To: The Ministry of Education and Science (the · Web viewTo: The Ministry of Education and...

To: The Ministry of Education and Science (the MoES) of the Republic of Latvia The Department of Higher Education of the MoES

The Quality Evaluation Centre of Higher Education

APPLICATION FOR ACCREDITATION OF STUDY PROGRAMME

Name of the higher educational establishment

The University of Latvia

Legal address and telephone of the higher educational establishment

19 Raiņa bulv.,Riga, LV-1586, LatviaPhone.: 7034301

No. of registration certificate of the higher educational institution No. 3341000218Name of the study programme Professional masters’ study programme

“Spatial Planning” Code of the Study programme 46581 Duration and volume of the study programme

– 2 years or 4 semesters at full-time studies– 2,5 years or 5 semesters at part-time studies 80 credit points

Requirements prior to starting the study programme

Academic Bachelor’s degree or second level professional higher education (or equate higher education)

Academic Degree

Qualification

Professional Master’s degree in Spatial Planning Spatial Planner

Location where the study programme is being implemented

The University of Latvia, 10 Alberta street, Riga, LV – 1010

Name, Surname and position of the person authorised by the higher educational establishment to proceed with the issues on licensing and accreditation

Assoc. prof., Dr. geogr. Pēteris Šķiņķis, Director of educational programme, Manager of the Department of Geography, the Faculty of Geography and Earth Sciences, the University of Latvia

Dean of the Faculty of Geography and Earth Science, the University of Latvia

prof. O.Nikodemus

Director of higher professional education programme “Spatial Planning”

assoc. prof. P.Šķiņķis

Content1. Decision of Senate, LU on forwarding the study programme for

licensing and accreditation ……………………………………………….. 52. Copy of registration certificate of the University of Latvia....................... 63. Copy of the licence of the study programme …………………………….. 74. Decision of the Council of the Faculty of Geography and Earth Sciences

on transfer of the students in academic Master’s programme “Environment science” in case the study programme is liquidated ……. 8

5. Front page ………………………………………………………………….. 96. Annotation ………………………………………………………………….. 107. General description of the study programme ……………………………. 11

7.1. Aim, objectives and results ………………………………………….7.1.1. Implementation aim …………………………………………..7.1.2. Basic objectives ……………………………………………….7.1.3. Planned results ………………………………………………...

11121212

7.2. Perspective evaluation in accordance with interests of Latvia ……… 137.2.1. Adequacy of the study programme to requirements of the labour market ………………………………………………………... 137.2.2. Correspondence of the study programme to the regulations of the Cabinet of Ministers No. 481 Regulations on the Sate Standard of the Second level Professional Education ………………………… 147.2.3. Correspondence of the Study programme to the professional standard ……………………………………………………………... 15

7.3. Comparison of the study programme with other programmes in Latvia and abroad …………………………………………………… 167.3.1. Comparison of the study programme with other programmes in Latvia …………………………………………………………….. 177.3.2. Comparison with similar international study programmes 19

7.4. Organisation of the study programme ……………………………….7.4.1. Duration of studies and basic structure of the programme ……7.4.2. Ensuring quality of the study programme …………………….

222223

7.5. Financial sources and infrastructure of the study programme ……… 7.5.1. Costs ………………………………………………………….. 7.5.2. Planned optimal number of students in the programme ………7.5.3. Advertising …………………………………………………… 7.5.4. Material provision …………………………………………….

2323242424

7.6. Matriculation rules and further education of graduates 247.7. Realisation of the study programme in practice ……………………..

7.7.1. The study methods used ………………………………………7.7.2. Mastering of skills and competences required by labour market ………………………………………………………………..7.7.3. Research and participation in projects of academic personal; the influence towards studies ………………………………………..7.7.4. Plan and content of the study programme …………………….

2525

26

2626

7.8. Evaluation system …………………………………………………...7.8.1. Evaluation of knowledge assimilation ……………………….. 7.8.2. Knowledge evaluation frequency ……………………………..

323233

7.9. Students ……………………………………………………………...7.9.1. Number of students …………………………………………...7.9.2. Analysis of the student questionnaire …………………………7.9.3. Involvement of students in improvement of the study process..

33333334

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7.10. Academic staff employed in the study programme ………………….7.10.1. Academic staff, qualification and duties envisaged …………7.10.2. Research work of the academic staff and participation in projects, project management ………………………………………..7.10.3. Academic staff - selection, improvement, training and development …………………………………………………………

3434

35

357.11. Description of supportive staff and their tasks ……………………… 367.12. Departments involved in the implementation of the programme and

their tasks ……………………………………………………………. 367.13. External relations …………………………………………………….

7.13.1. Cooperation with employers ………………………………... 7.13.2. Cooperation with similar study programmes in Latvia and abroad ……………………………………………………….7.13.3. Academic personnel with research or work experience in foreign higher education institutions ………………………………...7.13.4. Number of guest lecturers in the programme ………………..

3838

38

3838

7.14. Development plan of the study programme ………………………… 397.15. SWOT analysis ……………………………………………………… 40

8. Calculation of the costs of study program……………………………..… 429. Study Plan ………………………………………………………………….. 4310. Annexes …………………………………………………………………….. 46

ANNEXES*1. Description of the courses included in the study programme ………………. 48

1.1. Description of the courses in mandatory part A …………………….. 491.2. Description of the courses in mandatory selective part B …………... 85

2. Information on the teaching staff involved in implementation of the study programme ………………………………………………………………….. 1002.1. List of the Academic Staff ……………………………………….. 1012.2. CV of academic staff ………………………………………………... 105

3. Field practice ………………………………………………………………... 1493.1. Places of practice in local authorities ……………………………….. 1503.2. Places of practice in specialisation ………………………………….. 1503.3. Agreements between LU FGES and places of practice, references … 151

4. Regulations on field practice and other related ……………………………... 1664.1. Regulations on field practice ………………………………………...

4.1.1. Practice in Regions „Types of Planning Profession” Regulations ……………………………………………………4.1.2. Practice at Local Authority „Planning and Management at Local Authority” regulations ………………………………………...4.1.3. “Practice in the Chosen Specialisation” regulations ………….

167

167

169172

4.2. A letter on field practice addressed to local authority ………………. 1764.3. Working programme of the practice „Planning and Management at

Local Authority” ……………………………………………………. 1774.4. Report on practice in local authority ………………………………... 1794.5. Reference of tutor on the work quality of trainee in local authority ... 183

5. Participation of academic staff in international projects and practical planning projects ……………………………………………………………. 184

6. Main scientific publications and study literature of academic staff ………… 1887. Material and methodical provision ………………………………………….. 198

7.1. Provision with adequate literature and information ………………… 1997.2. Labs and their resources …………………………………………….. 200

8. Master’s thesis in Spatial planning elaboration and defence order …………. 201

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8.1. Master’s thesis in Spatial planning elaboration and defence order …. 2028.2. Form for application of theme ………………………………………. 2108.3. Example of the front page …………………………………………... 2118.4. Example of documentary page ……………………………………… 2128.5. Examples for lay out of the list of literature ………………………… 2138.6. Technical regulations in design of master thesis ……………………. 2168.7. Assessment criteria ………………………………………………….. 2188.8. On submission, keeping and availability order of final Master thesis 221

9. Comparison of the study programme with other programmes in Latvia and abroad ……………………………………………………………………….. 2239.1. Comparison with the professional master’s study programme

Environment planning in the University of Daugavpils …………….. 2249.2. Extract from Professional master’s study programme Environment

planning, UD, chapter 2, Assessment of the programme …………… 2259.3. Comparison with the master’s study programme Spatial planning,

School of Planning in Oxford Brookes University (Great Britain) …. 2309.4. Extract from internet - description on the master’s study programme

Spatial planning, School of Planning in Oxford Brookes University 2329.5. Comparison with the master’s study programme Planning policy and

practice, London South Bank University’s Planning School (Great Britain) ……………………………………………………………… 238

9.6. Extract from internet - description on the master’s study programme Planning policy and practice, London South Bank University’s Planning School …………………………………………………….. 239

10. References from higher education institutions implementing similar study programmes …………………………………………………………………. 24710.1. Reference from The Faculty of Architecture and Urban Planning,

RTU …………………………………………………………………. 24810.2. Reference from The Faculty of Rural Engineers, Latvian

Agricultural University ……………………………………………... 24911. References from professional organisations and associations ……………… 250

11.1. Reference from the Association of Latvian Territorial Planners …… 25111.2. Reference from the Association of Local and Regional Authorities

of Latvia …………………………………………………………….. 25212. Analysis of the student questionnaire ……………………………………... 25413. Professional standard of Spatial planner ……………………………………. 25914. Advertising and informative issues on the studies ………………………….. 265

14.1. Advertising/informative publication on the studies in 2007 ………... 26614.2. Text for Advertising/ informative publication on the studies in 2008 268

15. Questionnaires of students in LU and employers …………………………… 27115.1. Questionnaire on Satisfaction of students with the content of the

study programme ……………………………………………………. 27315.2. Questionnaire on the Study programme …………………………….. 27415.3. Questionnaire of graduates of LU …………………………………... 27615.4. Questionnaire of employers On knowledge, skills and readiness

adequacy of graduates towards the needs of the labour market …….. 27716. The Royal Town Planning Institute Policy Statement on Initial Planning

Education …………………………………………………………………… 27817 Example of supplementary to the diploma in professional master’s studies

Spatial planning ……………………………………………………………... 292

* ANNEXES - In English and Latvian

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LATVIJAS UNIVERSITĀTE

OTRĀ LĪMEŅA PROFESIONĀLĀS AUGSTĀKĀS IZGLĪTĪBAS

MAĢISTRA STUDIJU PROGRAMMA „TELPISKĀS ATTĪSTĪBAS PLĀNOŠANA” (kods 46581)

PPOFESIONĀLĀ MAĢISTRA GRĀDA TELPISKĀS ATTĪSTĪBAS PLĀNOŠANĀ UN PIEKTĀ LĪMEŅA TELPISKĀS ATTĪSTĪBAS PLĀNOTĀJA (kods 2141 13)

KVALIFIKĀCIJAS IEGŪŠANAI

Program of professional studies in Spatial Planning for receiving the master degree in Spatial Planning and qualification of Spatial Planner

Studiju programmas direktors: Dr.ģeog., asoc.prof. Pēteris Šķiņķis

APSTIPRINĀTALU Ģeogrāfijas un Zemes zinātņu fakultātes paplašinātajā Ģeogrāfijas studiju programmu padomes sēdē 13.03.2008.protokola Nr.4 padomes priekšsēdētājs:.............................../Asoc.prof. P.Šķiņķis/

APSTIPRINĀTALU Ģeogrāfijas un Zemeszinātņu fakultātes Domes sēdē 21.04.2008.lēmums Nr.18Domes priekšsēdētājs:................................/Asoc.prof. I.Strautnieks/

APSTIPRINĀTALU Kvalitātes novērtēšanas komisijassēdē 12.06.2008.lēmums Nr. 31priekšsēdētājs................................/Prof. J.Krūmiņš/

APSTIPRINĀTALU Senāta sēdē18.12.2006. lēmums Nr.264Senāta priekšsēdētājs:................................/Prof. M.Auziņš/

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6. ANNOTATION

The study programme Spatial Planning (further in the text – the Study Programme) is the second level professional higher education Master’s degree programme to take a Professional Master’s degree in spatial planning and to receive the 5 th level qualification of spatial planner. It has been developed according to professional standard of spatial planner worked out by the Latvian Association of Local and Regional Governments in 2004 (approved by the Ministry of Education and Science on 9 November 2004, the order No. 719). The profession spatial planner has been included in the list of professions with the No. 2141 13 within separate group 2141 Architects, City, Traffic and Territory Development Planners.

The study programme is implemented taking into account contemporary and future development requirements for Latvia. It has been started realising the lack of qualified planners in local and regional authorities, state institutions and planning offices. The programme takes into account the latest tendencies in education and planning education. It introduces best practice of other international study programmes for planners; it complies with the state legislation and requirements for the Master’s degree study programmes of the University of Latvia (further in the text LU) as well as it takes into account study development principles for higher education as stated in the Development Strategy of LU.

In the range of 80 credit points, the study programme is designed as full time education for the duration of two years or two and a half year long part time study programme. It is realised from the funds of physical and legal entities. In perspectivi it is foreseen to provide up to twenty study places by the means of the state’s grant.

The study programme is planned within the framework of intersectoral approach; it is based on nature, social and engineering sciences. Target group includes applicants with academic bachelor’s degree or second level professional higher education (or equate higher education), firstly from LU and other higher educational establishments (RTU, LAU, etc.) having degree in with planning related programmes, secondly, planners of local and regional authorities, employees of state institutions with experience in planning as well as other applicants demonstrating knowledge on high quality in entrance test. Matriculation is performed according to the results of entrance test.

The study programme provides common theoretical and practical study courses and specialisation courses in three fields – territory planning, environmental planning and geoinformatics in planning. It includes lectures, seminars, independent work of students, practice, elaboration of term papers and finally, designing of Master’s theses in the field of specialisation.

Students receive the Professional Master’s degree in spatial planning and qualification – spatial planner upon their graduation. During their studies they have acquired a certain specialisation – in territory planning, environmental planning or geoinformatics in planning.

The study programme is implemented in the Faculty of Geography and Earth Sciences, LU. The programme invites also teaching staff from other faculties of LU (the Faculty of Economics and Management, the Faculty of Law) and from Riga Technical University (the Faculty of Architecture and Urban Planning).

The Study Programme evaluated and have received accept for its accreditation from the Latvian Agricultural University, Riga Technical University, NGO’s Latvian Territorial Planning Association and Latvian Association of Local and Regional Governments.

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7. GENERAL DESCRIPTION OF THE STUDY PROGRAMME

7.1. Aim, objectives and results

The 2nd level professional higher education Master’s degree study programme Spatial planning (further in the text – the Study Programme) is based on the analyses of current situation – by studying necessity for definite knowledge in the field of planning. It is implemented taking into account actual demand of the labour market in Latvia.

An experience of reorganisation of planning education system in Great Britain was taken into account while developing the study programme. It is based on a broader concept of spatial planning – planning that is more comprehensive than a single land use planning or city planning, environmental planning or regional planning, as it incorporates all the above mentioned ways of planning.

The study programme is designed to provide education in spatial planning; acquire practical experience in project development and in designing, managing and implementing spatial planning documents. At the same time it broadens one’s knowledge and skills by specialising in one of alternative profiles: territorial planning, environmental planning or geoinformatics in planning.

Competences

During studies the students will acquire competences:

1. to organize and manage the spatial planning processes and research, to participate in the elaboration of spatial planning documents;

- to prepare decisions (drafts), choose priorities, separate competences and delegate tasks,

- to determine and analize current economic, social and environmental situation and development tendencies of areas and places,

- to create visions and define spatial development goals, tasks and actions,

- to elaborate alternatives, analyse and evaluate them,

- during the planning process to integrate different spheres and sectors – economic, social, environmental, culture, transport etc.,

- to elaborate development strategies, territorial plans and development programmes.

2. to coordinate the implementation of policies, regulations and actions determinated by the spatial planning documents and to do monitoring of their implementation;

3. to evaluate the spatial planning documents and to prepare proposals for their changes;

4. to organize, manage and participiate in the elaboration of development projects and their implementation;

5. to have a good knowledge of modern planning principles, adequate methods and IT and put them into practical work;

6. to have a good knowledge and to make use of the European Union and Latvia Republic legislation, development and spatial planning policies which are necessary for spatial planning and project management;

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7. during the elaboration and implementation of the planning documents and consultations to cooperate with different actors: public and local governance institutions, NVO, entrepeuners inhabitants. To resolve conflicts, to prepare for the society an easy understandable information about development plan policies, regulations and other development issues.

7.1.1. Implementation aim

The study programme shall prepare competitive professional spatial planners for work in the local labour market in the state or municipality institutions, planning offices as well as in international institutions.

7.1.2. Basic objectives

The study programme has the following basic objectives:

1. Increase general level of knowledge for students in planning theory and methodology.

2. Offer opportunity to acquire recent local and international planning experience;

3. Increase knowledge level and practical skills in spatial planning, management of planning process and implementation of definite activities set in planning documents; provide specialisation in territorial planning, environmental planning or geoinformatics in planning..

4. Deepen understanding of students about interaction between nature and human economic activity; introduce sustainable development of the state and local authorities.

5. Provide opportunity to acquire knowledge on the basic legal planning documents and priorities of spatial development policy in Latvia and European Union..

6. Offer knowledge to use latest information technologies in planning process and in project development.

7. Develop skills in project design, management and implementation.

8. Develop management, cooperation and communication skills.

9. Develop analytical and research skills.

7.1.3. Planned results

As a result of successful programme realisation, it is expected that:

1. During next ten years’ period, 250 professional spatial planners specialising either in territorial, environmental or geoinformatics in planning, will be educated.

2. Qualified spatial planners will work in each local authority in Latvia.

3. State institutions and planning offices will employ appropriate spatial planning professionals.

4. Quality of elaborated development planning documents will improve in Latvia. In accordance with these documents definite policy and planned activities will be realised. This will favour more rapid development of the state, regions and local authorities.

5. Research activities will expand in the field of spatial planning.

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7.2. Perspective evaluation in accordance with interests of Latvia

7.2.1. Adequacy of the study programme to the requirements of the labour market

The National development plan (2006) records importance of the state development planning system in an overall state development; it also stresses importance to develop planning and forecasting skills in all levels of state administration.

Law on Regional Development and Law on Territory Planning state necessity for development planning in all four existing planning levels in Latvia (national, the level of planning regions, districts and municipalities). These laws define that development planning documents – development programmes and territorial plans shall be developed on national level as well as for each planning region, district and local authority.

Development planning process started more than ten years ago. However, in spite of financial support coming from the state for development of planning documents, up to beginning of 2008 one fifth of local authorities do not have approved territorial plans in Latvia. There is considerable number of municipalities having no development programme as well.

On regional level the situation is slightly better. Almost all district municipalities have worked out development programmes and approved territorial plans. Planning regions have actively taken part in planning process. On the state level the National Development Plan has been prepared.

Lack of qualified development planning specialists is one of the essential reasons impeding elaboration of qualitative planning documents. It is particularly characteristic for small local authorities. Part of developed planning documents is of poor quality and their development process does not correspond to requirements set in normative documentation. There is lack of appropriate know-how to implement policy and actions defined by planning documents. In general, this may cause serious problems for future development of local authorities and their management. There is also lack of professional spatial development planners on regional level and in state institutions for work on national and international scale.

In order to introduce spatial development policy of European Union and implementation of laws and regulations in Latvia, planning professionals are demanded, that are able to initiate, manage and organise elaboration of development planning documents on all levels (basic policy statements, development programmes, plans, strategies, territorial plans); professionals capable to carry implementation and monitoring of the mentioned documents and activities as well as are able to work on international scale.

At the moment specialists, working in planning, lack skills to coordinate interests of various groups to be able to manage territory development processes and secure sustainable development. There is lack of particular know-how in project development and management. Planning specialists have to be more competent in new methods of elaboration planning documents. They shall possess additional knowledge in legal, theoretical and practical issues on real estate, environmental management and environment protection.

According to estimations the demand for spatial planners on national level amounts to at least twenty specialists able to develop and participate in the process of planning on a national scale (basic policy statements, programmes, National development plan, National spatial plan, etc.); they shall be able to participate in creation and evaluation of international planning documents. Additionally, at least twenty planners are necessary for the work in ministries (MoRDLA, MoEnvironment, MoEconomics, MoTraffic, MoLaw, etc.) and in institutions under supervision of ministries (e.g. Public Service of Environment Protection, Administration of Environment Protection and Regional Environment administrations). Not less than twenty five planners are demanded by five planning regions of Latvia to develop and

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implement development planning documents; evaluate plans of local authorities and prepare projects. Spatial planners are required for monitoring, creation of planning documents and introduction of their statements and actions in cities and towns (55 planners), in civil parishes and newly established larger scale municipalities (novados) (120 – 170 planners); in planning offices (30 planners). Total forecasted demand constitutes not less than two hundred and seventy to three hundred twenty (270 – 320 planners) spatial planners.

Latvia does not provide spatial planners. In Latvia in several higher education institutions, studies on planning are included as a part of other study programmes (architecture, landscape architecture, environment planning, geography, etc.). Accordingly, Riga Technical University (further – RTU) and University of Agriculture of Latvia (further – LAU) provide knowledge on city planning, territory, environment and regional development planning in the framework of separate study course. In 2005 University of Daugavpils (further – UD) has introduced professional Master studies in the programme Environment planning. LU, the Faculty of Geography and Earth Sciences (further – LU FGES) provide several study courses in regional development, spatial and territory planning within Bachelor’s and Master’s study programmes in geography and environmental sciences. However, knowledge on regional development and general project management may be obtained in LU, the Faculty of Economy and Management.

Taking into account the above described, the conclusion is the following – Latvia demonstrates demand for professional spatial planners, however there is not an adequate professional study programme. The demand is proved by:

1. Insufficient quantitative and qualitative planning staff (planners – managers, development, territory and environment planners, specialists in geographic information systems (GIS) in local authorities and in state institutions) that would be able to provide creation of high quality spatial planning documents, their implementation and monitoring; thus favouring sustainable development of the state, planning regions and local authorities.

2. Practicing planners and graduates having:

insufficient knowledge in planning theory, legislation and in methodology on creation of spatial planning documents;

Poor practical skills in spatial planning and implementation of planning documents;

inadequate level of theoretical knowledge and practical skills in project development, management and implementation;

lack of communication and managerial skills.

7.2.2. Correspondence of the study programme to the regulations of the Cabinet of Ministers No. 481 Regulations on the Sate Standard of the Second level Professional Education

In development of the Study Programme requirements for professional programmes of Master studies have been followed as set in the state legislation and in internal documentation of LU. The programme is ellaborated taking into account the regulations of 27.11.2001 of the Cabinet of Ministers No. 481 On the Standard of the Second level Professional Education (Table 1).

Courses: Planning Theory: Ideas, Experience, Methods, Instruments; Thematic Structure Planning and Sustainable Development and Spatial Planning, provide latest achievements in theory and practice and ensure 8 credit points.

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The courses Project Management, Course Project in Spatial Planning and Course project in Territorial Planning or Course Project in Environmental Planning or Course Project in Geoinformatics in Planning are planned as research, creative work, designing work and managerial courses. They count 10 credit points.

In the range of 2 credit points, the course Social and Psychological Aspects of Planning is planned to improve communication skills, organise group work and improve other social skills. In total three different field practices are planned in volume of 26 credit points. Development and presentation of Master’s thesis (including master thesis project - 4 credit points) provides 20 credit points.

Table 1

Correspondence of the Study programme to

Regulations of the Cabinet of Ministers No. 481

No.481 paragr.

Description of the paragraphs of the regulations

Minimal amount of credit points

Name and credit points of courses of the study programme

The real number of credit points

18.1. Study courses that provide latest achievements in theory and practice in the field

At least 7 credit points

Planning Theory: Ideas, Experience, Methods, Instruments – 4 crp.Thematic Structure Planning – 2 crp.Sustainable Development and Spatial Planning – 2 crp.

8 crp.

18.2. Courses in research, creative work, designing work and management


Project Management – 4 crp.Course Project in Spatial Planning - 2 crp.Course Project in Territorial Planning, Environmental Planning or Geoinformatics in Planning – 4 crp.

10 crp.

18.3. Courses in pedagogy and psychology


Social and Psychological Aspects of Planning – 2 crp.

2 crp.

25.2. Field practice at the range of 26 credit points


Practice in the Regions „Types of Planning Profession” – 2 crp.Practice at local authority „Planning and management at local authority” – 2 crp.Practice in the Chosen Specialisation „Specialisation practice” – 18 crp.

26 crp.

18.5. The State Examination includes development and presentation of Master’s thesis or diploma paper (diploma project)


Part I, Master thesis – Master thesis project – 4 crp.Part II, Master thesis – development of Master thesis and presentation – 16 crp.

20 crp.

7.2.3. Correspondence of the Study programme to the professional standard

In 2004 the Latvian Association of Local and Regional Government developed professional standard for the profession of spatial planner (annex 13). It has been approved by the order

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No. 719 of the Ministry of Education and Science on 9 November 2004. The profession spatial planner has been included in the list of professions with the No. 2141 within separate group 2141 Architects, engineers and senior specialists of related professions No. 2141 13.

The Study Programme has been developed according to the mentioned professional standard (table 2) and taking into account the knowledge adequate for spatial planners.

Table 2

Comparison of professional standard and the study programme

Competence required by standard Courses of the study programmeKnowledge in planning theory, history and methodology; knowledge on planning instruments

Planning Theory: Ideas, Experience, Methods, Instruments

General knowledge on types of planning and their specialisation

Planning Theory: Ideas, Experience, Methods, Instruments Thematic Structure Planning

General knowledge on legal disciplines of the Republic of Latvia and European Union

Legal Fundamentals of Spatial Planning

General knowledge on institutional framework of the Republic of Latvia and European Union, development policies and planning

Legal Fundamentals of Spatial Planning Sustainable Development and Spatial Planning

Knowledge on sustainable development and spatial planning

Sustainable Development and Spatial Planning

General knowledge on landscape and environment Environmental Conditions in Spatial PlanningTerritorial Planning

General knowledge on society and its living environment

Society and Habitat

General knowledge on urban and rural economy Urban and Rural Economic DevelopmentGeneral knowledge in social psychology Social and Physiological Aspects of PlanningKnowledge in preparation and management of development and spatial development projects

Project Management

Knowledge on the appliance of information systems in planning

Planning Theory: Ideas, Experience, Methods, Instruments

Knowledge in environment protection planning Environmental Conditions in Spatial Planning Environmental Planning

Knowledge in territory planning Territorial PlanningCourse Project in Territorial Planning

7.3. Comparison of the study programme with other programmes in Latvia and abroad

During development of the Study Programme the latest tendencies in education and planning have been observed: declaration of Bologna, recommendations of the Association of European Schools of Planning (AESOP) for improvement of planning education, experience in reorganisation of planning education system in Great Britain as well as Agenda 21 for Education in the Baltic Sea Region in promoting sustainable development in the Baltic Sea Region Baltic 21E.

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The following recommendations of the Royal Town Planning Institute (RTPI) have been taken into account: Policy Statement on Initial Planning Education (Annex 16) and RTPI Education Commission, Final report, January 2003.

While developing the study programme according to contemporary and perspective needs of Latvia, the best local and international practice was evaluated and adopted from:

1. study programmes in planning in Latvia, including LU The Faculty of Geography and Earth Sciences, RTU The Faculty of Architecture and Urban Planning and UD, The Faculty of Nature Science and Mathematics;

2. foreign study programmes in planning: Great Britain, Sweden, Denmark as well as separate ideas from universities of other countries;

3. study programmes prepared by teaching staff for training in territory planning and lectures in LU FGES, LU Project management and commercial education centre, Training Centre of Local Authorities of Latvia and in Consultation Centre of Local Authorities.

7.3.1. Comparison to other study programmes related to planning in Latvia

7.3.1. Comparison to other study programmes related to planning in Latvia

Any higher education institution in Latvia does not realise separate study programme in spatial or in territory planning.

Taking into account the present situation, academic or professional Master’s study programmes related to planning and taught in Latvian higher education institutions which include separate courses in territory planning; regional planning, landscape planning or cover other fields related to planning are mentioned below. More detailed description is given between the study programme of LU and the professional Master’s study programme of Environment Planning (annex 9.1.) of University of Daugavpils.

Riga Technical University

Academic architecture programme of Master’s studies is realised in RTU, the Faculty of Architecture and Urban Planning. It has specialisations in architecture and city planning, including separate subjects connected with city and regional planning such as: Designing of architecture and city planning; Perspective city planning in Latvia; Perspective town planning in Latvia; History of architecture and town planning; Regional planning and prognostics. This academic architecture programme of Master’s studies is basely directed to acquire the knowledge of architecture – in the frame of it the students improve professional and scientific research skills in the architecture and obtain qualification - Master of Architecture in Engineering.

In the Faculty of Architecture and Urban Planning, RTU professional studies in programme Architecture with direction of architecture and city planning are carried out including two subjects connected with regional planning, city building and territorial planning: Regional planning, city building; The city territorial planning. The students of this programme acquire the professional skills in architecture as well as research basics in architecture and obtain qualification – Architect.

Comparing the LU programme primary is directed towards acquiring the knowledge and skills in the spatial planning field. In the frame of it students acquire the knowledge in planning theory and gets overview of spatial planning and sustainable development, obtains understanding of different planning types such as territorial planning, environmental planning, landscape planning, transport planning etc. It includes possibilities to acquire other necessary

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skills for planners’ such as project management skills and practical skills during practice, course work and master thesis in the chosen planning specialization.

LU study programme graduates are obtaining the qualification of Spatial planner and Professional Master’s degree in Spatial Planning.

Latvian Agriculture University

In the LAU, the Faculty of Rural engineers, academic programme of Master’s studies in Landscape architecture includes one subject directly connected to planning Territorial Planning. Study programme provides obtaining theoretical knowledge courses in landscape architecture field preparing educated specialists for scientific and educational work in the landscape architecture and landscape planning specializations. Graduates from the study programme obtain Architectures Academic Master’s Degree in Landscape Architecture.

In the LAU, the Faculty of Rural engineers, academic programme of Master’s studies in Land survey is realized. After its graduation graduates are ready for scientific work in specialization which is connected with land policies.

Comparing the LU programme primary is directed towards acquiring the knowledge and skills in the spatial planning field. At the LU programme there are lectures of landscape planning and land policy, they are included in the Territorial planning course (6 crp.) Graduates from the LU are obtaining the qualification of Spatial planner and Professional Master’s degree in Spatial Planning and are ready for practical as well as scientific work in the planning field.

University of Daugavpils

In UD, the faculty of Nature sciences and mathematics, professional Master studies’ programme is realised under the title Environment Planning.

Qualification and academic degree. In the UD graduates of the programme receive qualification – specialist in environment management or specialist in nature protection and academic degree – professional master in environment planning.

Comparison: Graduates of the Study Programme in LU will receive qualification of spatial planner and academic degree – Master in spatial planning.

Professional specialisation. In UD professional specialisation is provided in two directions – in environment management and nature protection, in LU the study programme specialise in three directions – territorial planning, environmental planning or geoinformatics in planning.

Content of studies. In the programme of UD there is included one planning course Territory and Development Planning and several theoretical and practical courses related to planning (annex 9.1.): Mathematical Modelling and Business GIS, Environment Economy, Development and Management of Environmental Projects etc. According to professional specialisation in Environment Management such specialisation courses are provided as: Landscape Planning, Environmental Technologies, Introduction in Geodesy and Cadastral Appraisal. The study courses like Protection of Species and Biotops, Bioindication and Bio Monitoring, Forest Management Planning, are taught according to specialisation Nature protection specialist.

Comparison: In LU the study programme covers study fields familiarising students with latest achievements in planning theory and practice and development of practical projects. They are included in the module Planning basics and include the following courses: Planning Theory: Ideas, Experience, Methods, Instruments; Thematic Structure Planning; Legal Fundamentals of Spatial Planning. The studies within the module Project Management and Communication

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include such study courses as Social and Psychological Aspects of Planning and Project Management. Separate courses and development of term papers is planned in Territorial Planning, Environmental Planning and Geoinformatics in Planning according to the specialisation.

I matriculation. In UD it is planned that students with wide previous background in nature sciences or engineering sciences: the Bachelor’s degree in biology, geography, environment, agriculture or engineering sciences or professional higher education in biology, geography, environment science, agriculture or engineering sciences, will be matriculated. It is foreseen that in UD, Selection Committee may consider applications for studies also from graduates from other thematic education fields having the Bachelor’s degree or diploma of higher professional study programme as well as the Committee may consider applications of specialists working in nature protection, environment management or planning (with at least 4 years experience in the relevant field).

Also in LU the target group are applicants with wide previous background – candidates with academic bachelor’s degree or second level professional higher education (or equate higher education) from LU and orher institutions of higher education (RTU, LLU u.c.) from Latvia and abroad, having degree in with planning related programmes: geography, environmental and earth sciences, architecture and city planning, landscape architecture, economy and management; planners of local and regional authorities, employees of state institutions with experience in planning as well as other applicants which have shown appropriate motiviation and have demonstrated knowledge on high quality in entrance test.

7.3.2. Comparison with similar international study programmes

In contemporary world and taking into account rapid development and changes in economy, environment and in social sphere, several countries experience modernisation of the planning education system. During recent years Great Britain – one of the most developed and experienced countries’ in planning tradition in Europe, has fundamentally reassessed its planning system and is implementing it reorganisation.

As a result during development of the study programme experience in reorganisation of planning education system in Great Britain has been seriously considered. In 2003 the Royal Town Planning Institute (further - Town Planning Institute), which is the leading planning institute in the country – prepared Policy Statement on Initial Planning Education based on RTPI Education Commission, Final report, January 2003 (annex 16).

In Great Britain planning programmes of higher education institutions receive accreditation from the Town Planning Institute only in case they comply with recommendations of the policy statement. The Town Planning Institute examines planners to get certificate of the planner.

In its recommendations of the Policy Statement on Initial Planning Education, the Town Planning Institute indicates that taking into account rapid development processes in the world, broader approach towards spatial planning shall be addressed that is more a comprehensive term than a single land usage planning or town planning, environmental planning or regional planning, as it incorporates all the above mentioned ways of planning.

In LU in the development of the Study Programme the above mentioned trends were taken into account as well as the Vision for spatial planning developed by the Town Planning Institute (it has been correspondingly appraised and integrated according to the needs for Latvia) – spatial planning as spatial, sustainable and integrating basic discipline the essence of which covers – analytical thinking, evaluation of the place and space and corresponding activities including:

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– critical and analytical thinking focused on results;

– space and spatial relationships, influence between sectors and space; – environment, including environmental capacity and ecologic influence, cultural

identity;

– spatial shape and identity, including also quality;

– action and management skills to sustain results.

In LU the structure of the programme is based on the division of spatial planning education into three main parts as set by Town Planning Institute:

– Part I – concept on spatial planning, theoretic relations between social, economic and environment issues in political and cultural context; skills to adjust theory in practice critically.

– Part II – deeper understanding in the specialisation of spatial planning.

– Part III – acquire ability to adopt knowledge, professional competence and evaluation to receive certificate in planning.

Taking into account recommendations of the Town Planning Institute, the programme of LU is developed as integral (combined) planning programme. At first, it offers general knowledge in planning theory and laws; it introduces different types of planning and trends as well as essence of spatial planning. The study programme is prepared with an aim to deepen understanding for students on development of space by taking into account principles of sustainable development; it fosters absorption of knowledge and skills; it enhances understanding on how spatial planning may improve space and, accordingly, quality of human life by organising territories rationally.

Similarly, like it is in Great Britain, in the study programme of LU it is planned to perfect knowledge of students and give them possibility to specialise in planning trend of their choice (courses in part B): Territorial planning, Environmental Planning or Geoinformatics in Planning.

However, approach is different towards getting practical knowledge. In Great Britain after graduation each planner applies knowledge, practical skills and improves professional competence by himself/herself alone (there is not any requirement to include field practice in the study programme). On the other hand - taking into account regulations of our state (the Regulations of the Cabinet of Ministers No. 481 „Regulations on the Sate Standard of the Second Level Professional Education”) the programme of LU provides that students will get varied practical knowledge during different field practices in local authorities, state institutions or planning beauros.

Additionally to general requirements provided by Town Planning Institute, the programme of LU is developed by comparing several programmes in planning studies accredited by the Institute in Great Britain as well as programmes in planning studies in Denmark and in Sweden.

Comparison with the MSc programme Spatial Planning in the School of Planning in Oxford Brookes University (Great Britain)

In Oxford Brookes University, School of Planning professional MSc. Programme Spatial Planning is accredited by the Town Planning Institute. It consists of two parts: first part – compulsory studies of the basic programme (common to academic studies) and the second part improving the first part with definite programme of one’s choice in specialisation (see annex 9.3.), e.g.: Decision Taking in the Field of Environment, Transport Planning, Town

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Planning in Developing Countries. Upon graduation the students have to develop practical planning project.

The compulsory programme includes basic studies in spatial planning on historical, spatial, social, economic, political and international context to allow understanding of planning system in Great Britain. Comparatively analogical basic themes include the programme of LU, respectively – the study module Planning Basics.

In Oxford Brookes University, School of Planning the course Spatial Planning as an Action analyses structure, aims and responsibilities of spatial planning by stressing the importance of practice in planning. In the programme of LU the study module Spatial Planning is comparatively similar to that of Oxford Brooks University and basically includes all the mentioned themes as well as additional ones on sustainable development and planning in the course Sustainable Development and Spatial Planning. Contrary, Oxford Brookes University, School of Planning includes sustainability issues in a different study course Development of Sustainable Future.

If compared, then in Oxford Brookes University, School of Planning the choice for study courses in specialisation (Decision Taking in the Field of Environment, Transport Planning, Town Planning in Developing Countries, Tourism Planning, Urban and Regional Regeneration, etc.) is broader than the choice in the programme of LU (Geoinformatics in Planning, Environmental Planning, Territorial Planning).

Analogically, like it is in Oxford Brookes University, School of Planning, also the programme of LU envisages opportunity of students to develop practical MSc. graduation paper the theme of which is related to the specialisation in planning selected.

Comparison with MA Programmes Planning policy and practice and Spatial planning in London South Bank University’s Planning School (Great Britain)

In London South Bank University’s Planning School in MA programme Planning policy and practice (annex 9.4.) students with first level education (geographers, students of social and environment sciences) combine knowledge on main spatial planning themes with any of offered specialisations: environment planning, housing, urban design or regeneration of city environments. Priority upon matriculation is to students having Master’s degree in some other study programme or to students having considerable working experience in planning.

In London South Bank University’s Planning School the MA Spatial Planning is taught to students with different higher education, who are interested in planning but not necessarily in getting accreditation of Town Planning Institute. To be able to receive accreditation, students have to study additionally any of the special programmes: Environment Planning, European Spatial Planning, Spatial Planning and Housing, etc.

Also in LU the target group are applicants with different and wide previous background – candidates with academic bachelor’s degree or second level professional higher education (or equate higher education) from LU and orher institutions of higher education (RTU, LLU u.c.) from Latvia and abroad, having degree in with planning related programmes: geography, geology, environmental sciences, architecture and city planning, landscape architecture, economy and management, planners of local and regional authorities, employees of state institutions with experience in planning as well as other applicants which have shown appropriate motiviation and have demonstrated knowledge on high quality in entrance test.

According to the recommendations of the Town Planning Institute and the Master studies’ programme of London South Bank University’s Planning School, the programme of LU also considers the fact that the concept of spatial planning is extended vitally and it recalls for specialisation. It is planned to use innovative teaching methods like role-plays, group work,

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study visits in Latvia and abroad. Presentation skills, policy analyses, better use of information technologies will be taught more intensively. Furthermore, guest lecturers practising in planning, will provide definite additional knowledge for students.

Comparison with MA programme Urban Planning and Management in Aalborg University in Denmark

In LU during the study process it is planned to adopt similar methods like in MA programme Urban Planning and Management of Aalborg University: apply project development skills in elaboration of term papers and Master piece. The work will be organised in small working groups in close cooperation with lecturer using the latest methods and interdisciplinary approach as well as applying the best practice from environmental and social sciences and integrating professional skills with communication skills.

In both universities training model is as close to real life as possible. In LU in training of planners long term field practice is planned in a planning department of public institution or in a private consultation office similarly like it is Aalborg University. Both universities have analogical construction principle of the study programme – in Aalborg University in the 1st and 2nd semesters students (of full time studies) are studying; field practice is performed in the 3rd semester and during the 4th semester students are developing and presenting the Master’s piece. In UL in the first two semesters full time students are also studying; longer specialisation practice is carried out during the third semester and the Master’s piece during the 4th semester.

Comparison with MA programme Spatial planning in Blekinge Institute of Technology, Sweden

In Swedish Blekinge Institute of Technology the graduates of the Master’s programme Spatial Planning take a Degree of Master of Science with Major in Spatial Planning. The programme has interdisciplinary approach. In the result the students get analytical skills based on social, environmental and engineering sciences.

The programme of LU is developed similarly. Both the programmes include similar subjects according to their content – both in the Blekinge Institute of Technology and in LU the programmes include courses in planning theory and history of urban planning, planning legislation, economy, ecology, housing, cartography, transport planning, strategic planning and landscape planning.

In both universities during the study process communication skills are developed and different digital programmes are taught to allow better presenting of planning proposals. Furthermore, project tasks of term papers are formulated in cooperation with local authorities.

In the conclusion of the comparison survey it shall be pointed out that the programme of LU includes several novelties from new or upgraded planning programmes of Great Britain, Denmark and Sweden including aspects of social sciences, geography, economy, environment and sustainable development.

7.4. Organisation of the study programme

7.4.1. The duration of studies and basic structure of the programme

Duration of full time studies is 2 years (4 semesters). Duration of part time studies is 2.5 years (5 semesters). The part time studies will be organised during weekends – in Fridays and Saturdays.

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The total volume of the programme is 80 credit points. The basic structure of the programme is formed by compulsory study modules (part A) and voluntary study modules (part B). The structural division is seen in Table 3.

Table 3

Basic structure of the programme

No. Parts of the study plan Credit points* In % from the total study volume

1. Compulsory study courses in part A 24 302. Mandatory selective study courses in part B 10 133. Field practice (part A) 26 324. The Master’s piece (part A) 20 25

In Total 80 100*) 1 credit point is equal to 1 study week

7.4.2. Ensuring quality of the study programme

One of the fundamental tasks demanded to the academic and support staff are ensurance and advancement of the quality of the implementation of study programme and study process.

The quality of the study process first includes actions related to advancement of the qualification of academic staff. That means rising the qualification of personel involving it in research and projects. Secondly for the ensurance of quality such instruments as permanent follow up students work and individual contacts of the academic personel with students group during studies (open door politics) are used.

Essential element of the quality of study process is hearing of students independant opinions’ during consultations as well as cooperating with students during master thesis project and master thesis elaboration.

The opinion of students about the study programme as a whole and about concrete lectureres are obtained carrying out regular questionnaires, analysing the acquired results and discussing them with students.

Essential is the opinion of employers and school leavers about the study programme and the knowledge and skills obtained during it. It is forseen that there will be surveyed both - school leavers and employers.

The quality culture is enabled by regular meetings and discussions of academic personel during Faculty Council and Geography Study Programme Council meetings. Vital contribution for development of the quality culture gives preparation and discussion process of self assesment report preparing programme for accreditation.

7.5. Financial sources and infrastructure of the study programme

7.5.1. Costs

In the programme the studies are started by financial means of physical or legal persons.

Taking into account necessity of planning and forecasting skills as stated in National Development Plan (2006), the issue is considered on granting budgetary study places for full

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time students. The arrangement was concluded that the Ministry of Regional Development and Local Authorities will advocate for budgetary places. In perspective it is planned to attract the funds of sponsors and those of European Union to be able to develop necessary infrastructure.

In 2008 tuition fee is 1500 Ls for full time students studying full academic year (see calculation of costs in table 10, page 42). The total fee of studies counts up to 3000 Ls according to the order No. 1/268 of LU of 30.11.2007.

7.5.2. Planned optimal number of students in the programme

Forecasted optimal number of students is 24 – 30 students. Every each year the specialization is performed in one or two fields of specialisation (according to the demand). It is planned to admit not less than 10 students in each specialisation field: Territorial Planning, Environmental Planning or Geoinformatics in Planning.

Taking into account contemporary demand, it is thought that territory planning and/ or environment planning might be opened during first years of programme implementation. Each year the demand will be weighted again, thus specialisation fields will be defined for the next academic year.

7.5.3. Advertising

Each year the information on the programme (see annex 14) will be published additionally to the official information on the web page of LU and in informative issues; it will be published on web pages of the Ministry of Regional Development and Local Government and the Latvian Association of Local and Regional Governments (LALRG). Information on the programme will be spread to planning regions using e-posting opportunities. Short informative descriptions will be published in the magazine Latvijas architektūra and Logs as well as in news page of LALRG.

7.5.4. Material provision

Basically, materially technical means are concentrated in LU FGES, 10 Alberta Street, Riga.

At the beginning of the programme there is possibility to use materially technical provision of laboratories in FGLS (see annex 7.2.): copying machines, projectors and other technical equipment that is initially provided to secure process of studies in geography. Students have access to Internet.

However, to secure valuable study process, it will be necessary to solve issues on constant premises – small auditoriums for studies and premises for working groups, especially as regards specialisation courses and working groups, term papers and master papers. These premises shall be equipped with suitable technical and programme provision.

7.6. Matriculation rules and further education of graduates

The target group are applicants with academic bachelor’s degree or second level professional higher education (or equate higher education):

1. from LU and orher institutions of higher education (RTU, LLU u.c.) from Latvia and abroad, having degree in with planning related programmes: geography, environmental and earth sciences, architecture and city planning, landscape architecture, economy and management;

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2. planners of local and regional authorities, employees of state institutions with experience in planning as these persons working in the planning field needs appropriate and new knowledge;

3. other applicants if they show appropriate motivation and demonstrate high quality knowledge in entrance test.

In the study programme matriculation is performed according to matriculation rules of LU. The students are matriculated in a competition according to the results of entrance test. The terms of enrolment include requirement for well done test taking into account the test criteria consisting on:

1. academic bachelor’s degree or second level professional higher education (or equate higher education) quantitative indicators (arithmetcical mean mark in the main subjects and mark for final bachelors work (test, examination) estimation;

2. entrance discussion to clarifay applicants motivation for studies, previous knowledge of planning and experience in the planning field, and which consists of;

a. account/exposition of applicants motivation for studies,

b. argumentated account/exposition of applicants intended specialization, direction of foreseen research or theme of planning research project,

c. account/exposition of experience corresponding to the profile of study programme (territorial and environmental planning, planning and management in private sector, local government or state institutios), pointing out the participation in elaborating concrete planning document or preparing project application and their implementation (experience to commission is proved by submitting personal statement in written form (1 page, A-4)),

d. account/exposition of obtained knowledge in planning having studies at foreign highschools, participating in international courses, taking part at training in planning and project management in Latvia.

Graduates of the professional Master’s degree programme have rights to continue their academic education to receive doctor’s degree in higher education institutions in Latvia and abroad.

7.7. Realisation of the Study programme in Practice

7.7.1. The study methods usedDuring implementation of the Study Programme both – traditional and innovative approach – is used. In traditional approach - the theoretical part (course of lectures) is combined with practical part; in innovative approach – interdisciplinary methods are used; interactivity is secured between academic staff and audience; the programme’s content and teaching methods are problem oriented; situation analyses, problemdiscussions, the studies are organised in working groups, group work presentations, public defence of course work, tests and „brain storming” sessions applied.

During the studies great attention is paid to solving definite tasks in small working groups (2 – 4 students) (for example specialization course work), where students with different backgrounds work together, thus improving each other. Students work in close cooperation with lecturers during an entire specialisation course.

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7.7.2. Mastering of skills and competences required by labour market

In the Study Programme the planned compulsory subjects will ensure high level of general professional education – knowledge and skills. Qualitative professional level that is appropriate to the needs of the labour market will be secured by: voluntary subjects, knowledge acquired during development of term papers in the specialization field selected and professional skills received during field practice.

In order to get a comprehensive professional knowledge professional planners – practitioners will be invited as readers (E.Bērziņš, U.Kaugurs, A.Roze., I.Niedole, A.Ločmanis, etc.). Furthermore, guest lecturers of Latvian origin will be invited having international teaching experience in planning in the USA, Sweden, Australia (S.Grava., J.Kursis, A.Siksna, etc.)

7.7.3. Research and participation in projects of academic personal; the influence towards studies

Academic personal of the study programme realise research on spatial planning or issues close to spatial planning, e.g.: urban and rural development, mobility and migration of population (Z.Krišjāne, L.Kūle); regional development and planning, regional policy and development in Latvia, planning systems, spatial planning (G.Lukstiņa, L.Kūle, I.Kudreņickis); housing and its development (S.Treija); environment planning and landscape survey (O.Nikodemus). See the main scientific publications and study literature in annex 6.

The university lecturers participate in international and in local spatial planning and development projects. The main international projects are listed accordingly. Experience in these projects definitely influence the work of studies positively: EU BSR Interreg IIIB project COMMIN – Promoting Spatial Development by Creating COMmon MINdscapes, EU BSR Interreg IIIB project Medium Sized Cities in Dialogue Around the Baltic Sea / MECIBS; Survey of the EU Committee of the Regions The Europe of the regions: strategies and perspectives in the view of the forthcoming enlargement of the European Union (part II on Bulgaria, Latvia, Lithuania, Malta, Romania, Slovakia and Turkey.

The most essential research projects on spatial development in Latvia are: Settling development and its spatial expressions in Latvia, Regional development in Latvia, The existing situation with housing in Riga.

Academic personal of the programme is participating also in elaboration of definite planning projects. P.Šķiņķis and G.Lukstiņa have participated development of National Development Plan. P.Šķiņķis, G.Lukstiņa, E.Bērziņš, I.Vilka, O.Nikodemus, A.Roze, and U.Kaugurs are taking part in designing spatial development projects – strategies, development programmes and territorial plans in local and regional authorities and planning regions. The major is planning in Riga and Kurzeme planning reģions, Development programme of Riga region, Development plan of Riga, research project Development of spatial composition in Riga – 2004, Recommendations for conservation and development plan of Riga historical centre, Development programme of Liepāja, Development plan of Liepāja region, etc. I. Niedole has specialised in development of transport plans. The above mentioned practical experience of university lecturers is really significant in knowledge transfer for students. The most essential research and planning projects of university lecturers is seen in annex 5.

7.7.4. Plan and content of the Study Programme

The Study Programme is developed taking into account order of theoretical and practical knowledge, succession of study courses and their mutual linkages. The content and structure of the study programme, both, for full and part time studies, may be found in the tables 4 A

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and 4 B in the existing chapter (29.lpp., 30.lpp.), but plan of studies – found in tables 11 A and 11 B, chapter 9 (43.lpp.; 45.lpp.).

Mandatory study modules and courses (Part A, 24 crp.)

In the part A the study modules are compulsory for all students of the programme. In the part A the core of the programme is formed by three modules with theoretical and practical basic courses in the following order:

1. Planning Basics (8 crp.).

2. Project Management and Communication (6 crp.).

3. Spatial Planning (10 crp.).

In the first year during the 1st semester students will study the courses Planning Theory: Ideas, Experience, Methods, Instruments; Thematic Structure Planning and Legal Fundamentals of Spatial Planning in the framework of the module Planning Basics. The course Planning Theory: Ideas, Experience, Methods, Instruments will equalise basic knowledge of students with different preliminary knowledge in planning.

In the module Project Management and Communication the students will study Social and Physiological Aspects of Planning and Project Management.

In the framework of the following module Spatial Planning the students will study such courses like Sustainable Development and Spatial Planning, Society and Habitat, Environmental Conditions in Spatial Planning, Urban and Rural Economic Development. In order to make studies similar to real life, thus integrating the knowledge acquired, the students will work out term paper in spatial planning in small working groups after theoretic courses and field practice in local authority.

In the part A theoretical and practical courses will equalise knowledge level of students, give idea on regularities of spatial planning, prepare basis of professional knowledge and practical skills in order to allow acquiring of specialisation courses qualitatively.

Modules in part B (10 crp.)

In part B theoretical and practical subjects allow students to broaden their knowledge in a definite specialisation field:

1. Territorial Planning (10 crp.).

2. Environmental Planning (10 crp.).

3. Geoinformatics in Planning (geographic information systems (GIS), information technologies (IT), data bases, etc.; their application in planning) (10 crp.).

Students receive theoretical knowledge in specialisation selected (6 crp.) and practical skills while developing course project in the field of specialisation individually or working together in a small group (4 crp.)

Professional qualification practice (Part A, 26 crp.)

In order to supplement theoretical course and knowledge obtained during elaboration of the term paper, field practice is included in compulsory part A, consisting of three different parts:

1. Field practice in regions „Planners’ kind of work” (2 crp.).

2. Field practice in local authority „Planning and management in local authority” (6 crp.).

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3. Field practice in specialisation “Specialisation practice” (18 crp.).

In the first semester during the field practice in regions Types of Planning Profession students will get introduced with diverse work of spatial planner, its specifics and job tasks during study visits in various working environments of spatial planners in Latvia and abroad: in high schools, local authorities, state institutions and their structures and in planning offices.

During field practice in local authority Planning and Management at Local Authority students will learn functions of local authorities, planner’s work and role in development promotion, will examine development planning documents of local authority and project documentation and their implementation experience. Field practice is organised in these local authorities that are interested in cooperation with LU FGLS, where professional planners are working (annex 3.1.) interested to transfer know-how to their new colleagues.

During Practice in the Chosen Specialization (the 3rd and/or 4th semester) students will deepen practical knowledge in speciality of their choice (territorial planning, environmental planning, geoinformatics in planning). LU FGES has established cooperation with definite local authorities, planning offices or state institutions (annex 3.2.). Corresponding professionals and partitioning planners are involved as leaders of practice.

Students will prepare reports during field practices. Students will gather information, observations and conclusions in diary during field practice Planning and management at local authority and Practice in the Chosen Specialization in the speciality selected. The results will be presented in final seminars of field practice (see regulations on practice in annex 4.1.)

Master’s thesis (part A, 20 crp.)

Theoretic and practical knowledge is deepened during development of Master’s thesis. Master’s thesis is planned as original research or research planning project. The aim is to develop business like research and analytical planning skills, foster creative thinking. The task is to carry research of place, territory or planning documents based on original field study and to develop conclusions and sound recommendations for further research or business like methodical proposals in planning work.

Master’s piece is developed according to definite plan described in the description of the study course. Initial data and factologic information is derived during specialisation field practice. Master’s work is dividend into two main parts. At first, draft master’s piece as the first I part of master thesis is developed (4 crp.) illustrating content of the work clearly, and then the master’s thesis is created and finally presented.

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Chart 4. A.

Content and structure of the full time study programme

Year and semester

Module and course name Lecturer Hours Credits Final exami-nation

1st year 1st

sem.Part A mandatory courses (20 credits)

Basics of Planning 128 8Planning Theory: Ideas, Experience, Methods, Instruments

Assoc. prof. P.ŠķinkisLect. A.LočmanisLect. I.Grīne

64 4 Exam

Thematic Structure Planning Assoc. prof. I.Kudreņickis Doc. I.NiedoleAssist. L.Kūle

32 2 Exam


Lect. S.Meijere 32 2 Exam

Project Management and Communication

96 6

Social and Psychological Aspects of Planning

Lect. M.Ābeltiņa 32 2 Exam

Project Management Doc. I.Vilka 64 4 ExamSpatial Planning 64 4Sustainable Development and Spatial planning

Assoc. prof. I.Kudreņickis Lect. G.Lukstiņa

32 2 Exam

Environmental Conditions in Spatial Planning

Prof. O.NikodemusProf. V.Segliņš Doc. I.Šteinberga

32 2 Exam

Practice in Regions“Types of Planning Profession”

Assoc. prof. P.ŠķinkisLect. G.Lukstiņa

32 2 Exam

1st year 2nd


Spatial Planning 64 4Society and Habitat Prof. Z.Krišjāne

Doc. S.TreijaAssist. L.Kūle

32 2 Exam

Urban and rural Economic Development

Doc. I.Vilka 32 2 Exam

Practice at local authority“Planning and Management at Local Authority”

Assoc. prof. P.ŠķinkisLect. G.Lukstiņa Practice leaders in the respective municipalities

96 6 Exam

Part B selective courses (10 credits)Geoinformatics 160 10Geoinformatics in Planning Lect. A.Markots

Lect. I.GrīneLect. A.Ločmanis

96 6 Exam

Course Project „Geoinformatics in Planning”

Course project tutor 64 4 Defence

Environmental Planning 160 10Environmental Planning Prof. O.Nikodemus

Assoc. prof. M.VircavsDoc. E.Apsīte

96 6 Exam

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Course Project in Environmental Planning


Territorial Planning 160 10Territorial Planning Assoc. prof. I.Stūre

Lect. E.BērziņšLect. A.Roze

96 6 Exam

Course Project in Territorial Planning


2nd year 3rd sem.

Part A mandatory courses (20 credits)Practice in the chosen specialisation I

Assoc. prof. P.ŠķinkisLect. G.Lukstiņa Practice leaders in the respective institutions

96 6 Exam

Practice in the chosen specialisation II


192 12 Exam

Spatial Planning 32 2Course Project in Spatial Planning


2nd year 4th sem.

Part A mandatory courses (20 credits)Master thesis I –master thesis project in the specialisation – geoinformatics in planning, landscape planning or territory planning

Thesis tutor 64 4 Defence

Master thesis II – in the specialisation – geoinformatics in planning, environment planning or territory planning


Chart 4. B

Content and structure of the part - time study programme

Year and semester

Module and course name Lecturer Hours Credits Final exami-nation

1st year 1st


Basics of Planning 128 8Planning Theory: Ideas, Experience, Methods, Instruments

Assoc. prof. P.ŠķinkisLect. A.LočmanisLect. I.Grīne

64 4 Exam

Thematic Structure Planning Assoc. prof. I.Kudreņickis Doc. I.NiedoleAssist. L.Kūle

32 2 Exam


Lect. S.Meijere 32 2 Exam

Project Management and Communication

96 6

30

Social and Psychological Aspects of Planning

Lect. M.Ābeltiņa 32 2 Exam

Project Management Doc. prof. I.Vilka 64 4 ExamPractice in Regions“Types of Planning Profession”

Assoc. prof. P.ŠķinkisLect. G.Lukstiņa

32 2 Exam

1st year 2nd

sem.

Part A mandatory courses (16 credits)Spatial Planning 160 10Sustainable Development and Spatial Planning

Assoc. prof. I.Kudreņickis Lect. G.Lukstiņa

32 2 Exam

Environmental Conditions in Spatial Planning

Prof. O.NikodemusProf. V.Segliņš Doc. I.Šteinberga

32 2 Exam

Society and Habitat Assoc. prof. Z.Krišjāne Doc. S.TreijaAssist. L.Kūle

32 2 Exam

Urban and Rural Economic Development

Doc. I.Vilka 32 2 Exam

Course Project in Spatial Planning


Practice at local authority“Planning and Management at Local Authority”

Assoc. prof. P.ŠķinkisLect. G.Lukstiņa Practice leaders in the respective municipalities

96 6 Exam

2nd year 3rd sem.

Part A mandatory courses (6 credits)Practice in the chosen specialisation I“


96 6 Exam

Part B selective courses (10 credits)Geoinformatics 160 10Geoinformatics in Planning Lect. A.Markots

Lect. I.GrīneLect. A.Ločmanis

96 6 Exam

Course Project „Geoinformatics in planning”


Environmental Planning 160 10Environment planning Prof. O.Nikodemus

Assoc. prof. M.VircavsDoc. E.Apsīte

96 6 Exam

Course Project in Environmental Planning


Territorial Planning 160 10Territorial Planning Doc. I.Stūre

Lect. E.BērziņšLect. A.Roze

96 6 Exam

Course Project in Territorial Planning


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2nd year 4th sem.

Part A mandatory courses (16 credits)Practice in the chosen specialisation II


192 12 Exam

Master thesis I – Master thesis project in the specialization – geoinformatics in planning, environmental planning or territorial planning


3rd year 5th sem.

Part A mandatory courses (16 credits)Master thesis II – in the specialization – geoinformatics in planning, environmental planning or territorial planning


7.8. Evaluation system

7.8.1. Evaluation of knowledge assimilation

The requirement for students is to obtain a positive evaluation for the content of the courses of the programme. Theoretical and practical knowledge gained during the courses will be evaluated in accordance with the rules of the Cabinet of Ministers No. 481 regarding the second level professional higher education state standard applying 10 point system (including term paper and master thesis writing and defence mark). A successful mark for the course starts with 4 points.

Knowledge level of the students will be evaluated by means of independent study work control forms such as analytic essays and course papers, results of practical course works, participation and activity/presentation in seminars, active work in groups, settlements of problematic issues, as well as evaluating the knowledge of students at the end of the course and semester (in written or oral exam form).

Evaluating knowledge level of students in the framework of the particular course from A or B parts, the independent work of students through semester will be taken into account. Dependent on the course the final examination will constitute 30-55% of the total grade in order to gain credits, second part of the grade – independent study work – analytical essays, course papers, practical work, activity in seminars and results of other tests (see course description in Annex 1).

In accordance with the approved percentage division lecturer will determine the final grade by summing up marks for the independent work and exam.

Practises will be evaluated taking into account the students work at concrete institution or office - individual activity obtaining information and performance of given and executed tasks, as well as evaluating trainees diary and report of the practise, and presentation about the fullfiling the practice tasks. The final grade is given by the practice manager according percentage division summing up practise marks.

Master thesis will be evaluated according approved criteria for their evaluation (see attachment 8.7).

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7.8.2. Knowledge evaluation frequency

Within the programme the evaluation of knowledge of students will have continuous character – the evaluation of knowledge and regular control of the study work will be carried out in parallel with studies in the framework of the particular semester. In the elaboration process of the term papers and master’s thesis there is envisaged close and continuous cooperation between students with the chosen professor.

Firstly, it will ensure feedback between a student and a professor in the specific study course ensuring the possibility for the academic staff to evaluate part of the course already carried out as well as level of the papers elaborated, thus the quality of the teaching work will be evaluated. Secondly, it will ensure actual and continuous process of studies.

7.9. Students

7.9.1. Number of studentsIn the September of 2007 there were 21 students. One student decided to continue her studies in other faculty, one student dismissed due to the workload at her job and one student took an academic leave. In the second semester of the academic year 2007/2008 studies were continued by 18 students. In 2008 studies startet 20 new students.

Chart 5Students in the programme

Year Matriculated students in 1st year

Number of students per academic years

Together Paying for studies

Allumnies

Excluded students (drop-outs)

1. 2.

2007 21 19 – 19 19 – 2

- 18 18 - -

2008. 20 20 - 20 20 - -

7.9.2. Analysis of the student questionnaire

The questionnaire regarding the programme was carried out at the end of the 1st semester of the academic year 2007/2008. 15 students from 19 filed the questionnaire.

In general students are satisfied with their choice of this programme – completely satisfied are 60% and rather satisfied are 40% of students. Students are satisfied with the courses offered: completely satisfied are 33% and rather satisfied are 67% of students. Students are also satisfied with the content of the offered courses: completely satisfied are 20%, rather satisfied are 76% and rather dissatisfied are 6% of students. The study programme is well evaluated in regard to its input in the development of research and professional skills and abilities as well as the possibility to attend lectures of visiting professors (see attachment 12, picture 1).

In general students are satisfied with the planning of the studies through semesters and on weekly basis, as well as with the attitude of the faculty staff. Lower evaluation is for the material technical provision, possibility to use computers and accessibility of literature necessary for the studies in libraries of LU (see attachment 12, picture 2).

The fact that students are interested in the content of courses is proved by the high attendance of lectures (see attachment 12, picture 3). It shows that they are satisfied with the work of lecturers too. We can point out that completely satisfied and rather satisfied with the lecturers’

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preparation for the lecture are 95% of students; in 85% the lecturer raised interest in the study course, 92% with the reflection of the latest achievements and problems in the field and 87% with the fact that lecturers foster thinking process. Contact of the lecturers with the auditory is highly (90%) evaluated (see attachment 12, picture 4).

In the evaluation of the lecturers the significant issue is whether students would like to attend other courses of the same lecturer. 39% of students have responded ‘completely agree’, 40% of students ‘rather agree’, 12 % of students ‘rather disagree’ and 6% ‘completely disagree’ to attend other courses of the particular lecturer (see attachment picture 4). In general students are satisfied that at the beginning of the course the lecturer introduces them with the requirements of the course and informs how their knowledge will be evaluated. Students are satisfied with the teaching methods of lecturers to make the theme comprehensive. Lower evaluation is for availability of the suggested literature and its usefulness in the study process (see attachment 12, picture 5).

It has to be mentioned that most of the students consider that difficulty level of the courses is acceptable (67%), 25% respondents consider them to be difficult, 1% consider it too difficult, in its turn 3% respondents point out that particular courses are easy (Annex 12, picture 6).

7.9.3. Involvement of students in improvement of the study process

Students of the master’s programme take part in the improvement of the study process willingly. Students regularly are invited and propose suggestions to the management of the programme and teaching staff in order to improve the study process.

At the end of the semester an anonymous questionnaire is carried out (see pictures 1-6 in Annex 12 and questionnaires in Annex 15) with the aim to evaluate work of the lecturers and quality of the study courses (content, methods applied, form and usefulness) and make proposals for the optimisation and perfection of the courses. Administrative and technical organisation of the programme is evaluated as well. Suggestions of students are considered and observed while optimising the study process and improving quality of studies.

The candidate put forward by students was included in the Extended Council of Geography study programmes.

7.10. Academic staff employed in the study programme

7.10.1. Academic staff, qualification and duties envisaged

The study programme is ensured with wide range of teaching staff and high-level professional specialists with long-term practical experience in planning (see list of the academic staff, duties envisaged and share of workload in Annex 2.1.).

In the realisation of the programme 22 members of teaching staff are involved in reading respective courses, leading courses and following elaboration of master thesis, including three professors and three associate professors from LU; six docents, four of them from LU and two from RTU; three lecturers are from LU, one assistant and six lecturers of which four have master’s degree and two have respective higher education as architects (see Chart 6).

The multiform spectre of knowledge of academic staff is proved by the fact that one of the associated professors has habilitated doctor’s degree in chemistry, five - have doctor’s degree in geography, two - in engineering, one - in architecture, one - in geology, one - in nature protection, one - in economics, eight of the teaching staff have master’s degree in different fields (architecture, law, psychology, geography, environment science and management) and two have diplomas as professional architects.

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Chart 6Academic staff involved in the study programme’s implementation

Nr. Academic degree

Academic staff, position (elected in LU)

With doctor’s degree (number)

With master’s degree (number)

Other(number)

Total Percentage

1. Professors 3 0 0 3 13.62. Ass. professors 3 0 0 3 13.63. Docents 4 0 0 4 18.24. Lecturers 0 3 0 3 13.65. Assistants 0 1 0 1 4.6

Total 10 4 0 14 63.6Academic staff, position; elected in other higher education institution

6 Docents 2 0 0 2 9.17. Lecturers 0 4 2 6 27.3

Total 2 4 2 8 36.4

In total 12 8 2 22 100%

The study programme is elaborated in accordance with the rules of the Cabinet of Ministers No. 133 “Licensing regulations of the study programme implemented in a higher education institution”. In the study programme fourteen or 63.6% of twenty two lecturers involved are elected in LU; two lecturers are elected in RTU (9.1%), additionally six lecturers with practical experience (27.3%) will be attracted to the programme implementation (see chart 6; list of the programme teaching staff in Annex 2.1 and CV of the academic staff in Annex 2.2.).

7.10.2. Research work of the academic staff and participation in projects, project management

While elaborating the study programme, it is acknowledeged that experience in preparation of research projects, education work and practice in the planning field of the academical staff as well as integration of the spheres mentioned above, constitute the significant basis for the proper programme functioning. Lecturers of the programme carry out wide range research, lead and take part in different spatial development planning research and practical planning projects (see point 7.7.3). Impact on the study work of the research work and participation in projects of the academical staff, see also Annex 5 for the most significant research and planning projects of the academical staff; see Annex 6 for the most important publications and study literature.

7.10.3. Academic staff - selection, improvement, training and development

The academic staff consists of various specialists – geographers, architects, lawyers, chemists, economists, psychologists and environment scientists – lecturers from the Faculty of Geography and Earth Sciences, LU (12), the Faculty of Economics and management, LU (1), Environment education and management institute of the Faculty of Economics and management, LU (1), The Faculty of Law, LU (1) and the Faculty of Architecture and City Planning, RTU (3), as well as specialists and consultants with long- term practice in the planning field from municipalities and private offices.

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The fact that three of the lecturers are studying in the doctoral programme of FGES in LU illustrates qualitative development of the teaching staff in the future.

In order to raise the quality of the programme continuous improvement of academic staff is planned as regards to academic qualification, professionalism and experience, participation in international projects, participation in the work of the Association of European Schools of Planning (AESOP) and cooperation with different education and research institutions in Latvia and abroad, as well as state institutions, municipalities and planning agencies. In perspective it is planned to involve graduates of the programme in teaching work.

7.11. Description of supportive staff and their tasks

In the FGES supportive staff of the management will ensure general office work, solution of economical issues and administration of computer system of the study programme. Supportive staff of the Geography department will keep records of the programme and its methodological coordination. More detailed description of management and tasks of the supportive staff of the Geography department, FGES, are given in Chart 7.

Chart 7

Description of supportive staff and their tasks

No. Position Number Tasks1. FGES secretary 1 General record keeping of the programme2. FGES assistant of

dean on economical issues

1 Provision of the study programme with the materials and tools necessary for the management of the programme

3. FGES computer system administrator

1 Administration of the computer system necessary for the study programme

4. Secretary of Department of Geography

1 Service to the students of the Department and study process, input of students’ data in LU enumerative catalogue LUIS, maintenance of office documents: student cards, students files, applications, orders, minutes etc., information of students on regular basis

5. Methodologist of the study programme

1 Coordination on elaboration of the study methodological materials. Methodological coordination in development of field practice, term papers and master’s thesis

6. Laboratory assistant of the Regional planning lab

1 Technical preparation of study methodological materials, elaboration of study materials, information maintenance on the study process, elaboration of the content of the data basis in order to ensure the study process

7.12. Departments involved in the implementation of the programme and their tasks

The study programme will be implemented in the Faculty of Geography and Earth Sciences of LU. Departments involved in the implementation of the programme and their tasks are described in Chart 8.

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Chart 8

Departments involved in the implementation of the programme and their expenses

No. Department Tasks1. FGES management FGES management will ensure general management of the

study programme; dealing with record keeping and economical questions and administration of computer system.

2. Department of geography Department of geography will ensure management of the programme, administration of the programme’s budget, secretary of the department in cooperation with the office of the faculty will ensure record keeping of the programme.

3. Department of geographyChair of human geography

Chair of human geography will ensure research work of the programme, methodological administration in the specialized lines of the study programme, study possibilities in Regional planning lab.

4. Chair of human geography Regional planning laboratory

Regional planning lab will ensure independent and research work of students, elaborating study works, essays, course papers and master thesis, and ensure with methodological materials and literature in the specialization lines.

5. Department of geography Chair of Geomorphology and Geomatic

Chair of Geomorphology and Geomatic will ensure the research work of the programme and methodological administration in specialisation lines, possibility to study in remote sensing and cartography, Geospatial analysis and planning and inGeography information systems’ labs, as well as accessibility to Cartography library materials and provision with the methodological materials.

6. Chair of Geomorphology and Geomatic Geospatial analysis and planning laboratory

Geospatial analysis and planning lab will ensure practical work in the courses of planning of geoinformatics, environmental and territory planning and other courses.

7. Chair of Geomorphology and Geomatic Geography information system laboratory

Geography information systems’ lab will ensure independent and research work of students while preparing reports, course papers and master thesis with INTERNET access.

8. Chair of Geomorphology and Geomatic Remote sensing and Cartography laboratory

Remote sensing and Cartography lab will ensure assimilation and implementation of remote sensing and cartography methods in the study process and research work.

9. Department of Environmental science

Department of Environmental science will support the implementation of the study programme.

10. Department of Environmental science Applied Environmental science division

Applied Environmental science division will ensure lectures, practical work, independent and research work of students with the methodological materials regarding the topics of impact on the environment and junction area planning.

11 Department of Environmental science Environmental protection division

Environmental protection division will ensure lectures, practical work, independent and research work of students with the methodological materials in environment protection field.

12. Department of Environmental science Environmental processes modelling laboratory

Environmental processes modelling laboratory will ensure practical work in the modelling of noise and atmospheric pollution.

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7.13. External relations

7.13.1. Cooperation with employers

The Faculty of Geography and Earth Sciences, LU has developed good relations with Latvian Association of Local and Regional Governments and those municipalities, state institutions and planning agencies, which have agreed to ensure practice possibilities for the students of the programme (see list of the institutions in annexes No. 3.1 and 3.2).

The lecturers of the study programme have good long-term cooperation with the respective ministries (the Ministry of Regional Development and Local Governments, the Ministry of Environment), as well as with municipalities (Riga, Jurmala, Tukums district, Jaunpils parish, Babite parish etc.) and councils of planning regions and regional development agencies (Riga planning region, Kurzeme planning region) in development of planning documents, in elaboration of which they have taken part.

The Ministry of Regional Development and Local Governments, the Ministry of Environment, Latvian Association of Local and Regional Governments and Latvian Association of Territory Planners, support the implementation of the study programme.

7.13.2. Cooperation with similar study programmes in Latvia and abroad

The study programme has established good cooperation with RTU, Faculty of Architecture and City Planning and LU, Faculty of Economics and Management. Teaching staff of the Faculty of Architecture and City Planning and the Faculty of Economics and Management takes part in the implementation of the programme. Cooperation links are established also with LAU, the Faculty of Country Engineering.

In future it is planned to develop cooperation in the planning field with those higher education institutions, which are in close relation to the Faculty of Geography and Earth Sciences for many years: the universities of Stockholm and Lund and the Royal Technical Institute in Sweden, the Universities of Helsinki and Turku in Finland, as well as Ghente University in Belgium.

Gradually, cooperation with higher education institutions of Great Britain will be developed, where planning study programmes accredited by the Royal City Town Institute are implemented. Cooperation will also be developed with higher education institutions of Denmark and Sweden with similar planning study programmes.

7.13.3. Academic personnel with research or work experience in foreign higher education institutions

As a cooperation result with other universities lecturers of the study programme have read lectures and practiced in Western higher education institutions: asoc. prof. P. Šķiņķis in the universities of Stockholm and Helsinki; assoc. Prof. Z. Krišjāne in higher education institutions of Germany (the universities of Freiburg and Bamberg, regional geography institute of Leipzig) and Austria (Klagenfurt University) and lecturer A. Roze in the university of Barcelona.

7.13.4. Number of guest lecturers in the programme

For the qualitative development of the study programme it is planned to attract guest lecturers from Belgium, Canada, USA and cooperation universities of the Faculty of Geography and Earth Sciences in Estonia, Finland and Sweden.

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During the programme implementation it is envisaged to attract teaching staff with long-term practical experience in planning and management of the planning departments in the USA, Canada and Latvia Andris Roze(see CV of A. Roze, annex 2.2.).

The planning specialists and teaching staff of Latvian origin will be invited as guest lecturers: transport-planning professor Sigurds Grava from the USA, urban planning specialist Arnis Siksna from Australia and Jānis Kursis from Sweden.

Cooperation with RTU Faculty of Architecture and City Planning is planned on the issue of inviting guest lecturers. The forecasted increase of visiting lecturers in the following years is illustrated in Table 9.

Chart 9

Planned guest lecturers in the programme

State Number per academic year Total number per 3 years2008/2009 2009/2010 2010/2011

Canada 1 1 2USA 1 1Belgium 1 1 1 3Estonia 1 1 2Sweden 1 1 2Finland 1 1 2Other 1 1

Total 3 5 5 13

7.14. Developement plan of the study programme

In order to ensure valuable study process, in the nearest future it will be necessary to solve the issue regarding new permanent study premises: lecture rooms appropriate for studies of planers and smaller rooms for independent work in groups, which are equipped with computers and respective software for studies and have access to Internet. This is topically vital as regards to the specialisation study courses and in work of working groups, for development of term papers and master theses.

To guarantee qualitative further study process, gradual purchase of new modern infrastructure and development of technical provisions is essential - exactly for the needs of the spatial planning study programme.

PhD students from the Faculty of Geography and Earth Sciences will be involved in programme implementation on a step-by-step base at a greater extent. (Three of the potential lecturers are PhD students at the moment). In the teaching process it is also planned to involve graduates with the master’s degree in spatial planning.

Further development of the study programme will be based on the following principal requirements/conditions:

The study programme has to be developed in accordance with the labour market demand; it has to be professional and ensure students with all-round knowledge in spatial planning and project management and provide for an opportunity to acquire knowledge in practical planning methodology and latest technologies in development of planning documents.

The study programme has to be approximated to other planning programmes in higher education institutions in EU, at the same time maintaining structure of the studies, which is in

39

line with the current demand, and priorities for the state development. The quality of the study programme has to be continuously raised. For the perfection of the quality:

– guest lecturers from other state higher education institutions (RTU, LAU, DU) and from abroad have to be involved;

– close relations have to be established with planning specialists and teaching staff from abroad;

– international cooperation with universities of other states in Europe (Estonian, Finnish, Swedish, Belgian, UK etc.), USA, Australia and other has to be fostered;

– participate in the work of the Association of European School of Planners (AESOP);

– Stimulate student exchange with foreign universities and broaden choice for field practice abroad.

7.15. SWOT analysis

When evaluating the study programme using SWOT analysis, the following strengths for the programme are defined:

– Correspondence of the programme to the demand of labour market;

– Actual study programme’s objective and tasks;

– Theory and practice balanced in the framework of the programme;

– Wide range of teaching staff – experienced academic personnel from the faculties in LU and RTU and guest lecturers (well experienced planning specialists) involved in the programme implementation;

– Current practical and research work of the academic staff in the field of planning;

– Substantive basis – technical provision of the Faculty of Geography and Earth sciences with IT equipment for the initial training of the planning specialists;

– In the programme’s elaboration process cooperation with the Faculty of Architecture and Urban Planning, RTU and Faculty of Economics and Management, has developed.

Weaknesses:

– Financing of the programme ensures creation of materially technical provision appropriate to the needs of the programme only step by step;

– Lack of premises for lectures and group work in the Faculty of Geography and Earth Sciences in 10Alberta Street;

– Lack of original education materials in latvian;

– Some lecturers involved in the implementation of the study programme have lack of the previous academic work experience.

– A lot of students paralel to their studies are working and do to that less attention can be devoted to studies.

Development possibilities:

– Quality development possibilities – perfection of the content of the study courses, elaboration and implementation of new specialisation and interdisciplinary courses; search and implementation of new studying forms; study courses in foreign languages.

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– Improve the programme’s development strategy and content, observing changes in the labour market and significant development tendencies in spatial planning in Latvia and worldwide.

– Develop good collaboration between teaching staff and students, evaluate development of the study programme on a regular basis.

– Improve qualification, experience and proficiency of the teaching staff on a regular basis, broaden academic work experience.

– Involve graduates of the programme in teaching work.

– Involve qualified guest lecturers from Latvia and abroad, cooperate with RTU, the Faculty of Architecture and urban planning and jointly organise lectures read by guest lecturers.

– Perfect and elaborate methodological materials.

– Develop cooperation (projects and contracts) with different education and research institutions, state institutions, municipalities and planning agencies; ensuring field practice possibilities abroad; student exchange with foreign higher education institutions.

– Develop marketing and financial plans; obtain budget places and attract additional financial resources for technical provision of the programme; Attract EU funds for the study programme implementation.

– provide lecture-rooms and premises for working groups with the respective equipment;

– improve material provision with modern equipment, technologies, information tools, by paying attention to accessibility of spatial planning research magazines and periodicals.

Possible threats:

– Differences in demand between specific specialisation fields.

– Demand of employers for specialists having knowledge appropriate for short-term needs.

– Study costs not corresponding with the student’s or employer’s (for example local authority’s) payment possibilities.

– Budget of the study programme not enough to ensure development of the material technical basis.

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8. CALCULATION OF THE COSTS OF STUDY PROGRAMME

Spatial Planning PMSP

Cost for one student 2008

No. Normative Calculated expenses

N1 Salary for one study place in the year Ls 4 452,38

N2Employers’ state social insurance obligatory payments Ls 1 072,58

N3 Expenses of the business trips and missions Ls 9,94

N4 Cost of services Ls 263,65

N5 Materials, energy, water and equipment Ls 227,70

N6 Books and journals Ls 61,61

N7 Equipment purchase and modernization costs Ls 208,08

Tb – cost of one study place in year (N1+N2+N3+N4+N5+N6+N7) Ls 6 295,93

FGES deen O.Nikodemus

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9. STUDY PLAN

Table 11.A Spatial planning full-time study programme form (4 semesters)

Courses 1st year 2nd yearTotal

Examination type

Docent1.s. 2.s. 3.s. 4.s.

Mandatory part (part A)General education courses (professional study programmes)1. Legal Fundamentals of Spatial Planning 21 2 Exam M.iur., lect. S.Meiere 2. Social and Psychological Aspects of Planning 2 2 Exam M.psych., lect. M.Ābeltiņa

3. Project Management 4 4 Exam Dr.oec., doc. I.Vilka

Theoretical basic courses of the field (professional study programmes)4. Planning Theory: Ideas, Experience, Methods, Instruments

4 4 Exam Dr.geogr. assoc.prof. P.ŠķinķisM.geogr., lect. A.LočmanisM.geogr., lect. I.Grīne

5. Thematic Structure Planning 2 2 Exam Dr.sc.ing., assoc. prof. I.Kudreņickis Dr.sc.ing., doc. I.NiedoleM.env.man., assist. L.Kūle

6. Sustainable Development and Spatial Planning 2 2 Exam Dr.sc.ing. assoc.prof. I.Kudreņickis M.env.cs.man., lect. G.Lukstiņa

7. Environmental Conditions in Spatial Planning 2 2 Exam Dr.geogr., prof. O.NikodemusDr.geol., prof. V.SegliņšDr. env.prot., doc. I.Šteinberga

8. Society and Habitat 2 2 Exam Dr.geogr., prof. Z.Krišjāne Dr.arch., doc. S.Treija M.env.man. assist. L.Kūle

9. Urban and Rural Economic Development 2 2 Exam Dr.oec., doc. I.VilkaProfessional specialised courses in the field (professional study programmes)10. Course Project in Spatial Planning 2 2 Defence Tutor

Practice11. Practice in Regions „Types of Planning Profession”

2 2 Exam Dr.geogr. assoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa

12. Practice at Local Authority “Planning and Management at Local Authority”

6 6 Exam Dr.geogr. assoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa Practice leaders in the respective municipalities

13. Practice in the chosen specialisation I 6 6 Exam Dr.geogr. asoc.prof. P.Šķinķis

1 Credit points

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M.env.cs.man. lect. G.Lukstiņa Practice leaders in the respective institutions

14. Practice in the chosen specialisation II 12 12 Exam Dr.geogr. asoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa

Practic Practice leaders in the respective institu institutions

Master Thesis15. Master thesis I - Master thesis draft 4 4 Defence Tutor

16. Master thesis II 16 16 Defence Tutor

Mandatory selective part (part B) (at least 10 credits)Professional specialised courses of the field (professional study programmes)17. Geoinformatics in Planning 6 6 Exam M.geogr., lect. A.Markots

M.geogr., lect. I.GrīneM.geogr. lect. A.Ločmanis

18. Course Project „Geoinformatics in Planning” 4 4 Defence Tutor

19. Environmental Planning 6 6 Exam Dr. habil.chem., assoc.prof. M.VircavsDr.geogr., prof. O.NikodemusDr.geogr., doc. E.Apsīte

20. Course Project in Environmental Planning 4 4 Defence Tutor21. Territorial Planning 6 6 Exam Dr.geogr., doc. I.Stūre

M.arch. lect. A.RozeDipl. architect, lect. E.Bērziņš

22. Course Project in Territorial Planning 4 4 Defence TutorTotal Part A 20 10 20 20 70Incl. general education study courses 8 0 0 0 8

Theoretical basic courses of the field (professional study programmes)

10 4 0 0 14

Professional specialised courses of the field 2 6 20 20 48Total Part B 0 10 0 0 10

Incl. Professional specialised courses of the field (professional study programmes)

0 10 0 0 10

Selective part (Part C) (Part C may not be included in the professional study programme)

0 0 0 0 0

Total in the programme 20 20 20 20 80

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Table 11.B Spatial planning part-time programme form (5 semesters)

Course name 1st year 2nd year 3rd yearTotal

Examination type

Lecturer1.s. 2.s. 3.s. 4.s. 5.s.

Mandatory part (part A)General education courses (professional study programmes)1. Legal Fundamentals of Spatial Planning 22 2 Exam M.iur., lect. S.Meiere 2. Social and Psychological Aspects of Planning 2 2 Exam M.psych., lect. M.Ābeltiņa

3. Project Management 4 4 Exam Dr.oec., doc. I.Vilka

Theoretical basic courses of the field (professional study programmes)4. Planning Theory: Ideas, Experience, Methods, Instruments

4 4 Exam Dr.geogr. assoc.prof. P.ŠķinķisM.geogr., lect. A.LočmanisM.geogr., lect. I.Grīne

5. Thematic Structure Planning 2 2 Exam Dr.sc.ing. assoc. prof. I.Kudreņickis Dr.sc.ing., doc. I.NiedoleM.env.man. assist. L.Kūle

6. Sustainable Development and Spatial Planning 2 2 Exam Dr.sc.ing. assoc.prof. I.Kudreņickis M.env.cs.man. lect. G.Lukstiņa

7. Environmental Conditions in Spatial Planning 2 2 Exam Dr.geogr., prof. O.NikodemusDr.geol., prof. V.SegliņšDr. env.prot., doc. I.Šteinberga

8. Society and Habitat 2 2 Exam Dr.geogr., prof. Z.Krišjāne Dr.arch., doc. S.Treija M.env.man. assist. L.Kūle

9. Urban and Rural Economic Development 2 2 Exam Dr.oec., doc. I.VilkaProfessional specialised courses of the field (professional study programmes)10. Course Project in Spatial Planning 2 2 Defence Tutor

Practice11. Practice in Regions „Types of Planning Profession”

2 2 Exam Dr.geogr. assoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa

12. Practice at Local Authority “Planning and Management at Local Authority”

6 6 Exam Dr.geogr. assoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa Practice leaders in the respective municipalities

2 Credit points

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13. Practice in the chosen specialisation I 6 6 Exam Dr.geogr. asoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa Practice leaders in the respective institutions

14. Practice in the chosen specialisation II 12 12 Exam Dr.geogr. asoc.prof. P.ŠķinķisM.env.cs.man. lect. G.Lukstiņa

Practic Practice leaders in the respective institutions

Master Thesis15. Master thesis I - Master thesis draft 4 4 Defence Tutor

16. Master thesis II - Master thesis 16 16 Defence Tutor

Mandatory selective part (part B) (at least 10 credits)Professional specialized courses of the field (professional study programmes)17. Geoinformatics in Planning 6 6 Exam M.geogr., lect. A.Markots

M.geogr., lect. I.GrīneM.geogr. lect. A.Ločmanis

18. Course Project „Geoinformatics in planning” 4 4 Defence Tutor19. Environmental Planning 6 6 Exam Dr. habil.chem., assoc.prof.

M.VircavsDr.geogr., prof. O.NikodemusDr.geogr., doc. E.Apsīte

20. Course Project in Environmental Planning 4 4 Defence Tutor

21. Territorial Planning 6 6 Exam Dr. geogr., doc. I.StūreM.arch. lect. A.RozeDipl. architect, lect. E.Bērziņš

22. Course Project in Territorial Planning 4 4 Defence Tutor

Total Part A 16 16 6 16 16 70Incl. general education study courses 8 0 0 0 0 8

Theoretical basic courses of the field (professional study programmes)

6 8 0 0 0 14

Professional specialized courses of the field 2 8 6 16 16 48Total Part B 0 0 10 0 0 10

Incl. Professional specialized courses of the field (professional study programmes)

0 0 10 0 0 10

Selective part (Part C) (Part C may not be included in the professional study programme)

0 0 0 0 0 0

Total in the programme 16 16 16 16 16 80

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ANNEXES

47

ANNEX 1DESCRIPTION OF THE STUDY COURSES INCLUDED IN THE STUDY PROGRAMME

48

1.1. annexDescription of the Courses of Mandatory Part (A)

Nr. Mandatory Part (A) Study Courses P.1. JurZP

015Legal Fundamentals of Spatial Planning 50

2. Psih5062

Social and Psychological Aspects of Planning 52

3. VadZ5041

Project Management 54

4. ĢeogP019

Planning Theory: Ideas, Expierence, Methods, Instruments 56

5. ĢeogP020

Thematic Structure Planning 59

6. ĢeogP021

Sustainable Development and Spatial Planning 61

7. VidZ5777

Environmental Conditions in Spatial Planning 64

8. ĢeogP022

Society and Habitat 67

9. EkonP122

Urban and Rural Economic Development 69

10 ĢeogP024

Course Project in Spatial Planning 71

Practice11. ĢeogP

023Practice in Regions “Types of Planning Profession” 73

12. ĢeogP025

Practice at Local Authority „Planning and Management at Local Authority”

75

13. Ģeog5008

Practice in the Chosen Specialization I 77

14. Ģeog5009

Practice in the Chosen Specialization II 79

Master’s thesis 15. ĢeogP

032Master’s Thesis I – Master’s Thesis Project 81

16. ĢeogP033

Master’s thesis II 83

49

https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2GEGP029




https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2GEG5009










https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2EKOP105

https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2EKOP105











https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2PSI5067

https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2PSI5067

https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2JURP019

https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2JURP019

Course title Legal Fundamentals of Spatial Planning

Course code JurZP015Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32

Number of lectures 24Number of hours for seminars and practical assignments 8

Date of course confirmation 19.10.2006 Course developersSilvija Meiere

Course abstractThe objective of this course is to provide basic knowledge on the legal scope (network) of spatial planning. The course provides understanding about the legal instruments of planning system: legal sources in Latvia and in EU, legislation on spatial planning, construction, environmental protection, principles of application of the legal norms. Around one fourth of class tutorial is devoted to seminars and group works. That helps to develop specialized skills of legal writing and solving of legal conflicts.

ResultsAround one fourth of class tutorial is devoted to seminars and group works. That helps to develop specialized skills of legal writing and solving of legal conflicts.

Course description-general outline1. Legal sources in Latvia and the EU (4 hours) 2. Local government as the part of the State Administration (2 hours) 3. Legal regulation of planning and construction (6 hours) 4. Legal writing. The binding regulations of the local authority and elaboration of them (6 hours) 5. Public right to participation in the process of planning (2 hours) 6. Environmental law (4 hours) 7. Planning and property rights (2 hours) 8. Necessity and procedures of the Public procurement (2 hours) 9. Acquisition of skills for the solution of legal probnlems (4 hours) Total: 32 hours

Requirements for obtainning credit points1. Mandatory attendance of seminars, positive evaluation of individual work in the seminars (45%). 2. Positive evaluation in the examination (55%).

Suggested titles(01-compulsory reading)1.Briede, J. 2003. Administratīvais akts. Latvijas Vēstnesis, Rīga. 2.Meseršmits, K., Meiere, S., Ūsiņa, E. 2004. Eiropas vides tiesības. Eirofakultāte, Rīga. 3.Neimanis, J. 2004. Ievads tiesībās. Zv. adv. J.Neimanis, Rīga. 4.Autoru kolektīvs Ivo Alehno zinātniskajā redakcijā. 2003. Eiropas Savienības tiesību

50

īstenošana Latvijā. Latvijas Vēstnesis, Rīga. 5.Levits, E. 2000. Cilvēktiesību piemērošanas pamatjautājumi Latvijā. Cilvēktiesības pasaulē un Latvijā. Inetas Ziemeles redakcijā. Izglītības soļi, Rīga. 6.Džohansens S. 2001. Juridiskā analīze un tekstu rakstīšana. Rīga.

Suggested titles(02-further reading)1.Krūmiņa V., Skujiņa V. 2002. Normatīvo aktu izstrādes rokasgrāmata. Rīga. 2.Čepāne I., Statkus S. Pašvaldības teritorijas plānojums kā nekustamā īpašuma tiesību aprobežojums. Jurista Vārds. 25.01.2005.,Nr. 3, 01.02.2005., Nr.4. 3.Čepāne I., Statkus S. Būvniecības procesā pieņemto lēmumu pārsūdzēšana un būvniecības kontroles mehānismu uzlabošana. Likums un Tiesības, 2005., Nr.10 (74), 302.-311.lpp. 4.Meiere S. Sabiedrības iespējas ietekmēt publiskās varas lēmumu būvniecības un vides jomā. Elektroniskais žurnāls#1 ‘Būvniecība”, http://test.delna.lv/spriedumi, (12.07.2005.) 5.Statkus S. Teritorijas plānošanas procesa starplēmumu pārsūdzēšana. Jurista Vārds. 26.07.2005., Nr.27. 6.Statkus S. Administratīvā procesa principu un normu piemērošana ar būvniecību saistītās lietās administratīvo tiesu praksē. Elektroniskais žurnāls#1 “Būvniecība”, http://test.delna.lv/spriedumi, (12.07.2005.)

Suggested titles(03-suggested periodicals)1. Likums un tiesības (žurnāls) 2. Eiropas Komisijas http://europe.eu.int/eur-lex/ 3. http://www.likumi.lv 4. Ministru kabineta mājas lapa http://www.mk.gov.lv 5. Satversmes tiesas mājas lapa http://www.satv.tiesa.gov.lv 6. Augstākās tiesas mājas lapa http://www.at.gov.lv

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Course title Social and Psychological Aspects of Planning

Course code Psih5062Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32


Date of course confirmation 19.10.2006 Course developersMarija Ābeltiņa

Course abstractThis course aims to introduce the fields of psychology of communication and social psychology and provides the basic knowledge in theses psychology areas in the planning framework. The main topics in the course are: planners’ different partners of communication – person, group, society; person and group processes, communicational skills and barriers, solving conflicts, managers’ practical psychology, and public participation in planning process.

ResultsThe course develops different skills: to work in group, to manage group’s work, to make decisions, to communicate, to make public presentations, to solve conflicts.

Course description-general outline1. Introduction to Social Psychology (2 hours) 2. The basis of communication (6 hours) 3. Person and group (4 hours) 4. Managerial Psychology. Leadership style (8 hours) 5. Democracy today. Tendencies of modern civil society (2 hours) 6. Public participation in planning process (6 hours) 7. Work-related stress and burnout syndrome (2 hours) 8. Planners mission (2 hours) Total: 32 hours

Requirements for obtainning credit points1. Obligatory participation in the seminars (20%). 2. Active work during the seminars (20%). 3. Group work presentation (30%). 4. Oral exam (30%).

Suggested titles(01-compulsory reading)1. Omārova, S. 1994. Cilvēks runā ar cilvēku. Kamene, Rīga. 2. Omārova, S. 1996. Cilvēks dzīvo grupā. Kamene, Rīga. 3. Reņģe, V. 1999. Organizāciju psiholoģija. Kamene, Rīga. 4. Майерс, Д. 2000. Социальная психология. Питер, СПб.

52

Suggested titles(02-further reading)1. Allan, J. 1996. How to be better at motivating people. Kogan Page & The Industrial Society, London. 2. Baron, R., Kerr, N. & Miller, N. 1992. Group Process, Group Decision, Group Action, Buckingham. 3. Giles, H. & Robinson, W.P. (eds). 1993. Handbook of Language and Social Psychology, Oxford. 4. Плаус, С. 1998. Психология оценки и принятия решения, Москва. 5. Хьюстон, М., Штребе, В., Стефенсон, Д.М. 2001. Перспективы социальной психологии. Эксмо, Москва.

Suggested titles(03-suggested periodicals)1. Journal of Personality & Social Psychology (journal) 2. Journal of Occupational & Organizational Psychology (journal)

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Course title Project ManagementCourse code VadZ5041Credit points 4ECTS creditpoints 6Volume(number of academic contact-hours per semester) 64Number of lectures 40Number of hours for seminars and practical assignments 24Date of course confirmation 19.10.2006 Course developersŽaneta Ilmete

Course abstractThe aim of the course is to acquire theoretical knowledge and skills in project management and to use them practically in teritory development and environmental protection project elaboration and management. Content of the course includes themes about what is project management, project management’s place among other subjects, project charasteristics, the history of project management, the tasks, methods and instruments of project management, the project phasis model and project phasis. For acguiring the practical knowledge there have been planned project problem study seminars.

ResultsDuring the study course the students acguire theoretical and practical knowledge of project preparation and management. Practical skills in the project management students acquire working out an application of real project proposal for teritory development or environmental protection problem and preparing the starting phase of project implementation.

Course description-general outline1. Project management and it’s place among other subjects (4 hours) 2. Project and it’s charasteristics (4 hours) 3. Tasks, methods and instruments of the project management (8 hours) 4. History of the project management (2 hours) 5. Model of the project phases (4 hours) 6. Prefeasibility study (12 hours) 7. Starting phase of the project (6 hours) 8. Planning phase of the project (10 hours) 9. Controling of the project (4 hours) 10. Close off of the project (2 hours) 11. Presentation of the project proposal (4 hours) 12. Analysis and estimation of the project proposal (2 hours) Total: 64 hours

Requirements for obtainning credit points1. Obligatory attendance of seminars, positive estimation in practical exercises. 2. Positive evaluation of concrete project (course report), connected with territory development in Latvia, preparation and public presentation (50% of the total evaluation). 3. Positive evaluation of the written form exam about theoretical questions of the course (50% of the total evaluation).

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Suggested titles(01-compulsory reading)1. Ilmete, Ž. 1996. Ievads projektu vadīšanā. Personāla vadīšana Latvijā: Problēmas un risinājumi. Vērmaņdārzs, Rīga. 130.–165 lpp. 2. Ilmete, Ž. 1997. Projektu vadīšanas fāžu apraksts. Personāla vadīšana Latvijā: pieredze un vīzijas. Vērmaņdārzs, Rīga. 67 – 98 lpp. 3. Ilmete, Ž. Projektu vadīšana. Mācību grāmata. 4. Kerzner, H. 2002. Project management. Jonh Wiley & sons, New York. 5. Meredith J.R., Mantel S.J. 2002. Project management. John Wiley & sons.

Suggested titles(02-further reading)1. Lagzdiņa, E., Skangale, I., Marana, I., Bisters, V. Valdmanis, M. 1998. Vides aizsardzības rīcības plānošana pašvaldībās (rokasgrāmata). Reģionālā Vides Centra Centrālai un Austrumeiropai Latvijas pārstāvniecība, Rīga. 2. Latvija ceļā uz projektorientētu organizāciju (rakstu krājums). 2003. Latvijas nacionālā projektu vadīšanas asociācija.

Suggested titles(03-suggested periodicals)1. Projektu vadīšana (žurnāls) Nr.1 1999; Nr.2 2000; Nr.3. 2001. 2. Latvijas Nacionālās projektu vadīšanas asociācijas mājas lapa http://lnpva.lv. 3. Starptautiskās projektu vadīšanas asociācijas mājas lapa http://www.ipma.ch. 4. Glossary of Project Management Terms (Project Management mājas lapa http:// www.apm.org.uk). 5. The International Journal of Project Management (journal).

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Course title Planning Theory: Ideas, Expierence, Methods, Instruments

Course code ĢeogP019Credit points 4ECTS creditpoints 6Volume(number of academic contact-hours per semester) 64


Date of course confirmation 19.10.2006 Course developersAndris LočmanisPēteris Šķiņķis

Course abstractThe goal of the course is to deepen understanding and to improve knowledge concerned with practice about main directions, methods, and instruments in planning and to obtain skills to formulate planning problems and directions for solutions. The main course topics are: The development of planning ideas and approaches to planning; Social motives, principles and ethics in contemporary planning; Planning systems; Planning methods and instruments; Information systems in planning.

ResultsStudents acquire understanding about forms, directions, levels and approaches of planning sites, territories and regions planning as well as gain knowledge about planning systems and juridical aspects regarding practice of planning in Latvia and abroad. Students acquire widely used methods in spatial planning, gain knowledge about regional policy in Latvia and Europe and its relevance to spatial planning. They obtain skills to analyse planning situations in historical and contemporary context, to evaluate planning motives and to reason their choice of approach and methods. Students reach competency in the latest development tendencies of geographical information systems, remote sensing and cartography and obtain basic knowledge on software and methods used in geographical information systems, remote sensing and cartography.

Course description-general outline1.Introduction to planning (2 hours) 2.The content of planning: objects, concepts, definitions (2 hours) 3.History of planning (6 hours) 4.Planning motives and planner’s role (4 hours) 5.Directions of planning (2 hours) 6.Forms of planning (8 hours) 7.Approaches to planning (4 hours) 8.Planning systems and levels (6 hours) 9.Institutions of planning at local authorities and functions of consultant offices of planning (4 hours) 10.Latest achievments in theory and practice of planning (4 hours)

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11.Methods, techniques and instruments in planning (6 hours) 12.Geographical information systems in pla

Requirements for obtainning credit points1. Obligatory attendance of seminars, positive evaluation of individual work (test) (20%). 2. Obligatory realization of laboratory and practical works (20%). 3. Positive evaluation of individually written research paper (analytic essay based on field study material or use of cartography data) (20%). 4. Positive evaluation in written exam (40%).

Suggested titles(01-compulsory reading)1.Aleksander, E R. 1995. Approaches to planning: introducing current planning theories, concepts and issues (2nd edition). Gordon&Breach Science Publishers SA, Luxembourg. 2.Healey, P. 1997. Collaborative Planning: Shaping Places in Fragmented Societies. MacMillan Press LTD., London. 3.Glasson, J. 1992. An introduction to regional planning: concepts, theory and practice (2nd edition). UCL Press Limited, London. 4.Longley, P. A., Goodchild, M. F., Maguire, D. J., Rhind, D. W. 2001. Geographic Information Systems and Science. John Wiley & Sons, Ltd., ESRI Press. 5.Pakarinen, T. 1992. Urban planning, then and now; Planning in history and contemporary planning problems. Tampere University of Technology, Institute of Urban Planning. Publications 28.

Suggested titles(02-further reading)1.Antenucci, J. C. 1991. Geographic Information Systems: A Guide to the Technology. Van Nostrand Reinhold, New York. 2.Bayliss, B. 1992. Transport Policy and Planning: An Integrated Approach. World Bank. 3.Bigio, A. G., Dahiya, B. 2004. Urban environment and infrastructure: towards livable cities. World Bank, Washington, D.C. 4.Hall, C. M., Page S. J. 1999. The Geography of Tourism and Recreation Environment, Place and Space. Taylor & Francis Ltd Routledge. 5.Martin, D. 1996. Geographic Information Systems: Socioeconomic Applications. Routledge, London. 6.PORTAL projekts. 2003. Transports un zemes lietošana: PORTAL mācību materiāls transporta jomā: ES finansēto pilsētu transporta izpētes projektu rezultāti, Rīga. 7.Punter, J., Carmona, M. 1997. The Design Dimension in Planning Theory, Content and Best Practice for Design Policies. Taylor & Francis Ltd Spon Press. 8.Tolley, R. ed. 2003. Sustainable transport: planning for walking and cycling in urban environments. Boca Raton [etc.]: CRC Press, England: Woodhead. 9.Vanags V. 2003. Mūsdienu Latvijas topogrāfiskās kartes. Fotogrammetrija. VZD, Rīga. 275 lpp.

Suggested titles(03-suggested periodicals)1.Environment and Planning (four interdisciplinary, refereed journals) 2.GIS World: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK. 3.GIS Europe: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK. 4.International Journal of Geographical Information Science: Taylor & Francis Ltd, Rankine Road, Basingstoke, Hants RG24 8PR, UK. 5.Journal of Urban Design (journal) 6.Latvijas architektūra (žurnāls)

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Course title Thematic Structure Planning Course code ĢeogP020Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32Number of lectures 24Number of hours for seminars and practical assignments 8Date of course confirmation 19.10.2006 Course developersIvars KudreņickisLaila Kūle

Course abstractThe goal of the course is to give basic knowledge about planning of areas of special management regimes and sector planning and their interconnections with spatial planning system in total. The main topics in the course are: overview of planning of areas of particular management regimes and sector planning; transport planning, technical infrastructure planning and service planning.

ResultsThe course creates understanding about diversity of planning as well as interrelations between its different components. Course gives an overview of sector planning and planning of areas of special management regimes at the same time showing their interrelations and relations with territorial and development planning system in total. The course develops skills to use theoretical and legal aspects of planning as a base for understanding various information, interpretation, practical use and critical evaluation; the course develops skills for research and work with different documents and plans.

Course description-general outline1.Outline on planning of areas of special management regimes (2 hours) 2.Outline on sector planning (2 hours) 3.Outline on transport planning (2 hours) 4.Transport infrastructure planning (2 hours) 5.Transport and communication planning (4 hours) 6.Modelling of transport systems (2 hours) 7.Planning of transport systems (2 hours) 8.Spatial planning and transport planning (4 hours) 9.Technical infrastructure planning (6 hours) 10.Spatial planning for services (6 hours) In total: 32 hours

Requirements for obtainning credit points1.Obligatory seminar attendance, positive evaluation of individual work, positive evaluation of test (30%). 2.Positive evaluation of written independent study paper (30%). 3.Positive evaluation of written exam (40%).

Suggested titles(01-compulsory reading)

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1.Briņķis J., Buka, O. 2001. Teritoriālā plānošana un pilsētbūvniecība. Mācību grāmata. Rīgas Tehniskā universitāte, Rīga. 2.Grava S. 2002. Urban transportation systems: choices for communities. McGraw-Hill Publ., New York. 3.Nozares pārskats rajona plānojuma izstrādāšanai. Metodisko materiālu sērija (Ainavu aizsardzība, Apdzīvojuma struktūras attīstība, Atkritumu apsaimniekošana, Dabas aizsardzība, Derīgie izrakteņi, Kultūras mantojuma aizsardzība un saglabāšana, Lauksaimniecības nozares attīstība, Mežsaimniecības nozares attīstība, Tūrisma nozares attīstība, Transporta nozares attīstība, Virszemes ūdeņu aizsardzība). 1999-2001. LR VARAM. Jumava, Rīga. 4.Parkin J., Sharma, D. 1999. Infrastructure Planning. Thomas Telford Ltd.

Suggested titles(02-further reading)1.Bayliss B. 1992. Transport Policy and Planning: An Integrated Approach. World Bank, Washington. 2.Bigio A. G., Dahiya, B. 2004. Urban Environment and Infrastructure: Towards Livable Cities. World Bank, Washington. 3.Gunn C. A. 2002. Tourism Planning: Basics, Concepts, Cases. 4th ed. Routledge, London. . 4.Inskeep E. 1991. Tourism Planning: an Integrated and Sustainable Development Approach. John Wiley & Sons, New York. 5.Traffic Engineering Handbook. 1999. Institute of Transportation Engineers. Englewood Cliffs, NJ: Prentice-Hall. 6.John D. Edwards, Jr., ed. 1992. Transportation Planning Handbook. Englewood Cliffs, NJ: Prentice-Hall. 7.Kay R., Alder J. 2000. Coastal Planning and Management. Spon Press, London. 8.Melluma A. 2000. Latvijas pierobeža. Zinātne, Rīga. 9.Sateces baseina principa ieviešana teritorijas plānošanā. 2001. LR VARAM un Zviedrijas Vides Aģentūra, Rīga. 10.Tolley R. S., Turton B. J. 1998. Transport Systems, Policy and Planning: a Geographical Approach. Longman, Harlow. 11.Williams, K. (ed.). 2005. Spatial Planning, Urban Form and Sustainable Transport. Aldershot: Ashgate.

Suggested titles(03-suggested periodicals)1.Environment and Planning (four interdisciplinary, refereed journals). 2.European Planning Studies (refereed journal) 3.Journal of Transport Geography (refereed journal) 4.Latvijas architektūra (žurnāls) 5.Urban Studies (refereed journal) 6.Transport Policy (refereed journal)

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Course title Sustainable Development and Spatial Planning



Date of course confirmation 19.10.2006 Course developersIvars KudreņickisGunta Lukstiņa

Background knowledgeĢeogP019, Planning Theory: Ideas, Expierence, Methods, InstrumentsCourse abstractThe aim of the course is to deepen understanding of sustainable development and to add practical knowledge about spatial planning as an instrument towards sustainable development in Europe, Baltic Sea Region and Latvia. The main topics of the course are: sustainable development and global problems; spatial planning for sustainable development in Europe; spatial planning principles; spatial planning in Latvia; assessment of spatial planning – indicators and monitoring.

ResultsDuring the course students acquire knowledge about sustainable development, global problems, principles of sustainable society, understanding of spatial planning as an instrument for sustainable development, spatial planning in Europe, Baltic Sea area, Latvia and spatial planning principles. Students develop skills for analysing planning documents according sustainable development and evaluate the development towards sustainable development.

Course description-general outline1. ‘Sustainable develepment’ concept: its content, development and understanding (4 hours) 2. Society and sustainable development (2 hours) 3. Interrelation of sustainable development and spatial planning (2 hours) 4. Spatial development and planning in Europe and Baltic Sea area (10 hours) 5. Sustainable urban planning and government/administration (4 hours) 6. International planning examples of spatial development (2 hours) 7. Spatial planning in Latvia (2 hours) 8. Evaluation of progress towards sustainable development (6 hours) Total: 32 hours

Requirements for obtainning credit points1. Obligatory attendance of seminars, positive evaluation of individual activity, test (30%). 2. Positive evaluation of individually written research paper – evaluation of policy planning document, strategy, program, territorial plan from the perspective of sustainable development.

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3. Positive evaluation in written exam (40%).

Suggested titles(01-compulsory reading)1. Evans, J., Sundback, T. 2004. Governing Sustainable Cities. Earthscan, Sterling, VA, London. 2. Faludi, A. (editor). 2002. European Spatial Planning. Lincoln Institute of Land Policy. 3. Kļaviņš M., Cimdiņš P. (red.). 2002. Ilgtspējīga attīstība Latvijā: 10 gadi kopš Rio sanāksmes un 10 Latvijas neatkarības gadi. LU, Rīga. 4. Morris J. CEMR Local Agenda 21 rokasgrāmata, tulkojums latviešu valodā. 1999. Latvijas Pašvaldību savienība, Rīga. Skat. internetā www.lps.lv/bibliotēka/ 5. Šumilo Ē, Subbotina T., Muravska T. 2002. Pasaule un Latvija: Ilgtspējīgas attīstības aspekti. Starptautiskās Rekonstrukcijas un Attīstības Bankas izdevuma adaptācija Latvijai, Jāņa Rozes apgāds. Skat.arī internetā:http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/ECAEXT/

Suggested titles(02-further reading)1. Eiropas Reģionālās plānošanas ministru konference (CEMAT). 2001. Vadlīnijas Eiropas kontinenta ilgtspējīgai telpiskajai attīstībai. Izdevums latviešu valodā. Vides aizsardzības un reģionālās attīstības ministrija. 2. European Spatial Development Perspective (ESDP). 1999. Adopted by the Ministers for Spatial Planning 1999 Potsdam. 3. Kinlejs M. Dž. 2000. Ceļvedis ekonomikas atveseļošanai: sabiedrības iesaistīšana vietēja mēroga attīstībā. LR VARAM un apgāds Norden AB, Rīga. 4. Latvijas Republikas Vides ministrija. 2003. Latvijas ilgtspējīgas attīstības indikatoru pārskats. Latvijas Vides aģentūra, Jūrmala. 5. Pilsētu ilgstpējīgas attīstības un plānošanas materiāli. 2003. ICLEI, Atēnas. 6. Rīgas attīstības ilgtspēja. Iespējas un izaicinājumi. 2005. Rīgas dome, Rīgas Vides centrs "Agenda 21", Latvijas Universitāte, Ģeogrāfijas un Zemes zinātņu fakultāte. Rīgas dome, Rīga. 7. Telpiskās plānošanas un attīstības ministru konference. 2001. Vīzija un stratēģijas ap Baltijas jūru 2010. Vismāras deklarācija un VASAB 2010+ (Telpiskās attīstības rīcības programma). 8. The Core Indicators for Sustainable Development in Helsinki. 2002. City of Helsinki Environmental Centre & Urban Facts. 9. VASAB. 1994. Vision and Strategies around the Baltic Sea 2010. Towards a Framework for Spatial Development. Denmark: the Group of Focal Points. 10. Wheeler, S. M. 2004. Planning for Sustainability: Creating Liveable, Equitable and Ecological Communities. Routledge CHAPMAN & HALL 11. World Health Organization. 1997. City planning for health and sustainable development: European Sustainable Development and health series. World Health Organization, Copenhagen.

Suggested titles(03-suggested periodicals)1. Apvienoto Nāciju (Ilgtspējīgas attīstības nodaļa) mājas lapahttp://www.un.org/esa/sustdev/ 2. Baltic 21 mājas lapa http://www.ee/baltic 21 3. Eiropas Komisijas mājas lapa http://www.europa.eu.int 4. Eiropas telpiskās attīstības novērošanas tīmekļa mājas lapa http://www.espon.lu 5. Olborgas saistības. Olborga +10 – iedvesmojoša nākotne. Neoficiāls tulkojums latviešu valodā. Skat. Internetā http://www.aalborgplus10.dk. 6. Plānošanas modulis „Ilgtspējīga attīstība”. http://vide.lu.lv/coastlearncd/planning/index.htm

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7. Sustainable Development (John Wiley & Sons, 0968-0802)

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Course title Environmental Conditions in Spatial Planning

Course code VidZ5777Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32


Date of course confirmation 23.10.2006 Course developersOļğerts Nikodemus

Valdis SegliņšIveta Šteinberga

Course abstractThe aim of the course is to provide lasting professional knowledge about significance and restrictions of natural and environmental conditions in territorial development and their integration in spatial planning documents and territorial management. During the course basic knowledge in environmental planning and environmental management instruments is acquired; including processes of assessment of environmental impact and assessment of strategic environmental impact. The study course is based on analysis of particular Latvian and world examples.

ResultsBy completing the course successfully students acquire understanding about natural conditions and processes, environmental quality and their integration in spatial planning. Students are able to use the information about natural factors and environmental quality in elaboration of spatial planning documents. Students understand the role of environmental strategy and program, and of assessment of environmental impact and assessment of strategic environmental impact in planning process. The course gives opportunity to obtain speci

Course description-general outline1. Assessment of natural conditions, resources and processes in spatial development process (10 hours) 2. Aspect of environmental quality in spatial development process (10 hours) 3. System of nature protection in Latvia (4 hours) 4. Basics in environmental planning (8 hours) Total: 32 hours

Requirements for obtainning credit pointsObligatory lecture attendance. Obligatory attendance of seminars and practical works, and elaboration and defence of the project. Final examination – written exam. Final evaluation is composed of:

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· Exam – 60%; · Practical works – 40%.

Suggested titles(01-compulsory reading)1. Danilāne D., Gavena I., Kāla I. u.c. 2002. Ietekmes uz vidi novērtējums, Ietekmes uz vidi novērtējuma valsts birojs. Rīga 2. Nikodemus O., 2003. Dabas resursu apsaimniekošana pašvaldībās. Rīga, Latvijas Universitāte, 62. lpp. 3. Saarinen, Thomas F. 1976. Environmental planning: perception and behaviour. Boston: Houghton Mifflin Company. 4. Vircavs M., 2001, Ietekmes uz vidi novērtējums. Rīga, Turība 5. Vircavs M., 2005, Vide, ietekmes un novērtējums. Principi un analīze. Rīga: Biznesa augstskola „Turība”, Rīga

Suggested titles(02-further reading)

1. Bell S., 2004. Elements of visual design in the Landscape. Spon Press. 2. Farina A. Principles and Methods in Landscape Ecology: Towards a Science of the Landscapes. New York: Springer-Verlag, 2006. 3. Melluma A., Leinerte M. Ainava un cilvēks. Rīga: Avots, 1992. 4. Planning and Environmental Impact Assessment in Practice, 1997. Ed. by J. Weston, Longman 5. Gilpin A., 1995. Environmental Impact Assessment (EIA). Cutting edge for the twenty-first century, Cambridge university Press 6. Jain R.K, Urban L.V., Stacey G.S., Balbach H.E., 1993. Environmental Assessment, McGraw-Hill, Inc 7. Stūre I. Kultūras un dabas mantojuma aizsardzība un attīstības plānošana. Rīga: LU Akadēmiskais apgāds, 2004. 8. Urtāne I., Nikodemus O., Leinerte M., Briede A., Valdmane I. 2001. Sateces baseina principa ieviešana teritorijas plānošanā. Vides aizsardzības un reģionālās attīstības ministrija, Zviedrijas Vides aizsardzības aģentūra, Rīga

Suggested titles(03-suggested periodicals)1. Environmental Impact Assessment Review,http://www.elsevier.com/wps/find/journaleditorialboard.cws_home/505718/editorialboard?navopenmenu=-2 2. Vides ministrijas mājas lapa, http://www.vidm.gov.lv/varam/lik/Lnormat_akt.htm 3. Vides pārraudzības valsts birojs, http://www.vidm.gov.lv/varam/P_inst/Livn.htm 4. International Association for Impact Assessment, http://www.iaia.org 5. Environmental Assessment in Countries in Transition http://www.ceu.hu/envsci/eianetwork/ 6. University of Manchester, EIA Centre homepage http://www.art.man.ac.uk/eia/EIAC.htm 7. Canadian Environmental Assessment Agency (CEAA) http://www.ceaa.gc.ca/ 8. Environmental Expert, http://www.environmental-expert.com/publications.asp?idmainpage=43&idproducttype=5&level=4 9. Waste Management International Journal of Integrated Waste Management, Science and Technology, http://www.environmental-expert.com/magazine/elsevier/wasman/index.htm 10. Journal of the Air & Waste Management Association, http://www.awma.org/journal/mission.asp 11. The Journal of Solid Waste Technology and Management,

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http://www2.widener.edu/~sxw0004/solid_waste.html 12. Journal of Water Resources Planning and Management, http://scitation.aip.org/wro 13. World Water Council, http://www.worldwatercouncil.org/index.php?id=1&L=0 14. Journal of the American Water Resources Association (JAWRA), http://www.awra.org/jawra/ 15. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/ 16. Ainavu plānošanas mājas lapa (Lielbritānija) htpp:/www.landscapeplanning.gre.ac.uk 17. Žurnāls „Latvijas architektūra”

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Course title Society and HabitatCourse code ĢeogP022Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32Number of lectures 22Number of hours for seminars and practical assignments 10Date of course confirmation 19.10.2006 Course developersZaiga KrišjāneLaila Kūle

Course abstractThis course aims to provide knowledge on demographic and social processes and their impact on territory, territorial distribution of population, habitat and housing. The main topics of the course are distribution of inhabitants and demographic processes, employment and unemployment, social questions and spatial planning, settlement structure, types of settlement, habitat and housing.

ResultsThe course gives understanding in two-way relations between the social processes and settlement structure. It also reveals the role of spatial planning regarding social processes and importance of taking social aspects into account when drafting spatial plans of all levels. In the course students develop specialized skills to apply theoretical aspects of urban and social geography as an analytical framework in understanding, interpretation, practical usage and critical assessment of different information as well as for solving social problems. In the course students acquire skills to do research underlining importance of planning in solving social problems.

Course description-general outline1. Inhabitants and their characteristics (2 hours) 2. Territorial distribution of population and demographical processes (4 hours) 3. Spatial aspects of social structures of population (6 hours) 4. Employment and development of territory (4 hours) 5. Social questions and planning of territory (2 hours) 6. Security and accessibility planning (2 hours) 7. Settlement, its structure,and types of settlement (6 hours) 8. Habitat and housing (6 hours) Total: 32 hours

Requirements for obtainning credit points1. Obligatory attendance of seminars, positive evaluation of individual work (test work) (30%). 2. Positive evaluation of individually written research paper (30%). 3. Positive evaluation in written exam (40%).


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1. Balchin, P. 2002. Rhoden, M. Housing Policy: An Introduction. Taylor & Francis Ltd, Routledge. 2. Greed C.H. (ed.) 1999. Social Town Planning. Routledge, London. 3. Knox P., Pinch S. 2000. Urban Social Geography: an Introduction. 4th ed. Prentice Hall, Harlow. 4. Thorns, D. 2002. The Transformation of Cities: urban theory and urban life. Basingstoke, Palgrave Macmillan, New York. 5. Vides aizsardzības un reģionālās attīstības ministrija. 2001. Apdzīvojuma struktūras attīstība: Nozares pārskats rajona plānojuma izstrādāšanai. Vides aizsardzības un reģionālās attīstības ministrija, Jumava, Rīga.

Suggested titles(02-further reading)1. Bailly A. S. et. al. (eds.). 2000. Socially Sustainable Cities: Principles and Practices. Economica, London. 2. Dear, M. J. 1999. Post-modern Urban Condition. Oxford: Blackwell Publishers. 3. Hall, P. G. 1998. Cities in Civilization: culture, innovation, and urban order. Weidenfeld & Nicolson, London. 4. Harrison, M., Davis, C. 2001. Housing, Social Policy and Difference Disability, Ethnicity, Gender and Housing. The Policy Press. 5. Pacione M. (ed.). 1999. Applied Geography: Principles and Practice: an Introduction to Useful Research in Physical, Environmental and Human Geography. Routledge, London. 6. Pain, R. et. al. 2001. Introducing Social Geographies. Arnold, New York. 7. Peters G. L., Larkin R. P. 2002. Population Geography. Problems, Concepts, and Prospects. Kendall/Hunt publishing company, Dubuque.

Suggested titles(03-suggested periodicals)1. Analysis of urban trends, culture, theory, policy, action (e-Journal) 2. European Journal of Housing Policy (refereed journal) 3. Housing, Theory and Society (refereed journal) 4. International Journal of Urban and Regional Research (refereed journal) 5. Urban Studies (refereed journal) 6. LR Centrālā statistikas pārvalde http://www.csb.gov.lv

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Course title Urban and Rural Economic Development

Course code EkonP122Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32


Date of course confirmation 19.10.2006 Course developersInga Vilka

Course abstractThe objective of the course is to deliver knowledge in the issues of local economic policy and to the connection of those issues with the spatial planning. The course includes issues on the role of public sector (state and local governments), private sector as well as spatial planning to the local economic development. Separate attention is devoted to urban and rural economic development. Main themes of the course are the state role to economic development, regional policy, local government role to economic development. In the course the theoretical materials are illustrated by practice examples.

ResultsStudents will receive the knowledge on local economic development and main tools to impact it. The course provides ability to analyse and plan local economic development.

Course description-general outline1. Short insight in the theory of economic policy (2 hours) 2. The state role in the regulation and promotion of economic development (4 hours) 3. Regional policy and economic (6 hours) 4. Urban economic and rural economic (4 hours) 5. The local governments role in the promotion of economic development (4 hours) 6. The interaction of economic and social development (2 hours) 7. The impact of economic changes to physical environment (4 hours) 8. The development planning documents of Latvia’s local governments (6 hours) Total: 32 hours

Requirements for obtainning credit points1. Compulsory attendance of seminars. 2. Passed tests during the semester (30%). 3. Positive mark of the practical work (30%). 4. Positive assessment in the exam (40%).

Suggested titles(01-compulsory reading)1. Bikse, V. 2000. Ekonomikas teorijas pamati. LU, Rīga. 2. Vanags, E., Vilka, I. 2005. Pašvaldību darbība un attīstība. LUAA, LPS, Rīga 3. Vaidere I., Vanags E., Vanags I., Vilka I. Reģionālā politika un pašvaldību attīstība Eiropas

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Savienībā un Latvijā. – LU Akadēmiskais apgāds, LSI, 2006. 4. O’Sullivan, A. 2000. Urban economics. Fourth edition. McGraw-Hill Higher Education

Suggested titles(02-further reading)1. Āboliņa, K. 2005. Latvijas pilsētu līdzsvarotas attīstības rādītāju izstrādes kritēriji. LU Ģeogrāfijas un zemes zinātņu fakultāte, Rīga 2. Lībermanis, G. 2002. Ceļvedis ekonomikā. Kamene, Rīga 3. Rifkin, J. 2004. Jaunās ekonomikas laikmets. Jumava,Rīga 4. Bigio, A. G. 2004. Urban Environment and Infrastructure: Toward Livable Cities. Washington DC: World Bank 5. Harvey, J. 1996. Urban Land Economics. Basingstoke, Macmillan, London 6. Krugman, P. 1999. Development, Geography and Economic Theory. Cambridge,MIT Press, London. 7. Newman P. 2002. Urban Planning in Europe. NY: Routbadge, London 8. William, F. F. 1994. Strategic Options for Urban Infrastructure Management. World Bank Washington 9. Baltijas mazo pilsētu attīstības problēmas. 1993. starptautiskā semināra (17.-18.10.1992.) materiāli (sast. J.Štrauhmanis, A.Bauls). LU Ekonomiskās ģeogrāfijas katedra, Latvijas Ģeogrāfijas biedrība. LU, Rīga 10. Ekonomika. 2003. Zinātne, Rīga 11. Latvija. Pārskats par tautas attīstību 2004/2005. Rīcībspēja reģionos. 2005. ANO, SPPI, Rīga 12. Reģionu attīstība. 2004. VRAA, Rīga 13. Research for Rural Development, 2002. International Scientific Conference Proceedings. Jelgava, Latvia, 22-24 May, 2002. Latvia University of Agriculture. LLU, Jelgava

Suggested titles(03-suggested periodicals)1. Reģionālās attīstības un pašvaldību lietu ministrijas mājas lapa http://www.raplm.gov.lv 2. Ekonomikas ministrijas mājas lapa http://www em.gov.lv 3. Latvijas Pašvadību savienības mājas lapa http://www.lps.lv

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Course title Course Project in Spatial PlanningCourse code ĢeogP024Credit points 2ECTS creditpoints 3Volume(number of academic contact-hours per semester) 32

Number of hours for seminars and practical assignments 18

Date of course confirmation 19.10.2006 Course developersPēteris Šķiņķis

Background knowledgeEkonP122, Urban and Rural Economic Development VidZ5777, Environmental Conditions in Spatial PlanningĢeogP025, Practice at Local Authority „Planning and Management at Local Authority”ĢeogP021, Sustainable Development and Spatial Planning ĢeogP022, Society and HabitatCourse abstractThe objectives of the Course Project are development of skills in applied research and analytical planning, and promotion of creative thinking. Course Project in Spatial Planning is an applied and theoretically oriented research carried out by a student or a small group of students (2 – 3 students) on situation of spatial planning at local authority or a research based planning project on improvement of planning situation

ResultsDuring the course students acquire skills to evaluate planning situation at authority including anlysis of planning documents and spatial planning process and obtain practical knowledge to draft argumented proposals for optimisation of situation and futher research or to prepare concrete proposals, practical metological suggestions for further planning, improvement of planning process, perfection of planning documents and its implementation.

Course description-general outline1. Practical aspects and general methodology for preparation of a research or a project (2 hours) 2. The objectives and plan of the research or the project (2 hours) 3. Analysis of spatial planning process, documents and its implementation (2 hours) 4. Public presentation of Course Project (draft) (4 hours) 5. Summary of research or project results (2 hours) 6. Public defence of Course Project (4 hours) 7. Analysis and evaluation of Course Project (2 hours) Total: 18 hours

Requirements for obtainning credit points1. Obligatory attendance of seminars and seminars-consultations, positive evaluation of individual work and activity (30%). 2. Succesful drafting and presentation of Course Project (30%). 3. Exam - succesful drafting and defence of Course Project (presentation) (40%).

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Suggested titles (01-compulsory reading)1. Kļaviņš M. 2005. Pētnieciskā darba rezultātu noformēšana. Ievads kursa, bakalaura, maģistra darba un zinātniskās publikācijas noformēšanā. Mācību līdzeklis. Rīga, Latvijas Universitāte. 2. Healey P., (ed.); Khakee A., (ed.); Motte A., (ed.); Needham B. (ed.). 2006. Making Strategic Spatial Plans: Innovation in Europe. Taylor&Francis Group. 3. Albrechts L., Mandelbaum S. 2005. The Network Society: A New Context for Planning. Routledge 4. Faludi, A. (editor). 2002. European Spatial Planning. Lincoln Institute of Land Policy.

Suggested titles(02-further reading)1. Beatley T., Wheeler S. M. ed. 2004. The Sustainable Urban Development Reader. Routledge. 2. Healey, P. 1997. Collaborative Planning: Shaping Places in Fragmented Societies. MacMillan Press LTD., London. 3. Friedmann J. 1998. Planning theory revisited. European Planninmg Studies, Volume 6, Issue 3, p.245-253.

Suggested titles(03-suggested periodicals)1. Reģionālās attīstības un pašvaldību lietu ministrijas mājas lapa: htpp://www.raplm.gov.lv 2. Eiropas telpiskās attīstības novērošanas tīmekļa mājas lapa http://www.espon.lu 3. International Journal of Urban and Regional Research (refereed journal) 4. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/5. European Planning Studies (refereed journal)6. Environment and Planning (four interdisciplinary, refereed journals).

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Course title Practice in Regions “Types of Planning Profession”




Course abstractThe aim of the practice is to introduce students with particularities of spatial planning profession at various working places in Latvia and abroad. During their practice students visit universities, ministries, public administrations, agencies, funds, municipalities and planning offices in Latvia and abroad. At every place of study visit students are met by specialists and professional planners. After introduction students are involved in discussions concerning situation and activities of the institution in the field of planning and planner’s role, tasks and necessary skills at the institution.

ResultsDuring the practice students are introduced to work tasks of a planner and necessary skills for various working places. They acquire skills to compare between tasks of spatial development planner and to emphasize the role of each work in planning complex.

Course description-general outline1. The profession of planner and its diversity (2 hours) 2. Tasks and necessary skills for officials (4 hours) 3. Planning related tasks and necessary skills at environmental institution (4 hours) 4. Plans, research and projects, and necessary skills at public institution (4 hours) 5. Planning process and role of a planner at local authority (4 hours) 6. The subjects and tasks of planner at planning office (2 hours) 7. The role and necessity of planner’s profession. Foreign experience (2 hours) 8. Plans, projects, research and necessary skills at public institution. Foreign experience (2 hours0 9. Planning process and the role of planner at local authority. Foreign experience (2 hours) 10. The subjects and tasks of a planner at planning office. Foreign experience (2 hours) 11. Practice report (4 hours) Total: 32 total

Requirements for obtainning credit points1. Obligatory attendance of practice institutions, evaluation of individual activity (30%). 2. Positive evaluation of the practice report (30%). 3. Positive evaluation of the presentation on reaching the practice objectives, exam (40%).

Suggested titles(01-compulsory reading)1.Vanags, E., Vilka, I. 2005. Pašvaldību darbība un attīstība. LUAA, LPS, Rīga.

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2. The New Charter of Athens. 2003. European Council of Town Planners’ Vision for Cities in the 21th century. European Council of Town Planners, Lisbon, skat. Internetā http://www.ceu-ectp.org. 3. Wates N. 2000. The Community Planning Handbook: How People Can Shape Their Cities, Towns and Williages in Any Part of the World. Earthscan Publications.

Suggested titles(02-further reading)1. The Royal Town planning Institute. 2001. New Vision for Planning http://www.rtpi.org.uk/item/296/23/5/3. 2. Friedmann J. 1998. Planning theory revisited. European Planninmg Studies, Volume 6, Issue 3, p.245-253. 3. Healey, P. 1997. Collaborative Planning: Shaping Places in Fragmented Societies. MacMillan Press LTD., London.

Suggested titles(03-suggested periodicals)1. Reģionālās attīstības un pašvaldību ministrijas mājas lapa http://www.raplm.gov.lv 2. Satiksmes ministrijas mājas lapa http://www.sm.gov.lv 3. Vides ministrijas mājas lapa http://www.vidm.gov.lv

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Course title Practice at Local Authority „Planning and Management at Local Authority”




Course abstractThe aim of the practice is to introduce students with functions of local authority, its structure and planning documents, and activities and role of a planner contributing to development at a particular local authority. During the practice students working individually or in a small group get acquainted with functions and structure of local authority; in more detail - with the structure, regulations and practical activities, structure and statutes of building board or planning department. Students gets acquinted with the planning documents of local authority, evaluates planning practise and documents. They get acquinted with the work of planner and its role in promotion of development at local authority. Students take part in planning and implementation process of planning documents of local authority and participate at events: meetings, job sessions, reception of inhabitants, public hearings of planning documents, etc.

ResultsDuring the practice students acquire knowledge about functions and structure of local authority, its building board, the diversity of planners work there, planning practise and documents. Students obtain planning skills and skills to analyse planning process and documents, as well as acquire communication skills, and they practice working with inhabitants.

Course description-general outline1. Practice objectives and tasks (2 hours) 2. Functions and structure of authority (10 hours) 3. Functions and structure of building board (14 hours) 4. Activities and role of planner at the authority (14 hours) 5. Planning documents and projects (12 hours) 6. Quality of planning documents and its implementation (18 hours) 7. Planning process and its estimation (22 hours) 8. Defence of practice (4 hours) Total: 96 hours

Requirements for obtainning credit points1. Obligatory attendance of the place of practice, positive evaluation of individual activity (pretest) (20%). 2. Positive evaluation of the practice diary (20%). 3. Positive evaluation of the practice report (20%).

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4. Positive evaluation of the presentation on practice – exam (40%).

Suggested titles(01-compulsory reading)1. Vanags, E., Vilka, I. 2005. Pašvaldību darbība un attīstība. LUAA, LPS, Rīga. 2. Valsts reģionālās attīstības aģentūra. 2007. Reģionu attīstība Latvijā 2006. Rīga. 3. Maksvīnijs E. 1997. Ekonomiskā attīstība un stratēģiskā plānošana. Kanādas Urbanistikas institūta Rīgas birojs. 4. Vaidere I., Vanags E., Vanags I., Vilka I. 2006. Reģionālā politika un pašvaldību attīstība Eiropas Savienībā un Latvijā. – LU Akadēmiskais apgāds, LSI.

Suggested titles(02-further reading)1. LR Saeima. 1995. Likums Par pašvaldībām. 2. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā. 3. Reģionālās attīstības likums. Pieņemts 2002.g. 21.martā. 4. Vietējās pašvaldības teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr. 883, izdoti 2004. g. 19.oktobrī.

Suggested titles(03-suggested periodicals)1. Latvijas Pašvaldību savienības mājas lapa http://www.lps.lv 2. Logs (žurnāls) 3. Reģionālās attīstības un pašvaldību lietu ministrijas mājas lapa http://www.raplm.gov.lv

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Course title Practice in the Chosen Specialization I

Course code Ģeog5008Credit points 6ECTS creditpoints 9Volume(number of academic contact-hours per semester) 96



Background knowledgeĢeogP026, Geoinformatics in PlanningĢeogP030, Territorial Planning VidZ5034, Environmental PlanningCourse abstractThe aim of the practice is to broaden and deepen previously acquired knowledge, skills and abilities in the chosen specialization: territorial planning, environmental planning or geoinformatics. During the practice students get acquitaned with functions, structure and regulations of the particular institution. Gradually they get involved in everyday activities of the institution, participating in design and/or implementation of planning documents, drafting and/or impementation of a project, correspondence and events: meetings, consultations of inhabitants, public hearings of planning documents. Following their supervisor’s dicertions students complete other specific tasks at the place of practice. During the practice students do neccessary research and collect information for their Master’ s thesis.

ResultsDuring the practice students acquire practical knowledge on design and implementation of planning documents and development projects. Students acquire skills for everyday work at the institution (correspondence, assessment of plans and project proposals, consultations of inhabitants and investors) and they are able to plan and manage public hearings. Students learn teamwork, tolerance and how to balance interests of different actors. During the practice students collect information for their Master’s thesis.

Course description-general outline1. Objectives and demands of the practice (4 hours) 2. The activities of practice institution (16 hours) 3. Design of spatial planning documents or/and its implementation (10 hours) 4. Design of project application or/and its implementation (for students with specialization in territorial planning or environmental planning)Establishment of data base or its renewal (for students with specialization in geoinformatics) (20 hours) 5. Participation in everyday activities at the institution (16 hours) 6. Gathering information for thesis (18 hours) 7. Preparation of practice report (6 hours)

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8. Defence of practice: exam (presentation) (6 hours) Total: 96 hours

Requirements for obtainning credit points1. Obligatory regular work at the practice institution and evaluation of individual activity in searching and evaluation of information. Positive evaluation of accomplished tasks at the place of practice (50%). 2. Positive evaluation of practice diary (10%). 3. Positive evaluation of practice report (20%). 4. Positive evaluation of presentation on accomplishment of the practise objectives, exam (20%).

Suggested titles(01-compulsory reading)1. Bigio, A. G., Dahiya, B. 2004. Urban environment and infrastructure: towards livable cities. World Bank, Washington, D.C. 2.Bayliss, B. 1992. Transport Policy and Planning: An Integrated Approach. World Bank 3. Hough M. 2004. Cities and Natural Process: A Basis for Sustainability. Routledge.

Suggested titles(02-further reading)1. LR Saeima. Attīstības sistēmas plānošanas likums. Pieņemts 2008.gada 8.maijā1. 2. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā. 3. Reģionālās attīstības likums. Pieņemts 2002.g. 21.martā. 4. Vietējās pašvaldības teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr. 883, izdoti 2004. g. 19.oktobrī.

Suggested titles(03-suggested periodicals)1. http:/www.likumi.lv2. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/ 3. Eiropas telpiskās attīstības novērošanas tīmekļa mājas lapa http://www.espon.lu 4. European Planning Studies (refereed journal) 5. Environment and Planning (four interdisciplinary, refereed journals).

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Course title Practice in the Chosen Specialization II

Course code Ģeog5009Credit points 12ECTS creditpoints 18Volume(number of academic contact-hours per semester) 192



Background knowledgeĢeogP026, Geoinformatics in PlanningĢeogP030, Territorial Planning VidZ5034, Environmental PlanningCourse abstractThe aim of the practice is to broaden and deepen previously acquired knowledge, skills and abilities in the chosen specialization: territorial planning, environmental planning or geoinformatics. During the practice students get involved in everyday activities of the institution, participating in design and/or implementation of planning documents, drafting and/or impementation of a project, correspondence and events: meetings, consultations of inhabitants, public hearings of planning documents. Following their supervisor’s dicertions students complete other specific tasks at the place of practice. During the practice students do neccessary research and collect information for their Master’ s thesis.

ResultsDuring the practice students acquire practical knowledge on design and implementation of planning documents and development projects. Students acquire skills for everyday work at the institution (correspondence, assessment of plans and project proposals, consultations of inhabitants and investors) and they are able to plan and manage public hearings. Students learn teamwork, tolerance and how to balance interests of different actors. During the practice students collect information for their Master’s thesis.

Course description-general outline1. Design of spatial planning documents or/and its implementation (70 hours) 2. Design of project application or/and its implementation (for students with specialization in territorial planning or environmental planning)Establishment of data base or its renewal (for students with specialization in geoinformatics) (24 hours) 3. Participation in everyday activities at the institution (42 hours) 4. Gathering information for thesis (40 hours) 5. Preparation of practice report (10 hours) 6. Defence of practice: exam (presentation) (6 hours) Total: 192 hours

Requirements for obtainning credit points1. Obligatory regular work at the practice institution and evaluation of individual activity in

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searching and evaluation of information. Positive evaluation of accomplished tasks at the place of practice (50%). 2. Positive evaluation of practice diary (10%). 3. Positive evaluation of practice report (20%). 4. Positive evaluation of presentation on accomplishment of the practise objectives, exam (20%).

Suggested titles(01-compulsory reading)1. Bigio, A. G., Dahiya, B. 2004. Urban environment and infrastructure: towards livable cities. World Bank, Washington, D.C. 2.Bayliss, B. 1992. Transport Policy and Planning: An Integrated Approach. World Bank 3. Hough M. 2004. Cities and Natural Process: A Basis for Sustainability. Routledge.

Suggested titles(02-further reading)1. LR Saeima. Attīstības sistēmas plānošanas likums. Pieņemts 2008.gada 8.maijā 2. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā. 3. Reģionālās attīstības likums. Pieņemts 2002.g. 21.martā. 4. Vietējās pašvaldības teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr. 883, izdoti 2004. g. 19.oktobrī.

Suggested titles(03-suggested periodicals)1. http:/www.likumi.lv 2. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/ 3. Eiropas telpiskās attīstības novērošanas tīmekļa mājas lapa http://www.espon.lu 4. European Planning Studies (refereed journal) 5. Environment and Planning (four interdisciplinary, refereed journals).

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Course title Master’s Thesis I – Master’s Thesis Project




Background knowledgeĢeogP028, Practice in the Chosen SpecializationCourse abstractThe objective of Master’s Thesis Project is to prepare its theoretical part – motivation for the choice of a topic and an analytic survey of previous research relevant to the topic; in the case of drafting a planning project an analytical survey of previous planning activities must be added. Master’s Thesis Project forms the first part of an original theoretical and applied research or a research based planning project in the chosen specialization. During this stage of a research or a planning project theoretical ground is an acquired, initiatory empirical material collected, and a plan for work set up.

ResultsDuring the project of Master’s thesis students obtain skills to carry out a research on a place, a territory or a planning situation and to work out the theoretical part of the Master’s thesis. By drafting a research based planning project students acquire skills to analyse an actual planning document or a set of planning documents.

Course description-general outline1. The process and general methodology for Master’s thesis (4 hours) 2. The aims and plan of Master’s thesis (2 hours) 3. Designing Master’s thesis theoretical part (2 hours) 4. Improvement of Master’s thesis theoretical part (2 hours) 5. Public defence of the Master’s thesis project (6 hours) 6. Analysis and evaluation of the Master’s thesis project (2 hours)

Requirements for obtainning credit points1. Obligatory attendance of seminars and seminars-consultations, positive evaluation of individual work (60%). 2. Accomplishment and presentation of Master’s thesis project (40%).

Suggested titles(01-compulsory reading)1. Maģistra darba Telpiskās attīstības plānošanā izstrādāšanas un aizstāvēšanas kārtība. Apstiprināti Ģeogrāfijas studiju programmu padomē 22.11.2007., protokola nr.10.

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2.Aleksander, E R. 1995. Approaches to planning: introducing current planning theories, concepts and issues (2nd edition). Gordon&Breach Science Publishers SA, Luxembourg. 3.Healey, P. 1997. Collaborative Planning: Shaping Places in Fragmented Societies. MacMillan Press LTD., London. 4.Glasson, J. 1992. An introduction to regional planning: concepts, theory and practice (2nd edition). UCL Press Limited, London.

Suggested titles(02-further reading)1. LR Saeima. Attīstības sistēmas plānošanas likums. Pieņemts 2008.gada 8.maijā 2. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā. 3. Reģionālās attīstības likums. Pieņemts 2002.g. 21.martā. 4. Vietējās pašvaldības teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr. 883, izdoti 2004. g. 19.oktobrī.

Suggested titles(03-suggested periodicals)1. Eiropas telpiskās attīstības novērošanas tīmekļa mājas lapa http://www.espon.lu 2. Housing, Theory and Society (refereed journal) 3. International Journal of Urban and Regional Research (refereed journal) 4. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/ 5. European Planning Studies (refereed journal) 6. Environment and Planning (four interdisciplinary, refereed journals).

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Course title Master’s thesis II Course code ĢeogP033Credit points 16ECTS creditpoints 24Volume(number of academic contact-hours per semester) 256Number of hours for seminars and practical assignments 28Date of course confirmation 19.10.2006 Course developersPēteris Šķiņķis

Background knowledgeĢeogP032, Master’s Thesis I – Master’s Thesis Project

Course abstractThe aim of Master’s Thesis is to develop skills in applied research and analytic planning, and to promote creative thinking. Master’ s Thesis is an original applied and theoretically directed research carried out by a student in the chosen specialization – a theoretical research, an original applied research, an analytic report, a study of a place or a region, desing of a planning document or a part of it for a particular place or territory, analysis of an actual planning document or a package of documents.

ResultsWithin the framework of Master’s Thesis students obtain skills to research a place, a territory or a planning situation. They are able to come to conclusions and reasonable proposals for further research and to prepare applied methodical recommendations for practice of planning. Drafting a research based planning project students acquire skills to prepare a spatial planning document or a part of it for a particular place, and to analyse an actual planning document or a package of planning documents.

Course description-general outline1. Field studies (2 hours) 2. Formulation of problems and literature review (2 hours) 3. Review on research results or presentment of a part of the planning project (6 hours) 4. Conclusions and recommendations (2 hours) 5. Assessment or summary of the thesis (2 hours) 6. Predefence of Matser’s Thesis (6 hours) 7. Specification of Master’s Thesis (2 hours) 8. Public defence of Master’s Thesis (6 hours) Total: 28 hours

Requirements for obtainning credit points1. Obligatory attendance of seminars and seminars-consultations, positive evaluation of individual work (40%). 2. Successful drafting and pre-defence of Masters work (presentation) (20%). 3. Successful drafting and defence of Masters work (presentation) (40%).

Suggested titles(01-compulsory reading)1. Maģistra darba Telpioskās attīstības plānošanā izstrādāšanas un aizstāvēšanas kārtība.

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Apstiprināti Ģeogrāfijas studiju programmu padomē 22.11.2007., protokola nr.10.2.Aleksander, E R. 1995. Approaches to planning: introducing current planning theories, concepts and issues (2nd edition). Gordon&Breach Science Publishers SA, Luxembourg. 3.Healey, P. 1997. Collaborative Planning: Shaping Places in Fragmented Societies. MacMillan Press LTD., London. 4.Glasson, J. 1992. An introduction to regional planning: concepts, theory and practice (2nd edition). UCL Press Limited, London.

Suggested titles(02-further reading)1. LR Saeima. Attīstības sistēmas plānošanas likums. Pieņemts 2008.gada 8.maijā2. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā. 3. Reģionālās attīstības likums. Pieņemts 2002.g. 21.martā. 4. Vietējās pašvaldības teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr. 883, izdoti 2004. g. 19.oktobrī.

Suggested titles(03-suggested periodicals)1. Eiropas telpiskās attīstības novērošanas tīmekļa mājas lapa http://www.espon.lu2. Housing, Theory and Society (refereed journal) 3. International Journal of Urban and Regional Research (refereed journal) 4. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/5. European Planning Studies (refereed journal)6. Environment and Planning (four interdisciplinary, refereed journals).

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http://www.elsevier.com/

1.2. annexDescriptions of the Courses in Mandatory Selective Part (B) Nr. Mandatory Selective Part (B) - Study Modul’s and

Description’s of the Study Courses Page

Geoinformatics

1. ĢeogP026 Geoinformatics in Planning 86

2. ĢeogP029 Course Project “Geoinformatics in Planning” 88

Environmental Planning

3. VidZ5034 Environmental Planning 90

4. VidZ5035 Course Project in Environmental Planning 93

Territorial Planning

5. ĢeogP030 Territorial Planning 96

6. ĢeogP031 Course Project in Territorial Planning 98

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https://luis.lanet.lv/pls/lu/kursi.kurss_dati?l=1&p_kods=2VID5033



Course title Geoinformatics in PlanningCourse code ĢeogP026Credit points 6ECTS creditpoints 9Volume(number of academic contact-hours per semester) 96

Number of lectures 48Number of hours for seminars and practical assignments 48Date of course confirmation 19.10.2006 Course developersAivars MarkotsAndris LočmanisIneta Grīne

Background knowledgeĢeogP019, Planning Theory: Ideas, Expierence, Methods, InstrumentsCourse abstractThe aim of the course is to obtain basic knowledge and skills in geodesy, cartography, remote sensing and geographical information systems, which can be used in spatial planning, drafting territorial plans and management of planning processes. The content of the course: modes of spatial data, their acquisition, input and accumulation; the storage of spatial data and processing; spatial data analysis and setting.

ResultsThe course introduces students with the newest tendencies in geodesy, cartography, remote sensing and geographical information systems. They acquire skills to ensure implementation and maintenance of geographical information systems for planning purposes independently. Students become competent in methods and software applied in geodesy, cartography, remote sensing and geographical information systems.

Course description-general outline1. Coordinate space in geosciences (6 hours) 2. Maps, map scales and informative attributes (6 hours) 3. Digital maps and their application (2 hours) 4. Remote sensing materials and their application in planning process (10 hours) 5. Geodesic instruments, modes of land surveys and their application (8 hours) 6. Basic principles of GPS/GNSS, instruments and their application in planning (6 hours) 7. Remote sensing, application of data and sources (10 hours) 8. Basic principles and modes of cartographic data input (2 hours) 9. Basic principles of GIS in digital cartography (4 hours) 10. Spatial analysis. Potential and problems in implementation of GIS in Latvia (12 hours) 11. Application of GIS in planning (4 hours) 12. Design of GIS applications (2 hours) 13. Spatial data bases (4 hours) 14. Basic models of spatial data (2 hours) 15. GIS and modes of computer programs in digital mapping (4 hours) 16. Basics of spatial analysis (8 hours) 17. Principles of processing cartographic projects (2 hours)

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Total: 96 hours

Requirements for obtainning credit pointsTotal course evaluation is composed of: 1. Results in tests, laboratory works, parcticals and seminars (60%) 2. Written exam (40%). Exam must be taken only by those students with total avarage grade lower than 8 in tests, laboratory works, practicals and seminars given that none of those has been passed with a grade less than 4.

Suggested titles(01-compulsory reading)1. Ģeodēzija (U.Zumenta redakcijā). 1993. Rīga. 2. Lillesand T. M., Kiefer R. W. 2001. Remote Sensing and Image Interpretation. John Wiley & Sons, New York. 3. Longley, P. A., Goodchild, M. F., Maguire, D. J., Rhind, D. W. 2001. Geographic Information Systems and Science. John Wiley & Sons, Ltd. 4. Mūsdienu Latvijas topogrāfiskās kartes. 2001. VZD, Rīga. 5. Robinson A. 1995. Elements of Cartography. John Wiley and Sons, New York.

Suggested titles(02-further reading)1. Antenucci, J. C. 1991. Geographic Information Systems: A Guide to the Technology. Van Nostrand Reinhold, New York. 2. Aronoff, S. 1989. Geographic information systems: A management perspective. WDL Publications, Ottawa, Canada. 3. Bernhardsen, T. 1992. Geographic Information Systems. Viak IT, Arendal, Norway. 4. Burrough, P.A. 1986. Principles of Geographical Information Systems for Land Resources Assessment. 5. Martin, D. 1996. Geographic Information Systems: Socioeconomic Applications. Routledge, London. 6. Vanags V. 2003. Mūsdienu Latvijas topogrāfiskās kartes. Fotogrammetrija. VZD, Rīga.

Suggested titles(03-suggested periodicals)1. Business Geographics: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK. 2. International Journal of Geographical Information Science: Taylor & Francis Ltd, Rankine Road, Basingstoke, Hants RG24 8PR, UK. 3. GIS World: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK. 4. GIS Europe: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK. 5. Žurnāls Mērnieks. Problēmas. Risinājumi. Tehnoloģijas. Izd. SIA Trinets. Rīga.

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Course title Course Project “Geoinformatics in Planning”



Date of course confirmation 19.10.2006 Course developersAivars MarkotsAndris LočmanisIneta Grīne

Background knowledgeĢeogP026, Geoinformatics in PlanningCourse abstractThe aim of the project is to obtain in-depth skills in cartography, remote sensing and geographical information systems, which can be used in spatial planning, especially for drafting territorial plans and in management of planning processes. Knowledge acquired in the theoretical course Geoinformatics in Planning is put into practice. The objective of the project is to do applied research using the latest technologies and methods in cartography, remote sensing and geographical information systems.

ResultsDuring the project students acquire skills in doing applied research and working with various data sources: cartographic (analogue and digital), published and unpublished literature and manifold databases.

Course description-general outlineSelection of the topic, stating the research problem, formulation of objectives, designing a plan for the Project. (8 hours) Stages of the Project: choice of the topic, data collection and literature studies, methods of analysis, problem solutions. Acquisition of necessary additional information. Completing and formatting the Course Project. (14 hours) Student’s independent work during the semester. 32 Public presentation of the completed Course Project. Its analysis and assessment. (10 hours) Total: 64 hours

Requirements for obtainning credit points1. For a positive course evaluation grading 4 – 10 is necessary. The final course grade is composed of the evaluation the Course Project, including seminar results during the term (20%) and quality of the defended Course Project (80%). Defence of the Course Project is in form of a public presentation, using various techniques and illustration materials. Quality of performance and ability to give answers to questions and to defend one’s opinion are considered to be expressions of competency.

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Suggested titles(01-compulsory reading)1. Ģeodēzija (U.Zumenta redakcijā). 1993. Rīga. 2. Lillesand T. M., Kiefer R. W. 2001. Remote Sensing and Image Interpretation. John Wiley & Sons, New York. 3. Longley, P. A., Goodchild, M. F., Maguire, D. J., Rhind, D. W. 2001. Geographic Information Systems and Science. 4. Mūsdienu Latvijas topogrāfiskās kartes. 2001. VZD, Rīga. 5. Robinson A. 1995. Elements of Cartography. New York. 6. Vanags V. 2003. Mūsdienu Latvijas topogrāfiskās kartes. Fotogrammetrija. VZD, Rīga.

Suggested titles(02-further reading)1. Antenucci, J. C. 1991. Geographic Information Systems: A Guide to the Technology. Van Nostrand Reinhold, New York. 2. Aronoff, S. 1989. Geographic information systems: A management perspective. WDL Publications, Ottawa, Canada. 3. Bernhardsen, T. 1992. Geographic Information Systems. Viak IT, Arendal, Norway. 4. Burrough, P. A. 1986. Principles of Geographical Information Systems for Land Resources Assessment. 5. Burrough, P. A., McDonnell, R. A. 1998. Principles of Geographical Information Systems. Oxford University Press, Oxford.

Suggested titles(03-suggested periodicals)1. Business Geographics: Adams Business Media, UK. ISSN: 1067-456x. 2. GIS World: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK (Žurnāls). 3. GIS Europe: Adams Business Media, 308 Cambridge Science Park, Cambridge CB4 4ZD, UK. Žurnāls. 4. GeoInformatics. Emmeloord, Netherlands. ISSN:1387-0858. 5. GIM International. GITC bv, Netherlands. ISSN: 1566-9076; International Journal of Geographical Information Science: Taylor & Francis Ltd, UK. ISSN: 1365-8816 6. http://www.gim-international.com 7. Mērnieks. Problēmas. Risinājumi. Tehnoloģijas. Izd. SIA Trinets. Rīga. ISSN: 1407-7124 8. http://webct.lanet.lv – kursa materiāli WebCT vidē

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Course title Environmental Planning

Course code VidZ5034Credit points 6ECTS creditpoints 9Volume(number of academic contact-hours per semester) 96Number of lectures 64Number of hours for seminars and practical assignments 32Date of course confirmation 23.10.2006 Course developersMagnuss VircavsOļğerts NikodemusElga Apsīte

Course abstractThe aim of the course is to provide professional knowledge on evaluation, analyses and sustainable use and conservation of nature values and resources. The content of the course includes various environmental planning aspects and methodology for the elaboration of plans.

The course covers issues about natural resources inventory and usage, planning management of protected nature areas and implementation of their management plans. Particular emphasis is put on the planning of water usage, forest and landscape resources as well as waste management.

ResultsThe course will give an idea on the most important policy tools and means to achieve the aims of sustainable development. Completing the course successfully students gain understanding in environmental planning and management, and their integration in spatial planning. Students, working in-group or individually, are able to participate in elaboration of environmental strategies and programs, and plans of river basins and nature protection. Students have acquired skills to analyse and assess environmental impact caused by expected action of planning documents, and to prepare necessary documents

Course description-general outline1. Environmental planning as an important tool in environmental management (4 hours) 2. Elaboration of environmental (sustainable development) strategies, plans and programs at local authorities (4 hours) 3. Environmental aspects in elaboration of development programs, strategies and territorial plans (4 hours) 4. Methodology for elaboration of landscape ecological plans (12 hours) 5. Elaboration of landscape design plan (10 hours) 6. Elaboration of nature protection plans for specially protected nature areas (12 hours) 7. Planning of agricultural and forest land use (6 hours) 8. Planning waste management (4 hours) 9. Planning management of drainage basin (12 hours) 10. Designing protection belts (4 hours) 11. Assessment of environmental impact, its objective, procedure and methodology (12 hours) 12. Strategic assessment of environmental impact (12 hours)

90

Total: 96 hours

Requirements for obtainning credit pointsObligatory lecture attendance. Attendance of seminars and practical works; elaboration and defence of course paper – obligatory. Final test – written exam. The final grade is composed of: · Exam – 40%; · Practical works – 30%; · Participation in seminars – 30%.


1. Bells S., Nikodemus O. 2000. Rokasgrāmata meža ainavas plānošanai un dizainam. Valsts meža dienests: LTS International Ltd. 2. Bells S., Nikodemus O. 2001. Ainavu ekoloģiskās plānošanas vadlīnijas. Rīga. 3. Danilāne D., Gavena I., Kāla I. u.c. 2002. Ietekmes uz vidi novērtējums, Ietekmes uz vidi novērtējuma valsts birojs. Rīga. 4. Hooper B. 2005. Integrated River Basin Governance. Learning from International Experience. IWA Publications. 5. Saarinen, Thomas F. 1976. Environmental planning: perception and behaviour. Boston: Houghton Mifflin Company. 6. Vircavs M. 2005. Vide, ietekmes un novērtējums. Principi un analīze. Rīga: Biznesa augstskola „Turība”, Rīga.


1. Labas lauksaimniecības prakses nosacījumi Latvijā. 1999. Jelgava, LLU. 2. Melluma A., Leinerte M. Ainava un cilvēks. 1992. Rīga: Avots. 3. Modak P., Biswas A. K. 1999. Conducting Environmental Impact Assessment in Developing Countries. United Nations Unversity Press, Tokyo, New York, Paris. 4. Planning and Environmental Impact Assessment in Practice. 1997. Ed. by J. Weston, Longman. 5. Wood C., 1995. Environmental Impact Assessment. A Comparative Review, Longman Group Limited, London.

Suggested titles(03-suggested periodicals)1. Ainavu plānošanas mājas lapa (Lielbritānija) htpp:/www.landscapeplanning.gre.ac.uk 2. Canadian Environmental Assessment Agency (CEAA) http://www.ceaa.gc.ca/ 3. Environmental Impact Assessment Review,http://www.elsevier.com/wps/find/journaleditorialboard.cws_home/505718/editorialboard?navopenmenu=-2 4. Environmental Assessment in Countries in Transition http://www.ceu.hu/envsci/eianetwork/

5. Environmental Expert, http://www.environmental-expert.com/publications.asp?idmainpage=43&idproducttype=5&level=4 6. International Association for Impact Assessment, http://www.iaia.org 7. Journal of the American Water Resources Association (JAWRA), http://www.awra.org/jawra/ 8. Journal of the Air & Waste Management Association, http://www.awma.org/journal/mission.asp

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9. Journal of the Air & Waste Management Association, http://www.awma.org/journal/mission.asp 10. Journal of Water Resources Planning and Management, http://scitation.aip.org/wro 11. The Journal of Solid Waste Technology and Management, http://www2.widener.edu/~sxw0004/solid_waste.html 12. University of Manchester, EIA Centre homepage http://www.art.man.ac.uk/eia/EIAC.htm 13. Vides ministrijas mājas lapa, http://www.vidm.gov.lv/varam/lik/Lnormat_akt.htm 14. Vides pārraudzības valsts birojs, http://www.vidm.gov.lv/varam/P_inst/Livn.htm 15. Waste Management International Journal of Integrated Waste Management, Science and Technology,http://www.environmental-expert.com/magazine/elsevier/wasman/index.htm 16. World Water Council, http://www.worldwatercouncil.org/index.php?id=1&L=0 17. Žurnāls „Landscape and Urban Planning” http://www.elsevier.com/ 18. Žurnāls „Latvijas architektūra”

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Course title Course Project in Environmental PlanningCourse code VidZ5035Credit points 4ECTS creditpoints 6Volume(number of academic contact-hours per semester) 64

Number of lectures 2Date of course confirmation 23.10.2006 Course developersMagnuss VircavsOļğerts NikodemusValdis SegliņšGunta Spriņğe

Background knowledgeVidZ5034, Environmental PlanningCourse abstractThis course is aimed at providing students with practical skills in process of environmental planning and elaboration of environmental impact assessment or assessment of strategic environmental impact. A group of students choose a topic presented within the course; they develop the course project and defend it.

ResultsStudents have acquired skills necessary for elaboration and defence of environmental planning documents. Group work has promoted communication among group members.

Course description-general outline1. Introductory lecture on elaboration of the Course Project (prof. O.Nikodemus) (4 hours) 2. Elaboration of the Course Project (individual work together with course project consultant) (56 hours) 3. Defence of the Course Project (commission of course project examination) (4 hours)

Requirements for obtainning credit pointsThe grade of the final course examination depends on quality and successful defence of the Course Project.


1. Hooper B. 2005. Integrated River Basin Governance. Learning from International Experience. IWA Publications. 2. Nikodemus O. 2003. Dabas resursu apsaimniekošana pašvaldībās. Rīga, Latvijas Universitāte, 62. lpp. 3. Saarinen, Thomas F. 1976. Environmental planning: perception and behaviour. Boston: Houghton Mifflin Company. 4. Sourcebook for the Environmental Assessment (EA) Process, EPA Contract. 5. Vircavs M. 2005. Vide, ietekmes un novērtējums. Principi un analīze. Rīga: Biznesa augstskola „Turība”, Rīga

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1. Bell S., 2004. Elements of visual design in the Landscape. Spon Press. 2. Melluma A., Leinerte M. 1992. Ainava un cilvēks. Rīga: Avots. 3. Methods of Environmental Impact Assessment. 1995. Ed.by P. Morris. R. Therivel1995, 378p) 4. Modak P., Biswas A. K. 1999. Conducting Environmental Impact Assessment in Developing Countries, United Nations Unversity Press, Tokyo, New York, Paris 5. Planning and Environmental Impact Assessment in Practice. 1997. Ed. by J. Weston, Longman. 6. Gilpin A. 1995. Environmental Impact Assessment (EIA). Cutting edge for the twenty-first century, Cambridge university Press 7. Wood C. 1995. Environmental Impact Assessment. A Comparative Review, Longman Group Limited, London 8. Barrow C.J. 2000. Social Impact Assessment, Arnold, a member of the Hodder Headline Group, London 9. Stūre I. 2004. Kultūras un dabas mantojuma aizsardzība un attīstības plānošana. Rīga: LU Akadēmiskais apgāds.

Suggested titles(03-suggested periodicals)1. Environmental Impact Assessment Review,http://www.elsevier.com/wps/find/journaleditorialboard.cws_home/505718/editorialboard?navopenmenu=-2 2. Vides ministrijas mājas lapa, http://www.vidm.gov.lv/varam/lik/Lnormat_akt.htm 3. Vides pārraudzības valsts birojs, http://www.vidm.gov.lv/varam/P_inst/Livn.htm 4. International Association for Impact Assessment, http://www.iaia.org 5. Environmental Assessment in Countries in Transition http://www.ceu.hu/envsci/eianetwork/

6. University of Manchester, EIA Centre homepage http://www.art.man.ac.uk/eia/EIAC.htm 7. Canadian Environmental Assessment Agency (CEAA) http://www.ceaa.gc.ca/ 8. Environmental Expert, http://www.environmental-expert.com/publications.asp?idmainpage=43&idproducttype=5&level=4 9. Waste Management International Journal of Integrated Waste Management, Science and Technology, http://www.environmental-expert.com/magazine/elsevier/wasman/index.htm 10. Journal of the Air & Waste Management Association, http://www.awma.org/journal/mission.asp 11. The Journal of Solid Waste Technology and Management, http://www2.widener.edu/~sxw0004/solid_waste.html 12. Journal of Water Resources Planning and Management, http://scitation.aip.org/wro 13. World Water Council, http://www.worldwatercouncil.org/index.php?id=1&L=0 14. Journal of the American Water Resources Association (JAWRA), http://www.awra.org/jawra/ 15. Žurnāls „Landscape and Urban Planning”http://www.elsevier.com/ 16. Ainavu plānošanas mājas lapa (Lielbritānija) htpp:/www.landscapeplanning.gre.ac.uk 17. Žurnāls „Latvijas architektūra”

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Course title Territorial Planning Course code ĢeogP030Credit points 6ECTS creditpoints 9Volume(number of academic contact-hours per semester) 96Number of lectures 56Number of hours for seminars and practical assignments 40Date of course confirmation 19.10.2006 Course developersInese StūreEdgars Bērziņš

Background knowledgeĢeogP019, Planning Theory: Ideas, Expierence, Methods, InstrumentsCourse abstractThe aim of the course is to give basic knowledge in territorial planning and urban design, its place and role in the development planning field, prerequisites and standards for development of territories as well as instruments for plan design and implementation. The content of this course comprises themes on development, territorial planning, urban design and plans of various planning levels, instruments for their design and implementation, and tendencies in the field of urban planning illustrated with particular examples.

ResultsSuccessful completion of this course provides students with understanding in main points of territorial planning and urban design, planning system and instruments, and gives notion of territorial planning of various levels, means for its implementation, and influence of real estate value on planning and on promotion of territorial development processes. Students are able to analyse and evaluate processes of development and their influence on territorial planning of various levels independently. They are able to participate in elaboration of territorial development plans and territorial planning, and thoroughly master a specific field of planning.

Course description-general outline1. Main points of development and territorial planning (2 hours) 2. Main points of urban design and planning, historic examples (8 hours) 3. Development of urbanisation (6 hours) 4. Development of cities and regions, development problems and tendencies, prognosis for settlement structure of Latvia (6 hours) 5. Development standards and territorial planning (2 hours) 6. Environmental protection and territorial planning (2 hours) 7. Real estate and territorial planning (4 hours) 8. Planning principles (2 hours) 9. Review of planning levels based on actual local and foreign examples (6 hours) 10. Process and instruments of territorial planning (8 hours) 11. Content of territorial plans (6 hours) 12. Planning structure of settlements (4 hours) 13. Cultural heritage and territorial planning (4 hours) 14. Landscape and territorial planning (6 hours) 15. Land use planning (6 hours)

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16. Planning of urban design (2 hours) 17. General land use and building regulations (6 hours) 18. Assessment of territorial plans (4 hours) 19. Analysis of town planning situation (4 hours) 20. Role of local authorities in designing and implementation of territorial plans (2 hours) 21. Methods in territorial planning and simulation of planning process (6 hours) Total: 96 hours

Requirements for obtainning credit points1. Obligatory attendance of seminars, positive evaluation of activity in seminars (30%). 2. Positive evaluation of course paper (analysis of city building situation) (30%). 3. Positive evaluation in written test (exam) (40%).

Suggested titles(01-compulsory reading)1. Brinķis, J., Buka, O. 2001. Teritoriālā plānošana un pilsētbūvniecība. Mācību grāmata. Rīgas Tehniskā universitāte, Rīga. 2. Gauzin-Müller, D., Favet, N. 2002. Nachhaltigkeit in Arhitektur und Städtebau, Birkhäuser. 3. Honachevsky, W. B. 1999. Ecologically Based Municipal Land Use Planning. CRC Press. 4. Kaiser, E. J., Godschalk, D. R., Chapin, S. F. 2006. Urban Land Use Planning. Fifth edition. University of Illinois Press. 5. Katz, P. 1994. The New Urbanism: Toward an Architecture of Community. McGraw-Hill Professional. 6. Kiepe, F., Heyl, A., Steinfort F. 2004. Baugesetzbuch für Planer. Köln. 7. Korda, M. (Hrsg.). 2005. Städtebau, Technische Grundlagen, 5.neuerarbeitete Auflage, Stuttgart.

Suggested titles(02-further reading)11. Eiropas ainavu konvencija (skat. Internetā http://www.likumi.lv; http://conventions.coe.int/Treaty/en/Treaties/Html/176.htm). 2. Vietējo pašvaldību teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr.883, izdoti 2004.g. 19.oktobrī (skat. Internetā http://www.likumi.lv.). 3. Prinz, D. 1999. Städtebau, Band1 und 2. Stuttgart. 4. Rogers, R. 1997. Cities for a small planet. Faber&Faber, London. 5. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā (skat. Internetā http://www.likumi.lv).

Suggested titles(03-suggested periodicals)1. Difu Berichte. Deutsche Institut für Urbanistik informatīvais izdevums. 2. Journal of Urban Design (journal). 3. Latvijas architektūra (žurnāls). 4. The New Charter of Athens. 2003. European Council of Town Planners’ Vision for Cities in the 21th century. European Council of Town Planners, Lisbon, skat. Internetā http://www.ceu-ectp.org. 5. URBAN21 mājas lapa http://www.urban21.de.

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Course title Course Project in Territorial Planning



Date of course confirmation 19.10.2006 Course developersUğis KaugursEdgars Bērziņš

Background knowledgeĢeogP030, Territorial Planning Course abstractThe objective of the course is examination and practical use of knowledge, understanding and skills previously acquired in the theoretical course (Territorial Planning) within an applied research project. During the course students work using the small group method; they elaborate content and guideline project of a plan for a particular territory regarding design of usage, and establish understanding of the content of territorial development planning, urbanization processes and means for implementation of territorial plan. At the end of the term the course project is defended in public.

ResultsDuring the course students acquire profound skills in elaboration of a territorial plan. Team work skills obtained in the form of small groups and interdisciplinary approach ensure mutually enriching during activities and individual work.

Course description-general outline1. Process of Course Project and general methodology (4 hours) 2. Aims, objectives and plan of the Course Project (4 hours) 3. Situational analysis – economic, social and spatial prerequisites (4 hours) 4. Vision for territory development (4 hours) 5. Defining functional and spatial structure of the territory (2 hours) 6. Elaboration of guidelines (2 hours) 7. Final stage in the Course Project (2 hours) 8. Public defence of Course Projects (4 hours) 9. Analysis and evaluation of Course Projects (2 hours) Total: 28 hours

Requirements for obtainning credit points1. Obligatory seminar attendance. 2. Pre-test - public presentation “Vision for Territory Development” (50%), 3. Course test – evaluation of the elaborated Course Project defended in public (50%).

Suggested titles(01-compulsory reading)11. Brinķis, J., Buka, O. 2001. Teritoriālā plānošana un pilsētbūvniecība. Mācību grāmata.

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Rīgas Tehniskā universitāte, Rīga. 2. Honachevsky, W. B. 1999. Ecologically Based Municipal Land Use Planning. CRC Press. 3. Kaiser, E. J., Godschalk, D. R., Chapin, S. F. 2006. Urban Land Use Planning. Fifth edition. University of Illinois Press.

Suggested titles(02-further reading)1. Rogers R. 1997. Cities for a small planet. Faber&Faber, London. 2. Teritorijas plānošanas likums. Pieņemts 2002.g. 22.maijā (skat. Internetā http://www.likumi.lv). 3. Vietējo pašvaldību teritorijas plānošanas noteikumi. Ministru kabineta noteikumi Nr.883, izdoti 2004.g. 19.oktobrī (skat. Internetā http://www.likumi.lv.).

Suggested titles(03-suggested periodicals)1. Latvijas architektūra (žurnāls).

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ANNEX 2INFORMACION ON THE TEACHING STAFF INVOLVED IN IMPLEMENTATION OF THE STUDY PROGRAMME

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2.1. annexList of the Academic Staff

Nr. First name, family name

Sc. degree Position Statuss at the LU

Basic work place

Foreseen duties/courses

1. Olģerts Nikodemus

Dr.geogr. Profesor Basic work place

LU FGES Metodological management of the Environmental Planning Modul (10 krp.) Lectures (56%) - course Environmental Conditions in Spatial Planning (2 krp.)Lectures (37%) – course Environmental Planning (6 krp.)Course Project (4 krp.) and Master’s Thesis (20 krp.) in Environmental Planning management

2. Valdis Segliņš

Dr.geol. Profesor Basic work place

LU FGES Lectures (23%) - course Environmental Conditions in Spatial Planning (2 krp.)Course Project (4 krp.) and Master’s Thesis (20 krp.) in Environmental Planning management

3. Zaiga Krišjāne

Dr.geogr. Profesor Basic work place

LU FGES Lectures (50%) – course Society and Habitat (2 krp.) Course Project in Spatial Planning (2 krp.) managementMaster’s Thesis (20 krp.) management

4. Pēteris Šķiņķis

Dr.geogr. Assoc.prof.

Basic work place

LU FGES Director of the study programmeMetodological management of the moduls Basics of the Planning (8 krp.) and Spatial Planning (10 krp.)Lectures (80%) – course Planning Theory: Ideas, Experience, Methods, Instruments (4 krp.) Master’s Thesis (20 krp.) management

5. Magnuss Vircavs

Dr. habil. Chem.

Assoc.prof.

Basic work place

LU FGES Lectures (50%) - course Environmental Planning (6 krp.)Course Project (4 krp.) and Master’s Thesis (20 krp.) in Environmental Planning management

6. Ivars Dr.sc.ing. Assoc. Second Physical Lectures (50%) – course

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Kudreņickis M.Sc.phys.

prof. work place Power Institute

Sustainable development and Spatial Planning (2 krp.)Lectures (19%) – course Thematic Structure Planning (2 krp.)

7. Elga Apsīte Dr.geogr. Docent Basic work place

LU FGES Lectures (13%) - course Environmental Planning (6 krp.)

8. Inese Stūre Dr.geogr. Docent Basic work place

LU FGES Lectures (10%) - course Territorial Planning (6 krp.)

9. Iveta Šteinberga

Dr.env.prot.

Docent Basic work place

LU FGES Lectures (21%) – course Environmental Conditions in Spatial Planning (2 krp.)

10. Inga Vilka Dr.oec. Lecturer payed for hours(docent at the LU EMF)

Second work place

dMunicipal Consul-tancy Centre

Lectures (100%) – course Project Management (4 krp.)Lectures (100%) – course Urban and Rural Economic Development (2 krp.)Course Project in Spatial Planning (2 krp.) management

11. Ija Niedole Dr.sc.ing. Lecturer payed for hours(docent at the RTU APF)

Second work place

SIAImink

Lectures (56%) – course Thematic Structure Planning (2 krp.)Master’s Thesis (20 krp.) management

12. Sandra Treija

Dr.arch. Lecturer payed for hours(docent at the RTU FAUP)

Second work place

RTU Faculty of Architec-ture and Urban Planning

Lectures (25%) - course Society and Habitat (2 krp.)Course Project in Spatial Planning (2 krp.) management Master’s Thesis (20 krp.) management

13. Ineta Grīne M.geogr.,FGES doktor student

Lecturer Basic work place

LU FGES Lectures (25%) – course Geoinformatics in PlanningCourse Project (4 krp) and Master’s Thesis (20 krp.) Geoinformatics in Planning management

14. Silvija Meiere

M.iur. Lecturer payed for hours(lecturer at the LU FL)

Second work place

LU Faculty of Law, Constitu-tional Court of the LR

Lectures (100%) - course Legal Fundamentals in Spatial Planning (2 krp.)

15. Aivars Markots

M.geogr. Lecturer Basic work place

LU FGES Metodological management of the Geoinformatics in Planning modul (10 krp.) Lectures (50%) - course Geoinformatics in Planning (6 krp.)Course Project (4 krp) and Master’s Thesis (20 krp.)

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Geoinformatics in Planning management

16. Laila Kūle M.env.man.,FGES doktor student

Asistent Basic work place

LU FGES Lectures (33%) – course Thematic Structure Planning (2 krp.)Lectures (25%) – course Society and Habitat (2 krp.)Course Project in Spatial Planning (2 krp.) management

17. Gunta Lukstiņa

M. env. sc. and man.,FGES doktor student

Lecturer payed for hours

Basic work place

LU FGES Metodological management of the Project Management and Communication (6 krp.) and Territorial Planning (10 krp.) modulsLectures (50%) – course Sustainable Development and Spatial Planning (2 krp.) Practise in Regions “Types of planning Professioni” (2 krp.), Practise at Local Authority „Planning and Management at Local Authority” (6 krp.) and Practise in the Chosen Specialization (18 krp.) organizationCourse Project in Spatial Planning (2 krp.) management

18. Andris Roze M.arch. Lecturer payed for hours

Second work place

Consultantexpert in planning

Lectures (8%) – course Territorial Planning (6 krp.)Course Project in Territorial Planning (4 krp.) management

19. Marija Ābeltiņa

M.psih. Lecturer payed for hours

Second work place

Riga City Council Develop-ment Depart-ment

Lectures (100%) – course Social and Psychological Aspects of Planning (2 krp.)

20. Edgars Bērziņš

Dipl.archi-tect

Lecturer payed for hours(pract.doc. RTU)

Second work place

Office of Architect Edgars Bērziņš

Lectures (82%) – course Territorial Planning (6 krp.)Course Project (4 krp.) and Master’s Thesis (20 krp.) in Territorial Planning management

21. Uģis Kaugurs

Dipl.archi-tect

Lecturer payed for hours

Second work place

Arhitektu biroja Padēlis- Līns un Kaugurs direktors

Course Project (4 krp.) in Territorial Planning management

22. Andris Ločmanis

M.geogr. Lecturer payed for hours

Second work place

Riga City Council Develop-ment Depart-

Lectures (25%) - course Planning Theory: Ideas, Experience, Methods, Instruments (4 krp.)

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ment Lectures (25%) – course Geoinformatics in Planning (6 krp.)Course Project (4 krp.) in Geoinformatics in Planning management

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2.2. annexCurriculum Vitae of Academic Staff

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Dr. geogr., prof. Oļģerts Nikodemus CV

(Curriculum vitae)

Birth year: 1954Education:

1975-1981 Student in the Faculty of Geography, LU1995-1996 Doctoral student of the Faculty of Geography and Earth

sciences, LU 1994 Organized courses of the Environment Agency on the

environment impact assessment process, USAAcademic titles and scientific degrees:

1993 Master’s degree in Environmental science1996 PhD in Geography1997 Docent of the Faculty of Geography and Earth sciences, LU1998

20022005

Associated professor of the Faculty of Geography and Earth sciences, LUProfessor, LUCorresponding member/associate of the LSA

Employment:1997-1998 Docent of the Faculty of Geography and Earth sciences, LU1998-2002 Associated professor of the Faculty of Geography and Earth

sciences, LUsince 20022001 - 2007

since 2007

Professor, LUHead of the Department of Environmental science of the Faculty of Geography and Earth sciences, LU Dean of the Faculty of Geography and Earth sciences, LU

The most significant scientific publications and study literature:

1. Nikodemus O., Brūmelis G., Tabors G., Lapiņa L., Pope S., 2004. Monitoring of air pollution in Latvia between 1990 and 2000 using moss. Journal of Atmospheric Chemistry 49; 521-531.

2. Tabors G., Brūmelis G., Lapiņa L., Pospelova G., Nikodemus O., 2004. Changes in element concentrations in moss segments after cross – transplanting between a polluted and non – polluted site. Journal of Atmospheric Chemistry 49; 191-197.

3. Nikodemus O., Bell S., Grīne I., Liepiņš I. 2005. The impact of economic, social, and political factors on the landscape structure of the Vidzeme uplands in Latvia. Landscape and Urban Planning. V 70, Issues 1-2. pp. 57 – 67.

4. Sepp K., Jagomagi J., Kaasik A., Gulbinas Z., Nikodemus O., 2001. National Ecological Networks in the Baltic Countries //The NEBI Yearbook 2001/2002. Springer, NORDREGIO, pp. 103 – 122.

5. Bells S., Nikodemus O. 2000. Manual for forestry landscape planning and design. – Riga, State Forestry service, LTS International Ltd., page 75

Publications in scientific journals and collections of papers 72Conference thesis 41

Scientific research:

2005 – 2007 LSC Project No. 833/05.1508. “Factors leaving impact on the development of Latvian landscape structure and evaluation of landscape ecology” (project manager);

2006 Project No. 2005/2193 “Monitoring of the impact of air pollution on the vegetation” (project manager);

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2005 -2007 EU 6th framework project “European Coordination Action for Demonstration of Efficient Soil and Groundwater Remediation” (project executive);

2006 Project No. LVGMA 2006/9 “Monitoring of the impact of air pollution on ecosystems” (ICP –Integrated Monitoring) (project manager);

2006 – 2007 UNDP project No. 2193 – 110 “Elaboration of the landscape ecology plan of the North Vidzeme Biosphere Reserve” (scientific project manager).

Teaching work

Tution of Doctorate papers1. Tērauda E. migration of chemical elements in pine forest ecosystems.2. Penēze Z. Impact of the marginalization process on Latvian cultural landscape.3. Tērauds A. landscape ecology structure and changes in Latvia.4. Rasa I. Impact of the landscape structure changes on the biological diversity of the

territory.

Tution of Master’s and bachelor’s papers Master thesis tutor – 48 papers Bachelor’s paper tutor – 62 papers

Docent of the study courses:1. Soil geography (since 1992 Soil science) 3 credits2. Environment pollution 5 credits3. Land evaluation and register 3 credits4. Physical planning 4 credits5. Soil protection and utilization 4 credits6. Natural geography of Latvia 3 credits7. Environmental geography 4 credits

Additional information about professional work: 1. Council of the bachelor and master’s study programmes of geography – head of the council,

1995 – 2001;2. Council of the bachelor and master’s study programmes of geography – member of the

council since 2001;3. Council of the doctoral study programmes of geography – member of the council since 1995;4. Council of the bachelor study programme of Environmental science – head of the council

since 2001.5. Latvian Scientific Council 4th NEK - expert since 2007.6. State research programme of the Ministry of Education and Science- expert in 2006.

10.04.2008. O.Nikodemus

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CV of Valdis Segliņš (Curriculum vitae)

Birth year 1958

Education:1976-1981 St. Petersburg Mountain University. Faculty of geological research, student

Academic titles and scientific degrees: 1981 Geologist- mountain engeneer1987 Candidate of geology and mineralogy science1993 Lecturer CESAMS, LU 1992 PhD in geology science1997 Docent2001 Associated professor /sub-field: Quarternary geology and geomorphology2007 Professor, LU / sub-field: applied geology

Employment:1981-1989 Expedition on complex geological reserach, geologist, senior geologist1989-1990 Nature protection committee, head of the ecological expertise administration1990-1993 Environment protection committee, first deputy of the chairman1993 Ministry of State Reform, state secretary1993-1996 CESAMS, Latvian University, deputy of the director, lecturer

1997-2001 Latvian University, docent2001-2007 Latvian University, associated professor2007-pašlaik

Latvian University, professor

1996- pašlaik

Geo Consultants Ltd, consultant

The most significant scientific publications:- Segliņš V. Halocens’ aqueous stratigraphy in Latvia and interregional correlation. Riga,

Elpa-2, 2001, p 191.- Segliņš V. Diagram catalogue of halocens’ aqueous spores and pollen in Latvia. LU,

Riga, Elpa-2, 2001, p 528.- Segliņš V. Diagrammes of halocens’ spores and pollen in Latvia. LU, Riga, Elpa-2, 2001,

p 95.- Segliņš V. Resources of earth entrails. Riga, RaKa, 2007, p 380.

Total number of publications – 154; including 59 scientific publications, 31 scientific conference thesis, 9 other scientific articles, a number of other articles.

Scientific research: Research on quarternary aqueous structure and stratigraphy, territory planning and management, mineral deposits and their extraction.

Academic courses (currently read):

Study programme / Study course Credits

Bachelor of geology, s.p.Quarterny geology 3Tectonics 4

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Regional geology of Eurasia 4Applied geology 3Geological mapping 3Master of geology, s.p.Quarterny paleogeography and stratigraphy 4Regional tectonics 6Halocens 4 (together with doc. L. Kalniņu)Quarterny geological mapping 8Dynamical systems of earth 2 (together with doc. Ģ. Stinkuli)

Doctor of geology, study programme corses

Additional information about professional workOther significant experience: Participation in research projects (currently):

Projects Implementation Financing authority

1. LSC support grant for fundamental science No.08.2152 „Research of rock filtration characteristics in situ conditions”

2008 LSC

Participation in professional/public organisations:1994 – International Union of Hydrogeologists1995- US National Geographic Society1996 – Estonian Union of Geologists1995 – Baltic Stratigraphic Association1997 - Latvian stratigraphy Commission

Riga, 05.04.2008. / V. Segliņš/

108

Dr.geogr. assoc. prof. Zaiga KrišjāneCV

(curriculum vitae)

Birth year: 1963Education:

1982-1987 Student in the Faculty of Geography, LU1987-1990 Research student in the graduate course in the Faculty of

Geography, LU1992-1993 Student in Freiburg university, Germany05.1995 Ph.D. study course of city geography, university of

Helsinki

Academic titles and scientific degrees:

1994 Master in geography1998 PhD in geography (doctoral dissertation- “ Research on

territorial differences of life quality in Latvia”)1998 Latvian University, docent20012007

Latvian University, associated professor Latvian University, professor

Employment:1984-1987 Laboratory assistant, LSA Institute of Economics1990-1998 Lecturer, Human geography division, LU 1998-2001 Docent, Human geography division, LU 2001-2007Kopš 2007

Associated professor, Human geography division, LUProfessor, Human geography division, LU

Kopš 1999 Head of the Human geography division

The most significant scientific publications and study literature:1. Geographical mobility of workforce (2007), Krišjāne Z, Eglīte P., Bauls A, Lulle A. and

others. Riga: Latvian University, 240 2. Krišjāne Z., Bauls A. (2006). Regional features of migration in Latvia // Demographic

situation: present and future. Commission of Strategic Analysis 2(8). Riga: Zinatne, p. 134-153

1. Krišjāne Z., Bauls A. regional features of migration in Latvia // Demographics now and tomorrow. Commission of strategic analysis. Research papers 3(4) / 2005. Riga, Zinatne,2005, p. 130-148

2. Krisjane Z. Latvia: a centre oriented country in transition. // Muller B., Finka M., Lintz G. (eds.) Rise and decline of industry in Central and Eastern Europa. Berlin, Heidelberg, New York: Springer, 2005- p.131-153.

3. Krisjane Z., Bauls A. Changes in pattern and new migration trends in Latvia // Ishikawa Y., Montanari A. (eds). New geography of human mobility- inequality trends? Roma: IGU-Home of Geography, 2003, p.169-183.

4. Bauls A., Krišjāne Z., Vilciņš A. Changing patterns of population mobility in Latvia. // Ģeogrāfiski Raksti/ Folia Geographica, 2004, No. 12, p 66- 74.

5. Krišjāne Z., Vanagas J., Noorkoiv R., Staniunas J. Planning Urban Systems in Sovjet Times and in the Era of Transition: the Case of Estonia, Latvia and Lithuania // Geographica Polonica. 2002 Vol 75, No.2. - p. 75-100.

Publications in scientific journals and collections of papers 43Conference thesis 26

109

Scientific research:1999 – 2001 The Future of Old Industrialized Cities and Regions Undergoing

Structural Changes (EU Interreg IIC programme)1999-2000 Socioeconomic and Political Mechanisms of Population Migration in

the Republics of the Former Soviet Union (RSS Open Society)2002-2004 Medium Sized Cities in Dialogue Around the Baltic Sea / MECIBS

(EU Interreg IIIB project)2004-2007 „COMMIN – Promoting Spatial Development by Creating

COMmon MINdscapes” (EU Interreg IIIB project)2005-2007 Project of European Union structural funds national programme

“labour market research”, research of the Mnistry of Welfare „Geographical mobility of workforce”

Member of the Programme committee and Action committee in the international conference - “Nordic – Baltic Sea Region on the Eve of 21st Century”; Riga, 4-7.10.2000.

Member of the Programme committee and Action committee in the international conference “Regional Integration and Transition in the Baltic Rim”, Ystad (Zviedrija), 2-5.10.2002 Member of the Committee of III Latvian Geographers’ congress, Riga, 5-6.11. 2004

Academic courses: Economical Geography B.daļa 4 kredītp. Introduction in Regional Geography (together with

I. Strautnieku)A daļa 3 kredītp.

Global Regional Geografy (Asia) A.daļa 4 kredītp. Regional Geography I B daļa 4 kredītp. Regional Geograhy I I A.daļa 4 kredītp. Globalizasion and Development (together with

L.Kūle)A daļa 4 kredītp.

Continental Geography I (together with B.Saltupi) A.daļa 4 kredītp. Current Global problems (together with A.Briedi) B daļa 4 kredītp. Latvias - Baltic Sea Region States Geography Society and Habitat

B daļaA daļa

2 kredītp.2 kredītp.

Additional information about professional work: LU FGES Member of the Council2000-2006 Secretary of LU Geography doctorate councilSince 09.2006 Deputy of the chairman of LU Geography doctorate council Since 2004 President of Latvian geography associationSince 1999 Member of the editorial board and editor, Ģeografiski Raksti / Folia

Geographica

07.04.2008. Z.Krisjane

110

Pēteris Šķiņķis CV

(Curriculum vitae)

General informationPersonal code 160661-10015; Address (official and factual),Telephone; e-mail Antonijas str. 15-11, Riga, 7333826, 29107612 [email protected];Foreign languages English, Russian

Education:1979-1984 Latvian University, Faculty of Geography, student1989-1992 Latvian University, Faculty of Geography, doctoral student

Academic titles and scientific degrees:1993 Master’s in Geography1994 Lecturer1999 PhD in Geography2000 Docent2001 Associated professor/sub-field: applied geographyEmployment:1983-1988 Expedition on complex geological reserach, senior technologist,

geologist 1989-1992 Latvian University, doctoral student1992-1993 Supreme Council of the Republic of Latvia, consultant

Latvian University, research associate1994-2000 Latvian University, lecturer, head of the Regional planning laboratory

(since 1996)2000-2008 Latvian University, docent, associated professor, head of the

geography division1996-2008 Regional Study Centre Ltd, Regional Research and Planning Centre

Ltd, director, consultant

The most significant scientific publications:Šķiņķis P., Vilka I. 2004. Geographical space and development; understanding, general situation,

policy. Various Latvia: parishes, counties, cities, districts, regions. Evaluation, perspectives, visions. Latvian Statistics Institute, State regional development agency. Riga, 16- 34

Šķiņķis P., Cheburashkin M., kublačovs A., Brodin A., 2002. Russian transit in the Baltic Sea Region: A Latvian perspective.//Published in “Russian transit trade in the Baltic Sea Region”, edited by Alf Brodin, centre of European Research – CERGU, Goteborg University.- Gothenborg, Sweden, pp.1-14.

Šķiņķis P. 1999. Territories and territorial strategies in Latvia. LU, Riga, p. 1-61.Šķiņķis P., Šķiņķe I. 1997. Reflection of the regional policy in the development of economical

regions in Latvia (1950-1970). – Latvian Archive 1997 (IV), p. 38-47.Šķiņķe I., Šķiņķis P. 1997. Reflection of the regional policy in the light of the administrative

territorial changes in years 1940-1956. - Latvian Archive 1997 (1), p. 46-57.

Scientific research: Regional policy and regional development in Latvia; Formation and development of administrative territorial division in Latvia; Changes of the social structure in Latvian cities and country.Total number of publications – 58, including 16 scientific articles, 23 scientific conference theses, 1 scientific publication of a different character, 18 other publications.

111

mailto:[email protected]

Academic courses:

Courses of the Bachelor’s study programme

2007- Nature and environment geography of Latvia2007- Population geography of Latvia2007- Regional geography of Latvia2007- Territory development resources and planning

Courses of the Master’s study programme

2007- Political and social geography2007- Planning theory

Courses of the Doctoral study programme

2000-2007 Conduct and behaviour geography2007- Regional geography2007- Integration in geography

Tution of Doctorate and Master’s papers (in last 6 years):7 doctoral students; 18 master’s students

Elaboration of the study courses (subjects) and programmes (in last 6 years):Elaboration of 8 new study courses; elaboration of the professional master’s study programme “Planning of Spatial development” (2007)

Leading of the higher education institution, faculty, institute, group of professors, division, laboratoryHead of the FGES Geography department, LU; Head of the FGES Regional planning laboratoryMembership or leading of the scientific and academic commissions or collegiate institutionsHead of the Geography study programme council; Member in the FGES Council, LU

Management and participation in research projects (in last 6 years):

Work in professional/public organisations:IALE (International Association of Landscape Ecology), member of the work group on the Research of the Environment development progress – since 1993; AESOP (Association of European Schools of Planning) member – since 1997; member of the board of Latvian Geography Association – since 1993; member of Association of Latvian Territory Planners – since 1997

Riga, 03.03.2008. P.Šķiņķis

112

Dr. habil.chem., assoc. prof. Magnuss VircavsCV

(curriculum vitae)

Year of birth: 1945Education:

1964-1972 Student in the Faculty of Chemistry, LU1980-1983 Post-graduate course in the Institute of Inorganic Chemistry,

LSA Academic titles and scientific degrees:

1980 Candidate of Chemistry science1993 Doctoral degree in physics, Dr. phys.1998 Dr. habil. chem. (Gdansk Technical university, Poland)20002001

Docent of Latvian UniversityAssociated professor of Latvian University

Employment:1972-1975 Engineer in the Institute of Physics of SA, Latvia, SU1975-1978 Post graduate student in the Institute of Inorganic Chemistry,

LSA1978-1988 Junior, senior and chief research associate in the Institute of

Inorganic Chemistry, LSA1988-1992 Head of the laboratory, Institute of Physics of LSA, Neutron

activisation analysis laboratory1992-1994 Deputy of the director and head of the laboratory; LSA

Nuclear research centre, Neutron activisation analysis laboratory

1994-1998 Director, Administration of the environment state expertise of the Ministry of Environment protection and regional development of the Republic of Latvia

1999-2000 Education methodologist, docent, Environmental science and administration study centre, LU

2000- Docent, associated professor, the Faculty of Geography and Earth sciences, Environmental science department, LU


1. Vircavs M. Environment impact assessment. Riga: High School of Business Administration “Turība”, p 125.

2. Vircavs M. Environment, impacts and assessment. Principles and analysis. Riga: High School of Business Administration “Turība”, 248.

3. Vircavs M., Stādere M. (2006) Quality of the environment impact assessment social economical part as the guarantee for the implementation of economically significant projects. Intern. Conf. opportunities and Problems of Economic Development, Rēzekne, 478-483.

4. Environmental science. English- Latvian explanatory dictionary. Edited by R. Ernštein and R. Jūrmalietis. Riga, 2000, p 135 (co-author)

5. Kļaviņš M. (edit.), Nikodemus O., Segliņš V., Melecis V., Vircavs M., Āboli’na K. (2008), Environmental science, Academic supply, p 599.

Publications in scientific journals and collections of papers 45Conference thesis 84Scientific research:

113

1972-1994 Concentration of microelements with organic disulphides, elaboration of analysis methods of environment sample neutron activation and usage of them in the evaluation of environment quality

1994- Environment administration, research in the field of impact on the environment and strategic evaluation, social economical evaluation

Academic courses:Environment impact assessment Part A 2 creditsEnvironmental policy and administration Part A 2 creditsEnvironmental administration Part A 4 creditsIntroduction in environmental chemistry Part A 3 creditsEnvironmental chemistry Part A 3 creditsBasics of natural sciences. Chemistry Part B 4 credits

Additional information about professional work:

Member of the FGES Council, LU2001- Expert of the environment impact assessment and strategic assessment

09.04.2008. M.Vircavs

114

Dr.eng. assoc. prof. Ivars Kudreņickis CV

(curriculum vitae)

Year of birth: 1963.Education: 1981.-1986. Studies in the Faculty of Physics and mathematics, LUAcademic titles and scientific degrees:

1999. Associated professor of Latvian University (0.5 load)1998. Doctoral degree in engineering (attributed by Latvian SA) 1993. Master’s degree in physics (LU)

Employment:1986-1991 Engineer in LSA Institute of Physics1991- 1992 Junior research associate in LSA Institute of Physics,

Laboratory of high temperature superconductors 1992. assistant in LSA Nuclear research centre,

Laboratory of high temperature superconductors 1993-1996. specialist in LU Environmental science and administration

study centre1996.-1999. Teacher in the Environmental science and administration

centre, LU1999 – 2005. Associated professor in the Faculty of Economics and

administration, LU Institute of Environmental science and administration (principal work, 0.5 loads)

Since 03.2006 associated professor, odd job (0.5 load) LU EAF ESRI1994 -2006 specialist, senior specialist, researcher (0.5 loads)

Physical Power Institute, laboratory of Energy system optimisation

Since 03.2006 researcher in the principal work, Physical Power Institute, laboratory of Energy system optimisation

.The most significant scientific publications

1. G.Klāvs, I.Kudreņickis, M.Krug. „Assessment of the Policy of Sustainable Biomass-Based Heat Energy Supply at the Municipal Level” // Latvian J.of Physical &Technical Sc., No 1, 2008, p. 13

2. G.Klavs, I.Kudrenickis, J.Rekis. „RES Integration for Increasing of Energy Supply Security in Latvia: Environmental and Economical factors” // Proceedings of Int. conf “New Energy Externalities Developments for Sustainability Forum 2 Energy Supply Security – Present and Future Issues”, Krakow, 05.-06.07.2007, pp.168-187 and website http://www.needs-project.org

3. G.Klāvs, M.Krūgs, I.Kudrenickis. „How to develop the intelligent energy supply sustem in your municipality: Guide for builders of the municipality heat supply developemnt policy” // Physical Power Institute, Riga, 2007, p. 57.

4. I.Kudrenickis, R.Ernsteins, J.Kaulins & N.Kadikis “Environmental information and indicator systems for sustainable coastal development in Latvia” // In: “Geographic Information Facilities Supporting Access to Environmental Information: Materials of International workshop in Turku, Finland, 05-06 October 2006”, Turku University Department of Publications B, Nr.9, pp.18-27

5. R.Ernšteins, I.Kudreņickis, J.Kauliņš. “Integrated environment administration: sustainable development of coastline// int. conf. “Environmental science and education in Latvia and Europe”, in the framework of organized UN decade “Education for sustainable development”, Riga, 08.-09.02.2007 collection of papers, RTU press, p.58-60

6. I.Kudrenickis & E.Lagzdina. "Interactive public involvement into local level planning” // In: W.Leal Filho, D.Dzemydiene, L.Sakalauskas and E.K.Zavadskas (eds.). “Selected Papers of the 4th Int. Conf. "CIGSUD2006 - Citizens and Governance for Sustainable Development",

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Sept. 28-30, 2006, Vilnius, Lithuania”, Vilnius Gediminas Technical University Press “Technika”, 2006, p.72-77

7. G.Denafas, D.Sitnikovas, A.Galinis, I.Kudrenickis, G.Klavs, R.Kuusik. Predicting CO2 and SO2 Emissions in the Baltic States through Reorganization of Energy Infrastructure // Environmental International (Elsevier Ltd.), vol.30, issue 8, October 2004, p.1045-1053.

8. I.Kudrenickis, V.Bisters, A.Builevics, R.Ernšteins, G.Strēle - Birzniece. Manual Thinking Tools for Municipal Development Planning // Environmental Research, Engineering and Management (Lithuania, ISSN 1392-1649), No 1 (27), 2004, p.95-101.

9. G.Denafas, V.Revoldas, A.Žaliauskiene, R.Bendere, I.Kudrenickis, U.Mander, T.Oja, L.Sergeeva, A.Esipenko. “Environmental Consequences of the Use of Biomass and Combustible Waste in the Baltic Region”, Latvian Journal of Physics and Technical Sciences, 2002, No 2, pp.24-44.

10. I.Kudrenickis, R.Ernšteins, V.Bisters, G.Strēle, A.Builevics, I.Lakute. Elaboration of sustainable development indicators and action programme for municipality proposed by local society. // Volume: M.Kļaviņš, P.Cimdiņš (red.) “Sustainable development in Latvia: 10 years since Rio meeting and 10 years of Independence of Latvia’’, Latvian University, Riga, 2002, p.128-156.

11. I.Kudrenickis. “Environmental Protection Instruments in Latvian Energy Sector”. In: World Energy Council Regional Forum: Central and Eastern European Policies, Markets and Technologies for the 21st century, 16-18 September, Vilnius, Forum Proceedings, Lithuanian Energy Institute, Kaunas, 1999, pp. 258-268 (ISBN 9986-492-54-8).

Publications in scientific journals and collections of papers 34Conference thesis 13Other 12

Additionally to given publications in environmental science there are also more than 20 publications in physics (articles, materials of International Atomic Power agency, conference materials and thesis, mostly in years 1986-1992, working in LSA Institute of Physics)

Scientific research:1986.-1992. Magnetic and structure characteristics of ultra disperse magnetic and super conduct

particles. 1993.-1996. Methods of system analysis. Interactive methods in the study process 1996 - Methodology of environment planning. Environment planning in municipalities.

Planning of sustainable development on local level. Methodology and indicators of development evaluation.

1994- Integrated researches in power and environment sectors.

Academic courses:Master’s study programme „Environment administration”• Paradigm of Environmental science and administration Part A 1 credit

from total 3 credit points • Environment planning and municipality development Part A 4

credits • Nature resource administration Part A 2 credits

from total 6 credit points• Environment administration: power economy and air protection Part B 2 credits• Course project tuition in the framework of municipal environment policy course

„Environment policy and balanced development” Part A 2 credits from total 6 credit points

• Course project tuition in the framework of municipal environment administration course„Environment administration systems” Part A 2 credits from total 6 credit points

• Seminars on problematic issues (group of teachers) in the courses „System Analysis of environment I, II, III” Part A 2 credits from total 6 credit points

Professional master’s study programme “Administration of environment resources”• Planning of environment and administration systems Part A 1.5 credits

from total 3 credit points

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• Environment resources and their administration Part A 1 credits from total 4 credit points

• Prevention of pollution and treatment technologies Part B 1 credits from total 2 credit points

Professional master’s study programme „Planning of spatial development”• Sustainable development and spatial planning Part A 1 credits

from total 2 credit points • Thematic structural planning Part A 1 credits

from total 2 credit points Doctoral study programme „Environmental science”• Theoretical and methodological problems of environment

administration Part A• Methodological seminars for the preparation of the research report

Additional information about professional work: • Approved expert by the Latvian Science Council in the field “Environmental science’’ sub-field

“Environmental administration’’ (LSC decision No.2-4-3, 29.03.2005.)• Member of the Environment Consultative Council of the Ministry of Environment of the

Republic of Latvia (2004 - 2006)• Expert evaluating project applications in EU environment project financing programme LIFE-

Environment 2000-1 (2001), European Commission programme Phare grant scheme environment projects, years 2002-2003 and 2005, and EU Social fund grant scheme projects in years 2004-2006.

29.01.2008. I.Kudreņickis

117

Dr. geog., doc. Elga ApsīteCV

(curriculum vitae)


1994-1998 Doctoral student of the Faculty of Geography and Earth Sciences, LU

1990-1991 Post-graduate course in Environment protection, the Faculty of Geography and Earth Sciences, LU

1985-1990 Student of the Faculty of Geography and Earth Sciences, LUAcademic titles and scientific degrees:

1999 Docent1999 Doctor of the Geography science1997 Master’s degree in Environmental science

Employment:Since 2000 Docent, the Faculty of Geography and Earth Sciences, LU2000-2003 Latvian environment Agency, deputy of the head of the

Statistics data department, head of the data basis1997-2000 Senior laboratory assistant, lecturer, the Faculty of

Geography and Earth Sciences, LU1999 Docent, High School of Business Administration “Turība”,

faculty of International Tourism, Tourism department1998-1999 Researcher, Institute of Geodesy and geoinformation, LU1995-1997 Editor, correspondent, layout designer, Periodical Bonier

Ltd, Dienas Bizness1991-1997 Secretary, the Faculty of Geography and Earth Sciences, LU


1. Apsīte E., Indriksons A. (2007) Quantification of nutrient loads from diffuse and point sources into inland surface waters in Latvia. Proc. of Latv. Acad. Sci., B 1/2:61, 59-65.

2. Bilaletdin, A., Frisk, T., Kaipainen, H., Paananen, A., Perttula, H., Kļaviņš, M., Apsīte, E. Zīverts, A. (2004) Water Protection Project of Lake Burtnieks. The Finnish Environment: 670, Pirkanmaa Regional Environment Centre, Tampere, pp.91.

3. The Baltic Marine Environment 1999-2002. Baltic Sea Environment Proceedings No. 87. (2003) Helsinki Commission. Baltic marine Environment Protection Commission. Erweko Painotuote Oy, Helsinki, Finland, pp.48 (Andersin A. B., Aigars J., Alenius P., Apsite E. etc.)

4. Zīverts, A., Apsīte E. (2001) Mathematical modelling of the discharge for cathment areas of the Lake Burtnieks and the Lake Lubans. Geographical articles (Folia Geographica) IX. Krauklis, A. (edit.), Association of Latvian Geography (Societas Geographica Latviensis), Riga, p. 11-19.

5. Apsīte, E., Kļaviņš, M. (1998) Assessment of the changes of COD and color in rivers of Latvia during the last twenty years. Environment International, 24, 637-643.

6. Apsīte, E., Kļaviņš, M. (1997) Sources, flows and sinks of organic matter in aquatic environments. Proc. of Latv. Acad. Sci., B 3/4:51, 133-142.

7. Apsīte, E., Rozīte M., Krišjāne Z. (1996) Geography for tourism education. Methodological tool, ministry of Education and science of the Republic of Latvia, Riga, p126.

Total number: 41Publications in scientific journals and collections of papers, popular- science articles 19Conference thesis 22

Scientific research:

118

2006-2009 State national research programme: Climate change impact on water environment of Latvia, Riga

2004-2008 Discharge of biogenic elements from small rivers not included in Latvian environmental monitoring, Riga

2004 River basin description. Assessment of the anthropogenic loads on the underground and surface waters. Economical analysis, Riga.

2002 Elaboration of the evaluation scheme of investments in water economy. Jūrmala.

2002 Assessment of the state statistical overview on the water usage correspondence to international (EUROSTAT, European Environment agency and HELCOM) requirements, Riga.

2001-2002 Assessment of the pollution load of the Baltic Sea for the fourth summary of the territory of Latvia (HELCOM PLC-4), Jūrmala.

2001-2003 land transformation impact on discharges of the biogenic elements in rivers of Latvia, Riga.

2000 Monitoring and elaboration of the assessment method to determine pollution load on the Baltic Sea (HELCOM PLC-4), Jūrmala.

2001-2003 Lielupe River Watershed management Demonstration Project (USA-Lithuania-Latvia)

2002 Model based tools for setting emission standards (Denmark – Latvia)2000-2001 Water Protection Project of the Lake Burtnieks (Finland – Latvia)

Academic courses:HydrologyClimate and surface waters of LatviaWater resources and factors leaving impact on themManagement of the water resourcesHydrometrics and hydrology of the surface waters

Additional information about professional work: Latvian Geography Union, member Association of North state Hydrology, member UNESCO of Latvia, member Participation in work groups of the Ministry of Environment of the Republic of

Latvia in elaboration of environment legislation in water sector and work in the Council of Water Resource Utilization

Coordinator in Latvia and member of the expert groups of HELCOM PLC and MONAS programmes, EUROSTAT and European environment agency.

01.02.2008. E.Apsīte

119

Dr. geogr., docent Inese StūreCV

(curriculum vitae)


1985-1990 Student of the Faculty of Geography and Earth Sciences, LU1994-1997 Master’s student of the Faculty of Geography and Earth

Sciences, LU1999-2004 Doctoral student of the Faculty of Geography and Earth

Sciences, LUAcademic titles and scientific degrees:

1997 Master’s degree in Geography science2003 Lecturer, Latvian University2005 Doctor of the Geography science2006 Docent, Latvian University

Employment:1992-2003 State cultural monuments protection inspection, Chief state

inspector of Preili district1994 Lecturer, Daugavpils Pedagogical University1998-2001 Lecturer, High School of Vidzeme2003-2005 Lecturer, the Faculty of Geography and Earth Sciences,

Geomorphology and geomatics department, LU2005- Docent, the Faculty of Geography and Earth Sciences,

Human Geography department, LU


1. Stūre I. Individual responsibility and membership in the protection of cultural and nature heritage: situation in Latvia// news of Latvian Academy of Sciences, part A. Social and arts, 58(1), 2004, p. 10-20.

2. Stūre I. Effectiveness of the architecture monument protection in Latgale// news of Latvian Academy of Sciences, part A. Social and arts, 58(3), 2004, p. 42-59.

3. Stūre I. Protection of cultural and nature heritage and development planning, Riga, LU supply, 2004, p. 194.

4. Stūre I. Selfevaluation of the regional culture identity of Selia// news of Latvian Academy of Sciences, part A. Social and arts, 59(1), 2005, p. 17-29.

5. A. Melluma, I. Stūre, A. Zariņa. Culture landscape as reference source: I Letonic Congress, 24-25 October, 2005, Riga, LSA. Accepted for publication in the congress thesis volume.

6. A. Melluma, I. Stūre, A. Zariņa. Landscape as heritage: research and protection problems in Latvia.// news of Latvian Academy of Sciences, part A. Social and arts, 60(6), 2006, p. 4-25.

7. J. Paiders, I. Stūre. Relation between spread of cultural heritage and indicators of regional development: case of Latgale region (Latvia). Research for Rural Development 2007: International Scientific Conference Proceedings. Jelgava, Latvian Agriculture University, 2007, p. 271-278.

Total number of publications – 10, including 2 conference articles, 4 conference thesis and 1 monograph.

Scientific research:No. 2007 LSA project “nature and human ecology in the spatial and typological structure of landscape in Latvia”.

Academic courses:Geography of Baltic-Scandinavian region (2003-2007) Part B 3 credits

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Geography of Latvia (together with assoc prof. P. Šķiņķis) Part A 4 credits(2004-2007)Cultural geography (since 2004) Part B 3 creditsIntroduction in geography studies (since 2007) Part A 4 credits

Additional information about professional workDirector of the Geography bachelor’s study programme

Riga, 03.03.2008. I.Stūre

121

Dr. ģeogr., doc. Iveta ŠteinbergaCV

(curriculum vitae)

Year of birth: 1975. Education:

1993.-1999. Student of Riga Technical University, The Faculty of Chemical technologies

2003.-2007. Doctoral student of the Faculty of Geography and Earth Sciences, LU

Academic titles and scientific degrees:1997. Bachelor’s degree in Engineering science, chemical

technologies1999. Master’s degree in engineering science, environment

engineering 2007. Doctor of the Geography science, environment

engineering, Dr. geogr.2008. Docent, The University of Latvia

Employment:1997.-2002. „Ekosoft”, Ltd. chemist2002.-2006. Agency of Environment, geology and meteorology of

Latvia, chief specialist 2005.-2007. The FGLS, LU scientific assistant

Modelling of nature and environment processes, Manager of laboratory

2006.-2007. Agency of Environment, geology and meteorology of Latvia,Monitoring and information department, manager of the department

2008. The FGLS, LU, docent Modelling of nature and environment processes, Manager of laboratory

The most significant scientific publications and study literature:1. Steinberga I., Kleperis J. (2004) Urban air pollution: input from car parking places. In

proceed., ISBN − 85312 − 716 − 7, 851 − 859.2. Steinberga I., Lizuma L. (2004) Air quality modelling in Latvia. Environ. Model.

Softw. Special issue, 3, 1225 − 1228.3. Osite A., Steinberga I., Kleperis J., Vīksna A. (2005) Analysis of PM10 monitoring

results in Riga in connection with origination sources. In proceedings, 1, ISBN 3 − 902465 − 16-6, 353 − 362.

4. Steinberga I. (2006). PM10 pollution analysis and forecasting in Riga, Latvia. In proceedings: Air quality in Eastern Europe. A review of measurement and modelling practices and needs. ACCENT secretariat, 163-166.

5. Šteinberga I. (2007). Master’s study course in the FGLS, LU Modelling of nature and environment processes. The course prepared for studies in e-environment using MOODLE tool.

Publications in scientific journals and collections of papers 4Conference theses 16

122

Scientific research:1997.-2002. Composition of pollutant substances in atmosphere from different emission

sources2002. Calculation methods and comparative analyses for the emission of pollutant

substances. Purchase agreement EI-15/2002 between the Ministry of Environment Protection and Regional Development and “EKOSOFT”, Ltd.

2002.- Modelling of pollution level in atmosphere, monitoring and analyses of results.

2003.- Complex analyses of pollution in atmosphere and meteorological parameters. 2005.- Calculation and cartography of critical pollution levels (environment

eurotrification and acidifying) towards forest ecosystems in Latvia2006.- Forecasting of pollution of hard particles, content of sprays in atmosphere and

creation of microclimate.

Academic courses: Modelling of nature and environment processes Part A 4 credits Environment pollution

(only as regards atmospheric pollution) Part A 6 credits. Data analyses in environment and land science

(Assistant in practical training) Part A 4 credits.Environment conditions in spatial planning (individual lectures and practical work) Part A 2 credits.

Additional information about professional work: International cooperation programmes Modelling and Mapping, Contact person in Latvia

European Environment Agency, Air quality, contact person in Latvia

Convention of the United Nations on cross border transfer of hemispheric pollution, Contact person in Latvia

17 April 2008 I.Šteinberga

123

Dr.oec., Inga Vilka (curriculum vitae)

Year of birth: 1968 Education: 1987 -1994 University of Latvia

Faculty of Management and Economics InformationBachelor’s degree in Business Administration – International Economics Relationships

1994-1996 University of LatviaFaculty of Management and Economics InformationMaster’s degree in Public Administration

1998-2004 University of LatviaFaculty of Economics and ManagementDr.oec. in Public Administration

Academical title and scientific degree

2004 Dr.oec.2005 Assistant professor of the University of Latvia

Occupation:1996-1998 Marketing manager, consultant, trainer

Riga Enterprise Support Centre1998- 2005 Public Administration department lecturer

University of Latvia, Faculty of Economics and Management2005- Public Administration department assistant professor,

University of Latvia, Faculty of Economics and Management1998-2000 project manager for local government projects

“Blezurs – consultancy bureau” Ltd.2001- director

„Municipal Consultancy centre” Ltd.

Most significant publications and text books:1. Vanags E., Vilka I. Local Governments in Latvia //Tamas M. Horvath (Ed.)

Decentralization: Experiments and Reforms: Local Governments in Central and Eastern Europe, volume 1.- Budapest: Local Government and Public Service Reform Iniative, 2000.-P.115-164.

2. Vilka I., Pukis M., Vanags E. Country Report – Latvia. Indicators of Local Democracy in Latvia //Gabor Soos, Gabor Toka, Glen Wright (Eds.). The State of Local Democracy in Central Europe. - Budapest: Open Society Institute, 2002. – P.107-179.

3. Vanags E., Vilka I. Local Governments and Their Development. Riga: University of Latvia, Association of Local and Regional Governments of Latvia, 2005. – 382 pages (in Latvian)

4. Vaidere I., Vanags E. Vanags I., Vilka I. Regional Policy and Development of Local Governments in EU and Latvia. Riga: University of Latvia, 2006 (in Latvian)

Articles in the science magazines and publications 18Thesis in the conferences 7

Research activities:

124

2001- City marketing2003-2006 Evaluation of regional development tools

2006- Monitoring and evalaution of local development strategies 2001- Local finances

Acadamical courses:

Local governments part A 4 KP Project management part A 4 KP Local governments in Europe and Latvia part B 2 KP Local government organizations and economics part C 2 KP 5. Economical development of cities and rural areas part B 2 KP

Additional professional activities:

2001 Substitute member in Group of Independent Experts on the European Charter of Local-Self Government

01.03.2008. Inga Vilka

125

Dr.sc.Ing., doc. Ija NiedoleCV

(curriculum vitae)

Year of birth: 1939.

Education: 1956.– 1961. Student of Moscow Construction Engineering Institute, The Faculty of

Construction and Economy, diploma of engineer – transport planner (Dipl.Ing.)

1972. – 1976. Post graduate studies in Moscow Construction Engineering Institute

Academic titles and scientific degrees:1978. Candidate of technical sciences. Dissertation “Town planning, regional

planning, landscape architecture and planning of settlements” 1993. Doctor of engineering sciences (dr.sc.Ing.)

Riga Technical University2004. – 2006. Docent in Riga Technical University

Employment:1961. – 1972. Designing institute “Town project”, chief engineer of Town planning

workshop, leader of Transport planning group1976. – 1992. Designing institute “Town project”, chief engineer of projects in Town

planning workshop, project manager 1992. – “IMINK”, Ltd. project manager

The most significant scientific publications and study literature:Years 2001-2005:

1. I.Niedole “Problems and solutions in Kr. Valdemāra street in Riga”, presentation in scientifically practical seminar Traffic problems and their solution in Riga.

2. I.Niedole “Maintenance programme of street network in Riga” presentation in scientifically practical seminar Traffic problems and their solution in Riga.

3. I.Niedole “Problems of transport infrastructure development in town planning”, presentation in the Congress of World Latvian scientists.

4. I.Niedole “Location of bridges in Riga”, presentation in scientifically practical seminar Traffic problems and their solution in Riga

5. I.Niedole “Transport problems and their solution in Riga historic centre”, “Duration of journey in passenger traffic in Riga”, presentation in scientifically practical seminar Traffic problems and their solution in Riga

14 publications in total

Scientific research: 1. “Conservation and development plan of Riga historic centre”, research

“Transport development plan”. 2. Survey on existing situation with traffic infrastructure in Riga and proposals for

perspective traffic scheme, Riga territorial plan 2006 – 2018. 3. Research and forecasting of transport flows related to intensification of territory

and buildings under construction towards existing and perspective transport infrastructure (including left bank of the river Daugava – Daugavgrīvas street,

126

dam Raņķa, Vienības avenue, Krasta street, streets Skanstes – Hanzas, double of Brīvības street, the South bridge and other adjusting territories).

Academic courses:

a. Territory landscaping and transport A daļa 2 crp. (RTU), b. Thematic structure planning (part 1.krp.) A daļa 2 crp. (LU).

Additional information about professional work: Member of the Union of Construction Engineers of Latvia, Deputy of the section Architecture and city planning

12 October 2006 Ija Niedole

127

Dr. arh., doc. Sandra TreijaCV

Year of birth: 1966. Education: 1986. – 1992. Student of Riga Technical University,

The Faculty of Architecture 1994. – 1997. Master’s studies in Riga Technical University,

The Faculty of Architecture 1998. – 2002. Doctor studies in Riga Technical University,

The Faculty of Architecture Academic titles and scientific degrees:

1997. Master of Architecture2001. Lecturer in Riga Technical University 2006. Doctor of Architecture Dr.arch.2007. Associate professor in Riga Technical University

Employment:1993. – 1997. Individual practice as an architect1997. – 2001. Architect – planner, project manager

City Development department in Riga City Council, City planning office,

1998. – 2001. Assistant in architecture design, RTU The Faculty of Architecture and town planning Department of Architecture design and town planning

2001. – 2007. Lecturer, RTU the Faculty of Architecture and town planning Department of Architecture design and

town planning 2001. – 2007. Studies’ Prodean in RTU, the Faculty of

Architecture and town planning 2007. Docent in RTU the Faculty of Architecture and

town planningDepartment of Architecture design and town planning

2007. Science prodean, RTU the Faculty of Architecture and town planningThe Faculty of town planning

The most significant scientific publications and study literature:1. Treija, S. The Riga Official Plan 1995 – 2005 and Problems of

Implementation / Property Development and Land – Use Planning around the Baltic Sea. NORDREGIO, Stockholm 2000, p.139 -146

2. Treija, S. Perspective development of dwelling territories in Riga/ RTU Scientific publications, Riga Technical University, Riga, 2000, pages 72-79

3. Treija, S. Reconstruction of industrial territories in modern city/ RTU Scientific publications, Riga Technical University, Riga 2001, pages 67.-72.

4. Marana, I., Treija, S. Large Scale Panel Housing Districts in Riga – a Space for Challenges / CIB Publications, Riga, 2002, p.49-58

128

5. Trusins,J., Treija, S., Čače, L. Planning education in changing environment of Latvia/ RTU Scientific publications, Riga Technical University, Riga, 2003, 84-89

6. Trušiņš, J., Treija, S., Čače, L. Development of spatial planning education in Europe, RTU Scientific publications, Riga Technical University, Riga, 2004.

7. Treija S. Changes in density of population in cities./ RTU Scientific publications, Riga Technical University, Riga, 2006, pages 65-72

8. Treija S. Large Scale Panel Housing Districts – development problematic in European cities/ RTU Scientific publications, Riga Technical University, Riga, 2007, pages 124.-132

Total number of publications 21, scientific articles –14Scientific research:

Issues of town planning and development of dwelling: 1. Large Scale Panel Housing Districts, factors influencing spatial

parameters and development of the structure, RTU – MoES, 2007

2. Methodology of visually spatial analyses in town planning, RTU – MoES, 2005

3. Neighbourhood Housing management, competence development combining social and physical initiatives, Nordplus Neighbour, 2005 -2007.

4. Existing situation in the field of dwelling in Riga, Riga City Council, Riga, 1999.

5. Capacity of residential territories in Riga, Riga City Council, Riga, 1999,

6. Capacity of industrial and mixed industrial territories in Riga, Riga City Council, Riga, 1999.

7. Sustainable Historic Cities, Culture Heritage Centre of Nordic countries, Oslo, 1998. – 1999.

Academic courses: Architecture design IV 4 crp. Supervision of Bachelor’s works 10 crp. Synthesis of architectonically spatial environment 4 crp. Human and Environment ecology 2 crp. Design of dwelling and public houses 4 crp. Management of graduation papers 13 crp. Designing of architecture and town planning 14 crp. Ecology of architectonically spatial environment 2 crp. Management of Master’s papers 14 crp.

Additional information about professional work RTU, The Faculty of Architecture, member of the board RTU, member of Scientific councilUnion of Latvian Architects

17 March 2008 S.Treija

129

Ineta Grīne CV

(Curriculum vitae) Year of birth: 1967.g. Education: 1985-1991 LU Student of the Faculty of Foreign languages (since 1994

– The Faculty of modern languages) 1993-1995 LU Masters student in the Faculty Geography and Land

Sciences 2000-2003 LU Student of doctoral programme in the Faculty Geography

and Land Sciences Further education 2003 LU PPI further education course “Didactics of universities:

contemporary education and practice”2005 Course „Introduction to ArcGIS (II) version 9.0”

(„Envirotech”)2005 Computer course „AutoCAD” („Grada”)2005-2006 Computer course „Computer graphics for artists” (JSC

„Training company”)2008 Course „MicroStation XM” („MikroKods”)

Academic titles and scientific degrees:1995 Master if Geography. (M.geog.)

Employment:1986-1995 the Faculty Geography and Land Science, engineer/ chief laboratory assistantkopš 1995. the Faculty Geography and Land Sciences GIS manager of laboratory 1994-1999 the Faculty Geography and Land Sciences, teacher1999-2003 the Faculty Geography and Land Sciences, assistantkopš 2003 the Faculty Geography and Land Sciences, lecturer

The most significant scientific publications and study literature: (pēdējie 5 gadi):Nikodemus O., Bells S., Grīne I., Liepiņš I., 2003. The Impact of economic, social and political

factors on the landscape structure of the Vidzeme Uplands in Latvia // Landscape and Urban Planning, Vol. 70, pp. 57-67.

Grīne I., 2004. Availability and Application of Statistics in the Rural Societies Research. // Research for rural development 2004. International Scientific Conference Proceedings.- Jelgava, Latvia University of Agriculture, pp. 81-88.

Penēze Z., Nikodemus O., Grīne I., Rasa I., Bell S., 2004. Local changes in the landscape structure of Kurzeme during the 20th century // Folia Geographica. Marking Latvia’s return to Europe. XII - Rīga, Latvijas Ģeogrāfijas biedrība.- pp. 56-64.

Bell S., Penēze Z., Grīne I., Montarzino A., Nikodemus O., 2005. Changing landscapes in Eastern Europe: the case of Latvia // Landscape Change. Conference proceedings.- Ankara University, Turkey.- pp. 44-55.

Grīne I., Nikodemus O., Penēze Z., 2007. The influence of settlement pattern upon Vidzeme landscape structure in Latvia during 20th-21st centuries // The permanent European conference for the study of the rural landscape. Abstracts from the conference – http://www.geog.fu-berlin.de/~pecsrl/index.html

Simon B., Penēze Z., Nikodemus O., Montarzino A., Grīne I., 2007. The value of Latvian rural landscape // European Landscapes and Lifestyles: The Mediterranean and Beyond.- Edicoed Universitarias, Lusofonas, Lisbon.- pp. 347-362.

Scientific research: Human geography and GIS

Academic courses:

130

http://www.geog.fu-berlin.de/~pecsrl/index.html

1998-2004 Introduction in computer sciencesince 2002 Cartography2004-2006 Computer science in land environment sciences since 2004 Information technologies in teaching geography since 2005 Basis of Geographic information systems (GIS) in ArcView

environment2004, since 2006 Geographic Information systemssince 2006 Land sciencessince 2007 Introduction into environmental sciencessince 2007 Introduction in geographysince 2007 Planning theory: development ideas, experience, methods, tools since 2008 maps, distance researche, GIS

Additional information about professional work Participation in conferences (last 5 years)2003 LU 61.scientific conference (3.-7.February 2003)2003 Landscape, Law and Justice.- Oslo, Norway (15-19 June, 2003)2004 LU 62. scientific conference (2.-7.febr., 2004)2004 LU FGLS scientific conference “Regional geography: work, problems, perspectives”

(16.April, 2004)2004 International Scientific Conference “Research for Rural Development 2004”.-

Jelgava, Latvia (19-22.May, 2004)2004 III Geography congress of Latvia. Latvian geography in European dimensions (5.-

6.November 2004).2005 LU 63. scientific conference (24.-31.January 2005)2006 LU 64. scientific conference (30.January.-6.February., 2006)2006 Permanent European Conference for the Study of the Rural Landscape „European

rural future: landscape as an interface”.- Berlin, Germany (4-9 September, 2006)2007 LU 65. scientific conference (29.January.-2.February., 2007)2007 CONGEO’07 „Regions, localities and landscapes in New Europe”.- Brno, Czech

Republic (27-31 August, 2007)Scientific and study participation in (last 5 years)2004 Cultural Landscape values in rural Latvia (Edinburgh College of Art)2006-2007 VPP „Influence of changes in climate towards environment of Latvian waters DP4

„Processes at the banks”2006-2007 Development of the basic study module in Lanf sciences, LU (Project of ESF),

lecturer2006-2007 Alliance of Information technologies in profession (Project of ESF), expert2007-2008 Development of Bachelor’s studies in Geography LU (Project of ESF), expert

28 February 2008 Ineta Grīne

131

Mag.iur. Silvija MeiereCV

(curriculum vitae)

Year of birth: 1962.

Education: 1983.-1988. Student of LU, the Faculty of law1999.-2003. Student of LU doctoral programme

Academic titles and scientific degrees:1992 Mag.iur. (Decision of LU the Faculty of

Law on correspondence of education and practical work to the requirements of Master in Law)

Employment:1991.-1994. Assistant in LU, Department of Law sciences 1994.- 1995. Chief expert, MoEPRD, Legal and economy department 1994.- 2000. Lecturer in LU, Department of Law sciences 1997.- 2002. Assistant of the Judge, the Constitutional Court

of the Republic of Latvia 2000.- Lecturer in LU , The Faculty of Law 2002.- Counsellor to the Constitutional Court of the Republic of Latvia


1. S.Meiere. On Influence of society towards legal entities and their decisions, Latvijas Vēstnesis, 13., 20 February 2001

2. I.Čepāne, S.Meiere. On the legal status of the mooring zone. Latvijas Vēstnesis, 9 October 2001

3. S.Meiere. Territory planning as a mean for environment protection: leal regulation and problems. Latvijas Universitātes raksti (Works of Latvian University) Volme 657, Legal science. The University of Latvia, 2003, pages19.- 29

4. I.Čepāne, S.Meiere. Lawless construction, Constitution and general legal principles. Latvijas Vēstnesis, 7 October 2003

5. I.Čepāne, S.Meiere. Restrictions of property rights in the protection areas of the Baltic Sea and in protection zone of dunes in the Gulf of Riga. Riga: the Univeristy of Latvia, 2004, page 32

6. K.Meseršmits, S.Meiere, E.Ūsiņa. European environmental laws. Riga: EuroFaculty, 2004, 459 pages.

7. S.Meiere. Rights to just court or intimidation of society. Jurista Vārds, 28.03.2006., Nr.13 (416).

Scientific research:2004.- Research in the framework of the programme funded by SA “Restrictions of

property rights in using property of nature resources”

Academic courses:Environment rights Part A 3 crp..

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Legal bases of planning(for students not studying legal sciences) Part A 2 crp..

Additional information about professional work Member of the Council in LU, the Faculty of law

20 February 2008 Silvija Meiere

133

M. geogr., lekt. Aivars Markots CV

(curriculum vitae)

Year of birth: 1958. Education: 1976. -1981. Student of LU, The Faculty of

Geography 1993. -1995. Part time doctoral student, LU The Faculty of

Geography

Academic titles and scientific degrees: 1993. Master of gography

Employment:1978-1980 Latvian Soviet Republic MP Adminsitration of Geology,

Central laboratory, laboratory asistant 1980-1988 Latvian State University, the Faculty of Geography,

Department of Phisical geography, Museaum of geology, chief engineer

since 1988. LU the Faculty the Faculty of Geography and Land Sciences, Department of Geomorphology and GIS, lecturer

since 2002. LU the Faculty Geography and Land Sciences executive director

The most significant scientific publications and study literature: Monographies:

1. Zelčs V., Markots A., 1999. Appliance of geological information in spatial planning. Riga, the State Geology Service, 123 pp.

2. Zelčs V., Markots A., 1999. Mineral deposits. Overview of sectors. Planning of districts in Latvia. District of Kuldiga as an example. Jumava, Riga. 87 pp.

3. Markots A., Paiders J., 2005. Secrets of bowels of the earth. Latvian Small encyclopaedia. Zvaigzne ABC. 64 pp.Other

1. Markots A., Āboltiņš O., Strautnieks I., Zelčs V., Denisovs M., Mangale L., Plūce A., Sietinsone L., Statkus A., 2005. Topography of glacier, its construction and passage of glaciotectonic structure from highland of East Kursa towards Pieveta plain.

Scientific publications: In total: - 25 , including recent: - 13 Monographies: - 3 Publications in scientific magazenes and issues of publications - 18 Conference theses: - 21 Other publications: - 140

Scientific research: Research subject: geomorfology and quartenary geology, Geographic information systems (GIS) and territory planning. Since 2001.g, participation in grant of LSC no. 01.3000 Dynamics of glacier during last ice-coat in Latvia (leader V.Zelčs).

134

Since 2002.g participation in grant of LSC 01.0330. Glacier shapes of conformation and their genesis in sun-type highlands (leader I. Strautnieks).

Academic courses:− Basics in geodesy Part B 4 crp.− Introduction in Earth remote sensing Part A 3 crp. - Processing of materials from remote sensing Part A 4 crp.

And their interpretation (TMAI)- Maps, remote sensing and GIS Part B 5 crp. .

Additional information about professional work − Council of Latvian Geodezy And Cartography Coordination Council, member of the

council since 1998, chairman 1997 – 1998.− Cartography and Geodezy Association of Latvia – representative of LU, since 2002 –

board member.− Association of Latvian Quartenary Explorers (LATQUA) – board member.− Association of Latvian Quartenary Explorers (LATQUA), leader of geological

monuments’ working group.

International cooperation in improvement of the study process and experience exchange: - The European Association for the Conservation of the Geological Heritage - ProGEO,

ProGEO Working Group No. 3 North Europe, organisation of working seminar in Latvia 24 - 28 May 2001

- 2 month long training course “Methods of Earth Remote Sensing, India, Dehraduna, Institute of Remote Sensing, 6 January – 28 February 2003

12 February 2008 A.Markots

135

Laila Kūle

Year of birth: 1965

Education: 2004-2007 Doctoral studies in geography at the Faculty of Geography and

Earth Sciences of the University of Latvia1998-1999 Training Programme on Spatial Development and Planning,

Nordic Centre for Spatial Development (NORDREGIO), in Baltic States, Sweden and Finland

1996 Postgraduate Studies in the School of Planning, Oxford Brookes University, the UK

1992 -1993 Master of Environmental Management (1993), European Postgraduate Course in Environmental Management (EPCEM), University of Amsterdam, Leiden University, Free University Amsterdam and Agricultural University Wageningen, the Netherlands.

1990-1991 Postgraduate Course on Environmental Protection, Faculty of Geography, University of Latvia

1984 -1989 Degree in Geography - Diploma with Honours in Geography (1989), Faculty of Geography, State University of Latvia, Riga.

Academic titles and scientific degrees: 2006. Assistant of the University of Latvia 1993. Master of Environmental Management1989. Geographer

Employment:2004. Assistant LU FGES, doctoral student 2002.–2004. Consultant SIA CTB Baltija 21 project dealing with public

awareness and networking 2002. Senior Adviser, Unit of Baltic 21 at the Secretariat of the Council of

Baltic Sea States in Stockholm, Sweden.1995.-2002. Head of National Regional Policy Division at the Regional

Development Department of the Regional Development and Planning Board, Ministry of Finance, Riga, Latvia.

1991.-1995. Head of National and Regional Spatial Planning Division, Department of Regional Development, Ministry of Environmental Protection and Regional Development, Riga, Latvia.

1991 Specialist, the Ecological Expertise (Environmental Impact Assessment) Board, the Latvian Environmental Protection Committee

1988.-1991. Head of Laboratory of Soil at the Faculty of Geography, the State University of Latvia

1988.-1989. Project Assistant in Riga Estuary Station at Latvian Hydrometeorology Board

1987.-1988. Sport assistant at the Riga Gymnasium no. 11985.-1986. Tourism and sport orienteering instructor at the Pioneer House of the

Riga City’s Leningrad District

The most significant scientific publications and study literature:Kūle, L. (in press). Concepts of Rurality and Urbanity as Analytical Categories in Multidimensional Research. Proceedings of the Latvian Academy of Sciences, Section B, 62 (1/2).Kūle, L. (2008). Ruralitātes koncepts lauku-pilsētu pētījumos un tā lietojums Latvijā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 66. zinātniskā konference, Rīga, pp. 92-95.Krisjane, Z. (ed.) (2007). Darbaspēka ģeogrāfiskā mobilitāte [Geographical Mobility of Labour Force]. Rīga: Latvijas Universitāte un Latvijas republikas Labklājības ministrija. Kūle L. - co-author.Kūle, L. (2007). Riga City Region Planning as Path-Dependent Process, online AESOP conference „First Young Academics Meeting - Central and Eastern European Engagement” in Bratislava, Slovakia 7.-11.02.2007 http://www.aesop-youngacademics.net/mediacenter.php?idcat=4&subcatid=33

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Kūle, L. (2007). Urbanizācijas īpatnības Pierīgā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 65. zinātniskā konference, Rīga, pp. 64-65.Kūle, L. (2006). Policentrisms kā analītisks koncepts un nākotnes izaicinājums Rīgas aglomerācijai. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 64. Zinātniskā konference, Latvijas Universitāte, Rīga, pp. 66-68.Kūle, L. Krišjāne, Z., Bērziņš, M. (2006). Teritorijas plānošanas termini Latvijas plānošanas sistēmas attīstības kontekstā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 64. Zinātniskā konference, Latvijas Universitāte, Rīga, pp. 68-70.Kūle, L. (2005). Pilsētu un lauku mijiedarbības zonās veiktie telpisko atšķirību pētījumi Latvijā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 63. Zinātniskā konference, Latvijas Universitāte, Rīga, pp. 64-65.Kūle, L. (2005). Lauku tūrisma un lauksaimniecības produktu kopīga pārdošanas stratēģija ģeogrāfiskajām vietām – neizmantotas attīstības iespējas Latvijā [Unused opportunities of joint marketing strategy of rural tourism and agricultural products in Latvia]. Proceedings of the Latvian Geography Association 10th Conference “Ziemeļaustrumu Latvijas daba un cilvēki reģionālā skatījumā” 18.-20.07.2005. Latvijas Ģeogrāfijas biedrība, Riga.Kūle, L. (2004). Apdzīvotība Latvijā un normatīvi noteiktās lauku un pilsētu teritorijas, III Latvijas Ģeogrāfijas Kongress „Latvijas ģeogrāfija Eiropas dimensijās” 2004.gada 5.-6.novembrī. Latvijas Ģeogrāfijas biedrība, Rīga, pp. 83-85.Kūle, L. (2003). Reģionāla līmeņa iniciatīvas ilgtspējīgas attīstības īstenošanai. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 61. Zinātniskā konference. Latvijas Universitāte, Rīga.Kūle, L. (2003). Ilgtspējīgs tūrisms Baltijas jūras reģionā - no Rio līdz Johannesburgai [Sustainable Tourism in the Baltic Sea Region – from Rio to Johannesburg]. Proceedings of the International Conference "Sustainable Tourism Development: Tendencies, Experience, Possibilities", 25 April 2003, School of Business Administration Turība, Riga.Krisjane, Z., Kule, L., Rozite, M. (2002) "Regional Processes in Latvia in the View of the Forthcoming Enlargement of the European Union". Conference proceedings “From Native and Landscape Research to Urban and Regional Studies”, 23-24 August 2002, Tartu.Kūle, L., Rasa, K., Lūse, M. (2001) Apdzīvojuma struktūras attīstība: Nozares pārskats rajona plānojuma izstrādāšanai [Settlement Structure Development: Sector Report for Regional Planning]. Vides aizsardzības un reģionālās attīstības ministrija, “Jumava”, Riga.

Scientific research:2005-2006 LU project „EU strukture fonds nacional programme labour market research”

Nr.VPD1/ESF/NVA/04/NP/3.1.5.1./0003 2004-2007 Participated in BSR INTERREG III B project „COMMIN Promoting Spatial

Development by Creating COMon MINdscape 2005-2007 Participated in BSR INTERREG III B project „ASTRA Developing Policies &

Adaptation Strategies to Climate Change in the Baltic Sea Region 2005-2007” projekta dalībniece

2000 Member of the Programme and Organising Committees of the Nordic-Baltic Conference “Nordic-Baltic Sea Region on the Eve of the 21st Century”, Riga, Latvia, October 4-7, 2000

Academic courses: Globalisation processes Human Geography Thematic structure planning Society and the living environment

10.04.2008. /L.Kūle/

137

Ms Environmental Science and Management Gunta Lukstina

CV (curriculum vitae)

Year of birth: 1955. Education:

1976-1980 Riga Polytechnic Institute, the Faculty of Architecture and Building, Architecture Department, student

1994-1995 The University of Latvia, faculty of Geography and Earth Sciences, master student

2004- The University of Latvia, faculty of Geography and Earth Sciences, part time doctoral student


1980 Architect 1995 Ms Environmental Science and Management

Employment: 1980-1990 Institute of City Planning,

Architect, Leading Architect-planner1990-1993 Jurmala, Latvia

Enterprise "Parks and Gardens" of Jurmala City CouncilLandscape Architect

1993-1994 Jurmala, LatviaJurmala City Council, Landscape Architect

1994-1997 Jurmala, LatviaJurmala City Council, Chief Planner of Jurmala City

1998-2002 The Development Council of Riga RegionProject Manager

2002-2003 Ministry of Finance, Regional Policy and Planning Directorate, Spatial Planning DepartmentDirector of Spatial Planning Department

2003-2004 Ministry of Regional Development and Local Governments, Spatial Planning DepartmentHead of Local Governments Planning Division

2004 - The University of Latvia, methodist of studies, doctoral student

The most significant scientific publications and study literature:Lukstiņa G., Nikodemus O. 2006. Riga Development Plan Strategic Environmental Impact Assesment: practise, process, results and possible solutions. Publication of articles „Environmental and Sustaibnable Profile of Riga City”. Riga Environmental Centre „Agenda 21”, Riga, 5-11.lpp.Lukstiņa G. 2005. Riga Region Plan. Magazine “Latvian Architecture” Nr.6(62)/05, Rīga, lpp.116-120.Lukstiņa G. 2003. Sustainable Development and Todays Reality in Latvia. Magazine “Latvian Architecture” Nr.45, Riga.Lukstiņa G. 2001. Riga Metropolitan Region in Latvia and Baltic Sea Space.

“Academic vēstis” Nr.40.

138

Lukstiņa G. 1997. Planning and Land Reform in Jurmala. „Land Reform Herald”, Riga, 24-27.lpp.

Publications in scientific magazines and issues of publication: 4

Conference theses: 4

Scientific research: Spatial planning in Latvia

Academic courses:− Sustainable development and spatial planning Part A 2 crp.

Other significant experience: Participiation in researh projects last 5 years):

ProjectsITime frame Financial source

1. Riga Development Plan, Strategic Environmental Impact Assessment

2005 Rīga City Council

2. Interreg IIIB projects „COMMIN – Promoting Spatial Development by Creating COMmon MINdscapes

2004-2007 ES Interreg IIIB

Additional information about professional work Member of the Latvian Union of Architects Member of the Society „Latvian Teritorialplanning Association”, member of the boardMember of the CEMR (EU) Environmental group

Riga, 10.03.2008 / G.Lukstiņa/

139

M.Arch ANDRIS E. ROZE (curriculum vitae)

Year of birth: 1936.Education:

1962. Arhitektūras bakalaurs (B.Arch) - Toronto Universitāte

1966. Arhitektūras maģistrs (M.Arch, Urban design) - Toronto Universitāte1984. Pilsētas ekonomikas attīstība, apliecība - Vaterlū

(Waterloo) UniversitāteEmployment:Profesional experience: 36 years in city planning, 6 years in architecture

1962 – 1965 Work at architects offices Toronto, Canada 1966 – 1970 Urban design architect, Detroit City Council, USA1970 – 1972 Urban design architect Okland district, USA1972 – 1977 Manager of urban design and planning group, Environmental

enginere and researche consultant office James F.Mac.Laren1977 – 1993 Regional Council of Jork (Canada) Manager of Perspective

Planning department 1993 – 2000 Manager of Riga City Council Architekture Department

City Planning Division and Canada Urban Institute Rīgas project

2000 – 2001 Manager of designing Riga City historical centre conservation and development plan

2001 – 2004 Contracts with State Inspection for Heritage Protection: Historic Centre Concept of the Riga City "Vision 2020", „Vision 2020–2002”; Elaboration of the metodology and managing planning group of Riga City Development Department and State Inspection for Heritage plenary about the development possibilities of Riga City

2005 Contracts with the Riga City Development Department "Development of Riga Spatial Structure Coposition” (2006–2018)”

The most significant scientific and professional publications:1. Roze A., Farley R. 1970 Perceptual Analysis. Detroit city publication, Detroit, 365 p. 2. Janes S., Roze A. 1973 Countryside Planning. Publication of Ontario Government, Toronto,

230 p. 3. Janes S., Roze A. 1975 City of Scarborough Commercial Policies Study. James F. MacLaren

Ltd., Toronto, 240 p. 4. Janes S., Roze A. 1977 Community Impact of Building and Operating the Wesleyville

Generating Station. James F.MacLaren Ltd., Toronto, 360 lpp. 5. Roze A. manager of authors group. 1983, 1985 Regional Municipality of York Official Plan.

Region of York, Newmarket, 90 p. 6. Roze A. manager of authors group. 1995 Riga Development Plan 1995 – 2005. Publication of

Riga City Council, Riga, 155 p.7. Roze. A. 1995 A City Taking Control of its Third Metamorphosis. In: Editor M.Aberg and

M.Peterson. Perspectives on Urban and Regional Change in the Baltic Sea Area, Nordic Academic Press, pp. 184-195.

8. Dambis J., Roze A. 2001 „Vision 2020”. State Inspection for Heritage Protection 9. Roze A. 2001 Rīga post 800. Academic life 40, p.9-15. 10. Dambis J., Lejnieks J., Roze A., Grisina S. 2002. Vision 2020. State Inspection for Heritage Protection, Riga. 11. Roze A. 2002 A Vision for the Historic Centre of Riga. Ontario Planning Journal, Ontario

Professional Planners Institute, p. 8-9.

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12. Roze A. 2002 Ratslaukums-Strelnieku square, Old Riga City two hearts. Latvian Architecture 4(42), Riga, p.108-110.

13. Roze A. 2005 Two unique opportunities. Latvian Architecture 2(58), Riga, p.98-100.Experience of significant projects:

1. 1967 – 1970 Detroit CBD study. Research of the Detroit City centre and designing the plan. A. Roze – manager of the project part Urban design perseption/sense analysis and make use for Detroit Urban Design. Researh made in cooperation with the profesor of perception psyhology Dr.Sandor Brent from Wayne State University.

2. 1970 – 1972 Oakland County Urban Structure analysis and Policy Guidelines. Research and elaboration of the development policy for Oakland region (USA) development plan. A. Roze – responsible planner of the project on "Urban Structure" matters.

3. 1994 – 1999 Manager of the Canada Urban Institute Riga project. Head of designing the Riga Development Strategy.

4. 1995 – 1998 Project "Via Baltica". A.Roze – Representative of Riga City and Riga Region in the project coordination group.

5. 1996 – 2001 Phare CBC projekts „Baltic Palette". A.Roze – Representative of Riga City and Riga Region in the project coordination group.

6. 2005 „The Development of Spatial Structure of Riga City" – project for the new Riga Development Plan elaboration process. A. Roze – head of the project.

Lectures, reports and courses:1. Toronto University, School of Arhitecture. Designing department, trainer for the forth

course students, 1966. 2. Lectures at the Worldwide Latvian Scientists Congresses. Publications ot the lectures in the

Publications of the Congresses. 1991, 20013. Reports about Riga planning and development in Stochholm, St.Petersburg, Helsinki and

Tallinn within the framework of the international project „Baltic Palette” 1996–19984. Report about the Riga planning and development at UN conference Habitat 2 in Istambul. 19955. Lecture at the Worlwide Congress of Architects in Barcelona. „The Third Metamorphosis of

Riga”. 19956. Quest lecturer (3 lectures) at the Barselona University 1997 7. Reports about the Riga planning and development in Tallinn, Vilnius, Toronto 1994–19998. Lectures at RTU Summer courses 2003, 2004 un 2005 9. Popular scientific lectures (20) about city planning and architecture in Toronto, Hamilton,

Boston, Latvian Society of Architects (Canada) and Latvian Union of Architects (Riga).

Academic courses: Territorial planning B part 6 krp.

Course work in territorial planning B part 4 krp.

Additional information about professional work: Member of the Canadian planning InstituteMember of the America Institute of Registered planners Member of the Ontario Architects Association Member of Canada Royal Institute of ArchitectureMember of the Society „Latvian Teritorialplanning Association”Honorable member of the Latvian Union of Architects

2008.gada 8.aprīlīA.Roze

141

Mg.psych. Marija Ābeltiņa CV

(Curriculum vitae)

Year of birth: 1977. Education

1996- 19971998- 20022002- 2004

Student of Daugavpils Pedagogic University, the faculty of Economics Student of the University of Latvia, the Faculty of Pedagogy and Psychology Student of the University of Latvia, the Faculty of Pedagogy and Psychology


2004 Master of Psychology

Employment:

1995-1998 Pedagogic centre “Eksperiments” (Experiment), organiser of selection competition; assistant of psychology teacher; co-author and manager of development games; coordinator of out-of-class works

2000 Union Of Patients Of Bone, Joint And Conjunctive Tissues Diseases, summer camp of children and youth, teacher

2001 High school of Business Administration “Turība”, lecturer in psychology 2002-2004 EU 5th Framework operation “Strategies for development of knowledge based

business in Latvia”, specialist of communication strategy 2002-2004 Riga City Council, City Development Department, City Planning

administration, Division of Master Plan, PR project manager

2004-2005 Riga City Council, City Development Department, PR specialist 2005-2007 International College of Practical Psychology, lecturer 2007 „Ligatūra 1”, Ltd., lecturer 2005- Crises Centre „Skalbes”, psychologist 2006- Riga City Council, City Development Department, PR department manager2007 The University of Latvia, lecturer

The most significant scientific publications and study literature:Ābeltiņa A., Ābeltiņa M. Attitude of SMEs towards innovation; linkage between values and willingness to participate in innovation process. Scientific publications of Riga Stradiņš University. International conference “Development tendencies of social sciences in the context of EU enlargement. Riga, RSU, 2005

Academic courses:

Courses in Bachelor’s programme h/a year2005 – 20072006 – 2007

Psychological consulting Family psychology

6030

2007 Author programme for the course „Psychology of advertising and selling in practice”

36

2007 Social and psychological aspects of planning (2 credit points, part A)

32

142

Additional information about professional work, other professional experience:

1999 Organiser of autumn school of psychology students in the Baltic States 1999 Organiser of training seminar “Basic Methods of Neurological

programming” 2000 LU organiser of summer school of psychology students 2003-2005 Organiser of public discussion Riga Development Plan 2006 -2018,

coordinator of campaigns of public participation “I am creating Riga!” and “I am planning Riga”

Participation in professional/ public organisations: Association of Psychology Students of the University of Latvia, member 1999. - 2004., president 2001.-2002. Federation of Associations of European Psychology Students, member of the board 2000. - 2001.Council of the Students of the University of Latvia, member of presidium, manager of Education commission, 2000. - 2001.Senator of the University of Latvia 2000. – 2001.

25 March 2008 M.Ābeltina

143

Edgars BērziņšCV

(Currriculum Vitae)

Name, surname Edgars BērziņšID code 070944 – 10926Place of birth Saulkrasti, Riga district, LatviaPlace of birth 15 - 9 Rūpniecība street, Riga, LV-1010Job place Office of "Architect Edgars Bērziņš" office manager.

phone 29137229e-mail: [email protected]

Diploma of the Republic of Latvia speciality

Riga Polytechnic Institute (1973), diploma Ю no.385457, field - architecture

Employment: 1971. - 1974. Scientific Research Institute of Construction of Latvia, Engineer, senior engineer 1974. - 1986. Construction committee of Latvia Department of project expertise, deputy 1986. - 1992. Design institute “City project” Manager of Town planning workshop.No 1992. “Office of architect Edgars Bērziņš”, Ltd. manager

Pedagogical work No 1989. Riga Technical University, the Faculty of Architecture Practising lecturer, practising associate professor No 1998. The University of Latvia, the Faculty of Geography and Land Sciences, lecturer

Field of scientific work

Spatial planning, urbanology

Participation in scientific projects

1998. Data bases of territorial planning of the city 1998. Participation in international project The Baltic Palette 2004. Classification of territories and allowed usage

Main projects 1993. Participation in international competition "Spreeinsel" in Berlin

1993. - 1994. Participation in international project "Visions and strategies around the Baltic Sea - 2010”; thematic group Infrastructure and spatial relation

1993.- 2004. Construction regulations in the towns of Tukums, Liepāja, Alūksne, Jēkabpils etc.

1994. Presentation in multisectoral seminar Riga - Sabile “Preservation of Culture historic environment and its development in the valley of Abava

1994. - 1995. Participation in the project “Plan of Environment protection policy”

1995. -1997. Assessment of town development in Liepāja un Jēkabpils in the framework of environment policy and territorial planning

1996. Riga district plan, methodical management and consultations

1996. Outhouse of visitors in the Social insurance department of Ziemeļu (North) district in Riga (Diploma of the Union of Latvian Architects on the best new construction, 1997)

144

1996. The 1st stage of local planning in Liepāja Special Economic Zone

1997.-2006. Territorial plans in Ķekava, Salaspils, Lielvārde, Ogre and Babīte local authorities

1998. Environment recovery and landscape project in Pedvāle Open air art museum

1998. Strategy part of Riga region Urban and rural environment

2000.-2004. Detailed plans in Riga, Jurmalā, Babīte, Baloži, Carnikava, Olaine, Salaspils, Stopiņi, Inčukalns and Ķekava local authorities

2001. Riga district plan (methodology of territorial plan and settlement structure)

2001.-2002. Detailed plans for dwelling region in Liepāja naval port and industrial park (in cooperation with planners from Canada)

2003.-2005. Detailed plans of “Silarāji”, “Business park” and “Service park” in the village Piņķi in Babītes civil parish (in cooperation with Norwegian planners)

2004.-2005. Riga development plan, Territory plan, territory usage and construction rules

2004.-2005. Riga Developemnt plan, Territory usage and construction rules for conservation of Riga historic centre

2006.-2007. Development of territory plan in Ogre district 2007. Detailed plan of Latvian National Library and

Acoustic concert hall (in process) 2007. Detailed plan of Mūkusala (in process)

Academic Courses: Regional planning, city building RTU A part 4 krp.(2003 -2007)City planning LU B part 4 krp.2004– 2007 (together with P.Skinkis)Territorial planning LU B part 6 krp.Course work in territorial planning LU B part 4 krp.

1991.-1992. Construction standard of Latvia LBN (CSL) 101 “Provisional instructions on master plan for construction in parishes or towns” (in cooperation with S.Grīnbergu)

1994.-1995. Riga City Council “Riga development plan (1995.-2005.)”, Volume II “Construction instructions in Riga” (in cooperation with S.Grīnberga)

1995.-1997. “Construction instruction of the city N (model)” (in cooperation with S.Grīnberga)

Additional information about professional work:

Latvian Architects’ Association, member of the board Latvian Landscape Architects’ Association, member Association of territorial planners of Latvia, memberCouncil of architects of Riga, member

Signaturedate

145

Uģis KaugursCV

(Curriculum vitae)General information:

ID code 170563 – 10827Birth data 17 May 1963

Birth place: RigaMarital status married, 2 childrenAddress, phone no., e-mail 25-11Peldu iela, Liepāja; 3480040; [email protected] of foreign languages English, Russian

Education:1979-1981 Riga 1st Secondary school, Student of LU, the Faculty of Geography 1981-1986 Polytechnic Institute, the Faculty of Architecture, Institute, dipl. Architect1997/02-04 Lund Centre of Habitat Studies, Lund University, Sweden.

Internatinonal Architecture and Development course (Cetrtificate)


Employment:1986-1989 Collective farm Dundaga, architect 1989-1991 Architecture and Town planning administration of Liepāja, Production unit of Chief

architect, manager of the unit 1991-1996 Office of architects Padēlis-Līns and Kaugurs.

Architect, co-owner, director1996-1997 Development administration of Liepāja City 1997-2004 Construction Board of Liepāja

Chief architect in Liepāja, Manager of construction board 2004--- Office of architects Padēlis-Līns and Kaugurs.

Architect, owner, director

Academic courses:Course work in Territorial Planning B part 4 krp.

Additional information about professional work, other professional experience: Participation in projects (during last 5 years)

ProjectsImplementation

time Funder2. Development plan of Liepāja region 1998-2000 Council of Liepāja

district, Liepāja city 3. Development programme of Liepāja 2001 Liepāja city4. Works related to development and territorial plan

of Liepāja 1996 - 2004 Liepāja city

5. Participation in the project of Baltic City Planners ABC (Alliance of Baltic Cities)

1998 - 2005

6. Participation in juries of planning competitions (e.g. EUROPLAN etc.)

Participation in professional/ public organisations: formal/-

Liepāja, 16 February 2008 / U.Kaugurs/

146


Msc. geogr Andris Locmanis. (curriculum vitae)

Year of birth: 1974 Education:

1996-2002 Bachelor studies at LU faculty of Geography and Earth Sciences

2005-2007 Masters studies at LU faculty of Geography and Earth Sciences

Employment:1997-1999 SIA „Datorkarte” data operator, GIS specialist1999-2000 VARAM State Geology Agency,

Processing, analysis and systematization of the information division, leading geologist

2000-2002 „Lattelekom SIA” GIS administration sector, lead specialist

2002-2003 „Lattelekom SIA”TPD Web Information Centre,Division of data structure development and integration, project manager2003.-2006. Riga City Council, City Development Department, City Planning administration, Division of Master Plan, Head teritorialplanner 2006- Riga City Council, City Development Department, City Planning administration, Division of Master Plan, deputy director, Head teritorialplanner

Akadēmiskie kursi: Planning theory: development ideas,

experience, methods, tools A daļa 4 crp. Geographic Information systems A daļa 4 crp. Geographic Information systems B daļa 4 crp. Introduction in cartography A daļa 4 crp. Introduction in cartography B daļa 4 crp.

01.04.2008. /A.Locmanis/

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ANNEX 3FIELD PRACTISE

148

Annex 3.1. Places of practise in local authorities

Nr. Prakses vieta Pašvaldības struktūrvienība Kontaktpersona1. Rīga Rīgas pilsētas Attīstības departaments,

Pilsēplānošanas nodaļaI.Millers

2. Jūrmala Jūrmalas domes būvvalde V.Zvejniece

3. Valmiera Valmieras domes būvvalde Z.Ilķēna

4. Jēkabpils Jēkabpils būvvalde I.Buka

5. Siguldas novads Siguldas novada būvvalde J.Zilvers

6. Dundagas pagasts Dundagas pagasta Attīstības nodaļa G.Abaja

7. Carnikava pagasts Carnikavas pagasta būvvalde Z.Varts

8. Babītes pagasts Babītes pagasta būvvalde Dz.Paņko

Annex 3.2. Places of practise in Specializacion

Nr. Valsts vai pašvaldību institūcija vai privātuzņēmums, tā struktūrvienība

Teritori-jasplānošana

Vides plānošana

Ģeoinfor-mātika plānošanā

Kontaktpersona

1. Vides ministrija I.Mendziņa

2. Rīgas dome, Pilsētas attīstības departaments, Pilsēplānošanas nodaļa

I.MillersA.Ločmanis

3. Jūrmalas dome, Jūrmalas domes Būvvalde

V.Zvejniece

4. Ventspils dome, Ventspils pilsētas domes Arhitektūras un pilsētbūvniecības nodaļa

D.Plūme

5. Kuldīgas rajona padomes Kurzemes attīstības aģentūra

K.Rasa

6. SIA „Geo Consultants” V.Segliņš

7. SIA „GIS Projekts” I.Mežniece

8. SIA „Envirotech” J.Dzelzītis

9. SIA „Metrum” I.Kjahjare

10. SIA „Livland” K.Staņēviča

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Annex 3.3. Agreements between LU FGES and places of practise, references

150

ANNEX 4 REGULATIONS ON FIELD PRACTISE AND OTHER RELATED DOCUMENTS

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Annex 4.1. Regulations on field practise

Annex 4.1.1. Practise in Regions „Types of Planning Profession” regulations

Profesionālās maģistru studiju programmas„Telpiskās attīstības plānošana”

Prakses reģionos „Plānotāju darba veidi” nolikumsPrakse ir otrā līmeņa profesionālās augstākās izglītības maģistra studiju programmas „Telpiskās attīstības plānošana” (turpmāk – studiju programma) sastāvdaļa, kas garantē valsts izglītības darba vajadzībām un profesijas standartam atbilstošas studijas. Tā ir obligāts nosacījums visiem studiju programmas studentiem, lai papildinātu teorētisko un praktisko kursu laikā iegūtās zināšanas, iegūtu jaunas zināšanas un praktiskās iemaņas. Prakses iekļaušanu otrā līmeņa augstākās izglītības profesionālo programmu obligātajā saturā nosaka Latvijas Republikas Ministru kabineta 20.11.2001. noteikumi Nr.481 “Par otrā līmeņa profesionālās augstākās izglītības valsts standartu”.

1. Prakses mērķi

Studiju programmā prakse 26 kredītpunktu apjomā sastāv no trīs tematiski dažādām prakses daļām: prakses reģionos „Plānotāja darba veidi”, prakses pašvaldībā “Plānošana un vadība pašvaldībā”, prakses izvēlētajā specializācijā “Specializācijas prakse” pašvaldībā, plānošanas birojā vai valsts institūcijā.

Prakses reģionos „Plānotāja darba veidi” (turpmāk – prakse reģionos) mērķis ir iepazīstināt studentus ar telpiskā attīstības plānotāja darba specifiku dažādās plānotāja darba vidēs Latvijā un ārzemēs.

2. Prakses organizācija

Prakse reģionos 2.krp. apjomā paredzēta 1. semestra noslēgumā. Prakses laikā studentiem tiek organizētas studiju vizītes dažādās telpiskā attīstības plānotāja darba vidēs Latvijā un ārzemēs.

3. Prakses uzdevumi

Prakses studiju vizīšu laikā studenti dažādās telpiskā attīstības plānotāja darba vidēs Latvijā un ārzemēs: augstskolās, pašvaldībās, valsts institūcijās un plānošanas birojos iepazīstas ar daudzveidīgo telpiskās attīstības plānotāja darba specifiku un šī darba ietvaros risināmajiem praktiskajiem jautājumiem.

Uzdevumi:

Iepazīties ar telpiskās attīstības plānotāja darba specifiku un uzdevumiem dažādās telpiskā attīstības plānotāja darba vidēs.

Veikt telpiskās attīstības plānotājam veicamā darba salīdzinājumu, izceļot katra darba veida priekšrocības un problēmas.

Nelielās darba grupās sagatavot prakses atskaiti un prezentāciju par prakses darba rezultātiem noslēguma semināram.

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4. Prakses vietas

Prakses reģionos studiju vizītes tiek plānotas dažādās telpiskā attīstības plānotāja darba vidēs: augstskolās, ministrijās, pārvaldēs, aģentūrās, fondos, pašvaldībās un plānošanas birojos Latvijā un ārzemēs. Studiju vizītes plāns tiek atsevišķi saskaņots katru mācību gadu, ņemot vērā institūciju un pašvaldību iespējas konkrētajā laikā pieņemt studentu vizīti.

5. Prakses vadība

Lauku praksi vada LU ĢZZF docētājs un prakses koordinators.

Prakses vadītāja un koordinatora pienākumi prakses reģionos organizācijā

1. Izvēlēties studiju vizīšu vietas.

2. Saskaņot un sastādīt apmeklējuma plānu un programmu.

3. Kopā ar studentiem piedalīties studiju vizītēs.

4. Prakses noslēgumā novērtēt studentu prakses atskaiti un prezentācijas.

6. Prakses vērtēšana

Prakses vērtējums notiek pēc 10 baļļu sistēmas. Prakses izpilde un norise tiek vērtēta studentu grupai vai individuāli, ņemot vērā prakses uzdevumu izpildi, sagatavoto atskaiti un prezentāciju prakses noslēguma seminārā. Prakses galīgo vērtējumu dod prakses vadītājs.

Prakse reģionos tiek vērtēta nelielai (2–4 studenti) studentu grupai, ņemot vērā:

1. Sagatavoto grupas atskaiti ar plānotāja darba dažādās vidēs salīdzinājumu un secinājumiem.

2. Grupas prakses atskaites prezentāciju prakses noslēguma seminārā.

Prakses gala novērtējums 10 baļļu sistēmā sastāv no prakses atskaites (60%) un prezentācijas par praksi noslēguma seminārā vērtējuma (40%).

7. Prakses dokumentācija

Prakses noslēgumā studenti sagatavo prakses atskaiti un prezentāciju par veikto darbu un prakses laikā iegūtajām zināšanām un prasmēm. To prakses noslēguma seminārā prezentē prakses vadītājiem un saviem kolēģiem. Prezentāciju pievieno prakses atskaitei.

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Annex 4.1.2.Practise at Local Authority „Planning and Management at Local Authority”regulations


prakses „Plānošana un vadība pašvaldībā” nolikumsPrakse pašvaldībā “Plānošana un vadība pašvaldībā” (turpmāk – prakse pašvaldībā) ir otrā līmeņa profesionālās augstākās izglītības maģistra studiju programmas „Telpiskās attīstības plānošana” (turpmāk – studiju programma) sastāvdaļa, kas garantē valsts izglītības darba vajadzībām un profesijas standartam atbilstošas studijas. Tā ir obligāts nosacījums visiem studiju programmas studentiem, lai papildinātu teorētisko un praktisko kursu laikā iegūtās zināšanas, iegūtu jaunas zināšanas un praktiskās iemaņas. Prakses iekļaušanu otrā līmeņa augstākās izglītības profesionālo programmu obligātajā saturā nosaka Latvijas Republikas Ministru kabineta 20.11.2001. noteikumi Nr.481 “Par otrā līmeņa profesionālās augstākās izglītības valsts standartu”.

1. Prakses pašvaldībā mērķi

Studiju programmā prakse pašvaldībā ir noteikta 6 kredītpunktu apjomā.

Prakses pašvaldībā mērķis ir iepazīstināt studentus ar pašvaldības funkcijām, struktūru, attīstības plānošanas un projektu dokumentiem, plānotāja darbu un lomu konkrētas pašvaldības attīstības veicināšanā.

2. Prakses pašvaldībā organizācija

Prakses pašvaldībā ilgums studiju programmā paredzēts 6 nedēļas, kas atbilst 6 kredītpunktiem.

Prakse pašvaldībā (6 krp.) plānota otrajā semestrī. Tā tiek organizēta tajās pašvaldībās, kurās ir attiecīgas plānošanas struktūrvienības, būvvaldes un/vai strādā profesionāli plānotāji ar ilgstošu pieredzi pašvaldības plānotāja darbā un kuri, vadot praksi, ir ieinteresēti nodod savas zināšanas jaunajiem kolēģiem. Prakse pašvaldībā tiek organizēta individuāli vai nelielām studentu grupām līdz 3 studentiem vienā pašvaldībā.

3. Prakses pašvaldībā uzdevumi

Prakses laikā studenti iepazīstas ar pašvaldības funkcijām, struktūru un plānotāja vietu un lomu pašvaldībā. Studenti pēta ar attīstības plānošanu un plānu ieviešanu, kā arī ar projektu pieteikumu izstrādi un projektu īstenošanu saistīto domes (padomes) struktūrvienību darbu, izvērtē plānošanas dokumentu kvalitāti, kā arī to ieviešanu un individuāli vai grupas darbā sistematizē iegūtās zināšanas un praktiskam darbam nepieciešamās atziņas.

Uzdevumi:

1. Iepazīties ar pašvaldības funkcijām un struktūru.

2. Detalizēti iepazīties ar būvvaldes un attīstības un plānošanas struktūrvienības struktūru, nolikumiem un praktiski veicamo darbu.

3. Iepazīties ar plānotāja darbu un lomu pašvaldības attīstības veicināšanā.

4. Iepazīties ar pašvaldības attīstības plānošanas dokumentiem un projektiem. Veikt plānošanas dokumentu izpēti, analīzi un sagatavot ieteikumus plānošanas dokumentu pilnveidošanai.

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5. Veikt pašvaldības attīstības plānošanas dokumentu ieviešanas novērtējumu un sagatavot ieteikumus ieviešanas optimizēšanai.

6. Piedalīties pašvaldības attīstības plānošanas un plānu ieviešanas procesā.

7. Piedalīties pašvaldības attīstības komitejas sēdēs un plānošanas struktūrvienības darba pasākumos: sanāksmēs, iedzīvotāju pieņemšanā, plānošanas dokumentu sabiedriskās apspriešanas pasākumos u.c.

8. Darba grupā vai individuāli sagatavot prakses atskaiti un prezentāciju prakses noslēguma semināram/eksāmenam.

4. Prakses pašvaldībā prakses vietas

Prakse pašvaldībā notiek pašvaldībās, kurās ir atbilstošas kompetences speciālisti. Prakses laikā praktikants kļūst par prakses vietas kolektīva locekli un pakļaujas šī kolektīva iekšējās kārtības noteikumiem.

5. Prakses pašvaldībā vadība

Praksi pašvaldībā vada: prakses vadītājs no LU ĢZZF puses un prakses vadītāji pašvaldībās – pieredzējuši speciālisti un profesionāli plānotāji.

5.1. Prakses pašvaldībā vadītāja no LU ĢZZF puses pienākumi prakses organizācijā:

1. Saskaņot prakses programmas ar prakses vietām.

2. Kopā ar studentiem izvēlēties prakses vietas un sadalīt studentus pa prakses vietām pie prakses vadītājiem.

3. Iepazīstināt studentus ar prakses uzdevumiem.

4. Apmeklēt studentus prakses vietās.

5. Sagatavot rīkojuma projektu par praksi ne vēlāk kā 1 nedēļu pirms prakses.

6. Pēc studentu atsauksmēm un prakses laikā iegūtās pieredzes pārskatīt un pilnveidot prakses programmu.

5.2. Prakses pašvaldībā vadītāja no pašvaldības puses pienākumi prakses vadībā:

1. 1 Iepazīstināt studentus ar pašvaldības struktūru, tās darbiniekiem un darba specifiku prakses vietā.

2. Nodrošināt studentus ar prakses uzdevumu izpildei nepieciešamo darba vietu un inventāru.

3. Uzdot studentiem darbu.

4. Konsultēt studentus par veicamajiem darba uzdevumiem.

1. Sniegt nepieciešamo informāciju.

5. Pārraudzīt studentu darbu.

6. Izvērtēt praktikanta darba un prakses uzdevumu izpildi kopumā, praktikanta atskaiti un dienasgrāmatu un pēc vienotas formas sagatavot rakstisku atsauksmi par studenta darbu prakses laikā.

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6. Prakses pašvaldībā vērtēšana

Prakses pašvaldībā vērtējums notiek pēc 10 baļļu sistēmas. Prakses pašvaldībā izpilde un norise tiek vērtēta individuāli, ņemot vērā prakses uzdevumu izpildi, sagatavoto atskaiti, dienasgrāmatu un prezentāciju prakses noslēguma seminārā/eksāmenā.

Pamatā prakse pašvaldībā tiek vērtēta individuāli (bet var atsevišķās pozīcijās tikt vērtēta kā grupas darbs, ja ne vairāk kā 3 studenti ir izvēlējušies sagatavot prakses atskaiti un prezentāciju par praksi kā grupas darbu), ņemot vērā:

i. Studenta iesaistīšanos pašvaldības darbā un individuāli veiktā darba kvalitāti, aktivitāti informācijas ieguvē un konkrēto prakses uzdevumu izpildi.

ii. Individuālajā prakses dienasgrāmatā atainoto prakses norisi un uzdevumu izpildi.

iii. Studentu grupas vai individuāli sagatavoto prakses atskaiti ar iegūto zināšanu adekvātu izvērtējumu ar secinājumiem, atskaitē ietverot pašvaldības attīstības plānošanas dokumentu analīzi un ieteikumus plānošanas dokumentu pilnveidošanai, plānošanas dokumentu ieviešanas novērtējumu un ieteikumus ieviešanas optimizēšanai.

iv. Studentu grupas vai individuālo prakses atskaites prezentāciju prakses noslēguma seminārā/eksāmenā, parādot prakses uzdevumu izpildi un prakses laikā iegūtās zināšanas un prasmes.

Prakses pašvaldībā gala novērtējums 10 baļļu sistēmā sastāv no kopējā novērtējuma par praktikantam uzdotā darba un prakses uzdevumu izpildi (20%), prakses dienasgrāmatas satura vērtējuma (20%), prakses atskaites vērtējuma (20%), un no prezentācijas par praksi vērtējuma prakses noslēguma seminārā/eksāmenā (40%).

Prakses pašvaldībā vadītājs novērtē uzdotā darba un prakses uzdevumu izpildi, praktikanta dienasgrāmatas saturu, prakses atskaiti, savukārt prakses vadītājs no LU ĢZZF puses novērtē prezentāciju par praksi tās noslēguma seminārā/eksāmenā.

Praksi pašvaldībā neieskaita, ja students nav izpildījis kādu no prakses uzdevumiem. Galīgo vērtējumu pēc prakses pašvaldībā noslēguma semināra/eksāmena apstiprina un atzīmju grāmatiņā ieraksta prakses pašvaldībā vadītājs no LU ĢZZF puses.

7. Prakses pašvaldībā dokumentu pakete

Prakses pašvaldībā laikā studenti individuāli katru dienu raksta dienasgrāmatu. To katru nedēļu paraksta prakses vadītājs pašvaldībā. Prakses pašvaldībā noslēguma posmā studenti sagatavo prakses atskaiti un prezentāciju par veikto darbu un prakses laikā iegūtajām zināšanām un prasmēm. To prakses noslēguma seminārā/eksāmenā prezentē prakses vadītājiem un saviem kolēģiem.

Prakses pašvaldībā kopējā dokumentu pakete sastāv no 1) titullapas, 2) prakses vadītāja pašvaldībā atsauksmes par studenta darbu un uzdevumu izpildi prakses laikā, 3) studenta vai studentu grupas prakses atskaites, 4) prakses dienasgrāmatas un 5) studenta vai studentu grupas prezentācijas par prakses uzdevumu izpildi.

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Annex 4.1.3. Practise in the Chosen Specialization regulations


Prakses izvēlētajā specializācijā „Specializācijas prakse” nolikumsPrakse ir otrā līmeņa profesionālās augstākās izglītības maģistra studiju programmas „Telpiskās attīstības plānošana” (turpmāk – studiju programma) sastāvdaļa, kas garantē valsts izglītības darba vajadzībām un profesijas standartam atbilstošas studijas. Tā ir obligāts nosacījums visiem studiju programmas studentiem, lai papildinātu teorētisko un praktisko kursu laikā iegūtās zināšanas, iegūtu jaunas zināšanas un praktiskās iemaņas. Prakses iekļaušanu otrā līmeņa augstākās izglītības profesionālo programmu obligātajā saturā nosaka Latvijas Republikas Ministru kabineta 20.11.2001. noteikumi Nr.481 “Par otrā līmeņa profesionālās augstākās izglītības valsts standartu”.

1. Prakses mērķi

Studiju programmā prakse 26 kredītpunktu apjomā sastāv no trīs tematiski dažādām prakses daļām: prakses reģionos „Plānotāja darba veidi”, prakses pašvaldībā “Plānošana un vadība pašvaldībā”, prakses izvēlētajā specializācijā “Specializācijas prakse” pašvaldībā, plānošanas birojā vai valsts institūcijā.

Prakses izvēlētajā specializācijā “Specializācijas prakse” (turpmāk – specializācijas prakse) mērķis ir iepriekš iegūto zināšanu, prasmju un iemaņu papildināšana un dziļāka praktisko zināšanu ieguve vienā no izvēlētajām specializācijām: teritorijas plānošanā, vides plānošanā vai ģeoinformātikā.

2. Prakses organizācija

Specializācijas prakse (18 krp.) pilna laika studijām paredzēta 3. semestrī, savukārt nepilna laika studijām tā paredzēta divās daļās: 3.semestrī 6.krp. apjomā un 4.semestrī 12.krp. apjomā. Tā tiek organizēta tajās plānošanas jomā attiecīgi kompetentajās pašvaldībās, plānošanas birojos vai valsts institūcijās, kuras ir ieinteresētas sagatavot jaunus telpiskās attīstības plānošanas speciālistus. Specializācijas prakse pēc izvēles tiek organizēta individuāli vai nelielā grupā.

3. Prakses uzdevumi

Studenti izvēlētajā specializācijā (teritorijas plānošanā, vides plānošanā, ģeoinformātika plānošanā) zināšanu papildināšanai, veic praksi valsts institūcijās, to struktūrvienībās, pašvaldībās vai plānošanas birojos ar attiecīgu kompetenci. Prakses vietu izvēlas studenti. Praksē studenti, piedaloties institūcijas ikdienas darbā, padziļināti apgūst zināšanas un pilnveido prasmes izvēlētajā specializācijā, veic pētījumus un iegūst informāciju maģistra darba izstrādei.

3.3.1. Uzdevumi studentiem, kuru specializācija ir teritorijas plānošana:

1. Iepazīties ar institūcijas struktūru un nolikumiem.

2. Iesaistīties institūcijas ikdienas darbā, piedaloties:

a) plānošanas dokumentu izstrādē un/vai to ieviešanas procesā;

b) projekta pieteikuma sagatavošanā un/vai to ieviešanas procesā;

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c) institūcijas sarakstē – vēstuļu un atbilžu uz vēstulēm sagatavošanā;

d) darba pasākumos: sanāksmēs, iedzīvotāju pieņemšanā, plānošanas dokumentu sabiedriskās apspriešanas pasākumos u.c.

3. Pēc prakses vadītāja norādījuma un prakses vadītāja vadībā veikt citus prakses vietai specifiskus uzdevumus.

4. Veikt nepieciešamās izpētes un vākt informāciju maģistra darba izstrādei.

5. Katras praksē pavadītās dienas darba uzdevumu izpildi, vērojumus un secinājumus apkopot prakses dienasgrāmatā.

6. Individuāli sagatavot prakses atskaiti un prezentāciju prakses noslēguma semināram.

3.3.2. Uzdevumi studentiem, kuru specializācija ir vides plānošana:

1. Iepazīties ar institūcijas struktūru un nolikumiem.


a) vides pētījumu un/vai plānošanas dokumentu izstrādē un to ieviešanas procesā un/vai projektu pieteikumu sagatavošanā un to ieviešanas procesā;

b) plānošanas dokumentu ietekmes uz vidi izvērtēšanā;

c) institūcijas sarakstē – vēstuļu un atbilžu uz vēstulēm sagatavošanā;

d) darba pasākumos: sanāksmēs, iedzīvotāju pieņemšanā, plānošanas dokumentu sabiedriskās apspriešanas pasākumos u.c.

3. Pēc prakses vadītāja norādījuma un prakses vadītāja vadībā veikt citus prakses vietai specifiskus uzdevumus.

4. Katras praksē pavadītās dienas darba uzdevumu izpildi, vērojumus un secinājumus apkopot prakses dienasgrāmatā


3.3.3. Uzdevumi studentiem, kuru specializācija ir ģeoinformātika:

1. 1.Iepazīties ar institūcijas struktūru un tās IT nodrošinājumu.


a) plānošanas dokumentu kartogrāfisko materiālu un vizuālo uzskates materiālu izstrādē;

b) datu bāzes izveidē/papildināšanā vai tās atjaunošanā;

c) darba pasākumos: sanāksmēs, plānošanas dokumentu sabiedriskās apspriešanas pasākumos u.c.

3. Pēc prakses vadītāja norādījuma un prakses vadītāja vadībā veikt citus prakses vietai specifiskus darba uzdevumus.

4. Katras praksē pavadītās dienas darba uzdevumu izpildi, vērojumus un secinājumus apkopot prakses dienasgrāmatā


4. Prakses vietas

Specializācijas prakse notiek tajās atbilstošas kompetences valsts institūcijās, pašvaldībās un plānošanas birojos ar kuriem ir noslēgts prakses līgums (pielikums Nr.9.4). Prakses laikā praktikants kļūst par prakses vietas kolektīva locekli un pakļaujas šī kolektīva iekšējās kārtības noteikumiem.

172

5. Prakses vadība

Specializācijas praksi vada: no LU ĢZZF puses – prakses vadītājs un prakses koordinators, no pašvaldību, valsts institūciju un plānošanas biroju puses prakses vadītāji – pieredzējuši speciālisti un profesionāli plānotāji.

5.1. Prakses koordinatora pienākumi specializācijas prakses organizācijā:

1. Saskaņot prakses programmas ar prakses vietām.

2. Kopā ar studentiem izvēlēties prakses vietas un sadalīt studentus pa prakses vietām pie prakses vadītājiem.

3. Iepazīstināt studentus ar prakses uzdevumiem.

4. Apmeklēt studentus prakses vietās.

5. Kārtot prakses vadītāju apmaksas dokumentāciju.

6. Sagatavot rīkojuma projektu par praksi ne vēlāk kā 1 nedēļu pirms prakses.

7. Pēc studentu atsauksmēm un prakses laikā iegūtās pieredzes pārskatīt un pilnveidot prakses programmas.

5.2. Prakses vadītāja pienākumi specializācijas prakses vadībā:

1. Iepazīstināt studentus ar institūciju, tās darbiniekiem un darba specifiku prakses vietā.

2. Nodrošināt studentus ar prakses uzdevumu izpildei nepieciešamo darba vietu un inventāru.

3. Uzdot studentiem darbu.

4. Konsultēt studentus par veicamajiem darba uzdevumiem.

5. Sniegt nepieciešamo informāciju.

6. Pārraudzīt studentu darbu.

7. Izvērtēt prakses uzdevumu izpildi un sagatavot rakstisku atsauksmi par studenta darbu prakses laikā.

6. Prakses vērtēšana

Prakses vērtējums notiek pēc 10 baļļu sistēmas. Prakses izpilde un norise tiek vērtēta studentu grupai vai individuāli, ņemot vērā prakses uzdevumu izpildi, sagatavoto atskaiti un prezentāciju prakses noslēguma seminārā. Prakses vērtējumu dod prakses vadītājs.

Specializācijas prakse tiek vērtēta individuāli, ņemot vērā:

1. Prakses dienasgrāmatā atainoto prakses norisi un darba uzdevumu izpildi.

2. Prakses vietā uzdotā darba izpildi.

3. Sagatavoto prakses atskaiti, kurā parādīts darba kolektīvā vai individuāli veiktais darbs un ietverts iegūto zināšanu un prasmju adekvātu izvērtējums un secinājumi.

4. Prakses atskaites prezentāciju prakses noslēguma seminārā, parādot prakses uzdevumu izpildi un prakses laikā iegūtās zināšanas un prasmes.

Prakses gala novērtējums 10 baļļu sistēmā sastāv no praktikanta dienasgrāmatas satura vērtējuma (10%), prakses vietā uzdotā un izpildītā darba vērtējuma (40%), prakses atskaites vērtējuma (30%) un prezentācijas par praksi noslēguma seminārā vērtējuma (20%).

Praksi neieskaita, ja students nav izpildījis kādu no prakses uzdevumiem. Galīgo vērtējumu pēc prakses noslēguma apstiprina programmas direktors un ieraksta atzīmju grāmatiņā.

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7. Prakses dokumentācija

Prakses noslēgumā studenti sagatavo prakses atskaiti un prezentāciju par veikto darbu un prakses laikā iegūtajām zināšanām un prasmēm. To prakses noslēguma seminārā prezentē prakses vadītājiem un saviem kolēģiem. Prezentāciju pievieno prakses atskaitei.

Specializācijas prakses laikā studenti individuāli katru dienu raksta dienasgrāmatu. To paraksta prakses vadītājs. Prakses noslēgumā dienasgrāmatu pievieno prakses atskaitei.

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Annex 4.2.

A letter on field practise adressed to local authority

2008.g. “......” ............... Nr. ………………….

Siguldas novada domes priekšsēdētājamT.Puķīša k-gam

Par praksi pašvaldībā „Plānošana un vadība pašvaldībā”

Lūdzam, saskaņā ar vienošanos par prakses organizēšanu (Nr.05/07, noslēgta 2005.gada 22.decembrī) nodrošināt praksi pašvaldībā „Plānošana un vadība pašvaldībā” Siguldas novada domes būvvaldē Latvijas Universitātes Ģeogrāfijas un Zemes zinātņu fakultātes (ĢZZF) otrā līmeņa augstākās izglītības profesionālās maģistra studiju programmas „Telpiskās attīstības plānošana” studentam (-ei, -iem) ............................. (studenta(-u) matrikulas Nr. ..................... ) laikā no 2008. gada …. maija līdz 2008. gada … jūnijam.

Lūdzam nodrošināt studentam (-ei, -iem) …………prakses iespēju atbilstoši prakses mērķiem un uzdevumiem (pielikumā) un nobeigumā sniegt studenta prakses vērtējumu un prakses vadītāja atsauksmi.

Nosūtam jums saskaņošanai prakses pašvaldībā programmu (pielikumā). Lūdzam to izvērtēt un neskaidrību gadījumā vai gadījumā ja programmā nepieciešami precizējumi sazināties ar ĢZZF prakses pašvaldībā koordinatori(-u) ……………………. (tālr. 29188535).

Tāpat lūdzam līdz 2009.gada ….. aprīlim nozīmēt prakses vadītāju un par to informēt ĢZZF prakses pašvaldībā koordinatori(-u)…………………...

Pielikumā: Prakses pašvaldībā „Plānošana un vadība pašvaldībā” darba programma uz 2.lpp.

Dekāns: prof. Oļģerts NIKODEMUS

Gunta Lukstiņa 29188535

175

Annex 4.3. Working programme of the practise „Planning and Management at Local Authority”

Latvijas Universitātes profesionālā maģistru studiju programma „Telpiskās attīstības plānošana”

PRAKSES PAŠVALDĪBĀ „PLĀNOŠANA UN VADĪBA PAŠVALDĪBĀ” DARBA PROGRAMMA

I. PRAKSES PAŠVALDĪBĀ „PLĀNOŠANA UN VADĪBA PAŠVALDĪBĀ” SAGATAVOŠANAS POSMSAtbildīgais par prakses pašvaldībā „Plānošana un vadība pašvaldībā” (turpmāk – prakse pašvaldībā) sagatavošanās periodā paredzēto pasākumu izpildi ir studiju programmas direktors.Sagatavošanas periods aptver:

1. Prakses pašvaldībā dokumentācijas (rīkojuma projekta, norīkojumu) sagatavošanu.2. Fakultātes docētāja norīkošanu prakses pašvaldībā koordinēšanai. 3. Prakses programmas saskaņošana ar prakses vietām (prakses koordinators).4. Prakses pašvaldībā ievada semināru. Iepazīstināšanu ar prakses nolikumu, prakses

pašvaldībā darba programmu, mērķiem, uzdevumiem, prasībām, vērtēšanu un dokumentācijas paraugiem. Prakses vietas un vadītāja izvēle un apstiprināšana.

5. Praktikantu sadali pa prakses pašvaldībā vietām un, ja tas ir nepieciešams, praktikantu grupu vadītāju apstiprināšanu.

II. PRAKSES PAŠVALDĪBĀ NORISE

Prakses pašvaldībā „Plānošana un vadība pašvaldībā” norises laikā darbojošās personas ir praktikanti un nozīmētie prakses vadītāji pašvaldībās, kā arī prakses vadītājs no Latvijas Universitātes Ģeogrāfijas un Zemes zinātņu fakultātes ( LU ĢZZF) puses (asoc. prof. Pēteris Šķiņķis). Prakses norisi koordinē prakses koordinators (G. Lukstiņa)Prakses norises laikā notiek:

1. Praktikantu ievadīšana pašvaldības darbā un iepazīstināšana ar pašvaldības vadību un darbiniekiem (prakses vadītāji pašvaldībā).

2. Praktikanta darba grafika un pasākumu kalendāra (projekta) sastādīšana prakses periodam (izstrādā praktikants sadarbībā ar prakses vadītāju pašvaldībā).

3. Praktikanta darbs – iepazīšanās ar pašvaldību un tās būvvaldes un/vai attīstības plānošanas struktūrvienības funkcijām, veicamo darbu un tā izvērtējums:a) Iepazīšanās ar pašvaldības struktūru un funkcijām, pašvaldības domes/padomes

komitejām. Attīstības komitejas un Vides komitejas (ja tāda ir) funkcijas un faktiskais darbs.

b) Detalizēta iepazīšanās ar būvvaldes un attīstības plānošanas struktūrvienības struktūru, nolikumu un praktiski veicamo ikdienas darbu.

c) Iepazīšanās ar plānotāja darbu un lomu pašvaldības attīstības veicināšanā.d) Intervijas ar pašvaldības plānotājiem. Pašvaldības plānotāju sadarbība ar citiem

pašvaldības speciālistiem. Pašvaldības plānotāja darba specifiskās problēmas. e) Pieņemto un izstrādes stadijā esošo pašvaldības attīstības plānošanas dokumentu

apzināšana (attīstības stratēģijas, attīstības programmas, plāni, teritorijas

176

plānojumi, detaļplānojumi u.c.). Plānošanas dokumentu (attīstības stratēģija, attīstības programma, teritorijas plānojums) izvērtējums. Plānošanas dokumentu pilnveidošanas iespēju noteikšana.

f) Attīstības plānošanas dokumentu īstenošanas un ar īstenošanu saistīto problēmu apzināšana. Attīstības plānošanas dokumentu un projektu saiknes. Sagatavotie projektu pieteikumi. Īstenotie projekti, to rezultāti un šī brīža projektu realizācija. Ieteikumi attīstības plānošanas dokumentu īstenošanas sekmēšanai.

4. Praktikanta dalība pašvaldības attīstības plānošanas dokumentu, plānu un projektu īstenošanas procesos un citos ikdienas pasākumos: a) Dalība/veiktais darbs attīstības plānošanā un plānu, projektu ieviešanā. Ieteikumi

plānošanas procesa pilnveidošanai.b) Dalība attīstības komitejas sēdēs un būvvaldes un attīstības plānošanas

struktūrvienības ikdienas pasākumos: sēdēs, darba sanāksmēs, iedzīvotāju pieņemšanā, pašvaldībai iesniegto detaļplānojumu izvērtēšanā, plānojumu sabiedriskās apspriešanas pasākumos u.c.

c) Būvvaldes un attīstības plānošanas struktūrvienības ikdienas darba un pasākumu novērtējums. Ieteikumi ikdienas darbības uzlabošanai.

II. PRAKSES PAŠVALDĪBĀ NOSLĒGUMS

Prakses noslēgumā LU ĢZZF tiek organizēts prakses noslēguma seminārs/eksāmens. Tā plānojumu un norisi izstrādā studiju programmas direktors. Seminārā/eksāmenā tiek aicināti piedalīties prakses vadītāji pašvaldībās (dalība seminārā/eksāmenā vēlama, bet nav obligāta).

Seminārā/eksāmenā notiek prakses atskaites aizstāvēšana/prezentācija darba grupā vai individuāli un tās apspriešana, un praktikantu gūtās pieredzes apmaiņa.Pirms prakses noslēguma semināra katrs praktikants iesniedz studiju programmas vadītājam no LU ĢZZF puses atskaiti par praksi pašvaldībā, kas sastāv no:

1. Titullapas.2. Darba grupā vai individuāli pēc noteiktas formas sagatavotas prakses atskaites.3. Prakses pašvaldībā dienasgrāmatas.4. Prakses vadītāja pašvaldībā rakstiskas atsauksmes/novērtējuma par studenta darbu

prakses laikā (pēc noteiktas formas A-4 lapas apjomā).

Pēc noslēguma semināra atskaitei par praksi pievieno:5. Prakses noslēguma semināra prezentāciju.

Praktikants ir atbildīgs par prakšu atskaites noformēšanu un savlaicīgu iesniegšanu.

177

Praktikanta matr.Nr..…………………………….…

Vārds, uzvārds

ATSKAITE

PAR PRAKSI PAŠVALDĪBĀ „PLĀNOŠANA UN VADĪBA PAŠVALDĪBĀ” otrā līmeņa profesionālās augstākās izglītības maģistra studiju programmā „Telpiskās

attīstības plānošana”

............................................................................................................. pašvaldībā

no 2008.g. “......” ................................. līdz 2008.g. “......” ..................................

Prakses vadītājs:

……………..……………………………………………….domes/padomes………………………………………………………………/amats/………………………………………………………………/vārds, uzvārds/

Sigulda, 2008

PRAKTIKANTA(U) ATSKAITE PAR PRAKSES PAŠVALDĪBĀ

178


ĢEOGRĀFIJAS UN ZEMES ZINĀTŅU FAKULTĀTE ĢEOGRĀFIJAS NODAĻA

Annex 4.4. Report on practise in local authority

„PLĀNOŠANA UN VADĪBA PAŠVALDĪBĀ” LAIKĀ VEIKTO DARBU

1. Praktikanta(u) darbs – iepazīšanās ar pašvaldību un tās būvvaldes un attīstības plānošanas struktūrvienības funkcijām, veicamo darbu un tā izvērtējums

Nr. Veiktais darbs Iegūto zināšanu izvērtējums, secinājumi, ieteikumi

2. Praktikanta(u) dalība/veiktais darbs pašvaldības plānošanas un plānu ieviešanas procesos un ikdienas pasākumos

Nr. Dalība/veiktais darbs plānošanas un plānu ieviešanas procesos un ikdienas

pasākumos: sēdēs, darba sanāksmēs, sabiedriskās apspriešanas pasākumos u.c.

Iegūto zināšanu izvērtējums, secinājumi, ieteikumi

3. Prakses pašvaldībā pašnovērtējums

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

179

……………………………………………………………………………………………………………………………………………………………………………………

........................................................................................ …………………………………………………………. ………………………………………………………….

/praktikanta(u) paraksts(i), tā(to) atšifrējums(i)

2008.g. “......” .........................

180

PRAKTIKANTA ………………………………………... /vārds, uzvārds/

PRAKSES PAŠVALDĪBĀ „PLĀNOŠANA UN VADĪBA PAŠVALDĪBĀ”

DIENASGRĀMATA

Datums Prakses norise un uzdevumu izpilde* Iegūto zināšanu izvērtējums, secinājumi

* tiek atzīmēti katras prakses dienas laikā veiktie uzdevumi un dalība pasākumos

........................................................................................ /praktikanta paraksts, tā atšifrējums/

2008.g. “......” .........................

181

Annex 4.5. Reference on tutor on the work quality of trainee in locl authority

PRAKSES VADĪTĀJA ATSAUKSME PAR PRAKTIKANTA DARBUPRAKSES PAŠVALDĪBĀ

„PLĀNOŠANA UN VADĪBA PAŠVALDĪBĀ” LAIKĀ

Praktikanta ……………………………………………………………/vārds, uzvārds/prakses ……………..…………………………………………………../domē, padomē/ no 2008.gada 17. marta līdz 2008.gada 24.aprīlim vērtējums

1. Praktikanta individuālās aktivitātes informācijas ieguvē vērtējums……………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………….………

2. Praktikanta iesaistīšanās pašvaldības darbā, iegūto praktisko darba iemaņu un veiktā darba vērtējums

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Praktikanta dienasgrāmatas vērtējums ar atzīmi 10 baļļu sistēmā (cipariem un vārdiem)……………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………….

4. Praktikanta prakses atskaites vērtējums (t.sk. praktikanta ieteikumu vērtējums) ar atzīmi 10 baļļu sistēmā (cipariem un vārdiem)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Praktikanta darba kopējais vērtējums ar atzīmi 10 baļļu sistēmā (cipariem un vārdiem)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Prakses vadītājs pašvaldībā:

……………..…………………………………….../pašvaldības dome/padome/……………………………………………………………………….…/amats/

…………………………………………………….../paraksts un tā atšifrējums/

2008.g. “......” .........................

182

ANNEX 5 PARTICIPATION OF ACADEMIC STAFF IN INTERNATIONAL PROJECTS AND PRACTICAL PLANNING PROJECTS

183

5. pielikumsAkadēmiskā personāla līdzdalība starptautiskos projektos un praktiskos plānošanas projektos Latvijā(Akadēmiskā personāla līdzdalības saraksts starptautiskos projektos un praktiskos plānošanas projektos Latvijā kārtots saskaņā ar mācībspēku sarakstu 2.1. pielikumā)

Vārds, uzvārds Projekts Projekta realizēšanas laiks

Nikodemus O. Latvijas ainavas struktūras attīstību ietekmējošie faktori un tās ainavekoloģiskais vērtējums

2005 – 2007

Stratēģiskais ietekmes uz vidi novērtējums Rīgas attīstības plānam

2005

Ģeogrāfisko, ekonomisko, sociālo un politisko faktoru ietekme uz augstieņu ainavu struktūru

2005

Latvijas vietvārdu ģeogrāfija 2004Rīgas attīstības plāns 2004 – 2005Zemes izmantošanas struktūras maiņa augstienēs Latvijā — ainavekoloģiskais un vizuālais aspekts

2003

Zemes izmantošanas struktūras maiņa augstienēs Latvijā – ainavekoloģiskais un vizuālais aspekts

2001

Segliņš V. Efektīvās porainības un granulometriskā sastāva atkarības nogulumos aerācijas zonā

2005 – 2006

Ledus laikmeta beigu posma nogulumi Latvijā un to starpreģionālā korelācija

2004

Latvijas kvartārsegas ūdeņu reģionālās atšķirības 2003Latvijas holocēna nogulumu stratigrāfija un to starpreģionālā korelācija

2001

Krišjāne Z. Latvijas apdzīvojuma attīstība un tās telpiskās izpausmes

2007

Latvijas apdzīvojuma attīstība un tās telpiskās izpausmes

2006

Interreg IIIC COMMIN – Promoting Spatial Development by Creating COMmon MINdscapes

kopš 2004

Suburbanizācijas procesu teritoriālās izpausmes 2003Pilsētu loma dažāda līmeņa teritoriju attīstībā 2003Medium Sized Cities in Dialogue Around the Baltic Sea / MECIBS

2002 – 2004

The Future of Old Industrialized Cities and Regions Undergoing Structural Changes

1999 – 2001

Šķinķis P. Reģionālās attīstības politika un sabiedrības struktūras maiņas Latvijas vidējās, mazās pilsētās un lauku teritorijās

2007

Nacionālais plānojums 2006Garkalnes pagasta attīstības plānošanas dokumenti kopš 2006Kurzemes plānošanas reģiona telpiskais (teritorijas)plānojums

2005 – 2006

Reģionālās attīstības politika un sabiedrības struktūras maiņas Latvijas vidējās, mazās pilsētās un lauku teritorijās

2005 – 2006

Latvijas reģionālā attīstība 2004Rīgas plānošanas reģiona attīstības programma un telpiskais (teritorijas) plānojums

2003 – 2005

184

Latvijas sabiedrības struktūras maiņu ekonomiskās un sociāli ģeogrāfiskās indikācijas

2003

Latvijas sabiedrības struktūras maiņu ekonomiskās un sociāli ģeogrāfiskās indikācijas. Latvijas sabiedrības struktūras un apdzīvojuma maiņu sociāli ģeogrāfiskās indikācijas vietējā teritoriālā līmenī

2001 – 2004

Krievijas – Baltijas jūras reģiona tirdzniecības plūsmas un struktūra

2001

Integrētās pārrobežu sociālās un kultūras mijiedarbības robežrajonos

1998 – 2001

Kudreņickis I EC Life-Environment programmas projektsZiemelsusējas upes baseina pārvaldības plāna izstrāde un sabiedrības iesaiste tā izstrādāšanā

kopš 2003

Latvijas Ilgtspējīgas attīstības nacionālais novērtējums gatavojoties Johanesburgas-2002 konferencei (National Assessment and Consultation for the World Summit for Sustainable Development (WSSD)

2002

EC Phare CBC SAfBSR programmas projekts Atkritumu saimniecība un ilgtspējīga attīstība pašvaldībās [Waste Management and Sustainable Development for Municipalities]

2001 – 2002

Apsīte E. Biogēno elementu notece no Latvijas vides monitoringā neiekļautajām mazajām upēm

2005 – 2007

Biogēno elementu notece no Latvijas vides monitoringā neiekļautajām mazajām upēm

2004 – 2006

Upju baseinu raksturojums. Antropogēno slodžu uz pazemes un virszemes ūdeņiem vērtējums. Ekonomiskā analīze

2004

Model based tools for setting emission standards (Dānija–Latvija)

2002

Lielupe River Watershed Management Demonstration Project (USA–Lithuania–Latvia)

2001 – 2003

Šteinberga I. Piesārņojošo vielu emisijas aprēķinu metodiku salīdzinošā analīze” Iepirkuma līgums EI-15/2002 starp Vides aizsardzības un reģionālās attīstības ministriju un SIA “EKOSOFT”.

1997–2002

Vilka I. Reģionālās attīstības atbalsta instrumentu efektivitātes analīze

2003 – 2004

Rīgas plānošanas reģiona attīstības programma 2003 – 2004Pilsētu mārketings 2001 – 2002

Niedole I. Transporta esošās situācijas rakstojums un Perspektīvās transporta shēmas priekšlikumi „Rīgas pilsētas teritorijas plānojumam 2006. – 2018. gadam.”

2004 – 2006

Rīgas vēsturiskā centra saglabāšanas un attīstības plāna pētījums "Transporta infrastruktūras attīstības plāns"

2003 – 2005

Treija S. Rīgas lielmēroga dzīvojamo rajonu telpisko parametru un struktūras attīstību ietekmējošie faktori, RTU – IZM

2007

Neighbourhood Housing management, competence 2005 –2007

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development combining social and physical initiatives, Nordplus NeighbourVizuāli telpiskās analīzes metodoloģija pilsētplānošanā, RTU – IZM

2005

Meiere S. Dabas resursu īpašuma lietošanas tiesību aprobežojumi

kopš 2004

Piekrastes biotopu aizsardzība un apsaimniekošana Latvijā

kopš 2002

Markots A. Glacigēnās reljefa formas un to ģenēze salveida augstienēs

kopš 2002

Ledāja dinamika pēdējā apledojuma laikā Latvijā kopš 2001Latvijas kartes Jūsu datorā (Interneta vidē) 2001

Kūle L. Interreg IIIB. COMMIN – Promoting Spatial Development by Creating COMmon MINdscapes

2004 – 2007

Interreg IIIB. ESPON Data Navigator 2004Latvijas apdzīvojuma attīstība un tās telpiskās izpausmes

kopš 2004

Lukstiņa G. Interreg IIIB. COMMIN – Promoting Spatial Development by Creating COMmon MINdscapes

2004 – 2007

Nacionālais plānojums 2006Stratēģiskais ietekmes uz vidi novērtējums Rīgas attīstības plānam

2005

Rīgas plānošanas reģiona attīstības programma un telpiskais (teritorijas) plānojums

2003 – 2005

Roze A. Rīgas telpiskās kompozīcijas attīstība 2004“Vīzija 2020” – Valsts Kultūras pieminekļu aizsardzības inspekcijas (VKPAI) ieteikumi Rīgas vēsturiskā centra saglabāšanas un attīstības plānam

2002

“Vīzija 2020” – Rīgas vēsturiskā centra saglabāšanas un attīstības koncepcija

2001

Ābeltiņa M. Rīgas attīstības plāns, “Es daru Rīgu!” 2004 – 2006Stratēģijas uz zināšanām balstītā biznesa attīstībai Latvijā

2002 –2004

Bērziņš E. Ogres novada teritorijas plānojuma izstrāde 2007Latvijas Nacionālās bibliotēkas un Akustiskās koncertzāles teritorijas detālplānojums

kopš 2007

Mūkusalas detālplānojums (Rīga) kopš 2007Rīgas attīstības plāna apbūves noteikumi 2004Babītes pagasta “Silarāju” ciema detālplānojums 2004Salaspils, Lielvārdes un Babītes pašvaldību teritoriju plānojumi

2000 – 2004

Tukuma, Rīgas, Liepājas, Alūksnes, Jēkabpils u.c. pilsētu apbūves noteikumi

1993 – 2004

Detālplānojumu izstrāde Rīgā, Jūrmalā, Babītes, Salaspils, Stopiņu, Inčukalna, Ķekavas pašvaldībās te

2000 – 2004

Kaugurs U. ABC (Aliance of Baltic Cities) 1998 – 2004Liepājas pilsētas attīstības programma 2001Liepājas reģiona attīstības plāns 1998 – 2000

Ločmanis A. Rīgas attīstības plāns 2004 – 2006

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ANNEX 6 MAIN SCIENTIFIC PUBLICATIONS AND STUDY LITERATURE OF ACADEMIC STAFF

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6. pielikumsAkadēmiskā personāla galvenās zinātniskās publikācijas un sagatavotā mācību literatūra(Akadēmiskā personāla galveno zinātnisko publikāciju un sagatavotās mācību literatūrassaraksts kārtots saskaņā ar mācībspēku sarakstu 2.1. pielikumā)

Nikodemus O. Bell S. Penēze Z. Rasa I. (2007). The Influence of Farm Support on the Pattern and Structure of the Latvian Landscape GeoJournal; Springer Netherlands (in print) 26.Penēze Z. Nikodemus O. Krūze I. Rasa I. (2007) Agricultural Landscape Data State of the Art. Presentation from Latvia Zinātniskās sadarbības tīkla "Eiropas kultūras izpausmes lauksaimniecības ainavās" (EUCALAND) 2. seminārs "Agricultural Landscape Data State of the Art"; University of Cambridge", Cambridge, UK, 3.04.-4.04.2007. Lakovskis P. Beikulis O. Nikodemus O. (2007) Geographic Information Systems (GIS) – Effective Solution in Landscape Ecological Planning. 4th International Conference „Research and Conservation of Biological Diversity in Baltic Region. Daugavpils 64.Čekstere G. Osvalde A. Nikodemus O. (2007) Ecological Research on Riga City Street Greenery. Proceedings of the 7 th IALE World Congress. Part 1. 273.Terauds A. Nikodemus O. (2007) Analysis of the Lanscape Ecological Structure Applying maps of Different scale. 4th International Conference „Research and Conservation of Biological Diversity in Baltic Region. Daugavpils 130.Čekstere G. Osvalde A. Nikodemus O. (2007) Na un Cl akumulāvija Rīgas ielu apstādījumu liepās. Latvijas Universitātes 65. zinātniskā konference. Ģeogrāfija, ģeoloģija, vides zinātne. 221 -222.Terauds A. Nikodemus O . (2007) Ainavekoloģiskās struktūras pētījumu rezultāti Ziemeļvidzemes biosfēras rezervātā. Latvijas Universitātes 65. zinātniskā konference. Ģeogrāfija, ģeoloģija, vides zinātne. 107 – 108.Nikodemus O., Bell S., Grīne I., Liepiņš I. (2005) The impact of economic, social, and political factors on the landscape structure of the Vidzeme uplands in Latvia. Landscape and Urban Planning. V 70, Issues 1–2. pp. 57. – 67.Penēze Z., Nikodemus O., Grīne I., Rasa I., Bell S. (2004) Local changes in the landscape structure of Kurzeme during the 29th century. Ģeogrāfiskie raksti. Folia Geographica, XII, Latvijas ģeogrāfijas biedrība, Rīga. 56 – 64. lpp.Nikodemus O., Brūmelis G., Tabors G., Lapiņa L., Pope S. (2004) Monitoring of air pollution in Latvia between 1990 and 2000 using moss. Journal of Atmospheric Chemistry 49; pp. 521–531. Tabors G., Brūmelis G., Lapiņa L., Pospelova G., Nikodemus O. (2004). Changes in element concentrations in moss segments after cross – transplanting between a polluted and non – polluted site. Journal of Atmospheric Chemistry 49; pp. 191–197.Kalniņa L., Nikodemus O., Silamiķele I., Platniece D. (2003) Influences of hydrological change and peat humification, microfossil stratigraphy and chemistry in mire of Kemeri National Park. Ecohydrological processes in Northern wetlands. Selected papers. –Tallinn – Tartu. – pp. 64 – 70.Danilāne D., Gavena I., Kāla A., Laime B., Lukšēvics A., Nikodemus O., Segals H., Šmita M. (2002) Ietekmes uz vidi novērtējums. Ietekmes uz vidi novērtējuma valsts birojs, Rīga. 208 lpp.Sepp K., Jagomagi J., Kaasik A., Gulbinas Z., Nikodemus O. (2001). National Ecological Networks in the Baltic Countries. The NEBI Yearbook 2001/2002. Springer, NORDREGIO, pp. 103 – 122.

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Urtāne I., Nikodemus O., Leinerte M., Briede A., Valdmane I. (2001) Sateces baseina principa ieviešana teritorijas plānošanā. VARAM, Zviedrijas Vides aģentūra, Rīga. 63 lpp.Bells S., Nikodemus O. (2000) Rokasgrāmata meža ainavas plānošanai un dizainam. Valsts meža dienests, LTS International Ltd., Rīga. 75 lpp.

Segliņš V. Sitchoff G. (2007) Geological structures at Slampe in detailed studies The quaternary of Western Lithuania : from the pleistocene glaciations to the evolution of the Baltic Sea : proceedings the INQUA Peribaltic Group Field Symposium, May 27–June 02, 2007, Plateliai Lithuanian / Lithuanian Geological Survey, Institute of Geology and Geography 75-76Segliņš V. ( 2007). Minerāli un ieži :1.daļa: Minerāli Rīga :RaKa 230Segliņš V. (2007) Geogrāfijas standarta projekts vidusskolai un tā papildināšana Latvijas Universitātes 65. zinātniskā konference. Ģeogrāfija. Ģeoloģija. Vides zinātne. Referātu tēzes. LU Akad. apgāds, Rīga. 93 - 94Segliņš V. (2007) Uz zemes centru. Terra. - Nr.1 33 - 39Segliņš V. (2007) Zemes dzīļu bagātības Latvijā. Akadēmiskā Dzīve = Academic Life. - 44. rakstu krāj. 83 - 89Segliņš V. Sitchoff G. u.c. (2007) Pleistocēna nogulumu virsējās slāņkopas seismiskā uzbūve un tās interpretācija Baltijas zemienes posmā starp Ulmali un Joķiem Latvijas Universitātes 65. zinātniskā konference. Ģeogrāfija. Ģeoloģija. Vides zinātne. Referātu tēzes. LU Akad. apgāds, Rīga. 190 - 192Segliņš V. (2007) Zemes dzīļu resursi, atkarība no tiem Eiropas Savienībā un nozīme Latvijā Ģeogrāfija. Ģeoloģija. Vides zinātne : Latvijas Universitātes 65.zinātniskā konference : referātu tēzes. Rīga : LU Akadēmiskais apgāds 188 - 190Segliņš V. (2007). Zemes dzīļu resursu izsīkšanas maldi Terra. Maijs/Jūnijs 30 - 36Segliņš V. (2007). Minerāli un ieži :2.daļa: Ieži Rīga : RaKa 125a. Segliņš V. (2001) Holocēna nogulumu stratigrāfija Latvijā un to starpreģionālā korelācija. LU, Elpa–2, Rīga. 191 lpp.b. Segliņš V. (2001) Latvijas holocēna nogulumu sporu un putekšņu diagrammu katalogs. LU, Rīga, Elpa–2. 528 lpp.c. Segliņš V. (2001) Latvijas holocēna sporu un putekšņu diagrammas. LU, Rīga, Elpa–2. 95 lpp.

Krišjāne Z. Eglīte P. Bauls A. Krūzmērtra Ž. Kūle L. Lulle A (2007). Darbaspēka ģeogrāfiskā mobilitāte Rīga: Latvijas Universitāte 240.Krišjāne Z. Bauls A.( 2007). Migrācijas plūsmu reģionālās iezīmes Latvijā.Paaudžu nomaiņa un migrācija Latvijā. Stratēģiskās analīzes komisija. Zinātniski pētnieciskie raksti 4(15) Rīga, Zinātne 130-143.Krišjāne Z. Bauls A. (2007). Rīgas loma Latvijas migrācijas procesos. Latvijas Universitātes 65.zinātniskā konference. Ģeogrāfija. Ģeoloģija. Vides zinātne.Rīga, LU Akadēmiskais apgāds 57.-58.Krišjāne Z. (2007). New forms of Labour Mobility in Latvia. 4th International Conference on Population Geographies. Programme and abstract volume. Hong Kong 85Krišjāne, Z., Bauls, A. (2005) Migrācijas reģionālās iezīmes Latvijā. Demogrāfiskā situācija šodien un rīt. Stratēģiskās analīzes komisija. Zinātniski pētnieciskie raksti 3(4) / 2005. Rīga, Zinātne, 130-148.lpp

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Krisjane, Z.(2005). Latvia: a Centre Oriented Country in Transition. In: Muller B., Finka M., Lintz G. (eds.) Rise and decline of industry in Central and Eastern Europa. Berlin, Heidelberg, New York: Springer, - p.131-153. Krišjāne, Z. (2005) Regional disparities and development trends in Latvia. VII World Congress of the International Council for Central and East European Studies "Europe – Our Common Home?" 25-30.07.2005: Abstracts, BerlinKrišjāne, Z. (2005) Urban Development Processes during Transition Period in Latvia. VII World Congress of the International Council for Central and East European Studies "Europe – Our Common Home?" 25-30.07.2005: Abstracts, BerlinKrišjāne, Z. (2005) The trends of urban concentration and suburbanisation (the case of Riga). Inaugural Nordic Geographers Meeting (The Royal Swedish Academy of Sciences and Lund University). 10. - 14. 05. 2005. www.ngm.cc/html/abstracts/abstract_krisjane.pdfKrišjāne Z. (2004) Latvia: a centre oriented country in transition. Muller B., Finka M., Lintz G. (eds.) Rise and decline of industry in Central and Eastern Europa. Berlin, Heidelberg, New York: Springer, pp. 131–153.Bauls A., Krišjāne Z., Vilciņš A. (2004) Changing patterns of population mobility in Latvia. Ģeogrāfiski Raksti/ Folia Geographica, 12, Latvijas ģeogrāfijas biedrība, Rīga. 66– 74 lpp.Krišjane Z., Bauls A. (2003) Changes in pattern and new migration trends in Latvia. Ishikawa Y., Montanari A. (eds). New geography of human mobility– inequality trends? Roma: IGU–Home of Geography, pp. 169–183.Krišjāne Z., Kūle L., Rozīte M. (2002) Reģionālie procesi Latvijas Eiropas Savienības paplašināšanās kontekstā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 60. Zinātniskā konference, Rīga. 79.–81.lpp.Krišjāne Z., Vanagas J., Noorkoiv R., Staniunas J. Planning Urban Systems in Sovjet Times and in the Era of Transition: the Case of Estonia, Latvia and Lithuania // Geographica Polonica. 2002 Vol 75 , Nr.2.-75-100.Krišjāne Z., Vanagas J., Noorkoiv R., Staniunas J. (2002) Planning Urban Systems in Sovjet Times and in the Era of Transition: the Case of Estonia, Latvia and Lithuania. Geographica Polonica.–Vol 75 , Nr.2. pp. 75–100.Krisjāne Z. (2000) The Quality of Life, Environmental and Human Health Assessment in Latvia. Global–Local Interplay in the Baltic Sea Region., Warsaw, pp 422–432.Krišjāne Z., Jankevics J.(2000) Mobility of population and changing role of cities in Latvia. Nordic–Baltic Sea region on the Eve of 21st century. Riga. pp 125–130.

Šķiņķis P. (2007) Reģionālās attīstības politika un sabiedrības struktūras maiņas Latvijas vidējās, mazās pilsētās un lauku teritorijās LU 65. zinātniskā konference. Ģeogrāfija. Ģeoloģija. Vides zinātne 101-102. lppŠķiņķis P., Vilka I. (2004) Ģeogrāfiskā telpa un attīstība: sapratne, vispārējais stāvoklis, politika. Dažādā Latvija: pagasti, novadi, pilsētas, rajoni, reģioni. Vērtējumi, perspektīvas, vīzijas. Latvijas Statistikas institūts, Valsts reģionālās attīstības aģentūra, Rīga. 16–34. lpp.Šķiņķis P., Cheburashkin M., Kublačovs A., Brodin A. (2002) Russian transit in the Baltic Sea Region: A Latvian Perspective. Russian transit trade in the Baltic Sea Region, Centre or European Research – CERGU, Göteborg University. – Gothenborg, Sweden. pp. 1–14.

Vircavs M. (2007) Stingrā" vides politika vides terorisma draudu mazināšanai LU 65. konference Akadēmiskais apgāds, Rīga 247-249Vircavs M. (2007) Analysis of the possible environmental threats in Latvia Conference Book, Development of a Prototype System for Sharing Information Related to Acts of

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Terrorism to the Environment, Agriculture and Water Systems (ECOTER), Science for Peace and Security, NATO, Venice Vircavs M., Sediment quality assessment in Latvia water bodies (2006), Electronic version, USA/EU-Baltic International Symposium, Integrated Ocean Observation Systems (IOOS) for Managing Global & Regional Ecosystems Using Marine Research, monitoring & Technologies, Klaipeda (Lithuania).Vircavs M. (2005) Vide, ietekmes un novērtējums. Principi un analīze. Rīga, Turība, 248.lpp.Klavins M., Vircavs M. (2001) Metals in sediments of inland waters of Latvia. Bor. Env. Res., 6, No 4, pp. 297–306.

Klāvs G., Kudreņickis I., Krūgs M. „Assessment of the Policy of Sustainable Biomass-Based Heat Energy Supply at the Municipal Level” // Latvian J.of Phsysical &Technical Sc., No 1, 2008, 13 p. Klāvs G., Kudreņickis I., Rekis J. „RES Integration for Increasing of Energy Supply Security in Latvia: Environmental and Economical factors” // Proceedings of Int.conf “New Energy Externalities Developments for Sustainability Forum 2 Energy Supply Security – Present and Future Issues”, Krakow, 05.-06.07.2007, pp.168-187 and website http://www.needs-project.org Klāvs G., Krūgs M., Kudreņickis I. „Kā izveidot Jūsu pašvaldībā inteliģentu enerģijas piegādes sistēmu: Ceļvedis pašvaldību siltumapgādes attīstības politikas veidotājiem” // Fizikālās Enerģētikas institūts, Rīga, 2007, 57 lpp. .Kudrenickis I., Ernsteins R., Kaulins J. & Kadikis N.“Environmental information and indicator systems for sustainable coastal development in Latvia” // In: “Geographic Information Facilities Supporting Access to Environmental Information: Materials of International workshop in Turku, Finland, 05–06 October 2006”, Turku University Department of Publications B, Nr.9, pp.18-27Ernšteins R., Kudreņickis I., Kauliņš J. “Integrētā vides pārvaldība: piekrastes ilgtspējīga attīstība// Starpt.konf.“Vides zinātne un izglītība Latvijā un Eiropā”, organizētas ANO dekādes “Izglītība ilgtspējīgai attīstībai” ietvaros, Rīga, 08.–09.02.2007 rakstu krājums, RTU izdevniecība, lpp.58-60Kudrenickis I. & Lagzdina E. "Interactive public involvement into local level planning” // In: W.Leal Filho, D.Dzemydiene, L.Sakalauskas and E.K.Zavadskas (eds.). “Selected Papers of the 4th Int. Conf. "CIGSUD2006 - Citizens and Governance for Sustainable Development", Sept 28–30, 2006, Vilnius, Lithuania”, Vilnius Gediminas Technical University Press “Technika”, 2006, pp.72-77 Denafas G., Sitnikovas D., Galinis A., Kudrenickis I., Klavs G., Kuusik R. (2004) Predicting CO2 and SO2 emissions in the Baltic States through reorganisation of energy infrastructure. Environment International (Elsevier Ltd.), vol.30, issue 8, October pp. 1045–1053.Kudreņickis I., Bisters V., Builevics A., Ernšteins R., Strēle-Birzniece G. (2004) Manual System Thinking Tools for Municipal Development Planning. Environmental Engineering and Management (Lithuania, ISSN1392–1649), No 1 (27), pp. 95–101. Kudrenickis I. (2002) Natural Resources Tax for Air Protection in Latvia. Latvian J. Physics and Techn.Sc., No 4. pp. 3–21.Denafas G., Revoldas V., Zaliauskiene A., Bendere R., Kudrenickis I., Mander U., Oja T., Sergeeva L., Esipenko A. (2002) Environmental Consequences of the Use of Biomass and Combustible Waste in the Baltic Region. Latvian J.Physics and Techn.Sc., No2. pp. 24–44.

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Apsīte E. Moisejčenko S. (2007) Latvijas jauniešu prombūtnes pieredze. Latvijas Universitātes 64.zinātniskā konference. Ģeogrāfija. Ģeoloģija. Vides zinātne. Referātu tēzes. Rīga, LU Akadēmiskais apgāds 12.-14.Apsīte E. Indriksons A. (2007) Quantification of nutrient loads from diffuse and point sources into inland surface waters in Latvia Proc. of Latv. Acad. Sci 59-65Apsīte E. Širiņa L. Bakute A. (2007) Climate Change Impacts on the Distribution of Total Annual Rivers’ Runoff in Latvia. 5th Study Conference on BALTEX, June 4.–8., Kuressaare, Saaremaa, Estonia 174-175.Ziverts A. Apsīte E Bakute A. (2007) The Application of the Conceptual Model Metq2006 for the River Iecava Basin as Case Study in Latvia. 5th Study Conference on BALTEX, June 4.–8., Kuressaare, Saaremaa, Estonia 74Zīverts A. Apsīte E Bakute A. (2007) Konceptuālā modeļa METQ2006 pielietojums Iecavas baseinā. Latvijas Universitātes 65.zinātniskā konference. Ģeogrāfija. Ģeoloģija. Vides zinātne.LU akadēmiskais apgāds 2007 114.-115. lppZiverts A. Apsīte E Bakute A. (2007) The Application of the Conceptual Model METQ for Simulation of Daily Runoff and Water Level for the Watershed of Lake Burtnieks 3rd International Conference on Climate and Water, September 3–6, Marina Congress Centre, Helsinki, Finland 561-566Bilaletdin A., Frisk T., Kaipainen H., Paananen A., Perttula H., Kļaviņš M., Apsīte E., Zīverts A. (2004). Water protection Project of Lake Burtnieks. The Finnish Enviromnet: 670, Pirkanmaa Regional Environment Centre, Tampere, pp. 91.The Fourth Baltic Sea Pollution Load Compilation (PLC-4). Baltic Sea Environment Proceedings No 93. (2004) Helsinki Commission. Baltic Marine Environment Protection Commission. Erweko Painotuote Oy, Finland, pp. 194. (8 HELCOM dalības valstu ekspertu sagatavots, t.sk. Apsīte E.).The Baltic Marine Environment 1999–2002. Baltic Sea Environment Proceedings No 87. (2003) Helsinki Commission. Baltic Marine Environment Protection Commission. Erweko Painotuote Oy, Helsinki, Finland, pp. 48 (Andersin A.B., Aigars J., Alenius P., Apsite E. etc.)

Stūre I. Zariņa A. (2007) “Reshaping the landscape during the golden age of Latvia’s history (1920–1937)” International conference “Rethinking the Rural: Land and the Nation in the 1920s and 1930s”, Royal Holloway University of London, Egham, England, from 4–6 January 2007 Stūre I. (2007) „Heritage of Environmental Practices in Landscape: A case Study of Baltic Sea Coast, Latvia” („Vides apstākļu izmantošanas kultūras mantojums: piemērs no Baltijas jūras piekrastes Latvijā”) Eiropas vides vēstures 4.starptautiskajā konferencē (Fourth Conference of the European Society for Environmental History), 2007.gada 5.–9. jūnijs Amsterdamas Vrie Universitāte Stūre I. (2007) Relation between spread of cultural heritage and indicators of regional development: case of Latgale region (Latvia).Research for Rural Development 2007 International Scientific Conference Proceedings. Jelgava, Latvijas Lauksaimniecļbas universitāte, 2007 271-278.lppStūre I. (2005) Sēlijas reģionālās kultūridentitātes pašnovērtējums. // Latvijas Zinātņu Akadēmijas vēstis, A daļa. Sociālās un humanitārās zinātnes, 59(1),., 17.-29. lpp.Melluma A., Stūre I., .Zariņa A.(2005) Kultūrainava kā izziņas avots. I Letonikas kongress, 2005. g. 24. – 25. oktobrī, Rīga, LZA. Pieņemts publicēšanai kongresa tēžu krājumā.Stūre I.(2004) Individuālā atbildība un līdzdalība kultūras un dabas mantojuma aizsardzībā: situācija Latvijā // Latvijas Zinātņu Akadēmijas vēstis, A daļa. Sociālās un humanitārās zinātnes, 58(1), 10.-20. lpp.

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Stūre I.(2004) Arhitektūras pieminekļu aizsardzības efektivitāte Latgalē // Latvijas Zinātņu Akadēmijas vēstis, A daļa. Sociālās un humanitārās zinātnes, 58(3), 2004., 42.-59.lpp.Stūre I. (2004) Kultūras un dabas mantojuma aizsardzība un attīstības plānošana. R.:LU Apgāds,194 lpp.Melluma A., Stūre I., .Zariņa A. Ainavas kā mantojums: to izpētes un aizsardzības problēmas Latvijā. Pieņemts publicēšanai žurnālā „Latvijas Zinātņu Akadēmijas vēstis, A daļa. Sociālās un humanitārās zinātnes”.

Šteinberga I. (2007) PM10 pollution analysis and forecasting in Riga, Latvia. Ecobalt 2007 (Rīgā, 10.–11.05.2007.) 45Šteinberga I. (2007) Kvazistatisku atmosfēras piesārņojuma līmeņu kompleksā analīze un modelēšana. LU izd., Rīgā. Šteinberga I. (2007) Dabas un vides procesu modelēšana. http://estudijas.lu.lv/ Šteinberga I. (2007) Air pollution management in Latvia. LU ASI organizēts starptautisks seminārs "Atmospheric Composition Change: An European Network - ACCENT"; LU ASI, 7.06.2007. Steinberga I. (2005), Air quality Improving Plan in Riga – 5th International conference “Urban air quality”, Valencia March 26 – April 2, University of Hertfordshire, p.185.A. Osite, J. Kleperis, A. Viksna, I. Steinberga(2005). Analysis of PM10 monitoring results in Riga in Connection with Origination Sources – Int. Symposium “Transport and Air Pollution”, Graz June 1–3, 2005, Technische Universität Graz.Steinberga I., Smalins E.(2005) Air quality assessment in Latvian Harbour Cities – 1st

International conference “Harbours & Air Quality”, Genoa June 15–17, 2005, Universita di Genoa, p. 99-104. Iesniegts publicēšanai speciālā žurnāla “Atmospheric Environment” izdevumā.Steinberga I.(2005) Analysis of high level PM10 episodes caused by synoptic and meteorological parametrs – European Aerosol Conference EAC, Ghent August 28 – September 2, Universiteit Ghent, p.338.Steinberga I.(2004), Vīksna A. Air quality data substitution based on meteorological conditions and climatological data. An extended regression-tree method. III Geography congress of Latvia, Riga.Kleperis J., I. Steinberga (2004). Urban air pollution: input from car parking places – Urban Transport X, Dresden, May 19–21, 2004, Wessex Institute of Technology, 851-859.Steinberga I., L. Lizuma (2004). Air quality modeling in Latvia. International Environmental Modelling and Software Society Conference “iEMSs 2004”, Osnabrueck June 14–17, 2004. Akceptēta publicēšanai žurnāla „Environmental Modelling and Software” speciālā izdevumā.

Vaidere I., Vanags E., Vanags I., Vilka I. (2006) Reģionālā politika un pašvaldību attīstība Eiropas Savienībā un Latvijā. – Rīga. LU Akadēmiskais apgāds, LSI, 2006. – 296 lpp.Vanags E., Vilka I. (2005) Pašvaldību darbība un attīstība. LU Akadēmiskais apgāds, LPS, Rīga. 382 lpp.Vilka I. (2001) Uzņēmējdarbības principu pielietošanas iespējas pašvaldību darbībā. Ekonomikas un vadības zinību attīstības problēmas, III Latvijas Universitātes zinātniskie raksti, 637.sēj. Rīga, LU. 198.–203. lpp.Pūķis M., Vilka I. u.c. (2001) Rezultatīvo rādītāju ieviešana publiskajā pārvaldē Ekonomikas un vadības zinību attīstības problēmas, IV .Latvijas Universitātes zinātniskie raksti, 647.sēj. LU, Rīga. 803.–812. lpp.Vanags E., Vilka I. (2000) Local Governments in Latvia //Tamas M. Horvath (Ed.) Decentralization: Experiments and Reforms: Local Governments in Central and Eastern

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Europe, volume 1.– Budapest: Local Government and Public Service Reform Iniative. pp.115–164.Vanags E., Vilka I. (1999) Valsts pārvaldes un pašvaldību organizācija. Latvijas Universitāte, Rīga. 185 lpp.

Niedole I. (2001–2005) „Rīgā Kr.Valdemāra ielas, problēmas un risinājumi”, referāts zinātniski praktiskajā seminārā “Satiksmes problēmas Rīgā, risināšanas ceļi”.Niedole I. (2001–2005) „Rīgas ielu tīkla saglabāšanas programma”, referāts zinātniski praktiskajā seminārā “Satiksmes problēmas Rīgā, risināšanas ceļi”.Niedole I. (2001–2005) “Transporta infrastruktūras attīstības problēmas pilsētplānošanā”, referāts Pasaules Latviešu zinātnieku kongresā. Niedole I. (2001–2005) “Tiltu novietnes Rīgas pilsētā”, referāts zinātniski praktiskajā seminārā “Satiksmes problēmas Rīgā, risināšanas ceļi”.Niedole I. (2001–2005) „Rīgas vēsturiskā centra transporta problēmas un risinājumi”, „Rīgas iedzīvotāju ceļojuma (brauciena) ilgums pilsētas pārvadājumos” referāti zinātniski praktiskajā seminārā “Satiksmes problēmas Rīgā, risināšanas ceļi.

Treija S. (2007) Lielmēroga dzīvojamo rajonu attīstības problemātika Eiropas valstu pilsētās / RTU Zinātniskie raksti, Rīgas Tehniskā Universtiāte, Rīga, 2007.g., 124.–132.lpp.Treija S. (2006) Pilsētu apdzīvotības blīvuma izmaiņas. / RTU Zinātniskie raksti, Rīgas Tehniskā Universtiāte, Rīga, 2006.g., 65.–72.lpp.Trusins.J., Treija, S., Čače, L. (2003) Planning education in changing environment of Latvia. RTU Zinātniskie raksti, Rīgas Tehniskā Universitāte, Rīga. 84.–89. lpp.Marana, I., Treija, S. (2002) Large Scale Panel Housing Districts in Riga – a Space for Challenges. CIB Publications, Riga. pp. 49.–58.Treija, S. (2001) Industriālo teritoriju rekonstrukcija mūsdienu pilsētā. RTU Zinātniskie raksti, Rīgas Tehniskā Universitāte, Rīga. 67.–72.lpp.Treija, S. (2000) The Riga Official Plan 1995 – 2005 and Problems of Implementation. Property Development and Land – Use Planning around the Baltic Sea. NORDREGIO, Stockholm. pp. 139 –146Treija, S. (2000) Mājokļu teritoriju perspektīvā attīstība Rīgā. RTU Zinātniskie raksti, Rīgas Tehniskā Universitāte, Rīga. 72.–79.lpp.

Grīne I. Penēze Z. (2007) Apdzīvojuma struktūras nozīme lauku ainavas attīstībā Latvijā, Vidzemē 20.–21.gadsimtā Ģeogrāfija. Ģeoloģija. Vides zinātne: Referātu tēzes; Rīga, Latvijas Universitāte 43–44Grīne I. (2007) Land-use and social change in Post-Soviet rural landscape in Vidzeme reģiona (Latvia) The 7th Moravian geographical Conference Congeo '07. 22Grīne I., Nikodemus O., Penēze Z., (2007) The influence of settlement pattern upon Vidzeme landscape structure in Latvia during 20th–21st centuries // The permanent European conference for the study of the rural landscape. Abstracts from the conference – http://www.geog.fu-berlin.de/~pecsrl/index.htmlGrīne I., Penēze Z., Nikodemus O., Tērauds A., (2006) The influence of settlement patterns upon Vidzeme landscape structure in Latvia during the 20th–21st. // 2006-PECSRL-Conference in Berlin and Brandenburg, 4–9 September 2006. Abstracts.- p. 16.Penēze, Z., Nikodemus, O., Grīne, I., Rasa, I. (2005) Types of changes of land-use in Latvia in the 20th century. International Conference „Multifunctionality of Landscapes. Analysis, Evalution, and Decision Support”. Abstracts.- Justus-Liebig-University, Giessen, Germany, p.157

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I.Grīne. (2004) Availability and Application of Statistics in the Rural Research // Research for rural development. International Scientific Conference Proceedings, Jelgava, Latvia University of Agriculture, p. 81–88. Z.Penēze, O.Nikodemus, I.Grīne, I.Rasa, S.Bell. (2004) Local changes in the landscape structure of Kurzeme during the 20th century // Folia Geographica. Marking Latvia’s return to Europa, vol. XII, Rīga, Latvijas Ģeogrāfijas biedrība, 56–64.lppO.Nikodemus, S.Bells, I.Grīne, I.Liepiņš. (2003) The Impact of economic, social and political factors on the landscape structure of the Vidzeme Uplands in Latvia // Landscape and Urban Planning, vol. 70, p. 57–67.

S.Meiere. Tiesības uz taisnīgu tiesu vai sabiedrības iebiedēšana. Jurista Vārds, 28.03.2006., Nr.13 (416).Čepāne, I., Meiere S. (2004) Īpašuma tiesību aprobežojumi Baltijas jūras un Rīgas jūras līča krasta kāpu aizsargjoslā. Rīga: Latvijas Universitāte, 2004, 32 lpp.Meseršmits K., Meiere S., Ūsiņa E. (2004) Eiropas vides tiesības. Rīga, EuroFaculty, 459 lpp.Čepāne I., Meiere S. (2003) Patvaļīga būvniecība, Satversme un vispārīgie tiesību principi. Latvijas Vēstnesis, 7.oktobris. Meiere S. (2003) Teritorijas plānošana kā vides aizsardzību nodrošinošs līdzeklis: tiesiskais regulējums un ar to saistītās problēmas. Latvijas Universitātes raksti 657.sējums, Juridiskā zinātne. Latvijas Universitāte. 19–29.lpp.Meiere S. (2001) Par sabiedrības ietekmi uz publisko tiesību subjektiem un to lēmumiem. Latvijas Vēstnesis, 20.februāris (13).Čepāne I., Meiere S. (2001) Par tauvas joslas tiesisko statusu. Latvijas Vēstnesis, 9.oktobris.

Zelčs V. Markots A. Strautnieks I. Klimovičs J. (2007). Morphology, internal structure and genetic interpretation of the moraine ridge at Cēre, central part of the Northern Kursa Upland, NW Latvia Guobyte R., Stančikaite M. (eds.), The Quaternary of Western Lithuania: from the Pleistocene glaciations to the evolution of the Baltic Sea, Proceedings of the INQUA Peribaltic Group Field Symposium, May 27 – June 02, 2007, Plateliai, Lithuania. Lithuanian Geological Survey, Vilnius 51–52Zelčs V., Markots A., Strautnieks I., Celma I., Dzelzītis J., Ošuroka I., Paikūne D., Plūce A., Statkus A. un Veinberga, I. (2005) Ledāja reljefa formu morfoloģija, uzbūve un veidošanās Ziemeļkursas augstienes Aklāciema masīvā. Ģeogrāfija. Ģeoloģija. Vides zinātne. Latvijas Universitātes 62. zinātniskā konference. Referātu tēzes. Latvijas Universitāte, Rīga, 162.–163. lpp.Strautnieks I., Markots A., Zelčs V., Dzelzītis J., Antone S., Denisovs M., Kravale I., Mangale L., Sietinsone L. un Teivāne A.(2005) Cēres radiālās grēdas morfoloģijas un uzbūves īpatnības un ko tās liecina. Ģeogrāfija. Ģeoloģija. Vides zinātne. Latvijas Universitātes 62. zinātniskā konference. Referātu tēzes. Latvijas Universitāte, Rīga, 156.–158. lpp.M arkots A. , Paiders J., 2005. Zemes dzīļu noslēpumi. Sērijā Latvijas Mazā enciklopēdija. Zvaigzne ABC. 64 lpp.Markots A., Āboltiņš O., Strautnieks I., Zelčs V., Denisovs M., Kravale I., Mangale L., Sietinsone L. un Teivāne A. (2005) Ledāja reljefa topogrāfija, uzbūve un glaciotektoniskās struktūras pārejas joslā no Austrumkursas augstienes uz Ventas līdzenumu. Ģeogrāfija. Ģeoloģija. Vides zinātne. Latvijas Universitātes 62. zinātniskā konference. Referātu tēzes. Latvijas Universitāte, Rīga, 133.–135. lpp.

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Kūle L. (2007). Riga city hinterland planning in the context of post-Soviet transformations: growth versus conservation XXI AESOP Conference, Napoli July 11–14 2007: Abstracts, Giannini Editore 218–219Kūle L. (2007) Riga City Region Planning as Path-Dependent Process Eiropas Plānošanas augstskolu asociācijas (AESOP) „First Young Academics Meeting – Central and Eastern European Engagement” SlovākijaKūle, L. (2007) Urbanizācijas īpatnības Pierīgā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 65. zinātniskā konference, Rīga, 64.–65. lpp.Kūle, L. (2003) Ilgtspējīgs tūrisms Baltijas jūras reģionā – no Rio līdz Johannesburgai. Starptautiskās konferences rakstu krājums Ilgstpējīga tūrisma attīstība: tendences, pieredze, iespējas, 2003.gada 25. aprīlī Rīgā, Biznesa augstskola Turība. Krišjāne, Z., L. Kūle, M.Rozīte (2002) Reģionālie procesi Latvijas Eiropas Savienības paplašināšanās kontekstā. Ģeogrāfija, ģeoloģija, vides zinātne: Referātu tēzes. Latvijas Universitātes 60. Zinātniska konference, Rīga. 79.–81.lpp.Krisjane, Z., L. Kule, M. Rozite Regional processes in Latvia in the view of the forthcoming enlargement of the European Union". Conference Proceedings “From Native and Landscape Research to Urban and Regional Studies”, Tartu, 2002Kūle, L., Rasa, K., Lūse, M. Apdzīvojuma struktūras attīstība: Nozares pārskats rajona plānojuma izstrādāšanai .Vides aizsardzības un reģionālās attīstības ministrija, R.: Jumava, 2001Kūle, L. (2001) Regional Administrations and Spatial Planning in Latvia. In Regional Planning and Development around the Baltic Sea, ARL–Arbeitsmaterial, Hannover , Nr.273, 126 S., ISBN3-88838-673-x.

Lukstiņa G., Nikodemus O. (2006) Rīgas attīstības plāna stratēģiskais ietekmes uz vidi novērtējums: prakse, process, rezultāti un iespējamie risinājumi. Rakstu krājums Rīgas vides un ilgtspējības profils. Rīgas vides centrs „Agenda 21”, Rīga, 5–11.lpp.Lukstiņa G. (2005) Rīgas reģiona plānojums. Žurnāls “Latvijas Architektūra” Nr.6(62)/05, Rīga, lpp.116–120.Lukstiņa G. (2003) Ilgtspējīga attīstība un šodienas realitāte Latvijā. Žurnāls “Latvijas Architektūra” Nr.45, Rīga.Lukstiņa G. (2001) Rīgas metropoles reģions Latvijā un Baltijas jūras telpā. “Akadēmiskās vēstis” Nr.40.

Roze A. 2005. Divas vienreizējas izdevības. Latvijas architektūra 2(58), Rīga, lpp.98–100 Dambis J., Roze A. (2001) „Vīzija 2020”. Valsts kultūras pieminekļu aizsardzības inspekcija, Rīga. Dambis J., Lejnieks J., Roze A., Grišina S. (2002) Vīzija 2020. Valsts kultūras pieminekļu aizsardzības inspekcija, Rīga. Roze A. (2002) A Vision for the Historic Centre of Riga. Ontario Planning Journal, Ontario Professional Planners Institute, pp. 8–9.Roze A. (2002) Rātslaukums-Strēlnieku laukums, Vecrīgas divkambaru sirds. Latvijas architektūra 4(42), Rīga, lpp.108–110.Roze A. (2001) Rīga post 800. Akadēmiskā dzīve 40, lpp.9–15.

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ANNEX 7MATERIAL AND METHODICAL PROVISION OF THE STUDY PROGRAMME

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Annex 7.1.Provision with adequate literature and informationStudentu mācību vajadzībām pamatā tiek izmantota ĢZZF Zemes un Vides zinātņu bibliotēka, kurā ir lasītava un abonements, ĢZZF Ģeogrāfijas nodaļas Reģionālās plānošanas laboratorijas un ĢZZF Karšu bibliotēkā esošie fondi.

ĢZZF bibliotēkā ir pieejams plašs grāmatu un izdevumu klāsts vides zinātnē un ģeoinformātikā, kā arī grāmatas un izdevumi reģionālās attīstības un plānošanas jautājumos (abonementā ~ 35 tūkst. iespieddarbu). Lasītavā brīvpieejas apstākļos ir aptuveni 3–4 tūkst. iespieddarbu. Bibliotēkā pieejami 10 nosaukumu periodiskie izdevumi latviešu, krievu, angļu un vācu valodās. Bibliotēkā lietotāju rīcībā ir 6 datori. Literatūras studijām izmantojami arī datori divās fakultātes laboratorijās. Bibliotēkas lietotājiem ir iespējas bibliotēkā kopēt un izdrukāt materiālus.

ĢZZF bibliotēkas krājumi ik gadu tiek papildināti ar jaunieguvumiem atbilstoši fakultātes studiju kursiem. Ņemot vērā jaunās studiju programmas specifiku, bibliotēkas krājumi ir papildināti ar studiju programmas īstenošanai nepieciešamo speciālo literatūru. Bibliotēkas krājumus nepieciešams vēlpakāpeniski papildināt tieši ar jaunākajiem izdevumiem telpiskās attīstības plānošanas, pilsētplānošanas, transporta plānošanas un pilsētvides arhitektūras jomā.

Studiju vajadzībām studenti izmanto ĢZZF Ģeogrāfijas nodaļas Reģionālās plānošanas laboratorijā esošos izpētes, starptautiskos un vietējos telpiskās attīstības plānošanas projektu materiālus un projektu ziņojumus, kā arī speciālo plānošanas literatūru (grāmatas, informatīvi ziņojumi, bukleti, žurnāli u.c.) un esošos telpiskās plānošanas dokumentus: plānošanas reģionu un pašvaldību attīstības stratēģijas, attīstības programmas un teritorijas plānojumus, un citus ar plānošanu saistītus izdevumus un projektu materiālus.

Studiju procesu ar kartogrāfisko materiālu nodrošinā ĢZZF Karšu bibliotēka, kurā ir studiju procesam un zinātniskiem pētījumiem nepieciešamās topogrāfiskās kartes: Latvijas satelītkarte M 1 : 50 000, Latvijas topogrāfiskās kartes un plāni M 1 : 10 000, M 1 : 50 000, M 1 : 100 000 u.c. un aerofouzņēmumi.

Studiju procesam tiek izmantota arī mācību un zinātniskā literatūra, kas pieejama Latvijas Universitātes akadēmiskā bibliotēkā. Plašas iespējas bibliotēkā ir izmantot LU bibliotēkas piedāvātās datu bāzes. Telpiskās plānošanas studijām nepieciešamā, galvenokārt plānošanas teorijas un mūsdienu metodoloģijas, vides plānošanas un ģeoinformātikas literatūra pieejama izmantojot universālās, daudznozaru pilntekstu datu bāzes EBSCO un Cambridge Journals Online (CJO). Pilnteksta datu bāzi Emerald paredzēts izmantot literatūras studijām teritoriju ekonomikā un pārvaldībā, kā arī ģeoinformātikā.

Ar konkrētiem pašvaldību teritorijas plānojumiem un vides pārskata ziņojumiem stratēģiskā ietekmes uz vidi novērtējuma ietvaros studenti iepazīstas Reģionālās attīstības un pašvaldību lietu ministrijas plānošanas materiālu arhīvā.

Zināšanu papildināšanai un speciālu zināšanu ieguvei studentiem ir nodrošināta pieeja RTU Arhitektūras un pilsētplānošanas fakultātes un LU Vides izglītības un pārvaldības institūta grāmatatu krātuvēm.

Studiju procesam tiek izmantota arī mācību un zinātniskā literatūra, kas pieejama citās Latvijas un ārvalstu vadošajās bibliotēkās.

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http://journals.cambridge.org/

http://search.ebscohost.com/

Annex 7.2. pielikumsLabs and their resourcesNr. Laboratorija Laboratorijas aprīkojums, resursi

1. Reģionālās plānošanas laboratorija

2 datori: SynsMaster 757NF, Flatron EZ T710 BH. 2 printeri LaserJet 1200 (melnbaltai izdrukai A4 formātā).Izpēšu, starptautisko, pētniecisko un praktisko projektu telpiskās plānošanas jomā, materiāli: projektu ziņojumi, attīstības stratēģijas, programmas un teritorijas plānojumi, grāmatas un citi izdevumi plānošanas jomā u.c.

2. Ģeotelpiskās analīzes un plānošanas laboratorija

14 datori ar Intel Cerelon 500MHz, 1 serveris karšu glabāšanai, 35 ArcView 9.2. licences.,A3 formāta krāsu tintes printeris.

3. Ģeogrāfijas informācijas sistēmu laboratorija

15 Intel(R)Core (TM) 2 CPU datori ar MS Windows XP Professional, 1 serveris.Programmatūra: MS Office 2003, SPSS 16.0, Adobe Acrobat 7.0 Professional, CorelDraw Office 11, GoogleEarth, ArcView 9.2 ar pieeju Latvijas topogrāfiskajām kartēm un ortofotokartēm. Printeri LaserJet 6L un HP Photosmart (skeneris + printeris melnbaltai un krāsainai izdrukai A-4 formātā), EpsonStylus Color 1160 (krāsainai izdrukai A4-A3 formātā).

4. Tālizpētes un kartogrāfijas laboratorija

45 stereoskopi; t.sk. 15 stereoskopi ar paralaksometru; 15 lupas (2–5 reizes paliel.); PSRS laika Latvijas dažādu laiku aerofotogrāfijas (uzņēmumi) ~ 50 % L-jas pārklājums; Vidzemes augstienes centrālās daļas aerofotouzņēmumi (pozitīvi uz papīra un plastikāta) (~40 gabali); Latvijas SPOT ainas (~10 gabalas), digitālās ainas no Vidzemes. Programmatūra: ArcView 9.23 (35 konkurentlicences) ar pieeju visām Latvijas 1. cikla ortofotokartēm (melnbaltās un neliela daļa krāsainās); 2. cikla krāsainajām ortofotokartēm, Metrum piekrastes ortofotokartes, Erdas Imaging 16 licences, ErdasViewFinder uz 15 datoriem; Photomode Demo versija, Geomatica Demo versija. A0 formāta krāsainais skeneris.

5. Vides modelēšanas laboratorija 15 Intel Pentium IV datori ar MS Office, Windows XP Professional, WinOSPM (15 licences) programmatūru ielu strukturālās uzbūves, H2O, avārijriskam u.c. modelēšanai.Printeris HP Color LaserJet 1600 – melnbaltai un krāsainai A4 formāta izdrukai.

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ANNEX 8 MASTER’S THESIS IN SPATIAL PLANNING ELABORATION AND DEFENCE ORDER

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Annex 8.1. Master’s thesis in Spatial planning elaboration and defence order

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APSTIPRINĀTS:Ģeogrāfijas studiju programmu padomē

22.11.2007protokols nr. 10

MAĢISTRA DARBA TELPISKĀS ATTĪSTĪBAS PLĀNOŠANĀ IZSTRĀDĀŠANAS UN AIZSTĀVĒŠANAS KĀRTĪBA

1.Vispārīgie noteikumi

Maģistra darbam izvirzītās prasības nosaka Latvijas Republikas likums „Par zinātnisko darbu”, LR Augstskolu likums, kā arī Latvijas Universitātes ((tālāk tekstā – LU) Ģeogrāfijas un Zemes zinātņu fakultātes (tālāk tekstā ĢZZF) Ģeogrāfijas studiju programmu padomes izstrādātie maģistra darbu izstrādes pamatprincipi un vērtēšanas kritēriji.

Šie noteikumi izstrādāti pamatojoties LU Rektora rīkojumu Nr. 1/180 (04.07.2006.) „Par noslēguma darbu izstrādes un aizstāvēšanas kārtību” un nosaka šīs kārtības piemērošanu maģistra darbu izstrādei telpiskās attīstības plānošanā.d.e. Maģistra darbs otrā līmeņa profesionālās augstākās izglītības maģistra studiju programmā Telpiskās attīstības plānošana (turpmāk – studiju programma) maģistra darbs ir paša studenta veikts pētījums vai pētniecisks plānošanas projekts izvēlētajā specializācijā (ģeoinformātikā, teritorijas plānošanā, vides plānošanā). Maģistra darbā studentam jāapliecina teorētisko un praktisko zināšanu, metodisko un organizatorisko iemaņu apguvi zinātnes nozarē vai apakšnozarē studiju programmas noteiktā apjomā, kā arī spēju veikt pētījumu ar novitātes vai praktiskā lietojuma elementiem, patstāvīgi izdarīt secinājumus. Maģistra darbā studentam jāapliecina sekmīgu maģistra studiju programmas apguvi un spējas radoši strādāt šajā jomā. Maģistra darba saturam ir jābūt izklāstītam atbilstoši zinātniskās objektivitātes, argumentācijas un ētikas prasībām nevainojamā literārā valodā un izmantojami zinātnē un/vai praksē.

f. (APSTIPRINĀTS: Paplašinātajā ģeogrāfijas studiju programmu padomes sēdē, 2006. gada19.oktobrī, protokols Nr.12.)

Maģistra darbs ir Latvijas Universitātes Ģeogrāfijas un Zemes zinātņu fakultātes Telpiskās attīstības plānošanas maģistra studiju programmas obligāts gala pārbaudījums, kas apliecina maģistra grāda kandidāta/-es

1) sekmīgu Telpiskās attīstības plānošana maģistra studiju programmas apguvi;2) spējas un zināšanas izvēlētajā specializācijā;3) apzināt aplūkojamo problēmu, pamatot tās aktualitāti;4) parādīt pētnieciskā darba iemaņas un kompetenci, pielietojot zinātniski pētnieciskās

metodes;5) prasmi literārā valodā veidot darba izklāstu, veidot zinātnisku diskusiju;6) spēju patstāvīgi izdarīt argumentētus secinājumus, balstoties uz patstāvīgi veikto

pētījumu, kā arī izvērtējot zinātnisko literatūru;7) prasmi ievērot zinātniskā darba ētiku;8) spēja zinātniski argumentēti pamatot savu viedokli maģistra darba aizstāvēšanas

gaitā.Maģistra darba vadītājam jābūt doktora zinātniskajam grādam vai vismaz docenta akadēmiskajam nosaukumam. Praktiskas ievirzes maģistra darbiem atļauts apstiprināt

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konsultantus – profesionālās darbības jomā atzītus speciālistus, kuriem ir vismaz maģistra grāds vai tam pielīdzināms augstākās izglītības diploms (LU Senāta 29.05.2006. lēmums Nr. 206.).

2. Maģistra darba izstrādes process

Maģistra darba izstrādē izšķir vairākus posmus, kas ir izklāstīti lejup minētajā tekstā.

2.1. Maģistra darba tēmas izvēle un apstiprināšana.

Maģistrants 2. semestra 6. nedēļā Ģeogrāfijas nodaļas lietvedībā iesniedz Telpiskās attīstības plānošanas maģistra studiju programmas direktoram adresētu iesniegumu, kurš saskaņots ar potenciālo darba vadītāju un, kurā norādīts darba tēmas sākotnējais nosaukums. Darba vadītājs ar savu parakstu apliecina, ka piekrīt vadīt studenta darbu par izvēlēto tematu (veidlapa – 1. pielikumā).

Galīgā maģistra darba tēmas apstiprināšana notiek Ģeogrāfijas studiju programmu padomē 4.semestra 8.nedēļā. Norādītajā nedēļā Ģeogrāfijas nodaļas lietvedībā atkārtoti jāiesniedz Ģeogrāfijas maģistra programmas direktoram adresēts iesniegums, kurā tiek norādīta darba tēma latviešu un angļu valodā, kā arī darba vadītājs un zinātniskais konsultants (gadījumā, ja tāds ir).

2.2. Darba mērķa, uzdevumu, darba struktūras formulējums

Maģistrants 2. semestra 11. nedēļā Ģeogrāfijas nodaļas lietvedībā iesniedz Maģistra darba izstrādes programmu 10 lpp. apjomā, kas satur sekojošas sadaļas:

Tēmas pamatojums, aktualitāte. Pētījuma mērķi un uzdevumus. Materiāli un metodes. Šajā sadaļā maģistrants skaidri iezīmē pētnieciskās

metodes, kādas tiks izmantotas vasaras lauka darbos materiāla ieguvei. Lauka pētījumu programma (uzdevumi, darbi, laiks) Zinātniskās literatūras saraksts (vismaz 15 avoti), kuri tiks izmantoti par pamatu

maģistra darba teorētiskā pamatojuma izstrādē.

2.3. Darba izstrāde sadarbībā ar darba vadītāju

Konkrētā maģistra darba izstrāde var sākties pēc tā tēmas sākotnējā nosaukuma projekta apstiprināšanas Ģeogrāfijas studiju programmu padomes sēdē. Maģistra darba izstrādes laikā studentam ieteicams vienoties par tikšanos ar sava darba vadītāju ne retāk kā vienu reizi mēnesī, lai pārrunāta darba izstrādes gaitu.

Specializācijas prakses laikā maģistrants, konsultējoties ar sava darba vadītāju, patstāvīgi veic informācijas ieguvi, pētījumus un literatūras studijas, atbilstoši izvēlētajai darba tēmai.Pēc Maģistra darba I daļas – maģistra darba projekta aizstāvēšanas – eksāmena rezultātiem (4.semestra 6.–7.nedēļā.), tiek apstiprināts maģistra darba tēmas nosaukums latviešu un angļu valodā, kā arī maģistra darba vadītājs un recenzenti.

2.4. Darba iesniegšana

Maģistra darba tīrraksts divos iesietos (no kuriem vismaz viens ir cietajos vākos) datorizdrukas eksemplāros un elektroniskās kopijas veidā tiek iesniegti Ģeogrāfijas nodaļas lietvedībā 2 nedēļas pirms noteiktā aizstāvēšanas datuma (4.semestra 21.–22. nedēļa).

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Darba vadītājs ar savu parakstu apliecina noslēguma darba atbilstību maģistra darbu prasībām un rekomendē to aizstāvēšanai. Maģistra darbu aizstāvēšanas grafiku izstrādā maģistra profesionālo studiju Telpiskās attīstības plānošanā gala pārbaudījumu komisijas sekretāre, sadarbībā ar Ģeogrāfijas nodaļas lietvedību un apstiprina ĢSPP pavasara semestra 22. nedēļas laikā.

2.5. Maģistra darba aizstāvēšana

Maģistra darba aizstāvēšanā maģistra grāda pretendentam darba satura un secinājumu izklāstam dod līdz 15 minūtēm. Tad komisijas locekļi, recenzenti un citi klātesošie uzdod jautājumus, lai noskaidrotu maģistra grāda pretendenta ziņojumā neizklāstītās vai nepilnīgi izklāstītās problēmas. Pēc maģistra grāda pretendenta uzstājas darba recenzenti. Tad maģistra grāda pretendents savā noslēguma vārdā var atbildēt uz recenzentu piezīmēm un izteikt citus svarīgus argumentus.

Pēc darba aizstāvēšanas Maģistra darbu vērtēšanas slēgtā sēdē, atklāti balsojot pieņem lēmumu par vērtējumu un maģistra grāda piešķiršanu / nepiešķiršanu, ko fiksē protokolā, ko paraksta komisijas locekļi. Maģistra darbu vērtēšanas komisija var ieteikt izcilus darbus publicēšanai vai fakultātes apbalvojumu piešķiršanai.

Maģistra darbu, kas novērtēts kā izvirzītajām prasībām neatbilstošs, maģistra grāda pretendents atbilstoši komisijas lēmumam var aizstāvēt pēc gada par to pašu tēmu vai arī izvēlēties citu maģistra darba tēmu.

Maģistra darbi tiek aizstāvēti Telpiskās attīstības plānošanas profesionālo maģistra studiju gala pārbaudījumu komisijas sēdē 4. semestra sesijas laikā.

2.6. Darba recenzēšana

Visi maģistra darbi pirms aizstāvēšanas tiek recenzēti, katram darbam ir divi recenzenti. Ģeogrāfijas nodaļas lietvede nodod darbu izskatīšanai recenzentam ne vēlāk kā septiņas kalendārās dienas pirms darba aizstāvēšanas. Ne vēlāk kā divas dienas pirms aizstāvēšanas jānodrošina maģistra darba autoram iespēja iepazīties ar rakstiskām recenzijām. Recenzentiem vēlams piedalīties maģistra darba aizstāvēšanas sēdē.

2.7. Vērtēšanas kritērijiMaģistra darba vērtēšana notiek saskaņā ar „Noslēguma darbu vērtēšanas kritērijiem”, kas apstiprināti LU ĢZZF ĢSPP 2007.g. 16. maijā (6.pielikums).

3. Maģistra darba apjoms un struktūra

Maģistra darba apjoms 50–70 lappuses teksta un grafiskā daļa (ja tāda nepieciešama darba pamatojumam) un pielikumi.

Maģistra darbam jābūt uzrakstītam valsts valodā, saskaņā ar latviešu valodas normām.

Maģistra darba struktūru nosaka darba temats vai darba tips, piemēram, teorētisks pētījums, analītisks pārskats, patstāvīgs oriģināls pētījums, vietas vai reģiona studija, plānošanas dokumenta vai tā daļas izstrāde konkrētai vietai vai teritorijai, esoša plānošanas dokumenta vai dokumentu kopas analīze. Maģistra darbā obligāta prasība ir pētāmās teritorijas kartogrāfiskā materiāla analīze pēc darbā ievietotajām kartēm

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Maģistra darbā norādītajā secībā jāietver šādas daļas:

Satura rādītājs

Ievads.

Anotācija latviešu valodā.

Anotācija angļu valodā

Pētījuma teorētiskā nostādne ar literatūras apskatu.

Izmantotie materiāli un metodes.

Pētījumu rezultāti un diskusija: atkarībā no darba rakstura var būt viena vai sadalīta atsevišķās nodaļās. Piemēram, nošķirot rezultātus no diskusijas daļas.

Secinājumi un priekšlikumi.

Kopsavilkums

Izmantotās literatūras un avotu saraksts

Pielikumi

Dokumentārā lappuse

Pētnieciska plānošanas projekta izstrādes gadījumā darbam jāsastāv no 2 galvenajām daļām – teorētiskā pamatojuma daļas, kas satur analītiskas esošo pētījumu, metodisko darbu un plānošanas situācijas apskatu, plānošanas pieejas un metodikas pamatojumu, un – plānošanas projekta daļas, kuras saturu nosaka tēmas un objekta specifika. Darba noslēgumā jāietver rezultātu izklāsts.

Obligātie darba satura elementi ir šādi:

Titullapa.

Satura rādītājs.

Anotācija latviešu valodā.

Anotācija svešvalodā.

Informācija par darbu un tā aizstāvēšanu (skat. 8.2. pielikumu).

Izmantoto avotu vai literatūras saraksts.

Titullapu noformē atbilstoši Ģeogrāfijas studiju programmas padomē apstiprinātajam paraugam (2. pielikums).

Anotācijas apjoms ir kā latviešu, tā svešvalodā līdz 850 zīmēm, iekaistot intervālus. Tajā īsumā apraksta pētāmās problēmas un darba saturu. Anotācijā jānosauc 3–7 darba atslēgas vārdi. Anotācijai angļu valodā ir analogs saturs, tās mērķis ir informēt par pētījumu, kā arī iepazīstināt citās valodās runājošus interesentus ar pētījumu galvenajiem rezultātiem.

Ievadā jāpamato darba temata izvēle, jāformulē pētījuma mērķis un uzdevumi, jānorāda, kā un kur veikti pētījumi. Ievads ir darba daļa, kurā lasītājs konspektīvā veidā tiek iepazīstināts ar pētāmās problēmas aktualitāti un pētnieka paveikto darbu. Īsumā jāinformē par darba nodaļām un to saturu, darba kopējo apjomu, tabulu, attēlu skaitu vai citiem materiāliem.

Ja darbā ir lietoti saasinājumi, tad to sarakstu ievieto uz atsevišķas lapas aiz satura. Saīsinājumu skaidrojums jādod gadījumos, kad tas patiesi nepieciešams un atvieglo teksta lasīšanu.

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Nodaļas ar apakšnodaļām ieteicams strukturēt šādā secībā:Pētījuma teorētiskā nostādne ar literatūras apskatu.Jebkura pētījuma uzdevums ir izvirzītās problēmas teorētisko jautājumu apskats un iepriekš veikto pētījumu analīze un kontekstualizācija, izmantojot publicētos un nepublicētos materiālus.

Maģistra darbā izmantoto publikāciju un citu avotu apskatu un analīzi jāpapildina ar autora komentāriem, kas balstās personiskajā pieredzē un studijā iegūtajām zināšanām, kā arī jāizmanto diskusijas forma, ja apskata veidošanas gaitā atklājas uzskatu, pieeju un pētījumu rezultātu dažādība. Par minimālo izmantoto avotu skaitu var uzskatīt 25 zinātniskas publikācijas, bet teorētiskas ievirzes darbos un analītiskos apskatos – 50.

Literatūras apskata tekstā jābūt atsegtam, kādu autoru darbi izmantoti, kā arī skaidri tekstā jānodala pieminēto autoru domas no savējām, lietojot atsauces. Citēšanas gadījumā jānorāda, kurā darbā un lappusē citāts atrodams. Tekstā jābūt atsaucēm uz visām publikācijām, kas iekļautas izmantotās literatūras un avotu sarakstā.

Literatūras saraksta noformēšanas noteikumiLiteratūras sarakstā attālums starp rindiņām ir 1 (Single). Maģistra darbā atsaucēm ir jālieto citēšana pēc autora uzvārda un publikācijas gada (Hārvardas sistēma). Šajā gadījumā izmantoto literatūras avotu saraksts netiek numurēts, bet sakārtots latīņu alfabētiskā secībā pēc autora uzvārda. Saraksta beigās pievieno kirilicā publicēto izmantoto avotu sarakstu. Atsevišķā sarakstā pievieno Nepublicēto avotu sarakstu, kurā iekļauj arhīvu, nepublicēto dokumentu, interviju, interneta avotus.Atsauce tekstā parasti tiek likta uzreiz pēc citēšanas vai izteiktās domas izmantošanas apaļajās iekavās, norādot autora uzvārdu un publikācijas gadu un, tos atdalot ar komatu: (Eko, 2006). Ja ir būtiski, norāda arī lappuses numuru: (Eko, 2006, 25.lpp.). Ja autoru ir vairāk nekā divi, tad uzraksta pirmo autoru un lieto saīsinājumu – u.c. vai et al., ja publikācija ir angļu valodā. Piemēram, (Ozols, 1998); (Ozols un Bērziņš, 2001) (Mendell et al., 2006); (Bērziņš u.c., 2001), bet ja ir divi autori ar vienādu uzvārdu, bet atšķirīgiem vārdiem, tad aiz uzvārda raksta vārda pirmo burtu. Citējot autorus, citāts jāliek pēdiņās. Tekstā minot personas, to vārdu pierakstam jāatbilst personvārdu atveides noteikumiem latviešu literārajā valodā, piemēram, „Amerikāņu ģeogrāfa K. Glekena darbi (Glacken, 1967) ir būtiski ietekmējuši pētījumus par cilvēka un dabas attiecību vēsturisko attīstību.”

Ja avots ir latviešu valodā, aiz gadskaitļiem un lappušu numuriem ir jāliek punkts, pierakstot grāmatu un žurnālu nosaukumus angļu valodā, izmanto kapitālburtus lietvārdiem, darbības un īpašības vārdiem.

g. Izmantotie materiāli un metodes. Nodaļā informē par to, kādi izejas materiāli izmantoti maģistra darba izstrādē, kur un kā veikti pētījumi vai novērojumi, kur un kā ievākti paraugi vai datu rindas. Nepieciešams novērtēt izejas datu apjomu, tā atbilstību izvēlētajam pētījuma mērķim. Ja darbā tiek izmantoti kāda cita autora izejas dati vai materiāli, tad par to jāinformē un skaidri jāapraksta darba autora personiskais ieguldījums. Nodaļā jāapraksta datu apstrādes metodes, kāda aparatūra izmantota, kādā veidā dati apstrādāti un izvērtēti. Vispārzināmās datu statistiskās apstrādes metodes var tikai nosaukt, bet retāk lietotās metodes jāapraksta. Jānorāda izmantotās datorprogrammas (nosaukums un versija). Nodaļā jādod iegūto rezultātu pārstāvniecības, precizitātes un ticamības pakāpes vērtējums, kā arī atbilstība konkrētā pētījuma mērķim.

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Pētījuma rezultāti. Ja rezultātu daļa tiek veidota atsevišķi, tad šeit jāatspoguļo tikai sava veiktā pētījuma rezultāti. Šajā sadaļā nevar ievietot nodaļas vai apakšnodaļas, kas veltītas literatūras analīzei.

Pētījuma analīze un diskusija ir maģistra darba galvenā daļa, kurā autors apliecina prasmi veikt patstāvīgu pētījumu, izmantot literatūras avotus, parāda prasmi lietot apgūtās zināšanas pētījumu rezultātu analīzē un novērtēšanā, izdarīt secinājumus, kā arī izvirzīt jaunas pētnieciskās problēmas.

Maģistra darbā ir jādod pētījuma rezultātu izklāsts ar rezultātu analīzes daļu, kurā autors izvērtē kopsakarības starp sava pētījuma un publicēto pētījumu rezultātiem.

Pētījuma rezultātus var apkopot vienā vai arī vairākās nodaļās. Piemērs:3.Pētījuma analīze un diskusija.

3.1. Teritorijas, vietas raksturojums (atbilstoši pētījumu specifikai)

3.2. Iegūto rezultātu izklāsts

3.3. Rezultātu interpretācija un diskusija.

Nodaļu skaits, nodaļas vai nodaļu nosaukumi, kā arī darba struktūra un saturs būs individuāls, atbilstoši darba tematam un pētījuma ievirzei.

Katras nodaļas beigās var dot īsus secinājumus.

Ja tiek atsevišķi veidota diskusijas nodaļa, tad tajā nedrīkst atkārtoties rezultātu sadaļā iekļautā informācija.

Kopsavilkums ir darba saīsināts variants. Līdz ar to tajā jādod priekšstats par darba galveno sadaļu (ievads, materiāli un metodes, rezultāti un to apspriešana) saturu. Kopsavilkumam jāsniedz iespējami pilnīgāks priekšstats par publikācijas saturu. Kopsavilkuma apjoms 200- 250 vārdi.Darba kopsavilkumā:

jāatspoguļo problēmas (pētījuma) aktualitāte un darba mērķis;

jāpiemin pētījumā izmantotās metodes;

jāapraksta iegūtie rezultāti;

jāatspoguļo galvenie secinājumi, kas izriet no veiktā darba.Kopsavilkumā nav pieņemts atsaukties uz literatūras norādēm. Tāpat līdz minimumam jāreducē saīsinājumu izmantošana. Rakstot kopsavilkumu, jāizvairās no sarežģītas terminoloģijas izmantošanas, bet valodai jābūt vienkāršai un skaidrai.

Secinājumi. Ja darba nodaļās izdarīti daļējie secinājumi, tad tos nevajag vārds vārdā atkārtot. Secinājumiem jāattiecas uz visu darbu kopumā, tajos jāparāda pētījuma būtiskie rezultāti, kā arī jādod darba vērtējums. Secinājumos jāiekļauj tikai tādas atziņas, kas darbā ir izvērsti pamatotas ar paša autora iegūtajiem pētījuma rezultātiem vai kritisku un detālu literatūras analīzi. Secinājumiem jābūt sakārtotiem loģiskā sistēmā, to apjoms 1–2 lappuses. Dara izstrādes gaitā radušos priekšlikumus pievieno secinājumiem. Priekšlikumiem ir jāizriet no secinājumiem un veiktā pētījuma neatrisinātām vai no jauna atklātām problēmām. Ja priekšlikumi orientēti praksei, tiem jābūt reāliem un pietiekami konstruktīviem.

Literatūras saraksta noformēšanas noteikumi. Izstrādājot maģistra darbu ģeogrāfijā, izmanto citēšanu pēc autora uzvārda un publikācijas gada (Hārvardas sistēmu), literatūras

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noformēšanas paraugus skat. 4.pielikumā. Literatūras sarakstā atstarpes starp rindiņām 1 (“Single”). Izmantoto literatūras avotu saraksts netiek numurēts, bet sakārtots latīņu alfabētiskā secībā pēc autora uzvārda. Saraksta beigās pievieno kirilicā publicēto izmantoto avotu sarakstu. Atsevišķā sarakstā pievieno Nepublicēto avotu sarakstu, kurā iekļauj arhīvu, nepublicēto dokumentu, interviju, interneta avotus.

Atsauce parasti tekstā tiek likta uzreiz pēc citēšanas vai izteiktās domas izmantošanas, apaļajās iekavās norādot autora uzvārdu un publikācijas gadu, tos atdalot ar komatu: (Eko, 2006), ja ir būtiski, norāda arī lappuses numuru: (Eko, 2006, 25.lpp.). Ja autoru ir vairāk nekā divi, tad uzraksta pirmo autoru un lieto saīsinājumu „u.c.” vai, ja publikācija ir angļu valodā „et al.”. Piemēram, (Ozols, 1998); (Ozols un Bērziņš, 2001) (Mendell et al., 2006); (Bērziņš u.c., 2001), bet, ja ir divi autori ar vienādu uzvārdu, bet atšķirīgiem vārdiem, tad aiz uzvārda raksta vārda pirmo burtu, piemēram, (Sūniņš P. un Sūniņš G., 2003). Ja ir atsauce uz vairākiem darbiem, tie jāiekļauj vienās iekavās, atdalot ar semikolu, piemēram, (Mendell et al., 2006; Eko, 2006; Ozols, 1998). Citējot autorus, citāts jāliek pēdiņās. Tekstā minot personas, to vārdu pierakstam jāatbilst personvārdu atveides latviešu literārajā valodā noteikumiem, piemēram, „Amerikāņu ģeogrāfa K. Glekena darbi (Glacken, 1967) ir būtiski ietekmējuši pētījumus par cilvēka un dabas attiecību vēsturisko attīstību.” Līdzīgi jāpieraksta atsauces uz interneta avotiem, piemēram, „Melnās jūras virsējo slāņu ūdens sāļums vidēji ir 18–18.5 ‰ (Black Sea, 2007).”. Atsevišķos gadījumos, ja nav pieejams kāds no avotiem, pieļaujams izmantot otrreizējas atsauces, t.i. atsauci nevis uz pirmavotu, bet gan kādā publikācijā iekļautu citējumu. Šādos gadījumos tekstā atsaucas uz abiem avotiem, bet literatūras sarakstā tiek iekļauts tikai tas avots, ar kuru autors pats ir iepazinies, piemēram, (Ozols, 1998, citēts Priede, 2002) – literatūras sarakstā jāiekļauj ‘Priede, 2002’, jo šajā publikācijā ir bijusi atsauce uz ‘Ozols, 1998’, kuru autors pats nav lasījis. Pierakstot grāmatu un žurnālu nosaukumus angļu valodā, izmanto kapitālburtus lietvārdiem, darbības un īpašības vārdiem.

4. Darba tehniskā noformēšana

Maģistra darbu jānoformē atbilstoši maģistra darba ģeogrāfijā tehniskās noformēšanas noteikumiem (5.pielikums).

5. Apelācijas kārtība

Apelācijas kārtība ir atbilstoša „Noslēguma darbu izstrādes un aizstāvēšanas kārtībai”, apstiprināta ar LU 04.07.2006. rīkojumu Nr.1/180.

208

Annex 8.2. Form for application of theme

Latvijas UniversitātesĢeogrāfijas un Zemes zinātņu fakultātes

Ģeogrāfijas nodaļas vadītājam

Telpiskās attīstības plānošanas maģistrastudiju programmas

2.kursa studenta................(vārds, uzvārds)

stud.apl.Nr.................……….

iesniegums

h. Lūdzu apstiprināt maģistra darba tēmu .

………………………………………………. ....................................

………………………………………………………………………… un par

zinātnisko vadītāju apstiprināt ................................……………………

(akadēmiskais nosaukums, vārds, uzvārds).

Studenta parakstsDatums ……………

Saskaņots ar zinātnisko vadītāju: ............................ (zinātniskā vadītāja paraksts) ……..datums

Apstiprināts: ............................ (nodaļas vadītāja paraksts)

209

Annex 8.3. Example of the front page

LATVIJAS UNIVERSITĀTEĢEOGRĀFIJAS UN ZEMES ZINĀTŅU FAKULTĀTE

ĢEOGRĀFIJAS NODAĻA….. KATEDRA

Matrikulas numurs

Vārds Uzvārds

DARBA NOSAUKUMS

Maģistra darbs

Zinātniskais vadītājs.................................. (vārds, uzvārds,

zinātniskais grāds, akadēmiskais nosaukums )

Ar savu parakstu apliecinu, ka esmu šīDarba autors/-e

...............................(paraksts)

Rīga ….. (gads)

210

Annex 8.4. Example of documentary page

Informācija par darbu un tā aizstāvēšanu

Ar šo apliecinām, ka maģistra darbs

..........................................................................................................(darba nosaukums)

ir sagatavots aizstāvēšanai gala pārbaudījumu komisijā maģistra grāda Telpiskās attīstības plānošanā iegūšanai

Autors............................................................ Paraksts, datums ...................................

Zinātniskais vadītājs ..................................... Paraksts, datums ...................................

Noslēguma darba saņemšanas reģistrācija:

Darba reģistrācijas Nr. ...............................

Profilējošā katedra .....................................

Nodaļas lietvede ......................................... Paraksts, datums ....................................

Noslēguma darba aizstāvēšanas rezultāti:

Maģistra darbs aizstāvēts maģistra studiju gala pārbaudījumu komisijā .....................................................................................................................................

gads, datums, mēnesis

un aizstāvēts ar atzīmi .................................................................................................

Priekšsēdētājs ............................................. Paraksts, datums ................................... Vārds, uzvārds

Sekretārs ..................................................... Paraksts, datums ................................... Vārds, uzvārds

211

Annex 8.5. Examples for lay out of the list of literature

Grāmata – monogrāfija vai rakstu krājums Nepieciešamā informācija vajadzīgajā secībā:

1. Autora/-u, redaktora/-u, sastādītāja/-u uzvārds/-i, un vārda/-u iniciālis/-ļi, vai institūcija.

2. Publikācijas gads.3. Publikācijas nosaukums un apakšnosaukums (ja ir). Visiem nosaukumiem jābūt

slīprakstā vai pasvītrotiem.4. Sērijas nosaukums un sējums (ja ir).5. Izdevums jeb iespiedums (ja ir cits, ne pirmais).6. Izdevējs.7. Publicēšanas vieta. Ja ir uzskaitītas vairāk kā divas pilsētas, norādīt pirmo un

kvadrātiekavās saīsināt citas: [etc]8. Lappušu numuri jānorāda, ja izmantotas monogrāfijas atsevišķas daļas,..

Viens autors Eko U. 2006. Kā uzrakstīt diplomdarbu, Jāņa Rozes apgāds, Rīga, 319 lpp.

Divi vai vairāk autoriFresenius, W., Quentin, K.E. & Schneider, W. 1988. Water Analysis, Springer Verlag, Berlin-Heidelberg, 804 p.

Redaktors/-iKursīte, J. (red.) 2007. Kursenieki mainīgajā pasaulē: rakstu krājums, LU Akadēmiskais apgāds, Rīga, 117 lpp.

Johnston, R.J., Taylor, P.J. & Watts, M.J. (eds.) 2002. Geographies of Global Change: Remapping the World, Blackwell Publ, Malden (Massachusetts), p. 518.

Institūciju izdevumsLR CSP 2004. Demogrāfija: statistisko datu krājums. Demography: Collection of Statistical Data, Latvijas statistika, Latvijas Republikas Centrālā Statistikas pārvalde, Rīga, 202 lpp.

Sērija (sērijas nosaukums seko grāmatas nosaukumam)Cousteau, J.-Y. & Cousteau, P. 1970. The Shark: Splendid Savage of the Sea, The Undersea Discoveries of Jacques-Yves Cousteau, Doubleday & Co, Garden City, New York, p. 277.

IzdevumsMitchell, W.J.T. (ed.) 2002. Landscape and Power, 2nd edn. University of Chicago Press, Chicago, London, p. 376. Bunkše, E.V. 2000. Sirēnu balsis: ģeogrāfija kā cilvēcīga erudīcija: Bērklijas ainavu skola, 3. iesp., Norden AB, Rīga, 204 lpp.

212

Raksts grāmatāBurgess, J. 2000. Situating knowledges, sharing values and reaching collective decisions. The cultural turn in environmental decision making, in Cultural Turns / Geographical Turns, eds. I. Cook, D. Crouch, S. Naylor & J.R.Ryan, Pearson Education, Harlow [etc.], pp. 273–287.

Nav minēts autorsJa nav nosaukts autors, citēšanai izmantojams nosaukums un sarakstā šis ieraksts jāievieto atbilstoši pirmā vārda alfabētiskajai secībai.

Svešvārdu vārdnīca 2004. Avots, Rīga, 749 lpp.

Žurnāla rakstsVajadzīgā informācija norādīšanas secībā ir:

1. Autora/-u uzvārds/-i un vārda iniciālis/-ļi.2. Publikācijas gads.3. Raksta nosaukums.4. Žurnāla nosaukums slīprakstā.5. Sējuma numurs.6. Žurnāla numurs.7. Lappuses.

Wartena, L., van Boxel, J.H. & Veenhuysen, D. 1991. Macroclimate, microclimate and dune formation along theWest European coast, Landscape Ecology, vol. 6, no. 1/2, pp. 15–27.

Melluma, A., Stūre, I. un Zariņa, A. 2006. Ainavas kā mantojums: to izpētes un aizsardzības problēmas Latvijā, Latvijas Zinātņu Akadēmijas Vēstis, A daļa, Sociālās un humanitārās zinātnes, 60. sēj., nr. 6, 4.–25. lpp.

Ziņojums konferencēOlsson, K. 1999. The use of built heritage for regional development – heritage management and the value of preservation, Building Conservation and Labour Market Policy Working as a Driving Force for Regional Strategic Development, International Conference, Book of Proceedings, Halmstad, Sweden, pp.143–149.

Eberhards, G. un Saltupe, B. 2006. Jūras krastu ģeoloģiskā uzbūve un noturība pret eroziju stipras vētras laikā, Latvijas Universitātes 64.zinātniskā konference, Ģeogrāfija, Ģeoloģija, Vides zinātne, Referātu tēzes, LU Akadēmiskais apgāds, Rīga, 157.–159. lpp.

Raksts avīzēArnicāns, M. 2007. Ziemeļu koridors virzās uz priekšu, Diena, 5.oktobris, 7. lpp.

Atsauce uz ne-grāmatu / multimediju materiāluNepieciešamā informācija ir tāda pati, kā grāmatām, kā arī jānorāda avota veids (piemēram, CD, videoieraksts, audiokasete, u.tml.)

Иркутск. Энциклопедия Байкала (CD) 2006, Восьмое небо, Иркутск.

The Pilot Project: The Halland Model in Olsztyn (videorecording) 2000, Sandklef Productions

Elektroniskie resursiAtsaucē ir nepieciešams norādīt šādu informāciju:

213

1. Autora/-u uzvārds/-i un vārda/-u iniciālis/-ļi.2. Publikācijas gads. Ja nav norādīts informācijas sagatavošanas gads, to var pierakstīt

„bez datējuma”. 3. Nosaukums.4. Izdevējs/organizācija.5. Izdevums, ja ir ne pirmais.6. Datums, kad informācija iegūta.7. Interneta adrese.

SIA „Grupa 93” 2004. Degradēto teritoriju izpēte Rīgas pilsētā, Rīgas Dome, skat. 06.11.2007. http://www.rdpad.lv/uploads/rpap/att_plan_izpetes/08_degradetas_teritorijas_riga.pdf

Black Sea 2007. Wikipedia, The Free Encyclopedia, skat. 06.11.2007. http://en.wikipedia.org/wiki/Black_Sea

Arhīva materiāliAtsaucē uz arhīva materiāliem jānorāda pēc iespējas pilnīga informācija, kas ļauj jebkuram sameklēt šo avotu:

1. Autors.2. Dokumenta publicēšanas vai sastādīšanas gads. 3. Dokumenta nosaukums.4. Lietas nosaukums, kurā dokuments glabājas.5. Arhīva nosaukums.6. Fonda, apraksta un lietas numuri.7. Lappuse.

Nīcas muižas regulēšanas plāni 1867. Latvijas Valsts Vēstures arhīvs, f. 183. apr. 167., l. 167., 1.–50. lpp.

Nepublicētie materiāliUļjane, S. 2007. Velotūrisms un tā attīstības iespējas Limbažu rajonā: bakalaura darbs, LU Ģeogrāfijas un Zemes zinātņu fakultāte, Latvijas Universitāte, Rīga.

Upīte, B. 2007. Intervija, Ogre, 16.oktobrī.

214

http://en.wikipedia.org/wiki/Black_Sea

http://www.rdpad.lv/uploads/rpap/att_plan_izpetes/08_degradetas_teritorijas_riga.pdf

Annex 8.6. Technical regulations in design of master thesis

Noslēguma darbu jānoformē datorsalikumā (Microsoft Windows operētājsistēmas vidē) ar 1,5 intervāla atstarpi starp rindiņām (tabulām single atstarpe) uz A4 formāta papīra lapām (210x297mm). Lielāka formāta lapu lietošana pieļaujama tikai kartogrāfiskā materiāla vai ļoti lielas tabulas parādīšanai.

Jaunu rindkopu sāk ar 10 mm lielu atkāpi. Atkāpes no lapas kreisās malas – 30 mm, no labās – 20 mm, no augšējās un apakšējās 20 mm.

Burtu lielums tekstā 12 punkti, fonts – Time New Roman. Nodaļu virsrakstu burtu lielums 14 punkti. Lai tekstā izceltu kādu nozīmīgu vārdu, frāzi vai rindkopu, var lietot: pasvītrojumus, burtu biezuma un slīpuma maiņu.

Jaunu rindkopu sāk ar 1 cm lielu atkāpi. Katrai nodaļai jāsākas jaunā lappusē. Lappuse nedrīkst beigties ar virsrakstu. Nodaļu virsrakstus raksta ar lielajiem burtiem, bet apakšnodaļu virsrakstus – ar mazajiem burtiem treknrakstā (bold). Aiz virsraksta punktu neliek. Virsraksta attālums no iepriekšējā un turpmākā teksta ir viena rinda. Lappuses numurē apakšā lapas vidū ar arābu cipariem, sākot ar lappusi, kur ir apzīmējumu saraksts.

Lappušu numerācija sākas ar titullapu, kas ir darba pirmā lappuse, bet uz tās numuru neraksta. Kopējā lappušu numerācijā iekļauj arī literatūras sarakstu, kartes un citus materiālus pielikumā. Pielikuma apjoms netiek ieskaitīts iepriekš nosauktajā maģistra darba orientējošā apjomā.

Ja ir vairāki pielikumi, ieteicams uz 1.lpp pielikuma lapaspuses norādīt pielikumu saturu. Pielikumus ne tikai numurē, bet tiem jābūt arī nosaukumiem (piemēram, 1.pielikums. Latvijas upju garenslīpums) Visas ilustrācijas (fotogrāfijas, shēmas, grafikus, karte s) sauc par attēliem un tos numurē katras atsevišķas nodaļas ietvaros, piemēram, 3.1. att. (pirmais attēls trešajā nodaļā).

Zem katra attēla jābūt precīzam parakstam, kas izvietots zem attēla. Tabulas numurē katras atsevišķas nodaļas ietvaros un virsraksts ir izvietots virs tabulas. Īpaši lielas tabulas ieteicams ievietot pielikumā.

Tabulas noformējuma paraugs3.5.tabula

Migrācijas pamatrādītāji Latvijā, tūkst cilv. (Bērziņš, 2000, 18.lpp)Gads Imigranti Emigranti Pieaugums199019952000

1995 pret 2000,%

Ja tabulu ir sastādījis autors, piemēram, balstoties uz 3. literatūras avotu, tad to pieraksta šādi: (sastādījis autors, izmantojot (Bērziņš, 2000)). Tabulās sakārtotos aprēķinus var papildināt ar grafiskiem attēliem un kartēm.Arī grafisko attēlu (zīmējumu) noformējumā jābūt pilnai informācijai par to, vai tos ir sagatavojis autors, vai arī tie aizgūti no citiem darbiem.Tekstā uz tabulām un attēliem ir jābūt atsaucēm, to satura analīzei un interpretācijai, bet nav jābūt tikai satura pārstāstam, kas tādējādi dublē tabulas un attēlus. Attēliem un tabulām ir jābūt pašsaprotamām, t.i. tabulām un attēliem kopā ar nosaukumu un apzīmējumiem ir jābūt izprotamām bez paskaidrojumiem tekstā.

215

Attēla noformējuma paraugs

1.attēls. Plūdu riska teritorijas Rīgas pilsētā (Liepiņš, 2000, 15.lpp.)

0

1

2

3

4

5

6N

NNE

NE

ENE

E

ESE

SE

SSE

S

SSW

SW

WSW

W

WNW

NW

NNW

Vid.vēja ātrums m/s Ainaži Vid. vēja ātrums m/s Skulte

2. attēls. Vidējais vēja ātrums (m/s) Ainažu un Skultes meteoroloģiskajā stacijā 2001. gada janvārī (sastādījis autors, izmantojot (LVĢMA, 2002))

216

Annex 8.7. Assessment criteria

Apstiprināti LU ĢZZF Ģeogrāfijas studiju programmu padomē

2007.g. 16.maijā

NOSLĒGUMA DARBU VĒRTĒŠANAS KRITĒRIJIA Vispārīgais vērtējumsNoslēguma darba atbilstība piešķiramajam akadēmiskajam grādam1. Atbilstība augstākās izglītības programmu grupai:

1.1. Atbilst;1.2. Neatbilst.

2. Atbilstība akadēmiskā grāda (bakalaura, maģistra) līmenim:2.1. Atbilst;2.2. Neatbilst.

B Pamata novērtējums1. Darba struktūra, saturs (tēmas atspoguļojuma vispusīgums, secības loģiskums, zinātniskā novitāte, datu izmantošanas korektums, secinājumi)

PunktiKritēriji

20 Tēma atspoguļota pilnīgi, iztirzājums skaidrs un loģisks, dati un avoti izmantoti korekti, ir skaidri izteiktas pētījuma pazīmes* un zinātniskās novitātes pazīmes, secinājumi atbilst pētījuma būtībai un mērķim

18 tēma atspoguļota pilnīgi, iztirzājums loģisks, dati un avoti izmantoti korekti, secinājumi atbilst pētījuma būtībai un mērķim

14 tēma atspoguļota pietiekami vispusīgi un loģiski, trūkst dažas pētījuma pazīmes10 tēma atspoguļota daļēji, vai ne visai loģiski, ar nenozīmīgiem secinājumiem, kas

neatbilst pētījuma būtībai un mērķiem8 tēma atspoguļota virspusēji, pavirši, vai dati un avoti ir izmantoti nekorekti, vai darba

apjoms nav pietiekams, secinājumu nav vai darbs ir ar secinājumiem, kas neatbilst pētījuma būtībai un mērķiem

6 tēmas atspoguļojums aplams, neloģisks, kļūdains, bez secinājumiem*Pētījuma pazīmes

Pazīmes KritērijsTēmas izvēles motivācija saistība ar nozīmīgiem jautājumiem, mērķiem, nozīmīgiem

procesiem un parādībām Problēmas / pētījuma jautājuma uzstādījums

zināšanu plašums, būtības izpratne, prasmes

Darba mērķa formulējums saistība ar problēmas / pētījuma jautājuma būtību, virzībā uz pētniecisku risinājumu vai ar to saistītu priekšlikumu izstrādi

Darba uzdevumu formulējums saistība ar problēmas / pētījuma jautājuma būtību un darba mērķiIzvēlētās metodes atbilstība problēmas / pētījuma jautājuma būtībai, darba mērķim,

pētījumam nepieciešamo laboratoriju un citu resursu pieejamība Korektums datu, avotu un publikāciju izmantošanā

skaidrs, darba būtībai un pieņemtiem noteikumiem atbilstošs autora paša ieguldījuma atspoguļojums un norādes par izmantoto datu, faktu, ideju autoriem un avotiem

Iegūto rezultātu un secinājumu atbilstība

atbilstība problēmas / pētījuma jautājuma būtībai, metodei(-ēm), darba mērķim, uzdevumiem

Darba pašvērtējums Darba paškritisks vērtējums – nenoskaidroto jautājumu, risinājuma un iegūto rezultātu nepilnību un to cēloņu apzināšana

Ievirze vai iestrādne turpmākiem pētījumiem

Darbā atklātās jaunas pētnieciski risināmās problēmas / jautājumi

217

Pamata vērtējumu koriģējams, ņemot vērā darba aizstāvēšanas kvalitāti un izvērtējot trūkumus darba komplektācijā un noformēšanā.

2. Darba aizstāvēšana A. Uzstāšanās

VērtējumsKritēriji

+1 uzstāšanās pārliecinoša, ar loģiskiem pierādījumiem 0 stāstot uzstāšanās nedroša, vai ar vājiem pierādījumiem

–1 uzstāšanās nedroša, ar vājiem pierādījumiem vai neloģiska –0,5 pārtērēts uzstāšanās laiksB. Atbildes uz jautājumiemVērtējums Kritēriji

+1 atbildes konkrētas, atbilstošas tēmas un pētījuma risinājuma būtībai, pārliecinošas0 atbildes daļēji paskaidro jautāto, nekonkrētas vai izvairīgas, daļēji kļūdainas–1 atbildes kļūdainas, nepaskaidro jautāto vai atbildes netiek dotasC. Demonstrējamā materiāla izmantošanaVērtējums Kritēriji

+1 sagatavota kvalitatīva un korekta prezentācija, izmantoti diapozitīvi, modeļi, maketi, paraugi u.c.

0 uzskates materiāli sagatavoti, bet nav kvalitatīvi un korekti–1 uzskates materiāli nav sagatavoti

3. Darba noformējumsVērtējums Kritēriji

0 kļūdu, trūkumu un nepilnību nav–0,5 ir daži trūkumi un nepilnības (2–3 klasifikatora** sadaļās)–1,0 ir vairākas kļūdas, trūkumi un nepilnības (4–6 recenzenta piezīmju klasifikatora

sadaļās)–2,0 ir daudz kļūdu, trūkumu un nepilnību (vairāk kā 6 recenzenta piezīmju klasifikatora

sadaļās)*Kļūdu, trūkumu un nepilnību klasifikators

Nr.

Vērtējuma priekšmets

Klasi- fikators

Nepilnības

1 Darba komplektācija un noformējums

1.1 Darbs nepilnīgi komplektēts1.2 Darbs nepilnīgi noformēts1.3 Neatbilstošs iesējums

2 Titullapa 2.1 Nepilnīgi vai nepareizi noformēta2.2. Citi trūkumi

3 Anotācijas 3.1. Nav anotācijas latviešu un angļu valodā3.2. Satura nepilnības3.3. Valodas kļūdas, pārpratumus veicinošas izteiksmes formas3.4. Nav doti atslēgas vārdi3.5 Citi aizrādījumi

4. Tabulas, attēli, formulas 4.1. Nepietiekošs tabulu vai attēlu skaits4.2. Ievietotas neatbilstošas vai liekas tabulas vai attēli 4.3. Nepilnīgi noformētas tabulas vai attēli4.4. Kļūdas noformēšanā, numerācijā, atsaucēs vai autora

identifikācijā4.5. Kļūdas vienādojumu noformējumā vai skaidrojumos4.6. Kļūdas karšu noformējumā (mērogi, atsauces)4.7. Kļūdas attēlos

218

4.8. Citas piezīmes5. Literatūras un citu avotu

izmantošana5.1 Maz izmantotās literatūras5.2. Trūkst jaunāko avotu5.3 Nepietiekami izmantota literatūra5.4. Nepilnīgi noformēts literatūras saraksts5.5. Kļūdainas atsauces uz avotiem5.6. Nepareiza citēšana5.7. Kļūdas atsaucēs uz nepublicētiem avotiem5.8. Kļūdas norādēs uz attēliem, kartēm vai plāniem5.9 Citas piezīmes

11. Valoda 11.1. Daudz gramatisku kļūdu11.2. Daudz stila kļūdu11.3. Daudz nepamatoti lietotu svešvārdu un nelatvisku terminu 11.4 Daudz neveiklu izteiksmes formu, primitīvas teikuma

konstrukcijas utml.11.5. Darbs iesniegts svešvalodā tam noteiktā kārtībā11.6. Lietoti novecojuši vai nepareizi termini11.7. Saīsinājumiem trūkst paskaidrojumu11.8. Citas piezīmes

12. Darba apjoms 12.1 Nepietiekošs darba apjoms12.2 Nesamērīgi darba daļu apjomi12.3 Neatbilstoši maza darba analītiskā daļa12.4 Citas piezīmes

13. Pielikumi 13.1 Nepilnīgi noformēti pielikumi13.2 Darbā nav atsauces uz pielikumiem13.3 Darbam pievienotie pielikumi nav nepieciešami

C Papildus vērtējumsPremiālie punkti pēc noslēguma komisijas uzskatiem var tikt piešķirti:

a) līdz 1 punktam par noslēguma darbā izteiktu neordināru teorētisku ideju;b) 0,5 punkti par ļoti veiksmīgu un spilgtu uzstāšanos vai atbildēm uz jautājumiem;c) 0,5 punkti par īpaši izcilu darba noformējumu.

Vērtējumu samazinošie punkti var tikt piešķirti:a) līdz 2 punktiem – noslēguma darbu vērtējot atkārtoti vai par darba aizstāvēšanas termiņa

neievērošanu neattaisnojošu iemeslu dēļ;b) līdz 2 punktiem par svešu pētījumu rezultātu un secinājumu izmantošanu bez atbilstošas

atsauces.Kopējais novērtējums ballēs

Vērtējums Punktu skaits10 (izcili) >22)9 (teicami) 20–228 (ļoti labi) 16–19,57 (labi) 12–166 (gandrīz labi) 11,5 – 9,5 5 (viduvēji) 8,5 – 7,54 (apmierinoši) 7 – 63 (vāji) 5,5 – 4,52 (ļoti vāji) 4 – 2,51 (neapmierinoši) 1 – 2

219

Annex 8.8. . On submission, keeping and availability order of final Master thesis


RĪKOJUMS

Rīgā05.05.2006. Nr. 1/114

Par noslēguma darbu elektronisko versiju iesniegšanas, glabāšanas un pieejas kārtību

Šim dokumentam grozījumu nav

Saskaņā ar Nolikuma par noslēguma pārbaudījumiem Latvijas Universitātē (apstiprināts ar

LU Senāta 28.04.2003. lēmumu Nr. 66) 4.13. punktu noteikt šādu bakalaura, maģistra, kvalifikācijas

darbu un diplomdarbu (turpmāk– noslēguma darbi) elektronisko versiju iesniegšanas un pieejas

kārtību:

1.Aizstāvēšanai pielaistos noslēguma darbus studējošie sagatavo un iesniedz divos iesietos

datorizdrukas eksemplāros un vienas elektroniskas kopijas veidā.

2.Elektroniskajai kopijai jāietver anotācijas latviešu un angļu valodā. Vienas anotācijas

pieļaujamais lielums, ieskaitot atstarpes, ir 850 zīmes.

3.Noslēguma darba elektronisko kopiju studējošais konvertē PDF (Portable document format)

formātā un augšupielādē Latvijas Universitātes Informatīvajā sistēmā (LUIS), izmantojot LANET

piešķirto paroli. Anotācijas iekopē vai ieraksta tām paredzētajos LUIS laukos. Darba konvertēšanu

PDF formātā nodrošina studējošais.

4.Konvertējot kopiju saglabā ar nosaukumu, kuru veido studējošā uzvārds, vārds un studenta

apliecības numurs, piemēram: Berzins_Janis_VestB93010.

5.Latvijas Universitāte tās datorklasēs un Bibliotēkā nodrošina noslēguma darbu konvertēšanai

PDF formātā nepieciešamo programmatūru, konsultācijas un instrukcijas izvietošanu Lanet mājas

lapā (http://serviss.lanet.lv/modules/news/article.php?storyid=54). Konsultācijas sniedz datorklašu

administratori.

6.Nosaukumu veido bez garuma un mīkstinājuma zīmēm.

7.Noslēguma darbu saglabā un augšupuzlādē vienā datnē (failā), kuras lielums nevar būt lielāks

par 50 MB.

8. Pēc elektroniskās kopijas augšupielādēšanas, studējošais dekāna norīkotajiem darbiniekiem

iesniedz iesietās datorizdrukas. Līdz datorizdruku iesniegšanai studējošajam ir iespēja elektronisko

kopiju augšupielādēt atkārtoti.

220

9. Pieņemot noslēguma darbu, dekāna norīkotais darbinieks pārbauda vai tā elektroniskā

kopija ir ievietota LUIS, reģistrē aizstāvēšanas datumu un izsniedz studējošajam aizpildīt un parakstīt

noslēguma darba reģistrācijas lapu (izdruku no LUIS).

10. Studējošais noslēguma darba reģistrācijas lapā ar parakstu apliecina elektroniskās kopijas

atbilstību iesniegtajām izdrukām un piekrišanu vai aizliegumu darba publiskošanai LU Noslēguma

darbu datu bāzē.

11. Darbu elektroniskā kopijas ir pieejamas to vadītājiem, recenzentiem un noslēguma

pārbaudījuma komisijai.

12. No sekmīgi aizstāvētajiem darbiem LU Bibliotēka veido Noslēguma darbu bibliogrāfisko

datu bāzi IS ALEPH sistēmā, nodrošinot bibliogrāfisko aprakstīšanu, klasificēšanu un elektroniskās

saites pievienošanu aprakstam.

13. Noslēguma darbu bibliogrāfiskā datu bāze ar anotācijām no LU portāla Bibliotēkas sadaļas

pieejama ikvienam Interneta lietotājam IS ALEPH sistēmā. Darbu pilnteksta versijas, kuras to autori

ir atļāvuši publiskot, ir pieejamas izmantojot LANET piešķirto lietotājvārdu un paroli.

14. Pārejas noteikumi:

Šis rīkojums stājas spēkā ar 08.05.2006. Ar šī rīkojuma spēkā stāšanos spēku zaudē LU

16.05.2005. rīkojums Nr.1/95 “Par noslēguma darbu elektronisko versiju iesniegšanas,

glabāšanas un pieejas kārtību.”

LUIS grupai, saskaņojot ar Lietvedības departamentu, veikt šinī rīkojumā noteiktās izmaiņas

LUIS.

Pamats: Lietvedības departamenta, LUIS grupas, Studentu servisa un Akadēmiskā

departamenta priekšlikums.

Rektors I. Lācis

221

ANNEX 9 COMPARISON OF THE STUDY PROGRAMME WITH SIMILAR PROGRAMMES IN LATVIA AND ABROAD

222

Annex 9.1.

Comparison with the professional master’s study programme Environment Planning in the University of Daugavpils

Nr. LU profesionālās maģistra studiju programmas „Telpiskās attīstības plānošana” studiju kursi

Krp. DU profesionālās maģistra studiju programmas „Vides plānošana” specializācijas Vides pārvaldības speciālists studiju kursi

Krp.

A daļas studiju kursi 24 krp. 24 A daļas studiju kursi 28 krp. 281. Plānošanas teorija: idejas, pieredze,

metodes, rīki4 Teritorijas un attīstības plānošana 3

2. Tematiskā struktūrplānošana 2 –3. Plānošanas tiesiskie pamati 2 –4. Plānošanas sociālie un psiholoģiskie

aspekti2 Sabiedrisko attiecību veidošana 4

5. Projektu vadīšana 4 Vides projektu izstrāde un vadība 26. Ilgtspējīga attīstība un telpiskās attīstības

plānošana2

7. Vides apstākļi telpiskās attīstības plānošanā

2 –

8. Sabiedrība un dzīves vide 2 –9. Pilsētu un lauku teritoriju ekonomiskā

attīstība2 Ekonomikas pamati 3

10. – Vides ekonomika 211. – Uzņēmējdarbības pamati 312. Kursa darbs telpiskās attīstības plānošanā 2 –13. – Sateces baseinu apsaimniekošana 214. – Vietējo iniciatīvu attīstība 315. – Aizsargājamo teritoriju pārvaldība 216. – Matemātiskā modelēšana un lietišķais

ĢIS4

B daļas studiju kursi (vismaz 10 krp.) 10 B daļas studiju kursi (vismaz 6 krp.) 618. Ģeoinformātika plānošanā 6 –19. Kursa darbs „Ģeoinformātika plānošanā” 4 –20. Vides plānošana 6 Ainavu plānošana 221. Kursa darbs vides plānošanā 4 –22. Teritorijas plānošana 6 –23. Kursa darbs teritorijas plānošanā 4 –24. – Vides tehnoloģijas 225. – Ievads ģeodēzijā un kadastrālajā

vērtēšanā2

Prakse 26 krp. 26 2626. Prakse reģionos „Plānotāja darba veidi” 2 –27. Prakse pašvaldībā “Plānošana un vadība

pašvaldībā” 6 Prakse „Vides pārvaldība”

(pašvaldībās)25

28. Prakse izvēlētajā specializācijā (teritorijas plānošanā, vides plānošanā, ģeoinformātika plānošanā) “Specializācijas prakse”

18 –

Prakse „Vides projektu realizācija Latvijā”

1

29. Maģistra darbs 20 krp. 20 Maģistra darbs 20 krp. 20

223

Kopā 80 Kopā 80

224

Annex 9.2.Extract from Professional master’s study programme Environment Planning, UD, chapter 2, Assessment of the programme

DAUGAVPILS UNIVERSITĀTE

Dabaszinātņu un matemātikas fakultāte

Profesionālā maģistra studiju programma“VIDES PLĀNOŠANA”

Programmas direktore: M.sci.Geogr., lektore S.Rutkovska

APSTIPRINĀTADU Senāta sēdē2004.gada 23.decembrī

Protokola Nr. 12

Senāta priekšsēdētājs:

V.Paškevičs

225

2. STUDIJU PROGRAMMAS NOVĒRTĒJUMSStudiju programmas mērķis un uzdevumi

Profesionālās augstākās izglītības maģistra studiju programmas “Vides plānošana” galvenais mērķis ir sniegt Daugavpils Universitātē imatrikulētajiem studējošiem kvalitatīvu, valsts vajadzībām atbilstošu un ar profesijas standartu prasībām saskaņotu izglītību, nodrošinot iespēju apgūt teorētiskās un praktiskās zināšanas, papildināt pētnieciskā darba iemaņas un prasmes, tādā veidā sagatavojot studējošos darbam divās vides plānošanas jomās: vides pārvaldībā un dabas aizsardzībā.Sekmīgi realizējot studiju programmu un attīstot prasmi patstāvīgi analizēt un risināt vietējās attīstības plānošanas un dabas aizsardzības problēmas, tiek plānots sagatavot starptautiskā līmenī konkurētspējīgus speciālistus ar vispusīgām, mūsdienu līmenim atbilstošām zināšanām vides plānošanā.

Galvenā mērķa sasniegšanai studiju programmas ietvaros tiek realizēta virkne uzdevumu, no kuriem nozīmīgākie ir:

nodrošināt studējošo specializāciju sekojošās vides plānošanas virzienos: vides pārvaldība vai dabas aizsardzība, kas noslēdzas ar profesionālās augstākās izglītības maģistra grādu “Vides plānošanā” ieguvi;

nodrošināt studējošajiem iespēju kvalitatīvi un sekmīgi apgūt studiju programmas, studiju procesa specializācijas īstenošanai integrējot dažādas vides zinātnes, ekoloģijas, ģeogrāfijas, ekonomikas, tiesību zinātņu un vides plānošanai saistošas nozares, liekot uzsvaru uz teorijas un prakses savstarpējo saistību;

veidot izpratni par ES un Latvijas reģionālās politikas, vides pārvaldības un attīstības plānošanas pamatprincipiem, apgūstot galvenos principus, metodes, likumdošanu, ņemot vērā Eiropas un pasaules pieredzi, un akcentējot jomas saistību ar situāciju kopumā Latvijā un atšķirībām reģionos;

padziļināt studentu zināšanas par dabas vides un tās pamatkomponentu (ūdeņi, reljefs, augu un dzīvnieku valsts, klimats u.c.), savstarpējo saistību, daudzveidību, nozīmi cilvēces un dzīvības kā tādas eksistencei uz planētas Zeme, kā arī šīs vides racionālas un ilgtspējīgas attīstības plānošanas un saglabāšanas likumsakarībām, veidojot aktīvu sadarbību ar publisko, privāto un valsts sektoriem;

piedāvāt plašu, studentu interesēm un profesionālajai specializācijai atbilstošu izvēles kursu klāstu;

praktisko darbu un prakšu laikā attīstīt un nostiprināt nepieciešamās profesionālās prasmes un iemaņas, kā arī prasmi patstāvīgi organizēt pētījumus, iegūt un apstrādāt datus, veikt vides, sociālo un ekonomisko indikatoru monitoringu un noformēt veikto pētījumu atskaites;

veicināt sadarbību starp studentiem un mācībspēkiem, iesaistot studējošos pētnieciskajā darbā, ES vai LR fondu finansētos projektos;

nostiprināt Daugavpils Universitātes saikni ar Latgales reģiona pašvaldībām, uz savstarpējo līgumu pamata izpildot praktiska rakstura līgumdarbus (ietekmes uz vidi novērtējums, vides kvalitātes indikatoru pētījumi, socioloģiskas aptaujas, ĢIS–orientētas praktiskās izstrādes un datu bāzes u.c.;

nodrošināt studiju programmā imatrikulētajiem iespēju apgūt praktiskās iemaņas darbā ar mūsdienīgu, ES prasībām un ISO standartiem atbilstošu zinātnisko aprīkojumu un mēraparatūru un jaunākajiem informācijas tehnoloģiju produktiem (hardware un software), kas tiek izmantoti vides plānošanas jomā;

nemitīgi atjaunot, papildināt un uzlabot studiju programmas zinātnisko, informatīvo un materiāli-tehnisko bāzi;

226

realizēt augstāk minētos uzdevumus, programmas īstenošanā iesaistot kvalificētu DU akadēmisko personālu, kā arī citus Latvijas un ārvalstu vides pārvaldības un dabas aizsardzības nozaru praktiķus.

2.5. Studiju programmas saturs

PROFESIONĀLĀS AUGSTĀKĀS IZGLĪTĪBAS MAĢISTRA STUDIJU PROGRAMMAS “VIDES PLĀNOŠANA”

1.tabula A daļas studiju kursu saraksts

Nr.p.k.

Studiju kurss Docētājs Kontakt-stundas

Kredīts Pārbaudījums

A daļa: OBLIGĀTIE KURSI VIDES PLĀNOŠANĀ (74 KP)1. Vietējo iniciatīvu attīstība lekt.V.Kudiņš,

asoc. prof.V.Meņšikovs48 3 eksāmens

2. Vides projektu izstrāde un vadība lekt. A.Grantiņš 32 2 eksāmens3. Teritoriju un attīstības plānošana lekt. I.Goldberga 48 3 eksāmens4. Sabiedrisko attiecību veidošana doc. T.Uzole,

lekt.Z.Some,lekt.VRuža, 64 4 eksāmens

5. Ekonomikas pamati asoc.prof. A.Nikolajevs 48 3 eksāmens6. Vides ekonomika lekt. I.Kirhenšteine 32 2 eksāmens7. Uzņēmējdarbības pamati lekt. Ž.Jeļisejeva 48 3 eksāmens8. Matemātiskā modelēšana un lietišķais ĢIS Doc. A.Sondore,

lekt. J.Soms64 4 eksāmens

9. Sateces baseinu apsaimniekošana lekt. I.Barkāns 32 2 eksāmens10. Aizsargājamo teritoriju pārvaldība prof. A.Škute 32 2 eksāmens11. Prakse: ”Vides pārvaldība” (vides

pārvaldības speciālists) vai “Dabas aizsardzība” (dabas aizsardzības speciālists)

Daugavpils rajona pašvaldības, Līvānu Novada dome vai Daugavpils un Rēzeknes Reģionālās Vides pārvaldes

1000 (125 d.)

25 diferencētā ieskaite

12. Prakse: “Vides projektu realizācija Latvijā ” (vides pārvaldības speciālists) vai “ĪADT apsaimniekošana” (dabas aizsardzības speciālists)

lekt. S.Rutkovska vai asist. J.Paidere

40(5 d.)

1 diferencētā ieskaite

13. Maģistra darbs Darba vadītājs – 20 aizstāvēšanaKopā A daļa: 1488 74 10 eksāmeni

2 diferencētās ieskaites1 aizstāvēšanās

1.tabulas turpinājums

227

B daļas studiju kursu saraksts

Nr.p.k Studiju kurss Docētājs

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B daļa: OBLIGĀTIE IZVĒLES KURSI – VIETĒJĀS ATTĪSTĪBAS PLĀNOTĀJS –DABAS AIZSARDZĪBAS SPECIĀLISTS

(studentiem jāiegūst vismaz 6 KP)1. Ainavu plānošana prof .A.Melluma 32 2 eksāmens2. Vides tehnoloģijas prof. G.Noviks 32 2 eksāmens3. Ievads ģeodēzijā un kadastrālajā

vērtēšanālekt. D.Timofejenko

32 2 eksāmens

4. Sugu un biotopu aizsardzība prof. A.Barševskis 32 2 eksāmens5. Bioindikācija un biomonitorings lekt. D.Gruberts,

asist. I.Matisovs32 2 eksāmens

6. Meža apsaimniekošanas plānošana lekt. M.Lūkins 32 2 eksāmensKopā B daļa: vis-

maz160

vis-maz10

vismaz5

eksāmeni

2.6. Imatrikulācijas noteikumi

Daugavpils Universitāte dod iespēju reģistrēties studijām profesionālās augstākās izglītības maģistra studiju programmu “Vides plānošana” saskaņā ar DU Uzņemšanas noteikumiem.Saskaņā ar noteikumiem par otrā līmeņa profesionālās augstākās izglītības valsts standartu (http://www.likumi.lv/doc.php?id=55887), profesionālā maģistra programmā tiek imatrikulēti izglītojamie ar iepriekš iegūtu

bioloģijas, ģeogrāfijas, vides, lauksaimniecības vai inženierzinātņu bakalaura grādu vai

profesionālo augstāko izglītību bioloģijā, ģeogrāfijā, vides zinātnē, lauksaimniecībā vai inženierzinātnēs

DU Uzņemšanas komisija var izskatīt atsevišķu citu izglītības tematisko jomu bakalaura vai augstāko profesionālo studiju programmu absolventu, kā arī dabas aizsardzībā vai vides pārvaldībā un plānošanā strādājošu speciālistu (vismaz 4 gadu darba pieredze) pieteikumus studijām un pieņemt lēmumu par imatrikulāciju. Šādos gadījumos, lai nodrošinātu nepieciešamo zināšanu apjomu Vides zinātnes studiju kursos, studējošais saskaņojot individuālo studiju plānu ar programmas direktoru, 1.studiju gadā papildus apgūst studiju kursus 10 krp. apjomā. Reflektantu ieskaitīšana studiju programmā pilna un nepilna laika studijām notiek konkursa kārtībā, balstoties uz pārrunu rezultātiem, kurās tiek ņemta vērā reflektanta

esošās situācijas pārzināšana ar izvēlēto specialitāti saistītajos jautājumos Latvijā svešvalodu zināšanu līmenis.

Pretendentiem uz budžeta vietām papildus tiek ņemts vērā zināšanu vērtējums bakalauru studiju laikā un bakalaura darba tematika.

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http://www.likumi.lv/doc.php?id=55887

Uzņemšanu studiju programmā regulē:Uzņemšanas noteikumi Latvijas augstskolās (LR Izglītības un zinātnes ministrijas 1997.gada 18.jūnija rīkojums Nr.428 un grozījumi tajā ar LR IZM 1998.gada 23.februāra rīkojumu Nr.105); DU uzņemšanas noteikumi, kurus apstiprina DU Senāts. DU Uzņemšanas noteikumu otro daļu katru gadu izstrādā fakultātes un Studiju dala.DU Uzņemšanas noteikumi nosaka prasības personām, kuras vēlas studēt DU, Universitātes un šīs personas savstarpējās tiesības un pienākumus uzņemšanas procesā, satur informāciju par konkrēta studiju gada programmām un studiju formām, par papildus prasībām reflektantu iepriekšējai izglītībai, sagatavotībai vai īpašai piemērotībai konkrētajām studijām.Studentu ieskaitīšana studiju programmā notiek, pretendentiem iesniedzot uzņemšanas komisijā augstākās izglītības bakalaura vai augstākās profesionālās izglītības ieguves apliecinošā dokumenta oriģinālu.

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Annex 9.3.Comparison with the master’s study programme Spatial planning, School of Planning in Oxford Brookes University (Great Britain) Nr. Oksfordas Brūkas Universitātes

maģistra studiju programma„Telpiskās attīstības plānošana”(Spatial Planning)

Latvijas Universitātes maģistra studiju programma„Telpiskās attīstības plānošana”

1. Iegūstamais grādsi. Zinātņu maģistrs telpiskās attīstības plānošanā (MSc. Spatial Planning)

Iegūstamais grādsMaģistrs telpiskās attīstības plānošanā

2. Uzņemšanas nosacījumiTiek uzņemti pretendenti ar akadēmisko izglītību bez citiem ierobežojumiem.

Uzņemšanas nosacījumi: labs bakalaura diploms plānošanā vai cita atbilstoša plānošanai un attīstības jomai profesionālā kvalifikācija vai atbilstoša profesionālā pieredze.

Uzņemšanas nosacījumiTiek uzņemti pretendenti ar akadēmisko bakalaura grādsu vai otrā līmeņa profesionālo (vai tām pielīdzināmu) augstāko izglītībuUzņemšanas nosacījumi programmā ir sekmīgi nokārtots iestājpārbaudījums, ievērojot noteiktos iestājpārbaudījuma kritērijus

3. Obligātie pamatprogrammas kursi/moduļi:

Atbilstošie obligātie pamatprogrammas moduļi un kursi LU studiju programmā:

Plānošanas pamatkurss, tajā iekļaujot tēmas par plānošanu un tās vēsturisko, telpisko, sociālo, ekonomisko, politisko un starptautisko kontekstu, plānošanas sistēmu un metodēm.

Modulis Plānošanas pamati ar kursiem: Plānošanas teorija: idejas, pieredze, metodes,

rīki. Plānošanas tiesiskie pamati.

Telpiskā plānošana kā rīcība. Moduļa Plānošanas pamati kurss: Plānošanas teorija: idejas, pieredze, metodes,

rīki.Moduļa Projektu vadība un saskarsme kurss: Projektu vadīšana

Ilgtspējīgas nākotnes veidošana. Modulis Telpiskās attīstības plānošana ar kursiem: Ilgtspējīga attīstība un telpiskās

attīstības plānošana. Sabiedrība un dzīves vide. Pilsētu un lauku teritoriju ekonomiskā

attīstība. Vides apstākļi telpiskās attīstības

plānošanāVietu veidošana Modulis Teritorijas plānošanaMūsdienu plānošanas prakses un pētniecības jautājumi

Kursa darbs telpiskās attīstības plānošanāKursa darbs ģeoinformātika plānošanā; vides plānošanā; teritorijas plānošanā

Pētniecības metodes –4. Izvēles kursi plānošanas specializācijā:

Lēmumu pieņemšana vides jomā. Kultūras mantojums.Plānošana jaunattīstības valstīs.Tūrisma plānošana.Transporta plānošana.

Pilsētvides arhitektūra.Urbānā un reģionālā reģenerācija.–

Izvēles kursi plānošanas specializācijā: Vides plānošana. –Teritorijas plānošana.–– (tēma iekļauta kursā Tematiskā struktūrplānošana)– (tēma iekļauta kursā Teritorijas plānošana)–Ģeoinformātika plānošanā.

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5. Maģistra darbsMaģistra disertācija – individuāls pētījums līdz 15 000 vārdiem, parādot prasmes pētīt attiecīgās plānošanas jomas problēmu un papildinot zināšanas izvēlētajā specializācijas jomā.

Maģistra darbsMaģistra darbs – oriģināls pētījums ar teorētisku un lietišķu ievirzi vai pētniecisks plānošanas projekts izvēlētajā specializācijas jomā.

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Annex 9.4. Extract from internet - description on the master’s study programme Spatial planning, School of Planning in Oxford Brookes University

School of the Built Environment Brookes > School of BE > Planning

Built Environment:ArchitecturePlanning

Real Estate & ConstructionJoint Centre for Urban DesignCentre for Development and

Emergency PracticeResearch Institute:Oxford Institute for

Sustainable DevelopmentContact:Department of PlanningOxford Brookes UniversityGipsy Lane CampusHeadingtonOxford OX3 0BPt. 01865 483400f. 01865 [email protected]

Department of Planning

The Department of Planning (within the School of the Built Environment)

is one of the largest and most diverse 'planning schools' of its kind in

both the UK and Europe. Having in excess of 600 students on a wide

range of undergraduate, postgraduate and research degree

programmes, the Department is widely recognised as a leading player in

educational delivery in environment, design and development subjects. In

addition, with a compliment of over 60 teaching, administrative, technical

and research staff, the Department justifiably claims a leading role in

research and consultancy, with clients and projects covering subjects

from local concerns to multi-national organisations, government and

industry.

The Department, however, is about much more than just 'planning', and

includes all variety of topics related to the development and management

of land and landscape. Our courses, research & consultancy cross a

broad spectrum of activity from

local Area Regeneration to

Urban Planning in Developing

Countries.

Key areas of research expertise

and scholarship in the

Department, which also forms a

substantial part of the Oxford Institute for Sustainable Development

(OISD) include:

Environmental Assessment and Spatial Planning Group, comprised of:

o Impact Assessment Unit o Spatial Planning Unit (including Transport)

Urban Policy and International Development Group, comprised of:

o Urban Policy and Management Unit o Development and Forced Migration Unit

Urban Design Group

Research:

InformationResearch DegreesMasters by ResearchStaff ProfilesUndergraduate:

Cities - Environment, Design and Development BA or BSc (Hons)City and Regional Planning

BA (Hons)Leisure and Tourism Planning

(single honours) / Leisure Planning (combined honours) BA or BSc (Hons)Postgraduate:

CoursesProfessional:

Short CoursesLatest:

be Newsletter Monbiot Lecture Series

Note: early browsers

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Academic Highlights:

The Department of Planning was awarded a perfect score of 24/24 by the Quality Assurance Agency, making it the leading Planning department in the UK in terms of quality of teaching provisionThe Department achieved a Grade

4 score in the 2001 RAE, placing it at the top of the new universities (by quality/volume) in the Town and Country Planning unit of assessment.

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Spatial Planning

MSc/PGDip

School of the Built Environment

Course length:

12 months full-time; 24 months part-time. The full-time route is concentrated with lectures delivered

on two days per week. The part-time route is delivered on ‘day-release’ over two years.

Start date: September

Accreditation: The MSc level offers full Royal Town Planning Institute (RTPI) accreditation in one

calendar year. The PG Diploma needs to be combined with an approved specialist planning

programme (see below), to fulfil the RTPI requirements.

Introduction Teaching, Learning and assessment Course content Quality Admission Contacts Application forms Conditions of acceptance

Introduction

Planners facilitate change in the built and natural environment and are major players in the practice of

sustainable development. On completion of this course, graduates will have developed the critical

thinking necessary to plan and manage human settlements as sustainable, healthy, equitable,

attractive and competitive towns, cities and regions.

Spatial Planning develops the practical skills and rationality of planning (the science) as well as the

creativity of place-making (the art). The course aims to provide graduates with an RTPI-approved

education in accordance with the 2004 Policy Statement on Initial Planning Education.

Oxford Brookes has offered a graduate-planning programme in Oxford for over 40 years and is

acknowledged as a leading provider of probably the most diverse routes to RTPI professional

accreditation in the UK. We have over 50 teaching and research staff.

Teaching, learning and assessment

Learning methods include lectures, directed reading, workshops, seminars, practical and project

work. Some modules include site visits and fieldwork.

Teaching is organised on a module-credit basis, involving approximately 200 hours of student effort

and approximately 36 hours of staff contact, normally delivered through a three-hour teaching block

over a 12-week period.

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http://www.brookes.ac.uk/accessibility

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Each course module is assessed individually, generally on the quality of written or design work, and

to some extent on verbal presentations. Assessment methods may include essays, seminar papers,

formal written examinations, in-class tests, project work, design and verbal presentations, workshops,

simulations, and practical exercises.

Course content

The course is offered at two levels: a master's degree (MSc) and a postgraduate diploma (PGDip).

The MSc programme is based on the completion of the following compulsory element, plus elective

specialisations and a 15,000-word master's dissertation.

Compulsory elements:

Spatial Planning in Context explores the contexts within which the UK planning system needs to be understood: historical, spatial, social, economic, political, and international. You will consider the issues that the planning system confronts and manages, and reflect on the range of approaches, historically and between countries, which may be taken to deal with planning issues.

Spatial Planning in Action presents an analysis and assessment of the structure, objectives and responsibilities underlying the practice of spatial planning from a UK perspective. The legal basis and administrative aspects of planning decision-making are introduced, including development plan making, development control and the appeals process.

Place Making introduces theories, processes and practice of place making, and evaluates these against their impact on urban form and different sectors of society. The module engenders the development of design alternatives, taking account of political, socio-economic, development, aesthetic and other key factors important in achieving high quality, sustainable public realms.

Delivering Sustainable Futures extends understanding of the principles of sustainability, the interpretation and practice of sustainable development, and the changing socio-political and environmental context within which plans are generated and implemented.

Contemporary Issues in Planning Practice and Research provides an opportunity to study developing issues in spatial planning and to develop skills in the analysis of planning debates in problem solving techniques .

Research Methods (Public Policy) provides a critical knowledge of methods and skills of research and their application to investigative work that informs public policy.

MSc Dissertation is an individual research study of up to 15,000 words. It reveals abilities to define and research an issue or problem of relevance to the discipline of planning and to make a contribution to knowledge in the chosen area of specialisation (see below).

MSc students are offered a high degree of choice and flexibility in terms of their elective

specialisation , including:

Environmental Decision Making

Environmental Assessment provides an examination of the organisation, preparation, presentation, prediction, assessment and decision-making in environmental assessment techniques. Key skills are emphasised in screening, scoping, review and the methods of assessment for noise, landscape, archaeology, ecology, traffic and socio-economic impacts.

Environmental Law and Decision Making examines the international, European and UK legal context of environmental decision-making. This considers the development of environmental law from international treaties and conventions into European and UK legislation. The module focuses on key areas of environmental law and the assessment procedures established by European Directives.

Historic Conservation

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Design for Conservation this module is designed to provide an introduction to the differing philosophies underlying approaches to building in historic places. It examines the role of design guides, design codes and site briefs in securing 'appropriate' development in sensitive historic locations.

Conservation Economics this half unit provides an introduction to financial and economic aspects specific to the conservation of buildings. The module combines with Historic Conservation in Context that provides an introduction and critical examination of the legal measures which exist to preserve and enhance the historic environment.

Planning in Developing Countries

Development and Urbanisation examines the theories, processes and consequences of rapid urbanisation in the developing world within the context of economic development and social change.

Urban Land Policy and Urban Management examines the processes of urban land development under conditions of rapid urban growth. The concept and development of land policy is examined.

Tourism Planning

Tourism Development : Issues and Analysis examines the growth, development and impacts of tourism, introducing the issues affecting the planning and development of tourism as a base-line understanding of tourism planning and sustainable development.

Strategic Planning for Tourism explores key traditions, systems and methods of tourism planning and policy, including strategic tools used in the planning of tourism at various levels of activity, but primarily focuses on the destination or community level of development.

Transport Planning Transport Policy examines the evolution of transport policy in the UK, including its impact on

transport conditions, land use patterns, and institutional and policy framework within which transport planning is conducted. Comparisons with other EU member states are included.

Contemporary Issues in Transport Planning Practice is a critical exploration of issues faced by practitioners in developing and delivering local and regional objectives within the contemporary UK policy and institutional context.

Urban Design Urban Design: Form and Context I introduces you to advanced methods, techniques and

concepts in urban design through the medium of a specific site development project. Urban Design: Form and Context II further develops an awareness of client groups, user

needs, professional and legal requirements of the urban environment, placing these in the context of a specific design project on a nominated site.

Urban and Regional Regeneration Introduction to Regeneration introduces the context within which urban regeneration takes

place and to varying approaches to securing desired change, including the challenges and ways in which these have been met over time and space.

Regeneration and Neighbourhoods critically examines key issues in current regeneration theory, policy and practice focusing on neighbourhood renewal and 'people' based approaches to regeneration.

The PGDip level of the course is based on the completion of the compulsory element listed above,

and replacing the dissertation with a 10,000-word Planning Practice Project. This is a major piece of

independent study culminating in the production of a report that analyses the implementation process

of a planning policy, a development programme or a major project. The postgraduate diploma can be

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completed in two semesters full-time or four semesters part-time, and must be combined with an

approved specialist planning programme to fulfil the RTPI requirements.

Specialist planning programmes:

MSc Environmental Assessment and Management (EAM) examines the background to EAM, particularly in the context of planning, natural resource management, and principles. It develops skills in environmental impact assessment and environmental management.

MSc Historic Conservation examines the principles, procedures and practices of historic conservation within the context of the wider built environment and the planning process, developing skills and capabilities in practical conservation techniques and evaluation.

MSc Tourism and Environmental Management examines tourism growth and expansion against the backdrop of sustainable development. It introduces environmental assessment and management (EAM), and develops analytical skills for the planning and management of the industry.

MSc Transport Planning develops a holistic approach to the appreciation of transport issues and their resolution with particular emphasis on the relationship between transport, sustainable development and land use planning at a variety of spatial scales.

MSc Urban and Regional Regeneration covers wide ranging elements of regeneration including investment, property development, the operation of local and regional economies, and community based dimensions of voluntary and public intervention.

MA Urban Design brings together theory and practice from several fields to demonstrate urban design as an integrating discipline. The focus is practical and seeks to engender positive intervention in the production of the public realm.

MSc Urban Planning in Developing Countries examines the theory, concepts and practice of urban planning in societies undergoing rapid economic, social, environmental and spatial change.

Quality

Teaching staff are drawn primarily from the Department of Planning but with some contributions from

other faculty of the School of the Built Environment and the wider university community. Visiting

speakers from business and industry, local government, and consultancies and research bodies

provide further input.

Admission

Spatial Planning attracts students from a wide range of backgrounds and nationalities. Applicants are

welcome from any academic discipline, as well as those in work and seeking continuing professional

development. Admission is normally open to those with a good undergraduate honours degree (or

equivalent) or other professional qualification relevant to planning and development, or an appropriate

professional background.

The course provides the opportunity to attain formal academic training and qualifications based on a

diversity of professional backgrounds. Applications will also be considered from those who seek to

formalise their prior experiential learning or qualifications.

Contacts

Senior Postgraduate Administrator

e: [email protected]

t: +44 (0) 1865 483684

w: www.brookes.ac.uk/schools/be

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Conditions of acceptance

When you accept our offer you agree to the conditions of acceptance . You should therefore read

those conditions before accepting the offer.

237



Annex 9.5. Comparison with the master’s study programme Planning policy and practice, London South Bank University’s Planning School (Great Britain)

Nr. Londonas Dienvidkrasta Universitātes Plānotāju skolas maģistra programma„Plānošanas politika un prakse”(Planning Policy and Practice)

Latvijas Universitātes maģistra studiju programma „Telpiskās attīstības plānošana”

1. Iegūstamais grādsHumanitāro zinātņu maģistrs plānošanas politikā un praksē(MA Planning Policy and Practice)

Iegūstamais grādsMaģistrs telpiskās attīstības plānošanā

2. Uzņemšanas nosacījumi Programmā tiek uzņemti studenti ar pirmās pakāpes augstāko izglītību – ģeogrāfi, sociālo un vides zinātņu jomas studenti. Prioritāte uzņemšanai studijām ir studentiem ar maģistra grādu kādā citā studiju programmā vai ar vērā ņemamu atbilstošu darba pieredzi plānošanā

Uzņemšanas nosacījumi Tiek uzņemti pretendenti ar akadēmisko bakalaura grādsu vai otrā līmeņa profesionālo (vai tām pielīdzināmu) augstāko izglītībuUzņemšanas nosacījumi programmā ir sekmīgi nokārtots iestājpārbaudījums, ievērojot noteiktos iestājpārbaudījuma kritērijus

3. Obligātie pamatprogrammas kursi:

Telpiskās plānošanas evolūcija

Vietu veidošanaPlānošanas likumiTeorija un prakse

Ilgtspējīgas vietas (studiju vizītes ES)

Atbilstošie obligātie pamatprogrammas kursi LU studiju programmā: Plānošanas teorija: idejas, pieredze, metodes, rīkiTeritorijas plānošanaPlānošanas tiesiskie pamatiPlānošanas teorija: attīstības idejas, pieredze, metodes, rīkiTematiskā struktūrplānošanaPrakse pašvaldībā, Specializācijas praksePrakse reģionos Plānotāja darba veidi (studiju vizītes Latvijā un tuvajās ārvalstīs)

4. Izvēles kursi plānošanas specializācijā: Vides plānošanaMājoklisPilsētvides plānošanaPilsētvides reģenerācija–

Atbilstošie izvēles kursi plānošanas specializācijā: Vides plānošana Sabiedrība un dzīve–Teritorijas plānošana–Ģeoinformātika plānošanā

5. Obligātais kurss Pētījumu metodes Kursa darbi:Telpiskā attīstības plānošanā, Teritorijas plānošanā, Vides plānošanā vai Ģeoinformātikā plānošanā

6. Nobeiguma pārbaudījumi un maģistra darbsKursa darbs vai eksāmens 8 punktu apjomā kopā ar maģistra darbu 4 punktu apjomā

Maģistra darbs

Oriģināls pētījums ar teorētisku un lietišķu ievirzi vai pētniecisks plānošanas projekts izvēlētajā specializācijā

238

Annex 9.6. Extract from internet - description on the master’s study programme Planning policy and practice, London South Bank University’s Planning School

Home

Welcome

Courses

Research

239

http://www.lsbu.ac.uk/ahsuel/research/index.shtml

http://www.lsbu.ac.uk/ahsuel/courses/index.shtml

http://www.lsbu.ac.uk/ahsuel/welcome_pages.shtml

http://www.lsbu.ac.uk/ahsuel/

Staff

MA Planning Policy and Practice Full time:

1 calendar year (LSBU Course Code 3063)

Part time:

2 calendar years (LSBU Course Code3064)

Professional Accreditation

Full accreditation was granted by the Royal Town Planning Institute for the MA Planning Policy and Practice in January 2004. The course satisfies fully RTPI initial education requirements.

The Course Focus

This MA is aimed at graduates from related subject disciplines who are looking to pursue a

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worthwhile, challenging and rewarding course that leads into a career in spatial planning and related fields. This course provides graduates with a related first degree (e.g. geography, social and environmental science) with the full Royal Town Planning Institute (RTPI) initial planning education. It combines core spatial planning units of study with specialist units in one of the following areas: environmental planning, housing, urban design or urban regeneration. The course comprises 45 learning weeks, covering in the full-time mode, one calendar year, or two calendar years in the part-time mode. Full time students must expect to spend about 40 hours per week and part time students 20

241

hours per week on academic work for the course: there are 8 taught units, assessed either by coursework or examination plus a dissertation (equivalent to 4 units). Two days teaching or equivalent per week full-time, one day part-time, plus a one week residential field study visit.

Course Structure

Core Spatial Units

Evolution of Spatial Planning

The Making of Place

Planning Law Planning Theory

and Practice Sustainable

Places(This unit is an EU field study visit and usually takes place at the end of October)

1. Specialist Units

Students select 2 out of 3 units in their chosen specialist area.

242

Environmental Planning

Environmental Assessment and Management

Environmental Law and Policy

Sustainability Policy and Planning

1.

Housing and Neighbourhood Renewal

Housing and Urban Development

New Directions in Housing

1.

Place, Performance and Social Usage

Urban Planning Design Project 1

Urban Planning Design Project 2

1.

Community Empowerment

Housing and Neighbourhood Renewal

Major Projects in Regeneration

1.

Research Methods

Dissertation(in chosen specialist area, 4 units)

1.

Features of the Course

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full RTPI accreditation (initial education)

focus on the emerging spatial planning agenda

one day of attendance per week in part-time mode (two days full-time)

potential to change between modes of study

choice of four specialisms

innovative teaching methods including: a virtual classroom, role play, video and study visits

skills development including; presentations, policy analysis, graphical skills and information technology

London and SE -based ‘live’ development and planning projects

work-based projects

teaching inputs from visiting speakers in practice

MA includes a research methods unit and a dissertation

1. Resi

244

dential Study Visits/Field Trips

There is a one-week residential field study visit which is compulsory and all students are expected to pay the full cost, which in 2004 was £370.

Admission to the Course

You should normally have one or more of the following qualifications:

at least a lower-second degree in an appropriate discipline, though priority will be given to applicants with an upper-second or first, or considerable appropriate work experience;

overseas equivalent to any of the above and where English is not your first

245

language, evidence of an appropriate level of competence in oral and written English.

1. Part Time Students

Part-time students normally study one day per week throughout the duration of the course. In addition, day visits and week field study trips are an integral part of the course and students should be able to attend these additional days. Part-time students will normally be currently employed in a planning or related field. Applicants must normally be able to show that attendance on a regular basis will be possible over the duration of the course.

Bursaries

A limited number of ODPM

246

bursaries are available for full-time MA Planning Policy and Practice students. The bursaries will be allocated on the basis of merit and need.

Unit Statements

Evolution of Spatial

Planning This unit traces the evolution of spatial planning as a process and also changing patterns of urban development and forms that result. The ways in which this history informs the current planning system and planning debates is explored.

The Making of Place

This unit focuses on the core skills of making places that are vital if planning is, in the real world of everyday life and experience, to be successful. The work of the unit consists of a site-based study, which tracks the planning system through from

247

broad statements of strategic intention to the design and layout of the site.

Planning LawThis unit deals with the legal framework for planning control and development of land in England and Wales. It aims to provide students with a detailed knowledge and understanding of relevant legislation and case law and with the skills to find and interpret the law and apply it in practice. The unit also aims to develop students' understanding of key issues for planners in the decision-making process: the interrelationship of law with policy implementation and practice, the nature and extent of decision-makers’ accountability, the utility of existing legal mechanisms and planning frameworks in

248

responding to the current planning agenda, including the promotion of sustainable communities and public participation in the planning process.

Sustainable Places (EU Field Study

Visit)This unit examines the concept of sustainable places – as areas that allow people to live, work, and engage in recreation effectively whilst allowing for change. The unit is substantially delivered via a field study visit to a location within Europe, in order than students can appreciate differences in approach outside of a UK context.

Theory and Practice

Planners hold many different views of how and why they operate as they do in practice. This unit will investigate the

249

theoretical positions of planners and examine how they, and other issues, impact on planning delivery and the spaces that we occupy.

Research Methods

The unit uses lectures, computer sessions and private study to develop an understanding of research approaches and tools appropriate to research in the planning field. Students will follow a shared course of lectures and seminars on theoretical and practical issues. Identification of specific techniques and data sets appropriate to their thematic or regional context, will be developed in streamed seminar or tutorial groups.

Dissertation (4 unit weighting)The dissertation unit provides students with the opportunity to

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carry out an independent piece of research of a demanding nature, investigating in depth a subject in which they have a particular interest, or one which is related to their specialist studies. Each student will submit a dissertation of between 15,000 – 20,000 words or equivalent where design or projects are included.

Urban Regeneration

Community Empowerment

Local communities are of great importance in place making processes. The course will investigate the involvement of non-statutory groups in the process of the regeneration of cities and communities and examines the place of such groups in relation to the formal statutory

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mechanisms for the implementation of regeneration policy.

Housing and Neighbourhood

RenewalThe unit develops an understanding of the process of neighbourhood change and will critically analyse and evaluate regeneration practice, with particular reference to current policy debates and innovations.

Major Projects in

RegenerationUrban regeneration is a key element of government policy. It is also provides an expanding job market. This unit examines recent urban policy in the UK and property-led urban regeneration strategies by focusing mainly on area-based policy, such as flagship projects. Students consider the

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theoretical underpinning of this approach and investigate problems of implementation and evaluation.

Environmental Policy and Planning

Environmental Assessment

and Management

This unit allows students to explore environmental assessment, sustainability appraisal and environmental management techniques and processes. The unit explores different procedures such as environmental impact assessment, environmental appraisal of development plans and requires students to undertake a sustainability impact appraisal of either a project or plan.

Environmental Law and PolicyThe unit provides an overview of environmental

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law within a policy context. The unit considers the evolution of environmental law and policy, its nature and scope and the current frameworks within which it operates and the influences upon its application at national and European levels. Where appropriate the wider international context is examined. This unit explores particular aspects of environmental law in order to assess the adequacy of the law's response to the current environmental agenda and its relationship to current policy initiatives.

Sustainability Policy and Planning

This unit deals with the main principles and themes that underpin the notion of sustainability policy and

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planning. The unit explores contemporary environmental and sustainability issues at an advanced level and considers the three domains of sustainability – environmental, economic and social in the context of current and emerging planning practice and policy initiatives.

Housing

Housing and Neighbourhood

RenewalThe unit develops an understanding of the process of neighbourhood change and will critically analyse and evaluate regeneration practice, with particular reference to current policy debates and innovations.

Housing and Urban

DevelopmentThis unit provides students with an understanding of

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the process of residential property development within the context of social housing provision. It examines how the built environment is shaped in relation to a changing social, economic, and policy context. The unit offers a framework for evaluating the outcomes of particular approaches to property development. Students will gain knowledge of responses to housing needs that involve new residential development and urban renewal programmes, partnership schemes, social developer land assembly processes, development appraisal techniques, risk assessment, bidding for social housing finance, planning systems, procurement methods, community involvement

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techniques, and estate regeneration.

New Directions in Housing

The unit is designed to help students evaluate current and future trends in housing policy by examining legislation, national regional and local housing issues and policy responses, including European perspectives on housing policy issues and housing policy under New Labour.

Urban Design

Place, Performance

and Social Usage

Though the literature of planning and urban design is rich in statements about the importance of 'the user' and the part spatial planning and urban design play in shaping

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the settings for the events of everyday life, there is in practice little specific guidance and practice in this vital area. This unit introduces the theoretical standpoints and history and precedent for this approach and offers students an opportunity to apply and develop practice.

Urban Planning Design ProjectThis unit project, along with Project 2 below, provides students with an extended opportunity to develop and demonstrate their understanding of and skills in urban design in relation to the planning process, urban space and its meanings and values for communities. It develops earlier material to more specialised application through a sequence of project stages

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leading towards the development of an urban design plan of a professional standard. It will be based on a single area which provides the student with a demanding challenge and will as far as possible be linked to current 'real' projects and studies and case studies of the mediation of space.

Urban Planning Design Project

2See description for Project 1, above.

Contacts

Course Director: Margaret Hollins

Tel: 020 7815 7312Email: [email protected]

Course Administrator:Tel:

Email:

Course Enquiries:

For application form and prospectus

Tel: 020 7815 7815Or apply www.lsbu.ac.uk

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mailto:[email protected]%20

online at:

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ANNEX 10 REFERENCES FROM HIGHER EDUCATIONAL INSTITUTIONS IMPLEMENTING SIMILAR STUDY PROGRAMMES

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Annex 10.1.Reference from The Faculty of Architecture and Urban Planning, RTU

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Annex 10.2. Reference from The Faculty of Rural Engineers, Latvian Agricultural University

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ANNEX 11REFERENCES FROM PROFESSIONAL ORGANIZATIONS AND ASSOCIATIONS

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Annex 11.1.

Reference from the Association of Latvian Territorial Planners

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Annex 11.2 . Reference from the Association of Local and Regional Authorities of Latvia

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ANNEX 12 ANALYSIS OF THE STUDENTS QUETIONAIRE

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Studentu aptauja par studiju programmu tika veikta 2007./2008. mācību gada I semestra noslēgumā. Aptaujas anketas iesniedza 15 studenti.

1.attēls Studentu apmierinātība ar studiju programmas saturu

0%

10%

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stud

iju k

ursu

pie

dāvā

jum

s st

udiju

pro

gram

mā

stud

iju p

rogr

amm

ā pi

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āto

stud

iju k

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satu

rs

stud

iju p

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amm

as p

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attīs

tapē

tnie

cisk

ās /

prof

esio

nālā

s pr

asm

es u

nie

maņ

as

iesp

ēja

kurs

us a

pgūt

arī

Web

CT

vidē

iesp

ējas

kla

usīti

es le

kcija

s pi

e vi

esle

ktor

iem

kopu

mā

vērtē

jot,

vai e

sat a

pmie

rināt

s, k

aiz

vēlē

jatie

s šo

stu

diju

pro

gram

mu

LU

nevaru pateiktpilnīgi neapmierinadrīzāk neapmierinadrīzāk apmierinapilnībā apmierina

Kopumā studiju programmas kursu piedāvājums studentus apmierina: pilnībā apmierina 33% un drīzāk apmierina 67% studentu. Studentus apmierina arī šo studiju programmā piedāvāto studiju kursu saturs: pilnībā apmierina 20%, drīzāk apmierina 76% un drīzāk neapmierina 6% studentu. Tāpat studenti labi novērtē studiju programmas piedāvājumu attīstīt pētnieciskās un profesionālās iemaņas un prasmes, kā arī iespējas klausīties lekcijas pie vieslektoriem. Zemāk tiek vērtēta iespēja apgūt kursus Web CT vidē (skat. 1.attēlu).

Kopumā studenti ir apmierināti, ka ir izvēlējušies šo studiju programmu – pilnībā apmierināti ir 60% un drīzāk apmierināti 40% studentu (skat. 1.attēlu).

Kopumā studentus apmierina arī studiju plānojums pa semestriem un nedēļas dienām, apmierina fakultātes personāla attieksme. Vājāk tiek vērtēts studiju materiāli tehniskais nodrošinājums, iespējas izmantot datorus un studijām nepieciešamās literatūras pieejamība LU bibliotēkās (skat. 2.attēlu).

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2.attēlsStudentu apmierinātība ar studiju programmas plānojumu

un materiāli tehnisko nodrošinājumu

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rbīb

u pl

ānoj

ums

pa n

edēļ

as d

ienā

m

noda

rbīb

u pl

ānoj

ums

pa s

emes

triem

faku

ltāte

s pe

rson

āla

attie

ksm

e pr

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uden

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stud

iju m

ater

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tehn

iska

is n

odro

šinā

jum

s

LU n

odro

šinā

tās

iesp

ējas

izm

anto

t dat

orus

stud

ijām

nep

ieci

ešam

ās lit

erat

ūras

pie

ejam

ība

LU b

iblio

tēkā

s

nevaru pateiktpilnīgi neapmierina

drīzāk neapmierinadrīzāk apmierina

pilnībā apmierina

To, ka studiju programmas lekciju saturs interesē studentus, pierāda arī augstais lekciju apmeklējums (skat. 3. attēlu).

3.attēlsStudentu lekciju apmeklējums

Kāds ir Jūsu vidējais lekciju apmeklējums?

33%

0%0%0%

67%

100-75%74-50%

49-25%mazāk nekā 25%

nevaru pateikt

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Studenti kopumā ir apmierināti ar pasniedzēju darbu, norādot, ka tos pilnībā apmierina un drīzāk apmierina pasniedzēju sagatavošanās lekcijām (95%), intereses izraisīšana par studiju kursu (85%), jaunāko nozares sasniegumu un problēmu atspoguļojums (92%), un tas, kā pasniedzēji rosina domāšanu (87%). Augsti novērtēts pasniedzēju kontakts ar auditoriju (90%) (skat. 4.attēlu).

Pasniedzēju vērtējumā, būtisks ir jautājums vai studenti labprāt vēl klausītos kādu kursu pie pasniedzēja. 39% studentu ir snieguši atbildi pilnībā piekrītu, 40% studentu drīzāk piekrīt, 12% studentu drīzāk nepiekrīt, 6% studentu pilnīgi nepiekrīt, ka vēlētos vēlreiz apgūt kādu studiju kursu pie attiecīgā pasniedzēja (skat. 4.attēlu).

4.attēlsPasniedzēju darba vērtējums I

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pasn

iedz

ējs

bija

labi

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atav

ojie

sno

darb

ībām

pasn

iedz

ējs

izra

isīja

inte

resi

par

šo

stud

ijuku

rsu

pasn

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atsp

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jaun

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noz

ares

sasn

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mus

un

prob

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as

pasn

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rosi

nāja

man

u do

māš

anu

pasn

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bija

labs

kon

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s ar

aud

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u

labp

rāt k

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ādu

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u pi

e šī

pasn

iedz

ēja

nevaru pateikt

pilnīgi nepiekrītudrīzāk nepiekrītu

drīzāk piekrītupilnīgi piekrītu

Kopumā studentus apmierina, ka kursa sākumā pasniedzējs iepazīstina ar prasībām kursa apguvei un informē, kā tiks vērtēta kursa apguve. Studentus apmierina pasniedzēja mācīšanas metodes tēmas izpratnei. Zemāk tiek vērtēta ieteiktās mācību literatūra pieejamība un tās noderība mācību procesā (skat. 5.attēlu).

Studentu aptauja rāda, ka bieži pasniedzēji nav vērtējuši studentu darbu visa semestra laikā (skat. 5.attēlu).

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5.attēls Pasniedzēju darba vērtējums II

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uzsā

kot k

ursu

, pas

nied

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iepa

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ina

arpr

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ām k

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uvei

un

kurs

a pr

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mm

u

pasn

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info

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a pa

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kā

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vērtē

taku

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ve

pasn

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anto

tās

māc

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as m

etod

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icin

āja

tēm

as iz

prat

ni

iete

iktā

māc

ību

litera

tūra

bija

pie

ejam

a

iete

iktā

māc

ību

litera

tūra

lielis

ki n

oder

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māc

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proc

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pasn

iedz

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vērtē

ja s

tude

ntu

darb

u vi

sase

mes

tra la

ikā

nevaru pateikt

pilnīgi nepiekrītudrīzāk nepiekrītu

drīzāk piekrītupilnīgi piekrītu

Jāatzīmē, ka vairākumā studenti atzīst, ka studiju kursu grūtības pakāpe ir piemērota (67%). 25% atbilžu gadījumos kursi tiek vērtēti kā grūti, 1% gadījumā kā pārāk grūti, savukārt 3% atbilžu norāda, ka atsevišķi kursi tiek vērtēti kā viegli (6.attēls).

6.attēls

Studiju programmas kursu grūtības pakāpe

1%25%

67%

3% 4%

pārāk grūti

grūtipiemēroti

vieglinevaru pateikt

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ANNEX 13PROFESSIONAL STANDART OF SPATIAL PLANNER

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13. pielikums Telpiskā attīstības plānotāja profesijas standarts

PROFESIJAS STANDARTS

Reģistrācijas numurs PS 2004.g. 9.novembrarīkojums Nr.719

Profesija Telpiskās attīstības plānotājs

Kvalifikācijas līmenis 5

Nodarbinātības apraksts Telpiskās attīstības plānotājs organizē, vada un piedalās starptautiskā, nacionālā, reģionālā un vietējā līmeņa telpiskās attīstības plānošanas dokumentu izstrādē, koordinē telpiskās attīstības plānošanas dokumentos noteikto politiku, nosacījumu un rīcību ieviešanu un uzraudzību, koordinē un vada attīstības un telpiskās attīstības plānošanas projektu pieteikumu sagatavošanu un projektu izstrādi.

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Pienākumi un uzdevumiPienākums Uzdevumi

1. Organizēt, vadīt un piedalīties teritoriju ekonomiskās, sociālās un vides situācijas noteikšanā, attīstības tendenču identificēšanā un analīzē

1.1. Apkopot un sistematizēt telpiskās attīstības plānošanas vajadzībām nepieciešamo analītisko informāciju un organizēt datu bāžu veidošanu un informācijas analīzi, izmantojot ģeogrāfisko informācijas sistēmu (GIS) iespējas.1.2. Formulēt izpētes darbu uzdevumus, organizēt un vadīt teritoriju ekonomiskās, sociālās un vides situācijas apzināšanu, interešu, vajadzību, attīstības procesu un tendenču identificēšanu, izpēti un analīzi.

2. Organizēt un vadīt telpiskās attīstības plānošanas dokumentu plānošanas procesu un piedalīties telpiskās attīstības plānošanas dokumentu izstrādē

2.1. Izstrādāt telpiskās attīstības plānošanas dokumentu izstrādes darba uzdevumus.2.2. Veikt telpiskās attīstības plānošanas procesa plānošanu un darbu koordināciju.2.3. Organizēt un vadīt telpiskās attīstības plānošanas dokumentu izstrādi, sabiedrības iesaisti plānošanas procesā un plānošanas dokumentu sabiedrisko apspriešanu.2.4. Veicināt dažādu politiku, pētījumu rezultātu, plānošanas dokumentu un sektoru nostādņu integrāciju plānošanas procesā.

3. Organizēt, vadīt un piedalīties attīstības un telpiskās attīstības plānošanas projektu sagatavošanā un izstrādē

3.1. Organizēt un piedalīties attīstības un telpiskās attīstības plānošanas projektu pieteikumu sagatavošanā.3.2. Piedalīties attīstības projektu izstrādē un koordinēt, vadīt un piedalīties telpiskās attīstības plānošanas projektu izstrādē. 3.3. Pārzināt galvenās LR un ES finanšu līdzekļu ieguves programmas un fondus valsts, plānošanas reģionu un pašvaldību attīstības veicināšanai.

4. Koordinēt telpiskās attīstības plānošanas dokumentos noteikto nosacījumu, politiku un rīcību ieviešanu un veikt ieviešanas uzraudzību

j. 4.1. Koordinēt telpiskās attīstības plānošanas dokumentos noteikto politiku, nosacījumu un rīcību ieviešanu.4.2. Veikt telpiskās attīstības plānošanas dokumentos noteikto politiku, nosacījumu un rīcību ieviešanas uzraudzību.

5. Veikt telpiskās attīstības plānošanas dokumentu izvērtēšanu un priekšlikumu sagatavošanu to grozīšanai

5.1. Izvērtēt telpiskās attīstības plānošanas dokumentu atbilstību normatīvajiem aktiem, attīstības politikām un situācijas izmaiņām.5.2. Nepieciešamības gadījumā sagatavot priekšlikumus telpiskās attīstības plānošanas dokumentu pilnveidošanai un tajos noteikto politiku, nosacījumu un rīcību grozījumiem.

6. Pārzināt un darbā piemērot mūsdienu plānošanas principus, atbilstošas metodes un informāciju tehnoloģijas

6.1. Sekot līdzi jaunākajām plānošanas teorijas un prakses attīstības tendencēm.6.2. Radoši pielietot zināšanas darbā.6.3. Darbā izmantot mūsdienu plānošanas metodes un informāciju tehnoloģijas.

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7. Pārzināt Latvijas Republikas un Eiropas Savienības institucionālo uzbūvi, pārzināt un darbā piemērot telpiskās attīstības plānošanai nepieciešamos Latvijas Republikas un Eiropas Savienības tiesību un normatīvos aktus, attīstības politikas un telpiskās attīstības plānošanas dokumentu nostādnes

7.1. Pārzināt Latvijas Republikas un Eiropas Savienības institucionālo uzbūvi, pašvaldību struktūru, administratīvās vadības pamatprincipus un lēmumu pieņemšanas kārtību, valsts un pašvaldību budžeta plānošanas pamatprincipus.7.2. Sekot līdzi telpiskās attīstības plānošanai saistošo Latvijas Republikas un Eiropas Savienības tiesību un normatīvo aktu un politikas plānošanas dokumentu sagatavošanai, un savas kompetences ietvaros piedalīties to izvērtēšanā un izstrādāšanā.7.3. Izvērtēt un integrēt atbilstošās Latvijas Republikas, starptautisko organizāciju, Eiropas Savienības un Baltijas jūras reģiona attīstības politikas un nostādnes telpiskās attīstības plānošanas dokumentos.

8. Veidot sadarbību ar valsts un pašvaldību institūcijām, sabiedriskām organizācijām, iedzīvotājiem telpiskās attīstības plānošanas dokumentu izstrādē, apspriešanā un ieviešanā

8.1. Iesaistīt sabiedrību telpiskās attīstības plānošanas dokumentu izstrādē, apspriešanā, izvērtēšanā, un tajos noteikto politiku, nostādņu un rīcību ieviešanā.8.2. Informēt sabiedrību, institūcijas, plašsaziņas līdzekļus par telpiskās attīstības plānošanas dokumentos ietvertajām attīstības politikām, nostādnēm un rīcībām.8.3. Konsultēties ar valsts institūcijām, citām pašvaldībām un sabiedrību par telpiskās attīstības plānošanas dokumentos ietvertajām attīstības politikām, nostādnēm un rīcībām.8.4. Konsultēt telpiskās attīstības plānošanas jautājumos un projektu sagatavošanā.

Īpašie faktori, kas raksturo darba vidi Organizatoriskie. Darbs starpdisciplinārā grupā, komandā vai individuāli.

Īpašās prasības uzdevumu veikšanai Vadības, saskarsmes un komunikāciju prasmes nacionālā un starptautiskā līmenī.

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PrasmesKopīgās prasmes nozarē Specifiskās prasmes profesijā Vispārējās prasmes/spējas• Pārzināt valsts un pašvaldību administratīvās vadības un attīstības principus• Pārzināt LR un ES institucionālo struktūru, ar telpiskās attīstības plānošanu saistītus LR un ES tiesību un normatīvos aktus, attīstības politikas un plānošanas dokumentus• Izprast ilgtspējīgas attīstības jēdzienu, savstarpējo sakarību un mijiedarbību starp ekonomiskās, sociālās, vides un kultūras attīstību • Pārzināt Latvijas plānošanas sistēmu, plānošanas procesu un saprast dažādu līmeņu un veidu attīstības plānošanas dokumentu savstarpējo saistību • Prast noteikt, izvērtēt un analizēt ekonomisko, vides un sociālo situāciju un attīstības tendences• Prast kopīgi uztvert un integrēt telpiskās attīstības plānošanas procesā dažādas jomas un sektorus – ekonomisko, sociālo, vides, kultūras, transporta • Prast vadīt plānošanas procesu un izstrādāt telpiskās attīstības plānošanas dokumentus• Prast sagatavot un sniegt sabiedrībai informāciju par telpiskās attīstības plānošanas dokumentos ietvertajām nostādnēm, politiku un citiem attīstības jautājumiem• Prast lietot informācijas tehnoloģijas telpiskās attīstības plānošanas dokumentu izstrādē un komunikācijā• Prast risināt konfliktus

• Pārzināt telpiskās attīstības plānošanas dokumentu izstrādes metodiku• Pārzināt attīstības projektu un telpiskās attīstības plānošanas projektu sagatavošanu un vadīšanas metodiku• Sagatavot plānošanas dokumentu un projektu izstrādes darba uzdevumus un līgumu projektus• Sagatavot lēmumu projektus attīstības un plānošanas jautājumos• Prast veidot teritoriju nākotnes vīziju un formulēt telpiskās attīstības mērķus• Plānošanas procesā prast izvēlēties prioritātes, nodalīt kompetences un deleģēt uzdevumus• Prast izstrādāt alternatīvus risinājumus, veikt to analīzi un izvērtēšanu• Prast strādāt ar kartogrāfisko materiālu, izmantot IT iespējas plānošanā• Pārzināt datu bāžu veidošanu telpiskās attīstības plānošanas vajadzībām un GIS iespējas datu analīzei• Pārzināt plānošanas dokumentos noteikto politiku, nosacījumu un rīcību ieviešanu un uzraudzību

• Plānot un vadīt savu un struktūrvienības darbu• Strādāt komandā, vadīt tās darbu • Organizēt un vadīt darba grupu darbu, sanāksmes un seminārus• Noteikt darbu prioritātes• Pieņemt lēmumus atbilstoši savai kompetencei• Elastīgi reaģēt uz izmaiņām• Spēt viegli komunicēties (verbāli, rakstveidā), veidot lietišķas attiecības• Uzstāties, argumentēti izteikt viedokli, to aizstāvēt• Sagatavot un prezentēt sagatavotos prezentācijas materiālus • Sazināties, uzstāties un izmantot darbā latviešu, krievu un angļu (vācu, franču vai citu ES valstu valodu) • Ievērot saskarsmes kultūras un profesionālās ētikas normas• Pašizglītoties, apgūt jaunas zināšanas un prasmes • Pielietot iegūtās zināšanas praksē

ZināšanasZināšanas Zināšanu līmenis

priekštats izpratne PielietošanaZināšanas plānošanas teorijā, vēsturē un metodikā, zināšanas par plānošanas instrumentiem

Vispārējas zināšanas par plānošanas veidiem un specializācijām

277

Vispārējas zināšanas Latvijas Republikas un Eiropas Savienības tiesību jomā saistībā ar telpisko plānošanu

Vispārējas zināšanas par Latvijas Republikas un Eiropas Savienības institucionālo ietvaru, attīstības politikām un plānošanu

Zināšanas par ilgtspējīgu attīstību un telpiskās attīstības plānošanu

Vispārējas zināšanas par ainavu un vidi, ainavas un vides plānošanu

Vispārējas zināšanas par sabiedrību un tās dzīves vidi

Vispārējas zināšanas par pilsētu un vietu ekonomiku

Vispārējas zināšanas sociālajā/vadības/saskarsmes psiholoģijā

Zināšanas attīstības un telpiskās attīstības plānošanas projektu sagatavošanā un izstrādes vadībā

Zināšanas par informāciju sistēmu un tehnoloģiju pielietošanu plānošanā

Zināšanas vides aizsardzības plānošanā

Zināšanas teritorijas plānošanā

Darba grupas sastāvs:• Pēteris Šķinķis, darba grupas vadītājs, Dr.geog., LU Ģeogrāfijas un Zemes zinātņu fakultātes Ģeogrāfijas nodaļas vadītājs;• Gunta Lukstiņa, darba grupas sekretāre, Msc. Vides zinātnē un pārvaldē, LU Ģeogrāfijas un Zemes zinātņu fakultātes studiju metodiķe;• Vitālijs Zelčs, darba grupas dalībnieks, Dr.Geol., LU Ģeogrāfijas un Zemes zinātņu fakultātes profesors, Ģeomātikas un ģeomorfoloģijas katedras vadītājs;• Valdis Segliņš, darba grupas dalībnieks, Dr.Geol., LU Ģeogrāfijas un Zemes zinātņu fakultātes asociētais profesors;• Jānis Piešiņš, darba grupas dalībnieks, Latvijas Pašvaldību savienības padomnieks;• Andris Roze, darba grupas dalībnieks, s/o Latvijas Teritoriālplānotāju asociācijas pārstāvis;• Lolita Čače, darba grupas dalībniece, s/o Latvijas Teritoriālplānotāju asociācijas pārstāve;• Uģis Kaugurs, darba grupas dalībnieks, plānotājs; • Ilze Kjahjare, darba grupas dalībniece, Reģionālās attīstības un pašvaldību lietu ministrijas Telpiskās plānošanas departamenta direktore; • Armands Auziņš, darba grupas dalībnieks, Reģionālās attīstības un pašvaldību lietu ministrijas darbinieks;• Inga Belasova, darba grupas dalībniece, Vides ministrijas Dabas aizsardzības departamenta vecākā referente.

Konsultante: • Ligita Začesta, Latvijas Pašvaldību savienības atbildīgā sekretāre.

278

ANNEX 14ADVERTISING AND INFORMATION ON THE STUDIES

279

Annex 14.1. Advertising/informative publication on the studies in 2007

280

Annex 14.2.Text for Advertising/ informative publication on the studies in 2008

INFORMĀCIJA PAR OTRĀ LĪMEŅA PROFESIONĀLĀS AUGSTĀKĀS IZGLĪTĪBAS MAĢISTRU STUDIJU PROGRAMMU

TELPISKĀS ATTĪSTĪBAS PLĀNOŠANAStarpdisciplināra maģistra programma

Kredītpunktu skaits: 80 (120 ECTS)

Studiju ilgums un veids: 2.gadi pilna laika klātienes studijas jeb 4 semestri

Studiju valoda: latviešu

Programmas licenzēšana: programma licencēta 2007. gadā

Iegūstamais grāds: maģistrs telpiskās attīstības plānošanāIegūstamā kvalifikācija: telpiskās attīstības plānotājs

Studiju programmas mērķi un uzdevumi:Studiju programmas īstenošanas mērķis ir sniedzot studentiem kvalitatīvu, valsts vajadzībām atbilstošu un darba tirgū pieprasītu izglītību – sagatavot konkurētspējīgus profesionālus telpiskās attīstības plānošanas speciālistus darbam vietējā darba tirgū: valsts un pašvaldību institūcijās, plānošanas birojos, kā arī starptautiskās institūcijās.

Studiju programmas pamatuzdevumi:Studiju programmas mērķa sasniegšanai ir plānots veikt sekojošus pamatuzdevumus:

Paaugstināt studentu vispārējo zināšanu līmeni plānošanas teorijā un metodoloģijā.

Dot iespēju studentiem apgūt jaunāko Latvijas un starptautisko plānošanas pieredzi.

Paaugstināt studentu zināšanu līmeni un praktiskās iemaņas telpiskās attīstības plānošanā, plānošanas procesa vadīšanā un plānošanas dokumentos noteikto pasākumu ieviešanā, konkrēti specializējoties teritorijas plānošanā, vides plānošanā, ģeoinformātikā.

Padziļināt studentu izpratni par dabas un cilvēka saimnieciskās darbības attiecībām, valsts un pašvaldību ilgtspējīgu attīstību.

Dot iespēju studentiem iegūt zināšanas par Latvijas un Eiropas Savienības ar plānošanu saistīto normatīvo dokumentu bāzi un attīstības politiku nostādnēm.

Sniegt studentiem zināšanas, lai plānošanas darbā un projektu izstrādē pielietotu jaunākās informācijas tehnoloģijas.

Attīstīt studentu projektu izstrādāšanas, vadīšanas un ieviešanas prasmes.

Attīstīt vadības, sadarbības un saskarsmes prasmes.

Attīstīt analītiskās un pētnieciskā darba prasmes.

Imatrikulācijas nosacījumi:

Akadēmiskais bakalaura grāds ģeogrāfijā, ģeoloģijā, vides zinātnē, arhitektūrā, ainavu arhitektūrā, vadībzinātnē un ekonomikā.

282

Otrā līmeņa profesionālā augstākā izglītība (vai tai pielīdzināma izglītība) vides zinātnē, arhitektūrā un pilsētplānošanā, ainavu arhitektūrā.

Pēc LU uzņemšanas komisijas lēmuma, var tikt izskatīti atsevišķi citi 2 līmeņa augstākās izglītības absolventu dabas, sociālajās un inženierzinātnēs pieteikumi.

Pieteikšanās: LU Ģeogrāfijas un Zemes zinātņu fakultātē, Alberta ielā 10, 101.telpā (tālrunis 7332704).

Iesniedzamie dokumenti: pieteikuma veidlapa (var saņemt pieteikšanās vietā), pievienojot vienu fotogrāfiju 3x4 cm; dzīves gājuma apraksts (CV); jāuzrāda personu apliecinošs dokuments un iepriekšējās izglītības documents.

Pieteikšanās termiņš: no 2008.gada 30. jūnija līdz 2008.gada 25.jūlijam

Mācību maksa: LVL 1500 gadā

Reģistrācijas maksa: LVL 10

Studiju programmas vispārējs raksturojums Studiju programmas pamatstruktūru veido A daļas obligātie studiju kursi 24 kredītpunktu apjomā, B daļas izvēles studiju kursi 10, prakse 26 un maģistra darba izstrāde 20 kredītpunktu apjomā.

Studiju programma nodrošina kopēju teorētisko un praktisko studiju kursu un divu dažādu specializācijas virzienu – teritorijas plānošana un vides plānošana – apguvi.

Studiju programma ietver lekcijas, seminārus, studentu patstāvīgo darbu, praksi (praksi reģionos, praksi pašvaldībā un praksi specializācijā), kā arī kursu darbu un studiju noslēgumā, maģistra darba izstrādi izvēlētajā specializācijā.

Studiju programmas kodolu veido trīs A daļas moduļi sekojošā secībā ar teorētiskiem un praktiskiem pamatkursiem (4.tabula):

Plānošanas pamati (8 krp.). Projektu vadība un saskarsme (6 krp.). Telpiskās attīstības plānošana (10 krp.).

Mācību pirmā gada 1.semestrī moduļa Plānošanas pamati ietvaros studenti vispirms apgūs kursus Plānošanas teorija: idejas, pieredze, metodes, rīki un Tematiskā struktūrplānošana un sekojoši kursu Tiesību pamati plānošanā.

Sekojošā moduļa Projektu vadība un saskarsme ietvaros studenti apgūs kursus Plānošanas sociālie un psiholoģiskie aspekti un Projektu vadīšana.

Moduļa Telpiskās attīstības plānošana (2.semestrī) ietvaros studenti apgūs kursus Ilgtspējīga attīstība un telpiskās attīstības plānošana, Sabiedrība un dzīves vide, Vides apstākļi telpiskās attīstības plānošanā, Pilsētu un lauku teritoriju ekonomiskā attīstība. Pēc moduļa teorētisko kursu apguves un prakses pašvaldībā, studenti, integrējot iegūtās zināšanas, nelielās darba grupās izstrādās kursa darbu telpiskās attīstības plānošanā.

B daļas moduļu (10 kredītpunkti) teorētiskie un praktiskie priekšmeti (3.semestrī) nodrošinās iespējas studentiem padziļināt zināšanas vienā no konkrētām izvēlētajām specializācijas jomām:

Teritorijas plānošanā (10 krp.).

Vides plānošanā (10 krp.).

Studenti apgūs teorētiskās zināšanas izvēlētajā specializācijā (6 krp.) un iegūs praktiskas prasmes, individuāli vai nelielā darba grupā izstrādājot kursa darbu attiecīgajā specializācijā (4.krp.).

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Lai nostiprinātu teorētisko kursu un kursu darbu izstrādes laikā iegūtās zināšanas, obligātajā studiju daļā (A daļā) iekļauta profesionālās kvalifikācijas prakse (26 kredītpunkti), kas sastāv no trīs dažādām prakses daļām:

Prakses reģionos „Plānotāja darba veidi” (2 krp., 1. semestrī).

Prakses pašvaldībā “Plānošana un vadība pašvaldībā” (6 krp., 2.semestrī).

Prakses izvēlētajā specializācijā “Specializācijas prakse” (teritorijas plānošanā, vides plānošanā) pašvaldībā, plānošanas birojā vai valsts institūcijā (18 krp., 3. un 4. semestrī).

Teorētiskās un praktiskās zināšanas izvēlētajā specializācijā tiks padziļinātas maģistra darba (20 kredītpunkti) izstrādes laikā. Maģistra darbs ir oriģināls pētījums vai pētniecisks plānošanas projekts, kuram 3.semestrī, pirms prakses izvēlētajā specializācijā uzsākšanas, tiks apstiprināta darba tēma un darba vadītājs. Specializācijas prakses laikā tiks iegūti darba izstrādei nepieciešamie dati un faktoloģiskā informācija. Maģistra darba izstrāde ir sadalīta divās galvenajās daļās. Vispirms tiek izstrādāts maģistra darba projekts (4 krp.), kurā skaidri pārraugāms darba teorētiskais pamatojums, uzbūve un tā izstrādes programma. Maģistra darba (16 krp.) izstrāde noslēdzas ar tā aizstāvēšanu.

Studentam tiek piešķirts maģistra grāds un kvalifikācija pēc sekmīgas visu kursu nobeigšanas un maģistra darba aizstāvēšanas.

Kontaktpersonas:Programmas koordinatore Gunta Lukstiņa [email protected]., mob. + 371 29188535Programmas direktors asoc.prof. Pēteris Šķiņķis [email protected], mob. + 371 29107612

284



ANNEX 15 QUESTIONNAIRES OF STUDENTS IN LU AND EMPLOYERS

285

Annex 15.1.Questionnaire on satisfaction of students with the content of the study programme

ANKETAS FORMA APSTIPRINĀTAar LU 17.05.2005.rīkojumu Nr. 1/ 98

CIENĪJAMO STUDENT! Lūdzam Jūs atbildēt uz anketas jautājumiem, izsakot savu vērtējumu par šī studiju kursa pasniedzēja darbu. Jūsu sniegtās atbildes un komentāri tiks izmantoti studiju procesa un pasniedzēju darba kvalitātes pilnveidei.

Šī aptaujas anketa ir anonīma, un tās rezultāti tiks izmantoti vienīgi apkopotā veidā.

Tā kā Jūsu aizpildītā anketa tiks apstrādāta elektroniski, aizpildot to lūdzam Jūs ievērot dažas būtiskas norādes:

anketu vēlams aizpildīt ar zīmuli, lai kļūdīšanās gadījumā nepareizo variantu iespējams izdzēst; atbildes atzīmējiet, ievelkot kvadrātiņā krustiņu

Jau iepriekš pateicamies par piedalīšanos!

1.

Studiju kursa pasniedzējs

2. Studiju kursa nosaukums

1. Atzīmēt tikai vienu atbildi katrā rindiņā!Pilnīgi

piekrītuDrīzāk

piekrītu Drīzāk nepiekrītu

Pilnīgi nepiekrītu

Nevaru pateikt

2. Uzsākot kursu, pasniedzējs iepazīstināja ar prasībām kursa apguvei un kursa programmu 1. □ 2. □ 3. □ 4. □ 5. □

3. Pasniedzējs informēja par to, kā tiks vērtēta kursa apguve 1. □ 2. □ 3. □ 4. □ 5. □

4. Pasniedzējs bija labi sagatavojies nodarbībām 1. □ 2. □ 3. □ 4. □ 5. □5. Kursa viela lieki nedublējas ar citu kursu vielu 1. □ 2. □ 3. □ 4. □ 5. □6. Pasniedzējs izklāstīja tēmu saprotami 1. □ 2. □ 3. □ 4. □ 5. □7. Tēmas izklāsts bija sistemātisks, loģisks 1. □ 2. □ 3. □ 4. □ 5. □8. Pasniedzējs izraisīja interesi par šo studiju kursu 1. □ 2. □ 3. □ 4. □ 5. □9. Pasniedzējs kursā aptvēra visu programmā paredzēto

vielu 1. □ 2. □ 3. □ 4. □ 5. □10. Pasniedzēja runa bija skaidra un saprotama 1. □ 2. □ 3. □ 4. □ 5. □11. Lietderīgi tika izmantots nodarbības laiks 1. □ 2. □ 3. □ 4. □ 5. □12. Pasniedzējs atspoguļoja jaunākos nozares sasniegumus

un problēmas 1. □ 2. □ 3. □ 4. □ 5. □13. Pasniedzēja izmantotās mācīšanas metodes veicināja

tēmas izpratni 1. □ 2. □ 3. □ 4. □ 5. □14. Pasniedzējs rosināja manu domāšanu 1. □ 2. □ 3. □ 4. □ 5. □15. Pasniedzējs efektīvi izmantoja audiovizuālās uzskates

līdzekļus (kodoskopu, video projektoru u.c.) (atzīmējiet 5. variantu, ja pasniedzējs neizmantoja palīglīdzekļus)

1. □ 2. □ 3. □ 4. □ 5. □16. Ieteiktā mācību literatūra bija pieejama 1. □ 2. □ 3. □ 4. □ 5. □17. Ieteiktā mācību literatūra lieliski noderēja mācību procesā 1. □ 2. □ 3. □ 4. □ 5. □

286

18. Studentu grupas lielums bija optimāls kursa apguvei 1. □ 2. □ 3. □ 4. □ 5. □19. Cik stundas nedēļā veltījāt patstāvīgai šī

studiju kursa apguvei? 10 h unvairāk □ 9–5 h □ 4–2 h □

mazāk nekā 2 h □ nevaru

pateikt □20. Pasniedzējs vērtēja studentu darbu visa semestra laikā 1. □ 2. □ 3. □ 4. □ 5. □21. Pasniedzēja attieksme pret studentiem bija labvēlīga 1. □ 2. □ 3. □ 4. □ 5. □22. Pasniedzējam bija labs kontakts ar auditoriju 1. □ 2. □ 3. □ 4. □ 5. □23. Uz lekciju pasniedzējs parasti ieradās bez kavēšanās 1. □ 2. □ 3. □ 4. □ 5. □24. Bija iespējams saņemt pasniedzēja konsultāciju 1. □ 2. □ 3. □ 4. □ 5. □25. Labprāt klausītos vēl kādu kursu pie šī pasniedzēja 1. □ 2. □ 3. □ 4. □ 5. □26. Novērtējiet, lūdzu, šī kursa apguves grūtības pakāpi pārāk

grūts □ grūts □ piemē-rots □ viegls □ nevaru

pateikt □27. Cik lekciju šajā kursā esat apmeklējis? 100–75% □ 74–50% □ 49–25% □ mazāk

nekā 25%□ nevarupateikt □

28.Jūsu ieteikumi, komentāri par šī studiju kursa saturu, mācību metodēm un organizāciju, pārbaudes formām, mācību materiāliem u.c. kursa aspektiem.

Paldies par atsaucību!

287

Annex 15.2.Questionnaire on the Study programme

Pielikums Nr. 3ANKETAS FORMA APSTIPRINĀTA

ar LU 17. 05.2005.rīkojumu Nr. 1/ 98

CIENĪJAMO STUDENT! Lai veiktu pasākumus studiju kvalitātes uzlabošanā, nepieciešams uzzināt Jūsu vērtējumu par izvēlēto

studiju programmu. Šī aptaujas anketa ir anonīma, un tās rezultāti tiks izmantoti vienīgi apkopotā veidā.

Tā kā Jūsu aizpildītā anketa tiks apstrādāta elektroniski, aizpildot to lūdzam Jūs ievērot dažas būtiskas norādes:

anketu vēlams aizpildīt ar zīmuli, lai kļūdīšanās gadījumā nepareizo variantu iespējams izdzēst; atbildes atzīmējiet, ievelkot kvadrātiņā krustiņu

Jau iepriekš pateicamies par piedalīšanos!

1.

Studiju programma

2. Studiju līmenis

Bakalaura

□Maģistra

□Profesionālā

□3. Studiju

gads1

□2

□3

□4

□5

□

Atzīmēt tikai vienu atbildi katrā rindiņā!

Pilnībā apmierina Drīzāk apmierina Drīzāk neapmierina Pilnīgi neapmierina

Nevaru pateikt

2. Studiju kursu piedāvājums studiju programmā 1. □ 2. □ 3. □ 4. □ 5. □

3. Studiju programmā piedāvāto studiju kursu saturs 1. □ 2. □ 3. □ 4. □ 5. □

4. Studiju programmas noteikto A daļas kursu saturs 1. □ 2. □ 3. □ 4. □ 5. □

5. Izvēles iespējas starp B daļas kursiem 1. □ 2. □ 3. □ 4. □ 5. □6. Iespējas apgūt vēlamos C daļas kursus 1. □ 2. □ 3. □ 4. □ 5. □7. Studiju programmas piedāvātā iespēja

attīstīt pētnieciskās/ profesionālās prasmes un iemaņas 1. □ 2. □ 3. □ 4. □ 5. □

8. Studijās iegūtās prasmes efektīvi pielietot informācijas tehnoloģijas informācijas meklēšanai, apstrādei un noformēšanai utt

1. □ 2. □ 3. □ 4. □ 5. □9. Studijās iegūtās prasmes strādāt ar

informāciju (izvērtēt, analizēt to) 1. □ 2. □ 3. □ 4. □ 5. □10.

Studijās iegūtās prasmes publiski izklāstīt informāciju, diskutēt un pamatot viedokli

1. □ 2. □ 3. □ 4. □ 5. □11. Studiju programmas sniegtās iespējas

apgūt nozares speciālo terminoloģiju vismaz vienā svešvalodā 1. □ 2. □ 3. □ 4. □ 5. □

12. Nodarbību plānojums pa nedēļas dienām 1. □ 2. □ 3. □ 4. □ 5. □

13. Nodarbību plānojums pa semestriem 1. □ 2. □ 3. □ 4. □ 5. □14. Iespēja kursus apgūt arī elektroniski

(Web CT vidē) 1. □ 2. □ 3. □ 4. □ 5. □15. Iespējas klausīties lekcijas pie

vieslektoriem 1. □ 2. □ 3. □ 4. □ 5. □

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16. Fakultātes personāla attieksme pret studentiem 1. □ 2. □ 3. □ 4. □ 5. □

17. Informācijas iegūšana par studiju procesu fakultātē

1. □ 2. □ 3. □ 4. □ 5. □18.

Fakultātes personāla darbība studiju procesa uzlabošanā

1. □ 2. □ 3. □ 4. □ 5. □19.

Studiju materiāli-tehniskais nodrošinājums (telpas, mācību līdzekļi utt.)

1. □ 2. □ 3. □ 4. □ 5. □

20. LU nodrošinātās iespējas izmantot datorus

1. □ 2. □ 3. □ 4. □ 5. □21.

Studijām nepieciešamās literatūras pieejamība LU bibliotēkās

1. □ 2. □ 3. □ 4. □ 5. □

22. Cik stundas nedēļā veltāt patstāvīgajam darbam?

vairāk kā 20 h □ 20–10 h □ 9–3 h □

mazāk nekā 3 h □ nevaru

pateikt□

23.Kopumā vērtējot, vai esat apmierināts, ka izvēlējāties šo studiju programmu LU

1. □ 2. □ 3. □ 4. □ 5. □

24. Kāds ir Jūsu vidējais lekciju apmeklējums?

100–75% □ 74–50% □ 49–25% □ mazāk

nekā25% □ nevaru

pateikt□

25. Vai jūs strādājat darbu atbilstoši izvēlētai izglītībai?

strādāju atbilstoši □ drīzāk

atbilstošā □ drīzākneatbilstošā □ strādāju

neatbilstoši □ nestrādāju vispār □

26. Vai jūs plānojat turpināt studijas?Jā, LU savā

nozarē □LUcitā

nozarē □studēšu

citāaugstskolā u □ nestudēšu □ nevaru

pateikt □27.

Vai jūs plānojat pēc studijām strādāt atbilstoši iegūtai izglītībai?

Jā,strādāšu □ drīzāk

jā □ drīzāknē □ nē □ nevaru

pateikt□

27 Jūsu ieteikumi, komentāri par šo studiju programmas saturu, organizāciju u.c. aspektiem

28 Jūsu ieteikumi, komentāri par šīs studiju programmas anketas saturu, jautājumiem u.c. aspektiem


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Annex 15.3. Questionnaire of graduates of LU

Nr. Atzīmēt tikai vienu atbildi katrā rindiņā!

Pilnībā apmie-

rina

Drīzāk apmie-

rina

Drīzāk neap-mierina

Pilnīgi neap-

mierina

Nevaru pateikt

1. Kopumā vērtējot, vai esiet apmierināts/a, ka izvēlējāties šo studiju programmu LU

2. Kā Jūs kopumā vērtējat vai esiet apmierināts/a kā studiju programmas saturs ir noderīgs Jūsu praktiskajā darbā

3. Kā Jūs vērtējat vai vai esiet apmierināts/a kā studiju programmas A daļas saturs ir der Jūsu praktiskajā darbā

4. Kā Jūs vērtējat vai esiet apmierināts/a kā studiju programmas B daļas saturs noder Jūsu praktiskajā darbā

5. Kā Jūs vērtējat vai esiet apmierināts/a kā studiju programmas praksēs iegūtās zināšanas noder Jūsu praktiskajā darbā

6. Vai esiet apmierināts/a kā studiju programmā iegūtās zināšanas kopumā atbilst pašreizējā darba tirgus prasībām.

7. Vai pēc studiju programmas beigšanas Jūs bijāt gatavs/a darba tirgum plānošanas jomā

Vai pēc studijām Jūs strādājiet plānošanas jomā

Vai pēc studijām Jūs strādājiet atbilstoši iegūtajai plānošanas specializācijai

Jūsu ieteikumi, komentāri par šīs studiju programmas saturu, organizāciju u.c. aspektiem ……………………………………………………………………………………………………………………………………………………………………………………………………Jūsu priekšlikumi studiju programmas pilnveidošanai, ņemot ērā Jūsu praktiskā darba pieredzi ..............................................................................................................................................................................................................................................................................

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Annex 15.4.Questionnaire of employers On knowledge, skills and readiness adequacy of graduates towards the needs of the labour market

Nr. Atzīmēt tikai vienu atbildi katrā rindiņā!

Pilnībā apmie-

rina

Drīzāk apmie-

rina

Drīzāk neapmie-rina

Pilnīgi neapmie-

rina

Nevaru pateikt

1. Absolventa teorētiskās zināšanas plānošanas teorijā kopumā

2. Absolventa teorētiskās zināšanas plānošanas metodoloģijā

3. Absolventa praktiskās zināšanas plānošanā

4. Absolventa analītiskā darba prasmes

5. Absolventa saskarsmes prasmes

6. Vai jūs esiet apmierināts ar absolventa darba prasmēm kopumā

7. Vai jūs esiet apmierināts kā studiju programmas beidzēji ir gatavi darba tirgum plānošanas jomā

8. Vai jūs esiet apmierināts un vēlēsieties (nepieciešamības gadījumā) darbā pieņemt vēl kādu citu šīs studiju programmas absolventu

Priekšlikumi studiju programmas pilnveidošanai……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….


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ANNEX 16 THE ROYAL TOWN PLANNING INSTITUTE POLICY STATEMENT ON INIATIAL PLANNING EDUCATION

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16.pielikumsKaraliskā pilsētplānošanas institūta (Lielbritānija) politiskais ziņojums par plānošanas izglītību

THE ROYAL TOWN PLANNING INSTITUTEPolicy Statement on Initial Planning Education1. Introduction

1.1 As the definitive professional organisation in its field in the UK and with membersin over 90 countries around the world, the Royal Town Planning Institute (RTPI)has long sought to promote high quality planning education. Over the years, itsextensive experience of professional education has helped deliver high standardsof planning teaching and research in many universities, both in the UK andinternationally. In this context, the RTPI has always recognised the importance ofkeeping its education policies under regular review. The Institute has thusstrengthened and refined its educational guidance over many years, especiallysince the external context for UK higher education began to change markedly fromthe early 1980s.

1.2 The last fundamental review of the Institute’s policies, practices and requirementsrelating to the education, training and qualification of planners was completed in2003, when the RTPI Education Commission reported. This new Policy Statementis intended for the providers of planning education and for those involved in themonitoring, development and evaluation of that provision. It is designed toconnect the strategic principles for planning education mapped out by theCommission with the most relevant operational experience of educational delivery,built-up over many years and last articulated in the 2001 revisions to the previousEducation Policy Statement. It is acknowledged that this represents a significantamount of change and that the processes of implementing the changes will notalways be straightforward. The Institute, therefore, accepts that this Statement willneed to be reviewed regularly in the light of experience.

1.3 In recent years, there has been a continuous expansion of the constituent fields ofplanning. A new diversity of practices has emerged which now includesregeneration, community planning, transport planning, urban design, strategicplanning, environmental planning and many more.

1.4 In its New Vision for Planning, the RTPI defined its basic discipline as spatialplanning, which it has sought to encapsulate in the corporate identity of ‘making ofplace and mediation of space’. Reflecting this new confidence in the disciplinaryfield, the RTPI Education Commission proposed that, as an essential organisingidea, planning education should seek to promote critical thinking about space andplace as the basis for action or intervention.

1.5 This concept as a basis for planning education is not intended to be static, in thesense that it closes debate about what planning is. On the contrary, it can andshould adapt to changes in the operating context of planning. The conceptcontains four basic elements:

Critical thinking: planning is both an art and a science, but also more than thesum of those; it is about achieving outcomes, not just operating a set ofprocedures; and achieving those outcomes involves processes which arequalitative as well as quantitative, and informal as well as formal.

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Space: planning deals with spatial relationships, and competing claims tospaces; and it deals with how sectoral and spatial relationships affect eachother. In so doing it has real effects on how economies and their infrastructuresfunction; on how communities achieve cohesion and social inclusion; onenvironmental capacity and ecological impact; and on cultural identity.

Place: planning focuses on the outcomes that determine the quality, form andidentity of places which people experience, whether they stay there or are justpassing through.

Action or intervention: so planning is a process of deliberation that focuseson what could and should be done, and thus a process concerned with ethicsand values as well as facts. It is an active process (although it recognises thatsometimes the best course is no action), which requires management skillsappropriate to securing results. And it requires sensitivity to the time dimensionof decisions – how time affects decision-making, how it affects differentially theinterests of the parties involved, and how decisions inevitably trade off presentand future. Planners themselves need to be able to make good qualitydecisions, often based on imperfect information, and to help shape decision-making processes in contexts where others will make the ultimate decision.

1.6 Spatial planning is thus much more than the operation of any statutory land-usesystem, or the broader historical concepts of town and country, or urban andregional planning, although it certainly embraces all of these. Specifically, it doesnot regard planning as a purely governmental activity whose legitimacy dependswholly on statute or regulation, nor does it have any in-built economic or social orenvironmental privilege. Instead, it considers planning as an activity that isnecessary and inevitable within any society with aspirations beyond subsistenceand which, because of its richness and complexity, calls for people with expertiseto facilitate it.

1.7 The RTPI Education Commission recommended that partnership agreements beestablished to manage relations between the Institute and universities or otherorganisations providing initial planning education. Although the term ‘planningschool’ is used hereafter to refer to all such institutions, it is fully recognised thatplanning education can be delivered through a variety of organisationalarrangements, not of all which might be located in a single university. This PolicyStatement should, therefore, be read alongside the RTPI’s companion PolicyStatement on partnership agreements, which sets out how such agreements areintended to cover relationships between the Institute and the ‘effective planningschool’.

1.8 New educational providers who are not covered by partnership arrangements maystill seek individual RTPI accreditation of what are referred to below as spatial,specialist or combined planning programmes. On approval, such providers shouldnormally aim to achieve partnership status within five years.

2. Main elements of initial planning education

2.1 Those who successfully complete the three main elements of initial planningeducation can apply to become Chartered Town Planners.

2.2 Two of these elements require academic study. The third element of initialplanning education, known as the ‘Assessment of Professional Competence’(APC) requires a period of structured experience in the workplace, culminating in aformal process of assessment. A separate RTPI document explains therequirements of the APC and the responsibilities it places on planning schools.

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This Policy Statement therefore concentrates on the first two elements of initialeducation, termed ‘spatial planning education’ and ‘specialist planning education’.

2.3 Spatial planning education should be designed to provide a broad understandingof the main principles relevant to the making of place and the mediation of space,in particular sustainability, and of alternative ways in which such principles can beapplied in practice. Emphasis should be placed on the integration of relevantknowledge, skills and values so as to produce rounded appreciation of how spatialplanning can significantly enhance people’s lives by improving the quality of placeand organisation of space.

2.4 In curriculum design, planning schools should give thorough consideration to howthe learning outcomes specified for spatial planning education in Section 6 mightbest be achieved in a manner consistent with their own educational philosophies.In particular, curriculum design should avoid simplistic or shallow coverage of toowide a range of topics and should instead promote integrated understanding ofrelevant knowledge, skills and values and of their application in practice.Programmes that seek to provide this element of planning education arehenceforth referred to as ‘spatial planning programmes’.

2.5 Specialist planning education should be designed to explore ideas, perspectivesand debates to a considerable degree of depth in one distinct area of planning.The purpose of this is both to ensure that the breadth offered by a spatial planningprogramme is complemented by a period of in-depth study, and also to provide anopportunity to begin the process of specialisation. For some, this initial opportunityto specialise may subsequently be developed to a much higher level throughprofessional experience, further in-depth study or lifelong learning. Although theRTPI would not wish to restrict what might qualify as a specialism, 'regeneration','environmental management', 'urban design', ‘transport planning’ and 'planningresearch' are examples of the scale expected. Again, in curriculum design,emphasis should be placed on the achievement of relevant learning outcomes,which in this case are indicated in Section 7. Programmes that seek to provide thiselement of planning education are henceforth referred to as ‘specialist planningprogrammes’.

2.6 Programmes that provide both the spatial and specialist element of planningeducation are henceforth referred to as ‘combined planning programmes’. TheRTPI believes that a healthy planning educational sector will be characterised by arich diversity of provision, with a range of spatial, specialist and combinedprogrammes on offer to potential students.

2.7 Such richness should help create a variety of opportunities to study planning atundergraduate or graduate levels, and on a full-time, part-time or distance learningbasis or indeed on a mixed-mode basis involving some full-time and some part-timestudy. For the sake of simplicity, appropriate periods of study are expressedbelow as full-time equivalents, with the presumption implicitly made that part-timeprogrammes will normally require at least half as much time again atundergraduate level and at least twice as much time at postgraduate level. In theinterests of promoting equality, the RTPI is keen to broaden access to the

profession and welcomes the development of alternative delivery mechanisms tofull-time education, including part-time, mixed-mode, in-service and blocked timecourses along with distance learning and other forms of flexible provision.

3 Course form, length and mode of study

3.1 Reflecting the Bologna Declaration, the RTPI wishes to promote a clear separationbetween ‘first cycle’ undergraduate programmes and ‘second cycle’ graduate

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programmes. Shared teaching between undergraduate and graduate studentsshould occur only where justified by common outcome levels.

Undergraduate Programmes

3.2 Students wishing to fulfil the RTPI’s requirements for initial planning educationmust complete both its spatial and specialist elements (see Section 2). A four-yearcombined planning programme is required at undergraduate level to cover boththese elements together. Students may alternatively choose to take an accreditedthree-year undergraduate programme covering only the spatial element of initialplanning education but, in order to become Chartered Town Planners, they mustsubsequently complete an accredited specialist planning programme at graduatelevel which, if desired, could be taken at another planning school. This can betaken either before or, if part-time, alongside the practice experience period of theAPC, although it should be noted that an additional period of practice will berequired after completion of the whole accredited programme.

3.3 Accordingly, at undergraduate level, RTPI accreditation may be given for:

1. Combined planning programmes of at least four academic years inlength (or part-time or mixed-mode equivalent) leading either to a Masters’level degree or equivalent (if not precluded by any relevant nationalframework for higher education qualifications), or to a Bachelors’ degree atHonours level or equivalent. At least one-half of this time shall be devotedto the ‘spatial planning’ element, with at least one-quarter allowed for the‘specialist’ element 1 . The latter shall normally include a significant elementof individual investigative work, leading to the submission of a dissertation,major project or equivalent.

2. Spatial planning programmes of at least three academic years in length(or part-time or mixed-mode equivalent) leading to a Bachelors’ degree atHonours level or equivalent 2 .

Graduate Programmes

3.4 Students wishing to fulfil the RTPI’s requirements for initial planning educationmust complete both its spatial and specialist elements (see Section 2). Acombined planning programme of at least one calendar year is required atgraduate level to cover both these elements together. Alternatively, students maychoose to complete each element separately in programmes that last at least oneacademic year each. In addition, students who have previously graduated from a

_______________________1 These proportions are intended to allow for some ‘non-planning’ electives to be taken, withthe overall balance of the different components being a matter for the planning school to decide. 2 Such a programme would not by itself meet the academic requirements for Membershipand must be coupled with an accredited specialist component.

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three-year undergraduate spatial planning programme may wish to take aspecialist planning programme of at least one academic year at graduate level tocomplete their initial planning education.

3.5 Accordingly, at graduate level, RTPI accreditation may be given for:

1. Combined planning programmes of at least one calendar year in length(or part-time or mixed-mode equivalent) leading to a Masters’ level degreeor equivalent. At least one-half of this time shall be devoted to the ‘spatialplanning’ element, with at least one-quarter allowed for the ‘specialist’element 2 . The latter shall normally involve a significant element ofindividual investigative work, leading to the submission of a dissertation,major project or equivalent. For the avoidance of doubt, one calendar yearshall be interpreted as the minimum equivalence of twelve months full-timeintensive study, during which period students shall be engaged insupervised learning for no less than 45 weeks.

2. Spatial planning programmes of at least one academic year in length(or part-time or mixed-mode equivalent) leading to a Masters’ level degreeor equivalent 2.

3. Specialist planning programmes of at least one academic year in length(or part-time or mixed-mode equivalent) leading to a Masters’ level degreeor equivalent. Such programmes shall normally involve a significantelement of individual investigative work, leading to the submission of adissertation, major project or equivalent 2.

Experience Requirement

3.6 In addition to completing an accredited academic qualification, those wishing toapply to become Chartered Town Planners will also need to satisfy the practicalexperience requirement leading to an Assessment of Professional Competence. Itwould be expected that relevant, structured planning experience gained, forexample, as part of a sandwich year placement, or alongside a part-time course,or during a year's break between the initial spatial planning course and thespecialist element, would normally be eligible to be counted as part of the practicalexperience requirement.

Dual Professional Routes

3.7 There is an increasing emphasis on cross-disciplinary or multi-disciplinary workingin both public and private sectors. The RTPI welcomes education programmes thatseek to facilitate the development of expertise in related professions as well asplanning. It will support linked inter-professional education schemes (e.g., the dualroutes in Architecture and Planning) where the development of expertise in planningis coherent, and the overall duration of the planning element of such programmes isequivalent to that of a freestanding planning programme. Guidance on how suchprogrammes might fulfil the Institute’s requirements for areas of specialism is given inSection 7.6.

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4. The Effective Planning School

4.1 The qualities required of each candidate seeking RTPI membership include abreadth and depth of knowledge about spatial planning and an ability to apply thatknowledge to practice. Such qualities are most likely to be formed where there isboth a flourishing academic community within the planning subject area (and alliedareas) and a supportive institutional context within which initial planning educationcan flourish. Therefore, the Institute expects ‘Effective Planning Schools’ to formthe basis for both the partnership arrangements and for new accreditationrequests, with a demonstration of the qualities indicated below. Where one ormore of these qualities is absent, the planning school will be expected to explainhow alternative arrangements or mitigating circumstances compensate for these.

1. Clear planning focus – the Statement of Educational Philosophy in Section5 of this policy sets out the distinctive contribution the school makes toplanning education. The school will need to demonstrate how itsprogrammes promote critical thinking about space and place as the basisfor action or intervention and how its students are prepared for entry intothe profession.

2. Institutional support – support for initial planning programmes will bedemonstrated by appropriate arrangements for management, monitoringand review of these programmes. Consultation with key stakeholders andpartners (including students and practitioners), staff development policiesand active relationships with planning practice will need to bedemonstrated, as will the school’s ability to deliver its programmes throughcapacity building, leadership and management.

It is acknowledged that initial planning education can be taught inmulti-disciplinary departments and schools, and that this can yield clearacademic and learning benefits to students in such environments. Clearleadership of the school’s planning programmes is expected within anappropriate academic, budgetary and organisational framework.

3. Achievements – the school should demonstrate achievement in the qualityof its research, teaching and links with practice and explain how theseelements relate to each other; this may be in the breadth of planningknowledge, the depth of knowledge or the application of knowledge topractice. Such achievements will be expected to include references to bothinstitutional and external and/or peer reports and inspections.

4 Stakeholder involvement – the school should have links with planningpractice and with other allied professions working in the planning field; itshould provide an academic basis upon which the Institute’s New Vision forPlanning can be explored and provide the stimulus and learningopportunities for students to secure the skills required to deliver that Vision.

5. Professional involvement – schools are expected to be concerned aboutand involved with the profession. It is expected that a significant proportionof staff (full or part-time) should normally be RTPI Members and that thiswould normally include the Head of School and Course/ProgrammeDirector/Leader. Where this is not the case (e.g. outside the UK andIreland), staff are encouraged to consider applying for membership.Otherwise, the Institute would wish to explore what alternative professionalqualifications might be considered appropriate and the ways in which localRTPI members might contribute to initial planning education. Schools willalso be expected to invest in a relationship with the local branch of theRTPI (where this exists), to encourage and facilitate active involvement of

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its students in local affairs, to assist in preparing students for membershipand to provide guidance about career paths towards and beyondmembership.

6. External Examiners – normally at least one External Examiner will beexpected to be an RTPI member. There are advantages in having both anacademic and a practitioner examiner if institutional arrangements allow. Itis acknowledged that an “External Examiner” system may not operate in allcountries and that final responsibility for the evaluation of students may restwithin the university (often with the Head of School). In such situations, anindependent, informed and external view of student effort and quality, aswell as an overview of the programmes, is important and should beachieved in some other way. Suggestions as to how this might be done willbe welcomed. One example might be to involve a local RTPI member inthis task, provided that clear and agreed criteria concerned with qualitycontrol over assessment methods and student effort and output areestablished; such criteria would need to be agreed by the Institute orpartnership board.

7. Resources – evidence will be sought to demonstrate that the school isadequately resourced to deliver initial planning education. The partnershipboards will wish to be aware of resource issues and resource needs and, indoing so, will consider the following types of indicators:

o Academic staff: numbers and staff/student ratios should becommensurate with the programmes being delivered and take accountof the importance of skill development and project work in planningeducation

o Support staff: research, support and technical staff can all assisteffective delivery of programmes in terms of document management, ITsupport, GIS and skill development

o Learning resources/support: equipment, study facilities, IT availability,library facilities and access to both broad and specialist planningmaterial through intranet or internet

o Accommodation: the type of accommodation should reflect therequirements of the programmes (for example for project work, designteaching, IT based learning, standard lecture, seminar or tutorial spaceor private study).

8. Equality and diversity – the school should demonstrate how it is seeking toachieve diversity of student intake and how the programmes are designedto reflect the diversity within communities.

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5. The Statement of Educational Philosophy

5.1 The RTPI believes that institutions offering initial professional planning educationshould have the freedom to develop and justify their own approaches in line withtheir adopted philosophy; their refinement of the learning outcomes sought; and aclear idea of the type of planner that the course will help to develop.

5.2 Each planning school is therefore expected to articulate the distinctive contributionit seeks to make to planning education in relation to an audit both of significantdebates and issues in planning theory and practice and of its own experience ofplanning education. This ‘Statement of Educational Philosophy’ may be formulatedin relation to either a single programme or a group of programmes. It should bedrafted as a paper that fully explains and justifies the educational approach takenin the particular programmes(s) in relation to a critical evaluation of past, presentand likely future directions in planning theory and practice. A copy of the papershould be lodged with the RTPI.

5.3 Alongside the RTPI’s Policy Statement on Initial Planning Education, a school’sStatement of Education Philosophy will provide the most important influence ondetailed course content and design. It should naturally lead to the articulation ofthe aims and objectives for the particular programme(s) and in doing so, will helpschools determine the particular aspects of knowledge that need to be coveredwithin the programme(s).

5.4 From time to time, partnership boards will wish to engage in substantive debate ona school’s Statement of Educational Philosophy so as to be confident that theschool holds a clear vision of the contribution that particular programmes(s) areintended to make to the immediate needs and future direction of the planningprofession.

5.5 Statements of Education Philosophy should include reference to relationshipsbetween:

The spatial planning and specialist elements of planning education

Teaching content and research strengths in the school

Teaching content and practice relationships established by the school

The planning profession and other relevant professions

The school's own strategic plan, mission or vision and that of the institution ofwhich it is a constituent member.

5.6 Statements of Educational Philosophy should normally emerge from a process ofdebate and discussion amongst all those involved in the delivery of a particularprogramme(s), including the student body, and should reflect, to a substantialextent, shared thinking and ownership. They should be subject to regular reviewand re-statement, as experience accumulates, staff change and planning practiceand theory develop.

6. Spatial planning education

6.1 Recognising the contingent and dynamic nature of planning knowledge, the RTPIdoes not specify a detailed or prescribed curriculum for spatial planning education.Instead, it expects planning schools to develop their own ideas and initiatives inconstructing programmes that enable students to acquire necessary knowledge,

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skills and awareness of values. This requires the structure, content and objectivesof individual programmes to be clear and well worked out.

6.2 In this context, the RTPI firmly believes that schools should keep their educationaldelivery under regular review, reflect continuously on its relevance andeffectiveness and be prepared to engage in frequent debate with their studentbody and partnership board on their chosen curriculum design, as explained andjustified within their Statement of Educational Philosophy.

6.3 The Institute particularly wishes to encourage innovative and imaginativeapproaches to planning education that promote explicit integration of knowledge,skills and values and that seek to challenge compartmentalised thinking inplanning. To achieve this, spatial planning programmes should avoid superficialtreatment of too wide a range of material and aim instead to facilitate integratedunderstanding of broad matters of principle that reveal and connect:

Social science as an analytical framework

The interplay between land use and transportation

Design and the realisation of place

Economic issues relating to development

Environmental challenges

Legal and institutional frameworks 3 .

6.4 In doing this it should be remembered that initial planning education represents thefirst stage in what should be a life-long programme of development and acquisitionof knowledge and skills. Thus, it is about providing a platform of understanding ofthe broad principles that govern planning operations, rather than about meeting anever widening set of specific requirements.

6.5 Beyond this, the RTPI believes that any further curricular expectations are bestspecified as indicative learning outcomes rather than as precise inputrequirements. These indicative outcomes are intended to highlight and, whereverpossible, integrate essential aspects of planning knowledge, skills and valueawareness. It is for planning schools to determine the importance of these learningoutcomes and decide how they are best achieved within the context of their owneducational philosophies.

_________________________3 It must be emphasised that the need to relate spatial planning to legal and institutionalframeworks does not necessarily require a grounding in or specific reference to any of theBritish systems. Accreditation from the RTPI need not and should not carry connotations ofeducating for practice only in Britain or Ireland.

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6.6 As these learning outcomes suggest, spatial planning requires knowledge of howrelationships in place and space both change and develop over time and are opento positive influence by creative planning. This demands understanding of social,economic and environmental relationships within different political and culturalcontexts. In practice, creative planners also need to be well equipped with diverseskills, some of which are particular to the planning task and some of which may beconsidered more generic or transferable in nature.

6.7 Since planning activity is necessarily fashioned within a particular set of social andprofessional values, it is essential that graduates are aware of how values affectplanning decisions, and acquire the lifelong habit of reflecting upon their ownvalues and the effect of these upon their own planning work.

6.8 As indicative learning outcomes, typical graduates from spatial planningprogrammes should be able to:

1. Generate visionary and imaginative responses to spatial planningchallenges that are realistic and derive from substantial investigation andanalysis of relevant data and other evidence.

2. Articulate such responses through coherent and integrated strategies,plans or programmes that take account of relevant institutional frameworksand combine creative direction for the future with credible means ofimplementation.

3. Demonstrate the ability to reach decisions or to make recommendations inwhich the significance of such strategies, plans or programmes is balancedwith other relevant factors that ought to be taken into account.

4. Demonstrate effective research and appraisal skills, evident in datasourcing, collection, investigation, quantitative and qualitative analysis,weighing evidence and reaching sound conclusions.

5. Recognise the role in the planning process of such skills as negotiation,mediation, and advocacy and the importance of team-working, often withother professionals, in an inter-disciplinary context.

6. Appreciate the importance of resource issues (especially human andfinancial resources) and organisational management processes andinitiatives in helping to deliver effective spatial planning, together with theneed for personal management skills and development, and knowing howand when to seek input from others.

7. Recognise the political nature of decision-making in planning, andunderstand the need for all planners to develop the ability to workeffectively within democratic decision-making structures, including thecapacity to explain such ‘process’ matters clearly to a wide range ofstakeholders.

8. Appreciate the importance of time in the planning process, realising howthe short-term and longer-term consequences of planning decisions mayimpact differentially on those affected.

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9. Appreciate the importance and process of design in creating high quality places and enhancing the public realm for the benefit of all in society, and evaluate the effectiveness of alternative design approaches in achieving this.

10. Evaluate the case for and against spatial planning and particular forms ofspatial planning and assess what can be learnt from past experiences ofspatial planning in different socio-economic, cultural and political contexts.

11. Demonstrate understanding of the natural environment, its values to society, and its underpinning of economic development.

12. Debate the relationships between environmental processes and social,economic and political events, and appreciate the potential of planning toexert a positive influence on the changes that arise from these interactions.

13. Understand the relationship between market processes, built form, different development models and patterns of movement, evaluate the economic and financial implications of alternative development strategies and consider how best to generate and capture added value for both particular interests and the wider community.

14. Acknowledge that development decisions have differing impacts ondifferent people, and develop the capacity to identify and explain theseimpacts so that they can be properly taken into account in planningdecision-making.

15. Appreciate and respect diversity of cultures, views and ideologies, andunderstand how that respect can be applied in planning systems throughthe pursuit of equal opportunity, social inclusion and non-discrimination (onthe grounds of wealth, gender, age, race, disability, religion and culture).

16. Acknowledge the values underlying interpretations of sustainability, andexplore what sustainability implies about the role of planning in promotingsocial and economic development, while conserving environmental, socialand cultural heritages for transmission to future generations.

17. Understand the concept of rights, including the balance between individualand collective rights, and the legal and practical implications ofrepresenting rights in planning decision frameworks.

18. Recognise the importance of stakeholder involvement and publicparticipation in the planning process and of engaging and communicatingwith (by appropriate and varied means) a diverse range of interests,including local residents and community groups, business people,commercial developers, politicians and protest groups.

19. Appreciate the meaning of professionalism, including probity andadherence to independent informed judgement; the identification of clientsand the duties owed to them; the concept of conflict of interests; and theimportance of a commitment to lifelong learning to maintain and expandprofessional competence.

6.9. It must be emphasised that this indication of learning outcomes is intended not as arigid checklist but as a helpful contribution to curriculum design. The critical test of awell-informed planner is the ability to interrelate knowledge, skills and valueawareness in a range of practical and academic tasks and to understand how

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quality planning can make an essential and beneficial difference to people’s lives.Partnership boards will thus be expected to keep under review the extent to whichthey consider the integration of these learning outcomes to be achieved and,where relevant, to make recommendations on how they might be delivered moreeffectively.

7. Areas of specialism

7.1 The essential concern of planning with managing competing uses for space andcreating places valued by people has generated a new diversity of practicesincluding regeneration, urban design, community planning, transport planning,strategic planning, environmental planning and many more. No one planner canclaim expertise across the increasingly varied range of planning activities. Yet,individual planners are expected to offer substantial and genuine expertise inspecific fields of planning, upon which their careers and reputations develop. TheInstitute believes that this growing diversity of expertise is to be welcomed andencouraged by educational and membership processes that enable such variedfields of knowledge to be recognised, celebrated and indeed promoted.

7.2 In this context ‘areas of specialism’ are intended to enable graduates to offer someevidence of detailed expertise in a specialist planning field before applying tobecome Chartered Town Planners. Specifically ‘areas of specialism’ are intendedto be:

Either embedded within ‘combined planning programmes’ or delivered throughbespoke ‘specialist planning programmes’

Explicitly marketed by the RTPI and planning schools to promote and moresystematically differentiate the full range of accredited programmes, thusproviding potential students with greater information and wider choice inplanning education

An encouragement for some planners to seek further qualifications in theiroriginal area of specialism, and for others to undertake subsequent specialiststudy to reflect the development of their careers in areas other than theiroriginal specialism.

7.3 The RTPI would wish to see the distinctive characteristics of each planning schoolreflected in their chosen area(s) of specialism and believes this is best achieved byupholding the freedom and flexibility of schools to innovate and develop theirreputations for particular types of planning expertise as they see fit. Factors thatplanning schools may wish to consider in defining their areas of specialism mighttherefore include their own research strengths and staff expertise, theirgeographical and institutional location, their assessment of the needs of planningpractice, and any advice or feedback received from employers and past students.As this would suggest, defined areas of specialism are likely to evolve over time,but this should take place through a carefully considered and explicit process,rather than as a result of short-term incremental reactions to unforeseen externalchanges.

7.4 While the RTPI therefore considers that planning schools are best left to define thenature of their own area(s) of specialism, it would wish them to do so at a scale ofsome substance, as previously indicated in Section 2. In this context, the provisionof a series of short optional courses on topics, issues or spatial scales, for example,is unlikely by itself to meet the Institute’s expectations of what might constitute anarea of specialism. Again, while specialist in nature, such areas should be definedin broad enough terms to avoid the kind of transience attributable to such factorsas the loss of one or two staff members or short-term fashionable shifts in planning

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theory or practice. Although the RTPI would not wish to restrict the number ofspecialisms that might be offered by any one school, where a school is small, it islikely to be constrained in the number of specialisms that it is able to support.

7.5 Beyond this guidance, the RTPI believes that the best way to ensure a healthydiversity of different areas of specialism across planning education is to encourageplanning schools themselves to articulate, justify and defend their areas ofexpertise, upon which they wish their distinctive contributions to be clearlyadvertised to potential students. This process should enable schools to furnishtheir partnership boards with enough description and justification of their chosenareas of specialism and intended learning outcomes to enable approval rapidly tobe given.

7.6 It would normally be expected that programmes offering dual professionalaccreditation would be able to satisfy at least some aspects of the otherprofessional body’s accreditation demands within the RTPI’s requirements for aspecialism. As this would suggest, such programmes are likely to be mostsuccessful where the areas of knowledge and skills of each professional bodyrelate to and reinforce each other. Indeed, dual professional courses shouldreadily be able to demonstrate the potential contribution to the area of planningexpertise offered by the other discipline’s particular claim to knowledge and skill.

7.7 Whereas specialist planning programmes will be predominantly devoted to theirarea of specialism, within combined planning ones at least one-quarter of theprogramme should be allowed for the ‘specialist’ element. As indicative learningoutcomes, typical graduates from all such programmes should be able to:

1. Engage in theoretical and practical debate at the forefront of the area ofspecialism.

2. Appreciate the social, economic, environmental and political context for thearea of specialism.

3. Evaluate the distinctive contribution potentially rendered by the area ofspecialism to the making of place and the mediation of space.

4. Demonstrate mature understanding of the relationship within amultidisciplinary context of the particular area of specialism to otherspecialist areas of expertise.

5. Offer potential employers the type and quality of initial skills that mightreasonably be expected of a graduate from this specialism undertaking thepractice experience period of the APC.

7.8 Partnership boards will be expected to keep under review the extent to which they consider these learning outcomes are being achieved and, where relevant, to make recommendations on how they might be delivered more effectively.

mnc27 January 2004

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ANNEX 17EXAMPLE OF SUPPLEMENRARY TO THE DIPLOMA IN PROFESSIONAL MASTER’S STUDIES SPATIAL PLANNING

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The sample of diploma supplement:Spatial Planning Professional Master’s Programme

UNIVERSITY OF LATVIAReg. Nr. 3341000218

Raina bulv. 19. Riga. Latvia. LV-1586: phone. 7034301. 7034320: fax 7034513: e-mail [email protected]

This Diploma Supplement follows the mode developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, certificates, etc.). It is designed to provide a description of the nature, level, context and status of the studies that were pursued and successfully completed by the individual named in the Diploma to which this supplement is appended. It should be free from any value judgments, equivalence statements or suggestions about recognition. Information in all eight sections shall be provided. Where information is not provided, the reason shall be explained.

DIPLOMA SUPPLEMENT (Diploma Nr. )

1. INFORMATION IDENTIFYING THE HOLDER OF THE QUALIFICATION1.1.First name: Tests1.2.Family name: Tests1.3.Date of birth: (day/month/year): 11.07.1977.1.4.Student identification number or code (if available): Tests

2. INFORMATION IDENTIFYING THE QUALIFICATION:

2.1. Name of the qualification and (if applicable) the title conferred (in original language):Profesionālais maģistr a grāds telpiskās attīstības plānošanā, Telpiskās attīstības plānotājs Professional Master’s degree in Spatial Planning, Spatial Planner 2.2. Main field (s) of studies for the qualification:Planning basics, spatial planning; territorial planning, project management, practise

2.3. Name (in original language) and status of the awarding institution:Latvijas Universitāte (University of Latvia), state established university, accredited by state on 06.08.1999.

2.4. Name (in original language) and status of the institution administering the studies: The same as in item 2.3.

2.5.Language (s) of instruction/examination: Latvian

3. INFORMATION ON THE LEVEL OF THE QUALIFICATION:

3.1. Level of qualification: Second professional level

3.2. Official length of programme, start and end date of the acquisition of the programme: 2 years of full-time studies, 80 Latvian credit points, 120 ECTS credits, 2008.-2010.

3.3.Access requirements:

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Academic Bachelor’s degree or second level professional higher education (or equate higher education) and done entrance test.

4. IFORMATION ON THE CONTENTS AND THE RESULTS GAINED

4.1.Mode of study: Full - time studies

4.2. Programme requirements:to acquire the relevant theoretical and practical knowledge in spatial planning;to acquire the expierence of practical work and research workto show the competence elaborating and defending master’s thesis

4.3. Programme details and the individual grades/marks/credits obtained:

COMPULSORY PART (A)Course title Credit points ECTS

creditsGrade

Legal Fundamentals of Spatial Planning 2 3 Social and Psychological Aspects of Planning 2 3 Project Management 4 6 Planning Theory: Ideas, Experience, Methods, Instruments Plānošanas teorija: attīstības idejas, pieredze, metodes, rīki

4 6 Thematic Structure Planning 2 3

Sustainable Development and Spatial planning 2 3Environmental Conditions in Spatial Planning 2 3Society and Habitat 2 3Urban and Rural Economic Development 2 3Course Project in Spatial Planning 2 3

Practice in Regions “Types of Planning Profession” 2 3 Practice at local authority “Planning and Management” Authority Prakse pašvaldībā Plānošana un vadība pašvaldībā

6 9Practice in the chosen specialisation I 6 9Practice in the chosen specialisation II 12 18 Master thesis I Master thesis project 4 6 Master thesis II Master thesis Maģistra darbs

16 24MANTADORY SELECTIVE PART B

Territorial Planning 6 9Course Project in Territorial Planning 4 6

4.4. Grading scheme and, if available, grade distribution guidance

Grade (meaning) Frequency of the grade among the graduates of the programme in question

10 (with distinction) 4% 9 (excellent) 27% 8 (very good) 35%

7 (good) 23% 6 (almost good) 10% 5 (satisfactory) 6%

4 (almost satisfactory) 2% 3-1 (unsatisfactory) 0%

The holder of qualification weighed average grade: 8.5

4.5. Overall classification of the qualification (in original language): "Standarta"Classification "Standarta" awarding criteria see p.6.1.

5. INFORMATION ON THE FUNCTION OF THE QUALIFICATION:

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5.1. Professional status:Spatial Planner

6. ADDITIONAL INFORMATION

6.1. Additional information:This diploma supplement is valid with the diploma Series. No Diploma supplement in English is issued by Latvijas Universitāte (the University of Latvia).

The Spatial Planning Professional Master’s Programme at the University of Latvia 15.02.2007. is licenzed by the Ministry of Education and Science and is valid till .01.02.2010

Appendix for item 4.4. Weighed average grade of the holder of the qualification is calculated as: av=sum(a*f)/sum(f), where: av – weighed average grade, a – grade in each course of A and B part of the programme, f – course workload in credit points.

Appendix for item 4.5.Classification “Standarta” awarding criteria: The programme requirements are fulfilled.

6.2. Further information sources:University of Latvia (Latvijas Universitāte)Raina bulvaris 19, Riga, Latvia, LV-1586, tel.: +371-7034444, fax: +371-7225039; e-mail: [email protected] Information Centre (ENIC/NARIC in Latvia)Valnu iela 2, Riga, Latvia, LV-1050, tel.: +371-7225155, fax: +371-7221006e-mail: [email protected]

7. CERTIFICATION OF THE SUPPLEMENT7.1.Date: 28.04.2008.7.2.Signature:__________________________________I. Lācis7.3.Capacity: Rector of the University of Latvia7.4.Official stamp or seal:

8. INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM

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