21世紀型高等教育システム構築と質的保証

高等教育研究叢書93

2007年 7 月

広大― 第34回（2006年度）研究員集会の記録 ―広島大学高等教育研究開発センター 編

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高等教育研究開発センター

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－ⅲ－21 ਎♿ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽㧙࠻ࡠ࠙‫ޟ‬ℂ⺰‫ޠ‬ౣ⠨㧙
ᄤ㊁ ㇚ᄦ
㧔᧲੩ᄢቇฬ⹷ᢎ᝼㧕ߏ⚫੺޿ߚߛ߈߹ߒߚᄤ㊁ߢߔ‫⎇ޕ‬ⓥຬ㓸ળ㧘੹ᐕߪ COE ߩ✚᜝ߩᐕߛߣ޿߁ߎߣߢ㧘ၮ⺞⻠Ṷߦ߅᜗߈ߦ㗍߆ߞߡᄢᄌశᩕߦᕁߞߡ߅ࠅ߹ߔ‫ޕ‬‫ޟ‬21 ਎♿ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽‫޿ߣޠ‬߁㗴ߢ⹤ߔࠃ߁ߦߣ޿߁ߏଐ㗬ߢ㧘ᄢ߈ߥ࠹࡯ࡑߢߔ߆ࠄ㧘૗ࠍ⹤ߒߚࠄ⦟޿ߩ߆㧘ᄢᄌ࿎ࠅ߹ߒߚ‫ࠇߎࠇ޽ޕ‬⠨߃ߚᧃ㧘߅ᚻరߦ޽ࠆࠃ߁ߥ‫ޟ࠙ࡠ࠻ޡ‬ℂ⺰‫ޠ‬ౣ⠨‫߁޿ߣޢ‬೽㗴ߩߟ޿ߚ㧘㐳޿ࡔࡕࠍ↪ᗧߒ߹ߒߚ‫ࠄ߇ߥ߈ߛߚ޿ⷩߏࠍࡕࡔߩߘޕ‬㧘⹤ࠍ⡞޿ߡ޿ߚߛߌࠇ߫ߣᕁ޿߹
ߔ‫ޕ‬ߎߩᤐ߹ߢ㧘ߏ⚫੺ߦ޽ࠅ߹ߒߚࠃ߁ߦ࿖┙ᄢቇ⽷ോ࡮⚻༡࠮ࡦ࠲࡯ߦ߅ࠅ߹ߒߚ‫ޕ‬࿖┙ᄢቇߩᴺੱൻࠍ߼ߋࠆߐ߹ߑ߹ߥౕ૕⊛ߢ⃻ታ⊛ߥ໧㗴㧘․ߦ⽷ോߩ໧㗴ߦ㐳޿㑆㧘㑐ࠊߞߡ߈߹ߒߚߩߢ㧘޽߹ࠅࡑࠢࡠߥ㧘ߒ߆߽ℂ⺰⊛ߥߎߣࠍ⠨߃ࠆ૛⵨߽ߥߊߥߞߡ޿ߚߩߢߔ߇㧘ㅌ⡯ߒߡ߆ࠄਭߒ߱ࠅߦᤨ㑆⊛ߥ૛⵨߽ߢ߈߹ߒߚ‫ޕ‬ฎ⒘ࠍㄫ߃㧘ដߌ୯ߥߒߩ㜞㦂⠪ߦߥࠅ߹ߒߚߩߢ㧘ᤄߩߎߣࠍᝄࠅ㄰ࠅߥ߇ࠄ㧘ࡑࠢࡠߥ໧㗴ࠍ⠨߃ߡߺࠃ߁߆ߣᕁߞߡ㧘‫ޟ࠙ࡠ࠻ޡ‬ℂ⺰‫ޠ‬ౣ⠨‫߁޿ߣޢ‬೽㗴ࠍߟߌߐߖߡ޿ߚߛߊߎߣߦߒ߹ߒߚ‫ޕ‬‫ޟ‬ℂ⺰‫ࠡࠞߣޠ‬᜝ᒐ߇ߟ޿ߡ޿ࠆ
ߩߪ㧘࠻ࡠ࠙⥄り߇㧘‫⊒ߩޠ࡞ࠨ࡯ࡃ࠾࡙࡮ࠬࡑ࡮࠻࡯࡝ࠛޟ‬ዷᲑ㓏⺰ߪ㧘࠮ࠝ࡝࡯ߢߪߥߊߡ
ᡆૃ࠮ࠝ࡝࡯ߛ߆ࠄߣ޿߁ߩߢ㧘⥄ಽߢߟߌߚ߽ߩߢߔߩߢ㧘ߘࠇࠍߘߩ߹߹૶ࠊߖߡ߽ࠄ޿
߹ߒߚ‫ޕ‬

Σ㧚ࠕࡔ࡝ࠞߣ࡛࡯ࡠ࠶ࡄ
㧚㜞╬ᢎ⢒ߩࠪࠬ࠹ࡓᄌኈℂ⺰ࡑ࡯࠴ࡦ࡮࠻ࡠ࠙ߪ㧘න⁛⪺ᦠߩߥ޿⎇ⓥ⠪ߢߔ߇㧘ᓐߩ⺰ᢥࠍ㓸߼ߚᧄ߇ᦨೋߦᣣᧄߢ⠡⸶ߐࠇߚߩߪ㧘1976 ᐕߢߔ‫ߦ߆ߥߩߘޕ‬෼㍳ߐࠇߡ޿ࠆ‫᦭߁޿ߣޠ߳ࠬࡑࠄ߆࠻࡯࡝ࠛޟ‬ฬߥ⺰ᢥ߇಴ߚߩ߇ 1973 ᐕߢߔ߆ࠄ㧘޿ߕࠇߦߒߡ߽྾ඨ਎♿એ਄ߚߞߡ޿߹ߔ‫ߩߘޕ‬ฎߊߥߞߚ㧘ᚻ၁ߩߟ޿ߚ‫ޟ‬ℂ⺰‫੹ߗߥࠍޠ‬㗃ߣᕁࠊࠇࠆ߆߽ߒࠇ߹ߖࠎ߇㧘ࡑࠢࡠߥ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᲧセ⺰ߣߒߡߪ㧘ଐὼߣߒߡ࠻ࡠ࠙ߩ‫߁޿ߣޠ࡞ࠨ࡯ࡃ࠾࡙࡮ࠬࡑ࡮࠻࡯࡝ࠛޟ‬㧘㜞╬ᢎ⢒ߩ⊒ዷᲑ㓏⺑ࠍ⿥߃ࠆࠃ߁ߥ‫ޟ‬ℂ⺰‫ߪޠ‬ឭ໒ߐࠇߡ޿߹ߖࠎ‫⥄࠙ࡠ࠻ޕ‬りߪ㧘ߘߩᓟ߽ߎߩ
໧㗴ࠍࡈࠜࡠ࡯ߔࠆ⺰ᢥࠍ޿ߊߟ߆ᦠ޿ߡ޿߹ߔ߇㧘ߘࠇࠄࠍ⺒ࠎߢߺߡ߽㧘ଐὼߣߒߡߘࠇ
߇߽ߞߣ߽␜ໂߦንࠎߛ‫ޟ‬ℂ⺰‫ߣ߆޿ߥߪߢޠ‬ᕁߞߡ޿߹ߔ‫ޕ‬༑ᄙ᧛๺ਯߐࠎߣ⑳߇㧘࠻ࡠ࠙ߩߘߩ⺰ᢥࠍਛᔃߦ㧘ਃߟߩ⺰ᢥࠍ⠡⸶ߒߡ㧘‫ޡ‬㜞ቇᱧ␠ળߩ
ᄢቇ̆ࠛ࡝࡯࠻߆ࠄࡑࠬ߳‫ޢ‬㧔᧲੩ᄢቇ಴ ળ㧕ߣ޿߁ᧄࠍ಴ߒߚߩ߇㧘వ߶ߤ߽↳ߒ߹ߒߚࠃ

－－߁ߦ 1976 ᐕߢߔ‫ߩߘޕ‬ᓟ㧘࠻ࡠ࠙߇ᦠ޿ߚ޿ࠈ޿ࠈߥ⺰ᢥࠍ㧘༑ᄙ᧛ߐࠎ߇✬㓸࡮⠡⸶ߒߡ㧘
2000 ᐕߦ㧘‫ޡ‬㜞ᐲᖱႎ␠ળߩᄢቇ̆ࡑࠬ߆ࠄ࡙࠾ࡃ࡯ࠨ࡞߳‫ޢ‬㧔₹Ꮉᄢቇ಴ ㇱ㧕ߣ޿߁࠲ࠗ࠻
࡞ߩ⺰㓸ࠍ಴ߒ߹ߒߚ‫ߣߔ߹ߺ⺒ࠍࠇߎޕ‬㧘ߎߩ྾ඨ਎♿ߩ㑆㧘ࠕࡔ࡝ࠞࠍઍ⴫ߔࠆ㜞╬ᢎ⢒⎇ⓥ⠪ߩ৻ੱߢ޽ࠆ࠻ࡠ࠙߇㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᄌേߦߟ޿ߡ૗ࠍ⠨߃ߡ߈ߚߩ߆߇ࠃߊࠊ
߆ࠅ߹ߔ‫ࠄ߆ࠇߎߢߎߘޕ‬㧘߹ߕߘߩ༑ᄙ᧛ߐࠎߩ⸶ߒߡߊߛߐߞߚᧄࠍᚻ߇߆ࠅߦ㧘࠻ࡠ࠙ߩ⃻ᤨὐߢߩ⠨߃ࠍᢛℂߒߡឭ␜ߒ㧘ᰴߦߘߎ߆ࠄᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᧂ᧪ߦߟ޿ߡ㧘ቇ߱ߴ߈૗߇޽ࠆߩ߆ࠍ⠨߃ࠆ㧘ߣ޿߁᭴ᚑߢ⹤ࠍߒߡ޿ߎ߁ߣᕁ޿߹ߔ‫ޕ‬㧚 ਎♿ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ㧙࡙࠾ࡃ࡯ࠨ࡞㜞╬ᢎ⢒ߏᛚ⍮ߩࠃ߁ߦ㧘ࠛ࡝࡯࠻࡮ࡑࠬ࡮࡙࠾ࡃ࡯ࠨ࡞ߣ޿߁㧘㜞╬ᢎ⢒ߩਃߟߩ⊒ዷᲑ㓏ࠍ⸳ቯߔࠆ㓙ߦ㧘࠻ࡠ࠙ߪ㧘ࠛ࡝࡯࠻Ბ㓏ߪ࡛࡯ࡠ࠶ࡄ㧘ࠕࡔ࡝ࠞߪ߽ߜࠈࠎࡑࠬᲑ㓏ߣ޿߁ᒻߢ㧘ࡕ࠺࡞ߩ᛽಴࡮⸳ቯࠍߒ߹ߒߚ‫ޕ‬ᒰᤨࠕࡔ࡝ࠞߪߔߢߦᚑᾫߒߚࡑࠬᲑ㓏ߦ޽ࠅ㧘࡙࠾ࡃ࡯ࠨ
࡞Ბ㓏߳ߩ⒖ⴕ߇໧㗴ߦߥߞߡ޿߹ߒߚ߇㧘ᓐߩ໧㗴㑐ᔃߪ㧔ߎߩ‫ޟ‬ℂ⺰‫߇ޠ‬ឭ␜ߐࠇߚߩ߇
OECD ߩળ⼏ߛߞߚߣ޿߁ߎߣ߽޽ࠅ߹ߔ߇㧕㧘߽ߞ߬ࠄ㧘߹ߛࠛ࡝࡯࠻Ბ㓏ߦ޽ࠆ࡛࡯ࡠ࠶
ࡄߩ㜞╬ᢎ⢒߇ߤߩࠃ߁ߥᒻߢࡑࠬൻߒߡ޿ߊߩ߆㧘ߦ޽ߞߚࠊߌߢߔ‫ޕ‬73 ᐕߩߎߩ⺰ᢥߩ޽ߣ㧘78 ᐕߦ㧘ᓐߪ࡛࡯ࡠ࠶ࡄߢࡑࠬൻ߇ߥߗㅴⴕߒߥ޿ߩ߆ߣ޿߁⺰ᢥ߽ᦠ޿ߡ޿߹ߔ‫ޕ‬ታ㓙ߦ 70 ᐕઍߩ࡛࡯ࡠ࠶ࡄߢߪ㧘ᓐ߇㧘⥄ಽߩ㨬ℂ⺰㨭ߪ⺋ߞߡ޿ߚߩߢ
ߪߥ޿߆ߣ⠨߃ࠆ߶ߤ㧘㜞╬ᢎ⢒ዞቇ₸ߩ਄᣹ߪ㧘ㆃ‫ߡߒߣޘ‬ㅴ߹ߥ߆ߞߚߩߢߔ‫߇ࠈߎߣޕ‬80 ᐕઍߦ౉ࠆߣ㧘࡛࡯ࡠ࠶ࡄ⻉࿖ߩ㜞╬ᢎ⢒ߩࡑࠬൻߪ㧘޽ࠆᗧ๧ߢߪᓐߩ੍ᗐㅢࠅߦ㧘ᕆㅦߦㅴዷߒᆎ߼߹ߒߚ‫ޕ‬࠻ࡠ࠙ߪߘߩᓟ߽㧘࡛࡯ࡠ࠶ࡄߩࡑࠬൻߩ໧㗴ߦ㑐ᔃࠍᜬߜߟߠߌ㧘޿ߊߟ߽ߩ⺰ᢥࠍᦠ޿ߡ޿߈߹ߔ߇㧘ߘࠇ߇༑ᄙ᧛⸶ߩᧄߩਛߦ౉ߞߡ޿ࠆࠊߌߢߔ‫ߣߊ޿ߢࠎ⺒ࠍࠇߘޕ‬㧘࡙࠾ࡃ࡯ࠨ࡞ൻߩㅴࠎߛࠕࡔ࡝ࠞߩ⎇ⓥ⠪ߢ޽ࠆ࠻ࡠ࠙߇㧘੹ᐲߪ㧘࡛࡯ࡠ࠶ࡄߩ㜞╬ᢎ⢒ߩ࡙࠾ࡃ࡯ࠨ࡞ൻߪᨐߚߒߡน⢻ߥߩ߆ߦ㧘໧㗴㑐ᔃࠍ⒖ߒߡ޿ߞߚߎߣ߇ࠊ߆ࠅ߹ߔ‫ޕ‬࠻ࡠ࠙ߦࠃࠇ߫㧘21 ਎♿ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘Universal Higher Education ߣᓐ߇๭߱
Ბ㓏ࠍㄫ߃ࠆߛࠈ߁‫ߪࠇߎޕ‬೨‫࡞ࠨ࡯ࡃ࠾࡙ߩߘޕߔ߹ࠅ޽ߢߣߎࠆ޿ߡߞ⸒ࠄ߆ޘ‬㜞╬ᢎ⢒ߩ‫߇ޠ࡞ࠨ࡯ࡃ࠾࡙ޟ‬ᗧ๧ߒߡ޿ࠆߩߪ㧘‫ޠࠬࡦ࠳ࡦ࠹ࠕ࡮࡞ࠨ࡯ࡃ࠾࡙ޟ‬㧔ਁੱߩዞቇ㧕ߢߪߥߊ㧘‫ޠࠬ࠮ࠢࠕ࡮࡞ࠨ࡯ࡃ࠾࡙ޟ‬㧔ਁੱߩᯏળ㧕ߛߣ㧘ᓐߪߕߞߣ⸒޿⛯ߌߡ߈߹ߒߚ‫ࠄߐޕ‬ߦ 90 ᐕઍߦߥࠆߣᓐߪ㧘ߘࠇߪ‫ߡߊߥߪߢߌߛޠࠬ࠮ࠢࠕ࡮࡞ࠨ࡯ࡃ࠾࡙ޟ‬㧘‫࡮࡞ࠨ࡯ࡃ࠾࡙ޟ‬ࡄ࡯࠹ࠖࠪࡍ࡯࡚ࠪࡦ‫ޠ‬㧔ਁੱߩෳട㧕ࠍᗧ๧ߔࠆߩߛߣ޿߁ߎߣࠍ㧘ᒝ⺞ߒᆎ߼߹ߔ‫ޕ‬ߥߗ࡙࠾ࡃ࡯ࠨ࡞㜞╬ᢎ⢒ߩᤨઍ߇೔᧪ߔࠆߩ߆㧘ߘࠇߪቇ⠌␠ળ࡮ᖱႎ␠ળ߇೔᧪ߔࠆ߆
ࠄߛߣ޿߁ߩ߇ᓐߩ⠨߃ߢߔ‫ޕ‬ᛛⴚ㕟ᣂߣ࿖㓙┹੎ߩỗߒ޿ᤨઍߩਛߢ㧘㜞ቇᱧੱ᧚߳ߩ㔛ⷐߪవㅴ⻉࿖ࠍਛᔃߦߤࠎߤࠎ㜞߹ࠅ㧘߿߇ߡቇ⠌ߩ↢ᶦൻ߇ㅴⴕߒᆎ߼ࠆ‫ࠍࠇߘޕ‬น⢻ߦߔࠆߩߪ㧘IT㧘ࠗࡦࡈࠜࡔ࡯࡚ࠪࡦ࡮࠹ࠢࡁࡠࠫ࡯ߩ⊒㆐ߢ޽ࠅ㧘ߘࠇߦࠃߞߡቇ⠌␠ળ߇⃻ታൻߐࠇࠆߣ޿߁ߩ߇㧘࠻ࡠ࠙ߩ⷗ᣇߢߔ‫ޕ‬೨࿁㧔1998 ᐕ㧕࠻ࡠ࠙߇ᣣᧄߦ᧪ߚᤨߦ߽㧘ᐢፉᄢቇ－－ߩߎߩ࠮ࡦ࠲࡯ߢห᭽ߩౝኈߩ⹤ࠍߒߚ߆ߣᕁ޿߹ߔ߇㧘ᓐߦߣߞߡ 21 ਎♿ဳߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ⺖㗴ߪ㧘ߒߚ߇ߞߡ㧘૗ࠃࠅ߽࡙࠾ࡃ࡯ࠨ࡞㜞╬ᢎ⢒߳ߩ⒖ⴕߩ໧㗴ߛߣ޿߁ߎߣߦ
ߥࠆࠊߌߢߔ‫ߡߒߘޕ‬㧘ߎߩ⒖ⴕߦߟ޿ߡ߽࠻ࡠ࠙ߪ㧘ࡕ࠺࡞߽ౣ߮ࠕࡔ࡝ࠞߛߣ⸒ߞߡ޿߹
ߔ‫߫ࠄߥߗߥޕ‬㧘ࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒ߎߘ߇㧘ߘߩᣂߒ޿ᤨઍߩⷐ⺧ߦᦨ߽ㆡว⊛ߥࠪࠬ࠹ࡓ
ߛ߆ࠄߛߣ޿߁ߩߢߔ‫ޕ‬‫ࡄ࠶ࡠ࡯࡛ޟ‬㜞╬ᢎ⢒ߪᕆㅦߦࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ࠍ⋡ᜰߒߡ޿ࠆ࡮࡮࡮ߘࠇߪ㧘ࠕࡔ࡝ࠞ߇
ንࠍᜬߜ㧘ࠬ࡯ࡄ࡯࡮ࡄࡢ࡯ߛ߆ࠄߢ߽ߥߌࠇ߫㧘⻉ᄖ࿖ߦ߅ߌࠆᄙߊߩ⻉೙ᐲߩࠕࡔ࡝ࠞ࠽
ࠗ࠯࡯࡚ࠪࡦߩⷐ⚛ࠍߥߔࠕࡔ࡝ࠞᢥൻߩജߩ෻ᤋߢ߽ߥ޿‫ߦ߃ߣ߭ߪࠇߘޕ‬㧘ࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒߇ⷙ▸⊛ߦ߽᭴ㅧ⊛ߦ߽̌⣕Ꮏᬺൻ̍ߩᤨઍߩ⻉ⷐ᳞ߦㆡวߒߡ޿ࠆ߆ࠄߢ޽ࠆ‫ޠ‬
㧔88㗁㧕ߣᓐߪᜰ៰ߒߡ޿߹ߔ‫ޕ‬㧚࠻ࡠ࠙ߩ࠺ࠖ࡟ࡦࡑ
ߒ߆ߒ㧘࠻ࡠ࠙ߩ৻ㅪߩ⺰ᢥࠍ⺒ࠎߢ޿ߊߣ㧘ᓐߩ⊒ዷᲑ㓏⺰㧘Ბ㓏ߩ⒖ⴕ⺰ߦߪ࠺ࠖ࡟ࡦ
ࡑ߇㓝ߐࠇߡ޿ࠆߎߣ߇ࠊ߆ߞߡ߈߹ߔ‫ߪࠇߘޕ‬㧘ᓐ߇ࠕࡔ࡝ࠞߩ⁛⥄ᕈࠍᒝߊ⹺⼂ߒߡ޿ߡ㧘ߘࠇࠍ➅ࠅ㄰ߒᒝ⺞ߒߡ޿ࠆߎߣߣ㑐ࠊߞߡ޿߹ߔ‫ޕ‬‫ߩࠞ࡝ࡔࠕޟ‬㜞╬ᢎ⢒ߪ਎⇇ߩߤߎߩ࿖ߣᲧセߒߡ߽ᭂ߼ߡ․⇣ߥᯏ⢻ߣ᭴ㅧࠍᜬߞߡ޿ࠆ‫ޠ‬
㧔85 㗁㧕ߣ߆㧘‫ߩဳࠬࡑߪࠞ࡝ࡔࠕޟ‬ᄙᢙߩቇ↢ࠍᠩߔࠆࠃ߁ߦߥࠆએ೨߆ࠄ㧘ߔߢߦࡑࠬ
ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦㆡวߒߚ⚵❱⊛㧘᭴ㅧ⊛ᨒ⚵ߺ߇಴᧪਄߇ߞߡ޿ߚ࡮࡮࡮㊂⊛㔛ⷐߩẜ࿷⊛น⢻ᕈߪࠕࡔ࡝ࠞߦߪචಽߦሽ࿷ߒߚ‫ޕ‬ߒ߆߽ߘߩ᜛ᄢߪ㛳ߊ߶ߤ◲නߦㅴⴕߒߚ‫ޠ‬
㧔89-90㗁㧕ߣ޿߁ᜰ៰߇ߘࠇߢߔ‫ޕ‬‫ࠬࡑߦߜߩޟ‬ൻߔࠆ㜞╬ᢎ⢒ᯏ㑐⥄૕߇㧘100 ᐕ೨ߩࠕࡔ࡝ࠞߦߔ
ߢߦሽ࿷ߒ㧘ࡑࠬൻߦะ߆ߞߡ᜛ᄢߔࠆ੐ᘒ߇ᓙߜฃߌߡ޿ߚߩߣߜࠂ߁ߤหߓࠃ߁ߦ㧘ᧂ᧪ߩቇ⠌␠ળߦ߅ߌࠆ᭴ㅧߣᗧ⼂߇⃻࿷ߩࠕࡔ࡝ࠞߦߪߔߢߦẜࠎߢ޿ࠆ‫ઁޕ‬ᣇ࡛࡯ࡠ࠶ࡄ⻉࿖ߦߪ㧘୘ੱ⊛᰼᳞ߣ⚻ᷣ⊛㔛ⷐߦኻᔕߒߡ⥄ࠄ⊒ዷߔࠆቇ⠌␠ળߩ᭴ㅧߪߥߓ߹ߥ޿‫ޠ‬
㧔141 㗁㧕
ߣ޿߁ߎߣ߽⸒ߞߡ޿߹ߔ‫ޕ‬࠻ࡠ࠙߇޿߁ࠃ߁ߦ㧘ࠕࡔ࡝ࠞ߇ᭂ߼ߡ࡙࠾࡯ࠢߛߣߒ߹ߔߣ㧘ߘߩ࡙࠾࡯ࠢߥࠕࡔ࡝ࠞ߇㧘޿ߞߚ޿ઁߩ࿖ߩ㜞╬ᢎ⢒ߦߣߞߡࡕ࠺࡞ߦߥࠅ߁ࠆߩ߆㧘ߣ޿߁໧㗴߇↢ߕࠆࠊߌߢߔ‫ޕ‬ታ㓙ߦ࠻ࡠ࠙ߪ㧘‫ߦࠞ࡝ࡔࠕޟ‬࿕᦭ߥ೙ᐲࠍߘߩ߹߹ઁ࿖ߩࠪࠬ࠹ࡓߦ⒖ᬀߔࠆߣ޿߁㊀ᄢߥ㑆㆑޿‫ޠ‬
㧔84 㗁㧕ࠍ࡛࡯ࡠ࠶ࡄߩ㑐ଥ⠪߇‽ߒߡ޿ࠆߩߢߪߥ޿߆ߣߒߡ㧘‫⃻ߩࡄ࠶ࡠ࡯࡛ޟ‬ታ߿ᡷ㕟ߩ⁁ᴫࠍ㧘ήᛕ್ߦࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ࠍ૶ߞߡ⺑᣿ߔࠆ‫ߦߣߎޠ‬㧘⼊๔ࠍ⊒ߒߡ޿߹ߔ‫ޕ‬‫࡛ޟ‬࡯ࡠ࠶ࡄߩቇ⠪߿ᄢቇߩᜰዉ⠪࡮࡮࡮߇ណ↪ߒߚ㕟ᣂ߿ᡷ㕟ߩᄙߊߪ㧘ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ࠍᚻ
ᧄߦߒߡ޿ߚ࡮࡮࡮ߒ߆ߒࡑࠬဳ߆ࠄ಴⊒ߒߡ࡙࠾ࡃ࡯ࠨ࡞ဳߩᢎ⢒ᯏળ߳ߩᲑ㓏⒖ⴕߦ᦭೑
ߥࠕࡔ࡝ࠞ⊛ߥ᭴ㅧ⊛࡮ᢥൻ⊛ߥ․ᓽࠍ㧘ߎࠇࠄߩᄌ㕟ߣߤ߁⚿߮ߟߌߚࠄࠃ޿ߩ߆ߣ޿߁໧
㗴ߦ㑐ߒߡߪ㧘ᄙᄢߩ࿎㔍ߦ⋥㕙ߒߡ޿ࠆ‫ޠ‬
㧔85 㗁㧕
‫߇ࠇߎޕ‬㧘ࡑࠬൻߩᲑ㓏ߦ޽ࠆ࡛࡯ࡠ࠶ࡄ
ߩ⃻ታࠍ㧘ࠕࡔ࡝ࠞߣߩኻᲧߢ⷗ߚᓐߩ⹺⼂ߢߔ‫ޕ‬－－㧚࡛࡯ࡠ࠶ࡄߩ⃻ታߘࠇߢߪ㧘࡛࡯ࡠ࠶ࡄߩ૗߇໧㗴ߥߩ߆‫߫ࠇࠃߦ࠙ࡠ࠻ޕ‬㧘࡛࡯ࡠ࠶ࡄߢ߽‫ޟ‬વ⛔⊛ߥࠛ࡝࡯࠻ᄢቇ೙ᐲࠍ㧘ࡑࠬ࡮ࠕࠢ࠮ࠬဳߩࠪࠬ࠹ࡓߦォ឵ߒࠃ߁ߣߔࠆദജ߇ߥߐࠇߚ‫ߚߒ߁ߎޕ‬ദജߪㆊ෰ 20 ᐕએ਄ߦࠊߚߞߡടㅦᐲ⊛ߦ⛯ߌࠄࠇߡ߈ߚ߇㧘੹ߢ߽⽷᡽⊛ߦ߽᭴ㅧ⊛ߦ߽ᄢ߈ߥ࿎㔍ߦ⋥㕙ߒߡ޿ࠆ‫੹ޕ‬ᣣ߶ߣࠎߤߔߴߡߩ࡛࡯ࡠ࠶ࡄ⻉࿖ߢߪ㧘ᓥ᧪ߩ೙ᐲࠍ⷗⋥ߐߑࠆࠍᓧߥߊߥߞߡ߅ࠅ㧘ᕆỗߥᄌൻߩߐߥ߆ߦ޽ࠆ࡮࡮࡮࡛࡯ࡠ࠶ࡄߩᄢቇߪ߹ߛࡑࠬᲑ㓏ߩᣂߒ޿ᄙᢙ⠪ߦኻߒߡߩ⚵❱㧘⽷᡽㧘▤ℂㆇ༡ߩ㕙ߢߩㆡᔕߦㅊࠊࠇߡ޿ࠆᦨਛߥߩߦ㧘߽߁࡙࠾ࡃ࡯ࠨ࡞࡮ࠕࠢ࠮ࠬᲑ㓏ߦኻᔕߒߥߌࠇ߫ߥࠄߥ޿ߣ޿߁㧘ᣂߚߥෂᯏࠍㄫ߃ߡ޿ࠆ‫ޠ‬
㧔88 㗁㧕ߣ޿߁ߩߢߔ‫ޕ‬ߥߗ࡛࡯ࡠ࠶ࡄߪ੹㧘ෂᯏ߿࿎㔍ߦ⋥㕙ߒߡ޿ࠆߩ߆ߣ޿߃߫㧘ߘࠇߪࡑࠬൻߒߚ㜞╬ᢎ⢒߇ᯏ⢻ߔࠆߚ߼ߩਃⷐઙ߇㧘࡛࡯ࡠ࠶ࡄߦߪሽ࿷ߒߥ޿߆ࠄߛߣ㧘ᓐߪᜰ៰ߒߡ޿߹ߔ‫ߟ৻ޕ‬ߪ㜞╬ᢎ⢒ᯏ㑐ߩᄙ᭽ᕈ㧘ࠪࠬ࠹ࡓߣߒߡߩᄙ᭽ᕈߢߔ‫ޕ‬ੑߟ⋡ߪ⵬ഥ⊛ߥ⽷Ḯ㧘ߟ߹ࠅ౏⊛ߥ⽷Ḯએᄖߩ෼౉Ḯߩ໧㗴‫ޕ‬ਃߟ⋡ߪ㧘␠ળߩⷐ᳞ߦᨵエߦኻᔕߢ߈ࠆᯏ㑐ߩਇ࿷ߢߔ‫⊛┵ޕ‬ߦ⸒߃߫㧘‫ࠬࡑޟ‬㜞╬ᢎ⢒ߩ೙ᐲ⊛ߥᨒ⚵ߺ߇ሽ࿷ߒߡ޿ߥ޿‫ޠ‬
㧔247 㗁㧕
㧘‫◲ޟ‬නߦ⸒ߞߡߒ߹
߃߫࡮࡮࡮⑳ቇߩ࠮ࠢ࠲࡯߇ߥ޿‫ߩ࠙ࡠ࠻߇ߩ߁޿ߣߛࠄ߆ޠ‬ᗧ⷗ߢߔ‫ߪࡄ࠶ࡠ࡯࡛ޕ‬㧘ㅴቇ₸㧘ዞቇ₸ߣ޿߁ὐߢߪࡑࠬᲑ㓏ߦ㆐ߒߡ޿ࠆߌࠇߤ߽㧘߹ߛࡑࠬဳߩ㜞╬ᢎ⢒ߦቢోߦ᭴ㅧ
ォ឵ߢ߈ߡ޿ߥ޿‫ߦ߼ߚߩߘޕ‬㧘࡙࠾ࡃ࡯ࠨ࡞Ბ㓏߳ߩ⒖ⴕ߇ෂᯏ⊛ߥ⁁ᴫࠍ↢ࠎߢ޿ࠆ‫ߎޕ‬ࠇ߇ᓐߩ࡛࡯ࡠ࠶ࡄߩ⃻⁁ߦߟ޿ߡߩ⸻ᢿߢߔ‫ޕ‬㧚ࠕࡔ࡝ࠞߩ⁛⥄ᕈߣߪߘࠇߢߪ㧘‫⥄⁛ߩࠞ࡝ࡔࠕޟ‬ᕈ‫ߪߣޠ‬૗߆ߢߔ߇㧘࡛࡯ࡠ࠶ࡄߣࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒ߩࡑࠬൻߩ㆏߇⇣ߥࠆߩߪ㧘‫ޟ‬࿖ኅߣ␠ળߩ㑐ଥߦ߹ߟࠊࠆᱧผߣવ⛔߇ᄢ޿ߦ⇣ߥࠆ߆ࠄߢ޽ࠆ‫ޠ‬
㧔45㗁㧕‫ࠆ޽ߪࠇߎޕ‬ᗧ๧ߢᒰߚࠅ೨ߩߎߣߢߔ߇㧘ߘ߁޿߁ߎߣࠍ⸒޿߹ߒߡ㧘ࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦ߅޿ߡᦨ߽㊀ⷐߥੑߟߩⷐ⚛ߣ޿߁߽ߩࠍ᜼ߍߡ޿߹ߔ‫ߪߟ৻ޕ‬㧘‫ߪߦࠞ࡝ࡔࠕޟ‬ࠪࠬ࠹ࡓో૕ߦ౒ㅢߩၮḰࠍ⛽ᜬߒ⋙ⷞߔࠆਛᄩᯏ㑐߇ߥ޿‫ߢߣߎޠ‬㧘ߘࠇ߇᡽ᴦ⚻ᷣ᭴ㅧߦ߅޿ߡᓇ㗀ജࠍ⊒ើߔࠆⷐ⚛ߦߥߞߡ޿ࠆ‫ࠅ߹ߟޕ‬࿖ኅ߇ᒙ޿ሽ࿷ߛߣ޿߁ߎߣߢߔ‫ޕ‬ੑߟ⋡ߪ㧘‫߇ࡓ࠹ࠬࠪߩࠞ࡝ࡔࠕޟ‬ᔒะߒߡ޿ࠆߩߪ↢↥⠪ߢ޽ࠆቇ⠪㓸࿅ߢߪߥߊ㧘࡙࡯ࠩ࡯ߢ޽ࠅ
ᶖ⾌⠪ߢ޽ࠆቇ↢ߢ޽ࠆ‫ߢߣߎޠ‬㧘ߘࠇ߇ࠕࡔ࡝ࠞߩᢥൻߣଔ୯ⷰߦᓇ㗀ജࠍᜬߞߡ޿ࠆ‫ߟޕ‬߹ࠅ㧘Ꮢ႐߇ሽ࿷ߒ㧘ᄢ߈ߥജࠍᜬߞߡ޿ࠆߣ޿߁ߎߣߢߔ㧔34 㗁㧕‫ޕ‬߹ߚ㧘‫ోࡓ࠹ࠬࠪߪߦࠞ࡝ࡔࠕޟ‬૕ߦ౒ㅢߩ㧘⛽ᜬߔߴ߈ቇ໧࡟ࡌ࡞ߩၮḰߪߥ޿‫ޠ‬
㧔33 㗁㧕
‫ޕ‬ਛ਎એ᧪ߩવ⛔⊛ߥ㜞╬ᢎ⢒㧘ᄢቇࠪࠬ࠹ࡓ߇ࠕࡔ࡝ࠞߦߪሽ࿷ߖߕ㧘ߒߚ߇ߞߡ㧘ᄢቇߣߪ૗߆ߦߟ޿ߡߩ౒ㅢߩℂᔨߣ߆㧘᳓Ḱߣ޿߁߽ߩ߇ߥ߆ߞߚߣ⸒ߞߡ޿ࠆߩߢߔ‫ࠕߚߒ߁ߘޕ‬ࡔ࡝ࠞ⊛ߥ⁁ᴫߩ߽ߣߢ㧘㜞╬ᢎ⢒ߩ⾰ࠍ⛽ᜬߒ㧘㜞߼ࠃ߁ߣߔࠆߣ߈㧘ߤߩࠃ߁ߥജ߇௛ߊ
ߩ߆‫ޟߪߟ৻ޕ‬Ꮢ႐ߦ߅ߌࠆ┹੎‫ࠅ޽ߢޠ‬㧘߽߁৻ߟߪ‫ߥ߹ߑ߹ߐޟ‬ᄖㇱᯏ㑐ߦኻߔࠆ⺑᣿⽿છ‫ߣߛޠ‬ᓐߪᜰ៰ߒߡ޿߹ߔ‫ߪࠇߎޕ‬㧘ࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒ߦ․ᓽ⊛ߥ㧘ࠕࠢ࡟࠺ࠖ࠹࡯࡚ࠪ

－－ࡦ೙ᐲߩሽ࿷ࠍᜰߒߡ޿߹ߔ㧔63 㗁㧕‫ޕ‬߽߁৻ߟ㊀ⷐߥࡐࠗࡦ࠻ߪ㧘‫ޟ‬ਛᄩߢ৻ర▤ℂߔࠆᯏ㑐߽ߥߊ㧘౒ㅢߩቇ໧࡟ࡌ࡞ߩၮḰ߽ߥ޿ਛߢ㧘ࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒ࠍ৻ߟߩ‫޿ߚߞ޿ߪޠߩ߽ࠆ޿ߡߒߣޠࡓ࠹ࠬࠪޟ‬૗ߥߩ߆㧘ߣ޿߁໧㗴ߢߔ‫ߦ߆߿✭ߩࠞ࡝ࡔࠕޟߪࠇߘޕ‬ㅪ⚿ߒߡ޿ࠆ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘ήᢙߩ㧘޽ࠄ
ࠁࠆ⒳㘃ߩ࿅૕ߦᛴᙬߐࠇࠆߎߣߦࠃߞߡ৻ߟߩᒻࠍਈ߃ࠄࠇߡ޿ࠆ‫߇ߩ߁޿ߣߛߩޠ‬㧘࠻ࡠ࠙ߩ↪ᗧߒߚ╵߃ߢߔ㧔38 㗁㧕‫ޕ‬ߎࠇߪᄢቇ㑆ߩࡀ࠶࠻ࡢ࡯ࠢߩ໧㗴ߢߔ‫ࡦ࡚ࠪ࡯ࠛࠪ࠰ࠕޕ‬㧘ࠣ࡞࡯ࡊ㧘࠰ࠨࠛ࠹ࠖ࡯ߣ㧘ߐ߹ߑ߹ߥᒻᘒߩ࿅૕߇㧘ࠕࡔ࡝ࠞ␠ળߦ߅޿ߡ㧘㜞╬ᢎ⢒ࠍ৻ߟߩࠪࠬ࠹ࡓߣߒߡ᭴▽ߒ㧘⛽ᜬߒߡ޿ߊᓎഀࠍᨐߚߒߡ޿ࠆߣ޿߁ߩߢߔ‫ߩࠞ࡝ࡔࠕޕ‬႐วߦ㧘࿖ኅߩਇ࿷ߦ߽㑐ࠊࠄߕ㧘㜞╬ᢎ⢒߇ࠪࠬ࠹ࡓߣߒߡ৻ቯߩ⾰߿⛔วᕈࠍ଻ߞߡ޿ࠆߩߪ૗߆ߦߟ޿ߡ㧘࠻ࡠ࠙ߪߘ߁⺑᣿ߒߡ޿ࠆࠊߌߢߔ‫ޕ‬㧚࡛࡯ࡠ࠶ࡄߩ໧㗴ὐߘࠇߦኻߒߡ㧘࡛࡯ࡠ࠶ࡄߪߤ߁߆‫ޕ‬࠻ࡠ࠙ߩᜰ៰ߔࠆ࡛࡯ࡠ࠶ࡄߩ໧㗴ὐࠍ᜼ߍߡߺ߹ߔߣ㧘‫ߩࡄ࠶ࡠ࡯࡛ޟ‬㜞╬ᢎ⢒ߪᄢㇱಽߩ
⽷Ḯࠍਛᄩ᡽ᐭߦઔ޿ߢ޿ࠆ࡮࡮࡮޿ߕࠇ᳃㑆࠮ࠢ࠲࡯߽ᄢቇߩ⎇ⓥߦߎࠇ߹ߢએ਄ߦេഥߔ
ࠆࠃ߁ߦߥࠆߢ޽ࠈ߁߇㧘࡛࡯ࡠ࠶ࡄߦߪ߹ߛᭂ߼ߡࠊߕ߆ߥ⑳┙ᄢቇ߇ሽ࿷ߔࠆߦߔ߉ߥ޿‫ޠ‬
㧔92 㗁㧕
‫ߏߪࠇߎޕ‬ᛚ⍮ߩㅢࠅߢߔ‫ޕ‬‫ߩࡄ࠶ࡠ࡯࡛ޟ‬ᄙߊߩᄢቇᢎຬ߽▤ℂ⠪߽㧘ࡑࠬ㜞╬ᢎ⢒ࠍ⛽ᜬߒ㧘⚵❱ߩ⥄ᓞᕈࠍ቞ࠆߚ߼ߦߪ㧘ߎࠇ߹ߢએ਄ߦᒝജߥ࡝࡯࠳࡯ࠪ࠶ࡊ߇ⷐ᳞ߐࠇࠆ
ߎߣߪ⹺⼂ߒߡ޿ࠆ‫߇ߛޕ‬㧘߶ߣࠎߤߩ࿖ߢ㧘ᢎ᝼࿅ߩࠡ࡞࠼ߣ᡽ᐭߩቭ௥ਥ⟵߇޽޿߹ߞߡ㧘ߎ߁ߒߚ⠨߃ᣇߦኻߔࠆᛶ᛫ߪᭂ߼ߡᒝ޿‫ޠ‬
㧔91 㗁㧕
‫ࠅ߹ߟޕ‬ᄢቇ⚻༡ߦ߅ߌࠆ࡝࡯࠳࡯ࠪ࠶ࡊ
߇⏕┙ߒߡ޿ߥ޿‫ޕ‬ߘࠇ߆ࠄ㧘‫ဳࠬࡑޟ‬㜞╬ᢎ⢒ߩ᜛ᄢߩ㓚ኂߣߥߞߡ޿ࠆߘߩઁߩ㓚ኂߩਛߦߪ㧘࿖ౝߩᄢቇߪ
ห╬࡮หᩰߩ߽ߩߛߣߔࠆࠕࠞ࠺ࡒ࠶ࠢ࡮࡙࠾ࡈࠜ࡯ࡒ࠹ࠖ㧔޽ࠆ޿ߪࠗࡦ࠹ࠣ࡝࠹ࠖ㧕ߣ޿߁೨ឭ߇ሽ࿷ߔࠆ‫ޠ‬
㧔92 㗁㧕ߣ߽⸒ߞߡ޿߹ߔ‫߇࡯ࡆࡘࠪࠕ࡮ࠢ࠶࡝ࠛߡߟ߆ޕ‬㧘isomorphicߥ㧘ߟ߹ࠅห♽❥ᱺ⊛ߥᄢቇߩ⊒ዷߣ޿߁ߎߣࠍ⸒޿߹ߒߚ߇㧘หဳ࡮ห৻᳓Ḱߩᄢቇ߆ࠄ᭴
ᚑߐࠇࠆᄢቇ␠ળ㧘࡙࠾ࡈࠜ࡯ࡒ࠹ࠖࠍ࡛࡯ࡠ࠶ࡄߪㅊ᳞ߒߡ߈ߚߣ޿߁ߎߣߢߔ‫ޕ‬࠻ࡠ࠙ߪ߹ߚ㧘․ߦࠗࠡ࡝ࠬߣࠕࡔ࡝ࠞߩᲧセߦᒝ޿㑐ᔃࠍᜬߞߡ޿߹ߒߡ㧘ࠗࠡ࡝ࠬߩ㜞╬ᢎ⢒ߦߟ޿ߡ޿ࠈ޿ࠈߥ෩ߒ޿ᜰ៰ࠍߒߡ޿߹ߔ‫ޕ‬ᄢ㒽࡛࡯ࡠ࠶ࡄߣࠗࠡ࡝ࠬߣߢߪ㧘ᄢቇߦ߽㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦ߽㧘߆ߥࠅߩ㆑޿߇޽ࠅ߹ߔ߇㧘ࠗࠡ࡝ࠬࠍ฽߼ߚ࡛࡯ࡠ࠶ࡄߩࡑࠬ
ൻ߿࡙࠾ࡃ࡯ࠨ࡞ൻߩ໧㗴ߦߟ޿ߡߩ㧘࠻ࡠ࠙ߩၮᧄ⊛ߥ⷗ᣇߣᕁࠊࠇ߹ߔߩߢ㧘᜼ߍߡ߅߈
ߚ޿ߣᕁ޿߹ߔ‫ޕ‬‫ߪࠬ࡝ࠡࠗޟ‬㧘㜞╬ᢎ⢒ࠍ⥋ㄭ〒㔌߆ࠄ⛔೙ߒࠃ߁ߣߒߡ߈ߚ໑৻ߩ࿖࡮࡮࡮㜞╬ᢎ⢒߇ᄢ᏷ߥ᜛ᄢߣᄙ᭽ᕈࠍᜬߟࡑࠬᲑ㓏ߦะ߆ߞߡ޿ࠆਛߢ㧘ਛᄩ߆ࠄߩ෩ߒ޿✦߼ઃߌࠍ⛽ᜬߒࠃ߁ߣ޿߁ࠗࠡ࡝ࠬ᡽ᐭߩദജߪή⻎ߥ߽ߩߦ⷗߃ࠆ‫ޠ‬
㧔17 㗁㧕
‫ࠅ߹ߟޕ‬㧘ᧄ᧪ࠦࡦ࠻ࡠ࡯࡞࿎㔍－－ߥ߽ߩࠍࠦࡦ࠻ࡠ࡯࡞ߒࠃ߁ߣߒߡ޿ࠆߩߢߪߥ޿߆㧘ߣᜰ៰ࠍߒߡ޿ࠆߩߢߔ‫ޕ‬‫ޟ‬ၮ⺞ߦ޽ࠆ
᡽╷߿ᣇะᕈߩ޽޿߹޿ߐߪ㧘㜞╬ᢎ⢒ߩࠃ߁ߥ㧘ᄢⷙᮨߢᄙ᭽ߢ㧘␠ળ⚻ᷣ࠹ࠢࡁࡠࠫ࡯ߩ
ᄌൻߦ᛼ߐࠇ߆ߟᒁ߆ࠇࠆࠪࠬ࠹ࡓࠍ೙ᓮߔࠆߛߌߩ⢻ജ߇㧘ࠗࠡ࡝ࠬ᡽ᐭߦᩮᧄ⊛ߦᰳߌߡ޿ࠆߎߣߩ޽ࠄࠊࠇ‫ߛޠ‬㧔17 㗁㧕ߣ޿߁ᜰ៰߽޽ࠅ߹ߔ‫ޕ‬‫ޟ‬㜞╬ᢎ⢒᡽╷ߪ⽷᡽ᡰ಴ᯏ㑐ߩ▤ℂ⠪߇᳿ቯߔࠆ߽ߩߢ޽ࠅ㧘ߎߩ⽷᡽ᡰ಴ᯏ㑐ߪ㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍ೙ᓮߒࠃ߁ߣߒߡ޿ࠆߩߛߌࠇߤ㧘ࠪࠬ࠹ࡓ߇߹ߔ߹ߔⶄ㔀ൻߒߡ޿ߊߎߣߦኻ
ᔕߢ߈ߥ޿޽߹ࠅ㧘ⶄ㔀ߥ࡞࡯࡞ࠍ᳿߼ߡߒ߹߁⠀⋡ߦ㒱ߞߡ޿ࠆ‫ޠ‬
㧔17 㗁㧕ߣ߆㧘‫ޟ‬㜞╬ᢎ⢒ᯏ㑐ߪ㧘⽷᡽ᡰ಴ᯏ㑐ߦឭ಴ߔࠆᦠ㘃ࠍၒ߼ߡ޿ࠆ߁ߜߦ㧘޽ࠆ޿ߪਇ቟ቯߥⅣႺߢ↢߈ᱷࠅࠍ࿑ߞߡ޿ࠆ߁ߜߦ㧘␠ળߩᄌൻߦኻᔕߒߡ⥄Ꮖᄌ㕟ࠍⴕ߁ߚ߼ߩࠛࡀ࡞ࠡ࡯ࠍᶖ⠻ߒߡߒ߹ߞߡ޿ࠆ‫ޠ‬㧔17-18 㗁㧕ߣ޿߁㧘ᣣᧄߩ࿖┙ᄢቇᴺੱߩ⃻⁁ߦߟ޿ߡㅀߴߡ޿ࠆࠃ߁ߥ৻▵߽޽ࠅ߹ߔ‫ޕ‬
ⷐߔࠆߦࠗࠡ࡝ࠬࠍᆎ߼㧘࡛࡯ࡠ࠶ࡄ⻉࿖ߩᄢቇߪ㧘᡽ᐭߩ⽷Ḯߦో㕙⊛ߦଐሽߒ㧘᡽ᐭߩቭ௥ਥ⟵⊛ߥᡰ㈩ࠍฃߌ㧘ᄢቇࠦࡒࡘ࠾࠹ࠖ࡯ో૕߇‫ࠍޠࠖ࠹ࡒ࡯ࠜࡈ࠾࡙ޟ‬ᭂᐲߦ㊀ⷞߒߡ޿ࠆ‫ߪ࠙ࡠ࠻ࠅ߹ߟޕ‬࿖ኅߩ໧㗴㧘ࠕࡔ࡝ࠞߦ߅ߌࠆ࿖ኅߩਇ࿷㧘࡛࡯ࡠ࠶ࡄߦ߅ߌࠆ࿖ኅߩ
ሽ࿷ߣ޿߁ኻᲧߩ㊀ⷐᕈࠍ㧘ࡑࠬൻ࡮࡙࠾ࡃ࡯ࠨ࡞ൻߩ໧㗴ࠍ⠨߃ࠆ਄ߢᒝ⺞ߒߡ޿ࠆࠊߌߢ
ߔ‫ߩߘޕ‬㊀޿࿖ኅߩሽ࿷߇㧘࡛࡯ࡠ࠶ࡄߩ࡙࠾ࡃ࡯ࠨ࡞ൻ߳ߩ㆏ࠍ㒾ߒ޿߽ߩߦߒߡ޿ࠆ‫ޕ‬࿖ኅ߇ᄢቇߩᔅⷐߣߔࠆ⾗㊄ߩᄢㇱಽࠍᜂ଻ߒߡ޿ࠆ㒢ࠅ㧘࿖ኅߩᓎഀ߇᡼᫈ߐࠇࠆߎߣߪ޽ࠅ
ᓧߥ޿ߛࠈ߁‫ߩࡄ࠶ࡠ࡯࡛ߣࠞ࡝ࡔࠕ߇ࠇߘޕ‬᳿ቯ⊛ߥ㆑޿ߛߣ޿߁ߩߢߔ‫ޕ‬㧚ࡑࠬ㜞╬ᢎ⢒ߩෂᯏߐࠄߦⶄ㔀ߥߩߪ㧘࡛࡯ࡠ࠶ࡄߪ㧘࠻ࡠ࠙߇‫࠻࡯࡝ࠛޟ‬㜞╬ᢎ⢒‫࡞࠺ࡕࠍޠ‬ൻߒߚߣߎࠈߢ
ߔ߇㧘ߘߎߢෂᯏߦ㒱ߞߡ޿ࠆߩߪ㧘૗ࠃࠅ߽ࠛ࡝࡯࠻㜞╬ᢎ⢒ߘࠇ⥄りߛߣ޿߁ὐߢߔ‫ޕ‬ࠕࡔ࡝ࠞߢߪ㧘ࠛ࡝࡯࠻㜞╬ᢎ⢒ߩෂᯏ߇ต߫ࠇࠆߎߣߪ㧘޽߹ࠅ޽ࠅ߹ߖࠎ‫ޕ‬㜞╬ᢎ⢒ᯏ㑐࡮ᄢቇߩᄙ᭽ᕈ߇㧘ᒰὼߩ೨ឭߦߥߞߡ޿ࠆ߆ࠄߢߔ‫ߒ߆ߒޕ‬㧘࡙࠾ࡈࠜ࡯ࡒ࠹ࠖࠍේೣߣ
ߔࠆ࡛࡯ࡠ࠶ࡄ⻉࿖ߢߪ㧘㜞╬ᢎ⢒ߩࡑࠬൻ߇ㅴ߻ߣ㧘⋥ߜߦࠛ࡝࡯࠻㜞╬ᢎ⢒ߩෂᯏ߇໧㗴ߦߥࠅ߹ߔ‫ࠍࠇߘޕ‬ㆱߌࠆߚ߼ߦ㧘ࠗࠡ࡝߽ࠬࡈ࡜ࡦ߽ࠬ㧘࠼ࠗ࠷߽㧘ߐ߹ߑ߹ߥ⹜ߺࠍߒߡ
޿ࠆࠊߌߢߔ߇㧘ࡑࠬൻ࡮࡙࠾ࡃ࡯ࠨ࡞ൻߩㅴዷ߇߽ߚࠄߔࠛ࡝࡯࠻㜞╬ᢎ⢒㧘߭޿ߡߪᄢቇ
ߩෂᯏ⊛ߥ⁁ᴫߪ㧘࡛࡯ࡠ࠶ࡄߩᣇ߇ߪࠆ߆ߦᷓೞߛߣ㧘ᓐߪ⷗ߡ޿ࠆࠊߌߢߔ‫ޕ‬
࠻ࡠ࠙ߪ⑳ࠃࠅ߽ߐࠄߦᐕ㦂߇਄ߢߔ߆ࠄ㧘ࠛ࡝࡯࠻Ბ㓏ߩࠛ࡝࡯࠻ᄢቇߢᢎ⢒ࠍฃߌߚ㧘ᣥ਎ઍߦዻߔࠆᄢቇੱߢ޽ࠅ߹ߒߡ㧘ࠛ࡝࡯࠻㜞╬ᢎ⢒ߦߟ޿ߡ㧘޿ࠊ߫ᷓ޿ᕁ޿౉ࠇࠍᜬߞ
ߡ޿߹ߔ‫ ߦߢߔޕ‬1973 ᐕߩ⊒ዷᲑ㓏⺰ߩ⺰ᢥߩߔߋᓟ㧘1975 ᐕߦ㧘‫࠻࡯࡝ࠛޟ‬㜞╬ᢎ⢒ߩෂᯏ‫߁޿ߣޠ‬㧘ࠕࡔ࡝ࠞߩࠛ࡝࡯࠻ᄢቇߩෂᯏߦߟ޿ߡߩ⺰ᢥࠍᦠ޿ߡ޿߹ߔ‫ޕ‬‫ޡ‬㜞ቇᱧ␠ળߩᄢ
ቇ‫ߩޢ‬ਛߦ㧘⠡⸶ࠍ౉ࠇߡ߅߈߹ߒߚ߇㧘ᓐ߇ᚻ᡼ߒߢࡑࠬൻ㧘࡙࠾ࡃ࡯ࠨ࡞ൻࠍኈ⹺ߒ㧘␞⾥ߒߡ޿ࠆࠊߌߢߪߥ޿ߎߣࠍ㧘ౣ⏕⹺ߒߡ߅ߊᔅⷐ߇޽ࠆߣᕁ޿߹ߔ‫ߩߘޕ‬㗃߆ࠄࠛ࡝࡯࠻
㜞╬ᢎ⢒ߩᧂ᧪ߦ㑐ᔃࠍᜬߜ㧘ߒߚ߇ߞߡ࡛࡯ࡠ࠶ࡄߩࠛ࡝࡯࠻㜞╬ᢎ⢒ߩෂᯏߦߟ޿ߡ߽㧘－－޿߹ᒝ޿ ᔨࠍᜬߞߡ޿ࠆߣ޿߁ߎߣߢߔ‫ޕ‬ߘߩࠛ࡝࡯࠻ᢎ⢒ߩෂᯏߪ㧘ⵣ㄰ߖ߫㧘ࡑࠬ㜞╬ᢎ⢒ߩ⋥㕙ߔࠆ࿎㔍ߣ޿߁ߎߣߦߥࠅ߹ߔ
߇㧘ߘࠇߦߟ޿ߡ࠻ࡠ࠙ߪ㧘ࠕࡔ࡝ࠞߩ⚻㛎߆ࠄ㧘੖ߟߩ໧㗴ࠍ᜼ߍߡ޿߹ߔ㧔46 㗁㧕‫ޕ‬৻ߟߪ㧘㜞╬ᢎ⢒ߩ⚻㛎⠪㓸࿅ߣ㕖⚻㛎⠪㓸࿅߳ߩੑᭂಽൻ‫ޕ‬ᄢቇߦⴕ߆ߥ߆ߞߚੱߚߜߦ
ኻߔࠆࠬ࠹ࠖࠣࡑߩ໧㗴߿㧘ࡂࡦ࠺ࠖࠠࡖ࠶ࡊߩ໧㗴ߢߔ‫ޕ‬ੑߟ⋡ߪਛ╬ᢎ⢒ߩᒙ૕ൻߢ޽ࠅ
߹ߒߡ㧘㜞╬ᢎ⢒ߩ⊒ዷ߿ࡑࠬൻߪ㧘ߘࠇ߹ߢਛ╬ᢎ⢒߇଻ᜬߒߡ޿ߚ⍮⊛ߥ⾗Ḯࠍๆ޿਄ߍ
ߡߒ߹߁㧘ఝ⑲ߥᢎຬ߇ᄢቇߦ⒖േߒ㧘ᢎ⢒⺖⒟ߩ৻ㇱ߽ᄢቇߦ⒖ߞߡ޿ߊߣ޿߁⃻⽎߇⿠ߎߞߡߊࠆ‫ޕ‬ਃߟ⋡ߪ㧘ᄢቇߩℂᔨߣ⋡⊛ߦߟ޿ߡߩᮡḰ⊛᭎ᔨ߆ࠄߩਵ㔌‫ࠅ߹ߟޕ‬㧘ᄢቇߣߪ૗߆ߣ޿߁ࠬ࠲ࡦ࠳࡯࠼߇ߤࠎߤࠎᦌᤒߦߥߞߡ޿ߊ‫ޕ‬ᄢቇ߇⺑᣿⽿છࠍ᳞߼ࠄࠇ㧘ࠕࠢ࡟࠺ࠖ࠹࡯࡚ࠪࡦࠍ᳞߼ࠄࠇࠆߎߣ߇㧘ㅒߦᮡḰ⊛᭎ᔨ߆ࠄߩਵ㔌ࠍផㅴߒߡ޿ߊ஥㕙ࠍᜬߟߣ㧘ᓐߪ⠨߃ߡ޿߹ߔ‫ޕ‬྾ߟ⋡ߪ㧘ቇⴚ਄ߩࡁ࡞ࡓߢߔ‫߆߁⸒ߣࡓ࡞ࡁ࡮ࠢ࠶ࡒ࠺ࠞࠕޕ‬㧘ࠕࠞ࠺ࡒ࠶ࠢ࡮ࠬ࠲ࡦ࠳࡯࠼ߩ໧㗴ߢߔ‫ޕ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ໧㗴ࠍ㧘࿖Ⴚࠍ⿧߃ߡ⺆ࠆ㓙ߩ೨ឭߦߥࠆߪߕߩ㧘ࠕࠞ࠺ࡒ࠶ࠢ࡮ࡁ࡞ࡓ߇፣უߒߟߟ޽ࠆ‫ࠄ߆ࡄ࠶ࡠ࡯࡛ߡߟ߆ޕ‬ർ☨߿ධ☨ߦ⒖ᬀߐࠇߚᄢቇߪ㧘ਛ਎એ᧪ߩવ⛔ࠍ߽ߜ㧘࡜࠹ࡦ⺆ߦࠃࠆᢎ⢒⎇ⓥߩ႐ߣߒߡ࿖Ⴚࠍ⿧߃ߚ㧘ࠦࠬࡕࡐ࡝࠲ࡦߢ޽ࠆߣหᤨߦ㧘ࠕࠪࡘࡆ࡯ߩ⸒߁ࠃ߁ߦࠕࠗ࠰ࡕ࡞ࡈࠖ࠶ࠢߥ⚵❱ߢߒߚ‫ޕ‬ᄢቇߣߪ૗߆ߦߟ޿ߡ࿖㓙⊛ߥ㧘ᄢቇੱߩ㑆ߩ౒ㅢߩ⹺⼂㧘ࠬ࠲ࡦ࠳࡯࠼ߩ౒᦭ߣ޿߁߽ߩ߇㧘౒᦭ߐࠇߚࡁ࡞ࡓߣ޿߁߽ߩ߇޽ߞߚ‫ߒ߆ߒޕ‬㧘ߘࠇ߇፣ࠇߟߟ޽ࠆ‫ߪߢࠞ࡝ࡔࠕޕ‬㧘ߣࠅࠊߌߘࠇ߇㗼⪺ߦ⷗ࠄࠇࠆߣ޿߁ߩߢߔ‫ޕ‬੖ߟ⋡ߪ㧘‫ޟ‬ቇ⠌␠ળ‫ߩ߳ޠ‬⒖ⴕߩ໧㗴ߢߔ‫ޕ‬ቇ⠌␠ળ
ߦ⒖ⴕߔࠆߎߣߦߥࠇ߫㧘ੱ‫ⷐߩࡦ࡚ࠪ࡯ࡍࠪࠖ࠹࡯ࡄߩޘ‬᳞߇ᒝߊߥࠆ‫ޕ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪߎࠇߦߤ߁ᔕ߃ࠆߩ߆ߣ޿߁໧㗴߽ᣂߚߥෂᯏࠍ↢߻ߩߢߪߥ޿߆ߣ㧘ᓐߪᜰ៰ߒߡ޿ࠆߩ
ߢߔ‫ޕ‬࠻ࡠ࠙ߩ⺰ᢥࠍ⺒ࠎߢ޿ࠆߣ㧘ߒ߫ߒ߫ࠕࡦࡆࡃ࡟ࡦ࠻ߥᗵߓ߇ߒߡ㧘ᓐ߽޽ࠆ⒳ߩ࠺ࠖ࡟
ࡦࡑࠍ⥄ⷡߒߡ޿ߚߩߢߪߥ޿߆ߣ޿߁᳇߇ߒ߹ߔ‫ޕ‬ᓐߪ㧘ࠕࡔ࡝ࠞߦߟ޿ߡߪ⋧ኻ⊛ߦᭉⷰ⊛ߦ⷗߃ࠆ⊒⸒ࠍߒߡ޿߹ߔ߇㧘࡛࡯ࡠ࠶ࡄߦߟ޿ߡߪ߆ߥࠅᖤⷰ⊛ߥ⷗ᣇࠍߣߞߡ޿߹ߔ‫ޕ‬೎ߩ⸒޿ᣇࠍߔࠇ߫㧘઒ߦ㜞╬ᢎ⢒߇ߤߎߩ࿖ߢ߽㧘࡙࠾ࡃ࡯ࠨ࡞Ბ㓏߳ߣ⊒ዷߒߡ޿ߊߣߒ
ߡ߽㧘ࡑࠬᲑ㓏߳ߩㅴⴕ߇ߘ߁ߢ޽ߞߚࠃ߁ߦ㧘㆏ߪ৻ߟߢߪߥ޿ߣ޿߁ߎߣࠍ㧘ᓐ⥄り߇⹺߼ߑࠆࠍᓧߥ޿‫ޕ‬ᭂ߼ߡ․⇣ߥࠕࡔ࡝ࠞߩ⚻㛎ࠍ㧘ઁߩ࿖‫߇ޘ‬ቢోߦ⌀ૃࠆߎߣߪߢ߈ߥ޿ࠊ
ߌߢߔ߆ࠄ㧘࡙࠾ࡃ࡯ࠨ࡞ൻߔࠆߣߒߚࠄ㧘ߘߎߦߪ㆑ߞߚ㆏߇޽ࠆߪߕߢߔ‫ߩߘߒ߆ߒޕ‬㧘ࠕࡔ࡝ࠞߣߪ㆑ߞߚ࡙࠾ࡃ࡯ࠨ࡞ൻߩ㆏ߣߪ૗߆߇㧘ߥ߆ߥ߆⷗߃ߡߎߥ޿ߣ޿߁⧦┙ߜ߇޽ࠆߩߢߪߥ޿߆ߣᕁ߁ߩߢߔ‫߇ࠇߎޕ‬㧘⑳߇࠻ࡠ࠙ߩ⺰ᢥ߆ࠄ޽ࠇߎࠇᒁ߈಴ߒ㧘ᢛℂࠍߒߡߺߚ㧘ࡑࠬ߆ࠄ࡙࠾ࡃ࡯ࠨ࡞߳ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ⊒ዷᲑ㓏⺰ߩਛりߢߔ‫ޕ‬Τ㧚ᣣᧄߩ໧㗴㧚ᣣᧄߩ⁛⥄ᕈߘߎߢ㧘ߎߎ߆ࠄߪᣣᧄߩ໧㗴ߦ⒖ࠅߚ޿ߣᕁ޿߹ߔ‫ߪߢࠇߘޕ‬㧘ᣣᧄߪ㧘࡛࡯ࡠ࠶ࡄߣࠕ

－－ࡔ࡝ࠞߣ޿߁ੑᭂߩ㑆ߩ㧘ߤߎߦ૏⟎ߒߡ޿ࠆߩߛࠈ߁߆ߣ޿߁໧㗴ߢߔ‫ޕ‬࠻ࡠ࠙ߪᣣᧄߦ૗ᐲ߆᧪ߡ޿߹ߔ‫ߒ߆ߒޕ‬㧘ᓐߪ㜞╬ᢎ⢒ߩ⎇ⓥ⠪ߣߒߡ㕖Ᏹߦᘕ㊀ߢ㧘‫⥄ޟ‬ಽߪᣣᧄߦߟ޿ߡߪ૗߽⍮ࠄߥ޿㧘ᣣᧄߛߌߢߥߊߡࠕࠫࠕ㧘᧲ࠕࠫࠕߦߟ޿ߡ߽߶ߣࠎߤ⍮⼂߇ߥ޿ߩߢ㧘૗߽⸒߁ߎߣߪߢ߈ߥ޿‫߁޿ߣޠ‬ᘒᐲࠍ⽾޿ߡ޿߹ߔ‫ޕ‬‫ޡ‬㜞ᐲᖱႎ␠ળߩᄢቇ‫ޢ‬ߩࡍ࡯ࠫࠍ➅ߞߡߺ߹ߒߚ߇㧘ࠊߕ߆ߦ৻▎ᚲ㧘ߘࠇ߽‫ޟ‬ᵈ‫ߢ߆ߥߩޠ‬ᓐ߇⸒ߞߡ޿ࠆߩߪ㧘ᣣᧄߣ޿߁ߩߪ㧘‫ޟ‬Ꮒᄢߢᄙ᭽ᕈߦḩߜߚ⑳ቇ࠮ࠢ࠲࡯‫ߣޠ‬㧘‫ޟ‬ਛᄩ᡽ᐭߩ⽷Ḯߦో㕙⊛ߦଐሽߒ㧘ߒߚ߇ߞߡࡑ࡯ࠤ࠶࠻ߦᢅᗵߢߪߥ޿㧘ᐞᄙߩථ⿧ߒߚ࿖┙ᄢቇ‫ࠍޠ‬ᜬߟ࿖ߛ㧔107 㗁㧕ߣ޿߁ߎߣߛߌߢߔ‫ޕ‬‫ޟ‬ᄙ᭽ᕈߦḩߜߚ⑳ቇ࠮ࠢ࠲࡯‫ࠍޠ‬ᜬߞߡ޿ࠆߣ޿߁ὐߢߪ㧘ࠕࡔ࡝ࠞߦㄭ޿‫ޟߒ߆ߒޕ‬ᐞᄙߩථ⿧ߒߚ࿖┙ᄢቇ‫ࠍޠ‬ᜬߟὐߢߪ㧘࡛࡯ࡠ࠶ࡄߦㄭ޿‫ޕ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪߎߩੑߟߩㇱಽ㧘ੑߟߩᕈᩰࠍᜬߞߡ޿ࠆ‫߽߆ߒޕ‬㧘ⷙᮨ߿ዞቇ₸ߩὐߢߪ㧘ࠕࡔ࡝ࠞߦᰴ޿ߢᣧᦼߦࡑࠬ
ൻࠍ㆐ᚑߒߚ࿖ߢ޽ࠆ‫ࠅ߹ߟޕ‬㧘ᣣᧄߣ޿߁ߩߪ࡛࡯ࡠ࠶ࡄ࡮ࡕ࠺࡞ߢ߽ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߢ
߽ߥ޿㧘ߘߩߤߜࠄߢ߽⺑᣿ߒߦߊ޿࿖ߣߒߡ㧘࠻ࡠ࠙ߦߣߞߡߩᣣᧄߪሽ࿷ߒߡ޿ࠆߣ⸒߃
ࠆߩߢߪߥ޿߆㧘ߣᕁ޿߹ߔ‫ޕ‬㧚ᱧผߣવ⛔㧙࡛࡯ࡠ࠶ࡄ࡮ࡕ࠺࡞߆ࠄߩ಴⊒ߘߎߢ㧘ߎߎ߆ࠄవߪ࠻ࡠ࠙ࠍ㔌ࠇߡ㧘ᣣᧄߩ㜞╬ࠪࠬ࠹ࡓߩ⃻⁁ߣᧂ᧪ࠍߤ߁⷗ߚࠄ޿޿
ߩ߆㧘࠻ࡠ࠙ߦ⡞ߌࠇ߫޿޿ߩߢߔ߇ߘࠇߪߢ߈߹ߖࠎߩߢ㧘⑳ߥࠅߩ⠨߃ࠍ⹤ߒߡߺߚ޿ߣ
ᕁ޿߹ߔ‫ޕ‬ᣣᧄߩ㜞╬ᢎ⢒ߪ㧘ᱧผࠍߏሽ⍮ߩᣇߦߪᡷ߼ߡ⸒߁߹ߢ߽ߥ޿ߎߣߢߔ߇㧘߽ߣ߽ߣ࡛࡯
ࡠ࠶ࡄ࡮ࡕ࠺࡞߆ࠄ಴⊒ߒߚߣ⷗ߡࠃ޿ߣᕁ޿߹ߔ‫ޕ‬ᢥㇱ⋭ߣ޿߁ᒝജߥ㧘ਛᄩ᡽ᐭߩⴕ᡽ᯏ
㑐߇޽ࠅ㧘ߎߎ߇㜞╬ᢎ⢒ో૕ߩⴕ᡽⽿છࠍᜬߟ‫ޕ‬ᄢ߈ߥ⑳ቇ࠮ࠢ࠲࡯߇޽ࠅ߹ߔ߇㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ૗ࠃࠅ߽㧘࿖┙࠮ࠢ࠲࡯ਛᔃߦ᭴▽ߐࠇߡ߈߹ߒߚ‫⑳ޕ‬ቇ࠮ࠢ࠲࡯ߪ㧘ⷙᮨߎߘᄢ߈޿߽ߩߩ㧘࿖┙࠮ࠢ࠲࡯ߦኻߒߡᓥዻ⊛ߥ૏⟎ߦ⟎߆ࠇߡ޿ࠆ‫ߩߘޕ‬࿖┙ߣ⑳┙ߩੑߟߩ࠮ࠢ࠲࡯ߩࠬ࠲ࡦ࠳࡯࠼߇㧘ᄢ߈ߊ㆑ߞߡ޿ࠆߎߣ߆ࠄ㧘᡽ᐭߪࠕࠞ࠺ࡒ࠶ࠢ࡮ࠬ࠲ࡦ࠳࡯࠼
ࠍ଻ߜ㧘࡙࠾ࡈࠜ࡯ࡒ࠹ࠖࠍ଻㓚ߔࠆߚ߼ߦ㧘ᣧߊ߆ࠄᒝ޿ദജࠍᛄߞߡ߈߹ߒߚ‫ޕ‬ߘࠇߪ㧘଀߃߫ᚢ೨ᦼࠍㅢߓߡ‫ޟ‬ᱜⷙ‫ߩޠ‬ᄢቇߩ⸳⟎⹺นࠍ㧘ᭂ߼ߡ෩ߒߊ㒢ቯߒߡ߈ߚߎ
ߣ߆ࠄ߽ࠊ߆ࠅ߹ߔ‫┙⑳߽߆ߒޕ‬ᄢቇߦኻߒߡߪ㧘࿖┙ᄢቇࡕ࠺࡞㧘Ꮲ࿖ᄢቇࡕ࠺࡞ߣ⸒ߞߡ
߽޿޿ߩߢߔ߇㧘ߘࠇࠍᮨ୮ߔࠆ㧘޽ࠆ޿ߪߘࠇߣหဳൻߔࠆᣇะߢ㧘࡙࠾ࡈࠜ࡯ࡒ࠹ࠖߩ࿶
ജࠍᒝߊ߆ߌߡ߈߹ߒߚ‫⑳ޕ‬ቇ࠮ࠢ࠲࡯ߩᄙ᭽ߥ⊒ዷࠍࠦࡦ࠻ࡠ࡯࡞ߔࠆߚ߼ߦ㧘⸳⟎⹺นⴕ᡽ࠍᒝജߦዷ㐿ߒߡ߈ߚࠊߌߢߔ‫ࠍ⃻⴫ߩ࠙ࡠ࠻ޕ‬୫ࠅࠇ߫㧘ቭ௥೙⊛ߥᒝ޿⛔೙ࠍ௛߆ߖߡ
߈ߚߎߣߦߥࠅ߹ߔ‫ߚࠇߐߣ࡞࠺ࡕޕ‬࿖┙ᄢቇߩ႐วߦ߽㧘࿖ኅߩᒝ޿ⷙ೙ߩਅߦ㧘ᄢቇౝㇱߦ⁛┙ߒߚᒝ޿࡝࡯࠳࡯ࠪ࠶ࡊ߇↢߹ࠇࠆߎߣߪߥߊ㧘ࠕࠞ࠺ࡒ࠶ࠢ࡮ࡈ࡝࡯࠳ࡓ㧘ᢎ⢒⎇ⓥ
㕙ߢߩ⥄↱ߣ⥄ᴦߪ৻ቯ⒟ᐲ⹺߼ࠄࠇߡ޿߹ߒߚ߇㧘⽷ോ߿⚻༡਄ߩ⥄ᓞᕈߪߥ޿߹߹ㆇ༡ߐ
ࠇߡ߈ߚࠊߌߢߔ‫ޕ‬－－㧚ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߣߩ౒ㅢᕈ࡮Ꮕ⇣ᕈߎߩࠃ߁ߦ㧘ࠪࠬ࠹ࡓో૕ߣߒߡߪ㧘࿖┙ᄢቇࠍਛᔃߦ࡛࡯ࡠ࠶ࡄ࡮ࡕ࠺࡞ߦㄭ޿ߩߢߔ߇㧘หᤨߦࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߣ߽޽ࠆㇱಽ㧘౒ㅢᕈࠍᜬߞߡ⊒ዷߒߡ߈ߚߣ޿߁ߩ߇㧘ᣣᧄߩ㜞╬ᢎ⢒ߩ․ᓽߢߔ‫౒ߩߣࠞ࡝ࡔࠕޕ‬ㅢᕈࠍ޽ߍࠇ߫㧘߹ߕ㜞╬ᢎ⢒ߩᄙ᭽ᕈ߇޽ࠅ߹ߔ‫ޕ‬ᚢ೨ᦼߦߪ㧘ᄢቇ࡮㜞╬ቇᩞ࡮ኾ㐷ቇᩞ࡮ታᬺኾ㐷ቇᩞ࡮Ꮷ▸ቇᩞߥߤ㧘ߘࠇߙࠇߦߟ޿ߡ೎▎ߩᴺ
ᓞ߇↪ᗧߐࠇ㧔ߘߩὐߪࠕࡔ࡝ࠞߣ㆑ߞߡ޿߹ߔ߇㧕㧘ᄙ᭽ߥ㜞╬ᢎ⢒ᯏ㑐߇ᯏ⢻ߦᔕߓߡ⒳೎
ൻߐࠇߚᒻߢሽ࿷ߔࠆߣ޿߁ⶄ㔀ߥ᭴ㅧࠍ㧘ᚢ೨ᦼߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪᜬߞߡ޿߹ߒߚ‫ޕ‬ᚢᓟߦߥࠆߣߘࠇߪ㧘ᄢ߈ߊᄌࠊࠆࠊߌߢߔ߇㧘ߘࠇߪ߹ߚᓟߢ߅⹤ߒ߹ߔ‫ޕ‬⑳┙࠮ࠢ࠲࡯ߩሽ࿷߽㧘ࠕࡔ࡝ࠞߣߩ౒ㅢᕈߢߔ‫ߪ࡯࠲ࠢ࠮┙⑳ߩߘޕ‬㧘࿖┙ᄢቇߣ┹วߒߥ߇ࠄ㧘ቇ↢₪ᓧߩ㕙ߢߩᏒ႐ᕈࠍ㧘ᒝߊᜬߞߡ߈߹ߒߚ‫࡯ࠩ࡯࡙ޟߦߐ߹ޕ‬ᔒะ‫ޠ‬㧘‫ޟ‬ᶖ⾌⠪
ᔒะ‫ߡߒ߹ࠅ޽ߢޠ‬㧘ቇ↢ߩ࠾࡯࠭ߦวߞߚᢎ⢒ߩᯏળࠍឭଏߒߥߌࠇ߫ቇ↢߇㓸߼ࠄࠇߥ޿㧘⚻༡߇ᚑࠅ┙ߚߥ޿ߣ޿߁⁁ᘒ߇㧘⑳ቇ࠮ࠢ࠲࡯ߩ⊒⿷ᒰೋ߆ࠄ⛯޿ߡ߈߹ߒߚ‫ޕ‬᝼ᬺᢱ෼౉
ߣ޿߁‫⵬ޟ‬ഥ⊛⽷Ḯ‫ߩ߳ޠ‬ଐሽ߽㧘㗼⪺ߦ⷗ࠄࠇࠆߣߎࠈߢߔ‫ޕ‬᡽ᐭߩ⾗㊄េഥ߇߹ߞߚߊߥ
߆ߞߚ⑳ቇ࠮ࠢ࠲࡯ߪ߽ߜࠈࠎߢߔ߇㧘࿖౏┙ߩ႐วߦ߽᝼ᬺᢱ෼౉㧘ߟ߹ࠅኅ⸘ߣ޿߁᳃㑆⊛ߥ⾗㊄Ḯ߇㧘⵬ഥ⊛ߥ㧔ߣ޿߁ࠃࠅߪ߻ߒࠈਥⷐߥ㧕⽷Ḯߦߥߞߡ߈ߚࠊߌߢߔ‫ޕ‬ߘࠇ߆ࠄ㧘ࡑࠬൻ߳ߩ೙ᐲ⊛ᨒ⚵ߺߩሽ࿷ߣ޿߁ὐ߽㧘ࠕࡔ࡝ࠞߣߩ౒ㅢᕈߢߔ‫ޕ‬੐ታ਄㧘᝼ᬺᢱ෼౉એᄖߩ⽷Ḯࠍᜬߚߥ޿⑳ቇ࠮ࠢ࠲࡯߇㧘ᕆㅦߥ㊂⊛᜛ᄢ߳ߩᒝ޿ᔒะࠍᜬߞߡ߈ߚ
ߎߣߪ㧘ߏᛚ⍮ߩㅢࠅߢߔ‫ߣࠞ࡝ࡔࠕߛߚޕ‬ᄢ߈ߊ㆑ߞߡ޿ࠆߩߪ㧘ࠪࠬ࠹ࡓߩ᭴ㅧߣߒߡ㧘ᣣᧄߩ႐ว㧘࿖౏┙߇ࠛ࡝࡯࠻㜞╬ᢎ⢒ߩ㧘⑳┙߇ࡑࠬ㜞╬ᢎ⢒ߩਥⷐߥᜂ޿ᚻߦߥࠆߣ޿߁㧘ࠕࡔ࡝ࠞߣ߹ߞߚߊㅒߩ㑐ଥߦ޽ࠆߣ޿߁ὐߢߔ‫߇ࠇߘߡߒߘޕ‬㧘ᣣᧄߩ㜞╬ᢎ⢒ߩࡑࠬൻߩ㧘߭޿ߡߪ࡙࠾ࡃ࡯ࠨ࡞ൻߩ㧘ࠕࡔ࡝ࠞߣᲧߴߚ႐วߩᱧผ⊛ߥ೙⚂᧦ઙߦߥߞߡ߈ߚࠊߌߢߔ‫ޕ‬㧚ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞߳ߩᔒะߣᝂ᛬
ߎߩࠃ߁ߦ㧘ᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘࡛࡯ࡠ࠶ࡄ࡮ࡕ࠺࡞ߣࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߩਛ㑆⊛㧘᛬ⴲ⊛ߥᕈᩰࠍᜬߞߡ߈ߚࠊߌߢߔ߇㧘ߘߩᣣᧄߩࠪࠬ࠹ࡓߪ᣿ᴦએ᧪㧘๟ᦼ⊛ߦ㧘ࠕࡔ࡝ࠞ࡮
ࡕ࠺࡞߳ߩᔒะࠍᒝߊ⷗ߖࠆᤨᦼࠍᜬߞߡ߈߹ߒߚ‫ޕ‬ߚߣ߃߫㧘ᄢᱜ㧘ᤘ๺ᦼߩቇ೙ᡷ㕟⺰ߢߪ㧘ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞߳ߩᒝ޿ᔒะ߇޽ࠅ߹ߒߚ‫ޕ‬․ߦ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦߟ޿ߡߪ㧘ࠕࡔ࡝ࠞ࠽ࠗ࠭ߒߡ㧘ᄢቇ㧘ኾ㐷ቇᩞ㧘ᣥ೙㜞ᩞߥߤࠍ৻
᜝ߒߡ㧘න৻ߩ‫ޟ‬ᄢቇ‫ߦޠ‬೙ᐲ⊛ߦ⛔วߒ㧘Ꮲ࿖ᄢቇߪ‫ޟ‬ᄢቇ㒮ൻ‫ߒޠ‬㧘ᣥ೙㜞ᩞߪࠕࡔ࡝ࠞ
ߩ࡝ࡌ࡜࡞࡮ࠕ࡯࠷࡮ࠞ࡟࠶ࠫߦߥࠄߞߡ㧘‫ޟ‬ቇ⧓ᄢቇ‫߁޿ߣࠆߔߦޠ‬᭴ᗐ߽޽ߞߚࠊߌߢߔ‫ޕ‬ߎࠇߪᚢ೨ᦼߦߪታ⃻ߒ߹ߖࠎߢߒߚ߇㧘╙ੑᰴᄢᚢᓟ㧘ࠕࡔ࡝ࠞߩභ㗔ਅߦቇ೙ᡷ㕟߇ⴕࠊࠇ㧘ᄢቇ೙ᐲ߇ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞߳ߣ⒖ⴕߒߚߎߣߪߏᛚ⍮ߩㅢࠅߢߔ‫ޕ‬Ꮲ࿖ᄢቇ߆ࠄᏧ▸ቇᩞ߹ߢ㧘ᄙ᭽ߥ㜞╬ᢎ⢒ᯏ㑐ࠍߔߴߡ㧘೙ᐲ⊛ߦ྾ᐕ೙ߩᄢቇ෸߮⧯ᐓߩੑᐕ೙ߩ⍴ᦼᄢቇߦౣ✬⛔วߔࠆߎߣߦߥߞߚࠊߌߢߔ‫ߩߎޕ‬ᄢᡷ㕟ߪ㧘ᢌᚢᓟߩᷙੂߩਛ㧘චಽߥḰ஻ᦼ㑆߽ߥߊ㧘㜞╬ᢎ⢒ᯏ㑐ߩᄙ᭽ᕈߦߤ߁ኻᔕߔࠆ߆ߦߟ޿ߡߩ㈩ᘦ߇චಽߦߐࠇߕ㧘߹ߚ⾗Ḯߩౣ－－㈩ಽ߿ㅊടᛩ౉߽ߥ޿߹߹㧘޿ࠊ߫ᯏ᪾⊛ߦߔߴߡߩ㜞╬ᢎ⢒ᯏ㑐ࠍ৻ߟߩၮḰߢ㧘৻ߟߩ೙ᐲߩߥ߆ߦ᛼ߒㄟ߼ࠆᒻߦߥࠅ߹ߒߚ‫⚿ߩߘޕ‬ᨐ㧘ߘࠇߙࠇߩ೨りᩞߩᱧผ⊛ߥㆮ↥ࠍ㧘ߘߩ߹߹⋧⛯ߔࠆᒻߢ㧘ᣂߒ޿ᄢቇ߇৻ᢧߦ⊒⿷ߔࠆߎߣߦߥࠅ߹ߔ‫ޕ‬೙ᐲߪ↹৻ൻߐࠇ߹ߒߚ߇㧘‫ޟ‬ᣂ೙‫ޠ‬ᄢቇߘࠇߙࠇߩ㧘ੱ⊛࡮‛⊛㧘ߐࠄߦߪ⍮⊛ߥ⾗Ḯߩⷙᮨ߿᳓Ḱߪ⪺ߒߊ㆑ߞߚ߹߹ߣ޿߁ߎߣߢ㧘ᄢቇ㑆ߩࡂࠗ࡜࡯ࠠࠞ࡞ߥᐨ೉ൻ᭴ㅧ߇㧘ᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ․ᓽߦߥࠆࠊߌߢߔ‫ޕ‬೙ᐲ⊛ߥ↹৻ൻߩਛߢ㧘ᄢቇߪ⏕߆ߦᄙ᭽ᕈࠍᜬߜ
⛯ߌ߹ߔ߇㧘ߘࠇߪᯏ⢻⊛ߥᄙ᭽ൻߢߪߥߊ㧘ᐨ೉ൻ࡮㓏ጀൻߣ޿߁ᗧ๧ߢߩᄙ᭽ᕈߣ޿߁ߎ
ߣߦߥࠅ߹ߒߚ‫߽߆ߒޕ‬㧘ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߦߥߞߚߣ⸒ߞߡ߽㧘ਛᄩ᡽ᐭ࡮ᢥㇱ⋭ߦࠃࠆⷙ೙ߪଐὼߣߒߡᒝߊᱷߞߚ߹߹ߢߒߚ‫ޕ‬ߘߩᢥㇱ⋭ߪ㧘ᚢ೨ᦼห᭽ߩ೙ᐲ⊛ߥᄙ᭽ᕈ߳ߩ࿁Ꮻࠍ⋡ᜰߒߡ➅ࠅ㄰ߒ㧘ᄢቇᡷ㕟࡮㜞╬ᢎ⢒ᡷ㕟ߩ᭴ᗐࠍᛂߜ಴ߒ߹ߔ‫ޕ‬‫ޟ‬⒳೎ൻ‫ޠ‬᭴ᗐߣ๭߫ࠇࠆᡷ㕟᩺߇ߘࠇߢߔ߇㧘ਛᄩᢎ⢒ክ⼏ળߩ‫ޟ‬ਃ౎╵↳‫ޠ‬
㧔1963 ᐕ㧕߿‫ޟ‬྾౐╵↳‫ޠ‬
㧔1971 ᐕ㧕ߦઍ⴫ߐࠇࠆ㧘᡽ᐭਥዉߩ޿ࠊ߫‫ޟ‬਄߆ࠄ‫ߩޠ‬ᄙ᭽ൻࠍ࿑ࠈ߁ߣ޿߁േ߈߇಴ߡߊࠆࠊߌߢߔ‫ޕ‬ᢥㇱ⋭ߦࠃࠆ⸳⟎⹺นⴕ᡽߽㧘ᚢ೨ᦼ߆ࠄᒁ߈⛮߇ࠇ߹ߒߚ‫ޕ‬ᢥㇱ⋭ߦߪ㧘⸳⟎ၮḰࠍㅢߒߡ㧘ᄢቇߣߒߡߩ࡙࠾ࡈࠜ࡯ࡒ࠹ࠖࠍ㆐ᚑߒࠃ߁ߣ޿߁⠨߃ᣇ߇ᒝߊ㧘ᄢቇߩੱ⊛࡮‛⊛᧦ઙߛߌߢߥߊ㧘ࠞ࡝ࠠࡘ࡜ࡓ㕙߹ߢࠦࡦ࠻ࡠ࡯࡞ߒߡ߈߹ߒߚ‫ߛߚޕ‬㧘ᦨૐၮḰߣߒߡ⸳ߌߚߘ
ߩ⸳⟎ၮḰ߇㧘⑳┙ᄢቇߩ⸳⟎ߦߟ޿ߡߪ੐ታ਄ᦨ㜞ၮḰൻߔࠆߣ޿߁ߎߣߢ㧘ᄢቇߩ⾰࡮᳓Ḱࠍ߼ߋߞߡߐ߹ߑ߹ߥ໧㗴ࠍ↢߻ߎߣߦߥࠅ߹ߔ߇㧘޿ߕࠇߦߖࠃ࿖ߩቯ߼ߚ⸳⟎ၮḰ㧘ߘࠇߦၮߠߊ⸳⟎⹺นⴕ᡽߇㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩၮᧄ⊛ߥᒻᘒ߿᭴ㅧࠍᒻߠߊߞߡ߈ߚߩߢߔ‫ޕ‬ࠕࡔ࡝ࠞ⊛ߥ⾰ߩ⛽ᜬ࡮ะ਄ࠪࠬ࠹ࡓߣߒߡߩᄢቇၮḰදળ߇㧘ࡏ࡜ࡦ࠲࡝࡯ߥ࿅૕ߣߒߡഃ
ࠄࠇ߹ߔ߇㧘ߘࠇ߇චಽߦᯏ⢻ߒߥ޿߹߹㧘ߏߊᦨㄭ߹ߢ߈ߚߎߣߪߏᛚ⍮ߩㅢࠅߢߔ‫ޕ‬ߘߩᚢᓟߩᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘1960 ᐕઍߦ౉ߞߡ߆ࠄ㧘ᕆỗߥࡑࠬൻߩㆊ⒟ࠍߚߤ
ࠅᆎ߼߹ߔ‫ޕ‬60 ᐕઍೋ߼ߦߪ 10%ᒝߛߞߚᄢቇ࡮⍴ᄢㅴቇ₸߇㧘15 ᐕᓟߦߪ 35%ࠍ⿥߃ࠆߣ
ߎࠈ߹ߢᕆ਄᣹ߒߡ㧘ߘߩ㊂⊛᜛ᄢߦኻᔕߒߚ⾰⊛ߥᄌ㕟߇㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦ᳞߼ࠄࠇࠆ
ࠃ߁ߦߥࠅ߹ߒߚ‫ޕ‬1971 ᐕ㧘ᤘ๺ 46 ᐕߦ಴߹ߒߚߩߢ‫ޟ‬྾౐╵↳‫ߣޠ‬๭߫ࠇࠆ㧘⒳೎ൻ᭴ᗐ
ߩߣߎࠈߢ߽⸅ࠇߚਛᢎክߩ╵↳ߪ㧘ߘ߁ߒߚ㧘ᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩࡑࠬဳ߳ߩ᭴ㅧォ឵ࠍ᳞߼ࠆ߽ߩߛߞߚߣ޿ߞߡࠃ޿ߣᕁ޿߹ߔ‫ᤨߩ੹ޕ‬ὐߢ⺒ࠎߢߺ߹ߔߣ㧘ߘߩ⁓޿߇ࠃߊࠊ߆ࠅ߹ߔ߇㧘ᄢቇ࡮⍴ᄢㅴቇ₸߇㧘޽ߞߣ޿߁㑆ߦࡑࠬᲑ㓏߳ߩᢝዬࠍᄢ߈ߊ⿧߃ߚ߫߆ࠅ
ߩ㧘ᒰᤨߩᄢቇ߿ᄢቇ㑐ଥ⠪ߦߣߞߡߪ㧘ߘࠇߪ޽߹ࠅߦవⴕߒߔ߉ߚ㧘ฃߌ౉ࠇࠆߎߣߩ࿎
㔍ߥᡷ㕟᭴ᗐߢ޽ࠅ㧘෩ߒ޿ᛕ್ߣ෻ኻߩߥ߆㧘߅⬿౉ࠅߔࠆߎߣߦߥࠅ߹ߒߚ‫ޕ‬ߚߛ㧘‫ޟ‬྾౐╵↳‫ߢޠ‬ᛂߜ಴ߐࠇߚ᭴ᗐ㧘ࡑࠬဳ㜞╬ᢎ⢒߳ߩォ឵᭴ᗐߪ㧘ߘߩᓟᤨ㑆ࠍ߆ߌߡߥߒ፣ߒߦ㧘ㇱಽ⊛ߦ৻ߟ৻ߟታ⃻ߐࠇߡ޿ߞߚߣ޿߁ߎߣ߽㧘ᜰ៰ߒߡ߅ߊߴ߈ߛࠈ߁ߣ
ᕁ޿߹ߔ‫ޕ‬‫ޟ‬྾౐╵↳‫ߩޠ‬ᓟ㧘╵↳ࠍฃߌߡ᡽ᐭ࡮ᢥㇱ⋭߇ታⴕߦ⒖ߒߚᦨᄢߩ᡽╷ߪ㧘1975 ᐕ߆ࠄᆎ߹ࠆ㜞╬ᢎ⢒ߩ⸘↹ൻߢߔ‫ࠬࡑޕ‬ൻߩᕆㅴዷߦࠃߞߡ㗼࿷ൻߒߚ⾰ߩૐਅߦኻಣߔߴߊ㧘ᢥㇱ

－ 10 －

⋭ߪᄢㇺᏒㇱࠍਛᔃߦᄢቇߩᣂჇ⸳ࠍේೣ⑌ᱛߔࠆߣ޿߁㧘߈ࠊ߼ߡᒝ⎬ߥ㜞╬ᢎ⢒ߩⷙᮨߩࠦࡦ࠻ࡠ࡯࡞╷ࠍᛂߜ಴ߒߚߩߢߔ‫ߩ߳࡞࠺ࡕߥ⊛ࠞ࡝ࡔࠕޕ‬ធㄭߣ޿߁ὐ߆ࠄߔࠇ߫㧘ߎࠇߪᏒ႐ᕈߩุቯߦઁߥࠅ߹ߖࠎ‫߽߆ߒޕ‬㧘ᣂჇ⸳ࠍ৻ಾ⹺߼ߥ޿ߩߣᒁ߈឵߃ߦ㧘⑳┙ᄢቇߦኻߒߡߪ⾗㊄េഥ㧘⵬ഥ㊄ࠍ಴ߔߣ޿߁ᒻߢ㧘᡽ᐭߪߐࠄߦᒝ޿ࠦࡦ࠻ࡠ࡯࡞ᮭ㒢ࠍᚻߦ౉ࠇ
ࠆߎߣߦߥࠅ߹ߒߚ‫ޕ‬ߘߩⷙ೙ᒝൻߩᱜᒰൻߩ⺰ℂߪ㧘‫ޟ‬㊂߆ࠄ⾰߳‫ߩޠ‬㜞╬ᢎ⢒᡽╷ߩォ឵ߢ޽ࠅ߹ߒߚ‫ޕ‬ᄢቇߣߒߡߩ࡙࠾ࡈࠜ࡯ࡒ࠹ࠖࠍน⢻ߥ㒢ࠅ଻ߟߚ߼ߦ㧘ή㒢ቯߥ㊂⊛᜛ᄢࠍ᛼ߐ߃ㄟߺ㧘⾰ߩะ਄ࠍ࿑ࠈ߁ߣ޿߁߽ߩߢߔ‫ߩ⾰ߩߘޕ‬ะ਄╷ߪ㧘㜞╬ᢎ⢒ᯏ㑐ߩ‫ޟ‬⒳೎ൻ᭴ᗐ‫ߞߥߦ࠻࠶࠮ߣޠ‬ߡ޿ߚߣ⸒ߞߡࠃ޿߆ߣᕁ޿߹ߔ‫ޕ‬⒳೎ൻ᭴ᗐߪ㧘ᢙߩᕆჇߒߚᄢቇࠍ৻ᓞߦᛒ߁ߩߢߪߥߊ㧘
᡽ᐭ߇ᴺ⊛࡮೙ᐲ⊛ߥᨒࠍ⸳ߌߡ⎇ⓥਛᔃ㧘ᢎ⢒ਛᔃ㧘ᢎ㙃ᢎ⢒߿ታോᢎ⢒ਛᔃߣ޿߁ࠃ߁ߦ
޿ߊߟ߆ߩ㘃ဳߦಽൻߐߖ㧘ߘߩᨒౝߢᯏ⢻ߩ㆑޿ߦᔕߓߚ⾰ߩ⛽ᜬ࡮ะ਄ࠍ࿑ࠈ߁ߣ޿߁⠨߃ߦ┙ߞߡ޿ߚ߆ࠄߢߔ‫ޕ‬ߘࠇߪࠕࡔ࡝ࠞ⊛ߥ㧘Ꮢ႐ࡔࠞ࠾࠭ࡓߩ߽ߣߢߩ⥄↱ߢㆬᛯ⊛ߥᄙ᭽ൻߣߪၮᧄ⊛ߦ⇣ߥߞߚ㧘᡽ᐭߩⷙ೙ߣᜰዉߩਅߢߩᄙ᭽ൻࠍ߼ߑߔ߽ߩߢߒߚ‫ߩࠇߙࠇߘޕ‬ᄢቇߩ⥄⊒⊛ߥㆬᛯ߿㧘Ꮢ႐ࡔࠞ࠾࠭ࡓࠍㅢߒߚᯏ⢻⊛ߥಽൻߦࠃࠆᄙ᭽ൻߢߪߥߊ㧘᡽ᐭߩࠦࡦ࠻ࡠ࡯࡞ߩరߢߩᄙ
᭽ൻ߇㧘⒳೎ൻ᭴ᗐߢ޽ߞߚࠊߌߢߔ‫ޕ‬1970 ᐕઍ߆ࠄ 80 ᐕઍߦ߆ߌߡⴕࠊࠇߚ㧘ࡑࠬൻኻᔕ
ߩߎ߁ߒߚ᭴ㅧᡷ㕟ߪ⒳೎ൻࠍ฽߼ߡ㧘ㇱಽ⊛ߥߟ߉ߪ߉ߛࠄߌߩ߽ߩߦ⚳ᆎߒ㧘ో㕙⊛ߥࠪࠬ࠹ࡓߩ᭴ㅧォ឵ߦߪ⥋ࠅ߹ߖࠎߢߒߚ‫ޕ‬߽߁৻ߟ‫ޟ‬྾౐╵↳‫ߩߣޠ‬㑐ㅪߢઃߌട߃ߡ߅ߌ߫㧘ᄢቇㆇ༡ߩ઀⚵ߺߩ໧㗴߇޽ࠅ߹ߔ‫ޕ‬‫ޟ‬྾౐╵↳‫ߪޠ‬ᄢቇㆇ༡ߩ઀⚵ߺߦߟ޿ߡ߽㧘࿖┙ᄢቇߩᴺੱൻࠍ฽߻ᄢ᏷ߥᡷ㕟᭴ᗐࠍᛂߜ
಴ߒ߹ߒߚ‫ߒ߆ߒޕ‬㧘ߎࠇߦ߽ᒝ޿ᛶ᛫߇޽ࠅ߹ߒߚ‫ޕ‬‫ߩ࡞࠺ࡕ࡮ࡄ࠶ࡠ࡯࡛ޟ‬ሽ⛯‫ߚߞ⸒ߣޠ‬ࠄ޿޿ߩ߆㧘࠻ࡠ࠙ߩ⸒⪲ࠍ୫ࠅࠇ߫㧘‫ޟ‬ᢎ᝼࿅ࠡ࡞࠼‫ࠆࠃߦޠ‬ᄢቇᡰ㈩㧘ᣣᧄ⊛ߦ⸒߃߫‫ޟ‬ᢎ᝼ળ⥄ᴦ‫ߢߣ߽ߩޠ‬㧘ቇ㐳߿ၫⴕㇱߩᮭ㒢ᒝൻߣ޿ߞߚ㧘ᒝജߥ࡝࡯࠳࡯ࠪ࠶ࡊߩ⏕┙ߪ޽ࠅ߃߹ߖࠎߢߒߚ‫߹޿ޕ‬㧘࡛࡯ࡠ࠶ࡄ߇⋥㕙ߒߡ޿ࠆߩߣห᭽ߦ㧘ᣣᧄߩ႐วߦ߽㧘ࡑࠬൻኻᔕ
ߩࠪࠬ࠹ࡓᡷ㕟߇⪺ߒߊㆃࠇߚ߹߹㧘90 ᐕઍࠍㄫ߃ࠆߎߣߦߥࠆࠊߌߢߔ‫ޕ‬㧚ౣ߮ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞߳
ߘߩ 90 ᐕઍߦߪ㧘ౣ߮ࠕࡔ࡝ࠞ࠽ࠗ࠯࡯࡚ࠪࡦߩᤨઍ߇߿ߞߡ߈ߚߣ⸒ߞߡ޿޿߆ߣᕁ޿
߹ߔ‫ޕ‬ߎߩᤨᦼ㧘࿖㓙⊛ߥవ┵⑼ቇᛛⴚ┹੎ߩỗൻߣߣ߽ߦ㧘㜞╬ᢎ⢒ᡷ㕟ߩടㅦൻߩⷐ᳞߇㕖Ᏹߦᒝߊߥࠅ߹ߒߚ‫ࠍ⃻⴫ߩ࠙ࡠ࠻ޕ‬୫ࠅࠇ߫㧘‫ޟ‬̌⣕Ꮏᬺൻ̍ߩᤨઍߩ⻉ⷐ᳞ߦㆡว‫ࠬࠪߥ⊛ޠ‬࠹ࡓ߳ߣ㧘ᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ߽ᄌࠊߞߡ޿߆ߥߌࠇ߫ߥࠄߥ޿ߣ޿߁⹺⼂߇㧘ᄢቇߩౝᄖߢᡰ㈩⊛ߦߥࠅߪߓ߼ߚߩߢߔ‫ߡߒߘޕ‬㧘ࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߩࠪࠬ࠹ࡓ߳ߩ㧘ォ឵ߩ⹜ߺ߇
ౣᐲ㧘ᧄᩰ⊛ߦᆎ߹ࠅ߹ߔ‫ޕ‬1987 ᐕ߆ࠄ 2000 ᐕ߹ߢ㧘ᡷ㕟᭴ᗐࠍਛᔃ⊛ߦክ⼏ߒߚᄢቇክ⼏ળߢߪ㧘߹ߐߦߘߩ໧㗴߇ᛒࠊࠇߚࠊߌߢߔ‫ޕ‬－ 11 －

ߘߩਛߢ㧘ߣࠅࠊߌ㊀ⷐߥߩߪ㧘‫ޟ‬ᄢቇᢎ⢒ߩᡷༀߦߟ޿ߡ‫ ߁޿ߣޠ‬91 ᐕߩ╵↳ߢߔ‫ࠇߎޕ‬ߦࠃߞߡ㧘ᄢቇ⸳⟎ၮḰߩ࠰ࡈ࠻㕙㧘ߟ߹ࠅᢎ⢒⺖⒟ߩ✬ᚑ㕙ߢߩⷙ೙ߩ㧘ᄢ᏷ߥ✭๺߇࿑ࠄࠇ߹ߒߚ‫⥸৻ޕ‬ᢎ⢒ߣኾ㐷ᢎ⢒ߩႺ⇇߇ขࠅᛄࠊࠇ㧘ቇㇱ㧠ᐕ㑆ߩࠞ࡝ࠠࡘ࡜ࡓ✬ᚑ߇⥄↱ൻߐࠇ㧘⚵❱ߣߒߡߩ৻⥸ᢎ⢒⺖⒟߿ᢎ㙃ㇱ߇޽ߞߣ޿߁㑆ߦᆫࠍᶖߒߚߎߣߪ㧘ߏᛚ⍮ߩㅢࠅߢߔ‫⟎⸳ޕ‬ၮḰߩᄢ✁ൻ࡮⥄↱ൻߣ߽⸒ࠊࠇ߹ߒߚ߇㧘ߘࠇߦࠃߞߡࠃ߁߿ߊᄢቇ⥄りߦࠃࠆ㧘ౝ⊒⊛ߥᡷ㕟ദജ߇ᆎ߹ߞߚߩߢߔ‫ޕ‬
ߘߩ 90 ᐕઍߣ޿߁ߩߪ㧘หᤨߦ 18 ᱦੱญߩᄢ᏷ߥᄌേߣ㧘ߘࠇࠍਥߥℂ↱ߣߔࠆ㜞╬ᢎ⢒⸘↹ߩ⚳Ὣߩᤨઍߢ߽޽ࠅ߹ߒߚ‫ޕ‬ㅴቇ⠪ߩᲣ૕ߢ޽ࠆ 18 ᱦੱญ߇㧘80 ᐕઍߩ 150 ਁੱ೨ᓟ߆ࠄ 1992 ᐕߩ 205 ਁੱ߹ߢᕆჇߒ㧘ߘߩᓟ 120 ਁੱ߹ߢᕆᷫߒߡ޿ߊ‫ߩߘޕ‬ỗᄌᦼߦ㧘᡽ᐭߩⷙ೙㧘㜞╬ᢎ⢒ߩ⸘↹ߦࠃߞߡߪ߁߹ߊኻᔕߢ߈ߥ޿ߎߣ㧘㜞╬ᢎ⢒ੱญߩჇᄢᦼߪߣ߽߆
ߊᷫዋᦼߩ⸘↹ߪਇน⢻ߢ޽ࠆߎߣ߇㧘ࠊ߆ߞߡ߈ߚߩߢߔ‫ޕ‬20 ਎♿ߩ⚳ࠊࠅࠍㄫ߃ࠆ㗃ߦߪ㧘
15 ᐕ㑆⛯޿ߚ㜞╬ᢎ⢒⸘↹ߩᤨઍߪ㧘⚳ࠊࠅࠍ๔ߍߑࠆࠍᓧߥߊߥࠅ߹ߒߚ‫ޕ‬ߎ߁ߒߡ㧘᡽ᐭ࡮ᢥㇱ⋭ߦࠃࠆࠪࠬ࠹ࡓߩࠦࡦ࠻ࡠ࡯࡞ߪ㧘✭๺ߐࠇ㧘ᒙ૕ൻߩᣇะࠍߚߤ
ࠅᆎ߼߹ߒߚ߇㧘ߎߩᤨᦼߦ߽᡽ᐭ࡮ᢥㇱ⋭߇᭴ᗐߒߡ޿ߚߩߪ㧘਄߆ࠄߩᜰዉߦࠃࠆ✭߿߆ߥࠪࠬ࠹ࡓߩ᭴ㅧォ឵ߢ޽ߞߚߣ⷗ߡࠃ޿ߢߒࠂ߁‫ ߇ࠈߎߣޕ‬2000 ᐕઍߦ౉ࠆ㗃߆ࠄ㧘ᯅᧄౝ㑑߆ࠄዊᴰౝ㑑ߦߥࠆ㗃߆ࠄ㧘ⴕ⽷᡽ᡷ㕟ߣ⛊ࠎߢ㧘ᣂ⥄↱ਥ⟵⊛ߥⷙ೙ᡷ㕟ߩേ߈߇ᕆỗߦᒝߊߥࠅ߹ߒߚ‫ߩߘޕ‬⍦వߪ㧘ⷙ೙ߩ߆ߚ߹ࠅߣ߽⸒߁ߴ߈࿖┙ᄢቇߩᴺੱൻ㧘ᢥㇱ⋭ߩⴕ᡽ᯏ᭴߆ࠄߩಾࠅ㔌ߒߣ⥄ᓞൻ㧘ߐࠄߦߪ⸳⟎ၮḰߣߘߩㆇ↪ߩ৻ጀߩ✭๺㧘ᄢቇ⸳⟎ߩ◲ᤃൻߦะߌࠄࠇ߹ߒߚ‫ޕ‬ߎ߁ߒߡᢥㇱ⋭ߪ㧘ᴺ⊛ߥⷙ೙ߦࠃߞߡ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᄙ᭽ൻࠍ࿑ࠆߣ޿߁㧘ᓥ᧪ߩ⒳೎ൻ〝✢ࠍ᡼᫈ߒߡ㧘ᄢቇߩ‫↱⥄ޟ‬ൻ‫ޠ‬‫ޟ‬୘ᕈൻ‫߁޿ߣޠ‬ฬߩᄙ᭽ൻ〝✢ߩᣇะߦ㧘ォ឵ߖߑࠆࠍᓧߥߊߥߞߡ޿ߊߩߢߔ‫ߚߒ߁ߎޕ‬᡽╷ォ឵ߩᦨ߽⽎ᓽ⊛ߥ߽ߩ߇㧘࿖┙ᄢቇߩᴺੱൻߢߔ߇㧘ߘࠇߦߟ޿ߡߪᓟߢ߅⹤ߒ߹ߔ‫ޕ‬㧚⸳⟎ၮḰⴕ᡽ߩᓟㅌ
1990 ᐕઍߩᧃ߆ࠄߩ㧘․ߦ 2000 ᐕઍߦ౉ߞߡ߆ࠄߩⴕ⽷᡽ᡷ㕟ߩၮᧄ⊛ߥᕈᩰߪ㧘◲නߦ⸒ߞߡߒ߹߃߫㧘ᄢ߈ߥ࿖ኅࠍዊߐߥ߽ߩߦᄌ߃ߡ޿ߊ㧘ࠬ࡝ࡓൻߒߡ޿ߊߎߣߦ޽ࠆߣ޿ߞ
ߡࠃ޿ߢߒࠂ߁‫ޕ‬࿖ኅߩሽ࿷߇㊀ߔ߉ࠆߩߢ㧘ߘࠇࠍシߊߒߡ޿ߎ߁㧘ࠕࡔ࡝ࠞߩࠃ߁ߦዊߐ
ߥ᡽ᐭߦߒߡ޿ߎ߁ߣ޿߁ߎߣߢߔ‫ߚߒ߁ߘޕ‬ᣂ⥄↱ਥ⟵⊛ߥᵹࠇߪ㧘ᢎ⢒㧘ߣࠅࠊߌ㜞╬ᢎ⢒ߩ႐วߦ߽߈ࠊ߼ߡ㗼⪺ߢߔ‫ޕ‬ᡷ㕟ߩ߼ߑߔ߽ߩߪ㧘᡽ᐭߩシ㊂ൻ㧘ⷙ೙ߩ✭๺ߥ޿ߒᑄᱛ
ߢߔ߆ࠄ㧘ߘࠇߪ㜞╬ᢎ⢒ⴕ᡽ߦߟ޿ߡ⸒߃߫㧘૗ࠃࠅ߽⸳⟎⹺นⴕ᡽ߩ✭๺㧘ᢥㇱ⑼ቇ⋭߆ࠄ⷗ࠇ߫ᓟㅌߣ޿߁ߎߣߦߥࠅ߹ߔ‫ޕ‬⸳⟎⹺นⴕ᡽ߪ㧘ਛᄩ㓸ᮭ⊛ߥ࿖ኅ૕೙ߣਇนಽߩ㑐ଥߦ޽ࠆࠊߌߢ㧘ⴕ᡽ో⥸ߦ෸߮ᆎ߼
ߚ᳃༡ൻߩേ߈㧘࿾ᣇಽᮭൻߩേ߈╬ߩਛߢ㧘ਛᄩ㓸ᮭ⊛ߥᒝ޿࿖ኅ૕೙ߩំࠄ߉߇㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦኻߔࠆᢥㇱ⑼ቇ⋭ߩࠦࡦ࠻ࡠ࡯࡞㧘⸳⟎ၮḰߩᄢ✁ൻ߿ߘߩㆇ↪㕙ߢߩ✭๺ߣߥ－ 12 －

ߞߡ޽ࠄࠊࠇᆎ߼ߚߩߢߔ‫߫߃⸒ߦ⊛࠭࡯࡟ࡈ࠴࠶ࡖࠠޕ‬㧘‫ޟ‬੐೨ⷙ೙߆ࠄ੐ᓟ࠴ࠚ࠶ࠢ߳‫ߣޠ‬޿߁ߩ߇ᄢ߈ߥⴕ᡽ߩᵹࠇߦߥߞߡ߈ߚࠊߌߢߔ‫ޕ‬⸳⟎ၮḰߦࠃࠆⷙ೙߇፣ࠇࠇ߫㧘ߘࠇ߇ᜂ଻ߒߡ߈ߚࠕࠞ࠺ࡒ࠶ࠢ࡮࡙࠾ࡈࠜ࡯ࡒ࠹߽ࠖ፣
ࠇߡ޿߈߹ߔ‫⽎ߩߘޕ‬ᓽ⊛ߥ߽ߩ߇ቇㇱ߿ቇ⑼ߩฬ⒓㧘߭޿ߡߪቇ૏ߩฬ⒓ߩᄙ᭽ൻߢߔ‫ޕ‬ቇㇱ࡮ቇ⑼ᄌᦝ߿⸳⟎ߩዯ಴ൻߩ᭴ㅧᡷ㕟․඙ߦ߅ߌࠆᩣᑼળ␠ᄢቇ࡮ᄢቇ㒮ߩ⸳⟎⹺นߥߤߦ
ߺࠄࠇࠆࠃ߁ߦ㧘⸳⟎ၮḰ߇ᡷቯߐࠇࠆߚ߮ߦ㧘࡙࠾ࡈࠜ࡯ࡒ࠹ࠖߪᄢ᏷ߦ፣ࠇߡ߈߹ߒߚ‫ޕ‬⸳⟎ၮḰߦࠃࠆ᡽ᐭߩ‫ޟ‬੐೨ⷙ೙‫✭ࠍޠ‬๺ߔࠇ߫㧘ߘࠇߦઍࠊࠆ⥄⊒⊛ߥ‫ޟ‬੐ᓟ࠴ࠚ࠶ࠢ‫ޠ‬ߩࠪࠬ࠹ࡓ߇ᔅⷐߛߣ޿߁ߎߣߢ㧘‫⛽ߩ⾰ޟ‬ᜬⵝ⟎‫ߩߡߒߣޠ‬ฦᄢቇߩ⺑᣿⽿છ㧘ߘߩߚ߼ߩ⥄Ꮖὐᬌ⹏ଔ㧘ᖱႎߩ౏㐿ߩᔅⷐᕈ㧘ߐࠄߦߪ㧘╙ਃ⠪⹏ଔߩ⟵ോߠߌ߹ߢ߇⸒ࠊࠇࠆࠃ߁ߦߥ
ࠅ߹ߒߚ‫ߢߎߘޕ‬ᄢቇߩ⹏ଔࠪࠬ࠹ࡓ㧘ࠕࡔ࡝ࠞߩߘࠇߣߪૃߡ㕖ߥࠆᣣᧄ⊛ߥࠕࠢ࡟࠺ࠖ࠹
࡯࡚ࠪࡦߩ೙ᐲߣߒߡ㧘ᢥㇱ⑼ቇ⋭ߩ‫⹏ߚߒޠ⸽⹺ޟ‬ଔᯏ㑐ߦࠃࠆᯏ㑐⹏ଔࠍ㧘ߔߴߡߩᄢቇ
ߦ⟵ോઃߌࠆߣ޿߁㧘‫⹏⸽⹺ޟ‬ଔ೙ᐲ‫ߦ߁ࠃߩߤ߇ࠇߘޕߔߢߌࠊࠆߺࠍ⿷⊒߇ޠ‬ᯏ⢻ߔࠆߩ߆ߪ㧘ᧂ⍮ᢙߩߣߎࠈ߇ᄢ߈޿ࠊߌߢߔ߇㧘ߎࠇ߽߹ߚࠕࡔ࡝ࠞൻߩ৻ߟߩ⃻ࠇߣ⷗ࠆߴ߈߆߽
⍮ࠇ߹ߖࠎ‫ޕ‬᡽ᐭߩⷙ೙ࠍน⢻ߥ㒢ࠅ✭߼ߡ㧘୘ᕈൻߣߒߡߩᄙ᭽ൻ〝✢ߦォ឵ߔࠇ߫㧘ࠕࡔ࡝ࠞ⊛ߥ⾰ߩ⛽ᜬⵝ⟎߇ߤ߁ߒߡ߽ᔅⷐߦߥߞߡߊࠆ߆ࠄߢߔ‫ޕ‬㧚࿖┙ᄢቇᴺੱൻߩᗧ๧
ߎ߁ߒߚᡷ㕟ߩ৻ㅪߩᵹࠇߩਛߢ㧘వ߶ߤ߽⸅ࠇ߹ߒߚࠃ߁ߦ㧘࿖┙ᄢቇߩᴺੱൻ߇ᄢ߈ߥ
ᗧ๧ࠍᜬߞߡ޿߹ߔ‫ߪࠇߘࠄߥߗߥޕ‬㧘ߎࠇ߹ߢ‫ⷫޟ‬ᣇᣣߩਣ‫ߩޠ‬ర㧘ᢎ᝼ળ⥄ᴦߩ਄ߦㆇ༡
ߐࠇߡ߈ߚ࿖┙ᄢቇࠍ⚻༡૕ߣߒߡ⥄┙ߐߖ㧘ߘߩౝㇱߦቇ㐳ࠍਛᔃߣߒߚᓎຬળߦࠃࠆ࡝࡯
࠳࡯ࠪ࠶ࡊߩ⏕┙ࠍ࿑ࠈ߁ߣ޿߁߽ߩߛ߆ࠄߢߔ‫ޕ‬࿖ኅએᄖߩ⽷Ḯ㧘࠻ࡠ࠙ߩ޿߁‫⵬ޟ‬ഥ⊛⽷Ḯ‫⥄ߡߒߣޠ‬Ꮖ෼౉ߣᄖㇱ⾗㊄ߩჇ㗵ࠍ࿑ࠅ㧘น⢻ߥ㒢ࠅ⽷᡽⊛⥄┙ࠍ᳞߼ࠆߣ޿߁ߩ߽㧘ᴺੱൻ߇߼ߑߔᡷ㕟ߩᣇะߢߔ‫ޕ‬ߚߛ㧘ߘࠇߢᢥㇱ⋭ߦࠃࠆቭ௥⛔೙ߪ⚳ࠊߞߚߩ߆㧘‫ޟ‬ᢎ᝼࿅ࠡ࡞࠼‫ࠆࠃߦޠ‬ᡰ㈩߇⚳ࠊߞߚߩ߆ߣ⸒߃߫㧘ߘ߁ߢߪߥ޿ߩߢߪߥ޿߆‫ࠄߥߗߥޕ‬㧘޿߹ߩ࿖┙ᄢቇᴺੱߪ㧘‫ޟ‬࿖┙‫ޠ‬࡮‫ޟ‬ᄢቇ‫ޠ‬࡮‫ޟ‬ᴺੱ‫߁޿ߣޠ‬ਃߟߩㇱಽ߇㧘᣿⏕ߦಽ㔌ߐࠇߚ߁߃ߢ᦭ᯏ⊛ߦ⛔วߐࠇߡ޿ࠆߩߢߥߊ㧘Ⴚ⇇ߩᦌᤒߥ߹߹ᒻߩ߁߃ߢ৻૕ൻߒߡ߅ࠅ㧘ߘߩߚ߼ߦ⚻༡ߣᢎቇߩ෺ᣇߦߐ߹ߑ߹ߥ໧㗴ࠍ↢ߓߡ޿ࠆࠃ߁ߦᕁ߃ࠆ߆ࠄߢߔ‫ޕ‬⚻༡ߩ໧㗴ߢ޿߃߫㧘ᴺੱൻߒߡቇ㐳࡮ᓎຬળࠍਛᔃߣߒߚ㧘⁛┙ߩၫⴕㇱ࡮ၫⴕ૕೙߇ᢛ
஻ߐࠇߚߪߕߥߩߦ㧘ታ㓙ߦߪ‫ޟ‬࿖┙‫ޠ‬㧔᡽ᐭ㧕ߩㇱಽ߆ࠄ‫ޟ‬ᴺੱ‫ߦޠ‬಴ะߒߡ޿ࠆੱߚߜ㧘ߘࠇ߆ࠄ‫ޟ‬ᄢቇ‫߁޿ߣޠ‬ᢎ᝼࿅ࠡ࡞࠼߆ࠄ‫ޟ‬ᴺੱ‫ߦޠ‬಴ะߒߡ޿ࠆੱߚߜ㧘ߎ߁޿߁ੱߚߜߦࠃ
ߞߡᴺੱㇱಽ߇᭴ᚑߐࠇ㧘ᄢቇߩㆇ༡߇ߥߐࠇߡ޿ࠆࠊߌߢߔ‫ޕ‬೨⠪ߪ⸒߁߹ߢ߽ߥߊ㧘‫ޟ‬⒖േቭ⡯‫ࠆߊߡߞ߿ߡߒߣޠ‬㧘㜞⚖ቭ௥ࠍ฽߻ᢥㇱ⋭ߩቭ௥಴り⠪ߩߎߣߢߔߒ㧘ᓟ⠪ߪᢎ᝼ળߩ
᭴ᚑຬߩਛ߆ࠄㆬ߫ࠇߚ㧘ቇ㐳ࠍ฽߻ᓎຬߚߜߢߔ‫ޕ‬ߐࠄߦ㧘ᐢ⟵ߩၫⴕㇱߩ৻⠢ࠍᜂ߁ㇱዪ㐳߽㧘ቇ㐳⵬૒ߥߤ߽ᢎ᝼ળ᭴ᚑຬߩਛ߆ࠄㆬ߫ࠇ

－ 13 －

ࠆ‫ޕ‬‫ޟ‬಴ะ‫ߪߩ߁޿ߣޠ‬㧘ߘߩੱߚߜ߇㧘৻ቯߩᦼ㑆߇⚳ࠊࠇ߫㧔ቇ㐳ߪ೎ߣߒߡ㧕಴りᲣ૕ߢ޽ࠆᢥㇱ⑼ቇ⋭߿ᢎ᝼࿅ߦ㧘߽߁৻ᐲᚯߞߡ޿ߊ߆ࠄߢߔ‫ޟߩ࠙ࡠ࠻ޕ‬ᢎ᝼࿅ࠡ࡞࠼ߣ᡽ᐭߩ
ቭ௥ਥ⟵߇޽޿߹ߞߡ࡮࡮࡮‫ߩߡ޿ߟߦࠬ࡝ࠡࠗ߁޿ߣޠ‬ᜰ៰ߪ㧘ᴺੱൻߒߚᣣᧄߩ࿖┙ᄢቇߦߟ޿ߡ߽ߘߩ߹߹ᒰߡߪ߹ࠆߣ⸒߁ߴ߈߆߽ߒࠇ߹ߖࠎ‫ޕ‬ઃߌട߃ߡ߅ߌ߫㧘ߎ߁ߒߚ‫⚻ޟ‬༡‫ޟߣޠ‬ᢎቇ‫ᦌߩޠ‬ᤒߥಽൻߥ޿ߒ৻૕ൻߪ㧘࿖౏┙ߦ㒢ࠄߕᣣᧄߩ㧘ߣߊߦᱧผߩฎ޿⑳┙ᄢቇߦ߽౒ㅢߦ⷗ࠄࠇࠆ․ᓽߢߔ‫ޕ‬ᢎ᝼࿅ߩㆬ᜼ߢㆬ߫ࠇ
ߚቇ㐳߇ᴺੱߩℂ੐㐳ࠍ౗ߨ㧘߹ߚℂ੐ߩᄙߊࠍᢎຬ಴り⠪㧔಴ะ⠪㧕߇භ߼ࠆવ⛔⊛⑳ቇߪዋߥߊߥ޿߆ࠄߢߔ‫ޕ‬‫ޟ‬ᢎຬਛᔃਥ⟵‫߆ߔ߹޿⸒ߣޠ‬㧘ᢎຬ߇⚻༡ߩ⽿છࠍ߽ᜂߞߡ޿ࠆ‫ޕ‬ᣣᧄߣࠕࡔ࡝ࠞߩᄢቇߪ㧘ߎߩὐߢ߽ଐὼߣߒߡᄢ߈ߊ⇣ߥߞߡ޿ࠆߣ⸒ߞߡࠃ޿ߢߒࠂ߁‫ޕ‬Υ㧚࡙࠾ࡃ࡯ࠨ࡞㜞╬ᢎ⢒߳ߩ㆏㧚ᣣᧄߩ㜞╬ᢎ⢒ߪࠕࡔ࡝ࠞൻߒߚ߆
ᣣᧄߩ㜞╬ᢎ⢒ߩࠕࡔ࡝ࠞൻߪ㧘੹ߘ߁޿߁⁁ᴫߦ޽ࠆࠊߌߢߔ߇㧘ᦨᓟߦ㧘ߘࠇߢߪᣣᧄ
ߩ࡙࠾ࡃ࡯ࠨ࡞㜞╬ᢎ⢒߳ߩ㆏ߪߤ߁ߥߩ߆ߦߟ޿ߡ㧘චಽ߅⹤߇ߢ߈ࠆ߶ߤਛりߪߥ޿ߩߢ
ߔ߇㧘⧯ᐓߩ⹤ࠍߐߖߡ޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ᣣᧄߩ㜞╬ᢎ⢒ߪࠕࡔ࡝ࠞ࠽ࠗ࠯࡯࡚ࠪࡦࠍ⋡ᜰߒߡ߈ߚߣ⸒޿߹ߒߚ߇㧘ߘࠇߢߪߤߎ߹
ߢࠕࡔ࡝ࠞ࠽ࠗ࠭ߒߚ߆‫߅߽ࠄ߆ߣߎߚ߈ߡߒ⹤߅ߢ߹ࠇߎޕ‬ಽ߆ࠅ޿ߚߛߌࠆߣᕁ޿߹ߔ߇㧘ߥ߆ߥ߆㔍ߒ޿໧㗴ߢߔ‫ޕ‬߹ߕ૗ࠃࠅ߽࠻ࡠ࠙߇ᜰ៰ߒߡ޿ࠆࠃ߁ߦ㧘ᣣᧄߣࠕࡔ࡝ࠞߢߪ㜞╬ᢎ⢒߿ᄢቇߩવ⛔߿ᱧผ㧘ᢥൻ߇߹ߞߚߊ㆑ߞߡ޿߹ߔ‫ࠄ߆ࠇߘޕ‬ਛᄩ㓸ᮭ⊛ߥ᡽ᐭ߽ᒙߊ㧘シߊߥࠆᣇะߦ޽ࠆߣ
ߪ޿߃㧘ଐὼߣߒߡࠕࡔ࡝ࠞߣߪߊࠄߴ߽ߩߦߥࠄߥ޿ߊࠄ޿㧘ᄢ߈ߥሽ࿷ߢ޽ࠅ⛯ߌߡ޿߹ߔ‫ޕ‬ᄢቇߩ⸳⟎⹺น೙ᐲ߽ᑄᱛߦߥߞߚࠊߌߢߪߥߊ㧘⑳ቇߦኻߔࠆࠦࡦ࠻ࡠ࡯࡞ᚻᲑߣߒߡ㧘߹ߛ᦭ലᕈࠍᜬߞߡ޿߹ߔ‫ޕ‬࿖┙ᄢቇᴺੱߦኻߒߡߪㆇ༡⾌੤ઃ㊄㧘⑳ቇߦኻߒߡߪ⑳ቇഥᚑ㧘౏┙ᄢቇߦߟ޿ߡ߽࿾ᣇ੤ઃ⒢ߩᒻߢ㧘⋥ធߩ⽷᡽⊛ᡰេࠍ࿖߇ᄢቇߦኻߒߡⴕߞߡ޿߹ߔ‫ޕ‬ߎࠇ߽߹ߚࠦࡦ࠻ࡠ࡯࡞ᚻᲑߣߒߡᒝߊ௛޿ߡ޿߹ߔ‫ߩߘޕ‬਄㧘వ߶ߤ߽⸒޿߹ߒߚࠃ߁ߦ㧘ᣣᧄߩᄢቇߩਛᩭ⊛ߥㇱಽࠍභ߼ࠆ࿖┙ᄢቇߪ㧘ᴺੱൻߐࠇߚߣߪ⸒ߞߡ߽ଐὼߣߒߡቭ௥೙
⊛ߥᡰ㈩ߩਅߦ޽ࠆࠊߌߢߔ‫ޕ‬ᄢቇߩᄙ᭽ൻ߽㧘ࠕࡔ࡝ࠞߦᲧߴࠇ߫⪺ߒߊㆃࠇߡ޿߹ߔ‫ޕ‬ᣣᧄߪ㧘ߘ߁޿߁ᗧ๧ߢଐὼߣߒߡ㧘࠻ࡠ࠙߇⸳ቯߒߚࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߣ࡛࡯ࡠ࠶ࡄ࡮ࡕ
࠺࡞ߩ㧘ਛ㑆⊛ߥߣߎࠈߦ૏⟎ߒߡ޿ࠆߣ⸒ߞߡࠃ޿ߛࠈ߁ߣᕁ޿߹ߔ‫ޕ‬㧚࿖┙࡮⑳┙࠮ࠢ࠲࡯ߩ㑐ଥ࡛࡯ࡠ࠶ࡄߣߩ㆑޿ߣߒߡ৻⇟㊀ⷐߥߩߪ㧘࿖┙࡮⑳┙࠮ࠢ࠲࡯ߩਗሽߛࠈ߁ߣᕁ޿߹ߔ‫ޕ‬࡛࡯ࡠ࠶ࡄߢߪ⑳ቇ࠮ࠢ࠲࡯ߩᒻᚑ߇ߪߓ߹ߞߚߣߪ޿߃㧘߹ߛᓸ‫ࠆߚޘ‬ሽ࿷ߢߒ߆޽ࠅ߹ߖ
ࠎ߆ࠄ㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓో૕ߩ᭴ㅧࠍᄌ߃ࠆ߶ߤߩജߪᜬߞߡ޿߹ߖࠎ‫ߦࠇߎޕ‬ኻߒߡᣣᧄ
ߪᏂᄢߥ㧘ࠕࡔ࡝ࠞࠍߪࠆ߆ߦ਄࿁ࠆⷙᮨߩ⑳ቇ࠮ࠢ࠲࡯ࠍᜬߞߡ޿߹ߔ‫ޕ‬หߓ⑳┙࠮ࠢ࠲࡯－ 14 －

ࠍᜬߟࠕࡔ࡝ࠞߣߩ㆑޿ߪ㧘వ߶ߤ↳ߒ߹ߒߚࠃ߁ߦ㧘ᣣᧄߢߪ࿖┙࠮ࠢ࠲࡯߇ዊⷙᮨߢߒ߆
߽ఝ૏ߦ޽ࠆ㧘⸒޿឵߃ࠇ߫ᄢ߈ߥ⑳ቇ࠮ࠢ࠲࡯ߩᣇ߇┹੎ߩ਄ߢ㧘ഠ૏ߦ޽ࠆࠊߌߢߔ‫ޕ‬࠻ࡠ࠙ߪࠕࡔ࡝ࠞߣ࡛࡯ࡠ࠶ࡄߩ㆑޿ߦߟ޿ߡ㧘ᰴߩࠃ߁ߥ⥝๧ᷓ޿ᜰ៰ࠍߒߡ޿߹ߔ‫ޕ‬‫ߩࠞ࡝ࡔࠕޟ‬ᄢቇߪోߊ౏┙߆ࠄ߶߷⚐☴ߥ⑳ቇߦ޿ߚࠆ㧘ߥߛࠄ߆ߥᲑ㓏ࠍߥߒߡ޿ࠆ‫ޕ‬‫ޠ‬‫ޠ┙⑳ޟߪߢࠞ࡝ࡔࠕޟ‬ᄢቇ߽㧘౏⊛ߥ⽷᡽ᡰេࠍฃߌߡ޿ࠆ‫ߩߎޕ‬ᡰេߣߪ㧘৻ߟߪ㜞╬ᢎ⢒߳ߩ⿅ਈ߿ነઃߦኻߔࠆ⒢೙਄ߩఝㆄߢ޽ࠅ㧘৻ߟߦߪ౏⊛ߦᡰ⛎ߐࠇࠆᅑቇ㊄ߢ޽ࠆ‫ޕ‬߹ߚߎࠇߣ෻ኻߦ㧘౏┙ᄢቇߢߪቇ↢ߩ᝼ᬺᢱ߿ነઃ㧘⚻ᷣ↥ᬺ⇇߆ࠄߩၮ㊄ߣ޿ߞߚࠃ߁ߥ
⑳⊛ߥ⽷Ḯࠍ⏕଻ߒߡ޿ࠆߒ㧘߹ߚ౏┙ᄢቇߩℂ੐ળߪቇౝߩฦᯏ㑐ߦኻߒߡ⑳┙ᄢቇਗߺߩ
⥄ᓞᕈࠍ⹺߼ߡ޿ࠆ‫ޠ‬‫ޕ‬‫⾗ޟ‬㊄ߣᯏ⢻෸߮ᮭᆭࠍ౏⊛ߥ߽ߩߣ⑳⊛ߥ߽ߩߦ߹ߚ߇ߞߡᜬߟߣ޿
߁ࠕࡔ࡝ࠞᄢቇߩ․ᓽ‫ޠ‬㧔޿ߕࠇ߽ 29 㗁㧕ߣ޿߁ᜰ៰߽޽ࠅ߹ߔ‫ޕ‬ߟ߹ࠅࠕࡔ࡝ࠞߢߪ㧘౏┙ߣ⑳┙ߩႺ⇇߇ᦌᤒߢߔ߇㧘ᣣᧄߢߪᭂ߼ߡ᣿⏕ߦ✢߇ᒁ߆ࠇߡ
޿ࠆߣ޿߁㆑޿߇޽ࠆࠊߌߢߔ‫ޕ‬ᣣᧄߩ⑳┙࠮ࠢ࠲࡯߇㧘ࠕࡔ࡝ࠞߩࠃ߁ߦ࿖౏┙࠮ࠢ࠲࡯ߣ
ᣇࠍਗߴ㧘޽ࠆ޿ߪߘߩఝ૏ߦ┙ߟߎߣ߇น⢻߆ߣ޿߃߫㧘ߘࠇߪ⒢೙߇ᡷᱜߐࠇ㧘ᅑቇ㊄೙ᐲ߇᜛లߐࠇߥ޿߆߉ࠅߪ㧘߈ࠊ߼ߡ㔍ߒ޿ߣᕁࠊࠇ߹ߔ‫ޕ‬⚻Ᏹ⾌ߩ 10 ᢙ㧑ߣ޿߁ߎߣߢߪ޽ࠅ߹ߔ߇㧘ଐὼߣߒߡ᡽ᐭߪᯏ㑐⵬ഥࠍㅢߒߡ㧘⑳ቇ࠮ࠢ࠲࡯ࠍ߇ߞߜࠅࠦࡦ࠻ࡠ࡯࡞ߐࠇߡ޿߹ߔ‫⹺⟎⸳ޕ‬นⴕ᡽߽ᱷߞߡ޿߹ߔ‫ઁޕ‬ᣇ㧘࿖┙࠮ࠢ
࠲࡯ߪᴺੱൻߦࠃߞߡ㧘⑳┙ᄢቇߦᄢ߈ߊㄭߠ޿ߚ߆ߣ޿߃߫㧘ߎࠇ߽ଐὼߣߒߡ᡽ᐭߩᒝ޿
▤ℂਅߦ޽ࠅ߹ߔ‫ޕ‬ਛᦼ⋡ᮡ࡮⸘↹ࠍ╷ቯߒߡ᡽ᐭߩᛚ⹺ࠍ߃ࠆ㧘⛎ਈ᳓Ḱߪੱ੐㒮൘๔ߦᓥࠊߥߌࠇ߫ߥࠄߥ޿㧘ㅌ⡯㊄ߪᄢቇ߇⥄ࠄⓍߺ┙ߡߡᡰ⛎ߔࠆߎߣߪߢ߈ߥ޿㧘ᣉ⸳ᢛ஻߽⥄ജߢߪߢ߈ߥ޿‫৻ߩࠞ࡝ࡔࠕޕ‬ㇱߩᎺ┙ᄢቇߦ߆ߥࠅㄭߠ޿ߚ߆߽ߒࠇ߹ߖࠎ߇㧘࡝࡯࠺ࠖࡦ
ࠣߥ⑳┙ᄢቇ߿Ꮊ┙ᄢቇߣᲧߴࠆߣ㧘ଐὼߣߒߡᒝ޿ࠦࡦ࠻ࡠ࡯࡞ߩਅߦ⟎߆ࠇߡ޿ࠆߣ޿ࠊ
ߑࠆࠍᓧ߹ߖࠎ‫ޕ‬ߎߩߎߣߪ㧘࡙࠾ࡃ࡯ࠨ࡞࡮ࠕࠢ࠮ࠬߦߖࠃ㧘࡙࠾ࡃ࡯ࠨ࡞࡮ࡄ࡯࠹ࠖࠪࡍ࡯࡚ࠪࡦߦߖࠃ㧘ߘߩᜂ޿ᚻߦߥࠆߩߪ㧘޽ࠆ޿ߪߥࠅ߁ࠆߩߪ⺕߆㧘ߣ޿߁໧㗴ࠍᛩߍ߆ߌ߹ߔ‫ߢࠞ࡝ࡔࠕޕ‬ߔߣᎺ┙ߩ㜞╬ᢎ⢒ᯏ㑐㧘ߣߊߦࠦࡒࡘ࠾࠹ࠖ࡮ࠞ࡟࠶ࠫ߇ᜂߞߡ޿ࠆ࡙࠾ࡃ࡯ࠨ࡞ൻߩᓎഀ
ࠍ㧘⺕߇ᜂ߁ߩ߆ߣ޿߁໧㗴ߢߔ‫ߪ࠙ࡠ࠻ޕ‬㧘౏┙ߢ޽ࠆ߇ࠁ߃ߦ቟޿᝼ᬺᢱߢᄙ᭽ߥᢎ⢒ᯏળࠍ⺕ߦߢ߽ឭଏߔࠆ㧘ࠝ࡯ࡊࡦ࠼ࠕဳߩࠦࡒࡘ࠾࠹ࠖ࡮ࠞ࡟࠶ࠫࠍ㧘ࠕࡔ࡝ࠞ㜞╬ᢎ⢒ߩ৻ᄢ⊒᣿ߛߣ޿ߞߡ޿߹ߔ߇㧘ࠊߕ߆ߥ࿖ᐶഥᚑࠍฃߌࠆߛߌߢ㧘᝼ᬺᢱ෼౉ߦଐሽߖߑࠆࠍᓧ
ߥ޿⑳ቇ࠮ࠢ࠲࡯ߪ㧘ᨐߚߒߡ࡙࠾ࡃ࡯ࠨ࡞ൻߩਛᔃ⊛ߥᜂ޿ᚻߚࠅ߁ࠆߩߛࠈ߆㧘ߣ޿߁⇼໧ߢߔ‫ޕ‬
߽߁৻ߟ㧘ᣣᧄߩࡑࠬൻ㧘࡙࠾ࡃ࡯ࠨ࡞ൻࠍ⠨߃ࠆ႐วߦ㊀ⷐߥߩߪ㧘ኾୃቇᩞ㧘ฦ⒳ቇᩞ
ߩሽ࿷ߢߔ‫߇ߔߢ┙⑳߇ߤࠎߣ߶߽ࠇߎޕ‬㧘⸳⟎⹺นߩᮭ㒢߇ㇺ㆏ᐭ⋵ߦ޽ࠅ㧘ቇᩞᢎ⢒ᴺ਄
߽㧘޿ࠊࠁࠆ‫᧦৻ޟ‬ᩞ‫ߢߣߎ߁޿ߣ޿ߥߪߢޠ‬㧘ߎࠇ߹ߢ㜞╬ᢎ⢒᡽╷ߩਛߢシⷞߐࠇߡ߈ߚ
ㇱಽߢߔ‫ߒ߆ߒޕ‬ㅴቇ₸߇ 18 ᱦੱญᲧߢ 24.5㧑ߦߥࠆ㧘ᣣᧄߩਛ╬ᓟᢎ⢒࡮㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩਛߢᦨ߽ᒢജ⊛ߢ㧘ᄙ᭽ߥㇱಽߢ޽ࠆኾୃቇᩞ࡮ኾ㐷ቇᩞࠍ㧘࡙࠾ࡃ࡯ࠨ࡞ൻߩਛߦߤ߁

－ 15 －

૏⟎ઃߌࠆߩ߆ߪᭂ߼ߡ㊀ⷐߥ໧㗴ߢߔ‫ޕ‬ߎߩᄙ᭽ߥㇱಽߪ㧘ߒ߆߽ᄙ᭽ߥ㜞╬ᢎ⢒ᯏ㑐ߩଏ⛎Ḯߦ߽ߥࠅߟߟ޽ࠅ߹ߔ‫ޕ‬ኾ㐷ቇᩞࠍᲣ⢝ߦኾ㐷⡯ᄢቇ㒮߇૞ࠄࠇ㧘ᄢቇߦߥࠆኾୃቇᩞ߽ᰴ‫ߦޘ‬಴ߡ߈ߡ޿ࠆ‫ޕ‬ᩣᑼળ␠ᄢቇ߽ኾ
㐷ቇᩞߣᷓ޿㑐ଥߦ޽ࠆ‫ߩߎޕ‬ኾ㐷ቇᩞߪ㧘࠻ࡠ࠙ߩ⸒⪲ࠍ୫ࠅࠇ߫㧘ᄢቇߣ޿߁‫ޟ‬ᮡḰ⊛‫ޠ‬᭎ᔨ߆ࠄᄢ᏷ߦਵ㔌ߒߡ޿ࠆࠊߌߢߔ߇㧘ߘࠇ߇㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᄙ᭽ൻߩḮᴰߦߥࠆߣ⠨߃ࠆߴ߈ߥߩ߆㧘21 ਎♿ဳߩࠪࠬ࠹ࡓߩਛߦߤ߁૏⟎ઃߌߡ޿ߊߩ߆߽㧘ࠕࡔ࡝ࠞߣ㆑ߞߚᣣ
ᧄߩᄢ߈ߥ໧㗴ߛߣᕁ޿߹ߔ‫ޕ‬ࠕࡔ࡝ࠞߪߎߩㇱಽࠍ㧘ߚߣ߃߫ࠦࡒࡘੑ࠹ࠖ࡮ࠞ࡟࠶ࠫߩᒻߢ㧘౏┙㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ
ਛߦขࠅㄟ߻ߎߣߦࠃߞߡᄙ᭽ᕈࠍታ⃻ߒߡ߈߹ߒߚ߇㧘ᣣᧄߪߘࠇࠍߎࠇ߹ߢ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᨒᄖߦ⟎߈㧘⑳┙ਛᔃߩ⥄↱ߥ⊒ዷߦᆔߨߡ߈߹ߒߚ‫࡞ࠨ࡯ࡃ࠾࡙߇ߣߎߩߘޕ‬ൻ߳ߩ㆏㧘࠻ࡠ࠙ߩ⸒߁࡙࠾ࡃ࡯ࠨ࡞࡮ࠕࠢ࠮ࠬ߿㧘ࡄ࡯࠹ࠖࠪࡍ࡯࡚ࠪࡦ߳ߩ㆏ࠍᄢ߈ߊ㒖߻ߎߣߦߥࠆ߆߽ߒࠇ߹ߖࠎ‫ߚߒ߁ߘ߽ߡߒߦࠇߕ޿ޕ‬ᗧ๧ߢ㧘ᣣᧄߩࠕࡔ࡝ࠞ࠽ࠗ࠯࡯࡚ࠪࡦߪ㧘ଐὼߣߒߡਛㅜඨ┵ߦ⚳ࠊߞߡ޿ࠆߣ޿߁߆㧘ᚲ⹢ቢోߥࠕࡔ࡝ࠞൻߪᦸߺ߇ߚ޿㧘޽ࠅ߃ߥ޿ߎߣߛߣ⷗ࠆߴ߈ߢߒࠂ߁‫࡞ࠨ࡯ࡃ࠾࡙ޕ‬ൻ߳ߩᣣᧄ⊛ߥ㆏ࠍߤߩࠃ߁ߦ᭴▽ߒߡ޿ߊߩ߆
ࠍ㧘⌀೶ߦ⠨߃ߡߺߥߌࠇ߫ߥࠄߥ޿ߣ߈߇᧪ߡ޿ࠆߩߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬㧚‫ޟ‬㜞╬ᢎ⢒ߩ዁᧪௝‫ߩ↳╵ޠ‬ᗧ๧ߔࠆ߽ߩ
ᣣᧄߩ 21 ਎♿ߩ㜞╬ᢎ⢒௝㧘21 ਎♿ဳߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣ޿߁ὐߢ⸒߃߫㧘౏⊛ߥ᭴ᗐߣߒߡ㧘৻⇟ᦨㄭ㧔2005 ᐕ 1 ᦬㧕ߦ಴ߐࠇߚਛᢎክ╵↳㧘‫ޟ‬㜞╬ᢎ⢒ߩ዁᧪௝ߦߟ޿ߡ‫ޠ‬߇޽ࠅ߹ߔ‫ߪߡ޿ߟߦ↳╵ߩߎޕ‬㧘޿ࠈ޿ࠈߥ⺒ߺᣇ߇޽ࠅ߁ࠆߣᕁ޿߹ߔ߇㧘ߥߦࠃࠅ߽ᢥ
ㇱ⑼ቇ⋭ߩ޿ࠊ߫᡽╷ォ឵ት⸒㧘ⴕ᡽ォ឵ት⸒ߣ⺒߻ߴ߈ߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬╵↳ߦߪ㧘ᰴߩࠃ߁ߦᦠ޿ߡ޽ࠅ߹ߔ‫ޕ‬‫ ߩߎޟ‬10 ᢙᐕߩ㑆ߦ㧘㜞╬ᢎ⢒ⴕ᡽ߪ‫ޟ‬‫ޡ‬㜞╬ᢎ⢒⸘↹ߣฦ⒳ⷙ೙‫ᤨߩޢ‬ઍ߆ࠄ‫ޡ‬዁᧪௝ߩឭ␜ߣ᡽╷⺃ዉ‫ᤨߩޢ‬ઍ߳‫ߣޠ‬ᄢ߈ߊ⒖ⴕߒߡ߈ߚ‫ޠ‬‫߇ࠇߎޕ‬ᢥㇱ⑼ቇ⋭ߩክ⼏ળߩ⹺⼂ߢߔ‫ޕ‬ᤨઍߪߎߩࠃ߁ߦォ឵ߒߚߩߛ߆ࠄ㧘࿖ኅߪᣂߒ޿ᓎഀࠍᜂ߁ߎߣߦߥࠆߛࠈ߁‫ޟߢߎߘޕ‬࿖ߩ੹ᓟߩᓎഀߪ㧘Ԙ㜞╬ᢎ⢒ߩ޽ࠆߴ߈ᆫ߿ᣇะᕈߩឭ␜㧘ԙ೙ᐲ⊛ᨒ⚵ߺߩ⸳ቯ࡮ୃᱜ㧘Ԛ⾰ߩ଻㓚ࠪࠬ࠹ࡓߩᢛ஻㧘ԛ㜞╬ᢎ⢒ᯏ㑐࡮␠ળ࡮ቇ⠌⠪ߦኻߔࠆฦ⒳ߩᖱႎឭଏ㧘Ԝ⽷᡽⊛ᡰេߥߤ߇ਛᔃߦߥࠆ‫ޕߔ߹޿ߡߞ⸒ߣޠ‬࿖ߩᓎഀߪᄌࠊߞߚߣ⸒޿߹ߔ߇㧘ᓎഀࠍ⷗ࠇ߫ଐ
ὼߣߒߡᄢ߈ߥജࠍᜬߜ⛯ߌߡ޿ࠆߎߣ߇ࠊ߆ࠅ߹ߔ‫ޕ‬޽ࠆߴ߈ᆫ߿ᣇะᕈߪ࿖߇ឭ␜ߔࠆ‫ޕ‬೙ᐲ⊛ᨒ⚵ߺߩ⸳ቯ࡮ୃᱜ߽࿖ߩᓎഀߢ޽ࠆ‫଻ߩ⾰ޕ‬㓚ࠪࠬ࠹ࡓ߽࿖߇₸వߒߡ᭴▽ߒߡ޿ߊ‫ޕ‬࿖ߩ‫⹏ߚߒޠ⸽⹺ޟ‬ଔᯏ㑐ߦࠃࠆ⹏ଔ೙ᐲߪ㧘߹ߐߦߘߩߚ߼ߩ೙ᐲߢߔ‫ޕ‬ᖱႎឭଏߣ߆⽷᡽⊛ᡰេߛߌߢߪߥ޿‫ߦࠄߐޕ‬㧘ߎࠇ߆ࠄߪ⽷᡽⊛ᡰេࠍㅢߒߡ㧘ᄙ᭽ൻࠍ࿑ߞߡ޿ߊߣ޿߁ߎߣ߽⸒ߞߡ޿߹ߔ‫ޕ‬ᄢቇ߇‫ޟ‬࿕ቯ⊛ߥ‫ޡ‬⒳೎ൻ‫ߢޢ‬ߪߥߊ㧘ᜬߞߡ޿ࠆߐ߹ߑ߹ߥᯏ⢻ߩߤߎߦ࠙ࠛࠗ࠻ࠍ߆ߌࠆ߆ߦࠃߞߡ㧘✭߿߆ߦᯏ⢻ಽൻߒߡ޿ߊ‫ᦼࠍߣߎޠ‬ᓙߔࠆ‫ߩ߼ߚߩߘޕ‬᡽╷⊛ߥ⺃ዉᚻᲑߣߒߡ㧘߈߼⚦߿߆ߥࡈࠔࡦ࠺ࠖࡦ

－ 16 －

ࠣ࡮ࠪࠬ࠹ࡓࠍ⠨߃ࠆߣ޿߁ߩߢߔ‫ޕ‬‫ޟ‬㜞╬ᢎ⢒ᯏ㑐߇ᜬߟᄙ᭽ߥᯏ⢻ߦᔕߓߚᒻߦ⒖ⴕߒ㧘ᯏ㑐⵬ഥߣ୘ੱ⵬ഥߩㆡಾߥࡃ࡜ࡦ
ࠬ㧘ၮ⋚⊛⚻⾌ഥᚑߣ┹੎⊛⾗Ḯ㈩ಽࠍ᦭ലߦ⚵ߺวࠊߖࠆߎߣߦࠃࠅ㧘ᄙర⊛ߢ߈߼⚦߿߆ߥࡈࠔࡦ࠺ࠖࡦࠣ࡮ࠪࠬ࠹ࡓ߇᭴▽ߐࠇࠆߎߣ߇ᔅⷐߢ޽ࠆ‫ࠅࠃߦࠇߎޕ‬㧘࿖౏⑳ߘࠇߙࠇߩ
․⦡޽ࠆ⊒ዷߣ✭߿߆ߥᓎഀಽᜂ㧘⾰ߩ㜞޿ᢎ⢒࡮⎇ⓥߦะߌߚㆡᱜߥ┹੎߇⋡ᜰߐࠇࠆߴ߈
ߢ޽ࠆ‫ޕߔ߹޿ߡߞ⸒ߣޠ‬COE ߽㧘⃻ઍ GP ߿․⦡ GP ߣ޿ࠊࠇࠆᢎ⢒߿␠ળ⽸₂㑐ଥߩ GP㧘ࠣ࠶࠼࡮ࡊ࡜ࠢ࠹߽ࠖࠬ㧘ߘ߁ߒߚᓎഀࠍᦼᓙߒߡߩࡈࠔࡦ࠺ࠖࡦࠣߩ৻Ⅳߛߣ⸒ߞߡ޿޿ߢ
ߒࠂ߁‫ޕ‬
᡽ᐭߪߎߩࠃ߁ߦ᡽╷ォ឵ࠍߒߚߣ⸒ߞߡ޿߹ߔ߇㧘ߘߩᣇะߢߤߩࠃ߁ߦ㧘21 ਎♿ဳߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍ᭴▽ߐࠇߡ޿ߊߩ߆ߪ㧘੹ߩᲑ㓏ߢߪ㧘߹ߛ߶ߣࠎߤ⷗߃ߡ޿߹ߖࠎ‫ߗߥޕ‬⷗߃ߦߊ޿ߩ߆ߣ޿߃߫㧘᡽ᐭߩⷙ೙ࠍน⢻ߥ㒢ࠅឃ㒰ߒ㧘ߘࠇߙࠇߩᄢቇ߇⥄↱ߦㆬᛯ⊛ߦ⥄ಽߩㅴ〝ߥࠅᄢቇ௝ߥࠅࠍឬ޿ߡ޿ߌࠆࠃ߁ߦߔࠆߣߐࠇߡ޿ࠆ߽ߩߩ㧘㧔‫↱⥄ޟ‬ൻ‫ߎߤ߇ޠ‬߹ߢᧄ‛߆ߪ߭ߣ߹ߕ߅ߊߣߒߡ㧕㧘ߘߩ⥄↱ࠍㆬᛯ⊛ߦⴕ૶ߔࠆ⢻ജࠍ㧘ߘࠇߙࠇߩᄢቇ߇ᜬ
ߞߡ޿ࠆߩ߆ߤ߁߆ߦߟ޿ߡ㧘⇼໧߇ᱷࠆ߆ࠄߢߔ‫ߚ߹ޕ‬㧘⢻ജࠍᜬߞߡ޿ߚߣߒߡ߽㧘ߘࠇࠍታ⃻ߔࠆᚻᲑ߇ߤࠇߛߌ޽ࠆߩ߆ߦߟ޿ߡ߽㧘ߐ߹ߑ߹ߥ໧㗴߇ᱷߞߡ޿ࠆ߆ࠄߢߔ‫ޕ‬㧚࡙࠾ࡃ࡯ࠨ࡞ൻ߳ߩ╙ਃߩ㆏߆
ᦨᓟߦ㧘ࠕࡔ࡝ࠞ߇ߘߩᱧผ⊛ߥ․ᕈߩࠁ߃ߦ㧘޿ࠊ߫⥄േ⊛ߦߚߤߞߡ߈ߚ࡙࠾ࡃ࡯ࠨ࡞
ൻ߳ߩ㆏㧘ߘࠇ߆ࠄ࡛࡯ࡠ࠶ࡄ߇࿎㔍ߦ⋥㕙ߒߥ߇ࠄᮨ⚝ߒᆎ߼ߚ࡙࠾ࡃ࡯ࠨ࡞ൻ߳ߩ㆏ߩߤ
ߜࠄߣ߽⇣ߥࠆ╙ਃߩ㆏㧘ᣣᧄߩ㆏߇޽ࠆߩߛࠈ߁߆ߣ޿߁໧㗴߇޽ࠅ߹ߔ‫ޕ‬ߎࠇ߹ߢ⷗ߡ߈ߚࠃ߁ߦ㧘࡛࡯ࡠ࠶ࡄ߽ࠕࡔ࡝߽ࠞ㧘ᣣᧄߦߣߞߡߪㇱಽ⊛ߥࡕ࠺࡞ߦߒ߆
ߥࠅᓧߥ޿ߎߣߪ᣿ࠄ߆ߢߔ‫ޕ‬ቇ߱ߴ߈ߎߣߪ޽ࠆߌࠇߤ߽㧘ߘࠇࠍᔘታߦ⌀ૃࠇ࡙߫࠾ࡃ࡯
ࠨ࡞ൻ㧘21 ਎♿ဳߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ߇᭴▽ߐࠇࠆߣ޿߁ߎߣߢߪߥ޿ߣ޿߁ߩߪ㧘ߎࠇ߹ߢߩ⹤ߢ߅ࠊ߆ࠅ޿ߚߛߌߚߩߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬ㅴቇ₸ߣ޿߁ὐߢߪ࡙࠾ࡃ࡯ࠨ࡞Ბ㓏߳ߩᢝዬࠍ⿧߃ߚᣣᧄߢ߽㧘࠻ࡠ࠙ߩᜰ៰ߤ߅ࠅ㧘ࡑࠬဳ㜞╬ᢎ⢒ߩෂᯏ߇ᰴ╙ߦ⴫㕙ൻߒߟߟ޽ࠅ߹ߔ‫ߩ࠙ࡠ࠻ߡ޿ߟߦࠞ࡝ࡔࠕޕ‬᜼ߍߚ੖ߟߩ
ෂᯏࠍߥߙߞߡ޿ߌ߫㧘╙৻ߦᩰᏅ␠ળൻߣᯏળߩਇᐔ╬ൻ߇㧘ᣣᧄߩ႐วߦ߽㗼⪺ߦߥߞߡ߈߹ߒߚ‫ޕ‬ᄢቇᢎ⢒ߩ⚻㛎⠪ߣ㕖⚻㛎⠪ߩಽൻߣ޿߁໧㗴߽޽ࠅ߹ߔߒ㧘ᄢቇ⚻㛎⠪ߩਛߦ߽㧘ቇᩞᱧਥ⟵ߣ޿߁ᒻߢߩᩰᏅ᭴ㅧ߇޽ࠅ߹ߔ‫ޕ‬╙ੑߩਛ╬ᢎ⢒ߩᒙ૕ൻ߽㧘ࠕࡔ࡝ࠞߩ߭ߘߺߦ୮ߞߡߣ޿߁ࠊߌߢߪ޽ࠅ߹ߖࠎ߇㧘ᕆỗߦ㗼࿷ൻߒߡ߈߹ߒߚ‫ࠄ߆ࠇߘޕ‬ਃߟ⋡ߦ㧘ᄢቇߣ޿߁‫ޟ‬ᮡḰ⊛‫ޠ‬᭎ᔨ߽ᄢ߈ߊំࠄ޿ߢ޿߹
ߔ‫ޕ‬ᣣᧄߩ႐ว㧘ߘࠇߪᄢቇ⸳⟎ၮḰߣ޿߁ᒻߢ␜ߐࠇߡ߈߹ߒߚ߇㧘ߘࠇ߇ᄢ᏷ߦᡷቯߐࠇ㧘޿ߞߡߺࠇ߫ᄢቇߣߪ૗߆ࠍߪ߆ࠆ㧘ࡔ࡯࠻࡞ේེ߇ߥߊߥߞߡߒ߹ߞߚ‫ᦨޕ‬ㄭߩਛᄩᢎ⢒ክ⼏ળᄢቇಽ⑼ળߩ⼏⺰ߩ৻ߟߩὶὐ߽㧘ᄢቇߣߪ޿ߞߚ޿૗ߥߩ߆㧘ߣߊߦቇ჻⺖⒟ᢎ⢒ߣߪߤߩࠃ߁ߥ߽ߩߢ޽ࠆߴ߈ߥߩ߆㧘ߦะߌࠄࠇߡ޿߹ߔ‫ޕ‬－ 17 －

╙྾ߩࠕࠞ࠺ࡒ࠶ࠢ࡮ࡁ࡞ࡓߩ፣უ߽㧘ᷓೞߥ໧㗴ߦߥߞߡ߈ߡ޿ࠆߣᕁ޿߹ߔ‫ޕ‬ኾ㐷⡯ᄢቇ㒮߇⊓႐ߒߚߎߣߦࠃߞߡ㧘ኾ㐷⡯ᄢቇ㒮ߣ৻⥸ߩᄢቇ㒮ߣߩႺ⇇߇໧ࠊࠇᆎ߼߹ߒߚ‫ޕ‬ቇㇱᢎ⢒ߩࠞ࡝ࠠࡘ࡜ࡓ߽ᄙ᭽ൻ߇ㅴߺ㧘ቇ჻⺖⒟ୃੌ⠪ߩቇ૏ߢ޽ࠆቇ჻ภߪ㧘ߤߩࠃ߁ߥࠕ
ࠞ࠺ࡒ࠶ࠢ࡮ࠬ࠲ࡦ࠳࡯࠼ߩ਄ߦ૏⟎ߒߡ޿ࠆߩ߆߇㧘⷗߃ߥߊߥߞߡ᧪ߡ޿߹ߔ‫ޕ‬ᄢቇੱߩ⠨߃ᣇ⥄૕߇ᄙ᭽ൻߒߡ߈߹ߒߚ‫ޕ‬਎ઍ⊛ߥࠡࡖ࠶ࡊ߽޽ࠅ߹ߔߒ㧘ቇㇱ㑆ߩ⠨߃ᣇߩ㆑޿߽
޽ࠆ㧘⸳⟎ਥ૕㑆ߩ⠨߃ᣇߩ㆑޿߽޽ࠆߣ޿߁⁁ᴫ߇߹ߔ߹ߔ৻⥸ൻߒߡ޿߹ߔ‫ޕ‬ᄙ᭽ൻߔࠇ
߫ᒰὼ⿠ߎߞߡߊࠆ໧㗴ߢߔ߇㧘੹ߘ߁޿߁ᷙㅅߒߚ⁁ᴫ߇ㅴⴕߒߡ޿ࠆࠊߌߢߔ‫ޕ‬╙੖ߣߒߡ㧘ቇ⠌␠ળߩᧂᚑᾫߣ޿߁໧㗴߽޽ࠅ߹ߔ‫ޕ‬ᣣᧄߪ IT ߩࡂ࡯࠼㕙ߢߪవㅴ࿖ߢߔ
߇㧘࠰ࡈ࠻㕙ߢߪᔅߕߒ߽ߘ߁ߢߪ޽ࠅ߹ߖࠎ‫߇࠙ࡠ࠻ߦߊߣޕ‬㧘࡙࠾ࡃ࡯ࠨ࡞ൻߩ᧦ઙߣߒ
ߡ㊀ⷞߒߡ޿ߚᢎ⢒ߩ㕙ߢߩ IT ߩዉ౉ߪ㧘ࠕࡔ࡝ࠞߦᲧߴߡ⪺ߒߊㆃࠇߡ޿߹ߔ‫ޕ‬หᤨߦ㧘⍮⼂␠ળൻ㧘ᖱႎ␠ળൻߩㅴዷߦ߽߆߆ࠊࠄߕ㧘㜞ᐲኾ㐷ੱ᧚ߦኻߔࠆ㔛ⷐ߽㧘ᣣᧄߩ␠ળߪࠕ
ࡔ࡝ࠞߦߊࠄߴߡ㧘߹ߛ⪺ߒߊૐ޿࡟ࡌ࡞ߦ޽ࠅ߹ߔ‫ޕ‬㜞ᐲኾ㐷⡯㧘ࡊࡠࡈࠚ࠶࡚ࠪࡦߣߪ૗
߆ߣ޿߁᭎ᔨⷙቯߘߩ߽ߩ߇ᦌᤒߥ߹߹㧘ߐ߹ߑ߹ߥ‫ޟ‬ኾ㐷⡯‫ޠ‬ᄢቇ߇ߟߊࠄࠇߡ޿߹ߔ߇㧘ߘߎߦᚑੱቇ⠌⠪߇ߥ߆ߥ߆߿ߞߡߎߥ޿ߣ޿߁໧㗴߽޽ࠅ߹ߔ‫ޕ‬ᣣᧄဳߩቇ⠌␠ળߪ޿ߞߚ
޿ߤߩࠃ߁ߥᒻߦߥࠆߩ߆㧘ߥ߆ߥ߆⷗߃ߡ߈߹ߖࠎ‫ޕ‬ߎߩ߹߹޿ߌ߫㧘ᣣᧄߪࠕࡔ࡝ࠞ࡮ࡕ࠺࡞ߣ࡛࡯ࡠ࠶ࡄ࡮ࡕ࠺࡞ߩ㐳ᚲࠃࠅ߽⍴ᚲ㧘࠺ࡔ࡝࠶࠻߫߆ࠅࠍ౒᦭ߒ㧘⚵ߺวࠊߖߚ㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍᜬߟࠃ߁ߦߥࠆෂ㒾ᕈ߇ᄢ߈޿ߩߢߪ
ߥ޿߆‫ޕ‬․ߦᄢ߈ߥ໧㗴ߪ㧘వߦ߽⸅ࠇߚ㧘⑳ቇ࠮ࠢ࠲࡯ਛᔃߩ࡙࠾ࡃ࡯ࠨ࡞ൻߣ޿߁࠺ࠖ࡟ࡦࡑߢ
ߔ‫࡞ࠨ࡯ࡃ࠾࡙ߩဳࠞ࡝ࡔࠕޕ‬ൻߪ㧘౏┙࠮ࠢ࠲࡯ߢᜂࠊࠇߡ޿ࠆࠊߌߢ㧘ࠦࡒࡘ࠾࠹ࠖ࡮ࠞ
࡟࠶ࠫߩሽ࿷߇㧘࡙࠾ࡃ࡯ࠨ࡞ൻߩផㅴߦᒝജߥᓎഀࠍᨐߚߒߡ޿߹ߔ‫ޕ‬ᣣᧄߩ႐วߦߪߘ߁
ߒߚ㧘࡙࠾ࡃ࡯ࠨ࡞ߥࠕࠢ࠮ࠬ߿ࡄ࡯࠹ࠖࠪࡍ࡯࡚ࠪࡦࠍน⢻ߦߔࠆࠃ߁ߥ㧘㐿᡼⊛ߢૐᑇߥ㜞╬ᢎ⢒ᯏ㑐߇ሽ࿷ߒ߹ߖࠎ‫ࠬࡑޕ‬ൻߩਛᔃ⊛ߥᜂ޿ᚻߪ㧘ᄢቇ࡮⍴ᄢ࡮ኾୃቇᩞ㧘޿ߕࠇ߽߽ߞ߬ࠄ᝼ᬺᢱ෼౉ߢㆇ༡ߐࠇࠆ㧘⑳┙࠮ࠢ࠲࡯ߢ޽ߞߚࠊߌߢߔ߇㧘࡙࠾ࡃ࡯ࠨ࡞Ბ㓏ߪߤ߁ߥߩ߆‫࡞ࠨ࡯ࡃ࠾࡙ޕ‬Ბ㓏ߦ߰ߐࠊߒ޿㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍ᭴▽ߔࠆߚ߼ߦߪ㧘ࠦࠬ࠻ߩ໧
㗴߿ᢎ⢒ߩ⾰㧘᳓Ḱߩ໧㗴ࠍㆱߌࠆߎߣ߇ߢ߈߹ߖࠎ‫ߩߎޕ‬໧㗴ࠍ޿ߞߚ޿ߤߩࠃ߁ߦ⸃᳿ߔ
ࠆߩ߆ߪ㧘ᣣᧄ߇⋥㕙ߒߡ޿ࠆᦨᄢߩ⺖㗴ߣ޿ߞߡࠃ޿ߢߒࠂ߁‫ޕ‬ଐὼߣߒߡ㧘シߊߥߞߚߣߪ޿߃㧘ᮭജࠍᜬߜ⛯ߌߡ޿ࠆ࿖ኅ̆᡽ᐭߩ໧㗴߽޽ࠅ߹ߔ‫࠻ޕ‬ࡠ࠙ߩ⸒⪲ࠍ߆ࠅࠇ߫㧘᡽ᐭߪⶄ㔀ൻߔࠆ‫⛔ࠍࡓ࠹ࠬࠪޟ‬ᓮߔࠆജ‫ᧄࠍޠ‬ᒰߦᜬߞߡ޿ࠆߩߛ
ࠈ߁߆‫ޕ‬‫ⶄߔ߹ߔ߹ޟ‬㔀ൻߔࠆࠪࠬ࠹ࡓߦኻᔕߢ߈ߕߦⶄ㔀ߥ࡞࡯࡞ࠍ᳿߼ߡߒ߹߁‫ߥߪߣߎޠ‬޿ߩ߆‫ޕ‬‫⽷ޟ‬᡽ᡰ಴ᯏ㑐ߦឭ಴ߔࠆᦠ㘃૞ᚑ‫ߢޠ‬ᄢቇ߇‫⥄ޟ‬Ꮖᄌ㕟ߩࠛࡀ࡞ࠡ࡯ࠍᶖ⠻‫ߒߡߒޠ‬߹߁ߎߣߪߥ޿ߩ߆‫ߪࠇߎޕ‬࿖┙ᄢቇᴺੱߦߣߞߡߪᭂ߼ߡ⃻ታ⊛ߥ㧘ಾታߥ໧㗴ߦߔߢߦߥ
ࠅߟߟ޽ࠅ߹ߔ‫⪲⸒ޕ‬ㅢࠅߩߎߣ߇⿠ߎߞߡ޿ࠆߣ޿ߞߡ߽⸒޿ㆊ߉ߢߪߥ޿㧘ߣ޿߁ᗵߓ߇
ߒ߹ߔ‫ޕ‬
ߎ߁ߒߚ໧㗴ࠍ⸃᳿ߒߡ޿ߊߚ߼ߦߪ㧘࿖┙ᄢቇࠍ฽߼ߡᄢቇ߇ᄌ㕟ߐࠇࠆߛߌߢߪߥߊߡ㧘－ 18 －

ᢥㇱ⑼ቇ⋭ߣ޿߁ⴕ᡽ቭᐡߘߩ߽ߩ߇ᄌ㕟ߐࠇߥߌࠇ߫ߥࠄߥ޿ߢߒࠂ߁‫ޕ‬㑆ធൻߒ㧘ᒙ߼ࠄࠇߚߣߪ޿߃㧘వߦᜰ៰ߒߚࠃ߁ߦ㧘ଐὼߣߒߡࠦࡦ࠻ࡠ࡯࡞ߩᮭ㒢ߣജࠍᜬߜ⛯ߌߡ޿ࠆᢥ
ㇱ⑼ቇ⋭ߪ㧘ߤߎ߹ߢᄌࠊߞߚߩߛࠈ߁߆‫ޕ‬ᄢቇߩᄌ㕟ࠍᒝߊ᳞߼ߡ޿ࠆᢥㇱ⑼ቇ⋭⥄りߪ㧘ߤߎ߹ߢᄌ㕟ߩദജࠍߒߡ޿ࠆߩߛࠈ߁߆‫ޕ‬᡽ᐭߣᄢቇߩ㑐ଥߪ㧘ᄢቇߛߌߢߥߊ᡽ᐭ߽ᄌࠊ
ࠆߎߣߦࠃߞߡᆎ߼ߡ㧘ߎࠇ߹ߢߣߪᄌࠊߞߚ߽ߩߦߥࠆߪߕߢߔ‫ޕ‬ᢥㇱ⑼ቇ⋭⥄りࠍߤ߁ᄌ߃ࠆߴ߈ߥߩ߆㧘߽ߞߣ⼏⺰ߔࠆᔅⷐ߇޽ࠆߩߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬㧚࠻ࡠ࠙㧙߽߁৻ߟߩ␜ໂ
ᦨᓟߦ࠻ࡠ࠙߇ߒߡ޿ࠆᜰ៰ߢ㧘⑳ߦߣߞߡ߽ߞߣ߽㊀ⷐߛߣᕁࠊࠇࠆ߽ߩߦߟ޿ߡ߅⹤ߒ
ߡ㧘⚳ࠊࠅߚ޿ߣᕁ޿߹ߔ‫ޕ‬ᄙ᭽ൻߒߚ㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍᡰ߃ߡ޿ࠆ߽ߩߪ㧘ࠕࡔ࡝ࠞߩ႐ว޿ߞߚ޿૗ߥߩ߆ࠍ㧘࠻ࡠ࠙ߪ➅ࠅ㄰ߒᜰ៰ߒߡ޿߹ߔ‫ޕ‬ᓐߪ㧘ߘࠇࠍ‫␠ޟ‬ળߣߩㅪ៤‫ߢ⪲⸒߁޿ߣޠ‬๭ࠎߢ޿߹ߔ߇㧘ᣣᧄߣ㆑ߞߡ↥ቇㅪ៤ߣ޿߁ᗧ๧ߢߪ޽ࠅ߹ߖࠎ‫ߪߦߟ৻ޕ‬ᄢቇ߇ᨐߚߔ⺑᣿⽿છ㧔ࠕࠞ࠙ࡦ࠲ࡆ࡝࠹ࠖ㧕
㧘╙ੑߦᏒ႐ߩࡔࠞ࠾࠭ࡓ㧘߽߁৻ߟߪା㗬ߣ޿߁ᒻߢߩᄢቇߣ␠ળߩ㑐ଥ㧘ߘߒߡߎࠇࠄਃ⠪ߩࡃ࡜ࡦࠬ໧㗴ߛߣᓐߪ⸒ߞߡ޿߹ߔ‫ޕ‬ᄢቇߪ␠ળߦኻߒߡ㧘ߤߩࠃ߁ߦ⺑᣿⽿છࠍᨐߚߒߡ޿ߊߩ߆‫ޕ‬Ꮢ႐ൻߔࠆ␠ળߩਛߢ㧘Ꮢ႐߇ᄢቇߩᜬߞߡ޿ࠆ౏౒ᕈࠍ፣უߐߖߥ޿ࠃ߁ߦߔࠆߦߪߤ߁ߒߚࠄࠃ޿ߩ߆‫ߪߦࠄߐޕ‬ᄢቇ߇␠ળ߆ࠄߩା㗬ࠍ㧘ߤߩࠃ߁ߦൎߜᓧߡ޿ߞߚࠄ޿޿ߩ߆‫߁޿߁ߎޕ‬໧㗴ࠍ㧘ᣣᧄߩᄢቇ
߽⌀೶ߦ⠨߃ߡ޿߆ߥߌࠇ߫ߥࠄߥ޿ߣᕁ޿߹ߔ‫ޕ‬వ߶ߤ߽⸅ࠇ߹ߒߚ߇㧘‫ߦ߆߿✭ߩࠞ࡝ࡔࠕޟ‬ㅪ⚿ߒߡ޿ࠆ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘ήᢙߩ㧘޽ࠄࠁࠆ⒳㘃ߩ࿅૕ߦᛴᙬߐࠇࠆߎߣߦࠃߞߡ߭ߣߟߩᒻࠍਈ߃ࠄࠇߡ޿ࠆ‫ߩ࠙ࡠ࠻߁޿ߣޠ‬ᜰ៰ߪ㧘߈ࠊ߼ߡ㊀ⷐߛߣ⠨߃߹ߔ‫ޕ‬ᣣᧄߢߪ㧘ߎߩ‫ߩߟߣ߭ޟ‬ᒻ‫ߢ߹ࠇߎߪޠ‬᡽ᐭߦࠃߞߡ㧘⸳⟎ၮḰⴕ᡽ࠍㅢߓߡߟߊࠄࠇߡ߈߹ߒߚ‫߇ࠇߘޕ‬ᒙ૕ൻߒߚ㧘‫ޟ‬੐೨ⷙ೙߆ࠄ੐ᓟ࠴ࠚ࠶ࠢ‫ޠ‬
߳ߩ⒖ⴕ߇⸒ࠊࠇࠆߣ߈ߦ㧘ᣣᧄߢ߽㧘ߎߩࠕࡔ࡝ࠞ⊛ߥ‫ޟ‬ήᢙߩ㧘޽ࠄࠁࠆ⒳㘃ߩ࿅૕ߦᛴ
ᙬߐࠇࠆ‫⁁߁޿ߣޠ‬ᘒ㧘ߟ߹ࠅᄙ᭽ൻߔࠆ㜞╬ᢎ⢒ᯏ㑐ߦ‫ߩߟߣ߭ޟ‬ᒻ‫ࠍޠ‬ਈ߃ࠆࠃ߁ߥ㧘ᄢቇ㑆ߩⶄ㔀ߢኒᐲߩ㜞޿ࡀ࠶࠻ࡢ࡯ࠢ߇㧘ᨐߚߒߡᒻᚑߐࠇߡ޿ߊߩߛࠈ߁߆‫ޕ‬ᣣᧄߦ߽㧘ᄢቇ࿅૕߽޽ࠅ߹ߔߒ㧘⹏ଔᯏ㑐߽ߢ߈ߟߟ޽ࠅ߹ߔ‫ߛߚޕ‬㧘ࠕࡔ࡝ࠞߦᲧߴࠇ
߫㧘ߘߩኒᐲߪ߹ߛ㧘ߏߊૐ޿߽ߩߢߒ߆޽ࠅ߹ߖࠎ‫ޕ‬ᄢቇ࿅૕ߪ⸳⟎⠪೎߇ၮᧄߢߔߒ㧘߶ߣࠎߤ߇ࠢࡠ࡯࠭࠼ߥ㧘ⷫ⌬࿅૕⊛ߥ߽ߩߦㆊ߉߹ߖࠎ‫⹏ޕ‬ଔᯏ㑐߽ߢ߈ߚ߫߆ࠅߢ㧘ߘࠇ߇ߤߎ߹ߢ᳓Ḱߩ⛽ᜬ࡮ะ਄ߩᚻᲑߣߒߡᯏ⢻ߔࠆߩ߆㧘⷗߃ߡ޿߹ߖࠎ‫߇ࠄࠇߘޕ‬㧘ᧄᒰߦ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦᒻࠍਈ߃ࠆ⢻ജࠍᜬߞߡ޿ࠆߩ߆߇㧘዁᧪ࠍ⷗ㅢߔ႐วߦ߈ࠊ߼ߡ㊀ⷐߥ໧㗴ߢߪߥ޿߆ߣᕁ߁ߩߢߔ‫ޕ‬࿖ኅߩⷙ೙ജ߇ᒙ߹ࠅ㧘ߘࠇߙࠇߩ㜞╬ᢎ⢒ᯏ㑐ߩㆬᛯߣᗧᕁ᳿ቯߩ⥄↱߇ᄢ᏷ߦ⹺߼ࠄࠇ
ࠆࠃ߁ߦߥߞߚᤨߦ㧘࿖ኅ߳ߩኻ᛫ജߣߒߡ㧘ߣ޿߁ࠃࠅ࿖ኅߩⷙ೙ߦઍᦧߔࠆ߽ߩߣߒߡ㧘ᄢቇߩ਎⇇߇ߤߩࠃ߁ߥ⋧੕ߩㅪᏪࠍߟߊࠅ಴ߖࠆߩ߆㧘ߘࠇߦࠃߞߡᏒ႐ߩജߦኻ᛫ߒ㧘␠－ 19 －

ળߦኻߒߡ⺑᣿⽿છࠍᨐߚߒ㧘␠ળߩା㗬ࠍൎߜขߞߡ޿ߊߩ߆‫߹޿ࠄ߆ࠞ࡝ࡔࠕޕ‬ቇ߱ߣߒߚࠄ㧘ᦨ߽㊀ⷐߥߩߪߘߩ⺖㗴ߢߪߥ޿ߩ߆‫ޕ‬㚟ߌ⿷ߢ⥠⿷ࠄߕߥ⹤ߦߥࠅ߹ߒߚ߇㧘੍ቯߩᤨ㑆ߦߥࠅ߹ߒߚߩߢ㧘ߎࠇߢ⑳ߩႎ๔ࠍ⚳ࠊࠅߦߐߖߡ޿ߚߛ߈߹ߔ‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽߽߁ߤޕ‬－ 20 －

The Nature and Development of Quality Assurance in Higher Education– what is changing and what remains the same
Richard Lewis

Network for Quality Assurance Agencies in Higher Education
It is usually very boring but some times very necessary to start a paper with definitions and thisis such an occasion.
The world of quality assurance is bedevilled by inconsistent use of terminology so I would liketo start by presenting my own choice of definitions together with some justification for that choice.
Let me start with the key phrase
Quality Assurance
Quality assurance is an all-embracing term covering all the policies, processes, and actions
through which the quality of higher education is maintained and developed. (Campbell &Rozsnyai, 2002, p. 32)
Quality Assessment
Quality Assessment covers both the means by which a judgement is made about the quality
and standards of an institution or a programme and the judgement itself. (Vlãscanu, Grünberg
and Pârlea, 2004, p. 22)
Accreditation
Accreditation is a form of quality assessment where the outcome is a binary (yes/no) decisionthat usually involves the granting of special status to an institution or programme. (CHEA
2001)
Those interested in a more detailed discussion of terminology are invited to consult theAnalytical Quality Glossary that can be accessed via the website of the International Network of
Quality Assurance Agencies in Higher Education’s (INQAAHE) website at www.inqaahe.org.
To an extent any action taken by a university1 teacher to check on the quality of his or her own
work or steps taken to improve it might be said to be an act of “quality assurance” – indeed thesame might be said about the actions of students. So an often unstated assumption is that quality
assurance is a collective action with more than one person being involved.
And one final comment on terminology, which is on the word “external” when used in phrases
such as “external quality assurance” or “external quality assessment.” This means that the activity
is predominantly being carried by an individual or a team that are from outside the area which is1

I recognise that in many countries much higher education is provided outside the universities but for
simplicity I will use the term university to include all types of institutions of higher education.

－ 21 －

being assessed or assured. In the case of the quality assurance of a programme 2 the externals may
come from other parts of the institution while in the case of the external assessment of an institution
the task would be carried out by those from outside the institution.3
I will come back to issues of terminology later but at this stage the point that I really want toemphasise is that I will use the term “quality assurance” as the overarching term.

1. A Brief History of the Birth of External Quality Assurance
I think it might be helpful if I started with a very brief history of external quality assurance.
Frans van Vught of the University of Twente traces the origin of the debate about thedesirability of the imposition of external quality assurance on universities to 13th century Paris. In
the early part of the century it was the Chancellor of Notre-Dame Cathedral, acting on behalf of the
Bishop of Paris, who exercised academic authority over the University of Paris. The University, as
did others a few centuries later, resented the exercise of external control and was successful in its
campaign for academic autonomy when in 1231 Pope Gregory IX issued a papal bull ending thedominance of the Bishop and Chancellor over the university.
And then nothing very much happened for 600 years.
1) The UK external examining system
It was in 1832 with the creation of the University of Durham and the consequent massive, 50%,
increase in the number of universities in England – from two to three4- that the external examiner
system was introduced. (Silver 1994) The external examiners were mostly drawn from the
University of Oxford and, while their main purpose was to increase the local “examining capacity”,
they also provided some evidence to the outside world of the acceptability of Durham’s degrees.
Thus in the 19h century a policy concern was identified which has continued to concern theacademic community – namely how to achieve comparability of standards across institutions.
It was, however, the creation of the Victoria University5 in 1880 that gave birth to the system ofexternal examiners that has existed to the present day. The charter of the Victoria University, as did
the charter of the University of Birmingham and other universities founded after 1880, required thatexaminations be conducted by internal and external examiners with the role of the latter being
explicitly recognised as providing public assurance that the standards of the new universities werecomparable with those of their more ancient counterparts.

2

I am using the term programme to mean programme of studies, that is the set of units or courses or modules
that have to be taken by a student to gain his or her award.
3
The use of a few people from outside the programme or institution where the activity is organised by insiders
and where most of the reviewers are insiders does not of itself make it an external event.
4
There were already four universities in Scotland, but none in Wales.
5
The Victoria University had colleges in Manchester, Liverpool and Leeds. In 1905 the Victoria University
divided into three components based in each of these cities.

－ 22 －

The two main traditional roles of external examiners were(i) to ensure that degrees awarded in similar subjects are comparable in standard across higher
education institutions, and(ii) to ensure that students are dealt with fairly in the system of assessment and classification.
(Silver, Stennant and Williams 1995)
While these roles remain basically unchanged, the ways in which they are discharged has been
subject to quite substantial change over the last two decades or so because of such things as theintroduction of continuous assessment and the very large increases in student numbers not matchedby an increase in the numbers of external examiners. (Lewis 2005)
Thus, there has, for a considerable period, been an important element of quality assurance in the
UK system but one that deals with only one aspect of the learning teaching process, that ofcomparability of standards across the system. This is an important objective and the external
examiner system when applied properly is an extremely powerful tool. It is therefore perhaps
surprising that, as a comprehensive system, its use is confined to the UK and a number ofCommonwealth countries although it is used to a limited extent in a number of other countries.
2) Early US accreditation
In her excellent introduction to the accreditation in the United States Elaine El-Kahwas (ElKhawas 2001) explains that the initial purpose of the regional associations, which later developed asregional accreditation agencies, was to establish closer links between the administrators of colleges
and schools and to set standards for adequate preparation for college study. The growth in student
numbers, and in the number of schools and higher education institutions, towards the end of the 19th
century meant that informal and personal links between the institutions and the administrators was
no longer sufficient and it was judged necessary to make the system more formal.
Accreditation of institutions was first undertaken by the North Central Association in 1905 but
the institutions that were accredited first were schools not colleges, the first list of accredited
colleges was not issued until 1913. The main purpose of the exercise was to enable college
administrators to evaluate the worthiness of applicants from institutions of which they had no
personal knowledge whether they were schools or other colleges. Developments in the 20th century
were slow to emerge and it was not until 1952 that the New England Association took on an
accrediting function.
Meanwhile in the rest of the world very little was happening. In many countries governments
did exercise considerable control over publicly funded universities, including the appointment ofstaff but these controls, avoiding as they did any reference to the quality of the educational
provision or of the educational output, were a long way from being quality assurance systems.
The ending of the Second World War saw the establishment in Japan and the Philippines ofaccrediting agencies modelled largely on the US agencies but institutional involvement was largely
on a voluntary basis.

－ 23 －

3) The growth in external quality assurance agencies over the last 15 years
The increase in the growth on the number of external quality agencies over the last 15 years canbe best observed by examining of the membership of the International Network of Quality
Assurance Agencies in Higher Education. (INQAAHE)INQAAHE, or the Network, was established in 1991. Its core membership are the regional andnational quality assurance and accreditation agencies, but it also has a number of associate members
which are organisations with a strong interest in quality assurance in higher education.
When it was founded INQAAHE had members from only 11 countries which, so far as I amaware, represented all the countries that had at that time systems, in some cases partial systems, of
external quality assurance in higher education. It now has well over 100 full members from over 60
countries but there are a number of countries not in membership and it is likely that about 70
countries either have, or will soon have, a national system of quality assurance in place.
4) Factors contributing to the growth
The growth has been worldwide involving countries with different cultures and different stagesof economic development.
I believe that the factors contributing to this growth included:x The recognition in many countries of the need for greater accountability for the use of scarcenational resources.
x The growth in higher education that has occurred in many countries.
x The increased diversity in HE provision including the establishment of binary systems6, and thegrowth in distance learning.
x In some countries there was a trade off between the reduction of direct governmental control ofhigher educational institutions and the introduction of external quality assurance arrangements.
x The increase in some countries in the number of private, including “for profit”, providers.
x Regional developments, for example in Europe and South America, aimed at creating a higher
education space which encourages student mobility and the mutual recognition of qualifications.
x The ever increasing internationalisation of higher education including the growth in cross -borderproviders and the need for the mutual recognition of qualifications and higher education credits

2. The Present State of the Art
In describing the present state of the art I will rely quite heavily on a survey made of INQAAHE
members in 2005. Of the 110 full members listed in the INQAAHE website that were the subjectsof the project, returns were received from 67 members, see Table 1. The completed questionnaires
can be found in the full members section of the INQAAHE website.

6

A binary system is one in which there are a group of institutions, such as the German Fachhochschule, which
while they primarily offer programmes of study that are at the higher education level, do not have the title or
status of universities.

－ 24 －

Table 1: Number of full members listed and number of questionnaires used in the analysis (by region)
No of full members
No ofPercentage
shown on INQAAHE
questionnaires used usedwebsitein this analysis
Europe37
28
76%
Asia and Australasia
31
15
48%
Africa and the Middle East
13862%North America
17
11
65%
South and Central America and the
12542%
Caribbean
TOTALS
110
67
61%
Note: While, overall a reasonably high proportion of agencies have completed the forms, Table 1 indicates ageographical imbalance in that the percentages vary considerably, in particular note the high response
rate for Europe, and these variations must be kept into mind when interpreting the results.

1) Scope of activities
I believe that the evaluation of the student’s learning experience should be at the heart of quality
assurance and that this is best undertaken by engaging in programme review or in some cases
subject or discipline review. One issue on which agencies differ is whether the essential programme(or subject) review should be organised internally by the institution (albeit including, as it should, anexternal element) or externally by the quality assurance agency itself.
Very broadly the engagements between an external quality assurance body and the institutions
for which it carries responsibilities can be summarised as follows
x Institutional audit
x Institutional assessment
x Programme assessment together with institutional audit or assessment
x Programme assessment without institutional audit or assessment.
In terms of the trust reposed on institutions the list is in descending order of trust, institutional
audit implies the greatest trust and programme assessment without any form of institutional
engagement the least.
The difference between institutional audit and institutional assessment can be illustrated bycomparing extracts from the publications of the UK Quality Assurance Agency (QAA) and the US
Higher Education Corporation (HEC), the regional accreditation agency for the North Central
Region.
In its publication “Handbook for Institutional Audit: England- 2006” the QAA states that one ofthree objectives of institutional audit is to ensure that the institution has effective means of ensuringthat the awards and qualifications in HE are of an academic standard at least consistent with thosereferred to in The framework for higher education qualifications in England, Wales and Northern
Ireland (FHEQ) and are, where relevant, exercising their powers as degree-awarding bodies in aproper manner.” (QAA 2006)－ 25 －

While in its “Handbook for Accreditation” the HEC describes the role of an accreditor as
follows“An institutional accrediting body evaluates an entire organization and accredits as a whole. It
assesses formal educational activities and also evaluates governance and administration, financial
stability, admissions and student personnel services, resources, student academic achievement,
organizational effectiveness, and relationships with outside constituencies.” (HEC 2003)
The QAA focuses on the effectiveness of the institution’s quality assurance processes while the
HEC actually assesses the salient features of the institution, which suggests that the QAA, and otheragencies, that follow the audit approach place greater trust in the institution as a whole. In general itappears that the audit approach is favoured in some Commonwealth countries, the UK, Australia
and New Zealand while assessment is found, for example, in the USA and France.
It is only a minority of agencies that restrict their activities to institutional audit or assessment.
The majority of agencies directly concern themselves with both programme and institutional review.
In such systems the institutional review will be concerned with those aspects which impact on all
programmes, such as student services, in addition it might involve making a judgement about
institution’s internal quality assurance procedures which would help the external programme
reviewers decide on the extent to which they can rely on them.
Agencies that engage in programme review, but not institutional review, can be divided into twogroups, those that cover the whole range of disciplines and those that are concerned with only one
subject or professional area.
As can be seen in Table 2, 63% of agencies conduct both institutional and programme review
while 16% only engage in institutional review. Of the remainder who operate only at the
programme level six are specialised reviewers that are concerned with one discipline or professional
area while eight cover all disciplines.

－ 26 －

8

8

3
4
1
3
11

South and Central America
and the Caribbean

6
5
3
1
15

North America

20
2
4
2
28

Africa and the Middle East

Asia and Australasia

Both institutional and programmeInstitutional only
Programme - general
Programme - specific
TOTALS

EuropeTable 2: Scope of agency’s activities

5

5

TOTAL

42
11
8
6
67

Total
%

63%
16%
12%
9%

2) The nature of decisions
One of the largest barriers to the creation of a common understanding of quality assurance world
wide is the question of terminology, even for those who believe they are working in the samelanguage. And of all the terminological problems perhaps the greatest is what is meant by“accreditation.”
The basic definition of an accrediting decision is that it is a binary, yes/no decision, that is, theinstitution or programme does or does not satisfy minimum standards. In many, but not all, cases
there is an automatic consequence of a no decision. In the United States, for example, a nonaccredited institution is not eligible to receive federal financial support.
As will be seen in Table 3 the majority of agencies in the INQAAHE survey stated that they domake yes/no decisions. Those that do not will produce reports which, although they will makerecommendations for improvement, and may commend good practice, do not make an overall
judgement.
Table 3: Agencies who accredit – that is make yes/no decisions
18
11
3
10
4

Do not makeyes/no decisions
10
4
4
1
1

46

20

Make yes/no decisions
EuropeAsia and Australasia
Africa and the Middle East
North America
South and Central America and the
Caribbean
TOTALS

Note. One Middle East agency did not answer the question.

Total
28
15
7
11
5
66

3) The “traditional quality assurance” model
Virtually all the respondents to the INQAAHE survey confirmed, that they follow what has been
described as the “traditional” method that has the following characteristics
x Sets of regulations and guidelinesx A self evaluation prepared by the institution
x The appointment of a peer group whose review of the institution or programme would start with areview of the self evaluationx Site visits by the peer group.
x The publication of a report or, in some cases, only the decision.
While, with only a few exceptions, all respondents to the INQAAHE survey stated that theyused this model but there are important differences in the way in which the model is applied.
Perhaps the most significant difference is in the freedom institutions have in completing theirself studies. In some systems institutions are given considerable freedom in the way in which they
can tell their story, while in other systems the self study essentially consists of a form consisting
mainly of closed questions many of which are of a quantitative nature.

－ 27 －

Another difference is the relationship between the academic reviewers and those whose
programme or institution is being reviewed. At one extreme the reviewers act very much as
inspectors exercising a degree of authority while at the other extreme the reviewers and thereviewed act more like equals, without entirely ignoring the fact that it is the reviewers who willreport their findings. In general the more inspectorial approach will be used by agencies who
require the more structured self study reports.

3. Emerging Trends
In its early days external quality assurance relied heavily on two main elements
x The intuitive judgement of the academic reviewers based, not on agreed explicit requirements,
but on their experiencex Relatively crude quantitative input measures such as the ratio of academic staff (faculty) tostudents and the number of books in the library.
But the approach is changing and amongst the more important emerging trends arex A switch in emphasise from quality assurance for accountability to quality assurance forenhancement
x The change in focus from inputs to outputs
x The move away from the reliance on the intuitive experience of reviewers to an approach basedon explicit statements of the requirements imposed on institutions and programmes
x Increasing attention to international issues including Cross-border Higher Education (CBHE)
1) From quality assurance for accountability to quality assurance for enhancement or
improvement
Accountability is concerned with the institution being able to demonstrate that it is operating at
or above the basic minimum standard, while quality enhancement is concerned with the continuous
process of quality improvement.
In a perfect world all actions taken to demonstrate accountability should also serve to enhancequality, but we do not live in such a world, we live in a world which is full of imperfections.
In the real world there are many systems of quality assurance for accountability which do
impede quality enhancement if for no other reason that the efforts needed to demonstrateaccountability divert time and resources from quality enhancement. The danger is that institutions
will engage in what has been termed a “compliance culture” when the all the effort is put into
attempting to obtain a positive accreditation decision, or a good score from the external quality
assurance body, rather than actually improve the quality of what is being done.
The attitude underlying a compliance culture can be expressed in the question“Tell us Oh QA agency what you need in evidence that this programme is healthy and we shallprovide it.”
Academics, we should remember, are pretty clever, even those who do not teach terribly well.

－ 28 －

In such a situation institutions are encouraged to hide weaknesses rather than to demonstrate thatthey have identified them and are taking steps to overcome them.
In general in countries where greater trust is placed on universities the external quality assurance
system is more likely to emphasise quality enhancement rather than accountability.
Agencies that publish scores or grades that allow rankings to be made, clearly encourage theinstitutions to obtain the highest score or grade possible. In a number of Asian countries there
appears to a stronger desire than in the rest of the world to be told what is the “best” institution or
programme and it is this part of the world that is in greater danger of encouraging the complianceculture. In fairness I should add that the desire to score is not just to be found in Asia. It was only
very recently that in the UK we published marks out of 24 as the outcome of subject evaluation.
Fortunately, as a result of pressure from the universities that system has now been abandoned and it
is to be hoped that this part of the British experience will provide a lesson from which othercountries might learn about what to avoid.
While the author’s prejudices in favour of a quality enhancement approach have not been hidden
I readily accept that there are circumstances where the needs for accountability are paramount. This
will often be the case when a system of external quality assurance is first introduced in a country
where some of the existing provision is of unacceptable standard. It must always be rememberedthat the key task of any quality assurance system is to ensure that the standards of the worst
programme on offer in a country are at least at a minimum threshold of acceptability.
2) From inputs to outputs via process
For many years, before the introduction of external quality assurance the key, or perhaps only,
indicator of quality was an input measure; the ability of the teaching staff.
When external quality assurance was first introduced input measures retained their primacy. To
the quality of staff were added such factors as the number of books in the library and, in somesystems, the extent of the sporting facilities made available to students.
It is perhaps not surprising that in those early days there was a focus on input measures. Input
measures have a nice comfortable feel about them; they are “objective” and are relatively easy tomeasure.
But what was often overlooked was that was only rarely that the actual input was actually
measured, usually some proxy was employed. The prime example being the quality of the teaching
staff, in many systems the qualifications of staff were often used unthinkingly as a measure of staff
quality.
While the more sophisticated quality assurors were always alert to the point that at the end of the
day it was output that mattered, this was often forgotten and systems become very formulistic withmuch of the review being concerned with whether the institution met certain targets, which were notnecessarily explicitly stated.
There appear to be a number of reasons that encouraged the switch in emphasis from inputs to
outputs including a greater degree of professionalism on the part of quality assurors. But a more－ 29 －

significant reason might be the increasing diversity of higher education. Historically, the simple
input based method was based on the traditional higher education model, properly qualified students
sitting in class rooms taught by properly qualified staff. But the world of higher education is much
more diverse with students studying at a distance or entering the university without traditional entry
qualifications.
Before moving on to discuss outputs I should make some mention of process and the argumentthat it is wrong to concentrate only on outcomes because process is also very important.
There is considerable merit in this argument which I believe stems from the fact that some of the“outputs” of a period of higher education, such as intellectual honesty or rigour or the recognition of
the need for continuing life long learning, cannot be measured directly, but in such cases anassessment of the learning experience might provide an acceptable proxy measure. We may believethat some learning processes may be more conducive to the development of these attributes thanothers and hence the programme review should include an assessment of the suitability andeffectiveness of the actual learning process.
3) Different types of output measures
There seem to be two fairly distinct groups of outcome measures; one relating to student
performance, often referred to as learning outcomes, the other set being indirect measures which
may be related to institutional performance, often measured by performance indicators.
Learning outcomes
The student learning assessment movement has gained considerable strength within the UnitedStates accreditation community in recent years.
It might be useful to quote the requirements imposed on accreditors in the United States by theCouncil for Higher Education Accreditation (CHEA) one of the two bodies, the other one being theFederal Department of Education, which has the responsibility for the recognition of accreditation
agencies.
CHEA’s requirements are set out in a document entitled “Statement of Mutual Responsibilities
for Student Learning Outcomes: Accreditation, Institutions, and Programmes.”

Accrediting agencies should place upon institutions the following expectation that they should
x Regularly gather and report concrete evidence about what students know and can do as a resultof their respective courses of study, framed in terms of established learning outcomes andsupplied at an appropriate level of aggregation (e.g. at the institutional or program level).
x Supplement this evidence with information about other dimensions of effective institutional or
program performance with respect to student outcomes (e.g. graduation, retention, transfer, job
placement, or admission to graduate school) that do not constitute direct evidence of student
learning.
x Prominently feature relevant evidence of student learning outcomes- together with otherdimensions of effective institutional performance, as appropriate- in demonstrating institutionalor program effectiveness. (CHEA 2003)－ 30 －

Note here that the above statement covers both direct student learning outcomes and the moreindirect performance indicators.
Indirect measures - Performance indicators
The CHEA reference which I quoted earlier referred to the requirement imposed on institutions
that they should consider other dimensions of performance, that do not constitute direct evidence ofstudent learning, such as graduation and employment rates. These measures are recognised as key
indicators in a growing number of countries
But an indicator is only a number if one does not have something to compare it with. An
institution can of course compare its current to its past performance through time series analysis but
it is also very useful to be able to make comparisons with the performance of others. A quite
common practice is for institutions to select a group of others institutions which they believe aresimilar to themselves and then compare their performance against that of the “peer group”. The
comparison may be confined to publicly available data or the institutions may agree to exchange
confidential data for their mutual benefit.
In the UK the Higher Education Funding Councils have for a number of years published a set of
performance indicators covering, as far as teaching is concerned, access (which mainly measures thesocial mix of the student intake), non-completion rates, efficiency (a measure based on the averagetime it takes a student to graduate), and employment indicators. The report also has a section on
research performance. The tables were first published in 1999 but for the last three editions thetables have not been printed but have to be accessed via the Higher Education Statistics Agency(HESA) website.7
An interesting feature of the publication is the use of adjusted sector benchmarks. These makeallowance for various factors which affect the indicators. The main factors used are the subject mixof an institution, and the entry qualifications of its students and the proportions of young (under 21)
and mature students entering the institution.
For example, for those who enrolled on full-time first degree courses in 2003/04
x The non-continuation rate for young entrants to courses in medicine and dentistry was 2.0%
while the rate for young students taking combined studies degrees was 13.5%.
x The overall non-continuation rate for young students was 7.7% but for mature students 15.6%
x In terms of entry qualifications young students whose tariff points on entry were below 100
exhibited a non-continuation rate of 13.6%, while the corresponding figure for those whose
tariffs on entry exceeded 481 was 1.8%.
I will take, as examples of institutions, the University of Derby and Imperial College, London
and as the measures the non-continuation rate for entrants to first degree courses in 2003/4, that isthe percentage of entrants who did not return to the institution or transfer to another institution in
2004/05.

7

www.hesa.ac.uk－ 31 －

The results were
University of Derby
Imperial College

Non-continuation rates
ActualBenchmark
10.3%
11.6%
5.9%
4.3%

On the basis of a raw comparisons of the scores Imperial performed better than Derby, but if
account is taken of differences in such things as the entry qualifications of the students and thesubjects studied then, according to the HESA statisticians Derby may have performed better thanImperial. While the statistical methods employed may not be perfect the main point to beremembered is that the comparison of the raw data that do not take the underlying factors into
account will not give a realistic picture.
The use of indirect measures of student learning such as the performance indicators discussed
above does, of course, depend on the availability of the necessary data and such data is not available
in many countries. As discussed earlier it may be possible for institutions sharing similar
characteristics to agree to exchange information between them so that each institution can compare
its performance with that of other institutions of the same type.
4) Explicit statement of requirements
What sort of yardstick should be used to judge student learning outcomes? When 20 or 30 years
ago academics considered applications to approve a bachelors degree in areas such as physics orhistory they had only their experience, and perhaps a bit of prejudice, to guide them. There were no
written expectations of what should be requirements of a bachelor’s degree in general let alone theexpectations placed on the holder of a physics degree.
The world has changed considerably. Many countries have established “National Qualification
Frameworks” setting out the attributes required to be demonstrated in order to receive an award at
the various levels. A multi- national initiative, known as the Dublin descriptors, is being developedby quality assurance and accreditation agencies from a number of European countries. The Dublin
descriptors set out the attributes that should be demonstrated in order to receive an award at one ofthree levels of degrees, bachelors, masters and doctoral.
In the summer of 2000, a group of universities started a pilot project called "Tuning educational
structures in Europe". Subsequently they have asked the European University Association (EUA) tohelp widen the group of participants and they have asked the European Commission for a grant
under the Socrates programme.
The project aims at identifying points of reference for generic and subject-specific competencesof first and second cycle graduates in a series of subject areas: Business Administration, Education
Sciences, Geology, History, Mathematics, Physics and Chemistry. Competences are based onlearning outcomes: what a learner knows or is able to demonstrate after the completion of a learning
process.
This covers both subject specific competences and generic competences, like
communication skills and leadership.
In terms of individual agencies the QAA is probably the most advanced in that it has publishedwhat it calls “subject benchmarks” for over 40 programme areas. These subject benchmarks－ 32 －

together with the two UK National Qualification Framework Statements, one for England, Walesand Northern Ireland and one for Scotland, may be found on the QAA website8.
There is always the danger that the publication of such statements may encourage rigidity anddiscourage innovation and development. The QAA seeks to avoid this danger by emphasising thatit does not require strict adherence to the guidelines but more that the institution has taken them into
account. For example, paragraph 41 of the “Handbook for Institutional Review: Wales” states
When considering the institution's management of quality and standards, the review team draws
upon a range of external reference points, including the FHEQ (Framework for Higher Education
Qualifications), Subject benchmark statements, the Code of practice and the Credit andQualification Framework for Wales. In so doing, it is not seeking evidence of compliance, butrather for evidence that the institution has considered the purpose of the reference points, hasreflected on its own practices in the relevant areas, and has taken, or is taking, any necessary steps
to ensure that appropriate changes are being introduced.
In terms of subject benchmarks the paragraph goes on to state
In respect of Subject benchmark statements, the (review) team enquires into the way in which thestatements have been taken into account when establishing and/or reviewing programmes andawards, as illustrated through programme specifications. The Agency views the statements as
authoritative reference points, but not as definitive regulatory criteria for individual programmes orawards. (QAA 2003)
In practice this means that institutions can depart from the subject benchmarks but they willneed to supply solid justification for doing so.

4. Transnational or Cross-Border Higher Education (CBHE)
Another important trend is the growing importance of Cross-border Higher Education (CBHE)or, as it sometimes called Transnational Education.
One aspect of CBHE is probably almost as old as Higher Education itself, that is the movementof students across borders but in the last 30 years or so there has been a substantial increase in otherforms of CBHE, distance learning and overseas campuses. I will shortly be referring in more detailto the UNESCO/OECD “Guidelines for Quality Provision in Cross-border Higher Education” 9(The Guidelines) but at this stage I will quote the Guideline’s definition of CBHE as“… cross-border higher education includes higher education that takes place in situations where
the teacher, student, programme, institution/provider of course materials cross national jurisdictional
borders. Cross-border higher education may include higher education by public/private and not-forprofit/for-profit providers. It encompasses a wide range of modalities, in a continuum from face-toface (taking various forms such as students travelling abroad and campuses abroad) to distancelearning (using a range of technologies including e-learning).”10
8

www.qaa.ac.uk
The Guidelines maw be accessed at www.unesco.org./hed/guidelines
10
Page 7, UNESCO Guidelines for Quality Provision in Cross-border Higher Education, Paris 20069－ 33 －

This is a wide definition, but the point I would particular emphasise is the notion of a continuum
that ranges from wholly face-to- face to 100% e-learning and any sort of combination of the two.
The growth in CBHE has not in general been matched by developments in the quality assurance
related to the activity although some countries have introduced suitable arrangements. In the caseof exporting countries, the quality assurance agencies in Australia and the UK apply very similar
procedures to exported and domestic provision while, of the importing countries, The Republic ofSouth Africa and China (Hong Kong) are good examples of countries that have introduced
procedures that ensure the seek to ensure the quality of higher education provided in their countries
by overseas institutions.
The introduction to the Guidelines points out that the gaps in the quality assurance of CBHE
makes students and other stakeholders more vulnerable to low-quality provision and disreputableproviders, i.e. degree and accreditation mills. The objectives of the Guidelines are“..to propose tools and a synthesis of best practice that can assist Member States in assessing thequality and relevance of higher education provided across borders and to protect students and otherstakeholders in higher education from low-quality higher education provision.”11
The Guidelines are neither binding nor mandatory. They are seen as being voluntary and as
helping in the development of national capacity and international co-operation. They are addressedto six groups
x Governments
x Higher education institutions/providers
x Student bodies
x Quality assurance and accreditation bodies
x Academic recognition bodies
x Professional bodies
I will not go through the Guidelines in detail but will concentrate on those addressed to quality
assurance and accreditation bodies, not only because quality assurance is the subject of the paper
but also because they capture the main spirit and intentions of the whole document.
In summary the guidelines addressed to quality assurance and accreditation bodies are
x Ensure that its arrangements cover CBHE in all its forms
x Sustain and strengthen the existing regional and international networks of quality assurance andaccreditation agencies and seek to establish them in regions where they do not exist.
x Establish links to strengthen the collaboration between the bodies of the sending and receiving
country and enhance the mutual understanding of different systems of quality assurance andaccreditation.
x Provide accurate and easily accessible information on the assessment standards, procedures, andeffects of the quality assurance mechanisms on the funding of students, institutions orprogrammes as well as on the results of the assessments.
11

Page 3, UNESCO Guidelines for Quality Provision in Cross-border Higher Education, Paris 2006

－ 34 －

x Apply the principles reflected in current international documents on CBHE such as the
UNESCO/Council of Europe “Code of Good Practice in the Provision of Transnational
Education”12x Reach mutual recognition agreements with other bodies on the basis of trust in and understandingof each other’s professional practice, develop systems of internal quality assurance and regularly
undergo external evaluations, making full use of the competencies of stakeholders. Where
feasible, consider undertaking experiments in international evaluation or peer review of quality
assurance and accreditation bodies.
x Consider procedures for the international composition of peer review panels, international
benchmarking of standards, criteria and assessment procedures and undertake joint assessment
projects to increase the comparability of the evaluation activities of different quality assurance
and accreditation bodies.
In summary, it seems to me that the above might be summarised as;
Talk together, understand each other and work together.

5. A Summary of the above
Quality Assurance is becoming more concerned withx Reliance on published, generally agreed, statements of expectations rather than the intuitive
wisdom of academic reviewers
x Enhancement rather than accountability
x The assessment of outcomes including student learning outcomes (i.e. what students can do as aresult of following the programme) and indirect measures such as of employability
x What is happening across national borders
1) More speculative observations
I have so far discussed changes in quality assurance, in particular in external quality assurance,that are happening and which are observable but I would like to conclude my discussion of changewith some rather more speculative remarks about likely developments.
In outline I suggest that as external quality assurance become more solidly established a numberof things might happen
x The actual systems will become more diverse to reflect that while many of the institutions
covered by the system are well established and are firmly in the “quality assurance forenhancement camp” others will be new and in particular may be involved in non traditional
forms of higher education.
x There will, in many countries, be a move towards the “institutional audit” approach where thefocus of the external review of the university will be how it assures itself of the quality of its
courses. In turn this will mean that for more attention will be paid to models of internal quality
assurance.
x Institutions will be allowed to choose their quality assurance body from an approved list (whichis already the case in Japan) and that the list will include agencies based in overseas countries.
12

Available at www.cepes.ro/hed/recogn/groups/transnat/code.htm－ 35 －

x That there will be a move away from the “big bang” site visit every five or six years to one of aless intensive but more continuous relationship between the agency and the institution. (Anumber of US regional accreditation agencies are already experimenting with such an approach)2) But What Will Remain the Same?
Perhaps the most obvious statement, but one still worth making, is that once the principle of theacceptance of the need for some system of quality assurance is accepted the principle will be
retained even though the system may be changed. Or to put in other words, there will not be a
return to the secrecy of the lecture theatre and class room.
The principle that it is the university that is responsible for the quality of its provision willcontinue to prevail but, it is be hoped, that in the future more external quality assurance agencies, or
perhaps I should say more governments, will actually apply the principle.
The need for quality assurance for accountability will remain and form the bedrock of any
system even though much of the activity will be concerned with quality enhancement.
And the most important element of continuity is what really matters is what is done by students
and, but perhaps to a lesser extent, their teachers.

References
Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of Course
Programmes. Papers on Higher Education Regional University Network on Governance andManagement of Higher Education in South East Europe Bucharest, UNESCO.
CHEA, 2001, CHEA web site, http://www.chea.org section on “International Quality Review”,
CHEA glossary of terms.
CHEA 2003, Statement of Mutual Responsibilities for Student Learning Outcomes: Accreditation,
Institutions, and Programmes. Council for Higher Education Accreditation, Washington DC.
Elaine El-Khawas 2001, Accreditation in the United States, International UNESCO Institute for
Educational Planning, Paris.
HEC 2003, Handbook of Accreditation, Higher Education Commission, Chicago.
Lewis R 2005, External Examiner System in the United Kingdom: fresh challenges to an old system,
Public Policy for Academic Quality (PPAQ) website http://www.unc.edu/
ppaq/docs/ExExaminers.html
QAA 2003, Handbook for Institutional Review: Wales, Quality Assurance Agency, Cheltenham.
QAA 2006, Handbook for institutional audit: England and Northern Ireland, Quality Assurance
Agency, Cheltenham.
Silver H 1994, External Examining in the UK: how did it start? in HEQC “External Examining infocus” November 2004.
Silver, H; Stennant, A and Williams, R; 1995, The External Examiner System: Possible Futures,
QSC, London.
Vlãsceanu, L., Grünberg, L., and Pârlea, D., 2004, Quality Assurance and Accreditation: A
Glossary of Basic Terms and Definitions (Bucharest, UNESCO-CEPES) Papers on Higher
Educationhttp://www.cepes.ro/publications/Default.htm－ 36 －

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޿ࠄࠇߡ޿ࠆߚ߼㧘⑳߇ㆬᛯߒߚቯ⟵ߦߘߩㆬᛯߩᩮ᜚ࠍ੤߃ߥ߇ࠄ㧘ᧄⓂࠍᆎ߼ߚ޿‫ޕ‬
߹ߕߪ㊀ⷐߥ↪⺆߆ࠄᆎ߼ࠃ߁‫ޕ‬⾰଻⸽㧔Quality Assurance㧕‫ߪޠ⸽଻⾰ޟ‬㧘㜞╬ᢎ⢒ߩ⾰ࠍᜂ଻ߒ㧘߆ߟ⊒ዷߔࠆߚ߼ߩ㧘޽ࠄࠁࠆ᡽╷㧘ᚻ㗅㧘ⴕേࠍ൮฽ߔࠆ൮᜝⊛ߥ↪⺆ߢ޽ࠆ㧔Campbell & Rozsnyai, 2002, p. 32㧕
‫ޕ‬⾰⹏ଔ㧔Quality Assessment㧕‫⹏⾰ޟ‬ଔ‫ߪޠ‬㧘ᯏ㑐߽ߒߊߪࡊࡠࠣ࡜ࡓߩ⾰෸߮᳓Ḱߦߟ޿ߡ್ᢿࠍਅߔߚ߼ߩᚻᲑߣ㧘್ᢿߘߩ߽ߩࠍ൮฽ߒߡ޿ࠆ㧔Vlãscanu, Grünberg, & Pârlea, 2004, p. 22㧕‫ޕ‬ㆡᩰ⹺ቯ㧔Accreditation㧕‫ޟ‬ㆡᩰ⹺ቯ‫ߪߣޠ‬㧘ㅢᏱᯏ㑐߿ࡊࡠࠣ࡜ࡓߦኻߔࠆ․೎ߩ࿾૏ߩઃਈࠍ઻߁ੑ⠪ᛯ৻㧔ㆡᩰ㧛ਇㆡᩰ㧕ߩ᳿ቯߦࠃߞߡⴕࠊࠇࠆ⾰⹏ଔߩ৻ᒻᘒߢ޽ࠆ㧔CHEA, 2001㧕‫ޕ‬ኾ㐷↪⺆ߩࠃࠅ⹦⚦ߥ⠨ኤߦߟ޿ߡ㑐ᔃ߇޽ࠇ߫㧘㜞╬ᢎ⢒⾰଻⸽ᯏ㑐࿖㓙ࡀ࠶࠻ࡢ࡯ࠢ
㧔International Network of Quality Assurance Agencies in Higher Education: INQAAHE㧕
ߩࡎ࡯ࡓࡍ࡯ࠫ㧔www.inqaahe.org㧕ߦ޽ࠆ Analytical Quality Glossary ࠍ㑛ⷩߐࠇߚ޿‫ޕ‬
ᄢቇ1ߩᢎຬ߇⥄りߩ⡯ോߩ⾰ࠍ࠴ࠚ࠶ࠢߔࠆߚ߼ߦขࠆⴕേ㧘߽ߒߊߪᡷༀߔࠆߚ߼ߦขࠆ
ភ⟎ߪ㧘޽ࠆ⒟ᐲ‫ⴕߩޠ⸽଻⾰ޟ‬ὑߣ⸒߃ࠃ߁̆ߎࠇߪ߹ߐߦቇ↢ߦࠃࠆⴕേߦߟ޿ߡ߽ห᭽
ߢ޽ࠆ‫߼ߚߩߘޕ‬㧘⾰଻⸽ߪⶄᢙߩੱ㑆߇㑐ࠊࠆ㓸࿅ⴕὑߢ޽ࠆߎߣߪ㧘ߒ߫ߒ߫ᥧ㤩ߩ೨ឭϡ⠡⸶ߪ㧘દ⮮ߐߣ⟤㧘㖸㊁⟤᥍㧘↰ਛᱜᒄ߇ಽᜂߒ㧘ᄢ႐ᷕ߇ో૕ߩ⺞ᢛࠍⴕߞߚ‫߅ߥޕ‬㧘ෳ⠨ᢥ₂ߪ⋭⇛ߒߚ‫ޕ‬
ᄙߊߩ࿖ߢ㧘㜞╬ᢎ⢒߇ᄢቇએᄖߢᄙߊឭଏߐࠇߡ޿ࠆ߇㧘ᧄⓂߢߪ޽ࠄࠁࠆ࠲ࠗࡊߩ㜞╬ᢎ⢒ᯏ㑐ࠍ൮᜝ߔࠆ↪⺆ߣߒߡ‫ޟ‬ᄢቇ‫ޕࠆ޿ߡ޿↪ࠍޠ‬－ 37 －

ߣߥߞߡ޿ࠆ‫ޕ‬ኾ㐷↪⺆ߦ㑐ߒߡᦨᓟߦ㧘‫╙ޟ‬ਃ⠪ߦࠃࠆ⾰଻⸽㧔external quality assurance㧕‫╙ޟ߿ޠ‬ਃ⠪ߦࠃࠆ⾰⹏ଔ㧔external quality assessment㧕‫⺆ߚߞ޿ߣޠ‬ฏߢ↪޿ࠄࠇࠆ‫╙ޟ‬ਃ⠪㧔external㧕‫ޠ‬ߣ޿߁↪⺆ߦߟ޿ߡ⸃⺑ߒߚ޿‫ߪࠇߎޕ‬㧘ߘߩⴕὑ߇଻⸽߽ߒߊߪ⹏ଔߐࠇࠆ▸࿐ᄖߦ޿ࠆ୘
ੱ߿㓸࿅ߦࠃߞߡਥ૕⊛ߦታᣉߐࠇࠆߎߣࠍᗧ๧ߔࠆ‫ࡓ࡜ࠣࡠࡊޕ‬2ߩ╙ਃ⠪ߦࠃࠆ⾰଻⸽ߩ႐ว㧘╙ਃ⠪ߪߘߩᯏ㑐ౝߩઁㇱ㐷ߢ߽ߥࠅ߁ࠆ߇㧘ᯏ㑐ߩ╙ਃ⠪⹏ଔߩ႐วߪ㧘ߘߩᯏ㑐એᄖߩᯏ㑐3ߣߥࠆ‫ޕ‬ኾ㐷↪⺆߇ᛴ߃ࠆ໧㗴ߦߟ޿ߡߪᓟㅀߔࠆ߇㧘ߎߎߢᒝ⺞ߒߚ޿ߩߪ㧘ᧄⓂߢߪ‫⸽଻⾰ޟ‬
㧔quality assurance㧕‫ࠍ⺆↪߁޿ߣޠ‬൮᜝⊛ߥ߽ߩߣߒߡ↪޿ߡ޿ࠆߣ޿߁ὐߢ޽ࠆ‫ޕ‬㧝㧚╙ਃ⠪ߦࠃࠆ⾰଻⸽⺀↢ߩ᭎ᱧ߹ߕ㧘╙ਃ⠪ߦࠃࠆ⾰଻⸽ߩ᭎ᱧ߆ࠄᆎ߼ࠆߩ߇ࠃ޿ߢ޽ࠈ߁‫ޕ‬࠻ࡧࠚࡦ࠹ᄢቇߩࡈ࡜ࡦࠬ࡮ࡈࠔࡦ㧩ࡈ࡯ࡈ࠻᳁㧔Frans van Vught㧕ߪ㧘13 ਎♿ߩࡄ࡝ߦ㆚ߞߡ㧘╙ਃ⠪ߦࠃࠆᄢቇߩ⾰଻⸽⟵ോൻߩⷐ⺧ߦ㑐ߔࠆ⼏⺰ߩ↱᧪ࠍߚߤߞߡ޿ࠆ‫ޕ‬13 ਎♿
ೋ㗡㧘ࡄ࡝ᄢቇߦ߅޿ߡᮭ㒢ࠍⴕ૶ߒߚߩߪ㧘ࡄ࡝ᢎ඙㐳ࠍോ߼ࠆࡁ࡯࠻࡞࠳ࡓᄢ⡛ၴߩมᢎߢ޽ߞߚ‫ޕ‬ᄢቇߪᄖㇱ⛔೙ߩⴕ૶ࠍㆮᙝߣߒ㧘ᄢቇߩ⥄ᴦ㧔academic autonomy㧕ࠍ᳞߼ࠆㆇ
േߦ߅޿ߡᚑഞࠍᴦ߼㧘ߘߩ⚿ᨐ㧘1231 ᐕߦࡠ࡯ࡑᴺ₺ࠣ࡟ࠧ࡝࡯9 ਎߇㧘ᢎ඙㐳෸߮มᢎߦ
ࠃࠆᄢቇᡰ㈩ࠍ⚳Ὣߐߖࠆᄢ഼ᦠࠍ⊒Ꮣߔࠆߦ⥋ߞߚ‫ߩߘޕ‬ᓟߩᢙ਎♿㑆ߦ㧘ઁߩ࿖ߢ߽ห᭽
ߩߎߣ߇⿠ߎߞߚ‫ߩߘߦࠄߐޕ‬ᓟߩ 600 ᐕ㑆ߪ߶ߣࠎߤ૗߽⿠ߎࠄߥ߆ߞߚ‫ޕ‬㧝㧕ࠗࠡ࡝ࠬߩ߅ߌࠆቇᄖ⹜㛎ᆔຬ೙ᐲ
ቇᄖ⹜㛎ᆔຬ೙ᐲ߇ዉ౉ߐࠇߚߩߪ㧘࠳࡜ࡓᄢቇ߇ഃ⸳ߐࠇ㧘ߘߩ⚿ᨐߣߒߡࠗࡦࠣ࡜ࡦ࠼
࿖ౝߩᄢቇᢙ߇ᄢ᏷
㧔50㧑㧕ߦჇടߒߚ̆2 ᩞ߆ࠄ 3 ᩞ߳̆41832 ᐕߩߎߣߢ޽ࠆ
㧔Silver, 1994㧕
‫ޕ‬ቇᄖ⹜㛎ᆔຬߩᄙߊߪࠝ࠶ࠢࠬࡈࠜ࡯࠼ᄢቇ߆ࠄ⊓↪ߐࠇߡ߅ࠅ㧘ᓐࠄߩਥߥ⋡⊛ߪ࠳࡜ࡓᄢ
ቇߩ‫⹜ޟ‬㛎ታᣉ⢻ജ‫ࠍޠ‬㜞߼ࠆߎߣߦ޽ߞߚ߇㧘หᤨߦ࠳࡜ࡓᄢቇ߇಴ߔቇ૏ߩ␠ળߢߩା↪
ᐲࠍ⸽᣿ߔࠆᓎഀ߽ᨐߚߒߚ‫ ߡߒߦ߁ࠃߩߎޕ‬19 ਎♿ߦߪ㧘ቇ⇇߇ᒁ߈⛯߈ ᔨߒߡ޿ߚ᡽
╷⺖㗴̆ᯏ㑐ࠍ⿥߃ߚၮḰߩห╬ᕈࠍ޿߆ߦߒߡታ⃻ߔࠆ߆̆߇․ቯߐࠇߚ‫ޕ‬ߒ߆ߒߥ߇ࠄ㧘⃻ሽߔࠆቇᄖ⹜㛎ᆔຬ೙ᐲ߇⺀↢ߒߚߩߪ㧘1880 ᐕߩࡧࠖࠢ࠻࡝ࠕᄢቇ5ഃ
2 ᧄⓂߢߪ‫ࠍ⺆↪߁޿ߣޠࡓ࡜ࠣࡠࡊޟ‬㧘ቇ↢߇ቇ૏ࠍขᓧߔࠆߚ߼ߦฃ⻠ߔߴ߈৻ㅪߩ᭴ᚑන૏(unit)߿ࠦ࡯ࠬ㧘߽ߒߊߪࡕࠫࡘ࡯࡞ߢ޽ࠆᢎ⢒ࡊࡠࠣ࡜ࡓ㧘ߣ޿߁ᗧ๧ߢ↪޿ߡ޿ࠆ‫ޕ‬
3 ౝㇱ⠪ߦࠃߞߡᵴേ߇⚵❱ߐࠇ㧘߹ߚ⹏⠪ߩᄙߊ߇ౝㇱ⠪ߢ޽ࠆ႐ว㧘ࡊࡠࠣ࡜ࡓ޽ࠆ޿ߪᯏ㑐ᄖㇱ߆ࠄዋᢙߩ⹏⠪ࠍ⊓↪ߒߡ߽㧘ߘߩᵴേߪᄖㇱ⹏ଔߦߪߥࠄߥ޿‫ޕ‬

4 ࠬࠦ࠶࠻࡜ࡦ࠼ߦߪᣢߦ 4 ᩞߩᄢቇ߇޽ߞߚ߇㧘࠙ࠚ࡯࡞࠭ߦߪ 1 ᩞ߽ߥ߆ߞߚ‫ޕ‬

5 ࡧࠖࠢ࠻࡝ࠕᄢቇߪࡑࡦ࠴ࠚࠬ࠲࡯㧘࡝ࡃࡊ࡯࡞㧘෸߮࡝࡯࠼ߦಽᩞ߇޽ߞߚ‫ޕ‬1905 ᐕߦᒰᄢቇߪฦㇺᏒࠍ᜚ὐߣߒ㧘3 ᩞߦಽഀߐࠇߚ‫ޕ‬－ 38 －

⸳ᤨߢ޽ߞߚ‫ࠕ࡝࠻ࠢࠖࡧޕ‬ᄢቇߩ⸳┙഼⸵ߪ㧘ࡃ࡯ࡒࡦࠟࡓᄢቇ߿ 1880 ᐕએ㒠ഃ⸳ߩᄢቇ
ߣห᭽ߦ㧘ᣂ⸳ᄢቇߩၮḰ߇વ⛔ᄢቇߩၮḰߦ⷗ว߁ߎߣࠍ౏⊛ߦ଻⸽ߔࠆᓎഀࠍᜬߟᄖㇱ⹜㛎ᆔຬ෸߮ౝㇱ⹜㛎ᆔຬߦࠃߞߡ㧘⹜㛎߇ታᣉߐࠇࠆߎߣࠍ⟵ോઃߌߡ޿ߚ‫ޕ‬એਅߦ᜼ߍࠆߩߪ㧘ᄖㇱ⹜㛎ᆔຬ߇ᜬߟੑߟߩਥߥᓎഀߢ޽ࠆ㧔Silver, Stennant, &Williams, 1995㧕
‫ޕ‬(i) 㜞╬ᢎ⢒ᯏ㑐ో૕ߦ߅޿ߡ㧘ห᭽ߩቇ⑼⋡ߢ᝼ਈߐࠇࠆቇ૏߇ห╬ߢ޽ࠆߎߣࠍ଻⸽
ߔࠆߎߣ‫ޕ‬(ii) ቇ↢߇ᚑ❣⹏ଔ෸߮㗅૏ઃ೙ᐲߦ߅޿ߡ౏ᱜߦᛒࠊࠇࠆߎߣ‫ޕ‬ߎ߁ߒߚᓎഀߪၮᧄ⊛ߦߪᄌࠊߞߡ޿ߥ޿߇㧘ᄖㇱ⹜㛎ᆔຬߩ೑↪఺㒰ߩ࿷ࠅᣇߪ㧘ㆊ෰ 20ᐕ㑆ߦࠊߚߞߡᭂ߼ߡᄢ߈ߥᄌൻߦߐࠄߐࠇߡ߈ߚ‫⹏⊛⛯⛮ޕ‬ଔ߇ዉ౉ߐࠇߚߎߣ߿㧘ᄖㇱ⹜㛎ᆔຬߩჇຬ߇ቇ↢ᢙߩᄢ᏷ߥჇടߦㅊ޿ߟ߆ߥ߆ߞߚߎߣߥߤ߇ේ࿃ߣߒߡ᜼ߍࠄࠇࠃ߁
㧔Lewis, 2005㧕‫ޕ‬߆ߊߒߡ㧘ࠗࠡ࡝ࠬߩ೙ᐲߦߪ⾰଻⸽ߩ㊀ⷐߥⷐ⚛߇㐳߈ߦࠊߚࠅሽ࿷ߒߡ߈ߚ‫ߥߒ߆ߒޕ‬߇ࠄߘࠇߪ㧘ቇ⠌࡮ᢎ᝼ㆊ⒟ߩ޽ࠆ৻㕙㧘ߔߥࠊߜ೙ᐲࠍㅢߒߡၮḰߩᲧセน⢻ᕈߩߺࠍᛒߞ
ߡ޿ࠆߦߒ߆ㆊ߉ߥ޿‫ߪࠇߎޕ‬㕖Ᏹߦ㊀ⷐߥ⋡⊛ߢ޽ࠅ㧘ㆡಾߦዉ౉ߐࠇࠇ߫ᄖㇱ⹜㛎ᆔຬ೙ᐲߪ㕖Ᏹߦ᦭ലߥᚻᲑߣߥࠆ‫ࠇߘޕ‬᡿㧘ᧄ೙ᐲ߇ᄙߊߩ࿖‫߽ߡ޿߅ߦޘ‬㒢ቯ⊛ߦᵴ↪ߐࠇߡߪ޿ࠆ߽ߩߩ㧘൮᜝⊛ࠪࠬ࠹ࡓߣߒߡߩᵴ↪߇ࠗࠡ࡝ࠬ෸߮ᄙᢙߩᣥ⧷ㅪ㇌⻉࿖ߦ㒢ቯߐࠇߡ޿
ࠆߩߪ㧘ᄙಽߦ㛳ߊߴ߈ߎߣߢ޽ࠆ‫ޕ‬㧞㧕ࠕࡔ࡝ࠞߦ߅ߌࠆೋᦼߩㆡᩰ⹺ቯ㧔CEETGFKVCVKQP㧕ࠗ࡟ࠗࡦ࡮ࠛ࡞㧩ࠞ࠙ࠔࠬ᳁㧔Elaine El-Kahwas㧕ߪ㧘ߘߩఝࠇߚ⪺ᦠߩ‫ߌ߅ߦࠞ࡝ࡔࠕޡ‬ࠆㆡᩰ⹺ቯ‫ߩޢ‬ዉ౉ߦ߅޿ߡ㧘࿾ၞ࿅૕̆ᓟߦߎߩ࿅૕ߪ࿾ၞߩㆡᩰ⹺ቯ࿅૕ߣߥࠆߩߢ޽ࠆ
߇̆ߩᒰೋߩ⋡⊛ߪ㧘ᄢቇㆇ༡⠪ߣቇᩞߩ㑐ଥࠍᒝൻߒ㧘߹ߚᄢቇᢎ⢒߳ߩㆡಾߥḰ஻ࠍⴕ߁ߚ߼ߩၮḰࠍ⸳ߌࠆߎߣߢ޽ࠆߣ⺑᣿ߔࠆ㧔El-Khawas, 2001㧕‫ޕ‬19 ਎♿ᓟඨߩቇ↢ᢙਗ߮ߦቇᩞ෸߮㜞╬ᢎ⢒ᯏ㑐ᢙߩჇടߪ㧘ᯏ㑐ߣㆇ༡⠪ߣߩ㕖౏ᑼ߆ߟ୘ੱ⊛ߥㅪ៤߇߽ߪ߿චಽߢ
ߪߥߊ㧘ࠪࠬ࠹ࡓࠍࠃࠅᱜᑼߥ߽ߩߦߔࠆߎߣ߇ਇนᰳߢ޽ࠆߣ್ᢿߐࠇߚߎߣࠍᗧ๧ߒߡ޿
ߚ‫ޕ‬ᯏ㑐ߩㆡᩰ⹺ቯߪ㧘ർਛㇱ࿾ၞㆡᩰ⹺ቯදળ㧔North Central Association: NCA㧕ߦࠃߞߡ
1905 ᐕߦೋ߼ߡታᣉߐࠇߚ‫ߒ߆ߒޕ‬ೋ߼ߦ⹺ቯߐࠇߚߩߪᄢቇߢߪߥߊቇᩞߢ޽ࠅ㧘ᄢቇ߇ㆡᩰ⹺ቯߐࠇࠆࠃ߁ߦߥࠆߩߪ 1913 ᐕએ㒠ߩߎߣߢ޽ࠆ‫ޕ‬ㆡᩰ⹺ቯߩਥߥ⋡⊛ߪ㧘ᄢቇㆇ༡⠪ߦ㧘ቇᩞߢ޽ࠇᄢቇߢ޽ࠇ㧘ᓐࠄ߇୘ੱ⊛㕙⼂ࠍᜬߚߥ޿ᯏ㑐߆ࠄߩᔒ㗿⠪ߩ⢻ജࠍㆡಾߦ್
ᢿߐߖࠆߎߣߢ޽ߞߚ‫ޕ‬20 ਎♿ߦ߅ߌࠆ⊒ዷߪ✭߿߆ߦ⃻ࠇ㧘࠾ࡘ࡯ࠗࡦࠣ࡜ࡦ࠼ㆡᩰ⹺ቯද
ળ㧔New England Association㧕߇ㆡᩰ⹺ቯᵴേࠍⴕ߁ࠃ߁ߦߥߞߚߩߪ㧘1952 ᐕߦߥߞߡ߆

－ 39 －

ࠄߢ޽ߞߚ‫ޕ‬ߘߩ㑆㧘ઁ࿖ߦ߅޿ߡߪᄢ߈ߥേ߈ߪ⷗ࠄࠇߥ߆ߞߚ‫ޕ‬ᄙߊߩ࿖ߦ߅޿ߡߪ㧘᡽ᐭ߇ᢎຬណ
↪ࠍᆎ߼ߣߒߡ౏⊛⾗㊄ࠍฃߌߚᄢቇࠍ⋧ᒰ⒟ᐲ⛔೙ߒߡ޿ߚ߽ߩߩ㧘ᢎ⢒ឭଏ߿ߘࠇߦࠃߞ
ߡ߽ߚࠄߐࠇߚ⚿ᨐߦߟ޿ߡߩ⾰ߪߘߩኻ⽎ߦߐࠇߡ߅ࠄߕ㧘⾰଻⸽೙ᐲ߆ࠄߪ⒟㆙޿߽ߩߢ޽ߞߚ‫ޕ‬╙ੑᰴ਎⇇ᄢᚢ⚳ੌᓟ㧘ᣣᧄ෸߮ࡈࠖ࡝ࡇࡦߢߪ㧘ਥߦࠕࡔ࡝ࠞߩ⚵❱ࠍᚻᧄߣߒߚㆡᩰ⹺
ቯᯏ㑐߇⸳┙ߐࠇߚ‫ߒ߆ߒޕ‬㜞╬ᢎ⢒ᯏ㑐ߩ㑐ਈߪછᗧߢ޽ߞߚ‫ޕ‬㧟㧕ㆊ෰  ᐕ㑆ߦ߅ߌࠆ╙ਃ⠪⾰଻⸽ᯏ㑐ߩ⊒ዷ
ㆊ෰ 15 ᐕ㑆ߦ߅ߌࠆ╙ਃ⠪⾰଻⸽ᯏ㑐ᢙߩჇടߪ㧘INQAAHE ߩળຬᢙࠍ⺞ᩏߔࠇ߫ᦨ߽
ࠃߊ⷗ߡขࠇࠆߢ޽ࠈ߁‫ޕ‬
INQAAHE㧘߽ߒߊߪࡀ࠶࠻ࡢ࡯ࠢߪ 1991 ᐕߦ⸳┙ߐࠇߚ‫ߩߘޕ‬ਛᨔࠍᜂ߁ળຬߪ㧘࿾ၞ෸߮࿖ߩ⾰଻⸽ᯏ㑐ߣㆡᩰ⹺ቯᯏ㑐ߢ޽ࠆ߇㧘㜞╬ᢎ⢒ߩ⾰଻⸽ߦᒝ޿㑐ᔃࠍᜬߟ⚵❱ߢ޽ࠆḰળຬ߽ᄙ޿‫ޕ‬
INQAAHE ߩ⸳┙ᤨߪ㧘ળຬߩᚲ࿷࿖ᢙߪ 11 ߦㆊ߉ߕ㧘⑳ߩ⹺⼂ߩ㒢ࠅߦ߅޿ߡߪ㧘11 ࿖ోߡ߇㜞╬ᢎ⢒ߩ╙ਃ⠪⾰଻⸽೙ᐲ̆႐วߦࠃߞߡߪߘߩ೙ᐲߩ৻ㇱಽ̆ࠍ଻᦭ߒߡ޿ߚ‫⃻ޕ‬࿷ߢߪ㧘60 ࿖એ਄߆ࠄ 100 ᯏ㑐ࠍఝߦ⿥߃ࠆᱜળຬ߇޿ࠆ߇㧘ᧂߛߦട⋖ᯏ㑐ߩߥ޿࿖߽ᄙᢙ޽ࠆ‫ ⚂ޕ‬70 ࿖ߢ㧘࿖ߩ⾰଻⸽೙ᐲ߇ሽ࿷ߒߡ޿ࠆ߆㧘߽ߒߊߪㄭ‫ޘ‬ᢛ஻ߐࠇࠆ⷗ㅢߒߢ޽ࠆ‫ޕ‬㧠㧕⊒ዷߦነਈߒߚⷐ࿃
ߎ߁ߒߚ⊒ዷߪ㧘ᄙ᭽ߥᢥൻࠍᜬߜ㧘߹ߚ᭽‫⚻ߥޘ‬ᷣߩ⊒ዷᲑ㓏ߦ޽ࠆ਎⇇ਛߩ࿖‫ߓ↢ߢޘ‬ߡ޿ࠆ‫⊒ߩߎޕ‬ዷߦነਈߒߚⷐ࿃ߣߒߡએਅߩ߽ߩ߇⠨߃ࠄࠇࠃ߁‫ޕ‬xᄙߊߩ࿖߇㧘ਇචಽߥ࿖ኅ⾗Ḯߩᵴ↪ߦኻߔࠆᦝߥࠆ⺑᣿⽿છߩᔅⷐᕈࠍ⹺⼂ߒߚߎߣ‫ޕ‬xᄙߊߩ࿖ߦ߅޿ߡ㧘㜞╬ᢎ⢒߇⊒ዷߒߚߎߣ‫ޕ‬xੑరࠪࠬ࠹ࡓ㧔binary system㧕6ߩ᭴▽ࠍ฽߼㧘㜞╬ᢎ⢒ߩଏ⛎߇ߐࠄߦᄙ᭽ൻߒ㧘߹ߚ㆙㓒ᢎ⢒߇⊒ዷߒߚߎߣ‫ޕ‬xᐞߟ߆ߩ࿖ߦ߅޿ߡ㧘᡽ᐭߦࠃࠆ㜞╬ᢎ⢒ᯏ㑐ߦኻߔࠆ⛔೙❗ዊ߇╙ਃ⠪⾰଻⸽ᯏ㑐ߩᢛ஻ࠍ᧦ઙߣߒߚߎߣ‫ޕ‬

6xᐞߟ߆ߩ࿖ߦ߅޿ߡ㧘༡೑⋡⊛ࠍ฽߻⑳┙ᯏ㑐߇Ⴧടߒߚߎߣ‫ޕ‬x᰷Ꮊ߿ධ☨ߥߤߦ߅ߌࠆ࿾ၞ⊛⊒ዷ߇㧘ቇ↢ߩ⒖േᕈ෸߮⾗ᩰߩ⋧੕⹺⸽ࠍଦߔ㜞╬ੑరࠪࠬ࠹ࡓߪ㧘㜞╬ᢎ⢒࡟ࡌ࡞ߩᢎ⢒ࡊࡠࠣ࡜ࡓࠍឭଏߪߔࠆ߽ߩߩ㧘✚วᄢቇ㧔university㧕ߩฬ⒓߿࿾૏ࠍᜬߚߥ޿ᢎ⢒ᯏ㑐⟲㧔଀߃߫࠼ࠗ࠷ߩኾ㐷ᄢቇ㧕߇ሽ࿷ߔࠆ೙ᐲߢ޽ࠆ‫ޕ‬－ 40 －

ᢎ⢒࿤ߩഃ಴ࠍ⋡ᜰߒߚߎߣ‫ޕ‬x࿖Ⴚࠍ⿧߃ߚ㜞╬ᢎ⢒ߩឭଏ⠪ࠍ฽߼㧘㜞╬ᢎ⢒ߩ࿖㓙ൻ߇ߎࠇ߹ߢߦߥߊㅴዷߒ㧘⾗ᩰ⹺ቯ෸߮㜞╬ᢎ⢒ߩጁୃන૏⹺ቯ߇ᔅⷐߣߐࠇߡ޿ࠆߎߣ‫ޕ‬㧡㧚ᦨᣂߩ⁁ᴫᦨᣂߩ⁁ᴫߦߟ޿ߡߪ㧘INQAAHE ߩળຬߦࠃߞߡ 2005 ᐕߦⴕࠊࠇߚ⺞ᩏߦ᜚ࠆߎߣߣߒ
ߚ޿‫⺞ᧄޕ‬ᩏߩኻ⽎ߣߥߞߚ INQAAHE ߩࡎ࡯ࡓࡍ࡯ࠫߦឝタߐࠇߡ޿ࠆᱜળຬ 110 ᯏ㑐ߩ߁ߜ㧘67 ᯏ㑐߆ࠄࠕࡦࠤ࡯࠻⺞ᩏߩ࿁╵߇ᓧࠄࠇߚ㧔⴫ 1 ࠍෳᾖ㧕‫౉⸥ޕ‬ᷣߺߩࠕࡦࠤ࡯࠻ߪ㧘
INQAAHE ߩࡎ࡯ࡓࡍ࡯ࠫ਄ߩᱜળຬߩ࠮࡚ࠢࠪࡦߢ㑛ⷩน⢻ߢ޽ࠆ‫ޕ‬⴫ 1: ᱜળຬᢙߣᧄⓂߩಽᨆߢ૶↪ߒߚࠕࡦࠤ࡯࠻ᢙ㧔࿾ၞ೎㧕
INQAAHE ߩࡎ࡯ࡓࡍ࡯ࠫߦឝタߐࠇߡ޿ࠆᱜળຬᢙ

ᧄಽᨆߢ૶↪ߒߚࠕࡦࠤ࡯࠻ᢙ

࿁෼₸㧔%㧕

᰷Ꮊ

37

28

76%

ࠕࠫࠕ෸߮⽕Ꮊ

31

15

48%

ࠕࡈ࡝ࠞ෸߮ਛ᧲

13

8

62%

ർࠕࡔ࡝ࠞ

17

11

65%

ਛධ☨෸߮⷏ශ⻉ፉ

12

5

42%

ว ⸘

110

67

61%

ᵈ㧦᭎ߒߡ㜞޿ഀวߢᯏ㑐߆ࠄࠕࡦࠤ࡯࠻߇࿁෼ߐࠇߚ৻ᣇߢ㧘࿁෼₸ߦߪ࿾ℂ⊛ߦ߆ߥࠅ߫ࠄߟ߈߇
޽ࠆ‫ߦ․ޕ‬᰷Ꮊߦ߅޿ߡ࿁෼₸߇㜞޿ߎߣ߆ࠄ㧘ಽᨆߩ㓙ߦߎߩ஍Ꮕࠍ⠨ᘦߔࠆᔅⷐ߇޽ࠈ߁‫ޕ‬㧝㧕ᵴേ▸࿐
⾰଻⸽ߩਛᔃߦߪቇ↢ߩቇ⠌⚻㛎ߩ⹏ଔ߇ᝪ߃ࠄࠇࠆߴ߈ߢ޽ࠅ㧘ᦨ߽⦟޿ߩߪࡊࡠࠣ࡜ࡓ
⹏ଔ㧘႐วߦࠃߞߡߪቇ⑼⋡೎߽ߒߊߪቇ໧㗔ၞ೎ߩ⹏ଔߢ޽ࠈ߁‫ޕ‬ᯏ㑐ߦࠃߞߡኻᔕ߇⇣ߥࠆ໧㗴ߩ৻ߟߪ㧘㊀ⷐࡊࡠࠣ࡜ࡓ㧔߽ߒߊߪቇ⑼⋡㧕ߩ⹏ଔ߇ᯏ㑐ౝߢᯏ㑐⥄りߦࠃߞߡߥߐ
ࠇࠆߴ߈߆㧘⾰଻⸽ᯏ㑐ߦࠃߞߡᄖㇱߢߥߐࠇࠆߴ߈߆㧘ߣ޿߁ߎߣߢ޽ࠈ߁‫ޕ‬᭎ߒߡ㧘╙ਃ⠪⾰଻⸽ᯏ㑐ߣ⽿છࠍ⽶߁ᯏ㑐ߣߩ㑐ଥߪ㧘એਅߩࠃ߁ߦⷐ⚂ߢ߈ࠃ߁‫ޕ‬xᯏ㑐⋙ᩏ㧔institutional audit㧕

xᯏ㑐⹏ଔ㧔institutional assessment㧕xᯏ㑐⋙ᩏ޽ࠆ޿ߪᯏ㑐⹏ଔࠍ઻߁ࡊࡠࠣ࡜ࡓ⹏ଔ

－ 41 －

xᯏ㑐⋙ᩏ޽ࠆ޿ߪᯏ㑐⹏ଔࠍ઻ࠊߥ޿ࡊࡠࠣ࡜ࡓ⹏ଔ

ᯏ㑐ߦነߖࠆା㗬ᕈࠍၮḰߦ㧘਄⸥৻ⷩߪା㗬ᕈߩ㜞޿㗅ߦਗࠎߢ޿ࠆ‫ޕ‬ᯏ㑐⋙ᩏߪᦨᄢߩ
ା㗬ࠍ߽ߚࠄߔ߽ߩߢ޽ࠅ㧘ᯏ㑐߇৻ಾ㑐ਈߒߥ޿ࡊࡠࠣ࡜ࡓ⹏ଔ߇ᒰὼ઻߁‫ޕ‬ᯏ㑐⋙ᩏߣᯏ㑐⹏ଔߩ㆑޿ߪ㧘ࠗࠡ࡝ࠬߩ㜞╬ᢎ⢒⾰଻⸽ᯏ᭴㧔Quality Assurance Agency: QAA㧕ߣ㧘ࠕࡔ࡝ࠞർㇱ࿾ၞߩㆡᩰ⹺ቯ࿅૕ߢ޽ࠆ㜞╬ᢎ⢒ᴺੱᯏ㑐㧔Higher Education Corporation:
HEC㧕ߩႎ๔ᦠߩᛮ☴ࠍᲧセߔࠆߎߣߦࠃߞߡ⺑᣿ߢ߈ࠃ߁‫ޕ‬
QAA ߪ⥄りߩႎ๔ᦠ‫ޡ‬ᯏ㑐⋙ᩏࡂࡦ࠼ࡉ࠶ࠢ㧦ࠗࡦࠣ࡜ࡦ࠼ 2006‫ޢ‬㧔Handbook for
Institutional Audit: England 2006㧕ߩਛߢ㧘ᯏ㑐⋙ᩏߩ 3 ⋡⊛ߩ߁ߜߩ৻ߟߪ㧘‫ޟ‬㜞╬ᢎ⢒ߩቇ૏ߣ⾗ᩰ߇㧘ዋߥߊߣ߽‫࠼ࡦ࡜ࠣࡦࠗޡ‬㧘࠙ࠚ࡯࡞࠭෸߮ർࠕࠗ࡞࡜ࡦ࠼ߦ߅ߌࠆ㜞╬ᢎ⢒⾗ᩰߩᨒ⚵ߺ‫ޢ‬㧔The framework for higher education qualifications in England, Wales andNorthern Ireland: FHEQ㧕ߢ⸒෸ߐࠇߡ޿ࠆቇⴚ⊛᳓Ḱߣ৻⥌ߔࠆߎߣ㧘ਗ߮ߦᄢቇ߇ቇ૏᝼
ਈ⚵❱ߣߒߡ㧘ߘࠇߙࠇߦㆡಾߥᣇᴺߢᮭ㒢ࠍⴕ૶ߒߡ޿ࠆߎߣࠍ଻⸽ߔࠆߎߣ㧔QAA, 2006㧕‫ޠ‬ߣㅀߴߡ޿ࠆ‫ޕ‬ઁᣇ㧘HEC ߪ⥄りߩႎ๔ᦠ‫ޡ‬ㆡᩰ⹺ቯࡂࡦ࠼ࡉ࠶ࠢ‫ޢ‬㧔Handbook for Accreditation㧕ߦ߅޿ߡ㧘ㆡᩰ⹺ቯ⠪ߣߒߡߩᓎഀࠍਅ⸥ߩࠃ߁ߦㅀߴߡ޿ࠆ‫ޕ‬ㆡᩰ⹺ቯ࿅૕ߪᯏ㑐ో૕ࠍ⹏ଔߒ㧘ߘߒߡㆡᩰ⹺ቯࠍⴕ߁‫ޕ‬ᱜⷙߩᢎ⢒ᵴേࠍߪߓ߼㧘ࠟࡃ࠽ࡦࠬ෸߮ㆇ༡㧘⽷᡽⊛቟ቯ㧘ࠕ࠼ࡒ࠶࡚ࠪࡦ෸߮ቇ↢ᡰេ࡮ᜰዉ㧘ቇ⠌⾗Ḯ㧘ቇ↢ߩቇᬺ㆐ᚑᐲ㧘⚵❱ല₸㧘ߘߒߡᄖㇱᡰេ࿅૕ߣߩ㑐ଥߦߟ޿ߡ
⹏ଔࠍⴕ߁㧔HEC, 2003㧕
‫ޕ‬
QAA ߇ᯏ㑐ߩ⾰଻⸽ࡊࡠ࠮ࠬߦ㊀ὐࠍ⟎ߊ৻ᣇߢ㧘HEC ߪᯏ㑐ߩ㗼⪺ߥ․⦡ࠍਛᔃߣߒߡ
⹏ଔࠍⴕ߁‫ߪߣߎߩߎޕ‬㧘QAA ෸߮ᯏ㑐⋙ᩏࠍណ↪ߒߡ޿ࠆ࿅૕ߪ㧘ᄢቇో૕ߦା㗬ߩ㊀ὐࠍ⟎޿ߡ޿ࠆߎߣࠍ␜ໂߒߡ޿ࠆ‫ޕ‬᭎ߒߡ㧘ᯏ㑐⋙ᩏߪᐞߟ߆ߩᣥ⧷ㅪ㇌࿖㧘ߔߥࠊߜࠗࠡ࡝ࠬ㧘ࠝ࡯ࠬ࠻࡜࡝ࠕ㧘࠾ࡘ࡯ࠫ࡯࡜ࡦ࠼ߦ߅޿ߡណ↪ߐࠇߡ߅ࠅ㧘ઁᣇ㧘ᯏ㑐⹏ଔߪࠕࡔ࡝ࠞ߿ࡈ
࡜ࡦࠬߣ޿ߞߚ࿖‫ޕࠆࠇࠄ⷗ߢޘ‬ᯏ㑐⋙ᩏ߿ᯏ㑐⹏ଔߦᵴേࠍ㒢ቯߒߡ޿ࠆ⹏ଔᯏ㑐ߪߏߊዋᢙߢ޽ࠆ‫ޕ‬ᄙߊߩᯏ㑐߇ࡊࡠࠣ࡜ࡓ⹏ଔ෸߮ᯏ㑐⹏ଔߩ෺ᣇߦᓥ੐ߒߡ޿ࠆ‫ߥ߁ࠃߩߘޕ‬೙ᐲߩਅߢߪ㧘ᯏ㑐⹏ଔߪቇ↢ࠨ࡯ࡆࠬߥߤߣ޿ߞߚోࡊࡠࠣ࡜ࡓߦᓇ㗀ࠍਈ߃ࠆᯏ⢻߽ߘߩኻ⽎ߣߒߡ޿ࠆ‫ߦࠄߐޕ‬ᯏ㑐⹏ଔߪ㧘ᯏ㑐ౝㇱߩ⾰଻⸽ߩᚻ㗅߽⹏ଔኻ⽎ߣߒߡ߅ࠅ㧘ߎࠇߦࠃߞߡࡊࡠࠣ࡜ࡓߩᄖㇱ⹏ଔ⠪ߪ㧘ߘߩᚻ㗅߇ߤߩ⒟ᐲା㗬ߢ߈ࠆߩ߆ߦߟ޿ߡߩ್ᢿ߇ߢ߈ࠆࠃ߁ߦߥࠆ‫ޕ‬ᯏ㑐⹏ଔߢߪߥߊ㧘ࡊࡠࠣ࡜ࡓክᩏߦ៤ࠊࠆᯏ㑐ߪ㧘ੑߟߩࠣ࡞࡯ࡊߦಽ㘃ߐࠇࠃ߁‫ߥߔޕ‬ࠊߜ㧘ోߡߩቇ໧㗔ၞߦߟ޿ߡ⹏ଔࠍⴕ߁ᯏ㑐ߣ㧘޽ࠆ৻ߟߩቇ⑼⋡߽ߒߊߪኾ㐷ಽ㊁ߦߟ޿ߡ⹏ଔࠍⴕ߁ᯏ㑐ߢ޽ࠆ‫ޕ‬－ 42 －

⴫ 2 ߇␜ߔࠃ߁ߦ㧘⹏ଔᯏ㑐ߩ߁ߜ 16㧑߇ᯏ㑐⹏ଔߩߺࠍⴕߞߡ޿ࠆߩߦኻߒ㧘63%ߪᯏ㑐⹏ଔߣࡊࡠࠣ࡜ࡓ⹏ଔߩ෺ᣇࠍⴕߞߡ޿ࠆ‫⹏ࡓ࡜ࠣࡠࡊޕ‬ଔߩߺࠍⴕߞߡ޿ࠆᱷࠅߩᯏ㑐ߩ߁ߜ㧘8 ᯏ㑐ߪోߡߩቇ໧㗔ၞߦߟ޿ߡ⹏ଔࠍⴕߞߡ޿ࠆ߇㧘 6 ᯏ㑐ߪ৻ߟߩቇ໧㗔ၞ߽ߒߊߪ
ኾ㐷ಽ㊁ߦ․ൻߒߚ⹏ଔᯏ㑐ߢ޽ࠆ‫ޕ‬⴫ 2: ⹏ଔᯏ㑐ߩᵴേ▸࿐
ࠕ
ࠫ
ࠕ
෸
߮
⽕
Ꮊ

ࠕ
ࡈ
࡝
ࠞ
෸
߮
ਛ
᧲

ർ
☨

ਛ
ධ
☨
෸
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ශ
⻉
ፉ

ว
⸘

%

ᯏ㑐⹏ଔ෸߮ࡊࡠࠣ࡜ࡓ⹏ଔ

20

6

8

3

5

42

63%

ᯏ㑐⹏ଔߩߺ

2

5

4

11

16%

ࡊࡠࠣ࡜ࡓ⹏ଔ㧙ో⥸

4

3

1

8

12%

ࡊࡠࠣ࡜ࡓ⹏ଔ㧙․ቯ

2

1

3

6

9%

ว ⸘

28

15

8

11

5



᰷
Ꮊ

67

㧞㧕್ᢿߩᕈᩰ
⾰଻⸽ߩ਎⇇⊛ߥ౒ㅢℂ⸃ߩ᭴▽ߦߣߞߡᦨᄢߩ㓚ኂߩ৻ߟߪኾ㐷↪⺆ߩ໧㗴ߢ޽ࠅ㧘ߎࠇߪหߓ⸒⺆ߢ⎇ⓥߔࠆ⠪ߩ㑆ߢߐ߃߽໧㗴ߣߥߞߡ޿ࠆ‫ߩߎߡߒߘޕ‬ኾ㐷↪⺆ߩ໧㗴ߩ߁ߜ㧘߅ߘࠄߊᦨ߽ᄢ߈ߥ໧㗴ߪ‫ޟ‬ㆡᩰ⹺ቯ㧔accreditation㧕‫ޕ߁ࠈ޽ߢޠ‬ㆡᩰ⹺ቯ್ᢿߩၮᧄ⊛ߥቯ⟵ߪ㧘ੑరߩㆡᩰ㧛ਇㆡᩰߩ್ᢿ㧘ߔߥࠊߜᯏ㑐߿ࡊࡠࠣ࡜ࡓ߇
ᦨૐ㒢ߩၮḰࠍḩߚߒߡ޿ࠆ߆ߤ߁߆ߢ޽ࠆ‫ߩߩ߽޿ߥߪߢߡోޕ‬㧘ᄙߊߩ႐วၮḰࠍḩߚߒߡ޿ߥ޿ߣ޿߁⚿ᨐߪᯏ᪾⊛ߦ߽ߚࠄߐࠇࠆ‫ߩࠞ࡝ࡔࠕ߫߃଀ޕ‬႐ว㧘ㆡᩰ⹺ቯࠍฃߌߡ޿ߥ
޿ᯏ㑐ߪ㧘ㅪ㇌᡽ᐭ߆ࠄ⚻ᷣេഥࠍฃߌࠆ⾗ᩰࠍᜬߚߥ޿‫ޕ‬
⴫ 3 ߇␜ߔࠃ߁ߦ㧘INQAAHE ߩ⺞ᩏߦ߅޿ߡ㧘ඨᢙએ਄ߩ⹏ଔᯏ㑐߇ㆡᩰ߆ਇㆡᩰߩ⹏ଔ
ࠍⴕ߁ߣߒߡ޿ࠆ‫޿ߥࠊⴕࠍࠇߘޕ‬ᯏ㑐ߪ㧘ᡷༀߩ൘๔ࠍߒߚࠅ㧘߹ߚఝࠇߚታ〣ࠍ⾨ߔࠆߎߣߪ޽ߞߡ߽㧘ో૕⊛ߥ್ᢿࠍ઻ࠊߥ޿ႎ๔ᦠߩ૞ᚑࠍⴕ߁‫ޕ‬－ 43 －

⴫ 3: ㆡᩰ⹺ቯࠍታᣉߔࠆᯏ㑐㧙ㆡᩰ㧛ਇㆡᩰߩ⹏ଔࠍⴕ߁
ㆡᩰ㧛ਇㆡᩰߩ⹏

ㆡᩰ㧛ਇㆡᩰߩ⹏

ଔࠍⴕ߁ଔࠍⴕࠊߥ޿

ว ⸘

᰷Ꮊ

18

10

28

ࠕࠫࠕ෸߮⽕Ꮊ11415ࠕࡈ࡝ࠞ෸߮ਛ᧲

3

4

7

ർࠕࡔ࡝ࠞ

10

1

11

ਛධ☨෸߮⷏ශ⻉ፉ

4

1

5

ว ⸘

46

20

66

ᵈ㧦ਛ᧲࿾ၞߩ 1 ᯏ㑐ߪή࿁╵ߢ޽ߞߚ‫ޕ‬㧟㧕‫ޟ‬વ⛔⊛ߥ⾰଻⸽‫࡞࠺ࡕޠ‬ INQAAHE ߩ⺞ᩏߦ࿁╵ߒߚ߶߷ోߡߩળຬ߇㧘‫ޟ‬વ⛔⊛‫ޠ‬ᚻᴺߦᓥ߁ߣ޿߁ߎߣࠍ⏕⹺ߒߚ‫ߩߘޕ‬ᚻᴺߪએਅߩ․ᓽࠍ߽ߟ‫ޕ‬x৻ㅪߩⷙೣߣᜰ㊎‫ޕ‬x㜞╬ᢎ⢒ᯏ㑐ߦࠃߞߡታᣉߐࠇߚ⥄Ꮖ⹏ଔ‫ޕ‬xࡇࠕ࡮ࠣ࡞࡯ࡊߩછ๮‫ߪࡊ࡯࡞ࠣ࡮ࠕࡇޕ‬ᯏ㑐߽ߒߊߪࡊࡠࠣ࡜ࡓߩክᩏࠍ⥄Ꮖ⹏ଔ߆ࠄᆎ߼ࠆ‫ޕ‬xኾ㐷ኅ࿅ߦࠃࠆታ࿾ⷞኤ‫ޕ‬xႎ๔ᦠߩ౏⴫‫್ޕ‬ᢿ⚿ᨐߛߌߩ႐ว߽޽ࠆ‫ޕ‬ߚߛߒ㧘ᐞߟ߆ߩ଀ᄖࠍ㒰߈㧘INQAAHE ⺞ᩏߩో࿁╵⠪߇ᜰ៰ߒߚߩߪ㧘࿁╵⠪ߪߎߩࡕ࠺࡞ࠍ૶ߞߡ޿ࠆ߇㧘ࡕ࠺࡞߇ㆡ↪ߐࠇࠆᣇᴺߦߪᄢ߈ߥ㆑޿߇޽ࠆߣ޿߁ߎߣߛߞߚ‫ߘ߅ޕ‬ࠄߊᦨ߽ᄢ߈ߥ㆑޿ߪ㧘⥄Ꮖ⹏ଔߦ߅ߌࠆ㜞╬ᢎ⢒ᯏ㑐ߩⵙ㊂ߢ޽ࠈ߁‫ࠆ޽ޕ‬೙ᐲߢߪ㧘㜞╬ᢎ⢒ᯏ㑐ߪ⥄ࠄߦߟ޿ߡ߆ߥࠅߩ⒟ᐲ⥄↱ߦ⸥ㅀߔࠆߎߣ߇ߢ߈ࠆ৻ᣇߢ㧘೎ߩ೙ᐲߢߪ㧘⥄Ꮖ⹏ଔߪၮᧄ⊛ߦਈ߃ࠄࠇߚ⾰໧̆ߘߩᄙߊߪ㊂ߦ㑐ߔࠆ߽ߩߢ޽ࠆ̆ߦᒻᑼ⊛ߦ╵߃ࠆߎߣߦࠃߞߡⴕࠊࠇࠆࠃ߁ߥᒻᘒߣߥߞߡ޿ࠆ‫ޕ‬ ߹ߚ೎ߩ㆑޿ߪ㧘⹏ଔ⠪ߣ⹏ଔߐࠇࠆࡊࡠࠣ࡜ࡓ߿㜞╬ᢎ⢒ᯏ㑐஥ߩ⠪ߣߩ㑐ଥߢ޽ࠆ‫ޕ‬ᮭജࠍ═ߦ⌕ߡᬌᩏቭߩࠃ߁ߦ߰ࠆ߹߁⹏ଔ⠪߇޿ࠆ৻ᣇ㧘ⵍ⹏ଔ⠪߇ኻ╬ߩ⠪ߣߒߡⴕേߔࠆ
ࠃ߁ߥ႐ว߽޽ࠆ‫ߩߘޕ‬႐วߢ߽㧘⹏ଔ⠪߇⺞ᩏ⚿ᨐࠍႎ๔ߔࠆߣ޿߁ߎߣࠍ᳿ߒߡᔓࠇߡ޿
ࠆ⸶ߢߪߥ޿‫ߦ⊛⥸৻ޕ‬㧘᭴ㅧൻߐࠇߚ⥄Ꮖ⹏ଔႎ๔ᦠࠍⷐ᳞ߔࠆ⹏ଔᯏ㑐߶ߤᬌᩏ⊛ᕈᩰߩ
ᒝ޿ᚻᴺࠍߣࠆ௑ะ߇޽ࠆ‫ޕ‬－ 44 －

㧟㧚ᣂߒ޿േะ
ೋᦼߩᲑ㓏ߢߪ㧘╙ਃ⠪ߦࠃࠆ⾰଻⸽ߪએਅߩ 2 ὐࠍ․ߦ㊀ⷞߒߡ޿ߚ‫ޕ‬x⹏ଔ⠪ߩ⋥ⷰ⊛ߥ್ᢿ‫ߪࠇߘޕ‬วᗧࠍᓧߚ᣿⏕ߥⷐઙߢߪߥߊ㧘⹏ଔ⠪ߩ⚻㛎ߦၮߠߊ‫ޕ‬x

ቢᚑ߇Ყセ⊛ૐ޿㊂⊛ࠗࡦࡊ࠶࠻ᜰᮡ‫߫߃଀ޕ‬㧘ቇ↢ߦኻߔࠆᢎຬߩᲧ₸㧘࿑ᦠ㙚ߩ⬿ᦠᢙߥߤ‫ޕ‬ߒ߆ߒขࠅ⚵ߺᣇߪᄌൻߒߡ߅ࠅ㧘ਛߢ߽ᶋ਄ߒߟߟ޽ࠆ㊀ⷐߥേะߪએਅߩㅢࠅߢ޽ࠆ‫ޕ‬x⺑᣿⽿છߩߚ߼ߩ⾰଻⸽߆ࠄ㧘ะ਄ߩߚ߼ߩ⾰଻⸽߳ߩ㊀ὐߩォ឵‫ޕ‬xࠗࡦࡊ࠶࠻߆ࠄࠕ࠙࠻ࡊ࠶࠻߳ߩὶὐߩᄌൻ‫ޕ‬x⹏ଔ⠪ߩ⋥ⷰ⊛ߥ⚻㛎ߦ㗬ࠆߩߢߪߥߊ㧘㜞╬ᢎ⢒ᯏ㑐߿ࡊࡠࠣ࡜ࡓߦ⺖ߐࠇࠆ᣿⏕ߥⷐઙߦၮߠߊᚻᴺ߳ߩォ឵‫ޕ‬x࿖Ⴚࠍ⿧߃ߚ㜞╬ᢎ⢒㧔Cross-border Higher Education: CBHE㧕ࠍ฽߻࿖㓙⊛⺖㗴߳ߩᵈ⋡ߩ㜞߹ࠅ‫ޕ‬㧝㧕⺑᣿⽿છߩߚ߼ߩ⾰଻⸽߆ࠄ㧘ะ਄߽ߒߊߪᡷༀߩߚ߼ߩ⾰଻⸽߳⺑᣿⽿છߪ㧘㜞╬ᢎ⢒ᯏ㑐߇ၮᧄ⊛ߥᦨૐၮḰએ਄ߢᵴേߒߡ޿ࠆߎߣࠍ␜ߔ߽ߩߢ޽ࠆ‫ޕ‬৻ᣇ㧘⾰ߩะ਄ߪ⛮⛯⊛ߥ⾰ᡷༀߩᚻ㗅ߦ㑐ଥߔࠆ‫ޕ‬ᰳ㒱ߩߥ޿਎⇇ߢߪ㧘⺑᣿⽿છࠍᨐߚߔߚ߼ߦขࠄࠇࠆోߡߩⴕേߪ㧘⾰ࠍะ਄ߔࠆߚ߼ߦ
ᓎ┙ߟߛࠈ߁‫ߒ߆ߒޕ‬㧘ᚒ‫߇ޘ‬૑ࠎߢ޿ࠆߩߪߘߩࠃ߁ߥ਎⇇ߢߪߥߊ㧘ਇቢోߥ߽ߩߢḩߜߡ޿ࠆ‫⃻ޕ‬ታߩ਎⇇ߢߪ㧘⺑᣿⽿છࠍᨐߚߔߚ߼ߦᔅⷐߣߐࠇࠆദജ߇㧘૗ࠄ߆ߩᒻߢ⾰ߩะ਄ߩߚ߼ߩᤨ㑆ߣ⾗Ḯࠍᅓ߁ߩߥࠄ߫㧘⺑᣿⽿છߩߚ߼ߩ⾰଻⸽೙ᐲߩᄙߊ߇⾰ߩะ਄ࠍᅹߍ
ࠆߎߣߦߥࠆ‫ޕ‬ෂ㒾ߥߩߪ㧘㜞╬ᢎ⢒ᯏ㑐߇╙ਃ⠪⾰଻⸽ᯏ㑐߆ࠄ⢐ቯ⊛ߥㆡᩰ⹺ቯߩ⚿ᨐ߿⦟޿⹏ଔࠍᓧࠆߚ߼ߦദജߩోߡࠍᛄ߁ࠃ߁ߦߥࠆߣ㧘ᵴേߩ⾰ࠍታ㓙ߦะ਄ߐߖࠆࠃࠅ߽㧘‫ⷙޟ‬ೣㆩ቞ᢥൻ㧔compliance culture㧕‫ߣޠ‬⒓ߐࠇࠆ߽ߩࠍ㊀ⷞߔࠆࠃ߁ߦߥࠆߎߣߢ޽ࠆ‫ޕ‬ⷙೣㆩ቞ᢥൻߩᩮᐩߦ޽ࠆᘒᐲߪ㧘‫ߢ⋉᦭ߪࡓ࡜ࠣࡠࡊߩߎޟ‬㧘ߛ߆ࠄߘࠇࠍឭଏߔࠆߩߛߣ
㧚㧚㧚޿߁⸽᜚ߣߒߡᔅⷐߥߎߣࠍ㧘ߤ߁ߙ⑳ߤ߽⾰଻⸽ᯏ㑐ߦ߅⹤ߒߊߛߐ޿‫⾰߁޿ߣޠ‬໧ߦ⴫ࠇߡ޿ࠆ‫߃ߣߚޕ‬ᢎ߃ࠆߩ߇߭ߤߊਅᚻߢ߽㧘ᄢቇᢎຬߪ㕖Ᏹߦ⾫޿ߣ޿߁ߎߣࠍⷡ߃ߡ߅߆ߥ
ߌࠇ߫ߥࠄߥ޿‫⁁ߥ߁ࠃߩߘޕ‬ᴫਅߢߪ㧘㜞╬ᢎ⢒ᯏ㑐ߪ⥄ಽߚߜߩᰳὐࠍ⹺⼂ߒ㧘ߘࠇࠍస᦯ߔࠆߚ߼ߩኻ╷ࠍߣߞߡ޿ࠆߣ޿߁ߎߣࠍ⴫᣿ߔࠆࠃࠅ߽㧘ᰳὐࠍ㓝ߘ߁ߣߔࠆ‫ޕ‬৻⥸⊛ߦᄢቇߦࠃࠅᄢ߈ߥା㗬߇⟎߆ࠇߡ޿ࠆ࿖ߢߪ㧘╙ਃ⠪⾰଻⸽೙ᐲߪ⺑᣿⽿છࠃࠅ߽－ 45 －

⾰ߩะ਄ࠍ㊀ⷞߔࠆ௑ะ߇ࠃࠅᒝ޿‫ޕ‬ ࡜ࡦࠠࡦࠣ૞ᚑߦߟߥ߇ࠆ⹏ଔ߿ᩰઃߌࠍ౏⴫ߔࠆᯏ㑐ߪ㧘㜞╬ᢎ⢒ᯏ㑐߇ߢ߈ࠆߛߌ㜞޿⹏ଔ߿ᩰઃߌࠍᓧࠃ߁ߣߔࠆߎߣࠍ᣿ࠄ߆ߦഥ㐳ߔࠆ‫ޕ‬ᄙߊߩࠕࠫࠕ⻉࿖ߢߪ㧘਎⇇ߩઁߩ࿾ၞࠃࠅ㧘‫ᦨޟ‬㜞ߩ‫ޠ‬㜞╬ᢎ⢒ᯏ㑐߽ߒߊߪࡊࡠࠣ࡜ࡓߣ⸒ࠊࠇࠆߎߣࠍᒝߊᦸࠎߢ޿ࠆࠃ߁ߦᕁ
߃ࠆ‫ࠕࠫࠕߩߎߡߒߘޕ‬࿾ၞߎߘ߇㧘ⷙೣ㗅቞ᢥൻࠍᓟ᛼ߒߔࠆෂ㒾߇ࠃࠅ㜞޿‫౏ޕ‬ᱜࠍᦼߔߚ߼ߦ㧘⑳ߪὐᢙઃߌࠍᦸࠎߢ޿ࠆߩߪࠕࠫࠕ࿾ၞߛߌߢ⷗ࠄࠇࠆߎߣߢߪߥ޿ߣઃߌട߃ߡ
߅߆ߥߌࠇ߫ߥࠄߥ޿‫ߢࠬ࡝ࠡࠗޕ‬ಽ㊁೎⹏ଔߩ⚿ᨐߣߒߡ 24 ὐߩὐᢙ߇౏⴫ߐࠇߚߩߪ㧘ߟ޿ᦨㄭߩߎߣߢ޽ߞߚ‫ޕ‬ᐘㆇߦ߽ᄢቇ߆ࠄߩᛶ᛫߇޽ࠅ㧘ߎߩࠪࠬ࠹ࡓߪਛᱛߐࠇߚ‫ߩߎޕ‬ࠗࠡ࡝ࠬߩ⚻㛎߇㧘૗ࠍㆱߌࠆߴ߈߆ߣ޿߁ߎߣࠍઁߩ࿖߇ቇ߱ᢎ⸠ߦߥࠆߎߣࠍ㗿߁‫ޕ‬╩⠪ߪ⾰ะ਄ߩᚻᴺࠍࠃࠅ㊀ⷞߔࠆ߽ߩߢߪ޽ࠆ߇㧘⺑᣿⽿છߩᔅⷐᕈ߽㕖Ᏹߦ㜞޿ߎߣߪᒰὼߣ⠨߃ߡ޿ࠆ‫⃻ޕ‬࿷ឭଏߐࠇߡ޿ࠆᢎ⢒ᵴേߩਛߦኈ⹺ߒ߇ߚ޿᳓Ḱߩ߽ߩ߇޽ࠆ࿖ߦ㧘ೋ߼ߡ╙ਃ⠪⾰଻⸽ࠪࠬ࠹ࡓ߇ዉ౉ߐࠇߚ႐ว㧘⺑᣿⽿છ߇㊀ⷐߣߥࠆߎߣ߇ᄙ޿‫ޕ‬Ᏹߦⷡ߃ߡ߅߆ߥߌࠇ߫ߥࠄߥ޿ߩߪ㧘ߤࠎߥ⾰଻⸽೙ᐲߢ߽ߘߩਛᔃߣߥࠆᯏ⢻ߪ㧘޽ࠆ࿖ߢឭଏߐ
ࠇߡ޿ࠆᦨૐߩࡊࡠࠣ࡜ࡓߩ᳓Ḱ߇㧘ኈ⹺ߢ߈ࠆᦨૐ✢એ਄ߢ޽ࠆߎߣࠍ଻⸽ߔࠆߎߣߢ޽ࠆ‫ޕ‬㧞㧕ࠗࡦࡊ࠶࠻߆ࠄᚻ㗅ࠍ⚻↱ߒߡࠕ࠙࠻ࡊ࠶࠻߳
╙ਃ⠪ߦࠃࠆ⾰଻⸽߇ዉ౉ߐࠇࠆએ೨ߩ૗ᐕ߽ߩ㑆㧘ਛᔃߣߥࠆ㧘޽ࠆ޿ߪ߅ߘࠄߊ໑৻ߩ
⾰ߩᜰᮡߪࠗࡦࡊ࠶࠻ᜰᮡߢ޽ߞߚ‫ࠅ߹ߟޕ‬㧘ᄢቇᢎຬߩ⢻ജߢ޽ࠆ‫╙ޕ‬ਃ⠪ߦࠃࠆ⾰଻⸽߇ᦨೋߦዉ౉ߐࠇߚߣ߈㧘ࠗࡦࡊ࠶࠻ᜰᮡߩ㊀ⷐᕈߪᄬࠊࠇߥ߆ߞߚ‫ޕ‬࿑ᦠ㙚ߩ⬿ᦠᢙ㧘߹ߚ޽ࠆ⹏ଔ೙ᐲߢߪቇ↢߇೑↪น⢻ߥࠬࡐ࡯࠷ᣉ⸳ߩ▸࿐ߣ޿ߞߚⷐ⚛߇㧘ᢎຬߩ⾰ߦട߃ࠄࠇߚ‫ޕ‬ᒰᤨ㧘ࠗࡦࡊ࠶࠻ᜰᮡߦ㊀ὐ߇⟎߆ࠇߚߎߣߪ㧘߅ߘࠄߊ㛳ߊߴ߈ߎߣߢߪߥ޿ߛࠈ߁‫ࠗޕ‬ࡦࡊ࠶࠻ᜰᮡߪ૶޿ൎᚻ߇⦟޿ߣ޿߁ශ⽎ࠍਈ߃ࠆ‫ࠅ߹ߟޕ‬㧘‫ޟ‬ቴⷰ⊛‫ߢޠ‬㧘Ყセ⊛᷹ቯߒ߿ߔ
޿ߣ޿߁ߎߣ߇᜼ߍࠄࠇࠆ‫ߒ߆ߒޕ‬㧘ߒ߫ߒ߫⷗⪭ߣߐࠇߚߩߪ㧘ታ㓙ߩࠗࡦࡊ࠶࠻߇⃻ታߦ⹏ଔߐࠇࠆߎߣߪ߼ߞߚߦߥߊ㧘ㅢᏱߘߩઍࠊࠅߣߥࠆ߽ߩ߇↪޿ࠄࠇߚߣ޿߁ߎߣߢ޽ࠆ‫ޕ‬ౖဳ⊛ߥ଀ߪᢎຬߩ⾰ߢ㧘ᄙߊߩ⹏ଔ೙ᐲߢߪ㧘ߘߩ⾗ᩰ߇ᢎຬߩ⾰ߩᜰᮡߣߒߡߒ߫ߒ߫Ẃὼߣ૶ࠊࠇߚ‫ޕ‬ ࠃࠅ⷗⼂ߩ޽ࠆ⾰ߩ଻⸽⠪ߪ㧘ᦨ⚳⊛ߦߪࠕ࠙࠻ࡊ࠶࠻ߎߘ߇㊀ⷐߢ޽ࠆߣ޿߁ὐߦᏱߦᵈᗧࠍᛄߞߡ޿ߚ‫߫ߒ߫ߒߪߣߎߩߎߒ߆ߒޕ‬ᔓࠇࠄࠇ㧘⹏ଔ೙ᐲߪ㧘㜞╬ᢎ⢒ᯏ㑐߇޽ࠆ㆐ᚑ
⋡ᮡ̆ᔅߕߒ߽᣿␜ߐࠇࠆߣߪ㒢ࠄߥ޿̆ߦ೔㆐ߒߚ߆ߤ߁߆ߦࠃߞߡክᩏߐࠇࠆߣ޿ߞߚ㧘㕖Ᏹߦᒻᑼ⊛ߥ߽ߩߣߥߞߚ‫ޕ‬⾰଻⸽ᯏ㑐஥ߩኾ㐷ᗧ⼂ߩ㜞߹ࠅࠍ฽߼㧘ࠗࡦࡊ࠶࠻߆ࠄࠕ࠙࠻ࡊ࠶࠻߳ߩ㊀ὐߩォ឵ࠍଦ
ߒߚℂ↱ߪᄙߊ޽ࠆࠃ߁ߦᕁ߃ࠆ‫ߒ߆ߒޕ‬㧘ࠃࠅ㊀ⷐߥℂ↱ߪ㜞╬ᢎ⢒ߩᄙ᭽ൻߩㅴዷ߆߽ߒ
ࠇߥ޿‫ޕ‬ᱧผ⊛ߦ⷗ࠆߣ㧘ࠗࡦࡊ࠶࠻ߩߺߦၮߠߊᚻᴺߪ㧘વ⛔⊛ߥ㜞╬ᢎ⢒ࡕ࠺࡞ࠍၮ⋚ߣߒߡ޿ߚ‫ࠅ߹ߟޕ‬㧘ㆡಾߥ⾗ᩰࠍ߽ߟቇ↢߇ᢎቶߦᐳࠅ㧘ㆡಾߥ⾗ᩰࠍ߽ߟᢎຬߦᢎ߃ࠄࠇࠆ
ߣ޿߁ߎߣߢ޽ࠆ‫ߒ߆ߒޕ‬㆙㓒ᢎ⢒ࠍฃ⻠ߔࠆቇ↢߿㧘વ⛔⊛ߥ౉ቇ⾗ᩰߥߒߢᄢቇߦ౉ቇߔ

－ 46 －

ࠆቇ↢ߥߤ㧘㜞╬ᢎ⢒ߩ਎⇇ߪቇ↢ߦ㑐ߒߡ߆ߥࠅᄙ᭽ൻߒߡ޿ࠆ‫ޕ‬ࠕ࠙࠻ࡊ࠶࠻ߦߟ޿ߡ⺰ߓࠆ೨ߦ㧘ᚻ㗅ߦߟ޿ߡ⸅ࠇ㧘ᚑᨐߛߌߦోജࠍᵈߋߎߣߪ⺋ࠅߢ޽ࠆߣ޿߁⼏⺰ࠍߒߚ޿ߣᕁ߁‫ࠄߥߗߥޕ‬㧘ᚻ㗅߽߹ߚ㕖Ᏹߦ㊀ⷐߥ੐㗄ߛ߆ࠄߢ޽ࠆ‫ߩߎޕ‬⼏⺰ߦߪᄢ߈ߥࡔ࡝࠶࠻߇޽ࠆ‫ߜࠊߥߔޕ‬㧘⍮⊛ߥ౏ᱜߐ߿෩ኒߐ㧘⛮⛯⊛ߥ↢ᶦቇ⠌ߩᔅⷐᕈߩ⹺⼂ߣ޿ߞߚ㜞╬ᢎ⢒Ბ㓏ߩ‫ߩޠ࠻࠶ࡊ࠻࠙ࠕޟ‬ਛߦߪ㧘ߘߩ߹߹⹏ଔߢ߈ߥ޿߽ߩ߽޽
ࠆ߇㧘ቇ⠌⚻㛎ߩ⹏ଔߪ㧘ઍᦧน⢻ߥᣇᴺࠍឭଏߔࠆ႐ว߇޽ࠆ߆߽ߒࠇߥ޿ߣ⠨߃ࠆ߆ࠄߢ
޽ࠆ‫ޕ‬ቇ⠌ㆊ⒟ߩਛߦߪ㧘਄ㅀߒߚࠃ߁ߥࠕ࠙࠻ࡊ࠶࠻ߩ⹏ଔߦ⽸₂ߔࠆ߽ߩ߇޽ࠆߎߣ߽⠨߃ࠄࠇࠆ‫ߡߞ߇ߚߒޕ‬㧘ࡊࡠࠣ࡜ࡓክᩏߦߪ㧘ታ㓙ߩቇ⠌ㆊ⒟ߩㆡಾᕈߣ᦭ലᕈߩ⹏ଔ߇฽߹
ࠇߥߌࠇ߫ߥࠄߥ޿‫ޕ‬㧟㧕⇣ߥࠆ⒳㘃ߩࠕ࠙࠻ࡊ࠶࠻ᜰᮡ
ᚑᨐᜰᮡߦߪ㧘ోߊ⇣ߥࠆੑߟߩࠣ࡞࡯ࡊ߇޽ࠆࠃ߁ߦᕁࠊࠇࠆ‫ߪߟ৻ޕ‬ቇ↢ߩᬺ❣ߦ㑐ㅪߒ㧘ߒ߫ߒ߫ቇ⠌ᚑᨐߣ⒓ߐࠇࠆ߽ߩߢ޽ࠆ‫ߪߟ৻߁߽ޕ‬㑆ធ⊛ߥᣇᑼߢ㧘ᯏ㑐ߩᬺ❣ߦ㑐ㅪߠߌࠄࠇࠆ߽ߩߢ޽ࠆ‫ߦᤨߡߒߘޕ‬ᬺ❣ᜰᮡߦࠃߞߡ⹏ଔߐࠇࠆ‫ޕ‬ቇ⠌ᚑᨐ ㄭᐕ㧘ቇ↢ߩቇ⠌⹏ଔߪ㧘ࠕࡔ࡝ࠞߩㆡᩰ⹺ቯᵴേߦ߅޿ߡ㕖Ᏹߦ㊀ⷞߐࠇࠆࠃ߁ߦߥߞߚ‫ޕ‬ࠕࡔ࡝ࠞ㜞╬ᢎ⢒ㆡᩰ⹺ቯද⼏ળ㧔Council for Higher Education Accreditation: CHEA㧕߇㧘ࠕࡔ࡝ࠞߩㆡᩰ⹺ቯ⠪ߦ⺖ߒߡ޿ࠆⷐઙࠍᒁ↪ߔࠆߩߪ᦭↪ߢ޽ࠈ߁‫ޕ‬CHEA ߪੑߟ޽ࠆ߁ߜ
ߩ৻ᣇߩ࿅૕ߢ㧘߽߁৻ߟߪㅪ㇌ᢎ⢒⋭㧔Federal Department of Education㧕ߢ޽ࠆ‫ޕ‬ㅪ㇌ᢎ⢒⋭ߪㆡᩰ⹺ቯ࿅૕ߩ⹺⸽㧔recognition㧕ߦ⽿છࠍ߽ߟ‫ޕ‬CHEA ߩⷐઙߪ㧘‫ޟ‬ቇ↢ߩቇ⠌ᚑᨐߩ⋧੕⽿છߦ㑐ߔࠆჿ᣿̆ㆡᩰ⹺ቯ㧘ᯏ㑐㧘ࡊࡠࠣ࡜ࡓ㧔Statement of Mutual Responsibilities
for Student Learning Outcomes: Accreditation, Institutions, and Programmes㧕‫߁޿ߣޠ‬ᢥᦠߦ⸥タߐࠇߡ޿ࠆ‫ޕ‬‫ޟ‬ㆡᩰ⹺ቯ࿅૕ߪ㧘એਅߩὐࠍ㜞╬ᢎ⢒ᯏ㑐ߦᦼᓙߔࠆ߽ߩߢ޽ࠆ㧦xቇ↢߇୘‫ߩޘ‬ᢎ⢒⺖⒟ߩ⚿ᨐߣߒߡ㧘૗ࠍ⍮ࠅ㧘૗߇ߢ߈ࠆࠃ߁ߦߥߞߚ߆ߦߟ޿ߡ
ౕ૕⊛ߥ⸽᜚ࠍቯᦼ⊛ߦ㓸߼㧘ႎ๔ߔࠆ‫ߚࠇߐ┙⏕ߪࠇߘޕ‬ቇ⠌ᚑᨐߩⷰὐ߆ࠄ᭴ᚑ
ߐࠇ㧘ㆡಾߥ㓸࿅࡟ࡌ࡞㧔଀㧦ᯏ㑐࡟ࡌ࡞޽ࠆ޿ߪࡊࡠࠣ࡜ࡓ࡟ࡌ࡞㧕ߢታᣉߐࠇࠆ
ߎߣ‫ޕ‬

x

ቇ↢ߩቇ⠌ᚑᨐߦߟ޿ߡ㧘ᯏ㑐࡟ࡌ࡞޽ࠆ޿ߪࡊࡠࠣ࡜ࡓ࡟ࡌ࡞ߩ᦭ലߥᬺ❣ߦ㑐ߔࠆߘߩઁߩᖱႎ㧔଀߃߫㧘තᬺ⁁ᴫ㧘࡝࠹ࡦ࡚ࠪࡦ㧘ォቇ㧘ዞ⡯㧘ᄢቇ㒮ㅴቇ㧕ߢ㧘ߎߩ⸽᜚ࠍ⵬߁‫ߩߎޕ‬ᖱႎߪ㧘ቇ↢ߩቇ⠌ߩ⋥ធ⊛ߥ⸽᜚ߣߪߥࠄߥ޿‫ޕ‬xᯏ㑐޽ࠆ޿ߪࡊࡠࠣ࡜ࡓߩ᦭ലᕈࠍ␜ߔߎߣߦ߅޿ߡ㧘ቇ↢ߩቇ⠌ᚑᨐߩ㑐ㅪ⸽᜚ࠍᄢ߈ߊขࠅ਄ߍࠆ‫ޕ‬ᔅⷐߦᔕߓߡ㧘ᯏ㑐࡟ࡌ࡞ߩ᦭ലߥᬺ❣ߦ㑐ߔࠆߘߩઁߩᖱႎ߽

－ 47 －

หᤨߦขࠅ਄ߍࠆ‫ޠ‬
㧔CHEA, 2003㧕
‫ޕ‬਄ㅀߩ⸥タߪ㧘⋥ធ⊛ߥቇ↢ߩቇ⠌ᚑᨐߣ㧘ࠃࠅ㑆ធ⊛ߥᬺ❣ᜰᮡߩ෺ᣇࠍ฽߻ߎߣࠍㅀߴ
ߡ߅ߊ‫ޕ‬
㑆ធ⊛ዤᐲ㧙ᬺ❣ᜰᮡ ਄ㅀߒߚ CHEA ߩჿ᣿ᢥߪ㧘㜞╬ᢎ⢒ᯏ㑐ߪ㧘තᬺ₸㧘ዞ⡯₸ߣ޿ߞߚቇ↢ߩቇ⠌ߩ⋥ធ⸽᜚ߣߥࠄߥ޿ᬺ❣ߩߘߩઁߩᖱႎߦߟ޿ߡ߽㈩ᘦߔߴ߈ߢ޽ࠆߣ޿߁㧘㜞╬ᢎ⢒ᯏ㑐ߦ⺖ߐࠇߚⷐઙߦߟ޿ߡ⸒෸ߒߚ‫ߥ߁ࠃߩߎޕ‬ዤᐲߪ㧘߹ߔ߹ߔᄙߊߩ࿖ߢਛᔃ⊛ᜰᮡߣߒߡ⹺⼂ߐࠇߡ޿ࠆ‫ޕ‬ߒ߆ߒ㧘Ყセߔࠆኻ⽎߇ߥߌࠇ߫㧘ᜰᮡߪනߥࠆᢙሼߦߔ߉ߥ޿‫ޕ‬㜞╬ᢎ⢒ᯏ㑐߇㧘⃻࿷ߣㆊ෰ߩᬺ❣ߦߟ޿ߡᤨ♽೉ಽᨆࠍㅢߒߡᲧセߔࠆߎߣߪ߽ߜࠈࠎߢ߈ࠆ߇㧘ઁᯏ㑐ߣߩᲧセࠍߔࠆߎߣ߽߹ߚ᦭ലߢ޽ࠆ‫ߪߩࠆ޿ߡࠇࠊⴕߊࠃޕ‬㧘㜞╬ᢎ⢒ᯏ㑐߇⥄ಽߚߜߣ㘃ૃߒߡ޿ࠆ
ߣ⠨߃ࠆઁߩᯏ㑐ࠍㆬࠎߢ㧘ߘߩ‫ޟ‬ห㘃ᯏ㑐⟲‫ߩޠ‬ᬺ❣ߣ⥄りߩᬺ❣ࠍᲧセߔࠆߎߣߢ޽ࠆ‫ޕ‬Ყセߪ౏⴫ߐࠇߡ޿ࠆ࠺࡯࠲ߦ㒢ࠄࠇࠆߎߣ߽޽ࠆߒ㧘㜞╬ᢎ⢒ᯏ㑐ߪ⋧੕೑⋉ߩߚ߼ౝㇱ↪
࠺࡯࠲ߩ੤឵ߦหᗧߒߡ޿ࠆߎߣ߽޽ࠈ߁‫ޕ‬ࠗࠡ࡝ࠬߢߪ㧘㜞╬ᢎ⢒⽷᡽ክ⼏ળ㧔Higher Education Funding Councils㧕߇৻ㅪߩᬺ❣
ᜰᮡࠍᢙᐕߦࠊߚߞߡ⊒⴫ߒߡ߈ߚ‫ޕ‬ᒰ⹥ᜰᮡߪ㧘ᢎ⢒ߦ㑐ߒߡߪ㧘ㅴቇ⁁ᴫ㧔ਥߣߒߡฃߌ
౉ࠇቇ↢ߩ␠ળ⊛᭴ᚑࠍ᷹ࠆ㧕㧘ਛㅌ₸㧘ല₸ᕈ㧔ቇ↢߇තᬺ߹ߢߦⷐߔࠆᐔဋᐕ᦬ߦၮߠߊ
⹏ଔ㧕㧘ዞ⡯ߣ޿ߞߚᜰᮡࠍ✂⟜ߔࠆ߽ߩߢ޽ࠆ‫ޕ‬ႎ๔ᦠߦߪ⎇ⓥᬺ❣ߦ㑐ߔࠆㇱಽ߽޽ࠆ‫ޕ‬৻ㅪߩ⴫ߪ 1999 ᐕߦᦨೋߦ಴ ߐࠇߚ߇㧘ㆊ෰ 3 ᐕಽߢߪශ೚ߐࠇߕ㧘㜞╬ᢎ⢒⛔⸘ዪ
㧔Higher Education Statistics Agency: HESA㧕ߩࡎ࡯ࡓࡍ࡯ࠫ7ߢ౉ᚻน⢻ߣߥߞߡ޿ࠆ‫ޕ‬ᧄႎ๔ᦠߢ⥝๧ᷓ޿ߩߪ㧘⵬ᱜߐࠇߚ㘃ဳ೎ࡌࡦ࠴ࡑ࡯ࠢࠍ೑↪ߒߡ޿ࠆὐߢ޽ࠆ‫ࡌߩߎޕ‬ࡦ࠴ࡑ࡯ࠢߪᜰᮡߦᓇ㗀ࠍ෸߷ߔ᭽‫ⷐߥޘ‬࿃ࠍ⠨ᘦߦ౉ࠇߡ޿ࠆ‫ޕ‬ਥߥⷐ࿃ߣߒߡߪ㧘ᯏ㑐ߩቇ⑼⋡᭴ᚑ㧘ቇ↢ߩ౉ቇ⾗ᩰ㧘ᯏ㑐ߦ౉ቇߒߡߊࠆ⧯ᐕቇ↢㧔21 ᱦᧂḩ㧕ߣᚑੱቇ↢ߩᲧ₸ߢ޽ࠆ‫ޕ‬଀߃߫㧘2003/4 ᐕᐲߩቇ჻⺖⒟ߦ࿷☋ߒߡ޿ࠆࡈ࡞࠲ࠗࡓߩቇ↢ߦ㑐ߒߡߪએਅߩ⸥タ߇޽ࠆ‫ޕ‬xකቇ࡮ᱤቇ⺖⒟ߩ⧯ᐕ౉ቇ⠪ߩਛㅌ₸ߪ 2.0㧑ߛߞߚ‫৻ޕ‬ᣇ㧘ⶄวቇ૏ࠦ࡯ࠬࠍㆬᛯ
ߒߡ޿ࠆ⧯ᐕቇ↢ߩਛㅌ₸ߪ 13.5㧑ߛߞߚ‫ޕ‬

7x⧯ᐕቇ↢ో૕ߩਛㅌ₸ߪ 7.7㧑ߛߞߚ߇㧘ᚑੱቇ↢ߦߟ޿ߡߪ 15.6㧑ߛߞߚ‫ޕ‬x౉ቇ⾗ᩰߩὐ߆ࠄߔࠆߣ㧘౉ቇᤨߩ࠲࡝ࡈ࡮ࡐࠗࡦ࠻⸶ᵈ߇ 100 ࠃࠅਅߛߞߚ⧯ᐕቇ↢www.hesa.ac.uk
UCAS㧔ᄢቇ౉ቇክᩏࠨ࡯ࡆࠬ㧕߇ឭଏߔࠆᄢቇ౉ቇᏗᦸ⠪ߩ᭽‫ࠍ⾰⾗ߥޘ‬ᢙ୯ൻߒߚᜰᮡ‫ޕ‬⸶ᵈ－ 48 －

ߩਛㅌ₸ߪ 13.6㧑ߛߞߚ‫৻ޕ‬ᣇ㧘481 ࠍ⿥߃ߡ޿ߚ⧯ᐕቇ↢ߩ႐วߪ 1.8㧑ߛߞߚ‫ޕ‬
ᧄⓂߢߪ㧘੐଀ߣߒߡ࠳࡯ࡆ࡯ᄢቇߣࡠࡦ࠼ࡦᄢቇࠗࡦࡍ࡝ࠕ࡞ࠞ࡟࠶ࠫߦ߅ߌࠆ 2003/4
ᐕᐲቇ჻⺖⒟౉ቇ⠪ߩਛㅌ₸㧘ߟ߹ࠅ㧘2004/5 ᐕᐲߦᄢቇ߳ᓳቇ㧘෶ߪઁᄢቇߦォቇߒߥ߆ߞ
ߚ౉ቇ⠪ߩഀวࠍขࠅ਄ߍࠆ‫⚿ߩߘޕ‬ᨐߪએਅߩㅢࠅߢ޽ࠆ‫ޕ‬ਛㅌ₸ታᢙࡌࡦ࠴ࡑ࡯ࠢ

࠳࡯ࡆ࡯ᄢቇ

10.3%

11.6%

ࠗࡦࡍ࡝ࠕ࡞ࠞ࡟࠶ࠫ

5.9%

4.3%

ᢙ୯ࠍߘߩ߹߹Ყセߔࠇ߫㧘ࠗࡦࡍ࡝ࠕ࡞߇࠳࡯ࡆ࡯ࠃࠅ߽⦟޿ߎߣߦߥࠆ‫߇ࠈߎߣޕ‬㧘߽ߒቇ↢ߩ౉ቇ⾗ᩰ᧦ઙ߿ߘߩᓟߦቇࠎߛቇ⑼⋡ߩࠃ߁ߥᏅ⇣ࠍ⠨ᘦߒߚߣߔࠇ߫㧘HESA ߩ⛔
⸘ኾ㐷ኅߦࠃࠆߣ㧘࠳࡯ࡆ࡯ߩᣇ߇ࠗࡦࡍ࡝ࠕ࡞ࠃࠅ߽⦟޿ᚑᨐࠍ᜼ߍߡ޿ࠆߣ޿߁⚿ᨐࠍᓧࠆߎߣ߽น⢻ߢ޽ࠆ‫⊛⸘⛔ߚߒ↪૶ޕ‬ᣇᴺ⺰ߪቢోߢߪߥ޿߆߽ߒࠇߥ޿߇㧘ᔓࠇߡߪߥࠄߥ
޿㊀ⷐߥὐߪ㧘ౝ࿷ⷐ࿃ࠍ⠨ᘦߒߥ޿ᧂ⵬ᱜ࠺࡯࠲ߩᲧセߪ⃻ታ⊛ߥ⁁ᴫࠍ⺑᣿ߒߥ޿ߣ޿߁
ߎߣߢ޽ࠆ‫ޕ‬೨ㅀߒߚᬺ❣ᜰᮡߩࠃ߁ߥቇ↢ߩቇ⠌ߩ㑆ធ⊛ዤᐲߩ೑↪ߪ㧘߽ߜࠈࠎᔅⷐߥᖱႎߩ౉ᚻᰴ
╙ߣߥࠆ߇㧘ߘߩࠃ߁ߥᖱႎߪᄙߊߩ࿖ߦ߅޿ߡ౉ᚻߢ߈ߥ޿‫ޕ‬೨⸥ߒߚࠃ߁ߦ㧘ૃߚࠃ߁ߥ
․ᓽࠍᜬߟᄢቇ߇ᖱႎࠍ੤឵ߔࠆߎߣߦหᗧߢ߈ࠆߩߥࠄ߫㧘୘‫ߩޘ‬ᄢቇ߇หߓ㘃ဳߩઁᄢቇ
ߣ⥄ࠄߩᬺ❣ࠍᲧセߢ߈ࠆߎߣߦߥࠆ‫ޕ‬㧠㧕ⷐ᳞ߩ᣿⏕ߥឭ␜ߤߩࠃ߁ߥዤᐲ߇ቇ↢ߩቇ⠌ᚑᨐࠍ್ᢿߔࠆߩߦ↪޿ࠄࠇࠆߴ߈ߥߩ߆‫ޕ‬20㨪30 ᐕ೨㧘ቇ⠪
߇‛ℂቇ߿ᱧผቇߣ޿ߞߚቇ⑼⋡ߩቇ჻ቇ૏⹺ቯߩᅷᒰᕈࠍ⠨߃ߚᤨ㧘ᓐࠄߪߘߩ╵߃ࠍᒁ߈಴ߔ਄ߢ㧘߅ߘࠄߊᄙዋߩవ౉߽ⷰ੤߃ߟߟ㧘ᓐࠄߩ⚻㛎ߩߺߦ㗬ߞߡ޿ߚ‫‛ޕ‬ℂቇߩቇ૏ข
ᓧ⠪ߦᦼᓙߐࠇࠆ߽ߩߤߎࠈ߆㧘ቇ჻⺖⒟ో⥸ߦ૗ࠍⷐ᳞ߔߴ߈߆ߦߟ޿ߡߩᢥᦠ߽ߥ߆ߞߚ‫ޕ‬ߎߩ਎⇇ߪߕ޿߱ࠎߣᄌൻߒߚ‫ޕ‬ᄙߊߩ࿖‫ߪޘ‬㧘᭽‫ߩ࡞ࡌ࡟ߥޘ‬ቇ૏᝼ਈߦᔅⷐߥⷐ⚛ࠍቯ߼ࠆ‫ޟ‬࿖ኅ⊛⾗ᩰߩᨒ⚵ߺ㧔National Qualification Frameworks㧕‫ࠍޠ‬૞ࠅ಴ߒߡ޿ࠆ‫ࡉ࠳ޕ‬࡝ࡦ࡮࠺ࠖࠬࠢ࡝ࡊ࠲࡯ߢ⍮ࠄࠇࠆᄙ࿖㑆ข⚵ߪ㧘᰷Ꮊߩᄙߊߩ࿖ߩ⾰଻⸽ߣㆡᩰ⹺ቯᯏ㑐ߦࠃߞߡዷ㐿ߐࠇߡ޿ࠆ‫ߪ࡯࠲ࡊ࡝ࠢࠬࠖ࠺࡮ࡦ࡝ࡉ࠳ޕ‬㧘ਃߟߩቇ૏㧔ቇ჻㧘ୃ჻㧘ඳ჻㧕ߘࠇߙࠇࠍ᝼ਈߔࠆߚ߼ߦᔅⷐߥ߽ߩࠍ⺑᣿ߒߡ޿ࠆ‫ޕ‬
2000 ᐕߩᄐ㧘ᄢቇߪ౒หߢ‫ޟ‬᰷Ꮊᢎ⢒᭴ㅧߩห⺞㧔Tuning educational structures in－ 49 －

Europe㧕‫ߣޠ‬㗴ߐࠇࠆవዉ⊛⸘↹ࠍ㐿ᆎߒߚ‫ޕ‬ᓟߦ㧘ᓐࠄߪෳടᄢቇࠍჇ߿ߔߚ߼㧘᰷Ꮊᄢቇදળ㧔European University Association: EUA㧕ߦេഥࠍଐ㗬ߔࠆߣߣ߽ߦ㧘࠰ࠢ࡜࠹ࠬࡊࡠ
ࠣ࡜ࡓߦၮߠߊഥᚑ㊄ࠍ᰷Ꮊᆔຬળߦ᳞߼ߚ‫ޕ‬ᒰ⹥⸘↹ߪ㧘⚻༡ቇ㧘ᢎ⢒ቇ㧘࿾⾰ቇ㧘ᱧผቇ㧘ᢙቇ㧘‛ℂቇ㧘ൻቇߩቇ⑼⋡ߢ㧘ቇ჻࡮ୃ჻ขᓧ⠪߇஻߃ࠆߴ߈৻⥸⊛ߥ⢻ജ߿ቇ⑼⋡․᦭ߩ⢻ജߦ㑐ߔࠆ⹏ଔၮḰࠍ᣿⏕ߦߔࠆߎߣࠍ
ᗧ࿑ߒߡ޿ࠆ‫ޕ‬⢻ജߪቇ⠌ᚑᨐࠍၮᧄߣߔࠆ‫ࠅ߹ߟޕ‬㧘ቇ⠌ㆊ⒟ߩୃੌᓟ㧘ቇ⠌⠪߇⍮ߞߡ޿ࠆߎߣ㧘෶ߪ␜ߖࠆࠃ߁ߦߥࠆߎߣߢ޽ࠆ‫ߪࠇߎޕ‬ቇ⑼⋡․᦭ߩ⢻ജߣ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ
ᛛ⢻߿࡝࡯࠳࡯ࠪ࠶ࡊߩࠃ߁ߥ৻⥸⊛ߥ⢻ജߩ෺ᣇࠍ฽߻‫ޕ‬40 એ਄ߩࡊࡠࠣ࡜ࡓ㗔ၞߩ‫ޟ‬ቇ⑼⋡ࡌࡦ࠴ࡑ࡯ࠢ‫ߣޠ‬๭߫ࠇࠆ߽ߩࠍ౏⴫ߒߚ QAA ߪ㧘න⁛ߩᯏ㑐ߣߒߡ߅ߘࠄߊᦨ߽ㅴࠎߛᯏ㑐ߢ޽ࠆ‫ߩࠄࠇߎޕ‬ቇ⑼⋡ࡌࡦ࠴ࡑ࡯ࠢߪ㧘ੑߟߩࠗࠡ࡝ࠬ ߩ࿖ኅ⊛⾗ᩰߩᨒ⚵ߺߦಽ߆ࠇ㧘৻ߟߪࠗࡦࠣ࡜ࡦ࠼㧘࠙ࠚ࡯࡞࠭㧘ർࠕࠗ࡞࡜ࡦ࠼ߩ
߽ߩ㧘߽߁৻ߟߪࠬࠦ࠶࠻࡜ࡦ࠼ߩ߽ߩߢ޽ࠆ‫ߪࠄࠇߎޕ‬㧘QAA ߩࡎ࡯ࡓࡍ࡯ࠫߢෳᾖน⢻ߢ
޽ࠆ8‫ޕ‬
ߎߩࠃ߁ߥᔅⷐ੐㗄ߩ౏⴫ߪ㧘Ᏹߦ⎬⋥ࠍଦߒ㧘ᡷ㕟ߣ⊒ዷࠍᅹߍࠆෂ㒾ᕈ߇޽ࠆ‫ޕ‬QAA
ߪߎߩෂ㒾ࠍㆱߌࠆߚ߼ߦ㧘ᄢቇߪᜰᮡߩ෩ኒߥㆇ↪ߦ࿕⌕ߔࠆߩߢߪߥߊ㧘޽ߊ߹ߢ߽ෳ㈨ߔࠆߦᱛ߼ࠆࠃ߁ᒝ⺞ߒߡ޿ࠆ‫߫߃଀ޕ‬㧘‫ ࠭࡞࡯ࠚ࠙ޡ‬ᯏ㑐⹏ଔࡂࡦ࠼ࡉ࠶ࠢ‫ ߩޢ‬41 Ბ⪭⋡ߪ㧘‫ޟ‬ᄢቇߩ⾰ߣ᳓Ḱߩ▤ℂࠍᬌ⸛ߔࠆ㓙㧘⹏ଔ࠴࡯ࡓߪ㧘㜞╬ᢎ⢒⾗ᩰߩᨒ⚵ߺ㧔FHEQ㧕㧘ቇ⑼⋡ࡌࡦ࠴ࡑ࡯ࠢ㓸㧘ታᣉⷐ㗔㧘࠙ࠚ࡯࡞࠭ߩන૏࡮⾗ᩰ᝼ਈߩᨒ⚵ߺߣ޿ߞߚ߽ߩࠍᄖㇱ⹏ଔߩၮḰߣߒߡ↪޿ࠆ‫ߪߣߎࠆ޿↪ࠍࠄࠇߘޕ‬㧘ⷙೣߦḰ᜚ߒߡ޿ࠆ⸽᜚ߢߪߥߊ㧘ᄢቇ߇⹏ଔၮḰߩ⋡⊛ࠍ⠨ᘦߒ㧘㑐ଥᵴേಽ㊁ߩ⥄ࠄߩታ〣ߦ෻ᤋߐߖ㧘ㆡಾߥᄌൻ߇߽ߚࠄߐࠇߡ
޿ࠆߎߣࠍ⏕߆߼ࠆߩߦᔅⷐߥኻ╷ࠍ⻠ߓߚ㧔⻠ߓߡ޿ࠆ㧕ߣ޿߁⸽᜚ࠍតߔߚ߼ߢ޽ࠆ‫ߣޠ‬⸥ߒߡ޿ࠆ‫ޕ‬
ቇ⑼⋡ࡌࡦ࠴ࡑ࡯ࠢߦ㑐ߒߡ㧘ߘߩᲑ⪭ߪ⛯ߌߡ㧘‫ޟ‬ቇ⑼⋡ࡌࡦ࠴ࡑ࡯ࠢ㓸ߦ㑐ߒߡ㧘㧔⹏ଔ㧕࠴࡯ࡓߪࡊࡠࠣ࡜ࡓߣቇ૏᝼ਈ߇⸳ቯ෸߮㧛෶ߪౣᬌ⸛ߐࠇ㧘ࠞ࡝ࠠࡘ࡜ࡓߦ␜ߐࠇߚ㓙ߦߘߩࡌࡦ࠴ࡑ࡯ࠢ㓸߇ߤߩࠃ߁ߦ⠨ᘦߐࠇߚ߆ࠍ⺞ᩏߔࠆ‫ޕ‬QAA ߪࡌࡦ࠴ࡑ࡯ࠢ㓸ࠍ୘‫ࡠࡊߩޘ‬ࠣ࡜ࡓ߿ቇ૏᝼ਈߩ⛘ኻ⊛ߥⷙ೙⊛ၮḰߣߒߡߢߪߥߊ㧘ᮭᆭ޽ࠆ⹏ଔၮḰߣ⷗ߥߒߡ޿ࠆ‫ޠ‬ߣㅀߴߡ޿ࠆ㧔QAA, 2003㧕
‫ߪࠇߎޕ‬ታ㓙ߦߪ㧘ᄢቇߪ㗔ၞ೎ࡌࡦ࠴ࡑ࡯ࠢ߆ࠄㅺࠇߡ߽ࠃ޿߇㧘ߘ߁ߔࠆߎߣ߳ߩ⏕߆ߥᱜᒰᕈࠍឭଏߒߥߌࠇ߫ߥࠄߥ޿ߎߣࠍᗧ๧ߔࠆ‫ޕ‬㧡㧚⿥࿖ኅ⊛࡮࿖Ⴚࠍ⿧߃ߚ㜞╬ᢎ⢒㧔%$*'㧕߽߁৻ߟߩ㊀ⷐߥ௑ะߪ㧘⿥࿖ኅ⊛ᢎ⢒㧔Transnational Education㧕ߣ߽⸒ࠊࠇࠆ㧘࿖Ⴚࠍ⿧߃ߚ㜞╬ᢎ⢒㧔Cross-Border Higher Education: CBHE㧕ߩ㊀ⷐᕈߩჇടߢ޽ࠆ‫ޕ‬CBHE
8

www.qaa.ac.uk－ 50 －

ߩ৻ߟߩ஥㕙ߢ޽ࠆ࿖Ⴚࠍ⿧߃ߚቇ↢ߩ⒖േߪ㧘߅ߘࠄߊ㜞╬ᢎ⢒ߘࠇ⥄૕ߩᱧผߣหߓߊࠄ
޿ฎ޿‫ߒߛߚޕ‬ㆊ෰ 30 ᢙᐕߦ㧘CBHE ߩઁߩ஥㕙ߣߒߡ㧘㆙㓒ᢎ⢒߿ᶏᄖࠠࡖࡦࡄࠬ߇⋧ᒰჇടߒߡ޿ࠆ‫ᧄޕ‬Ⓜߪ㧘એਅߦ UNESCO ߣ OECD ߩ‫ޟ‬࿖Ⴚࠍ⿧߃ߡឭଏߐࠇࠆ㜞╬ᢎ⢒ߩ⾰଻⸽ߦ㑐ߔࠆࠟࠗ࠼࡜ࠗࡦ㧔Guidelines for Quality Provision in Cross-Border Higher
Education㧕‫ޠ‬9ࠍ⹦⚦ߦ⸒෸ߔࠆ‫ޕ‬ᆎ߼ߦ㧘ߎߩࠟࠗ࠼࡜ࠗࡦߩ CBHE ߩቯ⟵ࠍᒁ↪ߔࠆ‫ޕ‬…࿖Ⴚࠍ⿧߃ߚ㜞╬ᢎ⢒ߣߪ㧘ᢎຬ㧘ቇ↢㧘ࡊࡠࠣ࡜ࡓ㧘ᄢቇ߿㘃ૃᯏ㑐ߩࠦ࡯ࠬᢎ᧚ߥߤ߇࿖Ⴚࠍ〙ߋߣ޿߁⁁ᴫ߇↢ߓߡ޿ࠆ㜞╬ᢎ⢒ߩߎߣߢ޽ࠆ‫ޕ‬࿖ࠍ⿥߃ߚ㜞╬ᢎ⢒ߪ౏⊛㧛⑳⊛㧘ߘߒߡ㕖༡೑㧛༡೑࿅૕ߦࠃࠆ㜞╬ᢎ⢒ࠍ฽߻ߎߣ
߇޽ࠆ‫ߪࠇߘޕ‬ኻ㕙ᒻᑼ㧔ቇ↢߇ᶏᄖ߳ⴕߊߎߣ߿㧘ᶏᄖࠠࡖࡦࡄࠬߩࠃ߁ߥ᭽‫ޘ‬ߥᒻᑼࠍขࠆ㧕ߩ߽ߩ߆ࠄ㧘㆙㓒ᢎ⢒㧔e ࡜࡯࠾ࡦࠣࠍ฽߻ฦ⒳ᛛⴚߩ೑↪㧕߽฽߼ߚ㧘ᐢ▸࿐ߩ᭽ᑼࠍ൮฽ߔࠆ10‫ޕ‬ߎࠇߪ᏷ߩ޽ࠆቯ⟵ߢ޽ࠆ‫ߒ߆ߒޕ‬㧘ᧄⓂ߇․ߦᒝ⺞ߔࠆὐߪ㧘ቢోߥኻ㕙ᒻᑼ߆ࠄ 100%e ࡜࡯࠾ࡦࠣ߹ߢ㧘ߘߒߡߘߩੑߟߩᅤ૗᭽ߥ⚵ߺวࠊߖ߽⸵ኈߔࠆ᭎ᔨߢ޽ࠆ‫ޕ‬
CBHE ߩ⊒ዷߪ㧘৻ㇱߩ࿖ߪㆡಾߦኻᔕߒߚ߽ߩߩ㧘৻⥸ߦߘߩᵴേߦ⷗วߞߚ⾰଻⸽ߩᢛ஻߇ⴕࠊࠇߡ޿ߥ޿‫ޕ‬ャ಴࿖ߢ޽ࠆࠝ࡯ࠬ࠻࡜࡝ࠕߣࠗࠡ࡝ࠬߩ⾰଻⸽ᯏ㑐ߪ㧘ᄢᄌࠃߊૃߚ
ᚻᴺࠍᶏᄖะߌߣ࿖ౝะߌߦឭଏߐࠇࠆᢎ⢒ߦㆡ↪ߒߡ޿ࠆ‫৻ߩߘޕ‬ᣇߢ㧘ャ౉࿖ߢ޽ࠆධࠕ
ࡈ࡝ࠞ౒๺࿖ߣਛ࿖㧔㚅᷼㧕ߪ㧘ᶏᄖߩᄢቇߦࠃߞߡ⥄࿖ߦឭଏߐࠇߚ㜞╬ᢎ⢒ߩ⾰଻⸽ࠍ⏕┙ߔࠆᚻᴺࠍዉ౉ߒߚ⦟޿଀ߣߥߞߡ޿ࠆ‫ޕ‬ࠟࠗ࠼࡜ࠗࡦߩᐨ┨ߪ㧘CBHE ߩ⾰଻⸽ߩᰳ㒱߇㧘ቇ↢߿ઁߩ㑐ଥ⠪ࠍ⾰ߩૐ޿ᢎ⢒ឭଏ߿ᖡ⾰ߥᯏ㑐ߩⵍኂ̆࠺ࠖࠣ࡝࡯෸߮ㆡᩰ⹺ቯࡒ࡞̆ߦᤴߐࠇ߿ߔߊߔࠆߣᜰ៰ߔࠆ‫࡜࠼ࠗࠟޕ‬ࠗࡦߩ⋡⊛ߪ㧘…࿖Ⴚࠍ⿥߃ߡឭଏߐࠇࠆ㜞╬ᢎ⢒ߩ⾰ߣㆡᕈࠍ⹏ଔߔࠆ㓙㧘ෳട࿖ࠍᡰេߔࠆ
ᦨ⦟ߩታ〣ᚻᲑࠍឭ᩺ߔࠆߎߣ㧘ਗ߮ߦ㜞╬ᢎ⢒ߦ߅ߌࠆቇ↢ߣઁߩ೑ኂ㑐ଥ⠪ࠍ㧘⾰ߩૐ޿㜞╬ᢎ⢒ߩឭଏ߆ࠄ଻⼔ߔࠆߎߣߢ޽ࠆ11‫ޕ‬ࠟࠗ࠼࡜ࠗࡦߦߪ᜔᧤ജ߽ᒝ೙ജ߽ߥߊ㧘⥄⊒⊛ߥ߽ߩߢ޽ߞߡ㧘࿖ኅߩജߣ࿖㓙⊛ߥදജߩ⊒ዷࠍଦߔߚ߼ߩ߽ߩߣߐࠇࠆ‫߇ࠄࠇߘޕ‬ኻ⽎ߣߔࠆߩߪએਅߩ౐ߟߩ㓸࿅ߢ޽ࠆ‫ޕ‬

9ࠟࠗ࠼࡜ࠗࡦߪ www.unesco.org./hed/guideline ߢෳᾖߩߎߣ‫ޕ‬
Page 7, UNESCO Guidelines for Quality Provision in Cross-border Higher Education, Paris 2006
11
Page 3, UNESCO Guidelines for Quality Provision in Cross-border Higher Education, Paris 200610

－ 51 －x᡽ᐭx㜞╬ᢎ⢒ᯏ㑐㧛ឭଏ⠪

x

ቇ↢

x

⾰଻⸽ᯏ㑐ߣㆡᩰ⹺ቯᯏ㑐xቇୃ⹺⸽࿅૕xኾ㐷⡯࿅૕ᧄⓂߪࠟࠗ࠼࡜ࠗࡦߩ⹦⚦ߦߪ┙ߜ౉ࠄߥ޿ߎߣߣߒ㧘⾰଻⸽ߣㆡᩰ⹺ቯ࿅૕ߩ⼏⺰ࠍਛᔃߦขࠅ਄ߍࠆ‫߽ߩ߁޿ߣޕ‬㧘⾰଻⸽߇ᧄⓂߩਥ㗴ߢ޽ࠆߣߣ߽ߦ㧘ߎࠇࠄߩ⼏⺰߇ᧄⓂో૕ߩ
ਥⷐߥᗧ࿑࡮⋡⊛ࠍᝒ߃ߡ޿ࠆߚ߼ߢ޽ࠆ‫ޕ‬⾰଻⸽ߣㆡᩰ⹺ቯ࿅૕ࠍᛒߞߚࠟࠗ࠼࡜ࠗࡦߩⷐὐߪએਅߩㅢࠅߢ޽ࠆ‫ޕ‬x೙ᐲߪోߡߩᒻᑼߩ CBHE ࠍኻ⽎ߣߒߡ޿ࠆߎߣࠍ଻⸽ߔࠆߎߣ‫ޕ‬x⾰଻⸽࡮ㆡᩰ⹺ቯ࿅૕㑆ߩ⃻ሽߔࠆ࿾ၞ⊛࡮࿖㓙⊛ࡀ࠶࠻ࡢ࡯ࠢߩ⛽ᜬߣᒝൻ㧘ߘߒߡߘࠇࠄߩሽ࿷ߒߥ޿࿾ၞߦ߽⸳⟎ߔࠆദജࠍߔࠆߎߣ‫ޕ‬xឭଏᯏ㑐ߣฃኈ࿖ߩ࿅૕㑆ߩදജࠍᒝൻߔࠆ㑐ଥߩ⸳┙ߣ㧘⾰଻⸽ߣㆡᩰ⹺ቯߩᄙ᭽
ߥ೙ᐲࠍ⋧੕ߦℂ⸃ߔࠆߎߣࠍଦㅴߔࠆߎߣ‫ޕ‬xቇ↢࡮ᄢቇ࡮ࡊࡠࠣ࡜ࡓ⾗㊄ߦ㑐ߔࠆ⾰଻⸽ࡔࠞ࠾࠭ࡓߩ⹏ଔၮḰ࡮ᚻ㗅࡮ലᨐ㧘ਗ߮ߦߘߩ⹏ଔ⚿ᨐߦ㑐ߔࠆᱜ⏕ߢ◲නߦ౉ᚻߢ߈ࠆᖱႎࠍឭଏߔࠆߎߣ‫ޕ‬x

UNESCO㧛᰷Ꮊ⹏⼏ળߩ‫⿥ޟ‬࿖ኅ⊛ᢎ⢒ឭଏߩᦸ߹ߒ޿ታ〣ⷐ㗔㧔Code of Good
Practice in the Provision of Transnational Education㧕‫ޠ‬12 ߩࠃ߁ߥ㧘ᦨㄭߩ CBHEߩ࿖㓙⊛ᢥᦠߦ෻ᤋߐࠇߚේೣࠍㆡ↪ߔࠆߎߣ‫ޕ‬x੕޿ߩኾ㐷⊛ታ〣ࠍା↪ߒ㧘ℂ⸃ߔࠆߎߣࠍၮᧄߣߒߡ㧘ઁߩ࿅૕ߣߩ⋧੕⹺⸽දቯ
ࠍ✦⚿ߒ㧘ౝㇱ⾰଻⸽೙ᐲࠍᢛ஻ߒ㧘೑ኂ㑐ଥ⠪ߩ⢻ജࠍᦨᄢ㒢೑↪ߒߡ㧘ቯᦼ⊛ߥᄖㇱ⹏ଔࠍฃߌࠆߎߣ‫ޕ‬น⢻ߥ႐วߪ㧘⾰଻⸽࡮ㆡᩰ⹺ቯ࿅૕ߩ࿖㓙⊛ߥ⹏ଔ߿ห௥
ክᩏߩ⹜ⴕ⊛ㆇ↪ࠍ⹜ߺࠆߎߣ‫ޕ‬xห௥ክᩏᆔຬળߩ࿖㓙⊛ߥ᭴ᚑ㧘᳓ḰߣၮḰ㧘⹏ଔᚻ⛯ߩ࿖㓙⊛ࡌࡦ࠴ࡑ࡯ࠢߩߚ߼
ߩᚻ㗅ࠍ⠨߃ࠆߎߣ‫ߡߒߘޕ‬㧘⇣ߥࠆ⾰଻⸽࡮ㆡᩰ⹺ቯ࿅૕ߩ⹏ଔᵴേߩᲧセน⢻ᕈࠍ㜞߼ࠆߚ߼ߦ㧘౒ㅢߩ⹏ଔࡊࡠࠫࠚࠢ࠻ߦขࠅ⚵߻ߎߣ‫ޕ‬ⷐߔࠆߦ㧘೨ㅀߒߚߎߣߪએਅߩࠃ߁ߦ߹ߣ߼ࠄࠇࠆ㧦౒ߦ⹤ߒว޿㧘੕޿ࠍℂ⸃ߒ㧘౒ߦขࠅ⚵߻ߎߣ‫ޕ‬

12

www.cepes.ro/hed/recogn/groups/transnat/code.htm ߢෳᾖน⢻‫ޕ‬－ 52 －

㧡㧚એ਄ߩ߹ߣ߼
⾰଻⸽ߪએਅߩᓇ㗀ࠍฃߌߟߟ޽ࠆ‫ޕ‬xኾ㐷ኅߩ⋥ᗵ⊛ߥ⍮ᕺࠃࠅ߽㧘ᐢߊหᗧߐࠇ౏⴫ߐࠇߚᢥᦠ߳ߩା㗬‫ޕ‬x⺑᣿⽿છߣ޿߁ࠃࠅ߽⾰ߩะ਄‫ޕ‬xቇ↢ߩቇ⠌ᚑᨐ㧔଀߃߫㧘ࡊࡠࠣ࡜ࡓࠍୃੌߒߚ⚿ᨐߣߒߡቇ↢ߪ૗ࠍߢ߈ࠆߩ߆㧕߿㓹↪น⢻ᕈߥߤߩ㑆ធ⊛ߥዤᐲࠍ฽߻ᚑᨐߩ⹏ଔ‫ޕ‬x࿖Ⴚࠍ⿧߃ߡ૗߇⿠߈ߡ޿ࠆߩ߆‫ޕ‬㧝㧕ࠃࠅផ⺰⊛ߥ᷹ⷰߎߎ߹ߢᧄⓂߪ㧘ᵈ⋡ߦ୯ߔࠆ⾰଻⸽㧔․ߦ╙ਃ⠪ߦࠃࠆ⾰଻⸽㧕ߩㅴⴕਛߩᄌൻࠍ⼏⺰ߒߡ߈ߚ‫ᦨޕ‬ᓟߦ㧘ߎߩᄌൻߩ⼏⺰ࠍࠃࠅផ⺰⊛ߥ⷗⸃ߢ⊒ዷ⊛ߦ߹ߣ߼ߡߺߚ޿‫ޕ‬
ᧄⓂߪ㧘╙ਃ⠪ߦࠃࠆ⾰଻⸽߇ၷ࿕ߦ⏕┙ߐࠇࠆߦᓥߞߡ㧘એਅߩࠃ߁ߥߎߣ߇⿠ߎࠆߣ␜
ໂߔࠆ‫ޕ‬x⃻࿷ߩ೙ᐲߪ㧘ߘߩ೙ᐲߩኻ⽎ߣߥࠆᯏ㑐ߩᄙߊ߇࿕ቯൻߒߡ‫ޟ‬ะ਄ߩߚ߼ߩ⾰଻⸽㒯༡㧔quality assurance for enhancement camp㧕‫ࠍޠ‬ᒻᚑߔࠆ৻ᣇߢ㧘ᣂߒ޿ᯏ㑐߽ሽ࿷ߒ㧘․ߦ㕖વ⛔ဳߩ㜞╬ᢎ⢒ߦขࠅ⚵ࠎߢ޿ߊߢ޽ࠈ߁ߎߣࠍ෻ᤋߒߡ㧘ࠃࠅᄙ᭽ߥ߽ߩߣߥࠆ‫ޕ‬xᄙߊߩ࿖ߢ㧘ᄖㇱ⹏ଔߪ㧘ฦᄢቇ߇⥄ࠄߩᢎ⢒ߩ⾰ࠍߤ߁଻⸽ߔࠆߩ߆ߦὶὐࠍᒰߡ
ࠆ‫ޟ‬ᯏ㑐⋙ᩏ㧔institutional audit㧕‫ߩޠ‬ᚻᴺ߳ߣ⒖ⴕߔࠆ‫ߪߣߎߩߎޕ‬㧘㑐ᔃߩᄙߊ߇ౝㇱߩ⾰଻⸽ࡕ࠺࡞ߦᛄࠊࠇࠆࠃ߁ߦߥࠆߎߣࠍᗧ๧ߔࠆ‫ޕ‬xᄢቇߪ㧘⹺นߐࠇߚ࿅૕৻ⷩ߆ࠄ╙ਃ⠪⹏ଔᯏ㑐ߩㆬᛯࠍ⸵ߐࠇࠆ㧔ᣢߦᣣᧄߢߪታ
⃻ൻߒߡ޿ࠆ㧕‫ߩߘߡߒߘޕ‬࿅૕৻ⷩߪᄖ࿖ߩᯏ㑐߽฽߻‫ޕ‬x5㨪6 ᐕߦ৻ᐲ⸰ࠇࠆߣ޿߁‫ࠄ߆ޠࡦࡃࠣ࠶ࡆޟ‬㧘ࠃࠅ◲⚛ൻߐࠇ⛮⛯⊛ߥᯏ㑐ߣᄢቇߩ㑐ଥ߳ߩേ߈߇⿠ߎࠆߢ޽ࠈ߁㧔ࠕࡔ࡝ࠞߩ࿾ၞ೎ㆡᩰ⹺ቯᯏ㑐ߩᄙߊߪ㧘ᣢߦߘߩࠃ߁ߥᚻᴺࠍ⹜ߺߡ޿ࠆ㧕‫ޕ‬㧞㧕ߒ߆ߒଐὼߣߒߡᄌࠊࠄߥ޿߽ߩߣߪ૗߆㧫߅ߘࠄߊᦨ߽᣿⊕ߥ㧘ߒ߆ߒᧂߛㅀߴࠆଔ୯ߩ޽ࠆᗧ⷗ߣߪ㧘⾰଻⸽೙ᐲߩᔅⷐᕈࠍ⹺߼ࠆ
ේೣ߇৻ᐲߢ߽ฃߌ౉ࠇࠄࠇࠆߣ㧘ߘߩේೣߪߚߣ߃೙ᐲ߇ᄌᦝߐࠇߡ߽⛽ᜬߐࠇࠆߎߣߢ޽
ࠆ‫޿⸒ޕ‬឵߃ࠇ߫㧘⻠ၴ߿ᢎቶߩ⒁ඞᕈ߳ߩ࿁Ꮻߪ޽ࠅᓧߥ޿‫ޕ‬ᄢቇߪឭଏߔࠆᢎ⢒ߩ⾰ߦ⽿છ߇޽ࠆߣ޿߁ේೣߪ㧘੹ᓟ߽᥉෸ߒ⛯ߌࠆߛࠈ߁‫ߒ߆ߒޕ‬㧘዁᧪⊛ߦࠃࠅᄙߊߩ╙ਃ⠪⾰଻⸽ᯏ㑐㧘ߘߒߡ߅ߘࠄߊࠃࠅᄙߊߩ᡽ᐭ߇㧘ታ㓙ߦߘߩේೣࠍ

－ 53 －

ㆡ↪ߔࠆߎߣ߇ᦸ߹ࠇࠆ‫ޕ‬ߚߣ߃ᵴേߩᄙߊ߇⾰ߩะ਄ߦ㑐ଥߔࠆߣߒߡ߽㧘⺑᣿⽿છߩߚ߼ߩ⾰଻⸽ߩᔅⷐᕈߪᱷࠅ㧘޽ࠄࠁࠆ೙ᐲߩၮ␆ߣߥࠆ‫߽ᦨߩ߼ߚࠆߖߐ⛯⛮ࠍࠇߘޕ‬㊀ⷐߥⷐ࿃ߩ╙৻ߪ㧘ቇ↢ߦࠃߞߡ૗߇ߥߐࠇࠆ߆ߢ޽ࠅ㧘߅ߘࠄߊߪߘࠇߦᰴ޿ߢᢎຬߦࠃߞߡⴕࠊࠇࠆߎߣߢ޽ࠆ‫ޕ‬－ 54 －

ᢎ⢒⃰ႎ๔᦭ᧄ ┨
㧔Ყᴦጊᄢቇ࡮ᐢፉᄢቇฬ⹷ᢎ᝼㧕ᢎ⢒⃰ߪ㧘COE ࡊࡠࠣ࡜ࡓߩಽᜂߩਛߢ FD㧘SD㧘ᢎ⢒ౝኈ࡮ᣇᴺ㧘⧯ᚻ⎇ⓥ⠪㙃ᚑ㧘ࠫࠚࡦ࠳࡯໧㗴ߥߤߩ⒳‫ߩޘ‬໧㗴ߦขࠅ⚵ࠎߢ߈ߚ߇㧘੹࿁ߩ⎇ⓥຬ㓸ળߢߩᢎ⢒⃰ߩႎ๔ߩⷞ
ὐߪ㧘╙৻ߦ࿖㓙Ყセߦࠃߞߡ਎⇇ߣᣣᧄߩ FD ࠍ᣿ࠄ߆ߦߔࠆߎߣ㧘╙ੑߦᣣᧄߩ FD ߩ⃻⁁ࠍㆊ෰ߣ⃻࿷ߦ߅޿ߡᲧセߒߡᤨ♽೉⊛ಽᨆࠍⴕ߁ߎߣ㧘╙ਃߦቇ↢⺞ᩏ߆ࠄ⷗ߚᢎ⢒ߩ․ᓽࠍ᣿⏕ߦߔࠆߎߣ㧘ߦὶὐࠍߒ߷ࠆߎߣߦߒߚ‫ࠍࠇߘޕ‬ㅢߒߡ㧘21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣ⾰⊛଻⸽ߩਥ㗴ߦ㑐ߔࠆታ⸽⊛ߥࠕࡊࡠ࡯࠴ࠍዷ㐿ߔࠆߎߣ߇ਥ⌒ߢ޽ࠆ‫ߡߞ߇ߚߒޕ‬㧘ౕ૕⊛ߦߪᢎ⢒⃰ߩႎ๔ߪએਅߩਃߟߩႎ๔߆ࠄᚑࠅ┙ߞߡ޿ࠆ‫ߜࠊߥߔޕ‬㧘1㧚ਛ࿖㧘ᣣᧄ㧘☨࿖ߦ߅ߌࠆ FD ߩ⃻⁁ߣ⺖㗴㧙࿖㓙Ყセߩⷞὐ߆ࠄ㧙
2㧚ᣣᧄߦ߅ߌࠆ FD ᵴേߩᄌൻ㧙2003 ᐕ⺞ᩏߣ 2006 ᐕ⺞ᩏߩᲧセ㧙3㧚ቇ↢⺞ᩏߦߺࠆᄢቇᢎ⢒ߩ⺖㗴㧙ᢎ⢒߆ࠄቇ⠌ߩ⾰଻⸽߳㧙ߢ޽ࠆ‫ޕ‬એਅߢߪ㧘ߎߩ㗅⇟ߦහߒߡฦႎ๔ߩ᭎⇛⺑᣿ࠍⴕ߁‫ޕ‬㧝㧚ਛ࿖㧘ᣣᧄ㧘☨࿖ߦ߅ߌࠆ (& ߩ⃻⁁ߣ⺖㗴㧙࿖㓙Ყセߩⷞὐ߆ࠄ㧙㧔㧕⊒⴫ౝኈߣ૶↪࠺࡯࠲⊒⴫ౝኈߦߟ޿ߡߪ㧘FD ߦ㑐ߔࠆቯ⟵ߩᄙ᭽ᕈ㧘ਛ࿖㧘ᣣᧄߣ☨࿖ߦ߅ߌࠆ FD ᵴേߩታ㓙㧘⚿⺰ߦࠊߚߞߡዷ㐿ߐࠇߚ‫ߪ࠲࡯࠺↪૶ޕ‬㧘ᣣᧄ㧦㈩Ꮣᢙ 675 ᩞ㧘࿁╵ᢙ 343 ᩞ㧘࿁╵
₸ 50.8㧑㧘ਛ࿖㧦㈩Ꮣᢙ 240 ᩞ㧘࿁╵ᢙ 146 ᩞ㧘࿁╵₸ 60.8㧑㧘☨࿖㧦㈩Ꮣᢙ 945 ᩞ㧘࿁╵ᢙ 206 ᩞ㧘࿁╵₸ 21.8㧑ߢ޽ࠆ‫ޕ‬㧔㧕(& ߦ㑐ߔࠆቯ⟵ߩᄙ᭽ᕈ
FD ߪ਎⇇⊛ߦ⛔৻ߒߚ᭎ᔨ߇޽ࠆߩߢߪߥߊ㧘ᄙ᭽ൻߒߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫ޕ‬ᰴߩࠃ߁ߥ
⁁ᴫ߇ⷰኤߐࠇࠆ‫ޕ‬࡮ࠕࡔ࡝ࠞ㧦faculty development, instructional development, teaching development, etc.
࡮ࠗࠡ࡝ࠬ㧦staff development, educational development, etc.
࡮ࠝ࡯ࠬ࠻࡜࡝ࠕ㧦staff development, academic development, professional development,etc.
࡮ ࠼ ࠗ ࠷ 㧦 Hochschuldidaktische Ausbildung und Weiterbildung (academic staff
development)－ 55 －

࡮ਛ࿖㧦‫ޟ‬㜞ᩞᏜ䌘 ၭ䆁 ‫ޠ‬㧔㜞╬ᢎ⢒ᯏ㑐ߩᢎຬߣߥࠆߴ߈ੱ᧚ߩ⢒ᚑߣ⸠✵㧕㧘‫ޟ‬ᄢቇᢎᏜথ
ዷ‫(ޠ‬FD)࡮ᣣᧄ㧦ᢎ᝼࿅ߩ⾗⾰㐿⊒(FD) ☨࿖ߢߪ㧘faculty development㧘⧷࿖ߢߪ staff development ߣ᭎ᔨߩ⋧㆑߇޽ࠆ‫☨ޕ‬࿖ߢߪᢎຬߩߺࠍ฽߻᭎ᔨߢ޽ࠆߩߦኻߒߡ㧘⧷࿖ߢߪᢎຬߩߺߢߪߥߊ⡯ຬ߽฽߻᭎ᔨߣߥߞߡ
޿ࠆὐߦ⋧㆑߇⷗ࠄࠇࠆ‫ߚ߹ޕ‬㧘೨⠪ߢߪ instructional development㧘ᓟ⠪ߪ educational
development ߣߔࠆ⋧㆑߇޽ࠆ‫ߒ߆ߒޕ‬ਔ⠪ߣ߽ academic development ࠍㅊ᳞ߔࠆὐߢߪ㧘౒ㅢᕈ߇⷗ࠄࠇࠆ‫ޕ‬㧔㧕␠ળ⊛ᄌൻߣᄢቇᯏ⢻ߩᄌኈߦࠃࠆ (& ߳ߩᓇ㗀␠ળᄌൻߪ㧘ᢎ⢒ᯏ⢻㧘⎇ⓥᯏ⢻㧘␠ળࠨ࡯ࡆࠬᯏ⢻㧘߳ᓇ㗀ࠍ෸߷ߒ㧘ߐࠄߦᢎ⢒ᵴേ㧘
⎇ⓥᵴേ㧘␠ળࠨ࡯ࡆࠬᵴേ㧘▤ℂㆇ༡߿ᢎຬߩࠠࡖ࡝ࠕ㐿⊒╬㧘߳ᓇ㗀ࠍ෸߷ߔߎߣ߇ಽ߆
ࠆ‫ߜ߁ߩߎޕ‬㧘⁜⟵ߩ FD ߪᢎ⢒ᵴേࠍ␜ߒߡ߅ࠅ㧘ߎࠇߦߘߩઁࠍ฽߼ࠆߣᐢ⟵ߩ FD ࠍᗧ๧ߔࠆ‫ޕ‬
㧔㧕(& ߩᴪ㕟ᰴߦਛ࿖㧘ᣣᧄ㧘☨࿖ߦ߅ߌࠆ FD ߩᴪ㕟ࠍ⠨ኤߔࠆߣ㧘ਛ࿖ߪ ᣥ࠰ࡆࠛ࠻ࡕ࠺࡞ߦၮߠ߈㧘1950 ᐕઍೋᦼ⊒⿷㧘એ᧪೙ᐲൻߐࠇߚ‫ޕ‬ᣣᧄ ߪ 1980 ᐕઍᓟඨ⊒⿷㧘1990 ᐕઍਛᦼ߆ࠄ೙ᐲ
ൻߒߚ‫ߦࠇߎޕ‬ኻߒߡ㧘☨࿖ߪ 1960 ᐕઍ⊒⿷㧘1970 ᐕઍ߆ࠄ೙ᐲൻߒߚ‫ޕ‬㧔㧕(& ߩౝኈ㗔ၞ࡮ታᣉ࡮ᚑᨐ࡮⺖㗴࡮ផㅴⷐ࿃
ߎߎߢߪ㧘FD ߩౝኈ㗔ၞ㧘FD ᵴേߩታᣉ㧘FD ᵴേߩᚑᨐ㧘FD ࠍ߼ߋࠆ⺖㗴㧘FD ᵴേࠍផㅴߔࠆⷐ࿃㧘ࠍߘࠇߙࠇᬌ⸛ߒߡ޿ࠆ‫ޕ‬FD ߩౝኈ㗔ၞࠍߺࠆߣ㧘FD ߩౝኈ㗔ၞߣߒߡ㧘ߤߩ࿖ߦ߅޿ߡ߽㧘╙৻ߦ㧘‫ޟ‬ᢎ⢒ᵴേ‫ޠ‬ߦᾖḰ߇޽ࠅ㧘⛯޿ߡ㧘ᣣᧄߢߪ‫⥄ޟ‬Ꮖὐᬌ࡮⹏ଔ‫ޠ‬㧘ਛ࿖ߣ☨࿖ߢߪ‫⎇ޟ‬ⓥᵴേ‫޿ߡߞߥߣޠ‬ࠆ‫ޕ‬ᢎ⢒ߦ㑐ߔࠆ FD ᵴേߩታᣉ⁁ᴫߢߪ㧘ᣣᧄߩታᣉ₸ߪ 73.3㧑ߣ㜞޿ഀวࠍ␜ߒߡ޿ࠆ߇㧘ਛ࿖ߣ☨࿖ߦᲧߴࠆߣ߹ߛታᣉ₸߇ૐ޿㧔ਛ࿖ 86.2㧑㧘☨࿖ 96.6㧑㧕ߣ޿߁⚿ᨐ߇⺒ߺขࠇߚ‫ޕ‬FD ᵴേߩᚑᨐ (I)ߢߪ㧘‫⦟ޟ‬ᅢ‫ޠ‬‫ࠆ޽ޟ‬⒟ᐲ⦟ᅢ‫ࠍޠ‬ว⸘ߔࠆߣ㧘ᣣᧄ 53.2%㧘78.3%㧘61.5%
ߣߥࠅ㧘ᣣᧄߢߩ⹏ଔ߇ዋߒૐ޿‫ޕ‬FD ᵴേߩᚑᨐ (II)ߢߪ㧘ᣣᧄߪਛ࿖ߣ☨࿖ߦᲧߴߡ㧘FD
ᵴേߪ⁜⟵ߩ▸࿐ߢታᣉߐࠇߡ޿ࠆ৻ᣇߢ㧘޿ߕࠇߩ஥㕙ߦ߅޿ߡ߽㧘ૐ޿ߣ⷗ࠄࠇࠆ‫ޕ‬FD ᵴേࠍ߼ߋࠆ⺖㗴ߣߒߡ㧘FD ߣߪ૗߆ࠍ᣿⏕ߦቯ⟵ߒߚ⚵❱࡟ࡌ࡞ߩᣇ㊎╬߇޽ࠆ߆ߢ
ߪ㧘☨࿖ߦᲧߴߡᭂ߼ߡૐ޿⁁ᘒߦߣߤ߹ߞߡ޿ࠆߎߣ߇್᣿ߒߚ‫ޕ‬FD ߩ᭎ᔨ߿ౝኈߦ㑐ߔࠆቇౝߩኾ㐷ኅ߇޿ߥ޿ߣ޿߁ὐߢߪ㧘ᣣᧄߢߪ㧘ቇౝߦኾ㐷ኅ߇޿ߥ޿ὐ߇ᜰ៰ߐࠇߡ߅ࠅ㧘߹ߚ㧘ᣣᧄߩᄢቇߪ FD ߩቯ⟵ࠍਇ᣿⏕ߦߒߚ߹߹ FD ᵴേࠍⴕ－ 56 －

ߞߡ޿ࠆ௑ะ߇ߺࠄࠇࠆ‫ޕ‬FD ᵴേࠍផㅴߔࠆⷐ࿃ࠍ⷗ࠆߣ㧘ਛ࿖ߢߪ‫ޟ‬ቇ㐳߿೽ቇ㐳ߩ࡝࡯࠳࡯ࠪ࠶ࡊ‫ޠ‬
㧔83.6㧑㧕ࠍ㧘☨࿖ߢߪ‫ޟ‬ฦㇱዪ㐳ߩ࡝࡯࠳࡯ࠪ࠶ࡊ‫ޠ‬
㧔91.3㧑㧕ࠍ㊀ⷞߒߡ޿ࠆߩߦኻߒߡ㧘ᣣᧄߪ‫ޟ‬ᢎຬ৻ੱ৻ੱߩᗧ⼂‫ߦޠ‬ଐ᜚ߒߡ޿ࠆὐ㧔88.3㧑㧕߇ઁߩ 2 ߆࿖ߣᲧߴߡ⇣ߥࠆ․ᓽߣ޿߃ࠆ‫ޕ‬ਛ࿖ߣ☨࿖ߣᲧセߒߡ㧘ᣣᧄߩ FD ᵴേߪ㧘‫ޟ‬ᢎຬߩᢎ⢒⢻ജ࡮⾗⾰ߩ㐿⊒‫ࠍޠ‬ਛᔃߦ㧘⁜⟵ߩ▸࿐ߢታᣉߐࠇߡ߅ࠅ㧘߹ߚ ‫ޟ‬ᢎຬ৻ੱ৻ੱߩᗧ⼂‫ߦޠ‬ଐ᜚ߒ㧘FD ߩቯ⟵ࠍਇ᣿⏕ߦߒߚ߹߹ᵴേࠍⴕߞߡ޿ࠆὐ߇․ᓽߣ޿߃ࠆ‫ޕ‬⚿ ⺰ߒߚ߇ߞߡ㧘੹ᓟ㧘ᣣᧄߢߪ FD ᵴേߩታ❣ࠍ߽ߞߣ਄ߍࠆߚ߼ߦ㧘ฦㇱዪ㐳ߩ࡝࡯࠳࡯ࠪ
࠶ࡊߣቇ㐳߿೽ቇ㐳ߩ࡝࡯࠳࡯ࠪ࠶ࡊࠍචಽߦ⊒ើߔࠆߣ౒ߦ㧘ኾ㐷ኅࠍ㙃ᚑߒ㧘᣿⏕ߥᣇ㊎ߦၮߠ߈㧘ᐢ⟵ߩ▸࿐ߢ FD ᵴേࠍታᣉߔࠆᡷༀ╷ࠍߣࠆᔅⷐ߇޽ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬㧚ᣣᧄߦ߅ߌࠆ (& ᵴേߩᄌൻ㧙 ᐕ⺞ᩏߣ  ᐕ⺞ᩏߩᲧセ㧙ႎ๔ߩౝኈߪ㧔1㧕FD ᵴേߩ⁁ᴫߣᢎ⢒⢻ജ࡮⾗⾰ᒻᚑߣߩ㑐ଥ㧘
㧔2㧕ቇ჻⺖⒟ᢎ⢒ߩ⁁ᴫᄌൻߣ⺖㗴㧘
㧔3㧕FD ᵴേߩ⁁ᴫᄌൻߣ⺖㗴㧘߆ࠄߥߞߡ޿ࠆ‫ޕ‬㧔㧕(& ᵴേߩ⁁ᴫߣᢎ⢒⢻ജ࡮⾗⾰ᒻᚑߣߩ㑐ଥ⋭⇛㧔㧕ቇ჻⺖⒟ᢎ⢒ߩ⁁ᴫᄌൻߣ⺖㗴
2006 ᐕ⺞ᩏߦ߅޿ߡ㧘‫ࠆ޽ޟ߆ޠࠆ޿ߡߞ޿ߊ߹߁ޟ‬⒟ᐲ߁߹ߊ޿ߞߡ޿ࠆ‫ࠍޠ‬ㆬᛯߒߚᄢ
ቇߪ 90.9㧑޽ࠅ㧘ቇ჻⺖⒟ᢎ⢒ߪ޽ࠆ⒟ᐲߪ߁߹ߊ޿ߞߡ޿ࠆߣ⹺⼂ߐࠇߡ޿ࠆ‫ߒ߆ߒޕ‬㧘‫߁ޟ‬߹ߊ޿ߞߡ޿ࠆ‫⹏ߣޠ‬ଔߒߚᄢቇߪ 9.5㧑ߩߺߢ㧘2003 ᐕ⺞ᩏߣห⒟ᐲߦ㧘ቇ჻⺖⒟ᢎ⢒ߦ⺖㗴߇ᱷߞߡ޿ࠆߣቇ㐳ߪ⹺⼂ߒߡ޿ࠆ‫ޕ‬
2006 ᐕ⺞ᩏߦ߅޿ߡ㧘ቇ჻⺖⒟ᢎ⢒ࠍ⹏ଔߔࠆ㓙ߦ㊀ⷞߒߚ⒟ᐲߩ㜞޿㗅ߦ␜ߔߣ㧘‫ޟ‬1㧚࿷
ቇ↢ߦࠃࠆ⹏ଔ‫ޠ‬㧘‫ޟ‬8㧚ᢎ⢒ߩ⥄Ꮖὐᬌ⚿ᨐ‫ޠ‬‫ޟ‬ቇ↢ߩዞ⡯⁁ᴫ‫ޠ‬,ߣߥߞߡ߅ࠅ㧘2003 ᐕ⺞ᩏߣᲧセߒߡ㧘㊀ⷞᐲ߇᦭ᗧߦ਄߇ߞߚ⹏ଔ⚿ᨐߪ㧘‫ޟ‬9㧚ᄖㇱ⹏ଔ࡮╙ਃ⠪⹏ଔߦࠃࠆ⹏ଔ⚿ᨐ‫ޠ‬‫ޟ‬3㧚ቇ↢ߩዞ⡯⁁ᴫ‫ޠ‬‫ޟ‬1㧚࿷ቇ↢ߦࠃࠆ⹏ଔ‫ޠ‬‫ޟ‬2㧚තᬺ↢ߦࠃࠆ⹏ଔ‫ޠ‬‫ޟ‬7㧚තᬺ↢ߦኻߔࠆડᬺߩ⹏ଔ‫ޕߚߞ޽ߢޠ‬ቇ჻⺖⒟ᢎ⢒ߩ⹏ଔၮḰ߇ᄙ᭽ൻߒ㧘ᄢቇᄖㇱߩⷞὐ߆ࠄ⹏ଔߔࠆ௑
ะ߇㜞߹ߞߡ޿ࠆ‫ޕ‬
2006 ᐕ⺞ᩏߦ߅޿ߡ㧘ᢎ⢒ߩᡷༀ߿ᵴᕈൻ߇‫ޟ‬ᔅⷐߢ޽ࠆ‫ޠ‬‫ࠆ޽ޟ‬⒟ᐲᔅⷐߢ޽ࠆ‫ࠍޠ‬วࠊ
ߖࠆߣ 99.6㧑ߣߥࠅ㧘߶ߣࠎߤߩᄢቇ߇ᢎ⢒ߩᡷༀ߿ᵴᕈൻ߇ᔅⷐߢ޽ࠆߣ࿁╵ߒߡ޿ࠆ‫ޕ‬ᢎ⢒ߩᡷༀ߿ᵴᕈൻ߇ᔅⷐߢ޽ࠆߣ࿁╵ߔࠆᄢቇߩᲧ₸ߪ㧘1989 ᐕ㧘2003 ᐕ㧘2006 ᐕߣ⚻ࠆߦ－ 57 －

ߟࠇߡᓸჇߒߡ޿ࠆ‫ޕ‬ᢎ⢒ߩᡷༀ߿ᵴᕈൻࠍᔅⷐߣߔࠆℂ↱ߣߒߡ㧘2006 ᐕ⺞ᩏߢㆬᛯ₸ߩ㜞޿࠻࠶ࡊ 5 ߩ㗄⋡ߪ㧘‫ޟ‬1㧚ቇ↢ߦᗧ᰼ࠍᜬߞߡቇ⠌ߒߡ߽ࠄ߁ߚ߼‫ޠ‬
㧔93.3㧑㧕
㧘‫ޟ‬10㧚ᄢቇᢎຬߪᄢቇᢎ⢒ߩᡷༀߦദ߼ࠆ⽿ോ߇޽ࠆߚ߼‫ޠ‬
㧔71.5㧑㧕
㧘‫ޟ‬4㧚ቇ↢㧔18 ᱦ㧕ੱญߩᷫዋߦ઻߁ᄢቇ↢߈ᱷࠅߩߚ߼‫ޠ‬
㧔58.9㧑㧕
㧘‫ޟ‬2㧚ቇ↢ߦ⼾ንߥ⍮⼂ࠍ⠌ᓧߒߡ߽ࠄ߁ߚ߼‫ޠ‬
㧔55.2㧑㧕
㧘‫ޟ‬9㧚㜞ᩞᢎ⢒ߣߩធ⛯ߩ໧㗴㧔ቇജߩᄙ᭽ൻߥߤ㧕ߦኻᔕߔࠆߚ߼‫ޠ‬
㧔46.7㧑㧕ߣߥߞߡ޿ࠆ‫ޕ‬߹ߚ㧘2003 ᐕ⺞ᩏᤨߦᲧߴߡ㧘‫ޟ‬4㧚ቇ↢㧔18 ᱦ㧕ੱญߩᷫዋߦ઻߁ᄢቇ↢߈ᱷࠅߩߚ߼‫ޠ‬
ࠍℂ↱ߦߒߚᄢቇ߇᦭ᗧߦჇടߒ㧘ㅒߦ㧘‫ޟ‬6㧚↢ᶦᢎ⢒ᯏ㑐ߣߒߡߩᄢቇߩᓎഀ߇Ⴧᄢ㧔␠ળੱቇ↢ߩჇട╬㧕ߒߡ޿ࠆߚ߼‫ࠍޠ‬ℂ↱ߦߒߚᄢቇߪ᦭ᗧߦᷫዋߒߡ޿ࠆ‫ޕ‬㧔㧕(& ᵴേߩ⁁ᴫᄌൻߣ⺖㗴FD ᵴേߩᔅⷐᕈ 2006 ᐕ⺞ᩏߦ߅޿ߡ㧘FD ᵴേ߇‫ޟ‬ᔅⷐߢ޽ࠆ‫ࠆ޽ޟߣޠ‬⒟ᐲᔅⷐߢ޽
ࠆ‫ࠍޠ‬วࠊߖࠆߣ 99.3㧑ߣߥࠅ㧘߶ߣࠎߤߩᄢቇߪ FD ᵴേ߇ᔅⷐߢ޽ࠆߣ࿁╵ߒߡ޿ࠆ‫ߎޕ‬ߩ௑ะߪᣢߦ 2003 ᐕ⺞ᩏߦ߅޿ߡ␜ߐࠇߡ޿ߚ‫ޕ‬FD ߩౝኈ㗔ၞ 2006 ᐕ⺞ᩏߦ߅޿ߡ㧘ᦨ߽ᄙߊߩᄢቇ߇ FD ߩౝኈ㗔ၞߣᜰ៰ߒߡ޿ࠆߩ
߇㧘‫ޟ‬1㧚ᢎ⢒ᵴേ‫ߚߞ޽ߢޠ‬㧔93.1㧑㧕
‫ߡ޿⛯ޕ‬㧘‫ޟ‬6㧚⥄Ꮖὐᬌ࡮⹏ଔ‫ޠ‬
㧔51.5㧑㧕
㧘‫ޟ‬2㧚⎇ⓥᵴേ‫ޠ‬
㧔32.1㧑㧕ߣߥߞߡ޿ࠆ‫ߩࠄࠇߎޕ‬௑ะߪ 2003 ᐕ⺞ᩏߣᄌൻߪߥ߆ߞߚ‫ߚ߹ޕ‬㧘2006 ᐕ⺞ᩏߦ߅޿ߡ㧘ᦨ߽ᄙߊߩᄢቇ߇ FD ߩౝኈ㗔ၞߣᜰ៰ߒߡ޿ࠆߩ߇㧘‫ޟ‬1㧚ᢎ⢒ᵴേ‫ߞ޽ߢޠ‬ߚ㧔93.1㧑㧕‫ߡ޿⛯ޕ‬㧘‫ޟ‬6㧚⥄Ꮖὐᬌ࡮⹏ଔ‫ޠ‬
㧔51.5㧑㧕
㧘‫ޟ‬2㧚⎇ⓥᵴേ‫ޠ‬
㧔32.1㧑㧕ߣߥߞߡ޿
ࠆ‫ߩࠄࠇߎޕ‬௑ะߪ 2003 ᐕ⺞ᩏߣᄌൻߪߥ߆ߞߚ‫ޕ‬FD ߩታᣉ㗔ၞ 2006 ᐕ⺞ᩏߦ߅޿ߡ㧘‫ߩߚߥ޽ޟ‬ᄢቇߢ㧘ㆊ෰ 5 ᐕߩ㑆ߦ㧘ᢎ⢒ߦ㑐ߔࠆFD ᵴേࠍታᣉߒߚ߆‫⾰ࠍޠ‬໧ߒߚߣߎࠈ㧘‫ޟ‬ታᣉߒߚ‫ࠆߔߣޠ‬ᄢቇߪ 81.0㧑ߢ޽ߞߚ‫ޕ‬2003
ᐕ⺞ᩏߦᲧߴࠆߣ᦭ᗧߥჇടߪ⏕⹺ߐࠇߥ߆ߞߚ‫߅ߥ ޕ‬㧘1989 ᐕ⺞ᩏߦᲧߴࠆߣ㧘ߎߩ㑆ߦFD ᵴേߩታᣉ₸ߪ᦭ᗧߦჇടߒߚ‫ޕ‬FD ߩታᣉߦ㑐ߔࠆߎࠇ߹ߢߩታ❣ 2006 ᐕ⺞ᩏߦ߅޿ߡ㧘‫⦟ޟ‬ᅢ‫ ߪޠ‬4.7㧑㧘
‫ࠆ޽ޟ‬⒟ᐲ⦟ᅢ‫ ߪޠ‬46.0㧑ߣߥߞߡ߅ࠅ㧘ਔㆬᛯ⢇ࠍวࠊߖࠆߣ 50.7㧑ߩᄢቇ߇⦟ᅢߢ޽ࠆߣ࿁╵ߒߡ޿ߚ‫ޕ‬ߎߩᢙ୯ߪ㧘2003 ᐕ⺞ᩏߦᲧߴߡ㧘ෂ㒾₸ 10㧑ߦ߅޿ߡ᦭ᗧߦ㧔7.5㧑㧕Ⴧടߒߡ޿ࠆ‫ޕ‬FD ᵴേߩᚑᨐ FD ᵴേߩ⋡ᜰߒߡ޿ࠆᢎ⢒⢻ജ࡮⾗⾰ߩะ਄ߦߟ޿ߡߪ㧘 2003 ᐕ⺞ᩏߦ߅޿ߡ‫ޟ‬㜞߹ߞߚ‫ࠆ޽ޟߣޠ‬⒟ᐲ߹ߢ㜞߹ߞߚ‫ࠍޠ‬วࠊߖߡᣢߦ 76.0㧑㜞߹ߞߚߣ࿁╵ߐࠇߡ߅ࠅ㧘2006 ᐕ⺞ᩏߦ߅޿ߡߪߘࠇએ਄ߩᄌൻߪߥ޿‫ޕ‬FD ᵴേߩ⃻⁁ߣ໧㗴ὐ 2006 ᐕ⺞ᩏߣ 2003 ᐕ⺞ᩏߣߩ㑆ߢ㧘FD ᵴേߦ߅ߌࠆ໧㗴ὐߩ⹺⼂ߦ᦭ᗧߥ㆑޿߇ߺࠄࠇࠆ੐㗄ߪ‫ޟ‬ԘFD ᵴേߩℂᔨ߿᭎ᔨ߇⚵❱ో૕ߩᢎຬߦචಽ⹺⼂ߐࠇߡ޿ߥ޿‫ޕ‬‫ޟߣޠ‬ԛFD ᵴേߦή㑐ᔃߥᢎຬ߇߆ߥࠅ⷗ࠄࠇࠆ‫ޕ‬‫ޕࠆ޽ߢޠ‬ਔ੐㗄ߣ߽㧘ᒰߡߪ߹ࠆߣߩ࿁╵₸߇ਅ߇ߞߡ߅ࠅ㧘FD ᵴേߩ໧㗴ὐߩ৻ㇱߪᡷༀߒߡ޿ࠆ‫ޕ‬FDߦ㑐ߔࠆ⚵❱࡟ࡌ࡞ߩᣇ㊎ߩ᦭ή 2006ᐕ⺞ᩏߦ߅޿ߡ㧘‫ޟ‬ᄢቇߩᣇ㊎߇޽ࠆ‫ޠ‬
ߪ56.4㧑㧘

－ 58 －

‫ޟ‬ᄢቇߩᣇ㊎ࠍᬌ⸛ਛ‫ ߪޠ‬32.6㧑ߣߥߞߡ߅ࠅ㧘2003 ᐕ⺞ᩏᤨߦᲧߴࠆߣ㧘FD ߦ㑐ߔࠆᣇ㊎ࠍ⸳ቯߒߡ޿ࠆᄢቇߪ 2 ୚Ⴧടߒߡ޿ࠆ‫ߩߎޕ‬ὐߢߩ໧㗴ὐߪᡷༀߐࠇߡ޿ࠆ‫ޕ‬FD ᵴേࠍផㅴߔࠆߩߦ㊀ⷐߥ㗄⋡ FD ᵴേࠍផㅴߔࠆߩߦ㊀ⷐߥ㗄⋡ߣߒߡ㧘‫ޟ‬1㧚ቇᄖߩ
FD ታᣉ⚵❱ߩᡰេ‫ޟ߿ޠ‬8㧚ᢥㇱ⑼ቇ⋭ߩ FD ߦኻߔࠆ⾗㊄⊛ᡰេ‫ߪޠ‬㧘ߘߩ㊀ⷐߣ⹺⼂ߐࠇ
ࠆ⒟ᐲ߇ෂ㒾₸ 5㧑ߦ߅޿ߡ᦭ᗧߦૐߊߥߞߡ޿ߚ‫ޕ‬FD ᵴേࠍቇౝߢታᣉߔࠆ᳇᭎߿೙ᐲ߇ᢛ
ߞߡ߈ߚߎߣߩ⴫ࠇߢߪߥ޿߆‫ޕ‬⚿ ⺰ቇ჻⺖⒟ᢎ⢒ߦ⺖㗴߇ᱷߞߡ޿ࠆߣቇ㐳ߪ⹺⼂ߒߡ޿ࠆߎߣ߇್᣿ߒߚ‫ޕ‬࡮ቇ჻⺖⒟ᢎ⢒ࠍ㧘ᄢቇᄖㇱߩⷞὐ߆ࠄ⹏ଔߔࠆ௑ะ߇㜞߹ߞߡ޿ࠆ‫ޕ‬࡮߶ߣࠎߤߩᄢቇ߇ᢎ⢒ߩᡷༀ߿ᵴᕈൻ߇ᔅⷐߢ޽ࠆߣ࿁╵ߒߡ߅ࠅ㧘ߎߩᲧ₸ߪ㧘ᐕ‫ޘ‬㧘ᓸჇߒߡ޿ࠆ‫ޕ‬࡮ᢎ⢒ߩᡷༀ߿ᵴᕈൻࠍᔅⷐߣߔࠆℂ↱ߣߒߡ㧘1 ૏ߪ‫ޟ‬ቇ↢ߦᗧ᰼ࠍᜬߞߡቇ⠌ߒߡ߽ࠄ߁ߚ߼‫ޠ‬
㧔93.3㧑㧕
㧘2 ૏ߪ‫ޟ‬ᄢቇᢎຬߪᄢቇᢎ⢒ߩᡷༀߦദ߼ࠆ⽿ോ߇޽ࠆߚ߼‫ޠ‬
㧔71.5㧑㧕
ߢ޽ߞߚ‫߅ߥޕ‬㧘2003 ᐕ⺞ᩏᤨߦᲧߴߡ㧘‫ޟ‬ቇ↢㧔18 ᱦ㧕ੱญߩᷫዋߦ઻߁ᄢቇ↢߈ᱷࠅߩߚ߼‫ࠍޠ‬ℂ↱ߦߒߚᄢቇ߇᦭ᗧߦჇടߒ㧘ㅒߦ㧘‫↢ޟ‬ᶦᢎ⢒ᯏ㑐ߣߒߡߩᄢቇߩᓎഀ߇Ⴧ
ᄢ㧔␠ળੱቇ↢ߩჇട╬㧕ߒߡ޿ࠆߚ߼‫ࠍޠ‬ℂ↱ߦߒߚᄢቇߪ᦭ᗧߦᷫዋߒߡ޿ࠆ‫ޕ‬㧚ቇ↢⺞ᩏߦߺࠆᄢቇᢎ⢒ߩ⺖㗴㧙ᢎ⢒߆ࠄቇ⠌ߩ⾰଻⸽߳㧙߹ߕ㧘ႎ๔ߩ᭎ⷐߪ㧘㧔1㧕ቇ↢⺞ᩏߣ⾰଻⸽㧘
㧔2㧕ቇ⠌ⴕേߣᄢቇߩᢎ⢒․ᕈ㧘㧔3㧕ቇ⠌ᚑ
ᨐߣᚑᨐᜰᮡߩ⺖㗴㧘㧔4㧕ᢎ⢒߆ࠄቇ⠌ߩ⾰଻⸽߳㧘߆ࠄ᭴ᚑߐࠇߡ޿ࠆ‫ޕ‬㧔㧕ቇ↢⺞ᩏߣ⾰଻⸽ቇ↢⺞ᩏߩ਎⇇⊛േะࠍ⷗ࠆߣ㧘⺑᣿ᔒะᬌ⸽ဳ㧔⽕㧘⧷㧕ߣᡷༀᔒะ⊒⷗ဳ㧔☨㧕ߥߤ߇඙೎ߢ߈ࠆ‫ޕ‬⴫㧝㧚ቇ↢⺞ᩏߩ਎⇇⊛േะ⋡⊛࡮ᗧ࿑
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⾰଻⸽ߦᔅⷐߥ‫ޟ‬ᖱႎ‫ޠ‬㧙ቇ↢⺞ᩏࡌ࡯ࠬ㧙ߢߪ㧘૗߇ߤߩࠃ߁ߦᢎ߃ࠄࠇߚ߆ߩߺߢߪߥ
ߊ㧘૗ࠍߤߩࠃ߁ߦቇࠎߛ߆߇໧ࠊࠇࠆߒ㧘⚿ዪߪ૗߇りߦߟ޿ߚ߆߇㊀ⷐߢ޽ࠆ‫߁ࠃߩߎޕ‬－ 59 －

ߥ⾰଻⸽ߦᵴ↪น⢻ߥቇ↢⺞ᩏ߇ᔅⷐߣߥࠆ‫↢ޕ‬ᵴᤨ㑆㧔 ㅳ㑆㧕ߩ࿖㓙Ყセߢߪ㧘ᣣᧄߩቇ↢ߪ᝼ᬺએᄖߩቇ⠌ᤨ㑆߇ᭂ߼ߡዋߥ޿ߣ޿߁․ᓽࠍ᦭ߒߡ޿ࠆߎߣ߇ಽ߆ࠆ‫ޕ‬㧔㧕ቇ⠌ⴕേߣᄢቇߩᢎ⢒․ᕈ
COE ⺞ᩏࠍၮߦ㧘↢ᵴᤨ㑆ߩ࿖㓙Ყセ㧔1 ㅳ㑆㧕㧘࿷ቇਛߩ↢ᵴᤨ㑆㧔1 ㅳ㑆㧕㧘ᢎ⢒․ᕈߩ࿖㓙Ყセ㧘᝼ᬺਛߩቇ⠌⚻㛎㧘ߥߤߩ⺞ᩏ⚿ᨐࠍᬌ⸛ߒߚ‫⚿ߩߘޕ‬ᨐࠍ᳞߼ߡ㧘ᣣᧄߩᄢቇᢎ
⢒ߩᒝߺߣᒙߺࠍᢛℂߒߡߺࠆߣ㧘ᰴߩࠃ߁ߥ․ᓽ߇޽ࠆߣ޿߃ࠆ‫ޕ‬ቇ⠌ߩၮ⋚ߪ᝼ᬺౝ㑐ଥ߇ᒝߊ㧘᝼ᬺᄖ೨ឭߪᒙ޿‫ޕ‬ᢎ⢒࡮ቇ⠌ਥ૕ߪ㧘ᢎ⢒ᜰዉ߇ᒝߊ㧘ቇ↢ෳട߇ᒙ޿‫ޕ‬ቇ⠌ߩ⋡ᮡߪℂ⺰߇ᒝߊ㧘ታ〣߇ᒙ޿‫ⷐޕ‬᳞ߐࠇࠆᵴേߪ㧘⸥ᙘ࡮ℂ⸃࡮⸃ߊ߇ᒝߊ㧘޽ࠆ޿ߪᢥ┨ߢ⴫⃻߇ᒝߊ㧘ಽᨆ࡮ᔕ↪࡮⊒⷗㧘޽ࠆ޿ߪญ㗡ߢ⊒⴫߇ᒙ޿‫ޕ‬ᕁ⠨ߩࡕ࡯࠼ߪ㧘ᣂߒ޿⷗ᣇ㧘ᨵエߥ⷗ᣇ߇ᒝߊ㧘ଔ୯್ᢿ㧘␠ળൻ߇ᒙ޿‫ޕ‬㧔㧕ቇ⠌ᚑᨐߣᚑᨐᜰᮡߩ⺖㗴තᬺᤨߩ₪ᓧ⢻ജߩ࿖㓙Ყセߦߟ޿ߡߪ㧘࿑ 1 ߦߺࠄࠇࠆࠃ߁ߦ㧘ో૕ߦ⻉ᄖ࿖ߦᲧセߒ߶߷ߔߴߡߩ㗄⋡ߦ߅޿ߡૐ޿₪ᓧ⢻ജࠍ␜ߒߡ޿ࠆ‫ޕ‬࿑㧝㧚තᬺᤨߩ₪ᓧ⢻ജߩ࿖㓙Ყセ
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ᣣᧄ

಴ᚲ㧦%*''45 තᬺ↢⺞ᩏ

－ 60 －

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㪉㪅㪇

ᢎ⢒࡮ቇ⠌ⴕേ࡮ᚑᨐߩㅪ㑐ߦߟ޿ߡߩ᭎⇛ߪᰴߩࠃ߁ߦߥࠆ‫ޕ‬࡮᝼ᬺߦࠦࡒ࠶࠻ߒߥ޿ቇ↢࡮ቇ߱ౝኈ߿ቇ߮ᣇ㧘ᚑᨐߦ஍ࠅ
࡮ᢎຬߩᢎ⢒ᆫ൓ߪቇ↢ߩḩ⿷ᐲࠍ㜞߼ࠆ࡮ᢎຬߪᾲᔃߢቇ↢ߩḩ⿷ᐲ߽ૐߊߥ޿
࡮ቇ↢ߩቇ߮ࠍㅢߓߚᚑᨐࠍᡷༀ㧫࡮⢻ജߩะ਄ߪᢎຬߩᆫ൓ࠃࠅታ㓙ߩቇ⠌ߣ㑐ㅪ࡮᝼ᬺߩℂ⸃ᐲ߿ᚑ❣ߪㅴ〝᳿ቯߣ㑐ㅪ߇Ꮧ⭯㧔㧕ᢎ⢒߆ࠄቇ⠌ߩ⾰଻⸽߳એ਄ߩ⠨ኤ߆ࠄ㧘ᢎ⢒߆ࠄቇ⠌ߩ⾰଻⸽߳ߩォ឵߇੹ᣣߩᣣᧄߩ᝼ᬺߦ߅޿ߡ⺖㗴ߣߥࠆߣᜰ៰ߢ߈ࠆߪߕߢ޽ࠆ‫ߪࠇߘޕ‬㧘ᰴߩࠃ߁ߥ᭴࿑ߣߥࠆ‫ޕ‬࡮ᾲⴊᢎᏧࠠࡖࡦࡍ࡯ࡦߩ⚳Ὣ 㧙ᄙߊߩᢎຬߪ᝼ᬺߦᾲᔃ 㧙ࠧ࡯࡞ߩߺ߃ߥ޿୘ੱ㑆┹੎࡮⚵❱⊛ߥࠧ࡯࡞⸳ቯߣߘߩታ⃻ 㧙ࠧ࡯࡞ᜂ଻ߩߚ߼ߩࠢ࡝࠹ࠖࠞ࡞ࡑࠬ૞ࠅ 㧙ࡊࡠࠣ࡜ࡓߩ⋡ᮡࠍ㆐ᚑߔࠆߚ߼ߩද௛
࡮ቇ⠌ߩ⾰߳ߩ⌒Ꮕߒ 㧙ᢎຬߩ⋡ᮡ߿ᆫ൓ߦ஍ะߒߚᢎ⢒ߩ⾰଻⸽ 㧙ቇ↢ߩቇ߮ࠍ෻ᤋߒߥ޿ᜰᮡߩផᅑ⚿ ⺰⚿⺰⊛ߦߪ㧘FD ߣߩ㑐ㅪߦ૏⟎ߠߌࠆߣߔࠇ߫㧘ᢎ⢒࡮ቇ⠌ߩ⾰଻⸽ߦᔅⷐߥ‫ޟ‬ข⚵‫ޠ‬㧙ቇ↢⺞ᩏ߇ᾖ኿ߔࠆ FD ߩᣇะᕈ㧙߇໧ࠊࠇࠆߎߣߦߥࠆ‫ޕ‬᭎ᔨ⊛ߦߪ㧘ᰴߩࠃ߁ߥขࠅ⚵ߺ߇ᔅⷐߛߣߺߥߐࠇࠆ‫ޕ‬㵶ቴⷰ࡮ਥⷰ⊛ߦ࠴ࠚ࠶ࠢน⢻ߥౕ૕⊛ߥᢎ⢒⋡ᮡ㧩₪ᓧߐߖࠆ⢻ജߩౣ⸳ቯ

㵶ᢎ⢒⋡ᮡߦḰ᜚ߒߚ⑼⋡ౝኈߣቇ߫ߖᣇߩౣ⠨㵶ᢎຬߩ⺑ᓧ㧔 ৻છ㧕ߣቇ↢ߩ⚊ᓧ㧔 ㄫว㧕㵶૗߇ߤ߁ᢎ߃ࠄࠇ㧘૗ࠍߤߩࠃ߁ߦቇ߮㧘૗ࠍりߦߟߌߚߩ߆ࠍࡕ࠾࠲࡯ߔࠆᖱႎߩ
෼㓸㵶

P-D-C-A－ 61 －

㧠㧚ᢎ⢒⃰ߩ߹ߣ߼
એ਄ߩਃઙߩႎ๔ࠍ〯߹߃ߡ㧘ᢎ⢒⃰ߩႎ๔ߦࠃߞߡታ⸽⊛ߦ⸃᣿ߒߚ੐ታߪ૗߆ߣ⸒߃߫㧘ᰴߩὐߦᢛℂߢ߈ࠆߢ޽ࠈ߁‫ޕ‬㧔㧕࿖㓙Ყセ̆ᣣᧄߩ (& ߪ⁜⟵ߩᲑ㓏 ᣣᧄߩ FD ߩ೙ᐲൻߩ⃻⁁ࠍ࿖㓙Ყセߦࠃߞߡ⏕߆߼ߚ⚿ᨐ㧘⃻࿷ߪ╙৻Ბ㓏ߦߣߤ߹ߞߡ
޿ࠆߣ⸻ᢿߢ߈ࠆߎߣ߇್᣿ߒߚ‫ౕޕ‬૕⊛ߦߪ㧘FD ߪᢎ⢒㧘⎇ⓥ㧘␠ળࠨ࡯ࡆࠬ㧘▤ℂㆇ༡㧘⹏ଔ㧘ᢎຬߩ࡜ࠗࡈࠨࠗࠢ࡞ߥߤቇ੐㧔academic work㧕ߦଥࠊࠆᐢ▸ߥ▸࿐ࠍᜂ଻ߒߡᚑ┙ߔࠆߪߕߢ޽ࠆߦ߽߆߆ࠊࠄߕ㧘⃻⁁ߢߪ㧘teaching ߣ޿߁ᭂ߼ߡ⁜޿▸࿐ߦ㓸ਛߒߡ޿ࠆߎ
ߣ߇ಽ߆ࠆ‫ߩߘޕ‬ὐߢ㧘ᣣᧄߩ FD ߪ⃻࿷㧘⁜⟵ߩᲑ㓏ߦߣߤ߹ߞߡ޿ࠆߣ޿ࠊߑࠆࠍᓧߥ޿‫ޕ‬㧔㧕ᣣᧄߩ (& ߩ೙ᐲൻ
⁜⟵ਛᔃߢ޽ࠆ߇㧘੹ᓟߩ⺖㗴߇ጊⓍߒߡ޿ࠆߎߣ߇ㆊ෰ߣ⃻࿷ߩᲧセߦࠃߞߡ᣿ࠄ߆ߦߥ
ߞߚ‫ޕ‬FD ߩ೙ᐲൻ⥄૕ߪߎߩ 14 ᐕ㑆ߦㅴዷࠍ␜ߒߚ߽ߩߩ㧘਄ߢႎ๔ߒߚࠃ߁ߥታᘒߦߪ㧘ᡷༀߔߴ߈໧㗴߇ዋߥߊߥ޿‫ޕ‬ᰴߩࠃ߁ߥ໧㗴߇ᶋ਄ߔࠆ‫ޕ‬ Ԙ೙ᐲൻߪ⋥✢⊛ߢߪߥ޿
⁜⟵ߩ FD ߆ࠄᰴ╙ߦᐢ⟵ߩ FD ߳⊒ዷߔࠆߦߪ㧘⹜ⴕ㍲⺋ࠍᇦ੺ߣߒߡ⚄૛ᦛ᛬߇੍ᗐߐ
ࠇࠆߩߢ޽ࠅ㧘᳿ߒߡ⋥✢⊛ߥࡈࡠࡦ࠻ࠛࡦ࠼ဳߩ⊒ዷࠍㄡࠆߩߢߪߥ޿ߣߺߥߔߎߣ߇ߢ߈
ࠆ‫ޕ‬ᣣᧄߢߩ FD ೙ᐲൻߩ⃻⁁ߪ㧘☨ਛߦᲧセߒߡ߆ߥࠅߩㆃࠇࠍߣߞߡ޿ࠆߎߣߪ㧘࿖㓙Ყセߦࠃߞߡ᣿⏕ߦߥߞߚ‫ޕ‬ᢎຬߩℂᔨߩ᣿⏕ൻ㧘ቇౝߩࠦࡦ࠮ࡦࠨࠬߩផㅴ㧘ᢎຬߩᗧ⼂㕟๮㧘ߣࠅࠊߌᄢቇᢎ᝼⡯ߩኾ㐷⡯ᕈࠍ⏕┙ߔࠆߎߣߩ⺖㗴߇޽ࠆߣߺߥߒߡߐߒߟ߆߃޽ࠆ߹޿‫ޕ‬ ԙ୘ੱ⊛ψ⚵❱⊛⃻࿷ߩ FD ߩ೙ᐲൻߪ㧘⚵❱⊛ߥขࠅ⚵ߺ߇ᰳᅤߒߚᲑ㓏ߦߣߤ߹ߞߡ޿ࠆߎߣ߇್᣿ߒߚ‫ޕ‬ߎߩߎߣߪ㧘ᄖ࿖ߣߩᲧセߦࠃߞߡ߽⏕⹺ߐࠇߚ‫ߛ߹ޕ‬㧘୘ੱߩ༡ὑߩᲑ㓏ߦߣߤ߹ࠅ㧘ᢎ᝼࿅ߩ㓸࿅⊛߆ߟ⚵❱⊛ߥᲑ㓏ߦ⥋ࠆ߹ߢಝ㓸ജࠍ㜞߼ߡ޿ߥ޿‫ࠍⵣޕ‬㄰ߖ߫㧘⚵❱⊛࡮૕♽⊛ߥขࠅ⚵ߺ߇චಽߦዷ㐿ߐࠇߡ޿ߥ޿⸽Ꮐߢ޽ࠆ‫ߩߎޕ‬Ბ㓏ߦߣߤ߹ࠆ㒢ࠅ㧘FD ߩᴺ⊛⟵ോߩߺߦߣߤ߹ࠄߕ㧘ᯏ㑐೎⹺⸽⹏ଔߦࠃࠆᩏቯ߿⹏ଔߦߣߤ߹ࠄߕ㧘ᦨᓟߦߪᢥ⑼⋭߇ߘߩ⋥ロ⊛ߥࠛ࡯ࠫࠚࡦࠪ࡯ࠍㅢߒߡࡑ࠾ࡘࠕ࡞ൻࠍᣉ╷ߔࠆᣇะ߳േߊ౏▚ߪ㜞߹ࠄߑࠆࠍᓧߥ޿‫ޕ‬Ԛઁᓞ⊛ψ⥄ᓞ⊛ᣣᧄߩ FD ߩ೙ᐲൻࠍ࿁㘈ߔࠆߣ㧘ᢥ⑼⋭ߩ 1991 ᐕߩᄢ✁ൻ᡽╷ߦࠃߞߡ⥄Ꮖὐᬌ࡮⹏ଔ
߇ዉ౉ߐࠇߚߩࠍ⊹ಾࠅߦ㐿ᆎߐࠇߚߣߺߥߐࠇࠆ‫ߦࠄߐޕ‬㧘1998 ᐕߩᄢቇክ⼏ળߩ╵↳ߦࠃ－ 62 －

ߞߡඨ⟵ോൻ߇ᚑ┙ߒߚߩߦട߃㧘2004 ᐕߩᯏ㑐೎⹺⸽⹏ଔߩዉ౉ߦࠃߞߡᴺ⊛ߦ⟵ോൻߐࠇࠆᲑ㓏ߦ೔㆐ߒߚ‫৻ߩߎޕ‬ㅪߩᵹࠇࠍㄡࠆߣ㧘ᣣᧄߦ߅ߌࠆ FD ߇ᄢቇੱߩ⥄ਥᕈ߿ਥ૕ᕈࠃ
ࠅ߽㧘ઁᓞ⊛ߦዉ౉ߐࠇߚߣ޿߁ઁߪߥ޿ߛࠈ߁‫ޕ‬਄ߢㅀߴߚ㧘ࠞ࠺ࡒ࠶ࠢ࡮ࡊࡠࡈࠚ࠶࡚ࠪ
ࡦࠍ⏕┙ߔࠆߎߣ߇㧘FD ߩᦨᄢߩ⺖㗴ߛߣߔࠇ߫㧘‫ޟ‬ቇ໧ߩ⥄↱‫ࠍ࡯ࡘࡆ࡟࡮ࠕࡇ߿ޠ‬ਛᔃߦߒߚ⥄ਥ⊛࡮ਥ૕⊛ߥ FD ߩ೙ᐲൻ߇ㆀⴕߐࠇࠆߎߣ߇૗ࠃࠅ߽ਇนᰳߢ޽ࠆߎߣߪ⸒߁߹ߢ
߽ߥ߆ࠈ߁‫ޕ‬ԛലᨐߪਇචಽߥᲑ㓏ߦ⇐߹ߞߡ޿ࠆ
⺞ᩏ⚿ᨐߦౕ߽⃻ߒߡ޿ߚࠃ߁ߦ㧘೙ᐲൻߪ޽ࠆ⒟ᐲㅴ᝞ࠍ␜ߒߚߦ߽߆߆ࠊࠄߕ㧘ᡷༀߔߴ߈⺖㗴߇ዋߥߊߥ޿એ਄㧘ലᨐߪਇචಽߥᲑ㓏ߦߣߤ߹ߞߡ޿ࠆߣ⸒ࠊߑࠆࠍᓧߥ޿‫ޕ‬ኾ㐷⡯ߩ⏕┙߳ߩ㆏⒟߇⒟㆙޿ߎߣ߽ߐࠆߎߣߥ߇ࠄ㧘⎇ⓥᔒะ߆ࠄᢎ⢒ᔒะߩࠬࠞ࡜࡯ࠪ࠶ࡊⷰ
㧩ቇ⼂ⷰߩᧂ⏕┙㧘ߣࠅࠊߌቇ⠌߳ߩኻᔕ߇✭ᘟߢ޽ࠅ㧘߻ߒࠈᰳᅤߒߡ޿ࠆ੐ታ߇ⷰኤߐࠇ
ࠆߎߣ߇ᵈ⋡ߦ୯ߔࠆ‫ߩߘޕ‬ᗧ๧ߢ㧘ᢎ⢒⃰ߩ⎇ⓥߢߪ㧘FD ࠍᢎຬߩ஥߆ࠄߣࠄ߃ߡ޿ࠆ㒢ࠅ㧘ߎߩ㒢⇇ߪస᦯ߔࠆߎߣ߇ߢ߈ߥ޿ߎߣ߽㊀ⷐߥ⊒⷗ߢ޽ࠆߣ⸒ߞߡㆊ⸒ߢߪ޽ࠆ߹޿‫ޕ‬ߘߩᜰ៰ߪ┵⊛ߦߪ㧘╙ਃߩႎ๔ߦࠃߞߡឭ␜ߐࠇߡ޿ࠆߩߢ޽ࠆ‫ޕ‬㧔㧕ቇ↢⺞ᩏ Ԙ᝼ᬺਛᔃψ᝼ᬺᄖቇ⠌߇ᒙ޿࿖㓙Ყセߦࠃߞߡᣣᧄߩቇ↢ߩ․ᓽࠍ⺞ᩏߔࠆߣ㧘᝼ᬺ߳ߪ߆ߥࠅ⌀㕙⋡ߦ಴Ꮸߒߡ޿ࠆ߽
ߩߩ㧘᝼ᬺᄖቇ⠌ߩᐲว޿߇ᭂ┵ߦૐ޿੐ታ߇್᣿ߔࠆ‫ߪߣߎߩߘޕ‬㧘න૏೙ߢߪ㧘੍⠌㧘᝼ᬺ㧘ᓳ⠌߇න૏ขᓧߦ⟵ോߠߌࠄࠇߡ޿ࠆߦ߽߆߆ࠊࠄߕ㧘ߘࠇ߇޿߆ߦᒻ㜈ൻߒߡ޿ࠆ߆ࠍ
ᅤታߦ⸽᣿ߔࠆ੐ታߢ޽ࠆ‫ޕ‬ ԙવ⛔⊛ߥᢎ⢒ਛᔃψቇ⠌ߩ⾰଻⸽߳ߩォ឵߇ᔅⷐ
᝼ᬺਛᔃߩቇ⠌ߪ㧘ቇ⠌ߩਥ૕⠪ߢ޽ࠆߪߕߩቇ↢ߩቇ⠌⠌ᘠ߇⏕┙ߐࠇߡ޿ߥ޿੐ታࠍ␜
ໂߔࠆ‫ޕ‬ᢎ᝼㧙ቇ⠌ㆊ⒟ߩਛߩᢎ᝼ߩㇱಽ߇⢈ᄢߒߡ㧘ᢎຬਛᔃߩ৻ᢧ᝼ᬺဳߩ⻠⟵߇ߔߥࠊߜᢎ⢒ߢ޽ࠆߣߔࠆᢎ᝼ⷰ߇ㄭઍᄢቇߩᚑ┙એ᧪੹ᣣ߹ߢᄢቇᢎ⢒ߩਥᵹߣߒߡẋᰴᒻᚑߐࠇ
ߡ߈ߚ੐ታࠍⵣᦠ߈ߔࠆ߽ߩߣ⸃ߐࠇࠆߦ㆑޿ߥ޿‫ߪߣߎߩߘޕ‬㧘⎇ⓥߦᲧ㊀ࠍ⟎޿ߚࠬࠞ࡜
࡯ࠪ࠶ࡊⷰߦห⺞ߔࠆᢎຬߩᗧ⼂߇ଐὼߣᩮᒝ޿‫ߪߣߎߩߎޕ‬㧘⎇ⓥ⠪ߣߒߡߩᢎຬਛᔃߩᢎ
⢒ⷰ߇૞↪ߒߡ޿ࠆߎߣߩⵣ㄰ߒߢ޽ࠅ㧘਄ߢ⷗ߚ FD ߩᕁᗐߣߥߞߡ޿ࠆߩߢ߽޽ࠆ‫ߩߎޕ‬߹߹ߢߪ㧘ቇ⠌ߩ⾰⊛଻⸽ࠍታ⃻ߔࠆߎߣߪ⥋㔍ߢ޽ࠆ‫⊒ޕ‬ᗐߩォ឵ߣหᤨߦࠪࠬ࠹ࡓߩォ឵߇ਇนᰳߢ޽ࠆ‫ޕ‬ቇ↢⺞ᩏ߆ࠄߩಽᨆߪߘߩォ឵ߦᚻ߇߆ࠅࠍឭଏߒߡ޿ࠆߪߕߢ޽ࠆ‫ޕ‬Ԛᢎຬଐሽဳߩᢎ⢒㧔ฬੱ⧓ဳ ψࠪࠬ࠹ࡓ⊛ข⚵ߺ㧔⚵❱ဳ 
FD ߩᣣᧄ⸶ߪ㧘‫ޟ‬ᢎ᝼࿅ߩ⾗⾰㐿⊒‫ޕࠆ޽ߢޠ‬ᢎ᝼࿅ߣߪᢎຬ୘‫ߊߥߪߢੱޘ‬㧘޽ߊ߹ߢᢎ

－ 63 －

ຬ࿅ߢ޽ࠅ㧘㓸࿅ߣߒߡߩᢎຬࠍᗧ๧ߔࠆ‫ߩࠅߣ߭ੱ৻ޕ‬ᢎຬ߇ߔߋࠇߚᢎ᝼㧙ቇ⠌ㆊ⒟ࠍዷ
㐿ߔࠆߎߣߪᤄ߆ࠄⷰኤߐࠇߡ߈ߚ‫ࠬࡊ࠶࠴ߩࠅߣ߭ੱ৻ߪࠇߘޕ‬వ↢ߢ޽ࠆ‫ߒ߆ߒޕ‬㧘ߎࠇߪ޽ߊ߹ߢൊ߿ࠦ࠷ߦଐሽߔࠆฬੱ⧓߿␹ᬺߩၞࠍ಴ߥ޿‫⑼ޕ‬ቇߣߒߡ㧘ࠪࠬ࠹ࡓߣߒߡ㧘ᢎຬోຬ߇ߔߋࠇߚ᝼ᬺࠍⴕ߁ሽ࿷ߦߥࠄߥߌࠇ߫㧘FD ߪ╙৻Ბ㓏ࠍ⣕⊹ߢ߈ߥ޿ߩߢ޽ࠆ‫ޕ‬ᣣᧄߩ FD ߇┙ߜㆃࠇߡ޿ࠆේ࿃ߩ߽ߞߣ߽ᄢ߈ߥⷐ࿃ߩ৻ߟߪ᣿ࠄ߆ߦ޿߹߹ߢߪฬੱ⧓ဳ
ߦߣߤ߹ߞߡ߅ࠅ㧘⚵❱ဳߩᰳᅤߣ⸒߁ઁߪ޽ࠆ߹޿‫ޕ‬㧔㧕(& ߩ⷗⋥ߒ એ਄ߦᜰ៰ߒߚ੐ᨩࠍᢛℂߔࠆߥࠄ߫㧘ਅ⸥ߩਃὐߪᦨૐ㒢㧘ࠢ࡝ࠕߐࠇߥߌࠇ߫ߥࠄߥ޿
⺖㗴ߢ޽ࠆ‫ޕ‬Ԙᢎ⢒ߣቇ⠌ߩ⛔วࠕ࡯ࡀࠬ࠻࡮ࡏࠗࡗ࡯ߪ⎇ⓥ㧘⛔ว㧘ᔕ↪㧘ᢎ⢒ࠍࠬࠞ࡜࡯ࠪ࠶ࡊౣ⠨ߩⷐ⚛ߣߒߡขࠅ਄
ߍ㧘ᦨᓟߩᢎ⢒㧩teaching ࠍߎࠇࠄߩᦨ਄૏ߦ૏⟎ߠߌߚߩߢ޽ࠆ߇㧘ߘࠇߢ߽ߥ߅㒢⇇߇޽ࠆ‫ޕ‬21 ਎♿ߪ㧘ߐࠄߦቇ⠌ࠍ૏⟎ߠߌߡ㧘⎇ⓥ㧘ᢎ⢒㧘ቇ⠌ߩ⛔วࠍታ⃻ߔࠆߎߣ߇㊀ⷐߥ⺖㗴ߢ޽ࠆߦ㆑޿ߥ޿߆ࠄߢ޽ࠆ‫ߩߘޕ‬ὐ߆ࠄ⠨߃ࠆߣ㧘ᣣᧄߩ FD ߩ೙ᐲൻߩ⃻⁁ߪ㧘޿߹ߛ⎇ⓥߦᲧ㊀ࠍ⟎ߊᲑ㓏ߦߣߤ߹ߞߡ޿ࠆߩߢ޽ࠆ߆ࠄ㧘੹ᓟߪᢎ⢒ߩ᳓Ḱࠍ㆐ᚑߒߡ㧘ߐࠄߦቇ⠌ߩᲑ㓏ߦ೔㆐ߔࠆߣ޿߁㆏⒟߇ᓙߜ߆߹߃ߡ޿ࠆߣ⸒߃ࠆ‫ޕ‬ ԙᐢ⟵ߩ (& ߩᜂ଻FD ߩవㅴ࿖ߢ޽ࠆࠕࡔ࡝ࠞߩᱧผࠍ⺞ߴߡߺࠆߣಽ߆ࠆࠃ߁ߦ㧘ᦨೋߪᢎ⢒ߦ․ൻߒߡ FDࠍ㐿ᆎߒߚ⚻✲߇޽ࠆ‫ߒ߆ߒޕ‬㧘߿߇ߡᐢ⟵ߩ FD ߇ᜂ଻ߐࠇߡ޿ࠆߎߣ߇ℂ⸃ߢ߈ࠆߪߕߢ
޽ࠆ‫ߪࠇߘޕ߆ߗߥޕ‬਄ߢ߽ᜰ៰ߒߚ߇㧘academic profession ߩᮨ⚝߇ᗧ⼂ߐࠇߡ޿ࠆ߆ࠄߦ
ઁߥࠄߥ޿‫ߪߣߎߩߘޕ‬㧘ቇ໧ߩ⥄↱㧘ࡇࠕ࡮࡟ࡆࡘ࡯㧘ࠕࠢ࡟࠺ࠖ࠹࡯࡚ࠪࡦ㧘┹੎㧘ᄙ᭽ൻ㧘Ꮢ႐ේℂ㧘ߣ޿ߞߚଔ୯ⷰߣኒធߦ⚿วߒߡ⊒ዷߒߡ߈ߚ੐ታ߽߹ߚ⹺߼ߑࠆࠍᓧߥ޿‫ޕ‬ᣣᧄߣᔅߕߒ߽หߓᢥൻ߿㘑࿯߇૞↪ߒߡ޿ࠆߣߪ㒢ࠄߥ޿ߒ㧘߻ߒࠈ㧘߆ߥࠅ⇣⾰ߩ૕⾰ࠍ஻߃ߡ޿ࠆߣ⸒ࠊߑࠆࠍᓧߥ޿‫ ߩࠞ࡝ࡔࠕޕ‬FD ߪ 1970 ᐕઍ߆ࠄᧄᩰ⊛ߦㅴⴕߒߚ߇㧘ߘࠇએ೨ߦਛ਎ᄢቇએ᧪ߩᢎ⢒ࠍ㊀ⷞߔࠆᱧผࠍ⛮ᛚߒߡ޿ࠆߒ㧘1910 ᐕ㗃߆ࠄࠕࠢ࡟࠺ࠖ࠹࡯ࠪ
࡚ࡦߩ೨ผ߇޽ࠅ㧘࿖ኅ᡽ᐭߢߪߥߊᄢቇ߿ᄢቇੱ߇⥄ਥ⊛ߦᡷ㕟ࠍⴕ߁ᢥൻ߿㘑࿯߇ᒻᚑߐ
ࠇߡ߈ߚ 1 ਎♿ㄭ޿ᱧผ߇޽ࠆߎߣࠍ⋴ㆊߢ߈ߥ޿‫ߥ߁ࠃߩߎޕ‬ᢥൻ߿㘑࿯ߢ⊒㆐ߒߚ FD ߩ᭎ᔨ߿೙ᐲࠍャ౉ߒߡᣣᧄߩᢥൻ߿㘑࿯߳ᩮઃ߆ߖࠃ߁ߣߔࠆ⹜ߺߪ㧘✕ᒛ߿⪾⮮ࠍ઻޿㧘࿎㔍ߦ⋥㕙ߔࠆߩߪήℂ߆ࠄߧߎߣߢ޽ࠈ߁‫ޕ‬ታ㓙㧘ߎߩ 15 ᐕ㑆ߩ⹜ߺߪ㧘1991 ᐕߩ⥄Ꮖὐᬌ⹏ଔ߆ࠄ 1998 ᐕߩඨ⟵ോൻ߹ߢ 7 ᐕ㑆㧘ߐࠄߦ 2004 ᐕߩ⟵ോൻ߹ߢߦ 7 ᐕ㑆ߣ㧘ᭂ߼ߡ⍴ᦼ㑆ߦᕆ߉⿷ߢઁᓞᕈߩේℂ߇ዉ౉ߐࠇ㧘ߘߩ⚿ᨐ㧘ࡑ࠾ࡘࠕ࡞ൻ߇ㅴⴕߒᆎ߼ߡ޿ࠆߎߣ߇ಽ
߆ࠆ‫ޕ‬－ 64 －

Ԛࠬࠞ࡜࡯ࠪ࠶ࡊౣ⠨ࠕ࡯ࡀࠬ࠻࡮ࡏࠗࡗ࡯ߩឭ໒ߒߚᣂߚߥቇ⼂ⷰߪ᰷☨ߩᢥൻ߿㘑࿯ߩਛߢߩᢥ⣂ࠍ⠨ᘦߒߥߌࠇ߫⺑᣿߇ߢ߈ߥ޿ㇱಽ߇޽ࠆ‫ޕ‬ዋߥߊߣ߽㧘㐳޿ᢎ⢒ߩ೨ผ߇⸥ᙘߦẜ࿷ߒߡ޿ࠆߎߣ㧘࠼ࠗ࠷߆ࠄャ౉ߒߡ࡚ࠫࡦ࠭࡮ࡎࡊࠠࡦ࠭ᄢቇࠍഃ⸳ߦ⚿ታߒߚ⎇ⓥᔒะߩ೙ᐲߣਛ਎ᄢቇએ
᧪⛮ᛚߐࠇߡ߈ߚᢎ⢒ߩ೙ᐲߣߩⷺㅙ߇ᜬ⛯ߒߡ޿ࠆ੐ታ߇޽ࠆߎߣ㧘ߥߤߪ࿕᦭ߩᢥ⣂ߢ޽ࠆ‫ߥ߁ࠃߩߘޕ‬ᢥ⣂ࠍᜬߚߥ޿ᣣᧄߩ႐วߦߪ㧘ࠬࠞ࡜࡯ࠪ࠶ࡊౣ⠨ߣ޿ߞߡ߽㧘ᄢቇౝᄖߩ
౒ㅢℂ⸃߿⾥หࠍᓧ㔍޿ታᖱ߇૞↪ߒߡ޿ࠆߣߺߡᏅߒᡰ߃޽ࠆ߹޿‫ߒ߆ߒޕ‬㧘ߘߩࠃ߁ߥ㒢⇇ߪ޽ࠆߣߒߡ߽㧘FD ߩ೙ᐲൻࠍ৻ጀផㅴߔࠆߚ߼ߦߪ㧘ߘߩࠃ߁ߥ㒢⇇ࠍᄢߥࠅዊߥࠅస
᦯ߔࠆߎߣ߽߹ߚ࿁ㆱߢ߈ߥ޿‫੹ޕ‬ᓟߩ⎇ⓥ߿ታ〣ߢߩᬌ⸛߇ᔅⷐߢ޽ࠈ߁‫ޕ‬－ 65 －

⎇ⓥࠪࠬ࠹ࡓ⃰ႎ๔
ጊ㊁੗ ᢕᓼ
㧔ߊࠄߒ߈૞㓁ᄢቇ࡮ᐢፉᄢቇฬ⹷ᢎ᝼㧕ߪߓ߼ߦ ᣧㅦߢߔ߇㧘ᮡ⸥ߦឝߍߡ߅ࠅ߹ߔࠃ߁ߦ㧘⎇ⓥࠪࠬ࠹ࡓ⃰ߩ⎇ⓥᚑᨐႎ๔ࠍߐߖߡ޿ߚߛ
߈ߚ޿‫ߕ߹ޕ‬㧘ߎߩ 5 ᐕ㑆㧘⎇ⓥࠪࠬ࠹ࡓ⃰ߩขࠅ⚵ߺߣߒߡᄙߊߩᣇ‫ߦޘ‬ᓮ␞↳ߒ਄ߍߚ޿‫ޕ‬ᦠ߆ࠇߚ⎇ⓥᚑᨐߣߒߡߪ㧘COE ⎇ⓥࠪ࡝࡯࠭ 3㧘4㧘5㧘14㧘15㧘22㧘25㧘ࠍߪߓ߼㧘ߘߩઁߩ COE ⎇ⓥࠪ࡝࡯࠭㧘࿖㓙ળ⼏࡟ࡐ࡯࠻㧘㜞╬ᢎ⢒⎇ⓥฌᦠ㧘Ꮢ⽼ߐࠇߚ⪺ᦠ㧘㔀⹹⺰ᢥ㧘ਗ߮ߦ 10 ▻એ਄ߩ⧷ᢥ⺰ᢥ߇޽ࠅ㧘߹ߚᶏᄖ߿࿖ౝߩቇળߦ߅޿ߡᢙᄙߊߩ⊒⴫ࠍ⹜ߺߚ‫ޕ‬㑐ଥߒߚੱ‫ߪޘ‬ᒰ࠮ࡦ࠲࡯ߩᢎຬߪ߽ߣࠃࠅ㧘࠮ࡦ࠲࡯ቴຬ⎇ⓥຬ߿ᶏᄖߩᄖ࿖ੱᢎ᝼ߦ߽߅
਎⹤ߦߥߞߚ‫ ߦߊߣޕ‬COE ⎇ⓥຬࠬ࠲࠶ࡈ㧘੐ോຬߥߤߩ₂り⊛ߥദജ߇ߥߌࠇ߫ߎߩࠃ߁
ߥᄢⷙᮨߥ⎇ⓥࠍផㅴߔࠆߎߣߪਇน⢻ߢ޽ߞߚࠈ߁‫ߩߎޕ‬ᯏળࠍ߅୫ࠅߒߡᷓߊᓮ␞↳ߒ਄ߍߚ޿‫ޕ‬ ⎇ⓥ⃰ߩ⎇ⓥኻ⽎ߣߒߡߪ㧘ᧄࡊࡠࠫࠚࠢ࠻ߩో૕࠲ࠗ࠻࡞ߢ޽ࠆ‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ௝᭴▽ߣ⾰⊛଻⸽‫ߦޠ‬㑐ࠊߞߡ㧘⍮⼂␠ળߦ߅ߌࠆᄢቇ௝ߩާౣި᭴▽ߣ⎇ⓥߩ⾰⊛ะ਄ߦὶὐ߇߅߆ࠇߡ޿ࠆ‫ߡߞ߇ߚߒޕ‬㧘ᧄ⎇ⓥ⃰ߢߪᄢ߈ߊಽ㘃ߔࠆߣ㧘⎇ⓥߦ㑐ߔࠆᰴߩ྾ߟ
ߩ㗔ၞߦ㑐ᔃࠍᛴ޿ߚ‫ߜࠊߥߔޕ‬㧘Ԙ⍮⼂␠ળߦ߅ߌࠆᄢቇ௝ߩ᭴▽ߦ㑐ߔࠆ⎇ⓥ㧘ԙቇ⇇߿ᄢቇߦ߅ߌࠆቇⴚ߿⎇ⓥ⾌㈩ಽ᡽╷ߦ㑐ߔࠆ⎇ⓥ㧘Ԛᄢቇ㒮ࠍਛᔃߣߒߚ⎇ⓥ⠪㙃ᚑ߿ቇ૏ߩ
᝼ਈㆊ⒟ߦ㑐ߔࠆ⎇ⓥ㧘ԛᄢቇᢎ⢒⎇ⓥߩࠗࡦࡈ࡜ߣߥࠆᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ⎇ⓥ㧘ߥߤߢ޽ࠆ‫ޕ‬ ੹࿁ߩ⎇ⓥࠪࠬ࠹ࡓ⃰ߩᚑᨐ⊒⴫ߢߪ㧘ࠊ߇࿖ߩ⎇ⓥߦߣߞߡᦨ߽㊀ⷐߥ⺖㗴ߢ޽ࠆਃߟߦ
⛉ߞߡ⚫੺ߒߚ޿‫ߜࠊߥߔޕ‬㧘Ԙ⎇ⓥ᡽╷㧘ԙੱ᧚㙃ᚑ㧘Ԛᵹേᕈߩਃὐߢ޽ࠆ‫ޕ‬߹ߕ㧘╙৻ߦߪࠊ߇࿖ߩᄢቇࠍਛᔃߣߒߚቇⴚ᡽╷ߦ㑐ߔࠆ⎇ⓥߢ޽ࠆ‫ޕ‬᡽╷ࠍᭂ⺰ߒߡ⸒߃߫㧘Ԙᄢቇߩ⎇ⓥ᡽╷ߦ㑐ߔࠆᴺᡷᱜ㧘ԙߘࠇߦ઻߁੍▚㈩ಽ㧘ߦ߅޿ߡᦨ߽⽎ᓽ⊛ߦ␜ߐࠇࠆ‫⺖ߩߎޕ‬㗴ߦߟ޿ߡߪ㧘‫⎇ޟ‬ⓥࠪࠬ࠹ࡓߣߒߡߩᄢቇ‫ߣޠ‬㗴ߒߡ㧘ᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿
⊒࠮ࡦ࠲࡯ߩጊᧄ⋿৻ᢎ᝼ߦߎࠇ߹ߢ╳ᵄᄢቇᄢቇ⎇ⓥ࠮ࡦ࠲࡯ߢ⎇ⓥߒߡߎࠄࠇߚ⫾Ⓧࠍߏᛲ㔺ߒߡ޿ߚߛߊߎߣߦߒߚ޿‫ޕ‬ ᰴߦ╙ੑߦߪ 1990 ᐕઍߩᄢቇ᭴ㅧᡷ㕟ߦ߅޿ߡ৻ߟߩὶὐߢ޽ࠅ㧘ᢥㇱ⑼ቇ⋭ 21 ਎♿ COEࡊࡠࠣ࡜ࡓߦ߅޿ߡ߽㊀ⷐߥ⺖㗴ߩ৻ߟߢ޽ߞߚᄢቇ㒮ߦ߅ߌࠆੱ᧚㙃ᚑ߿ᓟ⛮⠪⢒ᚑߩ⺖㗴ߦߟ޿ߡ⸒෸ߔࠆ‫ޕ‬ᄢቇ㒮ߩ⺖㗴ߪᄢ߈ߊಽ㘃ߔࠆߣ㧘Ԙᄢቇ㒮ߦ߅ߌࠆੱ᧚㙃ᚑߣ㧘ԙቇ૏᝼ਈߦ㑐ࠊࠆᄢቇ㒮ᢎ⢒ߩ⾰⊛଻⸽ߩ໧㗴㧘ߢ޽ࠆ‫⺖ߩࠄࠇߎޕ‬㗴ߪ㧘‫ޟ‬ᄢቇ㒮ߦ߅ߌࠆ⎇ⓥ⠪－ 67 －

㙃ᚑߣቇ૏ߦ㑐ߔࠆ⎇ⓥ‫ߣޠ‬㗴ߒߡ㧘⎇ⓥ⃰ߩਛߢౕ૕⊛ߦࡊࡠࠫࠚࠢ࠻ࠍዷ㐿ߐࠇߚᐢፉᄢ
ቇᢎ⢒ቇ⎇ⓥ⑼ߩጊፒඳᢅᢎ᝼ߦߏႎ๔ߒߡ޿ߚߛߊ‫ޕ‬ ᦨᓟߦ╙ਃߦߪᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ⎇ⓥߢ޽ࠆ‫৻ޕ‬ญߦᄢቇ␠ળߩᵹേᕈߣ޿ߞߡ߽㧘ߘࠇߪᰴߩਃߟߩᰴరߦಽ㘃ߔࠆᔅⷐ߇޽ࠆ‫ߜࠊߥߔޕ‬㧘Ԙᄢቇᢎຬ㧘ᯏ㑐㧘ᄢቇᢎ᝼Ꮢ႐߅
ࠃ߮⍮⼂㧔࠺ࠖࠪࡊ࡝ࡦ㧕ߩᵹേᕈ᷹ቯߩ⎇ⓥ㧘ԙᵹേᕈࠍⷙቯߔࠆੱ੐ࠪࠬ࠹ࡓߩ޽ࠅᣇ㧘ౝㇱ⚵❱㧘⡯㓏ߩ޽ࠅᣇߦ㑐ߔࠆ⎇ⓥ㧘ߐࠄߦԚᵹേᕈ߇ⷙቯߔࠆᄢቇᢎຬߩࠠࡖ࡝ࠕᒻᚑ㧘ቇ໧⊛↢↥ᕈ㧘߅ࠃ߮⎇ⓥ⹏ଔߦ㑐ߔࠆ⎇ⓥߢ޽ࠆ‫ߩࠄࠇߎޕ‬ਃߟߩᰴరࠍㅢᐩߔࠆߩߪ৻⸒
ߢ␜ߖ߫㧘ᵹേൻ㧩ᵴᕈൻ઒⺑ߢ޽ࠆ‫ޕ‬એ਄ߪᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯ߩጊ㊁੗߇⊒⴫ߔࠆ‫ޕ‬－ 68 －

Σ㧚⎇ⓥࠪࠬ࠹ࡓߣߒߡߩᄢቇߣ᡽╷ ጊᧄ ⋿৻㧔ᐢፉᄢቇ㧕 ⎇ⓥຬ㓸ળߢߪ⎇ⓥ⃰ߩ৻ຬߣߒߡ㧘ᮡ⸥ߩ㗴⋡ߢ⎇ⓥ⊒⴫ࠍⴕߞߚ‫ߪࠇߎޕ‬㧘ߎࠇ߹ߢߩ
㜞╬ᢎ⢒⎇ⓥߢ߿߿߽ߔࠇ߫ᚻ⭯ߦߥࠅ߇ߜߥᄢቇߩ৻஥㕙㧘ߔߥࠊߜ⎇ⓥᵴേߦ⌕⋡ߒ㧘ߘߩ⎇ⓥᵴേࠍⴕ߁႐ᚲߣߒߡߩᄢቇࠍขࠅᛒ޿㧘޽ࠊߖߡ㑐ଥߔࠆ᡽╷ࠍขࠅ਄ߍࠃ߁ߣ⠨߃ߚ߆ࠄߢ޽ࠆ‫ߩߘޕ‬᭎ⷐߪ߅߅߻ߨએਅߩㅢࠅߢ޽ࠆ‫ޕ‬㧝㧚⎇ⓥ⾌ߦߺࠆ⃻ታ ㄭᐕ㧘⑼ቇᛛⴚၮᧄ⸘↹ߩ╷ቯࠍᆎ߼ߣߔࠆ⑼ቇᛛⴚᝄ⥝ߩᵄߦਸ਼ࠅ㧘ᄢቇߦᵹࠇࠆ⎇ⓥ⾌
߇ℂ♽߿ක♽ߛߌߢߪߥߊ㧘ߎࠇ߹ߢᄙ㗵ߩᄖㇱ⾗㊄ߣߪή✼ߢ޽ߞߚᢥ♽ಽ㊁ߦ߽ዯߊࠃ߁
ߦߥߞߡ߈ߡ޿ࠆ‫ߩߘޕ‬ᄙߊߪ⑼⎇⾌ߥߤߩ޿ࠊࠁࠆ┹੎⊛⎇ⓥ⾗㊄ߢ޽ࠆߛߌߦ㧘ᢎຬ࡮⎇ⓥ⠪୘ੱߦߣߞߡߪ㧘ߘࠇߦ߽ߣߠߊ⎇ⓥᚑᨐ߇⎇ⓥᬺ❣ߩ৻ߟߩࠪࠣ࠽࡞ߣߒߡ㧘߹ߚᄢቇ⚻༡⠪ߦߣߞߡߪᄢቇߩ෼౉Ⴧࠍ࿑ߞߚࠅ⎇ⓥᵴേߩᵴᕈᐲࠍౝᄖߦ␜ߒߚࠅߔࠆᚻᲑߣߒߡ㧘⎇ⓥ⾌ߩ₪ᓧߪߘࠇ⥄૕߇ᄢ߈ߥ⋡ᮡߣߥߞߡ߈ߡ޿ࠆ‫ޕ‬ ╩⠪߇⺞ᩏߒߚಽ㊁೎ߩ⎇ⓥ⾌ߩ૶↪⁁ᴫ㧔2004 ᐕᐲ㧕ࠍ⷗ࠆߣ㧘ੱᢥ⑼ቇߩಽ㊁ߢߪ਄૏
10 ࡄ࡯࠮ࡦ࠻୯ߢ 500 ਁ౞㧘ਛᄩ୯ߢ 110 ਁ౞㧘ਅ૏ 10 ࡄ࡯࠮ࡦ࠻୯ߢߪ 33 ਁ౞ߢ޽ࠆߩ
ߦኻߒߡ㧘ℂቇߩಽ㊁ߢߪߘࠇߙࠇ 2,800 ਁ౞㧘400 ਁ౞㧘100 ਁ౞ߣߥߞߡ߅ࠅᄢ߈ߥᏅ߇
ߟ޿ߡ޿ࠆ߇㧘ߘߩᩰᏅߪℂ♽߿කቇ♽ߩಽ㊁ߢ㗼⪺ߢ޽ࠆ‫⎇ޕ‬ⓥ⾌ࠍ߼ߋࠆ┹੎⊛ⅣႺ߇ߎ
ߩࠃ߁ߥᢙ୯ߦ߽⃻ࠇߡ޿ࠆ߽ߩߣ⠨߃ࠄࠇࠆ‫ޕ‬㧞㧚ᄢቇߦ߅ߌࠆ⎇ⓥᵴേߩᗧ⟵ࠊ߇࿖ߩᢎຬߩ઀੐਄ߩఝవ㗅૏ߪ㧘࿖㓙⊛ߦ⷗ߡ߽⎇ⓥᵴേߦ஍ߞߡ޿ࠆߎߣ߇⍮ࠄࠇߡ޿ࠆ‫ߪࠇߘޕ‬ᢎຬߩ⢻ജ⹏ଔ߇ਥߣߒߡ⎇ⓥᵴേࠍኻ⽎ߣߒߚ߽ߩߦߥߞߡ޿ࠆ߆ࠄߢ޽ࠆ‫ޕ‬⎇ⓥ㊀ⷞߦߪᛕ್߽ᒝ޿߇㧘ᄢቇߩ⎇ⓥᯏ⢻ߪ㧘ડᬺ╬ߢߪߢ߈ߥ޿ၮ␆⊛࡮㐳ᦼ⊛⎇ⓥߥߤ
ࠍⴕߞߡ߅ࠅ㧘ᚒ‫␠ߩޘ‬ળߩᵴേߦߣߞߡ㕖Ᏹߦ㊀ⷐ߆ߟ᦭⋉ߥ߽ߩߢ޽ࠆ‫ߚ߹ޕ‬㧘ᄢቇ㒮ᢎ⢒ߘߩઁࠍㅢߓߡ㧘⧯ᚻ⎇ⓥ⠪߿ᛛⴚ⠪ߩ⸠✵࡮㙃ᚑࠍⴕߞߡ޿ࠆߎߣ߽⷗ㆊߏߔߎߣ߇ߢ߈
ߥ޿‫ޕ‬－ 69 －

㧟㧚 ᐕઍᄢቇᡷ㕟ߣ⎇ⓥⅣႺ಄ᚢ᭴ㅧߩ⚳⚿ߩਛߢ㧘਎⇇ᖱ൓߿ࠊ߇࿖ߩ⚻ᷣⅣႺߪᄢ޿ߦᄌൻߒߚ‫߫߃଀ޕ‬㧘߆ߟߡ⑼ቇᛛⴚߣኒធߥ㑐ଥ߇޽ߞߚߩߪ☨࠰ߩ┹੎ߩਛߢ㐿⊒߇ㅴ߼ࠄࠇߚァ੐ᛛⴚߢ޽ߞߚ‫߆ߒޕ‬ߒ 90 ᐕઍߦ౉ࠅ㧘⚻ᷣ⊒ዷ߿⚻ᷣ┹੎ജะ਄ߩߚ߼ߩ↥ᬺᛛⴚߣߩ㑐ଥ߇✕ኒൻߒߚ‫ߩߎޕ‬ߚ߼㧘⑼ቇᛛⴚߩ⚛ߣߥࠆၮ␆⎇ⓥࠍⴕ߁ᄢቇߩᓎഀ߇ౣ⹏ଔߐࠇࠆࠃ߁ߦߥߞߡ߈ߚ‫߆ߒޕ‬ߒ㧘ߘࠇߪ߆ߟߡߩࠃ߁ߦᩞ⾌ߦઍ⴫ߐࠇࠆ৻ᓞᐔ╬㈩ಽߦࠃࠆ⎇ⓥ⾗㊄ߢߪߥߊ㧘┹੎⊛⎇ⓥ⾗Ḯ߇⎇ⓥᵴേߩਛᔃㇱಽࠍභ߼ߟߟ޽ࠆ‫ޕ‬㧠㧚⎇ⓥ⾌ߩ࿖㓙Ყセ߆ࠄߺߚࠊ߇࿖ߩᄢቇߦ߅ߌࠆ⎇ⓥᵴേ ⎇ⓥ⾌ߦ㑐ߔࠆ࿖㓙Ყセᜰᮡࠍ⷗ࠆߣ㧘ࠊ߇࿖ߩᄢቇߩ┙႐ߪ㧘࿖㓙⊛ߦ⷗ࠆߣ߆ߥࠅ․⇣ߥ߽ߩߢ޽ࠆߎߣ߇ಽ߆ࠆ‫߫߃଀ޕ‬㧘OECD ߩ⺞ᩏߦࠃࠇ߫㧘Ԙ᡽ᐭ㧘↥ᬺ㧘ᄢቇߥߤ࠮ࠢ࠲
࡯㑆ߩ❑ഀࠅ᭴ㅧ߇ᒝ޿ߎߣ㧘ԙ᡽ᐭ߆ࠄᄢቇ߳ߩ⎇ⓥ⾌ᛩ⾗߇ዋߥ޿ߎߣ㧘Ԛ↥ቇߩㅪ៤᭴
ㅧ߇ᒙ޿ߎߣ߇ಽ߆ࠆ‫ޕ‬ᄢቇߦ᡽ᐭ߿↥ᬺ⇇߆ࠄߐࠄߦᄙߊߩᛩ⾗߇ᦸ߹ࠇࠆߣߎࠈߢ޽ࠆ‫ޕ‬㧡㧚⎇ⓥ⾗Ḯߩ㈩ಽߣಽ㊁ߩ․ᕈ
ᄖㇱ⾗㊄ߩჇᄢߥߤࠊ߇࿖ߩቇⴚ⎇ⓥᵴേߦኻߔࠆ⾗㊄ଏ⛎ࠪࠬ࠹ࡓߦߟ޿ߡ㧘ዋߥߊߣ߽
㊂⊛ߦߪ㧘ᓥ᧪ߦᲧߴߡ⪺ߒ޿ᡷༀలታ߇࿑ࠄࠇࠆࠃ߁ߦߥߞߚߣ⸒߃ࠆ߇㧘╩⠪ߩ⺞ᩏߦࠃࠆߣ㧘ቇ໧ಽ㊁ߦࠃߞߡᔅⷐߣߐࠇࠆ⎇ⓥ⾗Ḯߦߪᄢ߈ߥᏅ⇣߇޽ࠆ‫߫߃଀ޕ‬㧘ᢥ♽ߩಽ㊁ߢߪ㧘࿑ᦠ⾗ᢱ߿ᣏ⾌ߩఝవᐲ߇㜞޿߇㧘ℂ♽ߢߪ⎇ⓥ⵬ഥ⠪ߦኻߔࠆ㔛ⷐ߇ᄢ߈޿‫ߞ߇ߚߒޕ‬ߡ㧘⎇ⓥ⾗ḮࠍჇടߐߖࠆߎߣߪᔅⷐߛ߇㧘ߘߩ㓙ߦߪߎߩࠃ߁ߥಽ㊁㑆ߩᏅ⇣ߦ⌕⋡ߒߚ᡽╷߇ᔅⷐߢ޽ࠆ‫ޕ‬㧢㧚੹ᓟߩᄢቇߦ߅ߌࠆ⎇ⓥᯏ⢻21਎♿⍮⼂␠ળߩ౉ࠅญߦ޽ࠆ⃻࿷㧘⑼ቇᛛⴚ߿ቇⴚ⎇ⓥߩ㊀ⷐᕈ߿㧘ߘߩ⎇ⓥࠍታᣉߔࠆ
ᄢቇ╬ߩᓎഀߦฦ࿖᡽ᐭ߇ᵈ⋡ߒᆎ߼ߡ޿ࠆ‫ޕ‬ၮ␆⎇ⓥߪ㧘߹ߐߦ⚻ᷣ⊒ዷߩߚ߼ߩේേജߢ
޽ࠆ‫߇ࠊޕ‬࿖ߦ߅޿ߡߪ㧘1980ᐕઍ㧘ડᬺ߇⛘ᅢ⺞ᦼߦ޽ߞߚᤨ㧘ᄢቇߪᐲ㊀ߥࠆⴕ᡽ᡷ㕟ߩᵄߦߩ߹ࠇߡߘߩ⎇ⓥⅣႺߩ‫ޟ‬ഠൻ‫߇ޠ‬໧㗴ߦߥߞߡ޿ߚ߇㧘1990ᐕઍߩᄢቇᡷ㕟ߩᤨᦼߦߥ
ߞߡ㧘⎇ⓥⅣႺߩᡷༀ߇ㅴߺ㧘ߐࠄߦ1996ᐕᐲએ᧪㧘⑼ቇᛛⴚၮᧄ⸘↹ࠍ╷ቯߒ㧘⃻࿷╙3ᦼ⸘↹ߩផㅴߩਅߦ㧘ߎߩಽ㊁ߩ᡽╷ߩታᣉ߇࿑ࠄࠇߡ޿ࠆߣߎࠈߢ޽ࠆ‫ޕ‬－ 70 －

Τ㧚ᄢቇ㒮ߦ߅ߌࠆ⎇ⓥ⠪㙃ᚑߣቇ૏ߦ㑐ߔࠆ⎇ⓥጊፒ ඳᢅ
㧔ᐢፉᄢቇ㧕 ߎߩ⊒⴫ߪ㧘COE ⎇ⓥࡊࡠࠫࠚࠢ࠻⎇ⓥ⃰ߩਛߩ৻ߟߩࡊࡠࠫࠚࠢ࠻ߣߒߡታᣉߒߚ‫ޟ‬ᄢቇ㒮ᢎ⢒ߣቇ૏᝼ਈ‫⎇ߩޠ‬ⓥᚑᨐߩ৻ㇱߢ޽ࠆ‫ᤨ⴫⊒ޕ‬㑆ߩ㑐ଥߢ㧘ඳ჻⺖⒟ᄢቇ㒮ᢎ⢒ߣቇ૏᝼ਈߦ㑐ߔࠆᦨㄭߩ⎇ⓥᚑᨐࠍਛᔃߦ⊒⴫ߔࠆ‫⎇ߩߎޕ‬ⓥߪ㧘౒ห⎇ⓥ⠪ߣߒߡෳടߐࠇߚ⑔
⇐᧲࿯㧔⃻৻ᯅᄢቇ⻠Ꮷ㧕㧘᧘᧲ᨋ㧔⃻⎇ⓥᡰេຬ㧕㧘⪾ၔᶈ৻㧔⃻㚅Ꮉᄢቇ⻠Ꮷ㧕ࠍߪߓ߼ߣ
ߔࠆ⊝᭽ߩᄙᄢߥዧജߦࠃߞߡߥߐࠇߚߎߣࠍ⸥ߒߡ߅ߊ‫ޕ‬ㄭᐕ㧘ᄢቇ㒮ߪ㧘ቇ໧⎇ⓥߣ⎇ⓥ⠪㙃ᚑߘߒߡ㜞ᐲߥኾ㐷ᢎ⢒ߩߚ߼ߩ㊀ⷐߥᯏ㑐ߣߒߡ㊀ⷞߐࠇ㧘৻࿖ߩ⊒ዷߦߣߞߡᚢ⇛⊛ߥ૏⟎ࠍභ߼ߡ޿ࠆ‫ޕ‬
1988 ᐕ 12 ᦬ߩᄢቇክ⼏ળ╵↳એ᧪㧘ᄢቇ㒮㊀ὐൻ᡽╷ߣ๭߫ࠇࠆ᡽╷߇ታᣉߐࠇߚߩߪ㧘ᚒ߇࿖߇ߎߩࠃ߁ߥ࿖㓙⊛ߥ┹੎⊛ⅣႺߩ߽ߣߦ⟎߆ࠇߡ޿ߚ߆ࠄߢ޽ߞߚ‫ޕ‬
1990 ᐕઍࠍਛᔃߦ㧘ᚒ߇࿖ߩᄢቇ㒮ߩⷙᮨ߇㘧べ⊛ߦ᜛ᄢߒߚ߇㧘หᤨߦᢎ⢒߽ᄙ᭽ൻߒߚ‫ޕ‬ߎߩࠃ߁ߥᣂߒ޿⁁ᴫᄌൻࠍᱜ⏕ߦᝒ߃㧘ߘߩᣇะᕈߣ໧㗴ࠍ⠨ኤߔࠆߎߣ߇ᔅⷐߢ޽ࠆ‫ޕ‬ᚒ‫ޘ‬ߪ㧘ߘߩਛߢ߽ඳ჻⺖⒟ߩᄢቇ㒮ᢎ⢒ࠍਛᔃߦ⎇ⓥࠍㅴ߼ߚ‫ޕ‬ඳ჻⺖⒟ᢎ⢒ߩ⋡⊛࡮ታᘒ㧘ᄢቇ㒮↢ߩ⎇ⓥ↢ᵴ㧘ඳ჻ภขᓧߩ࿎㔍ᕈ㧘⎇ⓥᜰዉ߿ቇ૏ክᩏߥߤߦߟ޿ߡ㧘⎇ⓥ⑼㐳⺞ᩏߣᄢቇ㒮↢⺞ᩏ߅ࠃ߮⛔⸘⾗ᢱಽᨆࠍⴕ޿㧘ᄢቇ㒮ᢎ⢒ߣඳ჻ภߩ⾰ߩ଻⸽࡮⛽ᜬ࡮ᡷༀߦߟ޿
ߡ⠨ኤߒߚ‫ޕ‬㧝㧚ඳ჻⺖⒟ᢎ⢒ߩᄌ⽩
1990 ᐕઍ߆ࠄ 21 ਎♿ೋ㗡߹ߢߦ㧘ᄢቇ㒮ᢎ⢒ߩⷙᮨߪ㘧べ⊛ߦ᜛ᄢߒߚ㨫ᄢቇ㒮ቇ↢ᢙߪ㧘
1990 ᐕ߆ࠄ 2005 ᐕ߹ߢߩ 15 ᐕ㑆ߢ㧘ୃ჻⺖⒟㧔ඳ჻⺖⒟೨ᦼ㧕ߪ⚂ 2.5 ୚㧘ඳ჻⺖⒟㧔ᓟᦼ㧕ߪ 2.7 ୚ߦߥߞߚ‫ޕ‬ඳ჻ภߩ᝼ਈᢙߪ㧘1990 ᐕᐲߦߪ⚂ 10,500 ߢ޽ߞߚ߇㧘2002 ᐕᐲߦߪ 16,000 ߳ߣ 1.5 ୚ߦჇടߒߚ‫ޕ‬ߎߩ㑆㧘⺖⒟ඳ჻ߩ᝼ਈᢙ߇ᄢ᏷ߦჇടߒߚ㨫2002 ᐕᐲߦߪ㧘ඳ჻ภో૕ߦභ߼ࠆ⺖⒟ඳ჻ߩഀวߪ㧘ℂቇߢ⚂ 85㧑㧘Ꮏቇ߿ㄘቇߢ⚂ 80㧑㧘␠ળ⑼ቇߢ⚂70㧑㧘ੱᢥ⑼ቇߣ଻ஜߢ⚂ 60㧑ߦߥߞߚ‫ޕ‬ᱜⷙߩᄢቇ㒮ᢎ⢒ࠍ⚻ߡඳ჻ภࠍขᓧߔࠆߣ޿߁ᣇ
ᴺ߇ਥᵹߦߥߞߡ޿ࠆ‫ޕ‬ߘߩේ࿃ߩ৻ߟߪ㧘ฦᄢቇ㒮߇㒮↢ߩ࿷ቇᐕᢙࠍᑧ㐳ߒߡ߽࿷ቇਛߦඳ჻ภࠍ᝼ਈߒࠃ߁ߣ
ദജߒߡ޿ࠆߎߣߢ޽ࠆ‫ߚ߹ߦࠄߐޕ‬㧘ᄢቇ㒮⸳⟎ၮḰߩᒢജ⊛ㆇ↪ߦࠃࠅ㧘ᮡḰୃᬺᐕ㒢㧔ㅢ
Ᏹ 3 ᐕ㧕ࠍਅ࿁ࠆᐕᢙߢ߽ୃੌߢ߈ߚࠅ㧘␠ળੱะߌߦᢎ⢒ᣇᴺߩ․଀ࠍ⸳ߌߡ޿ࠆߎߣ߽ߘ

－ 71 －

ߩ৻࿃ߢ޽ࠆ㨫ᓥ᧪ߥࠄ߫⺰ᢥඳ჻ࠍ↳⺧ߔࠆੱ߇㧘ඳ჻⺖⒟ߦ␠ળੱ౉ቇߒ㧘⍴ᦼ㑆ߦ⺖⒟ඳ
჻ࠍขᓧߔࠆࠤ࡯߽ࠬჇ߃ߡ޿ࠆ‫ޕ‬㧞㧚ඳ჻ภߩ᭎ᔨߣඳ჻⺖⒟ߩ⋡⊛᣿ᴦએ᧪㧘ඳ჻ภߣߪ㧘⎇ⓥ⠪߇↢ᶦࠍ߆ߌߡ⎇ⓥߒߚᚑᨐࠍᄢ߈ߥ⺰ᢥߦ߹ߣ߼ߚ‛ߦኻߒߡਈ߃ࠄࠇࠆߣ޿߁ⷰᔨ߇޽ߞߚ‫ޕ‬‫ߪᧃޟ‬ඳ჻߆㧘ᄢ⤿߆‫ߦ߁ࠃࠆࠇߐ⴫ߦ߫ߣߎ߁޿ߣޠ‬㧘ඳ჻ภขᓧ⠪ߪߘߩಽ㊁ߩᮭᆭ߿⏋ቇߢ޽ࠆߣ޿߁⠨߃߽⛯޿ߚ‫ޕ‬ߒ߆ߒ㧘ᚢᓟ 1953 ᐕߩᣂ೙ᄢቇ㒮೙ᐲߩ⊒⿷߆ࠄ 40 ᐕࠍ⚻ߡ㧘ᄢቇ㒮㊀ὐൻ᡽╷ࠍ⚻ߚ੹㧘ᄢቇ㒮⎇ⓥ⑼㐳ߩඳ჻ภߦ㑐ߔࠆⷰᔨߪ㧘ᄢ᏷ߦᄌࠊߞߚ‫⎇ޕ‬ⓥ⑼㐳ߩᄢᄙᢙߪ㧘ඳ჻ภߪ㧘߽ߪ߿‫ߩߘޟ‬ಽ㊁ߩᮭᆭߢ޽ࠆߎߣࠍ⸽᣿ߔࠆ߽ߩ‫ࠈߒ߻ޕ޿ߥߪߢޠ‬㧘‫৻߽ߣߊ⁜ޟ‬㓈ࠍᾖࠄߔ⎇ⓥᚑᨐࠍ␜ߒߚ߽ߩ‫ࠅ޽ߢޠ‬㧘‫⎇ޟ‬ⓥ⠪ߩࠠࡖ࡝ࠕߩ಴⊒ὐߦ߅޿ߡ㧘૗ࠄ߆ߩዊߐߥ⍮⷗ࠍᓧߚ⺰ᢥࠍߚߒ߆ߦၫ╩ߒߚߎߣࠍ߽ߞߡ㧘᦭⢻ߥኾ㐷⊛⎇ⓥ⠪ߣߒߡ⾗⾰ࠍ⸽᣿ߔࠆ߽ߩ‫ޠ‬ߢ޽ࠆߣ⠨߃ߡ޿ࠆ‫ޕ‬ߎࠇߦ઻޿㧘ᄢቇ㒮ඳ჻⺖⒟ߩ⋡⊛ߦኻߔࠆߣࠄ߃ᣇ߽ᄢ᏷ߦᄌࠊߞߚ‫ޕ‬ℂ♽߿ක≮♽ߢߪ․ߦ㧘ᓥ᧪ߩ‫ޟ‬ඳ჻⺖⒟㧩ᄢቇᢎຬ㙃ᚑߩ႐‫߁޿ߣޠ‬࿑ᑼߪ፣ࠇߡ߅ࠅ㧘ડᬺ߿⎇ⓥᚲ╬ࠍ߽฽߼ߚ‫ޟ‬ᄙ᭽ߥ⎇ⓥ⠪ࠍ㙃ᚑߔࠆ႐‫ޕࠆ޿ߡࠇࠄ߃ᝒߣޠ‬2005 ᐕ⃻࿷㧘ᚒ߇࿖ߩ྾ᐕ೙ᄢቇߩᢙߪ 726 ᩞߦ਄ߞߡ޿ࠆ㨫ߎߩ߁ߜ㧘ඳ჻⺖⒟ࠍ᦭ߔࠆ
ᄢቇߪ 409 ᩞ߽޽ࠆ‫ߩߎޕ‬ᢙߪ㧘ᭂ߼ߡᄙ޿ߣ⸒߃ࠃ߁‫ޕ‬ߘߩ⚿ᨐ߆㧘⎇ⓥ⑼㐳ߪ㧘ඳ჻ภߩ᳓Ḱߪᄢቇ㑆ߢ‫ࠆ޽ޟ‬⒟ᐲ⇣ߥߞߡ޿ࠆ‫⹺ߣޠ‬⍮ߒߡ޿ࠆ‫ޕ‬ಽ㊁೎ߦߪ㧘ᄢቇ㑆ߩ⾰ߩ⇣⾰ᕈߪᢥ♽߇ᦨ߽ᄢ߈޿‫ߚ߹ޕ‬㧘࿖㓙⊛ߦ⷗ߚᣣᧄߩඳ჻ภ
ߩ᳓Ḱߪ㧘ࠕࡔ࡝ࠞߣᲧセߔࠆߣ㧘ᢥ♽ߢߪ㜞޿ߣ⹏ଔߐࠇߡ޿ࠆ߇㧘ක≮♽ߢߪૐ޿ߣ⹏ଔ
ߐࠇߡ޿ࠆ‫ޕ‬㧟㧚ඳ჻⺖⒟ᄢቇ㒮↢ߩ↢ᵴߣඳ჻ภขᓧߩ㓚ოᄢቇ㒮ߩ᜛ᄢ߇⛯ߊਛ㧘ㄭᐕ㧘ᄢቇ㒮↢ߩᵹേൻ߇㜞߹ࠅ㧘ઁᄢቇ߆ࠄߩㅴቇ⠪߇ᕆჇߒߡ
޿ࠆ‫ޕ‬ᢥ♽ߩ㒮↢ߪ㧘⎇ⓥ࠹࡯ࡑߪ⥄ಽߢ⸳ቯߔࠆߎߣ߇ᄙߊ㧘⁛ജߢ⎇ⓥߒߡ޿ࠆ߇㧘ℂ♽࡮ක≮♽ߢߪ㧘⎇ⓥቶߩ౒ห⎇ⓥߩ৻ㇱࠍඳ჻⺰ᢥߩ࠹࡯ࡑߣߔࠆ‫ޕ‬ℂ♽ߢߪࠕ࡞ࡃࠗ࠻ߪዋߥ
ߊ㧘ᄢቇߩታ㛎ቶߢᣣᄛታ㛎ߦ޽ߌߊࠇߡ޿ࠆ‫ޕ‬ඳ჻⺖⒟㒮↢ߩ⚻ᷣ↢ᵴߪ㧘ᄢቇ⸳⟎⠪㑆㧘㒮↢ߩ⒳㘃ߦࠃߞߡ⇣ߥߞߡ޿ࠆ㨫⑳┙ߩ㒮↢ߪ෼౉࡮ᡰ಴߇ᄢ߈޿‫ޕ‬෼౉ߢᅑቇ㊄ߦኻߔࠆଐሽᐲߪᄢ߈ߊ㧘21 ਁ౞ߩ෼౉ਛ㧘ᅑቇ㊄╬ߪ⚂8 ਁ౞㧔⚂ 4 ഀ㧕ࠍභ߼ߡ޿ࠆ㨫ࠕ࡞ࡃࠗ࠻ߪ 5.5 ਁ౞㧘ⷫ߆ࠄߩ઀ㅍࠅߪ 2.4 ਁ౞ߢ޽ࠆ‫⇐ޕ‬ቇ↢ߪ߽ߞߣᄙ᭽ߢ޽ࠆ㨫࿖⾌⇐ቇ↢ߩ෼౉ߪ 19 ਁ౞ߛ߇㧘⑳⾌⇐ቇ↢ߪ 13 ਁ౞ߢ㧘6 ਁ౞߽ૐ߆ߞߚ‫ޕ‬－ 72 －

ᢥ♽ߪ⺖⒟ඳ჻ขᓧᤨߩᐕ㦂ߪ 35 ᱦߣ㜞ߊ㧘ඳ჻⺖⒟ᓟᦼߦ౉ቇᓟ 5 ᐕඨࠍ⚻ㆊߒ㧘ඳ჻⺰ᢥߩ࠹࡯ࡑࠍ⎇ⓥߒߡ 6.7 ᐕߦ߽ߥࠆ‫ޕ‬ℂ♽ߪ㧘ඳ჻⺖⒟౉ቇᓟ⚂ 3.3 ᐕߢඳ჻ภࠍขᓧߒ㧘ߘߩ࠹࡯ࡑࠍ⎇ⓥߒߡ 5.3 ᐕ߆߆ࠅ㧘ขᓧᤨ 29.6 ᱦߢ޽ࠆ‫ޕ‬ක≮♽ߪ㧘ඳ჻⺖⒟౉ቇᓟ 3.6 ᐕ㧘ߘߩ࠹࡯ࡑࠍ⎇ⓥߒߡ 4.1 ᐕ߆߆ࠅ㧘ขᓧᤨ 29.6 ᱦߢ޽ࠆ‫ޕ‬ᢥ♽ߣක≮♽ߢߪขᓧߦⷐߔࠆᐕ
ᢙߢ 2 ୚ㄭ޿㆑޿߇޽ࠆ‫ޕ‬ߥߗ㧘ᮡḰୃᬺᐕ㒢ౝߢߩ⺖⒟ඳ჻ߩขᓧ߇㔍ߒ޿ߩߛࠈ߁߆㨫㒮↢ߪ㧘ߘߩℂ↱ࠍ㧘‫⺰ޟ‬ᢥ૞ᚑߦᔅⷐߥ⎇ⓥᚑᨐࠍᦼ㑆ౝߦ಴ߔߎߣ߇㔍ߒ޿‫ޠ‬㧘‫⥄ޟ‬ಽ⥄りߩജ㊂߇ਇචಽߢ޽ࠆߎߣ‫ޠ‬ࠍ᜼ߍߡ޿ࠆ‫ޕ‬ᢥ♽ߣℂ♽ߢߪ㧘‫⺰ޟ‬ᢥឭ಴ߩ೨ឭ᧦ઙࠍḩߚߔߩߦᤨ㑆߇߆߆ࠆߎߣ‫ޠ‬‫ޟ‬ቇㇱᤨઍߩၮ␆⊛ቇ⠌߇ਇචಽߢ޽ࠆߎߣ‫߇ޠ‬ᄙ޿‫ޕ‬ᢥ♽ߢߪ‫ޟ‬ቇ૏⺰ᢥ߇㐳޿ߚ߼ၫ╩ߦᤨ㑆߇߆߆ࠆߎߣ‫߽ޠ‬᜼ߍࠄࠇߡ޿ࠆ‫ޕ‬㧠㧚ඳ჻⺰ᢥ
એ਄ߩࠃ߁ߦ㧘ಽ㊁㑆ߢᄢቇ㒮↢ߩ⎇ⓥ↢ᵴ߿ඳ჻ภขᓧߩ࿎㔍ߐ߇ᄢ߈ߊ⇣ߥߞߡ޿ࠆ‫ޕ‬
ߘߩⓥᭂ⊛ߥේ࿃ߩ৻ߟߪ㧘ቇ૏⺰ᢥߘߩ߽ߩߩ㆑޿ߦ޽ࠆ‫ߢߎߘޕ‬㧘᧘ߣጊፒߪ㧘ᐢፉᄢቇਛᄩ࿑ᦠ㙚ߦᚲ⬿ߐࠇߡ޿ࠆቇ૏⺰ᢥ৻ᐕಽࠍߔߴߡ㑛ⷩߒ㧘⺰ᢥߩ᭴ᚑ߿㐳ߐࠍ⺞ߴߚ㨫ඳ჻⺰ᢥߦߪ߅߅ࠃߘ 3 ⒳㘃ߩᒻᘒ߇޽ࠆ‫ߪ৻╙ޕ‬㧘‫ޟ‬න⪺ဳ‫ࠅ޽ߢޠ‬㧘ᣂߚߦᦠ߈ਅࠈߐࠇ
ߚ㐳ᄢߥਥ⺰ᢥߛߌ߆ࠄߥࠆ࠲ࠗࡊߢ޽ࠆ㧔ᢥ♽ߦᄙ޿㧕‫╙ޕ‬ੑߪ㧘‫ޟ‬ේ⪺⺰ᢥ✬㓸ဳ‫ࠅ޽ߢޠ‬㧘ⶄᢙߩቇⴚ㔀⹹⺰ᢥࠍၮߦᣂߚߦᦠ߈ਅࠈߐࠇߚᲧセ⊛⍴޿ਥ⺰ᢥߣ㧘ߘߩၮߦߥߞߚⶄᢙߩ
౏⴫⺰ᢥ߆ࠄߥࠆ࠲ࠗࡊߢ޽ࠆ㧔ℂ♽ߦᄙ޿㧕‫╙ޕ‬ਃߪ㧘‫ޟ‬ේ⪺⺰ᢥဳ‫ߢޠ‬㧘ᣢሽߩቇⴚ㔀⹹ේ⪺⺰ᢥߘߩ߽ߩ㧔౒⪺╩㗡⪺⠪߇ᄙ޿㧕ࠍቇ૏⺰ᢥߩਥ⺰ᢥߣߒ㧘ߎࠇߦෳ⠨⺰ᢥ߇ᷝ߃ࠄࠇ
ߡ޿ࠆ࠲ࠗࡊ㧔⥃ᐥ♽ߩකቇ࡮ᱤቇߦᄙ޿㧕ߢ޽ࠆ‫ޕ‬ᢥ♽ߢ⺖⒟ඳ჻ࠍขᓧߔࠆߩߦᮡḰୃᬺᐕ㒢ߩ 2 ୚એ਄ߩ 6㧘7 ᐕ߽߆߆ࠆߩߪ㧘ቇ૏⺰ᢥߘߩ߽ߩߦ޽ࠆ㧘ߣ޿ߞߡ߽ㆊ⸒ߢߪߥ޿‫ޕ‬ᣣᧄ⺆ߢᦠ߆ࠇߚ⺰ᢥߩ 400 ሼ⹣ේⓂ↪⚕឵▚ߢߩᨎᢙߪ㧘ᢥቇ⚂ 800 ᨎ㧘ᢎ⢒ቇ⚂ 760 ᨎ㧘Ꮏቇ⚂ 400 ᨎ㧘ㄘቇ⚂ 370 ᨎ㧘ℂቇ⚂ 310 ᨎ㧘ᔃℂቇ⚂ 200 ᨎ㧘଻ஜ㨯⮎ቇ⚂ 180 ᨎ㧘ᱤቇ 130 ᨎ㧘කቇ 95 ᨎߥߤߢ޽ߞߚ‫ߚ߹ޕ‬㧘⎇ⓥ⑼㐳⺞ᩏߢ⑼㐳߇⋥ㄭߦ᝼ਈߒߚ⺰ᢥߦߟ޿ߡ㧘㐳ߐࠍ⡞޿ߚߣߎࠈ㧘400 ሼේⓂ↪⚕឵▚ߢᢥ♽߇ᐔဋ 535 ᨎ㧘ℂ♽߇ᐔဋ 293 ᨎ㧘ක≮♽߇ᐔဋ 94 ᨎߣ㧘3 ಽ㊁㑆ߢ 5 ୚એ਄߽⇣ߥߞߡ޿ߚ㨫ߎߩࠃ߁ߥಽ㊁㑆ߩ⺰ᢥߩ㐳ߐߩᄢ߈ߥ㆑޿ߪ㧘න⪺ဳ࡮ේ⪺⺰ᢥ✬㓸ဳ࡮ේ⪺⺰ᢥဳߣ޿߁ඳ჻⺰ᢥߩᒻᘒߩ㆑޿ߣ゠ࠍ৻ߦߒߡ޿ࠆ‫ޕ‬㧡㧚ඳ჻ภߩክᩏߣ⾰ߩ⛽ᜬߩࡔࠞ࠾࠭ࡓ ඳ჻⺰ᢥߩክᩏᆔຬળߪ㧘3㧘4 ੱ߇ᄙߊ㧘ઁ⻠ᐳ࡮ઁኾ᡹ߩᢎຬ߽ᆔຬߦߥߞߡ޿ࠆ߇㧘ઁᄢቇߩᢎຬ߇ෳടߔࠆߎߣߪ޽߹ࠅߥ޿‫ ߆ߕࠊޕ‬3㧘4 ੱߩክᩏᆔຬߦછߖߡᄢਂᄦߥߩߛࠈ

－ 73 －

߁߆‫ޕ‬ᚒ߇࿖ߢߪ㧘ክᩏᆔຬߩክᩏએᄖߦ߽㧘ඳ჻⺰ᢥߩ⾰ࠍ࠴ࠚ࠶ࠢߔࠆߚ߼ߩᄙ⒳ᄙ᭽ߥ
ࡔࠞ࠾࠭ࡓ߇޽ࠆ‫ޕ‬╙৻ߪ㧘੐೨ߩᄖㇱክᩏߢ޽ࠆ‫ߦ⥸৻ޕ‬㧘ቇ૏ክᩏߩࡊࡠ࠮ࠬߪ㧘੍஻ክᩏߣᧄክᩏߩ 2 Ბ㓏ߢⴕࠊࠇߡ޿ࠆ߇㧘੍஻ክᩏߦวᩰߔࠆߚ߼ߦߪ㧘ඳ჻⺰ᢥߩਛᔃㇱಽࠍߥߔ⎇ⓥ߇㧘ᣢߦో࿖⊛ߥቇળ╬ߩ㔀⹹⺰ᢥߦឝタߐࠇࠆߎߣࠍᄙߊߩ⎇ⓥ⑼߇ⷐ᳞ߒߡ޿ࠆ‫᧦ߩߎޕ‬ઙߪ㧘ਥ⺰ᢥߩၮߣߥߞߚෳ⠨⺰ᢥ߿㑐ㅪ⺰ᢥ߇࿖㓙⊛ో࿖⊛ߥቇળ⹹ߩክᩏߦวᩰߒឝタߐࠇࠆߎߣ
ߦࠃࠅ㧘ਥ⺰ᢥߩ⾰߿⁛ഃᕈ߇㧘੐೨ߦ⸽᣿ߐࠇࠆߎߣࠍᗧ๧ߒߡ޿ࠆ‫ޕ‬ቇ૏⺰ᢥឭ಴ߩ೨ឭ
᧦ઙߣߒߡ࡟ࡈ࡝࡯ઃ߈ቇⴚ㔀⹹⺰ᢥ߇ⶄᢙⷐ᳞ߐࠇࠆߩߪ㧘ቇ૏⺰ᢥ߇㑆ធ⊛ߦᄖㇱ⹏ଔࠍฃߌࠆߎߣࠍᗧ๧ߒߡ޿ࠆ‫ޕ‬╙ੑߪ㧘ඳ჻⺰ᢥߩో૕⊛ክᩏߢ޽ࠆ‫ޕ‬ඳ჻⺰ᢥߪਥ⺰ᢥߩઁ㧘ෳ⠨⺰ᢥ࡮㑐ㅪ⺰ᢥߥߤ߆ࠄ᭴ᚑߐࠇߡ޿ࠆ‫ߡߞࠃߦࠇߎޕ‬㧘ਥ⺰ᢥߩ⎇ⓥᚑᨐߩઁߦ㧘↳⺧⠪߇ߤߩࠃ߁ߥ⎇ⓥࠍߒߡ߈ߚ߆㧘ߘߩ⎇ⓥߩో⽩߇౏㐿ߐࠇࠆ‫ߦࠄߐޕ‬㧘↳⺧⠪ߩ౒ห⎇ⓥ਄ߩ⁛ഃ⊛ߥ⽸₂ߦߟ޿ߡ߽ផ㊂ߔࠆߎߣ߽ߢ߈ࠆ‫ޕ‬╙ਃߪ㧘౏㐿ᕈߢ޽ࠆ‫ޕ‬ඳ჻⺰ᢥߪ࿖┙࿖ળ࿑ᦠ㙚ߦነ⿅ߐࠇ㧘ᒰ⹥ᄢቇ࿑ᦠ㙚ߦᚲ⬿ߐࠇ㧘㑛ⷩߦଏߐࠇࠆ‫ߚ߹ޕ‬ශ೚౏⴫ߐࠇߨ߫ߥࠄߥ޿‫ߪࠇߎޕ‬ඳ჻⺰ᢥߩ⾰ߦኻߔࠆᥧ㤩ߩ࿶ജߣߥࠆ‫ޕ‬ߎߩࠃ߁ߦ㧘ቇ૏↳⺧⠪ߩ⁛ഃ⊛ߥቇⴚ⊛⽸₂ߣ⁛┙ߒߚ⎇ⓥ⠪ߣߒߡߩ⢻ജࠍክᩏߔࠆߚ
߼ߦ㧘⎇ⓥ⑼ᢎ᝼ળߦߪ㧘ᄙ⒳ᄙ᭽ߥ⾰ߩ⛽ᜬߩࡔࠞ࠾࠭ࡓ߇޽ࠆ‫ޕ‬㐳ᐕ⎇ⓥᜰዉߦ޽ߚߞߚ
ᜰዉᢎ᝼߇ክᩏᆔຬળߩਥᩏߦߥࠆߎߣ߇ᄙߊ㧘ክᩏᆔຬߩᢙ߽ዋߥ޿‫ޕ‬෩ᩰߥ࡞࡯࡞߇޽ࠆ
ߣߪ޿߃㧘ᦨ⚳⊛ߦߪ㧘ਥᩏߣክᩏᆔຬߩ⦟⼂޽ࠆ್ᢿߣᆫ൓߇᳞߼ࠄࠇࠆߣ⸒߃ࠃ߁‫ޕ‬－ 74 －

Υ㧚ᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ⎇ⓥ

ጊ㊁੗ ᢕᓼ ᮡ⸥ߩᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ⎇ⓥߪ㧘ⷐ⚂ߔࠇ߫ਃߟߩᰴరߦಽ㘃ߔࠆߎߣ߇น⢻ߢ޽ࠆ‫ޕ‬ߔߥࠊߜ㧘╙৻ߦߪᄢቇ␠ળߩᵹേᕈߩታᘒ߇ߤߩࠃ߁ߥ⁁ᴫߦ޽ࠆߩ߆㧘ㆊ෰㧘⃻࿷ߣ޿ߞߚᱧผ⊛ⷞὐ߆ࠄ㧘޽ࠆ޿ߪߘࠇࠄߪ࿖ߩ߅߆ࠇߚ⁁ᴫ߆ࠄ⋧㆑ߔࠆߩߢ㧘࿖㓙⊛ߥⷞὐ߆ࠄ㧘ߘࠇߙࠇ⠨ኤߐࠇࠆߴ߈ߢ޽ࠈ߁‫ઁߚ߹ޕ‬ᣇߢߪᄢቇ␠ળߣ޿ߞߡ߽㧘ᄢቇ␠ળ⥄૕߇޿ࠈ޿ࠈߥ␠ળ᭴ㅧ߆ࠄᒻᚑߐࠇߡ޿ࠆߎߣߪ⸒߁߹ߢ߽ߥ޿‫ߩߘޕ‬ᄢቇ␠ળߩ␠ળ᭴ㅧߥ޿ߒ
ߪ᭴ᚑࠍಽᨆߒߡߺߡ߽㧘᡽ᐭߦࠃࠆᵹേᕈ᡽╷㧘ࠕࠞ࠺ࡒ࠶ࠢ㨯ࡊࡠࡈࠚ࠶࡚ࠪࡦߩਥ૕ߚࠆ
ᄢቇᢎຬߩᵹേᕈ㧘ᢎຬ߆ࠄ᭴ᚑߐࠇࠆᄢቇᯏ㑐⥄૕ߩᵹേᕈ㧘ߐࠄߦߪᄢቇᢎ᝼Ꮢ႐ߣ޿߁
ฬߩㅢࠅᏒ႐⥄૕ߩᵹേᕈ߇޽ࠆ‫ߣߞ߽ߒ߆ߒޕ‬㊀ⷐߥߎߣߪᄢቇߩᯏ⢻ߪ⍮⼂ࠍ߼ߋࠆᢎ⢒⎇ⓥߦ޽ࠆ‫ޕ‬ᢎຬ㧘ቇ↢㧘ᄢቇᯏ㑐ߪ⍮⼂ࠍਛᩭߣߒߡᚑ┙ߒߡ޿ࠆߩߢ޽ࠆ‫ޕ‬⍮⼂ߩᵹേᕈ߿↢↥ᕈߪ㧘ᓟㅀߔࠆࠃ߁ߦ㧘ᵹേᕈ⎇ⓥߣਇนಽߥ㑐ଥߦ޽ࠆ‫╩ޕ‬⠪ߪߎ߁ߒߚᵹേᕈ⥄૕ߩ᷹ቯࠍߔࠆ⎇ⓥࠍᵹേᕈ᷹ቯ⎇ⓥߣ⒓ߒߡ޿ࠆ‫ޕ‬ߎ߁ߒߚᵹേᕈ᷹ቯ⎇ⓥ߇޽ࠆߣߔࠇ߫㧘╙ੑߦߪ㧘ߎ߁ߒߚᵹേᕈࠍⷙቯߔࠆⷐ࿃߇޽ࠆ
ߪߕߢ޽ࠆ‫ߩ৻╙߽ࠄࠇߎޕ‬ᰴరߣห᭽㧘޿ࠈ޿ࠈߥᄢቇߩ␠ળ᭴ㅧ߅ࠃ߮᭴ᚑߦࠃߞߡⷙቯ
ߐࠇߡ޿ࠆ‫╩ޕ‬⠪ߪߘࠇࠍᵹേᕈ᜔᧤⎇ⓥߣฬߠߌߚ‫ޕ‬ᄢቇᢎຬ㧘ᄢቇᯏ㑐㧘߅ࠃ߮ᄢቇᢎ᝼
Ꮢ႐ߩᵹേᕈࠍ᜔᧤ߔࠆߩߪ㧘ᄢ߈ߊߪᣣᧄᢥൻߢ޽ࠅ㧘㓹↪ᘠⴕ㧘⁜޿ᗧ๧ߩ೙ᐲߣߒߡߪ
ੱ੐ࠪࠬ࠹ࡓߢ޽ࠆ‫ޕ‬ᄢቇ␠ળߩᵹേᕈߪ㧘ੱ੐ࠪࠬ࠹ࡓߣߒߡߩ౏൐೙߆ᜰฬ೙߆㧘છᦼ೙߆࠹࠾ࡘࠕ೙߆ߦࠃߞߡᄢ߈ߊᏀฝߐࠇࠆ‫ޕ‬ᢥൻߣߒߡߩᐕഞᐨ೉߆ታജਥ⟵߆㧘૕೙ߣߒߡ
ߩ᡽ᐭࠦࡦ࠻ࡠ࡯࡞߆Ꮢ႐ਥ⟵߆ߦࠃߞߡ㧘ੱ੐ࠪࠬ࠹ࡓߩ޽ࠅᣇߪⷙቯߐࠇࠆ‫⃻ޕ‬࿷ߪ᭴ㅧᡷ㕟ߦ޽ߞߡ⒖ⴕᦼߦ૏⟎ߔࠆ‫ޕ‬߹ߚᵹേᕈࠍ᜔᧤ߔࠆߩߪ૗߽ੱ੐߫߆ࠅߢߪߥ޿‫ޕ‬ᄢቇߩౝㇱ⚵❱߿⡯㓏ߥߤᄢቇߩ␠ળ
᭴ㅧ⥄૕߇ࠊ߇࿖ߩᄢቇ␠ળߩᵹേᕈࠍ᜔᧤ߒߡ޿ࠆ‫ޕ‬ᄢቇߩౝㇱ⚵❱ߪ਎⇇ߩᢥ᣿ผ߆ࠄ⠨߃ߡ㧘ਛ਎࡛࡯ࡠ࠶ࡄ߆ࠄᵷ↢ߒߚ⻠ᐳ೙ߣࡈ࡜ࡦࠬߩᄢቇએᄖߩ㜞╬ኾ㐷ቇᩞ߆ࠄᵷ↢ߒࠕࡔ࡝ࠞߢ⧎㐿޿ߚ࠺ࡄ࡯࠻ࡔࡦ࠻೙߇ౖဳ⊛ߥࡕ࠺࡞ߣߥߞߡ޿ࠆ‫߇ࠊޕ‬࿖ߩౝㇱ⚵❱ߪᱧผ⊛ߦ࿕ቯ⊛ߥᄢቇߩ㓏ጀ᭴ㅧࠍ෻ᤋߒߡ㧘᛬ⴲဳߩౝㇱ᭴ㅧࠍਛᩭߣߒߚࠊ߇࿖⁛⥄ߩౝㇱ᭴ㅧࠍ᭴▽ߒߡ޿ࠆ‫⻠ޕ‬ᐳ೙ߣ޿ߞߡ߽਎⇇ߩ଀߆ࠄ⠨߃ࠆߣ߈ࠊ߼ߡ࡙࠾࡯ࠢߥࠛࡦ࠻࠷ဳߩ
ࡇ࡜ࡒ࠶࠼⡯㓏೙ࠍߥ߇ߊᢝ޿ߡ߈ߚ‫ޕ‬ ߎ߁ߒߚᣣᧄᢥൻߩਅߢੱ੐ࠪࠬ࠹ࡓ߿ౝㇱ⚵❱ߩ࡙࠾࡯ࠢߐߦࠃߞߡ㧘⎇ⓥᄢቇߩ⥄ᩞ㑓

－ 75 －

߇⛽ᜬߐࠇࠆߣหᤨߦ㧘ᄢቇᢎ᝼Ꮢ႐ߩ♽೉ൻ߇ଦㅴߐࠇߡ߈ߚ‫ߚ߹ޕ‬ᄢቇᯏ㑐ౝㇱߦ߅ߌࠆࠕࠞ࠺ࡒ࠶ࠢ㨯ࠨࠗࠢ࡞⃻⽎㧔ᢎ᝼㧘ഥᢎ᝼ߩᐕ㦂ࠨࠗࠢ࡞⃻⽎㧕߇↢⿠ߒߡ߈ߚ‫ޕ‬ߎ߁ߒߚᄢቇ␠ળߩᵹേᕈࠍ᜔᧤ߔࠆੱ੐߿ౝㇱ⚵❱߇޿߆ߥࠆേะߦ޽ࠆ߆ࠍ⸃᣿ߔࠆߎ
ߣߪࠊ߇࿖ߩቇ⇇ߦߣߞߡ㊀ⷐߢ޽ࠆ‫ޕ‬⴫㧝㧚ᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ✚ว⊛⎇ⓥ
ᵹേᕈᰴర

᡽ ᐭ

ᵹേᕈ᷹ቯ


ᵹേᕈ᡽╷

ᄢቇᢎຬ

ᵹേᕈⷙቯ



ੱ੐ࠪࠬ࠹ࡓ

౏൐೙࡮છᦼ೙

ᵹേᕈ᜔᧤ቇ໧⊛↢↥ᕈ ቇ ⴚ  ⾨ࠠࡖ࡝ࠕᒻᚑ ᢎ  ຬᯏ  㑐Ꮢ ႐⥄ ᩞ 㑓ࠕࠞ࠺ࡒ࠶ࠢ࡮ࠨࠗࠢ࡞
ᄢቇᢎ᝼Ꮢ႐ᵹ േ ᕈౝㇱ⚵❱࡮⡯㓏


ᢎ⢒⎇ⓥ

 
࠺ࠖࠪࡊ࡝ࡦ

࠺ࠖࠪࡊ࡝ࡦ

















 ߘߩ㊀ⷐߐߩ⢛᥊ߦߪ╙ਃߣߒߡ㧘ᵹേᕈߣᢎຬߩࠠࡖ࡝ࠕᒻᚑ߿ቇ໧⊛↢↥ᕈߣߩ㑐ଥߢ޽ࠆ‫ߚߒ߁ߎޕ‬ᵹേᕈ⎇ⓥߩᔅⷐᕈߦߪ᣿ࠄ߆ߦᵹേᕈ߇ଦㅴߔࠇ߫㧘ቇ໧⊛↢↥ᕈ߇ᵴᕈൻ
ߔࠆߣ޿߁㧘޿ࠊࠁࠆᵹേᕈ㧩ᵴᕈൻ઒⺑߇ሽ࿷ߔࠆ‫ޕ‬ᵹേᕈ߇ଦㅴߔࠆߎߣߦࠃߞߡᄢቇᢎ
ຬߩࠠࡖ࡝ࠕߪᄙ᭽ൻߒ㧘Ꮢ႐߇ᵴᕈൻߔࠆ৻ᣇ㧘ᵹേᕈߦ઻߁┹੎ߦࠃߞߡ↢↥ᕈ߇ะ਄ߔ
ࠆߣ޿߁ߣ޿߁‫ߚ߹ޕ‬ᵹേᕈߦࠃߞߡ⇣⾰ߥੱ᧚ߩ੤ᵹߦࠃߞߡ⍮⼂ߩ੤ᵹ߇ᵴᕈൻߐࠇ㧘޽
ࠆ⒳ߩ⇣ᬺ⒳੤ᵹ߇↢⿠ߔࠆ‫ߛߚޕ‬ᵈᗧߒߥߌࠇ߫ߥࠄߥ޿ߩߪ㧘ᵹേᕈߪߥߦ߽ߟߨߦቇ໧
⊛↢↥ᕈߣ⋥⚿ߔࠆࠊߌߢ߽ߥ޿‫ޕ‬ᵹേᕈߪᄢቇߩୟ↥ߥߤߦઍ⴫ߐࠇࠆࠃ߁ߦ⽶ߩⷐ࿃ߦࠃ
ߞߡଦㅴߐࠇࠆ႐ว߽ዋߥߊߥ޿߆ࠄߢ޽ࠆ‫ ⴫ޕ‬1 ߪᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ⎇ⓥߩᰴరࠍ
ℂ⸃ߒ߿ߔ޿ࠃ߁ߦᢛℂߒߚ߽ߩߢ޽ࠆ‫߽ߡߒߦࠇߕ޿ޕ‬㧘ߤߩᰴరߩ⎇ⓥ࠹࡯ࡑߦߖࠃ㧘◲නߦ⚿⺰ࠍᓧࠄࠇࠆ߽ߩߢߪߥ޿߇㧘ߘࠇࠄߪ޿ߕࠇ߽㧘ࠊ߇࿖ߩੱ᧚⊛ߥ⎇ⓥࠗࡦࡈ࡜ࠍᢛ
஻ߔࠆ਄ߢ⋴ㆊߢ߈ߥ޿࠹࡯ࡑߢ޽ࠆ‫ޕ‬એਅߢߪ㧘ਃߟߩ࠹࡯ࡑߦ⛉ߞߡ⎇ⓥᚑᨐࠍ⊒⴫ߒߚ޿‫ޕ‬－ 76 －

㧝㧚ᄢቇᢎ᝼࡮ᄢቇᯏ㑐࡮ᄢቇᢎ᝼Ꮢ႐ߩᵹേᕈ
㧔㧕ᄢቇᢎ᝼ߩᵹേᕈߪᄌࠊߞߚ߆㧫 ᄢቇᢎຬߩᵹേᕈߦ޿ࠈ޿ࠈߥⷺᐲ߆ࠄᵹേ₸ࠍ᷹ቯߒߚ‫߫߃଀ޕ‬㧘ᄢቇᯏ㑐ߏߣߦㆊ෰ 25
ᐕࠍㅊ〔ߒߡߺࠆߣ㧘⸳⟎ᒻᘒ೎ߦ࿖┙ᄢቇߪૐਅ௑ะߦ޽ࠅ㧘౏┙ᄢቇ߿⑳┙ᄢቇߩᢎຬߩ
ᵹേᕈ߇ะ਄ߒߡ޿ࠆ‫ޕ‬ߣߊߦ౏┙ᄢቇߦ߅޿ߡߪ 1990 ᐕઍ೨ᓟ߆ࠄή౏┙ᄢቇ⋵ߦ߅޿ߡ㧘౏┙ᄢቇߩ⸳┙߇ଦㅴߐࠇߚߎߣ߇ᄢ߈ߊᓇ㗀ߒߡ޿ࠆ‫┙⑳ޕ‬ᄢቇߦ߅޿ߡߪ㧘1990 ᐕઍߦ߅޿ߡ⍴ᄢߩ྾ᄢൻ߇ᓇ㗀ߒߡ޿ࠆ‫߽ߡߒߦࠇߕ޿ޕ‬㧘᭴ㅧᡷ㕟ᦼߪ౏┙ߩჇ⸳ߪߔߢߦ⚳ࠊࠅࠍㄫ߃ߡ߈ߡ޿ࠆ߇㧘⑳┙ߩ྾ᄢൻ߿ᣂჇ⸳߅ࠃ߮ᣂቇㇱ᜛ల߇ଦㅴߐࠇ㧘ᵹേᕈ߇㜞߹ߞߡ޿ࠆ‫ޕ‬1997 ᐕએ㒠㧘છᦼ೙ߩዉ౉ߦࠃߞߡ⧯ᚻࠍਛᔃߣߒߡ㧘30 ઍ㧘40 ઍߩᵹേᕈ߇޽ࠆ⒟ᐲ㜞߹ߞߚ‫ޕ‬㧔㧕⎇ⓥᄢቇߩ⥄ᩞ㑓ߪߤߩࠃ߁ߦᄌࠊߞߚ߆㧫 ᚢᓟ㧘60 ᐕߩ⎇ⓥᄢቇߩᵹേᕈߣᄌൻࠍᛠីߒߚ‫⎇ߥ⊛ဳౖ߽ߣߞ߽ߩߘޕ‬ⓥᄢቇߦ߅ߌࠆ
ࠗࡦࡉ࡝࡯࠺ࠖࡦࠣߩേะߪ㐳ᦼߦ߅޿ߡㅊ〔ߐࠇߡߎߥ߆ߞߚ߇㧘ߎߩ⎇ⓥߦࠃߞߡᵹേᕈ
߇ᔅߕߒ߽㐳ᦼ⊛ߦ⎇ⓥᄢቇߢૐਅߒߡߎߥ߆ߞߚߎߣ߇᣿ࠄ߆ߣߥߞߚ‫ߦ߆ߒߚޕ‬㧘᧲ᄢ㧘੩ᄢ㧘ᘮᔕ㧘ᣧⒷ↰ߩࡆ࠶ࠣ 4 ߪ⪺ߒߊૐਅߒߚ߇㧘ᣥᏢᄢߩᓟ⊒⚵ߺߣ᧲੩Ꮏᄢߪ 1980 ᐕઍߥ޿ߒߪ 1990 ᐕඨ߫߹ߢ⌕ታߦ⥄⛎₸ࠍ㜞߼ߡ߈ߚ‫╳ޕ‬ᵄ߿ᐢᄢߪ 40㧑ߢ෼᧤ߒߡ޿ࠆ৻
ᣇ㧘৻ᯅᄢߪᦨᄢⷙᮨߩૐਅࠍ␜ߒߡ߈ߚ‫ߩߎޕ‬⢛᥊ߦߪ࿖㓙ൻ߇ᄢ߈ߊᓇ㗀ߒߡ޿ࠆ‫ޕ‬㧔㧕ᚢᓟ  ᐕߩᄢቇᢎ᝼Ꮢ႐ߪߤߩࠃ߁ߦᄌൻߒߚ߆㧫 ᚢᓟ 60 ᐕߩᏒ႐േะߪ㧘Ԙ᧲ᄢߩኦභൻߩᷫዋ㧘ԙᏒ႐භ᦭₸ߩᄙరൻ㧘ԚᏒ႐ߩ࿖㓙ൻ㧘ԛࠫࠚࡦ࠳࡯ߩ㐿᡼㧘Ԝൎߜ⚵ߣ⽶ߌ⚵ߺߩᏅ೎ൻߥߤ߇⌕ታߦଦㅴߔࠆ৻ᣇ㧘⎇ⓥᄢቇߩᏒ႐ߪ㧘ଐὼߣߒߡ᧲ᄢ㧘੩ᄢߩࠪࠚࠕߢㆊඨᢙ߇⁛භߐࠇ㧘ᄢቇᩰᏅ␠ળ߇ࠃࠅଦㅴߐࠇߡ޿ࠆߎߣ߇ℂ⸃ߐࠇߚ‫ޕ‬㧞㧚ᵹേᕈࠍⷙቯߔࠆ᡽ᐭ࡮ᄢቇᯏ㑐ߩ᡽╷㧔㧕ੱ੐ࠪࠬ࠹ࡓ㧔౏൐೙࡮છᦼ೙࡮ੱ੐⹏ଔࠪࠬ࠹ࡓ╬㧕 ᓥ᧪㧘વ⛔⊛ߢ޽ߞߚࠊ߇࿖ߦ߅ߌࠆᐕഞᐨ೉ဳੱ੐㧘⚳り㓹↪ဳߩᄢቇੱ੐ࠪࠬ࠹ࡓߦኻ
ߒߡ㧘1997 ᐕ㧘᡽ᐭߦࠃߞߡߪߓ߼ߡછᦼ೙߇ዉ౉ߐࠇߚ‫ߩߘޕ‬ᓟ㧘ᢙᐕ㑆ߩേะࠍಽᨆߒߚ
߇㧘છᦼ೙ߩേะߪᄢቇߏߣߦ㧘޽ࠆ޿ߪᄢቇౝㇱߦ߅޿ߡ㧘ߘߩ⾥ุߪᄙ᭽ߢᔅߕߒ߽ᗧ⷗
ߩ৻⥌ߪ⷗ߡ޿ߥ޿‫ޕ‬છᦼ೙ߩ޽ࠅᣇ㧘ౣછ߿છᦼߩ㐳ߐߦߪᗧ⷗ߩ৻⥌ߪ⹺߼ࠄࠇߥ޿߫߆
ࠅ߆㧘ታ⾰㧘ቯᐕ߹ߢౣછนߣ޿߁ࠪࠬ࠹ࡓ߇߶ߣࠎߤߢ޽ࠆ‫ߣࠇߘޕ‬หᤨߦઁᣇߢߪ࠹࠾ࡘ
ࠕ೙ߣߩ㑐ଥ߇ᧂ⺞ᢛߩ߹߹ߢ޽ࠆᯏ㑐߇ᄙ޿‫ࠕࡘ࠾࠹ࡦࡁޕ‬೙߆ࠄ࠹࠾ࡘࠕ೙߳ߩ⒖ⴕ߇ߎ
ࠇ߆ࠄ㊀ⷐߥ⺖㗴ߣߥࠈ߁‫ઁޕ‬ᣇ㧘ᦨㄭߢߪᄢቇߩല₸ൻ߿ࠕࠞ࠙ࡦ࠲ࡆ࡝࠹ࠖ߆ࠄᄢቇᢎຬ
ߩੱ੐⹏ଔࠪࠬ࠹ࡓ᭴▽߇ᵈ⋡ࠍᶎ߮ߡ޿ࠆ‫ߪࠇߎޕ‬୘೎ߩᄢቇߩℂᔨ߿⋡⊛㧘ᢎ⢒⎇ⓥߩ޽

－ 77 －

ࠅᣇߦࠃߞߡᄢ߈ߊᏀฝߐࠇࠆ໧㗴ߢ߽޽ࠆ‫౏ޕ‬൐೙߽વ⛔⊛ߥ⎇ⓥᄢቇߢᰴ╙ߦណ↪ߐࠇࠆ௑ะߦ޽ࠆ߇㧘ᜰฬ೙ߣ౏൐೙ߦߪࡔ࡝࠶࠻㧩࠺ࡔ࡝࠶࠻߇ሽ࿷ߒ㧘ߘࠇߙࠇߩᯏ㑐ߦࠃߞߡഃᗧᎿᄦ߇ᔅⷐߢ޽ࠆ߇㧘⎇ⓥᄢቇߦ߅޿ߡߪᒻᑼ⊛ߥዉ౉߽ዋߥߊߥ޿‫ޕ‬㧔㧕ᄢቇ࡮ౝㇱ⚵❱࡮⡯㓏ߩᡷ㕟ߩน⢻ᕈ ᓥ᧪㧘ᣣᧄߩ⎇ⓥᄢቇߪࠛࡦ࠻࠷ဳߩ⻠ᐳ೙߇ዉ౉ߐࠇ㧘ᢎ᝼㧘ഥᢎ᝼ߩᐕઍ⊛ߥᓴⅣߦࠃ
ࠆࠗࡦࡉ࡝࡯࠺ࠖࡦࠣ㨯ࠨࠗࠢ࡞㧘޿ࠊࠁࠆࠕࠞ࠺ࡒ࠶ࠢ㨯ࠨࠗࠢ࡞߇ᒻᚑߐࠇߡ߈ߚ‫ޕ‬੹࿁ߩౝㇱ⚵❱߿⡯㓏ߩᴺᡷᱜߦ઻ߞߡౝㇱ⚵❱ߪᄢ✁ൻߐࠇ㧘⡯㓏ߪഥᢎ᝼ߦઍࠊࠆಎᢎ
᝼㧘⎇ⓥഥᚻߦઍࠊࠆഥᢎߩ⡯㓏೙߇ዉ౉ߐࠇߡ߈ߚ‫ߩߎޕ‬⢛᥊ߦߪ⍮⼂␠ળߩᄌൻߩỗߒߐߣੱ੐ߩᵹേᕈ߇໧㗴ⷞߐࠇߡ޿ࠆߎߣߪ⥄᣿ߢ޽ࠈ߁‫ߒ߆ߒޕ‬㧘ዊ⻠ᐳ߆ࠄᄢ⻠ᐳ೙߳ߩ⒖ⴕߪᔅߕߒ߽ੱ੐ߩᄙ᭽ൻࠍ߽ߚࠄߒߡߪ޿ߥ޿ࠃ߁ߢ޽ࠆ‫⎇ޕ‬ⓥᄢቇࠍਛᔃߣߒߚᣂ⡯㓏ߩዉ౉ߪ㧘ᴺ઎ߩ㑐ଥ߽޽ߞߡᒻᑼ⊛ߦಎᢎ᝼ࠍഥᢎ᝼ߦ⋥ⵙߦㆡ↪ߒߡ޿ࠆࠃ߁ߢ޽ࠆ߇㧘ഥᢎߪ߿߿ⶄ㔀ߥࠃ߁ߢ޽ࠆ‫ઁޕ‬ᣇ㧘ౝㇱ⚵❱ߩᄌᦝߦ㑐ߒߡᄢቇߪ଻቞⊛ߥᘒᐲࠍ⛽ᜬߒߡ޿ࠆ‫╩ޕ‬⠪ߪౝㇱ⚵❱ߩᡷ㕟ࠍ‫ޟ‬㕒߆ߥࠆ᭴ㅧᡷ㕟‫ߣޠ‬๮ฬߒߚ߇㧘┹੎⊛⾗㊄߿ᴺੱൻߩ‫ޟ‬ỗߒ޿᭴ㅧᡷ㕟‫ߣޠ‬Ყセߒߡ㧘ኻᾖ⊛ߥേ߈ࠍ␜ߒߡ޿ࠆ‫ޕ‬㧟㧚ᵹേᕈ߇᜔᧤ߔࠆࠠࡖ࡝ࠕᒻᚑ࡮ቇ໧⊛↢↥ᕈ㧔㧕ᣣᧄ⊛ᵹേᕈߣࠠࡖ࡝ࠕࡄ࠲࡯ࡦߩ␜ໂߔࠆ߽ߩ ࠊ߇࿖ߩᄢቇ␠ળߩᵹേᕈߩታ⸽⊛⎇ⓥࠍ㠽⍑ߒߡ㧘⚿⺰⊛ߦ⸒߃ࠆߎߣߪ᡽ᐭߩᄢቇ᡽╷ߣ୘೎ᯏ㑐ߩᡷ㕟ߦᄢ߈ߊᓇ㗀ߒߡ޿ࠆߎߣߢ޽ࠆ‫ߩߘޕ‬ᓇ㗀ߩ઀ᣇߪ㧘ᢿ⛯⊛ߢ޽ࠆߣ޿߁
ߎߣߦዧ߈ࠆ‫߫߃଀ޕ‬㧘ౕ૕଀ࠍ᜼ߍࠆߥࠄ߫㧘1960 ᐕઍߩࡑࠬൻߪ⑳┙ᄢቇߩ⸳⟎ߣ྾ᄢൻ㧘1970 ᐕઍߩᚑ㐳ߪᣂ᭴ᗐ࿖┙ᄢቇߩ⸳┙㧘1990 ᐕઍߪ౏┙ᄢቇߩ⸳┙ߦࠃߞߡᵹേᕈߪᄢ߈
ߊⷙቯߐࠇࠆ‫ޕ‬୘೎ᯏ㑐ߩᵹേᕈߪ㧘ᄢ߈ߥવ⛔⊛ߥᄢቇߢ޽ࠇ߫޽ࠆ߶ߤ㧘ᣂ⸳ቇㇱߩᣂ⸳߿Ⴧ⸳ࠍᄾᯏߣߒߡ㧘ㇱಽ⊛㧘ᢿ⛯⊛ߦᯏ㑐ߩᡷ㕟ߪታᣉߐࠇࠆ௑ะ߇⏕⹺ߐࠇߚ‫ߩࠄࠇߎޕ‬ታ⸽⚿ᨐߪᰴߩߎߣࠍ␜ໂߔࠆ‫ߜࠊߥߔޕ‬㧘╙৻ߦߪㅪ⛯⊛㧘ᜬ⛯⊛ߥᡷ㕟ߪ߈ࠊ߼ߡ࿎㔍ߢ޽ࠆߣ޿߁ߎߣߢ޽ࠆ‫ߡߞ߇ߚߒޕ‬㧘╙ੑߦߪ㧘ᵹേᕈߩᄌൻ߽ᯏ㑐ో૕ߦ෸߱ߩߢߪߥߊ㧘․ቯߩቇㇱ߿࠮ࠢ࠲࡯ߦߣߤ߹ߞߡ޿ࠆ‫ߚߒ߁ߘޕ‬ਛߢ㧘ᚢᓟ 60 ᐕߦ߅޿ߡ╙ੑᰴᄢᚢ⋥ᓟ߿੹࿁ߩ 1990 ᐕઍߩ᭴ㅧᡷ㕟ߪ㜞╬ᢎ⢒ࠪࠬ࠹ࡓో૕ߦ෸߷ߔᓇ㗀ജ߇⹺߼ࠄࠇࠆߣ⸃ߔߴ
߈ߢ޽ࠈ߁‫ߚߒ߁ߎޕ‬ᡷ㕟ߩᓇ㗀ജߪ㧘ࠊ߇࿖߫߆ࠅߢߥߊᏒ႐ൻߒߚࠕࡔ࡝ࠞߩ㜞╬ᢎ⢒ߦ߅޿ߡ߽⹺߼ࠄࠇࠆߣߎࠈߢ޽ߞߡ㧘D㧚࡝࡯ࠬࡑࡦߪߘࠇࠍ‫ޟ‬ᄢቇߩⴕㅴ‫ޠ‬㧔ࠕࠞ࠺ࡒ࠶ࠢ㨯ࡐࡠ࠮࠶࡚ࠪࡦ㧕ࠍ⒓ߒߚ‫ޕ‬ᣣ☨ߩ⇣ߥࠆߣߎࠈߪ㧘ࠊ߇࿖ߢߪᄙ᭽ߥ⸳⟎ᒻᘒߣ᡽ᐭࠦࡦ࠻
ࡠ࡯࡞ߩᓇ㗀ജߩᒝߐߢ޽ࠆ‫ߦࠇߎޕ‬ኻߒߡࠕࡔ࡝ࠞߪᏒ႐⛔೙߇ᒝߊᯏ⢻ߒߡ޿ࠆߎߣ߇ℂ⸃ߐࠇࠆ‫ߚߒ߁ߎޕ‬ᣣᧄ⊛ᵹേᕈߪࠊ߇࿖ߩᏒ႐߿ᯏ㑐ߦᓇ㗀ߔࠆ߫߆ࠅߢߥߊ㧘਄ㅀߒߚࠃ
߁ߦ㧘୘ੱߩࠠࡖ࡝ࠕᒻᚑߦ߽ᄢ߈ߊ߆ߟᓸᅱߥᓇ㗀ജࠍᱷߒߡ޿ࠆߩߢ޽ࠆ‫ޕ‬－ 78 －

㧔㧕ᵹേᕈߣቇ໧⊛↢↥ᕈߩ࿃ᨐ㑐ଥ ᵹേᕈߩ⢛᥊ߦߪ޿ࠈ޿ࠈߥⷐ࿃߇௛޿ߡ޿ࠆ߇㧘ᵹേᕈߣቇ໧⊛↢↥ᕈߣߩ㑐ଥࠍߤߩࠃ
߁ߦ⠨߃ࠆߴ߈ߢ޽ࠈ߁߆‫ޕ‬ℂᔨ⊛ߥᵹേᕈ㧩ᵴᕈൻ઒⺑ߦᓥ߃߫㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪฦᄢ
ቇᯏ㑐ߩᆭା㓏᪽߆ࠄࡇ࡜ࡒ࠶࠼ࠍᒻᚑߔࠆ৻ᣇ㧘⎇ⓥ⠪୘ੱ߽⎇ⓥታ❣ߦࠃߞߡᆭାࠍᜬߟ‫ޕ‬ᵹേᕈߦࠃߞߡቇ໧⊛ߥ↢↥ᕈ߇ᦨᄢ୯ࠍ␜ߔߩߪ㧘ᦨ㜞ߩᯏ㑐ߦᦨ㜞ߩᆭାࠍᜬߟ⎇ⓥ⠪߇⒖േߔࠆߎߣߦࠃߞߡ㆐ᚑߐࠇࠆߎߣߦߥࠆ‫ޕ‬୘೎ᯏ㑐ߩᆭାߣห᭽㧘୘ੱ⎇ⓥ⠪ߩ↢↥ᕈ߽ᐕ㦂߿ࠠࡖ࡝ࠕߦࠃߞߡ⋧㆑ߔࠆ߆ࠄ㧘ਔ⠪ߩᆭା߇Ყ଀ߔࠆࠃ߁ᵹേᕈ߇ᯏ⢻ߔࠆᔅⷐ߇޽ࠆ‫ޕ‬ ߒ߆ߒ㧘⃻ታߩᄢቇᢎ᝼㧘ᯏ㑐㧘߅ࠃ߮Ꮢ႐ߩᵹേᕈߪ㧘ᔅߕߒ߽ߎ߁ߒߚ⺰ℂߢᯏ⢻ߒߡ޿ࠆߩߢߪߥ޿‫ޕ‬ᵹേᕈߪᆭାࠍᇦ੺ߦߒߟߟ߽㧘ቇ㑓㧘ᐕ㦂㧘ᕈᏅߥߤߩ␠ળ⊛ⷐ࿃ߦⷙቯ
ߐࠇࠆ߫߆ࠅߢߥߊ㧘ᄢቇᯏ㑐߿ᚲዻࡐࠬ࠻ߩჇᷫߦࠃߞߡᏀฝߐࠇࠆ‫ߡߞ߇ߚߒޕ‬㧘⷗߆ߌ਄ߩᵹേᕈߩ㊂ߦࠃߞߡቇ໧⊛↢↥ᕈߪⷙቯߐࠇߥ޿‫ࠃߖߦࠞ࡝ࡔࠕޕ‬㧘ᣣᧄߦߖࠃ㧘ᵹേᕈߪᏒ႐ߩᚑ㐳₸ߦ᜔᧤ߐࠇࠆ߆ࠄ㧘ᵹേᕈ߇⋥ធ㧘ቇ໧⊛↢↥ᕈߦߪᓇ㗀ߒߥ޿‫ߛߚޕ‬㧘ណ↪
ߣ߆છᦼ⚳ੌᤨߦ⒖േ߇↢ߓࠆߣ߈ߪ෩ኒߥ⹏ଔ߇೨ឭߦߐࠇࠆ‫ߩߎޕ‬ᵹേᕈߣ⹏ଔ߇ቇ໧⊛↢↥ᕈߣᄢ߈ߊ㑐ㅪߔࠆߣ޿ࠊߨ߫ߥࠆ߹޿‫߇ࠊޕ‬࿖ߩᐕഞᐨ೉⊛㓹↪߿⚳り㓹↪೙ߩਅߢߪ
30 ᱦ೨ᓟߩ⻠Ꮷߦណ↪ߐࠇࠇ߫㧘ᣧᦼߩ⚳り㓹↪߇଻㓚ߐࠇࠆߚ߼㧘෩ኒߥᗧ๧ߢߩ⹏ଔߪ⒖േߩ࠴ࡖࡦࠬ߇ߥߌࠇ߫᣹ᩰߩߣ߈એᄖߦߪ߶ߣࠎߤߥ޿ߎߣߦߥࠆ‫ߩߘޕ‬᣹ᩰ߽߶ߣࠎߤᐕ
㦂ᐨ೉ਥ⟵ߢߩᘠⴕ߇ࠊ߇࿖ߢߪᒝ޿‫ߢ߹ࠇߎޕ‬ᵹേᕈ߇ቇ໧⊛↢↥ᕈߦㅪേߒߥ޿ࠪࠬ࠹ࡓ
ߦߥߞߡ޿ߚ‫ޕ‬
 1990 ᐕએ㒠ߩ᭴ㅧᡷ㕟ߦࠃߞߡ㧘1997 ᐕߦછᦼ೙߇ዉ౉ߐࠇ㧘2002 ᐕߦߪ┹੎⊛ᄖㇱ⾗㊄ߦࠃࠆᢥㇱ⑼ቇ⋭ߩ 21 ਎♿ࡊࡠࠣ࡜ࡓ㧘2004 ᐕߦߪኾ㐷⡯ᄢቇ㒮㧘߇ߘࠇߙࠇ೙ᐲൻߐࠇ㧘ᄢቇ㧔ᢎ᝼Ꮢ႐㧕ߣ␠ળߣߩ㑐ଥᕈ߇ᄌൻߔࠆߣหᤨߦ㧘ᄢቇ␠ળ߇Ꮢ႐ൻߒߚ‫ߣࠇߘޕ‬หᤨߦ㧘18 ᱦੱญᕆᷫߦ߽߆߆ࠊࠄߕ㧘ᄢቇᯏ㑐߿ᣂቇㇱߩჇ⸳㨯᜛ల߇ଦㅴߐࠇߚ‫߼ߚߩߎޕ‬ᄢቇ␠ળߩ޽ࠄࠁࠆᰴరߢᵹേൻ߇ଦㅴߒߚߎߣߪ⸽᣿ߒߚߣ߅ࠅߢ޽ࠆ‫ޕ‬ ৻ᣇ㧘⁜⟵ߩᗧ๧ߢߩᄢቇᢎ᝼ߩ⒖േߣቇ໧⊛↢↥ᕈߩ㑐ଥߪ㧘╩⠪ߩ⎇ⓥࠍ〯߹߃ߚ᧲ᄢ
COE ߽ߩߠߊࠅ࠮ࡦ࠲࡯⍫㊁ᢎ᝼╬ߩ⚻ᷣቇಽ㊁ߦ߅ߌࠆో࿖⺞ᩏߦࠃࠇ߫㧘৻ᵹᄢቇ߆ࠄ৻
ᵹᄢቇ߳ߩ⒖േߒߚ႐ว㧘ߘࠇ߶ߤᄢ߈ߥᄌൻࠍ⷗ߖߥ޿߇㧘৻⥸ᄢቇ߆ࠄ⎇ⓥᄢቇߦ⒖േߒ
ߚᄢቇᢎ᝼ߩ⺰ᢥᢙ㧔↢↥㊂㧕ߪ᦭ᗧߦ㜞߹ࠆߎߣ߇ᬌ⸽ߐࠇߡ޿ࠆ‫ߒ߆ߒޕ‬㧘⾰⊛ߥ⹏ଔߪᬌ⸛ߐࠇߡ޿ߥ޿‫ࠃߖߦࠇߕ޿ޕ‬㧘ᚲዻߩᄢቇ㓏ጀߣ↢↥ᕈߪ߆ߥࠅታ⸽ߐࠇߡ߈ߚ߇㧘ᵹേᕈߣ↢↥ᕈߩታ⸽⎇ⓥߪ੹ᓟߐࠄߦㅊⓥߔࠆᔅⷐ߇޽ࠆ‫ޕ‬㧠㧚ᱷߐࠇߚ⺖㗴 ᵹേᕈߣ↢↥ᕈߩ⎇ⓥߪᰴߩࠃ߁ߥ⎇ⓥ⺖㗴߇ᱷߐࠇߡ޿ࠆ‫߫ࠇߔ߈ᦠ᧦▎ࠍࠇߘޕ‬એਅߩ⻉ὐ߇᜼ߍࠄࠇࠆ‫ߜࠊߥߔޕ‬㧘－ 79 －Ԙ ᄢቇߣ␠ળߦ߅ߌࠆ⍮ߩᵹേᕈߦ㑐ߔࠆ⎇ⓥ
ԙ ᄢቇᢎ᝼ߩ⡯㓏᣹ᩰ⒖േߦ㑐ߔࠆ⎇ⓥ
Ԛ ᄢቇᢎ᝼ߩੱ੐⹏ଔࠪࠬ࠹ࡓߦ㑐ߔࠆ⎇ⓥ
ԛ ᵹേᕈߣቇ໧⊛↢↥ᕈߦ㑐ߔࠆ⎇ⓥ
એ਄ߩ⎇ⓥߦߟ޿ߡߩ᭴ᗐ㧘ಽᨆᨒ⚵ߺ߅ࠃ߮઒⺑ߦߟ޿ߡߩ⺑᣿ߪ⚕᏷ࠍ⿥߃ߡߒ߹ߞߚ
ߩߢ㧘ᰴߩᯏળߦ⼑ࠆߎߣߣߒߚ޿߇㧘޿ߕࠇߦߒߡ߽ 5 ᐕ㑆ߩ COE ࡊࡠࠫࠚࠢ࠻⎇ⓥࠍㅢ
ߒߡᄢቇ␠ળߩᵹേᕈߦ㑐ߔࠆ⎇ⓥࠍផㅴߔࠆߎߣ߇ߢ߈ߚߎߣࠍႎ๔ߒߡ⚳ࠊࠅߣߒߚ޿‫ޕ‬߹ߣ߼ એ਄㧘⎇ⓥࠪࠬ࠹ࡓ⃰ߣߒߡߪ㧘Ԙ⎇ⓥ᡽╷㧘ԙੱ᧚㙃ᚑ㧘Ԛᵹേᕈߩਃὐߩಾࠅญ߆ࠄࠊ
߇࿖ߩ⎇ⓥߦߟ޿ߡ᭎ⷰߒߚ‫ࠆߔ࡯ࡃࠞߩߘޕ‬㗔ၞߪ⤘ᄢߢ޽ࠅ㧘ߎߩਃߟߩಾࠅญࠍ⛔วߒߡㅴ߼ߡ߈ߚࠊߌߢߪߥ޿‫ߚ߹ޕ‬ᱷߐࠇߚ⺖㗴߽ዋߥߊߥ޿‫⎇ߚߒ߁ߎޕ‬ⓥࠍㅴ߼ߡ߈ߡᗵߓ
ߡ߈ߚᦨᄢߩ໧㗴ߪ⎇ⓥߩ⎇ⓥࠍផㅴߔࠆੱ᧚߇ᭂ߼ߡਲߒߊߥߞߡ޿ࠆෂᯏ⊛⁁ᴫߦ޽ࠆߣ
޿߁ߎߣߢ޽ࠈ߁‫߇ࠊޕ‬࿖ߩ⃻ᴫߩᄢቇᡷ㕟ߪᄢቇߩ࡙࠾ࡃ࡯ࠨ࡞㨯ࠕࠢ࠮ࠬൻᲑ㓏ߩ೔᧪ߦࠃ
ߞߡ㧘ቇജ໧㗴㧘ᢎ⢒ߩᯏળ㧘ᢎ⢒ߩ⾰⊛଻㓚㧘ᢎ⢒⹏ଔߥߤ㧘ᄢቇᢎ⢒ߦὶὐ߇⒖ߞߡߒ߹
ߞߚᗵ߇޽ࠆ߇㧘⍮⼂␠ળ߿ࠣࡠ࡯ࡃ࡞␠ળ߳ߩ⒖ⴕߦࠃߞߡ⎇ⓥᄢቇߩ᡽╷߿⎇ⓥ߇ࠃࠅ㊀ⷐᕈࠍჇߒߡ߈ߡ޿ࠆ‫ߒ߆ߒޕ‬㧘⎇ⓥߩ⎇ⓥߦ㑐ߔࠆᄢቇ⎇ⓥߩഀวߪ⋧ኻ⊛ߦૐਅߒߡ߈ߡ
޿ࠆࠃ߁ߦᕁࠊࠇࠆ‫ߦߊߣޕ‬㧘ߘߩᦨᄢߩℂ↱ߩ৻ߟߪߎߩ㗔ၞߦ㑐ᔃࠍᛴߊ⎇ⓥ⠪⥄૕߇ᄢቇ㒮࡟ࡌ࡞ߢ⌕ታߥ㙃ᚑ߇ߥߐࠇߡ޿ߥ޿ߣ޿߁ߎߣߢ޽ࠆ‫⑼ޕ‬ቇผ㧘⑼ቇ᡽╷㧘⑼ቇ␠ળቇ
߿ᢎ⢒␠ળቇߩធㄭᴺߦࠃࠆᄢቇ⎇ⓥߩᝄ⥝ߣหᤨߦ㧘ࡈࠔࠞ࡞࠹ࠖ㨯࠺ࠖࡌࡠ࠶ࡊࡔࡦ࠻
㧔FD㧕ߦ߅޿ߡ᝼ᬺ⢻ജ㐿⊒߫߆ࠅߢߥߊ㧘⎇ⓥ⢻ജ㐿⊒߽฽߼ߚ㧘޿ࠊࠁࠆᐢ⟵ߩ FD ቯ⟵ߢ߽ߞߡ⸃㉼ߒ㧘ታ〣ߐࠇࠆᔅⷐ߇޽ࠈ߁‫ੱߪࠄࠇߘޕ‬੐⹏ଔࠪࠬ࠹ࡓߥߤߦ߅޿ߡᢎ⢒⎇ⓥࠍࡃ࡜ࡦࠬࠃߊࠞࡃ࡯ߐࠇߚࠪࠬ࠹ࡓ߇᭴▽ߐࠇࠆᔅⷐ߇޽ࠆߛࠈ߁‫ޕ‬－ 80 －

⚵❱⃰ႎ๔
ᄢቇ⚵❱ߣࠟࡃ࠽ࡦࠬߩᄌኈ㧙ᚢᓟᣣᧄဳ㜞╬ᢎ⢒᭴ㅧߩ⌕࿾ὐ⠀↰ ⾆ผ࡮ᄢ႐ ᷕ࡮㤛 ⑔ᶢ࡮᧛Ỉ ᣽ፏ࡮᧖ᧄ ๺ᒄ࡮⪾ၔ ᶈ৻࡮↰ਛ ᱜᒄ࡮☨ᴛ ᓆ⚐࡮⑔⇐ ᧲࿯࡮ᷰㆻ ޽߿࡮ዊ⽾ ᦭♿ሶ㧝㧚㜞╬ᢎ⢒ߩ⚵❱⊛ᄌേߣࠪࠬ࠹ࡓߩ᭴▽㧙⚵❱ᄌኈ㧘▤ℂㆇ༡㧘⹏ଔ ⚵❱⃰ߩ⎇ⓥᵴേߪᄢ߈ߊਃߟߩࠬ࠹࡯ࠫߦಽ߆ࠇ㧘Ԙᄢቇߩ⚵❱ᄌൻ㧔⛔ว࡮ㅪ៤࡮ㅪว㧕㧘
ԙ▤ℂㆇ༡㧔ࠟࡃ࠽ࡦࠬ෸߮ࡑࡀࠫࡔࡦ࠻㧕㧘Ԛ⹏ଔ೙ᐲߩ࠹࡯ࡑࠍᛒߞߡ߈ߚ㧔ᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯㧔એਅ RIHE ߣ⇛㧕‫ޡ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣ⾰⊛଻⸽㧙COE ᦨ⚳ႎ๔ᦠ㧙╙ 1 ㇱ㧔਄㧕㧘㧔ਅ㧕㧘╙ 2 ㇱ‫ޢ‬2006㧕‫ޕ‬ ߎࠇࠄ⚵❱ᄌൻ࡮▤ℂㆇ༡࡮⹏ଔߩਃߟߪ㧘⋧੕ߦ⚿߮ߟ޿ߡ߅ࠅ㧘ౝ⊛㑐ㅪࠍᜬߞߚ⺖㗴ߢ޽ࠆ‫ޕ‬
 ߘ߽ߘ߽⚵❱ߪ㧘⋡ᮡ㆐ᚑߩߚ߼ߦ᭴ᚑߐࠇࠆੱ㑆ߩ㓸࿅ߢ޽ࠅ㧘ߘߩᬺോߦᔕߓߚಽൻߒ
ߚ᭴ㅧࠍᜬߟߚ߼㧘ಽᬺൻߒߚ⚵❱ࠍ⛔วߒ㧘⚵❱ߩ⋡⊛ࠍ㆐ᚑߔࠆࠃ߁ߦᵴേߐߖࠆᯏ⢻ࠍౝ൮ߒߡ޿ࠆ‫߇ࠇߘޕ‬㧘ࠟࡃ࠽ࡦࠬߣࡑࡀࠫࡔࡦ࠻ߦઁߥࠄߥ޿‫ߪ⺰❱⚵ޕ‬㧘⚵❱ࠍᦨㆡൻߒ
ߡᯏ⢻ߐߖࠆᮭജߩ㈩ಽߣㆇ༡ᒻᘒߩℂ⺰ߢ߽޽ࠅ㧘㜞╬ᢎ⢒ߦ߅ߌࠆ⚵❱⺰ߪ㧘ࠟࡃ࠽ࡦࠬ
⺰ߣߒߡዷ㐿ߒߡ߈ߚߩߢ޽ࠆ㧔Rodgers 1977㧘RIHE 2006㧕‫ޕ‬ ߣߎࠈߢ㧘⚵❱ߪᄖㇱⅣႺߣ⾗Ḯ߿ᖱႎߥߤ⋧੕੤឵ࠍⴕ޿㧘⋧੕ଐሽࠍㅢߓߡᯏ⢻ࠍᨐߚߒ㧘ᄖㇱߩߐ߹ߑ߹ߥ⚵❱߿ࠪࠬ࠹ࡓߩᄌേߩᓇ㗀ࠍฃߌߟߟ㧘⚵❱⥄り߇ᄌേߒߡ㧘ᄖㇱⅣႺߦㆡวߔࠆ߽ߩߢ޽ࠆ‫⾗ߪࠬࡦ࠽ࡃࠟޕ‬Ḯ㈩ಽ߿⺞ᢛ㨯⛔วᯏ⢻ࠍㅢߓߡ⚵❱ࠍⅣႺߦㆡวߐ
ߖࠆ߇㧘⚵❱ߩᄌኈ߽ⅣႺ߳ߩㆡว૞↪ߢ޽ࠅ㧘ਔ⠪߇޽޿߹ߞߡ⚵❱ߩሽ⛯ߣ⋡⊛㆐ᚑࠍታ⃻ߔࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬ ⎇ⓥߩኻ⽎ߣߒߡ޿ࠆ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘␠ળࠍ᭴ᚑߔࠆࠨࡉࠪࠬ࠹ࡓߩ߭ߣߟߢ޽ࠅ㧘ᢎ⢒ࠪࠬ࠹ࡓߩ৻ㇱߢ޽ࠆߣߣ߽ߦ㧘⑼ቇᛛⴚࠪࠬ࠹ࡓߩ৻ㇱࠍ᭴ᚑߒ㧘㓹↪ࠪࠬ࠹ࡓߦធ⛯ߒߡ޿ࠆ‫ߦ⥸৻ޕ‬㧘ࠪࠬ࠹ࡓߩ⚵❱ᄌേߪ㧘ᄖㇱⅣႺߩᄌൻߦኻߔࠆㆡᔕ㧔ᄖㇱⷐ࿃ߦࠃࠆᄌ
ൻ㧕ߣࠪࠬ࠹ࡓౝㇱߩᄌൻ߳ߩㆡᔕ㧔ౝㇱⷐ࿃ߦࠃࠆᄌൻ㧕ߩਔᣇ߆ࠄ↢ߓࠆ‫ޕ‬ 㜞╬ᢎ⢒ࠪࠬ࠹ࡓᄌൻߩᄖㇱⷐ࿃ߣߒߡߪ㧘᡽ᴦ⊛ⷐ࿃㧘⚻ᷣ⊛ⷐ࿃෸߮ੱญᄌേ߿ኅᣖᒻ
ᘒߩᄌൻߥߤ⥄ὼ⊛࡮␠ળ⊛ⷐ࿃߇ᗐቯߢ߈ࠆ‫ޕ‬ౝㇱⷐ࿃ߣߒߡߪ㧘࠻ࡠ࠙ࡕ࠺࡞߇␜ໂߔࠆ
ቇ↢ᢙߩჇᄢ࡮ⷙᮨ߿㧘ቇ໧ߩ⊒ዷ࡮⚦ಽൻߥߤ㜞╬ᢎ⢒࿕᦭ߩⷐ࿃߿㧘߿ਛ╬ᢎ⢒ߩᄌേߦၫ╩⠪ߩᚲዻߦߟ޿ߡߪ⚕᏷ߩ㑐ଥ਄⋭⇛‫ޕ‬Ꮞᧃߩ‫ޟ‬ၫ╩⠪⚫੺‫ߏࠍޠ‬ෳᾖߩߎߣ‫ޕ‬－ 81 －

ࠃࠆធ⛯㑐ଥߩᄌൻߥߤᢎ⢒ࠪࠬ࠹ࡓౝㇱߩⷐ࿃߇඙ಽߢ߈ࠆ‫ߩࠄࠇߎޕ‬ᄌേⷐ࿃ߪ⋧੕ߦᓇ㗀ߒ޽޿㧘ユマ⊛ߦ಴⃻ߒᄌൻࠍ߽ߚࠄߔ‫ޕ‬ߐࠄߦ㧘ᄌൻߦߪᄙ᭽ߥ࡟ࡌ࡞߇޽ࠆ‫ޕ‬ㄭઍൻ㧘ߔߥࠊߜ↥ᬺൻߣ࿖᳃࿖ኅߩᒻᚑߦ઻߁␠
ળో૕ߩౣ✬ᚑ㧔᣿ᴦ⛽ᣂ㧕߿᡽ᴦ૕೙ߩᡷ㕟㧔ᚢᓟᡷ㕟㧕ߩࠃ߁ߦ㧘␠ળ૕೙ో૕ߩᄌൻߦ
ᾖᔕߒߚ႐ว㧘ᢎ⢒ࠪࠬ࠹ࡓߩ߽ߞߣ߽ᄢⷙᮨߥ᭴ㅧ⊛ᄌേ߇↢ߕࠆ‫ޕ‬ ⃻ઍߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘࿖᳃࿖ኅߩᒻᚑߣߣ߽ߦᚑ┙ߒߚㄭઍ⊛ߥ㜞╬ᢎ⢒ᯏ㑐߇㧘↥ᬺ␠ળߩᚑᾫߣᄢⴐൻߦ઻ߞߡࠛ࡝࡯࠻⊛ߥ᭴ㅧࠍᄌኈߐߖ㧘⟵ോᢎ⢒೙ᐲ෸߮ਛ╬ᢎ⢒೙ᐲߣធ⛯ߒߡ࿖᳃ᢎ⢒ࠪࠬ࠹ࡓߩ৻ㇱߣߥࠅ㧘ᄙ᭽ൻߒߚᄢⷙᮨߥ᭴ㅧࠍᜬߟߦ⥋ߞߡ⏕┙ߒߚ߽ߩߢ޽ࠆ㧔Jarausch 1983㧘ᦸ↰࡮቟ේ㨯ᯅᧄ⸶ 2000㧕‫ޕ‬ᣣᧄߩ႐วߪ㧘ᚢᓟᄢቇᡷ㕟ߦࠃߞߡߘߩ೙ᐲ⊛ၮ⋚߇૞ࠄࠇ㧘⚻ᷣᚑ㐳ߦࠃࠆ␠ળᄌേߦኻᔕߒߚୃᱜࠍട߃ߡ 60 ᐕઍߦ⏕┙ߒߚ‫ޕ‬21 ਎♿㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣߪ㧘ߎߩᚢᓟᣣᧄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ߇㧘␠ળᄌേߣߩ
⋧੕ᓴⅣ࡮⋧੕ଐሽ⊛ߥᄌኈㆊ⒟ࠍ⚻ߡౣ᭴▽ߐࠇࠆߛࠈ߁ᦨ⚳ᒻᘒࠍᜰߔ‫ޕ‬ ࠪࠬ࠹ࡓߩౣ᭴▽ߦߪ㧘ᄖㇱⅣႺߦᓥዻߒߡᄌൻߔࠆㆡᔕߩᣇะߣᒻᘒࠍᛠីߔࠆߣߣ߽ߦ㧘ࠪࠬ࠹ࡓ߇ᢎ⢒߿ੱ㑆↢ᵴߦขߞߡᦸ߹ߒ޿޽ࠅᣇࠍታ⃻ߔࠆࠃ߁ߦ೙ᐲ⸳⸘߇⋓ࠅㄟ߹ࠇߥ
ߌࠇ߫ߥࠄߥ޿‫ޕ‬ ߘߩߚ߼ߦߪ㧘ࠪࠬ࠹ࡓߩᄌኈߦߤߩࠃ߁ߥജ߇௛߈㧘ߤߩࠃ߁ߥ⪾⮮߇ሽ࿷ߔࠆߩ߆㧘ߤߩࠃ߁ߥ⚵❱ߣࠟࡃ࠽ࡦࠬ߇ߘߩ⪾⮮ࠍ⺞ᢛߢ߈ࠆߩ߆㧘޽ࠄߚߥࠟࡃ࠽ࡦࠬߪߤߩࠃ߁ߥน
⢻ᕈߣ⺖㗴ࠍᛴ߃ߡ޿ࠆߩ߆ࠍ᣿ࠄ߆ߦߔࠆᔅⷐ߇޽ࠆ‫ޕ‬ ߎߩ႐วߦ㊀ⷐߥߎߣߪ㧘㜞╬ᢎ⢒ߪ㧘ࠪࠬ࠹ࡓ㧙ᯏ㑐㧙ਛ㑆⚵❱㧙ၮ␆⚵❱㧙୘ੱߩฦ࡟
ࡌ࡞ߢᄌൻࠍ߽ߚࠄߔᦨᄢⷐ࿃߇⇣ߥࠆⶄ㔀♽ࠪࠬ࠹ࡓߢ޽ࠆߣ޿߁ߎߣߢ޽ࠆ‫ޕ‬ᄖㇱⅣႺߩ
ᄌൻߪ㧘৻ᓞߦᓇ㗀ࠍ෸߷ߔߩߢߪߥߊ㧘ฦ࡟ࡌ࡞ߢᄌൻࠍ߽ߚࠄߔⷐ࿃ߪ⇣ߥࠅ㧘⪾⮮ࠍ߽ߚࠄߒߥ߇ࠄ⺞ᢛߐࠇ㧘ᄌኈ߇߽ߚࠄߐࠇࠆ㧔Clark 1983㧘Kogan & Becher 1992㧕‫ޕ‬ᯏ㑐࡟ࡌ࡞ߦ߅޿ߡߤߩࠃ߁ߦ⛔ว߇ᨐߚߐࠇ㧘ⅣႺㆡวᚢ⇛߇ታᣉߐࠇࠆ߆ߪ㧘ᣣᧄߦ߅ߌࠆ 21਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ᭴▽ߦߣߞߡ㊀ⷐߥ⎇ⓥ⺖㗴ߢ޽ࠆ‫ޕ‬㧞㧚ᣣᧄ⊛㜞╬ᢎ⢒ࠪࠬ࠹ࡓᄌേߩࡊࡠ࠮ࠬ 㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩⅣႺㆡว૞↪ߣߒߡࠟࡃ࠽ࡦࠬߣ⚵❱ᄌኈࠍᝒ߃ߚ႐ว㧘ᄢ߹߆ߦᚢᓟ
ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪᰴߩࠃ߁ߥᲑ㓏ࠍߚߤߞߡ߈ߚߣᗐቯߢ߈ࠆ‫ޕ‬㧔㧕ࠟࡃ࠽ࡦࠬߣࡑࡀࠫࡔࡦ࠻ߦࠃࠆⅣႺㆡว ᄖㇱⅣႺ࡮ౝㇱⅣႺߩᄌൻߪ⋥ធ⊛ߦ⚵❱ᄌൻࠍ߽ߚࠄߔߩߢߪߥ޿‫ߕ߹ޕ‬㧘ࠟࡃ࠽ࡦࠬߣ
ࡑࡀࠫࡔࡦ࠻߇ⅣႺᄌൻ߳ኻᔕߒߚ⺞ᢛࠍⴕ߁ߎߣߢ㜞╬ᢎ⢒ᯏ㑐෸߮ࠪࠬ࠹ࡓߪㆡวߔࠆ‫ޕ‬
ߎߩ⒳ߩ⺞ᢛߪᕡᏱ⊛ߦሽ࿷ߔࠆ߇㧘⁁ᴫߦࠃߞߡࠪࠬ࠹ࡓ࡟ࡌ࡞߇㊀ὐ߆㧘ᯏ㑐࡟ࡌ࡞߇㊀ὐ߆ߩ⋧㆑߇޽ࠆ‫ޕ‬－ 82 － ᚢᓟ㧘㜞╬ᢎ⢒ߦᓇ㗀ࠍਈ߃ߚᄢ߈ߥⅣႺⷐ࿃ߪੱญേᘒߢ޽ࠅ㧘╙ 1 ᰴࡌࡆ࡯ࡉ࡯ࡑ࡯ߩ
ᄢቇㅴቇ㧔1963-1968㧕෸߮╙ 2 ᰴࡌࡆ࡯ࡉ࡯ࡑ࡯ߩㅴቇ㧔1986-1993㧕ߣ޿߁ੑߟߩᵄߦߪ㧘⸘↹ߦၮߠߊᄢቇ⸳⟎⹺นᣇ㊎㧘ቯຬ᜛ᄢߥߤਥߣߒߡࠪࠬ࠹ࡓ࡟ࡌ࡞ߩ᡽ᐭࠟࡃ࠽ࡦࠬ߇⺞ᢛജࠍ⊒ើߒߚ‫ޕ‬18 ᱦੱญᷫዋᦼߦ౉ߞߚ 90 ᐕઍ߆ࠄߪᯏ㑐࡟ࡌ࡞ߩ⺞ᢛജ߇⺖㗴ߣߥࠅ㧘ቇ㐳࡝࡯࠳࡯ࠪ࠶ࡊߩᒝൻߥߤ୘೎ᯏ㑐ߩ⚻༡ᯏ⢻ߩᒝൻߦ㊀ὐ߇⒖ߞߡ߈ߚ‫ޕ‬㧔㧕⚵❱ᄌൻߦࠃࠆⅣႺㆡว ⅣႺᄌൻߩ⾰ߣ࡟ࡌ࡞ߦࠃߞߡߪ㧘ࠟࡃ࠽ࡦࠬ߿ࡑࡀࠫࡔࡦ࠻ߦࠃࠆ⺞ᢛߛߌߢߥߊ㧘ᄢቇ⚵❱ߘߩ߽ߩ߇ᄌኈߔࠆߎߣߢⅣႺߦㆡวߔࠆߎߣ߇᦭ലߦߥࠆ‫ߦ․ޕ‬㧘ቇ໧ಽ㊁ߩ⚦ಽൻ߿ቇ㓙࡮Ⲣวൻ㧘↥ᬺߣߩㅪ៤ߥߤᢎ⢒⎇ⓥᵴേߘߩ߽ߩߩᄌൻߪ⚵❱ߩ᭴ㅧߦ⋥ធߦ෻ᤋߔࠆ‫ޕ‬ ⚵❱ᄌൻߪ㧘ᯏ㑐ౝㇱߦ߅޿ߡߪ㧘ಽᬺߩଦㅴߣౣ✬ᚑ㧔ቇ⠌࡮ቇ↢ᡰេ࠮ࡦ࠲࡯ߩ⸳⟎㧕㧘⚵❱ᮮᢿ⚵❱ߩ✬ᚑ㧔ㅪ៤㨯ㅪว㧕ߥߤฦ⒳ߩ࡟ࡌ࡞ߢ↢ߕࠆ‫ߚ߹ޕ‬ᯏ㑐࡟ࡌ࡞ߢ߽㧘ઁߩ㜞╬ᢎ⢒ᯏ㑐߿㕖㜞╬ᢎ⢒ᯏ㑐ߣฦ⒳ߩㅪ៤࡮ㅪว࡮⛔วߣߒߡ⿠߈ࠆ‫ߦ․ޕ‬㧘ዋሶൻ߿᡽ᐭ⽷Ḯߩ❗ዊߥߤ⾗Ḯᷫዋߦኻߔࠆᚢ⇛ߣߒߡ‫ⷙޟ‬ᮨߩ⚻ᷣ‫▸ޟޠ‬࿐ߩ⚻ᷣ‫⛔ߔߑ߼ࠍޠ‬ว߇ᐢ߇ߞ
ߡ޿ࠆ㧔RIHE 2006㧕‫ޕ‬ ⚵❱ᄌൻߪ㧘ᯏ᪾⊛ߥ෻ᔕߢߪߥߊ㧘⚵❱ߦߣߞߡߩᦨㆡൻᚢ⇛ߢ޽ࠆ߇㧘⚵❱ߦߣߞߡߩ
ᦨㆡߢ޽ࠆ⋡ᮡ࡮⋡⊛ߩวᗧߩ࡟ࡌ࡞ߣ㧘ᄖ⊛᧦ઙߦࠃߞߡ᳿ቯߐࠇࠆ߽ߩߢ৻⥸⊛ߦߪ৻⟵⊛ߢߪߥ޿‫ߒ߆ߒޕ‬㧘ⅣႺ᧦ઙ߇ห৻ߥࠄห৻ߩ⚵❱ᄌൻߦᏫ⌕ߒ߿ߔ޿‫ޕ‬ ⅣႺᄌൻ߇ỗߒ޿႐ว㧘⚵❱ᄌൻߪᨵエᕈ᜛ᄢߩߚ߼ߦᢎ⢒⎇ⓥᵴേࠍㆀⴕߔࠆၮ␆᭴ㅧߦ
߹ߢ߅ࠃ߮㧘ߘߩߎߣߪ㧘ቇ໧ಽ㊁ߩౣ↢↥㧔ᢎຬߩ㙃ᚑߣណ↪࡮ࠠࡖ࡝ࠕᒻᚑ㧕ߩᄌൻࠍ߽
ߚࠄߔ‫⃻ޕ‬࿷,ᣣᧄߪߎߩᲑ㓏ߦ߹ߢ⥋ߞߡ߅ࠅ㧔ਛᢎክᄢቇಽ⑼ળ‫ޟ‬ᄢቇߩᢎຬ⚵❱ߩ࿷ࠅᣇߦߟ޿ߡ‫ޠ‬2005 ᐕ 1 ᦬ 24 ᣣ㧕㧘ᚢᓟ㜞╬ᢎ⢒᭴ㅧߪၮ␆᭴ㅧ߆ࠄߒߡో㕙⊛ߦᄌኈߒߟߟ޽
ࠆߣ޿ߞߡࠃ޿‫ޕ‬㧔㧕⚵❱ᄌൻ߇߽ߚࠄߔࠟࡃ࠽ࡦࠬߣࡑࡀࠫࡔࡦ࠻ߩᄌኈ ⚵❱ᄌኈߪ㧘ࠟࡃ࠽ࡦࠬߣࡑࡀࠫࡔࡦ࠻ߦᣂߚߥᄌൻࠍ߽ߚࠄߔ‫ޕ‬ቇ↢ⷙᮨߣᢎຬߩ᜛ᄢ߇
ቇ⑼ߥߤቇㇱߩਅㇱ⚵❱න૏ߢߩㆇ༡ࠍᒝൻߒ㧘ઍ⼏ຬ೙ᐲ߿ቇ⑼㐳߳ߩᮭ㒢ᆔછ߇ⴕࠊࠇࠆ‫ޕ‬ᄢቇౝߦ↥ቇㅪ៤⚵❱߇ᒻᚑߐࠇࠇ߫㧘ᓥ᧪ߩห௥೙ߢㆇ༡ߔࠆߎߣߪ㔍ߒߊ㧘ᢎຬߢ߽ߥߊ
ቯဳᬺോࠍߎߥߔ⡯ຬߣ߽⇣ߥࠆኾ㐷⊛ߥ⡯ຬጀ߇ᔅⷐߦߥࠆ‫ޕ‬㧔㧕‫ޟ‬ᓟ⊒ലᨐ‫〝⚻ޟࠅࠃޠ‬ଐሽᕈ‫ޠ‬ ᭴ㅧ⊛ߥ⚵❱ᄌേߦኻᔕߒߚ೙ᐲ⸳⸘ߪ㧘ㆊ෰㧘᡽ᴦ⊛ⷐ࿃㧔᡽ᴦ૕೙ߩ᭴▽㧩᣿ᴦᙗᴺ૕
೙ߩᒻᚑߣᏢ࿖ᄢቇ૕೙㧘᡽ᴦ૕೙ߩౣ✬ᚑ㧩ᚢᓟᡷ㕟㧕ߦࠃࠆߣߎࠈ߇ᄢ߈߆ߞߚ‫ޕ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓౣ᭴▽ߪ㧘ਛᄩ⋭ᐡᡷ㕟࡮࿾ᣇಽᮭᡷ㕟࡮ⴕ᡽ᚻᴺᡷ㕟ࠍ৻૕ൻߒߚⴕ᡽ᡷ㕟ߩ৻ㇱߣߒߡㅴⴕߒߡ޿ࠆ‫⺞ޟޕ‬ᢛ‫⛔ޟߣޠ‬ว‫ࠍޠ‬࿖ኅ␠ળ࡟ࡌ࡞ߢᦨ⚳⊛ߦᨐߚߔߩߪ᡽ᴦᯏ⢻－ 83 －

ߢ޽ࠅ㧘࿖┙ᄢቇᴺੱൻߦ⃻ࠇࠆࠃ߁ߥ࠼࡜ࠬ࠴࠶ࠢߥᡷ㕟ߪ㧘ⴕ᡽ᡷ㕟ߦࠃߞߡߪߓ߼ߡታ
⃻ߒߚ‫ޕ‬
 ㆊ෰ߩౣ᭴▽ߪ㧘ᄖ᧪ࡕ࠺࡞ߩ⒖ᬀߦࠃࠆᣢሽߩ᭴ㅧߩౣ✬ᚑߣ޿߁ᚻᴺࠍߣࠅ㧘⃻࿷ౕ߽૕⊛ߥ೙ᐲ⸳⸘߿᡽╷ߩዉ౉ߦߪࠕࡔ࡝ࠞࡕ࠺࡞㧔ࠕࠢ࡟࠺ࠖ࠹࡯࡚ࠪࡦ㧕㧘ࠗࠡ࡝ࠬࡕ࠺࡞
㧔ࠛ࡯ࠫࠚࡦࠪ࡯ൻ㧕㧘㖧࿖ BK21㧔᜚ὐᒻᚑ㧕ߥߤᄙ᭽ߥᄖ᧪ࡕ࠺࡞࡮᡽╷ߩ⇣⒳ᷙวዉ౉
ࠍⴕ߁ᚻᴺ߇ណ↪ߐࠇߡ޿ࠆ‫ޕ‬ ㆊ෰ߩᄖ᧪ࡕ࠺࡞ߩዉ౉ߪ‫ޟ‬ᓟ⊒ലᨐ‫ߡߞ޽߽ޠ‬㧘Ყセ⊛ലᨐ⊛ߦᯏ⢻ߒߡ߈ߚߣ޿߃ࠆ‫ޕ‬ߒ߆ߒ㧘ࡑࠬ࡮࡙࠾ࡃ࡯ࠨ࡞Ბ㓏ߪ㧘వㅴ࿖ߦ߅޿ߡ߶߷หᤨᦼߦ಴⃻ߒߡ߅ࠅ㧘ㇱಽ⊛ߥ᡽╷ߪߣ߽߆ߊࡕ࠺࡞⒖ᬀߩ᦭ലᕈ߇ਲߒߊߥߞߡ޿ࠆߣᕁࠊࠇࠆ‫߫߃ߣߚޕ‬㧘⑔␩࿖ኅ⽷᡽ߩౣ✬ߦߟ޿ߡߩ࿖㓙Ყセ⎇ⓥߢߪ㧘‫〝⚻ޟ‬ଐሽᕈ‫߇ޠ‬ᒝߊᜰ៰ߐࠇߡ޿ࠆ㧔ട⮮ 2003㧕‫ޕ‬ᢎ⢒ࠪࠬ࠹ࡓ߇࿖᳃࿖ኅߩ␠ળ࡮⚻ᷣ࡮ಽൻߩ᭴ㅧߦᩮߑߒߡᚑ┙ߒߡ޿ࠆએ਄㧘ᒰὼߩߎߣߢߪ
޽ࠆ߇㧘ᣣᧄߩ㜞╬ᢎ⢒᭴ㅧߘߩ߽ߩߩ⃻⁁ᛠី߇㊀ⷞߐࠇߨ߫ߥࠄߥ޿‫ ߩߢ߹ࠇߎޕ‬4 ᐕ㑆ߩᚑᨐߦട߃㧘ߘߩᓟታᣉߒߚ‫ޟ‬ᄢቇߩ⚵❱ᡷ㕟ߦߟ޿ߡߩ⺞ᩏ‫ߦߣ߽ࠍޠ‬⠨ኤࠍട߃ߡߺߚ޿‫ޕ‬⴫㧝㧚‫ޟ‬ᄢቇߩ⚵❱ᡷ㕟ߦߟ޿ߡߩ⺞ᩏ‫ޠ‬࿁෼⁁ᴫ

ቇ㐳

ㇱዪ㐳

ቇ⑼㐳

ว⸘

࿖┙

౏┙

⑳┙

ㅍઃᢙ

714

87

72

555

࿁෼ᢙ

270

59

31

179

࿁෼₸

37.8%

67.8%

43.1%

32.3%

ㅍઃᢙ

1,871

353

166

1,352

࿁෼ᢙ

613

223

48

341

࿁෼₸

32.8%

63.2%

28.9%

25.2%

ㅍઃᢙ

4,970

1,167

378

3,425

࿁෼ᢙ

1,454

447

118

860

࿁෼₸

29.3%

38.3%

31.2%

25.1%

㧟㧚ࠟࡃ࠽ࡦࠬߦࠃࠆ⺞ᢛᯏ⢻㧔㧕ࠟࡃ࠽ࡦࠬߩ⁁ᴫߣᣇะ Ԙᄢቇߩ⥄ᓞᕈߪ᜛ᄢߒߡ޿ࠆߣߪ޿߃ߥ޿

⺞ᩏߩ⚿ᨐ㧘⸳⟎ᒻᘒ࡮㓏ጀ㧔ቇ㐳࡮ㇱዪ㐳࡮ቇ⑼㐳㧕ࠍ໧ࠊߕ㧘ᢥㇱ⑼ቇ⋭෸߮ᢎ᝼ળߩ
ᮭ㒢ૐਅߣቇౝ⚻༡ᯏ㑐㧔ℂ੐ળ㨯⚻༡ද⼏ળ࡮ቇ㐳࡮೽ቇ㐳㧕ߩᒝൻߦߟ޿ߡ౒ㅢߩ⹺⼂߇ᚑ┙ߒߡ޿ࠆ߇㧘࿖┙ᄢቇߦ߅޿ߡߪઁߩ⋭ᐡ㧘౏⑳┙ᄢቇߦ߅޿ߡߪ⸳⟎⠪㧔࿾ᣇ⥄ᴦ૕࡮ቇ－ 84 －

ᩞᴺੱ㧕ߩᮭ㒢߇ᒝߊߥߞߚߣߩ࿁╵߇ߔߴߡߩ㓏ጀߢ 70㧑એ਄ߦ㆐ߒ㧘߆ߥࠄߕߒ߽ᯏ㑐ߩ⥄ᓞᕈ߇㜞ߊߥߞߚߣߪ್ᢿߐࠇߡ޿ߥ޿‫ޕ‬ ԙ㓏ጀߦࠃߞߡᒝൻߔࠆਥ૕ߩᣇะߪ⇣ߥࠅ㧘⸳⟎ᒻᘒࠍ⿧߃ߚ౒ㅢᕈ߇޽ࠆ ੹ᓟᒝൻߔࠆਥ૕ߣᄢቇㆇ༡ߩᣇะߦߟ޿ߡ㧘ᯏ㑐ߩ࠻࠶ࡊߢ޽ࠆቇ㐳ߣၮ␆⚵❱ߢ޽ࠆቇ⑼㐳ߪ㧘⸳⟎ᒻᘒࠍ⿧߃ߡ߶߷౒ㅢߔࠆ௑ะ߇޽ࠆ‫ޕ‬ቇ㐳ߪᯏ㑐ౝㇱߢߩᮭ㒢㈩ಽߢߪ㧘ᢎ᝼ળߩᮭ㒢ᒝൻߪ᳞߼ߥ޿߇㧘⹏⼏ળ㨯ోቇᆔຬળߥߤోቇ࡟ࡌ࡞ߩห௥೙ࠍᒝൻߔࠆᔅⷐߪ⹺߼
ߡ޿ࠆ‫߅ߥޕ‬㧘࿖┙ᄢቇ㐳ߪᢎ᝼ળߩᒝൻߦุቯ⊛ߢ㧘ోቇᆔຬળߩᒝൻ߇ߐ߶ߤߢߥ޿ὐ߇
㗼⪺ߢ޽ࠆ‫ޕ‬ቇ⑼㐳ߪ⸳⟎ᒻᘒࠍ໧ࠊߕ߶ߣࠎߤหߓ௑ะࠍᜬߜ㧘ห௥೙߳ߩ࿁Ꮻ㨯ᒝൻߢ৻⥌ߔࠆ‫ޕ‬ Ԛ⸳⟎ᒻᘒ೎ߦㆇ༡ࡕ࠺࡞ߩวᗧ߇⇣ߥࠅ㧘⪾⮮ߩᒝᒙ߇޽ࠆ

ฦ㓏ጀߏߣߢ৻⥌ߔࠆ௑ะ߇޽ࠆ߽ߩߩ㧘ฦ⸳⟎ᒻᘒ೎ߦ⋧㆑߇޽ࠆߚ߼㧘⸳⟎ᒻᘒ೎ߦฦ
ጀ㑆ߩኻ┙࡮วᗧ߇⇣ߥࠆ‫ޕ‬઒ߦౝㇱߩᮭ㒢㈩ಽߩࡄ࠲࡯ࡦࠍ㧘‫ޝ‬ᄢቇౝቭ௥೙㧧ቇౝ⚻༡ᯏ
㑐㧔ℂ੐ળ㨯⚻༡ද⼏ળ࡮ቇ㐳࡮೽ቇ㐳㧕෸߮੐ോ⚵❱ߩᒝൻ‫ޞ‬㧘‫ޝ‬ㇱዪઍ⴫೙㧧⹏⼏ળ㧘ోቇ⊛ᆔຬળ㧘ㇱዪ㐳ߩᒝൻ‫ޞ‬㧘‫ޝ‬ㇱዪಽᮭ೙㧧ᢎ᝼ળ㧘ቇ⑼㐳╬ߩᒝൻ‫ߦޞ‬඙ಽߔࠆߣ㧘ᦨ߽㓏ጀ㑆ߩኻ┙߇ૐߊ㧘วᗧ߇㜞޿ߩ߇⑳┙ᄢቇߢ޽ࠆ‫┙⑳ޕ‬ᄢቇߢߪ㧘ᢎ᝼ળߩᒝൻߣℂ੐ળߩᒝൻߣ߇㧘ቇ㐳/ቇ⑼㐳㑆ߢ⋧㆑ߒߡ޿ࠆ߶߆ߪ৻⥌ᐲ߇㜞޿‫ޕ‬ ౏┙ᄢቇߪ㧘ቇ㐳ߣቇ⑼㐳߇ㇱዪઍ⴫೙߿ಽᮭ೙ߩᒝൻߢ৻⥌ߒߡ޿ࠆߩߦ㧘ㇱዪ㐳߇ᶖᭂ⊛ߢ㧘⸳⟎⠪ߩᮭ㒢ᒝൻࠍ᳞߼ߡ޿ࠆߣ޿߁ߨߓࠇߚ᭴ㅧߦߥߞߡ޿ࠆ‫ޕ‬ ࿖┙ᄢቇߩ႐วߪ㧘ㇱዪ㐳࡮ቇ⑼㐳ߪ߶߷߅ߥߓ௑ะߛ߇㧘ቇ㐳߇ㇱዪಽᮭ೙ߦุቯ⊛ߢ㧘ోቇ⊛ᆔຬળߩᒝൻ߽ 50㧑⒟ᐲߢ޽ࠅ㧘ౝㇱ⊛ߥ⋧㆑߇ᄢ߈޿‫ޕ‬⴫㧞㧚⸳⟎ᒻᘒ࡮㓏ጀ೎ㆇ༡ࡕ࠺࡞

ቇ㐳

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⑳┙

ቭ௥೙

ቭ௥೙

ቭ௥೙

ㇱዪઍ⴫೙

ㇱዪઍ⴫೙
ᒙ޿ㇱዪಽᮭ೙

ㇱዪ㐳

ㇱዪઍ⴫೙

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ቭ௥೙

ㇱዪಽᮭ೙

ᒙ޿ㇱዪઍ⴫೙

ㇱዪઍ⴫೙
ㇱዪಽᮭ೙

ቇ⑼㐳

ㇱዪઍ⴫೙

ㇱዪઍ⴫೙

ቭ௥೙

ㇱዪಽᮭ೙

ㇱዪಽᮭ೙

ㇱዪઍ⴫೙

ቇ㐳‫ޝޞ‬ㇱዪ㐳㧗ቇ⑼㐳

ቇ㐳㧗ቇ⑼㐳‫ޝޞ‬ㇱዪ㐳ቇ㐳㧧ㇱዪ㐳㧧ቇ⑼㐳

ㇱዪಽᮭ೙
ኻ┙



－ 85 －

ԛᄢቇㆇ༡ߩᣇะ࡮᡽╷ߪᑪ೨ߢߪ৻⥌ߔࠆ߇ੱ⊛⾗Ḯߩ㓸ਛൻߦᄢ߈ߥኻ┙߇޽ࠆ  ੹ᓟߩㆇ༡ߩᣇะ࡮᡽╷ߣߒߡ㧘ᢎ⢒⎇ⓥᵴേ㧘▤ℂㆇ༡ߩㆬ಴࡮ᣇᴺ㧘ੱ੐᡽╷෸߮⚵❱ᡷᑄ߳ߩᗧ⷗ࠍ᳞߼ߚߣߎࠈ㧘ᚢ⇛⊛⎇ⓥ㧘୘ੱ⎇ⓥߩᒝൻ㧘↥ᬺ⇇ߣߩㅪ៤ߥߤ⃻࿷ߩ࠻࡟ࡦ࠼ߦߪ⸳⟎ᒻᘒ㨯㓏ጀࠍ໧ࠊߕ 80㧑એ਄߇⾥ᚑߒ㧘㆑޿ߪߥ޿‫ߚ߹ޕ‬㧘ㆬ᜼ߦࠃࠄߥ޿▤ℂ⠪ߩㆬ಴ߦุቯ߇ᄙᢙߥߩ߽౒ㅢߔࠆ‫ޕ‬ ߒ߆ߒ㧘৻⥸⊛ߥᣇะ㨯᡽╷ߦߟ޿ߡ㓏ጀ㑆ߢ৻⥌ߒߡ޿ࠆߣߒߡ߽㧘ߘࠇࠍౕ૕ൻߔࠆੱ⊛⾗Ḯ᡽╷࡟ࡌ࡞ߢߪᩮᷓ޿ኻ┙߇․ߦ࿖┙ᄢቇߦ޽ࠆ‫ోޕ‬ቇ⊛ߥᢎຬቯᢙ▤ℂߣੱ੐ߩታᣉߦ
ߪ‫ޝ‬ቇ㐳‫ޝޞ‬ㇱዪ㐳࡮ቇ⑼㐳‫ߢޞ‬ኻ┙ߒߡ޿ࠆ‫⾗ޕ‬Ḯ߇᦭㒢ߢㆇ༡⾌੤ઃ㊄ߩᕡᏱ⊛೥ᷫ߇޽ࠆએ਄㧘ੱઙ⾌᡽╷࡮ੱ⊛▤ℂߩᣇ╷ߎߘ߇ਛᩭ⺖㗴ߣ޿ߞߡࠃ޿ߛࠈ߁‫ޕ‬ ߎߩὐߢᵈ⋡ߢ߈ࠆߩߪ㧘ㆇ༡ࡕ࠺࡞ߢㇱዪઍ⴫೙࡮ㇱዪಽᮭ೙߽฽߼ߡวᗧߩ㜞޿⑳┙ᄢቇߢ㧘ోቇ⊛ߥੱ⊛⾗Ḯ᡽╷ߦวᗧ߇㜞ߊ㧘޿ߕࠇߩ㓏ጀ߽ 60㧑߇ᡰᜬߒߡ޿ࠆߎߣߢ޽ࠆ‫ޕ‬ એ਄ߩ࠺࡯࠲߆ࠄᜰ៰ߢ߈ࠆߎߣߪ㧘ቭ௥೙࡮ㇱዪઍ⴫೙࡮ㇱዪಽᮭ೙ࠍਗሽߐߖ㧘ࡈࠔࠞ࡞࠹ࠖߩෳടࠍ⚵ߺㄟࠎߢ޿ࠆ⑳┙ᄢቇߩᣇ߇㧘ㇱዪࠍ⿧߃ߚ⾗Ḯᵴ↪ߦߟ޿ߡวᗧ߇㜞ߊ㧘⚵❱ᄌേߦኻߔࠆᚢ⇛⊛ⴕേ߳ߩน⢻ᕈࠍ฽ࠎߢ޿ࠆߣ޿߁ߎߣߢ޽ࠆ‫ޕ‬ ߎߩߎߣߪ㧘ၮ␆⚵❱ߩⴕേࡈࠔࠢ࠲࡯߇ᢎ⢒⎇ⓥߥߤኾ㐷ᕈߦଐሽߒ㧘ᯏ㑐࡟ࡌ࡞ߪ᡽╷߿⾗Ḯ㈩ಽߩᒻᘒߥߤߦ߽ߣߠߊߎߣ߆ࠄᒰὼߣ߽޿߃ࠆ㧔ࠢ࡜࡯ࠢ㧩ࡌ࠶࠴ࡖ࡯ࡕ࠺࡞㧕‫ޕ‬ߎ߁ߒߚኻ┙᭴ㅧߩ߽ߣߦታᣉߐࠇࠆ᡽╷ߪ㧘ታലᕈ߇ਲߒ޿ߎߣ߇੍᷹ߐࠇࠆ‫ߥ߁ࠃߩߎޕ‬ኻ┙ࠍ⺞ᢛߒ㧘⛔วߔࠆࠟࡃ࠽ࡦࠬᯏ⢻߇᳞߼ࠄࠇࠆ‫ޕ‬㧔㧕ᣂߒ޿ࠟࡃ࠽ࡦࠬߣߒߡߩ⹏ଔ 㜞╬ᢎ⢒ࠟࡃ࠽ࡦࠬߦ߅ߌࠆᣂߒ޿࠷࡯࡞߇㧘‫⹏ޟ‬ଔ‫ޕ޿ߥࠄߥઁߦޠ‬PDCA ࠨࠗࠢ࡞ߦ߅
ߌࠆ⹏ଔ㧔Check & Assessment㧕ߣ⾰଻⸽ߣߒߡߩ⹏ଔ㧔Accreditation㧕ߣߪ㧘⿠Ḯߣᕈᩰ߇⇣ߥࠆ߇㧘ਔ⠪߇ᷙ࿷ߒߥ߇ࠄ㊀ጀ⊛ߥ⹏ଔ೙ᐲ߇ዉ౉࡮ታᣉߐࠇߡ޿ࠆߩ߇ታᖱߢ޽ࠆ‫ޕ‬
ߎߩ㊀ጀ᭴ㅧߩ߽ߣߢߪ㧘᡽╷⹏ଔ߇ⴕ᡽ಽ㊁ࠍ൮᜝ߒ㧘ߐࠄߦታᣉ 3 ᐕࠍ⚻ߚᡷༀᣇะߣߒ
ߡ㧘ቯ㊂⊛ᜰᮡߦࠃࠆ⹏ଔᣇᴺߩ㐿⊒࡮ផㅴߣ㧘2010 ᐕ߆ࠄ⹏ଔߦၮߠߊᚑᨐਥ⟵੍▚߳ߩ⒖ⴕߣ޿߁ࡠ࡯࠼ࡑ࠶ࡊ߇ᒁ߆ࠇߡ޿ࠆ‫ޕ‬ ৻ᣇ㧘2004 ᐕᐲ߆ࠄታᣉߐࠇߚ⹺⸽⹏ଔ೙ᐲߪ㧘ᬺ❣⹏ଔߩᯏ⢻߽⽶ࠊߐࠇࠃ߁ߣߒߡ߅ࠅ
⾰଻⸽೙ᐲߣߒߡන⚐ൻߢ߈ߥ޿‫⹏⸽⹺ޕ‬ଔ೙ᐲߩᯏ⢻࡮ᓎഀ߽㧘‫ޟ‬ᖱႎឭଏᯏ⢻‫⋥ޟޠ‬ធ⊛ߥ⾰଻⸽ᯏ⢻‫ޟޠ‬೙ᐲഃ⸳ᯏ⢻‫ޟޠ‬ᡷༀᯏ⢻‫ࠅ߅ߡࠇߐࠊ⽶߇ޠ‬㧘ߎߩ೙ᐲ߇㧘⾰଻⸽ߣᡷༀ
ߣ޿߁ᯏ⢻ࠍᨐߚߒ߁ࠆߩ߆㧘޽ࠆ޿ߪ᡽ᐭߦኻߔࠆࠕࠞ࠙ࡦ࠲ࡆ࡝࠹ࠖ߿㜞╬ᢎ⢒ߩ⛔೙ߩᚻᲑߣߒߡߩᓎഀࠍᨐߚߔߩ߆ߪ㧘ᣣᧄߩ㜞╬ᢎ⢒ߦߣߞߡᦨ㊀ⷐ⺖㗴ߩ߭ߣߟߢ޽ࠆ‫ޕ‬ᄢቇ⹏ଔ㨯ቇ૏᝼ਈᯏ᭴ߦࠃࠆ⹜ⴕ⊛⹏ଔࠍ⚻㧘⹺⸽⹏ଔࠍ฽߻ᄖㇱ⹏ଔ೙ᐲ߇Ⓙേߒߡ޿ࠆ⃻࿷㧘ߎࠇࠄߩ⹏ଔ೙ᐲߦߟ޿ߡߪ㧘߅߅߻ߨᰴߩࠃ߁ߥ௑ะ߇⷗ࠄࠇࠆ‫ޕ‬－ 86 －

Ԙ㓏ጀ㑆ߩ㆑޿߇ᄢ߈޿‫⥄ޕ‬Ꮖὐᬌ࡮⹏ଔ㧘╙ਃ⠪⹏ଔߩ෺ᣇߣ߽㧘㓏ጀߩ਄૏߶ߤᯏ⢻ߒߚߣ⹏ଔߒ㧘੹ᓟߩᦼᓙ߽㜞޿߇㧘ቇ⑼࡟ࡌ࡞ߢߪૐߊߥࠆ‫ޕ‬ԙ⥄Ꮖὐᬌ⹏ଔߩᯏ⢻ߣߒߡቇ㐳ߢ߽‫ޟ‬චಽᯏ⢻ߒߚ‫╙ޟߪߩࠆߔߣޠ‬ਃ⠪⹏ଔ߳ߩḰ஻‫ޠ‬߇㜞ߊ㧔࿖┙ 40.0%㧘౏┙ 55.6㧑㧘⑳┙ 39.6㧑㧕㧘ᢎ⢒㨯⎇ⓥ㨯▤ℂㆇ༡ߩᡷༀᯏ⢻ߪ 5~33㧑⒟ᐲߢ㧘චಽᯏ⢻ߒߡ߈ߚߣߪ޿߃ߥ޿‫ߦ․ޕ‬ਅ૏⚵❱߶ߤ૛ࠅ⹏ଔߖߕ㧘ቇ㐳߇ㆊᄢ⹏ଔߒߡ޿ࠆน⢻ᕈ߇޽ࠆ‫ޕ‬Ԛ⥄Ꮖὐᬌ⹏ଔ߇㧘╙ਃ⠪⹏ଔ߳ߩḰ஻ߣߒߡᯏ⢻ߒߡ޿ࠆㇱዪ߶ߤో⥸⊛ߦᯏ⢻ߒߡ޿ࠆ‫ޕ‬ߎߩὐߪ㧘ᯏ㑐߳ߩ⸰໧⺞ᩏߢ߽⏕⹺ߢ߈ࠆ㧔ߪߎߛߡᧂ᧪ᄢቇ㧘㕍᫪౏┙ᄢቇ㧘ᐢፉᅚቇ㒮ᄢቇ㧘ᐢፉୃ㆏ᄢቇ㧘ᢥൻᅚሶᄢቇ㧕‫ޕ‬ԛ╙ਃ⠪⹏ଔߢ㓏ጀࠍ⿧߃ߡᯏ⢻ߒߚߣ⹏ଔߐࠇ㧘੹ᓟߩᦼᓙ߽㜞޿ߩߪ JABEE ߢ޽ࠆ‫ޕ‬JUAA ߩ⹏ଔ࡮NIAD ߩ⹜ⴕ⊛⹏ଔߪ㧘ᄖㇱ߳ߩ⺑᣿⽿છߩᗧ๧ว޿߇ᒝߊฃߌᱛ߼ࠄࠇ
ߡ߈ߚ‫ޕ‬
Ԝ੹ᓟߩᦼᓙߣߒߡ㧘⥄Ꮖὐᬌ⹏ଔߪᢎ⢒㨯⎇ⓥ㨯▤ℂㆇ༡ߩᡷༀᯏ⢻ࠍቇ㐳ߪᦼᓙߔࠆ߇㧘੍▚㈩ಽ࡮⚵❱ᡷ✬࡮ੱ੐೙ᐲߣ޿߁▤ℂㆇ༡ߦ࿕᦭ߩ㗔ၞߢߩᯏ⢻ߪ㧘࿖┙ᄢቇ㐳߇ 60㧑⒟ᐲᦼᓙߔࠆ߽ߩߩ㧘ߘߩઁߪ㜞ߊߥ޿‫⋥ߩߣ࠻ࡦࡔࠫࡀࡑޕ‬ធ࡝ࡦࠢ߹ߢߪ㧘ᦼᓙߐࠇߡ޿ߥ޿‫ޕ‬ԝJUAA ߿ NIAD ߩ⹏ଔߪ㧘⃻࿷ߩߣߎࠈᄖㇱ߳ߩ⺑᣿⽿છߩᯏ⢻ࠍᨐߚߒߡ޿ࠆ߇㧘੹ᓟߪᡷༀߩߚ߼ߩ⹏ଔ߳ߩᦼᓙ߳ゲ⿷ࠍ⒖ߒߟߟ޽ࠆ‫ޕ‬㧠㧚⾗Ḯߩᄌൻߣࠟࡃ࠽ࡦࠬ
 ㄭᐕᦨᄢߩᄌൻߪ㧘࿖┙ᄢቇᴺੱൻߣ⽷Ḯߩᄌൻߢ޽ࠅ㧘࿾ၞ⊛ߦ㈩⟎ߐࠇ㧘ᯏળဋ╬߿ੱ᧚㙃ᚑ㧘ၮ␆⎇ⓥߥߤࠍⴕߞߡ߈ߚ࿖┙ᄢቇߩᓎഀ࡮ᯏ⢻߇ᨐߚߐࠇࠆ߆ߤ߁߆ߢ޽ࠆ‫ޕ‬ ࡑࠢࡠߥ⁁ᴫߣߒߡ㧘ᴺੱൻߦࠃߞߡ߽ଐὼߣߒߡ⽷Ḯߩᄥቬߪㆇ༡⾌੤ઃ㊄ߢ޽ࠆ߇㧘ᢎ⢒⎇ⓥ․೎⚻⾌᡽ᐭ⽷᡽ߩᛩ౉⁁ᴫߪ㧘൮᜝੍▚ߣߒߡߩㆇ༡⾌੤ઃ㊄ߦߥߞߚ߇㧘Ფᐕᐲ㧘ല₸ൻଥᢙߦࠃࠆ೥ᷫߣ㧘ㆇ༡⾌੤ઃ㊄ਛߦ᭎▚⺧᳞ߦࠃࠆ․೎ᢎ⢒⎇ⓥ⚻⾌߇⋓ࠅㄟ߹ࠇ㧘
੤ઃ㊄ߩⵙ㊂ᕈߪᄢቇߦࠃߞߡૐਅߒߡ޿ࠆ‫ޕ‬ ߹ߚ㧘੤ઃ㊄߇ੱઙ⾌✚㗵ࠍ߶߷ࠞࡃ࡯ߔࠆᄢቇߪ㧘ᣥᏢ࿖ᄢቇ㧔᧲੩ᄢቇ࡮੩ㇺᄢቇ࡮᧲ർᄢቇ࡮਻Ꮊᄢቇ㨯ᄢ㒋ᄢቇ࡮ർᶏ㆏ᄢቇ㧕ߥߤ⎇ⓥᄢቇ㧔᧲੩Ꮏᬺᄢቇ࡮╳ᵄᄢቇ㧕ߦ㒢ࠄࠇ㧘ㆇ༡⾌੤ઃ㊄ߩ೥ᷫߪታ⾰ੱઙ⾌ㇱಽߦ߹ߢ෸߮㧘⎬⋥ᕈ߇㜞޿‫ޕ‬ ㆇ༡⾌੤ઃ㊄ߩᷫዋࠍઍᦧߔࠆ⽷Ḯߪ㧘┹੎⊛⾗㊄㧘․ߦᄖㇱ⾗㊄߆ࠄᵹ౉ߔࠆ㑆ធ⚻⾌ߢ޽ࠅ㧘ᄢቇߩⵙ㊂ᕈࠍ㜞߼ࠆ਄ߢน⢻ߥ⽷Ḯߢ޽ࠆ‫ޕ‬ ߚߛߒ㧘㑆ធ⚻⾌ߩᵹ౉ߪ㧘2005 ᐕᐲߦ߅ߌࠆㆇ༡⾌੤ઃ㊄ߩ೨ᐕᲧᷫ㗵㧔៊⋉⸘▚ᦠ㧕ࠍࠞࡃ࡯ߔࠆ߹ߢߦ⥋ߞߡ޿ߥ޿߽ߩߩ㧘৻ᣇߢߪ࿖┙ᄢቇਛ 21 ᄢቇ߇ㆇ༡⾌੤ઃ㊄෸߮㑆ធ⚻⾌ߩว⸘㗵߇Ⴧടߔࠆߥߤ㧘ᄢቇ㑆ߩᩰᏅ߇޽ࠆ‫ޕ‬ቇ㐳ߩ 88㧑ߪ㧘⑼ቇ⎇ⓥ⾌ߩჇടࠍᦼᓙ

－ 87 －

ߔࠆ߇㧘ᦨㄭ 5 ᐕ㑆ߢ‫ޟ‬ᄌൻߥߒ‫ޟߪߊߒ߽ޠ‬ᷫዋ‫ࠆߔߣޠ‬ቇ㐳߽࿖┙ᄢቇߩ 25㧑߅ࠅ㧘ਇဋⴧ߇Ⴧᄢߒߡ޿ߊน⢻ᕈ߽޽ࠆ‫ޕ‬ ߎ߁ߒߚ⽷᡽⁁ᴫߩ߽ߣߢ㧘ฦᄢቇߩౝㇱ⾗Ḯ㈩ಽߪ੹ᓟߤߩࠃ߁ߥᣇะࠍߚߤࠆߩ߆‫⺞ޕ‬ᩏߩ▸࿐ߢߪᰴߩߎߣ߇ᜰ៰ߢ߈ࠆ‫ޕ‬Ԙోቇ⊛ߥⷰὐߢߩᚢ⇛⊛⚻༡ߩၮ⋚ߣߥࠆቇ㐳ⵙ㊂⚻⾌ߪߎߩ 5 ᐕ㑆ᒝൻߐࠇߡ޿ࠆ߇㧘੹ᓟߦߟ޿ߡߪ㧘ㇱዪ㐳࡮ቇ⑼㐳ߪߘࠇ߶ߤᦸࠎߢ޿ߥ޿‫ޕ‬ԙᬺ❣ߦၮߠߊ௑ᢳ㈩ಽ߽ห᭽ߢ޽ࠅ㧘࠻࠶ࡊ࠳࠙ࡦߩ▤ℂㆇ༡ᡷ㕟߳ߩ ᔨ߇޽ࠆߣᕁࠊ
ࠇࠆ‫ޕ‬Ԛⷙᮨߩᄢ߈ߥ⎇ⓥᄢቇߢߪ㧘⑼ቇᛛⴚᝄ⥝⺞ᢛ⚻⾌ߥߤߩᏂᄢ⾗㊄ࠍේ⾗ߦ⚵❱ᡷ㕟ࠍⴕ޿㧘⎇ⓥ⑼࡮ቇㇱߥߤ࠺ࠖࠪࡊ࡝ࡦࡌ࡯ࠬߩᣢሽ⚵❱ߣਗሽߒߚ⚵❱ᡷ㕟ࠍⴕߞߡ޿ࠆ‫ޕ‬ԛකቇㇱߩߥ޿ⶄวᄢቇ߇⪭ߜㄟࠎߢ޿ߊߎߣ߇੍᷹ߐࠇࠆ‫ޕ‬㧡㧚ᄢቇߩ⚵❱ᡷ㕟㧘ᯏ⢻⊛ಽൻߩേะ
㧔㧕⚵❱ᡷ㕟ߣᣣᧄဳ㜞╬ᢎ⢒ߩᄌኈ ฦᄢቇߩᚢ⇛ߣߒߡ߽⚵❱ᡷ㕟߇ㅴዷߒߡ߈ߚ‫ޕ‬ᄢቇ⸳⟎ၮḰߦ߅ߌࠆ⻠ᐳ࡮ቇ⑼⋡೙ߩᑄᱛߣᢎຬฬ⒓ߩᄌᦝߪ㧘ฦᄢቇߩ⚵❱ᡷ㕟ࠍ޿ߞߘ߁ടㅦߔࠆߎߣߦߥࠈ߁‫ߚ߹ޕ‬㧘᜛ᄢߒߚ㜞╬ᢎ⢒ᯏ㑐ࠍߘߩᯏ⢻ߦࠃߞߡಽൻߐߖ㧘ᯏ㑐ߩᄙ᭽ൻࠍଦㅴߔࠆ੍▚ភ⟎߽ⴕࠊࠇߡ޿ࠆ‫ޕ‬ ߘߩ⚿ᨐ㧘ኾ㐷࠺ࠖࠪࡊ࡝ࡦߦၮߠ޿ߡ✬ᚑߐࠇ㧘ᢎ⢒࡮⎇ⓥࠍ৻૕ߦㆀⴕߒ㧘4 ᐕ೙ᄢቇᧄ૕ߢ᭴ᚑߐࠇߥ߇ࠄ㧘࠮ࠢ࠲࡯ߦࠃࠆੑర㊀ጀ᭴ㅧࠍᜬߟᣣᧄဳ㜞╬ᢎ⢒߇㧘࡙࠾ࡃ࡯ࠨ࡞
Ბ㓏ߦኻᔕߔࠆߣߐࠇࠆᨵエߢᄙ᭽ߥ᭴ㅧߦᄌൻߔࠆߩ߆ߤ߁߆߇ᦨᄢߩ⺖㗴ߢ޽ࠆ㧔RIHE
2006㧕‫ޕ‬ ᄢቇߩ⚵❱ᄌኈߪ㧘ᯏ㑐න૏ߩ⋧੕⊒ዷᚢ⇛ߣߒߡߩㅪ៤࡮ㅪว࡮⛔วߣ㧘ᯏ㑐ౝㇱߩᄙ᭽ᕈᚢ⇛ߩ෺ᣇߢㅴⴕߒߡ޿ࠆ‫ⷙޕ‬ᮨߩᄢ߈޿ᄢቇߪ㧘࠺ࠖࠪࡊ࡝ࡦࡌ࡯ࠬߩᣥ᧪ဳቇㇱ㨯ቇ⑼ߣ
ᵹേဳ⚵❱ࠍਗሽߐߖ㧘ၮ␆⎇ⓥ࡮ᔕ↪㨯㐿⊒⎇ⓥ㧘ᢎ⢒ߣߩᓴⅣ⊛᭴ㅧࠍᮨ⚝ߒߡ޿ࠆ‫ߩߘޕ‬႐วߩ⚵❱ᡷ㕟ߩ࠼࡜ࠗࡆࡦࠣࡈࠜ࡯ࠬߪ㧘COE ᜚ὐᒻᚑࡊࡠࠣ࡜ࡓ߿⑼ቇᛛⴚᝄ⥝⺞ᢛ⾌ߩᚢ⇛⊛⎇ⓥ᜚ὐ⢒ᚑࡊࡠࠣ࡜ࡓߢ޽ࠅ㧘⎇ⓥࠬ࠲࠶ࡈߩ㓹↪߽น⢻ߥߚ߼㧘ᄢⷙᮨߢᨵエߥቇ㓙࡮Ⲣวဳ⚵❱ൻ߇น⢻ߢ޽ࠆ‫ޕ‬ਛዊⷙᮨߩᄢቇߦߣߞߡߩ⚵❱ᨵエᚢ⇛ߪ૗߆߇᣿ࠄ߆ߦߐ
ࠇߥߊߡߪߥࠄߥ޿‫ޕ‬ ᐢ߇ࠅߟߟ޽ࠆᢎຬ⚵❱ᡷ㕟ߪ㧘޿ࠊࠁࠆ╳ᵄဳߣߒߡ⍮ࠄࠇࠆᢎ⢒⚵❱ߣ⎇ⓥ⚵❱ߩಽ㔌ߢ޽ࠅ㧘ߔߢߦᄢቇߩ 8.6㧑㧘ㇱዪߢߪ 7.6㧑㧘ቇ⑼ߢߪ 6.1㧑߇ಽ㔌ဳࠍណ↪ߒߡ޿ࠆ㧔㊄ᴛᄢቇ⺞ᩏߢߪ⚂ 10㧑㧕‫੹ޕ‬ᓟߩ⚵❱ᡷ㕟ߣߒߡߪ㧘એ೨㧘⻠ᐳ࡮ቇ⑼࡮ቇㇱ೙ࠍ⛽ᜬߔࠆߦᗧ
⷗߇޽ࠄࠁࠆ㓏ጀ࡮⸳⟎ᒻᘒߢ 50㧑ࠍ⿧߃ࠆ߇㧘ᢎ⢒⚵❱ߣ⎇ⓥ⚵❱ߩಽ㔌ߪ㧘ቇ㐳㧘․ߦ࿖
┙ߩ✚วᄢቇߢߪᒝߊᡰᜬߐࠇߡ޿ࠆ‫ޕ‬ಽ㔌ߦవ㚟⊛ߦขࠅ⚵ࠎߛ╳ᵄᄢቇߩ႐ว㧘⎇ⓥ⚵❱
ߣቯ⟵ߒߚቇ♽ߦᢎຬࠍᚲዻߐߖ㧘ᢎຬੱ੐ࠍቇ♽ߢⴕߞߚ⚿ᨐ㧘⎇ⓥࡊࡠࠫࠚࠢ࠻ㆀⴕࠍఝ

－ 88 －

వߒߚੱ੐㈩⟎ߦߥࠅ㧘ᢎ⢒ࡊࡠࠣ࡜ࡓߩలታߦᡰ㓚߇಴ߚࠤ࡯߽ࠬ޽ߞߚߚ߼㧘⚵❱ߣࡊࡠࠣ࡜ࡓߩ㑐ଥߩ⷗⋥ߒࠍⴕߞߡ޿ࠆ‫ߩߘޕ‬ㆊ⒟ߢ㧘‫⎇ޟ‬ⓥ⚵❱ߣᢎ⢒⚵❱ߩಽ㔌‫ߊߥߪߢޠ‬㧘‫ޟ‬ᢎຬ⚵❱ߣᢎ⢒⚵❱ߩಽ㔌‫ߡߒߣޠ‬ℂ⸃ߔߴ߈ߢ㧘ᢎ⢒ߣ⎇ⓥߩಽ㔌ߪ⺋⸃ߢ޽ࠆߣߩ⷗ᣇ
߽಴ߡ޿ࠆ㧔2006 ᐕ 9 ᦬ 26 ᣣ╳ᵄᄢቇ⸰໧⺞ᩏ㧕‫ޕ‬ ໧㗴ߪ㧘ಽ㔌ߒߚ႐วߩᢎຬ㈩⟎ߩේℂࠍߤߎߦ߅ߊ߆ߢ޽ࠅ㧘ࠞ࡝ࠠࡘ࡜ࡓࡑࡀࠫࡔࡦ࠻
ߣหᤨߦੱ⊛⾗Ḯ▤ℂߩ޽ࠅᣇ߇໧㗴ߢ޽ࠆ‫⺞ޕ‬ᩏߢ߽㧘ಽ㔌ߒߡ޿ࠆᄢቇߢ߽㧘ᦸ߹ߒ޿ᒻ
ᘒߣߒߡಽ㔌ߔࠆߣߩ࿁╵ߪ 50㧑ߦߣߤ߹ࠅ㧘ಽ㊁࡮ኾ㐷ߦࠃߞߡ৻᭎ߦᄌേߦㆡว⊛ߥᒻᘒߣߪ޿߃ߥ޿‫ޕ‬㧔㧕ᯏ㑐ౝߩಽᬺൻߣ⚵❱⊛ౣ✬ᚑ ⚵❱ᡷ㕟ߩ߽߁৻ߟߩࠕࡊࡠ࡯࠴ߪ㧘⻠ᐳ࡮ቇ⑼࡮ቇㇱ೙ߩ߽ߣߢ㧘ᢎຬ⚵❱߇ᢎ⢒⎇ⓥᵴ
േߔߴߡࠍ⛔᜝⊛ߦㆀⴕߒߡ߈ߚᬺോࠍಽᬺൻߒ㧘ฦ⒳ߩ࠮ࡦ࠲࡯߿ᣉ⸳╬ߢታᣉߔࠆߎߣߢ
޽ࠆ‫ޕ‬ᢎຬߩᧄ᧪ᬺോߣߒߡߩᢎ⢒⎇ⓥߩ⾰ࠍ㜞߼ࠆߣߣ߽ߦ㧘⡯ຬࠍ฽߻ᄙ᭽ߥࠬ࠲࠶ࡈߩ
ኾ㐷ᕈࠍะ਄ߐߖ㧘ᢎ⡯ຬߩಽᬺൻࠍㅴ߼ࠆߎߣߢ㧘ᢎຬ⚵❱ߩᡷ㕟߽ㅴⴕߔࠆ‫ࠕࠖ࠺ࡔ࡝ޕ‬࡞ᢎ⢒߿ቇ↢࡮ቇ⠌ᡰេߩߚ߼ߩฦ⒳࠮ࡦ࠲࡯⚵❱ߩ⸳⟎ߪ㧘ᢎຬ⚵❱ᡷ㕟ࠍㅴ߼ࠆ߽߁߭ߣ
ߟߩේേജߢ޽ࠆ‫ޕ‬㧔㧕ᄢቇߩᯏ⢻⊛ಽൻ ࠪࠬ࠹ࡓ࡟ࡌ࡞ߩ⚵❱ᄌേߩ⚿ᨐ㧘ᄢቇߩᯏ⢻⊛ಽൻ߇ㅴ߻߆ߤ߁߆ߪ㧘ᣣᧄဳ㜞╬ᢎ⢒ߩ᭴ㅧᄌൻߩ㊀ⷐߥ⺰ὐߢ޽ࠆ‫⺞ޕ‬ᩏߩ⚿ᨐ㧘ቇ㐳࡮ㇱዪ㐳࡮ቇ⑼㐳࡟ࡌ࡞ో૕ߣߒߡ㧘⥄ಽ㆐ߩ⚵❱ߩᣇะߣߒߡᄢ߹߆ߦ‫ޝ‬਎⇇⊛⎇ⓥ࡮ᢎ⢒᜚ὐ‫ޝޞ‬࿾ၞኒ⌕ဳ⎇ⓥ࡮ᢎ⢒᜚ὐ‫✚ޝޞ‬ว⊛ᢎ㙃ᢎ⢒‫ࠍޞ‬ᩭߦ㧘㜞ᐲኾ㐷⡯ᬺੱ㙃ᚑ߿᏷ᐢ޿⡯ᬺੱ㙃ᚑᯏ⢻ࠍട߃ߚᣇะࠍᤚ⹺ߒߡ޿ࠆ‫ޕ‬ ߚߛߒ㧘⃻࿷ᨐߚߒߡ޿ࠆᯏ⢻ࠃࠅ߽੹ᓟߩᯏ⢻ߪ⢈ᄢൻߔࠆ௑ะߦ޽ࠅ㧘․ߦ࿖┙ᄢቇߪ⚂ 50㧑߇਎⇇⊛⎇ⓥ᜚ὐࠍᔒะߒߡ޿ࠆ‫ޕ‬᜚ὐߩන૏ߪᯏ㑐ో૕߆㧘ಽ㊁࡮㗔ၞන૏ࠍߤ߁૏
⟎ߠߌࠆ߆ߣ޿߁໧㗴߽޽ࠆ߇㧘ᄢቇߩ⥄Ꮖ⹺⼂㧔⥄Ꮖὐᬌ࡮⹏ଔ㧕ߪ㊀ⷐߢ޽ࠈ߁‫ޕ‬
 ․ߦ਎⇇⊛⎇ⓥᢎ⢒᜚ὐൻࠍߪߓ߼㧘ᯏ⢻ಽൻࠍㅴ߼ࠆᚢ⇛ߪ૗߆ߣ޿߁ߎߣ߇⺖㗴ߢ޽ࠆ‫ޕ‬ߘࠇߙࠇߩಽൻߩᚢ⇛ߦߪ㧘ኻᔕߒߚㆇ༡ߩᣇะ߇޽ࠆ‫ޕ‬ ޽ࠄߚ߼ߡ㧘ᄢቇߩᚢ⇛⊛ㆇ༡ߣߒߡߩࠟࡃ࠽ࡦࠬߣࡑࡀࠫࡔࡦ࠻߇໧ࠊࠇࠆߩߢ޽ࠆ‫ޕ‬㧖㧖ᧄႎ๔ߪ㧘਄⸥ COE ផㅴߦ㑐ࠊߞߚࡔࡦࡃ࡯ߩ߁ߜ㧘⠀↰࡮ᄢ႐࡮᧛Ỉ࡮⪾ၔ࡮↰ਛߩෳടߦࠃߞߡ᭴ᚑߒ㧘ਥߣߒߡ⠀↰ߩ⽿છߢขࠅ߹ߣ߼ߚ߽ߩߢ޽ࠆ‫⚕ޕ‬᏷ߩ㑐ଥߢᢥ₂ߘߩઁࠍ೥㒰ߒߚ‫߅ߥޕ‬㧘ᧄႎ๔ࠍ߽ߣߦ㧘‫ޡ‬COE ⎇ⓥࠪ࡝࡯࠭ 27 ᄢቇߩ⚵❱ᄌኈߦ㑐ߔࠆ⺞ᩏ⎇ⓥ‫ޢ‬㧔2007 ᐕ 2 ᦬㧕ࠍขࠅ߹ߣ߼ߡ޿ࠆߩߢ㧘ߘࠇࠍෳᾖ㗿޿ߚ޿‫ޕ‬－ 89 －

‫ޟ‬21 ਎♿ COE ࡊࡠࠣ࡜ࡓႎ๔‫ߩޠ‬มળࠍᜂᒰߒߡ



ศ↰ ᢥ
㧔ࡔ࠺ࠖࠕᢎ⢒㐿⊒࠮ࡦ࠲࡯㧕㧚 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣߪ
਎⇇⊛ߥ⎇ⓥ᜚ὐߩᒻᚑࠍ⋡⊛ߣߒߡߪߓ߹ߞߚ COE ࡊࡠࠣ࡜ࡓ߽㧘ߘࠈߘࠈ⎇ⓥᚑᨐ߇໧ࠊࠇࠆ㗃ߣߥߞߚ‫ޕ‬ᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯߇ㆀⴕߒߡ߈ߚ‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣ⾰⊛଻⸽‫ߣޠ‬㗴ߔࠆ⎇ⓥࡊࡠࠫࠚࠢ࠻ߪ㧘ᐔᚑ 14 ᐕᐲߦੱᢥ⑼ቇಽ㊁ߢណᛯ
ߐࠇߚ 20 ઙߩ৻ߟߣߒߡ㧘߹ߚ㧘ߘߩߥ߆ߢᢙዋߥ޿ᢎ⢒ቇಽ㊁ߣߒߡ㧘ᵈ⋡ߐࠇᦼᓙࠍ㓸߼ߡ߈ߚ‫߇ࠊޕ‬࿖ߩ㜞╬ᢎ⢒⎇ⓥߩ㧘੹ᓟࠍᏀฝߒ߁ࠆ߶ߤߩ૏⟎ߠߌࠍ߽ߟ㧘⎇ⓥࡊࡠࠫࠚࠢ࠻ߩᚑᨐ⊒⴫ળ߇㧘╙ 34 ࿁ࠍᢙ߃ࠆ⎇ⓥຬ㓸ળߩࡔࠗࡦߩⴕ੐ߢ޽ߞߚ‫ޕ‬
COE ࡊࡠࠣ࡜ࡓߘߩ߽ߩߩ⋡⊛ߪ㧘㜞╬ᢎ⢒⎇ⓥߩ᳓Ḱࠍ޽ߍࠆߎߣߣ㧘ߘߩߚ߼ߩ᜚ὐࠍ
ᒻᚑߔࠆߎߣߣߩੑߟߦ޽ࠆ߇㧘ߎߎߢߪ㧘೨⠪ߦ㒢ቯߒߡᬌ⸛ߔࠆߎߣߦߒࠃ߁‫ޕ‬ ⎇ⓥߩࠠ࡯ࡢ࡯࠼ߪ㧘‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫⃻ޕࠆ޽ߢޠ‬࿷ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍㄭ
ઍ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣ๭߱ߥࠄ߫㧘ߘ߁ߒߚࠪࠬ࠹ࡓߢߪ㧘ᄢቇߪ↢߈ᱷࠇߥ޿㧘␠ળߦ߅޿
ߡᄢቇ߇৻ቯߩᓎഀࠍᨐߚߒ⛯ߌࠆߚ߼ߦߪ㧘ߘࠇࠍౣ᭴▽ߒ‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ޠ‬ߦォ឵ߖߨ߫ߥࠄߥ޿‫ߥ߁ࠃߩߎޕ‬໧㗴⸳ቯߦ߽ߣߠ߈㧘ߘߩౣ᭴▽ߩᣇ⇛ࠍ╷ቯߔࠆߎߣ߇㧘⎇ⓥߩᦨ⚳⋡ᮡߣߐࠇࠆ‫ޕ‬ ߐߡ㧘ߎߎߢᣂߚߦ᭴▽ߒߥߌࠇ߫ߥࠄߥ޿‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ߪޠ‬㧘ࠊࠇࠊࠇ߇
੹ࠍ↢߈ߡ޿ࠆㄭઍ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣ㧘ߤߩࠃ߁ߦ⇣ߥࠆ߽ߩߛߣᗐቯߐࠇߡ޿ࠆߩߛࠈ߁
߆‫߫ࠇ߼ߣ߹ߢ⸒৻ߡ߃޽ޕ‬㧘ᄢቇߩ࿕᦭ߩᓎഀߢ޽ߞߚᢎ⢒߿⎇ⓥ߿ࠨ࡯ࡆࠬ߇㧘ᄢቇߩᄖߩ਎⇇߆ࠄߩⷐ᳞ߦ߽ᔕ߃ࠆߎߣ߇ߢ߈ࠆࠪࠬ࠹ࡓߣ޿ߞߡࠃ޿ߛࠈ߁‫ޕ‬ᄢቇߣᄖߩ਎⇇ࠍಽ߆ߟႺ⇇߇ૐߊߥࠅ㧘߆ߟ㧘ᄢቇߩ⁛භ੐㗄ߢ޽ߞߚ⍮⼂↢↥ߣ޿߁ᯏ⢻ࠍ㧘ᄢቇએᄖߩ⚵❱߇ᜂ߁ߎߣ߇น⢻ߦߥߞߚ⃻ઍߦ߅޿ߡ㧘ᄢቇߣߒߡቅ㜞ࠍ቞ࠆߛߌߢߪߘߩሽ࿷ᗧ⟵ߪ⹺߼ࠄࠇߥ޿‫ࠈߒ߻ޕ‬㧘ᄢቇࠍ㐿߈㧘ߘߩᓎഀߩᚑᨐࠍ⷗ߖࠆߎߣ߇ᔅⷐߛߣ޿߁⹺⼂ߩ߽ߣߦ㧘ߘ߁ߒߚᣂߚߥᄢቇࠍ‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ⷙߣޠ‬ቯߔࠆߩߢ޽ࠆ‫ޕ‬ᣂߚߥࠪࠬ࠹ࡓࠍ
᭴▽ߔࠆߚ߼ߦߪ㧘ᓥ᧪ߩᢎ⢒㧘⎇ⓥ㧘⚵❱⚻༡ࠍᄌኈߐߖߨ߫ߥࠄߥ޿ߣ޿߁ߎߣߢ㧘ᢎ⢒ߣ⎇ⓥߣ⚵❱ߩਃ஥㕙߆ࠄ⎇ⓥ߇ㅴ߼ࠄࠇߚ‫ޕ‬－ 91 －

㧚ᢎ⢒ᾲᔃߥᄢቇ ᢎ⢒ߦജࠍ౉ࠇࠆߎߣ߇ᄢቇᡷ㕟ߩ⋡ᮡߣߐࠇߡ㧘10 ᐕ૛߇⚻ㆊߒߚ‫ޕ‬ᢎ⢒ߦ߅ߌࠆᚑᨐࠍ
޽ߍࠆߚ߼ߩᚻᲑߣߒߡߩ FD ߽㧘ߔߞ߆ࠅቯ⌕ߒߚ⸒⪲ߣߥߞߚ‫ޕ‬ᢎ⢒⃰ߩ⺞ᩏ⚿ᨐ߆ࠄ⷗߃ߡߊࠆߩߪ㧘ᢎ⢒ᾲᔃߦߥߞߚᣣᧄߩᄢቇߢ޽ࠅ㧘߹ߓ߼ߦቇ⠌ߔࠆቇ↢ߩᆫߢ޽ࠆ‫ޕ‬FDࠍታᣉߔࠆᄢቇߪჇടߒ㧘FD ߦ㑐ߔࠆᄢቇߣߒߡߩᣇ㊎ࠍ߽ߟߣߎࠈ߽Ⴧടߒߡ޿ࠆ‫ޕ‬FD ߩℂᔨߪᢎຬߦ⹺⼂ߐࠇࠆࠃ߁ߦߥࠅ㧘FD ߦή㑐ᔃߥᢎຬ߽ᷫዋߒߚ‫ ߆ߛ߆ߚޕ‬3 ᐕߩ㑆ߦ㧘ᄢ߈ߊᄌൻߒߚ߽ߩߢ޽ࠆ‫ࠍࠇߎޕ‬㧘࿖㓙Ყセߩᢥ⣂ߦ૏⟎ߠߌࠆߣ㧘ᣣᧄߩᄢቇᢎຬߪ㧘FDࠍ⚵❱໧㗴ߣߒߡࠃࠅߪ㧘୘ੱߩᢎ⢒⢻ജߩ㐿⊒ߣߒߡᝒ߃ࠆ௑ะ߇ᒝ޿ߣ޿߁‫ߚ߹ޕ‬㧘FDࠍᢎ⢒ߦ㒢ቯߒ㧘ߘࠇએᄖߩ⎇ⓥ㧘ࠨ࡯ࡆࠬ㧘▤ℂㆇ༡ߩ⢻ജ㐿⊒ࠍኻ⽎ߦߒߥ޿௑ะ߇޽ࠆ
ߣ޿߁‫ߡߞ߇ߚߒޕ‬㧘ቇ㐳ࠍߪߓ߼ߣߔࠆฦ⚵❱ߩ࠻࠶ࡊߩ࡝࡯࠳࡯ࠪ࠶ࡊߩਅߢ FD ࠍⴕ޿㧘ᢎ⢒એᄖߩ஥㕙ߢߩ FD ߦ᜛ᄢߔࠆᔅⷐᕈߩ޽ࠆߎߣ߇ឭ⸒ߐࠇߡ޿ࠆ‫ޕ‬ ᨐߚߒߡ㧘ߘࠇߛߌ߇ᣇ╷ߛࠈ߁߆‫ߩߢ߹ࠇߎޕ‬࿖㓙Ყセ⺞ᩏ߆ࠄߪ㧘ᣣᧄߩᄢቇᢎຬߪ㧘⎇ⓥߦߪᾲᔃߛ߇ᢎ⢒ࠍߥ޿߇ߒࠈߦߒߡ޿ߚߎߣ߇᣿ࠄ߆ߦߐࠇߡ߅ࠅ㧘ߘࠇࠍ೨ឭߦߔࠇ
߫㧘ᢎ⢒㕙ߩ⢻ജ㐿⊒ߦ․ൻߒߚ FD ࠍⴕߞߡ޿ࠆ⃻⁁ߪ㧘ᦸ߹ߒ޿ߎߣߣ޿߃ߥߊ߽ߥ޿‫ޕ‬߹ߚ㧘FD ߩℂᔨ߇ᢎຬߦචಽ⹺⼂ߐࠇߡ޿ߥ޿ߣߔࠆᲧ₸߇㧘ᣣᧄߢ߽ߞߣ߽ዋߥ޿ߎߣߪ㧘ᒝജߥ࡝࡯࠳࡯ࠪ࠶ࡊ߇ߥߊߡ߽ FD ߇ㅴ߻࿯ფ߇ᒻᚑߐࠇߡ޿ࠆߣߺࠆߎߣ߽ߢ߈ࠆߩߢ޽ࠆ‫ ߁ⴕߢࡦ࠙࠳ࡊ࠶࠻ޕ‬FD ߽㧘ࡏ࠻ࡓࠕ࠶ࡊߢⴕ߁ FD ߽޽ߞߡࠃ޿ࠃ߁ߦᕁ߁‫ޕ‬ ߚߛ㧘FD ߣߪᢎຬߩᗧ⼂ᡷ㕟ߢࠃߒ㧘ߣߔࠆߛߌߢߪᷣ߹ߐࠇߥߊߥߞߡ޿ࠆߎߣߪ⏕߆ߢ޽ࠆ‫ߩߘޕ‬ᰴߩᲑ㓏ߦ߅޿ߡ㧘FD ࠍᚻᲑߣߒߡቇ↢ߩቇ⠌ߩᚑᨐࠍ਄ߍࠆߎߣ߇᳞߼ࠄࠇ
ࠆ‫ޕ‬୘‫ߩޘ‬᝼ᬺࠍ⿥߃ߚᢎ⢒ࡊࡠࠣ࡜ࡓߣߒߡ⋡ᮡࠍ⸳ቯߔࠆߎߣ㧘⋡ᮡߩ㆐ᚑᐲࠍ࠴ࠚ࠶ࠢ
ߔࠆߎߣ߇ᔅⷐߣߐࠇࠆ‫߈ߣߩߘޕ‬㧘FD ߪᢎຬ୘‫ߩޘ‬ᢎ⢒⢻ജ㐿⊒ߦ⇐߹ࠄߕ㧘⚵❱⋡ᮡࠍ⸳ቯߒ㧘ߘࠇߦ߻ߌߚࠞ࡝ࠠࡘ࡜ࡓ㐿⊒ࠍߔࠆߣ޿ߞߚ⚵❱ൻ߇ᔅⷐߦߥࠆ‫ߓߪߡߞ߿߁ߘޕ‬߼ߡ㧘ᢎ⢒ߩᚑᨐࠍᄢቇߩᄖߦ⷗ߖࠆߎߣ߇ߢ߈ࠆ‫ޕ‬㧚ෂᯏߦ޽ࠆᢥ♽ߩ⎇ⓥ ਎⇇⊛ߥ┹੎ߦᛂߜൎߟߚ߼ߦߣ㧘ߎߎ 10 ᐕ᜛లߐࠇߡ߈ߚᄢቇ㒮ߢ޽ࠆ‫ߦ߆⏕ޕ‬㧘ᄢቇ㒮↢ᢙ߽㧘ඳ჻⺖⒟ୃੌߩ⸽᣿ߢ޽ࠆඳ჻ภߩ᝼ਈᢙ߽Ⴧടߒ㧘ඳ჻ภߦኻߔࠆ⠨߃ᣇ߽㧘ߘ
ߩಽ㊁ߩᮭᆭߢ޽ࠆߎߣߩ⸽᣿߿㧘ߘߩಽ㊁ߩቇ໧⊒ዷ߳ߩᄙᄢߥࠆ⽸₂ߩ⸽᣿߆ࠄ㧘৻ੱ೨ߩ⎇ⓥ⠪ߣߒߡߩ⾗⾰ࠍ⸽᣿ߔࠆ߽ߩ߳ߣᄌൻߒߚ‫ߒ߆ߒޕ‬㧘ඳ჻ภขᓧߦ⥋ࠆ㆏╭ߪ㧘ᢥ♽ߣℂ♽ߣߢߪଐὼߣߒߡᄢ߈ߥ㆑޿߇޽ࠆ‫⽎ࠍࠇߘޕ‬ᓽߔࠆߩ߇㧘ඳ჻⺰ᢥߢ޽ࠆ‫ޕ‬ℂ♽ߢߪ㧘ߘࠇ߹ߢߦ⊒⴫ߒߡ߈ߚ⺰ᢥࠍ✬㓸ߒߡඳ჻⺰ᢥߣߔࠆߩߦኻߒ㧘ᢥ♽ߢߪන⪺ࠍᦠߊߎߣ߇
᳞߼ࠄࠇ㧘400 ሼ⹣߼ේⓂ↪⚕ 800 ᨎࠍ⿥߃ࠆᢥቇඳ჻߆ࠄ㧘ࠃ߁߿ߊ 100 ᨎߦ㆐ߔࠆකቇඳ
჻߹ߢᄢ߈ߥ㐿߈߇޽ࠆ‫ߪࠇߘޕ‬㧘ᔅߕߒ߽ᄢቇ㒮↢ߩᗧ᰼߿ജ㊂ߦ⿠࿃ߔࠆ߽ߩߢߪߥߊ㧘－ 92 －

߻ߒࠈ㧘ඳ჻⺰ᢥߣߒߡ᳞߼ࠄࠇࠆ⺰ᢥ߇㐳޿ߎߣ߿ⷐ᳞᳓Ḱ߇㜞޿ߎߣߦࠃࠆ‫ੱ৻ޕ‬೨ߩ⎇ⓥ⠪ߣߒߡߺߥߐࠇࠆ೨ឭ߇㧘ߘ߽ߘ߽⇣ߥߞߡ޿ࠆߣ޿߁ࠊߌߢ޽ࠆ‫ޕ‬ ߢߪ㧘ℂ♽ࠃࠅ߽ㆊ㉃ߥ᧦ઙਅߢ㙃ᚑߐࠇߚᢥ♽ߩ⎇ⓥ⠪ߦࠃࠆ⎇ⓥߪ㧘㜞޿↢↥ᕈࠍ޽ߍߡ޿ࠆߩߛࠈ߁߆‫⎇ߦ⥸৻ޕ‬ⓥ᧦ઙߩะ਄ࠍᗧ๧ߔࠆ⎇ⓥ⾌ߩჇ㗵ߢ޽ࠆ߇㧘ᢥ♽ߢߪ㧘ߘࠇ߇ᔅߕߒ߽⎇ⓥᚑᨐࠍ޽ߍߥ޿ߣ⠨߃ࠄࠇߡ޿ࠆ‫ޕ‬߶ߣࠎߤᄢቇߦߒ߆⎇ⓥߩ႐ࠍ߽ߚߥ޿ᢥ♽ߩಽ㊁ߩ⎇ⓥ㧘ߘߩᄙߊߪ⎇ⓥߩࡑ࡯ࠤ࠶࠻߇
࿖ౝߦ㒢ቯߐࠇߡ߅ࠅ㧘⎇ⓥ⠪㙃ᚑߩ઀⚵ߺ㧘⎇ⓥߩᚑᨐߩ⹏ଔߪ㧘ฎߊ߆ࠄߩᄢቇߩ߿ࠅᣇ
ߦଐሽߒߚ߹߹ߢ޽ࠆߎߣ߇⺞ᩏ⚿ᨐࠃࠅ⺒ߺขࠆߎߣ߇ߢ߈ࠆ‫ߪࠇߘޕ‬᳿ߒߡᛕ㔍ߐࠆߴ߈ߎߣߢߪߥ޿߇㧘૗߆ߦߟߌߡ਎⇇ᮡḰߦߐࠄߐࠇߡ޿ࠆᄢቇߩ⎇ⓥߦ߅޿ߡ㧘ᢥ♽ߩ⎇ⓥߩ
࿾ᱠߩᓟㅌߦߥࠄߥߌࠇ߫ࠃ޿ߣᕁ߁‫ޕ‬ᢥ♽ߦ߅޿ߡୃᬺᐕ㒢ౝߢඳ჻ภขᓧ߇࿎㔍ߥℂ↱ߣߒߡ㧘ඳ჻ภߩ᳓Ḱ߇ᦌᤒߥߎߣࠍ޽
ߍࠆᲧ₸߇㜞ߊߥߞߡ޿ࠆߎߣߪ㧘⤘ᄢߥ㊂ߩ⺰ᢥࠍ᳞߼ߥ߇ࠄ߽㧘ߘߩ⹏ଔߦߪዊߐߥࠨ࡯
ࠢ࡞ౝߢߩၮḰ߇ㆡ↪ߐࠇߡ޿ࠆߎߣ㧘ߘࠇ߇ඳ჻⺰ᢥߩ⹏ଔߦ㒢ࠄߥ޿⎇ⓥߩ⹏ଔߩ▸࿐߇⁜޿ߎߣࠍ࿑ࠄߕ߽⴫ߒߡ޿ࠆ‫ޕ‬⎇ⓥ⠪ߩᵹേᕈ߇㧘ᢥ♽ߣℂ♽ߣߢߪߤߩࠃ߁ߦ⇣ߥࠆߩ߆ߪ㧘⺞ᩏ⚿ᨐߣߒߡߪ␜ߐࠇߥ
߆ߞߚ߇㧘߅ߘࠄߊᢥ♽ߢߪૐ޿ߩߢ޽ࠈ߁‫ޕ‬છᦼ೙ࡐࠬ࠻ߩಽ㊁೎㈩ಽࠍߺࠆߣ㧘ᢥ♽ߩᲧ₸߇ૐ޿ߎߣߪ㧘ߘࠇࠍᗐቯߐߖࠆ߽ߩߢ޽ࠆ㧔ฦಽ㊁ߩోࡐࠬ࠻ߦභ߼ࠆછᦼ೙ࡐࠬ࠻ߩᲧ
₸ࠍ⷗ߥߌࠇ߫⏕߆ߥߎߣߪ޿߃ߥ޿߇…㧕‫ޕ‬ᢥ♽ߩ⎇ⓥߪ㧘ᄢቇߢߒ߆ߢ߈ߥ޿⎇ⓥߣߒߡ㧘ߎࠇ߹ߢߘߩᗧ⟵ࠍᄢቇߩᄖߦะ߆ߞߡ⺑ߊߎߣࠍ޽߹ࠅߒߡߎߥ߆ߞߚ‫ޕ‬ᄢቇߢߒ߆ߢ߈ߥ޿ߣ޿߁ὐߦᄌࠊࠅߪߥߊߣ߽㧘ᄢቇߩᄖߦ߅޿ߡ߽ㅢ↪ߔࠆ⺑᣿ߩ⺰ℂࠍ⠨߃ࠆߎߣ߇ᔅⷐߢ޽ࠆ‫∩ࠍࠇߘޕ‬ᗵߐߖࠄࠇࠆႎ๔ߢ޽ߞߚ‫ޕ‬㧚ᯏ⢻ಽൻߒߚࠪࠬ࠹ࡓߩ⹏ଔ ቇ㐳ߩ࡝࡯࠳࡯ࠪ࠶ࡊߩ߽ߣߢߩᄢቇߩ⚻༡ᯏ⢻ߩᒝൻ߇⸒ࠊࠇߡ߈ߚ߇㧘ߘࠇߪ㧘ቇ㐳㧘ቇㇱ㐳㧘ቇ⑼㐳ߩߤߩ࡟ࡌ࡞ߢ߽ታᗵߐࠇߡ߅ࠅ㧘ߘߩ਄ߢ㧘੹ᓟ߽ߘߩᣇะࠍㅴ߼ࠆߎߣߦ
㑐ߒߡ౒ㅢ⹺⼂߇ᒻᚑߐࠇߡ޿ࠆ‫ޕ‬ᢎ᝼ળߦࠃࠆว⼏ߢᚑࠅ┙ߞߡ޿ߚᣣᧄߩᄢቇߪᄢ߈ߊᄌ
ࠊࠈ߁ߣߒߡ޿ࠆ‫ޕ‬ᚑ㐳↥ᬺߣߒߡߩ⚻㛎ߒ߆߽ߚߥ޿ᣣᧄߩᄢቇߦߣߞߡ㧘ዋሶൻߦࠃࠆ᝼
ᬺᢱ෼౉ߩૐᷫ߿ᴺੱൻߦࠃࠆㆇ༡⾌੤ઃ㊄ߩ৻ᓞࠞ࠶࠻ߩࠗࡦࡄࠢ࠻ߪᒝᄢߢ޽ࠅ㧘୘‫ߩޘ‬ᄢቇߪ৻ߟߩ⚵❱૕ߣߒߡⴕേߔࠆߎߣࠍ૛௾ߥߊߐࠇߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫ߩߘޕ‬႐ว㧘ߣࠅࠊߌ㧘⑳┙ᄢቇߪ㧘ቇ㐳߆ࠄቇ⑼㐳ߩ࡟ࡌ࡞߹ߢߩቇౝวᗧ߇㜞ߊ㧘ᚢ⇛⊛ⴕേࠍߣࠆน⢻ᕈ߇㜞޿ߎߣߪ㧘ㅒߦ㧘࿖┙߿౏┙߇޿߆ߦ⚻༡߆ࠄ㆙޿ߣߎࠈߦ޿ߚ߆ࠍ␜ߔ⚿ᨐߣߥߞߡ޿ࠆ‫ޕ‬ ⚻༡૕ߣߒߡߩⴕേࠍߣࠈ߁ߣߒߚߣ߈㧘ᔅὼ⊛ߦቇㇱ࡮ቇ⑼೙ߢ᭴ᚑߐࠇߡ޿ߚ⚵❱ߩ޽－ 93 －

ࠅᣇߩ⷗⋥ߒ߽᳞߼ࠄࠇࠆߩߛ߇㧘࿖┙ߪᢎ⢒⚵❱ߣ⎇ⓥ⚵❱ߣࠍಽ㔌ߔࠆߩ߇ᦸ߹ߒ޿⚵❱ᒻᘒߛߣߒ㧘౏┙࡮⑳┙ߪᓥ᧪ߩቇㇱ࡮ቇ⑼೙ࠍ⛽ᜬߒࠃ߁ߣߔࠆജߩᣇ߇ᄢ߈޿‫⚻ޕ‬༡ߦਇᘠࠇߥ࿖┙߇㧘ᄢ⢙ߥᡷ㕟ࠍታᣉߒࠃ߁ߣߔࠆߩߪ㧘ߘߎߦ⾗Ḯ㈩ಽߩὐߢ᦭೑ߥࡐ࡚ࠫࠪࡦ
ࠍභ߼ࠆᄢⷙᮨᄢቇ߇฽߹ࠇߡ޿ࠆߎߣߦࠃࠆߩߛࠈ߁‫੹ޕ‬ᓟߩᄢቇߩ޽ࠅᣇߣߒߡ㧘਎⇇⊛⎇ⓥ᜚ὐ߿਎⇇⊛ᢎ⢒᜚ὐߣߥࠆߎߣࠍㆬᛯߔࠆᄢቇ߇㧘࿖┙ߩᄢⷙᮨᄢቇߦᄙ޿ߎߣߣ߇㧘ߘࠇࠍ␜ໂߒߡ޿ࠆ‫ઁޕ‬ᣇ㧘⚻༡ߦᢅᗵߥ⑳┙ߪ㧘⃻࿷ߩ⚵❱᭴ㅧࠍ✭߿߆ߦ⛽ᜬߒߚ߹߹㧘✚ว⊛ᢎ㙃ᢎ⢒߿᏷ᐢ޿⡯ᬺੱ㙃ᚑࠍ߼ߑߔߣߎࠈ߇ᄙ޿ߣߺࠆߎߣ߇ߢ߈ࠆ‫ޕ‬ ୘೎ߩᯏ㑐ߣߒߡߩ⥄ᓞᕈࠍ߽ߜ㧘⸳⟎⠪㧘ⷙᮨ㧘ಽ㊁ߥߤߩ⋧੕㑐ㅪࠍ᧦ઙߣߒߡ㧘ᣣᧄߩᄢቇߪᰴ╙ߦᯏ⢻ಽൻߒߚࠪࠬ࠹ࡓߦߥߞߡ޿ߊߣ޿߁⷗ขࠅ࿑߇ឬߌࠆࠃ߁ߛ߇㧘ߘߎߢ໧㗴ߥߩߪ㧘ಽൻߒߚᯏ⢻ࠍ⹏ଔߔࠆ઀⚵ߺࠍߤߩࠃ߁ߦ᭴▽ߔࠆ߆ߣ޿߁ߎߣߛࠈ߁‫ޕ‬ᢎ⢒㧘⎇ⓥ㧘␠ળࠨ࡯ࡆࠬߣ޿߁ᄢቇߩၮᧄ⊛ᓎഀߩว⸘ὐߢ⹏ଔߔࠆߛߌߢߪ㧘ᯏ⢻ߩಽൻߪ㧘⾗
Ḯ㈩ಽߥߤߦ߅ߌࠆᄢቇ㑆ߩᩰᏅߣߥߞߡ޽ࠄࠊࠇࠆߎߣߪ޿߁߹ߢ߽ߥ޿‫ޕ‬ᄙ᭽ᕈߦ౏ᐔᕈ
ࠍ଻⸽ߔࠆߣ޿߁࿎㔍߇ᓙߜ᭴߃ߡ޿ࠆ‫ޕ‬ᓟᚻߦ࿁ߞߡ޿ࠆ⹺⸽⹏ଔ೙ᐲ߇㧘ߤߎ߹ߢߘߩᓎ
ഀࠍᜂߞߡ޿ߌࠆߩ߆㧘ᄢቇੱߪ⹜ߐࠇߡ޿ࠆ‫ޕ‬㧚߹ߣ߼ߣ⺖㗴 ᢎ⢒⃰㧘⎇ⓥࠪࠬ࠹ࡓ⃰㧘⚵❱⃰߇ߘࠇߙࠇᄢ߈ߥᚑᨐࠍ޽ߍߡ޿ࠆߎߣߪ㧘੹࿁ߩႎ๔ߛ
ߌߢߥߊ㧘ߎࠇ߹ߢߩ⤘ᄢߥ㊂ߩႎ๔ᦠ߇㗼⪺ߦ␜ߒߡ޿ࠆ‫ޕ‬ᣣᧄߩᄢቇߪᄌേߒߡ޿ࠆߎߣ
ߪ㧘ฦ⒳ߩ⺞ᩏ⚿ᨐ߇ߟ߱ߐߦ᣿ࠄ߆ߦߒߡ߅ࠅ㧘ߘߩฦ஥㕙ߪࡆࡆ࠶࠼ߦಾࠅขࠄࠇߡ޿ࠆ‫ޕ‬ ߚߛ㧘ᦨೋߩ໧޿ߦ߽ߤߞߚߣ߈㧘⃻࿷ߩᣣᧄߩᄢቇߩ⻉ᄌേߪ㧘21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᒻᚑࠍᗧ࿑ߒ㧘ߘࠇߦะߌߡߩᱠߺߥߩߛࠈ߁߆‫ߩߎޕ‬ᡷ㕟ߩᣛශߩ߽ߣߦෳ㓸ߔࠆߎߣߢ㧘㊎〝ࠍ⺋ࠆߎߣߪߥ޿ߣାߓߡࠃ޿ߩߛࠈ߁߆‫ޕ‬ㄭઍ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩౣ᭴▽ߩᣇ⇛ࠍ␜ߔߣ޿߁⋡⊛ߦߒߚ߇ߞߚ㧘ࡊ࡜ࠢ࠹ࠖࠞ࡞ߥ⸃߇߹ߚࠇࠆ‫ޕ‬ ߹ߚ㧘㜞╬ᢎ⢒⎇ⓥߩ᳓Ḱߩะ਄ߣ޿߁ⷰὐߦߚߞߚߣ߈㧘⃻࿷ߩᣣᧄߩ⚻㛎ߪ㧘ߎࠇ߹ߢࠊࠇࠊࠇ߇ᘠࠇⷫߒࠎߢ߈ߚ㧘ߚߣ߃߫㧘ࡑ࡯࠴ࡦ࡮࠻ࡠ࠙߿ࡃ࡯࠻ࡦ࡮ࠢ࡜࡯ࠢߩࡕ࠺࡞ߦ
ߤߩࠃ߁ߥᣂߚߥℂ⺰⊛ߥࠗࡦࡊ࡝ࠤ࡯࡚ࠪࡦࠍઃടߔࠆߣ޿߁ߎߣ߇ߢ߈ࠆߩߛࠈ߁‫ޕ‬ ࡊ࡜ࠢ࠹ࠖࠞ࡞ߥ⸃ߣℂ⺰⊛ߥࠗࡦࡊ࡝ࠤ࡯࡚ࠪࡦߣ޿߁⇣ߥࠆ๮㗴ࠍ㧘หᤨߦ᳞߼ࠆߎߣ
ߪ᰼ᒛࠅߛࠈ߁߆‫ߒ߆ߒޕ‬㧘਎⇇ߩߤߩ␠ળ߽⚻㛎ߒߚߎߣߩߥ޿࿾ὐߦ೔㆐ߒߡߒ߹ߞߚᣣ
ᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߢ޽ࠅ㧘ߘࠇࠍ⠨߃ࠆߣ㧘ᣣᧄߪ㧘ᓟ⛯ߔࠆ␠ળ߇ߎࠇ߆ࠄ⋥㕙ߔࠆߛࠈ߁⚻㛎ࠍਸ਼ࠅಾࠆ╷ࠍ␜ߔߣߣ߽ߦ㧘᰷☨⊒ߩ㜞╬ᢎ⢒⎇ⓥߦኻߒߡᣂߚߥℂ⺰⊛ࡕ࠺࡞ࠍឭ␜ߔࠆߣ޿߁㧘࿎㔍ߥ⺖㗴ߦᔕ߃ࠆߎߣ߇᳞߼ࠄࠇߡ޿ࠆߩߢߪߥ޿ߛࠈ߁߆‫ޕ‬਎⇇⊛ߥ⎇ⓥ᜚ὐࠍߟߊࠆߣ޿߁ 21 ਎♿ COE ߩ⋡⊛ߪ㧘߹ߐߦߘߎߦ޽ࠆ‫ޕ‬ᦨ⚳ႎ๔ᦠࠍᚻߦߔࠆᣣ߇㧘ᭉߒߺߢ޽ࠆ‫ޕ‬－ 94 －

21 ਎♿ COE ࡊࡠࠣ࡜ࡓႎ๔߳ߩࠦࡔࡦ࠻ᳯේ ᱞ৻
㧔┙๮㙚ᄢቇ㧕ߪߓ߼ߦߚߛ޿߹ߏ⚫੺㗂޿ߚ┙๮㙚ᄢቇߩᳯේߢߏߑ޿߹ߔ‫ޕ‬2005 ᐕ 4 ᦬߆ࠄ㧘⴩═ࠠࡖࡦࡄࠬߦ
޽ࠆᄢቇᢎ⢒㐿⊒࡮ᡰេ࠮ࡦ࠲࡯ߦൕോߒߡ߅ࠅ߹ߔ‫ޕ‬ ߎߩߚ߮ߪ㧘ᐢፉᄢቇ࡮㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯ߩ‫ޟ‬21 ਎♿ COE ࡊࡠࠣ࡜ࡓႎ๔‫ߟߦޠ‬޿ߡߩࠦࡔࡦ࠻ࠍߐߖߡ㗂ߊᯏળࠍਈ߃ߡ㗂߈㧘޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ޕ‬ ᧄᣣߩඦᓟߩ੍ቯߢߪ㧘⑳߇ᦨೋߦ 10 ಽ߶ߤ㧘ࠦࡔࡦ࠻ࠍㅀߴߐߖߡ㗂߈߹ߔ߇㧘ߘߩᓟߪߏෳടߩࡈࡠࠕߩᣇ‫߽ޘ‬੤߃ߚ⸛⺰ߩᤨ㑆߇⸳ߌࠄࠇߡ޿߹ߔ‫ޕ‬੐೨ߦ࠮ࡦ࠲࡯ߩᄢ႐వ↢ߦ㧘ࠦࡔࡦ࠻ߩࠬ࠲ࡦࠬࠍߤߩࠃ߁ߦߔࠇ߫ࠃ޿ߩ߆ુߞߚߣߎࠈ㧘‫ޟ‬ၮᧄ⊛ߦᗵߓߚߎߣࠍ⥄↱ߦ⊒⸒ߔࠇ߫ࠃ޿‫ߢߩߚߒߢߣߎ߁޿ߣޠ‬㧘⑳ߪ೨ᐳߣߒߡ୘ੱ⊛ߥᗵᗐࠍ↳ߒ਄ߍ߹ߔߩ
ߢ㧘⸛⺰ߩᤨ㑆ߦ㧘⊝᭽߆ࠄ߽㧘ᔊᙈߩߥ޿ࠦࡔࡦ࠻ࠍᤨ㑆ߩ⸵ߔ㒢ࠅ㧘ߚߊߐࠎ㗂ߌࠇ߫ߣᕁ޿߹ߔ‫ޕ‬ ᣧㅦ㧘ߪߓ߼ߐߖߡ㗂߈߹ߔ‫ޕ‬ో⥸⊛ߥ⹏ଔ
2002 ᐕᐲߦណᛯߐࠇߚ 21 ਎♿ COE ࡊࡠࠣ࡜ࡓߪ 113 ઙ޽ࠅ߹ߒߚ߇㧘࠮ࡦ࠲࡯ߩ‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣ⾰⊛଻⸽‫ߪޠ‬㧘ੱᢥ⑼ቇߩಽ㊁ߢណᛯߐࠇߚ 20 ઙߩ߁ߜߩ৻ߟ
ߢߏߑ޿߹ߔ‫ޕ‬20 ઙߩ⎇ⓥౝኈࠍߺࠆߣ㧘ᢎ⢒ቇߩಽ㊁ߢߪ㧘࠮ࡦ࠲࡯ߩࡊࡠࠣ࡜ࡓߣ᧲੩ᄢ
ቇߩ‫ޟ‬ၮ␆ቇജ⢒ᚑࠪࠬ࠹ࡓߩౣ᭴▽‫ ߩޠ‬2 ઙߒ߆ណᛯߐࠇߡ߅ࠅ߹ߖࠎ‫߽߆ߒޕ‬㜞╬ᢎ⢒ߩ
ಽ㊁ߢߪ㧘࠮ࡦ࠲࡯ߩ 1 ઙߩߺߢߒߚߩߢ㧘⑳ߤ߽ߪណᛯᓟߩ⎇ⓥߩᚑᨐࠍᄢ޿ߦᦼᓙߒߡ߅
ࠅ߹ߒߚ‫ޕ‬ᧄᣣߩඦ೨ߩߏႎ๔ߪ㧘࠮ࡦ࠲࡯߇↢ߺ಴ߒߚ⎇ⓥᚑᨐߩߏߊ৻ㇱߢߒߚ߇㧘޿ߕࠇ߽⚛᥍ࠄߒ޿ߏ⎇ⓥߛߣᕁ޿߹ߒߚ‫߽ߦઁߩߘޕ‬㧘ታ㓙ߦߪ࠮ࡦ࠲࡯ߪ COE ⎇ⓥߩ৻Ⅳߣߒߡ㧘᭽‫ޘ‬ߥ⎇ⓥࠍታᣉߒߡ߅ࠄࠇ߹ߔ‫⎇ޕ‬ⓥᚑᨐ߇౏⴫ߐࠇࠆߚ߮ߦ㧘߅ㅍࠅ㗂߈߹ߒߚ߇㧘⺒ߺಾࠇߥ޿߶ߤߩಽ㊂ߢߏߑ޿߹ߒߚ‫ࠄ߆ࠇߎߚ߹ޕ‬ᚑᨐࠍ౏⴫ߔࠆ੍ቯߩߏ⎇ⓥ߽‫⚳ᦨޡ‬ႎ๔ᦠ‫ޢ‬ࠍߪߓ߼㧘ߚߊߐࠎ޽ࠆߩߢߪߥ޿߆ߣᦼᓙߒߡ߅ࠅ߹ߔ‫ޕ‬
2002 ᐕᒰᤨߩࡑࠬࡔ࠺ࠖࠕߩႎ㆏ߢߪ㧘Ԙክᩏᆔຬળ߇ౕ૕⊛ߥክᩏㆊ⒟߿ክᩏၮḰࠍ㕖౏

－ 95 －

㐿ߦߒߡ޿ࠆߚ߼ߦ㧘ណᛯߩ⹏ଔၮḰ߇ਇ᣿⏕ߢ㧘⺑᣿ਇ⿷ߦᩮᒝ޿ਇḩ߇޽ࠆߣ߆㧘ԙCOEߪ⎇ⓥߦὶὐࠍ޽ߡߡ‫ޟ‬ᩰઃߌ‫ࠄ߆ߛࡓ࡜ࠣࡠࡊࠆߖࠊ┹ࠍޠ‬㧘ᄢቇߦ߅ߌࠆᢎ⢒シⷞࠍഥ㐳ߔࠆߩߢߪߥ޿߆ߣ޿ߞߚᛕ್߽޽ࠅ߹ߒߚ‫ ߩ࡯࠲ࡦ࠮ߒ߆ߒޕ‬COE ࡊࡠࠫࠚࠢ࠻ߪᦼᓙߐ
ࠇߚ⎇ⓥᚑᨐ㧘޽ࠆ޿ߪᦼᓙࠍ਄࿁ࠆ⎇ⓥᚑᨐࠍ޽ߍߡ߅ࠅ㧘࠹࡯ࡑ߽㜞╬ᢎ⢒ߢ㧘ߒ߆߽ᄢቇᢎ⢒ࠍਛᔃ࠹࡯ࡑߩ৻ߟߣߒߡ⎇ⓥߒߡ߅ࠄࠇࠆߩߢ㧘ߎ߁ߒߚ ᔨࠍᛄ᜞ߔࠆᚑᨐࠍ޽ߍ
ߚߩߢߪߥ޿߆ߣᕁߞߡ߅ࠅ߹ߔ‫ޕ‬ᤨ㑆ߩ㑐ଥߢ㧘৻ㇱߒ߆↳ߒ਄ߍࠄࠇ߹ߖࠎ߇㧘ߚߣ߃߫ጊ㊁੗వ↢ࠍ࡝࡯࠳࡯ߣߔࠆ‫⎇ޟ‬ⓥࠪࠬ࠹ࡓ⃰‫ߪߢޠ‬㧘‫ޟ‬21 ਎♿ߩ⎇ⓥࠪࠬ࠹ࡓ௝᭴▽ߣ⎇ⓥߩ⾰⊛ะ਄ࠍ߼ߑߒߡ‫⎇߁޿ߣޠ‬ⓥ⋡⊛ࠍ⸳ቯߒ㧘ਃߟߩࠨࡉ࠹࡯ࡑ㧘ߟ߹ࠅ 1㧚ᄢቇ᡽╷㧔┙ᴺൻߣ੍▚㧕
㧘2㧚⎇ⓥ⠪ߩ㙃ᚑ㧔ੱ᧚㙃ᚑ㧕
㧘3㧚ᵹേᕈߣ↢↥ᕈ㧔⎇ⓥၮ⋚㧕ߦߟ޿ߡ⎇ⓥࠍㅴ߼ߡ߈ߡ߅ࠄࠇ߹ߔ‫ߩߘޕ‬ᚑᨐߪ㧘ߏ⊒⴫ߦ߽޽ࠅ߹ߒߚࠃ߁ߦ㧘5 ὐߩ COE ⎇ⓥࠪ࡝࡯࠭ߣㄭೀߩߏ⪺ᦠ‫ޡ‬ᣣᧄߩᄢቇᢎ
᝼Ꮢ႐ߩᒻᚑߣዷ㐿‫⚿ߦޢ‬ታߒߡ޿߹ߔ‫ߦઁߩߘޕ‬㧘⃰ߩࡔࡦࡃ࡯ߪߘࠇߙࠇ㧘޽ࠆ޿ߪࠣ࡞
࡯ࡊߣߒߡ㧘޿ࠈ޿ࠈߥᯏળߦ᭽‫ߩ࡞ࡌ࡟ߥޘ‬ᄙ⒳ᄙ᭽ߥఝࠇߚ⎇ⓥᚑᨐࠍ⊒⴫ߐࠇߡ޿߹ߔ
ߒ㧘ߎࠇ߆ࠄ߽߹ߔ߹ߔߏ⎇ⓥࠍ⊒ዷߐߖߡ޿߆ࠇࠆߣ⏕ାߒߡ߅ࠅ߹ߔ‫ޕ‬ߒߚ߇޿߹ߒߡ㧘ߎࠇ߹ߢߩ࠮ࡦ࠲࡯ߩᵴേߦߟ޿ߡߪ㧘ో࿖ߩᄢቇᢎ⢒⎇ⓥ࠮ࡦ࠲࡯ߩߥ
߆ߢᦨ߽ᱧผߣታ❣ߩ޽ࠆ⎇ⓥ᜚ὐߣߒߡ㧘COE ߩ⵬ഥ㊄ࠍ߈ࠊ߼ߡലᨐ⊛ߦᵴ↪ߒ㧘ో૕ߣߒߡ㕖Ᏹߦ㜞޿⎇ⓥ↢↥ᕈࠍ␜ߒߡ޿ࠆߣ㧘㜞ߊ⹏ଔߒߡࠃ޿ߩߢߪߥ޿߆ߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬ߘࠇ߆ࠄ↳⺧ᤨߦߪ㧘࠮ࡦ࠲࡯ߪ⎇ⓥ᜚ὐߩታ⃻ߦะߌߡ㧘ߎ߁ߒߚԘ㜞╬ᢎ⢒⎇ⓥߩផㅴߩઁߦ㧘ԙ࿖㓙⊛ቇⴚ⎇ⓥળߩቯᦼ⊛㐿௅ߣ㧘Ԛቇⴚᖱႎߩ⊒ା෸߮࠺࡯࠲ࡌ࡯ࠬ᭴▽ߣ޿߁㧘⋧੕ߦ᦭ᯏ⊛㑐ㅪᕈࠍ߽ߟਃߟߩਥⷐߥ⋡ᮡߩ㆐ᚑࠍ߼ߑߒߡ߅ࠄࠇ߹ߒߚ߇㧘ߎࠇࠄߩὐߦ
ߟ޿ߡ߽㧘ᚲᦼߩᚑᨐࠍචಽߦ޽ߍߡ߅ࠄࠇࠆߣᕁ޿߹ߔ‫ޕ‬ߒ߆ߒߎߩࠃ߁ߦ↳ߒ਄ߍࠆߣ㧘ᓟߩߏ⼏⺰ߦߟߥ߇ࠅ߹ߖࠎߩߢ㧘ਃߟߛߌ㧘࠮ࡦ࠲࡯ߦ
⾰໧ߐߖߡ㗂߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ਃߟߩ⾰໧
৻ߟ⋡ߪ㧘᜚ὐ࡝࡯࠳࡯ߩ᦭ᧄవ↢ߦુ޿߹ߔ‫ ߩ࡯࠲ࡦ࠮ޕ‬COE ࡊࡠࠫࠚࠢ࠻ߢߪ㧘㜞╬ᢎ⢒⎇ⓥࠍᄙ㕙⊛ߦㅴ߼ߡ߈߹ߒߚ߇㧘ਛᔃߩ࠹࡯ࡑߪ㧘߿ߪࠅ㧘ᧄᣣߏႎ๔ߩ޽ߞߚᢎ⢒㧘⎇ⓥࠪࠬ࠹ࡓ㧘⚵❱ߩਃߟߢߪߥ޿߆ߣᕁ޿߹ߔ‫ߢࠇߘޕ‬㧘⑳߇ુ޿ߚ޿ߩߪ㧘ࡊࡠࠫࠚࠢ࠻
ߩ࠹࡯ࡑߦ߽޽ࠆᦸ߹ߒ޿‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ߪߣޠ‬㧘ߤߩࠃ߁ߥ․ᓽࠍ߽ߟࠪࠬ࠹
ࡓߥߩ߆ࠍ㧘ߎࠇ߹ߢߩߏ⎇ⓥߩ⚿ᨐ߿ 3 ᐕ⋡ߩਛ㑆⷗⋥ߒߥߤࠍ߰߹߃ߡ㧘400 ሼ⒟ᐲߢ㧘ߏᛲ㔺㗂߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬400 ሼߣ޿߁ߩߪ⹤ߒ⸒⪲ߢ޿߁ߣ 1 ಽ㑆ߩ㐳ߐߢߏߑ޿߹ߔ‫ޕ‬⎇ⓥߦߪ⚳ࠊࠅ߇ߥ޿ߎߣߪᛚ⍮ߒߡ߅ࠅ߹ߔ߇㧘৻ᣇߢ㧘5 ᐕ㑆ߩ⎇ⓥᚑᨐࠍ⺕ߦ߽ಽ߆ࠆ
⸒⪲ߢ㧘◲ẖߦㆊਇ⿷ߥߊ㧘ߒ߆߽ߔߞ߈ࠅߒߚᒻߢ߹ߣ߼ߡ߅⹤ߒ㗂ߊߩߪ㧘⚊⒢⠪ߦኻߔࠆࠕࠞ࠙ࡦ࠲ࡆ࡝࠹ࠖ㧘⺑᣿⽿છߣߒߡ㧘޽ࠆ޿ߪߎࠇ߹ߢߩ⎇ⓥᚑᨐࠍ߭ߣ⸒ߢ⴫⃻ߔࠆࠠ－ 96 －

ࡖ࠶࠴ࡈ࡟࡯࠭ߣߒߡᔅⷐߢߪߥ޿߆ߣ⠨߃߹ߔߩߢ㧘ࠃࠈߒߊ߅㗿޿޿ߚߒ߹ߔ‫ޕ‬ੑߟ⋡ߪ㧘ᧄᣣߩਃߟߩߏႎ๔ߩ࡝࡯࠳࡯ߩᣇ㧘3 ฬߦߘࠇߙࠇુ޿߹ߔ‫⎇ޕ‬ⓥߩ㕙ߢ COEࡊࡠࠣ࡜ࡓ߇ᦼᓙߒߡ޿ࠆߎߣߩ৻ߟߪ㧘⁛ഃ⊛ߢ࡙࠾࡯ࠢߥ⎇ⓥᚑᨐࠍታ㓙ߦ޽ߍࠆߎߣߛ
ߣᕁ޿߹ߔ‫ⷰߚߒ߁ߘޕ‬ὐ߆ࠄߺࠆߣ㧘࠮ࡦ࠲࡯ߩ⎇ⓥࠍㅢߒߡ㧘ᓥ᧪ߩ㜞╬ᢎ⢒⎇ⓥߢᏱ⼂ߢ޽ߞߚ⍮⷗߿⍮⼂ߩߥ߆ߢ㧘ታߪ㧘㑆㆑ߞߡ޿ߡ㧘㜞╬ᢎ⢒⎇ⓥߩ‫ߚߞ߆ߥ߉ߔߦޠ⹤␹ޟ‬ߎߣ߇㧘޿ߊߟ߽޽ߞߚߩߢߪߥ޿߆ߣ⠨߃ߡ߅ࠅ߹ߔ‫ߢ߆ߥߩࠄࠇߘޕ‬㧘⑳ߤ߽߇ᦨ߽߮ߞ
ߊࠅߔࠆࠃ߁ߥ㧘ᓥ᧪ߩ‫߈⓭ࠍޠ⹤␹ޟ‬፣ߔ㧘਎⇇᳓Ḱߩ㧘ᣣᧄ߆ࠄ਎⇇ߦ⊒ାߢ߈ࠆࠃ߁ߥ
ᣂߒ޿⊒⷗߿ᣂߒ޿⷗ᣇࠍ㧘৻ߟߛߌߢ⚿᭴ߢߔ߆ࠄ㧘ߎࠇ߽ߘࠇߙࠇ 1㨪2 ಽ㑆ߢ◲ẖߦߏ⚫੺㗂߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ਃߟ⋡ߪ㧘࠮ࡦ࠲࡯߇ታᣉߐࠇߚ COE ࡊࡠࠫࠚࠢ࠻ߩㆇ༡૕೙ߩ໧㗴ߦ㑐ㅪߒߚ⾰໧ߢߏߑ޿߹ߔ‫ߩࠕࠖ࠺ࡔࠬࡑޕ‬ႎ㆏ߢߪ㧘COE ࡊࡠࠣ࡜ࡓࠍ㧘ᣣᧄߩ࿖㓙⊛ߥ⚻ᷣ┹੎ജࠍᒝൻߔ
ࠆߚ߼ߦ‫⑼ޟ‬ቇᛛⴚߩ⎇ⓥߣ㐿⊒ߩផㅴ‫ߔߑ߼ࠍޠ‬ᄢቇ᡽╷ߣߒߡ૏⟎ߠߌࠆߎߣ߽޽ࠅ߹ߔ‫ޕ‬ߒ߆ߒߘߩߚ߼ߦߪ㧘೎ߦ 1995 ᐕߦᚑ┙ߒߚ‫⑼ޟ‬ቇᛛⴚၮᧄᴺ‫ߊߠߣ߽ߦޠ‬ቇⴚ᡽╷߇޽ࠅ㧘ᄙ㗵ߩᛩ⾗߇ߔߢߦⴕࠊࠇߡ߈ߡ޿߹ߔ‫ ߚ߹ޕ‬COE ߩ⵬ഥ㊄ߪᄢቇ㒮ቇ↢㧘ߣߊߦℂ⑼♽ߢߪ㧘ඳ჻ภࠍขᓧߒߚࡐࠬ࠻࡮࠼ࠢߩᵴേߩ႐ࠍ⏕଻ߔࠆߚ߼ߩੱઙ⾌ߦ㊀ὐ߇߅߆ࠇߡ޿ࠆ
ߩߢ㧘COE ࡊࡠࠣ࡜ࡓߪ㜞ቇᱧੱ᧚ߩ߁ߜ㧘‫ޟ‬వ┵⊛ߥੱ᧚ߩ㙃ᚑ‫ࠆ߆ߪࠍޠ‬੐ᬺߛߣ޿ߞߚ
ᣇ߇ᱜ⏕ߛߣᕁ޿߹ߔ‫ߪࠇߘޕ‬㧘࠮ࡦ࠲࡯ߢ⎇ⓥ᜚ὐߩᒻᚑߦᄢ޿ߦነਈߒߡ߈ߚᡰេࠬ࠲࠶
ࡈߩᣇ‫ߩޘ‬㓹↪߿ኾ㐷⡯ߣߒߡߩ㙃ᚑߩ㕙ߢ߽޿߃ࠆߎߣߛߣᕁ޿߹ߔ‫ޕ‬ߎ߁ߒߚછᦼ೙ߩੱ᧚ߩಣㆄߦߟ޿ߡߪ㧘ᒰೋߩᄾ⚂ߦ߽ߣߠ޿ߡ☽‫ߣޘ‬ኻಣߒߡ㧘ᄾ⚂ᦼ㑆߇ㆊ߉ࠇ߫ㄉ߼ߡ㗂ߌ߫ࠃ޿ߣ޿߁ߩ߇㧘ࠕࡦࠣࡠࠨࠢ࠰ࡦᵹߩ⠨߃ᣇߢߔ‫ޕ‬ᣣᧄߩᄢቇ߿
⎇ⓥᯏ㑐ߢ߽㧘ߎࠇ߆ࠄ㧘ߎ߁ߒߚ⠨߃ᣇߪ߹ߔ߹ߔᐢ߹ߞߡ޿ߊߣ⠨߃ࠄࠇ߹ߔ‫ߒ߆ߒޕ‬ᣣᧄߩ㓹↪ⅣႺߩᢥൻ⊛⁁ᴫ߿ߎࠇ߹ߢߩᘠⴕࠍ⠨߃ࠆߣ㧘޽߹ࠅහ‛⊛ߥኻಣࠍߒߥ޿ߢ㧘ᄾ⚂⚳ੌᓟߩዞᬺ໧㗴ߦߟ޿ߡߪ㧘ᣣᧄᵹߩ㈩ᘦ߿ᨵエߐࠍ⠨ᘦߒߚᣇ߇ࠃ޿ࠃ߁ߦᕁࠊࠇ߹ߔ‫ޕ‬㐳޿⋡ߢߺࠆߣ㧘ࡂ࡯࠼࡜ࡦ࠺ࠖࡦࠣࠃࠅ߽࠰ࡈ࠻࡜ࡦ࠺ࠖࡦࠣߩᣇ߇㧘ᣣᧄ␠ળߦߪᦸ߹ߒ
޿ࠃ߁ߦᕁࠊࠇࠆ߆ࠄߢߏߑ޿߹ߔ‫ޕ‬ ߘࠇߢ㧘ߎߩ⾰໧ߪߤߥߚߦુ߃߫ࠃ޿ߩ߆ಽ߆ࠅ߹ߖࠎ߇㧘Ԙ࠮ࡦ࠲࡯ߢߎࠇ߹ߢ COE
ߩ⵬ഥ㊄ߢ㓹↪ߒߚ⎇ⓥࠬ࠲࠶ࡈߩ✚ᢙߣ㧘ߘߩ߁ߜߩඳ჻ภขᓧ⠪ᢙ߿ઁߩ⡯႐߳ߩォ಴⁁ᴫ㧘ߘࠇ߆ࠄԙᡰេࠬ࠲࠶ࡈߪఝ⑲ߢ㧘ઁߩᄢቇ߿⎇ⓥᯏ㑐ߥߤߩ⡯႐ߢ߽චಽㅢ↪ߔࠆߣᕁ޿߹ߔ߇㧘ᓐࠄߩ੹ᓟߩዞᬺ⷗ㅢߒ㧘ߐࠄߦԚߎߩ໧㗴ߦ㑐ࠊࠆ࠮ࡦ࠲࡯ߣߒߡߩ੹ᓟߩᣇ㊎ߦߟ޿ߡ㧘ߎࠇ߽◲ẖߦߏᢎ␜㗂߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ᄢ႐వ↢߆ࠄߪ‫ޟ‬ᐕᐲᧃ߳ߩ⸘↹⚳ੌߦะߌߡขࠅ⚵߻ߴ߈ᬌ⸛⺖㗴㧘ᵴേ߿ᣇะᕈ‫߽ߡ޿ߟߦޠ‬㧘ࠦࡔࡦ࠻ߔࠆࠃ߁ߦߣߩߎߣߢߒ
ߚߩߢ㧘COE ࡊࡠࠫࠚࠢ࠻ߩㆇ༡૕೙ߩ໧㗴ߦ㑐ㅪߒߚᬌ⸛⺖㗴ߩ৻ߟߣߒߡ㧘ુߞߡߺߚ޿
ߣᕁ޿߹ߔ‫ߩߎޕ‬໧㗴ߦߟ޿ߡ㧘࠮ࡦ࠲࡯ߢ৻ߟߩࡕ࠺࡞ࠍឭ␜ߢ߈ࠇ߫㧘ߘࠇߪઁߩᄢቇ߿
⎇ⓥᯏ㑐ߦߣߞߡ߽㧘㕖Ᏹߦෳ⠨ߦߥࠆߩߢߪߥ޿߆ߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬⥠⿷ࠄߕߩࠦࡔࡦ࠻ߢߒߚ߇㧘એ਄ߢߏߑ޿߹ߔ‫߅ߊߒࠈࠃޕ‬㗿޿޿ߚߒ߹ߔ‫ޕ‬－ 97 －

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㧝㧚੹࿁ߩ⎇ⓥຬ㓸ળߩ⿰ᣦ ߎߩߚ߮ߩ╙ 34 ࿁⎇ⓥຬ㓸ળߪ㧘‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ᭴▽ߣ⾰⊛଻⸽‫ߩޠ‬ᮡ㗴ߩ߽ߣ㧘ᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯߇ 2002 ᐕᐲ߆ࠄ 5 ࡨᐕ㑆ߦࠊߚߞߡታᣉߒߡ߈ߚ
21 ਎♿ COE ࡊࡠࠣ࡜ࡓߩ✚᜝ࠍ㘼ࠆ߽ߩߢ޽ߞߚ‫ޕ‬ ߎߩ⎇ⓥຬ㓸ળߩ⋡⊛ߪ㧘21 ਎♿ COE ࡊࡠࠣ࡜ࡓߢታᣉߒߡ߈ߚ⎇ⓥᚑᨐߩ⊒⴫ߣᗧ⷗੤
឵ߢ޽ࠆ‫⎇ߩߎޕ‬ⓥߦߟ޿ߡ࠮ࡦ࠲࡯㈩ઃߩᢥᦠߦࠃࠆߣ㧘‫ ᧄޟ‬COE ⎇ⓥߪ㧘⍮⼂␠ળߢ޽ࠆ
21 ਎♿ߦ߅ߌࠆᣣᧄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣߘߩ⾰⊛଻⸽ߩ࿷ࠅᣇࠍ⎇ⓥߔࠆ߽ߩߢߔ‫⋡ߩߎޕ‬⊛ߩਅߢ㧘RIHE㧔ᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯㧕ߪ㧘࿖㓙ળ⼏࡮࠮ࡒ࠽࡯߿ฦ⒳⎇ⓥળߩ㐿௅㧘ᄢⷙᮨߥ⾰໧⚕⺞ᩏߩታᣉ㧘COE ⎇ⓥࠪ࡝࡯࠭߿ Higher Education Forum ╬ߩ಴ 㧘ᢥ₂✚วᖱႎᬌ⚝ࠪࠬ࠹ࡓ߿㜞╬ᢎ⢒࠺࡯࠲㓸ߩᢛ஻㧘⧯ᚻ⎇ⓥ⠪ߩ㙃ᚑߥߤᄙᓀߥᵴ
േࠍዷ㐿ߒߡ߈߹ߒߚ‫ޕ‬‫ࠅ߅ߡࠇߐ⸥ߣޠ‬㧘ታ㓙㧘ੑᣣ㑆ߦࠊߚߞߚ⎇ⓥຬ㓸ળߢߪ㧘ᄤ㊁㇚ᄦ
᧲੩ᄢቇฬ⹷ᢎ᝼߅ࠃ߮࡝࠴ࡖ࡯࠼࡮࡞ࠗࠬ㜞╬ᢎ⢒ቶ଻⸽ᯏ㑐࿖㓙ࡀ࠶࠻ࡢ࡯ࠢળ㐳ߩၮ⺞⻠Ṷߦᆎ߹ࠅ㧘COE ⎇ⓥᵴേߩਛᔃߣߥࠆਃߟߩ⃰㧔ᢎ⢒⃰㧘⎇ⓥࠪࠬ࠹ࡓ⃰㧘⚵❱⃰㧕߆ࠄߩᵴേႎ๔ࠍⴕ߁ߥߤ㧘ታߦᄙᓀߢ޽ߞߚ‫ޕ‬

㧞㧚%1' ⎇ⓥߩᚑᨐߣ੹ᓟ
 ⑳ߩᓎഀߪ㧘એ਄ߩ⻠Ṷ࡮⊒⴫ࠍฃߌߡ㧘ੑᣣ⋡ߩඦᓟߩ⸛⺰ࠍ㧘ᄢ᫪ਇੑ㓶ᾢᧄᄢቇᢎ᝼
ߣߣ߽ߦมળߔࠆߣ޿߁߽ߩߢ޽ߞߚ‫ߪ⺰⸛ޕ‬㧘ᳯේᱞ৻┙๮㙚ᄢቇᢎ᝼ࠍࠦࡔࡦ࠹࡯࠲࡯ߦ
ㄫ߃㧘߹ߕᳯේ᳁߆ࠄߩࠦࡔࡦ࠻߇޽ࠅ㧘ᒁ⛯߈⸛⺰ߦ⒖ߞߚ‫ޕ‬ᳯේ᳁ߪߎߩ COE ⎇ⓥߦߟ޿ߡ㧘߆ߥࠅᧄ⾰⺰ߣ߽⸒߃ࠆ޿ߊߟ߆ߩ⾰໧ࠍᜂᒰ⠪ߦᛩߍ߆ߌߚ‫ޕ‬ߘߩ⾰໧ߩ৻ߟߪ㧘21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣߪߤߩࠃ߁ߥ߽ߩ߆ࠍ㧘ห᳁ߩ⸒⪲ߦࠃࠇ߫‫ޟ‬400 ሼ⒟ᐲ‫߇ߚߞ޽ߢߩ߽߁޿ߣ޿ߒ߶ߡ߃╵ߦޠ‬㧘ߘࠇߪߎߩ COE ⎇ⓥ߇ᚑഞߢ޽ߞ
ߚ߆ุ߆ࠍ᳿߼ࠆ߈ࠊ߼ߡ㔍ߒߊ߆ߟ㊀ⷐߥ⾰໧ߩࠃ߁ߦ⋥ᗵߒߚߒ㧘߹ߚ੹ߢ߽ߘߩࠃ߁ߦ
ⷡ߃ߡ޿ࠆ‫ߦࠇߎޕ‬ኻߒߡ᜚ὐ࡝࡯࠳࡯ߩ᦭ᧄᢎ᝼߆ࠄߪ㧘વ⛔⊛ߢ߽ᭂ┵ߢ߽ߥ޿‫╙ޟ‬ਃߩ㆏‫ߣߚߞ޽ߢ߃╵߁޿ߣޠ‬ᕁ߁߇㧘޿ߕࠇߦߒߡ߽ߎߩ‫ޟ‬400 ሼ‫⺖߁޿ߣޠ‬㗴ߪ⎇ⓥෳട⠪ోຬߦ㊀޿ኋ㗴ࠍਈ߃ߡߊࠇߚ߽ߩߣℂ⸃ߒߡ޿ࠆ‫ޕ‬－ 99 － ╙ੑߩ⾰໧ߪ㧘ਃߟߩ⃰ߩ࡝࡯࠳࡯ߦኻߒߡ໧޿߆ߌࠄࠇߚ߽ߩߢ㧘ߎࠇ߹ߢߩ㜞╬ᢎ⢒⎇ⓥߩ‫߈⓭ࠍޠ⹤␹ޟ‬፣ߔᣂߚߥ⊒⷗ࠍ৻ߟ߆ੑߟ◲ẖߦㅀߴࠃߣ޿߁߽ߩߢ޽ߞߚ‫ߚ߹ࠇߎޕ‬㔍ߒ޿⾰໧ߢ޽ࠅ㧘ߘࠇߙࠇߩ࡝࡯࠳࡯ᢎ᝼ߪᒰᖺߒߚߎߣߢ޽ࠈ߁‫৻ޕ‬ᔕߩ࿁╵ߪ޽ߞߚ߇㧘ᨐߚߒߡᳯේᢎ᝼ࠍḩ⿷ߐߖࠆ߽ߩߢ޽ߞߚ߆ߤ߁߆ߪ㧘ቯ߆ߢߪߥ޿‫ޕ‬ ╙ਃߩ⾰໧ߪ㧘COE ߩㆇ༡૕೙ߦߟ޿ߡߢ޽ࠅ㧘ߣߊߦ COE ⚳ੌᓟߩ⎇ⓥ૕೙߿ੱ᧚⢒ᚑߩᚑᨐ߅ࠃ߮છᦼઃࠬ࠲࠶ࡈߩ㓹↪ߩߎߣߢ޽ߞߚ‫ߦࠇߎޕ‬ኻߒ㧘᦭ᧄᢎ᝼߆ࠄߪ COE ⎇ⓥࠍᯏߦࠬ࠲࠶ࡈߩలታ߇࿑ࠇߚ߇㧘⎇ⓥㅜ਄߆ࠄઁߩᯏ㑐ߦࠬࠞ࠙࠻ߐࠇࠆ⎇ⓥຬ߇⛯಴ߔࠆߥߤ㧘ઁߢ߽ㅢ↪ߔࠆኾ㐷ੱ᧚ߩ⢒ᚑ߇࿑ࠄࠇߚߎߣߥߤ߇ᒝ⺞ߐࠇߡ޿ߚ‫߽ߣߞ߽ޕ‬੐ታߣߒߡ㧘ᡰេࠬ࠲࠶ࡈߦߟ޿ߡߪ COE ⚳ੌᓟߩ❗ዊ߇ਇนㆱߢ޽ࠅ㧘ߎߩߎߣߪ COE ߩߺߥࠄߕ㧘ઁߩ┹੎⊛⎇ⓥ࡮ᢎ⢒⾗㊄ߦ߹ߟࠊࠆኋ๮ߣ߽ᕁࠊࠇࠆ໧㗴ߢ޽ߞߡ㧘૗ࠄ߆ߩ⸃᳿ᚻᴺ
ࠍ✬ߺ಴ߔᔅⷐ߇޽ࠆߩߢߪߥ޿ߛࠈ߁߆‫ޕ‬㧟㧚ᤨ㒢⊛⎇ⓥ⚵❱ߩ㔍ߒߐ ߘߩઁ㧘
ࡈࡠࠕ߆ࠄߩ⾰໧߇⧯ᐓ޽ߞߚ߇㧘ߘߩᄙߊߪ COE ⎇ⓥߩᚑᨐߦ㑐ߔࠆߎߣ߿ COE⎇ⓥߩࠃ߁ߥᤨ㒢⊛⎇ⓥᵴേߦ߹ߟࠊࠆ໧㗴ࠍឭ⿠ߔࠆ߽ߩߢ޽ߞߚ‫⎇ޕ‬ⓥߩᚑᨐ߇ߤߩ⒟ᐲ
ᄢ⢙ߢ߆ߟᢾᣂߥ߽ߩߢ޽ߞߚ߆ߤ߁߆ߪ㧘ߘࠇߙࠇߩ⎇ⓥ⊒⴫ౝኈࠍ⷗ߡ޿ߚߛߊᔅⷐ߇޽
ࠅ㧘ߘࠇߪᧄ⹹ߦ෼㍳੍ቯߢ޽ࠆ߆ࠄ⺒⠪ߩ್ᢿߦࠁߛߨߚ޿‫ ߚ߹ޕ‬COE ⎇ⓥ߇ᤨ㒢⊛ߢ޽ࠆߎߣ߆ࠄ᧪ࠆ㧘⎇ⓥᵴേ⚳ੌᓟߩ⻉໧㗴ߦߟ޿ߡߪ㧘৻ߟߦߪ᡽ᐭߩ⎇ⓥ⾗Ḯ㈩ಽᣇ╷ࠍᎼࠆ໧㗴ߣ㧘ੑߟߦߪࠊ߇࿖ߩᄢቇߦ߅ߌࠆ⎇ⓥੱ᧚߅ࠃ߮⎇ⓥᡰេੱ᧚ߩ㓹↪໧㗴ߣ߆߆ࠊࠆ
ߎߣߢ޽ࠆ‫ᤨޕ‬㒢⊛ߥ⎇ⓥᵴേߪ㧘ᦼ㒢ࠍㄫ߃ߚᤨߦߤߩࠃ߁ߦኻಣߔࠆ߆ߣ޿߁ߎߣ߇޿ߟ
߽໧㗴ߦߥࠆ‫߽ߢࡦ࡚ࠪ࠶࠮ߩߎޕ‬㧘‫߇⪲⸒߁޿ߣޠࠣࡦࠖ࠺ࡦ࡜࠻ࡈ࠰ޟ‬੤ࠊߐࠇߚ߇㧘߆ߟߡߩࠃ߁ߦ⊒ዷ⊛⛮⛯ࠍ㧘ߒ߆߽ᄢߒߚᩏቯߥߊߘߩࠃ߁ߥ⛮⛯ࠍታ⃻ߔࠆߎߣߪ㧘߽ߪ߿ਇน⢻ߢ޽ࠆ‫ߡߞ߇ߚߒޕ‬㧘⎇ⓥࠍᕆㅦߦ┙ߜ਄ߍߚᓟ㧘ߘߎߢ㙃ᚑߐࠇߚੱ᧚ࠍቇౝઁㇱዪ߿ઁᯏ㑐ߦㅍࠅㄟࠎߢ㧘ߘߩߩߜᰴ╙ߦ⎇ⓥ૕೙ࠍ❗ዊߔࠆߩ߇৻⇟ߩᚻߢߪ޽ࠈ߁߇㧘਎⇇ߦㅢ↪ߔࠆ⎇ⓥ᜚ὐߩ᭴▽ߣ޿߁ὐ߆ࠄߔࠆߣ㧘COE ߪනߥࠆ⎇ⓥࡊࡠࠫࠚࠢ࠻ߢߪߥߊߘߩ⾗㊄ᛩ౉ߦࠃࠆ᜚ὐߠߊࠅߢ޽ࠆ߇ࠁ߃ߦ㧘❗ዊߣ޿߁ߩ߽޿ߐߐ߆ᛶ᛫ߩ޽ࠆߣߎࠈߢ޽ࠆ‫ޕ‬㧠㧚ᢥ♽ߦ߅ߌࠆ౒ห⎇ⓥߩ㔍ߒߐ ߐߡ㧘COE ߪᢥ♽ߢ߽ంࠍ⿥߃ࠆ⎇ⓥ⾌߇ᛩ౉ߐࠇࠆ৻ᄢࡊࡠࠫࠚࠢ࠻ߢ޽ࠆ߆ࠄ㧘ߘߩㆇ༡ߪኈᤃߢߪߥ޿‫ޕ‬ᤄ߆ࠄℂ♽ߩ⎇ⓥߩᄙߊ߇㧘ታ㛎ቶߢߩ࠺࡯࠲౒᦭ࠍ೨ឭߣߒߚ౒ห⎇ⓥߢ޽ࠆߩߦኻߒ㧘ᢥ♽⎇ⓥߩᄙߊߪ㧘࿑ᦠᢥ₂ߦଐሽߒߚ୘ੱ⎇ⓥ⊛ⷐ⚛߇ᒝ޿ߩߪ๟⍮ߩߎߣߢ޽ࠆ߆ࠄߢ޽ࠆ‫ޕ‬ᢥ♽ߢ⎇ⓥ⾌ࠍᄙ㗵ߦ૶߁⎇ⓥᘒ᭽ߪ㧘ᄢⷙᮨߥࡈࠖ࡯࡞࠼⺞ᩏ߆㧘޽ࠆ޿ߪᄢⷙᮨߥࠕࡦࠤ࡯࠻⺞ᩏߣߘߩಽᨆߣ޿߁߽ߩ߇ᄙ޿߇㧘ߘࠇߣߡታ㛎ቶߢߩ౒หߦᲧ

－ 100 －

ߴࠆߣ㧘ߘߩ౒หߩᐲว޿ߪૐߊߥࠅ߇ߜߢ޽ࠆ‫߼ߚߩߘޕ‬㧘߿߿߽ߔࠆߣ㧘⎇ⓥ⾌ࠍಽᜂ⎇ⓥ⠪ߦಽߌߚᓟߪ㧘ߘࠇߙࠇ߇ᕁ߁߹߹ߩ⎇ⓥᵴേߦ⿛ࠅൎߜߢ޽ߞߡ㧘ઍ⴫⠪ߪߘࠇߙࠇߩ
ಽᜂ⎇ⓥ⠪ߩ⎇ⓥᚑᨐࠍ੐ോ⊛ߦขࠅ߹ߣ߼ߚࠅ㧘੐ᓟ⊛ߦᗧ๧ߠߌࠍਈ߃ࠆߛߌߣ޿߁⎇ⓥ߽ᄙ޿ߩ߇໧㗴ߢ޽ࠆ‫ޕ‬ ߘߩᗧ๧ߢ᜚ὐ࡝࡯࠳࡯ߩ⽿છߩ㊀ߐ߿࠴࡯ࡓߣߒߡ⎇ⓥࡊࡠࠫࠚࠢ࠻ࠍ߹ߣ߼ߡ޿ߊ⧰ഭ
ߪਗ‫ߦ߁ࠃࠆ޽߇ߩ߽ߧࠄߥޘ‬ᗵߓࠆ‫ޕ‬RIHE ߩ 21 ਎♿ COE ߦߟ޿ߡߪ㧘ਃߟߩ⃰㧔ᢎ⢒㧘⎇ⓥࠪࠬ࠹ࡓ㧘⚵❱㧕ߦಽߌߡ㧘ߘࠇࠄࠍਗⴕߐߖࠆᒻߢㅴࠎߛ߇㧘ߘࠇࠄ߇᦭ᯏ⊛ߦㅪ៤ߒ㧘✚૕ߣߒߡ૗ࠄ߆ߩᣇะࠍ␜ߔࠃ߁ߦേߌߚ߆ߣ޿߁ߎߣߪ㧘ߐࠄߦᐕᢙࠍ⚻ߡߩ⹏ଔߦᓙߟ
ߒ߆ߥ޿ࠃ߁ߦ߽ᕁ߁‫߽ߡ޿߅ߦࡦ࡚ࠪ࠶࠮ߩߎޕ‬㧘޽ࠆᢎ᝼߆ࠄ‫ᧄޟ‬ᣣߩ⊒⴫ࠍ⡞޿ߡ㧘ೋ߼ߡ㓞ߩ⃰ߩ⎇ⓥ߇ࠃߊℂ⸃ߢ߈߹ߒߚ‫ޕ‬‫߇ߚߞ޽߇⸒⊒߁޿ߣޠ‬㧘ߎࠇߪ೎ߦ㓝ߔࠃ߁ߥᖱႎ
ߢߪߥߊ㧘ᢥ♽ߦ߅ߌࠆ౒ห⎇ⓥߩ㔍ߒߐߩᧄ㖸߇ฯ㔺ߐࠇߚ߽ߩߣ޿߁ࠃ߁ߦℂ⸃ߔࠆߴ߈
ߢ޽ࠆ‫ޕ‬

㧡㧚ᣣᧄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣߪ૗߆ ᦨᓟߦ 21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߦߟ޿ߡ㧘ߎߩ࠮࠶࡚ࠪࡦࠍ⚳߃ߡߩ⑳ߩ⑳⷗ࠍ৻⸒‫ޕ‬ߎߩ COE ⎇ⓥߦ߅޿ߡߪ㧘વ⛔⊛ߥ࡛࡯ࡠ࠶ࡄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߢ߽ߥߌࠇ߫㧘20 ਎♿਎⇇ࠍᏨᏎߒߚࠕࡔ࡝ࠞဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߢ߽ߥ޿㧘╙ਃߩᣇะߣߒߡߩᣣᧄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ᭴▽߇㧘৻ߟߩ࠹࡯ࡑߦߥߞߡ޿ࠆ‫ࠎࠈߜ߽ޕ‬ᢎ⢒ࠪࠬ࠹ࡓߪ㧘ߘߩ࿖࿕᦭ߩ␠ળ࡮⚻ᷣࠪࠬ࠹ࡓࠍᒝ࿕ߥࡃ࠶ࠢࡏ࡯ࡦߦ⢛⽶߁߽ߩߢ޽ࠆ߆ࠄ㧘⁛⥄ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ߇޽ࠆߎ
ߣߪᒰὼߩߎߣߢ޽ࠈ߁‫߁޿ߢߎߎߒ߆ߒޕ‬ᣣᧄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣߪ㧘ߘߩࠃ߁ߥሼ⟵਄ߦㆊ߉ߥ޿࿕᦭ࠪࠬ࠹ࡓߢߪߥߊ㧘਎⇇ࠍ࡝࡯࠼ߒߡ޿ߊࠃ߁ߥ᥉ㆉ⊛ߥᣣᧄဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩߎߣߢ޽ࠈ߁‫ޕ‬ ߘߩࠃ߁ߥࠪࠬ࠹ࡓࠍࠊ߇࿖߇ᜬߡࠆ߆ߤ߁߆ߪ㧘ࠊ߇࿖␠ળߩ੹ᓟߩ⊒ዷᣇะߣ߽㑐ଥߔࠆߎߣߢ޽ࠅ㧘නߦߘߩࠃ߁ߥࠪࠬ࠹ࡓߩ᭴▽ࠍᦸ߻ߛߌߢߪታ⃻ߪ㔍ߒ޿‫ޕ‬ታ⃻߇น⢻ߦߥࠆߦߪ㧘ቇ໧ߩਛᔃ࿾ߩℂ⺰ߦᓙߟ߹ߢ߽ߥߊ㧘૗ߣ޿ߞߡ߽ࠊ߇࿖ߘߩ߽ߩ߇਎⇇߆ࠄᵈ⋡ߐࠇࠆࠃ߁ߥሽ࿷ߦߥࠆᔅⷐ߇޽ࠆ‫ޕ‬ੑᐕ೨߆ࠄᆎ߹ߞߚᄢቇߩ࿖㓙ൻᚢ⇛੐ᬺߦ߅޿ߡ߽ߎ
ߩߎߣߪචಽߦℂ⸃ߐࠇߥߌࠇ߫ߥࠄߕ㧘නߦ⇐ቇ↢߿⎇ⓥ⠪ߩ࿖㓙੤ᵹߩੱᢙࠍჇ߿ߔߎߣ
߿㧘ᄖ࿖ߦㅪ⛊੐ോᚲࠍ⟎ߊߎߣߦߔࠅᦧ߃ࠄࠇߡߪߥࠄߥ޿ߩߢ޽ࠆ‫ޕ‬ ߹ߚ㧘ߎࠇ߹ߢߩࠊ߇࿖ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߢ޿߃߫㧘᰷☨ߩㅴࠎߛ⍮⼂࡮ᛛⴚߩ៨ขߦߪ
ᾲᔃߢ޽ߞߚ߇㧘ᣣᧄ⊒ାߩ⍮⼂࡮ᛛⴚߦߟ޿ߡߪ㧘ℂ♽ߪߣ߽߆ߊᢥ♽ߦ߅޿ߡߪߘߩᔅⷐ
ᕈߩ⹺⼂߇ૐ޿߹߹ߢ޽ߞߚ‫߇ࠊߩࠄ߆ࠇߎߒ߆ߒޕ‬࿖ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ㧘ዋߥߊߣ߽ᄢቇ࡮
ᄢቇ㒮ߦ߅޿ߡߪ㧘਎⇇ߩᄢቇߣ┹੎ߒ㧘߹ߚᢎዉߒߡᣂߒ޿⍮⼂࡮ᛛⴚࠍ⊒ାߒߡ޿ߊࠃ߁
ߥᢎ⢒࡮⎇ⓥᯏ㑐ߢߥߌࠇ߫ߥࠄߥ޿ߢ޽ࠈ߁‫ޕ‬ ߘߩᗧ๧ߢ㧘ߎࠇ߹ߢߩ 5 ᐕ㑆ߦࠊߚࠅ㧘ࠊ߇࿖ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩౝㇱ᭴ㅧ߇㧘࿖㓙⊛－ 101 －

ⷞ㊁ߢߤߩࠃ߁ߥ૏⟎ߦ޽ࠆߩ߆߇㧘⋧ᒰ⒟ᐲ⸃᣿ߐࠇߚߎߣࠍࡌ࡯ࠬߦߒߡ㧘੹ᓟߪ␠ળߦ
ኻߒߡⓍᭂ⊛ߥ㑐ࠊࠅ߇ߢ߈ࠆ㜞╬ᢎ⢒ߣߪߤߩࠃ߁ߥ߽ߩ߆㧘⑳ߦ⸒ࠊߖࠇ߫‫ޟ‬⍮⼂ഃㅧ⊒ାဳ‫ߩޠ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍߤߩࠃ߁ߦ᭴▽ߒߡ޿ߊߩ߆߇㧘ᦝߥࠆ⺖㗴ߣߒߡᚒ‫ߦޘ‬ਈ߃ࠄࠇߡ޿ࠆߩߢߪߥ޿߆ߣᕁߞߡ޿ࠆ‫ޕ‬－ 102 －

⸛⺰มળ⠪ߣߒߡߩࠦࡔࡦ࠻෸߮
มળ⠪ࠁ߃ߦㅀߴࠆᯏળߩߥ߆ߞߚᜬ⺰ᄢ᫪ ਇੑ㓶㧔ᾢᧄᄢቇ㧕 ⸛⺰ߩมળ⠪ߣߒߡࠦࡔࡦ࠻ࠍ‫ߩߣޔ‬ଐ㗬ࠍ㗂߈㧘ߤߩࠃ߁ߥᢥ┨ࠍᦼᓙߐࠇࠆߩ߆㧘ߘߩᓎഀߪ૗ߥߩ߆㧘޿߹৻ߟࠗࡔ࡯ࠫ߇ߟ߆߼ߥ޿߹߹ߢ޽ࠆ‫ޕ‬มળ⠪ߩᓎഀ߇᣿ࠄ߆ߥߩߣߪ
ኻᾖ⊛ߢ޽ࠆ‫ޕ‬ಽ߆ࠄߥ޿႐วߪ㧘⥄ಽߦㇺวߩ⦟޿ࠃ߁⸃㉼ߔࠆߎߣߣߔࠆ‫ޕ‬㍳㖸࠹࡯ࡊࠍ⿠ߎߒߡ㧘ᱜ⏕ߥ⸥㍳ࠍ૞ᚑߔࠆߎߣ߇᳞߼ࠄࠇߡ޿ࠆࠊߌߢߪߥ߆ࠈ߁߆ࠄ㧘⥄ಽߩࡔࡕߣ
⸥ᙘࠍ㗬ࠅߦᝄࠅ㄰ࠆߦߣߤ߼ࠆ㧔⊒⸒⠪ߩᣇ‫ߪߦޘ‬㧘ቢోߥౣ⃻ߢߪߥ޿ߩߢ㧘⿰ᣦ߇ᄢ߈
ߊ⇣ߥࠆߎߣߪߥ޿ߣ޿߁⒟ᐲߢ㧘߅⸵ߒ޿ߚߛ߈ߚ޿㧕‫ߪߣ޽ޕ‬㧘ߘࠇߣ㑐ㅪઃߌߡ㧘⥄ಽߩ⸒޿ߚ޿ߎߣࠍ⸒߁‫⚿ޕ‬ዪߪᜬ⺰ࠍㅀߴߚ߇ࠆ‫߇ࠇߘޕ‬㧘ᄢቇᢎຬߩᕈߢ޽ࠈ߁‫ޕ‬ ⸛⺰ߪ㧘ࠦࡔࡦ࠹࡯࠲ߣߒߡᜰฬߐࠇߡ޿ߚᳯේᱞ৻᳁㧔┙๮㙚ᄢቇ㧕ߦࠃߞߡ㧘᐀߇㐿ߌࠄࠇߚ‫ࠅߥ߈޿ޕ‬೰ㅦ⃿ߢ޽ࠆ‫ޕ‬ḩࠍᜬߒߡߩ⊓᧼ߩ⿰ߢ޽ߞߚ‫ޕ‬㜞╬ᢎ⢒ಽ㊁ߢߪᐢፉᄢቇ
㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯ߩߺ߇ 21 ਎♿ COE ࡊࡠࠣ࡜ࡓࠍ₪ᓧߐࠇ㧘ᒰᣣߩᚑᨐႎ๔߆ࠄ᣿
ࠄ߆ߥㅢࠅ㧘ᦨ߽ᱧผ޽ࠆ࠮ࡦ࠲࡯ߣߒߡല₸࡮ലᨐߩ㜞޿ᵴേࠍߐࠇ㧘ᚑᨐࠍ᜼ߍࠄࠇߡ޿
ࠆ㧘ߣ⾥ㄉࠍ๒ߐࠇߚᓟ㧘‫ޟ‬ਃߟߛߌ‫⾰ޠ‬໧߇޽ࠆߣ߅ߞߒ߾ߞߚ‫ޟߩߘޕ‬ਃߟߛߌ‫⾰ߩޠ‬໧߇ࡔࠟ࠻ࡦ⚖ߩ㊀ߐߢ޽ࠆ‫ޕ‬╙৻ߦ㧘ห COE ߩ࠹࡯ࡑߢ޽ࠆ‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ߥࡓ࠹ࠬࠪߥ߁ࠃߩߤߪߣޠ‬ߩ߆㧘ߣ޿߁໧ߢ޽ࠆ‫ߪࠇߎޕ‬㧘⎇ⓥઍ⴫⠪ߩ᦭ᧄ┨᳁ߦะߌࠄࠇߚ߽ߩߢ޽ߞߚ‫ޕ‬╙ੑߦ໧ߪ㧘ฦ⃰ߩ࡝࡯࠳࡯㧘ߔߥࠊߜ㧘᦭ᧄ᳁㧔ᢎ⢒⃰㧕㧘ጊ㊁੗ᢕᓼ᳁㧔⎇ⓥࠪࠬ࠹ࡓ⃰㧕㧘⠀↰⾆ผ᳁㧔⚵❱⃰㧕ߦኻߒߡ⊒ߖࠄࠇߚ‫ޕ‬COE ߦࠃࠆ⁛ഃ⊛ߢ࡙࠾࡯ࠢߥ⎇ⓥᚑᨐ㧘ߔߥࠊߜ㧘㜞╬ᢎ⢒⎇ⓥߩ␹⹤ࠍ⓭߈፣ߔࠃ߁ߥ⷗ᣇࠍ৻ߟੑߟ⚫੺ߒߡ߶ߒ޿㧘ߣ޿߁ߩߢ޽ࠆ‫ޕ‬╙ਃߩ໧ߪ㧘COE ߩ੍▚ភ⟎ߦࠃࠆ⧯ᚻ⎇ⓥ⠪෸߮ᡰេࠬ࠲࠶ࡈߩ㓹↪ߦଥࠆ⾰໧ߢ޽ࠅ㧘
COE ߩ⿰ᣦߦ߆ࠎ߇ߺ㊀ⷐߥࡐࠗࡦ࠻ߢ޽ࠆ߇㧘੐ᨩߩᕈᩰ਄㧘⚦ㇱߦࠊߚࠅᱜ⏕ߥౣ⃻߇ᔅⷐߢ޽ࠆߩߢ㧘ߎߎߢߪ࿁╵ߣ߽ߤ߽⋭⇛ߐߖߡ޿ߚߛߊ‫ޕ‬ ╙৻ߩ໧ߦኻߔࠆ᦭ᧄ᳁ߩ߅╵߃ߪ㧘વ⛔ဳߩ㜞╬ᢎ⢒ߩᓳฎߢ߽ߥߊ㧘ߐࠅߣߡ੹ߩᡷ㕟ߩⴕ߈⌕ߊవߢ߽ߥߊ㧘޿ࠊ߫╙ਃߩ㆏ߣ߽޿߁ߴ߈߽ߩߢ޽ߞߚ‫ޕ‬ᘓߡߕ㛍߇ߕߩ╵ᑯߢ޽ࠆ‫ޕ‬᥉ㅢߥࠄ೰ㅦ⃿ࠍฃߌߚࡒ࠶࠻⿧ߒߩᚻߪ⋧ᒰ∩߻ߪߕߢ޽ࠆ߇㧘ߘߩࠃ߁ߥߘ߱ࠅߪో
ߊ⷗ߖߥ޿ࠠࡖ࠶࠴ࡦࠣߢ޽ࠆ‫ޕ‬╙ੑߩ໧ߦኻߒ㧘ጊ㊁੗᳁ߪ㧘ᄢቇ⡯ຬ㍳ࠍ૶ߞߚᄖ࿖ߦߪߥ޿⎇ⓥߩ࡙࠾࡯ࠢߐࠍએߞߡ㧘╵ߣߐࠇߚ‫ߩߘޕ‬㓙㧘␠ળቇ⠪࠰ࡠ࡯ࠠࡦߩ␠ળ⒖േ⺰ߣ⥄ࠄߩ⎇ⓥࠍ⚿߮ઃߌ㧘᥉ㆉᕈࠍ߽
ࠕࡇ࡯࡞ߐࠇߚߩߪߐߔ߇ߢ޽ߞߚ‫৻ޕ‬ᣇ㧘⠀↰᳁ߩ࿁╵ߪߣ޿߃߫㧘࠻ࡠ࠙࡮ࡕ࠺࡞㧘ࠢ࡜－ 103 －

࡯ࠢ࡮ࡕ࠺࡞ߩࠃ߁ߥ᥉ㆉ⊛ℂ⺰ߦߪ⥋ࠄߥ߆ߞߚ㧘ߣ޽ߞߐࠅ㒐ⴡ࡜ࠗࡦࠍ⃻ታ⊛ߥᚲߦ⸳ቯߐࠇߚߩ߽໗ࠄߐࠇࠆฃߌ╵߃ߢߪ޽ߞߚ‫ᧄ᦭ޕ‬᳁ߪ㧘ᄖ࿖ࡕ࠺࡞ߣᣣᧄߩ⃻ታߪ㆑߁ߩߢ㧘ᣣᧄࡕ࠺࡞ࠍᗧ⼂ߖߑࠆࠍᓧߥ޿㧘ߣ޿߁ᱜ᡹ᴺߩ╵ࠍ㄰ߐࠇߚ‫ޕ‬ᱶߦ㧘ᣣᧄߩ႐ว㧘ᢎຬ߇⎇ⓥ㊀ⷞߢ㧘ቇ↢ߦࠃࠆቇ⠌߇ਇචಽߣ޿߁㧘ᦨᄢߩ໧㗴ߦᱜ㕙߆ࠄะ߈วࠊࠇߚߩ߇ශ⽎⊛ߢ޽ߞߚ‫ޕ‬ ᳯේ᳁ߩࠦࡔࡦ࠻ߦࠃࠆ࠮࠶࡚ࠪࡦߩᓟߪ㧘ࡈࡠࠕ߆ࠄߩ⾰⇼ࠍ੤߃ߚ⸛⺰ߦ⒖ߞߚ‫ߩߘޕ‬ߔߴߡࠍౣ⃻ߔࠆߎߣߪߒߥ޿‫⥄ޕ‬ಽߩ஍ߞߚⷞὐ߆ࠄ⸥ᙘߦᱷߞߡ޿ࠆ߿ࠅขࠅߛߌߦ⛉ࠆߩߢ㧘⋭⇛ߐࠇߚߏ⊒⸒ߩ޽ࠆߎߣࠍ߅⸵ߒ㗿޿ߚ޿‫ޕ‬ ☨Ỉᓆ⚐᳁㧔ᒰᤨߪᄢቇ⹏ଔቇ૏᝼ਈᯏ᭴‫⃻ޕ‬࿷ߪ᧲ർᄢቇ㧕ߣጊ㊁੗᳁ߣߩ⾰⇼ᔕ╵߆ࠄᶋ߆߮਄߇ߞߚ⺰ὐߪ‫ޟ‬ᵹേᕈ‫ޕࠆ޽ߢޠ‬ᄢቇᢎຬߩᄢቇ㑆⒖േࠍᄢቇ⡯ຬ㍳ߦࠃߞߡਤᔨߦ
ㅊߞߚጊ㊁੗᳁ߩ⎇ⓥߦߟ޿ߡ㧘☨Ỉ᳁ߪ㧘୘ੱᖱႎ଻⼔ߩᵹࠇߩਛߢߘ߁ߒߚ⎇ⓥߩ⛮ᛚ߇ෂᯏߦἄߒߡ޿ࠆߎߣࠍᜰ៰ߐࠇߚ߇㧘ߎߎߢߪߘߩߎߣߦߟ޿ߡߪߎࠇએ਄⸅ࠇߥ޿‫ࠇߘޕ‬ߣߪ೎ߦ㧘☨Ỉ᳁ߪ㧘ㄭᐕ㧘޿ࠊࠁࠆታോኅᢎຬ╬ߩᒻߢᄢቇᄖ߆ࠄߩᵹ౉߇Ⴧᄢߒߡ޿ࠆߎ
ߣࠍ〯߹߃ࠆߣߣ߽ߦ㧘ࡐࠬ࠼ࠢ╬ߢᄢቇᢎຬߩ⡯߇ᓧࠄࠇߕㅴ〝ォ឵ߒߡ޿ߊ⠪ࠍ߽ⷞ㊁ߦ౉ࠇ㧘ᄢቇ㑆⒖േߦߣߤ߹ࠄߕ㧘ࠕࠞ࠺ࡒࠕߣᄖㇱ␠ળߣߩႺ⇇ࠍ⿧߃ࠆ‫ߦޠ࡯ࠖ࠹࡝ࡆࡕޟ‬⌕⋡ߔࠆᔅⷐᕈࠍ␜ໂߐࠇߚ‫ޕ‬ጊ㊁੗᳁ߩߏᔕ╵ߦ┍߃ࠆࠃ߁ߦ㧘ߘࠇߪ㧘‫ޟ‬⍮ߩᵹേᕈ‫޿ߣޠ‬߁ో૕␠ળ߆ࠄߩⷞὐ߇ᔅⷐߣߥࠆ‫ߡߒߘޕ‬㧘ጊ㊁੗᳁߇⸅ࠇࠄࠇߚࠃ߁ߦ㧘ߘࠇߪࠕࠞ࠺ࡒ
࠶ࠢ࡮࠺ࠖࠪࡊ࡝ࡦߩ࿷ࠅᣇߦ߽ᓇ㗀ࠍਈ߃ߕߦߪ߅߆ߥ޿‫ޕ‬ ߎߎߢណࠅ਄ߍࠆ߽߁৻ߟߩ߿ࠅขࠅߪ㧘ศ↰ᢥ᳁㧔ࡔ࠺ࠖࠕᢎ⢒㐿⊒࠮ࡦ࠲࡯㧕ߩ⾰໧ߥ޿ߒ໧㗴ឭ⿠ߦࠃࠆ߽ߩߢ޽ࠆ‫ޕ‬ศ↰᳁ߪ㧘ฦ⃰ߩ࡝࡯࠳࡯ߦኻߒ㧘ߘࠇߙࠇߩ⎇ⓥߩࠠ࡯ࡢ࡯࠼ߦ⸒෸ߒߥ߇ࠄ㧘ⓥᭂ⊛ߥ໧޿߆ߌࠍ⊒ߖࠄࠇߚ‫ߜࠊߥߔޕ‬㧘FD㧘ᵹേᕈ㧘࠻࠶ࡊ࠳࠙ࡦ
ᣇᑼߩ⚻༡㧘޿ߕࠇ߽ߘߩ㊀ⷐᕈߪಽ߆ࠆ߇㧘໧ࠊࠇࠆߴ߈ߪ㧘ߘࠇࠄㄭᐕߩᡷ㕟ߩ⋡ᜰߒߚㅢࠅ㧘ቇ↢ߩᗧ᰼࡮ቇ⠌ᚑᨐ߿⎇ⓥ↢↥ᕈ╬ߩࠕ࠙࠻ࡊ࠶࠻ߪᨐߚߒߡ㜞߹ߞߡ޿ࠆߩ߆㧘ߣ޿߁ὐߢߪߥ޿߆ߣ‫ޕ‬ᳯේ᳁ߩ⾰໧߇೰ㅦ⃿ߥࠄ㧘ศ↰᳁ߩߘࠇߪ޿ࠊ߫ᔟㅦ⃿ߢ޽ࠆ‫ࠇߎޕ‬ߦኻߔࠆ࿁╵߆ࠄᶋ߆߮਄߇ߞߚ⺰ὐߩ৻ߟߪ‫⹏ޟ‬ଔ‫ޕࠆ޽ߢޠ‬ጊ㊁੗᳁ߪ㧘ศ↰᳁ߩ⾰໧߳ߩ࿁╵ߦ߅޿ߡ㧘‫ޟ‬ᵹേᕈ‫↥↢ޟߣޠ‬ᕈ‫ߪޠ‬㑐ଥ߇޽ࠆߣߒߟߟ㧘‫⹏ޟ‬ଔ‫ߊ߹߁ࠍࡓ࠹ࠬࠪޠ‬᭴▽࡮ㆇ↪ߒߥ޿ߣ㧘↢↥ᕈ߇਄߇ࠄߥ޿ߣߒ㧘ౕ૕⊛ߦߪ㧘⹏ଔ⠪߇৻ㇱߩᄢቇߦ஍ࠄߥ޿ࠃ
߁㧘ᄖ࿖ੱࠍ฽߻᏷ᐢ޿ኻ⽎߆ࠄ⋡೑߈ੱ᧚ࠍᜪ޿಴ߒ㧘⹏ଔ⠪ߣߒߡᵴ↪ߒߡ޿ߊߎߣߩ㊀ⷐᕈࠍᜰ៰ߐࠇߚ‫ߚ߹ޕ‬㧘⠀↰᳁ߪ㧘COE ╬ߩ┹੎⊛⾗㊄ߩ⃻ታߩࠗࡦࡄࠢ࠻ߣߒߡ㧘ᄙߊߩᄢቇߦ޽ࠆ⒳ߩᚢ⇛⚻༡ߩㅴዷࠍ߽ߚࠄߒߚߎߣࠍ᜼ߍࠄࠇߚ‫ޕ‬ᣣᧄߩᄢቇߦߪ㧘ᓥ᧪㧘⦟߆ࠇᖡߒ߆ࠇ㧘ᚢ⇛ᕈࠍᜬߞߚ⚻༡߇ਇ࿷ߢ޽ߞߚߣ޿߁⃻ታ⹺⼂ߦၮߠߊ⼏⺰ߢ޽ࠆ߇㧘ߘߎߦᄌൻࠍ߽ߚࠄߒߚߩߪ㧘┹੎⊛⾗㊄ߩࠞࡀߣߒߡߩ㝯ജߣ޿߁ࠃࠅ߽‫⹏ޟ‬ଔ‫ߩߡߒߣޠ‬ജߢ޽ࠆ‫ޕ‬ มળ⠪ߣ޿߁ߩߪ㧘᰼᳞ਇḩߩḳ߹ࠆᓎ࿁ࠅߢ޽ࠆ‫ઁޕ‬⠪ߩ⊒⸒ࠍᢛℂߒߥ߇ࠄ㧘ଦㅴߒ㧘ߘߒߡ႐วߦࠃߞߡߪᛥ೙ߔࠆߎߣ߇มળ⠪ߩᓎഀߢ޽ࠆ‫߽ߡߞ޽߇ߣߎ޿ߚ޿⸒ޕ‬㧘⥄ಽߢ

－ 104 －

⥄ಽߦᜬ⺰ࠍㅀߴࠆࠃ߁ଦߔߎߣߪߢ߈ߥ޿‫⚕ߩߎޕ‬㕙ࠍ߅୫ࠅߒߡ㧘એ਄ߩ⸛⺰ࠍ〯߹߃ߡߩ⥄りߩᕁ⠨ߦߟ޿ߡ㧘ዋߒߛߌㅀߴߐߖߡ޿ߚߛ߈ߚ޿‫ޕ‬‫ޟ‬㜞╬ᢎ⢒⎇ⓥ‫ߪޠ‬㧘‫ޟ‬㜞╬ᢎ⢒‫ߦ߽ߣߣߩ߽ߩߘޠ‬㧘޿߹ᦛ߇ࠅⷺࠍㄫ߃ߡ޿ࠆߩߢߪߥ޿
߆‫ޕ‬21 ਎♿ COE ࡊࡠࠣ࡜ࡓߦ߅޿ߡ໑৻ߩ㜞╬ᢎ⢒㗔ၞߩណᛯࡊࡠࠫࠚࠢ࠻ߣߒߡ㧘ᐢፉᄢቇ㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯ߩផㅴߐࠇߚᧄઙ⎇ⓥ⸘↹ߪ㧘⑳ߏߣ߈߇⺰ߕࠆߦߪᚻߦ૛ࠆᐢ
߇ࠅߣᷓߐࠍᜬߟ߽ߩߢ޽ࠆ‫ߦ߃ࠁ߇ࠆ޽ߢޕ‬㧘޿ࠊ߫ 20 ਎♿ߩ㜞╬ᢎ⢒⎇ⓥߩ✚᜝ࠍ⹜ߺࠆߎߩᣣߩᚑᨐႎ๔ߣ⸛⺰ߪ㧘㜞╬ᢎ⢒⎇ⓥߩᦛ߇ࠅⷺࠍᶋ߈ᓂࠅߦߔࠆߎߣ߽ߢ߈ߚߣ⸒߃
ࠆߩߢߪߥ޿߆‫ޕ‬FD㧘ᄢቇᢎຬߩࠠࡖ࡝ࠕ㧘ᄢቇ⚻༡㧘ߤࠇࠍขߞߡ߽㧘ᄢቇੱߦߣߞߡߪ㊀ᄢ੐ߢ޽ࠆ߇㧘ߘࠇߛߌߢߪ㧘ᄖㇱ␠ળߦߣߞߡߪ✼㆙޿࠻ࡇ࠶ࠢߢ޽ࠅ㧘‫߁߰ޟ‬㨪ࠎ‫ޠ‬
‫޽ޟ‬㧘
ߘ߁‫ޠ‬
‫ߤߌ޿ߥࠄ߆ࠊߊࠃޟ‬㧘ᄢቇ߽ᄢᄌߥࠎߛߨ‫߁޿ߣޠ‬ၞࠍ⿥߃ࠆ෻ᔕࠍᒁ߈಴ߖࠆ⁁ᴫߦ޽ࠆߣߪᕁ߃ߥ޿‫ޕ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩౝㇱ᭴ㅧߦὶὐࠍᒰߡࠆ⎇ⓥߛߌߢߪߥߊ㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߣᐢߊ␠ળࠪࠬ࠹ࡓߩ⋧੕૞↪ߣ㑐ଥᕈߩ᭴ㅧߦὶὐࠍᒰߡࠆ⎇ⓥ߇৻ጀᔅⷐߣߐࠇ
ߡ޿ࠆ‫ޕ‬㜞╬ᢎ⢒⎇ⓥߩ⃻⁁ߪ㧘⍮⼂␠ળߩᤨઍߣ⸒ࠊࠇߥ߇ࠄ㧘ో૕␠ળߦ߅ߌࠆ⥄ࠄߩ૏⟎ขࠅߦߟ޿ߡᖠࠎߢ޿ࠆ߆ߩࠃ߁ߥ㜞╬ᢎ⢒ߩ⃻⁁ߣ㊀ߥࠅว߁‫ޕ‬නಷ⋥౉ߦ↳ߒ਄ߍࠃ߁‫࡞ࡃ࡯ࡠࠣޕ‬ൻߔࠆ⍮⼂␠ળߦ߅޿ߡ㧘ᄢቇߦߪ߆ߟߡߥ޿࠴ࡖࡦ
ࠬ߇⸰ࠇߡ޿ࠆߪߕߥߩߦ㧘ታ㓙ߦߪ㧘ሽ࿷ᗧ⟵ߣሽ⛯⢻ജ߇⹜ߐࠇ㧘ߘߒߡሽ࿷ᒻᘒࠍ໧ࠊ
ࠇߡ޿ࠆᄢቇ㧘ߘࠎߥᄢቇ߇㏜ߦᤋߞߚ⥄ಽ⥄りࠍ⷗ߟ߼ࠆቇ໧ߣ߽⸒߃ࠆ㜞╬ᢎ⢒⎇ⓥߪ㧘߽ߞߣ߽ߞߣઁᵹ⹜ว㧘⇣ಽ㊁ߣߩ੤ᵹ㧘႐วߦࠃߞߡߪⲢวࠍᔅⷐߣߒߡ޿ࠆ‫ޕ‬ᢎ⢒ߦ߅޿ߡߪ㧘ᣢߦᮨ⚝ߐࠇߡ޿ࠆೋ╬ਛ╬ᢎ⢒ߣߩធ⛯߿ㅪ៤ߩߺߥࠄߕ㧘ડᬺౝᢎ⢒⎇ୃ࡮⡯ᬺੱᢎ⢒⸠✵ߣߩᴚ੤ᷤ߱ࠅߩᤚᱜ߽ᔅⷐߢ޽ࠆ‫ޕ‬ᚻ೨๧ཬߥ PR ߣߥࠆ߇㧘ᚲዻߔࠆᾢᧄᄢቇߩ
ᄢቇ㒮␠ળᢥൻ⑼ቇ⎇ⓥ⑼ߦᐔᚑ 18 ᐕᐲߦ⸳⟎ߐࠇߚ‫ޟ‬ᢎ᝼ࠪࠬ࠹ࡓቇኾ᡹‫ߪޠ‬㧘e ࡜࡯࠾ࡦࠣߦࠃࠆ e ࡜࡯࠾ࡦࠣኾ㐷ኅ㙃ᚑߣ޿߁ὶὐൻߒߚಾࠅญ߆ࠄߢߪ޽ࠆ߇㧘ߘ߁ߒߚᣇะᕈࠍ
⋡ᜰߒߚᢎ⢒⎇ⓥߦขࠅ⚵ࠎߢ޿ࠆ‫ߚ߹ޕ‬㧘ዞ⡯ᡰេ߆ࠄࠠࡖ࡝ࠕᡰេ࡮ࠠࡖ࡝ࠕᢎ⢒߳ߩ⊒ዷߣ޿ߞߚᰴరࠍ⿥߃㧘ᱜ⺖ߩᢎ⢒ࡊࡠࠣ࡜ࡓߣߒߡߩቇ჻⺖⒟࡮ୃ჻⺖⒟╬ߣ޿߁ᄢቇᢎ⢒ߩᧄਣߣࠛࡦࡊࡠࠗࠕࡆ࡝࠹ࠖ࡯ߩㅪ㑐ࠍ⷗ߟ߼ࠆᔅⷐ߇޽ࠅ㧘ߘߩߚ߼ߦߪ㧘⚻ᷣ࡮㓹↪ࠪࠬ࠹ࡓߦ㑐ߔࠆ⎇ⓥߣߩ৻ጀߩ⋧੕૞↪߇᳞߼ࠄࠇ㧘ታ〣㕙ߢߪ㧘୘‫ߩޘ‬ᢎຬߩ᝼ᬺᡷༀ߿ FDߦߣߤ߹ࠄߥ޿㧘ᢎ⢒ࡊࡠࠣ࡜ࡓߩ⚵❱⊛⷗⋥ߒ࡮ౣ✬߇ᔅⷐߣߐࠇߡ޿ࠆ‫␠ޕ‬ળੱၮ␆ജ㧘ࠫࠚࡀ࡝࠶ࠢࠬࠠ࡞ߣ޿ߞߚⷐ⺧ߦߟ޿ߡ߽㧘ᓥ᧪ဳߩᄢቇᢎ⢒߳ߩࡊ࡜ࠬࠕ࡞ࡈࠔߣߒߡߩ
ઃട⊛ⷐ⺧ߣฃߌᱛ߼ࠆߩߢߪߥߊ㧘⍮⼂␠ળߦ߅ߌࠆੱ᧚௝ߣᄢቇᢎ⢒ߩ࿷ࠅᣇߣ޿߁✚૕ߣߒߡᝒ߃ࠆߎߣ߇⢄ⷐߢ޽ࠆ‫ޕ‬⸛⺰ߦ߅޿ߡࠠ࡯ࡢ࡯࠼ߩ৻ߟߣߥߞߡ޿ߚ‫ޟ‬ᵹേᕈ‫ߪߡ޿ߟߦޠ‬㧘⍮⼂␠ળߩਥᓎߚࠆ⍮⼂ഭ௛⠪㧔࠽࡟࠶ࠫ࡮ࡢ࡯ࠞ࡯㧕ߣߒߡߩ㜞ᐲኾ㐷⡯ᬺੱ㧔ࡊࡠࡈࠚ࠶࡚ࠪ࠽࡞㧕ߩᵹേᕈߩ
໧㗴ߦⴕ߈⌕ߊ‫ޕ‬ᄢቇᢎຬ࡮⎇ⓥ⠪ߩᵹേᕈ໧㗴⥄૕߇ቇⴚ⊛ߦ߽᡽╷⊛ߦ߽㊀ⷐ⺖㗴ߢߪ޽ࠆ߇㧘ᣣᧄ␠ળߦ߅ߌࠆ⍮⊛⡯ᬺੱో૕ߩᵹേᕈߩ᳿ቯ⊛ਇ⿷ߣߩ㑐ㅪᛮ߈ߦ㧘ߘߩ໧㗴ߛߌࠍ⺰ߓߡ߽㧘㓒㕦ហ∣ߩᗵࠍ఺ࠇߥ޿‫ߡߒߘޕ‬㧘୘ੱߩᗧᕁߦၮߠߊᵹേᕈߩਇ⿷ߣ޿߁ὐߦ

－ 105 －

߅޿ߡ㧘ታߪ㧘ᄢቇએ਄ߦ໧㗴ߥߩߪ㧘ᄢડᬺߢ޽ࠅ㧘ቭᐡߢ޽ࠆ‫⚳ޕ‬り㓹↪ߩ፣უ㧘㓹↪ߩᵹേൻߣ޿ߞߚࡑࠬࡔ࠺ࠖࠕ߿৻ㇱ⺰⠪ࠍㅢߓߡᏋ㑆ߦᵹᏓߒߚ⸒⺑ߦ෻ߒ㧘⃻ታߩ࠺࡯࠲ߪ㧘
1990 ᐕઍએ㒠㧘ᱜⷙ㓹↪ߩᵹേᕈߪ㜞߹ߞߡ޿ߥ޿ߎߣࠍ᣿␜ߒߡ޿ࠆ‫ߩߌ߆⷗ޕ‬ᵹേᕈߪ㧘ర‫ޘ‬ᵹേ⊛ߥ㕖ᱜⷙ㓹↪ߩᄢ᏷᜛ᄢߦࠃࠆ߽ߩߢ޽ࠆ‫ޕ‬ᢥ♽ߦ߅޿ߡ߽ᄢቇ㒮ୃੌ߇▤ℂ⡯࡮ኾ㐷⡯ߩၮ␆⾗ᩰߣߥߞߡ޿ࠆ਎⇇ߩ⿲൓߆ࠄᣣᧄߪขࠅᱷߐࠇߡ߅ࠅ㧘ᄢቇ㒮ߩቇ↢ੱญ߿ୃੌ⠪ߩಣㆄࠍ࿖㓙Ყセߔࠇ߫㧘‫ޟ‬ᣣᧄߪቇᱧ␠ળ‫ᤨߪ⼂⹺߁޿ߣޠ‬ઍ㍲⺋ߩ⯯᭴ߣ⸒ࠊߑࠆࠍ
ᓧߥ޿‫ޕ‬‫ޟ‬ૐቇᱧ␠ળ‫ޠ‬ᣣᧄߩ⢛᥊ߦߪ㧘㓹↪ߩ㕖ᵹേᕈࠁ߃ߦ㧘⚵❱ࠍ⿥߃ߡ᥉ㆉ⊛ߦㅢ↪ߔࠆࠞ࡟ࡦࠪ࡯ߣߒߡߩᒻᑼ⍮࡮᣿␜⍮ߩଔ୯ࠍㆊዊ⹏ଔߒ㧘⚵❱․ᱶ⊛ߥᥧ㤩⍮߿ੱ㑆㑐ଥࠍ
஍㊀ߒ߇ߜߥᣣᧄ⊛㓹↪ࠪࠬ࠹ࡓ߇޽ࠆ‫ߪࠇߎޕ‬㧘⚵❱ࠍ⿥߃ߡㅢ↪ߔࠆੱ᧚ߣߒߡߩ⍮⼂ഭ௛⠪߇ᦨ㊀ⷐ⾗↥ߣߥࠆ㧘ࠣࡠ࡯ࡃ࡞ൻᤨઍߩ⍮⼂␠ળߩ⿲൓ߦ㧘ᣣᧄߩ⚻ᷣ࡮㓹↪ࠪࠬ࠹ࡓ߇ㆡᔕߢ߈ߡ޿ߥ޿ߎߣࠍᗧ๧ߒߡ޿ࠆ‫ߡߞ߇ߚߒޕ‬㧘ᄢቇᢎ⢒࡮ᄢቇ㒮ᢎ⢒߇㧘ቇ໧ࠍၮ⋚ߣߒߚࠛࡦࡊࡠࠗࠕࡆ࡝࠹ࠖ࡯⢒ᚑߦขࠅ⚵߻ߎߣߪ㧘᥉ㆉ⊛ߥ⍮ߦၮߠߊࡊࡠࡈࠚ࠶࡚ࠪ࠽
࡞ߩᵹേᕈࠍ㜞߼ࠆၮ⋚ߠߊࠅߦߟߥ߇ࠅ㧘㜞╬ᢎ⢒ߦߣߞߡ⚻ᷣ࡮␠ળ߿᡽ᴦ࡮ⴕ᡽߆ࠄߩ
቞ࠅߩᗧ๧ว޿ߢߪߥߊ㧘Ⓧᭂ⊛ߥ᡹߼ߩᗧ๧ว޿ࠍᜬߟ߽ߩߢ޽ࠅ㧘ᤨઍߩⷐ⺧ߩᔕ߃ࠆ߽
ߩߢ޽ࠆ‫ޕ‬ᰴߦ㧘߽߁৻ߟߩࠠ࡯ࡢ࡯࠼ߢ޽ߞߚ‫⹏ޟ‬ଔ‫ߡ޿ߟߦޠ‬㧘ᒰᣣ⸅ࠇࠄࠇߥ߆ߞߚⷞὐ߆ࠄ⺰ߓߡߺߚ޿‫ޕ‬‫⹏ޟ‬ଔ‫߁޿ߣޠ‬༡ὑߩ᥉෸ߪ㧘⸒߁߹ߢ߽ߥߊ㧘㜞╬ᢎ⢒ߦ㒢ߞߚ⃻⽎ߢߪߥ޿‫ޕ‬ೋ╬ਛ╬ᢎ⢒ߦ߅޿ߡ߽㧘ቇᩞߩ⥄Ꮖὐᬌ࡮⹏ଔߩദജ⟵ോൻߦ⛯߈㧘ᣂߚߥቇᩞ⹏ଔࠪࠬ࠹
ࡓߩ᭴▽߇᡽╷ߩର਄ߦ਄ߞߡ޿ࠆ‫ߚ߹ޕ‬㧘ડᬺ␠ળߦ߅޿ߡߪ㧘৻⿷వߦ⋡ᮡ▤ℂဳߩᚑᨐਥ⟵ߩᒻߢ⹏ଔ߇⁴ᆭࠍᝄࠆߞߡ޿ࠆ‫ޕ‬਎ߪ᜼ߍߡ‫⹏ޟ‬ଔߩᤨઍ‫ࠍޠ‬ㄫ߃ߡ޿ࠆ‫ޕ‬㜞╬ᢎ⢒ߢ޽ࠇ㧘ઁߩ㗔ၞߢ޽ࠇ㧘㛽ᄥߩ⹏ଔ߿ၮḰߩ᣿⏕ߥ᷹ቯဳߩ⹏ଔߦࠃߞߡน⢻ߣߥࠆࠕࠞ࠙ࡦ
࠲ࡆ࡝࠹ࠖ࡯ߩଔ୯ࠍ⹺߼ࠆᔅⷐ߇޽ࠆ৻ᣇ㧘ࡈࠔࡦ࠳ࡔࡦ࠲࡞ߥㇱಽࠍᦌᤒߦߒߚ߹߹ᾘ㔀ൻߔࠆ৻ᣇߩ⹏ଔߦ޽߹ࠅߦᄙߊࠍᦼᓙߔࠇ߫㧘⹏ଔࠪࠬ࠹ࡓߪ࠽ࡦ࠮ࡦࠬߥࡕࡦࠬ࠲࡯ߣൻ
ߔߩߢߪߥ޿߆ߣߩෂᗋ߽޽ࠆ‫ߪ⁁⃻ޕ‬㧘࠾࡯ࡉߩ‫⹏ޟ‬ଔ࿖ኅ‫ߡ߃⿥ࠍޠ‬㧘‫⹏ޟ‬ଔ␠ળ‫⸒߽ߣޠ‬߁ߴ߈⁁ᴫߦ⥋ߞߡ޿ࠆ‫ޕ‬࿖ኅ⊛ᯏ᭴ߦࠃࠆ⹏ଔࡔࠞ࠾࠭ࡓߩੂ┙ࠍ⿥߃㧘ቭ᳃᜼ߍߡ㧘࿎ߞߚߣ߈ߩ⹏ଔ㗬ߺߩᗵߔࠄ޽ࠆ㧘⹏ଔਁ⢻ߩⓨ᳇߇⬧ᑧߒߡ޿ࠆ߆ࠄߢ޽ࠆ‫ߡߒߘޕ‬㧘ߘߩᄙߊߪ㧘‫⹏ޟ‬ଔ⋡⊛‫⹏ޟߣޠ‬ଔኻ⽎‫ࠍޠ‬චಽ᣿⏕ൻߒߥ޿߹߹㧘ߔߥࠊߜ㧘‫ޟ‬૗ߩߚ߼ߦ‫ޠ‬‫ޟ‬૗ࠍ‫ޠ‬⹏ଔߔࠆߩ߆ߣ޿߁ᩮᧄ໧㗴߇޽߿߰߿ߥ߹߹㧘ዉ౉ߐࠇࠆߎߣ߇ᄙ޿‫⹏ޟߚߒ߁ߎޕ‬ଔ␠ળ‫ޠ‬ൻ߇␠ળߩฦ㗔ၞߦ߅޿ߡ౒ᤨ⊛ߦㅴⴕߒߡ޿ࠆߦ߽߆߆ࠊࠄߕ㧘ᢎ⢒ࠪࠬ࠹ࡓߦ߅ߌࠆ⹏ଔ
⎇ⓥߣ㓹↪ࠪࠬ࠹ࡓߦ߅ߌࠆ⹏ଔ⎇ⓥߩᴚ੤ᷤ߱ࠅ㧘ߐࠄߦߪ㧘ᢎ⢒ࠪࠬ࠹ࡓౝㇱߦ߅޿ߡ߽㧘㜞╬ᢎ⢒ߦ߅ߌࠆ⹏ଔ⎇ⓥߣೋ╬ਛ╬ᢎ⢒ߦ߅ߌࠆ⹏ଔ⎇ⓥߩᴚ੤ᷤ߱ࠅߦߪ㧘㛳߆ߐࠇࠆ߽
ߩ߇޽ࠆ‫ޕ‬ ᳞߼ࠄࠇ߽ߒߥ޿ߩߦ㧘มળ⠪ߣߒߡߩࠦࡔࡦ࠻ࠍ⿥߃㧘‫ޟ‬21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ߣޠ‬ߪߤߩࠃ߁ߥࠪࠬ࠹ࡓߥߩ߆㧘ߣ޿߁ᳯේ᳁ߩ໧ߦኻߔࠆ⑳ߥࠅߩ╵ࠍᮨ⚝ߔࠆߎߣߦ㧘⧯ᐓߩ⚕㕙ࠍ⾌߿ߒߡߒ߹ߞߚ‫ޕ‬21 ਎♿ߩ‫ޟ‬㜞╬ᢎ⢒⎇ⓥ‫ߩޠ‬࿷ࠅᣇࠍ⺰ߕࠆߎߣࠍㅢߓ㧘‫ޟ‬㜞╬－ 106 －

ᢎ⢒ࠪࠬ࠹ࡓ‫ߩޠ‬࿷ࠅᣇࠍ߽⺰ߓߚߟ߽ࠅߢ޽ࠆ‫ޕ‬ᒰᣣߩ⸛⺰ߩᢛℂߣ޿߁ᓎഀࠍൎᚻߦ⿥߃ߡߒ߹ߞߚߎߩዊ⺰ߦߏ㑐ᔃࠍ߅ᜬߜ޿ߚߛߌࠆ
ᣇ߇޿ࠄߞߒ߾ࠇ߫㧘ߏෳ⠨߹ߢߦ⹦⚦ߦ⺰ߓߚ᜕Ⓜ‫ޟ‬⍮⼂␠ળߦኻᔕߒߚᄢቇ࡮ᄢቇ㒮ᢎ⢒ࡊࡠࠣ࡜ࡓߩ㐿⊒㧙ቇⴚ⍮࡮ታ〣⍮Ⲣวߦࠃࠆࠛࡦࡊࡠࠗࠕࡆ࡝࠹ࠖ࡯⢒ᚑߩน⢻ᕈ㧙‫ޠ‬㧔ᾢᧄᄢቇᄢቇᢎ⢒ᯏ⢻㐿⊒✚ว⎇ⓥ࠮ࡦ࠲࡯‫ޡ‬ᄢቇᢎ⢒ᐕႎ‫ ╙ޢ‬10 ภ㧔2007 ᐕ 3 ᦬㧕ᚲ෼㧕ࠍ߅ㅍࠅߔࠆߩߢ㧘ਅ⸥ࡔ࡯࡞ࠕ࠼࡟ࠬ߹ߢߏㅪ⛊޿ߚߛ߈ߚ޿‫ޕ‬E-mail: f-ohmori@ge.kumamoto-u.ac.jp－ 107 －

ో૕ߩ߹ߣ߼
㧙21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣ⾰⊛଻⸽㧙᦭ᧄ ┨㧝㧚ਛ㑆ࡅࠕ࡝ࡦࠣᓟߩࡊࡠࠣ࡜ࡓߩ⷗⋥ߒᧄࡊࡠࠣ࡜ࡓߪ㧘ਛ㑆ࡅࠕ࡝ࡦࠣߦࠃߞߡክᩏᆔຬળ߆ࠄᜰ៰ߐࠇߚ⺰ὐࠍ⠨ᘦߒߡ㧘ౝኈ⊛ߥ⷗⋥ߒࠍⴕߞߚ‫ߩߘޕ‬ᄢᨒߪ‫⃻ޟ‬࿷㧘⍮⼂ၮ⋚␠ળ㧘ࠣࡠ࡯ࡃ࡞ൻ㧘Ꮢ႐ൻߥߤߩ␠ળᄌ
ൻߦኻᔕߒ㧘޽ࠆ޿ߪ⍮ߩౣ᭴▽ߦኻᔕߒߡ㧘21 ਎♿ဳߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ᭴▽ߣߘߩ⾰⊛଻⸽߇᳞߼ࠄࠇߡ޿ࠆ‫ߩࡓ࠹ࠬࠪߚߒ߁ߘޕ‬᭴ㅧᡷ㕟ࠍታ⃻ߔࠆߚ߼ߦߪ㧘ᢎ⢒㧘⎇ⓥ㧘⚵❱㧘⍮ߩౣ᭴▽㧘ࠫࠚࡦ࠳࡯╬ߩ໧㗴߿ߘࠇࠄߩ㑐ଥߔࠆ໧㗴ߦኻߔࠆ૕♽⊛ߥ⎇ⓥ߇ᔅⷐߢ޽
ࠆ‫ޕ‬‫ޕߚߞ޽ߢߩ߽߁޿ߣޠ‬ᡷ㕟ߩᣇะߪ㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓࠍ 21 ਎♿ဳ߳ᡷ㕟ߔࠆߎߣߢ޽
ࠅ㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ⾰⊛଻⸽ࠍⴕ߁ߎߣߢ޽ࠆ‫ߡߒߊ߆ޕ‬㧘ฦ⃰ߩ᜚ὐᒻᚑ⸘↹ߪ㧘᭎⇛ᰴߩࠃ߁ߩ߽ߩߦߥߞߚ‫ޕ‬ᢎ⢒⃰㧦࿖㓙Ყセߩⷰὐ߆ࠄ㧘ᢎ⡯ຬߩ⾗⾰㐿⊒㧔FD㧘SD㧕㧘⾰⊛଻⸽㧘ቇ↢⺞ᩏ㧘ࠕࠞ࠺ࡒ࠶ࠢ㨯ࡊࡠࡈࠚ࠶࡚ࠪࡦߩ࿖㓙⺞ᩏ╬‫ޕ‬⎇ⓥࠪࠬ࠹ࡓ⃰㧦ᄢቇᢎ᝼Ꮢ႐߿ᵹേᕈߦ㑐ߔࠆ⎇ⓥ࡮ੱ੐⎇ⓥ㧘21 ਎♿ߦ߅ߌࠆ⎇ⓥ⚵❱ߩ࿷ࠅᣇߩ⎇ⓥ㧘⎇ⓥߩ⾰⊛ะ਄ߣ⹏ଔߦ㑐ߔࠆ⎇ⓥ㧘ᄢቇ㒮㧘⎇ⓥᄢቇߩ⎇ⓥ╬‫ޕ‬⚵❱✬ᚑ⃰㧦᰷☨ᣣ⽕ᢙࠞ࿖ࠍኻ⽎ߣߒߚ࿖㓙Ყセࠍⴕ޿㧘ᄢቇౝㇱ⚵❱ߩ࿷ࠅᣇ㧘▤ℂㆇ༡ߦ㑐ߔࠆ⎇ⓥ㧘⽷Ḯ࡮⽷ോ੍▚ߩ㈩ಽߦ㑐ߔࠆ⎇ⓥ╬‫ޕ‬ߎࠇࠄߩᵴേᣇ㊎ࠍ〯߹߃ߡ㧘ߐࠄߦ 2 ᐕ㑆ߩᵴേࠍዷ㐿ߒ㧘ᦨ⚳Ბ㓏ࠍㄫ߃ߚ‫⎇ޕ‬ⓥຬ㓸ળߩႎ๔ߪ㧘ฦ⃰ߩᵴേࠍ✂⟜ߒߡ޿ࠆߩߢߪߥߊ㧘ਛᩭߦߥࠆᵴേࠍᛲἉߒߚ‫ޕ‬໧㗴ߩᚲ࿷ߣߒߡߪ㧘21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߣଥࠊߞߡ㧘‫ޟ‬21 ਎♿ဳ‫ߪߣޠ‬૗߆㧘‫ޟ‬㜞╬ᢎ⢒ࠪࠬ࠹ࡓ‫ߪߣޠ‬૗߆㧘‫ޟ‬᭴▽‫ߪߣޠ‬૗߆߇⋥ធ㑆ធ⊛ߦ໧ࠊࠇߚߎߣߪ⸒߁߹ߢ߽ߥ޿‫⾰ߦࠄߐޕ‬⊛଻⸽ߦ㑐ߒߡߪ㧘‫ߪߣޠ⾰ޟ‬૗߆㧘‫ߪߣޠ⸽଻ޟ‬૗߆߇㧘ߎࠇ߽߹ߚ⋥ធ㑆ធ⊛ߦ໧ࠊࠇߚ‫ޕ‬㧞㧚ฦ⃰ߩႎ๔߆ࠄዉ಴ߐࠇࠆ⚿⺰౒ㅢߩ໧㗴ߪ✚⺰⊛ߦ㧘ᄢቇ࡮㜞╬ᢎ⢒ߩォ឵ᦼߦ⋥㕙ߒߡ޿ࠆ⃻࿷㧘৻ߟߦߪ㧘ᄖ⊛࿶ജ̆␠ળ⊛᧦ઙߩᄌൻ߇૞↪ߒߡ޿ࠆߎߣࠍ໧㗴ߦߒߡ޿ࠆߎߣߢ޽ࠆ‫ౕޕ‬૕⊛ߦߪ㧘⍮⼂␠ળൻ㧛ࠣࡠ࡯ࡃ࡞ൻ㧛Ꮢ႐ൻ㧛⚻ᷣਇᴫ㧛ᄢⴐൻ࡮ᄙ᭽ൻ㧛18 ᱦੱญㅛᷫ㧛↢ᶦቇ⠌ൻߥߤߩᄌ

－ 109 －

ൻ߇㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩⅣႺᄌൻࠍᒻᚑߒ㧘᭴ㅧ⊛ߥォ឵ࠍㄼߞߡ޿ࠆߣߺߥߒߡ޿ࠆ‫ઁޕ‬ᣇ㧘ౝ⊛࿶ജ̆⍮ߩౣ᭴▽ߩᄌൻ߇㧘଀߃߫ቇ໧ߩ⊒ዷ㧘ቇ໧⚵❱ߩౣ✬ᚑ㧘ࠬࠞ࡜࡯ࠪ࠶ࡊౣ⠨㧘ߣ޿ߞߚ໧㗴ࠍሺߺߥ߇ࠄ㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᡷ㕟ࠍㄼߞߡ޿ࠆߎߣࠍ㗼࿷⊛ߦ޽ࠆ޿ߪẜ࿷⊛ߦ᣿ࠄ߆ߦߔࠆᗧ࿑߇⷗ࠄࠇࠆߣ⸒߃ࠆߛࠈ߁‫ޕ‬ ․ߦ㧘ᢎ⢒㧘FD㧘⎇ⓥ㧘⚵❱╬ߪ㧘⍮⼂ߩᓎഀߣ⾰⊛଻⸽ߦࠃߞߡⷙቯߐࠇࠆߎߣߦࠃߞߡ
⃻⁁ߩ໧㗴ὐ߿⺖㗴ࠍᏫ⚿ߒߡ޿ࠆ੐ታ߇޽ࠅ㧘ߘߩ⸻ᢿߣಣᣇߦࠃߞߡ㧘21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ⾰⊛଻⸽ࠍ᭴ᗐߒߡ޿ࠆߎߣ߇ℂ⸃ߢ߈ࠆߪߕߢ޽ࠆ㧔࿑ 1 ෳᾖ㧕‫ޕ‬࿑  ਥ㗴ߦ㑐ߔࠆฦ⃰ႎ๔ߩⷞᐳ
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ߘߩౝኈߩ⹦⚦ߪ㧘਄⸥ߩࠃ߁ߦ㧘ฦ⃰ߩႎ๔ߢಽᨆߐࠇߡ޿ࠆߩߢ㧘㊀ⶄࠍㆱߌߡഀᗲߒ
ߚ޿‫ߪߢߎߎޕ‬㧘ߘߩࠃ߁ߥႎ๔ߦࠃߞߡฦ⃰߇㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ⃻⁁ߩ໧㗴߿⺖㗴ࠍ᣿ࠄ߆ߦߒߚὐࠍ〯ⷅߒߡ㧘21 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ᭴▽ߣ⾰⊛଻⸽ߣ޿߁ࡊࡠࠣ࡜ࡓో૕ߩ
ᗧ࿑ߣ⎇ⓥߣߩ᠁ࠅวࠊߖߦࠃߞߡ⚿⺰ࠍዉ಴ߔࠆߎߣࠍᗧ࿑ߒߚ޿‫ޕ‬ฦ⃰ߩႎ๔ࠍ〯߹߃ࠆߣ㧘⃻࿷ߩ໧㗴ὐ߿⺖㗴ߣߒߡߪ㧘ᰴߩὐ߇ᜰ៰ߢ߈ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬Ԙ␠ળᄌൻߣ⍮ߩౣ᭴▽㧘ԙᢿ⛯⊛᭴ㅧᡷ㕟ߣᜬ⛯⊛᭴ㅧᡷ㕟㧘Ԛ⎇ⓥ㨯ᢎ⢒㨯ቇ⠌ߩಽ㔌ߣ⛔
ว㧘ԛᵹേᕈ࡮↢↥ᕈ࡮⹏ଔߩ㑐ଥ㧘Ԝᚢᓟᣣᧄဳ⚵❱ߣᣂᣣᧄဳ⚵❱㧘ԝቇ໧౒ห૕ߣቇ໧
ડᬺ૕‫ޕ‬

㧟㧚 ਎♿ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩ᭴▽ߣ⾰⊛଻⸽ߩᣇะᕈ
࿑㧞ߦ␜ߒߚࠃ߁ߦ㧘⃻࿷ᣣᧄߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߪ A ဳߢ޽ࠆ‫ޕ‬ฦ⃰ߩႎ๔߇᣿␜ߒߡ޿
ࠆࠃ߁ߦ㧘ߘࠇߪࡕ࡯࠼ 1 ߩ⍮⼂ဳ㧘⎇ⓥᔒะ㧘⚵❱ߩ㐽㎮ᕈ࡮㕖ᵹേᕈ㧘ᚢᓟᣣᧄဳ⚵❱㧘
ߥߤࠍ․ᓽߣߒߡᚑ┙ߒߡ޿ࠆߎߣ߇ಽ߆ࠆ‫ޕ‬Ꮢ႐ൻ㧘ࠣࡠ࡯ࡃ࡞ൻ߇૞↪ߒ㧘↥ᬺ␠ળψᖱႎ␠ળψ⍮⼂ၮ⋚␠ળߩ␠ળᄌൻ߇ㅴⴕߒߡ޿ࠆ⃻࿷㧘A ဳߪฎ޿᭴ㅧߣߒߡᡷ㕟ࠍߖ߹ࠄࠇ
ߡ޿ࠆ‫ޕ‬ᡷ㕟ߩᣇะߪ㧘ᒰ㕙ߪ B ဳߢ޽ࠆߣᗐቯߐࠇࠆ‫ߪࠇߘޕ‬㧘ࡕ࡯࠼ 2㧘ᢎ⢒࡮ቇ⠌ᔒะ㧘㐿᡼࡮ᵹേᕈ㧘B ဳ⚵❱ߥߤࠍ․ᓽߣߒߡ޿ࠆ᭴ㅧߢ޽ࠆ‫ߪဳߩߎޕ‬਎⇇⊛ߦߺࠇ߫ࠕࡔ࡝ࠞ
߇⹥ᒰߔࠆ‫ޕ‬－ 110 －࿑  ਎♿㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߩᣇะᕈ
䋲䋱਎♿ဳ䉲䉴䊁䊛᭴▽䈱
ᣇะᕈ

⍮⼂
ᢎ⢒
⎇ⓥ
⚵❱

䊝䊷䊄䋱

Ꮢ႐ൻ
䉫䊨䊷䊋䊦ൻ

A

䊝䊷䊄䋲

⎇ⓥᔒะ

㐽㎮䊶㕖ᵹേᕈ
ᚢᓟᣣᧄဳ⚵❱⛔೙ဳBᢎ⢒䊶ቇ⠌ᔒะ
㐿᡼䊶ᵹേᕈ

Bဳ⚵❱

乏
乍
਎
♿
ဳ
䷶
䷸
丅
丟
乏
乎

C

⥄↱ဳ
䇸╙䋳䈱㆏䇹ဳ䊝䊂䊦䋨⛔೙㬍⥄↱䋩

E

D ਎
♿
ဳ
䷶
䷸
丅
丟

↥
ᬺ
␠
ળ
ᖱ
ႎ
␠
ળ
⍮
⼂
ၮ
⋚
␠
ળ

ታ㓙㧘ᣣᧄߩᚢᓟ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩᡷ㕟ߪ㧘ࠕࡔ࡝ࠞဳߩㅊ᳞ߢ޽ࠅ㧘ᚢᓟߦ⌕ᚻߐࠇߚ╙৻ᰴࠕࡔ࡝ࠞൻ߇ᄬᢌߦ߅ࠊࠅ㧘⃻࿷ߪ 1990 ᐕઍߦ⌕ᚻߐࠇߚ╙ੑᰴࠕࡔ࡝ࠞൻ߇㍈ᗧㅊ᳞ߐࠇߡ޿ࠆߣߺߥߒߡࠃ߆ࠈ߁‫ޕ‬Ꮢ႐ൻ㧘ࠣࡠ࡯ࡃ࡞ൻߩᦨవ┵ࠍⴕߊࠕࡔ࡝ࠞဳߪ㧘਎⇇߳ߩᓇ㗀ജ߇ᒝߊ㧘A ဳߩ᭴ㅧࠍߣߤ߼ߡ޿ࠆ࡛࡯ࡠ࠶ࡄࠍߪߓ߼ᄙߊߩ࿖‫ߩߟ৻ߡߞߣߦޘ‬᦭ജߥࡕ࠺࡞ߣߒߡਥዉᕈࠍ⊒ើߒߡ޿ࠆߣ⸒ߞߡㆊ⸒ߢߪ޽ࠆ߹޿‫ޕ‬ߒ߆ߒ㧘ߎߩဳߪ㧘਎⇇ߩ㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩਛߢߪ㧘Ꮢ႐ൻࠍ޿ߜᣧߊ㆐ᚑߒ㧘┹੎߿ᄙ᭽ൻߩේℂࠍࠪࠬ࠹ࡓߦೞශߒߡ޿ࠆὐߢ․⇣ߥࠪࠬ࠹ࡓߢ޽ࠆ‫ߦߣߎߩߎޕ‬ᚒ‫ߪޘ‬ᵈᗧࠍᛄࠊߥߌࠇ߫ߥࠄߥ޿‫ޕ‬㔛ⷐߣଏ⛎ߩ⚻ᷣߩ⺰ℂ߇ᢎ⢒ߩ਎⇇߳ᶐㅘߔࠆᏒ႐ൻߪ㧘ᩣᑼળ␠ߩ
ᄢቇ⸳⟎ߦ߁߆߇߃ࠆࠃ߁ߦ㧘౏౒ᕈࠃࠅ߽༡೑ᕈ߇ᒝ⺞ߐࠇ߆ߨߥ޿‫ޕ‬Ꮢ႐ൻߩⴕ߈⌕ߊవߩᭂ⺰ߪ㧘⚵❱⃰ߢ⹦⚦ߦᬌ⸛ߒߚᅤߊ㧘ࠕࠞ࠺ࡒ࠶ࠢ࡮ࠠࡖࡇ࠲࡝࠭ࡓ㧔ᄢቇ⾗ᧄਥ⟵㧕ߦઍ⴫ߐࠇࠆ߽ߩߢ޽ࠅ㧘㔛ⷐߣଏ⛎ߩࡔࠞ࠾࠭ࡓߣ┹੎ਥ⟵ࠍᔀᐩ⊛ߦᭂ㒢߹ߢㅊ᳞ߔࠆὐߢ
ኈ⿔߇ߥ޿‫ޕ‬วℂൻ㧘ല₸㧘೑Ảࠍㅊ᳞ߔࠆ⺰ℂࠍౝ൮ߒߡ޿ࠆ‫⚿ߩߘޕ‬ᨐ㧘ᜬߡࠆ⠪ߣᜬߚߑࠆ⠪ࠍᭂ┵ߦ㗼⃻ߔࠆࡔࠞ࠾࠭ࡓࠍ௛߆ߖࠆߩߢ㧘㜞╬ᢎ⢒ߩ਎⇇ߦ߽ᅢ߻ߣᅢ߹ߑࠆߣߦ
߆߆ࠊࠄߕ‫ޟ‬ᩰᏅ␠ળ‫ࠍޠ‬ផߒㅴ߼ߑࠆࠍᓧߥ޿‫ޕ‬࡛࡯ࡠ࠶ࡄဳߩᣥ᧪߆ࠄ࿖ኅ⛔೙ࠍᒝߊฃߌࠆࠪࠬ࠹ࡓߪ⃻࿷㧘Ꮢ႐ൻ㧘ࠣࡠ࡯ࡃ࡞ൻ㧘⍮⼂␠ળൻߩേะߩਛߢ᭴ㅧ⊛ߥᡷ㕟ࠍㄼࠄࠇߡ޿ࠆએ਄㧘ࠕࡔ࡝ࠞဳߩ⥄↱߿┹੎ࠍၮ⋚ߦߒߚࠪࠬ࠹ࡓߩᣇะ߇ᮨ⚝ߐࠇࠆߩߪ㧘⺑᣿߇ኈᤃߢ޽ࠅ㧘޽ࠆ⒳ߩ⺑ᓧജࠍ᦭ߔࠆ‫ߥߒ߆ߒޕ‬߇ࠄ㧘ฦ⃰ߩታ⸽⊛⎇ⓥߩᚑᨐࠍ〯߹߃ࠆߣ㧘ᔅߕߒ߽ᚻ᡼ߒߡ⾥ᚑߢ߈ߥ޿ߩߢߪߥ޿߆‫ޕ‬ߘࠇߤߎࠈ߆㧘ᢎ⢒ߩ਎⇇߇Ꮢ႐ේℂߦᡰ㈩ߐࠇࠆߣ㧘߆ߥࠅߩෂ㒾ᕈࠍ઻߁ߣ੍ᗐߐࠇࠆߦ
⋧㆑ߥ޿‫ߡߞ߇ߚߒޕ‬㧘⾫᣿ߥᣇะߪᣣᧄ⁛⥄ߩࠕࠗ࠺ࡦ࠹ࠖ࠹ࠖࠍ᭴▽ߔࠆ‫╙ޟ‬ਃߩ㆏‫ဳޠ‬ߢ޽ࠆߣ⠨߃ࠄࠇࠆߩߢߪ޽ࠆ߹޿߆‫ޕ‬࿑ߢ⷗ࠇ߫㧘⛔೙ဳߩᑧ㐳ߦ૏⟎ߠߊ C ဳߢ߽ߥߊ㧘ߐࠅߣߡ⛔೙ࠍᛄ᜞ߔࠆ⥄↱ဳߩ D ဳߢ߽ߥߊ㧘⛔೙ߣ⥄↱ߩ⺞ᢛࠍਇᢿߦⴕ߁ E ဳ߇ᦸ߹ߒ
޿ߣ⸒߃ࠆߛࠈ߁‫ޕ‬－ 111 －

ߒߚ߇ߞߡ㧘⺞ᢛߩ࿷ࠅᣇ߇૗ࠃࠅ߽㊀ⷐߢ޽ࠆ‫ޕ‬ᢎ⢒⃰ߩႎ๔ߢᜰ៰ߐࠇߚࠃ߁ߦ㧘㜞╬ᢎ⢒ࠪࠬ࠹ࡓߩਛᨔߦߪ⍮⼂ߩ༡ߺࠍၮ⋚ߦߒߚᢎ⢒⎇ⓥߩቇ੐㧔academic work㧕߇භ߼ߡ޿ࠆએ਄㧘ᄢቇᢎ᝼⡯㧔academic profession㧕ߩࡊࡠࡈࠚ࠶࡚ࠪࡦᕈ߇㊀ⷐߢ޽ࠆߒ㧘ߘࠇࠍ⛽ᜬߔࠆߦߪ㧘ኾ㐷⡯⊛ߥ⺞ᢛ㧔professional coordination㧕߇ਇนᰳߢ޽ࠆ‫ޕ‬ቭ௥⊛⺞ᢛ㧘᡽ᴦ⊛⺞ᢛ㧘Ꮢ႐⊛⺞ᢛ߇൓ജࠍჇߔਛߢ㧘ߣࠅࠊߌᏒ႐⊛⺞ᢛ߇ᒝൻߐࠇࠆਛߢ㧘ᒙ૕ൻߒߟ
ߟ޽ࠆኾ㐷⡯⊛⺞ᢛ߇ታ㓙ߦ޿߆ߥࠆዷ㐿ࠍ␜ߔ߆ߪ㧘੹ᓟߩࠪࠬ࠹ࡓ߇ᨐߚߒߡ⛔೙ဳ㧔ቭ௥೙⊛㧘᡽ᴦ⊛⺞ᢛ߇ᒝ޿ဳ㧕ߢ߽㧘⥄↱ဳ㧔Ꮢ႐ේℂ߇ᒝ޿ဳ㧕ߢ߽ߥߊ㧘⛔೙ဳߣ⥄↱ဳߩࡃ࡜ࡦࠬߩߣࠇߚ⺞ᢛ߇චಽߦน⢻ߦߥࠆ߆ุ߆ߩ㊀ⷐߥ㎛ࠍីߞߡ޿ࠆߩߢ޽ࠆ‫ޕ‬21 ਎♿
ဳ㜞╬ᢎ⢒ࠪࠬ࠹ࡓ᭴▽ߦߪ᳿ߒߡᣢᚑߩࡕ࠺࡞߿ࡑ࠾ࡘࠕ࡞߇↪ᗧߐࠇߡ޿ࠆߩߢߪߥߊ㧘␠ળᄌൻߣ⍮ߩౣ᭴▽ߩ࿶ജߩਛߢࠪࠬ࠹ࡓ㧘ᯏ㑐㧘⚵❱㧘㓸࿅ߦࠃߞߡ⹜ⴕ㍲⺋⊛߆ߟᒻᚑ⊛ߦ᭴▽ߐࠇࠆ⃻ታ⊛ߥ༡ὑߢ޽ࠆߎߣ߇ಽ߆ࠆ‫߽⸽଻⊛⾰ߩࡓ࠹ࠬࠪޕ‬ห᭽ߩജቇߦࠃߞߡ
ታ⃻ߔࠆߣߺߥߐࠇࠆ‫ޕ‬－ 112 －

－ 113 －╙㪊㪋࿁䇭⎇ⓥຬ㓸ળෳട⠪ฬ★䋨ᢘ⒓⇛䋬ᚲዻ䈲㓸ળᒰᤨ䈱䉅䈱䋩㧔ၮ⺞⻠Ṷ⻠Ꮷ㧕
Richard Lewis
㧔INQAAHE㧕ᄤ㊁‫ޓ‬㇚ᄦ

㧔᧲੩ᄢቇฬ⹷ᢎ᝼㧕㧔ႎ๔⠪࡮มળ࡮ࠦࡔࡦ࠹࡯࠲࡯㧕ᳯේ‫ޓ‬ᱞ৻

㧔┙๮㙚ᄢቇ㧕ศ↰‫ޓ‬ᢥ

㧔ࡔ࠺ࠖࠕᢎ⢒㐿⊒࠮ࡦ࠲࡯㧕ᄢ᫪‫ޓ‬ਇੑ㓶㧔ᾢᧄᄢቇ㧕

☨Ỉ‫ޓ‬ᓆ⚐㧔ᄢቇ⹏ଔ࡮ቇ૏᝼ਈᯏ᭴㧕ᚑቯ‫⮍ޓ‬

㧔ᐢፉᄢቇ㧕㧔ෳട⠪㧕⿒⍹Ỉ‫ޓ‬ᢅ๺㧔ഃଔᄢቇ㧕

㒙ᦥᴧ‫ޓ‬᣿⵨㧔ฬฎደᄢቇ㧕‫ޓ‬੗ญ‫ޓ‬ᤐ๺

㧔⥄ὼ⑼ቇ⎇ⓥᯏ᭴㧕ᳯဈ‫ޓ‬ቬᤐ

㧔ᐢፉᄢቇ㧕

ᄢ૒ฎ‫♿ޓ‬㓶㧔⢒⧷⍴ᦼᄢቇ㧕ᄢႦ‫⼾ޓ‬

㧔ᐢፉᄢቇ㧕

ᅏᎹ‫⟵ޓ‬ዏ㧔੩ㇺᄖ࿖⺆ᄢቇ㧕ടỈ‫ޓ‬ᕡ㓶㧔ᐢፉᎿᬺᄢቇ㧕㊄ሶ‫ޓ‬ീ

㧔੩ㇺᄢቇ㧕

ᧁᧄ‫ޓ‬ዏ⟤㧔⋵┙ᐢፉᄢቇ㧕⪾ၔ‫ޓ‬ᶈ৻

㧔㚅Ꮉᄢቇ㧕ဈ⹣‫⾆ޓ‬ม

㧔ቇᩞᴺੱ⦼ቇ࿦㧕ፉౝ‫ޓ‬ഞశ

㧔㜞⍮Ꮏᬺ㜞╬ኾ㐷ቇᩞ㧕᧖ᧄ‫ޓ‬๺ᒄ

㧔㣮ఽፉᄢቇ㧕㋈ᧁ‫ޓ‬ቁ⥋㧔ᐢፉᄢቇ㧕

ṚᎹ‫ޓ‬ḩሶ㧔ഃଔᄢቇ㧕

┻ౝ‫ືޓ‬ᒄ㧔ᐢፉᄢቇ㧕

࠹ࠖࡕ࡮ࠕ࡟ࡃ࡜ 㧔࿖┙ᄢቇ⽷ോ࡮⚻༡࠮ࡦ࠲࡯㧕⷏ᧄ‫⵨ޓ‬ノ㧔℄⃿ᄢቇ㧕

㊁࿾‫ޓ‬⍮ሶ㧔ᐢፉᄢቇ㧕

⇌‫ޓ‬ඳⴕ

㧔ㄭ⇰ᄢቇ㧕

᦯ㇱ‫ޓ‬ᙗఽ

㧔ᄢ㒋ᢎ⢒ᄢቇ㧕ਭ㊁‫ޓ‬ศశ

㧔ᣣᧄ࡚ࠪ࠻࡯ࠞ⎇ⓥળ㧕ᐔ↰‫ޓ‬㆏ᙗ

㧔ᐢፉᄢቇ㧕

⑔⇐‫᧲ޓ‬࿯㧔৻ᯅᄢቇ㧕

⮮੗‫ޓ‬ብ

㧔ᐢፉᄢቇ㧕

⮮Ꮉ‫ޓ‬㗅ሶ㧔ഃଔᄢቇ㧕

⮮᧛‫ޓ‬ᱜม

㧔ᣂẟᄢቇ㧕

ᤊ಴‫ޓ‬㓉ᤘ㧔ᐢፉᄢቇ㧕

ၳ↰‫ޓ‬ᵏม㧔ᐢፉᄢቇ㧕

᧻ᶆ‫ޓ‬ᱜඳ

㧔ᐢፉᅚቇ㒮ᄢቇ㧕᧻❥‫ޓ‬ኼ๺

㧔ᄢ㒋ᄢቇ㧕

ਣጊ‫ޓ‬ᢥ⵨

㧔࿖┙ᄢቇ⽷ോ࡮⚻༡࠮ࡦ࠲࡯㧕᳓↰‫ޓ‬ஜテ㧔࿖┙ᄢቇ⽷ോ࡮⚻༡࠮ࡦ࠲࡯㧕ਃᚭ‫ޓ‬㉿⟤

㧔ᐢፉᄢቇ㧕

ች⣁‫ޓ‬స਽

㧔ᐢፉᄢቇ㧕

⨃㉿‫⚔৻ޓ‬㧔ᐢፉᎿᬺᄢቇ㧕౎᧖‫ޓ‬๺ሶ

㧔ᐢፉᄢቇ㧕

቟㊁‫⥰ޓ‬ሶ㧔ഃଔᄢቇ㧕

቟ේ‫⟵ޓ‬ੳ㧔ᐢፉᄢቇ㧕

⍫㊁‫ޓ‬ᱜ᥍

㧔᧲੩ᄢቇ㧕

ጊፒ‫ޓ‬ඳᢅ

㧔ᐢፉᄢቇ㧕

ᮮ↰‫ޓ‬೑ਭ
ศ↰‫ޓ‬๺ᶈ

㧔ਛᄩᄢቇ㧕
㧔ᐢፉᄢቇ㧕

ศጟ‫ޓ‬ᤐᄹ
ᷰㄝ䇭ᶈ৻㧔ᐢፉᄢቇ㧕
㧔Ყᴦጊᄢቇ㧕

Oyunbileg Oirov

㧔ᐢፉᄢቇ㧕

SK. Asad Ullah㧔ᐢፉᄢቇ㧕

Plotnikov Anotoly 㧔ᐢፉᄢቇ㧕－ 114 －

㧔ᐢፉᄢቇ㐳㧕—↰‫ޓ‬ᵏਃ㧔㜞╬ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯㧕᦭ᧄ‫┨ޓ‬ർ၂‫ޓ‬㇚㓶⠀↰‫⾆ޓ‬ผጊ㊁੗‫ޓ‬ᢕᓼᄢ⤝‫ޓޓ‬มጊᧄ‫৻⋿ޓ‬㤛‫⑔ޓޓ‬ᶢዊᣇ‫⋥ޓ‬ᐘᄢ႐‫ޓޓ‬ᷕ᧛Ỉ‫ޓ‬᣽ፏ

ᮮጊ‫ޓ‬ᕺሶ

↰ਛ‫ޓ‬ᱜᒄ

ࠠ࡯ࠬ࡮ࡕ࡯ࠟࡦ

ࠢ࡟ࠗࠣ࡮ࡑࠠ࠾ࠬ

－ 115 －

郵 便 は が きお手数ですが切手をお貼り７ ３ ９ ８ ５ １２ください。

東広島市鏡山一丁目二番二号

広島大学
高等教育研究開発センター 行

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21世紀型高等教育システム構築と質的保証― 第34回（2006年度）研究員集会の記録 ―（高等教育研究叢書93）
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REVIEWS IN HIGHER EDUCATION
No.93 (July 2007)

Construction and Quality Assurance of
21st Century Higher Education System
Proceedings of the 34th R.I.H.E. Annual Study Meeting(Nov.24-25, 2006)

RESEARCH INSTITUTE FOR
H I G H E R E D U C AT I O N
HIROSHIMA UNIVERSITY

ISBN 978-4-90280835-3