Diplomirani inženir krajinske arhitekture (un)/diplomirana inženirka krajinske arhitekture (un)

The qualification holder will be able to:

(general competences)

• analyse and synthesise,
• demonstrate mastery of basic knowledge,
• demonstrate openness to basic knowledge in the profession,
• demonstrate mastery of elementary numeracy,
• obtain information from various sources,
• process information (including GIS, CAD),
• solve problems,
• make decisions,
• organise and plan (for everyday use, not in the sense of spatial planning),
• be critical and self-critical,
• work in a team,
• establish contacts, communicate, show tolerance to others,
• apply knowledge in practice,
• learn,
• adapt to new conditions (situations),
• work independently,
• design and manage projects,
• show initiative and enterprise,
• show a commitment to quality,
• show a desire for success,

(subject-specific competences)

• identify/define problems in spatial regulation,
• show a capacity for visualisation (conceptions of space),
• show a capacity for abstraction (recognise a general pattern in a mass of phenomena, in the complexity of space),
• project space onto a two-dimensional plane,
• make a (cartographic) representation of space (using various presentation techniques),
• show a capacity for generalisation,
• simultaneously understand and work with various criteria (in cartographic and graphical representations),
• demonstrate holistic understanding of a landscape (character, typology),
• evaluate a space and its components (demonstrate the ability to attribute different values to a space and its components),
• carry out spatial planning,
• demonstrate understanding of the theoretical foundations of artistic creativity,
• recognise artistic creativity in a developmental context,
• identify the laws and development of settlement in a space and its spatial planning and social implications,
• apply legal principles to the regulation of space and the protection of the environment,
• incorporate legislation from the field of spatial planning, landscape and environmental protection into their professional activity,
• use modern bio-engineering methods in landscape planning,
• identify and evaluate degradation of the environment as a landscape regulation issue,
• identify indigenous plant species in the natural environment,
• map the habitats where indigenous plant species are found,
• use a taxonomy of plants,
• recognise plant species that are used in plantations (ornamental plants) and their use with regard to their characteristics,
• design (create) plantations (functional, ornamental) of (ornamental) plants in a space,
• identify ecosystems or parts of ecosystems in the natural environment (communities, ecosystems, habitat types),
• identify phenomena in the physical world (geomorphological and pedological phenomena, erosion dynamics, geological phenomena, water and climate/meteorological phenomena, etc.)
• demonstrate understanding of the general laws of nature (e.g. evolution/succession, circulation of materials and energy, other processes in the ecosystem, etc.),
• demonstrate understanding of the technical bases of planning infrastructure installations in the environment,
• make sketches/freehand drawings,
• demonstrate a capacity for artistic expression (in various media),
• undertake graphic design – elaborate graphic presentations or solutions,
• address problems from the field of landscape engineering: plan pergolas, pavements and paths, walls, drainage, ground design (relief), etc.,
• demonstrate understanding of and evaluate the historical achievements of landscape (garden) design,
• plan the renovation of historical structures,
• apply general concepts, methods, etc. to specific problems (adaptation to context),
• work with a computer (automated planning, processing of images and texts, statistical data, use of spatial information systems), process (spatial) information,
• show capacity for creative searching (the ability to be creatively curious),
• generate a landscape form (with natural characteristics and taking into account design starting points),
• cooperate with experts from related fields: agriculture (horticulture), forestry, water management, acquisition of mineral resources, production of energy, land surveying, environmental protection,
• lay out play areas for children and spaces for recreation and sport,
• demonstrate understanding of the links between landscape design and social and economic development,
• demonstrate understanding of the fundamental principles of the cultivation and production of ornamental and woody plants,
• apply methods of arrangement and comparison of numerical data,
• apply a complete analysis of functions and basic methods of optimisation and demonstrate understanding of the basics of probability theory,
• carry out statistical data processing,
• demonstrate understanding of the mutual connections between technologies and social and environmental questions,
• demonstrate understanding of theories of wider erosion-related issues and erosional geomorphology as a basis for optimal engineering decisions,
• use plant material for bio-engineering purposes,
• apply the principles of safe, economical, environmentally friendly and reliable addressing of erosion problems and soil degradation problems,
• demonstrate understanding of the principles and fundamental bases of modern biological engineering methods,
• integrate knowledge from various fields (geomorphology, forestry, civil engineering, economics),
• practically address complex real-world problems in the fields of erosion, renaturation and recultivation.