Bachelor of Town and Regional Planning Honours

Purpose

The Bachelor of Town and Regional Planning Honours qualification aims to produce graduates who have a good conceptual grasp of the field of town and regional planning. They will have demonstrated competence in some of the areas required for registration as a professional planner with South African Council for Planners (SACPLAN) and after completion of the Master qualification, will be eligible for such registration.

The qualification has therefore been developed taking onto account the competencies as outlined by SACPLAN (201 4)

• The core competencies are the set of specific knowledge and skills that distinguish planning from other professions in the built, natural and developmental arena. They are concerned with the "what" and the "how" of planning (SACPLAN, 2014). The Honours qualification focusses on the following core competencies: planning theory; public policy, institutional and legal frameworks, planning sustainable cities and regions, regional development and planning, land economics and research.
• The functional competencies are the skills needed and relate to the "how to do" of planning (SACPLAN, 2014). The Honours qualification focuses on the following functional competencies: survey and analysis, local area planning and layout planning.
• The generic competencies are the essential skills, attributes and behaviours which are considered important for all planners. They are critical thinking, interpersonal competencies, communication, leadership, professionalism and ethical behaviour and social responsibility (SACPLAN, 2014). These generic competencies are embedded in all the modules in the qualification. In particular, modules emphasis the development of critical thinking skills and good oral and written communication skills.

While the Honours qualification articulates vertically with the Master of Town and Regional Planning to ensure that all competencies for registration as a professional planner are met, the Honours qualification will provide a sound foundation of knowledge and skills for graduates who wish to exit the qualification and enter the job market or who wish to enrol for a full research Master in Town and Regional Planning or Master qualification in a related discipline.

Rationale

Together, the Honours and Masters qualifications will address all the competencies required for professional registration with the South African Council for Planners (SACPLAN). According to the SACPLAN, professional planners must have an all-round set of competencies most of which must be at NQF Level 8 or 9. While graduates may wish to exit with an Honours Degree and seek employment, they will only be eligible for registration as a professional planner on the completion of the Master qualification.

According to SACPLAN (2014), Town and Regional Planning is concerned with people and how they use space, for example, where and under what conditions people live, how people make their livelihoods, how people move between their homes and other destinations and how and under what conditions land is used. These concerns are manifested as spatial systems and networks.

Planners are therefore concerned with "initiating and managing change in the built and natural environment, across a spectrum of contexts, ranging from urban to rural; and delineated at different geographic scales (national, regional, sub-regional, city, town, village, neighbourhood), to further human development and environmental sustainability" (SACPLAN, 2014).

In particular, the most appreciate learning path focuses on delimiting, regulating and managing land uses, the organisation of service infrastructure, utilities, facilities and housing for sustainable human settlement, and coordination and integration of social, cultural, economic and physical components of settlements through synthesis and integration of information, for preparation of strategic, policy, statutory and other development plans (SACPLAN, 2014).

Planners are well placed to address the challenges of the enormous backlogs in infrastructure and services, to strengthen the economy, to ensure meaningful community and stakeholder participation, to build the capacity of local government and other institutions, to integrate areas divided by apartheid, and to promote sustainability and sound environmental management.

Recognition of Prior Learning (RPL)

RPL offers an alternative access route into a qualification of learning, to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications and professional designations registered on the NQF may be awarded in whole or in part through RPL.

RPL is an important consideration for this qualification. The institution's RPL Policy and rules and procedures will be considered when students apply for RPL. The policy states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for postgraduate studies or research, may be admitted as a learner of the institution".

Accordingly, RPL implementation in the qualification will be an enabling mechanism for either/or

• Access to academic qualifications.
• Advanced standing for future higher-level qualifications.
• Award of full or partial credits where prior learning meets all the requisite Exit Level Outcomes of the respective qualification.

The RPL assessment recognises knowledge, skills and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A portfolio of evidence (POE) will form the basis of RPL evaluation. An RPL assessment committee will be set up to examine the POEs.

The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the Exit Level Outcomes of the qualification. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. Admission in any one year may be granted via RPL for this qualification. Successful RPL applications are subsequently presented and considered by the School Higher Degrees committee, followed by submission for approval at the College Academic Affairs Board meeting.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Bachelor of Housing, NQF Level 7.

Or

• Bachelor's Degree with majors such as Geography, Environmental Studies or Development Studies, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 144 Credits.

Compulsory Modules, Level 8, 144 Credits

• Theory for Planners, 16 Credits.
• Development and Planning of Cities, 16 Credits.
• Urban Spatial Analysis and Planning, 16 Credits.
• Research Methods for Planners, 16 Credits.
• Regional Development and Planning, 16 Credits.
• Layout and Subdivision for Planners, 32 Credits.
• Planning Research Project, 32 Credits.

1. Demonstrate a critical understanding of the planning theories and social theories related to planning and the ability to use them to guide the development of planning practice.
2. Demonstrate a sound understanding of the principles, methods and planning practices for developing sustainable cities and regions and the ability to effectively link economic, social and environmental aspects in the preparation of sustainability issues, practices and solutions.
3. Demonstrate knowledge and skills in site analysis, layout planning and site planning and township development.
4. Critically appraise the diversity of approaches to the generation of knowledge and understanding deriving from the experience of the epistemologies of the natural and social sciences and humanities, including IKS.
5. Demonstrate basic knowledge of research approaches and methods relevant for planners.
6. Conduct independent research using appropriate methodology and the ability to analyse findings and draw conclusions.
7. Demonstrate critical thinking skills which include issue identification, problem-solving, research and analysis, innovation and creativity, societal and political awareness and strategic thinking.
8. Demonstrate professionalism and ethical behaviour.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the concepts and theories of planning.
• Describe the relationship between planning theories and relevant social theories.
• Relate the knowledge of planning and social theories to the development of planning practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply the principles, methods and planning practices to plan the development of sustainable cities.
• Apply knowledge of the triple bottom line (economy, society and environment) in dealing with development or providing sustainable solutions or practices in development.

Associated Assessment Criteria for Exit Level Outcome 3

• Execute layout and sub- division.
• Apply skills to effect township development.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify a method to answer a basic research question relevant to planners.

Associated Assessment Criteria for Exit Level Outcome 5

• Conduct basic research using a particular method.
• Analyse data and conclude findings.
• Use data and illustrations to support the claims made in the work.

Associated Assessment Criteria for Exit Level Outcome 6

• Present findings in the appropriate academic language in various forms.
• Demonstrate the ability to communicate clearly, in a variety of forms.

Associated Assessment Criteria for Exit Level Outcome 7

• Critically evaluates planning issues.
• Solves problems related to planning in innovative and creative ways.
• Plans strategically within social and political contexts.

Associated Assessment Criteria for Exit Level Outcome 8

• Behave ethically and professionally when engaged with planning legislation and regulation.

Integrated Assessment

The planning research project is summatively assessed using the examination of the research project. Knowledge and skills acquired in all other modules are applied in an integrated way to enable the student to complete the research project.

All other modules are assessed using continuous assessment which "involves the assessment of all the outcomes of a module by a variety of methods with timely and frequent feedback throughout the module. Continuous assessment collectively informs a final mark for that module, without a formal summative examination".

A variety of assessment methods are used to enable learners to demonstrate the achievement of the learning outcomes. Essays generally test understanding of concepts and principles, the ability to critically analyse theories and policies and the ability to apply knowledge to specific situations. The module, Research methods for planners, has two tests which aim to assess whether students have grasped the concept underpinning research approaches and methods. Seminar presentations will enable learners to demonstrate their ability to use theory to solve planning problems, to justify their proposed planning solutions. Presentations also allow learners to develop and demonstrate their communication skills and their ability to present information, both orally and using a variety of graphic illustrations. Some presentations require teamwork which allows students to demonstrate their ability to work as a member of a team. Drawing of plans and designs will be assessed to ensure that students have developed these essential planning skills.

Learners who fail an assessment task but who obtain at least 40% will be allowed to resubmit the task. In cases where the final mark for all the assessment is between 45% and 49%, the student will be offered an oral test to determine whether the student has achieved the learning outcomes.