Abstract
This article aims to clarify the process of how a learning support community is created and explores ideas about leadership or relationship among different kinds of social actors in the community. The city of Nishinomiya in Hyogo is focused on to describe the tasks. From the case study in Nishinomiya, it is suggested that the social actor, which may show leadership among the community, will (1) plan and carry out educational undertakings, (2) involve other actors to conduct educational activities and (3) control several kinds of educational activities and provide information with other communities. It is also noted how social actors associate with each other on equal terms. Some of them, like a local government, a NPO and business firms, led the environmental education service to promote raising funds, performing their principal occupation, and running their own business. On the other hand, school teachers or children and the citizens had opportunity to appeal their projects, which show their learning purpose or their own interests. In sum, they could improve their motivation to be involved with educational projects for environmental awareness. The above issues point to the notion that each social actor obtains some benefit to link with their principal occupation by engaged in environmental education activities.
