Justifying the value of a formal planning education

Faculty members in planning schools operate with the inherent assumption that the education they are providing is essential to the adequate preparation of future planning professionals. Yet, public-sector positions continue to require a 'degree in planning or related field'. Many advertisements state that work experience will be accepted as a direct substitute for education. If there is not a widespread recognition of the value of a formal planning education as a prerequisite for practicing in the field, how can planning educators continue to justify what it is that they are doing and teaching? This paper is focused on three related issues: (1) What should be the value of a formal planning education? (2) How can the actual value of a formal planning education in general, and more specifically of that education provided by individual planning schools, be assessed? (3) How can planning schools more effectively assess how they are doing, and which changes to make?