KHAU HUU PHUOC – MAI HONG QUAN SEAMEO CELLL WORKSHOP CLC DEVELOPMENT: MUTUAL EXCHANGE OF GOOD PRACTICES OF CLC IN CAMBODIA, LAO PDR, VIETNAM, AFGHANISTAN, AND JAPAN 7-8 MAY 2017 Ho Chi Minh City, Vietnam KOMINKAN &COMICEN KHAU HUU PHUOC – MAI HONG QUAN SEAMEO CELLL

kominkan TODAY High building High technology High development Credit: www.ctbuh.org

kominkan TODAY 1945 1945 High building High technology High development TODAY 1945

kominkan Education Reform A Timely and Right Decision of the Japanese Government Education Reform

Japan at the end of WWII New Constitution Democracy Decentralisation http://www.history.army.mil New Constitution Democracy Decentralisation

The Constitution Article XXVI: All people shall have the right to receive an equal education correspondent to their ability, as provided by law.

Education Laws Fundamental Law of Education Social Education Law The state and local bodies shall endeavor to attain the aim of education by the establishment of such institutions and as libraries, museums, citizens' public halls,... Article XXVI: All people shall have the right to receive an equal education correspondent to their ability, as provided by law. Social Education Law

The TRIAD people’s NEEDs CONSTITUTION+LAWS kominkan DEMOCRACY New Constitution Democracy Decentralisation kominkan people’s NEEDs DEMOCRACY DECENTRALISATION

Kominkan Kou 公 (Public) Min 民 (Citizen) Kan 館 (Hall) “Kominkan shall provide the people living in specific areas, such as a city, town, or village, with education adapted to meet the demands of daily life, and implement academic and cultural activities. Kominkan shall contribute to the self-actualisation/development/ accomplishments of residents, improve health, develop character, vitalise daily culture, and enhance social welfare” -- Social Education Law 1949, Article XX Goto Shinpei Memorial Community Center – The first Kominkan (1941) Source: Wikipedia. <https://en.wikipedia.org/wiki/Kominkan>

Kominkan Learning Needs to improve productity » more food to fight sickness to have clothing Waiting for food aid Credit: www.aboutjapan.japansociety.org

Maslow’s need hierarchy Self- actualisation: achieving full potential Esteem needs: prestige and feeling of accomplishment Belongingness and love needs: intimate relationships, friends Safety needs: security, safety Physiological needs: food, water, warmth, rest Self-fulfillment needs Psychological needs Basic needs

Kominkan Mutual learning Shortest, fastest way of learning

Kominkan Social environment (suited life style at that time) Groups (gonin gumi )

numbers of Kominkan (1947-2011) numbers of municipalities 1950 – 10443 (world bank) 1955 – 5206 (world bank) 2013 – 1719 (wiki) numbers of Kominkan (1947-2011)

Functions a place where people socialise over a cup of tea a place for cultural activities a place for learning practical things Credit: 公民館図説 , 1954

governance Source: MEXT, Education in Japan – A graphic presentation 1994.

governance

prefectural government finance Article XXXIII of the Social Education Law 1949: A city, town or village sponsoring a citizens’ public hall may set up a specific foundation or build a fund in order to maintain the activities of the citizens’ public hall. national government initial building prefectural government municipal government The Social Education Law (1949) has 7 chapters, of which the first defines social education, and the fifth stipulates citizens’ public halls, Kominkan. This is also the longest chapter in the law, accounting for nearly half the entire law, beginning with Articles XX and ending with Article XLII kominkan

Comicen

the pressure of finance National economic regression Article XXIII, Chapter V of the Social Education Law 1949: Kominkans are prohibited from: Undertaking profit-making businesses Kominkan: financially inflexible >> affects its staff and operation Kominkan operating expense Shrinking budget support No profit-making

Declining numbers of Kominkan (2002-2011) The reason above is among the main causes of the decrease in Kominkan number within the recent two decades. Declining numbers of Kominkan (2002-2011)

how KMK sustain (or survive)? Kominkan change name Comicen change category

Comisen??? コミュニティ センター: community centre コミセン: comicen Before getting to know why transforming into Comicen can deal with the big question of financial sustainability. Let us have some idea about Comicen. Can anyone here guess what it means? A clue for you: it is a shortened form of an English word.

KMK vs CC: History 1941 First Kominkan founded in Mizusawa, Iwate prefecture 1945 End of World War 2 1946 First post-war (and later regulated) Kominkan established 1970s First Comicen established

Places of data collection As the politics in Japan is highly decentralised and Community Centres are not under the regulation of the Social Education Law, they are not uniform all over Japan. Therefore, the differences I am going to point out are the result of a research in Tsukuba city (Ibaraki), Saitama city (Saitama), Chino city (Nagano) and Mitaka city (Tokyo Metropolitan). In these places, the performance of Comisen is, in my opinion, beeter than that of the Kominkan.

Regulated by Social Education Law Kominkan vs Comicen Features Models Financial freedom Kominkan ✘ Community Centre ü Regulated by Social Education Law ü ✘ This is because unlike Kominkan, Comisen is not regulated by the Social Education Act, but rather the municipal law. And you know, the politics in Japan nowadays relies much on the idea of “autonomy” and “decentralization”. Therefore, situations are quite different across the country. On the other hand, as Comisen is not restricted by the national law, it has more freedom in terms of finance and hence being a better question to the financial problems of Social Education institutions in Japan.

Kominkan vs Comicen (administration) KMK CC Unlike Kominkan, Comisen is not regulated by the Social Education Act, but rather the municipal law. And you know, the politics in Japan nowadays relies much on the idea of “autonomy” and “decentralization”. Therefore, situations are quite different across the country. On the other hand, as Comisen is not restricted by the national law, it has more freedom in terms of finance and hence being a better question to the financial problems of Social Education institutions in Japan. Source: Japan’s Ministry of Internal Affairs and Communication (2009)

Kominkan vs Comicen (management) Models Features Kominkan Community Centre Management staff Social Education Coordinator Local government officers/NPO/ outsourced company Municipal authority in charge Board of Education Depends on prefecture /municipality

Kominkan vs Comicen (finance) Models Features Kominkan Community Centre Financial income Building construction: National budget - Operation & maintenance: 1. Municipality 2. NPOs/NGOs Municipality NPOs/NGOs Fee from participants Self-funded

a small activity for you Please put the labels “Kominkan” and “Comisen” in their most suitable places in the following picture. KOMINKAN COMICEN

Kominkan vs Comicen (Approach comparison) Education-oriented Community-oriented KOMINKAN COMICEN

Kominkan vs Comicen (Approach comparison) Education-oriented Community-oriented KOMINKAN COMICEN

what can we learn from the lesson of Kominkan & Comicen? Community Learning Centres/ Social Educational Institutions Policy Finance Others

we all know however, Education itself must be To develop, SUSTAINABLE Education for Sustainable Development

Thank you