REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI Submitted in partial fulfillment of the requirements for the degree of Bachelor of Architecture

MUGAMBI VIVA KANANA

B02/35123/2014 UNIVERSITY OF NAIROBI COLLEGE OF ARCHITECTURE & ENGINEERING SCHOOL OF THE BUILT ENVIRONMENT

DEPARTMENT OF ARCHITECTURE & BUILDING SCIENCE ©2019

“A visit to a museum can be a powerful and moving experience. Public buildings are a reflection of our culture. But if we believe that architecture serves a society as well as reflects it values, then we must provide for those with the most need and the fewest options. It is within this difficult and often tragic arena that architecture serves its highest purpose.�

Arch. Sam Davis

TO THE ALMIGHTY GOD, MY FAMILY AND THE NAIROBI STREET YOUTH

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DECLARATION This thesis is my original work and to the best of my knowledge has not been submitted in any other University or institution for the award of a degree. This thesis is submitted in partial fulfillment of the examination requirements for the award of the Bachelor of Architecture degree at the Department of Architecture & Building Science, University of Nairobi

Signed: …………………………………………………...

Date: …………………………………………..

Author: Mugambi Viva Kanana

Signed: …………………………………………………….

Date: …………………………………………..

Supervisor: Dr. Edwin Oyaro Ondieki

Signed: ……………………………………………………

Date: …………………………………………..

Year Coordinator: Arch. Norbert Musyoki

Signed: ……………………………………………………

Date: …………………………………………..

Chairman: Arch. Musau Kimeu

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ACKNOWLEDGMENTS To The Almighty God for sustaining me through out my study, and granting me His grace and undeserved favour, for without Him this study would have not been possible. My tutor Dr. Edwin Oyaro, for your tireless efforts, encouragement, commitment and input to this research.

To my wonderful family, my parents for Martin Mugambi and Dr. Hellen Mugambi for always encouraging and tirelessly supporting me throughout my academic journey. To my sisters Vicky and Val for always believing in me, my caring Auntie Faith for always checking up on me and to my extended family for your amazing support and motivation.

All lecturers, Department of Architecture and Building Science: Lecurer Kahare Miano, Arch. Githitu Mahinda, Miss. June Kidenda, Arch Norbert Musyoki, Arch Florence Nyole, Arch. Adnan Mwakulomba, Arch. Yasir Brek, Miss. Etta Madete, Arch Magaret Njoroge, Prof.

Shihembetsa, Arch. Musau Kimeu, Miss. Mumbi Maina, Dr. Linda Nkatha, Dr. Yusuf Ebrahim, Arch. Kigara Kamweru, Prof. J. Magutu, Arch.

Allan Otieno, Prof Erastus Abonyo, Arch Antony Ralwala, Miss. Smantha Ponda, Lec Judith, Lec Bob Njoroge and Arch Joseph Mukeku.

Also not forgetting the secretary of the department of Architecture, Amalia and Tabitha and all whom I did not mention but I hold dear, I owe you for the continued lessons, sacrificial support and discussions wncountered throughout the six year journey.

My sincere appreciation to the staff of MADE IN THE STREETS, Alfajiri Street Kids Art Resource Centre, Makadara Children’s Home and Shauri Moyo Boys Reahibilitation Centre for your support and commitement they showed me during my fieldwork. Special thanks to Hon, John Mututho, Mr. Shem Nyandwaro, Mr. Andrew Gitonga Rukaria , Arch Dennis Murangiri, Ashlynn Elizabeth McNeal, Anna Baita and Geoffery Nyakiongor for the countless dialogs, encouragement and support.

To my class mates and bay members, Joy Joan, Jeniffer Kinoti, Jackyline Mwihaki, Julie Waringa, Alice Maluki, Sharon Abungu, Gatonye Mwaura, Delvin Muganda, Faith Kimeli, Paul Muchilwa, Malcom Macharia, Barry Opiyo, Robert Otieno, Ken-Albert Orwa, Nasha Wambui, Sharon Murugi, and Mark Kiarie. Thank you all for the serious and light discussions that made my days in school enjoyable.

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ABSTRACT The street youth are a vulnerable group of youths who spend all or most of their time on street and have fallen outside any social, educational and reinsertion institution. In 2016, Kenya was estimated to have 250,000 to 300,000 children and youth living on the streets, with 40% living on the streets of Nairobi. Despite the various interventions applied to address this issue, many architectural interventions are not successful. Therefore, the need to rehabilitate the street youth back into the society is dire.

With the study area being in Nairobi, this study intended to develop an understanding of the needs of the street youth and to explore the different architectural interventions that can be applied to address this issue and how effective they are. The study method used for this study was selected case studies of spaces within Nairobi. The selected variables for assessment are context, safety and security, quality of space and spatial organisation. The subjects of interest were interviewed to collect data that was analysed through qualitative analysis. It was noted that there are inadequate rehabilitation centres within Nairobi. Most of the rehabilitation centres were makeshift shelters and therefore were not designed for the purpose of rehabilitation.

Based on the findings, the author concluded that we not only need more facilities for the large numbers of street youth, but we also need facilities that are designed to cater for the rehabilitation process; spaces that make them feel at home and enhance social integration. The author then recommended a set of guidelines that focus on the context of the space, safety and security for the inhabitants and the neighbouring community, the quality of space that create a healing environment for the individuals and spatial organization of the different facilities.

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TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION 1.1 BACKGROUND STUDY………………………………………………………………………………………………………………………..….….. 01 1.2 PROBLEM STATEMENT……………………………………………………………………………………………………………………………….. 03 1.3 RESEARCH OBJECTIVES………………………………………………………………………………………………………………………….…. 05 1.4 RESEARCH QUESTIONS……………………………………………………………………………………………………………………………… 05 1.5 JUSTIFICATION OF STUDY………………………………………………………………………………………………………………………...… 06 1.6 SIGNIFICANCE OF STUDY…………………………………………………………………………………………………………………………...06 1.7 SCOPE AND LIMITATIONS OF STUDY………………………………………………………………………………………………………………07 1.8 ORGANIZATION OF STUDY………………………………………………………………………………………………………………………... 08

CHAPTER TWO: LITERATURE REVIEW 2.1 INTRODUCTION ………………………………………………………………………………………………………………………………………10 2.2 DEFINING THE STREET YOUTH……………………………………………………………………………………………………………………….10 2.3 PATHWAYS INTO STREET LIFE ………………………………………………………………………………………………………………….…..11 2.4 PATHWAYS THROUGH STREET LIFE ……………………………………………………………………………………………………….….…..13 • • • • •

2.4.1 2.4.2 2.4.3 2.4.4 2.4.5

survival on the street……………………………………………………………………………………………………….……………………...……………….13 struggles of street youth……………………………………………………………………………………………………………………………......................13 street youth culture…………………………………………………………………………………………………………………………………………………14 streets as a source of identity for the homeless street youth……………………………………………………………………………………………….15 forms of expression………………………………………………………………………………………………………………………………………………….16

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TABLE OF CONTENTS 2.5 PATHWAYS OUT OF STREET LIFE …………………………………………………………………………………………………….……………..17 2.6 ARCHITECTURAL INTERVENTIONS AT DIFFERENT STAGES OF THE STREET YOUTH PATHWAY……………………………………………...19 2.7 EVA’S PHOENIX FOR THE HOMELESS YOUTH……………………………………………………………………………………………….…...21 • • • •

2.7.1 2.7.2 2.7.3 2.7.4

Introduction; about Eva’s initiatives for the homeless youth..………………………………………………………………………………………..……..21 Eva’s Phoenix………………………………………………………………………………………………………………………………....................................21 Design………………………………………………………………………………………………………………………………................................................22 Spatial Organization………………………………………………………………………………………………………………………………........................22

2.8 AMSTERDAM ORPHANAGE …………………………………………………………………………………………………..………………….25 • • • • •

2.8.1 2.8.2 2.8.3 2.8.4 2.8.5

Background Information ……………………………………………………………………………………………………………….....................................25 Concept………………………………………………………………………………………………………………………………...........................................25 Technique………………………………………………………………………………………………………………………………........................................26 Spatial Organization ………………………………………………………………………………………………………………………………......................27 Client consideration………………………………………………………………………………………………………………………………........................28

2.9 SOS CHILDREN’S VILLAGES KENYA ………………………………………………………………………………………………….…………..29 • • • • •

2.9.1 2.9.2 2.9.3 2.9.4 2.9.5

Introduction ………………………………………………………………………………………………………………………………....................................29 General Programme objectives ……………………………………………………………………………………………………………………….............30 Functional Requirements ………………………………………………………………………………………………………………………………..............30 Spatial Organization ……………………………………………………………………………………………………………………………….....................31 Design ……………………………………………………………………………………………………………………………….............................................32

2.11 DESIGN CONSIDERATIONS OF HOMELESS STREET YOUTH REHABILITATION SPACES ………………………..…………………..…….33 • • • • • •

2.11.1 2.11.2 2.11.3 2.11.4 2.11.5 2.11.6

Context And Neighbourhood Integration …………………………………………………………………………………………………………..………33.

Safety And Security ……………………………………………………………………………………………………………………………….....................34 Quality Of Space ……………………………………………………………………………………………………………………………….........................35 Spatial Organization ………………………………………………………………………………………………………………………………....................38 Flexibility Of Space ………………………………………………………………………………………………………………………………...................... 41 Durability ……………………………………………………………………………………………………………………………….......................................42

2.12 SUMMARY …………………...…………………………………………………………………………………………………………….…….. .43

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TABLE OF CONTENTS CHAPTER THREE: RESEARCH METHODS 3.1 INTRODUCTION………………………………………………………………………………………………………………………………........44 3.2 RESEARCH PURPOSE………………………………………………………………………………………………………………………….…...44 3.3 RESEARCH STRATEGY…………………………………………………………………………………………………………………………..…44

3.4 TIME HORIZON………………………………………………………………………………………………………………………………........45 3.5 POPULATION, ELEMENT, POPULATION FRAME……………………………………………………………………………………………….45 3.6 SAMPLING METHOD…………………………………………………………………………………………………………………………..….46 3.7 SAMPLE AND SUBJECT………………………………………………………………………………………………………………………..….46 3.8 DATA SOURCES……………………………………………………………………………………………………………………………….......46 3.9 PRIMARY DATA COLLECTION METHODS……………………………………………………………………………………..……………….47 • • •

3.9.1 3.9.2 3.9.3

Non-structured interviews……………………………………………………………………………………………………….……………………..............47 Observation………………………………………………………………………………………………………………………………..................................47 Physical measurements……………………………………………………………………………………………………………………….…….................47

3.10 DATA PROCESSING AND ANALYSIS……………………………………………………………………………………………………..…..47 3.11 DATA PRESENTATION…………………………………………………………………………………………………………………….……..48 3.12 SUMMARY…………………………………………………………………………………………………………………………………….…..49

CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA 4.1 INTRODUCTION ………………………………………………..…………………………………………………………………………..…….51 4.2 EDUCATION AND TRAINING PROGRAMMES FOR STREET CHILDREN AND YOUTH…………………………………………………….51 4.3 REHABILITATION OF STREET CHILDREN AND YOUTH………………………………………………………………………………………..53 4.4 DEVELOPMENT OF DIFFERENT REHABILITATION APPROACHES…………………………………………………………………………...54 4.5 REHABILITATION CENTRES WITHIN NAIROBI………………………………………………………………………………………………..54 4.6 CHARACTERISTICS OF THE REHABILITATION CENTRES…………………………………………………………………………………….56

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TABLE OF CONTENTS CHAPTER FIVE: RESEARCH FINDINGS 5.1 INTRODUCTION…………………………………………………………………………………………….………………………………….…57 5.2 PATHWAYS OF A HOMELESS YOUTH IN NAIROBI………………………………………………………………………………………….…57 • • •

5.2.1 5.2.2 5.2.3

Introduction…………………………………………………………………………………………………………………………………………………………..57 Pathways into and through youth homelessness in Nairobi……………………………………………………………..………………………………… 61 Pathways out of youth homelessness in Nairobi………………………………………………………………………………………………………………65

5.3 ARCHITECTURAL CONTRIBUTIONS…………………………………………………………………………………………………………......67 •

5.3.1

• •

5.3.2 5.3.3

• •

5.3.4 5.3.5

•

5.3.6

Informal spaces………………………………………………………………………………………………………………………………...............................68 1. Left out spaces………………………………………………………………………………………………………………………………...........................68 2 Open spaces………………………………………………………………………………………………………………………………................................69 Variables assessed ………………………………………………………………………………………………………………………………………………… 70 Semi-informal spaces……………………………………………………………………………………………………………………………….......................72 1. Alfajiri Street Kids Art …………………………… ……………………………………………………………………………………………………..……….72 2 Made In The Streets drop-in centre . ………………………………………………………………………………………………………………………..75 Variables assessed ………………………………………………………………………………………………………………………………………………… 77 Formal spaces………………………………………………………………………………………………………………………………...................................85 1. Made In The Streets School (Kamulu) …………………………………………………………………………………………………..………………….85 2. Makadara Children’s Home (Makadara)……………………………………………………………………………….……………………………..….90 Variables assessed …………………………………………………………………………………………………………………………………………………92

5.4 SUMMARY…………………………………………………………………………………………………………………………….................100 • • • •

5.4.1 5.4.2 5.4.3 5.4.4

Lessons learnt from pathways of a street youth in Nairobi ………………………………………………………………………………………………..100 Lessons learnt from architectural interventions done at street level …………………………………………………………………………………… 101 Lessons learnt from architectural interventions done at rehabilitation level ………………………………………………………………………......102 Lessons learnt from architectural interventions based on variables assessed………………………………………………………………………… 105

CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS 6.1 INTRODUCTION ……………………………………………………………………………………………………………………………………115 5.2 CONCLUSIONS ……………………………………………………………………………………………………………………………………115 • • •

6.2.1 Objective one …………………………………………………………………………………………………………………………………………......................115 6.2.2 Objective two………………………………………………………………………………………………………………………………………….......................117 6.2.3 Objective three……………………………………………………………………………………………………………………………………………................118

6.3 DESIGN RECOMMENDATIONS………………………………………………………………………………………………………………..….119 • • • •

6.3.1 6.3.2 6.3.3 6.3.4

Context and Neighbourhood integration ………………………………………………………………………………………………………………............ 119 Safety and safety…………………………………………………………………………………………………………………………………………..................119 Quality of space……………………………………………………………………………………………………………………………………………...............119 Spatial Organisation ………………………………………………………………………………………………………………………………………………….120

6.4 RECOMMENDATIONS FOR FUTURE RESEARCH ……………………………………………………………………………. ………………...120 viii

LIST OF FIGURES FIGURE 1.1 Former street children in Joseph Kang’ethe Rehabilitation Centre. This center is a home for 9-18 yrs old boys.……………………………………………......1 FIGURE 1.2 Street children at YWCA Rehabilitation Centre Poor state of rehabilitation facilities is one of the contributors to lack of success in rehabilitating the street children……………………..........………………………………………………………………………………………………………………………………………………….……….1 FIGURE 1.3 Street children's sleeping outside shops along Moi Avenue in Nairobi's Central Business District. There is concerns from the public over the growing threat of street families in the capital……………………………………………………………………………………………………………………………………………………….....2 FIGURE 1.4 Street families being put into a vehicle during a swoop by the Nairobi County Environment Rapid Response Team. 2018…………………........................2 FIGURE 1.7 Street child making the most of what he can get to survive in the streets…………………………………………………………………………………………….....3 FIGURE 1.6 Kenya is estimated to have 250,000 to 300,000 children living on the streets, with 40% living on the streets of Nairobi…………………………………………3 FIGURE 1.8 Street boys in remand home, Nairobi…………………………………………………………………………………………………………………………………………....4 FIGURE 1.9 Children have rights as human beings and also need special care and protection. This is recognised by the United Nations in the Convention on the Rights of the Child (CRC) to which Kenya is a signatory…………………………………………………………………………………………………………………………………...4 FIGURE 1.10 Two female street youth in Nairobi……………………………………………………………………………………………………………………………………………..5 FIGURE 1.11 Helpless street youth on the streets of Nairobi………………………………………………………………………………………………………………………………..6 FIGURE 1.12 The youth are the majority in the Kenyan population at 75%, thus they are highly vulnerable to homelessness………………………………………………7 FIGURE 1.13 Tough life on the streets…………………………………………………………………………………………………………………………………………………………..8 FIGURE 1.14 Finding refuge in shelters …………………………………………………………………………………………………………………………………………………………9 FIGURE 2.1 The street youth are a vulnerable group of youths who spend all or most of their time on street…………………………......................................................10 FIGURE 2.2 Children sleep on a concrete divider above a 20 foot drop into a sewage canal, just outside a Grand Hyatt Hotel in Jakarta………………………….10 FIGURE 2.3 Cyprus tenants after eviction with no place to go but the streets…………………………………………………………………………………………………….…11 FIGURE 2.4 A street youth sleeps in a doorway………………………………………………………………………………….…………………………………………………………11 FIGURE 2.5 Pathways into streetlife among the youth …………..…………………………………………………………………………………………………………………........12 FIGURE 2.6 One of the major struggles is lack of basic needs……………………………….…………………………………………………………………………………………..13 FIGURE 2.7 Sleeping rough……………………………………………………..………………………………………………………………………………………….............................13 FIGURE 2.8 Hazards that street youth face...……………………………………………………………………………………………………………………………………………......14 FIGURE 2.9 One factor of the increasing number of homeless people is the incredible lack of really affordable and social housing all over Europe – especially for vulnerable people………………………………………………………………………………………..…………………………………………………………………………………..14 FIGURE 2.10 Sketch showing youth‘s boundaries…………………………………………………………………………………………………………………………………………..15 FIGURE 2.11 The street connecting people with other people………………………………………………………………………………………………….................................15 FIGURE 2.12 Street art as a form of expression……………………………………………………………………………………………………………………………………………...16 FIGURE 2.13 Music as a form of expression…………………………………………………………………………………………………………………………………………...……..16 FIGURE 2.14 Ending youth homeless…………………………………………………………………………………………………………………………………………...……………...17 FIGURE 2.15 solving youth homeless…………………………………………………………………………………………………………………………………………...……………...17 FIGURE 2.16 Pathway out of youth homelessness…………………………………………………………………………………………………………………………………………..18

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LIST OF FIGURES FIGURE 2.17 Location of EVA‘S PHOENIX in Toronto, Ontario, Canada………………………………………………………………………………………………………………..21 FIGURE 2.18 Location of EVA‘S PHOENIX…………………………………………………………………………………………………………………………………………...………..21 FIGURE 2.19 The 1932 Art Deco Brick Façade was untouched by the renovation…………………………………………………………………………………………………..22 FIGURE 2.20 a fully-enclosed residential complex with white walls, polished concrete pathways and splashes of pastel colours………………………………………..22 FIGURE 2.21 Floor plans…………………………………………………………………………………………………………………………………………………………………………..23 FIGURE 2.22 Section through the building……………………………………………………………………………………………………………………………………………………24 FIGURE 2.23 A workshop on the ground floor develops residents‘ construction skills……………………………………………………………………………………………….24 FIGURE 2.24 Location of Amsterdam Orphanage………………………………………………………………………………………………………………………………………….25 FIGURE 2.25 Exterior view of the orphanage………………………………………………………………………………………………………………………………………………..26 FIGURE 2.26 Common outdoor space………………………………………………………………………………………………………………………………………………………..26 FIGURE 2.27 Layout plan of the orphanage………………………………………………………………………………………………………………………………………………....27 FIGURE 2.28 Outdoor dining area……………………………………………………………………………………………………………………………………………………………...28 FIGURE 2.29 courtyard……………………………………………………………………………………………………………………………………………………………………………28 FIGURE 2.30 Satellite image showing the planning of the orphanage. ……………………………………………………………………………………………………………….29 FIGURE 2.31 North of the site, bordering the football field is a sewage treatment plant, where water is recycled for landscaping purposes. ……………………….29 FIGURE 2.32 There is a gate house at the entrance where guests are required to provide identification and state their purpose for visit……………………………..30 FIGURE 2.33 The courtyard surrounded by the residential units………………………………………………………………………………………………………………………….30 FIGURE 2.34 Directly at the entrance of the village is the administration block which houses a reception and four houses. Public movement is limited to this area with a bridge linking the administration block and the kindergarten. It is a friendly scale, of approximately 4m high and finished with bright and lively colours such as orange, yellow and bright blue. …………………………………………………………………………………………………………………………………………………….31 FIGURE 2.35 The relationship between the block and the kindergarten………………………………………………………………………………………………………………31 FIGURE 2.36 Circulation paths within the village are well landscaped with a domestic feel……………………………………………………………………………………..32 FIGURE 2.37 The relationship between the living and dining room which is separated by a shelf. ……………………………………………………………………………..32 FIGURE 2.38 Site location considerations……………………………………………………………………………………………………………………………………………………33 FIGURE 2.39 Elements of CPTED………………………………………………………………………………………………………………………………………………………………...34 FIGURE 2.40 An example of effective sightlines and natural surveillance…………………………………………………………………………………………………………….34 FIGURE 2.41 OHE: Optimal Healing Environmental strategy, ……………………………………………………………………………………………………….……………………35 FIGURE 2.42 Volunteers of America Homeless Youth Resource Centre ……………………………………………………………………………………………………………….35 FIGURE 2.43 Factors influencing human behaviour ……………………………………………………………………………………………………………………………………….36 FIGURE 2.44 using colours to evoke mood and task performance at The Chapel youth centre in Ho Chi Minh City ………………………………………………………36 FIGURE 2.45 Connection between street, youth‘s identity and architecture ……………………………………………………………………………………………………….37 FIGURE 2.46 Using the ―streets‖ as a source of inspiration for the design of Eva‘s Phoenix ……………………………………………………………………………………….37 FIGURE 2.47 Wayfinding Signage Design …………………………………………………………………………………………………………………………………………………....38 FIGURE 2.48 One form of wayfinding…………………………………………………………………………………………………………………………………………………...........38

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LIST OF FIGURES FIGURE 2.49 Hall‘s proxemic zones…………………………………………………………………………………………………………………………………………………...............39 FIGURE 2.50 Proxemic dimensions relevant for interaction……………………………………………………………………………………………………………………………….39 FIGURE 2.51 Dorm room dividers………………………………………………………………………………………………………………………………………………......................40 FIGURE 2.52 Creation of privacy by use of furniture arrangement……………………………………………………………………………………………………………………..40 FIGURE 2.53 Types of flexibility………………………………………………………………………………………………………………………………………………….......................41 FIGURE 2.54 A diagram of types of flexibility………………………………………………………………………………………………………………………………………………...41 FIGURE 2.55 Vandal proof furniture…………………………………………………………………………………………………………………………………………………..............42 FIGURE 2.56 Healthy, durable and attractive Floor finishes………………………………………………………………………………………………………………………………42 FIGURE 2.57 Life on the street is difficult for homeless youths due to high instances of violence, sexual abuse and disease…………………………….………………..43 FIGURE 3.1 A street youth holding on to a bottle of glue…………………………………………………………………………………………………………………………………44 FIGURE 3.2 Street youth in search of food in a garbage bin…………………………………………………………………………………………………………………………….45 FIGURE 3.3 Rough sleeping with dog pets…………………………………………………………………………………………………………………………………………………..46 FIGURE 3.4 Poor living conditions in the streets……………………………………………………………………………………………………………………………………………..47 FIGURE 3.5 An expression of ownership and territoriality………………………………………………………………………………………………………………………………....48 FIGURE 4.1 The treatment of these youth is noticeably poor…………………………………………………………………………………………………………………………....51 FIGURE 4.2 The main purpose of street children rehabilitation, education and training should not be limited to imparting information which is relevant for examinations. …………………………………………………………………………………………………………………………………………………………………………………….52 FIGURE 4.3 Rehabilitation of street children is long and involving process that needs involvement of various stakeholders in the society for it to be successful…53 FIGURE 4.4 channel the skills and potential of street children with an arena where they can be made self-reliant…………………………………………………………54 FIGURE 4.5 Rehabilitation Centres looks into employment creation, small enterprise development, the pursuit of affordable shelter, community nutrition and health………………………………………………………………………………………………………………………………………………………………………………………………..55 FIGURE 4.6 After the street children were removed from the streets they were taken to a drop in centre……………………………………………………………………56 FIGURE 5.1Collection of garbage as a source of livelihood…………………...…………………………………………………………………………………………………………57 FIGURE 5.1 Street boy in search of source of livelihood………………………..…………………………………………………………………………………………………………57 FIGURE 5.3 Entrance to the MADE IN THE STREETS Drop in Centre, Eastleigh…………………………………………………………………………………………………………58 FIGURE 5.4 An outreach session in Nairobi, Embakasi area………………………………………………………………………………………………………………………………58 FIGURE 5.5 Number of street children in Kenya and Nairobi……………………………………………………………………………………………………………………………..58 FIGURE 5.6 75% of the street children and youth are boys while 25% are girls……………………………………………………………………………………………………….58 FIGURE 5.7 percentage of street children according to age. …………………………………………………………………………………………………………………………..58 FIGURE 5.8 orphans are the most vulnerable group to becoming street children…………………………………………………………………………………………………..58

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LIST OF FIGURES FIGURE 5.9 An outreach session in Nairobi, Embakasi area. ……………………………………………………………………………………………………………………………..59 FIGURE 5.10 An outreach session in Nairobi, Eastleigh area.……………………………………………………………………………………………………………………………..59 FIGURE 5.11 Inside MADE IN THE STREETS Drop in Centre, Eastleigh.…………………………………………………………………………………………………………………….60 FIGURE 5.12 An outreach session in Nairobi, Eastleigh area. …………………………………………………………………………………………………………………………….60 FIGURE 5.13 Inside MADE IN THE STREETS Drop in Centre, Eastleigh. ……………………………………………………………………………………………………………………61 FIGURE 5.14 Street boys in Nairobi, Eastleigh area. ………………………………………………………………………………………………………………………………………..62 FIGURE 5.15 Street boys in Nairobi, Eastleigh area.………………………………………………………………………………………………………………………………………..63 FIGURE 5.16 Duration in the streets. …………………………………………………………………………………………………………………………………………………………..63 FIGURE 5.17 Economic activities the street youth practice on the streets…………………………………………………………………………………………………………….63 FIGURE 5.18 Street boys in Nairobi, Eastleigh area. ………………………………………………………………………………………………………………………………………..64 FIGURE 5.19 Street boys in Nairobi, Eastleigh area. ………………………………………………………………………………………………………………………………………..64 FIGURE 5.20 Income spending while on the streets………………………………………………………………………………………………………………………………………..64 FIGURE 5.21 source of food on the streets. ………………………………………………………………………………………………………………………………………………….64 FIGURE 5.22 residence of street children……………………………………………………………………………………………………………………………………………………..64 FIGURE 5.23 Inside MADE IN THE STREETS Drop in Centre, Eastleigh. ……………………………………………………………………………………………………………………65 FIGURE 5.24 level of education……....……………………………………………………………………………………………………………………………………………………......65 FIGURE. 5.25 Perception of street youth towards rehabilitation centres………………………………………………………………………...…………………………………….65 FIGURE 5.26 Woodwork training in MADE IN THE STREETS School, Kamulu …………………………………………………………………………………………………………….66 FIGURE 5.27 Basic learning in MADE IN THE STREETS School, Kamulu………………………………………………………………………………………………………….…..……66 FIGURE 5.28 What the youth feel they have gained from rehabilitation centres ……………………………………………………………………………………………..……66 FIGURE 5.29 Reasons as to why they do not seek rehabilitation ……………………………………………………………………………………………………………………….66 FIGURE 5.30 Location of Taj Mall Roundabout……....……………………………………………………………………………………………………………………………………...68 FIGURE 5.31 Location of Globe Roundabout……....……………………………………………………………………………………………………………………………………….68 FIGURE 5.32 Location of Open Field in Eastleigh……....…………………………………………………………………………………………………………………………………...69 FIGURE 5.33 Location of Slum Soccer in Mlango Kubwa……....…………………………………………………………………………………………………………………………69 FIGURE 5.34 location of Alfajiri Street – Kids Art Resource centre, Kasarani ………………………………………………………………………………………………………….72 FIGURE 5.35 access into the Art Resource centre …………………………………………………………………………………………………………………………………………72 Fig 5.36 front façade of the Art Resource Centre …………………………………………………………………………………………………………………………………………73 Fig 5.37 street youth practising art at the Art Resource Centre ………………………………………………………………………………………………………………………...73 Fig 5.38 an aerial view of the Art Resource Centre ……………………………………………………………………………………………………………………………………….73 Fig 5.39 front façade of the chapel ………………………………………………………………………………………………………………………………………………………….74

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LIST OF FIGURES Fig 5.40 view of the outdoor art space at the Pangani Centre ………………………………………………………………………………………………………………………...74 Fig 5.41 street youth doing art at the Pangani Centre …………………………………………………………………………………………………………………...………………74 Fig 5.42 location of MADE IN THE STREETS Drop in Centre ………………………………………………………………………………………………………………………………..75 Fig 5.43 access to MADE IN THE STREETS Drop in Centre …………………………………………………………………………………………………………………………………75 Fig 5.44 basketball court at the drop in centre …………………………………………………………………………………………………………………………………………….76 Fig 5.45 entertainment hall at the drop in centre ………………………………………………………………………………………………………………………………………….76 Fig 5.46 aerial view of the Drop in Centre …………………………………………………………………………………………………………………………………………………..76 Fig 5.47 location of MADE IN THE STREET SCHOOL, Kamulu………………………………………………………………………………………………………………………………85 Fig 5.48 access to MADE IN THE STREET SCHOOL, Kamulu………………………………………………………………………………………………………………………………..85 Fig 5.49 access to the learning centre, girls‟ dorm and staff housing………………………………………………………………………………………………………………...86 Fig 5.50 internal courtyard within the learning centre…..….……………………………………………………………………………………………………………………………86 Fig 5.51 aerial view of the learning centre…………………..…….……………………………………………………………………………………………………………………….86 Fig 5.52 inside one of the classrooms at the learning centre…………………………………………………………………………………………………………………………..87 Fig 5.53 inside the girls‟ dorm………………………………………..………………………………………………………………………………………………………………………...87 Fig 5.54 aerial view of the girls‟ dorm………………………………………………………………………………………………………………………………………………………..87 Fig 5.55 location of the boys‟ dorm, school farm and the chapel…………………………………………………………………………………………………………………….88 Fig 5.56 outside the boys‟ dorm………………………………………………………………………………………………………………………………………………………………88 Fig 5.57 aerial view of the boys‟ dorm………………………………………………………………………………………………………………………………………………………88 Fig 5.58 location of the school farm and skills centre…………………………………………………………………………………………………………………………………….89 Fig 5.59 a view of the school farm…………………………………………………………………………………………………………………………………………………………...89 Fig 5.60 aerial view of the skills centre……………………………………………………………………...……………………………………………………………………………….89 Fig 5.61 location of Makadara Children’s Home in Makadara…………………………………………………………………………………………………………………...…...90 Fig 5.62 access to the Children’s Home…………………………………………………………………………………………………………………………………………………….90 Fig 5.63 aerial view of the children's home………………………………………………………………………………………………………………………………………………...91 Fig 5.64 exterior view of the children's home………………………………………………………………………………………………………………………………………………91 Fig 5.65 view of the football pitch……………………………………………………………………………………………………………………………………………………………91 Fig 5.66 view of the container accommodating the computer lab………………………………………………………………………………………………………………….91 Fig 5.67 pathways of a street youth………………………………………………………………………………………………………………………………………………………….100

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TABLES Table 1 Architectural Interventions at Different Stages of the Street Youth Pathway………………………………………………………………………………………………27 Table 2 Architectural Interventions at Different Stages of the Street Youth Pathway. ……………………………………………………………………………………………..28 Table 3 A summary of the variables measured, data needed, research tool, data sources and analysis and presentation of findings………………………………..69 Table 4 A summary of the objective, data needed, variables assessed and data sources………………………………………………………………………………………70 Table 5 Questions asked to the street youth………………………………………………………………………………………………………………………………………………...72 Table 6 Questions asked to the service provider………………………………………………………………………………………………………………………………………......73 Table 7 variables assessed for informal spaces (context and safety and security…………………………………………………………………………………………………..83 Table 8 variables assessed for informal spaces (quality of space and spatial organization………………………………………………………………………………………84 Table 9 variables assessed for semi-informal spaces (context: location and accessibility) ………………………………………………………………………………………91 Table 10 variables assessed for semi-informal spaces (context: neighbouring activities) ………………………………………………………………………………………..92 Table 11 variables assessed for semi-informal spaces (safety and security: territoriality and access control) ……………………………………………………………….93 Table 12 variables assessed for semi-informal spaces (safety and security: natural surveillance and activity support) ……………………………………………………94 Table 13 variables assessed for semi-informal spaces (Quality of space: environmental quality of the space) ……………………………………………………………..95 Table 14 variables assessed for semi-informal spaces (Quality of space: healing environment and sense of belonging and togetherness…………………………..96 Table 15 variables assessed for semi-informal spaces (Spatial organisation: wayfinding and crowding, layout plan) ……………………………………………………..97 Table 16 variables assessed for semi-informal spaces (spatial organization: privacy gradient) …………………………………………………………………………………98 Table 17 variables assessed for formal spaces (context: location, accessibility) ………………………………………………………………………………………………….106 Table 18 variables assessed for formal spaces (context: neighbouring activities) ………………………………………………………………………………………………..107 Table 19 variables assessed for formal spaces (context: territoriality and access control) ……………………………………………………………………………………..108 Table 20 variables assessed for formal spaces (safety and security: natural surveillance and activity support) ……………………………………………………………109 Table 21 variables assessed for formal spaces (quality of space: environmental quality of space) ………………………………………………………………………….110 Table 22 variables assessed for formal spaces (quality of space: healing environment, sense of belonging and togetherness………………………………………..111 Table 23 variables assessed for formal spaces (spatial organisation: wayfinding and crowding, layout) ……………………………………………………………………112 Table 24 variables assessed for formal spaces (spatial organisation: crowding and privacy gradient) ……………………………………………………………………...113 Table 25 lessons learnt from architectural intervention done on street level one………………………………………………………………………………………………….115 Table 26 lessons learnt from architectural intervention done on street level two………………………………………………………………………………………………….116 Table 27 lessons learnt from architectural intervention done on rehabilitation level one………………………………………………………………………………………..117 Table 28 lessons learnt from architectural intervention done on rehabilitation level two………………………………………………………………………………………..118 Table 29 lessons learnt from architectural interventions based on variables assessed (for informal spaces context and safety and security)………………………119 Table 30 lessons learnt from architectural interventions based on variables assessed for informal spaces (quality of space and spatial organisation) )…………120 Table 31 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (context) )…………………………………………121 Table 32 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (safety and security) .…………………………..122 Table 33 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (quality of space) )…………………………..…123 Table 34 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (spatial organisation) )………………………….124 Table 35 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (context) )…………………………………………………125 Table 36 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (safety and security) )…………………………………..126 Table 37 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (quality of space) )………………………………………127 Table 38 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (spatial organisation) )………………………………….128 Table 39 General recommendations…………………………………………………………………………………………………………………………………………...................133 xiv

REHABILITATION OF HOMELESS STREET YOUTH

CHAPTER ONE: INTRODUCTION Architectural Intervention for Nairobi

MUGAMBI VIVA KANANA (B02/35123/2014) THESIS PROPOSAL

IMAGE SOURCE: https://www.madeinthestreets.org/streets.html (28/05/2019)

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

1.1 BACKGROUND STUDY In many regions of the world, the phenomenon of street children and youth is unabated. Behind child disconnection lie highly vulnerable families and communities, many struggling to come to terms with economic liberalization and growing inequality. Disconnection can also be traced to a lack of communication in the family and the weakening of social capital. Street children and youth are an alarm signaling the dire need for social development and poverty reduction policies to improve the situation and to prevent more young people from becoming marginalized. While preventive interventions are essential, those already facing the hardships of street life need immediate opportunities for human development. (Volgi, 2002) FIGURE 1.1 Former street children in Joseph Kang’ethe Rehabilitation Centre.

This center is a home for boys aged about 9-18 years old.

SOURCE: http://we-heart-africasia.blogspot.com/ (Accessed on 11/06/2019)

The government of Kenya has been dealing with the issue of street youth since the mid 1950’s. (Mugo, 2004) Then, under the colonial rule, the ministry of community development and rehabilitation recommended that the children be trained and reintegrated back into the society. The children would hence be institutionalized during their training period and reintegrated back once they graduated. After independence, the NGO’s which first tried to help reduce the magnitude of the problem took the form of orphanages as typical preventive and rehabilitative solutions to children and youth exposed to all forms of abuse, delinquency, destitute or runaways. (Khasiani, 1999) In 2003, the government of Kenya through the ministry of local government in view of the challenge highlighted came up with children rehabilitation programme to channel the skills and potential of street children with an arena where they can be

FIGURE 1.2 Street children at YWCA Rehabilitation Centre Poor state of rehabilitation facilities is one of the contributors to lack of success in rehabilitating the street children.

SOURCE: https://www.standardmedia.co.ke/article/2001268903/questionsraised-over-fate-of-street-families (Accessed on 11/06/2019)

made self-reliant. (Nyambira, 2007) It embarked on an agenda of getting rid of the street children and street families from the streets of Nairobi and opened up residential rehabilitation centres. These centres are Pumwani reception centre, Joseph Kang’ethe in Kibera, Shauri Moyo centre, Kayole rehabilitation centre, Kariokor reception centre, and Bahati rehabilitation centre.

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Although the NCC centres are successful in obtaining the trust of street children and youth and are able to provide them with food and care, they are unsuccessful in terms of rehabilitating them. This is due to the dilapidated state of the rehabilitation facilities as they are underfunded, the poor services and the

mistreatment of the individuals within these institutions. (Kiragu, 2009) By 2012, about 2 million Kenyans were homeless and the number is steadily increasing by about 200,000 Kenyans per year. (Habitat for Humanity Kenya, 2015).

By 2016, Kenya was estimated to have 250,000 to 300,000 children and youth living on the streets, with 40% living on the streets of Nairobi. (Daily Nation, 2016) FIGURE 1.3 Street children’s sleeping outside shops along Moi Avenue in Nairobi's Central Business District. There is concerns from the public over the growing threat of street families in the capital. PHOTO | DENNIS ONSONGO SOURCE: https://nairobinews.nation.co.ke/news/street-familiesnairobi-streets/ (Accessed on 22/05/2019)

In January 2018, in an attempt to solve the recurring problem, the Nairobi County Government launched an operation to flush out street families from the Central Business District. The operation, which saw more than 200 street children and youth rescued from the streets, was led by the county government’s Environment Rapid Response Team and would be carried out on a continuous basis. The rescued individuals were taken to several rehabilitation centres, among them Kayole,

Bahati, Shauri Moyo, Joseph Kang’ethe and Makadara according to their age and gender.

They would receive treatment for drug use at the rehabilitation centres and then be vetted and taken to county schools to continue with their education. The rehabilitation centres were to reform and make the youth fit in society, provide them with guidance and counselling, train them in semi-skilled trades, and give them spiritual and physical nourishment, food, clothing and shelter. But even with FIGURE 1.4 Street families being put into a vehicle during a swoop by the Nairobi County Environment Rapid Response Team. 2018 SOURCE: https://nairobinews.nation.co.ke/news/sonko-flushes-outstreet-children (Accessed on 07/06/2019)

all the efforts, the children and youth returned to the streets due to various reasons.

SOURCE: Collins, O. ( 2018, Feb 18). Nairobi Street Families Adopt Survival Tactics.

Daily Nation. Retrieved May 22, 2019, from https://www.nation.co.ke CHAPTER ONE: INTRODUCTION

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1.2 PROBLEM STATEMENT Rehabilitation is the action of restoring someone to health or normal life through training and therapy after imprisonment, addiction, or illness. (Cambridge Dictionary). Therefore, rehabilitation spaces especially for the street youth are ideally meant to help them move off the streets and regain control of their lives.

They are meant to help them sustain their dignity and integrate them back into the society. For most street youth, the need for basic shelter; a dry, warm safe place with a bed, is acute and immediate. The design of that shelter matters to the homeless, to those who work with them, to the neightbouring community and to the FIGURE 1.7 Street child making the most of what he can get to survive in the streets SOURCE: https://www.storiesbyeva.com/portfolio-item/turpentinehigh-streetkids-in-nairobi/ (Accessed on 06/06/2019)

society at large. (Davis, 2004) Unfortunately, most rehabilitation centres for the street youth are designed simply to house as many people as possible. Others are so dilapidated, violent, or dirty that people actually prefer to sleep outside. (Pable, 2018). Most of the spaces designed for the rehabilitation of the street families are not internalised by the designer in terms of how they meet the needs of users in all aspects of their lives as well as providing an environment that brings about progressive results from both the staff and the users. Many of the spaces are crowded and designed poorly, having more in common with a prison or hospital than a friendly place to stay. Many emphasise their use as temporary accommodation, which does not resolve the emotions of anxiety and instability associated with living on the streets. (Kiragu, 2009)

FIGURE 1.6 Kenya is estimated to have 250,000 to 300,000 children living on the streets, with 40% living on the streets of Nairobi. (Daily Nation, 2016) SOURCE: https://www.madeinthestreets.org/streets.html (Accessed on 28/05/2019) CHAPTER ONE: INTRODUCTION

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

In the Kenyan context, going to rehabilitation centres is difficult because the street youth value freedom and their independence and would rather be free walking and working in the streets than be confined to a dilapidated rehabilitation centre

(Government of Kenya/UNICEF, 1995). Only about 10% of the street youth in Nairobi get successfully rehabilitated (Palmqvist, 2006). Data indicates that 66.7% of the street youth had previously been to a rehabilitation centre (Michael, 2018). This therefore indicates that there are shortcomings in these centers.

Architecture has often gone hand in hand with a sense of social responsibility and desire to improve society through the built environment. Although it is impossible for FIGURE 1.8 Street boys in remand home, Nairobi.

SOURCE:http://davidblumenkrantz.squarespace.com/kb20p7ujoil77tf aocorads40fsc46 (Accessed on 29/06/2019)

the issue of rehabilitation of the street youth to be “solved� by architecture alone, a reluctance to engage with and design for this issue would represent a failure to interact with the issues of the city and its inhabitants.

There has been little research on how to cater for the needs of the street youth of Nairobi through design. Many studies have only focused on the design needs of the

street children . There is therefore a knowledge gap on how to design specifically for the youth. This study therefore seeks to investigate the different architectural solutions to this issue and the standard design requirements of the design of street youth rehabilitation spaces. It will examine how sufficient the existing ones in Nairobi are in terms of design and to recommend guidelines that would help in the design of such spaces in Nairobi.

FIGURE 1.9 Children have rights as human beings and also need special care and protection. This is recognised by the United Nations in the Convention on the Rights of the Child (CRC) to which Kenya is a signatory.

SOURCE: http://www.childrescuekenya.org/projects.php (Accessed on 06/06/2019)

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

1.3 RESEARCH OBJECTIVES 1.

To review the design practices followed in the design of rehabilitation spaces for the street youth

2.

To assess the nature of youth rehabilitation spaces in Nairobi

3.

To recommend guidelines for the design of rehabilitation spaces for the homeless street youth of Nairobi

1.4 RESEARCH QUESTIONS 1.

What are the design practices followed for rehabilitation spaces for the homeless youth?

2.

What is the nature of youth rehabilitation spaces in Nairobi?

3.

What are the guidelines that may be used for the design of rehabilitation spaces for the homeless street youth of Nairobi?

FIGURE 1.10 Two female street youth in Nairobi SOURCE: http://david-blumenkrantz.squarespace.com/streetchildren/2015/1/16/kubalo7jh7k5txzx8jsdfzejsi1zne (Accessed on 29/06/2019)

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

1.5 JUSTIFICATION OF STUDY The adequacy and quality of the spaces that aid in rehabilitation continue to receive little attention especially in the developing world. The findings of this study are useful in providing possible design solutions to homelessness. The results of this study will provide insight and information on ways to design desirable spaces for the street youth that will cater for their basic needs. This will improve their lives, create a more unified society and better image of the city.

1.6 SIGNIFICANCE OF STUDY The Kenyan Government has embarked on an ambitious project; The Big Four Agenda, which entails Affordable housing, manufacturing, access to healthcare, and food security. As part of the Big Four Agenda, the study is significant in offering solutions to the underprivileged people In the society such as the street youth. The Kenya Vision 2030 report aims to “provide the country’s population with adequate and decent housing in a sustainable environment”. With these visions on set it is clearly important to find architectural intervention that will be used to combat the phenomenon of street families an example being rehabilitation spaces. Through this research, the author hopes to establish inclusive ways of designing for the street youth responsibly to ensure equal opportunities for all Kenya’s population. This will not make Kenya Politically prudent but also improve the national image.

FIGURE 1.11 Helpless street youth on the streets of Nairobi SOURCE: http://david-blumenkrantz.squarespace.com/streetchildren/2015/1/16/prr1ken2op1wikfm2qpghlx8yr562j (Accessed on 29/06/2019)

CHAPTER ONE: INTRODUCTION

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

1.7 SCOPE AND LIMITATIONS The study focused on rehabilitation spaces for the street youth, both formal and informal spaces. Nairobi was chosen to be the case of the study due to the fact that it holds the highest numbers of street youths in Kenya.

The study analysed the existing conditions of such spaces and attempt to develop a set of criteria that will govern the design of such spaces based on the Nairobi context and the needs of the users.

The youth are highly vulnerable to homelessness due to various reasons. These individuals fall in age bracket of 15-24 (UN definition of youth). For the purposes of

this research, the study focused on the street youth aged 15-24 years who live and work on the street and have no contact with their family and those that live on the street but maintain regular or irregular contact with their family

There was limited time within which this research paper was carried out. This research ran for 3-4 months.

A number of the relevant books on this topic were inaccessible as they were not available in the local libraries, bookshops and the internet.

FIGURE 1.12 The youth are the majority in the Kenyan population at 75%, thus they are highly vulnerable to homelessness.

SOURCE: http://davidblumenkrantz.squarespace.com/ijrri9lyo880uwuz4hj6hprjc4uc8r (Accessed on 07/06/2019) CHAPTER ONE: INTRODUCTION

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1.8 ORGANIZATION OF STUDY 1.8.1 CHAPTER ONE - INTRODUCTION This chapter gives an introduction to the problem and a background on the existing state of street youth in the world and in Kenya, particularly in Nairobi and the state of rehabilitation centres and the challenges they face. The author puts forward the intended problem statement with a view to give insight as to why the study is necessitated. The research objectives and questions are discussed to give the study a goal. The author then describes the significance and justification of the study and gives the scope and limitations of the study.

1.8.2 CHAPTER TWO – LITERATURE REVIEW This chapter focuses on the existing literature in the areas of pathways into, through and out of street life. The major focus being the design of rehabilitation spaces for the homeless youth. The main objective is to establish the standards and requirements within the author’s selected field of study in order to generate

guidelines as the author conducts an analysis of the selected case studies.

1.8.3 CHAPTER THREE – RESEARCH METHODS This chapter spells out the research method applied during fieldwork, data collection, analysis and presentation. The primary data collection methods entailed the use of interviews, observation, physical measurements, analytical sketches, photographs, and analytical notes. secondary data from the literature reviewed was used

to create understanding of the existing knowledge and

identify a gap for continued investigation in this research. The overall parameters investigated included the spatial configuration and design of formal and informal FIGURE 1.13 Tough life on the streets SOURCE: http://david-blumenkrantz.squarespace.com/streetchildren/2015/1/16/2015/1/16/kubalo7jh7k5txzx8jsdfzejsi1zne (Accessed on 10/06/2019)

rehabilitation spaces

CHAPTER ONE: INTRODUCTION

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

1.8.4 CHAPTER FOUR – RESEARCH FINDINGS This chapter analyses and presents the primary data collected from the fieldwork.

The case studies were selected on the basis of location and accessibility, nature of spaces (informal or formal), type of users, time and budget limitation. An analysis of multiple spaces was done to determine the impact of physical space on the activities that take place in those spaces.

1.8.5 CHAPTER FIVE – CONCLUSIONS AND RECOMMENDATIONS This chapter brings the study to an end by stating the conclusions and recommendations on the desirable strategy for the design of rehabilitations spaces for the street youth, keeping in mind Nairobi as the context. The author then recommends areas of further research for studies related to this topic.

FIGURE 1.14 Finding refuge in shelters SOURCE: http://david-blumenkrantz.squarespace.com/streetchildren/2015/1/16/2015/1/16/lhypclwfravzefmvbr1lq06f2u7skv (Accessed on 10/06/2019) CHAPTER ONE: INTRODUCTION

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CHAPTER TWO: LITERATURE REVIEW

IMAGE SOURCE: https://www.madeinthestreets.org/streets.html (28/05/2019)

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

2.1 INTRODUCTION This chapter focuses on the existing literature in the areas of pathways into, through and out of street life. The major focus being the design of rehabilitation spaces for the homeless youth. The main objective is to establish the standards and requirements within the author‘s selected field of study in order to generate guidelines as the author conducts an analysis of the selected case studies.

2.2 DEFINING THE STREET YOUTH The generic term ―street youth‖ is made up of a number of subcultures including hardcore street‐entrenched young people, squatters, group home kids, child FIGURE 2.1 The street youth are a vulnerable group of youths who spend all or most of their time on street SOURCE:https://www.metroweekly.com/2016/05/advocatesperplexed-by-lack-of-funding-designated-to-districts-lgbt-homelessyouth-problem/ (Accessed on 29/06/2019)

welfare kids, soft‐core ―twinkies,‖ ―in‐and‐outers,‖ punks, runaways, throwaways, refugees and immigrants, young single mothers, and those who are homeless because their entire family is homeless (Karabanow, 2003). There are numerous descriptors that signal street activities such as gang bangers, prostitutes, drug dealers, drug users, panhandlers, and squeegees. (Karabanow, 2009) The street .

youth are a vulnerable group of youths who spend all or most of their time on street and have fallen outside any social, educational and reinsertion institution. There are those who are completely homeless (those that live and work on the street and have no contact with their family), those that are of the street (they live on the street but maintain regular or irregular contact with their family) and those that are in the streets(they live in the streets with their family and most probably work on the street as well as contribute to the family income) (Barrtte, 1995) For the purposes of this research, the study will focus on the street youth aged 15-24 FIGURE 2.2 Children sleep on a concrete divider above a 20 foot drop into a sewage canal, just outside a Grand Hyatt Hotel in Jakarta, Indonesia. (Image Courtesy: Ross Pollack) SOURCE: http://archiveglobal.org/homelessness-homes/ (Accessed on 01/02/2020)

years who live and work on the street and have no contact with their family and those that live on the street but maintain regular or irregular contact with their family . Different pathways will be investigated to further understand what the life

of a street youth.

CHAPTER TWO: LITERATURE REVIEW

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

2.3 PATHWAYS INTO STREET LIFE A Street youth‘s pathway has been defined specifically as the route of an individual or household into homelessness, their experience of homelessness and their route out of homelessness into secure housing and social integration. (Tullech, 2000).

Therefore the pathways to be investigated are as follows: how the street youth got to where they are, how they manage to adapt to a life on the street and how they can return to mainstream living.

Some youth are rendered homeless by mass disasters such as earthquakes, floods, or hurricanes. Some face homelessness when they flee their countries for political or economic reasons. Each of these groups ore some degree of homelessness, but the nature of that experience often varies considerably among them. These differences FIGURE 2.3 Cyprus tenants after eviction with no place to go but the streets SOURCE: https://www.globalresearch.ca/the-start-of-homelessnessin-cyprus/5669351 (Accessed on 01/02/2020)

can be clarified by considering three separate dimensions of homelessness: a residential dimension; a familial-support dimension; and a role-based dignity and moral-worth dimension. (Anderson, 1993) Homelessness associated with the first dimension, consists of life-style characterized

first and foremost by the absence of conventional permanent housing. This residential dimension has been the primary basis for most recent conceptualizations of homelessness. The term "literal homelessness," meaning "those who sleep in shelters provided for homeless persons or in places, private or public, not intended as dwellings," captures this dimension well. (Anderson, 1993) The residential dimension of homelessness may be attributed to poverty, unemployment, lack of affordable housing for the low income group among others.

FIGURE 2.4 A street youth sleeps in a doorway SOURCE: https://chronicleofsocialchange.org/featured/no-moremissed-opportunities-on-youth-homelessness/36302 (Accessed on 01/02/2020)

.

CHAPTER TWO: LITERATURE REVIEW

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

The second dimension is the presence or absence of familial support. In the African context,

the family structure consists of a hierarchical system which is

dominated by the elders so as to maintain social control especially among within the youths. These systems within the family structure help develop social and moral norms as well as providing and maintaining the spiritual customs and traditions.

They also provide the youth with role models to look up to and prepare them for adulthood. (Degbey, 2005).

The traditional African family has been subjected to many different conditions and as a result has undergone considerable strain and forced adaptation which has impacted on society‘s configuration as well as contributed to the distortion of social structures. These shifts within the Traditional African family structure in response to negative social changes has resulted in an erosion of society‘s composition which has lead to the family‘s inability to fulfil its primary functions of socialisation. (Shorter, 1977) One can see how in urban communities there have been more rapid appearances of the nuclear family over the last few decades. This can be observed as detrimental to society as it eliminates any sense of cohesion that could previously be found in traditional African family structures; therefore the creation of more introverted emphasis on family living. The upbringing of a child aspect has also deteriorated overtime. The children of today are rarely brought up FIGURE 2.5 Pathways into streetlife among the youth SOURCE: Barrtte, 1995

with role models to guide them, with culture to keep them grounded and give them a sense of identity and belonging and this has resulted in the feeling of loneliness and isolation. Therefore one can look at the phenomenon of street youth as being just one of the results that the breakdown in traditional family structure has brought about in our society.

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2.4 PATHWAYS THROUGH STREET LIFE In order to understand how to design for the rehabilitation of the street youth, one needs to understand how they adapt to the life on the streets, the socio-cultural aspects of the street youth and the struggles they face on the streets.

2.4.1 Survival on the Street There are several survival issues that need to be considered when attempting to make it on the streets: where to sleep, what to eat, how to keep clean, how to keep warm and dry, what to do when one gets sick or hurt, where to store their belongings, among other issues. (Allen, 2012) When faced with a survival situation, many street youth will create a ―perch‖ for themselves under a bridge or some FIGURE 2.6 One of the major struggles is lack of basic needs SOURCE: https://www.klcc.org/post/lane-county-seeks-major-hudgrant-end-youth-homelessness (Accessed on 01/02/2020)

other overhead structure. It is ready-made protection from weather. They will also try to conceal themselves or find an elevated position which gives them an ability to see danger and escape easily. To earn a living, they get involved with various activities such as selling inexpensive items for small profit, offering services such as cleaning, deliveries, washing cars, shoe shining and guarding cars on parking lots.

Other activities may include but not limited to begging, stealing, selling drugs and prostitution. (Blanc, 1994) 2.4.2 Struggles of the Street Youth The main struggle of a street youth is the search for basic needs. In order to tend to

themselves, they engage in various activities such as begging, finding odd jobs, scavenging rubbish sites in search of recyclable material, or prostitution especially among the female. Shelter is another issue. Due to lack of appropriate shelter, they are exposed to weather elements that lead to illnesses such as dehydration, heat FIGURE 2.7 Sleeping rough SOURCE: https://libertarianinstitute.org/articles/great-recessionrevisited/ (Accessed on 01/02/2020)

stroke, pneumonia, among others. They are also affected with stress, fatigue, lack of sleep and poor hygiene. Insecurity within the streets causes increased risk of rape, murder, assault and robbery. (Ravenhill, 2014) CHAPTER TWO: LITERATURE REVIEW

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They face discrimination and demoralisation due to their status in the society. The social exclusion causes one to have low self-esteem or self image, stress and tension with the mainstream society, depression and substance abuse, inability to get a job and live an ordinary life and inability to participate in mainstream politics such as voting. (Ravenhill, 2014) The struggles they face harden them to the point where rehabilitation is hard to achieve. This is because their perspective of the outside world is that of a society that has neglected them. Thus the pathway out of street life becomes a tough process.

FIGURE 2.8 Hazards that street youth face SOURCE: SZANTON BLANC, 1994

2.4.3 Street Youth Culture With homelessness comes isolation from mainstream society. In order to compensate for this feeling of loneliness and separation, strong bonds are created amongst members of this culture which can reestablish their ontological security.

As a result, friendships arise between the street youth and they are able to relate to life circumstances and support each other through gaining trust and sharing life

experiences. (Ravenhill, 2008) Hierarchy then emerges from the street youth, with those who have been staying in the streets for the longest time being the leaders of the group. The ability to survive on the street, pain, trauma and criminal records are seen as desirable qualities among the street youth. Those with particularly bad cases are set apart and given special attention, reinforcing their behavior and gaining more respect from others FIGURE 2.9 One factor of the increasing number of homeless people is the incredible lack of really affordable and social housing all over Europe – especially for vulnerable people.

SOURCE: https://www.housingforall.eu/we-have-to-endhomelessness/ (Accessed on 01/02/2020)

hence becoming their leaders. Their ―leaders‘‖ character has a negative influence on the behavior of the youth such as engaging in criminal activities. (Ravenhill, 2008)

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Street gangs then emerge among the youth, comprising of a number of individuals

with similar needs, backgrounds, and experiences. These gangs function like micro communities which provide the individuals with security and the sense of belonging one would normally find within a family unit. (Kerr, 2006) 2.4.4 Streets as a Source of Identity for the Street Youth Despite all the negative talks of the life on the streets for the street youth, some actually embrace the streets as a place where they can freely express themselves.

The ‗streets‘ are a neutral testing ground where the youth have the freedom to express themselves without close parental control (Malone, 2002). To them the FIGURE 2.10 Sketch showing youth‘s boundaries SOURCE: DEVIN KYLE, 2015

‗streets‘ embody the idea of the third space (Anthony, 1985) or as the interstitial space, a terrain between childhood and adulthood where the youth continue to test and construct their own social and cultural identity outside of the boundaries of their home and school. (Matthews, et al, 2000).

In the home or school environment, the boundaries set up, have been defined and imposed by their parents or teachers. The ‗streets‘, however, act as a third space where the youth have the freedom to define their own boundaries without close parental supervision. For the youth who are completely homeless, the streets are their only source of refuge when it comes to defining who they are. The streets

provide democratic friendship; a sense of belonging while yet retaining a distinctive personal identity; an opportunity for spontaneity, surprise, and emotional expression; a chance to stand aside from oneself and gain perspective on private idiosyncrasies (Kathryn, 1985). It is these qualities that make the ‗streets‘ so unique FIGURE 2.11 The street connecting people with other people SOURCE: DEVIN KYLE, 2015

and fascinating and that which continues to draw the youth to them.

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This is, fundamentally, precisely what the authors such as Jan Gehl, Shirley Secunda and Gary Toth talk about in reference to streets as places; places that add value and meaning to the city. The youth, in their use of the ‗streets‘ as a place to express their divergent cultural values, understandings and needs (Malone, 2002) 2.4.5 Forms of Expression Communication within human society is one of the most vital aspects of life, The street youth are well known for using graffiti as a means of communication through the medium of art often on a canvas of buildings and walls. Graffiti could possibly be used as a social barometer to highlight what is moving society at the time as well as giving insight into what people are being influenced by. It can be also act as a means of communication to otherwise deaf ears. It can be used as a means FIGURE 2.12 Street art as a form of expression SOURCE:https://en.wikipedia.org/wiki/Street_art_in_Melbourne#/m edia/File:Shepard_Fairey_Hosier_Melbourne.jpg(Accessed on 29/06/2019)

of making ones presence felt, i.e. a gang in the community can use a symbol that everyone understands. Finally, it can be seen by artists as a means of brightening up the community by creating a more colourful and vibrant environment in which to stay. (Kerr, 2006) Music is another form of expression used by the street youth. It plays a role in emotional control and regulation, in relationships with other people. The street youth engage with music not only through listening, but also by singing, dancing and playing musical instruments. (Palzkill, 2014) Music promotes relaxation and interaction with others. Listening to music decreases loneliness and isolation.

FIGURE 2.13 Music as a form of expression SOURCE: https://facinghomelessness.wordpress.com/(Accessed 29/06/2019)

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2.5 PATHWAYS OUT OF STREET LIFE Exiting the street is a complex process, as it involves tangible or perceptible paths

as well as intangible or elusive dimensions. In one case, it may be because the freedom that initially attracted them to the streets grew into aimlessness and boredom and the result was a desire for something more. Interwoven with this notion is the struggle young people face with day-to-day survival- securing shelter, finding money, seeking food, and clothing , and staying safe. (Karabanow, 2009) FIGURE 2.14 Ending youth homeless SOURCE:https://medium.com/soci100wsp18/end-youthhomelessness-a0dd516ac253 (Accessed on 29/06/2019)

Mustering the courage to change, which tends to be heightened through increased responsibilities (such as becoming pregnant or having an intimate partner); gaining support through family and friends; having an awareness that someone cares for them; and building personal motivation and commitment toward changing one‘s lifestyle. Within street culture as seen, asking for help proves to be a struggle for the majority of the individuals but at the same time, an integral part of the disengagement process. (Karabanow, 2009) They then seek support from well wishers, use available services, search for formal employment and stable housing and form of formal institutional involvement such as returning to school or entering supportive housing or structured program entities.

Service providers such as shelters, drop‐in centres, health clinics, second‐stage independent living resources, mobile care units, and outreach programs not only

provide basic needs (such as food, clothing, shower facilities, and shelter) and life and employment skills training (such as how to manage a budget, cook, search for employment, and carry out a job interview), but often forge community spaces where young people can regain confidence and self‐esteem within a ―culture of FIGURE 2.15 solving youth homeless SOURCE:https://socialsystemdesignlab.wustl.edu/items/solvingyouth-homelessness-through-prevention/(Accessed on 29/06/2019)

hope‖ (Karabanow, 2003)

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Moving away from the street entails physically leaving the downtown core, reducing ties with street culture and street friends, and constructing (or reconstructing) relationships with mainstream society. The longer one was on the street, the deeper the relationships one would have to the street and the harder it would be to disconnect from street culture. This proses a challenge as most explore feelings of confusion, guilt, abandonment, disloyalty, resentment and loneliness.

For some young people, street friends and street families are communities where they experience security, acceptance, and love, often for the first time in their young lives. (Karabanow, 2009) Breaking ties with friends and drugs is highly intertwined. Addictions are described as interwoven into the fabric of street culture and street families. Youth who move into a more stable living environment speak about the difficulty of dealing with their drug addictions. Youth also express that ending drug or alcohol misuse is a significant step in getting off the street and helped to improve self‐esteem.

(Karabanow, 2009)

A sense of changing routine emerge for individuals as they make the transition from living on the streets to mainstream society. Here, one restructures their routine in terms of employment, education and housing, a shift in thinking about future aspirations, and acquiring some form of social assistance to support one‘s transition. During this stage, young people highlighted a renewed sense of health and wellness, self‐confidence, and personal motivation. Successful exiting is FIGURE 2.16 Pathway out of youth homelessness SOURCE: Jeff Karabanow, 2009

exemplified by a sense of ―being in control‖ and ―having direction‖ in one‘s life.

Many speak of feeling proud of their movements out of street life; being able to finally enjoy life on their own terms; healthy self‐esteem, being able to take care of themselves; and feeling stable in terms of housing security and wellness.

(Karabanow, 2009)

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2.6 ARCHITECTURAL INTERVENTIONS AT DIFFERENT STAGES OF THE STREET YOUTH PATHWAY OBJECTIVES

HOME

STREET

1. Assist parents in providing basic necessities 2. Develop stronger family ties 3. Enhancing youth‘s self-esteem to avoid depressed/ insecurity 4. Raise awareness regarding health and education 5. Minimize illiteracy

1. Satisfy food and shelter needs, attract youth 2. Reunite with family, integrate community with youth 3. Basic health care 4. Raise awareness regarding the other stages.

BARRIERS ADDRESSED

1. Economic 2. Social 3. Psychological 4. Health 5. education

1. Economic 2. Social 3. Psychological 4. Health 5. education

INTERVENTION CHANNEL 1. Employment opportunities, vocational training, self-sustaining job, affordable shelter 2. Youth-community engagement, family bonding activities 3. Psychological informal therapy 4. Affordable health care 5. Basic literacy sessions

1. Food outlet, day-care shelter, incomegenerating activities 2. Youth-community engagement, family locating services.

3. Recreational/entertain ment spaces, art and crafts therapy workshops 4. First aid units 5. Play/school literacy lessons, governmental awareness campaigns

ARCHITECTURAL MODEL 1. Affordable housing 2. Technical training 3. Urban farming 4. Community centre 5. Town hall 6. Visual performance art centre 7. Sports centre 8. Creative education facility

1. Mobile outreach units 2. Culinary centre 3. Social incubator 4. Technical workshop 5. Community centre 6. Expressive arts hub 7. Mobile schools 8. Drop in centres

Table 1 Architectural Interventions at Different Stages of the Street Youth Pathway.

SOURCE: Farida Mahgoub,2012 CHAPTER TWO: LITERATURE REVIEW

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OBJECTIVES

BARRIERS ADDRESSED

INTERVENTION CHANNEL

1. Specialized health care 2. Creative/ critical education 3. Create sense of belonging 4. Recreate social life 5. Change violence to activities

1. Inviting housing 2. Hospital/medical centre, disabled facilities 3. Creative educational: schools/classroom , art and craft classrooms, workshops and training facilities 4. Theatre, psychological rehabilitation, sport facilities

1. Community participation 2. Employment facilities 3. Advanced educational facilities

1. Community service centre 2. Self sustained programs (harvest and sell) 3. Workshops 4. Employment centre 5. Higher education facilities

REHABILITATION 1. Provide basic needs 2. Cure diseases 3. Professional and creative education 4. Deal with psychological problems 5. Recreate family environment

1. Health 2. Education 3. Psychological

TRANSITION 1. Reintegrate into society 2. Relocation with parents 3. Future jobs 4. Higher education

1. Social 2. Economic 3. education

ARCHITECTURAL MODEL

Table 2 Architectural Interventions at Different Stages of the Street Youth Pathway.

SOURCE: Farida Mahgoub,2012 CHAPTER TWO: LITERATURE REVIEW

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2.7 EVA’S PHOENIX: A SAFE SHELTER, EDUCATION AND TRAINING TO HOMELESS YOUTH Architects: LGA Architectural Partners Location: Toronto, Ontario, Canada Year: December 2016 Size: 3827.6 m2 2.7.1 INTRODUCTION: ABOUT EVA’S INITIATIVES FOR HOMELESS YOUTH The mission of Eva‘s initiatives is to work collaboratively with homeless and at risk FIGURE 2.17 Location of EVA‘S PHOENIX in Toronto, Ontario, Canada SOURCE: Google Maps (accessed on 28/06/19)

youth, helping them reach their potential to lead productive, self sufficient and healthy lives by providing safe shelter and a homeless youth by developing and implementing proactive and progressive services. Eva‘s initiatives is the umbrella

organization for a series of programs aimed at getting homeless and at-risk youth off the streets permanently. Currently this involves three shelters operating in Toronto which house up to 122 youth a night. The shelters are: 1. Eva‘s Place, the first Eva‘s project and home to their Family Re-Connect Program 2. Eva‘s Satellite , the only harm-reduction shelter for youth in Toronto with substance use issues 3. Eva‘s Phoenix, a transitional shelter that incorporates training, education and employment in its programming.

2.7.2 EVA’S PHOENIX FIGURE 2.18 Location of EVA‘S PHOENIX SOURCE: Google Maps (accessed on 28/06/19)

A neighbourhood within a building, Eva‘s Phoenix is a fifty-bed transitional housing, education and skills training centre to youth, aged 16 – 24, in transition from homelessness to independent living.

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The spaces include offices, counseling areas, classrooms, teaching kitchen, workshop, clothing bank, full service commercial print shop in a new basement and more. Residents at Eva‘s enjoy their own bedroom within a communal home shared with four other residents. The layering of spaces from private to public builds comfort and confidence, and gives the youth the ability to find their own level of participation as they integrate into the Eva‘s community and social life of the building. (OAA Awards 2017 Design Excellence Finalist) 2.7.3 DESIGN The design is crafted by stitching together disparate parts of a historic 1930s FIGURE 2.19 The 1932 Art Deco Brick Façade was untouched by the renovation SOURCE: Ben Rahn, 2017

waterworks warehouse, and organized around an expansive and spatially layered atrium awash in daylight. The brick structure was transformed into a fully-enclosed residential complex with white walls, polished concrete pathways and splashes of pastel colours. The roof was replaced with sloping windows to create a light-filled interior that resembles a greenhouse. (OAA Awards 2017 Design Excellence Finalist) The architects created an internal ‗street‖ with 10 contemporary townhouses that are awash in natural light from the new skylights, while also securely enclosed by the original brick walls. The 10 ‗houses‘ activate this main street with sheltered entries, ground level common areas rising to overlooking second level private bedrooms and ‗rooftop‘ support and counselling space. Carefully calibrated circulation controls access between resident, staff only, public and drop-in program areas. (OAA Awards 2017 Design Excellence Finalist)

2.7.3 SPATIAL ORGANIZATION Each house is outfitted with a kitchen, a living area and a bathroom. All together, they provide 50 bedrooms. "These houses face onto an internal street – which FIGURE 2.20 a fully-enclosed residential complex with white walls, polished concrete pathways and splashes of pastel colours.

SOURCE: Ben Rahn, 2017

serves as a gathering place for the Eva's community," said the firm. "The layering of spaces builds comfort by giving the youth the choice to decide their own level of integration.― CHAPTER TWO: LITERATURE REVIEW

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Above one of the rows of townhouses, the architects built offices with the ―roof top‖ meeting areas, providing humane and semi-private, light-filled spaces for working, meetings and counseling. Employment skills are also taught in classrooms and counseling offices on the second and third levels, a demonstration kitchen on the ground floor and a full-service commercial print shop in the basement, allowing residents to receive employment training. (Singhal, 2017) The key design aspects include:

1. a highly developed section creating visibility and exposing the building‘s vitality; 2. A layered sequence between public, semipublic and private spaces that builds comfort as youth acclimatize and decide individual levels of participation; 3. decentralizing staff and program areas to encourage a flow of activity;

4. deploying colour to set a calming tone and in support of way finding 5. a house based format that fosters life skills and interaction amongst roommates.

According to LGA partner and co-founder Dean Goodman, ―This is a project that‘s all about doing the right thing — for the kids, the neighbourhood and the city. It‘s architecture that results from will and collaboration — between the Eva‘s community, the design and construction teams, and also the councillor and the planning department. It‘s a typology that we‘ve developed and tested over many years. Success results from keeping an open mind, about how design can best address the challanges at hand. It‘s our professional challenge to create places that are impactful and socially relevant.‖ According to Eva‘s executive director, Jocelyn Helland, ―Eva‘s Phoenix was designed to be a warm, welcoming space FIGURE 2.21 Floor plans SOURCE: LGA Architectural Partners

that says, ‗You are cared for, you belong, and you deserve a great future, no matter what‘s happened in the past.‖ (Singhal, 2017) CHAPTER TWO: LITERATURE REVIEW

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From the outset, the architects worked with the City of Toronto planning department to devise compliance alternatives to the building codes enabling them to create an architecture that breaks normal conventions, but for example provides plenty of transparency, creating a safer environment appropriate for the

Eva‘s community. Also, a portion of the budget was allocated to future-proofing the building, creating a strong foundation that can be altered by the organization with basic construction strategies to meet changing needs over time. (Singhal, 2017) Eva's Phoenix won a Design Excellence Award earlier in 2017 from Ontario Association of Architects (OAA) and has become a model for homeless facilities across Canada. The facility is an important element of the redevelopment of the entire city block that will be redeveloped and augmented to include a food FIGURE 2.22 Section through the building SOURCE: LGA Architectural Partners

market, a YMCA and a condominium tower, all on the edge of St. Andrew‘s Park.

Within this rapidly gentrifying area, providing young residents at Eva‘s Phoenix with a secure and discrete home that is also an oasis unto itself, was critical to LGA. (Singhal, 2017)

FIGURE 2.23 A workshop on the ground floor develops residents‘ construction skills SOURCE: Ben Rahn, 2017 CHAPTER TWO: LITERATURE REVIEW

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2.8 AMSTERDAM ORPHANAGE Architects: Van Eyck Location: AMSTERDAM, Netherlands Year: 1960 2.8.1 BACKGROUND INFORMATION The building is located on the southern outskirts of Amsterdam, IJsbaanpad 3B, NETHERLANDS, Europe

AMSTERDAM, Netherlands

Holland, an area that at the beginning of the 20th century was influenced by the South Plan proposed by H.P. Berlage for the extension of the city. It was located between the A10 motorway and the Olympic Games Stadium in 1928, on a flat lot without neighboring buildings As a member of CIAM and then a founding member of Team 10, van Eyck held strong opinions on post-war architecture. The Amsterdam Orphanage was van Eyck‘s opportunity to put his opinions in practice

through his first large scale built project. Van Eyck criticized early post-war architecture as lacking a human element. In the Amsterdam Orphanage he AMSTERDAM ORPHANAGE, Amsterdam

sought to design a modern building with a new urban vision from those of his CIAM predecessors.. It was commissioned as an orphanage for children of all ages and includes sleeping quarters, a kitchen, laundry room, gymnasium, library, and administrative spaces. Van Eyck spoke of the Orphanage as a small urban study.

2.8.2 CONCEPT Van Eyck readopted a concept previously formulated by the fifteenth-century architect L.B.Alberti, the analogy between house and city, ―a small world within a large, large world within a small one, a house as a city, a city as A home ―, creating a home for the 125 children was the goal of Aldo van Eyck. Van Eyck was a humanist whose aim was to create an architecture of community and a sense of

FIGURE 2.24 Location of Amsterdam Orphanage SOURCE: Google Maps (accessed on 30/06/19)

place. The creation of community was of exceptional importance in this project, as the residents had little or no connection to family outside of the institution.

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2.8.3 TECHNIQUE Van Eyck's humanist approach is evident in his creation of access to southern exposure in bedrooms, access to fresh air in most rooms, a high proportion of outdoor to indoor spaces, views to courtyard and exterior from most spaces, the

composition of spaces as a series of interrelated nodes, and the repeated use of primitive geometries.. In addition, van Eyck legitimizes the child through architecture, creating spaces that are responsive to their physical and mental states, and creates opportunities for kinaesthetic learning. He employs a clear formal technique that combines classicism, minimalism and Dogon tribal typologies.

If the orphanage were to be likened to the human body, it could be said that the FIGURE 2.25 Exterior view of the orphanage SOURCE: https://www.archdaily.com/151566/ad-classicsamsterdam-orphanage-aldo-van-eyck (accessed on 30/06/19)

main court is the heart of the project -- acting as the main outdoor gathering space and as a threshold for interactions between the world of the interior and the exterior. The administrative area would be the brain, and the living quarters the extremities. Circulation paths like veins connect them to one another, allowing people to flow through the building freely.

The relationship between inside and outside can also speak of attitudes within the institution of emotional expression. While there are windows facing outwards, the widest windows face interior courtyards, keeping the focus of residents within the building, and protecting them somewhat from the exterior world. This carries with it a sense of emotional openness within the community, but to a lesser extent with the exterior community.

FIGURE 2.26 Common outdoor space SOURCE: https://www.archdaily.com/151566/ad-classicsamsterdam-orphanage-aldo-van-eyck (accessed on 30/06/19)

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2.8.4 SPATIAL ORGANIZATION Van Eyck carefully conceived of a series of meeting places connected to one another by a network of pathways. "The whole scheme of the orphanage was interwoven around a number of centres defined from the beginning as points of interaction and exchange between various areas of the facility." He called this creation of networks and nodes inbetweening. He says that space becomes a place "through the combination of memory and anticipation. Places remembered and places anticipated dovetail in the temporal space of the present.

The program of an orphanage includes sleeping spaces for children of different

sexes and ages, quarters for staff, a nursery, an infirmary, cooking and dining areas, administration and of course indoor and outdoor play spaces. Van Eyck created two wings of sleeping areas for the children. To the east, he placed children under the ages of 10 in co-ed rooms. The youngest would sleep in the nursery. As the children aged, they would step up through the bedroom system, increasing their distance from the nursery. After the age of ten, they would be split into male and

female dormitories, but would still reside next to one another. Administration and staff residences were kept to the north.

Access to daylight was of great importance to van Eyck. In order to allow for maximum solar exposure, he stepped the children's dormitories across the southern face of the building. Van Eyck used a variety of window types and light wells, including sky lights, high slits in the walls, walls built of glass cubes, and large windows. This spread out floor plan also allowed for a blurring between indoors and outdoors, as open fields surrounded each indoor space. The residential units FIGURE 2.27 Layout plan of the orphanage SOURCE: https://www.archdaily.com/151566/ad-classicsamsterdam-orphanage-aldo-van-eyck - author modified (accessed on 30/06/19)

are arranged in a staggered formation, thus allowing each of them to have communication with an individual outdoor space and with the internal street.

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2.8.5 CLIENT CONSIDERATION Van Eyck's orphanage references the human body of the growing child with great consideration. He has taken into consideration the physical size of the body, the gender of the children, and the activities of interest that accompany age and

gender. Additionally, the orphanage is intended to promote health and wellbeing for its occupants. Van Eyck was concerned with the visual importance of the child in architecture Also, in recognition of the fundamental differences between children and adolescents of different ages and sexes, living spaces were designed to allow their occupants to partake in age and gender appropriate activities. For example, young children had a living room that facilitated the creation of tents, forts, and FIGURE 2.28 Outdoor dining area SOURCE: https://www.archdaily.com/151566/ad-classicsamsterdam-orphanage-aldo-van-eyck (accessed on 30/06/19)

allowed for the throwing of a ball inside. Females aged 10-14 had a pancake kitchen where they could experiment with cooking. They also had a puppet theatre to act-out stories, and a series of chairs that could be variously arranged.

The space for young ladies 14-20 included a variety of nooks for privacy, and low coffee tables for socializing. Young men had a workshop.

Additionally, furniture height and level of privacy throughout the building reflected the body and activities of its users. "the rooms had to be differentiated according to age, in the first place by the choice of appropriate dimensions. The height of the windows, for instance, had to be such that a child sitting on a stool could easily look outside and be able to see people passing outside the window." Similarly, dimensions of the toilets and sinks related to the physical proportions of the children. Younger children had shared bedrooms on the ground floor, while young adults had their own bedrooms on the upper story. This choice to divide occupants

FIGURE 2.29 courtyard SOURCE: https://www.archdaily.com/151566/ad-classicsamsterdam-orphanage-aldo-van-eyck (accessed on 30/06/19)

into age and sex underscores the importance of the human body in both program and proportion.

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2.9 S.O.S CHILDREN’S VILLAGES KENYA Location: Buruburu, Nairobi, Kenya Year: 1973 Size: 1858.06 m2 2.9.1 INTRODUCTION SOS Children's Villages Kenya is a member of SOS - Kinderdorf International, the largest private child welfare organization in the world. In Kenya, the first SOS Children‘s Village in Kenya was opened in 1973 in Nairobi. Additional SOS Children‘s Villages were subsequently built in Mombasa (1979), Eldoret (1990), Meru (2005), and the latest village in Kisumu (2012). SOS children's villages Kenya runs Education, Health, SOS Family Care, Family Strengthening, Advocacy and Youth Empowerment Programmes. They currently take care of over 10,000 children and FIGURE 2.30 Satellite image showing the planning of the orphanage.

SOURCE: Google Maps (accessed on 06/08/19) 1. Administration block 2.Kindergarten 3. Library 4. infirmary 5. House 6. Laundry building 7. Director's house/ guest house 8. Youth apartments 9. Aunt‘s house

youth both in our villages and community programmes S.O.S recommends for their orphanages to be built within an existing urban context. Social points of interaction should be incorporated into the design to integrate the village with the rest of the community by drawing the neighbouring community. The site consists of an administration block, shared facilities, kindergarten, library, infirmary, house, laundry building, director‘s house, guest house, youth apartments and aunt‘s house. The centre comprises of sixteen family houses, and is home to 158 children. There are 2 youth houses (one for boys outside the village premises and another for girls within the village premises). There is a sewage treatment plant within the project that provides water for landscaping purposes. There is also a section for vegetable planting, with three green houses for tomatoes, and maize grown in a field. These allow the village to be self sustaining

FIGURE 2.31 North of the site, bordering the football field is a sewage treatment plant, where water is recycled for landscaping purposes.

SOURCE: (Fatma Sultan, 2016)

and the users buy the food products from S.O.S at a subsidized rate. Right opposite the road, on the south of the site is the S.O.S Medical Centre. (Fatma Sultan, 2016) CHAPTER TWO: LITERATURE REVIEW

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2.9.2 GENERAL PROGRAMME OBJECTIVES The general programme objective was to create an environment where orphaned children could enjoy living conditions that are as close as possible to normal family life. This has been achieved through creating houses that accommodate ten children in each, looked after by a dedicated woman (aged between 28 and 53 years) who becomes a ‗mother‘ figure. The children are provided with private meals and tutoring and have a broth-sister like relationship with others within the

family unit. The father figure is represented by the ‗village elder‘, his assistant or deputy and the other men who work in the village such as, the gardener and the maintenance man, with the purpose of creating a children‘s village, having public FIGURE 2.32 There is a gate house at the entrance where guests are required to provide identification and state their purpose for visit SOURCE: https://www.soschildrensvillageskenya.org/ (accessed on 06/08/19)

and private space clearly defined and creating a network of communal green space, the designer hoped to strengthen the inhabitant's collective value. (Sultan, 2016) 2.9.3 FUNCTIONAL REQUIREMENTS The design requirement was to provide a home for about 150 children and youth.

The small site was planned to comprise of 16 house units and 8 semi detached houses.. Provision was needed for the following: 1. Sixteen units of family houses each with three bedrooms, three children in each, mother‘s bedroom, two shared bathrooms, living and dining room and a kitchen and store.

2. A youth apartment 3. Village director‘s house comprising of 3 bedrooms, kitchen, dining room, living room, two bathrooms, a cloakroom 4. Guest house

FIGURE 2.33 The courtyard surrounded by the residential units SOURCE: https://www.soschildrensvillageskenya.org/ (accessed on 06/08/19)

5. Kindergarten with four classrooms, staffroom, staff toilets and children's toilets,

6. Administration block with four offices and a reception (Sultan, 2016) CHAPTER TWO: LITERATURE REVIEW

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2.9.4 SPATIAL ORGANIZATION 1. Entrance and administration block There is a sense of welcome in the introductory area, that is, the entrance and administration block. With a half picket fence enclosing the administration block, a colourful palette, the non-imposing scale of the building and the direct access from the entrance, one is oriented to the administration block first and foremost.

2. The Kindergarten The kindergarten block can be accessed directly from the entrance. Children from the village start their education from here, and the kindergarten is open to children from the neighbouring community as well. It is linked to the administration block FIGURE 2.34 Directly at the entrance of the village is the administration block which houses a reception and four houses. Public movement is limited to this area with a bridge linking the administration block and the kindergarten. It is a friendly scale, of approximately 4m high and finished with bright and lively colours such as orange, yellow and bright blue.

SOURCE: https://www.soschildrensvillageskenya.org/ (accessed on 06/08/19)

with a 2300mm high covered walkway, bringing the building‘s scale down to that of a child. The kindergarten has five classrooms, bathrooms for the children and staff, a kitchenette and the headmaster‘s office. The interior walls are finished with a colourful pallet while the exterior walls are left simple (in white) with imagery for the children such the alphabet and cartoon illustrations. The spaces are well lit and ventilated with a central lobby that uses transparent corrugated sheets to maximize on lighting but feels hotter than other spaces.

3. Guest and director‘s house

The director and guest‘s house are bungalows with 3 bedrooms, 2 bathrooms, living room, dining room, kitchen with store and a guest toilet.

4. Youth and Aunt‘s apartments.

Once the children grow up the move into dedicated youth apartments. Boys move out at age 17 into SOS youth apartments across the road and girls move out at age 18 to their apartments within the village. They live with youth guidance FIGURE 2.35 The relationship between the block and the kindergarten SOURCE: Fatma Sultan, 2016

counsellors who supervise them in the apartments. The children are under SOS care until they turn 23. (Sultan, 2016) CHAPTER TWO: LITERATURE REVIEW

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2.9.5 DESIGN 1. Circulation and movement A single path leads fro the administration block to the central courtyard of about 300m2 around which the 16 houses are arranged and accessed by means of clearly defined pathways. The courtyard is further designed for different age groups with a variety of play furniture like swings, slides, a sand pit and open space where boys play ball.

2. Natural lighting and ventilation The building‘s glazed façade are in the north-south orientation and open into the courtyard and other open spaces. This allows for maximum natural lighting into the FIGURE 2.36 Circulation paths within the village are well landscaped with a domestic feel.

SOURCE: https://www.soschildrensvillageskenya.org/ (accessed on 06/08/19)

houses and direct views to the courtyard both from the living spaces and the public spaces within the residential units. There are minimal openings on the eastwest facades with only bathroom windows on these facades. Light penetration into the rooms is 2 x 1500mm (the window height) = 30000mm deep, therefore it is not adequate as most rooms are 4000-6000mm deep. The most well lit space in the house is the dining room as it receives lighting from the kitchen and the outside dhobi area. The indoor quality is good as the windows are placed to maximise on natural ventilation. The walls are 300mm thick thus have sufficient thermal massing.

3. Materials and finishes The common shared spaces are finished in bright colours like orange, yellow and green. This create a certain vibrancy that encourages playfulness and interaction among the children and youth. The children‘s rooms are painted in cooler colours like blue, purple and light pink. The floor finish in the common spaces and bedrooms is PVC and ceramic tiles in the wet areas (kitchen and bathrooms) FIGURE 2.37 The relationship between the living and dining room which is separated by a shelf.

SOURCE: Fatma Sultan, 2016

(Sultan, 2016)

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2.11 CONSIDERATIONS FOR THE DESIGN OF REHABILITATION SPACES 2.11.1 CONTEXT AND NEIGHBOURHOOD INTEGRATION When choosing a site for designing a rehabilitation space, one should consider the

how accessible it is and by what means, the activities taking place on the neighbouring site and the proximity to public facilitates that may be used by the individuals.

No matter where they are located, or proposed to be located, rehabilitation centres are usually controversial. When designing new buildings, or upgrading existing ones, sponsors should anticipate concerns from the neighbourhood, and local authorities having jurisdiction. While it will be important to demonstrate that the proposed shelter will be designed to be a good neighbour, it will be equally important to commit to operational protocols that will help meet this objective, such as communications protocols, regular meetings with neighbours, and monitoring and maintenance of the public areas immediately adjacent to the space. (BC Housing, 2017) The following design features should be considered for neighbourhood integration: 1. Adequate interior spaces, and operating procedures to avoid sidewalk line-ups for access; 2. Adequate on-site parking/storage for trolleys, and bikes; 3. Windows that provide staff with sightlines onto the street;

4. Exterior design that integrates into the neighbourhood by using residential materials and colours to avoid an institutional appearance FIGURE 2.38 Site location considerations SOURCE: Brink, 1997

5. Adequate, but non-intrusive, exterior lighting.

(BC Housing, 2017)

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2.11.2 SAFETY AND SECURITY For street youth especially for those who have experienced trauma, safety is their foremost concern when entering a shelter or service environment (Schweber, 2015).

This is especially true for female street youth who have experienced all sorts of abuse. Safety involves both physical safety (protection from violence and physical and sexual abuse) and psychological safety (protection from emotional and verbal abuse and institutional or arbitrary authority). Along with setting behavioral boundaries, rehabilitation spaces need to provide physical boundaries that will enhance a safe and defensible environment. Privacy, protection and freedom from harassment necessitate the setting of boundaries to prevent intrusion (Kalchik, 2013). This can be achieved through: 1. Having separate spaces for the male and female residents (Davis, 2004) 2. The staff should be able to monitor the residents. This can be achieved through FIGURE 2.39 Elements of CPTED SOURCE:https://www.cityofalbany.net/departments/police/safety/ crime-prevention-through-environmental-design-cpted (accessed on 06/08/19)

natural surveillance such as having all public and semi-private areas having an unobstructed view from areas that are frequently and regularly occupied.

3. Pathways should be direct without blind corners and any barriers along pathways should be transparent (see through) including landscaping, fencing 4. One should also provide exterior lighting that enhances natural surveillance 5. Fence design should maximize natural surveillance from the street to the building and from the building to the street, and minimize opportunities for intruders to hide Among other findings, more open spaces correlated with greater sense of safety; other influences affecting perceived sense of safety may be distances, possible hiding places, and lighting; visual permeability influenced impressions of enclosure:

FIGURE 2.40 An example of effective sightlines and natural surveillance SOURCE: Brink, 1997

more visibility meant more openness, regardless of whether one could move through a boundary.(Berens, 2017) CHAPTER TWO: LITERATURE REVIEW

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2.11.3 QUALITY OF SPACE A. Healing environments From the previous description of the pathway through youth homelessness, while on the streets, they street youth face a lot of problems, one of them being lack of shelter to shield them against weather elements. They have physical, mental and emotional health issues that can be affected positively or negatively by their

physical surroundings. Facilities for the homeless street youth can help address these issues by employing the strategies and solutions developed to foster healing environments in the healthcare arena. It is therefore crucial to design spaces where they will feel secure and physically comfortable. (Berens, 2017) Design of healing environments can promote healing by eliminating environmental FIGURE 2.41 OHE: Optimal Healing Environmental strategy, SOURCE: Terri Zborowsky (www.blog.lpainc.com)

factors that are known to be stressful or have negative impacts on outcomes, such as loud noises, lack of windows, multiple patients in one room, hard flooring materials (e.g., vinyl or linoleum), and poor indoor air quality. In addition to eliminating or reducing negative factors, supportive design employs ―the inclusion of characteristics and opportunities in the environment that research indicates can calm patients, reduce stress, and strengthen coping resources and healthful processes by fostering control, including privacy; promoting social support; and providing access to nature and other positive distractions‖ These include art, soothing music, and plants, gardens and nature views. (Ulrich, 2001).

In evaluating the effects of physical surroundings on service encounters, a space that was perceived as pleasant, beautiful, well kept, above average, neat, calming, efficient, etc., was considered more professional, believable and offering

a higher level of customer service in handling a customer complaint than one FIGURE 2.42 Volunteers of America Homeless Youth Resource Centre SOURCE:https://www.architectmagazine.com/project-gallery/voayouth-resource-center_1 (accessed on 06/08/19)

which was perceived as disorganized, unpleasant (Bitner ,1990)

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B. Aesthetics Aesthetics often are an afterthought or of secondary concern in the design of facilities for the homeless as a matter of practicality. However, numerous studies have shown, aesthetics have a profound effect on the mood and well being of occupants. Architectonic details, which include colours and decoration, signage,

artwork, indoor plants and design details, convey meaning and can have symbolic significance that affects people emotionally. (Vischer, 2007). It is well documented that colour affects mood and task performance 1. Warm colours (red, orange, yellow) can cause arousal, while cool colors (blue, green, purple) have a calming effect. (Dilani, 2009) 2. One should avoid the use of arousing colours in confined spaces to help

reduce feelings of crowdedness (Raybeck, 1991), 3. The use of more familiar colours (i.e., those they had in their own homes) in FIGURE 2.43 Factors influencing human behaviour SOURCE: Moore, 1979

assisted living facilities for older adults helped them to feel more ―at home‖ by relating the new space to past experiences (Zavotka and Teaford, 1997).

4. Light-coloured rooms help to make a space seem less crowded than do darkcoloured rooms (Baum, 1967).

As for art, besides adding visual interest, it can convey meaning and symbolic significance. It can double as a natural view and can create a visual distraction that helps to alleviate stress, as well as improve mood, comfort and customer satisfaction (Bishop, 2011). Plants, too, are both decorative and salutary. They can perform an important biophilic function by connecting occupants to the natural world, which has been found to reduce stress and pain and to improve mood (van

den Berg, 2005). Settings that include vegetation reduce stress, promote peace, FIGURE 2.44 using colours to evoke mood and task performance at The Chapel youth centre in Ho Chi Minh City SOURCE:https://www.detail-online.com/article/a-youth-centrewith-an-expiry-date-the-chapel-26502/ (accessed on 06/08/19)

tranquility, enhanced self-esteem, and a sense of mastery of the environment (Lewis, 1994). The presence of indoor plants in a hospital room reduced stress by enhancing the perceived attractiveness of the room (Dijkstra, Pieterse,, 2008) CHAPTER TWO: LITERATURE REVIEW

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C.

Sense of place

Central to the design of facilities for the homeless street youth is the concept of home (Barton, 2003). Homeless individuals not only lack permanent shelter, they also lack the psychological and emotional connection to place that is fundamental to our sense of identity and well-being – what has been called ―placelessness.‖. Placelessness is ―a lack of place-based identification and a lack of emotional attachments to particular places‖ (Cross, 2001). As earlier mentioned, the street youth seek refuge on the streets to find a place where they can freely define themselves. Most of them grow a strong attachment to the place, the culture and the people they live within the streets.

FIGURE 2.45 Connection between street, youth‘s identity and architecture SOURCE: Devin Kyle, 2015

Youth‘s search for identity is played out in the ‗streets‘ because of the unique characteristics of these spaces. Due to its fluidity, youth‘s identity is difficult to accommodate architecturally in a static well defined way, but, as youth‘s identity is tested and established in the realm of the ‗streets‘, the ‗streets‘ can become the element of youth‘s identity which has the capacity to impact architecture, provided the architectural response allows for the flexibility of the ‗street‘ environment. If one were to use the ‗street‘ environment to provide a set of design parameters for architecture, architecture then has the potential to impact youth‘s identity. (Kyle, 2015) One must however take into consideration the context in which architecture

situates itself. The context must be carefully considered and reflected in the architecture because there is a difference in the nature and use of the streets, not just by the youth but also the community in general, when observing different cities (Malone, 2002). Although the ‗streets‘ may be a universal reflection of an element FIGURE 2.46 Using the ―streets‖ as a source of inspiration for the design of Eva‘s Phoenix SOURCE: Ben Rahn, 2017

of youth‘s search for identity, the context has the potential to affect the way the youth respond to elements of the ‗street‘. The context must, therefore, carefully be

examined before any architectural solutions are set in place. (Kyle, 2015) CHAPTER TWO: LITERATURE REVIEW

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2.11.4 SPATIAL ORGANISATION A. Wayfinding and Spatial Layout Wayfinding is an important element in the design of facilities for the homeless youth for several reasons. Facilities are by nature temporary, thus residents or clients often are not familiar with their layout and the location of needed facilities or services.

Clients are often fearful and disoriented, and therefore less aware of their physical surroundings. Factors to consider are as follows: floor layout, orientation, placement of stairwells and elevators, colour-coding, the use of architectural elements such as columns, doorways as landmarks, signage among others.

Orientation of different parts of a building can be an important factor in wayfinding performance and therefore in the usability and the positive experience of a space. Misalignment of expected patterns of geometrical orientation can lead to a deterioration of wayfinding speed and accuracy (Werner and Schindler, FIGURE 2.47 Wayfinding Signage Design SOURCE: https://brandculture.com.au/wayfinding-signage-design/ (accessed on 06/08/19)

2004). Therefore paths that directly connect two nodes in a space are more likely

to be used than those that do not (Maudel, 2013).

How space is laid out in the entire facility and within areas of the facility can have a significant impact on individuals‘ mood and behavior. So does the perception of space, which is affected by the design of the physical environment. The structure of the environment, including shape, size, and amount and location of both fixed

and moveable objects, and paths of ingress and egress can markedly influence both the perception of the environment by its occupants and patterns of interaction between them (Raybeck, 1991)

FIGURE 2.48 One form of wayfindin SOURCE: http://www.skolnick.com/property/childrens-librarydiscovery-center/ (accessed 06/08/19) CHAPTER TWO: LITERATURE REVIEW

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B. Crowding and Proxemics Crowding results when a level of social stimulation occurs that is greater than that desired by the individual (Schmidt and Keating, 1997). Crowding is perceived when

one‘s goal is blocked. This may be caused by lack of privacy, extremely close proxemics interaction, or resource scarcity (i.e., insufficient space / congestion).

Perceived crowding led to avoidance behaviors and diminished ability to cope in social settings, (Valins, 1974), Providing some degree of choice or perceived control can help to alleviate the sense of crowding (Bateson, 1991).

The following are some of the strategies and solutions designers can employ to help mitigate, mediate or alleviate the sense of crowding: FIGURE 2.49 Hall‘s proxemic zones SOURCE: Nicolai Marquardt and Saul Greenberg, ‗Informing the Design of Proxemic Interactions ‗

1. Baum (1976) found light-colored rooms were perceived as less crowded than were dark-colored rooms. Visual complexity (paintings) can serve as a distraction from perceived crowding.

2. Anantha (1991) found more open spaces alleviate the sense of crowding but are not always feasible due to building constraints. Two other strategies, increasing partitioning and decreasing illumination, also were effective in reducing perceptions of crowding and the resulting sense of stress and discomfort.

3. Evans, Lepore, & Schroeder (1996) conclude persons living in homes with greater depth appear to be buffered from some of the harmful psychological health effects of crowding. In addition, room brightness, subunit size, degree of

private enclosure, as well as structural depth, may influence human responses to crowding. Sound attenuation, visual access and exposure, window views, and proximity to open spaces are some potential interior design elements warranting further exploration..

FIGURE 2.50 Proxemic dimensions relevant for interaction SOURCE: Nicolai Marquardt and Saul Greenberg, ‗Informing the Design of Proxemic Interactions ‗ CHAPTER TWO: LITERATURE REVIEW

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4. Laughead (1999) found no evidence that ambient illumination levels affected perceived crowding. Other factors – proximity to others, presence of tables (assuming they hold reading materials), and a view of the entire space – were found to have more effect.

5. Kaya (2001) found that rooms on higher floors in a high-rise building were perceived as less crowded C. Privacy

Along with personal control and safety, privacy is the characteristic most often cited in the literature as being of utmost importance to residents. Privacy relates to independence, autonomy, dignity and identity, but also to safety, stress reduction, and healing. Because they have limited space and high density, such spaces offer little privacy. Designers need to be creative and resourceful to help ensure FIGURE 2.51 Dorm room dividers SOURCE: http://andreafitness.co/dorm-room-dividers/ (accessed on 06/08/19)

residents have at minimum some level of perceived privacy. It is therefore important to ensure the residents have sufficient privacy for self growth; for example, Davis (2004) offers several strategies for the layout of dormitories, such as creating corridors or lanes rather than using open space or have rows of beds facing each other in a long hallway, to increase a sense of privacy and reduce perceived crowdedness (Berens, 2017).

FIGURE 2.52 Creation of privacy by use of furniture arrangement SOURCE: http://andreafitness.co/dorm-room-dividers/ (accessed on 06/08/19) CHAPTER TWO: LITERATURE REVIEW

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2.11.5 FLEXIBILITY OF SPACE Flexibility is important in the design of rehabilitation spaces to ensure changing needs and numbers of residents (both short and long term) are met to avoid functional inadequacy, and to minimize the costs of change. Designing with flexibility in mind is not an easy task, but is possible:

1. Layouts, plumbing, and electrical components should be designed to permit amalgamation of two shelter sleeping rooms into one small apartment 2. Flexible support spaces should be designed to convert/change to different functions over time, as required.

(BC Housing, 2017) There are four forms of flexibility:

FIGURE 2.53 Types of flexibility SOURCE: Mohamed Elsarif, 2017

1. Transformable: characterized by modular design capable of adding or removing units or components. Transformable structures can also open and close, change form or colour.

2. Universal: what typifies a universally flexible building is its ease of adaptation per use. These buildings are often characterized by open plans, typology free design and multi-use spaces.

3. Responsive: such buildings can respond to a number of external stimuli,

transformable

universal

including, energy/environment, interaction, usage or occupation.

4. Movable: flexible structures consist of reloadable or repositionable elements capable of being torn down and reassembled in another location.

(Elsarif, 2017)

responsive

movable

FIGURE 2.54 A diagram of types of flexibility SOURCE: Mohamed Elsarif, 2017 CHAPTER TWO: LITERATURE REVIEW

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2.11.6 DURABILITY, OPERATIONAL NEEDS AND OPERATING COSTS Design decisions should consider cost effective building operations, which can be impacted by the number of beds per floor, ease of supervision, and sightlines for common spaces. Consideration of required staffing levels is also important.

Operational costs are also impacted by the durability of materials used in the building‘s construction, and their ease of maintenance, as well as the various fixtures, fittings, and furniture. (BC Housing, 2017) Durable design should consider: 1. Flooring materials that are durable and easy to maintain; 2. Wall surfaces that accommodate impacts in critical locations;

3. Door and closet hardware that are easily operable by persons with limited strength and dexterity; FIGURE 2.55 Vandal proof furniture SOURCE: https://www.barbourproductsearch.info/bespokefurniture-for-park-and-ride-high-wycombe-news041577.html (accessed on 06/08/19)

4. Plumbing and electrical fixtures and accessories that are durable and easily replaceable; 5. Bathroom fixtures that are to be easily replaceable and floor drains to avoid flooding;

6. Infestation control to maintain the health and hygiene of the clients; 7. Furniture selection that is vandal and abuse resistant and bed-bug proof; 8. Access for shelter users is to be designed with consolidation of maintenance and ease of operation. For example card readers, electric strikes, or suitable locksets where required, with consideration of maintenance and ease of operation.

9. Elevator controls and buttons are to be heavy duty for durability to withstand abuse FIGURE 2.56 Healthy, durable and attractive Floor finishes SOURCE: https://www.everlastepoxy.com/ (accessed on 06/08/19)

(BC Housing, 2017)

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2.12 SUMMARY This chapter intended to shed light on the issues surrounding the life of the street youth. In the introductory section describes who the street youth are. The second part then describes the pathways of a street youth into, through and out of the streets. This gives a clear perspective of what it means to be a street youth and how to deal with the issues pertaining

homelessness and street life.

Different

architectural interventions at different levels in the street youth‘s pathways are then established and discussed. Two international cases (Eva‘s Phoenix and Amsterdam Orphanage) and one local case study (S.O.S Children‘s Village) are analysed to

get a clearer understanding on how rehabilitation spaces are designed.

A list of design variables to be applied in the design of rehabilitation spaces for the street youth is discussed intensely to form a framework that will be used during the fieldwork study and data analysis in chapter four.

The variables include:

1. Context and neighbourhood integration 2. Safety and security 3. Quality of space 4. Spatial organisation 5. Flexibility of space 6. Durability

FIGURE 2.57 Life on the street is difficult for homeless youths due to high instances of violence, sexual abuse and disease.

SOURCE: https://www.evidencebasedmentoring.org/homelessyouth-and-their-natural-mentors/ (Accessed on 01/02/2020)

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CHAPTER THREE: RESEARCH METHODS

IMAGE SOURCE: https://www.madeinthestreets.org/streets.html (28/05/2019)

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

3.1 INTRODUCTION This chapter presents the different research approach and methods used to obtain the required data for this research. It gives a detailed explanation on the application of the research methods, the data collection techniques and how the data is complied, interpreted and documented.

3.2 RESEARCH PURPOSE The research aim was to analyse the spatial organization of different architectural models used to rehabilitate the street youth. The study provided insight on how the youth use spaces and identify the features that should be incorporated in the

design of rehabilitation spaces along with the constants developed in the literature review

3.3 RESEARCH STRATEGY The research strategy, also referred to as research design is a plan and structure of investigation so conceived as to obtain answers to research questions (Mugenda 2003). The case study method was the main research strategy employed in this architectural research. Case studies are based on an in-depth investigation of a single individual, group or event to explore the causes of underlying principles (Press Academia, 2018). One local and two international case studies were selected in chapter two and six case studies were selected into conduct the fieldwork research. They were studied in order to identify the design constants , compare and contrast potentially similar or different FIGURE 3.1 A street youth holding on to a bottle of glue SOURCE: https://www.storiesbyeva.com (Accessed on 12/11/2019)

considerations used in the design of

rehabilitation spaces for the street youth. Advantages of case study method include data collection and analysis within the context of phenomenon, integration of qualitative and quantitative data in data analysis, and the ability to capture complexities of real-life situations so that the phenomenon can be studied in greater levels of depth (Dudovskiy, 2018) CHAPTER THREE: RESEARCH METHODS

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The local case studies were selected on the basis of their formality; 1. Informal spaces studied included; ‘left-out’ spaces and open fields 2. Semi-formal spaces included; MADE IN THE STREETS Drop-in centre in Eastleigh and Alfajiri Street Kids Art Resource Centre in Kasarani 3. Formal spaces included; MADE IN THE STREETS School in Kamulu and Makadara Children’s Home in Makadara.

The case studies were selected on the basis that they are located in Nairobi and accommodate former street youth within the age bracket of 15-24. the case study strategy focused on qualitative data to obtain information on the street youth’s pathways into, through and out of homelessness and the design of spaces catered for the rehabilitation of such youth.

3.4 TIME HORIZON The study was carried out for a period of eight weeks from 8th of July 2019 to 8th of September 2019.

3.5 POPULATION, ELEMENT, POPULATION FRAME Population: The general population of the study was the spaces designed for and utilized by the youth aged between 15-24.

Element: Youth rehabilitation spaces The specific element dealt within this study was the rehabilitation spaces designed for the street youth.

Population frame: The elements of the study are rehabilitation centres, drop in FIGURE 3.2 Street youth in search of food in a garbage bin.

SOURCE: https://www.storiesbyeva.com (Accessed on 12/11/2019)

centres, youth shelters and homes, approved schools and youth centres. The population frame can be considered all types of spaces that are designed for the purpose of rehabilitating process for the street youth.

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3.6 SAMPLING METHOD This research employed the use of purposive sampling method as the samples were selected based on their accessibility, appropriateness to the research topic, availability/quality of variables and the subjective judgment of the researcher as opposed to random selection.

3.7 SAMPLE AND SUBJECT The sample: Made in the Streets drop in centre and school, Alfajiri Street Kids Art resource Centre and Makadara Children’s home. These were the specific rehabilitation spaces used as samples of spaces for the formerly street youth.

Subject: spatial organization for both indoor and outdoor spaces. These were the elements that were studied in the sampled areas: context, safety and security, quality of space, wayfinding and spatial layout.

3.8 DATA SOURCES Primary data This was obtained through engagement with street youth and visits to different street youth rehabilitation spaces, and collecting data first hand. This data was collected through observation, interviews and actual measurements of space studied.

FIGURE 3.3 Rough sleeping with dog pets SOURCE: https://www.storiesbyeva.com (Accessed on 12/11/2019)

Secondary data This was obtained from existing data as outlined in chapter two. The data consists of publications, journals, newspaper articles, government papers, previous research papers among others.

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3.9 PRIMARY DATA COLLECTION METHODS 3.9.1 NON-STRUCTURED INTERVIEWS These constitute discussions concerning the pathways of youth homelessness, rehabilitation process and the spaces design for rehabilitation of the street youth.

Interviews were conducted on reliable persons who are knowledgeable in the research topic and those who have and are experiencing homelessness, with the aim to gain a competence and detailed understanding of the topic.

3.9.2 OBSERVATION Observations were made on the physical environment in order to understand how spaces for the youth have been designed and how they function effectively.

Observations were also made on the youth’s environmental pattern behaviours.

This is where the youth’s behaviour in the created environment was scrutinized in relation to the types of spaces created.

3.9.3 PHYSICAL MEASUREMENTS Physical measurements were taken in the rehabilitation spaces for purposes of spatial analysis in order to analyse how effective they are in terms of sizes versus the function of the spaces

3.10 DATA PROCESSING AND ANALYSIS Descriptive analysis was used in this research to explain the relationship between the variables of the design of street youth rehabilitation spaces. The perception of FIGURE 3.4 Poor living conditions in the streets SOURCE: https://www.storiesbyeva.com (Accessed on 12/11/2019)

users on the spaces would help to highlight the appropriate design considerations for street youth rehabilitation spaces. An analysis was done to determine how the spaces perform in comparison to the variables established in the second chapter.

This was done to develop appropriate design recommendations.

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

3.11 DATA PRESENTATION The data collected and analysed in this research is presented in the form of: 1. Maps to locate the case study buildings 2. Architectural drawings: plans, sections, elevations, 3. Photographic images of the spaces 4. Tables summarizing the information collected 5. Analytical sketches 6. Notes of observations and interview sessions

FIGURE 3.5 An expression of ownership and territoriality SOURCE: https://www.storiesbyeva.com (Accessed on 12/11/2019)

CHAPTER THREE: RESEARCH METHODS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

3.12 SUMMARY A summary of the variables measured, data needed, research tool, data sources and analysis and presentation of findings.

VARIABLES MEASURED

DATA NEEDED

RESEARCH TOOL

DATA SOURCES

ANALYSIS AND PRESENTATION

CONTEXT

how accessible it is and by what means, the activities taking place on the neighbouring site the proximity to public facilitates that may be used by the individuals.

Observation, photographs Interviews and questionnaires

Primary and secondary source

Area map, Schematic diagram and photographs

SAFETY AND SECURITY

Territoriality Natural surveillance Access control Activity support

Observation, Interviews and questionnaires

Primary and secondary source

Schematic diagram and photographs

QUALITY OF SPACE

Sense of belonging and togetherness Interaction (social and group) Healing environment through positive distraction Aesthetics

Observation, photographs Interviews and questionnaires

Primary and secondary source

Schematic diagram, pie chart and photographs

WAYFINDING AND SPATIAL LAYOUT

Privacy and territoriality Crowding Material finishes Spatial relationships

Observation, Interviews, physical measuring and questionnaires

Primary and secondary source

Schematic diagram , photographs and pie chart

Table 4 A summary of the variables measured, data needed, research tool, data sources and analysis and presentation of findings SOURCE: author

CHAPTER THREE: RESEARCH METHODS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

A summary of the objective, data needed, variables assessed and data sources.

OBJECTIVES

VARIABLES ASSESSED

DATA NEEDED

DATA SOURCES

Pathway of youth homelessness

To review the design practices followed in the design of rehabilitation spaces for the street youth

Trending architectural interventions for the homeless street youth at different stages in their pathway of homelessness.

PRIMARY: Observation and interviews

Pathways of youth homelessness (in, through and out of)

SECONDARY DATA: Publications, journals, internet, past thesis, government/institutional reports

Design standards: context, quality of space, safety and security, spatial organization,

The design considerations and standards for rehabilitation spaces for the homeless street youth Life of a street youth in Nairobi

To assess the nature of youth rehabilitation spaces in Nairobi

To recommend guidelines for the design of rehabilitation spaces for the homeless street youth of Nairobi

Types of architectural interventions used to cater for the rehabilitation of street youth in Nairobi

State of homeless youth rehabilitation centres in Nairobi based on context, quality of space, safety and security, spatial organization,

State of youth rehabilitation spaces in Nairobi and user needs analysis based on the current state of the spaces

Types of spaces suitable for the rehabilitation of Nairobi street youth (based on user needs and context)

Dimensions of analysis of objective one and two

PRIMARY DATA: Questionnaires, interviews, observation, mapping SECONDARY DATA: Relevant information (newspapers, published reports and journals)

PRIMARY DATA: Conclusions drawn SECONDARY DATA: Relevant information

Table 4 A summary of the objective, data needed, variables assessed and data sources.

SOURCE: author

CHAPTER THREE: RESEARCH METHODS

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CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA

IMAGE SOURCE: https://www.madeinthestreets.org/streets.html (28/05/2019)

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

4.1 INTRODUCTION Many factors have contributed to the increasingly growing number of street children in Kenya, such as rapid urbanization, the breakdown of traditional support structures of the extended family, the ever more difficult circumstances faced by single parent households, parental neglect due to poverty and the repercussions of the HIV/AIDS epidemic. This leads to more visible street children in the major cities of Kenya (Human Rights Watch 1997).

The treatment of these youth is noticeably poor, they are often stigmatized,

ignored and sometimes feared by society, and they are frequently beaten, bullied and harassed by the police, security guards and fellow street children (Palmqvist 2006). The street children in Kenya, as is the case in many developing countries are a growing population of the most disadvantaged youth and they face serious dangers to their health, social and moral development (CRADLE 2004).

4.2 EDUCATION AND TRAINING PROGRAMMES FOR STREET CHILDREN AND YOUTH Most of the programmes that cater for the streets children have endeavored to respond to their special needs (ANPPCAN, 1995), which include food, clothing, education, love and support. The main purpose of street children rehabilitation, education and training should not be limited to imparting information which is relevant for examinations, but rather to provide knowledge that is relevant to the FIGURE 4.1 The treatment of these youth is noticeably poor

children impoverished circumstances and to the need they have to earn a living (ANPCAN, 1995).

SOURCE: http://david-blumenkrantz.squarespace.com/streetchildren-iv (accessed on 12/11/2019) CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

Currently there are more programmes for boys than there are for girls in most rehabilitation centres and homes. The kind of training provided for these children vary, boys for example have a choice of the following vocation; Carpentry, masonry, mechanical engineering, motor vehicle mechanics, tailoring, driving, welding and plumbing (Black, 1993). Education programmes need to be

supported with additional resources like health workers and counselors (ANPPCAN, 1995).

During a workshop entitled “Hearing on the Street Children in Kenya” organized by ANPPCAN and held in Nairobi on November 1994 (ANPPCAN, 1995), the following recommendation were made.

1. Any education programme for street children must be flexible. It must serve to rehabilitates and provide adequately for the street children physical, psychological and social needs.

2. In order to contain the street phenomenon, adequate provisions should be made for children from poor families. Basic education should be made compulsory and free and alternative designed for street children (The Children‟s Charter of South Africa, 1992).

3. The essential elements of street children education should include literacy and vocational training, with a strong dose of life-skills training will help the child to develop into a self-reliant, productive and responsible citizen.

4. Schools should see themselves much more in terms of their community function: they must make greater efforts to retain children.

FIGURE 4.2 The main purpose of street children rehabilitation, education and training should not be limited to imparting information which is relevant for examinations.

SOURCE: MADE IN THE STREETS School, Kamulu CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

4.3 REHABILITATION OF STREET CHILDREN AND YOUTH Emphasis is placed on rehabilitating street children in order for them to integrate and become productive members of society when they are older through formal education and reintegrating them with their families. There is little interest in integrating these children into society in their current situation; this emphasizes the fact that they are seen as „becoming‟ as opposed to „being‟. These methods, however can sometimes prove to be ineffective and in fact more detrimental to the well-being of the child. (Jaswal, 2007) According to Nyambira 2007, rehabilitation of street children is long and involving process that needs involvement of various stakeholders in the society for it to be successful. Much studies has been done on the street children, their plight and their ways of life but little has been done on the rehabilitation process and successful achievement of its objectives over the years and thus the need for this study. Apart from rehabilitation centres most of the street children find ways of being incorporated into the society and attain a good way of life. (Jaswal, 2007) Some of these avenues are through adoption, taken to work for families, taken to juvenile homes, taken to orphanages, church institutions, National Youth Service (NYS) and some children homes like Rescue Dada, Mukuru promotion centre and The Undugu Society (USK).

FIGURE 4.3 Rehabilitation of street children is long and involving process that needs involvement of various stakeholders in the society for it to be successful.

SOURCE: MADE IN THE STREETS School, Kamulu

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

4.4 DEVELOPMENT OF DIFFERENT REHABILITATION APPROACHES. The government of Kenya has been dealing with the issue since the mid 1950‟s.Then under the colonial rule, the ministry of community development and rehabilitation recommended that the children be trained and reintegrated back

into the society. The children would hence be institutionalized during their training period and reintegrated back once they graduated. (Mugo, 2004) After independence, the NGO‟s which first tried to help reduce the magnitude of the problem took the form of orphanages as typical preventive and rehabilitative solutions to children and youth exposed to all forms of abuse, delinquency, destitute or runaways. (Khasiani,1999). There cannot be one single strategy that works to rehabilitate street children because all settings are unique and require different interventions. (Suda,1999)

4.5 REHABILITATION CENTRES WITHIN NAIROBI The government of Kenya through the ministry of local government in view of the challenge highlighted came up with children rehabilitation programme to channel the skills and potential of street children with an arena where they can be made self-reliant. It embarked on an agenda of getting rid of the street children and street families from the streets of Nairobi and opened up residential rehabilitation centres.

These centres were Pumwani reception centre, Joseph Kang‟ethe in Kibera, Shauri FIGURE 4.4 channel the skills and potential of street children with an arena where they can be made self-reliant SOURCE: MADE IN THE STREETS School, Kamulu

Moyo centre, Kayole rehabilitation centre, Kariokor reception centre, and Bahati rehabilitation centre. These centres were aimed at rescuing street children and youth, offer guidance and counseling services, Skills training, basic education, food, shelter and medical care. (Nyambira,2007) CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

Unfortunately some of them were shut down due to various reasons. The Nairobi county currently runs four rehabilitation centres - Shauri Moyo, Joseph Kangâ€&#x;ethe, Kayole and Makadara - and it is constructing the Ruai rehabilitation centre which will facilitate 3,000 street children (The Star, 2017). Beside feeding, sheltering and

educating disadvantaged children, NCC Rehabilitation Centres looks into employment creation, small enterprise development, the pursuit of affordable shelter, community nutrition and health. Its objectives are to rehabilitate, educate and train these children within the framework of a wide range of communitydevelopment services and to improve the condition and prospects of all the local children whose future appear uncertain.

Although the NCC centres are successful in obtaining the trust of street children and are able to provide them with food and care, they are unsuccessful in terms of rehabilitating the children. This is due to the state of the rehabilitation centres available in Kenya and the treatment of children within these institutions.

Participation has to be the most essential component of programmes for street children. These children have their own views and life experience to share and are more likely to commit to projects if they have a major role in designing and running them. Different organizations and programmes could benefit from a participatory approach, as this would offer alternatives to traditional ways of providing solutions and services to marginalized children (Pare 2003).

Many of the ideals of these centres still remain, and little has been done in terms of renovating them, for example they have has not been fully renovated since they were acquired, a few superficial changes have been made such as painting the FIGURE 4.5 Rehabilitation Centres looks into employment creation, small enterprise development, the pursuit of affordable shelter, community nutrition and health.

dorms, however the basic amenities are still inadequate. The structure of these rehabilitation centres does not make it a successful place in terms of rehabilitating the children.

SOURCE: MADE IN THE STREETS School, Kamulu CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

4.6 CHARACTERISTICS OF THE REHABILITATION CENTRES After the street children were removed from the streets they were taken to a drop in centre in Kibera - The Joseph Kangâ€&#x;ethe center. This is where the street children were first received .There is available help for their immediate needs, they are able to access basic needs e.g. food, shelter and clothing. Sports and other recreational activities are also enhanced to help the street children and youth go through the rehabilitation process. They are also taken through counseling and informal theory sessions to enhance their literacy levels and model them into responsible persons. Case assessments are carried out get an individual background of the street children and youth. The youth are later categorized according to their ages and taken to the other rehabilitation centers run by the city council for further development and rehabilitation. (Kiragu, 2009) The street children who are between the ages 14-18 are placed in Bahati rehabilitation centre where they are placed in formal schools. This is a rehabilitation centre for boys. They are enrolled at the city council school in the neighbourhood where they attend school after the introduction of the free primary education.

They are given various duties at the project e.g. cleaning of the dormitories, preparing food, washing their clothes among others. This is meant to instill a sense of responsibility and training to being a self reliant person who can carry on duties on their own. (Kiragu, 2009) The street children aged 14 years and below and girls of all ages are placed at the Kayole rehabilitation centre. The youth who are above the age of 18 years (boys) are placed at the Shauri moyo rehabilitation centre where they are enrolled in skills FIGURE 4.6 After the street children were removed from the streets they were taken to a drop in centre SOURCE: MADE IN THE STREETS Drop in Centre, Eastleigh

training. They undertake various skills training e.g. carpentry, hairdressing, mechanics, catering and welding courses. Upon graduation they are placed for attachment and upon completion some of them are assisted to open up their own businesses by being given the start up capital. (Kiragu, 2009) CHAPTER FOUR: SITUATION OF STREET CHILDREN AND YOUTH IN KENYA

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CHAPTER FIVE: RESEARCH FINDINGS

IMAGE SOURCE: https://www.madeinthestreets.org/streets.html (28/05/2019)

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.1 INTROUCTION This chapter analyses and presents the primary data collected from the fieldwork.

The case studies were selected on the basis of location and accessibility, nature of spaces (informal or formal), type of users, time and budget limitation. An analysis of multiple spaces was done to determine the impact of physical space on the activities that take place in those spaces.

5.2 PATHWAYS OF A STREET YOUTH IN NAIROBI 5.2.1 INTRODUCTION The highest concentration of street youth in Nairobi can be found in Eastleigh, a predominantly Somali neighbourhood on the East side of Nairobi. Itâ€&#x;s proximity to Mathare Valley (the second largest slum in Kenya) and the central business district makes it a prime location for youth to take to the streets.

FIGURE 5.1 Collection of garbage as a source of livelihood SOURCE: https://impactboxingzone.files.wordpress.com/2018/12/005-2.jpg (Accessed on 12/11/2019)

FIGURE 5.2 Street boy in search of source of livelihood SOURCE: https://impactboxingzone.files.wordpress.com/2018/12/005-2.jpg (Accessed on 12/11/2019) CHAPTER FIVE: RESEARCH FINDINGS

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MADE IN THE STREETS is a non-profit organization that offers various services to the street children and youth of Nairobi so as to help them get off the streets and live a transformed life. The organization has two centres; a drop in centre in Eastleigh and a school in Ruai.

They conduct street ministry operations in the Eastleigh centre where they visit bases and do street outreaches every week, provide them with food and clothing, a space to have fun and entertain themselves and minister to the street youth.

Through a collaboration with the MADE IN THE STREETS Eastleigh team, the author was able to conduct a survey on a number of street youth living on the streets of

Nairobi, particularly Eastleigh so as to understand the plight of street youth.

FIGURE 5.3 Entrance to the MADE IN THE STREETS Drop in Centre, Eastleigh.

SOURCE: author - 22/07/2019

9 boys : 1 girl

300,000 Street children population in Kenya

60,000 Street children in Nairobi alone

Fig 5.5 Number of street children in Kenya and Nairobi. Source: Author

13%

are

7% under

above

10years

18years

37% FIGURE 5.4 An outreach session in Nairobi, Embakasi area.

SOURCE: author - 23/07/2019

Fig 5.6 75% of the street children and youth are boys while 25% are girls Source: Author

43%

are

are

11-15years

16-18years

Fig 5.7 percentage of street children according to age. Source: Author

45%

Orphans

are the most vulnerable group to becoming street children

Only 58.3% of children live with both parents Overall 21.2% live with their mothers only though their fathers are still alive Only 4.1% live with their mothers while their father are deceased

Fig 5.8 orphans are the most vulnerable group to becoming street children Source: Author

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

QUESTIONS ASKED TO THE STREET YOUTH 1.

2.

BACKGROUND INFORMATION

3.

4.

5.

Gender and age of the participants. 12-17 years, 80% boys Where they are from? most are from the informal settlements within Nairobi e.g.

Mathare Are they still in contact with their family? 40% still keep in touch with their family Education background (how far did they go with school, do they want to go back to school) most have not finished primary school none have finished secondary school How they ended up on the streets – push or pull factors? family problems, refugee, natural disaster, in search of a job, peer influence

1.

2.

LIFE ON THE STREETS

FIGURE 5.9 An outreach session in Nairobi, Embakasi area.

SOURCE: author - 23/07/2019

How long have they been on the streets? Average of 3moths to 4years What don‟t they like about living on the streets? Hardships on the streets, lack of basic needs and constant friction with police and society 3. What do they like about living on the streets? Freedom and lack of rules, friendship ties, escape from abusive family.

4. Where and how do they get their basic needs? Begging, stealing, working small paying jobs, scavenging for food in dumping bins, donors and service providers.

5. What are their day to day activities? Sleeping, socializing and using drugs, begging, some work.

6. What are their priorities? (Food, money, shelter, education, job?) for most, it is being employed, not many are interested in formal education apart from training.

7. What are the main reasons as to why street youth use substances and what effects do they get from using substances. Used drugs to cope with the harsh weather conditions, deal with traumatic experiences and deal with hunger pains 8. How does society view them? The children easily receive help than the youth as they are deemed to be more vulnerable. They are stigmatized due to their street culture 9. What words can they use to describe being homeless? „Unsafe‟, „hustling‟, „poor millionaire‟ 10. What makes them feel safe, accepted and part of the society? Trust and love 11. What is their biggest fear? Death through conflict with police and the street gangs 1.

2.

3.

INTEREVENTION

4.

FIGURE 5.10 An outreach session in Nairobi, Eastleigh area.

SOURCE: author - 25/07/2019

5.

What does the word “home” mean to them? Food, shelter, clothing, safety, training Where do they want to be in a year‟s time? (aspirations in life) most would want to be working after training and some would want to go back home How can we help? (temporary and permanent solutions) must create trust and a relationship with them, create a safe space for them to express themselves, must be patient as they transition from street life Have to been to a rehab centre before? (if yes, why did you leave, if no, would you want to go?) some have been to a rehabilitation centre before and left because they had drug withdrawal issues, the spaces were too crowded and institutional and lack of freedom Do you know someone who has successfully recovered? How did they recover?

A few knew of former street youth who had fully recovered. They had to be selfdriven and willing to change Table 5 Questions asked to the street youth SOURCE: author CHAPTER FIVE: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

QUESTIONS ASKED TO THE SERVICE PROVIDER 1.

2.

3.

BACKGROUND INFORMATION

4.

5.

6.

1.

2.

LIFE ON THE STREETS

3.

4.

5.

FIGURE 5.11 Inside MADE IN THE STREETS Drop in Centre, Eastleigh.

SOURCE: author - 23/07/2019

6.

1.

2.

3.

INTEREVENTION

4.

5.

6.

FIGURE 5.12 An outreach session in Nairobi, Eastleigh area.

SOURCE: author - 25/07/2019

7.

Sex ratio of the street youth? 80% boys and 20% girls Average age range of the street youth? 12-17years Major causes of homelessness among the youth? Neglect by family and parents, peer pressure, poverty leading to begging and hustling in the streets Any contacts with family and parents? Yes, but a few Education and religious background? Most are primary school drop outs the religion is mixed Skills and talents music, dancing, acrobatic, drawing and painting.

Where do they stay? Popular spots. Mlango Kubwa (Mathare), Globe Cinema Roundabout, 5th street Eastleigh, Amana Eastleigh (for PlayStation) and Eastleigh open field for foot ball How do they pay for basic needs? They get money through carrying luggage, recycling, begging, stealing, guarding cars, washing cars, peddling drugs How do they live? (day to day activities, social interaction with each other) wake up and use drugs as they socialize, beg and hustles for the better part of the day, go to dumping bins or food spots or drop in centres to get food, sleep.

What kind of tragedies are they exposed to? What help do they receive? sleeping rough, mice, harsh weather conditions, bullying by big boys, street gangs and police, falling sick, death.

How is the community affected and how do they respond? Crime and insecurity has increased due to their presence and they play a major role in poor influence on other youth.

What is the communityâ€&#x;s attitude towards the street youth The children easily receive help than the youth as they are deemed to be more vulnerable. They are stigmatized due to their street culture What intervention have worked and failed? Those that have worked focus on the transition process and ensure they gain trust from the street youth. Those that have failed instill fear and focus on getting rid of the problem rather than helping those facing the problem What are the different types of services (at different stages and what role do they play?) street outreaches help in gaining trust and forming a relationship, drop inâ€&#x;s help in catering for basic needs and engaging the youth in meaningful activities while they are on the streets, rehabilitation help in rehabilitation and reintegrating the youth back into the society through training and social activities What are the potential barriers to their services and how do they overcome such barriers?

The barriers they face include lack of funding and negative perception from the society.

They try to overcome these barriers through engaging the society through taking in volunteers and interns and creating awareness 45% Why do they run away from the centres? Lack of freedom, poor transition and poor quality of space.

What activities do the youth enjoy getting involved in while undergoing rehabilitation?

Recreational activities and training How do you involve the society in rehabilitation of the street youth? Through creating awareness, hiring interns and volunteers, social media, chief meetings and involving village elders What kind of environment do they need to undergo rehabilitation? Far from street bases, homey environment, free space for them to express themselves and recreate, positive distractions for a smooth transition.

Table 6 Questions asked to the service provider SOURCE: author CHAPTER FIVE: RESEARCH FINDINGS

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5.2.2 PATHWAYS INTO AND THROUGH YOUTH STREET LIFE IN NAIROBI The Nairobi street youth wind up living on the streets due to many reasons. This research identified both push and pull factors that result in children becoming street connected in Nairobi, and the innovative, brave yet often destructive means with which they are forced to protect themselves while living and working on the streets. According to MADE IN THE STREETS, the reasons may be as follows: PUSH FACTORS: •

They are sent away by parents who are physically or financially unable to care for them.

•

They are driven away by domestic issues such as abuse from a parent or stepparent.

•

They are orphaned or abandoned by their parents or guardians so they seek refuge from the street

•

Loss of property and house due to natural disasters or political wars.

PULL FACTORS

FIGURE 5.13 Inside MADE IN THE STREETS Drop in Centre, Eastleigh.

SOURCE: author - 23/07/2019

They are attracted to the risky behavior and freedom offered by street life.

•

They do not want to attend school or obey household rules.

•

They are lured into prostitution or crime by the promise of money or social acceptance

„

„

…They are sent away by parents who are physically or financially unable to care for them.

•

The factors that cause youth to become street connected are varied and complex, and yet we know that there are common issues identified across contexts. Abusive and dysfunctional families are a critical push factor in forcing children and youth to seek protection on the streets. Youth who experience neglect, abuse, violence and exploitation at home are forced to find their own protection CHAPTER FIVE: RESEARCH FINDINGS

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Many of the interviewed street youth spoke of of severed relationships with their original families, of the death or divorce of parents, conflict with parents or stepparents, parents going to jail or abusing drugs and alcohol, or of the inability of the most vulnerable parents to provide for and protect all of their children.

Those who do not feel safe at home

perceive the streets as offering them a

choice. It can seem as though there are opportunities for generating an income

to access food, clothing and other basic essentials. Living on the streets also enables easier access to drugs and other addictive substances, which can dull the ache of hunger and provide comfort for children who have experienced trauma and pain. Escape from abusive or disempowering authority figures also contributes to the lure of the streets, where the absence of adult care is attractive to children who have experienced adult care as a threat.

In the absence of protective families and systems, children are left to fend for themselves, forced to find ways of protecting themselves and each other.

Children and youth living and working on the streets have an incredible capacity for resilience, and their ability to find innovative and effective means of survival is remarkable. However, their coping mechanisms are deployed at the expense of their wellbeing. Some methods of perceived protection are actually means of

further abuse and, where they may enable limited protection today, they can

…Those who do not feel safe at home perceive the streets as offering Them a choice

FIGURE 5.14 Street boys in Nairobi, Eastleigh area.

SOURCE: author - 25/07/2019

„

„

result in consequences that compromise their protection tomorrow.

The youth interviewed identified four main threats that they face on the streets as 1) a lack of access to basic needs including food 2) the frequency of ill health and recurring sickness 3) sexual violence including rape 4) physical violence from the police.

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According to one seventeen year old street youth, “Jimmy” (not his real name), he had been living on the streets of Eastleigh for three years, since 2016. He left his home in Molo due to conflict with his parents at age thirteen and stayed with grandmother at Mathare who he still maintained contact with while o the streets.

Due to peer influence, the young boy found himself on the streets. What attracted him to the streets is the freedom offered by the street life, and the liberty of social interaction with his peers.

Unfortunately, life is not at all easy on the streets according to him. The struggles he and his peers faced were as follows: harsh weather conditions, lack of basic needs, abuse from street gangs and the city council („kanjo‟) among other issues.

To cope with the harsh conditions, he started using drugs such as glue, jet fuel and bhang. He decided to seek help from MADE IN THE STREETS Eastleigh as they readily accepted the street youth as they are and provided them with a safe space to receive help.

FIGURE 5.15 Street boys in Nairobi, Eastleigh area.

SOURCE: MADE IN THE STREETS - 25/07/2019

37%

„

„

…life on the streets knows no courtesy…it is survival of the strongest

20%

Less than 1 year

more than 4 years

25

begging selling drugs

20

carrying luggage and delivering goods collecting and selling screp metaland plastics hawking

15

43%

1-2 years

Duration in the streets The longer one stays on the streets, the more resistant they are to rehabilitation due to adoption of the street culture.

10

commercial sex work

5

cleaning spaces

0

economic activites

washing and guarding cars

Fig 5.17 Economic activities the street youth practice on the streets Source: Author

Fig 5.16 Duration in the streets. Source: Author

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

Another street youth who ended up on the streets due to a pull factor was a 15 year old girl, “Mary” (not her real name). She got into the street life due to peer influence from her three friends. She left her home in Githurai and had been on the streets on Soweto for two months. Her struggles on the streets are quite similar to that one of Jimmy, and she too indulged into drugs so as to cope with the harsh conditions on the streets. Other street youths found themselves on the streets due to push factors. Like for two seventeen year old street youths known as “John” and “Lisa” (not their real names), they escaped from an abusive family and poor and broken family respectively. They had both been on the streets for three years, John based at Gikomba and Lisa at Sinai.

50

FIGURE 5.18 Street boys in Nairobi, Eastleigh area.

SOURCE: author - 25/07/2019

entertainment

35

pay rent

30

begging

buy drugs

30

25

from pass-byers

gambling

20

20

bribing police

15

education

10

40

10 0

income spending

clothes

5

food

0

from donors

source of food

give it to parents

Fig 5.20 Income spending while on the streets Source: Author

buy own food

work for food in hotels

Fig 5.21 source of food on the streets. Source: Author

4%

Sex den

57%

streets

5%

rehab

FIGURE 5.19 Street boys in Nairobi, Eastleigh area.

SOURCE: author - 25/07/2019

34%

Most of the street children and youth stay on the streets and some go to the streets from their homes in search of a source of income to support their family

rental

Residence of street children Fig 5.22 residence of street children . Source: Author

CHAPTER FIVE: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.2.3 PATHWAYS OUT OF YOUTH STREET LIFE IN NAIROBI Data indicated that majority(53.3%) did not like the programme They said that some of them had been forced to join these centres which were contrary to their wish. Some said that they had been separated from their families and from the society. The street children indicated that they were expecting to have a better life than that in the streets. Some of the street children said they were still experiencing some problems in the rehabilitation centers hence some of them

retreat back to the streets. Some of the street children said they were not benefiting from the programme and wished to go back to the streets where they could earn money and there was a lot of freedom. The street children indicated that they were missing basic things and wished they were away catering on their own. The street children the buildings were dilapidated and they were not getting sufficient medical attention.

70

dropped in primary school

60 finished primary school

50 40

dropped in secondary school

30 20

finished secondary school

10 0

level of education

continuing primary/ secondary school

Fig 5.24 level of education. Source: Author

13%

One must consider the aspect of transitioning…

„

„

To be taken to school

46%

Combination of all

To be integrated To family

8%

To be provided with employment

FIGURE 5.23 Inside MADE IN THE STREETS Drop in Centre, Eastleigh.

SOURCE: author - 23/07/2019

13% 20%

To be provided with Basic needs

Fig. 5.25 Perception of street youth towards rehabilitation centres. Source: Author

CHAPTER FIVE: RESEARCH FINDINGS

65

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

For most of the youth interviewed, the definition of a “home” is a place of refuge, a safe space, and a place where they can grow and become better people. This is something most of those who ran away from the rehabilitation centres felt they lacked. The author interviewed

Hon. John Mututho (former chairman of the

National Agency for the Campaign against Drug Abuse- NACADA), and he mentioned that the main issue when it comes to dealing with street families is lack of a smooth transition and shelters within the city‟s environs.

22%

Provision of training

FIGURE 5.26 Woodwork training in MADE IN THE STREETS School, Kamulu SOURCE: MADE IN THE STREETS - 30/07/2019

13%

Provision of education

65%

Provision of food and clothing Fig 5.28 What the youth feel they have gained from rehabilitation centres Source: Author

13%

Fear of mistreatment

30%

Drug addiction

15%

Intimidation from peers

25%

Denied freedom

17%

Poor state of facilities

Fig 5.29 Reasons as to why they do not seek rehabilitation Source: Author

FIGURE 5.27 Basic learning in MADE IN THE STREETS School, Kamulu SOURCE: MADE IN THE STREETS - 30/07/2019

Most of the youth experience withdrawal symptoms which pushes them back to the streets.

The “institutional ambience” and lack of freedom within the facilities draws them away as well CHAPTER FIVE: RESEARCH FINDINGS

66

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3 ARCHITECTURAL CONTRIBUTIONS

NAIROBI, KENYA

1. KAMUKUNJI constituency

2. KASARANI constituency

Open field, Eastleigh

3. EMBAKASIEAST constituency

4. MAKADARA constituency

4. MATHARE constituency

Alfajiri street-kids Art resource centre, Kasarani

Made in the Streets Drop-in Centre, Eastleigh

transition

STREETS

REHABILITATION

Made in the Streets School, Ruai

Slum Soccer Mlango Kubwa

INFORMAL SPACES “LEFT OUT SPACES”

Globe Roundabout, Nairobi central

OPEN FIELDS

Makadara Children‟s Home, Makadara Taj Mall Roundabout, Embakasi

FORMAL SPACES MADE IN THE STREETS SCHOOL KAMULU MAKADARA CHILDREN‟S HOME

SEMI-INFORMAL SPACES MADE IN THE STREETS DROP IN CENTRE, EASTLEIGH ALFAJIRI STREET KIDS ART RESOURCE CENTRE IN KASARANI

Architectural interventions can be categorized into three types of spaces: informal spaces, semi-informal and formal spaces . The informal spaces consist of the open fields and “left-out spaces” within the bases where the street youth dwell within the streets. These spaces are informal due to the nature of the spaces, there is freedom of use, informal interaction and ease of access for the public. The semi-informal spaces consist of the drop in centres and resource centre where they only offer services that cater for basic needs such as food, clothing, first aid and couselling and emergency shelter. Long term accommodation is not offered as the spaces are of small scale in nature. They act as a transition space between the streets and the rehabilitation spaces. These spaces are located near the street bases where the street youth dwell, this therefore enhances easy access. The formal spaces are large scale spaces that offer services such as providing food, clothing, shelter, rehabilitation, health care, vocational training, and education. These spaces are located far from the street bases so as to prevent relapsing and negative influence from those left in the streets. It provides a platform for rehabilitation, recovery and reintegration with families and the society at large. They also provide employment opportunities once the youth are done with the program CHAPTER FIVE: RESEARCH FINDINGS

67

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3.1 INFORMAL SPACES Connections enterprises company ltd

Skypark pub

1. “Left out spaces” Besides open fields, there are left out spaces where the youth dwell, meet and

Taj mall

Co-operative bank

industry

Taj Mall roundabout

hang out while they are on their pathway through homelessness. These may

Kandmo master bakers

include but not limited to open spaces under the bridge, along river banks, along alleyways between buildings and public parks and gardens. Most of the street

Text book city ltd Jommo Kenyatta international airport

Equity bank

Bollore logistics kenya

youth dwell in such spaces as they provide them shelter from harsh weather conditions, isolate them from the society and provides them with privacy and territoriality. Such spaces are deemed to be unsafe to the public, due to the state and condition they are in and the defensive users of the space. The author was

FIGURE 5.30 Location of Taj Mall Roundabout SOURCE: Google Earth 2/08/2019

able to visit two “bases” within Nairobi, one under the bridge, next to Taj Mall in Embakasi and the other in the popular Globe Roundabout as one approaches the Nairobi CBD. The former space consists of shacks made of recycled polythene bags and canvas, held up with wooden supports. The space is occupied by 15 youth boys

aged between 17 and 20 years of age. They spend most their day there as it is where they sleep and socialize. They also use that space to conduct a small Globe roundabo ut

business for selling pets such as dogs and birds. They use their profit to cater for Kirinyaga road

their basic needs. The latter one is an open space next to the Nairobi river, right under the highway leading to Nairobi CBD. The space is used by most homeless street youth for recreation, freshening and cleaning up, and some of them sleep there as well. Some of the youth use the resources within the space to conduct

FIGURE 5.31 Location of Globe Roundabout SOURCE: Google Earth 2/08/2019

business such as car washing at an affordable price and use the profit to cater for their basic needs as well.

CHAPTER FIVE: RESEARCH FINDINGS

68

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

2.. Open Fields Informal spaces(also known as “bases” by the local youth) consists

of open

spaces designed or left out for the youth in general. They may be open fields

where they play different games like football or open spaces under the bridge or

Solol o clinic

along service lanes where they seek refuge from the harsh streets. For instance, in Mlango Kubwa, (an informal settlement in Nairobi, which neighbours Eastleigh to

Open field Eastleigh

the South and Starehe to the North) there are a number of informal spaces for the youth. The open spaces include; “Espana”, “Pirates” and “Slum Soccer”. They

Maina wanjigi secondary school

are spaces where the youth from all backgrounds socialize and engage in

various recreational activities. The football field „Slum soccer‟ is the centerpiece FIGURE 5.32 Location of Open Field in Eastleigh SOURCE: Google Earth 2/08/2019

of community. It represents a rare occurrence in terms of being a large public space that has, despite various attempts, not successfully been grabbed and used for housing.

The space is surrounded by high rise buildings which boosts the security within the area. It provides space for the youth to interact and freely express themselves.

Besides from mainly operating as a playground and field for football matches Slum soccer mlango kubwa

and tournaments for the youth in the community, it is also used for community events, meetings, rallies and crusades by the church. There exists one other youth hall in this area, Espana social hall, which belongs to Carambe environmental self-help group. Next to it is a large open field where the youth meet, interact and play games. Within Eastleigh, there is a “base” where the youth from different backgrounds meet and play foot ball in the open field. Once in a while

FIGURE 5.33 Location of Slum Soccer in Mlango Kubwa SOURCE: Google Earth 2/08/2019

service providers visit the space so as to give them food and speak to the youth so as to find a way to help them get back on their feet.

CHAPTER FIVE: RESEARCH FINDINGS

69

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3.2 VARIABLES ASSESSED

SAFETY & SECURITY

CONTEXT

VARIABLES

REMARKS

“LEFT OUT SPACES” OPEN FIELDS

INFORMAL SPACES

Gaps under bridge used for storage

CONTEXT: they are found in hidden spaces that are poorly maintained spaces hardly accessible to the public. They are near sources of food such as the backside of a hotel and the dumpsite SAFETY AND SECURITY: as these spaces are often hidden to the pubic eye there is minimal natural surveillance, this makes the space very insecure

The immediate context consisting of natural trees and Nairobi river Old reused mattresses and fabrics.

These dwellings are easily found in unutilized spaces within and around the CBD, particularly under bridges, along river banks, along alleyways and service lanes, among others. They are therefore easily accessible to the street youth but not to the public due to safety reasons and the poor condition of the spaces.

The dwellings are considered to be very dangerous to the public as the street youth are very territorial with these spaces.

Natural surveillance is minimal and there is lack of transparency.

Immediate context consisting of residential buildings

Use of floodlights at night Neighbourhood buildings providing a sense of security

The fields are located within Nairobi, in close proximity to the bases where the street youth dwell. The Slum Soccer for example is located in Mlango Kubwa, in Mathare where most street youth come from and the Eastleigh football field is located in Eastleigh which has the highest number of street youth in Nairobi. Therefore, both spaces are easily accessible for the youth.

These two spaces are generally safe from major criminal activities as they are open and vast, hence providing transparency and natural surveillance. The Slum Soccer base is however more secure compared to the Eastleigh base as it is surrounded with tall residential buildings that provide a sense of territoriality and safety as demonstrated by Jane Jacob‟s “Eyes on the street” concept. There is no access control as both space are open to the public for use.

CONTEXT: they are located within close proximity to the street bases this makes it easy for them to access these spaces.

SAFETY AND SECURITY: there is sufficient natural surveillance within the spaces as they are located adjacent to public buildings. As these space are open to the public, they are more safe and secure.

Table 7 variables assessed for informal spaces (context and safety and security SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

70

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

VARIABLES

REMARKS

SPATIAL ORGANIZATION

QUALITY OF SPACE

“LEFT OUT SPACES”

Old canvas

There is poor quality of space within these dwellings. The spaces are hidden from the public eye, therefore they provide an opportunity for negative activities to take place such as drug peddling and abuse. The environmental quality of the spaces are also wanting as they are unclean and poorly maintained. However there is a strong sense of belonging and togetherness among the youth living in these spaces

Old fabric Reused carton Hessian cloth Natural earth

QUALITY OF SPACE: the quality of space is very low.

They are poorly maintained, unclean and unsafe. They don‟t have proper shelter to guard them from extreme weather conditions SPATIAL ORGANIZATION: The sense of belonging and territoriality is however very high as they define these spaces as theirs and no one else‟s. due to the fact that they have the liberty to define their own spaces, the legibility of the space is quite high amongst them

road barrier Garbage disposal

In terms of wayfinding, there is strong legibility of the space amongst the dwellers. The users use these spaces as their homes, therefore there is a strong sense of territoriality and privacy.

OPEN FIELDS

school

Football pitch

Main road

The activities held within these spaces, such as playing football, and other outdoor games and social interaction among the youth, promote a sense of belonging and togetherness among the street youth. Such activities also help in social integration amongst the street youth as they are able to socialize with other people within the society.

The activities provide positive distraction and keep the youth off social vices such as drug abuse.

The space are easily accessible and there is ease of movement within the spaces. There is poor privacy gradient as they are majorly open public spaces. The spaces are rarely crowded with people but they occasionally get crowded during football tournaments and public community meetings

school

INFORMAL SPACES

The underside of the bridge used to protect them from bad weather

QUALITY OF SPACE: there is a high sense of belonging and togetherness amongst the youth due to the activities that take place in these spaces. But since most of these spaces are public spaces, they are not well maintained and can get very unclean SPATIAL ORGANIZATION: in terms of wayfinding, the spaces are very legible as they are within familiar grounds in the community.

There is low perception of crowdedness but poor privacy gradient as they are open to the public

Table 8 variables assessed for informal spaces (quality of space and spatial organization SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

71

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3.3 SEMI-INFORMAL SPACES 1. Alfajiri Street Kids Art The Alfajiri Street Kids Art is an NGO (Non-governmental Orgnization) that is both a NAIROBI, KENYA

drop in and street youth resource centre that offers street children and youth

KASARANI constituency

aged between 6yrs and 22yrs a space for them to express themselves through art.

It is located in two bases; a drop in centre in Pangani area, Agoi Street, opposite

Alfajiri street-kids Art resource centre, Kasarani

Missionaries Charity of Mother Teresa, and a resource centre in Mji Wa Furaha along Thika Super Highway in Kasarani. It was founded by an Australian artist, Lenore Boyd, who came to Kenya in 2012 as a volunteer. It started off as a Community Based Organization in 2015 and later on got registered as an NGO in 2018 They use art therapy as a healing tool for the street youth and give them an

opportunity to express their deep emotions using art. They are then given an opportunity to exhibit and sell their work in different spaces so as to create awareness and connect them to sponsors. They also give the youth food, clothing, a space to clean up, first aid, Bible classes, provide them with basic computer training, temporary shelter for the vulnerable ones and develop other talents such as martial arts, dancing and football.

Safari park hotel

The

Resource

Centre

is

located within a mixed use and residential area . The major landmarks near the Alfajiri street kids art resource centre

resource centre are TRM, Kasarani

Kasarani stadium

Park

FIGURE 5.34 location of Alfajiri Street – Kids Art Resource centre, Kasarani.

Source: Google Earth (05/08/2019)

Hotel

Queen

Garden city mall

Seminary, Neema

FIGURE 5.35 access into the Art Resource centre Source: Google Earth (05/08/2019)

Stadium, and of

Safari Casino,

Apostles

Ruaraka Hospital, and

Uhai Radio

Waumini

FM

The

National

Catholic

Youth

CHAPTER FOUR: RESEARCH FINDINGS

72

Centre

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

The drop in centre is located in Pangani area near street youth bases such as

Mlango Kubwa, Mathare and Eastleigh. It offers basic services to street families every week and through this, they are able to decide if they want to move out from the street and receive further help. The resource centre in Kasarani is located around bases such as Thika Road Mall junction, Roysambu and Mwiki. It is for the more committed street youth who are in the process of moving out of the streets.

The service providers help in putting the youth into rehabilitation centre and schools and help them to connect with their family hence enhancing family and social reintegration. Since 2018 when the resource centre opened, the success rate has been high (80%) as 40 youths have been able to reintegrate back into the society.

Fig 5.36 front faรงade of the Art Resource Centre SOURCE: author (06/08/2019)

Farm chapel Punching bag Entrance porch Resource centre Outdoor art space

Main entrance Fig 5.37 street youth practising art at the Art Resource Centre SOURCE: author (06/08/2019)

Fig 5.38 an aerial view of the Art Resource Centre SOURCE: author (08/08/2019)

CHAPTER FOUR: RESEARCH FINDINGS

73

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

The site in the resource centre is about a quarter an acre in size. The spaces

include; a gallery room where they exhibit and store their art work, a counseling room for those who have faced a traumatic experience, a caretaker room with one bed where they are offered first aid, a computer room for basic IT training, two emergency shelter rooms with two beds in each room, two offices, a kitchen and dining space, three interior w.c‟s and 3 exterior w.c‟s, and a chapel for evening masses. They also have a football field, a basketball court and a punching bag hanged outside for the youth to use as a stress reliever. The two buildings (chapel and the resource centre) are organized around the

central

open space where the youth do their artwork.

Fig 5.39 front façade of the chapel SOURCE: author (06/08/2019)

Fig 5.40 view of the outdoor art space at the Pangani Centre SOURCE: author (06/08/2019)

Fig 5.41 street youth doing art at the Pangani Centre SOURCE: author (10/08/2019)

CHAPTER FOUR: RESEARCH FINDINGS

74

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

2. Made In The Streets Drop-in Centre, Eastleigh, Nairobi.

MADE IN THE STREETS is a non-profit organization founded by Charles and Darlene NAIROBI, KENYA

KAMUKUNJI constituency

Coulston on August 3rd, 1995. It offers various services to the street youth of Nairobi so as to help them get off the streets and live a transformed life. The organization has two centres; a drop in centre in Eastleigh and a school in Ruai.

They conduct street ministry operations in the Eastleigh centre where they visit

Made in the Streets Drop-in Centre, Eastleigh

bases and do street outreaches every week, provide them with food and clothing, a space to have fun and entertain themselves and minister to the street youth.

The drop in centre is located within the busy streets of Eastleigh, in close proximity to the street youth bases. The 390m2 space is enclosed with a masonry wall with two entrance gates, one for vehicles and another for pedestrian movement.

Both gates are monitored by one of the staff to ensure there is access control considering the location of the centre.

Maina wanjigi secondary school

the

Drop-in

Centre

is

located within a mixed use area, Eastleigh has a

Kenya Christian Industrial Training Institute Made in the streets Drop-in centre

number of shopping malls and business complexes mixed

with

residential

apartments with a few

institutions. institution the

centre

The

major

neighbouring is

Kenya

Christian Industrial Training Fig 5.42 location of MADE IN THE STREETS Drop in Centre SOURCE: author (11/08/2019)

Fig 5.43 access to MADE IN THE STREETS Drop in Centre SOURCE: author (11/08/2019)

Institute.

CHAPTER FOUR: RESEARCH FINDINGS

75

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

Located in a prime location, the Eastleigh 5th street area, the space is easily accessible to the street youth due to itâ€&#x;s close proximity to many bases around the area. Eastleigh is also located to the south of one of the biggest slums in Nairobi, Mlango Kubwa in Mathare, where most of the street youth come from.

The centre offers services to people of all ages and both genders through various programs.

The service providers conduct weekly street outreaches and visit

various bases within Nairobi, in an effort to bring the street youth and families to the drop in centre to receive further help. The centre is approximately 390m2 in size and is surrounded with residential buildings. It provides various services to the street people such as feeding the hungry, providing first aid services, providing

space for cleaning up, providing space for recreational activities Fig 5.44 basketball court at the drop in centre SOURCE: author (11/08/2019)

and

entertainment, providing basic training and Bible classes.

Back alley (pet area) Internal courtyard Entertainment hall Basketball court Main entrance Fig 5.45 entertainment hall at the drop in centre SOURCE: author (11/08/2019) Fig 5.46 aerial view of the Drop in Centre SOURCE: author (11/08/2019)

CHAPTER FOUR: RESEARCH FINDINGS

76

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3.4 VARIABLES ASSESSED

LOCATION

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

CONTEXT

REMARKS

ACCESSIBILITY

LOCATION: The resource centre is located in Kasarani sub county, in the outskirts of Nairobi CBD, it is within an urban setting surrounded with mixed use activities which provides the users a “homey setting” within an urban context

KENYA, Africa

KASARANI, Nairobi NAIROBI, Kenya

LOCATION: Alfajiri Street Kids Art is located in two bases; a drop in centre in Pangani area, Agoi Street, opposite Missionaries Charity of Mother Teresa, and a youth resource centre in Mji Wa Furaha along Thika Super Highway in Kasarani.

ACCESSBILITY: The drop in centre is located near popular street youth bases such as Mlango Kubwa, Mathare and Eastleigh while the youth resource centre is located near the Thika Road Mall Junction, Mwiki and Roysambu. The two centres have both vehicular and pedestrian access

LOCATION: the drop in centre is located within a busy mixed use zone, on 5th street in Eastleigh. The location provides a familiar setting to what the street youth are used to

KENYA, Africa

NAIROBI, Kenya

ACCESSIBLITY: the space is easily accessible through Thika road Super Highway, which is the main vehicular and pedestrian access, it is within close proximity to the popular street youth bases such as Mwiki, Roysambu, TRM junction and Kasarani. Thus the users have no trouble accessing the space

KAMUKUNJI, Nairobi

LOCATION: MADE IN THE STREETS Drop-in Centre is located along 5th street, Eastleigh ward, Kamukunji Constituency , Nairobi County.

ACCESSBILITY: The drop in centre is located near popular street youth bases such as Mlango Kubwa, Mathare and in close proximity with the Nairobi CBD. The centre has both vehicular and pedestrian access

ACCESSIBLITY: The drop in centre is located near popular street youth bases such as Mlango Kubwa, Mathare and in close proximity with the Nairobi CBD. The centre has both vehicular and pedestrian access. As the space is a drop-in centre, only open during the day, the space is easily accessible to the youth as it is near the street bases

Table 9 variables assessed for semi-informal spaces (context: location and accessibility) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

77

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

CONTEXT

REMARKS

NEIGHBOURING ACTIVITIES

NEIGHBOURING ACTIVITIES: the Drop-in Centre is located within a mixed use area in close proximity to the Nairobi CBD, while the Resource Centre is located within a mixed use and residential area . The major landmarks near the resource centre are TRM, Kasarani Stadium, Safari Park Hotel and Casino, Queen of Apostles Seminary, Ruaraka Uhai Neema Hospital, Radio Waumini FM and The National Catholic Youth Centre

NEIGHBOURING ACTIVITIES: the Drop-in Centre is located within a mixed use area, Eastleigh has a number of shopping malls and business complexes mixed with residential apartments with a few institutions. The major institution neighbouring the centre is Kenya Christian Industrial Training Institute.

NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. These include; Thika Road Mall, Ruaraka Uhai Neema Hospital, Kasarani Stadium and The National Catholic Youth Centre

NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. These include; a number of shopping malls, a few institutions, the Eastleigh soccer field, Kenya Christian Industrial Training Institute.

Which has a chapel and basket ball and football pitches.

Table 10 variables assessed for semi-informal spaces (context: neighbouring activities) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

78

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

TERRITORIALITY AND ACCESS CONTROL

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

SAFETY & SECURITY

Property surrounded with perimeter wall for security

Secured main entrance

From Thika Super Highway

The landscaped entrance gives a “homey” ambience

REMARKS

The thick tree canopies creates an introverted space that provides an opportunity of self reflection

1.5km Earth road that leads to the resource centre from the main gate

TERRITORIALITY AND ACCESS CONTROL: the resource centre is located in a highly secured space, isolated from the public, in an area engulfed with trees and the natural environment. The building itself is approximately 1.5km from the main gate next to the Thika Super Highway. There is a masonry wall fence with a secured gate that acts as a physical barrier from the outside. This also helps in public access control.

Exterior wall finished with a mural that plays two roles: to attract the street youth and provide security for the interior spaces. Use of wire gauze at the to enhance security

Security gate that functions as the main access into the interior spaces.

The gate is monitored to provide access control Natural surveillance is achieved by having the staff accommodation right at the entrance. This helps in monitoring movement into and out of the space.

TERRITORIALITY AND ACCESS CONTROL: the drop in centre is located within the busy streets of Eastleigh, in close proximity to the street youth bases. The 390m2 space is enclosed with a masonry wall with two entrance gates, one for vehicles and another for pedestrian movement. Both gates are monitored by one of the staff to ensure there is access control considering the location of the centre.

TERRITORIALITY AND ACCESS CONTROL: the resource centre is isolated from the public The building itself is approximately 1.5km from the main gate next to the Thika Super Highway. There is a masonry wall fence with a secured gate that acts as a physical barrier from the outside.

This also helps in public access control. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security

TERRITORIALITY AND ACCESS CONTROL: The space is enclosed with a masonry wall with two gates which are monitored by one of the staff to ensure there is access control considering the location of the centre. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security

Table 11 variables assessed for semi-informal spaces (safety and security: territoriality and access control) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

79

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

SAFETY & SECURITY

REMARKS

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: there are other activities found within the same compound as the resource centre, such as, the Radio Waumini FM station, the National Catholic Youth Centre accommodation, staff accommodation, a community chapel and a community farm behind the resource centre. These activities strengthen the natural surveillance within the space and ensures there is security.

The neighbouring high-rise apartments provide a sense of security through natural surveillance

Effective sightlines into the space from the neightbouring buildings that provide natural surveillance

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: within the drop-in centreâ€&#x;s immediate context are residential apartments, and across the road is a low rise mixed use building. The grilled metal gate ensures there is safety and security but also permit visual continuity. This transparency hence increases the natural surveillance from and to the centre .

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: there are other activities found within the same compound as the resource centre, that strengthen the natural surveillance within the space and ensures there is security. Moreover, having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: within the Drop-in Centre's immediate context are residential apartments, and across the road is a low rise mixed use building.

The grilled metal gate ensures there is safety and security but also permit visual continuity. This transparency hence increases the natural surveillance from and to the centre. Moreover, having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

Table 12 variables assessed for semi-informal spaces (safety and security: natural surveillance and activity support) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

80

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

REMARKS

ENVIRONMENTAL QUALITY OF THE SPACE

The natural trees create a microclimate that provide a cool atmosphere

ENVIRONMENTAL QUALITY OF SPACE: the micro-climate created by the tree canopies improves the air quality and shields the space from direct sunlight. the building does not experience cross ventilation due to the triple banked design. This also prevents entry of sufficient natural light, leaving most of the interior spaces dark the sound quality of the space is good as the area is isolated from the noisy and busy highway.

N

WIND DIRECTION

ENVIRONMENTAL QUALITY OF THE SPACE: the space experiences a micro-climate due to the presence of many tree canopies. Therefore, the air quality within this space is good and the space is shielded from direct sunlight and heat. The building does not experience cross ventilation due to the design, but there are sufficient openings that keep the interiors ventilated. The wet areas are on the faรงade facing the east and there is a porch on the western faรงade that provides sunshading for the main space, the dining area. In terms of hygiene and sanitation, the space is well maintained and cleaned every evening. The acoustics within the space is very good as the area is isolated from the noisy and busy highway.

The internal courtyard provides ventilation and natural lighting

The canvas covering the internal courtyard providing a cooling space shaded from direct sun

WIND DIRECTION

N

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

QUALITY OF SPACE

ENVIRONMENTAL QUALITY OF THE SPACE: due to the location of the space in Eastleigh, there are no trees or plants growing around the area, this therefore affects the air quality of the space as the bus road abuts the centre. The sound quality is also wanting due to the noise coming from vehicular activities and commercial activities outside the centre. In terms of ventilation, the building does not experience cross ventilation, but the presence of an internal shaded courtyard helps in ensuring the space is well ventilated. The building is oriented with the long facades facing east and west but the impact of this orientation is minimal as there are no windows on these two facades due to the presence of the residential apartments on both sides. The tall apartments (about 8 storeys high) provide shading to the spaces within the centre.

ENVIRONMENTAL QUALITY OF SPACE: the space is located along the busy Eastleigh 5th street therefore the air and sound quality of the space is very low due to the presence of vehicular activities within the immediate neighbourhood. In terms of ventilation, the building does not experience cross ventilation, but the presence of an internal shaded courtyard helps in ensuring the space is well ventilated. The tall apartments (about 8 storeys high) provide shading to the spaces within the centre.

Table 13 variables assessed for semi-informal spaces (Quality of space: environmental quality of the space) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

QUALITY OF SPACE

HEALING ENVIRONMENT

HEALING ENVIRONMENT: the healing environment is created by providing access to positive distractions such as artwork, plants, gardens, nature views and a punching bag that help to alleviate stress, as well as improve mood, comfort and customer satisfaction. The users of the space enjoy the space because it is in as different environment as compared to the streets.

They find the space relaxing and healing.

SENSE OF BELONGING AND TOGETHERNESS

HEALING ENVIRONMENT: the healing environment is created through positive distractions such as artwork, plants, nature views and a punching bag that help to alleviate stress, as well as improve mood and comfort

The chapel is a closed space which is introverted in nature provides them with freedom to interact and express themselves

SENSE OF BELONGING AND TOGETHERNESS: the space is designed so as to enhance social interaction amongst the youth and other people and at the same time gives room for solitude and space for one to reflect on their own. With a communal dining, chapel and art space, the youth are able to express themselves and interact with each other.

SENSE OF BELONGING AND TOGETHERNESS: the space is designed so as to enhance social interaction amongst the youth and other people and at the same time gives room for solitude and space for one to reflect on their own.

HEALING ENVIRONMENT: the healing environment is created through positive distractions such as art murals and entertainment that help to alleviate stress, as well as improve mood and comfort

The semi-open space which is “semiintroverted” in nature provides them with freedom to play and express themselves

HEALING ENVIRONMENT: the healing environment is created through positive distraction by use of murals on the walls that send off positive messages and an entertainment hall, where they are allowed to watch the television so as to alleviate stress and distract their minds positively

REMARKS

SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness. These include: playing football, dancing, playing chess, watching television, dining together, reading together and Bible classes. These activities help in strengthening the bond among the youth.

SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness.

Table 14 variables assessed for semi-informal spaces (Quality of space: healing environment and sense of belonging and togetherness SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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WAFINDING: The floor plan is legible and simple with one access point which is both the entrance and exit point. There is signage at the gate that leads one to the centre.

CROWDING: the interior spaces are finished with a smooth light coloured finish which reduces the perception of crowding. However as one approaches the private spaces, the perception of crowding is increased as the spaces tighten up.

WAFINDING: The floor plan is legible and simple with one access point which is both the entrance and exit point. There is a private access point at the back of the building where the pets are kept.

This access point allows for servicing. There is use of signage in the form of a mural at the exterior wall written “MADE IN THE STREETS” which draws in attention and gives the space an identity.

CROWDING: the spaces within the centre are small in size, but the perception of crowding is reduced by means of access control

LAYOUT PLAN

REMARKS WAYFINDING: The floor plan is legible and simple with one access point which is both the entrance and exit point. The two spaces (the resource centre and the chapel) are linked through the outdoor art space. the legible spatial layout provides the users with a sense of orientation

N

WAYFINDING AND CROWDING

The flow of movement within the spaces consists of two major nodes (the resource centre and the chapel) that are linked together through the outdoor art space.

CROWDING: due to the fact that the building is retrofitted to become a resource centre, the spaces are not well suited for the certain activities as they are too small and limited

WAYFINDING: with a simple and legible floor plan , the users of the space have a sense of orientation. The spaces are arranged around the internal courtyard, which provides easy access. The use of signage serves to orient the user as well.

N

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

SPATIAL ORGANIZATION

The flow of movement within the spaces consists of two major interactive nodes (the basket ball court and the internal courtyard) that are linked together through a corridor

CROWDING: the spaces are limited in size due to the overall size of the centre, thus on a busy day, the spaces can get crowded.

Table 15 variables assessed for semi-informal spaces (Spatial organisation: wayfinding and crowding, layout plan) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

ALFAJIRI STREET KIDS ART RESOURCE CENTRE, KASARANI MADE IN THE STREETS DROP-IN CENTRE, EASTLEIGH

SEMI- INFORMAL SPACES

SPATIAL ORGANIZATION

REMARKS

PRIVACY GRADIENT

SEMI-PUBLIC

PRIVACY GRADIENT: the strong privacy gradient creates a sense of control of movement within the spaces. The most public spaces are the most accessible spaces within the centre SEMI-PRIVATE

PRIVATE

PRIVACY GRADIENT: the most public space is by the porch, where the youth do their artwork. When one enters the building, the first space they encounter is the dining, which is the semi public space, the kitchen and the store fall under the semi private space while the offices , bedrooms and washrooms are the private spaces. The privacy for each individual is required for self-growth.

SEMI-PUBLIC

SEMI-PRIVATE

PRIVATE

PRIVACY GRADIENT: the strong privacy gradient creates a sense of control of movement within the spaces. With the central internal courtyard, the users can be monitored to prevent access into private spaces

PRIVACY GRADIENT: The most public space is located at the entrance where the basketball pitch and entertainment hall is. The semi public space is the courtyard where the training and Bible classes take place and the semi private spaces are the library, the motherâ€&#x;s room, the kitchen and the store. Finally, the private spaces are the staff accommodation, washrooms and the office.

Table 16 variables assessed for semi-informal spaces (spatial organization: privacy gradient) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3.5 FORMAL SPACES 1. Made In The Streets School, Kamulu, Ruai KASARANI constituency

NAIROBI, KENYA

MADE IN THE STREETS is a non-profit organization founded by Charles and Darlene Coulston on August 3rd, 1995. It offers various services to the street youth of Nairobi so as to help them get off the streets and live a transformed life. The organization

Made in the Streets School , Ruai

has two centres; a drop in centre in Eastleigh and a school in Ruai. The MITS school in Kamulu started in 2000 with the construction of the girls‟ dorm. The school is isolated from the busy Ruai Town and is located in a suburban area. It is about 45 minutes drive outside Nairobi and has both vehicular and pedestrian access. The site consists of learning centre, skills centre, girls' living area, boys living area, staff housing, visitor‟s quarters, meeting space, recreational areas and farming plots.

The facility is within a residential and mixed use zone where most Learning centre Girl‟s housing Staff housing

Boy‟s Chapel and housingkindergarten Boys housing

of the buildings are bungalows and mansionettes with a few low rise business stores. the space is within

the

proximity

to

public

facilitates that may be used by the

individuals.

These

include;

Eden Park Kamulu, Ruai Family Chapel Boy‟s kindergarte housing n

Hospital, Skills centre

catholic

Fig 5.48 access to MADE IN THE STREET SCHOOL, Kamulu SOURCE: author (15/08/2019)

Vincent

church

De

Ruai,

Paul Total

Kamulu service station, Ngundu primary

Fig 5.47 location of MADE IN THE STREET SCHOOL, Kamulu SOURCE: author (15/08/2019)

St.

school,

Kamulu

Police

Station, Kamulu shopping centre, and Green view schools CHAPTER FOUR: RESEARCH FINDINGS

85

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI Kangundo road

The school offers basic literacy and training to 13yrs-18yrs youths. The students aged between 13-15yrs go through basic literacy at the Learning Centre. They are taught subjects such as English, Math, Science, Kiswahili, communication, craft,

Learning centre

public speaking, business skills, computer and media. Once one reaches 16years, they graduate to the Skills Centre, where they acquire different skills based on their preferences. The skills they are taught include, computer, aeromechanics, hairdressing, catering, woodworking, tailoring and welding. In addition to education, the students learn life skills that serve them long after they leave

Girlsâ€&#x; dorm

Kamulu. They learn to live together as a family through sports, chores such as Staff accommodation

house keeping and meal preparation and working in the farm to help provide food for the community .

Fig 5.49 access to the learning centre, girlsâ€&#x; dorm and staff housing SOURCE: author (15/08/2019)

classes Internal courtyard Staff offices kitchen Outdoor Learning space Main entrance Gate house Fig 5.50 internal courtyard within the learning centre SOURCE: author (15/08/2019) Fig 5.51 aerial view of the learning centre SOURCE: author (18/08/2019) CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

The learning centre is where the classrooms are located and where the students are fed lunch. In addition to several classrooms, the learning centre contains a library, computer lab, cafeteria, and several administrative offices. Across the street from the learning centre is the Girl‟s compound, which has beds for 50 girls and features a brand new dormitory, a newly improved kitchen, library and study area. Several of the female students are also young mothers, with infants or young children living with the. These young mothers have their own private house in the girls‟ compound with space for kids to run around and play. Two female MITS staff members live in the Girls‟ compound and serve as dorm parents. Adjacent to the girls‟ compound is a plot of land with three homes on it. Two belonging to the staff members and the third one is the girls‟ intern house which has space for up to 5 female interns. Near the learning centre is the property where many of the staff Fig 5.52 inside one of the classrooms at the learning centre SOURCE: author (15/08/2019)

members have built houses. This neighbourhood is called MITSville. The M House is also located here which is the primary visitors‟ residence., with four bedrooms, a kitchen, a living area and it accommodate up to 15 people.

Intern accommodation Girl‟s dorm Young Mother‟s accommodation Entrance B Girl‟s dorm Kitchen and dining Caretaker‟s accommodation Entrance A

Fig 5.53 inside the girls‟ dorm SOURCE: author (15/08/2019)

Fig 5.54 aerial view of the girls‟ dorm SOURCE: author (18/08/2019) CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

The Boys‟ compound can house up to 36 students on a 7acre property where Boys‟ dorm

they have four dorms, a basketball court, a water well and the tower where Chapel kindergar ten

single male visitors or married couples may stay. Pens for the MITS animals (cattle, School orchard

School farm

goats and chicken) are also located at the boys‟ compound along with three acres of farm land under drip line irrigation, where they grow tomatoes, kale, bananas, beans and other vegetables. Several MITS staff members live at the Boys‟ compound as dorm parents.

Fig 5.55 location of the boys‟ dorm, school farm and the chapel SOURCE: author (15/08/2019)

School farm Boys‟ dorm Green house w.c‟s Animal farm Water tanks Interns‟ accommodatio n Boys‟ dorm Main entrance Basket ball court

Fig 5.56 outside the boys‟ dorm SOURCE: author (15/08/2019)

Fig 5.57 aerial view of the boys‟ dorm SOURCE: author (18/08/2019) CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

Adjacent to the Boys‟ Compound is a multi purpose building where they have daily prayers. The building called the Octagon is where the Kamulu Church of Christ meets and next to the church is the soccer field. Within this property is the Skills centre School farm

MITS orchard and the children's center which is run by MITS staff and is large enough to accommodate 12 children. This nursery school is exclusively for preschool aged children of the students and staff.

The Skills centre on a 20 acres property approximately 1.6km away from the learning centre. The property has classes, kitchen and dining and dormitories for 16 upperclassmen boys and some of the staff members as well as several acres of farm land.

Fig 5.58 location of the school farm and skills centre SOURCE: author (15/08/2019)

Girls‟ dorm Water tanks w.c‟s hairdressing Auto mechanics

Catering &dining Wood and metal Sewing room Computer lab Media room

Main entrance

Fig 5.59 a view of the school farm SOURCE: author (15/08/2019)

Fig 5.60 aerial view of the skills centre SOURCE: author (18/08/2019) CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

2. MAKADARA CHILDREN‟S HOME, MAKADARA NAIROBI, KENYA

MAKADARA constituency

Makadara Children‟s Home is a governmental institution for age 7-20former street boys. It is located in Makadara constituency in Nairobi County. The building was originally the YWCA but was later transformed into a children‟s home in 2017. With the closure of Bahati Rehabilitation centre in 2017, the youth and children that were being housed in Bahati were taken to Makadara as the children's home is in close proximity with Bahati. The centre is located in close proximity to the Nairobi CBD (about 20 minutes drive) and it has both vehicular and pedestrian access. It offers accommodation and basic needs to the boys as they commute to and from the

Makadara Children‟s Home, Makadara

Morrison primary school nearby while the older ones go to different boarding high schools.

The centre is located within a vibrant community consisting

Makadara Jogoo road children‟s home Aquinas Police station highschool rukwa road

State Department for Correctional services

Huruma Girls High School

of

mixed

use

buildings,

residential buildings such as Maringo Estate, administrative buildings such as the Jogoo

Makadara children‟s home

Road

Police

Station,

institutional buildings such as the Ruiruaka crescent

cafeteria Boncan Auto care & General metal works

Fig 5.61 location of Makadara Children‟s Home in Makadara SOURCE: author (19/08/2019)

State

Department

for

Correctional services, Aquinas

Fig 5.62 access to the Children‟s Home SOURCE: author (19/08/2019)

Boys High school, Huruma Girls High school, Morrison Primary School,

Bahati

Clinic,

and

Bahati PCEA church among others CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI 1 2 3 4 5 6 7 8 9

Approximately two acres in size, the site consists of a three storey building, a chicken pen, a football pitch, basket ball court, an outdoor kitchen and a gate house. The home at the time was accommodating 160 boys and could go to a maximum of 200 boys comfortably. The highest it has ever accommodated was close to 400 boys during the Former U.S President Obama visit to Kenya in 2015,

when there was a crackdown on street families within the Nairobi Central Business

1 0

District. This caused a huge strain on the resources and the facility at large.

1 11

The centre provides basic needs such as food, shelter and clothing to the young

2 1 3 1

boys. It also provides rehabilitation and counseling services to help the youth cope

4

with the change of environment. They help in reintegrating the boys with their families through tracing and connections. They give spiritual nourishment through

1.

2.

3.

4.

5.

6.

7.

Basket ball court Water tanks Outdoor kitchen Chicken and rabbit pen Children‟s home Library Main entrance into the building

8.

9.

10.

11.

12.

13.

14.

Service yard Gazebo Computer lab Main entrance into the facility Gate house Wall art Football pitch

Fig 5.63 aerial view of the children‟s home SOURCE: author (21/08/2019)

Fig 5.64 exterior view of the children‟s home SOURCE: author (19/08/2019)

religious teachings and also provide recreational spaces where they can relax, interact and enjoy each other‟s company through sports, art, music and entertainment. They are also trained to be responsible people through assigned duties such as cleaning, cooking, washing clothes, gardening and chicken breeding. These activities help to keep their minds occupied and off the streets

Fig 5.65 view of the football pitch SOURCE: author (19/08/2019)

Fig 5.66 view of the container accommodating the computer lab SOURCE: author (19/08/2019) CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.3.6 VARIABLES ASSESSED

MADE IN TE STREETS SCHOOL, KAMULU MAKADARA CHILDREN‟S HOME

FORMAL SPACES

ACCESSIBILITY

LOCATION

CONTEXT

REMARKS

LOCATION: The resource centre is located in Kasarani sub county, in Ruai Ward. It is in a suburban area, in a residential and mixed use neighbourhood.

The location provides a serene setting, suitable for rehabilitation as it is isolated from the busy Ruai town

KENYA, Africa

KASARANI, Nairobi

NAIROBI, Kenya

LOCATION: MADE IN THE STREETS School is located in Kamulu , Ruai Ward, Kasarani Constituency, Nairobi County

ACCESSBILITY: the school is isolated from the busy Ruai Town and is located in a suburban area. It is about 45 minutes drive outside Nairobi and has both vehicular and pedestrian access.

ACCESSIBLITY: the space is easily accessible through Kangundo Road, which is the main vehicular and pedestrian access, it is about 45 minutes drive outside Nairobi. of the centre

LOCATION: the children‟s home is located within Makadara Constituency, which is in a mixed use and a very active neighbourhood. Due to the close proximity to popular street bases (such as Eastleigh and Mathare), the location of the facility may not be the most suitable as the youth may find a way to run back into the streets

KENYA, Africa

MAKADARA, Nairobi NAIROBI, Kenya

LOCATION: Makadara Children‟s Home is located in Maringo Ward in Makadara Constituency , Nairobi County.

ACCESSBILITY: The centre is located in close proximity to the Nairobi CBD (about 20 minutes drive) and it has both vehicular and pedestrian access.

ACCESSIBLITY: The centre is located in close proximity to the Nairobi CBD (about 20 minutes drive) and it has both vehicular and pedestrian access. This makes it easily accessible to the users and the public as well.

Table 17 variables assessed for formal spaces (context: location, accessibility) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

MADE IN TE STREETS SCHOOL, KAMULU MAKADARA CHILDRENâ€&#x;S HOME

FORMAL SPACES

CONTEXT

NEIGHBOURING ACTIVITIES

NEIGHBOURING ACTIVITIES: the property is within a residential and mixed use zone where most of the buildings are bungalows and mansionettes with a few low rise business stores. the space is within the proximity to public facilitates that may be used by the individuals. These include; Eden Park Kamulu, Ruai Family Hospital, St. Vincent De Paul catholic church Ruai, Total Kamulu service station, Ngundu primary school, Kamulu Police Station, Kamulu shopping centre, and Green view schools

NEIGHBOURING ACTIVITIES: The centre is located within a vibrant community consisting of mixed use buildings, residential buildings such as Maringo Estate, administrative buildings such as the Jogoo Road Police Station, institutional buildings such as the State Department for Correctional services, Aquinas Boys Highschool, Huruma Girls Highschool, Morrison Primary School, Bahati Clinic, and Bahati PCEA church among others

REMARKS

NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. These include; Eden Park Kamulu, Ruai Family Hospital, St. Vincent De Paul catholic church Ruai, Total Kamulu service station, Ngundu primary school, Kamulu Police Station, Kamulu shopping centre, and Green view schools. This is an advantage to the users of the centre

NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. such as the Jogoo Road Police Station, institutional buildings such as the State Department for Correctional services, Bahati Clinic, and Bahati PCEA church among others

Table 18 variables assessed for formal spaces (context: neighbouring activities) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

MADE IN TE STREETS SCHOOL, KAMULU MAKADARA CHILDRENâ€&#x;S HOME

FORMAL SPACES

SAFETY & SECURITY

REMARKS

TERRITORIALITY AND ACCESS CONTROL

There is a security gate at the entry point of each property to enhance safety and security

TERRITORIALITY AND ACCESS CONTROL: The school is located within a residential area and each property is enclosed with a live fence and accessed through a secured and monitored gate. This ensures access control and safety within the school.

There is a security gate at the main entrance and a gate house used for access control

TERRITORIALITY AND ACCESS CONTROL: the centre is located within a very secure area due to the close proximity to the Jogoo Road Police Station and the State Department for Correctional Services. There is a guarded gate with a gate house at the entrance that help in enhancing access control and security within the premises.

TERRITORIALITY AND ACCESS CONTROL: the school consists of different isolated properties each surrounded with a masonry wall fence with a secured gate that acts as a physical barrier from the outside. This also helps in public access control. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security

TERRITORIALITY AND ACCESS CONTROL: The space is enclosed with a masonry wall with one gate which are monitored by one of the staff to ensure there is access control considering the location of the centre. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security against crime

Table 19 variables assessed for formal spaces (context: territoriality and access control) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

94

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

MADE IN TE STREETS SCHOOL, KAMULU MAKADARA CHILDREN‟S HOME

FORMAL SPACES

SAFETY & SECURITY

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT

The low-rise mixed use buildings provide the premises with natural surveillance

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: the neighbouring activities around the school are residential houses, some small shops, a gas station, a church, a school and a restaurant These activities strengthen the natural surveillance within the area and ensures there is security.

The State Department for Correctional services right next to the children's home enhances security within the premises

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: the neighbouring activities around the centre are residential houses and apartments, some small shops, a police station, a number of schools, a number of churches, and a clinic which enhance the natural surveillance within the area and ensures there is safety and security.

REMARKS

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: the neighbouring activities around the school are residential houses, some small shops, a gas station, a church, a school and a restaurant These activities strengthen the natural surveillance within the area and ensures there is security. Moreover, having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: within the children‟s home immediate context is the Jogoo Road Police Station and the State Department for Correctional services. There is low transparency as the facility is surrounded with a masonry wall that permits not visual access. However, having a moderately well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

Table 20 variables assessed for formal spaces (safety and security: natural surveillance and activity support) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

95

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

MADE IN TE STREETS SCHOOL, KAMULU

The canvas covering the internal courtyard providing a cooling space shaded from direct sun The internal courtyard provides ventilation and natural lighting SKILLS CENTRE

LEARNING CENTRE WIND DIRECTION

N

MAKADARA CHILDRENâ€&#x;S HOME

REMARKS

ENVIRONMENTAL QUALITY OF THE SPACE

N

FORMAL SPACES

QUALITY OF SPACE

WIND DIRECTION

ENVIRONMENTAL QUALITY OF THE SPACE: the school is located on the lower part of Nairobi which experiences hot days and cold nights. Due to this, there is use of thermal massing where the walls are 200mm thick to keep the interiors cool during the day and warm at night. There is use of cross ventilation in some buildings and the use of an internal courtyard within the learning centre for ventilation and cooling. Vegetation is scarce within this area due to the climatic conditions, but there is use of drip-line irrigation in the school farms to ensure the vegetation thrives. The sound and air quality of the space is good the school is tucked in away from the busy road.

The perforated wall enhances natural ventilation and natural lighting

Horizontal Sunshading

Recessed entrance to offer protection from weather elements

N WIND DIRECTIO N

ENVIRONMENTAL QUALITY OF THE SPACE: the area does not experience any extreme weather conditions therefore the climatic conditions are favourable to the people living within the area. There is use of thermal massing where the walls are 200mm thick to keep the interiors cool during the day and warm at night. The walls are finished with smooth and light coloured finish to reflect heat and sunlight and keep the interiors cool. There is use of concrete horizontal sunshading devices and egg crate sunshading devices to guard the interiors from direct sunlight. There is use of cross ventilation for every room, which allows maximum natural ventilation and good air quality. The windows are big enough to allow enough natural light to enter. In terms of acoustics, the centre is located away from the busy Jogoo Road, therefore there is minimum noise pollution. A green house has been proposed to be constructed within the centre which will enhance sustainability

ENVIRONMENTAL QUALITY OF SPACE: the environmental quality of the facility is conducive for learning activities . The air quality and sound quality is good as the school is tucked away from the busy traffic along Kangundo road. The interior spaces are cool during the day due to use of thermal massing. There is minimal use of plants as sunshading as the area experiences hot and dry climatic conditions but there is use of courtyards and roof overhangs

ENVIRONMENTAL QUALITY OF SPACE: the use of smooth light coloured finishes on the walls and thermal massing help to reflect the heat and sunlight and keep the interiors cool during the day. The spaces are well ventilated through cross ventilation and use of perforated wall on the stair way. The horizontal sunshading devices prevent entry of direct sunlight into the interiors. The sound quality is not at its best state, as the facility is adjacent to a busy road and within a vibrant neighbourhood.

Table 21 variables assessed for formal spaces (quality of space: environmental quality of space) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

96

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

MADE IN TE STREETS SCHOOL, KAMULU MAKADARA CHILDRENâ€&#x;S HOME

FORMAL SPACES

QUALITY OF SPACE

HEALING ENVIRONMENT

HEALING ENVIRONMENT: the healing environment is created through positive distraction by use of murals on the walls that send off positive messages, a soccer field and basket ball pitch where they play outdoor games and the multi purpose hall where they are allowed to watch the television so as to alleviate stress as well as improve mood and comfort

SENSE OF BELONGING AND TOGETHERNESS

REMARKS HEALING ENVIRONMENT: the healing environment is created through positive distraction by use of murals on the walls that send off positive messages, a soccer field and basket ball pitch where they play outdoor games and the multi purpose hall where they are allowed to watch the television so as to alleviate stress as well as improve mood and comfort

SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness. These include: playing football, dancing, playing chess, watching television, dining together, reading together and Bible classes. These activities help in strengthening the bond among the youth.

SENSE OF BELONGING AND TOGETHERNESS: the facility is designed so as to enhance social interaction amongst the youth and other people from the community through outdoor sports and entertainment.

HEALING ENVIRONMENT: the healing environment is created through positive distractions such as art murals, outdoor sports, farming activities and entertainment that help to alleviate stress, as well as improve mood and comfort

Using the exterior wall to display art work done by the youth. The extra-curricular activities enhance a sense of togetherness

HEALING ENVIRONMENT: the healing environment is created through positive distraction by use of murals on the walls that send off positive messages, a soccer field and basket ball pitch where they play outdoor games and the multi purpose hall where they are allowed to watch the television so as to alleviate stress as well as improve mood and comfort

SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness. These include: playing football, and basketball, dancing, doing art, watching television, dining together, performing duties together, reading together and Bible classes.

These activities help in strengthening the bond among the youth.

SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness.

These include: playing football, and basketball, dancing, doing art, watching television, dining together, performing duties together, reading together and Bible classes.

Table 22 variables assessed for formal spaces (quality of space: healing environment, sense of belonging and togetherness SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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SPATIAL ORGANIZATION

REMARKS

LAYOUT

WAYFINDING AND CROWDING STOR AGE 2.5m

VERANDAH

WAFINDING: the school is divided into different centres which are found within walking distances from each other. The floor plan and site plan for each space is legible and simple with one access point which is both the entrance and exit point. There is signage at the gate that leads one to each centre.

SKILLS CENTRE

STORAGE

STORAGE

Crowded dorms leaving no room for personal space

7m

MAKADARA CHILDRENâ€&#x;S HOME

LEARNIN G CENTRE

N

MADE IN TE STREETS SCHOOL, KAMULU

STUDY TABLE

N

FORMAL SPACES

3m

12m

WAFINDING: there is use of signage at the entrance to every room which enhances easy wayfinding. The floor plans are legible as the spaces are repetitive from ground floor to first floor. Having only two access points (one main access point and a back access point) help enhance legibility as well.

N

WAYFINDING: the school is divided into different centres which are found within walking distances from each other.

The isolation of these spaces makes the whole master plan of the school illegible and hard to get around in.

The floor plan and site plan for each space is however legible and simple with one access point which is both the entrance and exit point.

There is signage at the gate that leads one to each centre.

WAYFINDING: there is use of signage at the entrance to every room which enhances easy wayfinding. The floor plans are legible as the spaces are repetitive from ground floor to first floor. Having only two access points (one main access point and a back access point) help enhance legibility as well. In terms of accommodation, the new street children sleep on the ground floor while the older ones on the first floor.

This spatial organization helps the new ones navigate the facility without difficulties

Table 23 variables assessed for formal spaces (spatial organisation: wayfinding and crowding, layout) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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MADE IN TE STREETS SCHOOL, KAMULU

MAKADARA CHILDREN‟S HOME

FORMAL SPACES

SPATIAL ORGANIZATION

REMARKS

CROWDING AND PRIVACY GRADIENT

LEARNING CENTRE

SEMI-PUBLIC

SEMI-PRIVATE

PRIVATE

SKILLS CENTRE

PRIVACY GRADIENT: there is no clear privacy gradient from the master plan, but there is a clear separation between the private areas and public areas. The accommodation areas are separated from the learning areas and the visitor‟s accommodation area is separated from the staff and student accommodation area CROWDING: the perception of crowding is reduced by limiting the number of students joining every year. Each dorm has rooms that are 2.5m by 3m and accommodates two beds. This provides the individuals with personal space

CROWDING: the perception of crowding is reduced by limiting the number of students joining every year. Each dorm has rooms that are 2.5m by 3m and accommodates two beds. This provides the individuals with personal space PRIVACY GRADIENT: there is no clear privacy gradient from the master plan, but there is a clear separation between the private areas and public areas. The accommodation areas are separated from the learning areas and the visitor‟s accommodation area is separated from the staff and student accommodation area this ensures theirs is control in movement and access CROWDING: the dorms are a bit crowded as every 6m by 7m dorm, accommodates up to 11 beds.

Moreover, during impromptu street families crackdowns, the spaces get crowded.

SEMI-PUBLIC

SEMI-PRIVATE

PRIVATE

PRIVACY GRADIENT: there is a strong privacy gradient vertically by having the public spaces outside (the outdoor dining and kitchen area, the football pitch and basket ball court) to the semi private spaces where the boys sleep and interact on the ground and first floors, to the private space, the Manager‟s office on the second floor.

CROWDING: the dorms are a bit crowded as every 6m by 7m dorm, accommodates up to 11 beds. Moreover, during impromptu street families crackdowns, the spaces get crowded.

PRIVACY GRADIENT: there is a strong privacy gradient vertically by having the public spaces outside (the outdoor dining and kitchen area, the football pitch and basket ball court) to the semi private spaces where the boys sleep and interact on the ground and first floors, to the private space, the Manager‟s office on the second floor. this ensures theirs is control in movement and access

Table 24 variables assessed for formal spaces (spatial organisation: crowding and privacy gradient) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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5.4 SUMMARY

5.4.1 LESSONS LEARNT FROM PATHWAYS OF A STREET YOUTH IN NAIROBI 1. The Street Youth living in Nairobi are currently approximately 60,000, and out of these, 75% are boys while 25% are girls this is because boys are more resilient to the street life and hustle.

2. Approximately 50% of them are 16 years and above; these fall under the age bracket of a youth.

3. Orphans are most vulnerable group to becoming street children; only 58.3% of the children love with both parents 4. The longer one stays on the streets, the more resistant they are to rehabilitation due to adoption of the street culture.

5. While on the streets, the most common form of economic activity is selling drugs followed by begging then pushing carts and collecting scrap metal and plastics 6. Most of the street children and youth stay on the streets and some go to the streets from their homes in search of a source of income to support their family 7. Most of the youth experience withdrawal symptoms which pushes them back to the streets. The “institutional ambience” and lack of freedom within the facilities draws them away as well 8. All of the youth are school drop out, most having not completed primary education

IN

Poverty due to unemployment, low educational achievement uneven distribution of resources, services and opportunities Family conflict and breakdown of the child-parent relationship due to abuse, neglect and substance abuse Peer pressure from friends already living on the streets, which acts as a pull factor Lack of affordable housing options for the low income group and the youth that are youth-friendly and low barrier

Natural disasters such as hurricane, earthquake, drought, floods, landslides among others, render many homeless

T H R O U G H

Survival on the street : where to sleep, what to eat, how to keep clean, how to keep warm and dry, what to do when one gets sick or hurt, where to store their belongings, among other issues.

Struggles in the streets: malnutrition, susceptibility to diseases, infections, accidents, physical sexual and emotional assault, lack of sufficient parental love, care and support.

Street youth culture Street gangs comprising of youths with similar needs and backgrounds function like micro communities which provide the individuals with security and the sense of belonging.

Streets as a source of identity The streets provide democratic friendship; a sense of belonging while yet retaining a distinctive personal identity; an opportunity for spontaneity and emotional expression.

Forms of expression: such as graffiti and music which play a role in emotional control, expression and regulation

Precipitating factors: becoming disenchanted with street, experiencing boredom or traumatic experience Courage to change: increased responsibilities, having friends and family support and motivation Securing help: using services such as drop ins, rehabs, searching for job, going to school, supportive housing and structured programs.

Transitioning : increase in self-esteem, cutting ties with street culture, building networks of non-street friends Change in routine: employment, education, accommodation, social assistance, happier, healthier and more driven.

“Successful” exiting: being in control, having direction, having stability, feeling proud, enjoying life, increase in selfesteem.

OUT

Fig 5.67 pathways of a street youth SOURCE: author (24/08/2019) CHAPTER FOUR: RESEARCH FINDINGS

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Based on Chapter two - Literature Review, there are four stages in the homeless pathway; the “HOME” level, the “STREET” level, the “REHABILITATION” level and the “TRANSITION” level. There are different intervention channels and architectural models at each stage. Due to the limitation on time, the author only focused on two stages namely, “STREET” and “REHABILITATION” levels. Through this, the author was able to analyse different architectural models, from informal spaces to formal spaces, that were used to address the two stages.

5.4.2 LESSONS LEARNT FROM ARCHITECTURAL INTERVENTIONS DONE ON STREET LEVEL.

IDEAL SITUATION

INFORMAL SPACES (OPEN FIELDS)

SEMIINFORMAL SPACES (ALFAJIRI STREET KIDS ART DROP IN AND RESOURCE CENTRE AND MADE IN THE STREETS DROP IN CENTRE )

BARRIERS ADDRESSED

OBJECTIVES

STREET 1.

2.

3.

4.

Satisfy food and shelter needs, attract youth Reunite with family, integrate community with youth Basic health care Raise awareness regarding the other stages.

1.

2.

3.

4.

5.

Economic Social Psychological Health education The barriers

The Open fields fulfil the following objectives: 1. Satisfy food and shelter needs and attract the street youth 2. integrate community with youth 3. Raise awareness regarding the other stages.

addressed include: •

Social

•

Psycho-

logical education

•

The barriers

The semi-informal spaces fulfil the following objectives: 1. Satisfy food and shelter needs, attract youth 2. Reunite with family, integrate community with youth 3. Basic health care 4. Raise awareness regarding the other stages.

addressed include: •

Economic

•

Social

•

Psycho-

logical •

Health

•

education

Table 25 lessons learnt from architectural intervention done on street level one SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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INTERVENTION CHANNEL

STREET

IDEAL SITUATION

INFORMAL SPACES (OPEN FIELDS)

SEMI-INFORMAL SPACES (ALFAJIRI STREET KIDS ART DROP IN AND RESOURCE CENTRE AND MADE IN THE STREETS DROP IN CENTRE )

1.

2.

3.

4.

5.

Food outlet, day-care shelter, income-generating activities Youth-community engagement, family locating services.

Recreational/entertainment spaces, art and crafts therapy workshops First aid units Play/school literacy lessons, governmental awareness campaigns

ARCHITECTURAL MODEL • • • • •

Mobile outreach units Culinary centre Social incubator Technical workshop Community centre

• • •

The intervention channels available include: 1. Youth-community engagement, family locating services.

2. Recreational/entertain ment spaces, art and crafts therapy workshops 3. Play/school literacy lessons, governmental awareness campaigns

Expressive arts hub Mobile schools Drop in centres

The different architectural models used are: 1. Mobile outreach units 2. Community centre 3. Mobile schools

The intervention channels available include: 1. Food outlet, day-care shelter, incomegenerating activities such as art exhibitions as seen in Alfajiri Street Kids Art 2. Youth-community engagement, family locating services.

3. Recreational/entertainm ent spaces, art and crafts therapy workshops 4. First aid units 5. Play/school literacy lessons, governmental awareness campaigns

The different architectural models used are: 1. Social incubator 2. Expressive arts hub (as seen in Alfajiri Street Kids Art) 3. Drop in centres (MADE IN THE STREETS drop-in centre)

Table 26 lessons learnt from architectural intervention done on street level two SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

5.4.3 LESSONS LEARNT FROM ARCHITECTURAL INTERVENTIONS DONE ON REHABILITATION LEVEL.

IDEAL SITUATION

SEMIINFORMAL SPACES (ALFAJIRI STREET KIDS ART DROP IN AND RESOURCE CENTRE AND MADE IN THE STREETS DROP IN CENTRE )

FORMAL SPACES (MADE IN THE STREETS SCHOOL, MAKADARA CHILDRENâ€&#x;S HOME AND SHAURI MOYO BOYS REHABILITATION CENTRE)

BARRIERS ADDRESSED

OBJECTIVES

REHABILITATION 1.

2.

3.

4.

5.

Provide basic needs Cure diseases Professional and creative education Deal with psychological problems Recreate family environment

1.

Health

2.

Education

3.

Psychological

The semi-informal spaces fulfil the following objectives: 1.

Recreate family environment 2.

Provide basic needs

The barriers addressed include: 1.

Econo mic 2.

Social 3.

Psychol ogical 4.

Health 5. educati on

The formal spaces fulfil the following objectives: 1. Provide basic needs 2. Cure diseases 3. Professional and creative education 4. Deal with psychological problems 5. Recreate family environment

The barriers addressed include: 1. Health 2. Educati on 3. Psychol ogical

Table 27 lessons learnt from architectural intervention done on rehabilitation level one SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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INTERVENTION CHANNEL

REHABILITATION

IDEAL SITUATION

SEMIINFORMAL SPACES (ALFAJIRI STREET KIDS ART DROP IN AND RESOURCE CENTRE AND MADE IN THE STREETS DROP IN CENTRE )

FORMAL SPACES (MADE IN THE STREETS SCHOOL, MAKADARA CHILDRENâ€&#x;S HOME AND SHAURI MOYO BOYS REHABILITATION CENTRE)

1.

2.

3.

4.

5.

Specialized health care Creative/ critical education Create sense of belonging Recreate social life Change violence to activities

ARCHITECTURAL MODEL 1.

2.

3.

4.

Inviting housing Hospital/medical centre, disabled facilities Creative educational: schools/classroom, art and craft classrooms, workshops and training facilities Theatre, psychological rehabilitation, sport facilities

The different architectural models used are: 1.

Creative educational : schools/clas sroom, art and craft classrooms, workshops and training facilities

The intervention channels available include: 1.

Create sense of belonging 2.

Recreate social life 3.

Change violence to activities

The intervention channels available include: 1. Specialized health care 2. Creative/ critical education 3. Create sense of belonging 4. Change violence to activities 5. Youth-community engagement, family locating services.

6. Recreational/entertainmen t spaces, art and crafts therapy workshops 7. Play/school literacy lessons, governmental awareness campaigns

The different architectural models used are: 1. Homes/shelters 2. clinics 3. Creative educational: schools/classroo m, art and craft classrooms, workshops and training facilities 4. Theatre, psychological rehabilitation, sport facilities

Table 28 lessons learnt from architectural intervention done on rehabilitation level two SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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5.4.4 LESSONS LEARNT FROM ARCHITECTURAL INTERVENTIONS BASED ON VARIABLES ASSESSED.

SAFETY & SECURITY

CONTEXT

VARIABLES

•

OPEN SPACES “LEFT OUT SPACES”

INFORMAL SPACES

IDEAL SITUATION

These space should be easily accessible and in close proximity with the street bases where the street youth dwell.

This makes the services within these spaces easily available

They are found in hidden spaces that are poorly maintained spaces hardly accessible to the public but easily accessible to the street youth. They are near sources of food such as the backside of a hotel and the dumpsite

The immediate context consisting of natural trees and Nairobi river

Immediate context consisting of residential buildings

They are located within close proximity to the street bases this makes it easy for them to access these spaces. These spaces are also near public services such as clinics and shopping centres thus efficient for the users of the space.

• • •

Natural surveillance: the design should enhance the chance of being seen and the chance to see others Territoriality reinforcement: the use of physical attributes to create defined lines between owned and public spaces Natural access control: focussing on entry and exit points into parks to create a controlled space Image: having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime As these spaces are often hidden to the pubic eye there is minimal natural surveillance, thus they are very insecure.

The street families are very territorial with these spaces so they use physical barriers such as reused fabrics to define their spaces. There is a perceived access control as they are only accessible to the street families

Gaps under bridge used for storage

Old reused mattresses and fabrics.

Use of floodligh s at night Neighbourhood buildings providing a sense of security

There is sufficient natural surveillance within the spaces as they are located adjacent to public buildings. As these space are open to the public, they are more safe and secure. There is moderate access control thus making these spaces more controlled.

The image of these spaces is moderately low as they are public spaces.

Table 29 lessons learnt from architectural interventions based on variables assessed (for informal spaces context and safety and security) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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VARIABLES

IDEAL SITUATION

•

•

“LEFT OUT SPACES”

OPEN SPACES

•

INFORMAL SPACES

SPATIAL ORGANISATION

QUALITY OF SPACE

•

Healing environment can be created by eliminating the stressful factors such as loud noises, crowding, poor air quality and sanitation. And enhancing a sense of control, privacy, providing access to nature and positive distractions.

Use of theme colours that affect mood and task performance.

Using the “street” environment such as flexible spaces, easy way finding and flow of space to provide a sense of identity and placenessness to the youth

The quality of space is very low. They are poorly maintained, unclean and unsafe. They don‟t have proper shelter to guard them from extreme weather conditions. Thus there is no healing factor within these spaces, rather, they induce stress.

There is a high sense of belonging and togetherness amongst the youth due to the activities that take place in these spaces.

But since most of these spaces are public spaces, they are not well maintained and can get very unclean

• •

Orientation and wayfinding affects the usability and experience of the space. Paths that directly connect two nodes in a space are more likely to be used than those that do not.

The sense of crowding can be reduced through having more open spaces, and visual access, Privacy enhances self growth, it relates to independence, dignity and identity. How the space is organized determines the privacy gradient

The underside of the bridge used to protect them from bad weather

Old canvas

Old fabric Reused carton Hessian cloth Natural earth

road barrier

The sense of belonging and territoriality is however very high as they define these spaces as theirs and no one else‟s. due to the fact that they have the liberty to define their own spaces, the legibility of the space is quite high amongst them In terms of wayfinding, the spaces are very legible as they are within familiar grounds in the community. There is low perception of crowdedness but poor privacy gradient as they are open to the public

Table 30 lessons learnt from architectural interventions based on variables assessed for informal spaces (quality of space and spatial organisation) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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CONTEXT

One should consider the how accessible it is and by what means, the activities taking place on the neighbouring site and the proximity to public facilitates that may be used by the individuals.

Such spaces should be located near the street

MADE IN THE STREETS DROP IN CENTRE

bases for ease of access

LOCATION: The resource centre is located in Kasarani sub county, in the outskirts of Nairobi CBD, it is within an urban setting surrounded with mixed use activities which provides the users a “homey setting” within an urban context

ALFAJIRI STREET KIDS ART RESOURCE CENTRE

SEMI- INFORMAL SPACES

IDEAL SITUATION

VARIABLES

LOCATION: the drop in centre is located within a busy mixed use zone, on 5th street in Eastleigh. The location provides a familiar setting to what the street youth are used to

ACCESSIBLITY: the space is easily accessible through Thika road Super Highway, which is the main vehicular and pedestrian access, it is within close proximity to the popular street youth bases such as Mwiki, Roysambu, TRM junction and Kasarani. Thus the users have no trouble accessing the space NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. These include; Thika Road Mall, Ruaraka Uhai Neema Hospital, Kasarani Stadium and The National Catholic Youth Centre

ACCESSIBLITY: The drop in centre is located near popular street youth bases such as Mlango Kubwa, Mathare and in close proximity with the Nairobi CBD. The centre has both vehicular and pedestrian access. As the space is a drop-in centre, only open during the day, the space is easily accessible to the youth as it is near the street bases NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. These include; a number of shopping malls, a few institutions, the Eastleigh soccer field, Kenya Christian Industrial Training Institute. Which has a chapel and basket ball and football pitches.

Table 31 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (context) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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SAFETY & SECURITY

VARIABLES

IDEAL SITUATION

•

Natural surveillance: the design should enhance the chance of being seen and the chance to see others

•

Territoriality reinforcement: the use of physical attributes to create defined lines between owned and public spaces

•

Natural access control: focussing on entry and exit points into parks to create a controlled space

•

Image: having a well maintained property creates sense of legitimate users of that

MADE IN THE STREETS DROP IN CENTRE ALFAJIRI STREET KIDS ART RESOURCE CENTRE

SEMI- INFORMAL SPACES

space and shows that the owner cares for the property against crime

The thick tree canopies creates an introverted space that provides an opportunity of self reflection

Property surrounded with perimeter wall for security

The landscaped entrance gives a “homey” ambience

Secured main entrance

From Thika Super Highway

Exterior wall finished with a mural that plays two roles: to attract the street youth and provide security for the interior spaces. Use of wire gauze at the to enhance security

TERRITORIALITY AND ACCESS CONTROL: the resource centre is isolated from the public The building itself is approximately 1.5km from the main gate next to the Thika Super Highway. There is a masonry wall fence with a secured gate that acts as a physical barrier from the outside. This also helps in public access control. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: there are other activities found within the same compound as the resource centre, that strengthen the natural surveillance within the space and ensures there is security. Moreover, having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

1.5km Earth road that leads to the resource centre from the main gate

Security gate that functions as the main access into the interior spaces.

The gate is monitored to provide access control Natural surveillance is achieved by having the staff accommodation right at the entrance. This helps in monitoring movement into and out of the space.

TERRITORIALITY AND ACCESS CONTROL: The space is enclosed with a masonry wall with two gates which are monitored by one of the staff to ensure there is access control considering the location of the centre. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: within the Drop-in Centre's immediate context are residential apartments, and across the road is a low rise mixed use building. The grilled metal gate ensures there is safety and security but also permit visual continuity. This transparency hence increases the natural surveillance from and to the centre. Moreover, having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

Table 32 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (safety and security) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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QUALITY OF SPACE

VARIABLES

MADE IN THE STREETS DROP IN CENTRE ALFAJIRI STREET KIDS ART RESOURCE CENTRE

SEMI- INFORMAL SPACES

IDEAL SITUATION

•

• •

Healing environment can be created by eliminating the stressful factors such as loud noises, crowding, poor air quality and sanitation. And enhancing a sense of control, privacy, providing access to nature and positive distractions.

Use of theme colours that affect mood and task performance.

Using the “street” environment such as flexible spaces, easy way finding and flow of space to provide a sense of identity and placenessness to the youth

ENVIRONMENTAL QUALITY OF SPACE: the micro-climate created by the tree canopies improves the air quality and shields the space from direct sunlight. the building does not experience cross ventilation due to the triple banked design. This also prevents entry of sufficient natural light, leaving most of the interior spaces dark the sound quality of the space is good as the area is isolated from the noisy and busy highway.

HEALING ENVIRONMENT: the healing environment is created through positive distractions such as artwork, plants, nature views and a punching bag that help to alleviate stress, as well as improve mood and comfort

The natural trees create a micro-climate that provide a cool atmosphere

SENSE OF BELONGING AND TOGETHERNESS: the space is designed so as to enhance social interaction amongst the youth and other people and at the same time gives room for solitude and space for one to reflect on their own.

The internal courtyard provides ventilation and natural lighting

The canvas covering the internal courtyard providing a cooling space shaded from direct sun

ENVIRONMENTAL QUALITY OF SPACE: the space is located along the busy Eastleigh 5th street therefore the air and sound quality of the space is very low due to the presence of vehicular activities within the immediate neighbourhood. In terms of ventilation, the building does not experience cross ventilation, but the presence of an internal shaded courtyard helps in ensuring the space is well ventilated. The tall apartments (about 8 storeys high) provide shading to the spaces within the centre.

HEALING ENVIRONMENT: the healing environment is created through positive distractions such as art murals and entertainment that help to alleviate stress, as well as improve mood and comfort SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness.

Table 33 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (quality of space) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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SPATIAL ORGANIZATION

VARIABLES

MADE IN THE STREETS DROP IN CENTRE ALFAJIRI STREET KIDS ART RESOURCE CENTRE

SEMI- INFORMAL SPACES

IDEAL SITUATION

•

Orientation and wayfinding affects the usability and experience of the space. Paths that directly connect two nodes in a space are more likely to be used than those that do not.

•

The sense of crowding can be reduced through having more open spaces, and visual access,

•

Privacy enhances self growth, it relates to independence, dignity and identity. How the space is organized determines the privacy gradient

WAYFINDING: The floor plan is legible and simple with one access point which is both the entrance and exit point. The two spaces (the resource centre and the chapel) are linked through the outdoor art space. the legible spatial layout provides the users with a sense of orientation CROWDING: due to the fact that the building is retrofitted to become a resource centre, the spaces are not well suited for the certain activities as they are too small and limited SEMI-PUBLIC

SEMI-PRIVATE

PRIVATE

PRIVACY GRADIENT: the strong privacy gradient creates a sense of control of movement within the spaces. The most public spaces are the most accessible spaces within the centre

WAYFINDING: with a simple and legible floor plan , the users of the space have a sense of orientation. The spaces are arranged around the internal courtyard, which provides easy access. The use of signage serves to orient the user as well.

CROWDING: the spaces are limited in size due to the overall size of the centre, thus on a busy day, the spaces can get crowded.

SEMI-PUBLIC

SEMI-PRIVATE

PRIVATE

PRIVACY GRADIENT: the strong privacy gradient creates a sense of control of movement within the spaces. With the central internal courtyard, the users can be monitored to prevent access into private spaces

Table 34 lessons learnt from architectural interventions based on variables assessed (in the semi informal spaces (spatial organisation) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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IDEAL SITUATION

VARIABLES

CONTEXT

One should consider the how accessible it is and by what means, the activities taking place on the neighbouring site and the proximity to public facilitates that may be used by the individuals.

Such spaces should be located far from the street

MADE IN THE STREET SCHOOL, KAMULU MAKADARA CHILDREN‟S HOME

FORMAL SPACES

bases to avoid relapsing of the youth

LOCATION: The resource centre is located in Kasarani sub county, in Ruai Ward. It is in a suburban area, in a residential and mixed use neighbourhood. The location provides a serene setting, suitable for rehabilitation as it is isolated from the busy Ruai town ACCESSIBLITY: the space is easily accessible through Kangundo Road, which is the main vehicular and pedestrian access, it is about 45 minutes drive outside Nairobi.

NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. These include; Eden Park Kamulu, Ruai Family Hospital, St. Vincent De Paul catholic church Ruai, Total Kamulu service station, Ngundu primary school, Kamulu Police Station, Kamulu shopping centre, and Green view schools. This is an advantage to the users of the centre

LOCATION: the children‟s home is located within Makadara Constituency, which is in a mixed use and a very active neighbourhood. Due to the close proximity to popular street bases (such as Eastleigh and Mathare), the location of the facility may not be the most suitable as the youth may find a way to run back into the streets ACCESSIBLITY: The centre is located in close proximity to the Nairobi CBD (about 20 minutes drive) and it has both vehicular and pedestrian access. This makes it easily accessible to the users and the public as well.

NEIGHBOURIING ACTIVITIES: the space is within the proximity to public facilitates that may be used by the individuals. such as the Jogoo Road Police Station, institutional buildings such as the State Department for Correctional services, Bahati Clinic, and Bahati PCEA church among others Table 35 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (context) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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SAFETY & SECURITY

VARIABLES

IDEAL SITUATION

•

Natural surveillance: the design should enhance the chance of being seen and the chance to see others

•

Territoriality reinforcement: the use of physical attributes to create defined lines between owned and public spaces

•

Natural access control: focussing on entry and exit points into parks to create a controlled space

•

Image: having a well maintained property creates sense of legitimate users of

MADE IN THE STREET SCHOOL, KAMULU MAKADARA CHILDREN‟S HOME

FORMAL SPACES

that space and shows that the owner cares for the property against crime

CONT EXT

There is a security gate at the entry point of each property to enhance safety and security

There is a security gate at the main entrance and a gate house used for access control

The low-rise mixed use buildings provide the premises with natural surveillance

The State Department for Correctional services right next to the children's home enhances security within the premises

TERRITORIALITY AND ACCESS CONTROL: the school consists of different isolated properties each surrounded with a masonry wall fence with a secured gate that acts as a physical barrier from the outside. This also helps in public access control. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: the neighbouring activities around the school are residential houses, some small shops, a gas station, a church, a school and a restaurant These activities strengthen the natural surveillance within the area and ensures there is security. Moreover, having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

TERRITORIALITY AND ACCESS CONTROL: The space is enclosed with a masonry wall with one gate which are monitored by one of the staff to ensure there is access control considering the location of the centre. The strong sense of territoriality and access control creates a controlled space that gives the users a sense of security NATURAL SURVEILLANCE AND ACTIVITY SUPPORT: within the children‟s home immediate context is the Jogoo Road Police Station and the State Department for Correctional services. There is low transparency as the facility is surrounded with a masonry wall that permits not visual access.

However, having a moderately well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

Table 36 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (safety and security) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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QUALITY OF SPACE

VARIABLES

•

Healing environment can be created by eliminating the stressful factors

IDEAL SITUATION

such as loud noises, crowding, poor air quality and sanitation. And enhancing a sense of control, privacy, providing access to nature and positive distractions.

•

Use of theme colours that affect mood and task performance.

•

Using the “street” environment such as flexible spaces, easy way finding

and flow of space to provide a sense of identity and placenessness to

MADE IN THE STREET SCHOOL, KAMULU MAKADARA CHILDREN‟S HOME

FORMAL SPACES

the youth

The canvas covering the internal courtyard providing a cooling space shaded from direct sun

The internal courtyard provides ventilation and natural lighting

The perforated wall enhances natural ventilation and natural lighting

Horizontal Sunshading

Recessed entrance to offer protection from weather elements

ENVIRONMENTAL QUALITY OF SPACE: the environmental quality of the facility is conducive for learning activities . The air quality and sound quality is good as the school is tucked away from the busy traffic along Kangundo road. The interior spaces are cool during the day due to use of thermal massing. There is minimal use of plants as sunshading as the area experiences hot and dry climatic conditions but there is use of courtyards and roof overhangs HEALING ENVIRONMENT: the healing environment is created through positive distraction by use of murals on the walls that send off positive messages, a soccer field and basket ball pitch where they play outdoor games and the multi purpose hall where they are allowed to watch the television so as to alleviate stress as well as improve mood and comfort SENSE OF BELONGING AND TOGETHERNESS: the facility is designed so as to enhance social interaction amongst the youth and other people from the community through outdoor sports and entertainment.

ENVIRONMENTAL QUALITY OF SPACE: the use of smooth light coloured finishes on the walls and thermal massing help to reflect the heat and sunlight and keep the interiors cool during the day. The spaces are well ventilated through cross ventilation and use of perforated wall on the stair way. The horizontal sunshading devices prevent entry of direct sunlight into the interiors. The sound quality is not at its best state, as the facility is adjacent to a busy road and within a vibrant neighbourhood.

HEALING ENVIRONMENT: the healing environment is created through positive distractions such as art murals, outdoor sports, farming activities and entertainment that help to alleviate stress, as well as improve mood and comfort SENSE OF BELONGING AND TOGETHERNESS: there are various activities within the centre that help to promote a sense of belonging and togetherness. These include: playing football, and basketball, dancing, doing art, watching television, dining together, performing duties together, reading together and Bible classes.

Table 37 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (quality of space) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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SPATIAL ORGANIZATION

VARIABLES

Orientation and wayfinding affects the usability and experience of the space. Paths that directly connect two nodes in a space are more likely to be used than those that do not.

•

The sense of crowding can be reduced through having more open spaces, and visual access,

•

Privacy enhances self growth, it relates to independence, dignity and identity. How the space is organized determines the privacy gradient

MADE IN THE STREET SCHOOL, KAMULU

WAYFINDING: the school is divided into different centres which are found within walking distances from each other. The isolation of these spaces makes the whole master plan of the school illegible and hard to get around in. The floor plan and site plan for each space is however legible and simple with one access point which is both the entrance and exit point. There is signage at the gate that leads one to each centre.

CROWDING: the perception of crowding is reduced by limiting the number of students joining every year.

Each dorm has rooms that are 2.5m by 3m and accommodates two beds. This provides the individuals with personal space PRIVACY GRADIENT: there is no clear privacy gradient from the master plan, but there is a clear separation between the private areas and public areas. The accommodation areas are separated from the learning areas and the visitor‟s accommodation area is separated from the staff and student accommodation area this ensures theirs is control in movement and access LEARNING CENTRE

MAKADARA CHILDREN‟S HOME

FORMAL SPACES

IDEAL SITUATION

•

SKILLS CENTRE

WAYFINDING: there is use of signage at the entrance to every room which enhances easy wayfinding. The floor plans are legible as the spaces are repetitive from ground floor to first floor. Having only two access points (one main access point and a back access point) help enhance legibility as well. In terms of accommodation, the new street children sleep on the ground floor while the older ones on the first floor.

This spatial organization helps the new ones navigate the facility without difficulties CROWDING: the dorms are a bit crowded as every 6m by 7m dorm, accommodates up to 11 beds.

Moreover, during impromptu street families crackdowns, the spaces get crowded.

N

PRIVACY GRADIENT: there is a strong privacy gradient vertically by having the public spaces outside (the outdoor dining and kitchen area, the football pitch and basket ball court) to the semi private spaces where the boys sleep and interact on the ground and first floors, to the private space, the Manager‟s office on the second floor. this ensures theirs is control in movement and access

Table 38 lessons learnt from architectural interventions based on variables assessed (in the formal spaces (spatial organisation) SOURCE: images taken by author CHAPTER FOUR: RESEARCH FINDINGS

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IMAGE SOURCE: https://www.madeinthestreets.org/streets.html (28/05/2019)

REHABILITATION OF STREET YOUTH; ARCHITECTURAL INTERVENTION FOR NAIROBI

6.1 INTRODUCTION This chapter states the conclusions and recommendations on the desirable strategy for the design of rehabilitations spaces for the street youth, keeping in mind Nairobi as the context. The author then recommends areas of further research for studies related to this topic.

6.2 CONCLUSIONS This section concludes the research by summarizing the major findings of the research and answering the research questions. As stated in chapter

one, the aims and objectives of this paper were as follows: 1. To review the design practices followed in the design of rehabilitation spaces for the street youth.

2. To assess the nature of youth rehabilitation spaces in Nairobi.

3. To recommend guidelines for the design of rehabilitation spaces for the homeless street youth of Nairobi.

6.2.1 Objective one: To establish the standards used in the design of rehabilitation spaces for the street youth An in depth analysis through literature review was carried out to gain a detailed understanding of the subject matter. Through this, a number of variables were established based on three case studies;

•

Context and neighbourhood integration

•

Safety and security

•

Environmental quality of the space

•

Sense of belonging and sense of place

•

Aesthetics

•

Healing environment through positive distractions

•

Spatial organization

•

Wayfinding

•

Privacy gradient

•

Crowding and proxemics

•

Flexibility of space

•

Durability, operational needs and operating costs.

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From the mentioned variables four major influencing factors were established: Context: One should consider the how accessible it is and by what means, the activities taking place on the neighbouring site and the proximity to public facilitates that may be used by the individuals. Spaces such as drop in centres should be located near the street bases for ease of access while rehabilitation centres should be located far from the street bases to avoid a likelihood of falling back into the street life.

Safety and security: •

Natural surveillance; the design should enhance the chance of being seen and the chance to see others

•

Territoriality reinforcement: the use of physical attributes to create defined lines between owned and public spaces

•

Natural access control: focussing on entry and exit points to create a controlled space

•

Image: having a well maintained property creates sense of legitimate users of that space and shows that the owner cares for the property against crime

Quality o f space: •

Healing environment can be created by eliminating the stressful factors such as loud noises, crowding, poor air quality and sanitation. and enhancing a sense of control, privacy, providing access to nature and positive distractions.

•

Use of theme colours that affect mood and task performance.

•

Using the “street” environment such as flexible spaces, easy way finding and flow of space to provide a sense of identity and placenessness

to the youth Spatial organisation: •

Orientation and wayfinding affects the usability and experience of the space. Paths that directly connect two nodes in a space are more likely to be used than those that do not.

•

One should consider having direct paths that have unobstructed views which will help in wayfinding and movement within the space. Blind corners are note encouraged

•

The sense of crowding can be reduced through having more open spaces, and visual access,

•

Privacy enhances self growth, it relates to independence, dignity and identity. How the space is organized determines the privacy gradient

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6.2.2 Objective two: To assess the nature of youth rehabilitation spaces in Nairobi Some of the variables established in chapter two were use to assess the nature of rehabilitation spaces in Nairobi. Guided by the pathways of a street youth, the author assessed three stages of architectural interventions, the informal, semi formal and formal spaces. Two case studies were assessed at each stage.

As it was observed, most of the spaces were dilapidated, poorly designed and others not designed at all for the purposes of rehabilitation and reintegration of the street youth. Most of the programs had the right objectives but lacked proper intervention channels and architectural

models that address the barriers faced at each stage. This eventually disrupts the rehabilitation process. Another aspect worth noting is the aspect of transition. This was clearly seen in the NGOâ€&#x;s studied, through the drop in centres which gave them an opportunity to have a smooth transitions from the street life into rehabilitation. Those that lacked this stage proved to be unsuccessful in that most of the youth complained that they were finding it hard to adjust into the new and strict environment due to lack of a smooth transition.

In the formal stage, a number of former street youth were asked what they felt they had gained from the rehabilitation stage, and 41% felt they

had been provided with basic needs, 31% felt they had gained vocational skills and 18% felt they had been provided with basic education and 10% felt they had been integrated back into their family and the society. This shows that over and beyond rehabilitation and vocational training, these spaces should also accommodate social integration for a wholesome change.

Despite the few challenges in the rehabilitation centres, it can be concluded that some of the centres have managed to transform some of the street children into self confident, reliable and independent people who looked forward to transforming their lives and those of others. The study

has revealed if the these centres are well planned and designed with respect to the variables established in chapter two, it would go a long way in transforming the lives of street families in equipping them with relevant skills to handle the challenges of life.

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6.2.3 Objective three: To recommend guidelines for the design of rehabilitation spaces for the homeless street youth of Nairobi.

The findings obtained in chapter two and four help to come up with substantial general recommendations.

TYPE OF SPACE

SHORTCOMINGS AND CHALLENGES FACED

GENERAL RECOMMENDATIONS 1.

1.

Stigmatization of street families by the society

2.

Poor public access due to the territoriality created by the street

bases 2.

families

INFORMAL SPACES

These spaces are supposed to be located within close proximity to the Flexibility of the spaces is key as these spaces are public spaces and open to the public for use.

3.

Insecurity within the spaces

3.

They should be adaptive to different uses

4.

Poor spatial organization

4.

To enhance security, the spaces should allow natural surveillance through

5.

poor maintenance and environmental quality

different ways such as support activity and transparency („eyes on the

6.

Lack of adequate spaces

street‟ – Jane Jacobs) 1.

The spaces are used as a transition space they are therefore not meant to be too formal

SEMIINFORMAL SPACES

1.

Access control is a major issue

2.

Lack of sufficient spaces

3.

Lack of emergency accommodation

4.

Retrofitted designs therefore they lack properly designed spaces that serve the proposed function

5.

Limited space (accommodates a limited number of users)

2.

They should be located within close proximity with the street bases to allow ease of access

3.

They should be flexible enough to accommodate many people in case of an emergency

4.

Major focus of these spaces is to pull the youth out of the street, they should therefore be inviting (have various activities)

5.

The special organization should be legible to the users as they are still “fresh” from the streets. Therefore one should consider having good wayfinding within the design of the spaces

FORMAL SPACES

1.

Lack of funding

2.

Transition is an issue for most youth (Makadara children‟s home)

3.

Age identification

4.

Spaces may be too formal and institutional for the youth

5.

Location of the Makadara children‟s home encourages truancy as it is

1.

avoid truancy cases

2.

Lack of sufficient spaces leading to crowding

7.

Separated properties (MADE IN THE STREETS) due to lack of large property

8.

Mixed gender institutions like MADE IN THE STREETS face challenges in accommodating both genders at an adolescent age

The neighbouring context should be accommodative so as to encourage a “homey” environment.

3.

near the street bases 6.

These spaces should be located far from the popular street bases so as to

Space allocation for different users, based on time of admission, age and gender, therefore one should consider privacy gradient

4.

Creating a healing environment through positive distraction and activities should be highly considered

5.

Due to the long term stay, there should be a sense of belonging created through design of space and activities

Table 39 General recommendations

SOURCE: Author

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6.3 DESIGN RECOMMENDATIONS The design recommendations can be broadly categorized into: 1. Context and neighbourhood integration 2. Safety and security 3. Quality of space 4. Spatial organisation 6.3.1 CONTEXT AND NEIGHBOURHOOD INTEGRATION Informal spaces and semi informal spaces should be easily accessible and in close proximity with the street bases where the street youth dwell. This makes the services within these spaces easily available. One should consider the activities taking place on the neighbouring site and the proximity to public facilitates that may be used by the individuals. As for the formal spaces, they should be located far away from the street bases to avoid relapsing of the street youth, preferably in a residential space so as to recreate a family environment. For the sake of neighbourhood integration, the exterior design of the facility should integrate in the neighbourhood by use of residential materials, scale and design to avoid making it stand out.

Allow views in to the site to promote transparency and visually connect the facility to the outside community. The facility should be able to accommodate communal activities that will encourage social interaction and integration.

6.3.2

SAFETY AND SECURITY

Rehabilitation spaces need to provide physical boundaries that will enhance a safe and defensible environment.

1. Having separate spaces for the male and female residents 2. The staff should be able to monitor the residents. This can be achieved through natural surveillance such as having all public and semi-private areas having an unobstructed view from areas that are frequently and regularly occupied.

3. Pathways should be direct without blind corners and any barriers along pathways should be transparent (see through) including landscaping, fencing 6.3.3

QUALITY OF SPACE

Creation of healing environments that will help them feel secure and physically comfortable. This can be achieved by eliminating environmental factors that are known to be stressful or have negative impacts on outcomes, such as loud noises, lack of adequate windows, multiple patients in

one room and poor indoor air quality. To achieve a healing environment one could employ the use of positive distractions such as artwork, nature views, soothing music, themed colors and specific plants may also be used to create a healing environment by reducing stress, promote peace and improve mood.

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There is need of having more recreational spaces within rehabilitation centres where the youth can express themselves. These spaces promote a sense of togetherness amongst the youth. The design of the spaces should also emulate the youth‟s identity. As earlier mentioned, the street youth seek refuge on the streets to find a place where they can freely define themselves. Most of them grow a strong attachment to the place, the culture and the people they live within the streets due to the unique characteristics of these spaces. Some of the characteristics that can be borrowed from the streets include: 1. Fluidity in movement and interconnection of spaces 2. „openness‟ of spaces; spaces that are visually connected to each other 3. Hierarchy of spaces; from private to public spaces.

4. Presence of interesting nodes where they can meet and interact.

6.3.4

SPATIAL ORGANISATION

Factors to consider are as follows: floor layout, orientation, placement of stairwells and elevators, colour-coding, the use of architectural elements such as columns, doorways as landmarks, signage among others. The structure of the environment, including shape, size and location of both fixed and moveable objects, and paths of ingress and egress can markedly influence both the perception of the environment by its occupants and patterns of interaction between them. The sense of crowding in a space can be mitigated through:

1. The use of light coloured finishes in a room. This will make the room seem to be bigger and hence reduce the perception of crowding.

2. Use of partitioning elements can also be used to reduce the sense of crowding 3. In addition, room brightness, subunit size, degree of private enclosure, as well as structural depth, may influence human responses to crowding.

4. Sound attenuation, visual access and exposure, window views, and proximity to open spaces 5. rooms on higher floors in a high-rise building were perceived as less crowded

6.4 RECOMMENDATIONS FOR FUTURE RESEARCH The author recommends further research on the other two stages; „home‟ and „transition‟ stages, where architectural models that can be studied include the following; affordable housing, technical training, urban farming, community centre, sports facility, employment centre and high education facilities..

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REFERENCES Published material 1. BC Housing. (2017) Shelter Design Guidelines, BC Housing and CitySpaces Consulting Ltd 2. Michael F. Berens. (2017) Designing the Built Environment for Recovery from Homelessness, DRH CC Attribution License 3. Sam Davis (2004) Designing for the Homeless, Architecture that Works. University of California Press.

4. Kimberly Dovey, (1985) “Home and Homelessness: Introduction” from Altman, Irwin and Carol M. Werner eds. Home Environments. Human Behavior and Environment: Advances in Theory and Research. Vol 8. New York: Plenum Press, 5. Wittman, F.D., Polcin, D.L., & Sheridan, D. (2017). The Architecture of Recovery: Two Kinds of Housing Assistance for Chronic Homeless Persons with Substance Use Disorders. Drugs and alcohol today, 17 3, 157-167 .

6. Peter Somerville (2013): Understanding Homelessness, Housing, Theory and Society, University of Lincoln, Lincoln, England.

7. The British Psychological Society (2010) The mobile hermit and the city: Considering links between places, objects, and identities in social psychological research on homelessness 8. United Nations Centre for Human Settlements (Habitat). (2000) Strategies to combat homelessness. UNON Printshop, Nairobi.

Unpublished material 1. Megan Honor Ravenhill, (2014) Culture of the homeless 2.

Samuel Kiragu. (2009) Effectiveness of street children rehabilitation centres: A case study of their services in the city of Nairobi, University of Nairobi

3. Jeffrey Charles Stahl (2013) Interactions Between the Urban Environment and “The Homelessness”: Observations and Responses 4. Fatma Sultan . (2016) HOMELESS CHILDREN: TOWARDS EVOLVING A SOLUTION. University of Nairobi 5. Brendan Kerr (2006) An Architectural strategy for the rehabilitation and integration of street children back into society: A Durban Case study 6. Ellen Martin (2009) Structures Serving the Visibly Homeless: An Emergency Shelter Response in Charleston, South Carolina

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Internet sources

•

https://www.standardmedia.co.ke/article/2001268903/questions-raised-over-fate-of-street-families (Accessed on 11/06/2019)

•

https://www.storiesbyeva.com/portfolio-item/turpentine-high-streetkids-in-nairobi/ (Accessed on 06/06/2019)

•

https://www.madeinthestreets.org/streets.html (Accessed on 28/05/2019)

•

http://davidblumenkrantz.squarespace.com/kb20p7ujoil77tfaocorads40fsc46 (Accessed on 29/06/2019)

•

http://www.childrescuekenya.org/projects.php (Accessed on 06/06/2019)

•

https://www.metroweekly.com/2016/05/advocates-perplexed-by-lack-of-funding-designated-to-districts-lgbt-homeless-youth-problem/ (Accessed on 29/06/2019)

•

https://www.klcc.org/post/lane-county-seeks-major-hud-grant-end-youth-homelessness (Accessed on 01/02/2020)

•

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•

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•

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•

https://socialsystemdesignlab.wustl.edu/items/solving-youth-homelessness-through-prevention/(Accessed on 29/06/2019)

•

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•

https://www.cityofalbany.net/departments/police/safety/crime-prevention-through-environmental-design-cpted (accessed on 06/08/19)

•

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•

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•

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•

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•

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•

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APPENDIX ONE CHECKLIST FOR OBSERVATION CONTEXT 1. Is the facility easily accessible?

2. By what means does one access the facility?

3. Are there services in close proximity to the facility?

SAFETY AND SECURITY 1. Natural surveillance: does the design enhance the chance of being seen and the chance to see others?

2. Territoriality reinforcement: are there any physical attributes used to create defined lines between owned and public spaces?

3. Natural access control: how is the space controlled through access points?

4. Image: how well maintained is the space? Does it create a sense of ownership?

QUALITY OF SPACE 1. How is the quality of environment of the facility? Are there any stressful factor such as loud noises, crowding, poor air quality and sanitation?

2. Are there any forms of positive distractions?

3. How does the space promote a sense of belonging and togetherness?

SPATIAL ORGANISATION How are the paths connected? What is the sense of movement and orientation?

Is there a sense of crowding within the spcces?

How is the privacy gradient achieved?

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APPENDIX TWO INTERVIEW GUIDE QUESTIONS ASKD TO THE SERVICE PROVIDER BACKGROUND INFORMATION 1. Sex ratio of the street youth?

2. Average age range of the street youth?

3. Major causes of homelessness among the youth?

4.

Any contacts with family and parents?

5. Education and religious background?

6. Skills and talents LIFE ON THE STREETS 1. Where do they stay? Popular spots.

2. How do they pay for basic needs?

3. How do they live? (day to day activities, social interaction with each other) 4. What kind of tragedies are they exposed to? What help do they receive?

5. How is the community affected and how do they respond?

6. What is the communityâ€&#x;s attitude towards the street youth

INTEREVENTION 1. What intervention have worked and failed?

2. What are the different types of services (at different stages and what role do they play?)

3. What are the potential barriers to their services and how do they overcome such barriers?

4. Why do they run away from the centres?

5. What activities do the youth enjoy getting involved in while undergoing rehabilitation?

6. How do you involve the society in rehabilitation of the street youth?

7. What kind of environment do they need to undergo rehabilitation?

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QUESTIONS ASKED TO THE STREET YOUTH

BACKGROUND INFORMATION 1. Gender and age of the participants.

2. Where they are from?

3. Are they still in contact with their family?

4. Education background (how far did they go with school, do they want to go back to school) 5. How they ended up on the streets – push or pull factors?

LIFE ON THE STREETS 1. How long have they been on the streets?

2. What don‟t they like about living on the streets?

3. What do they like about living on the streets?

4. Where and how do they get their basic needs?

5. What are their day to day activities?

6. What are their priorities? (Food, money, shelter, education, job?)

7. What are the main reasons as to why street youth use substances and what effects do they get from using substances.

8. How does society view them?

9. What words can they use to describe being homeless? „ 10. What makes them feel safe, accepted and part of the society?

11. What is their biggest fear?

INTEREVENTION 1. What does the word “home” mean to them?

2. Where do they want to be in a year‟s time? (aspirations in life) 3. How can we help? (temporary and permanent solutions) 4. Have to been to a rehab centre before? (if yes, why did you leave, if no, would you want to go?)

5. Do you know someone who has successfully recovered? How did they recover?

125