# data[].attributes.headline
new competences can be combined by means of focus design ateliers on specific subjects. Those are also challoenges for Research through Design. In my research group we always combine RtD with design studios. We invite experts, and provide cultural and technical tools to students to advance RtD on border line topic (in our casd we work with energy transition).

# data[].attributes.subject
new competences can be combined by means of focus design ateliers on specific subjects. Those are also challoenges for Research through Design. In my research group we always combine RtD with design studios. We invite experts, and provide cultural and technical tools to students to advance RtD on border line topic (in our casd we work with energy transition).

# data[].attributes.headline
Focus design studios on new challenges. Competnces should not be aquired by students temselves, students should learn what new experts woudl requiere in their team! :)

# data[].attributes.subject
Focus design studios on new challenges. Competnces should not be aquired by students temselves, students should learn what new experts woudl requiere in their team! :)

# data[].attributes.headline
Core (I dare say, historical and traditional) competences are the general framework enabling the students to face succesfully the 21st century demand. We still need them, the whole!

# data[].attributes.subject
Core (I dare say, historical and traditional) competences are the general framework enabling the students to face succesfully the 21st century demand. We still need them, the whole!

# data[].attributes.headline
Of course yes, but this is also depending on teachers capability to set a proper thinking/mindset. Teachers and students should take their time to build-up their knowledge. So not giving student instructions, but a proper independent  thinking to face the more and more complex challenges.

# data[].attributes.subject
Of course yes, but this is also depending on teachers capability to set a proper thinking/mindset. Teachers and students should take their time to build-up their knowledge. So not giving student instructions, but a proper independent  thinking to face the more and more complex challenges.

# data[].attributes.body
Marina (moderation), Ellen, Anders Larsson, Andreja Tutundzic, Katinka Mihova, Meryem, Atik, Salma Samaha, Vensa Koscak M., Paolo Picchi, Antonella Adam., Dora Tomic

Marina briefs participants on the existing documents.

We realise that we need much more time for this discussion.

Not clear to which new competences we should refer, focus was somehow on competences for sustainable development (the 5 fields) and reflection on the 10 points from the Birmingham Document.

We need to take care that we also keep our disciplinary basis and make that knowledge strong, so we can talk and cooperate effectively with other disciplines.

On the other hand, if LA is expected to be involved in decision-making in society, graduates need to develop transformative competences. Maybe not everyone is made for that, but they should have the option.

# data[].attributes.body
Education for Sustainable Development is a lifelong process cross-cutting all domains and learnig forms.

# data[].attributes.headline
Education for Sustainable Development Includes this competence set

# data[].attributes.subject
Education for Sustainable Development Includes this competence set

# data[].attributes.headline
1.physical landscape as well as the naturalsystems and processes

# data[].attributes.subject
1.physical landscape as well as the naturalsystems and processes

# data[].attributes.headline
2. typical patterns of vernacular culturallandscapes

# data[].attributes.subject
2. typical patterns of vernacular culturallandscapes

# data[].attributes.headline
3. development, morphology and functionof urban settlements, in particular relatedopen space structures

# data[].attributes.subject
3. development, morphology and functionof urban settlements, in particular relatedopen space structures

# data[].attributes.headline
4. perception of individuals, social groupsand society as a whole and how they valueand interact with their landscapes

# data[].attributes.subject
4. perception of individuals, social groupsand society as a whole and how they valueand interact with their landscapes

# data[].attributes.headline
5. The legal, political, institutional andpolicy frameworks

# data[].attributes.subject
5. The legal, political, institutional andpolicy frameworks

# data[].attributes.headline
6. Approaches, methods and techniquesfor representing and analysing thelandscape

# data[].attributes.subject
6. Approaches, methods and techniquesfor representing and analysing thelandscape

# data[].attributes.headline
7. historic and contemporary parks,gardens, planned and designedlandscapes, landscape

# data[].attributes.subject
7. historic and contemporary parks,gardens, planned and designedlandscapes, landscape

# data[].attributes.headline
8. Practical planning, management anddesign principles and skills for landscapes

# data[].attributes.subject
8. Practical planning, management anddesign principles and skills for landscapes

# data[].attributes.headline
9. The materials, both living and inert, andtechniques relevant for landscape projects

# data[].attributes.subject
9. The materials, both living and inert, andtechniques relevant for landscape projects

# data[].attributes.headline
10. The professional practice of landscapearchitecture, including the development &role of the professions, professional ethics

# data[].attributes.subject
10. The professional practice of landscapearchitecture, including the development &role of the professions, professional ethics

# data[].attributes.headline
I think we should stick to the "core" competences with a strong relation to "big challenges"

# data[].attributes.subject
I think we should stick to the "core" competences with a strong relation to "big challenges"

# data[].attributes.body
Organise design studios in partnership with communitites and further partners, to make sure students are exposed to multiple values schemes. Work in inter- and transdisziplinary settings to make sure students embrace in really different systems.

# data[].attributes.headline
More on-site lectures and application would help emergencies for more sustainable approaches

# data[].attributes.subject
More on-site lectures and application would help emergencies for more sustainable approaches

# data[].attributes.headline
Experts - quest critiques  during the studio teaching process

# data[].attributes.subject
Experts - quest critiques  during the studio teaching process

# data[].attributes.headline
Our course evaluation involves questions about how well sustainable development is included in the courses, so courses who get low grades have to step up.

# data[].attributes.subject
Our course evaluation involves questions about how well sustainable development is included in the courses, so courses who get low grades have to step up.

# data[].attributes.headline
Electives, in addition which can frequently and more easily changed 

# data[].attributes.subject
Electives, in addition which can frequently and more easily changed 

# data[].attributes.body
As University teacher (till last year) I have included in my discipline (Professional Practice) some lectures on CONCEPTUAL FRAMEWORK FOR LANDSCAPE ARCHITECTURE
AT THE BEGINNING OF XXI CENTURY: Value of Landscape, Sustainable Development, Climate change and LA, Green areas as public goods, Green infrastructure, Permaculture. It was included in the education of students an individual coursework on a selected theme. Students were very interested in it.

# data[].attributes.headline
by Paolo Picchi (AIAPP, Italy):new competences can be combined bymeans of focus design ateliers on specificsubjects. Those are also challenges forResearch through Design (RtD) in  designStudios, inviting experts, and providecultural and technical tools to students toadvance RtD on border line topic.

# data[].attributes.subject
by Paolo Picchi (AIAPP, Italy):new competences can be combined bymeans of focus design ateliers on specificsubjects. Those are also challenges forResearch through Design (RtD) in  designStudios, inviting experts, and providecultural and technical tools to students toadvance RtD on border line topic.

# data[].attributes.headline
Paolo Picchi (AIAPP, Italy): Focus design studios on new challenges.Competences should be acquired bystudents themselves, students should learnwhat new experts would require in theirteam as leaders. 

# data[].attributes.subject
Paolo Picchi (AIAPP, Italy): Focus design studios on new challenges.Competences should be acquired bystudents themselves, students should learnwhat new experts would require in theirteam as leaders. 

# data[].attributes.headline
Paolo Picchi (AIAPP, Italy): Core  competences are the general frameworkenabling the students to face successfullythe 21st century demand. We still needthem whole. The core LA competences are still the most relevant, providing students with effective thinking to solve the 21st century new challenges.

# data[].attributes.subject
Paolo Picchi (AIAPP, Italy): Core  competences are the general frameworkenabling the students to face successfullythe 21st century demand. We still needthem whole. The core LA competences are still the most relevant, providing students with effective thinking to solve the 21st century new challenges.

# data[].attributes.headline
Paolo Picchi (AIAPP, Italy): Of course yes, but this is also depending onthe fact that Teachers and studentsshould take their time to build-up theirknowledge. So not giving studentspecific competences, but a proper thinking to face the more and more complexchallenges. 

# data[].attributes.subject
Paolo Picchi (AIAPP, Italy): Of course yes, but this is also depending onthe fact that Teachers and studentsshould take their time to build-up theirknowledge. So not giving studentspecific competences, but a proper thinking to face the more and more complexchallenges. 