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

欧洲国家的终身学习政策寻求“第三条道路”，强调解决社会排斥问题，建立社会包容和公民身份，特别是在边缘地区。为了明确英、日两国的社区发展教育是“与被排斥者一起教育”，本文首先分析了后现代时期的终身学习政策、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。我们一直在从事爱尔兰西北部的实地研究。本文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、内生体育、农村社区发展、欧洲11所大学合作培养受社会排斥者等方面对社区发展教育进行了分析。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，环境保护运动，农村内生发展，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.