Showing papers in "Stads- en Streeksbeplanning in 2012"

The transformation of municipal development planning in South Africa (post-1994) : impressions and impasse

Abstract: In South Africa, the government’s transformation process, which effectively started in 1994, not only resulted in a new democracy, a new governmental dispensation or a ‘new South Africa’, but it also spearheaded a significant, rapid and radical transformation of local government in South Africa, as well as a radical transformation of municipal planning. During the mid- to late 1990s, significant strides were made in South Africa by government, planning institutions and planners to develop a new more appropriate, integrated, developmental, democratic, strategic and sustainable development planning system – in line with the international planning principles and the emerging focus of the new democratic South African government. Currently, almost two decades later, the South African municipal planning system, in spite of various efforts and policy developments, is still struggling to adapt to, and implement the new principles and is not addressing the development goals in all parts of the country effectively. In order to set a basis for assessing the challenges of, and gaps in the current planning system, this article discusses the characteristics of the (new) transforming planning system and examines some of the most important efforts being made on policy level and in practice to promote the new principles. This article presents an interrogation of the gaps in the planning system in an attempt to present some propositions to address these shortcomings.

Gated communities in South Africa : tensions between the planning ideal and practice : research article

Abstract: Gated communities are considered by many South Africans as a necessity - a place to stay in a safer environment in the context of high crime rates. At the same time, these developments can also challenge planning and development goals towards greater integration and accessibility. This article considers the views of planning masters' students related to gated communities and the inherent tensions and presence of inconsistent attitudes prevailing within the students. This reflects the growing dichotomy between the planning ideal and practice in South Africa and raises a number of questions for planning education. With reference to the different roles of planning theory, the discussion explores different ways to read and interpret these tensions and attitudes and redirect planning education not only to reflect this, but also to effectively utilise it in an attempt to bridge the gap between normative visions and contextual realities. Geslote gemeenskappe in Suid-Afrika : spanning tussen die beplanning-ideaal en die praktyk Geslote gemeenskappe word deur baie Suid-Afrikaners as nodig bestempel - 'n woonplek in 'n veiliger omgewing gesien in die konteks van die hoe misdaadrekords. Terselfdertyd, kan hierdie ontwikkelings 'n uitdaging bied vir beplanning- en ontwikkelingsdoelwitte van groter integrasie en toegang. Hierdie artikel ondersoek die standpunte van meestersgraadbeplanningstudente oor geslote gemeenskappe en die inherente spanning en teenwoordigheid van niekonstante houdings algemeen onder studente. Dit reflekteer die toenemende tweeledigheid tussen die beplanningsideaal en die praktyk in Suid-Afrika en lig 'n aantal vrae vir beplanningsonderrig. Met verwysing na die verskillende rolle van beplanningsteorie, verwys die bespreking na verskeie maniere om die spanning en houdings te lees en te intrepreteer en rig beplanningsonderrig nie net om dit te reflekteer nie, maar ook om dit dit effektief te gebruik in 'n poging om die gaping tussen normatiewe beskouings en kontekstuele realiteite te oorbrug. Metse e koetsoeng hara Afrika Boroa : bothata mahareng a merero ea meralo le ho phethahatsa se reroeng Ma Afrika Boroa a mangata a bona metse e koetsoeng e le ntho e bohlokoa ebile e hlokahala ka ha e fana ka sebaka se sereletsehileng sa ho dula le ho phela hara boshodu bo bongata ka hara naha. Ka nako e le ngoe, tswelopele tsena di bontsha diphephetso tse etsang hore meralo le dintlha tsa tswelopele di se ke tsa fihla phihlelong tse phahameng. Atekele ena e bontsha dichebisano tsa baithuti ba mangolo a phahameng (Masters) a meralo. Dichebisano tsena ke tsa metse e koalletsoeng le hohlano tse tebileng le maikutlo a fapaneng ka taba ena mahareng a baithuti bana. Sena se bontsha ho hanyetsana hoo matla mahareng a merero ea meralo le phethahatso ea se reroeng ka hare ho naha ea Afrika Boroa, ebile e phahamisa dipotso ka thuto ea meralo. Ho ipapisitsoe le dikarolo tsa tsebo ea meralo, mosebetsi ona o sheba mekhoa e fapaneng ea ho bala le ho utloisisa dikhohlano le maikutlo ana, ebe mekhoa ena e kenyeletsoa dithutong tsa meralo, hore e se ka tsebahala fela, empa e be e sebeletse hore e mpe e leke ho koala phahla e mahareng a pono tse tloaelehileng le nnete e bonahalang.

Spatial development frameworks on a broader scale: an integrative approach

Abstract: Recent exposure to a number of spatial development frameworks on a broader (district and regional) scale in South Africa indicates that there is considerable confusion as to what should be the content of these plans. In addition, many fail to pay any attention to some of the most pressing developmental issues which are emerging. This article argues that regional planning in South Africa has always been based on, inter alia, four central pillars (environment, economic development, settlement and service provision), which need to be informed by insights drawn from a number of disciplinary perspectives. It identifies some of the main developmental challenges in each of these disciplinary areas which these plans should be addressing, provides some disciplinaryspecific insights into them, and then demonstrates an integrative approach to link these divergent issues.

Tracing a decade of drafting, reviewing and assessing integrated development plans in KwaZulu-Natal: Some key reflections

Abstract: The next decade of planning in South African municipalities under democracy has dawned. The previous decade was characterised by drafting, reviewing and assessing outcomes of Integrated Development Plans (IDPs). Through the Local Government Municipal Systems Act, 32 of 2000 and Sections 152/3 of the South African Constitution, 1996, local government is responsible for development processes and municipal planning. It requires from municipalities to formulate and review IDPs. Two “generations” of IDPs were drafted and reviewed from 2001 to 2011 by KwaZulu-Natal municipalities. The Department of Co-operative Governance and Traditional Affairs (COGTA) and its predecessors evaluated and measured legal compliance of drafting, approval and submission processes. Identification of factors critical to planning, observations and recommendations for IDPs are captured in this article. Direction, formulation and evaluation of third-generation IDPs for periods 2012/13 to 2016/17 municipal financial years is a focus of this article. The article also examines compliance, by focusing on quality and improvement of IDPs.

Spatial planning, infrastructure and implementation : implications for planning school curricula : research article

Abstract: Infrastructure plays key roles in shaping the spatial form of the city at a macro- and a more local scale, and it influences the sustainability, efficiency and inclusiveness of cities and local areas. Linking infrastructure and spatial planning is therefore critical. Wide-ranging sets of knowledge and skills are required to enable planners to make these links, from technical knowledge of different types of infrastructure delivery systems, institutions and finance, to normative dimensions, such as sustainability, inclusion, liveability, efficiency, and their spatial implications, to socio-political, governance and institutional dimensions, such as the politics of decision-making, community participation, and negotiation. A matrix of knowledge and skills is produced, and the way these fields of study have been taken up in the undergraduate/honours planning programme at the University of the Witwatersrand is explored. The teaching methodologies and approaches which might be used to address these issues are discussed. Ruimtelike beplanning, infrastruktuur en implementering : implikasies vir die beplanning van skool kurrikulums Infrastruktuur speel 'n belangrike rol in die vorming van die stad op 'n makro en meer plaaslike skaal, en dit beinvloed die volhoubaarheid, effektiwiteit en inklusiwiteit van stede en plaaslike areas. Dit is daarom krities om infrastruktuur en ruimtelike beplanning te koppel. 'n Wye verskeidenheid stelle van kennis en vaardighede word vereis om beplanners in staat te stel om hierdie koppeling, vanaf tegniese kennis oor verskillende tipes infrastruktuurleweringstelsels, instansies en finansies, tot normatiewe dimensies soos byvoorbeeld volhoubaarheid, inklusiwiteit, leefbaarheid, effektiwiteit en hul ruimtelike implikasies, tot sosiopolitieke, regerings- en institusionele dimensies, soos die politiek van besluitneming, gemeenskapsdeelname, en onderhandeling. 'n Matriks van kennis en vaardighede is geproduseer, en die manier waarop hierdie velde van studie in die voorgraadse/honneurs beplanningsprogramme aan die Universiteit van die Witwatersrand opgeneem is, word ontdek. Die onderrigmetodes en -benaderings wat gebruik mag word om hierdie sake aan te spreek, word bespreek. Moralo wa sebaka, wa marangrang a dipalangwang le mebila le phethahatso ya tsona : mathata a lenane lal dithuto (kharikhulamo) la moralo wa sekolo Marangrang dipalangwane le mebila e etsa mesebetsi ya bohlokwa ho bopa sebopeho sa sebaka sa motse wa ditoropo ka boholo le haholo ka tsa lehae., ebile a susumetsa ho boloka, bokgoni le ho kenyeletswa ha dibaka tsa metse ya ditoropo le tsa lehae. Ka mokgwa o jwalo, ho hokahanya marangrang a mebile le dipalangwang le moralo wa sebaka ke ntho e thata ruri. Ho hlokeha dihlopha tse batsi tsa tsebo le mahlale ho kgontsha baradi ho kgona ho etsa maqhaama ana, ho tswa tsebong e tshophodi ya mefuta e fapaneng ya mekgwa ya ho fana ka ditshebeletso ya marangrang, meaho le tsa ditjhelete maemong a phahameng jwaloka ho boloka, ho kenyeletsa, ho phela, le bokgoni) le mathata a tsona a sebaka, ho tsa kahisano le dipolotiki, ho busa le maemo a meaho, e kang dipolotiki tsa ho etsa diqeto, ho ikakgela ha setjhaba kapa baahi ka setotswana kgabong, le ho buisana. Sebopeho sa ditsela tsa tsebo le mahlale, le kamoo mafapha ana a boithuto a amohetsweng kateng lenanehong la moralo wa mane baithuti ba batjha ba qalang dithuto tsa yunivesithi kapa ba lengolo la honours mane Yunivesithing ya Witwatersrand o a ithutwa. Mekgwa ya ho ruta le dikatamelo eo e ka sebediswang ho sebetsa ditaba tsena e a buisanelwa.

Incorporating informality into urban and regional planning education curriculum in Nigeria : research article

Abstract: To achieve sustainable development in any society the educational system must be responsive to the dynamics of that society. This article discusses issues on the level of training on informality in African planning schools with emphasis on the Lagos, Nigeria situation. The article reviews the concept of informality, the challenges, the quantum of training in planning schools curricula on issues relating to the informal sector, legislative tools available to tackle the phenomena, among others. The article concludes that there is currently inadequate training and paucity of legislation to guide the integration of the informal sector into the urban system in the study area. In the light of these findings, the need for responsive planning education curriculum in Africa is imperative. There is the need to teach on issues concerning the sporadic emergence of the informal sector in the African urban landscape. This is one of the major consequences of 21st-century African urban growth. Unfortunately, African planning schools curricula are based on standards of developed countries; thus formal training on planning solutions for the informal sector are not well entrenched, nor adequate planning regulations provided to integrate the informal sector into land use. To achieve a sustainable city landscape this article recommends the need to introduce courses such as informality, community engagement, social mobilisation, participatory planning, among others, in planning curricular. This will go a long way in improving the skills of planners towards resolving the challenges posed by the sporadic phenomena of the informal sector in Nigerian cities. Insluiting van informaliteit in stads- en streekbeplanning onderrigkurrikulum in Nigerie Om volhoubare ontwikkeling in enige gemeenskap te bereik moet die onderrigsisteem reageer op die dinamika van die gemeenskap. Hierdie artikel bespreek probleme oor die vlak van onderrig op informaliteit in beplanningskole in Afrika met die klem op die situasie in Lagos, Nigerie. Die artikel ondersoek die konsep van informaliteit, die uitdagings, die omvang van opleiding in beplanningskolekurrikula oor onder andere probleme rakende die informele sektor asook beskikbare wetlike hulpmiddels om die uitdaging aan te pak. Ten slotte dui die artikel aan dat daar tans onvoldoende opleiding en gebrek aan wetgewing is om die integrasie van die informele sektor na die stedelike sisteem in die studiegebied te lei. Gesien in die lig van hierdie bevindinge is die behoefte aan responsiewe beplanningsonderrigkurrikula in Afrika noodsaaklik. Daar is 'n behoefte om onderrig te gee oor probleme rakende die sporadiese verskyning van die informele sektor in die Afrika stedelike landskap. Hierdie is een van die belangrikste gevolge van stedelike groei in Afrika van die 21ste eeu. Ongelukkig is beplanningskole in Afrika se kurrikula gebaseer op ontwikkelende lande se standaarde en dus is formele opleiding oor beplanningsoplossings in die informele sektor nie goed gevestig nie en is daar ook nie voldoende beplanningsregulasies verskaf om die informele sektor in grondgebruik te integreer nie. Om 'n volhoubare stadslandskap te behaal, beveel hierdie artikel aan dat die behoefte om kursusse soos informaliteit, gemeenskapbetrokkenheid, sosiale mobilisasie en deelnemende beplanning in beplanningskurrikula opgeneem moet word. Dit sal baie help om die vaardighede van beplanners in die oplossing van uitdadings wat deur die sporadiese verskynsels van die informele sektor in Nigeriese stede veroorsaak is, op te los. Ho kenyeletsa ho hloka botsitso ka hare ho kharikhulamo ya moralo wa thuto wa phallelo ya batho ho ya dibakeng tsa metse ya ditoropo esitana le mabatowa Ho fihlella le ho atleha ho boloka ntshetsopele setjhabeng sefe kapa sefe mokgwa wa thuto o tlamehile ho ba le dikarabo diphetohong tsa setjhaba seo. Pampiri ena e bua ka ditaba tse boemong ba thupelo ya ho hloka botsitso moralong wa dikolo ho la Afrika ho toboketswa haholo maemong a motse wa Lagos ho la Nigeria. Pampiri ena e tadima hape mohopolo wa ho hloka botsitso, diphepetso, boholo ba thupelo moralong wa dikolo wa kharikhulamo ditabeng tse amanang le lefapha la ho hloka botsitso, disebediswa tse teng ho tadimana le mathata a jwalo. Pampiri ena e qetella ka ho re ho na le thupelo e sa lekanang esitana le kgaello ya molao ho tataisa kopanyo ya lefapha le hlokang botsitso mokgweng wa phallelo ya batho metseng ya ditoropo lekaleng la boithuto. Tabeng ena ya diphihlello tsena ho hlokeha kharukhulamo ya moralo wa thuto e ka fanang ka karabelo ho tsona ke ntho ya bohlokwahadi. Ho a hlokeha ho ruta ka ditaba tse mabapi le ho ropoha mona le mane ha lefapha la tse hlokang botsitso mmapeng wa phallelo ya batho dibakeng tsa metse ya ditoropo ho la Afrika. Ntho ena ke mathata a maholo a kgolo ya dinaha tsa mongwahakgolo wa bo21dibakeng tsa metse ya ditoropo. Ka bomadimabe dikharikhulamo tsa moralo wa dikolo wa Afrika di theilwe hodima maemo a dinaha tse hlabolohileng kapa tse tswetseng pele, ke ka hona thupelo e hlophisitsweng le e tsitsitseng ditharollong tsa moralo mabapi le lefapha le hlokang botsitso, di sa hokahanngwa, kapa hona ho fana ka melao e lekaneng ya moralo ho kopanya lefapha le hlokang botsitso tshebedisong ya lefatshe kapa naha. Ho atleha ho boloka mmapa kapa sebopeho sa motse wa ditoropo pampiri ena e kgothaletswa tlhokeho ya ho fana ka dithuto tse kang ho hloka botsitso, tshebedisano lel baahi, tshebedisano le batho ka kahisano, moralo wa kenela hara tse ding kharikhulamong ya moralo. Ntho ena e tla thusa haholo ho ntlafatseng mahlale a baradi malebana le rarolla diphepetso tse thakgolwang ke mathata a itjalang mona le mane a lefapha le hlokang botsitso metseng ya ditoropo ya naha ya Nigeria.

Mainstreaming informality and access to land through collaborative design and teaching of aspects of a responsive planning curriculum at the Cape Peninsula University of Technology

Abstract: Access to urban land and resources and the pervasiveness of informality are perhaps the main cross-cutting features defining contemporary urbanism in the South, where the urbanisation of poverty is not only acute but where there is an increasing peripheralisation of the urban poor further from economic opportunities. A critical challenge is the emergence and persistence of informality and particularly the growth of informal settlements and the informal economy, and the nature of official responses to this growing phenomenon. Planning curricula and practices have been reactive, at best, to these challenges, and routinely tended to wish these realities away or treat them as temporary problems, at least in the short and medium term. The centrality of access to land is not necessarily the scarcity of land in itself, but what the land makes possible as the resource base, and therefore what benefits competing actors are able to derive from accessing well-located land in a city. Against the backdrop of the regional context of urban informality and the historical dynamics of colonial planning legacies, this article argues that the curricula of planning schools should focus on local substantive contexts, and case studies, as well as on developing deeper and more sustained collaborations with local actors in implementing locally responsive curricula. The choice of thematic issues is strategic: informality and access to land are two critical issues of substance while collaborative design and teaching is a process issue, undergirding the value basis for/of planning. The latter, collaborative curriculum design and teaching, refers to a more deliberative engagement with context, substance and actors in an African planning environment in curriculum development, design, implementation as well as sourcing and developing learning materials that speak to local contexts. Planning education is an important lever in shifting into this needed strategic ‘turn’ in planning practices that demand a more sophisticated toolkit comprising of a balance of strategic, technical and tactical assemblage of tools.