Incorporating informality into urban and regional planning education curriculum in Nigeria
| dc.contributor.author | Oduwaye, Leke | |
| dc.contributor.author | Olajide, Oluwafemi | |
| dc.date.accessioned | 2016-06-21T08:37:04Z | |
| dc.date.available | 2016-06-21T08:37:04Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | English: 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. | en_ZA |
| dc.description.abstract | Afrikaans: 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, Nigerië. 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. | af |
| dc.description.abstract | SeSotho: 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. | st |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Oduwaye, L., & Olajide, O. (2013). Incorporating informality into urban and regional planning education curriculum in Nigeria. Town and Regional Planning, 60, 31-37. | en_ZA |
| dc.identifier.issn | 1012-280X (print) | |
| dc.identifier.issn | 2415-0495 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/3145 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Department of Urban and Regional Planning, University of the Free State | en_ZA |
| dc.rights.holder | Department of Urban and Regional Planning, University of the Free State | en_ZA |
| dc.subject | Sustainable development | en_ZA |
| dc.subject | Education | en_ZA |
| dc.subject | Curriculum | en_ZA |
| dc.subject | Nigeria | en_ZA |
| dc.title | Incorporating informality into urban and regional planning education curriculum in Nigeria | en_ZA |
| dc.type | Article | en_ZA |