ENVISIONING STREET SMART RESILIENCY:

A PROPOSED YOUTH RESOURCE CENTER

“Social Architecture that Engages Student and Out Of School Youth Synergy”

By
AR. JEREMIAH MARCO A. BILDAN

CONSTANTINO, LUIGI D.
GONZALES, DENZEL D.
SORIANO JR., ROGELIO G.

A Thesis
Submitted to the Faculty of the College of Architecture and Fine Arts
In Partial Fulfillment of the Requirements for the degree of

Bachelor of Science in Architecture

Department of Architecture
College of Architecture and Fine Arts
Tarlac State University

October, 2019

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 Chapter I

Introduction

1.1 Background of the Study

“To create, one must first question everything.”

-Eileen Gray-

“Nothing in this world is simpler and cheaper than making communites that provide better for
people”.

-Jan Gehl-

Social Architecture is
created by means of social
development, behaviors and
aspects in human life
establishing betterment for the
community, considering it as
one of the most respected
subject of architecture in
influencing how people interact and learn. By introducing social interaction in the
community can be the process by which the manner of learning can be integrated.
Through this mechanism we can shape our public realm into an exceptional future of
our society and better learning. However there are one’s that need to be prioritized,
the youth and the students themselves will be the big instrument in shaping the
society.
Youth is an experience that may shape an individual's level of dependency,
which can be marked in various ways according to different cultural perspectives in
which develops social development and inclusive growth. Personal experience is
marked by an individual's cultural norms or traditions, while a youth's level of
dependency means the extent to which they still rely on their family emotionally and
economically. Putting learning in context of youth, crisis in education have been
spreading throughout the nation, as per 2017 there are about 83.1% of youth ages 16-
24 are involved in the OSCY (Out of School Youth) in the Philippines, with many

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having the reason of problems in family or marriage, financial support, lack of
interest, and early age employment. Partnership with NYC (National Youth
Commission)

In 2015 the Department of Education in conducted a program where student

volunteers held hands-on OSCY that need attention for learning. The program was
then called “Abot Alam”, to address the needs of these hard-to-reach learners and to
provide them easier access to education and other opportunities has embarked on
“Programs for Last Mile Learners.” One of these is “Abot-Alam” (loosely translated
as “Knowledge Within Reach”). Translating this program into the vision of
architecture it will introduce the three keys that will define the study: Education,
Experience, and Expression.
Education is part of progress in
human development concerned with
methods of teaching and learning in
schools or school like environments as
opposed to various non-formal and
informal means of socialization.
Understanding the concrete concept of
socialization in education it will
transform into core of learning in which formulate the key aspects of sociability
derived from skills that help youth understand the express feelings and behaviors in
ways that facilitate positive relationships. It includes include self-regulation, active
listening, cooperation, and effective communication.

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 Experience in relation with
social architecture and social learning it
is the fundamental key in assessing
their individual’s skills and
development in adapting to their .
Student’s and youth’s behavior
however differs in norms of
community, experience in this context
may help to analyze the significance of
learning in enhancement of their social skill and personal approach to establish
cognitive learning and street smart experience. This study is formulated to address
social experience based on architectural approach, it may help to identify the issues
and thoughts of the youth engaging real life experience by means of the interaction.
Following the programs and agendas implemented by the government and different
sectors of youth, experience has given them opportunities to achieve those programs
and cast objective of the given subject to which establish the Students and the Out of
School Youth synergy.

Expression having questions,

don’t you think that the journey of
self-discovery is the most important
journey we can take. In this context it
relates the study in many ways, based
on architectural approach it defines the
environment and the way the space
presented on the youth. Expression
help them to understand and realize the situation what they are in, gives them comfort
in approaching each and every one in which the sense of sociability (core of learning)
is establish.

This study will incorporate innovative strategies and techniques that will lead
the project into a practical yet functional approach to social architecture and to the
Student and Out of School Youth.

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1.1.2 Review of Related Literature and Studies

This chapter includes the ideas, formed concepts, generalization or conclusions,

methodologies and others. Those theoretical information that covers in this chapter
helps in understanding the content and context of the following study.

Considerations

A. Social and Personal Development as Context of Architecture

Knowledge and skills also contribute to an individual’s ability to have a healthy

and educated family and engage in civic life which builds identity in social
architecture. Many have studied the best social environment yet they did not consider
those human in poor condition. (Tamar Manuelyan Atinc – 2011) Learning for all
Investing in People’s Knowledge and Skills to promote Development.

Collborative Learning .Through understanding (Chandrasekaran – 2016)

Framework Guidelines for Students - Collaborative Learning in Distance Education.
Collaborative learning experiences enhance learner-staff and learner-learner
interactions in distance learning, which can be achieved through developing a learning
process. Collaborative learning develop social skills in students which are not very
easy to learn from lecture-oriented classrooms (Soller, 2001), and enhances critical
thinking.

Figure 1. Collaborative Learning Affects Students

Ability to Achieve Graduate Learning Outcomes

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 .Figure 2. Collaborative Learning Affects Students Ability to Achieve Graduate
Learning Outcomes

Figure 3. Factors Affecting Students Engagement in Off-campus Learning.

Extended Learning. Youth in the context of learning expresses their ideas

more in a non-formal learning environment in which the spaces act as the canvas of
youth creativity. Positive youth development principles aims to assess the effect of a
more flexible programs for children compared to standardized programs in school, in
order to conclude a more convenient learning space. (Adam, Jacobs 2019)

Advances in theories of adolescent development and positive youth development have

greatly increased our understanding of how programs and practices with adolescents
can impede or enhance their development. In this paper the authors reflect on the
progress in research on youth development programs in the last two decades, since
possibly the first review of empirical evaluations by Roth, Brooks-Gunn, Murray, and
Foster (1998).

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 Augmented Learning. The Reciprocal Links between School Engagement,
Youth Problem Behaviors, and School Dropout during Adolescence. The manuscript
indicates school engagement of youth and also and other problem behaviors which
also a factor affecting the performance of the student in learning. Its relationship with
the study is considering the problems that affects the student in convenient learning
and being aware of distraction that causes leads them to poor performance. According
to (Ming-Te Wang, Jennifer Fredricks March 2014)

B. Learning and Experience, Defining spaces inside and outside

Revamping
Learning Spaces.
The literary recognize
the primary
transformation and
development in
workspaces that affects Figure 4. shows Learning is the hub of community
(Harrison / Steve Smith)
individual’s
performance. There are several aspects involved in learning environment considering
theories in learning and teaching, and also acknowledging learning as an important
component in a community. Les Hutton (2014) stated in Design for the Changing
Educational Landscape: Space, Place and the Future of Learning, that it is more
effective to create a community-based spaces instead of space-based identity to
integrate a more adequate learning landscape for the learners, wherein it is very
adaptive to every individual to easily develop their preferred passion in a more
efficient learning space. This concludes to create an interactive studio-type of learning
environment to foster and develop learning experience.

Student’s Social engagement. Nair Gehling (2015) also believes in the effectiveness
of flexible learning spaces, in which students have a freedom to express their thoughts
and knowledge to the subject they are dealing with. In addition spaces also affects the
character depending on the mood and set-up of the environment. K.E. Matthews, V.
Andrews and P. Adams (June 2010) stated the role of social learning spaces in student
engagement, wherein it is more convenient nowadays having a social interaction with

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others through collaboration that exceeds the limits of individuals knowledge by
sharing different experiences and perspective.

C. Analyzing, Mobilizing and Optimizing Programs defining Architecture

This program ( “Abot-Alam”)

study the needs of out of school
youth/ at risk youth by providing
them the opportunities
specifically in pursuing higher
Education( Mario A. Deriquito
– 2015).Pulling out the threads
in Educational growth and to
enhance the literacy rate in the Figure 5. shows poster on “Abot-Alam” Program by
the DePED and NYC (National Youth Commisio )
country. It contributes to the
improvement of Economic growth through Education and Enhancing the life of every
“at risk youth”.
Community Inclusion.Finding new ways to foster civic engagement among
young people, particularly from at-risk and marginalized populations, builds youth
resiliency and strengthens communities (Evelyn Rupert, March 2018 and signifies
fortification of every “at risk youth” in community involvement and amendment of
Community Development.

Youth Empowerment .“The base and the true spirit of the Outreach Centers is
volunteerism, because it unleashes the power of the community and the power of
youth”. “These are youth helping other youth, and that is very powerful” by
Understanding the Reaching Youth Outside Of Schools (by Salvador Stadthagen).It
emphasize the importance of not only getting youth engaged, but also recognizing and
rewarding their accomplishments and the skills they develop through volunteerism,
which can build positive self-image and give potential employers proof of a certain
skillset. Amplifying Youth Voices lifting up local governance and community
engagement.

Socio-cultural Address. Providing a solution in education by giving value on

learning through emerging the students and at risk student is essential on how to fight
against scarcity (Rosalyn Bianco – 2016) According to survey, some out of school

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youth have the willingness to go back to school because they see the value of education in
fighting against poverty. However, they are vulnerable and may be influence by their
environment to either let go of their dreams or strive harder to achieve it. This research
aimed to describe and understand the lived experience of the out of school youth
living in poverty by knowing how they express their desire to reach their dreams to
the people around them. Encouraging the parents of out of school youths to motivate
their child to continue pursuing their spirit for Education. This is to reduce poverty
through introducing the value of Education.

Human Growth.An individual’s

ability to persevere and thrive in the
face of adversity, is redefining how
human service workers should deal
with the healthy development for all
individuals. As individuals mature
into successful, healthy democratic
citizens, they must accept that they
will inevitably face adverse barriers Figure 6. shows UC Davis Organization a
part of E’s program (Investing in the
or challenging situations that will test Future)
their will and ability to persevere
(Joel Browning – 2014). This research aims to assess the impact of pedagogies have
on student resiliency, achievement and their psychological, social, and cultural well-
being. The result should provide practicing educators with accessible strategies that
can support the resilient abilities of all students, while ensuring equitable engagement
and academic success within all aspects of our students lives. It contributes to the “At
risk youth” refinement in adversity challenge to improve their social and cultural well
-being.

Learning Approach.To address the methods, educators must identify students at-
risk, strategies to enhance student’s learning experiences at school, and other methods
to challenge at-risk students to stay in school. The purpose of this is to approach at-risk
youth to gain a better understanding of the difficulties and challenges that co-exist with
this problem, particularly the increasing numbers of high school dropouts that has
reached crisis proportions. This is to imply addressing the techniques in schools to

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define “youth at risk” and improvement of every student and “at risk youth” learning
experiences. (Janis Kay Dobizl – 2012) .

D. Working on Studied Facility Groundwork

This would help us building and establishing spaces that will give connotation on
learning environments and social architecture designs.

Understanding (John R. Gilbert III – 2014) Reconsidering the Community Center

– Restorative Strategies within Existing Frameworks. This project is an exploration of
what a building can evolve into after its "shelf-life" has expired, with the aid of a
reconsidered architectural vision. Formulated within criteria individual to its context,
it is intended to be an investigation of possibility and the testing of a nascent potential,
not an attempt to serve as a prescriptive, panacea solution. It is an examination of a
creative vision in the development of a more responsive and expressive community
space. Through this exploration, the architectural experience as derived from a
subject-object perspective will be investigated and considered, as well as the art of
place making in crafting a design strategy that is responsive to its immediate context,
reconsidering the ability of architecture to generate meaning and experience outside
of its prototypically considered building-envelope boundaries. By focusing on the
potential to for personal and community-based growth and development, three
avenues of program will be explored: Education, Experience, and Expression.

Zoning of Transitioning Spaces The overarching goal of this investigation is to

determine how an existing building of spatial and programmatic rigidity can serve as
a framework for designing a more integrated center for personal and community
development. Serving as an intersection point between cultural production and

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cultural consumption, the transmission of this cultural capital has the ability to gestate
a deeper sense of identity amongst the embedded community.

Figure 7. Author Programmatic Analysis and Propose

Programmatic Themes

Figure 8. Author Proposed Programmatic

Development

(Catherine M. Hands, 2014) Youth Perspectives on Community Collaboration in

Education: Are Students Innovative Developers, Active Participants, or Passive
Observers of Collaborative Activities? The study considers the pattern of youth in
terms of their activities and situation in life, through the process of engagement with
other youth, it could be more developmental and beneficial for one everyone by
helping each other grow, share and educate personal knowledge. The relation of the
study shows the potential development and change to youth in which it should
conceive with their different capacities and way of learning, and taking advantage of
their common comfortable traits and environment for a more productive approach in
learning.

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 Understanding (Michael Choudhary 2018) Learning Spaces: Discovering the
Spaces for the Future of Learning. The traditional education consists of teacher and
the student and a “space” where the teacher can give lessons. These spaces might
have started as under the tree moving into outdoors classroom with furniture and then
into the enclosed classrooms (four walled space with rows of furniture). How can new
spaces unfold the layers of playfulness and haptic experience and utilize them to
enrich early childhood education? This thesis is based on envisioning new spaces
through storytelling. Presented in a series of children books that set-up a mind frame,
which helps to better understand the children needs and behaviors. The design
strategy is to create poetic and haptic spaces through storytelling and sculpting in
imaginative narratives to help children learn and play in more attuned environments.

Integrated spaces. this study adapt competency-based learning in which

“transitioning away from seat time, in favor of a structure that creates flexibility,
allows students to progress as they demonstrate mastery of academic content,
regardless of time, place, or pace of learning. This study is characterized by the
interrelationship of spaces and learning to create a flexible harmony with the natural
and cultural environment, manmade.

Figure 9. shows analysis on space for Collaborative

Learning that Affects Students Ability to Achieve
Graduate Learning Outcomes

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Figure 10. shows exploration of Michael Choudhary in the study the interrelationship in
between public spaces

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Related Projects

SCCC Learning Resource Center

(2018) ikon.5 architects. The Learning
Resource Center program provides space
for both dynamic social learning
afforded by the collaborative program
activities of the Information Commons
and the traditional quiet single scholar
studying in the collection and reading
room areas. The Information Commons Figure 11. shows building massing and
analysis SCCC Learning Resource
houses individual and team computer Center
workstations, the technology and
reference help desks, group study rooms and casual reading areas. It is a central
dynamo for stimulating productive collisions between students and faculty. This study
in relation to the subject shows different techniques in providing a good learning
environment in which the students and non-students emerging have the potential of
growing partnership in the social community.it shows that having such a space
wherein each individuals can cross by will differentiate a new approach on having a
new identity of social architecture.

Figure 12. shows SCCC Learning Resource Center Hallway and Lounge Area

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 Figure 13. shows SCCC Learning Resource Facade

Palomar College Learning Resource Center (2019) LPA. The role of the
library has changed in the last 20 years and will continue to evolve for decades to
come. Palomar College's Learning Resource Center (LRC) is a modern
reinterpretation of a library. In addition to the book stacks, there are computer rooms,
tutoring spaces, study rooms, and social areas.

The building program has three components: library, academic technologies, and
tutoring. The client’s request for visual access into the building became the primary
organizing element and design feature. In response, the components were “stacked”
into four floors overlooking a full-height lobby space, which announces this special
resource and destination from the campus quad.

Introducing public space for social learning. This facility talks about a new
approach on setting of library and in relation with the study turns out to be effective
on students and at risk youth to develop their social skill and achieve literacy
improvement. This facility provides a lot of factor in designing a resource center in
which the occupants was the element defining the interrelationships of spaces and the
integration of social architecture. The facility symbolizes the changes and adaptation
to the movement of students and educators to achieve an augmented learning.

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 Figure 14. shows Palomar College Learning Resource Center Facade (2019) LPA

Figure 15-17. shows Palomar College Learning Resource Center Hallways and Study
Station / Lounge (2019)

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 Children International 2016 which provide safe spaces for kids to learn,
develop life-changing skills and play. The organization’s youth resource
centers provide programs and services specifically targeted to teens to help
them navigate the challenges of adolescence. For youth in poverty, this means
the opportunity to participate in transformational leadership development and
educational and job-preparedness programs. With these centers, not only are
the youth equipped with critical skills, but they also have access to positive
role models so they can avoid gangs, drugs, alcohol and other negative
influences, which are common, especially among youth living in poverty.
Children International’s community center programs help their youth to hurdle
the obstacles in their lives by developing skills for future gainful employment
in a safe and nurturing environment.

Forming programs to Define Spaces The relation of the study emphasizes the sense
of collaboration with youth with different interest, it could be beneficial for one
another to have an engagement considering multiple abilities and knowledge. To
provide an adequate solution on learning of underprivileged youth to strive to
reach their full potential, breaking down many obstacles and barriers .

Figure 18-19. Children International Center Programs and Activities

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 (Nicai de Guzman, December 2015) PRESS by Fully Booked. PRESS has always
seemed ironic. Situated right inside select Fully Booked branches, it's supposed to—
or we assumed, at least—inspire you to you read, but amid the glorious new-book
smell of the bookstore come the dog-eared pages of the few magazines on PRESS's
shelves. There's a pillar inside the cafe dedicated to books. The shelves feature trendy,
diagonal slots and fit about a hundred titles, specially curated by the Fully Booked
team. There's a good range in terms of theme. Once you're done reading, there's a
library card on the inside cover that asks you to jot down a one-word review, as well
as your Twitter handle for future social media posting.

Learning Spaces introduce Social Interaction: The study incorporates a space

which breaks the usual set-up of a learning, studying, and resource environment. It
accommodates the convenience of other learners with a cafeteria which makes them
more comfortable with the environment. The relation of the study brings up an idea to
consider the interest of different learners and integrates spaces which could help them
to perform and learn easily. They have unique and diverse passion to deal with but it
is good also to evaluate and recognize their generic interest to carry out effectively the
process of collaboration.

Figure 20-21. shows PRESS by Fully Booked

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 Children's Learning Center, Mas-in Village / Native Narrative (2018). While
running architectural practice for nearly 2 years in rural Philippines, Scandinavian
Design studio Native Narrative designed a series of after-school facilities that
constitute a safe meeting spot for children in emergency. This project in the Philippine
village of Mas-in is their second completed, and has become a new standard for local
government in the Philippines.

Figure 22-23. shows interior of Children's Learning Center, Mas-in Village by Native
Narrative

Interior Design as factor in enhancing behaviors of learning. This relates the

abundance of interior schemes and the youth as an actor in designing such a
functional community that the architects considered the routines and activities of a
child in the movement and character of the space. Addresses student centered learning
in which the facility encourages the children to read and learn whenever and wherever
they want to.

Elevating the Facility. The

study shows on how the
facility adapts the exposed
environment in construction.
Elevating its façade shows the
whole view of sea achieving
the sense of encouragement of Figure 24. shows Children’s Learning
Center, Mas-in Village by Native
studying. Narrative

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 Study Center in Tacloban / Workshop (2011) by E. Furunes, Trond Hegvold
and Ivar K. V. Tutturen. The aim for the project was to use the architectural process
as a tool to empower the parents to improve the learning conditions for their own
children. Through a series of workshops, games and testing on site we worked
together - using architecture as a platform for exchange of passion and knowledge.
The project became not only about the building of a study center, but the building a
community.

Symbol of Participatory Design and Street Smart Resiliency. this study in relation
to our research is to put the out of school youth, students and the whole community be
involve in phases of the design wherein the society has a high expectancy in
enhancing social growth development. The study holds a great contribution on
architecture in which the facility has been a role model to the community as its
signifies unity in society through participatory design..

Figure 25-26. Study Center in Tacloban / Workshop by E. Furunes, Trond Hegvold and
Ivar K. V. Tutturen

Figure 27-28. shows Study Center in Tacloban / Workshop by E. Furunes, Trond

Hegvold and Ivar K. V. Tutturen

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1.1.3 The Gap

The study focuses in the correlation of social architecture that supports the
processes of the design in which standards, laws and policies of social aspect is
considered. The gap on the stated studies is the designs are too focused on delivering
learning into the students making barriers in the development of the OSCY. The
design should have a harmony in between the students and OSCY achieving
enhancement of the local social growth development.

1.2 Statement of the Problem

1. What are the factors in building a street smart resilient space?

2. What are the design approaches for the students at the “at risk youth”?
3. Why the conventional learning environment limits the performance and skills
development of students and at risk youth?
4. How do students and “at risk youth” contribute to the social and human
growth development?

1.3 Objectives of the Study

The objectives of this study are the following:

1. To support the local youth in enhancing the social and human growth
development of the community that will help them discover the full
capabilities of their strengths and personal skills.
2. To identify the social spaces that will define the identity of the Out of School
Youth/ “At risk youth” and Students Synergy that will strengthen each other’s
relationship and the society.
3. To incorporate social architecture as a strategy to enhance engagement of
youth through collaboration prior to learning.
4. To integrate architectural solutions that will foster educational growth altering
the impetus or stigma attached to standard education system.

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1.4 Scope and Delimitations

The scope of this research is to assess the relevance of having a conducive

learning environment that can create an immense impact in generating the needs of
youth leading them to a productive way of living and teach them to deal with
challenges in reality. The study targets the students particularly to out of school
youths within the locality, pulling the threads in Educational growth and filling the
gaps in developing an effective learning process.

1.5 Significance of the Study

The main rationale of this study is to reach out the youth in conforming resilient
learning space in which helps them develop their social and personal skills. This is
also to nurture students and at risk youth along with introducing the importance of
learning in contributing to local community. Through this study it will help the youth
and community achieve the goals and visions stated in the local plan.

Through the analysis of study it will convey the different aspects of learning that
break the barriers and issues in education and learning system. It will also help the
government understand the possibilities of new learning strategy in formulating plans
and programs for the youth.

For the Students. This study is significant for student learning spaces in
acquiring information they need and to help them develop their personal skills and
social development.

For the Out of School Youth/At Risk Youth. This study is significant in
giving importance of social learning in dealing with daily life through social
architecture.

For the Educators. This study is significant in delivering ease in teaching and
facilitating students and the OSCY gaining more convenience in education.

For the Architectural Knowledge. This study is significant for the architecture
community as to formulate new identity in promoting social architecture

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1.6 Conceptual Framework

This study measured the efficiency of avenues of program to the students and the
OSCY on how will they contribute to the society in which they acquire knowledge in learning
and adapt street smart resiliency. The diagram below shows how the data is presented in the
study.

Education Expression Experience

Three Avenues of Program

Actors ARCHITECTURAL Aspects

Youth BASED LEARNING -Human Growth
 Students APPROACH
Development
 OSCY -Social
Local Government Development
Private Sector -Economic
Development
Processing of Data Input
Output by: Assessing the
Monitoring aspects as factors
Evaluating to be considered
Interviews
SOCIAL ARCHITECTURE
THAT ENGAGES
Considerations STUDENTS AND OUT OF -Enhance youth
SCHOOL YOUTH Social
SYNERGY Development
Existing Laws and
-Introduce identity
Provisions
Desire Outcome of youth in social
architecture
Existing
-Utilize public
Conditions
space as form of
social learning.

Figure 30. shows the Conceptual Framework of the Study

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 Figure 30. Conceptual Framework Explanation

Through the conducted architectural based learning approach and predictive

data analysis, shows how the facility runs throughout phases and constructing design.
By collecting all the factors and data of the facility forming into problems into giving
solutions, researchers assessed the data giving context in architecture to achieve the
aims and objectives.

1.7 Assumptions

1.8 Definition of Terms

At risk youth. It is a child who is less likely to transition successfully into

adulthood. It also can refer to the ability to become a positive member of society by
avoiding a life of crime.

Augmented Learning. is an on-demand learning technique where the

environment adapts to the learner. By providing remediation on-demand, learners can
gain greater understanding of a topic while stimulating discovery and learning.

Extended Learning. Refers to any educational program or strategy intended

to increase the amount of time students are learning, especially for the purposes of
improving academic achievement and test scores, or reducing learning loss, learning
gaps, and achievement gaps.

Collaborative Learning. is an educational approach to teaching and learning

that involves groups of students working together to solve a problem, complete a task,
or create a product. According to Gerlach, "Collaborative learning is based on the idea
that learning is a naturally social act in which the participants talk among themselves
(Gerlach, 1994).

OSCY (Out of School Youth). (A) An eligible youth who is a school dropout;
or (B) an eligible youth who has received a secondary school diploma or its
equivalent but is basic skills deficient, unemployed, or underemployed.

Learning. (A) It refers to the process of acquiring new, or modifying existing,

knowledge, behaviors, skills, values, or preferences (B) learning in this study refers to
the education, experience, expression and social skills to adapt in the current
situations and issues.

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 Resource Center. (A) A place where students and educators pick up
information, equipment and support usually consists of library, working station and
classroom (B) A space wherein sociability is created and knowledge within the
students is nurtured.

Sociability. Sociability is the core of social learning and emotional well-being.

The cooperative ability to engage with others is critical to successful learning
communities.

Social Architecture. Social architecture is the conscious design of an

environment that encourages a desired range of social behaviors leading towards
some goal or set of goals.

Social Development. Refers to the process by which a child learns to interact

with others around them. As they develop and perceive their own individuality within
their community, they also gain skills to communicate with other people and process
their actions.

Social Learning. A process in which a person acquire information and

knowledge through social interaction and aspects of learning.

Street Smart. A person who has a lot of common sense and knows what's
going on in the world. This person knows what every type of person has to deal with
daily and understands all groups of people and how to act around them.

25
 BIBLIOGRAPHY

1. Adam, Jacobs 2019

A. Jacobs 2019
o Process over Product: How Creative Youth Development Can Lead to Peace
o What Is Creative Youth Development? (pp.2-3)
o Creating Space for Creativity and Peace (p. 4)
o
2. ADB 2019
Asian Development Bank 2019
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Build Today
o
3. Albert, Quimba and Ramos 2011
J. Albert, F. Quimba, A.Ramos
o Why are some Filipino Children not in school?
o Philippine Institute for Development Studies
o August 2011
4. Andrew Harrison and Les Hutton 2014
o A. Harrison and L. Hutton
o Design for the Changing Educational Landscape: Space, Place and the Future of
Learning
o
5. Baker 2015
o M. Baker
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Artificial System 16(3), 451-473 November 2015
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6. Bashir and Mattoo 2012
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o
7. Bersales 2018
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o
8. Brown 2017
o K. Brown
o Academic Library Impact On Student Learning and Success:
o Findings from Assessment in Action Team Projects
o Collaborative academic programs and services involving the library
o enhance student learning p.15

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9. Brush and So 2007
o T. Brush, H. So
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blended learning environment: Relationships and critical factors
o Computers & Education 51 (2008)
o
10. Catherine M. Hands, 2014
C. M. Hands
o Youth Perspectives on Community Collaboration in Education: Are Students
Innovative Developers, Active Participants, or Passive Observers of
Collaborative Activities?
o Findings and Discussion pp. 79-81
o
11. Chandrasekaran 2016
o S. Chandrasekaran
o Framework Guidelines for Students - Collaborative Learning in Distance
Education.
o Collaborative Learning Experience of Students in Distance Education
o Collaborative Learning in Distance Education pp. 4
o
12. Dr. Beth Hurst, Dr. Randall Wallace, Dr. Sarah Nixon, September 2013
o Dr. B.Hurst, Dr. R.Wallace, Dr. S.Nixon
o The Impact of Social Interaction on Student Learning;
o Social Interaction among Teachers, (pp. 376-379)

13. Evelyn Rupert, March 2018

o E. Rupert, C. Creative
o Fostering youth engagement outside the classroom
o Reaching Youth Outside Of Schools, Amplifying youth voices.
o https://www.creativeassociatesinternational.com/stories/fostering-youth-
engagement-outside-the-classroom/

14. Hanshek and Wößmann 2007

o E. Hanushek, L. Wößmann
o Education Quality and Economic Growth
o Where does the developing world stand today?
o EQEG pp.12
o
15. Hvidtfeldt, Muckadell and Petersen 2016
o Esben Nedenskov Petersen, Caroline Schaffalitzky de Muckadell
o & Rolf Hvidtfeldt
o On the Definition of Learning
o What should we demand of a definition of ’learning’? pg 21
o
16. Janis Kay Dobizl – 2012
J.K. Dobizl
Understanding At-Risk Youth and Intervention Programs that help them succeed
in School
Identifying At-Risk Factors (pp. 8-9)

27
17. Jelena Batelic, Alfa Albona, November 2014
o J. Batelic, A. Albona, European Youth Portal
o The importance of non-formal education
o https://europa.eu/youth/hr/article/54/21492_en
o
18. K.E. Matthews, V. Andrews and P. Adams, June 2010
K.E. Matthews, V. Andrews and P. Adams
Social Learning Spaces and Student Engagement
o Social Learning, Belonging, Spatial design (pp, 111-115)
o
19. Michael Choudhary 2018
o M. Choudhary
o Learning Spaces: Discovering the Spaces for the Future of Learning.
o The School as a City, The School as a Home, (pp.4-5)
o
20. Mikas Balkevicius, August 2015
o M. Balkevicius
o Open Learning Spaces as Non-formal Educational Approach in Prompting of
Motivation of Youth: The Case of Project “HEALTHY FOR LIFE”
o https://hflproject.files.wordpress.com/2015/06/research-article-mikas-
balkevicius.pdf
o
21. Ming-Te Wang, Jennifer Fredricks March 2014
o M.T Wang, J. Fredricks
o The Reciprocal Links between School Engagement, Youth Problem Behaviors,
and School Dropout during Adolescence
o Theoretical and Empirical Framework, (page 2-3)
o
22. Mubarak and Rabia 2017
o N. Mubarak, N. Rabia
o A Study on Study Habits and Academic Performance Of Students
o International Journal of Asian Social Science

23. Nadeem 2017

o Impact of Education on Youth Social Media Department at the Voice of
Balochistan
o
24. Nair and Gehling 2015
o P. Nair, A. Gehling
o Reshaping our Learning Landscape: A Collective of Provocation Paper
o Themes Explaines pg. 5
o
25. Rosalyn Bianco – 2016
o R. Bianco
o The Lived Experiences of Out-of-School Youth in Pursuit of their Dreams while
Living in Poverty
o https://ejournals.ph/article.php?id=13749

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26. Schuck and Zeivots 2018
o S. Schuck, S. Zeivots
o Needs and expectations of a new learning space: Research students’ perspectives
o A space free of distractions pp. 7
o
27. Tamar Manuelyan Atinc – 2011
o T. Manuelyan Atinc
o Learning for all Investing in People’s Knowledge and Skills to promote
Development
o
28. UNICEF 2018
o United Nations Children Fund
o Learning Through Play
Play: An Essential Strategy for Learning

29. WBG 2011

o World Bank Group Education Strategy 2020
o Learning for All:
o Investing in People’s Knowledge and Skills to Promote Development
o Objective: Learning for All, Beyond Schooling pp. 3

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