A partnership-based model for embedding employability in urban planning education

Figures & data

Table 1. Participating organisations in the Malawi EPA project.

Stakeholder (type)	Participant details
Employers (external)	Local government: Blantyre City Council; Lilongwe City Council; Mzuzu City Council; Mzimba District Council; Nkhata Bay District Council; Rumphi District Council; Karonga District Council; and Lilongwe (Rural) District Council
	Central government: Ministry of Economic Planning and Development; Department of Physical Planning; Department of Geology Surveys; Department of Disaster Management Affairs; Regional Housing Office
	Agencies, NGOs and representative organisations: German Development Service (DED)/Giz; Malawi Local Government Association (MALGA); Malawi Housing Corporation; Centre for Community Organisation and Development; UN-HABITAT (Malawi); and Malawi Institute of Physical Planners
	Private sector: Chiwovani Associates
Future employees (internal)	Student representatives, Mzuzu University
Education providers (internal)	Faculty staff: Department of Geography, Mzuzu University; Department of Forestry, Mzuzu University; Centre for Open and Distance Learning (CODL) Mzuzu University; and Department of Land Management, Mzuzu University

Table 2. Model for embedding employability within planning education.

Step	Action	Explanation
1	Evaluate the current position of the teaching programme	This can be an internal activity involving individual staff members, department or whole faculty based on external examiner recommendations, staff experience, bench marking with other programmes, university strategic plan and/or national policy strategies
	As appropriate, move to step 2
2	Identify a ‘champion’ for taking forward the process	The champion may be a member of academic staff, manager of the university or someone external who is recognised as a ‘leader’ in promoting curriculum development
3	Define and (re-) establish relationships with relevant stakeholders	Communication is key: establish links with key policy institutions on defining employability skills for the sector; information to stakeholders about the intended actions
4	Work with students to explain the need for, and benefits from, curriculum change	Students can be those that already graduated to garner feedback about the programme in practice or can be students currently in schools through debates over the curriculum and delivery approaches
5	Amend the curriculum	The amendments obviously follow prescribed university systems, but minor ones could start from the department
6	Consult stakeholders using workshops	Stakeholders’ input is vital as employers; they expect students trained in specific disciplines and with specific skills. Therefore, developing employability skills with potential employers is essential
7	Appraise stakeholders of changes made (if any) through follow-up meetings and circulation of the curriculum	Formal feedback will be required as this can be a basis for justifying the amendments in future. The whole curriculum document can be sent out for stakeholders’ internal review and thereafter expected detailed feedback
8	Performance review	The period for review is usually stated in the curriculum document. It is important to develop indicators which may include number of graduates actually employed and employers’ qualitative opinions