RESEARCH ARTICLE | DECEMBER 07 2023

Formation of the architecture of public educational and

recreational centers as innovative institutions of non-formal
education 
Iryna L. Kravchenko  ; Valerij Tovbych

AIP Conf. Proc. 2490, 030013 (2023)

https://doi.org/10.1063/5.0122706

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08 December 2023 10:30:24

 Formation of the Architecture of Public Educational and
Recreational Centers as Innovative Institutions of Non-
formal Education
Iryna L Kravchenko1, a) and Valerij Tovbych 2, b)
1
Department of Theory of Architecture of Kyiv National University of Construction and Architecture (KNUCA),
Povitroflotskyi Avenue 31, Kyiv, 03037, Ukraine
2
Department of Information Technologies in Architecture of Kyiv National University of Construction and
Architecture (KNUCA), Povitroflotskyi Avenue 31, Kyiv, 03037, Ukraine
a)
Corresponding author: krav4ira73@gmail.com
b)
tovbych@gmail.com

Abstract. The article presents some results of theoretical and methodological research on the formation of the architecture
of such an innovative type of non-formal education institutions as public educational and recreational centers. The

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definition of the term of non-formal education is given, the information on researches of the accompanying branches of its
formation in Ukraine is briefly presented, the basic factors of influence are specified. Two main structural and functional
trends are identified: "in-depth specialization" and "cooperation", which are given definitions and foundations. Some
information on the formation of architectural adaptability of such institutions is given. It is determined that public
educational and recreational centers belong to the trend of "cooperation", this type of institutions is defined, the main
positions on the formation of their architecture in the modern world are outlined. Examples of world experience of
formation of architecture of similar establishments are presented. Basic scheme and recommendations for their modern
formation are also presented. .

INTRODUCTION

The concept of non-formal education in the world has several definitions and is related to the concepts of "lifelong
learning" and additional education. The UNESCO Educational Glossary defines the following wording: non-formal
education – education that is institutionalized, intentional and planned by an education provider. The defining
characteristic of non-formal education is that it is an addition, alternative and/or a complement to formal education
within the process of the lifelong learning of individuals. It is often provided to guarantee the right of access to
education for all. It caters for people of all ages, but does not necessarily apply a continuous pathway-structure [1,
20]. Current events in the world in general and in Ukraine in particular dictate a radical change in approaches and
qualitatively solve the problems of all social processes taking place in society. The main problem now is that the social
demand for certain services far exceeds the current supply. Despite the fact that the main factor in the formation of
social demand is, first of all, the most recent quality of certain services. One of the key issues of our time is the quality
of education. The formation of a modern approach to the phenomenon of non-formal education, lifelong learning is
associated with various fields: pedagogy, psychology, sociology, economics and more. Modern domestic teachers
note that in Ukraine the existence of non-formal education covers the following areas: extracurricular education;
postgraduate education and adult education; civic education (diverse activities of public organizations); school and
student self-government (due to the possibility of acquiring managerial, organizational, communicative, and other
skills); educational initiatives aimed at developing additional skills (computer and language courses, interest groups,
etc.) Recently, several third-age universities have started working, providing educational services to the elderly [2, 9,
21, 22]. Foreign scientists from different industries also note the need of society for non-formal education and the

5th International Scientific and Practical Conference “Innovative Technology in Architecture and Design” (ITAD-2021)
AIP Conf. Proc. 2490, 030013-1–030013-9; https://doi.org/10.1063/5.0122706
Published by AIP Publishing. 978-0-7354-4686-1/$30.00

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introduction of non-formal educational scenarios [3,5,17]. Along with the pedagogical factor of such a public demand,
the architectural reflection of new views on the processes and algorithms of work inherent in non-formal education,
as a material manifestation of the formation of educational institutions of a new type that must meet modern
requirements. The relevance of the topic of this study is determined by the need to reform the typological and
regulatory support in the new socio-economic conditions prevailing in Ukraine, changes in the global educational
space, increasing the role of human capital, increasing societal requirements for both new educational product and
new educational and public space that will meet modern requirements, as well as changes in the field of civil
engineering. In the architectural field, non-formal education institutions are represented by various architectural and
typological structural units and elements. One of such progressive links, the authors of the article consider public
educational and recreational centers, which during the genesis occupied certain typological niches and were created
at the request of society. Types of such buildings also well known as cultural centers, community centers, community
learning centers etc.

BRIEF HISTORICAL REVIEW AND MODERN EXAMPLES

Historical Part

The time limits of the study covered the period from the second half of the XIX century to the present - a period
that covers not only and not so much the formation of non-formal education institutions as pedagogical institutions,
but also the gradual formation of their architecture. Regarding the formation of the architecture of public educational
and recreational centres, as innovative institutions of non-formal education, we can identify the following important
positions, according to the authors:
− People's houses are a typological link that best corresponds to the scenario of functioning of public
educational and recreational centers in the past. Examples are: the People's House in Belgium, in Brussels, designed
by Victor Horta in 1896-1899 - a specific new type of buildings, which were built by workers' unions on a cooperative

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basis [12]. An example of the first people's houses on the territory of Ukraine is rightly considered to be the People's
House in Kharkiv, beg. XX century, author - Odessa architect A. A. Vensan [23,25]. In the Ukrainian experience of
the same period, the Prosvita society played an active role in the formation of people's houses. [13, 15, 16].
− Palaces of Labor, Palaces of Nations, etc. - a phenomenon typical of the Soviet period. Youth clubs, Houses
of Youth and Culture, as well as Houses of Culture were also prototypes of modern public educational and recreational
centers. They arose at the turn of epochs and changes in ideological principles. For example, paid leave for workers
and employees - the result of the conquests of the Popular Front (1936) in France - led to the emergence of a new
factor among workers: leisure. Thus, in the late 30's there were prerequisites for the construction of some types of
buildings of a democratic nature, designed to serve the general population [7].
− Libraries, museums, schools and palaces of arts, Houses of creativity - that is, typological links aimed at the
educational scenario. Each of these types once introduced non-formal education scenarios to a wide range of visitors.
The authors define such typological links as "shimmering" architectural-typological links, which, during genesis,
appeared and formed, then progressively dynamically developed, then faded or branched, and after some time
reproduced again in an updated form and under the influence of modern factors.

Modern Examples: Dominant Function – Sport

Among the modern architectural examples of public educational and recreational centers there is the presence in
the functional composition of different components, which are combined according to a certain scenario and in a
certain ratio. However, in almost every example there are dominant and secondary functions. What unites the different
types of such institutions is that their functionality is focused on the specific needs of the community and implements
a certain educational function. The difference is the presence of a dominant function. In some institutions it is a sports
component, in others art and education. Next, it is proposed to consider relevant examples that illustrate public
educational and recreational centers and correspond to modern buildings of mixed typology.
As an example of an innovative non-formal education institution with a dominant sports function, the authors of
the article thought it appropriate to cite Mycal Cultural and Athletic centre by Emilio Ambasz which is shown on
Fig. 1 [18, 19].

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 FIGURE 1. Mycal Cultural and Athletic Center by Emilio Ambasz [18,19]
Photo: EMILIO AMBASZ & Associates Inc. © 2022

A cultural and athletic centre erected by a department store chains in the new town of Shin-Sanda benefits not only

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its employees but also the growing local community. Ambasz was able to return to the new town of Shin-Sanda
virtually all of the greenery that this enormous building footprint would normally have taken away [18]. Emilio
Ambasz is well known for his approach to the preservation of greenery on the construction site. Here we see a tendency
to combine architectural volume and landscape. There are gyms and swimming pools as dominant functions and
offices, conference rooms, hotels as additional civil function present in the centre.

Modern Examples: Dominant function – art

According to the authors, a good example for illustration of prevalence of the art function is The You Art Centre
by Atelier Global that is shown in Fig. 2. The building is built on rather a small city site and its function is inverted
inside. There is a philosophy of architects that becomes materiality of the art centre. As architects say: “The project
vision is to use urban art as medium and catalyst for city upgrade and redevelopment, promote aesthetic education for
better public spaces, urban art and lifestyle. We envision an art space with more publicness, flexibility and public
engagement. Unlike many other enclosed white boxes in the traditional art exhibition centre, the future of the art centre
is not just a stage for the art pieces but more about promoting interaction between the public and artists. A vertical
public atrium as an informal public space for exhibition, events, and circulation reflects the traditional social characters
of the lanes and streetscape in a vertical manner to interface art with the public. The architectural design concept of
the Art Centre takes “The Light of Changde” as the main theme, using architectural space as the medium, we aspire
to create a stage/platform for the cultivation of art and spiritual lifestyle” [24]. The dominant functions of the building
are the art centre and an exhibition gallery. As additional functions, a library, an education centre for kids, a studio
theatre, a multi-media room and a cafe are present.
The main concept of the You Art Centre is dual in nature. From the one side, the whole building is permeated by
an atrium space that flows and creates a sense of unity, as laid down in the architectural concept. From the other side,
on each floor, there are green terraces designed to promote meditation and solitude.

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 FIGURE 2. The You Art Centre by Atelier Global [24]

According to authors of the project, Ascend art gallery – a vertical museum without walls and boundaries. It is an
informal public space for interaction, cultural and social exchange. The You Art Center also reflects the aspiration of
an Utopia where people lead an ideal existence in harmony with nature. It becomes a place or venue open for public

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engagement and participation [24].

Modern Examples: Dominant function – learning

Oodi Helsinki Central Library by ALA Architects illustrates public educational and recreational centres with the
dominant function of learning that provides for a wide range of visitors (Fig. 3) [4,14].

FIGURE 3. Oodi Helsinki Central Library by ALA Architects [4,14]

Photo: Tuomas Uusheimo © Helsinki Central Library Oodi.

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 Authors of the project say: “... The siting of Oodi opposite the Eduskuntatalo was chosen to be symbolic of the
relationship between the government and the populace, and act as a reminder of the Finnish Library Act’s mandate
for libraries to promote lifelong learning, active citizenship, democracy and freedom of expression. Oodi has a
peaceful open-plan reading room on the upper floor that has been nicknamed “book heaven”, but books only fill one
third of the space within the library. By reducing on-site storage and consulting library-users on how they access
culture, the designers and librarians of Oodi have been able to introduce facilities including a café, restaurant, public
balcony, movie theatre, audio-visual recording studios and a makerspace. This is representative of broader
experimentation within Finnish libraries to offer new services in addition to loaning books. The design divides the
functions of the library into three distinct levels: an active ground floor that extends the town square into an interior
space; “book heaven” on the upper level; and an enclosed in-between volume containing rooms to accommodate
additional services and facilities within the library. This spatial concept has been realised by building the library as an
inhabited bridge, with two massive steel arches that span over 100 meters to create a fully enclosed, column-free
public entrance space, clusters of rooms grouped around the structure, and the open-plan reading room carried above“
[4, 14].
So, the building stands as a symbol of the main non-formal education principle - lifelong learning and its
availability for everybody.

MATERIALS AND METHODS

The topic of this article is a part of the author's study of the theoretical foundations of the formation of non-formal
education institutions architecture. The systematic approach in the context of this study was used in relation to the
educational object itself, as a system unit, and the system of non-formal education in general, as a part of the education
system. It is determined that the system of non-formal education institutions is an open, mixed, definite, complex
system, structurally organized, and capable of systemic transformations under the influence of external factors [8-10].
The architecture of such buildings is a material aspect of that system. The main trends in the development of the

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architecture of non-formal education institutions are identified: the main structural and functional trends –
“cooperation” and “in-depth specialization”.

RESULTS AND DISCUSSION

Main trends of the development of non-formal education institutions architecture

Author's research of factors influencing the development of architecture of public educational and recreational
centres has revealed a number of external factors that have a constant, dynamic and powerful influence: socio-
economic, technical, political, environmental [8,9]. Against the background of modern changes, under the influence
of a number of factors, given the modern examples of architecture, we can identify the main trends. First of all, it is
necessary to identify two main structural and functional trends that are manifested at the level of the object and element
in the formation of the architecture of innovative non-formal education institutions, at the stage of concept formation
and, further, in project documentation development [10]. Specifically:
− "Cooperation" – functions, different age groups, architectural and planning techniques, architectural volume and
landscape.
− "In-depth specialization", a trend that involves the enrichment of additional functional groups of educational and
/ or educational components together with the optimization of functional-planning schemes, the creation of not
so much a building but rather a place of information and educational space.
Another group of trends that influence the formation of the architecture of innovative non-formal education
institutions is adaptability, which is manifested on all levels of the formation of the architecture of non-formal
education institutions: environment, object and element. This tendency is already widely considered by architects.
Among the strong global trends to the architectural adaptability of non-formal education institutions, there are certain
positions that should take into account the specifics of the functioning of such buildings: renovation
(refunctionalization) of abandoned or abandoned architectural objects, buildings and areas - the level of the
environment; optimization (functional, climatic, constructive) and integration, which provides full compliance of the
non-formal education institutions building to the requirements of inclusiveness, integration of different capacity and
purpose of non-formal education in the existing fund and city structure [10].

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 In accordance with the above trends, the direction of development of the architecture of public educational and
recreational centers, the authors attributed to the trend of "cooperation". The adaptability of such institutions is
manifested at all levels and can cover a wide range of issues. As a rule, such institutions are created at the request of
a specific community, or under a specific program, so they can have quite different functional content.

Definition

Public educational and recreational centers - public institutions (complexes / centers) that combine groups (blocks)
of premises of different public purposes in different combinations and provide the implementation of everyday (formal
education centers, catering, retail space), periodic (non-formal education institutions, clubs, sports facilities, etc.) and
episodic (entertainment facilities) services subject to cooperation of various public functions, clear zoning and the
availability of appropriate groups of facilities for the implementation of non-formal education scenarios. As a
structural-functional and architectural-typological link can be included in regional and interregional (large capacity),
inter-district and centers of united territorial communities (medium capacity), and everyday (small capacity)
community centers of the following categories: daily public services (for local residents); neighborhoods; residential
areas; district centers; regional centers; centers of united territorial communities.

Basic functional scheme & recommendations

The structural and functional trend of "cooperation" involves a combination of different functions aimed at the
needs of the community. Prognostically, it is recommended to include in the following centre: 1 (or maximum 2)
group of preschool education institutions and / or 1 stream (class) of primary school - provided a separate block of
such premises with its recreational area in accordance with regulatory requirements - is recommended for everyday
services. local residents. Here, we should mention Jeffery A. Lackney (2007), who, having declared 33 principles of
designing schools and public training centers, teaches in 4 principles «Plan for Learning to Take Place Directly in the

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Community». He says “...A variety of social and economic factors have created an environment in which many
educators recognize that learning happens all the time and in many different places. The school building is just one
place where learning takes place. While the school building is being seen more as a community centre, the idea of
embracing the whole community as a learning environment has evolved in a complementary fashion. Educational
programs can, and are taking advantage of educational resources in urban, suburban and rural settings alike. Formal
educational program partnerships have been established with museums, zoos, libraries, other public institutions, as
well as in local business workplace settings. In addition, increasing costs of public spending for education has
encouraged the idea of sharing the school and community facilities to prevent cost duplication of similar facilities
such as gymnasiums, auditoriums, performance spaces, and conferencing facilities. Sharing facilities can also realize
long-term maintenance and operating cost savings over the life of the building. Sharing school facilities with a variety
of community organizations may fostering meaningful inter-organizational partnerships that can strengthen
educational opportunities for learners” [11]. And, although his recommendations relate more to the principles of
designing modern schools, one cannot fail to note the architect's well-founded desire to make school buildings real
community centres. In this regard, an interesting experience is the development of so-called "extended schools". Such
establishments are widespread in the Netherlands, Germany, England and Finland. As Herman Hertzberger (2008)
writes: "... The last stage in the process of eliminating the traditional school building is to integrate it in a socio-cultural
complex, what we in the Netherlands call a Brede School, the “Extended school” or “Community school” [6].
Thus, we can recommend the following items: sports and wellness unit should be aimed at a wide range of visitors
and can be represented in a wide variety of ways, including: universal gyms, public pools, gyms, rooms for wellness
treatments (massage room, certain physiotherapy programs, rehabilitation programs), etc. centres of non-formal
education institutions can have a variety of content, for example: universal classes; a block of workshops, training
laboratories - in accordance with a certain theme inherent in the selected community and area - but should be accessible
from the outside to visit all age groups; premises for drawing, painting, music; rooms for group classes and meetings,
small lecture halls, etc (Fig. 4).
Club, entertainment and leisure facilities, a catering unit, must also work on the whole complex and be accessible
to users from the outside. The group of premises in which administrative and social functions can be performed can
also be diverse - depending on the design task. Recommendations for combining all such blocks:
− clear zoning of all groups of premises of the complex;

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− arrangement of the general educational and communicative space of the building by combining and / or replacing
traditional functions (the functions of the library and media library can be combined with general recreation,
which will acquire information and educational content);
− such a combination can take place according to different schemes: atrium, courtyard with a public gallery,
creation of blocks of rooms with their own recreations, combined with warm passages, etc.
− a combination of architectural volume and landscape is a prerequisite and a common method of organizing the
educational space of an institution.

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FIGURE 4. Basic functional scheme of public educational & recreational centers.

CONCLUSION
Public educational and recreational centers can have different functional content and are quite flexible in their
functional composition. Much depends on the special design task, the peculiarities of accommodation and the wishes
of residents - potential users of such complexes. However, it should be noted that this type of educational buildings is
one of the most viable models of the "cooperation" trend. The formation of the architecture of such complexes is
closely related to the requirements of a particular community, so all blocks of premises may have different composition

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and capacity. Summarizing the above information, it can be noted that in the formation of architectural and planning
algorithms of public educational and recreational centers and complexes should be applied a balanced methodological
approach, which will take into account:
− structural and functional changes in the social, political, technological, economic field, and their impact on the
reform of educational requirements;
− social, psychological and pedagogical aspects, because both educational scenarios and algorithms for their
implementation, and, ultimately, the ability of a person to perceive them, follow them and choose the best for
themselves personally - all these are factors that affect the formation of society's requirements, both to the new
educational product and to the corresponding modern architecture of the educational space;
− a combination of different types of learning spaces according to educational scenarios, including such
components as internal public educational and communicative space, which now acquires subject information
content, and educational landscape, which is created systematically together with the scenario of the building
as a whole;
− requirements, characteristics, history and cultural traditions of a particular community in the formation of the
task of design - a certain social interactivity between the architect and the potential consumer.
This scientific work is developed in line with the general direction of scientific work of the Department of
Theory of Architecture at KNUCA "Theoretical foundations of the architecture of public buildings and complexes"

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