A Pan-European Common Training Framework for Landscape Architecture InnoLAND LAUNCHING AN INNOVATION-BASED LANDSCAPE ARCHITECTURE TRAINING FRAMEWORK IN EUROPE

Abstract

The Common Training Framework consists of three parts. Firstly, an Explanatory Memorandum that presents the background and the importance of landscape architecture, the new definition of the profession, the demography of the profession and development of landscape architecture education. Secondly the Recitals that presents the European legislation and regulation for professional qualification, national regulation, the collaborative process with the main landscape architecture organisations in Europe, the communication with DG GROW and relevance of regulation on an EU level. This is followed by the core of the Common Training Framework that defines the tasks of landscape architects and set standards for professional academic qualification. The CTF contains articles on postgraduate traineeship, national registration, continuous professional development, and compliance with a code of professional standards and ethics. The Annex of the CTF gives more detailed guidance. There are two supplementary issues: a poster and a brochure with the main content of the CTF for landscape architecture.

Full text

A Pan-European Common Training Framework
for Landscape Architecture
InnoLAND
LAUNCHING AN INNOVATION-BASED LANDSCAPE
ARCHITECTURE TRAINING FRAMEWORK IN EUROPE
Vries, de, Jeroen & Stauskis, Gintaras – editors
Authors: Carapinha, Aurora, Conceição Martins Lopes de Castro, da, Maria; Conceição
Marques Freire, da, Marina; Fekete, Albert; Stauskis, Gintaras; Trolf, Norbert; Vries, Jeroen
de; Sárospataki, Máté; Stiles, Richard; Triboi, Roxana; Valánszki István; Weckman, Emilia.
Date: 31.12.2022

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 2
Editor
LE:NOTRE Institute, Jeroen de Vries
Main authors
Albert Fekete - Hungarian University of Agriculture and Life Sciences
Máté Sárospataki - Hungarian University of Agriculture and Life Sciences
Gintaras Stauskis- VILNIUS TECH
Roxana Triboi – LE:NOTRE Institute
István Valánszki- Hungarian University of Agriculture and Life Sciences
Jeroen de Vries – LE:NOTRE Institute
With contributions of the InnoLAND partners:
Margarida Cancela d'Abreu – IFLA Europe
Aurora Carapinha - University of Evora
Maria da Conceição Castro - University of Evora
Maria da Conceição Marques Freire - University of Evora
Daniela Micanovic-Franckx – IFLA Europe
Richard Stiles – Technical University of Vienna
Attila Tóth – IFLA Europe / LE:NOTRE Institute
Norbert Trolf – Technical University of Vienna
Emilia Weckman - Aalto University
Advice by
Fritz Auweck – LE:NOTRE Institute
Marina Cervera Alonso de Medina – LE:NOTRE Institute
Veli Ortacesme – Akdeniz University and PEMAT
Co-funded by the European Union Erasmus+ programme
Published by The InnoLAND Erasmus+ project: Launching an innovation-based landscape
architecture training framework in Europe
Project co-ordinator Gintaras Stauskis – VILNIUS TECH, Lithuania
December 31, 2022
All explanations, data, results etc. contained in this book have been made by the authors to the best of their knowledge and have been
approved with care. However, some errors could not be excluded. For this reason the explanations etcetera are given without any
obligations or guarantee by the authors, editors and publisher. They cannot take over any responsibility for eventual erroneous
contents.
Citation
InnoLAND. 2022. Pan-European Common Training Framework for Landscape Architecture. Report Output 2 of the Erasmus+ Strategic
Partnership InnoLAND.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 3
ACRONYMS
CPD
DG GROW
EC
ECLAS
ECT
ELC
EQF
ESD
EU
HE
HEI
IFLA
IFLA Europe
ILO
InnoLAND
ISCO
LA
NA
PQD
SDG
UN
UNESCO
Continuous Professional Development
Directorate General for Internal Market, Industry, Entrepreneurship and Small
and Medium Sized Enterprises (SMEs)
European Commission
European Council of Landscape Architecture Schools
European Credit Transfer and Accumulation System
European Landscape Convention
European Qualification Framework
Education for Sustainable Development
European Union
Higher Education
Higher Education Institute
International Federation of Landscape Architects
The European Region of IFLA
International Labour Organisation
Erasmus plus project to facilitate transparency and recognition of skills and
qualifications for landscape architecture professionals in the EU.
International Standard Classification of Occupations
Landscape Architect ; Landscape Architecture
National Association (in general the NA of landscape architects is meant by this)
EU Directive 2005/36/EC on the recognition of professional qualifications
Sustainable Development Goals
United Nations
United Nations Educational, Scientific and Cultural Organisation

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 4
Summary
The InnoLAND Erasmus + Strategic Partnership is a consortium of five higher educational instates and two
European landscape architectural organisations. It aims to facilitate transparency and recognition of skills and
qualifications of landscape architecture professionals in the EU by developing a Common Training Framework
(CTF) for the profession of landscape architect along with relevant tools to support its implementation.
There is a need of the discipline and profession of landscape architecture to establish a Pan-European Common
Training Framework (CTF) for Landscape Architecture (LA). InnoLAND developed a draft for a CTF in close
collaboration with the European Region of the International Federation of Landscape Architects (IFLA Europe)
and the European Council of Landscape Architecture Schools (ECLAS). For this, InnoLAND carried out a
collaborative process. The principles of the first draft were approved by ECLAS and the Executive Committee of
IFLA Europe. As a next step, a pilot test was performed in a series of European countries. In a parallel process
communication took place with the EU Directorate for the Internal Market (DG GROW). The process resulted in
an improvement of the proposed CTF which is more concise, formulated in general terms and is complying with
the national standards in the piloted countries.
The Common Training Framework consists of three parts. Firstly, an Explanatory Memorandum that presents the
background and the importance of landscape architecture, the new definition of the profession, the demography
of the profession and development of landscape architecture education. Secondly the Recitals that presents the
European legislation and regulation for professional qualification, national regulation, the collaborative process
with the main landscape architecture organisations in Europe, the communication with DG GROW and relevance
of regulation on an EU level. This is followed by the core of the Common Training Framework that defines the
tasks of landscape architects and set standards for professional academic qualification. The CTF contains articles
on postgraduate traineeship, national registration, continuous professional development, and compliance with
a code of professional standards and ethics. The Annex of the CTF gives more detailed guidance.
The agreed CTF will be used for updating the professional recognition documents of IFLA Europe and the
educational guidance for landscape architecture schools of ECLAS. It will serve as a benchmark document for
peer review and validation of landscape architecture programmes. The advice can assist national associations
and chambers for landscape architecture to regulate the profession on a national level.
A core group of the InnoLAND partners will organise further communication with DG GROW aiming to formally
establish the CTF as an EU regulation.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 5
Table of contents
ACRONYMS 3
Summary 4
PART 1 INTRODUCTION 6
1.1 The InnoLAND project 7
1.2 Landscape Architecture in Europe 7
1.3 A Common Training Framework 8
References 8
PART 2 THE PROCESS 9
2.1 The Collaborative Process of drafting a CTF 10
2.2 Study by InnoLAND: Recommendations for the Design & Implementation of a CTF 12
2.3 Testing the CTF in the InnoLAND Partner Countries 13
2.4 Communication with DG GROW 14
2.5 Conclusions from the process 14
References 15
Part 3 - THE COMMON TRAINING FRAMEWORK 16
3.1 Explanatory memorandum of the common training framework 17
3.2 Recitals 19
3.3 The Common Training Framework for Landscape Architecture 21
References 26
Part 4 -IMPLEMENTATION GUIDELINES for the CTF 28
4.1 Agreement of an ECLAS / IFLA Europe CTF 29
4.2 Implementation in landscape architecture education 29
4.3 Implementation in professional recognition of landscape architecture programmes 29
4.4 Registration of landscape architects, continuous professional development and post graduate professional
traineeship. 30
4.5 Organising regulation on a national level 32
4.6 The process of establishing the CTF as an EU regulation 32
References 35
DEFINITIONS 36
APPENDICES 39
Appendix I Results of the pilot testing of the draft proposal of the CTF 39
Appendix II Comparison of areas of knowledge, skills and understanding 41
Appendix III Code of Ethics and Professional Conduct 42
Appendix IV List of landscape architecture schools and programmes in the EU 45
Appendix V List of IFLA Europe landscape architecture schools outside the EU Member States. 50
Appendix VI Feedback of IFLA Europe national delegates and the responses by InnoLAND and IFLA Europe SRP 54

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 6
PART 1 INTRODUCTION
This parts presents the partners and aims of the InnoLAND project and introduces the concept of a common
training framework.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 7
1.1 The InnoLAND project
The InnoLAND Erasmus + Strategic Partnership aims to facilitate transparency and recognition of skills and
qualifications of landscape architecture professionals in the EU by developing a Common Training Framework
(CTF) for the profession of landscape architect along with relevant tools to support its implementation.
The consortium consists of five Higher Educational Institutions (HEIs), covering geographical Europe from the
North to the South - Finland, Lithuania, Hungary, Austria, Portugal – contributing with knowledge and experience
on varying landscapes, study programmes, regulation of the profession, and European mobility experience.
Additionally, two landscape architects’ organisations join the project, LE:NOTRE Institute and IFLA Europe, to
ensure access to the most prominent landscape architecture knowledge and education, the target group of
landscape architecture professionals, and access to the responsible bodies in the European Commission.
The specific objectives of the InnoLAND project include:
- implementing the requirements of the Professional Qualifications Directive to foster automatic recognition
of the landscape architecture profession in Europe;
- establishing pan-European quality standards for landscape architecture study programmes and harmonising
landscape architecture education in Europe;
- developing an exemplar master study programme framework in line with the European Common Training
Framework.
1.2 Landscape Architecture in Europe
Landscape Architecture is concerned with planning, designing, and managing natural and built environments.
For this it applies aesthetic and scientific principles to address ecological sustainability, quality and health of
landscapes, collective memory, heritage and culture, and territorial justice.
Landscape architecture is perfectly positioned to respond to urgent issues of our time, such as adaptation and
mitigation related to climate change and the stability of ecosystems, socio-economic improvements, and
community health and welfare to create places that anticipate social and economic well-being.
Higher education institutions play a major role in educating landscape architects who will take leadership about
our future environment. Although European regulation (e.g. concerning environment, competition in the internal
EU market or professional qualifications) has an impact on the professional work of landscape architects across
Europe, there are still no standards regarding the content of the European higher education of Landscape
Architects, inducing barriers for lifelong learning, recognition, and mobility.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 8
1.3 A Common Training Framework
A Common Training Framework (CTF) defines knowledge, skills, and competences necessary for the pursuit of a
specific profession, defining what a person is able to know, to understand and to do. By setting common
standards for the education and training requirements of landscape architecture professionals through the CTF,
the EU will ensure free movement of professionals across the EU. The Directive 2013/55/EU of the European
Parliament and of the Council on the Recognition of professional qualifications and Regulation (PQD) emphasises
that Professional qualifications obtained under CTFs should automatically be recognised by the Member States.
The renewed EU agenda for Higher Education, adopted by the Commission in May 2017, identifies enhanced
mobility and cooperation in higher education among its key goals. The Paris Communiqué (2018), highlighting
priority activities in this area for the coming years, calls for securing a sustainable future through higher
education. These ambitions are in line with the goal of the EU to create a European Education Area by 2025, to
promote mobility and academic recognition of qualifications for all EU citizens, leading to free movement of
workers - one of the four fundamental freedoms of the Union.
References
EHEA. 2020. Rome Ministerial Communique on Higher Education, of the European Higher Education Area,
November 2020, accessed at: http://ehea.info/Upload/Rome_Ministerial_Communique.pdf
European Union, 2005. Directive 2005/36/EC of the European Parliament and of the Council of 7 September
2005 on the recognition of professional qualifications. https://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=celex%3A32005L0036 [online 23.5.2018]
European Union, 2018 Directive (EU) 2018/ of the European Parliament and of the Council of 28 June 2018 on
a proportionality test before adoption of new regulation of professions (europa.eu).
https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018L0958&from=EN
IFLA World, 2018. Definition of the profession of landscape architect. Available at:
https://www.iflaworld.com/the-profession

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 9
PART 2 THE PROCESS
An overview of the co-creation process, the communication and decisions of the organisations for education and
professional practice for landscape architecture in Europe, the testing of the drafts of the common training
framework with competent national organisations the process with DG GROW of the European Commission.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 10
2.1 The Collaborative Process of drafting a CTF
In 2020 and the first months of 2021 IFLA Europe carried out a survey on Professional Recognition and
Accreditation among the National Associations in all European countries (PRA-survey; IFLA Europe 2021). The
survey aimed to identify: (1) the up-to-date problems for each country, regarding the state and procedures of LA
professional recognition and regulation, (2) any good practises or procedures regarding the process of achieving
the professional recognition, or any good examples which help the professional accreditation and development,
(3) the future trends of the profession, and (4) the obstacles or opportunities regarding the professional mobility.
Regarding the status of mobility, in non-regulated countries, most frequent answers show that no extra
procedures are required for a foreign Landscape Architect to work on public landscape architecture projects, but
engineers’ signature is obligatory in these types of projects and to work with a local Landscape Architect will
overcome any practical obstacles and legislation issues (language, technical standards). Additionally, in countries
where the profession is regulated, the recognition of the title by the Chamber of Architects and registration with
a professional Order are the most frequent answers. Of course, all the professional requirements (citizenship,
certificate or diploma, business permit, etc.) are also required. However, all the above obstacles are overcome
by working with a National Landscape Architect (30%).
As for the obstacles or problems concerned, in countries where the profession is not regulated, a foreign
Landscape Architect will encounter language problems (22%), the same problems as a landscape architect
working in his/her own country (14%), insufficient knowledge of legal provision (11%). Regarding the countries
where the profession is regulated, the obstacles are pretty the same, with a big percentage claiming that there
are no obstacles. The above answers are almost expected, since most Landscape Architects are working in big
Architecture or Planning Companies, and problems of unemployment due to difficulty in mobility do not exist.
In the box below the main problems for the mobility of landscape professionals are presented.
Croatia: The Profession is not regulated. Experts who are already members of the chamber of architects and experts
who passed the Ministry of Physical Planning, Construction and State Assets national exam are declared as
associate experts in the process of landscape design, project, and planning. Ministry declares only one type of
project/document reserved for landscape architects can produce on its own, an elaborate that can be made for
architectural project if there is a specific need for it. The same type can be produced by architects as well. The role of
LA profession is reduced to the soft scaping, making planting plans for public and private projects. Rarely as an
associate in urban planning, in most cases for making environmental and spatial analysis. Hardscaping only in
collaboration with architects and civil engineers. National laws that describe profession duties: on Physical Planning
and Building Tasks and Activities. Also, statute of the Croatian Chamber of Architects which is in the final stages of
new changes and has not implemented any change in terms of LA profession.
Greece: All attempts done in the past for the regulation of the Profession at a national level have failed due to
strong rights of the Technical Chamber (including architects and engineers) and the Geotechnical Chamber of
Greece. The strong opposition of the Chambers is enhanced by the nonexistence of undergraduate studies in Greece
to secure the profession’s prestige.
Poland: The regulation is an ongoing struggle and there’s not much chance of it happening any time soon. Several
professions were deregulated in recent years, including urban planners.
Portugal: The national landscape architects association (APAP) initiated the process to become a professional
Council in 1999, still waiting for a response.
Spain: In public projects, the absence of professional recognition means that the presence of LA is not required even
in competitions that in other countries would be led by a LA. AEP continually works to challenge contests or at least
get a LA required from the start of the design process.
Source:
IFLA Europe. 2021. Report of the PRA survey.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 11
The results of the PRA-survey show that in some EU member states in Central and Southern Europe landscape
architects are not qualified to sign their own projects, because a signature of a registered engineer, forester or a
registered architect is obligatory, so landscape architects from the home country, nor from other EU countries
cannot work independently because their qualification is not recognised. For example, in Spain the profession of
landscape architect is not formally recognised, legally it does not exist.
Co-creation process
From January until June 2021 a collaborative process was conducted within the framework of the InnoLAND
project. Some 60 landscape architects from academia and professional practice took part, with representatives
of 24 national landscape architecture organisations in the EU and of landscape architecture programmes across
Europe. The participants are in 24 EU-countries, 6 other European countries, and some colleagues from outside
Europe.
ECLAS discussion and decisions
In September 2021 the principles of the CTF were voted on by the ECLAS General Assembly and almost
unanimously approved: 49 school representatives voted, 45 approved of the principles (90 %) and 4 (10 %) voted
“abstain”.
The recommendation of one of the voters to emphasise on a common “professional register” rather than the
“training framework” can not be followed up because the EU formal name is Common Training Framework. Other
comments related to the importance of allowing for the local context within the requirements of the CTF. Further
comments are in the box below.
1. Landscape studies are connected to the "context", and each country faces different issues. It will be risky if the
CTF does not include the contextual diversity of training in different countries.
2. National variations regarding the level of graduation should be considered. In Turkey, the level of graduation is
bachelor level (4 years) by the law rather than master level. There are almost 700-800 graduates every year in
Turkey and there is not enough place to accommodate all of them as master students.
3. It is important to consult neighbouring disciplines
4. It is not clear why not all representatives from all ECLAS member universities did take part in the development
of this common training framework process.
5. In Denmark, we agree on the formulation of the problem, and look forward to an up-to-date description of
landscape architecture education but can't see any purpose to let the government approve. So, we think that
the committee-members focus on the conditions in their specific country, and we think the format rather should
be heading the university leadership, who often have problems understanding landscape architecture. We
further think that it seems as if the committee has been so keen to adapt to issues in the society, that landscape
architecture is less clear.
6. There's to be taken in account that, for example, in Italy at the moment there are no Bachelor Degrees in
Landscape Architecture that together with a Master LA can offer the preparation and the time necessary to
offer a complete Training Professional path. Maybe in the next few years this could be possible, but not now.
However, it is important to proceed on working on this kind of collaboration to prepare the CTF and when it will
be possible to join into the EU CTF System.
The CTF was updated after the pilot testing and send again for approval to ECLAS. In September 2022 the updated
draft was discussed in the Heads of Schools meeting of ECLAS and with some minor adaptions the CTF was
approved by voting in the ECLAS General Assembly.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 12
IFLA Europe discussion and feedback
In the fall of 2021 the Executive Council of IFLA Europe discussed the principles of the CTF. Part of the discussion
related to the 50 % of study time allocated to design studios. The contents of the draft CTF were presented to
the IFLA Europe General Assembly in October 2021, and the principles were not yet submitted for voting to the
General Assembly. The Executive Council states that current developments in society show that there is a need
for landscape architecture graduates to be prepared to address environmental challenges, such as climate
change, risks, etcetera. Another comment is that there is a need to clarify the terminology used, such as “design”
and “studio”.
In March 11, October 14 and 15, and December 9 of 2022, the IFLA Europe delegates were informed further on
the content of the CTF. October 15 the proposed CTF was presented at the IFLA Europe General Assembly. In
December 2022 IFLA Europe delegates, often after consulting their national institutions, responded to the final
draft. These comments are integrated in the proposed CTF in section 3.3 of this report.
2.2 Study by InnoLAND: Recommendations for the Design & Implementation of a CTF
In parallel to the collaborative process, partners of the InnoLAND project carried out research on European
legislation and regulation, the state of the profession, relevant European policies concerning landscape,
environment, and higher education. This resulted in a report by the InnoLAND project ‘Recommendations for
design and implementation of European Common Training Framework (CTF) for Landscape Architecture (LA) in
the EU member states (Fekete, Valánszki, De Vries; 2022) on which the first draft of the proposal for a CTF (De
Vries et al. 2021) was based. The main conclusions of the report are presented hereafter.
The EU Commission can adopt a CTF by “delegated act” followed by an implementing act to list the national
professional qualifications and national titles that benefit from automatic recognition under the adopted CTF.
Until now, the three key pre-condition of the Professional Qualifications Directive (European Union, 2005) for
being subject to a CTF are fulfilled: (1) LA can be identified as a regulated profession and/or a profession whose
training is regulated in at least one third of the EU member states, since in nine Member States the profession
and/or training is regulated, and their national qualification frameworks are formally linked to the European
Qualifications Framework for lifelong learning; (2) landscape architects are not yet subject to automatic
recognition as a sectorial profession nor to another level CTF; and (3) landscape architects would possibly have
their professional mobility enhanced with the adoption of a CTF.
The report advises that the CTF should be developed together with stakeholder and should consider the impact
of current European policies on professional practice and competences, The CTF should consist of the context of
the profession, the demographics of the profession and a core text on the competences, professional and
educational requirements.
The first draft of the proposed CTF (De Vries, et al. 2021) builds on EU guidance for a ‘bottom up’ approach in
which professional organisations or competent authorities from at least one third of the Member States may
submit suggestions for a framework to the Commission. Several of IFLA Europe’s affiliated national societies have
been contacted (ability to meet the federation’s standards for recognition, the expected level of knowledge, skill
and competence, and the code of conduct). The proposal responds to real needs felt by the profession and
benefit from the in-depth knowledge and understanding of the area concerned.
The uneven scrutiny of the regulation of professions across the EU has been deemed to have a negative impact
on the provision of services and the mobility of professionals in a single EU market – the need for a mutual

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 13
evaluation exercise facilitated by the Commission was identified within EC Directive 2013/55/EC to ensure
greater transparency and justification.
The subsequent 2018 Proportionality Directive supplements provisions within the 2013 Directive and now
requires Member States to review existing regulations of professions or when proposing new ones. Achieving
recognition is an ongoing project dictated by professional organisations and competent authorities who
recognise the effect the PQD brings to setting common standards the education and training that enhances the
development of sustainable landscapes that support well-being, climate resilience, etcetera.
This supports the free mobility of LA professionals across country borders whilst CTFs do not replace national
programmes, the updated guidelines by ECLAS and IFLA Europe will provide a solid base for recognition of
programmes and qualifications.
The onus is on national societies and competent authorities to capitalise on opportunities to submit suggestions
for a CTF. It supports and contributes to the Directive’s enabling goals for increasing professional mobility,
supporting the implementation of sustainability goals and EU-landscape policies. It also can help to ensure a
more equitable distribution of skills and expertise across the Member States.
2.3 Testing the CTF in the InnoLAND Partner Countries
From December 2021 until March 2022, the partners of the InnoLAND project and a number of delegates of IFLA
Europe tested to what extent the draft proposal for the CTF is complying with the standards for the qualifications
of landscape architects in their countries. This was done in countries where the profession is regulated (Austria,
the Netherlands, Hungary, Slovenia) and where there is no regulation (Bulgaria, Finland, Iceland, Lithuania,
Portugal), and where there is neither regulation nor recognition (Spain). The conclusions for each country are
presented in Appendix I of this report.
The main conclusions from the pilot testing are:
1. The standards that are presented in the first draft are generally complying with the national standards in
each country.
2. The national standards, both in countries where the profession is regulated or where these are not
regulated, are more generally formulated. It is better to move the more detailed aspects of the competences
to an Annex to the guidance.
3. The balance between theory and practice is not mentioned in regulations, however the competences cover
both. Naming the number of ECTS is too specific: when the competences are clear, there is no need to
regulate this in detail.
4. Guidelines are not considered in National Regulations, but since this is only a guideline in, the CTF this may
not be problematic for the compliance.
5. The competence of understanding needs and expectations of the actual and potential users and relevant
actors are not specified.
6. Research is not mentioned in professional standards, but in general National Regulations for Higher
Education it is required that graduates acquire research competences.
7. Productive landscapes are not mentioned, and may be too specific for the CTF, it is suggested to include
these in the guidelines.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 14
8. Transversal and transformative competences: in general, these are not mentioned in the national standards.
These competences are expected to result from the Accreditation requirements set by the National
Accreditation Organisations on the basis of EU Higher Education policies.
9. The compliance with a code of ethics is not well integrated in the standards.
10. In countries where the profession is not regulated, a register for landscape architects does not exist. Here
landscape architects are not required to complete a post graduate traineeship nor to take part in continuous
professional development. Since there is not yet a regulation in these countries, this does not affect the
formulation of the CTF.
2.4 Communication with DG GROW
On May 19, 2022, partners of the InnoLAND project and IFLA Europe met with staff of DG GROW in Brussels to
discuss the requirements from the EU point of view. The main advice was: (1) the CTF should be a concise
description for the sectoral professions; too much detail would mean a frequent need to update the minimum
training requirements as knowledge and understanding progressed, and this would not be appropriate. (2) The
purpose of a CTF is not to drive reforms in education and training, nor should the adoption of one put pressure
on countries to regulate a profession where this is not already the case. (3) Initiatives such as the Bologna
Process, the Erasmus Programme or the European Higher Education area did not affect this as they were about
academic recognition and not access to a profession.
Based on this, InnoLAND sent a draft proposal of the CTF to DG GROW which on June 20, 2022, was presented
for discussion in the 'Expert Group on Professional Qualifications' in which delegates of each EU country have a
seat. DG GROW reported back that the strongest reaction came from France. They oppose the initial proposal of
4 years minimum study (240 ECTS), as there is a five-year study programme (300 ECTS) in place in France.
Moreover, the French member highlighted that it has not received many applications for the recognition of
landscape architects. Germany and Austria both expressed interest in the letter. Germany had not yet received
feedback from its regions, while Austria was still waiting for feedback from its professional association. In general,
it is hard to draw any conclusions based on this small number of reactions.
The DG GROW staff emphasises that before InnoLAND would start with mapping the education and profession
extensively across Member States, it would be good to concretise the mobility issues for landscape architects in
the EU.
The pathway for having the CTF established as an EU regulation can be found in section 4.3.
2.5 Conclusions from the process
Starting from the advice in Output 1 of the InnoLAND project and the process carried out after the this the
following conclusions can be made:
a. in some EU member states in Central and Southern Europe, landscape architects are not qualified to
sign their own projects, because a signature of a registered engineer, forester or a registered architect
is obligatory, so landscape architects from the home country, nor from other EU countries cannot work
independently because their qualification is not recognised. For example, in Spain the profession of
landscape architect is not formally recognised, legally it does not exist (IFLA Europe, 2021).

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 15
b. The principles of the first draft of the CTF (De Vries et al, 2021) are accepted by ECLAS and IFLA Europe.
On September 13, 2022, the version of July 2022 was approved by voting in the ECLAS General Assembly,
this updated version was communicated with the IFLA Europe delegates on October, November and
December. The IFLA Europe delegates have sent their responses in December 2022.
c. The first draft in general complies with the national standards both in countries where the profession is
regulated and in countries where the profession is not regulated.
d. The CTF should be a concise description for the sectoral professions; too much detail would mean a
frequent need to update the minimum training requirements as knowledge and understanding
progressed, and this would not be appropriate.
e. The firsts draft was for part of the competences too specific: the CTF should be more general in
describing the themes, the tools and methods and current subjects in society.
f. Transversal and transformative competences are not mentioned in the professional standards. These
competences are expected to result from the Accreditation requirements set by the National
Accreditation Organisations on the basis of EU Higher Education policies.
g. The compliance with a code of ethics is not well integrated in the current national standards.
h. In countries where the profession is not regulated, there does not exist a register. Here landscape
architects are not required to complete a postgraduate traineeship nor to take part in continuous
professional development. Since there is not yet a regulation in these countries, this does not affect the
formulation of the CTF.
i. The formal establishment of the CTF might be feasible but will take a longer process that exceeds the
timeline of the InnoLAND project. DG GROW might give priority to professions that are regulated in
more countries than landscape architecture currently is.
The updated CTF for Landscape Architecture, with integration of the feedback of the ECLAS Heads of Schools
meeting, the ECLAS General Assembly and the IFLA Europe delegates, is presented in Part 3 of this report. Further
guidance on the implementation can be found in Part 4.
References
European Union, 2005. Directive 2005/36/EC of the European Parliament and of the Council of 7 September
2005 on the recognition of professional qualifications. https://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=celex%3A32005L0036 [online 23.5.2018]
Fekete, A; Valánszki, I., De Vries, J. (eds.). 2022. O1 Recommendations for design & implementation of
European Common Training Framework (CTF) for Landscape Architecture (LA) in the EU member states. Report
O1 Erasmus + Strategic Partnership InnoLAND.
IFLA Europe. 2021. Professional recognition in IFLA EUROPE countries: Problems and opportunities at national
level. PRA-report prepared by Katerina Gkoltsiou, Vice President of Professional Practice, and Ursula Forczek-
Brataniec, Chair of the Working Group Professional Recognition Assistance, (1st of April 2021).
IFLA World, 2018. Definition of the profession of landscape architect. Available at:
https://www.iflaworld.com/the-profession
Vries, J. de. et al. 2021. An EU Common Training Framework for Landscape Architecture addressing the
current needs of society. Conference paper ECLAS 2021 Stop and Think, Uppsala. To be accessed on: Available
on: https://www.researchgate.net/publication/353195488

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 16
Part 3 - THE COMMON TRAINING FRAMEWORK
This chapter presents an explanatory memorandum on the background of the CTF, a recital that introduces the
CTF, and the core CTF with the articles that define the standards for the profession of landscape architecture and
the required competences, followed by an annex that gives more guidance on how the articles should be
elaborated.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 17
3.1 Explanatory memorandum of the common training framework
In its modern form, LA is a relatively young profession, but one which has been undergoing a process of rapid
development. Although its origins can be traced back to a long tradition of garden and landscape design, today
it focuses increasingly on public open spaces and broader environmental and social issues. Many of these
correspond closely to contemporary societal challenges and thereby to current European Union policy issues,
including the climate and biodiversity crises, heritage and identity and social inclusion, not to mention many of
the United Nations Sustainable Development Goals (UN 2015).
The growing importance of LA reflects the generally increased awareness of the importance of landscape, as
embodied in the Council of Europe’s European Landscape Convention (2000), which has already been ratified by
24 of the 27 EU member states. Thus, the preamble to the Landscape Convention notes that “…the landscape
has an important public interest role in the cultural, ecological, environmental and social fields, and constitutes
a resource favourable to economic activity and whose protection, management and planning can contribute to
job creation.”
Similarly, the European Science Foundation’s Science Policy Briefing “Landscape in a Changing World’ (2010)
observes that “Many of the social, economic, and environmental decisions facing Europe and the wider world
concern the cultural uses and meanings of land. Their spatial dimensions can be addressed through the idea of
landscape, which comes into being wherever land and people come together.”
The International Labour Organisation’s International Standard Classification of Occupations (ISCO) describes the
profession of LA within ISCO 08 Code 216 ‘Occupations in Design’, alongside, but distinct from, building
architecture. However, the recent evolution of the profession is reflected in the fact that the definition in the
2008 edition of ISCO is due to be superseded by an updated one, already agreed between the ILO and the
International Federation of Landscape Architects, and which more accurately describes the contemporary
profession:
Landscape Architects plan, design and manage natural and built environments, applying aesthetic
and scientific principles to address ecological sustainability, quality and health of landscapes,
collective memory, heritage and culture, and territorial justice. By leading and coordinating other
disciplines, landscape architects deal with the interactions between natural and cultural
ecosystems, such as adaptation and mitigation related to climate change and the stability of
ecosystems, socio-economic improvements, and community health and welfare to create places
that anticipate social and economic well-being. (IFLA, 2020)
LA has its roots in Europe, where the International Federation of Landscape Architects (IFLA) was founded in
1948, although the first university degree programme was established at Harvard in the USA, where the
profession is now regulated (licensed) in all 50 states and Washington DC. IFLA Europe, the largest of IFLA’s five
regions, is made up of 34 national organisations and represents some 20,000 members, although the actual
number of qualified landscape architects is considerably larger. In the wider international context, the discipline
is growing rapidly in China, while South Korea has the largest number of LA schools worldwide relative to its
population.
University education in the discipline in Europe began in Norway in 1919, spreading slowly at first, then
expanding in the decades of reconstruction following the Second World War and gathering pace with the
environmental revolution. There are now some 71 higher education institutions offering degrees in LA in the EU,

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 18
organised under the umbrella of the European Council of Landscape Architecture Schools (ECLAS). In the EU
there are 76 master programmes and 54 bachelor programmes.
LA programmes exist in all EU and EEA countries with the exception of Liechtenstein, Luxembourg and Malta (an
overview of institutes of higher education and programmes in the EU can be found in Appendix IV). An overview
of LA programmes in non-EU countries who are members of ECLAS or listed with IFLA Europe is presented in
Appendix V.
Mobility of LA students and educators has been supported by many EU co-funded Erasmus projects over recent
years, including: the EU-wide Thematic Network, LE:NOTRE, as well as InnoLAND; EU-Teach, EULand21, CO-
LAND, Learning Landscapes, Eduscape and Landscape Education for Democracy. This has led to a high degree of
developing common standards in the field of education and training.
At its 10th Council in May 2019, the Europe Conference of the member states to the European Landscape
Convention adopted a statement encouraging the State Parties to the European Landscape Convention (which
include 24 of the 27 EU member states) to formally recognise the profession of landscape architects at national
and international level.
Higher education institutions (HEIs) play a major role in educating landscape architects who will make decisions
about our future environment. Although European regulation (e.g. concerning environment, competition in the
internal EU market, or professional qualifications) has an impact on the professional work of landscape architects
across Europe, there are still no standards regarding the content of the European higher education of landscape
architects, inducing barriers for lifelong learning, recognition, and mobility.
A Common Training Framework (CTF) defines the knowledge, skills, and competences necessary for the pursuit
of a specific profession, defining what a person is able to know, to understand and to do. By setting common
standards the education and training requirements of LA professionals through the CTF, the EU will ensure free
movement of professionals across the EU. The Directive 2013/55/EU of the European Parliament and of the
Council on the Recognition of professional qualifications and Regulation (PQD) emphasises that Professional
qualifications obtained under CTFs should automatically be recognised by the Member States.
Such actions are highly supported by the EU. The renewed EU agenda for HE, adopted by the Commission in May
2017, identifies enhanced mobility and cooperation in HE among its key goals. The Paris Communiqué (2018),
highlighting priority activities in this area for the coming years, calls for securing a sustainable future through HE.
These ambitions are in line with the goal of the EU to create a European Education Area by 2025, to promote
mobility and academic recognition of qualifications for all EU citizens, leading to free movement of workers - one
of the four fundamental freedoms of the Union.
Herewith, InnoLAND aims to facilitate transparency and recognition of skills and qualifications of LA professionals
in the EU by developing the Common Training Framework for the Profession along with relevant tools to support
its implementation. The specific objectives include: (1) implementing PQD requirements to foster automatic
recognition of LA profession in Europe; (2) establishing pan-European quality standards for LA study programmes
and homogenising LA education in Europe; and (3) developing an exemplar master study programme framework
in line with the European CTF.
To set common standards for higher education of landscape architecture professionals, InnoLAND targets HEIs
and LA schools in the EU. Additionally, practising landscape architects, European and national LA associations
and regulatory bodies will be involved to achieve the aims and objectives of the project.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 19
The key strength of the InnoLAND project is the high pan-European ambition and the strong consortium endowed
with means to achieve it. The consortium consists of 5 HEIs, covering geographical Europe from the North to the
South - Finland, Lithuania, Hungary, Austria, Portugal – contributing with knowledge and experience on varying
landscapes, study programmes, regulation of the profession, and European mobility experience. Additionally,
two landscape architects' associations join the project to ensure access to the most prominent LA knowledge
and education (LE:NOTRE, the Netherlands), the target group of LA professionals, and access to the responsible
bodies in the European Commission (IFLA Europe, Belgium).
The project carried out expert workshops, analysis, and stakeholder involvement to develop CTF for the
profession of landscape architects in Europe. To secure the implementation of CTF, the consortium provides
national regulatory bodies with recommendations and a module-based advanced exemplary master study
programme.
The CTF will finally fulfil the requirement imposed by Art. 49a of the PQD and serve as the most important
instrument for quality and competitiveness of HE with regard to the profession of LA in the EU. InnoLAND will
also result in a developed basis for recognition of LA study programmes by IFLA Europe and ECLAS, leading to
increased advanced learning and study opportunities for LA. Fulfilment of an important precondition for
automatic recognition of LA professional qualification based on Art. 49a of the PQD will contribute to increased
mobility of high-level LA professionals across the EU; it will improve the quality and global competitiveness of
the European HE. It will also affect reaching Sustainable Development Goals and SDG Agenda 2030 as adopted
by the UN (2015), the Paris Agreement on Climate Change (2016) and the European Green Deal (2019).
3.2 Recitals
Whereas:
1) The European Union (EU) Directive 2013/55/EC amends Directive 2005/36/EC on the recognition of
professional qualifications (PQD). The 2013 amendment allows Member States to decide on a common
set of minimum knowledge, skills and competences required to pursue a given profession through a
CTF.
2) The profession of landscape architect is regulated in more than one third of Member States and
therefore the requirements under Article 49b(2) of Directive 2005/36/EC are fulfilled.
3) In the 2021 the InnoLAND project carried out a collaborative process that included the delegates of IFLA
Europe and representatives of LA schools in the EU and beyond. In 2021 the principles of a draft
Common Training Framework were accepted by the European Council of Landscape Architecture
Schools in its general assembly on September 14, 2021, and presented to the delegates of the European
Region of the International Federation of Landscape Architects (IFLA Europe) in its general assembly on
23rd October 2021.
4) On May 19, 2022, partners of the InnoLAND project and IFLA Europe met with staff of DG GROW in
Brussels to discuss the requirements from the EU point of view. On June 20, 2022, a draft proposal of
the CTF was presented to DG GROW for discussion in the 'Expert Group on Professional Qualifications'
in which delegates of each EU country have a seat.
5) Any landscape architect covered by this Regulation should be capable of ensuring that the planning,
design and management of landscapes are carried out according to the standards.
6) In several EU member states in Central and Southern Europe landscape architects are not qualified to
sign their own projects, because a signature of a registered engineer, forester or a registered architect

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 20
is obligatory, so landscape architects from the home country, nor from other EU countries cannot work
independently because their qualification is not recognised. In one member state (Spain) the profession
of landscape architect is not formally recognised, legally it does not exist.
7) In the interests of legal certainty, it is necessary to recognise the acquired rights of both landscape
architects who are formally registered under the CTF as well as those who hold a qualification listed in
the CTF in a Member State, which is not a signatory to the Memorandum on the CTF, where they can
demonstrate the required competences (knowledge, skills and understanding) as a landscape architect.
8) Contemporary landscape architecture (LAR) can range from carrying out large scale landscape planning
or design projects, such as developing landscape proposals for the future of whole regions or integrating
infrastructure projects into the landscape and ameliorating their impacts on the environment, through
the formulation of strategies for the provision of green space structures and nature conservation areas,
to the detailed design of new housing or commercial areas, individual parks, urban public spaces and
gardens. Equally landscape architects may be involved in the development of concepts for the long-
term management of historic gardens and landscapes, recreation areas in the urban fringe or of national
parks and protected landscapes (Sarlöv Herlin, 2009).
9) The European policies for which landscape architects have a role in the implementation cover a wide
range of themes. A holistic, systemic, and transdisciplinary approach is essential. In order to address
complex challenges there is a trend for a harmonisation of policies and objectives (such as the
integration of environmental and climate legislation between the Common Agricultural Policy (CAP) and
the integration by the Green Deal and local policies). Landscape architects work together with other
disciplines on the implementation of these policies by addressing the corresponding challenges in a
holistic way, linking the ecological, social, economic, and aesthetical aspects. For instance, by fostering
global health, strengthening ecosystem services, enhancing climate resilience, local and circular
economy by inclusive and participatory approaches.
10) The estimated number of landscape architects across the EU that are members of national associations
and/or chambers adds up to 14,000. This includes researchers, practitioners, and civil servants, while
many of these combine academic work (teaching and research) with professional practice. Their
contribution continues to develop through research (including research by design, planning and
participatory action research) and addressing the current needs of society for climate resilience, risk
prevention (floods, draught, fire, erosion, etc.), enhancing biodiversity, food security and inclusiveness
of all members of the society. The competences of landscape are growing by technical advances, like
developing nature-based solutions and technical solutions for green infrastructure, and the increasing
knowledge and skills of the practitioners.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 21
3.3 The Common Training Framework for Landscape Architecture
Definitions
For the purposes of this Common Training Framework for Landscape Architecture, the following definitions
apply:
(a) ‘EQF’: European Qualifications Framework for Life Long Learning, with the descriptors of 8 levels of
competences: knowledge, skills and Responsibility and autonomy
(see: https://ec.europa.eu/ploteus/content/descriptors-page).
(b) ‘Common Training Test’: A standardised aptitude test available across participating Member States
and reserved to holders of a particular professional qualification. Passing such a test in a Member
State shall entitle the holder of a particular professional qualification to pursue the profession in any
host Member State concerned under the same conditions as the holders of professional qualifications
acquired in that Member State (PQD, Article 49b, 1).
(c) ‘Competent Authority’: Any authority or body empowered by a Member State specifically to issue or
receive training diplomas and other documents or information and to receive the applications, and
take the decisions, referred to in the Professional Qualifications Directive (PQD, Article 3, 1d).
(d) ‘CPD’: Continuous Professional Development. The activities of professionals to update their
competences.
(e) ‘Design’ (noun): The design process in which a product (that is, the design) is projected and sometimes
also implemented. The design can take the form of a plan of multiple geographic scales ranging from
regions to site projects, it can be a regional plan, a strategy, open space design, garden design. Design
here also implies the technical design.
(f) ‘Design’ (verb): The act of projecting future environments or objects, for instance through drawings or
other representations. In landscape architecture the verb ‘design’ means giving four-dimensional form
and function to landscapes at multiple geographic scales and the development of landscapes in time.
(g) ‘ECT’: European Credit Transfer and Accumulation System or ECTS credits: The credit system for higher
education used in the European Higher Education (PQD, Article 3, 1n).
(h) ‘European Professional Card’: An electronic certificate proving either that the professional has met all
the necessary conditions to provide services in a host Member State on a temporary and occasional
basis or the recognition of professional qualifications for establishment in a host Member State (PQD,
Article 3, 1k).
(i) ‘Evidence of formal qualifications’: Diplomas, certificates and other evidence issued by an authority in
a Member State designated pursuant to legislative, regulatory or administrative provisions of that
Member State and certifying successful completion of professional training obtained mainly in the
Community. Where the first sentence of this definition does not apply, evidence of formal
qualifications referred to in paragraph 3 shall be treated as evidence of formal qualifications (PQD,
Article 3, 1c).
(j) ‘Full landscape education’: Education that is focused on the discipline of landscape architecture and
includes learning activities where the graduate acquires the competences listed in ‘Article 5. Fields of
knowledge, understanding and skills’ of this CTF, while allowing for elective subjects. A full landscape
education is completed by graduation on EQF level 7.
(k) ‘Internship’: Extended period of supervised residency on the part of the student in a design or
planning office or in a nursery or contracting firm to gain practical work experience. Frequently
accompanied by the keeping of a diary and/or the preparation of a report.
(l) ‘Landscape’: an area, as perceived by people, whose character is the result of the action and
interaction of natural and/or human factors. It …. covers natural, urban and peri-urban areas, whether
on land, water or sea. It concerns not just remarkable landscapes but also ordinary or everyday
landscapes and degraded areas (European Landscape Convention). Landscape includes amongst other
things, rural and peri-urban regions, cultural landscapes, infrastructure in the landscape, green and

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 22
blue infrastructure, green spaces, nature conservation areas, recreation areas, public and semi-public
open space, individual parks, squares, and (historic) gardens.
(m) ‘Landscape architect’: The professional who plans, designs and manages natural and built
environments, applying aesthetic and scientific principles to address ecological sustainability, quality
and health of landscapes, collective memory, heritage and culture, and territorial justice. (Based on
IFLA, 2020).
(n) ‘Landscape Architecture Research’: The type of research that is carried out by and for the discipline of
landscape architecture which can be categories in (1) Research for design: Research is used to inform
or validate the design. In other words, knowledge is acquired in a targeted manner as input for the
design (2) Research on design: Plan analyses are used to study and organize operational design. It
involves finding specific design concepts, principles, precedents, or types as a foundation for future
design. (3) Research through design: A form of research where designing and designs are applied as a
research strategy to explore, identify, and map possibilities. (4) Research about design: This primarily
concerns understanding and identifying design processes through the observations, interviews, and
other activities of designers (Nijhuis en De Vries, 2018).
(o) ‘PQD’: Professional Directive Qualification Directive.
(p) ‘Professional qualifications’: Qualifications attested by evidence of formal qualifications, an attestation
of competence referred to in Article 11, point (a) and/or professional experience;(PQD, Article 3, 1b).
(q) ‘Professional training’: Activities of professional practice, either during, in between or after landscape
architecture education. For learners this take the form of an internship or a professional traineeship.
(r) ‘Professional traineeship’: A period of professional practice carried out under supervision provided it
constitutes a condition for access to a regulated profession, and which can take place either during or
after completion of an education leading to a diploma (PQD, Article 3, 1j).
(s) ‘Professional Recognition’: The way a profession is regulated on a European or a national level
according to a set of standards of the recognizing organisation. The effect of this recognition varies,
depending on the legal authorization of the recognizing body. On a national level it may result in the
right to use the title of landscape architect, the right to work as a landscape architect or to work a
specified type of commissions or to be allowed to formally “sign” a plan.
(t) ‘Project implementation’: The process of putting a plan or design into effect. This includes preparing
technical drawings and specifications, putting the project out to tender, evaluating the bids and
selecting a contractor as well as supervising and overseeing the progress of the works on site and
finally certifying that they have been satisfactorily completed.
(u) ‘Regulated education and training’: any training which is specifically geared to the pursuit of a given
profession and which comprises a course or courses complemented, where appropriate, by
professional training, or probationary or professional practice (PQD, Article 3, 1d).
(v) ‘Regulated profession’: A professional activity or group of professional activities, access to which, the
pursuit of which, or one of the modes of pursuit of which is subject, directly or indirectly, by virtue of
legislative, regulatory or administrative provisions to the possession of specific professional
qualifications; in particular, the use of a professional title limited by legislative, regulatory or
administrative provisions to holders of a given professional qualification shall constitute a mode of
pursuit. Where the first sentence of this definition does not apply, a profession referred to in
paragraph 2 shall be treated as a regulated profession (PQD, Article 3, 1a).
(w) ‘Studio’: Form of teaching in which students are involved in the development of design or planning
proposals working to a given brief or one which they develop themselves, either individually or in
small groups. Supervision, involving consultations and intermediate presentations, takes place on a
regular but flexible basis by one or more staff.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 23
Article 1. Scope
This Common Training Framework (CTF) refers to the profession of Landscape Architect working within the
European Union and sets the minimum standard of requirements for the professional recognition of landscape
architect within the EU. The CTF promotes common standards for landscape architects and supports mobility
of professionals. Besides this the standards as set out here aim to act as a benchmark for professional
landscape architects in Europe and beyond. The CTF covers education, professional practice and continuous
professional development requirements for landscape architects to have a smooth and barrier-free access to
practicing the profession within the EU.
Article 2. The task of landscape architects
Landscape architects plan, design and manage natural and built environments, applying aesthetic and scientific
principles to address ecological sustainability, quality and health of landscapes, collective memory, heritage
and culture, and territorial justice. By leading and coordinating other disciplines, landscape architects deal with
the interactions between natural and cultural ecosystems, such as adaptation and mitigation related to climate
change and the stability of ecosystems, socio-economic improvements, and community health and welfare to
create places that anticipate social and economic well-being (IFLA World, 2020).
Article 3. Academic and practice requirements
To meet the requirements of national or state recognition for the professional qualification of landscape
architects, the level of graduation must be at least level seven of the European Qualification Framework, a
master diploma or equivalent in the field of landscape architecture. For professional qualification as a
landscape architect, candidates must complete a post graduate professional traineeship.
Article 4. The core areas of landscape architecture education
To be recognised as a component of professional qualification recognition, landscape architecture programmes
must be delivered by university-level institutions and teach competences in the core areas of the discipline,
which are landscape planning, landscape design, and landscape management. This is carried out through the
conception, development, communication and implementation of landscape projects, programmes and
policies, involving intervention in the landscape at different scales of time and space. It requires the acquisition
of a range of transversal and transformative competences for sustainable development of landscapes.
Article 5. Fields of knowledge, understanding and skills
Landscape architecture projects, programmes and strategies need to be both feasible and sustainable. They
should grow out of and fit into their social, environmental, economic and cultural context, with the participation
of all relevant actors. For this, landscape architecture study programmes must result in acquiring competences
in landscape planning, landscape design and construction, and landscape management as established by the
guidance documents of the European landscape architecture organisations for higher education and professional
practice:
a. Landscape Planning for developing plans, policies, strategies, scenarios, and visions for sustainable urban
and rural landscapes;
b. Landscape Design for the creation of sustainable, functional, meaningful landscapes of an outstanding
design quality;
c. Landscape Management for developing ecological-based tactical, strategical, and operational landscape
management plans.
To meet these needs the study programmes shall provide the learners with opportunity to acquire knowledge,
skills and understanding in the following areas:
1. The structure of the physical landscape as well as the natural systems and processes operating to
shape and influence it.
2. The historical development and the land use and management systems that have led to today’s
landscapes systems and patterns .
3. The development, morphology, and function of human settlements, including their characteristic built
form, types and structures.
4. The ways in which individuals, social groups, and society as a whole, both past and present, have
perceived, and continue to perceive, value, and interact with their landscapes.
5. The legal, political, institutional and policy frameworks which influence the process of conservation,
consumption and sustainable development of landscape resources.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 24
6. Approaches, methods, and techniques for representations during the design process, for presenting
the analysis and forecast of the structure, systems and processes of the landscape, including its
relevant actors and stakeholders.
7. The precedents of historic and contemporary parks, gardens, planned and designed cultural
landscapes, landscape designs and plans.
8. Planning, management and design principles and skills for intervening in landscapes, at different scales
of time and space to achieve specific restoration, protection, conservation of development objectives
as well as for the wider benefit of the environment, society and economy as a whole.
9. Project implementation, both for management and design, including the materials, both living and
inert, including native and exotic vegetation, and techniques and construction standards for
contracting, realisation, in accordance with the applicable building regulations, and aftercare.
10. The professional practice of landscape architecture, including the professional ethics, the stages of the
planning, design process, construction, and technics as well as the practices of project management.
11. Strategies, methodology and tools for research in landscape architecture on planning, design and
management.
12. Transversal and transformative competences of landscape architects to contribute to sustainable
landscapes and addressing environmental and societal challenges.
Article 6. Balance between practical and theoretical aspects of education
The study programmes should maintain a balance between practical and theoretical aspects of landscape
architectural education. The definition of the learning aims and outcomes of the study programme shall clarify
this balance between theoretical aspects and the practical part that concerns the core competences for
planning, design, and management of landscapes.
Article 7. Common Training Test and recognition of professional qualification
Professionals complying with the requirements of this CTF are entitled to apply for recognition of their
professional qualification by taking a Common Training Test according to Article 49b in the Professional
Qualifications Directive (2005/36/EC).
Article 8. National and international registration
Landscape architects that meet the requirements of Articles 3 - 7 of this CTF, shall be included in a professional
landscape architects register in the country where they usually practise. Registered Landscape Architects are
eligible to receive the Landscape Architect’s European Professional Card.
Article 9. Continuous Professional Development
Registered landscape architects are required to maintain and update their competence and knowledge base
through participation in Continuous Professional Development courses and have these registered according to
the national regulations.
Article 10. Compliance with code of professional standards and ethics
Registered landscape architects are required to comply with the internationally recognised code of professional
standards and ethics that is in force and provided by IFLA Europe.
Annex 1. Guidance on the implementation and the details of the CTF for LA
Ad Article 1. IFLA Europe has published a procedure to facilitate the mobility of landscape architects within
Europe (IFLA Europe 2015).
Ad Article 2. The IFLA World 2020 definition will act as a basis for the next definition by the International
Labour Organisation (ILO) which is revising the current definition.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 25
Ad Article 3. A minimum of 300 ECTS for a full landscape architecture education is advised. Depending on the
national context level 7 is a master, but can also be a postgraduate degree or diploma. The professional
training, both as part of the curriculum and the post-graduate traineeship should be supervised by a landscape
architect and include a final test/exam. A period of two years is advised for the professional traineeship.
Ad Article 4. While the regular landscape architecture programmes should be delivered by university-level
institutes, the post graduate traineeship and continuous professional development can also be delivered by
professional and other organisations.
Ad Article 5. The elaboration of the areas is presented in the following entries:
1. The structure of the physical landscape as well as the natural systems and processes operating to shape
and influence it (analysing landscape systems, processes, patterns with their characteristics, meaning and
challenges).
2. The historical development and the land use and management systems that have led to today’s patterns of
vernacular and cultural landscapes. Taking into account the material and immaterial cultural heritage and
how landscape character arises from the local interaction between natural and cultural factors.
3. The development, morphology, and function of human settlements, including their characteristic built
form and building types, built structures and forms of infrastructure, and in particular their associated
open space structures.
4. The ways in which individuals, social groups, and society as a whole, both past and present, have
perceived, and continue to perceive, value, and interact with their landscapes, and imbue them with
diverse meanings and values.
5. The legal, political, institutional and policy frameworks which influence the process of conservation and
development of the landscape and its resources. The way these frameworks come into being and are
applied, as well as the contemporary discourse relating to environmental planning, design, and
management.
6. Approaches, methods, and techniques for (1) representing, analysing and forecasting the structure,
systems and processes of the landscape , including the services it provides; (2) reflective practice using
representations in an iterative way during the design and planning process; (3) assessing possible impacts
on the landscape; and (4) for understanding the needs and expectations of its actual and potential users
and other relevant actors and stakeholders, both human and non-human.
7. The precedents of historic and contemporary parks, gardens, planned and designed landscapes, landscape
designs and plans together with the ideas and individuals behind them, and the wider cultural and
intellectual context in which they have developed.
8. Planning, management and design principles and skills for intervening in landscapes, at different scales of
time and space, to achieve specific restoration and maintenance, protection, conservation or development
objectives as well as for the wider benefit of environment, society and economy as a whole, by integrating
the relevant characteristics of people and place in an innovative manner on the basis of the appropriate
theoretical underpinning.
9. Project implementation, both for management and design, including the materials, both living and inert,
including native and exotic vegetation, and techniques and construction standards for contracting,
realisation, and aftercare.
10. The professional practice of landscape architecture, including the development and role of the profession,
professional ethics, the stages of the planning and design process and the practices of project
management and interdisciplinary collaboration, while taking account of the wider considerations of public
and environmental health, and safety and consumer protection.
11. An appropriate set of methods and tools for landscape architecture research, including ‘research for
design’, ‘research on design’, and ‘research through design’ which can be applied both on planning, design
and management of landscapes.
12. Transformative competences of landscape architects practiced in a transversal way: systems thinking,
anticipatory competence, normative competence, strategic competence, collaboration competence,
critical thinking, self-awareness, and integral problem-solving in order to contribute to sustainable
landscapes that help to face current challenges interactions between natural and cultural ecosystems, such
as adaptation and mitigation related to climate change and the stability of ecosystems, socio-economic
improvements, and community health and welfare to create places that anticipate social and economic
well-being. The transformative and transversal competences are based on the GreenComp of the EU.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 26
Ad Article 6. As a guidance the practical and theoretical forms of learning should be balanced. The practical
aspects should comprise at least 50% of the ECTS of the whole landscape architecture programme, either in the
integrated master or in the combination of a bachelor and master programme. The practical aspects of
landscape architecture are taught in studios. Studios are a form of teaching in which students are involved in
the development of design or planning proposals working to a given brief or one which they develop
themselves, either individually or in small groups. Supervision, involving consultations and intermediate
presentations, takes place on a regular but flexible basis by one or more staff.
Ad Article 7. The common training test shall be organised by the competent national body. It will take place
according to the necessity but should be offered at least once per calendar year. The contents of the test shall
allow verifying all theoretical and practical competences of the landscape architect’s profession as laid down in
Articles 4 and 5.
Ad Article 9. Per year a minimum of 8 hours of continuous professional development is advised, for which the
registered landscape architect needs to collect and provide proof in the form of certificates or other relevant
documents. The providers of continuous professional development should meet the standards set by the
national competent regulatory body. The national organisation for this vary, can be the chamber, a national
registration organisation, the national association of landscape architecture, or other bodies.
Ad Article 10. It is advised that the national codes of conducts refer to and comply with the IFLA Europe code
of Ethics and Professional Conduct.
References
Council of Europe, 2000. European Landscape Convention. https://rm.coe.int/16807b6bc7
ECLAS (Bruns, D. et al). 2010. ECLAS Guidance on landscape architecture education. The Tuning Project, ECLAS
- LE:NOTRE
EU, 2005. Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the
recognition of professional qualifications.
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32005L0036
EU, 2021. GreenComp. The European sustainability competence framework - Bianchi, G., Pisiotis, U. and
Cabrera Giraldez, M., GreenComp The European sustainability competence framework, Punie, Y. and
Bacigalupo, M. editor(s), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN
978-92-76-46485-3, doi:10.2760/13286, JRC128040.
https://publications.jrc.ec.europa.eu/repository/handle/JRC128040
European Commission, 2018. Professional Qualifications Directive (2005/36/EC). The European Qualifications
Framework: supporting learning, work and cross-border mobility. ISBN 978-92-79-80382-6.
doi:10.2767/385613 KE-01-18-211-EN-N
European Science Foundation’s Science Policy Briefing. 2010. “Landscape in a Changing World’
IFLA Europe, 2015. Professional Movement Between Associations. Final report May 2015.
https://www.iflaeurope.eu/assets/docs/151005_MBA_Final_Report_Professional_Movement.pdf
IFLA Europe, 2020. List of Schools and Programmes Recognised by IFLA Europe (status January 2022).
https://www.iflaeurope.eu/assets/docs/200910_List_of_Schools_and_Programmes_Recognised_by_IFLA_Euro
pe.pdf )
IFLA Europe, 2022. Code of Ethics and Professional Conduct, consulted on the 15th of December 2022:
https://www.iflaeurope.eu/assets/docs/150218_IFLA_Europe_Code_of_Ethics_CBr.pdf

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 27
IFLA World, 2020. Definition of the profession of landscape architect.
https://www.iflaeurope.eu/assets/docs/210120_IFLA_LA_Definition_Final.pdf
Sarlöv Herlin, I. 2009. Training of Landscape Architects. in: CEP-CDPATEP (2009) 13E. 5th Council of Europe
Conference on the European Landscape Convention. https://rm.coe.int/16806b081d
UNESCO, 2017. Education for Sustainable Development Goals: Learning Objectives. UNESCO Education
Department. Paris. ISBN 978-92-3-100209-0
Websites
UN Sustainable Development Goals
https://sdgs.un.org/goals, The United Nations Sustainable Development Goals, consulted on the 7th of
December 2020.
Overview of the documents with guidance and standards for landscape architecture education
https://www.eclas.org/cooperation-with-ifla/

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 28
Part 4 -IMPLEMENTATION GUIDELINES for the CTF
This part presents the establishment of the CTF by ECLAS and IFLA Europe, an outlook on the process with DG
GROW for formally establishing it as an EU delegated act and further guidance for registration of landscape
architects in EU Member States.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 29
4.1 Agreement of an ECLAS / IFLA Europe CTF
The next step in the process is that ECLAS and IFLA Europe formally agree on the proposed CTF. This should be
done by signing a document called ECLAS / IFLA Europe Common Training Framework that consists of the texts
that are presented in Part 3 of this report.
The implementation of the draft CTF and this advisory report can take place in four realms: (1) in landscape
architecture education as a basis for the updated ECLAS guidance and a benchmark for peer-review of landscape
architecture programmes, (2) in the professional recognition of landscape architecture schools by IFLA Europe,
(3) in national regulation of the profession landscape architecture where national associations or chambers can
comply with the standards and approach of the draft, and (4) in EU regulation for the profession of landscape
architects by integrating it in a delegated act.
4.2 Implementation in landscape architecture education
On September 14, 2022, the draft CTF was approved by the ECLAS General Assembly, consisting mainly of Heads
of Schools and School Contact persons of ECLAS.
The innovative aspect of the output lies in the fact that the group of HEIs from all EU regions, the European and
national professional associations of landscape architects worked alongside in a bottom-up approach to achieve
the common goal of linking education to practice through the European level regulation of the CTF.
Institutes of higher education can use the CTF as a benchmark for reviewing their study programmes in landscape
architecture. ECLAS has installed a committee that will update its guidance of landscape education (ECLAS 2010)
using the CTF as a basis.
Peer-review committees which have the task of internationally benchmarking landscape architecture
programmes can compare the learning aims and learning objectives of the programme with the standards
described in Articles 1 to 6 of chapter 3.3 of this report.
4.3 Implementation in professional recognition of landscape architecture programmes
IFLA Europe members discussed the successive drafts of the CTF during several events. In October 2022 the
proposed CTF was presented to the IFLA Europe General Assembly 2022 where delegates of national associations
of landscape architects met in Helsinki. An additional online seminar was held on December 9, 2022. Until mid
December 2022 the delegates of each country gave feedback on the draft proposal.
In parallel, IFLA Europe’s Education Committee is preparing an update of the School Recognition standards and
procedure. After approval, the School Recognition procedure will be linked to the CTF. The National
Organisations for Landscape Architecture in each country are invited to adapt their regulations regarding
professional recognition concerning the level of education, postgraduate traineeship, code of conduct, and
continuous professional development to the articles in the CTF.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 30
4.4 Registration of landscape architects, continuous professional development and
post graduate professional traineeship.
Registration of landscape architects
Article 8 states: “landscape architects that meet the requirements of Articles 3 - 7 of this CTF, shall be included
in a professional landscape architects register in the country where they usually practise.” The standard path for
registration is a follows: (1) graduating from a programme for landscape architecture that is formally recognised
by the national competent body and (2) successfully completing the post-graduate traineeship.
When in a country the regulation of the profession has recently been established, a transitional arrangement for
those who already practise as a landscape architect should be provided.
Apart from this, there should be a possibility for individuals to pass an exam (in the Professional Qualification
Directive and in Article 7 of the proposed CTF this is called a ‘Common Training Test’). National organisations can
set requirements for this exam, which can consist of a required number of years of professional practice as a
landscape architect, submitting a portfolio with landscape architecture projects and plans, passing a written
exam (e.g. by writing a thesis on a landscape architectural project and subject), and an oral examination.
Continuous Professional Development (CPD)
The current regulations for CPD greatly vary from country to country. The content and processes for this are in
development. Questions are: Should the content be pre-defined by the national competent body, or can
professionals decide for themselves? Should the content be certified or not? How many hours per year are
required? Who should organise the registration platform?
Some regulations state that this is mainly the responsibility of the individual registered landscape architect, who
needs to decide what the content should be in relation to his or her practice. Other regulations call for defining
specific content that relates to current developments in legislations, societal challenges, new tasks and roles for
the profession.
The advice by InnoLAND is:
a. There should be a minimum number of hours per year and in order to have any impact we have set the
required period at 8 hours per year.
b. Registered landscape architects should decide for themselves what the content is in relation to their tasks
and the portfolio of their office.
c. The national competent body should organise a platform where registered landscape architects can
administer their completed CPD. This platform should be open for consultation on demand.
d. The national competent body should not have the task to assess or validate the content.
Post graduate professional traineeship
Article 3 states: “For professional qualification as a landscape architect, candidates must complete a post
graduate professional traineeship”. Many competences for landscape architecture can be acquired by academic
education, but some need to be learned in a professional setting. The whole process of projects often exceeds
the period planning of semesters. Competences such as entrepreneurship, participation of the public, tendering,
and supervising project implementation can only be experienced and incorporated in a real-life setting.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 31
InnoLAND advises a two-year post graduate traineeship, supervised by a registered landscape architect and
concluded by an oral exam. The content of the work during the traineeship should comprise the various stages
and aspects of planning, design, project implementation and management: such as strategic design, preliminary
design, final design, technical design, and briefs of specification. The trainee should take part in specific courses
that are related to professional practice, e.g. on project management, office management, public procurement,
briefs of specification, etcetera. An example of the competences for professional traineeships in the Netherlands
is presented in the box below.
As
pect o
r Phase
Competence
Organisation Is able to adopt a professional position through an exploratory, reflective and conscious
approach, within the relevant historical, cultural, social and ecological contexts, now and
in the future.
Office m
anagement
Understands the long
-
term sustainability of a
company or organisation.
Comm
unication
Possesses social, verbal and non
-
verbal, written and a
udio
-
visual skills to communicate
effectively and convincingly.
Phase 00
Commission
E1. Possesses strategic and communicative skills and tools needed to build up a reputation
and to convincingly articulate a vision and opinion, with the aim of securing a commission.
E2. Is familiar with contract agreements and selection and tender procedures as a
designer
or advisor.
Phase 01
Initiative / feasibility
E3. Is able to analyse and assess the
feasibility of the ambitions and wishes of the
client
within their historical, social, spatial, ecological, technical, aesthetic and financial
contexts in order to offer effective advice.
Phase 02
Project definition
E4. Understands how to evaluate (performance) requirements, wishes, expectations and
conditions in relation to the design and/or spatial advice and to incorporate these into a
design brief;
E5. Is capable of drawing up a plan to execute the project in terms of products, time,
financing and organization;
Phase 03
Sketch design
E6. Is ab le to explore and communicate an
integral sketch design or spatial
-
functional
concept in its context.
Phase 04
Preliminary design
E7. Is able to prepare, define and
communicate a preliminary design and/or
spatial
advice, in which all aspects are integrated
E8. Is able to make proposals concerning materials and technology for th e preliminary
design and/or spatial advice.
E9. Understands the relevant regulations and permits and can incorporate them into the
preliminary design and/or spatial advice
E10. Is able to produce an integrated and
global
design and advising on all relevant
aspects related to physics, technology and safety.
Phase 05
Definitive design
E11. Is able to prepare, define and communicate a detailed design and/or spatial advice
in which all aspects are integrated;
E12. Is able to make proposals concerning materials and technology for the detailed
design and/or spatial advice
E13. Understands the relevant regulations and permits and how to incorporate them into
the detailed design and/or spatial advice;
E14. Is able to produce an integrated and
detailed design and/or advising on all relevant
aspects related to physics, technology and safety.
Phase 06
Technical design
E15. Is able to elaborate and define all technical aspects of the definitive design and/or
specified spatial advice, and understands how to draw up technical specifications to
enable construction.
E16.
Understands the procedures for applying
for the required permits.
Phase 07
Price and contract
negotiation
E17. Understands all relevant cost structures
and can ensure the feasibility o f the design
and/or spatial advice throughout all phases, and is capable of advising the client about
costs.
E18. Understands relevant forms of contracts and tenders with executing parties,
including
laws and regulations, and able to advise the
client on such
matters.
Phase 08
Construction –
construction drawings
E19. Is able to elaborate the design and/or
spatial advice to
such an extent that they form
the basis for the production of construction and installation components, as well as the
actual
execution and assembly on the construction
E20. Is able to develop and/or supervise and
aesthetically control the detailed
development
of components in relation to the entire
design.
Phase 09
Construction
supervision
E21. Understands construction techniques,
protocols and processes.
E22. Understands construction management
E23. Is able to supervise and control the construction process.
Phase 10
Use / operation
E24. Understands management and maintenance aspects in relation to the development
and upkeep of a sustainable design.
Source: End terms for all pro
fession
s,
https://www.architectenregister.nl/en/bep/general
-
information/

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 32
4.5 Organising regulation on a national level
The European Union is in favour of regulating professions where this contributes to promoting productivity and
ensuring an attractive climate for investment and innovation (see box)
A deeper and fairer internal market is one of the 10 priorities of the Commission. The European Council considers that
‘delivering a deeper and fairer Single Market will be instrumental in creating new jobs, promoting productivity and ensuring
an attractive climate for investment and innovation’.
In its Single Market Strategy for goods and services of 28 October 2015, the Commission announced that it would issue
guidance to Member States on reform needs in professional services. This measure is one of the actions and strategies on
the Single Market for which the European Council has called for speedy implementation by 2018. The European Parliament
endorsed the Commission’s initiative in its Report on the Single Market Strategy.
The regulation of professional services is a prerogative of the Member States. It aims at ensuring the protection of general
interest objectives. The particular way Member States regulate a profession stems from a number of factors such as: the
importance that society puts on specific general interest objectives to be protected; the efficiency of different
administrative and judicial supervisory arrangements; economic situations; the relative economic importance of the sector
for the country in question and the strength of vested interests.
A combination of these factors and the resulting policy assessments has led to the adoption of different regulatory models.
The existence of various models is not an issue. The aim, therefore, is not to impose directly or indirectly any particular
regulatory model throughout the EU
Source EU, 2017.
National Associations who aim to regulate the profession of landscape architecture on a national level may use
the draft CTF and the advice in this report as a basis. EU Member States have different regulatory models with
variety in exercise requirements, entry requirements, qualification requirements and regulatory approach. In
some countries there is only the protection of the title, other countries have a restriction for specific tasks or
commissions, while other restrict the capacity to formally sign for a project, plan or design.
In 2017 the EU Commission published a communication on reform recommendations for regulation in
professional services (EU, 2017). Relevant for landscape architects are the recommendations for the profession
of architects (II.1, page 9-12) because this profession is one of the closest neighbouring disciplines and already
has a status of automatic recognition of the profession.
National Associations are advised to base the national model for regulation of landscape architects on the
existing model for building architects, while taking into account the articles that are presented in the draft CTF
in part 3 of this report.
4.6 The process of establishing the CTF as an EU regulation
A working party of InnoLAND, in which representatives of the InnoLAND higher education partners and IFLA
Europe take part, has met with staff of DG GROW to discuss the procedure and content of the CTF. Based on this,
InnoLAND sent a draft proposal of the CTF to DG GROW which on June 20, 2022, was presented for discussion in
the 'Expert Group on Professional Qualifications' in which delegates of each EU country have a seat. While the
Commission has delegated authority to adopt legislation to establish Common Training Frameworks, it was
stressed that it cannot easily do this against the will of member states. A CTF will be the result of a ‘political
process’ in the form of a ‘negotiation’ in which the ‘political will‘ of the member states was critical. The respective
roles of the Parliament and the Council in the adoption of CTFs is clarified by the Commission on the webpage
on implementing and delegated acts. See also the box below.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 33
The Commission prepares and adopts delegated acts after consulting expert groups, composed of representatives from
each EU country, which meet on a regular or occasional basis.
As part of the Commission's better regulation agenda, citizens and other stakeholders can provide feedback on the draft
text of a delegated act during a four
‑
week period. There are some exceptions, for example, in case of emergency or when
citizens and stakeholders have already contributed.
Once the Commission has adopted the act, Parliament and Council generally have two months to formulate any
objections. If they do not, the delegated act enters into force.
Adopted acts contain an 'explanatory memorandum' summarising the feedback received and how it was used.
Commission expert groups and other similar entities
A Commission expert group is a consultative body set up by the Commission or its departments to provide them with
advice and expertise; composed of public and/or private sector members; which meets more than once.
Gathering expertise from various sources may include gathering the views of various stakeholders.
A new Interinstitutional Register of Delegated Acts was launched in December 2017. It provides a complete view of the
lifecycle of delegated acts and allows users to subscribe in order to receive notifications about the files of their interest.
The Register is available in all the EU languages.
Source: https://ec.europa.eu/info/law/law-making-process/adopting-eu-law/implementing-and-delegated-acts_en
DG GROW reported back and gave advice on the content and the pathway:
a. The Commission views the future of the CTF as a mechanism to further professional mobility, in view of the
problems and obstacles outlined, the instrument is indeed being actively considered and that the
Commission plans to make some progress with CTF after nine years.
b. The intention was to identify those interested cases which ‘ticked most of the boxes’. Key to this is the
‘economic importance’ of the profession concerned: including the number of people affected.
c. The Directive sets out that for a CTF a minimum of 1/3 of member states must regulate access to the
profession concerned or the education must be regulated. This threshold has been reached by landscape
architecture (but only just). It was made clear by the Commission representatives that the more states in
which a profession was regulated, the better the chances of achieving a CTF. (Other interested professions,
such as Civil Engineering or Physiotherapy are regulated in almost all of the member states.)
d. Given that the purpose of a CTF is to enhance professional mobility, it is emphasised that there need to be
well documented mobility issues for a CTF to succeed. It was also pointed out that the Commission had not
registered any complaints regarding mobility from landscape architects in the past year.
e. The DG GROW staff emphasises that before InnoLAND would start with mapping the education and
profession extensively across Member States, according to the format that was sent to the working party of
InnoLAND.
f. The mobility issues for landscape architects in the EU need to be made more concrete.
g. The Committee member of France informed that their competent authorities are in touch with IFLA Europe,
to work on a project to identify the various European training courses that award a Master's degree (after
300 ECTS) in landscape design. According to France, the aim of this project is to make applications more
fluid. It would be interesting to hear more about this project from you and about any other possible
communication with the French on IFLA Europe’s CTF proposal.
The working party of InnoLAND keeps the communication on the establishment of the CTF as an EU regulation
going. The pathway depends on the outcomes of the discussions. Relevant parties for this process are:

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 34
 The staff of DG GROW;
 The Expert Group on Professional Qualifications;
 The national coordinators for the Internal Market for each Member State;
 The national competent bodies for regulation of the professions.
The next steps are:
a. Continuing the communication with DG GROW staff and receiving advice on the pathway.
b. Using the case in France as an example of how it can influence the establishment of the CTF for LA.
c. Make a more detailed overview of the number of landscape architects in each member state and their
contributions to society.
d. Increase the number of member states where the profession of landscape architect is regulated to have a
stronger argument for establishing a CTF.
e. Support the reporting of mobility issues in each member state by the competent national authorities.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 35
References
ECLAS (Bruns, D. et al). 2010. ECLAS Guidance on landscape architecture education. The Tuning
Project, ECLAS - LE:NOTRE
EFLA&ECLAS. 2012. Birmingham Declaration on the Minimum Requirements for European
Landscape Architecture Studies to Qualify for Professional Recognition by EFLA and ECLAS
EU, 2005. Directive 2005/36/EC of the European Parliament and of the Council of 7 September
2005 on the recognition of professional qualifications.
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32005L0036
EU, 2017. Communication from the Commission to the European Parliament, the Council, the
European Economic and Social Committee and the Committee of the Regions on reform
recommendations for regulation in professional services {SWD(2016) 436 final}
https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52016DC0820&from=EN
IFLA World, 2008. Definition of the profession of landscape architect.
https://www.iflaeurope.eu/assets/docs/210120_IFLA_LA_Definition_Final.pdf
IFLA, 2017. IFLA Charter for Landscape Architecture Education. Addenda to IFLA Charter for
Landscape Architectural Education When Implemented In the European Region. 2017.
www.iflaonline.org [online 6.4.2018.]
IFLA, 2012. IFLA-UNESCO Charter for Landscape Architecture Education. www.iflaonline.org [online
6.4.2018.]
EU Website on procedure of delegated acts:
https://ec.europa.eu/info/law/law-making-process/adopting-eu-law/implementing-and-delegated-
acts_en
Website on the structure and competences of the Dutch Post-Graduate Traineeship
https://www.architectenregister.nl/en/bep/general-information

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 36
DEFINITIONS
EQF: European Qualifications Framework for Life Long Learning, with the descriptors of 8 levels of
competences: knowledge, skills and Responsibility and autonomy ( See:
https://ec.europa.eu/ploteus/content/descriptors-page)
Common Training Test: A standardised aptitude test available across participating Member States
and reserved to holders of a particular professional qualification. Passing such a test in a Member
State shall entitle the holder of a particular professional qualification to pursue the profession in any
host Member State concerned under the same conditions as the holders of professional
qualifications acquired in that Member State. (PQD, Article 49b, 1)
Competent Authority: Any authority or body empowered by a Member State specifically to issue or
receive training diplomas and other documents or information and to receive the applications, and
take the decisions, referred to in the Professional Qualifications Directive (PQD, Article 3, 1d)
CPD: Continuous Professional Development
Design (noun): The design process in which a product (that is, the design) is projected and sometimes
also implemented. The design can take the form of a plan of multiple geographic scales ranging from
regions to site projects, it can be a regional plan, a strategy, open space design, garden design.
Design here also implies the technical design.
Design (verb): The act of projecting future environments or objects, for instance through drawings or
other representations. In landscape architecture the verb ‘design’ means giving four-dimensional
form and function to landscapes at multiple geographic scales and the development of landscapes in
time.
ECT: European Credit Transfer and Accumulation System or ECTS credits’: The credit system for
higher education used in the European Higher Education (PQD, Article 3, 1n)
European Professional Card: An electronic certificate proving either that the professional has met all
the necessary conditions to provide services in a host Member State on a temporary and occasional
basis or the recognition of professional qualifications for establishment in a host Member State
(PQD, Article 3, 1k).
Evidence of formal qualifications: Diplomas, certificates and other evidence issued by an authority in
a Member State designated pursuant to legislative, regulatory or administrative provisions of that
Member State and certifying successful completion of professional training obtained mainly in the
Community. Where the first sentence of this definition does not apply, evidence of formal
qualifications referred to in paragraph 3 shall be treated as evidence of formal qualifications (PQD,
Article 3, 1c);
Full landscape education: Education that is focused on the discipline of landscape architecture and
includes learning activities that aim to acquire the competences listed in Article 5. Fields of
knowledge, understanding and skills of this CTF, while allowing for elective subjects. . A full landscape
education is completed by graduation on EQF level 7.
Internship: Extended period of supervised residency on the part of the student in a design or
planning office or in a nursery or contracting firm to gain practical work experience. Frequently
accompanied by the keeping of a diary and/or the preparation of a report.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 37
Landscape: an area, as perceived by people, whose character is the result of the action and
interaction of natural and/or human factors. It …. covers natural, urban and peri-urban areas,
whether on land, water or sea. It concerns not just remarkable landscapes but also ordinary or
everyday landscapes and degraded areas (European Landscape Convention). Landscape includes
amongst other things, rural and peri-urban regions, cultural landscapes, infrastructure in the
landscape, green and blue infrastructure, green spaces, nature conservation areas, recreation areas,
public and semi-public open space, individual parks, squares, and (historic) gardens.
Landscape architect: The professional who plans, designs and manages natural and built
environments, applying aesthetic and scientific principles to address ecological sustainability, quality
and health of landscapes, collective memory, heritage and culture, and territorial justice. (Based on
IFLA, 2020).
Landscape Architecture Research: The type of research that is carried out by and for the discipline of
landscape architecture which can be categorised in (1) Research for design: Research is used to
inform or validate the design. In other words, knowledge is acquired in a targeted manner as input
for the design (2) Research on design: Plan analyses are used to study and organize operational
design. It involves finding specific design concepts, principles, precedents, or types as a foundation
for future design. (3) Research through design: A form of research where designing and designs are
applied as a research strategy to explore, identify, and map possibilities. (4) Research about design:
This primarily concerns understanding and identifying design processes through the observations,
interviews, and other activities of designers. (Nijhuis en De Vries, 2018).
‘PQD’: Professional Directive Qualification Directive.
Professional qualifications: Qualifications attested by evidence of formal qualifications, an
attestation of competence referred to in Article 11, point (a) and/or professional experience;(PQD,
Article 3, 1b);
Professional traineeship: A period of professional practice carried out under supervision provided it
constitutes a condition for access to a regulated profession, and which can take place either during
or after completion of an education leading to a diploma (PQD, Article 3, 1j).
Professional Recognition: The way a profession is regulated on a European or a national level
according to a set of standards of the recognizing organisation. The effect of this recognition varies,
depending on the legal authorization of the recognizing body. On a national level it may result in the
right to use the title of landscape architect, the right to work as a landscape architect or to work a
specified type of commissions or to be allowed to formally “sign” a plan.
Project implementation: The process of putting a plan or design into effect. This includes preparing
technical drawings and specifications, putting the project out to tender, evaluating the bids and
selecting a contractor as well as supervising and overseeing the progress of the works on site and
finally certifying that they have been satisfactorily completed.
Regulated education and training: Any training which is specifically geared to the pursuit of a given
profession and which comprises a course or courses complemented, where appropriate, by
professional training, or probationary or professional practice. PQD, Article 3, 1d)
Regulated profession: A professional activity or group of professional activities, access to which, the
pursuit of which, or one of the modes of pursuit of which is subject, directly or indirectly, by virtue of
legislative, regulatory or administrative provisions to the possession of specific professional

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 38
qualifications; in particular, the use of a professional title limited by legislative, regulatory or
administrative provisions to holders of a given professional qualification shall constitute a mode of
pursuit. Where the first sentence of this definition does not apply, a profession referred to in
paragraph 2 shall be treated as a regulated profession (PQD, Article 3, 1a).
Studio: Form of teaching in which students are involved in the development of design or planning
proposals working to a given brief or one which they develop themselves, either individually or in
small groups. Supervision, involving consultations and intermediate presentations, takes place on a
regular but flexible basis by one or more staff.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 39
APPENDICES
Appendix I Results of the pilot testing of the draft proposal of the CTF
From December 2021 until March 2022 the partners of the InnoLAND project and a number of delegates of
IFLA Europe tested to what extent the draft proposal for the CTF is complying with the standards for the
qualifications of landscape architects in their countries. This was done in countries where the profession is
regulated (Austria, the Netherlands, Hungary, Slovenia) and where there is no regulation (Bulgaria, Finland,
Iceland, Lithuania, Portugal), and where there is neither regulation nor recognition (Spain).
Table I.1. The conclusions of the pilot testing in each country
Country Conclusions on the compliance of the draft proposed CTF with the National Standards
Austria There is no regulation or legal act regulating landscape architect’s professional activity and recognition of
professional qualification in Austria. Landscape Architect as a title is not protected. There are no
regulations for Continuous Professional Development.
The content of the proposed draft are generally complying with the national standards for LA education.
Hungary The LA profession is regulated in Hungary at national level. The continuous improvement of the activities
done by Landscape Architects is expected by the professionals and it is a main goal of the Hungarian
Association of Landscape Architects as well.
The approval of the CTF on LA by the European Commission would be a great support for developing and
setting standards for the content of regulated activities with other EU countries. We do not foresee any
major problems in fully implementing the CTF requirements in Hungary rather consider it as a great
stimulus for the development and strengthening of the profession in the country and increasing quality
of landscape architecture and all other projects at the same time.
Portugal The profession currently is not regulated in Portugal. There is no chamber system.
In the general the qualifications are defined by Portuguese Professional Landscape Architecture
Association (APAP)
The landscape architecture education follows the guidelines of IFLA World 2018 and the ECLAS guidance
on Landscape Architecture Education (2010)
Some parts of the proposed draft of the CTF are not mentioned in the Associations guidelines but are
defined by regulations for Higher Education which are implemented by the National Agency of
Accreditations (A3ES).
The questions included in core competences for landscape architecture education are presents in the
core competences because they are high lines of Portuguese school of landscape architecture.
Iceland The profession in not regulated in Iceland and an official national register does not exist. The content of
the proposed draft are generally complying with the national standards for LA education. There are no
requirements for the Code of Ethics, Continuous Professional Development, Post graduate traineeship.
Finland The standards proposed in the draft CTF generally comply with the Finnish educational standards.
As in almost all Nordic countries, the title is not protected nor regulated in Finland. There is no regulation
of the profession. There is no chamber system.
LA has a separate degree title of its own (MSc in Landscape Architecture). Aalto University LA Degree
Programme has the authority (given by the Ministry of Culture and Education) to provide the title.
Even if the LA association has recognition requirement regarding education and/or practice to accept
members, the NA title is not a legal requirement for practicing in the field. Architects and engineers can
in principle work as LA too. In Finland some municipalities require courtyard realization plans to be made
by a professional (landscape architect or landscape designer which is a bachelor level degree).
The emphasis is in good quality education. As all five Nordic associations, also the Finnish National
Association (MARK) requires a master’s degree in LA to become a full member of the national association.
Higher education is seen as a guarantee of quality of practice in all five countries, especially in the public
sector. The high degree of complexity in the projects and high expectation of professional may be one
reason for this: it’s difficult to practice without a five-year education.
Bulgaria The summarized opinion presented by Union of Landscape Architects in Bulgaria (ULAB - with
participation of ULAB members, Chamber of Architects /LA Div. member and University teachers)
concludes that the situation in Bulgaria compared to suggested competences in CTF are for a large part
in compliance.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 40
Table I.1. The conclusions of the pilot testing in each country
Country Conclusions on the compliance of the draft proposed CTF with the National Standards
Netherlands In the general the qualifications that are defined in the Dutch Architects’ Title Act and the Further
Regulations are complying with the CTF. Some parts of the proposed draft of the CTF are not mentioned
in the Act, but are defined by regulations for Higher Education which are implemented by the NVAO
(Netherlands Flemish Accreditation Organisation (such as the Competences on Research). The Code of
Ethics is only related to membership of the National Association (NVTL), and is not required for admission
to the Architects’ Register.
Some specifications in the draft such as climate change, health, stability of ecosystems, territorial justice,
productive landscapes, and tools such as GIS are not mentioned, however these may follow from the
more general wording. The Dutch wording is more neutral, while the CTF makes a stronger proposal for
aspects of sustainability that follow from the Strategic Sustainable Development Goals of the UN.
However the EU policies for Higher Education will result in universities to address the development.
Lithuania As the LA profession currently is not regulated in Lithuania many requirements are met de facto. For
regulation de jure the association is engaged in the consultation procedure with the Ministry of
Environment. The big opposition comes from the chamber of architects, as its members have taken over
some positions and jobs that should be done by landscape architects.
If the CTF on LA is approved by the European Commission this would be great support for refining national
regulation. We do not foresee any substantial problems in fully implementing the CTF requirements in
Lithuania rather consider it as a great stimulus for the development and strengthening of the profession
in the country and increasing quality of LA and all other projects at the same time.
Slovenia The profession of LA is in Slovenia already regulated at the national level, as certified landscape architects
are members of the Chamber of Architecture and Spatial Planning of Slovenia and must have two years
of work experience and a professional exam in addition to the relevant education (MLA). Therefore, we
do not see any problems in achieving additional requirements (if any) in case the profession will be
regulated at European level.
The current BLA and MLA study programs have been prepared and accredited at the national level. There
is a continuing elaboration and diverse set of knowledge from the LA program as it was developed at the
University of Ljubljana since the programme origins 50 years ago, and also in accordance with the
proposals of the ECLAS organisation (“Tuning Document”) when so called Bologna programmes were
introduced in 2007. Therefore, we are of the opinion that they fully achieve required competencies as
envisaged by the CTF. IFLA Europe recognition of BLA and MLA study programmes additionally support
this opinion.
Therefore, we can conclude that CTF for landscape architects and Slovene national requirements are
complying with each other.
Spain Even if Spain has not developed yet a National Standard for Landscape Architects, we sustain that the
comparison of the draft proposal of the CTF for LA could be made against the compendium of the three
Bachelors in LA and their consistent study Programs. The harmonious, yet distinguishable personalities if
the three recently approved Bachelors in three cities in Spain (Madrid, A Coruña and Barcelona) detailed
in the charts above, reveal how the competences approved by the National Education Qualifications
Agency in Spain (ANECA) would be close to the drafted CTF.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 41
Appendix II Comparison of areas of knowledge, skills and
understanding
This Appendix presents an overview of the blocks of competences and fields of knowledge that are defined by
IFLA Europe, ECLAS and the InnoLAND project with the additions by the collaborative process for drafting a CTF
for LA, version June 15, 2021.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 42
Appendix III Code of Ethics and Professional Conduct
This code of Ethics and Professional Conduct will not be included in the CTF and will serve as a reference to
Article 10. The actual code can be found on the website of IFLA Europe:
GENERAL
a) IFLA EUROPE, the European Region of the International Federation of Landscape Architects (IFLA) is a not-for-
profit international organisation constituted by the national/multi-national associations of landscape architects
and the individual landscape architects of member countries of the European Union, the European Economic
Area, and the Council of Europe. IFLA EUROPE advocates and pursues, through the promotion of landscape
architecture, the highest standards on landscape professions, and seeks to protect, conserve, and enhance the
natural and built environment for the benefit of the public.
b) IFLA EUROPE places a strong emphasis on the integrity, competence, and professionalism of its members, and
therefore encourages the member associations to adopt this ‘Code of Ethics and Professional Conduct’ and
requires all IFLA EUROPE members to conduct themselves in accordance with this Code within their professional
and business life.
c) This Code of Ethics and Professional Conduct should be considered central to the professional life of any IFLA
EUROPE landscape professional not only as a source of ethical guidance, but also as a common-sense indicator
to principles of good practice.
1. THE CODE
1.1 This Code lays down standards of professional conduct and practice expected of all landscape professionals
of IFLA EUROPE, whatever their category of membership. Members are expected to be guided in their
professional conduct and work as much by the spirit of the Code as by its express terms. The purpose of the
Code is to promote the highest professional standards, rather than constitute a basis for undertaking
disciplinary actions.
1.2 The fact that a course of conduct is not specifically referred to in this Code does not mean that it cannot
form the basis of disciplinary proceedings for the guilty professional(s) by the respective member association(s)
or, where appropriate, IFLA EUROPE.
1.3 Disciplinary proceedings may be brought in respect of the professional conduct or competence of any IFLA
EUROPE member whether or not practicing or carrying on business under any name, style or title containing the
words landscape architect, landscape manager, landscape scientist, etc.
1.4 Members guilty of any incorrect/unfair use of public media or social networks shall be reported to the
respective member association(s) for possible disciplinary proceedings in accordance with their own
professional conduct and practice criteria.
1.5 Members guilty of any incorrect/unfair use of IFLA EUROPE social networks shall be immediately
expelled from these facilities and reported to the respective member association(s) for further possible
disciplinary actions in accordance with their own professional conduct and practice criteria.
2. THE LIMITS OF THE CODE
2.1 Not every lack of compliance with the Code or shortcoming on the part of an IFLA EUROPE member
will necessarily constitute grounds for disciplinary proceedings, but a failure to follow the guidance of this Code
will be considered should it be necessary to examine the conduct or competence of a landscape professional.
2.2 Disciplinary proceedings may arise if a member of IFLA EUROPE has been convicted of a criminal offence
other than an offence which has no material relevance to their fitness to practise as a landscape professional.
Such proceedings are outside the scope of this Code.
2.3 The private life of any IFLA EUROPE member cannot be the subject of disciplinary action unless it affects their
professional work or brings the profession into disrepute.
2.4 A minor transgression of this Code is unlikely to give rise to grounds for disciplinary proceedings unless it
forms part of a pattern of unacceptable professional conduct or professional incompetence.
II. THE STANDARDS
a) The landscape architects members of IFLA EUROPE - through their national or multi-national associations or as
individual professionals – recognize the following ethical and behavioural standards towards society, clients,
colleagues, and the profession, as well as towards the landscape and environment.
b) This Code of Ethics and Professional Conduct applies within IFLA EUROPE, and its member associations and all
individual members are invited to adopt it. In case an IFLA EUROPE member association is already provided with

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 43
its own Code of Conduct, this IFLA EUROPE Code of Ethics and Professional Conduct shall be considered as an
extension/ integration, with the same effectiveness, of its existing professional Code.
PROFESSIONAL ATTITUDES
Standard 1. To promote the highest standard of professional services, and conduct professional duties with
honesty and integrity, having regard to the interest of those who may be reasonably expected to use or enjoy
the products of their work.
Standard 2. To support continuing professional development.
Standard 3. To uphold the reputation and dignity of profession, IFLA/IFLA EUROPE and their own professional
organisations, respecting the resolutions of the respective General Assemblies, Executive Councils, Boards,
Committees and Working Groups, as well as their external communications events and social networks.
Standard 4. To actively and positively promote the standards set out in this Code of Ethics and Professional
Conduct.
Standard 5. To be fully acquainted with the Statutes and Regulations of IFLA EUROPE and their own professional
association(s), and be willing to cooperate – in any possible way and with the due dedication and
independence of judgment – in achieving the aims and objectives of their respective Strategic and associated
Action Plan(s).
Standard 6. To observe all laws and regulations related to the professional activities of landscape architecture
in their respective countries.
Standard 7. To act at all times with integrity and avoid any action or situations which are inconsistent
with their professional obligations.
Standard 8. To be fair and impartial in all dealings with clients’ contractors, and at any level of arbitration
and project evaluation.
Standard 9. To make full disclosure to the client or employer of any financial or other interest relevant
to the service or project. In particular, IFLA EUROPE members who have economic interests in construction
companies or suppliers of the proposed works shall be obliged to inform their clients and obtain the
corresponding authorisations.
Standard 10. To refuse to take charge of tasks or projects in conflict of rights/interests or in conditions
of incompatibility, especially in case they are state employees or hold any positions at public bodies, as
established by the current civil legislation of the involved country(ies).
Standard 11. To refuse to accept equivocal positions that could jeopardise their righteousness or independence
in properly carrying out the profession.
Standard 12. To avoid participating in competitions for which they accepted to serve as members of the Panel
of Judges or helped define terms and requirements, or where there are anyhow involved people with whom
they have family or business relationships.
Standard 13. To undertake public service in local governance and environment to improve public appreciation
and understanding of the profession and environmental systems.
PROFESSIONAL COMPETENCES
Standard 14. To undertake only professional work for which they are able to provide proper professional and
technical competence and resources.
Standard 15. To maintain qualified professional competence in areas relevant to their own professional work,
and carry out their profession work with care, conscientiously and with proper regard to the specific technical
and professional standards.
PROFESSIONAL RELATIONSHIPS
Standard 16. To organise and manage their professional work responsibly and with integrity, having constant
regard to the interests of their clients.
Standard 17. To promote their professional services in a truthful and responsible manner, without misleading
or deceptive claims discreditable to the profession or the work of other professionals.
Standard 18. To uphold maximum respect for the colleagues of their own and any other member association,
its representatives, and boards, avoiding making statements personally offensive to their peers or to the
profession.
Standard 19. To provide, in a timely fashion, all information, explanations, documents or reports they might be
asked for by IFLA EUROPE or their own professional association(s).
Standard 20. To promote the exchange, discussion, and debate in IFLA EUROPE - live or by means of its social
networks - in a truthful and responsible manner, without deceptive claims to, or bringing discredit on, or

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 44
insulting the IFLA/IFLA EUROPE organisations, officers, member associations, representatives and members of
any membership category, as well as any other professional whether working or not as landscape architect.
Standard 21. To inform IFLA EUROPE and the respective national association(s) of any breach of professional
duties or misconduct they might be aware of.
Standard 22. To ensure local culture and place are recognised by working in conjunction with a local colleague
when undertaking work in a foreign country.
Standard 23. To act in support of other landscape architects, colleagues, and partners in their own and other
disciplines. Where another landscape architect is known to have undertaken work for which the member is
approached by a client, to notify the professional colleague before accepting such commission.
Standard 24. To provide educational and training support to less experienced members or students of the
profession over whom they have a professional or employment responsibility.

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 45
Appendix IV List of landscape architecture schools and programmes in
the EU
This list of schools is based on the IFLA Europe list of schools and landscape architecture programmes (status
January 2022). In the Member States of the EU there are 71 institutes of higher education that offer landscape
architecture programmes and 16 of these are members of the European Council of Landscape Architecture
Schools (ECLAS). There are 76 programmes on a master level, 54 programmes on a bachelor level, and one
programme offers a diploma course.
In the last column the status of professional recognition by IFLA Europe programmes is defined. These are
either recognised in recent years, or have recognition now, or are in the process of recognition. Differences in
the status of professional recognition are not mentioned here, the actual status can be found on the website of
IFLA Europe in the tab of the School Recognition Panel: https://iflaeurope.eu/index.php/site/general/srp
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
AUSTRIA
Universität für Bodenkultur, Wien
Department of Landscape, Spatial and
Infrastructure Sciences
Bachelor Planning & Landscape
Architecture
180
3
ECLAS
Master Planning & Landscape
Architecture
120
2
BELGIUM
Erasmus
Hogeschool/University College
of Brussel
Bachelor Landscape Architecture
180
3
ECLAS
IFLA Eur
Ghent University of Applied Sciences
and Arts
Bachelor in Garden and Landscape
architecture
180
3
ECLAS
IFLA Eur
ULG Liege, ULB Brussel, Haute Ecole
Charlemagne (Isla Huy, Gembloux)
Bachelor in Landscape architecture
180
3
ECLAS
IFLA Eur
Master in Landscape architecture
120
2
IFLA Eur
Haute Ecole Lucia de Brouckère , Institut
Haulot , Institut Haulot
Bachelier en Architecture des jardins et
du paysage - Master
180
3
ECLAS
Bachelor in Landscape Architecture
180
3
BULGARIA
University of Forestry, Sofia
Master in Landscape Architecture
300
5
IFLA Eur
CROATIA
University of Zagreb, Faculty of
Agriculture, Department of Ornamental
Plants, Landscape Architecture and
Garden Art
Bachelor in Landscape Arch
180
3
ECLAS
Master in Land Arch
120
2
CZECH REPUBLIC
The Czech University of Life Sciences
Prague
Bachelor in Garden and Landscape
Architecture (plus elective studies)
ECLAS
IFLA Eur
Master in Garden and Landscape
Architecture (plus elective studies)
Mendel University in Brno, Faculty of
Horticulture Lednice, Department of
Landscape Architecture, Department of
Planting Design and Maintenance,
Department of Landscape Planning
1) Bachelor of Landscape Architecture
(Zahradní a krajinářská architektur)
240
2
ECLAS
IFLA Eur
2) Master Landscape Architecture
-
(Zahradní a krajinářská architektura)
120
2
IFLA Eur
DENMARK
Aarhus School of Architecture
MA Urban Design/Landscapes
120
2
ECLAS
IFLA Eur
The Royal Academy of Fine Arts
-
School
of Architecture/ Department Urbanism
and Landscape
Master in Architecture and Landscape
ECLAS
University of Copenhagen
Bachelor in Landscape Architecture
180
3
ECLAS
Master in Landscape Architecture
120
2
ESTONIA

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 46
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
Eesti Maaülikool
-
Estonian University of
Life Sciences
Bachelor in Landscape Architecture
ECLAS
Master in Landscape Architecture
Master in Landscape Architecture in
English
FINLAND
Aalto University, School of Arts, Design
and Architecture/ Dept of Landscape
Architecture (Former Helsinki University
of Technology, TKK)
Bachelor in Landscape Architecture
180
3
ECLAS
IFLA Eur
Master in Landscape Architecture
120
2
IFLA Eur
Master in Urban Studies and Planning
(Landscape Architecture)
120
2
HAMK University of Applied Sciences
(Hämeen ammattikorkeakoulu,
Hämeenlinna), Degree programmes in
Horticulture and Landscape Design
Bachelor in Natural Resources
4
ECLAS
MA Natural Resources
1
OAMK University of Applied Sciences
Oulun seudun ammattikorkeakoulu,
Oulu
BA Natural Resources
4
NOVIA University of Applied Sciences
(Yrkeshögskolan NOVIA, Raasepori)
BA Natural Resources
4
FRANCE
Ecole Nationale Supérieure
d'Architecture et de Paysage Bordeaux
MA Landscape Architecture (Bachelor+
Master combined)
300
5
ECLAS
IFLA Eur
Ecole Nationale Supérieure
d'Architecture et de Paysage Lille
(ENSAPL Lille)
MA Landscape Architecture Master
Degree (Bachelor+ Master combined)
300
5
ECLAS
IFLA Eur
Ecole Supérieure d’Architecture des
Jardins (ESAJ) Paris
Paysagiste ESAJ (Landscape Architect
ESAJ), Bachelor
240
4
IFLA Eur
Departement Ecole de la Nature et du
Paysage (ENP) –Institut National des
Sciences Appliquees (INSA Blois)
Diplôme d'etat de Paysagiste (DEP)+
Master Degree (Bachelor+ Master
combined)
300
5
ECLAS
IFLA Eur
Ecole
Nationale Superieure de Paysage
de Versailles ENSP Versailles
Diplôme d’Etat de Paysagiste Landscape
Architect State Diploma, Master degree
180
3
ECLAS
IFLA Eur
Agrocampus Ouest Angers
MA Landscape Architecture
300
5
IFLA Eur
GERMANY
Hochschule für Wirtschaft und Umwelt
Nürtingen-Geislingen (FH)
Diploma Landscape Architecture &
Landscape Planning
4
ECLAS
B.Eng. Landscape Architecture
240
4
B.Eng. Landscape Planning
210
3.5
IMLA Landscape Architecture
120
2
Hochschule Osnabrück
BA Landscape Development
3
ECLAS
BA Open Space Planning
3
Master of Engineering
Landschaftsarchitektur und
Regionalentwicklung
2
Hochschule Geisenheim University
B.Eng. Landschaftsarchitektur
(Landscape Architecture)
210
3,5
Landschaftsarchitektur/Landscape
Architecture (dual) Bachelor of
Engineering (B. Eng)
210
3,5
Landschaftsarchitektur/Landscape
Architecture Master of Science
120
2
Hochschule Anhalt (FH)
B.Eng.
Landschaftsarchitektur und
Umweltplanung
4
ECLAS
MA Landscape Architecture
2
Leibniz Universität Hannover
Bachelor in Land Architecture and
Environmental Planning
180
3
ECLAS
MA Landscape Architecture
120
2
MA Environmental
Planning
120
2
Technische Universität München
BA Landscape Architecture and Planning
4
ECLAS

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 47
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
MA Landscape Architecture
2
Universität Kassel
BA Landscape Architecture and Planning
180
3
ECLAS
MA Landscape Architecture and Planning
120
2
Technische Universität Dresden
Bachelor of Science
Landschaftsarchitektur
180
3
ECLAS
Master of Science
Landschaftsarchitektur
120
2
Beuth Hochschule für Technik Berlin
B.Eng. Landschaftsarchitektur
210
3.5
M.Eng. Urbanes Pflanzen
-
und
Freiraummanagement
120
2
Fachhochschule Erfurt
Bachelor of Engineering
Landschaftsarchitektur
240
3
ECLAS
Master of Engineering Landscape
Architecture Landschaftsarchitektur
120
2
Landschaftplannung Bachelor
210
3
Hochschule
Ostwestfalen
-
Lippe,
Standort Höxter
B.Sc. Landschaftsarchitektur
240
4
M.Sc. Landschaftsarchitektur
60
1
Hochschule Neubrandenburg (FH)
B.Eng. Landschaftsarchitektur und
Umweltplanung
240
4
ECLAS
M.Sc.
Landschaftsarchitektur und
Umweltplanung
120
2
Hochschule Weihenstephan
-
Triesdorf
Bachelor of Engineering
Landschaftsarchitektur
3.5
ECLAS
IMLA International Master of Landscape
Architecture
120
2
GREECE
Aristotle University of
Thessaloniki
Master in Landscape Architecture
120
2
ECLAS
IFLA Eur
Agricultural University of Athens,
Laboratory of Floriculture and Landscape
Architecture
Master in Landscape Architecture
120
2
ECLAS
IFLA Eur
HUNGARY
Hungarian
University of Agriculture and
Life Sciences, Budapest, (SZIU)
BSC in Landscape management and
Garden construction
180
3,5
ECLAS
IFLA Eur
Okleveles tájépítészmérnök/ Certified
Landscape (MSc) Architect
60
2
IFLA Eur
Tájépítész és
kertművész/Garden
Architecture and Landscape Design (MA)
60
2
IFLA Eur
Master of Arts in Landscape Architecture
(MLA) (in English)
60
2
IFLA Eur
IRELAND
University College Dublin
Bachelor Landscape Architecture
240
4
ECLAS
Master
Landscape Architecture
1
Master Landscape architecture
2
ITALY
Universita degli studi di Genova
Bachelor Landscape Architecture
3
Master Landscape Architecture
2
Master Landscape Architecture
3
Università degli
Studi di Roma "La
Sapienza"
Bachelor Landscape Architecture and
Garden Design
3
ECLAS
Master Landscape Architecture
2
LATVIA
Latvia University of Life Sciences and
Technologies
Bachelor Landscape Architecture and
Planning
210
3,5
ECLAS
Master Landscape Architecture and
Planning
120
2

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 48
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
LITHUANIA
Vilnius Gediminas Technical University
VILNIUS TECH
Bachelor in Arts, Landscape Architecture
study programme
180
3
ECLAS
THE
NETHERLANDS
Van Hall Larenstein Department of
Garden and Landscape Architecture
BSc Bachelor Landscape Architecture
240
4
ECLAS
Amsterdam Academie Van Bouwkunst
Master Landscape Architecture
240
4
ECLAS
TU Delft MSc Architecture, Urbanism
and Building Sciences, Track Landscape
Architecture
MSc Architecture, Urbanism and Building
Sciences, Track Landscape Architecture
300
5
ECLAS
HAS Den Bosch University of Applied
Sciences Landscape Design
BSC Bachelor
240
4
ECLAS
Wageningen University Landscape
Architecture and Spatial Planning
BSc Bachelor of Landscape Architecture
and Planning
180
3
ECLAS
Master of Landscape Architecture and
Planning
120
3
NORWAY
Norwegian
University of Life Sciences
(NMBU)
Masters Programme Landscape
Architecture 1st and 2nd cycle (3+2)
300
5
ECLA
S
IFLA Eur
Master of Landscape Architecture for
Global Sustainability
120
2
I
Oslo School of Architecture and Design
(AHO), Norway, Institute of Urbanism
and Landscape
International MA Landscape
Architecture
120
2
ECLAS
IFLA Eur
Joint Master of Landscape Architecture
programme
300
5
IFLA Eur
POLAND
Cracow
University of Technology (CUT)
Full Programme
-
(Bachelor and Master
Landscape Architecture
5
ECLAS
IFLA Eur
Eng in Landscape Architecture
210
3,5
MA Landscape Architecture
1,5
Combined Engineer and Masters in LA
120
2
Masters in LA
90
2
Warsaw University of Life Sciences
Eng in Landscape Architecture
3,5
ECLAS
IFLA Eur
MA Landscape Architecture
1,5
JPII Catholic University of Lublin
Engineer in Landscape Architecture
210
3,5
IFLA Eur
MA Landscape Architecture
90
2
University Wroclaw
PORTUGAL
Universidade de Evora
Bachelor Landscape Architecture
180
3
Master Landscape Architecture
120
2
UTAD Universidade de Trás
-
os
-
Montes e
Alto Douro
Bachelor Landscape Architecture
180
3
ECLAS
Master
Landscape Architecture
120
2
Universidade do Algarve
Bachelor Landscape Architecture
180
3
Master Landscape Architecture
120
2
Universidade do Porto
Bachelor Landscape Architecture
180
3
ECLAS
Master Landscape Architecture
120
2
Universidade Técnica de Lisboa
Bachelor Landscape Architecture
180
3
Master Landscape Architecture
120
2
Escola Universitária Vasco da Gama,
Coimbra
Bachelor Landscape Architecture
Master Landscape Architecture

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 49
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
ROMANIA
University of Agronomical Sciences and
Veterinary Medicine Bucharest,
Peisagistica
Full Programme
-
Bachelor and Master
LA
ECLAS
SLOVAKIA
SPU Nitra
-
Slovak University of
Agriculture in Nitra, Faculty of
Horticulture and Landscape Engineering,
Department of Garden and Landscape
Architecture
Bachelor Landscape Architecture
180
3
ECLAS
IFLA Eur
Master Landscape Architecture
120
2
Postgraduate Doctorat Studies
180
3
Slovak University of Technology in
Bratislava, Faculty of Architecture
Bachelor Landscape Architecture and
Landscape Planning
180
3
ECLAS
SLOVENIA
University of Ljubljana, Biotechnical
Faculty, Department of Landscape
Architecture
Bachelor in Landscape Architecture
180
3
ECLAS
IFLA Eur
Master in
Landscape Architecture
120
2
SPAIN
Universitat Politècnica de Catalunya
(Escuela Técnica Superior de
Arquitectura de Barcelona)
MA Landscape Architecture (MAP)
90
2
ECLAS
IFA Eur
BCN Master in Landscape Architecture
Extended (MLAE)
120
1,5
IFLA Eur
Universitat Politecnica de Catalunya
-
UC
Escuela Tecnica superior d'arquitectura
de Barcelona (ETSAB), Escola
d'agricultura de Barcelona (ESAB)
Master Barcelona in L
a
ndscape
Architecture (MBLandArch)
120
2
IFLA Eur
Rey Juan Carlos
University of Madrid
-
Bachelor's degree;
Bachelor in Landscape Architecture
ECLAS
Master Universitari en Paisatgisme
(MUP)
240
4
Universidad Politecnica de Valencia
Master Universitario en Jardinería y
Paisaje
60
2
ECLAS
IFLA Eur
SWEDEN
Swedish University of Agricultural
Sciences-Alnarp
Master Landscape Architecture
5
ECLAS
Swedish University of Agricultural
Sciences Upsala
Bachelor Landscape Architecture
5
ECLAS
Master Landscape Architecture
5

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 50
Appendix V List of IFLA Europe landscape architecture schools outside
the EU Member States.
This list of schools is based on the IFLA Europe list of schools and landscape architecture programmes (status
January 2022) and the list of Turkish Schools provided by Veli Ortacesme (status 20-12-2022). This list shows
the institutes of higher education, and the landscape architecture programmes they offer. The PhD
programmes are not listed here. There are 48 institutes and 15 of these are members of the European Council
of Landscape Architecture Schools (ECLAS). There are 33 programmes on a master level, 40 programmes on a
bachelor level, and 5 programmes consist of a diploma course. In this list there are also some more specialised
programmes and some broader programmes presented.
In the last column the status of professional recognition by IFLA Europe programmes is defined. These are
either recognised in recent years, or have recognition now, or are in the process of recognition. Differences in
the status of professional recognition are not mentioned here, the actual status can be found on the website of
IFLA Europe in the tab of the School Recognition Panel: https://iflaeurope.eu/index.php/site/general/srp
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
ICELAND
Agricultural University of Iceland,
Faculty of Environmental Sciences
Bachelor in
landscape architecture and
planning
180
3
ECLAS
IFLA
Eur
ISRAEL
University Technion Israel Institute of
Technology
Bachelor
Landscape
Architecture
160
4
RUSSIA
Moscow State Forestry University
Saint Petersburg State
Forestry
Technical University
SERBIA
University of Belgrade, Faculty of
Forestry, Department for Landscape
Architecture and Horticulture
Bachelors in Landscape Architecture and
Horticulture
240
4
ECL
AS
Masters in Landscape Architecture
60
1
Masters in Landscape Construction
60
1
University of Novi Sad, Faculty of
Agriculture, Chair for Landscape
Architecture and Horticulture
Bachelors in Landscape Architecture and
Horticulture
240
4
Masters in Landscape Architecture
60
1
SWITZERLAND
Ecole d'Ingénieurs HES de Lullier
Bachelor Landscape Architecture
3
HEPIA
-
High School for Landscape,
Engineering and Architecture of Geneva
Bachelor of Science, HES
-
SO en
Architecture du paysage
180
3
Hochschule für Technik HSR,
Rapperswill, Studiengang
Landschaftsarchitektur
Bachelor Landscape Architecture
180
3
ECLAS
TURKEY
Aydın Adnan
Menderes, Faculty of
Agriculture, Dpt of Landscape
Architecture
BSc Landscape Architecture
240
4
Akdeniz University, Dpt of Landscape
Architecture
Landscape Architecture
240
4
ECLAS
Amasya University, Faculty of
Architecture, Dpt of Landscape
Architecture
Landscape Architecture
240
4
Ankara University, Fac of Agriculture,
Dpt of Landscape Architecture
Landscape Architecture
240
4
ECLAS
Artvin Çoruh, Faculty Art and Design,
Dpt of Landscape Architecture
Landscape
Architecture
240
4
Bartin University, Dpt of Landscape
Architecture and Spatial Planning
Landscape Architecture
240
4
ECLAS

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 51
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
Bilkent
University, Faculty
Fine Arts,
Design and Architecture, Dpt Urban
Design and Landscape Architecture
Landscape Architecture
240
4
Bingöl
University, Faculty of
Agricultur
e,
Department of Landscape Architecture
Landscape Architecture
240
4
Burdur Mehmet Akif Ersoy
University,
Faculty of Engineering and Architecture,
Dpt of Landscape Architecture
Landscape Architecture
240
4
Bursa Teknik
University, Faculty of
Forestry, Dpt of Landscape Architecture
Landscape Architecture
240
4
Bursa Uludağ
University, Faculty of
Agriculture, Dpt of Landscape
Architecture
Landscape
Architecture
240
4
Çankırı Karatekin
University, Faculty of
Forestry, Dpt of Landscape Architecture
Landscape Architecture
240
4
Çukurova
University, Faculty of
Architecture, Dpt of Landscape
Architecture
Landscape Architecture
240
4
Düzce
University, Faculty of
Forestr
y,
Dpt of Landscape Architecture
Landscape Architecture
240
4
Ege
University, Faculty of
Agricultur
e,
Dpt of Landscape Architecture
Landscape Architecture
240
4
İnönü
University, Faculty of
Fine Arts
and Design, Dpt of Landscape
Architecture
Landscape Architecture
240
4
İskenderun Teknik
Universit, Faculty of
Architecture, DPt of Landscape
Architecture
Landscape Architecture
240
4
Istanbul University
–
Cerrahpasa
,
, Dpt of
Landscape
Landscape
Architecture
240
4
ECLAS
Istanbul Teknik University /Faculty of
Architecture/ Department of Landscape
Architecture
BSc Landscape Architecture
240
4
ECLAS
IFLA Eur
MSc Landscape Architecture
120
2
İzmir Demokrasi
University, Faculty of
Architecture, Dpt of Landscape
Architecture
Landscape Architecture
240
4
Kahramanmaraş Sütçü İmam University
/Faculty of Forestry/ Department of
Landscape Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Karabük University /Faculty of Forestry/
Department of Landscape Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Karadeniz Teknik University /Faculty of
Forestry/ / Department of Landscape
Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Kastamonu University /Faculty of
Engıneering and architecture/
Department of Landscape Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Kırıkkale
University, Faculty of
Fine Art
s,
Dpt of Landscape Architecture
Landscape Architecture
240
4
Kırklareli
University, Faculty of
Architecture, Dpt of Landscape
Architecture
Landscape Architecture
240
4
Medipol
University, Faculty of
Fine Arts,
Design and Architecture, Dpt of Urban
Design and Landscape Architecture
Landscape Architecture
240
4
Nevşehir Hacı Bektaş Veli
, Faculty of
Engineering and Architecture,
Department of Landscape Architecture
Landscape Architecture
240
4
Niğde University/Faculty of
Architecture/Department of Landscape
Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Ordu University
,
Faculty of Agriculture
,
Department of Landscape Architecture
BSc Landscape Architecture
240
4
MSc
Landscape Architecture
120
2

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 52
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
Pamukkale University, Faculty of
Architecture and Design/Department of
Landscape Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Recep Tayyip Erdoğa
n University,
Faculty of Engineering and Architecture,
Dpt of Landscape Architecture
Landscape Architecture
240
4
Selçuk University/Faculty of
Architecture/Department of Landscape
Architecture
BSc Landscape Architecture
240
4
MSc
Landscape Architecture
120
2
PhD Landscape Architecture
240
4
Siirt University/Faculty of Agriculture/
Department of Landscape Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Süleyman Demirel University /Faculty of
Architecture/Department of Landscape
Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Tekirdağ Namık Kemal
, University,
Faculty of Fine Arts, Design and
Architecture, Dpt of Landscape
Architecture
Landscape Architecture
240
4
Trakya University /Faculty of
Architecture/ Department of Landscape
Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
Van Yüzüncü Yıl
University, Faculty of
Architecture and Design, Dpt of
Landscape Architecture
BSc Landscape Architecture
240
4
Yeditepe University/Faculty of Fine
Arts/Department of Landscape
Architecture
BSc Landscape Architecture
240
4
ECLAS
MSc
Landscape Architecture
120
2
Yüzüncü Yıl University /Faculty of
Agriculture/Department of Landscape
Architecture
BSc Landscape Architecture
240
4
MSc Landscape Architecture
120
2
UNITED KINGDOM
Birmingham City University
Bachelor
(Hons) Landscape Architecture
ECLAS
Master Landscape Architecture
Edinburgh College of Art
Bachelor (Hons) Landscape Architecture
180
3
ECLAS
MSc Landscape Architecture F/P/M
120
2
Hadlow College, University of
Greenwich
BSc (Hons) Landscape Management
ECLAS
University of Greenwich
Bachelor (Hons) Garden Design
ECLAS
Bachelor (Hons) Landscape Architecture
Diploma Landscape Architecture
Kingston University
Bachelor (Hons) Landscape
Architecture
Diploma Landscape Architecture
Sheffield Hallam University
BSc (Hons) Environmental Conservation
University of Gloucestershire
Bachelor (Hons) Landscape Architecture
180
3
Diploma Landscape Architecture
(extendable to MA)
Certificate + MSc Landscape Planning
and Assessment
Certificate + MA Landscape Architecture
Writtle College
BSc Landscape and Garden Design
180
3
ECLAS
IFLA Eur
BSc Hons Landscape Architecture
180
3
Diploma Landscape Architecture F/P
Master Landscape Management
University of Bath
MSc Conservation of Historic Gardens
and Cultural Landscapes

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 53
UNIVERSITY/ FACULTY/DEPARTMENT
PROGRAMME TITLE
ECTS
years
ECLAS
member
IFLA prof.
recognition
Cranfield University
MSc Land Management (Reclamation
and Restoration)
MSc Land Management (Ecological
Conservation)
MSc Land Management (Natural
Resource Management)
MSc Land Management (Soil
Management)
Leeds Metropolitan University
Bachelor Landscape Architecture &
Garden Design
2
ECLAS
Master Landscape Architecture
4
Manchester Metropolitan University
Bachelor Landscape Architecture
180
3
ECLAS
Master Landscape Architecture
90
1
-
2
University of Sheffield
Bachelor Architecture and Planning +
Master Landscape Architecture
180
-
240
3+1
ECLAS
BSc Landscape Architecture with
Ecology + Master of Landscape
Architecture (MLA)
180
-
240
3+1
Bachelor Architecture and Landscape +
Master of Landscape Architecture (MLA)
180
-
240
3+1
Postgraduate Diploma/MA in
Landscape Architecture
120
-
150
1
-
2

InnoLAND Output 2: Pan-European Common Training Framework for Landscape Architecture 54
Appendix VI Feedback of IFLA Europe national delegates and the
responses by InnoLAND and IFLA Europe SRP
During the multiplier event and the General Assembly of IFLA Europe the final draft proposal of the CTF was
presented to all national delegates. Until December 15, 2022 they could respond to the proposal. All responses
were addressed by InnoLAND and validated by the School Recognition Panel of IFLA Europe.
By this process the CTF proposal is finalised at the end of a collaborative process of two years.
This appendix is organised by the articles of the CTF and presents the comments, the response and the way it
was integrated in the final proposal for the CTF. The first column defines the article or if it is a general
comment, the second column shows the order of the original feedback by delegates.