Bachelor of Urban and Regional Planning

Purpose

The purpose of the qualification is to provide learners with advanced skills for covering all aspects of human settlement planning and sustainable development of the Built Environment. The qualification is designed for those who intend to become professional town planners. The qualification will ensure that learners are well-equipped with the knowledge and skills necessary for them to compete with their colleagues in the profession and in allied professions as they work in tandem towards shaping the growth and development of the built environment.

This qualification aims to develop urban and regional planners who can influence or reshape spatially distorted environments through:

• Prioritisation of allocation.
• The commitment of resources and its uses.
• Management of land uses.
• Research and development of ideas that take social needs and the economy into account.
• Engagement of community needs irrespective of class, race and gender.
• Creatively solving problems with a view to developing local government capacity.
• Broad understanding of the forces shaping human settlement and distribution.

These objectives will be undertaken within the constraints of social, economic, political, environmental, cultural, institutional, technological and legal factors.

Rationale

After the advent of democracy in 1994, South Africa has witnessed tremendously high rates of rural-urban migration which raises the need for adequate and skilled human resources to deal with the consequences. As well as with the increasing rate at which applicants are showing an interest in the existing National Diploma and Bachelor of Technology qualifications each year provides a strong indication of the societal need for higher education to introduce of The qualification-Bachelor of Urban and Regional to address these needs.

The phasing out of the National Diploma and Bachelor of Technology qualifications has prompted the university to replace these two qualifications in Town and Regional Planning with a three-year professional Bachelor's Degree, called the Bachelor of Urban and Regional Planning. The new Degree is a step towards the alignment of all the technologically-based engineering and built environment qualifications offered by the Faculty of Engineering and the Built Environment (FEBE) with the new requirements of the professional bodies whom are responsible for the training of Urban and Regional Planners.

The South African Council for Planners (SACPLAN) is the statutory Council of nominated members appointed in terms of the Planning Profession Act, 2002 (Act 36 of 2002 to regulate the Planning.

The SACPLAN assures the quality of planning qualifications (such as Degrees and Diplomas) offered by educational institutions. In addition registered planners are expected to engage in continuing professional development (CPD). This relates to professional and technical registration because any person who intends to register as a planner in any of the categories in terms of the Act must have completed a qualification that has been accredited by SACPLAN.

Recognition of Prior Learning (RPL)

The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits to promote life-long learning. The Department follows suit by making sure that people with relevant experience are given preferential treatment above their counterparts that have the same academic qualification.

The purpose of the University of institution's RPL Policy is to direct the Faculty's RPL procedure, is to recognise prior learning and in order to provide access into the qualification.

Recognition of prior learning is based on the following process

• An applicant indicates the reason for applying for recognition of previous learning (this could be entrance to a qualification or exemption from certain modules in the qualification.
• The RPL committee determines the criteria for the Recognition of Prior Learning based on the request (this could be the admission requirements of the qualification, the assessment of Exit Level Outcomes of modules for which exemption is requested, or approved guidelines required by the professional body/industry).
• The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
• The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the faculty's quality committee in a full report describing the process followed.
• The committee will make a recommendation to Faculty Board to ratify the decision.

Entry Requirements

To be able to gain access to the Bachelor of Urban and Regional Planning Degree applicants should be in possession of a valid:

National Senior Certificate (NSC) with admission for Degree purposes.

Or

National Vocational Certificate (NCV) NQF Level 4.

This qualification comprises fundamental and core modules at NQF Level 5, 6 and 7 totalling 399 Credits.

Fundamental Modules at NQF Level 5

• Communication Studies, 7 Credits.
• Planning Design in Techniques of Drawing, 14 Credits.
• History and Principles of Planning, 14 Credits.
• Geography for Planners, 7 Credits.
• Introduction to Computer Studies, 7 Credits.
• Measurement Mathematics, 14 Credits.
• Communication Studies, 7 Credits.
• Civil Engineering for Planners, 7 Credits.
• Computer Application in Introduction to AutoCAD, 14 Credits.
• Planning Design in Introduction to Planning Survey, 14 Credits.
• Architectural Design, 7 Credits.
• Population and Urbanisation Studies, 7 Credits.
• Introduction to Land Surveying, 7 Credits.

Total Credits at NQF Level 5, 126.

Core Modules at NQF Level 6

• Legal Principles in Planning Laws and Administration, 7 Credits.
• Planning Design in Neighbourhood Design and Site Planning, 14 Credits.
• Economics for Planners, 7 Credits.
• Quantitative Techniques in Planning, 7 Credits.
• Transportation Planning, 14 Credits.
• Computer Applications in GIS, 14 Credits.
• Legal Principles in Development Control and Settlement of Disputes, 14 Credits.
• Planning Design in Urban Renewal, 14 Credits.
• Housing Development, 14 Credits.
• Land Economics and Tenure System, 7 Credits.
• Urban Land Use and Development Planning, 14 Credits.
• Rural Land Use and Development Planning, 7 Credits.

Total Credits at NQF Level 6, 133.

Core Modules at NQF Level 7

• Research Techniques in Planning, 14 Credits.
• Sociology and Planning, 7 Credits.
• Computer Applications in Advanced AutoCAD, 14 Credits.
• Planning Design in Spatial Planning/SDF, 14 Credits.
• Regional Analysis and Development Planning, 7 Credits.
• Quantitative Techniques in Planning, 14 Credits.
• Management in Planning, 14 Credits.
• Project Planning and Management, 7 Credits.
• Environmental Science and Management, 14 Credits.
• Advanced Planning Theory, 14 Credits.
• Planning Design in Advanced Strategic and Spatial Planning, 14 Credits.
• Tourism and Recreation Planning, 7 Credits.

Total Credits at NQF Level 7, 140.

1. Apply knowledge of design and theory to analyse and arrive at appropriate planning solutions to built environment problems.
2. Use relevant technological tools like GIS, AutoCAD, and SPSS in the design and data analysis required of professional planners.
3. Manage community participation through identifying community dynamics and applying community participation techniques and facilitating a process of capacity building.
4. Monitor land use and development by reviewing and interpreting planning legislations, methodologies, policies and trends.

Associated Assessment Criteria for Exit Level Outcome 1

• Broadly defined planning problems are systematically diagnosed and solved by applying appropriate planning principles, techniques and methodologies.
• Research is conducted and the findings are used to solve community problems and to fill a gap in service provision or decisions.
• Complex issues surrounding the built environment from a planning point of view are engaged upon.
• Scoping and surveying techniques to analyse sites and solve problems is applied.
• Knowledge of integrated development principles in all planning related work is applied.
• Different research plans are found, within the built and natural environment, to assist in facilitating land use and spatial planning.

Associated Assessment Criteria for Exit Level Outcome 2

• Aerial photographs using GIS are interpreted.
• Data Analysis software (e.g. SPSS) is used to create a map and land use features.
• A scale layout and concept plan is produced and the features are labelled accordingly through the use of appropriate computer software (e.g. AutoCAD).
• The meaning and uses of planning tools including the use of a scale ruler as it relates to free hand sketching and drawing are known.
• Basic mathematical measurements are understood and applied.
• The information obtained from the interpretation of annotations in town planning schemes is used and the layout and special plans is analysed to find solutions to problems in the built environment.
• Limited resources among competing diverse uses are managed and allocated.

Associated Assessment Criteria for Exit Level Outcome 3

• Community engagements are understood through needs analysis, collation of information and community needs in the face of scarce resources are balanced.
• Planning inputs within a project through the management of time, quality and human resources is managed.
• A leadership role in practice is exercised.
• Professionalism when undertaking any planning work is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Land use classification systems are located and associated spatial analysis and trends are conducted.
• Town planning legislation and policies is applied appropriately.
• Information is retrieve and disseminated.
• Ethical principles are applied in any planning of work.
• An urban or regional planning project is managed by always taking the 3 constraints (time, cost and scope) into account.

Integrated Assessment

In the Department, learner progress is monitored by means of continuous assessment (CA) and their performance is assessed at various formative points in their learning. In the case of CA, rules are in place regarding eligibility for supplementary assessments should students not pass one of the summative assessments.

Summative assessments are conducted for the purpose of making a judgment as to learners' level of competence in relation to the Exit Level Outcomes of the qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required is contained in the Academic Regulations.