No abstract

No abstract

This paper found the following environmental setting characteristics of nonformal schools in a Nairobi slum: (i) The schools tend to move from rental houses to their own properties. (ii) In “congested areas,” they lay out classrooms that are scattered in the community. Meanwhile, in “not‐congested areas,” they lay them out from the corner of the plot to protect them from “land‐grabbing.” (iii) Many of the schools do not have latrines or playgrounds and do not serve lunch. They supplement these functions by using community resources, such as rental latrines, open lands, and children's houses. Therefore, children spend break time outside, making children's activities more diverse and producing greater demand for neighboring shops.

The aim of this paper is to analyze the bridging of traditional and modern methods of constructing housings in rural Kenya. This paper found the followings; 1) Main houses tend to be modernized faster. On the other hand, kitchens and granaries remain as traditional method.2) Modernization of the houses can be described as a) from circle to rectangle plan, 2) from temporary to permanent structure, c) from LAM (local available materials) to industrial materials.3) There are many hybrid combinations of traditional and modern methods. Dwellers are choosing from those variations according to their capacity or function of houses.

This paper found the characteristics of environmental settings of schools in Mwingi East District as follows: 1) Community is the one who plays the most important role to establish and develop schools.2) There are three phases in school development. In 'Germination Term', schools use under-tree classrooms or construct Temporary Structure classrooms. In 'Growth Term', they try to construct all the classrooms in Permanent Structures. In 'Maturity Term', the number of constructions tends to decrease.3) There are strong relationships between schools and shopping centers. They interact and support each other to develop both of them.