Government Approved the Updated Architecture and Building Culture Policy of the Czech Republic, by Josef Morkus & Jakub Kotrla
The Government of the Czech Republic, at its meeting on 4 January 2023, approved the Architecture and Building Culture Policy of the Czech Republic - Update 2022 by its Resolution No. 6. The updated Policy has replaced the original document approved in 2015.
Implementing Decree to the Spatial Planning Documentation Uniform Standard, by Josef Morkus & Kateřina Vrbová
The implementing regulations to the Building Act which introduce detailed requirements for the standardisation of spatial planning documentation, in particular spatial plans, came into force on 1 January 2023. The standardisation represents requirements for the elaboration and transmission of electronic data and for the graphical interpretation of selected phenomena.
Subsidies from IROP for Adapting Spatial Plans to a Uniform Standard, by Department of the Managing Authority of the Integrated Regional Operational Programme
The Ministry of Regional Development has allocated CZK 600 million within the IROP 2021–2027 to support the process of adapting existing spatial plans to a uniform standard. Two continuous calls No. 75 and No. 76 Standardisation of Spatial Plans were announced on 31 January 2023. Municipalities with more than 5 thousand inhabitants can apply for the subsidy.
Current Challenges for the Spatial Planners’ Profession and Education – Standard Basic Requirements for University Education of Planners, by Maroš Finka
The new demands on the quality of spatial development and the processes of transformation towards a sustainable, digital knowledge-based, innovation-driven and, above all, equity-based society, catalysed by the Covid-19 pandemic, present a number of content and process challenges both for planning practice and education. Meeting the new challenges and requirements for spatial development is not possible without strengthening the position of spatial planning in society, together with the changes in the planning profession, including a new perception of the profile of the profession crucial for planning the development of municipalities, cities and regions, which has until recently been represented in Central Europe (however, not entirely) by urban planners and spatial planners mainly trained by faculties of architecture. These new requirements need to be reflected both in the European-wide completion of the spatial planner or urban planner‘s profession transformation process reflected in the renaming of the European Council of Town Planners, the highest European professional organisation, to the European Council of Spatial Planners and in the profile of all professionals involved in the municipal, urban and regional development planning processes as well as their education.
Professional Competence Standards and Principles of Conduct in Spatial Planning, by Renáta Kaščáková
The article summarises the professional competence standards and the principles of conduct in spatial planning regulated in the Guidelines on Professional Competences in Spatial Planning and the Principles of Professional Conduct of the European Council of Spatial Planners (ECTP-CEU). The Guidelines were developed by the ECTP-CEU Working Group formed by Dominique Lancrenon, Philippe Doucet, Noel Riordan, Paulo Correia and Henk van der Kamp (Chair), with extensive consultation with the ECTP-CEU and AESOP Member Associations prior to their development. The document was approved by the ECTP-CEU General Assembly in Leuven at the end of 2017 and represents an update of the original 1995 guidelines.
The Swedish Education System Concerning Spatial Planning, by Irena Klingorová
The article discusses the Swedish education system in relation to urban and spatial planning. At first glance, the structure of education in Sweden seems to be similar to that of the Czech Republic, however, a deeper analysis reveals significant differences both in the approach to education and in the system of teaching, starting in kindergarten. For this reason, the first part of the text briefly deals with education in Sweden in general, with a comprehensive explanation of how the whole system works. The second part focuses on the specific area of education necessary to perform a career in urban planning.
Spatial Development in Education and Training, by Ladislav Lábus
The education of urban planners in the Czech Republic is traditionally connected with the education of architects. The article focuses on the development of architectural programmes at faculties of architecture with a focus on teaching of spatial planning at the Faculty of Architecture of the Czech Technical University in Prague and the activities of the Czech Chamber of Architects (CCA), which has been dedicated to the education of architects at universities since its foundation. In recent years, members of the CCA Education Working Group have been involved in the process of revising the framework curricula in primary schools in relation to the objectives of the Architecture and Building Culture Policy (PASK) in the field of education. In general terms, the need to look for new forms of teaching and to transform the curricula structure and content has been emphasized in the education of urban architects.
Spatial Planning Module at the Faculty of Architecture of the Czech Technical University in Prague: 7 Years of Professional Spatial Development Planners‘ Education, by Veronika Šindlerová & Jakub Vorel
The Faculty of Architecture of the Czech Technical University in Prague has already provided the possibility to study the master’s degree Spatial Planning module for seven years. Students of Architecture and Urbanism have the opportunity to specialise in spatial and strategic planning as part of their master’s degree studies and thus acquire all the necessary knowledge, skills and competencies for a subsequent professional career in this branch of their profession. Since the graduates of the module are both fully-qualified architects and urban planners, they tend to focus their career most often on design practice where they can benefit from their skills combining architectural design with urban planning and spatial and strategic planning. Resulting of graduating from this module, they are equally well prepared for a career as professional designers of spatial planning documentation and documents, as well as for work in the field of strategic planning and spatial development management. The Spatial Planning Module has already provided eleven successful graduates during the course of its existence and currently has three undergraduates, having a well-established position at the faculty.
Teaching Urbanism at the Faculty of Architecture of Brno University of Technology, by Karel Havliš
The article deals with the genesis of teaching urbanism at the Faculty of Architecture of Brno University of Technology (FA BUT) from 2000 to the present. The Institute of Urbanism was established in 2016 which significantly improved the quality of urbanism teaching in all study programmes. The article focuses in more detail on the profile of urbanism teaching in individual study programmes.
Spatial Planning Studies at the Czech University of Life Sciences Prague, by Karel Maier & Veronika Šindlerová
So far, the only independent study programme of a public university focused on spatial planning at both bachelor’s and master’s levels is provided by the Faculty of Environmental Sciences of the Czech University of Life Sciences Prague. The bachelor’s degree is mainly focused on acquiring a practical knowledge of spatial planning processes necessary for the performance of state administration in this field and for participation in teams developing spatial planning tools. The master’s degree extends the focus on spatial planning by the topics of regional policy and spatial management, thus fulfilling the full scope of spatial planning according to the EU Compendium of European Spatial Planning Systems and Policies. The structure of the instruction corresponds to the criteria established by the Association of European Schools of Planning (AESOP) and the European Council of Spatial Planners for incorporation in the Directory of European Schools of Spatial Planning. Therefore, the AESOP organization accepted the Faculty of Environmental Sciences of the Czech University of Life Sciences Prague as an institutional member in 2018. Throughout the studies, term-long atelier projects form a key part of the instruction, thus fulfilling the criterion applied by the Czech Chamber of Architects for a recognition of the study for the purposes of authorization in Spatial Planning. The Czech Chamber of Architects, therefore, recognises the education of graduates of a bachelor’s degree in Spatial Planning as a related field and the education of engineers in the study programme Spatial Planning following the bachelor’s degree in Spatial Planning as recognized for the activity field of an architect in the field of Spatial Planning.
Education in Urban Planning at the VSB – Technical University of Ostrava, by Martina Peřinková, Veronika Schwarz & Matúš Záhradník
The teaching of urban topics begins with the acquisition of theoretical knowledge in history, typology, teaching legislation and spatial planning, incorporating the important aspect of greenery in cities and current developments resulting from the work of contemporary world architects. In this way, students can recognize and understand the architectural and urban environment. Based on the theoretical knowledge, students can create their first designs for public space and present them within the faculty. Student works are created and implemented for real places in cooperation with the city or municipal authorities. This results in fresh projects enhancing the aesthetic quality of life in towns and cities emerging from academic backgrounds.
Spatial Development in Education and Training at the Faculty of Civil Engineering of the Czech Technical University in Prague, by Václav Jetel
The future of spatial planning lies in participatory and innovative integrated spatial development, for which competent professionals being able to assist regional and local governments to provide inclusive and sustainable development must be trained. It means the development that seeks sustainable spatial cohesion, competitiveness and resilience of settlements and regions. The Faculty of Civil Engineering of the Czech Technical University in Prague is dedicated to this type of education and through all its departments provides opportunities for the development of the personalities of its students who subsequently become desired professionals in careers related to spatial development. The interdepartmental cooperation is often built on cooperation with other faculties of the CTU in Prague, especially with the Faculty of Architecture and the Faculty of Transport, as well as, for example, with the Masaryk Institute of Higher Studies of the CTU with an impact on secondary education or with the universities in the Czech Republic and abroad. The Department of Urbanism and Spatial Planning, which has been educating new (European) spatial planners, urban planners or urban or landscape engineers for 30 years, can positively evaluate educational and training programmes through the professional career of graduates, however, it still has to seek innovations within the faculty and upgrade teaching to respond quickly to the new challenges of practice in the field of spatial development.
Lifelong Learning for Architecture and Building Practice (Experience and Observations from the Czech Building Academy Foundation Programme Practice), by Jan Fibiger
Lifelong learning forms the content of most of the activities of the Architecture and Building Development Foundation, especially its Czech Building Academy programme. The article summarises the experience gained and presents some of the results achieved by the Foundation. The experience resulting from about one hundred foundation-organised topics per year and another hundred foundation-supported partner programmes allow for generalising some trends. However, the article also addresses an overall situation where there is a lack of systemically addressed funding. Grant funding is always of a limited duration. If its condition is subsequent free provision of courses, it is almost impossible to make the programme sustainable once the grant ends. In contrast, purely commercially organised events based on the current need of a particular group to acquire specific skills (adoption of a new law, issuing a new standard, establishing a new ‚authorised‘ profession, etc.) are usually provided in a campaign form. Traditionally, the annual organisation of professional conferences of relatively closed professional and occupational groups has been of a relatively high standard. This paper brings an invitation to discuss how to use the experience of the Foundation and other organisers to develop a more stable and long-term system of lifelong learning.
Exploring, Experiencing and Relationship to Place: Educational Programmes for Children at the Centre for Architecture and Metropolitan Planning (CAMP), by Klára Koldová & Šárka Kadlecová
The article presents a specific approach to educating children in the field of spatial development, the functioning of the city and its transformations at the Centre for Architecture and Metropolitan Planning (CAMP), which forms part of the Prague Institute of Planning and Development. It firstly presents personal experience and understanding of the relationships in a place as a prerequisite for such education. Secondly, it explains the embedding of these topics in the primary school curriculum as set out in the Framework Curriculum for Primary Education. Thirdly, it describes the Explorer programme, its content and its implementation with school groups. Finally, it summarises the basic principles of the educational programmes for children offered by CAMP.
Children‘s Participation in Spatial Development and Their Relationship to the Landscape, by Kristýna Stará
Expert discussions and published articles (Fanta, 2001; Míchal, 2003) suggest a lack of awareness of the landscape and its values, of the landscape as a cultural heritage, of the landscape of which we form a part. Although we make only limited use of the opportunity to consciously participate in the planning, creation, management and protection of the landscape, our relationship to the landscape is reflected in our everyday lives in our decisions and attitudes, regardless of our professional background. Could it therefore be possible to use the opportunities offered by the Architecture and Urban Planning Course to develop an awareness of and civic interest in the landscape at lower levels of education?
Place-based Learning, by Markéta Hossingerová
Institutionalized education for children and youth is changing its former basic strategies in response to the challenges of the current globalized and information-driven world. New educational content is being developed, different educational goals are being set - and different approaches of educators are adapting to this. One such approach that has considerable potential to contribute to the education of the democratic citizens of the 21st century is place-based learning. This approach uses the real environment of the school to teach and encourage the development of relationships in the local community. With the synergistic involvement of other people such as municipal and city government officials and public land managers in education, there are many benefits to be gained for all participants involved from using the principles of place-based learning.