IMPLEMENTATION OF THE BASIC PRINCIPLES OF FORMING THE ARCHITECTURE OF NON-FORMAL EDUCATION INSTITUTIONS

Abstract

The article presents the results of the author's research on implementing the main principles of the architectural formation of non-formal education institutions (NFEI). A scheme of their interconnection and implementation at three levels (environment, object and element) has also been presented.
 The formulation of each principle and the necessary clarifications regarding their operation both in the field of architecture and in related fields have been provided in the article. These principles are the principle of systemic transformations, the principle of differentiated openness, the principle of typological and functional flexibility, the principle of concentration and branching, the principle of functional planning adaptability and variability, and the principle of functional accessibility. A scheme for the implementation of those main principles of the formation of NFEI architecture at the environment, object and element levels has been created. It was revealed that the principle of system transformation (system input) is closely related to analytics and strategy for the formation of the architecture of such institutions, and shows itself in the area of principled decision-making and operates at the environmental level which is under the influence of external factors. The principle of systemic transformations (systemic input) sets into action others that, when implemented, produce a certain architectural product that affects both the subsystems of non-formal education and the changing society as a whole (systemic output). Such a process is delayed in time and illustrates constant dynamic changes in the social, educational and architectural and construction sectors, as components of the system. The functional and structural justification lies in the zone of formation of NFEI concepts, it is here that place and time for taking decisions about "cooperation" or "in-depth specialization", such decisions are made both at the level of the environment and at the level of the object. The adaptability of such institutions is a powerful component of both the analytics and the practice of forming the architecture of the NFEI, which is analytically considered in the article using a strategic SWOT analysis. The main design methods and solutions are in the area of material realization of the NFEI architecture formation. The main principles are implemented thanks to such decisions and are a system output that affects the principle of system transformations but is delayed in time. Therefore, the theory of the formation of non-formal education institutions architecture consists in the implementation of the above-mentioned basic principles with the help of multi-faceted techniques, which should be optimally applied for each situation at the level of the element, the object and the environment. Clear consecutive algorithms currently do not exist, because a lot of positions depend on the actual design task. That is why the typological approach to the formation of the architecture of non-formal education institutions as separate types of buildings is currently ineffective and does not work. But the methodical approaches that were outlined above in the modern world could help to provide certain mechanisms and practical approaches that will allow the creation of architectural objects for new types of educational institutions.