Bachelor of the Built Environment Honours in Urban and Regional Planning

Purpose

The purpose of this qualification is to develop learners that meet the core competencies required by the South African Council for Planners (SACPLAN). Learners will have a good understanding of the field of urban and regional planning and are competent in the knowledge, attitude, insight and skills required for the urban and regional planning professionals working in government and non-government sectors. The qualification consolidates and deepens the learner's expertise in a specialised area of Urban and Regional Planning. Also, develops research capacity in the methodology and techniques of the discipline while equipping learners to undertake more specialised and intensive learning. The qualifying learner will be able to apply and integrate theoretical principles competently, evidence-based techniques, practical experience, apply planning procedures and appropriate skills in order to respond to challenges in the built and natural environment. Through qualification, learners are prepared to enter a specific niche in the labour market or to further their studies through Masters and Doctoral qualifications.

The qualification prepares learners for research-based Postgraduate study. This qualification serves to consolidate and deepen the learner's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. This qualification demands a high level of theoretical engagement and intellectual independence. The qualification will equip learners with the necessary knowledge, understanding, abilities and skills required towards becoming a competent practising spatial planner as outlined by SACPLAN in terms of the Planning Profession Act (No. 36 of 2002).

Rationale

The Department of Town and Regional Planning has designed the new Postgraduate qualification in Urban and Regional Planning in response to a number of considerations, including the Higher Education Qualification Sub Framework (HEQSF) and stakeholders such as the professional body, the South African Council for Planners (SACPLAN), the institution Town and Regional Planning Advisory Board, and the Association of African Planning Schools (AAPS). The shifts in the planning profession to peg Professional Registration at NQF 8 (previously at NQF 7) provide further motivation for developing new qualifications at NQF 8 in order to sustain the supply of Professional Planners in the region. In this context, the Department intends taking up the opportunity offered by the implementation of the HEQSF to offer a qualification, which is designed to follow on from the Bachelor of Urban and Regional Planning in Town and Regional Planning. The professional body endorses the proposed new qualifications and aligned with professional body standards and competencies. The qualifications are based on the Town and Regional Planning Department's underlying approach and philosophy to planning education. It is the Department's view that planning is an activity that can influence development interventions, that facilitates meeting the needs of people within the parameters of spatial planning. Also, influence, economic development, and providing services to improve society through primarily spatial and procedural interventions. Planning involves the use of social and natural sciences, planning knowledge, applied technology and techniques to achieve these objectives. Spatial planning interventions attempt to find solutions to problems that impact on society and conducted ethically and responsibly. Ethical and responsible practice includes the judicious use of resources, collaborative public engagement and a careful assessment of planning's environmental and social impacts. Planning activity is rooted in a humanist approach and a normative framework.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through RPL processes. The qualification has an RPL policy in place that allows learners' access to higher education by recognising their prior learning (short courses and work experience). The Centre receives applications for RPL applications through the institution for Excellence in Learning and Teaching (CELT). The learners are required to complete an RPL application document together with the RPL application, certified copies of all previous qualifications and a comprehensive portfolio reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the application as being complete, Department of Town, and Regional Planning receives portfolio for assessment. The department's RPL committee will assess the candidate's portfolio thoroughly against the relevant learning outcomes. Challenge assessments in the form of written examinations, simulated practice situations and workplace may be conducted. A learner will have to demonstrate competence at the applicable exit level outcomes. Successful learners is accepted into the qualification. RPL learners must provide evidence of competence using portfolios and challenge assessments as per targeted learning outcomes. This is in keeping with the institution's RPL policy, the institution Senate rules and the departmental rules.

Entry Requirements

The minimum entry requirement for this qualification is

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

This qualification comprises of compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Spatial Planning and Environment 4, 32 Credits.
• Planning Theory and Management 4, 32 Credits.
• Research Proposal 4A, 8 Credits.
• Geographic Information Systems 4, 16 Credits.
• Research Project 4B, 32 Credits.

1. Apply integrated knowledge of research theory and techniques to address the problems arising in cities and regions in contemporary South African society.
2. Apply planning theories and knowledge of planning histories to the design, management and implementation of planning to bring about positive change and societal benefits within human settlements.
3. Apply, engage and reflect on complex issues and legislative contexts in order to inform processes to initiate, manage and control land-use changes in the natural and built environment.
4. Apply communication skills in retrieving and disseminating information.
5. Identify and respond to planning issues within the ethical boundaries of the planning profession, which encompasses an orientation to social justice, an appreciation of diversity and complexity of cultures and views, and the promotion of efficient resource use and sustainable development.
6. Analyse the given context, apply policy and legislation requirements and integrated planning principles in complex planning environments, as these pertain to strategic planning, management and project management across governance scales.
7. Apply scoping and site surveying techniques and appropriate technologies to analyse sites and solve problems.
8. Assist in optimising the sustainable use of resources within the built and natural environment.
9. Apply professional conduct and ethical principles in undertaking any planning work.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply a range of research methods, planning principles, techniques, technology and methodologies to diagnose and solve broadly-defined planning problems and propose interventions.
• Understand ethics related to the research process.
• Reflect on knowledge as contested.
• Engage in self-directed learning practices.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply and interpret planning-related policy and regulations to planning context inclusive of informality.
• Monitor land use and development by reviewing and interpreting planning legislation, methodologies, planning policies and the trends within these.
• Conceptualise and design spatial plans at a range of scales in response to context and analysis.

Associated Assessment Criteria for Exit Level Outcome 3

• Manage and allocate limited resources among competing for diverse uses as a member of a team.
• Understand spatial trends related to land use intentions and land-use change.
• Apply town planning legislation and policies appropriately in decision-making.
• Apply planning procedures in decision making, justify decision-making and monitor the implications in the public interest.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply written communication skills in report writing, correspondence and planning applications.
• Apply oral communication skills in dealing with inquiries from clients, public and colleagues.
• Apply graphic presentations skills to assist and inform clients, public and colleagues in town planning-related matters.
• Apply communicative skills in engaging with stakeholders and in retrieving and disseminating information.

Associated Assessment Criteria for Exit Level Outcome 5

• Manage community participation through identifying community dynamics and applying community participation techniques and facilitating a process around the capacity building.
• Monitor land use and development by reviewing and interpreting planning legislation, methodologies, planning policies and the trends within these.
• Apply knowledge of integrated development principles in all planning-related work.

Associated Assessment Criteria for Exit Level Outcome 6

• Understand the horizontal and vertical relationships between policies, legislation, planning processes, plans, projects and implementation.
• Prepare a project scope using sound management principles and techniques.
• Understand the basic principles of strategic planning and be able to apply this knowledge in an integrated planning process.
• Understand and be able to apply performance criteria and assessment frameworks.
• Collaborate as part of a team.

Associated Assessment Criteria for Exit Level Outcome 7

• Use geographically referenced data to analyse sites and solve planning related problems using appropriate CAD and GIS and statistical software packages.
• Apply various observational techniques to site analysis.
• Able to prepare and conduct field surveys, literature and data surveys and socio-economic surveys.

Associated Assessment Criteria for Exit Level Outcome 8

• Able to demonstrate an understanding of the world as a set of related systems.
• Apply sustainable principles to planning related interventions.
• Understand the limits to natural resources and implications for planning.

Associated Assessment Criteria for Exit Level Outcome 9

• Exercise a leadership role in practice and take responsibility for own work, decision making and limited accountability.
• Act professional when undertaking work.
• Respect the interaction between urban and regional planners and other professionals.
• Uphold the ethics and value of professional planners.

Integrated Assessment

Assessments such as tests, assignments, presentations, reports, reflections and projects are part of formative assessments. These also include various methodologies including continuous assessment, assessment rubrics, peer assessment, integrated assessment, oral presentations, essays, reports and projects, as well as written examinations. Develop Core knowledge and understanding through lectures, tutorials, and use of electronic media in order to access information, computer-aided instruction, site visits, group projects, practical work and guided independent study. Summative tests include a written closed book examination at the end of each semester one. Some second-semester modules are assessed primarily through continuous assessment, other than the Research Project. The Research Project, supported by the Research Project Proposal, provides an essential opportunity for integrated assessment of applied planning knowledge to a planning problem assessed as a research report.