Articles
HORTICULTURAL EDUCATION IN GERMANY AND OTHER COUNTRIES IN NORTHERN EUROPE
After a short, straightforward study period the academic horticulturist must be in a position to apply his scientific knowledge to the biological, engineering, and economic problems in one or two branches of horticulture: protected cultivation or intensive field crops annual or perennial crops edible or ornamental products, with an emphasis on quality.
The graduates must have a sound understanding of systems, and – especially – of the environment.
To achieve these aims a four year course sounds far too short, but study periods for many young persons become too long, and discussions have been going on for many years how to shorten the educational process, – so far without any tangible results.
Almost parallel to the university courses the technical colleges of Germany (Fachhoschulen) offer courses of 3 years plus one year of integrated practical training which are more applied in scope, but there are wide overlaps between the two.
Some of these colleges have reached a very high standard in Germany, the Netherlands and perhaps elsewhere.
Many different educational and training systems produce good, striving horticulturists all over the world.
In all of Northern Europe the traditions of close communication between university teaching, research, and the industry are still alive, although they seem to be drifting apart.
In the university an ‘applied science’ is sometimes not considered ‘science’ anymore, and some energetic self-styled leaders try to push ‘down’ horticulture into the technical colleges.
Often, when we speak about Horticultural Science and Technology, we unwillingly separate these two, although they should really be parts of one and the same thing.
Similarly, the separation of ‘theory’ and ‘practice’ is very unfortunate, because in the training and education of young horticulturists they should both have a place.
In university studies it is most desirable that students enrolled in Horticulture include other fields in their study program, even some which seem to be only marginal at first glance.
It is very fortunate that in Northern Europe graduation from a university as an agronomist, in Sweden called ‘Hortonomist’, is based not only on exams, but also on a thesis on a special subject from the literature or based on short-term experiments conducted by the candidate.
Such a paper can prove their ability to synthesize.
Subsequent doctoral work should be on a different subject, but for reasons of apparent efficiency this rule is not followed very strictly everywhere.
The concept of the curriculum in Horticulture at the University of Hannover (Germany).
During the first four semesters such basic sciences as Botany, Chemistry, Physics, Mathematics, and General Economics are compulsory courses.
The center of studies and the final goal of professional activity in Horticulture are Vegetable Science, Ornamental Science, Fruit Science and Nursery Science.
"The aim is not the planning of gardens." (From an information leaflet distributed in high schools).