Can using skills, knowledge and learning create better places?
Queen's University Belfast
Dr Brendan Murtagh and Dr Geraint Ellis
With this research project we examined how skills and learning could be used to improve urban planning and regeneration in divided communities.
Key points
Divided communities need a more active learning culture which links skills, knowledge and learning
Barriers across professions and between professionals and communities act against the creation of better places
We need to focus on analytical, planning and delivery skills
A skills framework could boost the sharing of skills, experience and learning
A centre for the study of ethnic and religious diversity is also needed.
Knowledge, learning and skills are now seen as central to the creation of sustainable communities – defined as safe and inclusive places where people want to live and work. The 2004 Egan Review, for example, identified key generic and technical skills needed for sustainable communities.
Professionals in regeneration, planning and the built environment work in places which are complex and fast-changing. In some communities, however, factors including race, religion and poverty have combined to create significant social, economic and environmental problems. Here, there is a need for planners and other professionals to understand how people use space to support or undermine social cohesion.
Our research set out to understand the particular experience of such divided communities. We studied the experience of communities in Northern Ireland, and tried to identify what lessons there might be for the rest of the UK. We looked at what skills gaps existed and identified examples of good practice.
We also researched the extent of connections and understanding across professions, and between professions and communities, and the extent to which these acted as a barrier to the creation of sustainable communities.
We tried to enhance the understanding of what works and set out proposals for a skills framework designed to promote better planning in divided communities.
Conclusions
To improve the planning and regeneration processes in divided communities a more active learning culture needs to be developed. This would establish a clear connection between skills, knowledge and learning.
Existing poor connections across professional boundaries and between professionals and communities also need to be addressed. This may currently be as big a barrier to the creation of better places as skills shortages.
The adoption of a skills framework, as set out in this report, could facilitate such a change of attitude to learning in the planning process. We believe it could deliver better decisions around the built environment in divided communities – by boosting the ability of communities and professionals to share skills, experience and learning.
Focus would need to be given to analytical, planning and delivery skills to ensure effective diversity planning. And knowledge brokers may be helpful in translating between the different perspectives in communities.
We also believe a centre dedicated to the study of ethnic and religious diversity is needed. Based around the model of the regional skills centres, this centre could build on the experiences of Northern Ireland to share them with a UK-wide and even a global audience.
Can using skills, knowledge and learning create better places?
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