Silviase/jgov_v1.4_full_ann huggingface dataset:
学における研究も、自分達が蓄積した技術のノウハウをコミュニティに持ち込もうとしないため、コミュニティの住民はフォーマル教育システムが自分達の慣習や知識を考慮せず、むしろそれらを侵害するものだと感じてしまう。こうした要素がノウハウの欠乏につながっている。

CLC の活動をアフリカにおいて拡大していくには注意が必要である。コミュニティのニーズを満たし生活の質を向上させていく上で、CLC における教育の質や内容をそれらときちんと関連させていくことが重要だ。CLC は異なる世代が集まり学ぶ場であるから知識や価値観の相違が大きく、更に、教育はこれまで貧困削減や疾病との闘い、早純や気候変動といったコミュニティの住民達の生活に重要なことを取り上げてこなかった。結果として、人々には持続可能な開発という問題が起きていることがなかなか見えてこない。しかし、アフリカでの活動は地球上の他の地域の人々の生活に影響するし、その逆も起こっているのだということを忘れてはならない。このシンポジウムのほぼ全ての発表で ESD が言及された。CLC は人々に学びを提供し、生活の質を向上させることにより ESD 推進の重要な手段となり得るだろう。

アジアという枠を越えた国際協力、特にアフリカも含めた協力について経験を共有することが重要ではないだろうか。経験を相互に共有できる文書によりCLCが識字や職業訓練、食糧問題、資源の管理などを通じて地域の教育や発展の手段になると理解できるだろう。例えば、ザンビアの首都ルサカの郊外には健康や衛生に問題を抱えている地域があるが、そこではコミュニティに根ざした組織がその解決のために活動している。CLCは彼らと経験を共有し、彼らとともに活動の計画、実施、決定を行うことができる。

フレームワークとオーナーシップの重要性が認識されるべきだと思う。大きな問題は、ノウハウの欠乏とフォーマル教育とノンフォーマル教育の関連性が意識されていないことだ。コミュニティの住民達は学校が自分達の発展に資することはないと感じ、自分達のコミュニティとは関係ないという認識のずれが生じている。住民達は、自分達のローカルな知識やスキルは、役立つものだということが認識できずにいる。CLCを通じてコミュニティと教育をつなげる必要性があると思う。住民達の認識をCLCはコミュニティに直接関係する存在であり、自分達にチャンスを与える存在であるという方向へ導く必要がある。CLCは、ESDにとって重要であり、ESDにとってアフリカは重要である。国際協力という側面からアフリカにも目を向けてほしい。文書化された知識は地域を越えて共有する必要がある。

岩佐氏: 時間が限られており、社会教育のリーダーの素質に関するテーマなど深められていない議論も残されているが、今回のシンポジウムで良かったことは、昨日公民館の現場を参加者達に見てもらい、それをバックグラウンドとして共有した上で議論に参加していただけたことだと思う。社会教育の分野では、地域特有の問題だと考えられてきたことも、実は環境問題のように世界の他の地域にもつながっているという話があった。こうした観点によっても、公民館の活性化につながる切り口が生まれるのではないだろうか。社会教育は現場が重要だ。今後も他の地域も含め交流を継続させていくことができればと思う。
## Round Table Conference Proceedings International Symposium on KOMINKAN and CLC Cooperation in Asia

Importance of the participation of local residents

Ms. Buranakanon: CLCs (Community-Based Lifelong Learning Centers) are organized and operated by residents themselves, and need to be small and efficient. Heretofore, a large number of CLCs in Thailand have been administered using the top-down approach, but the system did not function well.

Mr. Phoempongsachareon: When CLCs are administered by the government, it is highly probable that the purpose is to provide EFA (Education for All). In today's society, a collaborative alliance has been formed between the government and other organizations such as NGOs and some companies. If CLCs power up their strength and social awareness increases, such collaborations will be promoted even more.

Mr. Oyasu : The examples of programs introduced by Mr. Buranakanon during his presentation are coordinated by the UNESCO, and are being carried out in five or six countries. Regarding the element called "participation", the top-down approach did not function well in Thailand and Indonesia, as discussed earlier. The wills of local residents are of great importance. On the contrary, in Nepal and Bangladesh, NGOs have been indicated to "participate" only in principle. In reality, local residents are most of the time mobilized by the central government through a top-down communication. Thus, the actual situation of "participation" has various aspects. We would like to ask about the actual situation of the CLCs in the countries participating in this conference. Does the government dictate the local residents to participate? Or do they participate voluntarily? Do local residents have the right to make decisions as they participate? What kind of method is being used to encourage voluntary participation? Participatory approaches are popular, but are not necessarily rooted in their true meaning. It is true that circumstances are different from one country to another, but how do you create an environment that will make local residents want to participate?

Mr. Sasai : What kind of scheme need to be devised in order to make local residents willing to participate in CLC activities? In Japan, community centers are basically established by local authorities, but not all the local residents participate there. Therefore, all participating countries, including Japan, face the same problems.

Mr. Kusamiadi: In Indonesia, an approach known as "open policy" has been taken. Through a policy that allows local residents themselves to suggest the kind of activities they want to do, prefectural or state-level governments select programs which receive grass-root responses or applications from individual CLCs, and ensure their budgets and monitoring.

Ms. Dai: Along with the social and economic development, local residents participate actively in programs conducted by the community in schools and centers. However, the problem consists of how
and how much the government can respond to the demands of local residents. There are many community schools for the elderly, but they are targeted to a limited number of people.

Mr. Kamiyo : In the case of Japan, because most community centers are run by government institutions, the problem consists of how to make the "participation" of such community centers successful. The challenge that is faced by most community centers consists of how to promote the participation of a large number of people of various backgrounds.

In fact, one major issue is "how to ensure that

community centers have the capability to provide opportunities for learning", particularly, for young adults and local residents who face a variety of challenges in their area, for example: mothers who raise children without anyone to consult for advice, poor and needy people who live without a home or employment, and foreign residents who have difficulty blending in everyday life in their local area. I think it will not function well even under the leadership of the government. The case of Thailand can also be used as a reference to consider regarding the pattern of administration of community centers.

## Knowledge and challenges for the promotion of participation

Mr. Sasai: While programs are made on the basis of the needs of local residents, there is also a need to provide necessary learning programs such as literacy education. What kind of wisdom is needed to promote participation while taking this balance into consideration? We would like to ask you about the type of policy under which community centers in Japan provide such programs.

Mr. Nakasone: Departments have been established in self-governing bodies, to be in charge of resolving issues related to the environment, the elderly, and children. The Social Education Division has set up projects based on the following two perspectives. The first one consists of activities with organizations involving the participation of local residents in digging up new challenges, rather than setting up issues that should be learned from the government. The other one consists of educational activities in response to each issue handled by each department. The Social Education Division bases itself on the perspective of "how to live as a person", a concept aimed at supporting communities and ordinary citizens living with various challenges, rather than on know-how. In addition, we would like to expand the topics from issues that will animate those people, to topics such as "how people will relate from then on", and also the whole concept of the community.

Mr. Yamamoto: The community centers in Okayama city are very dynamic in their activities, and every year, they invite people involved in CLCs in other countries, and conduct workshops in association with NGOs in Japan. During the workshop which has been held in Okayama until yesterday,
the most popular topic of discussion was: "how to improve the capacities of community centers". One solution is the empowerment of the community center staff, and the other is the empowerment of the localities. Particularly, human resource empowerment of the staff will be a component element of the increase in the number of community center users, and of the promotion of community participation. Greetings at the counter and a positive attitude towards questions regarding issues outside one's range of responsibilities are also important for that purpose. Because it is important to increase the number of repeaters, it is also possible, for example, to ask students in Japanese language classes for foreigners living in Japan, to act as one-day teachers in international cuisine programs. The number of participants can be increased by allowing neighborhood residents to convey their own skills.

Mr. Ogasawara: Maintaining a balance between the creation of programs on the basis of the needs of residents and those on the basis of social needs is a very important issue for the field staff. All community centers are facing problems because of the low number of participants in activities related to social needs and local community issues. People need to realize the idea that there should be a change in the way officials work. For example, they should come regularly to the locality, and have opportunities to talk with school teachers. Local residents will not connect to each other unless officials connect to each other first. However, such activities are difficult to understand, even among staff at community centers. The key is probably to come back to the origins, to the early days of the foundation of community centers.

Mr. Iwasa: The common denominator of successful CLCs is that they offer programs leading to the improvement of people's income and quality of life. What kinds of concrete examples are there to illustrate this?

Mr. Moedzakir: From an academic standpoint, encouraging the active participation of local residents in CLCs is also a major issue in Indonesia. The concept is based on community participation, but putting it into practice is not easy. To obtain community participation, the program needs to be rooted in the community. For example, Indonesia has a large Muslim population, and

for that reason, religious programs are preferred. Participation rate is also high in computer and English learning-related programs. However, ensuring a continuously increasing participation rate is a major challenge. We learned a lot from our visit to community centers yesterday.

Ms. Buranakanon: I would like to talk about an example of a successful case in southern Thailand. The region is an area of production of mangostees, but for local residents, the problem was that the prices were determined by wholesalers, who kept the purchase prices low. Therefore, representatives of the local residents discussed and looked for possible solutions, as a community. First, it has been decided
However, the learners themselves ought to have a lot more learning power and a lot more knowledge gained from individual experience. Even in the case of literacy education, adults have a variety of knowledge gained from life experiences, and have the ability to determine their own needs. The challenge consists of how to make use of these. Viewed from Japan's experience, the community centers during the post-war period were a "gathering spot" at their starting point. It can be said that those community centers were gathering places for local residents, and that they started off when the government called on those people to turn them into places where they could bring their own problems to each other. Therefore, the concept did not come from the idea of teaching something. This approach is believed to be based on the perspective of learning through actions, also known as "learning by action". What is important is not only what the organizing side should do, but also, what resources can be obtained from the side of the local residents.

Mr. Shirato: During the post-war reconstruction period, life was harsh, and people were likely to have the same problems in common. Particularly, for most people, the main activity was agriculture, and like in the example of Thailand, activities to raise the prices of farm products were conducted by community centers. However, as the communities grew richer, common problems decreased, and for the past 10 to 20 years, the activities of community centers appeared to be slack. It has become possible to earn an income by working individually, without depending on the help of community centers, as the government became fully functional. However, regarding the situation in the city of Matsumoto, it goes back to the perspective that, amidst the current political and economic impasse, it will not be possible to utilize community centers. On the basis of the discussions we have had so far, I think that when we consider the future of CLCs and community centers, it is important to take into consideration the times and the diversity of cultures and social structures within the community, to share experiences individually through exchanges, which will lead to solutions.

The issue of the proactive participation of local populations rather consists of how to bring together the individualized and isolated needs of local community members, and how community centers will deal with those. Community centers which promote the initiative of local populations are also faced with the same problem. However, rather than having community centers deal successfully with both issues, there is need to consider how community centers should be in order for the community to get better, and for people who live there to be happy.

## The beneficial effects of exchanges

Mr. Yamamoto: In the city of Matsumoto, exchanges with CLC and community centers in Asia were held in 2006. And in Okayama, which was appointed as a ESD model area by the Regional Centre of Expertise (RCE), exchanges progressed, as community center summits for the promotion of ESD have been held every year since 2007, with the cooperation of the ACCU and the UNESCO. The fact that
grassroots activities, it is important to provide leadership training for local residents who are actively involved in the activities, and to facilitate the participation of the local population. So far, CLCs have conducted activities under the administration of the government, but recently, there have been attempts to promote the voluntary participation of local citizens.

Mr. Zhang: In China, activities conducted by young people have been increasingly dynamic.

Education-related community activities have attracted people's attention. One example is the so-called "half past four" schools, which are in charge of the after-school care of children whose parents are busy. Such schools are mainly operated by young people. In addition, young people are involved in a wide range of individual tutoring programs in support of language studies, science and mathematics, musical instruments, and spring and summer camps. From yesterday's visit to community centers, I have the impression that voluntary participation was apparently high among local populations in Japan; but I would like to ask about the position and the roles played by the activities of community centers in society.

Mr. Matsumoto: I think that the role of community centers is to bring solutions to challenges. There are various kinds of "problems", but when we try to solve them, they change and become "challenges". For that purpose, Shimane Prefecture is conducting a program called "Empowerment Program - Let's

revitalize our local areas by using the power of community centers!". In the past, community centers also faced problems similar to those currently found in developing countries, but, as stated earlier in the discussion, the nature of the problems is currently changing. When challenges are found and no solutions are suggested, the meaning of existence fades away.

Indonesia: Under the regime of President Suharto,

the public was passive and less interested in nation-building. Recently, community participation in CLCs has been promoted to some extent, but social patterns and standards have not changed. Therefore, at this stage, it is difficult to separate the social participation of the community from the government. If the level of education of the population is improved, participation of the local population will also increase. Therefore, government intervention is, for now, necessary to some extent. From yesterday's visit, I felt that, like in community centers, human resources with university level specialized knowledge
are also needed in CLCs.

Mr. Sunami: The community is said to be a repository of local knowledge. However, the knowledge in question is hard to discover because it has not been formalized. It is important to know how to draw forth this knowledge and use it for regional development. Designing and carrying out a project under pressure from outside, and expecting local citizens to join, is not effective. The solution lies in the population. If CLCs generate knowledge from their local areas, then draw forth the pieces of knowledge and make use of them, such CLCs have potentials for the future. This is the reverse of conventional learning processes, and a distinction between "education" and "learning" is necessary.

## Relationship between ESD and formal education

Mr. Sasai : I think that direct discussions and exchanges, especially exchanges at the field level, are important in non-formal education. At the end of this roundtable discussion, I would like to ask Professor Shumba, from Copperbelt University, who is the observer and the only participant from Africa, to tell us about his impressions regarding the discussions we have had so far.

Mr. Shumba: I realized once again that community centers and CLCs have a strong power on community development and education; and I felt that they should be institutionalized within a legal framework and be supported. At the same time, however, I also felt that in the activities of CLCs, the local population needs to have a strong ownership and responsibility while facing the challenges. In Africa, the problem consists of two lacks. One is the lack of financial and technical means, and the other is the lack of know-how. The latter is caused by the following process. There is no relevance between the formal education system and what happens in the regions. As a result, seen from the eyes of the community, formal education does not

seem to be related to the improvement of their own quality of life, and is considered not useful for community development. Also, because the technical know-how accumulated from research conducted in universities are not brought to the community, community residents feel that the formal education system does not give consideration to their customs and knowledge, but rather violates them. These factors lead to a lack of know-how.

To continue to expand the activities of CLCs in Africa, caution is needed. While satisfying the needs of the community and improving their quality of life, it is important to make sure that the nature and the content of the education provided in CLCs are relevant to these purposes. Because CLC is a place where people from different generations gather together to learn, there are substantial differences in knowledge.
and sense of values. In addition, education has so far excluded issues that are important for the lives of local residents, such as the fight against poverty and disease, and drought and climate change. As a result, it is hard for people to see the existence of the problem of sustainable development. However, it should not be forgotten that activities conducted in Africa have an influence on the lives of people in other parts of the earth, and vice versa. ESD has been mentioned in almost all the presentations made during this symposium. By providing people with access to learning and improving their quality of life, CLCs may become an important means for the promotion of ESD.

It might be important to share experiences in international cooperation that reaches beyond the framework of Asia, particularly cooperation that includes Africa. Through written documents which allow to share experiences mutually, it can be understood that through literacy, vocational training, food security and resource management, CLCs can become a means of community education and development. For example, in the suburbs of Lusaka the capital of Zambia, there are localities which face issues of health and hygiene. Community-rooted organizations are conducting activities there to solve these issues. CLCs can share experiences with them, and can plan, decide and conduct activities along with them.

I think that the importance of frameworks and ownership should be recognized. The lack of know-how and the non-awareness of the relevance between the formal and non-formal education, are major problems. Community residents feel that schools do not contribute to their development, causing them to have a perception gap according to which the schools have nothing to do with their communities. The local residents are unable to recognize that their own local knowledge and skills are useful. I think that there is a need to connect communities with education, through CLCs. There is need to lead local residents towards realizing that CLCs are entities which are directly related to the community, and which offer them chances. CLCs are important for ESD; and for ESD, Africa is important. I would like you to pay more attention to Africa from the perspective of international cooperation. Documented knowledge needs to be shared beyond localities.

Mr. Iwasa: Because of the limited amount of time, issues such as the qualifications of social education leaders have been left undiscussed. However, what was good about this symposium was that yesterday, participants were able to go on-site and see the community centers for themselves, and share that experience as a background when they participated in the discussions. Although the field of social education has been considered as local issues, it has also been said that it is actually linked to issues in other parts of the world, in the same way as environmental issues. Such a perspective may also lead to the activation of community centers. In social education, field work is important. In the future, it would be good to continue exchanges, in which other regions will also be included.
# 清和公民館・八重原公民館(千葉県君津市)の視察報告

千葉県君津市の位置（同市HPより）

12 月 13 日開催の「国際シンポジウム:公民館とアジアのCLCの協力」に先立ち、来日したアジア諸国のCLC専門家や関係者たちによる日本の公民館の視察が同月 12 日に実施されました。

視察先として訪れた千葉県君津市は、沿岸部では製鉄業が盛んなほか、内陸部では「上総掘」として名高い同市発祥の井戸掘削技術により得られる豊富な地下水を利用した農業や酒造業が行われています。行政区分は大きく8つの地区に分類され、今回の視察先はそのうちの清和地区と八重原地区にある両公民館です。

緑豊かな環境の中にある清和公民館は、充実した内容

の「館報せいわ」の発行や特色ある公民館活動を展開し、平成21年に優良公民館文部科学大臣表彰を受賞しており、また八重原公民館は新住民の転入が多い地区におけるコミュニティを支える拠点として、地域の急速な変化に対応した様々な活動を推進し、住民たちに交流の場を提供しています。

本視察では、君津市の生涯学習課の方々や両公民館の現場で実際に毎日活躍している公民館主事の方々、各種イベントクラスの講師やボランティアの方々、地域住民の方々にご出席いただき、各国からの参加者たちは運営体制や普段の活動内容などについての説明を受け、質疑応答や意見交換を行いました。

視察を通じて参加者たちは公民館の仕組みや状況への理解を深め、それぞれが自国のCLC活動を改善していく示唆を得るとともに、翌日のシンポジウムにおける議論の前提である公民館に対する知識や理解について、文献からのみでは得られない実際の現場の空気も感じ取ることができました。

実施日および実施場所など

日時:

2010年12月12日(日) 終日場所:

清和公民館、八重原公民館

受入:

千葉県君津市教育委員会

参加者:

シンポジウム正式参加者 13 名(※インドネシアのオブザーバー2 名を含む)、調査研究委員 2 名、文部科学省 1 名、ACCU スタッフ 3 名

清和公民館における意見交換、質疑応答の様子
参加者たちの質問に答える清和公民館の ボランティアや地域住民の方々

## 视察内容

【清和公民館】

親子教室見学

（「おばあちゃんの畑プロジェクト」

協力による「餃子づくり」）

公民館の運営体制と活動内容等の紹介

運営関係者、事業担当者、ボランティア、地域

住民へのインタビュー

質疑応答

施設見学

【八重原公民館】

公民館の運営体制と活動内容等の紹介

運営関係者、事業担当者へのインタビュー

質疑応答

施設見学、事業展示物の説明

両公民館での質疑応答では、各国の参加者たちは財政面や人材の育成、社会教育主事や公民館主事などの社会教育に関連する資格、これまでの実施事業の種別や頻度、地域住民の参加を得る工夫など多方面にわたる事項を熱心に質問したほか、図書室や茶室、調理室などの施設を見学し、君津市の公民館活動に対する理解を深めました。

本視察の内容を踏まえ、翌日のシンポジウムのラウンドテーブルでは、「日本での地域住民の自発的参加は多いように感じたが、公民館活動は社会においてどのような位置づけと役割を担っているのか」、「自国のCLCにおいても日本の公民館のように大学で専門知識を習得した人材が必要だ」など君津市の公民館の状況を前提とした発言があり、各国共通の関心分野への議論の方向づけや識見の交換に弾みを持たせる成果が得られました。

八重原公民館の入口

八重原公民館における意見交換、質疑応答の様子