Integrated Land Management Institute (ILMI)
Land, Livelihoods and Housing Programme 2015-18
The Integrated Land Management Institute is a centre of the Faculty of Natural Resources
Spatial Sciences (FNRSS) at the Namibia University of Science and Technology (NUST) committed
to develop reputable and multidisciplinary research and public outreach activities in the field of
land, administration, property, architecture and spatial planning.
The Land, Livelihoods and Housing Programme aims at deepening and expanding the focus
on these three key issues in Namibia. The programme was developed to guide ILMIs activities by
organising it in four aspects: institutional, environmental, fiscal and spatial processes.
The role of universities in participatory informal settlement upgrading:
experiences from Kenya, Namibia, Uganda, and Zambia.
Enquiries:
ILMI Coordinating Team
T:
F:
E:
W:
SUMMARY
+264 61 207 2483
+264 61 207 9483
ILMIAdmin@nust.na
ilmi.nust.na
Document No. 1/2017
Date: July 2017
WORKSHOP REPORT The role of universities in informal settlement upgrading
ILMI Document Note 1/2017 Page 1
ABOUTTHISREPORT
This report was compiled by Guillermo Delgado, from the Namibia University of Science and
Technology; with comments from Baraka Mwau, from University of Nairobi; Hafisa Namuli, from
ACTogetherinUganda;andDrWilmaNchito,fromtheUniversityofZambia.
Thefullprogrammeofthethree-dayworkshopcanbefoundinAnnexure1.
ThefulllistofattendantsandtheircontactdetailscanbefoundinAnnexure2.
CASESDISCUSSED
Namibia Kenya Zambia Uganda
Entity NamibiaUniversity
ofScienceand
Technology.
Universityof
Nairobi,
CentreforUrban
Researchand
Innovation(CURI)-
anchoredatthe
Departmentof
UrbanandRegional
Planning.
Universityof
Zambia.
Makerere
University.
Nameof
Programme
Community
studiosinGobabis
Planningfor
inclusiveurban
developmentin
Kitui,Kenya
Negotiatingthe
interfacebetween
formaland
informalspaces
forinclusiveand
pro-poorcity
development
KnowyourCity,
Planyour
settlement
Programme
base
Departmentof
Architectureand
SpatialPlanning;
Departmentof
LandandProperty
Sciences.
CURI.
Thereissome
departmental
engagement
amongthe
participating
studentsare
selectedfromthe
department.
Generally,its
easiertorunthis
throughcentres
especiallywhenit
becomesdifficultto
alignthiskindof
studiowithregular
semesterschedule.
Departmentof
Geographyand
Environmental
Studies,basedon
SchoolofNatural
Sciences.
SchoolofBuilt
Environment,
TechnologyandArt.
Policy/
objectives
Cooperative
education,
Learningbydoing.
Addressingurban
informalityinboth
academiaand
practice;making
planningworkby
takingplanningto
thelowestlevel,
anduptothepolicy
level.
Highlightthe
realityofinformal
settlements;
producecapacity
forMinistryand
localauthorities.
None
WORKSHOP REPORT The role of universities in informal settlement upgrading
ILMI Document Note 1/2017 Page 2
Namibia Kenya Zambia Uganda
Disciplines TownandRegional
Planning;
Architecture.
Architects;
Landscape
architecture;Urban
planning.
Thisischallenging,
butquiteusefulin
promoting
interdisciplinary
learning.
Geographers;
PhysicalPlanners;
Sociologists;
Architects(rare);
Engineers(not
currently).
Architects(notvery
forthcoming);
PhysicalPlanners;
Surveyors.
Duration Semestercourses Threesemesters
(1.5years)
2-years(fulltime) Initially3-year
programme,then4-
year
Evaluation Continuous
assessment,atleast
6assessments
required.
Nouniversity
credits,students
getcertificates
fromtheCentre.
Studentsgetgrades
fordifferent
aspectsofthe
studio;thereare
briefswith
activitiestheyhave
tocomplete;final
submissionisthe
Spatial
Development
Framework(SDF).
Studentsgeta
gradefrom
supervisors(2)
whoareengaged
withthe
organisations;
supervisorsjoin
theminthefield,
studentshave
logbooksthatneed
tobesignedoffby
supervisors
Degrees Undergraduate.
BachelorofTown
andRegional
Planning(2
semesterproject:
communitybased
projects)
Undergraduate.
Degreesofferedat
thePlanning
Department:
Graduatedegreein
Planning(B.A.
Planning);Masters
inPlanning(M.A
Planning).
Postgraduate.
MSc.Spatial
Planning
Undergraduate.
BachelorofUrban
andRegional
Planning
DiplomaonUrban
andRegional
Planning(offered
byInstituteof
SurveyandLand
Management).
Student
engagement
Courseand
internships.
Internship,with
expensescovered.
Courseonly. Course,but
studentsclassified
asinterns;
universitywould
capturesomeof
thesefunds.
Modality Studio. Studio(amixof:
fieldwork,technical
workingsessions,
andinstructor
sessions).
Studioarticulating
threedifferent
contexts:localarea,
cityregionand
regional.
Studio;theoryin
classinfirst2
years,then
fieldwork.
Work
modality
Individualand
group.
GroupWorkand
Individualwork.
Groupworkand
individualwork.
Presentations,long
papers,reports.
Groupwork.
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Topic Open,only
requirementisto
beexposedto
communities.
Integrated:
researchmethods,
integrated
planning,
participatory
mapping,
participatory
design,
infrastructure,
housing,
community
development,and
LocalEconomic
Development.
Topicsdependon
lecturers.
Topicsareselected
bysupervisors
beforehand;topics
canruninparallel,
butemphasison
community
planning.
Partners SDFN;Local
Authorities;
Associationof
AfricanPlanning
Schools(AAPS);
CitiesAlliance.
University/Centre
(CURI);NGO(SDI-
Kenya);County
government
(Kitui);CBOs&
Community
Leaders.
Thisstructure
enhances
partnershipsand
collaborations,but
ittakestimeto
buildand
sometimestendsto
prolongplanned
schedules.
AAPS;SDImember
(requiredbyAAPS
curriculum);Local
council(required
byAAPS
curriculum).
AAPS;ACTogether.
Examplesof
topics
Community
agriculture.
Publicspace,
mobility,local
economies,
affordablehousing,
basicservices.
Planningin-situ;
mobility;retailand
trade.
Housing,open
spaces,community
planning.
Geography Alloverthe
country.
Secondarycity. Settlementdecided
inpartnershipwith
thelocalcouncil.
Alloverthe
country.
Years From2012. 2015-7. From2013. Around2000s.
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Challenges Uncertaintyof
topic;Timeframes
Community
processrhythms
vs.academic
calendar(exams,
recesses);
Responsiveness
fromuniversity,
cantbetooquick;
Community
engagement
requirescouncil
approval,which
cantakelong(e.g.6
monthsinGobabis,
10yearsin
Windhoek).
University
calendars,
consideringthe
processruns
throughyears
withinasemester-
basedsystem;Final
yearforstudentsis
themore
demandingone,
whichdoesnt
necessarily
coincidewiththe
needsofprocess;
Insufficientfunds
topilotactual
projectsonthe
ground(thisis
importantfor
sustainingfuture
community
engagement).
Councilchanges;
workgoesbackto
scratch,buy-inis
lost;Entryinto
settlementsdueto
politicalclimate
(moredifficult
duringelection
time)
Academic
calendars;
Engagementwith
architects;Land
ownershipin
privatehands.
Curriculum
change
process
status
Currentlybuiltin
thecurriculum.
Recentprogramme
review(2016),
wherecommunity
engagementis
encouraged.
Upto20%ofthe
curriculumcanbe
changedwithout
theneedfor
approval.
Curriculumchange
isnotnecessarily
themainobjective,
ratheristo
influenceexisting
curriculumthrough
studiosand
teachingcontentto
focusonurban
informality.
Yes,throughAAPS
process.Required
forthe
developmentof
newlegislative
changes.
Partofthe
universityprocess,
however
institutionalisation
oftheprocessis
takinglong;notyet
there.
Funding
source
AAPSsincemid
2015;Cities
Alliance
(accommodation,
food).
AAPS;Cities
Alliance.
MinistryofLocal
Government;AAPS;
CitiesAlliance;SDI.
Supportwentfor
food,transport,
computers,
printers,furniture.
AAPS;
Fundingthrough
tuitionrebates;
SocialTenure
DomainModel
(STDM).Supported
wentforfood,
accommodation,
transport.
University
contribution
Transport,
althoughcurrently
notfavourable
fundingoutlook.
Noadditional
financial
contributionfrom
theUniversity,but
thedepartment
offeredalecturer
toinstructthe
studentteam.
Lecturerssalaries,
teachingspace.
Supportfor
lecturers
(allowances).
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Interaction
between
disciplines
Gradualinsertion
ofdisciplines
throughoutthe
semesters.
Abitchallenging
forcommunication
between
disciplines
(perhaps
somethingtodo
withthesilo-
approachto
trainingof
planners,architects
etc.).However,the
studiomanagedto
achievegood
communication
betweenstudents
andcommunity
members.
Itsopento
studentsfromall
disciplines;with
regardstobringing
lecturersfrom
different
disciplines,isstill
inprocess.
Desirable,butstilla
challenge.
Provision
for
community
participation
Participation,
mandatoryforland
delivery
procedures;
however,no
nationalpolicyon
participation.
InKenya,
participationis
legislatedina
numberofwayson
variouslawssuch
asCounty
GovernmentsAct
andtheUrban
AreasandCities
Act,butnoclarity
onthenatureof
participation.
Everytown,a
citizenforumis
supposedtobe
created.
Notrequiredfor
theprocess,the
studiohasthe
objectivetochange
paradigmsthrough
itsactions.
Yes,at
constitutionallevel.
Proposals Shortcourses;
RegionalCouncils
aspartofthe
studioprocess;
Verticalstudios;
Coordinated/plann
edhandoverof
studiosemesterby
semester.
Continuous
professional
developmentcan
beofferedforLAs,
lecturers,and
interestedparties;
Linkwith
professional
associationsand
thepracticein
general,is
importantfor
planningschools;
Seminarseriesand
forumsare
importantin
disseminating
academicresearch
(including
outcomesof
community
studios)forpolicy
uptake/considerati
on.
Gettinglecturers
fromother
disciplinestofinal
presentationsof
courses.
Publiclecturesthat
teachtoeveryone.
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Outlook Fundingshortages
willreduce
interventionstothe
capitalcity,which
iswherethe
universityis
located.
Verticalstudios
abouttotakeplace.
Researchfundingis
decreasing-
especiallyfrom
governments;
hence,theneedto
enhance
partnershipsthat
helpuniversities
andpartnersin
attracting
alternativefunding
resourcesspecially
tosupportchange-
makingresearch
suchasurban
informality
studios.
Engagementwith
ZambiaInstituteof
Planners;
Creationofshort
coursesfor
communityand
localgovernment
(localareapanning,
GIS,research
methods,
monitoringand
evaluation).
Tryingtomakethe
process
increasinglymulti-
disciplinary;
Socialworkers,
involvedinthe
process;
SigningofMoUs
withtechnical
institutionsto
sensitiseof
community
processes.
Common
points
" Priorityforstudentsisthepassingmarkinalltheircourses,whichsometime
conflictwitheffortrequiredbyprocess.
" Sympatheticpoliticalleaders(e.g.councillors)arenotalwaysthere,andchangesin
localauthorityscouncil,theexperienceandpoliticalsupportislost.
" Piecemealapproachtoinformalsettlementupgradingprocess-theneedtoup-scale
appropriately,dependingoncontext.
" Institutionalisationofpartnershipsiscrucial.
" InthecasesofZambiaandKenya,universityCentreshavearoleinthefacilitation
oftheprocess;theycanhelpovercomeacademiccalendarlimitations.
" Ethicalconsiderationsofuniversitysinvolvementincommunityprocessesare
fundamental,particularlytomanagecommunitiesexpectations.
" Architectsaregenerallydifficulttoengage,thereisadisconnectwiththeneedsof
thecountry.
" Atthesametime,architectsaremoreimplementation-oriented;theirpushfor
actualrealisationofplansisimportantintheseprocesses.
" Shortcoursesaredesirable,theyshouldtargetlocalauthorities,community
members,NGOstaff,andotherstakeholders.
" Ifthereisanationalmandateforparticipatoryprocedures,communitystudioscan
tapintothat.
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COUNTRY-SPECIFICCONTRIBUTIONS
Uganda
Planningprocessisrequiredtobeparticipatorybyconstitutionaldecree.However,itisnotprescribed
whoundertakesthisprocess.Whenitscommunity-driven,itismoreparticipatoryinnature;ifitsa
governmentinitiative,itsmoreofaconsultativeprocess.Therationaleisinpartduetothedifficulty
forimplementationwithoutcommunitysunderstandingofthenatureoftheplan.Resources,both
withregardstotimeandmoney,impacttheextentofparticipation.Therearemunicipalforums,
settlementforums,andaForumsDivision.Thereiscommunitycontracting,aformofsmall-scale
projectssub-contractedtocommunitygroups(e.g.wastecollection,publicsanitation).Architectstend
tolookdownonotherdisciplines,suchasplanning;noteasytoengagewiththem.However,inthe
past,architectsweremuchmoreengagedthanplanners;theywerepushingforchange.Studentsgetto
teachcommunitymembershowtousetechnicaldevices,andcommunityteacheshowtointeractwith
them.Communitymembersweredesigningtheproject,studentswouldprovidetechnicalsupportto
makepossibletheproposals.Publiclecturesattheuniversityopentothevariousstakeholdershave
beenorganised,andtheyhavehadpositiveeffects.
Namibia
Councildecisionstakeaminimumof2months.Adecisioncannotberatifiedinthesamemeeting.
NALAOsfocusisontheSustainableDevelopmentGoals(SDG),particularlySDG11;andtheNewUrban
Agenda(NUA).ThisprocessisinitiatedfromtheLocalAuthoritiesCEOsoffice,supportedbytechnical
supportstaff.ALocalGovernmentreformisonthetable,whichwouldberestructuredundertheSDGs
andNUA.ThenewUrbanandRegionalPlanningBillisalsosoontobetabled.NALAOandLocal
Authoritieshavethefacultiestoinfluencelegislation.MoUbetweenNHAG/SDFNandtheAssociation
ofLocalAuthoritiesofNamibia(ALAN)andNALAO,willassistinopeningdoorsfortheinfluenceof
legislationrepresentingshack-dwellersinterest.Therewerealsoattemptstochangespatialform,but
thereiscommunitysresistance.InNamibiainthe1980stherewereattemptstochangemental
conceptionsofwhatahousecanbe,and1:1modelswerebuilttoexercisespatialimagination,but
theydidnthavethedesiredeffect.InNamibia,thelegalstatusofthepracticeinfluencesthe
professionaloutlookofyoungprofessionals.Theexpectationofhighincomesdetersfromengagement
inmoresocialundertakings.
Zambia
AAPSproposedacurriculumtobepiloted,andZambiawasreadytoundertaketheprocess.They
consultedthiswithlocalcouncilsandgovernmentlevels.Theproposalwassentforapproval,andit
wasapprovedin2013.NewlawrequiredtheformulationofIntegratedDevelopmentPlans(IDP),but
therewerenotmanytrainedtodothis;thenewcurriculumincludedthis,thereforetheMinistry
supportedthis.Supportallowedforcomputerequipment,aswellastransport(bus).Settlementsto
workwitharedecidedinpartnershipwiththelocalcouncil;thisfacilitatesengagementascouncilhas
alreadypresenceinthesettlement.Studentsproposalsareevaluatedbycommunitymembers;
studentshavetoeffectthechangesrequiredbytheinputgiven.Studentsproduceaplan,andfinal
presentationofstudentsistotheMayor,councilmembers,andotherstakeholders.Throughtraining,
communityhaslearnedhowtouseGPS,whichincreaseslegitimacyoftheinformationwithinthe
community.Theuniversityassistsinmappinginformalsettlements,asLAsdontalwayshavecapacity
todothis.
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Theobjectiveofscalingupislimitedbytheacademiccalendarframe.CentreforUrbanResearchand
Planning(CURP)hasbeeninstrumentalindealingwiththisandotherchallenges.Itisnotpossiblefor
theuniversitytodoallthework,butitispossibletoscale-up.Coursesinthecentreare2-3weekslong,
thisrepresentsalsoastreamofincomefortheinstitution.Itisimportanttoconsiderthedegreesof
participation,aswellastheresourceslimitationsforthis.
UN-HabitatdidaParticipatorySlumUpgradingProgramme(PSUP)projectinZambia,whichhad
participationatthecore.However,Phase1oftheprojectdidnthaveeffectevenafterconsiderable
fundswereinvestedinthis.Thisphasewasnotparticularlyregardedasparticipatory.Government
definitionofparticipationleansmoretowardsconsultation,ratherthanco-production.Thecultureof
volunteeringisalsonotaresourcethatonecantapinto.InZambia,architectsaredifficulttoengage;
theyareperceivedasmorecommercial.Theywouldcontributefortwoweeks,butnolonger;the
processwouldthencontinuewithouttheircontributions.Architectssocialcommitmentisnotstrong.
TheNationalHousingAuthority,isnormallyrunbyarchitectsbutcurrentlytheCEOisalawyer;when
theyredeveloptheyimagineprojectsthatresembleelitedevelopmentsandtheyrenotparticularly
characterisedbysocialcommitments.
Kenya
Insomecases,afterthecountygovernmentlegislations(theCountyGovernmentsActandUrbanAreas
andCitiesAct),therearesituations(e.g.KituiCounty-thestudiolocation)wheretheresno
municipalitytoengage;onlyaregional(county)government.Thisimpliestheenvisioned
decentralisationatcountylevelisnotyetinplace-especiallyforurbanareas.Thisissimilartoother
countrieswheregovernmentsareyettoestablishappropriatedecentralisedstructuresforbetter
(direct)engagementwithcitizens.
AmunicipalityBoardisnotyetestablished,itistheUrbanAreasandCitiesActthathasprovisionfor
citizenforums,wherethroughtownhallmeetingsthereisanopportunitytodeliberateonbudgetary
matters,structureplans,developmentframeworks,planning,basicservices,etc.However,giventhata
municipalityBoarddoesntexist,thisstructureofGovernment-civilsocietyengagementjustexistson
paper.
InKenya(andperhapsinmanyothercountriesintheregion),mosturbanplansareoutsourcedto
privateconsultants,whodontalwayshavetimeorresources(financialandhuman)forcommunity
participation,andtheyoftenresultinundertakingmerecompliancetoparticipation.Forexample,ina
recentIntegratedUrbanDevelopmentPlan(IUDP)formulationforKitui(locationofthestudio)the
consultantwasrequiredtoundertakesixstakeholderworkshops,butitisonlytherecords(i.e.
attendancelists)thatarerequiredtoindicatethattheworkshopstookplace.Thereislittleemphasis
onthequality,outcomes,andhowtheviews/opinionsoftheparticipantsinfluencedorwerefactored
intothefinalproduct,whichistheplan.Thereisalsoacultureofallowancesforattendingmeeting,
uptoapointinwhichstakeholdermeetingsareonlyattendedwhenallowancesareincluded.
Thereisalsoalackofunderstandingbetweendisciplines,e.g.planners,engineers,architects,aswell
asbetweenthesedisciplinesandcommunities.Thelevelofabstractionforcommunicatingin
workshops(e.g.lines,codedcolours),doesntnecessarilytranslateinanunderstandingofthenature
oftheproject.Besides,thepoliticalnatureofarrivingatplanningdecisionsisoftennotwell
approachedbyprofessionalsortheysimplyarenotpreparedtoengageinnegotiations,mediationand
managementofconflicts(arisingfromvestedinterests).Participationthenoftenendsupasa
compliancestrategy,ratherthananin-depthcommitment.
Centrestendtohaveacommonvision;therefore,itiseasierforthemtoundertakespecificprojects.
Thecommunitystudioprocesshasmanycontingencies,forwhichNGOsorCentresaremoreableto
respondthanconventionaluniversitysemesterapproach.
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Disciplinesrequiredtostrengthenoutcomesofcommunityplanningstudiosincludeurbanplanning,
architecture,engineering,urbandesign,sociologists,economists,landadministratorsand
environmentalists.However,projectsonlyinvolveoneortwodisciplinesdeepeningonscope,
althoughitscriticaltonotethatwhatisdesignedbyprofessionalsdoesntalwaysresonatewithwhat
communitiesperceiveasneededand/ordesired.
Participatoryprogrammesinvolvecosts,whichbecomeanincreasingchallengewithdecreasing
researchbudget.Thereisalsolackofreferencesfromothercasesincitiesandcountriesintheregion,
whichcouldbeduetoinadequatedocumentationofpreviousapproaches.Hence,thereisaneedto
strengthendocumentationanddisseminationofprojectprocessesandoutcomes.
Intermsofgraduatesapplyingskillsinpractice,therearenewalternativepracticesemergingin
Kenya;theyareattemptingtopracticedifferentlyfromtheconventionalpractice,butitsstillmarginal.
Thereisaneedtobuildcommunityofpracticethatpoolstogetherplanners,architects,andother
disciplinesengagedwithcommunityplanninganddesign.Instudios,itisalsodifficulttomanage
expectationsofcommunitieswithonlyonedisciplineinvolved.Atsomestage,thedisciplinereaches
limits;forcommunities,aprofessionalmeansperhapssomethingbroader.Theethicallimitsof
communityparticipationaretobeconsideredasoftenstudioraiseunnecessaryexpectationsamong
communitymembers.Withoutafollow-upprogrammetoimplementsomeoftheoutcomes,it
becomesamereacademicexercisetoconductthisformofprojects.
InNamibia,thereseemstobeanemphasisonlandandhousing;lesssoinlocaleconomiesthatcould
sustaintheurbanenvironmentthatisenvisioned.InKenya,thecityisoftenperceivedasthetheplace
toderiveincome;aneconomicplatform.Hence,avibrantinformaleconomyisthatwhichoffersthose
leftoutintheformaleconomyaformofemployment.Productiveactivitiesareinthestreets/public
spaces(e.g.retailers/vendors,artisanindustrieslikeproductionoffurniture,fittings,windowsetc.).
Therefore,amajorplanningchallengeinKenyascitiesandtownsishowtoplanfor,manageand
integrateinformaleconomicactivities.Amongthenon-conventionalapproachesbeingresearchedby
theCentre(CURI)istohowtoutilisecertainlandreservesforinfrastructureandopenpublicspaces
forproductiveactivities(atleastinthemedium-term)whiletheplanneddevelopmenttakesplace;
applicationofflexiblestandardsandrethinkingofplanninganddesignisneededforthis.
Curriculumchangeisdesirable;however,anothercomponentistheactualcontentofthecourses.The
focusoncurriculumcouldbecomplimentedwithacoordinatedeffortbetweenfacultiesand/or
departmentstoengagewithinformalsettlementupgradingprocesses.
INPUTFROMPARTICIPANTS
StudentsfromNUST
" Curriculumchangesarefundamental,asmanyonlydiscovercommunityengagementforthefirst
time.
" Volunteeringcanbearesourcetotapinto.
" Architecturestudios,confined;thewaystudentsworkisverydreamy,ratherthanreality-
anchored.
" Studentscommitmentisprimarilyontheirdegree,ratherthanwiththecommunityprocessper
se.
" Universitiesareonesideofthecollaboration;theotherareprofessionalinstitutionsandpractices.
" Privatefirmsareratherstrictwithinternships,theyneedtobeengagedforthemtobecomemore
accommodatingtocommunitywork.
" Itisnecessarytore-imaginespatialform,ratherthansimplyassistingincomplyingwithcurrent
models.
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" Senseofculturalidentitycanbestimulatedthroughmodelsandotherdevices,ratherthansimply
workingwithaerialimages.
" NamibiaUrbanPlanningStudentsAssociationhasinitsconstitutiontodocommunitywork,this
canbeexpanded.
MinistryofUrbanandRuralDevelopment
" Shortcoursesaredesirable.
" Thereisaneedtostrengthenrelationshipwithcountriestolearnfromeachother.
" Informationsharingbetweeninstitutionsisdesirableandcommendable.
" Scaling-upinformalsettlementupgradingisagoodinitiative(individualcomment).
" Certificatesontheshortcoursesandprocesscanincentiviseparticipationintheseprocesses.
GobabisMunicipality
" LocalAuthoritiesshouldintensifytheirinvolvementwithcommunities.
" Shortcoursesforcommunitymembersaredesirable:incomegeneratingactivities,trading,
planning.
" BeforetheteamsfromothercollaboratorscometoGobabis,thecommunitymembersshouldbe
readytoengagewiththeprocess;thisisthejobofLAs.
" WhathappensinFreedomSquareandKanaanisabeginning,andameanstoanend.
" LinkwithFlexibleLandTenureSystem,sothatitbecomeseventuallyeffective;Gobabiscan
pioneersecurityoftenurewiththeassistanceofthis.
" ThereferenceofwhatLUXDevelopmentProjectdidinRunduandKatimaMuliloisagood
precedentthatwouldbedesirabletoseeelsewhere,withregardstosecurityoftenure.
" DensificationisalsosomethingthatcanbeconsideredinNamibia.
" InternshipsattheMunicipalityarealsodesirable,Gobabisisreviewingthemechanismsforthem
towelcomemoreinterns.
" Gobabishasresortedtointernationalcooperationagencies,suchastheJapaneseone(JICA);this
canbeanoptiontoexplore.
NamibiaAssociationofLocalAuthoritiesOfficers(NALAO)
" Abenefitoftheseprocessistodismisstheperceptionthatpeoplearelazy,andtoprovehard
workfromthegrassroots.
" Co-productionisdesirable.
" Communitymembersininformalsettlementsarenotunreasonable,theycanbeengagedin
decision-making;however,theyneedtohaveaccesstoinformation.
" NALAOhasdevelopedacertifiedmunicipalprofessionalaccreditation(CMP)programmebased
ondemonstratedcompetence.Thisisproventhroughactualworkontheground,andknowledge
acquiredthroughthis.Thiscanbelinkedtotheshortcoursesthathavebeendiscussed,asCMP
providesforcontinuouseducation;withdegreeofdemonstratedcompetence,employment
desirabilityincreases.
" Learningandexchangeprogrammesisacost-effectivewaytocreatecapacitywithinLAs.
" Engagingmediaandpoliticians,importanttoconsiderintheseprocesses.
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NamibiaUniversityofScienceandTechnology
" Thereareopportunitiestobuildonexistingcurriculawithinthedepartments.
" Therearepossibilitiestohavesharedmandatorycourses.
" Shortcoursesareemergingclearlyasaneed.
" TheroleofCentressuchastheIntegratedLandManagementInstitute,canbeinstrumentalin
overcomingtheinherentshortcomingsofDepartmentalengagements.
" Winterschoolscanbeconsideredtogobeyondthelimitsofcalendarrhythms.
" Communityengagementcomesatagoodtimeascurriculumreviewhasrecentlytakenplace,now
itstimetoimplement;particularlywithwork-integratedlearning(WIL).
" Linkswithothereducationalinstitutions,notmakeitaprojectofonesingleuniversity.
" Itismoredifficulttore-structurethecurriculumonlyontheoccasionofaproject,ratherthanto
beinlinewithanationalplan;e.g.inthecaseofNamibia,thereisaneedforanationalinformal
settlementupgradingstrategyforuniversitiestoundergotherestructuringofcurriculum
thoroughly.
" TheleadershipofNUSTneedstobeengagedforthemtosupportthisinitiative.
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ILMI is a research centre at the Faculty of Natural Resources and Spatial Sciences (FNRSS) at the
Namibia University of Science and Technology (NUST).
Views expressed by the authors are not to be attributed to any of these institutions.
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WORKSHOP REPORT The role of universities in informal settlement upgrading
ILMI Document Note 1/2017 Page 12
ANNEXURE1
WORKSHOP REPORT The role of universities in informal settlement upgrading
ILMI Document Note 1/2017 Page 13
ANNEXURE2
WORKSHOP REPORT The role of universities in informal settlement upgrading
ILMI Document Note 1/2017 Page 14