of accreditation for young people. Recognised by universities across the country, the ”D of E” has proven successful at driving health and fitness awareness among young people for decades, and as a charity, has shouldered the financial and educational burden of helping students excel in areas they hadn’t previously considered.

With wide enough up-take and support, a similar scheme could supplement the shortcomings of our country’s cultural and creative state education, and help equip primary, secondary and college students with the knowledge and skills set required to embark on a career in the built environment.

Supplementary education programmes have long been a proven tool for reformers

Right now, whether we like to admit it or not we’re living in a world designed largely by people with similar backgrounds, life experiences and “tastes”.

The ripple effect of excluding groups from designing the built environment has dramatic impacts on the make-up of the city and our day-to-day lives, from genuinely accessible design, access to green public space, adequate rights to light, amenity space provision and the safeguarding of marginalised communities across the country.

In order to build better, safer and more equitable cities, towns and neighbourhoods, the routes into architecture and design need to be well sign-posted and open for all.

The ARB’s proposed changes to the three-part system could spell meaningful change for architecture education, the profession and eventually the places we live, but reform needs to start well before university. Supplementary education programmes have long been a proven tool for reformers. It’s time to let them do greater work in service of British architecture and the built environment.

Also read >> Why we need foundational change in how we engage young people with the built environment