Postgraduate Diploma in Planning

The qualification is structured to introduce learners from diverse non-planning backgrounds to basic data collection, interpretation and problem-solving across the range of fields with which development planning deals. The learners are also familiarized with a range of predetermined development planning problem categories and are taught to produce solutions thereto. On receipt of this planning qualification, the learner may opt to study further in related fields. The qualification adds value to the qualifying learner by providing him or her with economic opportunities and a choice of career paths resulting in recognition in the community.

Society benefits through the production of diplomats who frequently have converted an abstract knowledge of development issues into a more concrete, practical understanding. Hence they are responsible, creative and competent to act with initiative in helping to develop sustainable, productive, social, natural and built environs. Qualified learners will have acquired knowledge and skills to analyze, conceptualize, synthesize and propose solutions to developmental issues, in addressing issues in the wider community. The programme gives an understanding of broader social, economic, environmental and legal frameworks in which planners operate, leading to appropriate plans, policies and designs at various levels.

The programme assumes that learners are able to communicate through the written and oral media, at an advanced level, using a range of techniques including computer technology. In addition they are expected to have a grounding in areas of knowledge appropriate to the disciplines of planning, demonstrating critical analytical thinking in examining, researching, interpreting, refining and modifying existing knowledge. Learners should also have an appropriate level of competence in mathematics - consult the admission information of the University for the year of study for which application is being made. Learners should be competent problem-solvers, demonstrating self-directed, independent thought, using a range of learning strategies.

Formally Accredited Learning

The typical applicant has a qualification equivalent to a formative Bachelor's degree of the University in any discipline appropriate to the field, including subjects like economics, geography, international studies, politics or civil engineering, or other University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning (RPL)

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

1. The learner is competent to identify, evaluate and solve problems within the ambit of the field of development planning. The learner is familiar with relevant theoretical paradigms, concepts and procedures.
2. The qualifying learner has been exposed to the management of uncertainty within a changing temporal, socio-economic, political and environmental context.
3. The qualifying learner is able to cope with South Africa's diverse social and cultural dynamics.
4. The qualifying learner is able to operate under supervision in a normal range of development planning situations.
5. The qualifying learner understands planning as part of wider social, political, cultural, administrative, economic and natural systems, and their dominant operating and financial characteristics.
6. The qualifying learner can investigate analyse and interpret information in different ways and can communicate its significance to different types of audience.
7. The qualifying learner has been prepared for the next stage of his/her career, whether in an academic, entrepreneurial or community context, and to meet the demands of life long development.

Critical Cross-Field Outcomes (CCFO)

a) Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. -See ELO 1.

b) Working with others as a member of a team, group, organisation, community. -See ELO 3 and 4.

c) Organising and managing oneself and one's activities responsibly and effectively. - See ELO 4.

d) Collecting, analysing, organising and critically evaluating information. -See ELO 1.

e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. ELO 6.

f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others. - ELO 2 and 5.

g) Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. -See ELO 2.

h) Contributing to the full personal development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

i. Reflecting on and exploring a variety of strategies to learn more effectively; -See ELO 4 and 7.

ii. Participating as responsible citizens in the life of local, national and global communities, -See ELO 3; note also that learners act in accordance with the code of conduct of the university and, where relevant, that of the professional discipline being studied.

iii. Being culturally and aesthetically sensitive across a range of social contexts; ELO 3.

iv. Exploring education and career opportunities. -See ELO 7.

v. Developing entrepreneurial opportunities. -See ELO 7.

1. The qualifying learner demonstrates

• His/her knowledge of the historical and current theoretical planning models and approaches for industrialized and developmental contexts.
• A practical and theoretical grounding in physical planning.

2. The qualifying learner

• Is aware of how to identify and address complex problems by employing.
• Appropriate planning theories.
• Concepts.
• Quantitative or other planning techniques in dealing with such complex problems.
• Demonstrates individual skills in the investigation of fundamental areas of development planning by defining the problem or issue, analysing it through the exploration of relevant theory, and solving it by developing a set of practical proposals.
• Demonstrates familiarity with resource allocation issues and demonstrates the ability to apply project budgeting and financial viability and implementation strategies.
• Can apply the concept of sustainability to socio-economic, political and cultural issues affecting the physical and natural urban or rural environment.

3. The qualifying learner is competent in group work, notably with peers, and can perform

• Multi-disciplinary team work.
• Certain aspects of field research.
• Academic exercises and planning work.
• Demonstrating the skills required in dealing with the complexities of such work.

4. The qualifying learner

• Understands how a framework of facilities affects the selection and application of appropriate procedures and roles within varied contexts.
• Shows skills of time management, prioritization and initiative, in being able to perform adequately in addressing the different facets of a given programme.

5. The qualifying learner

• Demonstrates a knowledge of the structural and operating characteristics of infra-structural and other systems and the limitations these impose on development.
• Is familiar with a range of possible relationships between planning and society.
• Shows critical, analytical and creative thinking abilities in applying the existing body of knowledge and understanding in planning to specific problem categories.

6. The qualifying learner uses

• Writing, visual, graphic, mathematical and verbal skills in thinking and communicating.
• IT and manual graphics in investigating and interpreting the spatial and temporal dimensions of planning and planning issues.

Demonstrates competence in qualitative and quantitative research methods and can interpret and evaluate certain research materials.

1. The qualifying learner will have been exposed to a range of alternative career paths he or she may wish to follow, through exposure to staff, government officials, planning professionals and fellow learners.

Integrated Assessment

The learner completes projects during the course of study which demonstrate his/her capability to integrate and apply relevant theories for that scale and/or type of planning.