This document provides an overview of public facilities and human resources. For public facilities, it discusses the role and types of public facilities, including higher-order, middle-order, lower-order, and mobile facilities. It also discusses guidelines for planning relationships between facilities. For human resources, it defines human resources as the set of individuals that make up a workforce and discusses concerns around considering people as assets/resources.

1. Welcome
to
PPT
on
public facilities
&
Human resources

2. Public Facilities

3. THE ROLE AND FUNCTION OF PUBLIC
FACILITIES
This sub-chapter gives guidance on the planning of
public facilities within residential settlements. Public
facilities are defined as those basic services which
cannot be supplied directly to the individual dwelling
unit and as a result are utilised away from the
individual residential dwelling unit within the public
environment. Public facilities satisfy specific individual
or community needs - including safety and security,
communication, recreation, sport, education, health,
public administration, religious, cultural and social.
Public facilities, as the name implies, are generally
regarded as the responsibility of government, whether
central, regional or local, and more often than not are
provided by government institutions. However, public
facilities are also provided privately, when the
government-provided services are perceived to be
inadequate.

4. TYPES OF PUBLIC FACILITY
Public facilities can be classed as higher-order, middleorder,
lower-order and mobile, depending on the size
of the area that they serve.
• Higher-order public facilities:
These facilities generally serve the entire region,
metropolitan area or city (e.g. hospitals,
universities) and are not provided for in the layout
planning process for single residential settlements.
The location of these public facilities is determined
by analysing the most suitable and accessible
location for the greatest number of people.
Essentially, these facilities are planned in terms of
an overall development framework.
• Middle-order public facilities:
These are facilities which serve a number of diverse
and different communities (e.g. high schools,
clinics).

5. These facilities are essential to individual
residential settlements, but the facilities serve a
threshold population which exceeds an individual
settlement, and therefore are supported by a
number of settlements.
• Lower-order public facilities:
These are facilities which are utilised by a
single or
a limited number of residential communities
(e.g. a
créche or pre-primary school) and which are
generally provided for in the design and layout
of
residential settlements.
• Mobile public facilities:
These are facilities which move from one
location
to another, serving a large number of
communities.
Many problems with regard to the spatial
location
of public facilities are increasingly being solved

6. (especially in less mobile communities) through
the
use of mobile public facilities - such as clinics,
post
offices and public telephones. Through mobile
facilities the ideal of allocating scarce resources,
whilst at the same time serving the greatest
number of people, can be achieved.
Functional categories of public facilities
Public facilities can also be defined in terms of
the
function that they serve (i.e. education, health,
recreation, culture and administration). Table
5.5.1
illustrates the hierarchical categories and also
indicates
whether the facilities are publicly or privately
provided, and the order of the facility.
GUIDELINES FOR HUMAN SETTLEMENT
PLANNING AND DESIGN
Public facilities

7. Relationships between public facilities
Table 5.5.2 is a compatibility matrix which attempts to
identify the degree of compatibility between various
public facilities when related to one another. The
degrees of compatibility are defined below.
• Compatible: There are interrelationships or
linkages between the facilities and they can be
located close to, or clustered with, one another.
• Neutral: There are no obvious linkages or
interrelationships between facilities; their location
together would have no benefits or disadvantages.
• Incompatible: The facilities are unsuitable to be
located in close proximity or adjoining one another
as their uses are contradictory.
Complex and intricate patterns and relationships exist
between various public facilities. An example of
relationships and interrelationships between various
public facilities is given in Figure 5.5.1.
The relationships depicted in the example refer to
• individual facilities (e.g. individual school buildings
with their own individual playing or exercise areas);
and

8. • shared facilities, including
- specialised facilities (e.g. main hall, main
library), and
- sport facilities (e.g. swimming pools, tennis
courts).
Figure 5.5.1: Relationships between public facilities
(Smit and Hennessy 1995)
The shared facilities will not exclusively serve the
schools but also be accessible to the public.
It is these interrelationships that present the
opportunity for the clustering of facilities. Essentially
there are two types of facility cluster:
Community
Pupils Pupils

10. BIBLIOGRAPHY
American Public Health Association (1960). Planning
the neighbourhood. Public Administration, USA.
Association for Consulting Town and Regional Planners
(1994). Ruimtelike riglyne vir uitlegbeplanning vir
middel- en lae inkomstebehuising. TPA, Pretoria.
Behrens, R and Watson, V (1996). Making urban places
- Principles and guidelines for layout planning. UCT,
Cape Town.
CSIR, Division of Building Technology (1995).
Atteridgeville Centre for the Disabled. CSIR, Pretoria.
CSIR, Division of Building Technology (1994). Stanza
Bopape Health & Community Centre. CSIR, Pretoria.
CSIR, Division of Building Technology (1995). Guidelines
for the provision of engineering services and amenities
in residential townships. CSIR, Pretoria.
DeChiara, J and Koppelman, L (1975). Urban Planning
and Design Criteria. Van Nostrand Reinhold.
Devas, N and Rakodi, C (eds) (1993). Managing fast
growing cities. Longman, Singapore.
Gauteng Department of Education (1996). Norms and
guidelines for reservation of school erven. Gauteng
Provincial Administration. Johannesburg.
Green, C and Hennessy, K (1996).

12. Human Resources

13. Human resources
Human resources is the set of individuals who make up the
workforce of an organization, business sector, or
economy. "Human capital" is sometimes used synonymously with
human resources, although human capital
typically refers to a more narrow view (i.e., the knowledge the
individuals embody and can contribute to an
organization). Likewise, other terms sometimes used include
"manpower", "talent", "labour", or simply "people".
The professional discipline and business function that oversees an
organization's human resources is called human
resource management (HRM, or simply HR).
Overview
The term in practice
From the corporate objective, employees are viewed as assets to
the enterprise, whose value is enhanced by
development. [1] Hence, companies will engage in a barrage of
human resource management practices to capitalize
on those assets.
In governing human resources, three major trends are typically
considered:
1. Demographics: the characteristics of a population/workforce, for
example, age, gender or social class. This type
of trend may have an effect in relation to pension offerings,
insurance packages etc.

15. Concerns about the terminology
One major concern about considering people as assets or resources is
that they will be commoditized and abused.
Some analysis suggests that human beings are not "commodities" or
"resources", but are creative and social beings in
a productive enterprise. The 2000 revision of ISO 9001, in contrast,
requires identifying the processes, their
sequence and interaction, and to define and communicate
responsibilities and authorities. In general, heavily
unionised nations such as France and Germany have adopted and
encouraged such approaches. Also, in 2001, the
International Labour Organization decided to revisit and revise its 1975
Recommendation 150 on Human Resources
Development,[2] resulting in its "Labour is not a commodity" principle.
One view of these trends is that a strong
social consensus on political economy and a good social welfare system
facilitates labor mobility and tends to make
the entire economy more productive, as labor can develop skills and
experience in various ways, and move from one
enterprise to another with little controversy or difficulty in adapting

16. Another important controversy regards labor mobility and the broader
philosophical issue with usage of the phrase
"human resources". Governments of developing nations often regard
developed nations that encourage immigration
or "guest workers" as appropriating human capital that is more
rightfully part of the developing nation and required
to further its economic growth. Over time, the United Nations have
come to more generally support the developing
nations' point of view, and have requested significant offsetting "foreign
aid" contributions so that a developing
nation losing human capital does not lose the capacity to continue to
train new people in trades, professions, and the
arts.[3]
References
[1] Elwood F. Holton II, James W. Trott, Jr., 1996, Trends Toward a Closer
Integration of Vocational Education and Human Resources
Development, Journal of Vocational and Technical Education, Vol. 12,
No. 2, p7
[2] http:/ / www-ilo-mirror. cornell. edu/ public/ english/ employment/
skills/ recomm/ quest/ qr_1b. htm Broken link, needs repair
[3] [a broad inter-sectoral approach to developing human
resourcefulness see United Nations Expert Meeting on Human
Resources Development.
`Changing Perspectives on Human Resources Development

20. Thank You
Done by
Tejeswar Reedy