Bachelor of the Built Environment in Urban and Regional Planning

Purpose

The purpose of this qualification is to provide learners with integrated knowledge and understanding of urban and regional planning, and equip them with skills to become a Professional Planner. A qualified learner will be able to:

• Integrate knowledge of research theory and techniques to address the problems arising in cities and regions in contemporary South African society.
• 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.
• 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.
• Apply communication skills in retrieving and disseminating information.
• 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, including the promotion of efficient resource use and sustainable development.

Rationale

The Bachelor of the Built Environment in Urban and Regional Planning is designed to provide learners with integrated knowledge and understanding of urban and regional planning. The Durban University of Technology (DUT) views planning as an activity that is able to influence development of interventions, that is able to facilitate meeting of the needs of people within the parameters of spatial planning 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 must be conducted in an ethical and responsible way. A qualified learner will be able to work in a team and be able to competently apply and integrate theoretical principles, evidence-based techniques, practical experience, apply planning procedures and appropriate spatial and non-spatial skills in order to respond to challenges in the built and natural environment. He or she will be able to initiate and manage change in the natural and built environment in order to further human development and sustainability. This qualification phases out the National Diploma and Bachelor of Technology in Town and Regional Planning. A qualified learner will be able to register with the South African Council of Planners (SACPLAN) as a Professional Planner.

Ethical and responsible practice includes the judicious use of resources, collaborative public engagement and a scrupulous assessment of planning's environmental and social impacts. Planning activity is rooted in a humanist approach and a normative framework.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through recognition of prior learning processes. Credits achieved by RPL must not exceed 50% of the total Credits and will not include Credits at the exit level. The institution has a RPL policy in place that allows candidates access to Higher Education by recognising their prior learning (short courses and work experience). RPL applications for the institution are received by the Centre for Excellence in Learning and Teaching (CELT). The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Department of Town and Regional Planning 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 candidate will have to demonstrate competence at the applicable exit level outcomes. Successful candidates will then be accepted into the programme. The department will accept an RPL candidate intake of 10% in keeping with the Institution's RPL policy.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• A Senior Certificate with endorsement.

Or

• National Senior Certificate granting admission to Bachelor's Degree studies, or equivalent qualification.

This qualification comprises compulsory modules at NQF Level 5, 6, and 7 totalling 360 Credits.

NQF Level 5, 120 Credits

• Planning Design, 12 Credits.
• Site Surveying, 8 Credits.
• Mathematics for the Built Environment, 12 Credits.
• Academic Literacy, 8 Credits.
• Settlement History, 12 Credits.
• Cornerstone, 12 Credits.
• Planning Design, 12 Credits.
• Computer Aided Design, 8 Credits.
• Geography, 8 Credits.
• Urban Planning Theory and Practice, 12 Credits.
• Communication Literacy, 8 Credits.
• Sustainable Earth Studies, 8 Credits.

NQF Level 6, 120 Credits

• Planning Design, 12 Credits.
• Urban Planning Theory, 12 Credits.
• Management Principles and Project Management, 12 Credits.
• Research Methods, 12 Credits.
• Introduction to Principles of Law, 8 Credits.
• The Global Environment, 8 Credits.
• Planning Design, 12 Credits.
• Environment Management and Techniques, 8 Credits.
• Regional Development and Planning, 12 Credits.
• Geographic Information Systems, 8 Credits.
• Economics for the Built Environment, 8 Credits.
• Sociology and Society, 8 Credits.

NQF Level 7, 120 Credits

• Planning Design, 12 Credits.
• Planning Law, 12 Credits.
• Transportation Planning and Infrastructure, 8 Credits.
• Integrated Environment Project, 8 Credits.
• Geographic Information Systems, 8 Credits.
• Restorative Justice, 8 Credits.
• Planning Design, 12 Credits
• Planning Sustainable Cities and Regions, 12 Credits.
• Research Project, 16 Credits.
• Municipal Management, 12 Credits.
• Applied Land Economics for the Built Environment, 12 Credits.

1. Integrate 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, including the promotion of efficient resource use and sustainable development.

Associated Assessment Criteria for Exit Level Outcome 1

• A range of research methods, planning principles, techniques, technology and methodologies to diagnose and solve broadly defined planning problems and propose interventions are understood.
• Ethics related to the research process are understood.
• Contested knowledge is reflected on.
• Learners are engaged in self-directed learning practices.

Associated Assessment Criteria for Exit Level Outcome 2

• Planning-related policy and regulations are applied and interpreted to the planning context that is inclusive of informality.
• Land use and development is monitored by reviewing and interpreting planning legislation, methodologies, planning policies and the trends.
• Spatial plans are conceptualised and designed at a range of scales in response to context and analysis.

Associated Assessment Criteria for Exit Level Outcome 3

• Limited resources are managed and allocated among competing diverse uses.
• Town planning legislation and policies are applied appropriately in decision making.
• Planning procedures are applied in decision making, decision making is justified and the implications in the public are monitored.

Associated Assessment Criteria for Exit Level Outcome 4

• Written communication skills in report writing, correspondence and planning applications are applied.
• Oral communication skills in dealing with enquiries from clients, public and colleagues are demonstrated.
• Graphic presentations are done to assist and inform clients, public and colleagues about town planning-related matters.
• Communication skills are demonstrated in engaging with stakeholders and in retrieving and disseminating information.

Associated Assessment Criteria for Exit Level Outcome 5

• The horizontal and vertical relationships between policies, legislation, planning processes, plans, projects and implementation are understood.
• A project scope is prepared using sound management principles and techniques.
• The basic principles of strategic planning are understood and applied in an integrated planning process.
• Performance criteria and assessment frameworks are understood and applied.

Integrated Assessment

This qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various exit level outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include: tests, assignments, practicals, exams, projects, portfolios, oral assessments, presentations, tutorials, etc. Each level of the qualification has an extensive design module which will ensure that multiple outcomes and critical cross-field outcomes are evaluated in an integrated manner. In terms of the institutional policy all summative assessments will be subjected to internal moderation. In addition, all NQF Level 7 modules will be subjected to external moderation.