Urban and Regional Planning Education Ashok Kumar • Diwakar S

Urban and Regional Planning Education Ashok Kumar • Diwakar S. Meshram Krishne Gowda Editors

Urban and Regional Planning Education Learning for India

123 Editors Ashok Kumar Krishne Gowda Department of Physical Planning Institute of Development Studies School of Planning and Architecture University of Mysore New Delhi, NCT Delhi Mysore, Karnataka India India

Diwakar S. Meshram Institute of Town Planners New Delhi, NCT Delhi India

ISBN 978-981-10-0607-4 ISBN 978-981-10-0608-1 (eBook) DOI 10.1007/978-981-10-0608-1

Library of Congress Control Number: 2016933800

© Springer Science+Business Media Singapore 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.

Printed on acid-free paper

This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd. This book is dedicated to all those students and faculty colleagues who have inspired us to put these papers together. Acknowledgements

Completion of this book is due to the generous support offered by a number of individuals and organizations. University of Mysore, Karnataka; School of Planning and Architecture, New Delhi; and the Institute of Town Planners, India, have supported this project from the start by helping organize the international conference where prominent educationists and planning professionals were invited to present papers on one of the most important subjects of planning education in India. This book is an outcome of the selected papers that were presented at this international conference titled ‘Town and Country Planning: Retrospect and Prospect’ from 21 to 23 November 2014 at the University of Mysore. The editors particularly thank Prof. K.S. Rangappa, Chief Patron and Vice Chancellor of the University of Mysore for his unwavering support and encour- agement to make this publication a reality. We also express our gratitude to the Steering Committee of the conference, specifically Prof. Chetan Vaidya, Director, School of Planning and Architecture, New Delhi; Prof. Ajay Khare, then Director, School of Planning and Architecture, Bhopal; and Prof. N. Sreedharan, then Director, School of Planning and Architecture, Vijayawada. We also thank national and international members on the Steering Committee of the conference. Without the contributors’ time and efforts it would not be possible to produce quality papers for this book. We thank all the national and international contributors for their wholehearted involvement in this book project. Preparing a manuscript for publication is as difficult a task for editors as it is for the publishers. At Springer India we got all timely help that was needed to prepare the manuscript. The editors specifically thank Ms. Shruti Raj and Ms. Shinjini Chatterjee of Springer India for their untiring efforts in helping us prepare the manuscript for this volume. We remain grateful to all others who could not be mentioned by name.

New Delhi, India Ashok Kumar January 2016 Diwakar S. Meshram Krishne Gowda

vii Contents

1 Introduction: Making a Beginning ...... 1 Ashok Kumar

Part I Emerging Ideas of Urban and Regional Planning 2 Energizing Planning Education in India ...... 17 Diwakar S. Meshram and Swati Meshram 3 Planning Education for a Smart Urban India ...... 33 Rolee Aranya and Chetan Vaidya 4 History of Indian Human Settlements—Lessons for Planning Education ...... 47 N. Sridharan 5 Positioning Urban Governance in Planning Pedagogy ...... 61 Tathagata Chatterji and Aparna Soni

Part II Urban and Regional Planning Knowledges 6 An Exploration into the Multiplicity of Planning Knowledges ...... 81 Ashok Kumar 7 Imparting Inclusive Education to the Next Generation of Planners Through Participatory Learning: A Case of the Global Studio Bhopal ...... 93 Krishna Kumar Dhote and Preeti Onkar Singh 8 Need for a Shift in Pedagogy for Teaching Fundamentals of Planning Education ...... 107 Natraj Kranthi and A.L. Valliappan

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9 Spreading Planning Knowledge in General Education ...... 115 H.S. Champa and Gayathri Viswanathan 10 Integrating Planning Knowledges: A Case of HUDCO ...... 123 T.G. Girish Karnad 11 Field Experiences of an Interdisciplinary Research in Planning: Stakeholders’ Perspectives on a Small River in Gujarat ...... 145 Bhawana Vasudeva

Part III Urban and Regional Planning Ethics 12 Role of Silences in Planning: Spatiality, Diversity and Power ...... 159 Ashok Kumar 13 Ethics and Planning Education in India ...... 181 Poonam Prakash 14 Relationship Between Planning Education and Planning Profession After the Market Reforms ...... 193 Nitin Saolapurkar 15 Ethics in Town and Country Planning Education in India: Environments and Contexts ...... 203 Abdul Razak Mohamed 16 Value Education in Planning for an Effective Professional Outreach ...... 211 Srikonda Ramesh 17 Urbanization, Sustainable Development and the Need for Ethics in Planning Education ...... 221 D. Ravishankar, Krishne Gowda and M.V. Sridhara

Part IV International Perspectives on Planning Education 18 The Place of Time in Planning Education ...... 235 John Minnery 19 Planning Education in an International Perspective: Making the Most from Global and Local Knowledges ...... 245 Raffaele Paloscia 20 The Changing Context for Planning Education in the UK and the Prospects for Research-Led, Practice-Engaged Teaching ...... 257 Geraint Ellis, Brendan Murtagh and Lisa Copeland Contents xi

21 Indicators: From Counting to Communicating...... 273 Javier Martínez and Emile Dopheide 22 Sharing Planning Skills Across Borders: International Volunteers Helping Build Planning Capacity in Zambia ...... 295 Peter Cockhead and M.C. Hemalatha

Part V Conclusion 23 Conclusions: The Future of Planning Education in India ...... 319 Ashok Kumar Editors and Contributors

About the Editors

Ashok Kumar has been teaching undergraduate and postgraduate planning students at the School of Planning and Architecture, New Delhi since the last 23 years after ﬁnishing his doctorate from the University of Liverpool, U.K. Widely known for his expertise in spatial justice, capabilities and planning, and collaborative planning theory, Prof. Kumar has published nearly 100 papers in national and international journals, authored, edited, and co-edited 10 books, and contributed over 20 book chapters. Currently he is Editor of the ITPI Journal of the Institute of Town Planners, India. Previously he has been Editor of SPACE: The SPA Journal of Planning and Architecture published by SPA New Delhi. Diwakar S. Meshram formerly Chief Planner, Town and Country Planning Organization, New Delhi for more than 12 years, Dr. D.S. Meshram has greatly inﬂuenced the planning profession in India since the last four decades. Currently Dr. Meshram is the President of the Institute of Town Planners, India. Prior to this Dr. Meshram has held the position of Chairman of the All India Board of Town and Country Planning Education of AICTE for 9 years when he got prepared the model curricula for both undergraduate and postgraduate planning education. For more than 2 years, Dr. Meshram was appointed Advisor (Urban Development) to Government of Uttarakhand. Krishne Gowda is the Director at the University School of Design, University of Mysore, Karnataka since December 2014. Before this Prof. Gowda held the position of Director, Institute of Development Studies, University of Mysore for nearly 6 years. He has been working as a Professor of Urban and Regional Planning at the University for over 12 years. So far he has supervised 16 doctoral students. He has authored and co-authored more than 40 papers in journals, and also authored and co-authored 8 book chapters. He is a great organizer of academic events.

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Contributors

Rolee Aranya Department of Urban Design and Planning, Norwegian University of Science and Technology, Trondheim, Norway H.S. Champa The University School of Design, University of Mysore, Mysore, India Tathagata Chatterji School of Planning and Architecture, Vijayawada, Andhra Pradesh, India Peter Cockhead Aberdeen, Scotland, UK Lisa Copeland School of Planning, Architecture and Civil Engineering, Queen’s University Belfast, Belfast, UK Krishna Kumar Dhote Department of Architecture and Planning, MANIT, Bhopal, Madhya Pradesh, India Emile Dopheide Faculty of Geo-Information Science and Earth Observation, University of Twente, Enschede, The Netherlands Geraint Ellis School of Planning, Architecture and Civil Engineering, Queen’s University Belfast, Belfast, UK Krishne Gowda Institute of Development Studies, University of Mysore, Manasagangotri, Mysore, India M.C. Hemalatha Gurgaon, Haryana, India T.G. Girish Karnad HUDCO Bangalore Regional Ofﬁce, Bengaluru, Karnataka, India Natraj Kranthi Department of Planning, School of Planning and Architecture, Vijayawada, Andhra Pradesh, India Ashok Kumar Department of Physical Planning, School of Planning and Architecture, New Delhi, NCT Delhi, India Javier Martínez Faculty of Geo-Information Science and Earth Observation, University of Twente, Enschede, The Netherlands Diwakar S. Meshram Institute of Town Planners, New Delhi, NCT Delhi, India Swati Meshram City of Homestead, Homestead, USA John Minnery School of Geography, Planning and Environmental Management, University of Queensland, Brisbane, Australia Abdul Razak Mohamed School of Planning and Architecture, Vijayawada, Andhra Pradesh, India Editors and Contributors xv

Brendan Murtagh School of Planning, Architecture and Civil Engineering, Queen’s University Belfast, Belfast, UK Raffaele Paloscia Department of Architecture, University of Florence Palazzo San Clemente, Florence, Italy Poonam Prakash Department of Physical Planning, School of Planning and Architecture, New Delhi, NCT Delhi, India Srikonda Ramesh School of Planning and Architecture, Vijayawada, Andhra Pradesh, India D. Ravishankar Regional Ofﬁce, Housing and Urban Development Corporation Ltd., Bangalore, India Nitin Saolapurkar Bengaluru, India Preeti Onkar Singh Department of Architecture and Planning, MANIT, Bhopal, Madhya Pradesh, India Aparna Soni School of Planning and Architecture, Vijayawada, Andhra Pradesh, India M.V. Sridhara University of Mysore, Mysore, India N. Sridharan Department of Regional Planning, School of Planning and Architecture, New Delhi, NCT Delhi, India Chetan Vaidya School of Planning and Architecture, New Delhi, NCT Delhi, India A.L. Valliappan Department of Planning, School of Planning and Architecture, Vijayawada, Andhra Pradesh, India Bhawana Vasudeva Architecture Department, M.S. University of Baroda, Vadodara, Gujarat, India Gayathri Viswanathan Birla Institute of Technology, Offshore Campus, Ras al Khaimah, UAE List of Figures

Figure 4.1 Contradiction between spatial priority urban regions (SPURS)...... 56 Figure 4.2 Highly urbanized areas and the SPURS ...... 57 Figure 8.1 From three-dimensional to two-dimensional learning . . . . . 110 Figure 8.2 From planes to lines to points ...... 111 Figure 8.3 The street view reconnaissance survey ...... 111 Figure 8.4 Physical model translated into three-dimensional geometric forms...... 112 Figure 8.5 Three-dimensional views and rendering ...... 112 Figure 8.6 Making base maps of streets ...... 113 Figure 8.7 The students learning drawing skills...... 113 Figure 11.1 Upstream of river Vishwamitri shown in Dhadhar River basin. Source Raj (2007). Note Above figure shows the river Vishwamitri and adjoining rivers in Dhadhar river basin ...... 149 Figure 11.2 Upstream watershed region of river Vishwamitri and Vadodara city. Source Vision Vishwamitri (voluntary work) presentation in year 2006 at Vadodara. The original map procured from Irrigation Department, Vadodara. Notes Above figure showing contour map of river Vishwamitri watershed region and map Vadodara city ...... 150 Figure 12.1 Antilla: Mukesh Ambani’s house in Mumbai...... 172 Figure 12.2 The ‘power cube’: the levels, spaces and forms of power...... 178 Figure 16.1 Links between academics, proficiency and profession . . . . . 213 Figure 16.2 Characteristics of value education ...... 214 Figure 16.3 Six components of systematic and structural approach . . . . 216 Figure 16.4 Structure of the observed learning outcome ...... 217 Figure 17.1 Economics, environment and ethics ...... 228 Figure 17.2 Ethical pyramid. Source Johansson and Khakee (2009). . . . 230

xvii xviii List of Figures

Figure 20.1 Number of UK Planning Schools, 1909–2013 ...... 262 Figure 20.2 RTPI accredited programs (UG&PG) 1950–2013 ...... 262 Figure 20.3 Enrolment on RTPI accredited courses in the UK 2005–2013...... 263 Figure 20.4 How far do you agree with the following statements as a description of how you see yourself in relation to your work? ...... 263 Figure 20.5 A typology of current UK planning schools ...... 266 Figure 20.6 Normative strategies for UK planning schools ...... 267 Figure 20.7 Curriculum design and the research teaching nexus. Source Healey (2005)...... 269 Figure 21.1 Dimensions of indicators development ...... 278 Figure 21.2 Spatial Variation of Poverty across the Province of Zambales. Source Arjagaruka et al. (1998) ...... 281 Figure 21.3 Changes in access to safe water for cities in cluster C . . . . 282 Figure 21.4 Changes in under-five mortality for cities of cluster C . . . . 282 Figure 21.5 City clusters based on 6 shelter indicators. Note Catographic representations: Connie Blok and Jeroen van den Worm. Source Martínez et al. (2008) ...... 283 Figure 21.6 Contrasting quality-of-life conditions. Source Martínez (2009)...... 284 Figure 21.7 Quality-of-life at neighbourhood level in Enschede-Wesselerbrink. Source Kumar Dashora (2009) ...... 286 Figure 21.8 Multiple deprivations across overijssel. Source Trisusanti (2008) ...... 287 Figure 21.9 Open spiral learning process for the indicators development. Source Adapted from Wong (2006, p. 106) ...... 291 Figure 22.1 Location of Zambia ...... 298 Figure 22.2 Zambia main towns and infrastructure ...... 298 Figure 22.3 Zambia main towns and national parks ...... 299 Figure 22.4 Aerial view of Msisi informal settlement, Lusaka, 2010...... 300 Figure 22.5 Flooding in Msisi settlement, 2008...... 301 Figure 22.6 Zambia’s two planning acts...... 302 Figure 22.7 Zambia’s 10 provinces ...... 302 Figure 22.8 IDP walking tour in Kapiri Mposhi ...... 306 Figure 22.9 IDP stakeholder workshop ...... 306 Figure 22.10 Kapiri Mposh development scenario...... 307 Figure 22.11 Kapiri Mposh IDP ...... 308 Figure 22.12 Residents of Kalikiliki in UNZA planning studio ...... 312 Figure 22.13 Presentation of proposed Kalikiliki upgrading plan...... 312 List of Tables

Table 2.1 Planning schools or university departments imparting planning education in India ...... 19 Table 2.2 Planning professionals and supporting staff, 2031 ...... 24 Table 3.1 Subjects in the syllabus of undergraduate and postgraduate planning programs ...... 42 Table 5.1 Various programmes of planning across premier institutes . . . 71 Table 5.2 Broad course contents ...... 71 Table 5.3 Subjects that relate to urban governance ...... 74 Table 5.4 AICTE model course content—undergraduate programme in planning, May 2008 ...... 75 Table 6.1 Knowledges and their use in planning schools in India . . . . . 84 Table 6.2 Epistemology of multiplicity ...... 86 Table 12.1 Types of silences ...... 163 Table 12.2 Lefebvre’s conceptual triad and related frameworks represented as categories of analysis ...... 168 Table 12.3 The new landscape of enclosure ...... 171 Table 12.4 Forms of power ...... 177 Table 13.1 Course content related to professional ethics as given in the AICTE and SPA syllabi ...... 184 Table 13.2 Ground coverage and floor area ratio for plotted residential development ...... 188 Table 14.1 Planning schools and other planning institutes in India, 2014...... 196 Table 20.1 Forms of planning schools in the UK ...... 266 Table 21.1 Summary of indicators studies in the last 20 years at Faculty ITC ...... 288

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