49154 China Urban Development Quarterly Issue 6 6.2009 Reconciling Urban Planning Planning Practices. Capacity Building and Rapid In 2006, further requirements on continuing education for re- certification were announced. In order to maintain the Urban Growth in China certification status, in every registration cycle of three years, a certified planner has to obtain a minimum of 120 credit hours of continuing education, including 40 credit hours of While China's economic growth is boosting its rapid required courses and 80 credit hours of selective courses. urbanization, capacity of its urban planning profes- Ministry of Construction designs the required courses and sionals is critical to ensure that city development is organizes training of trainers centrally. It approves a list of directed in a health and sustainable way. Urban selective courses by various training providers eligible for planners need to be well equipped with sound under- granting credits. standing of emerging issues and most up-to-date knowledge and skills to cope with the challenges. To Compared to relatively well-developed certification system enhance the competency of practitioners, China has a of planning institutions, the certification system of indi- certification system of urban planners in place. Com- vidual planners in China is facing several major challenges, pulsory continuing education requirements for re- including that 1) the responsibilities, rights, and obligations certification were incorporated into the system of certified urban planners are still not clearly defined, 2) recently. continuing education of urban planners is lagging behind, 3) mutual recognition with other regions/countries is very The certification system is still in its early stage, and is limited (currently only with the Hong Kong Special Adminis- going through a critical moment of redefinition after tration Region), and 4) there is a clear regional imbalance of the new Urban and Rural Planning Law (which re- human resources between the coastal cities in the East and placed the Urban Planning Law) was ratified in October the lagging regions in the West, and between big cities and 2007. A review of the system and existing capacity small towns and counties. building programs was conducted in the joint report by continued on page 2 Urban Planning Society of China and the World Bank Institute in 2007. By surveying planning institutions Contents: and individual planners across the country, the report has drawn a few major findings on the current supply THEME: BUILDING CAPACITY FOR URBAN GROWTH and demand of continuing education and identified Reconciling Urban Planning Capacity Building and Rapid Urban Growth in China -------1 recommendations for actions. An earlier version of this Commentson"ReconcilingUrbanPlanningCapacityBuildingandRapidUrbanGrowthin China" ------------------------------------------------------------------------------------------3 report was released at the Special Forum on Urban Learning Cities: Knowledge, Capacity and Competitiveness--------------------------------5 Planning Profession Development of the 2007 China World Bank Global City Indicators Program--------------------------------------------------9 Annual Conference of Urban Planning, in order to ModernDistanceLearningasaTooltoDevelopHumanResourcesandBuildCapacity-11 solicit feedback from a wider audience. ReviewofUrbanPlanningCertificationProgramsinSelectedDevelopedandDeveloping Countries-------------------------------------------------------------------------------------13 Overview of the Certification System WorldBankInstituteGlobalCourseonSustainableUrbanLandUsePlanning-----------15 The certification system of urban planners in China World Bank Institute Urban Capacity Building Program in India --------------------------16 was launched in 2000 by Ministry of Construction. A World Bank Institute Environment Capacity Building Program in Brazil ------------------18 total number of 10,632 planners had obtained their ITESM/WBI Urban Capacity Building Program --------------------------------------------19 certificates by the end of 2005. In order to obtain the Distance Course on Slum Upgrading in Brazil --------------------------------------------20 initial certification, a candidate needs to pass tests on Launching the Energy Efficient Cities Initiative --------------------------------------------21 four subject matters, including 1) Principles of Urban Peer-to-Peer Learning on Participatory Budgeting in South America and Sub-Saharan Africa -------------------------------------------------------------------------------------------22 Planning, 2) Knowledge of Urban Planning, 3) Urban World Bank Participation at World Urban Forum 4------------------------------------------24 Planning Administration and Laws, and 4) Urban ChinaUrban DevelopmentQuarterly Special Feature 6 . 2009 Finding 1: Demand for capacity building will grow drastically The demand is generated and intensified by the follow- ing factors: 425,000 credit hours of continuing education need to be provided every year to ensure that over 10,000 certified planners of the country fulfill the minimum requirement for re-certification; however, the current supply of capacity building programs is significantly less than this amount; Figure 2 Modalities of continuing education It is projected that by 2020, with the increased per- centage of urban population, at least 120,000 planners conferences, urban planners have also expressed strong are needed, more than 10 times of current number of demand for other formats of learning that are more certified planners, creating future demand for capacity effective, flexible, interactive and cost-efficient, for building; example, distance learning, peer-to-peer learning, and Competition in the market has been significantly site visits etc (Figure 2). increased with the private sector's participation. It has been especially intensified since China's accession to Finding 3: Problems with the current ca- the World Trade Organization, when open bidding of pacity building programs major projects is extended to foreign companies. Tradi- Surveyed planners and institutions have identified tional planners need to sharpen their skills and learn new specific problems with the current capacity building knowledge in order to be competitive; and programs: More and more urban planning institutions have Not very practical: most training is too theoretical, or linked continuing education of staff members with their not tailored to local situations, thus makes it hard to promotions, creating more incentives for urban planners apply to day-to-day work of planners. to update their knowledge and skills. Fees and related expenses too high: admission fees and associated travel costs for conferences and training Finding 2: Demand for new topics and new programs are so high that some institutions could modalities is growing provide only limited opportunities for its staff to attend Urban planners' demand for capacity building goes Not very in-depth, poor quality of the trainers and the beyond traditional topics. For urban planning to meet content: current training is provided by institutions of diverse demands of all stakeholders, planners are working different qualities. Surveyed planners suggested that in an increasingly complex environment, and they desire universities and professional organizations, rather than to improve their knowledge structure. Traditional topics, government agencies and NGOs are preferred training such as architecture and geography, are not the major providers, who have the real expertise of the field. concerns of planners in continuing education. Instead, Limited opportunity and accessibility: associated with environmental science, economics, social sciences, and high costs of training, and high work pressure, few application of new technology are on the top of their list people could allocate time and be financed to take of new knowledge needed (Figure 1). training. Content not up-to-date: planners are keen to learn new Besides traditional face-to-face teaching and knowledge and skills in order to cope with many emerg- ing issues during the rapid urbanization. Current training materials are not updated frequently, and new topics are not added in a prompt manner to meet the demand. Recommendations 1. Build national training system and promote regional balance Set up training centers housed within universities where the expertise and teaching resources lie. This initiative should be facilitated by professional organizations and Figure 1 Demands for training on urban planning theory 2 ChinaUrban DevelopmentQuarterly Special Feature 6 . 2009 Comments on "Reconciling Urban Planning Capacity Building and Rapid Urban Growth in China" Currently, China is experiencing rapid urbanization. Xiaohui Chen Urban planning is a very important public policy and a key approach to allocate public resources. Consequently, in addition to certified urban planners, The demand for developing the urban planning capacity increasing numbers of urban planning administrators are is rising rapidly in China today, while the available involved in this field. There are huge demands of training programs are still lagging far behind. continuing education for non-certified planners and Furthermore, the topics of capacity development administrators, in particular for those who work at programs need to be renewed and updated to meet county or lower levels. As for capacity development for modern requirement. this group, new courses should be designed and new continued on page 4 Reconciling Urban Planning Capacity Building and Rapid Urban Growth in China continued from page 2 learning, compared to traditional face-to-face teaching and conferences, could significantly lower costs, related government agency, to ensure that training is increase outreach, and provide flexibility in timing. More tackling practical issues, and that it would be counted importantly, content of distance learning programs can towards credits of continuing education, to provide be updated relatively easily and frequently, providing more incentives. Regional imbalance of resources should up-to-date information and knowledge on emerging be taken into account in designing the system. The issues. lagging regions in the west where capacity is especially low should receive special support. Urban planners in 4. Promote international collaboration in peer-to-peer small towns and counties or in the remote areas who learning have limited access to training should be provided more Many countries have experienced similar problems in opportunities. urban growth as what China is facing now. Both their failures and successes can be shared to help China 2. Improve the quality of training better design its own strategy. International collabora- The practices of urban planning in China have become tion also allows China to learn about the state-of-art increasingly inter-disciplinary. Instead of general and practices and technology of the world. International basic training, in-depth training of environmental visits and exchange programs have proven to be science, economics, and social sciences should be effective, but the associated high costs constraint the strengthened and incorporated into new courses. benefit of peer-to-peer learning to only a limited number Content of training should be carefully designed to of people. Again, distance learning technology, includ- reflect the latest development of urban planning theory ing video conference, visual classes and other modali- and practices, as well as related laws and regulations. ties could help significantly in this regard. Efforts should also be made to enhance the application of learning, by incorporating training on new issues. (This is a summary based on a joint report titled "Reconciling Urban Planning Capacity Building and 3. Diversify modalities of training Rapid Urban Growth in China-Supply and Demand for Given the vast variations in budget, capacity, and local Capacity Building in China's Urban Planning Sector" situation among different cities, more diverse modalities produced by the World Bank Institute and the Urban of training should be provided, in order for urban Planning Society of China in 2007.) planners from different parts of the country to fully take advantage of existing training resources. Distance 3 THE WORLD BANK ChinaUrban DevelopmentQuarterly Special Feature 6 . 2009 emerging issues should be addressed in addition to the traditional courses. Below five key points are highlighted. 1. Establish mechanisms to encourage urban administra- tors to pursue continuing education. Capacity building So far, there has been no requirement for non-certified program in Jiangsu Province, China urban planners to attend continuing education in China. Photo: Author These urban planning administrators are therefore lacking initiatives to take the training courses. However, since the Sichuan earthquake in 2008. The post-disaster urban planning administrators are quite important in reconstruction and recovery planning have caught implementing urban planning from designs on paper to people's attention. Planners need to consider disaster the reality. Therefore, at present, how to encourage more prevention during their planning, especially during the urban planning administrators to pursue continuing assessment of land, when they could find out disaster education is a key issue to improve the quality of sensitive area. Meanwhile, planners need to analyze urbanization in China. local environmental capacity, including industry structure, population scale, and land use structure, to 2. Design training courses at lower cost to host more reserve evacuation paths and identify sites for potential trainees. Many urban planners work at the county and nature disasters. Another issue that has increasing lower level. However, the available funding is insuffi- impact on urban planning is the financial crisis. Recently cient to meet the training needs. Therefore, lowering the China is facing the trend of immigrant workers returning training cost could ensure planners at this level to to their villages due to the slow-down of urban real receive necessary training. One effective approach is to estate developments and factory closures. mix distance-learning programs with face-to-face teach- Consequently, urban planners have to consider urban ing programs. Under such approach, urban planners spatial transition and address the changes in population gather by each county to receive distance education size, residential area and industry area structure. Chinese across different regions as well as face-to-face tutoring urban planners need to further consider about how to on spot. On one hand the trainees have the opportunity build affordable housing, how to create job to learn about the international experiences and tech- opportunities, how to improve education infrastructures, nologies through the distance training programs, on the and how to improve rural infrastructure and amenity to other hand they could have plenty of discussions with optimize rural spatial pattern. Currently, the urban peers under the guidance of local professional tutors. development in China is transiting from urban growth to improving livability of residents, in order to promote 3. Emphasize case-study methodology. The training social equity and rural development. course should be more practical and easier for urban planners to quickly focus on the parts that are closely 5. In addition, urban planners need to learn about public relevant to their daily work. Traditionally, study materi- policy-making process. The new enforced Urban and als range from regional planning to urban design. Rural Planning Law in Jan.1, 2008 emphasizes public However, for experienced urban planners, the continuing participation in urban planning. However urban planners training programs could be of more value if the topics in China are not experienced enough to make public can focus on "how to", for example, "how to build an policies via democratic and humanistic approach. The attractive city", "how to improve land use efficiency", capacity development programs may promote public "how to revive the city economic", "how to preserve a participation of different stakeholders in urban planning. historical city", "how to create a safe city", etc. Therefore, urban planners/administrators could learn (Xiaohui Chen is a senior city planner from Jiangsu from lessons of different cases relevant to their local Institute of City Planning and Design, Secretary condition. General of Urban Planning Society of Jiangsu. She was a MIT visiting scholar with the World Bank Institute in 4. Capacity development courses should address January 2009. For more information, please contact emerging issues such as earthquake and financial crisis. Xiaohui Chen at chenxhui@vip.sina.com) Urban safety becomes a primary topic in urban planning 4 ChinaUrban DevelopmentQuarterly Insights & Perspectives 6 . 2009 Learning Cities: Knowledge, Capacity and Competitiveness The notion of learning, that is the acquisition of knowl- It should be noted that the typological categories edge which is then tested, converted, stored for future suggested here are not exhaustive of all possible types. use, and employed to make change, has been given too Nor are these categorizations static; a given city might little attention in urban policy circles. This paper be engaged in one or more of each of the four types of suggest that the style and rate of learning can be learning over time, or even simultaneously. The point is observed in cities, that cities engage in learning to make that each type represents a different approach to deliberate and strategic change, and that this learning learning, as shown in case examples below. process can lead to improved performance and may be one of the mechanisms that increases competitiveness. Learning to Be Smart A Typology of Cases The focus of this analysis is on Type 1 cities. Each of the three cities in Type 1 meets several criteria. First, Table 1 classifies four broad types of learning with each has attained some notoriety as a leader, reformer, or corresponding groups of cities, as follows: Type 1 is an innovator. Second, each explicitly avows the impor- learning by individual cities that take a proactive stance. tance of knowledge and exhibits a high degree of effort Type 2 is learning by clusters of cities that are self- to gather knowledge. Moreover, the cities do this in a defined as member of a class. Type 3 is composed of proactive way, more or less aggressively seeking out individual cities that have a narrow mandate. Type 4, best practice or new developments. Third, city efforts learning is provided on a "passive" basis. have been sustained over more than a decade, and in all cases with a line of action that is identifiable and more or Table 1: Typology of City Learning: Agencies and Networks Source: Author 5 THE WORLD BANK ChinaUrban DevelopmentQuarterly Insights & Perspectives 6 . 2009 less consistent. Finally, each city organized a special among the key players. In effect, the city had recouped unit to manage learning. Also, by comparing proactive its investment costs in only a few years. The surprising learners with other types of learning, we explore what success of the cultural strategy helped to move the can be said about the learning process in connection collective enterprise forward. with "soft infrastructure." The second phase began a decade after the Strategic BILBAO, SPAIN Revitalization Plan. In 1999, the Association launched a study of advanced international models of urban In 1990, the city launched the founding of Bilbao strategy development. Outbound and inbound missions Metropoli-30, a public-private, non-profit partnership of experts, study tours, and conferences supplemented with 19 active members drawn from across a broad the stock of knowledge built in the earlier phase, and spectrum of entities in the region. The action arm of strengthened the spirit of cooperation and common Metropoli-30 is the Association for the Revitalization of understanding about the way forward for Bilbao. The Bilbao, which was charged with implementing the plan conclusion of this phase was embodied in "Bilbao 2010" and carrying out studies and research to deepen the a continuation of the revitalization plan. Bilbao 2010 knowledge base of the organization. focused on ideas and values and begins to bring these into the strategy for the future of Metropolitan Bilbao. A third phase is a consolidation of nearly two decades of learning. The process has lead to 2006 World Forum of Cultures and a further elaboration of Bilbao as a learning center with the institutionalization of knowledge management. The Association has sponsored, orga- nized and supported several score of courses offered for leaders in the Bilbao metropolitan area as well as other cities in Spain, Europe and Latin America. These are reflected as the heart of the Association's most recent annual report. Each of chapter reads like a university catalogue of learning events, including courses, study tours, conferences attended and organized, and inbound missions hosted. In sum, Bilbao created a formalized process to diagnosis problems, learn about and design solutions, and reach agreement on plans. In so doing, the city accomplished a double transformation. First, it converted the city's economic base from heavy industry to culture, educa- Footbridge at Campo Volantin, Santiago Calatravo, tion and learning. Second, the city also moved from 1997 Photo: provided by Author pupil to teacher. SEATTLE, WASHINGTON The 20-year learning process in Bilbao took place on In contrast to Bilbao, Seattle has created what can be many levels and is still on-going. Three major phases called an informal process of learning that emphasizes are noted here. First is the internal process of self- venturing out to other cities in an organized exploration recognition and awareness, starting with the realization of best practice and benchmarking. The study and trade of the impending economic decline. Metropoli-30 became missions of Seattle are elaborate, highly organized, the vehicle for many learning exercises of international dedicated visits arranged on a yearly basis by the Trade and national seminars, the importation of outside Development Alliance. Seattle began the study tour experts, and countless formal and informal exchanges program in 1992 following the second of two recessions 6 ChinaUrban DevelopmentQuarterly Insights & Perspectives 6 . 2009 in the urban economy in less than three decades. the creation of the Prosperity Partnership, is shaping a Though the objectives are many, the overarching aim of vision for 2040 and has published its first round of the missions is to broaden and strengthen the under- indicators and is forming a network of other cities in standing of city leaders about the position of Seattle vis- Asia, Europe, and North America to share information a-vis the visited city, its region and state. about benchmarking, innovation, and competitiveness. According to Stafford, six underlying goals of study CURITIBA, BRAZIL missions are to: continue an ongoing process of relationship building Curitiba exhibits a technical style that falls somewhere among and between Seattle's civic leadership; between the formal Bilbao style and the informal style of study and learn from the practices and programs of Seattle. Curitiba set its sights on change and, like Bilbao, other cities and cultures that may provide solutions to relied heavily on the planning process to bring in Seattle's urban problems; outside ideas partly in the form of its professional staff promote the region's business opportunities including and partly by means of visits and tours, consultations the ports, tourism, goods and services, educational and exchanges. The Institute of Research and Urban opportunities, and venues for international meetings; Planning (Instituto da Pesquisas y Planejamento Urbano build relationships with the people and institutions in da Curitiba) became central to the learning effort "to the cities visited; think the city". Over 40 years, IPPUC has helped the organize special business and educational opportunity city by acquiring knowledge, doing analysis, and meetings (e.g., biomedical, airports, gender and other innovating in such areas as transport, solid waste, land issues) use, environmental quality, and social programs. help develop the most sophisticated civic leadership in our country on international issues. Curitiba suffered from chronic flooding and shortage of facilities, infrastructure, and services. It sought to Participants on the study tours include the top leader- develop an alternative course of action--and master plan ship figures of the city and county and its utilities, ports, based on public transit--which was made possible in part universities, private firms, and NGOs. Study tours by the adoption of a comprehensive land use scheme, identify main themes and counterparts, followed by thick known as the Agache Plan. As early as 1965, the IPPUC briefing books and seminars given in the run-up to the staff began to organize a data base of domestic and visit. During the mission, the delegates hear structured foreign sources of information and good practice. presentations by their hosts, meet in informal groups, IPPUC created a long record of contributions to see relevant sites, and discuss their observations. The Curitiba's development, using ideas drawn from many heart of the learning experience takes place during these quarters. The beginning of the transit revolution in plenary sessions and afterwards when delegates sit Curitiba with the closing of a single block for form a during meals, in meeting halls, or on busses. During this pedestrian mall was an idea imported from many cities in process, delegates have an opportunity to digest what Europe. Two other innovations were adapted from they have seen and heard and to exchange perceptions European practice: a single transit fare greatly helped and opinions with each other. The impact of these the poor, and a revenue sharing scheme enabled opera- observations on the leadership elites of Seattle triggered tors on the periphery to stay in business. The transfor- a retreat-style meeting in the year following the mation of flood plains into parks was an idea extracted Barcelona mission. A year later, an economic develop- from a European practice of preserving natural ment entity, Puget Sound Prosperity Partnership, was waterways. Land swap schemes, aimed at assembling legally formed, with representation from key elements in large parcels for parklands and flood control, were government and business. The group began laying the imported from several places in the world. The multiple plans for economic options and infrastructure needs for innovations were made possible in part by the system- Seattle over the long term. atic search for best practice and knowledge. This process helped to produce tangible economic and In short, the informal learning style and interactions on environmental benefits for Curitiba. study missions create a personal bond of shared experiences. One concrete outcome of the study tours, 7 THE WORLD BANK ChinaUrban DevelopmentQuarterly Insights & Perspectives 6 . 2009 Curitiba's important elements of learning took place within a smaller technical staff of seasoned profession- als operating interactively with each other. In Seattle, the intense interaction among participants has the effect of breaking down barriers and forging new bilateral and multilateral understandings among public, private, and civic groups. The proactive cities have some commonalities and some peculiarities in storing knowledge. Each of the cities has taken on the role of tracking performance indicators. Curitiba has perhaps the clearest mandate for this purpose and supports the strongest data base on city Curitiba's home-grown bus platforms provide rapid management and performance. But Bilbao has assigned passenger exchange with pre-purchase tickets, level importance also to benchmarking and now trades on this boarding and shelter data and comparative analysis that it makes possible. Photo: IPPUC Likewise, Seattle and the Puget Sound Prosperity IPPUC survived adverse political regimes and Partnership are now developing data and city indicators, hyperinflation, all the while sustaining its role as the recruiting other cities to take part in comparative analy- center of knowledge, ideas, and data. By the turn of the sis about innovation and competitiveness. last century, IPPUC had moved successfully to strengthen public participation and to include preserva- Another modality of storage is visible in the strong tion of cultural heritage. IPPUC also formed the experi- internal interaction among technical and professional ential basis of a state-level institution which offers cadres in the cities. In each of the reviewed cases, the planning assistance to more than 300 cities in the state learning style appears to have made some contribution of Parana. Political continuity over multiple administra- to a "soft infrastructure," i.e. the collaborative character tions and public entrepreneurship are also major factors and cooperative spirit of a place. Based on these cases, in the city's success. It is clear that IPPUC has served it is hypothesized that collective learning engaging a an important cerebral role. wide cross-section of stakeholders breaks down internal barriers and creates common understanding. The cases SUMMARY: PROACTIVE CITIES suggest that lofty aims bring correlatively high levels of commitment along with resources and a concentrated The cases exhibit different learning styles, but have effort into the discovery and learning process. It could many similarities and important differences. First, they be surmised that these experiences create a culture of are similar in the initial conditions. Bilbao perceived and knowledge, perhaps a learning culture. reacted successfully to a pending economic crisis; Curitiba foresaw increasing congestion in its inner core and was already vulnerable to chronic flooding. Seattle (This summary is based on Tim Campbell's paper also experienced a crisis with the cutbacks in the 1970s "Learning Cities: Knowledge, Capacity and Competi- and again in the 1980s at one of the city's primary tiveness" from Habitat International 33 (2): 195-201, employers, Boeing Aircraft. Second, in each of these April 2009. For more information, please contact Tim cases, the cities valued information and knowledge and Campbell at TimCampbell@UrbanAge.org ) took initiative to obtain it, creating different mechanisms of discovery and proactively seeking out knowledge from other parts of the world to feed into city thinking and planning. Third, the cases provide three different versions of proactive learning that might be labeled corporate, technical, and informal, respectively. Bilbao incorporated a large variety of stakeholders into a formal structure with a balance of powers that accommodated deliberation, decision-making, and implementation. 8 ChinaUrban DevelopmentQuarterly Insights & Perspectives 6 . 2009 World Bank Global City Indicators Program Challenge selection and development of indicators and tested the first phase of this Program in 2007-2008. The indicators Cities are the cultural and economic centers of the world have been constructed across 22 themes ¨C Education, whose progress depends upon effective management Energy, Finance, Fire & Emergency Response, and evidence based policy making. As cities continue to Governance, Health, Recreation Safety, Social Services, grow and become more complex, urban based data is Solid Waste, Transportation, Urban Planning, Wastewa- becoming increasingly important for effective ter and Water. management. The collection of city indicators data is now emphasized and is regarded as a critical base for Now, the Global City Indicators Facility (GCIF) hosts the effective city management. While indicators to measure World Bank's GCIP in Toronto with support from the city performance are commonly used by many levels of World Bank's Development Grant Facility, the University government, academia and international agencies, they of Toronto, the Government of Canada, and participating are not yet standardized, consistent, or comparable cities. The GCIF was officially launched in Nanjing at the across cities and over time. This lack of standardization United Nation's 4th World Urban Forum in November limits the ability of cities to observe trends or share best 2008 and is now rolling the Program out to all cities practices and to learn from each other, not only within globally. The GCIF hosts a master system of global city their own urban regions, but also nationally and indicators that provides a standardized web-based globally. The World Bank, in recognition of this need, system to enter city data and assists cities to draw established the Global City Indicators Program (GCIP) to comparability globally. The GCIF through a series of provide cities with a standardized system for data policy briefs, working papers and comparative analysis collection. facilitates capacity building and knowledge sharing among cities. Approach The GCIF provides a free, easy to understand database for cities to collect, input, report and monitor city The GCIP provides a framework to facilitate consistent indicators over time. The purpose of the Facility is not to and comparative collection of city indicators. While rank cities for their performance according to indicators indicators are collected by many cities in the world, this but rather, simply provide a database for cities to urban data is not collected according to a globally measure their own progress over time, compare them- standardized set of measures. The GCIP provides a selves to other cities globally, and identify pressing standardized, consistent, and comparable set of city issues, challenges and advancements for management indicators and a system for data entry that allows for effectiveness. The goal of the Facility is to provide a consistency over time and across cities. The Global City portal for cities to measure, compare and share informa- Indicators Program also provides for a continuous tion as well as share expertise. updating process. This Program is a city led initiative with each member city managing its data. Why Indicators A set of nine pilot cities-Belo Horizonte, Bogota, Cali, King County, Montreal, Porto Alegre, Sao Paulo, The Facility acts as a reporting tool for cities and global Toronto, and Vancouver - have guided the initial city indicators. With the use of city indicators data, the 9 THE WORLD BANK ChinaUrban DevelopmentQuarterly Insights & Perspectives 6 . 2009 GCIF produces an annual report and working papers to GCIF website www.cityindicators.org and start entering demonstrate the importance and effective use of stan- and comparing data. For more information regarding dardized indicators. The Facility also produces a series membership please email the Facility at of policy briefs to report on various city-related issues cityindicators@daniels.utoronto.ca informed by the data compiled from GCIP indicators and trends. Data on the GCIF website will also assist city members themselves with the compilation of individual city reports and allow for a more in-depth cross city Website and Contacts analysis. The Global City Indicators Facility 170 Bloor Street West, suite 1100 Since there is an increasing demand for effective city Toronto, Ontario, Canada M5S 1T9 management and evidence based policy, data from GCIF Telephone: +1 416 966 2368 can act as a decision support system for policy makers. Fax: +1 416 966 0478 These indicators can help inform better decision-making www.cityindicators.org and explain how decisions and decision outcomes are cityindicators@daniels.utoronto.ca linked. Policy makers are able to use reports generated from the GCIF indicators to help identify important issues, investment needs, areas for improvement and progress towards goals. Cities can also use the GCIP indicators to measure progress and report to other levels of government and external funding agencies, and to compare their progress with cities globally. Indicators provide a useful tool in the prospective sense for policy making and also in the retrospective sense for assessing policy implementation. Indicators offer assistance to policy-makers by aiding in comparison, evaluation and prediction. Why Membership of Chinese Cities Chinese cities joining the GCIP will be able to gain access to a global system of city data and gain capacity for global comparisons with other cities. As Chinese cities continue to grow, effective management and evidence based policy formulation is vital to the sustainability of China's cities. Membership is a simple process and there is no cost for GCIP membership. To become a member, cities need to Photo: GCIF provide GCIF with the contact information of the person who will be responsible for the city's indicators. Once the city official or city representative has provided GCIF with their name and e-mail address, a password will be issued and as a new member city, they can log onto the 10 ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 Modern Distance Learning as a Tool to Develop Human Resources and Build Capacity With support from the World Bank, the country estab- distance learning center (DLC) in its Beijing office. The lished the China Development Distance Learning Beijing DLC was one of the original 15 GDLN centers Network (CDDLN), a network of 13 distance learning and participated in the global network's inauguration. centers, 11 of which are in western China. Through this Recognizing the potential of GDLN to promote develop- initiative, key Chinese government agencies and know- ment in the poor western provinces, the Western Region ledge institutions have become familiar with the techno- Development Office of the State Council (WRDO) logy and pedagogy associated with the use of distance initiated a DLC in Ningxia Province as a pilot for the learning to develop capacity. They also have begun to possible establishment of a broader network. take advantage of the technology and network to deliver training and to exchange global knowledge and The Ningxia center was inaugurated in October 2001, experience. based on a collaborative effort involving a World Bank team, WRDO, the Ningxia provincial government, the Context China Education and Research Network (CERNET). The When the Bank launched the Global Development Bank developed physical design and technical Learning Network (GDLN) in June 2000, knowledge of specifications, mobilized financing from AusAID, modern distance learning in China was confined largely procured equipment, and provided training to technical to the academic community. Despite GOC investments in staff from Ningxia University, which hosts the DLC. information and communications technology (ICT) Training on distance learning design and pedagogy was infrastructure, a rapid rise in the use of information provided to faculty from Ningxia University and other technology (IT) to support development was not taking training institutions in neighboring provinces. Connec- place, particularly in China's poorer regions. Training tivity was provided through CERNET. Based at and capacity building continued to be offered primarily Tsinghua University, CERNET connects more than 800 through traditional face-to-face pedagogical approaches education and research institutions all across China. that offered limited opportunity to access global know- ledge and/or international development experience and Building a domestic development learning lessons. network serving Western China Based on the concrete demonstration of the Ningxia To address these gaps, the World Bank partnered with center and the potential to link western China to global the government and with several key Chinese knowledge knowledge resources, the Government enlisted the Bank institutions through a combination of advisory support, to help establish a network of similar centers in the training, and financing. Together, they accomplished western provinces. Over the next 2-1/2 years, 10 addi- three milestones: (1) built understanding of the effective tional DLCs were established: in Guizhou (Guiyang) use of distance learning for development; (2) put in Yunnan (Kunming), Sichuan (Chengdu), Chongqing, place the necessary infrastructure and institutional Guangxi (Nanning), Shaanxi (Xi'an), Qinghai (Xining), structure to grow a national network of technology- Gansu (Lanzhou), Xinjiang (Urumqi), and Inner equipped learning centers dedicated to building capacity Mongolia (Hohhot). They are connected through a hub for development; and (3) developed and delivered in Beijing operated by the State Information Center. The programs that demonstrate the effective use of distance Shanghai National Accounting Institute (SNAI) is also learning in a development context. Innovations were connected to the network and serves as a source of introduced together with partners in several phases. content. This network, which operates under the auspices of WRDO, was dubbed the China Development Establishing pilot distance learning cen- Distance Learning Network (CDDLN). The Bank ters assisted WRDO in securing DFID financing for it and Concurrent with the GDLN launch, the Bank set up a has provided continuous advice and technical support. 11 THE WORLD BANK ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 Specialized training programs were organized for DLC managers, course facilitators, and DLC technical staff. Subsequent support has involved "learning by doing" as the Bank has worked hand in hand with the western provincial DLCs and with WRDO and the Training and Management Center (State Information Center) to organize and deliver learning programs, drawing increas- ingly on local content and expertise. Developing distance learning courses and content adapted to China WBI workshop on "Designing Learning Interventions That Last" in Shanghai, June 2008 After GDLN's 2000 launch, it quickly became clear that Photo: CDDLN delivery of programs (generally in English) designed mainly for regional audiences would have limited impact in place to evaluate the learning program. in China. To fully realize the potential of GDLN, it would be necessary to invest in the development of customized Second, the Bank collaborated with local universities to content and to build the capacity of local knowledge develop learning programs that revolve around the institutions to develop and deliver relevant learning exchange of knowledge between eastern and western programs through the network. China. Aiming at improving the sustainable urban development knowledge and managerial skills of city Between 2000 and 2003, WBI invested heavily in officials in China, WBI have worked closely with China "localizing" its courses that had the heaviest demand in National School of Administration, State Environmental China and converting them for distance learning delivery Protection Administration, Ministry of Construction, and by local partners and networks. Existing distance Ministry of Finance to develop a course on "Sustainable learning networks, including those of Tsinghua Urban Development and Management" using the University, Ministry of Agriculture, and Ministry of CDDLN network. In the latest delivery in May 2009, Education, delivered the programs. While use of the more than 200 officials and urban planners from existing networks has been important, their technology Chongqing, Guizhou, Gansu, Guangxi and Xiamen platforms (oneway video and/or closed circuit TV) and exchanged ideas on topics including China's urbaniza- traditional pedagogical approaches limited the impact of tion and regional development, issues and policies of their programs. Many of the country's leading universi- urban planning in China, housing policy and public ties had developed a wealth of relevant content, but it housing in China, preservation of historical cultural was based in technologies with limited interactivity. heritage of Chinese cities and Tianjin ecological city Similarly, the pedagogical approach was one-way development and planning practice. knowledge transfer, as compared to the fully interactive, peer-to-peer knowledge exchange that characterizes The Bank is also helping to demonstrate how CDDLN distance learning and is key for programs that target can be used by various line ministries and agencies for decision-makers and change agents. in-service training. A recent collaboration with the Ministry of Education's National Center for Curriculum Accordingly, a key element of the WBI support and Textbook Development is exposing primary and involved, first, training in instructional design and secondary school teachers from the western provinces pedagogy. In June 2008, WBI and WRDO jointly held a to information technology and to collaborative learning hands-on workshop on learning activity design in approaches. Through CDDLN, teachers and students Shanghai, which brought together 50 participants from from schools in China's Eastern provinces and Hong the twelve provincial DLCs and other distance learning Kong have been "twinned" with schools in the western network, State Development Bank and Urban Planning provinces. Society of China and introduced to them an five-step design process that will enable them to make good Finally, the Bank has helped to bring to the CDDLN design decisions by analyzing audience, defining DLCs a greater awareness of and attention to client learning objectives, identifying learning methods, orientation and sustainability through providing training selecting delivery modes and tool, and putting systems continued on page 13 12 ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 Review of Urban Planning Certification Programs in Selected Developed and Developing Countries Certification of competencies is a process by which both planning programs and specific individuals; these individuals can attain professional recognition for their programs are carried out by specialized institutions of knowledge and achievements in a particular field, the American Planning Association. The Planning whether or not accompanied by an academic degree. Accreditation Board (PAB) certifies planning programs Certification of urban planners has been considered a and schools, while the American Institute of Certified significant advance in creating real incentives for Planners (AICP) serves to certify individuals. Both these sustainable urban planning and management. The paper planners and their employees have benefited from reviews country experiences in certification of individu- recognition by an independent authority acknowledging als and institutions in urban planning. their compliance to such high standards. 1. USA 2. Canada In the USA there are separate means of certification for In Canada, similarly to the United States, there are two continued on page 14 Modern Distance Learning as a Tool to Develop Human Resources and Build Capacity continued from page 12 more than 12,000 participants. While programs initially originated mainly from international sources including WBI, Asian Development Bank Institute (ADBI), and GTZ, a growing number are being organized by the Training and Management Center and CDDLN DLCs. While there is still considerable variability among the CDDLN DLCs in capacity and results, several are well on their way to becoming worldclass development learning centers. CDDLN has become an active member of the East Asia and Pacific Association of Development Learning Centers and serves on its executive committee. CDDLN also has emerged as an effective vehicle for knowledge exchange and cooperation within China. "Sustainable Urban Development and Manage- Furthermore, WRDO has planned a phase II of the ment" course at the Chongqing DLC network that will establish 50 local centers and expand Photo: Chongqing DLC coverage to the prefecture level. Finally, CERNET has gone on to establish its own network of world-class on needs assessment methodologies and business DLCs linking universities throughout the country and is planning. establishing exchanges with similar networks in other countries. Impacts CDDLN has become fully established as a vehicle to (This is a summary based on a World Bank report titled deliver learning and capacity building programs that "China and the World Bank: A Partnership for support development in western China. A governance Innovation", 2007. To download the report, please visit structure has been established for the network, and the http://go.worldbank.org/JOZLEO6C60 affiliated DLCs meet regularly to share experiences. To learn more about the course on "Sustainable Urban According to WRDO, since its establishment, CDDLN Development and Management", please visit has delivered more than 350 programs that have reached http://go.worldbank.org/LJ9Y6QJIW0 ) 13 THE WORLD BANK ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 types of certification: one certifies schools offering municipalities. The Secretary of Planning of the Presi- degrees in Urban Planning while the other certifies dency in Guatemala (SEGEPLAN) is currently making practicing planners. Planning programs are accredited efforts to train staff of the Municipal Planning Offices ("recognized") by the Canadian Institute of Planners (OMPs). The Central Government/ SEGEPLAN's objec- (CIP) and by the USA-based Planning Accreditation tive is to strengthen OMP's institutional capacity, Board (PAB). Individuals are certified by the CIP. Both particularly in the area of local investment planning and the CIP and PAB review undergraduate and master's programming, including but not limited to identification, degree programs for the purposes of accreditation. prioritization, evaluation of local development project, Similarly to other nations, it is in the best interest of the and land use planning. Association (CIP), academic institutions, and certified planners to establish and maintain high standards for 6. Philippines the planning profession. Experiences regarding the certification of individuals and institutions in the Philippines involve the Commission 3. Australia on Higher Education (CHED), an organization that deals The Planning Institute of Australia (PIA) is the certify- with the higher education situation in the country. The ing institution for both academic programs and certification of professions is the responsibility of the individuals. Recognition of qualification has tradition- Professional Regulatory Commission (PRC). These two ally been applied to the educational institution rather institutions work together with the academic schools. than to the individual; however, in 2006, this was The School of Urban and Regional Planning (SURP) at introduced for the first time to the Certified Practicing the University of the Philippines is the main academic Planner (CPP) initiative. According to this new policy, in institution offering a degree in Regional and Urban order to become members of PIA all practitioners need at Planning. The association of United Architectures least two years of experience as planners and must have Philippines (UAP) represents the three main architecture graduated from an accredited program. Similarly to USA schools in the country. Another related academic and Canada, it is in the best interest of the Association program is one at the Philippines Institute for Environ- (CIP), the academic institutions, and the certified mental Planners (PIEP). planners to establish and maintain high standards for the planning profession. Conclusions A critical component of the certification process is the 4. Germany creation of a professional association of municipal In principle the accreditation/quality assurance in planners and/or an accreditation board, to provide a Germany is warranted by the protection of the profes- number of important resources to municipal planners sional title `city/urban planner' which is regulated legally ranging from career enrichment courses to networking by the individual federal states. Because of the German and social opportunities, from formulating certification federal structure, professions like architecture and city/ standards to enforcing ethics standards. Another urban planning are regulated by the federal states, and essential aspect is the breaking down of institutional each state holds a list of the architects and city/urban barriers so that information can be shared more easily. planners. Hence, a central accreditation does not exist. Furthermore, the politicization of technical professions As the German accreditation system is organized in a should be avoided so that municipal planners can be decentralized manner, one of its characteristics is that seen as individuals committed to doing their jobs as best the accreditation of study programs is carried out by as they can regardless of the changes in leadership. Accreditation Agencies, who in turn are accredited by the German Accreditation Council of the Foundation for the Accreditation of Study Programmes in Germany. (This is a summary based on a World Bank Institute working paper titled "Certification of Urban Planners: 5. Guatemala Review of Certification Program in Selected Developed Under a decentralization process and with the approval and Developing Countries". For more information, of the new Municipal Code (May 2002), Municipal please contact Sabine Palmreuther at Planning Offices (OMPs) were established in Guatemala spalmreuther@worldbank.org ) to coordinate and consolidate the diagnostics, plans, programs and projects for the development of 14 ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 World Bank Institute Global Course on Sustainable Urban Land Use Planning Today more than half of the world's population resides Infrastructure; 4) How to Manage Growth in Peri-Urban in cities, and over 90% of urban growth is taking place in Areas; 5) How to Mainstream Climate Change and developing countries. According to the 2009 World Disaster Risk into Land Use Planning; 6) How to Pro- Development Report, there are 1 billion people living in mote Local Economic Development through Land Use slums and this figure will most likely double by the year Planning; 7) Social Equity and Land Use Planning. The 2025. In spatial terms, developing countries are projected course will also provide links to other WBI e-learning to triple their entire built-up areas between the year 2000 products and World Bank analytical works, as well as and 2030, at an even higher rate than the growth of relevant resources provided by external institutions. The urban population. Land use and urban form are becom- course will include a library of case studies covering a ing increasingly important as globalization advances and wide range of cities of different sizes and from different a vast array of unprecedented challenges emerge, regions, illustrating key issues related to each module ranging from global warming and climate change to and proving relevant lessons and experience which economic failure and social unrest. participants could draw on. As an important element of WBI course, tutored discussions, exercises on Within this context, World Bank Institute Urban Team, in strategies, programs and action plans, as well as self- collaboration with partners, is developing a global tests are built into each module, which will enable distance learning course titled "Sustainable Land Use participants to share their findings with peers and Planning", which aims to enhance the knowledge and receive feedback in order to build a community of skills of urban and regional planning practitioners, practice. policymakers and key stakeholders in rapidly growing second-tier developing cities. The objective is to ensure Although the course mainly targets at urban and participants have a functional and integrated under- regional planning practitioners, it also provides a self standing of land use dynamics, and to demonstrate standing executive summary course aiming to increases through various best practices how to effectively utilize the potential audience to a wider group of stakeholders. planning instruments to achieve sustainable, equitable This summary version provides high-level policy makers and efficient land use outcomes in the context of rapid and other non-technical participants such as private urbanization. The course is being developed and will be sector, civic leaders and journalists, who may not implemented and maintained through WBI's extensive participate in the whole course, to grasp the underlying network of global, national and local partners in both principles of land use planning. The goal is to foster developed and developing countries, to ensure that communication, understanding and consensus between global state-of-the-art knowledge is appropriately the policy makers, urban/regional planners and key adapted to local needs and perspectives. In addition, stakeholders, which is fundamental for an effective peer reviewers from around the world have been provid- planning process. ing insights to improve and enrich the course. In January 2009, during the first phase of course The course is based on a modular design using Moodle development, World Bank Institute launched a pilot e-learning platform. Seven modules have been under workshop in Massachusetts Institute of Technology development: 1) Understanding How Land Use Planning (MIT) on a summary version of the course. This work- Contributes to Sustainable Urban Growth; 2) shop was part of MIT Independent Activity Period (IAP) Institutions, Polices and Tools for Effective Land Use co-sponsored by World Bank Institute and Department Planning; 3) How to Integrate Land Use Planning and continued on page 16 15 THE WORLD BANK ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 World Bank Institute Urban Capacity Building Program in India India's macro economic growth and poverty reduction is also sustained and broader capacity development increasingly tied to the effectiveness of its cities. India's efforts, supporting those institutions and individuals urban population represents 28 percent of the total charged with planning and managing India's urban population. Indian cities play a particularly important transformation. role in the country's economic life, with about 60 percent of India's GDP produced in urban agglomerations. As A paradigm shift in GOI's policies is currently taking these changes accelerate, India faces two key challenges place to create economically productive, efficient, (i) optimize the economic gains from urbanization; and, equitable and responsive cities, by focusing on six (ii) alleviating urban poverty. This will require not only strategic outcomes: (i) universal access to a minimum unprecedented political will and financial resources, but continued on page 17 World Bank Institute Global Course on Sustainable Land Use Planning continued from page 15 of Urban Studies and Planning (DUSP) through Prof. and students from MIT to review the course content and Karen R. Polenske. The workshop brought together over a pilot Moodle product. An online forum and survey was 80 urban planners from urban planning institutes, city conducted to solicit written feedback from participants. officials from urban planning and land management The two-day workshop generated interesting discus- bureaus in Mexico, Jamaica, Guatemala and Ghana who sions among the participants. The feedback received by joined via Global Development Learning Network WBI team will serve as important inputs to improve the (GDLN) video-conference sites, together with professors course concept, content and design. In East Asia, the course is expected to be delivered at the regional level through the newly established World Bank Urban Hub in Singapore. In addition, based on demand it will be translated and could be delivered at the country level. A pilot focus group workshop to review the first version of the whole course is planned to be held in East Asia later this year during next phase of course development. (For more information about the course, please contact IAP: The Independent Activities Period (IAP) is a Victor Vergara at Vvergara1@worldbank.org, or special four week term at MIT that provides Mansha Chen at mchen2@worldbank.org. To learn students, faculty, staff, and alums of MIT with a unique opportunity to organize, sponsor and more about IAP in MIT, please visit participate in a wide variety of activities, including http://web.mit.edu/iap . To learn more about GDLN, how-to sessions, forums, athletic endeavors, please visit http://www.gdln.org ) lecture series, films, tours, recitals and contests. IAP offerings are distinguished by their variety, innovative spirit, and fusion of fun and learning. And now for the first time urban planning has reached out through video-conference. 16 ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 partnership with the Hyderabad based Administrative Staff College of India (ASCI), and the State Institute of Urban Development (SIUD)/YASHADA, Pune, Maharashtra. An Advisory Committee (chaired by the Government of India's Joint Secretary of Urban Development, Ministry of Urban Development and Poverty Alleviation and with membership of several state level officials) was formed to guide the program. A core curriculum consisting of five knowledge modules delivered through three sessions were developed. An impact assessment of ASCI's program showed that certified urban managers have taken what they learned straight to the field. View of urban area near river. India. Photo: Curt Carnemark / World Bank In 2008, GoI requested that WBI scale up the urban management certification program. In partnership with ASCI and YASHADA, WBI has started to introduce e- level of services; (ii) establishment of city wide frame- learning approaches to enrich the learning environment, works for planning and governance; (iii) modern and improve financial sustainability, and increase signifi- transparent public finance; (iv) financial sustainability cantly the target capacity of these two initial programs. for ULBs and service delivery institutions; (v) utilization New diplomas and modules based on identified demands of e-governance; and (vi) transparency and account- emerging from the fast changing urban context are being ability in urban service delivery and management. The developed. Other state-level learning institutions will GOI's flagship urban development program, the receive support to develop their urban management Jawaharlal Nehru National Urban Renewal Mission certification programs. Following the examples of other (JNNURM), was launched in December 2005 and targets countries, there is also a need to support GOI and State 63 cities. In the JNNRUM the GOI has committed to Government to set up appropriate regulatory mecha- provide up US$ 12.5 billion in federal resources for nisms for certifying cities and the training institutes. The qualifying Urban Local Bodies (ULBs) over seven years. continuation of WBI's effort will be significantly lever- Cities are then expected to match the federal grants from age with the implementation of the JNNURM, through own-source funds, state-level funds, the capital markets, which GOI has committed to provide up US$ 12.5 billion public private partnerships, and bilateral and multilateral in federal resources for qualifying ULBs over seven agencies. years, as well as with new Bank's $ 60 million Urban Development Capacity Building Project. This will In order for Indian to maximize the benefits from ultimately place India's as a regional and global capacity urbanization, it is imperative that those urban officials development hub in the area of urban growth and are exposed to cutting edge innovation and relevant poverty reduction. knowledge. India's ULBs, however, are usually managed by civil servants with generalist educational back- grounds and staff without the specialized professional (For more information, please contact Andre Herzog at training. While ULBs generally have a good understand- aherzog@worldbank.org ) ing of the need to introduce reforms put forth by the JNNRUM, they lack the "how to" capacity to do so. Consequently, among other issues, it now recognized that professionalization of ULB management is critical to vibrant well functioning cities and a sound economy. Within this context, the World Bank Institute's Urban Program launched a pilot initiative to design, develop and offer a Certification in City Management Program in 17 THE WORLD BANK ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 World Bank Institute Environment Capacity Building Program in Brazil The objective of WBI/SISNAMA - National Environ- satisfactory results will receive certificates. ment Capacity Development Program is to support the federal government in the design and establishment of a The National Capacity Building Program (PNC), being at network to stimulate decentralization for implementation the federal level and playing the central role of coordi- of the national Environment Law (referred to as the nating large-scale capacity building activities, is in National Environment System, SISNAMA) to all 5,600+ charge of identifying existing human, financial, and municipalities, by providing technical support for institutional resources to assist in the preparation and training mid-career staff. The Brazilian government's delivery of activities. Course contents are defined by the objective with this program is to assist in the decentrali- partner agency (Ministry of the Environment), with zation of environmental management by building state support from WBI. WBI often provides internal advisors and municipal capacity. to assist in the definition of course contents and in the identification of possible instructors for the course. The To assist and promote environmental management Ministry involves its relevant secretariats and programs decentralization, the federal government created a in this task, and/or to be responsible for developing and capacity building program (PNC) at the federal level, delivering part of the course contents. Whenever directed at the municipal and state levels, to create and/ possible, the courses draw on previous similar or strengthen local capacity at these levels. WBI experiences, building on previously prepared materials provides direct support to the National Capacity Build- or adding extra materials as support information for ing Program (PNC), which is the capacity building unit students. within the Brazilian Ministry for the Environment (federal level), assisting in the definition, organization Some of the concrete lessons learned from the program and implementation of demand-driven capacity building are: activities directed at the municipal level. distance e-learning is proving to be highly effective in both providing high quality learning and being cost Activities under the WBI/SISNAMA partnership started effective; it is thus a viable option to face-to-face small, with one activity reaching 2-3 states, and gradu- delivery that meets the large-scale capacity building ally increased its scope to reach 23 states in 2008 and all demand from municipal environmental managers; 26 Brazilian states in 2009. There are currently three distance e-learning is an effective two-way learning major activities in the Brazil WBI/SISNAMA Program: experience due to participation of several states who can monthly thematic seminars, solid waste management exchange knowledge among participants based on cases face-to-face and distance-learning course, and environ- and experiences from several states in Brazil; mental licensing distance-learning course. Additionally, the new technology using blended medias (Internet/ WBI provides monitoring and evaluation support to the VC/Face-to-Face) proved very efficient and effective in federal level. application to delivering a case and problem-based pedagogical approach; Concerning the WBI/SISNAMA activities, PNC requests distance learning must be complemented by orienta- states to identify adequate/relevant municipal-level staff tion and training session for instructors, tutors and to participate as students in the distance-learning monitors on distance learning techniques and the courses. Students occupy technical and/or decision- learning materials to ensure a high quality learning making governmental positions, and are required to experience for participants. participate in all steps of the distance-learning course, prepare and present a final paper, and participate in the (For more information, please contact Evangeline Kim evaluation of the course. Those students who achieved Cuenco at ecuenco@worldbank.org) 18 ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 ITESM/WBI Urban Capacity Building Program The World Bank Institute (WBI) and the Instituto knowledge and experience on distance/ e-learning. Tecnologico y de Estudios Superiores de Monterrey (ITESM) have been collaborating for almost a decade in The World Bank Institute (WBI) and ITESM have been joint delivery of learning and capacity development delivering the Municipal Management course (SAAM programs. Over the years, the sectors and target audi- for its Spanish abbreviation) and the E-Government ence for the programs have expanded to cover a range of course since 1999 in Latin America and the Caribbean. topics targeted at public sector officials, the private sector and civil society, reaching over 30,000 municipal Another joint initiative is the Open and Participatory managers and local government officials. Many of the Government program at the Municipal level (GAP for its 100-hour courses have been delivered via distance Spanish abbreviation), which has been delivered since learning, through the Virtual University of ITESM. The 2000 in Latin America. The GAP program supports principal outputs of the courses are action learning institutional change at the local government level by initiatives to address specific challenges facing local facilitating the design of tools for combating corruption. governments. Important areas of growing importance in our urbanizing environment will be expanding in the In all the programs participants work their way through future. The partnership has also produced a web portal the modules supported by tutors and their fellow www.emprendegestionpublica.org serving as a learning students. In addition to the knowledge gained by and knowledge exchange platform for municipal officials participants through study of course materials and across Latin America. interactions, the tangible product of the action learning course is a group project where participants develop Building on previous collaboration, WBI and ITESM strategies or interventions in the context of their day to plan to continue to partner in the delivery of a range of day work in their local government or public institution. learning programs, including Municipal Management, E- Government, Open and Participatory Government The true essence of the WBI-Tec collaboration is program at the municipal level (GAP), Strategic Manage- learning from each other. Most importantly we have ment of Local Public Finance, Urban Crime and Violence learned together to listen to our clients who have been Prevention in Latin America, as well as in sharing instrumental in shaping our joint capacity building programs. Together we have brought a strategic focus but also an ability to improve programs by putting the learners at the center of the pedagogical approach to achieve real change on the ground as a result of action learning. (For more information, please contact Sabine Palmreuther at spalmreuther@worldbank.org, or Victor Vergara at Vvergara1@worldbank.org) 19 THE WORLD BANK ChinaUrban DevelopmentQuarterly Capacity Building 6 . 2009 Distance Course on Slum Upgrading in Brazil In June 2008 the Cities Alliance and the World Bank A multi-disciplinary team of academics, all of whom had Institute (WBI) launched a successful distance learning strong practical experience, conducted the three-month experience in Brazil. The course, organised in conjunc- course. The course covered different aspects of slum tion with the University of S?o Paulo, focused on slum upgrading, including the national policy framework, upgrading in municipal and state administrations in the environmental legislation, social participation, cost northeastern part of the country. calculation, project design, monitoring and evaluation. The course software allowed for active interaction not The demand for such an investment is a direct outcome only between the professors and the participants, but of the priority Brazil has given to the slum upgrading also among the participants themselves. A positive spin- component of its national Accelerated Growth off of the whole course was the exchange of experiences Programme (PAC), which was launched in early 2007. that it generated amongst staff from different The course generated a great deal of interest. Some 230 municipalities. municipal and state staff members were selected from 94 municipalities in nine states, all of which are directly Based on the participants' evaluation of the course, involved in implementing the PAC slum upgrading Brazil's Ministry of Cities is working with the Cities projects. Alliance to revise the course, which will then be offered to other regions of the country in 2009. In addition, a CD-ROM and a hardcopy of the 2008 course material will be produced by the participants for follow-up and reference. (For more information, please contact Evangeline Kim Cuenco at Ecuenco@worldbank.org ) A slum, known as a "favela", on the outskirts of Salva- dor de Bahia, Brazil Photo: Scott Wallace / World Bank 20 ChinaUrban DevelopmentQuarterly Events Brief 6 . 2009 Launching the Energy Efficient Cities Initiative In 2007, more people lived in cities than rural areas for that municipal governments are focused on the immedi- the first time in history. Massive urbanization, mostly in ate needs of their citizens, expanding access to basic the developing world is expected to continue. Such a services and socioeconomic development. Further, demographic shift will put a major strain on existing reliance on more ad hoc urban planning often overlook infrastructure, substantially increase demand for munici- options for more "mixed planning" and "spatial densifi- pal services and create new demand on land. In addition, this trend will require major increases in energy supply and use. Today, cities around the globe are responsible for 75 percent of the world's energy use and the result- ing greenhouse gas emissions. As urbanization trends continue, tackling energy efficiency issues in the urban context will be essential. The Energy Efficient Cities Initiative, jointly developed by the Energy Sector Management Assistance Program (ESMAP) and the Urban Anchor of the World Bank, and launched at a Roundtable discussion with stakeholders at the World Bank's Headquarters in October 2008, aims to promote energy efficiency in cities and reduce the harmful effects that cities can have on our environment. Photo: ESMAP Energy efficiency can help cities reduce their energy bills and thus free up resources for other developmental priorities. In addition, such programs can ease strains on cation" which can have substantial efficiency gains existing infrastructure, reduce the costs to customers for across many sector services. There was consensus that municipal services, improve a city's competitiveness and delivery of these required services can be provided at a help reduce the environmental footprint of the city. lower cost through improvements in energy efficiency; in addition, energy bills can be lowered, air pollution can City leaders came together to discuss the successes and be minimized, jobs can be created through various challenges they have experienced and discuss how the energy efficiency measures, green roofs can provide World Bank and other international partners can help. vegetables in food scarcities, and public transportation Organizations such as ICLEI (Local Governments for can make travel safer while saving energy and travel Sustainability), Clinton Climate Initiative, UN Habitat, time, to name but a few. Columbia University, City Indicators Facility and Cities Alliance, were also invited to speak at the Roundtable, Despite these benefits, higher upfront costs and diffi- and share their experiences working with cities to culty in measuring energy saved from energy efficient implement energy efficient projects. products often prevent broader adoption at the cus- tomer level. Many studies have been completed to show Although cities consume a lot of energy, efficiency is the energy saved from energy efficient products, the often not a priority. The Roundtable participants noted continued on page 22 21 THE WORLD BANK ChinaUrban DevelopmentQuarterly Events Brief 6 . 2009 Peer-to-Peer Learning on Participatory Budgeting in South America and Sub-Saharan Africa Participatory Budgeting (PB) is evolving rapidly economic and social conditions. throughout the world in multiple forms and shapes. There has been a growing recognition of the need to Responding to this, the World Bank Institute (WBI), the create spaces where practitioners can share their Municipal Development Partnership for Eastern and innovations and lessons learned to overcome common Southern Africa (MDP-ESA), and the Centro challenges more effectively. This is especially true for Internacional de Gestion Urbana (CIGU) in March 2008 Latin America, where PB originally started and has made launched the Africa-Latin America Mutual Learning significant progress, as well as for Subsaharan Africa, Initiative South Africa. The initiative builds upon key which is the next place where most PB initiatives have lessons and principles from successful South-South been introduced, although under very different political, programs such as decentralized cooperation, as well as continued on page 23 Launching the Energy Efficient Cities Initiative continued from page 21 ciency experts and the Urban Anchor's expertise in city most convincing argument, however, is often personal management could provide feedback. The ideas raised use. during the roundtable will form the basis of the Energy The Challenges Efficient Cities Action Plan.The Energy Efficient Cities Initiative hopes the implementation of this plan will help cities to become more sustainable in their use of energy. Cities, particularly in the developing world, face many difficulties starting energy efficient programs. They often lack the money to invest in such programs and (To download the proceedings of the workshop, please they cannot access many forms of development financ- visit ESMAP's website at http://www.esmap.org/ For ing as a sub-national borrower. Furthermore, there are more information, please contact ESMAP at limited documented case studies from other cities that esmap@worldbank.org ) share different types of programs, costs and results. Planning is also a major hurdle since more innovative planning methods are not widely understood in develop- ing countries. And, there are challenges integrating energy issues, which often span multiple city agencies and utilities, and coordinating efforts. Working Towards Solutions The city experts provided a number of practical examples during the roundtable, where ESMAP's energy effi- 22 ChinaUrban DevelopmentQuarterly Events Brief 6 . 2009 incorporating demand-driven and development market (HDI) and those that have implemented PB. The access place approaches. During the course, participants form to high revenues and the availability of skilled technical clusters based on common peer learning objectives and staff seem to be crucial for the implementation of PB. submitted a preliminary proposal on a specific PB related In almost all countries observed, participation is topic that they would like to explore further. usually very high at the level where priorities for spend- ing are identified; and considerably lower at the monitor- ing stage. PB needs to focus more on results and final outputs, as well as put in place mechanisms for effective participatory monitoring. In many African countries, local tax collection faces many obstacles. Therefore, further efforts must be taken to enhance revenue generation and facilitate budget literacy. All of the participants and project teams were strongly in favor of sustaining the exchange among the peers through the funding of further projects and by increas- ing the dissemination of the outcomes from the projects implemented. This event was an important milestone in sharing the lessons learned in the three projects that have completed their work so far, as well as motivating the teams that are currently implementing their projects, 9 sites were connected during the video coference event and providing some outlooks on future steps to be Photo: WBI Urban Team taken. These could possibly involve an outreach to Asia. The objective of the first Dissemination Event of the The next Dissemination Event for the Peer to Peer Mutual Learning Initiative was to share the main lessons Mutual Learning Initiative on Participatory Budgeting and key findings from three of these peer learning will take place in June 2009 and give an opportunity to projects that were completed in December 2008. These the five teams currently implementing their projects to three projects include: present their outcomes. Results-Based Participatory Budgeting in Peru Expansion of Participatory Budgeting in Brazil and (For more information, please contact Andre Herzog at Participatory Budgeting & Revenue Generationin aherzog@worldbank.org ) Malawi, Zambia & Tanzania There were several important points raised in the discussion that clearly reflect the regional differences as well as the common obstacles faced in adopting and implementing the various PB initiatives. Some major points brought up were: A difference exists between the bottom-up approach that was used to implement PB in Brazil, as opposed to the top-down approach that is applied in many African countries and Peru. In Brazil, a clear correlation can be observed between those cities that have a high Human Development Index 23 THE WORLD BANK ChinaUrban DevelopmentQuarterly Events Brief 6 . 2009 World Bank Participation at World Urban Forum 4 The World Bank participated in the 4th World Urban government. The theme of this year's meeting was Forum in Nanjing, China, from November 3-6, 2008. The "Harmonious Urbanization", which included economic, delegation of the Bank was composed of four Urban social, cultural, environmental, and spatial/territorial Sector Managers and a team of technical staff, global considerations. The World Bank chose to be involved experts, knowledge managers and supporting staff in order to disseminate key findings from our recent drawn from Finance, Economics and Urban Development work and to receive feedback on operations from a wide- Department (FEU), East Asia and Pacific Region Urban range of participants including community-based Unit (EASUR), World Bank Institute (WBI), East Asia organizations, urban professionals, academics, and and Pacific Region Rural Unit (EASRE), Middle East and various levels of government officials. North Africa Region Sustainable Development Depart- ment (MNSSD), Latin America and the Caribbean Region Urban Unit (LCSUW) and the Beijing Office. The Cities (To learn more about World Bank participation at Alliance and the Water and Sanitation Program were also WUF4 or download the presentations, please visit part of the delegation. The World Bank formally partici- World Bank's urban website at pated in all twenty-four sessions at every level of the http://go.worldbank.org/GE3PHZF9E0 ) gathering. The WUF gathering is convened every two years to discuss substantive topics on urban development. It is organized by UN-Habitat and the host country Disclaimer The findings, interpretations, and conclusions expressed herein are those of the author(s), and do not necessarily reflect the views of the International Bank for Reconstruction and Development / The World Bank and its affiliated organizations, or those of the Executive Directors of The World Bank or the governments they represent. China Urban Development Quarterly is a joint production of World Bank East Asia and Pacific Region Urban Develop- ment Unit and Urban and Local Government Program of World Bank Institute. The Quarterly is an environment-friendly publication, printed in soy ink and on recycled paper. Please visit the Quarterly's website www.ChinaUrbanQuarterly. org.cn, and send your feedback to UrbanQuarterly@worldbank.org. 24