The pandemic has provided an important opportunity for KOMINKAN staff members across Japan to rethink the role of KOMINKAN in their communities. This paper summarizes the experiences and findings of these KOMINKAN staff members, identifies deficiencies in previous research, and concludes by proposing three visions for research in post-covid 19 society. In order to do so, we compared the results of our study with those of KOMINKAN research that followed the Great East Japan Earthquake (2011), an event that impacted Japanese society in similar ways as the pandemic.

The recommendations are as follows: (1) To review existing studies that have focused on a unified idea of what KOMINKAN should be, and to clarify the diversity of perceptions of KOMINKAN and how current staff members identify themselves as professionals. (2) To identify what relationships should be formed by individual KOMINKAN and KOMINKAN staff in their projects and activities, and with whom. One characteristic of KOMINKAN staff is that their competence is demonstrated not only in the KOMINKAN itself, but within the context of their relationships with residents and other organizations. Therefore, it is important to understand the kinds of relationships KOMINKAN purposefully create on a daily basis with residents, community organizations, schools, government agencies, as well as community welfare professionals and specialists in other fields. (3) To improve the quality of learning created in KOMINKAN by not confining it to the local community but rather connecting it to the outside world. As a hint to reaching this end, it is important for KOMINKAN staff to understand ESD and "Learning to Transform Oneself and Society" (UNESCO World Conference on ESD 2009) and to put this into practice in their own communities.

This paper will identify various features of local communities that were brought to light for community learning centers (kominkan) during the COVID-19 pandemic. The objective is to clarify perspectives kominkan research will adopt when examining local community issues as we move towards a post-pandemic society.

The paper starts with a summary of the institutions and policies regarding the places that are covered by individual community learning centers. Next, trends and examples from community learning centers during the COVID-19 pandemic are discussed. The paper will then discuss the perspectives from which future research on community learning centers should adopt in approaching local communities. Three hypothetical perspectives were established: area communities, thematic communities, and online communities.

Taking the above into consideration, this paper mainly clarifies the following three points:

First, from the perspective of area communities, the structures and initiatives of residents’ self-governance had been shaken due to the impact of the COVID-19 pandemic. In response, community learning centers needed to draw up a vision and a strategy as to how they can create networks for the community.

Second, with regard to issues within the local community, the COVID-19 pandemic has drawn attention to the way community learning centers are used by various local groups and hobby and other social circles. By re-evaluating their daily lives as they relate to their community learning center, persons who use these centers have brought to light issues related to aging and sustainability in their communities.

Third, in developing online communities that use community learning centers as a starting point, it will be necessary to develop a vision of the kind of user envisioned by each center and the kind of local community it aims to create in the post-COVID-19 era. This inquiry will play a significant role in effectively shaping the use of online platforms.

The purpose of this paper is to clarify directions for Kominkan management theory in post-corona society. The coronavirus pandemic led to the development of new projects for Kominkan, including the use of online services. Among the challenges that arose were the need to come up with management policies for the coronavirus pandemic as well as to enhance the organizational capacities of Kominkan to respond to emergencies. In order to ensure that Kominkan responses to the coronavirus pandemic would not be limited to being a one-time occurrence, but would continue to be linked to their day-to-day management practices, it has become necessary to examine post.coronavirus management theory that takes these two points into consideration.

Regarding the first point, there are two approaches to Kominkan management: one based on organizational management, the other based on a community approach. Considering the organizational characteristics of Kominkan, it is the latter approach that should be placed at the core. If it adheres to a community approach, a Kominkan’ s management policy can be defined from the perspective of "understanding the actual situation," which is the starting point for the process of solving local problems.

Next, three organizational characteristics can be identified: “an organizational structure open to the local community,” “a breadth of management entities,” and “the fragility of management resources.” Based on these characteristics, it becomes necessary to review the role of the Kominkan director, the system of resident participation, and the roles of local governments and foundations, as well as to establish a broader view of the networks created by the Kominkan.

In conclusion, management theory for Kominkan in our post-corona society should have as its focus the building of a democratic process of sustained dialogue amongst staff, users, and residents about what the Kominkan should be, based on an understanding of the actual situations of the local community.

Our team has embarked on a joint research project on kominkan project theory in order to identify the theoretical achievements that have been reached and the challenges that remain for members of this academic society. This paper is an interim summary of the findings.

Bearing in mind that kominkan and social education programs are being conducted within the parameters of the current trends of "administrative reform," "decentralization," and "local government strategies," trends which have led to a "’industrialization’ of public services." It is therefore important to demonstrate empirically that community center projects are faced with the challenge of creating an opposing-axis to administrative evaluations that are based on cost-effectiveness that prioritize principles of economic efficiency.

This paper examines kominkan "projects" in Matsumoto City (Nagano Prefecture) and Kaizuka City (Osaka Prefecture) that were undertaken under the theme of "What has been created by kominkan projects?" A comparative approach of the kominkan in the two cities was considered to be valid because of similarities in their historical development; previous studies were available for both cities and both had their own staffing systems.

This comparative study was able to confirm that, in these two cities, kominkan deal with issues that affect the community and the daily lives of local residents, organize learning programs, create connections between people, and teach and guide sovereign individuals who are striving to improve their own lives, their region, and society in general, with the aim of building a sustainable, symbiotic society. This totality is what kominkan projects and activities are all about.

"Kominkan Jigyo," identified as "activities" and "projects,” are among the most important responsibilities of the Kominkan. Although specific “Kominkan Jigyo” are spelled out in Article 22 of the Social Education Law, Kominkan have other important tasks besides "Kominkan Jigyo." In order for "Kominkan Jigyo" to be utilized so that they can offer support to local residents in their daily lives, it is important for these “Kominkan Jigyo” to be deeply connected with activities and projects that lie outside the purview of "Kominkan Jigyo."

However, not all Kominkan staff understand the importance of this. This is thought to be an obstacle to the improvement of the quality of the services provided by Kominkan. Therefore, in this paper, we will try to clarify the meaning of "Kominkan Jigyo," with the aim of making it easier for employees to grasp the meaning of "Kominkan Jigyo" activities and projects and tasks not found within the official “Kominkan Jigyo.” We will also clarify the structure of "Kominkan Jigyo" that provide support for the daily lives of local residents.

As the population of rural China continues to rapidly age, the problem of how to care for the elderly, especially for those who remain in the countryside, is becoming increasingly severe. This study examines how mechanisms for resident participation designed to deal with the elderly care problem have changed by taking up the practice of the “elderly community canteen” in Zhuge Village (Sichuan Province) as a case study.

The results show that, first, the organizational form has shifted from a top-down approach to one of “horizontal connections,” which involve the participation of multiple actors. A collaborative relationship has been established between local government, the village committee, and local residents. A non-profit organization serves as coordinator. Second, the provision of rural public services in rural areas, including social welfare and education, is changing from a structure that is dependent on local government and the villagers' committee to one in which a diversity of services are provided by residents and residents’ organizations.

Thanks to regular gatherings, meetings of resident groups, and community activities, the interest of community residents regarding local issues has been aroused. As a result, the possibility of forming resident organizations and expanding community volunteer activities has increased. This study, by focusing on the process by which residents, mainly the elderly, become involved in solving local problems, demonstrates how resident organizations can become the basis for increased social participation.

The institutional environment and laws impacting people with learning difficulties are undergoing major changes in Japan. This article focuses on lifelong learning supports for people with learning difficulties after they have graduated from and left school.

The Tokyo Metropolitan Government has operated "classes for young people with learning difficulties" since the 1960s. In Kokubunji City, there is a Kominkan-sponsored program called the “Kunugi class.” The author was involved in its implementation as the director of the Kominkan.

By investigating the institutional and operational changes of the Kunugi class from its establishment to the present, this study aims to discuss how a youth class could and should be run. The author reviewed public documents related to the Kunugi class and conducted interviews with those involved.

Based on the interview results, the article summarizes the conditions considered necessary for a smooth and sustainable implementation of such a program. First, a place where persons with learning difficulties can participate in a lifelong learning program must exist in the neighborhood where they live. Second, there must be human resources available to support lifelong learning for people with learning difficulties. Third, efforts to support lifelong learning for people with learning difficulties should include the functions and other features of welfare education. The factors discussed above should help clarify the current status of classes for young people with learning difficulties, including the status of the participants, the content of activities, and future challenges.

In today's world of increasingly intense competition within the global community, Thailand has been heralded for promoting the idea of transforming communities, cities, and regions into lifelong learning societies that are engaged in sustainable development strategies that promote continual learning. To achieve this, it will be important for citizens to have access to lifelong learning opportunities that are available through numerous learning resources, including public libraries, museums, science and technology parks, public parks, and national parks.

Community learning centers (CLC) in Thailand have established non-formal and informal education activities for local people with the aim of creating a balance between the economic, social, natural, and environmental elements and resources of Thai society that would enable Thai people to become knowledgeable citizens, knowledgeable workers, and lifelong learners.

The underlying legislation, the National Learning EncouragementAct,B.E.2566（2023）includes provisions that involve lifelong learning, educational enhancement, and global competitiveness to ensure that individuals gain powers of understanding as well as professional and life skills. This article provides an overview of the current National Learning Encouragement Act, B.E. 2566 (2023), explains its impact on community learning centers, and presents recommendations for promoting lifelong learning opportunities for everyone.

Community Learning Centers (CLC), based on the Japanese Kominkan concept, were introduced in countries in South-East Asia by the UNESCO Bangkok Office in the 1990s. They have been widely utilized in countries throughout the region.

The United Nations declared "Education for all by the year 2000." Countries in South Asia and Africa have placed high priorities on the areas of literacy and childhood education. Moreover, the importance of CLCs has been recognized as a focal point for community-based learning that serves to promote education for sustainable development.

In the final year of the DESD (Decade of Education for Sustainable Development: 2005−2014), UNESCO and the Japanese government held the “Kominkan-CLC International Conference on ESD ”in Okayama.

In several African countries, the private sector has developed and operates CLCs.

In 2022, CONFINTEA 7 was held in Marrakech. In the resulting “Marrakech Framework for Action,” it was recomended that CLCs be established as community-based learning facilities and that they be given technical and financial support. In Kenya, NGOs initiated model CLC programs in Nairobi and in neighboring areas. In May 2023, a workshop on Kominkan-CLCs was organized in Nairobi to follow up on the non-formal training programs that had been carried out by JICA.

The public sector needs to collaborate with NGOs to get legislation enacted that strengthens CLCs as important learning centers in their communities. Japan can play a leading role in promoting the development of Kominka-CLCs for sustainable development.