The Royal Institute of British Architects (RIBA) has today, Wednesday 12 February 2025, responded to the Architects Registration Board’s (ARB) decision to keep the wording of its Accreditation Rule 4.2: Degree awarding powers, which it changed from ‘qualification awarding powers’ to ‘degree awarding powers’.
This means ARB will require any learning provider applying for accreditation of a master’s level or equivalent qualification to have degree awarding powers, or a formal agreement with a body with such powers. Learning providers who do not hold degree awarding powers or a formal agreement with a body with such powers will be disqualified from ARB accreditation.
In November 2024, RIBA responded to ARB’s consultation on the rule, warning it posed a barrier to learning providers that supply innovative, flexible routes to become an architect.
RIBA is a provider of architectural education with “qualification awarding powers” through the RIBA Part 3 and RIBA Studio programme (equivalent level to a Part 1 bachelor’s and Part 2 master’s degree).
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In response to ARB’s decision, Chair of RIBA Board of Trustees Jack Pringle said:
“Since 1837, our Royal Charter has enshrined our ability to award our own qualifications, granting us the independence to award certificates and diplomas in our own right. Our current RIBA Studio diploma is already recognised as a master’s level equivalent qualification and our external examiners recognise this in their reports. ARB’s decision is a direct assault on the powers granted to us in our charter.
We are pleased to partner with Oxford Brookes University for the delivery of RIBA Studio, and the terms of our arrangement mean that we continue to satisfy Accreditation Rule 4.2. However, ARB’s decision fetters our ability to seek further different routes to qualification, that we may wish to devise in parallel. This is of great concern.
In addition, this ill-advised move could disproportionately affect future alternative learning providers, preventing them from offering new qualifications that could particularly benefit students who face barriers to accessing education due to finances or caring responsibilities.
We continue to advocate for an inclusive architecture education system that works for all.”