ACTION PLAN FOR THE ESTABLISHMENT OF URBAN DEVELOPMENT LEARNING CENTERS (UDLC)

Strengthening Urban Resilience for Growth with Equity (SURGE) Project

CONTRACT NO. AID-492-H-15-00001

SEPTEMBER 2016

This report is made possible by the support of the American people through the United States Agency for International Development (USAID). The contents of this report are the sole responsibility of the International City/County Management Association and do not necessarily reflect the views of USAID or the United States Government.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 1 Action Plan for the Establishment of UDLC, September 2016

ACTION PLAN FOR THE ESTABLISHMENT OF URBAN DEVELOPMENT LEARNING CENTERS (UDLC)

Strengthening Urban Resilience for Growth with Equity (SURGE) Project

CONTRACT NO. AID-492-H-15-00001

Program Title: USAID/SURGE Sponsoring USAID Office: USAID/ Contract Number: AID-492-H-15-00001 Contractor: International City/County Management Association (ICMA) Date of Publication: SEPTEMBER 2016

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page i Action Plan for the Establishment of UDLC, September 2016 Contents

Contents ...... ii I. Introduction ...... 1 Brief SURGE Project Overview and Context ...... 1 Background of the Study ...... 1 II. City- Partnerships: Concepts, Experiences, and Lessons ...... 4 III. A Framework for City-University Partnerships in CDI Cities ...... 17 IV. Urban Development-Related Courses in Philippine Higher Education: Strategic Priority Considerations for Learning Center Development ...... 22 V. The City-University Partnership Potential in CDI Cities ...... 30 A. ...... 30 1. The City of the ...... 30 2. The Universities of the City ...... 31 3. The Current State of City-University Engagement ...... 33 4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points ...... 34 5. The City-University Partnership Potential ...... 36 B. City ...... 38 1. The City of the Universities ...... 38 2. The Universities of the City ...... 38 3. The Current State of City-University Engagement ...... 41 4. Inventory of Urban Development-related Courses: Potential Partnership Entry Points ...... 43 5. The City-University Partnership Potential ...... 45 C. ...... 48 1. The City of the Universities ...... 48 2. The Universities of the City ...... 49 3. The Current State of City-University Engagement ...... 54 4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points ...... 54 5. The City-University Partnership Potential ...... 57 D. Puerto Princesa City ...... 60 1. The City of the Universities ...... 60 2. The Universities of the City ...... 61 3. The Current State of City-University Engagement ...... 62 4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points ...... 63 5. The City-University Partnership Potential ...... 65 E. City ...... 67 1. The City of the Universities ...... 67 2. The Universities of the City ...... 68 3. The Current State of City-University Engagement...... 70 4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points ...... 70 5. The City-University Partnership Potential ...... 72 F. ...... 74 1. The City of the Universities ...... 74

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page ii Action Plan for the Establishment of UDLC, September 2016 2. The Universities of the City ...... 75 3. The Current State of City-University Engagement...... 77 4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points ...... 79 5. The City-University Partnership Potential ...... 81 VI. The Proposed Urban Development Learning Center: A City-University Partnership for Urban Development in CDI Cities ...... 84 VII. Proposed Action Plan for the Establishment of the SURGE Urban Development Learning Centers (2016 -2020) ...... 91 References ...... 94

Annexes

Annex A. Program ...... 96 Annex B. Sample Base Invitation Letter for UDLC-HEI Consultation-Workshop ...... 97 Annex C. Assessment/Interview Schedule Tools ...... 98

List of Tables

Table 1. Barriers and enabler to city-university partnership ...... 12 Table 2. A Place-Partnership-People Development Guide for the University Belt Area ...... 14 Table 3. Operationalization of the Research-Teaching Integration System in the Five-Year Architecture Curriculum ...... 28 Table 4. Potential Application of the Research-Teaching Integration System for the Planning and Urban Design Courses in the Architecture Curriculum ...... 29 Table 5. Inventory of Courses offered by Leading HEIs in Batangas City and Potential Entry Points for UDLC Programs in Urban Development ...... 34 Table 6. UDLC Priority Considerations and Leading HEIs in Batangas City ...... 35 Table 7. BATANGAS CITY: Summary Profile for City-University Partnerships ...... 37 Table 8. Inventory of Courses offered by Leading HEIs in Cagayan de Oro City and Potential Entry Points for UDLC Programs in Urban Development ...... 44 Table 9. UDLC Priority Considerations and Leading HEIs in Cagayan de Oro City...... 45 Table 10. CAGAYAN DE ORO CITY: Summary Profile for City-University Partnerships ...... 47 Table 11. Inventory of Courses offered by Leading HEIs in Iloilo City and Potential Entry Points for UDLC Programs in Urban Development ...... 56 Table 12. UDLC Priority Considerations and Leading HEIs in Iloilo City ...... 57 Table 13. ILOILO CITY: Summary Profile for City-University Partnerships ...... 59 Table 14. Inventory of Courses offered by Leading HEIs in Puerto Princesa City and Potential Entry Points for UDLC Programs in Urban Development ...... 64 Table 15. UDLC Priority Considerations and Leading HEIs in Puerto Princesa City ...... 65 Table 16. PUERTO PRINCESA CITY: Summary Profile for City-University Partnerships ...... 66 Table 17. Inventory of Courses offered by Leading HEIs in Tagbilaran City and Potential Entry Points for UDLC Programs in Urban Development ...... 71 Table 18. UDLC Priority Considerations and Leading HEIs in Tagbilaran City ...... 72 Table 19. TAGBILARAN CITY: Summary Profile for City-University Partnerships ...... 73 Table 20. Inventory of Courses offered by Leading HEIs in Zamboanga City and Potential Entry Points for UDLC Programs in Urban Development ...... 80 Table 21. UDLC Priority Considerations and Leading HEIs in Zamboanga City ...... 81 Table 22. ZAMBOANGA CITY: Summary Profile for City-University Partnerships ...... 82

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page iii Action Plan for the Establishment of UDLC, September 2016 Table 22. Comparative Matrix between the US Metro Lab Network and UDLC-CTBuild Initiatives ...... 86 Table 23. Comparative Matrix of City-University Partnership Institutional Form Options ...... 88 Table 24. Preliminary Selection of UDLC Lead Core and Collaborating Groups ...... 90 Table 25. Proposed Action Plan Matrix for the Setting up of Urban Development Learning Centers ...... 93

List of Figures

Figure 1. SURGE Results Framework ...... Error! Bookmark not defined. Figure 2. EUniverCities UrbAct Network Study Results on City-University Partnership...... 11 Figure 3. Mechanisms for Universities to Participate in Smart, Sustainable, and Inclusive Growth ...... 11 Figure 4. Planned Collaborative Project among the Manila U-Belt Higher Education Institutions, 2006 ...... 15 Figure 5. The Proposed Urban Development Learning Center Framework ...... 20 Figure 6. Ideal City-University Partnership Knowledge Development Cycle ...... 21 Figure 7. Lead and Coordinating Professionals in the Built Environment ...... 24 Figure 8. General Diagram of Research-Teaching Integration (RESTI) Approach ...... 26 Figure 9. The Research-Teaching Integration (RESTI) Approach as applied to the CHED Architecture Curriculum ...... 27 Figure 10. Array of Institutional Form Options for UDLC ...... 87

Acronyms

AACCUP Accrediting Agency of Chartered Colleges and Universities in the Philippines ASEAN Association of Southeast Asian Nations ADZU Ateneo de Zamboanga University ADZU-CLG Ateneo de Zamboanga Center for Local Governance AY Academic Year BISU Island State University BSU Batangas State University CCA-DRR Climate Change Adaptation – Disaster Risk Reduction CBD Central Business District CBO Community-Based Organization CDC City Development Council CDI Cities Development Initiative CHED Commission on Higher Education CLUP Comprehensive Land Use Plan COC COD Center of Development (CHED) COE Center of Excellence (CHED) CPDO City Planning and Development Office CPE Continuing Professional Education CPU Central Philippine University CRD Climate-Resilient Development CU Capitol University DHUD Department of Housing and Urban Development (US) DOST Department of Science and Technology DRRM Disaster Risk Reduction Management DURP Diploma in Urban and Regional Planning (UPSURP) EU-URBACT European Programme for Sustainable Urban Development FEU , Manila GIS Geographic Information System

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page iv Action Plan for the Establishment of UDLC, September 2016 HEI Higher Education Institution HLURB Housing and Land Use Regulatory Board HNU HTU Holy Trinity University ICT Information and Communication Technology ISAT-U Iloilo Science and Technology University LCU Liceo de Cagayan University LGC Local Government Code (RA 7160) LUP-B Lyceum of the Philippines University – Batangas City MAURP Master of Arts in Urban and Regional Planning (SURP) MUST University of Science and Technology OUP Office of University Partnership (DHUD, US) PAASCU Philippine Accrediting Association of Schools, Colleges and Universities PHEIs Private Higher Education Institutions PICE Philippine Institute of Civil Engineers PIEP Philippine Institute of Environmental Planners PIEP-NM Philippine Institute of Environmental Planners, Northern Mindanao Chapter PRC Professional Regulation Commission PSU Palawan State University RESTI Research-Teaching Integration RD&D Research, Development, and Deployment STRIDE Science, Technology, Research, and Innovation for Development Project SUCs State Universities and Colleges SURP School of Urban and Regional Planning (UP) SY School Year UAP United Architects of the Philippines UBat University of Batangas UB University of Bohol UDLC Urban Development Learning Center UPVCM University of the Philippines Visayas College of Management USA University of San Agustin UZ Universidad de Zamboanga WMSU Western Mindanao State University WPU Western Philippines University WVSU West Visayas State University XU-ADC Xavier University-Ateneo de Cagayan XU-GLI Xavier University Governance and Leadership Institute ZSCMST Zamboanga State College of Maritime Science and Technology

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page v Action Plan for the Establishment of UDLC, September 2016 I. Introduction

Brief SURGE Project Overview and Context

The Strengthening Urban Resiliency for Growth with Equity (SURGE) Project is an award of the Philippines Mission of the U.S. Agency for International Development (USAID) to the International City/County Management Association (ICMA). The period of performance is five years, from July 27, 2015 to July 26, 2020. The SURGE Project is an activity in support of USAID/Philippines’ Cities Development Initiative (CDI). The CDI project is a crucial component of the broader Partnership for Growth (PFG), a White House-initiated “whole government” partnership between the U.S. Government (USG) and the Government of the Philippines (GPH) whose aim is to shift the Philippines to a sustained and more inclusive growth trajectory at par with other high‐ performing emerging economies. The CDI adopts a “whole‐of‐Mission” approach that engages a strategic array of USAID activities with the primary goal of promoting broad‐based and inclusive growth outside through second-tier cities that can serve as engines of economic growth.

The SURGE Project’s first component seeks to address the root causes of these issues by tackling four objectives: (1) Strengthen local capacity in urban development, taking into account disaster risk reduction and preparedness; (2) Improve climate-resilient land-use planning and development following international best practices; (3) Improve local climate-resilient infrastructure planning, financing, and implementation, and; (4) Increase access to sustainable water supply and sanitation services.

To sustain the capacity-building initiatives that will be undertaken by the SURGE Project, one of the goals of the Project’s Component 1 is to set up Urban Development Learning Centers (UDLCs), particularly in the Visayas and Mindanao, as well as further strengthen existing learning networks. It has been observed that the University of the Philippines (UP) School of Urban and Regional Planning (SURP) in Diliman, successfully manages to make an impact on urban development planning in Metro Manila and throughout . The UDLCs are envisioned to make the same impact outside Luzon by being repositories and clearinghouses of urban development best practices (both locally and globally) that can be easily accessed by the development and planning practitioners of the local government units (LGUs) in the southern island-regions.

The Centers can eventually evolve as hubs for continuing professional education and case study research on effective urban development. They will be institutionally linked with a consortium of leading local universities and colleges in CDI Cities that offer courses in urban development studies and related fields, such as economics, planning, architecture, and engineering.

An initial input to the development of UDLCs is the “Report on the State of the Urban Development Course Offerings in Leading Higher Education Institutions (HEIs) in CDI Cities.” The data presented in the report will serve as baseline, or entry points, for the development of needed urban development modules and courses essential to the sustainable and climate-resilient growth of CDI Cities. The report is included in this broader “Prospects and Opportunities in City-University Partnerships in CDI Cities,” which culminates with the “Proposed Action Plan for the Establishment of Urban Development Learning Centers (UDLCs).”

Background of the Study

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 1 Action Plan for the Establishment of UDLC, September 2016

As cited in the approved work plan of the SURGE Project, past USAID projects have demonstrated that strengthening city-academe partnerships is important in developing innovative solutions toward efficient city-level services. Since urban development is a relatively new field, the Project will assess the current offerings of academic institutions as well as research centers related to urban development courses / trainings / topics. The Project will also assess the potential of these academic institutions to become knowledge centers. The Project will partner with some local institutions to develop an urban development curriculum that will include not only the theoretical development in the field but also studies that are attuned to local institutions in the Philippines.

The Project will also consider an array of options that can be deliberated on by participating HEIs in the Visayas and Mindanao. This includes their modes of collaboration, commitment, activities, learning agenda/approach, and funding support. All of this will be incorporated into an action plan that will define the next steps needed to set up UDLCs in the Visayas and Mindanao.

The results of the study are embedded in this report, which articulates the following aims:

a. Develop a City-University Partnership Framework based on international best practices and institutional models that can be applied to the envisioned UDLCs;

b. Review and assess the curricular offerings of leading HEIs in the SURGE Cities in Luzon, Visayas, and Mindanao based on the above framework and identify possible entry points for urban planning and development studies;

c. Propose institutional options that can be deliberated on by participating HEIs – an array of options each for the Visayas and Mindanao – including their modes of collaboration, commitment, activities, learning agenda/approach, and funding support;

d. Convene, together with the Technical Team of the Project’s Component 1, a series of workshops and consultation visits for data-gathering, validation, focus group discussions (FGDs), and deliberation of proposals and issues with concerned HEIs, the Commission on Higher Education (CHED), and the USAID Science, Technology, Research, and Innovation for Development Project (STRIDE) Project;

e. Assist CDI Cities in developing a system for the continuing professional education of their technical personnel in urban development with partner HEIs and professional organizations in the locality;

f. Link the results of the technical key skills assessment of concerned city agencies dealing with the environment, planning, and implementation – such as the City Planning and Development Office (CPDO), the City Disaster Risk Reduction and Management Office (CDRRMO), the City Engineers’ Office, and the City Environment and Natural Resources Office (CENRO) – including their GIS capability;

g. Make a general assessment of the capability-building and training needs of the technical personnel of CDI Cities, including their possible professionalization as required by applicable laws, and;

h. Support the Component Lead, the Housing and Land Use Regulatory Board (HLURB), and related national agencies in the development of training modules customized to the need of each SURGE City.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 2 Action Plan for the Establishment of UDLC, September 2016

The study applied various methodologies in assessing the potential of HEIs in partnering with the CDI Cities to establish and sustain UDLCs. These include the following:

 Survey on Best Practices in City-University Partnerships. A paper and Internet-based survey from secondary sources was undertaken on city-university partnerships and their institutional development in Western, Asian, and Philippine settings. The results of the survey serve as base inputs in the development of a City-University Partnership Framework for the establishment of the UDLC, including the institutional options.

 Assessment on the Current Level of City-University Engagement in CDI Cities. An assessment tool was developed to gauge the level of engagement of the city with its HEIs, focusing on the following concerns: the perceived institutional purpose; the channels of engagement; funding sources; operating principles; industrial development focus, and; systems linkages and collaborative capacity and skills. From these inputs, the HEIs were assessed if their engagements with the cities are transactional, interventionist, or transformational. To validate the initial assessment findings, key informant interviews and/or panel consultations were conducted with officials of the HEIs in selected offices dealing with the academic as well as research and extension functions, such as the heads of academic units concerned with urban development and the Director for Research and Extension or its equivalent.

 Inventory of Urban Development-Related Courses. A comprehensive survey on the course offerings of HEIs was pursued, highlighting those departments dealing with economic growth, environmental conservation, and urban development – including related ICT courses. The survey singled out environment-related professional courses in planning, real estate, architecture, engineering, and forestry. These professional courses can be linked to the competency requirements needed in the offices of the city government and can serve as entry points in the capacity-building initiatives of the SURGE Project.

 Assessment of the Engagement of Professional Organizations in City Development. Pertinent professional organizations, such as the Philippine Institute of Environmental Planners (PIEP), United Architects of the Philippines (UAP), and the Philippine Institute of Civil Engineers (PICE), play key roles in the capability building of built-environment professionals through review/refresher courses for board exams, Continuing Professional Education (CPE), and other knowledge and best practice exchange. Their engagement with the proposed UDLCs can further the realization of their goals. Key informant interviews with the local chapter officers of these professional organizations have been conducted in tandem with those of the HEIs.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 3 Action Plan for the Establishment of UDLC, September 2016 II. City-University Partnerships: Concepts, Experiences, and Lessons

Urbanization refers to a process in which an increasing proportion of an entire population lives in cities and the suburbs of cities. It is seen as one of the most powerful phenomena influencing global sustainability prospects today. The convergence of economic development, population growth, and urban expansion offers both great challenges and potentials for sustaining a city. These urbanization challenges and potentials are felt with pressing urgency in the cities of the developing world, such as the CDI Cities. A significant part of the central business districts (CBDs) of these cities have become compact urban areas that have a high concentration of people with the concomitant problems of obsolescence, congestion, pollution, criminality, escalating housing costs, and social and economic polarization.

Universities are catalysts for economic development. Over the past decade, these institutions have become more directly involved in the economic and social stability of the neighborhoods and communities in which they are located. Some of them have no choice: Because they cannot move to a better location, they have a real stake in making the best of where they are.

Urban universities have been faced with a unique set of issues stemming from the urban crises of the 1960s as experienced in the United States, and the resulting deterioration of their surrounding neighborhoods. Since that time, these universities have often found it necessary to become involved in neighborhood development work in order to attract and house faculty, students, and staff. These efforts have been frequently opposed by residents in these areas who are not affiliated with the universities and who understandably fear displacement and changes in neighborhood amenities and costs. Consequently, many universities have learned difficult lessons about undertaking neighborhood development work without regard for the desires and needs of non-university affiliates. More recently, universities have realized that it may be in their best interests to engage in research and development work with the cooperation and support of other community members (Marwell et al, 2003).

Richard Rosan, president of the Urban Land Institute, wrote in 2002 that “few institutions have more to offer in propelling economic development on both a national and local basis than colleges and universities. They are the creators and disseminators of knowledge and understanding that can help address urban challenges. As leading institutions in their communities, they are powerful economic drivers, technology centers, employers, developers, and investors.”

In the US, it was observed that the traditional insularity of universities is being superseded by the solidarity of school and community. Urban universities are putting their money and human capital to work in collaboration and cooperation with the local government, as well as with the non-profit and private sector. They are targeting a wide range of issues, including local economic development projects, affordable housing, public health services, and environmental protection.

This involvement represents a major shift in the thinking and commitment of the academe and the communities around them. In earlier decades, just as people abandoned cities to flee to the suburbs, and manufacturers closed or moved, many universities abandoned cities by building both physical and psychological barriers around themselves. Some became so big that they turned into self-contained, self-enclosed communities, with no relation to the surrounding neighborhoods and no motivation to be involved in urban research and community improvement. This phenomenon may also be observed in the urban development of CDI Cities.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 4 Action Plan for the Establishment of UDLC, September 2016 The changes, as mentioned by Marwell et al (2003), can be attributed to the following:

 The Shift to a Knowledge-Based Economy. Following World War II, the US economy started evolving from one powered by brawn to one powered by brain. This was due, in part, to research conducted by such major universities as Stanford and the Massachusetts Institute of Technology (MIT). During the 1990s, however, the evolution of the knowledge- based economy became a revolution. As a result, the role of universities started expanding. In many cities now, universities are among the largest employers. This is true not just in traditional university towns but also in large urban areas like Philadelphia, where the University of Pennsylvania is the largest single employer in the city.

 Institutional and Economic Survival. Universities are increasingly involved in urban revitalization to protect their campuses and create a favorable environment. As noted earlier, universities cannot pack their bags and move if the neighborhoods surrounding them become uninviting, blighted, and dangerous. Higher education is competitive, like any other field: students want to live and go to school in a fun, exciting neighborhood, and their parents want them to live and learn in a safe environment. Clearly, it is in the institutions’ best interests to promote and participate in community revitalization and urban development.

 Civic Engagement. A third reason is an increasing emphasis on the university’s role as a major civic participant, and on the responsibility of the university faculty and staff to be engaged in community and urban issues that affect the university either directly or indirectly. Greater involvement in housing and community/urban development is one manifestation of this civic engagement. In addition, universities are expanding their teaching and research focus to include social outreach to youth and families, kindergarten through high school education, information technology and public policy. In this context, Henton et al (1997), a partner proponent in the development of Silicon Valley, coined the term “civic entrepreneurs” -- entities, foremost of which are universities, that help various interests come together to deal constructively with forces of change. Civic entrepreneurship is marked by mediating people and organizations that facilitate the establishment of “economic communities,” i.e., places with strong, responsive relationships between the economy and the community. These provide companies and communities with sustained advantage and resiliency. They contend that these are the appropriate structures in the evolving globalization of the world system.

In sum, the social component of city-university partnerships – dubbed in stereotypical image-rich language as “town-gown” collaborations – have become more important as universities have grown more willing to take an active part in the life of their cities, instead of being mere passive locators in the cities.

The Concept of City-University Partnerships

There is a growing consensus that collaborative partnerships among the city’s stakeholders are the key to the continued vitality, livability, and sustainability of cities. Two key players in this partnership are local authorities in close coordination with urban communities and city-based or urban universities. These urban partnerships can be dynamic laboratories where the academic and technical expertise of the universities and the practical and actual experience of local authorities and communities can converge and synergize to build a mutually beneficial connection, communication, cooperation, and collaboration that promote the city’s welfare.

While the universities are given the opportunity to put into practice their ideas and concepts on urban development, the local authorities and urban communities are introduced to innovative

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 5 Action Plan for the Establishment of UDLC, September 2016 processes and methodologies that can enlighten and empower them. Such town-gown modalities can implicate a mutually reinforcing partnership between institutions that primarily think and institutions that are mandated to act or implement programs and projects for the public good.

Dr. David Cox of the University of Memphis, citing the study of Chaskin and Brown (1996), enumerated three factors that can influence urban community/neighborhood change: individual behaviors, broad socio-economic structural changes, and changes in the networks within which people function.

He further noted that there are six dimensions of a city that facilitate change:

 Human capital: by improving the assets of individuals within a neighborhood or city, such as a skill or knowledge through social services, education, training, and leadership development;

 Social capital: through improved interpersonal networks, trust, coordination, and cooperation for mutual benefit;

 Physical infrastructure: through improved housing, transportation, and recreational and open spaces;

 Economic infrastructure: in the form of how goods and services are distributed and how capital flows within the community and the larger environment. Activities may include improved job opportunities and capitalization of private and commercial institutions.

 Institutional infrastructure: by improving the scope, depth, leadership, and interrelationships of the community’s institutions, including public services, non-profits, and private-sector institutions, and;

 Political strength: by increasing the ability to exert a legitimate and effective voice within and outside the community or city.

The city agencies, led by the CPDO, and the universities are vital institutions that can harness and greatly influence the above-mentioned dimensions. These six dimensions provide a framework for organizing city-university partnerships in local development and improvement activities.

According to Marwell et al (2003), relationships that ensue between universities and cities/ communities tend to follow certain distinct configurations. From a review of approaches to city- university partnerships, nine distinct models emerge, namely:

 Faculty-Directed Research: The most common partnership is one formed between a community-based organization (CBO) and an individual faculty member for research purposes. Usually initiated by the faculty member, this approach is implemented according to the faculty member’s personal interests and expertise. A variation on this model is its use in participatory or collaborative research; here, the faculty member can serve either as the project initiator or as a collaborator. The faculty-directed research model often transforms into or originates as a service-learning or formalized university center model, or even as a service (volunteer) relationship. A key research approach being developed in this mode is research–teaching integration, wherein a research agenda is embedded in the course work of students (Oaña, 2002). This will be explored by some universities in the CDI Cities.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 6 Action Plan for the Establishment of UDLC, September 2016  Service-Learning: Another common type is the service-learning model. This is a form of experiential learning in which students apply their classroom learning in a community setting outside the university. A wide range of activities is incorporated in this model, from internships to consulting to other classroom projects. This model is usually limited to a one-semester commitment, although many faculty members maintain relationships with the same CBOs on a regular basis. This allows them to provide services through students over a multiple-year timeline. The success of these partnerships is highly dependent on individual students’ expertise and motivations, and their professors’ supervision. Students are directly supervised by their professors and turn in their work product to their professors.

 University-based Consultancy: This model relies on the use of academic expertise to help the community develop theoretical understanding about some issue of interest. This approach is often initiated by an individual or organization from the community seeking information about a specific problem. Assistance takes the form of a time-limited, project- based contract between the university expert and the community actor. Methodologies can include technical research and analysis, data collection and analysis, action research, conflict resolution, and needs assessments.

 Formalized University Center: This model is usually the outgrowth of individual long- term partnerships that have developed a specific expertise and relationship between the university and the community. The relationship is “formalized” by the long-term use of a particular service from the university by the community. A center extends the university- community relationship beyond the time-limited efforts of previous models, via a formalized entity with formal operating procedures and a mixture of staff, student, and faculty participation. Centers frequently generate their own financial support through grants from private and university sources, and may even incorporate as independent nonprofit organizations.

 Continuing Education / Management Training: Many universities and colleges offer continuing education services, such as management training or seminars for individuals working in the nonprofit sector or for specific nonprofit organizations. This model involves the extension of specialized university knowledge for nonprofit organization staff development, and the cultivation of staff and organizational expertise. This training is usually carried out in a classroom setting and can lead to certificates or degrees. This model is institutionalized within the university, and can generate financial returns for the university. The engagement of professional organizations dealing with urban development can be harnessed through this model.

 Service: Linking Community Needs with Volunteers: Many universities have offices, student groups, or clubs whose sole purpose is to link people associated with the university to volunteer opportunities in the surrounding community. In addition, faculty members and administrators often serve as board members for local community organizations. While volunteer contact is largely on an individual-interest basis, these associations are a way for community groups to keep in contact with and be apprised of potential resources within the university. The initial volunteer contact can easily become part of a larger, more comprehensive partnership.

 University Corporate Citizen: In addition to the role they play in education, most universities also have a corporate citizen role: they are powerful economic and social players in their communities, and have an interest in promoting good relationships with other local actors. “Good corporate citizen” efforts are often led by a university’s

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 7 Action Plan for the Establishment of UDLC, September 2016 community relations or public affairs office. They usually are the result of a university’s interest in local community and economic development for the purposes of attracting students and faculty, and making a social contribution to its city and the local workforce.

 Government / Philanthropy: Government and foundation roles in the encouragement of university-community partnerships also constitute a model of partnership. The overriding interests of foundations and government are to foster, encourage, and develop specific areas of research and practice. The agenda for this type of city-university partnership is set or greatly influenced by the foundation and/or government body, rather than by the university or individual researchers. This model carries the extra benefit of funding allocated specifically for the preferred approach to these partnerships.

 Intermediary Support: The last model identified, that of intermediary support, exists when a third party steps in to facilitate the transmission of expertise or need between universities and cities/communities. These intermediary organizations may develop their own expertise to bring to nonprofits, or they may link community interests and university expertise through various funding sources and coordination services. The expertise provided is usually management-focused. They include technical training, consultancy, data production, new venture “incubation,” or clearinghouse services. The proposed UDLC can fit into this model.

Any city-university partnership may begin with one of these models, and then develop into another model. This type of transition would depend on factors such as general interest, capacity, outcomes, longevity of the relationship, and other extant relationships, since each model requires different responsibilities and responsiveness from each partner. These models offer a roadmap to begin to understand the breadth of the approaches to city/community-university partnerships.

University Initiatives in the City: The American Experience

The direct involvement of universities in urban development, such as neighborhood and community revitalization programs, while perhaps not new, has taken on a new meaning. Due to the tight financial resources of public agencies, communities are approaching universities more directly so that they will contribute their own resources and expertise to revitalization efforts. Ventures with civic groups, businesses, and governments result in stronger neighborhoods, enhanced economic development, and an improved quality of life. They are now prevalent in the United States as exemplified below:

 Clark University in Worcester, Massachusetts – About 17 years ago, the University Park Partnership was formed with community groups and business organizations to revitalize Clark neighborhoods. The university refurbished dilapidated and abandoned homes, resold them to area residents, and subsidized mortgages for buyers. The university also opened a secondary public school that serves as a development program for teacher education.

 Duke University, Durham, North Carolina – Since 1996, the Duke-Durham Neighborhood Partnership Initiative has worked to improve 12 nearby neighborhoods. The university invested more than USD2 M in an affordable housing loan fund to promote homeownership, and is involved in housing rehabilitation and new home construction.

 Marquette University, Milwaukee, Wisconsin – During the 1990s, Marquette invested more than USD50 M in its Campus Circle revitalization, building, or rehabilitation of 350 housing units. As a result, the crime rate dropped in half; moreover, a dozen businesses opened in the neighborhood.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 8 Action Plan for the Establishment of UDLC, September 2016  Trinity College in Hartford, Connecticut – Since 1996, Trinity has invested more than USD7 M of its endowment to develop a neighborhood revitalization initiative targeted on a 15-square-block area surrounding the college. The centerpiece is The Learning Corridor, a 16-acre educational complex that will house an elementary school, middle school, and high school educational center. Trinity’s investment has leveraged tens of millions of dollars with support from government at all levels, corporations, foundations, and alumni.

 Union College in Schenectady, N.Y. – In 1998, the Union-Schenectady Initiative kicked off, a USD10 M plan to revitalize the neighborhood bordering the campus and foster homeownership. The college’s contributions include providing USD1 M per year in scholarships for children of qualified home-buyers; renovating dozens of properties in the area; running mortgage programs for college staff and community residents, and; developing neighborhood security programs and infrastructure improvement programs.

 Yale University, New Haven, Conn. – Yale has been part of the New Haven Initiative, a partnership to promote homeownership and economic development opportunities as well as improve public schools and revitalize the downtown area. The university offers both an incentive program for employees to purchase homes in New Haven neighborhoods and a series of academic programs for New Haven high schools. In addition, Yale has invested more than USD20 M in the downtown area to support retail and spur residency in the city center.

 Harvard University, Cambridge, Mass. – Harvard’s 20/20/2000 fund provides USD20 M in low-interest loans to non-profit groups that build affordable housing. Harvard has also pledged USD1 M in grants to nonprofit groups that help find solutions to the area’s shortage of affordable housing.

 University of Pennsylvania – In 1992, Penn developed the Center for Community Partnerships to revitalize West Philadelphia neighborhoods. The university has been involved in a broad-based effort to stimulate neighborhood revival through the development of several new businesses, including a hotel, retail complex, and cinema, giving special emphasis to minority-owned and female-owned enterprises. The university is also reaching out to local residents for employment opportunities, and is extending its purchasing to benefit businesses throughout Philadelphia. It has established a housing program and is involved in public school development for the neighborhood.

The common goal of all these efforts is an improved quality of life for the residents of the university and community: what benefits one benefits the other. In today’s environment of shrinking city budgets, shifting national priorities and uncertainty in global concerns, innovative partnerships such as these are a key way—and sometimes the only way—to address the pressing needs of urban areas.

Realizing the value and potential of city-university partnerships, the US Government, through its Department of Housing and Urban Development (DHUD), established the Office of University Partnerships (OUP) in 1994. This is to further encourage and expand the growing number of partnerships between colleges and universities and their communities. The OUP recognizes the crucial role these collaborations and partnerships play in addressing local problems and revitalizing communities. Additionally, colleges and universities are making future generations aware of these issues by integrating partnership activities into their academic studies and student activities.

The OUP strives to support and increase these city-university collaborative efforts through grants, interactive conferences, and research that help achieve the OUP’s three primary goals:

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 9 Action Plan for the Establishment of UDLC, September 2016  Provide funding opportunities to colleges and universities to implement community activities, revitalize neighborhoods, address economic development and housing issues, and encourage partnerships;

 Create a dialogue between colleges and universities and communities to gain knowledge and support of partnership activities and opportunities as well as connect them to other potential partners and resources, and;

 Assist in producing the next generation of urban scholars and professionals who are focused on housing and community development issues.

Currently, the US trend in city-university partnerships is facilitated through the Metro Lab Network. The MetroLab Network is anchored on relationships in which the university serves as the research and development arm, and the city serves as the test-bed for technologies and policies. Faculty members and students gain access to real-world city laboratories to develop and test tools and programs that utilize information technology, in particular, data analytics and sensing, among others. The program was launched in September 2015 with 21 founding city-university pairings as part of the Obama Administration’s Smart Cities Initiative, with 13 new ones added recently.

City-University Collaborations: The European Experience

The growing interest for city-university partnerships in Europe comes from both sides of the partnership. Universities are increasingly competing with each other, and are becoming aware that an attractive urban environment (in the broadest sense) helps them to lure the best students and researchers. They increasingly develop relations with their environment, including within the city in which they are located. City governments, for their part, have come to realize that “their” universities are engines of the urban knowledge economy as sources of talent, economic development, innovations, and social and cultural dynamism (van Winden, 2010).

With the above premise, the EUniverCities UrbAct-Network was established. It unites ten medium-sized European cities that seek to improve the city-university nexus. By applying to the EU UrbAct program on sustainable urban development, they want to learn from each other’s experiences and practices, and move forward as successful and inclusive knowledge cities.

The European experience of city-university partnerships was documented in a study published in 2013. The study enumerated and discussed challenges, dilemmas, and barriers that cities and universities face in their partnerships. Five intertwining domains of city-university partnerships were introduced covering the following: (1) local/regional economy;’ (2) science and society; (3) students and city life; (4) internationalization, and; (5) attractiveness and marketing. In each domain, the university and city may have a shared or common interest, and there is scope for active collaboration between the city and the university as seen in Figure 2 below.

The study also identified the different levels of engagement that the university can undertake with the city. It makes a distinction between transactional and transformational interventions. Transactional activities are related to a single domain and can be easily realized in a short-term period; less stakeholders are involved, and their impact is limited. Transformational activities are broader and have a more profound impact. The study encourages the universities to shift from transactional to transformational engagements with their cities, with greater emphasis on longer- term programmatic approaches rather than one-off short-term projects. University activities were clustered into three types of general activities akin to the traditional teaching-research-extension functions: teaching and learning; research and innovation, and; social mission and engagement.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 10 Action Plan for the Establishment of UDLC, September 2016 Figure 2. EUniverCities UrbAct Network Study Results on City-University Partnership

Note: The numbers that appear under the city headings in the leftmost column refer to the city’s population and number of universities Source: Winden, 2013

Figure 3. Mechanisms for Universities to Participate in Smart, Sustainable, and Inclusive Growth

Source: Winden, 2013

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 11 Action Plan for the Establishment of UDLC, September 2016

An important concern raised in the study is the identification of the barriers on sustainability. The partnership can be sustained if these barriers are addressed: (1) disconnected institutional purposes; (2) lack of bridging and facilitating mechanisms for engagement; (3) meager and fragmented funding sources; (4) introverted operating principles; (5) academic-local economy mismatch; (6) national-local policy conflict, and; (7) interest level/skills-absorptive capacity dissociation. These are detailed in the table below:

Table 1. Barriers and enabler to city-university partnership

Can be an internal barrier when Can be an external barrier when

Research and knowledge development The region or city does not see Perceived activities are disconnected from regional or universities as relevant or central to its Institutional city development objectives and are driven development strategies; senior Purposes by the pursuit of peer reviewed academic managers in the public and private outputs sectors do not see the universities as an asset. Universities lack the mechanisms to Lack of effective “bridging” institutions Channels of effectively engage with the “outside world” or between academia and the private Engagement activities are hived off into special purpose sector to ‘reach in’ to the university vehicles and not seen as “core” activity.

Universities focus research in areas where Lack of capital for firms to invest in Funding research grants are easier to win rather than R&D activities; short term funding Sources regional/city priorities; structural funding cycles limit the ability to invest in programs are seen as high risk due to ‘translational’ organizations to help regulations and intervention rates convert research into a foundation for industrial specialism. Academics see themselves as ‘critical Public and private sectors are Operating observers’ rather than actors in the process alienated by academic language and Principles of regional/city development; focus is on work patterns; there is suspicion of the achieving peer accolades rather than motivations of universities and whether solutions to ‘real world’ problems. they are ‘in’ the region/city but not ‘of’ the region/city. Academic teaching and research profile of The local economy is built around Industrial the universities in the region/city does not declining industries and populated by Composition mirror the industrial ambitions of the small companies with little sectoral region/city critical mass

Universities are part of national higher There is a conflict between national Link education system so have little incentive or innovation and competitiveness and between scope to respond to regional/city need territorial development policies; Lack of Systems regional/city voice or autonomy in decision making; lack of regional/city leadership and/or consensus on the challenges University staff have no time or There is limited absorptive capacity Collaboration encouragement to engage with regional/city within local businesses; there is a lack Capacity and programs; Lack of ‘boundary spanning’ skills of mechanisms to aggregate demand; Skills in the university; lack of leadership to drive Private sector senior managers don’t change give consideration to their role with the region/city; lack of boundary spanners in the public and private sectors; lack of consensus on what issues are and how to overcome them.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 12 Action Plan for the Establishment of UDLC, September 2016

City-University Partnerships: The ASEAN Potential and Philippine Experience

The Philippines is an active member of the ASEAN University Network (AUN), originally represented in the Philippines by its three leading universities: The University of the Philippines, , and Ateneo de Manila University. The University of Santo Tomas was recently added to the list. The objectives of the AUN are the following:

 To strengthen the existing network of cooperation among universities in the ASEAN and beyond;  To promote collaborative study, research, and educational programs in the priority areas identified by the ASEAN;  To promote cooperation and solidarity among scholars, academics, and researchers in the ASEAN member-states, and;  To serve as the policy-oriented body in higher education in the ASEAN region.

The inter-university collaborative programs of AUN are geared toward vital ASEAN development themes, such as public health, education, and community development. The theme of urban development and city-university partnerships can be potential themes.

In the Philippines, a formal city-university partnership network among HEIs was attempted in 2006 through an inter-university collaborative project in the “University Belt” area of the City of Manila. The University Belt is a compact urban area with a high concentration of people where many schools and universities are located. The educational institutions along and directly accessible from Claro M. Recto, the main thoroughfare, hosted about 130,000 students at the time, with 117,000 in the tertiary level. Along with the estimated resident population of 25,000, an aggregate of about 155,000 people were moving in and out at the central area.

In addition, an annual average daily traffic of 17,000 vehicles passed through C.M. Recto, with the intersection at S.H. Loyola as the observation point. The pedestrian and vehicular movements, aggravated by inappropriate urban design and management, cause traffic congestion and impede traffic flow in the area. The unregulated presence of sidewalk vendors in the area has worsened the urban melee. Add to this urban madness the lack of convergence nodes and the consequent urban alienation or polarization.

Moreover, the urban blight and incongruous architectural character unconducive to the productive and creative pursuit of learning and the good life have also been identified as vital concerns. Environmental problems, more specifically flooding and an inefficient solid waste disposal system, are gravely experienced in the area (Manalo and Oaña, 2001).

The above urban problems in the center of the National Capital Region of the Philippines led to the attempt of the universities in the area to plan out a developmental partnership with the City of Manila based on a development guide as shown below (Table 2). A pilot project was planned, initiated by a major university, the Far Eastern University (FEU). But it did not materialize due to the following reasons:

 The universities did not include the city government in the partnership. The rollout of the project, which was principally the pedestrianization of Avenue, a main thoroughfare in the University Belt, was met with resistance by passenger-dependent jeepney drivers. The new city administration (2007) decided in favor of the clamorous drivers and allowed them to ply the streets in search of passengers;  There were no effective and coordinated bridging mechanisms between and among the universities and the city;

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 13 Action Plan for the Establishment of UDLC, September 2016  There were prevalent rivalries among some universities, which resulted in limited engagements, and;  There was a lack of a consistent championing university stakeholder to lead, establish, and sustain the network.

Table 2. A Place-Partnership-People Development Guide for the Manila University Belt Area

Place University-Community People (Stakeholders) (inputs) Partnerships (inputs) (outcomes) Plus (+) Plus (+) Urban Heritage A Prime Knowledge Village Knowledge-based High Accessibility (LRT1 &2) Conducive Learning/Living Business-oriented Diversified Urban Experience Environment Market Sensitive Multicultural Link and Public Spaces Entrepreneurial Historical and Cultural Value Opportunities for Interaction Adaptive Tourism Potential and Representative of Typical Knowledge-based Business Exchange College-Age Interests Urban Security and Appropriate Filipino Youth Educational Center Community-Led Disaster Existing Loose Network Home of Pioneering Private Mitigation among HEIs Measures Universities and other HEIs Information and Suppression of Illegal and Cooperative if mutually Communication Demeaning beneficial Technology Hub Enterprises Enhancement of Opportunities brought about by the LRT1 & LRT2 Minus (-) International Student Market Minus (-) Congested/Polluted Prime-up Transient Population Criminality Hazard Attraction and Retention of the Presence of Criminals Blighted Informal Settlements Best Thriving Forged Document Chaotic Researchers and Educators Business Lack of Public Spaces Local Economic Development Uncontrolled Vending Deficient Total Learning Urban Heritage Harnessing Businesses Environment (Heritage Unregulated Jeepney Asset Management) Operations (illegal Appropriate Network queuing/terminal) Mechanisms Urban Quality of Life Threshold Standards/Incentives Socio-Economic Integration Source: Oaña, 2004

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 14 Action Plan for the Establishment of UDLC, September 2016 Figure 4. Planned Collaborative Project among the Manila U-Belt Higher Education Institutions, 2006

The Role of Professional Organizations in Urban Development

City-based professional organizations can play a vital role in city-university partnerships, especially in the capability-building initiatives for technical personnel in the CDI Cities. Among these are the organizations of the environmental planners, the Philippine Institute of Environmental Planners (PIEP); the architects, the United Architects of the Philippines (UAP), and; the civil engineers, the Philippine Institute of Civil Engineers (PICE). These professions are directly linked to urban development. Together with other related professions, they are collectively identified as “built-environment professionals,” particularly in the UK, Australia, and South Africa.

These organizations were established to strengthen their profession and professionals in building cities and nations by updating them of current development trends and best practices; building the trust of the community with regard to their work; facilitating the network links among them and with other professionals, and; advocating positive change for the common good by initiating public development programs and projects. They are essentially performing the key functions of support, training or capability building, and data generation/information provision. Specifically, they can do the following array of activities in relation to urban development:

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 15 Action Plan for the Establishment of UDLC, September 2016 For support

 Advisory to governing bodies  Capability and capacity building  Championing good governance  Input to national and local policy  Network creation  Professional representation  Recognition of achievements

For training/capability building

 Course development  Guiding research on best practices  Organizing conferences and workshops  Promoting lifelong learning  Teaching or funding teaching

For information provision

 Dissemination of information  Land development information  Land valuation studies  Publication of periodicals, journals, books  Reporting and developing urban indicators  Research and investigation

Since the professional organizations are concerned with practicing professionals while the universities are molding aspiring professionals in the students’ field of choice, the two institutions – professional organizations and universities – are a potent tandem in human capital development. Both of them are key players in the establishment of the UDLC in capability building and, more importantly, to combat corruption and political bias in government through values inculcation, even to the point of possible reprimand or suspension of erring members. A professional organization stands or falls depending on the adherence of its members to a code of ethics.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 16 Action Plan for the Establishment of UDLC, September 2016 III. A Framework for City-University Partnerships in CDI Cities

The envisioned Urban Development Learning Center is geared toward the capability and capacity building of technical personnel and city agencies in partnership with the universities and professional organizations concerned. It will focus on economic growth through the planning, implementation, and monitoring of urban development programs and projects that are sustainable, resilient, and inclusive.

While aligned with the development functions of the city and the three-fold teaching-research- extension work of the universities, the UDLC Framework is informed by two existing USAID frameworks, the Local System Framework and the Climate-Resilient Development (CRD) Framework.

The Local System Framework places local systems as the core factor in sustainability. The focus on local systems is rooted in the thesis that achieving and sustaining any development outcome depends on the contributions of multiple and interconnected actors in the locality, focal and key among them in urban development are the universities, professional organizations, and city agencies. The Local System Concept is hinged on the realization that improved development outcomes emanate from increasing the performance of multiple actors and the effectiveness of their interactions, and that sustaining development outcomes depends on the sustainability of the local system—specifically its built-in durability and adaptability allowing actors and their interrelationships to accommodate shocks and respond to changing circumstances. The proposed UDLC is envisioned to serve such a facilitating role in the local system of CDI Cities.

The UDLC Framework will adhere to the Ten Principles for Engaging Local Systems:

1. Recognize there is always a system. 6. Design holistically. 2. Engage local systems everywhere. 7. Ensure accountability. 3. Capitalize on USAID’s convening authority. 8. Embed flexibility. 4. Tap into local knowledge. 9. Embrace facilitation. 5. Map local systems. 10. Monitor and evaluate for sustainability.

USAID’s CRD Framework facilitates the systematic inclusion of climate considerations in development decision-making. The framework’s objective is to support the development process by assisting development practitioners in identifying, evaluating, selecting, implementing, and adjusting actions to reduce climate vulnerabilities and improve development outcomes. It is designed to promote actions that ensure progress toward development goals by including climate stressors, referring to both climate variability and climate change.

The CRD Framework focuses on how climate considerations can be incorporated, or mainstreamed, into existing planning and decision-making processes. The framework also aims to achieve development goals, which is considered a “development-first” approach. The framework supplements and builds upon the USAID project cycle management framework, with additional tools designed to simplify the challenge of understanding how climate impacts can affect development strategies, programs, and projects.

The CRD Framework provides a five-stage systematic process for understanding, prioritizing, and projecting climate-related vulnerabilities. The first three stages of this framework differ from conventional development practice more than the last two stages. These are the five stages:

1. Scope: establishes the development context and assesses vulnerability at an appropriate level of detail to support initial cursory analysis. It includes understanding development goals, identifying the key inputs and enabling conditions for meeting those goals, and

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 17 Action Plan for the Establishment of UDLC, September 2016 identifying climate and non-climate stressors that may put key inputs at risk and undermine the enabling environment, compromising the development goals. It is also important to determine what decisions are being made in the development context, their timeframe, and whether they can be influenced by this process. This provides context for all subsequent stages of the framework. 2. Assess: conducts a more detailed assessment of the vulnerability to climate and non- climate stressors of key inputs and the broader system identified in the scoping stage. This stage also evaluates the capacities of stakeholders and implementing partners to deal with potential impacts or take advantage of opportunities. Assessment provides information and needs to be carried out at the level of detail necessary to support a strategy, program, or project design. It should integrate climate information that appropriately aligns with the scope for action. 3. Design: identifies, evaluates, and selects actions to reduce the impact of climate and non-climate stressors. Climate stressors are explicitly considered in order to design actions that reduce vulnerability and support climate-resilient development. This can include actions that minimize potential damage (e.g., increase flood protection), take advantage of opportunities (e.g., capture and store rainfall where average precipitation may increase), or cope with unavoidable impacts (e.g., by hastening recovery or spreading risk through insurance programs). The design stage should include a strategic consideration of the potential for impact. 4. Implement and Manage: puts the actions selected in the design stage into practice. Because addressing climate stressors does not fundamentally alter the nature or challenges of implementation, development practitioners should build upon established practices. In addition to monitoring the performance of actions, though, it will also be necessary to monitor climate change and variability. 5. Evaluate and Adjust: involves analyzing implementation progress and adjusting the strategy, program, or project as needed – or providing additional support to improve performance. Evaluation is especially important to assess and respond to the changing climate conditions and to incorporate changes in climate knowledge. Additional efforts may be warranted to ensure that climate stressors are taken into account during the stage in order to adjust development initiatives appropriately.

Climate-resilient development is about adding considerations of climate variability and climate change to development decision-making in order to ensure that progress toward development goals now include consideration of climate impacts.

The City Government, through the City Planning and Development Office (CPDO), is mandated by the Local Government Code (LGC) of 1991 to perform the functions below. The functions highlighted are direct potential areas for city-university partnership through the UDLC:

1. Formulate integrated economic, social, physical, and other development plans and policies for consideration of the local government development council;

2. Conduct continuing studies, researches, and training programs necessary to evolve plans and programs for implementation;

3. Integrate and coordinate all sectoral plans and studies undertaken by the different functional groups or agencies;

4. Monitor and evaluate the implementation of the different development programs, projects, and activities in the local government unit concerned in accordance with the approved development plan;

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 18 Action Plan for the Establishment of UDLC, September 2016 5. Prepare comprehensive plans and other development planning documents for the consideration of the local development council;

6. Analyze the income and expenditure patterns, and formulate and recommend fiscal plans and policies for consideration of the finance committee of the local government unit concerned as provided under Title Five, Book II of the Code;

7. Promote people participation in development planning within the local government unit concerned;

8. Exercise supervision and control over the Secretariat of the local development council, and;

9. Exercise such other powers and perform such other functions and duties as may be prescribed by law or ordinance.

One of the observed critical gaps in the capability of the CPDO in their planning mandate is the ability to assess and undertake city-led master development planning of identified growth and vulnerable areas. These implicate site-specific land-use and infrastructure detailed planning in coordination and collaboration with area development stakeholders and developers. These are down-level activities from the Comprehensive Land Use Plan (CLUP). The basic cycle of these CPDO activities, with focus on targeted area development in coordination with other city agencies, can be simplified this way:

1. Envision Area. After the completion of the CLUP, priority growth and vulnerable areas are identified. These areas will be subject to detailed land-use and infrastructure planning.

2. Survey. To further enhance the preparatory activities for the planning of the area, a more detailed survey of the people and communities in the areas will be undertaken. This will include the bio-physical character of the place and the hazards which the area is prone to. The role of the area in the local economic and social system will also be assessed.

3. Plan. A detailed master plan is developed. It will serve as the blueprint guide for the growth of a part of the city. It entails detailed spatial design from the streets, utilities, density, and urban form of the area based on the parameters set by the approved CLUP and the Zoning Ordinance, where CCA-DRR considerations are factored in. These include the identification, budgeting, and financing of key projects for the plan.

4. Act. This is the implementation phase of development where programs and projects are rolled out: roads are laid out and infrastructure built according to the plan and design of the envisioned area.

5. Monitor. A critical aspect of development is monitoring its impact in the communities, especially with regard to the upgrading of the community people’s quality of life. This aspect also pertains to the adjustments required or the succeeding development interventions needed in the succeeding project cycle to account for changes.

The university has three distinct functions: teaching or instruction, research, and extension or community service. In recent times, the last function has been expanded to the broader term of knowledge production. This is to focus on the commercialization of products generated through the higher education institutions. These functional components of the university can be entry points where city-university partnerships can be based on.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 19 Action Plan for the Establishment of UDLC, September 2016 The above activities of the university can be selectively synchronized with the data needs and assessment required by the city in certain applicable aspects of urban development, such as the documentation of heritage structures and the development of local use standards.

The UDLC Framework, as discussed above, is translated in the diagram below. This integrates the USAID Climate-Resilient Development Framework with the simplified and basic development activities of the city and the functional objectives of the universities.

Figure 5. The Proposed Urban Development Learning Center Framework

To highlight the knowledge-based nature of the partnership, a conceptualized ideal knowledge development cycle derived by the author from past engagements is presented below. The diagram shows the interrelationships between the mandated functions of city agencies and the basic activities of the university. This is to visualize the potential integration of the city-university partnership (CUP) as shown in the figure below.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 20 Action Plan for the Establishment of UDLC, September 2016

Figure 6. Ideal City-University Partnership Knowledge Development Cycle

CITY

UNIVERSITY

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 21 Action Plan for the Establishment of UDLC, September 2016 IV. Urban Development-Related Courses in Philippine Higher Education: Strategic Priority Considerations for Learning Center Development

The Higher Education System in the Philippines

Higher education in the Philippines is offered through various degree programs, commonly known as “courses,” by a wide selection of colleges and universities, also known as higher education institutions (HEIs). They are administered and regulated by the Commission on Higher Education (CHED).

An HEI is classified as either a college or a university, and either public or private. It could also be either secular or religious. Records from CHED showed that the country had 1,573 private and 607 public HEIs as of August 2010.

In the Philippines, a college is a tertiary institution that typically offers a number of specialized courses in the sciences, liberal arts, or in specific professional areas, such as nursing, hotel and restaurant management, and information technology.

Meanwhile, to be classified as a university—such as state universities and colleges (SUCs), CHED-supervised higher education institutions (CHEIs), private higher education institutions (PHEIs), and community colleges (CCs)—it must operate at least eight different degree programs, including at least two graduate-level courses leading to doctoral degrees and at least six undergraduate courses, specifically . a four-year course in liberal arts, . a four-year course in science and mathematics, . a four-year course in the social sciences, and; . a minimum of three other active and recognized professional courses leading to government licensures.

Local universities have less stringent requirements than private HEIs. They are only required to operate at least five undergraduate programs — as opposed to eight for private universities — and two graduate-level programs. In an effort to rationalize its supervision of institutions of higher learning, CHED has also prescribed guidelines for granting privileges of autonomy and deregulation to certain schools. According to the guidelines, the general criteria examined by CHED are an institution's "long tradition of integrity and untarnished reputation," "commitment to excellence," and "sustainability and viability of operations."

Autonomous status

An autonomous status allows universities to design their own curricula, offer new programs, confer honorary degrees, put up branches or satellite campuses without having to secure permits, and carry out operations without much interference from CHED. Aside from all state colleges and universities in CDI Cities and other chartered public universities, such as the University of the Philippines, Polytechnic University of the Philippines, Mindanao State University, and Pamantasan ng Lungsod ng Maynila, 53 private HEIs have been granted autonomous status.

It may be noted that in the six CDI Cities, Puerto Princesa City is the only city without a university autonomous status accorded by CHED. These autonomous HEIs can introduce and develop new courses with minimal intervention from CHED. As a potential partner of the Urban Development

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 22 Action Plan for the Establishment of UDLC, September 2016 Learning Centers, autonomous HEIs can develop course programs as an eventual part of a degree program. The following are the CDI Cities and their CHED-granted autonomous private universities:

Batangas City : Lyceum of the Philippines University–Batangas University of Batangas

Iloilo City : Central Philippine University

Tagbilaran City : Holy Name University

Cagayan de Oro City : Xavier University Liceo de Cagayan University

Zamboanga City : Ateneo de Zamboanga University

Strategic Courses Aligned with Urban Development

Urban development is, in most ways, synonymous to the development of the built environment. The built environment refers, in general terms, to human settlements, buildings, and infrastructure (transport, energy, water and wastewater, and related public services). As a sector, urban development includes the commercial property, the construction industries, and the built- environment and related professions.

The term “built-environment professional” pertains to architects, engineers, land surveyors, planners, construction managers, and land tenure specialists who are concerned with housing and land issues that are critical factors in disaster risk reduction. The term includes practitioners who provide technical support services, to wit: consultation and briefing, design, planning, project management and implementation, technical investigations, even monitoring and evaluation. They may be employed directly by a client or indirectly through a contractor. Built-environment professionals may also be concerned with designing and implementing policy, maintaining standards, and regulating the built environment. These help in reducing hazard risks. Built- environment professionals may also be exclusively or partly involved with training, professional education, and research. In the CHED clustering of disciplines, urban development is primarily lodged in the Engineering and Architecture Education Cluster.

Based on the international classification of the professions, there are four categories of built- environment professionals: architects, planners, engineers, and surveyors. In the Philippines, surveyors are referred to as geodetic engineers. Despite some variation in the way these professions are defined in individual countries, certain core expertise within these disciplines is internationally understood and recognized. Built-environment professionals, especially those engaged in disaster mitigation and development, commonly and necessarily work together in project teams and usually have a good understanding of the particular skills and expertise that their colleagues from other professions bring to the table in any particular context.

Planners and architects are taught and trained to lead and coordinate a team of professionals. In the CHED curriculum for architecture, the aspiring architect is taught basic working knowledge on structural engineering, mechanical and electrical engineering, surveying, plumbing (sanitary engineering), planning, and other expertise necessary to come up with a site and building design. The planner, on the other hand, is taught basic concepts, tools, and techniques in biophysical, socio-cultural, and politico-economic fields of knowledge essential to the formulation and implementation of a comprehensive land-use and development plan and other sub-level area

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 23 Action Plan for the Establishment of UDLC, September 2016 development plans down to the street level. The relationship between the above key professions in urban development can be better appreciated in Figure 7 below.

Figure 7. Lead and Coordinating Professionals in the Built Environment

Among the courses offered by the universities in CDI Cities and in Philippine higher education, in general, the following may be considered as directly concerned with city-building and urban development, including those concerned with economic growth, climate change, and disaster risk reduction:

M.A. Urban and Regional Planning (offered only at the U.P. School of Urban and Regional Planning) B.S. Environmental Planning and Management B.S. Architecture and Civil Engineering Courses B.S. Forestry and Agricultural Engineering Courses B.S. Environmental Science and Management Courses A.B. Economics A.B./B.S. Business Management/Administration

The environmental/urban planning courses are now being strengthened through the passage of Republic Act (R.A.) 10587, better known as The Environmental Planning Act of 2013. The undergraduate course is being developed further under the supervision of the CHED. All higher education courses in the Philippines follow a standard curriculum developed and issued by the CHED after public consultations and hearings with concerned stakeholders.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 24 Action Plan for the Establishment of UDLC, September 2016 The above-listed courses can be considered as potential entry points where academic-based city- university engagements can be fostered. Other forms of engagement may be facilitated through the research and extension functions of the university as laid out earlier in this report. It would also be helpful if the engagement can be harnessed first with CHED-recognized autonomous universities in CDI Cities.

In the development of UDLC programs, priority considerations among the courses and institutions were identified, to wit:

1. Professional Courses (planning, architecture, and civil engineering) that deal directly with urban development 2. Environmental Science and Management Course with focus on Climate Change and Disaster Risk Reduction 3. Economics and Business Courses that can harness local economic development 4. Leading CHED-recognized autonomous universities in CDI Cities 5. University units with active or potential engagement with the Host CDI Cities in relation to Climate-Resilient Urban Development

Research-Teaching Integration (RESTI): A Potential City-University Partnership Program.

A Research-Teaching Integration (RESTI) Approach developed for Architecture and Planning courses may be explored and adapted for city-university partnerships that can also be tailored to the curricula of courses directly linked with urban development. The RESTI Approach aims to identify what can be called “research points” in the general curriculum and courses for planning, architectural, and engineering education. Research points can be defined as research activities that can be integrated as part of the requirements of a given subject or course in the curriculum. Based on the research categorization (discovery, integration, and application) of Boyer and Mitgang, the research points can be applied in the different year levels of the curriculum respecting the level of learning of the students (see Figure 8).

The research points in the first and second year level can be termed as discovery research points (drp). This refers to simple descriptive and archival research that can increase the storehouse of new knowledge within the discipline. A pre-studied survey or interview form developed through the discovery research program of a college will be used by the students to generate information focusing on certain research agenda. The research topic is part of what the students need to learn in that year level. Examples of this can be the documentation of a house or certain building types in given time periods, such as the 1950s or the 1960s. Every year, students in the same year level and subject will undertake the same kind of research point, building up a wealth of documentation that can be the basis for further deeper research. Thus, in five years, a college can have 500 documentation studies of houses built in the 1950s – for three sections of 35 students each.

The research points in the third and fourth year can be termed as the integration research points. This will be integrated as school work in the College of Architecture or other related fields in urban development. This allows students to explore the connectedness of knowledge within and across disciplines, which can offer new insights to the existing body of research. Also during this time, students are expected to have a deeper grasp of scholarship and will take a formal course in research. This is also the time in most schools when students are firming up their interests in the field of architecture and other related fields in urban development. Some fourth-year level curricula are implementing the architectural topic studio. It is a focused integrative design course concentrated on a particular architectural topic. It can be a topic of choice by students opting for an open format or a directed study program prepared by the studio instructor.

The final year in the architectural curriculum can be seen as the application research point. This

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 25 Action Plan for the Establishment of UDLC, September 2016 allows for explorations of how knowledge can be applied to consequential problems in the service of the community and society. These can also be integrated to the service function of the educational institution by developing service-learning arrangements with entities needing architectural service or planning assistance, such as local governments and public service agencies. The graphical representation of the framework and its operationalization can be seen in Figures 9, Table 3, and Table 4.

The RESTI Approach can also facilitate the programmatic development of research integrated to teaching. As cited by Bernardo (1997), research needs to be programmatic because useful and meaningful knowledge emerge from research only when there is a sustained and coordinated effort at understanding the different components of a problem. He further noted that since research should generate useful knowledge and since resources and support for research are scarce, it makes a great deal of sense that research efforts be programmed systematically. It has been the experience of the academe that its research efforts cannot effectively contribute to the nation’s development – and this can partly be attributed to the preponderance of extremely confined studies with limited insight and bounded significance (Bernardo, 1997).

Figure 8. General Diagram of the Research-Teaching Integration (RESTI) Approach

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 26 Action Plan for the Establishment of UDLC, September 2016 Figure 9. The Research-Teaching Integration (RESTI) Approach as applied to the CHED Architecture Curriculum

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 27 Action Plan for the Establishment of UDLC, September 2016 Table 3. Operationalization of the Research-Teaching Integration System in the Five-Year Architecture Curriculum

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 28 Action Plan for the Establishment of UDLC, September 2016 Table 4. Potential Application of the Research-Teaching Integration System for the Planning and Urban Design Courses in the Architecture Curriculum

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 29 Action Plan for the Establishment of UDLC, September 2016 V. The City-University Partnership Potential in CDI Cities

Each of the following sections describes the current state of city-university engagements in the CDI Cities. It starts with a brief economic and environmental profile of the city followed by a general description of the leading universities in the city. The current state of city-university engagement is then discussed, after which an inventory of strategic urban development-related courses are presented that can serve as entry points for potential partnerships. The section ends with an assessment of the potential city-university partnership based on the results of surveys and a consultation-workshop. These will serve as inputs to the proposed action plan for the Urban Development Learning Centers.

A. Batangas City

1. The City of the Universities

Batangas City sits at the coastal edge of a gently sloping and rolling landscape that extends from the uplands of Lipa City down to Batangas Bay. With more than 73% of the city’s land area located on slopes less than 15 degrees, geo-hazard maps indicate low susceptibility of the city to both floods and landslides. Although it is located within Luzon – an island that suffers from a lot of typhoons moving westward from the Pacific to the West Philippine Sea – Batangas City’s western orientation generally protects it from the worst effects of tropical cyclones.

With a total population of 329,874 (2015) and land area of approximately 28,541.44 hectares, the city has a population density of 11.56 persons per hectare or 1,156 persons per sq.km. The population density of the entire city is far below the population density of the poblacion, which is 170 persons per hectare.

Batangas City is one of the educational centers not only in the province of Batangas but also in the whole Region IV-A, or the CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon) area. It has three of the largest universities in the province. It also has a number of international schools.

In 2011, Batangas City had 127 institutions offering pre-school education, 118 offering elementary education, 35 offering secondary education, and eight offering tertiary education. There were, however, only nine institutions providing vocational and technical education, including the Technical Education and Skills Development Authority (TESDA). There were also 23 private tutorial centers and nine review and training centers within the city. Enrolment that same year reached 115,124 students, of which 78,358 (68.1%) were in public schools.

The local economy of Batangas City is anchored on trade, finance, education, and medical services. As a center for trade and commerce, the city hosts one of the largest oil refineries in the country, Pilipinas Shell – and three natural gas power plants, namely, Keilco, First Gas, and Malampaya On-Shore Gas Plant. Other major industries include San Miguel Foods Corporation, JG Summit Petrochemical Corp., Universal Robina Corp., Himmel Industries Inc., Chemphil Bulk Terminal, San Lorenzo Power Plant, and First Philippine Industrial Corp.

Aside from the above large industries, there are also about six small and medium-sized industries engaged in manufacturing, processing, and agriculture. These industries are considered drivers of growth inasmuch as they are able to provide employment to the

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 30 Action Plan for the Establishment of UDLC, September 2016 residents of Batangas City and nearby municipalities. With increased employment, there is also an increase in the consumption of goods and services, which are usually produced by micro and small enterprises.

The city draws in thousands of transient and migratory workers. They are serviced by 58 banking and other financial institutions, about nine shopping centers, five major hospitals, three major hotels, and various government agencies. The number of LGU-registered businesses in Batangas City increased by 51%, to 3,023 in 2010 from 2,013 in 1990.

The city has more than 5,000 micro and small enterprises, most of which are engaged in wholesale and retail, even services. These enterprises can be harnessed to provide support and ancillary services to larger-sized industries.

2. The Universities of the City

Batangas City has three major universities: University of Batangas (UB), Lyceum of the Philippines University– Batangas City (LPU-B), and the Batangas State University (BSU). The first two are private higher education institutions, while the third is a public state university. The city also has a recently established local city college, the Colegio ng Lungsod ng Batangas. The largest HEI is BSU, with a student population of 29,018. Collectively these HEIs have 43,475 students, accounting for about 13% of the city population.

The University of Batangas (UB). Formerly known as the Western Philippine College, it is a private university established in 1946. The university currently offers pre-elementary, elementary, high school, undergraduate, graduate, and law studies. It has five campuses throughout the province and is ISO-certified. It has been awarded by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) as having the third most number of accredited programs in the country.

The University of Batangas is recognized by the CHED as a Center of Excellence in Teacher Education and as a Center of Development in Business Administration. It has also been recognized by the Professional Regulatory Commission (PRC) as a consistent top performer in engineering education nationwide. UB remains a partner of the Department of Education in the training for K12 Teachers in the province of Batangas.

UB has 29 bachelor courses covering the fields of administration (three), business (two), education (two), engineering (six), IT, computer science and programming (four), medical and health care (four), social sciences (four), and tourism, hospitality and culinary arts (three). It also offers six master’s degree courses and four doctorate degrees courses, with 15 certificate courses. Some of the technical certificate courses are part of a “ladderized” professional degree course.

Courses that may have a bearing on urban development are business administration, civil engineering, law, and tourism management.

Based on the past four board examinations, UB’s civil engineering graduates have an average passing rate of 71% (rank 26th among 195 schools nationwide and rank 5th among 15 schools in Region IV-A). UB does not offer an architecture program.

In School Year (SY) 2014-2015, UB had 5,360 enrolled students and 238 faculty members. This makes for a faculty-student ratio of 1:23. Entry points for urban development courses can be in the civil engineering courses that are concerned with infrastructure planning and development.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 31 Action Plan for the Establishment of UDLC, September 2016

It is worth noting that the University of Batangas has recently been given an autonomous accreditation by the CHED.

Lyceum of the Philippines University–Batangas (LPU-B). Located in Capitol Site, Batangas City, LPU-B was founded by Dr. Sotero H. Laurel in 1966 using the educational philosophy of his father, former Philippine President José P. Laurel. Its flagship courses were Nursing, Medical Technology, Marine Engineering, and Customs Administration. Presently, LPU-B offers 42 degree and non-degree programs. The school employs over 500 teaching and non-teaching personnel to cater to the needs of its student population, the biggest of all Lyceum campuses.

LPU Batangas was given autonomous status by the CHED. It is also ISO 9001:2008-certified by Det Norske Veritas. It enjoys Level IV accreditation status from the PACUCOA for its accountancy, business administration, marine engineering, liberal arts, and nursing programs.

The university has 29 bachelor courses and 18 graduate courses (13 masters, 5 doctorate). These cover the fields of administration (two), arts and design (one), business (four), education (two), engineering (five), IT, computer science and programming (three), pre-law (one), maritime (two), medical and health care (five), social sciences (three), and tourism, hospitality, and culinary arts (two). It also offers six certificate courses. Some of the technical certificate courses are part of a ladderized professional degree course. It may be noted that LPU-B does not offer a civil engineering degree.

LPU-B has 9,097 enrolled students in SY 2014-2015 with 278 faculty members. This makes for a faculty ratio of 1:33. Entry points for urban development courses can be in business and tourism.

Batangas State University (BSU). From a trade school in 1953, BSU has grown to be a full- pledged state university in 2001 by virtue of RA 9045. The university is currently recognized as the top performing mechanical and electrical engineering school based on the 2015 board examination results.

It offers 52 bachelor courses covering the fields of government administration (two), agriculture (one), architecture (one), arts and design (two), business (five), communication and information science (three), education (seven), engineering (14), IT, computer science and programming (three), language (one), medical and health care (two), physical sciences (three), social sciences (four), and tourism, hospitality, and culinary arts (two). It also offers 14 master’s degree and nine doctorate courses, aside from 32 certificate courses. Some of the technical certificate courses are part of a ladderized professional degree course.

Courses that may have a bearing on urban development are public administration, architecture, fine arts, interior design, applied economics, business administration, civil engineering, environmental and sanitary engineering, and tourism management.

Based on the past four board examinations, the BSU architecture graduates have an average passing rate of 77% (rank 20th among 69 schools in Region IV-A). Its civil engineering graduates collectively rated 61% (rank 7th among 15 schools in Region IV-A).

As of 2014, the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) has bestowed 13 Level III accreditations to the university, among them B.S. Civil Engineering. It has also recognized nine courses for Level II Accreditation, including B.S.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 32 Action Plan for the Establishment of UDLC, September 2016 Architecture. Seven courses have passed Level 1 accreditation. Ten other courses are up for accreditation.

BSU had 27,920 students in SY 2012-2013, with 4,706 graduates that year. Entry points for urban development courses can be in both architecture and civil engineering. Urban development modules may be integrated in the architecture curriculum, which has a three- course series in planning. It is worth noting that the engineering program has various courses in infrastructure.

The Colegio ng Lungsod ng Batangas is the local public college. Mayor Eduardo B. Dimacuha issued Executive Order No. 26, dated August 20, 2005, creating a committee for the establishment of the Pamantasan ng Lungsod ng Batangas that will "provide quality but affordable education, more particularly to our talented but poor student populace." Another legal instrument, Ordinance No. 1 s. 2006, dated February 20, 2006, was passed, changing the name Pamantasan ng Lungsod ng Batangas to Colegio ng Lungsod ng Batangas. The school is capable of introducing a full professional degree course on environmental and urban planning.

3. The Current State of City-University Engagement

Several issues that depict the current level of engagement were raised in the Consultation- Workshop held among the leading HEIs in Batangas City:

a. The leading HEIs are individually engaged with projects and activities but only on a sporadic short-term basis. Among them were the preparation of a coffee table book on local agriculture and tourism (UB); tree planting; feeding programs; tutorials and value formation; climate change impact studies and water quality assessment in the Calumpang River. Those sought by the city were funded by them and the affected communities, while those initiated by the university were funded by the HEIs.

b. There is a perception that city-university partnerships can be hampered by the dynastic local leadership. This was raised by a participant from LPU-Batangas who noted that the political climate of the city may affect the objectives of the project. It was opined that such influence can be minimized if the programs of the city-university partnerships will be anchored on the public good by utilizing the approved CLUP/CDP as the basis for project development.

c. There is a lack of bridging or facilitating mechanisms to link the potential assistance of the universities to the needs of the city. A BSU participant said that based on experience, the university approached the city government to find out what the former can do to help in the city’s development programs. Unfortunately, the city government ignored this overture. It was suggested that the university and city can jointly hold a regular development assistance agenda meeting to identify or develop a special project area which can be proposed to the city government.

d. The level of engagement of the universities with the city are generally along the transactional level. Due to the sporadic short-term nature of engagement, the efforts of the universities are hinged on the completion of academic requirements rather than on a continuing development program with the objective to uplift certain sectors or communities of the city.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 33 Action Plan for the Establishment of UDLC, September 2016

4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points

Based on the inventory of the courses offered by the leading universities in Batangas City as shown in Table 5 below, Batangas State University offers the most number of courses. Comparatively as against the other universities, BSU has more courses that have both direct and indirect link with urban development.

Table 5. Inventory of Courses offered by Leading HEIs in Batangas City and Potential Entry Points for UDLC Programs in Urban Development

Course Clusters/ UB LPU-B BSU Universities University of Lyceum Batangas Batangas University State of the University Philippines- Batangas City BACHELOR COURSES 29 29 52 Administration 3 2 2 Agriculture 1 Architecture 1 Arts and Design 1 2 Business 2 4 5 Communication and 3 Information Science Education 2 4 7 Engineering 6 5 14 IT, Computer and 4 3 3 Programming Language 1 Medical and Health care 4 5 2 Biophysical and 3 Mathematics Sciences Social Sciences 4 3 4 Tourism, Hospitality & 3 Culinary Arts MASTER COURSES 6 13 14 DOCTORATE COURSES 4 5 9 CERTIFICATE COURSES 15 6 32 Student Population 5,360 27,920 9,097 Academic Year SY 2014- SY 2012- SY 2014-2015 2015 2013 Architecture Board Passing Rate - - 77% Civil Engineering Board Passing Rate 71% - 61% CHED Autonomous Autonomous State U Accreditation Status Year Founded/ Became University 1946/1996 1966/-- 1953/2001 Private Private Public State Type Non- Non-Sectarian University Sectarian

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Table 6. UDLC Priority Considerations and Leading HEIs in Batangas City

Course UB LPU-B BSU Clusters/Universities University of Lyceum University Batangas State Batangas of the Philippines- University Batangas City 1. Environmental Planning Course 2. Architecture Course 3. Civil Engineering Course 4. Economics/Business Courses 5. Environmental Science Courses 6. Masters Courses 7. Doctorate Courses 8. CHED Autonomous Status 9. Potential Unit to Partner with UDLC Note: Filled-up block signifies Urban Development Program or Course Entry Points that can be developed with HEI

Among the Batangas City HEIs, Batangas State University has the most organized institutional structure for research that may best facilitate the city-university entry points for partnership.

The BSU Research Office is the university’s umbrella institution for its research program. It is under the Office of the Vice President for Research, Development, and Extension and the Research Council, which serves as the policy-making entity from where the Research and Development Office derives approval for its research program. The Director for Research heads the planning, implementation, and evaluation of the research programs/projects of the university. Working under the Director for Research are five Assistant Directors, each in charge of particular areas, namely, Architecture, Engineering, and Technology Research; Agriculture and Natural Science Research; Environment and Biodiversity Research; Entrepreneurial and Business Research, and; Education, Mathematics, and Social Science Research. .

The general function of the assistant directors is to oversee the research activities along their respective research areas within the university. .

Research coordinators representing the different colleges work with the assistant directors, directors, and deans, and serve as link between the Research and Development Office and the colleges in their respective research undertaking.

BSU offers key courses in urban development: BS Architecture and BS Civil Engineering. Their course programs follow the CHED-standard curriculum, where specific subjects can serve as entry points for data generation and documentation needed by the city for developmental purposes.

The other universities considered for the UDLC in Batangas City have research and extension offices, but they are not as fully articulated institutionally as that in BSU.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 35 Action Plan for the Establishment of UDLC, September 2016 5. The City-University Partnership Potential

a. Conception of a Pilot Collaborative Inter-University Project on City Heritage Preservation and Development. The HEIs in Batangas City represented in the Consultation-Workshop agreed in principle to develop a joint study project to assist the city in its thrust toward heritage preservation and development. With their differing specializations, the HEIs agreed to initiate and develop the project to assess and initiate the city-university partnership that may evolve from this pilot project. They will focus on the development of one of the heritage houses of the Pastor Family at the city center.

The University of Batangas, through its College of Law, will undertake a study on the national-local integration of the applicable sections of the National Heritage Preservation Law to facilitate local heritage development; BSU, through its College of Engineering, Architecture, Fine Arts, and Computing Sciences, will undertake studies on architectural and engineering concerns of heritage development, while LPU will contribute its hospitality management expertise on how the house can be transformed into a boutique hotel. This project may be concretized in the second year of the SURGE Project.

b. The participating HEIs are interested in developing the UDLC but have not yet agreed on the form. It has been observed that the public university prefers that the UDLC be located in its premises, while the private universities wish for an independent and separate institution. The form issue will be further discussed in the course of the implementation of the pilot project.

c. It has been clarified that the sustainability of the UDLC after the life of the SURGE Project is dependent on the collaborative relationships among the universities and the city. This was in response to the query on the lifespan of the UDLC. The SURGE Project will facilitate the institutional and funding structure for the UDLC, but it is up to the stakeholders to sustain it.

d. The professional organizations such as the UAP, PICE, and PIEP are encouraged to assume key roles in the establishment and sustainability of the UDLC. The universities recognize that the engagement of professional organizations is vital in the development of the UDLC.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 36 Action Plan for the Establishment of UDLC, September 2016 Table 7. BATANGAS CITY: Summary Profile for City-University Partnerships

Notes/Implications to UDLC Establishment City Type Component Capital City (Batangas Province)

Area-Population (2015) 28,541.44 hectares- 329,874 (2015)

Local Economy-Industries trade, port logistics, agriculture, natural Priority Business gas, finance, education, medical Development Study services, SMEs Focus Major Universities Batangas State University (BSU-public) LUP-BC and UB has Lyceum of the Philippines (LUP-BC- CHED autonomous priv) accreditation; faster University of Batangas (UB-priv) development of degree- granting program Student Population of Major Batangas State University- 29,018 Engagement of Universities Lyceum of the Philippines- 9,097 Students in large-scale University of Batangas- 5,360 data gathering initiatives in applicable courses Urban Development-related BS Architecture (BSU) Potential link to Courses Offered BS Civil Engineering Courses Continuing Professional (UBat, BSU) Education Program Business/Management Courses (CPE) of Prof. Org and (LPU-B, UBat, BSU) On-the-Job Training for Public Administration Courses Students. (LPU-B, UBat, BSU) Law Course (UBat, BSU) Special Training or Capability-Building Courses for LGU Technical Personnel including Integrated Board Review Courses Current Level of University- Sporadic and short-term; no regular Development of a Engagements with the City program of engagement; no common Continuing Technical agenda Assistance and Development Program (TAP) Between the City and the HEIs Predominant Preferred Form of Private HEIs: Independent Body Consensus on the City-University Partnership Public HEI: University-based Preferred form among participating entities Identified Collaborative Pilot Urban Heritage Tourism and Can facilitate Development Project with City Conservation Program: operational aspect of Boutique Hotel Conversion Study: LPU- partnership B engagement Architectural Conservation Study: BSU National-Local Heritage Law Study: UBat Potential Impediments to the Interference by Political Leaders Focusing more on the Establishment of Urban Unsynchronized Program Development implementation of the Development Learning Centers City Development Program

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 37 Action Plan for the Establishment of UDLC, September 2016 B. Cagayan de Oro City

1. The City of the Universities

The city has a total land area of 57,851.00 hectares, representing 14% of the Province of Misamis Oriental, and has about 25 km. of coastline and deep harbors. It is situated between Macajalar Bay and the mountains of Bukidnon. Rivers and streams flow from the mountains to the lowlands of Cagayan de Oro. A significant part of downtown Cagayan de Oro is a delta, the result of the accumulation of silt. The delta is heavily populated. When heavy rains fell in 2009 and 2011, many residential and business areas were flooded.

Cagayan de Oro is one of the most populous cities in the country, with a total population of 675,950 (2015). The May 2010 Census of the National Statistics Office reports that the city’s population constitutes 14.01% of the total population in Region X. The city’s annual population growth rate (APGR) of 2.69%, from 2000 to 2010, is higher than that of the national average and even that of Region X, which is 2.32%. The high APGR is mainly due to immigration from adjoining localities. 09056104234

The city’s current population is an increase of 57,687 persons over the total actual population of 618,263 persons in 2011. Based on the present growth rate, the population will double in 23 years, i.e., in 2036.

The city plays a crucial economic role not only in Region X but also in the whole Mindanao Island. The city is host to the Mindanao Container Terminal, the only containerized port in Mindanao, as well as to big industrial estates and multi-national corporations. The national government branded the city as one of the “Tourism Development Areas” (TDAs). The city is also positioning itself as a competitive candidate for new wave and smarter cities in promoting information and communications technology (ICT) to achieve a more sustained economic growth.

2. The Universities of the City

In Cagayan de Oro City, the private sector plays a major role in the delivery of tertiary education. In SY 2011-2012, the city had 16 HEIs, all but one of which are privately owned. Only 17 % of college enrollees is in the government-operated Mindanao University of Science and Technology (MUST). In addition, the Bukidnon State University operates a satellite school located at the Misamis Oriental General Comprehensive High School (MOGCHS); it contributes about 1.8 % of college enrollees in government schools in Cagayan de Oro. The data imply that around 81.2% of the enrolment goes to the private colleges and universities.

The city has four major private colleges and universities: Capitol University, Liceo de Cagayan University, Lourdes College, and Xavier University – Ateneo de Cagayan. MUST is the city’s only state university (BSU is based in Malaybalay City). Other HEIs in the city include the Southern Philippines College, Pilgrim Christian College, Cagayan de Oro College – PHINMA Education Network, Informatics Computer Institute, and STI College - Cagayan de Oro. There are also a number of foreign schools in the city with study programs, although not in the tertiary level.

Among the HEIs in Cagayan de Oro, the following are being considered as core partners of the proposed UDLC:

Mindanao University of Science and Technology. Originally called the Misamis Oriental Trade School when it was established in 1927, it was famously renamed as the Don Mariano

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 38 Action Plan for the Establishment of UDLC, September 2016 Marcos Memorial Polytechnic State College during the martial law years. It eventually became the Mindanao Polytechnic State College until it achieved university status in January 7, 2009. Its main campus is located in Lapasan, Cagayan de Oro City, with satellite campuses in Jasaan, Misamis Oriental; Oroquieta City, and; Panaon, Misamis Occidental.

MUST has four colleges: the College of Engineering and Architecture; College of Industrial and Information Technology; College of Arts and Sciences, and; College of Policy Studies, Education, and Management.

In SY 2012-2013, MUST had a student population of 8,903, with 1,256 graduates.

MUST offers 24 bachelor courses covering the fields of administration (one), architecture (two), business (one), education (three), engineering (seven), IT, computer science and programming (two), professional/technical courses (five), and physical sciences (five). It also offers 10 master’s degree courses and five doctorate degrees courses, with two certificate courses thrown in. Most of the courses are oriented toward the sciences and technology.

Courses that may align with urban development are architecture, civil engineering, and environmental science.

Based on the past four board examinations, architecture graduates have an average passing rate of 86% (rank 8th among 69 schools throughout the Philippines). The civil engineering graduates collectively rated 57% (rank 5th among 11 schools in Northern Mindanao).

Entry points for urban development courses can be in both architecture and civil engineering courses. They can be integrated in the three-course series in planning in the architecture curriculum and in the various courses in infrastructure in the civil engineering curriculum.

Xavier University – Ateneo de Cagayan (XU). XU is a private Catholic university run by the Society of Jesus. Founded in 1933 as the Ateneo de Cagayan, it became a university in 1958 and was given its present name in honor of the Jesuit missionary St. Francis Xavier. It has the distinction of being the first Jesuit university in the Philippines – and of being the first university in Mindanao.

Its College of Engineering has an active research program on GHG Inventory for conservation purposes and is a key player in the city’s forward-looking River Basin Management Council. XU has five more undergraduate units: the College of Agriculture, College of Arts and Sciences, College of Computer Studies, School of Business and Management, and School of Education.

On the graduate level, XU operates a Graduate School, a College of Law, and the Dr. Jose Rizal School of Medicine. As part of its social involvement initiatives, the university created the Xavier University – Governance and Leadership Institute (XU-GLI) in 2007 to help build public sector capacity. The XU-GLI has been helping the national government and the local units of Northern Mindanao in capacity building, and envisions itself to be the premier leadership institute in Mindanao by 2020.

The XU-GLI offers training courses on Effective Local Legislation, Organizational Strategic Management and Governance, Effective Campaign Management, Local Legislative Staff Competency Enhancement, Local Government Unit Administrators’ Training, Barangay Good Governance, Performance Management using the Balanced Scorecard Framework, and Municipal Leadership and Governance Program. It is also a partner institution with national agencies, such as the Department of the Interior and Local Government – Region X (DILG-

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 39 Action Plan for the Establishment of UDLC, September 2016 X), in the training of LGUs on Water Governance. The institute can be a dynamic institutional entry point for activities of the proposed UDLC.

XU offers 33 bachelor courses covering the fields of agriculture (four), business (three), communication and information science (one), education (two), engineering (eight), humanities (two), IT, computer science and programming (two), language (two), medical and health care (one), professional/technical courses (two), biophysical sciences (four) and social sciences (three). It also offers 18 master’s degree courses and five doctorate degrees courses, with 15 certificate courses to boot. Most of the courses are oriented toward education and technology, including environmental engineering and development leadership.

Based on the past four board examinations, XU holds the distinction of being the top civil engineering school in Northern Mindanao, having garnered an 83% passing rate. It ranks 10th out of 195 schools nationally. XU does not offer an architecture program.

Among the HEIs in Cagayan de Oro, XU has the most number of students, with 10,197 enrolled in SY 2014-2015. It has 518 faculty members, marking an efficient faculty - student ratio of 1:20. Entry points for urban development courses can be those in business, civil and environmental engineering, and development leadership.

Liceo de Cagayan University (LDCU). LDCU is a private, non-sectarian university founded in 1955 by the late Rodolfo Neri-Pelaez of Cagayan de Oro City and his wife, Elsa Pelaez Pelaez, of . It has 12 colleges and five departments. The institution got its University/Level III status in 1998 from the CHED. It holds the most number of accreditations from PACUCOA in Region X.

LDCU offers 34 bachelor courses covering the fields of arts and design (two), business (five), communication and information science (two), education (three), engineering (five), humanities (two), IT, computer science and programming (three), medical and health care (six), music (two), biophysical sciences (two), social sciences (five), and tourism, hospitality, and culinary (two). The university also offers seven master’s degree courses, mostly in management, and two doctorate degree courses, with 10 certificate courses. Most of the courses are oriented toward business, education, engineering, and management.

Among the HEIs in Cagayan de Oro, Liceo has the fifth largest student population in Northern Mindanao, with 6,257 students for SY 2014-2015. It has 357 faculty members, with a faculty- student ratio of 1:19. Entry points for urban development courses may be in business, civil engineering, and management disciplines.

Capitol University (CU). Capitol University is a non-sectarian, co-educational private university which opened in 1971 as Cagayan Capitol College, offering a secondary course and tertiary courses in liberal arts, commerce, education, and secretarial services. It expanded its curricular offerings until it received its recognition as a university in 2003. It was formally inaugurated as Capitol University, with Atty. Casimiro B. Juarez, Jr. installed as the first university president. It also created the Capitol University Research and Extension Office (CURExO) to promote a culture of research and service to the community.

The university is now composed of seven academic units. They are the College of Computer Studies; College of Education; College of Engineering; College of Maritime Education; College of Nursing; School of Midwifery, and; the Graduate School. These academic units offer 15 bachelor courses covering the fields of business (two), education (four), engineering (four), IT, computer science and programming (two), language (one), maritime (two), medical and health care (one), and social sciences (one). The university also offers seven master’s degree

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 40 Action Plan for the Establishment of UDLC, September 2016 courses, mostly in management, and two doctorate degree courses, while also including one certificate course in computer technology. Most of the courses are oriented toward business, education, health, engineering, and management.

Capitol University has the fourth largest student population in Northern Mindanao, with 7,964 students in SY 2014-2015. It has 172 faculty members, generating a high faculty-student ratio of 1:46. Entry points for urban development courses can be those in the business, civil engineering, and management.

Cagayan de Oro College – PHINMA Education Network (COC – PHINMA). Founded in October 1946 by a group of civic-minded individuals as the Parent-Teacher College (PTC), the college aims to offer elementary, secondary, collegiate, and vocational education, with a non-political and non-sectarian thrust. The college expanded into different academic units and was bought by PHINMA in 2005.

The college is currently subdivided into the following colleges: The Graduate School, College of Arts and Sciences, School of Criminology and Criminal Justice, College of Education, College of Management and Accountancy, College of Engineering and Architecture, College of Information Technology, and College of Nursing.

COC-PHINMA offers 19 bachelor courses covering the fields of architecture (one), business (three), communication and information science (one), education (two), engineering (four), IT, computer science and programming (two), medical and health care (one), professional/technical courses (three), social sciences (one), and tourism, hospitality, and culinary (two). Moreover, COC-PHINMA has two master’s degrees in education and criminology and a doctorate degree in educational administration. A certificate course in hotel and restaurant management is also in the college’s roster. Most of the courses are oriented toward business, education, health, and engineering.

Based on the past four board examinations, the architecture graduates have an average passing rate of 66%, (rank 35th among 69 schools nationwide). Its civil engineering graduates collectively rated 67% (rank 3rd among 11 schools in Northern Mindanao).

COC-PHINMA has the third largest student population in Northern Mindanao, with 8,278 students in SY 2014-2015. It has 211 faculty members, clocking in a faculty-student ratio of 1:39. Entry points for urban development courses can be those in architecture, business, and civil engineering.

3. The Current State of City-University Engagement

a. Cagayan de Oro has had a fruitful experience in city-university partnerships. A participant from Capitol University pointed out that Cagayan de Oro is not starting from zero with regard to urban development learning experiences within the rubric of city- university partnership. The current city mayor has said that the city’s “golden age” was marked by partnerships with universities in the 1960s. Jesuit priests William Nicholson and William Masterson joined hands with the then Mayor Justiniano Borja in forging the first city planning initiative for Cagayan de Oro. Father Nicholson took his students to Cogon Market as part of the urban planning activities. Father Masterson was into rural development.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 41 Action Plan for the Establishment of UDLC, September 2016 b. The participating universities have their own existing and potential programs that seek to contribute to the development of the city. CU noted that the different universities in Cagayan de Oro have units or institutes engaged in university partnerships. CU has extension activities in Puntod and the barangays around the campus. LDCU is actively involved with the river barangays. MUST is just a stone’s throw from Limketkai Center and Barangay Lapasan, both of which are flood-prone areas. XU is making its presence felt in Lumbia and the uptown area, where vast undeveloped land parcels may be considered for rural development.

c. Universities have the intent to help their immediate community in collaboration with the city but there is no continuing venue for them to facilitate this aspiration. CU said that they follow the integration of instruction, research, and community service as mandated by the CHED. Each college in the university tries to find ways to pursue such integration. For instance, in the particular location of CU, whose ambit encompasses and implicates several barangays, such as Puntod, Macabalan, Bonbon, Barangay 22, and Barangay 26, the most compelling community issues pertain to peace and order, garbage disposal, and human trafficking. There is a stark contrast between the orderliness within the campus and the uncontrolled situation once you step outside its gates. With the area becoming the favorite downtown location of mall developers, CU feels firsthand the impact of urban development. But the university does not have a direct partnership with the city in this regard. That is why CU welcomes this discussion on city-university partnerships.

d. There are some universities that already have various centers that integrate their instruction work with their research and extension functions, and are willing to house the UDLC. MUST said that they also practice the CHED-mandated integration mentioned earlier. They have six centers integrating instruction, research, and community service, such as the Center for Policy Studies, and another center that pools in together the expertise of Architecture and Information Technology. MUST is willing to have the UDLC housed in their premises based on the parameters laid out by all the participating institutions. MUST said they understand the current level of discussion and suggested the possibility of a virtual learning center so that it will be accessible to anyone online.

e. There are some concerns that necessitate coordinated action between the city and the affected university. COC-PHINMA spoke up about a problem they are experiencing with regard to urban development. The area around the main campus is congested. There is a bridge which many students pass through; it is also the favorite route of many “trisikads” (bicycle-drawn passenger cabs) plying the area. A lot of accidents occur on that bridge. The university has over 12,000 students and they are constructing new buildings, and they are worried about this bridge. The City Government said that it is the responsibility of establishments to look into the operations they have. When there are plans to expand the business – one building here, one building there – the city cannot be expected to close the streets to accommodate such extension work. There is a need to set area capacity thresholds and re-plan the area together, integrating a more holistic approach to expansion.

f. Universities have different orientations in terms of the sectors they want to focus on. XU said that while other universities focus on infrastructure concerns, due attention should be given to the pressing issues of poverty and food security. XU said that the social development of universities includes both hard and soft initiatives.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 42 Action Plan for the Establishment of UDLC, September 2016 g. The professional organization of planners, the Philippine Institute of Environmental Planners (PIEP), has just established a Northern Mindanao Chapter and is willing to help with the UDLC. The PIEP NM Chapter said that they were struck with the university initiative highlighted in the presentation, where Manila universities tried to develop pedestrian-dominated streets around the pedestrianization project in the City of Manila. They would like to engage the universities in a similar initiative in Cagayan de Oro’s central business district.

4. Inventory of Urban Development-related Courses: Potential Partnership Entry Points

The general overview of courses (Table 8) shows that all of the HEIs in Cagayan de Oro invited for the consultation session on the UDLC have course offerings in education and engineering. XU and MUST have the most number of engineering courses, including civil engineering. XU is also ranked first in the performance of Northern Mindanao HEIs in the Board of Civil Engineering (CE). It garnered an average of 83% in the last four CE board examinations, while MUST had an average of 57%. These two universities may be considered as the most reputable schools in engineering in Northern Mindanao. Notably, MUST was recognized by CHED as a Center of Development in the field of electrical engineering.

MUST also has a notable architecture program. Its students got an average passing rate of 86% in the professional board. It is considered as one of the top performing architecture schools in Mindanao. COC-PHINMA’s architecture program is also performing relatively well, with a passing rate of 66%. Its civil engineering program is not doing bad either, with a 67% passing rate.

Among the five universities included in the Cagayan de Oro UDLC consultation, XU, MUST, and COC can be viable partners for the establishment of the UDLC in Cagayan de Oro City. This assessment takes into account their reputation as over-all well-performing schools, particularly in the fields of architecture and civil engineering. Furthermore, they have robust IT and computer and programming courses crucial in the development of GIS Systems and visual communication.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 43 Action Plan for the Establishment of UDLC, September 2016 Table 8. Inventory of Courses offered by Leading HEIs in Cagayan de Oro City and Potential Entry Points for UDLC Programs in Urban Development

Course Clusters/ MUST XU LDCU CU COC Universities Mindanao University Xavier University- Liceo de Cagayan Capitol University Cagayan de Oro of Science & Ateneo de Cagayan College-PHINMA Technology BACHELOR COURSES 24 33 34 15 19 Administration 1 Agriculture 4 Architecture 1 1 Arts and Design 2 Business 1 3 5 2 3 Communication and 1 2 1 Information Science Education/Humanities 3 2 3/2 4 2 Engineering 7 8 5 4 4 IT, Computer and Programming/Pro-Tech 2/5 2/2 3 2 /3 Language/Maritime 2 1 1/2 Medical and Healthcare 1 2 1 1 Biophysical and 5 4 2 Mathematics Sciences Social Sciences/Music 3 5/2 1 Tourism, 2 2 Hospitality & Culinary MASTER COURSES 10 18 7 7 2 DOCTORATE 5 5 2 2 1 COURSES CERTIFICATE 2 15 10 1 1 COURSES Student Population 6,257 7,964 8,278 8,903 10,197 Academic Year SY 2014- SY 2014- SY 2014- SY 2012-13 SY 2014-15 15 15 15 Architecture Board 86% ------66% Passing Rate Civil Engineering Board 83%* Passing Rate 57% *Ranked First in 16% 17% 67% Northern Mindanao CHED State U Autonomous Accreditation Status Year Founded/ 1927/2009 1933/1958 1955/1998 1971/2003 1946 Became University Public Private Private Private Private Type Research Sectarian Non- Non- Non- University Catholic Sectarian Sectarian Sectarian

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 44 Action Plan for the Establishment of UDLC, September 2016 Table 9. UDLC Priority Considerations and Leading HEIs in Cagayan de Oro City

Priority MUST XU LDCU CU COC Mindanao Xavier University- Liceo de Capitol University Cagayan de Considerations/ University of Ateneo de Cagayan Oro College- Universities Science & Cagayan PHINMA Technology 1. Environmental Planning Course 2. Architecture Course 3. Civil Engineering Course 4. Economics/ Business Courses 5. Environmental Science Courses 6. Masters Courses 7. Doctorate Courses 8. CHED Autonomous Status 9. Potential HEI Unit to Partner with UDLC Note: Filled-up block signifies Urban Development Program or Course Entry Points that can be developed with CDO HEIs

5. The City-University Partnership Potential

In the course of the Consultation-Workshop, the following concerns and issues were raised that may have a bearing on the development of city-university partnerships in Cagayan de Oro:

a. The universities have yet to decide on and finalize the institutional form of the UDLC. It was suggested that perhaps the discussion can now focus on identifying an interim arrangement for the proposed UDLC, and then the participants can proceed in crafting a proposal that will be presented to the university presidents, who are the decision makers.

b. It was suggested that it would be efficient if the development programs of the HEIs in Cagayan de Oro would be operationalized within their immediate areas. CU said that the universities can maintain these site-specific focus for community development work. The students can do extension work in these areas and save on transportation expenses. CU further proposed that the city government can take the initiative of establishing a coordinating unit that will supervise these university-initiated community initiatives. CU proposed that the universities in Cagayan de Oro, already doing community development work in their own ways and in their own areas, can form a consortium and build on what they are already doing.

c. It was proposed that the UDLC will be city-led and programmatic. The City Government of Cagayan de Oro, represented by the Local Economic and Investment Planning Officer, welcomed the suggestion, saying the LGU can take the lead for the UDLC. The city government expressed the desire for this initiative to be programmatic and not a one-time-only activity. To proceed with this, the universities ought to identify their strengths that they can build on for this undertaking. It was suggested that USAID SURGE will help develop the mechanism and hone the technical research agenda. It was also noted that the challenge for this arrangement is to work within the planning

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 45 Action Plan for the Establishment of UDLC, September 2016 and budgeting cycle of the city government as well as the academic calendar of the universities. The development framework should be for the good of the students and faculty as well as for the city. This is to minimize the problem of dissociated programming, where the interests and processes of both the city and the universities do not coincide. The partnership must be maximized in terms of time, which should be non-disruptive.

d. The UDLC should be anchored on a balance of priorities. An issue was raised on a need to balance priorities in consideration of potential programs and projects. While considering walkways and infrastructure development in the urban areas, equal attention should also be given to the needs in the rural areas such as poverty and food security. The social development of universities includes not only hard but also soft initiatives. A response to this is that all components converge into the development of the city. There are some current pressing problems that need to be attended to immediately. There has to be an integration of the Comprehensive Land Use Plan (CLUP), which is the larger plan, with the regional framework plans. CDI Cities are emerging and they have regional impact. In ensuring their holistic development, poverty and food security will also be addressed.

e. The UDLC can facilitate a more coordinated developmental engagement between the private sector developer and the city government. It was raised that the point of the whole initiative is to provide the city government with the technical capacity that will allow it to manage urban development. Take the case of Sta. Rosa in Laguna, where private developers bought large tracts of agricultural land which they converted into large-scale realty development. Because there was no master plan in the area, the LGU has no part in the development: the corporate developers went ahead and made its own plans for the area – and the LGU in Sta. Rosa became incidental. A result of this is the flooding of the lower part of the town due to a lack of coordination in the district level drainage plan

f. The UDLC can help in the balancing of the influence of politics in technical decision-making. It was observed that, too often, technical people in the bureaucracy are being dictated upon by politicians. When things go wrong, they take the blame. But if the LGU is supported by the academic institutions and professional organizations, then its decisions become grounded and have basis and carry the weight of collaborative thinking.

g. The UDLC can be an integrating hub of urban development expertise. MUST said that while there are many questions and even problems, this proposed UDLC is an opportunity. It cannot be refuted that Cagayan de Oro has many experts. But the expertise is scattered in different fields and lodged in different institutions. That is why there is wisdom in putting up a learning center that can bring everyone together for a dialogue on urban planning. It was also noted that having a UDLC is an opportunity to help the LGU in coming up with its development agenda. In building something, the start is with the foundation. MUST and COC have strong programs in architecture, but are wanting in economics and social development subjects. XU is strong in these and other aspects. The role of the center is to bring in all these strengths together to help the LGU – there is collective and complementary ownership. This is the genuine university extension and university research: there is impact for many years to come. It is not just mere compliance but a hub for the learning opportunities and development contributions of multi-stakeholders.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 46 Action Plan for the Establishment of UDLC, September 2016 Table 10. CAGAYAN DE ORO CITY: Summary Profile for City-University Partnerships

Notes/Implications to UDLC Establishment City Classification-Income Highly Urbanizing City – IC First Class (IC) Area-Population (2015) 578.5 sq.km.- 675,950 (2015) Local Economy-Industries trade, commerce, tourism, agriculture, Priority Business fisheries, transshipment Development Study Focus Major Universities Mindanao University of Science and XU and Liceo have Technology (MUST-public) CHED autonomous Xavier University (XU-priv) accreditation; faster Cagayan de Oro College (COC-priv) development of degree- Capitol University (CU--priv) granting program Liceo de Cagayan University (LCU-- priv) Student Population of Major Mindanao University of Science and Engagement of Universities (2013-2014*/2014- Technology – 9,608* Students in large-scale 2015) Xavier University – 10,197 and periodic data Cagayan de Oro College – 8,278 gathering initiatives Capitol University – 7,964 Liceo de Cagayan University – 6,257 Urban Development-Related BS Architecture (MUST, COC) Potential link to Courses Offered BS Civil Engineering Courses Continuing Professional (MUST, XU, LCO, CU, COC) Education Program Business/Management Courses (CPE) of Prof. Org and (XU, LCO, CU, COC) On-the-Job Training for Public Administration Courses Students. (MUST, XU, LCO, CU, COC) Law Course (XU, LCO) Special Training or Capability-Building Courses for LGU Technical Personnel including Integrated Board Review Courses Current Level of University- Emulated fruitful past partnership Can Facilitate the Engagements with the City between Xavier U. and the City UDLC Establishment Government in the 1960s; Uncoordinated and Individually developed; Lack of Facilitating Partnership Venue; Existing Active University-based Units Newly established PIEP Chapter for Northern Mindanao Predominant Preferred Form of City-Led and City-based but still subject Consensus on the City-University Partnership to further validation Preferred form among participating entities Identified Collaborative Pilot Development of an elevated walkway in Still in conceptual Development Project with City the flood-prone city center connecting development for further various activity nodes development Potential Impediments to the Potential Key Differences in Consensual Common Establishment of Urban Development support orientation of the Agenda among the Development Learning Centers Universities Universities and the City

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 47 Action Plan for the Establishment of UDLC, September 2016 C. Iloilo City

1. The City of the Universities

Located at the southeastern corner of Panay Island, with a 21-km. coastline facing the Guimaras Strait, much of Iloilo City’s substrate is reclaimed land. Much of this land conversion took place during a period of urbanization and industrialization in the late 19th century. The city’s coastline has a full standard capacity port and arrastre facilities located in two strategic areas.

Due to its accessibility and modern conveniences, the city has become a gateway to very happening tourist destinations. The world-famous Boracay Island is only a five-hour bus ride away from Iloilo City, while the island-province of Guimaras, known for its white sand beaches and arguably the world’s sweetest mangoes, is just three km. across a deep sea channel – or a mere 15-minute boat ride from Parola Terminal in Iloilo City.

The population of Iloilo City is estimated at 447,992 in 2015, while the city’s total land area is 7,834 hectares. The city’s population density is estimated at 57 persons per hectare.

The 2010 Census shows that three of the six districts of the city are growing at a rate faster than the city’s current growth rate, pegged at 1.42%. These include Arevalo (3.16%), followed by Mandurriao (2.00%) and Jaro (1.52%). The fast growth in these areas is attributed to the significant influx of migrants and relocation of new city residents who have decided to settle in the new residential subdivisions that have mushroomed in the now-fashionable districts. The wide vacant land in these urban fringes and the relatively lower lot acquisition costs have contributed to the development of new subdivisions that draw in migrant families and residents from neighboring localities in Panay Island and Guimaras.

Iloilo City is one of the country’s major economic powerhouses, anchored on the agricultural economy of Panay Island and the rest of Western Visayas. The city still serves as a commercial and trading center for the region’s agricultural and fisheries produce. It also maintains a robust economy that currently competes not only with the other emerging economic boom towns in the rest of the country but also with the rest of Southeast Asia in terms of business process outsourcing, specifically the call center industries.

The city has complete port facilities, advanced telecommunications, state-of-the-art infrastructure, busy retail and trading, competitive business process outsourcing, and a robust banking and financial sector.

There are about 9,070 business establishments in Iloilo City, most of which are in the services sector (93.1%) based on official data from 2008 to 2012. Two subsectors dominate the services sector: wholesale and retail trade (43.3%) and the community, social, and personal services (30.0%). The share of registrants belonging to the industry sector is a meager 7.1% of the total number, while no establishment was registered in the agriculture sector.

The concentration of businesses in Iloilo City is in the city proper (42%) and Jaro districts (21%), indicative of where most of the economic activities are taking place. The city proper of Iloilo is also considered as the central business district.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 48 Action Plan for the Establishment of UDLC, September 2016 2. The Universities of the City

It has been observed that Iloilo City has practically one school in every sq. km., making it one of the country’s major university cities. It boasts 27 tertiary institutions, including nine universities that produce some 25,000 to 40,000 competent college graduates every year with degrees in business (28%), teaching (13%), arts and sciences (4%), medical and health- related (18-20%), agri-fisheries (3%), engineering (4%), information technology (13%), and law and criminology (5%).

Among Iloilo City’s HEIs are the Central Philippine University (CPU), University of the Philippines - Visayas (UPV), West Visayas State University (WVSU), Iloilo Science and Technology University (ISAT-U, formerly WVCST), University of San Agustin (USA), (UI), St. Paul University Iloilo (SPUI), and John B. Lacson Foundation Maritime University (JBLFMU). Below are the profiles below of the universities being considered to be directly involved with the proposed UDLC.

Central Philippine University (CPU). The university started as an industrial school for boys and a Baptist Missionary Training School. It was established in 1905 through a grant given by the American business magnate, industrialist, and philanthropist John D. Rockefeller under the auspices of the American Baptist Foreign Mission Society. The schools for boys became co-educational in 1913 and went on to be the Central Philippine College in 1923. It attained university status in 1953.

CPU is affiliated with the Convention of Philippine Baptist Churches and maintains fraternal ties with the International Ministries of the American Baptist Churches, known before as the American Baptist Foreign Mission Society – but the university maintains to be non- sectarian and independent.

CPU consists of 15 schools and colleges that provide instruction from basic education all the way up to the post-graduate level. In the undergraduate and graduate levels, the offerings include accountancy, arts and sciences, business, computer studies, education, engineering, law, mass communication, medical laboratory sciences, medicine, pharmacy, lifestyle and fitness, tourism, nursing, and theology.

The CHED has granted CPU full autonomous status, accrediting some of its programs as Centers of Excellence and Centers of Development. Its civil engineering program has been designated by the Department of Science and Technology (DOST) as a Center for Civil Engineering Education.

The CPU campus is a registered national landmark by the National Historical Commission of the Philippines and is certified by the International Organization for Standardization (ISO) as one of the few ISO-certified educational institutions in the Philippines. The Board of International Ministries of the American Baptist Churches has awarded CPU a School of Excellence award. Recently, through international collaborations with other institutions, CPU has begun to offer international undergraduate, graduate, and doctorate extension programs in Chinese, Korean, and Vietnamese universities. In fact, the Thai Nguyen University of Economics and Business Administration serves as the extension campus of CPU in Vietnam for its overseas academic business programs.

CPU offers 42 bachelor courses covering the fields of administration (one), agriculture (two, with six distinct majors in one course), arts and design (one, with three majors), business (seven, with three majors in one course), communication and information science (three, with three majors in one course), education (four, with eight majors in two separate courses),

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 49 Action Plan for the Establishment of UDLC, September 2016 engineering (eight), humanities (one), IT, computer science and programming (four), language (one), medical and health care (four), social sciences (three), and tourism, hospitality, culinary (two). It also offers 23 master’s degrees in almost all fields where it has undergraduate programs, and four doctorate degrees in management, education, medicine, and theology. A certificate course in Associate in Health Science Education is also in the CPU roster. Most of the courses are oriented toward business, education, health, engineering, and computer/digital technology.

Based on the past four board examinations, CPU’s civil engineering graduates have an average passing rate of 68%, which puts the university in rank 3rd among 15 schools in the Western Visayas and rank 33rd among 195 schools nationwide. As of this school year, CPU has no architecture program.

CPU has the largest student population in Western Visayas, with 11,197 students in SY 2014- 2015. It has 655 faculty members making a relatively low faculty-student ratio of 1:17. Entry points for urban development courses can be those in business, civil engineering, development and real estate management, and digital media.

University of the Philippines Visayas, Iloilo City Campus (UPV-IC). UPV-IC is an academic unit of the UP Visayas (UPV), a public research and constituent university of the University of the Philippines system. The UPV teaches management, accountancy, marketing, economics, chemistry, applied mathematics and physics, marine science education and research, fisheries, and aquaculture. It offers a regional studies program on the preservation and enrichment of the Visayan cultural heritage.

The UPV has three campuses: Miag-ao, Iloilo City, and Tacloban City. Miag-ao serves as the main campus, hosting the central administration offices.

The UPV was created by merging four UP colleges: the UP Cebu, founded in 1918; the UP College of Fisheries, founded in 1944; the UP Iloilo, founded in 1947, and; the UP Tacloban, founded in 1973. When the Miag-ao campus was established in 1988, many of the academic programs offered in the Iloilo City campus were moved there. UP Cebu College separated in September 2010, after being declared an autonomous unit.

Two degree-granting units remain on the Iloilo City Campus. They are the College of Management and the College of Arts and Sciences (CAS) Division of Professional Education. Also on campus is the U.P. High School in Iloilo (formerly UPV High School). The High School is an experimental laboratory for innovative teaching strategies designed to provide academic training for underprivileged students in order to better prepare them for access to tertiary education in the UP system.

These units have remained in the Iloilo City campus:

 Center for West Visayan Studies  Graduate Program Office (GPO) (CWVS)  Language Program  Office of Extension Services and  School for Distance Education, Visayas Continuing Education (OESCE)  Ugnayan sa Pahinungod/Oblation Corps  Sentro ng Wikang Filipino (SWF)  UPV Women's Desk

The College of Management was formerly the School of Development Management (SDM), established in December 1981 out of the former Division of Development Management of the College of Arts and Sciences. The SDM was elevated to college status in 1991.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 50 Action Plan for the Establishment of UDLC, September 2016 The objectives of the college are to support the UPV programs in fisheries, marine sciences, the arts, and social and natural sciences; to provide management education in order to train leaders for the region's public and private sectors; to serve as a center for research, information dissemination, consultancy, and training services in administration and management, and; to operate as a link between the UPV and local, national, and international organizations engaged in management education, training, and research.

The College of Management has two departments, namely, the Department of Accounting and the Department of Management. It offers the following academic programs: Undergraduate — B.S. Accountancy, B.S. Business Administration (Marketing), and B.S. Management; Graduate — Master of Management in Business Management, Public Management, Rural Development Management, and Tax Management.

In June 1997, the College offered the Diploma Program in Urban and Regional Planning in coordination with the School of Urban and Regional Planning at UP Diliman. The UDLC can develop a strong link with this program.

Based on available records, UPV-IC had a student population of 1,697, in both undergraduate and graduate levels, in SY 2013-2014.

West Visayas State University (WVSU). WVSU is the CHED-designated Center of Excellence in Teacher Education and Center of Development in Nursing in Iloilo City. The Lambunao Campus is also recognized as Center of Development in Agricultural Education and Center of Development in Forestry.

At present, WVSU is accredited by the AACCUP and PAASCU for its College of Medicine. Programs recognized with level III re-accredited status are academic offerings in the doctorate and master's degree levels, nursing (assessment on-going for level IV), and arts and social sciences (political science and English). Level 4 qualified status was awarded to Teacher Education (elementary, secondary, and special education) and Science (biology).

WVSU offers 24 bachelor courses covering the fields of administration (one), agriculture (two), business (two), communication and information science (three), education (five, with seven majors in one courses, two majors in two other courses), IT, computer science and programming (three), language (one), medical and health care (four), music (one), biophysical sciences (three), social sciences (one) and tourism, hospitality, and culinary (two). The university also offers 17 master’s degrees in almost all fields where it has undergraduate programs, and nine doctorate degrees in education, medicine, and the sciences. It also grants six certificate courses in administration (one), education (six) and music (one). Most of the courses are oriented toward business, education, and health.

Some 6,100 students were enrolled in WVSU Iloilo City in SY 2013-2014. Entry points for urban development courses can be in public administration and business.

Iloilo Science and Technology University (ISAT-U, formerly WVCST). ISAT-U is a public university founded in 1905. It is mandated and chartered by the Philippine government as a polytechnic university that will provide undergraduate and graduate courses in technology education, agriculture, fishery, engineering, arts and sciences, forestry, business, health, computer, criminology, nautical, and short-term vocational-technical and other continuing courses. It is also mandated to promote research, advanced studies, extension work, and progressive leadership in its area of specialization. Its main campus is located in Burgos St., La Paz district, Iloilo City.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 51 Action Plan for the Establishment of UDLC, September 2016

In May 1983, the school was converted into a chartered state college known as the Western Visayas College of Science and Technology (WVCST). It was converted into the Iloilo Science and Technology University (ISAT-U) through RA 10595 in June 2013.

ISAT-U offers 19 bachelor courses covering the fields of architecture (one), education (three, with four majors in secondary education and 10 majors in industrial education), engineering (five), IT, computer science and programming (three), professional and technical courses (seven, with seven majors in industrial technology), math science (one), and social sciences (one). It also offers seven master’s degrees in almost all fields where it has undergraduate programs, and two doctorate degrees in educational management and industrial technology. It grants 13 certificate courses in its vocational education and training program. Most of the courses are oriented toward industrial technology and education.

Based on the past four board examinations, the architecture graduates have an average passing rate of 65% (rank 37th among 69 schools nationwide). ISAT-U also offers a civil engineering course.

Some 6,900 students enrolled in WVSU in SY 2013-2014. Entry points for urban development courses can be in architecture and mapping technology.

University of San Agustin (USA). USA is a private Catholic university established in 1904 as a preparatory school for boys by the Spanish Catholic missionaries under the order of Saint Augustine, the oldest religious Roman Catholic order in the Philippines . It was incorporated in 1917 and became the Colegio de San Agustin de Iloilo. In March 1953, San Agustin attained university status, making it the first university in the Western Visayas. San Agustin is the first and only Augustinian university in the Asia-Pacific region.

Presently, the University maintains a Level III accreditation status granted by the PAASCU and is one of the two schools in the region enjoying autonomous status granted by the CHED. The university's campus, situated in the very heart of the city, on General Luna Street, has a modern gymnasium, an auditorium, various conferences and seminar rooms, science, computer and speech laboratories, a museum, a bookstore, a library, an instructional media center, and tennis and badminton courts.

In 1984 the all-Filipino Augustinian Province of Santo Niño of Cebu was formed, separating from the mother Province of the Most Holy Name of Jesus of the Philippines based in Madrid, and ownership of the university was handed over to the Filipino group.

Recent developments in the university include the establishment of various research and communication centers, namely:

 The Institute for Augustinian Studies  Villanova Institute for Social Science Research and Cultural Studies  Mendel Institute for Natural Science and Technology Research  Institute for Social Development Issues and Initiatives

USA has in its curricular offerings 33 bachelor courses covering the fields of administration (one), architecture (two), arts and design (two), business (three, with five majors in business administration), communication and information science (two), education (two, with three majors in elementary education and six majors in secondary education), engineering (five), humanities (two), IT, computer science and programming (three), medical and health care (four), music (two), biophysical science (two), social sciences (two), and tourism, hospitality,

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 52 Action Plan for the Establishment of UDLC, September 2016 culinary (two). It also offers nine master’s degrees in major fields where it has undergraduate programs, and two doctorate degrees: in educational management and psychology and guidance. It also grants four certificate courses in music and in its training program. Most of the courses are oriented toward business, health, architecture, engineering, and education.

In the past four board examinations, the architecture graduates have an average passing rate of 80% (rank 1st among six schools in the Western Visayas and 17th among 69 schools nationwide). The civil engineering graduates did not fare as well, though, with a passing rate of 35%.

USA has the second largest student population among universities in the Western Visayas, with 9,568 students in SY 2014-2015. It has 493 faculty members, clinching a relatively low faculty-student ratio of 1:19. Entry points for urban development courses can be those in architecture, civil engineering, and business.

University of Iloilo (UI). The University of Iloilo began as the Iloilo City Colleges (ICC) in June 1947, a brainchild of the then City Mayor Fernando H. Lopez. The first colleges were in two campuses: the Iloilo Unit, which housed the Colleges of Dentistry, Pharmacy, Commerce, Liberal Arts, and Law, together with the High School Department, and; the La Paz Unit, where the Colleges of Normal Education and Engineering, together with the Elementary Department, were located.

To meet the challenges and needs of a growing and increasingly diverse student population, the administration phased out some courses and introduced new ones.

On December 17, 1968, the Iloilo City Colleges was granted university status and became the 32nd university in the Philippines.

From then on, the UI added more colleges and courses to its expanding curricular offerings It was acquired by PHINMA in 2008 and became part of PEN or PHINMA Education Network in April 2009. Its sister schools are , Cagayan de Oro College, and the .

Currently, UI operates eight colleges, a graduate school, and a basic education K-12 school. It has in its curricular offerings 13 bachelor courses covering the fields of business (three, with two majors in business administration), education (two, with three majors in elementary education and two majors in secondary education), engineering (two), humanities (two), IT, computer science and programming (one), medical and health care (one), social sciences (two), and tourism, hospitality, and culinary (two). It also offers four master’s degrees and two doctorate degrees in educational management. It has no certificate courses. Most of the courses are oriented toward business, engineering, and education.

In the past four board examinations, the UI civil engineering graduates gained an average passing rate of 52% (rank 8th among 15 schools in the Western Visayas and 72nd among 195 schools nationwide). There is no architecture course.

UI had 6,868 students in SY 2014-2015. It has 203 faculty members, with a relatively high faculty-student ratio of 1:33. Entry points for urban development courses can be those in engineering and business.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 53 Action Plan for the Establishment of UDLC, September 2016 3. The Current State of City-University Engagement

The following observations were noted in the UDLC Consultation-Workshop in Iloilo:

a. There are already many consortia of universities that seem to have the same objectives; they have to be rationalized. A participant from CPU raised the concern that there are many existing consortia in the city comprising the same universities. He inquired if the UDLC concept can be integrated in one of these consortia, such as the Government Industry Academe (GIA) Council. It was further noted that attendance to the concerns of these organizations eat a lot of time. But it was also pointed out that the consortia have different thematic focus and any university can join depending on its priority concerns.

b. There is a need for synchronization between the development program of the city and the research study programs of the universities. A UPV participant explained that there is a seeming disconnect with the programs of the city as compared to the results of research studies conducted by the universities. It was further explained that if the universities cannot undertake research that will benefit the city, the city support will wane. The universities and the city should forge a common research and development agenda that will be mutually beneficial.

c. The universities generally expressed their reservations in partnering with the city based on past engagements. Participants noted that their engagement with the city in past was unsatisfactory. Some projects were not sustained due to the lack of support of the city government and the doubtful commitment of local officials. Trust and confidence-building initiatives between the city and the universities may need to be undertaken.

d. Bridging and facilitating mechanisms such as the UDLC are needed for the university and city to harmonize their efforts in city building. The partnership concept in urban development can harness interest in the spatial development of the city. Among the existing projects that can benefit from such a partnership is the establishment of bike lanes advocated by a city bike council. The council is pursuing the creation of the university loop so that students can safely use bikes in going to schools. One of the proponents is an architecture professor from San Agustin.

e. The continuing commitment of the city is essential in the sustainability of its partnership with the universities. The participants voiced out that the commitment of local officials is important in this endeavor and, if they expressed their support, the UDLC could really help in developing research that can aid local legislation. They are hopeful that through the collaboration, the universities could create greater impact in communities. Universities can engage in cultural development, transport engineering, and identification of activity areas in the city.

4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points

As shown in the general overview of courses (Table 11), the number of courses offered and the student population are testaments of Iloilo City’s prominence as a hub of higher learning in the Visayas. Leading these HEIs is the Central Philippine University with 42 undergraduate courses and 27 graduate courses, with 11,197 students in one school year. CPU has courses in the major development fields of administration, agriculture, business, engineering, education, IT, and medical and Health care. It is also considered as the leading knowledge

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 54 Action Plan for the Establishment of UDLC, September 2016 hub of the city, if not the region as a whole. It has one of the largest library collections among HEIs in the Visayas. It was recognized by CHED as a Center of Development in Engineering.

The University of the Philippines has also an educational presence in Iloilo City, although most of its programs have been relocated to Miag-ao, west of the city. The College of Management remains in the city campus, and it will play a key role in the establishment of the UDLC. The college is currently offering, and even strengthening, its Diploma Course in Urban and Regional Planning. For purposes of the UDLC, the engagement of this UP unit is vital. It may be noted that major research and extension units have also remained in the Iloilo City campus, such as the Center for West Visayan Studies and the Office of Extension Services and Continuing Education.

Among the other HEIs, the University of San Agustin is a prime consideration for UDLC engagement because it offers two professional courses that are directly linked to urban development, architecture, and civil engineering. It is the highest performing architectural school in the city. It also offers the most number of courses and students after CPU.

San Agustin has also recently established various research and communication centers that can potentially engage and cross-institutionally strengthen the capability-building objectives of the UDLC. These are The Institute for Augustinian Studies, Villanova Institute for Social Science Research and Cultural Studies, Mendel Institute for Natural Science and Technology Research, and Institute for Social Development Issues and Initiatives.

Iloilo Science and Technology University, like San Agustin, has an architecture course program, while the University of Iloilo has a civil engineering program.

Most of the institutions have collegiate offerings in business administration and management, IT, computer and programing courses, and tourism, hospitality, and culinary arts. These courses can also be entry points for UDLC programs and projects as they play dynamic roles in the economic development of the city.

The UDLC priority considerations among the HEIs of Iloilo City are consolidated on Table 12. It shows the affinities in the course offerings and other considerations of each university.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 55 Action Plan for the Establishment of UDLC, September 2016 Table 11. Inventory of Courses Offered by Leading HEIs in Iloilo City and Potential Entry Points for UDLC Programs in Urban Development

UPV-IC CPU University WVSU ISAT-U USA UI Course Clusters/ Central of the West Visayas Iloilo Science University of University of Philippine Philippine State & Technology Iloilo- Universities San Agustin University s Visayas University University PHINMA Iloilo City BACHELOR 42 3 24 19 33 13 COURSES Administration 1 1 1 Agriculture 2 2 Architecture 1 1 Arts and Design 1 2 Business 7 3 2 3 3 Communication and 3 3 Information Science 3

Educ/Humanities 4/1 5 (Industrial 2 2

Education) Engineering 8 5 5 2 IT, Computer and Programming/Pro-Tech 4 3 3/7 3/2 1 Language/Maritime 1 1 Medical and Health care 4 1 4 1 Biophysical and

Math Sciences 3 1 2 Social Sciences/Music 3 1/1 1 2/2 2 Tourism,

Hospitality & Culinary 2 2 2 2 MASTER COURSES 23 4 17 7 9 4 DOCTORATE COURSES 4 9 2 2 2 CERTIFICATE 1 1 8 13 4 -- COURSES (DURP) Student Population 1,697 6,100 6,868 11,197 6,900 9,568 School Year (SY) SY SY 2013- SY 2014- SY 2014-15 SY 2013-14 SY 2014-15 2013-14 14 15 Architecture Board

Passing Rate -- -- 65% 80% Civil Engineering Board

Passing Rate 68% -- -- 35% 52% CHED

Accreditation Autonomous Year Founded/ 1905/1953 1947 1924/1986 1905/2013 1917/1953 1947/1968 Became University Private Public; Public Public Private Private Type Non-Sectarian UP Chartered Chartered Sectarian Non- Baptist System University University Catholic Sectarian Orientation

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 56 Action Plan for the Establishment of UDLC, September 2016 Table 12. UDLC Priority Considerations and Leading HEIs in Iloilo City

Priority CPU UPV-IC WVSU ISAT-U USA UI Considerations/ Central University West Iloilo University University Universities Philippine of the Visayas Science & of of University Philippines State Technology San Iloilo- Visayas University University Agustin PHINMA Iloilo City Campus 1. Environmental Planning Course 2. Architecture Course 3. Civil Engineering Course 4. Economics/ 5. Business Courses 6. Environmental Science Courses 7. Masters Courses 8. Doctorate Courses 9. CHED Autonomous Status 10. Potential HEI Unit to Partner with UDLC Note: Filled-up block signifies Urban Development Program or Course Entry Points that can be developed with HEI

5. The City-University Partnership Potential

The interaction among stakeholders generated several promising ideas and recommendations as well as potential solutions to the current relationship of the academe and the city government. As an overall assessment, the universities had expressed their interest in the creation or development of the Urban Development Learning Center.

The universities expressed the need for USAID SURGE to present the concept to the city government and garner the level of support they are willing to extend to this endeavor.

However, the participants raised the issue of whether the UDLC will be attached to the city or it will be an independent body. It was requested that a meeting should be set between the universities and the city to settle this concern.

Two key activities were proposed that can lead toward the establishment of the UDLC. They can eventually form part of the programs of the center:

 The holding of a regular city-university development and research agenda. This activity can be coordinated with the budget preparation cycle of the city and the academic calendar of the university. In the best possible arrangement, the city can allocate funds for viable university-led research projects, while the universities can integrate the research projects into the academic schedule.

 The City-University Research and Development Forum. An annual forum where research studies may be presented to the city and university partners. The presented

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 57 Action Plan for the Establishment of UDLC, September 2016 studies may be developed into actual projects for implementation if warranted. The city can also present its projects that affect the universities, such as the proposal to pedestrianize J.M. Basa Street in the area where most of the HEIs are located or linked. This is also to gauge social acceptability.

As for the institutional form of the UDLC, the participants were still undecided. Some of them expressed their objection to an independent body because they are wary of possible officers’ personal agenda.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 58 Action Plan for the Establishment of UDLC, September 2016 Table 13. ILOILO CITY: Summary Profile for City-University Partnerships

Notes/Implications to UDLC Establishment City Classification-Income Highly Urbanizing City – IC First Class (IC) Area-Population (2015) 7,834 hectares- 447,992 (2015)

Local Economy-Industries Wholesale, retail, services Priority Business Development Study Focus Major Universities West Visayas State University CPU has CHED (WVSU-public) autonomous Iloilo Science and Technology accreditation; faster University (ISAT-U-public) development of degree- UP Visayas Iloilo City (UP-IC-public) granting program Central Philippine University (CPU-priv) University of San Agustin (USA-priv) University of Iloilo (UI--priv)

Student Population of Major West Visayas State University- 6,100 Engagement of Universities (2013-2014*/2014- Iloilo Science and Technology Students in large-scale 2015) University Technology – 6,900 and periodic data UP Visayas Iloilo City – 1,697 gathering initiatives in Central Philippine University – 11,197 joint City-University University of San Agustin – 9,568 program University of Iloilo – 6,868

Urban Development-related Diploma in Urban & Regional Planning Potential link to Courses Offered (UPV-IC) Continuing Professional BS Architecture (ISAT-U, USA) Education Program BS Civil Engineering Courses (CPE) of Prof. Orgs (CPU, USA, UI) and On-the-Job Business/Management Courses Training for Students. (CPU, UPV-IC, WVSU, USA, UI) Public Administration Courses Special Training or (CPU, UPV-IC, WVSU, USA, UI) Capability-Building Law Course (CPU, USA) Courses for LGU Technical Personnel including Integrated Board Review Courses Current Level of University- Perceived redundant consortia of Develop confidence Engagements with the City universities and trust building Unsynchronized programs between the initiatives between the city and HEIs city and the universities Wary to partner with city due past negative experience Need for bridging and facilitating mechanisms City should be constant champion of partnership Predominant Preferred Form of No clear majority preference, still For more definitive City-University Partnership subject to further consideration consultation with detailed consideration of institutional options Identified Collaborative Pilot Development of the Pedestrian/Bike Development of the Development Project with City Lane connecting and clustering the Project Concept

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 59 Action Plan for the Establishment of UDLC, September 2016 various city-based campuses (based on the existing initiative of a USA Architecture faculty Potential Impediments to the The general low trust level of the Develop confidence Establishment of Urban universities with the city as a partner and trust building Development Learning Centers initiatives between the city and the universities

D. Puerto Princesa City

1. The City of the Universities

Puerto Princesa City has a total land area of 219,339.39 hectares. It has 66 barangays, comprised of 35 urban and 31 rural barangays. The urban barangays cover 13,550.33 hectares, or only 6.18% of the city’s total land area, while the rural barangays comprise the major bulk at 205,789.08 hectares, or 93.82%.

A chain of mountains runs through the entire length of the city, dividing it into two distinct areas: the East Coast and the West Coast. The eastern side, which faces the Sulu Sea, is bordered by swamplands, following a series of flat plains to hilly terrain. The West Coast has fewer plains, with mountain ranges close to the West Philippine Sea. All this gives the city a unique yet fragile ecology.

A significant portion of the city retains its indigenous vegetation, rainforest, mangroves, and coastal ecosystem, all of which support an array of wildlife. In terms of species biodiversity and its wide range of ecosystems, Puerto Princesa is of national significance. The famous Puerto Princesa Subterranean River National Park (formerly known as Saint Paul’s Subterranean River National Park), covering a protected area of 22,202 hectares, is a haven of endemic flora and fauna. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has designated the park as a World Heritage Site on December 4, 1999. This “natural wonder” features an 8.2-km. navigable underground river, reputed to be the world’s longest underground river, that winds through a spectacular cave before emptying out into the West Philippine Sea.

According to the 2010 National Census, Puerto Princesa City has a population of 222,673. This indicates an increase of 5.78% over the previous (2007) census figure. The city accounts for about 22.39% of the population of the Province of Palawan. The city’s recorded population in 2015 is 255,116 people.

The economy of Puerto Princesa largely depends on agriculture, fisheries, trade and commerce, and tourism. Guided by its vision and in collaboration with the different sectors of society, the city is committed to pursuing inclusive sustainable development, with agriculture and tourism as the primary engines of growth and development.

In 2012, the city had a total labor force of 73,191 (CBMS survey). Of this figure, 68,137 are employed, posting an employment rate of 93.1% that is equal to that of the national figure. (Source: Philippine Statistics Authority, or PSA, and the National Statistical Coordination Board, or the NSCB, April 2012.)

In terms of total employment share among the three economic sectors, trade and services employed 47,016 persons (67%); agriculture, fisheries, and forestry employed 11,439

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 60 Action Plan for the Establishment of UDLC, September 2016 individuals (17%); while quarrying, manufacturing, construction, and utilities employed 10,857 (16%).

The data indicate the important role of the city as the province’s center of trade and commerce, communication, education, and governance.

2. The Universities of the City

Puerto Princesa has eight tertiary schools, 14 technical or vocational schools, 33 secondary schools, 77 elementary schools (Grades I to VI), 16 primary schools (Grades 1-IV only) and 47 pre-schools and kindergarten schools (40 private and 7 public).

There are two public tertiary schools, the Palawan State University and Western Philippines University (formerly the State Polytechnic College of Palawan). Some 22% of the tertiary students in the city goes to the city’s six private schools. Under consideration to be part of the UDLC are the two public universities and one private university.

Palawan State University (PSU). PSU began as a teacher-training institution known as the Palawan Teacher’s College which opened on March 2, 1972. In 1984, it was renamed as the Palawan State College (Batas Pambansa 797), which authorized the school to offer other undergraduate degrees in the arts, sciences, and technology. In November 12, 1994, it became the Palawan State University. Today, it is the premier institute of higher learning in Palawan, with more than 19,000 students and almost 1,000 faculty and staff members.

The first university in Region IV has 19 campuses all over the province. The main campus in Tiniguiban, Puerto Princesa City is a sprawl of 68 hectares where can be found the central administration and executive offices, the undergraduate and graduate colleges and departments, and the laboratory high school. The laboratory elementary school and the law school are housed at the Manalo Campus elsewhere in the city.

PSU offers 19 bachelor courses covering the fields of administration (one), agriculture (three), architecture (one), business (three, with six majors in business administration), communication and information science (one, with two majors), education (two, with seven majors in secondary education), engineering (six), humanities (one) IT, computer science and programming (two), medical and health care (one), biophysical sciences (three, including environmental science), social sciences (one), and tourism, hospitality, and culinary (two). It also offers five master’s degrees in business, education, health care, and science, and; three doctorate degrees in business and education. It also grants 13 certificate courses in education and health care. Most of the courses are oriented toward business, engineering, health care, and the sciences.

In the past four board examinations, the architecture graduates got an average passing rate of 70% (rank 28th among 69 schools nationwide). The PSU civil engineering course graduates registered an average passing rate of 42% (rank 100th among 195 schools nationwide, but 1st among Palawan’s five schools).

There were 11,077 students enrolled in PSU in SY 2013-2014. Entry points for urban development courses can be in architecture, civil engineering, and environmental science.

Western Philippines University (WPU). WPU is a state-run HEI located at the Palawan town of Aborlan. The university began in 1910 as the Aborlan Farm Settlement School for the Tagbanuas, Palawan’s indigenous cultural community. It was renamed the Palawan National School in 1962 and became the Palawan National Agricultural College in 1963. In 1995, it

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 61 Action Plan for the Establishment of UDLC, September 2016 became the State Polytechnic College of Palawan. In 2004, President Gloria Macapagal- Arroyo signed RA 9260, converting it into a university. There is an ongoing proposal to merge WPU with PSU.

WPU-Puerto Princesa City (PPC) offers 17 bachelor courses covering the fields of administration (one), agriculture (four), business (two), education (two), engineering (four), biophysical sciences (two, including environmental management), and social sciences (three). It also offers four master’s degrees and two doctorate degrees in administration, education, and rural development. It also grants two certificate courses in seafaring and electrical engineering technology. Most of the courses are oriented toward business, engineering, and the sciences.

In the past four board examinations, the civil engineering graduates got an average passing rate of only 25% (rank 154th among 195 schools nationwide).

There were 3,500 students enrolled in WPU-PCC in SY 2013-2014. Entry points for urban development courses can be in business, engineering, and environmental management.

Holy Trinity University (HTU). Established in 1940 as the Holy Trinity Academy, HTU is a pioneer institution of higher learning in Palawan. It was run by nuns who worked in close cooperation with the Augustinian Recollect priests under the leadership of Msgr. Leandro Nieto, ORSA, then Prefect Apostolic of Palawan.

In October 1953, the school’s name was changed to Holy Trinity College. HTU became the first FAPE (Fund for Assistance to Private Education) Unit Center in Palawan.

Today, HTU has nine colleges in business and accountancy; tourism and hospitality management; nursing and health sciences; engineering; public safety; education, arts and sciences, and; information and communication technology. It also has a basic education and graduate studies program.

The university offers 18 bachelor courses covering the fields of business (three, with three majors in business administration), education (two, with three majors in secondary education), engineering (three), humanities (one), IT, computer science and programming (three), language (one), medical and health care (two), biophysical sciences (one), social sciences (two), and tourism, hospitality, and culinary (one). It also offers four master’s degrees in public administration, business, and education management. It has no certificate courses. Most of the courses are oriented toward business, engineering, and education.

In the past four board examinations, the HTU civil engineering graduates have an average passing rate of 37% (rank 4th among 10 schools in the region and 114th among 195 schools nationwide). There is no architecture course.

HTU has a student population of 1,400 students in SY 2014-2015. Entry points for urban development courses can be those in engineering and business courses.

3. The Current State of City-University Engagement

a. It is perceived that the HEIs in the city have better links with industry rather than the local government. A faculty member from the College of Engineering, Architecture, and Technology of the Palawan State University stated that there is a prevailing professional relationship between the city’s engineering industry and the

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 62 Action Plan for the Establishment of UDLC, September 2016 universities in terms of conducting research on the needs of the industry. But with regard to a city-university relationship, there is an existing gap.

b. Some of the HEIs have existing engagements with the city. There is an existing involvement of students in the development of the city thru their on-the-job (OJT) training and in their annual participation in the city governments’ activities, particularly environmental initiatives.

c. Some faculty members are also working professionals (i.e. architects and engineers). Some teachers are also working professionals, and are engaged in urban development. All of the architect and engineering professors that attended the consultation are practicing professionals.

d. Philippine Institute of Civil Engineers (PICE) – Palawan Chapter has already some engagements with the city. PICE has been involved in information dissemination campaigns and in organizing conferences and workshops in promoting lifelong learning.

e. United Architects of the Philippines (UAP) – Palawan Chapter has an existing engagement in the city development through design contributions. The organization has been requested by the city government to design a landmark monument that will symbolize the city as an urban paradise in a forest. UAP has yet to develop a program for this request. It is also willing to help out in the proposed UDLC.

4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points

A general overview of the leading HEIs in Puerto Princesa City (Table 14) shows that the two public universities offer almost the same courses, except for architecture and medical/health care. HTU, a private university, on the other hand, does not offer courses in public administration, agriculture, and architecture. It has two courses in medical and health care, though.

All three HEIs offer courses in business, education, engineering, IT, computer and programming, biophysical and mathematical sciences, social sciences, and tourism, hospitality, and culinary arts. They also have master degree courses in some of these fields.

Collectively, they cater to about 16,000 students, which comprise a majority of the student population in Puerto Princesa City. The performance of the architecture graduates of PSU in the board examination, at 70%, is good enough, while those of the civil engineering graduates in the three schools can be considered as below the accepted good performance level, especially for WPU.

PSU has a University Research Office (URO) headed by a faculty member with a Ph.D. in Environmental Science. It is the frontline unit of PSU for its research programs and activities. It coordinates and facilitates the implementation of all research-related tasks of the university. It spurs the involvement of PSU’s faculty and staff who are engaged in various research projects, activities, technical support, and managerial tasks. The URO also regularly conducts a series of training-workshops to enhance and strengthen the skills and knowledge of faculty and staff who handle and manage research studies and projects. In addition, the URO provides funding opportunities for research studies, and research publication and dissemination. Most of the researches of URO focus on environmental concerns.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 63 Action Plan for the Establishment of UDLC, September 2016 WPU, in its research and extension functions, relies on the initiative and coordination of its Department of Research and Extension Development (DRED) to provide relevant, timely, and globally competitive research and extension for sustainable development. HTU has an office on Research and Extension Service

The UDLC priority considerations among the HEIs of Puerto Princesa City is visually rendered in Table 15. This shows the affinities in the course offerings and other considerations in each of the universities.

Table 14. Inventory of Courses offered by Leading HEIs in Puerto Princesa City and Potential Entry Points for UDLC Programs in Urban Development

Course Clusters/ PSU WPU HTU Universities Palawan State Western Holy Trinity University Philippine University University

BACHELOR COURSES 19 17 18 Administration 1 1 - Agriculture 3 4 - Architecture 1 - - Arts and Design - Business 3 2 3 Communication and 1 Information Science Education 2 2 2 Engineering 6 4 3 IT, Computer and 2 3 3 Programming Language/Humanities /1 1/ Medical and Health care 1 2

Biophysical and 3 2 1 Mathematics Sciences Social Sciences 1 3 1 Tourism, Hospitality & 2 3 1 Culinary Arts MASTER COURSES 5 4 4 DOCTORATE COURSES 3 2 - CERTIFICATE COURSES 4 2 - Student Population 11,077 3,500 1,400 Academic Year SY 2013-2014 SY 2013-2014 SY 2014-2015 Architecture Board Passing 70% - - Rate Civil Engineering Board 42% 25% 37% Passing Rate CHED Accreditation Status Year Founded/ 1965/ 1910/ 1940/ Became University 1994 2004 1987 Public Public State Private Type State University Agri/Polytech Sectarian University Catholic

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 64 Action Plan for the Establishment of UDLC, September 2016

Table 15. UDLC Priority Considerations and Leading HEIs in Puerto Princesa City

PSU WPU HTU Priority Considerations/ Palawan Western Holy Trinity Universities State Philippine University University University 1. Environmental Planning Course 2. Architecture Course 3. Civil Engineering Course 4. Economics/Business Courses 5. Environmental Science Courses 6. Masters Courses 7. Doctorate Courses 8. CHED Autonomous Status 9. Potential Unit to Partner with UDLC Note: Filled-up block signifies Urban Development Program or Course Entry Points that can be developed with HEI

5. The City-University Partnership Potential

a. The UDLC concept was found to be doable. The Dean of PSU’s College of Engineering, Architecture, and Technology found the presented UDLC framework doable in the city and said that it should be located within the university/academe. It also needs to maximize the involvement of other professional expertise, like the electrical engineers and agricultural engineers. He also reiterated the importance of the involvement of the indigenous peoples’ practices.

b. The UDLC should be anchored on the engagement of identified key players. A Dean at the WPU suggested that key stakeholders involved in city-university partnerships should sit down to come up with a long-term plan for the establishment and operation of the UDLC, particularly in terms of funding and management. This is to assure the continuity of the UDLC as an independent institution. She also detailed the willingness of the members of the academe to extend help and render services for the UDLC in their personal capacity.

c. The PICE is willing to be engaged with the proposed UDLC. The President of the Philippine Institute of Civil Engineers, Palawan Chapter, which has 500 members island-wide, stated that they have plans for the development of their organization, including how they can help in the city’s development. Furthermore, he also mentioned that they started to get involved in the city planning through the initiative of Mayor Lucilo Bayron, who invited them to participate in the assessment of the city’s proposed infrastructure projects. He then suggested that there should be an independent body or third party which will conduct inspections and decide on the final acceptance of the projects and evaluate how they are being implemented. He cited DPWH practices as an example. It can be professionals from the PICE, UAP, or other pertinent professional organizations.

d. It is suggested that a federation of city-based related professional organizations be organized to collectively help establish the UDLC. The Dean of WPU’s College of Engineering and Technology stated that there is an existing Philippine

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 65 Action Plan for the Establishment of UDLC, September 2016 Technological Council, which handles the federation of engineers. She sees the possibility of creating a similar system in Puerto Princesa City.

e. The UDLC should be institutionalized. A WPU Dean strongly suggested that the UDLC should be institutionalized. She cited the Palawan Council for Sustainable Development (PCSD) as an example. It is to address certain serious constraints in urban planning which impacts on the environment, such as construction projects without the proper drainage system. The specific roles of stakeholders within the UDLC should be defined, while the parameters of the functions of the city government should be set.

f. The city representative relayed the willingness of the city to work with the universities. An observer-representative from the City Planning Office stated that all concerns raised by the participants will be reported to the Head of the City Planning Office, particularly those pertaining to the City Development Council (CDC) membership and functions. She likewise informed the group that universities and professional organizations have already been involved in comprehensive plan formulation. She agreed that the CDC should maximize the authority bestowed upon them in order to come up with a consultative output. Furthermore, she mentioned that among the new administration’s thrust is to intensify project monitoring to make the most of the funds allotted for the developmental programs, projects, and activities.

Table 16. PUERTO PRINCESA CITY: Summary Profile for City-University Partnerships

Notes/Implications to UDLC Establishment City Classification-Income Highly Urbanizing City – IC First Class (IC) Area-Population (2015) 219,339 has. - 255,116 (2015) Local Economy-Industries Tourism, Agriculture, Fisheries, Trade, Priority Business (in order of value to the City) Commerce Development Study Focus Major Universities Palawan State University (PSU-public) There is no Western Philippine University autonomous university (WPU-public) in the City; course Holy Trinity University (HTU--priv) development can take a little longer Student Population of Major Palawan State University – 11,077 Engagement of Universities (2013- Western Philippine University – 3,500 Students in large-scale 2014*/2014-2015) Holy Trinity University – 1,400 and periodic data gathering initiatives in joint City-University program Urban Development-related BS Architecture (PSU) Potential link to Courses Offered BS Civil Engineering Courses (PSU, Continuing Professional WPU, HTU) Education Program B.S. Environmental Science Courses (CPE) of Prof. Orgs (PSU) and On-the-Job B.S. Business Administration-MBA Training for Students. (PSU-DBA), WPU, HTU) MA Public Administration (WPU, HTU) Special Training or Capability-Building Courses for LGU Technical Personnel

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 66 Action Plan for the Establishment of UDLC, September 2016 including Integrated Board Review Courses Current Level of University- Universities have better links with industry Develop a more Engagements with the City rather than the City coordinated program Existing but minimal city-based between the city and engagements the universities Professional course faculties are in practice PICE & UAP are active with some engagement with the City Predominant Preferred Form No clear majority preference, still subject For more definitive of City-University Partnership to further consideration consultation with detailed consideration of institutional options Identified Collaborative Pilot No concrete collaborative project has Development of the Development Project with been identified; a discussion on the Collaboration process City collaboration process and selection is first and project selection preferred; strong prof. org. involvement is methodologies anticipated

Potential Impediments to the Funding for the UDLC was considered as Identification of the Establishment of Urban a potential impediment; the ongoing proper time for Development Learning merger negotiations between PSU and commitment and Centers WPU may stall the UDLC establishment collaboration

E. Tagbilaran City

1. The City of the Universities

Tagbilaran sits on a generally flat limestone formation with a relatively thin soil cover. The shallow superficial and unconsolidated soils are derived from the residual weathering of underlying coralline limestone. Due to the thin soil cover, bedrocks crop out even in low-lying portions, including shore areas. The hills (Mts. Elley and Banat-i) and the ridges are practically without soil cover due to the fairly rapid surface water run-off. Natural sinkholes and sunken areas, which can be as large as two hectares, are predominant and serve as the natural drainage or catch basins of storm water. There are also numerous underground caves formed through the action of surface waters infiltrating the normal fissures and joints of the substrate.

The coastline is irregular, with a total length of about 13 kilometers. It embraces eight barangays, from Barangay Bool in the south to Barangay Manga in the north. The other coastal barangays are Mansasa, Poblacion I, Poblacion 3, Cogon, Booy, Taloto, and Ubujan. Beaches are predominantly rocky or stony, and characteristically narrow, and rise abruptly into rocky cliffs.

There are 15 barangays comprising Tagbilaran, which has a population of 96,792 in 2010 and an annual growth rate of 1.75%. This reflects a decline from 2006. However, 44% of the city's population still resides in the four urban districts where trade and commerce are also concentrated. The latest population estimate, in 2015, posits that the city has 105,051 residents.

Tagbilaran is a third-income class component city in the island-province of Bohol, serving as its capital. Its income classification indicates it has an annual income of Php240 to 320 M.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 67 Action Plan for the Establishment of UDLC, September 2016 Tagbilaran City has a limited potential for agricultural production. Farming is marginal. Small backyard farming, fishing, and backyard livestock-raising are its economic activities. The present agricultural land area of the city, some 326 hectares, represents only 10% of the city’s total land area (3,270.10 hectares). Out of the total agricultural area of the city, a smaller portion, about 154.64 hectares or 47%, is presently devoted to crop production. The city functions more as the retail and logistics hub of the province.

2. The Universities of the City

There are two universities in Tagbilaran: The University of Bohol and the Holy Name University (formerly the Divine Word College of Tagbilaran). There are six collegiate-level institutions: The Central Visayas State College of Agriculture, Forestry and Technology; Philippine Maritime Institute; Bohol Institute of Technology; AMA Computer Learning Center; Systems Technology Institute (STI), and; Informatics. Total enrollees number 7,335, representing 11.01% of the school-age population.

Holy Name University (HNU). It opened as the Holy Name College on July 14, 1947, a diocesan school owned by the Diocese of Tagbilaran. In 1963, the SVD gained full ownership of the college and renamed it the Divine Word College of Tagbilaran. From 1947 to 1970, it was run by SVD expatriate missionaries. In 1970, Leo D. Ortiz, became the first Filipino president. Since then, Filipino priests have overseen its growth. On September 21, 2001, it was given full autonomy by the CHED. On November 19, 2001, it was granted full university status and the name was changed to Holy Name University.

HNU originally had two campuses in Tagbilaran City: the main building (also called Lesage Campus) at the corner of Lesage and Gallares streets and the Janssen Heights Campus in Dampas district. But in the aftermath of the 7.2 magnitude earthquake in October 2013, the whole operations of the university have been transferred to the Janssen Heights Campus due to the structural damage suffered by the Lesage Campus main building.

HNU offers 22 bachelor courses in business (two, with five majors in business administration), communication and information science (two), education (two, with three majors in elementary education and nine in secondary education), engineering (three) humanities (one), IT, computer science and programming (four), medical & health care (two), biophysical sciences (two) social sciences (three), and tourism, hospitality, and culinary (two). It also offers seven master’s degrees in public administration, library science, education, humanities, law, and health care; and three doctorate degrees in business, education, and humanities. It has three certificate courses in office administration, special education, and computer technology. Most of the courses are oriented toward business, engineering, health care, and education.

In the past four board examinations, the HNU civil engineering graduates got an average passing rate of 66% (rank 4th among 11 schools in Central Visayas and 40th among 195 schools nationwide). HNU does not offer an architecture course.

HNU has a student population of 5,236 in SY 2014-2015. It has 221 faculty members, with a faculty-student ratio of 1:24. Entry points for urban development courses can be those in engineering, business, and law.

University of Bohol (UB). Established in 1946 as a private non-sectarian, co-educational HEI, UB became the first university in the Province of Bohol.

UB offers 38 bachelor courses covering the fields of administration (one), aircraft and aviation (one), architecture (one), arts and design (two), business (seven, with five majors each in

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 68 Action Plan for the Establishment of UDLC, September 2016 business administration and commerce), communication and information science (one), education (four, with two majors in elementary education and seven in secondary education), engineering (seven), humanities (one), IT, computer science and programming (two), medical and health care (six), biophysical sciences (two) social sciences (three), and tourism, hospitality, culinary (two). It also offers seven master’s degrees in public administration, library science, education, humanities, law, and health care; and three doctorate degrees in business, education, and humanities. It has three certificate courses in office administration, special education, and computer technology. Most of the courses are oriented toward business, engineering, health care, and education.

In the past four board examinations, the UB civil engineering graduates have an average passing rate of 21% (rank 10th among 11 schools in Central Visayas and 161th among 195 schools nationwide). The architecture graduates, on the other hand, got a passing rate of 36% (ranked 6th among six schools in Central Visayas and 65th among 69 schools nationwide).

UB had a student population of 5,413 in SY 2014-2015. It has 233 faculty members, with a faculty-student ratio of 1:23. Entry points for urban development courses can be those in architecture, engineering (civil/geodetic), and business.

Bohol Island State University (BISU). The Central Visayas State College of Agriculture, Forestry, and Technology (CVSCAFT) became the Bohol Island State University (BISU) in 2009. It is mandated to primarily provide advanced education, engineering, agriculture, fisheries, environment, arts and sciences, accountancy, cooperative, business and entrepreneurship, technology and other relevant fields of study in the undergraduate and graduate levels; and to undertake research and extension services, and provide progressive leadership in its areas of specialization to meet the needs of Bohol province and Region VII.

BISU offers 17 bachelor courses covering the fields of administration (one), architecture (one), arts and design (one), business (one), communication and information science (one), education (three, with five majors in secondary education), engineering (five), professional and technical courses (two, with nine majors in industrial technology), social sciences (one), and tourism, hospitality, and culinary (two). It also offers five master’s degrees in public administration, teaching vocational education, education, industrial technology, and mathematics. It has two doctoral degrees in technology and educational management. It also offers a two-year diploma course in industrial technology covering ten vocational specializations. Most of the courses are oriented toward business, architecture, engineering, and industrial technology.

BISU is one of the top performing schools in the board examinations of civil engineering and architecture. In the past four board examinations, the BISU civil engineering graduates have an average passing rate of 83% (rank 1st among 11 schools in Central Visayas and 10th among 195 schools nationwide). The architecture graduates, on the other hand, got a passing rate of 82% (rank 3rd among six schools in Central Visayas and 13th among 69 schools nationwide).

BISU-Tagbilaran has a total enrolment of 7,300 students in SY 2013-2014. Entry points for urban development courses can be those in architecture, civil engineering, and business. The noteworthy board performances of their students make them prime partners for the UDLC engagement in Tagbilaran City.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 69 Action Plan for the Establishment of UDLC, September 2016 3. The Current State of City-University Engagement

The Consultation-Workshop served as a venue to gauge the level of city-university engagement through the following brief on the discussions:

a. The universities have research studies aimed at benefitting the city, but they are not linked to the local government program. The Dean of the Graduate School of the University of Bohol stated that they have research studies and a research agenda, but they are not linked to the city government. Another participant from BISU would like to align their research agenda with the city development agenda. She recommended that a high-level City-University Research and Development Forum be conducted in a selected university in the city. The developed research agenda can be included in the budget planning of both the city and the universities.

The research center head of HNU noted that they update their research agenda every three years but they invite only the provincial government, not the city. She further stated that their university is open to the creation of the UDLC and looks forward to a planning session with the city government officials and ascertains how the HEIs can collaborate.

b. Some HEIs have links with foreign universities that can open up the city to new processes and technologies. A BISU faculty member said that her university has a partnership agreement with Nagoya University of Japan for their architecture and engineering students. A city-university partnership can expand the opportunities for learning not just for one university but also for those that would be part of the UDLC consortium.

c. Some HEIs have projects with neighboring local governments. A faculty member from HNU shared that they have are collaborating with different LGUs and are actively looking for development partners. He further noted that they have assisted the nearby towns of Loon and Maribojoc. They asked the LGUs what the school can do for them. They then conducted research and presented the findings to the concerned LGUs.

d. Some city officials expressed the impact of the change of leadership in the programs and projects of the city. They questioned the force of the local ordinances as binding based on their experience with previous local leaders. These leaders did not honor some ordinances and, in fact, stopped the implementation of an ordinance. They had a project with the UNDP, which included the construction of a building. It was demolished when the new leaders assumed office. It was expressed that to counteract such an unfortunate situation, the community and stakeholders have to be strengthened, with the universities taking the lead. It was recalled that a similar situation occurred in the provincial level. The vision-mission of the province was proposed to be changed by the incoming governor but the stakeholders defended it – and the governor backtracked. This, they say, is citizen participation and empowerment.

4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points

Among the three HEIs assessed in Tagbilaran, the University of Bohol, a private university, was found to offer the most number of courses (38), while another private university, Holy Name University (HNU), offers 22 baccalaureate courses. The public university, BISU, has 17 courses. These three HEIs have a total of about 18,000 students. This number constitutes about 17% of the total population of the city.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 70 Action Plan for the Establishment of UDLC, September 2016 UB and BISU offer architecture courses, while all three universities have a civil engineering course in their academic program. BISU is oriented more to technology- based courses. (See Table 17)

Table 17. Inventory of Courses offered by Leading HEIs in Tagbilaran City and Potential Entry Points for UDLC Programs in Urban Development

Course Clusters/ HNU UB BISU Universities Holy Name University of Bohol Bohol Island State University University BACHELOR 22 38 17 COURSES Administration - 1 1 Agriculture/Aviation - /1 - Architecture - 1 1 Arts and Design - 2 1 Business 2 7 1 Communication and 2 1 1 Information Science Education 2 4 3 Engineering 3 7 5 IT, Computer and 4 2 2 Programming/Prof- Tech Language/Humanities /1 /1 - Medical and 2 6 - Healthcare Biophysical and Mathematics Sciences 2 2 - Social Sciences 3 3 1 Tourism, Hospitality & 2 2 2 Culinary Arts MASTER COURSES 7 10 5 DOCTORATE 3 5 2 COURSES

CERTIFICATE 3 6 1 (10) COURSES Student Population 5,236 5,413 7,300 Academic Year SY 2014-2015 SY 2014-2015 SY 2013-2014 Architecture Board - 36% 83% Passing Rate Civil Engineering 66% 21% 82% Board Passing Rate CHED Accreditation Status Autonomous - - Year Founded/ 1947/2001 1946/1970 1998/2009 Became University Private Private Public Type Sectarian Non-Sectarian State/Polytech Catholic-SVD University

It may be noted that some graduates of HNU passed the recent 2016 Environmental Planning Board. One of them even placed No. 6 nationwide. With a total of 23 planners from Bohol this

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 71 Action Plan for the Establishment of UDLC, September 2016 year, a great interest in the field of planning has been generated in the Province of Bohol. This development augurs well in upgrading the competencies of those involved in the urban development of Tagbilaran and Bohol. Incidentally, HNU has received an autonomous accreditation from CHED; this can facilitate the development of modules and courses in urban development. Below is the Table of UDLC Priority Considerations for Tagbilaran.

Table 18. UDLC Priority Considerations and Leading HEIs in Tagbilaran City

Priority Considerations/ HNU UB BISU Universities Holy Name University of Bohol Island University Bohol State University

1. Environmental Planning Course 2. Architecture Course 3. Civil Engineering Course 4. Economics/Business Courses 5. Environmental Science Courses 6. Masters Courses 7. Doctorate Courses 8. CHED Autonomous Status 9. Potential Unit to Partner with UDLC Note: Filled-up block signifies Urban Development Program or Course Entry Points that can be developed with HEI

5. The City-University Partnership Potential

The following were suggested by the city’s universities to enhance the CUP Potential:

a. Before venturing into a city-university partnership, a commitment among the parties should be forged, laying out clearly the responsibilities and benefits. The participants agreed that there must be a memorandum of agreement between the universities and professional organizations, on one hand, and the city government, on the other. The agreement can cover such sectors as the design and construction of a city waste-treatment plant. Other projects can be discussed when commitments are in place. The interested universities are planning to echo the concept to their executive officials to facilitate their institutions’ engagement in the establishment of the UDLC.

b. The establishment of the UDLC can be legislated by the city to assure its continuity. A participant from the University of Bohol suggested that the UDLC be legislated so it will not be affected by the change of local leadership and to ensure the continuity of the initiative. c. UB has invited SURGE to develop an Environmental Planning Review Course as a preliminary activity leading to the establishment of the UDLC. The University of Bohol is requesting SURGE to develop a professionalization program in environmental planning for the technical personnel of the city and adjoining municipalities to further upgrade competencies.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 72 Action Plan for the Establishment of UDLC, September 2016 Table 19. TAGBILARAN CITY: Summary Profile for City-University Partnerships

Notes/Implications to UDLC Establishment City Classification-Income Component City – IC Third Class (IC) Area-Population (2015) 3,270 has. - 105,051 (2015) Local Economy-Industries Livestock Raising, Backyard Priority Business (in order of value to the City) Agriculture, Fisheries Development Study Focus Other possibilities can be explored Major Universities Bohol Island State University HNU is a CHED (BISU-public) accredited autonomous University of Bohol (UBH-priv) university in the City; Holy Name University (HNU-priv) can facilitate course development Student Population of Major Bohol Island State University- 7,300 Engagement of Universities (2013-2014*/2014- University of Bohol – 5,413 Students in large-scale 2015) Holy Name University – 5,236 and periodic data gathering initiatives in joint City-University program Urban Development-related BS Architecture (BISU, UB) Potential link to Courses Offered BS Civil Engineering Courses (BISU, Continuing Professional UB, HNU) Education Program A.B./B.S. Business-based Courses (UB, (CPE) of Prof. Orgs HNU, BISU) and On-the-Job MA/PhD Public Administration/Business Training for Students. (HNU, UB, BISU) Special Training or Capability-Building Courses for LGU Technical Personnel including Integrated Board Review Courses Current Level of University- Research link with the City not fully Establish a stronger Engagements with the City established link and more Existing international links with foreign coordinated program universities can enhance the city between the city and A HEI is helping other towns but no the universities program in the City Predominant Preferred Form of No clear majority preference, still For more definitive City-University Partnership subject to further consideration consultation with detailed consideration of institutional options Identified Collaborative Pilot No concrete collaborative project has Can develop the EnP. Development Project with City been identified; a memorandum of Review Course upon agreement is seen as a prerequisite for approval of USAID – collaboration. An HEI is inviting to can be an advocacy develop and implement a province-wide tool for urban EnP. Board Review Course development capability building Potential Impediments to the Based on experience, present Identification of the Establishment of Urban agreements might be overturned by the proper time for Development Learning Centers succeeding local administrations even commitment and with an ordinance collaboration

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 73 Action Plan for the Establishment of UDLC, September 2016

F. Zamboanga City

1. The City of the Universities

In terms of land area, Zamboanga City is the third largest city in the country. Its total land area is 1,483.3849 sq. km., or 148,338.49 hectares (78.10sq.km. urban, and 1,405.2849 sq.km rural). All that land is identified as 45.9% agricultural; 32.24% forestland; 9.43% protected area; 6.51% residential; 0.15% commercial; 0.12% industrial, and; 5.65% others.

The city’s geography has the following advantages: (1) it has an even distribution of rainfall; (2) it has no liquefaction prone areas; (3) it is outside the typhoon belt, and; (4) it is outside any major fault lines is far from any active volcano. The city’s watershed, boasting 12,107 hectares of old-growth forest, is one of the three remaining intact watersheds in the Philippines.

The total population of Zamboanga City was 807,129 as of May 1, 2010, based on the 2010 Census of Population and Housing. This figure is higher by 205,335 persons over the previous population count of 601,794 in 2000. This translates to an average annual population growth rate of 2.98 percent. As of 2014, the projected population of the city is 907,725. That projection is lower than the latest estimate of 861,799 in 2015.

The city’s key economic activities are manufacturing, services, trading, exports, and agrifishery. The city is popularly known as the country’s sardine capital. Although the city is no longer the government regional center (that distinction now belongs to City), Zamboanga City remains practically the commercial, industrial, banking, education, convention, sports, medical, and tourism growth center of the Zamboanga Peninsula (Zampen).

It is a gateway to the Brunei, Indonesia, Malaysia, Philippines-East ASEAN Growth Area (BIMP-EAGA). It has the only international airport and international seaport in Region 9. It is the only city in the Visayas and Mindanao with an Economic Zone and Free Port. Zamboanga is accessible by air and sea from the key centers of Manila, Cebu, and Davao. It is the transshipment point for domestically and internationally traded products. There are vessels plying the Zamboanga-Sandakan, Malaysia route.

The city is the nearest major urban center to the key ASEAN countries of Malaysia, Brunei, and Singapore. It is nearer Kota Kinabalu (365 nautical miles) than Manila (505 nautical miles).

The Zamboanga Peninsula Regional Plan identifies Zamboanga City as the region’s commercial and industrial center. This entails effective linkages and connectivity for easy access to convert the region’s raw products into processed ones. This also denotes the expansion of manufacturing activities across the different areas of the region. The expansion will result in more growth centers scattered around the region.

The Zamboanga Economic Zone and Freeport Authority makes possible the processing of raw agricultural products from nearby areas in the Zamboanga Peninsula, including Basilan, Sulu, and Tawi-Tawi (BaSulTa). The products, in turn, are brought to Cebu and Manila for further processing or to be sold as finished products.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 74 Action Plan for the Establishment of UDLC, September 2016 2. The Universities of the City

In 2014, Zamboanga City had 13 tertiary schools, three of which are government-owned; 36 technical-vocational schools; 70 secondary schools (33 private and 37 public); 208 elementary schools (37 private and 171 public), and; 221 pre-schools and kindergarten schools (50 private and 171 public).

The three public tertiary schools are the Western Mindanao State University (WMSU), Zamboanga City State Polytechnic College (ZCSPC), and Zamboanga State College of Marine Science and Technology (ZSCMST). There are about ten private tertiary schools, with the Ateneo de Zamboanga University (AdZU) and the Universidad de Zamboanga (UZ) recognized as the city’s leading educational institutions.

Three universities are being considered for possible primary engagement with the UDLC.

Western Mindanao State University (WMSU). WMSU is the city’s state university. It started as a provincial , part of the Normal School system set up by the Americans in 1904. It evolved into a provincial college and then the Zamboanga State College. In 1978, it became a university carrying its present name.

It has two campuses: the main campus in Barangay Baliwasan and the satellite campus in San Ramon, 20 km. away from the city campus. It has a student population of over 22,000, with regular faculty members of over 600 as well as over 150 staff.

WMSU ranked sixth among 68 universities all over the country, according to a CHED survey on the top academic institutions in the Philippines. Its College of Teacher Education and College of Architecture are Centers of Development. Its College of Social Work and Community Development was awarded the Best School for Social Work in the Philippines.

WMSU offers 46 bachelor courses in agriculture (six, with majors in BS Agriculture and three majors in BS Forestry), architecture (one, with four majors), business (two), communication and information science (one, with two majors), education (four, with five majors in elementary education and eight majors in secondary education), engineering (ten), humanities (two), IT, computer science and programming (two, with two majors in computer science), language (two), medical and health care (two), professional and technical courses (two), religion and theology (one), biophysical sciences (six), social sciences (eight), and tourism, hospitality, and culinary (one).

WMSU also offers 19 master’s degrees in public administration (three), agriculture (one), education (eight, with 13 majors in MA Education), engineering (eight), language (one), law (one), medical and health care (three), and social sciences (six). It may be noted that the Master in Local Government Administration, with majors in political and socio-economic development, can be directly linked to urban development matters. At the doctorate level, WMSU has four degree programs in public administration and education. Most of the courses are oriented toward architecture, engineering, education, and the sciences.

In the past four board examinations, the WMSU civil engineering graduates had an average passing rate of 55% (rank 1st among eight schools in the Zamboanga Peninsula and 64th among 195 schools nationwide). The architecture graduates, on the other hand, got a passing rate of 64%(rank 31st among 69 schools nationwide). WMSU is one of the top performing schools in the board examinations of civil engineering and architecture.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 75 Action Plan for the Establishment of UDLC, September 2016 WMSU-Zamboanga City had 9,500 students in SY 2013-2014. Entry points for urban development courses can be those in architecture, civil engineering, business, and the master-level development administration.

Under the College of Engineering and Technology (CET), WMSU has a B.S. Architecture Program that was declared by the CHED as a Center of Development - 2 (COD-2) in 1999. It is a distinction given only to the top five architecture schools in the country. The CHED citation noted WMSU’s outstanding performance in educating future global architects, exemplary award-winning researches, and community outreach programs. The college has produced seven PRC Board of Architecture topnotchers. CET also offers a full range of engineering courses, including civil, geodetic, and sanitary, professions critical to infrastructure planning and development. Urban planning and development courses can be integrated in the curriculum of architecture, which has a three-course series in planning. The engineering program has various courses in infrastructure.

Another pertinent academic unit of WMSU is the College of Forestry and Environmental Studies, which aims to provide the technical discipline needed to respond to the alarming issues and concerns on environment and natural resources. The unit, which was transferred to the San Ramon campus in 2006, offers Bachelor of Science in Agroforestry and Bachelor of Science in Environmental Science. These courses can be entry points for modules on urban resiliency, climate change adaptation, and low-emission development strategies/carbon credit mechanisms as applied to the urban development of Zamboanga.

Ateneo de Zamboanga University (AdZU) is a Catholic and Jesuit university in Western Mindanao. AdZU began in 1912 as Escuela Catolica, a parochial school run by Spanish Jesuits. It is the second oldest Jesuit school in the Philippines and the second Jesuit school to be named Ateneo. It initially offered primary and secondary education for boys. It became a college in 1952 and a university in August 2001. It currently operates on two campuses, La Purisima Street, with the tertiary and senior high school divisions, and Barangay Tumaga, outside the city proper, where the junior high school and grade school divisions are located.

When it became a university, the CHED granted it autonomous status, enjoying the distinction of being the only university in Western Mindanao to have such autonomy.

It has an Ateneo Center for Leadership and Governance (AdZU-CLG), a training center that assists and strengthens capacities of governance institutions and their civil society counterparts for further development objectives, policies, and programs that ensure effective service delivery. It further serves as a leadership and human development center that will prepare the successor generations of leaders, administrators, and managers for what it envisions as “a life of competent, proactive, and dedicated service.”

ADZU-CLG seeks to serve as a credible venue for issue and policy advocacy, and a venue for dialogue, trust and solidarity building, networking and collaboration, local benchmarking, and interdisciplinary research. Through this center, a Sustainable Urban Development Leadership Course may be developed to cater to professionals both in the public and private sectors already in practice.

AdZU offers 22 bachelor courses in administration (two), business (five, with two majors in business administration), communication and information science (three), education (three, with seven majors in secondary education), engineering (two), humanities (one), IT, computer science and programming (three), language (two), medical and health care (one), biophysical sciences (two), and social sciences (three).

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 76 Action Plan for the Establishment of UDLC, September 2016 AdZU also offers 19 master’s degrees in public administration (two, with the course in Governance and Development a potential link to urban development), business (one), education (seven, with three majors in MA Education), computer science (one can be linked to GIS for urban development), language (two), law (one), medical and health care (four), mathematics (one), and social sciences (three). At the doctorate level, AdZU has four degree programs in development management, business, education, and language. Most of the courses are oriented toward education, computer technology, the sciences, and development management.

AdZU had 4,195 students in SY 2014-2015. It has 314 faculty members, with a faculty-student ratio of 1:13. It has no degree program in architecture and civil engineering, but it has a good program in development management, both in the masters and doctorate levels. It also has the Governance and Leadership Institute and the Light Detection and Ranging (LIDAR) Program of the Department of Science and Technology. These are potential development linkages for the UDLC.

Universidad de Zamboanga (UZ). UZ began in October 12, 1948 as the Zamboanga A.E. Colleges. When it attained university status in 2005, it acquired its present name. UZ has 25% of all college enrolment in Region 9. It has eight campuses within and outside the city.

Pertinent to the UDLC development, UZ has an academic unit called the School of Engineering, Communications, and Information Technology (UZ-SEICT) that intends to cater to engineering and information technology students. Its stated goal is to position engineering and information technology graduates to be problem solvers, project leaders, communicators, and ethical citizens to the global community. They have course offerings in civil engineering and ICT, where the application of GIS to urban development courses can be developed.

UZ has 30 bachelor courses in administration (four), business (five, with five majors in business administration), communication and information science (one), education (two, with two majors in elementary education and seven majors in secondary education), engineering (three), humanities (one), IT, computer science and programming (two), language (two), medical and health care (six), biophysical sciences (two), social sciences (three) and tourism, hospitality, culinary (one).

UZ also offers six master’s degrees in public administration, business, education, and social sciences. At the doctorate level, UZ has two degree programs in education. It has 16 certificate programs in arts and design, education, medical and health care, and other technical vocational courses in technology and tourism.

Most of the courses are oriented toward education, computer technology, the sciences, and development management.

UZ had 7,115 students in SY 2014-2015. It has 240 faculty members, with a faculty-student ratio of 1:30. It has a degree program in civil engineering, but with a passing rate of only 10%. Nonetheless, it has a reputable program in development management, both in the graduate and post-graduate level.

3. The Current State of City-University Engagement

The participants and the technical advisor discussed the establishment of the UDLC in the city. The following are the observations shared by the participants regarding the state of city- university engagement:

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 77 Action Plan for the Establishment of UDLC, September 2016 a. Political concerns tend to dominate technical decision-making at the expense of the common good and public interest. Participants from WMSU affirmed that they are already currently working with the city government in implementing some projects. They observed that one of the problems in working with the city government is the control of politicians over city planning concerns. The politicians have the final word over the professionals’ expertise, even in technical matters. Based on their observation, those who have the money control the decision. They suggested that the collaboration among the universities might help convince politicians to respect technical decisions.

b. There are problems about funding in some city-university engagement. WMSU shared that the city government tapped them to conduct a traffic study in Zamboanga City. When they presented the results, the city government asked them to produce a blueprint of volume reduction and traffic scheme. However, one concern of the university is funding. One way to facilitate funding is for universities to undertake joint research agenda-setting with the city government before their budget hearing with them to be able to generate funding for the project. This is also one aspect where the city and university can scrutinize how the programs are aligned with both the budgeting calendar of the LGU and the academic calendar of universities.

c. The current relationship of the city government and universities is observed to lack sustainability and focus. Participants from the UZ approached the city government to share the outputs of their research studies. The city government, however, did not fully recognize the significance of the research in relation to the function of governance. The current relationship between the city government and universities lacks sustainability and focus. According to the UZ, a proper collaboration of the two parties is forged only when there are certain issues affecting the university, and even then this takes the form of only bits and pieces of activities. UZ believes that the UDLC project would be helpful in bridging the relationship of the city government and the universities. UZ also shared that they were already very much engaged with local government in the barangay level, especially through their Extension Services Program. In terms of the form, they suggested that the independent body should be embedded in the city government through their existing planning office, which unfortunately lacks research capacity. They suggested the City Planning Office to be the lead office in implementing the project, and the universities will subsequently support whatever development initiatives they would have.

d. There are divergent research perspectives between the city and the university which need be reconciled. A participant from WMSU stated that collaboration between the city government and universities is very important so that the academe will be able to upgrade its basic research toward applied research as well as to benchmark best practices. Based on their observation, when research studies are presented to the city government, the officials appear to be having difficulty in understanding the results or integrating the results in their planning agenda. The suggestion is that there should be a structure of collaboration between the city government and the universities for knowledge management. Another concern put forth is that there are different levels of understanding when it comes to the research. The universities should know the preference of the city government and their way of communication; on the other hand, the city government should also understand the universities’ perspective of knowledge generation. Currently, the relationship to each other is disruptive. Bridging the gap in their relationship can be facilitated through the SURGE project. It was also encouraged that universities should strengthen

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 78 Action Plan for the Establishment of UDLC, September 2016 professional accountability and offer strategic courses in city development which will be practiced within the city government – and not remain as mere academic exercise.

e. Data gaps in research were experienced, attributable to the lack of coordination between the city and the research groups. A participant from WMSU asked if research may be conducted by the one who got the contract and if all the needed information will be given by the city. The response was that if the information is available in the city then they will provide it, but if not then one has to generate data. The participant from WMSU also shared some concerns on the evaluation they conducted regarding the CLUP. They conducted an evaluation on the historical background and heritage conservation initiatives in Zamboanga City. Surprisingly, the data given to them listed only three heritage structures, even though Zamboanga City is one of the oldest cities in the country. The research team from WMSU listed down more heritage structures and gave it back to the city. Later on, they were again asked to give more information about the structures although they felt that the other party should be the one filling in the blanks.

f. Due to the non-coordination of city and university programs, community studies undertaken by universities are not linked to assistance intervention. It was expressed by a university that whenever they conduct extension services and provide skills training for livelihood, the participants make an unrealistic demand: that they provide capital or equipment before they start a small business. Funding support is one of the major concerns in implementing these projects. This can be addressed through the proper coordination of programs with the city so that it can facilitate funding mechanisms.

4. Inventory of Urban Development-Related Courses: Potential Partnership Entry Points

The general overview of courses (Table 20) exhibits the relatively large number of courses (42) offered by the WMSU. This is followed by Universidad de Zamboanga (30) and the Ateneo de Zamboanga (22).

WMSU has courses in almost all course cluster groupings, except for administration and arts and design. Similarly, UZ’s academic offerings cover all course cluster, but two: agriculture and architecture. Collectively, the three universities serve a total student population of about 20,800.

Each of the HEIs considered in Zamboanga City has certain academic niches. ADZU is known to be the leading institution in GIS, information technology, and computer engineering. It was designated by DOST as its hazard mapping center for the Zamboanga Peninsula and Basilan- Sulu-Tawi-tawi (BaSulTa) regions for the Philippines Light Detection and Ranging 1 (PHIL- LIDAR 1) program. The program is a nationwide project to create reliable, detailed, and up- to-date 3D flood maps and models of the country’s major river basins, watersheds, and other flood-prone areas. Light Detection and Ranging is the state-of-the-art technology that measures distance by remote sensing using laser. WMSU has good performing academic programs in architecture and civil engineering, as proven by their passing rate in the board exams.

Universidad de Zamboanga has shown some prowess in nursing and medical technology courses. It has also the second largest enrolment after WMSU. The UZ civil engineering program has been noted as not having performed well in the last four board exams. ADZU has its academic strength in physical and social sciences, particularly governance and public

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 79 Action Plan for the Establishment of UDLC, September 2016 administration. This can complement the agricultural program of WMSU, which is quite extensive, with six baccalaureate courses.

Though its academic niche is not directly related to urban development, the Zamboanga State College for Maritime Science and Technology (ZSCMST), which focuses on water-based studies, was also invited to the UDLC consultation. It has a considerable enrolment (5,100) and is concerned with the fishing industry, a major economic concern of the city.

The complementation of the assets and niches of these universities can be harnessed through the development of an integrated research program addressing the identified developmental needs of the city.

The UDLC priority considerations among the HEIs of Zamboanga City is reflected on Table 21. This shows the affinities in the course offerings and other considerations in each of the universities in the city.

Table 20. Inventory of Courses offered by Leading HEIs in Zamboanga City and Potential Entry Points for UDLC Programs in Urban Development

ZSCMST WMSU ADZU UZ Zamboanga Course Clusters/ Western Ateneo de Universidad State College of Notes Universities Mindanao Zamboanga de Maritime University University Zamboanga Science and Technology BACHELOR 46 22 30 9 COURSES Administration - 2 4 - Agriculture 6 - - 2 Architecture 1 - - - Arts and Design - - 1 - Business 2 5 1 - Communication and 1 3 1 - Information Science Education 4 3 2 1 Engineering/Maritime 4 2 3 2 IT, Computer and 2/2 3 /2 /2 Programming/Prof- Tech Language/Humanities 2/2 2/ 2/1 Medical and Health 2 1 6 care - Biophysical and Mathematics Sciences 6 2 2 - Social 8/1 3 3 Religion/ Sciences/Religion Theology - Course is on Islamic Studies Tourism, Hospitality & 1 - 1 - Culinary Arts MASTER COURSES 19 19 6 13 DOCTORATE 4 3 2 - COURSES

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 80 Action Plan for the Establishment of UDLC, September 2016 CERTIFICATE 5 4 15 7 COURSES Student Population 9,500 4,195 7,115 5,100 Academic Year SY 2014- SY 2014- SY 2014- SY 2013-2014 2015 2015 2015 Architecture Board 64% - - - Passing Rate Civil Engineering Board 55% - 10% - Passing Rate CHED - Autonomous - - Accreditation Status Year Founded/ 1914/1978 1912/2001 1948/2005 Became University Public Private Private Public Type State Sectarian Non- State College University Catholic Sectarian

Table 21. UDLC Priority Considerations and Leading HEIs in Zamboanga City

Priority Considerations/ WMSU ADZU UZ Western Mindanao Ateneo de Zamboanga Universidad de Universities University University Zamboanga

1. Environmental Planning Course 2. Architecture Course 3. Civil Engineering Course 4. Economics/Business Courses 5. Environmental Science Courses 6. Masters Courses 7. Doctorate Courses 8. CHED Autonomous Status 9. Potential Unit to Partner with UDLC Note: Filled-up block signifies Urban Development Program or Course Entry Points that can be developed with HEI

5. The City-University Partnership Potential

Culling from the discussions in the UDLC Consultation-Workshop, the following are some suggestions to harness the city-university partnership potential in Zamboanga City:

a. The effectiveness and sustainability of the UDLC is primarily anchored on the commitments of both the city and the universities. AdZU suggested that it will be good to know first the priorities of the city in terms of urban development because their inputs will depend on the plan for the city. They would also like to be assured that all universities will agree to the partnership, but the manner of establishing the partnerships will be uncertain without knowing the city’s priorities. The technical advisor then explained that before knowing the priorities, they must first identify the organizational form and process of the partnership; the inputs of the city government will be considered afterwards. However, one concern with regard to the city government was pointed out: that they have deficient planning data that needed to be

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 81 Action Plan for the Establishment of UDLC, September 2016 supplemented by research. This could also be one of the areas that can be looked at when the city-university partnership will be established.

b. The UDLC can foster stakeholder engagement and consensus-building. Another concern is in the planning phase, wherein all vital stakeholders should have the same level of understanding with regard to sustainability so they can produce an effective plan. The technical advisor stated that in these situations, universities have to augment certain approaches to meet the objectives of the city government as well as of other stakeholders.

c. There is a need for the UDLC to adhere to some development framework in urban growth to facilitate project analysis, interventions, and monitoring and evaluation. A participant from AdZU asked for clarification on the context of urban development that the project refers to. This will help them gauge how much impact the courses they offer can have on urban development. The technical advisor further discussed the current trends in urban development, which the London School of Economics has popularized. There are three aspects of city development that is very important in the new climate economy. These are (1) compact urban growth, (2) connected infrastructure, and (3) coordinated governance. These three generally constitute the current frame of urban development. The universities have to strategize and identify which among the courses they offer would have impact on urban development. As presented in the discussion, the two courses that have the greatest impact on urban development are architecture and environmental planning. Zoning ordinance is also crucial in implementing this project.

d. There is a majority preference for an independent institutional form for the UDLC. AdZU, WMSU, and UZ expressed their preference for the institutional form to be independent. Only the ZSCMST did not present its preference on the institutional form since its representatives who attended the consultation said that they were not in a position to decide on the matter.

Table 22. ZAMBOANGA CITY: Summary Profile for City-University Partnerships

Notes/Implications to UDLC Establishment City Classification-Income Highly Urbanizing City – IC First Class (IC) Area-Population (2015) 148,338 ha.- 861,799 (2015) Local Economy-Industries Industry, Services, Fisheries, Agriculture Priority Business (in order of value to the Development Study Focus City) Other possibilities can be explored Major Universities Western Mindanao State University ADZU is a CHED (WMSU-public) accredited autonomous Zamboanga State College for Maritime university in the City; can Science and Technology facilitate course (ZCSCMST-public) development Ateneo de Zamboanga University (ADZU-priv) Universidad de Zamboanga (UZ-priv) Student Population of Major Western Mindanao State University-9,500 Engagement of Students in Universities (2013- Zamboanga State College for Maritime large-scale and periodic 2014*/2014-2015) Science and Technology- 5,100* data gathering initiatives in Universidad de Zamboanga – 7,115 joint City-University Ateneo de Zamboanga University- 4,195 program

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 82 Action Plan for the Establishment of UDLC, September 2016 Urban Development-related BS Architecture (WMSU) Potential link to Continuing Courses Offered BS Civil Engineering Courses (WMSU, Professional Education UZ) Program (CPE) of Prof. AB/BS Business-related Courses Orgs and On-the-Job (WMSU, ADZU, UZ) Training for Students. MA/PhD Public Administration (WMSU, ADZU,UZ) Special Training or Capability-Building Courses for LGU Technical Personnel including Integrated Board Review Courses Current Level of University- Dominance of political concerns over Develop a system to have Engagements with the City technical considerations clear attribution and Funding problems attributed to accountability to political coordination problems decision against the Lack of sustainability and focus technical Divergent research perspectives Data gaps problem Establish a stronger link and more coordinated program between the city and the universities Predominant Preferred Majority preference on independent For more validated Form of City-University institutional form consultation with detailed Partnership consideration of institutional options Identified Collaborative No concrete collaborative project has Develop a project linked to Pilot been identified; commitment between the mapping and zoning and Development Project with city and HEIs seen as a prerequisite for other information City collaboration. Project linked to the PHIL- technology for use in urban LIDAR 1 Hazard mapping suggested development Potential Impediments to Perceived dominance of political Develop a system to have the Establishment of Urban considerations can impede full clear attribution and Development Learning engagement of HEIs accountability to political Centers decision against the technical

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 83 Action Plan for the Establishment of UDLC, September 2016 VI. The Proposed Urban Development Learning Center: A City-University Partnership for Urban Development in CDI Cities

Based on the functional framework presented earlier and the inputs generated from the Consultation-Workshops with leading HEIs in CDI Cities, the proposed Urban Development Learning Center is now discussed in this section in the context of its institutional development. The UDLC is essentially a vehicle of the Capacity/Capability Development Strategy of the SURGE Project. It aims to facilitate the overarching aim of the Project, particularly its Component 1, to improve local capacity in inclusive and resilient urban development. These are capacities and capabilities in climate-resilient land-use and infrastructure planning, with focus on water supply including the integrated application of information and communication technology (ICT), particularly the Geographic Information System (GIS).

As presented earlier, there are three factors that can influence urban community/neighborhood change: individual behaviors, broad socio-economic structural changes, and changes in the networks within which people function.

The Capacity Development Strategy revolves around the six dimensions of city growth:

 Human capital: by improving the assets of individuals within a neighborhood or city, such as a skill or knowledge through social services, education, training, and leadership development;

 Social capital: through improved interpersonal networks, trust, coordination, and cooperation for mutual benefit;

 Physical infrastructure: through improved housing, transportation, and recreational and open spaces;

 Economic infrastructure: in the form of how goods and services are distributed and how capital flows within the community and the larger environment. Activities may include improved job opportunities and capitalization of private and commercial institutions.

 Institutional infrastructure: by improving the scope, depth, leadership, and interrelationships of the community’s institutions, including public services, non-profits, and private-sector institutions, and;

 Political strength: by increasing the ability to exert a legitimate and effective voice within and outside the community or city.

The envisioned UDLC is geared toward the capability and capacity-building of technical personnel and city agencies in partnership with the universities and professional organizations concerned. It will focus on economic growth, urban planning development, implementation, and monitoring of programs and projects that are competitive, sustainable, resilient, and inclusive. It also endeavors to develop short courses on critical and vital matters in urban and land development, highlighting case studies of best practices and lessons learned in problematic cases. The UDLC will also support and facilitate actionable collaborative research projects.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 84 Action Plan for the Establishment of UDLC, September 2016 The UDLC Framework being developed is adapted from two already existing frameworks developed through USAID: the Local System Framework and the Climate-Resilient Development Framework. It is linked with the development functions of the city and the three-fold teaching- research-extension work of the university.

With the above framework premise derived from those developed through USAID and those based from earlier concepts and experiences of city-university partnerships, the institutional structure of the UDLC will also adapt applicable components from the City Lab initiatives of U.S. Universities and the Metro Lab national program on city-university partnerships of the current US Obama Administration. It is with the latter that the UDLC establishment will be primarily hewn after, in complementation with the objectives and approach of a related USAID Project on Higher Education, the Science, Technology, Research and Innovation for Development (STRIDE). STRIDE focuses on the development of stronger industry-academe linkage to facilitate technological innovation in national and local industry development.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 85 Action Plan for the Establishment of UDLC, September 2016 Table 22. Comparative Matrix between the US Metro Lab Network and UDLC-CTBuild Initiatives

Metro Lab Network UDLC (CTBuild) Establishment Stages Mission/Purpo To pair university researchers To capacitate technical While Metro se with city policymakers and personnel and city agencies in Lab is project- Metro Lab was facilitate city-university partnership with the universities based, the launched by partnerships to undertake and professional organizations UDLC more the US research, develop-ment and concerned to undertake than the Government in deployment (RD&D) projects programs and projects with projects is September that offer technological and focus on economic growth, concerned with 2015, as part analytically-based solutions to urban planning development, the capacity of the Smart challenges facing urban areas implementation and monitoring and capability Cities Initiative including: inequality in income, that will make cities concerns of the health, mobility, security and competitive, sustainable, city agencies of opportunity; aging infra- resilient and inclusive. the CDI Cities. structure; and environmental sustainability and resiliency. 10 Core 1. Embrace the idea of the city Make the city and locally-based Communication Principles of as a “living lab” and the universities realize the value of / Success/ university as research and harnessing their partnerships Awareness/Adv Engagement development resource. for the betterment of their city’s ocacy Stage Process quality of life. 2. Formalize a partnership Select the lead core universities Commitment/ between the city and the for Visayas and Mindanao after Agreement university with a institutional profiling and course Stage memorandum of offering surveys. understanding Have participating universities 3. Assign a lead point-of- designate CTBuild university contact at the city focal person (UFC) 4. Identify problems that need Have the CDI Cities designate to be solved and their CTBuild city focal person opportunities for innovation (CTFC) 5. Assign a lead point-of- Identify problems and contact at the university opportunities for capacity and capability-building with focus on climate-resilient growth and vulnerable area development and interventions 6. Form a multi-disciplinary Set up a CTBuild Teams Collaboration/ network managed by the among universities in Alliance university point-of-contact collaboration with concerned Strengthening 7. a. Find the intersection city agencies for identified Stage between city priorities and projects in priority city university expertise development areas b. Identify metrics that will Identify priority projects based define success on these on the Updated CCA/DRR efforts Mainstreamed CLUP/CDP

8. Arrange regular, predictable, Develop a stakeholder- Consolidation/ monthly meetings between developed operational Absorption/Attri the city and university points- guidelines in project bution Stage of- contact identification, development and 9. Approach local business and implementation philanthropic community to Engage interested and affected RD&D efforts stakeholders in the priority development areas

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 86 Action Plan for the Establishment of UDLC, September 2016 10. Engage local community Ensure the continuity of UDLC- groups as partners CTBuild Initiative even after the life of the SURGE Project.

Figure 10. Array of Institutional Form Options for the UDLC

There are three institutional form options that were presented in the Consultation- Workshops held with the HEIs and professional organizations in CDI Cities.

1. The UDLC as an independent entity. The UDLC will be established independently by the city, its HEIs, and pertinent professional organizations. The economic component, in collaboration with the city’s Chamber of Commerce, will come in later to guide the programs and projects with economic implications.

2. The UDLC as university-based. The UDLC will be situated at preferably a CHED-accredited autonomous university chosen by the city’s academic community and professional organizations. The lead university will oversee the operations of the UDLC in consultation with the city government and the other members of the UDLC consortium.

3. The UDLC as city-based. The UDLC will be housed in the city as a unit under the City Planning and Development Office (CPDO). The CPDO will assist the designated Executive Director of the UDLC in over- seeing its operations in consultation with the city and the members of the UDLC consortium.

A comparative matrix based on the factors of city-university partnership is presented in the succeeding page to comprehend the advantages and disadvantages of each institutional form. In the course of the Consultation-Workshops, a fourth form was suggested: the rolling project-based structure. This was found to be transitory and institutionally unstable to sustain the effort facilitated by the SURGE Project.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 87 Action Plan for the Establishment of UDLC, September 2016

Due to the affinity of the UDLC concept of city-university partnership with the US Metro Lab Network Initiative, a more thorough study of the latter will be undertaken. This would include the invitation of Resource Persons for knowledge/experience-sharing that can be adapted to the UDLC.

Table 23. Comparative Matrix of City-University Partnership Institutional Form Options

Facilitation Factors/ INSTITUTIONAL OPTION INSTITUTIONAL OPTION INSTITUTIONAL OPTION Institutional 1: 2: 3: Options Independent University-based City-based

The development of a The development of a The development of a Institutional common research and common research and common research and Purposes development agenda, development agenda, development agenda, project development and project development and project development and implementation will be both implementation will be implementation will be university and city-led; university-led; can easily city-led; complement with STRIDE- facilitated initiatives Ideally neutral and The bridge direction The bridge direction Channels of balanced; generally emanates from generally emanates from Engagement Consensus-based the academe the city Can be sourced from Can be sourced from Can be sourced from Funding funding agencies funding agencies funding agencies Sources supporting NGOs; supporting Universities; supporting Cities; Universities and cities can Cities can access fund Universities can access access fund separately as separately as principals; fund separately as principals STRIDE complementation principals support Part of city operation To be developed as an Part of university operation under CPDO supervision Operating independent entity in as a center in agreement in agree-ment with Principles collaboration with with other HEI/Prof. Org. HEI/Prof.Org. members members members

Industrial In support of City In support of City In support of City Focus Development Plans and Development Plans and Development Plans and Composition Priorities Priorities Priorities

Link Potentially Synchronized Synchronized and in Synchronized and in between and in complementation; complementation; regular complementation; regular Systems regular joint agenda joint agenda setting; joint agenda setting; setting; coordinated project coordinated project coordinated project development and development and development and implementation implementation implementation

Collaboration Ideally independently Ideally assessed in the Ideally assessed in the Capacity and assessed and capability- context of academic context of city capacities Skills building priorities and capacities where capability- where capability-building venues flexible; absorptive building priorities and priorities and venues are capacity development venues are geared; geared; absorptive relatively less due to its absorptive capacity capacity development independence; development relatively relatively highest due to its

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 88 Action Plan for the Establishment of UDLC, September 2016 championing entities are more due to its academic direct contribution to the interest-based, tending to development orientation; city; The city considered be short-term championing entities are as the championing entity; university-based, more a little less stable due to stable political influence.

Preliminary Selection of Lead Universities for the UDLC

Based on the institutional profiling, survey of courses offered, and the consultation-workshops of leading HEIs in CDI Cities being considered for UDLC development, a preliminary selection of the lead core group of universities was undertaken. They will be key partners in the conceptualization and establishment of the UDLC in the Visayas and Mindanao. They are institutions that have the potential to sustain the initiative even after the life of the SURGE Project.

The lead core group was deemed to be an appropriate leadership structure to harness the individual assets and niches of each HEI. It is also an opportunity for the leading public and private universities in each CDI City to work together in complementation. They will decide which among themselves will be the lead coordinating university and how the decision-making structure will take shape, reflecting the terms and responsibilities that they have set for themselves with regard to the UDLC. It may be noted that all CHED-accredited autonomous universities were included in the core group.

The UP School of Urban and Regional Planning, the only educational institution directly focused on urban planning and development in the Philippines and the knowledge hub of urban development in the country’s Luzon island-cluster, will eventually be tapped to assist in the development of a national network of urban development learning centers.

The core UDLCs will coordinate the activities on an interregional level among the current and prospective CDI Cities, while city-level activities can be developed by local universities with accreditation by the UDLC. The preliminary selection of the lead core and collaborating HEIs subject to further consultation and validation are shown below:

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 89 Action Plan for the Establishment of UDLC, September 2016 Table 24. Preliminary Selection of UDLC Lead Core and Collaborating Groups

LUZON UDLC VISAYAS UDLC MINDANAO Metro Manila Iloilo City Cagayan de Oro-Zamboanga Lead Institution: Lead Core CDI Universities Cities UP School of Urban & UPV College of Management Lead Core CDI Universities Regional Planning Central Philippine University Xavier University University of San Agustin Mindanao University of Core CDI Universities Holy Name University Science & Technology Batangas State University Ateneo de Zamboanga University of Batangas Collaborating CDI Universities West Mindanao State Palawan State University West Visayas State University University Lyceum of the Philippines Iloilo Science and University-Batangas City Technology University Collaborating CDI Universities University of Iloilo Liceo de Cagayan University Collaborating CDI Universities Bohol Island State University Capitol University Western Philippines University of Bohol Cagayan de Oro College University (other universities from incoming Universidad de Zamboanga Holy Trinity University CDI Cities) (other universities from incoming (other universities from incoming CDI Cities) CDI Cities) Collaborating Professional Organizations Collaborating Professional Philippine Institute of Collaborating Professional Organizations Environmental Planners Organizations Philippine Institute of (PIEP) Philippine Institute of Environmental Planners United Architects of the Environmental Planners (PIEP) Philippines (UAP) (PIEP) United Architects of the Philippines Institute of Civil United Architects of the Philippines (UAP) Engineers (PICE) Philippines (UAP) Philippines Institute of Civil (other interested professional Philippines Institute of Civil Engineers (PICE) organizations dealing with urban Engineers (PICE) (other interested professional development) (other interested professional organizations dealing with urban organizations dealing with urban development) development)

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 90 Action Plan for the Establishment of UDLC, September 2016 VII. Proposed Action Plan for the Establishment of the SURGE Urban Development Learning Centers (2016 -2020)

A. Conclusions and Recommendations Based on the Consultation-Workshops

 All the universities and professional organizations consulted are supportive of the general concept and establishment of the Urban Development Learning Centers.  A consensus emerged that the professionalization of the technical personnel, particularly in environmental planning, is necessary as mandated by law (RA 10587). The activity can be a pilot project that will serve as a precursor to the establishment of the UDLC.  The universities stated the current level of their engagements with the city, which is generally diffused, fragmented, sporadic, and uncoordinated. These generally have no considerable impact to the development of the city. They are afraid that political considerations might get in the way of equipping the city offices in becoming technically competent. A balance in the political and technical aspects is being sought.  The universities and the professional organizations will await the consolidation of inputs of the CDI Cities on the UDLC establishment before the joint drafting and finalization of the institutional structure and agreements pertaining to the UDLC.  The universities are willing to undertake joint pilot projects with the city to refine the institutional development process and engagement as an input to the final UDLC establishment concerns.

B. Proposed Action Plan

The proposed action plan for the establishment of the UDLC can be operationalized in four stages. Each stage will have an objective that will guide activities accordingly. These activities may be in the form of focus group discussions, learning events, and best practice sessions. These are supported by knowledge notes, case studies, toolkits, good practice guides, videos, conferences, study tours, peer-to-peer learning workshops, benchmarking mechanisms, and other interactive forms of exchange.

These are the stages: (1) the communication or awareness/advocacy stage; (2) the commitment or agreement stage; (3) the collaboration or alliance stage, and; (4) the culminating consolidation or assumption/attribution stage. Through these stages, short courses and learning activities would be developed to fulfill the particular stage objectives. The activities, as listed below, are numbered sequentially and cover the still remaining four-year period of the SURGE Project. The activities are consolidated in a table below.

1. Communication or Awareness/Advocacy Stage. This stage focuses on the drafting of the proposed functions of the UDLC. This includes finalizing its institutional components, such as the leadership form, organizational structure, roles and responsibilities of partners, synchronized agenda setting, development schedules, and funding support. These will be consulted with key universities, professional organizations, and city agencies. Also, at this time, the professional capability- building in environmental planning for technical personnel will be developed for implementation in two one-year cycles. This is in response to some of the CDI Cities’ requests. This stage will be composed of the following series of activities:

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 91 Action Plan for the Establishment of UDLC, September 2016

2. Commitment or Agreement Stage. This stage will be composed of activities that will lead to the official commitment and agreement of the partners in the establishment of the UDLC. The stage also involves the initial steps toward the establishment of the UDLC in the institutional form and components preferred by the key stakeholders, including its network system.

3. Collaboration or Alliance-Strengthening Stage. The UDLC consortia will pursue collaborative research studies and other knowledge-based activities. This can be a master development planning of priority growth or vulnerable areas, city data generation, or any other urban development-related research. This is also the time where the lead network of the consortia in both the Visayas and Mindanao will be finalized and set up in the UDLC institutional form preferred by the entities concerned. The activities and the time frame in this stage are as follows:

4. Consolidation or Assumption/Attribution Stage. In this culminating stage, the focus is on the sustainability of the UDLC without the support of the SURGE Project. This entails the gradual shifting of the leadership of the UDLC from the influence and support of SURGE to being on its own. The activities in this stage are:

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 92 Action Plan for the Establishment of UDLC, September 2016 Table 25. Proposed Action Plan Matrix for the Setting Up of Urban Development Learning Centers

Capacity Development Strategy: Strengthen and Engage the Local System led by the Universities and Professional Organizations in the Formulation and Implementation of Area-Based Climate-Resilient and Inclusive Development

USAID-SURGE Program Period Key Activities Facilitating Remarks/Notes Entity/ Co-Implementing Stakeholders

2016 2017 2018 2019 2020 1. Professional Capability-Building Program in Environmental In collaboration with the Philippine Part of the Capacity Building of CPDOs in Planning for Technical Personnel in CDI Cities (Oct. 2016 – May Institute of Environmental Planners accordance with RA 10587 2017; Oct. 2017 – May 2018) (PIEP) 2. Detailed UDLC Establishment Proposal (October – Dec. 2016) In consultation with HEIs and similar Includes inputs from other UD Learning Centers centers (City Labs) 3. City Consultations on UDLC with CPDO as Lead Unit (November Clarification of the role of the City in the UDLC – Dec. 2016) CPDO/Related City Agencies 4. Formation of UDLC Establishment Core Group in each CDI City Identified Core HEI/Prof. Org members Point person ID /Refinement of Institutional (Jan.-March 2017) Structures

5. Joint Consultations with the City and the Universities/Key Identified Core HEI/Prof. Org members Institutional Finalization/ Professional Orgs. (Jan.-March 2017) Consensual Arrangements 6. Holding of a series of Regional Conferences on City-University STRIDE, APA, ICMA, US DHUD-OUP, Knowledge and Experience Sharing of US and Partnerships in collaboration with STRIDE and Professional CHED, PIEP,,ArchCARE other City Labs/Network Organizations with Resource Persons from US, UK, Japan and HEIs from US, PHL,ASEAN Development/ ASEAN Countries (April-June 2017) Potential Funding Support 7. Development and Implementation of Pilot Partnership Projects in Identified Interested HEI/Prof. Org Project Development in line with CDI Cities each CDI City capped by City-University Learning Events for members Priority Development Areas and Capacity- UDLC Establishment (July-September 2017 Project Building Concerns Development; October 2017- September 2018, Implementation) 8. Refinement of the UDLC Establishment Proposal/Drafting of Identified Interested HEI/Prof. Org Finalization of MOA-UDLC Institutional Papers/Consultation Meetings (April – members UDLC Establishment June 2018) Documents 9. Finalization of the UDLC Establishment Arrangements (July Identified Interested HEI/Prof. Org Development of UDLC Operational Guidelines 2018) members 10. Identification, Development and Offering of Inaugural Urban Identified Interested HEI/Prof. Org Focus on Land Development, Urban Economics Development Courses facilitated by the UDLC Initiative (July members and Zoning Techniques 2018 – July 2020) 11. Holding of an International Conference on City-University STRIDE, APA, ICMA, US DHUD-OUP, In coordination with the SURGE International Partnerships as part the 2018 International Conference on Urban CHED, PIEP, ,ArchCARE Conference on Urban Development Development, the flagship SURGE Activity/Signing Launching of HEIs from US, PHL,ASEAN Regional Level UDLCs (July 2018) 12. Development and Implementation of a 3-year UDLC Inaugural Identified Interested HEI/Prof. Org Master Development Planning of Priority Project (2019-2022) to assure the institutionalization of the UDLC members Growth and Vulnerable Areas (Jan.-July 2019 Project Development, August 2019 – September 2020 First Phase Completion facilitated through SURGE, October 2020 to full project completion facilitated by the fully established UDLC)

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 93 Action Plan for the Establishment of UDLC, September 2016 References

Bernardo, Allan B.I. 1997. Toward the Rationalization of Research on Higher Education: A Survey of Higher Education in the Philippines (1975-1996). Edukasyon 3(1). Brew, Angela & David Boud. 1995. Research and Learning in Higher Education. In Smith, Brenda & Sally Brown (eds.). Research, Teaching and Learning in Higher Education. London: Kogan Page Ltd. Brennan, John et al. (eds.) 1999. What Kind of University? International Perspectives on Knowledge, Participation and Governance. Buckingham: The Society for Research into Higher Education & Open University Press. Bender, Thomas (ed.). 1988. The University and the City. From Medieval Origins to the Present. New York: Oxford University Press, Inc. Boyer, Ernest L. & Lee D. Mitgang. 1996. Building Community: A New Future for Architecture Education and Practice. Princeton, New Jersey: The Carnegie Foundation for the Advancement of Teaching. CHED. 2014. Higher Education Data, Public and Private HEIs Cities Development Initiative for Asia. 2010. CDIA Capacity Development Strategy and Action Plan 2010-2012 CEOs for Cities and Initiative for a Competitive Inner City. 2002. Leveraging Colleges and Universities for Urban Economic Revitalization: An Action Agenda. http://www.ceosforcities.org/research/2002/leveraging_colleges/ Chalmers, Denise & Richard Fuller. 1996. Teaching for Learning at University: Theory and Practice. London: Kogan Page Ltd. Cox, David N. 2000. “Developing a Framework for Understanding University-Community Partnerships”. Cityscape: A Journal of Policy Development and Research • Volume 5, Number 1 • 2000 U.S. Department of Housing and Urban Development • Office of Policy Development and Research Groat, Linda & David Wang. 2002. Architectural Research Methods. New York: John Wiley & Sons Inc. Haworth, Jennifer Grant & Conrad, Clifton F. 1997. Emblems of Quality in Higher Education: Developing and Sustaining High Quality Programs. Needham Heights, MA: Allyn & Bacon Henton, Douglas, John Melville & Kimberly Walesh. 1997. Grassroots Leaders for a New Economy. How Civic Entrepreneurs Are Building Prosperous Communities. San Francisco: Jossey-Bass Publishers. Lloyd-Jones, Tony (ed.). 2009. The Built Environment Professions in Disaster Risk Reduction and Response. Max Locke Center, University of Westminster. MLC Press. Manalo, Zenaida A., Joel R. Oaña. 2001. Potential Initiatives for Urban Renewal of the University Belt in the City of Manila. Unpublished Report. UE Foundation for Research and Advanced Studies, Inc. Marwell, Nicole P. et al. 2003. University-Community Partnerships: New York City University-Non Profit Information Transfer Project Report. Working Paper. Center for Urban Research and Policy. Columbia University. Metro Lab Network. 2015. City-University Partnerships for Urban Innovation, A rationale and 10 principles for success. Washington, D.C. Nyden, Philip et al. 1997. Building Community. Social Science in Action. California: Pine Forge Press. Oaña, Joel. 2000. A Community-based Adaptation of Land Readjustment for Urban Renewal in Metro Manila. Lessons from Three East Asian Cities’ Experiences. Master’s Degree Thesis. U.P. School of Urban and Regional Planning Oaña, Joel. 2002. Developing a Methodology for Research-Teaching Integration in Architectural Education (Chapters 2,3 & 5). Final Research Report. U.P. College of Architecture. Unpublished.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 94 Action Plan for the Establishment of UDLC, September 2016 Oaña, 2004. The Urban and the Urbane, the City and its Universities: Engaging the Universities for the Urban Regeneration of the City of Manila in the University Belt Area. Paper presented at the CHED ZRC Group Conference on the Challenges of Urbanization and the Educators’ Response, FEU Conference Center, Manila Office of University Partnerships. 2013. Building Resiliency, The Role of Anchor Institutions In Sustaining Community Economic Development. US Department of Housing and Urban Development. Rosan, Richard M. 2002. The Key Role of Universities in Our Nation’s Economic Growth and Urban Revitalization. USAID. April 2014. Local Systems: A Framework for Supporting Sustained Development. Prepared through the Bureau for Policy, Planning and Learning (PPL), USAID, Washington, D.C. USAID. March 2014. Climate Resilient Development: Framework for Understanding and Addressing Climate Change. Prepared by Engility Corporation, Washington. D.C. Winden, Willem van. 2013. City-University cooperation to the next level: A baseline Study. EUniversities. URBACT European Programme for Sustainable Urban Development.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 95 Action Plan for the Establishment of UDLC, September 2016 Annex A. Program

Consultation-Workshop on City-University Partnership for the Establishment of the Urban Development Learning Center

Program

8:30 – 9:00 am Registration

9:00 – 9:05 Welcome Remarks by Host University

9:05 – 9:10 Introduction of Participants

9:10 – 10:00 Presentation on City-University Partnerships, SURGE Technical Advisor

10:00 – 12:00 Responses, Discussions and Validation of Questionnaires

12:00 – 2:00 Lunch hosted by the SURGE/University, further discussions

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 96 Action Plan for the Establishment of UDLC, September 2016 Annex B. Sample Base Invitation Letter for UDLC-HEI Consultation- Workshop

23 May 2016

The Vice President for Research and Development University of Batangas

Dear Dr. ------:

This is to introduce your office to the Strengthening Urban Resilience for Growth with Equity (SURGE) Project. It aims to foster the development of conditions for broad-based, inclusive and resilient economic growth for a critical mass of cities and surrounding areas outside Metro Manila, Cebu, and Davao. SURGE is assisting selected cities and adjacent areas to plan effectively, guarantee basic public services, reduce business transaction costs, promote competitiveness, support sustainable development, and reduce disaster and climate change risks while ensuring inclusive and sustainable growth.

SURGE is the flagship project of USAID’s Cities Development Initiative (CDI), a crucial component of the broader Partnership for Growth (PFG). A White House-initiated “whole of government” partnership between the U.S. Government and the Government of the Philippines, PFG aims to shift the Philippines to a sustained and more inclusive growth trajectory on par with other high‐performing emerging economies.

One of the four key areas of the SURGE Project is “Strengthen local capacity in inclusive and resilient urban development” and a vital activity in this area is the establishment of Urban Development Learning Centers in the Visayas and Mindanao.

In line with the above activity, we would like to invite your University to be part of this effort by answering the attached questionnaire which will be further discussed and validated in a Consultation-Workshop to be attended by representatives from other Higher Education Institutions (HEIs) based in the City. This Workshop will be held on ----- at the University ----

We hope for your kind support and possible engagement in this undertaking.

Very truly yours,

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 97 Action Plan for the Establishment of UDLC, September 2016 Annex C. Assessment/Interview Schedule Tools

Assessment/Interview Schedule Tool on City-University Engagement in CDI Cities (To be filled up or answered by the University VP or Director for Research and/or Extension, answers can be on separate sheet)

1.0 Respondent Date:______

a. Name: ______Male __ Female

b. Position ______

c. Institution ______

1.0 What is the distinct vision/mission of the University and its identified specific contribution in the urban and economic development of the City?

2.0 What is the general goals/purposes/foci of your academic, research and extension programs?

Academic and Instructional Goals/Purposes

______

Research Goals and Purposes

______

Community Extension Goals / Purposes

______

3.0 What University academic, research and extension programs are concerned with the host City? In what sector are they focused? How are they funded? Implemented?

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 98 Action Plan for the Establishment of UDLC, September 2016 4.0 What mechanisms does the University have to engage the City in various aspects of urban planning and development?

5.0 How does the University see itself in the development challenges of the City?

______Critical Observer? ______Engaged Partner? ______Detached Documenter?

6.0 In which do the programs of the University respond first?

___ International agenda? __ National agenda?___ Regional agenda?___Local agenda?

7.0 Are there members of the faculty engaged in the development programs of the City? In what capacity? How long are the engagements?

8.0 Is the University a member of a network or partner of other educational institutions, local or international? What is the purpose and programs of the network or partnership? Are there any programs concerned with the development of cities? How have they helped or are helping the City?

9.0 Which of the following teaching and learning activities would the University be engaged in for the development of the City?

___ Human capital development ____ Workforce development ____ Teaching/Instruction

___ Talent attraction _____ Talent retention ____ Offering Short-Term courses

10.0 Which of the following engagements would the University be involved with the City?

___ Public Lectures ____ Student volunteering and community work

___ Museum & galleries _____ Cultural development & placemaking

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 99 Action Plan for the Establishment of UDLC, September 2016

___ Physical regeneration & capital projects _____ Expanding participation

___ Conduct of seminars / conference

11.0 Which of the research and innovation activities can the University undertake with or for the City?

___ Consultancy Services ____ Academic Research ____ Graduate enterprise dev.

___ Innovation vouchers _____ Technology Transfer _____ Staff spin out

___ Knowledge transfer partnerships _____ International links and investment

___ Facilitating networks and clusters _____ Stimulating innovation

___ Helping businesses articulate demand

12.0 Which of the following specific development concerns would the University be interested to help the City? Please rank if more than one is chosen.

___ Reducing vulnerability to natural disaster including mainstreaming Climate Change Adaptation/Disaster Risk Reduction

___ Creating environmentally-friendly and resilient cities

___ Reducing new slum formation

___ Promoting sustainable economic growth

___ Conflict resolution and safer cities

___ Fostering a climate of civic ownership

___ Others ______

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 100 Action Plan for the Establishment of UDLC, September 2016

13.0 If an Urban Development Learning Center will be established in your City, in what institutional form would your University prefer it to be?

___ As part of the Leading Higher Education Institution collectively selected by HEIs

___ As an independent body supported by the City Government, the Private Sector and the Higher Education Institutions in the City

___ As part of the Local City College supported by an American counterpart University

___ Other forms, please describe ______

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 101 Action Plan for the Establishment of UDLC, September 2016 Assessment/Interview Schedule Tool on Urban Development-related Courses in Higher Education Institutions (HEIs) in CDI Cities (To be filled up or answered by the Dean/Department Heads of the Colleges/Schools of Architecture/Engineering and other related Departments with direct concerns to Urban Development, answers can be on separate)

1.0 Respondent

a. Name: ______Male __ Female

b. Position ______

c. Department/College ______

Total Population ______Male _____ Female ______

d. Institution ______

2.0 What courses do your department have that has an impact on urban development? Are these professional courses that require board examination? Are they following the standard CHED curriculum? Can we have copies of these courses?

3.0 Do you have activities in your academic programs that involve the students in development work with the City? If not, are there courses that have the potential?

4.0 How many, on the average, do you graduate every year? What percentage of your graduates choose to work in the City or the region?

5.0 Are your faculties also practicing professionals? Are they engage in agencies and/or projects with or for the City Government?

6.0 Is your department in some ways engaged or partnering with the City in addressing its development challenges?

7.0 What capacity building initiatives would the department need to be in the position to assist in City development activities?

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 102 Action Plan for the Establishment of UDLC, September 2016 Assessment Tool/Interview Schedule on the Engagement of Professional Organizations in City Development

1.0 Respondent

a. Name: ______Male __ Female

b. Position ______

c. Professional Organization ______

d. Year Established ______e. Current number of members ______Male ______Female

2.0 Do the organization have programs that are concerned with urban/city development? In what sector are they focused? How are they funded? Implemented?

3.0 What support activities is the professional organization engaged in to help the City? If more than one, please rank accordingly.

___ Advisory to governing agencies _____ Capacity building

___ Input to local policy development _____ Championing good governance

___ Network creation _____ Professional representation

___ Recognition of achievements

4.0 What training activities is the professional organization engaged in to help the City? If more than one, please rank accordingly.

___ Course Development _____ Guiding and documenting best practices

___ Organizing conferences & workshops _____ Promoting lifelong learning

___ Teaching or funding teaching

5.0 What information provision activities is the professional organization engaged in to help the City? If more than one, please rank accordingly.

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 103 Action Plan for the Establishment of UDLC, September 2016

___ Dissemination of information _____ Technical Information

___ Technical Studies _____ Publication of periodicals, journals, books

___ Reporting and developing indicators _____ Research and investigation

6.0 Is the professional organization interested to be part of an Urban Development Learning Center? In what capacity or role can it be engaged?

USAID Strengthening Urban Resilience for Growth with Equity (SURGE) Project Page 104 Action Plan for the Establishment of UDLC, September 2016