Urban network of life-long educational facilities is to provide the public with a sense of community sharing their territory, activity, and consensus in terms of society and history. The network is not only to be considered as a social system beyond the administrative boundary but also to induce the public participation setting up the social proximity by enhancing interactive learning for itself. This research consists of 1)literature reviews of educational network, participant activities, tele-learning, 2)educational environment, facility allocation, resource management, and 3)matrix approach to verify the urban educational community with articulating action plans for the life-long education strategy and design guidelines. As identical attributes of the system, there are five phases of the urban network of life-long educational communities that moderate social proximity and common senses to motivate participants for the self-development as well as the social integration; the primitive unit, the dependent system, the hierarchical union, the circulative environment and the integrative domain. Hypothetically a conceptual model of the network for the nomadic community to benefit from the formal education system providing subjects and activities for the term relevant without staying in a place, is to be characterized for advanced urban settlement or orientation in terms of collective programs or schools clustered in macro.