SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Town and Regional Planning Honours

SAQA QUAL ID	QUALIFICATION TITLE
117983	Bachelor of Town and Regional Planning Honours
ORIGINATOR
University of KwaZulu-Natal
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 12 - Physical Planning and Construction		Physical Planning, Design and Management
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-12-04	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

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.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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.

EXIT LEVEL OUTCOMES

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

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.

INTERNATIONAL COMPARABILITY

The following international qualifications were found to be comparable with this qualification:

Country: New Zealand
Institution: University of Auckland
Qualification: Bachelor of Urban Plan (Hons)

Similar Modules:

Theory for planners (16 Credits) offered as Urban Planning Theory at the University of Auckland.

Development and Planning of Cities (16 Credits) offered as Urban Planning Methods and Plan Making (15 Credits).

Planning Research Project (32 Credits) offered as Dissertation at the University of Auckland.

Country: United Kingdom
Institution: University of Westminster
Qualification Title: Postgraduate Diploma in Urban Design and Planning

This is a nine month qualification. Upon completion of this qualification, the learner can articulate vertically to the Master of Art Urban Design and Planning.

The modules learners are expected to undertake are:

Urban Design and Plan in Context, 20 Credits - Core

Urban Design Field Trip - Core

Sustainable Cities and Neighbourhoods, 20 Credits - Core

Dissertation/Major Project, 40 Credits - Core

Research Methods and the Built Environment,10 Credits - Core

Urban Design and Urban Development Process, 20 Credits - Core

This is a one-year qualification offered for two semesters similar to the UKZN qualification. Both qualifications aim to prepare learners to register with professional bodies such as Royal Town Planning Council in UK and SACPLAN in SA.
One significant difference is that the qualification at UKZN offers both taught modules and a research component whereas the UK qualification offers only taught modules.

Country: United Kingdom
Institution: Oxford Brookes University
Qualification Title: Postgraduate Diploma in Urban and Architectural Programming

This is an eight-months full-time taught and research work or 18 months part-time qualification.
It comprises four specialisation areas: City Design and Development; Environmental Policy and Planning; Housing, Community and Economic Development; and the International Development Group. There are three cross-cutting areas of study: Transportation Planning and Policy, Urban Information Systems (UIS), and Regional Planning.
This qualification's similarity with the UKZN honours is that Full Professional body (SACPLAN in South Africa and RTPI in UK) accreditation is available when combined Master in Town and Regional Planning.

Country: United Kingdom
Institution: University College London, ULC
Qualification Title: Postgraduate Diploma in Urban Design and City Planning

A Postgraduate Diploma, eight modules (120 Credits) full-time nine months and part-time 2-5 years are offered.
Compulsory modules:

City planning (15 Credits)

Collaborative City Planning Strategies (15 Credits)

Critical Debates in Urban Design (15 Credits)

Design and Real Estate (15 Credits)

Sustainable Futures by Design (15 Credits)

Urban Design: Layout, Density, and Typology (15 Credits)

Urban Design: Design Guidance, Incentive, and Control (15 Credits)

Urban Design: Place Making (15 Credits)

The qualification is run as a stop-gap for learners with lower grades and those without a foundation in Urban Planning and Design to qualify for the Master of Science Degree in Urban Planning and City Design.
This qualification's similarity with the UKZN qualification is that it is a pre-qualification for a full Master of Science Degree; it has both taught courses and research project and are offered as two semester qualifications.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Housing Honours, NQF Level 8.

Vertical Articulation:

Master of Town and Regional Planning, NQF Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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