Urban Design London Skills and Training Evaluation Study Final Report

Transcription

1 Urban Design London Skills and Training Evaluation Study Final Report

2 Urban Design London Skills and Training Evaluation Study Final Report October 2009 ECOTEC Rose Court, 2 Southwark Bridge, London. SE1 9HS T +44 (0) F +44 (0) ECOTEC

3 Contents PAGE Executive Summary... i 1.0 Introduction Study Aims and Objectives Key Evaluation Questions and Issues Mapping Exercise Update Effectiveness of UDL's Training Programme Recommendations Description of Evaluation Method Fieldwork Report Structure Overview of Urban Design London Introduction Logic Framework Urban Design London Aims and Objectives Programme Rationale The Role and Importance of Urban Design National and Regional Context Skills Issues Key Developments Since Training and Support Offer Foundation Seminar Series Masterclasses Workshops In-house Learning Site Visit Club Learning Space Summary UDL Expenditure and Outputs Achieved Introduction UDL Expenditure 2006 to UDL Outputs Summary...18 ECOTEC

4 4.0 Review of Existing Evaluation Evidence Introduction Summary of Existing Evidence UDL Board Papers Academy for Sustainable Communities Evaluation Masterclasses Analysis of Feedback Scores Average ratings over all years Average ratings by year Foundation Course Masterclasses Workshops Summary Mapping Exercise Update Introduction Skills Development and the Urban Design Skills Gap Components of the Urban Design Skills Gap Initiatives and Resources Training Experiences Number and Distribution of Employees Summary Achievements of the UDL Programme Introduction Marketing/Promotion Motivations for Attending UDL Training Satisfaction Levels with Training Additionality of UDL Training Support Contribution to Skills Development Outcomes Specific Impacts in Localities Tangible Impacts Likely Impact of UDL Training in the Future Stakeholder Views Effectiveness Adding Value to Other Training Strategic Added Value Summary...48 ECOTEC

5 7.0 Lessons and Forward Recommendations Introduction Progress against 2005 Mapping Exercise Recommendations Lessons for Future Provision Survey Respondents Stakeholder Views Forward Recommendations Course Content Structure and Methods of Approach Accreditation Management Monitoring and Evaluation...56 Annex One: Mapping Interviewees... 1 Annex Two: Stakeholder Interviewees... 5 Annex Three: Definitions... 7 Annex Four: Questionnaires... 9 List of figures Figure 2.1 Logic Framework...5 Figure 5.1 Factors Contributing to Skills Development...25 Figure 5.2 Is there an Urban Design Skills Gap in London?...26 Figure 5.3 Causes of the Skills Gap...26 Figure 6.1 Feedback on Overall Quality...37 Figure 6.2 Is Similar Training Available Elsewhere (all courses)?...38 Figure 6.3 Importance of training in developing specific skills/knowledge (by training type)...40 Figure 6.4 Skills Outcomes...41 Figure 6.5 Percentage of respondents rating impact of UDL training as critical or important (by training type)...42 Figure 6.6 Specific Impacts...43 ECOTEC

6 Figure 6.7 Percentage of respondents rating influence as critical or important (by training type)...44 Figure 6.8 Impacts in the Future?...46 List of tables Table 1.1 Mapping Exercise Update Key Questions...1 Table 1.2 Evaluation Questions...2 Table 1.3 Recommendations Areas for Consideration...3 Table 3.1 UDL Expenditure...16 Table 3.2 UDL Outputs: All Training Courses...17 Table 3.3 UDL Outputs: Foundation Level Seminars...17 Table 3.4 UDL Outputs: Urban Design Masterclasses...17 Table 3.5 UDL Outputs: Ad-hoc Sessions...18 Table 3.6 UDL Outputs: Urban Design Workshops...18 Table 3.7 UDL Outputs: Number of people booking for site visits...18 Table 4.1 Feedback by Training Activity...21 Table 4.2 Average Feedback Scores by Year...22 Table 4.3 Feedback Scores Foundation Seminar Series Table 4.4 Feedback Scores Workshops Table 5.1 Components of the Skills Gap - Skills Issues...28 Table 5.2 Components of the Skills Gap - Capacity Issues...29 Table 5.3 Components of the Skills Gap - Process Issues...30 Table 5.4 Types of New Initiatives or Resources to Improve Urban Design...31 Table 5.5 Type of Training Required...32 Table 5.6 Accreditation...32 Table 5.7 Number of Posts with a Specialist Focus on Urban Design (Local Authorities)...33 Table 5.8 Main Occupation of Non-specialists with an Urban Design Remit...33 Table 6.1 Reasons for Accessing Training...36 Table 6.2 Rating of Overall Quality...37 Table 6.3 Availability of Training Elsewhere (by training type)?...39 Table 6.4 Importance of Training in Developing Specific Skills/Knowledge...39 Table 7.1 Progress against 2005 Mapping Exercise Recommendations...50 Table 7.2 What Worked Well?...51 ECOTEC

7 Executive Summary 1. Introduction ECOTEC Research and Consulting Ltd was commissioned by Urban Design London (UDL) in March 2009 to update the 2005 London urban design skills mapping exercise, to undertake a critical assessment and evaluation of the outcomes and impact of their work to date, and to develop recommendations for its future programme of activity. ECOTEC were assisted by specialists in Urban Design and Transportation from the Bartlett School of Planning, University College London. The UDL Programme was launched in 2006 to support all London authorities achieve betterdesigned environments. UDL offers support, training and networking opportunities to help all involved share best practice, ask for advice and learn. UDL is supported by London Councils, Transport for London (TfL), London Development Agency (LDA), and the Commission for Architecture and the Built Environment (CABE). The key objectives of the evaluation have been to assess: If there has been a change in the level and scope of urban design skills in London since the 2005 survey; What current skills levels and deficiencies are; The impact of UDL's training programme on helping to create and maintain urban design skills in London authorities; and How UDL might best address training needs and aspirations in the future, including the preferred method of delivery and the desirability of various types of accreditation. The approach has been designed to provide a robust and defensible evaluation method and has included: Desk based review of programme monitoring information and documentation; Stakeholder Consultations (9 in-depth interviews); Update Mapping Survey (29 telephone interviews); Beneficiary Surveys (43 telephone interviews); and Interviews with delivery partners. 2. Programme Expenditure and Outputs Analysis of programme expenditure and outputs shows that: Total programme expenditure up to the end of 2008/09 was 729,000, with total annual expenditure rising year on year from 179,833 in 2006/07 to 347,640 in 2008/09. i ECOTEC

8 Over the three years from 2006/07 to 2008/09 the number of training places accessed was exactly The most widely accessed type of activity was the foundation level seminar courses, where 1704 training places were accessed over the three years. In 2008/09, the number of training places accessed on the seminar courses increased to 1164, from 909 in 2007/08 and 927 in 2006/07. Over the three years, 573 training places were accessed on the UDL masterclasses. The number of places accessed on the masterclasses in 2008/09 fell slightly to 214, from the 2007/08 total of 257. The total number of workshop places accessed was 218 rising from 73 in 2007/08 to 145 in 2008/ Findings of the Updated Mapping Exercise As part of this evaluation study a survey has been undertaken to update the 2005 Mapping Exercise focused on changes in urban design skills capacity and demand for training within local government and statutory public sector organisations across London during the period between 2005 and The findings are drawn from the views of 29 practitioners from across London surveyed by ECOTEC during May and June These included: 20 London boroughs; 4 housing associations; 4 members of the GLA family and a representative of Communities and Local Government. Respondents were mainly people in senior positions who were asked to provide an overall view on urban design skills issues facing the relevant professions within their organisation. The key findings of the survey are: The vast majority of organisations have developed skills in urban design over this period. The most important factors (or drivers) behind the development of skills have been the increasing awareness and focus amongst non-specialists and an increased political awareness (of urban design issues). The results indicate that UDL has played a prominent role in urban design skills development with almost 60 percent of respondents citing the courses as an important factor in the enhancement of skills within their organisation over this period. ii ECOTEC

9 Based on the perceptions of respondents, the urban design skills gap has widened over this period. This would appear to relate to the increasing demand for urban design skills in response to the range of policy initiatives in this period (rather than a lack of skills enhancement). There is an increasing recognition that the urban design skills gap relates to both a lack of urban design specialists and skills within related professions. The perceptions of respondents indicate that there has been an increase in skill needs across nearly all of the types of competences identified in the 2005 study. The responses indicate that some process and capacity constraints have diminished in significance (for example pan-london working between local authorities) while many have heightened since While four-fifths of respondents had accessed urban design training over this period, over threequarters also believed that there is a need for more training. This suggests that there remains a strong appetite for urban design training within London. None of the organisations had received training provided by the HCA Academy on generic skills. The majority of local authorities have not created specialist posts in urban design in the last three years. 4. Beneficiary and Stakeholder Views on the UDL Programme Analysis of programme achievement has mainly drawn on the responses from a sample of 43 beneficiaries of the programme that were surveyed by ECOTEC during May and June Qualitative views on the programme's effectiveness and strategic added value were mainly provided through the stakeholder consultations. The key findings in terms of the achievements of the programme are: Attendees have been highly satisfied with the quality of the training with the vast majority reporting the quality of provision as either good or excellent. The responses indicate that the UDL training programme has made a significant contribution to skills development with almost 60 percent of beneficiaries believing that the UDL training has been either been 'critical' or 'important' in developing their specific skills or knowledge in urban design. iii ECOTEC

10 The responses indicate that the seminars were more important than the masterclasses in terms of raising skills and knowledge. The survey findings along with the output data presented in section 3 indicate that the programme has been less successful in addressing a particular element of the original rationale for the programme, namely to provide urban design specialists with training on more generic skills. The responses indicate that, perhaps with the exception of the masterclasses, the UDL programme generally exhibits a high degree of additionality within the London context. While the responses were less positive in terms of specific impacts on the planning and development process, a significant number of respondents felt that the training had influenced development outcomes over half of the respondents believed that the training has influenced building design outcomes while just under a half felt that public realm design had been positive affected. While many of the respondents felt that the UDL training had impacted on the quality of their everyday work, the vast majority were not able to provide specific examples of tangible impacts on the ground. This may be because it is too early to assess the impact of the training on specific development projects. Some specific examples that were given included: a positive impact on the design of student housing scheme; a school development; and a better design outcome for a local authority at a planning appeal inquiry. Stakeholders are highly satisfied with the overall performance of the programme to date with many believing that the programme has exceeded expectations. As expected given its size, the strategic added value of the UDL programme and UDL as an organisation would appear to be limited. However, the engagement role of the organisation is highly valued and tangible impacts from its networking initiatives can be expected in the future. The survey has also revealed some examples of organisations investing further in training and other urban design initiatives as a direct result of their participation in the UDL training. 5. Key Conclusions, Lessons and Recommendations Progress against 2005 Mapping Exercise Recommendations By way of summarising the evaluation findings, table E1 provides an assessment of the UDL programme's progress against the recommendations of the 2005 Mapping Exercise regarding the key components that it recommended should be included in bespoke training. iv ECOTEC

11 Table E1 Progress against 2005 Mapping Exercise Recommendations Components Level of Achievement Comments appreciation of urban design principles and how they translate into practice Very good Appreciation of urban design principles reported as most important skills development outcome by beneficiaries. practical, context specific examples Good Addressed recently by the introduction of the Site Visit Club although overall evidence suggests scope to bring more practical examples into seminars and masterclasses provision. appreciation of the impact of urban design intervention on different groups of the public and the wider urban realm Very good Almost 60 percent of beneficiaries reported training as 'critical' or 'important in the development of their 'understanding the role of different groups'. Masterclasses have had less influence in this area. a working knowledge of the financial and legal aspects associated with projects and how it affects design outcomes Average UDL training has had more limited influence on skills development in this area compared to other competences. ability to negotiate and influence Very good Almost 60 percent of beneficiaries reported training as 'critical' or 'important' to development of negotiation skills. ability to work in multidisciplinary groups Very good Beneficiaries and stakeholders have highlighted multi-disciplinary working as key benefit of seminars. More focus may be needed on this area in sessions for specialist urban designers. engaging the community Good Not a major focus of the programme although positive results have been reported in this area. the ability to be intelligent clients, knowing what to demand and expect from all the professionals and decisionmakers involved in shaping the urban realm Good Again, not a major focus of the programme. While some positive results have been reported, stakeholders argue additional provision needed in this area. v ECOTEC

12 Course Content In terms of its general approach, there is a broad consensus that the UDL provision is meeting a clear need. Stakeholders are clear that the role of UDL is not to train people to become urban design specialists as this is addressed through university courses at postgraduate level. People recognise that UDL s role is rightly to raise awareness of urban design issues within the wider built environment arena as well as to provide training on specific urban design issues to those with more specialist backgrounds. Broadly, as highlighted above, it can therefore be concluded that the scope of the courses is meeting the requirements identified in the original mapping exercise. However, some minor development of the course content may be necessary to respond to the changing policy environment and to best serve the needs of stakeholder groups across London. Recommendation 1 Course Topics Overall, the evidence indicates that the scope of the course content should be developed to include sessions on: urban design and local development frameworks urban design and climate change The suggestions above are not intended to be exhaustive and there may be other areas of policy that need to be addressed. As highlighted below in the section on management issues, the establishment of a user group would be helpful to inform the development of course provision and to ensure that course provision is responsive to emerging policy requirements. Overall, the evidence has shown that the programme has been less successful to date in addressing generic skills development for specialist urban designers, a need that was highlighted in the original 2005 mapping exercise. Recommendation 2 Generic Skills Provision for Urban Design Specialists It is recommended that further consideration is given to the role of particular types of provision in the context of generic skill development objectives. There is possible scope through the workshop series to introduce sessions focusing on the role of different groups; negotiating and influencing; and the financial and legal aspects of urban design. These sessions could be targeted at both general built environment practitioners and specialist urban designers to encourage interaction. Structure and Methods of Approach Overall, the evaluation has shown that further development work is needed around the provision of training to specialist urban designers in particular to develop a clear rationale and specification for training approaches in terms of the specific needs of the target audience and the technical level(s) at which the courses should be pitched. Given the lower level of additional benefit of masterclass vi ECOTEC

13 provision as indicated by the survey results, the provision of training for specialist urban designers also needs to be positioned in relation to provision available from other organisations such as CABE, RTPI and private consultancies. Recommendation 3 Development of Rationale and Basis of Training Provision to Urban Design Specialists. The provision of training for more specialist urban designers could be packaged more coherently to ensure clearer learning routes for this group. The development of provision could be based on consultation with a representative sample of urban design officers or through the user groups as discussed below. Needs could be considered in terms of the following issues: knowledge of specific urban design topics; levels of competence/ years of experience in urban design; and the need to address capacity/organisational issues such as multi-disciplinary working and links to wider planning processes. The evaluation evidence has highlighted some limitations in respect of the e-learning component of the programme. In particular, users felt that the Website content could be linked more effectively to the course content by including follow-up reading material and exercises. This issue has now largely been addressed through the development of the 'Learning Space' on the UDL website. However, some further development work on the Website would address some specific issues around the relationship between the course content and the specific needs of particular target audiences. Recommendation 4 Website Development It is recommended that the Website is further developed to include a diagnostic tool that includes clear questions relating to the needs of built environment professionals and specialist urban designers. A facility could be introduced which refers users to appropriate learning routes depending on the answers given. The Capacity Check could provide a useful starting point to draw out specific diagnostic questions. The website could also provide more detailed information on the purpose of particular courses including, for example: relevance to particular target professions/groups; degree of specialist knowledge required; and particular organisational/ capacity issues that the training addresses. Accreditation The mapping survey update indicates that there is very limited demand for additional accredited courses in urban design. Moreover, views expressed by stakeholders on this issue suggest that alignment with the CPD framework may be the preferred way forward and/or affiliation to a recognised institution. Recommendation 5 - Alternative Approach to Accreditation UDL should encourage the programme to be aligned with the CPD framework. It is also recommended that a certificate and/or affiliation to a recognised institution (such as CABE or UDL, vii ECOTEC

14 itself) is introduced. Depending on resource availability, possible ways of maintaining attendees' association with UDL could include electronic news bulletins, quarterly newsletters or free attendance at annual networking events/ conferences. Management No major issues have been revealed by the evaluation in respect of the governance and management of the programme aside from the need to develop a more responsive approach to course development to meet the requirements of new initiatives and policies. Recommendation 6 User Group It is recommended that the Board consider establishing a user group made up of representatives from all of the relevant organisations and professions. This could meet on a six-monthly basis to examine emerging policy developments and their implications for urban design training in London. This would give the programme a more responsive management approach, particularly in terms or course content. Monitoring and Evaluation It is clear that a light touch approach to monitoring should be maintained. The feedback forms need to be kept as short as possible although in line with the suggestions below, some additional questions could be included to allow feedback on how the attendees feel that the courses will help them in their everyday roles. The evaluation has, nevertheless, highlighted a number of lessons that could be taken forward to improve future monitoring and evaluation of the programme Recommendation 7 Monitoring and Evaluation Approaches It is recommended that the Board consider the following in terms of enhancing the programme s monitoring and evaluation strategy: The need for monitoring to tie in more closely with skills evaluation for example, the board might consider if there is the potential to monitor skills outcomes using a capacity check model, for example drawing on the framework for skills outcomes used in this study (see Annex Three), or other national frameworks. These skills measures would need to be tailored to reflect the objectives of specific UDL courses. The need for a more regular mapping survey (annually or bi-annually) that addresses urban design skills capacity and demand for training, The survey should be used to track process and capacity issues within the relevant organisations, such as the standing and profile of urban design officers or the establishment of new mechanisms that enable urban design issues to feed into wider corporate and planning decision-making. This could involve commissioning studies similar in nature to this project but on a smaller scale, surveys carried out by UDL project staff, and/or self-assessment methods to support affordability. The latter would require viii ECOTEC

15 training participants to take ownership of the process, and collect and submit wider feedback from colleagues within their organisations. The use of detailed case studies to demonstrate impacts on organisational learning, design quality in development schemes and the perceptions of end users. In particular, individuals could be recruited to participate in longitudinal research so that the impacts of the programme can be tracked over the longer-term. The extent to which the monitoring and evaluation systems can be enhanced will depend not only on the time and resources available to the UDL team but also the buy-in of the user organisations that can supply information and data. While stakeholders acknowledge the measurement difficulties associated with this type of programme, it is also recognised that the need to demonstrate impacts will be important to securing further investment in the future. ix ECOTEC

16 1.0 Introduction ECOTEC Research and Consulting Ltd were commissioned by Urban Design London (UDL) in March 2009 to update the London Urban Design 2005 skills mapping exercise, to undertake a critical assessment and evaluation of the outcomes and impact of their work to date, and to develop recommendations for its future programme of activity. ECOTEC were assisted by specialists in Urban Design and Transportation from the Bartlett School of Planning, University College London. 1.1 Study Aims and Objectives The Invitation to Tender provides a clear articulation of the purpose of the review: To understand how effective the previous cycle of training provision was, to justify the content of what will be offered up to 2012, and identify opportunities to increase the positive impact of the programme. Specifically, UDL wishes to determine: If there has been a change in the level and scope of urban design skills in London since the 2005 survey; What current skills levels and deficiencies are; The impact of UDL's training programme on helping to create and maintain urban design skills in London authorities; and How UDL might best address training needs and aspirations in the future, including the preferred method of delivery and the desirability of various types of accreditation. 1.2 Key Evaluation Questions and Issues Mapping Exercise Update Table 1.1 sets out the study questions and issues relating to the mapping exercise update. Table 1.1 Mapping Exercise Update Key Questions The 2005 survey asked 2 high level questions: -Is there an urban skills gap in London? -What are the causes of the gap? UDL would like to know if the stated perceptions have changed, what the current skill levels and deficiencies are and what the appetite for learning and demand for training is in London. Identification of the number and distribution of employees with a remit for urban design, in local authorities in London and within the GLA family, particularly any posts created or lost over the last 3 years. To whom or what can any observed changes to or closure of the skills gap be attributed? What is the 1 ECOTEC

17 contribution by UDL to skills development in London over the past three years? Have any individuals or organisations received learning provided by HCA Academy on generic skills (previously ASC)? Record any significant changes in urban design related behaviours, practices and resources since 2005 (these where not reviewed in the original survey). Identify best practice initiatives and resources that have been created to support and improve urban design delivery by UDL users in the last 3 years. Identify if there is any difference in the current level of urban design skills between streets/highways professionals and planners. Suggest ways in which this may be addressed in future UDL programmes Effectiveness of UDL's Training Programme Table 1.2 sets out the specific questions and issues for the evaluation of UDL's training programme. Table 1.2 Evaluation Questions To what extent has UDL delivered the key components that the 2005 report identified to be included in bespoke training? How have the different aspects of the UDL programme had impact? -Which have been the most successful aspects of the training programme? -What evidence is there that training has changed practitioners behaviour? -How has the training of practitioners impacted on the delivery of sustainable communities? -The 2005 report identified that the method of delivery for bespoke training was crucial. How effective has the method been over the past three years? -Make recommendations for features of the programme that should be retained and enhanced, and which aspects should be revised or dropped? Assess how the quality of decision making (and subsequent outcomes) by the individuals UDL has trained has improved, and identify tangible examples of where this has resulted in a better urban realm. To what extent have the opportunities UDL has provided strengthened and added value to training and development opportunities offered elsewhere? Identify other key influencers that have had an impact on design skills and practices. What synergy has there been? The 2005 survey found that only 15 per cent of boroughs are involved in exchanges or joint public realm projects. What has been the role of UDL in creating cross-borough links and how helpful, useful and effective have these been? The 2005 survey found that only 33 per cent of boroughs had run in-house or external urban design training in the previous 12 months. With the roll-out of the UDL training programme, has this stimulated boroughs to offer or use more training opportunities? Recommendations Table 1.3 highlights key areas for consideration in developing the study recommendations. 2 ECOTEC

18 Table 1.3 Recommendations Areas for Consideration How UDL can best serve London authorities in terms of supporting and improving their urban design skills, practices and processes in the future. Is there a desire amongst practitioners for training they undertake to be formally accredited? If so, what level of qualification do people aspire to, or consider to be adequate and appropriate for their career progression? Activities UDL can undertake on an ongoing basis to help monitor its impact and aid future evaluation of performance. 1.3 Description of Evaluation Method Fieldwork This section provides details of the fieldwork that was undertaken to meet the evaluation objectives. The approach has been designed to ensure the evaluation captures the true outcomes of the programme; and to identify lessons learned about its effectiveness that can inform future approaches to training provision in London. The evaluation was informed by the following research stages: Desk based review of programme monitoring information and documentation a review was undertaken of all available programme information such as brochures, training expenditure and output information and previous evaluation documents. Stakeholder Consultations interviews were undertaken to assemble and secure perspectives from external stakeholders with an interest in the UDL training programme. 9 interviews were completed. Update Mapping Survey a survey of practitioners was undertaken focusing on urban design skills capacity and demand for training within local government and statutory public sector organisations 1 across London. 29 interviews were completed. Beneficiary Surveys additional evidence was obtained from surveys of beneficiaries provided with training support to gather views on the intermediate outcomes of the support, to measure the value of the benefits and provide additional evidence on process and delivery issues. The survey has secured 43 responses. Interviews with delivery partners - these interviews were used to explore key factors in the success or otherwise of specific training approaches. 1.4 Report Structure The remainder of the report is structured as follows: 1 London Boroughs, Housing Associations, GLA and Transport for London. 3 ECOTEC

19 Section 2 provides an overview of the Urban Design London programme including the context, rationale and description of activities. Section 3 reviews programme expenditure and outputs achieved. Section 4 outlines the key aspects of existing evaluation evidence. Section 5 presents the results of the updated mapping exercise on the current state of skill needs and training provision across London. Section 6 analyses the achievements of the UDL programme drawing on the findings of the beneficiary survey of training participants and the views of interested stakeholders. Section 7 presents the study conclusions, key lessons and forward recommendations. 4 ECOTEC

20 2.0 Overview of Urban Design London 2.1 Introduction This section of the report provides an overview of the Urban Design London programme and explains the strategic and operational context to the programme. The chapter includes: A logic framework for the UDL programme; A description of the programme aims and objectives; An explanation of the rationale for Urban Design London including an assessment of the need and case for public sector funding; and A detailed description of the support provided by the project and its approach to delivery. 2.2 Logic Framework Figure 2.1 presents the logic framework for the UDL programme, demonstrating the project context and rationale, theory of change and flow of activities to outputs, outcomes and impacts. The framework also sets out some key areas of strategic added value (SAV) relating to the indirect benefits of UDL's funded activities. This provides the basis for the detailed evaluation questions addressed through the various research tools, as described in subsequent sections. Figure 2.1 Logic Framework Context/ Project Rationale -Renewed focus in national and regional policy on the role of urban design in delivering sustainable communities or successful places -The need to address urban design skills gaps in the public sector, as highlighted in previous surveys and research studies. Impacts Improvements to the quality of building design Improvements to the quality of the public realm Resident/occupier satisfaction with development outcomes Theory of Change Inputs Activities Outputs Outcomes Funding for the UDL programme ensures that urban design professionals (specialists and non-specialists) are equipped with the appropriate skills and networking opportunities to achieve betterdesigned environments. Total funding of 729,000 from a variety of sources including LDA, TfL and CABE. SAV Activities -Seminars and courses including Foundation Seminar Series, Masterclasses and Workshops -Networking events Number of people accessing training Number of people attending events -Leadership in identifying skill gaps and new types of training provision -Leverage of additional resources to support training and skills development -Encouraging networking and spreading good practice in urban design -Supporting the co-ordination of urban design training in London Improvements in urban design skills and capacity including: - Appreciation of urban design principles for nonspecialists - Specific and generic skills development for urban design specialists 5 ECOTEC

21 Specific skills outcomes considered in the evaluation include: Appreciation of urban design principles and how they translate into practice; Confidence to deal with design issues; Ability to be intelligent clients; Understanding the role of different groups/professions in shaping the public realm; Financial and legal aspects and how it affects design outcomes; Sustainability issues; Engaging the community in shaping the urban realm; Ability to prepare and use appropriate urban design tools; Ability to negotiate for better design outcomes; and Creation of cross-borough links (e.g. joint realm projects). Specific impacts include: Improvements to the quality of building design; Improvements to the quality of public realm design; Improvements to the integration of highways design; Residents satisfaction with development outcomes; Occupier satisfaction with development outcomes; Greater certainty for developers; A faster development process; A better co-ordinated design process; and Enhanced (Section 106) developer contributions. 2.3 Urban Design London Aims and Objectives The Urban Design London Programme was launched in 2006 to support all London authorities achieve better-designed environments. UDL offers support, training and networking opportunities to help all involved share best practice, ask for advice and learn. UDL is supported by London Councils, Transport for London (TfL), London Development Agency (LDA), and the Commission for Architecture and the Built Environment (CABE). The UDL programme was designed to achieve a number of objectives as set out in a recent board paper 2 : to raise awareness and skills for delivering better quality places in London; to generate a better understanding of Urban Design; and to support a community of urban design aware practitioners (officers and councillors) and encourage them to form a support network. 2 UDL Board Paper 23 rd June 2008: Academy for Sustainable Communities Evaluation Paper 6 ECOTEC

22 2.4 Programme Rationale In essence, the rationale for the programme relates to two main issues: The role and importance of urban design in delivering the government's objective of creating successful places or sustainable communities ; and The need to develop urban design skills in the public sector, as demonstrated in a number of surveys and research studies The Role and Importance of Urban Design National and Regional Context Urban Design is the art of making places for people. It is therefore concerned with how they function, not just how they look. It covers the connections between people and places, movement and urban form, nature and the built fabric and the processes for ensuring successful places are delivered and maintained. 3 The sustainable communities agenda placed renewed focus on the role of urban design in developing successful places. A sustainable community is regarding as having the right balance and integration of social, economic and environmental factors to meet the needs of residents both today and in the future. 4 The Egan Review of Skills and recent work by the then Academy for Sustainable Communities (ASC) emphasised that the creation and maintenance of sustainable communities depends on the efforts of a wide range of occupations, including architecture, planning, civil engineering, surveying, housing, community development, neighbourhood management, economic development and, increasingly, environmental management. Sustainable Community skills cover not only the technical skills associated with the occupations listed above but also generic skills, such as visioning and strategy building, project management, leadership, finance, partnership working and communication. Urban design can be described as the art of place-making, and is a key discipline for shaping our built environment in a way that is attractive, user-friendly and functional in the widest sense. Urban designers have a key role in shaping the character and success of places, contributing to their vitality and viability as well as to their environmental quality and aesthetic appeal, and their very identity. Good urban design allows us to create places with built-in qualities that can be appreciated by all, for generations to come. According to 'Capacity Check' 5, the knowledge and skills base of urban design can be categorised under three headings: 3 Urban Design Compendium Website 4 Academy for Sustainable Communities Mind the Skills Gap the Skills we need for sustainable communities 5 Capacity Check is an urban design skills appraisal tool supported by a range of organisations including UDL and CABE. 7 ECOTEC

23 foundations of urban design; urban design topics; and roles in urban design. As befits a design profession, the urban designer is concerned with both creativity and practicality, applying skills from elemental geometry to the latest computer-aided visualisation. The urban designer s core skills are also usefully augmented by a diverse range of scientific and technical knowledge whether to do with the performance of materials, the dimensions of vehicles of the relationship between vegetation and microclimate. The urban designer also needs to be aware of the social and political issues relating to the allocation and configuration of public space, and the effects of physical design on human behaviour from the use of outdoor cafés to crime prevention. The ability to collaborate with other professionals whether architects, planners, highway engineers or landscape architects is important, as is the need to be sympathetic to the needs of the ultimate users, whether private clients of members of the public Skills Issues Prior to the start of the UDL programme the need to develop urban design skills had been identified in a number of surveys and research studies. CABE s review of design skills in local authorities undertaken in found that just 15 percent of authorities employ an architect, an urban designer and a landscape architect in the vetting of planning applications. A recent survey for the Royal Town Planning Institute confirmed that design awareness and urban design were two key discipline areas in which RTPI Corporate Members desired further development of their knowledge. 7 The ASC's key piece of research on the skills issues involved in delivering sustainable communities 'Mind the Skills Gap' 8 highlighted that organisations expect to have particular difficulties recruiting urban designers in the future. The report indicated that in landscape architecture, urban design and architecture, labour shortages are forecast to increase significantly - to 91 percent - by This was seen as a reflection of the growing demand for design skills and the lack of people entering the profession. The ASC research also highlighted a significant skills gap to be bridged, not only around design issues but also how effectively urban designers engage across different aspects of the development process in particular through skills development in aspects of financial and project management. The research highlighted a sense that design professionals could benefit from closer working with other sustainable communities specialists, partly in order to help future-proof designs. 6 CABE (2003) Survey Results: Review of local authority planning departments. 7 Royal Town Planning Institute (2005) A Survey of Discipline Knowledge and Generic Skills of RTPI Corporate Members 8 Academy for Sustainable Communities Mind the Skills Gap the Skills we need for sustainable communities 8 ECOTEC

24 In 2005, a mapping exercise of urban design skills and training in London was carried out for Urban Design London and Transport for London. The purpose of the exercise was to assess urban design capacity and demand for training within local government and public sector organisations across London. The key findings of the research indicated: There is a strong need for urban design skills, although there was also an underlying message that any training or capacity building must come with the right message: decision-makers will find it easier to buy-in to training if it is tied to the message that the training leads to increased resident satisfaction with the public realm. Few people working in relevant professions are in receipt of urban design training. Urban design training is only one of many things that must be covered by local authority training budgets. There was widespread support for the idea of bespoke training that is practical and content specific. E-learning or residential learning with additional mentoring support were suggested as possible methods of provision. Learning in multi-disciplinary groups would be a useful approach to overcoming conflicts of interest between different groups involved in shaping the urban realm. The report's key recommendations focused on the key components that need to be included in bespoke training. These included: appreciation of urban design principles and how they translate into practice; practical, context specific examples; appreciation of the impact of urban design intervention on different groups of the public and the wider urban realm; a working knowledge of the financial and legal aspects associated with projects and how it affects design outcomes; ability to negotiate and influence; ability to work in multi-disciplinary groups; engaging the community; and the ability to be intelligent clients, knowing what to demand and expect from all the professionals and decision-makers involved in shaping the urban realm. The findings of the mapping exercise were instrumental in informing UDL s approach to training provision. 2.5 Key Developments Since 2005 The evaluation will need to have regard to a number of recent contextual developments relating to the art and practice of urban design. These include: Design codes in recent years there has been increasing interest in the potential for Design Coding as a means of helping deliver high quality design, in conjunction with other planning instruments and approaches, such as master-planning. The purpose of a design code is to 9 ECOTEC

25 provide clarity over what constitutes acceptable design quality for a particular site or area, and thereby provide a level of certainty for developers and the local community alike. CABE has been a champion of design codes and authored CLG s Design Codes A Practice Guide published in Design and Access Statements Introduced in 2005/06, the statements are now required to support planning applications and should consider design issues and how development can create accessible and safe environments, including addressing crime and disorder and fear of crime. The Urban Task Force Towards a Strong Urban Renaissance (2006) this study draws attention to the need for better integration of transport with urban design, including the re-skilling of engineers. The report calls for engineers to be re-educated: creating a new profession of urban transport designers capable of producing efficient and elegant urban environments. The report also asserts that good transport planning and good urban design go hand in hand. Urban Design and Local Development Frameworks Guidance produced CABE in highlights the importance of integrating strong design principles in Local Development Frameworks. The guidance identifies five fundamental factors for better design policies: Embed design concerns across the new LDF policy hierarchy and beyond to the community strategy; Treat design as a cross-cutting issue which infuses all other policy areas; Base design policies on an in-depth understanding of local context and the design process; Recognise that design is importance beyond the scale of individual sites and can help establish LDF objectives at different spatial levels; and Ensure design policy addresses social and sustainable as well as visual and functional concerns. Department of Transport - Manual for Streets (2007) this guidance document represents a key advance in the recognition of the role of streets as urban places as well as urban roads. It aims to support the integration and reconciliation of transport, public space and urban design considerations. This signifies a shift towards the promotion of networks of streets and squares, of the kind associated with traditional urban design principles, rather than the creation of placeless territories dominated by the geometry of roads. Link and Place. A Guide to Street Planning and Design (2007) 10 - an innovative approach that suggests a way forward for integrating transport, urban design and urban planning considerations. This is applicable to all types of street, including arterial streets, and as such points a way forward beyond Manual for Streets. It has been applied by Transport for London. 9 CABE (2005) Making Design Policy Work: How to deliver good design through your Local Development Framework. 10 Co-authored by Peter Jones, Natalya Boujenko and Stephen Marshall 10 ECOTEC

26 Building for Life a partnership between several national agencies, led by CABE and the Home Builders Federation. The 'Building for Life' (BfL) criteria are a series of 20 questions which are used to evaluate the quality of new housing developments. Local authorities now require planning applicants to demonstrate how they have addressed the 20 questions. A formal assessment can be carried out by local planning authorities as part of the planning process. A particular driver has been the requirement for local authorities to report on the housing quality of development schemes using BfL in their annual monitoring returns. Credit Crunch and Economic Downturn - The national economy is undergoing significant change, with the recession, and existing squeeze of credit. Since the onset of the credit crunch there has been a dramatic reduction in the number of mortgage transactions, falling development activity, and concern about capacity in the development industry going forward. Changing perceptions of value may therefore have implications for the delivery of good quality design. New Provision in London a key development recently is the Postgraduate Certificate in Street Design and Management now offered by the University of Westminster. This is a new type of course aimed at professionals from a variety of backgrounds such as highway engineering, landscape architecture, town planning, transport planning, public management and other cognate disciplines. 2.6 Training and Support Offer This section provides a detailed description of UDL's training activities. The UDL training programme offers three main types of training activities: Foundation Seminar Series Masterclasses Workshops Other activities provided through the UDL programme (ad hoc sessions) include In-house Learning and Site Visits Foundation Seminar Series The foundation seminar series run by UDL is aimed at all officers involved in the built environment including planners, engineers, housing officers, transport engineers and councillors. As well as raising awareness of urban design issues, the sessions are intended to develop understanding of the roles of the different professions in urban design. The series consists of five seminars which can either be completed intensively over three days, or over the course of weeks or months. The sessions include presentations from urban design professionals, open discussions and practical exercises. The series has placed a firm emphasis on practical exercises and the application of urban design principles to case study areas 11 ECOTEC