These learning outcomes replace those in the RTPI Policy Statement on Initial Planning Education paragraphs 6.8 and 7.7

 Typical graduates from spatial planning programmes should be able to:

• Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
•  Generate integrated and well substantiated responses to spatial planning challenges.
•  Reflect on the arguments for and against spatial planning and particular theoretical approaches, and assess what can be learnt from experience of spatial planning in different contexts and spatial scales.
• Demonstrate how efficient resource management helps to deliver effective spatial planning.
• Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision-making structures.
• Explain the contribution that planning can make to the built and natural environment and in particular recognise the implications of climate change.
• Debate the concept of rights and the legal and practical implications of representing these rights in planning decision making process.
• Evaluate different development strategies and the practical application of development finance; assess the implications for generating added value for the community.
•  Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process.
• Evaluate the principles and processes of design for creating high quality places and enhancing the public realm for the benefit of all in society.
• Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate, evidence based decisions.
• Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context, and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
• Distinguish the characteristics of a professional, including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence. 

Typical graduates from specialist planning programmes should be able to:

•  Engage in theoretical, practical and ethical debate at the forefront of the area of the specialism in the context of spatial planning.
• Evaluate the social, economic, environmental and political context for the area of specialism.
• Evaluate the distinctive contribution of the specialism to the making of place and the mediation of space.
• Demonstrate the relationship within a spatial planning context of the particular area of specialism to other specialist areas of expertise.
• Demonstrate the type and quality of skills that would be expected of a graduate from this specialism undertaking the practice experience period of the APC.
• Assess the contribution of the specialism to the mitigation of, and adaptation to, climate change. 

In addition, for specialist programmes only, up to four ‘bespoke’ learning outcomes reflecting the nature of the specialism are to be developed and agreed by the relevant Partnership Board / Dialogue Member.

Author:

Katherine Parkes

Publisher:

The Royal Town Planning Institute

Date:

01-Apr-11

Sections:

Education & Careers

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