Typological tree of the development of nonformal education institutions' architecture
Bibliographic record
Abstract
The article presents a final analysis of the development of nonformal education institutions (NFEI) and their architecture. The time limits of the research were analysed, established, and substantiated by the author of the article, both from the side of the branches related to the research and from the side of the development of the architecture of institutions that are similar in function to the NFEI. The development of their architecture and typology is schematically presented in Fig. 1. In the first stage—the second half of the 19th century — and the beginning of the 20th century, there was a period of formation and definition of the NFEI. The period had a compensatory and educational, and sometimes preventive and curative, character. Educational centres attached to churches are of great importance here. Seasonal institutions are taking shape: summer colonies and camps. Children's clubs and adult education centres, community centres, and new forms of education for adults are being created, including summer sessions that take place on the grounds of educational institutions and corporate schools. At the same time, non-academic, non-formal types of education are emerging on the basis of public associations, clubs, bureaus, publishing houses, libraries, etc.— a combined NFEI. The second stage is from 1917 through 1930, those years being the period of development and formation of the NFEI and its architecture. The nature of functioning remains compensatory and enlightening. 1918 was the year of the birth of out-of-school education in Ukraine, which was included in the general system of public education. A typological series of institutions of this period are folk houses and schools, clubs of various types, houses and palaces of culture, libraries, seasonal children's camps, children's theatres and cinemas, and sports and music schools, etc. The third stage is from 1941 through 1956, a period of intensive development and branching that already had a systematic educational character. On the territory of Ukraine, the role of folk houses is gradually lost, and their educational functions are finally transferred to clubs, cultural centres, houses and palaces of culture, cultural and leisure facilities, etc. In Great Britain, Canada, Australia, and other countries, the network of educational institutions for adults is expanding. The fourth stage (1957–1991) was the period during which educational concepts and models were developed. Significant changes were taking place both in the interpretation of nonformal education as a phenomenon and in the organisation of architectural objects in this direction. Universities of the Third Age were founded as a component of adult education and the concept of "lifelong education". Concepts of out-of-school education (development and care) were being formed. The activity of nonformal educational institutions expanded: circles, clubs, palaces, and houses of pioneers; stations of young technicians; naturalists; youth associations, clubs, scientific societies of students, and small academies of sciences, etc. Stage V: From 1992 to the present, there has been a period of ideological changes and educational reforms. The concept of "out-of-school education" is combined with the concept of "nonformal education". The nature of education is becoming much more extensive and competency-based. Youth and adults can acquire informal education in universities, clubs, educational and educational centres, public associations and unions, cultural centres, museums, libraries, studios, clubs, schools, craft workshops, etc. Adult education centres that operate as independent institutions as well as structural subdivisions of educational institutions, government agencies, and other organisations are becoming more common. Away from Ukraine, namely in the Netherlands, Germany, England, and Finland, "extended schools" are rapidly spreading. The education system tends to integrate school institutions with institutions of non-formal education and enlightenment in various directions with the involvement of a social and caring component, creating public centres. The author sees the prognostic directions of the development of NFEI architecture and typology in the creation of certain typological educational links for different age categories of visitors, which can be integrated into public buildings of various types. Seasonal institutions of non-formal education, institutions profiled according to educational levels, and cultural and leisure institutions (libraries, theatres, museums) will remain distinct typological series as long as non-formal educational centres are established in them. Public centres, as an architectural and typological link, will gain more popularity due to the combination of educational and various public functions. Also, there is an assumption that "extended schools" will develop rapidly, in view of the decentralisation reform and with the aim of providing various educational products to territorial communities. If we generalise the main prognostic directions of the development of the architectural and typological series of the NFEI, the main directions can be the cooperation of resources, on the one hand, and the integration of various centres of the NFEI into buildings belonging to other typological links.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.007 | 0.006 |
| Science and technology studies | 0.004 | 0.011 |
| Scholarly communication | 0.009 | 0.007 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".