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AN OXFORD OUTING

DECEMBER 2017

An Oxford Outing

Last month NMLA’s Balliol College team went on a celebratory excursion to Oxford to mark an important project milestone. We visited selected buildings by the office and by others, called at the site to observe demolition-in-progress, and finally hid from the rain for festive beverages.

All aboard the 9 o’clock train from London Marylebone. The sky is grey and the clouds are heavy.

One hour later, two taxis crawl up the hill to Ripon College. Ten excited people are deposited on its driveway.

We enter the chapel. Two people to pull the entrance door wide. Eyes up; iPhones out; pause to pose for photo.

Outside, driver’s thumbs drum-drumming against the steering wheel. Doors open; it’s time to go. Heart FM for the drive into town.

Students mill around Somerville College. Camouflaged amongst them we enter NMLA’s housing block. Up the stair tower, peeking into bedrooms and kitchens, we debate the merits of bathroom pods.

Herzog and de Meuron’s Blavatnik School of Government stands next to Somerville, glittering. Like magpies we are drawn through its doors.

On the roof terrace Oxford is laid out beneath us, dreaming spires etc., but next: lunch.

Heavier and happier, we walk to Worcester College’s Nazrin Shah Building. Heads pressed to the glass we stare greedily inside.

Later, eleven sets of PPE are donned and rainclouds assemble as we tour the site. Mud, glorious mud. Three years till ribbon-cutting.

The rain starts, the pub beckons. Cheers to Balliol!

RIBA EDUCATION REVIEW PRESENTATION

MARCH 2015

Niall gave a presentation to the RIBA Education Review at a specially convened Forum and Council, which debated significant changes to the structure of architectural education. Niall spoke about the relationship between education and practice, arguing for a lifelong cycle of practice and education.

“Education should not end with RIBA Part III, or even limp along through minimum prescribed CPD events. It should no longer be possible for an architect to finish their education. I propose a more comprehensive model of life-long learning. If practitioners come back to the schools throughout their lives, they will be constantly invigorated and, by extension, they will constantly invigorate the schools to which they return. This would constitute a discourse – in the sense of a ferrying back and forth – in which practice and education are both part of a seamless continuity. The purpose of education is not so much the acquisition of set skills but – to borrow a phrase from John Hattie – learning how to learn. Once you have done this, you have built an engine for a lifetime of renewal.”