Typological tree of the development of nonformal education institutions' architecture

The article presents a final analysis of the development nonformal education institutions (NFEI) and their architecture. time limits research were analysed, established, substantiated by author article, both from side branches related to architecture that are similar in function NFEI. typology is schematically presented Fig. 1.
 In first stage—the second half 19th century — beginning 20th century, there was period formation definition had compensatory educational, sometimes preventive curative, character. Educational centres attached churches great importance here. Seasonal taking shape: summer colonies camps. Children's clubs adult centres, community new forms for adults being created, including sessions take place on grounds educational corporate schools. At same time, non-academic, non-formal types emerging basis public associations, clubs, bureaus, publishing houses, libraries, etc.— combined NFEI.
 stage 1917 through 1930, those years NFEI its nature functioning remains enlightening. 1918 year birth out-of-school Ukraine, which included general system education. A typological series this folk houses schools, various types, palaces culture, seasonal children's camps, theatres cinemas, sports music etc.
 third 1941 1956, intensive branching already systematic On territory role gradually lost, functions finally transferred cultural leisure facilities, etc. Great Britain, Canada, Australia, other countries, network expanding.
 fourth (1957–1991) during concepts models developed. Significant changes interpretation as phenomenon organisation architectural objects direction. Universities Third Age founded component concept "lifelong education". Concepts (development care) formed. activity expanded: circles, palaces, pioneers; stations young technicians; naturalists; youth scientific societies students, small academies sciences, Stage V: From 1992 present, has been ideological reforms. "out-of-school education" with "nonformal becoming much more extensive competency-based. Youth can acquire informal universities, associations unions, museums, studios, craft workshops, Adult operate independent well structural subdivisions institutions, government agencies, organisations common. Away namely Netherlands, Germany, England, Finland, "extended schools" rapidly spreading. tends integrate school enlightenment directions involvement social caring component, creating centres.
 sees prognostic creation certain links different age categories visitors, be integrated into buildings types. education, profiled according levels, (libraries, theatres, museums) will remain distinct long established them. Public an link, gain popularity due combination functions. Also, assumption develop rapidly, view decentralisation reform aim providing products territorial communities.
 If we generalise main NFEI, cooperation resources, one hand, integration belonging links.