ᖹᡂ25ᖺᗘᩍ⫱ᨵ㠉ᅜ㝿䝅䞁䝫䝆䜴䝮
2013࠰12உ10ଐί້ὸ13:00῍17:30ᾏ ᩥ㒊⛉Ꮫ┬ㅮᇽ᪥ᮏ䛻䛚䛡䜛AHELO䛾ྲྀ䜚⤌䜏䛸௒ᚋ䛾ᒎᮃᓊᮏ㻌႐ஂ㞝㻌
ᮾிᕤᴗ኱Ꮫ㻌኱Ꮫ㝔⌮ᕤᏛ◊✲⛉ᕤᏛ⣔㛗㻌㻭㻴㻱㻸㻻㻌㻱㼚㼓㼕㼚㼑㼑㼞㼕㼚㼓㻌㻱㼤㼜㼑㼞㼠㻌㻳㼞㼛㼡㼜International Symposium on Educational Reform 2013
13:00 - 17:30, Tuesday, December 10, 2013 at Auditorium, MEXTAHELO in Japan and Its Prospects
Kikuo Kishimoto
Dean, Graduate School of Engineering, School of Engineering
at the Tokyo Institute of Technology
AHELO Engineering Expert Group䠍䠊ྲྀ䜚⤌䜏䛾ᴫせ䠄ᕤᏛศ㔝䠅㻌䠎䠊䝔䝇䝖ၥ㢟㻌䠏䠊ཧຍ䛧䛯䛣䛸䛾ព⩏㻌䠐䠊௒ᚋ䛾ᒎᮃ㻌䠑䠊䜎䛸䜑㻌

1. Task Overview (Engineering)
2. Questions for Examination
3. Significance of Participation
4. Future Prospects
5. SummaryᾀώӕụኵỚỉᴫせ䠄ᕤᏛศ㔝䠅ᴾ

1. Task Overview (Engineering)㻻㻱㻯㻰㻙㻭㻴㻱㻸㻻㻌 㧗➼ᩍ⫱䛻䛚䛡䜛Ꮫ⩦ᡂᯝㄪᰝ㻌㻭㼟㼟㼑㼟㼟㼙㼑㼚㼠㻌㼛㼒㻌㻴㼕㼓㼔㼑㼞㻌㻱㼐㼡㼏㼍㼠㼕㼛㼚㻌㻸㼑㼍㼞㼚㼕㼚㼓㻌㻻㼡㼠㼏㼛㼙㼑㼟• ႸႎᲴ‫ܖٻ‬૙ᏋƷ‫ܖ‬፼঺ௐǛɭမσᡫƷȆǹȈǛဇƍƯย‫ܭ‬ƢǔƜƱŵ• ᳸࠰ࡇƴƔƚƯܱ଀ƞǕƨƷƸŴƦƏƠƨ‫׎‬ᨥႎƳ‫ܖ‬፼঺ௐǢǻǹȡȳȈƕܱ଀ӧᏡưƋǔƔƲƏƔǛ౨ᚰƢǔƨǊƷȕǣȸǸȓȪȆǣȷǹǿȇǣŵ– ‫ᧉݦ‬Ў᣼Ტ߻‫ܖ‬ȷኺฎ‫ܖ‬ᲣƱɟᑍႎ২ᏡƷЎ᣼Ტ Ꮡ୎ऴ‫إ‬ᛦ௹Უưܱ଀– ଐஜƸ߻‫ܖ‬Ў᣼ưӋьᲢ‫ܖٻ‬ŴʴƷ‫ܖ‬ဃŴʴƷ‫ܖٻ‬૙ՃᲣ– இኳ‫إ‬ԓ୿ ᢰᚪ࠰உႆБʖ‫ܭ‬Უ• AHELO Feasibility Study Report Volume 1 – Design and Implementation 㻌 㻌 㻌 㻌 㻌 㻌 㻌䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf䠅
• AHELO Feasibility Study Report Volume 2 – Data Analysis and National Experiences㻌䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume2.pdf䠅
• AHELO Feasibility Study Report Volume 3– Further Insights
䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume3.pdf䠅

㻭㻴㻱㻸㻻䝁䞁䝋䞊䝅䜰䝮㻔㐠Ⴀ㻕㻭㻯㻱㻾㻘㻌㻯㻭㻱㻘㻌㻱㼀㻿㻘㻌㻺㻵㻱㻾㻘㻌㼁㻲㻘㻌㼏㻭㼜㻿㼠㻭㼚
୍⯡ⓗᢏ⬟
⤒῭
ᕤᏛ
㻯㻭㻱
㻱㼀㻿
㻭㻯㻱㻾
㻺㻵㻱㻾
2009࠰12உ῍ 2010࠰8உ῍㼁㻲⫼ᬒ᝟ሗㄪᰝ

‫ࣱ࢘ڲ‬౨ᚰ˺ಅ
ίឋႎ౨᚛ὸ
ί2011࠰5உὸ㻭㻴㻱㻸㻻䝘䝅䝵䝘䝹䞉䝉䞁䝍䞊䠄㻺㻵㻱㻾㻕஦ົᒁጤク– Implemented for subject areas (Engineering and Economics) and generic (+ backgroundsurvey)– Japan participated in the field of Engineering (12 universities, 504 students, 196
university teaching staff)– Final Report (Japanese edition is scheduled for publication in March, 2014)• AHELO Feasibility Study Report Volume 1 – Design and Implementation 㻌 㻌 㻌 㻌 㻌 㻌 㻌(http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf䠅
• AHELO Feasibility Study Report Volume 2 – Data Analysis and National Experiences㻌(http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume2.pdf䠅
• AHELO Feasibility Study Report Volume 3– Further Insights
䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume3.pdf䠅

ពᛮỴᐃManagement Structure - Japan

Secretariat

Decision-making

AHELO Consortium (administration)
ACER, CAE, ETS, NIER, UF, cApStAn
㻻㻱㻯㻰
㻵㻹㻴㻱

㻳㼞㼛㼡㼜㻌㼛㼒㻌㻺㼍㼠㼕㼛㼚㼍㼘㻱㼤㼜㼑㼞㼠㼟

Generi c Ski l l s

Economi cs

Engi neeri ng

CAE

ETS

ACER
NIER
UF

December, 2009 -August, 2010 -EntrustOECD
IMHEGroup of National
Experts

Ba ckground s urvey

㧗➼ᩍ⫱ᒁ
㧗➼ᩍ⫱
௻⏬ㄢ
ᅜ㝿௻⏬ᐊ

2008࠰1உӋьॖ࣬ᘙଢ
㧗➼ᩍ⫱ᒁ
኱Ꮫ᣺⯆ㄢ
኱Ꮫᨵ㠉
᥎㐍ᐊ

• Purpose: To measure university education learning outcomes through acommon test around the world.
• The feasibility study implemented between 2008 and 2012 intended todetermine whether it was possible to globally assess learning outcomes.

• The employed competencies framework was Tuning-AHELO (Engineeringand Economics)• ੔ဇẰủẺᏡщ௒ኵỊᵲᶓᶌᶇᶌᶅᵋᵟᵦᵣᵪᵭᲢ߻‫ܖ‬ȷኺฎ‫ܖ‬Უᴾኵጢ˳СὊଐஜỉӕኵᴾ

OECD-AHELO
Assessment of Higher Education Learning Outcomes୰ኸᩍ⫱ᑂ㆟఍኱Ꮫศ⛉఍㻭㻴㻱㻸㻻䠉㼃㻳

Validity assessment(quality evaluation)(May, 2011)2008࠰9உ῍ඛ㐍ⓗ኱Ꮫᨵ㠉᥎㐍ጤク஦ᴗ䛂㻻㻱㻯㻰㧗➼ᩍ⫱䛻䛚䛡䜛Ꮫ⩦ᡂᯝ䛾ホ౯䠄㻭㻴㻱㻸㻻䠅䝣䜱䞊䝆䝡䝸䝔䜱䞉䝇䝍䝕䜱䛾ᐇ᪋䛾䛒䜚᪉䛻㛵䛩䜛ㄪᰝ◊✲䛃௦⾲䠖ᮾிᕤᴗ኱Ꮫ
ㄪᰝ◊✲䝏䞊䝮䠖㻝㻞኱Ꮫ䚸㻺㻵㻱㻾䚸୰ᩍᑂ䠝䠤䠡㻸㻻㻙㼃㻳
2009࠰2உ῍2012࠰3உẆ2012࠰8உ῍2013࠰3உ

University Promotion
DivisionOffice for
University
ReformHigher
Education Bureau

AHELO
National Center (NIER)

Office forInternational
Planning, Higher
Education Policy
Planning Division,
Higher Education
BureauCentra l Counci l for
Educa ti on Uni vers i ty
Subcommi ttee
Meeti ng AHELO䠉
WG

January 2008: expressed theintents of participation

September, 2008 -Initiative University Reform Promotion Commissioned Project "OECD Assessment of Higher
Education Learning Outcomes (AHELO): Investigation on the Implementation of Feasibility Study"
Representative: Tokyo Institute of Technology
Investigating team: 12 universities, NIER, Central Council for Education 䠝䠤䠡LO-WG

February 2009 - March 2012, August 2012 - March 2013㻻㻱㻯㻰㻙㻭㻴㻱㻸㻻㻌 㧗➼ᩍ⫱䛻䛚䛡䜛Ꮫ⩦ᡂᯝㄪᰝ㻌㻭㼟㼟㼑㼟㼟㼙㼑㼚㼠㻌㼛㼒㻌㻴㼕㼓㼔㼑㼞㻌㻱㼐㼡㼏㼍㼠㼕㼛㼚㻌㻸㼑㼍㼞㼚㼕㼚㼓㻌㻻㼡㼠㼏㼛㼙㼑㼟• ႸႎᲴ‫ܖٻ‬૙ᏋƷ‫ܖ‬፼঺ௐǛɭမσᡫƷȆǹȈǛဇƍƯย‫ܭ‬ƢǔƜƱŵ• ᳸࠰ࡇƴƔƚƯܱ଀ƞǕƨƷƸŴƦƏƠƨ‫׎‬ᨥႎƳ‫ܖ‬፼঺ௐǢǻǹȡȳȈƕܱ଀ӧᏡưƋǔƔƲƏƔǛ౨ᚰƢǔƨǊƷȕǣȸǸȓȪȆǣȷǹǿȇǣŵ– ‫ᧉݦ‬Ў᣼Ტ߻‫ܖ‬ȷኺฎ‫ܖ‬ᲣƱɟᑍႎ২ᏡƷЎ᣼Ტ Ꮡ୎ऴ‫إ‬ᛦ௹Უưܱ଀– ଐஜƸ߻‫ܖ‬Ў᣼ưӋьᲢ‫ܖٻ‬ŴʴƷ‫ܖ‬ဃŴʴƷ‫ܖٻ‬૙ՃᲣ– இኳ‫إ‬ԓ୿ ᢰᚪ࠰உႆБʖ‫ܭ‬Უ• AHELO Feasibility Study Report Volume 1 – Design and Implementation 㻌 㻌 㻌 㻌 㻌 㻌 㻌䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf䠅
• AHELO Feasibility Study Report Volume 2 – Data Analysis and National Experiences㻌䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume2.pdf䠅
• AHELO Feasibility Study Report Volume 3– Further Insights
䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume3.pdf䠅

• ੔ဇẰủẺᏡщ௒ኵỊᵲᶓᶌᶇᶌᶅᵋᵟᵦᵣᵪᵭᲢ߻‫ܖ‬ȷኺฎ‫ܖ‬ᲣᴾᵭᵣᵡᵢᵋᵟᵦᵣᵪᵭἧỵὊἊἥἼἘỵὉἋἑἙỵᴾ
ܱ଀ӧᏡࣱử੕Ủᚾᘍႎᄂᆮᵋᾂếỉെ᨞ᇹᾀἧỹὊἌᴾ ᾘ᾽ᾸῃᾸᾰΆᴾᶎᶐᶍᶍᶄᴾᶍᶄᴾᶁᶍᶌᶁᶃᶎᶒᴾ

ᴾᵐᵎᵏᵎ࠰ᵏஉ῍ Ẕ‫ࣱ࢘ڲ‬౨ᚰ˺ಅḗឋႎ౨᚛ẕᴾᴾᵐᵎᵏᵏ࠰ᵔஉᴾᴾ ᴾ ᴾ ᴾ ᴾ ᴾ ṼӲ‫׎‬ỉ‫ٶ‬ಮࣱểཎഷࣱửỐộảếếẆ‫ܖ‬፼঺ௐỆếẟề̮᫂ỂẨỦኽᛯử‫ݰ‬ẪỴἍἋἳὅἚὉ἖ὊἽᵆย‫ܭ‬ẴỦẺỜỉᢊφᵛἘἋἚὸử˺঺ẴỦẮểầ
ᴾ
ӧᏡễỉẦẇᴾᴾᴾ ḷբ᫆ấợỎ੔ໜἽὊἨἼἕἁỉ˺঺Ẇ‫ᙹݱ‬೉ỉܱ௹ẆἤỴἼὅἂᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ

OECD-AHELO
Assessment of Higher Education Learning Outcomes• Purpose: To measure university education learning outcomes through acommon test around the world.
• The feasibility study implemented between 2008 and 2012 intended todetermine whether it was possible to globally assess learning outcomes.
– Implemented for subject areas (Engineering and Economics) and generic (+ backgroundsurvey)– Japan participated in the field of Engineering (12 universities, 504 students, 196
university teaching staff)– Final Report (Japanese edition is scheduled for publication in March, 2014)• AHELO Feasibility Study Report Volume 1 – Design and Implementation 㻌 㻌 㻌 㻌 㻌 㻌 㻌(http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf䠅
• AHELO Feasibility Study Report Volume 2 – Data Analysis and National Experiences㻌(http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume2.pdf䠅
• AHELO Feasibility Study Report Volume 3– Further Insights
䠄http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume3.pdf䠅

• The employed competency framework was Tuning-AHELO (Engineeringand Economics)

OECD-AHELO Feasibility StudyThe Experimental Study to Assess Feasibility - 3 Phases
Phase 1January, 2010 –June, 2011

Initial proof of concept[Validity assessment - qualitative evaluation]
䖃 Is it possible to develop an assessment tool (measuring instrument = test) to draw
reliable conclusions regarding learning outcomes while considering the diversity andspecificity of each country?
э Development of questions and scoring rubrics, small-scale field implementation,
hearing㻌 㻌 㻌 㻌 㻌 㻌 㻌 㻌 㻌 䠘Contents of questions and its translation, revision of scoring rubrics䠚

Phase 2
- December,
2012

Scientific feasibility and proof of practicality[Validity assessment - quantitative evaluation]
䖃Is the assessment tool valid and reliable?
䖃Is it virtually possible to ask university students for their participation and to implement
assessment appropriately?
э Large-scale field implementation and scoring

Final meeting
March, 2013

Whether to move AHELO forward with full-scale implementation is examined based on the
results of (1) and (2).

ᴾᴾᴾᴾᴾᴾᴾᴾ ᴾ ᴾ ᴾ ᴾ ᴾ ᴾ ᴾ ᴾ ᾋբ᫆ỉϋܾểᎇᚪὉ੔ໜἽὊἨἼἕἁỉϋܾỉ̲ദᾍᴾ
ᇹᾁἧỹὊἌᴾ ᵱᶁᶇᶃᶌᶒᶇᶄᶇᶁᴾᶄᶃᵿᶑᶇᶀᶇᶊᶇᶒᶗᴾᵿᶌᶂᴾᶎᶐᶍᶍᶄᴾᶍᶄᴾᶎᶐᵿᶁᶒᶇᶁᵿᶊᶇᶒᶗᴾ
῍ᵐᵎᵏᵐ࠰ᵏᵐஉᴾ Ẕ‫ࣱ࢘ڲ‬౨ᚰ˺ಅḗ᣽ႎ౨᚛ẕᴾ
ṼỴἍἋἳὅἚὉ἖ὊἽỉ‫ࣱ࢘ڲ‬ểࣱ̮᫂Ịᄩ̬ỂẨềẟỦẦẇᴾṼ‫ܖٻ‬ể‫ܖ‬ဃỉӋьử̟ẲẆỴἍἋἳὅἚửᢘЏỆܱ଀ẴỦẮểầẆܱឋႎỆӧᏡễỉẦẇᴾḷ‫ᙹٻ‬೉ỉܱ௹ể੔ໜᴾஇኳ˟ӳᴾᵐᵎᵏᵑ࠰ᵑஉᴾ

Ṟṟỉኽௐử៊ộảềẆᵟᵦᵣᵪᵭửஜ఍ႎỆܱ଀ẴỦẦỄạẦầẆોỜề౨᚛ẰủỦẇᴾ•ᴾ ᵑếỉЎ᣼ίɟᑍႎ২ᏡẆኺฎ‫ܖ‬Ẇ߻‫ܖ‬ὺᏑ୎ऴ‫إ‬ὸᴾᶆᶒᶒᶎᵘᵍᵍᶕᶕᶕᵌᶍᶃᶁᶂᵌᶍᶐᶅᵍᶂᶍᶁᶓᶋᶃᶌᶒᵍᵐᵐᵍᵎᵊᵑᵕᵒᵔᵊᶃᶌᵽᵐᵔᵒᵗᵽᵑᵗᵐᵔᵑᵐᵑᵖᵽᵒᵎᵔᵐᵒᵔᵔᵐᵽᵏᵽᵏᵽᵏᵽᵏᵊᵎᵎᵌᶆᶒᶋᶊᴾ

•ᴾ 3 areas (Generic Skills, Economics, Engineering + background)
http://www.oecd.org/document/22/0,3746,en_2649_39263238_40624662_1_1_1_1,00.html

㻭㻴㻱㻸㻻ᕤᏛศ㔝䛻䛚䛡䜛䝏䝳䞊䝙䞁䜾䝤䝸䝳䝑䝉䝹ᑓ㛛ᐙ఍㆟䠄2009/5/4䡚5䠅䛾୺せ㆟㢟
㻝㻚
㻞㻚
㻟㻚
㻠㻚
㻡㻚
㻢㻚
㻣㻚
㻤㻚
㻥㻚

ᕤᏛศ㔝䛻䛚䛡䜛Ꮫ⾡䞉ᑓ㛛㡿ᇦ㻌ᕤᏛศ㔝䛻䛚䛡䜛඾ᆺⓗ䛺Ꮫ఩㻌඾ᆺⓗ䛺⫋ᴗ㻌Ꮫ⩦ᡂᯝ䛾グ㏙䛾ศ㢮䛸㡰ᗎ௜䛡㻌ᮇᚅ䛩䜛Ꮫ⩦ᡂᯝ䛾ᐃ⩏㻌ྛศ㔝䛻䛚䛡䜛ᮇᚅ䛥䜜䜛Ꮫ⩦ᡂᯝ㻌Ỉ‽䜢♧䛩ᣦᶆ䛾ᐃ⩏㻌ᕤᏛኈ䛾୍⯡ⓗグ㏙㻌Ꮫ⩦䠈ᣦᑟ䠈ホ౯䜈䛾ྲྀ䜚⤌䜏㻌Tuning in AHELO Engineering
Main agenda matters at Experts’ Meeting in Brussels(May 4 - 5, 2009)
1. Academic/specialized domains of engineering
2. Major degrees in engineering
3. Major occupations
4. Categorization and ordering of learning outcomesstatements
5. Definition of expected/desired learning outcomes
6. Expected/desired learning outcomes in each subject
area
7. Definition of level indicators
8. General statements for engineers
9. Approaches to learning, teaching, and assessmentᏛಟᡂᯝ䠄Learning 0utcomes䠅䛸䛿ఱ䛛?
”Learning outcomes are statements of what a learner is
expected to know, understand, and/or be able to demonstrateat the completion of a process of learning.”

What are Learning 0utcomes?
”Learning outcomes are statements of what a learner is expected toknow, understand, and/or be able to demonstrate at thecompletion of a process of learning.”

AHELO: ᕤᏛศ㔝䛻䛚䛡䜛LO䛾㑅ᢥABET Engineering Criteria 2000 (Washington Accord ຍ┕ᅜ䜒ྠ➼䛾つ‽䠗 ᪥ᮏ䛿JABEEᇶ‽) 䛸 EUR-ACE Learning
Outcomes for First Cycle Bachelor Degrees䜢ཧ↷䛧䛶Ỵᐃ

AHELO: Selecting learning outcomes in engineering
Selection will be done referring to ABET Engineering Criteria 2000
(member countries of Washington Accord use the same criteria
while Japan uses JABEE Criteria) and EUR-ACE Learning Outcomes
for First Cycle Bachelor Degrees.

䠙䠚”A Tuning-AHELO Conceptual Framework of Expected 㻌㻌 㻌 㻌 Desired/Learning Outcomes in Engineering”
㻌 㻌 㻌 OECD Education Working Paper No.60(http://dx.doi.org/10.1787/5kghtchn8mbn-en)

䠙䠚 “A Tuning-AHELO Conceptual Framework of Expected 㻌㻌 㻌 㻌 Desired/Learning Outcomes in Engineering”
㻌 㻌 㻌 OECD Education Working Paper No.60(http://dx.doi.org/10.1787/5kghtchn8mbn-en)䝏䝳䞊䝙䞁䜾䞉ᵟᵦᵣᵪᵭ߻‫ܖ‬Ў᣼Ể஖ࢳẰủỦ‫ܖ‬፼঺ௐỉಒࣞ௒ኵᴾ
A Tuning-AHELO Conceptual Framework of Expected/Desired Learning Outcomes in Engineering
pp.28-29ᴾᵣᵳᵰᵋᵟᵡᵣᴾ
২ᘐᎍ૙Ꮛᛐ‫ؕܭ‬แỉ௒ኵᴾ

ᵟᵠᵣᵲᴾ
২ᘐᎍ૙Ꮛᛐ‫ؕܭ‬แᴾᵲᶓᶌᶇᶌᶅᵋᵟᵦᵣᵪᵭᴾ‫ܖ‬፼঺ௐỉ௒ኵᴾ

ჷᜤểྸᚐᴾᵿᵇૠ‫ܖ‬Ẇᅹ‫ܖ‬Ẇ߻‫ܖ‬Ệ᧙ẴỦჷᜤửࣖဇẴỦᏡ
щᴾؕᄽᅹ‫ܖ‬Ὁ߻‫ܖ‬ᴾᵩᶌᶍᶕᶊᶃᶂᶅᶃᴾᵿᶌᶂᴾᵳᶌᶂᶃᶐᶑᶒᵿᶌᶂᶇᶌᶅᴾ

߻‫ܖ‬ႎЎௌᴾᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵟᶌᵿᶊᶗᶑᶇᶑᴾ

ᶀᵇ᬴ܱửἙἈỶὅẲề᡾ᘍẲẆἙὊἑửЎௌẲềᚐ᣷ẴỦᏡщᴾᶃᵇ߻‫ܖ‬ỉᛢ᫆ửӷ‫ܭ‬ẆૢྸẆᚐൿẴỦᏡщᴾ

A Tuning-AHELO Conceptual Framework of Expected/Desired Learning Outcomes in Engineering
pp.28-29
EUR-ACEframework for accreditation criteria ofengineer education

ABET
accreditation criteria of engineer education

Tuning-AHELO
framework of learning outcomes

Knowledge and Understandinga) An ability to apply knowledge of mathematics, sciences,and engineering

Basic and Engineering Sciences

Engineering Analysisb) An ability to design and conduct experiments, analyze
and interpret the datae) An ability to identify, reformulate, and solve engineering
problems

Engineering Analysis

Engineering Designc) An ability to design systems, components and processes
to address needs within realistic constraints by issues on
economy, environment, society, politics, health and safety,
productivity, and sustainability

Engineering Design-(Integrated into “engineering – analysis”)

ᵠᵿᶑᶇᶁᴾᵿᶌᶂᴾᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵱᶁᶇᶃᶌᶁᶃᶑᴾ

߻‫ܖ‬ႎЎௌᴾᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵟᶌᵿᶊᶗᶑᶇᶑᴾ

߻‫ܖ‬ἙἈỶὅᴾ

Investigationsᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵢᶃᶑᶇᶅᶌᴾ

ᶁᵇኺฎẆ࿢‫ؾ‬Ẇᅈ˟Ẇ૎඙Ẇ͒ྸẆͤࡍẆ‫ܤ‬μẆဃငӧᏡࣱẆਤዓӧᏡࣱễỄỉྵܱႎễСኖỉờểỂẆἝὊἌỆࣖảỦẺỜỆẆἉἋἘἲẆᙲእẆἩἿἍἋửἙἈỶὅẴỦᏡщᴾᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵢᶃᶑᶇᶅᶌᴾ

Engineering Practiceᛦ௹ᄂᆮᴾ ᵧᶌᶔᶃᶑᶒᶇᶅᵿᶒᶇᶍᶌᶑᴾ

ᵋᴾίẐ߻‫ܖ‬ᵋЎௌẑỆወӳὸᴾf) An understanding of professional and ethicalresponsibilityj) A knowledge of contemporary issuesk) An ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice߻‫ܖ‬ỉܱោᴾ

ᶄᵇᴾᎰಅႎὉ͒ྸႎᝧ˓Ệ᧙ẴỦྸᚐᴾᶈᵇᴾ ྵˊႎբ᫆Ệ᧙ẴỦჷᜤᴾᶉᵇᴾ ߻‫ܖ‬ỉܱោỆ࣏ᙲễ২ඥẆ২ᏡẆྵˊႎễ߻‫ܖ‬ỉᢊφử෇ဇẴỦᏡщᴾ

Transferable Skillsd)ᴾ An ability to function as a member of a interdisciplinaryteamg)ᴾ An ability to communicate effectivelyh)ᴾ Wide range of education to understand impacts ofengineering solutions within the global, economic,
environmental, and social contextsi) An ability to recognize the need for and engage inindependent lifelong learning߻‫ܖ‬ἙἈỶὅᴾᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵮᶐᵿᶁᶒᶇᶁᶃᴾ

߻‫ܖ‬ỉܱោᴾ
ᵣᶌᶅᶇᶌᶃᶃᶐᶇᶌᶅᴾᵮᶐᵿᶁᶒᶇᶁᶃᴾ
ίẐ൮ဇႎ২Ꮱẑỉɟᢿửԃớὸᴾᶂᵇᴾ ‫ܖ‬ᨥႎễἓὊἲỉɟՃểẲềẆࢫлửௐẺẴɟᑍႎ২ᏡᴾᏡщᴾᵥᶃᶌᶃᶐᶇᶁᴾᵱᶉᶇᶊᶊᶑᴾᵲᶐᵿᶌᶑᶄᶃᶐᵿᶀᶊᶃᴾᵱᶉᶇᶊᶊᶑᴾᶅᵇᴾ јௐႎỆἅἱἷἝἃὊἉἹὅửểỦᏡщᴾ(http://www.oecd-ilibrary.org/education/a-tuning-ahelo-conceptual-framework-of-expected-desired-learning-outcomes-inengineering_5kghtchn8mbn-en) ᶆᵇᴾ ߻‫ܖ‬ỆợỦᚐൿඥỉỶὅἣἁἚửẆἂἿὊἢἽẆίẐჷᜤểྸᚐẑỉɟᢿửԃ൮ဇႎ২Ꮱᴾ

Tuning AHELO ᕤᏛศ㔝䛾୰᰾ᴫᛕ䛾୍ぴᚡᡓࡸբ᫆
ᲢբᲣᲴ
ǨȳǸȋǢƱƠƯƷᎋƑ૾ǛբƏ‫ٶ‬Ꮓᢠ৸ࡸբ᫆
ᲢբᲣᲴ
ؕᄽႎƳჷᜤȷ২Ꮱ
Ʒ፼ࢽǛբƏᕤᏛ䝥䝻䝉䝇Engineering Practice(Including a part of “Transferable Skills”)

Generic Skills(Including a part of “Knowledge andUnderstanding”)

43(http://www.oecd-ilibrary.org/education/a-tuning-ahelo-conceptual-framework-of-expected-desired-learning-outcomes-inengineering_5kghtchn8mbn-en)

List of Tuning AHELO Key Concepts in Engineering
Constructed-responsetask (CRT)(1/3 items):
Examine students’ability to “think as anengineer”ᕤᏛ䝥䝻䝉䝇Engineering
ProcessᕤᏛศᯒᐇ㦂䜢䝕䝄䜲䞁䛧䛶㐙⾜䛧䚸䝕䞊䝍䜢ศᯒ䛧䛶ゎ㔘䛩䜛⬟ຊ䚹ᕤᏛ䛾ㄢ㢟䜢ྠᐃ䚸ᩚ⌮䚸ゎỴ䛩䜛⬟ຊ䚹ᕤᏛ䝕䝄䜲䞁⤒῭䚸⎔ቃ䚸♫఍䚸ᨻ἞䚸೔⌮䚸೺ᗣ䚸Ᏻ඲䚸⏕⏘ྍ⬟ᛶ䚸ᣢ⥆ྍ⬟ᛶ䛺䛹䛾⌧ᐇⓗ䛺ไ⣙䛾䜒䛸䛷䚸ᐃ䜑䜙䜜䛯せ௳䜢‶䛯䛩䝅䝇䝔䝮䚸せ⣲䚸ᕤ⛬䜢䝕䝄䜲䞁䛩䜛⬟ຊ䚹

EngineeringᕤᏛ䝕䝄䜲䞁
DesignAn ability to design a system, component, or process to meet desired needs within the realistic constraints⤒῭䚸⎔ቃ䚸♫఍䚸ᨻ἞䚸೔⌮䚸೺ᗣ䚸Ᏻ඲䚸⏕⏘ྍ⬟ᛶ䚸ᣢ⥆ྍ⬟ᛶ䛺䛹䛾⌧ᐇⓗ䛺ไ⣙such
as economic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability䛾䜒䛸䛷䚸ᐃ䜑䜙䜜䛯せ௳䜢‶䛯䛩䝅䝇䝔䝮䚸せ⣲䚸ᕤ⛬䜢䝕䝄䜲䞁䛩䜛⬟ຊ䚹ᕤᏛᐇ㊶ᑓ㛛⫋䛸䛧䛶䛾೔⌮ⓗ㈐௵䛻㛵䛩䜛⌮ゎ䚹⌧௦♫఍䛾ၥ㢟䛻㛵䛩䜛▱㆑䚹ᕤᏛ䛾ᐇ㊶䛻ᚲせ䛺ᢏ⾡ᡭἲ䚸᭱᪂ᕤᏛ䛾䝒䞊䝹䜢ά⏝䛩䜛⬟ຊ䚹

EngineeringᕤᏛᐇ㊶
PracticeAnunderstanding of professional and ethical responsibility. A knowledge of contemporary Issues, anᑓ㛛⫋䛸䛧䛶䛾೔⌮ⓗ㈐௵䛻㛵䛩䜛⌮ゎ䚹⌧௦♫఍䛾ၥ㢟䛻㛵䛩䜛▱㆑䚹
ability
to use the techniques, skills, and modern engineering tools necessary for engineering practiceᕤᏛ䛾ᐇ㊶䛻ᚲせ䛺ᢏ⾡ᡭἲ䚸᭱᪂ᕤᏛ䛾䝒䞊䝹䜢ά⏝䛩䜛⬟ຊ䚹

EngineeringᕤᏛᑓ㛛(Civil Engineering)䠄ᅵᮌᕤᏛ䠅Engineering Fundamentals
ᕤᏛᇶ♏

An ability to apply knowledge of science of materials and constructive engineering, structural engineering,ᮦᩱ䛸ᘓタ䚸ᵓ㐀ᕤᏛ䚸ᆅ┙ᕤᏛ䚸ỈᕤỈ⌮Ꮫ䚸㒔ᕷィ⏬䛻㛵䛩䜛▱㆑䜢ᛂ⏝䛩䜛⬟ຊ䚹
geotechnicalengineering, water engineering, and urban planning
An ability to apply knowledge of mathematics and scienceᩘᏛ䞉⛉Ꮫ䛻㛵䛩䜛▱㆑䜢ᛂ⏝䛩䜛⬟ຊ䚹ᕤᏛᇶ♏䞉ᑓ㛛ᕤᏛᑓ㛛䠄ᅵᮌᕤᏛ䠅
ᕤᏛᇶ♏

ᮦᩱ䛸ᘓタ䚸ᵓ㐀ᕤᏛ䚸ᆅ┙ᕤᏛ䚸ỈᕤỈ⌮Ꮫ䚸㒔ᕷィ⏬䛻㛵䛩䜛▱㆑䜢ᛂ⏝䛩䜛⬟ຊ䚹ᩘᏛ䞉⛉Ꮫ䛻㛵䛩䜛▱㆑䜢ᛂ⏝䛩䜛⬟ຊ䚹

Multiple-choicequestion (MCQ)(25/30 items):
Examine possession ofbasic knowledge andskillsEngineeringᕤᏛศᯒAnalysis

An ability to design and conduct experiments, analyze and interpret the dataᐇ㦂䜢䝕䝄䜲䞁䛧䛶㐙⾜䛧䚸䝕䞊䝍䜢ศᯒ䛧䛶ゎ㔘䛩䜛⬟ຊ䚹
An ability to identify, reformulate, and solve engineering problemsᕤᏛ䛾ㄢ㢟䜢ྠᐃ䚸ᩚ⌮䚸ゎỴ䛩䜛⬟ຊ䚹

Engineering/Engineering
Fundamentals
ᕤᏛᇶ♏䞉ᑓ㛛

୍⯡ⓗᢏ⬟

୍⯡ⓗᢏ⬟
Generic
SkillsᏛ㝿ⓗ䛺䝏䞊䝮䛾୍ဨ䛸䛧䛶ᙺ๭䜢ᯝ䛯䛩⬟ຊ䚹ຠᯝⓗ䛻䝁䝭䝳䝙䜿䞊䝅䝵䞁䜢䛸䜛⬟ຊ䚹ᕤᕤᏛศ㔝䛻䛚䛡䜛
Ꮫ䛻䜘䜛ゎỴ⟇䛾ᙳ㡪䜢ᅜ㝿♫఍䚸⤒῭䚸⎔ቃ䚸♫఍ⓗᩥ⬦䛾䛺䛛䛷⌮ゎ䛩䜛䛯䜑䛻ᚲせ୍⯡ⓗᢏ⬟䛺ᖜᗈ䛔ᩍ㣴䚹⏕ᾭ䜢㏻䛨䛶Ꮫ⩦䛻ྲྀ䜚⤌䜐ᚰᵓ䛘䛸⬟ຊ䚹Ꮫ㝿ⓗ䛺䝏䞊䝮䛾୍ဨ䛸䛧䛶ᙺ๭䜢ᯝ䛯䛩⬟ຊ䚹ຠᯝⓗ䛻䝁䝭䝳䝙䜿䞊䝅䝵䞁䜢䛸䜛⬟ຊ䚹ᕤAn
ability to function on multidisciplinary teams, an ability to communicate effectively, the broad education necessary
Generic Skills inᕤᏛศ㔝䛻䛚䛡䜛
tounderstand the impact of engineering solutions in a global, economic, environmental, and societal context, aᏛ䛻䜘䜛ゎỴ⟇䛾ᙳ㡪䜢ᅜ㝿♫఍䚸⤒῭䚸⎔ቃ䚸♫఍ⓗᩥ⬦䛾䛺䛛䛷⌮ゎ䛩䜛䛯䜑䛻ᚲせEngineering୍⯡ⓗᢏ⬟
recognition of the need for, and the ability to engage in lifelong learning䛺ᖜᗈ䛔ᩍ㣴䚹⏕ᾭ䜢㏻䛨䛶Ꮫ⩦䛻ྲྀ䜚⤌䜐ᚰᵓ䛘䛸⬟ຊ䚹

A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering㻌(http://www.oecd-ilibrary.org/education/a-tuning-ahelo-conceptual-framework-of-expected-desired-learning-outcomes-inengineering_5kghtchn8mbn-en)㻌 䠄㑥ヂ2014ᖺ3᭶Ⓨหணᐃ䠅A Tuning-AHELO Conceptual Framework of Expected Desired/Learning Outcomes in Engineering㻌(http://www.oecd-ilibrary.org/education/a-tuning-ahelo-conceptual-framework-of-expected-desired-learning-outcomes-inengineering_5kghtchn8mbn-en)㻌 (Japanese edition is scheduled for publication in March, 2014)

ENGINEERING ASSESSMENT FRAMEWORKᲢ࠰உଐᇹ‫)ׅ‬0'᝻૰Უ䠄http://search.oecd.org/officialdocuments/displaydocumentpdf/?cote=edu/imhe/ahelo/gne(2011)19/ANN5/FINAL&doclanguage=en䠅

ENGINEERING ASSESSMENT FRAMEWORK (Materials of the 8th GNE on November 18 & 19, 2011)䠄http://search.oecd.org/officialdocuments/displaydocumentpdf/?cote=edu/imhe/ahelo/gne(2011)19/ANN5/FINAL&doclanguage=en䠅ᾁώἘἋἚբ᫆ᴾ

2. Questions for Examination

Development of Questions based on
the Conceptual Frameworkᴫᛕᯟ⤌䛻䜒䛸䛵䛟ၥ㢟䛾సᡂz䝁䞁䝋䞊䝅䜰䝮䛜ཎ᱌䜢సᡂzz

The Consortium prepared the draftzከ⫥㑅ᢥᘧၥ㢟䛿᪥ᮏഃ䛜ᥦ᱌᪥ᮏᢏ⾡ኈ఍ᢏ⾡ኈ➨1ḟヨ㦂z ᪥ᮏᅵᮌᏛ఍ㄆᐃᅵᮌᢏ⾡⪅㈨᱁ヨ㦂㻌

z

z

z

z

グ㏙ᘧၥ㢟䛿㇦ᕞഃ䛜ᥦ᱌
㻌

z

㻌
z

ᅜ㝿ᑓ㛛ጤဨ఍ྜ㻌zᥦ᱌䛥䜜䛯ၥ㢟䛾ྲྀᤞ㑅ᢥz ᥇ᢥ䛥䜜䛯ၥ㢟䛻䛴䛔䛶ᅜ㝿㏻⏝ᛶ䜢㧗䜑㻠㻠㻌䜛᪉ྥ䛷᳨ウz㻌Japan proposed multiple-choice questions(MCQs)
Civil engineering licensing examination of Japan Society of
Civil Engineers

Australia proposed constructed-response tasks(CRTs)

International experts’ meeting:zz

23First-Step Professional Engineer Examination by theInstitution of Professional Engineers, Japan

Makes a choice from proposed questions
Reviews selected questions to improve them tothe internationally accepted level4424‫ܖ‬፼঺ௐƷር‫׊‬Ʊ൦แƷᙹ‫ܭ‬‫ٶ‬Ꮓᢠ৸ࡸբ᫆Ʒ̊

Scope of Learning Outcomes and Definition of Standards
An Example of MCQ

http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf (pp.265-266)

http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf (pp.265-266)ɦ‫׋‬ƷȯȸȬȳȈȩǹƴᒵ᣻2ƕ˺ဇƠƯƍǔŵɦƷᚡᡓƷƏƪŴദƠƍǋƷǛᢠƼƳƞƍŵƨƩƠŴᢿ஬Ʒᐯ᣻ƸᎋƑƳƍǋƷƱƢǔŵ# ‫ן‬጑щƕɥࢅ஬ 23 Ʊɦࢅ஬ 45 Ʒɲ૾ƴ˺ဇƢǔŵ$ ࡽࢌщƕɥࢅ஬ 23 Ʊɦࢅ஬ 45 Ʒɲ૾ƴ˺ဇƢǔŵ% ‫ן‬጑щƕɥࢅ஬ 23 ƴ˺ဇƠŴࡽࢌщƕɦࢅ஬ 45 ƴ˺ဇƢǔŵ& ࡽࢌщƕɥࢅ஬ 23 ƴ˺ဇƠŴ‫ן‬጑щƕɦࢅ஬ 45 ƴ˺ဇƢǔŵ

A. Compressive force exists in both the upper-chord member (p-q) and the lower-chord member (r-s).
B. Tensile force exists in both the upper-chord member (p-q) and the lower-chord member (r-s).
C. Compressive force exists in the upper-chord member (p-q), while tensile force is applied to thelower-chord member (r-s).
D. Tensile force exists in the upper-chord member (p-q), while compressive force is applied to thelower-chord member (r-s).

දႸƠƯƍǔǳȳȔȆȳǹᲴ߻‫ᧉݦܖ‬Ტ‫ݦ‬ૌƢǔ߻‫ܖ‬Ў᣼Ʒ᣻ᙲʙ᪮Ǎಒࣞƴ᧙ƢǔኒወႎྸᚐᲣè‫ٶ‬Ꮓᢠ৸ࡸբ᫆ƸŴଐஜƷ‫ם‬ங‫˟ܖ‬Ʒᛐ‫םܭ‬ங২ᘐᎍ᝻఍ᚾ᬴Ŵଐஜ২ᘐٟ˟Ʒ২ᘐٟᇹɟഏᚾ᬴ǛșȸǹƴŴ‫׎‬ᨥ‫ܼᧉݦ‬ȁȸȠƕ‫׎‬ᨥᡫဇࣱǛ᭗ǊǔƨǊƷ౨᚛ǛьƑƨŵ

Focused competencies: engineering (systematic understanding of the key aspects and concepts ofmajoring branch of engineering)‫ܖ‬፼঺ௐƷር‫׊‬Ʊ൦แƷᙹ‫ܭ‬ᚡᡓࡸբ᫆Ʒ̊

Scope of Learning Outcomes and Definition of Standards
An Example of CRT

http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf (pp.252-264)ȕȸȐȸȀȠƸŴǢȡȪǫӳᘌ‫׎‬ǳȭȩȉ߷ƷȖȩȃǯ޵᜿ƴƋǔŴ᭗ƞOƷǢȸȁ᣻щࡸǳȳǯȪȸȈȀȠưƋǔŵƜƷȀȠƸŴ໅๩ဇ൦Ʒ̓ዅŴව൦ᛦራŴƓǑƼȀȠؕᢿƷ൦щႆᩓ৑ǁƷ൦Ʒ̓ዅǛႸႎƱƠƯ࡫ᚨƞǕƨŵᅗ1. 䝣䞊䝞䞊䝎䝮ᅗ2. 1921ᖺ䛤䜝䛻ᥦ᱌䛥䜜䛯䝎䝮ᘓタೃ⿵ᆅ
ᅗ3. ᥦ᱌䛥䜜䛯㈓Ỉụ䛾䝇䜿䝑䝏ᅗ4. 䝎䝮䛸Ⓨ㟁ᡤ䛾ᘓタィ⏬
ᅗ5. 䝎䝮䛸Ⓨ㟁ᡤ䛾ᘓタィ⏬

1.
2.
3.

4.

A load P is applied to a Warren truss as shown
below. If the self-weight of the members is
ignored, which of the following statements iscorrect?

䛣䛾ሙᡤ䛜䝎䝮ᘧỈຊⓎ㟁䛻㐺䛧䛶䛔䜛⌮⏤䜢ㄝ᫂䛧䛺䛥䛔䚹ᑡ䛺䛟䛸䜒2䛴䛾ഃ㠃䛻䛴䛔䛶㏙䜉䛺䛥䛔䚹䝣䞊䝞䞊䝎䝮䛾ᵓ㐀ୖ䛾ᙉᗘ䛸Ᏻᐃᛶ䜢㧗䜑䛶䛔䜛䚸タィୖ䛾୺䛺≉ᚩ䜢2䛴ᣲ䛢䛶ㄝ᫂䛧䛺䛥䛔䚹䝣䞊䝞䞊䝎䝮䛾䝍䞊䝡䞁䛷Ⓨ㟁䛥䜜䜛᭱኱㟁ຊ䛿2.08㽢109W䛷䛒䜛䚹䛣䛾Ⓨ㟁ᡤ䛜90䠂ຠ⋡䛷✌ാ䛧䛶䛔䜛ሙྜ䚸䛣䛾ฟຊ䛷䝍䞊䝡䞁䜢ὶ䜜䜛䛚䛚䜘䛭䛾Ỉ㔞䛿䛔䛟䜙䛛䚹᭱䜒㏆䛔䜒䛾䜢㑅䜃䛺䛥䛔䚹A)103ƐVHF% 4ƐVHF& 6ƐVHF' 7ƐVHFὀ䠅1W=1J/sec, 1J=1Nm⌧ᅾ䚸䛣䛾ሙᡤ䛸䛿␗䛺䜛ู䛾ሙᡤ䛷䚸᪂䛧䛔䝎䝮䛾ᘓタ䛜ィ⏬䛥䜜䛶䛔䜛䛸᝿ᐃ䛧䜎䛩䚹ᢏ⾡⪅䛜⎔ቃᙳ㡪ホ౯᭩䛾䛺䛛䛷᳨ウ䛩䜉䛝䚸䝎䝮䛜⎔ቃ䛻䛚䜘䜌䛩ᙳ㡪䠄ୖὶ䛷䜒ୗὶ䛷䜒䜘䛔䠅䜢2䛴ᣲ䛢䛶䚸⡆༢䛻ㄝ᫂䛧䛺䛥䛔䚹* MCQs were reviewed to meet the internationally accepted level based on on civil engineering
licensing examination of Japan Society of Civil Engineers and First-Step Professional Engineer
Examination by the Institution of Professional Engineers, Japan.

http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume1.pdf (pp.252-264)
The Hoover Dam is a 221-metre high concrete archgravity dam in the Black Canyon of the Colorado Riverin the United States of America. It was built to provide
irrigation water, to control floods, and to provide water
for a hydroelectric power station at the base of thedam.
Figure 1: Hoover Dam
Figure 2: The site proposed for the dam in about 1921.
Figure 3: A sketch of the proposed reservoir.
Figure 4: Plans
Figure 5: Plans

1. Explain why this is a good dam site for hydroelectric power generation. You should discuss at least two aspects.
2. Explain the two main design features that contribute to the structural strength and stability of the Hoover dam.
3. The maximum electrical power generated by the turbines at the Hoover Dam is 2.08 㽢 109 W. What is theapproximate amount of water that flows through the turbines at this power output, if the power station operates atϵϬйĞĨĨŝĐŝĞŶĐǇ͍͍ŚŽŽƐĞƚŚĞĐůŽƐĞƐƚŽƉƚŝŽŶ͘ͿϭϬϯыͬƐĞĐ͕ͿϭϬϰыͬƐĞĐ͕ͿϭϬϲыͬƐĞĐ͕ͿϭϬϳыͬƐĞĐEŽƚĞ͗ϭtсϭ:ͬƐ͕
where 1 J = 1 Nm.
4. Imagine that a new dam is being planned today in a different location. Briefly explain two environmental effects ofthe dam (which could also be upstream or downstream) that an engineer would need to consider in an environmental
impact statement.

‫ܖ‬፼঺ௐƷር‫׊‬Ʊ൦แƷᙹ‫ܭ‬ᇹբႸƷ̊• ย‫ܭ‬ƠǑƏƱƠƯƍǔ‫ܖ‬፼঺ௐ– ȀȠࡸ൦щႆᩓƴᢘƠƨ‫ئ‬৑ƷཎࣉǛྸᚐƠƯƍǔŵ• Ꮡ୎ƴƋǔǳȳȔȆȳǹ•– ߻‫ᧉݦܖ‬Ტ‫ݦ‬ૌƢǔ߻‫ܖ‬Ў᣼Ʒ᣻ᙲʙ᪮Ǎಒࣞƴ᧙ƢǔኒወႎྸᚐŴࣖဇƢǔᏡщᲣ– ߻‫ܖ‬ЎௌᲢଏ‫܍‬Ʒ૾ඥǛဇƍƯ߻‫ܖ‬ᛢ᫆Ǜӷ‫ܭ‬ƠŴᚐൿሊǛᎋకƠŴᚐൿƢǔᏡщᲣƦǕƧǕƷᚇໜƴƭƍƯŴƲƷ
ᚐሉƷᚇໜ
ᆉࡇ୿ƚƯƍǕƹŴ˴ໜǛᣐໜ– C ȀȠƷ᭗ƞȷˮፗǨȍȫǮȸƷ᭗ƞ ƢǔƔƴƭƍƯŴ੔ໜȈȬȸȋ– D ߷Ʒ්᣽ƷᝅƔƞȳǰ ‫׎‬ᨥȷ‫׎‬ϋᲣƷƳƔưӳॖǛ࢟঺– E ᝪ൦‫؏ע‬Ʒ࠼ƞȷ‫ܭܤ‬Ơƨ൦᣽– F ᅈ˟ႎࢨ᪪ƕ˯Ƙ৮ƑǒǕƯƍǔƜƱ– G ‫ޥ‬Ⴔƕ‫׍ؙ‬ưƋǔƜƱ– H ޵᜿ƕ཰ƍƜƱ‫ܖ‬፼঺ௐƷር‫׊‬Ʊ൦แƷᙹ‫ܭ‬ᇹբႸƷ̊• ย‫ܭ‬ƠǑƏƱƠƯƍǔ‫ܖ‬፼঺ௐ– ȕȸȐȸȀȠƷನᡯɥƷࢍࡇƱ‫ࣱܭܤ‬ƴ݃ɨƢǔᙲˑǛྸᚐƠƯƍǔŵ• Ꮡ୎ƴƋǔǳȳȔȆȳǹᲴ– ߻‫ܖ‬ȇǶǤȳᲢྵܱႎƳСኖƷǋƱưŴ‫ܭ‬ǊǒǕƨᙲˑǛ฼ƨƢǷǹȆȠŴᙲእŴ߻ᆉǛȇǶǤȳƢǔ૾ඥǛྸᚐƠŴࣖဇƢǔᏡщᲣ• ᚐሉƷᚇໜ
– C ǢȸȁࡸƷ࢟ཞǛƠƯƍǔƜƱ– D ޵᜿Ʒެُƕ‫׍ؙ‬ưƋǔƜƱ– E ǳȳǯȪȸȈƷ᣻᣽ƕ‫ٻ‬ƖƍƜƱ– F ‫˳ء‬Ʒ᣻࣎ƕ˯ƍƜƱ– G ව൦ӻƖƱ੎൦ȈȳȍȫƕᚨƚǒǕƯƍǔƜƱ

Scope of Learning Outcomes and Definition of Standards
An Example of 1st Question• Learning outcomes to be assessed– Understanding of features suitable for a dam for hydroelectric power
generation.

• Background competencies– Engineering (systematic understanding of the key aspects and concepts ofmajoring branch of engineering and the ability to apply the understanding)– Engineering analysis (the ability to identify engineering issues, create
solutions, and solve the issues using existing methods)• Answering aspects

For each aspect, consensus was built during
national/international scoring training on what
extent of responses can get how many points.

– a) Dam height/High potential energy– b) High flow rate of river– c) Lake capacity (size of water storage area and stable amount of water)– d) Minimal social impact– e) Characteristics of rock (hardness)– f) Narrow gorge

Scope of Learning Outcomes and Definition of Standards
An Example of 2nd Question• Learning outcomes to be assessed– Understanding of features that contribute to the structural strengthand stability of the Hoover dam.

• Background competencies:– Engineering Design (an ability to understand and apply methods todesign systems, components, and processes to satisfy requirements
within the realistic constraints)• Answering aspects– a) Arch-shape– b) Material in the canyon walls must be robust– c) The Heavy weight of concrete– d) Tapered shape of concrete wall/low center of gravity– e) Spillways and/or tunnels are equipped‫ܖ‬ဃỉἅἳὅἚ৷ቦίᇹᾀἧỹὊἌợụὸᴾ

Excerpt student comments (from the first phase)Ẕ‫ٶ‬Ꮓᢠ৸ࡸբ᫆Ệếẟềẕᴾ•ỖểỮỄầ‫ܖٻ‬Ể૙ỪẾềẟỦբ᫆ỂẝụẆᚐẬềẲẦỦỔẨẻể
࣬ạẇᴾ•բ᫆ầμᢿҥႆỂẆ࠼Ẫ෌ẪểẟạҮᝋẇờẾể੐ụɦậẺ૾ầợẟỉỂỊẇᴾ[Multiple-choice question (MCQ)]

ᴾ[Constructed-response task (CRT)]Ẕᚡᡓࡸբ᫆Ệếẟềẕᴾ•‫ܖٻ‬ỂỊྸᛯႎẆਁᝋႎễբ᫆ầ‫ٶ‬ẟễẦẆྵܱբ᫆ửৢẾềẟỦໜầ᩿ႉẟẇ͒ྸႎễբ᫆ầ᩿ႉẟẇᴾ•˴ầҾ‫׆‬ẻẾẺẦửᎋảẆỄạẴỦẦểẟạ්ủẻẾẺẮểẦỤẆợ
ẟբ᫆Ẇ᩿ႉẟբ᫆ẻẾẺể࣬ạẇܱѦỆࢫᇌếẇᴾ•ᚡᡓࡸỉợạễբ᫆ầ᣻ᙲễỤẆἂἽὊἩὁὊἁởἃὊἋἋἑ
Ἑỵỉ੉ಅầ࣏ᙲẻầẆʻộỂỊễẦẾẺẇᚐẪỴἩἿὊἓử‫ܖ‬ốೞ˟ầễẦẾẺẇᴾ
33•I found it good that the questions was on a practical issue, as we deal
with more theoretical, abstract questions more often at university. I
enjoyed the ethical question, too.
•It was a well-thought-out question that it made us think of the cause andthen responses to it. I think it will be useful in practice in the future.
•If perspectives such as those adopted in the CRT-type questions areimportant, I feel we should have more group discussions and casestudies in our classes. We haven’t had them before, so we didn’t havean opportunity to learn approaches to problem-solving.

ᾂώӋьẲẺẮểỉॖ፯ᴾ

3. Significance of Participation•Most of the questions were about what we learned at universities, and it was
not difficult to solve them.
•All questions were one-shot, thus appeared to be wide and shallow.
Questions can be more in-depth.

34㻭㻴㻱㻸㻻㻙㻲㻿䛻ཧຍ䛧䛯䛣䛸䛾ᡂᯝ• ‫ܖ‬፼঺ௐỉ௒ኵನሰỆӋဒẲẆଐஜỉ২ᘐᎍ૙Ꮛᛐ‫ܭ‬Ể̅ဇẰủềẟỦ
ؕแở૙Ꮛỉܱ७ểૢӳႎễờỉểễỦợạỆẆॖᙸᘙଢẴỦẮểầỂẨẺẇᴾ• բ᫆˺঺ỉἩἿἍἋίἘὊἰᢠ৸Ὁ᪮Ⴘỉ˺঺Ὁ੔ໜἽὊἨἼἕἁỉ˺঺ể̲ദὸỆӋဒẲẆଐஜỉ߻‫ܖ‬૙ᏋỉᙻໜẦỤẆ‫׎‬ᨥႎỆᆢಊႎỆऴ‫إ‬ႆ̮ẴỦẮểầỂẨẺẇᴾ

Achievements from Participation in AHELO-FS•

Through the participation in establishing the framework for learning outcomes, we could
express our views to make the framework consistent with criteria used for licensing engineers
and actual conditions in the educational arena in Japan.

•

Having participated in the question developing process (selecting subjects, making items, anddeveloping/revising scoring rubrics), we could actively send information to the world from theperspective of Japan's engineering education.
– In the world, there is a strong interest in and a high expectation from Japan’s engineering
education supporting Japanese science technology. Accordingly, it was recognized thatJapan was expected to make international contribution in assessing learning outcomes in
the field of engineering to respond to such an interest and expectation.

– ଐஜỉᅹ‫ܖ‬২ᘐửૅảỦ߻‫ܖ‬૙ᏋỆ‫ݣ‬ẴỦɭမỉ᧙࣎ể஖ࢳỊࢍẪẆẸủỆႻࣖẲẟ‫׎‬ᨥႎễᝡྂửẆ߻‫ܖ‬Ў᣼Ểỉ‫ܖ‬፼঺ௐᛦ௹Ệấẟềờ஖ࢳẰủềẟỦ
ẮểửᛐᜤẲẺẇᴾ• ‫׎‬ᨥႎὉ‫׎‬ϋႎ௒ኵỚỉӑ૾ỆấẟềẆ߻‫ܖ‬ể૙Ꮛ‫ܖ‬ỉ‫ܼᧉݦ‬ầң΁Ẳề૙ᏋોծỆӕụኵớẮểỉ᣻ᙲࣱửᛐᜤẲẺẇᴾ

Another thing that was realized through the participation was the importance of cooperative
efforts among experts in the fields of engineering and education to improve educational
systems within both national and international frameworks.

•– ߻‫ܖ‬Ў᣼ỉӕụኵỚầẆ˂ỉ‫ᧉݦ‬Ў᣼ỆỄỉợạễᅆՐửờẺỤẴẦửɠ‫ݗ‬Ệ౨᚛ẲẆᛟଢὉᢩΨẲềẟẪ࣏ᙲầẝỦẇᴾ– It is necessary to closely examine possible influences of such efforts in engineering onother subject areas, and to explain and pass on findings and achievements to othersubject areas.

Insights Obtained from Experiences of Developing,
Implementing, and Scoring the ExaminationἘἋἚỉ˺঺Ὁܱ଀Ὁ੔ໜỉኺ᬴ẦỤࢽỤủẺჷᙸᴾ• ‫ٶ‬Ꮓᢠ৸ࡸբ᫆ί߻‫ؕܖ‬ᄽὸᵋଐஜầ੩కẲẺբ᫆ỉ‫׎‬ᨥᡫဇࣱửᄩᛐᴾ•• ଐஜ২ᘐٟ˟২ᘐٟᚾ᬴Ὁଐஜ‫ם‬ங‫˟ܖ‬ᛐ‫םܭ‬ங২ᘐᎍ᝻఍ᚾ᬴ᴾ ᴾ• Ӳ‫׎‬ỉ࠯‫ר‬ໜὉЎ૝Ệ‫ٻ‬ẨễʏủỊᛐỜỤủễẦẾẺίᇹᾀἧỹὊἌὸᴾᴾ• ᚡᡓࡸբ᫆ί߻‫ܖ‬ἩἿἍἋὸᵋ˺঺ẴỦᩊẲẰὉ੔ໜẴỦᩊẲẰửܱज़ᴾ• ኺ᬴ửᔛᆢẴỦẮểỂΰ஌ỂẨỦᩊẲẰᴾ• ᢘЏễᩊତࡇᴾ• ἘἋἚ଺᧓ỆϼྸỂẨỦऴ‫إ‬᣽ᴾ• ᎇᚪỉ২ᘐίᛖ᪯ẆӖѣ७ồỉễẳỚỉᕓẰẆɼᛖỉႾဦẆᙐૠ࢟ὸᴾ• ẐᎋảỦщẑửወɟႎỆย‫ܭ‬ẴỦẮểỉᩊẲẰᴾ• բ᫆ỉឯଓỉˡỪụỆẪẰᾉଢᄩỆẲợạểẴỦỖỄẆᚐሉầᨂ‫ܭ‬ẰủẆ࣬ᎋử૾ӼỀẬỦẮểỆễỦẇᴾ• ੔ໜؕแỉወɟửỊẦỨạểẴỦỖỄẆᚩܾẰủỦദᚐỉࠢầ཰ộẾềẲ
ộạẇᴾ

Multiple-choice question (MCQ) (Engineering fundamentals) –It was found that questions Japan proposed were at the internationally accepted level.
•••

Professional Engineer Examination by the Institution of Professional Engineers, civil engineering
licensing examination of Japan Society of Civil Engineersᴾ
No significant variation was identified among participating countries in terms of average score anddistribution (first phase)

Constructed-response task (CRT) (Engineering processes) –Difficulties in developing questions and in scoring were shown.
•
•
•
•
•
•
•

Difficulties that can be got over by accumulating experiences.
Appropriate level of difficulty
Amount of information that can be dealt with within the given time of an examination
Translation Skills (word order, unfamiliarity with passive voice, omission of subject, and plural form)
Difficulties of uniformly measuring the ability to think
Difficulty in presenting the key point of a question: clearer the key point is made, more limited thescope of answer gets, and that inevitably shapes thinking.
Efforts to standardize scoring criteria actually narrow the acceptable range of a correct answer.

ἘἋἚỉ˺঺Ὁܱ଀Ὁ੔ໜỉኺ᬴ẦỤࢽỤủẺჷᙸᴾ• ಒࣞ௒ኵẐ߻‫ܖ‬ἩἿἍἋỊ߻‫ؕܖ‬ᄽỉ፼ࢽỆɦૅảẰủềẟỦẑᴾ– ᚡᡓࡸբ᫆ể‫ٶ‬Ꮓᢠ৸ࡸբ᫆ỉ᧓ỆỊ᭗ẟႻ᧙ầẝỦίᇹᾀἧỹὊἌὸẇᴾ– ᚡᡓࡸբ᫆ửỪằỪằܱ଀ẴỦ࣏ᙲầẝỦỉẦẇḵẝỦᴾ
ᴾ

Insights Obtained from Experiences of Developing,
Implementing, and Scoring the Examination• Conceptual framework “Engineering process is supported by learning
engineering fundamentals”– CRT and MCQ are highly correlated with each other (First phase).
– Is it really necessary to include CRT-ƚǇƉĞƋƵĞƐƚŝŽŶƐŝŶĂŶĞǆĂŵŝŶĂƚŝŽŶ͍їzĞƐ• ᚡᡓࡸբ᫆ỉॖ፯ᴾ– Ẑᚡᡓࡸբ᫆ửờẼẟề߻‫ܖ‬ἩἿἍἋỉἅὅἦἘὅἋย‫ܭ‬ẴỦẮểẑᐯ˳Ệ᣻ᙲễᚾᘍႎᄂᆮɥỉॖ፯ầẝỦầẆẐ߻‫ܖ‬ἩἿἍἋỉἅὅἦἘὅἋầ᣻ᙲỂẝỦẑểẟạଢᄩễἳἕἍὊἊửႆ̮ẲẺໜỆờẆỶἝἉỴἓἨểẲềỉಊỜề᣻ᙲễॖ፯ầẝỦẇ‫׎‬ᨥႎӕụኵỚỂẝỦẦỤẆࢨ᪪щầ஖ࢳỂẨỦẇᴾ– ‫ܖ‬ဃỆẸỉợạễἅὅἦἘὅἋửྒࢽẰẶỦẺỜỆỊẆỄỉợạễ૙ᏋἩἿἂἻἲ
ử‫̲ޗ‬ẰẶỦ࣏ᙲầẝỦỉẦửẆӲ‫ܖٻ‬ỉ૙Ճầσӷ˺ಅίᅹႸ್ૺႎὸểẲề౨᚛ẲẆ૙ᏋોծỆბ৖ẴỦẮểử̟Ẵјௐầ஖ࢳỂẨỦẇᴾ• ἅὅἦἘὅἋྒࢽỆớẬẺ૙ᏋἩἿἂἻἲỉನᡯ҄ᴾ• ૙Ꮛ૾ඥỉ߻‫پ‬ίᵮᵠᵪẆᅹႸ᧓ᡲઃẆỶὅἑὊὅἉἕἩሁὸᴾᴾ• Meaning of CRT– “Measuring competencies of engineering process using CRTs” is significant byitself in terms of experimental study. At the same time, presenting a clear
message, “competencies are important in the engineering process,” has an
essential implication as an initiative. Such international efforts are expected to
be influential.
– CRT can encourage university teaching staff to discuss in a cooperative andinterdisciplinary manner about education programs necessary for students togain such competencies, thus urging university teaching staff to embark on aneffort for educational improvement.
• Structuring education programs for the acquisition of competencies• Devising education methods (e.g., PBL, linkage among subject areas, and internship)ᾃώʻࢸỉ‫ޒ‬ஓᴾ

4. Future Prospects㻭㻴㻱㻸㻻䛾₯ᅾⓗ䜲䞁䝟䜽䝖• ߻‫ܖ‬૙ᏋỂỄỉợạễ‫ܖ‬፼঺ௐỉ፼ࢽầ஖ࢳẰủỦỉẦỆếẟềẆီễỦ‫׎‬ở‫ܖٻ‬ỉ‫ܼᧉݦ‬ầσӷ˺ಅểẲề౨᚛ẴỦẮểửểấẲềẆ‫׎‬ᨥႎỆσᡫᛐᜤầᣱ঺ẰủềẟỦẮểửẆφ˳ႎễ‫ئ‬᩿ỂᄩᛐẴỦẮểầỂẨẺẇộẺẆẸủửφ˳ႎễἘἋἚբ᫆ỆᨼኖẴỦẮểầỂẨẺẇᴾ– ଐஜỉ߻‫ܖ‬૙Ꮛỉ‫׎‬ᨥᡫဇࣱỆếẟề౨᚛ẴỦẺỜỉ᣻ᙲễ᝻૰ᴾ

AHELO’s Potential Impacts•

Experts from different countries and universities discussed expected learning outcomes inengineering education, through which we could recognize in a tangible way that an internationallycommon view was emerging. The view was in turn successfully shaped as specific questions for
examination.
– Important materials for discussion on the international acceptability of engineering educationin Japan•

To maximize AHELO’s education improvement effect, it is indispensable to:– Disclose information on questions and scoring criteria, and associate it with education
programs.
– Promote the participation of teaching staff with various backgrounds from different countries
in AHELO to deepen the understanding of the international framework for learning outcomes,
to create a system useful to update, and to devise a system that enables information on
effective educational approaches to be shared.
– Devise a framework for survey (such as survey conditions and information disclosure) toimprove validity of information obtained from AHELO for universities.

ᴾ• ᵟᵦᵣᵪᵭỉ૙Ꮛોծјௐửஇ‫҄ٻ‬ẴỦẺỜỆᴾ– բ᫆ể੔ໜؕแỆ᧙ẴỦऴ‫إ‬ửπ᧏ẲẆ૙ᏋἩἿἂἻἲểỉ᧙ᡲỀẬửᘍạẮểẇᴾ– Ӳ‫׎‬ẦỤࠢ࠼ẟ‫ޖ‬ỉ૙Ճầ‫ٶ‬ૠẆӕụኵỚỆӋဒẲẆ‫׎‬ᨥႎễ‫ܖ‬፼঺ௐỉ௒ኵỚỆếẟềỉྸᚐửขỜẆẸỉ୼ૼỆᝡྂỂẨỦˁኵỚử˺ỦẮểẇộẺẆஊјễ૙ᏋỴἩἿὊἓỆếẟềऴ‫إ‬σஊỂẨỦợạỆ߻‫پ‬ẴỦẮểẇᴾ– ᵟᵦᵣᵪᵭẦỤࢽỤủỦऴ‫إ‬ầẆӲ‫ܖٻ‬ỆểẾề‫ࣱ࢘ڲ‬ỉ᭗ẟờỉỆễỦợạỆẆᛦ௹ỉ௒ኵỚίᛦ௹வˑẆऴ‫إ‬π᧏ỉẝụ૾ễỄὸử߻‫پ‬ẴỦẮểẇᴾ‫ܖٻ‬ầ‫׎‬ᨥႎ૨ᏦỉễẦỂ૙ᏋોծỆӕụኵớ‫ڎ‬ೞỆễỦẮểầ஖ࢳẰủỦẇAHELO is expected to be a good opportunity for universities to work towards educational
improvement in the international context.

௒ᚋ䛾ᒎᮃ








ӷಮỉӕụኵỚửዒዓẰẶềẟẪẮểỂẆợụ‫ٶ‬Ẫỉ‫ܼᧉݦ‬ỆἘἋἚբ᫆ở੔ໜἽὊἨἼἕἁỉ˺঺ỆઃỪỦೞ˟ử੩̓ẴỦểểờỆẆẸỉ঺ௐử࠼Ẫऴ‫إ‬π᧏ẴỦẮểỂẆ‫׎‬ᨥႎễ‫ܖ‬፼঺ௐỴἍἋἳὅἚử૙ᏋોծỆࢫᇌềềẟẪѐщầ൭ỜỤủỦẇᴾ

Future ProspectsMore experts will have opportunities to be involved in developing
questions for examination and scoring rubrics through continued efforts.
At the same time, it is necessary to make good use of the international
assessment of learning outcomes to improve education by disclosing
information on obtained findings and achievements.

‫׎‬ᨥႎễ‫ܖ‬፼঺ௐỴἍἋἳὅἚỉẝụ૾ử‫ܼᧉݦ‬ἓὊἲầᧈ஖ႎ‫ޒ‬ஓửờẾề౨᚛ẲềẟẪ࣏ᙲࣱầỦẇᴾ

Expert groups are required to explore more effective international
methods for assessing learning outcomes with a long view.

‫ܖٻ‬૙ᏋỉોծỆ᝻ẴỦᛦ௹ἙἈỶὅởऴ‫إ‬π᧏ỉẝụ૾ửଢỤẦỆẲẆ
ẸủửܱྵẴỦ߻‫پ‬ửᘍẾềẟẪ࣏ᙲầẝỦẇᴾ

ἰὅἣὁὊởἅἋἚỉᚇໜẦỤਤዓӧᏡễ૾ඥử߻‫پ‬ẴỦểểờỆẆ‫ܖٻ‬ỆểẾềӋьẴỦॖ፯ỉẝỦ‫׎‬ᨥႎễ‫ܖ‬፼঺ௐᛦ௹ỉẝụ૾ử౨᚛ẴỦ࣏ᙲầẝỦẇᴾ

It is necessary to identify such survey design and information disclosurethat are useful to improve university education, and to take measures fortheir realization.



It is necessary to devise a sustainable means from the aspects of humanresources and cost and to identify an international assessment of learning
outcomes that has significance for participating universities.

ᾄώộểỜᴾ

5. Summary• ߻‫ܖ‬૙ᏋỆấẬỦ‫ܖ‬፼঺ௐỉϋܾỆếẟềẆ‫׎‬ᨥႎỆσᡫᛐᜤầᣱ঺ẰủềẟỦẮểửφ˳ႎễ‫ئ‬᩿ỂᄩᛐẴỦẮểầỂẨẺẇᴾ• It was recognized in a tangible way that an internationally common view was emerging
regarding contents of learning outcomes in engineering education.

• ‫׎‬ᨥႎὉ‫׎‬ϋႎ௒ኵỚỉӑ૾ỆấẟềẆ߻‫̞᧙ܖ‬ᎍể૙Ꮛ‫̞᧙ܖ‬ᎍầң΁Ẳề૙ᏋોծỆӕụኵớẮểỉ᣻ᙲࣱửᛐᜤẴỦẮểầỂẨẺẇᴾ• It was realized that cooperative efforts among experts in the fields of engineering andeducation were important to improve educational systems within both national andinternational frameworks.

• ଐஜỉᅹ‫ܖ‬২ᘐửૅảỦ঻ầ‫׎‬ỉ߻‫ܖ‬૙ᏋỆ‫ݣ‬ẴỦɭမỉ᧙࣎ể஖ࢳỊࢍẪẆẸủỆႻࣖẲẟ‫׎‬ᨥႎễᝡྂửẆ߻‫ܖ‬Ў᣼Ểỉ‫ܖ‬፼঺ௐᛦ௹Ệấẟềờ஖ࢳẰủềẟỦẮểửᛐᜤỂẨẺẇᴾ• ‫ܖ‬፼঺ௐᛦ௹ỉẝụ૾Ệ᧙ẲềỊẆ˴ửẆỄỉợạỆย‫ܭ‬ẲẆỄỉợạỆൔ᠋ẴỦỉẦỆếẟềỊẆᧈ஖ႎ‫ޒ‬ஓửờẾềӕụኵớ࣏ᙲầẝụẆ‫׎‬ᨥႎễ‫ݦ‬ᧉܼἓὊἲỆợỦẰỤễỦ౨᚛ầ൭ỜỤủỦẇẮủỆ঻ầ‫׎‬ờᆢಊႎỆ̞ỪẾềẟẪẮểỊ‫ٻ‬Ẩễॖ፯ầẝỦẇᴾ• In the world, there is a strong interest in and a high expectation from Japan’s engineering
education supporting Japanese science technology. Accordingly, it was recognized thatJapan is expected to make international contribution in assessing learning outcomes in
the field of engineering to respond to such an interest and expectation.
• A long view is required when discussing assessment methods for learning outcomes,
especially regarding how and what are measured and compared with. For this matter,international expert groups need to provide further consideration. Japan’s active
participation in such efforts is highly significant.

ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ

ᴾ
ắฌᎮẝụầểạắằẟộẲẺẇᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ
ᴾ

Thank you for your attention.