The research of professionalism of social educational staffs in life-long learning developing system.

本研究旨在探讨政府提倡终身学习十年后，当地的终身学习发展系统与社会教育系统。特别是从承担社会教育管理职能的大学的角度来看，社会教育管理的专业化是一项积极的实质性研究。本研究以九州5个都道府县的334个地方教育委员会为对象，进行了问卷调查和个别访谈。回答了调查。按自治政府机构，有51个委员会在城市（在所有58，等等），178个在城镇（224），40个在村庄（58）。他们的答案是约. 1)第三部分是教育委员会中社会教育工作者的角色定位，主要包括：终身学习服务条件、教育委员会中社会教育工作者的角色定位、教育委员会中社会教育工作者角色定位、教育角色定位。

This research is for looking into local districts' life-long learning developing system and social educational system after 10 years of life-long learning proposal by government. Especially from the standpoint of universities, which are charged in social educational management, it can be a positive substantial research to find out specialization of social educational management.The survey of questionnaires and individual interviews was targeted to 334 local districts' educational committees, which are dealing with study of social educational management in 5 prefectures of Kyushu.269 committees, which was 80.5%, responded to the survey.By self-government body, there were 51 committees in cities (in all 58, and so on), 178 in towns (224), 40 in villages (58).Their answers were about...1) Life-learning servicing condition.2) The duties of social educational staffs in educational committees.3) The transition of dividing systematic duties.4) The relationship between facilities or parties and the transition of correspondence of duties.