Flip Chart Notes for Group No. 3


Sessions 1, 2 and 3



Fundamental challenges/trends influencing planning education and practice

1. Implications of world-wide trends for Canadian planning education and practice

The group discussed some of the worldwide trends which planning education and practice will have to face. These trends included:

Implications on planning education and practice following from these trends include:

2. Knowledge and skills required to deal with the challenges to Canadian planning.

Students need to understand substantive areas of knowledge and not just the technical aspects.

It is important to understand the normative nature of planning and be able to apply it critically to institutional design and conflict resolution. The goal should be to build a stronger ethical dimension to planning.

Greater understanding of sustainable economic development (SED) is required.

Students need more courses on "security" issues

Students need a "bullshit detector" to dispel the myths and have informed understanding of the issues they will be faced with (e.g., being told that crime rates are decreasing when in fact, they are increasing)

Students should be taught more about disaster management in planning school. Need to broaden disaster management education to include climate change issues.

Students should be taught about the implications of "city-states"; a question which arose was: how do various levels of government affect city states (e.g., senior levels of government and local governments)?

Everyone talks about how effecting change occurs in a political process, yet very few students are connected to politics (in planning schools) and don't understand the political realities they will be faced with when they get out of planning school. Planning students need to understand political processes at all levels.



Planning roles that will become more salient into the next decade

1. Shared values underpinning the roles that could be identified/promulgated as 'what the profession stands for'

Shared values include:

Some challenges were raised:

2. What substantive knowledges and what process skills (political and communicative) are fundamental to these emerging roles and are we teaching them?

Students need a greater understanding of:



Critical Skills

1. What do students need to know to have basic literacy in techniques and related skills? What understanding is necessary for an initial skill set



Approaches to planning education

1. How can greater involvement of practitioners be facilitated?



2. What needs to be done to ladder career-long learning opportunities?