Foreign experience in the multifunctional school buildings formation

Abstract

At the end of the 19th century in Western countries, the typology of school buildings began to develop rapidly. At that time, the research of architects, teachers, and the efforts of social reformers were aimed at finding a new type of school building. Social relations between school institutions and society have also undergone significant changes. In contrast to the previous paradigm, when the school was a closed institution, a new one was adopted, where the school expanded relationships with the community that lived nearby.. As a result of the education reform, which contributed to the compulsory and democratization of education, regulatory requirements for school buildings were improved in the early 1950s. In particular, for the wide use of the school by the community, the composition of general school premises was expanded and their area increased. Nowadays, multifunctional types of school buildings, which are formed on the basis of interdepartmental integration of the general secondary education institution and other institutions, have become widely used. This approach is consistent with a significant number of studies, which indicate that school buildings contribute to the improvement of the residential environment and the growth of population social activity. The change in the philosophy of the school building formation, which took place at the turn of the 20th century, has a steady tendency towards the functioning of most schools as public socio-cultural centers that provide a wide range of services.