Memorandum for the
inquiry on Planning Skills by Mr Roy Rizvi
Dr Starkey,
The Commons communities and local government inquiry
I take this opportunity to offer comment thereby contributing to the call
for evidence regarding the subject matter above.
In terms of my background I came to spatial planning in December 1994 as
an enforcement officer. In 1995 due to my attitude and aptitude I was sponsored
by my employer to pursue a formal planning education and effectively became
an 'apprentice' learning on the job aspects and skills relevant
to spatial planning. As such over the next several years I progressed to
successful completion of my undergraduate qualification in 2001 and my
postgraduate qualifying degree in 2006, including promotion to Enforcement Planner
along the way.
As my dissertation thesis for the award of Master of Civic Design (MCD) from
the University of Liverpool in 2006 I chose as my topic to:
Identify factors that contribute to making effective use of planning
enforcement procedures and practice by local planning authorities through case
studies in West Yorkshire.
The primary aim of my study was to identify factors contributing to more
effective use of planning enforcement practice and procedures. My study was
empirical in approach and reported upon research conducted in the United
Kingdom, questionnaire surveys and semi-structured interviews with professional
planners.
My dissertation was submitted in September 2006, ahead of the DCLG published
recommendations arising from its review of enforcement. The main
findings/recommendations of my dissertation were consistent with DCLG
published recommendations.
Specific Comments
Although my dissertation was concerned with planning enforcement practice,
in the context of the issue relating to 'skills needed to deliver sustainable
communities' my research revealed that there was evidence to suggest
a shortfall in how universities approach the education of
planners in the "traditional disciplines" of development
management skills.
It was a finding of my research that planning schools continued to
concentrate on providing education geared toward policy matters as opposed
to any meaningful sustained training in development management skills and
techniques that would properly equip graduates with the proper
appreciation and ability to confidently apply national statements,
guidance and legislation relating to contemporary concerns e.g.
sustainability, energy efficiency. As such, in the light of the Egan report it
was a recommendation of my dissertation that 'Skills Labs' (similar
to those found in schools of Nursing) should be introduced in planning
schools to provide students of spatial planning with opportunities to
learn and develop development management skills while not in the workplace thus
via 'education through training' gaining proficiency and relevant
experience in order to facilitate government aspirations.
As far as can be ascertained the debate, thus far, is largely
silent on this specific issue.
Roy Rizvi
TechRTPI, Dip PS, MCD, MRTPI
