At a recent workshop held by the Centre for Education in the Built Environment  on the use of ICT-based geographical information systems (GIS), planning academics with a particular interest and expertise in using GIS to teach and research spatial analysis explored concerns about a mismatch between practice needs and education provision.

GIS provides increasingly powerful sets of tools to combine, analyse and present complex place-based information. Available systems are becoming increasingly user-friendly and the potential for integration of data is vast. However they intensify the demand for adequate levels of technical ICT skills and in particular the ability to be able to “ask the right questions” and interpret the outputs.

The unique focus for the use of GIS in planning that distinguishes it from cartography or design is linking high quality spatial analysis to policy. The renewed emphasis on spatial plans and evidence is changing the way in which planning is taught within UK universities. However, the workshop uncovered wide-ranging variations in the level and nature of spatial analysis skills, including fundamental principles of GIS, being taught.

As part of the Spatial Literacy in Teaching (SPLINT) project, Richard Kingston, at the University of Manchester’s Planning School, is investigating the extent to which current teaching of spatial literacy, and in particular GIS, to planning students matches the knowledge and expertise required by planning professionals when undertaking their day-to-day jobs within spatial planning practice. 

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Author:

Research Team

Publisher:

The Royal Town Planning Institute

Date:

27-Jan-10

Categories:

PERN 

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