「社会教育士」の登場と社会教育職員養成の新展開

抄録

ABSTRACT 　 This article seeks to explore the prospects, inconsistencies, and challenges inherent in the qualification process for social educators. This field is currently at a turning point due to the emergence of the ‘social educator’ qualification, which is different from the existing qualification as a position credentials. 　　 In view of this, we have first tried to draw out the historical contradiction disparities within the social educator qualification by focusing on the multilayered roles of universities, and second on the presence of teacher-registered social educators, who are subject to contradictions and conflicting evaluations. With regard to the role of universities On one hand, the growing the roles proliferation of qualification courses for social educators within universities has outpaced the resources allocated to support these institutions. This has had a negative impact on the establishment of professionalism within the social education workforce while bolstering the role of social education directors. On the other hand, with regard to social education staff as teachers, it cannot be overlooked that this development has facilitated the expansion of workforce responsible for social education, bridging the gap between schools and local communities. 　　 We have observed a shift in the increasing number of students wishing to become social educators since the advent of this new qualification, not just in terms of numbers but with regard to diversification and a growing awareness of individual qualifications. They are noted for their high awareness of continuous learning and networking. In a scenario where social educators are required to socialize in a way that meets diverse expectations, there is a strong need to increase the training and digital support in terms of policy objectives. In order to ensure the quality of training and education within this context, a discourse on the essence of expertise is quite essential.