This action might not be possible to undo. Are you sure you want to continue?
2nd edition (1st English edition)
ASAP Association for the Recognition of Studies in Architecture and Planning
Contents 1 1.1 1.2 1.3 1.4 1.5 2 3 3.1 3.2 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 Guidelines References to national and international standards Professional qualification and accreditation status International dimension of landscape-architectural studies Reciprocal, transnational recognition of university qualifications Creating university profiles General educational goals Contents and curricular structure of the educational programme Requirements according to EFLA Accreditation criteria for programme contents Specific knowledge/skills and competence of the landscape architect Theory related to professional practice Social competence Presentation, co-ordination and mediation Overview: requirements profile of landscape-architectural education Degrees / Diplomas Bachelor’s / Master’s programmes Diploma programmes Immatriculation criteria Course modules and ECTS (European Credit Transfer System) Practical training Practical training prior to Bachelor’s studies Practical training in between terms Training on the job Further education and training Study excursions Research and teaching Faculty Structures Professors Assistant professors / lecturers Visiting professors and other external lecturers Infrastructure Usable floor space Drafting studios/Student work spaces Workshops, laboratories, dp pools
4 4.1 4.2 4.3 4.4 5 5.1 5.2 5.3 5.4 5.5 6 7 7.1 7.2 7.3 8 8.1 8.2 8.3
5 8.8.4 8.1 10.3 10.6 9 10 10.2 10.4 10.5 Library Research laboratories Spaces for communication and presentations Funding / Third-party Funding Quality control Interaction between the profession and society Interdisciplinarity Educational credits Presentations Publications Appendix: Further applicable documents 3 .
landscape design. In view of the rich variety of studies offered by landscape-architectural education programmes—as it exists already or is anticipated for the time after the deregulation of universities—this will create a reference framework for accreditation designed to ensure both the national and international compatibility of educational programmes and to promote the different individual or regional profiles of accredited universities. after two or three years of practice (depending on the number of years stipulated by the respective state’s laws). The study programmes in landscape architecture—still traditionally also called ‘landscape conservation’ or ‘land planning’—prepare students for careers in a broad range of professions active in land and nature conservation. or the care of historic gardens. 1. regional planning. However. Parallel to these criteria. for the first time in the history of architectural and landscapearchitectural education. ASIIN and ACQUIN.1 Guidelines In this manual. Prerequisite for practising the profession are full-time studies and curricula which comply with the following national and international framework conditions: 4 . all should aim to offer a core programme that complies with the qualifications required by architects’ chambers and with the educational goals and contents of EFLA’s (European Foundation for Landscape Architecture) Education Policy Documents of October 1998. to be registered by the different architects’ chambers as licensed landscape and garden architects.1 References to national and international standards The education of landscape architects holds a special place in the academic world in so far as it prepares students for a profession that is protected by the architects’ laws of the different federal German states. The expert committee on landscape architecture is aware of the fact that these criteria must be adapted and up-dated regularly and therefore sees itself as a forum for fruitful discussions about how to educate future landscape architects. ASAP has formulated the revised professional criteria for the ac creditation of study programmes in landscape architecture (which complement the interdisciplinary standards of accreditation applied by agencies like ZEvA. the accreditation association of ASAP has gathered representatives from the different professional fields and the academic world with a view to introducing quality improvement and controls procedures into the different educational programmes. ASAP is also publishing the accreditation criteria relating to studies in architecture. The aim of the educational programmes is to make it possible for graduates. Not every study programme necessarily offers this chance. It is of special significance that. interior design and urban/regional planning in their second German-language editions.
the stipulated study periods are extended accordingly.2). • In analogy to the UIA Accord.2 Professional qualification and accreditation status 5 .national: • the German university framework legislation of 19 January 1999 • the ‘Joint federal states’ structural directive according to 9. The UNESCO/UIA Charter for Architectural Education and the UIA Accord on Recommended International Standards of Professionalism in Architectural Practice apply to architecture. 1. but may also—correspondingly—serve as a guide for curricula in landscape architecture. the minimum permissible period is four years exclusive of the necessary periods of practical training in between terms (see also para 5. a consecutive full-time five-year study period should be the aim. The following framework conditions for education programmes in landscape architecture are derived from the fact that they are subject to the abovementioned directives and laws: • A Master’s degree in landscape architecture presupposes that curricula leading up to it teach a sufficient number of the subjects listed in para 3. that is the future EU guidelines on the recognition of professional qualifications • the EFLA Education Policy Document in its June 1998 version. • Accreditation by ASAP is designed not only to fix minimum standards. In the case of part-time studies parallel to professional practice.2 University Framework Law (HRG) for the accreditation of Bachelor’s and Master’s curric ula’ (resolution of the Conference of Ministers of Culture and Education of 10 October 2003) international: • the European directives on the accreditation of university degrees (89/48/EEC) and the recognition of professional qualification certificates (92/51/EEC). but also to guarantee high-quality education.
Model 1 (study programmes 6 and 4) Accreditation for the new five-year consecutive studies (three years for a Bachelor’s degree in landscape architecture. Accreditation for shortened. Due to the European directives 89/48/EEC and 92/51/EEC. This means that • during the four-year course.The following list of qualification criteria reflects the fact that every university course in landscape architecture is geared to qualifying students for professional practice. This means that Masters • are qualified to work as landscape architects • are generally eligible for senior civil service positions • have also qualified to work abroad. as Master’s study modules are internationally ‘compatible’. four-year. study programmes follows the European directive for diploma degrees and the respective professional chamber legislation. In Germany. Accreditation is granted with the addendum: • Qualifies for professional activities as a landscape architect in Germany. bachelors acquire all the knowledge and skills indispensable for professional work 6 . diploma study courses are also accredited. in compliance with professional chamber legislation and with EU directives 89/48 and 92/51. immediately followed by a two-year Master’s course) as well as existing diploma programmes meet the criteria formulated in ASAP manuals. parallel to consecutive study programmes. Based on the different quality stages of curricula and the degrees they lead to. this generally also means for registration by the respective professional chamber. ASAP will specify its accreditation accordingly. Model 2 (study programmes 8 and 2) Deviations from Model 1 must be specially justified.
in compliance with professional chamber legislation and with EU directives 89/48 and 92/51.th Semester 4 years Modell 2 EU directive. Diagram: Consecutive study programmes in landscape architecture Model 1 Entitles gradu.-Ing. . possible higher civil service 9. possible higher civil service Dipl. it follows on from a bachelor’s programme and generally opens the way to higher civil service and/or to further academic work for a PhD. Accreditation is granted with the addendum: • Qualifies for professional activities as a landscape architect in Germany.th Semester ences Bachelor 3 years main diploma course 5. i. Universität degree 10.th Semester D i p l . higher civil service no chamber redistration higher civil service 4. Bachelor diploma 7.I n g .th Semester engineer univerity of applied sci6.M a s t e r ates to do a 2 years PhD.e.• bachelors have obtained qualifications enabling them to work as landscape architects • landscape architects with bachelor degrees are recognized throughout Europe according to EU Directives 89/48 and 92/51 • an additional two-term Master’s course is only possible—and accreditable—as a theoretical or design specialization which enhances and extends a landscape architect’s professional performance.th Semester Master 1 year specialization Modell 2 EG directive Entitles graduates to do a PhD.rd Semester intermediate diploma course 7 . th Semester 8.th Semester 3. This course is ‘consecutive’.
2. The accreditation certificate will possibly contain the following addendum: ‘ The Master’s degree qualifies for higher civil service positions’. influencing the debate about educational goals and contents. economic developments and environmental fac tors.st Semester This diagram also applies to academies. and these changes in the field have repercussions for the universities. but also new problems. Course advisors must explain the differences between Models 1 and 2 to university applicants. Following the joint declaration of the Conferences of Interior Ministers and of Ministers of Culture and Education. the accreditation committee may include a representative of the respective state government. In such cases. Traditional professional ways now come together with different political. Every university must aim increasingly to enable graduates from accredited study programmes to take up jobs abroad.3 International dimension of landscape-architectural studies The globalizing trend in the different fields of landscape architecture creates new potentials. ASAP runs and publishes a list of accredited courses for both models and registers them with the different architects’ chambers. ASAP accreditation must also confirm whether a certain Master’s degree certifies the qualifications necessary for higher civil service positions. ASAP certifies that models 1 or 2 comply with the ac creditation criteria and the grade levels obtained. 8 . 1. nd Semester 1. its success in teaching theory and analytical thinking and in promoting intellectual and social competence. The committee will examine the educational institute’s ability to train students in scientific work and the methods of the art. The transnational recognition of professional qualifications and educational programmes—beyond former separate national responsibilities—is a new factor that should be fostered with a view to greater mobility of both students and professionals. Every applicant university must include its accreditation status in the diploma supplements and certificates and has to publish it with its curriculum and ex amination regulations. depending on their status—university or university of applied sciences With its accreditation. on application.
1. 9 . transnational recognition of university qualifications The principle of reciprocity demands that universities and educational institutions recognize other study programmes of the same accredited levels with all their academic facets. analyze and protect different cultural backgrounds and to prepare them for taking social responsibility and responding to local contexts and identities in their future fields of activity. economic and ecological aspects of landscaping. The universities should therefore aim to establish landscape architectural educational profiles that comprise the creative artistic.4 Reciprocal. This requires a broad interdisciplinary educational approach which refers to natural processes and processes influenced/controlled by man. 2 General educational goals University courses in landscape architecture must prepare students for assuming societal tasks in their professional field. This means. in particular.5 Creating university profiles Bachelor’s and Master’s programmes are special academic-profiling instruments as they allow universities to set specialization priorities within the framework of their research-and-practice-oriented educational programmes. and between universities offering ac credited curricula. however. a university recognizes certificates from another university accredited to the above mentioned criteria. This recognition does not mean that each and every qualification or grade from accredited programmes must be recognized. The principle of reciprocity has been adopted to encourage exchanges of ex perience between students and teachers.1.Such increased mobility makes it necessary to teach future landscape architects to respect. the recognition of study certificates obtained at other universities if the latter have been accredited according to the standards listed in para 1. technical. it must also accept the achieved academic level of proficiency. as well as the scientific. 1. Every university is autonomous and entitled to recognize or reject qualifications according to its own capabilities or criteria. social. If.
ecologically sensitive. 10 . The educational programmes should impart the necessary knowledge and skills required in professional practice • encouraging. economic and social matters relating to landscaping which will enable graduates to assess the potential repercussions of their planning projects (and whether the intended developments resulting from them will actually happen). economically astute and socially responsible personalities. landscape. to assume leadership in interdisciplinary working groups and to control planning processes (mediation and co-ordination) • fostering capabilities for deployments abroad • teaching planning theory and how to apply different planning methods • training the specific new media skills needed in professional practice The university education of landscape architects must comprise two basic strands: • qualifying competent. to work with interdisciplinary teams. to implement plans and co-ordinate projects • enabling graduates to shape their own project processes. the acquisition of the theoretical knowledge and practical skills which will enable graduates to plan. in particular. creative and critical experts in planning and building.The general goals for educating landscape architects are: • providing an overview of the professional profile and field of the landscape architect as an autonomous planning discipline but complementing the other disciplines with regard to the specific problems and requirements arising in connection with plants. design and preserve urban structures and rural areas according to human needs and taking into ac count the needs of nature. and • developing intellectually mature. nature and ecology. scientific. of landscapes and man’s cultural heritage • imparting basic knowledge in all technical.
in doing so. social and natural sciences. industry. mining.Landscape architecture is a discipline marked by interdisciplinarity comprising a number of important subject elements from the humanities. more general. 3 3. climate.2. engineering sciences – project management and economics – landscape and nature conservation. The assessment must judge whether modules comply with existing educational standards or not.1 Contents and curricular structure of the educational programme Requirements according to EFLA The EFLA Education Policy Document for landscape-architectural studies lists the following essential subjects. technology and art. Accreditors will assess possible combinations of compulsory and facultative subjects/compulsory subject choice or study modules. soil. 3. landscape and garden architecture. judge the percentage of effective teaching and studying methods like interactive learning or self-motivated student project seminars in relation to the total number of (and time spent on) compulsory subjects. recreation and tourism) • technology and management – data processing – contract laws. planning of urban parklands • natural foundations and land use requirements – ecology (flora and fauna. etc. rather than individual courses and. history of urban planning. society and the environment – history and theory of landscape architecture – history of art and architecture. academic qualifications and practical skills • designing and planning in landscape architecture – theoretical knowledge – skills • man. urban development/building. traffic.) – land use requirements (agriculture.1 Specific knowledge / skills and competence of the landscape architect 11 .2 Accreditation criteria for programme contents The accreditation committee will check whether the list of subjects offered by applicant universities complies with both the basic. construction technology. water. gardening 3. and the specific qualifications mentioned below as required for the practice of landscape architecture.
in particular those regulating – nature protection/wildlife conservation – planning and building laws – law of contract (Civil Code.Analogous to the tasks formulated by the architects’ laws. – final planning and detailing. landscape areas and the environment. the landscape architect designs and looks after open urban spaces and parks. taking into account – user requirements – the biotic and abiotic natural potentials – the appearance and character of a landscape/city and the basics of landscape aesthetics – the historical cultural heritage (man-made landscapes. etc. care of parks) • applying various technologies and biological engineering techniques. taking into account the economic framework conditions in connection with – economical construction methods and technologies – maintenance measures and costs – monitoring and management concepts • competence in dealing with the landscaping of sites and open spaces. ecological. e.) 12 . University programmes in landscape architecture must therefore ensure that graduates obtain qualifications. contracting rules for award of public works. sites and open spaces – – – – – project-specific designing spatial planning efficient.g. contracting. targeted working methods application of different analytical and planning procedures confident use of different levels of scaling and planning • competence in developing urban and rural areas. knowledge and skills in the following fields: • designing of landscapes. accounting • taking into account the relevant laws. technical. monument conservation. financial and social parameters involved in landscape planning. including plant selection – material list (knowledge of materials and their behaviour) – tendering. including all the artistic. scale of fees for architects and engineers.
planning offices. implementing contractors and parks departments • promoting interdisciplinary teamwork • self-evaluation.3 Social competence • ability to solve problems and work in a team • heading working groups or departments.2. students must have acquired some practical experience and knowledge of the most common plants. contractors.3.2 Theory related to professional practice • Prior to immatriculation. co-ordination) • competence in integrating economic and social aspects 3. taking into account economic framework conditions and sociological aspects. negotiating skills in the professional context (mediation.2. • Students should learn to deal with highly complex planning processes while also receiving practical training. representatives of public departments) • ability to present planning contents to non-professionals (clients. the public) 13 . • Educational programmes must integrate periods of training on the job in firms active in the professional fields students wish to work in after graduation.2. co-ordination and mediation • ability to present planning contents to professionals (planners. application of personal evaluation criteria • readiness to accept criticism. ability to reflect criticism of one’s own actions • conflict management: mediating between parties.4 Presentation. • Students must learn to apply basic theory to practical planning. 3.
negotiating in the professional field 3. interdisciplinary approach and co-operation. and their critical representation Social competence Fostering team spirit.• planning in the context of specific societies and cultures • co-ordinating and mediating between the demands of several interest groups (in the context of a planning project). methodolgy Rendering skills Preparatory practical Co-ordinating office for practical training periwork prior to immaods. ability to deal with conflicts Presentation Co-ordination mediation Presentation methology/techniques. both oral and grafihics/visual Presentation of projects Exercises Improvising/ad-hoc exercises 4 Degrees / Diplomas 14 .Reading papers etc.5 Overview: requirements profile of landscape-architectural education Overall requirements SPECIFIC REQUIREMENTS Minimum standars Didactics Professional and political competence - Compulsory subjects lectures Facultative subjects/compulsory choice Theory of design and planning. application of broad range of different CREATIVITY Application of professional knowlegde/skills in sloving planning and design problems Closeness to professional practice - - - EVULATION Critical assessment of planning projects and expertises. triculation Practical work periods (in planing offices or on-site) in betweeen terms Group project work Interdisciplinary cooperations with other departments Developing project solutions with changing ‚“Player“ improvising/adhoc exercises project work seminars exercises ANALYSIS autonimous analysis of abstract data and situation. accetance of criticism.2.
interdisciplinary studies offered by universities. with the exception of four-year Bachelor programmes that comply with European directives (quoted in the Appendix. and will possibly be requested to attend complementary courses before starting on a Master’s degree. Bachelor graduates in a subject related to landscape architecture will therefore be able to study for a Master’s degree in landscape architec ture. They may also go on studying for a Master’s degree at a German or foreign university. mainly basics. a Bachelor’s degree in landscape architecture may also form the basis for other postgraduate. These programmes permit the combination of different courses and also enable students to change from one type of university to another.2 in a shortened form. A Bachelor’s degree does not. qualify for independent practice as a landscape architect or for being registered or licensed by an architects’ chamber. the second to a Master’s degree.1 Bachelor’s / Master’s programmes Bachelor The first stage of studies in landscape architecture must essentially teach the basic theory and skills of the ‘art’ and foster awareness of the problems of design. Graduates must be able to apply artistic approaches and scientific knowledge to the development of landscaping methods and solutions to specific briefs. Bachelors are qualified for jobs in landscaping. the first course leading to a Bachelor’s. 4. either in public departments or with private offices. however. For students to be able to obtain a Bachelor’s degrees within the stipulated study period. 15 . Every profile should be geared to one or several fields of professional activity and specify subjects accordingly. Further Applicable Documents). co-ordination and implementation of landscaping projects.The University Framework Law of 19 January 1999 stipulates that the new study programmes are divided into two. If a student does not wish to become a landscape architect as such. Bachelor’s programmes should concentrate on essentials and basics and not anticipate the in-depth education of follow-on Master’s courses. but a selection of subjects. universities must offer clear basic curricular profiles. Bachelor’s programmes are not meant to teach all the contents listed in para 3.
Post-graduate Master’s programmes Post-graduate Master’s programmes are evaluated and accredited according to the same criteria as consecutive Master’s courses. Such accreditation will apply the criteria of the ASAP manual correspondingly. The ministries of culture and education of the different federal states are currently examining and recognizing the different study programmes based on framework examination regulations. research and development capabilities so that Masters will be fully qualified landscape architects as described in para 3. new diploma courses must be accredited if and when there is no framework examination regulation for them or an existing regulation is no longer applicable. In general. the ensuing Master’s programme deepens knowledge of the core subjects of the discipline. It qualifies for independent professional practice and.2 Diploma programmes The diploma programmes subject to the German framework examination regulations are non-modular and therefore internationally incompatible. In future. they do not qualify for professional practice as a landscape architect as this presupposes a fouryear study of landscape architecture. The ãStatutes for an inter-state and inter-university accreditation procedure’ (passed by the Conference of Ministers of Culture and Education on 24 May 2002) therefore stipulate that in future. This programme is designed to give students the opportunity to choose and develop their own priorities in addition to landscape architecture. after some years of practical experience. above all. there will be no more new framework examination regulations. students acquire specialized knowledge and. for registration as a landscape architect. which should remain the main priority throughout. In addition. Study courses may concentrate more on research or on practical application.Master Following on from the basic academic education in the theory and methods of landscape architecture. 4. A Master’s degree certifies the success of the landscape architectural education. 16 .
This applies in particular to students wishing to obtain a Master’s degree in the core disciplines of landscape architecture decribed by the EFLA in its ‘table of contents’ for diploma programmes in landscape architecture. The immatriculation criteria for the consecutive Master’s study programme stipulate a Bachelor qualification and. Modules must define minimum subject contents and form educational building blocks that can be sensibly combined. planting techniques and biological engineering. especially in botany and the use of plants. regional planning or related subjects.3 Immatriculation criteria The immatriculation criteria for applicants to a Bachelor’s course correspond to the criteria stipulated by the general civil code of the respective federal state. The admission criteria for such a post-graduate study course is a Bachelor’s degree or a diploma (Diplom-Ingenieur) from a university of applied sciences.4. is generally not part of the basic education programme qualifying for professional practice. Universities should run the required aptitude tests and offer the necessary ‘recovery courses’. A mere two-semester Master’s programme. In cases where applicants have not (also) obtained a Bachelor’s degree in landscape architecture. Credit points should be awarded for every module. but of post-graduate further education. Graduates of diploma programmes are eligible for admittance to a Master’s course without having to pass either form of aptitude test. in addition. This will generally prolong overall study periods. urban design. they must at least pass the aptitude test and complete certain compulsory Bachelor course modules. This is why course modules and their evaluation according to the European Credit Transfer System (ECTS) is required so as to guarantee the interchangeability of professionals at national and international levels. consisting of one study term and one in which candidates work on their thesis. 4. 17 . architecture. In such cases aptitude tests are at the discretion of the universities. or by a special entrance exam.4 Course modules and ECTS (European Credit Transfer System) The new Bachelor’s/Master’s study programmes must foster the internationalization of the specialized university education. Studying for a Master’s degree in landscape architecture or closely related subjects presupposes a Bachelor’s degree or diploma in landscape architecture. Subject agendas designed without this interconnectivity would not lead to the same holistic qualifications. an aptitude test—either by verifying the average marks of the preceding course.
students must do periods of practical training of at least three months with one of the firms which implement landscaping projects. 5. Periods of practical work and training must not result in the period of academic studies at university—which must be a minimum of four years full-time for the consecutive Bachelor’s and Master’s courses (see also para 1. The total time of the university education will be extended accordingly. 5. to gather valuable experience which will help them in their academic studies. however. if so. Periods of practical training are therefore essential curricular modules. accompanying lectures and a final report (to be marked)—is also necessary.3 Training on the job 18 . accompanied by the related practice-oriented classes. replace the academic study or parts thereof.1 Practical training prior to Bachelor’s studies Prior to taking up a Bachelor’s course. Constant contact with the university throughout these months—in the form of tutored exchanges of experience.5 Practical training Practical work. an implementing enterprise. but through practical work students acquire experiential knowledge that they cannot learn theoretically. This is particularly recommended and does not jeopardize the consecutive character of the new two-stage study programme. etc. However.1)—being shortened. we strongly recommend completing an apprenticeship with a horticultural or landscape gardening enterprise or with a sports-field developers. The recommended periods of practical training should be done in between terms or the months between Bachelor graduation and start of the Master’s programme. 5. a parks department. It cannot and should not.) are essential for students to apply and deepen their newly acquired knowledge and skills. in between academic terms is an important part of every landscape architect’s university education. Both practical and apprenticeship will help students to ascertain whether they have chosen the right profession and.2 Practical training in between terms Practicals in between terms for a period of at least three months at a time (with a landscape architect. or with a public office active in this field.
private offices or public departments. Life-long learning is therefore uncontestably necessary to ensure the quality of one’s professional work. university teachers must develop research projects and independent professional activities in order to maintain the quality of their courses in landscape architecture and to keep in touch with developments in the field of professional practice. This applies to short or day trips to building sites. 5. as design activities often raise problems and questions which can be studied through scientific analysis. near-by parks and gardens. It goes without saying that professors’ professional activities are related to the subjects they teach or. professors of the classical planning subjects of landscape and open-space design and planning will also practise in these fields. while professors of basic or technical subjects will generally focus on research or on work in scientific committees.4 Further education and training Much of the total professional knowledge cannot be acquired once and for all at university because many subjects/fields of activity are subject to cyclical changes and must therefore be studied all the time parallel to professional practice. employment prior to such registration. Landscape architectural research may also investigate the design and planning process itself. graduates with a Master’s degree in landscape architecture must spend some years in employment with a registered landscape architect to become eligible themselves for formal chamber registration in the architects’ list of their state of residence. 6 Research and teaching Parallel to their academic teaching duties. indispensable element of studies in landscape architecture. Thus. in other words. 19 . Only then are they allowed to carry the title of occupation ‘landscape architect’. Universities are advised to run the necessary courses as part of their comprehensive curricula. as well as to ex cursions over several days.According to the architectural laws valid in the German federal states. 5. that their research and professional activities depend closely on their teaching. Most federal states stipulate a period of two years. some of three years.5 Study excursions Excursions are an essential. nature reserves.
1 Professors Professors–usually called to a chair from among practising professionals—must be involved in the entire ‘breadth and width’ of their subject. faculty members should by all means practise independently withing the limits of the occupational regulations they are subject to.7 Faculty Structures Applications for accreditation should list the academic faculty members. to publish papers and books on his/her subject(s). 7. A qualified university teacher is expected to give lectures. For the quality of their teaching to be guaranteed.g. if they are given the time—parallel to teaching—to carry out research as well as planning projects. 20 . Curricula of urban/regional planning should be conceived in close connection with professional practice and therefore have to rely heavily on the professional qualifications of the faculty. both in research and teaching. their teaching subjects and activities. Applications for accreditation should describe the relationship between students and professors and contain data on the number of first semester students. The high qualification of university teachers will only be maintained consistently. to participate in competitions himself/herself. as well as their social commitments. to act as competition juror or advisor to the organizers of such competitions. Dealing with practical problems is necessary so that research and teaching activities do not ‘drift off’ into theory alone. e. independent professional work. but also of their scientific and/or artistic achievements and pedagogic qualifications. total number of students and number of graduates. research projects. They must not only be able to give evidence of the reputation they gained in previous positions. professors must not neglect. Notwithstanding. The employing university administration regards such activities as a side line and urges professors to apply for special permission. their research and practice. least of all give up entirely. publications. and to be active as a planner or consultant. Documents should also describe the management structure of the respective department and give information on how the different committees prepare for and run the decision-making processes. service in the university’s self-administration or other voluntary work.
21 . for registration by an architects’ chamber. 8. In addition. Another aspect relevant for accreditation is how the project studios and design workstations are assigned to students and at what times they are available to them (opening hours). The minimum requirement for those teaching planning and design subjects is that they are already eligible. 8. central administration).7.1 Usable floor space Applications for accreditation should include statistic material on the university’s usable floor space. as well as those to which ex ternal experts contribute—including interdisciplinary curricular events—should be clearly marked in the published plan of studies for each term.2 Assistant professors / lecturers Assistant professors and lecturers at universities and universities of applied sciences support the senior professors in their research and teaching duties. 8 Infrastructure Data on the applicant university’s infrastructure mainly concern information which helps validators to assess the quality of its teaching and research. offices (department secretariat. in terms of professional experience. they are able to introduce practical problems from the field into the academic education. 7. Applicants for such positions should have gathered practical professional experience in the field following their graduation.2 Drafting studios/Student work spaces Documents should list the floor areas available for student workplaces and quote the ratio of workplaces/drafting tables/CAD workstations to the number of students. seminar rooms. Seminars and lectures offered by these specialists. Applicants for such posts (which entitle them to hold examinations) should possess the same qualifications as full professors. its teaching facilities (lecture halls. These should be also included in the documents submitted for accreditation.3 Visiting professors and other external lecturers Visiting professors and other external lecturers support research projects and assume teaching duties. project and design studios).
assistant professors.8. The information should include the following: holdings (number of books and international specialized journals. botany/ecology. e. technical staff like engineers and computer experts. permanent employees like secretaries. and those available to every student for selfmotivated work. 8. soil testing.g. and specify the research projects carried out there. 9 Funding / Third-party Funding Applications for accreditation must include the budget figures (if known) for permanent academic staff (professors.3 Workshops. etc. DP pool. where it is located in relation to the faculty building(s)—and whether it also has a specialized library. equipment and supervision structure of the various workshops and laboratories. DP pools Applications for accreditation specify floor space sizes. lecturers). for model building. photo lab. Spaces for presentations are used mainly for exhibitions of study and graduation projects. which either belong to a specific department or are used by different departments. norms and directives as well as ‘grey’ literature). 8. laboratories.5 Research laboratories Documents should list the research labs.4 Library Applicant universities must state whether the library named is a general university library with publications on all subjects—and if so.6 Spaces for communication and presentations Spaces for communication are the areas and rooms available to and used by faculty and students alike in between lectures and seminars. 22 . and staff numbers. 8. Documents should distinguish between those workshops that are integral to the teaching of specific subjects.
Other third-party funds. gardeners. the following aspects are important for assessing the quality and quality control—regarding didactics and research—of the new (Bachelor’s and Master’s) educational programmes: 10. etc. administered directly by the department. Applicant universities must give proof that their budget is sufficient for implementing their educational goals and for providing the necessary spaces. distinguishing between external and internal evaluations. The list of research projects should include third-party funding administered/accounted for by the university’s central accounts department. 23 . as well as the sums available for materials and external/temporary lecturers. educ ational tasks and visions • information on students’ backgrounds in so far as these affect the nature and goals of the courses in question • a self-evaluation regarding the university’s educational policy and the existing in its equipment with educational ‘tools’—or required changes to these—as well as a critical assessment of the courses’ and entire programme’s overall educational goals • data on contacts with alumnis and how successful they are in their careers. or urban contexts if these affect the educational profile • a short description of the programme’s history and its development into a multi-stage course of studies • information on the department’s theoretical and didactic approaches. tutors. regional.laboratory technicians. may also be listed.1 Interaction between the profession and society Applications for accreditation should include • a brief university profile including information on its national. Evaluations carried out in the past should be quoted. etc. 10 Quality control In addition to infrastructural and financial data..
exam regulations. 24 . Accreditors should be provided with a cross-section of students’ papers and projects such as • examination questions and answers. 10. projects • design questions and answers. Documents should give proof of how interdisciplinarity is taken into account in the curriculum. following a comprehensive description of the academic programme. Bachelor’s and Master’s graduation projects • research projects. i.5 Publications Publications from and by the different university departments should be listed in the reports sent in with the application. 10.10.3 Educational credits The required credits should be listed.2 Interdisciplinarity Interdisciplinarity is an essential part of the professional activities of landscape architects and must therefore form an equally essential part of the respective educational programme and research. including regular/serial publications by the applicant department. 10.e. projects • study projects as part of the curriculum • semester papers/projects. the curricula and schedules. i. lecture timetables (with explanatory comments). details of the design/planning projects and their organizational structures. and should specify the teaching ‘imports’ and ‘exports’ beyond and between professional subjects.e.4 Presentations Applications for accreditation should also include public exhibitions at ex ternal venues as well as university-internal presentations.
general regulations of the recognition of university degrees/diplomas. Access to careers in the higher civil service echelon.I. inter-university accreditation procedure. and directive 92/51/EEC by the EU Council of 18 June 1992. Education Policy Document 1998.7. UNESCO-UIA Charter for Architectural Education. both as amended by directive 2001/19/EU of 14 May 2001. Joint structural directives of the federal states. for the accreditation of Bachelor’s and Master’s educational programmes. 19 July 1999. 25 . UIA Accord on Recommended International Standards of Professionalism in Architectural Practice. Joint Declaration of European Ministers of Education. Directive of the European Parliament and the Council for the Recognition of Professional Qualifications. 18).I/Federal Law Gazette I). Statutes of an inter-state. Brussels. following 9. 7 March 2002. UIA and Architectural Education – Reflections and Recommendations. Bologna. 3138). 85/384/cee. UNESCO/UIA Validation System for Architectural Education. latest amendment following article 1 of the law passed on 8 August 2002 (BGBl. para 2 HRG. Bundesgesetz blatt I (BGBl. Statements by ASAP. European Architects’ Directive (no. Directive 89/48/EEC by the EU Council of 21 December 1998. resolution of the Conference of Ministers of Culture and Education of 10 October 2003.Appendix: Further applicable documents EFLA (European Foundation for Landscape Architecture). p. 10 June 1985). July 1996. second general regulation on the recognition of professional qualification certificates. resolution of the Conference of Ministers of Culture and Education of 10 October 2003. resolution of the Conference of Ministers of the Interior of 6 June 2002 and the Conference of Ministers of Culture and Education of 24 May 2002. COM (2002) 119 final appendix V. 27 July 2002. ZEvA and KMK on the length of BA and MA study periods (in architecture) of 8 December 2003. 28 June 1999. p. German university framework law (HRG) of 19 January 1999. 27 July 2002.
Regional and National Planning • AK BW – Chamber of Architects of Baden Wuerttemberg • AIK SH – Chamber of Architects and Engineers of Schleswig-Holstein • FBTA – Conference of Faculties of Architecture • DARL – Conference of German University Deans and Heads of Departments • IFR – Information Circle for Regional Planning • ARL – Academy of Regional Research and Planning • HKL – University Conference Landscape Chairman: Professor JŸrgen Bredow Deputy Chairman: Rainer Hilf This brochure was authored by Professor Gert Bischoff and Christoph Gondesen.asap-akkreditierung.de> www. Speaker of the Expert Committee on Urban/Regional Planning: Wolfgang Voegele 2nd German edition: January 2004 1st English edition: 2004 26 . The architects laws of the different federal states.de ASAP is a registered association of the following member organizations: • BDA – Association of German Architects • BDIA – Association of German Interior Designers • BDLA – Association of German Landscape Architects • SRL – Union for Urban.The university laws of the different federal states. supported by Thomas Leyser and Matthias Gehrcke as part of the work of ASAP’s committee on landscape architecture. © ASAP Akkreditierungsverbund fŸr Studieng_nge der Architektur und Planung c/o Bund Deutscher Architekten K_penicker Strasse 48/49 D—10179 Berlin phone +49 (30) 27 87 99–0 fax +49 (30) 2787 99–15 email <info@asap-akkreditierung.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue listening from where you left off, or restart the preview.