As part of the London Festival of Architecture’s 20th anniversary, we hosted a panel event to celebrate and continue the conversations around alternative career pathways into the built environment.
The evening saw panellists from organisations across the sector including RIBA, Class Of Your Own, GPAD, and the London School of Architecture (LFA). After chairing the event, Mark Carter, partner at Ryder, reflects on the conversations and how PlanBEE (Plan for Built Environment Education) is leading the way for early careers in the built environment.
What’s your role with apprenticeships in Ryder, and PlanBEE?
This year I became the London lead sponsor representative for PlanBEE, working closely with my Ryder colleagues Peter Barker and Izzy Williams who have oversight of the programme nationally. My role includes chairing Ryder’s activities with PlanBEE in London in partnership with the London School of Architecture (LSA). I participate in interviews with apprentices, attend their presentations, seek new opportunities and sponsors, and generally work to raise awareness of PlanBEE in the capital.
At Ryder, we advocate apprenticeships as alternative routes into a career in architecture to attending university, including our Level 7 architecture degree apprenticeship and PlanBEE.
Although the recent LFA event was geared towards employers offering alternative pathways into architectural careers, such as PlanBEE, it attracted a large number of students interested in exploring different routes into architecture. This was positive reminder of the demand for these programmes among students from year 7 through year 11; the earlier we can introduce them to these opportunities, the better.
How do you integrate apprentices into your team and introduce them to architecture?
In addition to a wider orientation introducing apprentices to the various disciplines, we use a tailored apprenticeship workbook for their first two weeks in role to introduce them to architectural design and the design process. Designed to establish apprentices with the industry, the brief includes how we’d approach designing a house, including site analysis, considering build options, design processes, and BIM skills. They present their work in our weekly team briefings as practice before their final presentations at the end of their placement.
Once we’ve assigned our apprentices a mentor, team and project, we aim to get them involved in all aspects of the design process and onto site to deepen their understanding of the design and construction process.
I believe that in a mentor system, the mentor often learns just as much as the mentee. There is mutual value particularly for our Part 1 and Part 2s who work closely with PlanBEE apprentices and gain important delegation and peer review skills early in their careers. We’re all learning together in this complex profession, and there’s so much to grasp that each party can benefit from the other.
How do apprenticeships contribute to Ryder’s overall success?
Beyond the varied experience PlanBEE apprentices gain, the skills and knowledge acquired and shared from these placements are beneficial to everyone involved.
There is real benefit in diversifying skills and perspectives within a practice, whether through local project knowledge, or involving people from various ages and life spheres. We have grown connections with universities such as Oxford Brookes, Cambridge University, and Nottingham through our apprentices. Ultimately, broadening horizons rather than narrowing our views is a good philosophy for both our work and our people.
There is also something to be said for strengthening connections with built environment businesses through the rotational nature of PlanBEE. Beyond networking, apprentices bring valuable knowledge and insights from their time in other disciplines.
Equity, Diversity and Inclusion (EDI) was a strong conversation at the LFA event, how do you think alternative pathways are helping practices improve their diversity?
The theme of ‘reimagining careers’ at the panel event was particularly relevant to the diversity in London and how we can represent people that wouldn’t otherwise have an opportunity to go into architecture; we all have a part to play in destigmatising the traditionally elitist nature of architecture.
While the university experience offers valuable life and academic learning, financial barriers—particularly for a seven year architecture programme—deter many students, especially those from underprivileged backgrounds. Alternative pathways provide valuable opportunities for these individuals to learn and earn while gaining practical experience. It’s encouraging to see young people seeing the value in this route.
In practice, whether it’s women in architecture, ethnic minorities, or individuals from various backgrounds, a wider range of perspectives brings value. This is particularly evident at leadership level, where diverse perspectives help in making informed decisions and strategising for a more inclusive industry, functioning as one high performing team.
As built environment professionals, I believe we have a responsibility to improve people’s lives. This isn’t just about creating new buildings but a commitment to improving the built environment to address social issues such as crime and wellbeing. Through thoughtful design, we aim to bring effective and sustainable solutions to communities, adopting a preventive rather than reactive approach, especially in sectors like healthcare and residential.
Diversifying our workforce enriches our industry. People from diverse backgrounds bring different personal experiences, passions, and perspectives on challenges faced by communities, which helps create a team of different voices. Now when we apply this to architecture, we design better spaces to better communities.
