Diploma in Urban and Regional Planning

Purpose

The purpose of the Diploma in Urban and Regional Planning is to develop graduates who can demonstrate focussed knowledge, skills and values in the field of urban and regional planning, with a focus on the spatial development function; including the sustainable design, regulation and management of the land use systems (and contestations arising there-from), to improve quality of human settlements, communities and economies of urban and regional environments. The programme includes a simulated planning practice through work integrated learning modalities throughout the programme and a minimum of 20 weeks internship/workplace-based learning in a supportive work environment in the third year of study. The diploma is aimed at individuals seeking a career as urban and regional planning technicians in the public, private and civil society sectors.

Rationale

The programme has been designed to respond to the challenges highlighted in the National Development Plan (of the NPC), the National Spatial Development Perspective (NSDP), the Growth and Development Strategies (PGDS), ASGISA, JIPSA* (as enunciated in the JIPSA business Plan report (2007) for strengthening urban planning skills in South Africa: Assessment of Planning skills in South Africa), and other spatial policy and strategy frameworks. There is a need for more planners at all levels of government particularly at the Local, District and Metropolitan Municipality levels where there is a dearth of registered and qualified planners in view of number of planning functions, products and strategic documents including the integrated development plan (IDP), Spatial Development Framework (SDF), Land Use Management Schemes (LUMS), integrated transport plan (ITP), local economic development plan (LED), Provincial Growth and Development Strategies (PGDS), contributions to sector plan development (e.g. water services development plans, solid waste management plan, infrastructure master plans e.g. roads, sewerage, water etc), environmental management and development management.

In addition, the academic department has consulted a range of stakeholders during the curriculum review process such as the following:

a) Private Sector (Planning consultancies and their organisations; property and land development consultancies; property developers; resource exploration firms; etc.).

b) Public Sector (National, provincial and local governments; parastatals; and other government agencies.

c) Non-governmental organisations; community-based organisations.

d) Statutory Bodies and other higher education institutions (SACPLAN; SAPI; CHOPS, etc.).

The academic department is also a founding member and actively participates of the Association of African Planning Schools (AAPS), representing 50 planning institutions from all regions of Africa, and where the academic department is represented on the Steering Committee. AAPSs internationally recognised and benchmarked research programme on Revitalisation of Planning Education in Africa has been an influential platform for scholarly engagement. Furthermore, the academic department has participated in a consultation process to finalise the standards and requirements of the South African Council for Planners (SACPLAN) and these will be fully incorporated in the revised curriculum once finalised. The SACPLAN requirements align to the legislation applicable in this field of study in terms of the Planning Professions Act. This is currently work in progress.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Entry Requirements

The minimum entry requirement is

• National Senior Certificate (NSC) granting access to Diploma studies with: Home Language 4 (adequate achievement: 50% -59%)* First Additional Language 4 (adequate achievement: 50%-59%) One of these languages shall be English or Afrikaans* Mathematics 4 (adequate achievement: 50%-59%) Maths Literacy 5 (substantial achievement: 60%-69%) Recommended National Senior Certificate subjects: Geography 4 (adequate achievement: 50%-59%) Business Economics 4 (adequate achievement: 50% - 59%) Economics 4 (adequate achievement: 50%-59%) Tourism 4 (adequate achievement: 50%-59%.

Or

• National Certificate (Vocational) NC (V) at Level 4 granting access to Diploma studies with: At least 60-69% in three of the following fundamental subjects, including the LoLT of the institution; English (official language at first additional language level, 20 Credits) at Level 4; Mathematics (20 credits) at Level 4 or Mathematical Literacy (20 Credits); Life Orientation (10 Credits) at Level 4. At least 60% in four vocational subjects (20 Credits each), chosen from the NC (V) Level 4 subjects as stipulated in legislation that align closely to the field of study and the purpose of the qualification.

This qualification consists of compulsory modules at Levels 5 and 6 totalling 360 Credits.

Compulsory Modules at Level 5:120 Credits

• Urbanisation 1A, 12 Credits.
• Spatial Design 1: Studio Work, 12 Credits.
• Environmental Studies 1B, 10 Credits.
• Urban and Regional Planning Theory 1B, 12 Credits.
• Spatial Planning 1: Theory, 12 Credits.
• Information Systems 1A, 10 Credits.
• Planning Methods 1, 10 Credits.
• Planning Graphics 1A, 10 Credits.
• Communication Skills 1, 12 Credits.
• Planning and Society 1A, 10 Credits.
• Information Systems 1B, 10 Credits.

Compulsory Modules at Level 6: 240 Credits

• Environmental Planning 2B, 10 Credits.
• Planning Law, 12 Credits.
• Housing Development and Policy Studies, 12 Credits.
• Transport Planning, 10 Credits.
• Planning Research 2A, 8 Credits.
• Real Estate Development, 12 Credits.
• Planning and the Economy 2A, 8 Credits.
• Spatial Design 2: Theory and Studio work, 20 Credits.
• Legal Principles, 10 Credits.
• Information Systems 2, 18 Credits.
• Research report writing, 8 Credits.
• Spatial Design 3B: Studio work, 18 Credits.
• Transport Planning 3, 12 Credits.
• Spatial Planning 3B: Theory, 12 Credits.
• Planning Research 3B, 10 Credits.
• Environmental Planning 3B, 12 Credits.
• Planning Practice 3A, 18 Credits.
• Planning Design Project 3A, 18 Credits.
• Theories of Planning 3, 12 Credits.

1. Understand the structure and functions of urban settlements.
2. Understand the philosophy, history and theory of planning processes and practices.
3. Understand the theories and principles relating to the design of urban environments.
4. Understand the theories relating to the physical, social and economic environments.
5. Understand the theories relating to urban, metropolitan, rural and regional development, and of their context and processes.

6.

1. Understand the South African development needs and challenges in respect of population, housing, employment, poverty, health, safety and security, and the environmental resources situation and its consequences for planners.
2. Understand the administrative, legal, and political aspects of plan making and policy implementation.
3. Understand the impact and consequences of the processes of globalisation for local development.
4. Demonstrate knowledge of the different specialisation areas including economic development, transport planning, land use management, spatial planning, environmental planning, planning for community development, etc.
5. Use of different types of research skills and methods, including the collection, analysis and organisation of information to help determine the planning processes.
6. Use analytical techniques in order to determine the economic viability and impact of government programs, including development plans, housing plans, transportation plans, local economic development plans, feasibility studies, fiscal impact studies, public infrastructure investment plans, etc.
7. Argue for the implementation of plans, land management and development processes in terms of agreed legal principles and procedures.
8. Prepare plans and policies with a spatial orientation at different scales, including, site development plans, layout plans and development frameworks.
9. Use information technology tools to assist with research, analysis and design, including the use of Geographical information Systems, Computer Aided Design and animation tools.
10. Collaborate in problem solving and teamwork with regard to the preparation and design of plans and programs.
11. Demonstrate competency in the resolution of conflict and the facilitation of group decision-making through negotiation, facilitation and mediation skills.
12. Lead programmes and projects through the use of managerial and communication skills, including strategic leadership, organisational and financial management, project management and decision-making skills.
13. Display an orientation and commitment to issues of equity, social justice, economic welfare, and equity in the distribution of land and resources.
14. Familiarity with the role of government and citizen participation in a democratic society and the balancing of individual and collective rights and interest.
15. Develop a respect for the diversity of views and ideologies.
16. Understand the need to balance the need for the conservation of natural resources and the social and cultural heritage embedded in the built environment with the need for development.
17. Demonstrate familiarity with the ethics of professional practice and behaviour, including the relationship to clients and the public, and the role of citizens in a democratic society.

Integrated Assessment

Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and other means of student engagement in learning.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learner's attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.