Weekly outline

  • SPATIAL ACCESS AND INCLUSION OF LIVELIHOOD NEEDS OF INFORMAL SETTLEMENT COMMUNITIES IN OLD RAJARAJESHWARIPETA SLUM IN VIJAYAWADA, INDIA 

    Instructor(s) Dr Abdul Razak Mohamed

    As Taught in Even Semester 2017 to  2019

    Level M.Plan 2 Year 3rd Semester 

    Type Theory Course

    • Syllabus Page

      MPUR206 Urban and Regional Governance  by Dr Abdul Razak M

      Number of Credits 3 Subject Category Theory Lecture Periods/Week 3 Internal Assessment 50 Practicals /Lab/Workshop Periods/Week 0 End Evaluation 50 Total Periods/Week 3 Total Marks 100

      Objective:  The course discusses the shift from government, governance, e-governance in the context of producing equitable, inclusive, and sustainable liveable community environments.

      Unit 1:   Government versus Governance 

      Definition, concepts and types – Administration and Political boundaries of India - Features of the constitution of India – Democracy and Government – Pattern of Government in India and other countries, Good Governance index and indicators

       Unit 2:  National and Local Government

      Central–State–Local government relations and Controls – Theories and methods of Administration system – 73 &74 CCA GOI, – Municipal Acts and structure of urban and rural Local government – Panchayati Raj, governance systems at rural levels. Types of Governance in Developing Countries.

       Unit 3:   Governance: Urban and Regional Perspectives

      Institutional arrangement of urban local government–Urban Management and UN Habitat initiatives – Municipal infrastructure service delivery system of water, health, sanitation, security and poverty reduction - Spatial Access, Inclusion of infrastructure in informal settlements and Urban local govt case studies

      Unit 4:  Municipal Governance and Public Participation 

      Centralization versus decentralization of governments - Lessons from JNNURM - Democracy vs participating democracy - Public participation and participatory governance – Organization, types, structure, function, communication and organizational climate and Culture – Information communication system and local government – Public Relations and Local Government.

      Unit 5:  Governance and e-Governance

      Meaning and form of e- Governance at national and international experiences in rural and urban areas – institutional and organization change – e-Governance system, e-service and e-participation, e-Readiness of local government, e-business versus e-Governance –role of internet and mobile technology in e-Governance, e-Governance for districts, towns and smart cities in India and abroad. 

      Suggested Readings:

      1. Basu, Durga Das (2013), Introduction to the Constitution of India, Lexis Nexis Butterworths Wadhwa Nagpur, India.

      2. Government of India (2014) JNNURM, Implementation of 74th Amendment and Integration of City Planning and Delivery Functions, Ministry of Urban Development, New Delhi

      3. Mathias F & Sultana (Eds.) (2012), e-Governance a Global Journey, Global Publications. London.

      4. Mohamed, AbdulRazak (2011), e-Governance Vs. e-Readiness in Urban Municipal Governments in Tamil Nadu, India. In Piaggeri, Americas, Sand & Castelnovo (Eds.), Global Strategy and Practice of e-Governance, Examples around the World,

  • Stage 1: Project Knowledge

    Description:

    The stage the students are introduced the BINUCOM Project and its content and various stages involved where in it gives am overview of the project and the role of them as doing planning things while learning. This stage explains the apathy of the urban informal settlement households living in urban context in India has been seen form the Indian context with international input as knowing things in the class, learning from the field and realize the significance of incorporating the filed learning to the class room. This state is an eye opener for students that the subject of informal settlement is a concern of international researchers to intervene the urban planning education.

    There is one lectures covering 3 hours to introduce the project and the inclusion of the case study as their process of learning the subject Urban and Rural Governance.

    Students were formed into 5 groups of 3 to 4 members, each group was assigned to study the informal settlement in general with a focus on the (a) demography and socio-economic profile, (b) availability and accessibility of social infrastructure, (c) physical infrastructure, (d) Mobility and spatial access of livelihood needs, and (e) Local government and provision of livelihood facilities.

    In this stage the learners start learning about the slums in Vijayawada and select the case study slum area which is relevant to the context of the case study tuned with the other case study themes at the SPAV Binucom Researchers.

    Duration:

    This stage was done in two weeks. 

    Deliverable:

    1. Preparation of reports by each group on the said themes to gain an overall view on the case study.
    2. Preparation of the GIS based base map of the case study slum area

  • Stage 2: Subjective Knowledge

    Description:

    It is an important stage the students are able to gain knowledge on the governance system and the various approaches towards the function of local govt within the contact of delivery of infrastructure facilities to the households living in the informal settlements in cities in general and also to explore the situation in Vijayawada in particular.

    Duration:

    This stage was carried out over two weeks.

    Deliverable:

    a) Preparation of household survey formats, check list on the field observation, aspects to be discussed with elderly people, community organizers in the slum. Groups of students prepare the survey format as per the said themes identified in the earlier stage.

    • Stage 3: Practical Knowledge

      Description:

      This stage devoted to the field visit and expose to experiential learning by interacting with people, place, and activities. The visit along with the researcher and conducting survey and meeting stack holders. Making sketches and locating infrastructure facilities in the maps and taking photographs of buildings, facilities and activities.

      The learners are exposed to real life situation and learn about how to interact with the slum community and manage time and make a better quality of work.

      Duration:

      This stage was done over 2 weeks including field visit to the slum during Saturday and Sunday.

      Deliverable:

      Data coding and analysis of the primary data and evolve a general understanding of the social and physical reality and also the preparation of charts and maps

      • Stage 4: Evaluation Knowledge

        Description:

        This stage was very crucial in terms of students engaged in validating the data collected through observation and drawing inferences and conclusions. The analysis is done in the five clusters by the respective groups. One student from each group formed another group and make the cluster information into the slum area as a whole.

         

        Duration:

        This was done in two weeks.

        Deliverables:

        The students prepare data sheets and did maps based on the clusters to highlight the real situation observed and as per the interview conducted with the households, the finding and conclusion from the lesson learned.

        • Stage 5: Reporting Knowledge

          Description:

          This final stage aimed at prepare the findings and conclusions at the case study area level as per the earlier stages of work. The learners are exposed to not only construct tables and charts but also to descriptive as well analytical writing based on the data as well as the maps constructed. The preparation of the mobility maps to understand the households live in an area but they depend upon various nearby and for off places to meet their livelihood needs in the city. The preparation of spatial distribution of facilities maps address the concept of slums of despair and slums of opportunity. The construction of table on the who provides infrastructure facilities in the city and how the slum households gain access within and distance places express the social exclusion of slum households from the main stream urban development. The table on why and who the approach for getting infrastructure development is evident form the way of life of the households in the informal settlements in cities.

          Duration:

          This was done over two weeks.

          Deliverables:

          The students produced five posters that highlights the real situation observed and interview with the households, the finding and lesson learned on the spatial access and inclusion of infrastructure in informal settlement is a pre-requisite for a quality living.

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