This study is intended to deduce core teaching competency that a lecturer is required to have in order to lay the system․policy groundwork for empowerment a lifelong education lecturer who is in activity at out-of-school educational arena. To this end, 125 lifelong education lecturers who were in activity in Daejeon region were surveyed about teaching competency found through precedent study. And content validity was checked for 8 persons including lecturers and education experts, and goodness of fit was finally ensured through Confirmatory Factor Analysis and Reliability test. According to the results of study, core teaching competency that a lecturer was required to have was composed of 5 competency groups, understanding of learner, education development, teaching, evaluation and learning counseling, and 20 sub-competencies. The details are as follows. First, the understanding of learner is composed of the understanding of adult learner's characteristics, the understanding of interest and needs, the understanding of learning characteristics, and the understanding of learning needs before class. Second, education development is composed of interest and needs application, program development, teaching media development, and the improvement of professional knowledge and skills in the field on which a lecture is given. Third, teaching competency group is composed of learning atmosphere creation, progress understanding, learning facilitation, content delivery and arrangement and summary. Fourth, evaluation competency group is composed of evaluation plan establishment, evaluation method development, evaluation measurement and implementation, and evaluation result analysis and reflection. Fifth, learning counseling is composed of communication with learner, learning guidance, and learning circle organization and support.