Management of “Ba” through the Educational Activities for the Union Members in JA

In JA, the education activities have already been obviously given an important position, and as its remarkable evidence, furthermore, here, is a well-known saying as follows; “The cooperative-society activities are, that is to say, educational activities themselves”. However, those edubational activities in many JA are not yet warking efficiently enough and are generally no better than superficial ones. This paper takes up the Hadanoshi Agricultural Cooperative association, in order to consider the task for developing educational activities which are especially designed for JA.
For promoting the autonomy of the union members, we pointed out as following. It is essential for the executives and the staff members to do effective educational activities, which can motivate the union members for learning and make them take the initiative. In order to do so, it is also necessary for the executives and staff members to positvepy create the basis and the opportunities of “the emergence of germination”. Moreover it is also important for them to promote the union members' informational interaction and,properly as a facilitator, to take over the helm of the Ba Which promotes the union member's autonomy so that they can develop not ordinary “cantrolling”but new “supportive”educational activities.
For the permanent development of JA, it is indispensable that the exccutives and staff members should place then educational activities into the first and most important position and furthermore to activate. In addition to that the executives and staff members need to renew their understanding of the fact the union members are groups of diversities, so it is necessary to spread educational activities for the union menbers which can rouse the union member's motivation for learning.

JA においては，教育活動の重要性についてはかねてより明確に位置づけられており，これは「協同組合運動は教 育運動である」といわれていることがすべてを物語っている．しかし，全般的に見ると美辞麗句を連ねただけの空疎 な状況となっている．本稿では，JA が実施している組合員教育を「場」という概念でとらえ，秦野市農業協同組合 （以下，JA はだのと略す）の事例を参考に，JA に求められる組合員教育活動のあり方について考察した． 自律的組合員の育成を目指すには，組合員の学習意欲を喚起し，イニシアティブを発揮できるような組合員教育活 動にすることを指摘した．そのためには，積極的に萌芽の創発の基盤ときっかけづくりを行っていく必要がある．ま た，役職員はファシリテーターとして適切なかじ取りを行い，組合員の情報的相互作用を促進し，自律性が育まれよ うに，「管理」型から「支援」型の組合員教育を展開することを指摘した． JA が永続・発展していくためには，組合員教育を最重要活動として明確に位置づけ，活発化していかなければな らない．役職員は組合員が多様な集団であるということを再認識したうえで，組合員の学習意欲を喚起する組合員教 育活動を展開していく必要がある．