DBP 411 – Community Planning Assignment 2 Community Planning Practice Paper What role does Community Planning have in Local ? Lecturers: Fiona Cani glia & Stuart McLaughlin Student: Andreas FaludiStudent ID: 02534955 Due Date: 4 June 2004″Planning ahead is a measure of class. The rich and even the middle class plan for generations, but the poor can plan ahead only a few weeks or days.” Gloria Stein am, The Time Factor (1980) INTRODUCTION Unfortunately, it is true to say that many stakeholders within the broader development industry regard the bottom line of their balance sheets rather than the economic well being of locals (some of whom may be displaced during the development process) as the be all and end all. While the tangible rise in land value associated by proximity to quality developments is recognised by many, there are just as many whose economic situations become worsened. While these individuals or groups may already be homeless and residing in public housing that is to make way for new development, for example, the fact remains that their economic situation has suffered by virtue of their displacement. While community planning – planning for the community rather than just the built environment – involves all members of the community, it is more often than not focused on ensuring positive outcomes for those who are less able to voice their opinions. To continue the generalisation, these people are more often than not at the lower end of the socio-economic spectrum.
As many of the students from the Community Planning unit will most likely go onto conventional town planning roles within either private practice or public service, it is most important that they not only understand how to apply good town planning principles to the built environment, but also how to achieve positive community outcomes through application of these principles. Further, within this it is essential that the economic well being of the community at large (and not just its captains of industry and business owners) is guaranteed along with the more traditional and typical desired planning outcomes being positive urban design, environmental sustainability and provision of relevant community facilities. This paper will examine the role that Community Planning principles can play in Local Economic Development (LED). Importantly, this report will aim to identify the causes an consequences of economic disparity within communities, identify those individuals and groups that have the most to contribute to LED in their community and finally discuss and examine a range of policy initiatives that focus on sustainable economic outcomes for all members of the community network. It is also hoped that this paper may provide a guide for students of urban and regional planning, as to how human and financial goals need not be mutually exclusive of one another. THE ISSUES Economic growth, not just community bonding In international business, the world is divided into developed and developing nations.
The yardstick used to measure this difference is typically economic. How then do we know when we have crossed the line between a ‘developing’ and a ‘developed’ community? What yardsticks are available to us? Typically, successful communities are measured in terms of participation, support networks and a general willingness to action outcomes (more often human and intangible outcomes) for that community. But while in terms of participation, a community may be very wealthy, a large proportion may be just as poor in economic standards. Accordingly, it is submitted that having implemented a community plan that succeeds in uniting a local area is only part of the process. The other part involves identifying those within the community that may be classified (and the writer apologise’s for the generalisation) as the “have nots” and instilling within these individuals or groups, skills that will lead to them obtaining employment through existing community networks. Direct links to land use planning Another critical problem facing LED is that the principles behind it are not presented within standard planning documents for application by planning professionals on a daily basis.
The introductory paragraph of the Brisbane City Plan 2000 reads: “The City Plan (the Plan) is a comprehensive statement of Council’s intentions for the future development of Brisbane. The Plan provides guidance for builders, developers, solicitors and others to ensure development progresses in a way that will enable achievement of the vision for Brisbane.” While the principles within the City Plan, and many other land use planning documents guide economic development in a loose fashion by allocating various land use rights strategically throughout the local government area, community development initiatives are left up to the individuals to implement. So where, through the granting of land use rights pursuant to the Planning Scheme, a Council allows the developer to introduce a development that may generate economic growth there is no requirement for the developer to ensure that this growth directly benefits the local community. ANALYSIS While on the surface it may be simple to identify communities or local areas that are in need of LED initiatives, the analysis to reach this determination must encompass the range of local factors as follows: Employment data The first key factor is employment, as this will largely assist the community planner in understanding the current strengths and weaknesses of that community. Accordingly, any local statistics must be compared to state or national figures so that a qualified conclusion can be drawn. For instance, some local communities may have experienced strong employment growth in manufacturing industries whereas nationally, these industries may have experienced a significant decline.
Understanding the reasons behind this difference would be the next phase of the data analysis, however, in the early stages of the community planning exercise, it provides and excellent starting point for the preparation of draft objectives and strategies. Population trends To accurately understand why employment figures may be skewed or vary significantly between local and national catchments, the population trends of the area must be examined. Some employment generators may be growing rapidly within some areas thus pushing other employers to others. Alternatively, the overall labour force in a community may have dropped significantly, but within one industry, numbers have remained constant thereby presenting the illusion of growth or market dominance, when in reality, population movement has been the factoring influence. Education Where different communities will have differing economic and employment drivers, so too will the level of education within that community be comparative to that required by the major local employers. Simply put, where the main employer within a community may be a manufacturing plant, the prevailing general standard of education may only be the equivalent of a vocational qualification.
Conversely, where the main employment generator is an information technology business, the prevailing standard will likely be a university bachelor degree or higher. This links with the analysis of employment data in identifying the facets of education that are performing strongly and devising key opportunities within the community for future economic growth. Additionally, where there is a perceived gap in the general education of a community, there may well be the opportunity to provide greater access to this form of education and create new employment opportunities within the community. Other factors While exploring the primary areas of employment, population trends and education might provide key guidance into the functioning economy of a community, they are by no means the only ones. Factors such as local infrastructure, cultural activity and communal facilities also provide an insight into the performance of local economies as their presence or otherwise alludes to much more than might be gleaned at first glance.
STAKEHOLDERS Some of the key stakeholders and their objectives are summarise d in the table below: STAKEHOLDER KEY OBJECTIVES QUEENSLAND GOVERNMENT Department of Communities Department of Education Department of Employment & Training Department of Housing Department of Local Government & Planning Department of State Development & Innovation Department of Communities SS To create networks that support all individual and family groups within the community; SS To lend support to groups and organisations that offer support & education services to the community Department of EducationS S To provide a diverse range of learning experiences to meet the needs of all students To provide accessible paths towards high quality higher education for all students Department of Employment & TrainingS S To ensure that individuals from all sections of the community can access learning & work opportunities To assist communities in maximis ing their own social & economic outcomes Department of HousingS S To ensure the provision of public housing that is available to individuals & groups within the community that are otherwise not provided for To integrate public housing within communities so that residents are recognised as valued members Department of Local Government & PlanningS S To ensure necessary funding for Council’s to facilitate the provision of essential services & infrastructure To encourage sustainable development that focuses on triple bottom line principles – social, economic & environmental Department of State Development & InnovationS S To work with business & educational organisations to skill the future workforce To attract businesses & industries that provide employment opportunities within the community LOCAL COUNCIL SS To enhance the Council image and encourage pride in its communities To offer a range of accessible lifestyle choices that enhance the quality of life enjoyed throughout the local government area To conserve local economic growth and viability for future generations STAKEHOLDER KEY OBJECTIVES LOCAL RESIDENTS SS To improve and maintain the sense of community and culture To ensure a safe living environment for children in the community To ensure local economic growth in the long term LOCAL BUSINESS OWNERS & CHAMBER OF COMMERCE SS To recognise business & community achievement To promote active participation in and sponsorship of community activities To promote the local community businesses as a commerce centre through influential lobbying of State & Local Government LOCAL EMPLOYMENT SCHEMES & TRAINING GROUPS SS To assist young adults in the attainment of trade qualifications To assist in the strengthening of community relationships through the provision of skilled workers for community projects To assist those within the community not born in Australia in gaining valuable language and employment skills SS To provide support networks for new residents to the locality so that they are able to assimilate within the community UNIVERSITY SS To provide quality higher education opportunities To organise community programs and become involved in strengthening relations with the community LOCAL SCHOOLS SS To facilitate community involvement and participation through school organised events To assist the community in building on the high level of education available in local schoolsSOLUTIONSSo, what can be done? The purpose of local economic development (LED) is to build up the economic capacity of a local area to improve its economic future and the quality of life for all. It is a process by which public, business and non-governmental sector partners work collectively to create better conditions or economic growth and employment generation. In taking all of the above into account, what can be done to facilitate LED within a community? Despite the existence of a range of public policies aimed at ensuring equal opportunities for the wider community, people do slip through the cracks and the practical application of well intentioned policies must be questioned. The solution proposed in this paper is to bring the actions down to the ground and put them in the hands of the community rather than having a set of broad statements underlining how the LED principles should operate. In the following proposals, it must be understood that economic development in poor areas may not necessarily be able to begin from economic investment, but rather the investment of social capital to grow the local economy. The proposed micro-credit and LETS schemes as detailed below build on principles where personal skills or trade qualifications are accepted as a recognised commodity rather than just the dollar sign.
Accordingly, the following initiatives are submitted as a range of practical measures that may be adopted by communities where the comparative levels of both economic and social capital are varied and not just in areas where economic investment is lacking. Micro-credit Micro-credit is one component of a sustainable human development strategy which aims to entitle and empower the poor through income and employment. The micro-credit approach loans small amounts of money to people who do not have enough collateral to take out a bank loan. It also encourages them to generate their own saving and buy shares in the community bank.
The approach has been used in a rural bank in Bangladesh and is founded on the principle of providing credit, rather than charity, to the poor. Micro-credit cannot alleviate poverty by itself and must be used in conjunction with other strategies. Micro-credit can also be used to allow poor people to purchase their own house. Formal housing finance uses affordability criteria that fit the purchase or construction of a house in one go, but some poor people cannot afford to do this and instead build their house incrementally. A micro-credit approach to housing loans has been used in India to allow poor people to take smaller housing loans over a number of years as they slowly build their shelter. Local energy trading system (LETS) A local energy trading system (LETS) is a leading practice example of creating a sustainable and self-sufficient local economy.
By trading with people within your local community you can limit the impact of your consumption. For example, trading vegetables that you have grown in your garden has a smaller ecological impact than if someone bought these vegetables from a supermarket after they had been grown and transported from inter-state. LETS is a new social form that will be essential in creating a sustainable economy. Creative city funding In Europe a $108 million Urban Pilot Program was created to foster urban innovations. It was designed to explore and illustrate new ways in which the economic potential of cities, together with problems of social exclusion, environment degradation, pollution and industrial decay, could be tackled using innovative strategies for urban regeneration. Projects funded by the project included better land use plans, integrated transport, imaginative solution to social and economic deprivation and schemes to address lack of eco-awareness.
The main emphasis was on integrated solutions which enhanced competitiveness, combated social exclusion and fostered sustainable development. Landry also describes a program funded by the Urban Pilot Program in Copenhagen. This project combined eco-technology with urban renewal by converting a market-hall in a run-down district where half of the population lived on benefits. The building became a Centre for Urban Eco-Technology, featuring demonstrations of recycling processes and eco-building as well as a training and employment project. More jobs emerged for locals as the area became a catalyst for future development around the market area. This project has some similarities to the proposal to convert the Kingston Butter Factory into a Global Village.
Flexible Learning / Alternative Learning Flexible learning in general, is the use of technology to support flexible forms of learning and training. It does however have different meanings for different sectors of the community; for business it means providing appropriate training, at the right time, place, and price. For individuals it means being able to gain new skills that can benefit either their work, their ability to gain employment, or their home lives. For training providers it means using a variety of client centred teaching and learning methods, resources and flexible management strategies that respond to the needs of a wide learner population, helping them to gain vocational qualifications, and participate in work and community life. Whilst for Governments flexible learning means ensuring that training is based on client need, is efficient and that the funds they allocate are used to provide training which is accessible to everyone in the community, regardless of whom they are, their educational background or where they live. Flexible learning enables all members of the community to effectively access resources to further themselves, as they require them.
This particular method of bridging the education gaps is particularly applicable to Woodridge; in that it has been identified as part of the initial consultative phase of this report that culturally education is not universally valued in the same way. Providing alternative methods of learning and of access to that learning will in some part address this issue. CONCLUSION Community Local Economic Development is a process by which communities can initiate and generate their own solutions to their common economic problems and thereby build long-term community capacity and foster the integration of economic, social and environmental objectives. Community LED enterprises are based on a consideration of the relationship between economic factors and other community elements such as housing, education, the natural environment, health and the arts. LED has emerged as an alternative to conventional approaches to economic development, a participatory, holistic process that leads to positive, concrete changes in communities by: SS Creating employment; SS Reducing poverty; SS Contributing towards the health of the natural environment; and Stabilising local economies, Each of these outcomes are recognised widely by both economic and community planners, but in vastly separate fields of expertise. By combining the two knowledge bases and implementing community plans with a view towards the economic as well as the human development, communities will be able to increase their control over their own destinies.
And once this happens, the poor man too can plan for generations rather than days. REFERENCES Hossain, I. (1998). ‘An experiment in sustainable human development: the Grameen Bank of Bangladesh’, in Journal of Third World Studies, vol. XV, no. 1, pp.
39-55. Landry, C. (2000). The creative city: a toolkit for urban innovators, UK: Earths can Publications. Sets, P.
(1999). ‘Housing finance trapped in a dilemma of perceptions: affordability criteria for the urban poor in India’, in Housing Studies, vol. 14, no. 6, pp. 821-838. Trainer, T.
(1998). Saving the environment: what it will take, NSW: UNSW Press. Brisbane City Council, Brisbane City Plan 2000 Internet references: World Bank website: web Online Opinion website: web Community Economic Development Centre website: web.