Workshop Partner

Challenges to education for sustainable urban settlements include lack of citizen’s awareness and action, gaps in urban policies that have limited opportunities for participation and partnership and have made it difficult to convert best practices into good policies; limited economic, technological and institutional capacities at all levels of government; and, unequal access to information and communication technologies.

In this context, the workshop discussed the challenges, need and opportunities for Education for Sustainable Urban Settlements in four major themes, namely, Sustainable City Form, Resources and Infrastructure, Urban Policy and Implementation, and, Citizen’s Awareness and Action.

Theme 1: Sustainable City Form

Sub Themes

A. City Form & Structure;
B. Sustainable Buildings

Key issues pertaining to “education for sustainability” included

The need to develop a framework for education for citizens and professionals to enable them to judge what is needed in physical terms, to make cities sustainable.

The need to make urban planning and management professionals aware of the impacts of various typologies/ approaches of city design on sustainability of the region.

To review whether formal education system at all levels equips the students with information and awareness about concepts of city sustainability.

To know whether institutions involved with city level issues engage common citizens in debates concerning city development, form, building material etc.

To know whether city managers are sensitized to the issue of sustainable building practices and if the same concern is reflected in local building bye laws.

To understand whether urban development authorities engage in participative consultations with a cross section of society for decisions about city development, master planning, etc.

In cities which have large informal structures, are there tools to mainstream them? Are academic and professional institutions involved in urban planning and infrastructure, geared for sustainability?

Also, how do we develop formal education systems for people having special skills, such as carpenters, painters etc. who need to acquire/ adapt their knowledge and skills to changing realities of the cities?

Theme 2: Resources and infrastructure

Sub Themes

A. Water & Sanitation & Informal Settlements;
B. Public Transport & Urban Air Pollution

Key issues pertaining to “education for sustainability” included

• Do urban development authorities recognize and acknowledge the need for alternatives to centralized waste water systems for our cities?
• Are professionals and decision makers involved with city management and development sensitized towards the link between public transport and energy consumption of the city?
• Are citizens aware of sustainable practices of water-conservation and waste water treatment?
• Has the formal education system curriculum kept up to date with development in alternative methods (indigenous and otherwise) for infrastructure development?

Theme 3: Citizen’s Awareness And Action

Sub Themes

A. Citizen’s Awareness To Protest;
B. Citizen’s Education For Action;
C. Rural To Urban – Educating Migrant Populations

Key issues pertaining to “education for sustainability” included

The need

• to create awareness among citizens about their right to protest and not tolerate deterioration in their quality of life;
• to educate citizens about existing policies and programmes to enable their active participation in city governance;
• to educate citizens about their roles and responsibilities in taking ownership of the city as a whole and specifically their neighbourhood;
• to bring in comparative knowledge, networking to share best practices for improved management of the cities;
• for a programme to help rural migrants develop skills and information required to adapt to the city life;
• for a programme that addresses their livelihood needs along with their needs for a shelter and basic services would be required.

Theme 4: Urban Policy And Implementation

Sub Themes
Policy Orientation Towards Sustainable Urban Settlements

Key issues pertaining to education for sustainability included

The need

• to educate policy makers and planners about the importance, advantages of coordinating efforts;
• to share and implement best practices in technology, institutional mechanisms and approaches, to orient policy towards sustainable urban settlements;
• to design programmes addressing the complex and often not so obvious nature of environmental relationships for planners, architects and city managers.

Some Key Speakers were:

Professor B.V.Doshi, Vastu-Shilp Foundation
Mr. Kirtee Shah, Ahmedabad Study Action Group
Mr. Himanshu Parikh, Buro Happold
Mr. Tency Beatens, Auroville
Mr. Sharad Mahajan, Mashal
Ms. Manvita Baradi, International City Managers Association
Dr. Deo Prasad, New South Wales University, Australia
Mr. Nico Barito