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

本研究旨在探讨在政府提出终身学习十年后，当地的终身学习发展体系和社会教育体系。特别是从承担社会教育管理职能的高校的角度来看，了解社会教育管理的专业性是一项积极的实质性研究。通过问卷调查和个别访谈的方式，对九州5个地州负责社会教育管理研究的334个地方教育委员会进行了调查。269个委员会，占80.5%。自治体方面，城市有51个委员会(共58个等)，乡镇178个(224个)，40人在农村(58人)。他们的回答是……1)生活学习服务条件。2)教委社会教育工作人员的职责。3)系统职责划分的转变。4)设施或当事人之间的关系和职责对应的转变。

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.