Bachelor of Science Honours in Urban and Regional Planning

Purpose

To provide learners with the knowledge, values and skills to study further in Urban and Regional Planning, Development Planning or Housing.

To produce a Learner who

• Is able to apply the knowledge, values and skills derived from a Bachelor's qualification at an advanced level and with strong application to specific developmental contexts.
• Is capable of independent research which illustrated high level problem-solving abilities.
• Is capable of communicating effectively and acting professionally and ethically.
• Understand the legal frameworks and professional issues relating to planning.
• Meets the academic requirements for registration with the South African Council of Town and Regional Planners.

The purpose of replacing the current four year bachelors qualification with a three year bachelors qualification and a one year honours qualification is to strengthen the articulation between the Urban and Regional Planning and Development Planning qualifications, and allow for greater diversity in terms of career choice and specialisation in response to job market trends. The Bachelor's qualification will provide learners with a solid foundation in Urban and regional planning, and then permit them either to complete the one year honours qualification in Urban and Regional Planning or to enter the two-year learner qualification in Development Planning (MSc Development Planning) which does articulate directly with the Bachelor's qualification. The Bachelor's qualification would not be a professional qualification but the Honours qualification would be, and the MSc (Development Planning) is professionally accredited.The change of name from 'town and regional planning' to 'Urban and regional planning' provides a more accurate description of the focus and content of the qualification, as it has developed over the past decade.

Rationale

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Urban and Regional Planning, NQF Level 7.

Or

• Advanced Diploma in Urban and Regional Planning, NQF Level 7.

Total credits, credits per NQF Level and per content type

• Fundamental: 120 credits, Level 8.
• Core: 20 credits, Level 8.
• Elective: 40 credits, Level 8.
• Total: 180 credits, Level 8.

Although many of the outcomes are similar to those in the BSc (URP) the learner will be expected to achieve these outcomes at a higher or more advanced level than for the BSc (URP), and will be expected to display a higher level of integrative ability. In addition the learner must meet the requirements of Exit Level Outcome Seven.

Exit Level Outcomes and the Associated Assessment Criteria.

Specific Outcomes and Critical Cross-Field Outcomes are incorporated in the Exit Level Outcomes below

1. The qualifying learner has an advanced integrative understanding of development and planning issues important to the South African context.
2. The qualifying learner has knowledge of how to manage complexity and uncertainty within a changing temporal, socio-economic, political and environmental context as a professional planner, across scales ranging from the local to the national.
3. The qualifying learner is able to cope with and plan within South Africa's diverse social and cultural dynamics.
4. The qualifying learner has an advanced understanding of planning as part of wider social, political, cultural, administrative, economic and natural systems, and their operating and financial characteristics.
5. The qualifying learner can research, analyse and interpret information in different ways and can effectively communicate its significance to different types of audience.
6. The qualifying learner has been prepared both for the next stage of his/her career, whether it be professional, entrepreneurial or in some other field, and to meet the demands of continuing professional and life-long development.
7. The qualifying learner has been prepared both for the next stage of his/her career, whether it be professional, entrepreneurial or in some other field, and to meet the demands of continuing professional and life-long development.

Associated Assessment Criteria for Exit Level Outcomes 1

The qualifying learner demonstrates

• Her/his advanced knowledge of the extensive, diverse heritage of indigenous and colonial human settlement and culture in Africa.
• Her/his advanced knowledge of the historical and current theoretical planning models and approaches for industrialised and developmental contexts.
• An advanced practical and theoretical grounding in physical planning and design.

Associated Assessment Criteria for Exit Level Outcomes 2

The qualifying learner demonstrates

- The ability to identify and address complex problems by employing

> Appropriate procedural planning theories.

> Concepts.

> Quantitative or other planning techniques in dealing with them.

> Making value choices.

• His/her individual skills in the investigation of a specialised area of planning, by defining the problem or issue, analysing it through the exploration of relevant theory and solving it by developing a set of practical proposals.
• The ability to deal with planning problems at scales ranging from the local to at least the national.
• Familiarity with resource allocation issues and demonstrates the ability to apply project budgeting and financial viability and implementation strategies.
• The ability to apply the concept of sustainability to socio-economic, political, cultural and legal issues affecting the physical and natural urban or rural environment.

Associated Assessment Criteria for Exit Level Outcomes 3

The qualifying learner demonstrates competency in the skills necessary to deal with the complexities of

• Multi-disciplinary team-work.
• Field research.
• Academic exercises and design work.
• Work in projects involving community participation.

Associated Assessment Criteria for Exit Level Outcomes 4

The qualifying learner demonstrates

• Knowledge of the structural and operating characteristics of infra-structural and other systems and the limitations these impose on development.
• An understanding of planning and its role in society.
• Critical, analytical and creative thinking abilities in order to appreciate, interpret, research, refine, apply and augment the existing body of knowledge and understanding in planning.

Associated Assessment Criteria for Exit Level Outcomes 5

The qualifying learner demonstrates.

- An ability to use

> Mathematical, visual, graphic, verbal and writing skills in thinking and communicating.

> IT (especially CAD and GIS) and manual graphics.

• So as to investigate and interpret the spatial and temporal dimensions of planning and planning issues.
• Competence in qualitative and quantitative research methods and can interpret and evaluate research material.

Associated Assessment Criteria for Exit Level Outcomes 6

The qualifying learner will have been exposed to a range of alternative career paths he or she may wish to follow, through exposure to staff, business people, planning professionals and fellow learners.

Associated Assessment Criteria for Exit Level Outcomes 7

The qualifying learner demonstrates

• An understanding of how these frameworks influence the selection and application of appropriate procedures and roles within different contexts.
• The skills of time management, prioritisation and initiative in order to perform adequately in addressing all facets of the qualification.

Integrated Assessment

Learners are assessed through written assignments, oral and graphic presentations, and written examinations. Integrated assessment test the ability of learners to bring together theory and practice, and the ability to apply to learn to particular planning-related problems.

The Research Report provides the basis for integrated assessment, as it requires an extensive application of skills in the process of independent research. The qualification Integrated Planning Project, which has a theory and practice component, is also designed to allow for integrated assessment, as are the qualifications Advanced Planning Thought and Comparative Planning Systems.