Potreba za brzom poslijeratnom izgradnjom stambenih naselja, a unutar njih i infrastrukturom odgoja i obrazovanja definiranom urbanističkim standardima, upućuje na racionalizaciju i nameće istraživanja tipskih, montažnih i modularnih sustava. Sustavna društvena briga o djeci radnika uzrokuje naglo širenje mreže predškolskih ustanova dijelom realiziranom primjenom tipskih rješenja. U Zagrebu njihov razvoj možemo pratiti u dva zamaha - razvojem tipskih i prefabriciranih projekata kraja 60-ih godina i istraživanjima komponibilnih s ustava sredinom 70-ih. Značajan udio u ukupnom fondu izgrađenih dječjih vrtića promatranoga razdoblja nastaje upravo njihovom implementacijom.

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In a period of transition, sudden and numerous economic, social and political changes led to an uncontrolled growth of cities in Kosovo. The rapid population growth and geographical expansion of cities challenged planned development, which resulted in an uncontrolled urban expansion. This paper includes a historical review of housing policies in Kosovo from 1947 until 2021. The research starts with the period after World War II, which marked the beginning of a trend of rapid construction all over Europe, both due to urban growth and as a result of the destruction of many residential buildings. It analyses the implementation of policies, laws, housing regulations in residential neighbourhoods and, in particular, multi-unit housing in Kosovo. The research also includes housing policies in some of the most developed countries in Europe, to give the reader a clearer understanding and comparison of European and Kosovar housing issues.

Kustos Odjela za arhitekturu i dizajn Muzeja moderne umjetnosti (MoMA) u New Yorku, švicarski povjesničar arhitekture Martino Stierli, kao prvi značajni projekt u svojem mandatu realizirao je izložbu Toward a Concrete Utopia-Architecture in Yugoslavia 1948-1980 otvorenu u srpnju 2018. Širokoj publici sadržaj izložbe, kako su odjeci u nadolazećim mjesecima pokazali, predstavlja otkriće, no među nešto upućenijom međunarodnom publikom zanimanje za arhitektonsku produkciju u republikama bivše federativne socijalističke države, uglavnom nepravedno izostavljene u historiografijama arhitekture 20. stoljeća, traje desetak godina. Prvo cjelovito istraživanje ostvareno je opsežnim projektom Nedovršene modernizacije: Između utopije i pragmatizma voditelja Vladimira Kulića i Maroja Mrduljaša te knjigom Modernism In-between: The Mediatory Architectures of Socialist Yugoslavia istih autora. Nedovršene modernizacije su prvi put okupile tridesetak istraživača te povezale društveni i kulturni kontekst s produkcijom prostora, spajajući manje ili više poznata pojedinačna ostvarenja u cjelovitu mrežu oprostorene društvene ambicije. Vladimir Kulić i Anna Kats supotpisuju kustosku koncepciju izložbe u MoMA-i, dok se Maroju Mrduljašu u funkciji članova Regionalnog savjetodavnog kustoskog odbora pridružuju:

The EAAE Annual Conference of 2019 is titled ‘The Hidden School’, aiming to discuss an architecture school’s true character, the substance and the quality of architectural education in the broadest sense, and that which is beyond the stated curricula, yet — whether concretely manifested or subliminally perceived — embodies the culture of the school. The Hidden School can be observed through a range of tacit aspects or conspicuous specificities which make the educational path a unique one. It is the content that can be embedded within the syllabus, learned informally, personified by educators, the attributes and activities of students, or the spaces it takes place in. Bearing this in mind, reading between the curricular lines is crucial in evaluation, but is it possible to develop tools for the assessment of the ‘hidden’? If the hidden school exists in parallel or as a background process, a self-generated search for fundamental answers, and its interpretation, manifestation or legibility has a multitude of facets, how can these aspects be captured? The conference, hosted in 2019 by the Faculty of Architecture in Zagreb, focuses upon the subliminal quality of architectural education, that which is beyond the stated curricula and is hard to document through quality evaluation procedures.