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This research analyzes the spatial characteristics of rural Japanese communities under post-productivism, with particular emphasis on their educational functions. More specifically, it focuses on experience-based learning about agriculture, forestry and fishery industries. This type of learning is linked with dietary education, environmental education and aesthetic education, whose importance has been highlighted in recent years, in the context of education farm. The study takes two elementary schools in Saga City as examples, and examines the specific nature of their education farm activities, and their relationships with the local area. Most education farm activities in Japan are carried out at educational institutions such as schools. Therefore, in most cases such farm-related educational activities are conducted for local children, taking the school district as the basic unit. The materials and personnel used in these activities are of course mainly procured from within the local area. In other words, the instructional materials used by these programs are human resources primarily drawn from residents who have worked in the agriculture, forestry, and fishery industries, and the land resources which are the basis of their livelihood. In contemporary Japanese rural communities which are experiencing depopulation, aging, and declining educational capabilities, the use of the rural community space as a new regional resource that is different from economic consumption has great significance for developing new educational functions through educational institutions like schools.

Rural Space as a Regional Resource for Education: A Case Study of Education Farm Activities at Elementary Schools in Saga City