Role of Education and Training in the Peripheral Areas of UK and Japan

为了寻求“第三条道路”，欧洲国家的终身学习政策强调解决社会排斥问题，建立社会包容和公民身份，特别是在外围地区。为了明确英国和日本的社区发展教育是“被排斥的人的教育”，我们首先分析了后现代阶段的终身学习政策、激进社区教育的历史传统、作为成人教育资源的社会资本以及作为“赋权教育”的新型教育--社区发展教育。我们对社区发展教育的分析从社区与阿尔斯特大学的伙伴关系模式、社区关怀、社会经济、妇女团体活动、内生性体育、农村社区发展、11所大学的欧洲合作进行专业培训和社会排斥等方面进行分析。第三，对照北爱尔兰的经验，我们一直在发表关于北海道社区发展教育过程的文章，包括失业工人的活动、工人合作社、公民文化运动、环保运动、农村内生发展和大学成人教育促进社区发展。

Seeking for 'The Third Way', the policies of Lifelong Learning in European Countries have stressed on tackling Social Exclusion and building Social Inclusion and Citizenship, especially in the peripheral areas. To clarify Community Development Education as 'Education with the Excluded People' in UK and Japan, firstly, we analyzed the polices of lifelong learning in the post-modern stage, historical tradition of radical community education, social capital as resources of adult education, and the new type of education, I.e. Community Development Education as 'Education for Empowerment'.Secondly, we have been engaging in the field-researches at North-West Ireland. Our analyses of Community Development Education are ranging from Partnership models between the communities and University of Ulster, community care, 'social economy', women's group activities, endogenous sports, rural community development, and European Cooperation of 11 Universities for professional training with socially excluded.Thirdly, comparing with the experiences of Northern Ireland, we have been publishing articles on Community Development Education process in Hokkaido, including activities of the unemployed workers, worker's cooperative, civic cultural movement, environmental conservation movement, rural endogenous development, and university adult education for community development.