Table of Contents

1 Education for Planners: The Graduate Program of 1MInstltute of Envlronmentel Planning

Benjamin V. CarlHo

11 A Survey of the Graduates of the Mester in Environ­mental Planning Course: 1968 to 1975

AIrey. M. Santiago

27 SoclallndleatorsandStandards for Housing

Tapan K. Majumdll,

35 Transport and Energy Conservation: ThelSSU8 on Publicvs,Private Transportation

Teodoro T. EnclJl1J8Clon

44 Book Review.

46 Book Notes..

48 Planning News

IN THIS ISSUE . . . A prospectivepl8nner geiM entry Into theonly pl8nnlng Institute in the country byp_Ing a competitive examination.

Then at the end ofhi, affair with the Inl­tltute, he goes through another examlnlJ­tlon, this time the more rigoroUl andexacting comprehensive examination,both written and oral.

Of course,examinatloM ara notall that ittakes to make planner& The IEP curricu­lum Is continually being evaluated andrevised to make it mora relevent tothe country', needs. (See lead artlcle.J

And one thing is certain: the IEP greduateis one of themo,t {n-demand profession­al, In the country today, es Prof. Santia­go's surveyunravels.

Two other burning l8BUe8 of the day,housing standards and energy conserva­tion, are dlscU8sed by two expem on thesubjects - all in thl8 l8Bue of the JOUR·NAL.

EDUCATION FOR PLANNERS

The Graduate Program

of the Institute

of Environmental Planning

BENJAMIN V. CARINO

Introduction

Although the need to plan for larger human settlements has long been recognizedin the Philippines' the urgency for urban and regional planning has not received muchattention until fairly rac:ently. Indeed. planning as practiced in the past has been mainlycharacterized by an overemphasis on the formulation of national goals and targets whichare expressed largely in aggregative terms and give little explicit consideration to the spa­tial and locational relationships inherent in the development procass. Previous nationalsocio-economic plans. for example. are often clear in defining the sectoral componentsof investment requirements (in terms. for instance. of the percentage contribution of suchsectors of the economy as agriculture. commerce and industry, etc. to the GNP) butgenerally silent on where. geographically, such investments should be made in order tomaximize the achievement of predetermined goals. It is only under the current Four-YearDevelopment Plan (FY 1974-77,.2 with the adoption of the so-called Itintegrated areaappreaeb", where the spatial dimension of investment requirements is given explicitconsideration.

1The Spanish colonial administrators, for Instance, had prepared a master plan for the City ofManila as early as 1750. Daniel H. Burnham, the noted American city planner. was also commissionedIn 1905 to prepare another master plan for Manila. Shortly aftar tha Japanasa occuPation of the coun­try, one of the new agencies ereeted was the Netional Urban Planning Commission the main functionof which was the reconstruction of the cities end toWns destroyad during the war period.

2Netional Economic and Dll\Illlopmant Authorltv (Manila: 1972). See particularly RegionalDevelopment Projects: Supplement to the Four-Yeer Development Plan FY 1974·77, National Eco­nomic and Development Authority (Manila, 1973).

1

Quite a few scholars have attributed the lackof emphasis on urban and regional planning inthe past to the essentially agrarian character ofthe Philippine economy. 3 It is pointed out, forinstance, that as late as 1960 less than 30 per­cent of the country's population were classifiedas urban dwellers.4 The latest census figuresalso show that a majority of the total laborforce of the country still depend on farming asa primary source of livelihood.

Most scholars are agreed on the fact, how­eVE/r, tnat urban areas will grow surelv and rapid­Iv. In the Philippines, as elsewhere, the urbanpopulation is increasing at a much faster rate(in excess of four percent) than the country asa whole, and this has been attributed to massiverural-to-urban migration of people. IS For ins­tance, the number of cities and towns havinga population of 100,000 or more increasedfrom six in 1948 to 19 in 1970. Moreover,thepercentage of the population classified asurban rose from 26.4 percent in 1948 to 32percent in 1970.6 This rapid growth of urbanareas has in fact been cited as also the mainreason behind such urban difficulties as ina­dequate government services, unemploymentand low incomes, the congestion and slums, andthe generally less comfortable and satisfactoryphysical conditions in urban areas, particularlythe urban core.

3see. for example, Leandro A. Viloria, "RegionalPhysical Planning Within the Framework of OverallDevelopment: The Philippine Case," (type$Cript).p.6.

4From tha Philippine Census of Population, 1960.

ISQuitea number of studies have been made on thephenomenon of rural-to-uroon migration in the Philip­pines. See, for instance, Aprodicio A. I-Ilquian. "CoP­ing with Internal Migration in the Philippines," Solida­ritv. Vol. VIII, No.1 (July, 1913); Romeo 8. Ocam­po, "Governmental and Non-Governmental ProgramsInfluencing Migration In the Philippines, "Report A-a,U.P. Intermet Project, 1972 (typescrll,t); Elvira M.Pascual, PoPulation Redistribution in the Philippines(Manila: t'ODuiatlon InstitUte, University of the Philip­pines, 1966); Imelda A. Zosa, "Movers and Migrants of81001," a report prepared for the CooPerative RegionalDevelopment Project, National Development ResearchCenter, University of the Philippines, 11973}; andBenjamin V. Carino, "Managing Migration Streams andPopulation Redistribution: Alternative Strategies andResearch Needs," a paper prepared for the 'Experts'Meeting on Philippine Population Research, held atthe Population Center Foundation Building from1D-12October, 1974.

~he figures cited here are taken from thePhilippine Census of Population for 1948 and1970.

2

It is in the light of this situation that thegrowing interest in urban and regional planningas a means by which solutions to physical, so­cial and economic problems may be achieved,becomes offundamentalsignificance. In recentyears, it has been increasingly recognized thaturban and regional planning can play a majorrole .in improving patterns of urban and ruralsettlements as well as the spatial organizationof human environment; in enhancing people par­ticipation in the planning and decision-makingprocesses; in adapting national policies to re­gionally differentiated conditions; in harmoni­zing priorities With local resources and aspira­tions; and in making opportunities more tangi­ble and accessible to the population in all partsof the country.

Much more importantly, urban and regionalplanning has been conceived as a tool for deal­ing with the dualistic nature of the Philippineeconomy, l, e., to reduce socio-economic dis­parities and inequalities among regions whichhave resulted from self-reinforcing patterns ofeconomic growth and which tend to concen­trate resources in certain regions, and in thehands of a select few in the society. 7 Theapproach is thus expected to rectify a weaknessin the planning system of the country whichhas been characterized in the past by the unfet­tered pursuit of higher GNP's and income levelseven with the explicit realization that thiswould bring about greater copcentration ofwealth. Urban and regional planning es anapproach to development may thus be seen asa response of the government to the problemof redistributing the fruits of developmentamong ~ions and, hopefully, among groups ofpeople. 8

Success in this regard would depend upon theavailability of qualified urban and regional plan-

7This is discussed more lengthily In Benjamin V.Cerino, "DeveloPment and Technical Problems inIntegrative Regional Planning: The Biool Case" apaper presented at the SEADAG Seminar on "ImPera­tives and MOdelsfor Integrative Araa Planning end theRural Poor" held at the Hyatt Hotel, Manila, Philip­pines, August 18-20, 1976.

81t may be useful to point ovt hera that theradistribution of development benefits among raglansmay not necessarily lead to redistribution of the sameamong groupS of People. One must make a cleardistinction between "place prosperitY" and "peopleprosperity" i. e., investments in d8v&lopment projectsIn a given region may not necessarily result in theenrichment of that region, sinca the multiplier effactsof the development projects may take place elsewhera.

ners, In the words of one author, " ... theultimate success of any plan for developmentmay be attributed to the vision and capabilitiesof the people who have conceived it. Indeed,human resources development is at onee acausa and an effect of economic develop­ment:,9

The establishment of the Institute of Envi­ronmental Planning (formerly Institute of Plan­ning) of the University of the Philippines weslargely a product of the increasing recognitionof urban and regional problems and trends,and of the realization that planning is import­ant in either assisting or redirecting thesetrends. It is also a response to the need for capa­ble urben and regional planners whose trainingand experience are appropriata to the condi­tions existIng in developing countries like thePhilippines.

In this paper, the experience of the Instituteof Environmental Planning in instituting anddeveloping an educational system for planners,including the reforms and revisions which weresubsequently introduced will be traced andexamined. In the process, the rationale and thephilosophy of the system, as well as its strengthsand weaknesses in responding to the need forthe creation of a pool of qualified planners willbe highlighted Areas for future reforms andcurricular revisions will then be laid out as thaInstitute enters its sacond decade of o~ration.

Tile Establishment of tbeInstitute

As the urgency for urban and regional plan­ning was not felt until recently, genuine interestin the establishment of'a center for urban andregional planning is also of recant origin in thePhilippines.10 The first attempt at the creationof a center for urban and regional planning mayactually be associated with those who were con­cerned mostly with the housing problem, whichis perhaps a reflection of the fact that urban

9Leandro A. Viloria, "Education for Planning:The.SPecialCircumstances in Low Income Countries:'Philippine PJanning JfJUTneI, Volume 1. No. :2 (April1970), p. 1.

10For a more lengthy discussion'on the historicaldevelopment of the Institute. see Leandro A. Viloria,"Establishlng en Educational System for Urban andRegional Planners In tile Phlllppines." a paper pre­pared for a Meetingof ~roject Managers In the Hous­ing, Building and Planning Field in Asia and the[\I1lddle Eest held in Singapore In February, '969(typescript).

3

problems are clearly manifested in the area ofhousing. In particular, the ideas of Morris Jup­penlatz. a U.N. housing expert who was assign­ed to the Philippines from 1962 to 1966. foundexpression in 8 bill which would establish aNational Urban Planning, Housing and Finan­cing Authority. Introduced in 1964 in the nowdefunct Philippine Congress, the bill envisionedthe creation within the proposed Authorityof a Philippine Center for Urban Studies. Asconceived, the Center would perform .researchand training functions in urban and regionaldevelopment, and was to be affiliated withthe University of the Philippines. Unfortunate­ly, however, the Philippine Congress failed toenact this bill.

In the early sixties, the staff of the then Ins­titute (now College) of Public Administrationof the University of the Philippines expressedspecific interest in the establishment of a centerfor urban studies. Such an interest was a naturaloutgrowth of the Institute's basic functions ofteaching, research. in-service training and con­sulting services. Moreover, the Director oftheInstitute at that time, Carlos P. Ramos, wasvery much concerned with government affairsand metropolitan problems in view of his pre­vious experience as management consultantto the City of Manila.

The idea of establishing a center fQr urbanstudies became even more attractive when in1963 the same Institute received a grant fromthe Ford Foundation to undertake a researchproject on the problems and operations of lo­cal governments and their role in national deve­lopment." In March of the same year, CarlosP. Romulo, then president of the Universityof the Philippines, wrote to the Chairman ofthe National Economic Council (now theNational Economic and Development Autho­rity) requesting U.N. assistance for the estab­lishment of a center for urban and regionalplanning within the University's Institute ofPublic Administration. This led to the assign­ment of two Australian planners, Prof. DennisWinston of Sydney University and later W.G.Faithfull undar the United Nations TechnicalAssistance Board (UNTAB) program, who weregiven the task of assistingthe Philippine Govern·

" It may be mentioned here. parenthetically. thatthis research project eventually led to the creetion ofthe Local Government Center (LGC) of the Collegeof Public Administration. University of the Philippines.Presently the LGC continues to perform research.training and consultancy functions on matters parteln­Ingto the operations of local governments.

ment in drafting a proposal for a United NationsSpecial Fund assistance for the establishment ofsuch a center.

In the meantime, the Philippine Congressapproved Republic Act 4341 in its 1965 session.This Act declared the national policy ofstrengthening and assistinggovernment agenciesand private organizations in the formulation ofcomprehensive plans and in the solution oftheir development problems. The Act also speci­fically authorized the University of the Philip­pines to establish an Institute of Planning,12 soas to make "available a pool of capable profes­sional urban and regional planners to assist inthe achievement of this policy:' 13

Accordingly, the Board of Regents of theUniversity of the Philippines established theInstitute of Planning (now the Institute of Envi­ronmental Planning) in October 1965 and gaveit the following functions and responsibilities:

1. Conducting graduate training coursesfor persons with suitable basic qualifica­tions to produce professional plannerscapable of assuming senior positions inall sectors of the community;

2. Conducting short training courses,seminars and workshops in planning forinterested groups coming from govern­ment and the private sector;

3. Conducting research which would con­tribute to the increase of knowledge orthe solution of problems concerningcomprehensive development with parti­cular emphasis on patterns of settlementand environmental planning;

4. Preparing and publishing informationaland educational materials, texts, andtraining aids oriented to local needs;

5. Providing consultant advice and tsehnl-

12The change of designation from a center forurban affairs to an Institute of Pianning is significentsince the latter rightly implies that the institute isconcerned with the development problems of bothurban and rural areas. Early this year. by a resolutionof the Board of Regents. the Institute was renamedthe Institute of Environmental Planning. It is pointedout that the new name is more descriptive of the titleof the degree ftheMaster of Environmental Planningdegree) which the Institute was offering at that time.

13Section 2 of Republic Act 4341.

4

cal assistance to requesting agencies andorganizations;

6. Establishing a reference service of cen­tral repository of documents, books.journals, reports, plans, research data,bibliographies and other reading mate­rials for the use of students, public offi­cials and other authorized persons.

As a means of strengthening its capability incarrying out its assigned task, staff members ofthe Institute began to leave for abroad in early1966 for advanced training in urban and regionalplanning under the Colombo Plan fellowshipprogram. This year also marked tile assignmentof a UN Resident Representative ir\.the countrywho showed much interest in the field of urbanand regional planning. For this reason, therequest for UN assistance to the Institute wasrevived later in the year and sometime in 1967,the United Nations Development Program(UNDP) assigned an expert to aid once againthe Philippine Government in formulating anacceptable draft of request for UN assistance.In a meeting of the UN Special Fund Execu­tive Board in June 1968, the UNDP Instituteof Planning project was approved. The projectprovided for assistance to the Institute in theform of fellowships, expert service and equip­ment. Phase I' of this program of assistancecovered the period from 1968 to 1972 andPhase II, which started in 1972, is due to term­inate in December 1975. The Institute hopes toextend this program of assistance for anotherfour years.

The Graduate Education Program

The Original MEP Curriculum

Initially, the teaching function of the Ins­titute was performed within the regular acade­mic program of the College of Public Adminis­tration where faculty members of the Institutehandled for the college graduate courses dealingwith planning concepts and techniques. How­ever, with the return of some staff membersfrom graduate training abroad late in 1967 andearly in 1968, the full-fledged graduate educa­tion program was started in the school year1968-69.

As stated earlier, the original graduate educa­tion program of the Institute led to the degreeof Master in Environmental Planning (MEP).Consistent with the mandate of the Institute,this program has been conceived to create apool of professional planners whose trainingand experience will fit the needs and demands

of a developing country like the Philippines.Implicit in this statement of purpose is theassumption that education obtained from plan­ning schools in western countries may not betotally appropriate and suitable to the problemsand needs of less developed countries like thePhilippines.

Offered on a trimestral basis, the MEP prog­ram itself consisted of thirty-six (36) units ofcourse work of which thirty (30) units wereEnvironmental Planning courses and six (6)units were elective courses. Elective subjectsmay be taken in other collegesand units of theUniversity offering courses relevant to Envi­ronmental Planning. The program offered botha full-time one-year course and a part-time two­year course. The full-time program consistedof three trimesters of course work, while thepart-time course required six trimesters tofinish.

The MEPcourses and their brief descriptionsare the following:

Environmental Planning 201: INTRODUC­TION TO ENVIRONMENTAL PLANNING.Theories and concepts in environmental plan­ning, particularly in developing countries.

Credit: 3 units

Environmental Planning 208: STUDIOWORK I.

Credit: 3 units

Environmental Planning 209: STUDIOWORK II.

Credit: 3 units

Environmental Planning 229: SOCIALASPECTSOF ENVIRONMENTAL PLANNING.Social institutions and social changes which af­fect environmental planning..

Environmental Planning 239: ECONOMICASPECTS OF ENVIRONMENTAL PLAN­NING. Influence of economic forces on thedevelopment of human settlements. Selectedeconomic theories and concepts for environ­mental planning.

Credit: 3 units

Environmental Planning 256: PHYSICALASPECTS OF ENVIRONMENTAL PLAN­NING. Ecological, engineering and estheticaspects of environmental planning and design.

5

Credit: 3 units

Environmental Planning 286: RESOURCEALLOCATION IN ENVIRONMENTAL PLAN­NING. Concepts and techniques for optimalallocation of resources in plan preparation,implementation, review and modification.

Credit: 3 units

Environmental Planning 289: POLITICSAND ENVIRONMENTAL PLANNING.Environmental Planning and the politicaladministrative processes.

Credit: 3 units

Environmental Planning 290: SEMINARON PHILIPPINE ENVIRONMENTAL PLAN·NING.

Credit: 3 units

Environmental Planning 291: SPECIALPROBLEMS.

Credit: 3 units

Environmental Planning 292: SUPER-VISED ENVIRONMENTAL· PLANNINGPRACTICE. Internship of 240 hours in anappropriate agency for students with no expe­rience in planning.

Credit: 3 units

Environmental Planning 298: RESEARCHMETHODS. 8asic research and survey methodsin environmental planning.

Credit: 3 units

. Environmental Planning 299: ADVANCEDRESEARCH METHODS. Communication anddecision-making models; quantitative methodsin spatial analysis as applied to environmentalplanning.

Credit: 3 units

The curriculum described above was meantto stress the comprehensive nature of planningand covered all phases of the planning activity.It was also supposed to have ol(tlined a courseof study n which is not confined to a single as­pect of the planning process (economic, socialor physical) nor to a single level of planning ad­ministration but to a more comprehensive andintegrated study of planning covering not onlythe physical, social and economic aspects, but

also as it is carried on in the various levels ofgovernment: national, regional, and loeat."14

Although graduates of universities, collegesand schools of recognized standing who heldbachelor's degrees in planning-related fields areall eligible for admission,15 the MEP programas designed had been primarily intended forpeople who are already in the governmentservice and who, in one way or another, areengaged in some planning activity. In this eon­nection, no less than the Office of the Presidentof the Philippines, through Memorandum Cir­cular No. 156 dated February 9. 1968; hadauthorized and urged all government agenciesand government-owned or controlled corpora­tions to utilize savings from any item or itemsof their appropriation to cover the fees. trans­portation and other necessary expenses of offi­cials and employees Who have the basic qualifi­cations to undergo training in the Institute.

In order to be eligible for the MEP degreethe students must have a weighted average of"2" in all courses taken in the MEP curriculum,as well as pass a comprehensive examination(both written and oral). Failure to pass thecomprehensive examination for the secondtime shall bar the student permanently fromobtaining the degree.

Curricular Revisons and the MURP Program

As early as 1971, a number of questionswere already being raised in regard to theadequacy of the MEP curriculum for train­ing prospective planners of the country. Thisconcern may be traced to a trend which startedin the school-year 1969-70, namely: the chang­ing composition of the student population to­wards an increasing proportion of fresh grad·uates and self-supporting students. As the MEPprogram has been primarily designed forstudents who already have some experience inplanning, a need to strengthen the program inorder to cope with this new trend was felt.

To remedy the situation, a new course onSupervised Environmental Planning Practice

14From an official brochure of the Institute on itsgraduate education program.

15As defined. "planning related fields" includearchitecture. business administration,economics. engi­neering. geography. law, public administration, the so­cial sciences. statistics. surveying and environmentalhealth.

6

The increasing proportion of frashgraduates and self-supporting stu­dents enrolling in the Institute f/lJverise to the need to strengthen theprogram.

(E.P. 292) involving an internship of 240 hoursin an appropriate agency was instituted. Stu­dents who have inadequate background and ex­perience in planning were asked to take thiscourse as an additional requirement for gradua­tion. Moreover, more selective admission reoquirements which gave prioritY to students with"eXPerience in planning and acceptable relatedfields" 16 were also adopted.

Despite these improvements, the MEP curri­culum was still found inadequate by many. Forthis reason, a faculty committee within the Ins­titute was formed early in 1974 with a view tointroducing changes and improvements in theMEP curriculum. Within a month's time, thecommittee came out with a draft proposalwhich recommended a full revision of the MEPprogram and the institution of a new Master inUrban and Regional Planning degree (MURP).

Rationale for the Change

Several reasons were cited by the Committeefor the need to fully revise the MEP curriculum.It was felt. first of all, that an internship prog­ram was not sufficient to provide scopefor theneeds of fresh college graduates with variousacademic backgrounds who may not wishto practice in a government office but to engagein research and teaching. As mentioned earlier,While a majority of the Institute'S students inthe early years were mostly architects andengineers who were already working in thegovernment. there has been an increase in re­cent years in the proeertion of fresh graduateswith backgrounds in the social sciences.

16From an official brochure of the Institute ofEnvirornental Planning. As it was difficult to operation­alize experience in planning and acceptable relatedfields." meaning of this criterion was actually left tothe interpretation of a duly constituted admissionscommittee.

The revisedprogram seeks to answerthe great demand for urban and re­gional planners arising from thegovernment's regional approach tonational development.

At the same time, the Committee took cogni­zance of the fact that the main thrust of thepresent administration's: program of develop­ment is urban and regional planning. The Philip­pine government has in fact officially adoptedthe regional approach to development with thedelineation of the country into twelve adminis­trative regions, and the organization of theRegional Development Councils which are togovern these regions.17 This development hasgiven rise to a great and urgent demand for ur­ban and regional planners. The revised programseeks to answer this demand by shifting itsofferings from environmental planning to urbanand regional planning in order to ensure thatthe needed human resources will be available.

The Committee also made the observationthat the MEPcurriculum is not sufficiently subs­tantial and analyticaL A gap has been felt toexist between the training received by the stu­dents and the actual demands of planning prac­tice. The validity of this observation is corrobo­rated by a report of a U.N. Mission whichrecently surveyed the progress and accomplish­ments of UNDP-assisted projects in the Philip­pines. Such a report called attention to the factthat the improvement of the Institute's acade­mic program will require a re-structuring of theMEP curriculum in order to provide field op­tions to students, and an extension from one­year to a two-year program.

Muchmore importantly, the committee notedthat while the MEP curriculum has been pre­cisely aimed at a "comprehensive" understand­ing of the planning process, the very structureof the curriculum is not contributory to com-

17For a good discussion of the regional delinea­tion scheme of the country. see Raul P. de Guzman,et, at., "An Evaluation of the Regional DelineationScheme of the Philippines," a report prepared for theBicol Regional Development Project of the NationalDevelopment Research Center, University of thePhilippines, 1973. This project was funded through agrant from the International Development ResearchCenter of Ottawa, Canada.

7

prebensiveness, It will be recalled that the MEPprogram required the student to take up inde­pendent courses on the various aspects (social,economic, physical, etc.) of planning. This hasgiven rise to a system in which planning and .development phenomena are treated and under­stood not in their totality, but only partiallyand "aspectually." 18 The effect of such an as­pectual approach has in fact been the creationof inferiority and superiority complexes amongstaffs and students depending upon their "disci­plinary" backgrounds. Sociology graduates, forinstance, would tend to have an attitude ofsuperiority over the other students as far as thesocial aspects course was concerned. In turn,and because of the very structure of the curri­culum and the courses, faculty members havefound it constantly difficult to break awayfrom their narrow fields of specialization.

In view of the foregoing considerations, thedraft proposal of the committee for a newMURP program was formally presented to thefaculty of the Institute for consideration andapproval in a faculty seminar held at the Uni­versity of the Philippines at Los Banos (UPLB)on September 14-15, 1975. In that seminar,the proposal underwent further changes andrevisions. Following a few more discussionsandconsultations with the faculty of other relatedunits and after several levelsof decision-makingin the University, the new program was finallyapproved by the Board of Regents in its May1975 meeting.

Major Features

Designed to deal with the weaknesses of theMEP curriculum, the MURP program has thefollowing major features:

1. Rather than approaching the subject ofplanning aspectua!ly, the new curricu­lum is more problem-oriented, and fo­cuses on the analysis and understandingof development issues and problems(regardless of whether they are social,economic, physical, ete.) as well as tinthe improvement of the students'working knowledge of planning theoriesand techniques which aid in the under­standing of such issues and problems.

1~he term was first used by· Raymond Apthorpein a short critique of the MEP curriculum which waswritten for a faculty seminar of the Institute held atthe Antipolo Hotel on May 30 to June 1, 1973.

2. The new program entails a shift fromthe trimestral to the semestral systemin view of the observation made thatthe trimestral sy$'lem does not provideenough time for students to adequatelyfulfill course requirements. Along withthe greater number of courses requiredfor the completion of the degree, theshift to the semestral system has length­ened the curriculum from a one-year toa two-year program.

3. Unlike the MEP curriculum, the newprogram provides the students withsome options. First of all, the student isgiven an option between a thesis (PlanA) and a non-thesis (Plan B) program.Although a sharp distinction betweenthe two programs is difficult to make,the provision of this option has beenaimed at satisfying the needs of boththe student who may wish to go intoplanning practice either in the govern­ment or the private sector, and the stu­dent who may desire to go into researchand teaching. Furthermore, the studentis also given a chance to specialize insome field of planning activity followingthe completion of a number of coresubjects.

Under Plan A, the student is required tocomplete thirty (30) units of formal coursesand six (6) units for thesis writing. Of the thirtyunits of formal courses, eighteen shall be in thefollowing core subjects:

Planning 201: FUNDAMENTALS ANDPRACTICE OF PLANNING. Theories and con­cePts in urban and regional planning.' Credit:3 units.

Planning 205: DYNAMICS OF URBAN­RURAL DEVELOPMENT. Planning and deve­lopment of human settlements. Credit: 3 units

rlanning 221: LAND USE PLANNING. Po­licies, land-use planning and con'trol measuresfor land development. Credit: 3 units.

Planning 225: INSTRUMENTS FOR PLANIMPLEMENTATION. Economic, fiscal, legaland other tools for plan implementation.Credit: 3 units.

Planning 297: TECHNIQUES AND STRA­TEGIES FOR URBAN AND REGIONALPLANNING. Strategies and methods for analy-

8

sis of urban and regional systems. Credit: 3units. '

Planning 299: RESEARCH METHODS INPLANNING. Major research methods and con­cepts applicable to planning. Credit: 3 units. '

In addition to these core subjects, the stu­dent will also be required to complete six (6)units (three of which 'shall be a workshopcourse) in one of the following fields of special­ization: 1) Planning for Housing; 2) Trens­portation Planning; 3) Planning InfrastructureSupport; and 4) Regional Location Theory.The remaining six (6) units shall consist of elec­tives in planning.

To qualify for graduation, the student mustpass a final oral examination of the thesls(which, preferably, should be related to hisfield of specialization) and a written examina­tion on the entire field of urban and regionalplanning. The oral examination on the thesisshall be conducted by a duly constituted com­mittee which should include at least one mem­ber from another unit of the University orfrom outside the University.

Under Plan B, no master's thesis is required.Instead, the student is required to completeforty-two (42) graduate units distributed asfollows: eighteen units of core subjects underthe Plan A program; nine (9) unlts in one ofthe fields of specialization enumerated above;six (6) units of electives in planning and otherrelated social sciences;and, in lieu of the thesis,an additional nine (9) units to be chosen fromamong the following, with Planning Law andAdministration as a required course:

Planning 223: PLANNING LAW ANDADMINISTRATION. Planning legislation andorganization. Credit: 3 units

Planning 281: SPECIAL PROBLEMS INURBAN PLANNING I Credit: 3 units.

Planning 285: SPECIAL PROBLEMS INREGIONAL PLANNING I. Credit: 3 units.

Planning 282: SPECIAL PROBLEMS INURBAN PLANNING II. Credit: 3 units.

Planning 286: SPECIAL PROBLEMS INREGIONAL PLANNING II. Credit: 3 units.

To be entitled to the degree, Plan B stu­dents must pass a written and an oral eornpre-

hensive examination to be administered by aduly constituted faculty committee.

Towards a Ph.D. Program

With the very enthusiastic response of stu­dents to the new MURP program, the Institutenow looks forward to expanding its graduateprogram and has taken the initiative in deve­loping a curriculum for a doctoral degree.Hopefully, this degree will be offered on aconsortium basis with other units of the Univer·sity. The -degree to be granted could be one inPublic Policy which, as presently envisioned,would be a thoroughly interdisciplinary socialscience program in Philippine developmentplanning studies and would thus need to be acooperative venture among such units of theUniversity as the College of Public Administra­tion, the School of Economics, the Institute ofSocial Work and Community Development,the College of Engineering, the College ofArchitecture and such other related units.

As conceived, the PIi.D. curriculum wouldessentially consist of common core subjeeuwhich every doctoral student would be requiredto pass. The teaching of these core subjeeushall be a joint effort of all cooperating units inthe University. The doctoral candidate wouldthen proceed, by means of a doctoral disserta­tion and additional courses as necessary, tospecialize in anyone of a number of fields asmay be offered by the participating units, withurban and regional planning as one of the majorareas of specialization to be offered by the Ins­titute. Clearly, the institution and implementa­tion of this program would require considerableconcerted action at the outset which no oneunit alone could provide.

The Institute itself has to strengthen itsfaculty resources, among other things, to beable to contribute effectively to the aehlevs­ment of this objective. In addition to therecruitment of new faculty, the Institute willthus have to continue with its program offaculty development through a system of con­tinuing education either through advanced train­ing or formal course work. It is for this reasonthat the Institute is now seeking the extensionof its UNDP assistance program which wouldinclude fellowships to enable faculty membersto pursue advanced degrees. Related to the on­going preparation for the doctoral degree is ofcourse the continuing review of the currentMURP program with a view to further improv­ing its structure and contents.

9

An Observation onthe Teaching Process

If one is to judge the importance of the grad·uate offering of the Institute on the basisof thedemand for its graduates, then clearly, this is oneinstance of a university graduate program thatis relevant to the development needs and prob­lems of the country today. Many graduates ofthe Institute now hold key positions in suchgovernment agencies and institutions as theNational Economic and Development Autho­rity (NEDA),the Planningand Project Develop­ment Office (PPDO) of the Department of Pub­lic Works, Transportation and Communications(DPWTC), the Development Academy of thePhilippines (DAP) and in various regional andlocal planning boards and offices.

However, the fact that the graduates of theInstitute have baen very well placed in govern­ment offices is all the more reason for thefaculty and staff of the Institute to ensure thatthe Institute's programs are truly attuned tothe development and planning needs of thecountry. And it seems clear that the path liesnot only in the redesigning of curricula but alsoin the effectiveness of the teaching process It­self. In this connection, there is one problemthat characterizes the teaching process which,by its very nature, is at times difficult to recog­nize and overcome. It may be apt to concludethis short paper with a brief discussion of thisproblem in the hope that much more consciousefforts will be exerted in dealing with it, andso to enhance further the relevance of theeducational system for planners in the Philip­pines.

This problem has to do with the observationmat the teaching process is, to a large extent,still Western-oriented. Such a problem is parti­cularly significant for the planning field sinCeit is directly concerned with the formulation ofpolicies which are designed to deal with thedevelopment problems of the country. Indeed,it is of paramount importance that planningeducation must. produce professionals whosetraining and experience are appropriate to theneeds of the country.

While a well-designed curriculum will nodoubt contribute towards this end, in theultimate analysis it is the specific contents,focus and direction of courses, and the mater­ials used in them that make for a truly Filipinoeducation. In the field of planning, the problemoften stems from the use of w.esternexperienceas point of departure. This may be attributedpartly to the dearth of local materials, and

Should models and concepts beintroduced in plail1ning courses it is some-times effort must bemade at out the weaknesses of suchmodels when and relatedto It been sugges1ted,in this that due to the anddearth data in aswell as the of financial resources,

should

and the

stress on the prEfpklratiionand framework

formulation of detailEfdyears of

are sometimes evsrtaksnsooner terminated.

the

At the samestress the technical ""'lllllllV

concerned with theon this

is Si111i1alrlv

Courses must,oriented to national culturea meticulous selection ofgreater on local prClble~ms

and a focus on SPEICificobstacles in the nl'Actil!El the pla!llrlingsion in the It hasmany the MEP program, for ins-

that the curriculum is not "prac:tical"in that certain models which

are in class data whichare not IWllilable in the The sameobservation be made of theMURP care is takenin del,ignling

Western educationmembers. isupon theories. models and

are derived from characteris­tics are salient to Western and moreadvanced countries. These models and theories

the of factorsin the Western sys·tem,s,

A SURVEY

The Graduates of the Master

in Environmental Planning

Course: 1968-1975*

ASTEYA M. SANTIAGO

Introduction

In June 1968, the Institute of Planning, nowInstitute of Environmental Planning of the Uni­versity of the Philippines inaugurated its one­year masteral program in Environmental Plan­ning. Its first enrollees were two civil engineerswho later on were joined by 19 others; all ofthem received their diploma in April 1969. 1

Sinca then, 86 other students have graduatedfrom the program making a total of 107 gra­duates.

In January 1975, with the shift from theone-year Master in Environmental Planning

1As early es the second semester of academicyear 1967-1968, the Institute offered elective coursesunder the auspicas of the Collage of Public Adminis­tration, U.P., prior to the introduction of the full prog­ram in me ecedemic year 1968-1969. The first twoenrollees took the elective courses first while the 19others enrolled under the Master In EnvironmentelPlanning program.

"The author wishes to acknowiedge the asslstenceextended by Mrs. Della Alcelde and MissLlana Suenve­nida in the formulation of the questionnaire and in theurganization of the date gathered.

11

program to a two-year graduate course in Urbanand Regional Planning almost cartain,2 the Ins­titute, being the only academic institutionoffering a degree in planning in the whole coun­try, decided it was opportune to take a surveyof the graduates it has had so far. The object­ive was to find out where the graduates werepresently employed (geograhically and sector­ally, l.e., with the government or with theprivate sector) and to determine whether theywere making use of their graduate training inplanning in their jobs. More importantly, itlooked into the actual contribution they weremaking in this particular field.

The survey which was the first of its kindundertaken by the Institute in the seven yearsof its program sought information on thenature of the tasks and functions performed bythe graduates in their respective jobs and reoquested some feedback on how useful and rei.vant their degree is to the work they are pre'sently engaged in. Related to this, the graduateswere requested to offer some suggestions onhow the graduate program could be made more

2For a detailed write-up on the shift In the grad­uate program of the Institute, refer to the article ofOr. Benjamin V. Carino appearing In this same issue ofthe Journat.

Table 1

PROPORTION OF MALE TO FEMALE GRADUATESlin absolute number and in percentage)

males, at the other, excluding the year whenthere were no female graduates at all. This wasin the academic year 1969·1970 when all fourgraduates were males. The reason, it seems, forthis lopsided proportion is that those attractedto the course were those with backgrounds inarchitecture and engineering, two professionswhich are basicallymale dominated. It was onlyin the later years of the program, more specifi·cally during the academic years 1974 and 1975,when majority of the enrollees in the Institutecame from the social sciences did the femalesbegin to increase their proportion. They eons­tituted 29% and 44% of the graduates of 1974and 1975 respectively, compared to their beingconsistently under 20% of each clessduring thefirst five years of the program. Table 1 showsthe proportion of femeles to the male graduatesboth in absolute numbers and in percentage.

relevant to the work that planners are undsr­taking so as to make their contribution tonational development efforts more substantialand meaningful.

TbeSurvey

The survey sought to cover the 107 grad·uates of the Institute as of January 1975 whenthe survey was undertaken. Only 104 question­naires were actually delivered as the where­abouts of the three other graduates could notbe traced.: Of the 104 respondents, 69 (66%)sent beck their completed replies.

The questionnaire included 30 questionsfalling under the following broad headings: Per·sonal Date and Information; Occupation:Recent, Past, and Present, includingWorkPlansfor the Future; Fellowships,Seminars and otherPost-MEP Training undergone; and PersonalObservationson the Program.

The results of the survey are summarized inthis paper in the hope that they would be use·ful not only in assessing the actual contributionbeing made by the professional planners butalso in orienting the proposed new program tothe felt needs and demands of the profession.

Profile ofthe Greduetes

Academic Year

1988·19691969-19701970-19711971 ·19721972 ·19731973-19741974 ·1975

MaleNo. Percent18 85.714 100.00

20 83.3314 82.3512 92.3114 73.8827 57.44

FemaleNo. Percent3 14.29o4 1Ul73 17.651 7.69IS 28.32

20 42.56

Total

214

2417131947

TOTAL 109 75.17 38 24.83 145

Based on a deteiled examination of the cha­racteristics of all the graduates of the Institute,a general profile of the typical graduate of eachyear was constructed. From these. some generalcharacteristics of all the graduates were also puttogether. For this purpose, the 38 other stu'dents graduating in June 1975 were included.Furthermore, the profile covered all the 107graduates and not only the 69 respondentssinca the needed information was availablefrom the students' records on file in the Insti­tute. This, it was thought, would present amore accurate composite portrait of the grad·uates of the Institute.

Sexof the Graduates

The Institute graduates were predominantlymale. Of the total number of 145 graduates,109 (68%) were males; 36 (31%) were females.The proportion of the female graduates to themale graduates ranged from one female to 12males, at one extreme, to 20 females to 27

12

Age Groupof the Graduates

The graduates of the later years of the prog­ram wera relatively younger than those of theearlier years of the Institute. Majority of thefirst graduates belonged to the age group 30and above. For instance, of the 21 graduatesduring the first year of the program, 13(64.28%) belonged to this age group. In thesecond year of the program, 100 percent (allfour) of the graduates were in this age cate­gory. The proportion was reduced the next yearbut it still exceeded 50 percent (54 % or 13out of 24 graduates).

Since the academic year 1971·1972 theenrollment has grown younger. Of the 17 grad­uates of the year, 11 (64.64%) were aged 29and younger. This trend continued in the nextthree years of the program when eight out of 13(61%), 15 out of 19 (79%), and 28 out of 47(60%) were below 30 years of age.

On the whole, the graduates of the Instituteare relatively young. Of the total 145 graduates,more than half. 81 to be exact, were In the agecategOry 29 and younger at the time of theirgraduation. Only seven of the total graduateswere in the age group 50 and above; three in1969, two in 1972 and one each in 1973 and1974. It was only in 1974 when the Institutehad a graduate belonging to the age level of 65end above. He is so far the oldest graduata ofthe Institute. The youngest was aged 21.3

The differenca between the average age ofgraduates during the early years of the programand that of the latter part Isdue to the fact thatthe first enrollees of the course were mostlygovernment scholars sent by their respectiveagenciesto pursue the program.4

The government officials and employeeschosen were usually those already occupyingmiddle leveland comparatively high responsiblepositions. People in these positions wouldusually be in the age group 30 and above. Thus,for instance, of the first batch of 21 enrollees inthe program, 18 (86%) were sent by differentgovernment and private offices.5 Many ofthem were already holding responsible posi·tlons. These included the Vlce·Chairman and

31t should be noted thll1, with very few ElXCElptiol'lll,the youngest age for any Fillpino to Elntergraduateschool is 20. School age is seven, although some child­ren manage to enter school et little less then levenyeers. Primary school takes lix yeera to complete 111'1prlvllte schools, it is seven veera). Seconderv schoolconsists of four yeers, and en average bechelor's degreeis four yeera.

4Encouragement for government officials and em­ployees to enroll in the program came from the Is­suance of a Memorendum Circular by the Office of thePresident of the Republic. Thlt Circular urged alldepartments, agencies and subdivisions of the govarn·ment, Including government-owned and controlledcorporations to sponsor qualified offlctra and employ.ees to puraue the graduate and in-servlce trelnlng prog­rams of the Instltute. Their participation In the prog­rem wes considered official business end es such, theexpanses Incurred by them were paid for by their res­paetlve agencies.

The Memorendum Circular dated February 9, 1968,was signed by then executive Secretsry Rafael Sales.It allowed ElXpal'lll8ll Incurred by the government offI­cials in their studies to be takan from available fundsof the office or from their savings. The "scholarship"was quite genarous, allowing for monthly stlpands andbook allowances.

50nly two of the 18 ware sent bv a private associa­tion. Both ware sponsored by the World Wer II Vete­rans Association. All the othera ware sent by some ofthe major departments of the government.

13

Executive Director of the Board of TechnicalSurveys and Maps. 6 Other enrollees were theChief of the Technical Plans and SchedulesDivision, Office of the Secretary of the Depart·ment of Agriculture and Natural Resourcesandthe urban and regional plenner of the then cen­tral physicel planni" agency, the NationalPlanningCommission.

The difference in characteristics that existedbetween the graduates during the early years ofthe program and those who came during the se­cond half also applies to their marital status.There appears to be 8 direct correlation be­tween age group and marital status of the grad­uates. This was to be expected because theolder the students were, the more likely thatthey would be married. Thus, there wererelatively more married students during the firstthree years of the program than there wereduring the last four years.

In the first year of the program, more thanhalf of the graduates (60%) were married. Thosewho enrolled in the second year of the programwere all married and again, more than half ofthe graduates (58%) of the third year of theprogram were marriad. The trend started tochange in 1971·1972 when the unmarried per­sons exceeded the number of the married (1out of 13). This trend was reinforced in thenext two years of the program when majority(57%) of the "raduetas belonAed to the unmar­ried group: 11 out of 19 and 27 out of 47 inthe academic years 1974 and 1975, respect·ively. The shift in this particular characteristicof the graduates is explained by the fact thatsince more and more younger people weregetting Into the program, it is to be expectedthat most of them would be unmarried, having

&rhe Board of Technical Surveys and MapS(BTSM) wes an agency of the government in cherga ofthe coordination of different surveying and mappingactivities of the government end the setting of stand­ards for surveying and .mep making. Undar the Integ­fElted Reorganization Plen adopted by PresidentialDecree No. 1 (September 22, 1972) the BTSM wasabolished and its functions end appliceble appro­priations wara transferred to the Bureau of Coastand Geodetic Survey.

7The National Planning Commltsion wes also ebo­IIshed In 1972 and its various functiol'lll redistributedto the Oepartment of PUblic Works, TranSPOrtationIlnd Communications end the Department of LocelGovernment end Community Development. (Integ­rated R,orgtlnization Plan, lewin Publishing House,Inc••Manife, Phillpf,llnes, 1973J.

Table 2

AGE GROUPING OF MEP GRAOUATES

20-24 25 -29 30-34 35-39 40·44 45-49 60·54 65 -59 SO-64 65 and above Total

1968 ·1969 7 2 4 2 2 2 211969 ·1970 2 1 1 41970 - 1971 5 6 6 3 2 2 241971 - 1972 4 7 1 1 1 1 1 171972 ·1973 4 4 3 1 1 131973 -1974 7 B 2 1 191974 -1975 12 16 5 B 3 3 47

TOTAL 33 4S 14 23 10 10 2 3 145

obtained their undergraduate degrees usuallya year or two before actual entry into the grad­uate course.

On the whole however, the graduates of theInstitute are equally divided between the mar­ried and the unmarried, as Table 3 will show.

Meanl ofSupponof the Graduates

In general, there Is an equal proportion ofgraduates who were self-supporting and thosewho were on one form of fellowship grantor another.

In table 4, it will be seen that in four of theseven years of the program of the Institutethere were more graduates who were suppor­ted by some form of fellowship. Only in threeyears of the program were there more self sup­porting students. This could be explained bythe faet that as already mentioned, many ofthe first enrollees of the Institute were sentby their respective offices as scholars of theiragencies.

During the first year of the program, 18of the 21 enrollees were supported by the gov­ernment agencies concerned. In the succeedingyears, those who completed the program notas self-supporting students were on differentkinds of fellowships, most of which were pri­vate grants. For instance, of those on fellow­ship in the academic year 1971, eight wereFord Foundation grantees.S Two had study

BSix were on a combined Ford Foundation - Min­danao State Untveraitv Fellowship and two were on acombmed Ford Foundation-Central Philippine Uni·veraltv Fellowship.

14

privileges as children of American and Phil­ippine veterans, and three were sponsored bythe Fund for Assistance to Private Education(FAPE).9

In the fourth year of the program, again adifferent group came in, this time with more stu­dents who were on their own. Of the eight whowere on fellowship, five were sent by the agen­cies where they were then employed, two were

Table 3

MARITAL STATUS OF MEP GRADUTES

SINGLE MARRIED TotalNo. Percent No. Percent

1968·1969 8 38.10 13 61.90 211969-1970 0 4 100.00 41910· 1971 10 41.67 14 58.33 241971-1972 9 52.94 8 41.06 111912·1973 1 53.84 6 46.16 131973·1974 11 61.89 8 42.11 191974 ·1976 27 67.44 20 42.55 41

72 49.66 13 50.34 145

~e FAPE is a private organization which offersfellowhip grants to desarving faculty membera ofprivate colleges and untveraitles in the Philippines.Applications for thesa grents are couBad throughthe collegesand univeraities concerned.

Table 4

MEANSOF SUPPORT OF MEP GRADUATES

ON FELLOWSHIP/GRANTSGovernment Foreign

Self-Supporting National Local Private" Government Others" Total

OverallTotal ofGraduates

.6 5 3.4 73 50.34 145

1968 ·1969 3 14.28 14 66.0 2 9.51969·1970 3 75.0 125.01970 ·1971 7 29.17 3 12.5 1 4.1 11 45.81971 ·1972 9 52.94 4 23.5 1 5.9 2 11.81972 ·1973 5 38.46 5 38.7 3 23.11973 ·1974 12 63.16 4 21.0 3 15.81974 ·1975 36 76.60 2 4.3 714.9 1 2.1

TOTAL 72 49.66 35 24.1 12 8.3 20 13.8 1

2 9.5 18 85.724 100.00

2 8.4 17 70.831 5.9 8 47.06

8 61.547 36.84

2.1 11 23.40

214

2417131947

"For purposes of Classification. "privata grants" is used here to refer to those offered by universities.

"·..Others.. include the Board of Trustees of World War II Veterans, United States Veterans Administra·tlon and the Philippine Veterans Administration.

given grants by the University of the Phil­ippines 10 and one was on a study privilegeunder the U.S. Veterans Administration.

Professional Background

The first two enrollees of the program wereboth civil engineers. In the next six years, engi·neers and architects cumulatively continuedto dominate the multi-disciplinary group thatenrolled in the Institute. Together, they consti­tuted almost 50 percent of the total graduatesof the Institute, that is, out of 146 graduates,36 were architects and 34 were engineers.This is not surprising since architecture andengineering have been the traditional beck­ground courses which were considered as pro­viding the most appropriate preparation for the

. lOOne secured a grent from the U.P. endowmentFoundation based on high academic qualifications andon financial need, while the other wasthe recipient ofthe Instituta of Planning Fellowship to Filipino stu­dents. To qualify, one has to display high academicperformance and must also be financially deserving, allqualifications being aqual. Since ten, the lep hassponsorad five other fellows for tha following years:three for AY 1973, and two for AY 1974.

15

planning course. 11 Table 6 shows the variousdisciplines from which the graduates of the Ins­titute came.

Graduates of Bachelors of Arts with variedareas of specialization constituted the secondbiggest number of enrollees in the program,compared to the architects and engineers takentogether. Actually, however, where the engi­neers and architects are considered separately,the A.B. holders constitute the biggest groupof graduates of the program. While forminga small minority in the first few years, theybegan to grow in number in the last three yearsof the program. This had consistently increasedso that in the last four years of the program,they comprised the biggest group of enrollees.

Similarly, graduates of business adminis­tration with areas of specialization in Busi­ness Management, Commerce, and Economics,constituted the third biggestgroup of graduates

11The American Instituta of Planners In a public­ation in 1970 reported that until the last decade or so,a large proportion of the paople going into planningwere trained in architecture and engineering. Sincathen, according to the article, a growing share had itsundergraduate preperatlon In the social sciences, pert­Icularly political science, sociology and economics.(The Challenge of Urban Planning, 1970, 4p).

Table 5

UNDERGRADUATE DEGREES DF MEP GRADUATES

AB Major in BusinessVarious Fields Architecture Engineering Administration LLB SSE Total

1958-1969 1 7 ga 1 3 211969 -1970 2 1 1 1 51970·1971 4 7b 8 3 1 231971-1972 7 5 4 1 171972-1973 4 3 3 3 131973-1974 9 5 1 4 2 211974-1975 24 8 gC 4 45

51 36 34 17 4 3 145

SSix (6) are civil engineers, one (1) is a geodetic engineer, two (2) are BSSE and BSCE graduates.

bone is also a civil engineer.

CTwo are holders of two degrees each (electrical and civil engineering).

of the program. Lawyers and Education grad·uates were a poor minority each forming twopercent of the total graduates. In fact, only inthe first two years of the program were therelawyer enrollees.12

Foreign Students in the Institute

In the seven years of the MEP program, theInstitute has graduated ten foreign students,two of whom were females, broken down bynationality and number as follows: Vietnamese(4), Thais (3), Americans (2), And Australian(1). Only in the first two years of the programwere there no foreign enrollees.

The Institute had its first foreign students inthe academic year 197Q.1971. This was a Thainational who was employed in the Special Pro­ject Plan Division of the Department of Townand Country Planning in his country. Heobtained a B.S. Architecture degree from theUniversity of Sto. Tomas. In the next academicyear, 'the Institute had three foreign studentsincluding two Americans, one of whom hadbeen in the Philippines as Peace Corps Volun·teer two years before his enrollment. The otherAmerican came to the Philippines a year afterhis graduation with an A. B. degree from

120ne of the felt needs of the country today is forlawyer·planners considering that the country has turn­ed its attention seriously to Institutionalizing planningIn the national, regional and local levels, thus necessi­tating their expertise.

16

Oregon State University in 1970, The third ofthese American students had actually been inthe Philippines for four years prior to herenrollment in the Institute, during which timeshe pursued her undergraduate course inForeign Service.

Two Thais were admitted in the next aca·demic year (1972·1973), both of whom haddone their last year in Architecture in a localUniversity,13 In the succeeding academic year,two Vietnamese joined the program. One was agraduate of the College of Architecture of theUniversity of the Philippines in 1972 while theother was a recent B.A. graduate (1973) ofPhebias College of Bible in Valenzuela, Bulacan.Finally, in the academic year 1975, the Insti·tute admitted two foreign students. One was anAustralian national from Papua, New Guinea,with a B.A. degree from the University ofPapua, New Guinea. He was sent as a scholar bythe Department of Lands of Papua. The otherwas a Vietnamese who also obtained her under·graduate degree from a local University.

Of the foreign students who have graduatedfrom the IEP, five had degrees in Architecture,four had degrees in A,B. with different areasof specialization,14 and one IYsd a degree in

13Both have B.S. Architecture degrees from theFar Eastern University.

1~hese arees of specialization were In Geography.Social Sciences, History, Theology and Geology.,

Business Administration, major in MarketingManagement. While only three of them pur­posely came to the Philippines to attend theprogram since the others were already in thecountry prior to their enroUment, aU of them,except for a graduate who in the meantime gotmarried to a Filipino, have gone back to theirrespective countries. The survey showed thatmajority of them are engaged in planning andplanning-related activities in their respectivecountries.

A Typical JEP Graduate

It is now possible to draw a profile of thegreduates of the Institute. In the first threeyears of the program, a typical greduate wouldba male, married, either an architect or engi­neer, falling in the age group 30 and aboveand on some form of government or privatefeUowship. On thlt other hand a typical grad­uate of the last four years of the programwould either be male or female, single, a grad­uate of the social sciences, falling within theage group 29 and below, and self-supporting.A general portrait of an IEP graduate, based onthe summary of characteristics of aU 145 grad­uates would show that he would be male, fail­ing within the age group 29 and younger, eithermarried or single, an engineer, architect or anA.B. graduate, and either self-supporting or onfellowship.

Results oftileSurvey

WhtmlBboutJ of theGradUIJtBs

One of the important findings of the surveyconcerns the whereabout of the graduates as ofMarch 1975. The survey also revealed theiroccupation - whether they were working asplanners or were engaged in planning-relatedactivities or whether they were in employmentwhich had nothing to do with planning. Infor­mation was derived on the sectoral location oftheir employment, i.e., whether they were ingovernment agencies or in private offices; aswell as their geographical distribution, i.e.,whether they were working in MetropolitanManila, in other regions of the country, orabroed. More specifically, it identified thevarious government and private agencies andinstitutions with which the graduates wereconnected, including the positions they wereholding, and the functions and responsibilitiesattached to these positions. Information wasalso obtained on the selaries received by them.

17

Graduates Engaged in Planningand Planning-Related Activities

Of the 69 respondents, 47 graduates (68%)were engaged in planning and planning-relatedwork and 22 (32%) were engaged in activitieswhich have little or nothing to do at all withplanning.

For the purpose of catagorizing the workof the planners, the following criterion wasused: Planning work or plannin9'related workrefers to those work activities in any govern­ment or private agency which are directlyrelated or provideinputs to the planning process.Said activities may be in the form of policydecision-making, research, preparation of plansand feasibility studies, review, evaluation, andassessment of policies and plans or the imple·mentation of plans, whether partly or in full.It may also be in the form of consultancyservices, ragular or contractual, rendered to anyoffice, agency, or individual clients relating toor involving any of the activities mentionedabove. 16

The survey showed that the 47 graduatesengaged in planning and planning-related acti­vities are very much in the forefront of planning in the country today. Of these 47 grad­uates, five are abroad. Those working abroadinclude three Filipinos and the two othersare foreign nationals who have returned to theirhome countries to resume their residence there.Majority of them occupy positions of greatresponsibility which afford them the opportu­nity to influence and effect desirable changesin the planning system of the country.

Some of the graduates of the Institute whoat present occupy important positions in theplanning organization of the country are theUndersecretary of the Department of PublicWorks, Transportation and Communications,and concurrently Chief of the Planning andProject Development Office (PPDO) of theseme Department; the Assistant Director of theBureau of Lands; and the City Engineer ofManila. The others hold equally importantpositions. Aside from the two national officalsmentioned above, 22 other graduates work innational offices and OCCUpy such positions asurban planner, ragional planner, environmental

16This is the same criterion that the Institute ap­plies in determining whether i'tS students could beexemptad from the internship course which the gracf.uating students undergo for e totel of 240 hours ineny government or private agencY where the desiredpracticel experience Isavailable.

planner, lawyer-planner, and Supervising Com­munity Development Officer. In addition to theCitY Engineer of Manila, tan .other graduateswork for loeal offices in such capacities as CitYPlanning and Development Coordinator, CitYEngineer, Planning Officer and Provincial Deve­lopment Coordinator of the Provincial Develop-mentStaff.

The graduates who work in planning-relatedjobs perform functions which provide valuableinputs to the planning process. They arEtusually engaged in the more specialized activi­ties which are important components of plan­ing functions, or which constitute inputs to thecomprehensive plans. Examples are the SeniorStaff Engineer of the Infrastructure Staff ofNEDA who is engegad 10 programming andplanning of infrastructure projects, and theInfrastructure and Transport Specialist alsoof NEDA whose task is to plan, coordinateand integrate infrastructure and transport acti­vities in the region. Two are engaged in plan­ning research: one is with the Population Cen­ter Foundation doing studies in populationdevelopment and the other is with the BicolRegional Project where he is engaged in design­ing, supervising field operations and analyzingdata on a study of development indicators forthe planning of the Bicol region.

Three of those in planning and' planning­related acti\1ities are in the academIC 'tlelo. I woare with the Institute of Regional Planning ofthe Mindanao State UniversitY, one of whom isthe Director of the Institute who supervises,managas and directs the Unit in performingresearch, training program and extension ser­vices. The other is a Research Supervisor whoprepares the research program of the Instituteand supervises on-going research programs indevelopment planning. The third graduataengaged in teaching is a lecturer in the lnstitutaof Human Ecology, Howard UniversitY, inWashington, D.C.

Graduates working abroad are similarlywen­placed. One of the two Thais who returned totheir country is now holding the position of'Town and Country Planner with the NationalHousing Authority of Thailand, and the other,that of Chief of the Physical Planning Sectionof the National Economic and Social Develop­ment Board also of Thailand. One Americangraduate is now CitY Planner of the Departmentof Environmental and Social Services of theCitY of Las Crucas, New Mexico. He heads athree-man staff which plans for the long-termgrowth and development of the citY and dealswith the day-to-day planning tasks such asthose affecting zoning and subdivision. He alsoteaches the introductory course in city and

18

regional planning at the New Mexico StateUniversitY. Another one of the first foreigner ­enrollees in the program occupies the post ofSenior Town Planner with the Town Planning'Section, Land Survey and MinesDepartment atPort Moresby, Papua, New Guinea. He has themajor responsibilitY of preparing and impla-·menting town plans for the two cities and 9Btowns of the country. In support of thesefunctions, he is also engaged in redevelopmentstudies and coordinates with planning consult­ants in the area.

The other graduates are in active practica asprivate planners. They have either establishedtheir own planning offices or act as consultantsto certain planning projects. One of seid prac­ticing planners is also a faculty member of theCollege of Architecture of the Stata UniversitY.

Graduates Not Engagsd in Planningand Planning-Related Activities

Nirfeteen of the 69 respondents are presentlyin employment which have little or nothing todo at all with planning. These exclude threegraduates, two of whom are pursuing furtherstudies and the third is now engaged in farming.

Some jQbs of planning graduatas under thiscategory include that of training specialist at theEntrepreneurship Development Program of theU.P. Institute for Small-scale Industries, Person­nel Officer of the Land Registration Commis­sion, and a College Director who plans, deve­lops, and administers a technical and develop­ment college of the Mindanao State UniversitY,Marawi CitY. The others work for some privateagencies in various capacities such as bankarchitect, an Assistant to the President of aBuilding and Loan Association, a TobaccoController, a Management Analyst of a pri­vate company and an Administrative Managerof a sugar and rice milling company. There arealso those who are working in non-planningjobs abroad such as an Army Officer, Officeof the Chief of Chaplains in Vietnam, and fourwho are working in the U.S., namely a clerkand a civil engineer In two private companiesin Chicago, a construction inspector of the LosAngeles County Flood Control District Con­struction Division, and an AdministrativeAssist­ant for a Medical Center in Dallas, Texas. 16

1&rnere are many reasons why these graduates erein non-planning jobs. One is the generally higher payin these jobs, as the survey resultSshowed. Another isthat these were the jobs they already held when theyenrolled in the program end ~r one reason or anotherthey have decided to keeo them. It will be noted that

Sectoral Employment of the Graduates

The survey results showed that the govern­ment is the biggest employer of the IEP grad­uates. It employs 71 percent (46) of all therespondents. The rest. or 17. are in the privatesector. either as regular employees. as teachersor as private practitioners. Three others. asalready mentioned. are engaged in differentundertakings not falling under either of the twocategories. These are the two graduate stu­dents • one of whom is pursuing a Ph.D. inEnvironmental Science at the University ofthe Philippines and the other is enrolled in thegraduate school of the East-West Center inHawaii. The third. who retired recently fromthe government service. has returned to farm­ing his privately-owned agricultural land inDumagueteCity.

The government agency which employs themost number of graduates of the Institute isthe Planning and Project Development Office(PPDO) of the Department of Public Works.Transportation and Communications. 17. Thesaid office employs 13 of the 49 graduates whoare in the government sector. This includes theChief of the PPDO himself who is also concur­rently the Undersecretary of the Department.Three of the 12 others who are in the PPDOhold such responsiblepositions as Area Managerfor Luzon. Mindanao and the Manila BayRegion. respectively.1S One is the Chief Plan­ner of Transport while the others hold such

those who enrolled in the program under the sponsor­ship of government agencies would most likely returnto the same jobs they had prior to enrollment forseverel reasons: first, the government agency usuallyrequires tham to render a minimum of two yeers'saNiee in return for the uscl:lolarshjp'~; sacond, thosewho were sent usually were already holding responsi­ble positions in thair offices which make it difficultfor tham to shift jobs afterwards; and third. theseofficials are in the middle-age group end ere usuallyreluetent to change jobs.

17The PPDO Wet organiZed primarily to retion­alize infrastructure projects in the Department ofPublic Works. Transportetion and Communications,but aventually it expanded its functions to includesewral other tasks. It saNes as the' Department'sformal counterpart to the UNDP-iI$sisted projectsundertaken together with the Institute of Environ­'1lental Planning, end the NEDA. The PPDO wascreated on June 27, 1972 bY Department OrderNo. 4() or the Department of Public Works, Trens­ponetion and Communications, PPDO Develop­ment Studies/Proposals 1975·1976 IPPOO: Manila,1975}.

'Bn.e PPDO operates on a Metrix System wherethe whole country is divided into several areas,namely, Luzen, Visayas, Mindanao and Manila BayRegion, the Planning of each one of which is the res­ponsibility of an Area Manager.

19

positions as Project Officers for particular areesand as Urban and Regional Planners assigned toparticular projects.

Next to WOO as the biggest governmentemployer. althouph behind by a wide margjn.is the Task Force on Human Settlements 19of the Development Academy of the Philip­pines which employs four of the 49 planninggraduates. These four occopy the followingpOSitions: Research Associate, Urban Planner.Lawyer-Planner and Project Officer Planner.A close third is the National Economic andDevelopment Authority (NEDA) which hasthree of the graduates in its employ: two ofthem in the central office in Manila andone in the regional office in Cebu. At leastone IEP graduate is employed in each ofthe major departments and agencies of govern­ment. namely. the Bureau of CommunityDevelopment of the Department of Loc!Government and Community Development, theDepartment of Public Highways, NationalPower Corporation. the Land RegistrationCommission, and the following Bureaus:Bureau of Soils. Bureau of Lands and Bureau ofAgriCUltural Extension. Two state academic ins­titutions, the University of the Philippines20and the MindanaoState University. also employsome IEP graduates,

On the other hand, the following localgovernment offices have in their employ severalof the Institute greduates namely the NEDA inCebu. the Offices of the City Engineer atDavao. Cebu, and Manila, the Depertment ofPlanningand Developmentin Cabu City and·theProvincial Development Staff of the Office ofthe Governorof NegrosOriental.

The private agencies which employ the IEPgraduates are the Diocese of Northern Philip­pines located in Bontoe, Mountain Province,where the IEP graduate works as a Planner;the Population Center Foundation. and thevarious architectural and planning firmsengaged in planning and consultancy services,including a local private academic institutionwhere two graduates teach; '.

'9The Task Force Wet created by El<ecutive OrderNo. 419 dated SePtember 19, 1973 with the main res­ponsibility of formulating a national human settle­ments program, including the setting up of guidelinesfor the formation of sactoral programmes. It hes aninteragency membership of 18 with the PresidenJofthe DAPas Chairman.

20,-he greduate referred to worked as a researchassociate in one of the planning research projectsundertaken by the National Development ResaarchCenter of the University.

Geographical Distribution of the Graduates

The survey findings confirmed the observa­tion of the Institute that most of its graduatesare concentrated in Metropolitan Manila andthat only a few of them have chosen to practisetheir profession outside of the metropolis. Ofthe 47 graduates engeged in planning and plan­ning-related activities 30 are working in Metro­politan Manila, 12 in local governments outsideof Metropolitan Manila, and five abroad. Ofthose working in Metropolitan Manila, 25 areconnected with the government while only fiveare in the private sector. These five include aprivate entity, the PopUlation Center Founda­tion and four private consulting offices. Amongthe graduates working outside MetropolitanManila, only one is with a private agency. Twoare working with the government and seven

with leeel offices. Of the five working abroad,only one is connected with a private institution,the rest with national and local governmentagencies.

The dearth of planners is even moreseriouslyfelt in the local governments outside of Metro- .polltan Manila. Only 29 percent of those gred­uates engaged in planning are working In theseareas at present. Seven of them are working inthe Visayas, three in Mindanao and two in lu­zon. This picture of the distribution of plan­ners in the provinces is even more lopsided. Forinstance. of those working in the Vlsayas, sixare in Cebu and one is in Negros Oriental.

As a general rule, those working outsideMetropolitan Manila are the officials whowere sent by their respective leeel govern-

Table 8

GEOGRAPHICAL AND SECTORAL OISTRIBUTION OF EMPLOVMENTOF GRADUATES ENGAGED IN PLANNING AND PLANNING-RELATED ACTIVITIES

REGIONISECTOR Number

I. Metro-Menlla 30

A. Government 26B. Private Aaencles I)

II. Outside of Metro-Manila 12

A. Luzon 2

1. Government 12. Private 1

B. Visayes 7

1. Government 72. Private

C. Mindanao 3

1. Government 32. Private

III. Outside of the Philippines 5

A. Thailend 2B. U.s.A. 2C. Papua, New Guinea 1

TOTAL 47

20

Percent

62.5

25.0

10.2

ments to pursue the course under their sponsor­ship. Those are people who have long settled intheir places of work before their enrollment inthe course. For them, taking a job in Manilawould mean, among others, uprooting them­selves and their families from the place wherethey have lived for at least five years. Thus,all those who are now working in Cebu arethose who come from the place and who enrol­led in the program when the Institute offeredcourses in planning through the University ofthe Philippines in Cebu.21 The same holds truefor those who are now working in the cities ofMarawi, Davao and Dumaguete. All of themhail from the said places and were sent to takethe program by the local governments withwhich they are now connected.

Jt is logical to assume that among the rea­sons for the concentration of gl1lduates in Met­ro Manila is the fact that the urban character,the range of facilities and services,and the paceof urban life experienced in the area could notbe approximated at present in otner areas inthe country. Furthermore, the working condi­tions, including the salary range and the oppor­tunities for advancement in the other areas arenot competitive with those in Metro Manila.

Salaries Received by the Graduates

Figures on the salaries received by the 69respondents provide the following interestingfindings:

2111'1 1973, the Institute offered through the U.P.in Ceoo II&l'Ious courses IlIlIdlng to the MEP degree tobring the program closer to the region. It met variousproblems such es the difficulty of getting fecultymembers to teach the courses in Caoo. The facultywho were already teaching during the weekdays wereusually available only during the weekends and thismeant flying to Cabu on Saturdeys and Sundays andteaching the courses for several hours in these twodeys. Aside from the transportation expenses and thecost of overloed teaching it entailed. the more seriousproblems were the understandeble reluctance of somefaculty to be awey from their families during theweekends. Furthermore, the absence of the requiredtextbooks and other reeding materials In the library ofthe V.P. Cebu served as a serious constraint. Also, thestraight hours of teaching, during the weekends some­how affected the quality of teaching. Finally, the Ins­titute decided that the students should spend their lastschool term of the program at the Institute in theDillman campus where they would have the opportu­nity to use the library and consult freely and morefrequently with the faculty. Thus, the graduates ofthe Cabu program completed all the' requirementsof the course in the Institute by spending their 18$1trimester In Manila.

21

1. That tbe graduates are in general weJl-paid,with the graduates wbo ereengeged in DOll­planning or planning-related activities ....caiving bighar pay tban those working asplanners or erein planning.related activities.

The lowest salary range within which an'! ofthe 19 graduates who are engaged in non-plan­ning activities falls is P801-1,1oo per monthand only three of them are in this range. All theothers receive salaries higher than P1,1oo, withthe following breakdown: two have salarieswithin the range of P1,101·1,4oo, two fall with­in the range of P1,401·1,7oo, and one is withinthe salary rangeof P1,701-2,000. The rest, whichconstitute 50 percent of this group are withinthe salary range of over P2,OOO,

The figures for the practicing planners arecompletely different. Five out of the 47 fallwithin the salary range of P501-801, by far thelowest range as gleaned tram the survey.

The complete set of figures provided belowshows a comparative picture of the salariesbetween the two sectors:

Table 7

SALARIES OF GRADUATES

NO. OF GRADUATESNon-

Salary Flenge Planning Planning Total

P1S01-aoo IS ISpa01 ·1,100 3 11 14P1, 101 • 1Aoo 2 13 15P1,401 -1,700 2 6 aP1.701 - 2, 000 1 4 5OverP2,OOO 11 a 19

TOTAL 19 47 66

Except for two of the 19 graduates who arenot engaged in planning, the rest got their jobsafter graduation from the program. That thesejobs offered better pay than those availablefor planners mayor may not be the sole rea­son why they decided not to practise theirprofessions but it could have been an"influenc­ing factor. A possible explanation for the dif·ference in salary structure among graduatesengaged in planning activities and those who arenot is that more than one-half of those in non­planning activities receivehigher pay than thosein the government. The inverse is true for thepracticing planners, onl~ 15 percent of whom

Tabla 8

SALARIES OF GRADUATES WORKING A8ROAD

Thus, the figures for those who work abroadare as follows:

2. Lik. in any othar promsioM or occu·patiOM, those who work in th. privatasector, whathar engaged in planning ornon-planning work rac.iva high.r sela­rits than those in tha govarnm'llt sall­tor.

As gleaned from Table 9, there is a greaterproportion of relatively low-salaried planners inthe g!frnment sector than in the privatesector. 2

This difference in salaries becomes morepronounced in the Metro-Manila area whereplanners in the private sector receive salariesnot lower than the P1,101-P1,400salary rangewhile the lowest salary reported of those in thegovernment falls within pe01-p1,101. The threeothers of the five planners in the private sectorworking in Metropolitan Manila have salariesover P2,000 each while the fourth receives asalary within P1,101-P1,400. Even between thenon-planners in the private sector and the non­planners in the government sector such dispar­ity exists. This is seen in Table 10.

3. Planners working in Matro-ManilaraeelYe hightr pay than those who workon substantially th. sem. typ. of jobs inlocal governments outside of Metro-Manila.

As shown in the figures below, the greaternumber of planners working outside of Metro­Manila receive salarieswhich are within the twolower categories of salary scales listed. So far,the highest salaries actually received by plan­ners in this group fall between P1,401-P1,700.Two of these planners reportedly are receivingsalaries in this scale.

On the other hand, of the 25 graduates whoare working as planners in the Metro-Manilaarea, only five (20%) are receivingsalaries in therange of pe01-P1,100. No one is within the

6

IS

1

Non-PlannersSalary Range Planners

PISOl - PBOO 1P801 - Pl, 100Pl,101 -Pl,400 2P1, 401 - Pl, 700Pl, 701 - Pi, 000Over P2,000 2

TOTAL IS

work in the private sector. One other factorwhich would explain the generally high propor­tion of graduates in non-planning activitiesreceiving higher pay is that of those who res­ponded to the survey, 32 percent work abroadand the conversion of their salaries which arein foreign currency would definitely place themin the highest salary range listed.

Table 9

SALARIES BETWEEN GOVERNMENT AND PRIVATE SECTORS

Govemment Private

Salary Range Planning Non·Plennlng PlannIng Non-PlannIng

P601 - P800 4 1P801 -P1,100 11 3P1,101-P1,400 11 2 2P1,401 - P1,700 6 1P1, 701 - P2, 000 3 1 1OverP2,OOO IS 6 3 7

TOTAL 40 8 7 11

22The only planner in the private sector workingouts1da of Metro Manila receives a salary which fallswithin the range of PIS01-PB01.

22

Table 10 desire for professional growth and improve­ment.

SAL.ARIES OF PL.ANNERS

Table 11

SAL.ARIES OF NON·PLANNERS IN GOVERNMENlAND PRIVATE SECTORSOF METRO-MANILA

P601-PBOO range. Ten (40%) of these plannersare in the middle range, that is, P1.101·P1,400.The rest are distributed in the higher salarycategories broken down in the following man­ner: four (16%) in the P1.401·P1,700 salarybracket, three (12%) each in the P1,701~P2,OOO

and over P2,OOO bracket, respectively.

Information furnished by the graduatesshows that majority of those who are nowengaged in planning activities have attendedat least one seminar workshop related to theirwork, and that almost half of them haveattended at least three such seminar/workshopsin various capacities as resource person, partlei­pant, or observer. Among those whose jobs arenot in planning, eight have a~ one time or ano­ther attended at least one workshop-seminarin Planning.

These fellowships were sponsored by variousinternational agencies and organizations such asthe United Nations Development Program, theUnited States Agency for International Deve­lopment (USAID), the International Bank forReconstruction and Development (IBRD), andthe Government of West Germany. There were12 grants, three of which were in the form ofobservation tours which took the fellows todifferent countries to observe the latest trendsand developments in their areas or specializa­tion. The rest were more formal workshop andshort-term courses, some of which awarded cer­tificates to their participants. These fellowshipSincluded the United Nations Centre for Region­al Development (UNCRD) Course on MetroRegion Planning in Japan, the UNDP-sponsoredUrban Development Studies also in Japan, andthe one-year fellowship on Regional Planningsponsored by the government of West Germany.

As to fellowships abroad, 12 of the total res­pondents of 69 have gone on observation tours,attended workshops or pursued further trainingin planning ranging from a period of severalweeks to one year.

46

2

1225

510

433

Planners Plannersin Metro Manila Outside Mlinila

Non-Planners in Non-Planners InSalary Range the Government the Private sector

P501 - PaooPa01 - P1, 100 2P1,101-P1,4oo 2P1,401 - P1, 700 1P1, 701 - P2,000 1OverP2,ooo 2 4

TOTAL 5 8

TOTAL

Salery Range

P501 • PaooPa01 • P1, 100P1, 101-P~.4ooP1,401 - P1, 700P1,701 - P2,000Over P2, 000

This may be one of the reasons why mostplanners prefer to work in Metro-Manila.

SOME CONCLUSIONS AND POLICYPROPOSALS

POST-MEP TRAINING AND EDUCATIONALPURSUITS OF THE 'GRADUATES

The survey was also interested in findingout about the other pursuits of the graduatesafter they completed the program. It lookedinto the various training programs undergone,seminars attended and fellowships obtained bythe graduates. Information on this revealed thevarious opportunities opened to the graduatesarising from their having obtained the MEPdegree and also their level of aspirations and

The follow-up on the graduates has led tosome interesting findings which have far-reach­ing implications on the graduate program ofthe Institute and thus indicating some areasfor possible policy measures and changes.

One particular finding is that most graduatesconcentrate in Metropolitan Manila and thateven those who work in the local governmentsoutside the region may not necessarily do soas a matter of choice. As discussed earlier,almost all of those who at present work in thesaid local governments are those who weresponsored by their respective local governments

23

and who in fact come from the same places andhaveestablished their roots in the area.

The distribution of the graduates is lopsidedin favor of Metro Manila and although this isnot unique to the planning profession, this is asituation which requires critical study. An in·quiry into why such a situation exists and whe­ther this is undesirable would be an area forfurther study. Some issues which it raises are:does the need for a regional distribution ofplanners really exist, or should it be assumedthat with most of the planning activities beinginitiated by, and taking place in the nationaloffices in Manila and -with the existence inManila of many of the serious urban problemsand their concomitant effects on the otherregions in the country, then it follows thatManila needs more of the planners than doesany other place in the country.

Assuming that there is indeed a need for amore equitable distribution of planners' skillsand talents throughout the country, whatpolicy measures can the Institute take toge·ther with the appropriate national and localagencies to ensure that its graduates are farmedout into the other areas of the country? Thatthere is a need for planners in other areas per­haps needs no further proof, but a further issueis whether it is more realistic to distribute plan·ners on a selective basis· that is, assign them towhere the need is most urgent and then post­pone planning for other areas. In short, a basicissue is whether it would be logical to observesome priority in the distribution of planners.The answer to this seems to be that indeedthere is a need, although not as urgent, forlocal governments to have the service of pro­fessional planners before their own problemsget out of hand. Also, if talents and skills arenot equitably distributed, the more attractionManila would have as against other areas of thecountry. And this would lead to a vicious circlewhere because Manila's planning problemsare well attended to, it is going to continueto encourage uncontrolled migration which, inthe first place, is one of the basic causes of itsproblems.

One possible alternative to encourage plan­ners to get employment in other regions is toprovide the needed incentives for them topractice their profession in those areas. Themore difficult task is not only to encourage lo­cals to stay where they come from originally,Put also how to induce some graduates who arefrom Manila to render their servicesto the out­lying areas. It may be a little OPtimisticto thinkthat salaries for these positions in local govern­ments could be comparable with those in

24

Manila, but perhaps they could be a little betterthan they are now. What happens at present isthat since the local governments cannot provideadequate salaries for planners, there are noapplicants for the post among the professionalplanners and the local governments settle forthose who have no experience or training inplanning but who are willingto accept the sala­ry offered them.2~

What the Institute could possibly do is toencourage more local governments to sponsorscholars to the Institute on the condition thatafter they complete the program they shallserve the local government area for at leasttwo yea-.. for every year of their fellowship.This would mean also that those who will besent to the program are the locals who wouldhesitate about leaving their places of origin orresidence for a job in Manila. A further possibi­lity is for the establishment of urban planninggrants by the national government for the fol·lowing purposes: First, to sponsor well-deserv·ing candidates from the various local govern·ments, to participate in the program againunder the condition that they will serve saidlocal governments for a minimum period oncethey complete the program. 'lICond, to pro­vide funds to supplement the appropriation forsalaries of planners that the local governmentscan afford, l.e., to mak" up for the differencebetween what the local governments can affordand what salaries are comparable to thosereceived by their counterparts working inMetropolitan Manila. Third. to sponsor trainingprograms for periods ranging from six monthsto one year which can be attended by localgovernment officials who are doing planniOflwork or who propose to engage in planning toprovide them with the necessary preparationfor the work theY are doing. This would ,alsotake care of the problem of recruiting localofficials who could spare the time to undergotraining. It would be recalled that the reasonwhy the Institute offered a one-year graduateprogram divided into three trimesters of fourmonths each was that very few officials couldget away from their respective jobs for periodslonger than one year.

For planners who come from Manila, it maybe necessary to provide certain incentives tomake it worth their while to go to the ruralareas to assist in planning by providing betterremuneration than those given to planners in

23-rhls was the gist of the talk of Mr. Juan Vol­fan90. chief of the Urban Planning Division of theBUr&1lU of Community Development in the Depart­ment of Local Government and Community Develop­ment In a leetur& given at the Institute in May 1975.

Manila. This would make up for the number ofadvantages and benefits they have to forego byopting the jobs outside Manila. Perhaps tht:Charter of the Planning profession which hasyet to be drafted could providethat before anyplanner could be issued his licenseto preetlsehe would have to show that he has done someplanning work in the rural areas for sometime.These suggestions are eetually drawn from simi­lar policies adopted by the government forother professions which also tend to concen­trate in Metropolitan Manila or which aregenerallyexported abroad.

Another important result of the survey isthat with the shortage of planners, most plan­ning graduates of the Institute are thrust intojobs of great responsibility soon after grad­uation with little opportunity for them to ga­ther exp.erience along the way to prepare themfor the heavy responsibilities at't8Ched to thesejobs. A study of the employment pattern of thegraduatlS shows that the MEP degree becomesa license to occupy the top post of planner inany government agency without necessarilyrequiring some minimum number of years ofexperience which is usually the case in theother professions.

The Institute, after observingthe cereer pat­terns of Its graduatlS and realizing their predi­.cement at being recruited into top planningposts armed with a one-year planning degree,has already introduced some changes in Itsgraduate program. First: It has drafted a two­year program which incorporates some substan­tial improvements on the prasent MEP program(e.g., introduction of new COUrs8S, expandingthe scope of severalcourses, etc.). This programwill require four semesters, studies spread outinto two years to enable the students to com­plete it at a less hectic pece compared for ins­tence to the· three trimesters spread out in oneyear under the present program. The propOSedprogram Is now pending consideration by theUniversity Administration. Set:tind: in responseto the suggestions derived from the survey, Ithas lengthened the Internship period of thestudents. Even prior to this. the Institutealready intoduced a course known as Super­vised Practice in EnvironmentalPlanningwhera­by students who lack planning experience arerequired to take an additional threa units offield training in an appropriate agency. Whilethe students under the present program arerequirad to render 240 hours of work, underthe proposed program, the Institute has in­creased the number of hours to 480. The sur­vey results now give rise to some doubts as towhether even the 480 hours of internship whichamount to three months of full-time detail in

25

a planning office would provide adequate pre­peration. The Institute could consider extend­ing the internship period from six months toone year. However, it is aware that althoughthis may be desirable, it may not be realisticatall, consideringthat the demand for the servicesof its students is such that even prior to gradua­tion, most of them are already recruited byplanning agencies. Furthermore, by increasingthe number of months for internship the Ins­titute may be depriving its graduates of thechance to enter into gainful employment atthe earliest opportunity. An alternative thatmay be worth considering is introducing moreworkshop components into some of Its coursesto enlarge the opportunities for the preeticelapplication of the theoreticel components ofthe program.24

From this survey, a number of suggestionson how the present program could further bestrengthened and how it could cope with thenature of the demands of the service on itsgraduates have been offered. Some graduatessuggested the introduction of some new cour­ses which they said they found necessary intheir present jobs. This confirms the thinkingof the Institute that a longer program would benacessary In order to incorporate some addi­tional courses, including an expansion of thecomponents. Many graduates also expressedthe view that the internship program whichsome of them have undergone is not .longenough and In fact could be extended. Thesefeedbeck have, In fect, all been taken intoconsideration in the preparation of the pro­pased two-year program of the Institute.

The survey, It is believed, has proven to bemutually beneficial to the raspondents andto the Institute. On the part of the Institute,it has brought about useful information In theidentification of some areas for the strengthen­ing of its graduate program and making it morerelevant to national development effom. Mostof thasa ideas have been incorporated into itsproposed two-year graduate program. On theside of the respondents, the survey has furtheropened the door for continuing dialogue bet­ween them and the IEP and has providedthemthe opportunity to take a hard look at theirown professional needs and demands. This hasalso stimulatad great Interest and concern forthe graduate program even after they heveceased to be directly involved in it in returnfor the Institute's similar show of interest Inthe professional growth and development ofits graduates.

24For the features of "the proposed two-'/e8rMasters in Urban end Regional Planning, refer to Dr.Carli'lo's artide.

Republic of the PhilippinesDepartment of Public Works and Communications

BUREAUOF POSTSManila

SWORNSTATEMENT(Required by Act 2580)

The undersigned, BENJAMIN V. CARINO. editor of the PHILIPPINE PLANNING JOURNAL,published semi-annually in English at the Institute of Environmental Planning, U.P., Quezon City,after having been duly sworn In accordence with law, hereby submits the following statement ofownership. management, circulation, ete., which Is required by Act 2580. as amended by Common­wealth Act No. 201.

NAME

Editor BENJAMINV. CARINO

ManagingEditor DOLORES A. ENDRIGA

Publisher

Office of Publications

ADDRESS

Institute of Environmental Planning, U.P.,Quezon CityInstitute of Environmental Planning, U.P.,Quezon CityInstitute of Environmental Planning, U.P.,Quezon Citylnstituta of Environmental Planning, U.P.,Quezon City

In case of publication other than daily. totel number of copies printed and circulated as of thelast issue datecl October 15174.

1. Bent to paid subscribers . . • . . . . . . . . . . . . . . . . . . 100

2. Bent to others than paid subscribers • . . . • . • . . . • • . • 900

TOTAL. . . . . . • . • • . . . . . . . . . . . . . . . . . . . • . 1,000

(SGD,) BENJAMIN V. CARINOEditor

SUBSCRIBED AND SWORN to before me this 23rd day of October. 1974, at Manila, theaffiant exhibiting his Residence Certificate No. A-6015102 issued at San Juan, Rizal, on January 15,1974.

(SGD.) MOISETESO. MUSNIActing PostellnspaetOr(Officer Administering Oath)

26

Social Indicators and

Standards for Housing*

TAPAN K. MAJUMDAR

In most discussionsand current literature onurban housing. in developing countries, onefinds statements describingme urban growth asa situation where cities suffer from severe hous­ing shortage, poor qualitY of housing stock aridenvironmen't and the lack of, or woefully defi­cient, basic urban services.

It is also pointed out, sometimes quite meti­culously, that the problems of housing are fur­ther compoLlnded by the extremely low level·o~ incomes, disparate income distribution pat-·terns and high costs associated With urban in-·frestructure and housing. The income leyels of50· to 60 percent of the urban households inmost cities of the developing world are regard­ed as Inadequate to pay for the use of even theacceptable minimum level of urban servicesand amenities For example, a study by the

·People's Homesite and Housing Corporation· of the Philippines states that only 12 percentof the urban families' could affprd'the openmarket cost of housing and the remaining aspercent . could do 50 only with indirect subsi­dies. Similar examples are available from othercountries like India, Indonesia, Pakistan andSri Lanka. Indeed, low income levels and popu­lation growth strain the existing housing situa­tion of squatter settlements, slums and shantYtowns, .etc•.and deterioration in the qualitY oflife of a largemass of urban dwellers.

In all these statements and re1erences, thereis an underlying assumption of "standards" or

27

"yardsticks" whereby the housing situation isbeing evaluated..However, hardly any seriousthought is given to the manner in which thestandards are being established and the fact isoverlooked that standards not oniy determinethe quantity of housing within a given alloca­tion. of resources but also determine the qualitYof housing environment. Moreover, it is notfully appreciated that standards are an integralelement of housingpolicy, particularly so at theoperatioriallevel.

Standards are relative.They reflect' the con­espt of "adequate" or decent housingthat pee­pie hold and the opportunities available to rea­lize this ideali~ed image of housing. Both theconcept of housing and the opportunities forsuch vary between nations, and within nations,among the various socio-cultural and economicgroups in accordance with their life styles,needs,espirations and level of development.Hence, one can expect to find' different stan­dards; different both iri their roles and in theirconceptual defhiitions.

"This article is an edvliInced copy of the lecturewhich Dr. Majumdar prepared to be read in the sym­posia on MetrOpolitan problems to be held within theyear es part Of the progTem for the forthcoming 1omanniversary celebration of the UPIEP. The editorwishes to express sincere thanks to Dr. Mejumdar forallowing the inclusion of his paper in this issue of thePPJ.

But planning standards in the "developing"cities particularly so in the field of housing andhousing standards have, by and large, beenmodeled along the lines of European and NorthAmerican examples. The fact is often over­looked that different perceptions of reality leadto different actions and different solutions. Theproblems, the solutions and the ideal environ­ments hava been parceivad through a distortedview glass without due regard to the socia-eco­nomic conditions of the sociaty of which theyare a part. The housing problems have beendescribed not in relative terms taking into consi­deration local existing realities· but in absoluteterms- based on global concepts of what consti­tutes an adequate housing. This has onlyencouraged despair. The SOlutions to housingproblems have been usually provided piece-mealto serve the lucky few who could afford thesearbitrary standards. The ideal environmantshave been planned to craate the city beautifuland not the city livable. The "Garden Cities"hide at their back ghettos and shacks whichhouse the majority of the urban poor.

Housing solutions and housing standardshave been mainly focused on providing phYSi­cal structures and are therefore based on a"public works" approach, primarily guided byarchitectural-cum-engineering considerations,with little or no regard for social backgroundsand cultural roots. Achievement is measured bythe number and cost of housing units produced,the sizes and materials of these units and so on.But the social consequences of the type ofhousing and environments produced are invaria­bly left to chance. In fact, there are severaloccasions when housing solutions have causedsocial and economic disruption, family disinteg­ration and hardships. -Two such instances froma long list of such cases can be cited to illustratethe point.

In Karachi, (Pakistan), 50,000 slum dwellerswere rehoused in single-room nucleus houses innew township built about 15 kilometers awaya from the city. The sponsors, the designersandexecutors of the scheme felt that the problemof the slum dwellers was being effectively solved by providing them with a clean and hygienicenvironment. However, a subsequent study re­vealed that the slum dwellers who moved tothis new township could not find employmentin the nearby industrial and commercial enter­prises since they did not have the required skills.Many were thus forced to travel long distancesback to their original jobs or beck to the centralareas looking for jobs. This imposed a heavytransportation cost from their meagre incomes,in addition to the subsidized rent which theyhad to pay for their new houses. These addi·

28

tional expenses were a serious drain on theirmodest earnings. As they had to spend 33 percent more than they did previously, the level ofliving of these slum dwellers became lower andmany of them either sold their houses to others,or did not pay their rents or just left for otherslum areas.

Similar experiences are revealed among the45,000 urban households in Delhi who wererelocated in planned settlements 20.25 kilome­ters away from the city. Nearly 70 percent ofthe residents who reside in these settlementstoday are other than those for whom the settle­ments were meant. These two projects wereexecuted at a cost of US $80 million and US$30 million, respectivelv. If the process of slumformation is analyzed, it will be found that theproblem is rooted not only in physical but alsoin socio-economic causes, and as such. cannot beeffectively solved purely by what may be calleda public works approach.

Housing standards may be defined as mea­sures of acceptability of housing at a giventime and place in a givenset of cultural, techno­logical, and economic conditions. This wouldimply that saveral dimensions enter into theevaluation of housing standards such as theamount of space available, community facili·ties and services.accessibility to transportation,workplaces and availability of finances that canbe used for achieving these standards.

Singly, most of these aspects can be mea­sured and acceptable limits established, but itis not necessary that they, taken together,would insure acceptable living conditions auto­matically. The final product has to be assessedin relation to the specific characteristics of itsusers such as their income levels. ways of life,social needs and priorities, among others. Onefamily may forego proximity to town center infavour of ample space in the outskirts; anotherfamily may live in a cOl'Y.!Jact house or flat withmodern equipment and facilities; a third familywith fewer resources may opt, in considerationof accessibility, for a small piece of land withthe minimum shelter and so on. It would thusmean that housing standards should be formedto serve each of these family types in the mostaccePtable ways within the limits of availableresources and without sacrificing the interest ofthe community.

All these considerations suggest that the COn­cern for housing standards is not limited to theestablishment of physical criteria but it involvesthe overall characteristics of the house and itssurrounding environment in relation to the spe­cific social and cultural characteristics of its

users. This implies that housing standards haveto be viewed in totality as a set of closely inter­related criteria to achieve the best feasible ba­lance between the needs and resources of popu­lation groups at various stages of development.

Thus there has been a discernible chengefrom the concern with overcrowding and illhealth to concern with social and functionalrequirements of its users in the objectives ofhousing. The emphasis has shifted from theshell to the improvement of the totel livingenvironment including accessibility to workareas, transportttion, educational end h8elthfacilitlas, other social services and opportuni­tias for sociability and community participa­tion. It is illustrative in this context to look atthe housing definition provided by the expertcommittee of the World Health Orgenlzation(WHO). Housing Is defined as "the residentialenvironment, neighbourhood, 'micro-distriet'or the physical structure that mankind uses forshelter and the environs of that structure in­cluding all necessary services, fecilities, equip­ment and devices needed or devised for thephysical end mentel health end the socialwell-being of the family end the Individual."·It is avldent that the importence of the residen­tial environment 81 a whole has been perticu­larly emphasized in this conception.

Obviously, standards formulated along theselines are less precise and more flexible~ Butthough the mndards currently applied in mostdeveloped countries differ in their forms, unitsand degree of precision, they recognize in alleases, the relation between the social charac­teristics of families and the types of housaswhich they occupy. In contredistinctlon,standards evolved in the developing countriespey little or no attention to this relationship.A review of the housing standards in mostdevelopingcountries reveals that they are 8$pee­tual, i.e., they relett to different aspects of theresidential environment. These have been mttdwith varyingdegreesof precisionandobligetlons.The formulation of mndards In separett pertshed led to distorted wholes and has oftenmeant lack of belance between dlff",ent aspectsof the same housing environment. This hasplaced more and more emphasis on the shell ofthe house to the extent that it stands com­pletely alienettd from its surroundings. It hasalso meant that the net cost of housing in mostdeveloping countrias Is beyond the available re­sources since different standards have been sat

"World Health Organization, Expert Committee onPublic Health AspectS of Homing, 1961.

29

for various aspects In relation to an absoluteand globel measure of quality.

Another feature of the housing stendards indaveloping countries is that they have beenpegged to family income and one's rent·payingcapacity, without considaratlon for their othersocial requirements. This is the natural outcomeof the national government's preoccupationwith an idealized concept of a dacent homewithout providing for its operational Implica­tions, or securing certain predetermined mn­dards for all families in need of housing. Hous­ing is therefore provided to those who cen payfor It. The most obvious social consequence ofthis apprOlch is that a very huge number offamilies have been deprived of the benefits ofhousing. Although most projects have beenlabelled low·cost housing projects, they actual­ly sarve those who ara relatively better off. Asa result, large numbers of femllies are pushedto occupy uncontrolled, overcrowded quartersand unsanitary squatter areas and slums. Thus,Inmed of directing standards and mobilizingresources to secure acceptable living conditionsfor the majority of families in need of housing,they concentrate on solving the problems ofa small proportion of families.

However, there heve been some recentefforts In providing a more socialized conceptof housing In some countrlas asseen particular·ly in the upgrading of squatter settlements InLatin Americe, enviroomental Improvementprograms in slums and squatter settlementsand the Low-CostTemporary Urban SettlementProgrems and the Urban Village schemes InIndia. One must also look with some hope atthe aided self·help programs, and the slte-and·serviceprograms now being applied in variousdeveloping countries, with varying dagrees ofsuccess, to improve the housing standards ofthe urben poor.

Sociel life in the urban areas of most deve­loping countries Is still characterized by tredi·tional communities wherein the obligations ofthe individual are not only confined to hisimmediate family but also to the communityes a whole. Both the individual and family arecommunity·or society-oriented.

This social pattern gats reflected in the phy·sical structure of the house and layout of thecommunity. The house opens directly Into thecommunity and is often without boundarywalls. The community itself is compact withnarrow lanes and small open spaces giving ac­cess to housas on each side. Housas of varioussizes and types are grouped along these lenes.

We find a very large portion of such "closedneighbourhoodst# of rural or semi-rural charac­ter with multi-family households and strongsocial ties.

These neighbourhoods provide natural secu­rity systems for their members; parents arecared for in old age, young children are lookedafter by older siblings and their grandparents;neWly married couples are housed with parentfamilies; newly arrived migrants are accommo­dated, provided with social and economic secu­rity, acculturated and socialized in urban living,facilitating adjustment to new environment;mutual help is exchanged and a general sense ofbelonging prevails.

However; the modernization process is alter­ing the pattern of social interaction from onebased on group affinities to that of individualidentity and choice. The emerging pattern ofsocial relationships is characterized by associa­tional affiliations based on economic, occupa­tional, cultural or political interests. The com­munity-oriented household is being graduallyreplaced by the individual-oriented nuclearfamily. All these social changesshould be takeninto account in formulating housing standards,but while doing so, the standards should ac­commodate not only the new needs of themodernizing family but also traditional culturalpatterns.

Standards mey be applied to direct end regu­late the process of social change to avoid ten­sions and confusion which normelly ensuefrom this process. Current housing standards,however, have failed to achieve this role.Instead, houses and residential areas have beenclassified end segregated by economic class.This runs across the existing pattern of socialliving. An exaggerated preoccupation with thenew femily requirement of independence, pri­vacy and self-containment leads to fractional­ized family groups, loneliness and loss of iden­tity, as well as destroys the traditional securitysystem in the absence of adequate public pro­visions for the same. People do need privacybut not isolation among computer - selectedneighbours. It is possible to plan housing com­munith~s without widening the social and phy­sical distance between the families, and hous­ing standards should be directed towards thisend.

The adoption of modern mass-producedhousing without the necessary information onuser needs has meant that housing standards arebased on subjective experience and as such areoften a reflaction of imported conventionalsolutions. Housing is produced "pack. deal"

30

leaving fewer chances for user participation andfewer elements which can be adapted or perso­nalized.

This also goes against the sequence of houseconstruction in the developingcountries. Build-.ing a house is an incremental process performedover several years in response to people's needsand resources. It starts from a modest nucleusand is developed as needs change and resourcespermit. Besides, it being a function of incomeand cost, this open-ended approach encouragespeople's participation in the continuous im­provement of their home environment. In con­trast, thestandardizedhousing solutions imposestandards which, besides raising the cost be­yond the reach of most families, are oftenwanting in satisfying their social and functionalrequirements.

The very concapt of "floor space" which hesbeen widely used for prescribing space stan­dards for various functions is, es a whole, foundto be misleading. Majority of the urban familiesare used to rather spartan space standards andas yet are not adapted to the complex and rigidpractice of separating family life-support acti­vities such as cooking and dining with living.In most cases, several functions are performedin informal hermony without modarn rigiddivision of specs. It seems to be incorrect toevaluate the housing stock on modarn standardsof rigid and functional division of space. Fur­thermore, in tropical and subtropical countries,femily living is mostly performed outdoors. Inthis context, physicel structures have no inde­pendent existence of their own. Rather, theyare intimately related to people's lives, theirsocial and economic levels and potentialities.

The foregoing analysis of the housing stan­dards suggests that different objectives· havegoverned tlleir formulation of standards at dif­ferent times, emphasizing one housing aspector another or serving one population group oranother. However, none of the housing stand­ards formulated have considered simultaneouslythe requirements of various family groups norhave tried to interlink the different sets ofhousing stendards in terms of the requirementsof the emerging pattern of urban society or costudy the interactions between different aspectsof housing. This has resulted in the maldistribu­tlon of resources between different familygroups and leck of balance between differentaspects of the same housing environment.

There appears therefore a need for rethink­ing the role of housing in its various dimensionses applicable to the emerginggroups in the con-

temporary urbanizing world of the developingcountries. A great deal of evidence suggeststhat within the general framework of the exist­ing city-village situation in the developing couo­tries, a new type of city is emerging, in manyways a rural city. And from another point ofview, a majority of its people are involved inthe &ervice, small industry and the traditionalbazar sectors of the economy.

This makes the city in the developing worldvery different from the large-scale heavy-indus­try-based cities of the West which evolved un­der very different conditions.

The growing cities have a very large popula­tion of rural migrants who bring with themtheir traditions and &ettlement patterns. As aresult of this continuity of rural traditions andlife styles, a new society-a hybrid rural-urbanor traditional - modern society-is beingshapadwith appropriate social structures and institu­tions. Given the population involved, this maywell be the beginning of the city of the future- not just a marginal society. It is this indige­nous, vernacular evolution, a slow adaptation ofmodernity in its own medium of social andcultural framework that determines the deve­lopment perspective. Yet planners and policymakers still draw their lessons from westerncities and try to remake their cities in thoseterms.

It is also the rural migrants who form thelumpen proletariat • the great majority of ur-

.ban dwellers who are deprived of the minimumlevel of social &ervices and community facilities.Under these elreumstanees, the hybrid societyhas a specific inherent value for the poor andthe not·sa-affluent by allowingthem to developas they wish to meet the demands of city lifeand as a result new hybrid values are beingevolved which allow flexibility and securityboth of which are vital in an emergingsituation.It is to these people that the real experienceand lessons of development, and in the contextof housing, of standards that are relevant to thelivesof majority of urban dwellers,are meaning­ful and significant.

In fact, what is demanded is a reappraisal ofwhat housing development should be, forwhom and how. Different answers can bereached if the aim of the standards is to upgradethe quality of housing or to ensure acceptableliving conditions for the majority of familieswithin the limits set by available resources andobjectives. The former notion tends to bringabout good quality housing which may beafforded by relatively well-off families, whilethe latter tends to encourage a broader view

31

of housing. According to this latter notion,housing standards can be directed in a realisticway to improve the housing of urbanizingrural migrants and other emerging groupswhose monetary resources are meagre. Itmay improve, though to a lesser extent, thehousing and environmental conditions of agreater number of families. In other words, thisnotion of housing standards looks at housingand its environment within a broader contexttaking into consideration the fundamentalissues embodied in the objectives of socialdevelopment. It has two implications: first,housing must be viewed as an integral elementof social development and secondly, it must belinked to the indigenous, vernacular evolutionof the cities.

From the point of view of social develop.ment, an Individual's resources include, in addi­tion to income and wealth, such components ashealth, education, access to socialization ate.In other words, "resources" include all themeans whereby an individual can Influence hiscondition. This would Imply that the develop.ment concern will not only be with the size andcomposition of the consumption of the indivi­duals but also with the conditions of their phy­sical and social environment; housing condi­tions, work milieu, participation in communityaffairs, etc. In the context of housing, it willmean that amenity, in terms of location, envi­ronment, cultural tradition and social relation­ship becomes an important variable in the pre­cess of establishing housing standards. It alsomeans the harnessing of the human resources,e.g., through self-help programs and supportof indigenous solutions to housingfor that seg­ment of population whose monetary resourcesare insufficient or nit.

From the point of view of the emergingrural-urban society, housing standards have tobe additive or incremental allowing the transi­tion from one stage of development to another- from the rural to the more urbanized and me­demo The process of social change is slow andcan not be accelerated by imposition of globalconcepts of housing standards serving mainlythe modernizing sectors. The characteristics ofthe urban development process in most Asiancities would imply the adoption of multiplehousing standards. These can be broadly clas­sified into two groups, namelyt Permanentand Temporary. The housing standards wouldsimultaneously be linked in this context to thetwo types of situations in the same city: one,to the urbanized and modern sectors, mainlyconsisting of the elite and the middle classesengaged in corporate organized sector and itsessociated servica institutions; the other, to the

rural-urban sector mainly engaged in small indus­try, craft, family enterprises, trade and servicesand the so-called survivalsector~

Permanent housing will be mainly concen­trated in the modem sector and the higher cete­gories of rural-urban sector (lower middle clas­ses). Permanent housing development will alsohave both traditional and modern components.In the traditional component, housing standardswould allow highland coveraga, medium andsmall size plots, narrow streets, irregular lay·outs, and high densities. Modern permenenthousing would include adapted or modifiedwestern standards and layouts based on mass­produced housing technology.

Standards direct to temporary housing deve­lopment would comprise upgrading of squattersettlements and slums,shelters on minimal plots,sites and service programs,. and urban villages,developed along self-help lines. Environmentalfacilities would be provided at the communallevel with greater emphasis on measures of ac­cessibility to health and educational services,community facilities and social services, trans­portation and job opportunities.

The enlarged concept of housing recognisesthe close relationship between housing andother social policy areas such as health, educa­tion, employment, family stability, etc. It alsorealizes that one of the important goals of hous·ing is to effect radistribution of housing resour­ces and also using it broadly as one of the toolsof radistributing incomes. It is from this pers­pective of housing that some guidelines are sug­gested for the formulation of housingstandards:

1. Standards should combine both the fea­tures of traditional practice and theefficiency and economy of modemtechniques. The Iife-stvles and the pat·terns of outdoor living of a large num­ber of families in Asian citias provideopportunities for cheap but effectivesolutions. In particular, the currentpractice of families of building theirhouses in direct relation to their needsand economic resources should be en·couraged. Standards should be formula­tad to leave room for progrelllive dave­lopment and adaptability.

2. Standards might be defined in such amanner as to be attainable or consideredfeasible by the majority of urban dwel·lers. It should be POlllible to identifythose aspects of housing quality whichneed to be secrificed beeeuse of lack ofsufficient resources. This involvesreflect·

32

ing order of priorities and preferencesof the users in these standards.

3. Standards ought to be flexible enoughto satisfy the needs of different sizesand types of families within the limitsset up by social goals of housing. Thismay require the formulation of bothminimum and maximum standards.

4. The methods adoptad in the formula­tion of housing stendards should makeit possible to consider simultaneously allthe factors involved. The family andfunctional requirements should be con­sidered along with economic ability, thecost of housing at a particular time andlocation, the social objectives and re­sources and so on.

5. Standards should be such es can beimplemented through housing prog­rams.

Social Indicators for Housing

Tha contamporary interest in social indi­cators mainly arises from the concern thatgrowth and development cannot be measuredin economic twms only, without an adequateconSideration for social dimensions as well. Thisalso applies to the davelopment of indicatorsin housing. With an increasing interast in thedavelopment of indicators, it has become ex­tremely difficult to arrive at a commonlyaccepted concept of social indicators. Theterm is generally used to indicate units ofmeasurement of intangible or non-quantifia­ble factors. Another use of the term is to desig­nate social statistics. i.e., statistical time seriasmeasuring changes in significent aspects ofsociety, particularly those related to the qua-lity of life. .

Instead of attempting a definition of socialindicators in general terms, we will first disculllthe objectives of social indicators for housingand then arrive at the criteria for selecting theindicetors.

a. The stetisticel indicators. which aregenerally applied for reporting housingconditions are inadequate in measuringthe imp8et of changes i!1 housing condi­tions on the life of the people. Indica­tors of housing generally describe thephysical characteristics of the housingstock and the phYsical amenitias availa­ble, but not the benefits of housingto usars.

b. Goals in housing policies and prog­rams are usually identified in econo-mic and physical terms. This has beenmainly due to the fact that informationhas been available mainly on the econo­mic and physical aspects of housing. So­cial goals have been identified in abs­tract goals into specific and even measu­rable terms.

c. One of the problems in the field ofhousing development has been thathardly any evaluation is made of speci­fic policies and programs. Besidesresistance on the part of policy plannersand decision makers, one of the hurdleshas been the lack of adequate measuresfor evaluation. How does one evaluatethe success of policies and prog­rammes? It is not enough to measurethis in terms of the number of unitsbuilt and/or the amount of moneyspent. The social aspects have to bemeasured- that is, the impact of housingin promoting social development.

In view of these objectives, the followingcriteria are suggested for the development ofsocial indicators:

a. The indicators should be oriented to­wards the individual/household. Hous­ing should be provided in order to satis­fy user needs. These needs should bedefined at the individual/householdlevel and cannot be expressed for thesociety as a whole.

b. The indicators should be outPut-orient­ed in terms of their performance fromthe user point of view. Outputs of thebuilding and planning processes, such asthe number of units produced should beregarded as inputs to the housing pro­cess.

c. The indicators should be normative evenif it is hard to define what constitutegood housing. Certain desirable charac­teristics can always be identified in allsituations, thereby enabling the use ofindicators.

A concept of housing is needed in order todevelop social indicators for the same. Housing,it is generally accepted, is more than a shelter.But what the other aspects of housing are isdifficult to answer. Housingis defined in differ­ent ways depending on whose point of view it isseen. A house is not only a place to live in, orto carry out certain domestic activities, but

33

also IS a location from whichonehas access toemployment, recreation, education, relatives,friends, etc. It may also mean investment inmoney or time. Housing can also be seen as acomplex aggregate of materials, componentsand labour. For the economist, housing pro­vides a tool for counter cyclical measure andfor the job seeker, it provides livelihood.

All these aspects of housing, however, seemto be static. The dynamic aspects of housingare reflected in the changing needs of the userduring his life cycle and his ability and willing­ness to invest in housing when his socio-econo­mic situation changes. Seen from this point ofview, housing is a function of what it does inthe lives of its users and not as material quali­ties of the physical product.

Thus, instead of looking at the physicalcharacteristics of the house and or characteris­tics of its user, the interaction between the twocan be used as a framework for the develop­ment of social indicators for housing. The com­ponents of such an interaction process wouldconsist of U88rs (individual, household or theextended family) whose lives are affected byhousing conditions; re8Ources, implying thefacility of shelter, financial and institutionalresources, social and community services,public utilities, ete.; and activities, throughwhich the interaction takes place, some ofwhich relate to the function of housing asshelter, others to its function as a location andothers to the social and psychological develop­ment of the individuals. The performance ofactivities has consequences both for the userand the housing situation. By analyzing theconsequences of the housing situation for theuser, social indicators for housing can bederived, which are goal and output oriented andrelated to the individual. It should be stressedthat while indicators derived in this way aim atmeasuring the benefits that a certain housingsolution provides to its users, they are by nomeans to be considered as the sole indicatorsfor housing conditions. On the contrary,economic indicators such as expenditure onhousing or physical indicators, such as theadequacy of potable water, may be consideredsimultaneously in order to make an .overallassessmentof the housing situation.

When searching for indices for social indi­cators, two approaches have Peen identified ­a statistics approach and a normative approach.The statistics approach implies the improve­ment of statistical indicators currently usedwhen reporting on housing conditions to bet­ter reflect their social aspects. This has beendone mainly by studying the distribution of.

the physical and economic resources of housingbetween different user groups.

In the normative approach, the concerns orgoals for housing are defined independently ofthe physical and economic characteristics of adwelling or residential neighbourhood. Thesegoals are then translated into social indicatorswhich reflect some aspect of the concern, Thisapproach presupposes that goals are set andexplicitly expressed. While the goal statementsin housing policies and housing standards toooften reflect the physical or economic aspectsof housing, an awareness of the social goals canbe created if indicators to measure progress to­wards achieving these goals ace made available.

As mentioned above, it is most importantthat certain broad areas of concern or socialobjectives reflecting the performance of hous­ing from the users' point of view are selectedso that the impact of housing on the lives ofthe individualscan be assessed, In selecting suchconcerns, care must be taken to see that a rela­tionship between the concern and housingexists. Another aspect of selection of the con­cern is that they should be normative. Thismeans that for each concern, one should beable to indicate a desirable direction or goal.In the context of social indicators of housing,it will mean that improvement in housing con­ditions would improve the situation in terms ofachievingthe goals.

Based on these considerations, the followingconcerns may be suggested:

a. Equal distribution of housing resources;

b. Health;

c. Safety and security;

d. Family stability and family life supportactivities;

e. Participation in schoo! education;

f. Access to employment, transportationopportunities and utilization of commu­nity facilities and social serv'lces; and

g. Participation in community affairs,planning and management of housing.

It may be pointed out that these concernsare thought of in a structural framework permit­ting an integrated analysis of housing condi­tions and changes in these instead of consider­ing housing as a separate aspect of the indi­vidual's life situation.

It may be pointed out further that factorsother than housing do also affect the socio­economic situation of the individual and itis admittedly difficult to isolate the influenceof housing situations. On the other hand, itcannot 00 denied either that a relationship doesexist between housing and other areas ofconcern. The application of social indicatorsis one of the ways to understand this relation­ship empirically. It is also assumed that thesesocial concerns identified have a relationshipwith the housing situation.

34

Transport and Energy

Conservation: Issue on

Public versus Private Transportation

TEODORO T. ENCARNACION

The uprecedented oil crisis in 1973 triggeredan almost global search for alternative sourcesof energy as well as measures aimed at conser­ving fuel. Most of these measures relate totransportation, as it is reported to be theworld's biggest consumer of energy, especiallyof petroleum. like many other developingcountries that are non-oil producing the Philip­pines has attached a high priority to energy­saving programs. On December 13, 1973,President Marcos launched the Energy Conser­vation Movement and issued four decrees todiscourage the wasteful consumption of fueloil and gasoline, including one which raisedregistration fees for and taxes on vehicles. Heurged the participation of every sector of so­ciety in this concerted drive to save energy.

Overview of Energy Supply and Consumption

Figure 1 shows the energy flow patterns inthe country. As depicted in the figure, petro­leum is the primary source of the country'sfuel needs. Almost all the energy consumed inthe Philippines is derived from petroleum sour­ces. And because we import all our petroleumneeds, the country's consumption of energy,estimated at $840 million this year and project-

35

ed to increase to about $1 billion by the endof next year, therefore constitutes a heavydrain on our foreign exchange reserves.

Of the total energy used up in the country,transportation devours nearly 40% , whichexceeds the total requirement of other indus­trial sectors. Transportation is inherentlyenergy-intensive, and petroleum is the primesource of energy for transportation in the coun­try. If an energy conservation program is to befully effective and workable, therefore, itshOl-Ild involvethe transport sector.

The energy distribution among the differentmodes of transport is shown in Figure 2. Roadtransportation is the biggestenergy user, absorb­ing 84%of the total. The remaining 16%is distri­buted to the rail, water and air modes. Overone-fourth of the total is consumed by thetrucking sector, one-fifth by cars, another fifthby jeepneys, and one-eighth by buses, whilethe petroleum need of the rail transport isnegligible.

·The author is deeply indebted, and wishes to ex­press profound gratitude to the staff of the Planningand Project Development Office, DPWTC, for theirllSSistance in the preparation of this article.

FIGURE 1. ENERGY FLOW PATTERNS IN THE COUNTRY

SOURCE FORM ERD USE

TRANSPORTATION

tllS (35.a%)

OTHI!RS a2 (23.4%)

RIUIDliNT'AL I COMMliRelALa (6.6%1

,NDUSTRIAL

t20 (34.2%)

HYDROliLECTRIC tl!(3.4%)LOCAL

R/!MARKS.

t. UNIT' TRIL.L.ION STU2. ESTIMATED FOR '974 BY PPOO. DPWTC

3. INDUSTRIA L. SEC TOR mcLUDES AGRICUL.TURE AND MINING

4. OTHERS INCl.UDE IJTIl.ITIES AND L.OSS

S. COAL IS NEGLIGIElL.E AS ENERGY RESOURCE

fl. CHARCOAL AND WOODS l"OR FUEL ARE IJNKNOWN. ElUT SEEM NE GLIGIEILE.

wCD

Energy Efficiency byTransportation Mode-Figure 3 showsthe efficiency of energy use

by the different transportation modes based onexisting capacities and operations. Rankedaccording to the level of fuel requirements ex­pressed in British Thermal Units (BTU) par pas­senger-kilometer, air transport leads the landand water modes. Thishierarchy isdirectly pro­portional to the level of the speed attained bythe different modes. In other words, a fasterconveyance requires morefuel.

Secondly, it can be said that the bigger theconveyance, the less energy is required perpassenger-kilometer or ton-kilometer. It isknown for instance, that buses are more ener­gy-efficient than jeepneys. The same relationholds true between heavy and light trucks.

Among the landvehicles, the train consumestha least amount of fuel per passenger or ton­kilometer as related to speed. However, thenature of the vehicle's operation should beconsidered. The train is being operated mainlyfo.r .regional or inter-provincial transportation,while buses, jeepneys and other vehicles arebeing used for urban as well as regional move- .ments, In urban areas, 50% to 100% additionalenergy is needed on account of traffic conges­tion and frequent stops. If the railway is usedfor urban transportation it would require moreenergy and attain lower speed than it wouldnormally .need for regional transport, but itwould still outrank road vehicles in energyusage per passenger or unit cargoper kilometer.

The motorcycle, the tricycle, end the car, inthat order, erethe heaviest consumers of energy,based on their capacities. Under present condi­tions, the car actually consumes up to 50%more energy per passenger-kilometer than whatis shown in the figure if the prevailing loadfac­tor rather than the capacity is adopted. A caractually carries three to four passengers, whilethe capacity of five seats is assumed in the fi­gure. Thus, under existing circumStances, thecar Is considered to be the le~ energy effi­cient among the road vehicles. On the otherhand, the bus Is the most economical user ofenergy, while the jeepney is placed somewherein the middle_

Transport Measures for Energy Conservation

Various means to conserve energy in trans­portation can be adopted, the shift to moreenergy-efficient transport modes being only

37

one of them. The possible measures can begrouped in the following manner:

1. Improved Vehicular Flow

a) traffic managementb) trafficengineering

2. Better Maintenance

a) maintenance of conveyanceb) maintenance of facilities

3. Shifts Among TransportatIon Modes

a) jeepneys, tricycles and motor­cycles to walking and bicycles

b) privatecarsto taxis and privatetrucks to hiredtrucks

c) carsto buses and jee'pneysd) jeepneys to buses and buses to railse) trucks to railsand waterways

4. Reduced Transport Demand

a) landuseb) telecommunications

Energy efficiency hinges closely on the usegeor flow of vehicles. Hence, the first set of mea­sures - traffic engineering and management ..should not be overlooked as a practical meansof streamlining vehicular operations withoutintroducing major investments in infrastructureand vehicular fleet.

Fuel consumption can be remarkably re­duced if a smoother flowof vehicles isattainedthrough vigorous enforcement of traffic regula­tions on speeding, obstructions, parking, illegalstops, laneweaving, one-way routes, and similartraffic management schemes. Also, the energyconservation drive can be disseminated throughtrafficeducationand publicrelations campaignsdirected to drivers, passengers and pedestriansalike. Furthermore, traffic engineering measuresin the form of low-cost physical facilities suchas traffic signals, traffic signs and road markingscan contribute a great deal. For example, pro­per phasing and synchroniZed operations ofsignal lights, combined with regulated vehicularspeed, can result in a fairly smoothflow of traf­fic that will yield handsome pay-offs In fuelsavings. .

The second set of measures aims at betterand sustained maintenance practices for bothconveyances and infrastructure facilities. Theconsumption of fuel increases disproportionate-

, . " ... .• #.) • ., .. e , • • ,t

• TRI8YOLES.·.: MOTOROYOLU: .

,. t -r"<.' .2.8;: ' : ~ ; ,lI8.8 %)

," • J

REMARKS:

186.tn4.2%)

JEEPIIIYS21.9

( n.'%)

L UNIT TRILLION (1012

) BTU

2. ORIGINAL DATA WERE SUPPLIED BY OIC PNR. a CAA

3. ESTIMATED BY PPDO, DPWTC

FIGURE 2. ENERGY DISTRIBUTION AMONG TRANSPORTATION MODES

38

FIGURE 3. ENERGV REQUIREMENTS FOR VARIOUS TRANSPORTATION MODES

SPEl!tD t KM.MOUR }

~

PASSUGER

MOTORCYCLE

TRICYCLE----JEEPNEV

MI!',IISUS

BUS

CAR ,.a dnul"

,(OOb t(~n"":.

h"lItatl*r tba·tI

PROPELLER_........L!!cll

JET I b•• ' lit)

ENERGY CONSUMPTION ,STU PASSENGER KM.}

lO(ut h VU I2VU f ;~OV • llUJ

1lI')u

au tVH J:!Q ·(lC

FIGURE 3B. ENERGV REQUIREMENTS FOR VARIOUS TRANSPORTATION MODES

CARGO

TRUCK \ Il"bll

TRAIN{ .l4lfUllr.r

BOAT ,h"o Ion",,"t. {OOJUftAtl)jOO()lun:.~J

~ 1l't""'UtIlttha

~OOQ tl)n ...'

, STU TON KM. }:itIOn 240n 2::'00 .:tf\\)f,t :i I()n

~12;l,,,

SPEED8

I KM MOlIR

REMARKS.1. ENERGY CONSUMPTION IS SASED ON CAPACITY THEREFORE THE LOAD IS NOT CONSIDERED2. THE DATA OF THE TRAIN THE SOAT AND THE AIRPL.ANE ARE FURNISHED SY PNR

MA",INE AND PAL RESPECTIVELY. THE OTHERS ARE ESTIMATED SY PPDO. DPWTC,

3. VARIOUS ASSUMPTIONS ARE INCLUDED WITH RE'G"'RO TO THE SIZE OF CONVEYANCES THERATIO OF GASOL.INE AND DIESEL.

ly with the deterioration of vehicle and roadconditions.

Under the third set of measures, shifts toless energy-intensive transport modes, aresuggested.

The last set of measures aims to reduce thedemand for trips through judicious land-usedevelopment patterns and improved telecom­munications. Factories and other working estab­lishments, for instance, can beestablished near­er to residential areas, based on a land-use deve­lopment plan to diminish the number andlength of commuter trips. Moreover, in manycases a well-functioning telecommunicationssystem can be an economical alternative to phy­sical movements.

Energy Efficiency of Public Transport

Public transport is often limited to masstransit represented by buses and jeepneys, asopposed to personal transport which includesprivate cars and motorcycles. In a broadersense, however, public transport includes alltypes of conveyance used commonly by thepublic, including taxis and tricycles, which maybe exclusively used by a certain person or groupof persons but nevertheless is open for patro­nage by the general riding public.

In Metropolitan Manila, a total of 1.7 mil­lion vehicle trips are made per day, with privatecars accounting for 41% followed by jeepneys,28% ; trucks, 16% ; taxis, 13%; and buses twopercent. On the other hand, in terms of passen­ger trips, jeepneys account for 46% and busesfor 16% , while cars and taxis convey 25% andsix percent, respectively, in great disproportionto the road space occupied and, as will be dis­cussed, to the energy consumption per pa_n­ger-kilometer. This is depieted in the followingtable:

Vehicular TripS PassengerTripsNumber Percent Number Percent

Buses 34,100 2.0 1,364,000 16.4Jeepneys 419.815 28.2 3,839,000 46.1Private Cars 691.000 40.S 2.091,000 25.1Taxis 225.500 13.2 451.000 5.4Trucks 212.000 15.8 519.000 7.0

TOTAL 1.708,475 100.0 8,324,000 100.0

40

Cars versus Buses and Jeepneys

Why and how is public transport energy-effi­cient compared to private transport?

As shown in Figure 3, a car consumes nearlythree times as much fuel per passenger as doesa bus, assuming that the former carries fourpassengers and the latter 50 passengers. The dif­ference in fuel consumption is significant. Thebus is more economical not only in terms offuel usage but also in terms of overall costs tothe entire economy, i.e., to the Philippinesociety at large, considering the total vehicleoperating costs, travel time costs, and infras­tructure costs.

Clearly, from the standpoint of energy effi­ciency, the bus is superior to the car. It mightbeargued, however, that energy usage is not theonly decisive factor for inter-modal compari­sons. Other cost components come into the pic­ture, e.g., capital cost of cars, tires, repair andmaintenance, etc. And equally important is thefact that the different modas of transport donot offer the same "Ievel of service." The car,for instance, provides a higher degree of com­fort, door·to-door service, and faster traveltime under ideal conditions. Therefore, a faircomparison of public and private transportmust fully encompass all relevant costs andbenefits. To be sure, however, this comparisonmust be based mainly on the criterion that thewelfare of society as a whole, and not only thatof' a privileged few be advanced. Individualdemands for comfort and convenience in trans­port are to be respected but not to the extentthat they would render the majority of thecitizenry worse off.

Thus, in addition to fuel, one ought to consi­der the capital cost of vehicle, the repair andmaintenance costs, the cost of parts, the cost ofthe crew, and overhead costs. All of these mightbe termed private costs, which have, however,significant implications to societY or the entireeconomy. For example, the usage of seareecapital for the vehicle, fuel or tires for a carcarrying two or three passengers means in effectthe demand of the same servica for a more eco­nomical alternative - say, a bus carrying 50 pass­engers. In addition, the time costs must be

taken into account. A car admittedly can con­vey a highly paid executive to his destination ina shorter travel time under ideal conditions and,therefore, he would have more time to do pro­ductive work in the office. On the other hand,a bus may carry more passengers with a muchlower average per capita income in a longertravel time, but the aggregate earning capacityof all bus passengers during their net workingtime might excaad that of the car·riding execu­tive, other things being equal. Furthermore, theusage of the car causes less tangible but signifi­cant costs to society which are often neglected.This is particularly so in situations where con­gestion or near congestion exisu. The additionof a car bearing only two or three passengersoccupying a disproportionately large amount

., of street space definitely causes undue loweringof speed and, therefore, lower travel times of allother vehiclesand even of the car itself. In addi­tion, it tends to create an avoidable need forinvestments for widening or construction.These time and infrastructure cosu are socialcosts for which the car user does not, butshould, fully pay.

If all of these factors are considered, it canbe shown that, from the viewpoint of thenational economy or society, the car pales incomparison with public transport in terms ofefficiency in resources devoted to fuel as wellas to other vehicle components, travel time andinfrastructure.

Some shift in passenger traffic from cars tobuses thus appears desirable from the socialstandpoint, but the success in effecting theshift depends a great deal on how well the"level of service" provided by the bus canbe raised to match that of the car.

How can this be done in Metro Manila?Oneway is to reserve lanes for the exclusive orprioritY use of buses for faster travel. It willalso be necessaryto field in additional bus unitsto cut down waiting time and reduce jampack­ing of passengers. There is also a need to realigntraffic routes with major points of origin anddestination of people, consideri09 the latestdevelopments in the suburbs. and' in order tominimize inter-vehicle transfers. More frequentservices have to be provided during slack hoursto reduce waiting time. And bus maintenancepractices should be upgraded to minimize theprobability of their beingstalled.

The mere issuanceof franchiseswill not gua­rantee good service. It is also necessary to laydown the responsibilitiesof the operator and toensure that the operator strictly complies withthem.

41

Relative pricing of the services of busesjeepneys and cars is a key factor in influencinQthe distribution of traffic among these modes.For example, to attract more passengers to themore energy-efficient buses, the fares, as relatedto the level of service, should be competitivewith the higher cost and service level entailedby car travel. To achieve this, the operatingcosts of buses can be reduced through more,li­beral arrangements for the importation of busesand bus parts than for cars.

These incentives for inereesed patronage andviabilitv of buses should, however, be compla­mented by restraints on the indiscriminate anduneconomic use of private cars. In line withthis, the registration fees for automobiles havebeen raised by the President, with higher feesimposed on the heavier, more luxurious, butheavy-energy using tYpes. Higher import dutiesand taxes for cars, parts, and fuel than for busesor jeepneys also seem logical. To discourage theentry of cars into congested areas especiallyduring the peak hours. a congestion tax orcharge similar to the Singapore area licensingscheme, may be imposed. Physical prohibitionof cars from certain streets or taxes ~rlng cer­tain periods also appear' feasible. These mea­sures will not only encourage the shift fromcars to buses but also generate revenues fromthose who create the social costs in order topayoff the extra bill for fuel, equipm~nt andinfrastructure that the country incurs as wellas to cross-subsidize mass transit operators.The magnitude of savings that can be generatedthrough this inter-modal shift can be gleanedfrom the table on vehicle-trips and passenger­trips.

Cars ¥81'$l1$ Tlxis IRd Private Tmcksversus Hired Tmcks

The taxi approximates the car in termsof operating cosu and service level provided,but the latter clearly has a lower degree of capa­city utilization or load factor, i.e., the numberof passengers transported per vehicle-kilometer,and therefore, higher energy utilization parcapita. A private car with a driver is often sentback emptY after dropping a passenger to theoffice. In the case of a taxi, It may be loadedwith another passenger on the way back.

Car pools will help In increasing capacitYutilization. Some cities, like Singapore, allowthe entry of cars to the downtown area only ifthere are at least three passengers.

A comparable situation exists between pri­vate trucks owned by factories and commercialestablishments, on the one hand, and commoncarriers for hire maintained by specializedtrucking companies, on the other. A factory­owned truck plying between the productionsite and a customer usually goes back emptyafter unloading goods at the customer's place;where the truck services different clients, itsload factor diminishes along the route. On theother hand, the operations of a truck-for-hireowned by a trucking company can be plannedin such a way as to be loaded both ways withcargoes of different clients. In addition, thetruck can pick up a variety of goods on the wayso as to be full most of the time.

To make for-hire passenger and cargo vehi­cles more viable and attractive to users, it isnecessary to look into, among other things, theneed for adjusting traffic to align with transportcosts, upgrading of services and vigilant enforce­ment and inspection of units. Financial incen­tives to stimulate the growth of the truckingand taxi industry similar to those cited forbuses are also required. This can be coupledwith steps to raise the capacity utilization ofprivate cars and trucking fleet. One is the set­ting up of car pools such as those obtaining inSingapore where a car is allowed into the cen­tral business district only if it carries at leastthree passengers.

Jeepnevs versus Buses and Buses versus Rails

We now turn to a comparison of energy con­sumption among mass transit models.

According to Figure 3, a jeepney consumesmore than twice the fuel consumed by a bus.The bus, however, consumes twice as muchenergy as the train. Therefore, a mode which ismore energy efficient entails a heavier invest­ment that should be justified by a greater levelof patronage. Needless to say, the shift of pat­ronage from the jeepney to the bus needs thepurchase of bus units. Some road facilities, likebus stops, may have to be installed for smoothoperation. The bus, though, is more efficientin using expensive urban road space. The streetspace requirement per passenger for the bus isless than one half of that for the jeepnev, whenboth are loaded up to the nominal capacity.Again, other factors come into play here andmust be considered for a complete comparison.It is necessary that toe overall cost of vehicleoperations, travel time and congestion costsdiffer and so do levels of service. All private and

42

social costs must be accounted for and appro­priate cost recovery measures be edoeted.There is room for both buses and jeepneys tocomplement each other in Metro Manila, butthe extent of their operations and tariff struc­tures may differ because of their different costimplications and service potentials.

The urban rail system calls for a tremendousamount of initial investment, based on the fea­sibility study for the first subway line in Metro­politan Manila. The huge initial cost is requiredfor the construction of underground structures,which are unavoidable because of limited sur­face and above-ground space. The cost wouldbe less if rights-of-way were available to accom­modate surface and elevated structures.

Conclusions

To recapitulate, the main thrust of energy­conservation measures for transportationshould be the following:

First, all types of mass transit should bedeveloped, but their relative roles should bedefined in accordance with their different butcomplementary capacities, service levels andtransport cost implications including energyusage, on the one hand, and with the charac­teristics of trip demand, on the other. At thesame time, the unnecessary and wasteful useof private vehicles should be moderated byvarious measures including traffic manage­ment, traffic engineering, and pricing policy.

Second, the operation of public transportother than the conventional mass transit, t.e...taxis and trucks-for-hire, should be encouragedon account of its greater capacity utilizationefficiency than that of vehicle types with com­parable capacities and service levels.

Third, "non-transport" measures such asland use planning and controls should not beoverlooked as they can indirectly but stillsignificantly generate energy savings.

And last, while these means taken singlywould lead to a substantial reduction in energyuse, the results can be maximized if all feasiblemeasures are planned and implementedtogether taking advantage of their reinforcingeffects.

ABOUT THE AUTHORS

Beniamin V. Carino is associate professor and director of research of the lnsltute ofEnvironmental Planning of the University of the Philippines. He obtained a Bachelor ofArts degree in Public Administration from the University of the Philippines in 1963. Hefinished Master of Arts and Ph.D. degrees in political science from Indiana University in1968 and 1970, respectively.

Asteya M. Santiago is associate professor and director of graduate studies of the Ins­titute of Environmental Planning of the University of the Philippines. She obtained herlaw degree (cum laudel from the University of the Philippines in 1963. She has a Mastersin Town and Country Planning degree from the University of Sydney which she finishedin 1968 under a Colombo Plan F-ellowship program.

Tapan K.Majumdar is a sociologist of the Ministry of Works and Housing and UrbanDevelopment of the Government of India. Mr. Majumdar holds a Bachelor of Arts degreein English from Herbert College, Kotah, India in 1950. He finished Master of Arts andPh.D. degrees in Sociology from Lucknow University, India in 1952 and 1956, respec­tively. He had worked as a sociologist in a United Nations Development ProgrammeSpecial Fund Project in Afghanistan from October 9, 1966 to August 15, 1970.

Teodoro T. Encarnacion obtained a Bachelor of Science in Civil Engineering degreefrom the University of the Philippines in 1960. He finished the Masters in EnvironmentalPlanning degree from the Institute of Environmental Planning in 1969. At present he isthe Chief of the Planning and Project Development Office, Department of Public Works,Transportation and Communications.

43

-

BOOK REVIEW

Alan Gilbert, latin American Development: A Geographical Perspective(Middlesex, England: Penguin Books ltd., 1974),385 pp.

Perhaps at no other time in the history of the world has the phenomenon calleddevelopment been more crucial and relevant than it is today. In an admittedly moreenlightened and liberated century where age-old norms, traditions, and laws are conti­nuously being questioned, the word "development" is receiving its own share of scru­tiny and evaluation. Thus, today has witnessed not only the rise of what has been tradi­tionally regarded as developed countries like the United States and Japan but also theemergence of the so-called third world countries which has spotlighted the twin pheno­mena of development and underdevelopment.

Latin AmericanDevslopment by Alan Gilbert primarily underscores the dramaticimpact of development on traditionally backward Latin America. Seen in the light ofGilbert's book, Latin America is a continent bound together into a single entity by com.mon cultural and economic phenomena arising from similar colonial experience and com­mon fight for independence. At the same time it is a continent of major contrasts asreflected in the different socio-economic levelsobtaining among its component countries.Dependent on the U.S., Japan and Western Europe for trade, capital, and technology andsuffering from unequal distribution of personal income, Latin America is identified withthe Third World.

Placed in such a setting,Latin AmericanDevelopment may very well be a documen­tation of the relationships that exist between the developed and the underdevelopedcountries. More specifically, however, it gives special emphasis on the spatial dimensionswhich have both guided and resulted from this very development.

Development as used by Gilbert is not synonymous with economic growth, urbani­zation, modernization or progress for, although it may improve the position of large sec­tions of society, there is not an inevitable association between the two. It is used mlllrein the sense of evolution, than of progress, implying neither an improvement nor a deterior­ation in the quality of life. Thus, it covers the general, social, economic, and politicaltransformations which are affecting Latin America and the rest of the world.

In this context, the book traces the evolution of Latin America as we know itnow. It discusses the origins of economic dependence and the land-ownership system, theevolution of administrative systems and distribution of population. In the process, Gilbertdevotes particular sections of his book to the processes of urbanization, industrializationand rural development.

This emphasis on the historical perspective of Latin American development is seenby Gilbert as a means of measuring the desirability or flexibility of Latin American ins­titutions and patterns of behavior. Without such perspective, he feels that no true assess­ment can be made of the extent to which fundamental changes may occur.

Rejecting the dualism theory of development which seeks to explain developmentin terms of a dual economy, composed of the agricultural and industrial sectors, Gilbertturns to the dependence theory of development for confirmation of what has transpiredin Latin America. His lengthy discussion of the regional differences in income and welfarein the continent identifies him as an advocate of the theory of development which origin.ated in Latin America through Gunder Frank. In essence, this theory states that the deve­loped nations have accelerated their own growth at the expense of the poor nations of theworld. Thus, rich nations like the U.S. and Japan become richer at the expense of poornations like the Latin American countries and presumably, the Philippines.

44

LORNA BORJA

This exploitation of the poor by the rich is a relationship that exists not only be­tween a nation or a continent and the external world but even between the regions withinthe nation itself. Thus, the backward regions within the poor nations have been handi­capped by the transfer of their economic surplus to the more prosperous regions asexemplified by Peru.

Gilbert points out that paradoxically, the government, through some of its policiesspecifically those on industrialization which normally tend to benefit the richer andurbanized regions of a nation help to perpetuate this disequilibrium. As a whole, however,this state of 'internal colonialism' is a commentary on the whole social and economicstructure of less developed countries by which the privilegedexploit the poorer classesofsociety. The Latin American experience is a case in point.

It is evident from the trend of development in Latin America and in the rest of theworld that the development process has great repercussions on their spatial dimensions.Latin American Development therefore, while integrally concerned with the phenomenonof development, more specifically concentrates upon those changes which involve somedegree of spatial adjustments •• changes which modify existing geographical distributionof social and economic activities affecting the relations between different areas. It pointsto the observation that just as development involves a transformation in the structure ofemployment and in the social environment, so too, it stimulates changes in the locationof economic activity and in the distribution of population.

Gilbert contends that although it is a completely new trend in development studies,the consideration of the spatial component as a major factor in planning promises to bethe right steP towards the attainment of the professed goals of development. It is vitallyimportant most especially in the formulation of development policies which bring tre­mendous implications in their wake.

An analysis of the spatial tendencies in Latin America as reflected in its differentdevelopment projects has strengthened Gilbert's belief that different societies at differentlevels of economic development require spatial forms appropriate to their particular eco­nomic needs and value systems. As such, primitive subsistence societies with limited com­mercial and exchange requirements do not require complex or highly specialized hierar­chies of servica centers. In this connection, Gilbert upholds Friedmann's view that "tran­sitional sociaties are the most directly concerned with regional organizations partlybecause of the SPatial shifts involved in moving from an agrarian to an industrialeconomy and pertly because a large proportion of their potential resources are stillunutilized. "

As it is, spatial organization is frequently inflexible to changing development needs.At times, the spatial structure may need modifying before development can take placebut oftentimes this is not recognized, thereby retarding or distorting the whole develop­ment process.

Gilbert reiterates his Pelief that there is really an urgent need for spatial planning somuch so that the spatial organization of an economy is as much a matter for planningas is the amount of investment to be directed into the different sectors of the economy.

The task and responsibility of carrying this through rest heavilv on the planner whomust be strengthened by the fact that several spatial alternatives and strategies lie beforehim through which he can influence the course of development and hopefully, Gilbertavers, minimize if not altogether erase the social and economic imbalance that is plaguingthe world today. Failure to do so may justify the people's seeking what remains as thelong-term solution - a structural and revolutionary form of government like Cuba's.

45

• BOOK NOTESBerumann, Helmuth. Guide to the Economic EVIIluation of brigation Projeeu. Paris: DflJ8nization

for Economic Cooperation and Development, 133p.

The data contained in this book are derived mainly from the results of discussions during aseminar of the Organization for Economic Cooperldion and Development IDECD) held in Athensin October 1971 under the sponsorship of the Technical Cooperative Programme. Broadly. it dealswith the methods and criteria for measuring the profitability of irrigation projects. The generalfeatures of such projects, the problems incurred and policy formulations and programmes are alsoconsidered.

While the discussion has been based on the varying irrigation experiences of the six Partici­pa~ing Mediterranean COuntries of France, Greece, Italy, Portugal, Spain and Turkey as well as oneadjacent nation, Yugoslavia,the methodolO{jical framework developed in this book, in considerationof these differences, is such that the guidelines provided for"... could be apPlied without great diffi.eultv and which would allow for inter·regional and international compartscns,"

Best,Robin H. and Alan W. Rogers. The Urban CountrYside: The Land·Use Structure ofSma"Towns and Villages in Entland and Walas. London: Faber and Faber, Ltd. 1973. 186p.

In general, this book integrates all the studies carried out in the small towns lind villages ofEngland and Wales and presents a more specific methodology by which to analyze these small urbansettlements. Specifically, it is concerned with a quantitative study of the basic land-use structure andcomposition of those towns and villageswith a population of less than 10,000.

Investigations into the pattern of urban area composition, land provision and intensity of land­use, spaee-stendards, settlament function and its relation to the local-economy, changes in the socio­economic structure among the various localities reveal interesting differences. Inquiries into the rela­tionship of settlament (population) density and the density of development in those areas bring aboutthe formulation of a specific measure - the density-size rule - which simply states that an increase inpopulation sIze is followed by a rise in the density of development. With all these variations, alterna­tive planning policies for those areas are presented.

BurberTY, Peter. Environment and Services. Botsford, 1970.

This book attempts to give a detailed discussion of the technical processes involved in thedesign and construction of hardware environmental services, such as water supply, sewerege, etc.Stressing on the relationship of man, Particularly his needs, to his physical environment, the bookproceeds to talk about the basic principles considered in the provision and installation of services.likeWise, standards, materials and equipment, design principles, as relevant to a specific type of ser­vice are discussed.

Primarily intended as a general introduction to the planning of physical faCilities and utilities,this book will be a valuable help to plllnning students In their planning studies. Even planners them­seivescan rely on this as a general guide for specific planning endeavors.

Burley, T.M. The Philippines: An Economic and Social Geography. London: G. Bell and SonsLtd., 1973. 375p.

Or. Burlay's geographical study of the Philippines attempts to depict a comprehensive pictureof the Filipino people against the backdrop of their phYSical environment. Special attention is givento the Filipino way of life end means of livelihood, taking into consideration the interaction of socialand eccnemle elements with the natural forces. Following current trends, the author shows that, "asa nation continues to develop, these inter-relationships have bacome less closely knit with the roleplayed by nature diminishing in significance." .

The volume provides a regional breakdown of the archipelago and its people. Presentation andanalysis of salient national and regional features are substantiated by case studies, wherever possible.The scope covers diverse and wide-ranging subjects including among others, the people's demographiccharacteristics, the problem of land reform, the extent of industrialization and tne variety of settle­ments in the urban hierarchy. Figures and references mostly drawn from the 1970 Census are alsoincluded, let alone a large number of maps and tables.

Designed for any layman interested in Southeast Asia, the book will make a useful referencematerial not only for students in Philippine geography but also for professional geographers as well.Easily understood, the text is so arranged as to lead the reeder towards significant evaluations in theconcluding chapters.

46

BOOK NOTES.Cook, Ann, Marilyn Gittell and Herb Mack, eds. City Life 1865·1960. Views of Urban America,

New York: Praeger Publishers, 1973. 202p.

Documented in this book is a humane description of the general physical and social conditionsin the cities of America as experienced by people who lived in those cities during the period 1865­1960. Accounts of the striking differences in the life-styles of the rich and the poor as well as the prob­lems met by the city-dwellers are vividly presentee. Moreover. the problems in those days. for example.congested housing. unhealthy working conditions. high incidence of crimes. immorality. drunkennessand the like. are in no way different from the problems existing in the contemporary urban scene. Inthe words of the editOrs. " the beginning of American cities ... are the roots of todav's urban prob­lems."

Cowling, T.M. and G.C. Steeley. Sub-Regional Planning Studies: An Evaluation. Odord:Pergamon Press, 1973.

This book offers guidelines to be considered in the evaluation of sub-regional planning studies.According to the authors. the relevance of such studies should be gauged in terms of the need for such.their goals and Objectives. their advantages and disadvantages, and finally, the technical processesinvolved.

The book further extends its scope to include a general discussion on the historical devetoo­ment of sub-regional planning. its characteristic features as weH as the technical details which formpart of the sub-regional planning process. Special attention is likewise directed to the interplay ofvarious factors such as the financial capabilities of the sub-region, its technical resources. adequacy ofmanpower and the influence of the physical. economic. social and political environment.

Judd, Oennis R.andRobert E.Mendelson. ThePolitics of Urben Planning; TheEast St. LouisExperience. Urbana University

Working together on Model Cities projects, a practicing planner and a political scientist exa­mine the significant role of politics in the field of planning. Particularly. the experience at East St.Louis attempts to shed light on the wide gap between planning and implementation. For a period ofnine years since 1960. more than 125 studies have dealt with the problems of East St. Louis, exhibit­ing instances ot proliferation ot planning acnvmes. These studies. on which a good portion of the bookrs devoted, only attest to "the overwhelming influence of professional and bureaucratic autonomy andself·interest in the planning process." The VOlume concludes. however, that planning in East St. Louisis not a unique experience. It reflects the values and practices. generally arising from the planningprofession anywhere.

To effect some cnanges in the planning practice. the authors advocate the involvement of tneplanning clientele in determining priorities and values of planning actlvttlss. Tois will likely occur byapplying external forces. Sucn recourse is in order as planners are less likely to initiate changes witOthe profession wnich will threaten their livelihood and status.

This book will make a very useful reference material for students in planning administration.Praticing planners in general will benefit likewise from the East St. Louis experience.

Rame Gowda, K.S. Urban and Regional Planning. Mysore; University of MysOTe, 1972. 254p.

Dealing mainly witn principles of urban and regional plannin'lJ. this book provides special featuresof drawing practical applications from tne experience of a developin!! country. TOe text is divided intotwo parts, the fiBt being devoted totOe various tneoretical ~pects of urban and relJional planninll, includ­ing village planning. The other pert consists of case studies in planning as gleaned from the experienceof various cities and r~ions of India. These dwell mostly on planning, metropolitan planning andregional planning. In the course of the book, the reader is easily shown that urban and regional plan­ning is an effective tool in bridging tne disparities between urban and rural life.

Toe theories and applications are elucidated through the use of extensive statistical data.Comparison is facilitated witO toe presentation of data grouped by population, town size and geogra·pOical location arranged in suitable tabular form. The text is clarified and ennanced further by largeillustrations.

TOe book seems to be one of the very few on this subject. K. S. Rame Gowda. woo is the incum­bent Director of Town Planning in Mysore. deserves credit for sharing with practitioners in tne fieldand would - be planners his knowledge and vast experiences in planning tnrough this volume.

47

news • planning news • planning news • planning

IEP MARKS TENTH ANNIVERSARY

The Institute will omerve its tenth anniver·sary on December 18 • 19. The celebrationwill focus on the accomplishments of theInstitute as a public service agency, parti·cularly in terms of its extension·trainlng andconsultation services to other govemmentagencies and planning units.

Formally established in 1965 by virtue ofR.A. 4341, the Institute is Involved In consul·tatlon, extension·training, research and grad·uate education. Its graduate educetlon prog.ram offers the degree of Master In Urban andRegionalPlanning (MURP).

This year's foundation activities will beushered In by an Open House starting at 8:00'a.m., December 18, followed by a film present·ation of SPecific planning subjects and willculminate with an alumnl·homecomlng andprogram at 8:00 p.m., December 19, at theISSI (Vlrata Hall). Photographs, maps, charts aswell as other visual aids depicting the activitiesand achievements of the Institute during thelast ten years will be on display during· theOpen House.

During the dinner program, an award will bepresented to the most outstanding graduate ofthe Institute, to be selected by a panel of judgesheaded by the Dean, Or. Ramon C. Portugal.Criteria for selection include academic back·ground, job positions and specific contributionsto the advancement of planning practice in thePhilippines, among others. Likewise, loyaltycertificates will be presented to some non·aca·demic employees of the Institute in recognitionof their long years of service.

Earlier, a series of lectures dealing with spe­cific planning issueswill be held.

Overall chairman for this year's celebrationis Prof. Tito C. Firmalino. Committee chairmenfor the various celebration activities are: Prof.Asteya M. Santiago, Alumni Homecoming andParticipation; Prof. Federico B. Silao, Exhibitsand Booths: Or. Benjamin V. CarU\o, Dinner­Program and Invitation; Prof. Gerardo S. Cala­bia, Symposia; Mrs. Dolores A. Endriga, Out­standing Greduate Award; Prof. Cesar O. Mar­quez, Souvenir Program; and Prof. Jose Valda­canas, Publicity.

48

NEW GRADUATE PROGRAMLAUNCHED

Beginning with the academic vear 1915­1916, the Institute wm offer its new Master inUrban and Ragional Planning (MURP) Program.

The new curriculum is one of the two degreecourses of the Institute proposed in the last fa­culty seminar at the Continuing EducationCenter at U.P., Los Banos in September lastyear.

The second proposed degree course, the Di­ploma course, has been deleted. Instead, specialtraining courses and programs wUl be offered.These are intended to provide further trainingto people already engaged in planning andrelated actiVities.

The new MURP program is basically a revi­sion of the Master in Environmental Planningcurriculum (MEP) which is now on a phasing­out stage. It consists of two courses of study ­Plan A which requires a thesis and Plan Bwhich requires additional course work: in Ueu ofa thesis.

A major innovation in the new program isthe emphl$Is of its course work on problem­oriented activities. Furthermore, the new prolJ'ram includes major arees of specialization suchas h~using, transportation planning, infrastruc­ture planning and industrial location analysis.

Both study programs require at least foursemesters of academic work on a full-timebasis.

IEP PARTICIPATES IN METRo-MANILJl ~REORGANIZATION PLAN

The Institute has been asked to assist in theformulation of proposels for a new organiza­tional set.up for Metro-ManUa.

The move for an organizational re-structur­ing has been initiated as a result of the nationalreferendum of February 21, 1975 where the citi­zens of the four cities and 13 municipalitiesofGreater Manila advocated for changes In thepresent localgovemment machinery.

news • planning news. planning news • planning

Recently considered as a provisional alterna­tive to the existing set-up is a manager-commis­sion type of government. This new set-up,which provides for a general manager to beappointed by the President to coordinate theactivities in the Greater Manila area, is contem­plated to take effect after December 31, 1975,the official termination date of the terms ofoffice of local government officials.

The proposed set-up offers newer possibili­ties in planning efforts. For one, it presents avantage point by which government activi­ties, plans and projects could be effectivelyimplemented. The integration of the partici­pating cities, centralization of functions and thetighter coordination through the general mana­ger promise increased efficiency and greaterexpediency in the formulation and executionof plans.

Named to represent the Institute are Profes­sors Asteya M. Santiago and Gerardo S. Cala­bla.

EAROPH V CONGRESS HELDIN MANILA

The Eastern Regional Organization for Plan­ning and Housing (EAROPH) met at the HotelIntercontinental on March 16-22, 1975 to dis­cuss "planning human settlements and the envi­ronment for human development." This con­ference was held in preparation for the Habit­at Congress scheduled to be held in Vancouverin June, 1976.

The EAROPH has been formed to promoteand coordinate the study and practice of hous­ing on one hand, and regional planning as wellas town and country planning, on the other,to ensure better housing, better population dis­tribution and better towns and c;ities.

Exhibits on human settlements and planningissues were shown during the 7-day congress.The Institute of Environmental Planning pre­sented a display on the development of environ­mental planning education in the country.

Representing the Institute in the Congresswere: Dr. Benjamin V. Carino, Professors Gerar­do S. Calabia, Asteya M. Santiago, Cynthia D.Turingan, Tito C. Firmalino, Uta S. Velmonte,Roque A. Magno and Cesar O. Marquez.

49

The Congress was held under the joint aus­pices of the Development Academy of thePhilippines (DAP) and the Philippine Instituteof Environmental Planning (PIEP).

FOUR STAFF MEMBERS IN CONFE·RENCE, STUDY TOUR ABROAD

During the past months, two senior facultymembers of the Institute departed for variousconferences abroad.

Prof. Asteya M. Santiago participated in theInternational Seminar on Urban Land-Use Poli­cy, Taxation and Economic Development inSingapore from December 16-21, 1974. Duringthe seminar, she read a paper on "Urban Poli­cies in Land Reform Areas" where she discuss­ed integrated land-use policy formulation andimplementation in the Philippines.

Dr. Benjamin V. Carino, while on specialdetail with the National Development ResearchCenter as project director of the Bicol RegionalDevelopment Study, attended the FourthWorking Meeting of the Cooperative RegionalDevelopment Project in Singapore on FebruaryB-16,1975.

Another staff member, Mrs. Cynthia M.Alvarez, the Institute's Chief Librarian, also lefton a two-and-a-half month study tour of Eng­land and the United States. A recipient of aU.N. Training Fellowship, she observed Plan­ning Library Services in London, Sussex, NewYork, Los Angeles and Chicago. She returnedin December 1974.

Lastly, Prof. Roque A. Magno will representthe Institute in a conference to be held atBangkok, Thailand from May 5 to June 8.Theme for this conference focuses on "Environ­mental Aspects of Development for Plannersand Decision-Makers."

REGIONAL DEVELOPMENT CENTERS

The Institute has deferrud its activities andoperations in the two remaining regional cen­ters of Cebu and Iloilo due to financial setbacks.Currently, the Institute has taken steps to trans­fer the custodianship of the centers' equipment

I Util I t ·······r········r ···········T·; T If II II]

news. planning news. planning new! • planningI

to local research and academic agencies fortheir temporary use.

Prof. Gerardo S. Calabia, the former directorof the Cebu Regional Development Center, hadmade arrangements with Dr. Agustin Kintanarfor the transfer of Cebu Center's equipmentto the University National Development Re­search Center which the latter heads, and withDr. Dionlsla Rola of U.P. Iloilo on the transferof Iloilo Center's equipment to U.P. Iloilo.

NEW UNDP BOSS AT IEP

Mr. William P. Paterson has joined the Insti­tute as the new.Project Manager of the U.N.Special Fund Assistance program to the Insti·tute effective January, 1975. He succeeds Dr.Raymond Apthorpe who had left for Englandto accept a post as Professor of DevelopmentStudies in the University of East Anglia.

Aside from being the project manager, Mr.Paterson acts as the Institute's adviser and con­sultant on curriculum development and as aprofessor in Land-Use Planning, a new courseto be offered under the new MURP program.

Prior to his appointment, Mr. Paterson wasthe U.N. Project Manager for the MindanaoRegional Development Study.

SHORT·TERM VISITSBY U.N. SPECIALISTS

Two U.N. consultants have arrived to assistin the Institute's graduate education and con­sultation programme during the school year1974-1975.

Mr. Marshall Wolfe, a U.N. ctdviser from theEconomic Commission for Latin America(ECLAt undertook a short mission in theInstitute as consultant in Social Planning, fromDecember 1974 to mid-January 1975.

Dr. V. Setty Pendakur, a Professor ofPlanning at the University of British Columbia

50

visited the Institute as a consultant, first inTransport Policy Planning and then in PlanningEducation in February and June 1975, respect­ively. While in the Philippines, he conducted aclassseminar on Transportation Policy Planning,provided advice on Metropolitan TransportPlanning to the NEDA and the DPWTC andassisted in the Institute's curriculum develop­ment program.

MORE VISITING CONSULTANTSEXPECTED

As part of the U.N. assistance the Insti­tute's curriculum development and staff deve­lopment programs, a number of foreign speclal­ists have been invited to extend consultationservices to the Institute on a short-term basisfor the sehoolvear 1975-76. Expected to arrivewithin the year are: Dr. Robert North Merrill,aU.N. housing specialist currently assigned inTanzania, as housing consultant, and Dr. TapanKrimar Majumdar, a sociologist of the Ministryof Works and Housing and Urban Developmentfor the Government of India, as consultant onsecondary urbanization.

UNDERTAKE BUILDING EXPANSIONAND IMPROVEMENT

To accommodate the Institute's growingpopulation as well as its expanding faciJities,a building and faciliti.es improvement prog.ram was started in January this year.

With the assistance from the Departmentof Public Works,Transportation and Communi­cations, a two-unit prefabricated extensionbuilding is under construction. The new wingwill house three additional classrooms, a facultylounge and a snack room, a storeroom, a draft­ing room and three cubicles for printing.

Through the Institute Building Fund, theFaculty Room is also being renovated andpartitioned into cubicles which will serve asprivate offices of the faculty members.

The project is due for cOmpletion in early~ay.

THE INSTITUTE OF ENVIRONMENTAL PLANNING1974·1975

Advisory Council

Chairman:

Members:

SALVADOR P. LOPEZ

LU IS ARANETAALFREDO JUINIO

JOSE M. LAWASRAUL P. DE GUZMAN

Administration

SIXTO K. ROXASANTONIO VARIAS

Ramon C. Portugal, A.B., Ll.B., M.P.A., Ph.D., Acting DeanGerardo S. Calabia, B.S. IAgr.}, M.S. IPlanning}, SecretaryPedro E. De Luna, E.T.C., B.S.(Edue.), Administrative Officer

The Faculty

Gerardo S. Calebia, B.S. IAgr.>, M.S. ICom. & Reg'lPlanning}, Assimnr Professor & Secretary

Benjamin V. Cariflo, 8.A, (P.A.l, M.A. (Po!. se.i.Ph.D. (Pol. se.), Associate Professor & Directorof Re$illJrch and Publications

Susana S. Cayco, B.S. IGeog,), Dip. in RegionalDevelopment Planning, Instructor

Dolores A. Endriga, A.B. {PsychO.}, M.A. ISoeio.l.Instructor

Yolanda M. Exeonde, B.S. IB.A,), Dip. in Compre·hensive Regional Development Planning, tns­truetor

Fellsa D. Fernandez, B.S. ICommerce), M.A.IEcon.>, Ph.D, IEeon.}, Associate Professor*

Tito C. Firma/ino, 8.S. lEduc.), M.P.A., M.S.ICom. & Reg'l Planning), Associata Professor &Director of Training

Jose S. Gutierrez, 8.S. IAgrJ, M.S., Ph.D. IEeon,},Associate Professor*

Rosario D. Jimenez, A.B. IHistory). Dip. in Com·prehensive Regional Planning,lnstructor

Lecturers

Candido P. FiIlo, B.S., M.S. IPhy.l. M.S. IMath.),M.A. IEeon.l. Special Program 10r Urban andRegional Studies

Pedro N. Prado, A.B., M.E.P.Rene S. Santiago, B.S. IC.E.I, M. Engr.

Roque A. Magno, B. Surv., B.S. IG.E.', M.T.C.P.,Assistant Professor

Cesar O. Marquez, B.S. {Arch,}, Dip. in UrbanPlanning, Assistant Professor

Jaime U. Nierras, B.S. IAreh.I, M.U.P., InstructorRamon C. Portugal, A.B., Ll.B., M.P.A., Ph.D. IPol.

Sc.), Professor & DeanMilagros R. Rafloa, A.B. IEeon,}, M.A. IDemog.),

Ph.D. ISocio.I, Assimnt Professor*Astaya M. Santiago, Ll.B., M.T.C.P., Associate

Professor & Director of Graduate StudiesFederico 8. Sileo, A.B. IPol. se.), M.P.A., Assistant

ProfessorCynthia D. Turingan, B.A. IP.A,}, Dip. in Compre­

hensive Regional Development Planning, I~tractor

Jose R. Valdecai'las, B.S. IC.E'>, M.T.C.P., AssimnrProfessor

Lita S. Velmonte, B.S. ISocial Work), Dip. inUrban Studies, Assistant Professor*

Leandro A. Viloria, A.B., M.P.A., D.P.A.,Professor'

UNOP Project Staff

William P. Paterson, B.A. ISocio}, B.S.W. ISocialWork), M.Sc. (Physical Planningl, Project Ma".ager& Visiting Professor

V. Setty Pendakur, B.E. ICivil}, M.S. IPlanning),M.S. IC.E.l, Ph.D. ITransportation Enginllllring,Public Policyl, Consultant in TransportationPlanning

'On leave