ISSN 2185-1026

工学教育国際協力
International Cooperation in Engineering Education

Volume 10
ICCEED 設立 10 周年記念シンポジウム特集
Special issue for the Symposiumin Commemoration of the 10th Anniversary of ICCEED
November 2011 Toyohashi, Japan

2012 年 3 月
豊橋技術科学大学工学教育国際協力研究センター（ICCEED）
International Cooperation Center for Engineering Education Development, Toyohashi University of TechnologyᎿቇᢎ⢒࿖㓙දജ ╙ 10 ᏎInternational Cooperation in Engineering Education Vol. 10㩷
․㓸㩷
ICCEED ⸳┙ 㪈㪇 ๟ᐕ⸥ᔨ䉲䊮䊘䉳䉡䊛㩷Ꮏቇᢎ⢒࿖㓙දജ䈱዁᧪௝㩷㵪ᄢቇ㑆䊈䉾䊃䊪䊷䉨䊮䉫䈻䈱ᦼᓙ㵪㩷

2011 ᐕ 11 ᦬ 15 ᣣ㩷 ᣈ⼾ᯅᛛⴚ⑼ቇᄢቇ A-101
ਥ௅䋺⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷䋨ICCEED䋩㩷ᓟេ䋺ᢥㇱ⑼ቇ⋭䇮⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴䋨JICA䋩㩷㩷⼾ᯅᛛⴚ⑼ቇᄢቇ㐿ቇ 㪊㪌 ๟ᐕ䊶Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷⸳┙ 㪈㪇 ๟ᐕ⸥ᔨⴕ੐㩷䇸࿖㓙⊛ᮡḰ䈫䈚䈩⹺⍮䈘䉏䉎Ꮏቇᢎ⢒䊒䊨䉫䊤䊛㐿⊒䇹䉲䊮䊘䉳䉡䊛㩷㪠㪚㪚㪜㪜㪛 ╙ 㪈㪇 ࿁䉥䊷䊒䊮䊐䉤䊷䊤䊛㩷㩷㩷㩷㩷
Special Issue
Symposium in Commemoration of the 10th Anniversary of ICCEED
Future of International Cooperation in Engineering Education- Toward Strengthened Inter-University Networking –at A-101 Room, Toyohashi University of Technology on November 15, 2011㩷
Organized by:International Cooperation Center for Engineering Education Development (ICCEED)
Toyohashi University of Technology (TUT)
Supported by:
Ministry of Education, Culture, Sports, Science and Technology (MEXT) andJapan International Cooperation Agency (JICA)

Commemoration of the 35th Anniversary of Toyohashi University of Technology and the 10th Anniversary of ICCEED
The Development of Engineering Education Recognized as Global Standard Symposium
The 10th ICCEED Open Forum⋡ᰴ䋯㪫㪸㪹㫃㪼㩷㫆㪽㩷㪚㫆㫅㫋㪼㫅㫋㫊㩷╙ 㪈 ㇱ䋺๺ᢥ䋯㪧㪸㫉㫋㩷㪦㫅㪼㪑㩷㪡㪸㫇㪸㫅㪼㫊㪼㩷㩷䈲䈛䉄䈮㩷㩷

䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 㩷 3㩷

⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㐿ળ᜿ᜦ㩷䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 㩷 4㩷

⼾ᯅᛛⴚ⑼ቇᄢቇቇ㐳㩷 ᭏㩷 ૫ਯ㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷᧪⾠᜿ᜦ㩷䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 㩷 6㩷㩷㩷㩷㩷 㩷 ᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖㐳㩷 ᳰේ㩷 లᵗ᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷

᧪⾠᜿ᜦ㩷
㩷

㩷

䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 㩷 8㩷㩷㩷 㩷 ⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱ㐳㩷 ⪨ፉ㩷 ାሶ᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷⻠Ṷⷐᣦ㩷⻠Ṷ䋱䇸Ꮏቇᢎ⢒䈮䈍䈔䉎࿖㓙දജ䊂䉱䉟䊮䊒䊨䉳䉢䉪䊃䇹㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷㩷㩷 㩷 㩷 㩷 㩷 䊋䊮䊄䊮Ꮏ⑼ᄢቇ⾰଻⸽ㇱ㐷㐳䋨䉟䊮䊄䊈䉲䉝䋩㩷 㪛㫉㪅㩷 㪠㪺㪿㫊㪸㫅㩷 㪪㪼㫋㫐㪸㩷 㪧㫌㫋㫉㪸㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷⻠Ṷ䋲䇸ᄢቇ㑆䊈䉾䊃䊪䊷䉪䈱ᒝൻ䈮ะ䈔䈩㩷 㵪䊙䊧䊷䉲䉝䈱੐଀䋭䇹㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷
㩷

㩷 10㩷

㩷 12㩷

㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 䊙䊧䊷䉲䉝Ꮏ⑼ᄢቇ࿖㓙੤ᵹㇱ೽ㇱ㐳䋨䊙䊧䊷䉲䉝䋩㩷 㪛㫉㪅㩷 㪟㫆㩷 㪚㪿㫀㫅㩷 㪪㫀㫆㫅㪾㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷⻠Ṷ䋳䇸ᄖ࿖ੱ⇐ቇ↢෸䈶⎇ⓥ⠪䈱⋡⊛࿾䈫䈚䈩䈱⼾ᯅᛛⴚ⑼ቇᄢቇ䇹㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷 㩷 㩷 㩷 14㩷㩷㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 䊔䊃䊅䊛࿖ኅᄢቇ䊖䊷䉼䊚䊮ᏒᎿ⑼ᄢቇ೽ቇ㐳䋨䊔䊃䊅䊛䋩㩷 㪛㫉㪅㩷 㪧㪿㪸㫅㩷 㪛㫀㫅㪿㩷 㪫㫌㪸㫅㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷⻠Ṷ䋴䇸Ꮏቇ♽ቇ↢䊶ᢎຬ࿖㓙දജ䊒䊨䉫䊤䊛䈮䉋䉍ᒝൻ䈘䉏䈢ᄢቇ㑆䊈䉾䊃䊪䊷䉨䊮䉫䇹䊶䊶㩷 㩷 16㩷䉲䊞䉪䉝䊤ᄢቇ೽ቇ㐳䋨䉟䊮䊄䊈䉲䉝䋩㩷 㪛㫉㪅㩷 㪪㪸㫄㫊㫌㫃㩷 㪩㫀㫑㪸㫃㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷⻠Ṷ䋵䇸Ꮏቇᢎ⢒䈱࿾ၞㅪ៤䇹㩷䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 18㩷䊙䊧䊷䉲䉝⑼ቇᄢቇ᧚ᢱ㋶‛⾗ḮᎿቇㇱ਄⚖⻠Ꮷ䋨䊙䊧䊷䉲䉝䋩㩷 㪛㫉㪅㩷 㪰㪼㫆㪿㩷 㪝㪼㫀㩷 㪰㪼㪼㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷⻠Ṷ䋶䇸Ꮏቇᢎ⢒䈱䈢䉄䈱⼾ᯅᛛⴚ⑼ቇᄢቇห⓹䈱਎⇇ዷ㐿䇹㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 20㩷䊔䊃䊅䊛࿖ኅᄢቇ䊊䊉䉟ᩞ䊶Ꮏ⑼ᛛⴚᄢቇቇ㐳䋨䊔䊃䊅䊛䋩㩷 㪛㫉㪅㩷 㪥㪾㫌㫐㪼㫅㩷 㪥㪾㫆㪺㩷 㪙㫀㫅㪿㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷ᵴേ⚫੺䇸⼾ᯅᛛⴚ⑼ቇᄢቇ䇸࿖㓙⎇ⓥ䊒䊨䉳䉢䉪䊃䇹㪉㪇㪈㪇㪄㪉㪇㪈㪈䇹䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷 㩷 㩷 㩷 22㩷⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷․છಎᢎ᝼㩷㩷㩷㩷䉧䉳䊞䊙䉻ᄢቇㄘቇㇱ⻠Ꮷ䋨䉟䊮䊄䊈䉲䉝䋩㩷 㪛㫉㪅㩷 㪛㫁㫌㫄㪸㫅㫋㫆㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 23㩷䊝䊂䊧䊷䉺䊷䋺㩷 ⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷ᢎ᝼㩷 ⓄⓍ㩷 ⋥⵨㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㐽ળ᜿ᜦ㩷䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷䊒䊨䉫䊤䊛㩷

㩷 30㩷

⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㐳㩷 ᧁౝ㩷 ⴕ㓶㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷 31㩷⻠Ṷⷐᣦ䈲 㪠㪚㪚㪜㪜㪛 䈮䈍䈇䈩ข䉍䉁䈫䉄䉁䈚䈢䇯㩷╙䋲ㇱ䋺⧷ᢥ䋯㪧㪸㫉㫋㩷㪫㫎㫆㪑㩷㪜㫅㪾㫃㫀㫊㪿㩷㩷㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 35

Foreword

ICCEED, Toyohashi University of Technology

Opening 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 36
Dr. Yoshiyuki Sakaki
President, Toyohashi University of Technology

Greeting䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 38
Mr. Mitsuhiro Ikehara
Director, Int’l Affairs Division, Ministry of Education, Culture, Sports, Science and Technology

Greeting䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 41
Ms. Nobuko Kayashima
Director General, Human Development Department, JICA, Japan

Lecture 1 “International Collaboration Design Project in Engineering Education”䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 43

Dr. Ichsan Setya Putra
Head, Quality Assurance Unit, Bandung Institute of Technology, Indonesia

Lecture 2 “Towards Strengthened Inter-University Networking – The Case of Malaysia” (summary)䊶䊶䊶 53
Dr. Ho Chin Siong
Deputy Director, Office of Int’l Affairs, University of Technology Malaysia, Malaysia

Lecture 3 “TUT – A Destination to International Students and Researchers” (summary) 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶55

Dr. Phan Dinh Tuan
Vice Rector, Vietnam National University Ho Chi Minh City University of Technology, Vietnam

Lecture 4 “Strengthened Inter-University Networking by the Unsyiah International Engineering Student
and Faculty Exchange Program”

䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 57
Dr. Samsul Rizal
Vice Rector, Syiah Kuala University, Indonesia

Lecture 5 “Regional Partnership in Engineering Education” (summary) 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶63

Dr. Yeoh Fei Yee
Senior Lecturer, School of Materials and Mineral Resource Engineering, Universiti Sains Malaysia, Malaysia

Lecture 6 “TUT Alumni Expanding Worldwide Towards Engineering Education” (summary)䊶䊶䊶䊶䊶䊶䊶䊶

65

Dr. Nguyen Ngoc Binh
Rector, University of Engineering and Technology, Vietnam National University Hanoi, Vietnam

Project Introduction “TUT International Research Project 2010 - 2011” (summary) 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶67

Dr. Djumanto
Project Associate Professor, ICCEED, Toyohashi University of Technology
Lecturer, Faculty of Agriculture, Gadjah Mada University, Indonesia

Panel Discussion䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶 㩷 68
Moderator: Dr. Naohiro Hozumi
Professor, ICCEED, Toyohashi University of Technology

Closing 㩷 㩷 㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶

75

Prof. Yukio Kiuchi
Director, ICCEED, Toyohashi University of Technology㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶76

Speakers’ Profiles㩷 㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶

77

Program

Lecture summaries were compiled by ICCEED.

╙䋳ㇱ䋺ෳ⠨⾗ᢱ䋯㪧㪸㫉㫋㩷㪫㪿㫉㪼㪼㪑㩷㪘㫇㫇㪼㫅㪻㫀㪺㪼㫊㩷㩷ෳ⠨⾗ᢱ㩷 㪈㩷౮⌀㓸㩷 㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷 㩷 㩷 㩷 㩷 㩷 83㩷㪩㪼㪽㪅㩷㪈㩷

㪪㫐㫄㫇㫆㫊㫀㫌㫄㩷㪧㫀㪺㫋㫌㫉㪼㫊㩷㩷ෳ⠨⾗ᢱ㩷 㪉㩷⻠Ṷ䋱㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩿㩿⧷⺆㪀㩷 㩷 㩷 㩷 㩷 㩷 㩷 85㩷㪩㪼㪽㪅㩷㪉㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪣㪼㪺㫋㫌㫉㪼㩷㪈㩷 㩷 㪛㫉㪅㩷㪠㪺㪿㫊㪸㫅㩷㪪㪼㫋㫐㪸㩷㪧㫌㫋㫉㪸㩷 㩷㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷ෳ⠨⾗ᢱ㩷 㪊㩷⻠Ṷ 㪉㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩿㩿⧷⺆㪀㩷㪩㪼㪽㪅㩷㪊㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪣㪼㪺㫋㫌㫉㪼㩷㪉㩷 㩷 㪛㫉㪅㩷㪟㫆㩷㪚㪿㫀㫅㩷㪪㫀㫆㫅㪾㩷 㩷㩷㩷 㩷 㩷 㩷 92㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷ෳ⠨⾗ᢱ㩷 㪋㩷⻠Ṷ 㪊㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩿㩿⧷⺆㪀㩷 㩷 㩷 㩷 㩷 㩷 97㩷㪩㪼㪽㪅㩷㪋㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪣㪼㪺㫋㫌㫉㪼㩷㪊㩷 㪛㫉㪅㩷㪧㪿㪸㫅㩷㪛㫀㫅㪿㩷㪫㫌㪸㫅㩷㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷ෳ⠨⾗ᢱ㩷 㪌㩷⻠Ṷ 㪋㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩿㩿⧷⺆㪀㩷 㩷 㩷 㩷 㩷 㩷 99㩷㪩㪼㪽㪅㩷㪌㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪣㪼㪺㫋㫌㫉㪼㩷㪋㩷 㪛㫉㪅㩷㪪㪸㫄㫊㫌㫃㩷㪩㫀㫑㪸㫃㩷 㩷㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷ෳ⠨⾗ᢱ㩷 㪍㩷⻠Ṷ 㪌㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷㩿⧷⺆㪀㩷 㩷 㩷 㩷 㩷 102㩷㪩㪼㪽㪅㩷㪋㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪣㪼㪺㫋㫌㫉㪼㩷㪌㩷 㪛㫉㪅㩷㪰㪼㫆㪿㩷㪝㪼㫀㩷㪰㪼㪼㩷 㩷㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷ෳ⠨⾗ᢱ㩷 㪎㩷⻠Ṷ 㪍㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩿㩿⧷⺆㪀㩷 㩷 㩷 㩷 㩷 105㩷㪩㪼㪽㪅㩷㪌㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪣㪼㪺㫋㫌㫉㪼㩷㪍㩷 㪛㫉㪅㩷㪥㪾㫌㫐㪼㫅㩷㪥㪾㫆㪺㩷㪙㫀㫅㪿㩷㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷ෳ⠨⾗ᢱ㩷 㪏㩷ᵴേ⚫੺㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷㩿⧷⺆㪀㩷 㩷 㩷 㩷 㩷 109㩷㪩㪼㪽㪅㩷㪋㩷

㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㩷㪤㪸㫋㪼㫉㫀㪸㫃㩷㪽㫆㫉㩷㪧㫉㫆㫁㪼㪺㫋㩷㪠㫅㫋㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷 㪛㫉㪅㩷㪛㫁㫌㫄㪸㫅㫋㫆㩷㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷╙䋱ㇱ䋺๺ᢥ㩷㩷㩷㩷㪧㪸㫉㫋㩷㪦㫅㪼㪑㩷㪡㪸㫇㪸㫅㪼㫊㪼㩷
㩷

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䈲䈛䉄䈮㩷
Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㩷⼾ᯅᛛⴚ⑼ቇᄢቇߩ㐿ቇ 35 ๟ᐕߣᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯㧔ICCEED㧕ߩ⸳┙ 10 ๟ᐕࠍ⸥ᔨߔࠆⴕ੐ߩ৻Ⅳߣߒߡ‫ޔ‬ᐔᚑ 23 ᐕ 11 ᦬ 15 ᣣߦ ICCEED ⸳┙ 10 ๟ᐕ⸥ᔨࠪࡦࡐࠫ࠙ࡓ
ࠍ⼾ᯅߢ㐿௅ߒ߹ߒߚ‫ޕ‬ICCEED ߪ଀ᐕ‫ޔ‬Ꮏቇᢎ⢒࿖㓙දജߩ⻉⺖㗴ࠍ⸛⼏ߔࠆߚ߼ࠝ࡯ࡊࡦࡈ
ࠜ࡯࡜ࡓࠍ㐿௅ߒߡ߅ࠅ‫੹ޔ‬࿁ߩࠪࡦࡐࠫ࠙ࡓߪㅢ▚╙ 10 ࿁ߩࡈࠜ࡯࡜ࡓߦߥࠅ߹ߔ‫ޕ‬ᢥㇱ⑼ቇ⋭ߣ⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴㧔JICA㧕ߩᓟេࠍᓧߡ㐿௅ߐࠇߚߎߩࠪࡦࡐࠫ࠙ࡓߪ‫ޔ‬‫ޟ‬Ꮏቇᢎ⢒࿖㓙දജߩ዁᧪௝㧦ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣ߳ߩᦼᓙ‫ޔࠕࠪࡀ࠼ࡦࠗޔߦࡑ࡯࠹ࠍޠ‬ࡑ࡟࡯ࠪࠕ෸߮ࡌ࠻࠽ࡓ߆ࠄᧄቇห⓹ߥߤᧄቇߣᷓ޿㑐ଥߦ޽ࠅᲣ࿖ߩᄢቇߢ㊀ⷐߥᓎഀࠍᜂ߁
6 ᳁ߩ⻠Ṷߣ✚ว⸛⺰߇޽ࠅ߹ߒߚ‫ޕ‬
᧪⾠޽޿ߐߟߢߪᳰේలᵗᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖㐳߆ࠄ‫ޔ‬ห⋭ߦ߅ߌࠆᦨㄭߩ᡽╷ዷ㐿ߣኒធߦ㑐ଥߔࠆ੹࿁ߩ࠹࡯ࡑߦ㑐ߔࠆ⸛⼏߳ߩ㜞޿ᦼᓙ߇ነߖࠄࠇ߹ߒߚ‫⪨ޕ‬ፉାሶ JICA ੱ㑆㐿⊒ㇱ㐳߆ࠄߪ‫ޔ‬ᢎ⢒ಽ㊁ߦ߅ߌࠆ࿖㓙දജߩዷᦸ߇⚫੺ߐࠇ‫ޔ‬੐ᬺ߳ߩ੹ᓟ৻ጀߩෳ↹߳ߩᦼᓙ߇⴫ߐࠇ߹ߒߚ‫ޕ‬ᶏᄖ߆ࠄߩ᜗ᓙ⻠Ṷ⠪ߩ߁ߜ‫࡞ࠬࡓࠨޔ‬೽ቇ㐳㧔ࠗࡦ࠼ࡀࠪࠕ㧕‫࡯ࡎޔ‬࿖㓙੤ᵹ೽ㇱ㐳㧔ࡑ࡟࡯ࠪࠕ㧕‫࡯࡛ޔ‬਄⚖⻠Ꮷ㧔ห㧕‫ࡦࠖࡆޔ‬ᄢቇ㐳㧔ࡌ࠻࠽ࡓ㧕ߩ 4 ᳁ߪᧄቇห⓹ߢߔ‫ࡦࠕ࠘࠻ޕ‬೽ቇ㐳㧔ࡌ࠻࠽ࡓ㧕ߪ߆ߟߡ ICCEED ߦൕോߒߚቴຬᢎ᝼ߢ޽ࠅ‫ࡦࠨࠢࠗޔ‬ㇱ㐷㐳ߪ‫ޔ‬20 ᐕ૛ࠅߦਗ਼ࠅᧄቇߣኒធߥදജ㑐ଥߦ޽ࠆࡃࡦ࠼ࡦᎿ⑼ᄢቇ㧔ࠗࡦ࠼ࡀࠪࠕ㧕ߩࠠ࡯ࡄ࡯࠰ࡦߢߔ‫ᧄޕ‬ቇߦࠁ߆ࠅߩᷓ޿⻠Ṷ⠪߆ࠄ‫੹ޔ‬ᓟߩᎿቇᢎ⢒࿖㓙දജߦߟ޿ߡ‫ޔ‬ᄙߊߩ⾆㊀ߥឭ⸒߇޽ࠅ߹ߒ
ߚ‫ޔߚ߹ޕ‬࿖㓙⎇ⓥදജߩ৻଀ߣߒߡ‫ᧄޔ‬ቇ߇ᐔᚑ 22 ᐕᐲߦ┙ߜ਄ߍߚᧄቇ⁛⥄ߩ࿖㓙⎇ⓥࡊࡠ
ࠫࠚࠢ࠻੐ᬺߦࠃࠆ‫ޔ‬᳓ⅣႺߦ㑐ߔࠆࠗࡦ࠼ࡀࠪࠕߩ⻉ᄢቇߣߩ⎇ⓥࡊࡠࠫࠚࠢ࠻߇ࠫࡘࡑࡦ࠻
ᧄቇ․છಎᢎ᝼㧔ࠗࡦ࠼ࡀࠪࠕ㧕߆ࠄ⚫੺ߐࠇ߹ߒߚ‫ޕ‬
ICCEED ߩⓄⓍᢎ᝼ࠍࡕ࠺࡟࡯࠲࡯ߣߔࠆ✚ว⸛⺰ߢߪ‫ޔ‬ห⓹ߣኒធߦㅪ៤ߒߚࡀ࠶࠻ࡢ࡯ࠢ
ᒻᚑߦߟ޿ߡ‫ޔ‬࿖㓙⊛ߥࡊࡠࠫࠚࠢ࠻ߩផㅴᣇ╷ߦߟ޿ߡ‫ޔ‬੕ᕺ⊛ߥᄢቇ㑆ㅪ៤ߦߟ޿ߡ‫ߚ߹ޔ‬੹ᓟߩ਎ઍߦ᳞߼ࠄࠇࠆ㜞޿࿖㓙ᕈߦߟ޿ߡߥߤ‫ޔ‬ᵴ⊒ߥ⸛⺰߇ߥߐࠇ߹ߒߚ‫ޕ‬ߎߎߦ⻠Ṷߣ⸛⼏ߩ޽ࠄ߹ߒࠍขࠅ߹ߣ߼߹ߒߚ‫ޕ‬㑐ଥฦ૏ߦ‫੹ޔ‬ᓟߩᎿቇᢎ⢒ߦ߅ߌࠆ࿖㓙දജߩ৻ഥߣߒߡ޿ߚߛߌࠇ߫ᐘ޿ߢߔ‫ޕ‬

3㐿ળ᜿ᜦ㩷
㩷䌉䌃䌃䌅䌅䌄⸳┙ 㪈㪇 ๟ᐕ䈮䈅䈢䈦䈩㩷᭏㩷 ૫ਯ㩷
⼾ᯅᛛⴚ⑼ቇᄢቇ㩷 ቇ㐳ᢥㇱ⑼ቇ⋭‫ޔ‬࿖㓙දജᯏ᭴‫߮ࠃ߅ޔ‬ᶏᄖߩ⻉ᄢቇ߆ࠄߩ᧪⾠ߩᣇ‫ޔޘ‬ਗ߮ߦߏෳട޿ߚߛ޿ߚ
ᣇ‫ᧄޔޘ‬ᣣߪ ICCEED ⸳┙ 10 ๟ᐕ⸥ᔨࠪࡦࡐࠫ࠙ࡓߦ߅⿧ߒ޿ߚߛ߈޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ޕ‬ᧄࠪࡦࡐࠫ࠙ࡓߪ‫ᧄޔ‬ቇߩ㐿ቇ 35 ๟ᐕߦ޽ߚࠅ‫ޔ‬ICCEED ࠍਛᔃߦዷ㐿ߒߡ߈߹ߒߚᧄቇߩ࿖
㓙ዷ㐿ߩ੹ᓟߩ࿷ࠅᣇࠍゲߦ‫ޔ‬ᐢߊᣣᧄߣᚑ㐳⪺ߒ޿᧲ධࠕࠫࠕฦ࿖ߣߩ㜞╬ᢎ⢒ߦ߅ߌࠆㅪ៤
ߩ࿷ࠅᣇߦߟ޿ߡᑪ⸳⊛ߥᗧ⷗੤឵ࠍⴕ߁ߎߣࠍ⋡ᜰߒߡ޿߹ߔ‫ޕ‬㐿௅ߦ޽ߚࠅਥ௅ᯏ㑐ߢ޽ࠅ߹ߔ⼾ᯅᛛⴚ⑼ቇᄢቇࠍઍ⴫ߒ‫⊝ޔ‬᭽ߩߏℂ⸃ߣߏදജߢߎߩળว߇㐿௅ߢ߈߹ߔߎߣ‫ߦ․ޔ‬㆙ߊᶏᄖ߆ࠄᧄࠪࡦࡐࠫ࠙ࡓߩߚ߼ߦ߅⿧ߒ޿ߚߛ޿ߚᣇ‫ߦޘ‬ෘߊᓮ␞ࠍ↳ߒ਄ߍ߹ߔ‫ࠫࡐࡦࠪޕ‬࠙ࡓߩ㐿௅ߦవ┙ߜᧄቇߩ࿖㓙੤ᵹ࡮ㅪ៤߳ߩߎࠇ߹ߢߩขࠅ⚵ߺࠍ⍴ߊ⚫੺ߐߖߡ޿ߚߛ߈ߚ
ߊሽߓ߹ߔ‫ޕ‬⼾ᯅᛛⴚ⑼ቇᄢቇ㧔એਅ ᧄቇ㧕ߪ੹ᐕߢ㐿ቇ 35 ๟ᐕࠍㄫ߃߹ߔ߇‫ޔ‬㐿ቇ㑆߽ߥߊ߆ࠄ☨࿖ࠞ࡝ࡈࠜ࡞࠾ࠕᄢቇ߆ࠄ㜞ᯅ቟ੱᢎ᝼ࠍㄫ߃‫⺆ޔ‬ቇ࠮ࡦ࠲࡯ߩ⸳⟎ߥߤ‫ޟ‬࿖㓙ൻ‫ߦޠ‬ะߌߡⓍᭂ⊛ߥขࠅ⚵ߺࠍߒߡෳࠅ߹ߒߚ‫ ߦ․ޕ‬1990 ᐕߦ㐿ᆎߐࠇߚࠗࡦ࠼ࡀࠪࠕ㜞╬ᢎ⢒㐿⊒⸘↹㧔HEDS㧕ߦߪోቇࠍ᜼ߍߡขࠅ⚵ߺ‫ޔ‬એ᧪‫᧲ޔ‬ධࠕࠫࠕࠍਛᔃߦฦ࿖ߩᄢቇ╬ߣߩⓍᭂ⊛ߥㅪ៤ࠍㅴ߼ߡ
߈ߡ߅ࠅ߹ߔ‫ߩߘޕ‬㑆ߦߪᧄቇߩᄢ┻৻෹ᢎ᝼ߣን᧛ീ੐ോዪ㐳߇ࠗࡦ࠼ࡀࠪࠕߢߩ⥶ⓨᯏ੐᡿ߢ੢ߊߥࠄࠇࠆߣ⸒߁ㄆ޿಴᧪੐߽ߏߑ޿߹ߒߚ߇‫ࠆߥᦝޔ‬ദജࠍ⛯ߌߡ߈߹ߒߚ‫ᧄޔߡߒߘޕ‬ቇߩദജߪ 2001 ᐕߦᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯㧔ICCEED㧕ߩ⸳┙ߣߒߡ৻ߟߩታࠍ⚿߮‫ޔ‬એ᧪ ICCEED ߪᧄቇߩ࿖㓙දജ࡮ㅪ៤ߩਛᔃߣߒߡᄙߊߩታ❣ࠍⓍߺ㊀ߨߡ߈ߡ߅ࠅ߹ߔ‫ޕ‬ᝄࠅ㄰ࠅ߹ߔߣᧄቇߪߎࠇ߹ߢ 30 ᐕ૛ߦࠊߚࠅ᧲ධࠕࠫࠕࠍਛᔃߦᄙᢙߩ⇐ቇ↢ࠍฃߌ౉ࠇ‫ޔ‬⢒ߡ‫ޔ‬߹ߚ⻉ᄖ࿖ߩᄢቇ╬ߩᣇ‫ߣޘ‬᭽‫౒ߥޘ‬ห⎇ⓥࠍㅴ߼‫ޔ‬ା㗬㑐ଥࠍ▽޿ߡ߈߹ߒߚ‫ᧄߪࠄࠇߎޕ‬ቇߦߣߞߡߩᄢ߈ߥ⽷↥ߢ޽ࠅ‫⊒ߩࠄ߆ࠇߎޔ‬ዷ߳ߩၮ⋚ߢ޽ࠅ߹ߔ‫ޕ‬㐿ቇ 35 ᐕ‫ޔ‬ICCEED ⸳┙
10 ᐕߩᐕߦ޽ߚࠅ‫੹ޔ‬ᣣ߹ߢᧄቇߩ‫ޟ‬࿖㓙ൻ‫ߦޠ‬៤ࠊߞߚᣇ‫ߦ․ޔޘ‬ᢥㇱ⑼ቇ⋭߿࿖㓙දജ੐ᬺ࿅ߩ㑐ଥ⠪ߩᣇ‫ޔޘ‬ICCEED ߢਛᔃ⊛ᓎഀࠍᨐߚߐࠇߚቇౝᄖ‫ޔ‬࿖ౝᄖߩ㑐ଥ⠪ߩ⊝᭽ߦෘߊᓮ
␞ࠍ↳ߒ਄ߍ߹ߔ‫ޕ‬ߐߡ‫ޔ‬ICCEED ߪߎࠇࠍᯏળߦᣂߒ޿ 10 ᐕࠍ〯ߺ಴ߔߎߣߦߥࠅ߹ߔ߇‫ߩߘޔ‬ᱠߺߪ৻Ბߣ
ㅴൻߒߚ߽ߩߦߥࠆᔅⷐ߇޽ࠅ߹ߔ‫߿੹ޕ‬࿖㓙␠ળߪᄢ߈ߊᄌൻߒ‫࡞ࡃ࡯ࡠࠣޔ‬ൻߩᏂᄢߥᵄ߇
᡽ᴦ‫⚻ޔ‬ᷣ‫↥ޔ‬ᬺ‫⑼ޔ‬ቇᛛⴚߥߤ޽ࠄࠁࠆಽ㊁ߦ᜛߇ߞߡ߅ࠅ߹ߔ‫ߥ߁ࠃߩߎޕ‬࿖㓙␠ળߩᄌൻ
ߩਛߢᚒ߇࿖ߩ‫ޟ‬࿖㓙ൻ‫ߪߦޠ‬ੑߟߩ⾰⊛ᄌൻ߇᳞߼ࠄࠇߡ޿ࠆߣᕁ޿߹ߔ‫ޟߪߟ৻ޕ‬ౝ߆ࠄߩ࿖㓙ൻ‫ޟߡߟ߆ޕߔߢߩ߽߈ߴ߁⸒߽ߢߣޠ‬ᣣᧄߩᏱ⼂ߪ਎⇇ߩ㕖Ᏹ⼂‫ࠅ޽߇ߣߎߚࠇࠊ⸒ߣޠ‬߹ߔ߇‫ޔ‬਎⇇ߩ⪺ߒ޿ࠣࡠ࡯ࡃ࡞ൻߩਛߢᣣᧄߪߎࠇ߹ߢߩવ⛔‫ޔ‬ଔ୯ⷰࠍዅ㊀ߒߟߟ߽࿖㓙␠ળߩ৻ຬߢ޽ࠆߎߣࠍߒߞ߆ࠅߣ⹺⼂ߒ‫ࠄ⥄ޔ‬ᄌࠊࠆߎߣ߇᳞߼ࠄࠇߡ޿߹ߔ‫ޕ‬ੑߟ⋡ߩ⾰⊛ᄌൻߪࠕࠫࠕฦ࿖ߣߩ㑐ଥߢߔ‫ ߩߢ߹ࠇߎޕ‬ODA ╬ࠍㅢߒߡߩᡰេ⊛ߥදജ㑐ଥ߆ࠄ‫ޔ‬዁᧪ߩࡄ࡯࠻࠽࡯࡮౒ห૕ߣߒߡߩ㑐ଥߦᄌࠊࠅߟߟ޽ࠅ߹ߔ‫↥ޕ‬ᬺ‫⚻ޔ‬ᷣߪ߽ߣࠃࠅ‫ޔ‬ⅣႺ࡮ࠛࡀ࡞ࠡ

4࡯໧㗴‫ޔ‬㘩♳໧㗴‫ޔ‬ᢎ⢒࡮ੱ᧚㙃ᚑߥߤࠕࠫࠕ࿤ߩ౒ห૕ߣߒߡදജߒߥ߇ࠄ⸃᳿ߒߥߌࠇ߫ߥ
ࠄߥ޿⻉⺖㗴߇޽ࠅ߹ߔ‫ߪߦ߼ߚߩߘޕ‬ᣂߒ޿㑐ଥ᭴▽߇ᔅⷐߣߥࠅ߹ߔ‫ޕ‬ߎߩࠃ߁ߥᣂߒ޿ⷞὐߦ┙ߞߡᧄቇߪ࿖㓙ൻࠍ৻ጀផㅴߔࠆߚ߼ߦ࿖㓙ᚢ⇛ᧄㇱࠍ⸳┙ߒ‫ޔ‬
ICCEED ࠍ฽߻ቇౝ૕೙ߩᢛ஻ࠍㅴ߼ߡ߅ࠅ߹ߔ‫ᧄߪߢߎߘޕ‬ቇߩ⇐ቇ↢ߩฃߌ౉ࠇ૕೙‫ޔ‬೙ᐲࠍᒝൻߔࠆ౒ߦ‫ޔ‬ᣣᧄੱቇ↢ࠍ࿖㓙␠ળߢᵴべߢ߈ࠆੱ᧚ߦ㙃ᚑߔࠆߚ߼ߦߎࠇ߹ߢએ਄ߩขࠅ
⚵ߺࠍㅴ߼ߟߟ޽ࠅ߹ߔ‫ߩࠕࠫࠕߚ߹ޕ‬ᛴ߃ࠆ⻉⺖㗴ߦኻߒߡ߽ᛛⴚ⑼ቇࠍㅢߒߡᦝߥࠆ⽸₂ࠍߔࠆߚ߼‫ޔ‬୘‫⎇ߩޘ‬ⓥ⠪ਛᔃߢ޽ߞߚขࠅ⚵ߺࠍ ICCEED ࠍਛᔃߦ‫ޟ‬ᯏ㑐ߣߒߡߩขࠅ⚵ߺ‫ߣޠ‬ߒߡᒝൻߒߟߟ޽ࠅ߹ߔ‫ޕ‬ߎࠇࠄߩᣂߒ޿ขࠅ⚵ߺ߇⌀ߦታߩ޽ࠆᚑᨐࠍ↢߻ߚ߼ߦߪᧄቇᢎ⡯ຬ‫ޔ‬ቇ↢ߩദജߛߌߢߥ
ߊ‫ޔ‬ቇᄖ‫ޔ‬࿖ᄖߩᄢ൓ߩᣇ‫ߏߩޘ‬දജࠍઔ߇ߨ߫ߥࠅ߹ߖࠎ‫ޕ‬ਛߢ߽ᧄቇߢീᒝߐࠇ੹߿࿖㓙␠ળߢᵴべߐࠇߡ޿ࠆ⇐ቇ↢ߩห⓹↢ߩᣇ‫ߏߩޘ‬ℂ⸃ߣߏදജߪ․ߦᄢ߈ߥജߦߥࠆߣᕁ޿߹ߔ‫ޕ‬੹࿁ߩࠪࡦࡐࠫ࠙ࡓࠍㅢߒߡᧄቇਗ߮ߦᣣᧄߩᄢቇߣࠕࠫࠕฦ࿖ߩᄢቇߩߎࠇ߆ࠄߩㅪ៤ߦኻߒ‫ޔ‬᭽‫ߥޘ‬ᑪ⸳⊛ߥߏᗧ⷗ߏឭ⸒߇㗂ߌࠆߎߣࠍᦼᓙߒߡ߅ࠅ߹ߔ‫ޕ‬⚳ࠊࠅߦ޽ߚࠅ㊀ߨߡᧄቇߩᦝߥࠆ‫ޟ‬࿖㓙ൻ‫ߦޠ‬ะߌߡ㑐ଥߩ⊝᭽ᣇߩ৻ጀߩߏℂ⸃ߣߏᡰេ
ࠍ߅㗿޿↳ߒ਄ߍ߹ߔ‫ޕ‬5᧪⾠᜿ᜦ㩷ᳰේ㩷 లᵗ㩷ᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖㐳㩷ด੹ߏ⚫੺޿ߚߛ߈߹ߒߚ‫ޔ‬ᳰේߢߏߑ޿߹ߔ‫ޕ‬ᢥㇱ⑼ቇ⋭ࠍઍ⴫ߒߡ৻⸒ߏ᜿ᜦࠍ↳ߒ਄ߍ߹ߔ‫ޕ‬㐿ቇ 35 ᐕ‫ޔ‬ICCEED ⸳┙ 10 ๟ᐕߩ▵⋡ࠍㄫ߃ࠄࠇߚߎߣߦᔃ߆ࠄ߅༑߮ࠍ↳ߒ਄ߍ߹ߔ‫ޕ‬⼾ᯅᛛⴚ⑼ቇᄢቇߪ‫ޔ‬࿖┙ᛛⴚ⑼ቇᄢቇߩ․⦡ࠍᵴ߆ߒߡ‫ޔ‬㜞ኾߢቇࠎߛኾ㐷ᛛⴚߦട߃‫ޔ‬ᄢቇ߅ࠃ߮ᄢቇ㒮ߢ㜞ᐲߥቇ໧⊛⍮⼂ࠍりߦઃߌߚ᦭ὑߩੱ᧚ࠍᄙᢙヘ಴ߐࠇ‫ߩ⥄⁛ޔ‬ሽ࿷ᗵࠍ⊒ើߒߡߎࠄࠇ߹ߒߚ‫ޟ߽ߢ߆ߥޕ‬Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯‫(ޠ‬ICCEED) ࠍਛᔃߦ‫ߩߎޔ‬ఝࠇߚੱ᧚⢒ᚑᯏ⢻ࠍᵴ↪ߒߡ‫ⴕ┙⁛ޔ‬᡽ᴺੱ࿖㓙දജᯏ᭴ (JICA) ߇ታᣉߒߡ߅ࠄࠇࠆ‫ޔ‬ᢙ‫ߩޘ‬Ꮏቇ♽㜞╬ᢎ⢒ಽ㊁ߦ߅ߌࠆࡊࡠࠫࠚࠢ࠻ߦⓍᭂ⊛ߦෳ↹ߐࠇࠆ߶߆‫⇐ޔ‬ቇ↢ߩฃ౉ࠇ߅ࠃ߮⎇ⓥ⠪੤ᵹࠍㅢߓߡ㐿⊒ㅜ਄࿖ߩੱ᧚⢒ᚑߦ⽸₂ߒߡߎࠄࠇ߹ߒߚ‫ޕ‬ᄢቇ㐿ቇએ᧪⛮⛯ߒߡߎࠄࠇߚߎ߁ߒߚ࿾㆏ߥදജߩᚑᨐ߇Ⓧߺ㊀ߥࠅ‫ߩߘ߹޿ޔ‬ᚑᨐ߇⧎㐿߈ᆎ߼ߡ޿ࠆ߽ߩߣᕁ޿߹ߔ‫ᧄޕ‬ᣣߎߎߦ᜗ᓙ⻠Ṷߩ⻠Ꮷߣߒߡ߅⿧ߒࠍ޿ߚߛ޿ߡ޿ࠆవ↢ᣇߩᄙߊߪߘ߁ߒߚᣇ‫ߩޘ‬ઍ⴫ߣુߞߡ߅ࠅ߹ߔ‫⇐ߡߟ߆ޕ‬ቇ↢߿‫⧯ޔ‬ᚻ⎇ⓥ⠪޽ࠆ޿ߪ JICA ࡊࡠࠫࠚࠢ࠻ߩ㑐ଥ⠪ߣߒߡᧄቇࠍ⸰ࠇߚᣇ‫␲߇ޘ‬࿖ߩ⊒ዷߦዧജߐࠇ‫ߪߢ੹ޔ‬㊀⽿ࠍᜂ߁┙႐ߣߥࠄࠇߡ‫ᧄޔ‬ᣣߎߎߦᓟㅴߦะߌߡ⥄ࠄߩ⚻㛎ߣᓐࠄ߳ߩᦼᓙࠍ߅⹤޿ߚߛߊࠊߌߢߔߌࠇߤ߽‫ޔ‬ߎ߁ߒߚᣇ‫⼾߇ߘߎࠅߣ߭ੱ৻ߩޘ‬ᯅᛛⴚ⑼ቇᄢቇߩขࠅ⚵ߺߩᚑᨐߢ޽ࠅ‫ੱߚ߈ߢߡߒ߁ߎޔ‬⊛ߥࡀ࠶࠻ࡢ࡯ࠢ߇ᄢቇߩ⽷↥ߢ޽ࠆߣ⸒߃ࠆߣᕁ޿߹ߔ‫ޕ‬⃻࿷‫߽ߤ⑳ޔ‬ᢥㇱ⑼ቇ⋭࿖㓙⺖ߢߪ‫࡞ࡃ࡯ࡠࠣޔ‬ൻߩㅴዷߥߤ‫ޔ‬ㄭᐕߩ਎⇇ᖱ൓ߩᄌൻߦኻᔕ
ߒߚᢎ⢒ಽ㊁ߩᣂߚߥ࿖㓙දജߩㅴ߼ᣇߦߟ޿ߡ᦭⼂⠪ߩᣇ‫ޟޔߊߛߚ޿⺰⼏ߏߦޘ‬࿖㓙දജផㅴળ⼏‫߁޿ߣޠ‬ળ⼏ࠍ㐿௅ߒߡ޿߹ߔ‫ޕ‬ೋᐕᐲߢ޽ࠆ੹ᐕߪ‫ޔߕ߹ޔ‬บ㗡⪺ߒ޿᧲ධࠕࠫࠕ߿ਛ᧲ߥߤߩᣂ⥝࿖ࠍኻ⽎ߣߒߡߏ⼏⺰޿ߚߛ޿ߡ޿߹ߔ‫ޕ‬ᣂ⥝࿖ߣ๭߫ࠇࠆ࿖‫⚻ߪޘ‬ᷣᚑ㐳߇⪺ߒߊ‫ޔ‬ODA ߩኻ⽎߆ࠄᄖࠇߡ޿ߊߚ߼‫ޔ‬ᣂߒ޿දജߩᨒ⚵ߺ߇᳞߼ࠄࠇߡ޿ࠆߎߣ‫␠ޔ‬ળߩ㜞ᐲൻߦ઻޿ᣣᧄߦᦼᓙߐࠇࠆදജߩ࠾࡯࠭
߇㜞ᐲൻ࡮ⶄ㔀ൻߒߡ߈ߡ޿ࠆߎߣ‫৻ߦߢߔޔߚ߹ޔ‬ቯ⒟ᐲߩੱ⊛࡮‛⊛ߥ⫾Ⓧ߇޽ࠅ‫ޔ‬ᄢቇ㑆ߩ㑐ଥ߽⾰ߩ଻⸽‫ޔ‬ቇ૏ߩ⋧੕⹺⸽‫ޔ‬න૏੕឵ߥߤߣ޿ߞߚኻ╬ߥ㑐ଥߦ⒖ⴕߒߟߟ޽ࠆߎߣߥ
ߤ߇․ᓽߣߒߡ᜼ߍࠄࠇࠆߣᕁ޿߹ߔ‫⺖ߩࠄࠇߎޕ‬㗴ߦߪ‫ޔ‬ᚒ߇࿖߇ᓥ᧪ⴕߞߡ߈ߚ࿖㓙දജߩ
ᚻᴺߛߌߢߪኻᔕ߇࿎㔍ߥߎߣ߆ࠄ‫⁁ߚߒ߁ߎޔ‬ᴫߦㆡߒߚᣂߚߥදജߩ࿷ࠅᣇࠍ⃻࿷ᮨ⚝ߒߡ޿ࠆߣߎࠈߢߔ‫ޕ‬ߎࠇ߹ߢⴕࠊࠇߡ޿ࠆ⼏⺰ߩਛ߆ࠄ⑳⷗߽฽߼ߡ޿ߊߟ߆⚫੺ߐߖߡ޿ߚߛ߈߹ߔ‫ޕ‬╙㧝ߦ‫ޔ‬Ꮏቇಽ㊁ߢⴕߞߡ޿ࠆ‫ࡦࠕ࠮ࠕޟ‬Ꮏቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢ‫( ޠ‬AUN/SEED-Net) ࡊࡠࠫࠚࠢ࠻ߦߟ޿ߡߪ‫᧲ޔ‬ධࠕࠫࠕฦ࿖ߩᄢቇߩ᳓Ḱࠍะ਄ߐߖ‫ޔ‬ᣣᧄߣ᧲ධࠕࠫࠕฦ࿖ߩੱ⊛ߥࡀ࠶࠻ࡢ࡯ࠢߩᒻᚑߦᄙᄢߥᚑᨐࠍ᜼ߍߡ޿ࠆߣ⠨߃ߡ޿߹ߔ‫⃻ޕ‬࿷╙ 2 ࡈࠚ࡯࠭߇⚳ੌߒߟߟ޽ࠅ‫ޔ‬JICA࡮ᄖോ⋭ߢߪᰴߩࠬ࠹࠶ࡊ߇ᬌ⸛ߐࠇߡ޿߹ߔ‫੹ߪ⑳ޕ‬ᓟ‫ࠫ߿࡯࡝ࠣࠖ࠺࡞ࡉ࠳ޔ‬࡚ࠗࡦ࠻࠺ࠖࠣ࡝࡯ߥߤᄢቇ㑆ߩᦝߥࠆㅪ៤߇ᔅⷐߢ޽ࠆߣ⠨߃ߡ޿߹ߔ‫ޕ‬6

╙ 2 ߦ‫ޔ‬AUN/SEED-Net ߪᎿቇಽ㊁ߢᄢ߈ߥ⽸₂ࠍߒߡ޿߹ߔ߇‫᧲ޔ‬ධࠕࠫࠕߢߪㄘቇಽ㊁ߦ߽࠾࡯࠭߇޽ࠆߣ⠨߃ߡ޿߹ߔ‫ޕ‬ᣣᧄߩਛߢߪ‫ߦߢߔޔ‬ㄘቇಽ㊁ߩᄢቇߦࠃࠆࠦࡦ࠰࡯ࠪࠕࡓ
߇ᒻᚑߐࠇߡ߅ࠅ‫੹ޔ‬ᓟ᧲ධࠕࠫࠕߩ࠾࡯࠭ࠍ〯߹߃ߥ߇ࠄขࠅ⚵ߺࠍㅴ߼ߡ޿߈ߚ޿ߣ⠨߃ߡ޿߹ߔ‫ޕ‬╙ 3 ὐߢߔ߇‫ࠕࠪ࡯࡟ࡑޟߪߢࠕࠪ࡯࡟ࡑޔ‬ᣣᧄ࿖㓙Ꮏ⑼㒮‫ޠ‬㧔MJIIT㧦Malaysia-Japan
International Institute of Technology㧕ߣ޿߁Ꮏቇ♽ߩᄢቇ߇ᧄᐕ⑺ߦ㐿ቇߒߡ޿߹ߔ‫ߚ߹ޕ‬‫ޟ‬㜞╬ᢎ⢒ၮ㊄୫᱅‫( ޠ‬Higher Education Loan Project, HELP) ࡊࡠࠣ࡜ࡓߣ޿߁᧲ᣇ᡽╷ࠍ〯߹߃ߚ⇐ቇ↢੐ᬺ߽ᄢ߈ߥᚑᨐࠍ᜼ߍߡ޿߹ߔ‫ࡓ࡜ࠣࡠࡊߚߒ߁ߎޕ‬ਛߢᣣᧄ⺆ᢎ⢒ࠍߐࠄߦᜰ
ዉࠍߒߡ޿ߊ૕೙‫ޔߚ߹ޔ‬ᣣ♽ડᬺߩࠗࡦ࠲࡯ࡦࠍలታߒߡ޿ߊขࠅ⚵ߺ߽ᔅⷐߢ޽ࠆߣᕁߞߡ
޿߹ߔ‫ߪߢࠕࠪ࡯࡟ࡑߚ߹ޕ‬ਛ᧲‫ߩߤߥࠞ࡝ࡈࠕޔ‬࿖‫⇐ࠄ߆ޘ‬ቇ↢߇Ⴧ߃ߡ޿ࠆߣ⡞޿ߡ޿߹ߔ
߇‫ߚߒ߁ߘޔ‬ቇ↢߇ࡑ࡟࡯ࠪࠕߢቇ߮‫ߦࠄߐޔ‬ᣣᧄߦ⇐ቇߔࠆߣ޿߁ࠕࠗ࠺ࠕ߽⠨߃ࠄࠇࠆߩߢ
ߪߥ޿߆ߣᕁߞߡ޿߹ߔ‫ޕ‬╙ 4 ὐߣߒߡ‫ޔ‬ਛᎹᢥㇱ⑼ቇᄢ⤿ߩਅ‫ߩࠕࠫࠕޔ‬࿖‫ޔߪߡ޿߅ߦߤߥࡓ࠽࠻ࡌޔࠗ࠲߫߃଀ޔޘ‬㜞ኾߩࠃ߁ߥ↢↥▤ℂߦߚߕߐࠊࠆኾ㐷⊛ߥᛛⴚ⠪ࠍ㙃ᚑߒߡ޿ߊ‫߇࠭࡯࠾ߚߒ߁ߘޔ‬㜞޿ߩߢߪߥ޿߆ߣ޿߁ߎߣߢ‫ޔ‬ᣣᧄߩ㜞ኾࠪࠬ࠹ࡓࠍࡄ࠶ࠤ࡯ࠫൻߒߡߎ߁ߒߚ࿖‫ߦޘ‬ャ಴ߒߡ޿ߊߎ
ߣ߇⠨߃ࠄࠇߥ޿߆ᬌ⸛߇ᔅⷐߦߥߞߡ޿߹ߔ‫ޕ‬ផㅴળ⼏ߦߪ‫ⴕ┙⁛ޔ‬᡽ᴺੱᣣᧄ⾏ᤃᝄ⥝ᯏ᭴(JETRO) ߿⽷࿅ᴺੱᣣᧄ࿖㓙දജ࠮ࡦ࠲࡯(JICE)‫␠ޔ‬࿅ᴺੱᣣᧄ⚻ᷣ࿅૕ㅪวળ‫ޔ‬᳃㑆ડᬺߩᣇ‫߽ߦޘ‬ෳടߒߡ޿ߚߛ޿ߡ߅ࠅ‫ߚߒ߁ߎޔ‬࿖‫ߦޘ‬ㅴ಴ߒߡ޿ࠆᣣ♽ડᬺߩ᳞߼ࠆੱ᧚࠾࡯߽࠭
⠨ᘦߒߥ߇ࠄ‫↥ޔ‬ቇቭߢᣣᧄߩᛛⴚ⠪ᢎ⢒ࠍᩮઃ߆ߖߡ޿ߊขࠅ⚵ߺ߽⠨߃ߡ޿߈ߚ޿ߣᕁߞߡ
޿߹ߔ‫ޕ‬
5 ὐ⋡ߦ‫᧪ޔ‬ㅳ᧲੩ߢ࡙ࡀࠬࠦߩ㜞╬ᢎ⢒ߦ㑐ߔࠆ࿾ၞ᧦⚂ࠍᡷᱜߔࠆળว‫ࠕࠫࠕޟޔ‬ᄥᐔᵗ࿾ၞ㜞╬ᢎ⢒ߩቇ૏⹺ቯߦ㑐ߔࠆ࿾ၞ᧦⚂ߦ߆߆ࠆᢎ⢒ᄢ⤿ળว‫ࠍޠ‬㐿௅ߔࠆ੍ቯߢߔ‫ߪࠇߎޕ‬ࠕࠫࠕᄥᐔᵗ࿾ၞߢߩᄢቇ㑆ߩቇ૏ߩ⋧੕⹺⸽߿න૏੕឵ࠍଦㅴߔࠆߚ߼ߩⅣႺࠍᢛ߃ࠃ߁ߣ޿
߁߽ߩߢ‫ޔ‬᰷Ꮊߩࡏࡠ࡯࠾ࡖࡊࡠ࠮ࠬࠍࠕࠫࠕߢ߽ផㅴߒߡ޿ߎ߁ߣߔࠆ߽ߩߢߔ‫࡞ࡃ࡯ࡠࠣޕ‬ੱ᧚ߩ⢒ᚑࠍ⋡ᜰߒߡ‫⃻ޔ‬࿷ᣣᧄߩᄢቇߢߪ࿖㓙ൻߦะߌߚขࠅ⚵ߺ߇ㅴ߼ࠄࠇߡ޿߹ߔ߇‫ߎޔ‬߁ߒߚ᧦ઙ߇ᢛ߁ߎߣߦࠃࠅ‫ޔߦࠄߐޔ‬ᣣᧄߩᄢቇߣࠕࠫࠕߩᄢቇߣߩ㑆ߩࡀ࠶࠻ࡢ࡯ࠢൻ߇ㅴ
߼ࠄࠇࠆߩߢߪߥ޿߆ߣᦼᓙߒߡ޿߹ߔ‫ޕ‬ߎߩࠃ߁ߥὐ߆ࠄ⠨߃߹ߔߣ‫੹ޔ‬࿁ߩߎߩࠪࡦࡐࠫ࠙ࡓߩ࠹࡯ࡑ‫ޟ‬Ꮏቇᢎ⢒࿖㓙දജߩ዁᧪௝㧦ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣ߳ߩᦼᓙ‫ᤨߦ⺈ޔߪޠ‬ቱߦ߆ߥߞߚ߽ߩߢ޽ࠅ‫ޔߚ߹ޔ‬ICCEED ߪ⑳ߤ߽ᢥㇱ⑼ቇ⋭ߣหߓ⋡✢ߢߎࠇ߆ࠄߩᢎ⢒ಽ㊁ߩ࿖㓙දജߩ࿷ࠅᣇࠍ⷗ߡ߅ࠄࠇࠆ߽ߩߣᕁ޿߹
ߔ‫ޕ‬࿖㓙දജߦᄢቇ߇ෳ↹ߔࠆߎߣߩ㊀ⷐᕈ߿‫ޔ‬ᄢቇ߇࿖㓙දജߦขࠅ⚵߻㓙ߩࡀ࠶࠻ࡢ࡯ࠠࡦ
ࠣߩ㊀ⷐᕈߪំࠆ߉ࠃ߁ߩߥ޿߽ߩߢ޽ࠅ‫ߚߒ߁ߎޔ‬ขࠅ⚵ߺ߇ㅴࠎߢ޿ߊࠃ߁‫ޔ‬ᢥㇱ⑼ቇ⋭ߣߒߡ߽‫੹ޔ‬ᓟߣ߽น⢻ߥ㒢ࠅߩදജࠍߒߡ߹޿ࠅ߹ߔ‫ޕ‬ᧄᣣߩࠪࡦࡐࠫ࠙ࡓߦߪ‫ޔ‬ICCEED ߣ✼߇ᷓ޿ᶏᄖߩᄢቇߩవ↢߇ᄢ൓޿ࠄߞߒ߾ߞߡ޿߹ߔ‫ޕ‬
ICCEED ౝᄖਔᣇߩⷞὐ߆ࠄߎߩ 10 ᐕ㑆ࠍᝄࠅ㄰ࠅ‫੹ޔ‬ᓟߩ 10 ᐕ㑆ࠍᾖࠄߔᜰ㊎ߣ߽ߥࠆᵴ⊒ߢ᦭⋉ߥ⼏⺰߇ⴕࠊࠇࠆߎߣࠍᦼᓙߒߡ޿߹ߔ‫ޕ‬ᦨᓟߦߥࠅ߹ߒߚ߇‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߩ᭏ቇ㐳‫ޔ‬ICCEED ߩᧁౝ࠮ࡦ࠲࡯㐳ࠍߪߓ߼‫ޔ‬੐ോዪߩ⊝᭽࡮ࠬ࠲࠶ࡈߩ⊝᭽ߦ߅␞ࠍ↳ߒ਄ߍ߹ߔߣߣ߽ߦ‫ޔ‬ᣣ㗃ߩߏദജߦኻߒߡᢘᗧࠍ⴫ߐߖ
ߡ޿ߚߛ߈‫ߏߩ⑳ޔ‬᜿ᜦߣߐߖߡ޿ߚߛ߈߹ߔ‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽ޕ‬7᧪⾠᜿ᜦ⪨ፉ㩷 ାሶ
⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱ㐳ߏ᧪⾠ߩߺߥߐ߹‫ߏޔ‬೉Ꮸߩߺߥߐ߹‫ᧄޔ‬ᣣߪ‫ޔ‬ICCEED ⸳┙ 10 ๟ᐕ⸥ᔨࠪࡦࡐࠫ࠙ࡓߩ㐿௅ࠍᔃ߆ࠄ߅ᘮ߮↳ߒ਄ߍ߹ߔ‫ޕ‬࿖㓙දജᯏ᭴㧔JICA㧕ࠍઍ⴫޿ߚߒ߹ߒߡ৻⸒ߏ᜿ᜦߐߖߡ޿
ߚߛ߈߹ߔ‫ޕ‬߹ߕ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߦߪᐔ⚛߆ࠄᒰᯏ᭴ߩ੐ᬺߦᄙᄢߥߏදജࠍ޿ߚߛ޿ߡ߅ࠅ‫ߩߎޔ‬႐ࠍ߅୫ࠅߒߡᓮ␞↳ߒ਄ߍ߹ߔ‫ޕ‬ᒰᯏ᭴ߢߪㅜ਄࿖ߦ߅ߌࠆ㜞╬ᢎ⢒ಽ㊁ߩ㐿⊒੐ᬺࠍታᣉߒߡ
߅ࠅ߹ߔ߇‫ߩߎޔ‬੐ᬺታᣉߦ޽ߚߞߡߪᣣᧄ࿖ౝߩᄢቇߩදജࠍ޿ߚߛ޿ߡ߅ࠅ߹ߔ‫⼾ޕ‬ᯅᛛⴚ⑼ቇᄢቇ߆ࠄ߽ JICA ߩኾ㐷ኅ߿⺞ᩏ࿅ߩ࿅ຬߣߒߡ⃻࿾ߦ⿞޿ߡ㗂޿ߚࠅ‫ୃ⎇ޔ‬ຬࠍฃߌ౉ࠇ
ߡᜰዉࠍߒߡ㗂޿ߚࠅߒߡ޿߹ߔ‫ߒ↳ࠍ଀৻ߩࠎ߶ޕ‬਄ߍ߹ߔߣ‫ߩߢࠕࠪࡀ࠼ࡦࠗޔ‬㜞╬ᢎ⢒㐿⊒ᡰេ㧔HEDS㧕ࡊࡠࠫࠚࠢ࠻߿‫᧲ޔ‬ධࠕࠫࠕ⻉࿖ㅪว㧔ASEAN㧕ߢߩࠕ࠮ࠕࡦᎿቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢ㧔AUN/SEED-Net㧕ࡊࡠࠫࠚࠢ࠻ߩታᣉߥߤߢߪᄙᄢߥߏදജࠍ޿ߚߛ޿ߡෳࠅ߹
ߒߚ‫ޔߌࠊࠅߣޕ‬ICCEED ߩᢎ᝼ߢ߅ࠄࠇ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߩฬ⹷ᢎ᝼ߢ߅ࠄࠇࠆႇ ๺↵వ↢ߪ‫ᧄޔ‬ᐕ㧣᦬ߦ‫ߩߢ߹ࠇߎޔ‬࿖㓙දജ੐ᬺ߳ߩߏዧജࠍ⒓߃ߡᄖോ⋭߆ࠄᄖോᄢ⤿⴫ᓆࠍฃߌ
ࠄࠇ߹ߒߚ‫ ߽ߤ⑳ޕ‬JICA ߣߒ߹ߒߡ߽‫ޔ‬ᄢᄌሜߒߊ‫ޔ‬ᡷ߼ߡ ICCEED ࠍߪߓ߼⼾ᯅᛛⴚ⑼ቇᄢ
ቇߩ㑐ଥߩ⊝᭽ߦᷓߊᗵ⻢↳ߒ਄ߍ߹ߔ‫ޕ‬⍮⼂⚻ᷣ␠ળߣ๭߫ࠇࠆ੹ᣣߩ␠ળߦ߅޿ߡ‫ޔ‬࿖ߠߊࠅࠍᜂ߁ੱ᧚ߩ⢒ᚑ‫␠ޔ‬ળో૕ߩ⍮⊛᳓Ḱߩะ਄‫ޔ‬࿾ၞ㐿⊒߳ߩ⽸₂ߣ޿߁૶๮ࠍᜂ߁㜞╬ᢎ⢒ᯏ㑐ߩ㊀ⷐᕈߪ‫ޔ‬ㅜ਄࿖ߦ߅޿ߡ߽߹ߔ
߹ߔᒝߊ⹺⼂ߐࠇߡ߈ߡ޿߹ߔ‫ޕ‬㜞╬ᢎ⢒ߩᯏ⢻ߣߒߡߪ‫ޔ‬ᢎ⢒‫⎇ޔ‬ⓥ‫␠ޔ‬ળ⽸₂ߩ 3 ߟ߇޽ࠆߣ޿ࠊࠇߡ߅ࠅ߹ߔ߇‫ޔ‬࿖ߠߊࠅߩၮ⋚ߣߥࠆߴߊ㜞╬ᢎ⢒ᯏ㑐ߩฦᯏ⢻ࠍᒝൻߒ‫␠ޔ‬ળߩฦಽ㊁ߢᵴべߔࠆੱ᧚ߩ⢒ᚑߣ‫ޔ‬࿖ߩ⊒ዷߦᔅⷐߥ⍮⼂ߣᛛⴚߩ⎇ⓥ㐿⊒ࠍⴕߞߡ޿ߊߎߣ߇㊀ⷐߢ޽ࠆߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬ᄌൻߔࠆ␠ળߦ߅޿ߡ‫ޔ‬㜞╬ᢎ⢒ߪ᭽‫ߥޘ‬໧㗴ߩ⸃᳿ߦᄢ߈ߥᓎഀࠍᜂ
ߞߡ޿ࠆߣ⸒ߞߡ߽ㆊ⸒ߢߪߥߊ‫␠ޔ‬ળ߿⚻ᷣߩⶄ㔀ൻߦ઻޿‫ޔ‬ᄙ᭽ߥ࠾࡯࠭ߦኻᔕߒᓧࠆ૕೙
ࠍᢛ߃ߡ޿ߊᔅⷐ߇޽ࠅ߹ߔ‫ޕ‬
JICA ߇੐ᬺߩኻ⽎ߣߒߡ޿ࠆ㐿⊒ㅜ਄࿖ߩ࿖‫ߩߘޔ߽ߡ޿߅ߦޘ‬࿖࡮࿾ၞߦ߅޿ߡ㜞╬ᢎ⢒ᯏ㑐ߩᨐߚߔᓎഀߪᭂ߼ߡ㊀ⷐߣ⹺⼂ߒߡ߅ࠅ‫ޔ‬JICA ߣߒߡߪᒁ߈⛯߈‫ޔ‬࿖ౝᄢቇߩߏදജࠍ޿ߚ
ߛ߈ߥ߇ࠄ‫ޔ‬㜞╬ᢎ⢒ಽ㊁ߩ੐ᬺࠍⓍᭂ⊛ߦዷ㐿ߒߡෳࠅߚ޿ߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬
ICCEED ߢߪᲤᐕࠝ࡯ࡊࡦࡈࠜ࡯࡜ࡓࠍ㐿௅㗂޿ߡ߅ࠅ߹ߔ߇‫ޔ‬JICA ࠍ฽߻㜞╬ᢎ⢒ಽ㊁ߩ࿖㓙දജߦ៤ࠊࠆ㑐ଥ⠪ߦߣߞߡ‫ޔ‬Ꮏቇ♽㜞╬ᢎ⢒ߦ߅ߌࠆ࿖㓙දജߩ޽ࠅᣇࠍ⠨߃ࠆ႐ߣߒߡ‫ޔ‬߹ߚ‫ޔ‬Ꮏቇᢎ⢒ಽ㊁ߩ࿖㓙⊛ߥേะߦߟ޿ߡℂ⸃ࠍᷓ߼ࠆ႐ߣߒߡቯ⌕ߒߚߎߣߪ‫ޔ‬ᄢᄌᗧ⟵ᷓ޿ߎߣߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬ᧄᣣߩࠪࡦࡐࠫ࠙ࡓߩ࠹࡯ࡑߢ޽ࠆ‫ޟ‬ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣ‫ࡓ࠙ࠫࡐࡦࠪᧄޔߪߡ޿ߟߦޠ‬ߦߏ಴Ꮸߐࠇߡ޿ࠆవ↢ᣇߩᚲዻᄢቇߢ޽ࠆࠗࡦ࠼ࡀࠪࠕ࡮ࡃࡦ࠼ࡦᎿ⑼ᄢቇ‫࡯ࡎ࡮ࡓ࠽࠻ࡌޔ‬࠴ࡒࡦᏒᎿ⑼ᄢቇ‫⑼ࠕࠪ࡯࡟ࡑޔ‬ቇᄢቇߪ‫ޔ‬వ߶ߤ߽↳ߒ߹ߒߚ AUN/SEED-Net ࡊࡠࠫࠚࠢ࠻
ߩࡔࡦࡃ࡯ᄢቇߢߔ‫ޕ‬AUN/SEED-Net ࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬ASEAN ߦട⋖ߒߡ޿ࠆ 10 ࠞ࿖ߩᎿቇ

8ಽ㊁ߩ࠻࠶ࡊ࡟ࡌ࡞ߩ 19 ᄢቇߣᣣᧄߩઍ⴫ 11 ᄢቇߦࠃࠆᄢቇ㑆ߩቇⴚࡀ࠶࠻ࡢ࡯ࠢߩ᭴▽ࠍㅢߓߚᎿቇᢎ⢒ߣ⎇ⓥߩ⾰ߩะ਄ࠍ⋡⊛ߣߔࠆࡊࡠࠫࠚࠢ࠻ߢߔ‫ޕ‬
ߎߩ AUN/SEED-Net ߩ⚻㛎߆ࠄ‫ޔ‬ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣ߳ߩᦼᓙߦߟ޿ߡ‫ޔ‬2 ὐ↳ߒ਄ߍߚ޿ߣᕁ޿߹ߔ‫ޕ‬
1 ὐ⋡ߪ‫ޟޔ‬⍮⊛ࡀ࠶࠻ࡢ࡯ࠢߩ⏕┙ߦࠃࠆᢎ⢒‫⎇ޔ‬ⓥ⢻ജߩᒝൻ‫ᦼߩ߳ޠ‬ᓙߢߔ‫ޕ‬
AUN/SEED-Net ߢߪ‫ޔ‬ၞౝ߿ᣣᧄ߳ߩ⇐ቇ‫ޔ‬ၞౝߢߩ⎇ୃ‫౒ޔ‬ห⎇ⓥᡰេ‫ᧄޔ‬㇌ߩදജᄢቇߩᢎຬᵷ㆜ߥߤࠍ‫ޔ‬ኒធߦㅪ៤ߐߖߥ߇ࠄࡊࡠࠫࠚࠢ࠻ࠍታᣉߒ‫ޔ‬ASEAN ߩਥⷐᄢቇߦ߅ߌࠆ⎇ⓥ࡮ᢎ⢒࡟ࡌ࡞ߩะ਄ߦ⽸₂ߔࠆߎߣࠍ⋡ᜰߒߡ޿߹ߔ‫ޕ‬2003 ᐕ߆ࠄ 2008 ᐕߦታᣉߒߚࡈࠚ࡯
࠭㧝ߢߪ‫ୃޔ‬჻⺖⒟‫ޔ‬ඳ჻⺖⒟⇐ቇࡊࡠࠣ࡜ࡓߦࠃࠅࡔࡦࡃ࡯ᄢቇᎿቇㇱᢎຬ 445 ฬߩ⢻ജᒝൻࠍ㆐ᚑߒ‫ ߚ߹ޔ‬428 ઙߩ౒ห⎇ⓥ߿‫ޔ‬92 ࿁ߩಽ㊁೎ቇⴚ࠮ࡒ࠽࡯ࠍታᣉߔࠆߥߤ‫ޔ‬ᄢቇ㑆ㅪ៤ᒝൻߦࠃࠅࡔࡦࡃ࡯ᄢቇߩ⢻ജᒝൻ߳ߩᄢ߈ߥࠗࡦࡄࠢ࠻ࠍ߽ߚࠄߒߡ޿߹ߔ‫ޟޔߦ߁ࠃߩߎޕ‬ᄢቇ㑆ߩࡀ࠶࠻ࡢ࡯ࠢߠߊࠅ‫⊛ੱޔߪޠ‬੤ᵹ‫⇐ޔ‬ቇ↢‫౒ޔ‬ห⎇ⓥߩታᣉࠍน⢻ߦߒ‫ޔ‬ᄢቇߩᢎ⢒ᯏ⢻‫⎇ޔ‬ⓥ⢻ജߩะ਄ࠍ࿑ߞߡ޿ߊ਄ߢ‫ޔ‬ᰳ߆ߔߎߣ߇಴᧪ߥ޿ⷐ⚛ߣ⸒߃߹ߔ‫ޕ‬หᤨߦ‫ޔ‬ᢎ⢒߿⎇ⓥߩ⾰ߩ଻⸽߽㊀ⷐߥࡐࠗࡦ࠻ߦߥࠅ߹ߔ‫ޕ‬ᤓ੹‫ޔ‬෺ᣇะቇ૏೙ᐲ㧔࠳ࡉ࡞࠺ࠖࠣ࡝࡯ࡊࡠࠣ࡜ࡓ㧕߿౒หቇ૏೙ᐲ㧔࡚ࠫࠗࡦ࠻࠺ࠖࠣ࡝࡯ࡊࡠࠣ࡜ࡓ㧕ߥߤߩ೙ᐲᢛ஻߳
ߩขࠅ⚵ߺ߇ࠕࠫࠕ࿾ၞߢ߽⋓ࠎߦߥߞߡ߅ࠅ߹ߔ߇‫ߚߒ߁ߎޔ‬೙ᐲ߇ᚑ┙ߒ‫ޔ‬ᯏ⢻ߔࠆߚ߼ߦ
ߪ‫৻ࠆ޽ޔ‬ቯߩ⾰߇ᔅⷐߢ޽ࠅ‫߇⸽଻ߩ⾰ޔ‬㊀ⷐߥ⺖㗴ߦߥߞߡ߈߹ߔ‫ޕ‬
2 ὐ⋡ߪ‫ޟޔ‬ᄢቇ㑆ߩࡀ࠶࠻ࡢ࡯ࠢߦࠃࠆ࿖ࠍ〙ߋ౒ㅢ⺖㗴߳ߩขࠅ⚵ߺ‫ᦼߩ߳ޠ‬ᓙߢߔ‫ޕ‬
AUN/SEED-Net ߢߪ‫ޔ‬೨ㅀߩขࠅ⚵ߺߦട߃‫ޔ‬㒐ἴ‫ޔ‬ㇺᏒ⸘↹‫ ߩ╬࡯ࠡ࡞ࡀࠛޔ‬ASEAN ၞౝߩ౒ㅢ⺖㗴ߦኻߔࠆขࠅ⚵ߺࠍᒝൻߔߴߊขࠅ⚵ࠎߢ޿߹ߔ‫౒ޕ‬ห⎇ⓥߩᚑᨐߣߒߡ‫ޔ‬ㅜ਄࿖ߩታᖱߦ޽ߞߚᳪ᳓ಣℂࠪࠬ࠹ࡓߩ㐿⊒߿‫ޔ‬ၞౝ࿾㔡ࡂࠩ࡯࠼ࡑ࠶ࡊߩ૞ᚑߥߤߣ޿ߞߚታ❣ࠍᣢߦ޽ߍߡ޿߹ߔ‫ޕ‬࿖න૏ߢߪ⸃᳿ߢ߈ߥ޿࿾⃿ⷙᮨ⺖㗴߳ߩኻᔕߩ㊀ⷐᕈ߇Ⴧߒߡ޿ࠆਛ‫ޔ‬
AUN/SEED-Net ߩ଀ߩࠃ߁ߦ‫␠ޔ‬ળⅣႺ߿ᛛⴚⅣႺߩᲧセ⊛ㄭ޿࡟ࡌ࡞ߩᄢቇห჻߇‫ޔ‬࿖Ⴚࠍ⿧߃ߡ⧷⍮ࠍ⚿㓸ߒ‫ޔ‬ᜬ⛯⊛ߥࡄ࡯࠻࠽࡯ߣߒߡ߅੕޿ߦೝỗࠍਈ߃‫⺖ߦ߽ߣޔ‬㗴ߦขࠅ⚵߻ᨒ⚵߻ߣ޿߁ᗧ๧ߢ‫ޔ‬ၞౝߩࡀ࠶࠻ࡢ࡯ࠢߠߊࠅߪᄢᄌ᦭ലߣ⠨߃߹ߔ‫ޕ‬ߎ ࠇ ߹ ߢ ߽ ㅀ ߴ ߡ ෳ ࠅ ߹ ߒ ߚ ߣ ߅ ࠅ ‫ ⚂ ߢ ߹ ࠇ ߎ ޔ‬10 ᐕ 㑆 ‫ ᧄ ޔ‬㇌ ᄢ ቇ ߩ ߏ ද ജ ࠍ ᓧ ߡ
AUN/SEED-Net ࡊࡠࠫࠚࠢ࠻ࠍታᣉߒߡෳࠅ߹ߒߚ߇‫ߩߎޔ‬㑆ߦ▽߆ࠇߚ ASEAN ห჻‫ߒߘޔ‬ߡ ASEAN ߣᣣᧄߩᄢቇᢎຬห჻ߩࡑ࡞࠴ߩੱ⊛ࡀ࠶࠻ࡢ࡯ࠢߪ⾆㊀ߥ⽷↥ߢ޽ࠅ‫ࠍ↥⽷ߩߎޔ‬⛽ᜬߒ‫ߩߎߦࠄߐޔ‬࿾ၞߩ⊒ዷߩߚ߼ߦᵴ↪ߔࠆߴߊ‫ޔ‬JICA ߣߒߡߪ⃻࿷ߩ੐ᬺࠍߐࠄߦ⊒ዷߐߖࠆ⸘↹ࠍᜬߞߡ߅ࠅ߹ߔ‫੹ޔߪ⚦⹦ߩ࠻ࠢࠚࠫࡠࡊޕ‬ᓟ╷ቯߒߡ޿ߊߎߣߦߥࠅ߹ߔ߇‫ޔ‬ᢥㇱ⑼ቇ⋭‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇࠍߪߓ߼ߣߔࠆᧄ㇌ᄢቇ‫ ߡߒߘޔ‬ASEAN ฦ࿖ߩ᡽ᐭ࡮ᄢቇ㑐ଥ⠪ߩ⊝᭽߆ࠄߩߏදജࠍ‫ޔ‬ᒁ߈⛯߈‫߅ޔ‬㗿޿ߔࠆᰴ╙ߢߏߑ޿߹ߔ‫ޕ‬ᧄᣣߪ‫ߩࠕࠫࠕޔ‬Ꮏቇᢎ⢒දജߦ៤ࠊࠅ‫ޔ‬᏷ᐢ޿⚻㛎ࠍ߅ᜬߜߢ޽ࠆߺߥߐ߹ߩ߅⹤ࠍ߁߆߇
޿‫⺖ޔ‬㗴ߦኻߔࠆขࠅ⚵ߺߩ޽ࠅᣇ‫⇐ޔ‬ᗧὐߥߤߦߟ޿ߡ⼏⺰ࠍᷓ߼ࠆߣߣ߽ߦ‫⾆ޔ‬㊀ߥ⺰ὐߦ㑐ߒߡߪ JICA ߩ੐ᬺߦ߅޿ߡ߽ᵴ↪ߐߖߡ㗂߈ߚ޿ߣ⠨߃ߡ߅ࠅ߹ߔ‫ߏߩࡓ࠙ࠫࡐࡦࠪᧄޕ‬ᚑഞࠍᔃࠃࠅ߅␨ࠅ↳ߒ਄ߍߡ‫ޔ‬᜿ᜦߣઍ߃ߐߖߡ޿ߚߛ߈߹ߔ‫ޕ‬9⻠Ṷⷐᣦ㪑㩷 ⻠Ṷ 㪈㩷Ꮏቇᢎ⢒䈮䈍䈔䉎࿖㓙දജ䊂䉱䉟䊮䊒䊨䉳䉢䉪䊃㩷
Ichsan Setya Putra䊋䊮䊄䊮Ꮏ⑼ᄢቇ⾰଻⸽ㇱ㐷㐳䋨䉟䊮䊄䊈䉲䉝䋩㩷 ⻠Ṷߩᯏળࠍਈ߃ߡߊࠇߚ᭏ቇ㐳‫ᧁޔ‬ౝ࠮ࡦ࠲࡯㐳ߦᗵ⻢ߒ‫ࡦ࠼ࡦࡃޔ‬Ꮏ⑼ᄢቇ㧔ITB㧕ࠍઍ⴫ߒߡ⼾ᯅᛛⴚ⑼ቇᄢቇߩ㐿ቇ 35 ๟ᐕߣ‫ޔ‬ICCEED ߩ⸳┙ 10 ๟ᐕߦ␸ᗧࠍ⴫ߔࠆ‫ޕ‬ ⼾ᯅᛛⴚ⑼ቇᄢቇߣࡃࡦ࠼ࡦᎿ⑼ᄢቇߩ㑐ଥߪᷓߊ‫ޔ‬ᐢ߇ࠅࠍ߽ߞߡ޿ࠆ‫ޕ‬1990 ᐕઍߩ JICA
ߦࠃࠆࠗࡦ࠼ࡀࠪࠕ㜞╬ᢎ⢒㐿⊒⸘↹㧔HEDS㧕ࡊࡠࠫࠚࠢ࠻ߩ㗃߆ࠄߔߢߦ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬ࠬࡑ࠻࡜߿ࠞ࡝ࡑࡦ࠲ࡦߩᄢቇᢎຬ߇ࡃࡦ࠼ࡦᎿ⑼ᄢቇߦ࿖ౝ⇐ቇߒߚᓟ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇ╬ᣣᧄߩᄢቇߦ⇐ቇߒߚ‫ᦨޕ‬ㄭߢߪ‫ࡦࠕ࠮ࠕޔ‬Ꮏቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢ㧔AUN/SEED-Net㧕ࡊࡠࠫࠚࠢ࠻ߦࠃࠅ‫࡯ࡑࡦࡖࡒޔࡓ࠽࠻ࡌޔ‬෸߮࡜ࠝࠬߩᢎຬ߇ࡃࡦ࠼ࡦᎿ⑼ᄢቇߦ⇐ቇߒୃ჻ภ
ࠍขᓧߒߚᓟ‫ޔ‬ඳ჻ߩขᓧߦะߌߡ⼾ᯅᛛ⑼ᄢߘߩઁᣣᧄߩᄢቇߦ⇐ቇߒߡ޿ࠆ‫࠼ࡦࡃޔߚ߹ޕ‬ࡦᎿ⑼ᄢቇୃ჻⺖⒟ߩቇ↢߇╙ 1 ᐕᰴߦࡃࡦ࠼ࡦᎿ⑼ᄢቇߢቇ߮╙㧞ᐕᰴߦ⼾ᯅᛛⴚ⑼ቇᄢቇ߳
⇐ቇߒߡୃ჻ภࠍขᓧߔࠆߣ޿߁‫ࠍࡓ࡜ࠣࡠࡊࠣࡦ࠾ࠗ࠷ޔ‬ታᣉߒߡ޿ࠆ‫ޕ‬ਔᄢቇ㑆ߢߪㆊ෰ 10ᐕㄭߊ‫ޔ‬෺ᣇߩቇ↢߇㓸߹ࠅ౒ㅢߔࠆ࿾⃿ⷙᮨߩ⺖㗴ߦߟ޿ߡ⸛⼏ߒᄙᢥൻ౒↢␠ળ߳ߩℂ⸃ࠍᷓ߼ࠆߚ߼ߩࡊࡠࠣ࡜ࡓ߽ታᣉߒߡ޿ࠆ‫ޕ‬ᧄᣣߪ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߣࡃࡦ࠼ࡦᎿ⑼ᄢቇߩ㑆ߩ‫ߦ߁ࠃߩߎޔ‬ᄙ᭽ߥදജ㑐ଥࠍ੹ᓟߤߩ
ࠃ߁ߦㅴዷߐߖࠆ߆ߦߟ޿ߡㅀߴࠆ‫ޕ‬ Ꮏቇᢎ⢒ߩ࿖㓙දജߩ⢛᥊ߣߒߡ‫࡞ࡃ࡯ࡠࠣޔ‬ൻߣ࿾⃿ⷙᮨߢߩ↢↥㐿⊒߇޽ࠆ‫࡮ࠬࡑ࡯࠻ޕ‬ࡈ࡝࡯࠼ࡑࡦߪ⪺⪺‫࠻࠶࡜ࡈޟ‬ൻߔࠆ਎⇇‫ޠ‬㧔The World is Flat㧕ߢࠣࡠ࡯ࡃ࡞ൻࠍ⺰ߓ‫ߩߎޔ‬ਛߢ↢↥ߩ࿖ᄖ↢↥㧔ࠕ࠙࠻࠰࡯ࠪࡦࠣ㧕߇ㅴߺ‫࠻࠶࡜ࡈޔࠣࡦ࡝ࠕ࡚ࠪࡈࠝޔ‬ൻߩㅴዷࠍᜰ៰
ߒߡ޿ࠆ‫ߩ↥↢ޕ‬ㆊ⒟߇਎⇇ⷙᮨߢㅴߺ‫ᤨޔ‬㑆ߩ▵⚂ߦะߌߡ⵾ຠ࠺ࠩࠗࡦ‫ޔ‬ಽᨆ‫⵾ޔ‬ㅧ‫ࡦࡔޔ‬࠹࠽ࡦࠬ‫ߩ╬ࠫࡦࠚ࠴࡞࠺ࡕޔ‬ಽᬺߪ⏕߆ߦㅴዷߒߡ޿ࠆ‫߇␠ࠬࡃࠕࠛޕ‬ᅢ଀ߢ‫࡮⁛࡮੽࡮⧷ޔ‬ߘࠇߦዋ‫ߢࡦࠗࡍࠬޘ‬ಽᬺߒߡ࠺ࠩࠗࡦ߇ߥߐࠇ‫ޔ‬㛳ߊߴ߈ߎߣߦࠗࡦ࠼߿ਛ࿖߽ߘߩ৻┵ࠍᜂߞߡ޿ࠆ‫☨ޔߚ߹߽ࡦࠗࠩ࠺ߩ␠ࠣࡦࠗ࡯ࡏޕ‬࿖એᄖߢ߽ߥߐࠇߡ޿ࠆ‫␠࡞࠺ߩ࠲࡯ࡘࡇࡦࠦޕ‬ߪ‫ޔ‬ਛ࿖‫ޔ࠼ࡦࠗޔ‬บḧ‫ࠍࡦࠗࠩ࠺ߢ࡞࡯ࡐࠟࡦࠪޔ‬ಽᬺߒߡ޿ࠆ‫ޕ‬ ߐߡ‫ᦼߦࠕ࠾ࠫࡦࠛޔ‬ᓙߐࠇࠆജߦߟ޿ߡ⷗ߡߺࠆߣ‫☨ోޔ‬Ꮏቇࠕࠞ࠺ࡒ࡯㧔NAE㧕ߪ‫ޔ‬ኾ㐷
ಽ㊁ߩ⢻ജߣ૬ߖߡ‫ߩઁߩߘޔ‬⢻ജߔߥࠊߜวᚑജ‫ޔ‬ᖱႎ⢻ജ‫ޔ‬ഃㅧᕈ‫ࡦࠗࠩ࠺ޔ‬ജߥߤߩᔅⷐ
ᕈࠍᜰ៰ߒ‫ࡦ࠼ࡦࡃߚ߹ޔ‬Ꮏ⑼ᄢቇߢߪߥߓߺߩ⭯޿‫ࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޔ‬ജ‫⚻࡮ࠬࡀࠫࡆޔ‬༡ജߥߤߩᔅⷐᕈ߽ᜰ៰ߒߡ޿ࠆ‫ߦࠇߎޕ‬ኻᔕߔࠆߦߪ‫ޔ‬ᄢቇ㑆දജߦ߅޿ߡ߽⑳ߚߜ߽૗߆ߒߥ
ߌࠇ߫ߥࠄߥ޿‫ޕ‬ ቇ↢ߩᜰዉߩ࿷ࠅᣇߦߟ޿ߡ߽⺖㗴߇޽ࠆ‫ߪ⟵⻠ޕ‬ਛ਎ߩᤨઍ߆ࠄᐢߊ↪޿ࠄࠇߡ޿ࠆᢎ⢒ߩᒻᘒߩ߭ߣߟߛ߇‫ޔ‬ਛ਎ߩ⛗ߦ߽⻠⟵ߦ߅ߌࠆዬ⌁ࠅ‫⃻ߪߣߎߩߎޕࠆࠇࠄ⷗ߪࠅߴ߾ߒ߅ޔ‬࿷߽ᄌࠊࠄߥ޿ࠃ߁ߢ‫⃻ߦߊߣޔ‬ઍߩቇ↢ߦߣߞߡ৻ᣇ⊛ߥ⻠⟵ߪ㝯ജߣߥߞߡ޿ߥ޿ࠃ߁ߦᕁࠊ
ࠇࠆ‫࠻࠶ࡀ࡯࠲ࡦࠗޕ‬਎ઍߩቇ↢ߪ‫৻ޔ‬ᣇ⊛ߥ⻠⟵ᒻᑼߩቇ⠌ࠃࠅ߽‫ࠄ⥄ޔ‬ታ〣ߔࠆߎߣߦࠃࠅ
ቇ߱ߎߣ߿‫ઁޔ‬⠪ߣߩදജ޽ࠆ޿ߪઁߩቇ↢ߚߜߣߩද௛‫߽ࠇߘޔ‬ㄦㅦߥද௛ࠍᅢ߻௑ะ߇⷗ࠄ
ࠇࠆ‫ޕ‬ᚒ‫ߚߒ⋡⌕ߦߎߘޔߪߦޘ‬ᢎ⢒߇ᔅⷐߢߪߥ޿߆‫ޕ‬ቇ↢ߪߤߩࠃ߁ߦߒߡℂ⸃ࠍ᭴▽ߔࠆ߆ࠍ⠨߃ࠆߣ‫ޔߪࠇߘޔ‬ᢎቶߢߩᢎຬ߆ࠄቇ↢߳ߩ৻ᣇ⊛ᖱႎߩᵹࠇߦࠃࠆߩߢߪߥߊ‫ߩઁޔ‬ቇ

10↢ߣߩදജ߿ታ〣ࠍㅢߒߡߥߐࠇࠆߣ޿߁⠨߃߇޽ࠆ‫⚻ߩࠄ⥄ߪੱޕ‬㛎ߣ⠨߃ߦࠃߞߡߎߘ⥄ࠄߩ⍮ࠍりߦ⌕ߌࠆ߽ߩߢ޽ࠆߣ޿߁ࠦࡦࠬ࠻࡜ࠢ࠹ࠖࡧࠖ࠭ࡓ㧔Constructivism㧕ߩℂ⺰ߦᓥ߃߫‫ޔ‬ቇ⠌ߪ‫ޔ‬ฃേ⊛ߦ⍮⼂ࠍฃߌขࠆߎߣߢߥߊ‫⚻ޔ‬㛎ࠍㅢߓߡ⥄ࠄ⍮⼂ࠍ᭴▽ߔࠆߎߣ‫ߥߔޔ‬ࠊߜᗧ๧ࠍⓍᭂ⊛ߦតߒ᳞߼ࠆߎߣ‫ߣޔ‬⠨߃ࠆߎߣ߇ߢ߈ࠆ‫⃻ߚߒ߁ߘޔߢߎߘޕ‬ઍߩቇ↢ߩߚ߼ߦᢎ⢒ߘߩ߽ߩࠍ࠺ࠩࠗࡦߔࠆᔅⷐ߇޽ࠅ‫ߪࠇߘޔ‬ද௛ߩࡊࡠ࠮ࠬߦࠃࠆߎߣ߇ᦼᓙߐࠇࠆ‫ޕ‬Ꮏቇߩ༡ߺ߇૗ࠄ߆ߩ⺖㗴ߦኻߔࠆ⍮ߩㆡ↪ߢ޽ࠆએ਄‫ޔ‬᭽‫ߥޘ‬⍮⼂ࠍ⺖㗴ߦኻᔕߔࠆߚ߼޽ࠆ
޿ߪᣂ⵾ຠࠍ૞ࠆߚ߼⚵ߺ૬ߖวᚑߔࠆߎߣ߇ᔅⷐߢ޽ࠆߣ޿߁ߩߪ‫ޔ‬NAE ߩᜰ៰ߔࠆߣߎࠈߢ޽ࠆ‫ޕ‬ ߘߎߢ‫ޔ‬ቇ↢߇࿖㓙⊛ߦද௛ߒߡ‫߇࠻ࠢࠚࠫࡠࡊ߁޿ߣ߁ⴕࠍࡦࠗࠩ࠺ޔ‬᳞߼ࠄࠇࠆ‫ࠪࡦࡍޕ‬࡞ࡌ࠾ࠕᎺ┙ᄢߪ‫ࡉ࡝ࠞ࡮ࠞ࡝ࡔࠕࡦ࠹࡜ޔ‬ᶏ⻉࿖ߩᄢቇߣࠦࡦ࠰࡯ࠪࠕࡓࠍᒻᚑߒߡ‫ޔ‬ᄙ࿖ቇ↢㑆ߢ‫ޟ‬࿖㓙⊛ߦ‫ޟޠ‬ද௛ߒߡ‫ࠍ࠻ࠢࠚࠫࡠࡊޠࠆߔࠍࡦࠗࠩ࠺ޟޠ‬ታᣉߒߡ޿ࠆ‫ޕ‬ෳടᄢቇߩ
ᢎ⢒ㅴᐲߦᏅ⇣߇޽ࠆߎߣ߆ࠄ↢ߓࠆ⺖㗴߇޽ࠆߣ߽⡞޿ߡ޿ࠆ߇‫߫߃଀ޔ‬᛬ࠅ⇥ߺᑼ⥄ォゞߩද௛࠺ࠩࠗࡦ߇ߥߐࠇߡ޿ࠆ‫ߪ଀৻߁߽ޕ‬᰷Ꮊࠣࡠ࡯ࡃ࡞ࡊࡠ࠳ࠢ࠻ታ⃻㧔The European Global
Product Realization: E-GPR㧕ߣ⒓ߔࠆ߽ߩߢ‫ޔ‬᰷Ꮊߩ㧢ᄢቇ߇ෳടߒ‫ޔ‬දജડᬺ߇ឭ␜ߒߚ⺖㗴ߦኻߒߡදജߒߡ⸳⸘ߦขࠅ⚵ࠎߢ޿ࠆ‫߽ߦઁޕ‬ડᬺ 20 ␠ߣᄢቇ 35 ᩞ߇දജߒߡᧂ᧪ߩ⥄േゞ⸳⸘ߥߤߦขࠅ⚵ࠎߢ޿ࠆ଀߽޽ࠆ‫ߚߒ߁ߎ߇ࠇࠊࠇࠊޕ‬ขࠅ⚵ߺࠍⴕ߁㓙ߦߪ‫ޔ‬ෳടડᬺߩ
⊒ជ߇ᔅⷐߣߥࠆ‫ޕ‬ ⼾ᯅᛛⴚ⑼ቇᄢቇߣࡃࡦ࠼ࡦᎿ⑼ᄢቇ߇දജߒߡⴕ߁ቇ↢ߩߚ߼ߩࡊࡠࠣ࡜ࡓࠍឭ᩺ߒߚ޿‫ޕ‬ᦨ⚳⊛ߦߪ࿖㓙ද௛࠺ࠩࠗࡦࡊࡠࠫࠚࠢ࠻ࠍ⋡ᜰߔ߽ߩߢ޽ࠆ߇‫ޔߢࡊ࠶࠹ࠬ࡮ࠗࡃ࡮ࡊ࠶࠹ࠬޔ‬࿖㓙ද௛࡜ࠗ࠹ࠖࡦࠣࡊࡠࠫࠚࠢ࠻߆ࠄߩ㐿ᆎࠍឭ᩺ߔࠆ‫ޔߪߢ࠻ࠢࠚࠫࡠࡊߩߎޕ‬ਔᄢቇߩቇ
↢ห჻ߩ࠮ࡒ࠽࡯ࠍ㐿௅ߔࠆᢙ߆᦬೨ߦ‫৻ޔ‬ቯߩ⺖㗴ߦߟ޿ߡ෺ᣇߩቇ↢߇⸛⺰ࠍⴕ޿‫⺖ޔ‬㗴ߦଥࠆᢎຬߣ⧷⺆ߦଥࠆᢎຬߩᡰេߩ߽ߣߢ‫⚿⺰⸛ޔ‬ᨐࠍࡍ࡯ࡄ࡯ߦ➙߼ࠆߎߣ‫ߡߒߘޔ‬෺ᣇߩቇ↢߇ෳടߔࠆ࠮ࡒ࠽࡯ߦ߅޿ߡ⸛⺰⚿ᨐࠍ⊒⴫ߒว޿⼏⺰ߔࠆߎߣ߇৻ㅪߩᵴേߦߥࠆ‫࠼ࡦࡃޕ‬ࡦᎿ⑼ᄢቇߢߪ‫ޔ‬ቇ⠌ߦኻߒߡන૏ࠍઃਈߔࠆ↪ᗧ߇޽ࠆ‫ޕ‬ ߎ߁ߒߚද௛࡜ࠗ࠹ࠖࡦࠣࡊࡠࠫࠚࠢ࠻ߩ⚻㛎ࠍ߽ߣߦ‫ޔ‬ද௛࠺ࠩࠗࡦࡊࡠࠫࠚࠢ࠻ߦ⌕ᚻߒߡߪߤ߁ߛࠈ߁߆‫ߩ࠲࡞ࠞࡖࠫޔࠕࠪࡀ࠼ࡦࠗޕ‬ᣣᧄડᬺࠍߪߓ߼ᄙߊߩડᬺ߇⥝๧ࠍ␜ߔߎߣ
߇ᦼᓙߐࠇࠆ‫ޕ‬11⻠Ṷⷐᣦ㪑㩷 ⻠Ṷ 㪉㩷ᄢቇ㑆䊈䉾䊃䊪䊷䉪䈱ᒝൻ䈮ะ䈔䈩㩷 㵪䊙䊧䊷䉲䉝Ꮏ⑼ᄢቇ䈱੐଀㵪㩷
Ho Chin Siong䊙䊧䊷䉲䉝Ꮏ⑼ᄢቇ࿖㓙੤ᵹㇱ೽ㇱ㐳㩷ߎߩ⻠Ṷߢߪ‫ޔ‬Ꮏቇᢎ⢒ߩ࿖㓙දജߩߚ߼ߦᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠢࠍߤߩࠃ߁ߦᒝൻߔࠆ߆ߦߟ
޿ߡ‫ࠕࠪ࡯࡟ࡑޔ‬Ꮏ⑼ᄢቇ㧔UTM㧕ߩ੐଀ࠍਛᔃߦㅀߴߚ޿‫ޕ‬ߎߩߎߣࠍᬌ⸛ߔࠆ਄ߢߪ‫ޔ‬࿖㓙දജ‫ޔ‬ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣ‫ޔ‬Ꮏቇᢎ⢒ߣ޿߁ 3 ߟߩ੐㗄߇ࠞࠡߣߥࠆࠃ߁ߦᕁࠊࠇࠆ‫ޕ‬࿖㓙දജߦ߅޿ߡߪ‫⇐ޔ⺆⸒↪૶ޔ‬ቇ↢ࠍᒁ߈ઃߌࠆࠞ࡝ࠠࡘ࡜
ࡓ߿ฃ౉ᄢቇߩ▤ℂ⢻ജ߇ᔅⷐߛࠈ߁‫ޕ‬ᄖ࿖ੱ⇐ቇ↢߇࿾ၞ␠ળߦචಽฃߌ౉ࠇࠄࠇࠆߎߣ߇᳞
߼ࠄࠇࠆ߇‫߿⺆⸒ޔ‬ᢥൻߩ⋧㆑ߥߤߦࠃࠅゟ㄂ࠍ↢߻଀߽޽ࠆ‫ޕ‬ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣߦ߅޿
ߡߪ࿖㓙⊛ߥ߽ߩߣਗࠎߢ࿖ౝ⊛ߥ߽ߩ߽޽ࠆߛࠈ߁‫ޕ‬੐ታ UTM ߪ‫⑼ࠕࠪ࡯࡟ࡑޔ‬ቇᄢቇ㧔USM㧕
߿ࡑ࡜ࡗᄢቇ㧔UM㧕ߣㅪ៤㑐ଥ߇޽ࠅ‫ޔ‬࿖ౝㅪ៤ࠍ࿖㓙ㅪ៤ߦ⊒ዷߐߖࠆขࠅ⚵ߺ߇㊀ⷐߦߥࠆ‫ޕ‬ᢎ⢒ㅪ៤࡮⎇ⓥㅪ៤ߩ෺ᣇ߇ᦼᓙߐࠇࠆ‫ޔߚ߹ޕ‬Ꮏቇᢎ⢒ߩⷰὐ߆ࠄߪ‫ޔ‬ᄖ࿖ߩᄢቇߢጁୃ
ߒߚᢎ⢒ࡊࡠࠣ࡜ࡓ߇⥄࿖ߩኾ㐷⹺⸽ᯏ㑐ߦࠃߞߡᱜᒰߦ⹺⸽ߐࠇࠆߎߣ߇㊀ⷐߦߥࠆ‫ޕ‬ᧄ⺰ߦవ┙ߜࡑ࡟࡯ࠪࠕᎿ⑼ᄢቇߩ᭎ⷐߦ⸅ࠇࠆߣ‫ޔ‬1904 ᐕߦ⧷࿖߇⸳┙ߒߚᛛⴚቇᩞࠍ೨りߣߒ‫ޔ‬1972 ᐕߦ࿖┙ᛛⴚᄢቇߦ‫ޔ‬1975 ᐕߦ⃻࿷ߩ UTM ߣߥߞߚ‫⼾ޕ‬ᯅᛛ⑼ᄢߣ߶߷หᐕ㦂ߢ޽ࠆ‫࡞࡯ࡊࡦ࡞࡜ࠕࠢߣ࡞ࡃ࡞࡯ࡎ࡚ࠫޕ‬ㄭ㇠ߩ 2 ߆ᚲߦࠠࡖࡦࡄࠬࠍ߽ߜ‫ޔ‬ᢎຬᢙ 2,000 ฬ૛ࠅ‫ޔ‬ቇ↢ᢙ 20,000 ฬ૛ࠅߢ޽ࠆ‫ߢ߹ࠇߎޕ‬ቇ↢ߩᄙߊߪቇㇱ↢ߛߞߚ߇‫ޔ‬ㄭᐕߪᄢቇ㒮ᢎ⢒ߦ㊀
ὐࠍ⒖ߒߡ߈ߡ߅ࠅ‫ޔ‬2011 ᐕ߆ࠄߪᄢቇ㒮↢ᢙ߇ቇㇱቇ↢ᢙߦᜟ᛫ߒߡ޿ࠆ‫ޕ‬ቇㇱᢙߪჇᄢߒߡ
߈ߡ޿ࠆ‫ޕ‬ࡑ࡟࡯ࠪࠕᎿ⑼ᄢቇߩ࿖㓙ൻᣉ╷ߪ‫ޔ‬Ԙቇ↢߿ࠬ࠲࠶ࡈߩࡕࡆ࡝࠹ࠖ㧔⒖േᕈ㧕ะ਄‫ޔ‬ԙ⎇ⓥදജ‫ޔ‬Ԛᢎ⢒ࡊࡠࠣ࡜ࡓߩ࿖㓙දജ‫ޔ‬ԛ੤ᵹදቯߦၮߠߊ੤ᵹߣ޿߁‫ޔ‬4 㗄⋡ߢㅴ߼ࠄࠇߡ޿ࠆ‫ޕ‬ࠕࠫࠕ‫ޔ‬᰷Ꮊ‫ޔ‬ർ☨‫ߩࠞ࡝ࡈࠕޔ‬㧠࿾ၞߩ 192 ᯏ㑐ߣ੤ᵹදቯࠍ✦⚿ߒߡ߅ࠅ‫ޔ‬਎⇇ߦ 4 ߩᶏᄖ੐ോᚲࠍ⟎޿ߡ޿ࠆ‫᧲ޕ‬੩ߩ੐ോᚲߪ᣿ᴦᄢቇߦ޽ࠆ‫ࠫ࠶࡝ࡉࡦࠤޕ‬ᄢቇ෸߮ࡠ࡯࡞ࠬࡠࠗࠬ␠
ߣߩឭ៤ߦࠃࠆදജߥߤ‫ޔ‬ᶏᄖߩ⪺ฬߥᯏ㑐ߣㅪ៤ߒߚ੐ᬺ‫ߡߞࠃߦޠࠣࡦࠖ࠺ࡦ࡜ࡉ࡮ࠦޟ‬ᄢቇߩ⍮ฬᐲࠍ㜞߼ࠆദജࠍߒߡ޿ࠆ‫ޕ‬2011 ᐕߦࡑ࡟࡯ࠪࠕᎿ⑼ᄢቇߦ㐿ᩞߒߚࡑ࡟࡯ࠪࠕᣣᧄ࿖
㓙Ꮏ⑼㒮㧔MJIIT㧕ߦߟ޿ߡߪ⼾ᯅᛛⴚ⑼ቇᄢቇࠍ฽߻ᣣᧄߩ 23 ᄢቇߩදജࠍᓧߡ߅ࠅ‫੹ޔ‬ᓟ⼾ᯅᛛ⑼ᄢᢎຬߩ৻ጀߩ᧪ቇ࡮දജࠍᦼᓙߒߡ޿ࠆ‫ޕ‬ࡑ࡟࡯ࠪࠕᎿ⑼ᄢቇቇ↢ߩ࿖㓙⒖േࠍ㜞߼ࠆ੐ᬺߣߒߡࠣࡠ࡯ࡃ࡞࡮ࠕ࠙࠻࡝࡯࠴࡮ࡊࡠࠣ࡜
ࡓ㧔GOP㧕߇޽ࠆ‫ޕ‬ቇ↢ࠍ 1 ߥ޿ߒ 2 ㅳ㑆⒟ᐲߩߏߊ⍴ᦼ㑆ᶏᄖߦᵷ㆜ߒߡ‫ޔ‬࿾⃿⊛ⷙᮨߩ⺖㗴ߦ㑐ߔࠆࡢ࡯࡚ࠢࠪ࠶ࡊ߿⻠⟵‫ޔ‬ᢥൻⴕ੐ߦෳടߔࠆᯏળࠍᓧߐߖࠆ߽ߩߢ޽ࠅ‫ޔ‬2009 ᐕߦߪ 1ජฬએ਄ߩቇ↢߇ෳടߒ‫ޔ‬2011 ᐕߦߪ 5,000 ฬߩෳടࠍ⸘↹ߒߡ޿ࠆ‫࠼࡯ࡃ࡯ࡂޕ‬ᄢቇߣߩදജ
ߦࠃࠆ․೎ UTM-Harvard ࡊࡠࠣ࡜ࡓ߽޽ࠆ‫ࠕࠪ࡯࡟ࡑޕ‬Ꮏ⑼ᄢቇߩ࿖㓙ൻߦ߅޿ߡ․ᓽ⊛ߥߎߣߪ‫ޔ‬Ԙ৻ᣇ⊛ߢߥߊ‫ޔ‬෺ᣇߦ⵲⋉ߔࠆᚢ⇛⊛ߥ࿖㓙දജߢ޽ࠆߎߣ‫ޔ‬ԙ⛮⛯ᕈ߇޽ࠅᄢ߈ߥታ
ലᕈࠍ᦭ߔࠆߎߣ‫ޔ‬Ԛ࿖ኅߩ⊒ዷߦነਈߔࠆߎߣ‫ࠍޔ‬㊀ⷞߒߡ޿ࠆߎߣߢ޽ࠆ‫ޕ‬⼾ᯅᛛⴚ⑼ቇᄢቇߣࡑ࡟࡯ࠪࠕᎿ⑼ᄢቇߩ㑆ߩㅪ៤දജࠍ޿ߊߟ߆ߩ㕙ߢᦼᓙߔࠆ‫ޕ‬೨ㅀߒߚࠣࡠ࡯ࡃ࡞࡮ࠕ࠙࠻࡝࡯࠴࡮ࡊࡠࠣ࡜ࡓߦࠃࠆቇ↢ߩࡕࡆ࡝࠹ࠖะ਄‫ޔ‬ቇ↢߿ඳ჻⎇ⓥຬ㧔ࡐࠬ࠼ࠢ㧕ߩ੤ᵹ߿ࠗࡦ࠲࡯ࡦࠪ࠶ࡊ‫ޔ‬ቴຬᢎ᝼߿ᛛ⑼ᄢᢎຬߩᧄቇ⸰໧╬ࠬ࠲࠶ࡈ੤឵‫ޔ‬ᄢቇ㒮↢12ߩᜰዉᢎቭ߿ᄖㇱክᩏᆔຬߣߒߡߩදജ‫࠻ࠗ࡜࠹ࠨޔࡓ࡜ࠣࡠࡊ࡮࡯࡝ࠣࠖ࠺࡞ࠕࡘ࠺ޔ‬੐ോᚲߩ㐿⸳ߥߤߢ޽ࠆ‫ޕ‬ ࡑ࡟࡯ࠪࠕߩ㜞╬ᢎ⢒ߦߪㄭᐕ‫ޔ‬ᄢⴐൻ‫⑳ޔ‬ቇൻ‫ޔ‬ಽᮭൻ‫ޔ‬࿖㓙ൻ߇⷗ࠄࠇࠆ‫ޕ‬ᕆỗߥᄢⴐൻ
ߦࠃࠅ⑳ቇߩቇ↢ᢙߪ․ߦᕆỗߦ᜛ᄢߒߡ߅ࠅ‫⑳ޔ‬ቇൻߦߟ޿ߡߪᶏᄖߩᄢቇߩࡑ࡟࡯ࠪࠕಽᩞ
ߩ⸳⟎߽଀߇޽ࠆ㧔࠾ࡘ࡯ࠞ࠶ࠬ࡞ᄢ‫ࡦ࠻ࡊࡦࠨ࠙ࠨޔ‬ᄢ‫ࡘࠪ࠽ࡕޔ‬ᄢ╬㧕‫ޕ‬㜞╬ᢎ⢒ᯏ㑐ߩ⥄ᴦ߇Ⴧᄢߒߡ߈ߡ޿ࠆ‫ޕ‬࿖㓙ൻߩㅴዷߢో࿖ߩᄖ࿖ੱ⇐ቇ↢ᢙ߽ 2000 ᐕߦߪ 3 ਁੱߛߞߚ߽ߩ
߇ 2010 ᐕߦߪ 8 ਁੱએ਄ߦ߹ߢჇᄢߒߡ޿ࠆ‫ࠕࠪ࡯࡟ࡑޕ‬᡽ᐭߪ‫ࠅࠃޔ‬ᄙߊߩᄖ࿖ੱ⇐ቇ↢ࠍᒁ߈ઃߌࠆߛߌߢߥߊ‫ޔ‬૬ߖߡ‫ޔ‬ห࿖ߩ㜞╬ᢎ⢒࠮ࠢ࠲࡯߇࿖ߩ⚻ᷣ⊒ዷߩߌࠎᒁᓎߣߥࠆߎߣ
ࠍᦼߒߡ޿ࠆ‫ޕ‬㜞╬ᢎ⢒ߩ࿖㓙දജߩᚑഞߩߚ߼ߦߪ‫(ޔ‬1)ቇ↢੤ᵹ‫(ޔ‬2)ᢎຬ੤ᵹ‫(ޔ‬3)ᢎ⢒ࡊࡠࠣ࡜ࡓߩౣᬌ⸛‫ޔ‬(4)⎇ⓥ㐿⊒‫(ޔ‬5) ᄢቇߩ࿖㓙ዷ㐿▤ℂജ߿⥄ᴦߩ⏕଻‫(ޔ‬6)ᄖ࿖ੱ⇐ቇ↢ߣ࿾ၞ␠ળߩද⺞ߣ޿ߞ
ߚ㊀ⷐߥ੐㗄ߦขࠅ⚵߻ᔅⷐ߇޽ࠆߎߣࠍ‫ᦨޔ‬ᓟߦᒝ⺞ߒߡ߅߈ߚ޿‫ޕ‬13⻠Ṷⷐᣦ㪑㩷 ⻠Ṷ 㪊㩷ᄖ࿖ੱ⇐ቇ↢෸䈶⎇ⓥ⠪䈱⋡⊛࿾䈫䈚䈩䈱⼾ᯅᛛⴚ⑼ቇᄢቇ㩷
Phan Dinh Tuan䊔䊃䊅䊛࿖ኅᄢቇ䊖䊷䉼䊚䊮ᏒᎿ⑼ᄢቇ೽ቇ㐳㩷 ੹࿁‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߣࡌ࠻࠽ࡓ࿖ኅᄢቇࡎ࡯࠴ࡒࡦᎿ⑼ᄢቇ㧔VNU-HCMUT㧕ߩදജߩ⊒ዷߦߟ޿ߡㅀߴࠆᯏળࠍᓧߚߎߣߦᗵ⻢ߔࠆ‫ޕ‬
ICCEED ⸳┙ 10 ๟ߣᄢቇ㐿ቇ 35 ๟ᐕࠍᘮ⾐ߔࠆ‫ޕ‬੹ᣣߪ⼾ᯅᛛⴚ⑼ቇᄢቇߣ VNU-HCMUT ߩ㑆ߩදജ㑐ଥߩ⊒ዷߦߟ޿ߡㅀߴ‫ߚ߹ޔ‬ᄖ࿖ੱ⎇ⓥ⠪߿⇐ቇ↢ߩ⎇ⓥవ߿⇐ቇవߣߒߡߩ⼾ᯅᛛⴚ⑼ቇᄢቇߩ㊀ⷐᕈߦߟ޿ߡㅀߴࠆ‫ޕ‬ࡌ࠻࠽ࡓߩᚒ‫⑳ߡߞߣߦޘ‬ቇߣ࿖┙ᄢቇߩ㆑޿ߪᄢ߈޿‫⼾ޕ‬ᯅᛛⴚ⑼ቇᄢቇߪ࿖┙ᄢቇߢ޽ࠅ
㜞ߊ⹏ଔߐࠇߡ޿ࠆ‫⼾ޕ‬ᯅᛛⴚ⑼ቇᄢቇߪ‫ޔ‬ቇ↢ᢙ 20,000 ฬߩ VNU-HCMUT ߣᲧセߒߡ᳿ߒߡᄢ߈ߊߪߥ޿߇‫ޔ‬ᢎຬߩ⎇ⓥታ❣ߪᄢᄌ㜞ߊ‫ో߷߶ߩߘޔ‬ຬ߇ඳ჻ߢ޽ࠅ‫⎇ޔ‬ⓥ߇లታߒߡ޿
ࠆ‫⼾ޕ‬ᯅߣ޿߁Ꮏᬺߩ⋓ࠎߥ‫⥄࠲࡛࠻ޔߥ߆⼾߽ᦨޔ‬േゞࠍߪߓ߼ᄙߊߩડᬺ߇ᵴべߔࠆᒰ࿾ߪ‫ޔ‬තᬺ↢ߦߣߞߡ߽ዞ⡯వࠍ⷗޿಴ߒ߿ߔ޿࿾ߣᕁࠊࠇࠆ‫ޔࠄ߆ߣߎ޿ߥߪߢ߁ߘߪߢࡓ࠽࠻ࡌޕ‬ᄙߊߩࡌ࠻࠽ࡓੱቇ↢߇‫↥ޔ‬ᬺ߇⋓ࠎߢ޽ࠆ⼾ᯅࠍߪߓ߼ᣣᧄߦ⇐ቇߔࠆߎߣࠍᏗᦸߒߡ޿ࠆ‫ޕ‬߹ߚ‫⼾ޔ‬ᯅߪᄢ߈ߥㇺᏒߢߪߥ޿߇ᣂᐙ✢ߣ޿߁ଢ೑ߥ੤ㅢࠕࠢ࠮ࠬ߇޽ࠅ‫ޔ‬੩ㇺ‫ޔ‬ᄢ㒋‫ޔ‬ฬฎደ‫᧲ޔ‬੩ߦ߽ኈᤃߦ޿ߊߎߣ߇ߢ߈ࠆߎߣ߽㝯ജߩ৻ߟߣߥߞߡ޿ࠆ‫ޕ‬
2003 ᐕ߆ࠄ 2005 ᐕ߹ߢߩ㑆 ICCEED ߩቴຬᢎ᝼ߣߒߡ⼾ᯅᛛⴚ⑼ቇᄢቇߦൕോߔࠆߎߣ߇
ߢ߈ߚߎߣߪᐘ޿ߛߞߚ‫⻉ࠄ߆ࡓ࠽࠻ࡌޕ‬ᄖ࿖ߦ಴ࠆੱߪᄙ޿৻ᣇ‫ޔ‬ᚑഞߒߚ଀߫߆ࠅߢߪߥ޿
ਛߢ‫ޔ‬ICCEED ߢߪ‫ޔ‬ႇ๺↵వ↢‫ᧄޔ‬㑆ኡ⤿వ↢‫੉ޔ‬㗡⋥᮸వ↢ࠍߪߓ߼ߣߒߡᄙߊߩᣇ‫ⷫߣޘ‬ߒߊදജߢ߈ߚߎߣߪᐘ޿ߛߞߚ‫ޕ‬ICCEED ߣߣ߽ߦ VNU-HCMUT ߦ߅ߌࠆ࿾ၞ␠ળߣߩㅪ៤
ࠍᒝൻߔࠆߚ߼ߩᛛⴚදജࡊࡠࠫࠚࠢ࠻ࠍડ↹ߒ‫ޔ‬JICA ߦឭ಴ߒߡណᛯߐࠇߚ‫ޕ‬ICCEED ߩ㤥↰ᷡᒾಎᢎ᝼ࠍ࠴࡯ࡈࠕ࠼ࡃࠗࠩ࡯ߦ‫ޔ‬ᄙߊߩ TUT ᢎຬߦ⸰໧ߒߡ߽ࠄ޿‫ޔ‬2006 ᐕ߆ࠄ 2009ᐕ߹ߢߩ 3 ᐕ㑆‫ࠍ࠻ࠢࠚࠫࡠࡊޔ‬ታᣉߔࠆߥ߆ߢ‫ޔ‬ᄢቇߩ⎇ⓥࠍ㜞߼ࠆߎߣ߇ߢ߈ߚ‫ࠚࠫࡠࡊޕ‬ࠢ࠻ߩ╙ 2 ࡈࠚ࡯࠭㧔2009 ᐕ߆ࠄ 2012 ᐕ㧕ߦ߅޿ߡߪ‫ޔ‬ቝ૒ᎹᲞᾢᧄᄢቇᢎ᝼㧔ICCEED ቴຬᢎ᝼㧕ࠍߪߓ߼ߣߔࠆᾢᧄᄢቇߦਥዉ⊛ᓎഀࠍᜂߞߡ޿ߚߛ޿ߡ߅ࠅ‫ޔ‬දജߔࠆ㑐ଥ⠪ߦᗵ⻢ߒߚ޿‫ޕ‬ࡊࡠࠫࠚࠢ࠻ߩડ↹ߦ߅޿ߡදജ㑐ଥࠍ᦭ߒߚߎߣࠍᦼߦ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߣߩߐ߹ߑ߹ߥ
දജ㑐ଥ߇ㅴࠎߛ‫ޕ‬2004 ᐕߦᄢቇ㑆දቯࠍ⚿߮‫ޔ‬දቯߦၮߠ߈‫ୃޔ‬჻⺖⒟ߦ߅ߌࠆࡌ࠻࠽ࡓቇ↢ߩߚ߼ߩ࠷ࠗ࠾ࡦࠣࡊࡠࠣ࡜ࡓ߇㐿ᆎߐࠇߚ‫ޕ‬21 ਎♿᧲ࠕࠫࠕ㕍ዋᐕᄢ੤ᵹ⸘↹㧔JENESYS ࡊࡠࠣ࡜ࡓ㧕ߦࠃࠅᄙߊߩࡌ࠻࠽ࡓੱቇ↢߇⼾ᯅᛛⴚ⑼ቇᄢቇߢ㧝ᐕቇ߱ߎߣ߇ߢ߈ߚ‫ޕ‬JENESYS
ࡊࡠࠣ࡜ࡓෳടቇ↢ߩਛߦߪౣ߮⼾ᯅᛛⴚ⑼ቇᄢቇߦ⇐ቇߒߡ਄૏ߩቇ૏ࠍ⋡ᜰߔ߽ߩ߽޿ࠆ‫ޕ‬ᄙߊߩቇ↢߇⇐ቇߒߡ޿ࠆߎߣߪ‫ޔ‬ఝࠇߚᄢቇߢ޽ࠆߎߣߩ⸽Ꮐߣᕁ߁‫ޕ‬⼾ᯅᛛⴚ⑼ቇᄢቇߪ JICA ߩࠕ࠮ࠕࡦᎿቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢ㧔AUN/SEED-Net㧕ࡊࡠࠫࠚࠢ࠻ߩ㊀ⷐߥᄢቇߢ߽޽ࠆ‫ ߪ࠻ࠢࠚࠫࡠࡊߩߎޕ‬ASEAN ⻉࿖߆ࠄฦ࿖ߩ 1 ߥ޿ߒ 2 ᩞ⒟ᐲߩਥⷐᄢቇ߇ෳടߒߡ߅ࠅ‫ ߪࠄ߆ࡓ࠽࠻ࡌޔ‬HCMUT ߣࡂࡁࠗᎿ⑼ᄢቇߩ 2 ᄢቇ߇ෳടߒߡ޿ࠆ‫ޕ‬ߎߩࡊࡠࠫࠚࠢ࠻ߩߚ߼ߦᣣᧄߩ 11 ᄢቇ߇ᡰេᄢቇߣቯ߼ࠄࠇߡ߅ࠅ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߪ᧲੩
ᄢቇ߿᧲੩Ꮏᬺᄢቇ╬ߣߣ߽ߦᡰេᄢቇߦߥߞߡ޿ࠆ‫⇐ߩࠄ߆ࡓ࠽࠻ࡌޕ‬ቇ↢ߪඳ჻ߩቇ૏ߦะ

14ߌߡᣣᧄߩᡰេᄢቇߦ⇐ቇߒߡ޿ࠆ‫ࠅࠃߦࡓ࡜ࠣࡠࡊ࠴࠶ࠗ࠼ࡦࠨߚ߹ޕ‬㧥߆᦬߆ࠄ㧝ᐕ⒟ᐲ‫ޔ‬ᡰេᄢቇߦ⇐ቇߒߡ⎇ⓥߩ৻ㇱࠍⴕߞߡ޿ࠆ‫ޕ‬ᚒ‫ޘ‬HCMUT ߪ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߣߩදജࠍ⛽ᜬ࡮ᒝൻߔࠆߎߣࠍᏗᦸߒߡ޿ࠆ‫⎇ߦߊߣޕ‬ⓥදജ߿౒ห࠮ࡒ࠽࡯ࠍ‫ޔ‬JICA ߽ߒߊߪઁߩ੐ᬺߦࠃࠅផㅴߐߖߚ޿‫⼾ޕ‬ᯅᛛⴚ⑼ቇᄢቇߩ⧷⺆․೎ࠦ࡯ࠬߩ৻ጀߩలታߦᦼᓙߔࠆ‫ޔߚ߹ޕ‬ᄖ࿖ੱ⇐ቇ↢ߪ⏕߆ߦቇ૏ࠍ⋡ᜰߒߡ⇐ቇߔࠆ߇ቇ
૏ขᓧᓟߩዞ⡯߽㊀ⷐ੐㗄ߢ޽ࠅ‫ޔ‬ડᬺߣߊߦࡌ࠻࠽ࡓߦ߅ߌࠆᣣ♽ડᬺ߳ߩዞ⡯ࠍᏗᦸߔࠆ଀
߇ᄙ޿ߎߣ߆ࠄ‫ߦ߽ߣߣ⺆⧷ޔ‬ᣣᧄ⺆࡮ᣣᧄᢥൻߩᢎ⢒ߦ߽ᄢ޿ߦᦼᓙߒߚ޿‫ޕ‬⼾ᯅᛛⴚ⑼ቇᄢቇቇ↢ߦߪᶏᄖ⇐ቇࠍ൘߼ࠆ‫ޕ‬ᣣᧄੱቇ↢߽ᶏᄖߦ಴ߡ‫ޔ‬ᣣᧄߩ⦟ߐࠍ⷗⋥ߒ‫ޔ‬਎⇇ߩᄙ᭽ᕈࠍ⍮ߞߡࠣࡠ࡯ࡃ࡞᩺ઙߦኻᔕߢ߈ࠆࠃ߁ߦߥߞߡ޿ߚߛ߈ߚ޿‫᧲ޕ‬ධࠕࠫࠕߪ‫ޔ‬ᣣᧄߩቇ↢ߦߣߞߡ߽ࠃ޿ഭ௛ߩ႐ߦߥࠆ‫ߥ࡞ࡃ࡯ࡠࠣޕ‬੐⽎ߦߪ‫ޔ‬᳇୥ᄌേ‫ޔ‬ἴኂ‫ޔ‬ⅣႺ‫࠹ޔ‬ࡠ‫ߩ⽶ߥ߹ߑ߹ߐઁߩߘޔ‬஥㕙߽޽ࠅ‫ޔ‬࿖㓙⊛ߦදജߒߡߎࠇࠄߦ޽ߚࠄߨ߫ߥࠄߥ޿‫࡯ࡠࠣޕ‬ࡃ࡞␠ળߪ࠴ࡖࡦࠬߢ޽ࠅ࠴ࡖ࡟ࡦࠫࡦࠣߢ߽޽ࠆ‫ޕ‬ᦨᓟߦ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߪᄖ࿖ੱ⎇ⓥ⠪߿ᄖ࿖ੱቇ↢ߦߣߞߡᗧ⟵㜞޿⎇ⓥߩ႐࡮ࡄ࡯࠻࠽
࡯ߢ޽ࠅ⇐ቇవߢ޽ࠆߎߣ‫ߥ࡞ࡃ࡯ࡠࠣޔ‬੐⽎ߪᣣᧄ߿⼾ᯅᛛⴚ⑼ቇᄢቇߦߣߞߡ߽ᄢᄌ᜸ᚢ⊛ߢ޽ࠆߎߣ‫࡞ࡃ࡯ࡠࠣޔ‬᩺ઙߦขࠅ⚵߻ߚ߼ߦ߽⾆ቇߩ ICCEED ߿࿖㓙ㇱ㐷ߪᄢቇߦߣߞߡ㊀ⷐߢ޽ࠆߎߣࠍᒝ⺞ߒ‫ޔ‬ᚒ‫ޘ‬࿖㓙ࠦࡒࡘ࠾࠹߽ࠖ⼾ᯅᛛⴚ⑼ቇᄢቇߣ੹ᓟ৻ጀߩදജ㑐ଥࠍᜬߟߎ
ߣࠍᦼᓙߒߡ‫⚿ޔ‬ㄉߣߐߖߡ޿ߚߛߊ‫ޕ‬15⻠Ṷⷐᣦ㪑㩷 ⻠Ṷ 㪋㩷Ꮏቇ♽ቇ↢䊶ᢎຬ࿖㓙੤ᵹ䊒䊨䉫䊤䊛䈮䉋䉍ᒝൻ䈘䉏䈢㩷ᄢቇ㑆䊈䉾䊃䊪䊷䉨䊮䉫Samsul Rizal䉲䊞䉪䉝䊤ᄢቇ೽ቇ㐳䋨䉟䊮䊄䊈䉲䉝䋩㩷᭏ቇ㐳ߣߏ೉Ꮸߩฦ૏ߦ‫੹ޔ‬࿁⻠Ṷߩᯏળࠍឭଏߒߡߊࠇߚߎߣߦኻߒߡᗵ⻢ߔࠆ‫ޕ‬ ࠪࡖࠢࠕ࡜ᄢቇᎿቇㇱߩᢎ⢒ߩ੹ᓟߩ࿷ࠅᣇߦߟ޿ߡ‫ޔ‬ᴺቇㇱ‫⚻ޔ‬ᷣቇㇱߥߤઁቇㇱߩ⚻㛎߽〯߹߃ㅀߴߡߺߚ޿‫ޕ‬੹ᣣ‫ޔ‬ᄙ࿖☋ડᬺߪ਎⇇ߩᄙ᭽ߥ࿾ߩᛛⴚ⠪ࠍ㓹↪ߒߡ߅ࠅᛛⴚ⠪ߪࠣࡠ࡯ࡃ࡞ߥኾ㐷⡯ߦߥߞߡ޿ࠆ‫ࠄ߆ߣߎߩߎޕ‬Ꮏቇᢎ⢒ߩ࿖Ⴚࠍ⿧߃ߚ⋧੕⹺ቯ߿‫ޔ‬ᛛⴚ⠪߇࿖Ⴚࠍ⿧߃ߡᵴべߢ߈ࠆ઀⚵ߺ߇ᔅⷐߦߥߞߡ޿ࠆ‫ߩࠕࠪࡀ࠼ࡦࠗޕ‬Ꮏቇᢎ⢒ߦߟ޿ߡߪ⃻࿷ߪਥߦ࿖ౝ⹺ቯ೙ᐲߩߺߛ
߇੹ᓟߪ࿖㓙⊛ߥ⹺ቯ߇ᔅⷐߦߥࠆ‫੹߽ߢࠇߘޕ‬ᣣ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬Ꮏቇᢎ⢒ߪᒝൻߐࠇߡ߈ߡ
߅ࠅ‫ޔ‬࿖ߩ⚻ᷣࠍߌࠎᒁߔࠆᯏ⢻ࠍᨐߚߔ߹ߢߦߥߞߡ޿ࠆ‫ޕ‬ࠪࡖࠢࠕ࡜ᄢቇ߇૏⟎ߔࠆࠬࡑ࠻࡜ፉർ⷏ㇱߩࠕ࠴ࠚᎺߦߪ‫ޔ‬ᵤᵄ߇ⷅߞߚ 2004 ᐕએ೨߹ߢ
ߪ‫ޔ‬᳃ᣖ໧㗴߽޽ࠅ⻉ᄖ࿖ߩ⎇ⓥ⠪ߩ⸰໧ߪ㔍ߒߊ‫ޔ‬਎⇇ߦᐢߊ㐿߆ࠇߚ࿾ߣߪ⸒߃ߥ߆ߞߚ‫ޕ‬߹ߚ‫࡜ࠕࠢࡖࠪޔ‬ᄢቇߪࠗࡦ࠼ࡀࠪࠕ㜞╬ᢎ⢒㐿⊒㧔HEDS㧕ࡊࡠࠫࠚࠢ࠻߇ 1990 ᐕߦ㐿ᆎߐࠇࠆ߹ߢߪ‫ޔ‬ᒝ޿ᄢቇߢߪߥ߆ߞߚ‫߫߃଀ޕ‬Ꮏቇㇱᢎຬߩ߁ߜඳ჻ࠍ᦭ߔࠆ⠪ߪ 1 ฬߛߞߚ߇ HEDSࡊࡠࠫࠚࠢ࠻ߦࠃࠆᄢቇᒝൻߩ߅߆ߍߢ‫ޔ‬2011 ᐕ⃻࿷‫ߩߘޔ‬ᢙߪ 17 ฬߦߥߞߡ޿ࠆ‫ޕ‬JICA ߿ࠨ࠻࡝ࠝ࡮ࠬࡑࡦ࠻࡝ᢎ᝼‫ᧄޔ‬㑆ኡ⤿ᢎ᝼ࠍߪߓ߼ HEDS ࡊࡠࠫࠚࠢ࠻ࠍㅢߓߡᎿቇᢎ⢒ᒝൻߦዧജߊߛߐߞߚฦ૏ߦᗵ⻢ߒߚ޿‫ޕ‬ࠪࡖࠢࠕ࡜ᄢቇߩᎿቇᢎ⢒߇ᛴ߃ࠆ⺖㗴ߩ߭ߣߟߦ‫ޔ‬࿾ၞߦߪ⢈ᢱ߿ࠝࠗ࡞ߥߤ↥ᬺߪ޽ࠆ߽
ߩߩ 30 ᐕߦਗ਼ࠆ᳃ᣖ⚗੎ߩᓇ㗀ߢ޽߹ࠅ⊒ዷߒߡ޿ߥ޿ߎߣࠍ⢛᥊ߣߒߡ‫ޔ‬ㄭᐕᎿቇㇱ߳ߩ౉ቇ⠪߇ᷫዋߒߡ߈ߡ޿ࠆߎߣ߇޽ࠆ‫ޕ‬ᄙߊߩቇ↢ߪᯏ᪾Ꮏቇ߿ൻቇᎿቇ╬ߩಽ㊁ߦㅴ߻ࠃࠅ߽‫⑼ޔ‬ቇ߿ᢙቇߥߤߩീቇࠍߐ߶ߤᔅⷐߣߒߥ޿ಽ㊁ߦㅴ߻௑ะ߇⷗ࠄࠇࠆߒ‫ޔ‬ᛛⴚ⠪ߣ޿߁ኾ㐷⡯߽ᄌൻߒߡ߈ߡ޿ࠆࠃ߁ߦ⷗ࠄࠇࠆ‫⁁ߩߎޕ‬ᴫࠍ〯߹߃ߚᎿቇᢎ⢒߇᳞߼ࠄࠇߡ޿ࠆ‫ޕ‬ࠪࡖࠢࠕ࡜ᄢቇߪᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣࠍᵴ↪ߒߡ࿖㓙⊛ߦᵴべߢ߈ࠆᛛⴚ⠪ࠍ⢒ᚑߔࠆߚ߼‫ޟޔ‬Ꮏቇቇ↢ᢎຬ࿖㓙੤ᵹࡊࡠࠣ࡜ࡓ‫ࠍޠ‬ᬌ⸛ߒߡ޿ࠆ‫ߩߘޕ‬ขࠅ⚵ߺߪ‫ޔ‬Ԙࠣࡠ࡯ࡃ࡞ߦᵴべߔࠆ⿠ᬺᵴേߦෳ↹ߢ߈ࠆᛛⴚ⠪ߩ㙃ᚑ‫ޔ‬ԙࠣࡠ࡯ࡃ࡞ߥࡆࠫࡀࠬᯏળߩ㐿ᜏ‫ޔ‬Ԛᣂߚߥࡆࠫ
ࡀࠬᯏળߦ❬߇ࠆࠃ߁ߥ౒ห⎇ⓥߩផㅴ‫ޔ‬ԛቇ↢࡮ᢎຬߩ⢻ജࠍ㜞߼ࠆࠃ߁ߥ⺖⒟ᄖᵴേߩዷ㐿ߦ޽ࠆ‫ߩࡓ࡜ࠣࡠࡊޕ‬᭴ᗐࠍ‫࠻࠶ࠚ࠙ࠢ࡯ࡑޔ‬ᄢቇߩ Mark Polczynski ߇ឭ᩺ߔࠆ‫ޟ‬੐ᬺⷐ⚛‫ޠ‬‫ޟ‬࿖㓙දജ‫ޟޠ‬੐ᬺലᨐ‫ޟޠ‬දജߩ․ᓽ‫ޟޠ‬ᒰೋ⾗Ḯ‫⺖ޟޠ‬⒟ᄖᵴേ‫ޟޠ‬੐଀‫ߩޠ‬㗄⋡ߦᓥߞߡᬌ⸛ߔࠆ‫ޕ‬㧔㧝㧕੐ᬺⷐ⚛ߣߒߡߪ‫ޔ‬Ꮏቇ⿠ᬺኅ♖␹ߩᢎ⢒‫ޔ‬ᣂⷙࡆࠫࡀࠬᯏળߩ㐿⊒‫ޔ‬චಽߥቇ↢ᡰេ‫ޔ‬ᄢቇߦࠃࠆ⎇ⓥ㐿⊒ߩ༡೑ൻ߇޽ࠆ‫ޕ‬㧔㧞㧕࿖㓙දജ߇߽ߚࠄߔଢ⋉ߦߪ‫ޔ‬ᣂᛛⴚߦࠃࠆࡆࠫࡀࠬᯏળࠍᐢߍࠆࠃ߁ߥ⎇ⓥදജ‫ޔ‬෸߮⿠ᬺߦ㑐ߔࠆ⍮⼂߿⚻㛎ߩ⋧ᚻᄢቇ߆ࠄߩቇ⠌߇޽ࠆ‫ޕ‬

16㧔㧟㧕ࡊࡠࠣ࡜ࡓ߇߽ߚࠄߔലᨐߣߒߡߪ‫ޔ‬ᣂߚߥ⍮⼂ࠍᵴ↪ߒߡ↢ߺ಴ߐࠇࠆ␠ળ⊛೑⋉‫ޔ‬ᛛⴚߩࡆࠫࡀࠬ߳ߩ⒖ォ⢻ജߩะ਄߇޽ࠆ‫ޕ‬㧔㧠㧕ᒰೋߩදജߩ․ᓽߣߒߡߪ‫ޔ‬ታᣉᷣߺߩᵴേߦၮߠߊߎߣߦࠃࠆࠦࠬ࠻ߩ೥ᷫ‫ޔ‬෺ᣇߩജߩวᚑߦਥ⌒ࠍ⟎ߊߎߣߦࠃࠅਔ⠪ߘࠇߙࠇߦㆊᄢߥᣇ㊎ᄌᦝࠍ᳞߼ߥ޿ߎߣߥߤ߇޽ࠆ‫ޕ‬㧔㧡㧕ᒰೋ⾗Ḯߦ㑐ㅪߒߡ⸒߃߫‫࡜ࠕࠢࡖࠪޔ‬ᄢቇߩᎿቇࡑࡀࠫࡔࡦ࠻ࡊࡠࠣ࡜ࡓߦ߅ߌࠆᚢ⇛⊛ᛛⴚડ↹㐿⊒ࠦ࡯ࠬߪ‫ߦ⊛⚳ᦨޔ‬༡೑ൻߦߟߥ߇ࠆࠃ߁ߥቇ↢ߦࠃࠆᛛⴚ㐿⊒ࠍዷᦸߒߡ޿ࠆ‫ޕ‬㧔㧢㧕੤឵ࡊࡠࠣ࡜ࡓߦ߅ߌࠆ⺖⒟ᄖᵴേߪ‫ޔ‬ቇ↢߿ᢎຬ߇࿖㓙⎇ⓥ࠴࡯ࡓߦෳടߔࠆߎߣࠍㅢ
ߓߡߥߐࠇ‫ઁޔ‬ᯏ㑐ߦࠃࠆ᝼ᬺ߳ߩෳട‫ઁޔ‬ᯏ㑐ࠍ⸰໧ߒ⎇ⓥ߳ߩෳട‫ޔ‬࿖㓙⎇ⓥળ⼏߳ߩෳടߣ⎇ⓥᚑᨐ⊒⴫‫ޔ‬෸߮↥ᬺ⇇ߣߩㅪ៤߇޽ࠆ‫ޕ‬㧔㧣㧕ෳ⠨ߣߒᓧࠆ੐଀ߣߒߡߪ‫⎇ޔ‬ⓥቶ㐿⊒ࠍㅢߓߚ⼾ᯅᛛⴚ⑼ቇᄢቇߣࠪࡖࠢࠕ࡜ᄢቇᎿቇ
ㇱߩ㑆ߩදജ‫࡜ࠕࠢࡖࠪޔ‬ᄢቇߩᴺቇㇱߦ߅ߌࠆදജ੐଀‫ޔ‬෸߮⻠Ṷ⠪⥄り߇⼾ᯅᛛⴚ⑼ቇᄢቇ
߳ߩ⇐ቇߦࠃࠅᓧߚ⎇ⓥቶߢߩ⎇ⓥ⚻㛎╬߇޽ࠆ‫ޕ‬⻠Ṷ⠪⥄りߩ⼾ᯅᛛⴚ⑼ቇᄢቇ߳ߩ⇐ቇ⚻㛎ߣ‫ߩߘޔ‬ᓟߩࠪࡖࠢࠕ࡜ᄢቇߦ߅ߌࠆ೽ቇ㐳ߣߒߡߩࡑࡀࠫࡔࡦ࠻ߩ⚻㛎ߦၮߠ޿ߡ‫ޔ‬ᄢቇ㑆ߩࡀ࠶࠻ࡢ࡯ࠠࡦࠣࠍᒝ߼ࠆᔅⷐ߇޽ࠆߎߣࠍᒝ⺞ߒߚ޿‫ࠣࡦࠠ࡯ࡢ࠻࠶ࡀޕ‬ᒝൻࠍ‫ޔ‬Ꮏቇቇ↢࡮ᢎຬ࿖㓙੤ᵹࡊࡠࠣ࡜ࡓࠍㅢߓߡⴕߞߡ޿ߊߎߣ
ࠍឭ⸒ߔࠆ‫ߩߎޕ‬᭴ᗐߪ‫ޔ‬࿖㓙⊛ߦቇ⠌ߔࠆᣂߚߥⅣႺࠍ߽ߚࠄߔ߽ߩߢ޽ࠅ‫ޔ‬ᣂߚߦ਎⇇⊛ߥࡆࠫࡀࠬᯏળࠍᜏ߈‫౒ޔ‬ห⎇ⓥߩᯏળࠍឭଏߒߡ‫ޔ‬ᄙ᭽ߥ⺖⒟ᄖᢎ⢒ቇ⠌ᵴേࠍน⢻ߦߔࠆ߽ߩ
ߢ޽ࠆ‫ޕ‬

17⻠Ṷⷐᣦ㪑㩷 ⻠Ṷ 㪌㩷Ꮏቇᢎ⢒䈱࿾ၞㅪ៤㩷
Yeoh Fei Yee䊙䊧䊷䉲䉝⑼ቇᄢቇ᧚ᢱ㋶‛⾗ḮᎿቇㇱ਄⚖⻠Ꮷ㩷߆ߟߡ⼾ᯅᛛⴚ⑼ቇᄢቇߩඳ჻⺖⒟ߦቇ߮‫ޔ‬Ꮻ࿖ߒߡ߆ࠄ߽ࡑ࡟࡯ࠪࠕ⑼ቇᄢቇ㧔USM㧕ߩ⎇ⓥ⠪ߣߒߡᒝ޿දജ㑐ଥࠍᜬߜ⛯ߌߡ޿ࠆ⠪ߩ┙႐߆ࠄ‫⇐ޔ‬ቇߩᗧ⟵߿Ꮻ࿖ᓟߩᵴേ‫੹ޔ‬ᓟߩදജㅪ៤߳ߩᦼᓙ╬ߦߟ޿ߡㅀߴࠆ‫ޕ‬࿖㓙දജᯏ᭴㧔JICA㧕ߩࠕ࠮ࠕࡦᎿቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢ㧔AUN/SEED-Net㧕ࡊࡠࠫࠚࠢ࠻ߦࠃࠅ 2004 ᐕ߆ࠄ 2007 ᐕ߹ߢߩ 3 ᐕ㑆⇐ቇߒ᧻ᧄ᣿ᒾ⎇ⓥቶߢᯏ⢻᧚ᢱᎿቇࠍቇࠎߛ‫ޕ‬ᢎ⢒⎇ⓥߩ߶߆‫ޔ‬ડᬺ⸰໧߿࿖㓙੤ᵹ⺖ߩડ↹ߒߚ࿖ౝᣏⴕߦෳടߒᄙߊߩᣣᧄੱߩ෹ੱ߽ߢ߈ߚ‫ޕ‬⇐ቇߢᓧߚ߽ߩߪ‫ޔ‬ኾ㐷ಽ㊁ߩᢎ⢒⎇ⓥߛߌߢߥߊ‫ޔ‬ᣣᧄߩᢥൻ߿ᣣᧄ⺆ߦⷫߒࠎߛߎߣߢ޽ࠅ‫ޔ‬ోജࠍዧߊߒߡࠟࡦࡃ࡞ߣ޿ߞߚᣣᧄੱߩᆫ൓߿ࠬࡇ࡝࠶࠻߽ශ⽎ᷓߊቇ߱ߎߣ߇ߢ߈ߚߎߣߢ
޽ࠆ‫ޕ‬ࡑ࡟࡯ࠪࠕ⑼ቇᄢቇߪ‫ࡦ࠽ࡍޔ‬ፉߦ޽ࠆਥࠠࡖࡦࡄࠬߩ߶߆ࡍ࠽ࡦ߆ࠄゞߢ 30 ಽ߶ߤߩ〒㔌ߦ޽ࠆᎿቇࠠࡖࡦࡄࠬߥߤ 4 ߟߩࠠࡖࡦࡄࠬ߇޽ࠆ‫ࡗ࡜ࡑޕ‬ᄢቇߥߤߣਗࠎߢ࿖ࠍઍ⴫ߔࠆᄢቇߩ
߭ߣߟߢ޽ࠆ‫⇐ޕ‬ቇࠍ⚳߃ߚᓟ߽ᣣᧄߣߩ㑐ଥࠍ଻ߜ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߣࡑ࡟࡯ࠪࠕ⑼ቇᄢቇ
ߩ㑆ߩㅪ៤ࠍ⛯ߌߡ޿ࠆ‫⼾߫߃଀ޕ‬ᯅᛛⴚ⑼ቇᄢቇߩᜰዉᢎቭ߿⎇ⓥ⠪ߩ USM ⸰໧‫⥄ޔ‬ಽ⥄りߩ⼾ᯅᛛⴚ⑼ቇᄢቇ߳ߩ⸰໧‫ޔ‬෺ᣇߩᄢቇߩࠪ࡜ࡃࠬᲧセ‫ޔ‬࿖㓙ળ⼏߳ߩ಴Ꮸ‫౒ޔ‬ห⎇ⓥ╬ߦขࠅ⚵ࠎߢ޿ࠆ‫ޕ‬ᄢቇ㑆ߩ੤ᵹදቯߦၮߠߊ੤ᵹ߽ⴕߞߡ߅ࠅ‫ᧄޔ‬㧔2011㧕ᐕ 9 ᦬ߦߪ᭏ቇ㐳ߦ
USM ࠍ⸰໧㗂߈‫ ߚ߹ޔ‬USM-TUT ౒ห࠮ࡒ࠽࡯‫ࠅࠃޟ‬ᒝ࿕ߥㅪ៤ߦะߌߡ‫ࠍޠ‬Ꮏቇࠠࡖࡦࡄࠬ
ߢ㐿௅ߒߚ‫ޕ‬ಽ㊁ߦᐢ߇ࠅࠍ߽ߞߚߎߩ⒳ߩ࠮ࡒ࠽࡯ࠍਔᄢቇ㑆ߢ㐿௅ߒߚߩߪߎࠇ߇ೋ߼ߡߢ޽ࠆ‫ޕ‬ ࡑ࡟࡯ࠪࠕ⑼ቇᄢቇߣ⼾ᯅᛛⴚ⑼ቇᄢቇߩ㑆ߩදജߪ‫ޔ‬AUN/SEED-Net ࡊࡠࠫࠚࠢ࠻ߦࠃࠆ
߽ߩߩ߶߆‫ޔ‬ᣣᧄ᡽ᐭߩ 21 ਎♿᧲ࠕࠫࠕ㕍ዋᐕᄢ੤ᵹ⸘↹㧔JENESYS㧕ࡊࡠࠣ࡜ࡓߦࠃࠆቇ↢⍴ᦼ⇐ቇ‫౒ߩ࡯࠽ࡒ࠮ޔ‬ห㐿௅߿౒ห⎇ⓥߥߤ‫ޔ‬ᄙ᭽ߢ޽ࠆ‫ޕ‬ ੹ᓟ‫ޔ‬ਔᄢቇ㑆ߩㅪ៤දജ߇৻ጀᒝ߹ࠆߎߣࠍᏗᦸߒ‫ߩ߆ߟߊ޿ޔ‬ឭ᩺ࠍߐߖߡ޿ߚߛߊ‫ޕ‬ ╙ 1 ߦࠣ࡞࡯ࡊߦࠃࠆදജ‫⎇ߢ߹ࠇߎޕ‬ⓥ⠪ห჻ߩ୘ੱ⊛ߟߥ߇ࠅߦࠃࠆ߽ߩ߇ਥߛߞߚ߇‫ޔ‬ߎࠇ߆ࠄߪ୘‫ߦੱޘ‬㒢ࠄߕ㓸࿅㧔ࠣ࡞࡯ࡊ㧕ߦࠃࠆ⎇ⓥදജ߽ㅴ߼ࠄࠇࠆߎߣࠍᏗᦸߔࠆ‫ޕ‬ ╙ 2 ߦಽ㊁᜛ᄢ‫ ߪߢ߹ࠇߎޕ‬AUN/SEED-Net ࡊࡠࠫࠚࠢ࠻ߦ߅ߌࠆਔᄢቇߩᓎഀ߇᧚ᢱ⑼ቇ
ࠍਛᔃߣߔࠆ߽ߩߢ޽ߞߚߛߌߦ‫ޔ‬ਔᄢቇ㑆ߩදജ߽ߎߩಽ㊁ࠍਛᔃߦߥߐࠇߡ޿ߚ߇‫੹ޔ‬ᓟߪࠃࠅ᏷ᐢ޿ಽ㊁ߩදജࠍᏗᦸߔࠆ‫ޕ‬ ╙ 3 ߦ⋧੕ᕈ‫⇐ߩߢ߹ࠇߎޕ‬ቇࠍㅢߓߚㅪ៤ߪ‫⎇ޔ‬ⓥߩ౒หᜰዉߥߤߪ޽ࠆ߽ߩߩ 1 ᣇะߩ߽ߩ߇ਥߛߞߚ߇‫⋧ޔߪࠄ߆ࠇߎޔ‬੕ߦ⋧ᚻ஥ߩቇ૏ࠍ⹺ቯߔࠆߎߣ߿‫ޔ‬ਔᄢቇ㑆ߢ࠳ࡉ࡞࠺ࠖࠣ
࡝࡯ߩ೙ᐲࠍ߽ߟߥߤ‫⋧ޔ‬੕ᕈߩ޽ࠆදജㅪ៤߇ߥߐࠇࠆߎߣࠍᏗᦸߔࠆ‫ޕ‬ ╙ 4 ߦ౒ห࠮ࡒ࠽࡯‫ޕ‬ᤓᐕ 9 ᦬ߦ㐿௅ߒߚ‫ޔ‬᏷ᐢ޿ಽ㊁ߢߩ౒ห࠮ࡒ࠽࡯ߪᄢᄌᗧ⟵㜞ߊ‫੹ޔ‬ᓟ߽ߎ߁ߒߚ࠮ࡒ࠽࡯ࠍ౒หߢቯᦼ⊛ߦ㐿௅ߔࠆߎߣࠍᏗᦸߔࠆ‫ޕ‬ ╙ 5 ߦ↥ᬺ⇇ߣߩㅪ៤ߦ߅ߌࠆᄢቇ㑆දജ‫ޕ‬㐳ጟᛛⴚ⑼ቇᄢቇߣߩ㑆ߢవⴕ੐଀߇޽ࠆ߇‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇቇ↢߇ࡑ࡟࡯ࠪࠕࠍታോ⸠✵వߣߒߡ⸰໧ߒࡑ࡟࡯ࠪࠕߦᚲ࿷ߔࠆડᬺߣ߽දജ

18

ߔࠆߎߣ‫⑼ࠕࠪ࡯࡟ࡑߚ߹ޔ‬ቇᄢቇቇ↢߇ᣣᧄߦ߅޿ߡห᭽ߩ⚻㛎ࠍᓧࠄࠇࠆࠃ߁ߦߔࠆߎߣࠍ
Ꮧᦸߔࠆ‫↥ޕ‬ᬺ⇇࡮ડᬺߦ㒢ࠄߕ‫ޔ‬࿾ၞ␠ળߣߩㅪ៤߇ᒝ߹ࠆߎߣࠍᏗᦸߔࠆ‫ޕ‬ ╙ 6 ߦࠨ࠹࡜ࠗ࠻ࠝࡈࠖࠬ‫ޕ‬෺ᣇߩᄢቇ߇੕޿ߩᄢቇߦᶏᄖࠝࡈࠖࠬࠍ⟎߈‫ࠖࡈࠝߚߒ߁ߘޔ‬ࠬߦ߅޿ߡ౉ቇ⹜㛎߿౉ቇ⸵นߩ⊒ⴕ߹ߢߢ߈ࠆࠃ߁ߦߔࠇ߫‫⇐ޔ‬ቇ߇ࠃࠅ౞Ṗߦߥߐࠇࠆߣ⠨߃ࠆ‫ޕ‬ ╙ 7 ߦࠕ࠮ࠕࡦ࡮ࡊ࡜ࠬ㧟߳ߩ౒หදജ‫ޕ‬ASEAN㧗㧟ߦ߅ߌࠆ⚻ᷣㅪ៤߇ㅴࠎߢ߅ࠅ‫ޔ‬ASEANߦߪࡉ࡞ࡀࠗ߿ࠪࡦࠟࡐ࡯࡞ߩࠃ߁ߦ⼾߆ߥ࿖߽޽ࠇ߫‫ࡌޔ࡯ࡑࡦࡖࡒޔࠬࠝ࡜ޔࠕࠫࡏࡦࠞޔ‬࠻࠽ࡓߩࠃ߁ߦᣂ⥝ߩ࿖߽޽ࠆ‫ޕ‬ਔᄢቇ߇ᄢ߈ߥᓎഀࠍᨐߚߒߡ‫ޔ‬ASEAN ࿾ၞߩᄢቇ㑆දജ࡮ㅪ៤߇ㅴ߼ࠄࠇࠇ߫‫ߩࠇߙࠇߘޔ‬ᄢቇ߇⵲⋉ߔࠆߛߌߢߥߊᣣᧄߩડᬺߦ߽⵲⋉ߔࠆߛࠈ߁‫ޕ‬ᯏળߪචಽߦ޽ࠆࠃ߁ߦᕁ߁‫ޕ‬ㄭᐕ‫ࠅࠃޔ‬㜞ᐲߥᛛⴚ߳ߩᦼᓙߪ߹ߔ߹ߔ㜞߹ߞߡ߅ࠅ‫ޔ‬Ꮏቇᢎ⢒߳ߩᦼᓙߪᄢ߈ߊ‫ߘߚ߹ޔ‬ߩ⾰▤ℂ߽ᄢᄌ㊀ⷐߢ޽ࠆ‫ߩ⾰߽ߡ޿߅ߦࠕࠪ࡯࡟ࡑޕ‬㜞޿Ꮏቇᢎ⢒߇ᄢᄌ㊀ⷐߢ޽ࠅࡑ࡟࡯ࠪ
ࠕ⑼ቇᄢቇ߽࿖ߩਥⷐᄢቇߣߒߡߩᓎഀ߇ᦼᓙߐࠇߡ޿ࠆ‫ޕ‬Ꮏቇࠠࡖࡦࡄࠬߦ޽ࠆᎿቇ㑐ଥ㧢ቇㇱߣ⼾ᯅᛛⴚ⑼ቇᄢቇߩ㑆ߩ੤ᵹ߿‫⎇࡞ࡉ࠽ࠗ࠹ࠬࠨ࡮࡞ࡃ࡯ࡠࠣޔ‬ⓥ࠮ࡦ࠲࡯㧔Center for
Global Sustainability Studies: CGSS㧕ߣ ICCEED ߩ㑆ߩදജㅪ៤߇ㅴ߻ߎߣࠍᦼᓙߔࠆ‫ޕ‬19⻠Ṷⷐᣦ㪑㩷 ⻠Ṷ 㪍㩷Ꮏቇᢎ⢒䈱䈢䉄䈱⼾ᯅᛛⴚ⑼ቇᄢቇห⓹䈱࿖㓙ዷ㐿㩷
Nguyen Ngoc Binh䊔䊃䊅䊛࿖ኅᄢቇ䊊䊉䉟ᩞ䊶Ꮏ⑼ᛛⴚᄢቇቇ㐳㩷⼾ᯅᛛⴚ⑼ቇᄢቇߩర⇐ቇ↢㧔1992-1996 ᐕ㧕ߢ޽ࠅ‫⃻ޔ‬࿷ࡌ࠻࠽ࡓߦ߅޿ߡరᣣᧄ⇐ቇ↢දળߦ߽៤ࠊߞߡ޿ࠆߎߣ߆ࠄ‫੹ޔ‬ᣣߪ‫ޔ‬Ꮏቇᢎ⢒ߩߚ߼ߩᄢቇห⓹ߩ࿖㓙ዷ㐿ߦߟ޿ߡㅀߴࠆ‫ޕ‬ තᬺ↢࡮ห⓹ߪ‫ޔ‬ᄢቇ߇߽ߚࠄߔᨔⷐߥᨐታߢ޽ࠅ‫ޔ‬ᄢቇߩ༡ߺߩᦨ㊀ⷐߥ⊒㔺ߢ޽ߞߡ‫ޔ‬ห⓹ߩ਎⇇ਛߩ␠ળߢߩᵴべ߇ᄢቇߩ㜞޿⹏ଔߦߟߥ߇ࠆ‫ޕ‬ห⓹ߪᲣᩞߩᄢቇ߆ࠄߩᄢ૶ߣߥࠅᓧ‫ޔ‬ᄢቇߣ␠ળࠍ⚿߮ߟߌࠆ᨞ߌᯅߣߒߡ‫ޔ‬ᄢቇߩᐢႎዷ㐿ߦ߅޿ߡ㊀ⷐߥᓎഀࠍᨐߚߒᓧࠆ‫ߩߘޕ‬ߚ߼ߦᄢቇߦߪ‫ޔ‬㊀ⷐߥ㑐ଥ⠪ߣߒߡ‫ޔ‬ห⓹ߣߩㅪ៤㑐ଥࠍ⛽ᜬߔࠆߎߣ߇ᦼᓙߐࠇࠆ‫ޕ‬ห⓹ߪ෶‫ޔ‬ห⓹ળࠍㅢߓߡᄢቇℂ੐ળߦෳടߒᄢቇߩ▤ℂㆇ༡߿㊀ⷐ੐㗄ߩክ⼏ߦදജߒ‫ޔ‬ᄢቇ߳ߩ౉
ቇ⠪ࠍ൘⺃ߒ‫⃻ޔ‬ᓎቇ↢߿ᣂⷙතᬺ⠪ߦഥ⸒ߒ‫ޔ‬ᄢቇߩ⾗㊄₪ᓧࠍᡰេߔࠆߥߤ‫ߥ߹ߑ߹ߐޔ‬ᄢቇᡰេߩᓎഀ߇ᦼᓙߐࠇࠆ‫ޕ‬ ᶏᄖߩห⓹ળߦߪߣߊߦ‫ޔ‬ቇࠎߛ࿖߿ᄢቇ߆ࠄߩᄢ૶ߩᓎഀ߇ᦼᓙߐࠇߡ߅ࠅ‫ᧄޔ‬࿖ߣቇࠎߛ
࿖ߩ㑆ߩ᨞ߌᯅ߿‫ߦ౒ޔ‬ቇࠎߛઁ࿖߆ࠄߩᄖ࿖ੱ⇐ቇ↢ߩᲣ࿖ߣߩ㑆ߩ᨞ߌᯅߣߒߡ߽ᵴべߢ߈ࠆ‫ߥ߁ࠃߩߘޕ‬ᓎഀࠍᨐߚߔߚ߼ᶏᄖߩห⓹ߦኻߒߡߪ‫ޔ‬Უᩞߩᄢቇ‫ޔࡈ࠶࠲ࠬޔ‬రᜰዉᢎຬ╬ߦࠃࠆ㈩ᘦ߿‫⃻ޔ‬࿾ߩ࿾ᣇ᡽ᐭ߿Უᩞߩ࿖ߩᄢ૶㙚߆ࠄߩᡰេࠍᔅⷐߣߒߡ޿ࠆ‫⻉ࡦࠕ࠮ࠕޕ‬࿖ౝߢߩ⇐ቇ↢੤ᵹ߇⋓ࠎߥߎߣ߆ࠄ‫⻉ࡦࠕ࠮ࠕޔ‬࿖ߩฦᄢ૶㙚߇ᶏᄖߩห⓹ળࠍᡰេߔࠆߎߣ߇
ᦼᓙߐࠇࠆ‫ޕ‬ ห⓹ળᵴേߩ৻଀ࠍ᜼ߍࠇ߫‫ࡓ࠽࠻ࡌޔ‬రᣣᧄ⇐ቇ↢දળ㧔Japan Alumni Association ofVietnam: JAV㧕ߪ‫ߢࡓ࠽࠻ࡌޔ‬ᣣᧄ⇐ቇ⚻㛎⠪ߩ㑆ߩ⋧੕ℂ⸃࡮දജࠍଦㅴߔࠆߣߣ߽ߦ‫ޔ‬ᓐࠄߣᣣᧄߩᜰዉᢎቭ‫ޔ‬ᄢቇࠬ࠲࠶ࡈ‫ޔ‬ᣣᧄ‫ ߿ࡓ࠽࠻ࡌޔ‬ASEAN ട⋖࿖ߩ㑐ଥᯏ㑐ߣߩදജߩଦㅴ
ߦദ߼ߡ޿ࠆ‫ޕ‬ ࡌ࠻࠽ࡓరᣣᧄ⇐ቇ↢දળߩࠃ߁ߦᶏᄖߩห⓹ળߪߘࠇߙࠇߩ࿖ߢᵴべߒߡ޿ࠆ߇‫ޔࡓ࠽࠻ࡌޔ‬ࡑ࡟࡯ࠪࠕ‫ࠆߌ߅ߦߤߥࠕࠪࡀ࠼ࡦࠗޔ‬᭽‫ߥޘ‬ర⼾ᯅᛛ⑼ᄢ⇐ቇ↢ห⓹ળ߇ࡀ࠶࠻ࡢ࡯ࠢࠍ᭴ᚑ
ߒ౒ߦᵴേߢ߈ࠇ߫‫ޔ‬ASEAN ߩᄙߊߩ႐ߢ⼾ᯅᛛⴚ⑼ቇᄢቇߩᵴべ߇ᦼᓙߢ߈ࠆ‫ߩߘޕ‬㓙‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߩ ICCEED ߇⻉੐ᬺߩዷ㐿ߦ߅޿ߡᄢ߈ߥᓎഀࠍᜂ߃ࠆߩߢߪߥ޿߆‫ޕ‬ ߐ߹ߑ߹ߥห⓹ળ⚵❱ߩㅪ៤૕೙ࠍ⠨߃ࠆߦ޽ߚࠅ޿ߊߟ߆ߩᣢሽߩㅪว૕߇ෳᾖߦ୯ߔࠆ‫ޕ‬
ASEAN రᣣᧄ⇐ቇ↢⹏⼏ળ㧔ASEAN Council of Japan Alumni: ASCOJA㧕ߪ‫ޔ‬1974 ᐕ‫↰⑔ޔ‬ᄢ⬿ᄢ⤿㧔ᒰᤨ㧕ߩ๭߮߆ߌߢߪߓ߹ߞߚᄖോ⋭᜗߳޿੐ᬺߢ੤ᵹࠍᷓ߼ߚෳട⠪߇ਛᔃߣߥࠅ
ASEAN ฦ࿖ߩరᣣᧄ⇐ቇ⠪ળห჻ߩ੤ᵹࠍ⋡⊛ߣߒߡ‫ޔ‬1977 ᐕߦ⸳┙ߐࠇߚ‫ޕ‬ASCOJA ࠍ᭴ᚑߔࠆฦ࿖ߩᏫ࿖⇐ቇ↢ળߪ‫ࠕࠪࡀ࠼ࡦࠗޔ‬㧔PERSADA㧕‫ࠕࠪ࡯࡟ࡑޔ‬㧔JAGAM㧕‫ࡇ࡝ࠖࡈޔ‬ࡦ㧔PHILFEJA㧕‫࡞࡯ࡐࠟࡦࠪޔ‬㧔JUGAS㧕‫ࠗ࠲ޔ‬㧔OJSA㧕‫ࠗࡀ࡞ࡉޔ‬㧔BAJA㧕‫ࡑࡦࡖࡒޔ‬࡯㧔MAJA㧕‫ࠕࠫࡏࡦࠞޔ‬㧔JAC㧕‫ࡓ࠽࠻ࡌޔ‬㧔JAV㧕ߩ⸘ 9 ߆࿖ߦ⚵❱ߐࠇߡ޿ࠆ‫࡮ࡖࠫࠬࠕޕ‬20ࠗࡦ࠲࡯࠽࡚ࠪ࠽࡞㧔ASJA [Asia Japan Alumni] International㧕ߪ‫ޔ‬ᣣᧄߩᄖോ⋭ߩᡰេߩਅ‫ޔ‬
2000 ᐕߦ⊒⿷ߒߚ࿖㓙⊛ߥ⚵❱ߢ޽ࠅ‫ޔ‬ASEAN ߩ⇐ቇ↢ߦኻߔࠆᡰេ੐ᬺ╬ࠍታᣉߒߡ޿ࠆ‫ޕ‬ASCOJA ℂ੐ߩ߭ߣࠅߢ޽ࠆ⥄ಽߪ‫ߩ❱⚵ߩࠄࠇߎޔ‬ᨒ⚵ߺߩਛߢ⼾ᯅᛛⴚ⑼ቇᄢቇห⓹ળࠍ⊒⿷ߐߖࠆߎߣࠍឭ⸒ߒߚ޿‫ޕ‬ ࡌ࠻࠽ࡓߩ႐ว‫⥄ޔ‬ಽߪ 1996 ᐕ⼾ᯅߦ޿ߚᤨઍߦ‫ޔ‬ᶏᄖࡌ࠻࠽ࡓ⎇ⓥ⠪⇐ቇ↢දળ㧔Overseas
Vietnamese Association of Scientists and Students: VKS㧕ࠍ┙ߜ਄ߍߚ‫ޕ‬Ꮻ࿖ᓟߩ 2001 ᐕ‫ޔ‬ࡌ ࠻ ࠽ ࡓ ੱ ⇐ ቇ ↢ ⻉ ᳁ ߇ ⊒ ⿷ ߐ ߖ ߚ ࡌ ࠻ ࠽ ࡓ 㕍 ᐕ ቇ ↢ ᣣ ᧄ ද ળ 㧔 Vietnamese Youth andStudents Association in Japan: VYSA㧕ߪ᧲ᶏ‫ޔ‬ർᶏ㆏‫᧲ޔ‬ർ‫ޔ‬ᣂẟ‫ޔ‬㑐᧲‫ޔ‬੩ㇺߥߤ 13 ߩᡰㇱ߇޽ࠅળຬᢙߪ⚂ 3,000 ฬߢ޽ࠆ‫ࡓ࠽࠻ࡌޕ‬రᣣᧄ⇐ቇ↢දળ㧔JAV㧕ߪ 2001 ᐕߦ⸳┙ߐࠇ
2007 ᐕ߆ࠄ ASCOJA‫ޔ‬ASJA ߩળຬߦߥߞߡ޿ࠆ‫ࡓ࠽࠻ࡌޕ‬࿖ౝߩࡈࠛ‫ࡦࡒ࠴࡯ࡎޔ‬Ꮢ╬ߦ࿖ౝࠣ࡞࡯ࡊࠍ᦭ߒ‫ޔ‬JAV ⑔ጟ‫ޔ‬JAV 㑐⷏ߥߤߩ⚵❱߽޽ࠆ‫ޕ‬ᗲ⍮⋵ߣߩදജߢࡌ࠻࠽ࡓᗲ⍮⇐ቇ↢ห⓹ࡀ࠶࠻ࡢ࡯ࠢ㧔Vietnam Aichi Ryugakusei OB/OG Network: VARONET㧕ߣ޿߁ࡀ࠶࠻
ࡢ࡯߽ࠢ޽ࠆ‫ޕ‬ ࡌ࠻࠽ࡓ࿖ኅᄢቇࡂࡁࠗᩞ࡮Ꮏ⑼ᛛⴚᄢቇ㧔VNU-UET㧕߽⼾ᯅᛛⴚ⑼ቇᄢቇ߽‫੹ߚ߹ޔ‬ᣣߎߎߦઍ⴫߇߅㓸߹ࠅߩߘࠇߙࠇߩᄢቇ߽ߣ߽ߦ‫ޔ‬Ꮏቇᢎ⢒ߦᒰߚߞߡ߅ࠅ౒ㅢߩ⹺⼂ࠍ߽ߞߡ޿
ࠆ‫ޕ‬Ꮏቇᢎ⢒ߩ⾰ߩะ਄ߦะߌߡ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇห⓹↢ߩෳ↹߽ᓧߡ‫ޔ‬දജߒߡᢎຬ⢻ജะ਄㧔FD㧕߿ᢎ⢒ࡊࡠࠣ࡜ࡓߩะ਄ߩߚ߼ߦදജߢ߈ߥ޿ߛࠈ߁߆‫ߪߢߎߘޕ‬Ꮏቇᢎ⢒ߩ࿖㓙දജߦข⚵߻ ICCEED ߇ᩭߣߥࠆᓎഀࠍᨐߚߔߎߣࠍᏗᦸߔࠆ‫ޕ‬ᣣᧄߩ㜞╬ኾ㐷ቇᩞߣ㐳ጟ‫⼾ޔ‬ᯅߩᛛⴚ⑼ቇᄢቇߪ‫ޔ‬Ꮏቇ♽ߩ㜞ᐲߥኾ㐷ᢎ⢒ߦᄢ߈ߥᓎഀࠍᨐߚߒߡ߈ߡ޿ࠆ‫ޕ‬ASEAN ⻉࿖߽㜞╬ኾ㐷ቇᩞ೙ᐲ߳ߩ㑐ᔃࠍ㜞߼ߡ߅ࠅ‫ߪࡓ࠽࠻ࡌޔ‬᣿ࠄ߆ߦߎߩ೙ᐲߩዉ౉ࠍᦸࠎߢ޿ࠆ‫ޕ‬ਔᛛ⑼ᄢࠍ฽߻㜞╬ኾ㐷ቇᩞߩࠪࠬ࠹ࡓࠍ⻉࿖ߦャ಴ߔࠆߎߣࠍᬌ⸛ߒߡ᰼ߒ޿‫ޕ‬ ⼾ᯅᛛⴚ⑼ቇᄢቇߢቇࠎߛߣ޿߁౒ㅢߔࠆ⚻㛎ߣଔ୯ߦၮߠ߈‫ޔ‬ห⓹‫ޔ‬ห⓹ળߩᐢ߇ࠅߣᵴべߦᦼᓙߔࠆߣߣ߽ߦ‫ޔ‬ASEAN ࿾ၞߩᎿቇᢎ⢒ߩะ਄ߦะߌߚ᭽‫ߥޘ‬ขࠅ⚵ߺࠍᦼᓙߔࠆ‫ޕ‬21⻠Ṷⷐᣦ㪑㩷 ⎇ⓥ⚫੺㩷⼾ᯅᛛⴚ⑼ቇᄢቇ‫ޟ‬࿖㓙⎇ⓥࡊࡠࠫࠚࠢ࠻‫ޠ‬Djumanto
⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷․છಎᢎ᝼㩷䉧䉳䊞䊙䉻ᄢቇㄘቇㇱ⻠Ꮷ㩷 ᄢቇ㑆ࡀ࠶࠻̆ࡢ࡯ࠠࡦࠣߩ⹜ߺߩ৻ߟߣߒߡ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇ࿖㓙⎇ⓥࡊࡠࠫࠚࠢ࠻
2010-2011 ࠍ⚫੺ߔࠆ‫ޕ‬ ⼾ᯅᛛⴚ⑼ቇᄢቇߪ‫ޔ‬ᜬ⛯ᕈߩ޽ࠆ⚵❱⊛ߥ࿖㓙⎇ⓥදജࠍଦㅴߔࠆߚ߼‫ޔ‬2010 ᐕᐲ߆ࠄ⼾ᯅ
ᛛ⑼ᄢ࿖㓙⎇ⓥࡊࡠࠫࠚࠢ࠻ߩ੐ᬺࠍ┙ߜ਄ߍߚ‫ߩߎޕ‬੐ᬺߦࠃࠆᦨೋߩࡊࡠࠫࠚࠢ࠻ߣߒߡ‫ޔ‬‫ޟ‬᳓⾰ᳪỘ‛⾰ߩേᘒ⸃ᨆ⎇ⓥߣࠗࡦ࠼ࡀࠪࠕߦ߅ߌࠆ᳓ⅣႺ⎇ⓥࡀ࠶࠻ࡢ࡯ࠢߩ᭴▽‫⺖ࠍޠ‬㗴ߣߔࠆࡊࡠࠫࠚࠢ࠻㧔ࡊࡠࠫࠚࠢ࠻ઍ⴫⠪੗਄㓉ାᢎ᝼㧕߇ណᛯߐࠇߚ‫ޔߪ࠻ࠢࠚࠫࡠࡊߩߎޕ‬⺖㗴ฬ߇␜ߔߣ߅ࠅ‫ޔ‬᳓ⅣႺߦ㑐ߔࠆ⎇ⓥߩታᣉߣ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬ᯏ㑐㑆ਗ߮ߦࠗࡦ࠼ࡀࠪࠕ
ߩ⻉ᯏ㑐ߣ⼾ᯅᛛ⑼ᄢߩ㑆ߩㅪ៤㑐ଥߩᒝൻߣ޿߁ੑߟߩ⋡⊛ࠍ᦭ߒߡ޿ࠆ‫ޕ‬ ࠗࡦ࠼ࡀࠪࠕߦ߅޿ߡߪ‫ޔ‬㊄ណជᵴേߦ⿠࿃ߔࠆᴡᎹߩ᳓㌁ᳪᨴ‫ੱޔ‬㑆ߩᵴേߦࠃࠆንᩕ㙃ൻ‫ޔ‬Ვ⯻೷ߦࠃࠆᳪᨴߥߤ‫ޔ‬᳓ⅣႺ໧㗴ߪᷓೞߢ޽ࠆ‫⻉ߩࠕࠪࡀ࠼ࡦࠗޕ‬ᄢቇߣ⼾ᯅᛛ⑼ᄢߪ౒ห⎇ⓥߦࠃࠅߎ߁ߒߚ໧㗴ߦขࠅ⚵ࠎߢ޿ࠆ‫ޕ‬᳓ߩൻቇ⊛࡮↢‛ቇ⊛ᕈ⾰ߩ⸃ᨆᚻᴺ╬ߦߟ޿ߡߪ੗
਄ᢎ᝼߇ታᣉߒߚᣣᧄߩਃᴡḧߦ߅ߌࠆవⴕ⎇ⓥߩ଀ߦߥࠄߞߡ޿ࠆ‫ޕ‬ᄢቇ㑆ߩㅪ៤ᒝൻߦߟ޿ߡߪ‫ࠕࠪࡀ࠼ࡦࠗޟޔ‬᳓ⅣႺቇળ‫ޠ‬㧔ISWE㧕ߣ⒓ߔࠆቇળࠍ⸳┙ߔࠆㆇ߮ߣߥߞߚߎߣߪᄢ߈ߥᚑᨐߢ޽ࠆ‫ޕ‬2011 ᐕ 12 ᦬ߦ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇߩ␹㊁ℂ੐෸߮੗਄ᢎ᝼ࠍ᜗ᓙ⻠Ṷ⠪ߣߒߡㄫ߃‫ޔ‬ቇળ⊒⿷ࠍ⸥ᔨߒߚ⎇ⓥ⊒⴫ળࠍࡉ࡜࠙ࠖࠫࡖࡗᄢቇߢ㐿௅ߔࠆ‫ޕ‬ቇળߦߪࡃࡦ࠼ࡦᎿ⑼ᄢቇ‫࠳ࡑࡖࠫࠟޔ‬ᄢቇ‫ࡗ࡜ࠞࡦ࡜ࡄޔ‬ᄢቇ‫࡜ࠕࠢࡖࠪޔ‬ᄢቇ‫ࡠ࠼࠲ޔ‬ࠦᄢቇ‫ࡗࡖࠫࠖ࠙࡜ࡉޔ‬ᄢቇ‫࡞࡯ࠧࡏޔ‬ㄘ⑼ᄢቇ‫ࠕࠪࡀ࠼ࡦࠗޔ‬ᄢቇ‫ࡠࠧࡀࡐࠖ࠺ޔ‬ᄢቇ‫ࠕ࡝ޔ‬࠙ᄢቇ෸߮ࡂࠨ࠿࠺ࠖࡦᄢቇ╬߇ട⋖ߔࠆ‫ޕ‬ISWE ߇‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬ᄢቇ㑆ߩ‫࠼ࡦࠗޔߚ߹ޔ‬ࡀࠪࠕߩ⻉ᄢቇߣ⼾ᯅᛛ⑼ᄢߩ㑆ߩ‫ޔ‬ᜬ⛯⊛ߥ⎇ⓥදജࠍଦㅴߔࠆߎߣࠍᦼᓙߒߡ޿ࠆ‫ޕ‬ ੹࿁ߩ 4 ߆᦬㑆ߩ⼾ᯅṛ࿷ߪ‫⎇ߡߞߣߦ⑳ޔ‬ⓥ㕙ߩߺߥࠄߕᄙߊߩᓧࠆ߽ߩ߇޽ߞߚ‫ޕ‬࿾ၞߣߩ੤ᵹ‫ޔ‬ᣣᧄߩኅᐸ⸰໧‫ޔ‬ቇᩞ⸰໧‫ߩ߳ࠅ⑂ޔ‬ෳടߥߤࠍㅢߓߡ‫ޔ‬ኅᣖߣ߽ߤ߽ᣣᧄߩ⥄ὼߣ‫ޔ‬ᢥൻߣ‫ߊߒⷫߦߣߣ߮ੱޔ‬ធߔࠆߎߣ߇ߢ߈ߚߎߣࠍ߁ࠇߒߊᕁ߁‫ޕ‬22䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮㩷Ꮏቇᢎ⢒࿖㓙දജ䈱዁᧪௝㩷㪄ᄢቇ㑆䊈䉾䊃䊪䊷䉨䊮䉫䈻䈱ᦼᓙ㪄㩷ࡃࡦ࠼ࡦᎿ⑼ᄢቇ㧔ࠗࡦ࠼ࡀࠪࠕ㧕䊙䊧䊷䉲䉝Ꮏ⑼ᄢቇ䋨䊙䊧䊷䉲䉝䋩䊔䊃䊅䊛࿖ኅᄢቇ䊖䊷䉼䊚䊮ᏒᎿ⑼ᄢቇ䋨䊔䊃䊅䊛䋩䉲䊞䉪䉝䊤ᄢቇ䋨䉟䊮䊄䊈䉲䉝䋩䊙䊧䊷䉲䉝⑼ቇᄢቇ䋨䊙䊧䊷䉲䉝䋩䊔䊃䊅䊛࿖ኅᄢቇ䊊䊉䉟ᩞ䊶Ꮏ⑼ᛛⴚᄢቇ䋨䊔䊃䊅䊛䋩⼾ᯅᛛⴚ⑼ቇᄢቇ䋨䊝䊂䊧䊷䉺䊷䋩㩷Dr. Ichsan Setya Putra
Dr. Ho Chin Siong
Dr. Phan Dinh Tuan
Dr. Samsul Rizal
Dr. Yeoh Fei Yee
Dr. Nguyen Ngoc BinhⓄⓍ㩷 ⋥⵨㩷䊌䊈䊥䉴䊃䋨䉟䉪䉰䊮䋩
䋨䊖䊷䋩䋨䊃䉠䉝䊮䋩
䋨䉰䊛䉴䊦䋩
䋨䊣䊷䋩
䋨䊎䉞䊮䋩

ዉ౉㩷
ⓄⓍ㧦ࡕ࠺࡟࡯࠲࡯ᓎࠍോ߼ߐߖߡ޿ߚߛ߈߹ߔ‫ޔ‬ICCEED ߩⓄⓍߢߏߑ޿߹ߔ‫੹ߪߢࠇߘޕ‬ᣣ⻠Ṷ㗂޿ߚ㧢ੱߩవ↢ࠍს਄ߦ߅ㄫ߃ߒߡࡄࡀ࡞࠺ࠖࠬࠞ࠶࡚ࠪࡦࠍᆎ߼߹ߔ‫⺖ޕ‬㗴ߪ‫ޟ‬Ꮏቇᢎ⢒࿖㓙දജߩ዁᧪௝㧦ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣ߳ߩᦼᓙ‫ޕߔߢޠ‬੹ᣣߩ⻠Ṷߢ㊀ⷐߛߣ⑳߇⠨߃ߚߎߣࠍ‫ߎߎޔ‬㧔ࠬ࡜ࠗ࠼㧕ߦ␜ߒߡߺ߹ߒߚ‫ࡄߪߜߚ⑳ޟޕ‬࡯࠻࠽࡯ߢ޽ࠆ‫ߣޠ࠼ࡦࠗࡑ࡞ࡃ࡯ࡠࠣߩੱ޿⧯ޟޔޠ‬ਗࠎߢ‫ޟޔ‬ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠢ‫߁޿ߣޠ‬ὐࠍឝߍ߹ߒߚ‫ ╙ߪߢ⼏⸛ߩߎޕ‬3 ὐߩᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠠࡦࠣࠍਛᔃߦ⼏⺰ߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬੹ᣣ޿ߚߛ޿ߚ⻠Ṷࠍᝄࠅ㄰ࠆߣ‫ࡦࠨࠢࠗޔ‬వ↢߆ࠄߪቇ⠌ߩࡊࡠ࠮ࠬߣቇ↢ߩ࠺ࠩࠗࡦജࠍ
㜞߼ࠆߚ߼ߩ࿖㓙ද௛࠺ࠩࠗࡦࡊࡠࠫࠚࠢ࠻ߩ᭴ᗐߦߟ޿ߡ‫࡯ࡎޔ‬వ↢߆ࠄߪቇ↢࡮ᢎຬߩ੤ᵹ‫ޔ‬ቇᄖߩᜰዉᢎ᝼ߦࠃࠆදജ‫౒ޔ‬หࡊࡠࠫࠚࠢ࠻‫࠻ࠗ࡜࠹ࠨޔ‬੐ോᚲߩ೑↪ߦߟ޿ߡ‫ޔ‬ឭ⸒޿ߚߛ
߈߹ߒߚ‫ߩࠎߐߊߚޔߚ߹ޕ‬ቇ↢߇ᣣᧄ߳ߩ⇐ቇࠍᦸࠎߢ޿ࠆߣ‫ޕߚߒ߹ࠅ޽߇⹤߅޿ߒࠇ߁ޔ‬ࠫࡘࡑࡦ࠻వ↢߆ࠄߪᧄቇ߇ᤓᐕᐲ߆ࠄ㐿ᆎߒߚ᳓ⅣႺߦ㑐ߔࠆࠗࡦ࠼ࡀࠪࠕߣߩ࿖㓙⎇ⓥࡊࡠ
ࠫࠚࠢ࠻⎇ⓥߩ⚫੺߇޽ࠅ߹ߒߚ‫ࡦࠕ࠘࠻ޕ‬వ↢߆ࠄߪ⼾ᯅᛛ⑼ᄢߩᒝߺࠍߏᜰ៰޿ߚߛ߈‫ޔ‬ᄢᄌാ᳇ߠߌࠄࠇ߹ߒߚ‫࡞ࠬࡓࠨޕ‬వ↢߆ࠄߪቇ↢ߣᢎຬߩ෺ᣇߩߚ߼ߩᄢቇ㑆දജ߿‫⵬ޔ‬ቢ⊛ߥ౒ห⎇ⓥߩឭ᩺߇޽ࠅ‫࡯࡛ޔ‬వ↢߆ࠄߪࠨ࠹࡜ࠗ࠻੐ോᚲ‫⎇ޔ‬ⓥࠦࡦ࠰࡯ࠪࠕࡓ‫ࠣࠖ࠺࡞ࡉ࠳ޔ‬࡝࡯߿౒ห࠮ࡒ࠽࡯ߩ߅⹤ࠍ‫ࡦࠖࡆޔ‬వ↢߆ࠄߪห⓹ળࠍᵴ↪ߒߚᄢቇ㑆දജ߿‫࡯ࡄߪߜߚ⑳ޔ‬࠻࠽࡯ߢ޽ࠆߣߩ߅⹤ࠍ޿ߚߛ߈߹ߒߚ‫ޕ‬
1. ห⓹䈫ห⓹ળ⚵❱㩷
ⓄⓍ㧦ߎߩࡄࡀ࡞࠺ࠖࠬࠞ࠶࡚ࠪࡦߢߪ߹ߕ‫ޔ‬ห⓹ળ⚵❱ߩ⺖㗴ࠍขࠅ਄ߍ߹ߔ‫ޕ‬ห⓹ߪᄢቇߩᱧผߘߩ߽ߩߢ޽ࠆߣ޿߁⹺⼂߿‫⇐ޔ‬ቇ↢ߦߣߞߡࡀ࠶࠻ࡢ࡯ࠢ᭴▽ߩᗧ๧ࠍ⺆ߞߡ޿ߚߛ߈߹
ߒߚ‫⻠ޕ‬Ṷߢߪࡌ࠻࠽ࡓߩ଀ߦ߽⸅ࠇߡ޿ߚߛ߈߹ߒߚߩߢ‫⁁ߩࠕࠪ࡯࡟ࡑ߿ࠕࠪࡀ࠼ࡦࠗޔ‬ᴫߦߟ޿ߡ߽ℂ⸃ߒߚ޿ߣᕁ޿߹ߔ‫࡯ࡎޕ‬వ↢޿߆߇ߢߒࠂ߁߆‫ޕ‬ࡎ࡯㧦ห⓹ળߩࡀ࠶࠻ࡢ࡯ࠢߦߟ޿ߡߪ‫ࡦࡆޔ‬వ↢ߩߏᜰ៰ߩߣ߅ࠅᄢᄌ㊀ⷐߥ⚵❱ߛߣᕁ޿߹
ߔ‫ޔߒ߆ߒޕ‬ห⓹ળߦᦼᓙߐࠇࠆᯏ⢻ߦߪ‫ޔߊߥߪߢߌߛ❱⚵ޔ‬ᅑቇ㊄߿⎇ⓥ⾌↪ߥߤߩ⾗㊄ࠍភ⟎ߔࠆᯏ⢻߇ᔅⷐߛߣᕁ޿߹ߔ‫࠼࡯ࡃ࡯ࡂޕ‬ᄢቇ߿ࡑࠨ࠴ࡘ࡯࠮࠶࠷Ꮏ⑼ᄢቇ㧔MIT㧕ߢ߽ၮ
㊄૞ࠅ‫ޔ‬ነ⿅߇ᄢᄌ㊀ⷞߐࠇߡ޿߹ߔ‫ߪࠅߊߠࠢ࡯ࡢ࠻࠶ࡀޕ‬ᄢቇ‫ޔ‬තᬺ↢‫⃻ޔ‬ᓎቇ↢ߩߚ߼ߦ23߽㊀ⷐߢ‫⾗߽ߦ߼ߚߩߘޔ‬㊄߇ᔅⷐߢߔ߇‫ࠍࠇߘޔ‬ឭଏߔࠆතᬺ↢߇ߥ߆ߥ߆޿ߥ޿ߩߪᱷᔨߥ
ߎߣߢߔ‫ޕ‬ⓄⓍ㧦ࠗࡦ࠼ࡀࠪࠕߦ߽ᄙߊߩ⼾ᯅᛛ⑼ᄢߩห⓹߇޿ࠆߣᕁ޿߹ߔ߇⁁ᴫߪߤ߁ߢߒࠂ߁߆‫ޕ‬ࠗࠢࠨࡦ㧦ࠗࡦ࠼ࡀࠪࠕߩࡃࡦ࠼ࡦᎿ⑼ᄢቇ㧔ITB㧕ߦ߅ߌࠆ⼾ᯅᛛ⑼ᄢห⓹ળߦߟ޿ߡ⸒߃߫‫ޔ‬⑳ߩ⍮ࠆ㒢ࠅᵴേߪߐ߶ߤᵴ⊒ߢߪߥ޿ࠃ߁ߢߔ‫ޔ߽ߢࠇߘޕ‬ቇ↢ߩ੤ᵹ߿࠮ࡒ࠽࡯ߩ㐿௅ߥߤߦࠃࠆࡃࡦ࠼ࡦᎿᄢߣ⼾ᯅᛛ⑼ᄢߩ㑆ߩදജ㑐ଥࠍᒝൻߔࠆߎߣߦߟ޿ߡ‫⼾ޔ‬ᯅᛛ⑼ᄢห⓹ߩࡒࡂ࡜࠺࡮ࠨࡦ࠼ࡠ᳁ߥߤߪߚ޿߳ࠎദജߒߡ޿߹ߔ‫ޕ‬ᄢቇ㑆දജߢߪቇ↢੤ᵹ߇㊀ⷐߛߣᕁ޿߹
ߔ‫ޕ‬ITB ߆ࠄ⼾ᯅᛛ⑼ᄢ߳ߩ⇐ቇࠍଦㅴߔࠆߚ߼‫⼾ޔ‬ᯅᛛ⑼ᄢห⓹߇⼾ᯅᛛ⑼ᄢߩᖱႎࠍࠃࠅల
ታߐߖ‫ޔ‬ITB ߩቇ↢ߦචಽឭଏߔࠆߎߣ߇ߢ߈ࠇ߫᦭ലߢ޽ࠅ‫ߩߎޔ‬ὐߢห⓹ળߩᵴ↪߇ᦼᓙߢ߈ࠆߣᕁ޿߹ߔ‫ޕ‬ⓄⓍ㧦࿖㓙੤ᵹ࡮ㅪ៤ߦ߅ߌࠆห⓹ળߩᵴべߦߟ޿ߡ‫ߏߩࠄ߆ࠕࡠࡈޔ‬ᗧ⷗ߪߤ߁ߢߒࠂ߁߆㧫⾰໧⠪㧦ᧄቇ࿖㓙੤ᵹ࠮ࡦ࠲࡯ߩᵿፉߢߔ‫ޕ‬ห⓹ળߪ⏕߆ߦ㊀ⷐߢ޽ߞߡ‫ޔ‬ᄢቇߪห⓹ߦኻߒߡ‫ޔ‬ቇ↢ߩዞ⡯࡮ࠠࡖ࡝ࠕᡰេ߿ᄖ࿖ੱ⇐ቇ↢ߩ൘⺃ߥߤ‫ᦼߣࠈ޿ࠈ޿ޔ‬ᓙߒߚ޿ߩߢߔ߇‫ޔ‬એ೨ߦතᬺ↢߆ࠄ಴ߚ⾰໧ߦ‫ޟ‬ᄢቇߪතᬺ↢ߦ૗ࠍߒߡߊࠇࠆߩ߆‫ߔࠄߚ߽ࠍ࠻࠶ࠖࡈࡀࡌࠆߥ߆޿ޔ‬ߩ߆‫ޔࠅ޽߇ߩ߽߁޿ߣޠ‬ᄢቇߪ᣿⏕ߥ╵߃ࠍ␜ߔߎߣ߇ߢ߈߹ߖࠎߢߒߚ‫ޕ‬ห⓹ળߪ‫ߩߘޔ‬᭴ᚑຬߩ㑆ߢ᭽‫ߪߣߎ߁޿ߣࠆ߈ߢ߇ߣߎߥޘ‬ℂ⸃ߢ߈߹ߔ߇‫ޔ‬ᄢቇ߇තᬺ↢ߦឭଏߢ߈ࠆࡔ࡝࠶
࠻߇޽߹ࠅߥ޿ߛߌߦ‫ޔ‬ቇ↢ߩዞ⡯ᡰេ߿ᣂⷙ⇐ቇ↢൘⺃߳ߩ⽸₂ߥߤࠍᦼᓙߔࠆߩߪ㔍ߒ޿ߩߢߪߥ޿ߢߒࠂ߁߆‫ޕ‬࡛࡯㧦⑳߇㑐ਈߒߡ޿ࠆࡑ࡟࡯ࠪࠕ⑼ቇᄢቇߩᚢ⇛╷ቯߦ߅޿ߡ߽‫ޔ‬ห⓹ߩ⚵❱ൻߪ৻ߟߩ㊀ⷐ੐㗄ߦߥߞߡ޿߹ߔ‫ޕ‬ห⓹ળࠍߟߊࠆߎߣߘߩ߽ߩߦ⼏⺰߇޽ࠅ‫ޔ‬ห⓹ળ⚵❱ߦኻߒߡฎ޿ᤨઍ
ߩੱߪᄢ޿ߦ㑐ᔃࠍ␜ߔ৻ᣇ‫޿⧯ޔ‬තᬺ↢ߩ㑐ᔃߪዊߐ޿௑ะ߇޽ࠅ߹ߒߚ‫ޔߚ߹ޕ‬ᄢቇ߿ห⓹ળߦኻߔࠆᗲ⌕ߪ‫ޔ‬ቇ↢ᤨઍߦታࠅ޽ࠆീᒝ߿↢ᵴ߇ߢ߈ߚ߆ߤ߁߆‫ޔ‬ᭉߒ޿ቇ↢↢ᵴߛߞߚ߆
ߤ߁߆ߦଐሽߔࠆࠃ߁ߢߔ‫ޕ‬లታߒߚቇ↢ᤨઍࠍㆊߏߔߎߣߩߢ߈ߚතᬺ↢ߪᄢቇ߿ห⓹ળߦኻߒߡ⥄ὼߦᗲ⌕ࠍᜬߜ‫ޔ‬ᄢቇ߆ࠄߩࡔ࡝࠶࠻ࠍ᳞߼ࠆߎߣߥߊ‫ޔ‬ᄢቇ߿ห⓹ળߦነਈߒߚ޿ߣ⠨߃ࠆࠃ߁ߢߔ‫ޕ‬࠻࠘ࠕࡦ㧦ห⓹ળߪၮᧄ⊛ߦ⥄ਥ⊛‫ޔߡߞ޽ߢߩ߽ߥࠕࠖ࠹ࡦ࡜ࡏޔ‬ᓥߞߡᭉߒ޿߽ߩߢ޽ࠆߴ
߈ߣᕁ޿߹ߔ‫߅ޕ‬੕޿ߦഥߌว߁ߎߣ߿‫ޔ‬ห⓹ળࠍㅢߓߡቇ↢߇ห⓹ߩᚑഞ଀ߦቇ߱ߎߣ߇ߢ߈
ࠆߣࠃ޿ߢߒࠂ߁‫ޕ‬ᓥߞߡห⓹ળ߇ᄢቇߦ᳞߼ࠆ߽ߩߪ‫ޔ‬ห⓹ߦߣߞߡߩ⚻ᷣ⊛ߥࡔ࡝࠶࠻ߢߪ
ߥߊ‫ޔ‬ᄢቇߦࠃࠆ⹺⍮ߢ޽ࠆߣᕁ޿߹ߔ‫ޕ‬ห⓹ળ߿ห⓹ߦߪ‫޿⧯ޔ‬਎ઍߦኻߒߡ‫⼾ޔ‬ᯅᛛ⑼ᄢ߿
ᣣᧄߢቇ߱ߎߣߩ⦟ߐߥߤ‫ࠍࠫ࡯࠮࠶ࡔޔ‬વ߃ࠆᓎഀ߇޽ࠆߣᕁ޿߹ߔ‫ޕ‬ࠗࠢࠨࡦ㧦ࠗࡦ࠼ࡀࠪࠕߢߪ‫ޔ‬තᬺߒ␠ળੱߦߥߞߡ߽߆ߟߡߩᜰዉᢎ᝼ߪᕲᏧߢ޽ࠅ⛯ߌ‫ࠦޔ‬ࡦ࠲ࠢ࠻‫߁޿ߣߊ⛯ߪࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޔ‬ᢥൻ߇޽ࠅ߹ߔ‫⼾ޕ‬ᯅᛛ⑼ᄢࠍතᬺߒߚߎߣ⥄૕߇

24⥄ಽߦߣߞߡ⹶ࠅߢ޽ࠅ‫ޔ‬ᛛ⑼ᄢߢቇࠎߛߎߣ⥄り߇ࡌࡀࡈࠖ࠶࠻ߥߩߢઁߩࡌࡀࡈࠖ࠶࠻ߪ޿
ࠄߥ޿ߩߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬ᛛ⑼ᄢห⓹ߪ‫ޔ‬Უ࿖ߢᛛ⑼ᄢ⇐ቇࡈࠚࠕࠍⴕ߁ᤨߦߪ༑ࠎߢද
ജߔࠆߢߒࠂ߁‫ޕ‬ࡎ࡯㧦 ⑳⥄りࡑ࡟࡯ࠪࠕߢห⓹ળ┙਄ߍࠍ⹜ߺ߹ߒߚ߇߹ߛᚑഞߦ⥋ߞߡ޿߹ߖࠎ‫ޕ‬ห⓹ળߪၮᧄ⊛ߦ⥄⊒ᗧᕁߦၮߠߊ߽ߩߢ޽ࠅ‫ޔ‬ᕁ޿ࠍၮ⋚ߣߔࠆ߽ߩߥߩߢ‫ߪ▚⸘ߚߞ޿ߣ࠻࠶࡝ࡔޔ‬ᔅⷐߥ޿ߣᕁ޿߹ߔ‫ߒ߆ߒޕ‬ห⓹ળߦߪవዉᓎ߇ᔅⷐߢ޽ࠅ‫ࡦ࠽ࡍ߫߃⸒ߢࠕࠪ࡯࡟ࡑ߫߃଀ޔ‬ߢߪ࡛࡯᳁߇‫ޔ‬ධㇱߢߪ⑳߇వዉᓎߣߥࠆߎߣߥߤ߇⠨߃ࠄࠇ߹ߔ‫ޕ‬ห⓹ߦߪ↥ᬺ⇇ߢᚑഞࠍ߅
ߐ߼ߚੱ߽߅ࠅ‫ߩੱߚߒ߁ߘޔ‬ᵴべࠍ⧯޿਎ઍߦવ߃ࠆߎߣ߽ᗧ๧޽ࠆߎߣߣᕁ޿߹ߔ‫ࠇߕ޿ޕ‬ߦߒߡ߽⼾ᯅᛛ⑼ᄢ߆ࠄࡔ࡝࠶࠻ࠍ᳞߼ࠆ߽ߩߢߪ޽ࠅ߹ߖࠎ߇‫ޔ‬ㆡಾߥห⓹ฬ★߇ᔅⷐߢߔ‫ޕ‬߹ߚ⼾ᯅᛛ⑼ᄢ߇ห⓹ળߩవዉᓎࠍߣ߈ߤ߈⸰໧ߔࠆߎߣ߽൘߼ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ⓄⓍ㧦ઁߦߏᗧ⷗ߪ޿߆߇ߢߒࠂ߁߆‫ޕ‬⾰໧⠪㧦㐳ጟᛛⴚ⑼ቇᄢቇߩਃ਄ߢߔ‫⻠ޕ‬Ṷࠍᗵ㌏ᷓߊ⡞߈߹ߒߚ‫࡯ࡎޕ‬వ↢߇⸒෸ߐࠇߚၮ㊄ߩ⸳┙ߦߟ޿ߡߪ‫ޔ‬ห⓹ળߩ୘‫ߪߢߌߛࠆ޿ߡߞ߿߇ੱޘ‬㓸߹ࠆ㊄߽ᄢ߈ߥ߽ߩߦߥࠆߣߪᕁࠊ
ࠇߕ‫ޔ‬ડᬺ‫↥ޔ‬ᬺ⇇ߦදജࠍ᳞߼ࠆߎߣ߇᦭ലߢߒࠂ߁‫ߦࠗ࠲ޕ‬ᚑഞ଀߇޽ࠅ‫ޔ‬ᣣᧄห⓹ળ߇ᣣ♽ડᬺ߆ࠄ߅㊄ࠍ൐ߞߡ㓸߼ߡᵏᣣᎿᬺᄢቇ(TNI)ߩ⸳┙ߦߟߥ߇ࠅ߹ߒߚ‫ޕ‬ᣣᧄߩ࠲ࠗߦ߅ߌࠆ
ห⓹ળ߇⾗㊄㓸߼ߦᵴべߒߚߩߢߔ‫⻠ޕ‬Ꮷߩ⊝ߐࠎߩߘࠇߙࠇߩ࿖ߢ㘃ૃߔࠆേ߈ߪᣢߦ޽ࠆߩ
ߢߒࠂ߁߆‫ޕ‬ᄢቇ⸳┙ߦ㒢ࠄߕᅑቇ㊄ߢ߽޿޿ߩߢߔ߇‫ޕ‬ⓄⓍ㧦ߘߩࠃ߁ߥ੐଀߇޽ࠇ߫߅⹤ߒ޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬࡛࡯㧦⦟޿ࠕࠗ࠺ࠕߣᕁ޿߹ߔ‫ࠕࠪ࡯࡟ࡑޕ‬ర⇐ᣣቇ↢දળ (Japan Graduates’ Association of
Malaysia: JAGAM) ߣ޿߁ࡑ࡟࡯ࠪࠕߩరᣣᧄ⇐ቇ↢ߩ⚵❱߇޽ࠅ߹ߔ‫ߪߦࠕࠪ࡯࡟ࡑޕ‬ᣣ♽ડᬺ߇ߚߊߐࠎ޽ࠅ‫ߚߒ߁ߎޔ‬ડᬺߦឭ᩺ߒ⾥ห߇ᓧࠄࠇࠇ߫ᦼᓙߢ߈ࠆߩߢߪߥ޿ߢߒࠂ߁߆‫ޕ‬⾰໧⠪㧦ቇ㐳ߩ᭏ߢߔ‫⼾ޕ‬ᯅᛛ⑼ᄢ߇‫ᧄޔ‬ቇߩర⇐ቇ↢ߩᄢቇߣߤߩࠃ߁ߦࡀ࠶࠻ࡢ࡯ࠢࠍ߽ߟ
߆ߣ޿߁ⷰὐ߆ࠄ⠨߃ࠆߣ‫ޔ‬ᜰ៰ߩࠃ߁ߦห⓹ߩ࡝ࠬ࠻૞ᚑߪᄢಾߥᗧ๧߇޽ࠆߣᕁ޿߹ߔ‫߹ޕ‬ߚߘࠇߪߚ޿߳ࠎ㔍ߒ޿ߎߣߢ߽޽ࠅ߹ߔ‫⥄⑳ޕ‬りᧄᐕ 9 ᦬ߦࡑ࡟࡯ࠪࠕߦⴕ߈⑼ቇᄢߣᎿ⑼ᄢ
ࠍ⸰໧ߒߡ‫ޔ‬ห⓹⚂ 160 ੱߩ߁ߜߩ 70 ੱߣⷫߒߊ߅ળ޿ߔࠆߎߣ߇ߢ߈߹ߒߚ‫ߪࠇߘޕ‬࿖㓙੤ᵹ࠮ࡦ࠲࡯߿੐ോዪߩࠬ࠲࠶ࡈ߇ദജߒߡ࡝ࠬ࠻ࠍ૞ߞߚߎߣߣ૬ߖߡ‫ޔ‬ቇ㐳߇᧪ߚ߆ࠄߎߩᯏ
ળߦ‫ߣ߁ࠈߛߩߚߞ޽߽ߣߎ߁޿ߣޔ‬ᕁ޿߹ߔ‫ޕ‬ห⓹ࠍኻ⽎ߣߒߚᵴേࠍ‫ޔ‬Ფᐕߢ߽ਇቯᦼߢ߽
޿޿ߩߢߔ߇‫߇ߣߎ߁ⴕޔ‬ᔅⷐߢߪߥ޿߆ߣᕁ޿߹ߔ‫ࠍ࠻ࠬ࡝ߕ߹ޕ‬૞ࠆߎߣ‫ߡߒߘޔ‬ᵴേࠍߔࠆߎߣ߇ᄢಾߣᕁ޿߹ߔ‫৻ޕ‬ᤓᐕࡌ࠻࠽ࡓࠍ‫ޔ‬ᤓᐕࠗࡦ࠼ࡀࠪࠕࠍ⸰໧ߒߡᧄቇห⓹ߦ㓸߹ߞߡ߽ࠄߞߚᤨߦ߽ߎߩߎߣࠍᗵߓ߹ߒߚ‫ޕ‬ᄢቇߣߒߡห⓹߳ߩ௛߈߆ߌ߇ᔅⷐߣᕁ޿߹ߔ‫ޕ‬ࡈࡠࠕ㧦ᧄቇᯏ᪾Ꮏቇ♽ߩ㑐ਅߢߔ‫ޕ‬వ߶ߤߩ‫ޔ‬ห⓹ߦߣߞߡߩࡌࡀࡈࠖ࠶࠻ߪ૗ߛࠈ߁߆ߣ޿
߁ᵿፉవ↢ߩ໧޿ߦ㑐ߒߡߪ‫઀߇⑳ޔ‬੐ࠍߒߡ޿ࠆᣣᧄᯏ᪾ቇળߩ࿖㓙ㅪ៤ᆔຬળߢ߽㘃ૃߔࠆ

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⼏⺰߇޽ࠅ߹ߒߚ‫ޔ߫߃⸒ߡ߃߹〯ࠍ⺰⼏ߩߘޕ‬రᧄቇ⇐ቇ↢ߦߣߞߡ⠨߃ࠄࠇࠆࡔ࡝࠶࠻ߦߪ‫ޔ‬(1)⇐ቇᓟߩዞ⡯ߦ㓙ߒߡ⃻࿾ߦ߅ߌࠆᣣ♽ડᬺ╬߳ߩዞ⡯ߦ㑐ߔࠆᖱႎࠍᧄቇ߆ࠄឭଏߔࠆߎ
ߣ߿‫(ޔ‬2)ᄢቇᢎຬ╬ߦߥߞߡ޿ࠆห⓹߇᦭ߔࠆ⎇ⓥ਄ߩ⺖㗴ߦߟ޿ߡᧄቇ߇ᖱႎ㕙ߢᡰេߔࠆߎ
ߣߥߤ߇⠨߃ࠄࠇ߹ߔ‫ߩࠇߙࠇߘޔ߽ߡߒߦࠇߕ޿ޕ‬࿖ߩห⓹ળߦᵴ⊒ߦᵴべߔࠆࠠ࡯ࡄ࡯࠰ࡦ
߇߅ࠄࠇࠆ߆ߤ߁߆߇ࡐࠗࡦ࠻ߦߥࠆߣᕁ߁ߩߢߔ߇‫⻠ޔ‬Ꮷߩ⊝ߐࠎߩߣߎࠈߢ߿ࠇࠆ⁁ᴫ߆ߤ߁߆߅ᢎ߃޿ߚߛߌࠇ߫ߣᕁ޿߹ߔ‫⥄⑳ޔߚ߹ޕ‬り‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢߢߩห⓹ળߩᓎຬߥߩߢߔ
߇‫ޔ‬ᣣᧄߩห⓹ળᓎຬળߦߢ߈ࠆߎߣ߇޽ࠇ߫ߤ߁ߙᢎ߃ߡߊߛߐ޿‫ޕ‬ⓄⓍ㧦ࠗࡦ࠼ࡀࠪࠕߢห⓹ળߩࠠ࡯ࡄ࡯࠰ࡦߪ޿߹ߔ߆㧫ࠨࡓࠬ࡞㧦 ࠪࡖࠢࠕ࡜ᄢቇߩᢎຬߩਛߦߪ⼾ᯅᛛ⑼ᄢߩතᬺ↢߇ 5 ฬ⒟ᐲ޿߹ߔߒ⇐ቇ⚻㛎ࠍᜬߟᢎຬߩਛߢ৻⇟ᄙ޿ߩߪᣣᧄ߳ߩ⇐ቇ⚻㛎⠪㧔⚂ 70 ฬ㧕ߢߔ‫ޕ‬ห⓹ળ⚵❱ߪ⼾ᯅᛛ⑼ᄢߩห
⓹ߛߌߢߥߊ‫ޔ‬ᣣᧄ⇐ቇߩห⓹ળ߽㊀ⷐߛߣᕁ޿߹ߔ‫ޕ‬ᣣᧄ⇐ቇߩ⚻㛎⠪ߪડᬺߦ߽ᄙᢙ޿߹ߔ‫ޕ‬߹ߚ‫ޔ‬ห⓹ߦࡔ࡝࠶࠻ࠍ߽ߚࠄߔߎߣ߽ᦸߺ߹ߔ‫߫߃଀ޕ‬ర࠼ࠗ࠷⇐ቇ↢ߩห⓹ળߦߟ޿ߡߪ‫ޔ‬࠼ࠗ࠷⇐ቇ⚻㛎⠪ߦኻߒߡ࠼ࠗ࠷᡽ᐭߦࠃࠆታ㛎ⵝ⟎ߩឭଏߥߤߩᡰេ߇޽ࠅ߹ߔ‫ޕ‬ᣣᧄ᡽ᐭߪ
ߥߦࠍߒߡ޿ߚߛߌࠆߢߒࠂ߁߆‫ޕ‬వ߶ߤ‫ޔ‬ห⓹ߦߣߞߡ⥄ಽߚߜ߇ᓧࠄࠇࠆࡌࡀࡈࠖ࠶࠻ߪ㊀ⷐߢߪߥ޿ߣ޿߁⊒⸒߇޽ࠅ߹ߒߚ߇‫ߪ࠻࠶ࠖࡈࡀࡌޔߪ⑳ޔ‬㊀ⷐߛߣᕁ޿߹ߔ‫ޕ‬ⓄⓍ㧦޿ߚߛ޿ߚ⼏⺰ߪ‫ޔ‬ห⓹߿ห⓹ળᵴേߪ⟵ോ⊛ߥ߽ߩߢߪߥߊࡏ࡜ࡦ࠹ࠖࠕߥᵴേߢ޽ߞ
ߡ‫ޔ‬ᄢቇߣห⓹ߩ⋧੕ߦ೑⋉ࠍ߽ߚࠄߔ߽ߩߢ޽ࠆߎߣ߇ᦸ߹ࠇࠆߎߣ‫⋡ࠍߣߎߚߒ߁ߘޔ‬ᜰߒߡᄢቇ߽ᡰេߒߡ޿ߊߎߣ߇ᦸ߹ࠇࠆߎߣ‫ޔߚ߹ޔ‬ᄢቇ೎ห⓹ળߛߌߢߥߊᣣᧄ⇐ቇ⚻㛎⠪ߩห⓹ળ߽ᗧ๧߇޽ࠆߎߣ‫ޕߚߒߢߣߎߚߞ޿ߣޔ‬ห⓹ળߦ߅ߌࠆࠠ࡯ࡄ࡯࠰ࡦߩ㊀ⷐᕈ߽ᜰ៰ߐࠇ
߹ߒߚ‫ޕ‬ს਄ߩᣇ‫ߩޘ‬ᄙߊߪᧄቇߩห⓹ߢߔߩߢ‫߭ߗߪߦࠎߐ⊝ޔ‬ᵴ⊒ߥࠠ࡯ࡄ࡯࠰ࡦߦߥߞߡ
޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬
2㧚౒ห䊒䊨䉳䉢䉪䊃ⓄⓍ㧦ᰴߦ‫౒ޔ‬หࡊࡠࠫࠚࠢ࠻ߦߟ޿ߡ⼏⺰ߒߚ޿ߣᕁ޿߹ߔ‫౒ޕ‬หࡊࡠࠫࠚࠢ࠻ߪ‫⎇ޔ‬ⓥߦଥ
ࠆ߽ߩ߽ᢎ⢒ߩߚ߼ߩ߽ߩ߽޽ࠅᓧ‫ޔ‬ᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠢࠍ૞ࠅ㜞߼ߡ޿ߊ਄ߢ߽㊀ⷐߥ߽ߩߣ
ᕁ޿߹ߔ‫࠻ࡦࡑࡘࠫޕ‬వ↢߆ࠄᧄቇߩ଀߽⚫੺ߐࠇ߹ߒߚ߇‫ޔ‬࿖㓙⊛ߥ౒หࡊࡠࠫࠚࠢ࠻ߦߟ޿
ߡᗧ⷗ࠍુ޿ߚ޿ߣᕁ޿߹ߔ‫ޕ‬࠻࠘ࠕࡦ㧦଀߃߫᳓⾗Ḯߩਇ⿷‫ޔ‬࿾⃿᷷ᥦൻ໧㗴‫ޔ‬㘩ຠⴡ↢ߩ໧㗴ߥߤ‫ߣࠕࠫࠕࠇࠊࠇࠊޔ‬ᣣᧄߦߪ౒᦭ߔࠆ⺖㗴߇޽ࠅ߹ߔ‫⋥߽ࡓ࠽࠻ࡌߪࠄࠇߎޕ‬㕙ߒߡ޿ࠆ⺖㗴ߢߔ߇‫ߦߣߎߚߒ߁ߎޔ‬ኻߒߡㅜ਄࿖ߢ޽ࠆ⑳ߚߜߪ⥄ಽߚߜߛߌߢߪ⾗㊄ࠍ߹߆ߥ߁ߎߣߪߢ߈ߕ‫ޔ‬వㅴ࿖ߩᣣᧄ߆ࠄߩ
⾗㊄ᡰេߦᦼᓙߒߥߌࠇ߫ߥࠅ߹ߖࠎ‫ߒ߆ߒޕ‬ᣣᧄߩᡰេ߽⒢㊄ߥߩߢ㒢ࠅ߇޽ࠅ‫ޔ‬ή೙㒢ߦฃߌࠆߎߣߪߢ߈߹ߖࠎ‫౒߼ߚߩߘޕ‬ห⎇ⓥࡊࡠࠫࠚࠢ࠻ߩ߆ߚߜࠍߣࠅදജߒߡߢ߈ࠇ߫޿޿ߣ
ᕁ޿߹ߔ‫ޕ‬JICA ߿ᣣᧄ⑼ቇᛛⴚᝄ⥝ᯏ᭴㧔JST㧕ߩදജࠍᓧߡ޿ࠆࡃࠗࠝΆᢱ߿↢‛⾗Ḯߥߤ࿾⃿⊛ⷙᮨߩ⺖㗴ߦ㑐ߔࠆࡊࡠࠫࠚࠢ࠻ߪࡌ࠻࠽ࡓߣᣣᧄߛߌߢߥߊ‫ޔ‬਎⇇ߦߣߞߡ᦭ᗧ⟵ߥࡊࡠ

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ࠫࠚࠢ࠻ߦߥࠆߢߒࠂ߁‫ߪ࠻ࠢࠚࠫࡠࡊޕ‬㕖Ᏹߦౕ૕⊛ߥᒻࠍߣࠆߎߣ߇ᔅⷐߢ޽ࠅ‫⼏ߦ✜৻ޔ‬⺰ߒߡ৻✜ߦ⸃᳿ߦขࠅ⚵߻ߎߣߦࠃࠅᜬ⛯น⢻ߦߥࠆߣᕁ޿߹ߔ‫ޕ‬ⓄⓍ㧦ࠗࡦ࠼ࡀࠪࠕߩ⻠Ꮷߩᣇߩᗧ⷗ࠍ⡞߈ߚ޿ߩߢߔ߇‫࡞ࠬࡓࠨޔ‬వ↢޿߆߇ߢߔ߆㧫ࠨࡓࠬ࡞㧦⑳ߚߜߪⅣႺ໧㗴߿ࠛࡀ࡞ࠡ࡯໧㗴ߥߤᄙߊߩ౒ㅢߔࠆ⺖㗴ࠍ߽ߞߡ޿߹ߔ߇‫ౕޔ‬૕⊛ߥ⎇ⓥ⺖㗴ߪ‫ޔ‬࿖ߦࠃߞߡᄙ᭽ߢ߽޽ࠅ߹ߔ‫ޕ‬ᓥߞߡ⑳ߚߜ߇⎇ⓥදജࡊࡠࠫࠚࠢ࠻ࠍડ↹ߔࠆ㓙ߦߪ‫ߩߘޔ‬ᢙ߿⺖㗴ࠍ⸳ቯߔࠆߣߣ߽ߦ‫ޔ‬ෳടߔࠆ࿖߿ᄢቇ‫⎇ޔ‬ⓥᦼ㑆߽ᵈᗧᷓߊ⸳ቯߔࠆ
ߎߣ߇ᄢ੐ߢߒࠂ߁‫⾗ޕ‬㊄ភ⟎߽ᄢᄌ㊀ⷐߢ޽ࠅ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬࿖᳃ᢎ⢒⋭㜞╬ᢎ⢒✚ዪ㧔DIKTI㧕߽㒢ࠄࠇߚಽ㊁ߦ߅޿ߡ⎇ⓥഥᚑࠍߒߡ޿߹ߔߩߢ‫ߩࠄࠇߎޔ‬ᵴ↪߽ᦸ߹ࠇ߹ߔ‫ޕ‬ⓄⓍ㧦౒ห⎇ⓥࡊࡠࠫࠚࠢ࠻ߦߟ޿ߡࡈࡠࠕ߆ࠄࠦࡔࡦ࠻╬޿߆߇ߢߒࠂ߁߆㧫ࠨ࠻࡝ࠝ㧦⑳߇⚻㛎ߒߚߎߣࠍ⊝ߐࠎߣ౒᦭ߒߚ޿ߣᕁ޿߹ߔ‫⎇ޕ‬ⓥߩ౒หࡊࡠࠫࠚࠢ࠻ߦߪ‫ޔ‬࠻࠶ࡊ࠳࠙ࡦߣࡏ࠻ࡓࠕ࠶ࡊߣ޿߁ੑߟߩࠕࡊࡠ࡯࠴߇⠨߃ࠄࠇ߹ߔ߇‫⥄⑳ޔ‬りߩ⚻㛎ߦၮߠߌ߫‫ߩ࠴࡯ࡠࡊࠕߩࡊ࠶ࠕࡓ࠻ࡏޔ‬ᣇ߇ᚑഞߦ⚿߮ߟߊ߽ߩߣᕁࠊࠇ߹ߔ‫ޕ‬2 ᄢቇߩቇ㐳㑆ߢ✦⚿ߒߚᄢቇ㑆੤ᵹදቯߪભ⌁⁁ᘒߦ޽ࠆ߽ߩ߽⃟ߒߊߥ޿ਛߢ‫ࡦ࠼ࡦࡃޔ‬Ꮏ⑼ᄢቇߣ⼾ᯅᛛⴚ⑼ቇ
ᄢቇߩ㑆ߩ੤ᵹදቯߩ႐วߪᚑഞ଀ߢ‫ޔ‬ᵴ⊒ߢߔ‫ޕ‬෺ᣇߩᄢቇߩᢎຬ߇޽ࠆ⺖㗴ߦߟ޿ߡ㑐ᔃࠍ౒᦭ߒ‫ޔ‬ᣣᧄ஥ߩ㜞ᐲߥ⍮ߣࠗࡦ࠼ࡀࠪࠕ஥ߩ⃻႐ߩታᘒߣࠍ⓭߈วࠊߖ‫ޔ‬ㅪ៤ߒߡ⺖㗴⸃᳿ߦขࠅ⚵߻ߎߣߦኻߒߡ⾗㊄ࠍ₪ᓧߒ‫⎇ޔ‬ⓥࠍታᣉߒ‫ޔ‬᜛ᄢߒߡ޿߈‫ߦ⊛⚳ᦨߡߒߘޔ‬ᄢቇߦᜬߜ
਄߇ࠆߣ޿ߞߚ‫ޔ‬୘ੱߩദജ߆ࠄᯏ㑐㑆߳ߟߥ߇ࠆߣ߈ߦᚑഞ߇⷗ࠄࠇ߹ߔ‫౒ޕ‬ห⎇ⓥࡊࡠࠫࠚࠢ࠻ߪ෺ᣇߩ୘ੱߩ㑐ᔃ߇಴ળ߁ߎߣ߇಴⊒ὐߦߥࠆߣᕁ޿߹ߔ‫ޕ‬ⓄⓍ㧦੹ߩࠦࡔࡦ࠻ࠍ฽߼ߡߏᗧ⷗ࠍߤ߁ߙ‫ޕ‬᭏ቇ㐳㧦ᧄቇߩ‫࠻ࡦࡑࡘࠫޔ‬వ↢߇⚫੺ߐࠇߚ᳓ⅣႺߦ㑐ߔࠆ࿖㓙⎇ⓥࡊࡠࠫࠚࠢ࠻ߪ߹ߐߦࡏ
࠻ࡓࠕ࠶ࡊߩࠕࡊࡠ࡯࠴ߢߔ‫ޕ‬ᄢቇ߇࠯ࡠ߆ࠄ૗߆ࠍߪߓ߼ࠃ߁ߣ޿߁ߩߢߪߥߊ‫ᧄޔ‬ቇߩᢎຬߣᄖ࿖ߩᄢቇߩᢎຬߣ߇ߔߢߦ࿖㓙⊛ߦ⎇ⓥදജߦขࠅ⚵ࠎߢ޿ߡ‫ߩߘޔ‬ᵴേࠍ಴⊒ὐߣߔࠆ౒
ห⎇ⓥឭ᩺ࠍฃߌ‫ޔ‬ክᩏ࡮ណᛯߒߡ‫ޔ‬ᄢቇߣߒߡߘߩ৻ጀߩዷ㐿ࠍᡰេߔࠆߣ޿߁߽ߩߢ޽ࠅ‫ޔ‬ᄢ߈ߥ໧㗴ߩ႐วߦߪᦨ⚳⊛ߦߪ౏⊛ߥഥᚑࠍ᳞߼ࠆߎߣߦߥࠅ߹ߔ‫ޕ‬ࡆࠖࡦ㧦౒ห⎇ⓥࡊࡠࠫࠚࠢ࠻ߩߚ߼ߩഥᚑ೙ᐲߦߟ޿ߡߪ‫ޔ‬ASEAN㧗㧟ߦଥࠆ߽ߩߣߒߡ⎇ⓥ⸘↹ࠍ↳⺧ߒߡណᛯߐࠇᡰេࠍฃߌࠆ੐ᬺ߇޽ࠅ߹ߔ‫ޕ‬ੑ࿖㑆⑼ቇᛛⴚදቯߦၮߠߊᡰេ೙ᐲߪ‫ޔ‬ੑ࿖ߩ෺ᣇ߆ࠄߘࠇߙࠇߩ᡽ᐭߦⷐ᳞߇಴ߐࠇ‫ޔ‬ද⼏ߩ਄ណᛯߐࠇࠆ߽ߩߢ‫ޔ‬ᣣᧄ஥߇ࡌ࠻࠽ࡓ
ߩࡄ࡯࠻࠽࡯ᄢቇࠍ᳞߼ࠆേ߈߽޽ࠅ߹ߔ‫ޕ‬ⓄⓍ㧦ࡈࡠࠕߩᣇ߆ࠄߏᗧ⷗޽ࠅ߹ߔ߆‫ࡦࠨࠢࠗޕ‬వ↢߇ឭ᩺ߐࠇߚ࿖㓙ද௛࠺ࠩࠗࡦࡊࡠࠫࠚ
ࠢ࠻ߪ⥝๧ᷓ޿ᢎ⢒ᣇᴺߢߔ߇‫ޔ‬ᓟࠈߦ߅ᐳࠅߩቇ↢ߐࠎ‫ޔ‬ᗧ๧߇⸃ࠅ߹ߔ߆㧫ᄖ࿖ߩቇ↢ߣ౒ߦ߭ߣߟߩ߽ߩࠍ⸳⸘ߔࠆߣ޿߁ቇ⠌ᣇᴺ࡮ᢎ⢒ᣇᴺߢߔ߇‫ޔ‬ቇ↢ߐࠎߪෳടߒߚ޿ߣᕁ޿߹ߔ

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߆㧫1 ੱ‫ޔ‬2 ੱ‫ޔ‬3 ੱ࡮࡮࡮߽ߞߣ޿߹ߔߨ‫ޕ‬ᣣᧄߩቇ↢ߐࠎߪࠪࡖࠗߛ߆ࠄᧄᒰߪ߿ࠅߚ޿ߣᕁ
ߞߡ޿ࠆߩ߆߽⍮ࠇ߹ߖࠎ‫ޕ‬⾰໧⠪㧦ห⓹ળߣ౒หࡊࡠࠫࠚࠢ࠻ߩ෺ᣇߦ㑐ࠊࠆߎߣߦߟ޿ߡ⾰໧ߒ߹ߔ‫ߪ⑳ޕ‬㕍ᐕᶏᄖදജ
㓌㧔JOCV㧕㓌ຬߣߒߡ࠲ࠗߢࡏ࡜ࡦ࠹ࠖࠕᵴേࠍߒ‫ޔ‬Ꮻ࿖ᓟදജ㓌 OB ળߣߒߡ‫ޔ‬ዊਛቇᩞ߳
ߩ಴೨⻠ᐳߢ࿖㓙දജᵴേߩ⚫੺ߥߤࠍߒߡ޿߹ߔ‫ߩࠞ࡝ࡈࠕߚ߹ޕ‬࿖ߢߘߩ࿖ߩදജ㓌ߠߊࠅ߽ᡰេߒߡ޿߹ߔ‫ޕ‬㕍ᐕᶏᄖදജ㓌 OB࡮OG ߦߪቇᩞᢎຬ߿ડᬺੱ߽޿߹ߔ‫ޕ‬రᶏᄖࡏ࡜ࡦ࠹ࠖ
ࠕߣ NPO ߣరᣣᧄ⇐ቇ↢ߩห⓹ળ߇‫ߦ✜৻ޔ‬૗߆ߢ߈ࠆߎߣߪߥ޿ߢߒࠂ߁߆‫ޕ‬ⓄⓍ㧦੹ߩ߅⹤ߪ‫ޔ‬ᄢቇ㑆ߩㅪ៤ࠍ⿧߃ߚ࿖ߣ࿖ߩ㑆ߩදജߦ㑐ߔࠆߎߣ߆ߣᕁ޿߹ߔ߇‫ߏޔ‬ᗧ⷗ࠍߤ߁ߙ‫ޕ‬ࠗࠢࠨࡦ㧦NGO ߢߪߥ޿ߩߢߔ߇࿾ၞ␠ળ㧔ࠦࡒࡘ࠾࠹ࠖ㧕㐿⊒ߦߟߥ߇ࠆᵴേߦߟ޿ߡᦨㄭᬌ
⸛ߒߚࠕࠗ࠺ࠕ߇޽ࠅ߹ߔ‫ߢࠕࠪࡀ࠼ࡦࠗޕ‬ᶏ⧡ࠍណ㓸ߒߡੇ῎ߐߖߚߛߌߩ߽ߩࠍᣣᧄߦャ಴ߒߡ޿ࠆߩߢߔ߇‫ޔ‬ᶏ⧡⵾ຠߦߥߞߚ߽ߩ߇ࠗࡦ࠼ࡀࠪࠕߦ㜞޿୯Ბߢౣャ౉ߐࠇࠆߎߣ߽޽ࠅ
߹ߔ‫ߩࠕࠪࡀ࠼ࡦࠗߪߢࠇߘޕ‬࿾ၞ␠ળ߇‫ޔ‬ᶏ⧡ߩ⵾ຠൻ߹ߢߒߡߪߤ߁߆‫ߢࠕ࠺ࠗࠕ߁޿ߣޔ‬ߔ‫ޕ‬ડᬺߩ␠ળ⊛⽿છ㧔CSR㧕ߦᢅᗵߥડᬺ߿‫ޔ‬ᄢቇ޽ࠆ޿ߪห⓹ળߩදജߪ߽ߒ߆ߔࠆߣ޽ࠅ
ᓧࠆߩ߆߽⍮ࠇ߹ߖࠎ‫ޕ‬ࡆࠖࡦ㧦ߘ߁ߒߚᵴേߪ‫⾗ޔ‬㊄ߩⵣઃߌ߇޽ࠇ߫ታⴕน⢻ᕈ߇޽ࠆߣᕁ޿߹ߔ‫⎇ߪߢࡓ࠽࠻ࡌޕ‬ⓥ⾗㊄ࠍ↪޿ߡࡌ࠻࠽ࡓߩᜰዉᢎຬߣᣣᧄߩᜰዉᢎຬߩᜰዉߩਅ‫ޔ‬ඳ჻⺖⒟ቇ↢߇⎇ⓥᜰዉࠍฃߌࠆߎߣࠍᅑബߒߡ޿߹ߔ‫ߚ߹ޕ‬ડᬺߦ߽⎇ⓥ⾗㊄ߪሽ࿷ߒ߹ߔ‫ࠍࠄࠇߘޕ‬ᵴ↪ߔࠇ߫ߏឭ᩺ߩ
ᵴേߪታⴕ߇น⢻ߢߪߥ޿ߢߒࠂ߁߆‫ޕ‬ⓄⓍ㧦౒หࡊࡠࠫࠚࠢ࠻ߦߟ޿ߡࡑ࡟࡯ࠪࠕߩࡄࡀ࡝ࠬ࠻߆ࠄߏᗧ⷗ࠍߤ߁ߙ‫ޕ‬ࡎ࡯㧦⎇ⓥ਄ߩ౒หࡊࡠࠫࠚࠢ࠻߇ᚑഞߔࠆߦߪ޿ߊߟ߆ߩⷐઙ߇޽ࠆߣᕁ޿߹ߔ‫ࡊߪߟߣ߭ޕ‬ࡠࠫࠚࠢ࠻ߩෳട⠪߇⺖㗴ࠍ౒᦭ߒߡ޿ࠆߎߣߢߔ‫ޕ‬2 ߟߦߪ౒หߔࠆਔ⠪ߩ㑆ߦ૗ࠄ߆ߩᛛⴚ
ߩ⋧㆑߇޽ࠆߎߣߢ౒หߦࠃߞߡ෺ᣇߦߣߞߡߩ೑߇ᦼᓙߐࠇࠆߎߣߢߔ‫ޕ‬3 ߟߦߪ㧞࿖㑆ߩ߽ߩߢ߽ᄙ࿖㑆ߩ߽ߩߢ߽޿޿ߩߢߔ߇‫⾗ޔ‬㊄ភ⟎ߦߟ޿ߡචಽߥᖱႎ߇ᓧࠄࠇࠆߎߣߢߔ‫ޕ‬ᚑഞߩߚ߼ߦߪߎࠇࠄ㧟ὐߪᰳ߆ߖߥ޿ߢߒࠂ߁‫ޕ‬ⓄⓍ㧦౒หࡊࡠࠫࠚࠢ࠻ߦߟ޿ߡ‫࠻ࠢࠚࠫࡠࡊޔ‬ᒻᚑߦ޽ߚߞߡߪ࠻࠶ࡊ࠳࠙ࡦࠃࠅ߽ࡏ࠻ࡓࠕ
࠶ࡊߩ߶߁߇ᚑഞߦߟߥ߇ࠅ߿ߔ޿ߣ⠨߃ࠄࠇࠆߎߣ‫౒ޔߚ߹ޔ‬หࡊࡠࠫࠚࠢ࠻ߦ߅޿ߡ߽ห⓹ળߦ৻ቯߩᓎഀࠍᦼᓙߒᓧࠆߎߣߥߤ߇⼏⺰ߐࠇ߹ߒߚ‫ޕ‬28

3. 䉫䊨䊷䊋䊦䊙䉟䊮䊄ⓄⓍ㧦੹ᣣߩਥ㗴ߢ޽ࠆᄢቇ㑆ࡀ࠶࠻ࡢ࡯ࠢߦ߅޿ߡ‫ߩߘޔ‬዁᧪ࠍᜂ߁ߩߪߎߎߦෳടߒߡ޿ࠆ
ቇ↢⻉ำߢߔߩߢ‫ᦨޔ‬ᓟߦࠣࡠ࡯ࡃ࡞ࡑࠗࡦ࠼ߩ⺖㗴ࠍขࠅ਄ߍ߹ߔ‫ޕ‬ᓟࠈߩᣇߦቇ↢ߐࠎ߇᧪ߡ޿߹ߔ‫ޕ‬዁᧪ߩ਎ઍࠍᜂ߁ߎߣߦߥࠆቇ↢‫߅ࠍࠫ̆࠮࠶ࡔߩ߳ߣ߭޿⧯ޔ‬㗿޿ߒ߹ߔ‫ޕ‬࡛࡯㧦 ⑳⥄り‫ޔ‬ᣣᧄߦ᧪ࠆ߹ߢߪࡑ࡟࡯ࠪࠕߦ૑ߺ‫ߢᧄޔ‬㔐ߦߟ޿ߡ⺒ࠎߛ߇ࠊ߆ࠄߥ߆ߞߚ
⚻㛎߇޽ࠅ߹ߔ‫ޕ‬㔐ߣߪߤߩࠃ߁ߥ߽ߩߛࠈ߁߆‫ޔ‬ታ㓙ߦ⷗ࠆ߹ߢࠊ߆ࠅ߹ߖࠎߢߒߚ‫ޕ‬ᣣᧄੱቇ↢ߦߣߞߡᣣᧄߣ⇣ߥࠆ࿖߿࿾ၞߩ⥄ὼ߿ᢥൻߒ߆ࠅߢߔ‫ޕ‬ᣣᧄߩቇ↢ߦ‫ޔ‬ᶏᄖߦ಴ߡ⇣ߥࠆⅣႺߦりࠍ⟎ߊߎߣࠍ൘߼ߚߊ‫ޔ‬ᄖߦ಴ߡⴕߞߡߐ߹ߑ߹ߥⅣႺߦりࠍ߅޿ߡߊߛߐ޿‫޿⸒ߣޔ‬ߚ޿ߢߔ‫ޕ‬ࡆࠖࡦ㧦ᚒ‫ߩޘ‬ቇ↢ߩ㑆ߩㅪ៤දജ߇ㅴዷߔࠆߎߣࠍᦼᓙߒ߹ߔ‫੹ޕ‬ᣣߪห⓹ળߦߟ޿ߡ⹤ߒ߹
ߒߚ߇‫ޔ‬㊀ⷐߥ߭ߣߟߪࠦࡦ࠲ࠢ࠻ࡄ࡯࠰ࡦߢߔߨ‫ߩࠇߙࠇߘޕ‬࿖ߦ⼾ᯅᛛ⑼ᄢర⇐ቇ↢ห⓹ળߩࠦࡦ࠲ࠢ࠻ࡄ࡯࠰ࡦ߇߅ࠄࠇ‫߽ߤߥ࡞ࠗࡔޔ‬ᵴ↪ߒߡㅪ៤߇ߣࠇࠇ߫ࡀ࠶࠻ࡢ࡯ࠠࡦࠣߪน⢻ߢߒࠂ߁ߒ‫౒ޔ‬ห⎇ⓥࡊࡠࠫࠚࠢ࠻ߩᒻᚑ߽น⢻ߛߣᕁ޿߹ߔ‫ߚ߹ޕ‬዁᧪‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇ߇
ᢎ⢒ߩ⓹ญࠍᐢߍ⇐ቇ↢ࠍ᜗߈౉ࠇࠆߚ߼ᢎ⢒ࡈࠚࠕࠍ㐿௅ߒ‫ޔ‬ฦ࿖ߩห⓹ળ⚵❱ߦㅪ⛊ߒߡදജߒߡዷ㐿ߢ߈ࠇ߫޿޿ߣᕁ޿߹ߔ‫ޕ‬ⓄⓍ㧦੹ᣣߩ⼏⺰ߪᣣᧄߩቇ↢ߦߪዋߒ㔍ߒ߆ߞߚ߆߽⍮ࠇ߹ߖࠎ‫ᦨޕ‬ᓟߦቇ↢߆ࠄ૗߆ᗵߓߚ
ߎߣ߇޽ࠇ߫ߤ߁ߙ‫ޕ‬ቇ↢㧦㔚᳇㔚ሶᎿቇኾ᡹ߩᄢቇ㒮↢ߢߒߡ ICCEED ⎇ⓥቶߦ㈩ዻߐࠇઁ࿖ߩੱߣળ߁ᯏળ߇޽ࠅ
߹ߒߚ‫ߕ߈ߢߊ߹߁߇ࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦߩߢ⺆⧷ޕ‬ᖎߒ޿ᕁ޿ࠍߒߚߩߢ‫⎇ޔ‬ⓥቶߩખ㑆ߣ‫ޔ‬⧷⺆ജࠍ㜞߼ࠆߎߣࠍ⋡ᜰߒߡࠬࡇ࡯࠼࡜࡯࠾ࡦࠣࠍ߿ߞߡ޿߹ߔ‫ޕ‬ⓄⓍ㧦ࠦࡔࡦ࠻ࠍ޽ࠅ߇ߣ߁‫⊝ߩ࠻ࠬ࡝ࡀࡄޕ‬᭽‫⊝ߩࠕࡠࡈޔ‬᭽‫⾆ޔ‬㊀ߥᗧ⷗ߣᗧ⟵ᷓ޿⸛⼏ࠍ᦭ࠅ㔍߁ߏߑ޿߹ߒߚ‫ޕ‬㐳ᤨ㑆߅∋ࠇߐ߹ߢߒߚ‫✚ޔ߃⚳ࠍࡦ࡚ࠪ࠶ࠞࠬࠖ࠺࡞ࡀࡄߢࠇߎޕ‬วมળߩ ICCEED ༑ᄙಎᢎ᝼ߦࡑࠗࠢࡠࡈࠜࡦࠍ㄰ߒ߹ߔ‫ޕ‬
㧔ᜉᚻ㧕

29

㐽ળ᜿ᜦ㩷ᧁౝ㩷 ⴕ㓶㩷
Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㐳㩷 㩷 ⼾ᯅᛛⴚ⑼ቇᄢቇߪ‫ޔ‬35 ᐕ೨ߦ⸳┙ߐࠇߚᒰೋ߆ࠄ‫ޔ‬࿖㓙⊛ߥᵴേߦⓍᭂ⊛ߦขࠅ⚵ࠎߢ߈߹ߒߚ‫ᧄޕ‬ቇߩ࿖㓙ᵴേߦኻߔࠆⓍᭂᕈࠍ⢛᥊ߦߒߡ੹߆ࠄ 10 ᐕ೨ߦ⸳┙ߐࠇߚᎿቇᢎ⢒࿖㓙දജ
⎇ⓥ࠮ࡦ࠲࡯ICCEED ߪ‫ࠍࠕࠫࠕޔ‬ਛᔃߣߔࠆ⻉ᄖ࿖ߩᎿቇᢎ⢒ߩะ਄ߩߚ߼ߦขࠅ⚵ࠎߢ߈ߡ޿߹ߔ‫ޕ‬ ICCEED ߪ⸳┙એ᧪‫ޔ‬Ფᐕ‫ޔ‬㚂ㇺ᧲੩ߢ‫ࠍޠࡓ࡜࡯ࠜࡈࡦࡊ࡯ࠝޟ‬㐿௅ߒ‫ޔ‬࿖ߩౝᄖ߆ࠄߩෳ
ടࠍᓧߡ‫ޔ‬Ꮏቇᢎ⢒࿖㓙දജߦ㑐ߔࠆ⻉⺖㗴ࠍో࿖࡟ࡌ࡞ߢ⸛⼏ߒߡ޿߹ߔ‫੹ޕ‬࿁⸳┙ 10 ๟ᐕࠍㄫ߃ࠆᐕߦ‫ᧄߡ߼ߓߪޔ‬᜚࿾⼾ᯅߢ㐿௅ߒ‫ޔ‬ᄙߊߩᧄቇቇ↢‫ޔ‬ᢎຬ‫ޔ‬⡯ຬߩ⊝᭽ߩෳടࠍ޿ߚߛ
ߊߎߣ߇ߢ߈߹ߒߚ‫ޕ‬ ICCEED ߪ‫ઁߩߘޔࡓ࠽࠻ࡌޔࠕࠪ࡯࡟ࡑޔࠕࠪࡀ࠼ࡦࠗޔ‬ᄙߊߩ࿖‫ߩޘ‬ᄢቇ߿㜞╬ᢎ⢒ⴕ᡽ᯏ㑐ߣㅪ៤ߒߡ‫ޔ‬࿾ၞߩᎿቇᢎ⢒ߩ࿖㓙දജߣะ਄ߦദ߼ߡ߈߹ߒߚ‫ޕ‬ICCEED ߇‫ᧄߡߒߘޔ‬ቇో૕߇‫ߢ߹ࠇߎޔ‬ၭߞߡ߈ߚ⻉ᄖ࿖ߩᎿቇ㑐ଥ⠪ߣߩ߈ߕߥߪ‫ޔ‬ICCEED ߦߣߞߡ߽‫ޔ‬ᄢቇో૕ߦߣߞߡ߽‫⾆ޔ‬㊀ߥ⽷↥ߢߔ‫޿ߒⷫߚߒ߁ߎޔ߽ࠄ߆ࠇߎޕ‬ㅪ៤㑐ଥࠍᄢಾߦߒ‫ޔߦࠄߐޔ‬ᤓ੹ࠊߚߊߒߚߜࠍขࠅᏎߊᣂߚߥ਎⇇ᖱ൓ߦኻᔕߒߡ‫ࠅࠃޔ‬ᷓ޿‫ࠅࠃޔ‬᏷ᐢ޿‫ࠅࠃޔ‬ᚢ⇛⊛ߥ࿖㓙ㅪ៤ࠍߔߔ߼ࠆߚ߼ߦ‫ޔ‬ICCEED ߽ዧജߒߚ޿ߣ߅߽޿߹ߔ‫ޕ‬ ᧄᣣ‫ᧄޔ‬ቇ߳ߩ⇐ቇ↢ߣߒߡ‫ᧄߪ޿ࠆ޽ޔ‬ቇߣߩᢎ⢒දജ࡮⎇ⓥදജߩᜂ޿ᚻߣߒߡߏᵴべߊߛߐߞߚᄖ࿖ੱ⎇ⓥ⠪ߩ⊝᭽߆ࠄ‫ޔ‬ᗧ⟵޽ࠆ⻠Ṷࠍ޿ߚߛ߈⸛⼏ࠍ޿ߚߛ޿ߚߎߣߦᷓߊᓮ␞↳ߒ਄ߍ߹ߔ‫ߏޕ‬ᄙ↪ߩߥ߆ෳടߊߛߐߞߚቇᄖߩ߆ߚ߇ߚ‫ᧄޔ‬ቇߩᢎ⡯ຬ‫ޔ‬ቇ↢ߩ⊝᭽ߦ߅␞↳ߒ਄ߍ߹ߔ‫ࠍࡓ࠙ࠫࡐࡦࠪޕ‬ᓟេߊߛߐߞߚᢥㇱ⑼ቇ⋭‫ޔ‬࿖㓙දജᯏ᭴ߣ‫ߏޔ‬᜿ᜦࠍ߅ነߖߊߛ
ߐߞߚᳰේ⺖㐳‫⪨ޔ‬ፉㇱ㐳ߦ߅␞↳ߒ਄ߍ‫ޔ‬㐽ળߩߏ޽޿ߐߟߣ޿ߚߒ߹ߔ‫ޕ‬޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ޕ‬30

ICCEED ⸳┙ 10 ๟ᐕ⸥ᔨ䉲䊮䊘䉳䉡䊛Ꮏቇᢎ⢒࿖㓙දജ䈱዁᧪௝㩷 䋭㩷 ᄢቇ㑆䊈䉾䊃䊪䊷䉨䊮䉫䈻䈱ᦼᓙ㩷 䋭
ᐔᚑ 23 ᐕ 11 ᦬ 15 ᣣ䋨Ἣ䋩13䋺30䌾18䋺30 ⼾ᯅᛛⴚ⑼ቇᄢቇ㩷 ⻠⟵᫟㩷 A -101✚วมળ䋺㩷 ༑ᄙ㩷 ⷐ㩷 ⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷ಎᢎ᝼

ᤨೞ

䊒䊨䉫䊤䊛

13:30

㐿ળ

13:40

᧪⾠᜿ᜦ

ᳰේ㩷 లᵗ㩷 ᳁㩷 ᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖㐳

13:50

᧪⾠᜿ᜦ

⪨ፉ㩷 ାሶ㩷 ᳁㩷 ⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱ㐳

14:00

⻠Ṷ 1

14:30

⻠Ṷ 2

15:00

ᵴേ⚫੺ ⼾ᯅᛛⴚ⑼ቇᄢቇ䇸࿖㓙⎇ⓥ䊒䊨䉳䉢䉪䊃䇹2010-2011
Dr. Djumanto 㩷 Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷․છಎᢎ᝼䉧䉳䊞䊙䉻ᄢቇㄘቇㇱ⻠Ꮷ䋨䉟䊮䊄䊈䉲䉝䋩

15:10

᭏㩷 ૫ਯ㩷㩷 ⼾ᯅᛛⴚ⑼ቇᄢቇቇ㐳Ꮏቇᢎ⢒䈮䈍䈔䉎࿖㓙දജ䊂䉱䉟䊮䊒䊨䉳䉢䉪䊃Dr. Ichsan Setya Putra㩷 䊋䊮䊄䊮Ꮏ⑼ᄢቇ⾰଻⸽ㇱ㐷㐳䋨䉟䊮䊄䊈䉲䉝䋩
ᄢቇ㑆䊈䉾䊃䊪䊷䉪䈱ᒝൻ䈮ะ䈔䈩㩷 䋭䊙䊧䊷䉲䉝䈱੐଀䋭
Dr. Ho Chin Siong㩷 䊙䊧䊷䉲䉝Ꮏ⑼ᄢቇ࿖㓙੤ᵹㇱ೽ㇱ㐳䋨䊙䊧䊷䉲䉝䋩

䉮䊷䊍䊷䊑䊧䉟䉪

15:30

⻠Ṷ 3

16:00

⻠Ṷ 4

16:30

⻠Ṷ 5

17:00

⻠Ṷ 6

17:30

✚ว⸛⺰

18:20
-18:30㐽ળᄖ࿖ੱ⇐ቇ↢෸䈶⎇ⓥ⠪䈱⋡⊛࿾䈫䈚䈩䈱⼾ᯅᛛⴚ⑼ቇᄢቇ
Dr. Phan Dinh Tuan 䊔䊃䊅䊛࿖ኅᄢቇ䊖䊷䉼䊚䊮ᏒᎿ⑼ᄢቇ೽ቇ㐳䋨䊔䊃䊅䊛䋩
ቇ↢䊶ᢎຬ࿖㓙੤ᵹ䊒䊨䉫䊤䊛䈪ᒝൻ䈘䉏䈢ᄢቇ㑆䊈䉾䊃䊪䊷䉪㩷
Dr. Samsul Rizal 䉲䊞䉪䉝䊤ᄢቇ೽ቇ㐳䋨䉟䊮䊄䊈䉲䉝䋩
Ꮏቇᢎ⢒䈱࿾ၞㅪ៤
Dr. Yeoh Fei Yee㩷 䊙䊧䊷䉲䉝⑼ቇᄢቇ᧚ᢱ㋶‛⾗ḮᎿቇㇱ਄⚖⻠Ꮷ䋨䊙䊧䊷䉲䉝䋩
Ꮏቇᢎ⢒䈱䈢䉄䈱⼾ᯅᛛⴚ⑼ቇᄢቇห⓹䈱࿖㓙ዷ㐿
Dr. Nguyen Ngoc Binh 䊔䊃䊅䊛࿖ኅᄢቇ䊊䊉䉟ᩞ䊶Ꮏ⑼ᛛⴚᄢቇቇ㐳䋨䊔䊃䊅䊛䋩
Ꮏቇᢎ⢒࿖㓙දജ䈱዁᧪௝䊝䊂䊧䊷䉺䊷䋺ⓄⓍ㩷 ⋥⵨ Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷ᢎ᝼ᧁౝ㩷 ⴕ㓶㩷 Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㐳

ᴾ

31

㩷

╙䋲ㇱ䋺⧷ᢥ㩷㩷㩷㩷㪧㪸㫉㫋㩷㪫㫎㫆㪑㩷㪜㫅㪾㫃㫀㫊㪿㩷㩷㩷㩷

Foreword㩷㩷International Cooperation Center for Engineering Education Development
Toyohashi University of Technology
Toyohashi University of Technology (often called “Toyohashi Tech” or “TUT”) celebrated its 35th
anniversary and the 10th anniversary of International Cooperation Center for Engineering Education
Development (ICCEED) in 2011. As part of celebration events the ICCEED Symposium was held on
November 15, 2011 in Toyohashi, which was concurrently the Tenth Open Forum of ICCEED, since
ICCEED annually organizes open forum to discuss issues related to international cooperation inengineering education for the past nine years.
The symposium was under the auspices of Ministry of Education, Culture, Sports, Science and Technology(MEXT) and the Japan International Cooperation Agency (JICA). On the overall theme of “Future ofInternational Cooperation in Engineering Education – Toward Strengthened Inter-University Networking,”
the symposium program included lectures by six scientists from Indonesia, Malaysia and Vietnam whohave been deeply engaged in TUT, and a panel discussion.
At the greetings from MEXT, Division Director Mr. Ikehara delineated recent development of education
policies and expressed high expectation for ICCEED activities in coming years. Department Director
General Ms. Kayashima of JICA explained the perspectives for the future international cooperation in
education and encouraged TUT to further commitments to cooperation in engineering education.
Among six invited lecturers, Dr. Samsul (Indonesia), Dr. Ho (Malaysia), Dr. Yeoh (Malaysia) and Dr. Binh
(Vietnam) are alumni of TUT, while Dr. Ichsan (Indonesia) has been a key figure in promotinginter-university cooperation between Bandung Institute of Technology and TUT, and Dr. Tuan (Vietnam) is
a former visiting professor of ICCEED. They made valuable recommendations and proposals oninternational cooperation in engineering education. ICCEED Project Associate Professor Dr. Djumanto,
Lecturer of Gadja Mada Unviersity, introduced the Toyohashi Tech International Research Project
FY2010-2011 on “dynamic analysis of pollutants in water environment and construction of water
environment research network in Indonesia” as a case of inter-university research cooperation.
At the panel discussion under the moderatorship of Dr. Hozumi, Professor of ICCEED, active discussions
took place on key issues, including inter-university network mobilizing alumni associations; ways forpromoting international projects; university linkage of mutual benefit; and international mind required forthe younger generation.
This special issue outlines the lectures and discussions, which we hope can be of any help for deliberating
further international cooperation in engineering education and inter-university networking.

35

Opening Remarks
Yoshiyuki Sakaki
President
Toyohashi University of Technology
On behalf of Toyohashi University of Technology, I would like to extend my cordial welcome to therepresentative of Ministry of Education, Culture, Sports, Science and Technology (MEXT), therepresentative of Japan International Cooperation Agency (JICA), the invited speakers from universities
abroad and all the participants to the ICCEED symposium in commemoration of its tenth anniversary.
Also commemorating the 35th anniversary of our University (often called TUT or Toyohashi Tech), this
symposium is aimed at discussing ways for cooperation in higher education between Japan and thecountries in Southeast Asia that recently show remarkable development. The focus of our discussions
shall be on the future of Toyohashi Tech’s international activities, which have been facilitated through
ICCEED. On Toyohashi Tech’s behalf, I would like to express my gratitude for your cooperation andsupports for this symposium to all of you, especially the guest speakers coming all the way from abroad.
Prior to their presentations and discussions, allow me to briefly explain the progress of international
exchanges and cooperation by Toyohashi Tech attained so far.
Since its foundation 35 years ago TUT has been proactively engaged in programs and activities for“internationalization” in various ways, including establishing the Language Center, and inviting a professor
from University of California, Professor Yasundo Takahashi at the early stage of its history. Especially
noteworthy in the international activities of TUT is its university-wide participation in the Higher
Education Development Support (HEDS) Project of JICA in Indonesia since 1990, and succeeding close
cooperative activities with universities abroad particularly those in Southeast Asia. In the course of the
HEDS project we encountered a terrible tragedy of a plane crash in Indonesia that took the lives of ourProfessor Kazutomo Ohtake and Director-General Tsutomu Tomimura. Withstanding the tragedy TUT
continued and enhanced international cooperation activities. The university’s steadfast efforts forinternational cooperation were widely acknowledged, and eventually resulted in establishing theInternational Cooperation Center for Engineering Education Development (ICCEED) in 2001. ICCEED
has been playing a central role in TUT’s international activities and attaining substantial achievements ininternational cooperation and exchange. In retrospect, TUT has accepted and provided education to alarge number of international students mainly from Southeast Asia, conducted international cooperative
research with universities abroad, and strengthened trustworthy linkages with them for more than 30 years.
These attainments are great assets for TUT and they shall constitute a sound foundation for its further
advancement of international activities. In this occasion of TUT’s 35th and ICCEED’s 10th anniversaries, I
would like to express sincere appreciation to those who worked for TUT’s internationalization, especially
officers and personnel of MEXT and JICA as well as those who played pivotal roles for ICCEED, both theforeign and the Japanese persons.
On the basis of the attainments in the past ten years, ICCEED will start the next ten years from now, whichshould not be simple continuation of the past but should involve further evolutions. The internationalsociety has been drastically changing, and the globalization has spread over various areas including politics,
economy, industry, science and technology.
In the changing global society, our nation’s
internationalization is revealed to be in need of quantitative transformation in a couple of aspects. One
aspect of required transformations can be described as "internal” or “domestic” internationalization. We

36heard in the past that “common sense in Japan is uncommon sense for the rest of the world.” In the
rapidly globalizing society Japan needs to reassure that it is a member of the international society and thecountry itself has to change as a member, while maintaining respect for its long-standing traditions andvalues. The second required aspect of qualitative transformation concerns relationships with nations in Asia.
The relationship has been shifting from a one-sided donor-recipient linkage with the official development
assistance to reciprocal partnership of mutual benefit, where we are equal members of a community. As
Asian nations including Japan have many issues of common interests such as industry and economy, andfacing with common challenging issues including environment, energy, food, education and humanresource development, we need to construct new relationship in the region to jointly tackle with thesechallenging issues.
From these new perspectives, TUT has recently been strengthening its structure for international programs
by establishing the Head Office for International Strategy in 2008 and enhancing related centers andorganizations including ICCEED in 2010. Under the new structure we are determined to enhance asystem for accepting international students, as well as fostering Japanese students to become active andleading players in the international society. TUT also tries to enhance institutional approach, in parallelwith the on-going personal approach, for international research with a view to further contribution toward
solution of various issues common to Asian nations.
Such new endeavors would require efforts and supports, not only on campus of TUT by its staff andstudents, but also by people outside of TUT and outside of the country, especially those TUT alumni
abroad who are now playing important roles in the international community. I highly expect valuable
discussions and recommendations in this symposium regarding inter-university linkages of universities in
Asian nations and those in Japan, especially Toyohashi University of Technology.
In concluding, I would like to reiterate my wish for your continued understanding and support for further
internationalization of TUT. Thank you.
Note: The original speech was made in Japanese, and this English translation is for reference.

37

Greeting*
Mitsuhiro Ikehara
Director, International Affairs Division
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan
Thank you for the introduction. I am Mitsuhiro Ikehara, Director of International Affairs Division of the
Ministry of Education, Culture, Sports, Science and Technology (MEXT). On behalf of MEXT, I would
like to say a few words for the symposium to all of you.
First of all, I would like to express my heartfelt congratulations on the 35th anniversary of TUT and the10th anniversary of ICCEED. TUT is one of the national universities in Japan specialized in science andtechnology, and its characteristic strength manifests itself in fostering highly capable personnel inengineering and sciences by accepting graduates of technical colleges and providing them with further
advanced education through undergraduate and graduate programs. Taking advantage of the strength,
TUT has especially contributed to human resource development of developing countries, by such means as
proactively participating in various cooperation projects of the Japan International Cooperation Agency(JICA) through ICCEED, receiving a number of international students, and conducting international
exchange of researchers.
The sustained endeavors of TUT for international cooperation since its inception seem to be bearing the
fruit now. Many of the invited speakers today represent, as I understand, those who had studied at TUT as
international students or young researchers in earlier days, or those who had been engaged in international
cooperation with TUT through JICA projects. It can be argued that each of the invited speakers and otherindividuals, who had studied at TUT before and are now playing key and leading roles in their homecountry's development, shall represent the achievement of TUT’s programs and activities, and the human
networks formed between them and the university shall constitute a great asset to TUT.
Now, International Affairs Division of MEXT is engaged in an advisory body called the Council for
Promoting International Cooperation which, composed of learned persons and experts, deliberates new
ways for international cooperation in education in the light of recent changes in international circumstances,notably the progress of globalization.
In 2011 as its first year, the council’s discussions are focusing on emerging nations in Southeast Asia andMiddle East. These nations have some features such as the following: (1) Due to their rapid economic
growth some nations are not any more recipients of the Official Development Assistance (ODA), therefore
require new framework for international cooperation; (2) Because of their societal advancement, somenations’ needs for international cooperation by Japan become advanced and complex; (3) Having attained acertain levels of quantity and quality in human and material resources, some nations seek equal partnershipand mutuality with Japan in preference to donor-recipient relations, including mutual quality assurance of
education, mutual recognition of academic degrees and reciprocal transfer of academic credits. Since
these new issues may not be appropriately tackled with through conventional approaches alone, we are
exploring new ways for international cooperation.
Let me delineate several issues on the future of international cooperation in education, some of which are
discussed at the Council and others are my own personal views.

38

The first is on the ASEAN University Network / Southeast Asia Engineering Education Development
Network (AUN/ SEED-Net) Project. The project I believe has been successful in both enhancing thequalities of universities in Southeast Asia and achieving significant results in forming human networks
among universities of ASEAN countries and Japan. As the second phase of the Project is completing
soon, JICA and the Ministry of Foreign Affairs of Japan are considering the next step. I feel further
strengthened linkages on the basis of mutuality desirable among participating universities, including double
degrees and joint degrees.
Secondly, while the AUN/SEED-Net Project has been successful in the field of engineering in Southeast
Asia, cooperation seems needed also in the field of agricultural education in the region. As a consortiumof universities in this field has already been formed for international cooperation in Japan, we expect
further efforts for cooperation, while duly reflecting actual needs in Southeast Asia.
Third, a university in engineering called Malaysia-Japan International Institute of Technology (MJIIT)
started this fall, and the Higher Education Loan Project (HELP) for Malaysian students to study in Japan issuccessful, based on the nation’s Look East Policy. In these programs it is deemed necessary to establish
a system for providing further Japanese language education, as well as internship programs withJapanese-affiliated companies. While the number of foreign students especially from Middle East andAfrica studying in Malaysia is said to be increasing, we may perhaps be able to accept such international
students currently in Malaysia to Japan for their further study.
The fourth issue is on industry’s involvement and cooperation in engineering education. Under theleadership by Minister Mr. Nakagawa of MEXT, we presume that economies in Asian nations such as
Vietnam and Thailand are in need of educational institutions to foster technical experts engaged in
production management, perhaps those equivalent to colleges of technology in Japan. We are required toconsider the appropriateness and desirability of “exporting” a Japanese system of the colleges oftechnology to these countries in a package. The Council members include experts from Japan External
Trade Organization (JETRO), Japan International Cooperation Center (JICE), Keidanren (Japan Business
Federation) and private sectors. The Council is thus envisaged to deliberate the matter with a view todisseminating engineering education of the Japanese style to these countries, while considering the needs
for human resources by Japanese companies there.
The last issue I would like to mention here is about a ministerial meeting to revise the Regional Convention
on the Recognition of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific, to beheld next week. The meeting is to streamline current regional convention with a view to facilitating
mutual recognitions of degrees and credit transfer among universities in the Asia-Pacific region, following
the Bologna process in Europe. Universities in Japan are surely preparing for internationalization in orderto develop globally active human resources. We expect that inter-university networking in the region will
be enhanced when such conditions are met.
In the various respects I referred to so far, the symposium topic of today, ‘‘Future of International
Cooperation in Engineering Education –Toward Strengthened Inter-University Networking-’’ is quite
timely, and I am convinced that ICCEED shares common perceptions with MEXT about international
cooperation in education. There is no doubt about the importance of international cooperation by
universities and the significance of networks in inter-university collaboration. MEXT will extend its

39

utmost supports to these endeavors. In this symposium, we have many professors as guest speakers fromabroad, who are closely connected to TUT and its ICCEED. I sincerely wish thoughtful review of the ten
years of ICCEED from both national and international viewpoints, and constructive discussions that may
guide us for the next ten years.
Lastly, but not the least, I would like to express our sincere appreciation to President Sakaki of TUT,
Director Kiuchi of ICCEED, and all academic and administrative staff of TUT, and our respects tocontinuous endeavors of TUT.
Thank you.
Note*: The original speech was made in Japanese, and this English translation is for reference.

40

Greeting*
Nobuko Kayashima
Director General, Human Development Department
Japan International Cooperation Agency (JICA), JapanLet me express my sincere congratulations on the Symposium in Commemoration of the 10th Anniversaryof the International Cooperation Center for Engineering Education Development (ICCEED). On behalf of
the Japan International Cooperation Agency (JICA), I would like to say a few words.
First of all, I would like to express my hearty gratitude to Toyohashi University of Technology (TUT) for
its lasting cooperation with activities of our agency. In JICA’s development projects of higher educationin developing nations, we have been receiving extended supports from Japanese universities including TUT,
in terms of dispatching its academic staff to developing nations as JICA experts and members of JICA
study teams, as well as receiving and supervising JICA trainees. Particularly noteworthy is TUT’s
contributions to the Higher Education Development Support (HEDS) Project in Indonesia and the ASEAN
University Network/Southeast Asia Engineering Education Development Network (AUN/SEED-Net)
Project. Especially, Dr. Kazuo Tsutsumi, Visiting Professor of ICCEED and Professor Emeritus of TUT,
received Foreign Minister’s Commendation in July, 2011 for his contribution in international cooperation
activities. It is an honor for us at JICA too, and we are grateful to all staff of ICCEED and TUT
concerned.
In a so-called society of “knowledge economy” today, many nations including developing ones are strongly
recognizing the importance of higher education institutions, because of their important roles in developing
human resource to build its own nation, enhancing the intellectual level of the society, and contributing toregional developments. Higher education is said to have three distinct roles: education, research andsocial contribution. Institutions of higher education are expected to play enhanced roles in these,
especially developing human resources in various areas and conducting research and development required
for national advancement. In the ever changing world, higher education surely plays a vital role in solving
various problems. We have to make the system adaptable to the complex society and economy.
JICA fully recognizes the important roles to be played by institutions of higher education in developing
nations, and wishes to eagerly conduct projects in this area with the continued supports from universities inJapan.
Every year ICCEED has held its open forum, which provides valuable occasion of deliberations on
international cooperation in engineering education and deepening understanding of international trends inthis field of cooperation. It is significant that such forum is now a well-established, valuable practice forthose who work for international cooperation in higher education including us at JICA.
Speaking of today’s main theme “inter-university networking,” the university network of AUN/SEED-Net
Projects involves Bandung Institute of Technology in Indonesia, Ho Chi Minh City University ofTechnology in Vietnam, and Universiti Sains Malaysia in Malaysia, from which the guest speakers are with
us today. In effect the Project is aimed at increasing quality of engineering education and researchthrough network of universities involving leading 19 universities in ASEAN nations and 11 Japanesesupporting universities including TUT.

41

On the basis of our experiences in the AUN/SEED-Net Project, I would like to mention two issues we can
expect from strengthened inter-university networking.
One is capacity development in education and research through intellectual network. AUN/SEED-Net
Project is aimed at contributing to the strengthening of research and education levels in key universities in
ASEAN nations through interactions among universities and university personnel by various schemes, suchas studying abroad, organizing regional training programs, conducting joint research, and dispatching JICA
experts from Japanese universities to ASEAN nations. During the phase one from 2003 to 2008, as manyas 445 academic members in engineering of the member universities successfully enhanced theircapabilities through master or doctoral degrees programs, 428 joint research projects were conducted and
92 scientific seminars were organized. These achievements show that interactions among universities
resulted in capacity development of the universities. Inter-university networks enable the exchange of
people, study abroad and conduct of cooperative research, and are vital for the collective efforts forenhancement of education and research in universities.
In networking of universities we also have to pay attention to quality assurance of education and research.
Some of the nations in Asia are active in running double degree programs or joint degree programs. Suchprograms require a certain quality in education; the quality assurance is therefore a crucial issue.
The second expectation for inter-university networking is concerted efforts to cope with our common issues.
The AUN/SEED-Net Project challenges problems common in the ASEAN region such as disasterprevention, urban planning and energy. Some joint research projects in the AUN/SEED-Net for example
developed sewage treatment facilities suitable to the conditions of developing nations, and madeearthquake hazard maps in the ASEAN region. While it is getting more important to cope with global
issues that any single nation cannot solve, networks of universities can be an effective system to challengesuch issues. As the cases of AUN/SEED-Net Project show, through the network, the universities in thesimilar social and technological environment can join their efforts across the borders, stimulate each otheras equal partner, and collectively tackle with the global issues.
As overviewed so far, the AUN/SEED-Net Project for the past ten years has been, assisted by Japanesesupporting universities, helping build human networks of university academic staff among ASEAN nations
and Japan. On the basis of human networks as our invaluable assets, JICA is planning to further advancethe Project for regional development. Details of the extended plan are yet to be finalized, but we would
appreciate it if MEXT, universities in Japan including TUT, the governments and universities in the
ASEAN nations could continue cooperating with us.
I look forward to listening to the lectures and discussions by esteemed speakers on issues, ways and meansfor our cooperation in engineering education. Outcome of your valuable discussions, suggestions or
recommendations today may be reflected to our future deliberation on the conduct of JICA programs andactivities. I wish every success in this symposium. Thank you.
Note*: The original speech was made in Japanese, and this English translation is for reference.

42

Lecture 1: Article

International Collaborative Design Project in Engineering Education
Rationale and Examples
Ichsan Setya Putra
Head, Quality Assurance Unit
Bandung Institute of Technology, Indonesia
1. Introduction
Bordogna, a former official of the National Science Foundation described engineering as, “... theprocess of integrating knowledge to some purpose. It is societal activity focused on connecting pieces ofknowledge and technology to synthesize new products, systems, and services of high quality with respect
for [for example] environmental fragility [Sheppard 2009]. Engineering education is thus a preparation of
the students to solve our problems by using creative design of new products, systems, and services.
During the last few decades, profound changes occur in the society causes changes in engineering
practice. The changes in engineering work require changes in engineering education.

In the pastengineering work was conceived as problem analysis and problem solving where the number of variables
could be severely constrained, and problems could be reduced to quantitative dimensions. The engineering
problem solving was considered as a linear process.

The current complexity of the problems to be solved

requires a change of this linear process notion to a network, web, or system understanding of engineering
work [Sheppard, 2009]. This paper will start with the description of the attributes of the future engineers,
according to The Engineer of 2020 Project [NAE, 2004], who will work in a complex, sophisticated, andfast changing environment.
To educate the future engineers to have the attributes according to the NAE study, engineering
faculty need to understand some learning principles based on the current research findings. During the lastfew decades, cognitive psychology and educational research has discovered many findings that can be usedby engineering faculty to enhance learning. However, educators seem to be far separated from the researchfindings, and the knowledge remained the preserve of educational researcher and a few dedicated faculties.
Some of the research findings in cognitive psychology are in line with the practice in engineering education.
One example is the concept of social constructivism that has been used by engineering faculty incollaborative design project. The findings give theoretical ground of the current practice and promote awider application of the practice. The third part of this paper gives a brief description about theconstructivism and the social constructivism to assist engineering faculty to utilize the concept andimproving their practice.
The use of ICT to enhance social constructivism will be discussed in the section four. Some
examples of collaborative design project involving participants from different universities employing ICT
for communication and sharing of ideas will be given in section five. In section six the current trend of43

distributing product development activities to several places in a number of countries will be discussed.
The last section will be devoted to some ideas to enhance collaboration among Institut Teknologi Bandung(ITB), Toyohashi University Technology (TUT), and other universities in the region as a part of our task to
educate future engineers having the required attributes to survive and thrive in rapidly changing
environment. The recommendation is an expansion of the current activities that ITB, TUT, and otheruniversities are practicing currently.
2. The Attributes of Engineers 2020
According to the study of the National Academy of Engineers [NAE, 2004], the activities inengineering field will be shaped by the rapid pace of technological innovation, globalization, themultidisciplinary nature of the individuals involved, the influence of social, cultural, political, andeconomic forces, and the more significant presence of technology in our everyday lives than ever.
To be able to embrace success in the profession in 2020 and beyond, an engineer should possess
the following 10 attributes. The first three attributes are quite familiar to engineering faculty i.e. “strong
analytical skills”, “practical ingenuity”, and “creativity”. Engineers have to be able to use creatively
mathematics, basic science, and engineering science to solve problems and come with practical andworkable solutions.
The fourth attribute of the engineer in the future is “communication” skill needed due to the more
multidisciplinary nature of the engineering work. An engineer has to be able to explain their thinking in thelanguage that can be understood by people from other disciplines, even to politicians who make decision on
the solutions they offer.
“Mastery of business and management” is the fifth attribute which reflect the need of an engineer
to understand the social and economic foundations of modern societies. The fifth attribute is related to thesixth i.e. “leadership”, the future engineer has to be able to assume a leadership position as their careeradvance. In the leadership position, an engineer should go beyond their enclave of engineering field andaccept the challenge to “first serve” and bridge public policy and technology.
The seventh attribute “high ethical standards” and the eight attribute “professionalism” have to beconsidered as interrelated attributes. Engineering work always involve choices among some alternatives.
The choice has to balance economic, social, environmental, military, and other factors. In making the
choice, engineers have to use ethical consideration, meaning that the choice is not only beneficial for
his/her company, but also for the society and the mankind as a whole. Professionalism means that in
implementing the chosen solution, engineers will use technological resources effectively and wisely.
One attribute, according to the NAE report, that cannot be described by a single word is“dynamism, agility, resilience, and flexibility”. This attribute is related to the ability of engineers to be able
to cope with the rapid change in technology development and social-economic-political environment whereengineers will work.
The last attribute of future engineers is “lifelong learners”. The rapid change in the environment
mentioned above will also cause the career path of engineer will take diverse directions. To succeed
personally, an engineer must learn continuously throughout his/her career.

44

3. Understanding Social Constructivism in Students Learning
Traditional view of learning as the transfer of knowledge from a lecturer to students was alteredby the constructivism theory. In the constructivism theory, learners construct their own knowledge, skills,
and understanding based on their experience and observation. With this notion of learning, a curriculum is
not only a body (syllabus) of knowledge but also a program of activities [Heywood 2005]. The
constructivism evolved to the social constructivism, where the construction of knowledge does not occur
only from their own observation but also from the interaction among the learners and with tutors.
The importance of the social constructivism in students learning is recognized in the Joint Reportof American Association for Higher Education, American College Personnel Association, and National
Association of Student Personnel Administrators: Powerful Partnerships A Shared Responsibility for
Learning. One of the learning principles articulated in the Joint Report is “Learning is done by individuals
who are intrinsically tied to others as social beings, interacting as competitors or collaborators,
constraining or supporting the learning process, and able to enhance learning through cooperation andsharing”.
The focus of the social constructivism shift from what we learn to how we learn, in other words
the focus of our attention is not only on the content of the subject but also on the learning activities andstudents interaction related to the content. The translation of the social constructivism to the practice thatcan be implemented by the faculty is collaborative learning, where a group of students work together tocomplete a common task or to pursue understanding, and search for meaning.

Some possible formats ofcollaborative learning are group projects, collaborative writing, and team learning.
Social constructivism has another interesting feature i.e. it is not only learning about the content
but also learning to be a participant in an activity to master a field of knowledge. In the traditional
engineering curriculum students have to go through the learning about by taking the basic sciences andbasic engineering subjects for two to three years. Beginning the third or fourth year students start to learn
to be an engineer by taking subjects which involve synthesizing the acquired basic engineering subjects anddesign project. With the social constructivism in mind we can create a curriculum where students startdesign project early in the year of their study. They learn how an engineer works, they learn the complexityof design, they learn how the basic engineering subjects are inter-related in a design, and they learn “to be
an engineer”. Such a design project should be distributed during the four year program for the students toexperience the demand of professional practice. This emphasis of professional practice will enable students
to move from being passive viewers of engineering action to taking their place as active participants orcreators within the field of engineering [Shepard et. al. 2009]
The idea of learning to be was also reflected in one of the recommendation of the Boyer
Commission for research universities where students can be involved as a junior member of a researchteam. As undergraduates advance through a program, their learning experiences should become closer tothe activity of the graduate student. [The Boyer Commission on Educating Undergraduates in the Research
University, 1998]. This process of gradual involvement in research projects can be considered as part of thelearning to be a researcher. An example of this scheme to educate students to become a researcher is The

45

Undergraduate Research Opportunities Program (UROP) created in MIT in 1969. MIT’S UROP supports
research partnerships between MIT undergraduates and faculty. Undergraduate students are invited toparticipate in research as the junior colleagues of the faculty.
4. The Role of ICT to Enhance Social Constructivism
The advances in the Information and Communication Technology (ICT) have opened up new
possibilities to enhance learning. The introduction the internet has facilitated information access, andon-line collaboration and networking. The power of internet was enhanced by introduction of the searchengine which tremendously expanded the access to information. Students have access to all sorts of
information, including formal and informal educational materials. One example of the formal educational
material is the Open Course Ware of MIT, where more than 1700 course materials in MIT curriculum canbe accessed on-line. The initiative by MIT motivates hundred of universities and colleges in USA and othercountries to open their course materials on-line. Learning in an environment with an expanded access to
information is described as Web 1.0 learning.
With the internet, on-line collaboration among students from different countries is made possible.
An example of the on-line collaboration of students in K-12 educational setting is the CIESE[The Center for Innovation in Engineering and Science Education] Collaborative Science Projects. CIESE
sponsors and designs interdisciplinary projects that teachers throughout the world can use to enhance theircurriculum through compelling use of the Internet. CIESE focus on projects that utilize real time data
available from the Internet, and collaborative projects that utilize the Internet's potential to reach peers andexperts around the world. An example of the collaborative projects designed by CIESE is: The Global Sun
Temperature Project. Students from USA, Mexico, India, and Malaysia participate in measuring thetemperature and the length of the day and then compare and contrast their results to determine how
proximity to the equator affects average daily temperature and the length of the day.
Further development in internet enable mass collaboration and networking in the so called theWeb 2.0. This learning environment allows people with common interests to meet, discuss, share ideas,
contribute information, and collaborate in innovative ways [Bonk, 2010]. The Web 2.0 tools and resources
include blogs, wikis, social networking sites e.g., Second Life, Flickr, and You Tube. The tools andresources in Web 2.0 advent the social constructivism to communal constructivism providing the learners
with potentially powerful tools for learning. Communal constructivism can be defined as an approach tolearning in which students construct their own knowledge as a result of their experiences and interactions
with others, and has the opportunity to contribute this knowledge to a communal knowledge base for the
benefit of existing and new learners [Holmes and Gardner 2006].
The Web 2.0 has created the participatory culture where the consumers of content can also
modify, mix, and create content which is shared among the participants. An example of the communal
constructivism is the Wikiversity, which is devoted to learning resources, learning projects, and researchfor use in all levels, types, and styles of education including professional training and informal learning[Wikiversity].

46

5. Global Product Development
Globalization pressures has caused a growing number of engineering firms outsource complex
design work to international companies. A terminology related to outsourcing of engineering work is the
Global Product Development (GPD), in which product development activities are distributed acrossmultiple regions of the world. These activities include product definition, design and analysis,
manufacturing, operation and maintenance processes, and product changes and refinements [Heppelmann, J.,2005].
The trend to adopt the GPD represents a major transformation for business, and it applies to abroad range of industries. The driving force for the GPD is the global competition urging companies toreduce the time they need to bring products to market and to reduce cost of production. Further benefits of
GPG are engineering efficiency due to utilization of low cost resources, more flexible resource allocationof outsourced staffs, access to international technical expertise, and design of products for global markets[Eppinger, D., Chitkara, A.R., 2009].
Dell Computer is an example of company adopting GPD. It has five distributed design center,eight original design manufacturers in nearly a dozen locations, and numerous team members contributing
to the design and development of its hardware platforms. With these facilities Dell is recognized as acompany having a consistent track record of meeting its product release dates [Cole, S., et al., 2007].
Some companies, due to the nature of their product only adopt internationally distributed design
activities. An example of the distributed design activities is the international design teams taking part in thedevelopment of the Boeing 787 Dreamliner. Around 40 international companies including Alenia
Aeronautica, Fuji Heavy Industries Ltd., and Spirit Aerosystems Inc., are not just building the fuselage orwing box of the Dreamliner 787 aircraft. These suppliers are also participating in a virtual development
world where every aspect of the plane and its manufacturing processes is designed, created and tested
digitally before anything physically moves into production [Stockpole, 2007].
Another example of the distributed design activities is The Buick Invicta concept vehicle which
was designed by teams from North America and China working together through virtual technology. Bothdesign teams worked on styling and materials used. GM's Virtual Reality Lab allows engineers anddesigners to see all parts of the car as modeled in the computer [GM Heritage Center, 2008].
6. International Collaborative Design Project
The trend of engineering firms to adopt GPD as a new strategy to be more competitive in a global
environment requires that new engineers has to be able to work in such a setting. The engineering
curriculum has to provide learning experience, where students are exposed to collaborative design project
involving students from different countries, using ICT and face-to-face contact to design and manufacture
prototype of real products according to the needs of the society.
Engineering curriculum which includes the international collaborative design project is expected toprepare graduates for many attributes mentioned in section two. Design projects require students to thinkbeyond the existing solution and force them to offer new solutions which still have “practical ingenuity” tobe implemented. Students will also learn to work in a team, to lead a team, and to communicate with47

partners with different culture. For a design project involving industry partners, the product they design will
have to consider business aspects and professionalism. As a student with limited design experience theproject with a tight schedule involving international peers will train the student to have “dynamism, agility,
resilience, and flexibility”.
Since the last few years some international collaborative design projects were initiated in a numberof universities. The collaboration may only involve university participants in a certain region or world-wide
university participants and industrial partners providing supports of design software, hardware, training,
and lectures.
A Collaborative network of some member of LACCEI (Latin American and Caribbean
Consortium of Engineering Institutions) with Penn State University from US is an example of collaborative
design projects involving universities only. Penn State University acting as the leader, while from LACCEI
universities from four countries are involved i.e. Republic of Dominica, Ecuador, Colombia, Venezuela,
and Peru. In one of the design project 24 teams from 4 countries were formed. Most participants are
freshmen or sophomore and the design project is their first design and team experience. The project design
duration is 8 weeks with 4 virtual meetings using a collaborative platform.

These teams worked

independently on the same design proposal, sharing and discussing data and ideas with their international
partners. The design project is selected from suggestion from participating institutions. Some of the design
project selected includes a portable and folding bicycle design, design of prosthetic legs for children
victims of landmines, and the design of shelters for refugees of man or nature caused disasters. Somechallenges faced include different in academic calendar, selection of course to be attached to the design
experience and the associate academic level and grade, language barrier, and availability of collaborative
tools. Students found the experience rewarding and useful [Duque, J., et.al., 2010].
Another example of inter-university collaborative design project is The European Global ProductRealization (E-GPR) project, which is the main part of the E-GPR course organized by 6 European
universities namely Delft University of Technology, The Swiss Federal Institute of Technology of
Lausanne, the University of Ljubljana, University of Zagreb, City University of London, Technological
University Budapest. The ultimate goal of the course is to develop a global product that can be sold in
Europe and other markets. The project is defined in collaboration with industrial partner(s) of the E-GPR
course. Two to three undergraduate students from each university are involved in the project for one
semester (4 months of 12 hours per week). The elements E-GPR Project are project definition, lectures
adapted to current project needs, project work monitored by academics, final workshop including prototype
manufacturing, assembly, testing, final presentation and exhibition. One of the collaborative projects was todevelop a novel transport device to be used for civil engineering, furniture moving, cleaning and otherworks performed in multi-storey buildings.
The lesson learned during E-GPR is that success of the project depends on the selection of theindustrial partner and the project assignment. The project should give equal opportunity for engaging all
students from various disciplines. In some cases there were problems with obtaining information fromindustry partner, especially related to their current product [Pavkovic, N., et al. 2011].

48

Partnership for the Advancement of Collaborative Engineering Education (PACE) is anorganization that links corporate and universities with a specific goal to develop automotive Product
Lifecycle Management team of the future. PACE creates a number of programs to promote university toindustry network and also university to university network. The industry giving the main contribution to
PACE are GM, Autodesk, HP, Oracle, Siemens PLM Software are called PACE Partners. PACE is also
supported by 15 contributing software/hardware companies including among others MSC Software,
ANSYS, MathWorks [PACE, 2011]. A number of universities were selected as PACE Institution.
Currently 56 universities from 11 countries were listed as PACE Institution. One of the program of PACE
is the Global Collaborative Project, where a number students of PACE Institution create one team to design
and build future cars. The duration of the project is around 10 months. One of the project that was started in
2006/2007 academic year is The PACE Formula-1 Race Car Project, involving 200 students from 20 PACE
Institutions located in 10 countries. The challenge is to design, engineer, and build a next generation
Formula-1 race car. It is also expected that this project is emulating how a major automotive company
works with its operations all over the world. Students involved in the project will learn how to deal withsituations they will face when they graduate such as to work in a multi-cultural team. In 2010 this project
was still continued with the focus to prepare the vehicle for time trials, which required analysis andredesign of some components.
The challenges recognized during the projects were language and cultural differences, timedifferences, and problems related to using software needed to participate in the project. The language andcultural barrier was considered as a large challenge to be overcome by faculty mentor by preparing theirstudents to deal with this problem. The language skills and inter-cultural knowledge is extremely helpfulwhen highly technical subjects must be communicated to many universities [Giullian, N., et al., 2007].
7. International Collaborative Project TUT-ITB-other partners
Past and Current Collaboration
The concern of TUT and ITB to improve engineering education can be seen in the involvementof both universities in the HEDS (Higher Education Development Support) JICA Project during 1990-2002.
The purpose of the project was to improve “the quality of teaching staffs engaged in engineering education
at the target universities”, i.e. eleven universities in Sumatra and Kalimantan, Indonesia. The involvement
of TUT as one of the Japan Supporting University Consortium and ITB as a Host Institutions in the
AUN/SEED-Net Project (2001-now) again shows the concern in a wider scope i.e. South East Asia region.
One of the goals of the AUN/SEED-Net Project is to strengthen master level education in Host Institutions
so that students from the South East Asia region can obtain high quality master education at the Host
Institution.
At the level of university to university collaboration TUT-ITB has collaborated through:1. Exchange Agreement, in this scheme ITB final year bachelor students carried out their final assignment
at TUT for one year, this program was started in 2000 and concluded in 2005 with 9 ITB students
involved.

49

2. Short-term student exchange seminars, started in 2003 where students from TUT visited ITB or theother way for a period of around 10 days. During the exchange seminar students discussed a certain
theme e.g. Roles of Engineers in Globalization (2010). The purpose of the seminar is to provide
participating students with opportunities to discuss relevant global issues and promote international andinter-cultural understanding among the participants. In some of the exchange seminars students fromother universities i.e. Ho Chi Minh City University of Technology, Tokyo Institute of Technology, andUniversitas Gajahmada also participated. In total 9 exchange seminars were organized from 2003 to2011.
3. Twinning Program involving some departments including Mechanical Engineering, ElectricalEngineering, and Engineering Physics. Up to the present limited number of ITB students took theopportunity to join this program.
In order to give information about TUT to ITB community, the TUT Indonesia Office was established.
International Collaborative Design Project TUT-ITB
The current short-term student exchange seminar between TUT-ITB can be developed to prepare
graduates of TUT and ITB to have the attributes of future engineers articulated in the NAE document
mentioned in section 2. Since the profession of engineers are closely related to designing new products, it isreasonable to extend the student exchange seminar to collaborative design project. Such a design project tobe carried out by teams involving students from different universities can emulate the current trend of
product development i.e. the GPD. The collaborative design can be considered as a mean for students tolearn engineering subjects and to learn to be an engineer, in line with the social constructivism theory.
Almost all the attributes of future engineers are covered with international collaborative design project,
especially if the project involves industrial partner(s).
As an intermediate step towards the collaborative design project, a collaborative writing project
can be envisaged. As in the short term student exchange seminar, students from TUT, ITB, and otheruniversities form inter-university teams and they collaborate in studying a global issues related toengineering profession. However, they start to work on this topic in their own university for a few months.
During this period team members communicate and collaborate through on-line discussions.

Teams

conclude their work by collaboratively writing a comprehensive report. To finalize the report students meet
at TUT or ITB or other university where they also present their report. At least two faculty members should
be responsible to guide the students, where one should be from English Department and the other fromdepartment related to the topic of the project. For this collaborative writing project one credit units, whichis equivalent to work load of 14 weeks of 3 hours/week, can be assigned as an elective.
To gain experience in managing the international student collaboration project, it is suggested
that the collaborative writing project is organized for two consecutive academic years. Learning from theexperience of the collaborative writing project, collaborative design project can be started. It is suggested
that industrial partner should be involved in such a way that the project will emulate working in industrial
setting. The design project should be first discussed among TUT, ITB, and other university partners, andthen industrial partner can be selected. Due to the more complex nature of the collaboration involving

50

students from different countries, the author have the preference that students to be involved in the design
project are from upper year of undergraduate program. The number of credit unit of the collaborative
design project is suggested to be 3, equivalent to work load of 14 weeks of 9 hours/week.
It should be noted that the focus of the collaborative project is not on the topic but on the learning
outcomes gained from the project, e.g. inter-cultural understanding, communication skills, and teamwork
skills. To start such a collaborative project each university should assign a faculty member who is
supporting international partnership, motivated, and influential as the coordinator. The coordinator shouldhave influence since he/she needs to change the culture in the university to be more inclusive tointernational perspectives as our graduates and our university enters a more global society.
References
Bonk, C.J., “The World is Open, How the Web Technology is Revolutionizing Education”, Jossey Bass,
2010
The Boyer Commission on Educating Undergraduates in the Research University, “Reinventing
Undergraduate Education: A Blueprint for America's Research Universities”, 1998
CIESE,

http://www.k12science.org/curriculum/tempproj/

Cole, S., et al., “How Dell Accelerates Product Development Worldwide, Using PTC Pro/ENIGINEER andWindchill Software”, 2007.
Duque, J., et.al., “Assessing Collaborative Global Design Projects among Engineering Students from US
and Latin America”, 8th Latin American and Caribbean Conference for Engineering and Technology, June
1-4, 2010.
Eppinger, D., Chitkara, A.R., “The Practice of Global Product Development”, MIT Sloan Management
Review, 2009.
Giullian, N., et al., “Hosting/Participating in Global Collaborative PACE Projects”, AC 2007-1863,
American Society for Engineering Education, 2007
GM Heritage Center, “Making the Invicta Team”, 2008
http://history.gmheritagecenter.com/wiki/index.php/Making_the_Invicta_Team
Heppelmann, J., “Global Product Development: an Imperative for the Automotive Industry”,
http://findarticles.com/p/articles/mi_m3012/is_6_185/ai_n16071219/
Heywood, J., “Engineering Education, Research and Development in Curriculum and Instruction”, John
Wiley, 2005
Holmes,B., Gardner, J., “E-Learning, Concepts and Practice”, SAGE Publications, 2006.
NAE, “The Engineer of 2020, Visions of Engineering in the New Century”, NAE, 2004
PACE, “PACE Fact Sheet”, 2011
Pavkovic,N., et.al., “Industrial Partnership in Design Education, Experiences from EGPR Course”,
International Conference on Engineering and Product Design Education, 2011.
Shepard,S.D. et.al., Educating Engineers, Designing for the Future of the Field, Jossey Bass, 200951

Stockpole, B., Boeing's Global Collaboration Environment Pioneers Groundbreaking 787 Dreamliner
Development Effort, Design News, Serving the 21st Century Design Engineers,
http://www.designnews.com/document.asp?doc_id=225598, accessed October 29, 2011
Envisioning the Invicta
http://history.gmheritagecenter.com/wiki/index.php/Envisioning_the_Invicta

52

Lecture 2: Summary

Towards Strengthened Inter-University Networking– The Case of Malaysia –Ho Chin Siong
Deputy Director, Office of International Affairs
University of Technology Malaysia, Malaysia

I would like to discuss how the inter-university networking can be strengthened and utilized forinternational cooperation in engineering education, on the basis of experiences in University of Technology
Malaysia (UTM).

In considering the theme given by the symposium organizer, there seem to be three sets of key words, i.e.
“international cooperation,” “inter-university networking,” and “engineering education.”

In international

cooperation, important points include the language to be used, curricula that are attractive to international
students, and university management capability in receiving foreign students.
international students their social integration represents a key issue.

When receiving

In reality, conflicts may happen

between foreign students and local community if social integration is failed, perhaps due to differences inlanguages, customs and culture. Inter-university networking may take place locally too, as seen in thecase of UTM having linkages with other leading universities like University of Science Malaysia (USM)
and University of Malaya (UM).

How to expand local networking to international networking is an issue,

in both education (student exchange) and research (staff exchange). In terms of engineering education,accreditation is a key issue, since educational programs of partner universities abroad must be duly
accredited at home by professional accreditation bodies, if we are to encourage our students to study abroad
for pursuing the partner universities’ education program.

History of UTM dates back to 1904, when British established the Technical School. It became thenational institute of technology in 1972 and became UTM in 1975, thus having similar age with TUT.
Currently it has campuses in Johor and Kuala Lumpur.
than 20,000 students.

It has 2,300 academic staff members and more

Until recently the majority of them were undergraduate students, but recently

emphasis has been placed on postgraduate students, and as of 2011 the number of postgraduate students is
equivalent to that of the undergraduates.

The number of faculties or schools is increasing.

UTM launched internationalization policy in 2009, which highlights “mobility of student and staff,”“research collaboration,” “joint academic program,” and “international memorandum.”

UTM hasmemoranda of cooperation with 192 institutions in Asia, Europe, North America and Africa.

It has four

UTM satellite offices in the world, including one in Tokyo at Meiji University.

53

UTM’s “co-brandingacademic programs” are with several leading universities and companies abroad, including
UTM-Cambridge-Rolles Royce program, to increase visibility and presence of the university.
Twenty-three Japanese universities including Toyohashi Tech are cooperating with UTM for establishingand operating Malaysia-Japan International Institute of Technology (MJIIT) opened in 2011. We hope
many TUT professors come to cooperate with us for MJIIT. 
Global Outreach Program (GOP) is aimed at enhancing student mobility.

It is a short-stay (1-2 weeks)program for students, who participate in workshops and lectures on global issues, as well as culturalactivities. In 2009 about 1,000 students participated, and 5,000 participants are envisaged for 2011. GOPs
include the special GOP with Harvard called UTM-Harvard GOP. Characteristics of internationalizationin UTM are seen in strategic collaboration; impactful collaboration; and contribution to nation’s growth.

Cooperation between Toyohashi Tech and UTM is expected in various ways, including (i) Global Outreach
Program; (ii) student exchange including study abroad, internship and postdoctoral fellowship; (iii) staff
exchange especially visits of TUT academic staff to UTM as visiting professors; (iv) external examiner orco-supervisor; (v) dual degree program either at master or doctoral; and (vi) opening of satellite offices.
We could form a consortium among our universities, representatives of which are here at the Symposium,
for seminars and other cooperation activities.

Recent trends in Malaysian higher education sector are seen in (i) massification, (ii) privatization, (iii)
decentralization with increased autonomy to each institution of higher education, and (iv)internationalization.

As increasing number of young people wish to study in universities, increasing

number of people would like to study in Japan.
in 2003 to 86,000 in 2010.

International students in Malaysia increased from 30,000

200,000 by the year 2020 are envisaged.

Malaysia wishes to attract moreinternational students, and at the same time wishes that higher education sector drives economic
development of the nation.

In concluding my presentation, I would like to stress that internationalization of higher education has
several critical aspects, including (i) student mobility, (ii) staff mobility, (iii) revisiting academic programs,(iv) research and development, (v) governance and autonomy of the institution and, (vi) social integrationand community engagement.

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Lecture 3: Summary

TUT – A Destination to International Students and Researchers
Phan Dinh Tuan
Vice Rector
Vietnam National University Ho Chi Minh City University of Technology, Vietnam
The presentation focuses on development of cooperative relationship between Ho Chi Minh City Universityof Technology (HCMUT) and Toyohashi Tech, and an important role of Toyohashi Tech as a destination ofinternational students and scholars.

We Vietnamese people attach high value to Toyohashi University of Technology as a national university,
since for us the difference between private and national is not narrow.

Although Toyohashi Tech is not alarge university, with student number around 2,000, it is very strong in research, producing richpublications by its academic staff, almost all of them have doctoral degrees and proactive in conduct of
research. Toyohashi Tech’s location is an additional advantage.

Located in industrially active area of

Aichi where many companies are concentrated, the students have a better access to working opportunities
on graduation.

Many Vietnamese students wish to study in Japan partly because of the country’s active

and vivid industrial sector.

Toyohashi City, although not large, has a very good access to other major

cities like Tokyo, Kyoto, Osaka and Nagoya by Shinkansen bullet trains, which adds strength to TUT.

I had an opportunity to work at TUT as a Visiting Professor of ICCEED for 2003-2005.

While not all ofVietnamese scholars’ experiences abroad are a success story, I was lucky to have close collaborations with
TUT professors, notably Dr. Kazuo Tsutsumi, Dr. Hiroomi Homma and Dr. Naoki Kamegashira and manyothers. In cooperation with colleagues at ICCEED we formulated a project for capacity building tostrengthen linkage between HCMUT and local community, which was adopted by JICA.

Through Phase Iof the project for 2006-2009, ICCEED Associate Professor Kiyohiko Kuroda as Chief Advisor of the
project and many TUT academic staff visited HCMUT to advise research, thanks to which we were able toenhance our research activities and contribute to the local industry and community.

The Phase II of the

project (2009-2012) has been steered by Professor Tsuyoshi Usagawa of Kumamoto University, who isconcurrently Visiting Professor of ICCEED.

Cooperation in the project formulation led to variety of cooperative programs between HCMUT and TUT.
The two universities concluded an academic exchange agreement in 2004 and started a twinning programfor HCMUT master course students. Under the JENESYS (Japan-East Asia Network of Exchange forStudents and Youth) Program of Ministry of Foreign Affairs, Japan, many students had opportunity to
study at TUT for one year.

Some of ex-JENESYS students returned to TUT to pursue further study for55higher degrees.

As such, the fact that many international students chose Toyohashi Tech as the institutionof their study is another proof of the excellence of the University.

Toyohashi Tech is one of Japanese supporting universities of the Southeast Asia Engineering Education
Development Network (AUN/SEED-Net) Project of JICA, in which one or two leading universities fromeach nation of ASEAN participate, including HCMUT and Hanoi University of Technology (HUT).
Under the project Vietnamese students study in Japan at Toyohashi Tech and other Japanese supporting
universities for doctoral degree, or visit Japan for nine to twelve months for research under sandwich
doctoral program.

Cooperative linkage with Toyohashi Tech should be sustained and strengthened in various ways, especiallyin joint research and seminars, through either a JICA or other scheme.

For better access by international

students, we wish that TUT enhance its education courses given in English. Many international students
study here for higher degree but at the same time seek for job opportunities, and often wish to work forJapanese companies.

The world is flat.

Therefore education of Japanese language and culture are important, too.

Japanese students at TUT should be global-minded.

outside of Japan is worth discovering for Japanese students.

Japan is beautiful but the world

Southeast Asia is developing, and its culture

may be easily understandable, not always uncommon to Japan.

TUT students may be sympathetic with it.

Southeast Asia can be a place of future work for Japanese students. Global society gives us both chancesand challenges. We all are facing the globally challenging issues, including climate change, environmental
degradation, disaster and terrorism, which require international joint actions.

In concluding, I reiterate that Toyohashi Tech is an excellent destination for international students andscholars; TUT is a good partner for us; the global issues are challenging for Japan and TUT as well;
ICCEED and international divisions are expected to play important roles when TUT is deeply engaged in
global issues; and international community including HCMUT wishes further collaborative links with
Toyohashi Tech.

Thank you.

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Lecture 4: Article

Strengthened Inter-University Networking by the Unsyiah
International Engineering Student and Faculty Exchange Program
Samsul Rizal
Vice Rector
Syiah Kuala University, Indonesia
Abstract
I have gained experience, benefits as well as knowledge during my study at Toyohashi University ofTechnology (TUT) which bring a lot of advantages in doing my career. Based on my study experiences in
TUT and managing the university, I firmly believe that Strengthened inter-University Networking byInternational Engineering Student and Faculty Exchange Program is inevetable by creating aninternational learning environment, generating global business opportunities, pursuing cooperative
research with institutions with complementary research programs, and providing a set of highly relevant
extracurricular educational opportunities that enhance professional career and personal development ofstudents and faculty.
Introduction
Engineering is a global profession, with transnational and multinational corporations employing engineers
around the world. This has led to the need for mutual recognition of educational credentials across national
borders, as well as mechanisms for cross-border practice of engineers (Jones, 2009). Recently, In Indonesia
engineering education has been strong and vibrant enterprise. Many attribute the current strength of theIndonesian economy to the pool of engineers and other technical experts.
On the other hand, Economic Globalization is making significant changes in the engineering profession. It
has opened international markets for new products, and has provided strong economic incentives forcompanies to closely couple with global manufacturing and service providers. It is now impacting themanner in which products are invented and designed. The migration of traditional engineering functions tothe so-called “low cost countries” (LCCs) significantly impacts the types of functions that engineers
perform, as well as how and where they perform these functions. It is now the turn of engineering toexperience the impact of outsourcing and off shoring being felt by manufacturing, IT, etc.
The number of high school graduates who enroll in engineering programs in Indonesia, especially at Syiah
Kuala University (Unsyiah) has been declining significantly in recent years, despite a sustained andincreasing demand for technical graduates by employers of engineers. It appears that many students are
selecting other, often less demanding, paths to the technical employment marketplace – such as computerfocused courses of study or quasi-engineering programs with less rigorous mathematics and science
requirements.
Based on the above condition, engineering education must synchronize with this evolution of theengineering profession. Unsyiah is augmenting education in traditional how-to-do-it engineering functions
with what-to-do entrepreneurial engineering education focused on technology generation and transfer to57

viable new technology-based products and business opportunities. As part of this emphasis on
entrepreneurial engineering, Unsyiah is now initiating a possibility to create an International Engineering
Student and Faculty Exchange Program that refers to the Marquette University’s program proposed byMark Polczynski that includes:(1) Creating an international learning environment that is representative of and helps prepare
engineering students for participation on global entrepreneurial teams and in the global businessenvironment.
(2) Generating global business opportunities, by which program, it is expected to produce real newopportunities. The creation of global business networks is an important element of this objective,
and the program is a strong stimulant to student and faculty network building.
(3) Pursuing cooperative research with institutions with complementary research programs.
Cooperative research coordinated through the program is an effective means of developing theinnovations that enable the resulting entrepreneurial network to generate new global business
opportunities.
(4) Providing a set of highly relevant extracurricular educational opportunities that enhance
professional career and personal development of students and faculty.
To enhance the items described above, it is necessary to describe the following items:(1) Basic program elements;(2) International cooperation benefits;(3) Program impact;(4) Resulting cooperative opportunities;(5) Resourcing of initial efforts;(6) Extracurricular opportunities; and(7) Lessons learned.
Basic Program Elements
Basic element has become a very sensitive issue both at local and international levels due to difficulties
arising in implementing this program for promoting student learning and performance. A growing area of
focus within the engineering profession is the field called entrepreneurial engineering. As this fielddevelops, engineering and business faculties are responding by adopting complementary educational andresearch programs. The goals of Unsyiah’s entrepreneurial engineering initiative are to:(1) Teach the basic elements of engineering entrepreneurship;(2) Generate new technology-based business opportunities;(3) “Support to students'' should be normalized and systematized, and embedded into the Unsyiah
framework; and(4) Commercialize university R&D as a source for new opportunities.
In the beginning of the program, the university’s focus in this area is centered in the Masters of Science inEngineering Management Program. Potential extension of entrepreneurial engineering education toundergraduate programs at the faculty of engineering is being examined. The International Engineering
Student and Faculty Exchange Program is a key element in the strategy to develop and maintain a strong
entrepreneurial engineering element in Unsyiah. Since globalization is a primary driver behind the rising
importance of entrepreneurial engineering, the impact of globalization must be acknowledged explicitly inthe structure of the associated educational program

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International Cooperation Benefits
Conducting research at Unsyiah can be an expensive proposition. Expanding research capabilities can beeven more difficult given increasingly challenging resource issues. Replacing outmoded research programswith more relevant programs can be still more difficult, with the barriers to exit being as significant as thebarriers to entry (further complicated by tenure considerations). These are the same forces that drive
industry to cooperation with sources in LCCs. It is asserted here that universities that apply businessmodels for conducting research equivalent to models currently being executed by industry can significantly
improve the effectiveness of their teaching and research programs.
The Unsyiah International Engineering Student and Faculty Exchange Program is based on the hypothesisthat international intellectual cooperation is a key element in developing a cost-effective means for theuniversity and its partner schools to more aggressively pursue research programs that drive newtechnology-based business opportunities. While the program focuses on technical research, a basic
foundation of the program is integration of research with the field of entrepreneurial engineering. This
linkage is an important motivator for a college’s partner schools to engage in intellectual cooperation
through the program. In addition to bringing the university’s technical knowledge and experience to thecooperative research teams, cooperation with the university can provide entrepreneurial knowledge andexperience to partner school participants. This will be helpful in the partner universities’ efforts tocommercialize the products of the joint development activities, and thus forms a strong motivator forpartner university intellectual cooperation.
Program Impact
Conducting research in association with the program increases the extent to which potential benefits
become actual social benefits through application of new knowledge. An objective of the program is toteach researchers how to transfer technology to new business opportunities (entrepreneurial engineering),
thus creating the potential for lasting social benefit beyond the specific research programs supported here.
From this perspective, a fundamental means of disseminating new technical knowledge for this program isthrough commercialization as new products and services. It should be noted that the fields of innovation,
entrepreneurship, and technology transfer are themselves important topics of current research. By operating
on real opportunities, the program advances this type of research as well. The university is actively
communicating with universities conducting research in this area, most notably through the efforts of the
Ministry National Education of Indonesia.
The Program has an important impact on underrepresented student populations. Global exposure to diverse
ethnic and cultural environments is acknowledged as an area of special concern for underrepresented
students. The Program provides these students at the university with an excellent opportunity to expand
their experiences far beyond the range of their current environment. This particular extracurricular aspect ofthe program can be highly beneficial for this student group.
The migration of design, manufacturing, and service jobs to LCCs can have a strong positive impact on theeconomies and standards of living of both LCCs and non-LCCs, as long as the front ends of the global
virtual pipelines are continuously filled with innovative new products, services, and technologies. If thesepipelines dry up, both LCC and non-LCC economies suffer. The goals of the program are directed at fillingthese pipelines. The combination of international entrepreneurial engineering education and experience as
supported by the program with emerging global virtual design-manufacture-service pipelines can create
powerful engines for economic growth that can raise standards of living across the world.

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Cooperative Opportunities
One area of discussion involves small projects that could demonstrate the ability to cooperate and produce
useful results. Specific characteristics of initial cooperative opportunities include:(1) Low or no incremental cost, work already being done or planned by both partners;(2) Highly synergistic, without requiring significant changes in direction by either partner;(3) High probability of success, clear and simple linkages between efforts; and(4) Make a visible difference among things that might be difficult to do well independently.
The desire is to find at least one such potential initial cooperative opportunity at each institution. These
initial opportunities might not ultimately prove to be the optimal area of cooperation between theinstitutions (the best opportunities for research commercialization), but the focus is to open the door andprove the ability to cooperate to leverage future funding for more ambitious efforts, and to provide thelinkages that will enable more ambitious and highly aligned activities.
Resourcing Initial Cooperative Research Efforts
Regarding the types of international cooperative research program, a critical success factor is that they need
to be low/no cost until a track record of success warrants application for significant funding levels. Where
will the resources to bootstrap these activities come from? Five resource bases can help initiate and sustain
the types of cooperative research and commercialization being pursued, all of which rely on graduate andundergraduate student participation.
The Strategic Technology Planning and Development course under development for the Engineering
Management Program at Unsyiah is a project-centric course culminating in a student-generated technology
commercialization prospectus. Student teams in this graduate-level course will generate such studies for thejoint research efforts pursued through the program. This provides exactly the type of international
entrepreneurial experience that is an essential part of the university’s overall entrepreneurial engineering
initiative. It also adds an element to the research activities that can significantly enhance commercialization
potential, but which is often not generated for many research projects.
All university undergraduate engineering students are required to take a senior design course in which
student teams select new products to design and prototype. Student teams will be encouraged to choose
products related to the program cooperative research activities. Again, the international element of these
activities will significantly enhance the relevance of this experience for these students, and will contributedirectly to research efforts.
Extracurricular Opportunities
The traditional model for engineering education includes a fairly distinct separation between intra- andextracurricular activities. It is the nature of entrepreneurial engineering to blur this line, especially in thearea of the faculty versus work boundary. In this sense, the entrepreneurial engineering initiative and theprogram are not business-as-usual activities at the college. (In fact, they are both entrepreneurial in nature,
forcing faculty involved to practice what they teach) Success will depend heavily on enthusiastic
participation by faculty and students in out-of-the-box activities, and especially extracurricular
opportunities.

60

The most visible extracurricular program element will be the participation in international research teams.
The expectation is that faculty, graduate, and undergraduate students will be involved in extracurricular
activities such as:(1) Attending and teaching classes at partner institutions;(2) Traveling to partner institutions to participate in research programs;(3) Attending and presenting papers at international research conferences; and(4) Interfacing with industry to conceptualize technology-based global business opportunities.
Initially, extracurricular activities of these types will be short in duration due to funding limitations.
One-week activities for activities 1-4 above are feasible. Eventually, semester-long, and then two-semester
opportunities of this type will be generated.
Lessons Learned
Some experiences that can be used for designing an international engineering student and faculty exchange
to develop cooperation between the Faculty of Engineering, Unsyiah and Toyohashi University ofTechnology (TUT) by developing a research-based classroom. In general, this has been done by several
universities that can deliver better quality students compared to conventional classes. In Unsyiah, thismodel has been applied particularly in the Faculty of Law and it will be very interesting when applied at thefaculty of engineering under with cooperation program with TUT. I have gained experiences as well as
knowledge during my study at TUT which provide a lot of advantages in running my career.
The advantages of the implementation of international engineering student and faculty exchange, among
others, will eventually accelerate the transfer of science and technology due to the engagement between theuniversities that can complement each other. Besides, the curriculum adjustments based on international
exchange programs will be able to enhance the academic and research abilities of students.
Many significant changes and benefits could also be achieved by university through the implementation ofthis international engineering student and faculty exchange. The advantage that can be observed clearly is
the involvement extent of university formed partnership to participate in finding solutions to support thescience and technology. This condition will cause large and rapid changes in both collaborated universities
compared to other universities. Advantage in running an international engineering student and faculty
exchange also can be achieved by developing academic cooperation through teaching and learning,
research collaboration and auxiliary venture. In future, this program will continue to be developed bycollaboration between Unsyiah and TUT.
Conclusion
Based on my study experiences in TUT and managing the university, Strengthened inter-University
Networking by International Engineering Student and Faculty Exchange Program is needed throughcreating an international learning environment, generating global business opportunities, pursuingcooperative research with institutions with complementary research programs, and providing a set of highly
relevant extracurricular educational opportunities that enhance professional career and personal
development of students and faculty.
REFERENCES
Jones, R.C., 2009, Developments In Engineering Education and Accreditation In The United States, World
Expertise LLC, Falls Church, VA, USA.

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Polczynski, M., 2006, Expanding Extracurricular Learning Opportunities through International
Engineering Student and Faculty Exchange, Marquette University, The NCIIA, pp. 243-256.
Syiah Kuala University Report on Quality Assurance System, December 2010.

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Lecture 5: Summary

Regional Partnership in Engineering Education
Yeoh Fei Yee
Senior Lecturer, School of Materials and Mineral Resource Engineering
Universiti Sains Malaysia, Malaysia

My presentation is about the viewpoint of a TUT former doctoral student who has been maintaining close
relationship with TUT, as an academic staff of University of Sains Malaysia (USM).

During my study at Toyohashi Tech from 2004 to 2007 under the Southeast Asia Engineering Education
Development Network (AUN/SEED-Net) Project of JICA, I was engaged in not only study and research,
but also observation visits to companies and study tour in Japan, through which I had many Japanese
friends.

What I gained in Japan is beyond study and research of my specialized field: I leaned theknowledge and experiences in Japanese culture and language, even some attitudes of the Japanese people
such as the ganbaru spirit, a spirit of making utmost effort under severe conditions.

USM has four campuses, including the main campus in Penang Island and the Engineering campus some
30-minute drive from Penang.

USM is one of the leading universities in Malaysia.

As an academic staff

in USM, I do not only maintain my linkage with Japan but have been endeavoring to strengthen linkage
between USM and Toyohashi Tech, through various activities including arranging my TUT supervisor’s
visit to USM, my visit to TUT, comparison of syllabi between USM and TUT, participating in international
conferences with TUT professors, and cooperative research.
agreement between USM and TUT.

I also facilitate activities under the exchange

Besides, USM also received President Sakaki of TUT in September

2011, and organized a joint seminar on the theme of “toward enhanced partnership.”Covering a wide

range of specialization, the seminar was the first of this kind of joint activities between USM and TUT.

Cooperation between USM and TUT is extensive, not only those under the AUN/SEED-Net project but
also short visit of USM students to TUT under the JENESYS program, joint seminar and joint research.

Several propositions can be made aiming at further cooperative linkage between the two universities.

First is on group collaboration.

While collaboration between individual scientists has been dominant atpresent, collaboration research between scientists’ group should be encouraged.

The second issue is on expansion of the fields of cooperation. So far because the material science was atarget field of cooperation between USM and TUT under the AUN/SEED-Net project, inter-university

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cooperation has been focused on this field.

In the future expansion of the fields of USM-TUT cooperation

should be promoted.

The third is on cooperation on mutual benefit basis.

So far USM’s young scholars’ and students’ study at

TUT has been a major component of the cooperation. In the future co-supervision of students that leads tomutual degree recognition, double or dual degree by TUT and USM should be considered.

The fourth issue is on joint seminar.

USM-TUT joint seminar in September 2011 is a good example, andsimilar multi-field seminar is hopefully organized periodically.

The fifth is on involvement of industrial sector.

Cooperation between Nagaoka University of Technology

and USM has some experiences on this issue.

It is hoped that TUT students’ industrial training takes

place not only in Japan but also in Malaysia, involving cooperation of USM and Japanese companies
stationed in Malaysia.

Also desired is USM students’ industrial training in Japan supported by TUT.

Universities’ linkage with local communities should also be encouraged.

The sixth issue is on satellite offices.

If each of the two universities establishes its satellite office in its

partner university, where university entrance examinations are conducted and even certificates of university
admission are issued, exchange of students will be conducted quite smoothly.

The seventh issue is on regional cooperation.

Economic partnership and linkage are being strengthened in

the region through for instance ASEAN plus three (ASEAN+3), where technology development will be a
key factor. ASEAN encompasses various countries, including fairly rich countries like Singapore andBrunei, and newly industrializing, emerging countries like CLMV (Cambodia, Lao P.D.R., Myanmar andVietnam). Inter-university networking and cooperation in ASEAN region shall, if successfully facilitatedby USM and TUT, be helpful for not only participating universities concerned but also Japanese industries.

Increasing needs for high technology shall require both quantity and quality of engineering education in theregion.

In Malaysia quality of engineering education is regarded as a key to national development, and

USM as a leading university in the nation is expected to play an important role in engineering education.
In this regard I sincerely hope further enhanced cooperation between six engineering-related faculties orschools of USM and TUT, as well as between USM’s Center for Global Sustainability Studies (CGSS) andICCEED.

Thank you.

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Lecture 6: Summary

TUT Alumni Expanding Worldwide Towards Engineering Education
Nguyen Ngoc Binh
RectorUniversity of Engineering and Technology, Vietnam National University, Hanoi, Vietnam

My presentation is on Toyohashi Tech Alumni expanding worldwide for engineering education, since I ama former student of Toyohashi University of Technology (1992-1996) and I have been deeply engaged in
the Japan alumni association in my country.

Alumni are the key products and the most important manifestation of the university.
mark on society all over the world.

Alumni leave their

In this way the university is recognized in the society.

Alumni canbe ambassadors for the university, who shall link their university with the society, and may play animportant role in universities’ public relations.

Their university is therefore expected to continuously

engage with alumni as key stakeholder group.

Alumni can support the university in such ways as (i)participating in the governance of the university through representation in the university council or theuniversity alumni board; (ii) assisting the university in recruitment of new students; (iii) providing
mentorship and career guidance for current students and young graduates and; (iv) helping mobilization of
resources.

Overseas alumni associations are ambassadors for not only their universities, but also those for thecountries where they studied. Overseas alumni can contribute to friendly relationship between their homecountries and the countries of the universities where they studied, as well as that between the countries oforigin of their colleague students. For the overseas alumni to play such important roles, they are in needof care by the universities, the university staff, supervisors, students and overseas alumni associations.
They also need supports from local governmental organizations as well as embassies of the universities’countries. Given the increasing student mobility seen in ASEAN countries, it is hoped that the embassies of
ASEAN countries to support overseas alumni associations.

In the case of Vietnam, the Japan Alumni Association (JAV) is promoting understanding and cooperation
among Vietnam’s former students and researchers at Japanese universities and institutes.

It also promotes

collaboration between JAV members and Japanese professors, university staff and organizations in Japan,
Vietnam, ASEAN countries and the world.

If the TUT alumni associations in Indonesia, Malaysia, Vietnam and other ASEAN countries form a
network and act cooperatively, they can facilitate activities of TUT in ASEAN region, in which case
ICCEED could perhaps play a key role in various activities.

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There are many alumni associations in Asia in relation to Japan, one of which is the ASEAN Council ofJapan Alumni (ASCOJA).

In 1974, then Finance Minister Fukuda called for a meeting, hosted by theJapanese Ministry of Foreign Affairs, of former ASEAN students.

From that meeting ASCOJA wasestablished in 1977 with the aim of fostering international exchange amongst former ASEAN students. Its
member alumni associations include PERSADA (Indonesia), JAGAM (Malaysia), PHILFEJA (thePhilippines), JUGAS (Singapore), OJSAT (Thailand), BAJA (Brunei), MAJA (Myanmar), JAC(Cambodia) and JAV (Vietnam).

Asian Japan Alumni International (ASJA International) was launched in2000 with the support of the Japanese Ministry of Foreign Affairs, aiming at assisting international students
primarily from ASEAN nations.

As a board member of ASJA, I would like to suggest that TUT alumni

association be established in this framework.

Each country has its own Japan alumni group.

In the case of Vietnam, its development started in 1996,

when I was a TUT student and initiated the Overseas Vietnamese Association of Scientists and Students(VKS).

The Vietnamese Youth and Students Association in Japan (VYSA) was established in 2001,

which now has its branches for Tokai, Hokkaido, Tohoku, Niigata, Kanto, Kyoto and some other places,
and has 3,000 members.

Japan Alumni of Vietnam (JAV) was established in 2001 in Vietnam, which has

been a member association of ASJA and ASCOJA since 2007.

JAV has local groups in Hue, CanTho,

Hochiminh City and ThaiNguyen, as well as local groups of graduates from Japan in Fukuoka, Kobe,
Kansai, etc.

There is a network of Vietnamese students in Aichi Prefecture called VARONET(Vietnamese Aichi Ryugakusei OB/OG Network).

The University of Engineering and Technology (UET) of Vietnam National University, Hanoi (VNU
Hanoi), Toyohashi Tech and other Asian universities from which representatives are here today, areengaged in engineering and technological education, having many common issues.

It is hoped tocooperate among these universities in, for example, faculty development (FD) and improving our education
programs, thus ensuring quality of engineering education, hopefully in collaboration with TUT alumni
associations.

ICCEED may play a key role in such cooperative activities.

Colleges of Technology inJapan, Toyohashi Tech and Nagaoka University of Technology play important role in engineering
education and fostering capable engineers.

Many ASEAN countries are interested in introducing a systemof colleges of technology there, including Vietnam.

It would be appreciated if “export” of the system ofcolleges of technology and two universities of technology to ASEAN countries is considered.

In concluding my presentation, I express high expectations to TUT alumni and alumni associations for theirfurther expansion and activities on the common bases of experiences of study in TUT.
vigorous actions be taken for enhancement of engineering education in ASEAN region.

66

I also expect

Thank you.

Project Introduction: Summary

TUT International Research Project 2010-2011
Djumanto
Project Associate Professor, ICCEED, Toyohashi University of Technology, Japan
Lecturer, Faculty of Agriculture, Gadjah Mada University, Indonesia

I am pleased to have an occasion today to introduce the Toyohashi Tech International Research Project
FY2010-2011.
In FY2010, Toyohashi Tech started a program for International Research Project with the aim ofencouraging research cooperation between Toyohashi Tech and universities abroad on sustainable,
institutional basis and in an organized way.

The first approved project is ours under Professor Takanobu

Inoue acting as Chief Scientist, with the research title of “Dynamic Analysis of Pollutants in Water
Environment and Construction of Water Environment Research Network.”
two aims:

As the title suggests it had

One was to conduct cooperative research on pollutants in water environment and the other was

to enhance inter-institutional links among Indonesian universities as well as TUT-Indonesian universities.

In Indonesia, water pollution is serious, including pollution of Mercury in tributaries Barito River, Central
Kalimantan, mainly caused by small scale gold mining.
pesticide pollution are also serious.

Eutrophication caused by human activities, andIndonesian universities and Toyohashi Tech are conducing

cooperative research on these issues. The methodology of chemical and biological analysis of water
includes that used in the case of research on water pollution in Mikawa Bay conducted by Professor Inoue.

With regard to enhancing inter-university linkage, an academic society called “Indonesian Society of Water
Environment (ISWE)” will be formed soon, in December 2011.

Participating universities include

Bandung Institute of Technology, Gadja Mada University, Palangkaraya University, Syiah Kuala
University Tadulako University, Brawijaya University, Bogor Agricultural University, University ofIndonesia, Diponegolo University, Riau University and Hasanuddin University. The ISWE is expected tofacilitate sustainable research cooperation among the Indonesian universities as well as between them andToyohashi Tech.

Personally, the four-month stay in Toyohashi as a project associate professor was rewarding not only interms of research and research cooperation, but also in personal life. My family including my daughter wasable to touch upon and enjoy the nature, culture and people of Japan through exchanges with local people,
home visit, visit to schools and participation in traditional autumn festivals.

67

Panel Discussion

Future of International Cooperation in Engineering Education-Toward Strengthened Inter-University NetworkingPanelists
Dr. Ichsan Setya Putra(Bandung Institute of Technology, Indonesia)
Dr. Ho Chin Siong(University of Technology Malaysia, Malaysia)
Dr. Phan Dinh Tuan
(Ho Chi Minh City University of Technology, Vietnam)
Dr. Samsul Rizal(Syiah Kuala University, Indonesia)
Dr. Yeoh Fei Yee(Universiti Sains Malaysia, Malaysia)
Dr. Nguyen Ngoc Binh (VNU University of Engineering and Technology, Vietnam)(Toyohashi University of Technology)
Dr. Naohiro Hozumi (Moderator)

Introduction
Hozumi:  My name is Hozumi, academic staff of ICCEED.

I act as the moderator from now on.

We

would like to open the panel discussion together with the six lecturers on the theme of “future ofinternational cooperation in engineering education – toward strengthened inter-university networking.”
Indicated on the slide are key points of today’s lectures which I thought important: They are a concept of“We are partners,” “Inter-university networking,” and “Global mind” for young people.

This panel

focuses upon “inter-university networking.”

Let us have a quick review of today’s lectures.

Dr. Ichsan discussed about principles, processes and a

proposal for international collaboration design project for students.

Dr. Ho discussed exchange ofstudents and staff, cooperation through external co-supervisors, joint programs and satellite offices asmeans for further inter-university cooperation. Dr. Djumanto briefed Toyohashi Tech’s international
research project on water environment in cooperation with Indonesia which started last year. Dr. Tuan
indicated a number of advantages of Toyohashi Tech, which are encouraging to us.
about joint projects and need of mutual accessibility.

He also discussed

Dr. Samsul proposed an exchange program forengineering student and faculty between his university and TUT and complementary joint research.

Dr.

Yeoh talked about satellite offices, research consortium, necessity of mutual recognition of degrees andjoint seminars. Dr. Binh stated that we should take advantage of alumni association for our inter-university
cooperation, and that we are partners in engineering education.
1. Alumni and Alumni Associations
Hozumi: First, we would like to discuss about alumni associations that concerns the issue raised by Dr.
Binh in his presentation today.

There are discussions that alumni associations are representation ofhistory of university itself, and alumni can form their networking in their home countries. His lecture
touched about Vietnamese case.

May we hear alumni activities in Malaysia and Indonesia?

68

Ho:

I agree on the importance of alumni and the alumni association. Ultimate goal of the alumni may beestablishing endowment fund for the university.

Alumni are, as seen in the cases of leading universities in

the world like Harvard or MIT, best successful if they contribute to their home universities in terms of not
only knowledge, but funding for research and education.

Hozumi:Thank you. May I hear an Indonesian case?

Ichsan: TUT alumni in ITB do not seem very active as far as I see. However, some key TUT alumni
such as Dr. Mihradi Sandro are making effort to enhance ITB-TUT cooperation in student exchanges,
organizing seminars, etc. Student exchange is an important factor of inter-university cooperation.

If

TUT alumni at ITB are effectively mobilized to disseminate up-dated and detailed information on TUT
among ITB students, it will contribute to further study of ITB students at TUT, and ITB-TUT cooperation.

Hozumi:Thank you Dr. Ichsan. My I invite comments from the floor?

Querist: I am Hamajima of the Center for International Relations (CIR), TUT. Alumni associations arecertainly important.

Cooperation and assistance of alumni and alumni associations with TUT willcertainly bear fruit for the university in various ways including, for example, helping find job opportunities
for new graduates, assistance in career planning, attracting international students to Toyohashi Tech.
However, I wonder what the benefit is for the alumni in cooperating with their home universities.

This

question is what is raised by some TUT alumni when TUT asked for their cooperation with TUT, and towhich the university has not been able to give any definite answer.

Yeoh:

Organization of alumni is one of the most important agenda of the strategic planning of University

Sains Malaysia (USM), to which I have been involved in.

Generally speaking elder generation of alumni

is proactive in alumni associations than younger generation.

It is revealed that ex-students’ attitudes

toward the university after graduation depend upon their experiences there as students and positive or
negative values they attach to their experiences.

If they feel their study at university valuable, or they feelthat they enjoyed life there, they may be emotionally attached to university and thus alumni associations.
In such a case they would not ask for further additional benefits from university but would like tocontribute to university.

Tuan: Activities of alumni associations are in principle spontaneous and voluntary.

It must be therefore

cheerful to every members, beneficial for its members, and facilitate mutual help among members.
Through alumni association successful alumni figures can be introduced to young generations to stimulate
their studies.

Association does not need any financial contribution but recognition by the university.

Association can transmit its message to young generation, for instance, to recommend them to study at
TUT or in Japan.

69

Ichsan:

In Indonesia, your schoolteacher continues to be teachers after graduation, supervising professors

continue to be supervisors, even after you left the university, according to its culture.

TUT graduates are

confident if their studies at TUT were fruitful and successful, which itself is the benefit for the alumni.

If

TUT organizes TUT fair abroad the alumni will be happy to assist the event to disseminate information of
TUT at home country.

Ho:

I myself have been engaged in organizing alumni association in UTM, which is still in progress.

Alumni associations are voluntary bodies, where their activities are based upon members’ spontaneous
intensions. The merit from the university may not be needed.

However, associations may need somecoordinators who will facilities their activities. In Malaysia, Dr. Yeoh of USM (Penang) can be a core
coordinator in the north, and I myself in the south of the country.

Association can inform younger

generations of some alumni who are successful figures in industry. TUT may assist alumni associations
by providing good list of TUT alumni to alumni coordinators or facilitators, and by occasional visits tothem.

Moderator: May I invite comments from the floor?

Querist:I am Mikami of Nagaoka University of Technology.

With regard to establishment of auniversity endowment fund, I am afraid that the alumni or alumni association alone would not besatisfactory.

If alumni associations effectively cooperate with industry sector and companies, they may beable to establish an endowment fund, or even establish a university, as seen in the case of Japanese alumni
association in Thailand, whose endeavors in cooperation with companies resulted in establishment of
Thai-Nichi Institute of Technology (TNI) in 2007.

Does the lecturers’ country have similar experience ofalumni activities involving industrial sector?

Moderator: Any response by lecturers?

Yeoh: Cooperation of industry seems to be a good idea.

Since there are many Japanese and local

companies in Malaysia, the Japan alumni in Malaysia, called JAGAM, may be able to cooperate with thesecompanies for funding.

Querist:I am Sakaki, President of TUT.

Let us return to the issue of lists of alumni and interaction

between alumni and the university.

Making a list of alumni is indeed very important for networking

between alumni and the university.

It is a tough work, too.

When I myself visited Malaysia in

September 2011 to pay a call to USM and UTM, I was able to have meetings with as many as 70 TUT
alumni out of the total number of approximately 160 Malaysian alumni, which was a good opportunity forstrengthening linkage between alumni abroad and TUT.

Such a large number of participation was madepossible due to the good list of alumni made available by the efforts of the staff of the Center forInternational Relations (CIR) and the International Affairs Division, and also because of the presence of the70university president that provided a good occasion for gathering.
organized from time to time, or periodically.

Such alumni activities are hoped to be

It is desirable that making lists of alumni, which itself is a

tough work, is followed by practical activities and interaction between alumni and Toyohashi Tech.

I feltsuch need for events and gathering opportunities when I had cordial meetings with our international alumni
in Vietnam in September 2009 and Indonesia in February 2010, too.

Querist:I am Sekishita from Department of Mechanical Engineering, TUT.

Questions of the benefit foralumni have been discussed also at the Japan Society for Mechanical Engineers which I have been engagedin.

If I follow these discussions, the merits for TUT alumni may include (i) provision of information on

working opportunities at Japanese companies operating in alumni’s home country, and (ii) provision ofresearch advice or information on academic literatures on specific issues of research when alumni arefacing with difficulties in research and study.

In any event effective cooperation between the university

and alumni associations will be dependent upon the availability of key persons or coordinators who canbridge between alumni and TUT.

In home countries of the lecturers, do you have such key persons tocoordinate the interaction between alumni associations and Toyohashi Tech?

I also wish to know, since I

myself am a director of TUT alumni at TUT, whether TUT alumni in Japan can be of any help for TUT
alumni abroad.

Samsul:There are five TUT alumni teaching at Syiah Kuala University.

Approximately 70 academic

staff of the university is Japanese alumni from various universities that represent the largest number among
our academic staff members who have ever studied abroad.
important as TUT alumni association.

Japan alumni association seems to be as

In private and state-owned companies there are also many

ex-international students from Japan. I really expect that merits could be accrued the Japan alumni.

The

German government provides laboratory facilities, for example, to Indonesian universities where alumni ofGerman universities are working for.

I do hope that the Japanese government could provide some kind of

supports to us, alumni, in the future.

Hozumi:Our discussion on alumni association included that the graduates have no statutory obligation toalumni activities therefore such activities are spontaneous and voluntary; for effective alumni activities, key
persons or coordinators seem desirable; and not only TUT alumni but also Japan alumni deserve attentions.
Since many of today’s panelists are TUT alumni, I would like to encourage each of them to assume the roleof key person or coordinator for TUT alumni activities.
2. Joint Projects
Hozumi: The second issue of our discussion shall be joint project.

Joint projects or cooperative activities

shall, either educational or research, be an important step for forming and advancing inter-university
networking.

I would like to invite comments from the panelists on the issue, including the TUT

international research project Dr. Djumanto delineated earlier.

71

Tuan:

Asian countries and Japan share many problems and issues, including water resource, climatechange, food security and safety.

Vietnam, being a developing country, cannot adequately financeresearch on these issues alone, thus seeks financial supports from richer countries such as Japan.
However, there are some limitations in support so far as the Japanese financial support derives from taxes.
Thus joint endeavor of Japan and abroad shall become desirable. Our joint projects on global issues, on
biofuel and biomass supported by JICA and the Japan Science and Technology Agency (JST) for instance,
will be beneficial to not only Vietnam, but also Japan and to the world.

In any way for a project to besustainable, it should be very concrete, be developed through close consultations and discussions.

It willrequire our joint efforts.

Hozumi:May I ask Dr. Samsul for a comment?

Samsul:We are certainly facing common issues such as environmental problems and energy security.

At the same time however, countries’ research needs are quite diversified according to countries.

In

formulating cooperative research projects, we may need to set carefully the conditions including choice of
research theme, number of projects, durations, participating countries and universities as well as funding.
Nationally, Indonesia’s Directorate General for Higher Education (DIKTI or DGHE) has its own researchfunding scheme for specific fields of which we are encouraged to utilize properly.

Hozumi:May I invite comments from the floor?

Querist:I am Satryo from Indonesia. I would like to share with you my own experience ininter-university cooperation. There can be two kinds of approaches in formulating joint research projects,
namely top-down approach and bottom-up approach. To my knowledge the latter approach seems likely
to succeed. While many of inter-university cooperation memoranda are concluded between presidents ofthe partner universities some of them are dormant.

Exception of such is the TUT-ITB cooperation, whereindividual researchers of the two sides share common interest, match the advanced technology andknowledge of Japan with the reality and conditions of Indonesia, jointly seeking fund for cooperation andjointly conduct research.

Such individual-based joint endeavor shall be eventually recognized, officiallyand institutionally supported by the two universities. Such is a typical successful sequence of steps forformulation and development of sustainable projects.

Sakaki:

Such a bottom-up approach as recommended by Dr. Satryo is exactly the case of Toyohashi Tech

International Research Project on water environment that Dr. Djumanto delineated. The project is not
something to initiate by the university from scratch, but it is based on past and on-going endeavors byindividual researchers or a small group of researchers.

Toyohashi Tech invites project proposals on

campus, screen, select and support some from among several proposals, aiming at institutional, systematic72

and sustainable international cooperation through inter-university networking.

It is hoped that suchprojects are eventually supported by public research funds.

Binh: Among the member countries of ASEAN+3, there are funding mechanisms for research cooperation
under bilateral agreements on science and technology. In the case of Vietnam Ministry of Science andTechnology is in charge of such protocol and invites Vietnamese universities to propose cooperative
research for bilateral support.

Financial support mechanisms under such protocols will be one possible

way to ensure funds.

Hozumi:May I invite comments from the floor? Today’s audience includes TUT students.

Dear

students, do you understand Dr. Ichsan’s proposed “international collaboration design project inengineering education”?

Would you wish to participate in such project?

Oh, yes, I am glad that one,

two, three … several students raise their hands, indicating “yes, we want to participate in.”Querist:My question is related to the two issues of “alumni” and “joint project.”

As I am an

ex-volunteer to Thailand under the Japan Overseas Cooperation Volunteer (JOCV) of JICA, I join in
activities of almuni of JOCV, such as delivering lectures on international cooperation to Japanese
schoolchildren and assisting establishing volunteer organization in an African country.

The ex-volunteersof JOCV include schoolteachers and company employees. I wonder if JOCV alumni in Japan, the Japanese
university alumni abroad, and perhaps non-profit organizations (NPOs) work together on issues of common
interest.

Hozumi:The question is on international cooperation in a wider perspective than the inter-university

cooperation.

Ichsan:

Do any of you have comment?

My Japanese colleague professor and I recently discussed about an idea for Indonesiancommunity development.

While Indonesia exports unprocessed dry edible seaweed (nori) to Japan, we

import processed product of nori from Japan. Our discussion was to seek possibility of implementing foodprocessing for nori in Indonesia with a view to adding higher value to our products, thus contributing tocommunity development.

Such idea may attract interests of companies keen in CSR (company’s social

responsibilities), universities, alumni or NPOs.

Binh:

Such an idea seems feasible, if we can find financial sources.

As Vietnam government

encourages utilizing research fund for co-supervision of Ph.D. students by both Vietnamese and Japanesesupervisors, if students’ research theme is related to what is suggested, or if private companies showinterests in supporting such research, such an idea may be feasible.

Hozumi:May I ask comments from Malaysian panelist on joint projects?

73

Ho:

Success of a joint project may depend upon a few factors: One is that the topic of joint research

project is of common interests of participants.

Secondly, there must be a kind of difference in the strengthof technology in the two parties, thus a win-win relationship can be envisaged. Thirdly, availability ofdetailed information on funding arrangement, either bilateral or multilateral, will be compulsory.

Hozumi: Our discussion of the second theme of “joint projects” included that the bottom-up approach inproject formation is likely to be successful than top-down approach, and that alumni could also play a rolein joint projects.
3. Global Mind
Hozumi:

The future of the “strengthened inter-university networking” shall be shaped by current students

and younger generation.

On the topic of “global mind”, I would like to invite the panelists to send yells of

encouragements to the students and younger generation.

Yeoh:

I myself grew up in tropical area and I had not seen snow when I was a child.

about snow, but I did not understand it.
snow.

I read and learned

It is only after I really see it when I really knew and understood

Similarly, only after Japanese students face foreign nature and culture when you really knew andunderstood them.

I strongly recommend Japanese students to go out of Japan and expose yourselves in adifferent environment.

Binh:

I expect further student exchanges between TUT and students of Asian countries.

issues of alumni activities in cooperation with Toyohashi Tech is key persons of alumni.

One of the key
If key persons orcoordinators for TUT alumni in Asian countries area identified, and they communicate in various means
including Internet, then networking will be possible. Also possible may be various joint endeavors suchas inter-university networking and joint research projects. In the future when Toyohashi Tech organizes
TUT fairs, please inform TUT alumni in locality, which shall willingly cooperate with TUT.

Hozumi:May I invite any comment from TUT students?

Querist:I am a TUT graduate student. I recently got acquainted with international scholars, but due to mynot-so-strong English capabilities I was not able to adequately communicate with them.

To overcome

such regrettable experience my colleagues at the laboratory and I started to improve our English throughspeed-learning drills.

Hozumi:Thank you. In concluding the panel discussion, I express my sincere gratitude to both thepanelists and the participants on the floor.

I return the microphone to the master of ceremony Mr. Kita.

(Applause)74

Closing Address
Yukio Kiuchi
Director
International Cooperation Center for Engineering Education Development
Toyohashi University of Technology

Toyohashi University of Technology has been proactively engaged in international activities since its
inception 35 years ago.

On the basis of such activities, the International Cooperation Center forEngineering Education Development (ICCEED) was established 10 years ago, which has been engaged instrengthening engineering education abroad, centering around Asian countries.

ICCEED annually organizes open forum in Tokyo, inviting participants from in and outside of Japan to
discuss various issues related to international cooperation in engineering education.

Celebrating its 10th

anniversary, ICCEED organized today the Open Forum in Toyohashi at the first time.

I am glad to have

had many TUT students, academic and administrative staff members here.

ICCEED has been endeavoring in international cooperation in Asia, cooperating with Indonesian,
Malaysian, Vietnamese and other countries’ universities and institutions of higher education.

The

cooperative relationship with various countries’ university personnel and engineers is invaluable asset to
Toyohashi Tech and its ICCEED.

We at ICCEED are determined, on the basis of such linkages, to seek

more strategic, more extensive and deeper inter-university linkage that reflects recent development ofinternational environment.

In concluding the symposium, on behalf of ICCEED I would like to extend our gratitude to the invitedlecturers for your valuable lectures. Our thanks go to MEXT and JICA who supported this symposium,
MEXT Director Mr. Ikehara and JICA Director General Ms. Kayashima for their encouraging speeches,and many participants coming from outside of TUT as well as TUT staff and students for yourparticipation.

Thank you.
75

Symposium in Commemoration of the 10th Anniversary of ICCEED
Future of International Cooperation in Engineering Education – Toward Strengthened Inter-University Networking –15 November 2011 Tuesday, 13:30 -18:30 Toyohashi University of Technology, Toyohashi, Japan
MC: Kaname Kita, Associate Professor, ICCEED, TUT

Time
13:30

Opening

Program

13:40

Greeting

13:50

Greeting

14:00

Lecture 1

14:30

Lecture 2

15:00

Project
Introduction

15:10
15:30

Lecture 3

16:00

Lecture 4

16:30

Lecture 5

17:00

Lecture 6

17:30

Panel
Discussion

18:20- Closing
18:30

Prof. Dr. Yoshiyuki Sakaki
President, Toyohashi University of Technology
Mr. Mitsuhiro Ikehara
Director, International Affairs Division,
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Ms. Nobuko Kayashima
Director General, Human Development Department
Japan International Cooperation Agency (JICA)
International Collaboration Design Project in Engineering
Education
Dr. Ichsan Setya Putra
Head, Quality Assurance Unit, Bandung Institute of Technology (ITB)
Indonesia
Towards Strengthened Inter-University Networking- The Case of Malaysia Dr. Ho Chin Siong
Deputy Director, Office of International Affairs
University of Technology Malaysia, Malaysia
TUT International Research Project 2010-2011
Dr. Djumanto
Project Associate Professor, ICCEED, TUT
Lecturer, Faculty of Agriculture, Gadjah Mada University, Indonesia
Break
TUT – A Destination to International Students and Researchers
Dr. Phan Dinh Tuan
Vice Rector, Vietnam National University Ho Chi Minh City Universityof Technology, Vietnam
Strengthened Inter-University Networking by the Unsyiah
International Engineering Student and Faculty Exchange Program
Dr. Samsul Rizal
Vice Rector, Syiah Kuala University
Indonesia
Regional Partnership in Engineering Education
Dr. Yeoh Fei Yee
Senior Lecturer, School of Materials and Mineral Resource Engineering
Universiti Sains Malaysia, Malaysia
TUT Alumni Expanding Worldwide Towards Engineering
Education
Dr. Nguyen Ngoc Binh
Rector, University of Engineering and Technology,
Vietnam National University Hanoi, Vietnam
Future of International Cooperation in Engineering Education
Invited Speakers with Moderator: Dr. Naohiro Hozumi
Professor, ICCEED, Toyohashi University of Technology
Mr. Yukio Kiuchi
Director, ICCEED, Toyohashi University of Technology

76Profiles of Speakers
Prof. Dr. Ir. Ichsan Setya Putra
Head, Quality Assurance Unit, Bandung Institute of Technology, Indonesia
Dr. Ichsan Setya Putra received his doctorate degree from The Faculty of Aerospace Engineering, Delft
University of Technology in 1994. He joined Institut Teknologi Bandung (ITB) since 1983 as a faculty
member in the Department of Mechanical Engineering and later when the Aerospace Engineering became aseparate department in 1996 he joined the later and became a full professor in 2009. He was appointed as
the Director of Education of ITB from 2003 to 2010, and from 2010 he is the head of Quality Assurance
Unit of ITB. From 1994-1998, he was working as a part-time engineer/researcher at PT Dirgantara
Indonesia, the Indonesian Aircraft Industry. Some positions he held were the head of Damage Tolerance
Technology Department, Deputy Vice President for Methodology Development in the field of Damage
Tolerance Methodology. His research interest is in fatigue and fracture mechanics.
Dr. Ho Chin Siong
Senate member, Deputy Director of Office of International Affairs and Professor of Faculty of Built
Environment, Universiti Teknologi Malaysia.
Ho Chin Siong is currently Senate member of UTM, Professor of Faculty Built Environment and Deputy
Director of Office of international affairs at Universiti Teknologi Malaysia. He is a chartered member ofChartered Institute of Logistic and Transport (CILT), registered member of the Board of Town Planning
Malaysia and corporate member of Malaysian Institute of Planners (MIP). He received Bachelor of Urban
and Regional Planning from Universiti Teknologi Malaysia (1983), MSc Construction Management from
Heriot Watt University, Edinburgh, UK (1987) and Doctor of Engineering from Toyohashi University ofTechnology, Japan (1994). He was a post doctoral fellow under Hitachi Komai Scholarship to Japan (1995)
and Royal Society of Malaysia / Chevening Scholarship to United Kingdom (2005), Visiting scientist underJapan Society Promotion of Science-Vice Chancellor Council Grant (2005-2010). His current researchareas of interest are in low carbon and green city planning, sustainable urban development, energy efficient
city, and Built Environment education. He has published many papers in international journal and books.
Dr. Phan Dinh Tuan
Vice Rector, Vietnam National University Ho Chi Minh City University of Technology.
Dr. Phan Dinh Tuan graduated and took PhD from Hanoi University of Technology, Vietnam.
After graduation, he served as researcher and Vice Director of the Research Center for Ore Processing andPurification Technology, under Vietnam Atomic Energy Commission (Vietnam). During the time, heworked in the Warsaw Research Institute for Nuclear Chemistry and Technology (Poland) as a Scientific
Co-worker (1988-1990). He used to work in the Otto-von-Guericke University Magdeburg (Germany,1994), Japan Nuclear Corporation (JNC, Japan, 1998-1999), Nuclear Fuel Corporation (NFC, India,
1999-2000) before joining Hochiminh City University of Technology in 2001. He had a time to work at
the ICCEED, Toyohashi University of Technology as a Visiting Professor (2003-2005) to develop some
JICA Projects to HCMUT and to strengthen the cooperations between TUT and HCMUT.
He is now Vice Rector of Hochiminh City University of Technology (Vietnam), in charge of R&D andExternal Relations.

77

Profiles of Speakers (Continued)
Dr. Samsul Rizal
Vice Rector, Syiah Kuala University
Education Background:
1. Bachelor in Mechanical Engineering from Syiah Kuala University.
2. Master in Mechanical Engineering from Toyohashi University of Technology, Toyohashi, Japan.
(Monbusho Scholarship 1995)
3. Doctor in Mechanical Engineering from Toyohashi University of Technology, Toyohashi, Japan.
(Monbusho Scholarship 1998)(Monbusho Scholarship from 1995 to 2001 at Mechanical Engineering Department, Toyohashi Universityof Technology, Japan, under supervisors Prof Dr Hiroomi Homma and Prof Dr Yasuhiro Kanto)
Job Description
1. Lecturer at Mechanical Engineering Department 1988
2. Professor at Mechanical Engineering Department, Syiah Kuala University 2004.
3. Vice Rector for Academic affairs 2006 to now.
Dr. Yeoh Fei Yee
Senior Lecturer, School of Materials and Mineral Resources Engineering, Universiti Sains Malaysia
Dr YEOH FEI YEE is a specialist in functional materials engineering, especially in biomaterials andnanoporous materials. He is currently an academic staff of Universiti Sains Malaysia (USM). After
receiving his bachelor degree in Mechanical Engineering from Universiti Teknologi Malaysia, Dr Yeoh wasoffered a special scholarship scheme to pursue his master study in USM. Upon completion his study inMaterials Engineering, he was awarded an AUN/Seed-Net Scholarship by Japan International Cooperation
Agency (JICA) in 2007 to continue his doctoral research in Toyohashi University of Technology, Japan.
Prior to joining USM as a faculty member, Dr YEOH also has industrial experience in both sales andmarketing as well as research and development. Currently, His research focuses on turning waste materials
typically agricultural waste into wealth, typically into value added nanoporous materials for biotechnology,energy and environment applications. 㩷 Each year, Dr YEOH has been awarded with numerous
international visiting scientist and professorship, as well as international grants and awards frominternational exhibition for his research.
Dr. Nguyen Ngoc Binh
Rector, University of Engineering and Technology, Vietnam National University Hanoi
Dr. Nguyen Ngoc BINH has got a Bachelor degree in Applied Math in 1981 (Kishinev State University,
Moldova - former USSR), a Master degree in Information & Computer Science (ICS) in 1995 (Toyohashi
University of Technology, Japan), a Ph.D. degree in ICS in 1998 (Osaka University, Japan). He worked at
JAIST (Japan, 1998-2000) as an Associate, at Hanoi Univ. of Technology (HUT, Vietnam, 1982-1992;
2000-2006) as Director of Department of Software Engineering and Director of Library and Information
Network, at the University of Engineering and Technology (UET), Vietnam National University, Hanoi(UET-VNU, 2006-2009) as a Vice-Rector. Since 2009 he is the Rector of the UET-VNU, Hanoi, Vietnam.
He has also been the President of Japan Alumni of Vietnam (JAV, since 2004).㩷 㩷 Dr. Binh’s researchinterests include Computer and Software Architectures, VLSI design, Software Engineering, AI,
KDD&DM, EDA, Embedded Systems, Network Technology, e-Learning, etc.

78Profiles of Speakers (Continued)
Dr. Djumanto
Project Associate Professor, ICCEED, Toyohashi University of Technology
Dr. Djumanto received B.Sc degree from Faculty of Fisheries, Bogor Agricultural University (IPB)
Indonesia in 1987, and M.Sc. from Asian Institute of Technology (AIT) Bangkok, Thailand in 1993, and
D.Sc. from United Graduate Agriculture Science, Ehime University, Japan in 2005. He joined Gadjah
Mada University (UGM) since 1989 as a faculty member in the Department of Fisheries, Faculty ofAgriculture. He was appointed as the head of the laboratory of Aquatic Resource Management from 1994
to 2001 and continued from 2005 until at present, and the head of study program Fisheries Resource
Management since 2010. He was also appointed as the secretary of the research center for marine resource
and technology in Gadjah Mada University from 2007 to 2009. He is member of the curriculum
development of Faculty Agriculture. He was also project leader for fisheries development in Yogyakarta
Special Region from 2007 until 2010. His current research areas of interest are fisheries management andconservation, fisheries biology and ecology, and aquatic resource management.

Profile of Moderator
Prof. Dr. Naohiro Hozumi
Professor, ICCEED, Toyohashi University of Technology
Dr. Naohiro Hozumi received Bachelor degree in Engineering from Department of Electrical andElectronic Engineering, Waseda University, Japan, in 1981, and Master degree in Engineering and Doctor
degree in Engineering from Graduate School of Engineering, Waseda University, Japan, in 1983 and 1990,
respectively.
Dr. Hozumi worked for Central Research Institute of Electric Power Industry from 1983 till 1999, and was
temporally transferred to Research and Technology Development Division in the Central Electric PowerCouncil as a deputy general manager from 1996 till 1998. He then moved to Faculty of Engineering,
Toyohashi University of Technology as an associate professor in 1999. He was a professor at Faculty ofEngineering, Aichi Institute of Technology from 2008 till 2010, and concurrently a project professor of theInternational Cooperation Center for Engineering Education Development (ICCEED), Toyohashi
University of Technology in 2010. He has been a professor of ICCEED since 2011.
He is a senior member of the Institute of Electrical Engineers of Japan, and members of the Institute ofElectrical and Electronics Engineers (IEEE), the Acoustical Society of Japan, and International Council on
Large Electric Systems, respectively.

79╙䋳ㇱ䋺ෳ⠨⾗ᢱ㩷㩷㩷㩷㪧㪸㫉㫋㩷㪫㪿㫉㪼㪼㪑㩷㪘㫇㫇㪼㫅㪻㫀㪺㪼㫊㩷㩷౮⌀㓸ᴾ Symposium Pictures᭏ቇ㐳䈮䉋䉎㐿ળ᜿ᜦ
Opening remarks by Dr. Sakakiᳰේ᳁䈮䉋䉎᧪⾠᜿ᜦ
Greeting by Mr. Ikehara⪨ፉ᳁䈮䉋䉎᧪⾠᜿ᜦ
Greeting by Ms. Kayashima

Ichsan ᳁䈮䉋䉎⻠Ṷ 1
Lecture 1 by Dr. Ichsan

Ho ᳁䈮䉋䉎⻠Ṷ 2
Lecture 2 by Dr. Ho

Tuan ᳁䈮䉋䉎⻠Ṷ 3
Lecture 3 by Dr. Tuan

Samsul ᳁䈮䉋䉎⻠Ṷ 4
Lecture 4 by Dr. Samsul

Yeoh ᳁䈮䉋䉎⻠Ṷ 5
Lecture 5 by Dr. Yeoh

Binh ᳁䈮䉋䉎⻠Ṷ 6
Lecture 6 by Dr. Binh83

Djumanto ᳁䈮䉋䉎ᵴേ⚫੺
Project Introduction by Dr. Djumanto䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮
Panel Discussion✚ว⸛⺰ 䊝䊂䊧䊷䉺䊷 ⓄⓍ᳁
Discussion Moderator Dr. Hozumi䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮䈪䈱⾰⇼ᔕ╵Panel discussion䉲䊮䊘䉳䉡䊛ળ႐
Audience of the symposiumᧁౝ䉶䊮䉺䊷㐳䈮䉋䉎㐽ળ᜿ᜦ
Closing remarks by Mr. Kiuchi

84講演1 発表資料 Ichsan Setya Putra 氏
Presentation Material for Lecture 1 Dr. Ichsan Setya Putra

Outline of Presentation

International Collaborative Design
Project in Engineering Education

Globalization &Global Product Development
Attributes of Engineers
in 2020

Ichsan Setya Putra
Institut Teknologi Bandung

How Students Learn
Examples of International
Collaborative Design Project

Symposium in Commemoration of
the 10th Anniversary of ICCEED
November 16, 2011, Toyohashi

TUT‐ITB‐Other Universities
Collaborative Design Project

1

2

The Ten Forces that Flattened the World… & Leveled the Playing Field
1. 11/9/89
2. 8/9/95
3. Work Flow Software
4. Open‐Sourcing
5. Outsourcing
6. Offshoring
7. Supply‐Chaining
8. Insourcing
9. In‐forming
10. The Steroids

Global Product Development• Global Competition: reduce time to bringproducts to market & reduce cost
• Product development activities distributed
across the world• Including product definition, design & analysis,
manufacturing, operation & maintenance,
product changes & refinement

3

4

5

6

85

Dell’s Global Product Development
•
•
•

•
•

Austin Design Centre – original design centre here; laptop, desktop, server andstorage system development and documentation.
China Design Centre ‐ focuses on desktop system development, client system testing
and laptop and desktop services.
Bangalore Design Centre ‐ focuses on software development, enterprise solutions,server development, international product support, test engineering anddocumentation
Taiwan Design
g Centre ‐ focuses on laptop
p p and server developmentpand data centre
solutions.
Singapore Design Centre ‐ is home to Dell displays and Dell imaging.

7

8

Outline of Presentation
Globalization &Global Product Development

OUR GRADUATES WILL WORK IN
SUCH AN SETTING!!!

Attributes of Engineers
in 2020
How Students Learn

WHAT ATTRIBUTES
THEY SHOULD HAVE

Examples of International
Collaborative Design Project
TUT‐ITB‐Other Universities
Collaborative Design Project10

9

Attributes of Engineers in 2020
DISIPLINARY mind
SYNTHESIZING mind
CREATING mind
RESPECTFUL mind
ETHICAL mind

• Strong Analytical Skills• Practical Ingenuity• Creativity• Communication• Mastery of Business &Management• Leadership• High Ethical Standards• Professionalism• Dynamism, agility,
resilience, and flexibility• Lifelong Learning

Howard Gardner

11

12

86

Outline of Presentation
Globalization &Global Product Development
Attributes of Engineers
in 2020

HOW DO WE PREPARE OURGRADUATES TO HAVE THOSE
ATTRIBUTESHow Students Learn
Examples of International
Collaborative Design Project
TUT‐ITB‐Other Universities
Collaborative Design Project14

13

Lecturing Past & Present

OUR CURRENT PRACTICE IS
TRANSFER OF KNOWLEDGE
THROUGH LECTURE

15

16

Our Students are the NET‐Gen• Learning by Doing*• Collaboration**• Interaction*• Speed of interaction**

THE CHARACTERISTICS OF OURSTUDENTS*McNeely, B., Using Technology as a Learning Tool, not Just the Cool New Thing, in Educating the Net
Generation, EDUCAUSE, 2005**Tapscott, D., Grown‐up Digital, How the Net Generation is Changing Your World, McGraw Hill, 2009

17

18

87

HOW DO PEOPLE LEARN?

1. Transmit Knowledge?

WHAT DO WE KNOW ABOUTHOW STUDENTS LEARN?

2. Constructivism
3. Social Constructivism
L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELLa

Mengajar Efektif & Kreatif

19

20

Prof. Dr. Ichsan S. Putra Komisi Pembelajaran - Institut Teknologi Bandung, INDONESIA

THIS IS NOTLEARNING

Transmission
Of
Knowledge
L. Dee Fink: The JOY and RESPONSIBILITY of TEACHING WELL

Lila M. Smith

22

21

What is learning?

Constructivism• Learning is the transmission ofknowledge from those who know to
those who don’t know.
• Learning is the learners’ active
construction of knowledge.

The theory that people build their own
knowledge and their own representationsof knowledge from their own experienceand thought.

╳

23

24

88

Learning Principles (1)Learning Principles (2)Learning is an active search for meaning –constructing knowledge rather than passively
receiving it
it, shaping as well as being shaped byexperiences.

Learning is done by individuals who are intrinsicallytied to others as social beings, interacting ascompetitorspor collaborators,, constrainingg or
supporting the learning process, and able toenhance learning through cooperation and sharing.

AAHE, A Powerful Partnerships: A Shared Responsibility for Learning
http://www.aahe.org/assessment/joint.htm visited 16/04/2003

AAHE, A Powerful Partnerships: A Shared Responsibility for Learning
http://www.aahe.org/assessment/joint.htm visited 16/04/2003

25

26

THE STRUCTURE OFCURRICULUM
Lila M. Smith27

28

Beyond textbook learning :Learning-about ===> learning-to-be

Explicit

Learning about

SHOULD BE REVERSED

Tacit

Learning to be

Dimension of knowledge(Michael Polanyi)

29

30

89

Reversing the FlowEngineering is“... the process of integrating knowledge tosome purpose. It is societal activity focussed
on connecting pieces of knowledge andtechnology to synthesize new products
products,
systems, and services of high quality withrespect for [for example] environmental
fragility” [Bordogna, a former official of NSF]

Explicit

Learning About

Tacit

Learning to be

Key: unleashing productive inquiry

31

32Outline of Presentation
Globalization &Global Product Development

We need to provide:• More design experience• Collaborative work
• International interaction

Attributes of Engineers
in 2020
How Students Learn
Examples of International
Collaborative Design Project
TUT‐ITB‐Other Universities
Collaborative Design Project

33

34

The Penn State ‐ LACCEIMember Penn‐State + 5 LACCEI members
Building collaborative experiences for students throughmultinational design projects

EXAMPLE OF INTERNATIONALCOLLABORATIVE DESIGNPROJECT

Lesson learned
Different academic calender
Selection of course
Language barrier
35

36

90

Partnership for the Advancement of
Collaborative Engineering Education(PACE)The European Global Product Realization(E‐GPR)
Member 6 European universities

Links corporates (20) and universities (56, 11 countries)

To solve real life problem related to development of
global product proposed by industrial partner

Goal to develop automotive Product Lifecycle
Management team of the future

Lesson learned
Selection of idustrial partner
Involving students fromdifferent discipline
37

38

Outline of Presentation

TUT‐ITB‐Other Universities
Collaborative Design Project

Globalization &Global Product Development
Attributes of Engineers
in 2020• Extend the existing Student Seminar tojCollaborative Writingg Project• Start Collaborative Design Project

How Students Learn
Examples of International
Collaborative Design Project
TUT‐ITB‐Other Universities
Collaborative Design Project40

39

THANK YOU41

91

講演2 発表資料 Ho Chin Siong 氏
Presentation Material for Lecture 2 Dr. Ho Chin Siong

The 10th ICCEED Open Forum

15 November 2011, Toyohashi, Japan

Presentation framework

Future of International Cooperation in Engineering
Education
Towards strengthened Inter University Networking
The case of UTM Malaysia,
Professor Dr HO Chin Siong

Deputy Director,
Office of International Affairs UTM

1Introduction to UTM

2UTM experience in inter-university networking andengineering education

3

Trends and issues in the Malaysian higher
education sector

4

Building sustainable Malaysian higher education
sector5

Conclusion

1

2

6

Location of UTM

3 keywords to be addressedInternationalization/
International cooperation

Language,
Curriculum,
governanceSocial integration

Inter University networking

Local needs versus“cross-border”
networking-Student exchange-Staff exchange

Engineering Education

Professional bodies
accreditation•Main campus in Johor Bahru•350km from Kuala Lumpur (45 min.
flight)Main campus
Universiti Teknologi Malaysia•25 km from Singapore

34Introduction – UTM in Brief

Introduction – UTM in Brief

Academic Staff
International Staff
Non Academic

Technical
College(1946)
技术学院

Technical School(1904)
技术学校

National Instituteof Technology(1972)(Institut Teknologi
Kebangsaan)
国立科技机构

Universiti Teknologi
Malaysia (1975)
工大

2,337
321
2616

Skudai Campus, Johor
1,148 hectares
Kuala Lumpur City Campus 19 hectares

5

6

92

Lush green campus environment

Change of student profile: from undergraduates to postgraduates
Year

Bachelor

Postgraduate

1984

3,886

2

1985

3,857

3

1990

5,348

175

2004

17,897

3,291

2005

15,865

3,004

2006

15,109
,

2,823
,

2007

14,792

3,942

2008

14,456

4,856

2009

14,245

6,432

2010

13,000

8,000

2011

11,50010,1002012**

10,00010,000Target ratio of 1:1 for undergraduate: postgraduate students
achieved in the 2011/2012 academic year (Sept.2011)7

UTM contribution towards nation’s human capital capacity building
Postgraduate level engineers and technocrats

8

UTM faculties and schools, 2011

19

20

S&T

Non S&T

Science

Built Environment

Electrical Engineering

Management & Human Resource

Civil Engineering

Education

Postgraduate
enrolment

2003

2004

2005

2006

2007

2008

2009

Local universities

3,354

4,160

5,926

6,108

5,837

8,261

10,129Chemical & Natural Resources

International Business School

Mechanical Engineering

Islamic Civilization

UTM

2,362

2,324

2,390

2,333

3,405

3,354

4,391

Geoinformation Science & Engineering

Science, Tech. & Innovation Policy

Bioscience & Bioengineering

Language Academy

UTM (%)

70

56

40

38

58

41

43

Biomedical & Health Sciences
Computer Science & Information Systems* Postgraduates Æ PhD & Master Levels

Business & Advanced Technology
Informatics and Virtual Security
Petroleum Engineering & Renewal Energy
Medical school

910Internationalisation in UTM
工大国际化政策和实施

New Focus on interdisciplinary R&D#1: Institutional commitment

Research Alliances
K-economy
Infocom

Mobility• Student Mobility• Staff Mobility

Research• Research Collaborations

Academic• Joint Academic ProgrammeTransportation
Construction
Water
Sustainability
Nano sciences
Biotechnology
EnergyMaterials and manufacturing

Agreement

Cybernetics

11• Concluding an International
Memorandum or
Agreement• Classification of MoU

12

93

Internationalisation in UTM
工大国际化政策和实施
192: International linkages

Internationalisation in UTM
工大国际化政策和实施
#3: Increasing visibility and presence through satellite offices

Germany, Sweden, Italy, Finland,
Netherlands, UK

USA**(Harvard,
Virginia Tech,
MIT, WesternMichigan)

BostonMedinah

Tokyo

Qatar

Africannations

Japan, Korea, China, Australia, Indonesia,
Thailand, New Zealand13

14Internationalisation in UTM
工大国际化政策和实施Internationalisation in UTM
工大国际化政策和实施

#4: Co-branding with renowned institutions / organisations worldwide#5: Collaboration with 23 institutions and 5 organizations: Malaysia-Japan
International Institute of Technology (MJIIT)UTM-Cambridge-Rolls Royceo Investigate biofuels for gas turbine combustiono £220,163.00 - fully funded by MOSTIo Development of a Database for Biofuel Combustion Properties

UTM-PROTON
Research on Automotive Advance Technology
Staff Exchange for R&D
Student Training Programme
To provide utilization of facilities in UTM

o
o
o
o

Ministry of Foreign Affairs of Japan
Ministry of Education, Culture, Sports, Science andTechnology-Japan
Ministry of Economy, Trade and Industry-JapanThe Japan Chamber of Commerce and Industry
Japan International Cooperation Agency (JICA)

o Research & developmento Staff exchangeo Summer programmeo HBS Case studies
15

Kyushu University
Keio University
Saitama University
Shibaura Institute of Technology
Takushoku University
Tokai University
Tokyo University of Agriculture and Technology
Nagaoka University of Technology
Nagoya Institute of Technology
Japan Advanced Institute of Science and Technology(JAIST)
Toyohashi University of Technology
Meiji University
Ritsumeikan University
Ritsumeikan Asia Pacific University
Osaka University
Yamaguchi University
Kinki University
Tokyo University of Technology
Tokyo Denki University
Tokyo University of Science
Okayama University of Science
Kyushu Institute of Technology
Kanazawa University

16

Internationalisation in UTM
工大国际化政策和实施Internationalisation in UTM#6: Mobility-focus

Differentiator/ Unique

Strategic collaboration

GLOBAL OUTREACH PROGRAMME (GOP)

Identifying niche areas that would benefit from collaborations~ Experiential Learning on Global Issues
•
•
•
•
•

Student Short-stay Program (1-2 weeks) abroad
1113 Sent in 2009
5000 to be sent in 2011
(So far 1500 students completed the program in 2010)
Special GOP: UTM – HARVARD GOP

Impactful collaboration

Collaboration relevant to sustainability e.g. projects on low carbon city, green
technology, water research
Objective: to resolve current issues e.g. climate change

Contribution to nation’s growth
Collaborations formed aim at producing impactful, innovative, value-driven
outcomes contributing to economic growth of the country

17

18

94

Strengthen Network TUT ‐ UTM• Global Outreach Program• Student Exchange –Internship/ summer school/ Post
doctoral fellowship• Staff exchange ( Visiting professors)• External Examiner/ Co supervisor• Dual degree program/ Hybrid MSc/ Doctoral program• Satellite offices• Consortium of Universities‐ workshop/seminar

Background on
Malaysian Higher Education policy experience
i Internationalisation
in
i
li i
( Inter university networking )

19

20

5

4
Policy strategy - Malaysian higher education sector

Trends in the Malaysian higher education sector

Massification

Privatisation

Decentralisation

Internationalisation

Increasing no. ofstudents going for
tertiary education

Increasing no.
private higher
education
institutions in
Malaysia

Ministry of Higher
Education at
central level

Increasing no. ofinternational
students in the
country

Public higher
education
institution:
419,334(2008)
437,420(2009)
462,780(2010)
Private higher
education
institution:
399,897 (2008)
484,377 (2009)
541,629 (2010)

5 foreign branch
campuses, 24
university colleges,
21 private
universities, 390
colleges (2010)

More autonomy
given to public
higher education
institutions indecision-making

30,397 (2003)
31,674 (2004)
40,525 (2005)
44,390 (2006)
47,928 (2007)
69,174 (2008)
80,750 (2009)
86,919 (2010)

Malaysia wants to attract more international students
but would want higher education sector to drive
economic development.
World classuniversity
Malaysian higher
education
institutions aim tobreak into world
university rankings
UM (167), UKM(279) – QS World
University Rankings
2011

1

How would top down development enable both
the growth of international students and theeconomy?

2

What are the opportunities present?

3

How to create sustainability of the higher
education sector?

21

22

7

8

Building sustainable Malaysian higher education sector

Opportunity:
International students
market+Quality enrolment of undergraduate
and postgraduate students

Building sustainable Malaysian higher education sector

Opportunity:
International students
marketDepth / sustainability of
support structure
Authenticity and quality
assurance

Quality enrolment of undergraduate
and postgraduate students

Key focus of internationalisationand education hub policies

Key focus of internationalisationand education hub policies

Academic support structures+ Social support structures

Background support: generalgstudent assistance, counseling,scholarship, work opportunities
Direct academic support:
Academic English / literacy
courses, more effective
academic research andwriting models / support
Social support from university(internal) and local (external)
communities

23

24

95

9

11
CONCLUSION :Internationalisation Policy for Higher Education Malaysia

Building sustainable Malaysian higher education sector

Opportunity:
International students
market+Quality enrolment of undergraduate
and postgraduate students
Key focus of internationalisationand education hub policies

Student
mobility

Intensifying research efforts ininstitutions

Project output:
P li derived
d i d
Policyfrom 6 coresections:

International collaborations
andd workingkigroupsPublications
International funding

Research anddevelopment

Encouraging students andstaff to participate inresearch-based mobility
programmes

Covering critical aspects of internationalisation for Malaysian
higher education for 2011-2020

25

26

THANK YOUTERIMA KASIH
谢谢

http://www.utm.my/
Universiti Teknologi Malaysia

Staff
Social integration andmobility
community
engagementtInternationalisation
Policy Academic
Governanceprogrammesand Autonomy

27

96講演3 発表資料 Phan Dinh Tuan 氏
Presentation Material for Lecture 3 Dr. Phan Dinh Tuan

UTF-8
FORID:1000834172

TUT and Toyohashi in foreigners’ eyes
Toward the10th anniversary• A public university in Japan• Not very high number of students but highin publications number and quality
• In
I the
th centert off iindustrial
d t i l sectorst• Easy to access by Chubu International
Airport, Toyohashi Sinkansen Station• Not far from Nagoya & Tokyo

of ICCEED

TUT – a destination to international
students and researchers
Dr. Phan Dinh Tuan
Hochiminh City University of Technology, Vietnam
1

Toyohashi 15 Nov. 20112

Lessons learnt

Lessons learnt…..

• Lucky to join ICCEED and to meet TUT’s
Professors• First project to be developed with TUT support• Based on the Project, further cooperation with
TUT h
has b
been ddevelopedld• Twinning program for master education has
been set up• JENESYS program followed• A lot of Vietnamese students come to
TUT to study• TUT involve other activities of JICA
(AUN/SEED-Net Program, JICA’s training, …)• TUT Professors dispatches help to create
further connections• It is from TUT, further relations with otheruniversities were set ut (TIT, Todai,…)• Vietnamese Professors/universities were able
to visit TUT and set up further
cooperation

3

4

Willing to maintain and upgrade therelationsJapanese students to become
more global• Based on concrete joint works/projects• Easier for foreign students to come: more
English courses, fellowships, job-chances• More propaganda (official channels,
conferences,fvisits,…)i it)• Japanese language is encouraged during stay
• Understand what students really need (degrees,
language, job-chance at home,
job-chance in Japan, chance to go to theworld)• The world is flat
• Japan is beautiful but the world is worth todiscover• Southeast
S th
tA
Asia
i iis ddeveloping,l imanysimilarities in culture, easier to understand/be sympathetic with/ work with• Southeast Asia could be a goodchance for jobs

5

6

97

Japanese students to become
more global…..

For conclusion• TUT is a good destination for intl’ students• Many advantages to study at TUT• Be more global is a must and challenging to
TUT/Japanesepstudents• Further & close relations have to be improved• ICCEED & Intl’ Division play the key role in TUT• It is carefully followed & taken careby intl’ community, including
HCMUT, Vietnam• English knowledge is more important• Southeast Asia is a target of Japanese
government
that, global issues are ours
• More than that(climate change, conflicts, poverty,
disaster, crime/terrorism,…..)• Many JICA/JST/JBIC/NEDO… projects
need international working groups• International media is very challenging
7

8

HAPPY BIRTHDAY TO YOU, ICCEED !

Thank you very much !
998

講演4 発表資料 Samsul Rizal 氏
Presentation Material for Lecture 4 Dr. Samsul Rizal

Engineering Education

Strengthened inter­University Networking by The
Unsyiah International Engineering Student andFaculty Exchange Program

Samsul Rizal
Syiah Kuala University

Unsyiah
Syiah Kuala University

Future of International Cooperation in Engineering Education
Symposium in Commemoration of the 10th Anniversary of ICCEED

UnsyiahToyohashi University of Technology, November 15, 2011

• Engineering is a global profession, with transnationaland multinational corporations employing engineers
around the world.
• This has led to the need for mutual recognition ofborders as
educational credentials across national borders,well as mechanisms for cross‐border practice ofengineers.
• Recently, In Indonesia engineering education is astrong and vibrant enterprise. Many attribute thecurrent strength of the Indonesia economy to thepool of engineers and other technical experts.

Syiah Kuala University
Indonesia

Indonesia

2Inter­University Networking Program

Engineering Programs in Indonesia

To strengthen the inter‐University Networking by by looking at thebackground of the Engineering Education problem in Indonesia,
Unsyiah propose the International Engineering Student and Faculty
Exchange Program, includes:• The number of high school graduates who enroll in engineering
programs in Indonesia, especially in the Syiah Kuala University(Unsyiah) has been declining significantly in recent years, despitea sustained and increasing demand for technical graduates by
employers of engineers.
• It appears that many students are selecting other, often lessdemandingdemanding, paths to the technical employment marketplace –such as computer focused courses of study or quasi‐engineering
programs with less rigorous mathematics and science
requirements.

Unsyiah

Syiah Kuala University
Indonesia

UnsyiahBased on the above condition, engineering
education must synchronize with this evolution of
the engineering profession

Syiah Kuala University
Indonesia

31) Creating an international learning environment that isrepresentative of and helps prepare engineering students forparticipation on global entrepreneurial teams and in the globalbbusinessienvironment.
it2) Generating global business opportunities, this program is
expected to produce real new opportunities.
3) Pursuing cooperative research with institutions withcomplementary research programs. Cooperative researchcoordinated through the program is an effective means ofdeveloping the innovations that enable the resulting
entrepreneurial network to generate new global business
opportunities.
4) Providing a set of highly relevant extracurricular educational
opportunities that enhance professional career and personal
development of students and faculty.
4

Basic Program Elements
To enhance the items described above, it is needed todescribe following items :Basic element has become a very sensitive issue both at
local and international levels due to difficulties arising in
implementing this program for promoting student
learning and performance :1) Basic program elements;Iil cooperation
i benefits;bfi2) International
3) Program impact;4) Resulting cooperative opportunities;5) Resourcing of initial efforts;
6) Extracurricular opportunities; and
7) Lessons learned and outstanding issues.

UnsyiahUnsyiah

Syiah Kuala University
Indonesia

1) Teach the basic elements of engineering entrepreneurship;2) Generate new technology‐based business opportunities;
3) “Support to students'' should be normalized and systematized,
and embedded into the Unsyiah framework; and
4) Commercialize university R&D as a source for newopportunities.

Syiah Kuala University
Indonesia

5

6

99

Program Impact

International Cooperation
Benefits

Unsyiah1) The Unsyiah International Engineering Student and Faculty
Exchange Program is based on the hypothesis thatinternational intellectual cooperation is a key element indeveloping a cost‐effective means for the university and its
partner schools to more aggressively pursue research
programs that drive new technology‐based business
opportunities.
2) to bringing the university’s technical knowledge andexperience to the cooperative research teams, cooperation
with the university can provide entrepreneurial knowledge
and experience to partner school participants.

1) Conducting research in association with the program
increases the extent to which potential benefits become actualsocial benefits through application of new knowledge
2) An objective of the program is to teach researchers how totransfer technology to new business opportunities(entrepreneurial engineering), thus creating the potential forl i social
i l benefitbfi beyondbd theh specificifi researchh programs
lasting
supported here. From this perspective, a fundamental meansof disseminating new technical knowledge for this program isthrough commercialization as new products and services.
3) It should be noted that the fields of innovation,
entrepreneurship, and technology transfer are themselvesimportant topics of current research.

Unsyiah

Syiah Kuala University
Indonesia

Syiah Kuala University
Indonesia

7

8

Cooperative Opportunities

Resourcing Initial Cooperative
Research Efforts
1) The Strategic Technology Planning and Development course
under development for the Engineering Management
Program at Unsyiah is a project‐centric course culminating
in a student‐generated technology commercialization
prospectus. Student teams in this graduate‐level course will
generate such studies for the joint research efforts pursued
through the program.
2) This provides exactly the type of international
entrepreneurial experience that is an essential part of theuniversity’s overall entrepreneurial engineering initiative.
3) It also adds an element to the research activities that cansignificantly enhance commercialization potential, but which
is often not generated for many research projects.

Specific characteristics of initial cooperative opportunities
include :1) Low or no incremental cost, work already being done orplanned bypartners;;py both p2) Highly synergistic, without require significant changes in
direction by either partner;
3) High probability of success, clear and simple linkages
between efforts; and
4) Make a visible difference, things that might be difficult to
do well independently.

UnsyiahUnsyiah

Syiah Kuala University
Indonesia

Syiah Kuala University
Indonesia

910Extracurricular Opportunities

Lessons Learned

The most visible extracurricular program element will be
participation in international research teams. The expectationis that faculty, graduate, and undergraduate students will be
involved in extracurricular activities such as:

1.

1) Attending and teaching classes at partner institutions;2) Traveling to partner institutions to participate in research
programs;
3) Attending and presenting papers at international research
conferences; and4) Interfacing with industry to conceptualize technology‐based
global business opportunities.

2.

3.

Unsyiah
Syiah Kuala University

Unsyiah
Syiah Kuala University

Indonesia

Indonesia

11

Some experiences that can be used for designing aninternational engineering student and faculty exchange todevelop cooperation between the Faculty of Engineering,
Unsyiah and Toyohashi University of Technology (TUT) by
developing a research‐based classroom.
In general, this has been done by several universities thatcan deliver better quality student compare to conventionalclasses. In Unsyiah, this model has been applied particularlyin the Faculty of Law and it will be very interesting whenapplied at the faculty of engineering under with cooperation
program with TUT.
I have gained experiences as well as during lecture at TUT
and brings a lot of advantages in running my career.

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100

Conclusions

UnsyiahBased on my experiences study in TUT and managing theuniversity, it is needed to strengthened inter‐University
Networking by International Engineering Student and Faculty
Exchange Program by :1) creating an international learning environment
environment,2) generating global business opportunities,3) pursuing cooperative research with institutions withcomplementary research programs, and
4) providing a set of highly relevant extracurricular educational
opportunities that enhance professional career and personal
development of students and faculty.

Pv

BJM

Unsyiah

Syiah Kuala University
Indonesia

Syiah Kuala University
Indonesia

Badan Penjaminan Mutu

Universitas Syiah Kuala

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Thanks You

講演5 発表資料 Yeoh Fei Yee 氏
Presentation Material for Lecture 5 Dr. Yeoh Fei Yee

豊橋技術科学大学• 平成１６－１９年• AUN/Seed-Net• PhD Program in Japan

Regional Partnership inEngineering Education• 松本研•機能材料工学 博士課程

Fei-Yee YEOH
School of Materials & Mineral Resources Engineering
Transkrian Engineering Campus
Universiti Sains Malaysia

1

2

Penang

6 時間

JapanInternational
Cooperation
Agency•ASEANFoundation

AUN/SEED-net (ASEAN Universities Network / Southeast Asia
Engineering Education Development Network)3

http://seed-net.org/index.php

y June 2008 Æ USM

4

就職

y USM－ マレーシア科学大学

医学大学院

医学キャンパスメーンキャンパス

工学キャンパス5

マレーシア科学大学
UNIVERSITI SAINS MALAYSIA

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6

y 2008 – 11月 SRJP 松本研

y 物質工学上級講師:

研究、授業、コンサルタント
y In engineering education
technical Competency !
y Practice engineering skills &Japanese culturey Research, publication, funding
consultancy, teaching

Careery 2009 – 2月

松田先生Nanomaterials
松本先生,梅本先生,RCM in Penang
3月 Benchmarking

y 2010 – 5月
y 2011 –FOA 10

1月 SRJP 松本研;梅本先生
2月 国際課;竹市先生
9月 MOU
12月 RCM Hanoi + USM

Activities

78y IndividualÆ Group collaboration research,leading groupy Academic Exchange (Seed Net)y Expanding to other engineeringy Student Exchange (Jenesys)

y Co-supervision Æ Mutual degree

y Joint Seminarrecognition, e.g. TUT-USM double/dual
degreey Future
F t
Joint-Seminar
J i t Siy Research Collaboration

Present

Future: Research

9y Industrial Training 実務訓練

y ASEAN + 3

y Linkages with Community & Industries

y Regional economy

development

産学連携
y TUT-USM Satellite offices
y Consortium on engineering research led
by USM-TUT in ASEAN + 3

Future: Industry

10

y Technology – Keyy Brunei, Singaporey Malaysia, Thai,

IIndonesia,
d
i the
h
Philipinesy CLMV

Regional Perspective

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y Technology Requirement – Demandingy USM – TUT : Collaboration in R&D,

technology.

y Quantity & Quality of Engineersy Exploit opportunities in resources &y Engineering Education Æ Important

market through technology platformy In Malaysian Universities Æ eng edu

y Helping the industries & communities

importanty USM – As a leading Institution in Malaysia
y Engineering Campus: 6 Engineering Fields
y ICCEED Æ CGSS in USM(Center for Global Sustainable Studies)
Sustainable Education

Engineering Educationy Create new industries
y Rolel modeld l:ddevelopingl iJapan-Malaysialiindustries

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ICCEED
Prof Kiuchi
Assoc Prof Lim
Assoc Prof Kita
Prof Hozumi& all other professors + officers

Acknowledgement

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講演6 発表資料 Nguyen Ngoc Binh 氏
Presentation Material for Lecture 6 Dr. Nguyen Ngoc Binh

Symposium in Commemoration of the 10th Anniversary of ICCEED

Contents

Future of Int’l Cooperation in Engineering Education
Toyohashi, 15th November 2011

• Roles of an Alumnus and an Alumni Association (AA)• Benefits of an AA• Expanding an AA to a Alumni Network (AN)• Refining an AN to Define an Alumni Group(s) (AGs)• Activities: ASCOJA/ASJA• Engineering Education with TUT Alumni• Conclusions

Toyohashi University of Technology
Alumni Expanding Worldwide
toward Engineering Education
By Nguyen Ngoc Binh, PhD
Rector of Univ. of Engineering and Technology (UET)
Vietnam National University, Hanoi (VNU)
A TUT Alumnus (1992‐1996)
nnbinh@vnu.edu.vn

Nov. 15, 2011

Roles of an AA

nnbinh@vnu.edu.vn• As a member of the alumni body, an Alumnus can support
his/her intentions and activities in the following ways:– By being an advocate and ambassador for the University;– By participating in the governance of the University through therepresentatives on the University Council as well as through the
Universityy Alumni Board;;– By assisting with the recruitment of new students;– Through mentorship and career guidance for current students
and young graduates;– By networking;– By helping with the mobilization of resources;– By donating his/her time, effort, expertise, finances and otherresources to the University;– By his/her continued support for the University in general.

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Nov. 15, 2011

Benefits of an AA•

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Several other benefits (depend on the Univ. Policies):
–
–
–
–
–
–
–
–
–
–
–

•
•
nnbinh@vnu.edu.vn

nnbinh@vnu.edu.vn

Benefits of an AA• Alumni may recommend/appoint some representatives
who serve on the University Council (in this way former
students can have a voice in the affairs of the University)• Alumnus’s qualification and the recognition it has in themarketplace and in his/her occupation, are precious assets.
• Alumnus
Alumnus’ss involvement ensures that the University
maintains the standards to which the Alumnus isaccustomed. It also ensures that the University qualification
remains sought after in the market place.

Nov. 15, 2011

2

Roles of an AA• Alumni are the key products of a University and themost important manifestation of the University• Alumni leave their mark on society all over the world
and in this way the University is recognized• Graduates make an immeasurable contribution torepresent the reputation of the University locally andabroad• The University want to continuously engage withalumni as very important stakeholder group• Alumni’s involvement helps the University to remain
the university of excellence
Nov. 15, 2011

nnbinh@vnu.edu.vn

5

Sustained contact with the University through letters and publications
Access to the broader the University community on and off campus through networking
Invitations to social functions and reunions
The tracing of old friends and fellow Alumni
Integration into affiliated alumni clubs and interest groups
The opportunity to build career and professional networks
Continued training, refresher courses and guest lectures
Introduction to new programs
Opportunities for career services and mentorship
Access to bursaries for meritorious students – The University Scholarship Fund
Access to alumni groups in faculties, departments, student life, sport and culture
Members of the University Scholarship Fund enjoy additional benefits such as access to
the University Library (free of charge) and purchase benefits from some organizations.

Roles and the Univ. policies are important in Functioning an AA(Reference: http://web.up.ac.za)

Nov. 15, 2011

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nnbinh@vnu.edu.vn

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An Example:
Japan Alumni of Vietnam (JAV)

Overseas Alumni Association?
• Some features to be considered• The JAV is to promote the understanding,cooperation and collaborations among theVietnam's former students/researchers
from Japan
Japan'ss Universities/Institutions,
Universities/Institutions andbetween the JAV members with theJapanese Professors, Staffs andOrganizations in Japan, Vietnam, ASEAN,
Asia Countries and Worldwide.
• JAV website: http://www.jav.vn– Special care of University, Staff, Supervisors, Students,
and the Overseas Alumni– Not only as an usual AA, but each Alumnus should be
as an Ambassador for promoting the image of the
University in her/his country and make contribution
into the relationship between the two countries(University’s one and Alumnus’s one), also between
the countries of overseas classmates– Need supports from the Local Governmental
Organizations and the Embassy of the University’s
Country
Nov. 15, 2011

nnbinh@vnu.edu.vn

7Nov. 15, 2011

Expanding an AA to a Alumni
Network (AN)

Refining an AN to Define an
Alumni Group(s) (AGs)• Expanding or Combining/Integrating?
• Expanding: from TUT’s AA, linkage between
Japanese Students and Overseas Students• Combining/Integrating:C bi i /ifromfLocall ((Domestic)i )and the Overseas Ones (w/o Linkages) intowell‐organized one• Core members: The University Overseas
Alumni working in Japan
Nov. 15, 2011

nnbinh@vnu.edu.vn• There are many Alumni Associations:– ASCOJA (ASEAN Council of Japan Alumni): since1977 by the PM T. Fukuda,p //j g jp/ /j
http://www.asja.gr.jp/E/ascoja.html– ASJA International (Asia Japan Alumni): since 2000
by Japan’s MOFA, http://www.ajsa.gr.jp– Local AAs in each Country• Establishment of TUT‐Alumni from these
Associations

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Nov. 15, 2011

• In 1974, the late Prime Minister Takeo Fukuda (Minister ofFinance at the time) called for a meeting, hosted by theJapanese Ministry of Foreign Affairs, of former ASEAN
students. From that meeting, ASCOJA was established in Juneg1977 with the aim of fosteringg international exchange
amongst former ASEAN students• The ASCOJA member countries are Indonesia, Malaysia, The
Philippines, Singapore, Thailand, Brunei, and Myanmar,
Cambodia, Vietnam• ASJA International was established in April 2000 as an ASCOJA
counterpart in Japannnbinh@vnu.edu.vn

nnbinh@vnu.edu.vn

10Vietnam’s Activities:
VKS/VYSA/JAV

Activities: ASCOJA/ASJA

Nov. 15, 2011

8

nnbinh@vnu.edu.vn• Each Country has own Alumni Groups and/orStudent Groups/Associations in Japan• Vietnam’s Groups in Japan:– VKS (Viet‐KHSV:(Vi t KHSV O
Overseas Vi
Vietnameset
A
Associationi ti
of Scientists and Students, 1996‐2000):
http://www.jaist.ac.jp/~binh/VKS– VYSA (Vietnamese Youth and Students Associationin Japan, 2001 ‐ ): http://vysajp.org/– Many Local Groups: VYSA‐Osaka, VYSA‐Kanto

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VYSA’s map in Japan

Japan Alumni of Vietnam (JAV)(Source: http://www.vysajp.org/news/)• Established in 2001, ASCOJA/ASJA member since 2007,
http://www.jav.vn• Local Groups in Vietnam: JAV‐Hue, JAV‐CanTho, JAV‐HCMC (JUACH), JAV‐ThaiNguyen• Local Groups of Graduates from Japan: JAV‐Fukuoka,
JAV Fukuoka
JAV‐Kobe, JAV‐Kansai, …
• Supports from Local Government, the Embassy and the
Universities, Prefectures,…
• VARONET (Vietnam Aichi Ryugakusai OBOG Network)• JAV‐TUT members: 15/390
Nov. 15, 2011

nnbinh@vnu.edu.vn

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Nov. 15, 2011

nnbinh@vnu.edu.vn

14Conclusions

Engineering Education• ICCED Event on Engineering Education: an
Important event of the 35th Anniversary of TUT• Understanding the Roles and Benefits of Alumni
to Expand the AN of TUT to Promote
Relationships between Alumni of Different
Countries, incl. Japan, with the Common Original
Source: TUT!
• Conditions for Expanding and Maintaining AA• Key Issue: Responsibility of an Alumnus and AA!
• Many Expanding Activities are Expected toPromote the Engineering Education with a
Leading Role of TUT‐ICCEED!

•
•
•
•
•

TUT: Engineering & Technology Education
Our Univ. : Univ. of Engineering & Technology
Many Common Points and Activities
Common Skill Standards (ITSS, JIS standards, etc.): Key Issue
APEN: Asia Professional Education Network (AIIT, POSTECH,
ShangHai JaotongUniv., UET‐VNU) at http://www.apen.asia• ICCEED: a Key Body with the FD Programs, Engineering
Programs,… by Inter‐University Networking and TUT Alumni
Worldwide• Issue: Roles of Kotosenmongakko‐System and Gikadai‐System
in Engineering Education in Japan and a Possibility of “Export”
to ASEAN and Other Countries?
Nov. 15, 2011
nnbinh@vnu.edu.vn
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Nov. 15, 2011

nnbinh@vnu.edu.vn

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Some Remark Words• I was a Research student and a Master student at Toyohashi
University of Technology during Oct. 1992 – Apr. 1996 under
supervision by Professor Masaharu Imai. I have got so many skills,
knowledge and experiences from my study in Japan (Nagoya Univ.,
Toyohashi Univ. of Technology, Osaka Univ., JAIST, etc.). Everyone inJapan is always very kind to me, to my family and to any foreign
student. We express our thanks and appreciations to the JapaneseProfessors, Staff, Students at the Universities, and to the Japanese
People• This time we back to the TUT for the 35th anniversary, we are very
glad, happy and proud of that we have been the students of TUT – a
Leading University in Engineering Education with the Excellent
Professors, Scientists and many achievements• We do our bests to implement the received knowledge in our work,
to expand the TUT’s Alumni Network, and to contribute intodeveloping the friendship between 2 countries of Vietnam andJapan, as well as between all countries with the TUT’s Alumni

Thank You!

Nov. 15, 2011

nnbinh@vnu.edu.vn

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Words to Overseas Students

About me• To All Overseas Students: From my experiences,
please do your bests not only in major study, butalso in learning the Japanese Language & Culture,in learning the experiences from Japanese People
in managementg
at a university,y, institution and in
business at a company.
• To Vietnamese Students: Vietnam and Japan are
strategic Partners, so you will be key humanresources for implementing and developing thestrategic partnership...
• Good luck and successes to All!
Nov. 15, 2011

nnbinh@vnu.edu.vn• I, Nguyen Ngoc BINH, have got a Bachelor degree in Applied Mathin 1981 (Kishinev State University, Moldova in the former USSR), a
Master degree in Information & Computer Science (ICS) in 1995
(Toyohashi University of Technology, Japan), a Ph.D. degree in ICS in
1998 (Osaka University, Japan). I worked at JAIST (Japan, 1998‐
2000) as an Associate, at Hanoi Univ. of Technology (HUT, Vietnam,
1982‐1992;
1982
1992; 2000
2000‐2006)2006) as Director of Department of Software
Engineering and Director of Library and Information Network, at the
University of Engineering and Technology (UET), Vietnam National
University, Hanoi (UET‐VNU, 2006‐2009) as a Vice‐Rector. Since2009 I am the Rector of the UET‐VNU, Hanoi, Vietnam. I have also
been the President of Japan Alumni of Vietnam (JAV, since 2004).
• My research interests include Computer and Software
Architectures, VLSI design, Software Engineering, AI, KDD&DM,
EDA, Embedded Systems, Network Technology, e‐Learning, etc.
• My website at http://www.uet.vnu.edu.vn/~nnbinh

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活動紹介 発表資料 Djumanto 氏
Presentation Material for Project Introduction Dr. Djumanto

Promotion of the Projectz In FY2010, TUT started a programfor International Research Project
to promote sustainable researchcooperation with universities
abroad in institutional perspectives.
z Project Chief Scientist:
Prof. Takanobu Inoue(Dept. Arct. and Civil Engineering)z Duration: July, 2010 - March, 2012
Theme:z Dynamic analysis of Pollutants inWater Environment andConstruction of Water Environment
Research Network in Indonesia.
2

TUT INTERNATIONAL RESEARCH
PROJECT 20102010-2011
DjumantojProject Associate Professor
International Cooperation Center forEngineering Education Development (ICCEED)
Toyohashi University of Technology, Japan

1

Faculty of Agriculture,
Gadjah Mada University, Indonesia

Activities: Project associate professorz MAJOR ISSUE FOR WATERPOLLUTION IN INDONESIAz Dr. M. Rofiq Iqbal – ITB, Bandungz Dr. Djumanto – UGM, Yogyakartaz MERCURY POLLUTION

Activities: Short term visitingz Dr. M. Basir Cyio – UNTAD, Paluz Mr. N. Probosunu – UGM, Yogyakarta
z Dr.Eng. Syamsidik – Unsyiah, Acehz Dr. Sukoso – UB, Malangz Dr. Sulistiono – IPB, Bogoro Pollution of Mercury in tributaries
off Barito
B it River
Ri
C
Centralt lKKalimantanlitmainly caused by small scale gold
mining.
o Mercury pollutant were transported
to downstream causingwidespread water pollutiono Mercury pollution may cause somediseases to surround community

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4

Major issue for water pollution in Indonesia

MAJOR ISSUE FOR WATERPOLLUTION IN INDONESIAEUTROPHICATIONz Eutrophication are mostly
caused by human activities
that leave the residential
waste, agricultural waste,
farm industrial waste.
waste
z Residential waste can be awaste of organic waste(wood, leaves, etc.), andnon-organic waste (plastics,
metals, and detergents) that
may major factor for
eutrophication

PESTICIDE POLLUTIONz Spraying pesticides tocontrol pests in paddy
field caused watercontamination ofpesticide, fish kills andreduce water quality.

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Activities: Research Water Quality in
Mikawa Bay

Activities: Research Water Quality in
Mikawa Bay

Water Analysis:z Physical checking
using ASTD

Water Analysis:z Chemical characteristicz Biological characteristic,plankton population

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Activities:
University networking
University participants of ISWE

Activities: Establishing ISWEz Establishing Indonesian Society of Water
Environment (ISWE)z The first meeting of ISWE will be held on 17th Dec.
2011 in Brawijaya University.
z Participant: 30-50 personsz Presentation: expected 15 titles
research papers presentedz Guest lecture:{ Dr. Kiyokatsu Jinno{ Dr. Satryo Sumantri
Brojonegoro{ Dr. Balthasar Kambuaya{ Dr. Soemarnoz Launching ISWE
{ Vice Rector TUT{ Rector UB

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Social Activities: Interaction
With Japanese Communityz Family Visitingz Goheimochi,z School Visitingz Japanese Festival

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Ꮏቇᢎ⢒࿖㓙දജ(International Cooperation in Engineering Education)╙ 10 ภ

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