Kozová Mária1, Majchrowská Anna2, Pauditšová Eva 1

1Comenius University in Bratislava, Slovakia 2Łódź University, Poland

Teaching Landscape Ecology and the European Landscape Convention

at Slovak and Polish Universities

Liptov region, Slovakia

Content of the presentation

The aim is to present detailed results of a survey on Landscape Ecology (LE) and European Landscape Convention (ELC) education carried out from April to July 2013 in Slovak (5/8) and Polish (9/9) universities / faculties and updated in February/April 2014.

Based on the survey results we evaluate and compare Slovak and Polish universities in terms of following research questions:

(a) what additional courses extending theoretical knowledge of Landscape Ecology / Landscape are included in the curriculum?;

(b) what related courses expanding the practical application of knowledge of Landscape Ecology / Landscape related to the European Landscape Convention issues are on the offer for students;

(c) what future development and upcoming changes are expected in Landscape Ecology / Landscape education and in other courses related to the European Landscape Convention?

Park in Łódź

University of Žilina (1953) University of

Prešov (1997)

Technical Univ. of Košice (1952)

P. J. Šafarik Univ. (1959)

Technical University in Zvolen

(1952)

University. of Matej Bel in

Banská Bystrica (1992)

Slovak University of

Agriculture in Nitra (1952)

Constantine the Philosopher

Univ. in Nitra (1996)

Comenius University in

Bratislava (1919)

Slovak University of Technology

in Bratislava (1937)

Catholic University in

Ružomberok (2000)

Slovak universities with tradition of teaching Landscape Ecology or Landscape Sciences

HEI engaged

to the survey

Density of collegiate-level institutions of higher education in Poland

Source of map: http://en.wikipedia.org/wiki/File:PL-uczelnie.png

In total, there are 453

universities and

collegiate-level

institutions of higher

education in the country

including 132

government-funded and

321 privately owned

universities, with almost

1,68 million enrolled

students as of 2013.

Source: Central Statistical Office (Poland): Higher Eductation Institutions and their Finances 2012, Warsaw 2013

LS/LE education in selected Slovak universities: History and current status

Name of the

university

History and current status

Question: When were Landscape Science (LS) courses introduced?

Question: When were Landscape Ecology (LE) courses introduced?

Current dominant thematic focus of LE or LS (with historical background)

Comenius Univ. in Bratislava (Faculty of Natural Sciences)

• as early as the 1960s LS and Geoecology were taught by teachers from the Dept. of Physical Geography for the students of Geography (L. Mician)

• Since the beginning of 1990s – LE was established as a one of the main courses of Environmental studies

• 1992 – LE course was lectured for the students of Environmental Sciences and Geography Programmes

• 2004 – LE course was lectured for the students of Geology Programme

• in the 1960s dominated abiotic approach to the landscape study

• in the 1980s LS courses were influenced by Soviet (Russian) landscape school and also Landscape Planning was influenced by the methodology LANDEP (Ružička, Miklós)

• courses were and are oriented to abiotic and biotic environment

Slovak University of Agriculture in Nitra

• 1996 – Dept. of Ecology, Horticulture and Landscape Engineering Faculty

• 2004 – Dept. of Ecology, Faculty of European Studies and Regional Development

• 1996 - LE course was lectured for the students of Landscape engineering and Garden and Landscape Architecture Programmes and from 2004 also for students of Dept. of Ecology

• courses are focused ecologically and biologically, biotic component of landscape is dominant

Slovak University of Technology in Bratislava

• 1990s – Faculty of Architecture, Dept. of Ecology and Faculty of Civil Engineering, Dept. of Water Management of Landscape

• 2008 – Institute of Management

• 1990s – LE was established as a one of the main courses of the studies

• 1990 onwards – LE course has been lectured for landscape architects, water engineers and from 2008 also for spatial planners

• courses are focused environmentally, abiotic and biotic components of landscape are dominant, substantial is the impact of the landscape planning

LS/LE education in selected Polish universities: History and current status

Name of the

university

History and current status Question: When were Landscape Science (LS) courses introduced?

Question: When were Landscape Ecology (LE) courses introduced?

Current dominant thematic focus of LE or LS (with historical background)

Warszawa Univ., Faculty of Geography and Regional Studies

• Since the 1980s Comprehensive Physical Geography course was conducted, course was replaced by Geoecology

• 1993-1995 for students of Geography

• 1996-2002 – two parallel lectures LE – for Geography and Environmental Science

• 2013 for Geoecology and Landscaping

• Courses are associated with a long tradition of comprehensive physico-geographical research, dating back to before World War II (lectures: J. Kondracki, A. Richling, J. Solon)

• in the 1980-ies LS courses were influenced by Soviet (Russian) landscape school

Maria Curie-Skłodowska University in Lublin

• 1990 (Study of landscape) • 1995 – Institute of Biology • 2009 – Institute of Earth

Sciences and Spatial Management, Geography

• LS courses were associated with Russian school and Polish Landscape Aesthetic School as well as with American Human Geography

• LE courses are more biologically oriented

Nicolaus Copernicus University in Torun

• 1987 (Basics of Physical Geography)

• 2004 (Geoecology) • BoPG – holistic approach to environment

• Geoecology – oriented to abiotic environment

Bialystok Technical University

• 1993 (Landscape Ecology) • 1993 (Landscape Ecology) • Oriented on abiotic and biotic environment

General topics of LE courses and examples of additional courses/topics extending theoretical

knowledge of LE Examples from SK and PL

Comenius University in Bratislava (SK)

Technical University in Zvolen (SK)

Warsaw University (PL)

Maria Curie-Skłodowska University in Lublin (PL)

Bialystok Technical University (PL)

Classification and Typology Landscape

LANDEP Methodology Geochemistry of Landscape

Geochemistry and Geophysics

Geology and Geomorphology

Landscape -components -structure -potentials

Assessment and Evaluation of Landscapes

Landscapes of Poland and Their Use

Ecophysiography Functioning of Geosystems; Shaping of Environment

States of landscape; Landscape Processes

Functioning of Geosystems

Soils in Landscape Protection of Landscape

Geobotany in Environment protection

Ecological networks; Green Infrastructure

Territorial Systems of Ecological Stability

Abiotic Landscape Characteristics

Revitalisation of Landscape

Nature protection, Protection of Forest Habitat

Aesthetic Characteristics of Landscape

Environment Protection in spatial Management

Assessment and Evaluation of Landscapes; Environment Protection in Spatial Management

Examples of related courses expanding the practical application of knowledge of LE related to the ELC issues

which are on the offer for students SK and PL Name of university

Nature Protection Landscape Planning Landscape management Landscape design

Comenius University in Bratislava

Botany; Zoology; Ecosozology; Protection of Nature Resources; Biotopes; Forest Ecology; Urban Ecology

Introduction to the Landscape Planning; Landscape Planning; Spatial Planning; Territorial System of Ecological Stability; Ecosystem Services; Environmental Impact Assessment

Environmental Planning and Management; Applied Landscape Ecology; Management Of Protected Areas; Landscape Management

Creation Maps for Spatial Planning; GIS

Technical University in Zvolen

Forest Ecology; Mapping of Biotopes In Landscape; Selected Problems of Practical Nature Protection; Geoecology of Mountain and Upland Areas

Territorial System of Ecological Stability; Spatial Structure of Landscape; Land Use for Tourism

Integrated Landscape Management; Management Of Protected Areas; Integrated Water Catchment Management

Modelling of Processes in Landscape; Designing of Country

Adam Mickiewicz University in Poznan

Botanical Methods in Environmental Analysis; Geobotany; Geochemistry and Ecotoxicology; Assessment and Protection of Biodiversity; Environmental Monitoring

Reconstruction of Landscape Systems; Environmental Reclamation; Environmental Impact Assessment; Human Impact (By Sectors Of Economy)

GIS; Basics of Environmental Management; Environmental Management And Planning; Assessment And Valuation Of Environment

Information Technology; Models and Prognosis of Environmental Systems; GIS

University of Lodz

Shaping and Protection of Environment; Functioning of Landscape Systems

Shaping and Protection of Environment; Functioning of Landscape Systems; Ecophysiography

Environment in Tourism; Environment in Spatial Management -

Similarities between LE and ELC education at Slovak and Polish universities

• Very similar theoretical basis in landscape ecology/landscape science (background from Russian school) • Topics/themes of study (landscape, abiotic and biotic characteristics of

landscape, landscape processes, potentials of landscape etc.) • Beginning of study (approximately the same), the LS/LE was

progressively established in education since 1960 (Landscape Science / Geoecology) and after 1990 (Landscape Ecology)

• Similar tools for landscape planning, landscape protection and management

• The systematic development of teaching and learning methods, assessment methods of landscapes

• Need for a more practical approach in landscape ecology courses (exercises/projects/student group work)

University in Poznań

Similarities and differences between LE and ELC education at Slovak and Polish universities

Field of studies in which curricula of the „landscape“ study programs are based

• SK – within the natural sciences (field of studies: ENVIRONMENTAL MANAGEMENT; PROTECTION AND USE OF LANDSCAPE; GEOGRAPHY). Examples of study programmes: Protection of Nature and Use of Landscape, Environmental Planning and Management, Environmental Sciences, Physical Geography and Geoecology

• PL – at universities: mainly as a part of field of study GEOGRAPHY (different study programmes), other HEI (non-university institutions) part of field of study ENVIRONMENTAL PROTECTION

Differences in practice / institutional support: • ELC acceptance at the institutional level (in PL – higher support) • Continuity of related activities by promoting the ELC into practice • Different efforts for establishment of ELC ideas into new legal rules

New project of the university’s building in Bratislava

Similarities and differences between institutional support of ELC implementation to planning in the SK and in PL (examples)

SLOVAK REPUBLIC •the real steps (with the view to reinforcing the tools of landscape protection) towards the amendments to those laws:

– nature and landscape protection – land use planning and building code – Environmental impact assessment

•the initiative of creating a typology of Slovak landscapes •draft of the Act on Landscape Planning (2006) •the most important initiative with direct relation to the new Act on landscape / landscape management (started from 2014) •raising awareness for perception of landscapes (e.g.: competition Landscape Award – practical projects aimed at improving landscapes in Slovakia)

It introduced: •landscape definition from the ELC •environmental audit – as a monitoring tool in the frame of building control •Emphasis on „landscape image“ in planning processes.

POLAND •until now no comprehensive legislation pertaining to landscape, some amendments to the existing acts only

•The most important initiative with direct relation to the European Landscape Convention: the president’s bill „On changes in some acts with the view to reinforcing the tools of landscape protection”

It introduces:

•landscape definition from the ELC

•landscape audit – protection and monitoring tool

•priority landscapes – urban rules of landscape protection

•new rules of placing the adverts in public space and along roads and fees for non-compliant adverts

•new restrictions on placing the structures which could dominate in the landscape.

What future development and upcoming changes are expected in LE education and in other courses related

to ELC issues? – examples of findings Examples from Slovak universities • More practically oriented topics close to practical needs, incl. the implementation of ELC – Slovak University of Agriculture in Nitra

• Modifying the teaching of certain subjects related to landscape ecology, which are provided by multiple geographical and environmental sections, current lacking coordination among them – Comenius University in Bratislava and Catholic University in Ružomberok

•Strengthening/extending of spatial modelling in Landscape Ecology with using GIS – Technical University in Zvolen, Slovak University of Technology in Bratislava

•More LE for Landscape planners and more interdisciplinary courses for Landscape ecologists – Slovak Univ. of Technology in Bratislava and Comenius Univ. in BA

• Greater emphasis on advanced theoretical background in the courses (in English) by modern methodological foreign aid in developing countries – Comenius University in Bratislava

What future development and upcoming changes are expected in LE education and in other courses related

to the ELC issues? – examples of findings

Examples from Polish universities:

•More practical courses and projects, LE for engeenering studies – Maria Curie-Skłodowska University in Lublin

•More practical courses and projects – Adam Mickiewicz University in Poznań

•More new practical courses relating to LE – Warsaw University

•LE for Landscape architects and interdisciplinary (integrating) courses – Warsaw University of Life Sciences

•Mastering of teaching methods – Bialystok Technical University

Conclusions and recommendations (1)

Fields of study / study programs (Geography, Landscape Ecology, Environmental Sciences, Agricultural and other technical oriented fields of study: Horticulture, Forestry, Landscape Architecture, Spatial Planning, Landscaping etc.), which have been dealing for more than 40 to 50 years with the Landscape should be strengthened with the new actual landscape-relating topics e.g.:

•the landscape quality objectives

•perception and cultural values of landscapes

•landscape dimensions of sectoral policies of EU

•sustainable landscape and economy,

•landscape policies and landscape governance

•dynamic and transformation of landscape

•landscape and transfrontier cooperation.

It is important to take into account the integrated transdisciplinary approach and landscape governance approaches.

Conclusions and recommendations (2)

• Key topics of ELC (landscape identification, landscape assessment, typology and classification of landscapes, multifunctional landscapes) shall be applied also in other fields of study / study programs (economic science, regional planning, public administration, community development) whose alumni will manage / govern the landscape

• More attention must be given to strengthen curricula for teachers of primary and secondary schools (geography, biology, etc.) on topics related to landscape and even more to link teaching of Landscape Ecology and ELC with environmental education, education to sustainable development and global education

• As far as possible to use innovative teaching methods and new technologies (GIS and modelling)

• In addition to traditional methods more flexible teaching methods and participatory education should be used with examples from the global - regional - local and community levels.

Thank you for your attention!

Landscape in the Middle Slovakia