‫׎‬ᇌ‫ܖٻ‬ƷೞᏡࢍ҄ž‫׎‬ᨥႎᡫဇࣱƷƋǔ૙ᏋǷǹȆȠƷನሰſʙಅਖ਼ᡶȕǩȸȩȠᚡ᥵(࠯঺ 26 ࠰ࡇ ᇹ 8 ‫ ׅ‬ሇඬ‫ ܖٻ‬FD ᄂ̲˟)ሇඬ‫ܖٻ‬Ʒ‫ܖٻ‬ો᪃ƴƭƍƯ᳸‫׎‬ᨥႎʝ੭ࣱƷ᭗ƍ૙ᏋǷǹȆȠȁȥȸȋȳǰСࡇƴƭƍƯ᳸࠯঺ 27 ࠰ 1 உ 19 ଐ (உ)ሇඬ‫ܖٻ‬ஜᢿ౐ 5F ‫˟ٻ‬ᜭܴࡣࡌࡵ࡟㹼㛤ദ㊃᪨࡜ᴫせ㹼 ࢢ࣮ࣟࣂࣝ໬ࡀ㐍ᒎࡋࠊ♫఍ࡢኚ㠉ࢆᢸ࠺ேᮦࡢ⫱ᡂࡀᙉࡃồࡵࡽࢀࡿ୰ࠊ኱ᏛࡣᏛ఩ࣉࣟࢢ
࣒ࣛࢆయ⣔ⓗ࡟タィ࣭ᐇ㊶ࡋࠊ኱Ꮫ⮬ࡽᩍ⫱ࡢ㉁ࢆಖドࡍࡿࡇ࡜ࡀ㔜せ࡜࡞ࡗ࡚࠸ࡲࡍࠋᮏᏛ࡛
ࡣࠊ⟃Ἴࢫࢱࣥࢲ࣮ࢻࢆసᡂࡋᩍ⫱ࡢ㉁ಖドࢆᐇ㊶ࡋ࡚࠸ࡲࡍࡀࠊ௒ᚋࢢ࣮ࣟࣂࣝ໬ࢆ᭦࡟᥎㐍ࡋࠊᏛ఩ࣉࣟࢢ࣒ࣛ໬ࢆ㐍ࡵࡿ࡞࠿࡛ࠊࢳ࣮ࣗࢽࣥࢢࡢࡼ࠺࡞ᅜ㝿ⓗ஫᥮ᛶࡢ࠶ࡿᩍ⫱ࢩࢫࢸ࣒ࡢᵓ⠏ࡀᛴົ࡜࡞ࡗ࡚࠸ࡲࡍࠋࡇࡢࡓࡵࠊ௒ᅇࠊࢳ࣮ࣗࢽࣥࢢ࡟㛵ࡍࡿᇶᮏⓗ࡞⪃࠼᪉➼࡟ࡘ࠸࡚⌮ゎࢆ῝ࡵࠊࡶࡗ࡚኱Ꮫᨵ㠉ࡢಁ㐍ࢆᅗࡿࡇ࡜ࢆ┠ⓗ࡜ࡋࠊ௨ୗࡢෆᐜ࡛ FD ◊ಟ఍ࢆᐇ᪋ࡋ
ࡲࡋࡓࠋ᭱ึ࡟ࠊ㜿Ụ㏻Ⰻ๪Ꮫ㛗㸦ᩍ⫱ᢸᙜ㸧࠿ࡽ➨୕ᮇ୰ᮇィ⏬࡟ྥࡅࡓᮏᏛࡢᩍ⫱ᨵ㠉࡟ࡘ࠸࡚ㄝ᫂
ࡀ࠶ࡾࡲࡋࡓࠋḟ࡟ࠊᐑᮏᐃ᫂ᩍᤵ㸦ࢩࢫࢸ࣒᝟ሗ⣔㸧࠿ࡽࠊࢩࢫࢸ࣒᝟ሗᕤᏛ◊✲⛉ࣜࢫࢡᕤᏛᑓᨷཬࡧࠕ༤ኈᚋᮇㄢ⛬᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࠖ࡟࠾࠸࡚ࡑࢀࡒࢀᵓ⠏࣭㐠⏝ࡋ࡚ࡁࡓࠕ㐩ᡂᗘホ౯ࢩࢫࢸ࣒ࠖ࡟ࡘ࠸࡚ࠊ኱Ꮫ㝔࡟࠾ࡅࡿ㉁ಖドࡢほⅬ࠿ࡽ⤂௓ࡀ࠶ࡾࡲࡋࡓࠋ ᭱ᚋ࡟ࠊ῝ᇼ⫄Ꮚᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ㧗➼ᩍ⫱◊✲㒊⥲ᣓ◊✲ᐁ࠿ࡽࠕḢᕞࡢࢳ࣮ࣗࢽࣥࢢไ
ᗘࡢᇶᮏⓗ࡞⪃࠼᪉࡟ࡘ࠸࡚ࠖ࡜㢟ࡋ࡚ࡈㅮ₇࠸ࡓࡔࡁࡲࡋࡓࠋ῝ᇼඛ⏕ࡢࡈᑓ㛛ࡣࠊẚ㍑ᩍ⫱Ꮫࠊᩍ⫱♫఍Ꮫࠊ㧗➼ᩍ⫱◊✲ࠊ࢔࣓ࣜ࢝ࡢᩍ⫱ᨻ⟇◊✲࡛࠶ࡾࠊ㧗➼ᩍ⫱࡟࠾ࡅࡿᏛ⩦ᡂᯝㄪᰝ࡛࠶ࡿ OECD-AHELO ࢆࡈᢸᙜࡉࢀࡓࡇ࡜ࢆࡁࡗ࠿ࡅ࡜ࡋࠊࢳ࣮ࣗࢽࣥࢢ࡟㛵ࡍࡿ◊✲࡟ࡶྲྀࡾ⤌ࡲࢀ࡚࠾ࡾࡲࡍࠋࢳ࣮ࣗࢽࣥࢢ࡟㛵ࡍࡿⴭ᭩ࠕḢᕞᩍ⫱ไᗘࡢࢳ࣮ࣗࢽࣥࢢ࣮̿࣎ࣟࢽ࣭ࣕ
ࣉࣟࢭࢫ࡬ࡢ኱Ꮫࡢ㈉⊩ࠖࢆࡣࡌࡵ࡜ࡋࠊᵝࠎ࡞ࢩ࣏ࣥࢪ࣒࢘➼࡛ࡶⓎ⾲ࡉࢀ࡚࠾ࡾࠊ᪥ᮏ࡟࠾
ࡅࡿࢳ࣮ࣗࢽࣥࢢ࡟㛵ࡍࡿ◊✲ࡢ➨୍ே⪅࡜ࡋ࡚ࡈά㌍ࡉࢀ࡚࠸ࡲࡍࠋࢳ࣮ࣗࢽࣥࢢ࡜ࡣఱ࠿࡜
࠸࠺ᇶᮏⓗ࡞⪃࠼᪉࠿ࡽࠊᾏእࡢᐇ౛࡞࡝ࢆྵࡵࠊ኱ኚࢃ࠿ࡾࡸࡍ࠸㈗㔜࡞ㅮ₇ࢆࡋ࡚࠸ࡓࡔࡁࠊ
ᮏᏛࡢ௒ᚋࡢྲྀ⤌ࡳࢆ㐍ࡵࡿୖ࡛኱ኚ㈗㔜࡞◊ಟ఍࡜࡞ࡾࡲࡋࡓࠋ

ᖹᡂ 27 ᖺ 7 ᭶਴ਛফ২ ਸ਼৚໒ణপ৾)'ଢ଼ఊভ岣໒ణপ৾峘প৾੝୓峕峎岮峐岤‫ع‬ব੠৓൩ఌਙৈ岮ઇ୘崟崡崮嵈 崩嵍嵤崳嵛崘਑২峕峎岮峐‫ع‬঩ৎ‫؟‬਴ਛফা঩‫ق‬া‫ك‬f
ভৃ‫؟‬ম৖༠)পভ৮஼

ఘভ‫؟‬૝ম ෎಻ ઇ౸ ઇ୘੫઺஼஼৩岝)'੻৩শ

᫬㛫

ෆᐜ

14:00

㛤఍

14:00~14:05

㛤఍ᣵᣜబ⸨ᚸ ᩍ⫱௻⏬ᐊ㛗

14:05~14:25➨ 1 ㅮ₇⟃Ἴ኱Ꮫ䛾ᩍ⫱ᨵ㠉䛻䛴䛔䛶~➨୕ᮇ୰ᮇィ⏬䛻ྥ䛡䛶~㜿Ụ㏻Ⰻ ๪Ꮫ㛗䠄ᩍ⫱ᢸᙜ䠅

14:25~14:45➨ 2 ㅮ₇⟃Ἴ኱Ꮫ኱Ꮫ㝔䛾㉁ಖド䡚㐩ᡂᗘホ౯䛾ྲྀ⤌䜏䛻䛴䛔䛶䡚ᐑᮏᐃ᫂ 䝅䝇䝔䝮᝟ሗ⣔ ᩍᤵ

14:45~14:55

ఇ᠁

14:55~16:25➨ 3 ㅮ₇Ḣᕞ䛾䝏䝳䞊䝙䞁䜾ไᗘ䛾ᇶᮏⓗ䛺⪃䛘᪉䛻䛴䛔䛶῝ᇼ⫄Ꮚ ⥲ᣓ◊✲ᐁ䠄ᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ 㧗➼ᩍ⫱◊✲㒊䠅

16:25~16:45㉁␲ᛂ⟅䛚䜘䜃ពぢ஺᥮

16:45~16:50

㛢఍ᣵᣜ㜿Ụ㏻Ⰻ ๪Ꮫ㛗䠄ᩍ⫱ᢸᙜ䠅

16:50

㛢఍

峲峴ীங২峑 ઇ୘੫઺஼岝ઇ୘௓ਤ৖峼রੱ峒峁峉ਔৄઐఌভ峼৫ಈৃਚ‫؟‬ম৖༠మ ਸ਼ভ৮஼

ଦഘৱમ 崿嵕崘嵑嵈‫਀ق‬౛‫ك‬ ਸ਼൥౰崡嵑崌崱ৱમ ਸ਼൥౰崡嵑崌崱ৱમ ਸ਼൥౰崡嵑崌崱ৱમ岴峲峝૞અৱમෆᐜ㛤఍ᣵᣜ ................................................................................................................................... 5     బ⸨ ᚸ  ⟃Ἴ኱Ꮫᩍᤵ࣭ᩍ⫱௻⏬ᐊ㛗

➨ 1 ㅮ₇ࠕ⟃Ἴ኱Ꮫࡢᩍ⫱ᨵ㠉࡟ࡘ࠸࡚㹼➨୕ᮇ୰ᮇィ⏬࡟ྥࡅ࡚㹼ࠖ ............................ 6     㜿Ụ ㏻Ⰻ  ⟃Ἴ኱Ꮫ ๪Ꮫ㛗㸦ᩍ⫱ᢸᙜ㸧

➨ 2 ㅮ₇ࠕ⟃Ἴ኱Ꮫ኱Ꮫ㝔ࡢ㉁ಖド㹼㐩ᡂᗘホ౯ࡢྲྀ⤌ࡳ࡟ࡘ࠸࡚㹼ࠖ .......................... 14     ᐑᮏ ᐃ᫂  ⟃Ἴ኱Ꮫᩍᤵ

➨ 3 ㅮ₇ࠕḢᕞࡢࢳ࣮ࣗࢽࣥࢢไᗘࡢᇶᮏⓗ࡞⪃࠼᪉࡟ࡘ࠸࡚ࠖ ..................................... 22     ῝ᇼ ⫄Ꮚ  ᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ 㧗➼ᩍ⫱◊✲㒊 ⥲ᣓ◊✲ᐁ㉁␲ᛂ⟅࠾ࡼࡧពぢ஺᥮ ........................................................................................................52
⿵㊊㈨ᩱ ................................................................................................................................. 61㛢఍ᣵᣜ ............................................................................................................................... 120
     㜿Ụ ㏻Ⰻ  ⟃Ἴ኱Ꮫ ๪Ꮫ㛗㸦ᩍ⫱ᢸᙜ㸧㛤఍ᣵᣜబ⸨ ᚸ ⟃Ἴ኱Ꮫᩍᤵ࣭ᩍ⫱௻⏬ᐊ㛗 ᩍ⫱௻⏬ᐊ㛗ࡢబ⸨࡛ࡍࠋࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ

ࢪࣙ࢖ࣥࢺࢹ࢕ࢢ࣮ࣜࣉࣟࢢ࣒ࣛࠊࢲࣈࣝࢹ࢕ࢢࣜ

 ⓙࡉࢇᚚᢎ▱ࡢࡼ࠺࡟ࠊᮏᏛࡢᘓᏛࡢ⌮ᛕࡢ୍ࡘ࣮ࣉࣟࢢ࣒ࣛࢆ᥎㐍ࡋ࡚࠸ࡃࢃࡅ࡛ࡍࡀࠊᾏእࡢ኱

࡟ࠕ୙᩿ࡢᨵ㠉ࠖࡀ࠶ࡾࡲࡍࠋᮏ᪥ࡢ㹄㹂◊ಟ఍ࡢᏛ࡜ᩍ⫱ࢩࢫࢸ࣒ࢆ࣐࣮ࢪࡋ࡞ࡀࡽ୍⥴࡟Ꮫ఩ࣉࣟ

ࢱ࢖ࢺࣝࡣ኱Ꮫᨵ㠉࡛ࡍࡀࠊࡑࡢ୰ᚰࡣࡸࡣࡾᩍ⫱ࢢ࣒ࣛࢆ⾜ࡗ࡚࠸ࡃࡓࡵ࡟ࡣࠊᩍ⫱ㄢ⛬ࡢඹ᭷໬࡜

ᨵ㠉࡛ࡍࠋᮏᏛࡣᩍ⫱ᨵ㠉ࢆ୙᩿࡟⾜࠸ࠊࡑࢀࢆ඲

ᅜ㝿ⓗ࡞஫᥮ᛶࡀᴟࡵ࡚኱஦࡟࡞ࡗ࡚ࡃࡿ࡜ᛮࢃࢀ

ᅜࡢ኱Ꮫ࡟Ἴཬࡋ࡚࠸࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜࠸࠺࣑

ࡲࡍࠋࡇࢀ࠿ࡽᏛኈㄢ⛬࡛ࡣࠕ⛉┠ࢼࣥࣂࣜࣥࢢไࠖ

ࢵࢩࣙࣥࢆᣢࡗ࡚࠸ࡿ࡜⚾ࡣᛮࡗ࡚࠸ࡲࡍࠋከศከ

ࡢᑟධࡋࠊྛ⤌⧊࡟࣒࢝ࣜ࢟ࣗࣛࡢయ⣔໬ࢆ࠾㢪࠸ࡃࡢඛ⏕᪉ࡶఱ࡜࡞ࡃ⮬ぬࡋ࡚ࡃࡔࡉࡗ࡚࠸ࡿࡇ࡜

ࡋ࡚࠸ࡃணᐃ࡛ࡍࠋ୍᪉࡛ࠊḢᕞࡢᅜࠎ࡛ࡣᅜࢆ㉸࡜ᛮ࠸ࡲࡍࠋ

࠼ࡓᩍ⫱ࡢ㉁ಖドࡀ㐍ࢇ࡛࠸࡚ࠊࡲࡉ࡟ࡑࡢᇶᮏ࡜ ᩍ⫱ᨵ㠉ࡢ୰࡛௒᪥ࠊ኱஦࡞࣮࣮࢟࣡ࢻࡀ஧ࡘ࠶

࡞ࡿࡢࡀࢳ࣮ࣗࢽࣥࢢࢩࢫࢸ࣒ࡔ࡜ᛮ࠸ࡲࡍࠋᮏ᪥

ࡾࡲࡍࠋ୍ࡘࡀࠕᩍ⫱ࡢ㉁ಖドࠖࠊࡶ࠺୍ࡘࡀࠕᅜ㝿ࡣࠊḢᕞ࡟࠾ࡅࡿࢳ࣮ࣗࢽࣥࢢࡢ⌮ᛕ࡜ᇶᮏⓗ࡞⪃ⓗ஫᥮ᛶ࡛ࠖࡍࠋᮏᏛࡣࡇࢀࡲ࡛ࡶᵝࠎ࡞ᨵ㠉ࢆ⾜࠼᪉ࢆ୰ᚰ࡟῝᥀ඛ⏕࠿ࡽᚚㅮ₇࠸ࡓࡔࡁࡲࡍࠋ

ࡗ࡚ࡁ࡚࠸ࡲࡍࡀࠊᮏ᪥ࡣࡲࡉ࡟௒┤㠃ࡋ࡚࠸ࡿㄢ ඛ⛬ࡶ⏦ࡋࡲࡋࡓࡀࠊ஧ࡘࡢ࣮࣮࢟࣡ࢻࠊ
ࠕᩍ⫱ࡢ㢟࡛࠶ࡿࡑࡢ஧ࡘࢆࢸ࣮࣐࡟࠾ヰࢆࡋ࡚࠸ࡓࡔࡅࡿ㉁ಖドࠖ࡜ࠕᅜ㝿ⓗ஫᥮ᛶࠖ࡜࠸࠺ほⅬ࠿ࡽࠊᮏ᪥

࡜ᛮ࠸ࡲࡍࠋ

ࡢ࠾ヰࡣࠊ௒ᚋࠊᮏᏛࡢᩍ⫱ᨵ㠉ࢆ㐍ࡵ࡚࠸ࡃୖ࡛ ึࡵ࡟㜿Ụᩍ⫱ᢸᙜ๪Ꮫ㛗࠿ࡽࠊ㏆ᖺ㐍ࡵ࡚ࡁ࡚኱ኚཧ⪃࡟࡞ࡿ࡜ᛮ࠸ࡲࡍࡢ࡛ࠊⓙࡉࢇࡶᴦࡋࡳ࡟

࠸ࡿᮏᏛࡢᩍ⫱ᨵ㠉࡜ᮍ᮶࡟㛵ࡍࡿィ⏬ࡢࡈ⤂௓ࢆ⪺࠸࡚࠸ࡓࡔࡅࡓࡽ࡜ᛮ࠸ࡲࡍࠋ࡝࠺ࡒࡼࢁࡋࡃ࠾

࠸ࡓࡔࡁࠊࡑࡢᚋࠊࢩࢫࢸ࣒᝟ሗ⣔ࡢᐑᮏඛ⏕࠿ࡽ㢪࠸࠸ࡓࡋࡲࡍࠋ

኱Ꮫ㝔ᩍ⫱࡟࠾ࡅࡿ㉁ಖド࡜࠸࠺ヰࢆࡋ࡚࠸ࡓࡔࡁ
ࡲࡍࠋලయⓗ࡟ࡣࣜࢫࢡᕤᏛᑓᨷ࡟࠾ࡅࡿ㐩ᡂᗘホ౯ࢩࢫࢸ࣒ࡢ஦౛ࢆ⤂௓ࡋ࡚࠸ࡓࡔࡅࡿ࡜ᛮ࠸ࡲࡍࠋ ᡃࠎࡣ௒ࠊ⟃Ἴࢫࢱࣥࢲ࣮ࢻ࡟࠾࠸࡚ࠊྛᑓᨷ࡛
ࡶᏛ㢮࡛ࡶᩍ⫱┠ᶆ࡜ྛࠎࡢᏛ⏕ࡀ㌟࡟ࡘࡅࡿ࡭ࡁ
⬟ຊࢆබ⾲ࡋ࡚࠸ࡿࢃࡅ࡛ࡍࡀࠊᐇ㝿࡟ࡑࢀࡀ㐩ᡂࡉࢀࡓ࠿࡝࠺࠿ࢆ᳨ドࡍࡿࡇ࡜ࡣ㞴ࡋ࠸ࠋ≉࡟Ꮫ㢮࡛ࡣࡲࡔ࠸࠸ࡢ࡛ࡍࡀࠊ኱Ꮫ㝔࡛㌟࡟ࡘࡅࡿ࡭ࡁ⬟ຊࡀᐇ㝿࡟㌟࡟ࡘ࠸ࡓ࠿࡝࠺࠿ࢆホ౯ࡍࡿࡢࡣ㠀ᖖ࡟㞴ࡋ࠸ࠋࡇࢀࡣྛᑓᨷ࡛ࡶⱞປࡉࢀ࡚࠸ࡿࡇ࡜࡜
ᛮ࠸ࡲࡍࠋ⟃Ἴࢫࢱࣥࢲ࣮ࢻ࡟‽ᣐࡋ࡚࠸ࡅࡤࠊࡑ
ࢀࢆ࡝ࡢࡼ࠺࡟ಖドࡍࡿࡢࡔ࡜࠸࠺ࡇ࡜࡟࡞ࡿࡢ࡛
ࡍࡀࠊࡑࡢ㎶ࢆࢩࢫࢸ࣐ࢸ࢕ࢵࢡ࡟ᐇ᪋ࡉࢀ࡚࠸ࡿ
ࡢࡀࣜࢫࢡᕤᏛᑓᨷࡔ࡜ᛮ࠸ࡲࡍࡢ࡛ࠊࡑࡢඛ㐍ⓗ࡞஦౛ࢆᚚ⤂௓࠸ࡓࡔࡅࡿ࡜ᛮ࠸ࡲࡍࠋ ୕␒┠ࡀᩍ⫱ࡢࢢ࣮ࣟࣂࣝ໬࡜࠸࠺ព࿡࡛ࠊᅜ㝿ⓗ஫᥮ᛶ࡛ࡍࠋᮏᖺᗘࠊᮏᏛࡣࢫ࣮ࣃ࣮ࢢ࣮ࣟࣂࣝ኱Ꮫ
஦ᴗ࡟᥇ᢥࡉࢀࡓࡇ࡜ࡶ࠶ࡗ࡚ࠊCampus-in-Campusࠊ5ࡇࢇ࡟ࡕࡣࠋࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ

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ࠕ⟃Ἴ኱Ꮫࡢᩍ⫱ᨵ㠉࡟ࡘ࠸࡚ࠖ
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㏻Ⰻ ⟃Ἴ኱Ꮫ ๪Ꮫ㛗㸦ᩍ⫱ᢸᙜ㸧
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࠯঺ᾁᾅ࠰ࡇ ᇹᾇ‫ׅ‬ᵤᵢᄂ̲˟ᵐᵎᵏᵓ࠰ᵏஉᵏᵗଐࡇࢇ࡟ࡕࡣࠋᐅࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ
௒᪥ࡣࠊ⌧ᅾࠊ➨୕୰ᮇィ⏬ࡢᩍ⫱࡟㛵ࡋ࡚Ꮫ㛗࣭๪Ꮫ㛗࡛⪃࠼࡚࠸ࡿࡇ࡜ࡸពぢ஺᥮ࡋሇඬ‫ܖٻ‬ỉ૙Ꮛો᪃Ệếẟềᇹɤ஖ɶ஖ᚘဒỆӼẬề࡚࠸ࡿࡇ࡜࡞࡝ࢆ࠾ヰࡋࡲࡍࡀࠊࡇࢀࡽࡣ࠶
ࡃࡲ࡛ࡶࡓࡓࡁྎ࡛࠶ࡿࡇ࡜ࢆࡈ⌮ゎࡋ࡚࠾࠸࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ᮏᏛࡣ௒ࠊᩍ⫱ᨵ㠉ࢆ㐍ࡵ࡚࠸ࡿࢃࡅ࡛ࡍ

૙Ꮛਃ࢘и‫᧺ ᧈܖ‬൶ᡫᑣࡀࠊࡑࡢᇶᮏ࡟ࡣࡈᏑࡌࡢ୕ࡘࡢどⅬࡀ࠶ࡾࡲࡍࠋ ୍ࡘ┠ࡣࠕᏛ⏕ᮏ఩ࡢどⅬ࡛ࠖࡍࠋᏛ⏕ᮏ
఩ࡢどⅬ࡟❧ࡗ࡚ᩍ⫱ࡢ࠶ࡾ᪉ࢆ⪃࠼ࡲࡋࡻ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋᏛ఩ࣉࣟࢢ࣒ࣛࡶࠊᏛ⏕ሇඬ‫ܖٻ‬ỉ૙Ꮛો᪃ỉᾂếỉᙻໜࡀ࡝ࡢࡼ࠺࡞ຮᙉࢆࡋ࡚ࠊ࡝ࡢࡼ࠺࡟ࡍࡿ࡜ࠊ
Ꮫ఩ࡀྲྀࢀࡿࡢ࠿ࢆ᫂☜࡟♧ࡍࡢࡀᇶᮏ࡛ࡍࠋ䕿 Ꮫ⏕ᮏ఩䛾どⅬᏛ⏕ᮏ఩䛾どⅬ䛻❧䛳䛯ᩍ⫱䛾ᅾ䜚᪉䜢ᚭᗏ䛧䚸Ꮫ఩䛾㉁䛾ಖドࡇࢀࡣࡲࡉ࡟
ࠕᏛ⏕ᮏ఩ࡢどⅬࠖ࡜୍⮴ࡋࡲࡍࠋ ḟࡣࠊࠕᅜ㝿ⓗどⅬ࡛ࠖࡍࠋࡇࢀࡲ࡛ࡣࠊᅜ㝿ⓗ㏻⏝ᛶ࡜ゝࡗ࡚࠸ࡲࡋࡓࡀࠊ㏻⏝ᛶࡼࡾࡶ஫䕿 ᅜ㝿ⓗどⅬᅜ㝿ⓗ஫᥮ᛶ䛸➇தຊ䛾䛒䜛ᩍ⫱◊✲䝅䝇䝔䝮䛾ᩚഛ᥮ᛶࢆ㧗ࡵࡿࠊ࠶ࡿ࠸ࡣࡑࢀ௨ୖࡢࡇ࡜ࢆ⪃࠼࡚࠸ࡁࡲࡋࡻ࠺࡜࠸࠺ࡇ࡜࡛ࠊ➇தຊࡢ࠶ࡿࠊ䕿 ᮍ᮶䛾どⅬ⃭䛧䛔ኚ໬䛾୰䛷༟㉺ᛶ䜢☜ಖ䛩䜛䜺䝞䝘䞁䝇䛾☜❧ୡ⏺ⓗ࡟ࡶ㄂ࢀࡿᩍ⫱ࢩࢫࢸ࣒ࢆࡘࡃࡿ࡜࠸࠺
ࡇ࡜࡛ࡍࠋ ➨୕ࡣࠕᮍ᮶ࡢどⅬ࡛ࠖࡍࠋࡸࡣࡾᏛ⏕ࡣࡇ

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ࢀ࠿ࡽᮍ᮶ࢆ⏕ࡁ࡚࠸ࡃࢃࡅ࡛ࡍ࠿ࡽࠊᮍ᮶ࡢどⅬࢆᣢࡗ࡚኱Ꮫ࡟ࡘ࠸࡚࠸
ࢁ࠸ࢁ࡜⪃࠼࡚࠸ࡇ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋ

ሇඬ‫ܖٻ‬ỆấẬỦ૙Ꮛᄂᆮો᪃ỉ૾Ӽ⅌ᄂᆮ‫↝↕ↆ↗ܖٻ‬ᄂᆮщ⇁ࢍ҄‫ݲ‬ૠችᥘ≎‫ᙹٻ‬೉ਗໜ↚↷↺ᄂᆮ⅌ೞᏡࢍ҄↚Ӽↀ↎૙Ꮛ⇝⇟⇬∆ો᪃‫׎‬ᨥႎʝ੭ࣱỉẝỦ‫ܖ‬ˮἩἿἂἻἲС‫ܖٻ‬ો᪃

CampusͲinͲCampusἙỵἉἩἼὅ‫׹‬ᵍЎ᣼್ૺ‫׹‬ᵍẸỉ˂‫ܖ‬ဃᙻໜỂỉ૙ᏋἉἋἘἲỉଢᄩ҄Ὁܱឋ҄

λᚾો᪃

◊✲ຊᙉ໬

䜺䝞䝘䞁䝇ᨵ㠉ɭမẦỤ‫ٶ‬ಮỂΟᅵễ‫ܖ‬ဃửӖẬλủṸሇඬἋἑὅἒὊἛί࠯঺ᵐᵓ࠰ࡇὸ‫ܖ‬፭Ὁ‫ܖ‬᫏Ὁ‫ܖ‬ˮ༿ồોᚖᄂᆮᅹὉ‫ݦ‬ૌỉ‫ܖ‬ˮ༿ỉሊ‫ܭ‬‫׎‬ᇌ‫ܖٻ‬ો᪃ἩἻὅ
ẋೞᏡࢍ҄ỆӼẬẺኵጢો᪃ίᾗᵐᵑὸ
ኒỉᚨፗᾉ૙Ճỉ৑‫ޓ‬ኵጢ‫ܖ‬፭Ὁ‫ܖ‬᫏Ẇ‫ܖᧉݦ‬፭ẆᄂᆮᅹὉ‫ݦ‬ૌṸሇඬἋἑὅἒὊἛί‫ܖ‬፭Ὁ‫ܖ‬᫏༿ὸሊ‫ܭ‬ίᾗᵏᵗὸ
ẋඥʴ҄Ὁ૙Ꮛỉܱឋ҄ίᾗᵏᵕ῍ᾗᵐᵎὸ‫ܖ‬ኒỉࡑഥ
ӷɟЎ᣼ỉ‫ܖ‬᫏ನ঺ỉ‫ܖ‬፭ồોኵғЎСҦٟᛢᆉᄂᆮᅹồϐૢྸሇඬἋἑὅἒὊἛ

ẋ‫ܖٻ‬ᨈ᣻ໜ҄ίᾗᵏᵑύᾗᵏᵒὸ‫ܖ‬ኒᾉ૙ՃኵጢửܱឋႎỆ‫ݦ‬ૌỆᆆᘍᄂᆮᅹểẟạᢿ‫ޅ‬ồોኵᾉ‫ܖٻ‬ᨈᛢᆉẋᚨᇌ଺ί‫ܖ‬ဃỉ૙ᏋஜˮỉἉἋἘἲὸίᾢᵒᵗὸ
‫ܖ‬ኒᾉ૙ՃኵጢὉᄂᆮኵጢ
‫ܖ‬፭Ὁ‫ܖ‬᫏Ẇ‫ܖᧉݦ‬፭૙Ꮛᄂᆮኵጢỉો᪃̲ٟᛢᆉẆҦٟᛢᆉỉᵐᛢᆉɳЗСࡢࢫࣛ࢖ࢻࡢࡼ࠺࡟࡞ࡾࡲࡍࠋᑠࡉࡃ࡚
ᜍ⦰࡞ࡢ࡛ࡍࡀࠊ࡝ࡢࡼ࠺࡟ᨵ㠉ࡍࡿࡢɭမἚἕἩἁἻἋỉ‫ܖٻ‬ἚἻὅἋἮὊἒὊ‫ܖٻ‬ᩍ⫱ຊᙉ໬ ௒᪥ࡢヰࡢ๓༙㒊ศࢆࡲ࡜ࡵࡿ࡜ࠊࡇ

࡫‫ܖ‬ỉྸࣞ
᧏ẦủẺ‫ܖٻ‬Ẇɧૺỉો᪃ἱἕἉἹὅ‫ᙹྶע‬೉ᛢ᫆ỉᚐൿỆӼẬẺჷỉоᡯểẮủửཏࡽẴỦἂἿὊἢἽʴ஬ỉᏋ঺࠿ࠊ࡝ࡢࡼ࠺࡞᪉ྥ࡟⾜ࡃ࠿࡜࠸࠺ࡇ࡜
ࢆ♧ࡋࡓࡶࡢ࡛ࡍࠋ ྑୗ࡟㉥࠸Ꮠ࡛᭩࠸࡚࠶ࡿࠕᘓᏛࡢ⌮ᛕࠖࡢࠕ㛤࠿ࢀࡓ኱Ꮫࠊ୙᩿ࡢᨵ㠉ࠖ࡜ࡣࠊబ⸨ඛ⏕ࡀ࠾ࡗࡋࡷࡗࡓ㏻ࡾ࡞ࡢ࡛
ࡍࡀࠊᆅ⌫つᶍㄢ㢟ࡢゎỴ࡟ྥࡅࡓ▱ࡢ๰㐀࡜ࡇࢀࢆ≌ᘬࡍࡿࢢ࣮ࣟࣂࣝேᮦ
ࢆ⫱ᡂࡋࡼ࠺࡜࠸࠺ࡢࡀᮏᏛࡢ࣑ࢵࢩ
࡛ࣙࣥࡍࠋ ྑୖࡢ኱Ꮫᨵ㠉࡛ࡍࡀࠊࢺࢵࣉࢡࣛࢫ

ࡢ኱Ꮫࠊࠕࢫ࣮ࣃ࣮ࢢ࣮ࣟࣂࣝࠖࡸࠕࢺࣛࣥࢫ࣮࣎ࢲ࣮ࠖ࡜࿧ࢇ࡛࠸ࡲࡍࡀࠊ
ࡑࢀࢆᐇ⌧ࡍࡿࡓࡵ࡟ᩍ⫱ຊࢆ㧗ࡵࠊ◊✲ຊࢆ㧗ࡵࡿࠋࡑࢀࢆ᥎㐍ࡍࡿࡓࡵ࡟࢞ࣂࢼࣥࢫᨵ㠉ࢆࡋࡼ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋ ᕥୗ࠿ࡽࡳࡿ࡜ࠊ᪤࡟ⓙࡉࢇᚚᏑࡌࡢ㏻ࡾࠊタ❧᫬࡟ࡣᏛ⣔࡜Ꮫ⩌ࠊಟኈᖺࠊ༤ኈᖺ࡜࠸࠺ㄢ⛬ࡀ୪ิไ࡛࠶ࡗࡓࢃࡅ࡛ࡍࡀࠊࡑࡇ࠿ࡽᩍ⫱◊✲⤌⧊ࡢᨵ㠉ࠊᅜ❧኱Ꮫᨵ㠉ࣉࣛࣥࢆ⤒࡚ࠊᖹᡂᖺ㹼ᖺ࡟ࡣ኱Ꮫ㝔㔜Ⅼ໬࡜࠸࠺ࡇ࡜࡛ࠊඛ⏕᪉ࡣ◊✲⛉࡟ᡤᒓࡍࡿ࡜࠸࠺ࡼ࠺࡟ᨵ⤌ࢆࡋࡲࡋࡓࠋ
ࡑࡢ࡜ࡁࠊே㛫⥲ྜ⛉Ꮫ◊✲⛉࡜࠸࠺ᮏᏛ࡜ࡋ࡚ࡣ㠀ᖖ࡟኱ࡁ࡞◊✲⛉ࡀ࡛ࡁࡲࡋࡓࠋ ᖹᡂᖺ㹼ᖺࡢἲே໬ᚋࡢᨵ㠉ࠊࡉࡽ࡟ࠕᶵ⬟ᙉ໬࡟ྥࡅࡓ⤌⧊ᨵ㠉ࠖࡶ࠶ࡾࠊᖹᡂᖺ࡟㛤Ꮫ௨᮶⥆࠸࡚࠸ࡿᏛ⣔ࢆᗫṆࡋ࡚ࠕ⣔ࠖࢆࡘࡃࡗ࡚
ᩍဨࢆࡇࡇ࡟ᡤᒓࡉࡏࠊᏛ⏕ࡣᏛ⩌࣭Ꮫ㢮ࠊᑓ㛛Ꮫ⩌ࠊ◊✲⛉࣭ᑓᨷ࡟ᡤᒓ
ࡉࡏࡿ࡜࠸࠺ᨵ㠉ࢆ⾜࠸ࡲࡋࡓࠋ ࡇࢀࡣࠊ◊✲኱Ꮫ࡟┦ᛂࡋ࠸◊✲ຊࢆᙉ໬ࡍࡿࡓࡵ࡟ࡶ࡞ࡾࡲࡍࠋᑡᩘ⢭㗦ⓗ࡞ᣐⅬࡀ㞟⣙ࡉࢀࠊ኱つᶍᣐⅬࢆᙧᡂࡋࠊୡ⏺୰࠿ࡽඃ⚽࡞ேࡀ㞟ࡲࡗ࡚ࡃࡿ኱Ꮫ࡟ࡋࡼ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋ ࡑࢀ࠿ࡽࠊࡶ࠺୍ࡘࡢ㌴㍯ࡣࠕᶵ⬟ᙉ໬࡟ྥࡅࡓᩍ⫱ࢩࢫࢸ࣒ࡢᨵ㠉࡛ࠖࡍࠋࡇࢀࡣඛ⛬࠿ࡽゝࡗ࡚࠸ࡿࡼ࠺࡟ࠊ୍ࡘ࡟ࡣࠊᅜ㝿ⓗ࡟஫᥮ᛶࡢ࠶ࡿᏛ
఩ࣉࣟࢢ࣒ࣛࡢࡇ࡜࡛ࡍࠋࡇࡇ࡛Ꮫ఩ࣉࣟࢢ࣒ࣛไࡀฟ࡚ࡃࡿࢃࡅ࡛ࡍࡀࠊ
ࡇࢀࡀ㠀ᖖ࡟኱ࡁ࡞ព࿡ࢆࡶࡗ࡚࠸ࡲࡍࠋࡇࡢᏛ఩ࣉࣟࢢ࣒ࣛไࡢ୰࡟ࡣࢹ
࢕ࢩࣉࣜࣥᆺ࡜ศ㔝ᶓ᩿ᆺࠊࡑࡢ௚࡜࠸࠺ࡢࡀ࠶ࡗ࡚ࠊ࠶ࡃࡲ࡛ࡶᏛ⏕ࡢどⅬ࡛ᩍ⫱ࢩࢫࢸ࣒ࢆ᫂☜࡟ࡋ࡚ࠊࡑࢀࢆホ౯ࡶྵࡵ࡚ᐇ㉁໬ࡋࡼ࠺࡜ࡍࡿࡶ
ࡢ࡛ࡍࠋ ࡇࢀࡽࢆ࠺ࡲࡃ᥎㐍ࡍࡿࡓࡵ࡟ࡣᚑ᮶ࡢධヨ࡛ࡣ୙༑ศࡔ࡜࠸࠺ࡇ࡜࡛ࠊ
ࡲࡓᑡᏊ໬࡟ࡼࡾᏛ⏕ࡶᚎࠎ࡟ῶࡾࡲࡍࡢ࡛ࠊୡ⏺୰࠿ࡽከᵝ࡛ඃ⚽࡞Ꮫ⏕ࢆཷࡅධࢀࡿᚲせࡀ࠶ࡾࡲࡍࡋࠊ♫఍ேࡸእᅜࡢ㧗ᰯ⏕࡞࡝ࡶど㔝࡟ධࢀࡿᚲせࡀ࠶ࡾࡲࡍࠋ

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 ධヨᨵ㠉ࡣࠊ୰ᩍᑂࡀ࣮ࣜࢻࡋ࡚኱ࡁࡃኚ࠼ࡼ࠺࡜ࡋ࡚࠸ࡲࡍ࠿ࡽࠊࡑࢀ
࡟ᑐᛂ࡛ࡁࠊࡉࡽ࡟ࡑࢀࢆඛᑟ࡛ࡁࡿࡼ࠺࡞ධヨᨵ㠉ࢆ⾜࠺ࡓࡵ࡟ࡶࠊᮏᏛ
ࡣᩍ⫱◊✲ᨵ㠉ࢆ㐍ࡵࡼ࠺࡜ࡋ࡚࠸ࡲࡍࠋ
⥳Ⰽ࡛♧ࡋࡓࠕ&DPSXVLQ&DPSXVࠖࡀࢫࣛ࢖ࢻࡢ┿ࢇ୰࡟࠶ࡾࡲࡍࠋࡇࢀ
ࡲ࡛㏙࡭࡚ࡁࡓࡇ࡜ࢆ㐍ࡵࡿ୍ࡘࡢලయⓗ࡞ࡶࡢ࡜ࡋ࡚ࠕ&DPSXVLQ&DPSXVࠖ㸦Ọ⏣Ꮫ㛗ࡢᵓ᝿ࡢ୍ࡘ㸧ࡀ࠶ࡾࡲࡍࠋࡇࢀࡣᚋ࡛ᑡࡋゐࢀࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
 ࡇࢀ࠿ࡽࡢᩘᯛࡢࢫࣛ࢖ࢻࡣࠊᏛ㛗ࡀࢫ࣮ࣃ࣮ࢢ࣮ࣟࣂࣝ኱Ꮫ஦ᴗࡢ᭱⤊ᑂᰝ࡟࠾࠸࡚౑ࢃࢀࡓࡶࡢ࡛ࡍࠋ ࠕᮏᵓ᝿ࡀ┠ᣦࡍࡶࡢࠖࡢ୍ࡘࡣࠊᅜ
ቃࡸᶵ㛵ࡢቨࢆ㉺࠼࡚ࠊୡ⏺୰ࡢ㈨※ࢆ✚ᴟⓗ࡟ά⏝ࡋ࡚ᡃࠎࡢᩍ⫱◊✲ࢆ㐍ࡵࡼ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋ ࠕᵓ᝿ࡢ඲యീࠖ࡜ࡣࠕ㛤࠿ࢀࡓ኱Ꮫࠖ
࡜࠸࠺ࡇ࡜࡛ࡍࠋᕥ࡟࠶ࡿࠕ୺࡞ྲྀ⤌ࠖ࡜ࡋ࡚ࠊᾏእࡢᩍ⫱◊✲ࣘࢽࢵࢺࡢᣍ⮴ࠊ⛉┠ࢪ࣮ࣗࢡ࣎ࢵࢡࢫࢩࢫࢸ࣒ࡢ㛤Ⓨ࣭㐠⏝ࠊඹྠᏛ఩ࣉࣟࢢ࣒ࣛࠊධヨᨵ㠉ࡀ࠶ࡾࡲࡍࠋࡲࡓࠊᡃࠎࡣ㠀ᖖ࡟ᖾ࠸࡟ࡶ⟃Ἴ◊✲Ꮫᅬ㒔ᕷࡢ୰࡟࠶ࡾࡲࡍ
ࡋࠊࡲࡓࡈᢎ▱ࡢࡼ࠺࡟ࠊ㠀ᖖ࡟ඃ⚽࡞ᩍ⫱ࢆᐇ㊶ࡋ࡚࠸ࡿ㝃ᒓᏛᰯ⩌ࢆᣢࡗ࡚࠸ࡲࡍࡢ࡛ࠊࡇࢀࡽ࡜ᐦ࡟㐃ᦠࡋ࡞ࡀࡽ㐍ࡵ࡚࠸ࡃࡇ࡜ࡀ㔜せ࡛ࡍࠋࠕ&DPSXVLQ&DPSXVࠖࡣࠊ෕ㄯࡱࡃ
ゝ࠼ࡤࠊࡼࡑࡢ኱Ꮫࡢࡶࡢࠊ≉࡟እᅜࡢ࠸࠸኱Ꮫࡢࡶࡢࡣᡃࠎࡢࡶࡢࠊᡃࠎࡢࡶ
ࡢࡣྥࡇ࠺ࡢ኱Ꮫࡢࡶࡢ࡜࠸࠺ࡼ࠺࡞
࢖࣓࣮ࢪ࡛ࡍࠋ ࡇࡢࢫࣛ࢖ࢻࡀࠕ&DPSXVLQ&DPSXVࠖࡢ౛࡛ࡍࠋ⛉┠ࢪ࣮ࣗࢡ࣎ࢵࢡࢫࢩࢫࢸ
࣒ࡸඹྠᏛ఩ࣉࣟࢢ࣒ࣛࢆᐇ⌧ࡋࠊᏛ⏕ࡔࡅ࡛࡞ࡃඃ⚽࡞ᩍဨࡸ◊✲⪅ࡀ⾜ࡁ᮶ࡍࡿ࢟ࣕࣥࣃࢫࢆࡘࡃࡿࠋ┠ᶆ࡜ࡋ࡚ࡣࠊᖹᡂᖺࡲ࡛࡟ᾏእࡢࡢ኱Ꮫ࡜ࡢ
㛫࡛ࠕ&DPSXVLQ&DPSXVࠖᵓ᝿ࢆᐇ⌧ࡋࡼ࠺࡜࠸࠺ࡢࡀᮏᏛࡢࢫ࣮ࣃ࣮ࢢࣟ
࣮ࣂࣝ኱Ꮫ஦ᴗࡢ┠ᶆࡢ୍ࡘ࡛ࡍࠋ

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 ୡ⏺ࣛࣥ࢟ࣥࢢ఩௨ෆ࡜࠸࠺ࡢࡀࠊ
୍ࡘ࡟ࡣࠊᖺᚋࡢ┠ᶆ࡞ࡢ࡛ࡍࡀࠊࡇ
ࢀࡣ࠶ࡃࡲ࡛ࡶ┠ᶆ࡛ࡍࠋࡑࡋ࡚ࠊ␃Ꮫ
⏕ࡢཷࡅධࢀ࡟ࡘ࠸࡚ゝ࠺࡜ࠊ⌧ᅾࡣேᙉࠊ▷࠸ࡢࡶධࢀࢀࡤࠊே
ࡄࡽ࠸࡞ࡢ࡛ࡍࡀࠊࡑࢀࢆே࡟ࡋ
ࡓ࠸ࠋࡲࡓ༠ᐃ࡟ᇶ࡙࠸ࡓ᪥ᮏேᏛ⏕ࡢᾏእὴ㐵ࡣࠊ⌧ᅾ࡛ேࡄࡽ࠸ࡔ࡜ᛮ
࠺ࡢ࡛ࡍࡀࠊࡑࢀࢆே࡟ࡍࡿࠋᖖ
໅ࡢእᅜேᩍဨࡶ௒ࡢேࡢಸࡄࡽ
࠸࡟ࡋࡲࡋࡻ࠺࡜࠸࠺ࡇ࡜࡛ࠊ᭱⤊ⓗ࡟ࡣࢺࣛࣥࢫ࣮࣎ࢲ࣮኱Ꮫࢆᐇ⌧ࡍࡿ࡜ᇹɤ஖ɶ஖Ⴘ೅ể૙Ꮛો᪃ίẺẺẨӨὸ‫ྶע‬ႎᙹ೉
Ể෇៫ỂẨỦ
ʴ஬ỉᏋ঺‫׎‬ᨥႎʝ੭ࣱỉẝỦ૙ᏋἉἋἘἲỉನሰὉᾒᾰᾼ᾿ῄῂὼᾸ᾽Ὂᾒᾰᾼ᾿ῄῂί‫׎‬ϋ‫ٳ‬ỉ૙Ꮛᄂᆮೞ᧙ểᡲઃẲἚἻὅἋἮὊἒὊ‫ܖٻ‬ửܱྵὸὉᅹႸἊἷὊἁἮἕἁἋ
ὉᅹႸἜὅἢἼὅἂСὉỽἼỿἷἻἲἰἕἩ
ὉἓἷὊἝὅἂСࡇίཎࣉử̬ẼếếẆσᡫࣱể૙ᏋỉឋửӼɥὸὉӈ఍ễ঺ጚᚸ̖ሁỉܱ଀ίᾖᾟᾐСࡇỉΪܱẆᢋ঺ࡇᚸ̖ὸ

૙ᏋἉἋἘἲỉᙲእ̊Ὁ‫ܖ‬ᘐ‫ܖ‬ˮấợỎ‫ᧉݦ‬Ꮀ‫ܖ‬ˮỉʚኒወ૙ᏋἉἋἘἲίకὸ
Ὁ‫ܖ‬ٟᛢᆉẦỤ‫ܖٻ‬ᨈộỂỉ૙᫱૙ᏋὉᵟᶁᶒᶇᶔᶃ ᵪᶃᵿᶐᶌᶇᶌᶅ ỉਖ਼ᡶὉᒍᛖỂ‫ܖ‬ốೞ˟ẆᒍᛖỆợỦἩἿἂἻἲỉ‫ف‬ьὉ‫ܖ‬ဃỉ‫׎‬ᨥႎἅἱἷἝἃὊἉἹὅщửӼɥẐἂἿὊἢἽἅἱἷἝἃὊἉἹὅ૙ᏋἍὅἑὊẑỖẦλᚾો᪃ὉἂἿὊἢἽλᚾᾉɭမẦỤ‫ٶ‬ಮỂΟᅵễ‫ܖ‬ဃửӖẬλủ‫׎‬ᨥἢỽἿἾỴཎКλᚾẆ‫׎ٳ‬ʴ᭗ఄဃởᅈ˟ʴὉ‫ܖ‬ဃỉჇỉᏡщử‫ٶ‬᩿ႎὉዮӳႎỆᚸ̖ẴỦλᚾίૼСࡇồỉ‫ࣖݣ‬ὸὉ૨ኒẆྸኒẆᙐӳኒỉᾂኒወλᚾίకὸὉỴἛἱἕἉἹὅἍὅἑὊỉೞᏡࢍ҄έ‫ݰ‬ႎễ‫ܖ‬ˮἩἿἂἻἲỉܱ଀ί̊ὸ
Ў᣼್ૺ‫׹‬ὉἻỶἧỶἠἫὊἉἹὅ
ί˖ಅẆᄂᆮೞ᧙ὸ
ὉἂἿὊἢἽỶἠἫὊἉἹὅ
ίෙ‫ܖٻٳ‬ểỉσӷὸ
Ὁᵧᵠᴾ૙ՃᏋ঺‫ܖ‬ˮἩἿἂἻἲ
Ὁ‫׎‬ᨥἋἯὊ἖ỴỽἙἱὊ‫ܖ‬ˮἩἿἂἻἲ
ὉỼὊἽἻỸὅἛ‫ܖ׹‬ٟ‫ܖ‬ˮἩἿἂἻἲ
ὉἊἵἣὅỺỿἋἣὊἚ‫ܖ‬ᨥ‫ܖ‬ˮἩἿἂἻἲ
ίˎỉЎ᣼ᾉᑸᘐẆ˳ᏋẆἃỴẆ૙ᏋẆᠾ‫ܖ‬ὸὉἂἿὊỽἽὉἼὊἒὊᏋ঺‫ܖ‬ᨥἩἿἂἻἲίˎᆅὸ

ἙỵἉἩἼὅ‫׹‬Ẹỉ˂ෙ‫ٳ‬ỉ‫ܖٻ‬ᨈểỉᾙᾓύᾓᾓễỄ࠸࠺ᵓ᝿ࡀㄆࡵࡽࢀࡓ࡜࠸࠺ࡇ࡜࡛ࡍࠋ
 ᖹᡂᖺ࠿ࡽጞࡲࡿ➨୕ᮇ୰ᮇ┠ᶆ࡜ᩍ⫱ᨵ㠉ࡢࡓࡓࡁྎࢆᣲࡆࡿ࡜ࠊࡇࡢ
ࢫࣛ࢖ࢻࡢࡼ࠺࡟࡞ࡾࡲࡍࠋᇶᮏⓗ࡟ࡣࢢ࣮ࣟࣂࣝ࠶ࡿ࠸ࡣᆅ⌫ⓗ࡞つᶍ࡛ά㌍࡛ࡁࡿேᮦࢆ࠸ࢁ࠸ࢁ࡞ศ㔝࡟ᮏᏛ
࠿ࡽ㍮ฟࡋࡓ࠸࡜࠸࠺ࡇ࡜࡛ࡍࠋࡑࡢࡓ
ࡵ࡟ᅜ㝿ⓗ஫᥮ᛶࡢ࠶ࡿᩍ⫱ࢩࢫࢸ࣒ࢆᵓ⠏ࡍࡿࠋࠕ&DPSXVLQ&DPSXVࠖᵓ᝿ࢆ᥎㐍ࡋ࡚ࢺࣛࣥࢫ࣮࣎ࢲ࣮኱Ꮫࢆ
ᐇ⌧ࡍࡿࠋࡑࡢࡓࡵࡢせ⣲࡜ࡋ࡚ࠊ⛉┠ࢪ࣮ࣗࢡ࣎ࢵࢡࢫࢩࢫࢸ࣒ࢆᑟධࡍࡿࠋ
ࡇࢀࡣ⛉┠ࢆ࠸ࢁ࠸ࢁ࡜ฟࡋ࡚࠾࠸࡚ࠊ

ᮏᏛࡢᏛ⏕ࠊእᅜࡢࣃ࣮ࢺࢼ࣮኱ᏛࡢᏛ⏕ࡀࡑࢀࢆ⮬⏤࡟ྲྀࡿ࡜࠸࠺ࡶࡢ࡛
ࡍࠋࡑࡢ⛉┠ࡢࣞ࣋ࣝࡢ┠Ᏻ࡞࡝ࢆ⛉┠ࢼࣥࣂࣜࣥࢢไ࡟ࡼࡾ♧ࡍࠋ⛉┠ࢼࣥࣂࣜࣥࢢไ࡟ࡼࡾᏛ⏕ࡶ࡝ࡢࡼ࠺࡞㡰࡛ຮᙉࡍࢀࡤ࠸࠸࠿࡜࠸࠺ࡢࡀ᫂
☜࡟⌮ゎ࡛ࡁࡿࡼ࠺࡟࡞ࡿࠋࡲࡓእᅜࡢᏛ⏕ࡀぢ࡚ࡶࢃ࠿ࡿ࣒࣐࢝ࣜ࢟ࣗࣛ
ࢵࣉࢆྠᵝ࡟‽ഛࡋࡲࡋࡻ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋࢳ࣮ࣗࢽࣥࢢไᗘࠊࡇࢀࡣᚋ࡛ヲࡋ࠸ㄝ᫂ࡀ࠶ࡾࡲࡍࡀࠊᮏᏛࡢ≉ᚩࢆಖࡕࡘࡘࠊ࠸ࢁ࠸ࢁ࡞኱Ꮫ࡜ࡢඹ
㏻ᛶ࡜ᩍ⫱ࡢ㉁ࢆྥୖࡉࡏࡿࡓࡵ࡟ㄪᩚࢆࡍࡿࡇ࡜࡜⪃࠼ࡿࡇ࡜ࡀ࡛ࡁࡿ
࡜ᛮ࠸ࡲࡍࠋᮏᏛࡢ≉ᚩࢆࡋࡗ࠿ࡾᣢࡗ࡚࠾ࡃࡀࠊඹ㏻ࡢ࡜ࡇࢁࡶぢ࠸ࡔࡋ࡚᭱⤊ⓗ࡟ࡣᩍ⫱ࡢ㉁ࢆୖࡆࡼ࠺࡜࠸࠺ࡶࡢࡀࢳ࣮ࣗࢽࣥࢢࡔ࡜ᛮ࠺ࡢ࡛
ࡍࡀࠊࡇࢀࢆᐇ᪋ࡋ᳨࡚ドࡍࡿ࡟ࡣཝ᱁࡞ᡂ⦼ホ౯ࡢᐇ᪋ࠊ*3$࡜࠿ࠊᚋ࡛
࠾ヰࡀ࠶ࡾࡲࡍ㐩ᡂᗘホ౯ࢆᐇ᪋ࡍࡿᚲせࡀ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ ࡉࡽ࡟ࠊᩍ⫱ࢩࢫࢸ࣒ࡢせ⣲౛ࢆ࠶ࡆࡿ࡜ࠊࡇࢀࡶࡓࡓࡁྎ࡜ゎ㔘ࡋ࡚࠸ࡓࡔࡅࢀࡤ࠸࠸ࡢ࡛ࡍࡀࠊᏛ఩ࡢၥ㢟࡛ࡍࠋᏛ⩌ࡶྵࡵ࡚Ꮫ⾡Ꮫ఩ཬࡧᑓ㛛Ꮫ఩ࡢ⣔⤫ࡢᩍ⫱ࢩࢫࢸ࣒࡟኱ࡁࡃศࡅࡿࠋ௒ࡣᏛ㢮ࡸᑓᨷࡈ࡜࡟Ꮫ⏕ࢆ࡜ࡾࠊᩍ⫱ࡋ࡚࠸ࡲࡍࡀࠊࡶ࠺ᑡࡋ኱ࡁ࡞ᯟ⤌ࡳࢆ⪃࠼࡚Ꮫ⾡ࠊᑓ㛛ࡢ஧ࡘࡢ⣔⤫࡟ศࡅࡼ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋ ࡑࢀ࠿ࡽࠊᏛኈㄢ⛬࠿ࡽ኱Ꮫ㝔ࡲ࡛ࡢᩍ㣴ᩍ⫱ࠋᩍ㣴ᩍ⫱ࢆᑓ㛛ࡢᇶ♏࡜

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ᇹɤ஖ɶ஖Ⴘ೅ể૙Ꮛો᪃ίẺẺẨӨὸ‫ྶע‬ႎᙹ೉
Ể෇៫ỂẨỦ
ʴ஬ỉᏋ঺‫׎‬ᨥႎʝ੭ࣱỉẝỦ૙ᏋἉἋἘἲỉನሰὉᾒᾰᾼ᾿ῄῂὼᾸ᾽Ὂᾒᾰᾼ᾿ῄῂί‫׎‬ϋ‫ٳ‬ỉ૙Ꮛᄂᆮೞ᧙ểᡲઃẲἚἻὅἋἮὊἒὊ‫ܖٻ‬ửܱྵὸὉᅹႸἊἷὊἁἮἕἁἋ
ὉᅹႸἜὅἢἼὅἂСὉỽἼỿἷἻἲἰἕἩ
ὉἓἷὊἝὅἂСࡇίཎࣉử̬ẼếếẆσᡫࣱể૙ᏋỉឋửӼɥὸὉӈ఍ễ঺ጚᚸ̖ሁỉܱ଀ίᾖᾟᾐСࡇỉΪܱẆᢋ঺ࡇᚸ̖ὸ

૙ᏋἉἋἘἲỉᙲእ̊Ὁ‫ܖ‬ᘐ‫ܖ‬ˮấợỎ‫ᧉݦ‬Ꮀ‫ܖ‬ˮỉʚኒወ૙ᏋἉἋἘἲίకὸ
Ὁ‫ܖ‬ٟᛢᆉẦỤ‫ܖٻ‬ᨈộỂỉ૙᫱૙ᏋὉᵟᶁᶒᶇᶔᶃ ᵪᶃᵿᶐᶌᶇᶌᶅ ỉਖ਼ᡶὉᒍᛖỂ‫ܖ‬ốೞ˟ẆᒍᛖỆợỦἩἿἂἻἲỉ‫ف‬ьὉ‫ܖ‬ဃỉ‫׎‬ᨥႎἅἱἷἝἃὊἉἹὅщửӼɥẐἂἿὊἢἽἅἱἷἝἃὊἉἹὅ૙ᏋἍὅἑὊẑỖẦλᚾો᪃ὉἂἿὊἢἽλᚾᾉɭမẦỤ‫ٶ‬ಮỂΟᅵễ‫ܖ‬ဃửӖẬλủ‫׎‬ᨥἢỽἿἾỴཎКλᚾẆ‫׎ٳ‬ʴ᭗ఄဃởᅈ˟ʴὉ‫ܖ‬ဃỉჇỉᏡщử‫ٶ‬᩿ႎὉዮӳႎỆᚸ̖ẴỦλᚾίૼСࡇồỉ‫ࣖݣ‬ὸὉ૨ኒẆྸኒẆᙐӳኒỉᾂኒወλᚾίకὸὉỴἛἱἕἉἹὅἍὅἑὊỉೞᏡࢍ҄έ‫ݰ‬ႎễ‫ܖ‬ˮἩἿἂἻἲỉܱ଀ί̊ὸ
Ў᣼್ૺ‫׹‬ὉἻỶἧỶἠἫὊἉἹὅ
ί˖ಅẆᄂᆮೞ᧙ὸ
ὉἂἿὊἢἽỶἠἫὊἉἹὅ
ίෙ‫ܖٻٳ‬ểỉσӷὸ
Ὁᵧᵠᴾ૙ՃᏋ঺‫ܖ‬ˮἩἿἂἻἲ
Ὁ‫׎‬ᨥἋἯὊ἖ỴỽἙἱὊ‫ܖ‬ˮἩἿἂἻἲ
ὉỼὊἽἻỸὅἛ‫ܖ׹‬ٟ‫ܖ‬ˮἩἿἂἻἲ
ὉἊἵἣὅỺỿἋἣὊἚ‫ܖ‬ᨥ‫ܖ‬ˮἩἿἂἻἲ
ίˎỉЎ᣼ᾉᑸᘐẆ˳ᏋẆἃỴẆ૙ᏋẆᠾ‫ܖ‬ὸὉἂἿὊỽἽὉἼὊἒὊᏋ঺‫ܖ‬ᨥἩἿἂἻἲίˎᆅὸ

ἙỵἉἩἼὅ‫׹‬Ẹỉ˂ෙ‫ٳ‬ỉ‫ܖٻ‬ᨈểỉᾙᾓύᾓᾓễỄ࠸࠺ࡇ࡜࡛ࡣ࡞ࡃ࡚ࠊ㧗ᖺḟࡢᩍ㣴ᩍ⫱ࢆྵࡵ࡚ࠊụ⏣ඛ⏕ࡀ୰ᚰ࡟࡞ࡗ࡚௒‽ഛࢆࡉࢀ࡚࠸ࡿࠕ⥲ྜᬛࠖࡶ⪃࠼ࡿࠋᑓ㛛ຊࡔࡅ࡛ࡣ࡞ࡃ࡚ࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙ
ࣥຊࠊ◊✲೔⌮ຊࠊࡑࡢ௚ࡶྵࡵ࡚⥲ྜⓗ࡞ຊ㸦⬟ຊ㸧ࢆ㌟࡟ࡘࡅࡉࡏࡿࡇ࡜࡛
ࡍࠋࡑࡢࡼ࠺࡞ᗈ࠸ព࿡࡛ᮏᙜࡢᩍ㣴ᩍ⫱ࢆ㐍ࡵࠊᮏᏛࡢᏛ⏕ࡣࢫ࣏࣮ࢶࡶࢃ࠿
ࡿࡋ࡛ࡁࡿࠊⱁ⾡ࡶࢃ࠿ࡿࠋᑓ㛛እ࡛ࡶከᑡࡣㄒࢀࡿ࡜࠸࠺ࡼ࠺࡞Ꮫ⏕ࢆࡐࡦࡘࡃࡾࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ ࡑࢀ࠿ࡽࠊ$FWLYH/HDUQLQJࡢ᥎㐍ࡶ㔜せ࡛ࡍࠋࡲࡓⱥㄒࢆᏛࡪࡢ࡛ࡣ࡞ࡃࠊⱥ

ㄒ࡛Ꮫࡪ࡜࠸࠺ࡇ࡜࡛ࡍࠋⱥㄒ࡛ᑓ㛛ࢆຮᙉࡍࡿࠋⱥㄒ࡟ࡼࡿࣉࣟࢢ࣒ࣛࠊ
ࡍ࡞ࢃࡕⱥㄒࡔࡅ࡛኱Ꮫ㝔ࢆ༞ᴗ࡛ࡁࡿࠊࡑࡢࡼ࠺࡞ࣉࣟࢢ࣒ࣛࢆ࡝ࢇ࡝ࢇ
ቑࡸࡋ࡚࠸ࡃࠋࡍ࡭࡚࡜࠸࠺ࢃࡅ࡛ࡣ࡞࠸ࡢ࡛ࡍࡀࠊእᅜࡢ኱ᏛࡢᏛ⏕ࡸ㝔⏕ࡀ᮶࡚ࡶࠊఱࡢ㐪࿴ឤࡶ࡞ࡃㅮ⩏ࢆ⫈ࡅ࡚ຮᙉ࡛ࡁࡿࠋࡑࡋ࡚ࠊㄽᩥࢆ᭩
ࡅࡿࠋࡑࡢࡼ࠺࡞኱Ꮫ࡟ࡋࡓ࠸ࠋࡑࡢࡓࡵ࡟ࡣࠊ᪥ᮏࡢᏛ⏕ࡢሙྜࠊㄒᏛࡢ
ࣁࣥࢹࡀ࡝࠺ࡋ࡚ࡶ࠶ࡾࡲࡍ࠿ࡽࠊㄒᏛࢆྵࡵ࡚ᅜ㝿ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥຊ
ࢆࡘࡅࡼ࠺࡜࠸࠺ࡇ࡜࡛ࠊ᭶࠿ࡽࢫࢱ࣮ࢺࡍࡿࠕࢢ࣮ࣟࣂࣝࢥ࣑ࣗࢽࢣ࣮
ࢩࣙࣥᩍ⫱ࢭࣥࢱ࣮ࠖࢆ௒ᚋ඘ᐇࡉࡏ࡚࠸ࡁࡲࡍࠋࡇࢀࡣⱥㄒࡔࡅ࡛࡞ࡃࠊ
≉࡟ᩥ⛉⣔ࡢே࡟ࡣࢺࣜࣜࣥ࢞ࣝ࡟࡞ࡗ࡚࡯ࡋ࠸ࠋࡲࡓேࡢ␃Ꮫ⏕ࡢ୰࡟ࡣࠊ᪥ᮏㄒࡸ᪥ᮏࡢࡇ࡜ࢆຮᙉࡋ࡟ࡃࡿࡶࡢࡶከ࠸࡜⪃࠼ࡽࢀࡿࡢ࡛ࠊ
᪥ᮏㄒࠊ᪥ᮏᩥ໬ࡢᩍ⫱ࢆࡋࡗ࠿ࡾࡸࡽ࡞࠸࡜࠸ࡅ࡞࠸ࠋࡑࢀ࠿ࡽࠊ᪥ᮏே
ࡢᏛ⏕ࡢ࠸ࢃࡺࡿᅜㄒຊࢆ㧗ࡵ࡞࠸࡜࠸ࡅ࡞࠸ࠋࡇࢀࡽࢆྵࡵ࡚ࠊ
ࠕࢢ࣮ࣟࣂࣝࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᩍ⫱ࢭࣥࢱ࣮ࠖ࡟࠾࠸࡚ࡋࡗ࠿ࡾ࡜ᩍ⫱ࡋ࡚࠸ࡇ࠺
࡜࠸࠺ࡇ࡜࡛ࡍࠋ ඛᑟⓗ࡞Ꮫ఩ࣉࣟࢢ࣒ࣛࡢᐇ᪋࡟ࡘ࠸

ᇹɤ஖ɶ஖Ⴘ೅ể૙Ꮛો᪃ίẺẺẨӨὸ‫ྶע‬ႎᙹ೉
Ể෇៫ỂẨỦ
ʴ஬ỉᏋ঺‫׎‬ᨥႎʝ੭ࣱỉẝỦ૙ᏋἉἋἘἲỉನሰὉᾒᾰᾼ᾿ῄῂὼᾸ᾽Ὂᾒᾰᾼ᾿ῄῂί‫׎‬ϋ‫ٳ‬ỉ૙Ꮛᄂᆮೞ᧙ểᡲઃẲἚἻὅἋἮὊἒὊ‫ܖٻ‬ửܱྵὸὉᅹႸἊἷὊἁἮἕἁἋ
ὉᅹႸἜὅἢἼὅἂСὉỽἼỿἷἻἲἰἕἩ
ὉἓἷὊἝὅἂСࡇίཎࣉử̬ẼếếẆσᡫࣱể૙ᏋỉឋửӼɥὸὉӈ఍ễ঺ጚᚸ̖ሁỉܱ଀ίᾖᾟᾐСࡇỉΪܱẆᢋ঺ࡇᚸ̖ὸ

૙ᏋἉἋἘἲỉᙲእ̊Ὁ‫ܖ‬ᘐ‫ܖ‬ˮấợỎ‫ᧉݦ‬Ꮀ‫ܖ‬ˮỉʚኒወ૙ᏋἉἋἘἲίకὸ
Ὁ‫ܖ‬ٟᛢᆉẦỤ‫ܖٻ‬ᨈộỂỉ૙᫱૙ᏋὉᵟᶁᶒᶇᶔᶃ ᵪᶃᵿᶐᶌᶇᶌᶅ ỉਖ਼ᡶὉᒍᛖỂ‫ܖ‬ốೞ˟ẆᒍᛖỆợỦἩἿἂἻἲỉ‫ف‬ьὉ‫ܖ‬ဃỉ‫׎‬ᨥႎἅἱἷἝἃὊἉἹὅщửӼɥẐἂἿὊἢἽἅἱἷἝἃὊἉἹὅ૙ᏋἍὅἑὊẑỖẦλᚾો᪃ὉἂἿὊἢἽλᚾᾉɭမẦỤ‫ٶ‬ಮỂΟᅵễ‫ܖ‬ဃửӖẬλủ‫׎‬ᨥἢỽἿἾỴཎКλᚾẆ‫׎ٳ‬ʴ᭗ఄဃởᅈ˟ʴὉ‫ܖ‬ဃỉჇỉᏡщử‫ٶ‬᩿ႎὉዮӳႎỆᚸ̖ẴỦλᚾίૼСࡇồỉ‫ࣖݣ‬ὸὉ૨ኒẆྸኒẆᙐӳኒỉᾂኒወλᚾίకὸὉỴἛἱἕἉἹὅἍὅἑὊỉೞᏡࢍ҄έ‫ݰ‬ႎễ‫ܖ‬ˮἩἿἂἻἲỉܱ଀ί̊ὸ
Ў᣼್ૺ‫׹‬ὉἻỶἧỶἠἫὊἉἹὅ
ί˖ಅẆᄂᆮೞ᧙ὸ
ὉἂἿὊἢἽỶἠἫὊἉἹὅ
ίෙ‫ܖٻٳ‬ểỉσӷὸ
Ὁᵧᵠᴾ૙ՃᏋ঺‫ܖ‬ˮἩἿἂἻἲ
Ὁ‫׎‬ᨥἋἯὊ἖ỴỽἙἱὊ‫ܖ‬ˮἩἿἂἻἲ
ὉỼὊἽἻỸὅἛ‫ܖ׹‬ٟ‫ܖ‬ˮἩἿἂἻἲ
ὉἊἵἣὅỺỿἋἣὊἚ‫ܖ‬ᨥ‫ܖ‬ˮἩἿἂἻἲ
ίˎỉЎ᣼ᾉᑸᘐẆ˳ᏋẆἃỴẆ૙ᏋẆᠾ‫ܖ‬ὸὉἂἿὊỽἽὉἼὊἒὊᏋ঺‫ܖ‬ᨥἩἿἂἻἲίˎᆅὸ

ἙỵἉἩἼὅ‫׹‬Ẹỉ˂ෙ‫ٳ‬ỉ‫ܖٻ‬ᨈểỉᾙᾓύᾓᾓễỄ࡚ࡣࠊ኱ࡁࡃศࡅ࡚ศ㔝ᶓ᩿ᆺࠊࢹ࢕ࢩࣉ
ࣜࣥᆺࠊࡑࡢ௚ࡢᆺ࡟ศࡅࡽࢀࡲࡍࠋࢹ࢕
ࢩࣉࣜࣥᆺ࡟ࡘ࠸࡚ࡣࠊᏛ⩌࣭Ꮫ㢮ࡸᑓᨷࡢᏛ఩࡜ᩍ⫱ㄢ⛬ࡢᩚ⌮ࡣᚲせ࡛ࡍࡀࠊ௒
ࡢࡶࡢ࡟㏆࠸ᙧ࡛⛣⾜ࡍࡿࡇ࡜ࡀ࡛ࡁࡿ
࡜⪃࠼࡚࠸ࡲࡍࠋศ㔝ᶓ᩿ᆺࡣࠊᐇ㝿࡟㉮ࡗ࡚࠾ࡾࡲࡍࣄ࣮࣐ࣗࣥࣂ࢖࢜ࣟࢪ࣮ࡸ
࢚ࣥࣃ࣮࣓࣡ࣥࢺ᝟ሗᏛࡢᏛ఩ࣉࣟࢢࣛ
࣒ࠊࢫࢱ࣮ࢺࡋࡼ࠺࡜ࡋ࡚࠸ࡿࣛ࢖ࣇ࢖ࣀ
࣮࣋ࢩࣙࣥᏛ఩ࣉࣟࢢ࣒ࣛ࡞࡝ࡀ౛࡜ࡋ
࡚ᣲࡆࡽࢀࡲࡍࠋἲேࡸ௻ᴗࡢ◊✲ᶵ㛵࡜༠ാ࡛⾜࠺ࣛ࢖ࣇ࢖ࣀ࣮࣋ࢩࣙࣥᏛ఩ࣉ

ࣟࢢ࣒ࣛࠊᾏእࡢ኱Ꮫ࡜ࡢඹྠ࡛⾜࠺ࢢ࣮ࣟࣂࣝ࢖ࣀ࣮࣋ࢩࣙࣥᏛ఩ࣉࣟࢢ
࣒࡛ࣛࡍࠋ10 ࡲࡓࠊᖺࡲ࡛࡟,%ᰯࢆ᪥ᮏ࡟ᰯᑟධࡍࡿ࡜࠸࠺ᅜࡢ┠ᶆࢆ㐩ᡂࡍࡿ࡟ࡣࠊࡑࢀ࡟ᑐᛂ࡛ࡁࡿᩍဨࢆ㣴ᡂࡋ࡞࠸࡜࠸ࡅ࡞࠸ࠋࡑࡇ࡛ࠊ,%ᩍဨ㣴ᡂࡢࡓࡵࡢᩍ⫱◊✲ࣉࣟࢢ࣒ࣛࢆᴫ⟬せồ࡜ࡋ࡚ᥦฟࡋࠊㄆࡵࡽࢀࡲࡋࡓࠋ
ࡇࡇ࡛ࡣࢃ࠿ࡾࡸࡍࡃࠕ,%ᩍဨ⫱ᡂᏛ఩ࣉࣟࢢ࣒ࣛࠖ࡜᭩࠸࡚࠸ࡲࡍࡀࠊᒚ
ಟࣉࣟࢢ࣒ࣛࠊಟኈㄢ⛬ࠊ᭱⤊ⓗ࡟ࡣ༤ኈㄢ⛬ࡶྵࡵࡓ,%ᩍဨ㣴ᡂࣉࣟࢢࣛ
࣒࡛ࠊ≉࡟᪥ᮏ∧ࡢ࠸࠸ࣉࣟࢢ࣒ࣛࢆࡘࡃࡿࡓࡵ࡟ᩍ⫱◊✲⛉ࢆ୰ᚰ࡟‽ഛࡋ࡚࠾ࡾࡲࡍࠋ ࡑࢀ࠿ࡽࠊᅜ㝿ࢫ࣏࣮ࢶ࢔࢝ࢹ࣑࣮Ꮫ఩ࣉࣟࢢ࣒ࣛࠊࡇࢀࡶ㉮ࡾጞࡵࡲࡍ
ࡀࠊᮏᏛࡢᙉࡳࡢ୍ࡘ࡛࠶ࡿయ⫱࣭ࢫ࣏࣮ࢶࡢศ㔝࡛ࠊ࢔ࣇࣜ࢝ࠊᮾ༡࢔ࢪ
࢔࠿ࡽᑗ᮶ࡑࡢᅜ࡛࣮ࣜࢲ࣮࡟࡞ࡿ࡛࠶ࢁ࠺ⱝ࠸ᣦᑟ⪅࡟ධᏛࡋ࡚ࡶࡽ࠸ࠊ
࢝᭶⛬ᗘࡋࡗ࠿ࡾ࡜ຮᙉࡋ࡚ಟኈྕࢆྲྀᚓࡋ࡚ࡶࡽ࠸ࠊ᪥ᮏࡢࡇ࡜ࡶࡼ
ࡃ⌮ゎࡋ࡚ᖐࡗ࡚ࡶࡽ࠺ࠋࡇࢀࡣᩥ⛉┬ࡀ᥎㐍ࡋ࡚࠸ࡿ6SRUWVIRU7RPRUURZࡢ㸯ࡘ࡛ࡍࠋࡇࡇ࡛ࡣࠊୡ⏺ྛᅜ࠿ࡽⴭྡ࡞◊✲⪅ࡸᣦᑟ⪅ࠊࡉࡽ࡟ࢫ࣏࣮
ࢶศ㔝࡛ᣦᑟⓗ࡞❧ሙ࡟࠶ࡿ᪉ࠎࢆᩍᤵ࡜ࡋ࡚ᣍ⪸ࡍࡿணᐃ࡛ࡍࠋ ࡑࢀ࠿ࡽࠊᏛኈ∧ࡢ࣮࢜ࣝࣛ࢘ࣥࢻᆺᏛ఩ࣉࣟࢢ࣒ࣛࠋࡇࢀࡣụ⏣ඛ⏕ࢆ୰ᚰ࡟ィ⏬ࡋ࡚ࡶࡽࡗ࡚࠾ࡾࡲࡍࡀࠊᅄࡘࡢᰕ㸦ᆅ⌫⎔ቃࠊ⏕࿨࣭೺ᗣࠊ

Ᏻ඲࣭Ᏻᚰࠊඹ⏕♫఍㸧ࡀ࠶ࡾࠊࡇࢀࡽࢆᗈ⠊࡟ຮᙉࡋ࡞ࡀࡽࠊᚎࠎ࡟ᑓ
㛛ຊࢆ㧗ࡵࠊࡉࡽ࡟῝ࡵࡿࡓࡵ࡟኱Ꮫ㝔࡬㐍ࡴ࡜࠸࠺ࡼ࠺࡞ࣉࣟࢢ࣒ࣛࢆ⪃࠼࡚࠸ࡲࡍࠋ ࢪࣕࣃ࢚ࣥ࢟ࢫࣃ࣮ࢺᏛ㝿Ꮫ఩ࣉࣟࢢ࣒ࣛࡣࠊⱁ⾡ࠊయ⫱ࠊࢣ࢔࡞࡝ࡢ᪥
ᮏࡀ㄂ࢀࡿࡶࡢࠊࡑࡋ࡚᪥ᮏࡢࡇ࡜ࢆࡼࡃ⌮ゎࡋ࡚ࡶࡽ࠺ࡇ࡜ࢆࡡࡽ࠸࡜ࡋ
࡚࠸ࡲࡍࠋࡑࢀ࠿ࡽࠊࢢ࣮࣭࣮ࣟ࢝ࣝࣜࢲ࣮⫱ᡂᏛ㝿ࣉࣟࢢ࣒ࣛࠋࡇࢀࡣ௒ࠊ
ேᩥ♫఍⣔࡛‽ഛࡋ࡚࠾ࡾࡲࡍࠋ ࡑࡢ௚࡟ࡘ࠸࡚ࡣࠊᾏእࡢ኱Ꮫ࡜ࡢࢪࣙ࢖ࣥࢺࢹ࢕ࢢ࣮ࣜ࡜ࢲࣈࣝࢹ࢕ࢢ
࣮ࣜࣉࣟࢢ࣒࡛ࣛࡍࠋࡍ࡛࡟୍㒊ࡣࢫࢱ࣮ࢺࡋ࡚࠾ࡾࡲࡍࠋ ࡑࡋ࡚ධヨᨵ㠉࡛ࡍࠋධヨᨵ㠉ࡀ࠶ࡗ࡚ᩍ⫱ࡀ࠶ࡿࡢ࡛ࡣ࡞ࡃ࡚ࠊඃࢀࡓ
ᩍ⫱ࢆࡋ࡚ேᮦࢆ㍮ฟࡋࡓ࠸ࡢ࡛ࠊࡑࢀ

ᇹɤ஖ɶ஖Ⴘ೅ể૙Ꮛો᪃ίẺẺẨӨὸ‫ྶע‬ႎᙹ೉
Ể෇៫ỂẨỦ
ʴ஬ỉᏋ঺‫׎‬ᨥႎʝ੭ࣱỉẝỦ૙ᏋἉἋἘἲỉನሰὉᾒᾰᾼ᾿ῄῂὼᾸ᾽Ὂᾒᾰᾼ᾿ῄῂί‫׎‬ϋ‫ٳ‬ỉ૙Ꮛᄂᆮೞ᧙ểᡲઃẲἚἻὅἋἮὊἒὊ‫ܖٻ‬ửܱྵὸὉᅹႸἊἷὊἁἮἕἁἋ
ὉᅹႸἜὅἢἼὅἂСὉỽἼỿἷἻἲἰἕἩ
ὉἓἷὊἝὅἂСࡇίཎࣉử̬ẼếếẆσᡫࣱể૙ᏋỉឋửӼɥὸὉӈ఍ễ঺ጚᚸ̖ሁỉܱ଀ίᾖᾟᾐСࡇỉΪܱẆᢋ঺ࡇᚸ̖ὸ

૙ᏋἉἋἘἲỉᙲእ̊Ὁ‫ܖ‬ᘐ‫ܖ‬ˮấợỎ‫ᧉݦ‬Ꮀ‫ܖ‬ˮỉʚኒወ૙ᏋἉἋἘἲίకὸ
Ὁ‫ܖ‬ٟᛢᆉẦỤ‫ܖٻ‬ᨈộỂỉ૙᫱૙ᏋὉᵟᶁᶒᶇᶔᶃ ᵪᶃᵿᶐᶌᶇᶌᶅ ỉਖ਼ᡶὉᒍᛖỂ‫ܖ‬ốೞ˟ẆᒍᛖỆợỦἩἿἂἻἲỉ‫ف‬ьὉ‫ܖ‬ဃỉ‫׎‬ᨥႎἅἱἷἝἃὊἉἹὅщửӼɥẐἂἿὊἢἽἅἱἷἝἃὊἉἹὅ૙ᏋἍὅἑὊẑỖẦέ‫ݰ‬ႎễ‫ܖ‬ˮἩἿἂἻἲỉܱ଀ί̊ὸ
Ў᣼್ૺ‫׹‬λᚾો᪃ὉἂἿὊἢἽλᚾᾉɭမẦỤ‫ٶ‬ಮỂΟᅵễ‫ܖ‬ဃửӖẬλủ‫׎‬ᨥἢỽἿἾỴཎКλᚾẆ‫׎ٳ‬ʴ᭗ఄဃởᅈ˟ʴὉ‫ܖ‬ဃỉჇỉᏡщử‫ٶ‬᩿ႎὉዮӳႎỆᚸ̖ẴỦλᚾίૼСࡇồỉ‫ࣖݣ‬ὸὉ૨ኒẆྸኒẆᙐӳኒỉᾂኒወλᚾίకὸὉỴἛἱἕἉἹὅἍὅἑὊỉೞᏡࢍ҄ὉἻỶἧỶἠἫὊἉἹὅ
ί˖ಅẆᄂᆮೞ᧙ὸ
ὉἂἿὊἢἽỶἠἫὊἉἹὅ
ίෙ‫ܖٻٳ‬ểỉσӷὸ
Ὁᵧᵠᴾ૙ՃᏋ঺‫ܖ‬ˮἩἿἂἻἲ
Ὁ‫׎‬ᨥἋἯὊ἖ỴỽἙἱὊ‫ܖ‬ˮἩἿἂἻἲ
ὉỼὊἽἻỸὅἛ‫ܖ׹‬ٟ‫ܖ‬ˮἩἿἂἻἲ
ὉἊἵἣὅỺỿἋἣὊἚ‫ܖ‬ᨥ‫ܖ‬ˮἩἿἂἻἲ
ίˎỉЎ᣼ᾉᑸᘐẆ˳ᏋẆἃỴẆ૙ᏋẆᠾ‫ܖ‬ὸὉἂἿὊỽἽὉἼὊἒὊᏋ঺‫ܖ‬ᨥἩἿἂἻἲίˎᆅὸ

ἙỵἉἩἼὅ‫׹‬Ẹỉ˂ෙ‫ٳ‬ỉ‫ܖٻ‬ᨈểỉᾙᾓύᾓᾓễỄ࡟┦ᛂࡋ࠸ேࢆ㑅ᢤ࡛ࡁࡿࢩࢫࢸ࣒ࢆ
ࡘࡃࡿࡢࡀධヨᨵ㠉࡛࠶ࡿ࡜⪃࠼࡚࠸ࡲࡍࠋࢢ࣮ࣟࣂࣝධヨࠋࡇࢀࡣࡶ࠺᪤࡟㉮ࡗ࡚࠾ࡾࡲࡍࡀࠊᐇ㝿࡟ࡣ௒ࠊᅜ㝿ࣂ࢝ࣟࣞ࢔≉ูධヨࠊእᅜேࢆᑐ㇟࡜ࡋࡓධヨ࡞࡝ࢆྵࡵࡓࡶࡢࢆ⪃࠼࡚࠸ࡲࡍࠋࡑࢀ
࡛ୡ⏺࠿ࡽከᵝ࡛ඃ⚽࡞Ꮫ⏕ࢆ㞟ࡵࡿࠋࡑࡢࡓࡵ࡟ࡣእᅜேࡢ㧗ᰯ⏕࡟ࡶὀ┠ࡋࡓ࠸ࠋ␃Ꮫ⏕࡜࠸࠺ࡼࡾࡣࠊእᅜࡢඃ
⚽࡞㧗ᰯ⏕࡟┤᥋ࡇࡕࡽ࡟ධࡗ࡚ࡁ࡚
ࡶࡽ࠺ࡇ࡜ࡶ⪃࠼࡚࠾ࡾࡲࡍࠋࡑࢀ࠿ࡽࠊ

⌧ᅾ࡛ࡶࠊ኱Ꮫ㝔࡟ࡣ♫఍ேࡢᏛ⏕ࡀࡓࡃࡉࢇ࠸ࡽࡗࡋࡷ࠸ࡲࡍࡀࠊᏛኈㄢ
⛬࡛ࡶࡇࢀ࠿ࡽࡑࡢࡼ࠺࡞᪉ࡀከࡃ࡞ࡿࡢ࡛ࠊࡑࡢ‽ഛࢆࡍࡿᚲせࡀ࠶ࡾࡲ
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ࡽࡶ࠸ࢁ࠸ࢁ࡜ไᗘᨵ㠉ࡀฟ࡚࠸ࡲࡍࡢ࡛ࠊᑐᛂࡋ࡞࠸࡜࠸ࡅࡲࡏࢇࡋࠊᚑ
᮶ࡢ᪉ྥ࡛ࡣ࡞࠸ࡶࡢࢆ࠸ࢁ࠸ࢁ࡜㛤Ⓨࡍࡿᚲせࡀ࠶ࡾࡲࡍࠋඛ⛬ࡶᑡࡋ㏙
࡭ࡲࡋࡓࡀࠊᑠࡉ࡞༢఩࡛ಶࠎ࡟ධヨࢆࡍࡿࡢ࡛ࡣ࡞ࡃ࡚ࠊᩥ⣔ࠊ⌮⣔ࠊ」ྜ⣔࡞࡝ࡢ኱ࡁ࡞༢఩࡛Ꮫ⏕ࢆ࡜ࡾࠊධᏛᚋ࡟ᑓ㛛ࢆỴࡵ࡚࠸ࡃ࡜࠸࠺ࡶࡢ
࡛ࡍࠋࡑࡢࡓࡵ࡟ࡣࠊ⌧ᅾࡢ࢔ࢻ࣑ࢵࢩࣙࣥࢭࣥࢱ࣮ࡢᶵ⬟ࢆ㣕㌍ⓗ࡟ᙉ໬ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ࡜ࡶ⏦ࡋῧ࠼࡚࠾ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡇࡢࡼ࠺࡞ࡶࡢࢆᩍ⫱ᨵ㠉࡟㛵ࡍࡿ➨୕ᮇ୰ᮇ┠ᶆ࣭ィ⏬ࡢ୰࡟ᣲࡆࡓ࠸
࡜⪃࠼࡚࠸ࡲࡍࠋ௨ୖࠊ⟃Ἴ኱Ꮫࡀ⾜࠾࠺࡜ࡋ࡚࠸ࡿᩍ⫱ᨵ㠉ࡢ᪉ྥࢆ࠾ヰࡋࡲࡋࡓࠋࡈΎ⫈࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

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᫬㛫ࡀ㝈ࡽࢀ࡚࠾ࡾࡲࡍࡢ࡛ࠊࡇࢀࡼࡾࡶ
⡆༢࡞༤ኈᚋᮇㄢ⛬᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࡢ
࠾ヰࢆ୰ᚰ࡟࠸ࡓࡋࡲࡋ࡚ࠊࡶࡋ᫬㛫ࡀ࠶䝅䝇䝔䝮᝟ሗ⣔ ᐑᮏᐃ᫂ࡿࡼ࠺࡛ࡋࡓࡽࣜࢫࢡᕤᏛࡢ࠾ヰࡶࡉࡏ࡚ϮϬϭϱᖺϭ᭶ϭϵ᪥ᖹᡂϮϲᖺᗘ ➨ϴᅇ⟃Ἴ኱Ꮫ&◊ಟ఍࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
ࠕᮏ᪥ࡢヰ㢟ࠖࡢ࡜ࡇࢁࢆࡈぴࡃࡔࡉ࠸ࠋ ࠕ⟃Ἴ኱Ꮫ኱Ꮫ㝔࡛ᐇ᪋ࡋ࡚࠸ࡿࠗ㐩ᡂᗘホ౯࠘࡟ࡘ࠸࡚⤂௓ࠖ࡜࠶ࡾࡲࡍࡀࠊ
ࠕ㐩

ᮏ᪥䛾ヰ㢟

ᡂᗘホ౯ࠖ࡜࠸࠺࡜ࡇࢁ࡟㘽ᣓᘼࢆࡘࡅࡉ
ࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋ㐩ᡂᗘホ౯࡜⏦ࡋࡲ• ⟃Ἴ኱Ꮫ኱Ꮫ㝔䛷ᐇ᪋䛧䛶䛔䜛䛂㐩ᡂᗘホ౯䛃䛻䛴䛔䛶⤂௓• ♫఍ே䛾䛯䜑䛾༤ኈᚋᮇㄢ⛬᪩ᮇಟ஢䝥䝻䜾䝷䝮• 䝅䝇䝔䝮᝟ሗᕤᏛ◊✲⛉䝸䝇䜽ᕤᏛᑓᨷࡍ࡜࠸ࢁ࠸ࢁ࡞᪉ἲࡀ࠶ࡾࡲࡋ࡚ࠊࡶࡕࢁ

• ㉁ಖド䝅䝇䝔䝮䛸䛧䛶䛿⡆༢• 2007ᖺᗘ䜘䜚⌧ᅾ䜎䛷⥅⥆ⓗ䛻ᐇ᪋ࢇヨ㦂ࢆ⾜࠺ࡇ࡜ࡣࡁࡕࢇ࡜ࡋࡓ㐩ᡂᗘホ• 䛣䛣䛷⤂௓䛩䜛䛂㐩ᡂᗘホ౯䛃䛿ሙྜ࡟ࡶ㐩ᡂᗘホ౯ࢆ⾜ࡗ࡚࠸ࡇ࠺࡜࠸࠺

౯࡞ࡢ࡛ࡍࡀࠊࡑࡢヨ㦂ࢆ⾜࠺ࡢࡀ㞴ࡋ࠸• ᐃᮇⓗ䛻Ꮫ⏕䛜⮬ᕫホ౯䜢⾜䛔䠈䛭䛾⤖ᯝ䜢ᩍဨ䜾䝹䞊䝥䛜ᑂᰝ䛒䜛䛔䛿ホ౯䛩䜛䝅䝇䝔䝮ࡇ࡜ࡀ୰ᚰ࡛ࡈࡊ࠸ࡲࡍࠋ
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ࡇࡢ୧⪅࡟㛵ࡋ࡚ࠊ୕ࡘ┠ࡢ࣏ࢶࡢࠕᖺᗘࡼࡾ⌧ᅾࡲ࡛⥅⥆ⓗ࡟ᐇ᪋ࠖࡋ࡚ࡁࡓ࡜࠸࠺࡜ࡇࢁࢆࡈぴ࠸ࡓࡔࡁࡓ࠸ࡢ࡛ࡍࡀࠊᩍ⫱ࡢ㉁ಖドࢩࢫࢸ࣒࡜ࡋ࡚ࡣ๭࡜⡆༢࡞ࡶࡢ࡛࠶ࡿ࡜ᛮࡗ࡚࠾ࡾࡲࡍࠋࡋ࠿ࡋ࡞ࡀ
ࡽࠊᖺ㛫ࡢᐇ⦼ࡀ࠶ࡾࠊࡑࢀࡒࢀ⤌⧊࡜ࡋ࡚ࡣᑠࡉ࠸ࡢ࡛ࡍࡀࠊ࡜࡟
࠿ࡃ⌧ᅾࡲ࡛⾜ࡗ࡚ࡃࡿࡇ࡜ࡣ࡛ࡁࡓ࡜࠸࠺ࡇ࡜࡛ࡍࡢ࡛ࠊᚚ⤂௓ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡇࡍࡿࠕ㐩ᡂᗘホ౯ࠖ࡜࠸࠸ࡲࡍࡢࡣࠊᐃᮇⓗ࡟Ꮫ⏕ࡀ⮬ᕫホ౯ࢆ⾜࠸ࠊࡑࡢ⤖ᯝࢆᩍဨࢢ࣮ࣝࣉ࡟♧ࡋࠊࡑࢀࢆᩍဨࢢ࣮ࣝࣉࡀホ౯ࡍࡿࢩࢫࢸ࣒࡛࠶ࡿ࡜ࠊ኱ࡊࡗࡥ࡟ゝ࠺ࡇ࡜ࡀ࡛ࡁࡲࡍࠋ ḟࡢ࣮࣌ࢪࢆࡈぴࡃࡔࡉ࠸ࠋ ࠕ♫఍ேࡢࡓࡵࡢ༤ኈᚋᮇㄢ⛬᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࠖ࡜࠸࠺㛗࠸ྡ๓࡞ࡢ

♫఍ே䛾䛯䜑䛾༤ኈᚋᮇㄢ⛬᪩ᮇಟ஢䝥䝻䜾䝷䝮䠄᪩ᮇಟ஢䝥䝻䜾䝷䝮䠅࡛ࡍࡀࠊࡇࢀࡣ≉ูᩍ⫱◊✲⤒㈝ࢆ⏦ㄳ࠸ࡓࡋࡲࡋ࡚ࠊᖺᗘࠊ࠶ࡿ࠸ࡣ

• 2009ᖺᗘ䠖ᩘ⌮≀㉁⛉Ꮫ◊✲⛉䠈䝅䝇䝔䝮᝟ሗᕤᏛ◊✲⛉䠈䝡䝆䝛䝇⛉Ꮫ◊✲⛉• 2010ᖺᗘ䜘䜚䠖ᩘ⌮≀㉁⛉Ꮫ◊✲⛉䠈䝅䝇䝔䝮᝟ሗᕤᏛ◊✲⛉䠈䝡䝆䝛䝇⛉Ꮫ◊✲⛉䠈⏕࿨⎔ቃ⛉Ꮫ◊✲⛉• ◊✲⛉ᶓ᩿ᆺ䛾䝥䝻䜾䝷䝮䛻༢୍䛾㉁ಖド䝅䝇䝔䝮䜢㐺⏝• እ㒊ホ౯䜢క䛖䠄PDCA)

ࡶ࠺ᑡࡋ๓࠿ࡽࡔࡗࡓ࠿ࡶࡋࢀࡲࡏࢇ
ࡀࠊᖺ㛫ࡀㄆࡵࡽࢀ࡚ጞࡲࡗࡓࡶࡢ
࡛ࡈࡊ࠸ࡲࡍࡀࠊࡑࢀࡀ⤊஢ࡋ࡚࠿ࡽ

• ༤ኈᚋᮇㄢ⛬䛻䛚䛡䜛᪩ᮇಟ஢ไᗘ䜢䝥䝻䜾䝷䝮໬䠄䝅䝇䝔䝮໬䠅• ಟ஢⏕䛾㉁䜢ಖド䛩䜛䛯䜑䠈ධᏛ᫬䛾ᒚಟ⏕䛾㉁䜢☜ಖ䛧䠈ධᏛᚋ䛾ᒚಟ䝥䝻䝉䝇䜢ྍど໬ࡶ⌧ᅾࡲ࡛⥆࠸࡚࠾ࡾࡲࡍࠋึᖺᗘࡣ
ᩘ⌮≀㉁⛉Ꮫ◊✲⛉ࠊࢩࢫࢸ࣒᝟ሗᕤ
Ꮫ◊✲⛉ࠊࣅࢪࢿࢫ⛉Ꮫ◊✲⛉ࡢ◊✲⛉࠿ࡽฟⓎࡋࠊ⏕࿨⎔ቃ⛉Ꮫ◊✲⛉ࡀࡑࡢᚋຍࢃࡾࡲࡋࡓࠋᚋᮇㄢ⛬࡛࠶

3ࡿ࡜࠸࠺ࡇ࡜ࠊࡑࢀ࠿ࡽࠊ◊✲⛉ࢆᶓ᩿ࡋࡓࣉࣟࢢ࣒ࣛ࡟୍ࡘࡢ㉁ಖドࢩࢫࢸ࣒ࢆᵓᡂࡋࡼ࠺࡜࠸࠺⪃࠼᪉࡞ࡢ࡛ࠊ࠶ࡿព࿡ࠊ㠀ᖖ࡟ࡸࡾ࡟ࡃ࠸ࡇ࡜ࢆࡋ࡚࠸ࡲࡍࠋ ࡇࢀ࡟ຍ࠼࡚㉁ಖドࡢࡓࡵ࡟እ㒊ホ౯ࢆᑟධࡋ࡚࠸ࡲࡍࠋࢫࣛ࢖ࢻ࡟
ࠕ3'&$ࠖ࡜᭩࠸࡚ࠕ&ࠖࡀ㉥࡛᭩࠸࡚࠶ࡾࡲࡍࡀࠊእ㒊ホ౯ࡣ3'&$ࡢ
ࠕ&ࠖࡢࢳ࢙ࢵࢡࡢẁ㝵ࡔ࡜ᤊ࠼࡚࠸ࡲࡍࠋ༤ኈᚋᮇㄢ⛬࡛ࡢ᪩ᮇಟ஢
ไᗘ࡜࠸࠺ࡢࡣ඲ᅜⓗ࡟࠶ࡿࡢ࡛ࠊ࡝ࡇࡢ኱Ꮫ࡛ࡶ᪩ᮇಟ஢ࡣ࡛ࡁࡿࡢ
࡛ࡍࡀࠊࡇࢀࢆࢩࢫࢸ࣒໬ࡋ࡚ࣉࣟࢢ࣒ࣛ࡟ࡍࡿ࡜࠸࠺⪃࠼᪉࡛࠶ࡾࡲ
ࡍࠋᚋ࡛ࡶ࠺୍ᗘ⏦ࡋࡲࡍࡀࠊಟ஢⏕ࡢ㉁ಖドࢆࡍࡿࡓࡵ࡟ධᏛ᫬ࡢᒚ
ಟ⏕ࡢ㉁ࢆ☜ಖࡋ࡚ࠊධᏛᚋࡢᒚಟࣉࣟࢭࢫࢆྍど໬ࡍࡿࠋࡑࡢࡓࡵ࡟㐩ᡂᗘホ౯ࢩࢫࢸ࣒ࢆᑟධࡋࡲࡋࡓࠋ࡞࠾ࠊ⚾ࡣࡇࡢ㐠Ⴀጤဨ఍ࡢጤဨ
㛗ࡶົࡵࡉࡏ࡚࠸ࡓࡔ࠸࡚࠾ࡾࡲࡍࡀࠊ࠸ࡲ⏦ୖࡆࡿࡇ࡜ࡣ⚾ಶேࡢពぢ࡟ᇶ࡙ࡃ࡜࠸࠺ࡇ࡜࡛ᚚ⌮ゎࢆ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
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♫఍ே䛾䛯䜑䛾༤ኈᚋᮇㄢ⛬᪩ᮇಟ஢䝥䝻䜾䝷䝮䠄᪩ᮇಟ஢䝥䝻䜾䝷䝮䠅䛸䛿䠛 ḟࡢࢫࣛ࢖ࢻ࡟ཧࡾࡲࡍࠋ᪩ᮇಟ஢
ࣉࣟࢢ࣒ࣛࡢㄝ᫂఍࡜࠸࠺ࡢࡀࡈࡊ࠸
ࡲࡋ࡚ࠊࡑࡇ࠿ࡽࢫࣛ࢖ࢻࢆྲྀࡗࡓࡶ• ⟃Ἴ኱Ꮫ䛿䚸㡹ᙇ䜛♫఍ே䜢ᛂ᥼ࡢ࡞ࡢ࡛ࡍࡀࠊࡲࡎࠕ⟃Ἴ኱Ꮫࡣ㡹ᙇࡿ♫఍ேࢆᛂ᥼ࠖࡍࡿࡢࡔ࡜࠸࠺ࢫࣟ• ୍ᐃ䛾Ꮫ⾡ⓗᐇ⦼䛺䛹䛜䛒䜛♫఍ே䜢ᑐ㇟䛻䚸᭱▷䠍ᖺ䛷༤ኈྕ䠄ㄢ⛬༤ኈ䠅䜢ᤵ୚࣮࢞ࣥࢆ❧࡚ࡲࡋ࡚ࠊ୍ᐃࡢᏛ⾡ⓗᐇ• ༤ኈᚋᮇㄢ⛬䛻ᅾ⡠䛧䚸◊✲ᣦᑟ䜢ཷ䛡䛺䛜䜙♫఍ே䛸䛧䛶䛾◊✲ᴗ⦼䜢䝧䞊䝇䛻ㄽᩥ䜢ᇳ➹⦼࡞࡝ࡀ࠶ࡿ♫఍ேࢆᑐ㇟࡟᭱▷ᖺ• 㐩ᡂᗘホ౯䝅䝇䝔䝮䛻䜘䛳䛶䚸Ꮫ఩ᤵ୚䜎䛷䛾䝥䝻䝉䝇䜢㐺ṇ䛻㐙⾜䠄Ꮫ఩䛾㉁䛾ಖド䠅ࡣ༤ኈᚋᮇㄢ⛬࡟ᅾ⡠ࡋ◊✲ᣦᑟࢆཷ࡛ㄢ⛬༤ኈࡢ༤ኈྕࢆᤵ୚ࡍࡿࠋࡑࢀ
ࡅࡿࡇ࡜ࡣࡶࡕࢁࢇ࡛ࡍࡀࠊ♫఍ே࡜ࡋ࡚ࡢ◊✲ᴗ⦼ࢆ࣮࣋ࢫ࡟ㄽᩥࢆᇳ➹4ࡍࡿ࡜࠸࠺ࡇ࡜ࢆ࠺ࡓࡗ࡚࠾ࡾࡲࡍࠋ
ࡲࡓࠊඛ⛬⏦ࡋࡲࡋࡓࡼ࠺࡟ࠊ㐩ᡂᗘホ౯ࢩࢫࢸ࣒࡟ࡼࡗ࡚Ꮫ఩ࡢ㉁ࢆಖドࡍࡿ࡜࠸࠺ࡇ࡜ࡶ࠺ࡓࡗ࡚࠾ࡾࡲࡍࠋ ḟ࡟ࠊࠕ᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࡢ⌧≧ࠖ࡜࠸࠺࡜ࡇࢁࢆࡈぴ࠸ࡓࡔࡁࡓ࠸ࡢ࡛

᪩ᮇಟ஢䝥䝻䜾䝷䝮䛾⌧≧ࡍࡀࠊࡇࢀࡶㄝ᫂఍ࡢ୍㒊ࡢ㈨ᩱ࡛ࡍ

 ᖹᡂ19ᖺᗘ䛛䜙䝇䝍䞊䝖 ᖹᡂ19䡚25ᖺᗘᒚಟ⪅⥲ᩘ䞉ಟ஢⪅⥲ᩘ
◊✲⛉

ᒚಟ⪅ᩘ

ࡀࠊࡑࡇࡢ⾲ࢆࡈぴ࠸ࡓࡔࡁࡲࡍ࡜ࠊ

ಟ஢⪅ᩘ䠄䛖䛱1ᖺ䛷䛾ಟ஢⪅ᩘ䠅ᖹᡂᖺ㹼ᖺᗘࡲ࡛ࡢᒚಟ⪅ྡ䝡䝆䝛䝇⛉Ꮫ

9

6 䠄 5䠅

ᩘ⌮≀㉁⛉Ꮫ

50

44 䠄 32䠅ࡢ࠺ࡕࠊಟ஢⪅ᩘࡀྡ࡜࠸࠺ࡇ࡜

䝅䝇䝔䝮᝟ሗᕤᏛ

78

67 䠄 59䠅⏕࿨⎔ቃ⛉Ꮫ

36 䠄 36䠅࡛ಟ஢⋡ࡀ㸣࡛ࡍࠋᖺ࡛ࡢಟ஢⪅

37

ィ

174

153 䠄132䠅 ᖹᡂ26ᖺᗘᒚಟ⪅ᩘ࡜㠀ᖖ࡟㧗࠸⋡࡟࡞ࡗ࡚࠸ࡲࡍࠋࡇࢀ

ಟ஢⋡ 88䠂 䠄76%䠅

䝡䝆䝛䝇⛉Ꮫ

0ᩘ⌮≀㉁⛉Ꮫ

8䝅䝇䝔䝮᝟ሗᕤᏛ

8⏕࿨⎔ቃ⛉Ꮫ

14ィࡢ⋡ࢆ㉥Ꮠ࡛᭩࠸࡚࠾ࡾࡲࡍࡀࠊ㸣ࡣࡇࡢࣉࣟࢢ࣒ࣛࡀ࠺ࡲࡃᶵ⬟ࡋ࡚࠸ࡿࡶࡢ࡛ࡣ࡞࠸࠿࡜ᛮࡗ࡚࠸ࡲࡍࠋ
530

 ࡇࢀࡶㄝ᫂఍ࡢ㈨ᩱࡢ୍㒊࡛ࡍࡀࠊ᪩ᮇಟ஢䝥䝻䜾䝷䝮䛸ㄢ⛬༤ኈ䚸ㄽᩥ༤ኈ䛸䛾㐪䛔
ㄢ⛬༤ኈ

᪩ᮇಟ஢
䝥䝻䜾䝷䝮

 ḟࢆࡈぴࡃࡔࡉ࠸ࠋ
ㄢ⛬༤ኈ࡜ㄽᩥ༤ኈࢆ୧ഃ࡟୪࡭ࡲࡋ
࡚ࠊ᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛ࡜࠸࠺ࡢࡣ࡝

ㄽᩥ༤ኈࡢࡼ࠺࡞఩⨨࡙ࡅ࡟࠶ࡿ࠿࡜࠸࠺ࡇ࡜

኱Ꮫ㝔䛻ධᏛ
኱Ꮫ㝔䛻ධᏛ
኱Ꮫ㝔䛻ධᏛ䛫䠄ㄢ⛬༤ኈ䠅
䠄ㄢ⛬༤ኈ䠅
䛪䚸ㄽᩥ䛾䜏䜢љљ኱Ꮫ䛻ᥦฟљ
㏻ᖖ䠏ᖺ㛫ᅾ⡠䛧䚸 ᭱▷䠍ᖺ㛫ᅾ⡠䛧䚸ᣦᑟᩍဨ䛾ඖ䛷 ᩍဨ䛾ᣦᑟ䜢ཷ䛡 ㄽᩥᑂᰝ䛻ྜ᱁љ◊✲ᐇ⦼䜢㔜䛽䚸 䛺䛜䜙♫఍ே䛸䛧༤ኈྕ䠄எ䠅
ㄽᩥ䜢ᇳ➹䛶䛾◊✲ᴗ⦼䜢ඖљྲྀᚓ䛻ㄽᩥ䜢ᇳ➹
љ༤ኈྕ䠄⏥䠅
ྲྀᚓ༤ኈྕ䠄⏥䠅
ྲྀᚓ
6ࢆ♧ࡋ࡚࠸ࡲࡍࠋㄢ⛬༤ኈ࡜ඹ㏻࡞ࡢ
࡛ࡍࡀࠊ♫఍ே࡜ࡋ࡚ࡢ◊✲ᴗ⦼ࢆࡶ࡜࡟ㄽᩥࢆᇳ➹ࡍࡿ࡜࠸࠺ࢩࢫࢸ࣒࡟
ࡋ࡚࠸ࡿ࡜ࡇࢁ࡟≉ᚩࡀࡈࡊ࠸ࡲࡍࠋ ḟࡢㄝ᫂㈨ᩱࡣ࡝ࡢࡼ࠺࡞ὶࢀ࠿࡜
࠸࠺ࡇ࡜࡞ࡢ࡛ࡍࡀࠊ᪩ᮇಟ஢ไᗘ࡟
஌ࡗྲྀࡗࡓࡶࡢ࡞ࡢ࡛ࠊ♫఍ேࡀ♫఍ே≉ู㑅ᢤࡢ኱Ꮫ㝔ධヨࢆᬑ㏻࡟ཷࡅ
ࡲࡋ࡚ࠊྜ᱁ࡋࡓᚋ࡟ࡇࡢࣉࣟࢢ࣒ࣛ

ࡢᒚಟ⏕࡟࡞ࢀࡿ࠿࡝࠺࠿࡜࠸࠺ᑂᰝࢆཷࡅࡲࡍࠋࡇࡢᑂᰝࡶ㐩ᡂᗘホ౯᪉ᘧ࡟ࡋࡓࡀࡗ࡚࠸ࡿࡢ࡛ࡍࡀࠊࡑࡢᑂᰝ࡟ྜ᱁ࡋࡓሙྜ࡟ࡇࡢࣉࣟ


16




᪩ᮇಟ஢䝥䝻䜾䝷䝮䛻䛚䛡䜛༤ኈྕྲྀᚓ䛾ὶ䜜♫఍ே䞉䞉䞉䞉䞉୍ᐃỈ‽௨ୖ䛾◊✲ᴗ⦼ࢢ࣒ࣛࡢᒚಟ⏕࡟࡞ࡾࡲࡍࠋࡇࡢᑂᰝ
࡟ྜ᱁ࡋ࡞ࡃ࡚ࡶධヨ࡟ࡣྜ᱁ࡋ࡚࠸
ࡿࢃࡅ࡛ࡍ࠿ࡽࠊࣉࣟࢢ࣒ࣛ௨እࡢ㏻኱Ꮫ㝔ධヨᖖࡢᏛ⏕࡟࡞ࡿࡇ࡜ࡶ࡛ࡁࡿ࡜࠸࠺ࡇ

ྜ᱁࡜࡛ࡍࠋධᏛ࠸ࡓࡋࡲࡍ࡜ࣉࣟࢢ࣒ࣛ
ᒚಟ᭱▷ᖺ࡜࠸࠺ࡇ࡜࡛ࠊḟ࡟⏦ࡋ䝥䝻䜾䝷䝮ᑂᰝ
ᒚಟᑂᰝ ྜ᱁

ࡲࡍ㐩ᡂᗘホ౯㡯┠࡜࠸࠺ࡢࢆホ౯࠸

ධᏛ
ㄢ⛬༤ኈ
㏻ᖖ䠏ᖺ

ࡓࡋࡲࡋ࡚ࠊ㡯┠ࡍ࡭࡚ࡀ༤ኈ࡜ࡋ

䝥䝻䜾䝷䝮ᒚಟ
᭱▷䠍ᖺ࡚ࡩࡉࢃࡋ࠸࡜ุᐃࡉࢀࡲࡍ࡜ࠊ༤ኈ
༤ኈㄽᩥᣦᑟ㐩ᡂᗘホ౯㡯┠ 䠓㡯┠䜽䝸䜰ྕྲྀᚓࡢ‽ഛࡀ࡛ࡁࡿ࡜࠸࠺ࡇ࡜࡟࡞
ࡾࡲࡍࠋࡑࡇ࡛ࠊㄽᩥᑂᰝ࡟ྜ᱁ࡋࠊ

༤ኈྕྲྀᚓ
7

ᡤᐃࡢ༢఩ࢆྲྀࡾࡲࡍ࡜༤ኈྕࢆྲྀᚓ
ࡍࡿࡇ࡜ࡀ࡛ࡁࡿ࡜࠸࠺ὶࢀ࡟࡞ࡗ࡚
࠾ࡾࡲࡍࠋ ࡇࡇ࡛ࠕ㐩ᡂᗘホ౯ࢩࢫࢸ࣒ࠖ࡜⏦᪩ᮇಟ஢䝥䝻䜾䝷䝮䛂㐩ᡂᗘホ౯䝅䝇䝔䝮䛃ࡋࡲࡍࡢࡣࠊࡇࡢ▮༳ࡢ࠶ࡿᅗ࡟♧ࡋ࡚࠸ࡲࡍࡀࠊᅗࡢྑഃ࡟᭩࠸࡚࠾ࡾࡲ

ධᏛ᫬ᒚಟᑂᰝ

୰㛫ᑂᰝ༤ኈㄽᩥணഛᑂᰝ᭱⤊ヨ㦂Ṟ‫ᧉݦ‬Ў᣼ؕᄽჷᜤ
ṟ᧙ᡲЎ᣼ؕᄽჷᜤ
Ṡྵܱբ᫆ỉჷᜤṡ࠼ẟᙻ᣼Ṣբ᫆ᚨ‫ܭ‬ᚐൿᏡщṣἅἱἷἝἃὊἉἹὅᏡщể‫׎‬ᨥႎᡫဇࣱ

ࡍ㡯┠ʊʊศ㔝ᶓ᩿ⓗ࡛ࡍࡢ࡛ᢳ㇟
ⓗ࡞ࡢ࡛ࡍࡀࠊࠕձᑓ㛛ศ㔝ᇶ♏▱㆑ࠖ࠿ࡽጞࡲࡾࡲࡋ࡚ࠕշᏛ⾡ⓗᡂᯝ࣭◊✲⬟ຊࠖ࡟⮳ࡿࡲ࡛ࠊࡇࡢ㡯┠࡟㛵ࡋ࡚ࡑࢀࡒࢀࡢศ㔝࡟࠾࠸࡚ᒚಟᑂᰝࠊ
୰㛫ᑂᰝࠊணഛᑂᰝࠊ᭱⤊ヨ㦂࡜࠸࠺Ṥ‫ܖ‬ᘐႎ঺ௐὉᄂᆮᏡщ䛣䜜䜙䛾㡯┠䛻䛴䛔䛶ᒚಟ⪅䛜䛂༤ኈ䛾䝺䝧䝹䛻㐩䛧䛶䛔䜛䛛䛃⮬ᕫホ౯䛧䠈⮬ᕫホ౯⾲䜢ᢸᙜᩍဨ䜾䝹䞊䝥䛜ホ౯䛩䜛ẁ㝵࡟࠾࠸࡚ࡑࢀࡒࢀᑂᰝࢆࡋ࡚࠸
ࡃ࡜࠸࠺ࡇ࡜࡛ࡍࠋ࡛ࡍ࠿ࡽࠊᖺ࡛
8ಟ஢ࡍࡿ࡜࠸࠺ࡇ࡜࡟࡞ࡿ࡜ࠊ࠾ࡼࡑ
࢝᭶ࡈ࡜࡟ᑂᰝ࠶ࡿ࠸ࡣホ౯ࢆཷࡅࡿࡇ࡜࡟࡞ࡾࡲࡍࠋࡇࢀࡽࡢ㡯┠࡟ࡘ࠸࡚ࠊᒚಟ⪅ࡀࠊ⮬ศࡀ༤ኈࡢࣞ
࣋ࣝ࡟㐩ࡋ࡚࠸ࡿ࠿࡝࠺࠿࡜࠸࠺ࡇ࡜ࢆ⮬ᕫホ౯ࡋࠊࡑࡢ⮬ᕫホ౯⾲ࢆཧ↷ࡋ࡞ࡀࡽᢸᙜᩍဨࢢ࣮ࣝࣉࡀホ౯ࡍࡿ࡜࠸࠺ᙧ࡟࡞ࡾࡲࡍࠋ ḟ࡟ࠊࡇࡢࣉࣟࢢ࣒ࣛ࡟㛵ಀࡋ࡚࠸ࡽࡗࡋࡷࡿඛ⏕ࡶ࠶ࡲࡾࡈぴ࡟࡞ࡗࡓᩍဨ䛜ホ౯ᒚಟ⏕䛜⮬ᕫホ౯ࡇ࡜ࡣ࡞࠸࡜ᛮ࠺ࡢ࡛ࡍࡀࠊࡇࢀࡣྂ
࠸ࢩ࣮ࢺ࡛ࠊ௒ࡣࡇࡢࡼ࠺࡞ᙧ࡛ࡣ࡞
ࡃ࡚ࡶࡗ࡜ᩚ⌮ࡉࢀࡓᙧ࡟࡞ࡗ࡚࠸ࡲ
ࡍࠋ ࡇࡇ୍࡛␒ᕥഃࡢ㡯┠ࡀึࡵࡣ㡯┠࡛ࡋࡓࡢ࡛ࠊ㡯┠ࡀࡲࡎ୪ࢇ࡛࠸
࡚ࠊࡑࡢḟࡢ஧ࡘࡢ࡜ࡇࢁࡀᒚಟ⏕ࡀ⮬ᕫホ౯ࡍࡿ࡜ࡇࢁ࡛ࡍࠋࡇࡢࡼ࠺࡟⮬ᕫホ౯ࡋࡲࡋ࡚ࠊࡑࢀ࡟ᑐࡋ࡚ᩍဨ
9ࡀࡑࢀࢆㄆࡵࡿ࠿࡝࠺࠿࡜࠸࠺ࡇ࡜ࢆ


17



ホ౯ࡍࡿࡇ࡜࡟࡞ࡾࡲࡍࠋࡇࡢࢩ࣮ࢺࡑࡢࡶࡢࡣࡶࡗ࡜ᩚ⌮ࡉࢀ࡚௒ࡣ
ኚࢃࡗ࡚࠾ࡾࡲࡍࡀࠊ᪉ᘧ࡜ࡋ࡚ࡣึࡵ࡟ࡘࡃࡗࡓ࡜ࡁ࡜ࡑࢀ࡯࡝ኚࢃ
ࡗ࡚࠾ࡾࡲࡏࢇࠋ Ꮫ⏕࡟ᑐࡋ࡚ࡣࠊඹ㏻࡟㐩ᡂᗘホ౯᪩ᮇಟ஢䝥䝻䜾䝷䝮䛻䛚䛡䜛㐩ᡂᗘホ౯䛾ព⩏ࢩࢫࢸ࣒ࡣࡇࡢࡼ࠺࡟࡞ࡗ࡚࠸ࡿ࡜࠸

• 䜰䝗䝭䝑䝅䝵䞁䞉䝫䝸䝅䞊䜢஦๓ᑂᰝ䛻ᑐᛂ௜䛡ࡇࡢព⩏࡜࠸࠺ࡢࡣఱ࠿࡜࠸࠸ࡲࡍ࡜ࠊ• ୍ᖺ䛷ಟ஢ྍ⬟䛷䛒䜛䛣䛸䜢ಖド࠺ㄝ᫂ࡲ࡛⾜ࡗ࡚࠾ࡿࢃࡅ࡞ࡢ࡛ࡍࡀࠊ
௒ࠊᏛ఩ࣉࣟࢢ࣒࡛ࣛࢹ࢕ࢢ࣮࣏ࣜࣜ• 㐩ᡂᗘホ౯䛸እ㒊ホ౯䛾2ẁ㝵䛻䜘䜛㉁ಖド• እ㒊ホ౯䠖PDCA䛾୍⎔ࢩ࣮ࠊ࣒࣏࢝ࣜ࢟ࣗࣛࣜࢩ࣮ࠊ࢔ࢻ࣑• 㐩ᡂᗘホ౯䝅䝇䝔䝮䛾䝥䝻䝉䝇ホ౯䜢ྵ䜐• 䛂ಟ஢⏕䛾㉁䜢ಖド䛩䜛䛯䜑䠈ධᏛ᫬䛾ᒚಟ⏕䛾㉁䜢☜ಖ䛧䠈ධᏛᚋ䛾ᒚಟ䝥䝻䝉䝇䜢ྍど໬䛃䛧䛶䛔䜛䛾䛷䠈እ㒊ホ౯䛜ᐜ᫆䛻䛺䜛ࢵࢩ࣭࣏ࣙࣥࣜࢩ࣮࡜࠸࠺ࡇ࡜ࡀゝࢃࢀ࡚࠾ࡾࡲࡍࠋ㏻ᖖࡢ࢔ࢻ࣑ࢵࢩࣙ
࣭࣏ࣥࣜࢩ࣮࡜ࡣ␗࡞ࡿࡢ࡛ࡍࡀࠊࡇ
ࡢ᪩ᮇಟ஢ࣉࣟࢢ࣒࡛ࣛࡣ஦๓ᑂᰝ࡟
ࡼࡗ࡚࠸ࢃࡤྛᑓᨷࡢ࢔ࢻ࣑ࢵࢩࣙ

10࣭࣏ࣥࣜࢩ࣮࡜ࡑࢀ࡟ຍ࠼࡚ᖺ࡛ಟ
஢ࡍࡿࡇ࡜ࡀྍ⬟࠿࡝࠺࠿࡜࠸࠺ࡇ࡜

ࢆࡇࡇ࡛ᑂᰝࡍࡿ࡜࠸࠺ព⩏ࡀ୍␒኱ࡁ࠸ࡶࡢ࡜ᛮ࠸ࡲࡍࠋ ࡉࡽ࡟ࠊࡇࡢ᪩ᮇಟ஢ࣉࣟࢢ࣒࡛ࣛࡣࡇࡢࡼ࠺࡞㐩ᡂᗘホ౯ࢆ⾜࠸ࡲࡋ࡚ࠊࡑࡢ⤖ᯝࢆಖ⟶ࡋ࡚࠾ࡁࡲࡍࠋእ㒊ホ౯ጤဨࢆጤკ࠸ࡓࡋࡲࡋ࡚ࠊ
ࡇࡢ⤖ᯝࢆእ㒊ホ౯࡟࠿ࡅࡿ࡜࠸࠺ࡇ࡜ࢆࡋ࡚࠾ࡾࡲࡋ࡚ࠊ㐩ᡂᗘホ౯࡜እ㒊ホ౯࡜࠸࠺ẁ㝵࡟ࡼࡿ㉁ಖドࢆࡋ࡚࠸ࡲࡍࠋ ࡇࡢእ㒊ホ౯ࡣࡶࡕࢁࢇ3'&$ࡢ୍⎔࡛ࡈࡊ࠸ࡲࡋ࡚ࠊࣉࣟࢢ࣒ࣛࢆ
ࢳ࢙ࢵࢡࡋ࡚࡝ࡇ࡟ၥ㢟Ⅼࡀ࠶ࡿ࠿࡜࠸࠺ࡇ࡜ࢆḟࡢ3'&$ࢧ࢖ࢡࣝ࡟
ࣇ࢕࣮ࢻࣂࢵࢡࡋ࡚࠸ࡃ࡜࠸࠺ࡇ࡜࡛ࡍࠋࡶࡕࢁࢇ࢔࢘ࢺ࣒࢝ࡶྵࡴࢃ
ࡅ࡛ࡍࡀࠊ㐩ᡂᗘホ౯ࢆࡇࡢࡼ࠺࡟⾜ࡗ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛ࠊ࡝ࡢࡼ࠺
࡞ࣉࣟࢭࢫ࡛ᩍ⫱ࢆࡋ࡚࠸ࡿ࠿ࢆ㏱᫂໬ࡋ࡚࠸ࡿ࡜࠸࠺ព⩏ࡀ࠶ࡾࡲࡍࠋ
ࡋࡓࡀࡗ࡚ࠊ᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࡢ㐩ᡂᗘホ౯ࡢព⩏࡜࠸࠺ࡢࡣࠊಟ஢
⏕ࡢ㉁ࢆಖドࡍࡿࡓࡵ࡟ධᏛ᫬ࡢᒚಟ⏕ࡢ㉁ࢆ☜ಖࡋࠊධᏛᚋࡢᒚಟࣉ
ࣟࢭࢫࢆྍど໬ࡋ࡚࠸ࡃ࡜࠸࠺ࡇ࡜࡛እ㒊ホ౯ࡀ࡛ࡁࡿ࡜ࠊࡇࡢࡼ࠺࡟
⪃࠼ࡽࢀࡿ࡜ᛮ࠸ࡲࡍࠋ ࡇࢀࡀ᪩ᮇಟ஢ࣉࣟࢢ࣒࡛ࣛࡍࡀࠊ

䝸䝇䜽ᕤᏛᑓᨷ䛻䛚䛡䜛㐩ᡂᗘホ౯ḟ࡟ࠊࡈࡃ⡆༢࡟ࣜࢫࢡᕤᏛᑓᨷʊʊ

኱Ꮫ㝔ᩍ⫱ᨵ㠉ᨭ᥼䝥䝻䜾䝷䝮䠄኱Ꮫ㝔䠣䠬䠖2007䡚2009䠅⊂❧Ꮫ㝿⼥ྜⓗ࡞ᑓᨷ࡜ࡋࡲࡋ࡚• ᴫせ䝸䝇䜽ᕤᏛᑓᨷ䛷䛿䚸ᩍ⫱┠ᶆ䛾᫂♧䚸FD䚸ඛ㥑ⓗ䜹䝸䜻䝳䝷䝮䛺䛹䛻䜘䛳䛶䚸኱Ꮫ㝔ᩍ⫱䛾ᐇ㉁໬䜢ඛᑟⓗ䛻ᐇ᪋䛧䛶䛝䛯䚹ᮏ䝥䝻䜾䝷䝮䛷䛿䚸䛣䜜䜎䛷ᐇ᪋䛧䛶䛝䛯ㅖ஦㡯䛻ຍ䛘䛶䚸䠎䛴䛾㠃䛛䜙䚸༤ኈㄢ⛬ᩍ⫱䛾ᐇ㉁໬䛾῝໬䛸㧗ᗘ໬䜢⾜䛖䜒䛾䛷䛒䜛䚹䠄䠍䠅༤ኈ๓ᮇ䞉ᚋᮇㄢ⛬䜈䛾㐩ᡂᗘホ౯䝅䝇䝔䝮䛾඲㠃ⓗᑟධ䠄䠎䠅䠎䛴䛾እ㒊ᶵ㛵䛻䜘䜛䚸㐩ᡂᗘホ౯䝅䝇䝔䝮䛾ホ౯䛸䚸Ꮫ⏕䛾䜻䝱䝸䜰䝟䝇ᙧᡂ䛸◊✲䝥䝻䝆䜵䜽䝖⟶⌮䛾䛯䜑䛾ຓゝ䞉ᣦᑟ11
18ᖺ࡟๰タࡉࢀࡲࡋࡓࡀࠊ኱Ꮫ㝔ᩍ⫱ᨵ㠉ᨭ᥼ࣉࣟࢢ࣒ࣛ㸦኱Ꮫ㝔*3㸧ࢆ㹼ᖺࡲ࡛ᐇ᪋ࡋࡲࡋࡓࠋ ࡇࢀ࡟㛵ࡋ࡚ࡶࡇࡢ㐩ᡂᗘホ౯ࢆᇶᮏⓗ࡞ࢶ࣮ࣝ࡜ࡋ࡚ᑟධࡋࡓࢃࡅ࡛ࡍࠋ
ࢫࣛ࢖ࢻࡢᴫせࡢୗ࡟㸦㸧࡜࠶ࡾࡲࡋ࡚ࠕ༤ኈ๓ᮇ࣭ᚋᮇㄢ⛬࡬ࡢ㐩ᡂᗘホ౯ࢩࢫࢸ࣒ࠖ࡜࠸࠺࡜ࡇࢁࡀࡈࡊ࠸
ࡲࡍࠋ

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 ࡑࡢḟࡢࠕࣜࢫࢡᕤᏛᑓᨷ࡟࠾ࡅࡿ

䝸䝇䜽ᕤᏛᑓᨷ䛻䛚䛡䜛㐩ᡂᗘホ౯䝅䝇䝔䝮㐩ᡂᗘホ౯ࢩࢫࢸ࣒ࠖ࡜࠸࠺࡜ࡇࢁࢆ• ᑓᨷ䛾ᩍ⫱┠ᶆ䛸㐩ᡂᗘ㡯┠䛾୧᪉䛻ᚑ䛔䚸Ꮫ⏕䛾㐩ᡂᗘ䜢ホ౯ࡈぴ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࡀࠊࡑࡇ
࡛㐩ᡂᗘホ౯㡯┠ࡀ㡯┠ࡈࡊ࠸ࡲࡍ• 㐩ᡂᗘホ౯㡯┠䠖• 䐟ᑓ㛛ᇶ♏䚸䐠㛵㐃ศ㔝ᇶ♏䚸䐡⌧ᐇ䛾ၥ㢟䚸䐢ᗈ䛔ど㔝䚸䐣ၥ㢟タᐃ䛛䜙ゎỴ䜎䛷䚸䐤䝥䝺䝊䞁䞉䝁䝭䝳䝙䜿䞊䝅䝵䞁• 䐥ᅜ㝿ⓗ㏻⏝ᛶ䚸䐦Ꮫ⾡ⓗᡂᯝ䠄䐥䚸䐦䛿ᚋᮇㄢ⛬䠅• ᑓᨷ䛾ᩍ⫱┠ᶆ䠄web䝨䞊䝆➼䛷බ㛤䠅䠖• 1.䝸䝇䜽ゎᯒ䞉ホ౯䛾䛯䜑䛾ᇶ♏⌮ㄽ䜢⩦ᚓ䛧䛶䛔䜛䚹• 2.䝸䝇䜽ゎᯒ䞉ホ౯䛻㛵㐃䛩䜛᝟ሗฎ⌮ᢏ⾡䜢⩦ᚓ䛧䛶䛔䜛䚹• 3.䝸䝇䜽ᕤᏛ䛾ᑐ㇟䛷䛒䜛⌧ᐇ䛾ၥ㢟䛻䛴䛔䛶Ꮫ⩦䛧䛶䛔䜛䚹• 4.䝸䝇䜽ᕤᏛ䛾ᑐ㇟䜢ᗈ䛔ど㔝䛷ᤊ䛘䜛䛣䛸䛜䛷䛝䜛䚹• 5.䝸䝇䜽䛻䛛䛛䜟䜛ၥ㢟䛻䛴䛔䛶䚸ၥ㢟タᐃ䛛䜙ᕤᏛⓗᡭẁ䛻䜘䜛ゎỴ䜎䛷䛾䝥䝻䝉䝇䜢⌮ゎ䛧䚸ලయⓗゎỴᡭẁ䜢⪃᱌䞉㛤Ⓨ䛩䜛䛣䛸䛜䛷䛝䜛䚹
• 6.◊✲䝏䞊䝮䜔◊✲䝥䝻䝆䜵䜽䝖䛾䛺䛛䛷䚸ᙺ๭ศᢸ䜢ᯝ䛯䛩䛣䛸䛜䛷䛝䚸ᚲせ䛻ᛂ䛨䛶䝸䞊䝎䞊䝅䝑䝥䜢䛸䜛䛣䛸䛜䛷䛝䜛䚹ࡀࠊᇶᮏⓗ࡟᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࡢ㐩ᡂᗘホ౯㡯┠࡜ྠࡌ࡟࡞ࡗ࡚࠸ࡿ࡜ࡇ
ࢁ࡟ᚚὀ┠࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡞ࡐࡇࡢࡼ࠺࡟࡞ࡗࡓ࠿࡜࠸࠸ࡲࡍ
࡜ࠊ᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛࡢ࡯࠺ࡀඛ࡟
ฟⓎࡋࡲࡋࡓࡢ࡛ࠊ㐩ᡂᗘホ౯ࢆ⾜࠸ࡲࡍ࡜ࠊ᪩ᮇಟ஢ࣉࣟࢢ࣒࡛ࣛࣜࢫࢡ

12ᕤᏛᑓᨷ࡟࠸ࡿேࡶ࠸ࡲࡍࡢ࡛ࠊࡇࢀ
ࢆඹ㏻࡟ࡋ࡚࠾࠿࡞࠸࡜㎷》ࡀྜࢃ࡞

ࡃ࡞ࡿ࡜࠸࠺ࡇ࡜ࡀ࠶ࡾࡲࡍࠋ ࡑࡢ୍᪉࡛ࠊࡶࡕࢁࢇ㐩ᡂᗘホ౯࡜࠸࠺ࡢࡣࠊࢹ࢕ࢢ࣮࣏ࣜࣜࢩ࣮࡟
ᚑࡗ࡚⾜࠺࡭ࡁ࡛ࡍࡢ࡛ࠊࢹ࢕ࢢ࣮࣏ࣜࣜࢩ࣮ࡣู࡟࠶ࡿࢃࡅ࡛ࡍࠋࡑ
ࡢࢹ࢕ࢢ࣮࣏ࣜࣜࢩ࣮ࢆ࠿ࡳ○࠸࡚グ㏙ࡋࡓࡶࡢࡀࡑࡢୗ࡟࠶ࡿࢃࡅ࡛
ࡍࡀࠊୖ࡟᭩࠸࡚࠶ࡿࡇ࡜࡜ᑡࡋ㐪ࡗ࡚࠸ࡿ㒊ศࡶ࠶ࡾࡲࡍࠋࡇࡢ㐪࠸ࢆ࡝ࡢࡼ࠺࡟ඞ᭹ࡍࡿ࠿࡜࠸࠺ࡇ࡜࡞ࡢ࡛ࡍࡀࠊࡇࢀࡣู࡟࢝ࣜ࢟ࣗࣛ
࣒࣏ࣜࢩ࣮࡟ࡼࡗ࡚ࡇࢀࡽࡀࡁࡕࢇ࡜⤖ࡧࡘࡃ࡜࠸࠺ࡇ࡜ࢆ㏙࡭ࡓᩥ᭩ࡀ࠶ࡾࡲࡋ࡚ࠊࡑࢀ࡟ࡼࡗ࡚ಖドࡍࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡲࡍࠋ ࡇࡢ㐩ᡂᗘホ౯ࡢᐇ᪋᪉ἲ࡜࠸࠺ࡢ
ࡣࠊᏛ⏕ࡈ࡜࡟ᩍဨᩘྡ࡟ࡼࡿ㐩ᡂᗘ㐩ᡂᗘホ౯䛾ᐇ᪋᪉ἲホ౯ጤဨ఍࡜࠸࠺ࡢࢆᵓᡂࡍࡿࡢ࡛ࡍ• 㐩ᡂᗘホ౯ጤဨ఍ࡀࠊࡑࡢ఩⨨࡙ࡅ࡜ࡋࡲࡋ࡚ࠊḟࡢ࡜• ྛᏛ⏕ẖ䛻ᩍဨᩘྡ䛻䜘䜛ጤဨ఍䜢ᵓᡂࡇࢁࢆࡈぴ࠸ࡓࡔࡁࡲࡍ࡜ࠊࡲࡎࠊㄢ• 㐩ᡂᗘホ౯䛾఩⨨䛵䛡• ㄢ⛬ಟ஢䛾せ௳䛿䚸ᡤᐃ䛾༢఩ྲྀᚓ䚸Ꮫ఩ㄽᩥᑂᰝྜ᱁䚸᭱⤊ヨ㦂䛻ྜ᱁• ᭱⤊ヨ㦂䛾୍㒊䛸䛧䛶ྲྀ䜚ᢅ䛖• ᐇ᪋᪉ἲ

⛬ಟ஢ࡢせ௳ࡣࠊᡤᐃࡢ༢఩ࢆྲྀᚓࡋࠊ
ಟኈㄽᩥࠊ༤ኈㄽᩥࡲ࡛ࡢᏛ఩ㄽᩥࡢ• Ꮫ⏕⮬ᕫホ౯᭩䛾సᡂ䛸䛭䜜䛻ᑐ䛩䜛ጤဨ఍䛾ホ౯• ᖺ2ᅇ䛾ホ౯䠄12᭶ᮎ䚸ᖺᗘᮎ䛒䜛䛔䛿ㄢ⛬ಟ஢᫬䠅ᑂᰝ࡟ྜ᱁ࡋࠊ᭱⤊ヨ㦂࡟ྜ᱁ࡍࡿ࡜
࠸࠺ࡇ࡜࡟࡞ࡗ࡚࠸ࡲࡍࠋࡑࡇ࡛ࠊ㐩ᡂᗘホ౯ࡣ᭱⤊ヨ㦂ࡢ୍㒊࡜ࡋ࡚ྲྀࡾ
ᢅ࠺࡜࠸࠺ࡇ࡜࡛⾜ࡗ࡚࠾ࡾࡲࡍࠋ࡛
13ࡍ࠿ࡽࠊ㐩ᡂᗘホ౯ࢩ࣮ࢺࡢ୰࡟ࠊ⚾ࡣࡇࡢ༢఩ࢆྲྀࡗ࡚ࡑࡢ୰࡛࡝ࡢࡼ࠺

࡞ࡇ࡜ࢆຮᙉࡋࡲࡋࡓࠊࡲࡓู࡟ࡇࡢࡼ࠺࡞ࡇ࡜ࡶຮᙉࡋࡲࡋࡓ࡜࠿ࠊ
ࡇࡢࡼ࠺࡞ᡂᯝࢆୖࡆࡲࡋࡓ࡜࠸࠺ࡇ࡜ࢆ࠸ࢁ࠸ࢁ᭩࠸࡚࠸ࡃࢃࡅ࡛ࡍ
ࡀࠊࡑࢀࢆぢ࡚᭱⤊ヨ㦂࡜ࡋ࡚Ꮫ఩ࢆ୚࠼ࡿࡢ࡟ࡩࡉࢃࡋ࠸࠿࡜࠸࠺ࡇ
࡜ࢆุᐃࡍࡿ࡜࠸࠺ࡇ࡜࡟࡞ࡾࡲࡍࠋ ࡑࡢḟ࡟ᅗࡀฟ࡚ࡁࡲࡍࡀࠊ㐩ᡂᗘホ౯ࢆ᭱⤊ヨ㦂ࡢ୍㒊࡜ࡋ࡚఩⨨࡙ࡅࡿ࡜࠸࠺୺᪨ࡀ࠶ࡾࡲࡍࠋ

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19

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ಟ஢せ௳䛸㐩ᡂᗘホ౯ㄢ⛬ಟ஢ᡤᐃ䛾༢఩ྲྀᚓ

᭱⤊ヨ㦂

㐩ᡂᗘホ౯

 ࡯࠿࡟ྛ⛉┠࣏࢖ࣥࢺ᪉ᘧ࡜࠸࠺ࡢ
ࡶ࠶ࡿࡢ࡛ࡍࡀࠊࡇࢀࡣ㛗࠸ࡢ࡛┬␎

3᮲௳䜢
䛩䜉䛶
‶䛯䛩

࠸ࡓࡋࡲࡍࠋ ࡎࡗ࡜┬␎࠸ࡓࡋࡲࡋ࡚ࠊࡑࢁࡑࢁ

ಟኈㄽᩥ᫬㛫࡛ࡍࡢ࡛ඛ⏕᪉ࡢࣞࢪ࣓ࣗࢆࡈぴ㐩ᡂᗘ䛜ㄢ⛬ಟ஢䝺䝧䝹䛸㐩ᡂᗘホ౯ጤဨ఍䛜ᢎㄆ䛂㐩ᡂᗘಟኈ䝺䝧䝹䛃䛾ᇶ‽䞉ᇶ‽䝫䜲䞁䝖䛸䛾ẚ㍑䠄ཎ๎䛿ᇶ‽䝫䜲䞁䝖䜢ୖᅇ䜛䛣䛸䠅ᇶ‽䝫䜲䞁䝖䛿䚸ㄢ⛬ಟ஢䛻ᚲせ䛺᭱ప༢఩ᩘ䠇2༢఩䜢୺ศ㔝8༢఩䚸㛵㐃ศ㔝8༢఩+1༢఩䚸ඹ㏻1༢఩䚸ᡂ⦼䠞௨ୖ䛷䛸䜜䜀ୖᅇ䜛䞉Ꮫಟ䜶䝡䝕䞁䝇䛾ಖᣢ≉ู₇⩦䚸≉ู◊✲䚸䜾䝹䞊䝥₇⩦➼䛿ྛ⮬ಖᣢㅮ⩏⛉┠䛻䛴䛔䛶䛿䚸ᩍဨ䛜ಖᣢ䛂㐩ᡂᗘ༤ኈ䝺䝧䝹䛃䛾ᇶ‽䛿ู䛻ᐃ䜑䜛࠸ࡓࡔࡁࡲࡍ࡜ࠊ࣮࣌ࢪࡢୗࡢࠕ࠾
ࢃࡾ࡟ࠖ࡜࠸࠺࡜ࡇࢁࡲ࡛㣕ࡤࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋ⧞ࡾ㏉ࡋ࡟࡞ࡾࡲࡍࡀࠊ
᪩ᮇಟ஢ࣉࣟࢢ࣒ࣛ࡜ࣜࢫࢡᕤᏛᑓᨷ
ࡢ㐩ᡂᗘホ౯ࡣࠊࡑࢀࡒࢀఱࡀ኱஦࠿
࡜࠸࠺ࡇ࡜ࡣ๭࡜ࡣࡗࡁࡾࡋ࡚࠸ࡿ࡜
14ᛮ࠸ࡲࡍࠋ ᪩ᮇಟ஢ࣉࣟࢢ࣒࡛ࣛࡣࠊᐇ㝿࡟ᐇ᪋ࡋ࡚ࡳ࡚ࠊࡸࡣࡾಟ஢⏕ࡢ㉁ࢆಖドࡍࡿࡓࡵ࡟ࡣࠊධᏛ᫬࡟ᖺ࡛ಟ஢࡛

䛚䜟䜚䛻• ᪩ᮇಟ஢䝥䝻䜾䝷䝮䛷䛿䠈ಟ஢⏕䛾㉁䜢ಖド䛩䜛䛯䜑䠈ධᏛ᫬䛾ᒚಟ⏕䛾㉁䜢☜ಖ䛧䠈ධᏛᚋ䛾ᒚಟ䝥䝻䝉䝇䜢ྍど໬• 䝸䝇䜽ᕤᏛᑓᨷ䛷䛿䠈㐩ᡂᗘホ౯䛿᭱⤊ヨ㦂䛾୍㒊• 䛣䛣䛷⤂௓䛩䜛䛂㐩ᡂᗘホ౯䛃䛿ࡁࡑ࠺࠿ぢᴟࡵࢆࡘࡅࡿ࡜࠸࠺ࡇ࡜ࡀ
୍␒኱஦ࡔ࡜࠸࠺ࡇ࡜࡛ࠊࡑࢀ࡟ຍ࠼
࡚ධᏛᚋࡢᒚಟࣉࣟࢭࢫࢆྍど໬ࡋ࡚࠸ࡃ࡜࠸࠺ព⩏ࡀ࠶ࡾࡲࡍࠋࣜࢫࢡᕤ• ᐃᮇⓗ䛻Ꮫ⏕䛜⮬ᕫホ౯䜢⾜䛔䠈䛭䛾⤖ᯝ䜢ᩍဨ䜾䝹䞊䝥䛜ᑂᰝ䜎䛯䛿ホ౯䛩䜛䝅䝇䝔䝮

Ꮫᑓᨷࡢሙྜ࡟ࡣ࠸ࢁ࠸ࢁ࡞ධᏛ⏕ࡀ• ௚䛻ᵝ䚻䛺㐩ᡂᗘホ౯䛾᪉ἲ䛜䛒䜛ධࡗ࡚ࡃࡿࢃࡅ࡛ࡍ࠿ࡽࠊ࡝ࡢࡼ࠺࡟• ᩍ⫱䝅䝇䝔䝮䛾PDCA䝃䜲䜽䝹䛿〇ရ䛾PDCA䝃䜲䜽䝹䛸᰿ᮏⓗ䛻␗䛺䜚䠈䛂ᩍ⫱䛾ḞⅬ䜢ྲྀ䜚㝖䛟䛃䜒䛾䛷䛿䛺䛔䛜䠈ᩍ⫱䛾㉁䜢ಖ䛴䛯䜑䛻ᚲせᏛಟࡋ࡚࠸ࡗ࡚ࠊ⤖ᒁࢹ࢕ࢢ࣮࣏ࣜࣜ
ࢩ࣮ࢆ‶ࡓࡍࡼ࠺࡟࡞ࡗࡓ࠿࡝࠺࠿࡜
࠸࠺ࡇ࡜࡛᭱⤊ヨ㦂ࡢ୍㒊࡜ࡋ࡚࠸ࡃ

15࡜࠸࠺ࡇ࡜࡛ࡈࡊ࠸ࡲࡍࠋ
 ⧞ࡾ㏉ࡋ࡟࡞ࡾࡲࡍࡀࠊࡇࡇ࡛⤂௓ࡍࡿ㐩ᡂᗘホ౯᪉ᘧ࡜࠸࠺ࡢࡣࠊᐃᮇⓗ࡟Ꮫ⏕ࡀ⮬ᕫホ౯ࢆ⾜࠸ࠊࡑࡢ⤖ᯝࢆᩍဨࢢ࣮ࣝࣉࡀᑂᰝ࠶ࡿ࠸ࡣホ౯ࡍࡿࢩࢫࢸ࣒࡛ࡈࡊ࠸ࡲࡍࠋࡶ
ࡕࢁࢇ୍⯡࡟㐩ᡂᗘホ౯࡜࠸࠸ࡲࡍࡢࡣ࡯࠿࡟ᵝࠎ࡞᪉ἲࡀ࠶ࡾࡲࡍࡢ
࡛ࠊࡇࢀ࡟ᑾࡁࡿࡶࡢ࡛ࡣࡈࡊ࠸ࡲࡏࢇࠋ ࡑࢀ࠿ࡽࠊୖ࡟᭩࠸ࡓࡇ࡜࡜ࡣᑡࡋᛶ㉁ࡀ㐪࠺ࡢ࡛ࡍࡀࠊ௨๓ࠊ㧗➼ᩍ⫱ࡢᑓ㛛ᐙ࡛㧗ྡ࡞ඛ⏕࠿ࡽ⪺࠸ࡓヰ࡛ࡍࡀࠊࡑࡢඛ⏕ࡣࠊ⚾ࡣᩍ⫱
ࡢ3'&$ࢧ࢖ࢡࣝࡣ኱᎘࠸ࡔ࡜ࠊே㛫࡜〇ရ࡜ࡣࡲࡿ࡛㐪࠺࡜ࠊே㛫ࢆ〇ရᢅ࠸ࡍࡿࡶࡢ࡛ࡣ࡞࠸࡜࠾ࡗࡋࡷࡗࡓࡢ࡛ࡍࡀࠊ࠶ࡿព࿡ࡑࡢ㏻ࡾ
ࡔ࡜ᛮ࠸ࡲࡍࠋ〇ရࡢ3'&$ࢧ࢖ࢡࣝ࡜᰿ᮏⓗ࡟␗࡞ࡿࡢࡣࠊ㏲ḟᨵၿࡀࡎࡗ࡜࡛ࡁࡿࡶࡢ࡛ࡣ࡞࠸࡜࠸࠺ࡇ࡜࡛ࡍࠋᩍ⫱ࡢḞⅬࢆྲྀࡾ㝖࠸࡚࠸ࡃ࡜࠸࠺ࡶࡢ࡛ࡶ࡞࠸࡜ࡣᛮ࠺ࡢ࡛ࡍࡀࠊࡸࡣࡾ㉁ࢆಖࡘࡓࡵ࡟ࡣ୙
᩿ࡢດຊࡀᚲせࡔ࡜࠸࠺ࡇ࡜࡛ࠊᩍ⫱ࡢ3'&$ࢧ࢖ࢡࣝࡣᚲせࡔ࡜⚾ࡣᛮࡗ࡚࠾ࡾࡲࡍࠋ ᭱ᚋ࡟࡞ࡾࡲࡍࡀࠊࡇࡢࡼ࠺࡟⏦ࡋୖࡆ࡚ࡲ࠸ࡾࡲࡋࡓࡀࠊ⚾⮬㌟ࡣ
ࡇࢀ࡟㛵ࡋ࡚࠶ࡲࡾດຊࡋࡓ࡜࠸࠺ࡇ࡜ࡣࡑࢀ࡯࡝࠶ࡾࡲࡏࢇ࡛ࠊ᪩ᮇ
ಟ஢ࣉࣟࢢ࣒ࣛ࡟ࡏࡼࠊࣜࢫࢡᕤᏛᑓᨷࡢ㐩ᡂᗘホ౯࡟ࡏࡼࠊ㛵ಀࡢᩍ

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ဨࡢከ኱࡞ດຊࡀ࠶ࡗ࡚ࡇࡑ㐠Ⴀࡉࢀ࡚ࡁࡓࡶࡢ࡛ࡈࡊ࠸ࡲࡍࠋ῝ࡃឤㅰࡍࡿ࡜࡜ࡶ࡟ࠊࡇࢀࡽࡢࣉࣟࢢ࣒ࣛࠊࢩ

ㅰ㎡䠖

ࢫࢸ࣒ࢆ⾜ࡗ࡚ࡁ࡚⚾ࡀ③ឤ࠸ࡓࡋࡲ

㛵ಀᩍဨ䛾ከ኱䛺ດຊ䛻ᑐ䛧῝ㅰ䛩䜛䛸䛸䜒䛻䠈ᮏᏛ኱Ꮫ㝔䛻䛚䛡䜛ᩍ⫱䛾㉁ಖド䛜ᡂຌ䛩䜛䛣䛸䜢☜ಙ䛧䛶䛔䜎䛩ࡋࡓࡢࡣࠊᮏᏛࡢᩍဨࡣᩍ⫱࡟ᑐࡋ࡚┿๢࡟ྲྀࡾ⤌ࢇ࡛࠸࡚㠀ᖖ࡟⇕ᚰ࡛࠶ࡿ࡜࠸࠺ࡇ࡜࡛ࠊ
ࠕ኱Ꮫ㝔ࠖ࡜᭩ࡁࡲࡋ
ࡓࡀࠊ⚾ࡣᮏᏛࡢᩍ⫱ࡢ㉁ಖドࡣᚲࡎᡂຌࡍࡿ࡜☜ಙࡋ࡚࠾ࡾࡲࡍࠋ ௨ୖ࡛ࡈࡊ࠸ࡲࡍࠋ
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ᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ㧗➼ᩍ⫱◊✲㒊 ⥲ᣓ◊✲ᐁ
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 ⓙࡉࡲࠊࡇࢇ࡟ࡕࡣࠋᮏ᪥ࡣ࠾ᣍࡁ
ࡃࡔࡉ࠸ࡲࡋ࡚ࠊㄔ࡟࠶ࡾࡀ࡜࠺ࡈࡊ
࠸ࡲࡋࡓࠋࡲࡓࠊ኱ኚ❧ὴ࡞ᚚ⤂௓ࢆ

࠯঺27 ࠰1உ19ଐᲢஉᲣ14:00᳸16:50 (14:55᳸16:25)
࠯঺26࠰ࡇᇹ8‫ׅ‬ሇඬ‫ܖٻ‬FDᄂ̲˟࠸ࡓࡔࡁࡲࡋ࡚ࠊᜍ⦰࠸ࡓࡋ࡚࠾ࡾࡲ

žሇඬ‫ܖٻ‬Ʒ‫ܖٻ‬ો᪃ƴƭƍƯſࡍࠋ ⚾࠿ࡽࡣࠊࢳ࣮ࣗࢽࣥࢢࡢᇶᮏⓗ࡞഑߸ȁȥȸȋȳǰƷ
ؕஜႎƳᎋƑ૾ƴƭƍƯ⪃࠼᪉࡟ࡘ࠸࡚࠾ヰࡋࡉࡏ࡚࠸ࡓࡔࡁ
ࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ᭱ึ࡟⏦ࡋୖࡆ࡚࠾ࡁࡓ࠸ࡢࡣࠊࡇข‫ ؗ‬Ꭻ‫܇‬Ტ‫׎‬ᇌ૙Ꮛ૎ሊᄂᆮ৑Უ

ࡢࢳ࣮ࣗࢽࣥࢢࡢྲྀ⤌ࡀ⟃Ἴ኱Ꮫ࡟࡜
ࡗ࡚┠᪂ࡋࡃ⦕㐲࠸ࡶࡢ࡛ࡣ࡞ࡃࠊ᪤

Satoko Fukahori, NIER

2015/1/19

1࡟ྲྀࡾ⤌ࡲࢀ࡚࠸ࡿࡇ࡜࡜ᩚྜᛶࡢ࠶
ࡿࡶࡢ࡛࠶ࡿࡇ࡜ࠊࡋࡓࡀࡗ࡚ඛ⏕᪉ሇඬ‫ܖٻ‬ƴƱƬƯƷ
ȬȪȐȳǹᲢ‫ࣱ࢘ڲ‬Უ࡟┿᪂ࡋ࠸㈇ᢸࢆồࡵࡿࡶࡢ࡛ࡣ࡞࠸
࡜࠸࠺ࡇ࡜ࠊ᪤࡟ྲྀࡾ⤌ࡲࢀ࡚࠸ࡿࡇ• ž‫ܖ‬ˮȗȭǰȩȠСǁƷᆆᘍƷ࣏ᙲࣱſo ‫ܖ‬ˮȗȭǰȩȠƱƸŴ‫ܖ‬ٟȷ̲ٟȷҦٟƱƍƬƨ‫ܖ‬ˮƷ൦แƱ‫ܖ‬բЎ᣼ƴࣖơƯᢋ঺ƢǂƖᏡщǛଢᅆƠŴƦƷᏡщǛ‫ܖ‬ဃƕ̲ࢽưƖǔǑƏƴ˳ኒႎƴᚨᚘƞǕƨ૙ᏋȗȭǰȩȠƷƜƱưƢŵo ‫ܖ‬ᢿሁƷ૙Ꮛኵጢƴ૙Ճƕ‫ܭ׍‬ƞǕǔࢼஹ‫׹‬ƷǷǹȆȠưƸŴ̾ŷƷ૙Ճƕ੩̓Ƣǔ੉ಅƷዮԧƱƠƯȗȭǰȩȠƕኵǇǕǔƨǊŴᅈ˟ƷᙲᛪǍ‫ܖ‬ဃƷȋȸǺǑǓǋ૙ՃƷʙऴƕΟέƞǕƕƪưƠƨŵƦǕƴ
‫ݣ‬ƠŴ‫ܖ‬ˮǛ‫׎‬ᨥႎʝ੭ࣱƷƋǔᏡщƷᚰଢƱˮፗƮƚƨɥưŴ‫ܖ‬ˮƴႻࣖƠƍȗȭǰȩȠƴƢǔƨǊƴ‫ܖ‬ϋ‫ٳ‬ƷኵጢƷ௒ǛឬƑƯ૙ՃƕᨼǇǓŴ‫ܖ‬ဃᙻໜưƷ૙ᏋϋܾǛ੩̓ƢǔƷƕ‫ܖ‬ˮȗȭǰȩȠưƢŵo ‫ܖ‬ˮȗȭǰȩȠСǁᆆᘍƢǔƜƱƴǑǓŴ‫ܖ‬ဃƴƱƬƯǋᅈ˟ƴƱƬƯǋŴ‫ܖٻ‬Ʒ૙ᏋႸႎŴ૙ᏋϋܾŴ૙Ꮛ঺ௐƕᙸƑǍƢƘƳǓǇƢŵሇඬ‫ ᧈܖٻ‬൨ဋऑʼሇඬ‫ܖٻ‬ƀ‫ܖ‬፭ǹǿȳȀȸȉƁ2014࠰Ŵ3᪫࡜ࢆᅜ㝿ⓗ࡞ὶࢀࡢ୰࡟఩⨨࡙ࡅࡿࡇ࡜࡛ࠊᅜ㝿♫఍࡟ぢ࠼ࡸࡍࡃࡍࡿ࣓ࣜ
ࢵࢺࡀ࠶ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ ࡇࡢࢫࣛ࢖ࢻ࡟ᣲࡆࡉࡏ࡚࠸ࡓࡔࡁ
ࡲࡋࡓゝⴥࡣࠊ
ࠕᏛ⩌ࢫࢱࣥࢲ࣮ࢻࠖࡢ
୰࡛Ọ⏣Ꮫ㛗ඛ⏕ࡀ㏙࡭ࡽࢀ࡚࠸ࡿ
ࠕᏛ఩ࣉࣟࢢ࣒ࣛไ࡬ࡢ⛣⾜ࡢᚲせᛶࠖࡢ୍⠇࡛ࡍࠋ

Satoko Fukahori, NIER

2015/1/19

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ࣥࢢࡀཧ⪃࡟࡞ࡾࡑ࠺࡞ྲྀ⤌࡛࠶ࡿ࡜࠸࠺ࡇ࡜ࢆࠊᮏ᪥࠾ヰࡋࡉࡏ࡚࠸
ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡋࡓࡀࡗ࡚ࠊ௒᪥ࡢ࣏࢖ࣥࢺࠊࡇࡢ
)'◊ಟ఍ࡢᏛ⩦ᡂᯝࢆⅬࠊ⡆༢࡟ࡲȁȥȸȋȳǰƷȝǤȳȈ

࡜ࡵࡉࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋ• Ĭ‫ܖ‬ˮȗȭǰȩȠƷ૙ᏋႸႎǛଢǒƔƴƢǔoooo ୍ࡘ┠ࡢ࣏࢖ࣥࢺ࡜ࡋ࡚ࠊࢳ࣮ࣗࢽ

‫ܖ‬ˮ൦แ
‫ܖ‬բЎ᣼Ტ‫ܖ‬ᨥႎЎ᣼ƸƦƷࣖဇᲣᅈ˟Ʒᙲᛪȷ‫ܖ‬ဃƷȋȸǺǳȳȔȆȳǹ

ࣥࢢࡣᏛ఩ࣉࣟࢢ࣒ࣛࡢᩍ⫱┠ⓗࢆ᫂ࡽ࠿࡟ࡍࡿྲྀ⤌࡛࠶ࡿࡇ࡜ࠋࡑࢀࡣᏛ
ၥศ㔝ࡢᩥ⬦ࡢ୰࡛ࠊ࠶ࡿ࠸ࡣᏛ㝿ⓗ• ĭ˳ኒႎƳ‫ܖ‬ˮȗȭǰȩȠǛᚨᚘƢǔo ȢǸȥȸȫȷᅹႸo ‫ܖ‬፼঺ௐo ‫ܖ‬፼଺᧓(workload)ศ㔝ࡣᏛၥศ㔝ࡢ⤌ࡳྜࢃࡏࠊᛂ⏝࡜⪃࠼࡚࠸ࡓࡔࡅࢀࡤࡼ࠸ࡢ࡛ࡍࡀࠊࡑ• Į૙ᏋોծǵǤǯȫᲢPDCA)ƴǑƬƯឋǛ̬ᚰƢǔ࠺ࡋࡓᏛၥศ㔝ࡢᩥ⬦ࡢ୰࡛ࠊࠕᏛ఩ࠖ
࡟┦ᛂࡋ࠸ࠊ࠸࠿࡞ࡿࢥࣥࣆࢸࣥࢫࢆ

Satoko Fukahori, NIER

2015/1/19

3⫱ᡂࡋࡼ࠺࡜ࡍࡿࡢ࠿ࢆၥ㢟࡜ࡍࡿྲྀ⤌࡛࠶ࡾࡲࡍࠋࡋࡓࡀࡗ࡚ࠊ᭱㏆㔜どࡉࢀ࡚ࡁ࡚࠸ࡿỗ⏝ⓗᢏ⬟ࠊᏛၥศ㔝࠿ࡽ⊂❧ࡋࡓᩥ⬦࡛ỗ⏝ⓗᢏ⬟ࢆ⫱ᡂࡋࡼ࠺࡜ࡍࡿึᖺḟᩍ⫱➼ࡢྲྀ⤌࡜ࡣᮏ㉁ⓗ࡟␗࡞ࡿⅬࢆᙉㄪࡋ࡚
࠾ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋࢳ࣮ࣗࢽࣥࢢ࡛ࡣࠕᏛ఩Ỉ‽ࠖࡢᴫᛕࡀ㠀ᖖ࡟㔜せ࡞ព࿡ࢆᣢࡕࡲࡍࠋࡉࡽ࡟ࠊᏛ఩ࣉࣟࢢ࣒ࣛࡢᩍ⫱┠ⓗࢆ♫఍ࡢせㄳࡸᏛ⏕ࡢࢽ࣮ࢬ࡜↷ࡽࡋྜࢃࡏ࡞ࡀࡽ⪃࠼࡚࠸ࡃ࡜࠸࠺≉ᚩࢆᣢࡕࡲࡍࠋ
ࡇࢀࡲ࡛ࡢ▱㆑ఏ㐩ᆺࡢྲྀ⤌࡛ࡣ࡞ࡃࠊᏛၥศ㔝ࡢ୰࡛▱㆑࣭ᢏ⬟ࢆ⩦ᚓࡋࡓ⤖ᯝ࡜ࡋ࡚Ꮫ⏕࡟ఱࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡗ࡚࡯ࡋ࠸ࡢ࠿ࠊࡑ࠺ࡋࡓ
ࢥࣥࣆࢸࣥࢫࡢほⅬ࠿ࡽᏛ఩ࣉࣟࢢ࣒ࣛࡢᩍ⫱┠ⓗࡀᐃ⩏ࡉࢀࡲࡍࠋࡑ
ࡢࡼ࠺࡞ព࿡࡛ࠊỌ⏣Ꮫ㛗ඛ⏕ࡢ㏙࡭ࡽࢀࡿᏛ఩ࣉࣟࢢ࣒ࣛࡢ⪃࠼᪉࡜㠀ᖖ࡟ྜ⮴ࡋ࡚࠸ࡿ࡜࠸࠺ࡇ࡜ࡀ࡛ࡁࡲࡍࠋ ஧ࡘ┠ࡢ࣏࢖ࣥࢺ࡜ࡋ࡚ࡣࠊࡇࡢࡼ࠺࡟ᐃ⩏ࡋࡓᩍ⫱┠ⓗࢆయ⣔ⓗ࡞Ꮫ఩ࣉࣟࢢ࣒ࣛ࡜ࡋ࡚タィࡋ࡚࠸ࡃࠕ᪉ἲㄽࠖࢆ♧ࡍࡶࡢ࡛࠶ࡿ࡜࠸࠺
ࡇ࡜ࠋࡑࡇ࡛࣏࢖ࣥࢺ࡟࡞ࡿࡢࡀࠊ⛉┠⩌࡜ࡋ࡚ࡢࣔࢪ࣮࡛ࣗࣝࡍࠋ୍
ࡘ࡞࠸ࡋᗄࡘ࠿ࡢ⛉┠ࢆ⤌ࡳྜࢃࡏ୍࡚ᐃࡢࢥࣥࣆࢸࣥࢫࢆ㐩ᡂࡋ࡚࠸ࡃࢃࡅ࡛ࡍࡀࠊࢥࣥࣆࢸࣥࢫ࡜࠸࠺ࡢࡣ඲࡚ࡀ ᐃ࡛ࡁࡿࡶࡢ࡛ࡣ࠶ࡾ
ࡲࡏࢇࡢ࡛ࠊࡑࢀࢆ⛉┠ࡸࣔࢪ࣮ࣗࣝࡢ୰࡛㐩ᡂྍ⬟࡛ ᐃྍ⬟࡞ලయⓗ࡞Ꮫ⩦ᡂᯝ࡟ⴠ࡜ࡋ㎸ࢇ࡛࠸ࡃࡇ࡜࡟ࡼࡗ࡚ࠊ኱Ꮫࡢඹ㏻ᛶ࡜ከᵝᛶࡢ୧❧ࡀᅗࡽࢀࡿࡢ࡛ࡍࠋࡇࡢⅬ࡟ࡘ࠸࡚ࠊᚋ࡯࡝ヲࡋࡃᚚㄝ᫂ࡉࡏ࡚
࠸ࡓࡔࡁࡲࡍࠋࡉࡽ࡟ࠊᏛ⩦᫬㛫࡟᥮⟬ࡋࡓᏛಟࠊ࣮࣡ࢡ࣮ࣟࢻ࡟ᇶ࡙
࠸࡚༢఩ᩘࡀỴࡵࡽࢀࡲࡍࠋᅜ㝿㐃ᦠࢆ㐍ࡵ࡚࠸ࡃୖ࡛ࠊ⌧⾜ࡢ༢఩᫬㛫ࡢෆ᫬㛫ࡣᤵᴗ᫬㛫࡜࠸࠺᪥ᮏࡢ⪃࠼᪉ࢆᑡࡋᰂ㌾࡟㐠⏝ࡋ࡞ࡅࢀࡤᡂࡾ❧ࡓ࡞ࡃ࡞ࡿഃ㠃ࡀ࠶ࡾࡲࡍࠋ ୕ࡘ┠ࡢ࣏࢖ࣥࢺ࡜ࡋ࡚ࡣࠊᩍ⫱ᨵၿࢧ࢖ࢡࣝ࡟ࡼࡗ࡚㉁ࢆಖドࡍࡿྲྀ⤌࡛࠶ࡿࡇ࡜ࠋඛ⛬3'&$ࢧ࢖ࢡࣝࡣ࠾ዲࡁ࡛ࡣ࡞࠸࡜࠸࠺࠾ヰࡀࡈࡊ࠸ࡲࡋࡓࠋ☜࠿࡟ࠊᩍ⫱ࡢᡂᯝ࡜ࡋ࡚ࡢᏛ⏕ࡢᡂ㛗ࡣࠊᕤሙ〇ရ࡜ࡣ඲ࡃ㐪࠺ࡶࡢ࡛࠶ࡾࡲࡍࠋࡋ࠿ࡋ࡞ࡀࡽࠊᩍ⫱ࡣࢧ࣮ࣅࢫ࡛࠶ࡾࠊࡑࡢ

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㉁ࢆホ౯ࡋ࡚ᨵၿࡋ࡚࠸ࡃࡢࡣ኱Ꮫᩍ
ဨࡢ㈐௵࡛ࡍࠋࡑࡢࡼ࠺࡞ព࿡࡛ࠊ

ǋƘơ

3'&$ࢧ࢖ࢡࣝࡢ⪃࠼᪉ࡶᙺ࡟❧ࡘࡢ• ᲫᲨȁȥȸȋȳǰƷ૾ඥo ‫ܖٻ‬૙ᏋƷႸႎǛ૙Ճ᧓ưσஊƠŴƦƷॖ፯Ǜ‫ܖ‬ဃǍᅈ˟ƴǑǓǑƘˡƑǔ૾ඥ• ᲬᲨȁȥȸȋȳǰƷॖ፯ࡅࢀࡤࡼ࠸ࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋo ‫ܖٻ‬૙ᏋƷᡢଢࣱǛ᭗ǊŴ̮᫂ǛሰƘo ‫׎‬ϋ‫ٳ‬Ʒ‫ܖٻ‬ƱƷᡲઃ̟ᡶƷᦆ ࡇࡢⅬࢆࠊᛕ㢌࡟ධࢀ࡚࠾ヰࢆ⪺• ᲭᲨǪȩȳȀƷ৆ဦႎӕኵ̺ǰȭȸȐȫ҄ƷȕȭȳȈȩȳȊȸ
o 3Ͳ1
o 3Ͳ2

࡛ࡣ࡞࠸࠿ࠊࡑࡢࡼ࠺࡟⪃࠼࡚࠸ࡓࡔ

Case1: Wageningen UniversityandResearchCentre
Case2: ErasmusMundusMasterofArtsEUROCULTURE࠸࡚࠸ࡓࡔࡅࢀࡤ࡜ᛮ࠸ࡲࡍࠋ ࡑࢀ࡛ࡣࠊᮏ᪥ࡢ࠾ヰࡢὶࢀ࡛ࡍࡀࠊ• ᲮᲨȁȥȸȋȳǰƷᛢ᫆஬ࡘࡢࢫࢸࢵࣉ࡛㐍ࡵ࡚ࡲ࠸ࡾࡓ࠸࡜o ଐஜưӕኵǉ‫ئ‬ӳÛǢǦȈǫȠᚸ̖Ʒᛢ᫆• ᲯᲨȁȥȸȋȳǰƷ‫ޒ‬ஓᛮ࠸ࡲࡍࠋo ឋ̬ᚰǢȗȭȸȁƷσஊƴǑǔ̮᫂ನሰ ᭱ึ࡟ࠕࢳ࣮ࣗࢽࣥࢢࡢ᪉ἲࠖ࡟
Satoko Fukahori, NIER

2015/1/19

4ࡘ࠸࡚ࠊᇶᮏⓗ࡞⪃࠼᪉ࢆᚚㄝ᫂ࡍࡿ
ࡼ࠺࡟࡜ࡢᚚ౫㢗ࢆ࠸ࡓࡔ࠸࡚࠾ࡾࡲ

ࡍࠋࡋ࠿ࡋ࡞ࡀࡽࠊ⟃Ἴ኱Ꮫࡢᵝࠎ࡞㈨ᩱࢆᣏぢࡋࡲࡍ࡜ࠊ᪤࡟࠿࡞ࡾ
ࡢ㒊ศࠊྲྀࡾ⤌ࡲࢀ࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍࡢ࡛ࠊࡑࢀࢆࢳ࣮ࣗࢽࣥࢢࡢゝⴥ࡛ㄝ᫂ࡍࡿ࡜ࡍࢀࡤ࡝࠺࡞ࡿࡢ࠿࡜࠸࠺ほⅬ࠿ࡽࠊᚚㄝ᫂ࡋ࡚࠸ࡁࡓ
࠸࡜ᛮ࠸ࡲࡍࠋ ␒┠ࡣࠊࡇࡢࡼ࠺࡞ྲྀ⤌ࢆ㐍ࡵࡿࡇ࡜ࡢព⩏ࠊ኱Ꮫ࡟࡜ࡗ࡚࡝ࡢࡼ
࠺࡞࣓ࣜࢵࢺࡀ࠶ࡿࡢ࠿ࠊᏛ⏕࡟࡝ࡢࡼ࠺࡞࣓ࣜࢵࢺࢆࡶࡓࡽࡋ࡚ࠊᩍ
⫱ࡣ࡝ࡢࡼ࠺࡟Ⰻࡃ࡞ࡿࡢ࠿ࠋ኱Ꮫࡢ♫఍ⓗ࡞ᆅ఩ࡀ࡝ࡢࡼ࠺ኚ໬ࡋࠊ
ᅜ㝿㐃ᦠࡀ࡝ࡢࡼ࠺࡟㐍ࢇ࡛࠸ࡃࡢ࠿ࠋ ␒┠࡟ࠊලయⓗ࡞஦౛࡜ࡋ࡚࢜ࣛࣥࢲࡢྲྀ⤌ࢆྲྀࡾୖࡆࡓ࠸࡜ᛮ࠸
ࡲࡍࠋ࢜ࣛࣥࢲࡣᑠࡉ࡞ᅜ࡛࠶ࡾࡲࡋ࡚ࠊ౛࠼ࡤࣇࣛࣥࢫࠊࢻ࢖ࢶࠊ࢖
ࢠࣜࢫࡢࡼ࠺࡞኱ࡁ࡞ᅜࡣఱࡶࡋ࡞ࡃ࡚ࡶᏛ⏕ࡀ㞟ࡲࡗ࡚ࡃࡿࡢ࠿ࡶࡋ
ࢀࡲࡏࢇࡀࠊ࢜ࣛࣥࢲࡣ┦ᙜ㡹ᙇࡽ࡞࠸࡜Ꮫ⏕ࡀ㞟ࡲࡽ࡞࠸ࠋ᪥ᮏ࡜ྠ
ᵝࡢၥ㢟ࢆᢪ࠼࡚࠸ࡲࡍࡢ࡛ࠊ࡝ࡢࡼ࠺࡞ࡇ࡜ࢆࡍࡿࡇ࡜࡟ࡼࡗ࡚࢜ࣛ
ࣥࢲࡀࢢ࣮ࣟࣂࣝ໬ࡢࣇࣟࣥࢺࣛࣥࢼ࣮࡜ࡋ࡚೺㜚ࡋ࡚࠸ࡿࡢ࠿ࠊ࠸ࡃ
ࡘ࠿ࡢࣄࣥࢺࢆᚓ࡚࠸ࡓࡔࡅࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋࡑࡢࡼ࠺࡞ほⅬ࠿ࡽࠊ࢜ࣛࣥࢲࡢ஦౛ࢆ࠾ᣢࡕ࠸ࡓࡋࡲࡋࡓࠋ ␒┠࡟ࠊ᪥ᮏࡢ㢼ᅵࠊᩥ⬦ࡢ୰࡛ࢳ࣮ࣗࢽࣥࢢࢆᐇ᪋ࡋࡓሙྜ࡟ࠊ
࣮ࣚࣟࢵࣃࡢྲྀ⤌࡜࡝ࡇࡀ㐪ࡗ࡚࠸࡚ࠊ
࡝ࡢࡼ࠺࡞ㄢ㢟ࡀ࠶ࡿࡢ࠿ࠊ᳨ウࡋ࡚࠸ࡓࡔࡃᮦᩱࢆᥦ౪ࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋ ␒┠࡟ࠊᅜ㝿ⓗ࡞ὶࢀࡢ୰࡛ࢳࣗ
࣮ࢽࣥࢢࡀ௒ᚋ࡝ࡢࡼ࠺࡟ᒎ㛤ࡋ࡚࠸ᲫᲨȁȥȸȋȳǰƷ૾ඥࡃࡢ࠿ࠊᒎᮃࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡑࢀ࡛ࡣࠊࡲࡎࠕࢳ࣮ࣗࢽࣥࢢࡢ

‫ܖٻ‬૙ᏋƷႸႎǛ૙Ճ᧓ưσஊƠŴƦƷॖ፯Ǜ‫ܖ‬ဃǍᅈ˟ƴǑǓǑƘˡƑǔ૾ඥ᪉ἲࠖ࡟ࡘ࠸࡚࠾ヰࡋ࠸ࡓࡋࡲࡍࠋ࣏
࢖ࣥࢺࢆ⏦ࡋୖࡆࡲࡍ࡜ࠊࢳ࣮ࣗࢽࣥ
ࢢ࡜ࡣࠊ኱Ꮫᩍ⫱ࡢ┠ⓗࢆᩍဨ㛫࡛ඹ

Satoko Fukahori, NIER

2015/1/19

24

5᭷ࡍࡿࡇ࡜ࠊࡑࡢព⩏ࢆᏛ⏕ࡸ♫఍࡟ࡼࡾࡼࡃఏ࠼ࡿࡇ࡜ࠊࡇࢀࢆᐇ㊶ࡋ࡚࠸ࡃࡓࡵࡢ᪉ἲࢆ♧ࡍࡶࡢ࡛࠶ࡿ
ࡇ࡜ࠋࡑࢀࡀ୍ゝ࡛࠸࠺ࠕࢳ࣮ࣗࢽࣥࢢ࡛ࠖࡍࠋ ࢳ࣮ࣗࢽࣥࢢࡢ᭱ึࡢࢫࢸࢵࣉࡣࠊ
Ṟ‫ܖ‬բЎ᣼Ὁ‫ܖ‬ˮἩἿἂἻἲỉ૙ᏋႸႎửଢỤẦỆẴỦ
‫ܖ‬բЎ᣼ƷǳȳȔȆȳǹ
ᲢӋༀؕแᲣӋᎋ᝻૰Ძ‫ܖ‬ˮȗȭǰȩȠƷǳȳȔȆȳǹ
Ტ‫ܖ‬ˮȗȭȕǣȸȫᲣӋᎋ᝻૰Წ࠿࡟ࡍࡿࡇ࡜ࠊࡑࡋ࡚ࡑࢀࢆᏛ఩ࣉࣟ
ࢢ࣒ࣛ࡜ࡋ࡚ලయ໬ࡍࡿࡇ࡜ࠋࡇࡢࢫ
ࢸࢵࣉࡣࠊ⚾ࡀ⩻ヂࡉࡏ࡚࠸ࡓࡔࡁࡲ

ӋༀؕแǛӋᎋƴƠƯ‫ܖ‬բЎ᣼ƷǳȳȔȆȳǹǛ‫ܭ‬፯ƢǔᏛၥศ㔝ࡢᩥ⬦ࡢ୰࡛ᩍ⫱┠ⓗࢆ᫂ࡽ‫ܖ‬ˮȗȭȕǣȸȫǛ‫ܭ‬፯Ƣǔ‫ܖ‬բЎ᣼Ʒ૙Ճ᧓ưƷӳॖࡋࡓࢳ࣮ࣗࢽࣥࢢࡢㄝ᫂᭩࡛ࡣ༑ศ࡟

‫ܖ‬ˮȗȭǰȩȠƷ૙Ճ᧓ưƷӳॖҡಅࢸƷᡶែǛӷ‫ܭ‬ǹȆȸǯțȫȀȸƱңᜭConsultationҡಅࢸƷᡶែǛӷ‫ܭ‬ǹȆȸǯțȫȀȸƱңᜭConsultationㄝ᫂ࡉࢀ࡚࠸ࡲࡏࢇ࡛ࡋࡓࡢ࡛ࠊࡇࡢ

ǳȳȔȆȳǹǛ̲ദᅗ࡛࠶࠼࡚஧ࡘࡢࣉࣟࢭࢫ࡟ศࡅ࡚࠾

ǳȳȔȆȳǹǛ̲ദ‫ܖٻ‬૙ᏋƷႸႎȷॖ፯ƴƭƍƯƷᅈ˟ႎӳॖ࢟঺

‫ܖٻ‬૙ᏋƷႸႎȷॖ፯ƴƭƍƯƷᅈ˟ႎӳॖ࢟঺

ɧૺƴጮǓᡉƞǕǔ♧ࡋ࠸ࡓࡋࡲࡍࠋ

ɧૺƴጮǓᡉƞǕǔ‫ܖ‬բЎ᣼ƷǳȳȔȆȳǹ
ᲢӋༀؕแᲣƷᄩ‫ܭ‬ ᩍ⫱┠ⓗࢆ᫂ࡽ࠿࡟ࡍࡿࣉࣟࢭࢫࡣࠊ
‫ܖ‬ˮȗȭǰȩȠƷǳȳȔȆȳǹ
Ტ‫ܖ‬ˮȗȭȕǣȸȫᲣƷᄩ‫ܭ‬቟‫׎‬ȁȥȸȋȳǰ᝻૰ǛӋᎋƴ˺঺Ტhttp://tuningusa.org/TuningUSA/tuningusa.publicwebsite/50/50a9739eͲb440Ͳ418dͲ8580Ͳe06713232bc2.pdfᲣ
Satoko Fukahori, NIER

2015/1/19

6஧ࡘ࡟ศࡅ࡚⪃࠼࡚࠸ࡓࡔࡃᚲせࡀ࠶ࡾࡲࡍࠋ୍ࡘࡣࠊᏛၥศ㔝ࡢࢥࣥࣆࢸ
ࣥࢫࢆᐃ⩏ࡋ࡚࠸ࡃࣉࣟࢭࢫ࡛ࡍࠋࡇ

ࢀࡣಶูࡢ኱Ꮫ࡟ࡣ࡛ࡁ࡞࠸ࡇ࡜࡛࠶ࡗ࡚ࠊ␗࡞ࡿ኱Ꮫ㛫࡛ඹ᭷ࡍࡿᏛ
ၥศ㔝ࡢᯟ⤌ࡳࢆᵓ⠏ࡍࡿࡇ࡜ࢆព࿡ࡋࡲࡍࠋ᪥ᮏ࡛ࡣᏛ⾡఍㆟࡞࡝࡛ྲྀࡾ⤌ࢇ࡛࠸ࡲࡍࡀࠊ౛࠼ࡤḢ⡿ࢳ࣮ࣗࢽࣥࢢ࡛ࡣḢᕞጤဨ఍ࡢᨭ᥼ࢆ
ཷࡅ࡚◊✲⪅ࡀ㞟ࡗࡓࡾࠊ⡿ᅜࢳ࣮ࣗࢽࣥࢢ࡛ࡣᏛ఍ࡀᩍ⫱㈈ᅋࡢᨭ᥼
ࢆཷࡅ࡚ྲྀࡾ⤌ࢇࡔࡾࡋ࡚࠸ࡲࡍࠋᏛၥศ㔝ࡢ୰࡛ࠊᏛ⏕࡟࡝ࡢࡼ࠺࡞
ࢥࣥࣆࢸࣥࢫࢆ㌟࡟ࡘࡅ࡚࡯ࡋ࠸ࡢ࠿࡟ࡘ࠸࡚ࠊ኱Ꮫᩍဨࡢ㛫࡛ࡢྜពࢆᙧᡂࡋ࡚࠸ࡃࠋࡑࡢ࠺࠼࡛ࠊᏛၥศ㔝ࢆ༞ᴗࡋࡓᏛ⏕ࡢ㐍㊰ඛࢆྠᐃࡋࠊ㞠⏝୺࠶ࡿ࠸ࡣ༞ᴗ⏕࡟⪺ࡁྲྀࡾࢆ⾜ࡗ࡚ࠊ኱Ꮫࡢഃ࡛⪃࠼࡚࠸ࡿࢥࣥࣆࢸࣥࢫ࡜♫఍ࡢഃ࡛㔜せ࡜⪃࠼࡚࠸ࡿࢥࣥࣆࢸࣥࢫࡀ࡝ࢀ࡯࡝୍
⮴ࡋ࡚࠸ࡿࡢ࠿ࠊ஋㞳ࡋ࡚࠸ࡿࡢ࠿ࢆᢕᥱࡍࡿࡇ࡜ࡀ࣏࢖ࣥࢺ࡟࡞ࡾࡲ
ࡍࠋࡑࡢ⤖ᯝ࡟ᇶ࡙࠸࡚ࢥࣥࣆࢸࣥࢫࢆಟṇࡋࠊ☜ᐃࡋ࡚࠸ࡃࠋࡇࢀࡀࠊ
Ꮫၥศ㔝ࡢࢥࣥࣆࢸࣥࢫࡀ኱Ꮫ㛫࡛ඹ᭷ࡉࢀࡿཧ↷ᇶ‽࡜ࡋ࡚☜ᐃࡉࢀ࡚࠸ࡃࣉࣟࢭࢫ࡛ࡍࠋ ࡓࡔࡋࠊᏛၥศ㔝ࡢせㄳ࡜࠸࠺ࡢࡣࠊඛ⏕᪉ࡶ༑ศᚚᢎ▱ࡢ㏻ࡾࠊ୙
᩿࡟ኚࢃࡾࡲࡍࠋ♫఍ࡢࢽ࣮ࢬࡶኚࢃࡾࡲࡍࠋᏛ⏕ࡢࢽ࣮ࢬࡶከᵝ໬ࡋ࡚࠸ࡲࡍࠋࡋࡓࡀࡗ࡚ࠊࡇࡢࣉࣟࢭࢫࡣᅇᐇ᪋ࡍࢀࡤ᏶஢ࡍࡿࡶࡢ࡛
ࡣ࡞ࡃࠊᐃᮇⓗ࡟୙᩿࡟⧞ࡾ㏉ࡍᚲせࡀ࠶ࡾࡲࡍࠋࡋࡓࡀࡗ࡚ࠊ♫఍ࡢ୰࡛ࡇࡢࡼ࠺࡞᭦᪂ࡢ௙⤌ࡳࢆࡘࡃࡗ࡚࠸ࡃࡇ࡜ࡀ୍ࡘࡢ㔜せ࡞ㄢ㢟࡛࠶ࡾࠊࢳ࣮ࣗࢽࣥࢢ࡛ࡣࡇࡢࣉࣟࢭࢫࡀ⤌ࡳ㎸ࡲࢀ࡚࠸ࡿ࡜ࡇࢁ࡟ࠕᙉ
ࡳࠖࡀ࠶ࡾࡲࡍࠋ  ྛ኱ᏛࡣࠊᏛၥศ㔝ࡢࢥࣥࣆࢸࣥࢫᯟ⤌ࡳ࡟ᇶ࡙࠸࡚Ꮫ఩ࣉࣟࣇ࢕࣮
ࣝࠊࡍ࡞ࢃࡕᏛ఩ࣉࣟࢢ࣒ࣛࡢ୰࡛Ꮫ⏕࡟⩦ᚓࡉࡏࡓ࠸ࢥࣥࣆࢸࣥࢫࢆ
ྠᐃࡋ࡚࠸ࡁࡲࡍࠋඛ⛬࠿ࡽࢳ࣮ࣗࢽࣥࢢࡣࠕᶆ‽໬࡛ࠖࡣ࡞࠸࠿ࠊ
ࠕࡍࡾྜࢃࡏ࡛ࠖࡣ࡞࠸࠿࡜࠸࠺࠾ゝⴥࡀ⪺ࡇ࠼ࡲࡍࠋࢳ࣮ࣗࢽࣥࢢࡣࠊ࡝
ࡢ኱Ꮫࡶྠࡌࡼ࠺࡞ࢻࣥࢢࣜ࡟ࡋ࡚ࡋࡲ࠺ࡢ࡛ࡣ࡞࠸࠿࡜࠸࠺ᠱᛕࢆ࠾
ᣢࡕ࡞ࡢ࠿࡜ᛮ࠸ࡲࡍࠋࡋ࠿ࡋ࡞ࡀࡽࠊࢳ࣮ࣗࢽࣥࢢ࡟୺యⓗ࡟ྲྀࡾ⤌ࢇ࡛ࡁࡓࡢࡣḢᕞࡢࠕ኱Ꮫ࡛ࠖ࠶ࡾࠊ࢔࣓ࣜ࢝ࡢ኱ᏛࡸᏛ఍࡟ࡶἼཬࡋ

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࡚ࠊୡ⏺ࡢ኱Ꮫ࡛ཷࡅධࢀࡽࢀ࡚࠸ࡿࡢࡣࠊࢳ࣮ࣗࢽࣥࢢࡀỴࡋ࡚኱Ꮫࡢᶆ‽໬ࢆồࡵࡿࡶࡢ࡛ࡣ࡞ࡃࠊࡴࡋࢁࡑࢀࢆᣄྰࡍࡿࡓࡵ࡟ྲྀࡾ⤌ࡲࢀ࡚࠸ࡿࡓࡵ࡛࠶ࡾࡲࡍࠋࡇࡢࡇ࡜ࢆࠊᮏ᪥ࡣ༑ศ࡟ᚚ⌮ゎ࠸ࡓࡔࡁࡓ
࠸࡜ᛮ࠸ࡲࡍࠋ ࡞ࡐࢳ࣮ࣗࢽࣥࢢࡀᶆ‽໬࡛ࡣ࡞࠸ࡢ࠿ࠋ୍ࡘ┠࡟ࠊ኱Ꮫࡣከᵝ࡛ࡍࠋࡑࢀࡺ࠼ࠊࡓ࡜࠼┠ᣦࡋࡓ࡜ࡋ࡚ࡶࠊྠࡌᩍ⫱ࡀ࡛ࡁࡿࢃࡅ࡛ࡣ࠶ࡾࡲ
ࡏࢇࠋࡑࢀࡒࢀࡢ኱Ꮫ࡟ࡣࠊࡑࢀࡒࢀࡢ኱Ꮫࡢ㈨※࡜ࡋ࡚ࠊᵝࠎ࡞ࠕᙉࡳࠖࢆᣢࡗࡓඛ⏕᪉ࡀ࠸ࡽࡗࡋࡷࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ ࡋࡓࡀࡗ࡚ࠊࡓ࡜࠼ྠࡌᏛၥศ㔝ࡢࢥࣥࣆࢸࣥࢫࡢ⤌ྜࡏࢆ┠ᣦࡋࡓ࡜ࡋ࡚ࡶࠊ┠ᣦࡍࢥࣥࣆࢸࣥࢫࡢ࢚࢘࢖ࢺࡣ኱Ꮫ࡟ࡼࡗ࡚␗࡞ࡾࡲࡍࠋ
ඛ⏕᪉ࡢࠕᙉࡳࠖࢆ⏕࠿ࡍࡇ࡜ࡀࠊࡑࡢ኱Ꮫࡢࠕᙉࡳࠖ࡟࡞ࡾࠊ≉ᚩ࡟࡞ࡿࢃࡅ࡛ࡍ࠿ࡽࠊࡑࡇࡢࠕᙉࡳࠖࢆ᭱኱㝈⏕࠿ࡏࡿࢥࣥࣆࢸࣥࢫࡢ㑅ࡧ᪉ࢆࡋ࡚࠸࠿࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋࡲࡉ࡟ࠊྛ኱Ꮫࡢᡓ␎ⓗุ᩿ࡀၥࢃࢀࡲࡍࠋᚚ⮬ศࡢ኱ᏛࡢᏛ఩ࣉࣟࢢ࣒࡛ࣛࡣࠊ࡝ࡢࡼ࠺࡞ࢥࣥࣆࢸࣥ
ࢫࢆ⫱ᡂࡍࡿࡢ࠿ࠋᩍဨࡀࢳ࣮࣒࡜࡞ࡗ࡚ࠊࡼࡃ┦ㄯࡋ࡚Ỵࡵ࡚࠸ࡓࡔࡃᚲせࡀ࠶ࡾࡲࡍࠋ Ꮫ⏕ࡢ㐍㊰ඛࡶࠊ኱Ꮫ࡟ࡼࡗ࡚ከᵝ࡛ࡍࠋ≉࡟ࡘ࡞ࡀࡾࡢᙉ࠸㡿ᇦࡀ࠶ࡗࡓࡾࠊᏛ⏕ࡀ≉࡟ᚿᮃࡋ࡚࠸ࡿ㡿ᇦࡶ࠶ࡗࡓࡾࡋࡲࡍࠋࡑ࠺ࡋࡓ≉ᚩࢆࡼࡃᢕᥱࡋ࡚ࠊᏛ⏕ࢆ╔ᐇ࡟ᑵ⫋ࡉࡏࡿࡓࡵ࡟ࡣ࡝ࡢࡼ࠺࡞ࢥࣥࣆ
ࢸࣥࢫࢆ⫱࡚࡚࠸ࡃ࡭ࡁ࡞ࡢ࠿ࠊ࠶ࡿ࠸ࡣཷࡅᡭ࡛࠶ࡿ㞠⏝୺ࡣఱࢆồࡵ࡚࠸ࡿࡢ࠿ࠊࡉࡽ࡟኱Ꮫࡢഃ࠿ࡽඛぢᛶࢆᣢࡗ࡚ఱࢆᥦ౪ࡋ࡚࠸ࡃࡢ
࠿ࠋࡇࢀࡽࡢࡇ࡜ࢆ⥲ྜⓗ࡟ຍ࿡ࡋ࡞ࡀࡽಟṇࢆຍ࠼ࠊᏛ఩ࣉࣟࢢ࣒ࣛ
ࡢࢥࣥࣆࢸࣥࢫࢆỴࡵ࡚࠸ࡃࣉࣟࢭࢫࡀ㔜せ࡟࡞ࡾࡲࡍࠋࡇࢀࡇࡑࡀ኱
Ꮫࡢከᵝᛶ࡛࠶ࡾࠊࠕᙉࡳࠖ࡟࡞ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ ୍᪦ࠊྛ኱Ꮫ࡛┠ᣦࡍᏛ఩ࣉࣟ
ṟ˳ኒႎễ‫ܖ‬ˮἩἿἂἻἲỉᚨᚘࢢ࣒ࣛࡢࢥࣥࣆࢸࣥࢫࡀᐃࡲࢀࡤࠊ

DesigningadegreeprogrammeίἆὅἇἾἋὉὁὊἪἜὊἽẆᵐᵎᵏᵐ࠰Ẇᵑᵒ᪫ὸᮏ䝇䝷䜲䝗䛿䚸ⴭ⪅䛾஢ゎ䜢ᚓ䛶ᥖ㍕䚹

࡝ࡢࡼ࠺࡞Ꮫ఩ࣉࣟࢢ࣒ࣛࢆタィࡍࡿࡢ࠿࡜࠸࠺ࢫࢸࢵࣉ࡟ධࡿࢃFIRST CYCLE PROGRAMME

Ꮫ఩䝥䝻䝣䜱䞊䝹䛾䝁䞁䝢䝔䞁䝇䜢⋓ᚓ䛥䛫䜛䛯䜑䛻㐺ษ䛺⛉┠䜢㓄⨨䛧䛶䚸༢఩䜢๭䜚ᙜ䛶䜛z ᚨᚘỉҾྸz Ӳ૙Ճầ˴ử૙ảủỦẦί૙Ճᙻໜὸ
ỂỊễẪẆ‫ܖ‬ဃỆỄỉợạễἅὅἦἘὅἋ
ửྒࢽẰẶẺẟỉẦί‫ܖ‬ဃᙻໜὸẇz ẸỉẺỜỆỄỉợạễᅹႸửᣐፗẲẆӲᅹႸỉễẦỂ‫ܖ‬ဃỆỄỉợạễ
‫ܖ‬፼঺ௐử፼ࢽẰẶợạểẴỦỉẦẇz ᅹႸỆлụ࢘ềỤủỦҥˮૠỊẆ‫ܖ‬፼঺ௐử፼ࢽẴỦẺỜỆ࠯‫ר‬ႎễ‫ܖ‬ဃầ࣏ᙲểẴỦ‫ܖ‬፼଺᧓ỆờểỀẟềምЈẇ

60 ECTS

60 ECTS

60 ECTSzᾀᵣᵡᵲᵱᵛᵐᵓ῍ᵑᵎ଺᧓ί੉ಅὺʖ፼ࣄ
፼ὺᛢ᫆ὺᚾ᬴ỉแͳὸ
COURSE UNITz࠰᧓ᵔᵎᵣᵡᵲᵱᵆᵏᵓᵎᵎ῍ᵏᵖᵎᵎ଺᧓ὸ
TuningGeneralBrochure(http://www.unideusto.org/tuningeu/images/stories/documents/General_
Brochure_final_version.pdf)

Satoko Fukahori, NIER

2015/1/19

7ࡅ࡛ࡍࡀࠊఏ⤫ⓗ࡞᪥ᮏࡢ኱Ꮫ࡛
ࡣࠊᩍဨ⤌⧊࡜ᩍ⫱⤌⧊ࡀ୍⮴ࡋ࡚࠾ࡾࠊᏛ㒊ᩍဨࡀᩍ࠼ࡽࢀࡿ⛉┠ࡢ✚ࡳୖࡆ࡜ࡋ࡚༢఩ࡢᏛ
ኈㄢ⛬ࡀタᐃࡉࢀ࡚ࡁࡓࡇ࡜࡟ࡼ
ࡿၥ㢟Ⅼࡣࠊ⟃Ἴ኱Ꮫ࡛ࡣ᪤࡟㆟ㄽࢆᑾࡃࡋ࡚ࡇࡽࢀࡓⅬ࠿࡜Ꮡࡌࡲࡍࠋ ࡑࢀ࡟ᑐࡋ࡚ࢳ࣮ࣗࢽࣥࢢ࡛ࡣࠊ

ᩍ⫱┠ⓗࢆᐇ⌧ࡍࡿࡓࡵ࡟ࡣ࡝ࡢࡼ࠺࡞⛉┠ࢆ㓄⨨ࡍࡿᚲせࡀ࠶ࡿࡢ࠿
࡜࠸࠺Ⓨ᝿ࢆྲྀࡾࡲࡍࠋ⟃Ἴ኱Ꮫ࡛ࡣࠊᏛ⩌ࢆᵓᡂࡍࡿᵝࠎ࡞Ꮫ㢮ࡢᩍဨࡀຊࢆྜࢃࡏ࡚ࠊᏛ఩ࣉࣟࢢ࣒ࣛࡶࡘࡃࡾୖࡆ࡚࠸ࡃࡇ࡜ࢆ࠾⪃࠼࡛ࡍࡀࠊࢳ࣮ࣗࢽࣥࢢ࡛ࡶࠊᏛ఩ࣉࣟࢢ࣒ࣛࡢࢥࣥࣆࢸࣥࢫ࡟↷ࡽࡋ࡚ࠊ⛉┠ࡢ㐺ᛶ㓄⨨ࡀ┠ᣦࡉࢀࡲࡍࠋࡑࡋ࡚ࠊྛ⛉┠ࡢᏛ⩦ᡂᯝࢆ⩦ᚓࡍࡿ

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26

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ࡇ࡜࡛ࠊ⤖ᯝⓗ࡟ࢥࣥࣆࢸࣥࢫࡀ㐩ᡂࡉࢀࡿࡼ࠺࡞ᩍ⫱ࡢᕤኵࡀ࡞ࡉࢀ
ࡿࡢ࡛ࡍࠋ ⛉┠࡟๭ࡾᙜ࡚ࡽࢀࡿ༢఩ᩘࡣࠊᖺ㛫ࡢࣂࢳ࢙࣮࣭ࣛࣉࣟࢢ࣒࡛ࣛ
༢఩࡛ࡍࠋࡇࢀࡣࠊᏛ⏕ࡢᖺ㛫ࡢ⥲Ꮫ⩦᫬㛫ࢆ㹼᫬㛫࡜ᐃࡵ࡚ィ⟬ࡋ࡚࠸ࡲࡍࡢ࡛ࠊྜィ㹼᫬㛫࡛㐩ᡂྍ⬟࡞Ꮫ⩦ᡂᯝࡢ⩦ᚓ࡛ࡶࡗ࡚ࠊࣂࢳ࢙࣮ࣛࡀ౯್࡙ࡅࡽࢀ࡚࠸ࡲࡍࠋࡑ࠺ࡋࡓ඲య
ീࢆࡍࡾྜࢃࡏࡿࡇ࡜ࡀࠊᅜ㝿ⓗ࡞Ꮫ఩ࣉࣟࢢ࣒ࣛࢆࡘࡃࡗ࡚࠸ࡃୖ࡛ࠊ
㠀ᖖ࡟㔜せ࡞どⅬࡔ࡜࠸࠺ࡇ࡜ࡀ࡛ࡁࡲࡍࠋ ඛ⛬࠿ࡽࠕࢥࣥࣆࢸࣥࢫࠖ࡜ࠕᏛ⩦ᡂᯝࠖ࡜࠸࠺ゝⴥࢆ౑ࡗ࡚࠾ࡾࡲ
ࡍࡀࠊࡇࡇ࡛ᨵࡵ࡚ᩚ⌮ࡋ࡚࠾ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࠕࢥࣥࣆࢸࣥࢫࠖ࡜࠸࠺ࡢࡣࠊᏛ఩

ǳȳȔȆȳǹƱ‫ܖ‬፼঺ௐࣉࣟࢢ࣒ࣛࢆᒚಟࡋࡓ⥲ྜⓗ࡞ᡂᯝ࡜• žǳȳȔȆȳǹſƱƸŴ‫ܖ‬ˮȗȭǰȩȠǛ‫̲ޗ‬ƠƨዮӳႎƳ঺ௐƱƠƯŴ‫ܖ‬ဃƕྒࢽƢǔƜƱƕ஖ࢳƞǕƯƍǔჷᜤǍᏡщƕஊೞႎƴኽӳƠƨǋƷŵ

ࡋ࡚Ꮫ⏕ࡀ⋓ᚓࡍࡿࡇ࡜ࡀᮇᚅࡉࢀ࡚
࠸ࡿ▱㆑ࡸ⬟ຊࠊࡑࢀࡀ᭷ᶵⓗ࡟⤖ྜo ‫ٶ‬ಮƳ‫᧓ܖٻ‬ưσஊƢǔƨǊƴƸŴƋǔᆉࡇƷਁᝋࣱƕ൭ǊǒǕǔŵo μƯƷ‫ܖٻ‬ƕŴ‫ܖ‬բЎ᣼ưӳॖƞǕƨμƯƷǳȳȔȆȳǹǛዡ፠ႎƴྒࢽƠƳƚǕƹƳǒƳƍǘƚưƸƳƍᲢ‫ܖ‬ˮȗȭȕǣȸȫȷžǳǢſᲣŵࡋࡓࡶࡢ࡜ㄝ᫂ࡉࢀ࡚࠸ࡲࡍࠋࡋࡓࡀ
ࡗ࡚ࠊࡇࢀࡣᏛၥศ㔝ࡢ୰࡛ࠊࡲࡓከ• ž‫ܖ‬፼঺ௐſƱƸŴ‫ܖ‬ဃƕǫȪǭȥȩȠƷ‫̲ޗ‬ǛƱƓƠƯ፼ࢽƢǔƜƱƕ஖ࢳƞǕƯƍǔφ˳ႎƳჷᜤǍᏡщŵǳȳȔȆȳǹA
ᅹႸᲫ‫ܖ‬፼঺ௐᲫ

‫ܖ‬፼঺ௐᲬŨŨᅹႸᲭ‫ܖ‬፼঺ௐᲮ

‫ܖ‬፼঺ௐᲯ

ŨŨᅹႸᲬ
Satoko Fukahori, NIER

‫ܖ‬፼঺ௐᲭ

Ũ

Ũ

Ũ
Ũ

Ũ

2015/1/198ᵝ࡞኱Ꮫ㛫࡛ඹ᭷ࡉࢀࡿᚲせࡀ࠶ࡾࡲǨǭǹȑ⌴ȈȷǸ⌮⌭ǸȡȳȈo ‫ܖ‬ˮȗȭǰȩȠǛನ঺ƢǔӲᅹႸǛਃ࢘Ƣǔ‫ܖٻ‬૙ՃƕŴᡙ൭ƢǔǳȳȔ
ȆȳǹƴұƠƯᚨ‫ܭ‬Ƣǔŵžር‫׊‬ſƱž൦แſƕᙹ‫ܭ‬ƞǕƯƍǔŵo ҥˮᛐ‫ܭ‬ƷఌਗƱƠƯŴ৑‫ܭ‬Ʒ‫ܖ‬፼஖᧓ϋƴᢋ঺ӧᏡưƋǓŴย‫ܭ‬ӧᏡưƳƚǕƹƳǒƳƍŵ

ࡍࠋࡑࡢࡓࡵ࡟ࡣ୍ᐃ⛬ᗘࡢᢳ㇟ᛶࢆᣢࡘᚲせࡀ࠶ࡾࡲࡍࠋ┠ᣦࡍ࡭ࡁࢥࣥ
ࣆࢸࣥࢫࢆ㐣ᗘ࡟ලయ໬ࡍࡿ࡜ࠊ኱Ꮫ
ࡢከᵝᛶࡀᦆ࡞ࢃࢀࠊ࡝ࡢ኱Ꮫࡶ⏬୍ⓗ࡟࡞ࡗ࡚ࡋࡲ࠺ࢃࡅ࡛ࡍ࠿ࡽࠊࢥࣥ
ࣆࢸࣥࢫࢆඹ᭷ࡍࡿࡓࡵ࡟ࡣࠊᢳ㇟ᛶ

ࡀ☜ಖࡉࢀ࡚࠸ࡿᚲせࡀ࠶ࡾࡲࡍࠋ ࡲࡓࠊᏛၥศ㔝࡛ྜពࡉࢀࡓࢥࣥࣆࢸࣥࢫࢆࠊ኱Ꮫࡀ඲࡚⥙⨶ⓗ࡟᥇⏝ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢ࡛ࡣ࡞ࡃ࡚ࠊ୍ぴࡢ୰࠿ࡽ኱ᏛࡢࠕᙉࡳࠖࡸᏛ
⏕ࡢࢽ࣮ࢬ࡟㚷ࡳ࡚㑅ࡧྲྀࡗ࡚࠸ࡃࡇ࡜ࠊࡑࡋ࡚ఱࢆ㑅ࡧྲྀࡗࡓࡢ࠿ࢆྍど໬ࡍࡿࡢࡀࠊࢳ࣮ࣗࢽࣥࢢࡢ⪃࠼᪉ࡢ࣏࢖ࣥࢺ࡛࠶ࡾࡲࡍࠋ ౛࠼ࡤ࣮࢜ࢫࢺࣛࣜ࢔࡛ࡣࠊྜពࡉࢀࡓ඲࡚ࡢࢥࣥࣆࢸࣥࢫࢆ㐩ᡂࡋ࡚࠸࡞ࡅࢀࡤᏛኈㄢ⛬┦ᙜ࡜ࡳ࡞ࡍࡇ࡜ࡀ࡛ࡁ࡞࠸࡜࠸࠺⪃࠼᪉ࡀ࡜ࡽ
ࢀ࡚࠸ࡲࡍࠋࡑࢀ࡟ᑐࡋ࡚ࠊḢᕞࢳ࣮ࣗࢽࣥࢢ࡛ࡣࠊࢥࣥࣆࢸࣥࢫࡢ୍
ぴࡢ୰࠿ࡽྛ኱Ꮫ࡛༢఩ࡢ୰࡛ఱࢆ࡝ࡇࡲ࡛㐩ᡂࡉࡏࡿࡢ࠿ࢆࠊ♫఍࡟ᑐࡋ࡚ศ࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿ࡜࠸࠺⪃࠼᪉ࡀ࡜ࡽࢀ࡚࠸ࡲࡍࠋ ࡋࡓࡀࡗ࡚ࠊࢳ࣮ࣗࢽࣥࢢ࡟࠾ࡅࡿࠕࢥࣥࣆࢸࣥࢫࠖ࡜ࡣࠊᏛၥศ㔝ࡢࢥ࢔ࠊ⥙⨶ⓗ࡛ࡣ࡞ࡃ୰᰾ⓗ࡞㒊ศࢆᣦࡋࡲࡍࠋࡋ࠿ࡶ኱Ꮫ࡟ࡼࡗ࡚
ࡣࠊࡇࡢ୍ぴࡢ୰࡟ྵࡲࢀ࡚࠸࡞࠸ࢥࣥࣆࢸࣥࢫࢆ㏣ồࡋ࡚࠸ࡃࡇ࡜ࡶ
኱࠸࡟ྍ⬟࡛ࡍࠋ ࡑࢀ࡜኱ࡁࡃ㐪࠺ࡢࡀࠕᏛ⩦ᡂᯝࠖࡢ⪃࠼᪉࡛ࡍࠋᏛ⩦ᡂᯝ࡜ࡣᏛ⏕ࡀ࣒࢝ࣜ࢟ࣗࣛࡢᒚಟࢆ㏻ࡋ࡚⩦ᚓࡍࡿࡇ࡜ࡀᮇᚅࡉࢀ࡚࠸ࡿලయⓗ࡞▱㆑ࡸ⬟ຊ࡛ࡍࠋᖺ㛫༢఩ࡢᏛ఩ࣉࣟࢢ࣒ࣛࢆᵓᡂࡍࡿ⛉┠ࡸࣔࢪ࣮ࣗࣝࡢ୰࡛㐩ᡂྍ⬟࡛࠶ࡾࠊ ᐃྍ⬟࡞▱㆑ࡸ⬟ຊࢆᣦࡋࡲࡍࠋᏛ⩦ᡂᯝ࡟ࡣࠊᏛၥศ㔝ࡢ⠊ᅖ࡜Ỉ‽ࡀ᫂☜࡟⣣࡙ࡅࡉࢀ࡚࠸ࡲࡍࠋ

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 ࢥࣥࣆࢸࣥࢫࡣᏛၥศ㔝ࡢ୰㌟ࢆ㦵ᢤࡁ࡟ࡋ࡚ࡋࡲ࠺ࡢ࡛ࡣ࡞࠸࠿࡜
࠸࠺ᠱᛕࢆࡶࡓࢀࡿ᪉ࡶ࠸ࡽࡗࡋࡷ࠸ࡲࡍࡀࠊࢥࣥࣆࢸࣥࢫ࡜࠸࠺ࡢࡣ
ᗈࡃඹ᭷ྍ⬟࡞ᢳ㇟ⓗ࡞ᯟ⤌ࡳ࡛ࠊྛ⛉┠࣭ࣔࢪ࣮ࣗࣝࡢ୰࡛ࠊලయⓗ࡞⠊ᅖ࡜Ỉ‽ࢆ୚࠼࡚࠸ࡃࡢࡣࠊඛ⏕᪉ࡢᑓ㛛ᛶ࡟኱࠸࡟࠿࠿ࡗ࡚࠸ࡿ
࡜࠸࠺ࡇ࡜ࢆࡈ⌮ゎୗࡉ࠸ࠋ ࡇࡢ⾲࡛ࡣࠊ౛࠼ࡤࠊ⛉┠ࡢ୰࡛ࡣᏛ⩦ᡂᯝ࡜ࢆ㏣ồࡋ࡚࠸ࡃ࡜
࠸࠺ࡇ࡜ࡀ♧ࡉࢀ࡚࠸ࡲࡍࠋ⛉┠ࡢ୰࡛ࡣูࡢᏛ⩦ᡂᯝࢆ㏣ồࡋࠊ⛉┠ࡢ୰࡛ࡣࡲࡓูࡢ⤌ࡳྜࢃࡏࡢᏛ⩦ᡂᯝࡀ㏣ồࡉࢀࡲࡍࠋࡇࢀࡽࡀ
඲㒊⤌ࡳྜࢃࡉࡗ࡚ࠊࢥࣥࣆࢸࣥࢫࡢ$ࡀ㐩ᡂࡉࢀࡿ࡜࠸࠺௙⤌ࡳ࡟࡞ࡗ࡚࠸ࡿࢃࡅ࡛ࡍࠋ ࡋࡓࡀࡗ࡚ࠊࢥࣥࣆࢸࣥࢫ࡜Ꮫ⩦ᡂᯝࡢ㛵ಀࡣࠊ୍ᑐ୍ᑐᛂ࡛ࡣ࡞ࡃࠊ
ࢥࣥࣆࢸࣥࢫࡣ」ᩘࡢᏛ⩦ᡂᯝࡢ⤌ࡳྜࢃࡏࡢ୰࡛㐩ᡂࡉࢀࡿ࡜࠸࠺⪃࠼᪉ࡀ࡜ࡽࢀ࡚࠸ࡲࡍࠋࡋࡓࡀࡗ࡚ࠊࢥࣥࣆࢸࣥࢫ࡟ࡣᏛၥศ㔝ࡢලయⓗ࡞▱㆑ࡸ⬟ຊ࡟ᇙࡵ㎸ࡲࢀ࡚࠾ࡾࠊࡑࡢ⩦ᚓࡣᏛၥศ㔝ࡢඛ⏕᪉ࡢᑓ㛛ᛶ࡟࠿࠿ࡗ࡚࠸ࡲࡍࠋࡇࡢ㛵ಀᛶࢆ┿๢࡟ཷࡅ࡜ࡵ࡚࠸ࡓࡔࡃࡢࡀࠊ
ࢳ࣮ࣗࢽࣥࢢࢆᡂຌࡉࡏࡿ㔜せ࡞࣏࢖ࣥࢺ࡟࡞ࡾࡲࡍࠋ ḟ࡟ࠊ3'&$ࢧ࢖ࢡࣝ࡟ࡘ࠸࡚࠾ヰࡋࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

ĮᅹႸȷ‫ܖ‬ˮȗȭǰȩȠƷឋ̬ᚰȷોծ ճࡢࠕ⛉┠࣭Ꮫ఩ࣉࣟࢢ࣒ࣛࡢ㉁ಖ

‫ܖ‬ˮȗȭǰȩȠ
Ȭșȫド࣭ᨵၿ࡛ࠖࡍࡀࠊࡇࡢᅗࢆࡈぴ࡟࡞ά⏝䛷䛝䜛㈨※䛾ไ⣙䠖ከᵝᛶᏛ఩䝥䝻䝣䜱䞊䝹䛾ᐃ⩏㻙䝁䞁䝢䝔䞁䝇㻙
Ꮫ఩䝥䝻䜾䝷䝮䛾タィ㻙⛉┠䛾㓄⨨䞉༢఩䛾๭ᙜ㻙ǫȪǭȥȩȠ‫ۀ‬Ճ˟
CurriculumCommittee‫ܖ‬ˮȗȭǰȩȠƷ১ᛐȷໜ౨
ǷȩȐǹƷᄩᛐ
‫ܖ‬ˮȗȭǰȩȠƷ‫ࣱ࢘ڲ‬ǛఌਗƮƚǔƨǊƷžӋༀؕแᲢǳȳȔȆȳǹƷɟᚁᲣſࡗ࡚࠸ࡓࡔࡃ࡜ࠊ஧ࡘࡢࣞ࣋ࣝࡢ㉁ಖ
ドࡀᇙࡵ㎸ࡲࢀ࡚࠸ࡿࡇ࡜ࡀศ࠿ࡾࡲ

⛉┠඲య䜢㏻䛧䛶䚸Ꮫ఩䝥䝻䜾䝷䝮䛾ᩍ⫱┠ⓗ䛿䛹䜜䜋䛹㐩ᡂ䛷䛝䛯䛛䚹Ꮫ఩䝥䝻䜾䝷䝮䛿㐺ษ䛰䛳䛯䛛㻔㻼㼞㼛㼓㼞㼍㼙㻌㻾㼑㼢㼕㼑㼣㻕ǳ⌴ǹ⍅ᅹႸ⍆Ȭșȫ⛉┠䛾ᩍ⫱┠ᶆ䛿㐩ᡂ䛷䛝䛯䛛䚹ᩍ⫱ィ⏬䛿㐺ษ䛰䛳䛯䛛䚹䠄㻯㼛㼡㼞㼟㼑㻌㻱㼢㼍㼘㼡㼍㼠㼕㼛㼚㻕ᚾ᬴‫ۀ‬Ճ˟
ExaminationCommittee‫ٳ‬ᢿᚾ᬴‫ۀ‬ՃExternalEvaluatorᚾ᬴բ᫆ƷᢘЏࣱǛᚸ̖੔ໜƷܲᚇࣱǛ̬ᚰ

PlanDoCheckActࡍࠋ୍ࡘࡣᏛ఩ࣉࣟࢢ࣒ࣛࣞ࣋ࣝࡢ㉁⛉┠䛾ᩍ⫱ィ⏬
㏣ồ䛩䜛䝁䞁䝢䝔䞁䝇ᑐᛂ䛩䜛Ꮫ⩦ᡂᯝ⛉┠䛾ホ౯ಖドࠊࡶ࠺୍ࡘࡀࢥ࣮ࢫ㸦⛉┠㸧ࣞ࣋Ꮫ఩䝥䝻䜾䝷䝮䜢ᵓᡂ䛩䜛せ⣲䛸䛧䛶䚸䛣䛾⛉┠䜢㏻䛧䛶Ꮫ⏕䛻ఱ䜢Ꮫ䜀䛫䛯䛔䛾䛛䠄ᩍ⫱┠ᶆ䠅ࣝࡢ㉁ಖド࡛ࡍࠋࡇࢀࡣ୧᪉㔜せ࡛࠶ᩍᤵ䞉Ꮫ⩦Ꮫ⏕䛾Ꮫ䜃䛾ホ౯ࡿࢃࡅ࡛ࡍ࠿ࡽࠊୖᡭ࡟⤌ࡳྜࢃࡏ࡚࠸ࡃᚲせࡀ࠶ࡾࡲࡍࠋ

Ꮫ⏕䛿Ꮫ⩦ᡂᯝ䜢㐩ᡂ䛷䛝䛯䛛䚹㻔㻸㼑㼍㼞㼚㼕㼚㼓㻌㻻㼡㼠㼏㼛㼙㼑㼟㻌㻭㼟㼟㼑㼟㼟㼙㼑㼚㼠㻕

Satoko Fukahori, NIER

2015/1/19

9 ࡲࡎࠊ⣸ࡢ㒊ศ࡛ࡍࡀࠊඛ⛬࠿ࡽ࠾ヰࡋࡋ࡚࠸ࡿᏛ఩ࣉࣟࢢ࣒ࣛࢆタィࡍࡿࣉࣟࢭࢫࢆ⾲ࡋ࡚࠸ࡲࡍࠋᏛၥศ㔝࡛ඹ᭷ࡍࡿࢥࣥࣆࢸࣥࢫᯟ⤌ࡳ࡟ᇶ࡙࠸࡚Ꮫ఩ࣉࣟࢢ࣒࡛ࣛ㏣ồࡍࡿࢥࣥࣆࢸࣥࢫࢆᐃ⩏ࡋࠊࡑࡢ㐩ᡂ࡟ྥࡅ࡚⛉┠ࢆ㓄⨨ࡋ࡚༢఩ࢆ๭ࡾᙜ࡚࡚࠸ࡃ࡜࠸࠺ࡢࡀࠊࡇࢀࡲ࡛ࡢ࠾
ヰ࡛ࡋࡓࠋ Ꮫ఩ࣉࣟࢢ࣒࡛ࣛ㓄⨨ࡉࢀࡓ⛉┠࡟㛵ࢃࡿࡢࡀỈⰍࡢ㒊ศ࡛ࡍࠋྛ⛉┠ࢆᢸᙜࡍࡿᩍဨࡣࠊࡲࡎᩍ⫱ィ⏬ࢆࡘࡃࡾࡲࡍࠋ⮬ศࡢᢸᙜࡍࡿ⛉┠࡛࡝ࡢࢥࣥࣆࢸࣥࢫࢆ㏣ồࡍࡿࡢ࠿ࠋ୍ࡘ࠿ࡽ୕ࡘ⛬ᗘࡢࢥࣥࣆࢸࣥࢫ
ࢆྲྀࡾୖࡆࠊᑐᛂࡍࡿᏛ⩦ᡂᯝࡣఱ࠿ࢆࡑࢀࡒࢀࡢඛ⏕ࡢ࢚࢟ࢫࣃ࣮ࢺ
࡜ࡋ࡚ࡢุ᩿࡟ᇶ࡙࠸࡚Ỵࡵ࡚࠸ࡓࡔࡁࡲࡍࠋࡑࡋ࡚ࠊ᭱㐺ࡢᩍᤵ࣭Ꮫ
⩦ࡢ᪉ἲࢆ㑅ࡧྲྀࡗ࡚ᐇ㊶ࡋ࡚࠸ࡃࠋࡉࡽ࡟ࠊᏛ⏕ࡀᐇ㝿࡟࡝ࢀࡔࡅᏛ
⩦ᡂᯝࢆ㐩ᡂࡋࡓ࠿ࠊᩍ⫱ホ౯ࢆ⾜࠸ࡲࡍࠋࡇࢀࡀ࠸ࢃࡺࡿ࢔ࢭࢫ࣓ࣥ
ࢺ࡛ࠊᏛ⏕ࡀලయⓗ࡟ఱࢆ࡝ࡇࡲ࡛࡛ࡁࡓࡢ࠿ࢆ᫂ࡽ࠿࡟ࡋࡲࡍࠋ ྛ⛉┠ࢆᢸᙜࡍࡿඛ⏕ࡣࠊᏛ⏕ࢆホ౯ࡍࡿࡔࡅ࡛࡞ࡃࠊᚚ⮬ศࡢᐇ㊶

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ࡶホ౯ࡋ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋ⛉┠ࡢᩍ⫱┠ⓗࡣ㐩ᡂ࡛ࡁࡓࡢ࠿ࠊᩍ⫱ィ⏬ࡣ㐺ษࡔࡗࡓࡢ࠿ࠊᏛ⏕࡟⩦ᚓࡉࡏࡼ࠺࡜ࡋࡓᏛ⩦ᡂᯝࡣᐇ㝿࡟⩦ᚓࡉࢀࡓࡢ࠿࡜࠸࠺ࠕ&RXUVH(YDOXDWLRQࠖ࡜ࢆ⾜࠸ࡲࡍࠋ ࡇࢀࢆ࣡ࣥࢧ࢖ࢡࣝᅇࡋࡓ⤖ᯝ࡜ࡋ࡚ࠊࡉࡽ࡟ᐇ᪋ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞
࠸ࡢࡣࠊ⛉┠ࡢ⤌ࡳྜࢃࡏ࡜ࡋ࡚ࡢᏛ఩ࣉࣟࢢ࣒ࣛࡀ㐺ษࡔࡗࡓࡢ࠿ࠊ
ᩍ⫱┠ⓗࡣ㐩ᡂ࡛ࡁࡓࡢ࠿࡜࠸࠺ࠕ3URJUDP5HYLHZ࡛ࠖࡍࠋ ࡋࡓࡀࡗ࡚ࠊ⛉┠ࡢホ౯࡜ࡋ࡚ࡢࠕ&RXUVH(YDOXDWLRQࠖ࡜࡜ࡶ࡟ࠊᏛ
఩ࣉࣟࢢ࣒ࣛࡢホ౯࡜ࡋ࡚ࡢࠕ3URJUDP 5HYLHZࠖࢆ⾜ࡗ࡚࠸ࡃࡢࡀ
3'&$ࡢࡡࡽ࠸࡜࠸࠺ࡇ࡜ࡀ࡛ࡁࡲࡍࠋ3'&$࡛ࡣᏛ⏕ࡢᩍ⫱ホ౯ࢆᐈほⓗ࡞᪉ἲ࡛ᐇ᪋ࡍࡿࡇ࡜࡟㔜Ⅼࡀ࠾࠿ࢀ࡚࠸ࡿሙྜࡀ࠶ࡾࡲࡍࡀࠊࡑ
ࡢ⤖ᯝ࡟ᇶ࡙࠸࡚ࠊඛ⏕᪉ࡢྲྀ⤌ࢆ᣺ࡾ㏉ࡗ࡚ᨵၿࡍࡿ࡜ࡇࢁ࡟࣏࢖ࣥ
ࢺࡀ࠶ࡾࡲࡍࠋ ࡋࡓࡀࡗ࡚ࠊᏛၥศ㔝࡛ඹ᭷ࡍࡿࢥ
ࣥࣆࢸࣥࢫᯟ⤌ࡳࢆ☜❧ࡋࡓ࠺࠼࡛ࠊ
኱Ꮫ࡟ࡼࡿ⮬ᕫᨵၿࢆ᥎㐍ࡋ࡚࠸ࡃࡇ
࡜ࡀࠊࢳ࣮ࣗࢽࣥࢢࡢ㉁ಖド࡟㛵ࡍࡿᇶᮏⓗ࡞⪃࠼᪉࡛ࡍࠋ

ȁȥȸȋȳǰƷؕஜႎƳᎋƑ૾ŰŰŰ ࠕձᏛ఩ࣉࣟࢢ࣒ࣛࡢᩍ⫱┠ⓗࢆ᫂‫ܖٻ‬ƴǑǔɼ˳ႎƳឋ̬ᚰᲢᐯࠁᙹСᲣƷƨǊƷ௒ኵǈࡽ࠿࡟ࡍࡿࠖࠊࠕղయ⣔ⓗ࡞Ꮫ఩ࣉࣟࢢ
࣒ࣛࢆタィࡍࡿࠖࠊࠕճᩍ⫱ᨵၿࢧ࢖ࢡ

Ĭ‫ܖ‬ˮȗȭǰȩȠƷ૙ᏋႸႎǛଢǒƔƴƢǔ
ĭ˳ኒႎƳ‫ܖ‬ˮȗȭǰȩȠǛᚨᚘƢǔĮ૙ᏋોծǵǤǯȫᲢPDCA)ƴǑƬƯឋǛ̬ᚰƢǔࣝ࡟ࡼࡗ࡚㉁ࢆಖドࡋ࡚࠸ࡃࠖ࡜࠸࠺
ࡢࡀࢳ࣮ࣗࢽࣥࢢࡢձࠊղࠊճ࡛࠶ࡾ
ࡲࡍࠋ

Satoko Fukahori, NIER

2015/1/19

10 ௨ୖࠊᇶᮏⓗ࡞⪃࠼᪉࡟ࡘ࠸࡚࠾ヰࡋࡋࡲࡋࡓࠋ ࡶࡕࢁࢇࡇࡢձղճࡢᑟධ࡟ࡣ኱ኚ
࡞ⱞປࢆక࠺ࡶࡢ࡛ࡍࡀࠊࡑࡢ࣓ࣜࢵ
ࢺࡀ࡝ࡢࡼ࠺࡞࡜ࡇࢁ࡟࠶ࡿࡢ࡛ࡋࡻ
࠺࠿ࠋࡑࢀࢆ୍ゝ࡛⏦ࡋୖࡆࡲࡍ࡜ࠊ
ࠕ኱Ꮫᩍ⫱ࡢ㏱᫂ᛶࠖࢆ㧗ࡵࡿࡇ࡜ࠊ
ࡑࡢࡇ࡜࡟ࡼࡗ࡚እ㒊࠶ࡿ࠸ࡣᏛ⏕࠿ᲬᲨȁȥȸȋȳǰƷॖ፯ࡽࡢಙ㢗ࢆᵓ⠏ࡋࠊᅜෆእࡢ኱Ꮫ࡜ࡢ
㐃ᦠࢆಁ㐍ࡍࡿⅬ࡟࠶ࡾࡲࡍࠋ

‫ܖٻ‬૙ᏋƷᡢଢࣱǛ᭗ǊŴ̮᫂ǛನሰƢǔ‫׎‬ϋ‫ٳ‬Ʒ‫ܖٻ‬ƱƷᡲઃ̟ᡶƷᦆ ࡇࢀࢆᚚ⌮ゎ࠸ࡓࡔࡃࡓࡵ࡟ࠊ࡞ࡐ
ࢳ࣮ࣗࢽࣥࢢࡀᡭࡀࡅࡽࢀࡓࡢ࠿࡟ࡘ
࠸࡚ࠊ⡆༢࡟ᚚㄝ᫂࠸ࡓࡋࡲࡍࠋ

Satoko Fukahori, NIER

2015/1/19

11 ᚚᢎ▱ࡢ㏻ࡾࠊ࣮ࣚࣟࢵࣃ࡛ࡣ
ᖺ࡟ࠕ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫࠖࡀᨻᗓ

୺ᑟ࡛╔ᡭࡉࢀࡲࡋࡓࠋࡇࢀࡣḢᕞ࢝ᅜࡢ㧗➼ᩍ⫱ᢸᙜ኱⮧ࡽࡀ⨫ྡࡋࡓࡶࡢ࡛࠶ࡾࠊḢᕞ㧗➼ᩍ⫱ᅪࡢ☜❧ࠊࡑࡢࡓࡵࡢᩍ⫱ไᗘࡢඹ㏻໬ࢆ┠ᣦࡍࡶࡢ࡛ࡋࡓࠋලయⓗ࡟ࡣࠊᏛ఩ࢧ࢖ࢡࣝࡢඹ㏻໬ࠊࡍ࡞ࢃࡕᏛ
ኈࡣᖺࠊಟኈࡣᖺࠊ༤ኈࡣ࠾ࡼࡑᖺ࡜࠸࠺ඹ㏻ࡢᏛ఩ࡢไᗘࢆࡘࡃ

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ࡿࡇ࡜࡛ࡋࡓࠋࡑࢀࡲ࡛ࡣᅜ࡟ࡼࡗ࡚
Ꮫ఩࡟ࡘ࠸࡚ࡢ⪃࠼᪉ࡣ୍ᵝ࡛ࡣ࠶ࡾƳƥȁȥȸȋȳǰƕ৖ੑƚǒǕƨƔ
• 1999࠰ࡲࡏࢇ࡛ࡋࡓࠋࡶ࠺୍ࡘࡣࠊḢᕞ༢఩ȜȭȸȋȣȷȗȭǻǹᲢ૎ࡅɼ‫ݰ‬Უ஫᥮⣼✚ไᗘࢆᑟධࡋ࡚ࠊᖺ㛫ࡢ⥲o ഑߸29ǫ‫׎‬Ტྵ‫נ‬Ƹ46Ɣ‫׎‬ƴਘ‫ٻ‬ᲣƷ᭗ሁ૙Ꮛਃ࢘‫ٻ‬ᐫƴǑƬƯፙӸo ഑߸᭗ሁ૙Ꮛ‫ח‬ƷᄩᇌǛႸਦƢ૙ᏋСࡇƷσᡫ҄• 3ǵǤǯȫ‫ܖ‬ˮСࡇᲢ‫ܖ‬ٟ3࠰Ŵ̲ٟ2࠰ŴҦٟᲣ• ഑߸ҥˮʝ੭ካᆢСࡇᲢ࠰᧓‫ܖ‬፼଺᧓1500᳸1800଺᧓ȷ60 ECTS੭ምᲣo Ꮡ୎Ჴ഑߸ኺฎ‫ח‬ƷᄩᇌᲢ‫ܖ‬ˮȷ᝻఍Ʒሁࣱ̖ȷʝ੭ࣱᲣ

• 2000࠰Ꮫ⩦᫬㛫ࢆ㹼᫬㛫࡟ᐃࡵࠊᏛಟࢆ᫬㛫࡟᥮⟬ࡍࡿࡇ࡜࡛ࠊᏛࡧࡢ㉁ࢆ⤫ไࡋࡼ࠺࡜ࡋࡓࢃࡅ࡛ࡍࠋ

ȁȥȸȋȳǰᲢ‫ܖٻ‬૙Ճɼ‫ݰ‬Უo žȜȭȸȋȣȷȗȭǻǹǁƷ‫ܖٻ‬ƷᝡྂſᲢɼ˳ႎƳឋ̬ᚰƴǑǔܱឋ҄Უ• ᭗ሁ૙Ꮛો᪃Ʒ࣏ᙲࣱᲢүೞज़ᲣȷȷȷǑǓ᭽щႎƳ഑߸Ʒ‫ܖٻ‬ƴӼƚƯo ɶᡚᎍƷբ᫆o ഑߸Ɣǒ቟‫׎‬ǁƷ᪽Ꮿ්ЈƷբ᫆o ‫҄܇ݲ‬Ʒբ᫆Ტသ‫ܖ‬ဃǛƻƖƭƚǔᲣo ഑߸‫ۀ‬Ճ˟Ʒᙀя᣿ǛӖƚƯਖ਼ᡶᲢNationalTeamofBolognaExperts) ࡇ࠺ࡋࡓ⫼ᬒ࡟ࡣࠊḢᕞ⤒῭ᅪࢆ☜❧ࡋࡓ࠸࡜࠸࠺ᨻᗓࡢᛮᝨࡀ࠶ࡾࡲࡋ
ࡓࠋḢᕞ⤒῭ᅪ࡛ࡣᏛ఩ࡀఱࢆព࿡ࡍ
ࡿࡢ࠿ࠊ㈨᱁ࡀఱࢆព࿡ࡍࡿࡢ࠿ࠊ␗

Satoko Fukahori, NIER

2015/1/19

12࡞ࡿᅜࡢᏛ఩ࡸ㈨᱁ࡀ࡝ࡢࡼ࠺࡞ព࿡
࡛➼ࡋ࠸౯್ࢆࡶࡘࡢ࠿ࠋᏛ఩࣭㈨᱁

ࡢ௙⤌ࡳࢆࡶࡗ࡜⡆༢࡟⌮ゎ࡛ࡁࡿࡼ࠺࡟ࡍࡿࡇ࡜࡛ࠊᅪෆ࡛ࡢ㞠⏝ࡢಁ㐍ࡀ┠ᣦࡉࢀࡓࡢ࡛ࡍࠋ ࡇ࠺ࡋࡓᨻᗓ୺ᑟࡢືࡁ࡟ᑐࡋ࡚ࠊࡶࡕࢁࢇ኱Ꮫࡣ኱ࡁࡃ཯Ⓨࡋࡲࡋࡓࠋ኱Ꮫࡀࡇࢀࡲ࡛ࡢఏ⤫ࡢ୰࡛ᇵࡗ࡚ࡁࡓᏛ఩ࡢไᗘࡸᏛ⩦ࡢᅾࡾ᪉࡟ᑐࡋ࡚ࠊᨻᗓ࠿ࡽ⤒῭ⓗ࡞⌮⏤࡛ᅽຊࢆཷࡅࡿࡢࡣ୙ᙜ࡞௓ධࡔ࡜ཷ
ࡅṆࡵࡽࢀࡓࡢ࡛ࡍࠋ௒࡛ࡶ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫ࡟ᑐࡋ࡚ᢈุⓗ࡞኱Ꮫᩍဨࡀࡓࡃࡉࢇ࠸ࡽࡗࡋࡷࡿࡢࡶ஦ᐇ࡛ࡍࠋ ࡑࡢ୍᪉࡛ࠊḢᕞࡢ኱Ꮫࡣᵝࠎ࡞ၥ㢟ࢆᢪ࠼࡚࠸ࡿࡢࡶ஦ᐇ࡛ࠊࡑࢀ
ࢆ஌ࡾ㉺࠼ࡿࡓࡵ࡟ࡣ୍⮴ᅋ⤖ࡋ࡚ྲྀࡾ⤌ࡲ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࡑ࠺࠸
࠺❧ሙ࠿ࡽࠊᨻᗓ࠿ࡽࡢᑓ㛛ⓗຓゝࡢせㄳ࡟ᛂ࠼࡚ࠊᅜࢆ㉸࠼࡚ᡭࢆ⤖ࢇࡔࡢࡀࠕ1DWLRQDO7HDPRI%RORJQD([SHUWV࡛ࠖࡋࡓࠋࡑࡋ࡚ࠊᙼࡽࡢ
୍㒊࡟ࡼࡗ࡚ྲྀࡾ⤌ࡲࢀࡓࡢࡀࢳ࣮ࣗࢽࣥࢢ࡛ࡋࡓࠋࡋࡓࡀࡗ࡚ࠊࢳࣗ
࣮ࢽࣥࢢࡣ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫࢆᐇ㉁໬ࡉࡏࡿࡓࡵࡢ኱Ꮫࡢ㈉⊩࡛࠶ࡾࠊ኱Ꮫ࠿ࡽࡢ␗㆟⏦ࡋ❧࡚࡜ࡳࡿࡇ࡜ࡶ࡛ࡁࡲࡍࠋᨻᗓࡀ⌮ᛕඛ⾜࡛ᑟධࡋࡓྲྀ⤌ࢆࠊ኱Ꮫᩍဨࡀ኱Ꮫ࡟࡜ࡗ࡚ព࿡ࡢ࠶ࡿᙧ࡛ᐇ㉁໬ࡉࡏࡿ
ྲྀ⤌࡜ࡳࡿࡇ࡜ࡶ࡛ࡁࡲࡍࠋ ࡑࡢ⫼ᬒ࡟ࡣࠊ㧗➼ᩍ⫱ᨵ㠉ࡢᚲせᛶࡀ࠶ࡾࡲࡋࡓࠋ ୍ࡘࡣ୰㏥⪅ࡢၥ㢟࡛ࡍࠋࣇࣛࣥࢫ࡞࡝ࢆ㝖ࡃከࡃࡢ࣮ࣚࣟࢵࣃࡢ
ᅜࠎ࡛ࡣ᪥ᮏࡢࡼ࠺࡞኱Ꮫධヨࡀ࡞ࡃࠊ୰➼ᩍ⫱༞ᴗ㈨᱁ࢆᣢࡘᏛ⏕ࡣ኱Ꮫ࡟ධᏛ࡛ࡁࡿࢃࡅ࡛ࡍࡀࠊḢᕞࡢ኱Ꮫ࡛ࡶ኱⾗໬ࡀ㐍ࡴ୰࡛ࠊ኱Ꮫ
ࣞࢹ࢕ࢿࢫࢆഛ࠼࡚࠸࡞࠸Ꮫ⏕ࡢၥ㢟ࡀ㢧ᅾ໬ࡋ࡚࠾ࡾࠊ኱Ꮫᖺ࠿ࡽ
ᖺ࡟㐍⣭ࡍࡿ࡜ࡁ࡟ࡓࡃࡉࢇࡢ୰㏥⪅ࡀฟࡿ࡜࠸ࡗࡓၥ㢟ࡀ῝้໬ࡋ࡚࠸ࡲࡍࠋࡑ࠺ࡋࡓ୰࡛ࠊᏛ⏕ࢆ኱Ꮫ࡟ᘬࡁ࡜ࡵࠊཝࡋ࠸Ꮫ⩦࡟⪏࠼࡚༞ᴗ࡟ࡇࡂࡘࡅࡿࡼ࠺࡟ࡍࡿࡓࡵ࡟ࡣࠊ኱Ꮫ࡛Ꮫࡪࡇ࡜ࡢព⩏ࠊ኱Ꮫࡢ㨩ຊࢆᏛ⏕࡟ࡶࡗ࡜ࢃ࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿᚲせࡀ࠶ࡿࠋ኱Ꮫࢆ༞ᴗࡍࡿ࡜
࡝ࡢࡼ࠺࡞࢟ࣕࣜ࢔ࣃࢫࡀ࠶ࡾࠊ኱ᏛࡢᏛࡧࡀ࡝ࡢࡼ࠺࡟ά࠿ࡉࢀࡿࡢ
࠿ࢆࢃ࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿᚲせࡀ࠶ࡿ࡜⪃࠼ࡽࢀࡼ࠺࡟࡞ࡾࡲࡋࡓࠋ ஧ࡘ┠ࡣࠊḢᕞ࠿ࡽ࢔࣓ࣜ࢝࡬ࡢ㢌⬻ὶฟࡢၥ㢟ࠋḢᕞࡢ⛯㔠࡛ࠊᖺຮᙉࡋࡓඃ⚽࡞Ꮫ⏕ࡓࡕࡀࠊᖺ┠࠶ࡿ࠸ࡣ࣐ࢫࢱ࣮࠿ࡽḢᕞࢆฟ࡚

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࠸ࡗ࡚ࡋࡲ࠺ࠋࡑࢀࡣḢᕞ࡟࡜ࡗ࡚ࡣ㠀ᖖ࡟኱ࡁ࡞ᦆኻ࡛࠶ࡿࢃࡅ࡛ࡍࠋ
ࡑ࠺࡛ࡣ࡞ࡃࠊḢᕞࡢ኱Ꮫࢆ༞ᴗࡉࡏ࡚Ḣᕞࡢ୰࡛㞠⏝ࡋ࡚࠸ࡁࡓ࠸ࠋ
ࡑࡢࡓࡵ࡟ࡣ኱Ꮫࡣ࡝࠺ኚࢃࡗ࡚࠸࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢ࠿ࠋ ୕ࡘ┠ࡣᑡᏊ໬ࡢၥ㢟࡛ࡍࠋᚚᢎ▱ࡢ㏻ࡾࠊḢᕞࡢᅜࠎࡶᑡᏊ໬ࡢၥ㢟࡟ぢ⯙ࢃࢀ࡚࠸ࡲࡍࠋඃ⚽࡞␃Ꮫ⏕ࢆ࠸࠿࡟ࡋ࡚௚ᅜ࠿ࡽᘬࡁࡘࡅࡿ
࠿ࠊࡑࢀࡣḢᕞࡢ኱Ꮫ㝔ࡢỈ‽ࢆ⥔ᣢࡋ࡚࠸ࡃୖ࡛ࠊᴟࡵ࡚㔜せ࡞ㄢ㢟࡜ゝ࠼ࡲࡍࠋࡑࡢព࿡࡛ࠊᏛ㒊ࡢࣞ࣋ࣝ࠿ࡽඃ⚽࡞␃Ꮫ⏕ࢆḢᕞ࡟㏄࠼ࠊᙼࡽࢆ㘫࠼࡚࠸ࡃࡇ࡜࡟ࡼࡗ࡚ࠊḢᕞࡢ኱Ꮫࡢ೺඲࡞࠶ࡾ᪉ࢆಖࡗ࡚࠸
ࡃ࡜࠸࠺ࡇ࡜ࡀࠊ኱Ꮫഃࡢࢽ࣮ࢬ࡜ࡋ࡚࠶ࡾࡲࡍࠋ ࡇࡢࡼ࠺࡞⪃࠼᪉࡟ᇶ࡙࠸࡚ࢳ࣮ࣗ
ࢽࣥࢢࡣྲྀࡾ⤌ࡲࢀ࡚࠸ࡿࡢ࡛ࡍࡀࠊ

ȁȥȸȋȳǰƴӕኵǉƜƱƴǑƬƯ
ƲƷǑƏƳȡȪȃȈƕ஖ࢳưƖǔƷƔ• Ĭ࡝ࡢࡼ࠺࡞ලయⓗ࡞࣓ࣜࢵࢺࢆᮇᚅࡍ
ࡿࡇ࡜ࡀ࡛ࡁࡿࡢ࡛ࡋࡻ࠺࠿ࠋ୍ࡘ┠‫ܖٻ‬૙ᏋƷॖ፯Ǜ‫ܖ‬ဃǍᅈ˟ƴЎƔǓǍƢƘˡƑǒǕǔo ‫ܖ‬ဃƕǑǓɼ˳ႎƴ‫ܖ‬ƿǑƏƴƳǔŵ
• ኽௐႎƴŴ૙Ꮛјௐƕ᭗ǇǓŴ‫ܖ‬ဃƷ฼ឱࡇǋ᭗Ǉǔŵo ǑǓ‫ٶ‬ƘƷᨽဇɼƕᲢ഑߸ư‫ܖ‬ǜƩᲣ‫ܖ‬ဃǛ੔ဇƠǑƏƱƢǔǑƏƴƳǔŵ• ‫ܖ‬ဃƷ‫ܖٻ‬ƔǒᎰ‫ئ‬ǁƷᆆᘍƕǑǓό๖ƴƳǔŵ• ኽௐႎƴŴ഑߸Ʒ‫ܖٻ‬ƷžᨽဇɼƷᚸЙᛦ௹ǹǳǢſƕɥଞƢǔŵ• ኽௐႎƴŴž࣓ᫍᎍƔǒƷᚸЙſǋ᭗Ǉǔŵ࡜ࡋ࡚ࠊࠕ኱Ꮫᩍ⫱ࡢព⩏ࢆᏛ⏕ࡸ♫఍࡟ࢃ࠿ࡾࡸࡍࡃఏ࠼ࡽࢀࡿࠖࡇ࡜ࠋࡑ
ࢀࡣࠊᏛ⏕ࡀࡼࡾ୺యⓗ࡟Ꮫ⩦࡟ྲྀࡾ• ĭ ‫ܖ‬ˮȗȭǰȩȠƷ૙ՃƕŴ ‫ܖ‬բЎ᣼Ʒӳॖƴᘻ˄ƚǒǕƨŴ‫ܖٻ‬૙ᏋƷႸႎƴƭƍƯƷσᡫྸᚐƴؕƮƍƯ૙ᏋƴӕኵǊǔǑƏƴƳǔŵo ‫ܖٻ‬Ʒ૙Ꮛƴ‫ݣ‬Ƣǔž̮᫂ſǛನሰƢǔŵo ‫׎‬ϋ‫ٳ‬Ʒ‫ܖٻ‬ƱᡲઃƠǍƢƘƳǔŵ
Satoko Fukahori, NIER••ឋƷ᭗ƍ૙ᏋǛܱោƢǔƜƱƸŴ
ǋƪǖǜ᣻ᙲŵƦǕǛ‫׎‬ϋ‫ٳ‬ƴЎƔǓǍƢƘ
žˡƑǔſƜƱǋಊǊƯ᣻ᙲŵ
2015/1/19

13⤌ࡴࡓࡵࡢ୍ࡘࡢせ௳࡜ゝ࠼ࡲࡍࠋ᪥
ᮏ࡛ࡶ୺యⓗ࡞Ꮫࡧࡢ㔜せᛶࡀᙉㄪࡉ
ࢀ࡚࠸ࡲࡍࡀࠊࡉࡲࡊࡲ࡞ᑠ㐨ල࡟ࡼࡗ࡚Ꮫ⏕ࡢᏛࡧࢆႏ㉳ࡍࡿࡇ࡜࡜ࡣู
࡟ࠊᖺ㛫ࡢᏛ఩ࣉࣟࢢ࣒ࣛࢆ㏻ࡋ࡚
࡝ࡢࡼ࠺࡞⬟ຊࢆ㌟࡟╔ࡅࡽࢀࡿࡢ࠿

ࢆᏛ⏕࡟⮬ぬࡉࡏࡿࡇ࡜ࡀᮏ㉁ⓗ࡟㔜せ࡛ࡍࠋࡑ࠺ࡍࡿࡇ࡜࡛⤖ᯝⓗ࡟ᩍ⫱ຠᯝࡀ㧗ࡲࡾࠊᏛ⏕ࡢ‶㊊ᗘࡶ㧗ࡲࡗ࡚࠸ࡃࡇ࡜ࡀᮇᚅࡉࢀࡲࡍࠋ ࡉࡽ࡟ࠊḢᕞࡢ㞠⏝୺ࡀḢᕞ࡛ᏛࢇࡔᏛ⏕ࢆඃඛⓗ࡟᥇⏝ࡍࡿࡼ࠺࡟
࡞ࡿࡇ࡜ࡶᮇᚅࡉࢀࡲࡍࠋᏛ⏕ࡢ኱Ꮫ࠿ࡽ⫋ሙ࡬ࡢ⛣⾜ࡀ෇⁥࡟࡞ࡾࠊḢᕞࡢ኱Ꮫ࡟ᑐࡍࡿ㞠⏝୺ホุࢫࢥ࢔ࡀୖࡀࡿࡇ࡜ࡶᮇᚅࡉࢀࡲࡍࠋࡑ
ࢀࡀ⤖ᯝⓗ࡟ᚿ㢪⪅࠿ࡽࡢホุࢆ㧗ࡵࡿせ௳࡟ࡶ࡞ࡾࡲࡍࠋホุࡤ࠿ࡾ࡟࡜ࡽࢃࢀ࡚ࡣ࠸ࡅࡲࡏࢇࡀࠊศ࠿ࡾࡸࡍ࠸ຠᯝ࡜ࡋ࡚ࠊࡑࡢࡼ࠺࡞࣓
ࣜࢵࢺࢆᣲࡆࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ ஧ࡘ┠࡟ࠕᏛ఩ࣉࣟࢢ࣒ࣛࢆᢸᙜࡍࡿᩍဨࢳ࣮࣒ࡀࠊᏛၥศ㔝ࡢྜព࡟⿬࡙ࡅࡽࢀࡓ኱Ꮫᩍ⫱ࡢ┠ⓗ࡟ἢࡗ࡚ᩍ⫱࡟ྲྀࡾ⤌ࡵࡿࡼ࠺࡟࡞ࡿࠖ
ࡇ࡜ࠋᏛ఩ࣉࣟࢢ࣒ࣛ࡜ࡋ࡚ࠊࡼࡾయ⣔ⓗ࡞ᩍ⫱ࡀᐇ᪋࡛ࡁࡿࡼ࠺࡟࡞
ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࡀࠊࡑࡢࡇ࡜ࡀ኱Ꮫࡢᩍ⫱࡟ᑐࡍࡿ♫఍࠿ࡽࡢಙ㢗࡟ࡘ࡞ࡀࡾࡲࡍࠋࡑࡋ࡚ࠊࡑࡢࡇ࡜ࡀᅜෆእࡢ኱Ꮫ࡜ࡢ㐃ᦠࢆಁ㐍ࡍࡿ᪉ྥ࡟స⏝ࡍࡿࡇ࡜ࡀᮇᚅࡉࢀࡲࡍࠋ ࡋࡓࡀࡗ࡚ࠊ㉁ࡢ㧗࠸ᩍ⫱ࢆࠕᐇ㊶ࠖࡍࡿࡇ࡜ࡀఱࡼࡾࡶ㔜せ࡛ࡍࡀࠊࡑࢀࢆᅜෆእ࡟ࢃ࠿ࡾࡸࡍࡃࠕఏ࠼ࡿࠖࡇ࡜ࡶ㠀ᖖ࡟㔜せ࡛࠶ࡿࡇ࡜ࢆ
ᙉㄪࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡑࡋ࡚ࠊࢳ࣮ࣗࢽࣥࢢࡣࡑࡢࡓࡵࡢ᭷┈࡞ࢶ࣮ࣝ࡟࡞ࡾ࠼ࡿࡢ࡛ࡍࠋ

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31

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  ࡇࡇ࡛ࠕእᅜࡢ኱Ꮫ࡜ࡢ㐃ᦠಁ㐍ࡢ‫׎ٳ‬Ʒ‫ܖٻ‬ƱƷᡲઃ̟ᡶƷᦆ㘽ࠖ࡟ࡘ࠸࡚ࠊ࠾ヰࢆᒎ㛤ࡋࡓ࠸࡜ᛮ

Ⴛʝ১ᛐƷ
Ҿྸ

ӧᙻ҄Ƣǔ૾ඥ
ሁࣱ̖ǛЙૺƢǔؕแૢͳưƖƯƍǔƱஊႩƳ࿢‫ؾ‬ȷȄȸȫ

Сࡇႎ௒ኵ
ǈƷσஊ

᝻఍௒ኵǈᲢ഑߸ဃ෨‫ܖ‬፼᝻఍௒ኵǈሁᲣ‫ܖ‬ˮСࡇᲢ3ǵǤǯȫሁᲣҥˮСࡇᲢECTSሁᲣэȜȭȸȋȣȷȗȭǻǹ௩᠂Ƴ‫ܖ‬ʙୣ௩᠂Ƴ‫෇ݼ‬௩᠂Ƴҥˮ੭ም
ᲢWorkload/Contact-timeᲣ‫ܖ‬ˮȗȭȕǣȸȫ- ‫ܖ‬ˮȗȭǰȩȠƷ૙ᏋႸႎǛଢᄩƴƢǔ- ƳƥᡲઃƢǔƷƔᲢࢍǈȷࢊǈᲣ˳ኒႎƳ‫ܖ‬ˮȗȭǰȩȠƷᚨᚘ- ƲƷǑƏƴܱྵƢǔƷƔᒍᛖƴǑǔ - ƲƷǑƏƴᡲઃƢǔƷƔ࠼‫෇إ‬ѣƕ ǢǻǹȡȳȈ᣻ᙲ- Ⴘ೅ƕᢋ঺ƞǕƯƍǔƜƱǛƲƷǑƏ
ƴᄩƔǊǔƷƔᛐ‫ܭ‬- ᡲઃƷ঺ௐǛƲƏᚰଢƢǔƷƔᲢσӷ‫ܖ‬ˮᲣSatoko Fukahori, NIER૙ᏋႸႎᲢ‫঺̲ܖ‬
ௐᲴǢǦȈ
ǫȠᲣƴƭ
ƍƯƷӳॖ

ȇǣȗȭȞȷǵȗȪȡȳȈ
ǫȪǭȥȩȠȷȞȃȗȊȳȐȪȳǰ
GPA ࡇࡢ⾲࡛ࡣࠊ኱Ꮫ㛫ࡢࠕ┦஫ᢎㄆࡢཎ⌮ࠖࢆ஧ࡘ࡟ศࡅ࡚࠾ࡾࡲࡋ࡚ࠊୖ
ࡢ⾜࡛ࠕไᗘⓗᯟ⤌ࡳࡢඹ᭷ࠖ࡟ࡘ࠸
࡚ᩚ⌮ࡋ࡚࠸ࡲࡍࠋไᗘⓗᯟ⤌ࡳࢆඹ᭷ࡋ࡚࠸ࡿࡇ࡜ࢆྍど໬ࡍࡿᇶ‽࡜ࡋǫȪǭȥȩȠ‫ۀ‬Ճ˟• ‫ܖ‬ˮȗȭǰȩȠᚨᚘ• ǷȩȐǹƷ১ᛐ࡚ࠊ౛࠼ࡤࠕ㈨᱁ᯟ⤌ࡳࡢඹ᭷ࠖ
ࠕᏛ఩ไᗘࡢඹ᭷ࠖ
ࠕ༢఩ไᗘࡢඹ᭷ࠖ࡞࡝ࡀ

ᚾ᬴‫ۀ‬Ճ˟
• ᚾ᬴բ᫆ƷᢘЏࣱ• ੔ໜƷܲᚇࣱ

2015/1/19

࠸ࡲࡍࠋᣲࡆࡽࢀࡲࡍࡀࠊࡇࢀࡣ࣮࣎ࣟࢽ࣭ࣕ
14ࣉࣟࢭࢫ࡛┠ᣦࡉࢀ࡚ࡁࡓࡶࡢ࡛࠶ࡾࠊ
᪥ᮏ࡟࠾ࡅࡿᅜ㝿໬ࡢྲྀ⤌࡛ࡶ↔Ⅼ໬ࡉࢀ࡚ࡁࡓࡶࡢ࡛ࡍࠋ
ࠕไᗘⓗᯟ⤌ࡳࡢඹ᭷ࠖࢆಁ㐍ࡍࡿࡓࡵ࡟ࠕᩚഛࡉ
ࢀ࡚࠸ࡿ࡜᭷┈࡞⎔ቃࠖ࡜ࡋ࡚ࡣࠊࠕᰂ㌾࡞Ꮫ஦ᬺࠖࠕᰂ㌾࡞ᑵ⫋άືࡢྲྀ⤌ࠖ
ࠕᰂ㌾࡞༢఩ࡢ᥮⟬ࠖࡀᣲࡆࡽࢀࡲࡍࠋࡇࢀࡽࡶࠊࡑࢀࡒࢀࡢ኱Ꮫ
࡛ᵝࠎ࡞᳨ウࡀ࡞ࡉࢀ࡚ࡁࡓࡇ࡜࡛࠶ࡾࡲࡋ࡚ࠊ㛫㐪࠸࡞ࡃ㔜せ࡞ࡶࡢ࡜࠸࠼ࡲࡍࠋ
ࡋ࠿ࡋ࡞ࡀࡽࠊᅜ㝿໬ࡢྲྀ⤌ࡣḟࡢࢫࢸࢵࣉ࡟㐍ࢇ࡛࠸ࡲࡍࠋࡘࡲࡾ
ࠕไᗘⓗᯟ⤌ࡳࢆඹ᭷ࠖࡍࡿࡔࡅ࡛ࡣ༑ศ࡛࡞ࡃ࡞ࡗ࡚ࡁ࡚࠾ࡾࠊ
ࠕᩍ⫱┠ⓗ࡟ࡘ࠸࡚ࡢྜពࠖࢆᙧᡂࡋ࡚࠸ࡃࡇ࡜ࡀồࡵࡽࢀࡿࡼ࠺࡟࡞ࡗ࡚࠸
ࡲࡍࠋࡑࡢࡓࡵ࡟㔜せ࡞ࢫࢸࢵࣉࡣࠊᏛ఩ࣉࣟࣇ࢕࣮ࣝࢆ᫂ࡽ࠿࡟ࡍࡿ
ࡇ࡜ࠋࡍ࡞ࢃࡕࠊᏛ఩ࣉࣟࢢ࣒ࣛࡢᩍ⫱┠ⓗࢆ᫂☜࡟ࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊ
࡞ࡐ㐃ᦠࡍࡿព⩏ࡀ࠶ࡿࡢ࠿ࢆศ࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿࡇ࡜࡛ࡍࠋ ᅜ㝿㐃ᦠࡣࠊ␗࡞ࡿᅜࡢྠࡌࡼ࠺࡞ࣉࣟࢢ࣒ࣛࡀ㐃ᦠࡋ࡚ࠊᏛ⏕࡟␗ᩥ໬య㦂ࢆᥦ౪ࡍࡿࡔࡅ࡛ࡣᡂࡾ❧ࡓ࡞ࡃ࡞ࡗ࡚࠸࡚ࠊ␗࡞ࡿ኱Ꮫࡀ஫
࠸࡟␗࡞ࡿࠕᙉࡳࠖࢆᣢࡕᐤࡗ࡚ࠊ௚࡟ࡣ࡞࠸ࣘࢽ࣮ࢡ࡞᪂ࡋ࠸౯್ࢆ
ࡘࡃࡾ࠶ࡆ࡚࠸ࡃࡼ࠺࡞㐃ᦠࡀồࡵࡽࢀࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡲࡍࠋᏛ఩ࣉ
ࣟࣇ࢕࣮ࣝ࡜ࡣࠊࡑࢀࡒࢀࡢᏛ఩ࣉࣟࢢ࣒ࣛࡢࠕᙉࡳࠖࢆᏛእࡢே࡟ศ
࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿࡓࡵࡢࢶ࣮ࣝ࡞ࡢ࡛ࡍࠋ ḟ࡟య⣔ⓗ࡞Ꮫ఩ࣉࣟࢢ࣒ࣛࢆタィࡋ࡚࠸ࡃࢃࡅ࡛ࡍࡀࠊࡑࡢ㐣⛬࡛ࠊලయⓗ࡟࡝ࢇ࡞㒊ศ࡛࡝࠺㐃ᦠࡍࢀࡤ┠ᣦࡍࠕᙉࡳࠖࡀᐇ⌧࡛ࡁࡿࡢ࠿
ࡀ᫂ࡽ࠿࡟࡞ࡾࡲࡍࠋࡑࡢḟࡣࠊᏛ⏕ࡢᩍ⫱ホ౯ࡢ㒊ศ࡛ࡍࠋ┠ᶆࡀ㐩ᡂࡉࢀ࡚࠸ࡿࡇ࡜ࢆ࡝ࡢࡼ࠺࡟☜࠿ࡵࡿࡢ࠿ࠋ㐃ᦠᰯ࡜ࡢ㛫࡛ྜពࢆᙧ
ᡂࡋࠊࡑࡢ⤖ᯝ࡟ᇶ࡙࠸࡚⛉┠ࡢ᣺ࡾ㏉ࡾࠊᏛ఩ࣉࣟࢢ࣒ࣛࡢ᣺ࡾ㏉ࡾࢆ⾜ࡗ࡚࠸ࡃࢃࡅ࡛ࡍࠋ ᭱ᚋ࡟ࠊᏛ⏕ࡀᏛ఩ࣉࣟࢢ࣒ࣛࢆಟ஢ࡋࡓᬡ࡟ࡣࠊ㐃ᦠࡢᡂᯝࢆ࡝ࡢࡼ࠺࡟ド᫂ࡍࡿࡢ࠿ࠋඹྠᏛ఩࡜ࡋ࡚࡝ࡢࡼ࠺࡟ྍど໬ࡋ࡚࠸ࡃࡢ࠿ࠊ
࡝ࡢࡼ࠺࡞ᕤኵࢆࡋ࡚࠸ࡃࡢ࠿ࡀࠊ୍ࡘࡢ࣏࢖ࣥࢺ࡜࡞ࡾࡲࡍࠋ ࡇࡢࡼ࠺࡞ࠕ࢔࢘ࢺ࣒࢝࡟ࡘ࠸࡚ࡢྜពᙧᡂࠖࢆ᥎㐍ࡍࡿୖ࡛ࠊᩚഛ
ࡉࢀ࡚࠸ࡿ࡜᭷┈࡞⎔ቃ࠶ࡿ࠸ࡣࢶ࣮ࣝ࡜ࡋ࡚ࠊ୍ࡘࡣࢹ࢕ࣉ࣐࣭ࣟࢧ
ࣉ࣓ࣜࣥࢺࡀᣲࡆࡽࢀࡲࡍࠋࡇࢀࡣᏛ఩࡟ῧ௜ࡍࡿ㏣ຍⓗ࡞ㄝ᫂஦㡯ࡢ

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32

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୍ぴ࡛ࡍࠋࡑࢀ࠿ࡽࠊ࣒࣭࣐࢝ࣜ࢟ࣗࣛࢵࣉࠊࢼࣥࣂࣜࣥࢢࠊ*3$࡞࡝
ࡀᣲࡆࡽࢀࡲࡍࠋ ඛ⛬ࠊㄝ᫂ࡀᢤࡅ࡚ࡋࡲࡗࡓࡢ࡛ࠊ
ࡇࡇ࡛ᑡࡋᡠࡽࡏ࡚࠸ࡓࡔࡁࡲࡍࠋ

ĮᅹႸȷ‫ܖ‬ˮȗȭǰȩȠƷឋ̬ᚰȷોծ
‫ܖ‬ˮȗȭǰȩȠ
Ȭșȫά⏝䛷䛝䜛㈨※䛾ไ⣙䠖ከᵝᛶᏛ఩䝥䝻䝣䜱䞊䝹䛾ᐃ⩏㻙䝁䞁䝢䝔䞁䝇㻙
Ꮫ఩䝥䝻䜾䝷䝮䛾タィ㻙⛉┠䛾㓄⨨䞉༢఩䛾๭ᙜ㻙 ࡇࡢᅗࡢ㉥Ꮠࡢ㒊ศ࡛ࡍࡀࠊ᪥ᮏ࡛

ǫȪǭȥȩȠ‫ۀ‬Ճ˟
CurriculumCommittee‫ܖ‬ˮȗȭǰȩȠƷ১ᛐȷໜ౨
ǷȩȐǹƷᄩᛐ
‫ܖ‬ˮȗȭǰȩȠƷ‫ࣱ࢘ڲ‬ǛఌਗƮƚǔƨǊƷžӋༀؕแᲢǳȳȔȆȳǹƷɟᚁᲣſࡣ3'&$ࢧ࢖ࢡࣝࢆᅇࡋ࡚࠸ࡃ㝿࡟ࠊᏛ㒊ෆ࡟㛢ࡊࡉࢀࡓᙧ࡛⾜࠺ࡢࡀ୍⯡⛉┠඲య䜢㏻䛧䛶䚸Ꮫ఩䝥䝻䜾䝷䝮䛾ᩍ⫱┠ⓗ䛿䛹䜜䜋䛹㐩ᡂ䛷䛝䛯䛛䚹Ꮫ఩䝥䝻䜾䝷䝮䛿㐺ษ䛰䛳䛯䛛㻔㻼㼞㼛㼓㼞㼍㼙㻌㻾㼑㼢㼕㼑㼣㻕ǳ⌴ǹ⍅ᅹႸ⍆Ȭșȫࡣࠊఏ⤫ⓗ࡞௙᥃ࡅࡀ኱ࡁࡃ஧ࡘ࠶ࡾ

Ꮫ఩䝥䝻䜾䝷䝮䜢ᵓᡂ䛩䜛せ⣲䛸䛧䛶䚸䛣䛾⛉┠䜢㏻䛧䛶Ꮫ⏕䛻ఱ䜢Ꮫ䜀䛫䛯䛔䛾䛛䠄ᩍ⫱┠ᶆ䠅ࡲࡋ࡚ࠊࡑࡢࡇ࡜ࢆ㋃ࡲ࠼࡚࠾ࡃࡇ࡜⛉┠䛾ホ౯⛉┠䛾ᩍ⫱┠ᶆ䛿㐩ᡂ䛷䛝䛯䛛䚹ᩍ⫱ィ⏬䛿㐺ษ䛰䛳䛯䛛䚹䠄㻯㼛㼡㼞㼟㼑㻌㻱㼢㼍㼘㼡㼍㼠㼕㼛㼚㻕ᚾ᬴‫ۀ‬Ճ˟
ExaminationCommittee‫ٳ‬ᢿᚾ᬴‫ۀ‬ՃExternalEvaluatorᚾ᬴բ᫆ƷᢘЏࣱǛᚸ̖੔ໜƷܲᚇࣱǛ̬ᚰ

PlanDoCheckActⓗ࡛ࡍࠋࡑࢀ࡟ᑐࡋ࡚ࠊ࣮ࣚࣟࢵࣃ࡛

⛉┠䛾ᩍ⫱ィ⏬
㏣ồ䛩䜛䝁䞁䝢䝔䞁䝇ᑐᛂ䛩䜛Ꮫ⩦ᡂᯝᩍᤵ䞉Ꮫ⩦Ꮫ⏕䛾Ꮫ䜃䛾ホ౯ࡀࠊᅜ㝿㐃ᦠࢆ㐍ࡵࡿ࠺࠼࡛㔜せ࡛ࡣᏛ⏕䛿Ꮫ⩦ᡂᯝ䜢㐩ᡂ䛷䛝䛯䛛䚹㻔㻸㼑㼍㼞㼚㼕㼚㼓㻌㻻㼡㼠㼏㼛㼙㼑㼟㻌㻭㼟㼟㼑㼟㼟㼙㼑㼚㼠㻕

Satoko Fukahori, NIER

࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ┦ᡭഃࡀఱࢆ⮬᫂
2015/1/19

9ࡢ๓ᥦ࡜ࡋ࡚࠸ࡿ࠿ࢆ▱ࡗ࡚࠾ࡃࡇ࡜ࡣ㔜せ࡞࣏࢖ࣥࢺ࡛ࡍࠋ ୍ࡘ┠ࡢ௙᥃ࡅࡣࠊᏛෆ࡟࣒࢝ࣜ࢟ࣗࣛጤဨ఍ࡀタ⨨ࡉࢀ࡚࠸࡚ࠊᏛ
఩ࣉࣟࢢ࣒ࣛࢆᢎㄆࡍࡿᙺ๭ࢆࡣࡓࡋ࡚࠸ࡲࡍࠋඛ⛬࠾♧ࡋࡋࡓࢣ࣮࢟
ᆺࡢᏛ఩ࣉࣟࢢ࣒ࣛࡀᮏᙜ࡟ጇᙜ࠿࡝࠺࠿ࠊࡉࡽ࡟Ꮫ఩ࣉࣟࢢ࣒ࣛࢆᵓ
ᡂࡍࡿྛ⛉┠ࡢࢩࣛࣂࢫࡀ㐺ษ࠿࡝࠺࠿ࢆࠊ඲Ꮫࡢ࣒࢝ࣜ࢟ࣗࣛጤဨ఍
࡛☜ㄆࡋࡲࡍࠋ᪥ᮏࡢ኱Ꮫ࡛ࡣࠊࢩࣛࣂࢫࢆ᭩ࡃࡇ࡜⮬య࡟᢬ᢠឤࢆࡶ
ࡓࢀࡿඛ⏕ࡀ࠸ࡽࡗࡋࡷࡿ኱Ꮫࡶ࠶ࡿ୰࡛ࠊࢩࣛࣂࢫࢆබ㛤ࡋ࡚ࠊ➨୕⪅ࡢホ౯ࢆཷࡅࡿ࡜࠸࠺㢼ᅵࡣ࡞࠿࡞࠿ᐃ╔ࡋࡑ࠺࡟ࡣ࠶ࡾࡲࡏࢇࡀࠊ
࣮ࣚࣟࢵࣃ࡛ࡣᙜࡓࡾ๓ࡢࡇ࡜࡜ࡋ࡚ࡉࢀ࡚࠸࡚ࠊᅜ㝿㐃ᦠࢆ㐍ࡵࡿୖ࡛ࡣᙜ↛ࡢࡇ࡜࡜ࡋ࡚ᮇᚅࡉࢀࡿ࡜࠸࠺ࡇ࡜ࢆᛕ㢌࡟ධࢀ࡚࠾ࡃᚲせࡀ࠶ࡾࡲࡍࠋᏛ఩ࣉࣟࢢ࣒ࣛࡸࢩࣛࣂࢫࡢホ౯ࢆ⾜ࢃ࡞࠸ሙྜࡣࠊࡑࢀࢆ
ṇᙜ໬ࡍࡿࡁࡕࢇ࡜ࡋࡓ⌮⏤ࢆ♧ࡋ࡚ㄝ᫂ࡍࡿᚲせࡀ࠶ࡾࡲࡍࠋ ࢳ࣮ࣗࢽࣥࢢ࡛Ꮫၥศ㔝ࡢࢥࣥࣆࢸࣥࢫ㸦ཧ↷ᇶ‽㸧ࢆᐃ⩏ࡍࡿ୍ࡘࡢ⌮⏤ࡀࡇࡇ࡟ࡶ࠶ࡾࡲࡍࠋ࣒࢝ࣜ࢟ࣗࣛጤဨ఍࡛Ꮫ఩ࣉࣟࢢ࣒ࣛࡢጇ
ᙜᛶࢆุ᩿ࡋ࡚࠸ࡃ㝿࡟ࠊጤဨࡢඛ⏕᪉ࡢᑓ㛛ศ㔝እࡢᏛ఩ࣉࣟࢢ࣒ࣛࡶぢ࡚࠸ࡃࢃࡅ࡛ࡍ࠿ࡽࠊᚚ⮬ศࡢᑓ㛛ᛶࡢほⅬ࠿ࡽุ᩿࡛ࡁ࡞࠸ሙྜ
ࡀ࠶ࡗ࡚ࠊࡑࡢሙྜࡣࡇࡢཧ↷ᇶ‽࡟↷ࡽࡋุ࡚᩿ࡍࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ ஧ࡘ┠ࡢ௙᥃ࡅ࡜ࡋ࡚ࠊᏛ⏕ࡢᏛࡧࡢホ౯࡟㛵ࡋ࡚ࠊྛ኱Ꮫ࡟ࡣヨ㦂ጤဨ఍ࡀタ⨨ࡉࢀ࡚࠸ࡲࡍࠋࡇࢀࡣᏛ⏕ࢆホ౯ࡍࡿㄢ㢟ࡸࢸࢫࢺࡀጇᙜ
࡞ࡶࡢ࠿࡝࠺࠿ࢆ☜ㄆࡍࡿᙺ๭ࢆᯝࡓࡋ࡚࠸ࡲࡍࠋࡶࡕࢁࢇࠊ඲࡚ࡢ⛉┠࡟ࡘ࠸࡚ẖᖺ᳨ウࡋ࡚࠸ࡿࢃࡅ࡛ࡣ࡞ࡃࠊࢧࣥࣉࣜࣥࢢ࡛㡰␒࡟᳨ウࡋ࡚࠸ࡃࡢࡀ୍⯡ⓗ࡜ఛ࠸ࡲࡋࡓࡀࠊࡑࢀࡒࢀࡢ⛉┠ࡀᢸᙜᩍဨ࡟㛢ࡊࡉࢀࡓࡶࡢ࡛ࡣ࡞ࡃࠊ࡝ࡢࡼ࠺࡞Ꮫ⩦ᡂᯝࢆ࡝ࡢࡼ࠺࡞᪉ἲ࡛ホ౯ࡋ࡚࠸ࡿࡢ࠿ࢆᗈࡃㄝ᫂ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸௙⤌ࡳࡀ࠶ࡿ࡜࠸࠺Ⅼࡀ࣏࢖ࣥ
ࢺ࡛ࡍࠋ

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ࡋࡓࡀࡗ࡚ࠊඛ⛬ࡢࢫࣛ࢖ࢻ࡟ᡠࡾ

‫׎ٳ‬Ʒ‫ܖٻ‬ƱƷᡲઃ̟ᡶƷᦆࡲࡍ࡜ࠊᩚഛ࡛ࡁ࡚࠸ࡿ࡜᭷┈࡞⎔ቃࠊ

Ⴛʝ১ᛐƷ
Ҿྸ

ӧᙻ҄Ƣǔ૾ඥ
ሁࣱ̖ǛЙૺƢǔؕแૢͳưƖƯƍǔƱஊႩƳ࿢‫ؾ‬ȷȄȸȫ

Сࡇႎ௒ኵ
ǈƷσஊ

᝻఍௒ኵǈᲢ഑߸ဃ෨‫ܖ‬፼᝻఍௒ኵǈሁᲣ‫ܖ‬ˮСࡇᲢ3ǵǤǯȫሁᲣҥˮСࡇᲢECTSሁᲣэȜȭȸȋȣȷȗȭǻǹ௩᠂Ƴ‫ܖ‬ʙୣ௩᠂Ƴ‫෇ݼ‬௩᠂Ƴҥˮ੭ም
ᲢWorkload/Contact-timeᲣ࡜࡞ࡗ࡚࠸ࡿ⎔ቃ࡜ࡋ࡚ࠊ࢝ࣜ࢟ࣗࣛ

ȇǣȗȭȞȷǵȗȪȡȳȈ
ǫȪǭȥȩȠȷȞȃȗȊȳȐȪȳǰ
GPA

ࠕࢩࣛࣂࢫࡢᢎㄆࠖࡀ⾜ࢃࢀ࡚࠸ࡿ࡜

ǫȪǭȥȩȠ‫ۀ‬Ճ˟• ‫ܖ‬ˮȗȭǰȩȠᚨᚘ• ǷȩȐǹƷ১ᛐࠕヨ㦂ၥ㢟ࡢ㐺ษᛶࠖ
ࠕ᥇Ⅼᇶ‽ࡢᐈほ‫ܖ‬ˮȗȭȕǣȸȫ- ‫ܖ‬ˮȗȭǰȩȠƷ૙ᏋႸႎǛଢᄩƴƢǔ- ƳƥᡲઃƢǔƷƔᲢࢍǈȷࢊǈᲣ˳ኒႎƳ‫ܖ‬ˮȗȭǰȩȠƷᚨᚘ- ƲƷǑƏƴܱྵƢǔƷƔᒍᛖƴǑǔ - ƲƷǑƏƴᡲઃƢǔƷƔ࠼‫෇إ‬ѣƕ ǢǻǹȡȳȈ᣻ᙲ- Ⴘ೅ƕᢋ঺ƞǕƯƍǔƜƱǛƲƷǑƏ
ƴᄩƔǊǔƷƔᛐ‫ܭ‬- ᡲઃƷ঺ௐǛƲƏᚰଢƢǔƷƔᲢσӷ‫ܖ‬ˮᲣSatoko Fukahori, NIER૙ᏋႸႎᲢ‫঺̲ܖ‬
ௐᲴǢǦȈ
ǫȠᲣƴƭ
ƍƯƷӳॖ

࠶ࡿ࠸ࡣ࣮ࣚࣟࢵࣃഃ࡛ࡣᙜ↛ࡢ๓ᥦ࣒ጤဨ఍࡛ࠕᏛ఩ࣉࣟࢢ࣒ࣛࡢタィࠖ࠸࠺ࡇ࡜ࠋࡑࢀ࠿ࡽࠊヨ㦂ጤဨ఍࡛ࠊ
ᛶࠖࡀ᳨ウࡉࢀ࡚࠸ࡿࡇ࡜ࢆᣲࡆࡿࡇ

ᚾ᬴‫ۀ‬Ճ˟
• ᚾ᬴բ᫆ƷᢘЏࣱ• ੔ໜƷܲᚇࣱ

࡜ࡀ࡛ࡁࡲࡍࠋ ࡑࢀ࡛ࡣࠕ ࢜ࣛࣥࢲࡢᡓ␎ⓗྲྀ

2015/1/19

14⤌ࠖ࡟ࡘ࠸࡚࠾ヰࡋࡉࡏ࡚࠸ࡓࡔࡁࡲ
ࡍࠋ ࡲࡎࠊ࢜ࣛࣥࢲࡢᴫせࢆ࠾♧ࡋࡋࡲࡍࠋ࢜ࣛࣥࢲࡣࠊ᪥ᮏࡢ஑ᕞࡢᗈࡉ⛬ᗘࡢᑠࡉ࡞ᅜ࡛ࡍࠋேཱྀࡶ᪥ᮏࡢ㸣⛬ᗘ࡛ࠊ*'3ࡢつᶍࡶ኱ࡁࡃࡣ࠶ࡾࡲ
ࡏࢇࠊྜィ≉Ṧฟ⏕⋡ࡶࠊ᪥ᮏ࡯࡝࡛

Ჭࡣ࠶ࡾࡲࡏࢇࡀࠊேཱྀつᶍࢆ⥔ᣢࡋ࡚ǪȩȳȀƷ৆ဦႎӕኵ࠸ࡃỈ‽ࢆୗᅇࡗ࡚࠸ࡲࡍࠋ

ǰȭȸȐȫ҄ƷȕȭȳȈȩȳȊȸ ୍ࡘ኱ࡁࡃ㐪࠺ࡢࡣࠊ᪥ᮏ࡛ࡣ኱Ꮫ
㐍Ꮫ⋡ࡀᖺࡣ㸣࡛ࠊ༙ᩘࡢ㧗༞⪅ࡀ኱Ꮫ࡟㐍Ꮫࡋ࡚࠸ࡓࡢ࡛ࡍࡀࠊ

Satoko Fukahori, NIER

2015/1/19

15࢜ࣛࣥࢲ࡛ࡣ㸣࡟࡜࡝ࡲࡗ࡚࠸࡚ࠊ
኱⾗໬ࡢほⅬ࠿ࡽ࠸࠺࡜ࠊ㠀ᖖ࡟ప࠸㐍Ꮫ⋡࡛ࡍࠋ኱༞⪅ࡢẚ⋡ࡶࠊᖺ㱋ேǪȩȳȀƕ᭗ሁ૙ᏋƷǰȭȸȐȫ҄Ǜ᣻ᙻƢǔྸဌཱྀࡢ⣙๭࡟࡜࡝ࡲࡗ࡚࠸ࡲࡍࠋ᪥ᮏ

ǪȩȳȀ

ଐஜ

᩿ᆢ

41,864ɢkɜᲢҸʋ߸Უ

377,962ɢkɜࡢሙྜࡣࠊ㧗༞⪅ࡢ㸣ࡀ኱Ꮫ࡟㐍ʴӝᲢ2014Უ

1, 686ɢʴᲢଐஜƷ13ᲟᲣ

1Ε2,708ɢʴ

GDPᏛࡋ࡚ࠊࡑࡢ࠺ࡕ๭ࡀ༞ᴗࡋ࡚࠸ࡲ

8000Εȉȫ

517.6ΫόᲢҸ5ΫȉȫᲣɟʴ࢘ƨǓGDP

50,816ȉȫ

ࡍࡢ࡛ࠊᖺ㱋ேཱྀ๭ࡀ኱༞⪅࡜࠸࠺

39,468ȉȫӳᚘཎഷЈဃྙᲢ2008Უ 1.77

1.37

‫ܖٻ‬ᡶ‫ྙܖ‬Ტ2013Უ

WO 15Ჟ‫ ܖٻ‬51.5Ჟ‫ٻ‬ҡᎍƷൔྙᲢ2013Უ

WO‫ ܖٻ‬ኖ8л12Ჟࡇ࡜࡟࡞ࡾࡲࡍࠋ
ࡇࢀࡀ࡝ࡢࡼ࠺࡞ࡇ࡜ࢆព࿡ࡍࡿ࠿
࡜࠸࠺࡜ࠊ࢜ࣛࣥࢲࡢ኱Ꮫ㝔ࢆ⥔ᣢࡋသ‫ܖ‬ဃᲢӖλᲣᲴ90,500ʴ ᲢଐஜᲴ13.8ɢʴᲣ Ј៲‫׎‬ᲴȉǤȄ26,500ʴŴɶ‫׎‬6,400ʴŴ• πᝲƴǑǔသ‫ܖ‬ဃșȫǮȸ2,900ʴŴǹȚǤȳ2450ʴŴ• EU/EFTAᜂ‫׎‬ƔǒᲴ43,500ʴ
ȕȩȳǹ2,300ʴ
• ƦƷ˂Ʒ‫׎‬ŷƔǒᲴ20,350ʴ
• ǨȩǹȠǹ/ǤȳǿȸȳǷȃȗң‫ܭ‬Ჴ9,600ʴ ‫ᧉݦ‬Ў᣼Ჴኺฎ‫ܖ‬Ŵᘍѣᅈ˟‫ܖ‬Ŵ߻• ƦƷ˂/ჺ஖သ‫ܖ‬Ჴ17,050ʴ
‫ܖ‬Ŵᚕᛖ૨҄‫ܖ‬ᲢᡛЈᲣ49,350ʴᲢଐஜᲴ5.8ɢʴᲣᲢᘍέᲴᒍ‫׎‬ȷșȫǮȸȷȉǤȄȷǹȚǤȳȷ቟‫׎‬ᲣᲢ‫ᧉݦ‬Ў᣼Ჴᠾ‫ܖ‬ȷ̬ͤȷ߻‫ܖ‬Უ

https://www.nuffic.nl/en/library/key-figures-2013-internationalisation-in-higher-education.pdf
Satoko Fukahori, NIER

2015/1/19

࡚࠸ࡃࡓࡵ࡟ࡣࠊ኱Ꮫ࡟ධᏛࡋࡓேࢆ
ࡋࡗ࠿ࡾ࡜㘫࠼࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠊࡑ
ࡋ࡚␃Ꮫ⏕ࢆ✚ᴟⓗ࡟ཷࡅධࢀ࡚┿๢
16࡟ᩍ⫱ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࡑ࠺ࡋ࡞
ࡅࢀࡤࠊ኱Ꮫ㝔ࡢỈ‽ࢆ⥔ᣢࡋ࡚࠸ࡃ

ࡇ࡜ࡀ࡛ࡁ࡞࠸࡜࠸࠺ᕪࡋ㏕ࡗࡓࢽ࣮ࢬࡀ࠶ࡾࡲࡍࠋ ࡋࡓࡀࡗ࡚ࠊ࢜ࣛࣥࢲࡣ␃Ꮫ⏕ᨻ⟇࡟㠀ᖖ࡟⇕ᚰ࡛ࡍࠋ␃Ꮫ⏕ࡢேᩘࡣࠊ᪥ᮏ࡛ࡣ⌧ᅾཷධࢀࡀ୓ேࠊ㏦ࡾฟࡋࡀ୓ே࡛ࡍࡀࠊ࢜ࣛࣥ
ࢲ࡛ࡣཷࡅධࢀࡀ୓ேࠊ㏦ࡾฟࡋࡶ୓ே࡜࠸࠺ࡇ࡜࡛ࠊேཱྀつᶍ࡟ẚ

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34

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ࡋ࡚ࠊ㠀ᖖ࡟✚ᴟⓗ࡛࠶ࡿࡇ࡜ࡀศ࠿ࡾࡲࡍࠋ ࢜ࣛࣥࢲ࡛ࡣࠊ␃Ꮫ⏕ࢆቑࡸࡋ࡚࠸

ǪȩȳȀƷ‫ܖٻ‬Ʒ᭗ƍᚸ̖
13‫ܖٻ‬ɶ13‫ܖٻ‬ƕ᭗ƍᚸ̖

QS(2013) THE(2013/2014)

University of Amsterdam

58

83 / 77

Leiden University

74

67 / 64ࡃࡇ࡜ࡀࠊ኱Ꮫࡢ㉁ࢆపୗࡉࡏࡿ᪉ྥ
࡟స⏝ࡋ࡚࠸ࡿࢃࡅ࡛ࡣ࠶ࡾࡲࡏࢇࠋ

Utrecht University

81

74 / 79ࡴࡋࢁࠊ኱Ꮫࡢホุࡣ㠀ᖖ࡟㧗࠸Ỉ‽

Erasmus University Rotterdam

92

73 / 72

Delft University of Technology

95

69 / 71ࢆ⥔ᣢࡋ࡚࠸ࡲࡍࠋ

University of Groningen

97

98 / 117

Maastricht University

121

98 / 101

Radboud University Nijmegen143

131 / 140

Wageningen University and Research Center

150

77 / 73

Eindhoven University of Technology

157

106 / 144

VU University Amsterdam

181

144 / 136

University of Twente

228

170 / 201-225

Tilburg University373

226-250 / 276-300

 ࢜ࣛࣥࢲ࡟ࡣࡢ኱Ꮫࡀ࠶ࡾࡲࡋ
࡚ࠊࡑࡢ኱Ꮫࡀ඲࡚ᅜ㝿ࣛࣥ࢟ࣥࢢ
࡛㦫ࡃ࡭ࡁ࡟㧗࠸఩⨨࡟࠶ࡾࡲࡍࠋ඲
࡚ࡢ኱Ꮫࡀࡇࢀࡔࡅ㧗࠸Ỉ‽࡜࠸࠺ࡢࡣࠊ࠸ࡃࡽ࣐ࢫ໬ࡀ㐍ࢇ࡛࠸࡞࠸࡜࠸

ƦƷ˂5ҥᅹ‫ ܖٻ‬Nyenrode Business Universteit, Open University, The Protestant Theological University, TIAS School for
Business and Society, University of Humanistic StudiesᲵӏƼ᭗ሁ‫ܖᧉݦ‬ఄHogescholen42ఄ
Satoko Fukahori, NIER

2015/1/19

17ࡗ࡚ࡶࠊࢩࢫࢸ࣒࡜ࡋ࡚ⓗࢆᑕࡓྲྀ⤌ࢆᒎ㛤ࡋ࡚࠸࡚ࠊ኱Ꮫࡢࠕぢࡏ᪉ࠖࡶୖᡭ࡞ࡢࡔࢁ࠺࡜⪃࠼ࡿ࡭ࡁ࡛ࡣ࡞࠸

࡛ࡋࡻ࠺࠿ࠋࡑࡢࡼ࠺࡟⪃࠼ࡿ࡜ࠊ࢜ࣛࣥࢲ࠿ࡽᏛࡪ࡭ࡁࡇ࡜ࡣᑡ࡞ࡃ
࡞࠸ࡼ࠺࡟ᛮࢃࢀࡲࡍࠋ
࡛ࡣࠊఱࢆᏛࢇ࡛࠸ࡃࡢ࠿ࠋୡ⏺኱Ꮫࣛࣥ࢟ࣥࢢࡀỴࡋ࡚኱Ꮫࡢ඲࡚
࡛ࡣ࠶ࡾࡲࡏࢇࠋࡋ࠿ࡋ࡞ࡀࡽࠊఱࢆ࡝ࡢࡼ࠺࡟ᨵၿࡋ࡚࠸ࡅࡤ኱Ꮫࡢ
ぢ࠼᪉ࡀⰋࡃ࡞ࡾࠊࡑࡢࡇ࡜࡟ࡼࡗ࡚ᅜ㝿㐃ᦠࡀᐇ⌧ࡋࡸࡍࡃ࡞ࡿࡢ࠿ࠋ
ࡑ࠺࠸࠺ほⅬ࠿ࡽ⪃࠼࡚࠸ࡓࡔࡁࡓ࠸

ɭမ‫ܖٻ‬ȩȳǭȳǰƷਦ೅
QS(http://www.topuniversities.com/universityTHE(http://www.timeshighereducation.co.uk/worldrankings-articles/world-university-rankings/qs-world- university-rankings/2013-14/worlduniversity-rankings-methodology)
ranking/methodology)
Teaching: the learning environment (30%),

Faculty student ratio (20%),

•
•
•
•
•

‫ܖ‬ဃɟʴƋƨǓ૙ՃൔྙCitations per faculty (20%),ࡢࠕᙉࡳࠖࢆά࠿ࡋ࡞ࡀࡽ◊✲⎔ቃࢆCitations: research influence (30%)ᩚ࠼࡚ࠊඛ⏕᪉࡟㡹ᙇࡗ࡚࠸ࡓࡔࡃࡋ

Research: volume, income and reputation (30%),࠿࡞࠸ࢃࡅ࡛ࡍࡀࠊᩍ⫱ࡢ㒊ศ࡟㛵ࡋ•••Ӳ‫ܖ׎‬ᎍƷȔǢȷȬȓȥȸ

•International faculty ratio (5%)ᄂᆮᎍƴǑǔᚸ̖(18%)૙Ճ࢘ƨǓᄂᆮӓλ(6%)૙Ճ࢘ƨǓᛯ૨ૠ(6%)࡚ࡣࠊ࠸ࢁ࠸ࢁ࡜ᕤኵࡢవᆅࡀ࠶ࡿࡢ

International outlook: staff, students and research(7.5%)•••‫׎ٳ‬ʴ૙Ճൔྙ

•International students ratio (5%).
သ‫ܖ‬ဃൔྙ

Employer reputation (10%), ᅄゅ࡛ᅖࢇ࡛࠸ࡿࡢࡀ◊✲ࡢ㒊ศ࡛ࡍࠋ◊✲࡟㛵ࡋ࡚ࡣࠊࡑࢀࡒࢀࡢ኱Ꮫ

ᄂᆮᎍƴǑǔᚸ̖(15%)૙Ճ࢘ƨǓ‫ܖ‬ᢿ‫ܖ‬ဃૠ(4.5%)‫ܖ‬ٟ੉ɨૠ࢘ƨǓҦٟ੉ɨૠൔྙ (2.25%)
૙Ճ࢘ƨǓҦٟ੉ɨૠ(6%)૙Ճ࢘ƨǓӓλ(2.25%)

૙ՃɟʴƋƨǓᛯ૨ࡽဇૠ

Academic reputation (40%)࡜ᛮ࠸ࡲࡍࠋ

‫׎ٳ‬ʴ૙Ճൔྙ ‫׎ٳ‬ʴ‫ܖ‬ဃൔྙᲢᲟᲣ
‫׎ٳ‬ʴᄂᆮᎍƱƷσᓸᛯ૨ᲢᲟᲣ

ࡣࠊࠕ◊✲⪅࡟ࡼࡿᩍ⫱⎔ቃࡢホ౯ࠖࠕᅜIndustry income: innovation (2.5%).

㝿໬ࡢ⎔ቃࠖ
ࠕ⏘Ꮫ㐃ᦠࠖ࡞࡝ࠊᕤኵࢆ

ᨽဇᎍƷᚸ̖
Satoko Fukahori, NIER

࠿ࡶࡋࢀࡲࡏࢇࠋ≉࡟㉥࡛ᅖࡗࡓ㒊ศ

2015/1/19

18

ࡍࡿࡇ࡜࡟ࡼࡗ࡚ᨵၿࡋ࡚࠸ࡅࡑ࠺࡞
ഃ㠃࡛ࡍࠋ

ǪȩȳȀƷǢǯȬȇǣȆȸǷȧȳ- ‫ܖ‬ˮȗȭǰȩȠƷᚸ̖ - ࡑ࠺ࡋࡓ⎔ቃ࡙ࡃࡾࢆไᗘⓗ࡟ᨭ࠼࡚࠸ࡿࡢࡀ࢜ࣛࣥࢲࡢ࢔ࢡࣞࢹ࢕ࢸ࣮

NVAO (Nederlands-Vlaamse Accreditatieorganisatie)•ࢩࣙࣥไᗘ࡛ࡍࠋ᪥ᮏ࡛ࡣᶵ㛵࣮࣋ࢫNVAOƕNARICᲢNationalAcademicRecognitionandInformationCentresᲵӲ‫׎‬Ʒ‫ܖ‬ˮȷ᝻఍ƴ᧙Ƣǔऴ‫إ‬Ǜ੩̓ƢǔƨǊƷ‫׎‬ᇌೞ᧙ƷȍȃȈȯȸǯ)ӏƼȁȥȸȋȳǰ‫ܼᧉݦ‬ƕσӷưƀ‫ܖ‬ˮȗȭǰȩȠȷȗȭȕǣȸȫ˺঺Ʒ৖ࡽƖƁǛБᘍᲢ2010Უ

࡛ㄆドホ౯ࢆ⾜ࡗ࡚࠸ࡿࡢ࡟ᑐࡋ࡚ࠊ

o ATuningGuidetoFormulatingDegreeProgrammeProfileso http://nvao.com/page/downloads/A_Tuning_Guide_to_Formulating_Degree_Programme_Profiles_2010.pdf•

ǪȩȳȀƷǢǯȬȇǣȆȸǷȧȳᲢᛐᚰᚸ̖/ᢘ఍ᛐ‫ܭ‬ᲣƸŴžȗȭǰ
ȩȠᚸ̖(extensive)ſƕؕஜŵˬƠŴ‫ܖٻ‬ƕžೞ᧙ᚸ̖ſǋᘍƬƯᢘ఍ᛐ‫ܭ‬ƞǕǕƹŴžȗȭǰȩȠᚸ̖Ტlimited)ſƴ᠉ถƞǕǔŵ࢜ࣛࣥࢲ࡛ࡣ඲࡚ࣉࣟࢢ࣒࣭࣮ࣛ࣋ࢫ
࡛⾜ࢃࢀ࡚࠸ࡲࡍࠋࡋ࠿ࡶࠕ19$2ࠖ
࡜࠸࠺ㄆドホ౯ᶵ㛵ࡀసᡂࡋ࡚࠸ࡿ

o Dutchassessmentframeworksforthehighereducationaccreditationsystem
Programmeassessment/institutionalqualityassuranceassessment.
o http://nvao.com/page/downloads/DEFINITIEVE_KADERS_OPLEIDINGSBEOORDELIN
G_22_november_2011_English.pdf
o http://nvao.com/page/downloads/DEFINITIEVE_KADERS_INSTELLINGSTOETS_22_n
ovember_2011_English.pdf

ࠕᏛ఩ࣉࣟࢢ࣒࣭ࣛࣉࣟࣇ࢕࣮ࣝసᡂ
ࡢᡭᘬࡁࠖࡣࠊࢳ࣮ࣗࢽࣥࢢࡢ᪉ἲ࡟
ᇶ࡙࠸࡚᭩࠿ࢀ࡚࠸ࡲࡍࠋࢳ࣮ࣗࢽࣥ

Satoko Fukahori, NIER

2015/1/19

19

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ࢢࡢ᪉ἲࢆ᥇⏝ࡋ࡞ࡅࢀࡤ㐺᱁ㄆᐃࡉࢀ࡞࠸࡜࠸ࡗࡓࢃࡅ࡛ࡣ࠶ࡾࡲࡏ
ࢇࡀࠊ࢔ࢡࣞࢹ࢕ࢸ࣮ࢩࣙࣥᶵ㛵ࡀࢳ࣮ࣗࢽࣥࢢࢆࣔࢹࣝ࡟ᣲࡆ࡚࠸ࡿ
ࡇ࡜ࡢ⤌⧊ⓗ࢖ࣥࣃࢡࢺࡣᑠࡉࡃ࡞࠸࡜⪃࠼ࡿࡢࡀ⮬↛࡛ࡋࡻ࠺ࠋ ࢜ࣛࣥࢲࡢ࢔ࢡࣞࢹ࢕ࢸ࣮ࢩࣙࣥไ

ǪȩȳȀƷǢǯȬȇǣȆȸǷȧȳೞ᧙ᚸ̖ưˊஆƢᚸ̖௒ኵǈǔƜƱƕưƖǔ
ȗȭǰȩȠᚸ̖(limited)•• ᲫᲨ஖ࢳƞǕǔ‫ܖ‬፼঺ௐ

2-1. ǫȪǭȥȩȠƷ‫ࣱ࢘ڲ‬oo ር‫׊‬Ʊ൦แƸŴ‫ܖ‬բЎ᣼Ʒ‫׎‬ᨥႎ൦แƴༀǒƠƯŴᢘЏƱƍƑǔƔŵoo• ᲬᲨ૙੉ȷ‫ܖ‬፼࿢‫ؾ‬o ǫȪǭȥȩȠȷ૙ᎰՃȷ‫ܖ‬ဃૅੲƱ଀ᚨᚨͳƕŴૢӳࣱǛǋƬƯŴ
‫ܖ‬ဃƴǑǔ‫ܖ‬፼঺ௐƷ፼ࢽǛӧᏡƴƢǔǋƷưƋǔƔŵo•• ᲭᲨ‫ܖ‬፼঺ௐᚸ̖•o ஖ࢳƞǕǔ‫ܖ‬፼঺ௐƕᢋ঺ƞǕƯƍǔƔƲƏƔǛᄩᛐƢǔᢘЏƳǷǹȆȠǛஊƠƯƍǔƔŵ

•CP஖ࢳƞǕǔ‫ܖ‬፼঺ௐƴұƠƯŴᢋ঺ӧᏡƳϋܾƕኒወႎƴ੩ᅆƞǕƯƓǓŴᢘЏƳ૙Ꮛ૾ඥƕ੔ဇƞǕƯƍǔŵ
λ‫ܖ‬Ƣǔ‫ܖ‬ဃƱༀǒƠƯŴᢘЏƳϋܾưƋǔŵ஖ࢳƞǕǔ‫ܖ‬፼঺ௐƴༀǒƠƯŴλ‫ܖ‬ᙲˑƸྵܱႎưƋǔŵ
APᙹ‫ܭ‬ƴඝƬƯƍǔᲢҥˮૠᲣ

2-2. ૙ᎰՃƷ᝻఍ȷʴૠƴ᧙Ƣǔᙹ‫ܭ‬Ʊܱ७
2-3. ‫ܖ‬ဃૅੲƱ଀ᚨᚨͳƷឋƱ᣽
2-4. ȗȭǰȩȠƴ᧙Ƣǔϋᢿឋ̬ᚰƷˁኵǈ

Satoko Fukahori, NIER

2015/1/19

ࢫࡢ㐺᱁ㄆᐃࡀࠊ㏻ᖖࡣH[WHQVLYHࡢᙧࠊࡘࡲࡾ࣮࣒࣎ࣜࣗࡢ࠶ࡿᙧ࡛ᐇ᪋ࡉࢀ

ȗȭǰȩȠᚸ̖(extensive)DPᗘ࡛⯆࿡῝࠸ࡢࡣࠊࣉࣟࢢ࣒࣭࣮ࣛ࣋

20࡚࠸ࡿࡢࡀᇶᮏ࡞ࡢ࡟ᑐࡋ࡚ࠊᶵ㛵࣮࣋ࢫࡢホ౯ࢆ⾜࠺ࡇ࡜࡟ࡼࡗ࡚ࠊࣉࣟ
ࢢ࣒࣭࣮ࣛ࣋ࢫࡢホ౯ࡣOLPLWHGࡢᙧࠊࡘࡲࡾ⡆᫆࡞ᙧ࡛ᐇ᪋ࡍࡿࡇ࡜࡛ࡁࡿࠊ
ẁ㝵ࡢ᪉ᘧࢆ࡜ࡗ࡚࠸ࡿⅬ࡛ࡍࠋ
ᑡࡋヲࡋࡃᚚ⤂௓ࡉࡏ࡚࠸ࡓࡔࡁࡓ
࠸࡜ᛮ࠸ࡲࡍࠋᕥഃࡀOLPLWHGᆺࡢホ౯࡛ࡍࡀࠊ୕ࡘࡢほⅬ࠿ࡽࣉࣟࢢ࣒ࣛࡀホ౯ࡉࢀ࡚࠸ࡲࡍࠋ ୍ࡘ┠ࡢほⅬࡣᏛ⩦ᡂᯝࠊᮇᚅࡉࢀࡿࢥࣥࣆࢸࣥࢫࡀᏛၥศ㔝ࡢᅜ㝿ⓗỈ‽࡟↷ࡽࡋ࡚㐺ษ࡜ゝ࠼ࡿࡢ࠿ࠋࡇࢀࡣ⟃Ἴ኱Ꮫ࡛ࡶࢹ࢕ࣉ࣐࣭ࣟ
࣏ࣜࢩ࣮࡞࡝ࡢᙧ࡛ᐃ⩏ࡉࢀ࡚࠸ࡲࡍࠋ ஧ࡘ┠ࡢほⅬࡀࠊᩍᤵ࣭Ꮫ⩦⎔ቃ࡛ࡍࠋ࣒࢝ࣜ࢟ࣗࣛࠊᩍ⫋ဨࠊᏛ⏕ᨭ᥼࡜᪋タタഛࡀᩚྜᛶࢆᣢࡗ࡚Ꮫ⏕࡟ࡼࡿᏛ⩦ᡂᯝࡢ⩦ᚓࢆྍ⬟࡟ࡍࡿࡶࡢ࡛࠶ࡿࡢ࠿࡝࠺࠿࡜࠸࠺Ⅼ࡛ࡍࠋ୕ࡘ┠ࡢほⅬࡣࠊᏛ⩦ᡂᯝࡢホ౯ࢆ࡝ࡢࡼ࠺࡟⾜ࡗ࡚࠸ࡿࡢ࠿࡜࠸࠺Ⅼ࡛ࡍࠋᶵ㛵ࣞ࣋ࣝࡢホ౯ࢆཷࡅࡓ኱Ꮫ࡛ࡣࠊࣉࣟࢢ࣒ࣛホ౯࡛ࡣ␒ࡢ㒊ศࢆ⡆᫆࡟⾜࠺ࡇ࡜ࡀ࡛ࡁࡲࡍࠋ㏫࡟ࠊཷࡅ࡚࠸࡞࠸኱Ꮫࡢࣉࣟࢢ࣒ࣛホ౯࡛ࡣࠊྑࡢḍࡢࠊࠊࠊ࡟ࡘ࠸࡚ࠊ㏣ຍ࡛ホ౯ࡉࢀ࡞ࡅࢀ
ࡤ࡞ࡾࡲࡏࢇࠋ ࡈぴࡢ㏻ࡾࠊࡢ࣒࢝ࣜ࢟ࣗࣛࡢጇᙜᛶ࡜࠸࠺࡜ࡇࢁ࡛ࡣࠊᮇᚅࡉࢀ
ࡿࢥࣥࣆࢸࣥࢫ࡟๎ࡋ࡚㐩ᡂྍ⬟࡞ෆᐜࡀ⣔⤫ⓗ࡟ᥦ♧ࡉࢀ࡚࠾ࡾࠊ㐺ษ࡞ᩍ⫱᪉ἲࡀ᥇⏝ࡉࢀ࡚࠸ࡿ࠿ࠊ࣒࣭࣏࢝ࣜ࢟ࣗࣛࣜࢩ࣮ࡀࡁࡕࢇ࡜
᫂グࡉࢀ࡚࠸ࡿ࠿ࠊධᏛࡍࡿᏛ⏕࡜↷ࡽࡋ࡚㐺ษ࡞ෆᐜ࡜ゝ࠼ࡿ࠿ࠊᮇ
ᚅࡉࢀࡿᏛ⩦ᡂᯝࠊࢥࣥࣆࢸࣥࢫ࡟↷ࡽࡋ࡚ධᏛせ௳ࡣ⌧ᐇⓗ࠿ࠊ࢔ࢻ࣑ࢵࢩ࣭࣏ࣙࣥࣜࢩ࣮ࡀ㐺ษ࠿ࠊ༢఩ᩘ➼ࡀἲᚊ࣭つᐃ࡟ἢࡗ࡚࠸ࡿ࠿
ࡀၥࢃࢀࡲࡍࠋࡑࢀ࠿ࡽࠊ࡛ࡣࠊᩍ⫋ဨࡢ㈨᱁ࡸேᩘ࡟㛵ࡍࡿつᐃ࡜ᐇែࠊ࡛ࡣࠊᏛ⏕ᨭ᥼࡜᪋タタഛࡢ㉁࡜㔞ࠊ࡛ࡣࠊࣉࣟࢢ࣒ࣛ
࡟㛵ࡍࡿෆ㒊㉁ಖドࡢ௙⤌ࡳࡀၥࢃࢀࡲࡍࠋ ࡇࢀࡽࡣ᪥ᮏࡢᶵ㛵࣮࣋ࢫࡢㄆドホ౯࡛ࡶ☜ㄆࡉࢀ࡚࠸ࡿ㡯┠࡛࠶ࡾࡲࡍࠋࡑࢀ࡟ᑐࡋ࡚ࠊࣉࣟࢢ࣒࣭࣮ࣛ࣋ࢫࡢホ౯࡛ࡣࠊᏛ⩦ᡂᯝࡢタᐃ࡜ホ౯࡟ὀ┠ࡍࡿ࡜࠸ࡗࡓࠊẁ㝵ࡢࢩࢫࢸ࣒ࡀ࡜ࡽࢀ࡚࠸ࡲࡍࠋ
ࡋࡓࡀࡗ࡚ࠊ኱Ꮫ㛫ࡢ㐃ᦠࢆࡍࡿ࡜ࡁ࡟ࡣࠊ㐺ษ࡞ࣃ࣮ࢺࢼ࣮ࢆぢᴟࡵࡿࡓࡵ࡟ࡣࠊ࡜ࡃ࡟Ꮫ⩦ᡂᯝࡢタᐃ࡜ホ౯ࡢ㒊ศ࡟ࡘ࠸࡚ࠊⱥㄒ࡛ヲࡋࡃㄝ࡛᫂ࡁࡿࡇ࡜ࡀ᪥ᮏࡢ኱Ꮫ࡟࡜ࡗ࡚㔜せ࡞ㄢ㢟࡛࠶ࡿࡢ࡛ࡣ࡞࠸

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࠿࡜ᛮ࠸ࡲࡍࠋ
ලయⓗ࡞஦౛࡜ࡋ࡚ࠊ୍ࡘ┠࡟࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫ࡟ὀ┠ࡋࡓ࠸࡜ᛮ࠸ࡲ
ࡍࠋ ࡇࡇ࡛ࡣࠕ(GXFDWLRQ,QVWLWXWHࠖ࡟ࡼ

3Ͳ1 Case1ࡿᏛ఩ࣉࣟࢢ࣒ࣛࡢタィࡢྲྀ⤌ࠊⱥㄒ

Wageningen UniversityandResearchCentreᲢ1876/1918᳸Უ
(http://www.wageningenur.nl/en.htm)

࡟ࡼࡿ᝟ሗⓎಙࡢྲྀ⤌ࠊཬࡧࠕ$VLDQȯȸȘȋȳǲȳ‫ܖٻ‬ƴƓƚǔ‫׎‬ᨥᡲઃƷӕኵǈ

3LORW3URMHFWࠖ࡟ࡘ࠸࡚ᚚ⤂௓ࡋࡓ࠸࡜

EducationInstituteƴǑǔ‫ܖ‬ˮȗȭǰȩȠƷᚨᚘᒍᛖƴǑǔऴ‫إ‬ႆ̮AsianPilotProjectᛮ࠸ࡲࡍࠋ ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫࡣୡ⣖࡟㎰ᴗ኱Ꮫ࡜ࡋ࡚タ❧ࡉࢀࠊᖺ࠿ࡽࡣ
࢜ࣛࣥࢲࡢṇᘧ࡞኱Ꮫ࡜ࡋ࡚ㄆᐃࡉࢀࠊ

Satoko Fukahori, NIER

2015/1/1921

ᩍ⫱࣭◊✲άື࡟ྲྀࡾ⤌ࢇ࡛࠾ࡾࡲࡍࠋ ⌧ᅾࡢ⤌⧊ᵓᡂ࡜ࡋࡲࡋ࡚ࡣࠊ⟃Ἴ‫ܖ‬ˮȗȭǰȩȠᲢ‫ܖ‬ٟᲣᲢ20+1Უ
1. Biosystems Engineering
2. Management and Consumer Studies
3. Biology
4. Forest and Nature Conservation
5. Biotechnology
6. Soil, Water, Atmosphere
7. Communication Sciences
8. Animal Sciences
9. Economics and Governance
10. Health and Society
11. International Land and Water Management
12. International Development Studies
13. Landscape Architecture and Planning
14. Bachelor Orientation year Life Sciences
15. Food Technology
16. Molecular Life Sciences
17. Environmental Sciences
18. Plant Sciences
19. Tourism (joint degree)
20. Nutrition and Health
21 BSc Honours Programme኱Ꮫࡢࠕ⣔ࠖ࡟ᙜࡓࡿ஬ࡘࡢࠕ6FLHQFHVኵጢನ঺*URXSVࠖ࡜࠸࠺ࡶࡢࡀ࠶ࡾࡲࡍࠋ୍ࡘ
┠ࡣ᳜≀⛉Ꮫࠊ஧ࡘ┠ࡀື≀⛉Ꮫࠊ୕ࡘ┠ࡀ㎰ᴗᢏ⾡࣭㣗≀⛉Ꮫࠊᅄࡘ┠ࡀ

EducationInstitute‫ܖ‬ˮȗȭǰȩȠǛᚨᚘ
SciencesGroupsƴᅹႸƷਃ࢘Ǜ̔᫂ᲢǵȸȓǹទλᲣ

Wageningen UR‫ᧈܖ‬ȷࢫՃ˟

⎔ቃ⛉Ꮫࠊ஬ࡘ┠ࡀ♫఍⛉Ꮫ࡛ࠊࡑࢀ
ࡒࢀࡢࢢ࣮ࣝࣉࡢ୰࡛኱Ꮫᩍဨࡀ◊✲EducationandResearchInstitutes

ʙѦஜᢿ

Wageningen Academyάື࡟ྲྀࡾ⤌ࢇ࡛࠸ࡽࡗࡋࡷ࠸ࡲࡍࠋ

᧽‫୿׋ޓ‬᫾

SciencesGroups
PlantSciences

AnimalSciencesౡཋᅹ‫ܖ‬

ѣཋᅹ‫ܖ‬

Agrotechnology
andFoodSciences

Environmental
Sciencesᠾಅ২ᘐȷ᫢ཋᅹ‫ܖ‬࿢‫ؾ‬ᅹ‫ܖ‬ Ꮫ㛗࣭ᙺဨ఍⤌⧊ࡢୗ࡟ࠕ(GXFDWLRQSocialSciencesᅈ˟ᅹ‫ܖ‬,QVWLWXWHࠖ࡜࠸࠺⤌⧊ࡀ࠶ࡾࠊᏛ఩ࣉࣟ

DLOFoundation ᝠ‫ׇ‬Უ

Satoko Fukahori, NIER

ࢢ࣒ࣛࡢタィࢆ୺ࡓࡿᙺ๭࡜ࡋ࡚࠸ࡲ
2015/1/19

22

ࡍࠋࠕ(GXFDWLRQ ,QVWLWXWHࠖࡀྛศ㔝ࡢᑓ㛛ᐙࡢᣦᑟ࣭ຓゝࡢࡶ࡜࡛Ꮫ఩ࣉࣟ

ࢢ࣒ࣛࢆタィࡋࠊ
ࠕ6FLHQFHV*URXSVࠖ࡟⛉┠ࡢᢸᙜࢆ౫㢗ࡋ࡚ࠊᢸᙜࡋ
ࡓ⛉┠࡟ᑐࡋ࡚ᑐ౯ࢆᨭᡶ࠺࡜࠸࠺ࠊࢧ࣮ࣅࢫ㉎ධࡢ⪃࠼᪉࡛Ꮫෆ⤒῭ࢆᅇࡋ࡚࠸ࡿࢃࡅ࡛ࡍࡀࠊࡇࡢࡇ࡜ࡣ⚾࡟࡜ࡗ࡚ࡣ኱ኚ࡞㦫ࡁ࡛࠶ࡾࡲ
ࡋࡓࠋᑓ㛛ⓗ࡞ほⅬ࠿ࡽࠕ6FLHQFHV *URXSVࠖࢆ㉸࠼࡚Ꮫ఩ࣉࣟࢢ࣒ࣛ
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࣊ࢽࣥࢤࣥ኱Ꮫࡢᩍ⫱ࡢጼ࡛ࡍࠋ ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫ࡟࡜ࡗ࡚ᅜ㝿໬ࡣඃඛⓗ࡞ㄢ㢟࡛ࡍࠋ᪤࡟㠀ᖖ࡟ᅜ㝿Ⰽ㇏࠿࡞࢟ࣕࣥࣃࢫ࡛ࠊᏛኈ࣭ಟኈࡢᏛ⏕ྜࢃࡏ࡚ேࡢ୰࡛ࠊ
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ಟኈ࠿ࡽධᏛࡋࡓᏛ⏕ࡢ࠺ࡕ㸣ࡀ␃Ꮫ⏕࡜࠸࠺ࡇ࡜࡛ࠊ≉࡟࢔ࢪ࢔࠿
ࡽࡢಟኈㄢ⛬ࡢᏛ⏕ࡢὶධࡀከ࠸࡜࠸࠺ࡇ࡜࡛ࡋࡓࠋ༤ኈ࡟㛵ࡋ࡚ࡣ

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‫׎‬ᨥ҄ƸWageningen URƷΟέᛢ᫆•••

Ourstudentsoftodayareourpartnersoftomorrow ࡇࡢࡼ࠺࡞≧ἣࡢ୰࡛ࠊ࣮࣡࣊ࢽࣥ

‫׎‬ᨥᑥᝅƔƳǭȣȳȑǹ

ࢤࣥ኱Ꮫࡣࠊඛ⛬⏦ࡋୖࡆࡓㄆドホ౯o ‫ܖ‬ٟȷ̲ٟᲢ9469ʴᲣ26Ჟƕသ‫ܖ‬ဃƆ̲ٟλ‫ܖ‬64Ჟƕသ‫ܖ‬ဃƇo ҦٟᲢ1930ʴᲣ62Ჟƕသ‫ܖ‬ဃo ૙ᎰՃᲢ6000ʴᲣ11Ჟƕ‫׎ٳ‬ʴᶵ㛵19$2࠿ࡽࠕᅜ㝿໬ࡢ㐍ࢇࡔᶵ㛵ࠖ࡜ࡋ࡚➨ྕࡢㄆドࢆཷࡅࡲࡋࡓࠋࡲ

NVAOdistinctivequalityfeature:“institutionalInternationalization.”
Ტ2012࠰ᛐ‫ܭ‬ᇹ1ӭᲣ‫ܖٻ‬ȩȳǭȳǰ

ࡓࠊ኱Ꮫࣛࣥ࢟ࣥࢢࡶ㠀ᖖ࡟ඃࢀࡓ≧o Keuzegids Universiteiten(2015)Ჴ‫ܖ‬ٟᛢᆉዮӳ1 0࠰ᡲዓ1ˮ
• PlantSciencesᲢ1ˮᲣ
• InternationalLandandWaterManagementᲢ1ˮᲣ
o QS150(2013)• AgricultureandForestryᲢ2ˮᲣ
• EnvironmentalSciencesᲢ8ˮᲣ
o THE73(2014):InternationalOutlook,IndustryIncome᭗ᚸ̖

Satoko Fukahori, NIER

ἣ࡟࠶ࡾࡲࡍࠋࡇࡢ᭱ึࡢࡶࡢࡣࠊ࢜
ࣛࣥࢲ⊂⮬ࡢࣛࣥ࢟ࣥࢢ࡛ࡍࡀࠊᏛኈ
ㄢ⛬ࡢ⥲ྜ㒊㛛࡛ᖺ㛫㐃⥆఩ࠊ≉࡟Ꮫ఩ࣉࣟࢢ࣒࡛ࣛࡣ3ODQW 6FLHQFHV2015/1/19

23

࡜ ,QWHUQDWLRQDO /DQG DQG :DWHU
0DQDJHPHQWࡀ఩ࡔࡗࡓ࡜࠸࠺ࡇ࡜

࡛ࡍࠋ ࡑࢀ࠿ࡽࠊୡ⏺኱Ꮫࣛࣥ࢟ࣥࢢࡢ46࡛ࡶ㧗࠸ホ౯ࢆᚓ࡚࠸ࡲࡍࠋ
7LPHV +LJKHU (GXFDWLRQ࡛ࡶ㧗࠸ホ౯ࢆᚓ࡚࠾ࡾࠊࡑࢀࡣ≉࡟ᅜ㝿໬࡜⏘Ꮫ㐃ᦠ࡛≉࡟㧗࠸ホ౯ࢆཷࡅ࡚࠸ࡿࡓࡵ࡜኱Ꮫഃࡣศᯒࡋ࡚࠸ࡲࡍࠋ ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫࡢᅜ㝿ᡓ␎ࡣ኱ࡁࡃ୕ࡘ࠶ࡾࡲࡍࠋ

Wageningen URƷ‫׎‬ᨥ৆ဦ• ୍ࡘ┠ࡣࠊᏛෆ⎔ቃࡢᅜ㝿໬࡜࠸࠺Ĭ‫ܖ‬ϋ࿢‫ؾ‬Ʒ‫׎‬ᨥ҄(Internationalizationathome)ࡇ࡜࡛ࠊᖺࡼࡾᩍᤵゝㄒࡣⱥㄒࢆ

o 2002࠰ǑǓ૙੉ᚕᛖƸᒍᛖ• ̲ٟᛢᆉᲢ27ȗȭǰȩȠᲣƸμƯᒍᛖ• ‫ܖ‬ٟᛢᆉᲢ1-2࠰ႸƸǪȩȳȀᛖŴ3࠰ႸƸᒍᛖᲣo ‫ܖٻ‬Ʒ૨୿Ƹᒍᛖưႆ̮ (Student Handbook&Scheduleሁ)• ‫׎‬ϋ‫ٳ‬ǁƷऴ‫إ‬Ʒπ᧏ȷᡢଢࣱ• ‫ܖ‬ဃȷ૙ՃƴؕஜႎƳᒍᛖᢃဇᏡщǛᙲ൭
(https://ssc.wur.nl/Handbook)•ᇶᮏ࡜ࡋ࡚࠸ࡲࡍࠋᏛኈㄢ⛬㹼ᖺ┠ࡣᤵᴗࢆ࢜ࣛࣥࢲㄒ࡛ᐇ᪋ࡋࠊᖺ┠࠿ࡽࡣⱥㄒ࡛ᐇ᪋ࡋ࡚࠸ࡿ࡜࠸࠺ࡇ࡜

‫׎‬ᨥႎƳ‫ܖ‬፼ȷᄂᆮဃ७ኒ(Internationallearningandresearchecosystem)o ĭ૙ᏋȷᄂᆮϋܾƷ‫׎‬ᨥ҄(Internationalcontent)o Į‫׎‬ᨥᡲઃ(Internationalcollaboration)••••࡛ࡍࠋࡲࡓࠊಟኈࣉࣟࢢ࣒ࣛࡣ඲࡚
ⱥㄒ࡛ᐇ᪋ࡋ࡚࠸ࡲࡍࠋ࢜ࣛࣥࢲ࡛ࡣ

ᅹ‫ܖ‬ȷࣖဇᄂᆮȷ᚞ጀȷ૙ᏋƷወӳ
Wageningen maincampusǰȭȸȐȫȷȑȸȈȊȸƱƷ৆ဦႎ‫׎‬ᨥਗໜƷᚨփǪȳȩǤȳȷȖȬȳȇǣȃȉȷǳȸǹƷ෇ဇ

Satoko Fukahori, NIER

ⱥㄒࡀከࡃࡢேࡓࡕ࡟ࡼࡗ࡚᪥ᖖⓗ࡟ヰࡉࢀ࡚࠸ࡿࡢ࡛ࠊࡇࢀࡀྍ⬟࡟࡞ࡗ
2015/1/19

24

࡚࠸ࡿࢃࡅ࡛ࡍࡀࠊࡑࢀ࡛ࡶ㹼ᖺ⏕ࡣ࢜ࣛࣥࢲㄒ࡛ṇ☜࡟⌮ゎࡉࡏࡿࡇ࡜ࡀ㔜せ࡛࠶ࡿ࡜࠸࠺⪃࠼᪉ࢆᣢࡗ࡚࠾ࡽࢀࡿࡢࡀ༳㇟ⓗ࡛ࡋࡓࠋ ࡉ ࡽ࡟ࠊᏛෆࡢᩥ᭩ࡣᇶᮏࠊⱥㄒ࡛Ⓨಙࡋࡲࡍࠋ౛࠼ࡤ 6WXGHQW
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ࡵ࡟ࡶࠊ࢜ࣛࣥࢲㄒ࡛ࡣᩒ࠼࡚సࡽࡎࠊⱥㄒ୍✀㢮࡛సࡿࠋࡑࢀࡣ஦ົ
ᒁ࡜ࡋ࡚ࢥࣥࢺ࣮࡛ࣟࣝࡁࡿࡇ࡜࡞ࡢࡔ࡜࠸࠺ㄝ࡛᫂ࡋࡓࠋࡑࡢຠᯝ࡜
ࡋ࡚ࡣࠊᅜෆእ࡬ࡢ᝟ሗⓎಙࡢබ㛤ᛶ࣭㏱᫂ᛶࠊࡍ࡞ࢃࡕ࢜ࣛࣥࢲ࡟␃
ࡲࡽࡎᅜእ࡟ࡶ᝟ሗබ㛤ࢆࡋ࡚࠸ࡃ᪩㐨࡛࠶ࡿ࡜࠸࠺ࡇ࡜ࠋࡑࢀ࠿ࡽࠊ
Ꮫ⏕ࡸᩍဨ࡟ᇶᮏⓗ࡞ⱥㄒ㐠⏝⬟ຊࢆせồࡋ࡚࠸ࡃ୍ࡘࡢࢩࣥ࣎ࣜࢵࢡ
࡞ྲྀ⤌࡛࠶ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ%DFKHORUࡢࣉࣟࢢ࣒ࣛ࡟ࡘ࠸࡚ࡣࠊ࣮࣍
࣒࣮࣌ࢪࡶ࢜ࣛࣥࢲㄒ࡛♧ࡉࢀ࡚࠸ࡿࡓࡵࠊ௚ᅜࡢ⪅࡟ࡣぢ࡟ࡃ࠸ࢃࡅ
࡛ࡍࡀࠊ6WXGHQW+DQGERRNࡸࢫࢣࢪ࣮ࣗࣝ࡟㛵ࡋ࡚ࡣⱥㄒ࡛♧ࡉࢀ࡚࠸

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ࡿࡓࡵࠊ␃Ꮫ⏕ࡶ㔜せ࡞ࡇ࡜ࡣᴫࡡㄞࡳྲྀࢀࡿࢃࡅ࡛ࡍࠋ ஧ࡘ┠ࡀᅜ㝿ⓗ࡞Ꮫ⩦࣭◊✲⏕ែ⣔ࠊ࢚ࢥࢩࢫࢸ࣒ࢆసࡗ࡚࠸ࡿⅬ࡛ࡍࠋࡇࢀࡣඛ⛬ࡢ㜿Ụඛ⏕ࡢࠕ&DPSXV LQ &DPSXVࠖࡢྲྀ⤌࡜ࡼࡃఝ࡚
࠸ࡿ࡜ᛮ࠸ࡲࡋࡓࡀࠊᩍ⫱࣭◊✲ෆᐜࡢᅜ㝿໬ࡀ┠ᣦࡉࢀ࡚࠸ࡲࡍࠋ୕
ࡘ┠࡟ࠊᅜ㝿㐃ᦠࢆ㐍ࡵ࡚࠸ࡃࡇ࡜࡛ᩍ⫱⎔ቃࡢᅜ㝿໬ࡶ㐍ࡵ࡚࠸ࡃⅬ
࡛ࡍࠋ:DJHQLQJHQPDLQ&DPSXVࡣ࢜ࣛࣥࢲ࡟࠶ࡿࢃࡅ࡛ࡍࡀࠊࢢ࣮ࣟ
ࣂ࣭ࣝࣃ࣮ࢺࢼ࣮࡜ᡓ␎ⓗ࡞ᅜ㝿ᣐⅬࢆタႠࡋ࡚࠾ࡾࠊᏛ⏕ࡀ⾜ࡁ᮶࡛ࡁࡿࡼ࠺࡟ࡋ࡚࠸ࡲࡍࠋࡲࡓࠊ࢜ࣥࣛ࢖࣭ࣥࣈࣞࣥࢹ࢕ࢵࢻ࣭ࢥ࣮ࢫࢆ
ά⏝ࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊ஧ࡘࡢ࢟ࣕࣥࣃࢫࡢᏛ⏕ࡀᤵᴗࢆඹ᭷ࡋ࡚࠸ࡃ
ࡇ࡜ࡶྲྀࡾ⤌ࡲࢀ࡚࠸ࡲࡍࠋࡘࡲࡾࠊᩍ⫱࡜◊✲ࡢᇉ᰿ࢆ࡛ࡁࡿࡔࡅእ
ࡋ࡚ࠊᆅ⌮ⓗ࡞㝸ࡓࡾࡶ஌ࡾ㉺࠼࡚ࠊ⏕ែ⣔࡜ࡋ࡚ᩍ⫱࣭◊✲ࢆ㐍ࡵ࡚࠸ࡃ࡜࠸࠺⪃࠼᪉࡛ࡍࠋ ࡇࡢලయⓗ࡞ࠕ$VLDQ 3LORW 3URMHFWࠖAsianPilotProjectᲴ‫᧓ܖٻ‬ƷዒዓႎᡲઃȢȇȫࢆぢ࡚࠸ࡓࡔࡃ࡜ࠊఱࢆࡋࡼ࠺࡜ࡋ࡚

Nanyang TechnologicalUniversity࠸ࡿࡢ࠿ࡀࢃ࠿ࡾࡸࡍ࠸ࡢ࡛ࡣ࡞࠸࠿

ƳƥȊȳȤȳ߻ᅹ‫ܖٻ‬ǛȑȸȈȊȸƱƠƯᢠǜƩƷƔ••ǷȳǬȝȸȫƱƍƏᇌ‫ע‬࡜ᛮ࠸ࡲࡍࠋo ‫׎‬ᨥႎƳȏȖᣃࠊo ᫢Լ߻‫ܖ‬ƴ‫ݣ‬Ƣǔ૎ࡅૅੲƕ஖ࢳưƖǔᲢƱƘƴȊȳȤȳ߻ᅹ‫ܖٻ‬Უ ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫ࡛ࡣࠊᩍဨࣞ࣋

૙Ꮛᄂᆮ᪸؏ᲴႻʝᙀ‫ܦ‬ႎƳžࢍǈſ

࡛ࣝࡢᅜ㝿㐃ᦠࡣ᪤࡟ࡓࡃࡉࢇ࠶ࡗ࡚ࠊo WUR FoodTechnology
o NTU Nanotechnology,biomedicalengineering,materialsengineering•င‫ܖ‬ᡲઃȑȸȈȊȸƴǑǔଏ‫܍‬Ʒӕኵǈ•ȊȳȤȳ߻ᅹ‫ܖٻ‬Ʒ૙Ꮛᄂᆮƴ‫ݣ‬Ƣǔž̮᫂ſࡑࢀ⮬యࡣḼ㏄ࡍࡿࡅࢀ࡝ࡶࠊ኱Ꮫ࡜
ࡋ࡚ᨭ᥼ࡍࡿᅜ㝿㐃ᦠࡣ⥅⥆ⓗ࡞ྲྀ⤌o Nestle,FrieslandCampina,DSM,Purac࡛࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜⪃࠼ࡽࢀ࡚࠸ࡲo ‫ܖٻ‬ȩȳǭȳǰư࣯঺ᧈᲢQS:47, THE:86, ARWU-Shanghai:1 in Asia in Engineering)o ૙੉ᚕᛖƸμƯᒍᛖ(‫ܖ‬ဃૠ33,500ʴᲣᲢ૙Ճ3,800ƷЈ៲‫׎‬Ƹ70ǫ‫ˌ׎‬ɥᲣo ଏ‫܍‬Ʒ‫׎‬ᨥᡲઃȑȸȈȊȸᲴMIT, Stanford, Cambridge, Peking, etc.

ࡍࠋ⥅⥆ᛶࡀᮇᚅ࡛ࡁ࡞࠸028 ࡣ⤖ࡤ࡞࠸᪉㔪ࡀ᫂ゝࡉࢀ࡚࠸ࡲࡍࠋ

Satoko Fukahori, NIER

2015/1/19

25

ࠕ$VLDQ3LORW3URMHFWࠖ࡜ࡋ࡚ࠊ࡞ࡐ࣡
࣮࣊ࢽࣥࢤࣥ኱Ꮫࡀࢼࣥࣖࣥᕤ⛉኱Ꮫࢆࣃ࣮ࢺࢼ࣮࡜ࡋ࡚㑅ࢇࡔࡢ࠿ࠋ⌮⏤ࡣ኱ࡁࡃᅄࡘᣲࡆࡽࢀࡲࡍࠋ୍ࡘ
┠ࡣࠊࢩ࣏࣮ࣥ࢞ࣝࡢ❧ᆅ࡛ࡍࠋᅜ㝿ⓗ࡞ࣁࣈ㒔ᕷ࡛࠶ࡾࠊ≉࡟㣗ရᕤᏛ࡟ᑐࡍࡿᨻᗓࡢᨭ᥼ࡀᮇᚅ࡛ࡁࡿ࡜࠸࠺ᆅᨻᏛⓗ࡞ุ᩿ࡀ࠶ࡗࡓ࡜࠸
࠺ࡇ࡜࡛ࡍࠋ ஧ࡘ┠ࡀࠊᩍ⫱࣭◊✲㡿ᇦࡢ㐃ᦠ࡟ࡼࡗ࡚ࠊ┦஫⿵᏶ⓗ࡟ࠕᙉࡳࠖࢆ
ά࠿ࡋ࡚࠸ࡅࡿⅬ࡛ࡍࠋ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫࡣ㣗ရᕤᏛࢆࠕᙉࡳࠖ࡟ᣢ
ࡗ࡚࠸ࡲࡍࡀࠊࢼࣥࣖࣥᕤ⛉኱Ꮫࡣࢼࣀࢸࢡࣀࣟࢪ࣮ࠊࣂ࢖࣓࢜ࢹ࢕࢝
࢚ࣝࣥࢪࢽ࢔ࣜࣥࢢࠊᮦᩱᕤᏛࠊࡑࡢࡼ࠺࡞ࠕᙉࡳࠖࢆᣢࡗ࡚࠸ࡲࡍࠋ
ࡇࢀࡽࢆ⤌ࡳྜࢃࡏࡿࡇ࡜࡟ࡼࡗ࡚ࠊᙉຊ࡞Ꮫ㝿ⓗᅜ㝿㐃ᦠࣉࣟࢢ࣒ࣛ
ࡀసࢀࡿ࡜࠸࠺ุ᩿ࡀ࠶ࡗࡓ࡜࠸࠺ࡇ࡜࡛ࡍࠋ ୕ࡘ┠࡟ࠊ⏘Ꮫ㐃ᦠࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ࢿࢫࣞ࡞࡝ࡢ௻ᴗࡀ᪤࡟ࢩࣥ࢞
࣏࣮ࣝ࡟㐍ฟࡋ࡚࠸࡚ࠊᑗ᮶ⓗ࡟ࡣ⏘Ꮫ㐃ᦠࡢಟኈㄢ⛬ࠊ༤ኈㄢ⛬ࢆࡘࡃࡗ࡚࠸ࡃ୍ࡘࡢᅵተ࡜ࡋ࡚㔜せ࡞せ⣲ࡀ᪤࡟ᩚࡗ࡚࠸ࡿ࡜࠸࠺Ⅼ࡛ࡍࠋ ᭱ᚋࡢᅄࡘ┠ࡣࠊࠕࢼࣥࣖࣥᕤ⛉኱Ꮫࡢᩍ⫱◊✲࡟ᑐࡍࡿᣓᘼࡘࡁࡢ
ࠗಙ㢗࡛࠘ࠖࡍࠋఱ࡟ᇶ࡙࠸࡚ࠕಙ㢗ࠖࡍࡿࡢ࠿ࠋࡇࡢࡼ࠺࡟ᆅ⌮ⓗ࡟㐲ࡃࠊᩍဨྠኈࡶ࠾஫࠸ࢆࡼࡃ▱ࡽ࡞࠸኱Ꮫࡢఱࢆぢ࡚ಙ㢗ࡍࡿࡢ࠿ࠋఛ
࠸ࡲࡋࡓ࡜ࡇࢁࠊࢼࣥࣖࣥᕤ⛉኱Ꮫࡣ኱Ꮫࣛࣥ࢟ࣥࢢ࡛ᛴᡂ㛗ࡋ࡚࠸ࡿ

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39

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ࡇ࡜ࠊᩍᤵゝㄒࡀ඲࡚ⱥㄒ࡛࠶ࡿࡇ࡜ࠊ᪤Ꮡࡢᅜ㝿ࣃ࣮ࢺࢼ࣮ࡀඃⰋ࡞
኱Ꮫ࡛࠶ࡿࡇ࡜࡜࠸ࡗࡓㄝ᫂ࢆཷࡅࡲࡋࡓࠋࡑࡢࡼ࠺࡞ព࿡࡛ࠊ┿࡟ಙ㢗ࡋ࡚࠸ࡿ࡜࠸࠺ࡼࡾࡶࠊࡇࢀࡽࡢᣦᶆࡀಙ㢗ࡢ᰿ᣐ࡟࡞ࡗ࡚࠸ࡿࡇ࡜
ศ࠿ࡾࡲࡍࠋ
ࠕ$VLDQ3LORW3URMHFW࡛ࠖලయⓗ࡟
BScMinor(2nd major)–FoodTechology (2014᳸)ႸႎᲴMScᲢ FoodTechology ᲣƷแͳᲢ2017᳸Უ
ResearchProgramme&PhDCooperation(2015᳸Უ

ఱࢆࡋ࡚࠸ࡿࡢ࠿ࠊぢ࡚ࡳࡲࡋࡻ

• NTUBScᲢ4࠰СᲣƷɼ‫ݦ‬ૌȗȭǰȩȠƷи‫ݦ‬ૌƱƠƯࡢ୕ࡘࡢ୺ᑓᨷࣉࣟࢢ࣒ࣛࡢ๪ᑓoooB.Eng (Hons)inChemicalandBiomolecular Engineering
B.Sc (Hons)inChemistryandBiologicalChemistry
B.Sc (Hons)inBiologicalSciences࠺ࠋࡍ࡞ࢃࡕࠊࢼࣥࣖࣥᕤ⛉኱Ꮫ
ᨷ㸦6HFRQGPDMRU㸧࡜ࡋ࡚ࠊ㣗ရ

ᲥB.Sc (Minor)inFoodTechnologyƆWURƷࢫлᲴFoodSciencesClusterᲢ5ᅹႸᲣӋᎋ᝻૰ᲭƇĬFoodMicrobiology,ĭFoodChemistry,ĮFoodPhysics,įFoodProcessEngineering,İDesignandOperationofFoodQualitySystemsƆ૾ඥƇ• ᜒ፯Ტᢒᨠ૙ᏋᲣ• ȁȥȸȈȪǢȫᲢȪǢȫǿǤȠƷȕǣȸȉȐȃǯᲣ• ๫፼ȷ᬴ܱᲢ‫ݣ‬᩿-WUR૙ՃƕNTUǛᚧբᲣƆ‫ܖ‬ˮƇƳƠ
NTUƷȇǣȗȭȞȷǵȗȪȡȳȈƴWURƷᝡྂƴƭƍƯᚕӏƢǔᕤᏛࣉࣟࢢ࣒ࣛࡀᥦ౪ࡉࢀ࡚࠸ࡲ
ࡍࠋࡇࡇ࡛࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫࡣࠊࠕ)RRG 6FLHQFHV &OXVWHUࠖࡢ⛉̲ٟȗȭǰȩȠƷ
σӷᚨፗƴӼƚƨσᡫྸᚐ࢟঺ŵ• ‫ܖ‬ˮȗȭȕǣȸȫ• ǳȳȔȆȳǹ• ‫ܖ‬፼঺ௐ

Satoko Fukahori, NIER

2015/1/19

26┠ࢆᥦ౪ࡋ࡚࠸ࡲࡍࠋ࠾ᡭඖࡢཧ⪃㈨ᩱ࡜ࡋ࡚ࠊᐇ㝿ࡢࢩࣛࣂࢫࢆ
࠾㓄ࡾࡋ࡚࠸ࡲࡍࡢ࡛ࠊᚋ࡯࡝ࡺ
ࡗࡃࡾࡈぴࡃࡔࡉ࠸ࠋ
࣏࢖ࣥࢺࡣ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫ

࡛᪤࡟ᥦ౪ࡋ࡚࠸ࡿࣉࣟࢢ࣒ࣛࢆࠊࢼࣥࣖࣥᕤ⛉኱Ꮫࡢඃ⚽࡞Ꮫ⏕࡟ᑐࡋ࡚ᥦ౪ࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊ๪ᑓᨷࡢᏛ఩ࢆᥦ౪ࡋ࡚࠸ࡿࡇ࡜࡛ࡍࠋࡑ
ࡢ࢔ࣉ࣮ࣟࢳ࡜ࡋ࡚ࠊ㐲㝸ᩍ⫱ࡢㅮ⩏ࠊ㐲㝸ࢩࢫࢸ࣒ࢆ౑ࡗࡓࣜ࢔ࣝࢱ
࢖࣒ࡢࣇ࢕࣮ࢻࣂࢵࢡࡀ࡛ࡁࡿࢳ࣮ࣗࢺࣜ࢔ࣝࠊᐇ㝿࡟࣮࣡࣊ࢽࣥࢤࣥ
኱Ꮫࡢᩍဨࡀࢩ࣏࣮ࣥ࢞ࣝ࡟ฟྥ࠸࡚₇⩦࣭ᐇ⩦ࢆ⾜࠺࡜࠸࠺᪉ἲࢆ⤌ࡳྜࢃࡏ࡚ࠊࣉࣟࢢ࣒ࣛࡀ⤌ࡲࢀ࡚࠸ࡲࡍࠋ ඛ⛬ࠊᣓᘼࡘࡁࡢࠕಙ㢗ࠖ࡜⏦ࡋୖࡆࡲࡋࡓࡀࠊࡇࡢྲྀ⤌ࡢ⤖ᯝ࡜ࡋ࡚ࠊ࣮࣡࣊ࢽࣥࢤࣥ኱Ꮫࡀࢼࣥࣖࣥᕤ⛉኱Ꮫ࡜ࢲࣈ࣭ࣝࢹ࢕ࢢ࣮ࣜࢆฟ
ࡍࡢ࠿࡜࠸࠺࡜ࠊࡑ࠺࡛ࡣ࡞ࡃࠊࢹ࢕ࣉ࣐࣭ࣟࢧࣉ࣓ࣜࣥࢺ࡟࣮࣡࣊ࢽ
ࣥࢤࣥ኱Ꮫ࡟ࡘ࠸࡚ゝཬࡍࡿ࡜࠸࠺࡜ࡇࢁ࡟࡜࡝ࡵ࡚࠸ࡲࡍࠋࡋࡓࡀࡗ
࡚ࠊᑗ᮶ⓗ࡟ࡣࢪࣙ࢖ࣥࢺ࣭ࣉࣟࢢ࣒ࣛࢆࡘࡃࡗ࡚࠸ࡁࡓ࠸ࡢ࡛ࡍࡀࠊ
௒ࡢ࡜ࡇࢁࡣࡇ࠺ࡋࡓ㐃ᦠ࡛༑ศ࡛ࡣ࡞࠸࠿࡜ᙼࡽࡣ⪃࠼࡚࠸ࡲࡍࠋ┿ࡢಙ㢗㛵ಀࡀ࡛ࡁ࡚ࡁࡓ᫬Ⅼ࡛ࠊࢪࣙ࢖ࣥࢺ࣭ࣉࣟࢢ࣒ࣛ࡟Ⓨᒎࡉࡏ࡚࠸ࡃ࡜࠸࠺ࡇ࡜ࡔ࡜ᛮ࠸ࡲࡍࠋࡲࡓࠊ
ࡇ࠺ࡋࡓ㐃ᦠࡣࠊಟኈࣉࣟࢢ࣒ࣛࡢඹྠタ⨨࡟ྥࡅࡓඹ㏻⌮ゎᙧᡂࡢࢫࢸࢵ
ࣉ࡛࠶ࡿ࡜ᙼࡽࡣ⪃࠼࡚࠸ࡲࡍࠋᏛ఩
ࣉࣟࢢ࣒ࣛ࡟ࡘ࠸࡚ࡢ⪃࠼᪉ࠊࢥࣥࣆ

3-2 Case 2Ჴ
Erasmus Mundus Master of Arts EUROCULTUREࢸࣥࢫࡸᏛ⩦ᡂᯝ࡟ࡘ࠸࡚ࡢ⪃࠼᪉࡟ȁȥȸȋȳǰƴؕƮƘ‫ܖ‬ᨥႎƳ‫׎‬ᨥᡲઃȗȭǰȩȠ

ㄆ㆑ࡀᇵࢃࢀ࡚࠸ࡃ࡜ࡍࡿ࡜ࠊࡑࡢࢫ

ࡘ࠸࡚ࠊࡇࡢࡼ࠺࡞ྲྀ⤌ࢆ㏻ࡋ࡚ඹ㏻
ࢸࢵࣉࢆ㋃ࢇ࡛࠸ࡿ࡜࠸࠺ࡇ࡜ࡀࠊ㔜せ࡞ཧ⪃࡟࡞ࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲ
ࡍࠋ

Satoko Fukahori, NIER

2015/1/19


40

27

 ஧ࡘ┠ࡢ஦౛࡜ࡋ࡚ࠊ௒ᗘࡣᩥ⛉⣔ࡢࣉࣟࢢ࣒ࣛ࡟ࡘ࠸࡚ぢ࡚࠸ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
ࠕ࢚ࣛࢫ࣒ࢫ࣭࣒ࣥࢻࢗ
ࢫಟኈࣉࣟࢢ࣒࣭࣮ࣛࣘࣟ࢝ࣝࢳ࣮ࣕ㸦(UDVPXV0XQGXV0DVWHURI$UWV
(852&8/785(㸧ࠖ࡟ࡘ࠸࡚࠾ヰࡋࡉࡏ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡇ
ࢀࡣࢳ࣮ࣗࢽࣥࢢ࡟ᇶ࡙ࡃᏛ㝿ⓗ࡞ᅜ㝿㐃ᦠࣉࣟࢢ࣒࡛ࣛࠊ≉࡟ᩥ⛉⣔ࡢศ㔝࡛ࡣࡇࡢࡼ࠺࡞ࡶࡢࡀ௒ᚋቑ࠼࡚ࡃࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ ࡇࡢࣉࣟࢢ࣒ࣛࡣࠊḢᕞጤဨ఍࠿ࡽ

Erasmus Mundus Master of Arts EUROCULTURE

•

•

•

഑߸‫ۀ‬Ճ˟ƔǒŴཎƴΟǕƨ‫׎‬ᨥᡲઃȗȭǰȩȠƴɨƑǒǕǔ“AMasterofExcellence” ᆅӭǛ2005࠰Ʊ2011࠰ƴӖចŵ
Keuzegids Universiteiten(2013)Ჴ̲ٟᛢᆉ3࠰ᡲዓ1ˮ≉࡟ඃࢀࡓᅜ㝿㐃ᦠࣉࣟࢢ࣒ࣛ࡟୚࠼

ǨȩǹȠǹȷȠȳȉǥǹᲴǰȭȸȐȫᅈ˟ƴƓƚǔ഑߸᭗ሁ૙Ꮛೞ᧙ƷឋƱ᭽щǛ᭗ǊǔƜƱǛႸႎƱƠƯ഑߸ᡲӳƕӕኵǜưƍǔ‫᧓ܖٻ‬૙ᏋᡲઃȗȭǰȩȠᲢ‫ܖٻ‬ǳȳǽȸǷǢȠƱƠƯࣖѪƢǔŵᲣྕࢆᖺ࡜ᖺ࡟ཷ㈹ࡋ࡚࠸ࡲ

ࡽࢀࡿࠕ$0DVWHURI([FHOOHQFHࠖࡢ⛠ࡍࠋ࢜ࣛࣥࢲࡢ኱Ꮫࣛࣥ࢟ࣥࢢ࡛ࡶࠊ

EUROCULTUREᲴᅈ˟‫ܖ‬ȷ૎඙‫ܖ‬ȷഭӪ‫ܖ‬ȷ૨҄ᄂᆮƷྸᛯƱ૾ඥᛯǛဇƍƯŴ૎඙࣬ेӏƼǢǤȇȳȆǣȆǣƷᚐ˳ȷဃ঺ƷᚇໜƔǒŴ഑߸ƷወӳƱൟɼɼ፯Ʒႆ‫ޒ‬ƴƭƍƯ౨᚛ƠŴྸᚐǛขǊǔƜƱǛႸਦƢŵȒȈƷᆆѣǍ૨҄Ʒ᧙ࣱ̞ƴƭƍƯŴ‫؏ע‬ȷ‫ܼ׎‬ȷឬ‫ܼ׎‬ƷӲȬșȫƔǒ౨᚛ƠŴᇤʗႎưǰȭȸȐȫƳჷᜤؕႴᅈ˟Ʒ‫נ‬Ǔ૾ƴƭƍƯᎋ‫ݑ‬Ƣǔŵ഑߸Ʒʻଐႎᛢ᫆Ǎ഑߸ᡲӳƴ᧙Ƣǔྸᚐƕ൭ǊǒǕǔᎰಅǍᄂᆮƴࢼʙƢǔƨǊƴ࣏ᙲƳჷᜤȷ২Ꮱȷ७ࡇƷᏋ঺ǛႸਦƢŵo ȁȥȸȋȳǰƷ૾ඥƴؕƮƘ‫᧓ܖٻ‬૙ᏋᡲઃȗȭǰȩȠᲢ‫ܖ‬ᨥႎᲣಟኈㄢ⛬ᖺ㐃⥆఩࡜࠸࠺㧗࠸ホ౯ࢆཷࡅ࡚࠸ࡲࡍࠋ
࢚ࣛࢫ࣒ࢫ࣭࣒ࣥࢻࢗࢫ࡜ࡣࠊḢᕞ㧗➼ᩍ⫱ᅪࡢ኱Ꮫࡢ㨩ຊࢆ㧗ࡵ࡚࠸ࡃᡶែέᲴ഑߸ᡲӳȷኵጢŴNGOŴ૎඙ȷ‫ٳ‬ʩŴȡȇǣǢȷǸȣȸȊȪǺȠŴ
ᣃࠊᚘဒŴ૨҄ȞȍǸȡȳȈŴ᝵ତŴʴೌ‫˳ׇ‬ሁŵ
Satoko Fukahori, NIER

2015/1/19

28

ࡓࡵ࡟Ḣᕞጤဨ఍ࡀᐇ᪋࣭ᥦ౪ࡋ࡚࠸
ࡿࣇ࢓ࣥࢹ࢕ࣥࢢ࡛࠶ࡾࠊ኱Ꮫࡀࢥࣥ
ࢯ࣮ࢩ࢔࣒࡜ࡋ࡚ᛂເࡍࡿᯟࡀࡈࡊ࠸ࡲࡍࠋ ࡇࡢ(852&8/785(ࡢࣉࣟࢢ࣒࡛ࣛࡣࠕ♫఍Ꮫࡸᨻ἞ᏛࠊṔྐᏛࠊᩥ໬◊✲ࡢ⌮ㄽ࡜᪉ἲㄽࢆ⏝࠸࡚ࠊᨻ἞ᛮ᝿ཬࡧ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࡢゎయ࣭⏕ᡂࡢほⅬ࠿ࡽࠊḢᕞࡢ⤫ྜ࡜Ẹ୺୺⩏ࡢⓎᒎ࡟ࡘ࠸᳨࡚ウࡋࠊ⌮ゎࢆ῝ࡵࡿࡇ࡜ࠖࡀ┠ᣦࡉࢀ࡚࠸ࡲࡍࠋ ⚾ࡣࠊࢳ࣮ࣗࢽࣥࢢࡢ᪉ἲ࡟ᇶ࡙ࡃ኱Ꮫ㛫ᩍ⫱㐃ᦠࣉࣟࢢ࣒࡛ࣛ࠶ࡾࠊ
Ꮫ㝿ⓗࣉࣟࢢ࣒࡛ࣛ࠶ࡿⅬ࡟⯆࿡ࢆᣢࡕࠊᣍ⪸ᩍဨ࡜ࡋ࡚ࡢཧຍࢆ⏦ㄳࡋࠊࣇ࣮ࣟࢽࣥࢤࣥ኱Ꮫ࡜ࢹ࢘ࢫࢺ኱Ꮫ࡟ࡑࢀࡒࢀ㐌㛫ࡎࡘ࠾ୡヰ࡟࡞ࡾࡲࡋࡓࠋࡑࡋ࡚ࣇ࣮ࣟࢽࣥࢤࣥ኱Ꮫ࡟฿╔ࡋࡓึ᪥࡟ࠕ⫄Ꮚࠊ࠶࡞ࡓࡣఱࡶ⌮ゎࡋ࡚࠸࡞࠸ࠖ࡜ゝࢃࢀ࡚㐃ࢀ࡚⾜࠿ࢀࡓࡢࡀࠊ࢚ࢦ࣭ࣥࢡ
ࣞࣥࢶẶࡢㅮ₇఍࡛ࡋࡓࠋ ࢚ࢦ࣭ࣥࢡࣞࣥࢶẶ࡟ࡘ࠸࡚ぬ࠼࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍ࡛ࡋࡻ࠺࠿ࠋ⚾ࡣ኱ƳƥEUROCULTUREƕ࣏ᙲƔᏛ⏕ࡢࡇࢁ࡟▱ࡗࡓ᪉࡞ࡢ࡛ࡍࡀࠊ࣋
ࣝࣜࣥࡢቨ࡟ࡼࡿᮾすࢻ࢖ࢶࡢศ᩿࡜ࠊ• ഑߸ƷወӳƸᢊҞƹᔂቯ࡟⮳ࡿ㐣⛬ࡢ㈐௵⪅ࡔࡗࡓ᪉࡛ࡍࠋo ȕȭȸȋȳǲȳ‫ܖٻ‬ᚡࣞᜒ๫˟Ტ11உ3ଐᲣ
• șȫȪȳƷُߐْᲢ1989࠰11உ9ଐᲣ• ǨǴȳȷǯȬȳȄᲢΨ଒ிȉǤȄ‫ܼ׎‬ᚸᜭ˟ᜭᧈȷ‫᧸׎‬ᚸᜭ˟ᜭᧈᲣ
Ტhttp://www.dvhn.nl/nieuws/groningen/egon-krenzbetuigt-geen-spijt-11861793.htmlᲣ

ᪧᮾࢻ࢖ࢶᅜᐙホ㆟఍ࡢ㆟㛗࡛࠶ࡾࠊᅜ㜵ホ㆟఍ࡢ㆟㛗࡛ࡶ࠶ࡗࡓ᪉࡛ࡍࠋ
⚾ࡀࣇ࣮ࣟࢽࣥࢤࣥ኱Ꮫࢆゼၥࡋࡓࡢࡣࠊ᭶ࡢ᭱ึࡢ㐌㛫࡛ࡋࡓࡢ࡛ࠊ• ഑߸Ʒਘ‫ٻ‬ȷ‫ٶ‬ಮࣱƷ‫ٻف‬o і΁բ᫆ȷኺฎүೞȷኣʗȷ໎ܹȷȆȭࡕࡻ࠺࡝࣋ࣝࣜࣥࡢቨᔂቯࡢ࿘ᖺ
グᛕ⾜஦ࡀ⾜ࢃࢀ࡚࠾ࡾࠊ୍㐃ࡢ⾜஦Satoko Fukahori, NIER

2015/1/19

29

ࡢ᭱ึࡢࡶࡢ࡜ࡋ࡚࢚ࢦ࣭ࣥࢡࣞࣥࢶ
Ặࡢㅮ₇఍ࡀ㛤ദࡉࢀࡲࡋࡓࠋࡑࡇ࡛

ᙜ᫬ࡢ≧ἣ࡜ࠊ࣋ࣝࣜࣥࡢቨࡢᔂቯ࡟⮳ࡗࡓලయⓗ࡞⤒⦋ࢆࡘࡪࡉ࡟ㄝ

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41

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᫂ࡉࢀ࡚ࠊ⚾ࡣࡑ࠺ࡔࡗࡓࡢ࠿࡜⣡ᚓࡋ࡚⪺࠸࡚࠸ࡓࡢ࡛ࡍࡀࠊ㦫࠸ࡓ
ࡢࡣࠊ㉁␲ᛂ⟅ࡢ࡜ࡁ࡟ࡲࡿ࡛኱Ꮫࡢㅮ₇఍࡜ࡣᛮ࠼࡞࠸ࡼ࠺࡞≧ἣ࡟࡞ࡾࡲࡋࡓࠋࢡࣞࣥࢶẶࢆ⣕ᙎࡋࠊࠕ࠶࡞ࡓࡣ⮬ᕫࡢ㈐௵ࢆ࡝ࡢࡼ࠺࡟⪃࠼࡚࠸ࡿࡢ࠿ࠖ࡜࠸ࡗࡓࡇ࡜ࢆࠊ኱Ꮫࡢඛ⏕ࡸᏛ⏕ࡀᴟࡵ࡚⃭ࡋ࠸ཱྀㄪ࡛ၥ࠸ワࡵ࡚࠸ࡃ࡜࠸ࡗࡓ㉁␲ᛂ⟅ࡀ᫬㛫࡯࡝⧞ࡾᗈࡆࡽࢀࡲࡋࡓࠋ
⚾ࡣࠊḢᕞࡣ᪤࡟⤫ྜࡉࢀ࡚࠸ࡿࡶࡢࡔ࡜⪃࠼࡚࠸ࡓࢃࡅ࡛ࡍࡀࠊࡲ
ࡔࡲࡔ㐨༙ࡤ࡛࠶ࡾࠊᩍ⫱ࢆ㏻ࡋ࡚Ꮫ⏕ࡓࡕ࡟ࡑࡢ㔜せᛶࢆ⌮ゎࡉࡏࠊ♫఍࡟ᐃ╔ࡉࡏ࡚࠸࠿࡞ࡅࢀࡤࠊ࠸ࡘఱ᫬ᆒ⾮ࡀᔂࢀ࠿ࡡ࡞࠸≧ἣ࡞ࡢࡔ࡜࠸࠺ࡇ࡜ࢆឤࡌࡉࡏࡽࢀࡲࡋࡓࠋࡑࡋ࡚ࠊࡑࡢࡼ࠺࡞᫂☜࡞♫఍ⓗࢽ࣮ࢬ࡟ᇶ࡙࠸࡚㛤タࡉࢀ࡚࠸ࡿࡢࡀࠊ(852&8/785(ಟኈࣉࣟࢢࣛ
࣒ࡔ࡜▱ࡾࡲࡋࡓࠋ ࡑࡢ୍᪉࡛ࠊḢᕞࡢᣑ኱࡟ࡼࡗ࡚ከᵝᛶࡀቑ኱ࡍࡿ୰࡛ࠊປാၥ㢟ࠊ⤒῭༴ᶵࠊ⣮தࠊ⅏ᐖࠊࢸࣟࡢၥ㢟࡞࡝ࡀ㢧ᅾ໬ࡋ࡚࠸ࡲࡍࠋࡇࢀࡽࡣ
ࡲࡉ࡟኱Ꮫࡀඛぢᛶࢆᣢࡗ࡚ྲྀࡾ⤌ࡲ࡞ࡅࢀࡤ࠸ࡅ࡞࠸ㄢ㢟࡛࠶ࡾࠊ(852&8/785(ಟኈࣉࣟࢢ࣒ࣛࡣࠊࡑ࠺ࡋࡓ♫఍ⓗࢽ࣮ࢬ࡟ࡶᑐᛂࡋ
ࡼ࠺࡜ࡍࡿࡶࡢ࡞ࡢࡔ࡜⣡ᚓࡋࡓḟ➨࡛ࡍࠋ ࡇࡢ(852&8/785(ಟኈࣉࣟࢢࣛ

ErasmusMundusMasterofArtsEUROCULTURE࣒ࡣࠊḢᕞᅪෆࡢ኱Ꮫࠊᅪእ኱Ꮫࡢ

഑߸‫ח‬ϋ8‫ܖٻ‬ȷ‫ٳח‬4‫ܖٻ‬ƷǳȳǽȸǷǢȠࢥࣥࢯ࣮ࢩ࢔࣒࡛ᐇ㊶ࡉࢀ࡚࠸ࡲࡍࠋ

QSᲢ2013Უ

THEᲢ2013/2014Უ

University of Groningen, NL

97

98/117

University of Deusto, ES--

Gottingen University, DE

128

63/67

Jagiellonian University, PL(Krakow)

376-࠺࡛ࡍࡀࠊ(852&8/785(ཧຍ኱Ꮫࡢࣛࣥ࢟ࣥࢢࢆᩚ⌮ࡋ࡚ࡳࡲࡍ࡜ࠊ㧗ཧຍ኱Ꮫ኱Ꮫ㛫㐃ᦠࡣ኱Ꮫࣛࣥ࢟ࣥࢢ࡛ྠ᱁ࡢ
኱Ꮫ࡟ࡼࡗ࡚᥎㐍ࡉࢀࡿሙྜࡀከ࠸ࡼ

Palackey University, CZ(Olomouci)̺-University of Strasbourg, FR

226

201-225/ӷ

University of Udine, IT̺-Uppsala University, SE

79

111/98

Indiana University, US

240

132/150

National Autonomous University of Mexico, MX

163-࣮ࣛࣥࢻࡸࢳ࢙ࢥࡶྵࡴᮾす༡໭ࡢ୺

Osaka University, JP

55

144/157701+-

せ࡞኱Ꮫࡀྵࡲࢀ࡚࠾ࡾࠊ኱Ꮫࣛࣥ࢟

University of Pune, IN
Satoko Fukahori, NIER

2015/1/19

࠸኱Ꮫࡶࡑ࠺࡛࡞࠸኱Ꮫࡶྵࡲࢀ࡚࠸
ࡿࡇ࡜ࡀศ࠿ࡾࡲࡍࠋࡑࡢ୍᪉࡛ࠊ࣏

30ࣥࢢ࡛ࡣ࡞ࡃࠊࣉࣟࢢ࣒ࣛࡢ┠ⓗ࡟↷ࡽࡋ࡚ពᅗⓗ࡟⤌ࡲࢀࡓࢥࣥࢯ࣮ࢩ࢔

࣒࡛࠶ࡿࡇ࡜ࡀศ࠿ࡾࡲࡍࠋᅪእࡢཧຍ኱Ꮫ࡜ࡋ࡚ࡣࠊ࢔࣓ࣜ࢝ࠊ࣓࢟
ࢩࢥࠊ࢖ࣥࢻࠊ᪥ᮏʊʊ᪥ᮏࡣ኱㜰኱

ErasmusMundusMasterofArtsEUROCULTUREᏛࡀཧຍࡋ࡚࠸ࡲࡍࠋ

Წ࠰᧓ᲢᲮǻȡǹǿȸŴҥˮŴ᳸଺᧓Უ
ᇹᲫǻȡǹǿȸ
Ტ30ECTSᲣᇹᲬǻȡǹǿȸ
Ტ30ECTSᲣᇹᲭǻȡǹǿȸ
Ტ30ECTSᲣᇹᲮǻȡǹǿȸ ᇶᮏⓗ࡞ᯟ⤌ࡳ࡜ࡋ࡚ࡣࠊࢭ࣓ࢫ

഑߸‫ח‬ϋƷᲲ‫ܖٻ‬ƷƍƣǕƔư‫̲ޗ‬Ტ‫ܖ‬ဃƷᐻԛ᧙࣎ƱӲ‫ܖٻ‬ƷǳǢᅹႸƱƷȞȃȁȳǰᲣEurocompetence I(5ECTS)
CoreconceptsofEuropeansociety,politics,andcultureᲢ25ECTS)ࢱ࣮ࡢಟኈࣉࣟࢢ࣒࡛ࣛ࠶ࡾࠊ➨ࢭ഑߸‫ח‬ϋƷᲲ‫ܖٻ‬ƷƍƣǕƔư‫̲ޗ‬ᲢᇹᲫǻȡǹǿȸƱီƳǔᲣᲢ‫ܖ‬ဃƷᐻԛ᧙࣎ƴؕƮƍƯȞȃȁȳǰᲣEurocompetence II (5ECTS)
Research SeminarͲEuropeintheWiderWorld(10ECTS)
MethodologySeminarͲ(10ECTS)
IntensiveProgrammeᲢIPᲣ(5ECTS) ᲴEurocultureƷ‫ܖ‬ဃȷ૙Ճƕɟ‫ؘ‬ƴ˟ƠƯŴᜒ፯ȷǻȟȊȸȷȯȸǯǷȧȃȗȷᙸ‫ܖ‬ȷǭȣȪǢȇȸǛσஊƢǔ(7ଐ᧓ᲣŵӲ࠰IPȆȸȞƕᚨ‫ܭ‬ƞǕŴ‫ܖ‬ဃƸƦƷȆȸȞƴұƠƨȬȝȸȈǛʙЭƴ˺঺ƠƯŴIPưႆᘙƢǔŵȬȝȸȈƸ‫ܖ‬ဃႻʝƓǑƼ૙Ճƕᚸ̖ǛƢǔŵIPưƸEurocultureƷཎࣉưƋǔ‫ٶ‬ᚕᛖࣱŴ‫ܖ‬ᨥࣱŴឬ‫ࣱܼ׎‬Ŵ‫ٶ‬૨ࣱ҄ƕཎƴ᫋ᓸƴᘙЈƢǔŵ࣓ࢫࢱ࣮ࡣࠊ኱Ꮫࡢ࠸ࡎࢀ࠿࡛ᤵᴗ
ࢆཷࡅࡲࡍࠋ➨ࢭ࣓ࢫࢱ࣮ࡣࠊ஧ࡘ
┠ࡢ኱Ꮫ࡛ᤵᴗࢆཷࡅࡲࡍࠋ➨ࢭ࣓ࢫࢱ࣮ࡣࠊ༞ᴗࡋ࡚ᑵ⫋ࡍࡿᏛ⏕ࡣ࢖ᄂᆮȈȩȃǯ(25ECTs)ᲴᇹᲫǻȡǹǿȸư‫̲ޗ‬Ơƨ‫ܖٻ‬ŴǇƨƸ഑߸‫ח‬‫ٳ‬Ʒ‫ܖٻ‬ưᄂᆮƴ᧙Ƣǔ੉ಅǛ‫̲ޗ‬ŵᎰಅȈȩȃǯ(25ECTS)Ჴ4Ɣஉ᧓ƷǤȳǿȸȳƴӋьŵኳʕࢸȬȝȸȈŵ
MastersThesisPortfolio(5ECTS)
Eurocompetence IIII(5ECTS), Masters Thesis(25ECTS)

Ტ30ECTSᲣè࠰ƴ‫ׅ‬Ŵ૙Ճƕɟ‫ؘ‬ƴ˟ƠƯŴǷȩȐǹȷᚸ̖ؕแᲢር‫׊‬ȷ൦แᙹ‫ܭ‬ᲣƴƭƍƯᛅӳƏŵ
Satoko Fukahori, NIER

2015/1/19


42

31

ࣥࢱ࣮ࣥࢩࢵࣉ࡟ฟ࡚ࠊ༤ኈㄢ⛬࡟㐍ᏛࡍࡿᏛ⏕ࡣḢᕞᅪእࢆྵࡴ኱Ꮫ࡛ࡶ
࠺ࢭ࣓ࢫࢱ࣮ຮᙉࡋࡲࡍࠋ➨ࢭ࣓ࢫࢱ࣮ࡣࠊಟኈㄽᩥࢆసᡂࡍࡿ࡜࠸࠺ࡢࡀᇶᮏⓗ࡞ᵓ㐀࡛ࡍࠋ࡞࠾ࠊ➨ࢭ࣓ࢫࢱ࣮ࡢ⤊┙㐌㛫࡟ࠕ,QWHQVLYH
3URJUDPPHࠖࡀ࠶ࡾࡲࡋ࡚ࠊ኱Ꮫ࡟㏻࠺(852&8/785(ࡢᏛ⏕⣙ே࡜኱Ꮫࡢᩍဨࡀ୍ᇽ࡟఍ࡋ࡚ࢭ࣑ࢼ࣮ࠊ࣮࣡ࢡࢩࣙࢵࣉࢆᒎ㛤ࡋࡲࡍࠋࠕ,QWHQVLYH3URJUDPPHࠖࡢࢸ࣮࣐ࡀタᐃࡉࢀࠊࡑࢀ࡟ᇶ࡙࠸࡚஦๓
࡟‽ഛࡋࡓㄽᩥࢆⓎ⾲ࡋྜࡗ࡚㆟ㄽࡍࡿ࡜࠸࠺ࡢࡀ୺ࡓࡿྲྀ⤌࡛ࡍࠋࡉࡽ࡟ࠊࡇࡢᮇ㛫୰࡟ᩍဨࡀ㞟࠸ࠊࣉࣟࢢ࣒ࣛࡢᵓᡂࡸෆᐜ࡟ࡘ࠸࡚ពぢࢆ஺ࢃࡋࡓࡾࠊ࣏࣮ࣞࢺࡢ᥇Ⅼᇶ‽࡞࡝࡟ࡘ࠸࡚ඹ㏻⌮ゎࢆᙧᡂࡋࡓࡾ
ࡍࡿࡓࡵࡢ఍ྜࡀ㛤࠿ࢀࡲࡍࠋࢥࣥࢯ࣮ࢩ࢔࣒ࡢᏛ⏕࡜ᩍဨࡀ୍ᇽ࡟఍
ࡋ࡚㆟ㄽࡍࡿᶵ఍ࡀࠊࣉࣟࢢ࣒ࣛࡢ㉁ࢆ⥔ᣢࡍࡿୖ࡛㠀ᖖ࡟㔜せ࡞ព࿡ྜ࠸ࢆᣢࡗ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛ࡋࡓࠋ ࣉࣟࢢ࣒ࣛ༢఩ࡢ୰࡛ᚲಟࡢ⛉┠ࡣ㉥Ⰽ࡛♧ࡋ࡚࠸ࡲࡀࠊḢᕞ♫఍ࢆ⌮ゎࡍࡿ࠺࠼࡛୰᰾ⓗ࡞▱㆑ࡸᴫᛕࠊ◊✲᪉ἲㄽ࡟ຍ࠼࡚ࠊᢈุⓗᛮ⪃ຊ࣭ၥ㢟ゎỴ⬟ຊ࣭ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ⬟ຊ࡞࡝ࡢ⫱ᡂࢆ┠ᣦࡍ(XURFRPSHWHQFHࡀඵࡘࡢ኱Ꮫ࡛ᚲࡎᥦ౪ࡉࢀ࡚࠸ࡲࡍࠋࡑࡢ௚ࡢ⛉┠࡟ࡘ࠸࡚ࡣࠊࣉࣟࢢ࣒ࣛࡢ┠ⓗ࡟↷ࡽࡋ࡚ࠊྛ኱Ꮫࡢࠕᙉࡳࠖࢆ⏕࠿ࡋࡓෆᐜࡀᥦ౪ࡉࢀ࡚࠸ࡲࡍࠋ ⚾ࡀゼࢀࡓ࢜ࣛࣥࢲࡢࣇ࣮ࣟࢽࣥࢤ

ᇹᲫǻȡǹǿȸᲢ30ECTS)
UniversityofGroningenࣥ኱Ꮫ࡛ࡣࠊ➨ࢭ࣓ࢫࢱ࣮ࡢᏛ⏕ࡓEurocompetence I(5 ECTS)
TheLegalConstructionofEurope(5 ECTS)
CulturalHistory:DomainsofEuropeanIdentity(10 ECTS)TheCulturalConstructionofEurope(5 ECTS)
ThePoliticalConstructionofEurope(5 ECTS)

ࡢ(&76ࡢᵓᡂࡣࠊᅄゅࡢ୰ࡢ㏻ࡾ

ࡕࡀᏛࢇ࡛࠸ࡲࡋࡓࠋ➨ࢭ࣓ࢫࢱ࣮
࡟⤌ࡲࢀ࡚࠸ࡲࡍࠋ౛࠼ࡤ୕ࡘ┠ࡢࠕᩥ໬ྐࠖࡢᤵᴗࡢ୰㌟ࢆ⡆༢࡟ᚚ⤂௓࠸

CulturalHistory:DomainsofEuropeanIdentityưႸਦƢǳȳȔȆȳǹ
• πσƷᚕᛟǛ৤Йႎƴ౨᚛ƠŴᅈ˟૨҄ႎƳᚇໜƔǒȆȸȞǛਁЈƢǔŵ‫ܖ‬ᨥႎȗȭǰȩȠƔǒࢽǒǕƨჷᜤƱᅆՐǛ৤ЙႎƔƭјௐႎƴኵӳǘƤƯወӳƢǔŵ• ᭗ࡇƳ൦แƷᒍᛖǛဇƍƯŴӝ᪽ӏƼᛯᡓƷ૾ඥưᐯǒƷᎋƑǛᘙྵƢǔŵ• ̾ʴᄂᆮưɟഏȷʚഏ᝻૰Ǜஊјƴ෇ဇƠŴƦƷ঺ௐǛႆᘙƢǔŵ• ഑߸ƴ᧙Ƣǔᛯᡓȷӝ᪽ႆᘙǛŴᨂǒǕƨ଺᧓Ǜ෇ဇƠƯ஖ଐϋƴႆᘙƢǔŵ• ‫׎‬ᨥႎȷ‫ܖ‬ᨥႎǰȫȸȗƷ᚛ᛯǍᜭᛯƴӋьƠƯŴ଺ƴƸȪȸȀȸǷȃȗǛӕǓƳƕǒŴ
ǰȫȸȗȷȯȸǯƴᝡྂƢǔŵ• ᐯࠁƷǢǤȇȳȆǣȆǣȷᙹርȷ̖͌ᚇǛҗЎƴᛐᜤƠƭƭŴ৤ЙႎƔƭನሰႎƳȕǣȸȉȐȃǯǛ੩̓ƠƨǓӖƚഥǊƨǓƢǔᐯࠁЎௌᏡщǛ᧏ႆƢǔŵ
Satoko Fukahori, NIER

2015/1/19

32

ࡓࡋࡲࡍࠋ ࠕᩥ໬ྐࠖࡢ⛉┠࡛┠ᣦࡉࢀ࡚࠸ࡿ
ࢥࣥࣆࢸࣥࢫ࡜ࡋ࡚ࠊබඹࡢゝㄝࢆᢈุⓗ࡟᳨ドࡋࠊ♫఍ᩥ໬ⓗ࡞ほⅬ࠿ࡽࢸ࣮࣐ࢆᢳฟࡋࠊᏛ㝿ⓗ࡞ࣉࣟࢢ࣒ࣛ
࠿ࡽᚓࡽࢀࡓ▱㆑࡜♧၀ࢆᢈุⓗ࠿ࡘຠᯝⓗ࡟⤌ࡳྜࢃࡏ࡚⤫ྜࡍࡿ࡜࠸ࡗ

ࡓ⬟ຊࡀᢳ㇟ⓗ࡞ゝⴥ࡛♧ࡉࢀ࡚࠸ࡲࡍࠋ ලయⓗ࡟ఱࡀ࡛ࡁࡿࡼ࠺࡟࡞ࢀࡤࡼ

CulturalHistory:DomainsofEuropeanIdentity஖ࢳƞǕǔ‫ܖ‬፼঺ௐᲢᢋ঺ӧᏡưย‫ܭ‬ӧᏡᲹᲣࡃࠊࡑࢀࢆ࡝ࡢࡼ࠺࡟☜ㄆࡍࡿࡢ࠿ࢆ

• ഑߸ወӳƷȗȭǻǹƴ̞ǔഭӪǛǰȭȸȐȫƳᚇໜƔǒ༌ჷƠƯƍǔŵ• ‫ٶ‬૨҄ɼ፯Ŵ‫׎‬ൟႎǢǤȇȳȆǣȆǣŴ഑߸ǢǤȇȳȆǣ
ȆǣŴ૎඙ወ඙ŴૼƨƳᅈ˟૎඙ႎȗȭǻǹƴƭƍƯ༌ჷƠƯƍǔŵ• ഑߸ǢǤȇȳȆǣȆǣ࢟঺Ӫƴ᧙Ƣǔ‫ܖ‬ᘐႎᛯʗǛŴᇹɤ‫׎‬ƱƷ᧙ᡲƷɶưྸᚐƠƯƍǔŵ
• ഑߸ወӳȗȭǻǹǛ߹ǔ‫ٶ‬ಮƳ‫؏ע‬ႎȷ‫ܼ׎‬ႎᙸᚐƴƭƍƯŴ
ᅈ˟૨҄ႎƳᚇໜƔǒŴኺ᬴ƴఌƟƠƨჷᜤƱྸᚐǛஊƠƯƍǔŵ• ᨼ‫ׇ‬ȷ‫؏ע‬ȷ‫ܼ׎‬ȷ഑߸ȷǰȭȸȐȫᅈ˟ƷӲȬșȫƴƓƚ
ǔᅈ˟૨҄ႎƳࠀီǍσᡫໜƴ᧙ƢǔჷᜤƱჷᙸƴؕƮƘ᭗ࡇƳज़ӖࣱǛஊƠƯƍǔŵ

ᚅࡉࢀࡿᏛ⩦ᡂᯝ࡛ࠖࡍࠋḢᕞ⤫ྜࡢ♧ࡋ࡚࠸ࡿࡢࡀࠊḟࡢࢫࣛ࢖ࢻࡢࠕᮇ
ࣉࣟࢭࢫ࡟ಀࡿṔྐࢆࢢ࣮ࣟࣂࣝ࡞ほⅬ࠿ࡽ⇍▱ࡋ࡚࠸ࡿࡇ࡜ࠊከᩥ໬୺⩏ࠊᅜẸⓗ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࠊḢᕞ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࠊᨻ἞⤫἞ࠊ᪂ࡓ࡞♫఍ᨻ἞ⓗࣉࣟࢭࢫ࡟ࡘ࠸࡚⇍▱ࡋ࡚࠸ࡿࡇ
࡜࡞࡝ࠋࡇࢀ࡛ࡶࡲࡔࡲࡔᢳ㇟ᛶࡀ㧗ࡃࠊᏛ⩦ᡂᯝ࡜ࡋ࡚ࡣࡓࡋ࡚㐩ᡂྍ⬟

Satoko Fukahori, NIER

2015/1/1933

࡛ ᐃྍ⬟࡞ࡢࡔࢁ࠺࠿࡜ࡸࡸ␲ၥ࡟

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43

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ࡶᛮ࠺ࡢ࡛ࡍࡀࠊάືࡢ୰㌟࡜ࡋ࡚ࡣࠊㅮ⩏ࠊ࣮࣡ࢡࢩࣙࢵࣉࠊᏛ⏕࡟
ࡼࡿⓎ⾲࡞࡝ࠊ᪥ᮏࡢ኱Ꮫࠊ࡜ࡾࢃࡅࢮ࣑࡛ࡶ࡞ࡌࡳ῝࠸άືࡀᒎ㛤ࡉࢀ࡚࠸ࡲࡋࡓࠋ
ࡑ࠺ࡋࡓάືࡢ࢔࢘ࢺ࣒࢝ࢆホ౯ࡍ
CulturalHistory:DomainsofEuropeanIdentity‫ܖ‬፼঺ௐǢǻǹȡȳȈᲢǢǦȈǫȠᚸ̖Ʒ૾ඥᲣࡿ᪉ἲ࡜ࡋ࡚ࡣࠊฟᖍࠊࣇ࢕࣮ࣝࢻ࣡

• Ტ1ᲣЈࠗᲢ80ᲟˌɥᲣ• Ტ2ᲣǰȫȸȗȯȸǯƱȗȬǼȳȆȸǷȧȳ

࣏࣮ࢺ࡜Ⓨ⾲ࡀᣲࡆࡽࢀ࡚࠸ࡲࡍࠋヨ࣮ࢡ࡜ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࠊヨ㦂ࠊࣞo έᘍᄂᆮƷྸᚐŴᛢ᫆Ʒᚨ‫ܭ‬ŴǰȫȸȗϋưƷȇǣǹǫȃǷȧȳŴңᛦŵ• Ტ3Უᚾ᬴o ᛢ᫆‫୿׋‬Ტ Peter RietbergenᲣᲴჷᜤƷᄩᛐo 2଺᧓g2‫ׅ‬Ტ3᳸9ᇘŴ10᳸16ᇘᲣ• Ტ4ᲣȬȝȸȈƱႆᘙ㦂࡜ࡣࠊཌࡉࢭࣥࢳ࡯࡝ࡢࢸ࢟ࢫࢺ

ᜒ፯ȷ๫፼ᲢᲭECTSᲴ75଺᧓)ᚾ᬴ᲢᲬECTSᲴ50଺᧓ᲣǰȫȸȗႆᘙᲢᲫECTSᲴ25଺᧓)ȬȝȸȈᲢᲮECTSᲴ100଺᧓)෉ࢆᏛ⏕ࡀ⮬⩦ࡋ࡚ࠊࡑࡢᏛ⩦ࡢᡂᯝo ɟᚁƷɶƔǒᢠǜƩȆȸȞȷȈȃȔǯƴƭƍƯŴέᘍᄂᆮƷȬȓȥȸᲢ1000‫܌‬ᲣǛᘍƍŴᚨ‫ܭ‬Ơƨᛢ᫆ƴƭƍƯŴɟഏȷʚഏ᝻૰ƴؕƮƍƯᛯᎋƢǔᲢ5000‫܌‬Უo ȆȸȞᲢ̊):(1)European revolutions, (2)Tolerance and co-existence of religions, (3)Cultural
heritage, (4)Contacts between Europe and other cultures, (5) The European social model inhistorical perspective… (17)Minorities after World War I, (18)National monuments of World War I,(19)Decolonisation, (20)Totalitarianism, (21)Populism.
o ȈȔȃǯᲢ̊ᲣᲴ (a)Position of tsar Alexander I at the congress of Vienna (1815), (b)Vienna in
1900, (c)The roaring twenties in Europe…(q) Prague Spring 1968, (r)Balkanisationè࠰ƴ‫ׅ‬Ŵ૙Ճƕɟ‫ؘ‬ƴ˟ƠƯŴǷȩȐǹȷᚸ̖ؕแᲢር‫׊‬ȷ൦แᙹ‫ܭ‬ᲣƴƭƍƯᛅӳƏŵ
Satoko Fukahori, NIER

2015/1/19

34ࢆᅇ࡟ศࡅ࡚ࠊࡑࢀࡒࢀ᫬㛫ࡢࢸࢫࢺ࡛☜ㄆࡍࡿ࡜࠸࠺ࡶࡢ࡛ࡋࡓࠋ࣏ࣞ
࣮ࢺࡢసᡂ࡜Ⓨ⾲࡜ࡣࠊࢺࣆࢵࢡ࡜ࢸ
࣮࣐ࡀ♧ࡉࢀࠊᏛ⏕ࡣࡇࢀ࡟ἢࡗ࡚స
ᡂࡋ࡚࠸ࡃ㐣⛬ࢆ࡜ࡾࡲࡍࠋ ࡇࡢࡼ࠺࡟ぢࡲࡍ࡜ࠊ᪥ᮏࡢ኱Ꮫࡢ♫఍⛉Ꮫ⣔ࡢᤵᴗ࡛ྲྀࡾ⤌ࢇ࡛࠸ࡿෆᐜ
࡜ࠊࡑࢀ࡯࡝኱ࡁࡃ㐪࠺ࡶࡢ࡛ࡣ࡞࠸
ࡇ࡜ࡀศ࠿ࡾࡲࡍࠋ᪥ᮏࡢ኱Ꮫᩍ⫱ࡶࠊಶࠎࡢ⛉┠ࡢ࡛ࣞ࣋ࣝࡣࠊᩍ⫱┠ⓗࢆ࠸ࡗࡑ࠺᫂☜࡟ࡋࠊᏛ⩦ᡂᯝ࡜ᩍ⫱ホ౯ࡢ᪉ἲࡶศ࠿ࡾࡸࡍࡃ♧ࡍࡇ࡜࡛ࠊᲮ ȁȥȸȋȳǰƷᛢ᫆Ḣᕞ࡛ࡶ༑ศ㏻⏝ࡍࡿࡢ࡛ࡣ࡞࠸࠿࡜

ଐஜưӕኵǉ‫ئ‬ӳǢǦȈǫȠᚸ̖Ʒᛢ᫆ឤࡌࡲࡋࡓࠋࡴࡋࢁࠊࣉࣟࢢ࣒ࣛࡢࣞ
࣋ࣝ࡟࠾࠸࡚ࠊఱࡢࡓࡵ࡟ࡇࡢࣉࣟࢢ࣒ࣛࢆタ⨨ࡋࠊఱࡢࡓࡵ࡟௚኱Ꮫ࡜㐃ᦠࡍࡿࡢ࠿࡟ࡘ࠸࡚ㄝ᫂ࡍࡿຊࡀ༑ศ

Satoko Fukahori, NIER

2015/1/19

35࡛ࡣ࡞࠸ࡢ࠿ࡶࡋࢀࡲࡏࢇࠋࡑࡢⅬ࡟ࡘ࠸࡚ࠊ኱Ꮫᩍဨࡀ༑ศ࡟㆟ㄽࡋ࡚ྜពࡍࡿࡇ࡜ࡀ㠀ᖖ࡟㔜せ࡞ㄢ㢟࡛࠶ࡿࡇ࡜ࢆᙉㄪࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
ḟ࡟ࠊࢳ࣮ࣗࢽࣥࢢࡢㄢ㢟࡟ࡘ࠸࡚ࠊ
㆟ㄽࢆ㐍ࡵࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

ǢǦȈǫȠᚸ̖Ʒᛢ᫆ ࢳ࣮ࣗࢽࣥࢢ࡛ࡣࠊ࢔࢘ࢺ࣒࢝ࡢホ• TuningưƸǢǦȈǫȠƷᚸ̖ƸŴؕஜႎƴᅹႸǛਃ࢘Ƣǔ૙ՃƷᘶ᣽ƴ˓ƞǕƯƍǔŵ

౯ࡣࠊᇶᮏⓗ࡟⛉┠ࢆᢸᙜࡍࡿᩍဨࡢ⿢ 㔞 ࡟ ௵ ࡉ ࢀ ࡚ ࠸ ࡲ ࡍ ࠋo ǫȪǭȥȩȠ‫ۀ‬Ճ˟ưƷ‫ܖ‬ˮȗȭǰȩȠȷǷȩȐǹƷ১ᛐo ᚾ᬴‫ۀ‬Ճ˟ưƷᚾ᬴բ᫆Ტ੔ໜؕแᲣƷ১ᛐ

(852&8/785(ࡢ౛ࢆぢ࡚࠸ࡓࡔ࠸
࡚ࡶࠊඛ⏕᪉ࡀࠕ,QWHQVLYH3URJUDPPHࠖ• ǨǭǹȑȸȈȷǸȣȃǸȡȳȈǛᦀƑǔˁኵǈƮƘǓ୍࡛ᇽ࡟఍ࡋ࡚ホ౯ᇶ‽ࡢᦾྜࡏࢆ⾜o ‫ܖٻ‬૙ՃƕƦǕƧǕƷᅹႸƷƳƔư‫ܖ‬ဃƴᛢƠƨᛢ᫆ǛŴσᡫƷȫȸȖȪȃǯƴؕƮƍƯ੔ໜƢǔӕኵ• AAC&UƴǑǔVALUE Rubricso ‫ܖٻ‬૙Ճƕσӷưχ‫׹‬ႎƳȆǹȈբ᫆Ǜ˺঺ƠƯσஊƢǔƜƱƴǑƬƯž‫ܖٻ‬૙ᏋƷǢǦȈǫȠᲢ‫঺̲ܖ‬ௐᲣſƴƭƍƯƷσᡫྸᚐǛᄩᇌƢǔӕኵ• ‫׎‬ᇌ૙Ꮛ૎ሊᄂᆮ৑žTuning-AHELOȆǹȈբ᫆Ȑȳǯſ• žCLOCEᲴCross -border Learning Outcomes Collaboration in Engineeringſ

Satoko Fukahori, NIER

2015/1/19

ࡗࡓ࡜ࡋ࡚ࡶࠊᯝࡓࡋ࡚࡝ࡇࡲ࡛㉁ࢆ
ಖド࡛ࡁࡿࡢ࠿ࠊඵࡘࡢ኱Ꮫࡢ࠸ࡎࢀ
ࢆ༞ᴗࡋࡓᏛ⏕ࡶࠊྠࡌࢫ࢟ࣝࢭࢵࢺ
36ࢆྠࡌỈ‽ࡲ࡛㐩ᡂࡋ࡚࠸ࡿ࡜࠸࠼ࡿ
ࡢ࠿ࠊࡸࡣࡾ␲ၥࡀࡘࡁࡲ࡜࠸ࡲࡍࠋ

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44

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ࡋࡓࡀࡗ࡚ࠊࢳ࣮ࣗࢽࣥࢢࡢㄢ㢟ࡣࠊ኱Ꮫᩍဨࡢ࢚࢟ࢫࣃ࣮ࢺ࣭ࢪࣕࢵ
ࢪ࣓ࣥࢺࢆ࡝ࡢࡼ࠺࡟୙᩿࡟㘫࠼࡚࠸ࡃ࠿࡜࠸࠺Ⅼ࡟࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ
ࡲࡓࠊඛ࡟࠾ヰࡋ࠸ࡓࡋࡲࡋࡓࡼ࠺࡟ࠊḢᕞࡢ኱Ꮫ࡛ࡣ୍⯡࡟࣒࢝ࣜ࢟ࣗࣛጤဨ఍࡛Ꮫ఩ࣉࣟࢢ࣒ࣛ࡜ࢩࣛࣂࢫࡢᢎㄆࠊヨ㦂ጤဨ఍࡛࢔ࢭࢫ
࣓ࣥࢺࡢጇᙜᛶࡢ☜ㄆࡢᡭ⥆ࡁࡀ࡜ࡽࢀ࡚࠸ࡲࡍࠋࡇࡢ(852&8/785(ࣉࣟࢢ࣒ࣛ࡟ࡘ࠸࡚ࡶࠊࡑ࠺ࡋࡓᏛෆࡢ㉁ಖドᯟ⤌ࡳࡢ୰࡛㐠Ⴀࡉࢀ࡚࠸ࡲࡍࠋ࡜ࡇࢁࡀࠊ᪥ᮏ࡛ࡣࡑࡢࡼ࠺࡞ᡭ⥆ࡁࡀᚲࡎࡋࡶ࡜࡜ࡽࢀ࡚࠸
࡞࠸ࡢࡀ⌧≧࡛ࡍࠋࡑࡇࢆ࡝࠺⿵ࡗ࡚࠸ࡃࡢ࠿ࡶㄢ㢟࡜࠸࠼ࡿ࡛ࡋࡻ࠺ࠋ ࠕ࢚࢟ࢫࣃ࣮ࢺ࣭ࢪࣕࢵࢪ࣓ࣥࢺࢆ㘫࠼ࡿ௙⤌ࡳ࡙ࡃࡾࠖࡢ㔜せᛶ࡟ࡘ࠸࡚ᙉㄪࡋ࡚࠾ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋࢳ࣮ࣗࢽࣥࢢࢆᐇ᪋ࡋ࡚࠸ࡿ࢔࣓
ࣜ࢝ࡢ኱Ꮫ࡛ࡶྠᵝࡢࡇ࡜ࡀゝࢃࢀ࡚࠸ࡲࡍࡋࠊࢳ࣮ࣗࢽࣥࢢ࡟㝈ࡽࡎࠊ᭱㏆࡛ࡣ኱Ꮫᩍဨࡀᢸᙜ⛉┠ࡢ୰࡛Ꮫ⏕࡟ㄢࡋࡓㄢ㢟ࢆ࢔࣓ࣜ࢝኱Ꮫ࢝
ࣞࢵࢪ༠఍ࡀ⦅⧩ࡋࡓ࣮ࣝࣈࣜࢵࢡࢆ⏝࠸࡚᥇Ⅼࡍࡿྲྀ⤌ࡶᒎ㛤ࡉࢀ࡚࠸ࡲࡍࠋ࣮ࣝࣈࣜࢵࢡ࡜ࡣࠊホ౯ࡢほⅬ࡜Ỉ‽ࢆ࣐ࢺࣜࢵࢡࢫࡢᙧ࡛♧ࡋࡓࡶࡢ࡛ࠊ␗࡞ࡿ኱Ꮫࡀඹ㏻ࡢ࣮ࣝࣈࣜࢵࢡ࡟ᇶ࡙࠸࡚ᩍ⫱ホ౯ࢆ⾜࠺ࡇ࡜࡛ࠊࡑࡢᐈほᛶࢆ㧗ࡵࡿࡇ࡜ࡀ┠ᣦࡉࢀ࡚࠸ࡲࡍࠋ ᪥ᮏ࡛ࡶࡇࡢࢸ࣮࣐ࢆࡈ◊✲ࡉࢀ࡚࠾ࡽࢀࡿ◊✲⪅ࡀᩘྡ࠸ࡽࡗࡋࡷ
࠸ࡲࡍࠋᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ࡛ࡶࠊ኱Ꮫᩍဨࡀ඾ᆺⓗ࡞ࢸࢫࢺၥ㢟ࢆඹྠ࡛సᡂࡋ࡚ඹ᭷ࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊ኱Ꮫᩍ⫱ࡢ࢔࢘ࢺ࣒࢝࡟ࡘ࠸࡚ࡢ
ඹ㏻⌮ゎࢆ☜❧ࡍࡿྲྀ⤌ࢆᒎ㛤ࡋ࡚࠸ࡲࡍࠋ ࡇࡢࢸࢫࢺၥ㢟ࣂࣥࢡࡢྲྀ⤌ࡣࠊǨǭǹȑȸȈȷǸȣȃǸȡȳȈǛᦀƑǔˁኵǈƮƘǓ‫ܖٻ‬૙Ճƕσӷưχ‫׹‬ႎƳȆǹȈբ᫆Ǜ˺঺ƠƯσஊƢǔƜƱƴǑƬ
Ưž‫ܖٻ‬૙ᏋƷǢǦȈǫȠſƴƭƍƯƷσᡫྸᚐǛᄩᇌƢǔ
2014࠰ǑǓೞ఺߻‫ܖ‬Ў᣼ư‫᧏ޒ‬2(&'$+(/2ࣇ࢕࣮ࢪࣅࣜࢸ࢕࣭ࢫ
ࢱࢹ࢕ࡢ⥅⥆஦ᴗ࡜ࡋ࡚ᅜ◊ࡀྲྀࡾ⤌ࢇ࡛࠸ࡿࡶࡢ࡛ࡍࠋ2(&'$+(/2ࣇ࢕࣮ࢪࣅࣜࢸ࢕࣭ࢫࢱࢹ࢕࡜ࡣࠊ⤒῭༠ຊ㛤Ⓨᶵᵓ࡟ࡼࡿ㧗➼ᩍ⫱࡟࠾ࡅࡿᏛ⩦ᡂᯝㄪᰝ࡛ࠊୡ⏺ඹ㏻ࡢࢸࢫࢺၥ
㢟ࢆసᡂࡋ࡚ࠊᏛ⏕ࡢ▱㆑ࡸᢏ⬟ࢆጇᙜᛶ࡜ಙ㢗ᛶࢆࡶࡗ࡚ ᐃࡍࡿࡇ࡜ࡀ
࡛ࡁࡿ࠿࡝࠺࠿᳨ドࡍࡿࡓࡵࡢヨ⾜ⓗㄪᰝ࡛ࡋࡓࠋㄪᰝࡣ୍⯡ⓗᢏ⬟ࠊ⤒῭

Satoko Fukahori, NIER

2015/1/19

37

ᏛࠊᕤᏛ㸦ᅵᮌᕤᏛ㸧ࡢศ㔝࡛ᐇ᪋ࡉࢀࡲࡋࡓࡀࠊࡑࡢ࠺ࡕ᪥ᮏࡣᕤᏛศ

㔝࡛ཧຍࡋࡲࡋࡓࠋㄪᰝࡢ⤖ᯝࠊ2(&'ࡣୡ⏺ⓗ࡞Ꮫ⩦ᡂᯝㄪᰝࡣྍ⬟࡛࠶ࡿ࡜⤖ㄽ௜ࡅࠊᮏㄪᰝࡢᐇ᪋ࢆ࿧ࡧ࠿ࡅ࡚࠸ࡿ࡜ࡇࢁ࡛ࡍࡀࠊ᪥ᮏ
ࡀࡇࡢྲྀ⤌࡟ཧຍࡋ࡚Ꮫࢇࡔࡢࡣࠊ኱Ꮫᩍဨࡀඹ㏻ࡢࢥࣥࣆࢸࣥࢫᯟ⤌ࡳ࡟ᇶ࡙࠸࡚ඹྠ࡛ࢸࢫࢺၥ㢟࡜᥇Ⅼ࣮ࣝࣈࣜࢵࢡࢆసᡂࡋࠊࢸࢫࢺࢆ
ᐇ᪋ࡋ࡚ࠊᏛ⏕ࡢゎ⟅ࢆඹྠ࡛᥇Ⅼࡍࡿࣉࣟࢭࢫࡑࡢࡶࡢࡀࠊ኱Ꮫᩍ⫱ࢆ㏻ࡋ࡚Ꮫ⏕࡟࡝ࡢࡼ࠺࡞▱㆑ࡸᢏ⬟ࡢ⩦ᚓࢆᮇᚅࡍࡿࡢ࠿࡟ࡘ࠸࡚ࡢ
ඹ㏻⌮ゎࢆࠊලయⓗ࡞ᙧ࡛ᙧᡂࡍࡿᴟࡵ࡚㔜せ࡞⤒㦂࡛࠶ࡿ࡜࠸࠺ࡇ࡜
࡛ࡋࡓࠋ

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45

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 ࡇࡢ▱ぢ࡟ᇶ࡙࠸࡚ࠊᅜ◊࡛ࡣࠊᶵᲔᕤᏛศ㔝࡛㇟ᚩⓗ࡞ࢸࢫࢺၥ㢟సᡂࡢྲྀ⤌࡟ྲྀࡾ⤌ࢇ࡛࠸ࡲࡍࠋᶵᲔᕤᏛศ㔝ࡢඛ⏕᪉ࡀ㞟࠸ࠊ኱Ꮫ༞
ᴗ┦ᙜࡢᏛ⏕ࡀఱࢆ▱ࡾࠊ⌮ゎࡋࠊ࡛ࡁࡿࡼ࠺࡟࡞ࡗ࡚࠸࡚࡯ࡋ࠸࠿ࡀ
୍┠࡛ࢃ࠿ࡿࡼ࠺࡞඾ᆺⓗ࡞ࢸࢫࢺၥ㢟ࢆసᡂࡍࡿྲྀ⤌࡛ࡍࠋ⌧ᅾ࡛ࡣࠊࡑ࠺ࡋ࡚సᡂࡋࡓࢸࢫࢺၥ㢟ࢆྛ኱ᏛࡢᏛ⏕ࡉࢇ࡟ᐇ㝿࡟ゎ࠸࡚ࡶࡽ࠸ࠊ
ࢁ࠺࡜ࡋ࡚࠸ࡿ▱㆑ࡸ⬟ຊࡀᐇ㝿࡟ ࢀ࡚࠸ࡿࡢ࠿ࢆ᳨ウࡋࠊࢸࢫࢺ
ၥ㢟ࡸ᥇Ⅼ࣮ࣝࣈࣜࢵࢡࢆಟṇࡍࡿ㐺߻‫ܖ‬Ў᣼Ể஖ࢳẰủỦ‫ܖ‬፼঺ௐỉಒࣞ௒ኵṇ໬ࡢẁ㝵ࡲ࡛㐍ࢇ࡛࠸ࡲࡍࠋࡉࡽ࡟ࠊ

A Tuning-AHELO Conceptual Framework of Expected/Desired Learning Outcomes in Engineeringᵣᵳᵰᵋᵟᵡᵣ২ᘐᎍ૙Ꮛᛐ‫ؕܭ‬แỉ௒ኵ

ჷᜤểྸᚐ

ᵟᵠᵣᵲ
২ᘐᎍ૙Ꮛᛐ‫ؕܭ‬แᵿᵇૠ‫ܖ‬Ẇᅹ‫ܖ‬Ẇ߻‫ܖ‬Ệ᧙ẴỦჷᜤửࣖဇẴỦᏡщ

ᵩᶌᶍᶕᶊᶃᶂᶅᶃ ᵿᶌᶂᴾᵳᶌᶂᶃᶐᶑᶒᵿᶌᶂᶇᶌᶅ

߻‫ܖ‬ႎЎௌᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵟᶌᵿᶊᶗᶑᶇᶑ

ᵲᶓᶌᶇᶌᶅᵋᵟᵦᵣᵪᵭ‫ܖ‬፼঺ௐỉ௒ኵ2(&'$+(/2ࣇ࢕࣮ࢪࣅࣜࢸ࢕࣭ࢫ

ؕᄽᅹ‫ܖ‬Ὁ߻‫ܖ‬ᵠᵿᶑᶇᶁᴾᵿᶌᶂᴾᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵱᶁᶇᶃᶌᶁᶃᶑ

ᶀᵇ᬴ܱửἙἈỶὅẲề᡾ᘍẲẆἙὊἑửЎௌẲềᚐ᣷ẴỦᏡщᶃᵇ߻‫ܖ‬ỉᛢ᫆ửӷ‫ܭ‬ẆૢྸẆᚐൿẴỦᏡщ߻‫ܖ‬ႎЎௌࢱࢹ࢕୍࡛⥴࡟άືࡋࡓ࣮࢜ࢫࢺࣛࣜ
࢔ࡸ࢝ࢼࢲࡢ௰㛫࡜ࡶၥ㢟ࢆඹ᭷ࡋ࡚ࠊ

ᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵟᶌᵿᶊᶗᶑᶇᶑ

ᶁᵇኺฎẆ࿢‫ؾ‬Ẇᅈ˟Ẇ૎඙Ẇ͒ྸẆͤࡍẆ‫ܤ‬μẆဃငӧᏡࣱẆਤዓӧᏡࣱễỄỉྵܱႎễСኖỉờểỂẆ
ἝὊἌỆࣖảỦẺỜỆẆἉἋἘἲẆᙲእẆἩἿἍἋửἙἈỶὅẴỦᏡщᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵢᶃᶑᶇᶅᶌពぢ஺᥮ࡍࡿࡇ࡜࡟ࡼࡗ࡚ᅜ㝿ⓗ࡞Ỉᛦ௹ᄂᆮ ᵧᶌᶔᶃᶑᶒᶇᶅᵿᶒᶇᶍᶌᶑ

ᵋίẐ߻‫ܖ‬ᵋЎௌẑỆወӳὸ‽つᐃ࡟ࡘ࡞ࡆ࡚࠸ࡃࡇ࡜࡟ࡶྲྀࡾ⤌߻‫ܖ‬ỉܱោ

ᶄᵇᴾᎰಅႎὉ͒ྸႎᝧ˓Ệ᧙ẴỦྸᚐᶈᵇ ྵˊႎբ᫆Ệ᧙ẴỦჷᜤᶉᵇ ߻‫ܖ‬ỉܱោỆ࣏ᙲễ২ඥẆ২ᏡẆྵˊႎễ߻‫ܖ‬ỉᢊφử෇ဇẴỦᏡщ߻‫ܖ‬ỉܱោ

߻‫ܖ‬ἙἈỶὅᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵢᶃᶑᶇᶅᶌ

ᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵮᶐᵿᶁᶒᶇᶁᶃ

൮ဇႎ২Ꮱᵲᶐᵿᶌᶑᶄᶃᶐᵿᶀᶊᶃ ᵱᶉᶇᶊᶊᶑᶂᵇ ‫ܖ‬ᨥႎễἓὊἲỉɟՃểẲềẆࢫлửௐẺẴᏡщᶅᵇ јௐႎỆἅἱἷἝἃὊἉἹὅửểỦᏡщᶆᵇ ߻‫ܖ‬ỆợỦᚐൿඥỉỶὅἣἁἚửẆἂἿὊἢἽẆኺฎẆ࿢‫ؾ‬Ẇᅈ˟ႎ૨ᏦỉễẦỂྸᚐẴỦẺỜỆ࣏ᙲễࠢ࠼ẟ૙᫱
ᶇᵇ ဃ෨ửᡫẳề‫ܖ‬፼Ệӕụኵớ࣏ᙲࣱửᛐᜤẲẆܱᨥỆӕụኵớᏡщ߻‫ܖ‬ἙἈỶὅᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵮᶐᵿᶁᶒᶇᶁᶃ
ίẐ൮ဇႎ২Ꮱẑỉɟᢿửԃớὸɟᑍႎ২Ꮱᵥᶃᶌᶃᶐᶇᶁᴾᵱᶉᶇᶊᶊᶑ
ίẐჷᜤểྸᚐẑỉɟᢿửԃớὸ(http://www.oecd-ilibrary.org/education/a-tuning-ahelo-conceptual-framework-of-expected-desired-learning-outcomes-inengineering_5kghtchn8mbn-en)
2015/1/19 38
Satoko Fukahori, NIER

ࢇ࡛࠸ࡲࡍࠋ ᮶ᖺᗘ௨㝆ࡣࠊ௒ᖺᗘάືࡋ࡚ࡃࡔ
ࡉࡗࡓጤဨࡢඛ⏕᪉࡟ࠊᆅᇦᣐⅬ࡟࠾࠸࡚ྠᵝࡢྲྀ⤌ࢆ෌⌧ࡋ࡚࠸ࡓࡔࡃࡇ
࡜࡛ࠊࢥࣥࣆࢸࣥࢫᯟ⤌ࡳ࡟㛵ࡍࡿඹ
㏻⌮ゎࡢ㍯ࢆᚎࠎ࡟ᗈࡆ࡚࠸ࡃࡇ࡜ࢆ

᝻૰Ხ┠ᣦࡋࡲࡍࠋࡼࡾከࡃࡢ኱Ꮫᩍဨࡀࠊ
ࡑࢀࡒࢀࡢᢸᙜ⛉┠ࡢᩍ⫱ホ౯ࢆࡇࡢඹ㏻⌮ゎ࡟ᇶ࡙࠸࡚⾜࠺ࡇ࡜࡛ࠊᏛၥ
ศ㔝ࡢ⦆ࡸ࠿࡞Ỉ‽つᐃࢆᐇ⌧ࡋ࡚࠸ࡃࡇ࡜ࡀࠊࢳ࣮ࣗࢽࣥࢢ࡟ᑐࡍࡿ᪥ᮏ
ࡢ㈉⊩ࡔ࡜⪃࠼࡚࠸ࡲࡍࠋ
ࡇࡇ࡟ᣲࡆ࡚࠸ࡿࡢࡣࠊࢸࢫࢺၥ㢟

Learningoutcomestobeevaluated:  Theabilitytoanalyseandtoexaminethefunctionandefficiencyof
machines by applying basic knowledge of mechanical engineering by explanation of the locational
conditionofawindfarm.

సᡂࡢᇶ┙࡜࡞ࡗࡓࢥࣥࣆࢸࣥࢫᯟ⤌Underlyingcompetence:ࡳ࡛ࡍࠋḢᕞ࡟࠾ࡅࡿᢏ⾡⪅ᩍ⫱ࡢ㐺

BES2:  Theabilitytodemonstrateasystematicunderstandingofthekeyaspectsandconceptsoftheirbranchofengineering.



EA2:  The ability to apply knowledge and understanding to analyse engineering products, processes᱁ㄆᐃ(85$&(ࡢᇶ‽ࠊ⡿ᅜᢏ⾡⪅ᩍandmethods.


EA6:  Theabilitytoanalysemassandenergybalances,andefficiencyofsystems.

Difficultylevel:Easy
Satoko Fukahori,
NIER

2015/1/1939⫱ㄆᐃᶵᵓ㸦$%(7㸧ࢆࡣࡌࡵ࡜ࡍࡿ
࢔ࣥࢢࣟࢧࢡࢯࣥ⣔ࡢᅜࠎ࡟࠾ࡅࡿᢏ
⾡⪅ᩍ⫱ࡢ┦஫ᢎㄆࡢᯟ⤌ࡳ㸦࣡ࢩࣥ

Pointforgrading:  Liststwofeaturesoutofthreebeloworequivalent,andexplainsthereasonsforeachofthemappropriately.

ࢺ࣭ࣥ࢔ࢥ࣮ࢻ㸧࡛ඹ᭷ࡉࢀ࡚࠸ࡿᇶ

(a) Thewindfarmislocatedonflatlandalongaseashoreandhencethereisnoobstacletoblockthewindfromflowingaroundthewindturbines.‽ ࢆ ᢳ ฟ ࡋ ࡓ ࡶ ࡢ ࡛ ࡍ ࠋThe wind kinetic energy can be utilized effectivelywith little loss because the wind directly blows
againstthewindturbinestoamaximumdegree.



7XQLQJ$+(/2ࢥࣥࣆࢸࣥࢫᯟ⤌ࡳࡣࠊ

The wind turbine blades rotate freely because the wind flows around the stationarily tower andagainsttheturbines.

ࡇࢀࡽࡢᯟ⤌ࡳࡢඹ㏻㡯ࢆᢳฟࡋࡓ࠺(b) Manywindturbinesareinstalledinonelocation.All wind turbines can be manufactured to the same design requirements because the local࠼࡛ࠊᑓ㛛ᐙ࡜㛵ಀㅖᅋయ࡜ࡢ༠㆟࡟

environmentforallturbinesisbasicallythesame.  Thisreducesthemanufacturinganddesigncosts
requiredindesigningandproducingtheturbines.ᇶ࡙࠸࡚ࡑࡢጇᙜᛶࢆ☜ㄆࡋࡓࡶࡢ࡛

The cost for installation and maintenance of wind turbines is reduced because many turbines arelocatedadjacenttoeachother.

ࡍࠋThe costforinstallationandmaintenanceof accompanying facilitiestorecovertheelectricenergy
generatedbyallturbinesisreducedbecausesuchfacilitiescanbealsoinstalledonͲsite. ㈨ᩱࡣࠊ
ࠕࢸࢫࢺၥ㢟ࣂࣥࢡࠖࡢྲྀ(c) Nobuildingorstructureislocatedaroundthewindfarm.
⤌ࡢ୰࡛సᡂࡋࡓၥ㢟ࡢ୍౛࡛ࡍࠋ࠾

Awindturbinecanbedesignedspecificallyforthewindconditionsatthelocationbecausethereisno limitation on size of the wind turbine.  This increases the efficiency in generating the electricᡭඖࡢཧ⪃㈨ᩱB࡜ࡋ࡚ࠊ᪥ᮏㄒ∧energy.
Thereisnopossibilitytocausedamagetotheneighbouringbuildingsorstructuresincaseofaccidentssuch
2015/1/19

SatokoFukahori, NIER
asthecollapseofwindturbinecolumn.


46

40



ࡢࢸࢫࢺၥ㢟࡜᥇Ⅼ࣮ࣝࣈࣜࢵࢡࢆ࠾㓄ࡾࡋ࡚࠾ࡾࡲࡍࠋ
ࠕᢏ⾡⪅ࡢࡼ࠺
࡟⪃࠼ࡿຊࠖ
ࠊᏛၥศ㔝ࡢ୰࡛Ꮫࢇࡔ▱㆑ࡸ⬟ຊࢆά⏝ࡍࡿຊࢆၥ࠺ၥ㢟ࢆ┠ᣦࡋ࡚సᡂ࠸ࡓࡋࡲࡋࡓࠋ
ࡇࡢၥ㢟ࢆⱥㄒ࡟┤ࡋ࡚ࠊ࢝ࢼࢲࠊ࣮࢜ࢫࢺࣛࣜ࢔ࠊ࢔࣓ࣜ࢝ࡢ㛵ಀ⪅࡟ᅇぴࡋ࡚ࠊ⌧ᅾࢥ࣓ࣥࢺࢆ㞟ࡵ࡚࠸ࡿࡢࡀ㈨ᩱBࡢⱥㄒ∧࡛ࡍࠋ ௒ᚋࠊࢳ࣮ࣗࢽࣥࢢࡣ࡝࠺ᒎ㛤ࡋ࡚࠸ࡃࡢ࠿ࠋࢳ࣮ࣗࢽࣥࢢࡣᖺ࡟Ḣᕞ࡛ጞࡲࡾࡲࡋࡓࡀࠊࡑࡢ᪉ἲㄽࡣ㛫ࡶ࡞ࡃ༡࢔࣓ࣜ࢝ㅖᅜ࡛᥇⏝ࡉࢀࠊࢳ࣮ࣗࢽࣥࢢ࣭ࣛࢸ࣭ࣥ࢔࣓ࣜ࢝ࡀ
ᖺ࠿ࡽጞࡲࡾࡲࡋࡓࠋࡑࡢ⫼ᬒ࡟ࡣࠊᲯ ȁȥȸȋȳǰƷ‫ޒ‬ஓ༡࢔࣓ࣜ࢝ࡢᏛ⏕ࡢከࡃࡀࢫ࣌࢖ࣥ࡟
ാࡁ࡟ฟࡿ⌧≧ࡀ࠶ࡾࠊ༡࢔࣓ࣜ࢝ㅖ

ȁȥȸȋȳǰឋ̬ᚰǢȗȭȸȁƴǑǔ̮᫂ನሰᅜࡢ኱Ꮫࡣࠊࢫ࣌࢖ࣥࡢ㞠⏝୺࡟ᑐࡋ࡚ࠊ༡࢔࣓ࣜ࢝ࡢᏛ఩ࡸ㈨᱁ࡢ౯್ࢆ
ศ࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿᚲせࡀ࠶ࡿࡢ࡛
Satoko Fukahori, NIER

2015/1/19

41

ࡍࠋḢᕞࢳ࣮ࣗࢽࣥࢢ࡛ᐃ⩏ࡉࢀࡿࢥࣥࣆࢸࣥࢫᯟ⤌ࡳ࡜ࠊࢳ࣮ࣗࢽࣥࢢ࣭

ȁȥȸȋȳǰឋ̬ᚰǢȗȭȸȁƷσஊࣛࢸ࣭ࣥ࢔࣓࡛ࣜ࢝ᐃ⩏ࡉࢀࡿࢥࣥࣆ
ࢸࣥࢫᯟ⤌ࡳࡣࡑࢀࡒࢀ⊂❧ࡋࡓࡶࡢ࡛ࡣ࠶ࡾࡲࡍࡀࠊࢥࣥࣆࢸࣥࢫᯟ⤌ࡳࢆᐃ⩏ࡋ࡚Ꮫ఩ࣉࣟࢢ࣒ࣛࢆタィࡍࡿ

2010-2013

2011

2005
2000

2009

ࠕ᪉ἲㄽࠖࢆඹ᭷ࡍࡿࡇ࡜࡛ࠊ୧ᆅᇦ

2012
2013

2011

2015

㛫ࡢಙ㢗㛵ಀࢆᵓ⠏ࡍࡿࡇ࡜ࡀ┠ᣦࡉ

2014 2012ࢀ࡚࠸ࡿࡢ࡛ࡍࠋ
2004-2007,2011-2013 ྠᵝ࡟ࠊᖺ࡟ࡣࢢࣝࢪ࢔ࠊ
ᖺ࡟ࡣ⡿ᅜࠊᖺ࡟ࡣࣟࢩ࢔࡜࣮࢜

2010-2011ࢫࢺࣛࣜ࢔ࠊᖺ࡟ࡣ࢔ࣇࣜ࢝࡜࢝

Ṽ TuningThailand,
Ṽ TuningCanada(Ontario)Ṽ TuningChina
Ṽ TuningIndia
Satoko Fukahori, NIERṼ TuningJapan

2015/1/19

42

ࢼࢲ࡛ヨ⾜ࡉࢀࡓࡾᑟධࡉࢀࡓࡾࡋ࡚
ࡁࡲࡋࡓࠋᖺ࡟ࡣ୰ኸ࢔ࢪ࢔࡜ࢱ

࢖ࠊᖺ࡟ࡣ୰ᅜࠊᖺ࡟ࡣ࢖ࣥࢻ࡜࢔ࢪ࢔࡟ࡶᗈࡀࡾࢆぢࡏ࡚࠸ࡲࡍࠋࢱ࢖࡛ࡣᨻᗓࡢ࢖ࢽࢩ࢔ࢸ࢕ࣈ࡛ᅜෆࡢ඲࡚ࡢ኱Ꮫ࡛ྲྀࡾ⤌ࡲࢀ࡚࠸ࡿ࡜ࡇࢁ࡛ࡍࠋ ࢔࣓࡛ࣜ࢝ࢳ࣮ࣗࢽࣥࢢࡀᑟධࡉࢀ࡚ࡁࡓࡢࡣࠊᅜ㝿㐃ᦠࢆಁ㐍ࡍࡿࡓࡵ࡜࠸࠺ࡼࡾࡶࠊᅜෆࡢ኱Ꮫ㛫ࡢ᥋⥆ࢆ෇⁥໬ࡍࡿࡓࡵ࡛ࡋࡓࠋࡍ࡞
ࢃࡕࠊ㛤ᨺධᏛไࡢᖺไࢥ࣑ࣗࢽࢸ࢕࣭࢝ࣞࢵࢪ࠿ࡽࠊ㧗ᰯࡢᡂ⦼ࡸ
኱ᏛධᏛ㈨᱁ヨ㦂ࡢᚓⅬ࡞࡝ࡢᇶ‽ࢆ‶ࡓࡏࡤධᏛࡀㄆࡵࡽࢀࡿᇶ‽ෆධᏛไ࠶ࡿ࠸ࡣ➇தධᏛไࡢᖺไ኱Ꮫ࡟⦅ධࡋࠊࡑࢀࡲ࡛⵳✚ࡋ࡚ࡁࡓ༢఩ࢆㄞࡳ᭰࠼ࡿࡓࡵ࡟ࡣࠊ࡝ࡢࡼ࠺࡟⛉┠㐃ᦠࢆᅗࡗ࡚࠸ࡃᚲせࡀ࠶ࡿࡢ࠿࡜࠸࠺ほⅬ࠿ࡽࠊࢳ࣮ࣗࢽࣥࢢࡢ᪉ἲࡀά⏝ࡉࢀ࡚࠸ࡿࡢ࡛ࡍࠋ
࠶ࡿ࠸ࡣࠊ㈈ᨻ㞴࡟ࡼࡿ⦰ᑠᅽຊ࡟┤㠃ࡍࡿᕞ❧኱Ꮫࡀࠊከᵝ࡞Ꮫၥศ㔝࡬ࡢᏛ⏕࡟ࡼࡿ➼ࡋ࠸࢔ࢡࢭࢫࢆಖ㞀ࡍࡿࡓࡵ࡟ࡣࠊᕞࡢᇉ᰿ࢆ㉸࠼

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࡚ࠊ㞄᥋ࡍࡿ኱Ꮫ㛫࡛┦⿵ⓗ࡟ࣉࣟࢢ࣒ࣛࢆタ⨨ࡍࡿᚲせᛶ࡟㏕ࡽࢀ࡚࠾ࡾࠊᕞ❧኱Ꮫࢩࢫࢸ࣒㛫࡛ࡢ⛣ືࢆ෇⁥໬ࡍࡿࡓࡵ࡟ࡶࢳ࣮ࣗࢽࣥࢢ
ࡢ᪉ἲࡀά⏝ࡉࢀ࡚࠸ࡿࡢ࡛ࡍࠋ
ᩘ᪥๓ࡢᖺ᭶᪥ࠊᅜ◊ࡀࢳ࣮ࣗࢽࣥࢢ᝟ሗᣐⅬ࡜ࡋ࡚ࡢᙺ๭
ࢆᘬࡁཷࡅࡿࡇ࡜ࡀỴᐃ࠸ࡓࡋࡲࡋࡓࠋࡋࡓࡀࡗ࡚ࠊ᪥ᮏ࡛ࡣᖺ࡟
ࢳ࣮ࣗࢽࣥࢢࡀṇᘧ࡟ጞࡲࡗࡓࡇ࡜࡟࡞ࡾࡲࡍࠋ ࢳ࣮ࣗࢽࣥࢢ᝟ሗᣐⅬ࡜ࡣࠊࢳ࣮ࣗ
ࢽࣥࢢ࣭ࢭࣥࢱ࣮⤌⧊ࡢ୍ࡘ࡛ࡍࠋᅜ

ȁȥȸȋȳǰȷǻȳǿȸኵጢ㝿ࢳ࣮ࣗࢽࣥࢢ࣭࢔࢝ࢹ࣑࣮ࡣࠊ• ‫׎‬ᨥȁȥȸȋȳǰȷǢǫȇȟȸ(InternationalTuningAcademy)ᖺࡼࡾࢳ࣮ࣗࢽࣥࢢࢆ≌ᘬࡋ࡚ࡁࡓࢫ

o 2000࠰ǑǓȁȥȸȋȳǰǛཏࡽƠƯƖƨȇǦǹȈ‫ܖٻ‬ᲢǹȚǤȳᲣȷȕȭȸȋȳǲȳ‫ٻ‬‫ܖ‬ᲢǪȩȳȀᲣo ȁȥȸȋȳǰƷ૾ඥᛯƷ୍ӏȷ୼ૼŴȁȥȸȋȳǰӸᆅƷɦư‫᧏ޒ‬ƞǕǔȗȭǸǧǯȈ
Ʒឋ̬ᚰŴȁȥȸȋȳǰȷȍȃȈȯȸǯƷዜਤȷ෇ࣱ҄ŵ• ȁȥȸȋȳǰऴ‫إ‬ਗໜ(TuningNationalCentre)ᲢᲺ‫׎‬ᄂ2015࠰᳸Უo Ӳ‫׎‬ƴƓƚǔ᭗ሁ૙Ꮛਃ࢘ᢿ‫ޅ‬ሁŴ᭗ሁ૙ᏋǷǹȆȠƷᚇໜƔǒȁȥȸȋȳǰƴƭƍƯ
౨᚛ƠŴɶᇌႎƳᇌ‫ئ‬Ɣǒ‫׎‬ϋƷӕኵǈƴƭƍƯऴ‫إ‬ႆ̮ưƖǔኵጢŵo ‫׎‬ᨥȁȥȸȋȳǰȷǢǫȇȟȸŴӲ‫׎‬ȁȥȸȋȳǰऴ‫إ‬ਗໜŴ‫׎‬ϋȁȥȸȋȳǰܱោਗໜƱƷऴ‫إ‬ʩ੭Ǜਖ਼ᡶƠŴȁȥȸȋȳǰƴ᧙Ƣǔ‫׎‬ϋ‫ٳ‬ƷӕኵǈƴƭƍƯŴțȸȠȚȸǸሁǛᡫƠƯऴ‫إ‬੩̓Ƣǔŵ‫׎‬ϋƷӕኵǛǳȸȇǣȍȸȈƢǔŵ• ȁȥȸȋȳǰܱោਗໜ(TuningUniversityCentre)o ȁȥȸȋȳǰƷܱោƴӕኵǉ‫ܖٻ‬ƕŴȁȥȸȋȳǰǛਖ਼ᡶƢǔƨǊƷ଀ᚨȷᚨͳƱʴՃǛᣐፗƠƯᚨፗƢǔŵ‫׎‬ᨥȁȥȸȋȳǰȷǢǫȇȟȸŴȁȥȸȋȳǰऴ‫إ‬ਗໜŴ˂ƷȁȥȸȋȳǰܱោਗໜƱᡲઃƠƯ෇ѣƢǔƜƱƕ൭ǊǒǕǔŵo ᲢȬșȫᲫᲣȁȥȸȋȳǰƴ᧙Ƣǔऴ‫إ‬Ǜ‫ܖ‬ϋƴ୍ӏƞƤǔŵo ᲢȬșȫᲬᲣȁȥȸȋȳǰǛ‫ܖ‬ϋƷӲ‫ᧉݦ‬Ў᣼ưܱោƢǔŵo ᲢȬșȫᲭᲣȁȥȸȋȳǰƴ̞ǔ૙Ꮛᄂ̲Ǜ‫ܖ‬ϋ‫ٳ‬ƴ੩̓Ƣǔŵ
Satoko Fukahori, NIER

2015/1/19

43࣌࢖ࣥࡢࢹ࢘ࢫࢺ኱Ꮫࠊ࢜ࣛࣥࢲࡢࣇ
࣮ࣟࢽࣥࢤࣥ኱Ꮫࡀ୰᰾࡜࡞ࡿ⤌⧊࡛ࠊࡑࡢᙺ๭࡜ࡋ࡚ࡣࠊࢳ࣮ࣗࢽࣥࢢࡢ᪉
ἲㄽࡢᬑཬ࡜᭦᪂ࠊࢳ࣮ࣗࢽࣥࢢྡ⛠ࡢࡶ࡜࡛ᒎ㛤ࡉࢀࡿࣉࣟࢪ࢙ࢡࢺࡢ㉁ಖドࠊࢳ࣮ࣗࢽࣥࢢ࣭ࢿࢵࢺ࣮࣡ࢡࡢ
⥔ᣢ࣭άᛶ໬ࢆᢸࡗ࡚࠸ࡃࡇ࡜ࡀᣲࡆ
ࡽࢀࡲࡍࠋ ࢳ࣮ࣗࢽࣥࢢ᝟ሗᣐⅬࡣࠊྛᅜ࡟࠾

ࡅࡿ㧗➼ᩍ⫱ᢸᙜ㒊ᒁࠊ࠶ࡿ࠸ࡣ㧗➼ᩍ⫱ࢩࢫࢸ࣒ࡢほⅬ࠿ࡽࢳ࣮ࣗࢽ
ࣥࢢ࡟ࡘ࠸᳨࡚ウࡋ࡚୰❧ⓗ࡞❧ሙ࠿ࡽᅜෆࡢྲྀ⤌࡟ࡘ࠸࡚᝟ሗⓎಙ࡛ࡁࡿ⤌⧊ࡀᢸ࠺࡜࠸࠺ࡇ࡜࡟࡞ࡗ࡚࠸ࡲࡍࠋࡑࡢᙺ๭࡟ࡣࠊᅜ㝿ࢳ࣮ࣗࢽࣥࢢ࣭࢔࢝ࢹ࣑࣮ࠊྛᅜࢳ࣮ࣗࢽࣥࢢ᝟ሗᣐⅬࠊᅜෆࢳ࣮ࣗࢽࣥࢢᐇ
㊶ᣐⅬ࡜ࡢ᝟ሗ஺᥮ࢆ᥎㐍ࡋࠊࢳ࣮ࣗࢽࣥࢢ࡟㛵ࡍࡿᅜෆእࡢྲྀ⤌࡟ࡘ࠸࡚࣮࣒࣮࣍࣌ࢪ➼ࢆ㏻ࡋ࡚᝟ሗᥦ౪ࡍࡿࡇ࡜ࠊᅜෆࡢྲྀ⤌ࢆࢥ࣮ࢹ࢕
ࢿ࣮ࢺࡍࡿࡇ࡜࡞࡝ࡀྵࡲࢀࡲࡍࠋᅜ㝿ࢳ࣮ࣗࢽࣥࢢ࣭࢔࢝ࢹ࣑࣮ࡢ౫
㢗ࢆཷࡅ࡚ࠊᅜ◊ࡀᘬࡁཷࡅࡿࡇ࡜࡟࡞ࡗࡓࡢࡣࠊඛ࡟⏦ࡋୖࡆࡓ㏻ࡾ࡛ࡍࠋ ࢳ࣮ࣗࢽࣥࢢᐇ㊶ᣐⅬࡣࠊࢳ࣮ࣗࢽࣥࢢࡢᐇ㊶࡟ྲྀࡾ⤌ࡴ኱Ꮫ࡟࠾࠸
࡚ࠊࢳ࣮ࣗࢽࣥࢢࢆ᥎㐍ࡍࡿࡓࡵࡢ᪋タ࣭タഛ࡜ேဨࢆ㓄⨨ࡋ࡚タ⨨ࡉࢀࡲࡍࠋᅜ㝿ࢳ࣮ࣗࢽࣥࢢ࣭࢔࢝ࢹ࣑࣮ࠊࢳ࣮ࣗࢽࣥࢢ᝟ሗᣐⅬࠊ௚ࡢࢳ࣮ࣗࢽࣥࢢᐇ㊶ᣐⅬ࡜㐃ᦠࡋ࡚άືࡍࡿࡇ࡜ࡀồࡵࡽࢀ࡚࠾ࡾࠊ୕ࡘ
ࡢࣞ࣋ࣝ࡟ศ㢮ࡉࢀࡲࡍࠋࣞ࣋ࣝࡣࠊࢳ࣮ࣗࢽࣥࢢ࡟㛵ࡍࡿ᝟ሗࢆᏛ
ෆ࡟ᬑཬࡉࡏࡿẁ㝵ࠋࣞ࣋ࣝࡣࠊࢳ࣮ࣗࢽࣥࢢࢆᏛෆࡢᏛၥศ㔝࡛ᐇ㊶ࡍࡿẁ㝵ࠋࣞ࣋ࣝࡣࠊࢳ࣮ࣗࢽࣥࢢ࡟ಀࡿᩍ⫱◊ಟࢆᏛෆእ࡟ᥦ౪
ࡍࡿᙺ๭ࢆᢸ࠺ẁ㝵࡛ࡍࠋࢳ࣮ࣗࢽࣥࢢᐇ㊶ᣐⅬࡢㄆᐃࡣࠊᅜ㝿ࢳ࣮ࣗࢽࣥࢢ࣭࢔࢝ࢹ࣑࣮ࡀ⾜࠸ࡲࡍࠋ せࡍࡿ࡟ࠊࢳ࣮ࣗࢽࣥࢢࡢᐇ㉁ⓗྲྀ⤌ࡣᐇ㊶ᣐⅬ࡛⾜ࢃࢀࠊࡑࡢ᝟ሗ
ࢆ㞟⣙ࡍࡿࡢࡀ᝟ሗᣐⅬ࡛࠶ࡾࠊྲྀ⤌඲యࢆ࣮ࣜࢻࡍࡿࡢࡀᅜ㝿ࢳ࣮ࣗࢽࣥࢢ࣭࢔࢝ࢹ࣑࣮࡜࠸࠺ࡇ࡜࡟࡞ࡾࡲࡍࠋࡇࡢࡼ࠺࡞యไ࡛᥎㐍ࡋ࡚࠸ࡃࡇ࡜࡟ࡼࡗ࡚ࠊᅜ㝿㐃ᦠࡀࡼࡾຠᯝⓗ࡟㐍ࡵࡽࢀࡿ࡜⪃࠼ࡽࢀࡲࡍࠋ ⯆࿡῝࠸᪂ࡋ࠸ືࡁ࡜ࡋ࡚ࠊᏛ఍༢఩ࡢྲྀ⤌ࡶᡭ᥃ࡅࡽࢀ࡚࠸ࡲࡍࠋ

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48

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ࡍ࡞ࢃࡕࠊ࢔࣓ࣜ࢝ṔྐᏛ఍ࡀᏛ఍ά

TuningUSA
TuningTheHistoryDiscipline
AmericanHistoricalAssociation•ື࡜ࡋ࡚ࢳ࣮ࣗࢽࣥࢢ࡟ྲྀࡾ⤌ࢇ࡛࠸ࡲࡍࠋࢳ࣮ࣗࢽࣥࢢࡣᏛၥศ㔝ࡢྲྀ⤌࡛ࡍࡢ࡛ࠊ௒ᚋࡣࡇࡢࡼ࠺࡞ྲྀ⤌ࡀቑᵐᵎᵏᵐ῍ ᾐᾗᾐἓἷὊἝὅἂὉἩἿἊỹἁἚ– ᄂᆮᛢ᫆ᾉ Whatdoesahistorymajorofferastudent ίA.A.,B.A.,M.A)?

– ἩἿἊỹἁἚἳὅἢὊᾉ‫˟ܖ‬ՃửѪᨼίࣖѪᎍᵏᵐᵎὸḵᴾᵔᵎʴὺᵏᵓʴίᵑᵎ߸ᵕᵎ‫˷ܖٻ‬ụὸᏑ୎ᾉഭӪ‫ܖ‬ỉҡಅဃỉ‫ݼ‬Ꮀᩊ ḳ ഭӪ‫ܖ‬૙ՃỊᢊ፯ႎᝧ˓ử᝟ẾềẟỦẇỈỤẟᾉ– ഭӪ‫ܖ‬૙Ճỉ‫ᧉݦ‬ႎ᧙࣎ử‫ٳܖ‬ỆờớẬỦẮểẇ– ഭӪ‫ܖ‬૙Ճầ‫ܖ‬ဃỉ‫ܖ‬ỎỆ‫ݣ‬Ẳềᨼ‫ׇ‬ႎᝧ˓ử᝟ảỦợạỆẴỦẮểẇ– ഭӪ‫ܖ‬૙Ꮛử‫ܖ‬ဃᙻໜỉờỉỆ᠃੭ẴỦẮểẇ– ‫ܖ‬ဃầᐯỤ˴ử‫ܖ‬ỮỂấụẆẸỉॖ፯Ị˴ễỉẦửᐯᙾႎỆểỤảỤủỦợạỆẴỦẮể
ỂẆᨽဇẆࠊൟᅈ˟ồỉӋьẆဃ෨‫ܖ‬፼ỆớẬềợụợẪแͳẴỦẮểẇ
– AHAHistoryTuningProject:HistoryDisciplineCore– http://www.historians.org/teaching-and-learning/current-projects/tuning/history-discipline-core– ᵨᵌᵥᶐᶍᶑᶑᶋᵿᶌʙѦ‫ᧈޅ‬ẦỤଐஜ‫ܖ‬ᘐ˟ᜭồỉЎ᣼КӋༀؕแỉ᧏ᅆ̔᫂••

Satoko Fukahori, NIER

2015/1/19

44࠼࡚ࡃࡿ࡜ᛮࢃࢀࡲࡍࡢ࡛ࡈ⤂௓ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࢔࣓ࣜ࢝ṔྐᏛ఍࡛ࡣ࣑ࣝࢼᩍ⫱㈈ᅋࡢᨭ᥼ࢆཷࡅ࡚ࠊᖺࡼࡾࢳ࣮ࣗ
ࢽࣥࢢ࣭ࣉࣟࢪ࢙ࢡࢺࠕ:KDW GRHV D
KLVWRU\PDMRURIIHUDVWXGHQW㸦ṔྐᏛᑓᨷࡣᏛ⏕࡟ఱࢆᥦ౪ࡍࡿࡢ࠿㸧ࠖࢆᒎ㛤ࡋ࡚࠸ࡲࡍࠋᏛ఍ဨ࡜஦ົᒁࢆྜࢃࡏ
࡚ேࠊᕞ኱Ꮫ࡟ࢃࡓࡿඛ⏕᪉ࡀࠊṔྐᏛࡢࢥࣥࣆࢸࣥࢫࢆᐃ⩏ࡋࠊࡑࢀࢆලయⓗ࡞Ꮫ఩ࣉࣟࢢ࣒ࣛ࡟ᒎ㛤ࡋ࡚࠸ࡃάື࡟ྲྀࡾ⤌ࢇ࡛࠾ࡽࢀࡲࡍࠋ ṔྐᏛ఍ࡀࢳ࣮ࣗࢽࣥࢢ࡟ྲྀࡾ⤌ࡴࡢ࡟ࡣ⌮⏤ࡀ࠶ࡾࡲࡍࠋ୍ࡘࡣࠊ
ṔྐᏛࡢ༞ᴗ⏕ࡢᑵ⫋㞴࡛ࡍࠋ࢔࣓࡛ࣜ࢝ࡶṔྐᏛࡀ㔜せ࡞Ꮫၥศ㔝࡛࠶ࡿࡇ࡜ࡣࠊㄡࡶྰᐃࡣࡋ࡞࠸ࢃࡅ࡛ࡍࡀࠊṔྐᏛࢆᏛࢇ࡛ࡶ᭷ᮃ࡞⫋࡟ᑵࡁ࡟ࡃ࠸ࡓࡵࠊேẼࡀ࡝ࢇ࡝ࢇୗࡀࡾࠊṔྐᏛᑓᨷࡢᏛ⏕ࡀῶࡗ࡚ࡁ࡚࠸ࡿၥ㢟ࡀ࠶ࡾࡲࡍࠋࡇࡢࡇ࡜ࡣࠊ୍⏕ᠱ࿨࡟⫱࡚ࡓ༤ኈㄢ⛬ࡢᏛ⏕ࡢᑵ⫋ඛࡶῶࡗ࡚ࡃࡿࡇ࡜ࢆព࿡ࡍࡿࡓࡵࠊᏛၥศ㔝ࡢ⾶㏥ࡶ༴ࡪࡲ
ࢀࡿࡢ࡛ࡍࠋࡇࡢ஦ែ࡟ᑐࡋ࡚ࠊṔྐᏛ఍ࡣ㐨⩏ⓗ㈐௵ࢆ㈇ࡗ࡚࠸ࡿ࡜
࠸࠺ㄆ㆑ࢆᏛ఍ဨࡀඹ᭷ࡋ࡚ࠊ≧ἣࡢᨵၿ࡟ྲྀࡾ⤌ࡴࡓࡵ࡟ࠊࢳ࣮ࣗࢽ
ࣥࢢࡣᡭ᥃ࡅࡽࢀࡲࡋࡓࠋ ࢳ࣮ࣗࢽࣥࢢࡢࡡࡽ࠸࡜ࡋ࡚ࡣࠊṔྐᏛᩍဨࡢᑓ㛛ⓗ㛵ᚰࢆᏛእ࡟ࡶ
ྥࡅࡿࡇ࡜ࠊṔྐᏛᩍဨࡀᏛ⏕ࡢᏛࡧ࡟ᑐࡋ࡚㞟ᅋⓗ㈐௵ࢆ㈇࠼ࡿࡼ࠺
࡟ࡍࡿࡇ࡜ࠊṔྐᏛᩍ⫱ࢆᏛ⏕どⅬࡢࡶࡢ࡟㌿᥮ࡍࡿࡇ࡜ࠊᏛ⏕ࡀ⮬ࡽఱࢆᏛࢇ࡛࠾ࡾࠊࡑࡢព⩏ࡣఱ࡞ࡢ࠿ࢆ⮬ぬⓗ࡟ᤊ࠼ࡽࢀࡿࡼ࠺࡟ࡍࡿ
ࡇ࡜࡛ࠊ⫋ᴗ♫఍ࡸᕷẸ♫఍࡬ࡢཧຍࠊ⏕ᾭᏛ⩦࡟ྥࡅ࡚ࡼࡾࡼࡃ‽ഛࡍࡿࡇ࡜ࡀᣲࡆࡽࢀ࡚࠸ࡲࡍࠋ ṔྐᏛ఍ࡢࢢࣟࢫ࣐ࣥ஦ົᒁ㛗࡟ࠊ᪥ᮏᏛ⾡఍㆟࡟࠾࠸࡚Ꮫၥศ㔝ูࡢཧ↷ᇶ‽ࡀ⟇ᐃⲨࢀ࡚࠾ࡾࠊྐᏛศ㔝࡛ࡶሗ࿌᭩ࡀࡲ࡜ࡵࡽࢀࡓࡇ࡜
ࢆ࠾ヰ࠸ࡓࡋࡲࡋࡓࡽࠊࡐࡦᣏぢࡉࡏ࡚࡯ࡋ࠸࡜࠸࠺౫㢗ࢆ࠸ࡓࡔࡁࡲ
ࡋࡓࠋࡑ࠺ࡋࡓ⤒⦋࡛ࠊ⌧ᅾࠊྐᏛጤဨ఍࡛⩻ヂࢆ㐍ࡵࡽࢀ࡚࠸ࡽࡗࡋ
ࡷ࠸ࡲࡍࠋࡇࢀࡀዎᶵ࡜࡞ࡗ࡚ࠊᅜ㝿ⓗ࡞᝟ሗ஺᥮ࡀ⾜ࢃࢀࠊᩍ⫱ࡢᅾࡾ᪉࡟ࡶᙳ㡪ࡍࡿࡇ࡜ࢆ㢪ࡗ࡚ࡸࡳࡲࡏࢇࠋ ᮏ᪥ࡢሗ࿌ࢆࡲ࡜ࡵࡲࡍ࡜ࠊḟࡢࡼ࠺࡟࡞ࡾࡲࡍࠋࢳ࣮ࣗࢽࣥࢢࡣ኱
Ꮫ㛫ࡢಙ㢗ᵓ⠏ࡢ㐨ල࡛࠶ࡾࠊ⥅⥆ⓗ㐃ᦠࡢ㘽࡛ࡍࠋ௒ࠊᚲせ࡞ࡢࡣࠊ኱Ꮫᩍဨ㛫ࠊ኱Ꮫ㛫ࠊ኱Ꮫ࡜♫఍ࡢ㛫ࡢᑐヰ࡛࠶ࡾࠊၥࢃࢀ࡚࠸ࡿࡢࡣࠊ
Ꮫ⏕ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥຊࡔࡅ࡛ࡣ࡞ࡃࠊ኱Ꮫேࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙ
ࣥຊ࡛࠶ࡿࡇ࡜ࠋࡑ࠺ࡋࡓほⅬ࠿ࡽ኱Ꮫᩍ⫱࡟ࡘ࠸࡚࠾⪃࠼࠸ࡓࡔࡅࢀ
ࡤᖾ࠸࡛ࡍࠋ

49௨ୖ࡛⚾࠿ࡽࡢሗ࿌ࢆ⤊ࢃࡽࡏ࡚࠸
ࡓࡔࡁࡲࡍࠋᚚΎ⫈࠶ࡾࡀ࡜࠺ࡈࡊ࠸
ࡲࡋࡓࠋȁȥȸȋȳǰ
̮᫂ನሰዒዓႎᡲઃƷᦆ‫ܖٻ‬૙Ճ᧓ȷ‫᧓ܖٻ‬ȷ‫ܖٻ‬Ʊᅈ˟Ʒ᧓Ʒ‫ݣ‬ᛅբǘǕǔǳȟȥȋǱȸǷȧȳщ

Satoko Fukahori, NIER

2015/1/19

45

2015/1/1946

ƝฌᎮƋǓƕƱƏƝƟƍǇƠƨ
fukahori@nier.go.jp

Satoko Fukahori, NIER

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50

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㉁␲ᛂ⟅

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 ࡇࡇ࡛ࠊࡇࢀࡲ࡛ࡢᚚㅮ₇ࢆ㋃ࡲ࠼ࡲࡋ࡚ពぢ஺᥮ࡢ᫬㛫ࢆᣢࡕࡓ࠸
࡜ᛮ࠸ࡲࡍࠋ఍ሙࡢⓙࡉࢇ࠿ࡽᚚពぢ➼ࢆ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࡢ࡛ࠊ
ࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ
 ᚚ㉁ၥࠊᚚពぢ➼ࡢ࠶ࡿ᪉ࡣᣲᡭࢆ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ
࠙ụ⏣ࠚ Ꮫ㛗⿵బᐊ㛗ࡢụ⏣࡛ࡍࠋ௒᪥ࡣࠊ࠾୕᪉࡜ࡶࡍࡤࡽࡋ࠸ㅮ
₇ࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࡶࡕࢁࢇ㜿Ụඛ⏕ࠊᐑᮏඛ⏕ࡢ࠾ヰࡣ๓࠿ࡽ⚾ࡶఛࡗ࡚࠸ࡓࡢ࡛ࡍࡀࠊ≉࡟῝ᇼඛ⏕ࡢ࠾ヰ࡟㛵ࡋࡲࡋ࡚ࡣࠊࢫ࣮ࣃ࣮ࢢ࣮ࣟࣂࣝࡢⴭ᭩ࡢ୰࡛
ࡶࠊࢳ࣮ࣗࢽࣥࢢ࡜࠸࠺ࡢࡣ୍ࡘࡢ㔜せ࡞せ⣲࡜ࡋ࡚⟃Ἴ኱Ꮫ࡛ࡶྲྀࡾ
⤌ࡳࡓ࠸࡜᭩࠸࡚ࡋࡲࡗࡓᡭ๓ࡶ࠶ࡾࡲࡋ࡚ࠊ㠀ᖖ࡟௒᪥ࡣⰋ࠸ຮᙉࢆ
ࡉࡏ࡚࠸ࡓࡔࡁࡲࡋ࡚ࠊᮏᙜ࡟࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࠸ࢁ࠸ࢁ⪺ࡁࡓ࠸ࡇ࡜ࡣ࠶ࡿࡢ࡛ࡍࡀࠊ࡯࠿࡟ࡶ㉁ၥࡀ࠶ࡿ࡜ᛮ࠸ࡲ
ࡍࡢ࡛ࠊⅬࡔࡅᩍ࠼࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ඛ⛬ࢫࣛ࢖ࢻ࡛ࠊࢳ࣮ࣗࢽࣥࢢࡢᗈ

ȁȥȸȋȳǰឋ̬ᚰǢȗȭȸȁƷσஊࡀࡾࡢᆅᅗࡀ࠶ࡾࡲࡋࡓࡀࠊࡇࢀࢆぢࡿ࡜ࠊࡥࡗ࡜ぢ࡟ࡣࢳ࣮ࣗࢽࣥࢢࡀୡ
⏺ࢆᖍᕳࡋ࡚࠸ࡿࡼ࠺࡟ぢ࠼ࡿࡢ࡛ࡍ

2010-20132011ࡀࠊ⚾ࡶ࡟ࢃ࠿ຮᙉࢆࡋࡓឤࡌ࡛ࡍ࡜ࠊ

2005
2000

2009

2012
2013

2011

࣮ࣚࣟࢵࣃ࡛ࡶᚲࡎࡋࡶ㠀ᖖ࡟ᬑཬࡋ

2015࡚࠸ࡿࢃࡅ࡛ࡣ࡞ࡃ࡚ࠊ༳㇟࡜ࡋ࡚ࡣࠊ

2014 2012࢜ࣛࣥࢲࡸࢫ࣌࢖ࣥࡢࡼ࠺࡟࡝ࡕࡽ࠿

2004-2007,2011-2013࡜࠸࠺࡜࣮࣐࣮ࣟ࢝ࣝࢣࢵࢺࡳࡓ࠸࡞
2010-2011Ṽ TuningThailand,
Ṽ TuningCanada(Ontario)Ṽ TuningChina
Ṽ TuningIndia
Satoko Fukahori, NIERṼ TuningJapan㧗➼ᩍ⫱ࡀ☜❧ࡋ࡚࠸࡞࠸࡜ࡇࢁࡀ୺
࡟⇕ᚰ࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿࡼ࠺࡞༳㇟ࡀ
2015/1/19

42࠶ࡾࡲࡍࠋ౛࠼ࡤࠊ⊂࣭௖࠶ࡓࡾࡢ኱Ꮫ࡛୺せ࡞኱Ꮫ࡛⪺࠸࡚ࡶࠊ࠶ࡲࡾࢳ

࣮ࣗࢽࣥࢢࡢࡇ࡜ࡣ▱ࡽ࡞࠸࡜࠸࠺ேࡀከ࠸ࡢ࡛ࡋࡻ࠺࠿ࠋ ࡑࢀ࠿ࡽࠊ࢔࣓࡛ࣜ࢝ࡶࠊඛ⛬ṔྐᏛࡢ'DQ0F,QHUQH\ඛ⏕࡛ࡋࡓ࠿ࠊ
ࣘࢱ኱Ꮫࡢ୰࡛ᗄࡘ࠿ྲྀ⤌ࡀ࠶ࡿࡼ࠺࡛ࡍࡀࠊࡲࡔ࢔࣓࡛ࣜ࢝ࡶ࣐࣮ࢪ
ࢼࣝ࡞┠ⓗ࡞ࡢ࠿࡞࡜࠸࠺༳㇟࡛ࡍࠋ ࡛ࡍ࠿ࡽࠊࢱ࢖࡟㛵ࡋ࡚ࡣ඲࡚ࡢ኱Ꮫ࡛ᑟධࡋ࡚࠸ࡿ࡜࠸࠺࠾ヰࡀ࠶ࡾࡲࡋࡓࡀࠊࡲࡓࠊࡶࡕࢁࢇ⚾ࡣᢈุⓗ࡟ゝࡗ࡚࠸ࡿࢃࡅ࡛ࡣ࡞ࡃ࡚ࠊ
ࢳ࣮ࣗࢽࣥࢢࡀᣢࡘ౯್ࡸ㔜せᛶࢆ㠀ᖖ࡟⌮ゎࡋࡓୖ࡛࡞ࡢ࡛ࡍࡀࠊࡓ
ࡔࡋࠊ࢔࣓ࣜ࢝ࡸ(8࡛ࡍࡽࠊࡲࡔࡇࢀࡀ᏶⎍࡟ᬑཬࡋ࡚࠸࡞࠸⌮⏤࡜࠸࠺ࡢࡣ࡝ࡢࡼ࠺࡞ࡶࡢ࡞ࡢ࠿࡞࡜࠸࠺ࡇ࡜ࢆࠊ⋡┤࡞࡜ࡇࢁࢆ࠾⪺࠿ࡏ࠸ࡓࡔࡁࡓ࠸ࠋ ࠶࡜ࠊ᪥ᮏࡢ㧗➼ᩍ⫱ࡢ≧ἣࢆ⪃࠼ࡓ࡜ࡁ࡟ࠊ᪥ᮏࡣᯝࡓࡋ࡚࢜ࣛࣥ
ࢲᆺ࡞ࡢ࠿ࠊࡑࢀ࡜ࡶ࢔࣓ࣜ࢝ᆺ࡞ࡢ࠿ࠋࡘࡲࡾࠊ࠾ヰࡀ࠶ࡾࡲࡋࡓࡀࠊ

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52࢜ࣛࣥࢲࡣ㐍Ꮫ⋡ࡀప࠸ࡢ࡛ࠊࡸࡣࡾእᅜே␃Ꮫ⏕ࠊእ࠿ࡽ࡝ࢇ࡝ࢇ᮶
࡚ࡶࡽࢃ࡞ࡅࢀࡤ࠸ࡅ࡞࠸࡜࠸࠺஦᝟ࡀ࠶ࡿࡢ࡟ᑐࡋ࡚ࠊ᪥ᮏࡣࡲࡔࣟ
࣮࢝ࣝ࡞Ꮫ⏕ࡀ୰ᚰ࡛ᒎ㛤ࡋ࡚࠸ࡿ࡜࠸࠺ព࿡࡛ࡣࠊᑡࡋ࢜ࣛࣥࢲ࡜ࡣ
஦᝟ࡀ㐪࠺ࡢ࡛ࠊࡑࡢࡼ࠺࡞ᅜ࡟࠾ࡅࡿࢳ࣮ࣗࢽࣥࢢࡢព࿡࡜࠸࠺ࡢࡣ
࡝ࡢࡼ࠺࡞ࡶࡢ࡟࡞ࡿࡢ࠿࡞࡜࠸࠺࠶ࡓࡾࡶ࠾⪺ࡁࡋࡓ࠸࡞࡜ᛮࡗ࡚࠸
ࡿ࡜ࡇࢁ࡛ࡍࠋ࠙῝ᇼࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ࡲࡎࠊ࡞ࡐᬑཬࡋ࡞࠸ࡢ࠿࡜࠸࠺ࡇ࡜࡛ࡍࡀࠊ⟃Ἴ኱Ꮫ࡛ࡶᏛ⩌ࢫࢱࣥࢲ࣮ࢻࢆసࡿ࡟⮳ࡽࢀࡿࡲ࡛ࠊ኱ኚ࡞సᴗࡔࡗࡓࡢ࡛ࡣ࡞࠸࠿࡜᥎ᐹ
࠸ࡓࡋࡲࡍࠋ ࡇࡢసᴗࢆ࡝ࡢ኱Ꮫࡶ࡛ࡁࡿ࠿࡜࠸࠺࡜ࠊᚲࡎࡋࡶࡑ࠺࡛ࡣ࠶ࡾࡲࡏ
ࢇࠋࡸࡣࡾࠊ኱Ꮫࡢ࣮ࣜࢲ࣮ࢩࢵࣉࡀࡑࢀ࡞ࡾ࡟ᚲせ࡛ࡍࡋࠊᩍ⫱࣭◊✲⎔ቃࢆᩚഛࡍࡿࡇ࡜ࡶᚲせ࡛ࡍࠋࡑࢀࡀ࡛ࡁࡿ኱Ꮫࡣࡑࢀ࡯࡝ࡓࡃࡉ
ࢇ࡛ࡣ࡞࠸࡜࠸࠺ࡇ࡜ࡣ୍ࡘ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋࡲࡓࠊ࣮ࣜࢲ࣮࡜࡞ࡗ࡚
ʊʊゝⴥࡀ࠶ࡾࡲࡋ࡚ࠊᛮ࠸ฟࡋࡓࡽ⏦ࡋୖࡆࡲࡍࡀࠊせࡍࡿ࡟ࢸ࢕ࢵ
ࣆࣥࢢ࣏࢖ࣥࢺࡀ࠶ࡗ࡚㈶ྠࡍࡿᩍဨࡀᚎࠎ࡟ቑ࠼࡚ࡁ࡚ࡶࠊ୍ᐃỈ‽ࢆ㉸࠼࡞࠸࡜඲Ꮫⓗ࡟ࡶ……ࠋ࠙ụ⏣ࠚ ࢡࣜࢸ࢕࣐࢝ࣝࢫ࡛ࡍࡡࠋ࠙῝ᇼࠚ ࡑ࠺࡛ࡍࠋࢡࣜࢸ࢕࣐࢝ࣝࢫ࡟࡞ࡿ࡟ࡣࡸࡣࡾ᫬㛫ࡀ࠿࠿ࡾࡲࡍࠋࡇࢀࡣ኱Ꮫࡢ୰ࡢᩥ໬ⓗኚᐜ࡛࠶ࡗ࡚ࠊᏛ㛗ࡢ࣮ࣜࢲ࣮ࢩࢵࣉ࡛
୍⏕ᠱ࿨࡟᥎㐍ࡍࢀࡤᩘᖺ㛫࡛ኚࢃࡿࡶࡢ࡛ࡣ࡞ࡃࠊࡸࡣࡾᚎࠎ࡟⣡ᚓࡋ࡚࠸ࡓࡔ࠸࡚ࢡࣜࢸ࢕࣐࢝ࣝࢫ࡟฿㐩ࡋ࡞࠸࡜㌿᥮࡛ࡁ࡞࠸࡜࠸࠺ࡇ
࡜࡛ࡍࠋࡑࡢព࿡࡛ࠊᕧ኱࡞⤌⧊ࡣኚᐜࡋ࡟ࡃ࠸࡛ࡍࡋࠊ༴ᶵឤࡀඹ᭷
ࡉࢀ࡚࠸࡞ࡅࢀࡤኚᐜࡋ࡟ࡃ࠸࡜࠸࠺ࢲ࢖ࢼ࣑ࢬ࣒ࡀ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ ࢳ࣮ࣗࢽࣥࢢ࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿ኱Ꮫࡀᗄࡘ࠶ࡿࡢ࠿࡜࠸࠺ࡢࡣ࡜࡚ࡶ
ᩘ࠼࡟ࡃࡃࠊせࡍࡿ࡟ࠊ኱Ꮫ࡜ࡋ࡚ࡣྲྀࡾ⤌ࢇ࡛࠸࡞࠸ࡀࠊᏛ఩ࣉࣟࢢ
࣒ࣛ࡜ࡋ࡚ࡣ⾜ࡗ࡚࠸ࡓࡾࠊ㐃ᦠࣉࣟࢢ࣒ࣛ࡟ཧຍࡋ࡚࠸ࡿࡓࡵ࡟ᐇ㉁ⓗ࡟⾜ࡗ࡚࠸ࡓࡾࠊࡣࡗࡁࡾࡋࡓᩘࡀࡼࡃࢃ࠿ࡽ࡞࠸ࡢ࡛ࡍࠋࡑࢀ࡯࡝
௒ࡢẁ㝵࡛ࡣಶูࡢᩍဨࡢᚿࠊᏛ఩ࣉࣟࢢ࣒ࣛࡢࢽ࣮ࢬ࡟౫Ꮡࡋ࡚࠸ࡿ
㒊ศࡀ࠶ࡾࡲࡍࠋࡋ࠿ࡶ⡆༢࡟ࡣᐇ㊶࡛ࡁ࡞࠸ࡢ࡛ࠊࡑࢀ࡞ࡾࡢぬᝅ࡜⎔ቃࡀᚲせ࡟࡞ࡿ࡜࠸࠺ࡇ࡜࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ ᪥ᮏࡀ࢜ࣛࣥࢲᆺ࡞ࡢ࠿ࠊ࢔࣓ࣜ࢝ᆺ࡞ࡢ࠿࡜࠸࠺ࡇ࡜࡛ࠊ୧᪉ࡔ࡜
ᛮ࠸ࡲࡍࠋ౛࠼ࡤࠊ⟃Ἴ኱Ꮫࡢࡼ࠺࡟ࢢ࣮ࣟࣂࣝ໬ࢆ┠ᣦࡋ࡚࠸ࡽࡗࡋ
ࡷࡿ኱Ꮫ࡟ࡘ࠸࡚ࡣࠊࡸࡣࡾ࢜ࣛࣥࢲࡢࡼ࠺࡟ඛᡭࠊඛᡭࢆᡴࡗ࡚ࠊ᪤
࡟ࡸࡗ࡚࠸ࡽࡗࡋࡷࡿࡇ࡜ࢆぢ࠼ࡸࡍࡃࠊࢃ࠿ࡾࡸࡍࡃぢࡏ࡚࠸ࡃࡇ࡜ࡀ㔜せࡔ࡜ᛮ࠸ࡲࡍࠋぢࡏ᪉ḟ➨࡛ࠊᐇࡣ኱ศᦆࢆࡋ࡚࠸ࡽࡗࡋࡷࡿࡢ
࡛ࡣ࡞࠸࠿࡜ឤࡌ࡚࠸ࡲࡍࠋ
࠙ụ⏣ࠚ ⚾ࡶࡑ࠺ᛮ࠸ࡲࡍࠋ࠙῝ᇼࠚ ௒ࠊࡋ࡚࠸ࡽࡗࡋࡷࡿࡇ࡜ࢆぢ࠼ࡸࡍࡃࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊ
ᅜ㝿♫఍࠿ࡽࡢཷࡅ࡜ࡵ᪉ࡀ㝶ศ࡜㐪ࡗ࡚ࡃࡿࡢ࡛ࡣ࡞࠸࠿ࠋࡑࢀࢆ⟃Ἴ኱Ꮫ᪉ᘧ࡛⾜࠺ࡢ࡛ࡣ࡞ࡃ࡚ࠊୡ⏺࡛⾜ࢃࢀ࡚࠸ࡿ᪉ἲ࡛♧ࡍࡇ࡜࡟ࡼࡗ࡚ࠊࡼࡾࢃ࠿ࡾࡸࡍࡃ࡞ࡿࡢ࡛ࡣ࡞࠸࠿࡜ឤࡌࡲࡍࠋ

53 ࣮ࣟ࢝ࣝ࡞኱Ꮫࡣ࣮ࣟ࢝ࣝ࡞኱Ꮫ࡛ࠊ࠶ࡿ࠸ࡣ࢔࣓ࣜ࢝ࡢࡼ࠺࡟⦅ධ
ࡸ᥋⥆ࡢࡓࡵ࡟ࢳ࣮ࣗࢽࣥࢢࢆ౑࠺᪉ἲࡶ࠶ࡿࡢ࠿ࡶࡋࢀࡲࡏࢇࠋࢳࣗ
࣮ࢽࣥࢢࡢ౑࠸᪉ࡣࠊ኱Ꮫ࡟ࡼࡗ࡚㐪࠺ࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ
࠙ụ⏣ࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ࢜ࣛࣥࢲࡢᩘᏐࡀ࠶ࡾࡲࡋࡓࡀࠊᏛኈㄢ⛬26㸣ࡀ␃Ꮫ⏕࡛ࠊ༤ኈࡣ
62㸣ࠊᩍ⫋ဨࡣ11㸣ࠊከศࡇࢀࡣࢫ࣮ࣃ࣮ࢢ࣮ࣟࣂ࡛ࣝ⟃Ἴ኱Ꮫࡀ10ᖺᚋ࡟⣙᮰ࡋࡓጼ࡟㠀ᖖ࡟㏆࠸ࡢ࡛ࠊ⚾ࡣࠊ௒ࠊඛ⏕ࡀ࠾ࡗࡋࡷࡿࡼ࠺࡟ࠊ
᪥ᮏࡢᚑ᮶ᆺࡢ኱Ꮫ࡛ࡣ࡞ࡃࠊ᪂ࡋ࠸࣒࢝ࣜ࢟ࣗࣛࠊ࡯࠿࡟࡞࠸ࠊᕪู
ᛶࡢ࠶ࡿᅜ㝿໬ࢆ┠ᣦࡍ኱Ꮫ࡜ࡋ࡚ࠊ⟃Ἴ኱Ꮫ࡟࡜ࡗ࡚ࠊࢳ࣮ࣗࢽࣥࢢ
࡟㠀ᖖ࡟ࡇࢀ࠿ࡽᙺ❧ࡘࡼ࠺࡟࡞ࡿࡢ࡛ࡣ࡞࠸࠿࡞࡜࠸࠺ࡼ࠺࡟ᮇᚅࡋ
࡚࠸ࡲࡍࡋࠊࡑࡇ࡟⟃Ἴࢫࢱࣥࢲ࣮ࢻࡀ࠶ࡾࡲࡍࡀࠊ⚾ࠊಶேⓗ࡟ࡣࡇࢀࢆࠕ⟃Ἴࢫࢱࣥࢲ࣮ࢻ2.0ࠖ࡜࿧ࢇ࡛࠸ࡿࡢ࡛ࡍࡀࠊࡇࢀ࡟ࢳ࣮ࣗࢽࣥࢢࡢせ⣲ࢆྲྀࡾ㎸ࢇࡔࠊᅜ㝿ⓗ࡟ࡶ஫᥮ᛶࡢ࠶ࡿࢫࢱࣥࢲ࣮ࢻ࡜࠸࠺ࡶ
ࡢࢆࡘࡃࡾୖࡆࡽࢀࡓࡽࠊࡑࢀࡀࠕ⟃Ἴࢫࢱࣥࢲ࣮ࢻ3.0ࠖ࡟࡞ࡿࡢ࠿࡞
࡜ᛮࡗ࡚ᮇᚅࡋ࡚࠸ࡿ࡜ࡇࢁ࡞ࡢ࡛ࠊ௒ᚋࡶ࡝࠺ࡒࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ࠙῝ᇼࠚ 3.0ࡣࡐࡦⱥㄒ࡛࠾㢪࠸ࡋࡲࡍࠋ
࠙ụ⏣ࠚ ⱥㄒ࡛ࠋࡑ࠺࡛ࡍࡡࠋࡶࡕࢁࢇࡑࡢ㏻ࡾ࡛ࡍࠋ࠶ࡾࡀ࡜࠺ࡈ
ࡊ࠸ࡲࡍࠋ࠙ᐑᮏ㸦㞞㸧ࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ࡯࠿࡟ࠋ
࠙ຍ⸨ࠚ ࡼࢁࡋ࠸࡛ࡍ࠿ࠋ ኱ኚཧ⪃࡟࡞ࡿࡶࡢࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ஧ࡘ࠾ఛ࠸ࡋࡓ࠸ࡢ࡛ࡍࡀࠊ୍ࡘ┠ࡣࠊ࢜ࣛࣥࢲࡢ౛࡛࣮࣡࣊ࢽࣥࢤ
ࣥ኱ᏛࡣࠕEducation Institute࡛ࠖᏛ఩ࣉࣟࢢ࣒ࣛࡢタィࢆ⾜ࡗ࡚࠸࡚ࠊ
ᩍဨࡓࡕ࡟౫㢗ࡋ࡚࠸ࡃࠊࡇࢀࡣ㠀ᖖ࡟ࡍࡈ࠸࡞࡜ᛮࡗࡓࡢ࡛ࡍࡀࠊ౛
࠼ࡤࠊᡃࠎ་Ꮫࡢundergraduateࡢ࣒࢝ࣜ࢟ࣗࣛࡢࡇ࡜ࢆ⪃࠼ࡼ࠺࡜ࡍ
ࡿ࡜ࠊ࡝࠺ࡋ࡚ࡶᏛ఍➼ࡀࡘࡃࡗ࡚࠸ࡿ་Ꮫࡢࢥ࢔࣒࢝ࣜ࢟ࣗࣛ࡜࠸࠺
ࡢࡀ࠶ࡗ࡚ࠊࡑࢀ࡞ࡾ࡟ᑓ㛛ࡢேࡓࡕࡀධࡽ࡞࠸࡜࣒࢝ࣜ࢟ࣗࣛ࡜࠸࠺
ࡢࡣ࡞࠿࡞࠿ࡘࡃࢀ࡞࠸ࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠺ࡢ࡛ࡍࡀࠊ࡝ࡕࡽ࠿࡜࠸࠺
࡜ࠊࡇࡢ኱Ꮫࡣ༢⛉࡟㏆࠸኱Ꮫ࡞ࡢ࡛ࠊࡑࡢࡼ࠺࡞ព࿡࡛ࡣẚ㍑ⓗᴦ࡞ࡢ࠿ࡶࡋࢀ࡞࠸ࡢ࡛ࡍࡀࠊࠕEducation Instituteࠖ࡜࠸࠺ࡢࡣ࡝ࡢࡼ࠺࡞
ேࡓࡕࡀ࡝ࢀࡄࡽ࠸ࡢつᶍ࡛㞟ࡲࡗ࡚Ꮫ఩ࣉࣟࢢ࣒ࣛࢆࡘࡃࡗ࡚࠸ࡿࡢ
࠿࡜࠸࠺ࡢࡀࡶ࠺ᑡࡋࡶࡋఱ࠿ࢃ࠿ࡾࡲࡋࡓࡽࠋ࠙῝ᇼࠚ ࡍࡳࡲࡏࢇࠋࡇࢀࡣ⚾ࡀ⪺ࡁྲྀࡾ࡟⾜ࡗࡓ࡜ࡁ࡟ఛࡗࡓࡶࡢ
࡛ࠊఱே࠿࡜࠸࠺ࡣࡗࡁࡾࡋࡓᩘᏐࡣఛ࠺ࡇ࡜ࡀ࡛ࡁࡲࡏࢇ࡛ࡋࡓࠋࡓ
ࡔࠊ࣮࣡࣊ࢽࣥࢤࣥ኱ᏛࡢሙྜࡣࠊᏛෆࡢጤဨ࡜ࡋ࡚࡛ࡣ࡞ࡃᏛእࡢᑓ
㛛ᐙࠊࡋ࠿ࡶࢩࢽ࢔ࣉࣟࢭࢵࢧ࣮ࡢᑓ㛛ᐙࡢ᪉ࢆᣍ࠸࡚ࠕEducation
Instituteࠖࡢ⫋ဨ࡜ࡋ࡚Ꮫ఩ࣉࣟࢢ࣒ࣛࢆࡘࡃࡗ࡚࠸ࡓࡔ࠸࡚࠸ࡿࠋࡑࢀ
ࡀ20ࡢࣉࣟࢢ࣒ࣛࡢࡑࢀࡒࢀࢆᢸᙜࡋ࡚࠸ࡽࡗࡋࡷࡿ࡜࠸࠺ࡇ࡜࡛ࠊே
ᩘࡲ࡛ࡣࢃ࠿ࡽ࡞࠸ࡢ࡛ࡍࡀࠊ⥅⥆ⓗ࡟ㄪ࡭࡚ࡳࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
࠙ຍ⸨ࠚ ࡇࡢࡼ࠺࡞యไࡀ࡛ࡁࡿ࡜࠸࠺ࡇ࡜ࡣࠊඛ⛬ࡶヰࡀ࠶ࡗࡓࡢ

54

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࡛ࡍࡀࠊ༞ᴗᚋࡢࢫࢸ࣮ࢡ࣍ࣝࢲ࣮ࡢேࡓࡕࡢពぢࡀᩍ⫱࡟኱ࡁࡃᙳ㡪ࡋࡸࡍ࠸࡜࠿ࠊ⟃Ἴࡢࡼ࠺࡞⥲ྜ኱Ꮫ୍࡛ࡘࡢ࡜ࡇࢁࡀ඲࡚ࡢ࢝ࣜ࢟ࣗ
࣒ࣛࢆࡘࡃࡿ࡜࠸࠺ࡢࡣ࡞࠿࡞࠿᝿ീࡀ࡛ࡁ࡞࠸ࡢ࡛ࡍࡀࠊ኱ኚ࠾ࡶࡋ
ࢁ࠸኱Ꮫࡢ࠾ヰࢆᚚ⤂௓࠸ࡓࡔࡁࠊ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࡶ࠺୍ࡘ࠾ఛ࠸ࡋࡓ࠸ࡢࡣࠊ㈨ᩱࡢ

ǳȳȔȆȳǹƱ‫ܖ‬፼঺ௐ࣮࣌ࢪ┠ࡢୗࡢ࡜ࡇࢁ࡛ࢥࣥࣆࢸࣥ

• žǳȳȔȆȳǹſƱƸŴ‫ܖ‬ˮȗȭǰȩȠǛ‫̲ޗ‬ƠƨዮӳႎƳ঺ௐƱƠƯŴ‫ܖ‬ဃƕྒࢽƢǔƜƱƕ஖ࢳƞǕƯƍǔჷᜤǍᏡщƕஊೞႎƴኽӳƠƨǋƷŵ

ࢫࡢ࠾ヰࡀ࠶ࡗ࡚ࠊᏛ఩ࣉࣟࣇ࢕࣮ࣝ
ࡢࠕࢥ࢔ࠖ࡜࠸࠺࠾ヰࡀ࠶ࡗࡓࡢ࡛ࡍo ‫ٶ‬ಮƳ‫᧓ܖٻ‬ưσஊƢǔƨǊƴƸŴƋǔᆉࡇƷਁᝋࣱƕ൭ǊǒǕǔŵo μƯƷ‫ܖٻ‬ƕŴ‫ܖ‬բЎ᣼ưӳॖƞǕƨμƯƷǳȳȔȆȳǹǛዡ፠ႎƴྒࢽƠƳƚǕƹƳǒƳƍǘƚưƸƳƍᲢ‫ܖ‬ˮȗȭȕǣȸȫȷžǳǢſᲣŵࡀࠊᏛ఩ࣉࣟࣇ࢕࣮ࣝࡢࠕࢥ࢔ࠖ࡜࠸
࠺ࡢࡣࠊ࠶ࡃࡲ࡛Ꮫၥศ㔝ࡢࢥࣥࣆࢸo ‫ܖ‬ˮȗȭǰȩȠǛನ঺ƢǔӲᅹႸǛਃ࢘Ƣǔ‫ܖٻ‬૙ՃƕŴᡙ൭ƢǔǳȳȔ
ȆȳǹƴұƠƯᚨ‫ܭ‬Ƣǔŵžር‫׊‬ſƱž൦แſƕᙹ‫ܭ‬ƞǕƯƍǔŵo ҥˮᛐ‫ܭ‬ƷఌਗƱƠƯŴ৑‫ܭ‬Ʒ‫ܖ‬፼஖᧓ϋƴᢋ঺ӧᏡưƋǓŴย‫ܭ‬ӧᏡưƳƚǕƹƳǒƳƍŵ

ࣥࢫࡢ୰ࡢࠕࢥ࢔ࠖ࡜࠸࠺ࡇ࡜ࢆ࠾ࡗ

ǳȳȔȆȳǹA
ᅹႸᲫ‫ܖ‬፼঺ௐᲫ

‫ܖ‬፼঺ௐᲬ

ŨŨ

Satoko Fukahori, NIER

‫ܖ‬፼঺ௐᲮ

‫ܖ‬፼঺ௐᲯ

Ũ

Ũ

ᅹႸᲬ
ᅹႸᲭ

‫ܖ‬፼঺ௐᲭ

Ũ

Ũ

Ũ
Ũ

Ũ

2015/1/19

8

Ǩǭǹȑ⌴ȈȷǸ⌮⌭ǸȡȳȈ• ž‫ܖ‬፼঺ௐſƱƸŴ‫ܖ‬ဃƕǫȪǭȥȩȠƷ‫̲ޗ‬ǛƱƓƠƯ፼ࢽƢǔƜƱƕ஖ࢳƞǕƯƍǔφ˳ႎƳჷᜤǍᏡщŵࡋࡷࡗ࡚࠸ࡿࡢ࠿ࠊࡑࢀ࡜ࡶ࠸ࢃࡺࡿ
2(&'ࡢࢥ࢔࣭ࢥࣥࣆࢸࣥࢫࡸࢪ࢙ࢿ
ࣜࢵࢡࢫ࢟ࣝ࡜ゝࢃࢀ࡚࠸ࡿࡼ࠺࡞ࠊ
ࡑࡢࡼ࠺࡞ࡇ࡜ࡢᡂᯝࢆ୍ࡘ୍ࡘࡢᏛ
఩ࣉࣟࢢ࣒ࣛࡢᏛ⩦ࡢᡂᯝ࡜ࡋ࡚ぢ࡚࠸ࡿࡢ࠿ࠊࡑࡢ㎶ࠊᐇ㝿࡟኱Ꮫ㝔࡛᪂ࡋ࠸࣮ࣜࢹ࢕ࣥࢢࣉࣟࢢ࣒ࣛࢆࡘࡃࡿ࡜ࠊ୍␒ࡑࡇࡢᑓ㛛ᛶ௨ୖ࡟ࢥ
࢔࣭ࢥࣥࣆࢸࣥࢫࡣ࡝ࡢࡼ࠺࡟ୖࡆ࡚࠸ࡃࡢࡔ࡜࠸࠺ࡇ࡜ࡀ࢝ࣜ࢟ࣗࣛ
࣒ࢆᥦ౪ࡋࡓࡾࡋ࡚࠸࡚ࠊࡑࡢࡼ࠺࡞ࡇ࡜ࡣ࠶ࡿ⛬ᗘඹ㏻ࡢࡶࡢ࡜ࡋ࡚ࠊ
౛࠼ࡤ⟃Ἴ࡛࠸࠺࡜኱Ꮫ㝔ඹ㏻⛉┠࡟㞟ࡵ࡚ࠊྛࣉࣟࢢ࣒ࣛࢆᑓ㛛ศ㔝࡟ࡶ࠺ᑡࡋ≉໬ࡋࡓ࠸࡞࡜࠸࠺Ẽᣢࡕࡀ࠶ࡿࡢ࡛ࡍࡀࠊࡇࡇ࡛ゝࢃࢀ࡚࠸ࡿᏛ఩ࣉࣟࣇ࢕࣮ࣝࡢࠕࢥ࢔ࠖ࡜࠸࠺ࡢࡣࠊࡸࡣࡾᑓ㛛ࡢࠕࢥ࢔ࠖ࡞
ࡢ࡛ࡋࡻ࠺࠿ࠋ࠙῝ᇼࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ỗ⏝ⓗᢏ⬟࡟㛵ࡍࡿᚚ㉁ၥࡔ࡜ᛮ࠸ࡲࡍࡀࠊ࣮ࣚࣟࢵࣃࡢᩥ⬦ࡢ୰࡛ࡣỗ⏝ⓗᢏ⬟ࡣ㠀ᖖ࡟㔜せࡔ࡜఩⨨࡙ࡅࡽࢀ࡚࠸ࡲࡍࡀࠊᑓ㛛ศ㔝࠿ࡽศ㞳ࡋࡓࡶࡢ࡛ࡣ࡞ࡃ࡚ࠊᑓ㛛ศ㔝ࡢ୰࡛ᩍ࠼ࡽࢀࡿࡶࡢ࡛ࡍࠋࡍ࡞ࢃ
ࡕࠊ౛࠼ࡤࠊᕤᏛ㒊ࡢ୰ࡢᢈุⓗᛮ⪃࡜♫఍Ꮫࡢ୰࡛ࡢᢈุⓗᛮ⪃࡜࠸࠺ࡢࡣ୰㌟ࡀ㐪࠺ࡶࡢ࡜ࡋ࡚ᤊ࠼ࡽࢀ࡚࠸ࡲࡍࠋᢈุⓗᛮ⪃ຊ࡜࠸࠺ࡢ
ࡣࡶࡕࢁࢇ㔜せ࡛࠶ࡿࡀࠊ㐪࠺ศ㔝ࡢ୰࡛㐪࠺ࡼ࠺࡟⫱࡚ࡽࢀࡿࡓࡵ࡟ࠊ
ࢲ࢖ࣂ࣮ࢩࢸ࢕ࡀ☜ಖࡉࢀ࡚㔜せ࡞ࡢࡔ࡜࠸࠺⪃࠼᪉ࡀ࡜ࡽࢀ࡚࠸ࡲࡍࠋ
ࢳ࣮ࣗࢽࣥࢢࡢ୰ࡢỗ⏝ⓗᢏ⬟ࡢ୍ぴ࡜࠸࠺ࡢࡀ࠶ࡾࡲࡋ࡚ࠊࡑࢀࡀࠕỗ⏝ⓗᢏ⬟ࡢࢥ࢔ࠖ࡜ࡋ࡚఩⨨࡙ࡅࡽࢀ࡚࠸ࡿࡢ࡛ࡍࡀࠊẚ㔜ࡶ୰㌟ࡶᏛ
ၥศ㔝࡟ࡼࡗ࡚㐪࠺ࡇ࡜ࠊࡲࡓࡇࡢࠕỗ⏝ⓗᢏ⬟ࡢࢥ࢔ࠖ࡜ࡣู࡟ࠊ
ࠕᏛၥศ㔝ࡢࢥ࢔ࠖࡘࡲࡾࠕᑓ㛛ࡢࢥ࢔ࠖࡶྠᵝ࡟㔜どࡉࢀ࡚࠸ࡿࡇ࡜ࢆᙉ
ㄪࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
 ᐇࡣ2(&'$+(/2ࡢ୰࡛ࡣᑓ㛛ศ㔝ࡢࢸࢫࢺ࡜ỗ⏝ⓗᢏ⬟ࡢࢸࢫࢺࡢ୧᪉ࡀࡘࡃࡽࢀࡓࡢ࡛ࡍࠋᑓ㛛ศ㔝ࡣ⤒῭Ꮫ࡜ᕤᏛࠊỗ⏝ⓗᢏ⬟ࡣ᪥ᖖⓗ࡞≧ἣࢆᢅࡗࡓ㈨ᩱࢆศᯒⓗ࡟ㄞࡳ㎸ࢇ࡛᝟ሗࢆ⤫ྜࡍࡿࡼ࠺࡞ㄢ
㢟ࡀࢸࢫࢺ࡜ࡋ࡚ᐇ᪋ࡉࢀࡲࡋࡓࠋ࢔࣓ࣜ࢝ഃࡣࡑ࠺ࡋࡓᏛၥศ㔝࠿ࡽ⊂❧ࡋࡓỗ⏝ⓗᢏ⬟ࡀ࠶ࡿࡇ࡜ࢆ๓ᥦ࡟ࡋ࡚࠸ࡿࡢ࡛ࡍࡀࠊ࣮ࣚࣟࢵࣃ

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ࡣࡑࢀࢆ┿ࡗྥ࠿ࡽᢈุࡍࡿࡼ࠺࡞㆟ㄽࡀᒎ㛤ࡉࢀࡲࡋࡓࠋᩥ໬ⓗᩥ⬦࠿ࡽ㞳⬺ࡋࡓỗ⏝ⓗᢏ⬟ࡣ࠶ࡾᚓ࡞࠸ࡢ࡜ྠࡌࡼ࠺࡟ࠊᏛၥศ㔝࠿ࡽ㞳⬺ࡋࡓỗ⏝ⓗᢏ⬟ࡣ࡞࠸ࠋࡋࡓࡀࡗ࡚ࠊỗ⏝ⓗᢏ⬟ࡶᑓ㛛ศ㔝ࡢᩥ⬦ࡢ୰࡛ホ౯ࡍࡿᚲせࡀ࠶ࡿ࡜࠸࠺ࡢࡀ࣮ࣚࣟࢵࣃࡢ⪃࠼᪉࡛ࡍࠋ
࠙ຍ⸨ࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡯࠿࡟ࡈࡊ࠸ࡲࡍ࡛ࡋࡻ࠺࠿ࠋ
࠙ᒣ୰ࠚ ⚾ࠊⱁ⾡ᑓ㛛Ꮫ⩌ࡢᩍ⫱ᢸᙜ࡜࠸࠺❧ሙ࡟࠾ࡾࡲࡍᒣ୰࡜⏦ࡋࡲࡍࠋ ᅜ❧኱Ꮫࡢ୰࡛ࡣⱁ⾡࡜࠸࠺ࡢࡀ㠀ᖖ࡟⌋ࡋ࠸ศ㔝࡞ࡶࡢ࡛ࡍ࠿ࡽࠊ
஧ࡘ࡯࡝࠾ఛ࠸ࡋࡓ࠸ࠋ ୍ࡘࡣࠊ௒᪥ࡢ㈨ᩱࡢ࣮࣌ࢪࡢᏛ
ၥศ㔝ࡢࢥࣥࣆࢸࣥࢫ࡜Ꮫ఩ࣉࣟࢢࣛ
Ṟ‫ܖ‬բЎ᣼Ὁ‫ܖ‬ˮἩἿἂἻἲỉ૙ᏋႸႎửଢỤẦỆẴỦ
‫ܖ‬բЎ᣼ƷǳȳȔȆȳǹ
ᲢӋༀؕแᲣӋᎋ᝻૰Ძ‫ܖ‬ˮȗȭǰȩȠƷǳȳȔȆȳǹ
Ტ‫ܖ‬ˮȗȭȕǣȸȫᲣӋᎋ᝻૰ᲬᏛၥศ㔝ࡢࢥࣥࣆࢸࣥࢫࢆࡲࡓࡀࡿ」ᩘ࡟࠿࠿ࢃࡿࡼ࠺࡞Ꮫ఩ࣉࣟࢢ࣒ࣛࡢ

ӋༀؕแǛӋᎋƴƠƯ‫ܖ‬բЎ᣼ƷǳȳȔȆȳǹǛ‫ܭ‬፯Ƣǔ࣒ࡢࢥࣥࣆࢸࣥࢫࡢ㛵ಀ࡞ࡢ࡛ࡍࡀࠊ

‫ܖ‬ˮȗȭȕǣȸȫǛ‫ܭ‬፯Ƣǔ‫ܖ‬բЎ᣼Ʒ૙Ճ᧓ưƷӳॖࢥࣥࣆࢸࣥࢫࢆタᐃࡍࡿྍ⬟ᛶ࡜࠸࠺‫ܖ‬ˮȗȭǰȩȠƷ૙Ճ᧓ưƷӳॖҡಅࢸƷᡶែǛӷ‫ܭ‬ǹȆȸǯțȫȀȸƱңᜭConsultationҡಅࢸƷᡶែǛӷ‫ܭ‬ǹȆȸǯțȫȀȸƱңᜭConsultationࡢࡣ࠶ࡾᚓࡿࡢ࠿࡜࠸࠺ࡇ࡜ࡀ୍ࡘࠋ

ǳȳȔȆȳǹǛ̲ദ ࡶ࠺୍ࡘࡣࠊ࢜ࣛࣥࢲࡢ౛࡛ฟࡲࡋ

ǳȳȔȆȳǹǛ̲ദ‫ܖٻ‬૙ᏋƷႸႎȷॖ፯ƴƭƍƯƷᅈ˟ႎӳॖ࢟঺

‫ܖٻ‬૙ᏋƷႸႎȷॖ፯ƴƭƍƯƷᅈ˟ႎӳॖ࢟঺

ɧૺƴጮǓᡉƞǕǔࡓ࡜ࡇࢁ࡛ࠊᐇࡣ࢜ࣛࣥࢲࡢ኱Ꮫࡣ
ᰯ࡛ࡍࡀࠊⱁ⾡࡟࠿࠿ࢃࡿࡼ࠺࡞ᩍ⫱ɧૺƴጮǓᡉƞǕǔ‫ܖ‬բЎ᣼ƷǳȳȔȆȳǹ
ᲢӋༀؕแᲣƷᄩ‫ܭ‬‫ܖ‬ˮȗȭǰȩȠƷǳȳȔȆȳǹ
Ტ‫ܖ‬ˮȗȭȕǣȸȫᲣƷᄩ‫ܭ‬቟‫׎‬ȁȥȸȋȳǰ᝻૰ǛӋᎋƴ˺঺Ტhttp://tuningusa.org/TuningUSA/tuningusa.publicwebsite/50/50a9739eͲb440Ͳ418dͲ8580Ͳe06713232bc2.pdfᲣ
Satoko Fukahori, NIER

2015/1/19

6ࡣ࡯࡜ࢇ࡝ࡀ+RJHVFKRRO࡛ࡸࡗ࡚࠾
ࡽࢀࡲࡍࠋ+RJHVFKRRO࡛ࡇࡢࢳ࣮ࣗࢽ
ࣥࢢ࡟ᑐࡋ࡚࡝ࡢࡼ࠺࡟ྲྀࡾ⤌ࡲࢀ࡚࠸ࡿࡢ࠿ࠊࡇࡢⅬ࡟ࡘ࠸࡚࠾⟅࠼࠸ࡓࡔࡅࡲࡍ࠿ࠋ࠙῝ᇼࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ㄝ᫂୙㊊࡛⏦ࡋࢃࡅ࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋࡇࡢᏛၥศ㔝ࡢࢥࣥࣆࢸࣥࢫ
࠿ࡽᏛ఩ࣉࣟࢢ࣒ࣛࡢࢥࣥࣆࢸࣥࢫ࡟ලయ໬ࡍࡿ࡜࠸࠺᪉ྥ࡛࠾ヰࢆࡉࡏ࡚࠸ࡓࡔ࠸ࡓࡢ࡛ࡍࡀࠊᏛ㝿ⓗ࡞ࣉࣟࢢ࣒ࣛ࡟㛵ࡋ࡚ࡣࠊ௒ࠊඛᑟⓗࠊඛ➃ⓗ࡞ࣉࣟࢢ࣒ࣛࡀ࡝ࢇ࡝ࢇ࡜࡛ࡁ࡚ࡁ࡚࠸ࡿ⌧≧ࡀ࠶ࡾࡲࡍࠋ ౛࠼ࡤࠊඛ⛬ࡈ⤂௓ࡋࡓ(852&8/785(ࡶᏛ㝿ⓗ࡞ࢳ࣮ࣗࢽࣥࢢ࣭
ࣉࣟࢪ࢙ࢡࢺ࡛ࡍࠋ௒ᚋࠊ(852&8/785(ʊʊせࡍࡿ࡟ࠊ๓౛ࡀ࡞࠸
ࡢ࡛⮬ศࡓࡕ࡛ࢥࣥࣆࢸࣥࢫࡢ୍ぴࢆࡘࡃࡗ࡚㐠⏝ࡋ࡚࠸ࡿࢃࡅ࡛ࡍࡀࠊ
ࡑࡢࡼ࠺࡞ࣉࣟࢢ࣒ࣛࡀࡶࡗ࡜ᗈࡀࡗ࡚࠸ࡃ࡜ࠊ㏫࡟ࡇࡢᏛ఩ࣉࣟࢢࣛ
࣒ࡢࢥࣥࣆࢸࣥࢫࡀ(852&8/785(ࡢᏛၥศ㔝ࡢࢥࣥࣆࢸࣥࢫ࡟࡞ࡗ
࡚࠸ࡃࢃࡅ࡛ࡍ࠿ࡽࠊ୍᪉ྥ࡟᪤ᏑࡢᏛ⾡ᅋయࡀࢥࣥࣆࢸࣥࢫࢆᐃ⩏ࡋ࡚ࠊ኱Ꮫࡣࡑࢀ࡟ᇶ࡙࠸࡚⮬ศࡓࡕࡢࡶࡢࢆࡘࡃࡗ࡚࠸ࡃ࡜࠸࠺᪉ྥࡔ
ࡅ࡛࡞ࡃࠊ࠶ࡿ኱Ꮫ࡛Ꮫ㝿ⓗ࡞ࣉࣟࢢ࣒ࣛࢆ๰タࡋࠊࡑࢀࡀከࡃࡢ኱Ꮫ
࡛ඹ᭷ࡉࢀ࡚࠸ࡃࡇ࡜࡟ࡼࡗ࡚᪂ࡋ࠸Ꮫၥయ⣔ࡀ࡛ࡁࡿ࡜࠸࠺᪉ྥᛶࡶ
௒ᚋቑ࠼࡚࠸ࡃࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ≉࡟࣐ࢫࢱ࣮࡛ࣞ࣋ࣝࡣࡑࡢ
ࡼ࠺࡞ഴྥࡀᙉࡲࡗ࡚ࡁ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡲࡍࠋ
࠙ᒣ୰ࠚ ࡑ࠺ࡋࡲࡍ࡜ࠊᖺࡄࡽ࠸๓࡟࠶ࡗࡓᶵ㛵࢔ࢡࣞࢹ࢕ࢸ࣮ࢩ
ࣙࣥࡢၥ㢟ࡼࡾࡶࠊ㝶ศᰂ㌾࡟≀஦ࡀ㐍ࡳࡑ࠺ࡔ࡜࠸࠺ࡇ࡜࡛⪃࠼࡚࠸
56࠸ࡢ࡛ࡍࡡࠋ࠙῝ᇼࠚ ࡑ࠺࡛ࡍࡡࠋ࢜ࣛࣥࢲࡢࠕNVAOࠖࡢࣉࣟࢢ࣒࣭࣮ࣛ࣋ࢫࡢ
࢔ࢡࣞࢹ࢕ࢸ࣮ࢩࣙࣥ࡟㛵ࡋ࡚ࡶࠊ࡝ࡢཧ↷ᇶ‽࡟ᇶ࡙࠸࡚࡜ᐃࡵ࡚࠸
ࡿࡢ࡛ࡣ࡞ࡃࠊᏛ఩ࣉࣟࢢ࣒ࣛࡢࢥࣥࣆࢸࣥࢫ࡜Ꮫ⩦ᡂᯝࡀᩚྜᛶࢆᣢ
ࡗ࡚㐠Ⴀࡉࢀ࡚࠸࡚ࠊࡑࢀࢆಖドࡍࡿࡼ࠺࡞ࢩࢫࢸ࣒ࡀᏛෆ࡟ᩚഛࡉࢀ
࡚࠸ࡿ࡜ࡇࢁࢆホ౯ࡋ࡚࠸ࡿࢃࡅ࡛ࡍࠋࡑࢀࢆࢳ࣮ࣗࢽࣥࢢࡢ᪉ἲ࡛⾜࠺࡜ぢ࠼ࡸࡍࡃ࡚ࠊࢃ࠿ࡾࡸࡍ࠸ࡓࡵ᥎ዡࡋ࡚࠸ࡿࢃࡅ࡛ࡍࠋࡋࡓࡀࡗ
࡚ࠊᏛ㝿ⓗࣉࣟࢢ࣒ࣛࡢሙྜࡣࠊ᪤Ꮡࡢࢥࣥࣆࢸࣥࢫᯟ⤌ࡳࢆ⤌ࡳྜࢃࡏ࡚ࠊᰂ㌾࡟㐠⏝ࡍࡿࡇ࡜࡟࡞ࡿ࡜ᛮ࠸ࡲࡍࠋ ࡑࢀ࠿ࡽࠊ”Hogescholen”࡛ࡍࡡࠋ࢜ࣛࣥࢲࡢࣁࣥࢮ㧗➼ᑓ㛛ᏛᰯࢆぢᏛࡍࡿᶵ఍࡟ᜨࡲࢀࡲࡋࡓࠋࡑࡇ࡛ࡣ㠀ᖖ࡟ᛂ⏝ⓗ࡞ྲྀ⤌ࢆࡋ࡚࠸ࡽࡗ
ࡋࡷ࠸ࡲࡋࡓࡀࠊྠࡌࠕNVAOࠖࡢࢳ࣮ࣗࢽࣥࢢࡀࣔࢹࣝ࡜࡞ࡗࡓࣉࣟ
ࢢ࣒࣭࣮ࣛ࣋ࢫࡢ࢔ࢡࣞࢹ࢕ࢸ࣮ࢩࣙࣥࢆཷࡅ࡚࠸ࡲࡍࠋ ⚾ࡣⱁ⾡ࡢࡇ࡜ࡀ඲ࡃ㡢⑵࡛୙ຮᙉ࡞ࡢ࡛ࡍࡀࠊ࢔࣓ࣜ࢝ࡢClifford
Adelmanࡉࢇ࡜࠸࠺ࢳ࣮ࣗࢽࣥࢢࡢ࣮ࣜࢲ࣮ࡢ᪉ࡣࠊࣃࣇ࢛࣮࣑ࣥࢢ࣭
࢔࣮ࢶࢆࢳ࣮ࣗࢽࣥࢢࡢࢃ࠿ࡾࡸࡍ࠸஦౛࡜ࡋ࡚ࡼࡃ౑ࢃࢀࡲࡍࠋࡑࢀ
ࡣ࡞ࡐ࠿࡜࠸࠺࡜ࠊ
ࠕఱࡀ࡛ࡁࡿ࠿ࠖࡣࣃࣇ࢛࣮࣑ࣥࢢ࣭࢔࣮ࢶ࡛ࡣ୍┠░↛࡛ࢃ࠿ࡿࠋせࡍࡿ࡟ࠊලయⓗ࡞ࣃ࣮ࢶ࡜ࡋ࡚▱㆑ࡣࡶࡕࢁࢇᚲせࡔࡋࠊᢏ⾡ࡶᚲせࡔࡀࠊࡑࢀࢆ୍ࡘࡢసရ࡜ࡋ࡚ࡘࡃࡾୖࡆ࡚࠸ࡃࡇ࡜ࡀ㔜せ࡛ࠊࡑࢀࡀ࡛ࡁ࡞ࡅࢀࡤࣃࣇ࢛࣮࣐࣮࡜ࡋ࡚ࡢᏛ⏕ࡀ⫱ࡗࡓ࡜ࡣゝ࠼࡞࠸࠿ࡽ࡛ࡍࠋᏛ఩ࣉࣟࢢ࣒ࣛ࡟࠾ࡅࡿᩍ⫱ࡢ⥲ྜⓗ࡞⤖ᯝ࡜ࡋ࡚ࡢ
ࢥࣥࣆࢸࣥࢫࡀ㔜せࡔ࡜࠸࠺౛࡟ࠊࣃࣇ࢛࣮࣑ࣥࢢ࣭࢔࣮ࢶࡀࡼࡃ౑ࢃ
ࢀࡿࡢࡣࠊᜍࡽࡃࡑ࠺࠸࠺ࡇ࡜ࢆ࠾ࡗࡋࡷࡗ࡚࠾ࡽࢀࡿࡢࡔ࡜ᛮ࠸ࡲࡍࠋ
୙ຮᙉ࡛ࡍࡳࡲࡏࢇࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࡯࠿࡟࡝࡞ࡓ࠿ࡈࡊ࠸ࡲࡍ࠿ࠋ
࠙బ⸨ࠚ ࢳ࣮ࣗࢽࣥࢢࡢㄢ㢟ࡢࠕ࢔࢘ࢺ࣒࢝ホ౯ࡢㄢ㢟ࠖࡢ࡜ࡇࢁ࡛ࠊ
ࠕ࣒࢝ࣜ࢟ࣗࣛጤဨ఍࡛ࡢᏛ఩ࣉࣟࢢ࣒࣭ࣛࢩࣛࣂࢫࡢᢎㄆࠖ࡜࠸࠺ࡢ
ࡣࠊ࡯࡜ࢇ࡝࠺ࡕ࡛ࡶ኱୔ኵ࡞ࡢ࡛ࡍࡀࠊ
ࠕヨ㦂ጤဨ఍࡛ࡢヨ㦂ၥ㢟㸦᥇
Ⅼᇶ‽㸧ࡢᢎㄆࠖ࡜࠸࠺ࡢࡣࠊ⤌⧊࡟ࡼࡗ࡚ࡣᕤᏛ࡞ࡽၥ㢟࡞࠸࡜ࡣᛮ
࠸ࡲࡍࡀࠊ࠸ࢁ࠸ࢁ࡞⤌⧊ࢆぢ࡚ࡳࡿ࡜࡜࡚ࡶ኱ኚ࡞ࡇ࡜ࡔ࡜ᛮ࠺ࡢ࡛
ࡍࡀࠊࡇࢀࡀᐇ㝿࡟Ḣᕞ࡛඲࡚ࡢศ㔝࡛⾜ࢃࢀ࡚࠸࡚ࠊ௬࡟ࢳ࣮ࣗࢽࣥ
ࢢࢆࡋࡼ࠺࡜ࡋࡓ࡜ࡁ࡟ࡣࠊᡃࠎࡶ඲࡚ࡢศ㔝࡛ࡇࢀࢆᐇ⌧࡛ࡁ࡞࠸࡜
࠸ࡅ࡞࠸ࡢ࠿ࠊࡑࡢ㎶ࡣ࡝࠺࡞ࡢ࡛ࡍ࠿ࠋ࠙῝ᇼࠚ ⚾ࡶྠࡌ㉁ၥࢆ࢜ࣛࣥࢲ࡛ࡋࡲࡋࡓࠋ⪃࠼ࡽࢀ࡞࠸࡜⏦ࡋୖࡆࡓࡽࠊࡶࡕࢁࢇ඲࡚ࡢศ㔝࡛ẖᖺ⾜ࡗ࡚࠸ࡿࢃࡅ࡛ࡣ࡞ࡃ࡚ࠊࢧࣥࣉ
ࣜࣥࢢ࡛⾜ࡗ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛ࡋࡓࠋ௒ᖺࡣᕤᏛࡢ30㸣ࡢᤵᴗ࡛ࠊ᮶
ᖺࡣูࡢศ㔝ࡢ30㸣ࡢᤵᴗ࡛࡜࠸࠺ࡇ࡜࡛ࠊヨ㦂ጤဨ఍ࡢᵓᡂࡶࡑࢀ࡟
ᇶ࡙࠸࡚⤌ࡳ࠿࠼࡚࠸ࡃ࡜࠸࠺ࡇ࡜ࡔ࡜ᛮ࠸ࡲࡍࠋせࡍࡿ࡟ࠊᐃᮇⓗ࡟ヨ㦂ၥ㢟ࡀእࡢே࡟ࡶぢࡽࢀࡿ࡜࠸࠺Ẽᣢࡕ࡛ඛ⏕᪉ࡀࡘࡃࡗ࡚࠸ࡿ࡜
࠸࠺௙⤌ࡳࡀ㔜せ࡞ࡢࡔ࡜࠸࠺ࡇ࡜࡛ࠊࡑࢀ࡟ࡋ࡚ࡶᮏᙜ࡟࡛ࡁࡿࡢ࠿
ࡣࠊࡶ࠺ᑡࡋᐇ㝿࡟ㄪᰝࡋ࡚ࡳࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

57

࠙ᐑᮏ㸦㞞㸧ࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
࠙ఀ⸨ࠚேᩥ⛉Ꮫ㒊㛗ࡢఀ⸨࡜⏦ࡋࡲࡍࠋ㠀ᖖ࡟ཧ⪃࡟࡞ࡿ࠾ヰࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ⣽࠿࠸Ⅼ࡛ࡍࡀࠊ᭱ᚋ࡟࢔࣓ࣜ࢝ࡢṔྐᏛ఍࡛ࢳ࣮ࣗࢽࣥࢢࢆ㐍ࡵ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛ࠊṔྐᏛ࡜ࢳ࣮ࣗࢽࣥࢢ࡜࠸࠺ࡢࡣ㠀ᖖ࡟᪂㩭࡞༳㇟ࢆཷࡅࡓࡢ࡛ࡍࡀࠊ☜ㄆࡉࡏ࡚࠸ࡓࡔࡁࡓ࠸ࡢࡣࠊࡑ࠺ࡍࡿ࡜ࠊṔྐᏛᩍ⫱࡜࠸࠺ࡶࡢࡣ࡝࠺࠶ࡿ࡭ࡁ࡞ࡢ࠿ࠋࡶࡋᏛ⏕ࡢどⅬ࡟❧ࡗ࡚ࠊ࠶ࡿ
࠸ࡣᏛ⏕ࡢᑵ⫋࡜࠿ࠊࡑࡢࡼ࠺࡞どⅬ࡟❧ࡗ࡚⪃࠼ࡓṔྐᏛᩍ⫱ࡢࢩࢫࢸ࣒ࢆᵓ⠏ࡋࡼ࠺࡜࠸࠺ࡇ࡜࡛࠶ࡗ࡚ࠊఱࢆᩍ࠼ࡿ࠿࡜࠿ࠊࡑࡢࡼ࠺࡞
ࡇ࡜࡛ࡣ࡞࠸࡜࠸࠺ࢃࡅ࡛ࡍࡡࠋ࠙῝ᇼࠚ ࡣ࠸ࠋ࠙ఀ⸨ࠚ ࢃ࠿ࡾࡲࡋࡓࠋ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ࡶ࠺୍Ⅼࠊࡇࢀࡣ௒᪥࠾ఛ࠸ࡋࡓࡇ࡜࡜ࡣ┤᥋㛵ಀ࡞࠸ࡢ࡛ࡍࡀࠊඛ
⛬ඛ⏕ࡶ࠾ゐࢀ࡟࡞ࡾࡲࡋࡓࡀࠊࣇ࣮ࣟࢽࣥࢤࣥ኱Ꮫࠊ㈨ᩱࡢ15࣮࣌ࢪ
࡟ࠕ࡞ࡐEUROCULTUREࡀᚲせ࠿ࠖ࡜࠸࠺ࡇ࡜࡛ㅮ₇⪅࡜ࡋ࡚࢚ࢦ࣭ࣥ
ࢡࣞࣥࢶࠊ⚾ࡣࢻ࢖ࢶ㛵ಀࢆࡸࡗ࡚࠸ࡿࡶࡢ࡛ࡍ࠿ࡽࠊ࢚ࢦ࣭ࣥࢡࣞࣥ
ࢶ࡜࠸࠺ேࡀࡘࡿࡋୖࡆࢆ㣗ࡗࡓ࡜࠸࠺ࡢࡣࠊࡲࡉࡋࡃࡑࡢ㏻ࡾࡔ࡜࠸
࠺༳㇟ࢆཷࡅࡲࡍࠋ ࡜࠸࠺ࡢࡣࠊࡇࢀࡣඛ⏕ࡶᚚᢎ▱ࡢ㏻ࡾࠊᪧᮾࢻ࢖ࢶࡢ᭱ᚋࡢࠊேẸ࡟ᑐࡋ࡚ᙎᅽ࡜ࡲ࡛ࡣゝࢃ࡞࠸࡛ࡍࡀࠊᢚᅽࡋࡓᙇᮏேࡢ୍ே࡛࠶ࡗࡓ
࡜࠸࠺ࡇ࡜࡞ࡢ࡛ࠊఱ࡛ࡇࡢேࡀࣇ࣮ࣟࢽࣥࢤࣥ኱Ꮫࡢグᛕㅮ₇఍ࠊ
EUROCULTURE࡟ᑐࡋ࡚࿧ࡤࢀࡿࡢ࠿࡜ࠋಶேⓗ࡞㈐௵ࡀ࡝࠺࠿ࠊࡑ
ࢀࡣࡶ࠺ࡇࡢேࡣᮾすࢻ࢖ࢶࡢᅜቃ࡟⮬ືᶵ㛵㖠ࡀ࠶ࡗ࡚ࠊ⮬ືⓗ࡟ᑕẅࡍࡿ࡜ࠋࡑࡢᑕẅ࿨௧ࢆୗࡋࡓᙇᮏேࡢ୍ே࡞ࡢ࡛ࠊఱ࠿ࡑࡢ᝟ሗࡀ
࠶ࡾࡲࡋࡓࡽࠊࡍࡳࡲࡏࢇࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
࠙ఀ⸨ࠚ ࡶࡋ࠶ࢀ࡛ࡋࡓࡽࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡛ࡣࠊࡍࡳࡲࡏࢇࠋ࠙῝ᇼࠚ ࡍࡳࡲࡏࢇࠋ⚾ࡣᑓ㛛࡛ࡶ࡞࠸ࡢ࡛ࡍࡀࠊࡲࡎࠊEUROCULTUREࡀᣍ࠸ࡓࢃࡅ࡛ࡣ࡞ࡃ࡚኱Ꮫࡀᣍ࠸ࡓࠊࡋ࠿ࡶᏛ⏕ᅋయࡀ୰ᚰ࡟࡞ࡗ࡚
ᣍ࠸ࡓ࡜࠸࠺ࡇ࡜࡛ࡋࡓࡢ࡛ࠊ࠸ࢁ࠸ࢁ࡞⪃࠼࡟ᇶ࡙ࡃุ᩿ࡔ࡜ᛮ࠸ࡲ
ࡍࡀࠊ࢚ࢦ࣭ࣥࢡࣞࣥࢶẶࡢㄝ᫂࡟ࡼࡿ࡜ࠊᙜ᫬ࡢ⤌⧊ⓗ࡞⪃࠼᪉࡟ᇶ࡙࠸࡚⮬ศࡣ⾜ືࡋࡓ࡜ࠋࡇࡢ㛫ࠊᙼࡣ୍ᗘࡶㅰ⨥ࡋࡓࡇ࡜ࡀ࡞࠿ࡗࡓ
ࡑ࠺࡛ࠊࡑࡢࡇ࡜࡟ࡘ࠸࡚ࡶࠊᏛ⏕ࡓࡕࡀཝࡋࡃ⣕ᙎࡋ࡚࠸ࡓ୍ࡘࡢ࣏
࢖ࣥࢺ࡛࠶ࡗࡓࢃࡅ࡞ࡢ࡛ࡍࡀࠊᙼࡢゝ࠸ศ࡜ࡋ࡚ࡣࠊ⮬ศࡢ⫋㈐ࢆᯝ
ࡓࡋࡓ࡜ࠋࡑࢀࡣṔྐⓗ࡟㛫㐪࠼࡚ࡣ࠸ࡓࡀࠊࡑࡢᙜ᫬ࠊࡑࢀࡀ⮬ศࡢ௙஦࡛࠶ࡗࡓࠋ୙ᖾ࡞ࡇ࡜࡛ࡣ࠶ࡗࡓࠋࡋ࠿ࡋࠊ⮬ศࡣ⫋㈐ࢆᯝࡓࡋࡓ
࡜࠸࠺ࡇ࡜࡛ᢲࡋ㏻ࡑ࠺࡜ࡋࡓࢃࡅ࡞ࡢ࡛ࡍࠋࡑࢀ࡟ᑐࡋ࡚ṔྐᏛࡢᩍဨࡶྵࡵࠊከࡃࡢᩍဨࡀࡸࡣࡾྠࡌࡼ࠺࡞ᚚពぢࢆ࠾ࡗࡋࡷࡗ࡚ࠊࡎࡗ
࡜ᖹ⾜⥺ࡢࡲࡲ1᫬㛫ࡀ㐣ࡂࡲࡋࡓࠋ
࠙ఀ⸨ࠚ ᙼࡣ⿢ุ࡛ッ࠼ࡽࢀࡓ࡜ࡁࡶࠊࡑࡢࡼ࠺࡟⏦ࡋ㛤ࡁࢆࡋ࡚࠸
ࡓ࡜࠸࠺ࠋࢃ࠿ࡾࡲࡋࡓࠋ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

58

࠙ᐑᮏ㸦㞞㸧ࠚ ࡼࢁࡋ࠸࡛ࡋࡻ࠺࠿ࠋ ࡯࠿࡟ࠋ
࠙Ụ㠃ࠚ ⏕࿨⎔ቃ⛉ᏛࡢỤ㠃࡜⏦ࡋࡲࡍࠋ ලయⓗ࡞࠾ヰࢆ࠾ఛ࠸ࡋࡓ࠸ࡢ࡛ࡍࡀࠊ௒ࠊ࣮ࣚࣟࢵࣃࡢ኱Ꮫ࡜Ꮫ఩
ࣉࣟࢢ࣒ࣛࡢࢳ࣮ࣗࢽࣥࢢࢆࡋ࡚࠸ࡲࡋ࡚ࠊ༢఩ࡢィ⟬ࢆࡍࡿ࡜ࡁ࡟ࠊ
ྥࡇ࠺ࡣ1༢఩ࡀ30᫬㛫࡛ࠊ⟃Ἴ኱Ꮫ࡛ࡣ45᫬㛫࡛ࠊ࠸ࢁ࠸ࢁヰࢆࡋ࡚࠸ࡿ࡜ࠊண⩦࡜࠿᚟⩦ࡶ᫬㛫࡟ධࢀ࡚࠸࠸࠿ࡽࠊ᪥ᮏࡢ༢఩ࡢሙྜࡣ1ᑐ2ࡄࡽ࠸࡛࠸࠸ࡢ࡛ࡣ࡞࠸࠿࡜࠿ࠊ࠸ࢁ࠸ࢁ࠾ࡗࡋࡷࡿࡢ࡛ࡍࡡࠋࣚ
࣮ࣟࢵࣃࡢ୰࡛⥲Ꮫ⩦᫬㛫ࡢ୰࡟࡝ࡢࡼ࠺࡞ࡶࡢࢆྵࡵࡿࠊྵࡵ࡞࠸࡜
࠸࠺ࡢࡣࠊᐇ㝿࡟ࡣᅜࢆࡲࡓ࠸࡛ᇶ‽ࡀỴࡲࡗ࡚࠸ࡿࡢ࡛ࡋࡻ࠺࠿ࠋ࠙῝ᇼࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ࡑࢀࡣ⚾ࡶ▱ࡾࡓࡃ࡚࠸ࢁ࠸ࢁ⪺࠸࡚ࡁࡲࡋࡓࠋᐇ㝿࡟ࢥ࣮ࢫ࢞࢖ࢻࠊ
ࢩࣛࣂࢫࡢ୰࡛⥲Ꮫ⩦᫬㛫ࡢᵓᡂࡀලయⓗ࡟᭩࠿ࢀ࡚࠸ࡲࡍࠋࡑࢀࡣࢥ
ࣥࢱࢡࢺ࣭࢔࣮࣡࡜ࡋ࡚ᤵᴗ࡟ఱ᫬㛫ฟࡿ࡜࠸࠺ࡇ࡜ࠊࡑࡢࡓࡵࡢண⩦ࡀఱ᫬㛫ᚲせ࡛ࠊヨ㦂ࢆཷࡅࡿ᫬㛫ࠊヨ㦂ࡢ‽ഛ᫬㛫ࠊࢢ࣮ࣝࣉ࣮࣡ࢡ
ࡢࡓࡵࡢ‽ഛ᫬㛫ࠊࢢ࣮ࣝࣉ࣮࣡ࢡࡢ᫬㛫ࠊ඲㒊ࡀྵࡲࢀ࡚1ᖺ㛫࡛1,500㹼1,800᫬㛫࡛ࡍࠋࡑࢀࡀ60༢఩┦ᙜ࡞ࡢ࡛ࠊ᪥ᮏࡢ㜰኱࡜༢఩஫
᥮ࢆࡍࡿ࡜ࡁ࡟ࢿࢵࢡ࡟࡞ࡿࡢࡀࠊ15᫬㛫ࡢࢥࣥࢱࢡࢺ࣭࢔࣮࣡ࡀ☜ಖࡉࢀ࡚࠸࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜࠸࠺㒊ศ࡛ࡍࠋࡋ࠿ࡋ࡞ࡀࡽࠊ⮬ᚊⓗᏛ⩦ࢆồࡵࡿᤵᴗ࡛ࡣࢥࣥࢱࢡࢺ࣭࢔࣮࣡ࡣ▷ࡃ࡚ࠊ‽ഛࡢ᫬㛫ࢆࡎࡗ࡜㛗ࡃࡋ࡚࠸ࡲࡍࠋࡑࡢሙྜ࡟ࠊ㜰኱࡜ࡢ༢఩஫᥮ࡢၥ㢟ࡀࡲࡔゎỴ࡛ࡁࡎ࡟࠸ࡿ࡜࠸࠺ࡇ࡜ࡀᠱ᱌஦㡯࡟࡞ࡗ࡚࠸ࡲࡋࡓࠋ1༢఩45᫬㛫࡛࠸࠸ࡢ࡛ࡍࡀࠊ15᫬㛫ࡢࢥࣥࢱࢡࢺ࣭࢔࣮࣡ࠊᤵᴗ᫬㛫࡜࠸࠺⦡ࡾࢆእࡋ࡚࡯
ࡋ࠸࡜࠸࠺せồࡀ࠶ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ
࠙ᚫỌࠚ ࡑࡇࡣṇ┤ゝࡗ࡚ࠊᴟ➃࡞ᆅᇦ㛫ࡢ኱Ꮫࢩࢫࢸ࣒㛫ࡢத࠸࡞ࡢ࡛ࡍࡡࠋ⤖ᒁࠊ࢔࣓ࣜ࢝ࡣ࢔࣓ࣜ࢝ࡢ⮬ศࡢ኱Ꮫࢩࢫࢸ࣒࡟ࡑࡢࡼ࠺
࡞࡜ࡇࢁࡢୡ⏺ࢆࠊ⮬ศࡓࡕ࡟⩦ࢃࡏࡼ࠺࡜ࡍࡿ࡜ࠋࡑࡢࡼ࠺࡞ࡇ࡜࡛ࠊ
ᙜึࠊ࢔࣓ࣜ࢝ࡀWTO࡟ᥦッࡋࡓࠋࡑࡢࡼ࠺࡞ࡇ࡜࡟ᑐࡋ࡚᪥ᮏ࡜࣮ࣚ
ࣟࢵࣃࡀ཯ㄽࡋ࡚ࠊ௒࠿ࡽ10ఱᖺ๓࡟ࣘࢿࢫࢥ࡜OECD࡟ࡼࡿඹྠࣃࣛ
࡛ࣞࣝࡶࡗ࡚ྛᅜࡢไᗘࢆᑛ㔜ࡍࡿ࡜࠸࠺ࡼ࠺࡞ࡇ࡜ࢆỴࡵࡓࠋ ୍᪉࡛ࠊ࣮ࣚࣟࢵࣃഃࡣࠊࡑ࠺ࡸࡗ࡚ྲྀࡾỴࡵࢆࡋ࡚࠾࠸࡚ࡶᚲࡎ࢔
࣓ࣜ࢝ഃ࠿ࡽ౵㣗ࡉࢀ࡚ࡋࡲ࠺ࡢ࡛ࠊ⮬ศࡢࢩࢫࢸ࣒ࢆࡲࡎෆ࡞ࡿ࣮ࣚ
ࣟࢵࣃ࡛⤫ྜࡋ࡚ࠊࡑࢀࢆእ࡟ᣑ኱ࡋ࡚࠸ࡃࠋࡑࡢࡼ࠺࡞ࡇ࡜ࡀࠊࡑࢀ
ࡲ࡛ࡢ࢚ࣛࢫ࣒ࢫ࣭࣒ࣥࢻࢗࢫࢆ㋃ࡲ࠼࡚࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫࠊࡑࢀ
ࢆᑐእⓗ࡟῝ࡵ࡚࠸ࡃࡢࡀ࢚ࣛࢫ࣒ࢫ࣭࣒ࣥࢻࢗࢫ࡞ࡢ࡛ࠊࡑࢀ࠿ࡽࡢ
ᚲࡎ࣮ࣚࣟࢵࣃࡢ⮬ᅜࢩࢫࢸ࣒ࢆཷࡅධࢀ࡞ࡉ࠸࡜ࠋࢱ࢖࡞࡝ࡣ᏶඲࡟
ཷࡅධࢀ࡚ࡋࡲࡗ࡚࠸ࡲࡍࡡࠋ ࡔ࠿ࡽࠊࡑࡢࡇ࡜࡟ࡘ࠸࡚ࡣࠊ୧⪅࡛༠㆟ࡋ࡚ㄪᩚࡍࡿ࡜࠸࠺ࡇ࡜ࡀ
኱ษ࡞ࡇ࡜࡞ࡢ࡛ࡍࡀࠊ⚾࡜ࡍࢀࡤࠊ୍᪉ⓗ࡟࣮ࣚࣟࢵࣃഃࡢ୺ᙇࡀࡇ
࠺ゝࡗ࡚࠸ࡿ࠿ࡽࠊ⮬ศࡢ኱Ꮫࢆࡑࢀ࡟ྜࢃࡏࡿ࡜࠸࠺ࡢࡣࠊࡲࡉ࡟⤖ᒁࠊ࣮ࣚࣟࢵࣃࡢᛮ࠺ࡘࡰ࡟ࡣࡲࡿࢃࡅࡔ࠿ࡽࠊ୧⪅ࡢࡑࢀࡒࢀࡢ୺య
ᛶࢆᣢࡗ࡚ㄪᩚࢆࡋ࡚࠸ࡃࡋ࠿࡞࠸ࠋ

59࠙Ụ㠃ࠚ ࡑࡢ㎶ࡣࠊ࠸ࢁ࠸ࢁ࠾ヰࢆྥࡇ࠺࠿ࡽఛࡗ࡚࠸࡚ࡶࠊ᪥ᮏࡢ
1ᑐ2࡜࠿1ᑐ3ࡄࡽ࠸ࡢᏛ⏕ࡢண⩦ࡸ᚟⩦ࡲ࡛ධࢀࡿ࡜ࠊࡑࢀࡄࡽ࠸ࡢ᥮
⟬ࢆࡋ࡚࠶ࡆ࡞࠸࡜ࠊ1ᑐ1༢఩࡛ࡣ㠀ᖖ࡟኱ኚ࡞ࡢ࡛ࠋࢃ࠿ࡾࡲࡋࡓࠋ
࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡯࠿࡟ࡈࡊ࠸ࡲࡍ࠿ࠋ
࠙ᒣᒸࠚ ྠࡌࡃ⏕࿨⎔ቃ࡛⏕≀㈨※⛉Ꮫ࡜࠸࠺ಟኈ࡛ᑓᨷ㛗ࢆࡸࡗ࡚࠾ࡾࡲࡍࠋ ௒ࡢỤ㠃ඛ⏕ࡢ㛵ಀࡢ࡜ࡇࢁ࡟ࡶ࠿࠿ࢃࡗ࡚ࡃࡿࡢ࡛ࡍࡀࠊ
࣮ࣚࣟࢵࣃࡢ኱Ꮫ࡜ࢳ࣮ࣗࢽࣥࢢࡍࡿ࡜ࡁ࡟ࠊ௒᪥ࡢ࠾ヰ࡛ࡶࠊ
Undergraduateࡀ࠶ࡕࡽࡣ3ᖺ࡛࣐ࢫࢱ࣮2ᖺࠊࡇࡕࡽࡣ4ᖺ࡛2ᖺࠊ࣐ࢫࢱ࣮࡟ධࡗ࡚࠿ࡽࡢᤵᴗࡢ㔞ࡀྥࡇ࠺ࡣ࠿࡞ࡾከ࠸࡜ᛮ࠺ࡢ࡛ࡍࡀࠊࡶ
ࡋ࠿ࡋࡓࡽࠊࡑࢀࡣ3ᖺࣉࣛࢫ2ᖺࡢࡏ࠸࡞ࡢ࠿࡞࡜ᛮ࠺ࡢ࡛ࡍࡀࠊಟኈ
ྠኈ࡛ࡋࡼ࠺࡜ࡍࡿ࡜ࠊࡸࡣࡾ2ᖺ㛫ྠኈࡢࢳ࣮ࣗࢽࣥࢢ࡜࠸࠺ࡇ࡜࡟
࡞ࡿࡢ࡛ࡍࡀࠊࡇࡢ࠶ࡓࡾࡢ࡜ࡇࢁࡣࠊࡲࡿࡗࡁࡾࡑࡢ๓ࡲ࡛ࡢ3ᖺࡢࡇ࡜ࡣ㛵ಀ࡞ࡃࠊࡶ࠺ಟኈࡔࡅ࡛ࠊࡘࡲࡾ5ᖺ࡜6ᖺ࡛ࡣ࡞ࡃ࡚ࠊ2࣭2ࠊ
3࣭4࡛ᑐᛂ㛵ಀࢆࡇࢀ࠿ࡽࢳ࣮ࣗࢽࣥࢢࡋ࡚࠸ࡃࡇ࡜࡟࡞ࡿࡢ࡛ࡍ࠿ࠋ
ࡑࡢ࠶ࡓࡾࡣ࡝ࡢࡼ࠺࡟⪃࠼ࡓࡽ࠸࠸ࡢ࠿ࠊᚚពぢࢆ࠸ࡓࡔࡅࢀࡤ࡜ᛮ
࠺ࡢ࡛ࡍࡀࠋ࠙῝ᇼࠚ ࢃ࠿ࡽ࡞࠸࡛ࡍࠋࡍࡳࡲࡏࢇࠋㄪ࡭࡚࠾ࡁࡲࡍࠋ
࠙ᒣᒸࠚ ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡼࢁࡋ࠸࡛ࡋࡻ࠺࠿ࠋ ᮾி࢟ࣕࣥࣃࢫࡣ㉁ၥࡣࡈࡊ࠸ࡲࡍ࠿ࠋ
࠙ᮾி࢟ࣕࣥࣃࢫࠚ ≉࡟ࡈࡊ࠸ࡲࡏࢇࠋ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ
࠙ᐑᮏ㸦㞞㸧ࠚ ࡑࢀ࡛ࡣࠊࡇࢀ୍࡛ᛂࠊពぢ஺᥮ࢆ⤊஢ࡋࡓ࠸࡜ᛮ࠸ࡲ
ࡍࠋ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

60

➨ 8 ᅇ ඲Ꮫ FD ◊ಟ఍

第 3 講演 ཧ⪃㈨ᩱ➨ 3 ㅮ₇ࠕḢᕞࡢࢳ࣮ࣗࢽࣥࢢไᗘࡢᇶᮏⓗ࡞⪃࠼᪉ࠖ῝ᇼ ⫄Ꮚ ⥲ᣓ◊✲ᐁ 㸦ᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ 㧗➼ᩍ⫱◊✲㒊㸧ཧ⪃㈨ᩱ┠ḟ‫ی‬㈨ᩱ 1࣭࣭࣭1㹼22 ࣮࣌ࢪ “Guidelines and References Points”
 1. ┠ḟ࣭࣭࣭3 ࣮࣌ࢪ
2. History of European Integration and of the European Union࣭࣭࣭4 ࣮࣌ࢪ

2_1. III. Key competence࣭࣭࣭4 ࣮࣌ࢪ

2_2. IV. Cycle and course unit level descriptors࣭࣭࣭13 ࣮࣌ࢪ

2_3. V. Learning, teaching and assessment࣭࣭࣭15 ࣮࣌ࢪ 3. World and Global History including Periodisation࣭࣭࣭16 ࣮࣌ࢪ
3_1. III. Key competence࣭࣭࣭16 ࣮࣌ࢪ
3_2. IV. Cycle and course unit level descriptors࣭࣭࣭21 ࣮࣌ࢪ
3_3. V. Learning, teaching and assessment࣭࣭࣭22 ࣮࣌ࢪ‫ی‬㈨ᩱ 2࣭࣭࣭23㹼30 ࣮࣌ࢪ“A Tuning Guide to Formulating Degree Programme Profiles”
Annex 3‫ی‬㈨ᩱ 3࣭࣭࣭31㹼42 ࣮࣌ࢪ࢜ࣛࣥࢲ ࣮࣡ࢤࣥࢽࣥࢤࣥ኱Ꮫ ᏛኈᏛ఩ࣉࣟࢢ࣒ࣛ”Food Technology” ࡟㛵ࡍࡿ㈨ᩱ
1. ⛉┠୍ぴ࣭࣭࣭31 ࣮࣌ࢪ
2. Food Microbiology࣭࣭࣭33 ࣮࣌ࢪ
3. Food Chemistry࣭࣭࣭35 ࣮࣌ࢪ
4. Food Physics࣭࣭࣭37 ࣮࣌ࢪ
5. Food Engineering࣭࣭࣭39 ࣮࣌ࢪ
6. Quality Systems Operations࣭࣭࣭41 ࣮࣌ࢪ‫ی‬㈨ᩱ 4࣭࣭࣭43㹼56 ࣮࣌ࢪ Tuning-AHELO ࢸࢫࢺၥ㢟ࣂࣥࢡ࡟㛵ࡍࡿ㈨ᩱ
 4_1 ࠕ㢼ຊⓎ㟁࣭࣭࣭ࠖ43 ࣮࣌ࢪ 4_2 ࠕ㢼ຊⓎ㟁ࠖ㸦᥇Ⅼ࣮ࣝࣈࣜࢵࢡ㸧
࣭࣭࣭49 ࣮࣌ࢪ

61

62

資料1

Guidelines and References Points
forLearning and Teachingin the Areas ofHistory of European Integration and of the European Union
World and Global History
e-Learning and Digitisation in History
Developing EU-Turkey Dialogue
Regional and Transnational History

A CLIOHWORLD Guide
63

Guidelines and references points for learning and teaching in the areas of history of European integrationand of the European Union, world and global history, e-learning and digitisation in history, developing
EU-Turkey dialogue, regional and transnational history: a Cliohworld guide. - Pisa : Plus-Pisa University
Press, 2011 (Cliohworld guide ; 1)
940.0711 (21.)
1. Europa - Storia – Insegnamento universitario 2. Europa - Integrazione - Insegnamento universitario
CIP a cura del Sistema bibliotecario dell’Università di Pisa
This volume is printed thanks to the support of the Directorate General for Education and Culture of
the European Commission, by the Erasmus Academic Network CLIOHWORLD under the Agreement
142816-LLP-1-2008-1-IT-ERASMUS-ENW (2008-3200).
The volume is solely the responsibility of the Network and the authors; the European Community cannot
be held responsible for its contents or for any use which may be made of it.

Education and Culture DG
Lifelong Learning Programme© CLIOHWORLD 2011
The materials produced by CLIOHWORLD belong to the CLIOHWORLD Consortium.
They are available for study and use, provided that the authors and the source are clearly acknowledged(www.cliohworld.net)

Published by Edizioni Plus – Pisa University Press
Lungarno Pacinotti, 43
56126 Pisa
Tel. 050 2212056 – Fax 050 2212945
info.plus@adm.unipi.it
www.edizioniplus.it - Section “Didattica e Ricerca”
Member of

ISBN: 978-88-8492-806-1
Informatic editingRăzvan Adrian Marinescu
Editorial assistance
Viktoriya Kolp
Cover photo
aki


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Contents
IntroductionVII

Ann Katherine Isaacs, Guðmundur Hálfdanarson

History of European Integration and of the European Union
I. An overview of the subject area in European universities
II. Employability
III. Key competences
IV. Cycle and course unit level descriptors
V. Learning, teaching and assessment
1. Competence-based approaches to learning, teaching andassessment
2. Examples of good and interesting practice
3. Lifelong learning strategies
4. Teaching and learning materials
5. Selected links
VI. Quality criteria
Members of CLIOHWORLD Work Group 1
World and Global History including Periodisation
I. World history and global history: an overview
II. Employability
III. Key competences
IV. Cycle level indicators
V. Learning, teaching and assessment
1. Competence-based approaches to learning, teaching andassessment
2. Mapping the situation in Europe
3. Examples of good practice and resources
4. Lifelong learning and world/global history
VI. Quality criteria
Members of CLIOHWORLD Work Group 2
e-Learning and Digitisation in History Learning and Teaching
I. The thematic area
II. Employability
III. Key competences
IV. Indicative level descriptors
V. Learning, teaching and assessment
1. Researching history

1
2
3
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14
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20
22
23
27
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32
33
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pean studies and be seen in a combination of these thematic areas. Programmes,
modules and courses on the history of European integration and the European
Union offer a professional qualification for the public sector and governmental
agencies, NGOs, European institutions and international organizations, tourism and business, information centres, media and journalism, museums, archives, libraries dealing with the topic of European integration and EU-history.
Graduates with a masters degree are, in addition, prepared for occupations in
education and research. Third cycle graduates hold a qualification for an academic career and leading roles in research.

III. Key competences
According to the Tuning Educational Structures in Europe project, the objectiveof single course modules and degree programmes is to develop “competences”, inthe broadest sense, in the learner. In substance the central element in organising
the learning process is what the person involved will know, understand and beable to do at the end of it. Attitude too, in this case the historical mind-set or
approach, is fundamental. Using the Tuning results of the History Subject Area
Group as a starting point, a number of key competences can be developed in thearea of the History of the European Union and European integration:
1. A critical awareness of the relationship between current events in the EU
and processes in the past and awareness of differences in historiographicaloutlooks in various periods and contexts
2. Ability to place events and structures in historical perspective
3. Ability to define suitable research topics to contribute to historiographical knowledge and debate
4. Ability to identify and utilise appropriate sources of information for a
research project
5. Interdisciplinarity as a tool for research oriented teaching of the history ofEuropean integration and the European Union
6. Knowledge of the history of European integration and the European Union as part of modern European history in a comparative perspective
7. Knowledge and ability to reflect in a critical way on central terms andconcepts such as “Europe”, “European community”, “European Union” and“integration”
8. Knowledge of one’s own national, regional and local history as a part of
the European integration process and knowledge of the impact of the integration process on national, regional and local level
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3

9. Ability to place the history of European integration in a context of world
and global history
10. Awareness of the social policies (welfare state, employability, higher education, etc) in the framework of the EU integration process
11. Ability to work in a multicultural team with awareness and respect forpoints of view deriving from different cultural backgrounds
12. Ability to read, write and communicate in at least one foreign language
using the terminology appropriate to the subject
13. Ability to communicate key information on the history of European integration and the European Union to non-experts in oral and written form
14. Ability to encourage the public debate on European integration and theidea of European citizenship
Here we describe the key competences more fully:
1. A critical awareness of the relationship between current events in the EU
and processes in the past and awareness of differences in historiographical outlooks in various periods and contexts
Learners should be aware that the history of the European Union does not startwith European integration in the form of the European communities after 1945
and that processes and structures going further back than 1945 strongly influence the present situation in the EU and the perception of the EU by its inhabitants.
Learners should be aware that current events are often seen through an inherited perspective that is historically based in national and regional frameworks.
Knowledge of the history of Europe is necessary to be able to interpret the different perceptions of current events in various European nations and regions.
The knowledge that the learners should acquire in order to be aware of a relationship between current events and processes in the past is not primarily basedon simple facts and dates but also on a knowledge of basic structures, the economic and social situation, demography, religion and political systems.
Learners should also be able to identify the role of national or regional myths
and interpret the often “invented“ significance of certain historical events in thecontext of the “identities” forged by European nations and their instrumental
use and propagation in national/nationalistic historiography.

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2. Ability to place events and structures in historical perspective
While a literal interpretation of European Union history – its institutional history/development since 1945 – can be reasonably easily defined and adds to legal and political science approaches, it is important that students also develop an
appreciation of European history that pre-dates World War II. Students shouldbe able to demonstrate an understanding of the complex and contested historical origins of the European Union and be able to justify their chosen definitionof what constitutes the history of the European Union. This will require themto understand the complementary and divergent natures of specific (e.g local or
national) histories within the EU (to examine the EU as [more than] the sumof its parts) as well as external perspectives on the EU. They should, therefore,
demonstrate an understanding of the multiplicity of EU histories defined both
chronologically and geographically. By examining the internal and external histories of the EU, students will be able to define “history of the European Union”
and its place in world history.
3. Ability to define suitable research topics to contribute to historiographical knowledge and debate
The learner should be able to identify a number of significant studies relating
to the history of European integration and cooperation during the 20th andthe 21st centuries, including for example the concrete acts underpinning it, theideas surrounding it and the obstacles to it; to connect these works with thehistorical and political context in which they were produced; and to define theposition of the author with respect to the historical, political, methodologicaland theoretical questions addressed.
The learner should be able, on this basis, to pose new questions for research having the potential to advance knowledge and debate, of a complexity appropriate
to the level of study. The learner should be able to elaborate a research plan,
organised around a bibliography, documents and other sources (oral, written,
material), as appropriate to address the questions posed and to revise (broaden,
perfect) it in relation to his or her findings.
4. Ability to identify and utilise appropriate sources of information for a
research project
The European Union is sometimes compared to an onion (as a sphere) withconcentric layers. That means that it has a horizontal synchronic geographicalsegmentation and a diachronic vertical periodization. Learners need to acquire
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competences that allow them to distinguish, compare and analyse different periods and spaces of European and European Union history.
This will require competences in finding, classifying and using critically sourcesof information appropriate to the historical time period, geographical space or
phenomena analysed.
Students should have at least a basic knowledge of the methodology of related
disciplines and an ability to use this interdisciplinary methodological arsenal(e.g. International Relations theories, security studies, comparative political sociology and political science theory).
Learners should be able to combine sources of different kinds (e.g. treaties, European Union law, the acquis communitaire [the body of EU law established until now], audiovisual materials, press releases, discourses, political programmes)and forms (written, electronic sources, official sites of EU administration), address them with critical awareness and analyse them in the appropriate historical, national, international or EU community context.
5. Interdisciplinarity as a tool for research oriented teaching of history ofEuropean integration and the European Union
The learner should be aware of and able to use tools of other human sciences
as well as those of the various branches of historical research. This entails understanding that different kinds of history (e.g. economic, political, intellectual,cultural, social, institutional, legal, diplomatic, gender and religious history; history of international relations) as well as other human sciences (anthropology,
literary criticism, history of language, art history, archaeology, law, sociology,
philosophy) are indispensable tools in creating a critical awareness of the relationship between current events related to the history of the European Unionand the processes of the past, a vital point in student competences.
Moreover, the learner should understand that many of these different branchesof history or human sciences may offer a specific and focused viewpoint that allows for an analysis of the history of the EU in a more profound way. This kindof perspective allows the learner to perceive the differences between the various
approaches to the history of European integration and the European Union ina broader sense, fostering critical awareness of the way many political discourses
are founded on a specific historical view of Europe and its history. In fact, manydifferent approaches may be used, both in studying the European Union, andin studying European History, but not all of them are equally valid in terms of6
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historical analysis and methodology: some are functions of particular politicalpoints of view and based on revisionist or nationalist perspectives.
The history of the European Union is more than the sum of the histories of manydifferent countries, plus the history of the European Union itself. The EU, just like
European citizenship and European identity, can be considered multi-layered or
stratified. It is a complex system and requires a multi-faceted approach.
6. Knowledge of the history of European integration and the European Union as part of modern European history in a comparative perspective
The history of European integration should not be seen as an isolated phenomenon but as a part of the European history itself. So the history of European
integration and the European Union have to be considered in a broader sense
within the framework of European history and its central structures as the Cold
War, the rivalry between the European nations or later on the economic andmilitary cooperation of European nations. But also the results of de-colonisation after 1945 and the shifting from a political sense of colonisation to an economic one form an important basis for EU integration as at least the main political attention of many European nations was then focused on Europe again. It
is also important that students can understand and communicate an important
aspect of the European integration history, which is a history of peace projects
within a world history. This comparative perspective also enables one to breakup national narratives and avoids the problem of the EU itself inventing a kindof national narrative that is exclusive to the rest of the world.
7. Knowledge and ability to reflect in a critical way on central terms andconcepts such as “Europe”, “European community”, “European Union”
and “integration”
The learner should be aware of, and able to explain his or her understandingof, concepts and terms such as ‘Europe’, ‘EC’, ‘EU’, and ‘integration’. The student should be aware that these are not static concepts, that they are contested,
and that their meanings and significance will vary according to the perspective
adopted in examining them. In particular, the student will be able to demonstrate an understanding of the non-linear structure and process(es) of European
integration; that is, to see this as a process of both integration and disintegrationin which any consolidation of an idea of European union or commonalty incorporates a sense of both movement closer together and further apart, of harmonyand discord, of advance and regression. The student should therefore be able toexamine the history of these concepts in a way that reflects and critically examHistory of European Integration and of the European Union

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ines issues of the evolution of world political, economic, cultural, social thought.
The student should be able to reflect on the ways and extent to which each concept describes contemporary understanding of European integration history.
8. Knowledge of one’s own national, regional and local history as a part of
the European integration process and knowledge of the impact of the integration process on national, regional and local level
While paying full attention to the grounds on which European integration andunion is expressive of common or shared experience and histories, students should
also demonstrate an awareness of the multiplicity of those experiences and histories within the whole. Students should therefore be aware that European integration does not take place in a uniform or centralised manner, but is felt andexperienced throughout Europe at all institutional levels and is perceived in the“Lebenswelt” (or everyday life of people). Thus, students should be able to understand that the interpretation of the European integration process depends on
the perspective of national, regional, and local histories and should reflect bothdifferences as well as common experience. The history of European integrationand the European Union might therefore be seen as being also, and importantly,
defined by ideas, values, and institutions with a local or regional inspiration.
A student should be able to explain all of these aspects of the history of European integration and the European Union. She or he should be able to understandand compare all these national, regional and local “narratives” on identity, history of population, education and economic-administrative institutional systemand try to understand the cultural and mental, habitual heritage of a region.
Students should try to analyze whether there were genuine and continuous connections among regions, states and, last but not least, whether there was any interrelatedness of European currents with the local history and how extensive thiswas both in former ages as well as in contemporary history including the phases
before and after the EU accession of the particular country or more specificallythe region with its institutions and population.
9. Ability to place the history of European integration in a context of world
and global history
It is important that the student is able to see Europe from outside as well as fromwithin. While often studied as a (potentially) inclusive model and process of historical development, it is important to recognise also the exclusive nature of EU andintegration histories and to understand and explain how the history of the European
Union is also concerned with a political structure that separates Europe from the871rest, and to be familiar with the meaning and significance of concepts such as ‘fortress Europe’, ‘European hegemony’ and to be able to examine critically the ways inwhich this can, or has been seen as, a model for cooperation – political, social, cultural, intellectual, institutional – in other world regions.
10. Awareness of the social politics (welfare state, employability, higher education, etc) in the framework of the EU integration process
The student should be aware of the importance of understanding the integration
process in terms of what the EU has achieved as well as how it has achieved it.
While paying attention to forms, therefore, the student should be able to examineand contextualise European integration in terms of its impact on the lives of European citizens. The student should be able to explain in what ways the development
or shifting of modern society is affected by European-wide or EU-level activities
and ideas, as against national or regional factors. In considering the EU in termsof social politics, the student should be able to refine their understanding of thenature and significance of ideas and values within the integration process.
Students should be prepared in practice to demonstrate an awareness of thosepolicies and legal frameworks that concern their field of study and the economic-cultural sector in which they wish to work by acquiring a basic knowledgeof the European institutional system, policies and programmes that govern andpromote their field of activity: education, training, media, or others. It should beborne in mind that the social and cultural policies of the EU include grants andexchange programmes that are useful both during the student’s university careerand subsequently during post-HE employment as these policies are dedicated toforging a more united and convergent Europe. Students should be well prepared
for applying, using and working with these Europe-wide integration-projects.
11. Ability to work in a multicultural team with awareness and respect forpoints of view deriving from different cultural backgrounds
Diversity is an important aspect in the shaping of European Union and integration histories. Students therefore should be able to analyse that diversity invariety of senses, such as (although not exclusively): social, economic, political,
and historical factors. The student should be able to interpret and explain withsensitivity the parts comprising the whole of the European ‘experience’. Considered fundamental in any History programme, the competence of working in a
multicultural team must be especially emphasised when the EU is the specificsubject of studies and the field of action. To deal with a union that is built up of
27 different interacting parts is in itself sufficient to justify the need to develop
the ability to work in a multicultural team with awareness of and respect for
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European diversity in its variety of senses. Mobility systems for students andteachers such as summer courses, Erasmus exchanges, joint Master or PhD programmes, contribute to the development of this competence as people with different cultural backgrounds can develop their learning process together. Thus
the university can be seen as a training ground for work in a multicultural team.
Students who have learned about Europeanness and the cultural diversity of Europe would act empathetically and be tolerant towards other opinions and views
deriving from the different cultural background, mentality, (working, acting or
thinking) habits of their colleagues in the multicultural team, seminar or laboratory. Students should be encouraged to develop a mutual understanding of thediverse cultural and historical profiles of each of the European member-states orregions, and the variety of mental, habitual and social backgrounds of European
citizens, including minorities and immigrants. As such, the acquisition of competences enabling students, researchers and workers to develop their activities
in a climate of respect for cultural diversity and differences of opinions is highly
desirable, both in the different cycles of University study, and in programmesof life-long learning. Students should therefore acknowledge different cultural
points of view and understand them as a means to provide a richer perspective
on European issues, and to integrate them, in a critical way, in the process ofacquiring knowledge.
12. Ability to read, write and communicate at least in one foreign language
using the appropriate terminology to the subject
Students should be able to use foreign languages accurately when searching fordata on European Union history and European integration history. She/he must
be able to read sources, to comment on historiographical texts, original documents etc., in written and oral form. The ability to communicate in one or more
foreign languages is linked to and an important aspect of fulfilling competence
11 above. In a multicultural Europe with so many cultural and historiographic
traditions, the mastery of a single language may contribute to a narrow view ofthe problems the student intends to analyse. This ability to communicate in atleast one foreign language is fundamental to an ability to share with ’foreignparts’, local, regional and national histories as well as experiences of how the European integration process has and had different impacts on an individual’s wayof life and thereby better explain one’s own experiences as well as those of others.
Such linguistic ability will also allow students to access and work effectively withdifferent historiographic traditions. The ability to use terminology appropriate
to the subject is considered essential to guarantee the effectiveness of communication (linked to competence 7 above).

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13. Ability to communicate key information about the history of European
integration and the European Union to non-experts in oral and written
form
The most widespread views on the history of European integration and on the History of the EU do not always integrate the best and most up-to-date information,reflecting academia’s frequent inability to produce information in a clear and easily
accessible manner. This can lead to an inadequate and outdated dissemination ofhistorical information. Through the acquisition of this competence, which must
be demanded at all levels, including lifelong learning, the student may become aneffective agent of dissemination, reaching a wider and more diversified public, including those naturally less receptive to academic texts.
Given that the history of European integration and the European Union should
be understood in terms of their impact on Lebenswelt, it is important that students are able to engage with audiences beyond the academy in their study ofthose histories and processes. The student should be able to examine, discuss,and explain his or her work in terms that recognise the quotidian as well as highgovernmental aspects of that work. The student should be aware of the ways inwhich the history of European integration and the European Union have shaped
the experiences and outlook of all citizens and be able to explain the varied levelsof wider, popular, engagement and disengagement (or non-engagement) with
the integration process. This links also to competences 1 and 8 in particular andshows the importance of historical research and thinking as an important toolin understanding the world in past present and future.
Students should be able to contribute with their knowledge and understandingof the history of European integration and the European Union both in oral
form (to a variety of audiences) and in written form (for example in forms dedicated to public opinion such as scientific and newspaper articles). This competence demands a basic ability in communication-techniques and good knowledge of European issues, problems, and ideas, as well as an ability to make criticaluse of European sources of information.
14. Ability to encourage public debate on European integration and theidea of European citizenshipStudents should be able to communicate the essential information of the history of European integration and the European Union to non-experts in orderto develop and enrich a wider understanding of European citizenship. This may
take the form of participation in public debate or voluntary activities, or other
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forms of work or activity that examine critically and responsibly varied and controversial opinions and which seek to promote active citizenship. The student
should aim to encourage participation, rational debate, and active citizenship,
while also being aware of the issues associated with dealing with subject matterand information that is frequently controversial: the student should therefore
understand how to contextualise and interpret ideas and data drawn from a variety of sources and perspectives.

IV. Cycle and course unit level descriptors
According to the constitutive structure of university education it is necessary todifferentiate learning outcomes according to first, second and third cycle programmes and course units. The following suggestions for the EU-history and thehistory of European integration are defined with reference to the “Dublin” descriptors that resulted from the Joint quality initiative in the framework of quality
assurance and accreditation of bachelor, master and PhD programmes in Europe.
1. First cycle
Knowledge and understanding
The graduate has a critical knowledge and understanding of the History of theEuropean Union and the integration process, based on a specialised and up-to
date bibliography, and on a broad selection of key primary sources.
Applying knowledge and understanding
The graduate is able to use a historical approach to enrich the critical understanding of the recent history of the European Union and the process of European integration, devising and sustaining arguments that reflect a broad awarenessof the relevant historiographical issues.
Making judgements
The graduate is able to identify, retrieve and evaluate critically information on
the history of European integration and the European Union from a variety ofsources in order to address relevant topics in the field or thematic area.
Communication
The graduate is able to communicate in appropriate form, written and orally,in his/her own and if possible another language, basic knowledge about theEuropean Union, its history and its organisation, to students, peers and thegeneral public.
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Learning skills
The graduate knows where information about new developments in the historyof European Union and European integration process can be found and how toutilise it, in order to be updated.
2. Second cycle
Knowledge and understanding
The graduate has a critical knowledge and understanding of the current developments in the History of the European Union and the history of European integration, including interdisciplinary debates, sufficient to be able to formulate
and address an original research problem.
Applying knowledge and understanding
The graduate is able to apply the critical perspectives and methodologies acquired to address problems regarding more than one spatial or thematic area.
Making judgements
The graduate is able to propose well-founded interpretations of relevant social,
ethical or other issues facing the European Union/European integration processbasing them on the use of the critical bibliography and employing both known
and new sources and the ability to model complex interactions.
Communication
The graduate is able to illustrate and explain in his/her own and if possible another language to an audience (specialist or non specialist) his/her findings
about the history of European integration and the European Union and thesources and methodologies on which they are based, both in academic and nonacademic form.
Learning skills
The graduate is able to undertake self-directed study in the history of European
integration and the European Union, using information, theories and methods
and networks relative to various disciplinary frameworks.
3. Third cycle
Knowledge and understanding
The holder of the doctorate has a critical overview of the field, including an
understanding of the historical and methodological contexts which mould thevarious national, thematic and disciplinary viewpoints; and the ability to assess
critically those perspectives in an innovative manner.
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13

Applying knowledge and understanding
The holder of the doctorate has demonstrated the ability to conceive and execute an innovative research project designed to address a relevant problem in
the history of the European Union and/or of the European integration process
which makes a substantial contribution to existing debates or raises new questions, such as to merit national or international publication.
Making judgements
The holder of the doctorate is able to analyse and evaluate complex aspects of theEuropean Union/European integration process and to propose syntheses that
may lead to further academic research and facilitate knowledge transfer.
Communication
The holder of the doctorate is able to communicate, in his/her own and at least
one other language, both specialised and general knowledge about the historyof the European Union and the integration process in an interactive way (establishing a dialogue) with specialists from other disciplines (law, economics,
international relations, sociology etc.) and general audiences, and has the ability
to initiate and conduct public debate.
Learning skills
The holder of the doctorate has the ability to initiate, conduct and participate indebates regarding new developments in the broad field of the social sciences andhumanities enhance knowledge and understanding in the field as related to thehistory of European Union and European integration and to promote projects
and activities suitable to increase knowledge and understanding.

V. Learning, teaching and assessment
1. COMPETENCE-BASED APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
The learning and teaching approaches to the history of European integrationand the European Union do not differ fundamentally from those that we see inhistory teaching in general. This is the case with the kinds of courses used mostcommonly as lectures, tutorials, workshops, seminars, group work or excursions.
But in order to broaden the view of the history of European integration andthe European Union and in order to overcome national points of view it is useful to implement learning and teaching activities that enlarge the perspectivesof students and teachers such as placements in public, educational or scientificinstitutions, student exchange, joint programmes, modules and courses or collaboration over national frontiers by online-courses and discussion forums.
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enhancing intercultural understanding and competences. Solid knowledge ofworld and global history should equip a student with a more complex view of
the interconnectedness as well as better understanding of local and national interpretations and thus promote not only global citizenship, but also a more realistic definition of citizenship in general.
These intellectual qualities equip a history graduate to give his/her contribution
to working in inter- and transnational as well as intercultural contexts, such as
diplomatic service, international journalism and communication, global organisations, like the UN, EU, NGOs such as Greenpeace, Red Cross, cooperation
development, integration services on national level, and multinational companies.

III. Key competences
According to the Tuning Educational Structures in Europe project, the objectiveof single course modules and degree programmes is to develop learners’ “competences”. Instead of describing the what, i.e. the substance of the teaching, thefocus in competences lies on what the student will know, understand and be able
to do at the end of any course or degree programme, i.e. as learning outcomes.
Using the Tuning results of the History Subject Area Group as a starting point,
the following key competences have been formulated to describe the key competences for studies in the area of world history and global history.
1. Possessing general knowledge and orientation with respect to the methodologies, tools and issues of all of the broad diachronic, thematic, and spatial
perspectives with which world history is explored, from ancient civilisations
to present times
2. Possessing solid knowledge of one’s own national and regional history incomparative perspective as a foundation from which to explore world andglobal history patterns
3. Awareness of and sensitivity to different points of view of world history inhistoriographical and cultural traditions different to one’s own
4. Ability to reflect in a critical way on central terms and concepts such as‘world history’, ‘global history’, and ‘globalisation’, ‘international integration’,‘religious and cultural syncretism’, etc.
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33

5. Awareness of issues in different fields of historical research (economic, social, political, gender-related, etc.) and openness towards interdisciplinary
approaches
6. Awareness of how historical interests, categories and problems change withtime and how historiographical debates are linked to world history
7. Develop the ability to plan, carry out, and present in oral and written forma research-based contribution to significant problems in world and global
history, preferably also in a second language
8. Ability to work in multicultural teams and contexts identifying divergent
points of view on world and global history
9. Ability to communicate the essence of world and global history also to nonacademic audiences in oral and written form
10. Ability to comment, annotate or edit texts and documents according to
the critical canons of historical disciplines
Here we describe the key competences more fully:
1. Possessing general knowledge and orientation with respect to the methodologies, tools and issues of all of the broad diachronic, thematic, andspatial perspectives with which world history is explored, from ancientcivilisations to present times
Students should acquire critical understanding of world history as a subfield ofhistory that in itself has developed during a long period of time, beginning, particularly in Europe, with the idea that world history is essentially related to European history and western domination, and gradually build awareness of world
history from a global perspective where the specific development of all parts of
the world have a value in themselves, and where global perspective involves theinterconnectedness of peoples and cultures.
Learners of world and global history should also be open to interdisciplinary
methodologies and learned dialogue with representatives from other fields ofstudy that tackle the issues of globalisation.
2. Possessing solid knowledge of one’s own national and regional history incomparative perspective as a foundation from which to explore world andglobal history patterns
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Students of historical and contemporary issues from world and global perspective should develop an ability to recognise the global dimensions of local
developments and local variations of global phenomena. In order to succeedin this they will need to learn their own national and regional history in relation to developments in world history and wider historical processes. This
will enable them to recognise the patterns and phases of globalisation in local
contexts and respectively to avoid the over-nationalisation of historical narratives.
3. Awareness of and sensitivity to different points of view of world history inhistoriographical and cultural traditions different to one’s own
While developing a solid knowledge of his/her own national historiography alearner of world and global history should enhance his/her consciousness of thehistoriographical traditions of other national and cultural settings. This will enable the learner to assess what kind of influence world history as a perspective
and attitude to the ‘other’ has had, and may still have, and to recognise the roleof historical worldviews in the present.
4. Ability to reflect in a critical way on central terms and concepts such as‘world history’, ‘global history’, and ‘globalisation’, ‘international integration’, ‘religious and cultural syncretism’, etc.
The learner should be able to acquire knowledge and discuss the development
and definitions of key theoretical concepts in the field of world history and global
history by way of learning that ideas of ‘world’ and ‘global’ (and other terms) aredependent on time, place and culture, i.e. that they are culturally and temporally
specific and dependent on diverse historiographical and scholarly traditions.
5. Awareness of issues in different fields of historical research (economic,
social, political, gender-related, etc.) and openness towards interdisciplinary approaches
Key concepts in world history and global history have developed in close interaction and debate with ideas and concepts, originally developed in other disciplines, such as social sciences, economy, political science and International Relations. This means that a student of global/world history should possess an open
mind and ability to incorporate elements from such theories.
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6. Awareness of how historical interests, categories and problems changewith time and how historiographical debates are linked to world history
A learner needs to be aware that historiographical debates and research are always linked to the contemporary globalisation processes, and yet keep a critical distance towards the overeager propagandists as well as the oversimplifying
critics of globalisation, and instead developing ways to put the present phase of
globalisation into historical perspective.
This requires knowledge and appreciation of changing conceptions of history
and foci of historical study in world History (for example the impact of Marxism, the rise of social history, or the linguistic turn). It also requires an awareness of the ways in which the study of the past is shaped by the concerns of thepresent. Certain lines of research may express individual historians’ politicalconcerns (more or less consciously) stemming from pressing concerns of thepresent. Alternatively, the broader social and political context may direct linesof study in ways ranging from direct political intervention in academia to influencing research through the allocation of research funding by public andprivate bodies.
7. Develop the ability to plan, carry out, and present in oral and written
form a research-based contribution to significant problems in world andglobal history, preferably also in a second language
The student should be acquainted with a number of significant studies related
to world and global history so that she/he can understand and demonstrate
how research and thinking of world and global history has developed at least in
the western world, but preferably also within some other historiographical traditions. This knowledge enables her/him to plan and carry out a research paper
on a world/global history topic with relevant conceptual and methodologicalchoices.
Since world and global history by definition deals with historical processes froma global perspective they must involve several cultural and lingual regions. The
student should therefore have good command of at least a second language inorder to manage reading original sources as well as secondary literature in otherthan her/his own native language and to be able to present such research in 0ral
or written form in a second language.
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8. Ability to work in multicultural teams and contexts identifying divergent
points of view on world and global history
Diversity is an essential aspect when studying world and global history andany student of this thematic area must be able to, first, reflect critically on traditional ideas of world history in her/his own region/culture, and second, be
open and equally critical, yet sensitive, to the ideas and significance of world
history in other cultures and historiographical traditions. This is particularly
vital for European students since so much of the earlier historiography in theWest nourished the idea of European nations as leaders of global development.
Only by contextualising different historical points of view on world and global history can multicultural teams begin to identify the impact of national
historiographical underpinnings and practices and enhance a grounded interpretation of world and global history that treats the diversity of culturesand peoples of the world in a way that is free from biases of historiographicaltraditions.
9. Ability to communicate world and global history to non-academic audiences in oral and written form
The student should be able to present her/his research contribution in oral andwritten form for two different kinds of audiences, not only academic but also
more general, in order to increase public knowledge and awareness of globalisation from an historical perspective.
10. Ability to comment, annotate or edit texts and documents according to
the critical canons of historical disciplines
A student of world and global history should develop a critical eye for recognising the global implications in historical texts and other kinds of sources (e.g. images, maps) and be capable of analysing these in connection to theideas about world and global history prevalent in the time of productionof these sources. Ability to comment, annotate or edit texts and documents
also means that a learner recognises and understands the potential biases inhistorical sources, research literature, as well as documents of her/his own
time.
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IV. Cycle level indicators
General Aims
Any course or programme should enable to develop a historical perspective on
reality. This should include acquiring
1. A critical view of the human past in world history perspective as it moulds
our understanding of the present and even of the future.
2. Viewpoints as reflected in different historical backgrounds, be they national, regional, or cultural.
3. Creating a critical view of the differences in periods.
4. Using the historians’ craft, that is, working with primary sources and texts
generated by professional historical research.
First Cycle History Programme (Bachelor)
The general objectives remain as above. At the end of a first cycle History programme the student should:
1. Possess general knowledge with respect to issues in world and global history including up-to-date literature, key sources, methodologies and tools.
2. Appreciate changing patterns of interconnectedness and changing interests across the globe over time.
3. Be able to analyse the causes driving these changing patterns.
4. Exhibit an ability to define, complete and present in oral and written
form a medium length piece of research pertaining to issues in world and/or
global history.
Second Cycle Degree (Master’s)
The student completing a second cycle degree in History will have built further
on the levels reached at the first cycle so as to:
1. Have demonstrated specific, detailed and up-to-date knowledge of at least
one significant division of world history, including different methodological approaches and historiographical orientations relating to it.
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2. Have applied in research comparative methods, exhibiting command ofdifferent spatial, thematic, and theoretical approaches of historiographicalcraft and research as relevant to world and global history problems.
3. Have shown the ability to plan, carry out, present in oral and written forma research-based contribution to historiographical knowledge, bearing on asignificant problem of world and global history.

V. Learning, teaching and assessment
1. COMPETENCE-BASED APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
The learning and teaching approaches to world and global history do not differ
fundamentally from those that we see in history teaching in general. This is thecase with the kinds of courses used most commonly, such as lectures, tutorials,
workshops, seminars, group work or excursions. But in order to broaden the view
suitably for world and global history and in order to overcome national pointsof view it is useful to implement learning and teaching activities that deliberately
enlarge the perspectives of students and teachers beyond national boundaries. Examples include placements in public, educational or scientific institutions, student
exchanges, joint programmes with foreign universities, modules and courses orcollaboration across national frontiers by online-courses and discussion forums.
First cycle
Competence 3

Teaching Method

Learning Activities
Way of Assessment

Awareness of and sensitivity to different points of view ofworld history in historiographical and cultural traditions
different to one’s own
This competence requires teaching the students to compare different historiographical traditions in order to createawareness of their differences and sensitivity towards these
traditions. This might be achieved through the use of lectures, seminars and group work, where critical discussions
based on classical texts are encouraged.
Attendance at lectures and/or seminars; group or individual
work with classical texts, including presentations.
Written and/or oral examination; assessment of participation in group discussions and where used also of presentations.
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資料2

A Tuning Guide to
Formulating Degree ProgrammeProfilesIncluding Programme Competences
and Programme Learning Outcomes

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Table of Contents
Foreword

11

Introduction

15

Chapter 1 - The Degree Proﬁle in the context of the Bologna Process

19

The Bologna paradigm

19

The Degree Proﬁle20

Programme Competences and Programme Learning Outcomes21

European, national and subject area reference frameworks

23

Conclusion

25

Chapter 2 - Degree Proﬁle Template & Instructions

27

The Template

27

How to use the Template

29

Chapter 3 - Glossary

51

Annex 1- Designing a Study Programme59

Annex 2- List of Generic Competences

63

Annex 3- Examples Degree Proﬁles History, Nursing, Physics

65

History

65

Nursing77

Physics

86

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Annex 3
Examples Degree Proﬁles History,
Nursing, Physics
On the following pages full degree proﬁles for the subject areas used as
examples in this Guide are given in order to provide a general overview
how of what such Degree Proﬁles look like and how the different sections interact with each other. The examples are ﬁctional, although avariety of real life examples (provided by the test partners of the CoRe 2
project) have been used for inspiration.
Please note that the Degree Proﬁle should not be longer than 2 pages
in format A4.
History
History example 1
Degree proﬁle of History
Baccalaureus Artium [Bachelor in Arts]
Degree Programme in Modern History

TYPE OF DEGREE & LENGTHINSTITUTION
ACCREDITATIONORGANISATIONSPERIOD OF REFERENCE
LEVELASingle degree (180 ECTS-credits)
Universitas Utopiensis (University of Utopia), Arcadia
Quality assurance agency Utopia in Arcadia
Degree programme implemented in 2008, accredited for
5 years
QF for EHEA: 1st Cycle; EQF level 6; NQF of Arcadia:
1st Cycle
PurposeTo provide students with the foundations of a historical approach to understanding modern society and culture, with particular emphasis on thedevelopment of Europe from 1500, and its relations with the wider world.
Specialist areas are local (national) history, EU History and broad developments
in other continents.
B

1

Characteristics

DISCIPLINES(S) /SUBJECT AREA(S)History, multi-disciplinary; major in history, associatedminors in political science, anthropology, international
relations, communications; a foreign language is compulsory; electives in humanities, social sciences, economics and education. History 60%; minor 25%; language
5%; electives 10%.

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2

GENERAL /SPECIALIST FOCUS

3

ORIENTATION4DISTINCTIVE FEATURESC

General with emphasis on identifying and using primaryand secondary sources and historiography critically.
Research orientation, with a strong component ofcommunications and interpersonal skills in the own
language and the second language. Special tracks areprovided for future teachers and archivists.
Students may emphasise either EU history and history ofinternational relations or EU history and the history of a
non-European macro area. An Erasmus mobility experience
is recommended but not compulsory; all students participate in special seminars with incoming Erasmus students.
Employability & further education

1

EMPLOYABILITY

2

FURTHER STUDIESD

Positions at Bachelor level in the public/private administration, archives (archive track), media and communications, journalism.
Access to related second-cycle degree programmes, and– with some further work – to un-related second cycle
degree programmes. Access to teacher training (education track); to specialised archival studies (archival track).
Education style

1

LEARNING & TEACHINGAPPROACHES

2ASSESSMENT METHODSE

The general learning style is task-based learning. There
are some lecture courses, accompanied by workshops
and seminars. Most learning is in small groups (up to
20 persons) and emphasizes discussion, preparation ofpresentations autonomously and in small groups. In theﬁnal year about half time is dedicated to the ﬁnal thesis,
which is also presented and discussed with a discussion
group of teachers and peers.
Presentations: oral (power point) and written; examinations: oral for the conceptual parts; written for the basic
historiographical knowledge; students keep a portfolio.
Programme competences

GENERIC1— Critical and self-critical abilities: ability to think in scientiﬁc terms, pose
problems, gather data, analyse them and propose ﬁndings.
— Written and oral communication in one’s own language: ability towrite and speak correctly according to the various communication registers(informal, formal, scientiﬁc).
— Ability to work autonomously, taking initiatives and managing
time: ability to organise complex efforts over a period of time, producing
the required result on schedule.
— Ability to work with others in a multidisciplinary multi-national setting.

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SUBJECT SPECIFIC

2

F— Basic general knowledge: orientation in the major themes of present
historical debate and knowledge of world chronology.
— Applying knowledge in practice: ability to use background information and information retrieval skills to formulate a coherent discussion of ahistorical problem.
— Awareness of the on-going nature of historical research and debate— Awareness of the connections between present-day issues and the past
— Knowledge of the general diachronic framework of the past
— Speciﬁc knowledge of the chronologies and historiographical interpretations of colonisation, decolonisation, modernity, post-modernity andglobalisation.
— Knowledge of at least one speciﬁc thematic area (international relations,
economic history, history of ideas, gender history, history of science andtechnology, etc.).
— Ability to retrieve and handle information from a variety of sources(electronic, written, archival, oral) as appropriate to the problem, integrating it critically into a grounded narrative— Ability to use the appropriate terminology and modes of expressionof the discipline in oral and written form in one’s own language and in thesecond language.
Programme learning outcomes

The graduate can demonstrate:— knowledge of European and world chronology, especially from 1500, andability to describe in synthetic terms the main approaches to the study ofEuropean empires and to world and global history— that he/she is able to formulate texts and briefs based on up-to-date historicalinformation such as can be of use in e.g. journalism, for local bodies andmuseums.
— ability to speak and write simple texts and presentations as well as the more
complex and scholarly text required in the ﬁnal year, using the appropriate
communication registers— ability to organise his/her work programme in the ﬁnal year autonomously, as
shown in preparing for colloquia on his/her thesis, volunteering for participation in working groups, keeping track of these activities in his/her portfolio.
— ability to identify and describe the political and culture context in which major
debates about colonisation and decolonisation have developed and can identify the main historians involved in those debates.
— knowledge of the major world events and processes over the last, roughly,
two millennia, although specialising in modern and early modern history.
— ability to describe historiographical tendencies of the last twenty years and to
identify the major actors in the debates about modernity, post-modernity andglobalisation and the related understandings of the relationships between theworld’s peoples;

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— detailed knowledge of a speciﬁc chosen ﬁeld: (international relations, economic history, history of ideas, gender history, history of science and technology),
as shown by reading, studying and reporting on a minimum of 5 signiﬁcantworks pertaining to it.
— capability to address a research problem, retrieving the appropriate sources
and bibliography, analysing it, and giving critical, narrative form to his/herﬁndings in a text of around 20.000 words.
— ability to work productively in a team with persons from other countries,
taking into account the diversities of background and understanding of
his/her co-workers to address speciﬁed tasks;— as shown in presentations, essays and ﬁnal thesis, ability to use appropriate
terminology and to narrate and discuss facts and interpretations in clear
and precise language.
— ability to make oral presentations and write texts of up to 10 pages in his/her second language.
Archival Track:— ability to illustrate the historical bases and the legal framework for thearchival system in Arcadia.
— ability to access repertories and inventories of private and public archives— ability to illustrate and apply in practice the principles of cataloguing
historical documents relating to the modern and early modern period asregards local history and history of country Arcadia.
Education Track:— ability to illustrate the main pedagogic methods used in primary and secondary schools— ability to design and guide a learning/teaching experience for school children related to EU and global history.

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資料3
Food Technology (BLT) / BSc
Description Food Technology» Planning programme

BSc Common part
» Planning programme common part
Common Part
Before starting the BSc thesis students should have passed all courses of the B1 and the introductory course of the supervisingchair group in B2 period 1 - 4 (see the Blackboard site of the programme for details).
RO1: Choose MAT14803 or MAT15303 depending on the Math on VWO level
RO2: Choose 0 - 3 courses

Course

Ects

CS/RO

PhasePeriod

FPH-10306

Food Technology I

6.00

CS

B1

1AF

MAT-15403

Statistics 2

3.00

CS

B1

1MO

PCC-12303

General Chemistry 1

3.00

CS

B1

2AF

PCC-12403

General Chemistry 2

3.00

CS

B1

2AF

CBI-10306

Cell Biology

6.00

CS

B1

2MO

ORC-12803 Organic Chemistry 1

3.00

CS

B1

3AF

MAT-14903

Mathematics 2

3.00

CS

B1

3MO

FCH-11306

Nutritional Aspects of Foods

6.00

CS

B1

4WD

MIB-10306

Microbiology & Biochemistry

6.00

CS

B1

5AF

MAT-15003

Mathematics 3

3.00

CS

B1

5MO

ORC-12903 Organic Chemistry 2

3.00

CS

B1

5MO

ECS-10301

Presentation Skills

1.00

CS

B1

6AF

FPH-10803

Thermodynamics for Food Scientists

3.00

CS

B1

6AF

FPE-10808

Food Production Chains

8.00

CS

B1

6WD

6.00

CS

B2

1AF

FHM-20306 Food Microbiology
FPE-20806

Mathematical Concepts for Food Technology

6.00

CS

B2

1MO

FPE-21306

Food Production and Preservation

6.00

CS

B2

2AF

FCH-20806

Food Chemistry

6.00

CS

B2

2MO

FPH-20306

Food Physics

6.00

CS

B2

3WD

FQD-21306 Food Packaging and Design

6.00

CS

B2

4WD

FHM-22806 Food Hazards

6.00

CS

B2

5AF

FPE-20306

Food Engineering

6.00

CS

B2

5MO

FCH-22308

Food Properties and Function

8.00

CS

B2

6WD

FQD-20804 Quality Systems Operations

4.00

CS

B2

6WD

YFS-80824

24.00

CS

B3

1,2,3,4,5,6

FQD-24306 Case Studies Product Quality

6.00

CS

B3

1MO, 4WD

MAT-14803

Mathematics 1

3.00

RO1

B1

1MO

MAT-15303

Statistics 1

3.00

RO1

B1

1MO

HNE-30506

Principles of Sensory Science

6.00

RO2

B1

1AF

ORL-20306

Decision Science 1

6.00

RO2

B1

1AF

ENT-21306

Insects as Food and Feed

6.00

RO2

B1

3WD

YFS-10301

Excursions and lectures Food Technology

1.00

RO2

B3

1,2,3,4,5,6

FQD-23806 Meat Science

6.00

RO2

B3

1AF

FQD-22801 Foreign Study Trip Food Technology

1.00

RO2

B3

1WD

BSc Thesis Food Science and Technology

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MST-24306

Management and Marketing

FQD-21806 Milk in the Dairy Chain

6.00

RO2

B3

2AF

6.00

RO2

B3

2MO

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FHM-20306 Food Microbiology
Course schedule
Programmes
MinorsCourse evaluation results (Wur account needed)
Course guide (Wur account needed)

CourseCredits 6.00
Teaching method

Contact hours

Lectures28

Practical intensively supervised

60

Contact person(s) dr ir MW den Besten
Lecturer(s) WC Hazeleger
dr ir MW Reij
prof. dr ir MH Zwietering
dr ir MW den Besten
prof. dr EJ Smid
Examiner(s) prof. dr ir MH Zwietering
dr ir MW den Besten
Language of instruction:
EnglishContinuation courses:
FHM-22306 Advanced Food Microbiology, FHM-21806 Food Fermentation.
Contents:
For the production and/or preparation of food products solid knowledge of micro-organisms and hygiene is necessary. Bothnegative (spoilage, disease) and positive aspects (fermentation) of micro-organisms will be dealt with. Important factors that
influence growth and inactivation of micro-organisms (e.g. water activity, pH, adding preservatives, heating, modified
atmosphere packaging) will be discussed. The main bacterial food-borne pathogens (e.g. Campylobacter, Salmonella, E. coliO157, Listeria monocytogenes), viruses, parasites and fungi will be reviewed. Moreover, good manufacturing practices (including
personal hygiene) and the principles of cleaning and disinfection and the application of genetic techniques will be explained.
In a four week practical course both spoilage organisms and pathogens will be isolated from various food products andenvironments using traditional and modern methods (e.g. PCR-techniques). Finally, the effect of several (bactericidal)
treatments will be investigated.
Learning outcomes:
After successful completion of this course students are expected to:- be able to describe main preservation processes and the spoilage associated organisms for specific food products;- be able to explain the factors that influence growth and inactivation of micro-organisms in food products qualitatively andquantitatively;- know main characteristics of microorganisms that cause foodborne diseases (including mycotoxin producing fungi), and theirrelation to food products, and apply this to foodborne incidents;- be able to illustrate the variety of routes by which micro-organisms may reach food products, and the main control measures
to prevent unacceptable contamination;- be able to explain the importance and the basic principles of hygiene including hand hygiene, formation of biofilm, zoning,cleaning and disinfection in food production environments;- be able to explain the basic principles of fermentation (role of specific micro-organisms, metabolic routes, control offermentation processes), and relate these to some western and non-western fermented products;- be able to use isolation procedures to enumerate and isolate important spoilage organisms and foodborne pathogens from foodproducts and environments.

95

Activities:
The course consists of two parts:- lectures (about spoilage, food-borne pathogens, good manufacturing practices, fermentation) and a four weeks practicalcourse;- at the end of the practical course, students have to hand in a report, discussing the results of the experiments.
Examination:- The final mark consists for 75% of a written exam with open questions;- and 25% of the practical course (laboratory performance and report).
Both the exam and the practical course must be passed with 5.5 or higher.
The theoretical background of the laboratory classes can be included in the theory exam.
Literature:
The theory book of MR Adams and MO Moss, Food Microbiology 3rd ed. will be used and a protocol book for laboratory work.
Both are available at the WUR-Shop.
Programme

Phase Specialization

BLT Food Technology BSc

Compulsory for:Restricted Optional for: MFS Food Safety
Minor

MSc

1AF
A: Applied Food Safety 1AF
PeriodCompulsory for: WUFTE BSc Minor Food Technology 1AF

96

PeriodFCH-20806 Food Chemistry
Course schedule
Programmes
MinorsCourse evaluation results (Wur account needed)
Course guide (Wur account needed)

CourseCredits 6.00
Teaching method

Contact hours

Lectures18

Practical extensively supervised

3

Practical intensively supervised

51

Tutorial

28

Contact person(s) dr ir J Diederen
Lecturer(s) dr ir MA Kabel
dr ir J Diederenprof. dr ir H Gruppen
dr ir PA Wierenga
Examiner(s) dr ir J Diederenprof. dr ir H Gruppen
Language of instruction:
EnglishAssumed knowledge on:
ORC-12803 Organic Chemistry 1; ORC-12903 Organic Chemistry 2; FCH-11306 Nutritional Aspects of Foods.
Continuation courses:
Advanced Food Chemistry (FCH-30806), Food and Biorefinery Enzymology (FCH-31306), Food Ingredient Functionality (FCH30306).
Contents:
This course is a first introduction to the chemical and physical-chemical behaviour of foods and specific (groups of) compounds
present in food, mainly carbohydrates, lipids, proteins, and phenolic compounds. In addition to the analysis of the food products(composition), attention will be paid to changes resulting from storage and processing of agricultural crops and food. Special
attention will be paid to endogenous enzymes as present in the agricultural raw materials from which most foods are prepared.
Food technologists should be aware of the importance of the various chemical and enzymatic processes and should be able toestimate their relevance. To practice this part of food chemistry, quantification of specific reactions will be practised in computercases.
Learning outcomes:
After successful completion of this course students are expected to:- be able to recognize the molecular structures of the most common food components and their reaction products;- be able to recognize and understand the generic functional and chemical properties of the most common food components;- know the chemical reactions occurring during food processing;- be able to understand how reactive groups of food components play an important role in chemical reactions;- be able to describe the influence of processing conditions on chemical reaction and on the properties of food components;- be able to describe the effect of chemical reactions on the characteristics of food in a qualitative sense;- be able to apply generic mathematical concepts on experimental data to make quantitative judgments of the effect ofreactions on the quality of food;- be able to choose between the most common analytical methods and techniques to analyze specific food compounds;- be able to conduct experiments to analyze the effect of processing on food compounds and be able to interpret and report on
the results of these experiments.

97

Activities:
The course consist of three parts:- lectures;- calculations;- cases and exercises and laboratory classes.
Examination:
The final grade is based on:- a written theory examination (75%);- an assessment of the practicals and a written report of laboratory classes (25%).
Literature:
Course guide;
Reader, lab. manual and lecture slides.
Supportive interactive e-learning material is available on Blackboard.
Programme

Phase Specialization Period

BLT Food Technology BSc

Compulsory for:Restricted Optional for: BBT Biotechnology
Minor

2MO

BSc

2MO
PeriodCompulsory for: WUFTE BSc Minor Food Technology 2MO

98

FPH-20306 Food Physics
Course schedule
Programmes
MinorsCourse evaluation results (Wur account needed)
Course guide (Wur account needed)

CourseCredits 6.00
Teaching method

Contact hours

Lectures26

Practical intensively supervised

40

Self-study

Contact person(s) dr ir LMC Sagis (leonard.sagis@wur.nl)
Lecturer(s) dr ir LMC Sagis
dr ir G Sala
Examiner(s) dr ir LMC Sagis
dr ir G Sala
Language of instruction:
EnglishAssumed knowledge on:
FPH-10306 Food Technology I; FHM-10306 Product-flows and Processes in Food Science.
Continuation courses:
FPH-30306 Advanced Food Physics.
Contents:
This introductory course aims to give insight in the physical properties of foods and the changes that occur during manufacturing
and storage.
Learning outcomes:
After successful completion of this course students are expected to be able to:- analyse colloidal structures existing in foods belonging to various categories (solutions, dispersions, emulsions, gels, foam);- analyse the colloidal interactions acting between these colloidal structures;- understand qualitatively and quantitatively how these interactions affect the stability and macroscopic properties of common
food products;- understand how stability and properties of common food products can be influenced by changing experimental parameters,such as temperature, pH, or salt concentration;- design and perform practical experiments to test stability and properties of common food products.
Activities:- active participation of the lectures;- study the lecture notes;- make exercises dealing with the addressed topics;- to prepare and perform experiments.
Examination:
The examination will be a written exam with open questions.
It will cover all three parts: the practical experiments, the exercises and the theory.
The student will be allowed to consult readers during the examination (open book exam).
Programme

Phase Specialization Period

Compulsory for: BLT Food Technology BSc



3WD

99

MinorPeriodCompulsory for: WUFTE BSc Minor Food Technology 3WD

100

FPE-20306 Food Engineering
Course schedule
Programmes
Course evaluation results (Wur account needed)
Course guide (Wur account needed)

CourseCredits 6.00
Teaching method

Contact hours

Lectures24

Practical intensively supervised

38

Tutorial

26

Contact person(s) dr ir AJ van der Goot
Lecturer(s) ing. JJW Sewalt
M de Wit
ing. J Gietelingdr ir A van der Padt
dr ir AJ van der Goot
prof. dr ir RM BoomExaminer(s) dr ir AJ van der Goot
prof. dr ir RM Boom
Language of instruction:
EnglishAssumed knowledge on:
FPE-20806 Mathematical Concepts for Food Technology; FPE-10808 Food Production Chains.
Continuation courses:
FPE-30306 Food Structuring; FPE-30806 Sustainable Food and Bioprocessing; FPE-31306 Transfer Processes.
Contents:
This course will discuss processes for producing ingredients from agricultural raw materials, and will discuss methods that areused to combine these ingredients in structured foods. The course includes unit operations such as evaporation, spray drying,frying and membrane processes. Important processing principles such as combined heat and mass transfer and the consequences
for product structure and quality are discussed. New principles for processing will be combined with those that are already known
from previous courses, which will enable you to evaluate the creation of quality and purity, but also estimate the amount of raw
materials and auxiliary resources (water, energy) that are needed (i.e., product quality and process sustainability).
Learning outcomes:
After successful completion of this course students are expected to be able to:- identify the main methods for separating and purifying ingredients, deduce the resulting quality of the product(s), andestimate the quantity of resources that are needed to operate the process;- understand when and how to apply the main dehydration and drying processes;- lay the relation between product quality and the type of process that should be chosen, plus the amount of resources needed;- identify which of the main structuring processes, should be used to obtain the right structured product.
Activities:
The course will start with practical classes to demonstrate how processing can be used to control change in real food products.
After that, lectures and working classes will be given for understanding food engineering principles.
Examination:101

The examination will be a written exam with open questions.
It will cover all three parts:- the practical experiments;- the exercises and the theory.
The student will be allowed to consult readers during the examination (open book exam).
Literature:
The lecture notes and theory reader (shared with FPE-21306 Food Production and Preservation) will be available via the WURshop.
Additional information will be provided through Blackboard.
Programme
Compulsory for:

Phase Specialization

BLT Food Technology BSc

Restricted Optional for: MBT Biotechnology

MSc

5MO
D: Process Technology 5MO102

PeriodFQD-20804 Quality Systems Operations
Course schedule
Programmes
MinorsCourse evaluation results (Wur account needed)
Course guide (Wur account needed)

CourseCredits 4.00
Teaching method

Contact hours

Lectures20

Learning supported by IT
Practical extensively supervised

20

Contact person(s) dr ir KA Hettinga
Lecturer(s) prof. dr ir JGAJ van der Vorst
dr ir KA Hettinga
R Germs
Examiner(s) dr ir KA Hettinga
Language of instruction:
EnglishContents:
Quality and safety are essential conditions to each industry, company or establishment dealing with agricultural and foodproducts. Different systems have been developed to assure the quality and safety of the foods produced. These foods are notmade from start to finish in one company, but they are made in a food production chain, which involves many steps fromprimary production at the farm to consumer. Food quality assurance systems have therefore been developed to take into accountthe complete food production chain. This course will give an introduction into the principles behind effective operational quality
systems in these complex food production chains.
Major theoretical topics of the course include:- relation between food properties and quality attributes;- basic principles of operations management;- introduction to major quality assurance standards (HACCP, ISO9001, ISO22000);- principles of major technological tools, methods, techniques in quality control and inspection;- traceability of food products in the food production chain.
In addition, the course contains assignments related to these 4 topics. The assignment will serve as a basis for critical analysis
of factors influencing the actual operation of the implemented quality system.
Learning outcomes:
At the end of this course, students are expected to be able to:- relate food properties to quality attributes;- know basic principles of operations management;- recognise major management processes and the role of people in operational quality systems in food organisations;- understand principles and recognise restrictions of different quality assurance standards;- use knowledge about major technological tools, methods, techniques in quality control and inspection and operations
management to critically analyse the design of a quality system;- understand the major approaches to traceability of food products in complex food production chains.
Activities:- following lectures;- reading of literature;- critical analysis of quality system elements.
Examination:

103

- average grade for 4 assignments (20%);- written exam (80%).
Literature:
A reader is available.
Programme

Phase Specialization Period

Compulsory for: BLT Food Technology BSc

6WD

Minor

PeriodCompulsory for: WUFPP BSc Minor Food Products and Processing 6WD
WUFST BSc Minor Food Safety

6WD


104

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ࡿⓎ㟁᪉ᘧ࡛࠶ࡾࠊᑠつᶍⓎ㟁タഛ࡜ࡋ࡚ࡣⓎ㟁㈝⏝ࡀప࠸ࡇ࡜࡟ຍ࠼࡚ࠊ༢఩Ⓨ㟁㔞ᙜࡓࡾࡢ CO2 ᤼ฟ㔞ࡀᑡ࡞࠸ࡇ࡜࠿ࡽࠊ㏆ᖺᆅ⌫ ᬮ໬ᑐ⟇ࡢ୍᪉ἲ࡜ࡋ࡚ὀ
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ᅗ㸯ࡣࠊ1996 ᖺ࠿ࡽ 2013 ᖺࡲ࡛ࡢୡ⏺ࡢ㢼ຊⓎ㟁㔞ࡢ᥎⛣ࢆ♧ࡋ࡚࠸ࡿࠋࡇࡢᅗ
࡟ࡼࢀࡤࠊࡇࡢ 17 ᖺ㛫࡟㢼ຊⓎ㟁㔞ࡣẖᖺ 10%௨ୖࡢቑຍ⋡ࢆ♧ࡋࠊྜィ࡛ 50 ಸ௨ୖ࡟ቑຍࡋࡓࡇ࡜ࡀࢃ࠿ࡿࠋ㢼ຊⓎ㟁ࡢ⥲ྜⓗ࡞㈝⏝ᑐຠᯝࢆྥୖࡉࡏࡿࡓࡵ࡟ࡣࠊタ⨨᮲௳ࠊᵓ㐀࣭ᶵᵓࠊ஦ᨾᑐ⟇࡞࡝ࡢᵝࠎ࡞ほⅬ࠿ࡽ㢼㌴ࢆᨵⰋࡍࡿࡇ࡜ࡀ
᭷ຠ࡛࠶ࡿࠋ
௨ୗ࡟♧ࡍ㢼ຊⓎ㟁⏝ࡢࠕ㢼㌴ࠖ࡟ὀ┠ࡋࡓၥ㢟࡟ࡘ࠸࡚ࠊᶵᲔᕤᏛࡢほⅬ࠿ࡽ⪃ᐹࡋ࡚ᅇ⟅ࡏࡼࠋᅗ㸯 ୡ⏺ࡢ㢼ຊⓎ㟁㔞ࡢ᥎⛣ฟ඾㸸http://www.gwec.net/global-figures/graphs/

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105

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬ၥ㸯㸬㢼ຊⓎ㟁⏝㢼㌴ࡢࠕタ⨨᮲௳ࠖ࡟ࡘ࠸࡚⪃ᐹࡏࡼࠋ
ᅗ㸰ࡣࠊ㢼ຊⓎ㟁⏝㢼㌴ࡢタ⨨౛ࢆ♧ࡋ࡚࠸ࡿࠋࡇࡢタ⨨ሙᡤࡀ㢼ຊⓎ㟁࡟㐺ࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿせᅉࢆ㸰ࡘᣲࡆࠊࡑࢀࡒࢀࡢ⌮⏤ࢆㄝ᫂ࡏࡼࠋ

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ᐃࡍࡿᏛ⩦ᡂᯝ㸸㢼㌴ࡢࠕタ⨨᮲௳ࠖࢆㄝ᫂ࡍࡿࡇ࡜ࢆ㏻ࡌ࡚㸪ᶵᲔᕤᏛࡢᇶᮏⓗ࡞▱㆑ࢆᛂ⏝ࡋ࡚ᶵᲔࡢᶵ⬟ࡸຠ⋡࡞࡝ࢆศᯒ࣭⪃ᐹࡍࡿ⬟ຊࢆㄪ࡭ࡿ㸬⫼ᬒ࡟࠶ࡿࢥࣥࣆࢸࣥࢫ㸸%(6㸸ᑓᨷࡍࡿᕤᏛศ㔝ࡢ㔜せ஦㡯ࡸᴫᛕ࡟㛵ࡍࡿ⣔⤫ⓗ⌮ゎ($㸸ᕤᏛࡢᡂᯝ㸪㐣⛬㸪᪉ἲࢆศᯒࡋࡓࡾࡍࡿࡓࡵ࡟ࠊ▱㆑࡜⌮ゎࢆᛂ⏝ࡍࡿ⬟ຊ($㸸ᶵᲔᕤᏛ࡟ಀࡿ≀㉁࣭࢚ࢿࣝࢠ࣮཰ᨭ࡜ࢩࢫࢸ࣒ࡢຠ⋡࡟ࡘ࠸࡚ศᯒࡍࡿ⬟ຊ㞴᫆ᗘ㸸᫆ࡋ࠸
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111

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯࡀపῶ࡛ࡁࡿ㸬ಶࠎࡢ㢼㌴࡛ᚓࡽࢀࡓ㟁Ẽ࢚ࢿࣝࢠ࣮ࢆᅇ཰ࡍࡿࡓࡵࡢ࿘㎶タഛࡀ㞟⣙࡛ࡁࡿࡢ࡛㸪࿘㎶タഛࡢタ⨨࠾ࡼࡧ⥔ᣢ⟶⌮࡟࠿࠿ࡿࢥࢫࢺࡀపῶ࡛ࡁࡿ㸬

㸦F㸧 ࿘ᅖ࡟௚ࡢᵓ㐀≀ࡸタഛࡀ࡞࠸㸬㢼㌴ࡢ኱ࡁࡉ࡟㛵ࡍࡿไ⣙ࡀ࡞࠸ࡢ࡛㸪ᅇ㌿ຠ⋡ࡸⓎ㟁ຠ⋡ࡢ㠃࡛タ⨨ሙᡤࡢ㢼࡟㐺ࡋࡓ㢼㌴ࡀ౑⏝࡛ࡁࡿ㸬୓୍ࡢ㢼㌴ࡢಽቯ࡞࡝ࡢ஦ᨾࡢ㝿࡟ࡶ㸪࿘ᅖࡢᵓ㐀≀ࡸタഛ࡟⿕ᐖࢆཬࡰࡍྍ⬟ᛶࡀ࡞ࡃᏳ඲࡛࠶ࡿ㸬

㓄Ⅼࠝ Ⅼࠞ㸰ࡘࡢせᅉࢆᣲࡆ࡚࠾ࡾ㸪୧⪅࡟ࡘ࠸࡚㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࡿ㸬ࠝ Ⅼࠞ㸰ࡘࡢせᅉࢆᣲࡆ࡚࠸ࡿࡀ㸪㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࡿࡢࡣ୍᪉ࡢࡳ࡛࠶ࡿ㸬ࠝ Ⅼࠞ㸰ࡘࡢせᅉࢆᣲࡆ࡚࠸ࡿࡀ㸪ࡑࢀࡒࢀ࡟ࡘ࠸࡚ࡢㄝ᫂ࡀ࠸ࡎࢀࡶ୙㐺ษ࡛࠶ࡿ㸬ࠝ Ⅼࠞ㸯ࡘࡢࡳࡢせᅉࢆᣲࡆ࡚࠾ࡾ㸪ࡑࢀ࡟ࡘ࠸࡚ࡣ㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࡿ㸬ࠝ Ⅼࠞ㸯ࡘࡢࡳࡢせᅉࢆᣲࡆ࡚࠸ࡿࡀ㸪ࡑࡢㄝ᫂ࡀ୙㐺ษ࡛࠶ࡿ㸬ࠝ Ⅼࠞ࠸࠿࡞ࡿせᅉࡶᣲࡆ࡚࠸࡞࠸㸬






112

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯၥ㸰㸬㢼ຊⓎ㟁⏝㢼㌴ࡢࠕࣈ࣮ࣞࢻࡢᙧ≧ࠖ࡟ࡘ࠸࡚⪃ᐹࡏࡼ㸬ᅗ㸱࡟♧ࡍ㸰✀㢮ࡢ㢼㌴ࡢࣈ࣮ࣞࢻ㸦⩼㸧ࡢᙧ≧ࢆẚ㍑ࡋ㸪㢼ຊⓎ㟁⏝㢼㌴࡟࠾࠸࡚≉ᚩⓗ࡞஦㡯ࢆ㸰ࡘᣲࡆ࡚㸪ᶵᲔᕤᏛࡢほⅬ࠿ࡽㄝ᫂ࡏࡼ㸬ᅗ㸱㸬㸦ᕥ㸧ఏ⤫ⓗ㢼㌴㸦࢜ࣛࣥࢲᆺ㸧㸪㸦ྑ㸧㢼ຊⓎ㟁⏝㢼㌴㸦ࣉࣟ࣌ࣛᆺ㸧ฟ඾㸸ᕥ KWWSGOLIWMSSKRWRSKRWR'LVSOD\:RUOG+HULWDJHྑ KWWSZZZFRQDQWRZQMSFRQWHQWVVHFBKWP

ᐃࡍࡿᏛ⩦ᡂᯝ㸸㢼㌴ࡢࠕࣈ࣮ࣞࢻࡢᙧ≧ࠖࢆㄝ᫂ࡍࡿࡇ࡜ࢆ㏻ࡌ࡚㸪ᶵᲔᕤᏛ㸦≉࡟ὶయຊᏛ࡜ᮦᩱຊᏛ㸧ࡢᇶᮏⓗ࡞▱㆑ࢆᛂ⏝ࡋ࡚ᵓ㐀ࡸᶵ⬟ࢆศᯒ࣭⪃ᐹࡍࡿ⬟ຊࢆㄪ࡭ࡿ㸬⫼ᬒ࡟࠶ࡿࢥࣥࣆࢸࣥࢫ㸸%(6㸸ᑓᨷࡍࡿᕤᏛศ㔝ࡢ㔜せ஦㡯ࡸᴫᛕ࡟㛵ࡍࡿ⣔⤫ⓗ⌮ゎ($㸸ᕤᏛࡢᡂᯝ㸪㐣⛬㸪᪉ἲࢆศᯒࡋࡓࡾࡍࡿࡓࡵ࡟㸪▱㆑࡜⌮ゎࢆᛂ⏝ࡍࡿ⬟ຊ㞴᫆ᗘ㸸ᖹᆒⓗ᥇Ⅼࡢ࣏࢖ࣥࢺ㸸௨ୗࡢ D 㹼 E ࠶ࡿ࠸ࡣࡑࢀࡽ࡜ྠ➼࡞㸰ࡘࡢ≉ᚩࢆᣲࡆࠊࡑࢀࡒࢀ࡟ࡘ࠸࡚
㐺ษ࡟ㄝ࡛᫂ࡁ࡚࠸ࡿ㸬
㸦D㸧 ࠙ືసཎ⌮ࠚఏ⤫ⓗ㢼㌴ࡣ㢼ຊ࡟ࡼࡗ࡚ࣈ࣮ࣞࢻ࡟⏕ࡌࡿᢠຊࢆ฼⏝ࡋ࡚ᅇ㌿ࢺࣝࢡࢆⓎ⏕ࡉࡏࡿᢠຊᆺ࡛࠶ࡿࡢ࡟ᑐࡋ㸪㢼ຊⓎ㟁⏝㢼㌴ࡣࣈ࣮ࣞࢻ࡟⏕ࡌࡿᥭຊࢆ฼⏝ࡋ࡚ᅇ㌿ࢺࣝࢡࢆⓎ⏕ࡉࡏࡿᥭຊᆺ࡛࠶ࡿ㸬ᥭຊᆺࡣࠊᢠຊᆺ࡟ẚ࡭࡚Ⓨ⏕ࢺࣝࢡࡣᑠࡉ࠸ࡀᅇ㌿ᩘࡣ኱ࡁࡃ㸪㧗㏿ᅇ㌿᫬ࡢຠ⋡ࡀ㧗࠸㸬㸦E㸧 ࠙࢔ࢫ࣌ࢡࢺẚࠚ㢼ຊⓎ㟁⏝㢼㌴ࡢࣈ࣮ࣞࢻࡣ⣽㛗࠸㸪ࡍ࡞ࢃࡕ࢔ࢫ࣌ࢡࢺẚࡀ኱ࡁ࠸㸬࢔ࢫ࣌ࢡࢺẚࡀ኱ࡁࡅࢀࡤ㸪ࣈ࣮ࣞࢻ࡟⏕ࡌࡿᢠຊ࡟ᑐࡋ࡚ᥭຊࡀ኱ࡁࡃ࡞ࡿ㸦ᥭᢠẚࡀ኱ࡁࡃ࡞ࡿ㸧ࡢ࡛ྠࡌ㢼ຊ࡛ࡶ㉳ືࡋ᫆ࡃ࡞ࡾ㸪ࣈ࣮ࣞࢻࡢ᭤ࡆࡸࡡࡌࡾ࡟ᑐࡍࡿᙉᗘࡸ๛ᛶ
ࡢ㠃࡛ࡶ᭷฼࡟࡞ࡿ㸬
㸦F㸧 ࠙ࢸ࣮ࣃ࣮ẚࠚ㢼ຊⓎ㟁⏝㢼㌴ࡢࣈ࣮ࣞࢻࡣඛ⣽࡛࠶ࡿ㸪ࡍ࡞ࢃࡕࢸ࣮ࣃ࣮ẚࡀ኱ࡁ࠸㸬ࢸ࣮ࣃ࣮ẚࡀ኱ࡁࡅࢀࡤ㸪ࣈ࣮ࣞࢻࡢ௜ࡅ᰿࡟࠾ࡅࡿ᭤ࡆ࣮࣓ࣔࣥࢺࡀᑠࡉࡃ࡞ࡿࡢ࡛㸪ᙉ
113

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯᗘࡢ㠃࡛᭷฼࡛࠶ࡿࠋ
㸦G㸧 ࠙ᮦ㉁ࠚఏ⤫ⓗ㢼㌴ࡢࣈ࣮ࣞࢻ࡟ࡣᮌᮦࡀ౑⏝ࡉࢀ࡚࠸ࡿࡀ㸪㢼ຊⓎ㟁⏝㢼㌴ࡢࣈ࣮ࣞࢻ
࡟ࡣ⧄⥔ᙉ໬ࣉࣛࢫࢳࢵࢡ㸦)53㸧ࡀ౑⏝ࡉࢀ࡚࠸ࡿ㸦࡜᥎ᐹࡉࢀࡿ㸧㸬ᮌᮦ࡟ẚ࡭࡚ )53ࡣ㸪༢఩㔜㔞ᙜࡓࡾࡢᙉᗘ㸦ẚᙉᗘ㸧ࡸ༢఩㔜㔞ᙜࡓࡾࡢ๛ᛶ㸦ẚ๛ᛶ㸧ࡀ㧗ࡃ㸪⪏ஂᛶࡶඃࢀ࡚࠸ࡿ㸬
㓄Ⅼࠝ Ⅼࠞ㸰ࡘࡢ≉ᚩࢆᣲࡆ࡚࠾ࡾ㸪୧⪅࡟ࡘ࠸࡚㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࡿ㸬ࠝ Ⅼࠞ㸰ࡘࡢ≉ᚩࢆᣲࡆ࡚࠸ࡿࡀ㸪㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࡿࡢࡣ୍᪉ࡢࡳ࡛࠶ࡿ㸬ࠝ Ⅼࠞ㸰ࡘࡢ≉ᚩࢆᣲࡆ࡚࠸ࡿࡀ㸪ࡑࢀࡒࢀ࡟ࡘ࠸࡚ࡢㄝ᫂ࡀ࠸ࡎࢀࡶ୙㐺ษ࡛࠶ࡿ㸬ࠝ Ⅼࠞ㸯ࡘࡢࡳࡢ≉ᚩࢆᣲࡆ࡚࠾ࡾ㸪ࡑࢀ࡟ࡘ࠸࡚ࡣ㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࡿ㸬ࠝ Ⅼࠞ㸯ࡘࡢࡳࡢ≉ᚩࢆᣲࡆ࡚࠸ࡿࡀ㸪ࡑࡢㄝ᫂ࡀ୙㐺ษ࡛࠶ࡿ㸬ࠝ Ⅼࠞ࠸࠿࡞ࡿ≉ᚩࡶᣲࡆ࡚࠸࡞࠸㸬ၥ㸱㸬㢼ຊⓎ㟁⏝㢼㌴ࡢࠕࣈ࣮ࣞࢻࡢᩘࠖ࡟ࡘ࠸࡚⪃ᐹࡏࡼ㸬኱ᆺࡢ㢼ຊⓎ㟁⏝ࡢ㢼㌴ࡣ㸱ᯛࣈ࣮ࣞࢻࡢࣉࣟ࣌ࣛᆺ࡛࠶ࡿࡇ࡜ࡀከ࠸ࡀ㸪ࡑࢀࡣ࡞ࡐ࠿㸬ᶵᲔᕤᏛⓗ࡞ほⅬ࠿ࡽ㸱ࡘࡢ᰿ᣐࢆᣲࡆࡿ࡜࡜ࡶ࡟㸪ࡑࢀࡽ┦஫ࡢᚓኻࢆ⪃៖ࡋ࡚᥎ᐹࡏࡼ㸬ᐃࡍࡿᏛ⩦ᡂᯝ㸸㢼㌴ࡢࠕࣈ࣮ࣞࢻࡢᩘࠖࢆㄝ᫂ࡍࡿࡇ࡜ࢆ㏻ࡌ࡚㸪ᶵᲔᕤᏛࡢᇶᮏⓗ࡞▱㆑ࢆᛂ⏝ࡋ࡚ᵓ㐀ࡸᶵ⬟ࢆศᯒ࣭⪃ᐹࡍࡿ⬟ຊࢆㄪ࡭ࡿ㸬⫼ᬒ࡟࠶ࡿࢥࣥࣆࢸࣥࢫ㸸%(6㸸ᑓᨷࡍࡿᕤᏛศ㔝ࡢ㔜せ஦㡯ࡸᴫᛕ࡟㛵ࡍࡿ⣔⤫ⓗ⌮ゎ($㸸ᕤᏛࡢᡂᯝ㸪㐣⛬㸪᪉ἲࢆศᯒࡋࡓࡾࡍࡿࡓࡵ࡟㸪▱㆑࡜⌮ゎࢆᛂ⏝ࡍࡿ⬟ຊ($㸸ᶵᲔᕤᏛ࡟ಀࡿ≀㉁࣭࢚ࢿࣝࢠ࣮཰ᨭ࡜ࢩࢫࢸ࣒ࡢຠ⋡࡟ࡘ࠸࡚ศᯒࡍࡿ⬟ຊ㞴᫆ᗘ㸸㞴ࡋ࠸
᥇Ⅼࡢ࣏࢖ࣥࢺ㸸௨ୗࡢ D 㹼 J ࠶ࡿ࠸ࡣࡑࢀࡽ࡜ྠ➼࡞᰿ᣐࢆ㸱ࡘ♧ࡋࡓୖ࡛㸪ࣈ࣮ࣞࢻࡢᩘ
ࡀᑡ࡞࠸ሙྜ࡜ከ࠸ሙྜࡢᚓኻࢆ⪃៖ࡋ࡚⌮⏤ࡀ᥎ᐹ࡛ࡁ࡚࠸ࡿ㸬࠙ࣈ࣮ࣞࢻࡢᩘࡀᑡ࡞࠸ሙྜࡢ࣓ࣜࢵࢺࠚ
㸦D㸧 㞄ࡾ࠶࠺ࣈ࣮ࣞࢻ㛫ࡢ✵ẼຊᏛⓗ࡞ᖸ΅ࡀᑡ࡞࠸ࡢ࡛㸪ಶࠎࡢࣈ࣮ࣞࢻ࡟Ⓨ⏕ࡍࡿᥭຊࡀ
኱ࡁ࠸㸬㸦E㸧 㢼㌴ࡢᚋὶࡢ஘ࢀࡀᑡ࡞࠸㸪ࡍ࡞ࢃࡕ㢼㌴࡟ධᑕࡍࡿ㢼ࡢ㐠ື࢚ࢿࣝࢠ࣮࡟ᑐࡋ࡚ᚋὶࡢ
㢼ࡢ㐠ື࢚ࢿࣝࢠ࣮ࡀᑠࡉ࠸ࡢ࡛ࠊ㢼㌴ࡢຠ⋡ࡀ㧗࠸㸬
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Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯ
㸦F㸧 㢼㌴඲యࡢ㢼࡟ᑐࡍࡿ᢬ᢠࡀᑠࡉ࠸ࡢ࡛㸪ᨭᰕࡢᙉᗘࡢ㠃࡛᭷฼࡛࠶ࡿࠋ
㸦G㸧 㢼㌴㸯ྎᙜࡓࡾࡢࣈ࣮ࣞࢻࡢ〇㐀㈝⏝ࡀప࠸㸬
㸦H㸧 㢼㌴㸯ྎᙜࡓࡾࡢࣈ࣮ࣞࢻࡢ◚ᦆ☜⋡ࡀప࠸㸬࠙ࣈ࣮ࣞࢻࡢᩘࡀከ࠸ሙྜࡢ࣓ࣜࢵࢺࠚ
㸦I㸧 ಶࠎࡢࣈ࣮ࣞࢻ࡟స⏝ࡍࡿຊࡀᆒ➼࡟࡞ࡿࡢ࡛㸪㢼㌴඲యࡢᏳᐃᛶࡀ㧗࠸㸬㸦J㸧 Ⓨ⏕ࡍࡿࢺࣝࢡࡀ኱ࡁࡃ࡞ࡿࡢ࡛㸪㢼㏿ࡀపࡃ࡚ࡶᅇ㌿ࡋࡸࡍ࠸㸬࠙᥎ᐹࠚࣈ࣮ࣞࢻࡢᩘࡀᑡ࡞ࡃ࡞ࡿ࡟ࡘࢀ࡚ୖグ㸦D㸧㹼 H ࡣ࣓ࣜࢵࢺ࡜࡞ࡾ㸪㸦I㸧㹼 J ࡣࢹ࣓ࣜࢵࢺ
࡜࡞ࡿࠋ⤖ᯝ࡜ࡋ࡚㸪ከࡃࡢ኱ᆺ㢼ຊⓎ㟁⏝㢼㌴࡛ࡣ㸪㏻ᖖ᝿ᐃࡉࢀࡿ㢼㏿࡟ᑐࡋ࡚㸪㸱ᯛࣈ࣮ࣞࢻࡀ᭱㐺࡟࡞ࡿ࡜᥎ᐹࡉࢀࡿ㸬
㓄Ⅼࠝ Ⅼࠞ᰿ᣐࢆ㸱ࡘᣲࡆ࡚࠾ࡾ㸪ࡑࢀࡽࡢᚓኻࢆ⪃៖ࡋ࡚㐺ษ࡟᥎ᐹࡋ࡚࠸ࡿ㸬ࠝ Ⅼࠞ᰿ᣐࢆ㸱ࡘᣲࡆ࡚࠸ࡿࡀ㸪ࡑࢀࡽࡢᚓኻࢆ⪃៖ࡋ࡚࠸࡞࠸㸬ࠝ Ⅼࠞ᰿ᣐࢆ㸰ࡘࡋ࠿ᣲࡆ࡚࠸࡞࠸ࡀ㸪ࡑࢀࡽࡢᚓኻࢆ⪃៖ࡋ࡚㐺ษ࡟᥎ᐹࡋ࡚࠸ࡿ㸬ࠝ Ⅼࠞ᰿ᣐࢆ㸰ࡘࡋ࠿ᣲࡆ࡚࠾ࡽࡎ㸪ࡑࢀࡽࡢᚓኻࢆ⪃៖ࡋ࡚࠸࡞࠸㸬ࠝ Ⅼࠞ᰿ᣐࢆ㸯ࡘࡋ࠿ᣲࡆ࡚࠸࡞࠸㸬ࠝ Ⅼࠞ᰿ᣐࢆ㸯ࡘࡶᣲࡆ࡚࠸࡞࠸㸬






115

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯၥ㸲㸬㢼ຊⓎ㟁⏝㢼㌴ࡢタィ࡟ಀࢃࡿࠕᢏ⾡⪅ࡢ㈐௵ࠖ࡟ࡘ࠸࡚⪃ᐹࡏࡼ㸬㢼ຊⓎ㟁⏝㢼㌴ࢆタ⨨ࡋ࡚ࢃࡎ࠿  ᖺᚋ࡟㸪タィ᫬࡟᝿ᐃࡋࡓ௨ୖࡢ㢼㏿ࡀ⏕ࡌࡿྍ⬟ᛶࡀ᫂ࡽ࠿࡟࡞ࡗࡓ㸬᝿ᐃ௨ୖࡢ㢼㏿࡛ᨭᰕࡀ◚ᦆࡋ࡚ಽቯࡍࡿ☜⋡ࡢ኱ᑠ࡟ᛂࡌ࡚㸪ᢏ⾡ⓗ࡟ྍ⬟࡞ᑐ⟇ࢆ㸱ࡘᣲࡆࡿ࡜࡜ࡶ࡟㸪ᢏ⾡௨እࡢほⅬࢆྵࡵ࡚ࡑࢀࡒࢀࡢᚓኻࢆㄝ᫂ࡏࡼ㸬ᐃࡍࡿᏛ⩦ᡂᯝ㸸㢼㌴ࡢಽቯ࡬ࡢᑐ⟇ࡢㄝ᫂ࢆ㏻ࡌ࡚㸪ᶵᲔᕤᏛⓗ࡞ㄢ㢟ࢆぢᴟࡵ࡚ゎỴἲࢆ⪃᱌ࡍࡿ⬟ຊࢆㄪ࡭ࡿ࡜࡜ࡶ࡟㸪ᢏ⾡⪅࡜ࡋ࡚ࡢ㈐௵࡜つ⠊࡟ᚑ࠺⬟ຊࢆㄪ࡭ࡿ㸬⫼ᬒ࡟࠶ࡿࢥࣥࣆࢸࣥࢫ㸸('㸸≉ᐃࡢᐃ⩏ࡉࢀࡓせồ࡟ᛂ࠼ࡿࢹࢨ࢖ࣥࢆ㛤Ⓨࡋ࡚ᐇ⾜ࡍࡿࡓࡵ࡟㸪▱㆑࡜⌮ゎࢆᛂ⏝
ࡍࡿ⬟ຊ



(3㸸㐺⏝࡛ࡁࡿᢏἲ࣭᪉ἲ࡜ࡑࡢ㝈⏺ࢆ⌮ゎࡍࡿ⬟ຊ(3㸸ᕤᏛᐇ㊶ࡢ㠀ᢏ⾡ⓗ࡞ព࿡ྜ࠸࡟㛵ࡍࡿ⌮ゎ㸬ᢏ⾡⪅೔⌮࣭ᕤᏛᐇ㊶ࡢ㈐௵࡜つ⠊࡟ᚑ࠺⬟ຊ㞴᫆ᗘ㸸ᖹᆒⓗ᥇Ⅼࡢ࣏࢖ࣥࢺ㸸௨ୗࡢ D 㹼 H ࠶ࡿ࠸ࡣࡑࢀࡽ࡜ྠ➼࡟ᢏ⾡ⓗ࡟ྍ⬟࡞ᑐ⟇ࡀ㸱ࡘᣲࡆࡽࢀ࡚
࠾ࡾ㸪ࡑࢀࡒࢀࡢᚓኻࡀ㐺ษ࡟ㄝ᫂ࡉࢀ࡚࠸ࡿ㸬
㸦D㸧 ࠙⥅⥆౑⏝ࠚಽቯࡢ☜⋡ࡀ༑ศ࡟ప࠸ሙྜ㸪ࡑࡢࡲࡲ⥅⥆౑⏝ࡍࡿࡇ࡜ࡶ୍ࡘࡢᑐ⟇࡛࠶ࡿ㸬ᙜ㠃ࡢᑐ⟇࡟せࡍࡿࢥࢫࢺࡣ᭱ᑠ㝈࡟ᢚ࠼ࡽࢀࡿࡀ㸪୓୍ಽቯࡋࡓሙྜࡢ࿘㎶ࡢᏳ඲ᛶࢆ༑ศ࡟☜ಖࡍࡿᚲせࡀ࠶ࡿ㸬
㸦E㸧 ࠙ᨭᰕࡢ⿵ᙉࠚಽቯࡢ☜⋡ࡀࡑࢀ࡯࡝㧗ࡃ࡞࠸ሙྜ㸪ᨭᰕࡢ⿵ᙉࡣẚ㍑ⓗࢥࢫࢺࡀప࠸ᑐ
⟇࡛࠶ࡿ㸬ࡲࡓ㸪ࡇࡢᑐ⟇࡟ࡼࡗ࡚┤᥋ⓗ࡟㢼㌴ࡢຠ⋡ࡀపୗࡍࡿࡇ࡜ࡣ࡞࠸㸬
㸦F㸧 ࠙ࣈ࣮ࣞࢻࡢ஺᥮ࠚಽቯࡢ☜⋡ࡀࡑࢀ࡯࡝㧗ࡃ࡞࠸ሙྜ㸪ࣈ࣮ࣞࢻࡢᙧ≧ࢆኚ᭦ࡋ࡚㢼࡟ᑐࡍࡿ᢬ᢠࢆపῶࡉࡏࢀࡤ㸪ᨭᰕ࡟స⏝ࡍࡿ㈇Ⲵࡀ㍍ῶࡉࢀࠊᨭᰕࡢᙉᗘ࡟వ⿱ࡀ⏕ࡲࢀࡿ㸬ࡓࡔࡋࠊ㢼㌴ࡢຠ⋡ࡣపୗࡍࡿྍ⬟ᛶࡀ㧗ࡃ㸪ᨭᰕࡢ⿵ᙉ࡟ẚ࡭࡚ࢥࢫࢺࡢ㠃࡛ࡶ୙฼࡟࡞ࡿྍ⬟ᛶࡀ㧗࠸㸬㸦G㸧 ࠙ᨭᰕࡢ஺᥮ࠚಽቯࡢ☜⋡ࡀẚ㍑ⓗ㧗࠸ሙྜ㸪ᨭᰕࡢ஺᥮ࡣᢏ⾡ⓗ࡟ࡣྍ⬟࡞ᑐ⟇࡛࠶ࡿ㸬ࡋ࠿ࡋ㸪㢼㌴ࢆ࡯ࡰゎయࡋ࡚෌ᗘタ⨨ࡍࡿࡇ࡜࡟࡞ࡿࡓࡵ㸪ከ኱࡞ࢥࢫࢺࢆせࡍࡿ㸬㸦H㸧 ࠙ゎయ᧔ཤࠚಽቯࡢ☜⋡ࡀࡑࢀ࡯࡝㧗ࡃ࡞࠸ሙྜ࡛࠶ࡗ࡚ࡶ㸪ಽቯࡋࡓሙྜࡢ㢼㌴࿘㎶ࡢᏳ඲ᛶ࡟኱ࡁ࡞㞴Ⅼࡀ࠶ࡿሙྜࡣ㸪㢼㌴ࢆゎయ᧔ཤࡍࡿ࡭ࡁ࡛࠶ࡿ㸬㓄Ⅼᢏ⾡ⓗ࡟ྍ⬟࡞ᑐ⟇ࢆᣲࡆ࡚࠸ࢀࡤ㸪ࡑࢀࡒࢀ࡟ࡘ࠸࡚ࠝ Ⅼࠞࢆ୚࠼ࡿ㸬ࡲࡓࠊ㸯ࡘࡢᑐ⟇࡟ࡘ࠸࡚ᚓኻࢆ㐺ษ࡟ㄝ᫂ࡋ࡚࠸ࢀࡤࠝ Ⅼࠞࢆ୚࠼ࡿ㸬㸱ࡘࡢᑐ⟇ࢆᣲࡆ㸪ࡑࢀࡒࢀࡢᚓኻࢆㄝ
᫂ࡍࡿࡇ࡜ࢆせồࡋ࡚࠸ࡿࡢ࡛㸪᭱኱࡛ྜィࠝ Ⅼࠞ࡜࡞ࡿ㸬
116

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯКช᝻૰Ტೞ఺߻‫ܖ‬ƷǳȳȔȆȳǹƷɟᚁᲣ߻‫ܖ‬ǸǧȍȪȃǯǹǭȫᲢ'PIKPGGTKPI)GPGTKE5MKNNUᲣ
')5ᲢදᲫᲣ

̾ʴƱƠƯŴǇƨƸȁȸȠƷɟՃƱƠƯŴјௐႎƴࢫлǛௐƨƢᏡщ')5߻‫̞᧙ܖ‬ᎍǍɟᑍᅈ˟ƱјௐႎƴǳȟȥȋǱȸǷȧȳǛ‫׋‬ǔƨǊƴŴ‫ٶ‬ಮƳ૾ඥǛᬝ̅ƢǔᏡщ

')5ᲢදᲫᲣ

ဃ෨ƴǘƨǓŴᐯɼႎƴ‫ܖ‬፼ƢǔƜƱƷ࣏ᙲࣱǛᛐᜤƠƯӕኵǉᏡщ')5߻‫ܖ‬Ʒ‫ܖ‬ᨥࣱƴ᧙Ƣǔྸᚐ߻‫ؕܖ‬ᄽȷ߻‫ᧉݦܖ‬Ტ$CUKECPF'PIKPGGTKPI5EKGPEGUᲣ‫ݦ‬ૌƢǔ߻‫ܖ‬Ў᣼ƷؕᄽƱƳǔᅹ‫ܖ‬Ǎૠ‫ܖ‬ƷҾྸƴ᧙ƢǔჷᜤƱྸᚐ
$'5

$'5

ૠ‫ܖ‬ƴƸࣇЎȷᆢЎŴዴ࢟ˊૠŴૠ͌ᚐௌඥǛԃǉ OCVJGOCVKEUKPENWFKPIFKHHGTGPVKCNCPFKPVGITCNECNEWNWUNKPGCTCNIGDTCCPFPWOGTKECNOGVJQFU ‫ݦ‬ૌƢǔ߻‫ܖ‬Ў᣼Ʒ᣻ᙲʙ᪮Ǎಒࣞƴ᧙Ƣǔኒወႎྸᚐŵ‫ݦ‬ૌƢǔ߻‫ܖ‬Ў᣼ƴ᧙ƢǔѼਙႎྸᚐᲢஇέᇢƷʙƕǒǛԃǉᲣ

$'5Ტද Უ

K
KK
KKK
KX
X

᭗ࡇƳȗȭǰȩȟȳǰ JKIJNGXGNRTQITCOOKPI ‫˳׍‬щ‫ܖ‬ȷ්˳щ‫ܖ‬ᲢUQNKFCPFHNWKFOGEJCPKEUᲣ஬૰ᅹ‫ܖ‬ȷ஬૰щ‫ ܖ‬OCVGTKCNUEKGPEGCPFUVTGPIVJQHOCVGTKCNU ༏‫ܖ‬Ჴ༏щ‫ܖ‬ȷ༏ˡ‫ ݰ‬VJGTOCNUEKGPEGVJGTOQF[PCOKECPFJGCVVTCPUHGT ೞ఺Ʒદ˺ȝȳȗŴ੭ൢᘺፗŴǿȸȓȳŴǨȳǸȳᲢQRGTCVKQPQHEQOOQPOCEJKPGURWORUXGPVKNCVQTUVWTDKPGUCPFGPIKPGUᲣ߻‫ܖ‬ЎௌᲢ'PIKPGGTKPI#PCN[UKUᲣ'#ଏ‫܍‬Ʒ૾ඥǛဇƍƯ߻‫ܖ‬ᛢ᫆ǛᙸಊǊŴᚐൿඥǛᎋకŴᚐൿƢǔᏡщ'#߻‫ܖ‬Ʒ঺ௐŴᢅᆉŴ૾ඥǛЎௌƠƨǓƢǔƨǊƴŴჷᜤƱྸᚐǛࣖဇƢǔᏡщ'#ᢘЏƳЎௌ૾ඥǍȢȇȫǛᢠ৸ȷᢘဇƢǔᏡщ'#૨ྂǛ౨ኧƠŴȇȸǿșȸǹሁƷ‫ٶ‬ಮƳ᝻૰Ǜ෇ဇƢǔᏡщ'#ᢘЏƳ᬴ܱǛȇǶǤȳƠƯܱ଀ƠŴȇȸǿǛᚐ᣷ƠƯŴኽᛯǛ‫ݰ‬ƘᏡщೞ఺߻‫ܖ‬ƴ̞ǔˌɦƴƭƍƯЎௌƢǔᏡщ'#Ტද Უ

K
KK
KKK

ཋឋȷǨȍȫǮȸӓૅƱǷǹȆȠƷјྙࣱ OCUUCPFGPGTI[DCNCPEGUCPF
GHHKECE[QHU[UVGOU ൦‫ן‬ȷᆰൢࡸǷǹȆȠ J[FTCWNKECPFRPGWOCVKEU[UVGOU ೞ఺Ʒᙲእ OCEJKPGGNGOGPVU ߻‫ܖ‬ȇǶǤȳᲢ'PIKPGGTKPI&GUKIPᲣ


117

Tuning-AHELO ȆǹȈբ᫆ȐȳǯᲴೞ఺߻‫ܖ‬੔ໜȫȸȖȪȃǯ'&ཎ‫ܭ‬Ʒ‫ܭ‬፯ƞǕƨᙲ൭ƴࣖƑǔȇǶǤȳǛ᧏ႆƠƯܱᘍƢǔƨǊƴŴჷᜤƱྸᚐǛࣖဇƢǔ
Ꮱщ

'&

ȇǶǤȳƷ૾ඥǛྸᚐƠŴ෇ဇƢǔᏡщ'&Ტද ᲣȇǶǤȳƷƨǊƷǳȳȔȥȸǿȷȗȭǰȩȠǛೞ఺Ǎೞ఺ǷǹȆȠƷᙲእǛȇǶǤȳƢǔᏡщ߻‫ܱܖ‬ោᲢ'PIKPGGTKPI2TCEVKEGᲣ'2ᢘЏƳᘺፗȷᢊφȷ૾ඥǛᢠ৸ȷ̅ဇƢǔᏡщ'2߻‫ܖ‬ᛢ᫆ǛᚐൿƢǔƨǊƴŴྸᛯƱܱោǛወӳƢǔᏡщ

'2ᢘဇưƖǔ২ඥȷ૾ඥƱƦƷᨂမǛྸᚐƢǔᏡщ'2߻‫ܱܖ‬ោƷ᩼২ᘐႎƳॖԛӳƍƴ᧙Ƣǔྸᚐŵ২ᘐᎍ͒ྸȷ߻‫ܱܖ‬ោƷᝧ˓ƱᙹርƴࢼƏᏡщ

'2Ტද ᲣȯȸǯǷȧȃȗǍ᬴ܱǛᘍƏᏡщ

'2ͤࡍȷ‫ܤ‬μȷඥࢷƷբ᫆Ŵ߻‫ܱܖ‬ោƕˤƏᝧ˓Ŵ߻‫ܖ‬ƴǑǔᚐൿሊƕǰȭȸȐȫȷኺฎႎȷ
ᅈ˟ႎȷ࿢‫ؾ‬ႎ૨ᏦƴӏǅƢǤȳȑǯȈƴ᧙Ƣǔྸᚐ'2Ȫǹǯȷ‫٭‬ѣȞȍǸȡȳȈǛИǊƱƢǔȗȭǸǧǯȈȷȞȍǸȡȳȈǍȓǸȍǹॹᘍƴ᧙ƢǔྸᚐŵƦƷСኖƴƭƍƯƷᛐᜤ'2Ტද ᲣСࣂȷဃငǷǹȆȠǛᢠ৸ƠƯ෇ဇƢǔᏡщ CDKNKV[VQUGNGEVCPFWUGEQPVTQNCPF
RTQFWEVKQPU[UVGOU 




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㛢఍ᣵᣜ
㜿Ụ ㏻Ⰻ ⟃Ἴ኱Ꮫ ๪Ꮫ㛗㸦ᩍ⫱ᢸᙜ㸧 ௒᪥ࡣ㛗࠸㛫࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ㠀ᖖ࡟࠸࠸࠾ヰࡀ⪺ࡅࡓ࡜ᛮ࠸ࡲࡍࠋࡲࡓࠊ῝ᇼඛ⏕ࡢ࠾ヰࡣࠊᐇ㝿ⓗ࡛ࠊࢃࢀࢃࢀࡢ┠๓࡟㏕ࡗࡓᨵ㠉ࡸㄢ㢟࡟㛵㐃ࡋࠊ࠿ࡘ♧၀࡟ᐩࡴࡶࡢ࡛࠶ࡗࡓࡓࡵࠊ㉁ၥࡶከࡃ࠶
ࡾࠊ㉁␲ࡶάⓎ࡟⾜ࢃࢀࡲࡋࡓࠋ῝ᇼඛ⏕࡟ࡣࠊࡇࢀࢆᶵ఍࡟⟃Ἴ኱Ꮫ࡟ࡼࡾᙉ࠸㛵ᚰࢆࡶࡗ࡚࠸ࡓࡔࡁࠊ௒ᚋࡶ࠸ࢁ࠸ࢁ࡜ᩍ࠼࡚࠸ࡓࡔࡅࢀ
ࡤᖾ࠸࡛ࡍࠋࡐࡦࡼࢁࡋࡃ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ ௒᪥ࡣ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

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