II - Core Curriculum

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https://hdl.handle.net/20.500.14235/26

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    AESOP Core curriculum (version 2024)
    (AESOP, 2024)
    The Core Curriculum plays two crucial, interrelated roles for AESOP: It identifies knowledge, competencies and values deemed vital for spatial planners at the start of the 21st century; and it serves as a ‘benchmark’ for the evaluation of applications and admission of new member schools and their education programmes. This dual role poses conditions on the contents of the Core Curriculum. Because of different national situations, the diversity of planning schools applying for membership to AESOP is such that it is neither possible nor desirable to formalise the core curriculum in too much detail. Planning practice differs depending on national, regional, and local contexts. The diversity in approaches to planning that this implies should be considered an asset rather than a weakness of the planning discipline in Europe. Mutual learning, with respectful and responsible knowledge transfer and emulation of didactical practices is, however, highly desirable. Such mutual learning is further encouraged by the quality recognition programme of AESOP’s Excellence in Education Board.
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    Core requirements for a high quality European Planning Education AESOP Working Group on the Curriculum of Planning Education, 1995
    (AESOP, 1995)
    Stimulated by the process of the unification of Europe, which recently got even more memorandum due to the tremendous changes in the former countries of middle and eastern Europe, the 1980's saw two important initiatives to bring the various European planning traditions together in European wide organisations working on the international level. 1985 saw the foundation of the European council of Town Planning (ECTP), representing the planning profession. 1987 saw the foundation of the Association European Schools of Planning, representing planning education. Ever since their foundation both organisations have been working on the development and formulation of cote requirements for planning education and planning professionals.
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    Revising the AESOP Core Curriculum – for the 21st century
    (Taylor & Francis, 2024) Frank, Andrea I.; Koll-Schretzenmayr, Martina
    In 1995, AESOP issued its ‘Statement on European Planning Education’Footnote1 – with the objective of establishing common principles that would foster high-quality planning education provision across Europe. These common principles were encapsulated in a set of requirements forming a Core Curriculum for planning education. Adopted by the AESOP community, these principles served as the basis for the admission of new AESOP member institutions and to promote quality in planning education. However, as planning is a very dynamic field, planning practice and the profession have changed considerably since 1995. Awareness of issues related to climate change and sustainable development has increased; national and local democracies have evolved; and the digital revolution is profoundly impacting the process and the tools of planning, to mention a few important changes. Furthermore, the Bologna agreement (1999) has changed the academic landscape, offering new possibilities and imposing new constraints on the organisation of planning education. For these reasons, in 2021, AESOP’s ExCo decided to embark on updating the principles eschewed in its Core Curriculum.