ISSN 2185-1026

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

Volume 9

第 9 回 オープンフォーラム特集
Special issue for the 9th Open Forum2011.3
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⼾ᯅᛛⴚ⑼ቇᄢቇ㩷 Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㧔ICCEED㧕
Toyohashi University of Technology (TUT)
International Cooperation Center for Engineering Education Development (ICCEED)╙ 㪐 ࿁䉥䊷䊒䊮䊐䉤䊷䊤䊛㩷The 9th Open Forum㐿⊒ㅜ਄࿖䈱↥ᬺ⊒ዷ䈫Ꮏቇᢎ⢒࿖㓙දജ㩷
International Cooperation in Engineering Education andits Effects upon Industrial Development-Achievements and Challenges╙ 㪐 ࿁㩷 䉥䊷䊒䊮䊐䉤䊷䊤䊛․㓸㩷
㪪㫇㪼㪺㫀㪸㫃㩷㪠㫊㫊㫌㪼㩷㪽㫆㫉㩷㫋㪿㪼㩷㪐㫋㪿㩷㪦㫇㪼㫅㩷㪝㫆㫉㫌㫄㩷ਥ௅䋺⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷䋨㪠㪚㪚㪜㪜㪛䋩㩷ᓟេ䋺ᢥㇱ⑼ቇ⋭䇮⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴䋨䌊䌉䌃䌁䋩㩷㩷㪦㫉㪾㪸㫅㫀㫑㪼㪻㩷㪹㫐㪑㩷㪠㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷㪚㫆㫆㫇㪼㫉㪸㫋㫀㫆㫅㩷㪚㪼㫅㫋㪼㫉㩷㪽㫆㫉㩷㪜㫅㪾㫀㫅㪼㪼㫉㫀㫅㪾㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㩷㪛㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㩷㩿㪠㪚㪚㪜㪜㪛㪀㩷㪫㫆㫐㫆㪿㪸㫊㪿㫀㩷㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㩷㫆㪽㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪫㪬㪫㪀㩷㪪㫌㫇㫇㫆㫉㫋㪼㪻㩷㪹㫐㪑㩷㪤㫀㫅㫀㫊㫋㫉㫐㩷㫆㪽㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㪃㩷㪚㫌㫃㫋㫌㫉㪼㪃㩷㪪㫇㫆㫉㫋㫊㪃㩷㪪㪺㫀㪼㫅㪺㪼㩷㪸㫅㪻㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪤㪜㪯㪫㪀㩷㪸㫅㪻㩷㪡㪸㫇㪸㫅㩷㪠㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷㪚㫆㫆㫇㪼㫉㪸㫋㫀㫆㫅㩷㪘㪾㪼㫅㪺㫐㩷㩿㪡㪠㪚㪘㪀㩷⋡ᰴ䋯㪣㫀㫊㫋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 䋳㩷

⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㐳㩷 ᧁౝ㩷 ⴕ㓶㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷䊒䊨䉫䊤䊛㩷

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 䋴㩷

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 䋵㩷

⼾ᯅᛛⴚ⑼ቇᄢቇ࿖㓙ၮ⋚ᯏ᭴㐳㩷 ␹㊁㩷 ᷡൎ㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷

㩷
᜿ᜦ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 㩷 䋶㩷㩷㩷 㩷 ᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖࿖㓙දജ᡽╷ቶ㐳㩷 ᵻ੗㩷 ቁม᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㩷⻠Ṷ䋱䇸Ꮏቇᢎ⢒䈮䈍䈔䉎࿖㓙දജ䈫↥ᬺੱ᧚⢒ᚑ䈻䈱⽸₂㩷 㩷
㩷

㩷

㩷

㩷

㵨࿖㓙දജᯏ᭴䈱ข䉍⚵䉂㪄䇹㩷 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䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷㩷㩷㩷 㩷 䋸㩷㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 ⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱㇱ㐳㩷 ⪨ፉ㩷 ାሶ᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㩷⻠Ṷ䋲䇸䉺䉟䈮䈍䈔䉎↥ᬺ⊒ዷ䈻䈱Ꮏቇᢎ⢒䈱⽸₂㩷 㩷

㩷

㩷

㩷

㩷

㩷

㵨䉺䊙䉰䊷䊃ᄢቇ䉲䊥䊮䊃䊮࿖㓙Ꮏቇ㒮䋨㪪㪠㪠㪫䋩䉕੐଀䈮㪄䇹㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷

㩷 䋱䋷㩷

㩷

㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 䉺䊙䉰䊷䊃ᄢቇ䉲䊥䊮䊃䊮࿖㓙Ꮏቇ㒮䋨㪪㪠㪠㪫䋩㒮㐳㩷 䉼䊢䊮䊤䉾䉪䊶䊘䊦䊒䊤䉰䊷䊃᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㩷⻠Ṷ䋳䇸䉟䊮䊄䊈䉲䉝䈮䈍䈔䉎Ꮏቇᢎ⢒䈱ᒝൻ䈫↥ᬺ⊒ዷ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䊶㩷
㩷

㩷 䋲䋷㩷

㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 ర䉟䊮䊄䊈䉲䉝࿖᳃ᢎ⢒⋭㜞╬ᢎ⢒✚ዪ㐳㩷 䉰䊃䊥䉥䊶䉴䊙䊮䊃䊥᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㩷⻠Ṷ䋴䇸㔚᳇੐ᬺ䈮䈍䈔䉎↥ᬺ㐿⊒䈫Ꮏቇᢎ⢒㩷 㵨࿖㓙දജ䈱ⷞὐ䈎䉌⷗䈢ฦ⇇䈱ᓎഀ㪄䇹䊶䊶䊶㩷 㩷 䋳䋲㩷㑐⷏㔚ജᩣᑼળ␠㔚ജᵹㅢ੐ᬺᧄㇱ೽੐ᬺᧄㇱ㐳䋨䊈䉾䊃䊪䊷䉪ᛛⴚㇱ㐷⛔᜝䋩㩷 ᧻᧛㩷 ᐙ㓶᳁㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷㩷䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮㩷 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㩷㩷 䋴䋱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

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


㩷 䋵䋲㩷

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

㩷
⻠Ꮷ⚫੺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㩷 䋵䋳㩷╙䋲ㇱ䋺⧷ᢥ䋯㪧㪸㫉㫋㩷㪫㫎㫆㪑㩷㪜㫅㪾㫃㫀㫊㪿㩷㩷㪝㫆㫉㪼㫎㫆㫉㪻㩷㩷㩷 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㩷 㩷 䋵䋷㩷㩷㩷㪧㫉㫆㪽㪅㩷 㪰㫌㫂㫀㫆㩷 㪢㫀㫌㪺㪿㫀㩷 㪆㪛㫀㫉㪼㪺㫋㫆㫉㪃㩷 㪠㪚㪚㪜㪜㪛㩷㩷㪧㫉㫆㪾㫉㪸㫄㩷 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㩷 㩷 䋵䋸㩷㩷㪦㫇㪼㫅㫀㫅㪾㩷㪩㪼㫄㪸㫉㫂㫊㩷 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㩷 㩷 䋵䋹㩷㩷㩷䌄䌲㪅㩷 㪢㫀㫐㫆㫂㪸㫋㫊㫌㩷 㪡㫀㫅㫅㫆㩷 㪆㪜㫏㪼㪺㫌㫋㫀㫍㪼㩷 㪭㫀㪺㪼㩷 㪧㫉㪼㫊㫀㪻㪼㫅㫋㪃㩷 㪫㫆㫐㫆㪿㪸㫊㪿㫀㩷 㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㩷 㫆㪽㩷 㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩷㪦㫇㪼㫅㫀㫅㪾㩷㪘㪻㪻㫉㪼㫊㫊㩷 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㩷 㩷 䋶䋱㩷㩷㪤㫉㪅㩷㪫㪸㫂㪸㫊㪿㫀㩷㪘㫊㪸㫀㩷 㪆㪛㫀㫉㪼㪺㫋㫆㫉㪃㩷㪦㪽㪽㫀㪺㪼㩷㪽㫆㫉㩷㪠㫅㫋㵬㫃㩷㪚㫆㫆㫇㪼㫉㪸㫋㫀㫆㫅㪃㩷㪠㫅㫋㵭㫃㩷㪘㪽㪽㪸㫀㫉㫊㩷㪛㫀㫍㪅㪃㩷 㩷㪤㫀㫅㫀㫊㫋㫉㫐㩷㫆㪽㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㪃㩷㪚㫌㫃㫋㫌㫉㪼㪃㩷㪪㫇㫆㫉㫋㫊㪃㩷㪪㪺㫀㪼㫅㪺㪼㩷㪸㫅㪻㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩷㪣㪼㪺㫋㫌㫉㪼㩷㪈㩷 㵰㪠㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷㪚㫆㫆㫇㪼㫉㪸㫋㫀㫆㫅㩷㫆㫅㩷㪜㫅㪾㫀㫅㪼㪼㫉㫀㫅㪾㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㪚㫆㫅㫋㫉㫀㪹㫌㫋㫀㫆㫅㩷㫋㫆㩷㩷㩷㪟㫌㫄㪸㫅㩷㪩㪼㫊㫆㫌㫉㪺㪼㫊㩷㪛㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㩷㪽㫆㫉㩷㪠㫅㪻㫌㫊㫋㫉㫐㩷 㩷 㵨㪡㪠㪚㪘㵭㫊㩷㪘㫇㫇㫉㫆㪸㪺㪿㪄㵱㩷 㩷 㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷 㩷 䋶䋳㩷㩷㪤㫊㪅㩷 㪥㫆㪹㫌㫂㫆㩷 㪢㪸㫐㪸㫊㪿㫀㫄㪸㩷 㪆㪛㫀㫉㪼㪺㫋㫆㫉㪃㩷 㪛㪼㫇㫋㪅㩷 㫆㪽㩷 㪟㫌㫄㪸㫅㩷 㪩㪼㫊㫆㫌㫉㪺㪼㩷 㪛㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㪅㪃㩷 㪡㪠㪚㪘㪃㩷 㪡㪸㫇㪸㫅㩷㩷㪣㪼㪺㫋㫌㫉㪼㩷㪉㩷 㵰㪚㫆㫅㫋㫉㫀㪹㫌㫋㫀㫆㫅㩷㫆㪽㩷㪜㫅㪾㫀㫅㪼㪼㫉㫀㫅㪾㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㩷㫋㫆㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪛㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㩷 㩷 㩷㪄㪘㩷㪺㪸㫊㪼㩷㫆㪽㩷㪫㪿㪸㫀㫃㪸㫅㪻㩷㫋㪿㫉㫆㫌㪾㪿㩷㪪㪠㪠㪫㪄㵱㩷 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㩷 㩷 䋷䋱㩷㩷㪛㫉㪅㩷 㪚㪿㫆㫅㪾㫉㪸㫂㩷 㪧㫉㫆㫇㫉㪸㫊㪼㫉㫋㩷 㪆㪧㫉㫆㪽㪼㫊㫊㫆㫉㪃㩷 㪪㫀㫉㫀㫅㪻㪿㫆㫉㫅㩷 㪠㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷 㪠㫅㫊㫋㫀㫋㫌㫋㪼㩷 㫆㪽㩷 㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㪃㩷㩷 㩷 㪫㪿㪸㫄㫄㪸㫊㪸㫋㩷 㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㪃㩷 㪫㪿㪸㫀㫃㪸㫅㪻㩷㩷㪣㪼㪺㫋㫌㫉㪼㩷㪊㩷 㵰㪜㫅㪿㪸㫅㪺㪼㫄㪼㫅㫋㩷㫆㪽㩷㪜㫅㪾㫀㫅㪼㪼㫉㫀㫅㪾㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㫀㫋㫊㩷㪠㫄㫇㪸㪺㫋㩷㫋㫆㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪛㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㩷㫀㫅㩷 㩷㪠㫅㪻㫆㫅㪼㫊㫀㪸㵱㩷 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㩷 㩷 䋸䋰㩷㩷㪛㫉㪅㩷㪪㪸㫋㫉㫐㫆㩷㪪㫆㪼㫄㪸㫅㫋㫉㫀㩷㪆㪧㫉㫆㪽㪼㫊㫊㫆㫉㪃㩷㪠㫅㫊㫋㫀㫋㫌㫋㪼㩷㫆㪽㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪙㪸㫅㪻㫌㫅㪾㩷㩿㪠㪫㪙㪀㪃㩷㪠㫅㪻㫆㫅㪼㫊㫀㪸㩷㩷 㩷 㪆㪭㫀㫊㫀㫋㫀㫅㪾㩷㪧㫉㫆㪽㪼㫊㫊㫆㫉㪃㩷㪫㫆㫐㫆㪿㪸㫊㪿㫀㩷㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㩷㫆㪽㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩷 㩷 㪆㪝㫆㫉㫄㪼㫉㩷㪛㫀㫉㪼㪺㫋㫆㫉㩷㪞㪼㫅㪼㫉㪸㫃㩷㫆㪽㩷㪟㫀㪾㪿㪼㫉㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㪃㩷㪤㫀㫅㫀㫊㫋㫉㫐㩷㫆㪽㩷㪥㪸㫋㫀㫆㫅㪸㫃㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㪃㩷㪠㫅㪻㫆㫅㪼㫊㫀㪸㩷㩷㪣㪼㪺㫋㫌㫉㪼㩷㪋㩷 㵰㪜㫅㪾㫀㫅㪼㪼㫉㫀㫅㪾㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪛㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㩷㫀㫅㩷㪜㫃㪼㪺㫋㫉㫀㪺㩷㪧㫆㫎㪼㫉㩷㪪㪼㪺㫋㫆㫉㩷㩷㪄㩷㪩㫆㫃㪼㩷㫆㪽㩷㫇㫃㪸㫐㪼㫉㫊㩷㪽㫆㫉㩷㫀㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷㪺㫆㫆㫇㪼㫉㪸㫋㫀㫆㫅㩷㪄㵱㩷 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㩷 㩷 䋸䋶㩷㩷㪤㫉㪅㩷 㪤㫀㫂㫀㫆㩷 㪤㪸㫋㫊㫌㫄㫌㫉㪸㩷 㪆㪜㫏㪼㪺㫌㫋㫀㫍㪼㩷 㪦㪽㪽㫀㪺㪼㫉㪃㩷 㪧㫆㫎㪼㫉㩷 㪛㫀㫊㫋㫉㫀㪹㫌㫋㫀㫆㫅㩷 㪧㫆㫎㪼㫉㩷 㪪㫐㫊㫋㪼㫄㩷 㪛㫀㫍㫀㫊㫀㫆㫅㪃㩷 㩷㪫㪿㪼㩷㪢㪸㫅㫊㪸㫀㩷㪜㫃㪼㪺㫋㫉㫀㪺㩷㪧㫆㫎㪼㫉㩷㪚㫆㪅㪃㩷㪠㫅㪺㪅㩷㩷㪧㪸㫅㪼㫃㩷㪛㫀㫊㪺㫌㫊㫊㫀㫆㫅㩷 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㩷 㩷 䋹䋵㩷㩷㩷㪤㫆㪻㪼㫉㪸㫋㫆㫉㪑㩷 㪛㫉㪅㩷 㪥㪸㫆㪿㫀㫉㫆㩷 㪟㫆㫑㫌㫄㫀㩷 㪆㪧㫉㫆㫁㪼㪺㫋㩷 㪧㫉㫆㪽㪼㫊㫊㫆㫉㪃㩷 㪠㪚㪚㪜㪜㪛㪃㩷㪫㫆㫐㫆㪿㪸㫊㪿㫀㩷㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㩷㫆㪽㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩷㪚㫃㫆㫊㫀㫅㪾㩷㪩㪼㫄㪸㫉㫂㫊㩷 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㩷 䋱䋰䋷㩷㩷㩷㪧㫉㫆㪽㪅㩷㪰㫌㫂㫀㫆㩷㪢㫀㫌㪺㪿㫀㩷 㪆㪛㫀㫉㪼㪺㫋㫆㫉㪃㩷㪠㪚㪚㪜㪜㪛㩷㩷㪪㫇㪼㪸㫂㪼㫉㫊㵭㩷㪧㫉㫆㪽㫀㫃㪼㫊㩷 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㩷
㩷

䋱䋰䋹㩷㩷

╙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 䋱䋱䋳㩷㩷㪩㪼㪽㪅㩷㪈㩷

㪧㪿㫆㫋㫆㩷㪞㪸㫃㫃㪼㫉㫐㩷㩷ෳ⠨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㩷 ⪨ፉ㩷 ାሶ᳁㩷㩿ᣣᧄ⺆㪀㩷 㩷 䋱䋱䋵㩷㩷㪩㪼㪽㪅㩷㪉㩷

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 㪤㫊㪅㩷㪥㫆㪹㫌㫂㫆㩷㪢㪸㫐㪸㫊㪿㫀㫄㪸㩷 㩷㩿㪡㪸㫇㪸㫅㪼㫊㪼㪀㩷ෳ⠨⾗ᢱ㩷 㪊㩷⻠Ṷ 㪉㩷 ⊒⴫⾗ᢱ㩷 䊶䊶䊶䊶䊶䊶䊶䊶䊶䊶㩷 䉼䊢䊮䊤䉾䉪䊶䊘䊦䊒䊤䉰䊷䊃᳁㩷㩿⧷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 㪛㫉㪅㩷㪚㪿㫆㫅㪾㫉㪸㫂㩷㪧㫆㫃㫇㫉㪸㫊㪼㫉㫋㩷 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㩷 䉰䊃䊥䉥䊶䉴䊙䊮䊃䊥᳁㩷㩿⧷⺆㪀㩷 㩷 㩷 䋱䋲䋴㩷㪩㪼㪽㪅㩷㪋㩷

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 㪛㫉㪅㩷㪪㪸㫋㫉㫐㫆㩷㪪㫆㪼㫄㪸㫅㫋㫉㫀㩷㪙㪅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㩷 ᧻᧛㩷 ᐙ㓶᳁㩷㩿⧷⺆㪀㩷 㩷 㩷 䋱䋳䋲㩷㪩㪼㪽㪅㩷㪌㩷

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 㪤㫉㪅㩷㪤㫀㫂㫀㫆㩷㪤㪸㫋㫊㫌㫄㫌㫉㪸㩷㩿㪜㫅㪾㫃㫀㫊㪿㪀㩷

㩷

㩷

㩷

㩷

㩷 䋱䋱䋸㩷㩷

╙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㩷㩷䈲䈛䉄䈮㩷
࿖┙ᄢቇᴺੱ⼾ᯅᛛⴚ⑼ቇᄢቇ㩷Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㩷㩷䉶䊮䉺䊷㐳㩷 ᧁౝⴕ㓶㩷㩷⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯㧔ICCEED㧕ߪ‫ޔ‬ᢥㇱ⑼ቇ⋭෸߮⁛┙ⴕ᡽ᴺ
ੱ࿖㓙දജᯏ᭴㧔JICA㧕ߩᓟេࠍᓧߡ‫ޔ‬ᐔᚑ 22㧔2010㧕ᐕ 11 ᦬ 26 ᣣ‫ޟޔ‬㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߣᎿቇᢎ⢒࿖㓙දജ‫ ࠍࡓ࡜࡯ࠜࡈࡦࡊ࡯ࠝޔߦࡑ࡯࠹ࠍޠ‬JICA ⎇ⓥᚲ㧔᧲੩㧕ߦ߅޿ߡ㐿௅ߒ߹ߒߚ‫ޕ‬ICCEED ߪ‫ޔ‬ᐔᚑ 13㧔2001㧕ᐕᐲߦᎿቇᢎ⢒ߦ߅ߌࠆ࿖㓙දജߩߚ߼ߩ࿖┙ᄢቇߩ໑৻ߩ࠮
ࡦ࠲࡯ߣߒߡ⸳⟎ߐࠇߡએ᧪‫଀ޔ‬ᐕࡈࠜ࡯࡜ࡓࠍ㐿௅ߒ‫੹ޔ‬࿁ߪㅢ▚╙㧥࿁ߩࠝ࡯ࡊࡦࡈࠜ࡯
࡜ࡓߣߥࠅ߹ߔ‫ޕ‬ᐘ޿ቭᐡ‫ޔ‬េഥᯏ㑐‫ޔ‬᳃㑆ડᬺ෸߮ᄢቇ╬㑐ଥᯏ㑐߆ࠄ 60 ૛ฬߩߏෳടࠍ޿ߚߛ߈‫ޔ‬ฦ࿖߆ࠄߩ⻠Ṷ⠪ߦࠃࠆ⻠Ṷߣߘߩᓟߩࡄࡀ࡞࠺ࠖࠬࠞ࠶࡚ࠪࡦࠍㅢߓߡ‫ޔ‬Ꮏቇᢎ⢒ࠍ↥ᬺ߿␠ળ⚻ᷣߩ⊒ዷߦߟߥߍࠆߚ߼ߦ੹ᓟߩ࿖㓙දജߦߤߩࠃ߁ߥขࠅ⚵ߺ߇᳞߼ࠄࠇࠆ߆ߦߟ޿ߡ‫ޔ‬ᷓ޿⼏⺰ࠍߒߡ޿ߚߛ߈߹ߒߚ‫⻠ޕ‬Ṷ⠪ฦ૏ߣ࿖ߩౝᄖ߆ࠄ߅޿ߢ޿ߚߛ޿ߚෳട⠪ߩ⊝ߐ߹ߩߏᡰេߣߏදജߩ᡿ߣ‫ߦߎߎޔ‬ᗵ⻢↳ߒ਄ߍࠆᰴ╙ߢߔ‫ޕ‬ᒰᣣߏㇺว߇ߟ߆ߥ߆ߞߚ࿖ౝᄖߩ㑐ଥߩ⊝ߐ߹ߩߚ߼ߦ߽⼏⺰ߩ޽ࠄ߹ߒࠍߏℂ⸃޿ߚߛ߈ߚߊ‫⺰ᧄޔ‬ᢥ㓸ߪ๺ᢥ࡮⧷ᢥߩਔ⸒⺆ߢขࠅ߹ߣ߼߹ߒߚ‫ޕ‬㑐ଥฦ૏ߦ‫੹ޔ‬ᓟߩᎿቇಽ㊁ߦ߅ߌࠆ࿖㓙දജߩ৻ഥߣߒߡ㗂ߌࠇ߫ᐘ޿ߢߔ‫ޕ‬

-3-⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ +%%''& ╙  ࿁ࠝ࡯ࡊࡦࡈࠜ࡯࡜ࡓࡊࡠࠣ࡜ࡓ
㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߣᎿቇᢎ⢒࿖㓙දജᐔᚑ  ᐕ  ᦬  ᣣ㧔㊄㧕㧦㨪㧦㧔ᖱႎ੤឵ળ 㧦㨪㧦㧕̪ฃઃ 㧦㨪
⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴㧔,+%#㧕⎇ⓥᚲ㧔᧲੩ㇺᣂኋ඙Ꮢ⼱ᧄ᧛↸ 㧕ਥ ௅㧦⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ +%%''& ᓟ េ㧦ᢥㇱ⑼ቇ⋭⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴㧔,+%#㧕ᤨ 㑆ࡊࡠࠣ࡜ࡓ

̄
㐿ળ␹㊁ ᷡൎ⼾ᯅᛛⴚ⑼ቇᄢቇ࿖㓙ၮ⋚ᯏ᭴㐳㧔ℂ੐࡮೽ቇ㐳㧕᜿ᜦᵻ੗ ቁม ᳁ᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖࿖㓙දജ᡽╷ቶ㐳̄

⻠Ṷ 
Ṷ㗴㧦Ꮏቇᢎ⢒ߦ߅ߌࠆ࿖㓙දജߣ↥ᬺੱ᧚⢒ᚑ߳ߩ⽸₂ 㧙࿖㓙දജᯏ᭴ߩขࠅ⚵ߺ㧙⻠Ꮷ㧦⪨ፉ ାሶ ᳁⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱㇱ㐳̄

⻠Ṷ 
Ṷ㗴㧦࠲ࠗߦ߅ߌࠆ↥ᬺ⊒ዷ߳ߩᎿቇᢎ⢒ߩ⽸₂
㧙࠲ࡑࠨ࡯࠻ᄢቇࠪ࡝ࡦ࠻ࡦ࿖㓙Ꮏቇ㒮㧔㧿㧵㧵㨀㧕ࠍ੐଀ߦ㧙⻠Ꮷ㧦%JQPITCM2QNRTCUGTV ᳁࠲ࡑࠨ࡯࠻ᄢቇࠪ࡝ࡦ࠻ࡦ࿖㓙Ꮏቇ㒮㧔㧿㧵㧵㨀㧕㒮㐳̄

⻠Ṷ 
Ṷ㗴㧦ࠗࡦ࠼ࡀࠪࠕߦ߅ߌࠆᎿቇᢎ⢒ߩᒝൻߣ↥ᬺ⊒ዷ⻠Ꮷ㧦5CVT[Q5QGOCPVTK ᳁ࡃࡦ࠼ࡦᎿ⑼ᄢቇቴຬᢎ᝼
⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ቴຬᢎ᝼
రࠗࡦ࠼ࡀࠪࠕ㜞╬ᢎ⢒✚ዪ㐳̄

ભᙑ̄

⻠Ṷ 
Ṷ㗴㧦㔚᳇੐ᬺߦ߅ߌࠆ↥ᬺ㐿⊒ߣᎿቇᢎ⢒㧙࿖㓙දജߩⷞὐ߆ࠄ⷗ߚฦ⇇ߩᓎഀ㧙⻠Ꮷ㧦᧻᧛ ᐙ㓶 ᳁㑐⷏㔚ജᩣᑼળ␠㔚ജᵹㅢ੐ᬺᧄㇱ೽੐ᬺᧄㇱ㐳ࡀ࠶࠻ࡢ࡯ࠢᛛⴚㇱ㐷⛔᜝ ̄㧦ࡄࡀ࡞࠺ࠖࠬࠞ࠶࡚ࠪࡦ
ࡕ࠺࡟࡯࠲࡯㧦ⓄⓍ ⋥⵨⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯․๮ᢎ᝼̄㧦 㐽ળᧁౝ ⴕ㓶⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯㐳 㧦̄ ᖱႎ੤឵ળ

-4-



㐿ળ᜿ᜦ
⼾ᯅᛛⴚ⑼ቇᄢቇ
࿖㓙ၮ⋚ᯏ᭴㐳㧔ℂ੐࡮೽ቇ㐳㧕
␹㊁ᷡൎ

㩷
ICCEED ߩ╙ 9 ࿁ࠝ࡯ࡊࡦࡈࠜ࡯࡜ࡓ㐿௅ߦ޽ߚࠅߏ޽޿ߐߟ↳ߒ਄ߍ߹ߔ‫ᧄޕ‬ᣣߪߏᄙ↪ߦ߽߆߆ࠊࠄߕ‫ߏޔ‬ෳട޿ߚߛ߈޽ࠅ߇ߣ߁ߏߑ޿߹ߔ‫ޕ‬⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ (ICCEED) ߪ‫ޔ‬2001 ᐕߦ⸳⟎ߐࠇߡએ᧪‫଀ޔ‬ᐕ‫ޔ‬࿖ߩౝᄖ߆ࠄ⻠Ꮷࠍ᜗޿ߡࡈࠜ࡯࡜ࡓࠍ㐿௅ߒ‫ޔ‬Ꮏቇᢎ⢒ߩ࿖㓙දജߦ㑐ࠊࠆߐ߹ߑ߹ߥ᡽
╷⊛⺖㗴ߦߟ޿ߡክ⼏‫ޔ‬ᬌ⸛ߒߡ޿߹ߔ‫ޕ‬੹࿁ߪ‫ޟޔ‬㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߣᎿቇᢎ⢒࿖㓙දജ‫ߦࡑ࡯࠹ࠍޠ‬㐿௅޿ߚߒ߹ߔ‫ޕ‬Ꮏቇᢎ⢒ߩಽ㊁ߦ߅ߌࠆ࿖㓙දജߩᄢ߈ߥߨࠄ޿ߩ৻ߟߪ‫ޔ‬Ꮏቇᢎ⢒ࠍలታߐߖࠆߎߣ‫ߒߘޔ‬ߡ߭޿ߡߪ‫ޔ‬㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߦ⾗ߔࠆߎߣߦ޽ࠅ߹ߔ‫ޔߪߢࠇߘޕ‬㐿⊒ㅜ਄࿖ߣࠅࠊߌࠕ
ࠫࠕ࿾ၞߢ‫ޔ‬Ꮏቇᢎ⢒ߪ‫↥ޔ‬ᬺ⊒ዷߦߤߩࠃ߁ߥᓎഀࠍᨐߚߒߡ߈ߚߩߢߒࠂ߁߆‫ߘޔߡߒߘޕ‬ߩ࿖㓙දജߪ‫↥ޔ‬ᬺߩ⊒ዷߦߤߩࠃ߁ߦߟߥ߇ࠅ‫⺖ߥ߁ࠃߩߤޔ੹ޔ‬㗴ࠍᛴ߃ߡ޿ࠆߩߢߒࠂ߁߆‫ޕ‬੹࿁ߩࡈࠜ࡯࡜ࡓߢߪ‫ޔ‬࿖㓙දജߦ޽ߚࠆᚒ߇࿖ࠍઍ⴫ߔࠆᯏ㑐ߢ޽ࠆ࿖㓙දജᯏ᭴߆ࠄో૕
௝ࠍ߅␜ߒ޿ߚߛ޿ߚ਄ߢ‫౒ࠕࠪࡀ࠼ࡦࠗޔ‬๺࿖ߣ࠲ࠗ₺࿖ߩ଀ࠍਛᔃߦ‫ޔ‬Ꮏቇᢎ⢒߇↥ᬺ⊒ዷߦ෸߷ߒߡ߈ߚലᨐߣ⺖㗴ࠍขࠅ਄ߍ߹ߔ‫ޕ‬㔚ജ࠮ࠢ࠲࡯ߩಽ㊁߆ࠄ‫ޔ‬Ꮏቇᢎ⢒ߣ↥ᬺ⊒ዷߩ㑐ࠊࠅࠍ߅⹤ߒ޿ߚߛ߈‫ߏߚ߹ޔ‬ឭ⸒ࠍ޿ߚߛߌࠇ߫ߣᕁ޿߹ߔ‫ޔߡߒߘޕ‬Ꮏቇᢎ⢒ߩ⾰⊛ะ਄߿㊂⊛᜛ᄢࠍ‫↥ޔ‬ᬺࠍߪߓ߼ߣߔࠆ␠ળ࡮⚻ᷣߩ⊒ዷߦߟߥߍࠆߚ߼ߦ‫ߩࠄ߆ࠇߎޔ‬࿖㓙දജߦߤߩࠃ߁ߥขࠅ⚵ߺ߇᳞߼ࠄࠇࠆߩ߆‫߽߹ߐߥߺߩࠕࡠࡈޔ‬੤߃‫ߣ޿ߚ߈ߛߚ޿ߡߒ⺰⼏ޔ‬ᕁ޿߹ߔ‫ޕ‬ߎߩ႐ࠍ୫ࠅߡ‫ߏޔ‬ᓟេࠍᔟߊ߅ᒁ߈ฃߌߊߛߐߞߚ JICA ߩ⪨ፉㇱ㐳‫₺ࠗ࠲ޔ‬࿖ߩ࠴࡚ࡦ࡜࠶
ࠢඳ჻‫౒ࠕࠪࡀ࠼ࡦࠗޔ‬๺࿖ߩࠨ࠻࡝ࠝඳ჻‫ޔ‬㑐⷏㔚ജᩣᑼળ␠ߩ᧻᧛೽੐ᬺᧄㇱ㐳ߩฦ૏ߦ‫ޔ‬ෘߊᗵ⻢ߒ߹ߔ‫ࠍࡓ࡜࡯ࠜࡈޔߚ߹ޕ‬ᓟេߊߛߐߞߚᢥㇱ⑼ቇ⋭߅ࠃ߮ JICA ߦ߅␞ࠍㅀߴࠆߣߣ
߽ߦ‫ޔ‬࿖ౝฦ࿾޽ࠆ޿ߪᄖ࿖߆ࠄߪࠆ߫ࠆ㚟ߌߟߌߏෳടߊߛߐߞߡ޿ࠆ⊝᭽ߦ‫ޔ‬ᗵ⻢ߣ᱑ㄫߩᗧࠍ⴫ߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬એ਄ࠍ߽ߞߡ ICCEED ╙ 9 ࿁ࠝ࡯ࡊࡦࡈࠜ࡯࡜ࡓߩ㐿ળߩߏ޽޿ߐߟߣ޿ߚߒ߹ߔ‫ߣ߇ࠅ޽ޕ‬߁ߏߑ޿߹ߒߚ‫ޕ‬

-5-

᜿ᜦ
ᵻ੗ቁม
ᢥㇱ⑼ቇ⋭ᄢ⤿ቭᚱ࿖㓙⺖࿖㓙දജ᡽╷ቶ㐳⊝᭽ߎࠎߦߜߪ‫ޕ‬ᢥㇱ⑼ቇ⋭ߦ߅޿ߡ࿖㓙දജ᡽╷ቶ㐳ࠍߒߡ߅ࠅ߹ߔᵻ੗ߣ↳ߒ߹ߔ‫ᧄޕ‬ᣣߎߩࡈࠜ࡯࡜ࡓߩ㐿ળߦᒰߚࠅ‫ޕߔ߹߈ߛߚ޿ߡߖߐࠍߟߐ޿޽ߏ⸒৻ޔ‬⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯㧔+%%''&㧕ߪ  ᐕߩ⸳┙એ᧪‫ޔ‬㐿⊒ㅜ਄࿖ߦ߅޿ߡ⼾߆ߥ⚛㙃ߣ࿖㓙┹੎ജࠍᜬߜวࠊߖߚᎿቇ♽ੱ᧚ߩ⢒ᚑࠍ⋡ᮡߦ‫ޔ‬࿖㓙දജߦ߅ߌࠆ
ߐ߹ߑ߹ߥታ❣ࠍ੹ᣣ߹ߢᱷߒߡߎࠄࠇ߹ߒߚ‫ޕ‬ᣣᧄߩᎿቇᢎ⢒දജߣ޿߁ߩߪ‫੹ޔ‬ㅜ਄࿖ߦ߅޿ߡ‫ޔ‬ᱜ⋥ߥߣߎࠈੱ᳇߇޽ࠆߣ޿޿߹ߔ߆‫ޔ‬߆ߥࠅⷐ᳞߇㜞ߊߥߞߡ޿ࠆߎߣߪ੐ታߢߔ‫ޕ‬,+%# ߩදജߦ߅޿ߡ߽‫ޔ‬ᣣᧄߣࠛࠫࡊ࠻ߣߢ⑼ቇ
ᛛⴚᄢቇࠍߟߊࠆߣ޿߁ࡊࡠࠫࠚࠢ࠻߇޽ࠅ߹ߔ‫ߢࠕࠪ࡯࡟ࡑ߿࠼ࡦࠗޔ߽ߡ޿߅ߦࠕࠫࠕޕ‬ห᭽ߦ‫ޔ‬ᣣᧄߣߘߩ࿖߇දജߒߡᎿቇ♽ߩᄢቇࠍߟߊߞߡ޿ߊߣ޿߁ࡊࡠࠫࠚࠢ࠻ߩ㔛ⷐ߇ㄭᐕჇ
߃ߡ߈ߡ޿ߡ‫ޔ‬ታ㓙ߦࡊࡠࠫࠚࠢ࠻߇ㅴࠎߢ߈ߡ޿߹ߔ‫߽ᦸⷐߩߘޕ‬㜞޿ߣ޿߁੐ታ߇ߏߑ޿߹
ߔ‫ޕ‬ᣣᧄߩᎿቇᢎ⢒ࠍᝄࠅ㄰ߞߡߺ߹ߔߣ‫ޔ‬ᕟࠄߊ᣿ᴦએ㒠‫ޔ‬ᣣᧄ߇ㄭઍൻߣ޿߁ߎߣߢᱺ↥⥝ᬺࠍㅴ߼ࠆ㓙ߦ‫ޔ‬Ꮏቇߦߚ޿߳ࠎജࠍ౉ࠇߡ߅ࠅ‫ޔ‬ᄢቇߩᎿቇᢎ⢒ߣ↥ᬺ⇇ߪ߆ߥࠅኒធߦ㑐ଥ߇޽ߞߚߩߢߪߥ޿߆ߣ⠨߃߹ߔ‫ߩߘ߽ߤࠇߌޕ‬ᓟ‫╙ޔ‬ੑᰴ਎⇇ᄢᚢᓟߪ‫ޔ‬ᄢቇߪቇ໧ࠍਛᔃߦ߅
ߊࠃ߁ߦߥࠅ‫↥ޔ‬ᬺ⇇߆ࠄዋߒ㔌ࠇߡߒ߹ߞߚᤨᦼ߇޽ߞߚߩߢߪߥ޿߆ߣ޿߁᳇߇ߒߡ޿߹ߔ‫ޕ‬ߘߩᓟ‫↥ޔ‬ቇදജߣ޿߁⸒⪲ߪ‫ޔ‬ㄭᐕߢߪᕟࠄߊ  ᐕએ㒠ߦᣣᧄߩਛߢᒝߊ⺆ࠄࠇࠆࠃ߁ߦ
ߥߞߡ߈ߚߣᕁ޿߹ߔ‫ޕ‬ᣣᧄߩડᬺߦߒߡ߽‫ޔ‬ડᬺ⥄り߇⥄ಽߩߣߎࠈߢ⎇ⓥᚲࠍ⸳⟎ߒߡ⎇ⓥ
ࠍߔࠆ‫᧚ੱޔߪ޿ࠆ޽ޔ‬⢒ᚑߦߟ޿ߡ߽ડᬺ߇⢒ߡࠆߣ޿߁ߎߣࠍ‫ޔ‬ᣣᧄᑼߣ޿߁ᒻߢⴕߞߡ߈
߹ߒߚߌࠇߤ߽‫ޔ‬ቇ໧߇⚦ಽൻ޽ࠆ޿ߪࠃࠅኾ㐷ൻߒߡߊࠆߣ‫ޔ‬ᄢቇߣડᬺߣߩ㑐ଥࠍߎߎߢౣ
᭴▽ߔࠆᔅⷐ߇಴ߡ߈ߚߩߢߪߥ޿߆‫ߩߘޔ‬ᵹࠇߦࠃߞߡ‫߇ࠊޔ‬࿖ߢ߽  ᐕઍߩᓟඨએ㒠ߪ‫ޔ‬↥ቇදജߣ޿߁ߎߣ߇ᒝߊ߁ߚࠊࠇࠆࠃ߁ߦߥߞߡ߈ߚߩߢߪߥ޿߆ߣ⠨߃ߡ޿߹ߔ‫ޕ‬ᣣᧄߩᎿቇᢎ⢒ߪ‫ޔ‬ㅜ਄࿖߆ࠄߪߘ߁ߒߚߎߣߢ‫ࠅߥ߆੹ޔ‬ᵈ⋡ࠍᶎ߮ߡ޿ࠆߣ⸒ߞߡ߽ㆊ⸒
ߢߪߥ޿ߣᕁ޿߹ߔ‫ޔߪࠇߘޕ‬ᣣᧄ߇ᚢᓟ‫⑼ޔ‬ቇᛛⴚ┙࿖ߣߥࠅ‫ޔ‬ᣣᧄߩ⑼ቇᛛⴚജ߇਎⇇ߦ⹺߼ࠄࠇߡ޿ࠆߎߣߩ⸽ߢ޽ࠆߣᕁߞߡ߅ࠅ߹ߔ‫ޕ‬ߎߩ⼾ᯅᛛⴚ⑼ቇᄢቇߩᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ߦ߅߆ࠇ߹ߒߡ߽‫߫߃଀ޔ‬㐿⊒ㅜ਄࿖ߣߩ㑐ଥߦ߅޿ߡߪ‫ᦨޔ‬ㄭ߽‫ޔ‬ᢥㇱ⑼ቇ⋭ߩ੐ᬺߦࠃߞߡ‫ߩࠞࡦ࡜࡝ࠬޔ‬ᄢቇߣ↥ቇදജߩߚ߼
ߩ࿖㓙දജࡊࡠࠫࠚࠢ࠻ࠍታᣉߒߡߎࠄࠇ߹ߒߚ‫⪨ࠄ߆ࠇߎޔ߽ߦઁߩߘޕ‬ፉㇱ㐳߇߅⹤ߒߦߥ
ࠅ߹ߔ߇‫ޔ‬,+%# ߣߩදജߦ߅޿ߡ߽ㅜ਄࿖ߩᄢቇߣߩදജߩ਄ߢ‫ޔ‬ㅜ਄࿖ߩ↥ᬺ⊒ዷߣ޿߁ߎߣ
ߦᄢ޿ߦ⽸₂ߒߡߎࠄࠇߚߣᕁ޿߹ߔ‫ޕ‬ߐߡ‫ᦨߢߎߎޔ‬ㄭߩᣣᧄߩ࿖㓙දജߣ޿߁ߎߣࠍዋߒ⠨߃ߡߺߚ޿ߣᕁ޿߹ߔ‫ᧄߤ߁ࠂߜޕ‬ᐕ ᦬ߦ‫ޔ‬࿖ㅪߢࡒ࡟࠾ࠕࡓ㐿⊒⋡ᮡߩࠨࡒ࠶࠻‫ޔ‬/&)U ࠨࡒ࠶࠻߇ⴕࠊࠇ߹ߒߚ‫ࠊޔߦ߈ߣߩߘޕ‬߇࿖߆ࠄߪ⩲⋥ੱ✚ℂᄢ⤿߇಴Ꮸߒߡ‫ߩߘޔ‬႐ߢ  ᐕ߹ߢߩ㐿⊒⋡ᮡߩਛߢ‫ߦ․ޔ‬ᣣᧄߪᢎ⢒-6-ߣ଻ஜߩ  ಽ㊁ߦ㊀ὐ⊛ߥᡰេࠍⴕ߁ߣ޿߁ࠦࡒ࠶࠻ࡔࡦ࠻ࠍ⊒⴫޿ߚߒ߹ߒߚ‫ޕ‬ᢎ⢒ಽ㊁ߦ߅
޿ߡߪ‫ߪߢ߹ࠇߎޔ‬ၮ␆ᢎ⢒ࠍ㊀ὐߦᡰេߒߡ߈ߚࠊߌߢߔ߇‫੹ޔ‬ᓟߪᣂߚߦ㜞╬ᢎ⢒‫ޔ‬⡯ᬺ⸠✵ߣ޿ߞߚಽ㊁ߦ߽ജࠍᵈ޿ߢ޿ߊߣ޿߁ߎߣࠍ⊒⴫ߒߡ޿߹ߔ‫ޕ‬ߘߩ㜞╬ᢎ⢒ಽ㊁ߦ߅߈߹ߒߡߪ‫ޔ‬Ꮏቇ޽ࠆ޿ߪㄘቇಽ㊁߇ㅜ਄࿖߆ࠄߩⷐᦸ߽ᒝߊ‫ޔ‬ᣣᧄ߽
ߎߩಽ㊁ߦኻߒߡ‫੹ޔ‬ᓟ৻ጀജࠍ౉ࠇߡ޿ߊߎߣߦߥࠈ߁߆ߣᕁ޿߹ߔ‫ߦ⺧ⷐߚߒ߁ߎޕ‬ㆡಾߦᔕ߃ࠆߚ߼ߦߪ‫ޔ‬࿖ౝߦ߅޿ߡ߽‫ޔ‬Ꮏቇ޽ࠆ޿ߪㄘቇߩಽ㊁ߦ߅޿ߡ‫ޔ‬ᄢቇߩࠦࡦ࠰࡯ࠪࠕࡓߣ
޿޿߹ߔ߆‫ޔ‬ㅪ៤߇੹ᓟߩ࿖㓙දജߦ߅޿ߡߪᔅⷐਇนᰳߢ޽ࠈ߁ߣ⠨߃ߡ޿߹ߔ‫ޕ‬,+%# ߣᣣᧄ᡽ᐭߦ߅޿ߡߪ‫ߚߒ߁ߘߩࠄ߆ࠇߎޔ‬ㅜ਄࿖㐿⊒දജߣ޿ߞߚߎߣߦߟ޿ߡߪ‫ࡦࡄࡖࠫ࡞࡯ࠝޔ‬ߣ޿޿߹ߔ߆‫ޔ‬,+%# ߪ ,+%# ߛߌ‫ޔ‬ᢥㇱ⑼ቇ⋭ߪห⋭ߛߌߣ޿߁ߎߣߛߌߢߪߥߊ‫ޔ‬᳃㑆ߩડᬺߥߤ޽ࠄࠁࠆ࡝࠰࡯ࠬࠍᏎ߈ㄟࠎߛࠝ࡯࡞ࠫࡖࡄࡦߣߒߡߩදജ૕೙ࠍ⠨߃ߡ޿߈ߚ޿ߣᕁߞߡ
߅ࠅ߹ߔ‫ޕ‬ߘߎߢߪ‫↥ޔ‬ᬺ⇇ߣߩ㑐ଥ߽ኒធߦߥߞߡߊࠆߣ⠨߃ߡ޿߹ߔ‫ޕ‬ᣣᧄߩᎿቇಽ㊁ߩ㜞╬ᢎ⢒ߦኻߔࠆදജߪ‫ޔ੹ߦߐ߹ޔ‬࿖ౝߢ߽ᡷ߼ߡ⷗⋥ߔᤨᦼߢ޽ࠆߣ⠨߃ߡ߅ࠅ߹ߔ‫߁޿߁ߎޕ‬ਛߢ‫ޔ‬ߎߩᎿቇᢎ⢒ߩలታࠍߤߩࠃ߁ߦ↥ᬺ⊒ዷߦߟߥߍࠆ߆ߣ޿߁ⷞὐߪ‫ᤨߦߐ߹੹ޔ‬൓ࠍᓧߚ߽ߩ
ߢ޽ࠆߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬ᧄᣣߩࡈࠜ࡯࡜ࡓߦ߅߈߹ߒߡߪ‫⊝ޔ‬᭽ᣇߩߎࠇ߹ߢߩ⍮⷗ࠍᵴ߆ߒ‫ޔ‬ᵴ⊒ߥߏ⼏⺰߇ⴕࠊࠇࠆߎߣࠍᦼᓙߒߡ޿߹ߔ‫ᦨޕ‬ᓟߦ‫ ߩߎޔ‬+%%''& ߩᧁౝ࠮ࡦ࠲࡯㐳ࠍߪߓ߼‫ߩࡈ࠶࠲ࠬޔ‬ᣇ‫ߦޘ‬ᓮ␞↳ߒ਄ߍࠆߣߣ߽ߦ‫ޔ‬ᣣ㗃ߩߏദജߦᢘᗧࠍ⴫ߒ߹ߒߡ⑳ߩ޽޿ߐߟߣߐߖߡ޿ߚߛ߈߹ߔ‫ޕ‬ߤ߁߽޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ޕ‬-7-‫⻠ ع‬Ṷ 1Ꮏቇᢎ⢒ߦ߅ߌࠆ࿖㓙දജߣ↥ᬺੱ᧚⢒ᚑ߳ߩ⽸₂㧙࿖㓙දജᯏ᭴ߩขࠅ⚵ߺ㧙⪨ፉାሶ⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱㇱ㐳ⷐᣦ㩷㩷⁛┙ⴕ᡽ᴺੱ ࿖㓙දജᯏ᭴ (JICA) ߦࠃࠆᎿቇಽ㊁ߩ࿖㓙දജ੐ᬺߣߘࠇߦࠃࠆ↥ᬺੱ᧚ߩ⢒ᚑߦߟ޿ߡ⚫੺ߔࠆ‫ޔߕ߹ޕ‬JICA ߦࠃࠆ㐿⊒េഥߩߒߊߺߦ⸅ࠇ‫ޔ‬JICA ߦࠃࠆ㜞╬ᢎ⢒දജߩ᭎ⷐࠍ⺑᣿ߔࠆ‫ߡߒߘޕ‬Ꮏቇಽ㊁ߩᢎ⢒ߦ߅ߌࠆ JICA ߩ࿖㓙දജߩ․ᓽߣ⚻✲ࠍㅀߴࠆ‫ᦨޕ‬ᓟ
ߦᎿቇಽ㊁ߩᢎ⢒ߦ߅ߌࠆ࿖㓙දജߩ੐଀ߣߒߡ‫ޔ‬JICA ߦࠃࠆ 3 ߟߩࡊࡠࠫࠚࠢ࠻㧔࠲ࠗߩࡕࡦࠢ࠶࠻₺Ꮏ⑼ᄢቇ࡜ࠞࡃࡦᩞߩࡊࡠࠫࠚࠢ࠻‫࠳ࡑࡖࠫࠟߩࠕࠪࡀ࠼ࡦࠗޔ‬ᄢቇߩ↥ቇ࿾ㅪ៤✚ว⸘↹ࡊࡠࠫࠚࠢ࠻‫᧲ޔ‬ධࠕࠫࠕ⻉࿖ㅪวߩࠕ࠮ࠕࡦᎿቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢߩࡊࡠࠫࠚࠢ
࠻㧕ࠍ⚫੺ߔࠆ‫ޕ‬㪈㪅࿖㓙දജᯏ᭴䈱᭎ⷐ㩷‫ޟ‬Ꮏቇᢎ⢒ߦ߅ߌࠆ࿖㓙දജߣ↥ᬺੱ᧚⢒ᚑ߳ߩ⽸₂‫ޔߢߣߎ߁޿ߣޠ‬JICA㧔⁛┙ⴕ᡽ᴺੱ

࿖㓙දജᯏ᭴㧕߇ߤߩࠃ߁ߥᒻߢᎿቇಽ㊁ߩදജࠍߒߡ޿ࠆߩ߆ߣ޿߁ߎߣߣ‫↥ޔ‬ᬺੱ᧚ߩ⢒ᚑ߇ౕ૕⊛ߦߤߩࠃ߁ߦⴕࠊࠇߡ޿ࠆߩ߆ߣ޿߁ὐߦߟ޿ߡߏ⺑᣿ߒ߹ߔ‫ޕ‬ᦨೋߪ‫ޔ߇ߔߢ࠻ࡦࠗࡐ࡯ࡢࡄߥ⊛⥸ో߿߿ޔ‬ᕟࠄߊ੹ᣣ߅⿧ߒߩᣇ‫ߪߣߎ߁޿߁ߎޔߪޘ‬ࠃߊߏሽߓߣᕁ޿߹ߔߩߢ‫⧯ޔ‬ᐓ┵᛬ࠅ᳇๧ߦ߹޿ࠅ߹ߔ‫ޕ‬
JICA ߪ‫ޔ‬ᣣᧄ᡽ᐭ߇ⴕ߁ੑ࿖㑆េഥߩታᣉᯏ㑐ߢߔ‫ߪߡߟ߆ޕ‬ᛛⴚදജߩߺࠍᜂ߁ᯏ㑐ߢߏߑ޿߹ߒߚ߇‫ޔ‬JBIC㧔࿖㓙දജ㌁ⴕ㧕ߩ౞୫᱅ㇱ㐷ߣ⛔วߒߡ᦭ఘ⾗㊄දജ߽ᜂ޿‫ߟ߆ޔ‬หᤨߦ‫ޔ‬ᄖോ⋭߇ⴕߞߡ߈ߚήఘ⾗㊄දജߩ৻ㇱߩታᣉ߽ᜂ߁ߎߣߦߥࠅ߹ߒߚ‫⛔ޕ‬วߒߡ 2 ᐕ߇ߚߜ߹ߒߚ‫ޔߊ߿߁ࠃޕ‬JICA ߩਛߢᛛⴚදജ‫᦭ޔ‬ఘ⾗㊄දജ‫ޔ‬ήఘ⾗㊄දജ߇Ყセ⊛ࠬࡓ࡯࠭ߦ‫ߺ⚵ߢࠈߎߣߥࠈ޿ࠈ޿ޔ‬วࠊߖߥ߇ࠄታᣉߔࠆߎߣ߇ߢ߈ࠆࠃ߁ߦߥߞߡ߈ߡ߅ࠅ߹ߔ‫ޕ‬⛔วᓟߩ JICA ߩ੐ᬺ⾗㊄ⷙᮨߪ⚂ 1 ళ౞ࠍ⿥߃ࠆ⒟ᐲߦߥߞߡ߅ࠅ߹ߔ‫ޕ‬2009 ᐕᐲታ❣ߢߺࠆߣ᦭ఘ⾗㊄දജ߇৻⇟ᄢ߈ߊߡ 7450 ం౞‫ޔ‬ᛛⴚදജ߇ 1760 ం౞‫ޔ‬ήఘ⾗㊄දജ߇ 1020 ం౞ߢߏߑ޿߹ߔ‫ޕ‬ᛛⴚදജߣήఘ⾗㊄දജߪ᡽ᐭ੍▚ߩ৻⥸ൊቯ߆ࠄ಴ߡ߅ࠅ߹ߔ߇‫᦭ޔ‬ఘ⾗㊄දജߪ᦭ఘൊቯߣ޿߁೎ߩൊቯ߆ࠄ಴ߡ޿ࠆ⾗㊄ߢߏߑ޿߹ߔ‫ޕ‬ᒰὼߩߎߣߥ߇ࠄ‫᦭ޔ‬ఘ⾗㊄දജߪ㄰ᷣࠍ೨ឭߣߒߡ߅ࠅ‫ޔ‬Ფᐕଏਈߔࠆ㗵߇ߎߎߦ޽ࠆ 7000 ం౞ᒝߢ‫ޔ‬ታߪዋߒߕߟჇ߃‫ޔ‬᧪ᐕߪߎࠇ߇ 9000 ం౞ࠍዋߒ⿥߃ࠆߋࠄ޿ߩⷙᮨߦߥࠆ੍ቯߢߔ‫ޕ‬

-8-

㪉㪅

࿖㓙දജᯏ᭴䈱ᢎ⢒දജ᭎ⷐ㩷 Ꮏቇಽ㊁ߩᛛⴚදജߢߪ‫߫߃଀ޔ‬Ꮏቇㇱߩᢎຬߩ⢻ജߩะ਄ࠍߔࠆߣ߆‫ޔ‬Ꮏቇㇱߩࠞ࡝ࠠࡘ
࡜ࡓࠍ㐿⊒ߔࠆߣ߆‫ޔ‬Ꮏቇㇱߩవ↢ߚߜߦᣣᧄߦ᧪ߡ޿ߚߛ޿ߡ⎇ୃࠍฃߌߡ޿ߚߛߊߣ߆‫ޔ‬⎇ⓥߩᡰេࠍߔࠆߣ޿ߞߚදജࠍⴕߞߡ޿߹ߔ‫⾗⊛ੱࠆ޽ߦ࠻ࡦࠗࡐ࡯ࡢࡄޕ‬Ḯಽ㊁ߩᛛⴚදജታ❣ߪ 183 ం౞ߢߔ߇‫ߪߦࠇߎޔ‬ၮ␆ᢎ⢒߿⡯ᬺ⸠✵߽฽ࠎߢ߅ࠅ߹ߔߩߢ‫ޔ‬Ფᐕߩ㜞╬ᢎ⢒ಽ㊁ߢߩᡰេߩታ❣ߪ 50 ం౞⒟ᐲߢ‫ߩߤࠎߣ߶ߩߘޔ‬ᄙߊ߇Ꮏቇಽ㊁ߦ㑐ߔࠆ߽ߩߢߔ‫ޕ‬᦭ఘ⾗㊄දജߩౝ⸶߽ࡄࡢ࡯ࡐࠗࡦ࠻ߦ޽ࠆㅢࠅߢߔ߇‫ޔ‬ᛛⴚදജߣ᦭ఘ⾗㊄දജߢ‫ޔ‬ౝ⸶ߩᦠ߈ᣇ߇⧯ᐓ㆑߁ߣߎࠈ߇ߔߺ߹ߖࠎ‫ޔߛ߹ޕ‬૗ߣߥߊ⛔วߩฬᱷࠍ൬ࠊߖߡ޿ߡ↳ߒ⸶޽ࠅ߹ߖࠎ‫᦭ޕ‬ఘ⾗㊄දജߪ⷗ߡ޿ߚߛߌࠇ߫ಽ߆ࠆߣ߅ࠅ‫ޔ‬㔚᳇‫ޔࠬࠟޔ‬ㆇャߣ޿ߞߚ⚻ᷣ࠮ࠢ࠲࡯ߩࠗࡦࡈ࡜߳ߩࠪࠚࠕ߇ߚ޿߳ࠎᄢ߈ߊߡ‫␠ޔ‬ળ࠮ࠢ࠲࡯ᡰេߪᲧセ⊛ዊߐ޿ߢߔ‫ߎޕ‬ߩ␠ળ⊛ࠨ࡯ࡆࠬߩਛߢ߽‫߫߃଀ޔ‬਄ਅ᳓㆏ߣ޿ߞߚㇱಽ߇ᄢ߈޿ߩߢ‫ޔ‬ᢎ⢒߿଻ஜߩࠪࠚࠕ
ߪ㕖Ᏹߦዊߐ޿ߢߔ‫ߒ⾉ߩߢ߹੹ޕ‬ઃߌ⚥⸘ታ❣ߢߪ‫ޔ‬ᢎ⢒ಽ㊁ߩࠪࠚࠕߪ 2 ࡄ࡯࠮ࡦ࠻ߢߔ‫ޕ‬
2009 ᐕᐲߪᢎ⢒ಽ㊁ߢߩ᦭ఘ⾗㊄දജߩታ❣ߪߥߊ‫ߩߘޔ‬೨ߩ 2008 ᐕߦߪࡃࡦ࠼ࡦᎿ⑼ᄢቇߦ
57 ం౞ߩᯏ᧚ࠍଏਈߒߚታ❣߇޽ࠅ߹ߔ‫᦭ޕ‬ఘ⾗㊄දജߢߪ‫ߩࠬࡄࡦࡖࠠ߫߃଀ޔ‬ᢛ஻߿ᄢቇ
ߩᯏ᧚ߩᢛ஻‫ߦࠇߘޔ‬ട߃ߡ⇐ቇ↢୫᱅ߢ‫⇐ޔ‬ቇ↢ࠍฃߌ౉ࠇࠆߚ߼ߩ⾌↪ߩឭଏߣ޿ߞߚ߽
ߩ߇ߏߑ޿߹ߔ‫ޕ‬ήఘ⾗㊄දജߢߪ‫ޔ‬ᄢቇᢎ⢒ߦ㑐ߒߡߪ‫ߩࠬࡄࡦࡖࠠߡߟ߆ޔ‬ᢛ஻߿ᯏ᧚ߩଏਈ߇ⴕࠊࠇߡ
߅ࠅ߹ߒߚ߇‫⃻ޔ‬࿷ߪήఘ⾗㊄දജߢߪ߶ߣࠎߤ㜞╬ᢎ⢒ಽ㊁ߩታ❣ߪ޽ࠅ߹ߖࠎ‫ޕ‬ήఘ⾗㊄දജߩ߶߁߇᦭ఘ⾗㊄දജߦᲧߴߡ⽺ߒ޿࿖ࠍኻ⽎ߦߒߡ߅ࠅ߹ߔߩߢ‫ޔ‬ၮ␆ᢎ⢒ಽ㊁ߩዊቇᩞߩᢛ஻ߣ޿ߞߚࠃ߁ߥ߽ߩ߇ਥߥታ❣ߦߥߞߡ޿߹ߔ‫ޕ‬㪊㪅࿖㓙දജᯏ᭴䈱ᢎ⢒දജ䈱ᗧ⟵㩷
JICA ߩၮ␆ᢎ⢒߽฽߼ߚᢎ⢒දജߩ⠨߃ᣇߪ‫ޔ‬ਃߟߩᩇࠍᜬߞߡ޿߹ߔ‫ߪ⋡ߟ৻ޕ‬ၮᧄ⊛ੱᮭߣߒߡߩᗧ⟵ߢ‫ޔ‬ᢎ⢒ߪోߡߩੱ߇੨ฃߔߴ߈ᮭ೑ߢ޽ࠆߣᗧ⟵ߠߌߡ߅ࠅ߹ߔ‫ߎޔߦ․ޕ‬ࠇߪၮ␆ᢎ⢒ߦ߅޿ߡߢߔ߇‫ޔ‬ᔅⷐਇนᰳߥၮᧄ⊛ߥ⍮⼂߿ᛛ⢻ࠍୃᓧߔࠆߎߣ߇‫ੱߩߡోޔ‬߇␠ળߩਛߢ⥄ಽߩജࠍචಽߦ૶ߞߡ↢߈ߡ޿ߊߚ߼ߦᔅⷐߥ೨ឭߢ޽ࠆߣ޿߁⠨߃ᣇߢ‫ޔ‬ᢎ⢒ߪၮᧄ⊛ੱᮭߣߒߡ㊀ⷐߛߣ޿߁ߩ߇ᢎ⢒දജߩᗧ⟵ߣߒߡߩ৻ὐ⋡ߢߔ‫ޕ‬ੑߟ⋡߇‫␠ޔ‬ળ࡮⚻ᷣ㐿⊒߳ߩ⽸₂ߣ޿߁ὐߢߔ‫ޕ‬ၮ␆ᢎ⢒ߢߪ‫ޔ‬ዞቇ₸߇਄߇ࠇ߫‫߃଀ޔ‬߫಴↢₸߇⪭ߜࠆߣ߆‫଻ޔ‬ஜ߿ⴡ↢ߩ᭎ᔨ߿⍮⼂߇᥉෸ߔࠆߣ޿ߞߚࠃ߁ߥ‫ޔ‬ၮ␆ᢎ⢒ࠍ᥉෸ߔࠆߎߣߦࠃࠆ␠ળ߿⚻ᷣ㐿⊒߳ߩ⽸₂߇޽ࠅ߹ߔ‫ߦ․ޔߦࠄߐޕ‬㜞╬ᢎ⢒ߦ㑐ߒߡߪ‫ᧄޔ‬ᣣߩ࠹࡯ࡑߢ޽ࠅ߹ߔࠃ߁ߥ↥ᬺ㐿⊒ࠍଦㅴߔࠆߚ߼ߩੱ᧚ߩ⢒ᚑߣ޿߁ὐߢ‫ޔ‬㕖Ᏹߦᄢ߈ߥᗧ
๧߇޽ࠆߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬․ߦ 1990 ᐕઍߩ⚳ࠊࠅߏࠈ߆ࠄ‫ޔ‬਎⇇ߩࠣࡠ࡯ࡃ࡞ൻ߇ᄢᄌㅴዷߒߡ߈ߡ‫ޔ‬⍮⼂ဳ␠ળߣ޿
߁ߎߣ߇޿ࠊࠇࠆࠃ߁ߦߥࠅ߹ߒߚ‫ੱ߫߃଀ޔߪߡߟ߆ޕ‬ญ߇ߤࠇߛߌᄙ޿߆ߣ߆‫ߌߛࠇߤޔ‬ߚߊߐࠎߩ⾗Ḯࠍᜬߞߡ޿ࠆ߆ߣ߆‫⼾ߩߌߛࠇߤޔ‬ንߥㄘ࿾߇޽ࠆ߆ߣ޿߁ߎߣ߇‫⚻ޔ‬ᷣ⊛ߥᚑ㐳ࠍᏀฝߔࠆ㕖Ᏹߦ㊀ⷐߥⷐ⚛ߢ޽ࠅ߹ߒߚ‫ߒ߆ߒޕ‬ㄭᐕߢߪ‫ߦࠇߘޔ‬ട߃ߡ߽ߒߊߪߘࠇ
એ਄ߦ‫ߩߌߛࠇߤޔ‬⍮⼂ࠍᓧࠆߎߣ߇ߢ߈ࠆߩ߆‫ޔߪߊߒ߽ޔ‬࿖ౝߢߤࠇߛߌߩ⍮⼂ࠍ↢↥ߔࠆߎߣ߇ߢ߈ࠆߩ߆‫ޔ‬ᶏᄖ߆ࠄ‫ߩߌߛࠇߤޔ‬⍮⼂߿ᛛⴚࠍขࠅ౉ࠇߡ㐿⊒ߦᵴ߆ߔߎߣ߇ߢ߈
ࠆߩ߆‫ޡ߁޿߁ߘޔ‬⍮⼂‫ޔ߇ߣߎ߁޿ߣޢ‬㐿⊒ߩᄢ߈ߥⷙቯⷐ⚛ߣߥࠆ␠ળ߇↢߹ࠇߡ޿߹ߔ‫ޕ‬-9-ߎࠇߪ knowledge society‫ޔ‬knowledge-based society‫ޔ‬⍮⼂ၮ⋚ဳ␠ળߣ޿߁⸒⪲ߢ⴫⃻ߐࠇ‫߁ߘޔ‬޿߁⍮⼂ߩ↢↥࡮ขᓧ࡮ᵴ↪ߣ޿߁ߎߣ߇㐿⊒ߦᄢ߈ߥᓎ⋡ࠍᨐߚߔࠃ߁ߦߥࠅ߹ߒߚ‫߁ߘޕ‬޿߁␠ળߦ߅޿ߡߪ‫৻ࠅࠃޔ‬ጀ㜞╬ᢎ⢒ߩᓎഀ߇‫␠ޔ‬ળ⚻ᷣ㐿⊒߳ߩ⽸₂ߣ޿߁ὐߢჇߒߡ߈
ߡ޿ࠆߣᕁ޿߹ߔ‫ޕ‬
JICA ߇ᢎ⢒දജࠍⴕ߁ਃߟ⋡ߩ⋡⊛ߪ‫⋧ޔ‬੕ℂ⸃ࠍଦㅴߢ߈ࠆࠃ߁ߥ਎⇇ࠍታ⃻ߔࠆߎߣߢ
ߔ‫ޕ‬ᄙᢥൻ౒↢␠ળࠍታ⃻ߔࠆߣ޿߁ᗧ๧ߢ߽‫ޔ‬ᢎ⢒ߪ㕖Ᏹߦ㊀ⷐߛߣᕁߞߡ޿߹ߔ‫ߛࠇߎޕ‬ߌࠣࡠ࡯ࡃ࡞ߥ਎⇇ߢߔ‫ޔࠎࠈߜ߽ޕ‬ၮ␆ᢎ⢒ߢ߽ઁ⠪ࠍℂ⸃ߔࠆߎߣߪᄢ੐ߢߔ߇‫ޔ‬㜞╬ᢎ⢒߽ࠃࠅ৻ጀࠣࡠ࡯ࡃ࡞ߥ਎⇇ߦะ߆ߞߡ޿߹ߔߩߢ‫ޔ‬㜞╬ᢎ⢒ࠍᡰេߔࠆߎߣߦࠃߞߡ߽‫ޔ‬⋧੕ℂ⸃ߩㅴ߻਎⇇߇ታ⃻ߔࠆߣᕁߞߡ޿߹ߔ‫ޕ‬ߎ߁޿߁ਃߟߩ⠨߃ᣇߦၮߠ޿ߡ‫⑳ޔ‬㆐ߪၮ␆ᢎ⢒ߣ㜞╬ᢎ⢒ߦਥߚࠆ㊀ὐࠍ⟎޿ߡ‫ޔ‬੐ᬺࠍታᣉߒߡ޿߹ߔ‫ޕ‬㪋䋮㩷 ࿖㓙දജᯏ᭴䈮䉋䉎㜞╬ᢎ⢒දജ䈱ౝኈ㩷ߐߡ‫ޔ‬JICA ߩ㜞╬ᢎ⢒දജߢߔ߇‫ޔ‬వ߶ߤᵻ੗ቶ㐳߆ࠄ߽޽ࠅ߹ߒߚࠃ߁ߦ‫ޔ‬ታߪ੹ᄢᄌ⣉శࠍᶎ߮ߡ޿ࠆಽ㊁ߢߔ‫ޕ‬ᄢᄌ࠾࡯࠭߇㜞ߊ‫ޔ‬ᄢᄌߚߊߐࠎߩ࿖߆ࠄදജⷐ⺧߇᧪ߡ߅ࠅ߹ߔ‫ޕ‬
ታߪ 1990 ᐕઍߪ‫ޔ‬㜞╬ᢎ⢒දജߪ౻ߩᤨઍߣ޿ࠊࠇߡ޿ߡ‫ޔ‬1990 ᐕߦ education for all‫ਁޡޔ‬ੱߩߚ߼ߩᢎ⢒‫߁޿ߣޢ‬⠨߃ᣇ߇಴ߐࠇ‫ޔߣ߁⸒ߣ߆ࠄߜߤޔ‬਎⇇ਛߩេഥ߇ၮ␆ᢎ⢒ߦ⥽ࠍಾߞߚᤨઍߢߒߚ‫ޕ‬㜞╬ᢎ⢒ߪࠛ࡝࡯࠻ᢎ⢒ߢ‫߽ߡߞߊߟࠍ࠻࡯࡝ࠛޔ‬ዞ⡯వ߇ߥ޿‫޿߁ߘޔ‬߁දജ߿㐿⊒߇ᧄᒰߦᔅⷐߛࠈ߁߆‫ޔ‬ᱜߒ޿ߩߛࠈ߁߆ߣ޿߁ࡓ࡯࠼߇ᄢᄌ߹ࠎᑧߒߡ޿ߡ‫ޔ‬㜞╬ᢎ⢒߳ߩᡰេߪ․ߦࠕࡈ࡝ࠞߥߤߢߪ߶ߣࠎߤⴕࠊࠇߥ޿ᤨઍߢߒߚ‫ޕ‬ߘߩࡓ࡯࠼߇ᄢ߈ߊᄌࠊߞߡ߈ߚߩ߇‫ޔ‬1990 ᐕઍߩ⚳ࠊࠅߏࠈ߆ࠄ਎⇇ߩࠣࡠ࡯ࡃ࡞ൻ߇ㅴ
ߺ‫ޔ‬knowledge society㧔⍮⼂␠ળ㧕ߣ޿ࠊࠇࠆࠃ߁ߥ‫ޔ‬⍮⼂߿ᛛⴚߦኻߔࠆౣ⹺⼂߇⿠ߎߞߚ㗃߆ࠄߢߪߥ߆ߞߚ߆ߣᕁ޿߹ߔ‫ޕ‬ߘ߁޿߁ᵹࠇࠍฃߌߡ‫ ੹ޔ‬JICA ߦ߽㜞╬ᢎ⢒ಽ㊁ߩᡰេߩⷐ⺧߇ߚߊߐࠎ᧪ߡ޿߹ߔ‫ࠫࠛޕ‬ࡊ࠻ߢᄢ‫ߦ⊛ޘ‬ዷ㐿ߒߡ߅ࠅ߹ߔࠛࠫࡊ࠻ᣣᧄ⑼ቇᛛⴚᄢቇ㧔E-JUST㧕ߢߔߣ߆‫ޔ‬ASEAN ߩ࿖‫ޘ‬
10 ࠞ࿖ࠍࡀ࠶࠻ࡢ࡯ࠢൻߒߡⴕߞߡ޿ࠆ‫ޔ‬ᓟ߶ߤߏ⺑᣿ߒ߹ߔࠕ࠮ࠕࡦᎿቇ♽㜞╬ᢎ⢒ࡀ࠶࠻
ࡢ࡯ࠢ㧔AUN/SEED-Net㧕ߣ޿߁ࡊࡠࠫࠚࠢ࠻‫ ߇࠻ࠢࠚࠫࡠࡊߥ߹ߑ߹ߐޔ‬90 ᐕઍ⚳ࠊࠅߏࠈ߆ࠄᄢⷙᮨߦዷ㐿ߔࠆࠃ߁ߦߥࠅ߹ߒߚ‫ࠆߊߡߒ⺧ⷐޔߛߚޕ‬࿖߽㕖Ᏹߦㅴࠎߛ࿖߆ࠄ‫ޔ‬Ყセ⊛ᓟ⊒ߩ࿖߹ߢᄙ᭽ߢ‫ޔ‬Ꮧᦸߩౝኈ߽޿ࠈ޿ࠈߥቇㇱߢᄢᄌᄙ᭽ߥ߽ߩ߇޽ࠅ߹ߔ‫߁޿߁ߘޕ‬ਛߢ‫ޔ‬JICA ߣߒߡߪ߹ߕฦ࿖‫ޔ‬ฦ࿾ၞߩਛᩭߣߥࠆ᜚ὐᄢቇߩ⢻ജᒝൻߦ㊀ὐ⊛ߦኻᔕߒߡ޿
߈ߚ޿ߣᕁߞߡ޿߹ߔ‫ޕ‬㜞╬ᢎ⢒ߪ‫ ߫ࠊ޿ޔ‬center of excellence㧔ਛᩭ⊛ᢎ⢒⎇ⓥ᜚ὐ㧕‫ޔ‬࿖ߩ࡝࡯࠳࡯ࠍ㙃ᚑߒߚࠅ‫ޔ‬߽ߒߊߪ↥ᬺࠍ‧ᒁߒߚࠅ‫ޔ‬⍮⼂ࠍഃㅧߔࠆ‫ޔ‬innovation㧔ᄌ㕟㧕ࠍ⥝ߖࠆࠃ߁ߥ‫࡜ࡇ߫ࠊ޿ޔ‬ࡒ࠶࠼ߩ㗂਄ߩㇱಽ߽޽ࠅ߹ߔ߇‫৻ޔ‬ᣇߢㅜ਄࿖߽㕖Ᏹߦᄙ᭽ൻߒߡ߈ߡ‫ޔ‬ਛㅴ࿖ൻߒߡ޿ࠆ
࿖߽޽ࠅ߹ߔߩߢ‫ޔ‬㜞╬ᢎ⢒ߩᄢⴐൻ‫ޔ‬㜞╬ᢎ⢒ߩߔߘ㊁ߩ᜛ᄢ߇‫ޔ‬ᢎ⢒ಽ㊁ߩ㊀ⷐߥ⺖㗴ߦߥߞߡ޿ࠆ࿖߽ߏߑ޿߹ߔ‫ޕ‬଀߃߫࠲ࠗ߿ࠗࡦ࠼ࡀࠪࠕ߿ࡑ࡟࡯ࠪࠕߢߪᄢᄌߚߊߐࠎߩ⑳┙ᄢቇ߇⸳┙ߐࠇ‫ޔ‬࿖ߣߒߡ߽࿾ᣇᄢቇߩᒝൻࠍ࿑ߞߡ޿ࠆ‫ޕ‬ᄢቇࠍߟߊࠆ‫ޔ‬ᄢቇࠍᡰេߔࠆߣ޿ߞߡ߽‫ޔ‬࿖ߩ࠻࠶ࡊߩᄢ

- 10 -

ቇࠍᡰេߔࠆ႐ว߽޽ࠇ߫‫ߪߊߒ߽ޔ‬๟ㄝ⊛ߥᄢቇ߿࿾ᣇߩᄢቇ‫ޔ‬㜞╬ᢎ⢒ߩᄢⴐൻߦᔕ߃ࠆ
ࠃ߁ߥᄢቇߦߟ޿ߡߩⷐ⺧߽ߏߑ޿߹ߔ‫ޕ‬⑳㆐߇㜞╬ᢎ⢒ߩᡰេࠍߒߡ޿ߊߣ߈ߦߪ‫߇⾰ߩߘޔ‬㊀ⷐߛߣ JICA ߪ⠨߃ߡ߅ࠅ‫ᧄߚ߹ޔ‬㇌ᄢቇߩදജߥߊߒߡߪⴕ߃ߥ޿੐ᬺߢ޽ࠆߎߣ߆ࠄ‫ࠅ߹޽ޔ‬቟ᤃߦࡊࡠࠫࠚࠢ࠻ߩᢙࠍᐢߍߡ
߽߈ߜࠎߣߒߚදജߪⴕ߃ߥ޿‫߁޿߁ߘޕ‬ᗧ๧ߢߪ޽ࠆ⒟ᐲᢙࠍ㒢ߞߡ‫ߚߒߣࠅ߆ߞߒޔ‬ᢎ⢒ࠍⴕߞߡ޿ߊߎߣ߇ᄢ੐ߢߔ‫ޕ‬ᓥߞߡ‫ࠆ޽ޔ‬⒟ᐲฦ࿖ߩ COE ߣ޿ࠊࠇࠆࠃ߁ߥ᜚ὐ⊛ߥᄢቇߩ⢻ജᒝൻߦ JICA ߩᡰេߪ⛉ࠄߑࠆࠍᓧߥ޿‫߽ߒ߽ޕ‬࿾ᣇᄢቇ╬ߩ๟ㄝ⊛ߥᄢቇߩ㜞╬ᢎ⢒ߩᄢⴐൻߣ޿߁ߣߎࠈߦߟ޿ߡ
߽ᡰេߔࠆߩߢ޽ࠇ߫‫ޔ‬ዋߒᡰេߩ઀ᣇ‫ޔ‬ᣇᴺࠍᄌ߃ߡ޿ߊ‫߫߃଀ޕ‬ㅜ਄࿖ߩ࿖ౝߩ࡝࠰࡯ࠬ
ࠍ߁߹ߊ૶߁ߣ߆‫ޔ‬regional㧔࿾ၞ⊛㧕ߥਛߢߩධධදജߩᨒ⚵ߺࠍ૞ࠆߎߣࠍߒߥ޿ߣ‫߹੹ޔ‬ߢߣหߓࠃ߁ߥ߿ࠅᣇߢߪᄢᄌല₸߽ᖡߊ‫ߦ࠭࡯࠾ޔ‬ᔕ߃߈ࠇߥ޿ߣ޿߁ߩ߇⃻⁁ߢߏߑ޿߹
ߔ‫ޕ‬
JICA ߪ‫ౕޔ‬૕⊛ߦߪ‫ߚߞ޿߁ߘޔ‬᜚ὐ⊛ߥᄢቇߦኻߒߡ‫ޔ‬ᢎຬߩ⢻ജߩะ਄ߢߔߣ߆ࠠࡖࡦ
ࡄࠬ߿ᯏ᧚ߩᢛ஻ࠍᡰេߒߡ޿߹ߔ‫ޔࠄ߆ࠇߘޕ‬ᄢቇߪᢎຬ৻ੱ৻ੱߩ⢻ജ߇ะ਄ߒߡ߽‫ޔ‬ᄢቇߩ⚵❱ߣߒߡߩㆇ༡૕೙߇ᒝൻߐࠇߥߌࠇ߫‫ޔ‬ᄢቇߣߒߡߩߒߞ߆ࠅߣߒߚᯏ⢻߇⊒ើߐࠇߥ޿ߩߢ‫ޔ‬ᄢቇߩㆇ༡૕೙ߩᒝൻ߇ᔅⷐߢߔ‫ޔߦࠄߐޕ‬వ߶ߤ߽⹤߇಴߹ߒߚ↥ቇ࿾ㅪ៤‫↥ޔ‬ᬺߣߩㅪ៤‫ߩߣࠖ࠹࠾ࡘࡒࠦޔ‬ㅪ៤ߩଦㅴߦ߽ขࠅ⚵ࠎߢ޿߹ߔ‫࡞ࡃ࡯ࡠࠣߩߎޔߦࠄߐޕ‬ൻߐࠇߚ਎⇇ߩਛߢߪ‫ޔ‬ᄢቇ㑆߇ߟߥ߇ࠆ‫ޔ‬ᄢቇ߇୘೎ߦሽ࿷ߔࠆߩߢߪߥߊ‫ߩࠢ࡯ࡢ࠻࠶ࡀޔ‬ਛߢሽ࿷ߔࠆߎߣ߇㕖Ᏹߦ㊀ⷐߥߣߎࠈߢߏߑ޿߹ߔߩߢ‫ޔ‬ᄢቇ㑆ߩࡀ࠶࠻ࡢ࡯ࠢߩᡰេߣ޿
߁ߎߣࠍⴕߞߡ޿߹ߔ‫ޕ‬߹ߚ‫ޔ‬ಽ㊁ߣߒߡߪᎿቇ‫ޔ‬ㄘቇ‫଻ޔ‬ஜߢදജߒߡ޿߹ߔ߇‫ߦ․ޔ‬Ꮏቇߩࠪࠚࠕ߇ᄙ޿‫ࠊ޿ޕ‬ࠁࠆ science and technology㧔⑼ቇᛛⴚ㧕ߣ޿ࠊࠇࠆࠃ߁ߥಽ㊁ߦදജ߇㓸ਛߒߡ޿߹ߔ‫ޕ‬వ߶ߤ߽⸅ࠇ߹ߒߚ߇‫ޔ‬ᣣᧄߩᄢቇߩᢎຬߩᣇߚߜ‫ߪߊߒ߽ޔ‬ᣣᧄߩᄢቇߩ⚵❱⊛ߥᡰេࠍᓧߡ‫ޔ‬JICA
ߪ㜞╬ᢎ⢒දജࠍⴕߞߡ޿߹ߔ‫ޕ‬ᣣᧄߩᎿቇ♽㜞╬ᢎ⢒ߩ․ᓽߩࠬ࡜ࠗ࠼ࠍઃߌߡ޿߹ߔ߇‫ ߢ߹੹ޔ‬JICA ߇ⴕߞߡ߈ߚᎿቇ♽ߩදജߦߟ޿ߡߪ‫ޔ‬ᰴߩਃߟߩὐ߇․ᓽ⊛ߥ߽ߩߣ⠨߃ߡ޿߹ߔ‫⎇ߪ⋡ߟ৻ߕ߹ޕ‬ⓥቶਛᔃᢎ⢒ߢߔ‫߇⪲⸒ޕ‬ᣣᧄ⺆ߣߒߡߪ߿߿ߥߓߺ߇⦟ߊߥ޿߆߽ߒࠇ߹ߖࠎ߇‫⎇ޔ‬ⓥቶࠍਛᔃߣߒߡ‫ޔ‬․ߦ 4 ᐕ↢ㄝࠅ߆ࠄቇ↢ߪ⎇ⓥቶߦ㈩⟎ߐࠇ‫ޔ‬ᢎຬߣቇ↢߇ᄢᄌ✕ኒߥખߢ‫⎇ޔ‬ⓥᵴേߥߤࠍ
ᄙߊขࠅ౉ࠇߡ‫ߥ߆⚦߼߈ޔ‬ᜰዉࠍߒߡ޿ߊߣ޿ߞߚᢎ⢒ߢߔ‫ޔࠄ߆ࠇߘޕ‬ੑߟ⋡ߪ⻠⟵ߣṶ⠌ߣታ㛎߇৻૕ߦߥߞߡ޿ࠆᢎ⢒ߢߔ‫ޕ‬ਃߟ⋡߇↥ᬺ⇇ߣߩㅪ៤ߢߔ‫ޕ‬ᣣᧄߩᎿቇㇱߪᄢᄌ↥ᬺ⇇ߣߩㅪ៤߇ᷓ޿వ↢߽ᄙ޿ߩߢ‫ޔ‬ታ㓙ߦ↥ᬺߩ⃻႐ߦߐ߹ߑ߹಴ߡⴕߞߡ‫ޔ‬ታ㛎ࠍߒߚࠅታ⠌ࠍߒߚࠅ‫ߩ↢ޔ‬ᖱႎࠍᓧߚࠅߣ޿ߞߚ↥ᬺㅪ៤߇⋓ࠎߢߔ‫ޕ‬JICA ߢߪߎ߁޿߁ᣣᧄߩᢎ⢒ߩ․ᓽࠍ↢߆ߒߚදജࠍⴕߞߡ޿߹ߔ‫ޕ‬ㅜ਄࿖ߩᎿቇㇱߦⴕߞߡߺࠆߣ‫߽ߘ߽ߘޔ‬ᯏ᧚߽⎇ⓥ
⾌߽ߥ޿ߒ‫ޔ‬వ↢߽ࠕ࡞ࡃࠗ࠻ࠍߒߥ޿ߣ↢ᵴߢ߈ߥ޿ߩߢ‫ᤨߩ⟵⻠ޔ‬㑆ߒ߆ᄢቇߦ޿ߥ޿ߣ
޿߁ߎߣ߇‫ޔ‬ᄙߊߩㅜ਄࿖ߩᎿቇㇱߩᆫߢ޽ࠆߣᕁ޿߹ߔ‫ߦࠇߘޕ‬Ყߴࠆߣ‫ޔ‬ᣣᧄߩᎿቇㇱߪᄢᄌ߈߼⚦߆ߊ⃻႐ߦ߽⿷ࠍㆇ߮ߥ߇ࠄ‫ޔ‬૕߽ᚻ߽േ߆ߒߥ߇ࠄ‫ޔ‬వ↢ߣቇ↢߇৻૕ߣߥߞߡ
ᢎ⢒ࠍⴕߞߡ޿߹ߔ‫ ࠄ߇ߥߒߣ࡞࠺ࡕߩߟ৻ࠍߩ߽ߚߞ޿߁ߎޕ‬JICA ߪㅜ਄࿖߳ߩදജࠍߒߡ
߈ߡ߅ࠅ߹ߔߒ‫ޔ‬ㅜ਄࿖߆ࠄ⹏ଔߐࠇ‫ޔ‬ᚑᨐࠍ᜼ߍߡ߈ߡ޿ࠆߣߎࠈߢߔ‫ޕ‬- 11 -

ߚߛ‫৻ޔ‬ὐ⵬⿷ߒ߹ߔߣ‫ޔ‬਎⇇ߪᕆㅦߦᄌൻߒߡ߅ࠅ‫ޔ‬ㅜ਄࿖ߣ޿ߞߡ߽ࠪࡦࠟࡐ࡯࡞߿㖧࿖‫ޔ‬㚅᷼ߪㅜ਄࿖ࠍතᬺߒߡ‫ߏޔ‬ሽߓߩߣ߅ࠅࠪࡦࠟࡐ࡯࡞߿㚅᷼ߩᎿቇ♽ᄢቇߪ‫ޔ‬ᣣᧄߣ⢋ࠍਗߴࠆ࡟ࡌ࡞ࠍᜬߟࠃ߁ߦߥߞߡ޿߹ߔ‫⥄ߩࠇߙࠇߘޔ߽᧚ੱޕ‬ಽߩ࿖ߩਛߦߛߌᵴ〝߇޽ࠆࠊߌߢߪߥߊߡ‫ߥ࡞ࡃ࡯ࡠࠣޔ‬ਛߢੱ߇േ޿ߡ޿ߊ‫ࡊ࠶࠻ޔߦ․ޕ‬ጀߪࠣࡠ࡯ࡃ࡞ߦᵹേߒ
ߡ޿߈ߥ߇ࠄ‫ޔ‬⢻ജ߽㜞߼ߡ޿ߊߣ޿߁⁁ᴫߦߥߞߡ޿߹ߔ‫߁޿߁ߘޕ‬ਛߢ‫ޔ‬ᣣᧄߩᎿቇ♽ᢎ⢒ߩᒝߺߪ⃻႐ဳߩੱ᧚⢒ᚑߢ޽ࠅ‫ߩߘ߽੹ޔ‬ᒝߺߪᜬߞߡ޿ࠆߣᕁ޿ߥ߇ࠄ߽‫ޔ‬ᣣᧄߩᎿቇ
ᢎ⢒ߦߟ޿ߡߩᛕ್߽ታߪ⡊ߦߔࠆߣߎࠈ߇޽ࠅ߹ߔ‫ޔ߫߃଀ޕ‬ᣣᧄߩᎿቇᢎ⢒߇ᧄᒰߦࠣࡠ
࡯ࡃ࡞ߥੱ᧚ࠍ⢒ᚑߢ߈ߡ޿ࠆߩ߆ߣ߆‫߽ࠢ࡯ࡢࠬ࡯ࠦޔ‬฽߼ߚࠃ߁ߥ‫ޔ‬᏷ᐢߊၮ␆⊛ߥୃቇ߇߈ߜࠎߣߢ߈ߡ޿ࠆߩ߆ߣ߆ߢߔ‫ޔߪࠇߘޕ‬lab-based education㧔⎇ⓥቶࠍၮ␆ߣߒߚᢎ⢒㧕ߩ޿ࠊ߫⦟޿ߣߎࠈ߽޽ࠇ߫‫ࠎ߱ߚޔ‬ᣣᧄߩ␠ળߣߪ㆑߁ⅣႺߦ߅޿ߡߪᔅߕߒ߽චಽߢߥ޿
ߣߎࠈ߽޽ࠆ‫ᤨޔߪߊߒ߽ޕ‬ઍߩᄌൻߦࠃߞߡචಽߢߥ޿ߣߎࠈ߽಴ߡ߈ߡ޿ࠆߣߎࠈ߇޽ߞ
ߡ‫ࠍࠈߎߣ߁޿߁ߘޔ‬ᜰ៰ߐࠇߡ޿ࠆߩ߆ߣᕁ߁ᤨ߇޽ࠅ߹ߔ‫ޕ‬ㅜ਄࿖ᡰេߦ޽ߚࠅ‫ߛ߹ߩࠞ࡝ࡈࠕޔ‬ᄢቇߣ޿߃ࠆࠃ߁ߥᯏ㑐ࠍᜬߞߡ޿ߥ޿ߣߎࠈߢ‫ޔ‬వ↢⥄り߽߈ߜࠎߣߒߚᢎ⢒ࠍฃߌߡ޿ߥ޿‫ޔ‬ᯏ᧚߽ߥ޿‫⎇ޔ‬ⓥ߽૗ࠍߔࠆ߆ಽ߆ࠄߥ޿ࠃ߁ߥ
ߣߎࠈߦදജߒߥߌࠇ߫޿ߌߥ޿ߣ߈߽޽ࠇ߫‫ߦߢߔߦ߁ࠃߩࠕࠪ࡯࡟ࡑ߿ࠗ࠲ޔ‬ਛㅴ࿖ൻߒ‫ޔ‬ߤ߁߿ߞߡߘߩਛㅴ࿖߆ࠄవㅴ࿖ߩખ㑆ߦ౉ࠆߩ߆‫ࠍߣߎ߁޿ߣޔ‬ᮨ⚝ߒߡ޿ࠆ࿖ߩ࠻࠶ࡊߩ
ᄢቇࠍᡰេߔࠆ႐ว߽޽ࠅ߹ߔ‫ࠅߪ߿ޔߪߢࠈߎߣ߁޿߁ߘޕ‬᳞߼ࠄࠇࠆੱ᧚߽㆑߁ߒ‫ޔ‬ᣣᧄߩߤ߁޿߁⦟ߐࠍ૶ߞߡදജߔࠆߩ߆ߣ޿߁ߣߎࠈ߽ታߪ⇣ߥߞߡߊࠆߣ޿߁ߣߎࠈ߇‫ᦨޔ‬ㄭ
JICA ߣߒߡ߽ᄢᄌᖠࠎߢ޿ࠆߣߎࠈߢߏߑ޿߹ߔ‫ޕ‬ߚ߱ࠎߎ߁޿ߞߚߎߣߪ‫ޔ‬ᣣᧄ࿖ౝߩᄢቇߦߟ޿ߡ߽⼏⺰ߐࠇߡ޿ࠆߎߣߛߣᕁ޿߹ߔߩߢ‫ޔ‬੹ᣣߏෳടߩᣇ‫ߦߣߎ߁޿߁ߎޔ߽ޘ‬ᄢᄌ߅⹦ߒ޿ᣇ߽޿ࠄߞߒ߾ࠆߣᕁ޿߹ߔ‫ޔ߭ߗޕ‬JICA
ߦ߽ࠕ࠼ࡃࠗࠬࠍ޿ߚߛߌߚࠄᐘ޿ߢߔ‫ޕ‬
JICA ߩ㜞╬ᢎ⢒දജߪ‫ߥ߁ࠃࠆ޽ߡ޿ᦠߦߎߎޔ‬ᵴേࠍㅢߒߡᄢቇࠍ⢒ᚑߒ‫↥ޔ‬ᬺ⇇ߦ㜞ᐲߥᛛⴚࠍᠩߔࠆੱ᧚ࠍヘ಴ߔࠆߎߣࠍ⋡⊛ߦߒߡ޿߹ߔ‫↥ߪߦࠄߐޕ‬ቇදหߩ⎇ⓥߢߔߣ߆‫ޔ‬ࠦࡒࡘ࠾࠹ࠖߩ࠾࡯࠭ߦᔕߓߚ⎇ⓥ߿‫߇ࠖ࠹࠾ࡘࡒࠦޔ‬ᛴ߃ߡ޿ࠆ⺖㗴ߩ⸃᳿ߦ⾗ߔࠆࠃ߁ߥ
⎇ⓥࠍⴕߞߡ‫ޔ‬ᢎ⢒ߣ⎇ⓥߩ⾰ࠍ㜞߼ߥ߇ࠄ‫␠ߟ߆ޔ‬ળ⊛ߥ⽸₂ࠍⴕߞߡ޿߹ߔ‫ޕ‬㪌䋮࿖㓙දജᯏ᭴䈮䉋䉎㜞╬ᢎ⢒දജ䈱੐଀㩷ᰴߦ JICA ߩ㜞╬ᢎ⢒දജߩ੐଀ࠍߏ⚫੺ߒ߹ߔ‫ޕ‬৻ߟ⋡ߪ࠲ࠗߩࡕࡦࠢ࠶࠻₺Ꮏ⑼ᄢቇ࡜ࠞࡃࡦᩞߩࡊࡠࠫࠚࠢ࠻ߢߔ‫ ߪࠇߎޕ‬1960 ᐕߦࡊࡠࠫࠚࠢ࠻߇ᆎ߹ࠅ‫ޔ‬2000 ᐕࠍ⿧߃ߚㄝࠅߢ⚳ࠊࠅ߹ߒߚߩߢ‫ߤ߁ࠂߜޔ‬ඨ਎♿ᒙߦࠊߚߞߡᄢ
ⷙᮨߥදജ߇ⴕࠊࠇ߹ߒߚ‫ޕ‬ᛛⴚදജ߇ 4 ࿁ߦಽߌߡ‫ޔ‬ήఘ⾗㊄දജ߽ 2 ࿁ߦಽߌߡታᣉߐࠇ
߹ߒߚ‫ޕ‬ήఘ⾗㊄දജߛߌߢ߽⚂ 45 ం౞ߩ⾗㊄߇ឭଏߐࠇߡ߅ࠅ߹ߔ‫ޕ‬ߜࠂ߁ߤ੹ᐕߪ⸳┙ 50 ๟ᐕ⸥ᔨࠍㄫ߃‫ޔ‬ᄐߦᄢ߈ߥᑼౖ߇࠲ࠗߢⴕࠊࠇ߹ߒߚ‫ᦨޕ‬ೋߪ࠲ࠗߩ㔚㔚౏␠ߩ⡯ᬺ⸠✵ᩞߣߒߡ⊒⿷ߒ‫ᦨޔ‬ೋߪ↢ᓤ߇ 23 ੱ‫ޔ‬ᢎຬߪ 20 ੱߣ޿߁ߎߣߢᆎ߹ߞ
ߚࡊࡠࠫࠚࠢ࠻ߢߔ߇‫⚻ߩࠗ࠲ޔ‬ᷣᚑ㐳ߣߣ߽ߦᓢ‫ߦޘ‬ᄢቇߦᩰ਄ߍߐࠇ‫ޔ‬ᄢቇ㒮߇⸳⟎ߐࠇ‫ޔ‬⎇ⓥᚲ߽ᜬߜ⊒ዷߒߡ‫ߩࠗ࠲߿੹ޔ‬Ꮏቇ♽ߩ࠻࠶ࡊᄢቇߩ৻ߟߦߥࠅ߹ߒߚ‫ޕ‬↥ᬺ⇇ߣߩ㑐ଥߢ⸒߃߫‫↥ߦߢߔޔ‬ᬺ⇇ߦ 15 ਁੱએ਄ߩතᬺ↢ࠍヘ಴ߒ‫ߪߎߎߦ․ޔ‬㔚᳇ㅢା㑐ଥߢ಴⊒ߒߚᄢቇߢߔ߆ࠄ‫ޔ‬㔚᳇ㅢା߽ߒߊߪ ICT ߦᄢᄌᒝߊ‫ࡦࡕޔߪߢ࡯࠲ࠢ࠮ߩߘޔ‬- 12 -

ࠢ࠶࠻₺Ꮏ⑼ᄢቇ࡜ࠞࡃࡦᩞߩතᬺ↢߇ᄙߊ௛޿ߡ޿ࠆ⁁ᴫߦߥߞߡ޿߹ߔ‫ߩࠗ࠲ޕ‬㔚᳇ㅢା㑐ଥߩ࿖༡ડᬺߩᐙㇱߢߔߣ߆‫ޔ‬ICT 㑐ㅪડᬺߩᐙㇱߣߒߡ߽ᵴべߒߡ߅ࠅ߹ߔ‫ޕ‬࠲ࠗߩᣇߦࡕࡦࠢ࠶࠻₺Ꮏ⑼ᄢቇ࡜ࠞࡃࡦᩞߩ․ᓽࠍ዆ߨࠆߣ‫ޔ‬㕖Ᏹߦ⃻႐ဳߩੱ㑆ࠍヘ಴ߒߡ޿ࠆߣ‫ࠎߐ⊝ޔ‬ญࠍឥ߃ߡ߅ߞߒ߾޿߹ߔ‫ࡦࠦࡦࡠ࡜ࡘ࠴ޕ‬ᄢቇߩතᬺ↢ߣ߆ߢߔߣ‫ߥޔ‬߆ߥ߆⃻႐ߦⴕ߈ߚ߇ࠄߥ޿ߩߦᲧߴࠆߣ‫⃻ޔ‬႐ߦߔߋߦ⿷ࠍㆇࠎߢ⃻႐ߢ໧㗴ࠍ⷗ߟߌߡߊ
ࠆ‫⃻ޔ‬႐ဳߩ⸃᳿߇ߢ߈ࠆතᬺ↢ߚߜߛߞߚߣ޿߁߰߁ߦ‫ࠎߐ⊝ޔ‬ญࠍឥ߃ߡ߅ߞߒ߾ࠆߣߎ
ࠈߢߔ‫ࠎ߱ߚޔߪࠇߘޕ‬ᣣᧄ߆ࠄⴕߞߚኾ㐷ኅߩᣇߚߜ‫ޔ‬ᣣᧄߩੱߚߜ߇ initiate㧔ᚻ߶ߤ߈㧕ߒߚᢎ⢒ߩ․⦡߇ߘ߁޿߁ߣߎࠈߦ߽⴫ࠇߡ޿ࠆߣᕁ޿߹ߔ‫ޕ‬↥ᬺ⇇ߣߩㅪ៤ߢ⸒߃߫‫ࠗ࠲ޔ‬ን჻ㅢߢࡂ࡯࠼࠺ࠖࠬࠢ↢↥࡜ࠗࡦߩਇ⦟ຠᬌ಴ߩࡊࡠࠣ࡜
ࡓߩ㐿⊒ࠍⴕߞߚ଀ߣ߆‫ޔ‬៤Ꮺ㔚⹤ߩㅢାࠕࡦ࠹࠽ߩᛛⴚ㐿⊒ࠍߒߡ‫ޔ‬㐿⊒ߐࠇߚᛛⴚࠍ૶ߞ
ߚࠕࡦ࠹࠽߇⸳⟎ߐࠇߡ޿ࠆ଀ߣ߆‫ޔ‬᳃㑆ડᬺߣߩㅪ៤ߩ଀߽ߐ߹ߑ߹᜼߇ߞߡ߅ࠅ߹ߔ‫ޕ‬߽߁৻ߟ⋡ߩ଀ߪ‫࠳ࡑࡖࠫࠟߩࠕࠪࡀ࠼ࡦࠗޔ‬ᄢቇߦ߅ߌࠆ↥ቇ࿾ㅪ៤✚ว⸘↹ࡊࡠࠫࠚࠢ
࠻ߢߔ‫↥ޔߪࠇߎޕ‬ᬺߣߩㅪ៤‫ߩߣࠖ࠹࠾ࡘࡒࠦޔ‬ㅪ៤ߦゲ⿷ࠍ⟎޿ߚࡊࡠࠫࠚࠢ࠻ߢߔ‫ޕ‬ౕ૕⊛ߦߪ‫↥ޔ‬ᬺ⇇ߣߩ౒ห⎇ⓥࠍଦㅴߔࠆߚ߼ߩᛛⴚ߿ࡁ࠙ࡂ࠙ࠍ‫ޔ‬ᢎቭߩᣇ߿ᄢቇߩࠬ
࠲࠶ࡈߩᣇ‫ߦޘ‬りߦઃߌߡ߽ࠄߞߚࠅ‫ౕޔ‬૕⊛ߥ౒ห⎇ⓥߩ⾗㊄ࠍឭଏߒߡ᳃㑆ߩᣇߣ৻✜ߦⴕߞߡ߽ࠄߞߚࠅ‫ࠍࠄࠇߘޔ‬ଦㅴߔࠆߚ߼ߩ࿾ၞࠨ࡯ࡆࠬ࠮ࡦ࠲࡯ࠍቇౝߦ⸳⟎ߒߡ↥ቇㅪ៤ࠍⴕߞߚࠅߒߡ޿߹ߔ‫ޔߚ߹ޕ‬ቇ↢߇ࠦࡒࡘ࠾࠹ࠖߦ಴ߡⴕߞߡߐ߹ߑ߹ߥᵴേࠍߔࠆࠦࡒࡘ
࠾࠹ࠖ㧔࿾ၞ㧕ߣߩㅪ៤߽ⴕߞߡ޿߹ߔ‫ޕ‬ౕ૕⊛ߦߪ‫⥄⑳ޔ‬りߪ‛ࠍ⷗ߚߎߣ߇ߥ޿ߩߢߔ߇‫ࠍࠎ߰ߩ‐ޔ‬೑↪ߒߚዊⷙᮨࡔ࠲ࡦࠟࠬ
⊒↢ⵝ⟎ߣ߆‫ࠍ᧚┻ޔ‬೑↪ߒߚⅣႺ㈩ᘦဳᑪ▽ᛛⴚ‫ޔ‬࿾ర↥ߩ㋶‛ࠍᵴ↪ߒߚᑄ᳓ಣℂߣ޿ߞߚߎߣ߇ᚑᨐߣߒߡ᜼߇ߞߡ߅ࠅ߹ߔ‫↥ߚߒ߁ߎޕ‬ᬺㅪ៤ߪᣣᧄߩᄢቇߢ߽⋓ࠎߦⴕࠊࠇߡ޿
ߡ‫߫ࠊ޿ޔ‬ᣣᧄߩ⚻㛎ࠍࡌ࡯ࠬߦߒߡ‫⃻ࠍࠇߘޔ‬࿾ߦ modify㧔ᡷ⦟㧕ߒߡዉ౉ߒߡ޿߹ߔ‫ޕ‬ᦨᓟߦ‫ࡦࠕ࠮ࠕޔ‬Ꮏቇ♽㜞╬ᢎ⢒ࡀ࠶࠻ࡢ࡯ࠢ‫ޔ‬AUN/SEED-Net ࡊࡠࠫࠚࠢ࠻ߦߟ޿ߡ⸅ࠇ
ߐߖߡ޿ߚߛ߈߹ߔ‫ޕ‬2003 ᐕ߆ࠄࡈࠚ࡯࠭ 1 ߇ 5 ᐕ㑆‫ޔ‬2008 ᐕ߆ࠄࡈࠚ࡯࠭ 2 ߇ 5 ᐕ㑆ⴕࠊࠇߡ߅ࠅ‫⃻ޔ‬࿷‫ޔ‬10 ᐕߩදജߩ 7 ᐕඨߩߣߎࠈߦ߈ߡ߅ࠅ߹ߔ‫ޕ‬ߎߩࡊࡠࠫࠚࠢ࠻ߪ‫ߩࠕࠫࠕޔ‬㊄Ⲣෂᯏߩᓟߦ㜞ᐲߥ↥ᬺੱ᧚߇ᔅⷐߛߣߩ⹺⼂ߩ߽ߣ‫ޔ‬ฦ࿖ߩᎿቇ♽ߩ leading university㧔৻ᵹᄢቇ㧕ࠍ⢒ᚑߔࠆᔅⷐ߇޽ࠆߣߩ໧㗴ᗧ⼂߆ࠄᆎ߹ࠅ߹ߒ
ߚ‫ޕ‬ฦ࿖ߩਛߦ‫ޔ‬ਛᩭ⊛ߥᎿቇ♽ߩᄢቇࠍߟߊࠆᔅⷐ߇޽ࠅ‫ޔߪߦ߼ߚߩߘޔ‬ᄢቇߩవ↢ߚߜߩ⢻ജᒝൻ߇ᔅⷐߢ޽ࠆߣ޿߁ߎߣߢߔ‫ౕޕ‬૕⊛ߦߪ‫࡯࠲ࠬࡑޔ‬㧔ୃ჻ภ㧕ߣ࠼ࠢ࠲࡯㧔ඳ჻ภ㧕ࠍਛᔃߦ‫ޔ‬ᄢቇߩవ↢ߚߜߩቇ૏ߩขᓧࠍᡰេߔࠆࡊࡠࠫࠚࠢ࠻ߣߒߡᆎ߹ࠅ߹ߒߚ‫ޕ‬ߎߩࡊࡠࠫࠚࠢ࠻ߢߪ‫⇐ޔ‬ቇ‫౒ޔ‬ห⎇ⓥ‫ޔ‬ᢎຬߩ⋧੕ᵷ㆜ߣ޿ߞߚߎߣ߇ᄢ߈ߥᵴേߩࠦࡦ
ࡐ࡯ࡀࡦ࠻ߦߥߞߡ޿߹ߔ‫ޕ‬ኻ⽎ߪ ASEAN ஥߇ 10 ࠞ࿖ߩ 19 ߩᄢቇߢ‫ࠍࠇߘߦࠄߐޔ‬ᡰេߔࠆᣣᧄ஥ߩ 11 ߩᄢቇߢ‫ ߢ࡞࠲࡯࠻ޔ‬30 ߩᄢቇࠍࡀ࠶࠻ࡢ࡯ࠢߢ⚿ࠎߢ޿ࠆࡊࡠࠫࠚࠢ࠻ߢߔ‫ޕ‬ߎߩਛߢᣣᧄߦ⇐ቇߔࠆࡄ࠲࡯ࡦ‫ޔ‬ၞౝߢ ASEAN ⻉࿖ߦ⇐ቇߔࠆၞౝ⇐ቇ‫ ߦࠄߐޔ‬ASEAN⻉࿖ߦ⇐ቇߒߥ߇ࠄ‫ޔ‬ᣣᧄߦ৻ቯᦼ㑆ߛߌ᧪ࠆࠨࡦ࠼ࠗ࠶࠴ࡊࡠࠣ࡜ࡓߣ⑳㆐ߪ๭ࠎߢ޿߹ߔ
߇‫ޔ‬ASEAN ߩ࿖ߩ㑆ߢߩၞౝߩ⇐ቇߦᣣᧄߩ⍴ᦼߩ⇐ቇࠍട߃ߚࡒ࠶ࠢࠬဳߩ⇐ቇߣ޿ߞߚࠃ
߁ߥߐ߹ߑ߹ߥ⇐ቇߩࡊࡠࠣ࡜ࡓࠍᜬߞߡ߅ࠅ߹ߒߡ‫ ߩߎޔ‬10 ᐕ㑆ߢᦨ⚳⊛ߦ 900 ฬߩࡑࠬ࠲
࡯ߣ࠼ࠢ࠲࡯߇‫ޔ‬ᄢቇߩᢎຬߩෆߚߜߩਛߢ↢߹ࠇࠆ੍ቯߦߥߞߡ޿߹ߔ‫ޕ‬- 13 -

ߎߩ 900 ฬߩᢎຬߚߜ߇↢߹ࠇ‫ߦ⊛⚳ᦨޔ‬ቇ૏ࠍขߞߡ޿ߊߣ‫ߪࠗࡀ࡞ࡉߣ࡞࡯ࡐࠟࡦࠪޔ‬㒰߈߹ߔ߇‫ޔ‬ASEAN ߩኻ⽎ߣߒߡ޿ࠆ 19 ߩᄢቇߩᎿቇ♽ߩᢎቭߩ⚂ 20 ࡄ࡯࠮ࡦ࠻߇ᧄࡊࡠࠫ
ࠚࠢ࠻ߩතᬺ↢ߣߥࠅ‫ޔ‬ฦ࿖ߩਛᩭᄢቇࠍ⢒ᚑߔࠆߣ޿߁⋡⊛ߦߟ޿ߡߪ‫ࠆ޽ޔ‬⒟ᐲᚑᨐ߇಴
ࠆߩߢߪߥ޿߆ߣᕁߞߡ޿߹ߔ‫ޕ‬ߎ߁޿ߞߚࡀ࠶࠻ࡢ࡯ࠢဳߩදജࠍߔࠆߎߣߦࠃߞߡ‫ޔ‬ฦ࿖ߏߣߦ leading university ࠍߟߊࠆߎߣߦട߃ߡ‫ޔ‬ASEAN ߩਛߢᮮߩࡀ࠶࠻ࡢ࡯ࠢ߇಴᧪਄߇ߞߚߎߣ߇ᄢᄌᄢ߈ߥ೽↥‛ߢߏߑ޿߹ߒߚ‫ޕ‬੹ߩᄢቇߪ‫ޔ‬ᣣᧄߩᄢቇ߽฽߼ߡቅ┙ߒߡߪ޽ࠅᓧߥ޿‫ޕ‬࿖ౝߢߟߥ߇ࠅ‫ޔ‬࿾ၞߣߟߥ߇ࠅ‫ޔ‬਎⇇ߢߟߥ߇ࠆᔅⷐ߇޽ࠅ߹ߔ‫ ߢ߹੹ޕ‬ASEAN ߩ࠻࠶ࡊߩᄢቇߪ߶ߣࠎߤ߇ࠕࡔ࡝ࠞ߿࡛࡯ࡠ
࠶ࡄߣߪ⚿߮ઃ޿ߡ޿ߚߌࠇߤ߽‫ޔ‬ᔅߕߒ߽ᮮߦߪ⚿߮ઃ޿ߡ޿ߥ߆ߞߚ‫ࠍࠢ࡯ࡢ࠻࠶ࡀޔ‬ᜬߞߡ޿ߥ߆ߞߚ‫ ߇ࠇߘޕ‬ASEAN ߩਛߢ‫ޔ‬ASEAN ߣߒߡ‫ޔ‬ቇⴚ⊛ߥදജ߿ࡀ࠶࠻ࡢ࡯ࠢ߇ߟߊ
ࠄࠇࠆࠃ߁ߦߥߞߚ‫ޔߪࠇߎޕ‬SEED-Net ࡊࡠࠫࠚࠢ࠻ߩᄢᄌᄢ߈ߥ೽↥‛ߢ޽ߞߚߣᕁߞߡ޿
߹ߔ‫ޕ‬ߐࠄߦ‫⃻ޔ‬࿷ࡈࠚ࡯࠭ 2 એ㒠ߦ‫ࠍࠇߎޔ‬නߥࠆฦ࿖ߩ㐿⊒ߩ context㧔⁁ᴫ㧕ࠍ⿥߃ߡ‫ޔ‬ASEANߣᣣᧄ߇౒᦭ߔࠆቇⴚ⊛ߥࡀ࠶࠻ࡢ࡯ࠢ‫ߪߊߒ߽ޔ‬࿾ၞߩੱ᧚࠾࡯࠭⢒ᚑߩߚ߼ߩࡀ࠶࠻ࡢ࡯
ࠢߣߒߡߤ߁ᚑ㐳ߐߖࠆߴ߈߆ࠍ JICA ߣߒߡߪᬌ⸛ߒߡ޿ࠆߣߎࠈߢߏߑ޿߹ߔ‫ޕ‬㪍䋮㜞╬ᢎ⢒දജ䈱੹ᓟ㩷਎⇇ߪ੹ᄢᄌࠣࡠ࡯ࡃ࡞ൻߒߡ߅ࠅ߹ߔ‫ޔߚ߹ޕ‬ᣣᧄߪዋሶൻߦ⋥㕙ߒߡ޿߹ߔ‫߁޿߁ߎޕ‬ਛߢ‫ޔ‬ᣣᧄߪ਎⇇ߦੱ᧚ࠍ᳞߼ߡ޿߆ߥߌࠇ߫޿ߌߥ޿ᤨઍߦߥߞߡ޿ࠆߩߪ‫ߣߥࠈ޿ࠈ޿ޔ‬ߎࠈߢ⼏⺰ߐࠇߡ޿ࠆߣߎࠈߢߏߑ޿߹ߔ‫߁޿߁ߘޕ‬ਛߢ JICA ߪ‫ޔ‬Ꮏቇ♽ߩᢎ⢒ᡰេࠍⴕߞߡ
޿߹ߔ߇‫ޔ‬ᣣᧄߩਛߛߌߢߪචಽߢߪߥ޿ੱ᧚ࠍ਎⇇ߦ᳞߼ߡ޿ߊᗧ๧ߢ‫ޔ‬ᣣᧄߣ਎⇇߇
Win-Win㧔੕޿ߦ೑⋉ߩ޽ࠆ㧕ߩ㑐ଥߦߥࠇࠆߩߢߪߥ޿߆ߣᕁߞߡ޿߹ߔ‫ޕ‬ᣣᧄ߇਎⇇ߦੱ᧚⢒ᚑߢදജߒ‫ࠍ᧚ੱࠆߊߡࠇ߹↢ߡߞ߿߁ߘޔ‬ᣣᧄ߽ᵴ↪ߒߥ߇ࠄ‫ޔ‬਎⇇ߩਛߢㆡಾߥ࿾૏ࠍභ߼ߡ޿ߊߚ߼ߦߪ‫ޔ‬ᕟࠄߊᎿቇ߇৻⇟ࡐ࠹ࡦࠪࡖ࡞ߩ޽ࠆಽ㊁ߢ޽ࠅ‫ޔ‬ߛ߆ࠄߎߘᣣᧄߪ਎⇇ਛ߆ࠄ⑼ቇᛛⴚߩදജ߇᳞߼ࠄࠇߡ޿ࠆ‫ޕ‬
␠ળ⑼ቇߩవ↢߇޿ߚࠄᔶࠄࠇߡߒ߹߁߆߽ߒࠇ߹ߖࠎ߇‫߇ੱ⚛ޔ‬⠨߃ߡ߽ᴺቇ߿ⴕ᡽ቇ߿
ᢥቇߢߪߥߊ‫ࠅߪ߿ޔ‬Ꮏቇߩੱ᧚⢒ᚑߦᣣᧄߩജࠍ୫ࠅߚ޿ߣ‫ࠎ߱ߚޔ‬ㅜ਄࿖ߪᕁ߁ߢ޽ࠈ߁
ߣ⠨߃ߡ޿߹ߔ‫ߦࠈߎߣ߁޿߁ߘޕ‬ᣣᧄ߇ᚻࠍᏅߒિߴࠆߎߣ߇‫ޔ‬ᣣᧄ߇߹ߚ਎⇇ߩਛߢᔅⷐ
ߥੱ᧚ࠍᓧߥ߇ࠄ‫ޔ‬ᄢᄌࠣࡠ࡯ࡃ࡞ߥ਎⇇ߢ mobility㧔ᵹേᕈ㧕߇㜞߹ߞߡ޿ߊਛߢ‫ޔ‬ㆡಾߦੱ᧚ࠍ੨ฃߒߡ޿ߊߎߣߦ߽ߟߥ߇ߞߡ޿ߊߩߢߪߥ޿߆ߣᕁߞߡ޿߹ߔ‫ޕ‬ㅜ਄࿖ߪᄢᄌᄙ᭽ൻߒߡ޿ߡ‫ޔ‬వ߶ߤ↳ߒ਄ߍߚࠃ߁ߥਛㅴ࿖߆ࠄవㅴ࿖ߦ਄߇ࠆߚ߼ߩ㜞ᐲߥ↥ᬺੱ᧚‫ࠅ߹ߟޔ‬නߦ‫⃻ޔ‬႐ߩ⋙〈߇ߢ߈ࠆߣ޿߁ߎߣߢߪߥߊߡ‫ ࠈߒ߻ޔ‬innovation㧔ᄌ㕟㧕߇⿠ߎߖࠆࠃ߁ߥജࠍᜬߞߚ↥ᬺੱ᧚ࠍᔅⷐߣߒߡ޿ࠆਛㅴ࿖߽޽ࠇ߫‫࡝ࡈࠕߛ߹ߛ߹ޔ‬ࠞߩࠃ߁ߦ‫ߊోޔ‬ၮ␆⊛ߥᛛⴚࠍℂ⸃ߒߡᶏᄖ߆ࠄขࠅㄟ߻‫⃻ޔߪߊߒ߽ޔ‬႐ߩ⋙〈ࠍߔࠆߎߣߦ࠾࡯࠭߇޽ࠆ࿖߽޽ࠅ߹ߔ‫ޕ‬ߘ߁޿߁ᗧ๧ߢߪ‫ޔ‬ᣣᧄߩᒝߺ߇ߤߩ࿖ߢߪߤ߁޿߁߰߁ߦᵴ߆ߖߡ‫ߩߘޔ‬࿖ߩⅣႺߩਛߢ‫ޔ‬ߘ߁޿ߞߚੱ᧚߇ߤ߁޿߁ᓎഀࠍᨐߚߒߡ޿ߊߩ߆‫ޔ߇ࠇߘޔ‬ᣣᧄ߇਎⇇ߣᄖ੤⊛ߦ߽ߟߥ߇

- 14 -

ࠅ‫ޔ‬਎⇇ߩ࿖ߣදജߒߡ޿ߊਛߢ࡝࠲࡯ࡦ߽ᓧߥ߇ࠄ‫߅ޔ‬੕޿ߦ⦟޿㑐ଥࠍᜬߡࠆߩ߆ߣ޿߁
ߎߣࠍ‫ࠄ߇ߥ⷗ߦ߆⚦߼߈ޔ‬දജࠍ߿ߞߡ޿ߊᔅⷐ߇޽ࠆߣᕁߞߡ޿ࠆߣߎࠈߢߔ‫ޕ‬
JICA ߪ⍮ᕺ߽૕ജ߽ਇචಽߢᖠࠎߢ޿ࠆߎߣ߇㕖Ᏹߦᄙ޿ߩߢ‫੹߭ߗޔ‬ᣣ߅⿧ߒ޿ߚߛ޿ߡ
޿ࠆߘࠇߙࠇߩಽ㊁ߩߏኾ㐷ߩᣇߦ߽ߏᜰዉ޿ߚߛ߈‫ߏޔ‬ᗧ⷗߽޿ߚߛ߈ߥ߇ࠄ઀੐ࠍㅴ߼ߡ
޿߈ߚ޿ߣᕁ޿߹ߔߩߢ‫߅ߊߒࠈࠃߙ߁ߤޔ‬㗿޿޿ߚߒ߹ߔ‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽߽߁ߤޕ‬- 15 -‫⻠ ع‬Ṷ 2࠲ࠗߦ߅ߌࠆ↥ᬺ⊒ዷ߳ߩᎿቇᢎ⢒ߩ⽸₂䋪
䋭䉺䊙䉰䊷䊃ᄢቇ䉲䊥䊮䊃䊮࿖㓙Ꮏቇ㒮䋨㪪㪠㪠㪫䋩䉕੐଀䈮䋭㩷㩷䉼䊢䊮䊤䉾䉪䊶䊘䊦䊒䊤䉰䊷䊃㩷 䋨%JQPITCM2QNRTCUGTV㧕࡜࠴࠽࡝ࡦ࡮࠽ࠗ࠹ࠖ࠰࡜ࡆ࠶࠻ 4CEJPCTKP0KVKUQTCXWV䋩࠲ࡑࠨ࡯࠻ᄢቇࠪ࡝ࡦ࠻ࡦ࿖㓙Ꮏቇ㒮㧔SIIT㧕ⷐᣦ࠲ࠗߪャ಴ߦᒝߊଐሽߒߚ⚻ᷣᚑ㐳ࠍㆀߍߡ޿ࠆ‫ޕ‬ャ಴㗵ߪ࿖ౝ✚↢↥ߩ 3 ಽߩ 2 એ਄ࠍභ߼ߡ޿ࠆ‫ޕ‬࿖ㅪ㐿⊒⸘↹ (UNDP) ߇ 2009 ᐕߦႎ๔ߒߡ޿ࠆ (UNDP, 2010) ࠃ߁ߦ‫ੱ৻ߪࠗ࠲ޔ‬ᒰߚࠅߩ࿖ౝ✚↢↥߇ 8,135 ☨࠼࡞ߢ 82 ૏‫ੱޔ‬㑆㐿⊒ᜰᢙ (HDI) ߇ 0.783 ߢ 87 ૏ߦߘࠇߙࠇ
㗅૏ઃߌߐࠇߡ޿ࠆ‫ߩߎޕ‬ᢙචᐕߩ㑆‫ߪࠗ࠲ޔ‬ᕆㅦߥ⚻ᷣᚑ㐳ࠍ⚻㛎ߒ‫ޔ‬ว⸘ 42 ߩᎿᬺ࿅࿾߇
࿖ਛߦᐢ߇ࠆవㅴᎿᬺ࿖ߦߥࠅߟߟ޽ࠆ‫ޕ‬Ꮏᬺ⵾ຠߪ࠲ࠗߩਥⷐャ಴ຠߩ 65% એ਄ࠍභ߼ߡ޿
ࠆ‫ޕ‬వㅴᎿᬺ࿖ߩਛߢᜬ⛯ߒߚ⊒ዷࠍ⛯ߌࠆߚ߼ߦߪ‫ޔ‬࿖ኅߩ⢻ജ᭴▽߇㊀ⷐߢ޽ࠆ‫ޕ‬ታ㓙‫ޔ‬࠲ࠗߦ߅ߌࠆ⑼ቇ⠪ߣᛛⴚ⠪ߩੱᢙߪ 100 ਁੱ޽ߚࠅ 103 ੱߩߺߢᲧセ⊛ዋߥߊ‫ޔ‬ᄙߊߩవㅴ
Ꮏᬺ࿖ߩ 25 ಽߩ 1 ߆ࠄ 50 ಽߩ 1 ߪૐߊߥߞߡ޿ࠆ (Rasiah, 2002)‫ޕ‬ᄢቇߪߎߩὐߦ߅޿ߡ‫⸠ޔ‬✵‫ޔ‬ᢎ⢒‫⎇ޔ⺣⋧ޔࠬࡆ࡯ࠨޔ‬ⓥࠍ৻⥸ߦឭଏߔࠆߣ޿߁ਥⷐߥᓎഀࠍᨐߚߒߡ޿ࠆ‫ޕ‬࠲ࡑࠨ࡯࠻ᄢቇ߆ࠄ৻ㇱ⁛┙ߒߡ޿ࠆᎿ⑼♽ᄢቇߢ޽ࠆࠪ࡝ࡦ࠻ࡦ࿖㓙Ꮏቇ㒮 (SIIT) ߪᛛⴚ‫ޔ‬Ꮏቇ‫⚻ޔ‬༡ߩቇ૏ࠍ᝼ਈߒߡ޿ࠆ‫ࠗ࠲ޕ‬Ꮏᬺㅪ⋖ (FTI) ‫⚻ޔ‬ᷣ࿅૕ㅪวળ㧔⚻࿅ㅪ‫ ⃻ޔ‬ᣣᧄ⚻ᷣ࿅૕ㅪวળ㧕‫࠻࡯ࠨࡑ࠲ޔ‬ᄢቇߦࠃࠅ 1992 ᐕߦ⸳┙ߐࠇߚ SIIT ߪ‫߿ࠗ࠲ޔ‬๟ㄝ࿾ၞߦ
߅޿ߡኒធߥ↥ቇㅪ៤ࠍⴕߞߡ޿ࠆ໑৻ߩᯏ㑐ߢ޽ࠆ‫ޕ‬SIIT ߪ㜞޿ቇⴚ⊛᳓Ḱࠍ଻ߟߎߣࠍ⋡⊛ߣߒߡ߅ࠅ‫⎇ࠗ࠲ޔ‬ⓥၮ㊄ߦࠃࠅ 2007 ᐕߦታᣉߐࠇߚ⎇ⓥᬺ❣⹏ଔߢߪ‫ޔ‬ᢎຬ޽ߚࠅߩ࿖㓙⺰ᢥ⹹߳ߩ⺰ᢥ⊒⴫ᢙߣᢎຬ޽ߚࠅߩࠗࡦࡄࠢ࠻ࡈࠔࠢ࠲࡯ߦߟ޿ߡ‫ࠗ࠲ޔ‬࿖ౝߩߔߴߡߩᎿ
ቇ♽ᯏ㑐ߩਛߢ SIIT ߪ㚂૏ߩ⹏ଔࠍᓧߡ޿ࠆ‫⾗ޕ‬㊄߇ឭଏߐࠇߚߐ߹ߑ߹ߥ⎇ⓥ⺖㗴ߦ SIITߩᢎຬߪขࠅ⚵ࠎߢ߅ࠅ‫⎇ߩߘޔ‬ⓥ⺖㗴ߪ࠲ࠗߩ㔛ⷐߦ㑐ㅪߒ‫↥ޔ‬ᬺ⊒ዷߦነਈߔࠆ߽ߩߢ޽
ࠆ‫⃻ޕ‬࿷ 4,200 ฬࠍ⿥߃ࠆ SIIT ߩතᬺ↢߇↥ᬺ⇇߿ⴕ᡽஥ߢᵴべߒߡ߅ࠅ‫ߚ߹ޔ‬ᶏᄖߢቇ૏ࠍ
ขᓧߒࠃ߁ߣߔࠆ⠪߽޿ࠆ‫ޕ‬ㅊ〔⺞ᩏ߆ࠄ‫ޔ‬තᬺ↢ߪ઀੐ߢᵴべߒߡ߅ࠅ‫ޔ‬ㄭ޿዁᧪ߩ࠲ࠗߦ
߅ߌࠆ㊀ⷐߥഭ௛ജߣߒߡᦼᓙߐࠇߡ޿ࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ޕ‬㩷㪈㪅㩷 ᐨ⺰㩷
࠲ࠗߪ⚻ᷣᚑ㐳ࠍ⛯ߌߡ޿ࠆ‫᧲ޔ‬ධࠕࠫࠕߦ૏⟎ߔࠆ࿖ߢ޽ࠆ㧔࿑㧝㧕‫ߩߎޕ‬࿖ߪㆊ෰ 30 ᐕ⊒ዷࠍ⛯ߌ‫ޔ‬ㄘᬺࠍਥߣߔࠆ⚻ᷣ߆ࠄᎿᬺࠍਥߣߔࠆ⚻ᷣ߳ߣᄌൻߒߡ߈ߚ‫⃻ޕ‬࿷‫ੱߩࠗ࠲ޔ‬- 16 -

ญߪ 6,700 ਁੱߦ਄ࠆ‫ޕ‬࿖ㅪ㐿⊒⸘↹ߦࠃࠇ߫‫ޔ‬2009 ᐕߩ࠲ࠗߦ߅ߌࠆ৻ੱᒰߚࠅߩ࿖ౝ✚↢↥ (GDP) ߪ 82 ૏㧔8,135 ☨࠼࡞㧕ߦ૏⟎ߔࠆ‫⃻ޕ‬࿷‫ޔ‬Ꮏᬺ⵾ຠߪ࠲ࠗߩਥⷐャ಴ຠߩ 85 ࡄ࡯࠮ࡦ࠻એ਄ࠍභ߼‫ࠗ࠲ޔ‬࿖ౝᄖ߆ࠄߩ↥ᬺᛩ⾗߇޽ࠆ‫࡞ࡃ࡯ࡠࠣޕ‬ൻ߇ㅴ߻਎⇇ߩਛߢ‫ࠗ࠲ޔ‬߇ࠃࠅ┹੎ജࠍᜬߜ‫ޔ‬ലᨐ⊛ߦ┹੎ߔࠆߚ߼ߦߪ‫ోࠗ࠲ޔ‬૕߿࿾ၞߩ㔛ⷐߦ㑐ଥߔࠆ↢↥⃻႐ߢߩൕോ߹ߚߪ⎇ⓥ㐿⊒߇น⢻ߣߥࠆචಽߥᢎ⢒ࠍฃߌߚᛛⴚ⠪߿⑼ቇ⠪ߣ޿ߞߚ⾰ߩ㜞޿ੱ᧚߇ᔅⷐߢ޽ࠆ‫⺰ߩߎޕ‬ᢥߩ⋡⊛ߪᰴߩ 3 ߟߢ޽ࠆ‫ޕ‬1.

࠲ࠗߩ↥ᬺ⊒ዷߩ᭎ⷐࠍㅀߴࠆ‫ޕ‬

2.

࠲ࠗߦ߅ߌࠆ↥ቇㅪ៤ߩᚻᴺࠍ␜ߔ‫ޕ‬3.

SIIT ߦࠃࠆᎿቇᢎ⢒ࠍㅢߓߚ↥ᬺ㐿⊒ߩ੐଀ࠍ␜ߔ‫ޕ‬

࿑ 1. ᧲ධࠕࠫࠕߦ߅ߌࠆ࠲ࠗߩ૏⟎.

㪉㪅䉺䉟䈮䈍䈔䉎↥ᬺ㐿⊒㩷⃻࿷‫ߩࠗ࠲ޔ‬࿖᳃✚↢↥ (GDP) ߩ 3 ಽߩ 2 એ਄ߪャ಴߇භ߼ߡ޿ߡ‫ߩࠗ࠲ޔ‬ਥⷐߥャ಴⵾ຠߩ 65 ࡄ࡯࠮ࡦ࠻એ਄ߪᎿᬺ⵾ຠߢ޽ࠆ‫ޕ‬࿑ 2 ߪ 2010 ᐕߩ 1 ᦬߆ࠄ 7 ᦬߹ߢߦ߅ߌࠆ‫ߩࠗ࠲ޔ‬ャ಴Ꮏᬺ⵾ຠߩౝ⸶ࠍ␜ߒߡ߅ࠅ‫ߩߘޔ‬㗵ߪ 733 ం 4,100 ਁ☨࠼࡞ߦ਄ࠆ㧔Office of the Permanent
Secretary, 2010 - online㧕‫ࠄ߆ࠗ࠲ޕ‬ャ಴ߐࠇࠆਥⷐߥᎿᬺ⵾ຠߦߪ‫ޔ‬㔚ሶᯏེ‫ޔ‬㔚ൻ⵾ຠ‫⥄ޔ‬േゞ‫⵾ࠢ࠶࠴ࠬ࡜ࡊޔ‬ຠ‫⵾⛽❫ޔ‬ຠ‫ޔ‬ᑪ⸳⾗᧚‫ޔ‬ቲ⍹‫⃻ޕࠆ޽߇ࡓࠧޔ‬࿷‫ߩࠗ࠲ޔ‬ਛᔃ࿾ߥߤߦ
42 ߩᎿᬺ࿅࿾߇޽ࠅ㧔࿑ 3㧕‫↥ޔ‬ᬺ㐿⊒ߦㆡߒߚૐ⾓㊄ഭ௛ജࠍ฽߻‫ޔ‬ଢ೑ߥㆇㅍ‫ޔ‬ャㅍᚻᲑ߇޽ࠆ‫ޕ‬ᶏᄖ߆ࠄ࠲ࠗ߳ߩᛩ⾗ߢߪ‫ޔ‬ᣣᧄ߆ࠄߩᛩ⾗߇ᦨ߽ᄙߊ‫ోޔ‬૕ߩ 40 ࡄ࡯࠮ࡦ࠻એ਄ࠍ
භ߼ߡ޿ࠆ㧔࿑ 4㧕‫ޕ‬- 17 -

࿑ 2. 2010 ᐕ 1 ᦬߆ࠄ 7 ᦬߹ߢߩ࠲ࠗߦ߅ߌࠆᎿᬺャ಴⵾ຠ 㧔࠺࡯࠲ߪ(Office of
the Permanent Secretary, 2010 – Online) ࠃࠅᛮ☴㧕.

࿑ 3.

࠲ࠗߩᎿᬺ࿅࿾ (Industrial Estate Authority of Thailand, 2010 – Online).

- 18 -

࿑ 4.

2008 ᐕߦ߅ߌࠆᶏᄖ߆ࠄ࠲ࠗ߳ߩᛩ⾗ߩഀว (Office of the Permanent Secretary,2010 – Online)ᜬ⛯⊛ߥ⊒ዷߩⷰὐ߆ࠄߪ‫ޔ‬GDP ߛߌߢߪ࿖ߩ⊒ዷߦኻߔࠆో૕௝ࠍ⴫ࠊߔᱜ⏕ߥᜰᮡߢߪߥ
޿ᕟࠇ߇޽ࠆ‫ੱޕ‬㑆㐿⊒ᜰᢙ (HDI) ߪ‫ੱޔ‬㑆㐿⊒ߩ࡟ࡌ࡞ߢ࿖ࠍ㗅૏ߠߌࠆⶄᢙߩⷐ⚛߆ࠄߥࠆᜰᮡߣߒߡ૶ࠊࠇࠆ‫ޕ‬HDI ߪ‫ޔ‬ᐔဋ૛๮‫ޔ‬ᢎ⢒‫ޔ‬GDP ߆ࠄ᭴ᚑߐࠇ‫ోޔ‬૕ߩ⊒ዷߦ㑐ߒߡ෼౉ߩ
ߺࠃࠅ߽ࠃࠅ⹦⚦ߥో૕௝ࠍ␜ߔ‫ޕ‬࿑ 5 ߣ⴫ 1 ߦ␜ߐࠇࠆࠃ߁ߦ‫ ߩࠗ࠲ޔ‬HDI ߩ୯ߪ 0.783 ߢ
87 ૏ߦ૏⟎ߔࠆ‫ ࠆߌ߅ߦࠗ࠲ޕ‬HDI ߩ୯ߪ‫ޔ‬GDP ߿಴↢ᤨᐔဋ૛๮ߩ୯ߣߪ⇣ߥࠆ㧔⴫ 1㧕‫ޕ‬᧲ධࠕࠫࠕߩ 10 ࠞ࿖ߢ᭴ᚑߐࠇࠆ‫᧲ޔ‬ධࠕࠫࠕ⻉࿖ㅪว (ASEAN) ⚻ᷣ౒ห૕ (AEC) 㧔࿑ 1㧕
߇ 2015 ᐕߦ᭴▽ߐࠇࠆ੍ቯߢ޽ࠆ‫ޕ‬AEC ߢߪੱญ 5 ం 9,200 ਁੱ‫ޔ‬GDP ߇ 1 ళ 4,900 ం☨࠼࡞‫ޔ‬⾏ᤃ㗵߇ 1 ళ 5,400 ం☨࠼࡞ߣߥࠆ‫ޕ‬AEC ߩ㊀ⷐߥⷐ⚛ߣߒߡ‫ޔ‬න৻ߩᏒ႐߆ߟ↢↥᜚ὐ‫ޔ‬㜞޿┹੎ജࠍᜬߟ⚻ᷣ࿾ၞ‫౏ޔ‬ᐔߥ⚻ᷣ⊒ዷߩ࿾ၞ‫⚻࡞ࡃ࡯ࡠࠣޔ‬ᷣߦቢోߦⲢวߒߚ࿾ၞ‫߇ޔ‬᜼ߍࠄࠇࠆ‫ޕ‬1999 ᐕߩ࠺࡯࠲ߢߪ‫ ߩߤߥ࡞࡯ࡐࠟࡦࠪޔࡦࡇ࡝ࠖࡈޔࠕࠪ࡯࡟ࡑޔ‬ASEAN ട⋖࿖ߩ㧔߅ࠃߘ 60 ࡄ࡯࠮ࡦ࠻ߢ޽ࠆ㧕వ┵ᛛⴚャ಴ຠ߇వ┵ᛛⴚ↥ᬺߩਛߢ㜞޿ഀวࠍභ߼ߡ޿ߚ‫৻ޕ‬ᣇ‫ోߪࠗ࠲ޔ‬૕ߩャ಴ߦኻߒߡ‫ޔ‬33 ࡄ࡯࠮ࡦ࠻߇వ┵ᛛⴚャ಴ຠߢ޽ߞߚ㧔࿑ 6㧕‫⑼ޕ‬ቇ⠪ߣᛛⴚ⠪ߩว⸘ᢙࠍᲧߴߚߣ߈‫ޔ‬ᄙߊߩ ASEAN ട⋖࿖ߢߪ 100 ਁੱᒰߚࠅ 100 ฬ߆ࠄ 200 ฬߢ޽ࠆߩߦኻߒߡ‫ޔ‬ᣣᧄ߿ࠕࡔ࡝ࠞวⴐ࿖ߥߤߩవㅴᎿᬺ࿖ߢߪ 100 ਁੱ޽ߚࠅ 3,000 ฬ߆ࠄ 5,000 ฬߢ޽ࠆ㧔⴫ 2㧕‫ޕ‬AEC ߩ᭴▽ߪ‫ ߩઁߩߘ߿ࠗ࠲ޔ‬ASEAN ട⋖࿖ߩ↥ᬺ⊒ዷߦᯏળߣ⢿ᆭࠍਈ߃ࠆ
ߣ⠨߃ࠄࠇࠆ‫੹ޔߡߞ߇ߚߒޕ‬ᓟലᨐ⊛ߦ┹੎ߒߡ޿ߊߚ߼ߦߪᛛⴚ⠪߿⑼ቇ⠪ߣ޿ߞߚఝ⑲ߥഭ௛ജࠍ⢒ᚑߔࠆᔅⷐ߇޽ࠆ‫ޕ‬- 19 -

࿑ 5. 2009 ᐕߦ߅ߌࠆ࠲ࠗߩੱ㑆㐿⊒ᜰᢙ (UNDP, 2010).

⴫ 1. ੱ㑆㐿⊒ᜰᢙߩ୯‫ޔ‬಴↢ᤨᐔဋ૛๮‫ੱ৻ޔ‬ᒰߚࠅߩ࿖ౝ✚↢↥ߦ㑐ߔࠆ࠲ࠗߣઁ࿖ߣߩᲧセ 㧔࠺࡯࠲ߪ (UNDP, 2010) ߆ࠄߩᛮ☴㧕
Life

HDI

Country

rank

(HDIvalue)

1

Norway (0.971)

1

85

Ukraine (0.796)

105

expectancy

GDPCountry

rank

(US$GDPpercapita)

Japan (82.7)

1

Liechtenstein (85,382)

Belarus (69.0)

80

The former Yugoslav

Country(years)

atbirthrank

Republic of Macedonia(9,096)86

Azerbaijan (0.787)

106

Suriname (68.8)

81

Colombia (8,587)

87

Thailand (0.783)

107

Thailand (68.7)

82

Thailand (8,135)

88

Iran (Islamic

108

Fiji (68.7)

83

Dominica (7,893)

Republic) (0.782)
89

Georgia (0.778)

109

Moldova (68.3)

84

Azerbaijan (7,851)

182

Niger (0.340)

176

Afghanistan

181

Congo (Democratic(43.6)- 20 -

Republic of the) (298)࿑ 6.

ኾ㐷⡯ߩੱᢙᲧ₸ߦ߅ߌࠆ࠲ࠗߣઁ࿖ߣߩᲧセ (Rajah, 2002)

⴫ 2.

1991 ᐕ߆ࠄ 1998 ᐕߦ߆ߌߡ࠲ࠗߣઁ࿖ߦ߅ߌࠆ 100 ਁੱ޽ߚࠅߩ⑼ቇ⠪ߣᛛⴚ⠪ (S&E) ᢙ㧔࠺࡯࠲ߪ (Rajah, 2002) ߆ࠄߩᛮ☴㧕.

Country

S&E

Country

Per million people

S&E
Per million people

Japan

4,909

India

149

US

3,676

Thailand103

Australia

3,357

Malaysia

93

Canada2,719

Bangladesh

52

UK

2,448

Total

Russian Fed.

2,318

Korea, Rep.

2,193

2nd NIEs

Yugoslavia

1,099

European Trans

1,759

NIEs (Newly Industrialized
Economies)

1,443
938
279

China

454

Developed

2,430

Venezuela

209

Developing

975

Singapore

191

Philippines

157

LIDEs (Less Industrialized
Economies)- 21 -

931

㪊㧚䉺䉟䈮䈍䈔䉎↥ቇㅪ៤䈱઀⚵䉂⃻࿷࠲ࠗߦߪ 148 ߩᄢቇ߇޽ࠅ‫ ߜ߁ߩߘޔ‬78 ߇౏┙ᄢቇߢߘࠇએᄖ߇⑳┙ᄢቇߢ޽ࠆ (Officeof the Higher Education Commission, 2010 – Online)‫ߩࠄࠇߘޕ‬ᄙߊߩᄢቇ߇‫ޔ‬࿖ో૕‫ޔ‬࿾ၞ‫ߩ⋵ޔ‬ᔅⷐᕈߦ╵߃ࠆ᭽‫ߥޘ‬ቇ໧ಽ㊁ߦ߅޿ߡ‫ޔ‬ቇㇱ࡮ᄢቇ㒮ᢎ⢒ࠍឭଏߒߡ޿ࠆ‫ߩࠄࠇߘޕ‬ਛߢ߅ࠃߘ
20 ߩᄢቇ߇‫ޔ‬᡽ᐭ߿↥ᬺ⇇ߦኻߔࠆතᬺ↢ࠍヘ಴ߔࠆᎿቇᢎ⢒ࠍឭଏߒߡ޿ࠆ‫᦭ߡ޿߅ߦࠗ࠲ޕ‬⋉ߥ⚿ᨐ߇ᓧࠄࠇ‫ޔ‬ታᣉߐࠇߚ↥ቇㅪ៤ߩ઀⚵ߺ߇޽ࠆ‫ࠍ߆ߟߊ޿ߩߺ⚵઀ߩࠄࠇߘޕ‬એਅߦ␜
ߔ‫ޕ‬

a.

⎇ୃ࡮ᢎ⢒ߩ઀⚵ߺ. ᱜⷙߩᢎ⢒ߦട߃ߡ‫ޔ‬ᄢቇߪ↥ᬺ⇇ߩ㔛ⷐߦ㑐ߔࠆ․ቯߩ⑼⋡ߦߟ޿ߡ‫␠ޔ‬ળੱᢎ⢒߿⿠ᬺኅ߳ߩ⡯ᬺ⸠✵ࠍឭଏߔࠆ‫ޕ‬ᄢቇߪ↥ᬺ⇇ߩᛛⴚ⠪࡮⑼ቇ⠪ࠍ᜗޿ߡ‫⃻ޔ‬ઍߩ↥ᬺേะ߿ᣂߒ޿↥ᬺߩ⹤㗴ߦߟ޿ߡ⻠⟵߿࠮ࡒ࠽࡯ࠍቇ↢ߦኻߒߡⴕߞߡ޿ࠆ‫ޕ‬b. ࠨ࡯ࡆࠬ࡮⋧⺣ߩ઀⚵ߺ. ᄢቇߪ↥ᬺߦ㑐ߔࠆ໧㗴ߩ⸃᳿߿ߎࠇ߆ࠄขࠅ⚵߻⸘↹ߦኻߔࠆ⋧⺣ࠨ࡯ࡆࠬࠍឭଏߔࠆ‫ࠆ޽ޕ‬႐วߦߪ‫⵾ޔ‬ຠߩ⹺⸽߿ታ⸽ታ㛎ߩߚ߼ߦᄢቇߩ⎇ⓥቶ
߇૶ࠊࠇࠆ‫ޕ‬c.

⎇ⓥߩ઀⚵ߺ. ߎࠇߪ‫ޔ‬ᄢቇ߇↥ᬺ⇇ߦኻߔࠆ⎇ⓥࠍⴕ߁႐ว‫ߥ⊛⥸৻߽ᦨޔ‬⒳㘃ߩㅪ៤ߢ޽ࠈ߁‫⎇ޕ‬ⓥߩ⒳㘃ߪ‫ޔ‬໧㗴ߦၮߠߊ߽ߩ߿‫ޔ‬㕟ᣂ⊛ߥᛛⴚߦၮߠߊ߽ߩ߇޽ࠆ‫ޕ‬ਔᣇߩ႐ว߇⎇ⓥᚑᨐ߆ࠄᓧࠄࠇࠆ೑Ảࠍ౒᦭ߔࠆ‫ޕ‬ᄢቇߩⷙೣߦࠃࠅ‫ޔ‬ᢎຬߪ᣹ㅴ߿ᄾ⚂ᦝᣂߩߚ߼ߦ⺰ᢥࠍ⊒⴫ߒߥߌࠇ߫ߥࠄߥ޿ߚ߼‫ޔ‬ᄙߊߩᢎຬ߇⎇ⓥߩታᣉߦᾲᔃߢ‫⎇ޔ‬ⓥ⾗㊄ࠍ⏕଻ߔࠆߚ߼ߦ↥ᬺ⇇߿⎇ⓥ⾗㊄ឭଏᯏ㑐ߣߩදജࠍ⢻േ⊛ߦតߒߡ޿ࠆ‫ޕ‬㪋㪅

SIIT 䈮䉋䉎Ꮏቇᢎ⢒䉕ㅢ䈚䈢↥ᬺ⊒ዷ䈱੐଀ࠪ࡝ࡦ࠻ࡦ࿖㓙Ꮏቇ㒮 (SIIT) ߪ‫⥄ޔ‬ਥㆇ༡ߦࠃࠆ࠲ࡑࠨ࡯࠻ᄢቇߩ࿖㓙⎇ⓥᯏ㑐ߢ޽ࠆ‫ޕ‬SIITߪ‫ࠗ࠲ޔ‬Ꮏᬺㅪ⋖ (FTI) ߣ⚻ᷣ࿅૕ㅪวળ㧔⚻࿅ㅪ‫ ⃻ޔ‬ᣣᧄ⚻ᷣ࿅૕ㅪวળ㧔ᣣᧄ⚻࿅ㅪ㧕㧕ߩೋᦼ⽷᡽ᡰេࠍฃߌ‫ޔ‬FTI‫⚻ޔ‬࿅ㅪ‫࠻࡯ࠨࡑ࠲ޔ‬ᄢቇߦࠃࠅ 1992 ᐕߦ⸳┙ߐࠇߚ‫ޕ‬1996 ᐕ‫ޔ‬࿖₺㒨ਅ߆ࠄ‫ࡦ࠻ࡦ࡝ࠪޟ‬࿖㓙Ꮏቇ㒮‫ߩޠ‬ฬ⒓ࠍ⾦ߞߚ‫ޕ‬

SIIT ߪᎿቇቇ჻ (BEng)‫ޔ‬ℂቇቇ჻ (BSc) ‫ޔ‬ℂቇୃ჻ (MSc) ‫ޔ‬ඳ჻ (Ph.D) ߦኻߔࠆቇㇱ‫ޔ‬ᄢቇ㒮ߩ⻠⟵ࠍⴕߞߡ޿ࠆ‫ߩߘޕ‬ಽ㊁ߪ‫ޔ‬ൻቇᎿቇ (ChE) ‫ޔ‬࿯ᧁᎿቇ (CE) ‫↥↢ޔ‬Ꮏቇ (IE) ‫ޔ‬ᖱႎᛛⴚ (IT) ‫ޔ‬ᛛⴚ⚻༡ (MT) ‫ޔ‬ᯏ᪾Ꮏቇ (ME) ߢ޽ࠆ‫ޕ‬SIIT ߢⴕࠊࠇࠆ⻠⟵ߪߔߴߡ⧷⺆ߢⴕࠊࠇࠆ‫ޕ‬SIIT ࠍතᬺߒߚቇ↢ߪ࠲ࡑࠨ࡯࠻ᄢቇ߆ࠄቇ૏ࠍ᝼ਈߐࠇࠆ‫ޕ‬- 22 -

SIIT ߢߪᎿቇᛛⴚ‫ߺ⚵ޔ‬ㄟߺᑼࠪࠬ࠹ࡓߩߚ߼ߩᖱႎㅢାᛛⴚ‫‛ޔ‬ᵹ▤ℂࠪࠬ࠹ࡓ(logistics)ߣଏ⛎ㅪ㎮▤ℂ (supply chain management) Ꮏቇߦ㑐ߔࠆ࿖㓙Ꮏቇୃ჻⺖⒟ߩ⻠⟵߽ⴕߞߡ޿ࠆ‫ޕ‬ᢎ⢒࡮ቇ⠌ߣ⎇ⓥߦኻߔࠆᦨవ┵ߩᎿ⑼♽ᄢቇߣߥࠆዷᦸߣߣ߽ߦ‫ޔ‬2 ߟߩਥⷐߥ૶๮ߣߒߡ‫ޔ‬(1) ⾰ߩ㜞޿ቇ჻ߩቇ૏ࠍᜬߟᛛⴚ⠪ߣవ┵ߩ↥ᬺᛛⴚߣᬺോ↪⸒⺆ߣߒߡߩ⧷⺆ࠍᛒ߃ࠆ⑼ቇ
ᛛⴚ⠪ߩ⢒ᚑ‫(ޔ‬2) ᢎ⢒߿⃻ઍߩ↥ᬺߦ㑐ㅪߔࠆᎿቇ߿ᛛⴚߩ⎇ⓥ㐿⊒ߩታᣉ‫ࠍޔ‬ឝߍߡ޿ࠆ‫ޕ‬⃻࿷‫ޔ‬SIIT ߪࠕࠫࠕ‫ޔࡄ࠶ࡠ࡯࡛ޔ‬ർࠕࡔ࡝ࠞߩᢙᄙߊߩᄢቇߣᢎຬ࡮ቇ↢ߩ੤឵⇐ቇࡊࡠࠣ࡜ࡓࠍⴕߞߡ޿ࠆ‫ޔߪߢࡓ࡜ࠣࡠࡊߩߎޕ‬ᢎຬ߇⎇ⓥࡊࡠࠫࠚࠢ࠻ߩෳട⠪ߣ౒ห⎇ⓥߔࠆߛߌߢߥߊ‫ޔ‬ቇ↢߇੤឵⇐ቇవߩᄢቇߦߡ⻠⟵ߦෳടߢ߈ࠆࠃ߁ߦߥߞߡ޿ࠆ‫࡜ࠣࡠࡊߩߎߦࠄߐޕ‬ࡓߢߪ‫ޔ‬㜞ฬߥᶏᄖߩᢎ᝼ࠍ SIIT ߢߩ⻠⟵ߩߚ߼ߦቯᦼ⊛ߦ᜗ᓙߒߡ޿ࠆ‫ޕ‬

SIIT ߪ࠲ࡑࠨ࡯࠻ᄢቇ߆ࠄ⁛┙ߒߚᯏ㑐ߢ޽ࠆߚ߼‫ޔ‬SIIT ߩㆇ༡߿⽷᡽▤ℂߪᄢቇߩਛᄩߩ઀
⚵ߺߣߪಽߌࠄࠇߡ޿ࠆ‫ޕ‬SIIT ߩᣇ㊎߿ᬺോߪ‫࠻࡯ࠨࡑ࠲ޔ‬ᄢቇ‫ޔ‬FTI‫ޔ‬ᣣᧄ⚻࿅ㅪߩߘࠇߙࠇ
ߩઍ⴫ߣ‫ޔ‬ᄢቇ߆ࠄᜰฬߐࠇߚᢎຬ߆ࠄߥࠆ⹏⼏ᆔຬળߦࠃߞߡ▤ℂ࡮ㆇ༡ߐࠇࠆ‫ ߦࠄߐޕ‬2 ߟߩቇⴚᆔຬળ߇޽ࠆ‫৻ޕ‬ᣇߪቇⴚ⊛㗅૏⹏ଔᆔຬળ (ARAC) ߢ‫ޔ‬ᢎຬߩ᣹ㅴߦ㑐ߔࠆផ⮈ࠍⴕ߁‫ޕ‬߽߁৻ᣇߩቇⴚ⊛ᩏ⺒ᆔຬળ (ARC) ߪ‫ߩઁޔ‬ቇⴚ߿⎇ⓥߦ㑐ࠊࠆ੐ᨩߦ㑐ߔࠆᜰዉߣផ⮈ࠍⴕ߁‫ޕ‬㒮㐳߇₸޿ࠆ SIIT ߪ▤ℂㇱ㐷‫ޔ‬࿑ᦠ㙚‫ޔ‬ᖱႎࠨ࡯ࡆࠬ࠮ࡦ࠲࡯‫ޔ࡞࡯ࠢࠬࠢ࠶ࡒ࠺ࠞࠕޔ‬ቇㇱ߆ࠄߥࠆ‫ޕ‬

SIIT ߦߪ‫↢ޔ‬ൻቇᎿቇ⎇ⓥ⑼ (School of Bio-Chemical Engineering and Technology)‫ޔ‬࿯ᧁᎿቇ⑼(School of Civil Engineering and Technology) ‫ ⵾ ޔ‬ㅧ ࠪ ࠬ ࠹ ࡓ ࡮ ᯏ ᪾ Ꮏ ቇ ⎇ ⓥ ⑼ (School of
Manufacturing Systems and Mechanical Engineering)‫ޔ‬ᖱႎㅢାᎿቇ⎇ⓥ⑼ (School of Information,
Computer and Communication Technology)‫▤ޔ‬ℂᛛⴚ⎇ⓥ⑼ (School of Management Technology) ‫ޔ‬ᄢቇ㒮ᢎ⢒ኾ᡹ (Department of Common and Graduate Studies) ߣ޿߁ 5 ߟߩ⎇ⓥ⑼ (school) ߣ 1 ߟ
ߩኾ᡹ (department) ߇޽ࠆ‫ޕ‬⃻࿷࿷☋ߒߡ޿ࠆ 2,500 ฬߩቇ↢ߩ߁ߜ‫ ߘࠃ߅ޔ‬2,300 ฬ߇ቇㇱ↢ߢ‫߇ઁߩߘޔ‬ᄢቇ㒮↢ߢ޽ࠆ‫ߩߎޕ‬ਛߦߪ‫ޔ‬SIIT ߢቇ߱ోᣣ⇐ቇ↢‫ޔ‬੤឵⇐ቇ↢߇วࠊߖߡ߅ࠃߘ 100 ฬ޿ࠆ‫⃻ޕ‬࿷‫ޔ‬SIIT ߆
ࠄ 4,200 ฬߩቇ↢߇තᬺߒ‫ߩߘޔ‬ᄙߊߪડᬺߦൕോߒߡ޿ࠆ‫ޕ‬࿑ 7 ߪ 2009 ᐕߦතᬺߒߚቇ↢ߩ⛔⸘ࠍ␜ߒߡ޿ࠆ‫ߘࠃ߅ޕ‬ඨᢙߩතᬺ↢߇තᬺ⋥ᓟ߆ࠄ௛޿ߡ޿ࠆ‫ޕ‬- 23 -

↥ᬺ⇇ߣߩኒធߥㅪ៤ߦࠃࠅ‫ޔ‬SIIT ߢߪቇ↢߇ 4 ᐕ㑆ߩቇㇱቇ⠌ߦᓇ㗀ߥߊ‫ޔ‬ડᬺߢߩᛛⴚ⸠
✵ߦෳടߢ߈ࠆࠃ߁ߦߥߞߡ޿ࠆ‫ޟߩߎޕ‬᜛ᒛ⸠✵‫(ޠ‬extended training) ߣ๭߫ࠇࠆࡊࡠࠣ࡜ࡓߢ
ߪ‫ޔ‬ቇ↢߇ SIIT ߩᢎ᝼ߣ⸰໧వડᬺߩ౒หߢߩᜰዉߩਅ‫ޔ‬௛ߊߎߣ߇ߢ߈ࠆ‫ޔࠅࠃߦࠇߎޕ‬ᄢቇߣડᬺߩㅪ៤߇ࠃࠅᒝൻߐࠇࠆ‫ޕ‬Others19%
Further Study
31%

Working &Further Study
4%

Working46%

࿑ 7. 2009 ᐕߦ SIIT ࠍතᬺߒߚቇ↢ߩㅴ〝.

ቇ↢ߩ⾰ߦߟ޿ߡ‫ޔ‬SIIT ߪᰴߩ․⾰ࠍᜬߟቇ↢ࠍ⢒ᚑߔࠆߎߣࠍ⋡ᜰߒߡ޿ࠆ‫ޕ‬ᛛⴚ⊛┹੎ജߣ↥ᬺ⇇ߢߩ⚻㛎࿖㓙ᕈߣ㓸࿅ߩ৻ຬߣߒߡ௛ߊ⢻ജ⧷⺆ߩ⠌ᾫᐲߣ⊒⴫ᛛⴚડᬺ߿ឭ៤వ࿖ᄖᄢቇ࡮⚵❱ߦ߅ߌࠆ⚻㛎ߦࠃࠆቇ⠌ߣ᜛ᒛቇ⠌߆ࠄᓧࠄࠇߚ㓹↪ㆡᕈᐢ޿▸࿐ߩㅪ៤ߣੱ⣂ߦࠃࠆᶏᄖߩఝࠇߚᄢቇߢߩᄢቇ㒮ቇ⠌ߩᯏળ⻢ㄉ㩷ߎߩේⓂḰ஻ࠍ⵬ഥߒߡߊࠇߚ Peechalika Khattiya ᳁ߦᗵ⻢ߔࠆ‫ޕ‬ෳ⠨ᢥ₂㪑㩷
Office of the Permanent Secretary, Ministry of Commerce. (2010 – online), http://www.ops.go.th/main/.
Accessed on 21 September 2010.
Rasiah, R. (2002) TRIPs and Industrial Technology Development in East and South Asia, The European
Journal of Development Research, 14: 1, 171 — 199.

- 24 -

Office of the Higher Education Commission (2010 – Online). – http://inter.mua.go.th/main2/ index.php.
Assessed on 10 November, 2010.
UNDP (2010) Human Development Report 2009: Overcoming Barriers: Human Mobility andDevelopment, United Nations Development Programme.
Industrial Estate Authority of Thailand (2010 – online) http://www.ieat.go.th/ieat/. Accessed on 10
November 2010.

ᵈ䋺䋪ᧄේⓂ䋨ᣣᧄ⺆䋩䈲䇮⧷⺆ේᢥ䈱ෳ⠨⸶䈫䈜䉎䇯㩷- 25 -‫⻠ ع‬Ṷ 3䉟䊮䊄䊈䉲䉝䈮䈍䈔䉎Ꮏቇᢎ⢒䈱ᒝൻ䈫↥ᬺ⊒ዷ䋪䉰䊃䊥䉥䊶䉴䊙䊮䊃䊥⼾ᯅᛛⴚ⑼ቇᄢቇቴຬᢎ᝼

ⷐᣦ Ꮏቇᢎ⢒ߪ‫ޔ‬⢻ജߩ㜞޿ᛛⴚ⠪ࠍଏ⛎ߔࠆߎߣߦࠃࠅ‫ޔ‬਎⇇ߣ┹੎ߒᓧࠆ࿖ኅ↥ᬺߩ⢻ജࠍᒻᚑߔࠆ਄ߢ㊀ⷐߥᓎഀࠍᨐߚߒߡ޿ࠆ‫↥ޕ‬ᬺ⊒ዷߪ‫ޔ‬㕟ᣂ⊛ᛛⴚߦᷓߊၮߠߊ㜞ઃടଔ୯↥ᬺߦะ߆ߞߡ޿ࠆ‫ޕ‬Ꮏቇᢎ⢒ߪ‫ޔ‬ᛛⴚ⠪߇ഃㅧ⊛ߢ⁛ഃജߦ޽߰ࠇࠆࠃ߁ߦᢎ⢒ߢ߈ࠆࠃ߁ߦᒝൻߐ
ࠇࠆߴ߈ߢ޽ࠆ‫ޕ‬Ꮏቇቇ⠌ߩᣂߒ޿ᣇᴺࠍឭଏߔࠆᣂߒ޿ᣇᴺ⺰߇޽ࠅ‫ޔ‬ᛛⴚ⠪ߩ⾰ߣ⁛ഃജ߇ᄢ᏷ߦะ਄ߔࠆߣᦼᓙߐࠇࠆ‫ޕ‬ࠠ࡯ࡢ࡯࠼: Ꮏቇᢎ⢒‫ޔ‬᭎ᔨ⊛⍮⼂‫ޔ‬ઃടଔ୯‫୶ޔ‬ℂ‫ޔ‬⢻ജ㐿⊒㪈㪅㩷 ᛛⴚ⠪⢒ᚑ䈱 㪊 䈧䈱ゲ㩷⃻࿷ߩ਎⇇ⷙᮨߩ⺖㗴߿┹੎ߩਛߢߪᓇ㗀࿃ሶߩⶄ㔀ߐߪㆱߌࠄࠇߥ޿ߚ߼‫ޔ‬ᛛⴚ⠪ࠍ㙃ᚑߔࠆߦߪ․ቯߩᣇᴺ⺰߇᳞߼ࠄࠇࠆ‫ޕ‬ᛛⴚ⠪ߦߥࠆߦߪ‫⽿ޔ‬છ޽ࠆኾ㐷⍮⼂‫ޔ‬ᛛⴚ⠪ߣߒߡߩ⁛⥄ᕈߩᒻᚑ‫ޔ‬Ꮏቇᢎ⢒ߩ૕㛎ߣ޿߁ 3 ߟߩゲࠍ⚻㛎ߔࠆᔅⷐ߇޽ࠆ‫ ߩࠄࠇߎޕ‬3 ߟߩゲࠍ⛔วߔࠆߎߣߢ‫ߩ⾰ޔ‬㜞޿✚ว⊛ߥᛛⴚ⠪ߣߥࠆ[1]‫ޕ‬⃻࿷ߩ໧㗴ࠍ⸃᳿ߔࠆߚ߼ߦߪ‫ޔ‬୘ੱ‫౒ߪߚ߹ޔ‬ห૞ᬺߩ޿ߕࠇߢ޽ߞߡ߽‫ޔ‬ᛛⴚ⠪ߩᛛⴚ߿⢻ജߦߘߩ⍮⼂ߪᓇ㗀ࠍਈ߃ࠆߚ߼‫ޔ‬₪ᓧߒߚ⍮⼂ߪᦝᣂߒ‫⽿ޔ‬છࠍᜬߟᔅⷐ߇޽ࠆ‫⑼ޕ‬ቇᛛⴚߪᕆㅦߦㅴࠎߢ޿ࠆߚ߼‫ޔ‬ᛛⴚ⠪ߪߘߩㅴᱠߦㅢߓߡ޿ࠆߴ߈ߢ޽ࠅ‫ޔ‬₪ᓧߒߚ⍮⼂߇ㆡಾߥࠄ
߫ᛛⴚߩㅴᱠߦㅢߓߡ޿ࠆߎߣ߇ߢ߈ࠆ‫৻ޕ‬ᣇ‫ߥࠈ޿ࠈ޿ޔ‬⒳㘃ߩᢙ㒢ࠅߥ޿⍮⼂ߦᛛⴚ⠪ߪ⸅ࠇࠄࠇࠆߩߢ‫․ޔ‬ቯߩ໧㗴ࠍᛒ߁ߚ߼ߩㆡಾߥ⍮⼂ࠍㆬ߫ߥߊߡߪߥࠄߥ޿‫ޔߡߞࠃޕ‬ㆊ⺋߿⺋↪‫ޔ‬ਇᔅⷐߥኂ‫ⵍޔ‬ኂ‫ࠍࠅ⺋ޔ‬ㆱߌࠆߚ߼ߦ‫⽿ޔ‬છ޽ࠆኾ㐷⍮⼂ࠍᛛⴚ⠪ߦឭଏߔࠆߎߣ߇ᔅⷐ
ߢ޽ࠆ‫ޕ‬
ኾ㐷⍮⼂ߪ‫ޔ‬ቇ↢ߩ㗃ߦቇࠎߛ੐ᨩߦ㑐ଥߒߡ޿ࠆ‫ޕ‬㜞╬ᢎ⢒ߢቇ߱੐ᨩߪਛ╬ᢎ⢒ߢቇ߱ౝኈߣߪోߊ⇣ߥࠆ߇‫ޔ‬ਥⷐߥ⋡⊛ߪ✂⟜⊛ߦ⍮⼂ࠍ₪ᓧߔࠆߎߣߢ޽ࠅ‫ޔ‬ၮ␆⊛ߥ੐ᨩࠍᛒ߁ߩ
ߦචಽߢ޽ࠆ‫ޕ‬⃻࿷‫ޔ‬Ꮏቇᢎ⢒ߪ⹺⍮⑼ቇ⠪ߦࠃࠅታᣉߐࠇ‫ߩߘޔ‬ਥߥ⠨߃ᣇߪኾ㐷⍮⼂ߩ₪ᓧߦ㑐ߔࠆ߽ߩߢ޽ࠆ‫ߩߘޕ‬⠨߃ᣇߪ‫ޔ‬ኾ㐷ኅኻೋᔃ⠪ߩᨒ⚵ߣߒߡ⍮ࠄࠇࠆᣇᴺ⺰⊛ߥᚻᴺࠍ૶ߞߚ‫ޔ‬ኾ㐷ኅߣೋᔃ⠪ߩ♖␹ߩ㆑޿ߦኻߔࠆ․ᓽߠߌߦၮߠߊ‫ߩߎޕ‬ᨒ⚵ߪ৻⥸⊛ߥታ㛎ቶߢߩ૞ᬺࠍ‫ޟ‬ኾ㐷ኅ‫ޟߣޠ‬ೋᔃ⠪‫ߦޠ‬ਈ߃‫⹺ߦ․ޔ‬⍮ᔃℂቇߩ↪⺆ߦࠃࠅ‫⋧ޔ‬ኻ⊛ߥ૞ᬺߩᕈ⢻ࠍ⸃㉼ߔࠆ‫ޕ‬- 26 -

ኾ㐷ኅኻೋᔃ⠪ߩᨒ⚵ߪലᨐ⊛ߦ⍮⼂ࠍ₪ᓧߔࠆㆊ⒟ߦ߅޿ߡታᣉߐࠇߥߌࠇ߫ߥࠄߥ޿‫ޕ‬ኾ㐷ኅߪ‫ޔ‬ᐕ᦬ࠍ߆ߌߡ෼㓸࡮₪ᓧߒߚ⥄りߩ⚻㛎ߣ⍮⼂ࠍᣂߚߥታ㛎ෳട⠪ߣ౒᦭ߒߥߌࠇ߫ߥ
ࠄߥ޿‫ޔࠅࠃߦࠇߎޕ‬ቇ⠌ߩㆊ⒟߇ᒝൻߐࠇ‫ޔ‬ቇ⠌⠪ߪ⍮⼂ࠍㆡቱᦝᣂߢ߈ࠆ‫ޕ‬ኾ㐷⍮⼂ࠍᓧࠆᚻᴺߣߒߡ᳃ଶ⹹ (ethnographic) ⊛ᚻᴺ߇޽ࠆ‫ߩߎޕ‬ᚻᴺߪ‫ޔ‬ታ㛎ෳട⠪ߩⷞὐߦ㑐ߔࠆ․ቯߩ␠ળ⊛਎⇇ࠍ⴫⃻࡮ℂ⸃ߔࠆߚ߼ߦ‫ޔ‬ᣣᏱߩ૞ᬺਛ߿ߘߩ೨ᓟߦ߅޿ߡ‫ޔ‬ታ㛎ෳട⠪ߩⷰኤ߿ታ㛎ෳട⠪ߣߩળ⹤ߣ޿ߞߚߐ߹ߑ߹ߥᚻᴺࠍᵴ↪ߔࠆᣇᴺ⺰⊛ᚻᴺߢ޽ࠆ‫ޕ‬ᛛⴚ⠪ߢ޽ࠆߦߪ‫ޔ‬₪ᓧߒߚ⢻ജ߿⍮⼂ࠍ૶ߞߡ౏౒ߩ቟ోߣ❥ᩕࠍឭଏߔࠆߚ߼ߦᵴേߒߥ
ߌࠇ߫ߥࠄߥ޿‫ޕ‬Ꮏቇߪ┹੎ߦኻߔࠆ࿕᦭ߩ੐ᨩߢ޽ࠆߚ߼‫ޔ‬ᛛⴚ⠪ߣߒߡߩ⁛⥄ᕈ߇୘ੱߦᔅ
ⷐߢ޽ࠆ‫ޕ‬ᛛⴚ⠪ߪ‫ޔ‬ኾ㐷ᕈࠍᜬߟ୘ੱߩ․ᓽߣߒߡߩ⁛⥄ᕈࠍ⏕┙ߒߥߌࠇ߫ߥࠄߥ޿‫ޕ‬ᛛⴚ⠪ߦߥࠆߚ߼ߩቇ⠌ㆊ⒟ߦߪ⍮⼂₪ᓧࠃࠅ߽ᄢಾߥ‫ޔࠅߥߣੱߥ߁ࠃߩߤޔ‬ኾ㐷⊛ߥ੐଀ߦ㑐ߒߡߤ߁ੱ߆ࠄ⷗߃ࠆࠃ߁ߦߥࠆ߆߽฽߹ࠇࠆ‫ޕ‬Ꮏቇᢎ⢒ߩㆊ⒟ߢߪ‫ޔ‬ᜰቯߐࠇߚ⚻〝ࠍ⚻㛎ߔࠆߎߣߢ‫ޔ‬ᛛⴚ⠪ߣߒߡᔅⷐߢㆡಾߥ⍮⼂ࠍᓧࠆߎߣ߇ߢ߈ࠆ‫ޕ‬ㆡቱ㆐ᚑߐࠇࠆᔅⷐߩ޽ࠆ‫ޟࠆࠁࠊ޿ޔ‬ᔅ㗇ㅢㆊὐ‫ޔߣ޿ߥߢ߁ߘޕࠆ޽߇ޠ‬෼㓸࡮₪ᓧߒߚ⍮⼂ߪਇቢో߿ਇㆡಾߦߥߞߡߒ߹߁‫ࠎߚߞ޿ޕ‬ᢎ⢒⋡⊛߿ᢎ⢒ࡊࡠࠣ࡜ࡓ߇㆐
ᚑߐࠇࠇ߫‫ޔ‬තᬺ↢ߪᄢቇ߿ኾ㐷⚵❱ߣ޿ߞߚ౏⊛ᯏ㑐߆ࠄᛛⴚ⠪ߣߒߡ⹺⸽ߐࠇࠆߎߣ߇ᔅⷐ
ߢ޽ࠆ‫ޕ‬ᛛⴚ⠪ߦߥࠆߚ߼ߦߪ‫ޔ‬ᯏ㑐ߦࠃࠅᛚ⹺ߐࠇߥߌࠇ߫ߥࠄߥ޿‫ޕ‬Ꮏቇߩቇ߮ᣇߪቇ↢ߦࠃࠅ⇣ߥࠆ‫ޕ‬ቇ↢ߩ⋡ᮡߛߌߢߥߊ‫ޔ‬ቇ↢ߣߒߡߩᦼ㑆‫␠ޔ‬ળߣߩߟߥ
߇ࠅ‫ޔ‬Ꮏቇߦ㑐ߔࠆ⹺⸽ߩ⾰ߣౝኈߦኻߒߡߎࠇࠄߩ㆑޿ߪᔅὼߢ޽ࠆ‫ޕ‬ၮᧄ⊛ߥ┹੎ജߪ‫ޟ‬ᔅ㗇ㅢㆊὐ‫ߡߞࠃߦߣߎࠆߔ↱⚻ࠍޠ‬₪ᓧߐࠇࠆߴ߈ߢ޽ࠆ߇‫ޔ‬ቇ↢߇ฃߌࠆᎿቇᢎ⢒ߩ⒳㘃ߦᔕߓߢ‫ޔ‬ᛛⴚߦ㑐ߔࠆ⹺⸽ߦߪ᏷߇޽ࠆ‫ޕ‬
ߎߩ 3 ߟߩゲ㧔⽿છ޽ࠆኾ㐷⍮⼂ߩ㐿⊒‫ޔ‬ᛛⴚ⠪ߣߒߡߩ⁛⥄ᕈߩᒻᚑ‫ޔ‬Ꮏቇᢎ⢒ߩ૕㛎㧕ࠍ⛔วߔࠆߎߣߦࠃࠅ‫ߩ౒౏ߪߦ⊛⚳ᦨޔ‬೑⋉ߩߚ߼ߦ௛߈‫⺞ޔ‬๺ߩขࠇߚ਎⇇ᐔ๺ࠍ૞ࠆߎߣߩ
ߢ߈ࠆ‫ߩ⾰ޔ‬㜞޿‫┹ޔ‬੎ജߩ޽ࠆᛛⴚ⠪߇⢒ᚑߐࠇࠆ‫ޕ‬㪉㪅㩷 ୶ℂ䈫ኾ㐷䈱⽿છ㩷୶ ℂ ⷙ ቯ ߪ ୶ ℂ ⊛ ᚑ 㐳 ߩ ߚ ߼ ߩ ᢎ ⢒ ߩ ⋡ ᮡ ࠍ ᭴ ᚑ ߔ ࠆ ᣇ ᴺ ߣ ⠨ ߃ ࠄ ࠇ ߡ ޿ ࠆ ‫ ޕ‬ABET
㧔Accreditation Board for Engineering and Technology, Ꮏቇᛛⴚ⹏ଔ⹺ቯᆔຬળ㧕ߩቇ⠌ᚑᨐߣߒߡ
‫ޟ‬ኾ㐷⊛࡮୶ℂ⊛⽿છߩℂ⸃‫ޔ‬਎⇇⊛࡮␠ળ⊛ߥᢥ⣂ߢߩᛛⴚ⊛⸃᳿ߩᓇ㗀ࠍℂ⸃ߔࠆߩߦᔅⷐ
ߥᐢ▸ߥᢎ⢒‫↢ޔ‬ᶦቇ⠌ߦᓥ੐ߔࠆ⢻ജߩߚ߼ߦᔅⷐߥ⹺⼂‫⃻ޔ‬ઍߩ໧㗴ߩ⍮⼂‫߇ޠ‬᜼ߍࠄࠇࠆ‫ޕ‬
୶ℂߪ౏༡ડᬺ࡮⸳஻߿౏⊛ߥ቟ోᕈߦ㑐ࠊࠆߚ߼‫ޔ‬ᛛⴚ⠪ߣߒߡߩታ〣ߦ߅޿ߡ㊀ⷐߥ㕙ࠍᜬߟ[2]‫ޕ‬ᛛⴚ୶ℂߦߪ‫ߩ౒౏ޔ‬቟ో‫ޔ‬ⅣႺߩᜬ⛯ᕈ‫ޔ‬ᛛⴚ⠪ߣߒߡߩ᏷ᐢ޿౏⊛ߥ૶๮‫ ߁޿ߣޔ‬3 ߟߩ㊀ⷐߥ੐ᨩ߇޽ࠆ‫ޕ‬ኾ㐷ߩᛛⴚ⠪ߣߒߡ⊓㍳࡮⹺นߐࠇߚੱߪ‫ߩߘޔ‬㊀ⷐߥ੐ᨩߦᴪߞߡⴕേߔ
ࠆ‫⊓ޔߣ޿ߥߢ߁ߘޕ‬㍳࡮⹺นߪขࠅ਄ߍࠄࠇࠆ߆஗ᱛߐࠇࠆ‫ޕ‬⡯ᬺᛛⴚ⠪ߣߪ࿾ၞߩ৻ຬߢ޽
ࠅ‫ޔ‬୘ੱߢߪⴕേߖߕ‫ޔ‬㧔୶ℂߦ෻ߔࠇ߫㧕᳞߼ࠄࠇߚߎߣࠍᒁ߈ฃߌߥ޿ੱࠍᗧ๧ߔࠆ‫ޕ‬⺈ታߐ߽⡯ᬺᛛⴚ⠪ߦߣߞߡ㊀ⷐߥ⠨߃ᣇߢ޽ࠅ‫ޔ‬ቇ⠌ਛߩ಴᧪ࠆ㒢ࠅᣧ޿Ბ㓏߆ࠄቇ߱ߴ߈
ߢ޽ࠆ‫ޕ‬Ꮏቇ♽ߩቇ↢ߩ㑆ߢਇᱜⴕὑ߇ᐢߊ᥉෸ߒ‫ޔ‬⡯႐ߢߩਇ⺈ታߥਇᱜⴕὑ߇ᄙߊ⿠ߎࠇ߫‫ޔ‬⺈ታߐߦ㑐ߔࠆ໧㗴ߩ㊀ⷐᕈ߇ᒝ⺞ߐࠇࠆ‫ޕ‬ᛛⴚ୶ℂߪቇ↢ߩ୶ℂࠃࠅ߽ߪࠆ߆ߦ਄ߦ޽ࠆ‫ޕ‬ቇⴚ⊛ߥ⺈ታߐߣ୶ℂ⊛ߥ ᔨ੐㗄ࠍ㑐ㅪઃߌࠆߩߪᏱߦ㊀ⷐߥߎߣߢ޽ࠆ‫ޕ‬- 27 -

Ꮏቇߩታ〣ߦ߅޿ߡ౒ห૞ᬺߪߣߡ߽৻⥸⊛ߢ޽ࠅ‫ޔ‬ታ㓙ߦߘࠇߪᛛⴚ⠪ߣߒߡߩᒝߺߩ߭ߣ
ߟߢ޽ࠆ‫౏ޕ‬ᐔߐߪ౒ห૞ᬺߦ㑐ଥߒߡ⃻ࠇࠆ୶ℂ⊛ߥ੐ᨩߩ߭ߣߟߢ޽ࠆ‫౏ޕ‬ᐔߐߦߟ޿ߡߪ
ᛛⴚ୶ℂⷙቯߦ␜ߐࠇߡ޿ࠆ‫ޕ‬୶ℂߩࠞ࡝ࠠࡘ࡜ࡓߣᢎ⢒ᣇᴺ୶ℂࠍᢎ߃ቇ߱ㆊ⒟ߦߪ‫ޔ‬න⁛ߩ୶ℂߩ⻠⟵ߢᢎ߃ࠆ‫ޔ‬⡯ᬺ⽿છߣ୶ℂߦߟ޿ߡ◲නߥ⼏⺰ࠍⴕ߁‫ޔ‬ᛛⴚ୶ℂߣ⡯ᬺ⽿છߦߟ޿ߡ᭴ᚑߔࠆ‫ߩ߆ߟߊ޿ߚߞ޿ߣޔ‬ᣇᴺ߇޽ࠆ‫ޕ‬
୶ℂߪ੐଀ࠍ⸛⼏ߔࠆਛߢ߽⷗ࠄࠇࠆ‫⟵⻠ޔ߫߃଀ޕ‬ਛߦ⸒෸ߐࠇߚᱧผ⊛ߥ੐଀߿‫ࠍ▚⸘ޔ‬ㅴ߼ࠆ೨ߩቇ↢ߦࠃࠆ⸃ᨆ໧㗴ߩ୯ߩㆬᛯ‫ޔ‬ቇ↢߇ᛛⴚ⊛ߥ⾰ߣ୶ℂ㕙ߦߟ޿ߡᛛⴚ⊛ߥ᳿ቯࠍ⸃ᨆߔࠆߣ߈ߩ੐଀⎇ⓥ‫ߚߞ޿ߣޔ‬႐ว߇޽ࠆ‫ޕ‬࿾ၞኒ⌕ဳߩቇ⠌߇‫␠ޔ‬ળ⊛࡮⡯ᬺ⊛ߥ⽿છ‫୶ޔ‬ℂ⊛ߥ᳇ߠ߈ߣ⚛㙃‫ޔ‬ᛛⴚ⊛ߥ઀੐ߦ߅ߌࠆ
੤ᷤᛛⴚ‫ࠍߩ߽ߚߞ޿ߣޔ‬฽߻㊀ⷐߥᚑᨐࠍଦㅴߔࠆߚ߼ߦ‫ޔ‬Ꮏቇㇱߢߩ㊀ⷐߥᢎ⢒ᣇᴺߣߒߡ
ㄭᐕᵈ⋡ߐࠇߡ޿ࠆ‫ޕ‬ᛛⴚ⠪ߩ⢻ജ㐿⊒Ꮏቇ♽ߩቇ↢ߪ ‫ޟ‬2020 ᐕߩᛛⴚ⠪ (The Engineer of 2020)‫ߩ ޠ‬ၮḰࠍḩߚߔࠃ߁ߦᔅⷐߥ⍮⼂߿ᛛⴚࠍቇ߱ᔅⷐ߇޽ࠆ‫᦭ޕ‬ലᕈߦߟ޿ߡ‫ޔ‬ቇ↢ߪ᭴ᚑਥ⟵‫ޔ‬⍮⼂ߩ⚵❱ൻ㧔੐ታߦၮߠߊ⍮⼂ߩᷓ޿ၮ␆‫ޔ‬੐ታ߿᭎ᔨߩℂ⸃‫ޔ‬⍮⼂ߩ⚵❱ൻ㧕‫ޔ‬ᕁ⠨ߦ㑐ߔࠆᕁ⠨㧔ࡔ࠲⹺⍮ᚻᴺ㧕ࠍᛒ߃ࠆࠃ߁ߦߥࠆߴ߈ߢ޽ࠆ‫ޕ‬ട߃ߡ‫ޔ‬ᕁ⠨߿ቇ⠌ߩࡕ࠺࡞ൻ㧔ᵴᕈൻ‫ޔ‬ㅪᗐ‫✬ޔ‬㓸‫ޔ‬೙ᓮ㧕߽‫ޔ‬ᛕ್⊛ߥಽᨆࠍⴕ߁ߚ߼ߦᛛⴚ⠪ߦߪᔅⷐߢ޽ࠆ[3]‫ޕ‬Ꮏቇ♽ߩቇ↢ࠍᛒ߁ߦߪ‫ޔ‬ᢎຬߪᰴߩ੐ታࠍℂ⸃ߔߴ߈ߢ޽ࠆ‫ޕ‬-ቇ↢ߪߔߢߦ⍮ߞߡ޿ࠆߎߣ߆ࠄᜰ␜ߦኻߔࠆ෻ᔕࠍ⚵ߺ┙ߡࠆ‫ޕ‬-એ೨ߦߪߞ߈ࠅߣⷡ߃ߚ੐ᨩࠍᔓࠇߐߖࠆߎߣߪ㔍ߒ޿‫ޕ‬-ቇ↢ߩ෻ᔕߪ‫ߩߢ߹ࠇߘޔ‬ᢥ⣂ߦଐሽߔࠆ‫ޕ‬-੹ᛒߞߡ޿ࠆ⹤㗴ߦߟ޿ߡ‫ޔ‬ቇ↢߇⍮ߞߡ޿ࠆߎߣࠍℂ⸃ߔࠆߩߪ㊀ⷐߢ޽ࠆ‫ޕ‬-ᜰዉᢎຬߪቇ↢ߩ✬㓸ߐࠇߚ⍮⼂ࠍಽᨆߒߡផ᷹ߔࠆߎߣ߇ᔅⷐߢ޽ࠆ‫ޕ‬-ቇ↢ߩㆡಾߥ⍮⼂ߩᨒ⚵ᛛⴚ⠪ߩၮ␆⊛ߥ⢻ജߪ‫࡞࠺ࡕߦ․ޔ‬ൻߦߟ޿ߡ⠨߃‫ޔ‬ቇ߱ߎߣߢ޽ࠆ‫࡞࠺ࡕޕ‬ൻߪᛛⴚ⊛໧㗴ࠍ⸃᳿ߒ‫␠ޔ‬ળၮ⋚࡮⸳஻ࠍ⸳⸘ߔࠆ㊀ⷐߥⷐ࿃ߢ޽ࠆ‫ߩߎޕ‬⢻ജߦߪቇ↢߇⑼ቇᛛⴚߦ߅޿
ߡᢙቇࠍߤߩࠃ߁ߦ૶߁߆‫߽ߣߎ߁޿ߣޔ‬฽߹ࠇࠆ‫ޕ‬ᛛⴚ⠪ߣ⑼ቇ⠪ߪ৻⥸ߦᢙቇ߇ᗧ๧޽ࠆ߽
ߩߛߣ⠨߃ߡ޿ࠆߚ߼‫ޔ‬ᢙቇߣ⑼ቇᛛⴚߣߩ㑐ଥߪ㊀ⷐߢ޽ࠆ‫‛ޕ‬ℂߣᢙቇߢߪᗧ๧߇⇣ߥࠆ႐ว߇޽ࠅ‫ߩߘޔ‬㆑޿ߪᢙቇߣ‛ℂߩ㑐ଥࠍㅊⓥߔࠆߎߣߢℂ⸃ߐࠇࠆߪߕߢ޽ࠆ‫ޕ‬㪌㪅㩷 Ꮏቇᢙℂ䈮䈍䈔䉎᭎ᔨ⊛⍮⼂㩷Ꮏቇᢙℂ (engineering science) ߪᎿቇᢎ⢒ߩၮ␆ߢ޽ࠆߚ߼‫ޔ‬ቇ↢߇Ꮏቇᢙℂࠍ✚ว⊛ߦℂ⸃ߔ
ࠆߎߣߪ‫ޔ‬Ꮏቇᢎ⢒ࠍⴕ߁਄ߢ㊀ⷐߢ޽ࠆ‫ޕ‬Ꮏቇᢙℂࠍℂ⸃ߔࠆߦߪ‫ޔ‬ၮ␆⎇ⓥ߿ᔕ↪⎇ⓥߣ޿
ߞߚㆊ෰ߩᚑᨐࠍቇ߱ߎߣߦࠃࠅ‫ޔ‬᭎ᔨ⊛ߥ⍮⼂ࠍ₪ᓧߔࠆߎߣ߇ᔅⷐߢ޽ࠆ‫ޕ‬Ꮏቇᢙℂߦ߅ߌࠆ㔍ߒ޿᭎ᔨߪቇ↢߇ቇ߱਄ߢ㊀ⷐߢ޽ࠅ‫߽ᦨޔ‬ലᨐ⊛ߥቇ⠌ㆊ⒟ߩ߭ߣߟߢ޽ࠆ‫ޕ‬㔍ߒ޿႐ว- 28 -

ߩ໧㗴଀ࠍ⍮ࠆߎߣߪ‫ޔ‬ቇ↢߇዁᧪ታ㓙ߦᛛⴚ⊛ߥ໧㗴ࠍ⸃᳿ߔࠆ਄ߢ⥄ାߦߟߥ߇ࠆ‫ޕ‬Ꮏቇᢙ
ℂߢߪ‫ޔ‬ജቇ‫ޔ‬ᾲജቇ‫⋥ޔ‬ᵹ࿁〝ߩ 3 ߟ߇᭎ᔨ⊛ߥ⍮⼂ࠍ⴫ߔਥ㗴ߣߒߡ᜼ߍࠄࠇࠆ[4]‫ޕ‬Ꮏቇᢙℂߪ㔍ߒ޿ౝኈߛߣ⠨߃ࠄࠇߡ޿ࠆߚ߼‫ޔ‬ቇ↢߇Ꮏቇᢙℂߩ᭎ᔨࠍℂ⸃ߔࠆߩߪ࿎㔍ߢ޽ࠆ‫ߚߞ޿߁ߘޕ‬ቇ⠌਄ߢߩ㓚ኂࠍขࠅ㒰ߊᣇᴺࠍ޿ߊߟ߆␜ߔ‫ޕ‬-ቇ↢߿⁁ᴫࠍ㕖㔍ߒߥ޿‫ޕ‬-ဳߤ߅ࠅߩ⸃᳿ᴺߢᅷදߒߥ޿‫ޕ‬-ਥ㗴ߩౝኈ߆ࠄቇ↢ߩ෻ᔕߦᵈ⋡ߔࠆ‫ޕ‬-ቇ↢ߩ෻ᔕ߆ࠄߘߩේ࿃ߦᵈ⋡ߔࠆ‫ޕ‬⁛ഃ⊛ߥᎿቇᢎ⢒਎⇇⊛ߥ┹੎ߩਛߢߪ‫┹ߩߘޔ‬੎ߩਛߢ↢߈ᛮߌࠆ㜞޿⢻ജࠍᜬߞߚᛛⴚ⠪ࠍ↢ߺ಴ߖࠆ‫⁛ޔ‬ഃ⊛ߥᎿቇᢎ⢒ࠍ૞ࠅ਄ߍࠆߎߣ߇㊀ⷐߢ޽ࠆ‫ޕ‬㜞╬ᢎ⢒ࠍⴕ߁ᄢቇߪ⥄ਥ⊛ߢ޽ࠆߴ߈ߢ‫ߘޔ‬߁ߢߥߌࠇ߫⁛ഃ⊛ߢ┹੎ജߩ޽ࠆᄢቇߦߪߥࠄߥ޿‫ޕ‬ᄢቇߩ⥄ਥᕈߪ࿖㓙⊛ߦ┹੎ജߩ޽ࠆᄢ
ቇߦ߅ߌࠆ೨ឭ᧦ઙߢ޽ࠆ‫ޕ‬࿖ߪ‫ޔ‬ᄢቇߦട߃ߡ‫ޔ‬ᒝ޿↥ᬺࠍᜬߟᔅⷐ߇޽ࠆ‫ߪࠇߎޕ‬⢻ജߩ㜞޿ੱ᧚ࠍ⢒ᚑߢ߈ࠆ┹੎ജߩ޽ࠆᢎ⢒ߦ‫ޔ‬ᒝ࿕ߥၮ⋚ࠍឭଏߔࠆߚ߼ߢ޽ࠆ‫↥ߩߘޕ‬ᬺߪ‫ޔ‬࿖ߦࠃࠅⴕࠊࠇࠆ‫ޔ‬ઃടଔ୯ࠍ
↢ᚑߢ߈ࠆ⢻ജ㐿⊒ߦၮ␆ߠߌࠄࠇࠆߴ߈ߢ޽ࠆ‫ߩߎޕ‬ઃടଔ୯ߪ‫ޔ‬਎⇇ߩ┹੎ߦ߅ߌࠆ࿖ߩ┹੎ജࠍ᳿ቯߔࠆ‫ޕ‬⁛ഃ⊛ߥᎿቇᢎ⢒ߦ⽿છߩ޽ࠆᄢቇ߿↥ᬺߛߌߢߥߊ‫ⴕޔ‬᡽߽ߎߩઙߢਛᔃ⊛ߥᓎഀࠍᨐߚߔ
ߩߪ‫ⴕޔ‬᡽߇ᄢቇ߿↥ᬺߩᵴേࠍଦㅴߔࠆߚ߼ߢ޽ࠆ‫ޕ‬᡽ᐭߪ↥ᬺߣᄢቇࠍᡰេߔࠆߎߣߦࠃࠅ‫ޔ‬ᄢቇ࡮↥ᬺߪㅴᱠߒ‫ޔ‬หᤨߦലᨐ⊛ߥ⋧੕ㅪ៤ࠍ᭴▽ߢ߈ࠆ‫ߥ߁ࠃߩߎޕ‬ㅪ៤ߦࠃࠅ‫↥ޔ‬ᬺߣᄢቇߩਔᣇ߇㕖Ᏹߦ⊒ዷߒ‫ߦ⊛⚳ᦨޔ‬࿖ኅߩ┹੎ജߦ߅ߌࠆᒝ޿ᩇߣߥࠆ‫ޕ‬ᄢቇߣߩㅪ៤ߦࠃࠆ↥ᬺᒝൻߦߟ޿ߡ‫ޔ‬࿖ߪၮᧄ⊛ߦ⑼ቇᛛⴚߩ⢻ജࠍᒝൻߔߴ߈ߢ޽ࠅ‫ߘޔ‬ߩ੐ᨩࠍ⠨ᘦߒߚᯏ㑐߽⸳┙ߐࠇߡ޿ࠆ [5]‫ߩߘޕ‬ᯏ㑐ߪ‫⃻ޔ‬࿷ߩ⑼ቇᛛⴚߩ⁁ᴫ‫ࡓ࠹ࠬࠪ↥↢ޔ‬ߩᄌൻ‫ޔ‬ᔅ㗇੐㗄㧔㓚ኂࠍขࠅ㒰ߊ⁛ഃജ‫ޔ‬᡽ᐭߩ⽷᡽᡽╷߳ߩ௛߈߆ߌ‫⏕ޔ‬ታᕈߩ⏕┙‫࠺ࡔޔ‬ࠖࠕߩ⚵❱ൻ‫ߦ࡞࠲ࡇࡖࠠ࡯ࡖ࠴ࡦࡌޔ‬ኻߔࠆⷙೣߩ೙ቯ㧕‫ޔ‬ᒝൻߩ᧦ઙߠߌ㧔↥ᬺൻ߳ߩᛩ⾗‫ޔ‬࿖ߦ߅ߌࠆ⑼ቇᛛⴚߩ઀⚵ߺߩᒝൻ‫ޔ‬ᄢቇ࡮⎇ⓥ㐿⊒ᯏ㑐ߩㅪ៤㧕ߥߤߦ㑐ࠊߞߡ޿ࠆ‫ޕ‬ᛛⴚࠍၮ⋚ߣߔࠆડᬺ
㜞ઃടଔ୯ࠍ↢ߺ಴ߔડᬺߦߪ‫ޔ‬ᛛⴚࠍၮ⋚ߣߔࠆડᬺ߇޽ࠆ‫ޔߪߦࠕࠪࡀ࠼ࡦࠗޕ‬ᛛⴚࠍၮ⋚ߣߔࠆᣂ⥝ડᬺ߇ᄙߊ޽ࠅ‫ޔ‬࿾ၞߩᛛⴚ⠪ߩ⾰ߦᄢ߈ߊଐሽߒߡ޿ࠆ‫ޕ‬ታ㓙ߦ࿾ၞߩᛛⴚ⠪ߪ࿖㓙⊛ߥឭ៤వ߿⋧ᚻડᬺߣ┹੎ߒ‫ޔ‬ᵴべߒߡ޿ࠆ‫ ࠆ޽ߦࡦ࡜ࠞ࠴࡮ࠪࠞࡉߪ଀ߩߟߣ߭ޕ‬PT
United Tractors Pandu Engineering ߢ޽ࠆ‫ ⚂ޕ‬50 ฬߩᛛⴚ⠪ࠍ㓹ߞߡ߅ࠅ‫ߩߘޔ‬ᄙߊߪࠗࡦ࠼ࡀࠪ
ࠕߩᄢቇߢᯏ᪾Ꮏቇࠍቇࠎߛ‫ߩߘޕ‬ડᬺߢߪ‫⵾ޔ‬ຠߩ⸳⸘‫ޔ‬ㇱຠߩ⚵ߺ┙ߡ‫⵾ޔ‬ㅧࠍⴕߞߡ߅ࠅ‫ޔ‬↥ᬺᯏ᪾‫ޔ‬㊀㊂ャㅍᯏ‫ޔ‬࿶ജ࠲ࡦࠢ‫⥶ᦜޔ‬ᯏ‫᧚⾗ޔ⦁ޔ‬ㆇ៝ᯏࠍ↢↥ߒߡ޿ࠆ‫ߩߎޕ‬ડᬺߪࠗࡦ
࠼ࡀࠪࠕߣࡕࡦࠧ࡞ߩ㔺ᄤណ㋶↥ᬺߦኻߔࠆਥⷐߥ⚊౉ᬺ⠪ߢ߽޽ࠆ‫ޕ‬- 29 -

ෳ⠨ᢥ₂
1.

R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, D.M. Amos, “Becoming an Engineer: Toward a
Three Dimensional View of Engineering Learning”, Journal of Engineering Education, July 2008, pp.
355-368

2.

A. Colby, W.M. Sullivan, “Ethics Teaching in Undergraduate Engineering Education”, Journal ofEngineering Education, July 2008, pp.327-338

3.

E.F. Redish, K.A. Smith, “Looking Beyond Content: Skill Development for Engineers”, Journal ofEngineering Education, July 2008, pp. 295-307

4.

R.A. Streveler, T.A. Litzinger, R.L. Miller, P.S. Steif, “Learning Conceptual Knowledge in theEngineering Sciences”: Overview and Future Research Directions”, Journal of Engineering Education,
July 2008, pp.279-294

5.

S. Sasmojo, “Enhancing National Science and Technology Capacity”, presented at National
Symposium of Indonesian Academy of Sciences, Serpong, Indonesia, October 22-23, 2010㩷ᵈ䋺䋪ᧄේⓂ䋨ᣣᧄ⺆䋩䈲䇮⧷⺆ේᢥ䈱ෳ⠨⸶䈫䈜䉎䇯㩷㩷

- 30 -‫⻠ ع‬Ṷ 4Ꮏቇᢎ⢒ߣ↥ᬺ㐿⊒㧙࿖㓙දജߩⷞὐ߆ࠄ⷗ߚฦ⇇ߩᓎഀ㧙᧻᧛ᐙ㓶㑐⷏㔚ജᩣᑼળ␠㔚ജᵹㅢ੐ᬺᧄㇱ೽੐ᬺᧄㇱ㐳ⷐᣦ㑐⷏㔚ജߪ࿾ၞߦ㔚ജࠍଏ⛎ߔࠆߎߣࠍ૶๮ߣߒߡ޿ࠆ߇‫ޔ‬࿾⃿ⅣႺ໧㗴߿⋧ᚻ࿖ߩ㔚ജ቟ቯଏ⛎╬߳ߩ⽸₂ࠍ⋡⊛ߣߒߡ‫ߩ߆ߟߊ޿ޔ‬࿖㓙දജࡊࡠࠫࠚࠢ࠻ߦ߽ෳടߒߡ޿ࠆ‫ޕ‬ട߃ߡ╩⠪ߪ਎⇇㌁ⴕ╬ߦ߅޿ߡᛛⴚಽ㊁ߩ࿖㓙දജ᩺ઙߦ៤ࠊߞߚ⚻㛎߇޽ࠆ‫ޕ‬╩⠪ߪߎࠇࠄߩ⚻㛎ߦ߽ߣߠ߈‫ޔ‬ㅜ਄࿖஥ߦ߅޿ߡ‫⥄ޔ‬࿖ౝߩᛛⴚ⊒ዷࠍ৻⽾ߒߡᡰ߃ࠆߎߣ
߇ߢ߈ࠆ࡝࡯࠳࡯⊛ᛛⴚ⠪ࠍ㙃ᚑߔࠆߚ߼ߩ࿖㓙දജࡊࡠࠫࠚࠢ࠻ࠍឭ᩺ߒߡ޿ࠆ‫ౕޕ‬૕⊛ߦߪవㅴ࿖஥ߩ㔚ജળ␠‫⵾ޔ‬ㅧળ␠‫ޔ‬ᢎ⢒⎇ⓥᯏ㑐߇ߘࠇߙࠇߩ․㐳ࠍ↢߆ߒߡㅪ៤ߒ‫ޔ‬࿖㓙දജᯏ㑐߇ߘࠇࠍࠨࡐ࡯࠻ߔࠆ↥ቭቇㅪ៤ߩᛛⴚ⠪㙃ᚑࠦ࡯ࠬࠍડ↹ߔࠆߣߣ߽ߦ‫⋧ޔ‬ᚻ࿖஥ߩ↥ቭቇฦᯏ㑐߆ࠄߩ૕♽⊛ߥෳടࠍଦߒ‫ޔ‬ᒰ⹥࿖ߦ߅ߌࠆ⥄ᓞ⊛ߥࠗࡦࡈ࡜᭴▽ߦ⽸₂ߢ߈ࠆߎߣࠍၮ
ᧄ᭴ᗐߣߒߡ޿ࠆ‫ޕ‬㑐⷏㔚ജߩ᧻᧛ߢߏߑ޿߹ߔ‫ᧄޕ‬ᣣߪ‫ߥ߁ࠃߩߎޔ‬႐ߦ߅᜗߈޿ߚߛ߈߹ߒߡ‫߇ࠅ޽߽߁ߤޔ‬ߣ߁ߏߑ޿߹ߔ‫ޕ‬ᢎ⢒ߩ㑐ଥߩಽ㊁ߩߎߣߪಽ߆ࠅ߹ߖࠎ߇‫ߥߣߎ߁޿ߣࡓ࡜࡯ࠜࡈࡦࡊ࡯ࠝޔ‬ߩߢ‫ߩ⑳ޔ‬ൎᚻߥᕁ޿‫ޔ‬ℂ⸃ਇ⿷ߦၮߠߊ⺋⸃ߥߤ޽ࠅ߹ߒߚࠄ‫ޔ‬ᓟߢᢎ߃ߡ޿ߚߛߊߣ޿߁ߎ
ߣߢ‫߅ߊߒࠈࠃޔ‬㗿޿ߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬ߘࠇߢߪ‫޿ߚߒߒ⹤߅ޔ߁ࠂ߈ޔߕ߹ޔ‬ᵹࠇࠍ߅વ߃ߒߡ߅߈ߚ޿ߣᕁ޿߹ߔ‫◲ޔߕ߹ޕ‬නߦ⥄Ꮖ⚫੺߽↳ߒ਄ߍ߹ߒߡ‫ޔࠄ߆ࠇߘޔ‬㔚ജ੐ᬺߦ㑐ߒߡ޽߹ࠅߏሽߓߥ޿ᣇ߽޿ࠄߞߒ߾ࠈ߁
߆ߣᕁ޿߹ߔߩߢ‫ޔ‬ᣣᧄߩ㔚ജ੐ᬺߩᄌㆫ߿⃻࿷ߩ⁁ᴫߦߟ޿ߡߏ⚫੺ࠍߒߡ‫޿߁ߤޔ߇ࠇߘޔ‬߁߰߁ߦᛛⴚ߇⊒㆐ߒߡ߈ߚߩ߆ߣ޿߁‫ߩߘޔ‬ਛߢ‫߁޿߁ߤ߇࡯ࡗ࡯࡟ࡊߥ߹ߑ߹ߐޔ‬ᓎഀࠍᨐߚߒߡ߈ߚߩ߆ߣ޿߁ࠃ߁ߥߎߣࠍ߅⹤ߒߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬
3 ⇟⋡ߦ‫޿ᦠߣ࡯࠲ࠢ࠮࡮࡯ࡢࡄ࡮ࠢ࠶࡝࠻ࠢ࡟ࠛߩࡦ࡚ࠪ࡯࡟ࡍࠝ࡮࡞࠽࡚ࠪ࠽࡯࠲ࡦࠗޔ‬ߡ޿߹ߔߌࠇߤ߽‫ࠇࠊࠇࠊޔ‬㔚ജᬺ⇇ߦ߅ߌࠆ࿖㓙දജߩ⃻⁁ߣ޿߁ߎߣߢ‫ࠆ޿ߩ⑳ޔ‬㑐⷏㔚ജࠍਛᔃߦ‫ޔ߆ߣ߆ߩࠆ޿ߡߞ߿ࠍߣߎߥࠎߤޔ‬ㅜ਄࿖ߦ߅ߌࠆᛛⴚ⊒ዷߩ⺖㗴ߥߤߦߟ޿ߡ‫⑳ޔ‬ߚߜߩ⠨߃ߡ޿ࠆࠃ߁ߥߎߣࠍ߅⹤ߒߒߚ޿ߥߣᕁ޿߹ߔ‫ޕ‬ᦨᓟߦߘࠇࠄࠍ〯߹߃ߡ‫ޔߢߣߎ߁޿ߣࡦ࡚ࠪࠬ࠯ࠨޔ‬ㇱ㐷ࠍᮮᢿߒߚࠃ߁ߥ‫ࠍ࡯࠲ࠢ࠮ޔ‬ᮮᢿߒߚࠃ߁ߥࡅࡘ࡯ࡑࡦ࡮࡝࠰࡯ࠬ࡮࠺ࠖࡌࡠ࠶ࡊࡔࡦ࠻࡮ࡊࡠࠣ࡜ࡓߩ޽ࠅᣇߦߟ޿ߡ‫ޔ‬ቢోߦߎࠇߪ⑳ߩ⑳⷗‫ޔߡߒ੺⚫ߏࠍࠇߎޔ߽ߤࠇߌߔ߹޿ߑߏߢ⷗⑳߷߶ޔ‬ᓟߢߩ⼏⺰ߦᓎ┙ߡࠇ߫ߥ޽ߣ޿߁߰߁ߦᕁߞߡ߅ࠅ߹ߔ‫ޕ‬- 31 -

ߎߎߢ‫ᧄޔߕ߹ޔ‬ᣣߩ࠹࡯ࡑ‫ߗߥޔ‬㔚ജߥߩ߆ߣ޿߁߅⹤߇ዋߒⷐࠆ߆ߣᕁ޿߹ߔ߇‫ޔ‬వ߶ߤ‫ޔ‬
JICA ߩ࡟ࡦ࠺ࠖࡦࠣ㧔lending㧕ࡊࡠࠣ࡜ࡓߢ߽‫ޔ‬㔚ജ㑐ଥߩࡊࡠࠫࠚࠢ࠻߇ഀߣᄙ޿ߣ޿߁⹤߇
಴ߡ޿߹ߒߚࠃ߁ߦ‫ޔ‬ㅜ਄࿖ߩᎿቇ㐿⊒‫↥ࠄ߆ࠇߘޔ‬ᬺో⥸ߩ⊒ዷߣ޿߁ߎߣࠍ⠨߃߹ߔߣ‫ޔ‬ᔅߕᣧ޿Ბ㓏ߢᔅⷐߦߥࠆߩ߇㔚ജߩ㐿⊒‫ޔ‬㔚ജߩ೑↪ߣ޿߁ߎߣߛߣᕁ޿߹ߔ‫ޕ‬ߘߩ㔚ജࠍ‫⸳ޔ‬஻ࠍ૶߁↥ᬺ‫↢ࠄ߆ࠇߘޔ‬ᵴߩ⊒ዷߣ޿ߞߚߎߣߪ‫ߣࠄࠇߘޔ‬ಾߞߡ߽ಾࠇߥ
޿ߣ޿߁㑐ଥߦ޽ࠆߣᕁ޿߹ߔ‫ࠎ߱ߚޔ߁޿߁ߎޔߚ߹ޕ‬࿾ၞߦᩮߑߒߚ↥ᬺߦ㑐ߔࠆ‫ߩߘޔ‬ᛛⴚߩ⊒㆐ߣ޿߁ࠃ߁ߥߎߣߪ‫ߩઁޔ‬ಽ㊁ߢ߽౒ㅢߩ⺖㗴ࠍ฽ࠎߢ޿ࠆ߽ߩߓ߾ߥ޿߆ߥߣᕁ޿߹
ߒߡ‫ޕߚߒ߹ࠅߥߦߣߎߊߛߚ޿ߡߖࠄߴ߾ߒ߇⑳ޔ‬߹ߕ‫◲ޔ‬නߦ⥄Ꮖ⚫੺ࠍߒߡ߅߈߹ߔߣ‫ޔ੹ޔ‬㔚ജᵹㅢ੐ᬺᧄㇱߣ޿߁‫ޔ‬ᄢጀߥฬ೨߇ઃ޿ߡ
޿߹ߔߌࠇߤ߽‫ࠆࠁࠊ޿ޔ‬ㅍ㔚ߣ߆㈩㔚ߣ޿ࠊࠇࠆಽ㊁ߩ‫৻ޔ‬ᔕ‫⽿ޔ‬છ⠪ࠍ߿ࠄߖߡ߽ࠄߞߡ޿
߹ߒߡ‫ޔ‬ᄢቇࠍ಴ߚᓟ‫ޔ‬ਥߦ‫ޔ‬㑐⷏㔚ജߩਛߢ㈩㔚ߩ઀੐ࠍਛᔃߦㆊߏߒߡ߈ߚࠊߌߢߔߌࠇߤ
߽‫․ߣߞࠂߜޔ‬ᓽ⊛ߥ⚻ᱧߣ޿߁ߩߪ‫ޔ‬࿖ౝߢ‫ޔ‬੩ㇺᄢቇߩ߶߁߳ 1 ᐕ㑆ⴕ߆ߖߡ߽ࠄ޿߹ߒߡ‫ޔ‬㔗ߩ⎇ⓥࠍ߿ߞߚߣ‫ޔࠄ߆ࠇߘޕ‬1 ᐕ㑆‫ ߩࠞ࡝ࡔࠕޔ‬GE ␠߇ឭଏߒߡ߅ࠅ߹ߔ‫⚿ޔ‬᭴‫ޔ‬㐳ᐕߩᱧผ߇޽ࠆ‫߁޿ߣࠬ࡯ࠦ࡮ࠣࡦ࡝ࠕ࠾ࠫࡦࠛ࡮ࡓ࠹ࠬࠪ࡮࡯ࡢࡄޔ‬㔚ജ㑐ଥߩ⻠ᐳࠍฃߌߐߖߡ޿
ߚߛ޿ߚ‫ޕ‬ߘࠇ߆ࠄ‫ޔ‬1996 ᐕ߆ࠄ 4 ᐕ㑆‫ޔ‬਎⇇㌁ⴕߩࡋ࠶࠼ࠢࠝ࡯࠲࡯߇ࡢࠪࡦ࠻ࡦߦ޽ࠅ߹ߔ߇‫ߎߘޔ‬ߢ‫ޔ‬ਥߦ㔚ജ㑐ଥߩࡊࡠࠫࠚࠢ࠻ߦ៤ࠊࠅߥ߇ࠄ‫ޔ‬ㅜ਄࿖ߩ޿ࠈ޿ࠈߥᡰេࠍߒߡ߈ߚߣ‫ޔߦ․ޕ‬ߘߩਛߦࠗࡦ࠼ࡀࠪࠕߣ߆‫ޔࡦࡇ࡝ࠖࡈޔ‬ਛ࿖‫ߣ߁޿߁ߎޔ߇ߔ߹޿ߡߞ౉߇߆ࠎߥ࡞ࠧࡦࡕޔ‬ߎࠈࠍ߿ߞߡ߈ߚߣ޿߁ߎߣߣ‫ࠄ߆ߎߘޔࠄ߆ࠇߘޔ‬Ꮻߞߡ߈ߚᓟ߽‫ޔߡߒߣ࠻ࡦ࠲࡞ࠨࡦࠦ৻ޔ‬ࡕࡦࠧ࡞ߩࡊࡠࠫࠚࠢ࠻ߦߕߞߣ㑐ࠊߞߡ߅ࠅ߹ߒߡ‫ᦨ޿ߟޔ‬ㄭߋࠄ޿߹ߢࡕࡦࠧ࡞ߩࡊࡠࠫࠚ
ࠢ࠻߽߿ߞߡ߅ߞߚߣ޿߁ߎߣ߆ࠄ‫ޔ‬㔚ജળ␠ߦ☋ࠍ⟎߈ߥ߇ࠄ‫⚻ߥࠈ޿ࠈ޿ߣߞࠂߜޔ‬㛎ࠍߒߡ߈ߚߣ޿߁ߎߣࠍ〯߹߃߹ߒߡ‫ߦ߁߰߁޿ߣߥ޿ߚ߈ߛߚ޿ߡߖߐࠍ⹤߅ޔ‬ᕁ޿߹ߔ‫ޕ‬ߎ߁޿ߞߚߎߣࠍ‫ߩ࡯࠲࡯ࡀࠖ࠺࡯ࠦޔߩ߁ࠂ߈ޔߣߞࠂߜޔ‬ⓄⓍవ↢ߦ߅⹤ߒߒߚߣߎࠈ‫ޔ‬㕙⊕ߘ߁ߛ߆ࠄߒ߾ߴߞߡߺߥ޿߆ߣ޿߁⹤ߦߥࠅ߹ߒߡ‫ߩ߁ࠂ߈ޔ‬႐ߦዬߐߖߡ޿ߚߛߊߣ޿
߁ߎߣߢߏߑ޿߹ߔ‫ޕ‬߹ߕ‫ޔ‬㔚ജ㑐ଥߩ઀੐ࠍᄢ㔀ᛠߦ⺑᣿ߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬ᣣᧄߩ㔚ജળ␠ߪ‫⛔⋥ုࠆࠁࠊ޿ޔ‬วဳߣ޿޿߹ߒߡ‫⊒ޔ‬㔚߆ࠄዊᄁࠅ߹ߢో⥸⊛ߦᜬߞߡ޿ࠆߣ޿߁߆ߚߜࠍขߞߡ޿߹ߔ‫৻ޕ‬ㇱ‫ޔ‬⊒㔚‫ޔ‬ዊᄁࠅߦ㑐ߒߡߪ‫ ߁߽ޔ‬10 ᐕએ਄೨߆ࠄ㔚ജߩ⥄↱ൻ߇ㅴࠎߢ߅ࠅ߹ߒߡ‫ޔ੹ޔ‬ቢోߦ⥄↱ൻߢߪ޽ࠅ߹ߖࠎ߇‫ߤ߁ࠂߜޔ‬ਛߋࠄ޿ߩߣߎࠈ߹ߢ⥄↱ൻ߇ㅴࠎߛ⁁ᘒߢ޽ࠅ߹ߔ‫޿߁ߘޕ‬߁ߎߣߢ‫ޔ‬Άᢱߩ⺞㆐߆ࠄ⊒㔚‫ޔ‬ㅍ㈩㔚‫ࠄ߆ࠇߘޔ‬ታ㓙ߦ㔚᳇ࠍߏኅᐸߦዯߌࠆ‫ޔ‬Ꮏ႐ߦዯߌࠆ‫ޔ‬ߘ߁޿߁઀੐߹ߢ৻⽾ߒߡᜬߞߡ޿ࠆߣ޿߁ߣߎࠈ߇․ᓽߢߔ‫ޕ‬వ߶ߤ‫࡝࠻ࡦࡑࠬޔ‬వ↢߇‫ߩࠣࡦ࡝ࠕ࠾ࠫࡦࠛޔ‬਎⇇ߢߪ‫ޔ‬ജቇߣᾲജቇߣ㔚᳇ߩߎߣߪಽ߆
ࠅߦߊ޿ߣ߅ߞߒ߾ߞߚࠎߢߔߌࠇߤ‫ߪߦߎߎޔ‬ജቇ߽ᾲജቇ߽‫ࠄ߆ࠇߘޔ‬㔚᳇ߩߎߣ߽ోㇱ฽ࠎߢ߅ࠅ߹ߒߡ‫ޔ‬㔍ߒ޿ࠛࡦࠫ࠾ࠕ࡝ࡦࠣߩㇱಽ߇ోㇱ౉ߞߡ޿ࠆࠃ߁ߥ↥ᬺߛߣ޿߁߰߁ߦᕁ
޿߹ߔ‫ޕ‬
ߎࠇߪ߽ߜࠈࠎ‫ߥࠎߺޔ‬ಽ㊁߇㆑߁ߩߢ‫ߩࠇߙࠇߘޔ‬ಽ㊁ߦኾ㐷ኅ߇޿ࠆࠊߌߢߔߌߤ߽‫ߎޔ‬ࠎߥ߰߁ߦߚߊߐࠎߩ⸳஻ࠍ⚵ߺวࠊߖߡ‫ޔ߫ࠊ޿ޔ‬㊀Ꮏᬺߩ↥‛ࠍ೑↪ߒߡ޿ࠆ࡙࡯ࠩ࡯ߩ┙႐ߣߒߡ઀੐ࠍߒߡ߅ࠆߣ޿߁ߩ߇‫ޔ‬㔚ജળ␠ߩ઀੐ߛߣ޿߁߰߁ߦᕁߞߡ޿ߚߛ޿ߚࠄ޿޿ߣ
ᕁ޿߹ߔ‫ޕ‬- 32 -

ߘࠇߢ‫ޔ‬ᣣᧄߩ㔚ജળ␠ߪ৻૕ߤ߁޿߁߰߁ߦߥߞߡ޿ࠆ߆ߣ޿߁ߩࠍ‫◲ޔߣߞࠂߜޔ‬නߦߏ⺑᣿޿ߚߒ߹ߔ‫ޕ‬ᣣᧄߩ㔚ജળ␠ߪ‫ޔ‬ᚢᓟߩᤘ๺ 26 ᐕ‫ޔ‬1951 ᐕߦ੹ߩ߆ߚߜߦౣ✬ߐࠇ߹ߒߡ‫ޔ‬৻⇟ᄢ߈ߥ᧲੩㔚ജ‫ߩߎޕ‬ਣߪ‫ޔ‬ᜬߞߡ߅ࠆ⊒㔚⸳஻ߩᄢ߈ߐࠍ␜ߒߡ߅ࠅ߹ߔߩߢ‫᧲ޔ‬੩߇ 1⇟‫ޔ‬2 ⇟⋡߇㑐⷏‫ޔ‬ਛㇱ߇ 3 ⇟⋡ߣߎ߁޿߁ߎߣߦߥߞߡ޿߹ߒߡ‫ޔߤ߁ࠂߜޔ‬㑐⷏㔚ജߩഀวߣ޿߁ߣ‫ޔ‬ᣣᧄߩో૕ߩ 15%ߋࠄ޿ߣ޿߁ߎߣߢߔ‫᧲ޔߤ߁ࠂߜޕ‬੩ߩඨಽߋࠄ޿ߩᢙሼߢߏߑ
޿߹ߔ‫৻߇ࠗ࠲ޕ‬࿖ߢߜࠂ߁ߤ㑐⷏ߣหߓߋࠄ޿ߩ‫⊒ޔ੹ޔ‬㔚಴ജࠍᜬߞߡ߅ࠄࠇࠆߣ޿߁ߎߣ
ࠍ‫ޔ‬వ߶ߤ߅ુ޿ߒ߹ߒߚ‫ޕ‬․ᓽ⊛ߥߩߪ‫ߦ❑ߩߎޔ‬㐳޿ᣣᧄ೉ፉࠍਠ⁁ߦᄢ߈ߥㅍ㔚✢߇ㅪ៤ࠍߒߡ߅ࠆߣ޿߁߆ߚߜߢ‫ޔ‬㑆ߦ᧲ᣣᧄߪ 50 ࡋ࡞࠷‫⷏ޔ‬ᣣᧄߪ 60 ࡋ࡞࠷ߣ‫ߏࠎߐ⊝ࠎ߱ߚߪࠇߎޔ‬ሽߓߛߣᕁ޿߹ߔߌࠇߤ‫ޔ‬๟ᵄᢙ߇㆑߁‫⊒ޔ‬㔚ᚲߩ⊒㔚ᯏߩ࿁ࠆࠬࡇ࡯࠼߇‫ޔ‬࿁ォᢙ߇㆑߁ߣߎ߁޿߁ߎߣߦߥߞߡ޿߹ߔ‫ޕ‬ߎࠇߪߥߗ߆ߣ޿޿߹ߔߣ‫ߣߞࠂߜޔ‬૛⺣ߢߔߌࠇߤ‫ᦨޔ‬ೋߦ⊒㔚ᯏࠍᣣᧄߦᜬߞߡ߈ߚߣ߈
ߦ‫᧲ޔ‬੩ᣇ㕙ߢߪ࡛࡯ࡠ࠶ࡄ߆ࠄᜬߞߡ߈ߚ‫ߢࡄ࠶ࡠ࡯࡛ޕ‬ਥᵹߩ 50 ࡋ࡞࠷‫ޔߢࠇߘޕ‬㑐⷏ᣇ㕙ߪࠕࡔ࡝ࠞ߆ࠄᜬߞߡ߈ߚ‫ ߪࠞ࡝ࡔࠕޕ‬60 ࡋ࡞࠷‫߇ࠇߎޕ‬Ბ‫ޘ‬ᐢ߇ߞߡ޿ߞߡ‫ࠎ⌀ޔ‬ਛߢߜࠂ߁
ߤႺ⇇ࠍߟߊߞߚࠎߢߔߌߤ‫ࠍࠇߎޔ‬ᄌ߃ࠆߣߥࠆߣ‫⊒߁߽ޔ‬㔚ᚲࠍోㇱ߿ࠅᦧ߃ࠆߎߣߦߥࠅ
߹ߔ߆ࠄ‫ߪߡߞߥߣ੹ޔ߇ࠎߖ߹ࠅ޽߾ߓ⹤ࠆ߈ߢ߽ߡߣޔ‬ਔᣇߩ๟ᵄᢙ߇޽ࠆߩߪ‫߫߃଀ޔ‬ㅪ៤ࠍߒߡ㔚ജࠍ߿ࠅขࠅߔࠆߣ߈ߦ‫⋥ࠎߚߞ޿ޔ‬ᵹߦ⋥ߒߡ‫৻߁߽ޔ‬ᐲ੤ᵹߦ⋥ߔߣ޿߁ࠃ߁ߥ
ߎߣ߇ⷐࠆߩߢ‫ߣߞࠂߜޔ‬㕙ୟߥߎߣߪ޽ࠆࠎߢߔ߇‫߁޿߁ߎޔ‬ᒻᘒߢ੐ᬺࠍ߿ࠄߖߡ߽ࠄߞߡ
޿ࠆߣ޿߁ߎߣߢߔ‫ޕ‬ᰴ߇‫ޔ‬㑐⷏㔚ജߥࠎߢߔߌࠇߤ‫◲ߦߎߎޔ‬නߦ‫ᧄ⾗ޔ‬㊄߇ᄢ૕ 5,000 ం౞ߋࠄ޿‫ޔ‬ᐕ㑆ߩ෼౉
߇ 2 ళ 6,000 ం౞ߋࠄ޿ߣ޿߁ߎߣߢ‫ޔ‬1,500 ంࠠࡠࡢ࠶࠻ࠕࡢ࡯‫ᦠߣ࡯ࡢࠕ࠻࠶ࡢࠟࠡߪࠇߎޔ‬޿ߡ޿߹ߔߌߤ‫ߏߩࠎߐ⊝ޔ‬ኅᐸߢ 1 ࠞ᦬ߦ૶߁ߩ߇ 300 ࠠࡠࡢ࠶࠻ࠕࡢ࡯ߢߔ߆ࠄ‫ߩࠇߘޔ‬૗୚ߢߒࠂ߁‫ޕ‬1,500 ంࠠࡠࡢ࠶࠻ࠕࡢ࡯ߋࠄ޿ߩ㔚᳇ࠍᄁߞߡ߅ࠆߣ޿߁ߣߎࠈߢ‫ޔ‬੩ㇺ‫ޔ‬ᄢ㒋‫ޔ‬␹ᚭߣ޿߁ਥⷐㇺᏒࠍ฽ࠎߛ‫ߦࠕ࡝ࠛ߁޿߁ߎޔ‬㔚᳇ࠍଏ⛎ߒߡ߅ࠅ߹ߔ‫ޕ‬ߎߩࠨࠗ࠭߇‫ޔ‬਎⇇ߢߺࠆߣߤࠇߊࠄ޿߆ߣ޿޿߹ߔߣ‫⚿ߢࡄ࠶ࡠ࡯࡛ޔ੹ޔ‬᭴ᄢ߈ߥ㔚ജߩౣ✬߇⿠ߎߞߡ޿߹ߒߡ‫ޔ‬ᄢ߈ߥળ␠ߪࡈ࡜ࡦࠬߣ߆ࠗ࠲࡝ࠕ‫ޔ߽ߤࠇߌߔߢߌࠊࠆ޽ߦ࠷ࠗ࠼ޔ‬᧲੩㔚ജ߇ 5 ⇟⋡‫ࠄ߆ࠇߘޔ‬㑐⷏㔚ജ߇ߎߩㄝࠅ‫ޔߣ޽ޕ‬ᄢ૕หߓࠃ߁ߥࠨࠗ࠭ߩ߇‫ޔ‬਎⇇ߦߪ޿ࠈ޿ࠈ޽ࠅ߹ߔ‫ޕ‬ߎߩ⴫ߪ‫ߩࠇࠊࠇࠊޔ‬㑐⷏㔚ജߩ㔚᳇ߩ⽼ᄁ㔚ജ㊂߇ߤߩࠃ߁ߦᄌൻߒߡ߈ߚ߆ߣ޿߁ߩࠍࠣ
࡜ࡈߢ⴫ߒߡ߅ࠅ߹ߒߡ‫ޔ‬1951 ᐕߩഃ⸳એ᧪‫ࠎߤࠎߤޔ‬㔚᳇ߩ㔛ⷐ߇િ߮ߡ޿߹ߔ‫ޕ‬௑߈߇ᄢ߈
ߥߣߎࠈߪ㜞ᐲᚑ㐳ᦼߢߒߡ‫ߡߞ޽߇ࠢ࠶࡚ࠪ࡞ࠗࠝߢߎߎޔ‬௑߈߇㊰ൻߒߚࠅ‫޿ޔࠄ߆ࠇߘޔ‬ࠊࠁࠆࡃࡉ࡞ࠛࠦࡁࡒ࡯߇ߪߓߌߚߣ޿߁ߣߎࠈߢ‫ޔߚ߹ޔ‬௑߈߇ૐਅߒߚࠅ‫ޔ‬ᤓ੹ߢߪ‫ޔ‬2 ᐕ೨ߩ⚻ᷣߩᄌ⺞ߢ‫ߣߞࠂߜߚ߹ޔ‬ਅ߇ߞߡ‫ߢ޿ࠄߋߩߎޔ੹ޔ‬ᄢ૕ផ⒖ࠍߒߡ߅ࠆߣ‫ޕ‬ߎ߁޿߁‫ޔ‬㊂⊛ߦ޿޿߹ߔߣ‫ߊߏߔߩ߽ޔ‬Ⴧ߃ߡ߈ߚ㔚ജ㔛ⷐߦኻߒߡ‫ߦ߁߰ߥࠎߤޔ‬ᣂߒ޿ᛛⴚࠍዉ౉ߒߡኻᔕߒߡ߈ߚ߆ߣ޿޿߹ߔߣ‫⚿ߪࠇߎޔ‬᭴‫ߏޔࠎߐ⊝ޔ‬ሽߓߛߣᕁ޿߹ߔߌߤ‫ޔ‬㤥ㇱᎹߣ޿ߞߡ‫ޔ‬ർ㒽ߩ߶߁ߦ޽ࠅ߹ߔ߇‫ߩߎޔ‬᳓ജ⊒㔚ᚲߪ㑐⷏㔚ജߩ߽ߩߢߒߡ‫ޔ‬ർ㒽㔚ജߥߩߦ‫ߗߥޔ‬㑐⷏㔚ജ߆ߣ޿޿߹ߔߣ‫ޔ‬ᒰᤨ‫ޔ‬ౣ✬ߒߚߣ߈ߦ‫ޔ‬㔚᳇ࠍ‫ޔ‬ਥߦߎߩㄝࠅߩᴡᎹ߆
ࠄߪ‫ޔ‬㑐⷏߳ㅍߞߡ޿ߚߣ޿߁੐ᖱ߆ࠄ㑐⷏㔚ജߩᚲዻߦߥߞߡ߅ࠅ߹ߔ‫ޕ‬ฬฎደߩੱߦߪᖡ޿ࠎߢߔߌࠇߤ‫ᦥᧁޔ‬Ꮉ߽ታߪ㑐⷏㔚ജߩ᳓♽ߢߏߑ޿߹ߒߡ‫ߚ޽ࠄߎߘޔ‬ࠅߩℂ↱߇޽ߞߡ‫ޡߤ߁ࠂߜޔ߇ߔߢࠎߚ޿ߡߞߥޔ‬㤥ㇱߩᄥ㓁‫޽޽ޔߥ߁ࠃࠆࠇࠊ޿ߢ߆ߣޢ‬- 33 -

޿߁㔍Ꮏ੐ߢ࠳ࡓࠍㅧߞߚࠅ‫ࠄ߆ࠇߘޔ‬ᤘ๺ 45 ᐕ‫ਁߤ߁ࠂߜޔ‬ඳߩⴕࠊࠇߚᐕߦߪ‫ޔ‬ᣣᧄߢೋ߼
ߡߩේሶജ⊒㔚ᚲࠍᑪ⸳ߒ‫ ࠆ߹ޔߢ᦬੹ߤ߁ࠂߜޕߚߒ߹ࠅ౉ߦࡦ࡚ࠪ࡯࡟ࡍࠝޔ‬40 ᐕߦߥࠅ߹
ߔ‫ޕ‬ߘߩᓟ‫ޔ‬ㅍࠆ㔚ജ㊂߇Ⴧ߃ࠆߦᓥߞߡ‫ޔ‬㔚࿶ߩ㜞޿‫ޔ‬50 ਁࡏ࡞࠻ࠍ೑↪ߒߚㅍ㔚⸳஻ߢ޽ࠆߣ
߆‫ޔ߫߃଀ࠄ߆ࠇߘޔ‬ᄛ㑆ߣᤤ㑆ߩ㔚ജߩ㔛ⷐߩᏅࠍၒ߼ࠆߚ߼ߩ឴᳓⊒㔚ᚲ‫࠻ࠬ࡮࠻ࡊࡦࡐޔ‬࡟࡯ࠫ࡮ࠫࠚࡀ࡟࡯࡚ࠪࡦ㧔pumped storage generation㧕ߣ޿޿߹ߒߡ‫ޔ‬᳓ࠍ਄ߩ࠳ࡓߣਅߩ࠳ࡓ
߳ⴕߞߚࠅ᧪ߚࠅߐߖߥ߇ࠄ⊒㔚ߔࠆߣ޿ߞߚ઀⚵ߺ‫ޔࠄ߆ࠇߘޔ‬ᄢ߈ߥᶏጽࠍ DC ㅍ㔚ߢߟߥߋߣ޿ߞߚߎߣ‫ࠄ߆ࠇߘޔ‬ᤓ੹ߢߪ‫৻ޔ‬ㇱ‫ޔ‬ㆇ㐿㧔ㆇォ㐿ᆎ㧕ࠍᆎ߼ߚࠎߢߔߌࠇߤ‫ࠆࠁࠊ޿ޔ‬ࡔࠟ࠰࡯࡜࡯‫ߚߞ޿߁ߎޔ‬ᛛⴚࠍዉ౉ߒߥ߇ࠄ‫ޔ‬૬ߖߡࡑࠗ࠽࡯ߢߪ޽ࠅ߹ߔߌࠇߤ‫ޔ‬㈩㔚ߩ⥄േൻߢ޽ࠅ߹ߔߣ߆‫ࠈ޿ࠈ޿ޔ߁޿߁ߘޔ‬ᛛⴚࠍዉ౉ߒߡ߿ߞߡ߹޿ࠅ߹ߒߚ‫ޕ‬੹ᓟߣ߽㔚ജߩ㔛ⷐߦ㑐ߒߡߪ‫ޔ‬ᣣᧄߩ႐วߪੱญ߇޽߹ࠅჇ߃ߥ޿‫߇ࡀࠛ⋭ޔࠄ߆ࠇߘޔ‬ㅴߺ߹ߔߣ㔚ജߩ㔛ⷐ߇ᛥ߃ࠄࠇࠆ‫ޔ߽ߤࠇߌߔߢࠎࠆ޽߇ߣߎߚߞ޿߁ߘޔ‬㔚᳇⥄േゞߥࠎ߆ౖဳߛߣᕁ޿߹ߔߌࠇߤ‫ޔ‬ૐ὇⚛␠ળߪ㔚᳇߳ߩଐሽᐲ߇ߤࠎߤࠎ㜞ߊߥࠆᤨઍߢߏߑ޿߹ߔߩߢ‫ޔ‬ߎߩ߹߹‫߷߶ޔ‬ᐔࠄ‫߿߿ߪߊߒ߽ޔ‬Ⴧ߃ߡ޿ߊߩ߇‫ߩࠄ߆ࠇߎޔ‬㔚ജ㔛ⷐ߆ߥߣ޿߁߰߁ߦᕁߞ
ߡ޿߹ߔ‫ޕ‬ߎ߁޿߁㔚ജ੐ᬺࠍᡰ߃ߡ޿ߊ޿ࠈ޿ࠈᛛⴚ߇‫⊒ߦ߁߰ߥࠎߤޔ‬ዷߒߡ߈ߚߩ߆ߣ޿߁ߩࠍߜ
ࠂߞߣᝄࠅ㄰ߞߡߺߚ޿ߣᕁ޿߹ߔ‫ߩߎޕ‬࿑ߪ‫ߦߎߎޔ‬㔚ജળ␠߇޽ࠆࠊߌߢߔߌࠇߤ‫ޔ‬㔚᳇ࠍ૶ߞߡ޿ߚߛߊ߅ቴߐ߹߆ࠄ޿ࠈ޿ࠈߥⷐᦸ߇޽ࠆ‫ޕ‬㜞޿ା㗬ᐲߦߒߡߊࠇ‫ޔ‬஗㔚ߪᷫࠄߖߣ߆‫ޔ‬޿ࠈ޿ࠈߥⷐᦸ߇ߏߑ޿߹ߔ‫ޕ‬ߎࠇߦ৻↢ ๮ᔕ߃ࠆߚ߼ߦ‫⸳ޔߕ߹ޔ‬஻ࠍㅧߞߡ޿߆ߥߌࠇ߫޿ߌ߹ߖࠎ߆ࠄ‫ߚߞ޿߁ߎޔ‬ߎߣߦ㑐ߒߡ‫ߩ߈ߞߐޔ߫߃଀ޔ‬㔚࿶ߩ㜞޿ᯏེࠍዉ౉ߒࠃ߁ߣ߆‫ߦߣߎߚߞ޿߁ߘޔ‬㑐ߒߡ‫ޔ‬⵾ㅧ⠪ߢ޽ࠆߣ߆‫ࠄ߆ࠇߘޔ‬ᄢቇ‫⎇ߚߞ޿߁ߎޔ‬ⓥᯏ㑐ߦ߽ᣂߒ޿ᛛⴚ㐿⊒ߩ⒳ߣߒߡ‫ߥࠎߎޔ‬ߎߣ߇ߢ߈ߥ޿ߛࠈ߁߆ߣ޿ߞߚߎߣࠍឭଏߒߡ‫ޔ‬ታ㓙ߦ૶߁ߩࠍ೨ឭߦᛛⴚ㐿⊒ࠍ߅㗿޿ߒߚࠅ‫ޔࠄ߆ࠇߘޔ‬㔚᳇ߩ઀੐ࠍ߿ߞߡ޿߹ߔߣ‫ࠈ޿ࠈ޿ޔ‬ಽ߆ࠄߥ޿ߎߣ߇⿠ߎࠅ߹ߔ‫ߞ޿߁ߘޕ‬ߚߎߣߦ㑐ߒߡ‫ޔࠅߚߒࠍࡦ࡚ࠪ࡯࡟ࡘࡒࠪߥࠎࠈ޿ޔ‬ታ㓙ߩℂ⺰⊛ߥⵣઃߌࠍߒߡ޿ߚߛ޿ߚ
ࠅߣ޿ߞߚߎߣߢ‫ޔ‬ᄢቇߣ৻✜ߦ⎇ⓥࠍߒߚࠅߒߥ߇ࠄᛛⴚࠍ㜞߼ߡ‫ߩߘޔ‬ᄢቇ߆ࠄ⵾ㅧᬺ⠪ߦኻߒߡ߽‫ߦ࡯ࠞ࡯ࡔࠆࠁࠊ޿ޔ‬ኻߒߡ߽‫ࠇࠊࠇࠊࠄ߆ࠇߘޔ‬㔚ജߦኻߒߡ߽‫ࠈ޿ߢߎߎޔߚ߹ޔ‬޿ࠈቇࠎߛੱ᧚߇ଏ⛎ߐࠇࠆߣ‫ޕ‬ߎ߁޿ߞߚᓴⅣ߇߁߹ߊߢ߈߹ߒߡ‫ߡߞ߿߁ߘޔ‬㐿⊒ߐࠇߚല₸ߩ㜞޿ᯏེ‫ࠄ߆ࠇߘޔ‬ᕈ⢻ߩࠃ޿ᯏེࠍࠊࠇࠊࠇߪዉ౉ߒߡ‫߅ޔ‬ቴߐ߹ߦᔕ߃ߡ޿ߊߣ޿߁ߎߣߢ‫ࡏ࡜ࠦ޿߹߁ޔ߁޿߁ߎޔ‬࡟࡯࡚ࠪࡦ߇ߢ߈ߡ߈ߚࠎߓ߾ߥ޿߆ߥߣ޿߁߰߁ߦᕁ޿߹ߔ‫ޕ‬ߎߩ㑆ߦ‫ޔߤ߁ࠂߜޔ‬㔚᳇ߩ႐วߢߔߣ㔚᳇ቇળߣ߆‫ޔ‬㔚᳇ㅢାቇળߣ߆‫ࠇߘޔߣࠈ޿ࠈ޿ޔ‬ߦ㑐ߔࠆቇળ߇޽ࠆࠎߢߔߌࠇߤ‫ߚߞ޿߁ߎޔ‬႐߇‫ߒ↳ޔ੹ޔ‬਄ߍߚࠃ߁ߥ⺖㗴ߩឭଏߢ޽ࠆߣ
߆‫⸃ߥࠎࠈ޿ޔ‬ᨆߩ⊒⴫ߢ޽ࠆߣ߆‫ޔࠄ߆ࠇߘޔ‬ᣂߒ޿ᯏེߦኻߔࠆ⹏ଔߢ޽ࠆߣ߆‫ߞ޿߁ߘޔ‬ߚߎߣࠍឭଏߔࠆ‫ߥ߁ࠃࠆ߃ࠄ߽ߡߒ࠻࡯࠹࡝ࠪࠔࡈޔ‬႐ߦߥߞߡ‫⚿߇ߎߎޔ‬᭴‫ޔ‬ᯏ⢻ࠍߒߡ޿ߞߚࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁ޿߹ߔ‫ޕ‬߽ߜࠈࠎ‫ޔ‬᡽ᐭߩ㑐ଥ߽޿ࠈ޿ࠈߣ‫ޔ‬࿖᳃ߩઍ⴫ߣ޿߁ߎߣߢ‫ⷙޔ‬೙‫߶ߩࡦ࡚ࠪ࡯࡟ࡘࠡ࡟ޔ‬߁ߦਥߦ㑐ਈߐࠇࠆࠎߢߔߌࠇߤ߽‫ߚߞ޿߁ߎޔ‬ᛛⴚ㐿⊒ߩᡰេߢ޽ࠅ߹ߔߣ߆‫ࠄ߆ࠇߘޔ‬ャ಴౉ߩߎߣߣ߆‫ޔߢߣߎߥࠈ޿ࠈ޿ޔ‬ᒰὼ‫ޔ‬㒶ߥ߇ࠄᡰ߃ߡ޿ߚߛ޿ߡ޿߹ߒߡ‫ߣߎߚߞ޿߁ߎޔ‬- 34 -

߇‫ߩࠇࠊࠇࠊޔ‬㔚ജߩ੐ᬺࠍ⊒ዷߐߖߥ߇ࠄ‫ߊ߹߁߇ࠇߙࠇߘޔ‬ㅴൻߒߡ߈ߚߩ߆ߥߣ޿߁߰߁
ߦᕁ޿߹ߔ‫ߢ⛗ߦ߁߰ߥࠎߎޕ‬ឬ޿ߡ߅ࠅ߹ߔߌࠇߤ߽‫߁޿߁ߎޔ‬㑐ଥ⠪㑆ߩᓎഀ߇޽ߞߚߩ߆
ߣ޿߁߰߁ߦᕁߞߡ޿߹ߔ‫ޕ‬੹‫ߣߞࠂߜޔ‬੐ᖱ߇ᄌࠊࠅ߹ߒߡ‫ߩߘޔ‬ᓟ‫⁁޿޿⇟৻߁޿߁ߎޔ‬ᘒ߇⛯޿ߡ޿ߚߩ߇‫߁ࠂߜޔ‬ߤ 2000 ᐕࠃࠅ೨ߋࠄ޿ߢߒߡ‫ޔ‬㔚ജߩ⥄↱ൻ߇ᆎ߹ߞߚߎࠈ߆ࠄ㔚ജߩ㔛ⷐ߽㘻๺ߒߡ߈߹ߒߚ
ߩߢ‫⸳ࠅ߹޽ޔ‬஻ᛩ⾗ࠍߔࠆߎߣ߽ߥ޿ߣ޿߁ߎߣߢ‫⸳ࠎߤࠎߤޔ‬஻ᛩ⾗ߩ㗵߇ᷫߞߡ߹޿ࠅ߹
ߒߚ‫ߩߎޕ‬ㄝࠅ‫ޔ‬ㆊ෰ߩჇᒝߒߚ⸳஻ߩᕲᕺࠍⵍߞߡ‫ޔ‬㘩޿ߟ߱ߒߡ޿ߚࠃ߁ߥᗵߓߥࠎߢߔߌ
ࠇߤ‫ޔ‬ᤓ੹߹ߚ‫⸳ޔ‬஻߇ฎߊߥߞߚࠅߒߡ‫ޔ‬ᛩ⾗߇Ⴧ߃ߡ޿߹ߔߌࠇߤ߽‫ߢߣߎߚߞ޿߁ߎޔ‬㔚ജ߇ᛒ߁‫ޔ‬ᛩ⾗ߔࠆ߅㊄߇ዋߒ஗ṛࠍߒߡ߅ࠆߣ‫ޕ‬ߘࠇ߆ࠄ‫ࠇࠊࠇࠊޔߪࠇߎޔ‬㑐⷏㔚ജߩ႐วߩ‫߅৻ޔ‬ቴߐ߹ᒰߚࠅߩ‫ޔ‬1 ᐕ㑆ߦ૗ಽ஗㔚ߔࠆ߆ߣ޿߁ߩࠍࠣ࡜ࡈߦ␜ߒߚࠎߢߔߌࠇߤ‫ߣߞࠂߜޔ‬บ㘑ߩᓇ㗀ߣ߆޽ࠅ߹ߔߌࠇߤ‫ᦨޔ‬ㄭߢߪ‫ޔ‬
1 ᐕ㑆ߦ‫߅৻ޔ‬ቴߐ߹ᒰߚࠅ 4 ಽ㑆ߩ஗㔚ߣ޿߁ߎߣߢ‫ߣߞࠂߜޔߪࠇߎޔ‬ฎ޿ࠎߢߔ߇‫࡯࠺ޔ‬࠲ࠍ‫ߩ߆߶ޔ‬࿖ߣᲧߴ߹ߔߣ‫ޔ‬᰷☨⻉࿖ߦᲧߴߡ‫ޔ‬ᣣᧄో૕ߩᐔဋߢ߽ 1 ᩴዊߐ޿ߋࠄ޿ߩ᳓Ḱߦߥߞߡ߅ࠆߣ‫ޔ߇ࠎߖ߹޿ߑߏ⸶ߒ↳ޕ‬ㅜ਄࿖ߩ࠺࡯࠲ߪ޽߹ࠅߥ޿ࠎߢߔ߇‫ ߚ߹ޔ‬1 ᩴߋࠄ޿㆑߁ߣ޿߁ߩ߇ታᖱߢߔ‫ޕ‬ߎߩࠃ߁ߦ‫ޔ‬㔚ജߩ㑐ଥ߽޽߹ࠅᣂߒ޿ᛛⴚߣ߆‫ߞ߆ߥߡࠇࠊ⸒ߊ߆߿ߣ߇ߣߎߚߞ޿߁ߘޔ‬ߚࠎߢߔߌࠇߤ‫ᦨޔ‬ㄭߦߥࠅ߹ߒߡ‫߅ߢ߆ߎߤޔ‬⡊ߦߒߡ޿ࠆߣᕁ޿߹ߔ‫࠼࠶࡝ࠣ࠻࡯ࡑࠬޔ‬㧔smart grid㧕ߣ޿߁ߩ߇޽ࠅ߹ߒߡ‫ࠍࡓ࡯ࡉߦ․ߢࠞ࡝ࡔࠕޔ‬๭ࠎߢ޿߹ߔߌࠇߤ߽‫ޔ‬㔚ജ♽⛔
ࠍ ICT㧔Information and Communications Technology㧕ᛛⴚࠍ૶ߞߡ‫ߣߞ߽ޔ‬㜞ᐲߦߒࠃ߁ߣ‫ޕ‬․ߦᣣᧄߩ႐วߪ‫߁޿߁ߎޔ‬ᄥ㓁శ⊒㔚ߢ޽ࠆߣ߆‫߁޿߁ߎޔ‬ಽᢔဳߩ㔚Ḯ߿ࠄ߇㔚ജ♽⛔ߦ౉ߞߡ߈ߡ‫ߪߢ߹੹ޔ‬਄߆ࠄਅ߳ᵹࠇߡ޿ߊ߫߆ࠅߛߞߚߩ߇‫ޔ‬ਅ߆ࠄ਄߳਄߇ߞߡߊࠆᵹࠇ߽
ߢ߈ࠆߣ޿߁ߎߣߢ‫ߊ߹߁ࠍࠇߎޔ‬೙ᓮߒߡᵴ↪ߒߡ޿ߎ߁ߣ޿߁ࠃ߁ߥߎߣ߇ࠬࡑ࡯࠻ࠣ࡝࠶
࠼ߩਥ㗴ߦߥߞߡ޿߹ߔߌࠇߤ߽‫ߦࠇߎޔ‬ะߌߡ‫ޔ‬ᣂߒ޿ᛛⴚ㐿⊒߿ࠄ‫⎇ߥࠈ޿ࠈ޿ޔ‬ⓥ߇ᆎ߹
ߞߡ߅ࠆߣ޿߁ߣߎࠈߢߔ‫ޕ‬ߜࠂߞߣᤨ㑆ࠍ⾌߿ߒߡߒ߹޿߹ߒߚߌࠇߤ߽‫ߚߞ޿߁ߎޔ‬㔚ജᬺ⇇ߦ߅޿ߡ‫ޔ޽߾ߓޔ‬ᶏᄖߣ޿߁ὐߦ⋡ࠍะߌ߹ߔߣ‫⺑ߣߞࠂߜࠍߩ߁޿ߣ߆ߩߚ߈ߡߞ߿ࠍߣߎߥࠎߤޔ‬᣿ߐߖߡ޿ߚߛ
߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬㑐⷏㔚ജߢߪ‫ޔ‬ਥߦ⊒㔚ߩ IPP ߣ↳ߒ߹ߒߡ‫ޔ‬Independent Power Producer‫⊒ޔ‬㔚੐ᬺ⠪ߥࠎߢߔߌࠇߤ‫ࠍࠇߎޔ‬ਥߦ߿ߞߡ޿߹ߔ‫ᦨޕ‬ೋߦ߿ߞߚߩ߇ࡈࠖ࡝ࡇࡦߩ‫ߩߎޔ‬᳓ജ⊒㔚ߢߒߡ‫ߩߘޔ‬ᓟ‫ޔ߆ߣ࡞࡯ࡐࠟࡦࠪࠄ߆ࠇߘޔࠗ࠲ޔ‬บḧߣ߆ߢ‫ోޔ‬ㇱࠍ⥄ಽߢᜬߞߡ޿ࠆࠊߌߓ߾ߥ޿ࠎߢ
ߔߌࠇߤ‫౒ߦ✜৻ߣࠈߎߣߥࠈ޿ࠈ޿ޔ‬หߢᜬߞߡ޿ࠆ‫⥄ޕ‬ಽߩᜬߜಽߩ⊒㔚ኈ㊂߇ߎࠇߛߌ޽
ࠅ߹ߔߣ޿߁ߎߣߢ‫߁޿߁ߎޔ‬੐ᬺࠍ߿ߞߡ޿߹ߔ‫ޕ‬ᓟߪ‫ޔ‬㔚ജߩ੹߹ߢߩ⚻㛎ࠍᵴ߆ߒߡ‫ߔߢࠎߥߣߎ߁޿ߣࠆߔࠍࠬࡆ࡯ࠨࠣࡦࠖ࠹࡞ࠨࡦࠦޔ‬ߌࠇߤ߽‫ޔ‬ਥߦࠕࠫࠕߩ࿖ߢ‫ ߦߢ߹੹ޔ‬50 એ਄ߩࠨ࡯ࡆࠬࠍߎߎ 15 ᐕߋࠄ޿ߩ㑆ߦ߿ߞߡ߈ߡ
޿߹ߔ‫ޕ‬
ߘࠇએᄖߦ‫␠ߣ߁޿ߣ߆ࠄߜߤޔ‬ળ⽸₂⊛ߥⷰὐ߆ࠄ‫ޔ‬਎⇇ߩᄢ߈ߥ㔚ജળ␠߇ࠦࡦ࠰࡯ࠪࠕ
ࡓࠍ⚵ࠎߢ޿߹ߒߡ‫ޔ‬ᣣᧄ߆ࠄߪ㑐⷏ߣ᧲੩߇౉ߞߡ޿ࠆࠎߢߔߌࠇߤ‫ࠢࠚࠫࡠࡊߚߞ޿߁ߎޔ‬࠻ࠍㅢߓߡ‫ߩ߳࡞ࡃ࠷ޔ߫߃଀ޔ‬ᄥ㓁శ⊒㔚ߛߣ߆‫߁޿߁ߘ߆ߣࡦ࠲࡯ࡉޔ‬࿖ߢߩ᳓ജ⊒㔚ߣ߆‫ޔ‬ߎ߁޿ߞߚࡊࡠࠫࠚࠢ࠻ࠍផㅴߒߡ߅ࠆߣ޿߁ࠃ߁ߥߎߣࠍ߿ߞߡ߅ࠅ߹ߔ‫ޕ‬- 35 -

㔚ജߩ઀੐ߣ޿߁ߩߪ‫⺑ࠄ߆ࠇߎޔ‬᣿ߔࠆࠎߢߔߌߤ‫ᦨޔ‬ㄭߪࡌ࠻࠽ࡓߩේሶജߩ઀੐ࠍߤ߁
߽ขࠇߘ߁ߛߣ޿߁⹤ߦߥࠅ߹ߒߚߌࠇߤ߽‫߆ߥ߆ߥޔ‬ᄖ߳ᄖ߳ߣ޿߁઀੐ߢߪߥ޿ߣ޿߁ߩࠍ‫ޔ‬ߎࠇ߆ࠄߜࠂߞߣ߅⹤ࠍߒߚ޿ߣᕁ޿߹ߔ߇‫ߚߞ޿߁ߘޔ‬ਛߢ߽‫߁޿߁ߎޔ‬ขࠅ⚵ߺࠍ߿ߞߡ߹
޿ࠅ߹ߒߚ‫ޕ‬ߎߩ࿑ߪ‫߇ࠇࠊࠇࠊޔ‬ᶏᄖߩࡊࡠࠫࠚࠢ࠻ࠍ߿ߞߡ޿ߊߚ߼ߦ‫ޔ‬ᄢ߈ߊ‫ޔ‬㕖Ᏹߦ◲නߦᦠ޿ߡ
޿߹ߔߌߤ߽‫ⷐ߇ߣߎߥࠎߎޔ‬ઙߣߒߡⷐࠆࠎߓ߾ߥ޿߆ߣᕁ߁ߩ߇‫ޕߔ߹޿ߑߏߢࠇߎޔ‬߹ߕߪ⍮⼂‫⚻ࠄ߆ࠇߘޔ‬㛎‫ߦ․ޕ‬㔚᳇ߩ႐ว‫ޔ‬㔚ജߩ႐วߪ‫߁޿߁ߘޔ‬ታോ⚻㛎ߣ޿޿߹ߔ߆‫ޔ‬ታ㓙ߦ㔚ജ♽⛔ࠍㆇォߒߡ㔚᳇ࠍዯߌߡ߅ࠆߣ޿߁‫ޔ‬ታ㓙ߩ઀੐ߩਛ߆ࠄ޿ࠈ޿ࠈߥࡁ࠙ࡂ࠙ࠍ
ᜬߞߡ޿߹ߔ߆ࠄ‫ࠍࠇߎޔ‬ᜬߞߡ޿ࠆߩ߇ᒰὼߩߎߣߥ߇ࠄᔅⷐߣ‫ޕ‬ߘࠇ߆ࠄ‫ޕࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޔ‬ᶏᄖߩ઀੐ߦߥࠅ߹ߔߣ‫ࠆߥߦߣߎ߁޿ߣ⺆⧷߽ߡߒ߁ߤޔ‬ࠎߢߔߌࠇߤ߽‫ޔ‬ᖤߒ޿߆ߥ‫ޔ‬ᣣᧄߩ࿖ߩਛߢ઀੐ࠍߒߡ޿ࠆߣ‫઀ߢ⺆⧷߆ߥ߆ߥޔ‬੐ࠍߔࠆᯏ
ળߪߥߊߡ‫߽⑳ޔ‬ᣣᏱߪ㑐⷏ᑯߢߒߡ޿߹ߔߌߤ߽‫࡟ࡊߢ⪲⸒ߩ߈ⴕߘࠃߣߞࠂߜޔߪ߁ࠂ߈ޔ‬࠯ࡦࠍߒߡ޿߹ߔ߇‫ߣ߁ࠃߒࠍࡦ࠯࡟ࡊߢ⺆⧷ޔ‬ᕁ߁ߣ⚿᭴ᤨ㑆߇߆߆ߞߚࠅߒ߹ߔ‫ޔࠎࠈߜ߽ޕ‬⋧ᚻߩ࿖ߩࡠ࡯ࠞ࡞࡜ࡦࠥ࡯ࠫ߹ߢߢ߈ࠆࠃ߁ߦߥߞߚࠄ⚛᥍ࠄߒ޿ࠎߢߔߌࠇߤ‫ࠂߜߪࠇߎޔ‬ߞߣ⠨߃ࠄࠇ߹ߖࠎ‫ޕ‬ߘࠇ߆ࠄᦨᓟߦ‫⥄ߩߢ߹੹ߪࠇߎޔߪ⑳ޔ‬ಽߩ⚻㛎߆ࠄ․ߦᄢ੐ߛߥߣᕁ߁ߩ߇‫⋧ޔ‬ᚻߩ࿖ߩ޿ࠈࠎߥ੐ᖱߦኻߔࠆℂ⸃ߢߔ‫⚿ࠍࠕࠪࡀ࠼ࡦࠗߪ⑳ޕ‬᭴߿ߞߡ޿߹ߒߚ߽ߩߢߔ߆ࠄ‫࠼ࡦࠗޔ‬ࡀࠪࠕߩᱧผ‫ࠄ߆ࠇߘޔ‬ᢥൻߦߟ޿ߡߪ‫ߣࠈ޿ࠈ޿ޔ‬ᣣᧄ⺆ߩᧄߢീᒝߒ߹ߒߚ‫ޔߡߞࠃߦࠇߘޕ‬ᣣᧄߣߩ㑐ࠊࠅࠍ฽߼ߡ‫ޔ‬ᱧผ⊛ߥ޿ࠈ޿ࠈߥ੐ᖱ߿ࠄ‫߅ޔࠄ߆ࠇߘޔ‬࿖ߩ․ᓽ߇޽ࠅ߹ߔ‫޿ޕ‬ࠈ޿ࠈߥᚲߦߤࠎߥ↥ᬺ߇޽ࠆߣ߆‫ޔ੹ޔࠄ߆ࠇߘޔ‬ታ㓙ߦ‫⋧ޔ‬ᚻߩ࿖ߩ㔚ജ߇ߤࠎߥ੐ᖱߦ޽
ࠆߩ߆ߣ޿ߞߚߎߣ߇㕖Ᏹߦᄢ੐ߦߥࠆࠎߢߔߌߤ‫߁޿߁ߎޔ‬ਃߟ߇วࠊߐࠄߥ޿ߣ‫߆ߥ߆ߥޔ‬ᶏᄖߢߩ઀੐߇ߢ߈ߥ޿ߣ޿߁߰߁ߦᕁ޿߹ߔ‫ޕ‬ࠝ࡟ࡦࠫ⦡ߩߎߩㇱಽߪ‫ޔ‬ᣣᏱߩ઀੐ߢ‫ࠇࠊࠇࠊޔ‬㔚ജળ␠ߪ‫ޔ‬㓐ಽ਎⇇ߢ߽⹶ࠇࠆߋࠄ޿ߩ
᳓Ḱߦ޽ࠆߣ޿߁߰߁ߦᕁ޿߹ߔ‫⋧߆ߣࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦߩߎޔ߇ࠈߎߣޕ‬ᚻ࿖߳ߩℂ⸃ߣ޿߁‫ߩߎޔ‬ὐߦ㑐ߒߡߪ‫ޔ‬࿖ౝߦዬߥ߇ࠄ‫઀ޔ‬੐ࠍߒߥ߇ࠄൎᚻߦߤࠎߤࠎߚ߹ߞߡ޿ߊߣ޿߁ࠬ
ࠠ࡞ߓ߾ߏߑ޿߹ߖࠎߩߢ‫⋧ޔ‬ᚻߩ࿖߳಴ߡ޿ߊ‫․ߪߊߒ߽ޔ‬೎ߦ⎇ୃࠍߐߖࠆߣ‫ߚߞ޿߁ߘޔ‬ࡊࡠࠣ࡜ࡓ߇ߥ޿ߣߥ߆ߥ߆ߢ߈ߥ޿ߣ޿߁ߣߎࠈ߇⺖㗴ߛߣ޿߁߰߁ߦᕁ޿߹ߔ‫ޕ‬৻ᣇߢ‫߫߃଀ޔ‬໡␠ߐࠎߣ߆ߢߔߣ‫ߩߎࠎ߱ߚޔ‬ㄝࠅߩࠬࠠ࡞ߪߤࠎߤࠎߚ߹ߞߡ޿ߊ‫ࠇߘޕ‬ߢ‫ޔ‬໡ຠ⍮⼂߇ᓟ߆ࠄઃ޿ߡ߈ߡ‫઀ޔ‬੐ߦߥࠆ‫ߣࠈ޿ࠈ޿ޔ߫߃଀ޕ‬ᶏᄖߢᵴべߐࠇߡ޿ࠆࠦࡦ
ࠨ࡞࠲ࡦ࠻ߩળ␠ߣ߆ߏߑ޿߹ߔ‫ࠎ߱ߚޕ‬ᓧᗧߥಽ㊁ࠍᜬߞߚੱࠍ㓸߼ߡ߈ߡ‫ߩߎࠬ࡜ࡊޔ‬ਃߟࠍ‫⋧ޔ‬ᚻ࿖ߣ߿ࠅߥ߇ࠄ㜞߼ߡ޿ߊߣ޿߁߆ߚߜߢࠬࠠ࡞ࠕ࠶ࡊߒߡ޿ߊߩ߆ߥ޽ߣ޿߁߰߁ߦ‫ޔ‬ߎߩ⛗ߢᄢ૕⺑᣿߇ߟߊࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁߞߡ޿߹ߔ‫ޕ‬੹߹ߢ↳ߒ਄ߍߚ‫ޔ‬㔚ജ߇⊒ዷߒߡ߈ߚࡊࡠ࠮ࠬߣ‫ࠄ߆ࠇߘޔ‬㔚ജߩᶏᄖ੐ᬺߣ޿߁ὐ߆ࠄ‫ޔ‬ߘࠇߙࠇߩਥߦਃߟ‫ޔߤߌߔ߹޿ߡ޿ᦠ߁ߎޔ‬㔚ജળ␠ߣ‫࡯ࡖ࠴ࠢࠔࡈࡘ࠾ࡑࠄ߆ࠇߘޔ‬㧔manufacturer㧕‫⵾ޔ‬ㅧᬺ⠪ߣ‫ࠄ߆ࠇߘޔ‬ᄢቇ‫ޔ‬ቇળ㑐ଥ⠪‫ߢߣߎ߁޿߁ߎޔ‬ᢎ⢒⇇ߣ޿߁߰߁ߦ
⷗߹ߔߣ‫ޔ‬వ߶ߤ᧪ߩ߅⹤ߢ߽޽ࠅ߹ߒߚࠃ߁ߦ‫ޔ‬ᣣᧄߩ࿖ߩਛߢߔࠄ‫↥ߩߎޔ‬ቇㅪ៤ߣ޿߁ߩ
ߪߥ߆ߥ߆㔍ߒ޿ߣ޿߁⹤߇޽ࠅ߹ߒߚ‫ޕ‬߹ߒߡ߿࠺ࠖࡌࡠ࠶ࡇࡦࠣࠞࡦ࠻࡝࡯㧔developing country㧕஥ߢ߽‫ߩߎޔ‬ὐ✢ߩㇱಽ‫ߪࠇߎޔ‬ߥ߆ߥ߆㔍ߒ޿ࠎߓ߾ߥ޿߆‫ޕ‬వ߶ߤ᧪߆ࠄ޽ࠅ߹ߒߚ‫ޔ‬ᄢቇߣࡑ࠾ࡘࡈࠔࠢ࠴ࡖ࡯

- 36 -

㧔manufacturer㧕ߣߪߜࠂߞߣ߿ࠅߛߒߡ޿ࠆߣ߆‫ߣߚߞ޽߇ߣߎ߁޿߁ߘޔ‬ᕁ޿߹ߔߌߤ߽‫ߥޔ‬߆ߥ߆‫ߩߎޔ‬ਛߩベߣ޿߁ߩߪߢ߈ߥ޿‫ޕ‬ߢߪ‫ࠇߙࠇߘޔ‬ห჻ߪߤ߁߆ߣ޿߁߰߁ߦ⷗߹ߔߣ‫ޔ‬ᄢቇห჻ߩ⹤ߦߟ޿ߡߪ‫ߩ⑳ޔ߁ࠂ߈ޔ‬߶߁ߢߪߥ޿‫ߏߩ߹ߐ⊝ޔ‬ኾ㐷ߩ߶߁ߢ޿ࠈ޿ࠈߥ੤ᵹ߇ߥߐࠇߡ߅ࠅ‫⺖ࠈ޿ࠈ޿ޔ‬㗴ߪ޽ࠆߣ‫ޔ‬వ߶ߤ߅ુ޿ߒߡ‫ߣ޽ߥߤ߶ࠆߥޔ‬ᕁߞߚࠎߢߔߌࠇߤ‫ޔ‬ᣣᧄ߳߿ߞߡ᧪ߡ‫ࠈ޿ࠈ޿ޔ‬ቇࠎߢ޿ߚߛߊࠃ߁ߥߎߣߪ޽ࠆࠎߓ߾ߥ޿ߩ߆ߥ޽ߣ‫ޕ‬ߘࠇ߆ࠄ‫࡯ࠞ࡯ࡔޔ‬㑐ଥ‫ࠍ‛ޔ‬૞ࠆળ␠ߦߟ޿ߡߪ‫߳ࠗ࠲ޔ‬ડᬺ߇ㅴ಴ߒߡ޿ࠆߣ߆‫߆ࠇߘޔ‬ࠄ‫ߩࠗ࠲ޔ‬ቇ↢ࠍ㓹ߞߡ㕖Ᏹߦᚑᨐࠍ਄ߍߡ޿ࠆߣ߆ߏߑ޿߹ߒߚߌࠇߤ߽‫߁޿߁ߎޔ‬㑐ଥߪ޽ࠅ߹ߔ߇‫ߩࠬࡀࠫࡆߪࠇߎޔߣ߁޿ߣ߆ࠄߜߤޔ‬਎⇇ߢߔ߆ࠄ‫ߡ᧪߳ࠄߜߎޔ‬ቇࠎߢ߽ࠄ߁ߩ߽‫ޔ‬ㅜ਄࿖ߢ߁߹޿↢↥ࠍߒߡ߽ࠄ߁ߚ߼ߦീᒝࠍߒߡ߽ࠄ߁ߣ޿߁ߎߣߢ‫ߎޔߣ߁޿ߣ߆ࠄߜߤޔ‬ࠇߪ⥄ಽߚߜߩ೑ߩߚ߼ߦ߿ߞߡ߅ࠄࠇࠆࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁ޿߹ߔ‫ޕ‬৻ᣇߢ‫ࠆࠁࠊ޿ޔߥ߁ࠃߩࠇࠊࠇࠊޔ‬㔚ജળ␠‫ߥ⊛࡯ࠩ࡯࡙ޔ‬ሽ࿷ߥࠎߢߔߌࠇߤ߽‫ߦࠇߎޔ‬ߟ޿ߡߪ‫઀ޔ‬੐⥄૕߇࠼ࡔࠬ࠹ࠖ࠶ࠢߣ޿߁ߎߣ߇޽ࠅ߹ߒߡ‫ޔ߆ߥ߆ߥޔ‬ᶏᄖ߳ㅴ಴ߔࠆ‫ޔ‬ᶏᄖߩߎߣࠍീᒝߔࠆߣ޿߁ߎߣߪߥ޿‫ޔߪ⑳ޕ‬਎⇇㌁ⴕߦ߅ࠅ߹ߒߚ⚻㛎ߢ‫߁޿߁ߎޔ‬਎⇇㌁ⴕ
߿ࠄ JICA ߐࠎ߿ࠄ‫ࠕࠫࠕࠄ߆ࠇߘޔ‬㐿㌁ߣ߆‫ߩ࡯࠽࠼ߥࠈ޿ࠈ޿ޔ‬࿖߇޽ࠆࠎߢߔߌࠇߤ߽‫ߎޔ‬߁޿ߞߚߣߎࠈ߇޿ࠈ޿ࠈߣදജࠍߔࠆߣ޿߁ߎߣࠍ߿ࠆࠎߢߔ߇‫ߞ޿ߊ߹߁߆ߥ߆ߥ߇ࠇߘޔ‬ߡ޿ߥ޿ࠎߓ߾ߥ޿߆ߣ޿߁᳇߇ߒߡ޿߹ߔ‫ޕ‬ㅜ਄࿖ߦ߅޿ߡᛛⴚ߇ዉ౉ߐࠇࠆߣ޿߁ߩߪ‫ޔ‬వㅴ࿖ߢ޿ࠈ޿ࠈߣᣂߒ޿ᛛⴚ߇౉ߞߡ‫ࠈ޿ޔ‬޿ࠈߣ઀੐߇ᄌࠊߞߡ޿ߊߣ޿߁ߎߣࠍߤࠎߤࠎ߿ߞߡ޿ߞߚࠎߢߔߌࠇߤ߽‫ޔ‬ㅜ਄࿖ߩ႐วߪ‫ޔ‬ߎࠇࠄ߇߶߷‫ޔ‬ㆊ෰ߩ⚻㛎ࠍోㇱหᤨߦዉ౉ߢ߈ࠆߣ޿߁‫߫ࠊ޿ޔ‬ᓟ⊒ߩ೑߇޽ࠆࠊߌߢߔ‫ߣޕ‬ߎࠈ߇‫ߩߎޔ‬ᓟ⊒ߩ೑ߣ↳ߒ߹ߒߡ߽‫߆ߥ߆ߥޔߣ޿ߥ߆߅ߡߒ࠻࡯ࡀࠖ࠺࡯ࠦߊ߹߁ߢߎߎޔ‬৻᳇ߦๆ෼ߢ߈ߥ޿ߣ޿޿߹ߔ߆‫ޔ‬࿖ߦቯ⌕ߒߥ޿ࠤ࡯ࠬ߇޽ࠅ߹ߔ‫ޕ‬ߘࠇߪ‫߇⺕ޔ‬ᖡ޿‫ޔ‬ᓐ߇ᖡ޿ߣ޿߁ࠃࠅ߽‫߇⑳ޔࠅߪ߿ޔ‬ᕁ߁ߩߪ‫ޔ‬ㅜ਄࿖஥ߢߒߞ߆ࠅߣߘ
ࠇࠍ‫ߥࠈ޿ࠈ޿ޔ‬ᛛⴚ߿ࠄ‫ߣࠎ߾ߜࠍ⹤߁⸒߇࠻࡯ࡄ࡯࠲ࡦ࠙ࠞߥࠈ޿ࠈ޿ޔ‬⡞޿ߡ‫⥄ޔ‬ಽߚߜߥࠅߩ߹ߣ߼ᣇࠍߒߡ‫ࠍࠇߘޔ‬ㆡ↪ߒߡ޿ߊߣ޿߁‫߁޿߁ߎޔ‬ᓎഀࠍᨐߚߔੱ‫ࡐࠬ࡟߁޿߁ߎޔ‬ࡦࠪࡉ࡞࡮ࡄ࡯࠰ࡦ㧔responsible person㧕߇࠺ࠖࡌࡠ࠶ࡇࡦࠣ࡮ࠞࡦ࠻࡝࡯࡮ࠨࠗ࠼ߦ޿ߥ޿ߣ‫ޔ‬ߥ߆ߥ߆߁߹ߊ޿߆ߥ޿ࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁ޿߹ߒߚ‫ޕ‬ߘ߁޿߁ੱ߇‫ߦ߁߰ߥࠎߤޔ‬ᵴべߒߡߊࠇࠆߛࠈ߁߆ߣ޿߁ߩࠍ‫ߎ߇ߩߚߺߡ޿ᦠߣߞࠂߜޔ‬ߩࡍ࡯ࠫߢߒߡ‫ࠇࠊࠇࠊޔ‬㔚ജ߆ࠄ⷗ࠆߣ‫ࠅߪ߿ޔ‬㔚ജળ␠ߦߘ߁޿߁ੱ߇޿ߡ߶ߒ޿‫⋧ޕ‬ᚻߣߒߡߘ߁޿߁ੱ߇޿ߡߊࠇࠆߣ޿޿ߣ‫ޔ߇ߎߘޕ‬ળ␠ߩਛ߽߹ߣ߼‫ޔ‬ᄢቇ߿ࠄ‫ࠞ࡯ࡔࠄ߆ࠇߘޔ‬࡯ߣ߽‫ޔ‬࿖ౝߩࡔ࡯ࠞ࡯ߣ߽ࠦ࡯࠺ࠖࡀ࡯࠻ߒߥ߇ࠄ‫ߥࠈ޿ࠈ޿ޔ‬࿖㓙ᯏ㑐╬ߩࠕࠪࠬ࠲ࡦࠬ‫ޔ‬࠹ࠢ࠾ࠞ࡞ࠕࠪࠬ࠲ࡦࠬࠍ߁߹ߊฃߌᱛ߼ߡߊࠇࠆߣ޿߁߰߁ߦߥࠇ߫޿޿ߣ޿߁߰߁ߦᕁ޿߹
ߔ‫ޕ‬ߎࠇߪ‫ߥ߁߰ߥࠎߤޔ‬ᓎഀࠍᜬߞߡ޿ࠆ߆ߣ޿߁ߎߣߢ‫◲ޔ‬නߦ⸒޿߹ߔߣ‫ߥࠈ޿ࠈ޿ޔ‬㑐ଥ⠪ࠍߒߞ߆ࠅߣߟߥ߉ᱛ߼ࠆᓎഀߣ޿ߞߚࠄ޿޿ߣᕁ޿߹ߔߌࠇߤ߽‫߁޿߁ߘޔ‬ᓎഀߩੱࠍ‫ߗޔ‬߭ߣ߽⢒ᚑߒߥ߈߾ߥࠄߥ޿ߥߣ޿߁߰߁ߦᕁ޿߹ߔ‫ޕ‬ߘࠇߢ‫ߡߞ߿߁ߤޔ޽߾ߓޔࠍੱߚߞ޿߁ߎޔ‬⢒ߡࠆࠎߛࠈ߁߆ߣ޿߁⹤߇޽ࠆࠎߢߔߌࠇߤ
߽‫ࠅߪ߿ޔ‬⍴ᦼ㑆‫ᤨߥ߆ߕࠊߩߌߛࠇߘߣߞࠂߜޔ‬㑆ߢ‫◲߆ߥ߆ߥޔߪߢߌߛߚ᧪ߣߞࠂߜޔ‬නߦߪ‫ߪੱߚߞ޿߁ߘޔ‬⢒ᚑߢ߈߹ߖࠎ‫ޕ‬- 37 -

ߎࠇߪ㕖Ᏹߦ‫ޔ‬ൎᚻߥߎߣࠍ⸒ߞߡ޿߹ߔߌࠇߤ‫ᦨޔ‬ૐ 1 ᐕߋࠄ޿‫ޔ‬ㅜ਄࿖߆ࠄ᧪ߡ޿ߚߛ޿
ߡ‫ޔ߽ࠇߘޔߡ޿ߛߚ޿ߡ᧪ߢࡓ࡯࠴ߡߊߥ߾ߓੱ৻ࠄߚ߈ߢޔ‬ᄢቇߦⴕߊੱ‫ߊⴕߦ࡯ࠞ࡯ࡔޔ‬ੱ‫ࠄ߆ࠇߘޔ‬㔚ജળ␠ߦⴕߊੱ‫ߺ⚵ߚߞ޿߁ߘޔ‬วࠊߖߢ᧪ߡ‫⥄ޔ‬ಽߚߜߩ⺖㗴ࠍࠃߊ⹤ߒว޿
ߥ߇ࠄ‫ࠍ࠙ࡂ࠙ࡁߩߘߢࡓ࡯࠴ޔ‬ᓧߡ޿ߚߛߌࠇ߫޿޿ࠎߓ߾ߥ޿߆ߣ‫ࠨࡦࠦߢ߹੹ޔߪࠇߘޕ‬࡞࠲ࡦ࠻ߦන⊒⊛ߦࠨࡐ࡯࠻ߐࠇߡ߈ߚ⁁ᴫߣᲧߴࠆߣ‫⥄ޔ‬ಽߚߜߩ⺖㗴ࠍ⥄ಽߚߜߢߟߊࠅ਄
ߍߡᏫࠆߣ‫ߣߛࠫ࡯ࡔࠗߥࠎߎޔ‬ᕁ޿߹ߔ‫ޕ‬ߘࠇߢ‫ޔߤࠇߌߔߢࠎߚߺߡ޿ᦠߢߣߎ߁޿ߣ߆߁ࠂߒߢ߁ߤߪࡓ࡜ࠣࡠࡊߥࠎߎޔ߫߃଀ޔ‬ㅜ਄࿖஥ߢߪ‫߁޿߁ߘޔ‬ෳട⠪ࠍߜ߾ࠎߣㆬࠎߢߎߥߌࠇ߫ߥࠄߥ޿ߣ޿߁ߎߣߢ‫ߩߘޔ‬ෳട⠪߇⥄ಽߚߜߩ⺖㗴߿ࠄ‫⁁ޔ‬ᴫࠍߒߞ߆ࠅߟ߆ࠎߢ߽ࠄࠊߥ޿ߣ޿ߌߥ޿‫ࠆ޽ޔߪࠇߎޕ‬⒟ᐲ‫߅ޔ‬ᚻવ޿ࠍߒߥ߇ࠄ‫ޕ߆޿ߥ߾ߓࠎࠆ߃ࠄ߽ߡߞ߿ޔ‬ߘࠇ߆ࠄ‫ޔ‬ฃߌ౉ࠇࠆ‫ࠇࠊࠇࠊޔ‬ᣣᧄ஥ߛߣᕁ޿߹ߔߌߤ‫ޔ‬㔚ജળ␠ߛߣ߆ᄢቇ‫ࡔࠄ߆ࠇߘޔ‬࡯ࠞ࡯ߐࠎߥࠎ߆߇ߘࠇߙࠇߩᓧᗧߥౝኈ߇޽ࠅ߹ߔ‫ޔߣߔߢࠇࠊࠇࠊޕ‬ㅒߦ‛ࠍ⾈ߞߚࠅߔࠆ
┙႐߆ࠄ‫⵾ޔ‬ㅧᬺ⠪ߦኻߔࠆߌࠎ೙ߣ߆‫ࠄ߆ࠇߘޔ‬቟ోߩ⏕଻ߣ߆‫ࠍ࠙ࡂ࠙ࡁߥࠈ޿ࠈ޿ޔ‬ᜬߞߡ޿߹ߔߩߢ‫ߚߞ޿߁ߎޔ‬㕙ߦߟ޿ߡࠦ࡯࠺ࠖࡀ࡯࠻ࠍߒߡ‫ޔ‬ታ㓙ߩᛛⴚߦߟ޿ߡߪࡔ࡯ࠞ࡯‫ޕ‬ߘࠇ߆ࠄ‫ޔ‬૗߆޽ߞߚߣ߈ߦ⸃ᨆࠍߔࠆߣ߆‫ޔ‬ℂ⺰⊛ⵣઃߌߦߟ޿ߡߪᄢቇ‫ߚߞ޿߁ߎޕ‬ಽᜂߢ߿ߞߡ޿ߚߛ޿ߡ‫ޔ‬JICA ߐࠎߦߪ‫ߩߣߎߚߞ޿߁ߘޔ‬ขࠅ߹ߣ߼ᓎࠍ߿ߞߡ޿ߚߛߊߣ޿߁ࠃ߁
ߥߎߣ߇ߢ߈ࠇ߫৻⇟޿޿ߩ߆ߥ‫ߦ߁߰߁޿ߣߥ߆ߩ޿ߚ߇ࠅ޽ޔ‬ᕁ޿߹ߔ‫ޕ‬ᦨ⚳⊛ߦߪ‫ޔ߇ߣߎߚߞ޿߁ߎޔ‬ᄁࠇࠆ⎇ୃߦߥࠇ߫৻⇟޿޿ࠎߢߔߌࠇߤ‫߁ߘޔ߆ߥ߆ߥޔ‬ߥࠆ߹ߢߪᄢᄌߛߣᕁ޿߹ߔ‫ޕ‬଀߃߫‫ߥࠎߤޔ‬ౝኈ߇‫ޔ޽߾ߓޔ‬㔚ജߩ႐วߦ⠨߃ࠄࠇࠆ߆ߣ޿޿߹ߔߣ‫ޔ‬ଏ⛎ା㗬ᐲࠍ㜞߼ࠆߣ߆‫ࠅࠃޔ‬቟޿ࠦࠬ࠻ߢ㔚᳇ࠍㅍࠆߣ߆‫઀ޔࠄ߆ࠇߘޔ‬੐ࠍ߁߹ߊ߿ߞߡ޿ߊߣ߆‫ߥࠎߎޔ‬㕙ߢ‫ߩ࡯ࠩ࡯࡙ޔ‬ᛛⴚߣ޿߁ߩ߇޽ࠅ߹ߒߡ‫⚻ߩ⑳ޔ‬㛎߆ࠄ޿ߊߣ‫઀ߥࠈ޿ࠈ޿ޔ‬੐ࠍࠦࡦࡇࡘ࡯
࠲࡯ߢࠨࡐ࡯࠻ߔࠆࠪࠬ࠹ࡓ‫ߩߎޔ‬㐿⊒ߦߟ޿ߡߪ‫ޔ‬ㅜ਄࿖஥ߢ‫઀ޔ‬੐ߩ߿ࠅᣇߘߩ߽ߩࠍ⋥ߒߥ߇ࠄࠦࡦࡇࡘ࡯࠲࡯ߩࠪࠬ࠹ࡓࠍዉ౉ߒߡ޿ߊߣ޿߁ߩߪ‫ᤨޔߥ޿߆ߞ߿߆ߥ߆ߥޔ‬㑆ߩ߆߆ࠆ઀੐ߢߒߡ‫ޔ‬න⊒⊛ߥࠦࡦࠨ࡞࠲ࡦ࠻ߦછߖߡ޿ߊߣ‫ޕߨߔߢࠎ߁߾ߜߞߥߦ߾ߜߊ߾ߜ߻ޔ‬ߎ߁޿ߞߚߎߣߦ㑐ߒߡߪ‫߇ࠇࠊࠇࠊޔ‬ㆊ෰߆ࠄ߿ߞߡ߈ߚߎߣࠍ৻ᐲ࠻࡟࡯ࠬߒߡ‫ޔ‬ീᒝߒߡ߽ࠄ޿ߥ߇ࠄ‫ޕߣ޽ߥ߆޿ߥ߾ߓࠎࠆ߈ߢ߇ߣߎߚߞ޿ߣ߆ࠆߔ߁ߤޔ੹ޔ޽߾ߓޔ‬ᓟߪ‫ޔ߆ߣࠆ޽ߢ⹤ߩࠬࡦ࠽࠹ࡦࡔޔ‬ታ㓙‫ޔ‬ታോߢ޿ࠈ޿ࠈߣ಴ߡߊࠆ໧㗴߇޽ࠅ߹ߒߡ‫ࠬޔ‬ࡑ࡯࠻ࠣ࡝࠶࠼ߣ߆ߘࠎߥᶋߟ޿ߚ⹤ߓ߾ߥߊߡ‫ߣࠅ߆ߞߒߣߞ߽ޔ‬ᣣ‫ߩࡦ࡚ࠪ࡯࡟ࡍࠝߩޘ‬ਛߢቇࠎߢ߽ࠄ߃ࠆ࠹࡯ࡑߪ޽ࠆࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁߞߡ޿߹ߔ‫ޕ‬ߜࠂߞߣ଀ߣߒߡ‫ߦ࡞ࠧࡦࡕޔߪ⑳ޔ‬㑐ࠊߞߡ޿ߚ㑐ଥߢ‫ޔ‬㗬߹ࠇ߹ߒߡ‫ߩߜ߁ޔ‬ળ␠ߢߜࠂ
ߞߣ⍴޿⎇ୃࠍ߿ߞߡߊࠇߣ⸒ࠊࠇ߹ߒߡ‫ޔ‬10 ᣣ㑆ߩ⎇ୃࠍ‫ߪ࡯ࠨࡦࡐࠬޔ‬਎⇇㌁ⴕߛߞߚࠎߢ
ߔߌࠇߤ‫ోࠍ↪⾌ୃ⎇ޔ‬ㇱ಴ߔ߆ࠄ߿ߞߡ߶ߒ޿ߣ޿߁ߎߣߢ‫ࠆࠁࠊ޿ޔ‬㔚ജߩ⽼ᄁ㑐ଥߩ઀੐
ߣ㈩㔚㑐ଥߩ઀੐ߦߟ޿ߡฃߌ౉ࠇߚߎߣ߇‫ ⚂ޔ‬2 ᐕߋࠄ޿೨ߦ޽ࠅ߹ߔ‫⚻ߩ߈ߣߩߎޕ‬㛎ࠍߜࠂߞߣߛߌ߅⹤ߒߐߖߡߊߛߐ޿‫ޕ‬ߎࠇߪ‫⾰ߥࠎࠈ޿ޔ‬໧߇⃻࿾ߩ⸒⪲ߢᒰὼ಴ߡߊࠆࠎߢߔߌࠇߤ‫ޔ‬ᄢቇߦ᧪ߡ޿ࠄߞߒ߾ࠆ⇐ቇ↢ߩᣇߦᚻવߞߡ޿ߚߛ޿ߡㅢ⸶ࠍߒߡ߽ࠄ޿߹ߒߚ‫ޕ‬ᣣᧄ⺆߆ࠄ⋥ធࡕࡦࠧ࡞ߩ⸒⪲߳⋥ߒߡ߽ࠄ߃ࠆߣ޿߁ߎߣߢ‫ޔ‬㕖Ᏹߦ⼏⺰߇ᵴ⊒ߦߥࠅ߹ߒߚ‫ޕ‬- 38 -

ߎࠇߪ‫ߢ࡯࠲ࡦ࠮࡞࡯ࠦߩࠇࠊࠇࠊޔ‬᝼ᬺࠍ‫↹ߩߟߕੱ৻ޔ‬㕙ࠍ⷗ߥ߇ࠄ߿ߞߡ޿ߚߛ޿ߡ޿
ࠆߣߎࠈߢߔ‫߁޿߁ߎޔࠄ߆ࠇߘޕ‬Ꮏ੐ゞਔߦߟ޿ߡ߽‫߁޿߁ߎޔ‬ゞਔߪ޽ࠆࠎߢߔ߇‫ޔ‬ᣣᧄߩߎ߁޿߁ゞਔߦߪ㕖Ᏹߦ቟ోⵝ⟎߇ߒߞ߆ࠅઃ޿ߡ޿߹ߔ‫ߣߞࠂߜޕ‬௑޿ߚࠄᱛ߹ࠆࠃ߁ߥⵝ⟎ߣ߆‫ࠄ߆ࠇߎߪࠈߎߣߚߞ޿߁ߘޔ‬㕖Ᏹߦෳ⠨ߦߥࠆࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁ޿߹ߔ‫ࠇߎޕ‬ߪ‫ߚࠇࠄ᧪ࠇߙࠇߘޔ‬ᣇߦ‫߁޿߁ߎޔ‬ฃ⻠⸽ࠍ಴ߒߡ‫ߣߞߕޔ‬వ߹ߢⷡ߃ߡ߅޿ߡ߶ߒ޿ߣ޿߁
ߎߣߢ‫ޕߚߒ߹ࠅ߿ࠍߣߎ߁޿߁ߎޔ‬ߎߩߣ߈ߩෳട⠪ߩჿߥࠎߢߔߌࠇߤ‫⥄ޔ‬ಽߩ࿖ߣߩ㆑޿ߦ㕖Ᏹߦ߮ߞߊࠅߒߚߣ‫ޔߛߚޕ‬዁᧪⋡ᜰߔߣߎࠈ߇⷗߃ߚߣ߆‫ޔࠄ߆ࠇߘޔ‬ะߎ߁ߩਛߢ߽޿ࠈ޿ࠈߥ࠮࡚ࠢࠪࡦߦࠃߞߡ‫߅ޔ‬੕޿⍮ࠄߥ޿ࠎߢߔߌࠇߤ‫ࠍࠇߘޔ‬หᤨߦ 16 ੱోຬ‫ޔ‬หߓ⎇ୃߩౝኈࠍ৻ᐲߒߡ߽ࠄ߅߁ߣ޿߁ߎ
ߣߢ߿ࠅ߹ߒߚߩߢ‫⥄ޔ‬࿖ߢߪ⍮ࠄߥ޿‫߇ߣߎߩࡦ࡚ࠪࠢ࠮ߩߘࠃޔ‬ಽ߆ߞߚߣ‫ޔࠄ߆ࠇߘޕ‬వ߶ߤ↳ߒ߹ߒߚ‫ޔ‬ㅢ⸶߇޿ߚߩߢࠃ߆ߞߚߣ‫ޕ‬ߚߛ‫ࠇࠊࠇࠊޔ‬ฃߌ౉ࠇߚ஥ߪߤ߁ߛߞߚ߆ߣ޿޿߹ߔߣ‫ߊࠃࠍߣߎߩ࡞ࠧࡦࡕޔ‬⍮ߞߡ߅߆ߥ߈߾޿ߌߥ޿ߣ߆‫ޔ‬ฃߌ౉ࠇߩࡆࠩࠍ಴ߒߡ߽ࠄࠊߥ߈߾޿ߌߥ޿ߣ޿߁ߎߣߢ‫ޔ⑳ޔߪࠇߎޔ‬ߚ߹ߚ߹ 10 ᐕ᧪‫ޔߪࠇߎޔߤࠇߌߚߒ߹ࠇ߿߇ߣߎ߁޿߁ߎޔߢߩߚߒ߹޿ߡߞ߿ߣ࡞ࠧࡦࡕޔ‬ߥ߆ߥ߆ᕆߦ⸒ࠊࠇߡ߽ߢ߈ߥ޿ߎߣߢߪ޽ࠅ߹ߔ‫ޕ‬ߘࠇ߆ࠄ‫⾗ޔ‬ᢱߪ৻ᔕ‫ోߢ⺆⧷ޔ‬ㇱ↪ᗧߒߚࠎߢߔ‫ޕ‬ᓟߪ‫ޔ‬10 ᣣ㑆ߣߪ޿߃‫ޔ‬ᄢ㒋߳᧪ߡ‫ߕޔ‬ߞߣዬߡ޿ߚߛߊߣ޿߁ߩߢ‫߇߆⺕ߢ߹᥅ࠄ߆ᦺޔ‬㕙ୟࠍ⷗ߥ߈߾޿ߌߥ޿ߣ޿߁ߎߣ߇㕖Ᏹߦᄢᄌߢߒߚ‫৻ޔࠄ߆ࡈ࠶࠲ࠬߩࠇࠊࠇࠊޔߛߚޕ‬࿁߈ࠅߩߚ߼ߦ⾗ᢱࠍ↪ᗧߒ߹ߒߚߩߢ‫ߞ߽ޔ‬ߚ޿ߥ޿ߣ޿߁ჿ߇਄߇ࠅ߹ߒߚ‫ޕ‬ߚߛ‫ߩߘࠃޔ‬࿖ߩੱߦ᧪ߡ޿ߚߛ޿ߡ‫ߡߞࠃߦߣߎߔ⹤ࠍߣߎߥࠈ޿ࠈ޿ޔ‬㕖Ᏹߦḩ⿷ᗵࠍᓧࠄࠇߚߣ޿߁ߎߣߢ‫ߣ߁޿ߣ߆ࠄߜߤޔߪࠇࠊࠇࠊޔߪࠇߎޔ‬ᢎ⢒ߒߡ߽ࠄߞߚࠃ߁ߥ᳇߇ߒߡ
߅ࠅ߹ߔ‫ޕ‬ᦨᓟߦ‫ߖ߹ࠇߒ߽߆ࠕ࠺ࠗࠕ޿ߥߩ޿ࠊߚޔߤࠇߌߔ߹޿ߡ޿ᦠߢߜߚ߆ߩ߼ߣ߹ߣߞࠂߜޔ‬ࠎߌࠇߤ߽‫ߩࠇࠊࠇࠊޔ‬㔚ജળ␠߇‫ޔ‬ᄢቇ‫ࠄ߆ࠇߘޔ‬࿖㓙දജᯏ㑐ߣ৻✜ߦ૗߆ߢ߈ࠆࠎߓ߾ߥ
޿߆ߣ޿߁ߎߣߢ‫ࠍࠕ࠺ࠗࠕޔߟ৻ޔ‬಴ߒߡߺ߹ߒߚ‫ޕ‬ߘࠇ߆ࠄ‫ߡ޿߇࡯ࡗ࡯࡟ࡊߥࠈ޿ࠈ޿ޔ‬ᄢᄌߥࠎߢߔߌࠇߤ‫ޔ‬ዋߒߕߟ⋧ᚻߩߣߎࠈ߳㗻ࠍ಴ߔߣ‫ޔߪߩࠆ޿ߡ᧪ߦߎߎ߇⑳ޔ߁ࠂ߈ޕ‬ዋߒᢎ⢒㑐ଥߩߣߎࠈࠍ‫ߒߞࠄߡߞ߿ߦ߁߰ߥࠎߤޔ‬߾ࠆߩ߆ࠍ⍮ࠅߚߊߡ᧪ߚߣ޿߁ߩ߇޽ࠅ߹ߔߌࠇߤ߽‫ߚߞ޿ߣߔߛߺ〯ߣߞࠂߜޔ߁޿߁ߎޔ‬ࠃ߁ߥߎߣ߇ᄢ੐ߓ߾ߥ޿߆ߣ‫ޕ‬ߘߩߣ߈ߦߪ‫ߦࠈߎߣߥࠎࠈ޿ޔ‬ᯅᷰߒࠍߒߡߎࠄࠇߚ‫ޔ‬JICA ߩࠃ߁ߥᯏ㑐ߣ޿߁ߩ߇㕖Ᏹߦᓎഀࠍᨐߚߒߡ޿ߚߛߌࠆࠎߓ߾ߥ޿߆ߣ‫ޕ‬ታߪౝᄖ౒ߦᦼᓙߒߡ޿ࠆࠎߛߣ޿߁ߣߎࠈࠍ߅㗿޿ߒ߹ߒߚ‫ޕ‬ߘࠇ߆ࠄ‫ޔ‬ㅜ਄࿖ߢߤ߁޿߁ࠠ࡯ࡄ࡯࠰ࡦࠍ⢒ߡߡ޿ߊ߆‫ޔ‬ᩭߦߥࠆੱࠍ⢒ߡߡ޿ߊ߆ߣ޿߁
ߎߣߢ‫ޔ‬ડᬺߩ⋡߆ࠄ⷗ߚߎߣࠍ⸒޿߹ߒߚߌࠇߤ߽‫ޔ‬ᄢቇߣߺࠎߥ߇࠺ࠖࠬࠞ࠶࡚ࠪࡦࠍᆎ߼
ࠇ߫޿ߌࠆࠎߓ߾ߥ޿߆‫ޕ‬ࠊࠇࠊࠇ㔚ജળ␠߽‫ࠅߪ߿ޔ‬ᶏᄖߣߩ‫ޔ‬ᶏᄖߢߩ੐ᬺዷ㐿߽ⷞ㊁ߦ౉ࠇߥ߇ࠄ‫ߩߎߣߞ߽ޔ‬ㄝࠅࠍ߿ߞߡ޿ߎ߁ߣ޿߁߰߁ߦ‫ᦨޔ‬ㄭ‫ޔ‬㑐⷏㔚ജ߽᧲੩㔚ജ߽ᄖߦะ߆ߞߡ౏⴫ߒߡ߅ࠅ߹ߔߩ
ߢ‫߽ࠇࠊࠇࠊޔߢߣߎߚߞ޿߁ߎޔ‬Ⓧᭂ⊛ߦ౉ߞߡ޿ߊ⹤߇޽ࠅ߹ߔߩߢ‫ޔ‬ㆊ෰‫ޔ‬JICA ߐࠎߣߩ- 39 -

޿ࠈ޿ࠈߥ⎇ୃߢߪᚻࠍᒁ޿ߡ߈ߚᱧผ߽޽ࠅ߹ߔ߇‫ߚ߹ࠄ߆ࠇߎޔ‬ㅒะ߈ߦ㗎ᒛࠅߚ޿ߣᕁ޿
߹ߔ‫߅ߊߒࠈࠃޕ‬㗿޿ߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬ߘࠇ߆ࠄ‫ޔߪ⹤ߚߞ޿߁ߎޔ‬ᕟࠄߊ㔚ജߦ㒢ࠄߕ‫߽ߢ࡯࠲ࠢ࠮ߩ߆߶ޔ‬ห᭽ߩขࠅ⚵ߺ߇ߢ߈ࠆࠎߓ߾ߥ޿߆ߣ޿߁߰߁ߦᕁߞߡ߅ࠅ߹ߔ‫ޕ‬߈ࠂ߁ߪ‫ᧄޔ‬ᒰߦ‫߁޿߁ߎޔ‬ᯏળࠍਈ߃ߡ޿ߚߛ߈߹ߒߡ‫ޔ‬ICCEED ߐࠎ‫ ࠄ߆ࠇߘޔ‬JICA ߐࠎ‫ޔ‬ߘࠇ߆ࠄ࠲ࠗ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬వ↢ᣇ‫ޔ‬㊀ߨߡᗵ⻢ࠍ↳ߒ਄ߍ߹ߒߡ‫ߦࡦ࠯࡟ࡊߩ⑳ޔ‬ઍ߃ߐߖߡ޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔ‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽߽߁ߤޕ‬- 40 -‫ޟ ࡦ࡚ࠪ࠶ࠞࠬࠖ࠺࡞ࡀࡄع‬㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߣᎿቇᢎ⢒࿖㓙දജ‫ޠ‬٤มળ㧦ߎߎ߹ߢ‫ޔ‬4 ฬߩ⊝ߐࠎߦ‫┙߅ߩࠇߙࠇߘޔ‬႐߆ࠄ㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߣᎿቇᢎ⢒࿖㓙දജߦߟ޿ߡߏ⻠Ṷ޿ߚߛ߈߹ߒߚ‫ߒ⹤߅ߦࠎߐ⊝ޔߪࠄ߆ࠇߎޕ‬㗂޿ߚౝኈࠍ〯߹߃߹ߒߡ‫ࠍ⺰⼏ߦࠄߐޔ‬ᷓ߼ߡ޿߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ࡄࡀ࡞࠺ࠖࠬࠞ࠶࡚ࠪࡦᣇᑼߢㅴ߼ߐߖߡ޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔߩߢ‫⻠ߏޔ‬Ṷ⠪ 4 ฬߩవ↢ᣇߦ‫ޔ‬ᡷ߼߹ߒߡს਄߳߅⿧ߒ޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬ㅴⴕߪ‫⼾ޔ‬ᯅᛛⴚ⑼ቇᄢቇᎿ
ቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ߩ․๮ᢎ᝼ߢ޽ࠅ߹ߔⓄⓍ⋥⵨߇ോ߼ߐߖߡ޿ߚߛ߈߹ߔߩ
ߢ‫ߢߎߎޔ‬ⓄⓍᢎ᝼ߦࡑࠗࠢࠍ߅⼑ࠅߒߚ޿ߣᕁ޿߹ߔ‫ޕ‬ߘࠇߢߪࡄࡀ࡝ࠬ࠻ߩ⊝ߐࠎ‫ޔߙ߁ߤޔ‬೨ߦ߅㗿޿޿ߚߒ߹ߔ‫ޕ‬
٤ⓄⓍ㧦⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯ߩⓄⓍߢߏߑ޿߹ߔ‫࡚ࠪ࠶ࠞࠬࠖ࠺ޕ‬ࡦߦవ┙ߜ‫੹ޔ‬ᣣߩਥ㗴ߢ޽ࠆ㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߦ߽㑐ଥߔࠆᧄ࠮ࡦ࠲࡯ߩᵴേࠍ‫ޔ‬ᚻ⍴ߦ⚫੺ߐߖߡ㗂߈߹ߔ‫ޕ‬
ICCEED ߩ⋡⊛ߩ৻ߟߪ‫ޔ‬ㅜ਄࿖ߦ߅ߌࠆࡃ࡜ࡦࠬߩขࠇߚ␠ળ࡮⚻ᷣ⊒ዷࠍᡰេߔࠆ
ߣ޿߁ߎߣߦ޽ࠅ‫ߦ߼ߚߩߘߪ߽ߤ⑳ޔ‬Ꮏቇᢎ⢒ߩะ਄ߦദ߼ߡ߈ߡ޿߹ߔ‫ޕ‬ᧄᣣ⼏⺰ߐࠇߡ߈ߚ↥ቇㅪ៤ߩଦㅴߪ‫␠ޔ‬ળ⚻ᷣ⊒ዷߦߣߞߡ߽‫ߚ߹ޔ‬Ꮏቇᢎ⢒ߩะ਄ߦߣߞߡ߽‫ߩߟ৻ޔ‬ᣇᴺߣߒߡᤓ੹㕖Ᏹߦ㊀ⷐⷞߐࠇߡ߅ࠅ‫↥߽࡯࠲ࡦ࠮ߩࠇࠊࠇࠊޔ‬ቇㅪ៤ߩଦㅴࠍਛᔃߦᵴേߒߡ߈ߡ޿߹ߔ‫߫߃଀ޕ‬ᢥㇱ⑼ቇ⋭ߩ࿖㓙දജࠗ࠾ࠪࠕ࠹ࠖࡉ੐ᬺߩᡰ
េࠍᓧߡ‫ࡢ࠷ࡠࡕߩࠞࡦ࡜࡝ࠬޔ‬ᄢቇߦ߅ߌࠆขࠅ⚵ߺࠍࡕ࠺࡞ࠤ࡯ࠬߦ‫↥ޔ‬ቇㅪ៤ᵴേߩ
ଦㅴᣇ╷ࠍ⎇ⓥ࡮⹜ⴕߒ߹ߒߚ‫ޔߡߒߘޕ‬ᓧߚ⍮⷗ࠍၮߦ↥ቇㅪ៤ផㅴࡊࡠࠫࠚࠢ࠻ߩߚ߼
ߩࠟࠗ࠼࡜ࠗࡦࠍ╷ቯ⥌ߒ߹ߒߚ‫↥ޔߚ߹ޕ‬ቇቭㅪ៤ࠦ࡯࠺ࠖࡀ࡯࠲ࠍ㙃ᚑߔࠆ JICA ⺖㗴೎⎇ୃࠍታᣉߒߡ޿߹ߔ‫↥ޕ‬ቇㅪ៤ᵴേࠍଦㅴߔࠆߚ߼ߦߪ‫ߩߘޔ‬ᵴേߩਛᔃߣߥࠅ‫ޔ‬੐ᬺࠍേ߆ߔࠦ࡯࠺ࠖࡀ࡯࠲߿‫ޔ‬੐ᬺࠍน⢻ߦߔࠆ઀⚵ߺߠߊࠅ߇ᔅⷐߢ޽ࠆߣ⠨߃‫ޔ‬ታᣉߐߖߡ㗂޿ߡ߅ࠅ߹ߔ‫ޕ‬ᣣᧄߪ‫ⷐߚߒ߁ߘޔ‬ຬ߿઀⚵ߺࠍዉ౉ߒߡ޿ࠆ⸶ߢߔߌࠇߤ߽‫ࠍࠇߘޔ‬ㅜ਄࿖ߦ߽ዉ౉ߒࠃ߁ߣ޿߁⹜ߺߢߏߑ޿߹ߔ‫↥ߦߊߣޕ‬ቇㅪ៤ࠍផㅴߔࠆࠦ࡯࠺ࠖࡀ࡯࠲
ࠍ㙃ᚑߔࠆߣ޿߁ߎߣߢ‫ޔ‬ฦ࿖߆ࠄ⎇ୃຬࠍ᜗߈߹ߒߡ‫↥ߢߎߘޔ‬ቇㅪ៤ߩၮ␆⍮⼂‫ޔ‬ᣣᧄߩᄢቇߦ߅ߌࠆᵴേ‫↥ޔ‬ᬺ⇇ߣㅪ៤ߒߚታ⠌ࠍㅢߓߚࠦ࡯࠺ࠖࡀ࡯࠲㙃ᚑ⎇ୃࠍታᣉߒߡ޿
߹ߔ‫ࡦࡒ࠴࡯ࡎޔߪߡ޿߅ߦࡓ࠽࠻ࡌߦࠄߐޕ‬ᏒᎿ⑼ᄢቇࡊࡠࠫࠚࠢ࠻߳ߩදജߣ޿߁ߎߣ
ߢ‫ޔ‬࿾ၞㅪ៤ᯏ⢻ᒝൻ JICA ࡊࡠࠫࠚࠢ࠻߳ߩᡰេࠍⴕߞߡ߈߹ߒߚ‫ޕ‬એ਄߇‫ᧄޔ‬ᣣߩ⺖㗴ߦ߽㑐ଥߔࠆᦨㄭߩ ICCEED ߩᵴേߩ৻┵ߢߏߑ޿߹ߔ‫ޕ‬ߐߡ‫ߦ߁߶ߩࡦ࡚ࠪ࠶ࠞࠬࠖ࠺࡞ࡀࡄޔߪߢࠇߘޔ‬⒖ࠅߚ޿ߣᕁ޿߹ߔ‫ᧄޕ‬ᣣߩ⺰ὐߣߒߡਃߟߩ⺰ὐ߇⠨߃ࠄࠇࠆߣᕁ޿߹ߔ‫ޔߪߟ৻ޕ‬㜞╬ᢎ⢒ߩലᨐ߿㜞╬ᢎ⢒ߩല₸⊛ߥផㅴߣ޿߁⺰ὐ‫ޔ‬ੑߟߦߪߘߩߚ߼ߩᣇᴺߩ߭ߣߟߣߒߡߩ↥ቇㅪ៤ߣ޿߁߽ߩࠍߤߩࠃ߁ߦ⠨߃ࠆ߆ߣ޿߁⼏⺰‫╙ߡߒߘޔ‬ਃߦߪ‫ᦨޔ‬ᓟߩߏ⊒⴫ߦ޽ࠅ߹ߒߚࠃ߁ߦ‫↥ޔ‬ቇㅪ៤ផㅴߩߚ
߼ߩ㐿⊒ㅜ਄࿖ᡰេߩߚ߼ߦߪ‫ޔ‬ㅜ਄࿖஥ߛߌߢߪߥߊᡰេ⠪஥߽‫ߩߘޔ‬ㅪ៤૕೙ߩ᭴▽ࠍᡰេߒߡ޿ߊߴ߈ߢߪ޽ࠆ߹޿߆‫⺰߁޿ߣޔ‬ὐߢߔ‫ߣ޿ߚ߈ߛߚ޿⺰⼏ߏߟߕߟ৻ࠍࠇߎޕ‬ᕁ޿߹ߔ‫ޕ‬- 41 -

䋱䋮㜞╬ᢎ⢒䈱ᗧ⟵䈫᦭↪ᕈ㩷
٤ⓄⓍ㧦߹ߕ‫ޔ‬㜞╬ᢎ⢒ߩലᨐ࡮᦭↪ᕈߦߟ޿ߡ⸅ࠇߡߺߚ޿ߣᕁ޿߹ߔ‫ޕ‬⑳ߪ᳃㑆ߩ⎇ⓥᚲߦ߅ࠅ߹ߒߚ‫ߦࠇߘޕ‬వ┙ߜᄢቇߢീᒝߒߚࠊߌߢߔ߇‫ޔ‬ᄢቇߦ౉ࠅ߹
ߔߣⷫᚘ߆ࠄ‫ޔ‬ᄢቇߩീᒝߥࠎ߆਎ߩਛߦ಴ࠆߣᓎߦ┙ߚߥ޿ࠃߣ޿߁ჿ߽޽ࠅ߹ߒߚ‫ߘޕ‬ࠇߢ߽ᄢቇߢീᒝߒߡ‫ޔ‬ታ㓙ߦળ␠ߦ౉ࠅ߹ߔߣ‫ޔ‬ᄢቇතߓ߾ߥߊߡ㜞තߩੱ‫ޔ‬ਛතߩੱ߇
ߚߊߐࠎ޿߹ߔ‫ߡߒߣࠕ࠾ࠫࡦࠛ߇ੱ߁޿߁ߘޕ‬ᵴべߒߡ޿߹ߔ‫ޕ‬ળ␠ߩਛߩ⚿᭴㜞ᐲߥ઀੐ߢ߽‫⋧ޔ‬ᒰ⒟ᐲࡑ࠾ࡘࠕ࡞ൻߐࠇߡ޿߹ߔߩߢ‫ޔ‬ขࠅ޽߃ߕ઀੐ࠍߔࠆߩߢ޽ࠇ߫‫ޔ‬ታߪ‫ޔ‬ਛቇතᬺߋࠄ޿ߩ⍮⼂ߢ߽‫⚿ޔ‬᭴ߢ߈߹ߔ‫ߚ߹ޕ‬ታ㓙ߦ‫ߪ⑳ޔ‬㔚᳇ࠍኾ㐷ߣߒߡ޿߹ߔ߇‫ޔ‬ࡂࡦ࠳ઃߌߣ߆ᣓ⋚ߣ߆‫ޔߪߤߥࡓ࡜ࠣࡠࡊߩ࡯࠲࡯ࡘࡇࡦࠦࠄ߆ࠇߘޔ‬ᄢቇත⠪ࠃࠅ߽ߘ߁ߓ߾ߥ޿ੱߩ߶߁߇⚿᭴਄ᚻߦߢ߈ࠆࠊߌߢߔ‫ޕ‬ߒ߆ߒ‫ޔ‬ታ㓙ߦ޿ࠈ޿ࠈ߿ߞߡߺ߹ߔߣ‫ࠅߪ߿ޔ‬㜞ᐲߥᢎ⢒ߣ޿߁ߩߪᔅⷐߛߣᕁ߁ߣ߈
߇޽ࠅ߹ߔ‫ᧂޔߣ߁޿ߣ߆߈ߣ߁޿߁ߤߪࠇߘޕ‬⍮ߩ໧㗴ࠍ⸃᳿ߒߥ޿ߣ޿ߌߥ޿ߣ߈‫߹ޔ‬ߚ‫ߦࡦ࡚ࠪ࡯ࡌࡁࠗޔ‬ขࠅ⚵߻ߣ߈ߢ޽ࠅ‫ߪߦ߈ߣ߁޿߁ߘޔ‬㜞ᐲߥᢎ⢒߇ᔅⷐߛߣᕁ޿߹
ߔ‫ޕ‬ၮ␆ജߣ߆ᢎ㙃ߩࠃ߁ߥ‫⷗৻ޔ‬ή㚝ߥࡃ࠶ࠢࠣ࡜࠙ࡦ࠼߇‫⚿ޔ‬᭴‫ޔ‬㜞ᐲߥኻᔕജߦ❬߇ࠆߩߢߪߥ޿߆ߣ޿߁⹤ߢߏߑ޿߹ߔ‫ޕ‬ᓥߞߡ‫ޔߪ⺰⚿ߩ⑳ޔ‬ᄢቇᢎ⢒ߪ࡟ࡌ࡞߇㜞޿߶߁߇ࠃߊ‫ߪࠎߐߊߚߪ࡯࠲ࠬ࡯ࡄ࡯ࠬޔ‬޿ࠄߥ޿ߩߢߔ߇‫੍ߩ߼ߚߩߘޔ‬஻ァ߇ᔅⷐߢ޽ࠈ߁ߣ⠨߃߹ߔ‫ޕ‬వ߶ߤ⻠Ꮷ߆ࠄ߅⹤ߩ޽ࠅ߹ߒߚ‫⎇ޔ‬ⓥቶߢߩታ〣㧔࡜ࡏࡢ࡯ࠢ㧕⚻㛎߽ᄢᄌ᦭ലߢ‫⥄ޔ‬ಽߢࠦࡦ࠻ࡠ࡯࡞ߢ߈ࠆ࡜ࡏࡢ࡯ࠢࠍታ〣૕㛎ߒߚߎߣ߇‫ޔ‬዁᧪ R&D ߦ౉ߞߚߣ߈ߦ‫ޔ‬㕖Ᏹߦ޿޿ࠗࡔ࡯ࠫ࠻࡟࡯࠾ࡦࠣߦߥߞߡ޿߹ߔ‫ޕ‬ታߪ‫ߪ⑳ޔ‬ᄢቇߩߣ߈ߪ⭯⤑ߣ޿߁ߩࠍ߿
ࠅ߹ߒߚ‫ޔߪࠎߐ᧛᧻ࠆ߾ߒߞࠄ޿ߦߎߘޕ‬ᄢቇߩߣ߈ߩ⎇ⓥߪᶧ᥏ࡕ࠾࠲࡯ࠍ߿ߞߡ޿߹
ߒߚ‫ޕ‬ੑੱߣ߽㔚ജળ␠ߩ㑐ଥߦዞ⡯ߒߡ‫ޔ‬ᄢቇߩ⎇ⓥ߇ߘߩ઀੐߇ᓎߦ┙ߚߥ߆ߞߚ߆ߣ
޿߁ߣ‫⚿ߪࠣࡦ࠾࡯࡟࠻ࠫ࡯ࡔࠗߩߘޔ‬᭴ᓎߦ┙ߞߡ޿ࠆߣᕁ޿߹ߔ‫ޕ‬৻⷗ᄢᏅߥ޿ߣᕁࠊࠇࠆቇㇱතߣᄢቇ㒮තߩ⋧㆑ߦߟ޿ߡ߽‫߽ࠇߎޔ‬ᐩജ߇㆑߁ߣᕁ߁ߣ
߈߇޽ࠅ߹ߔ‫ޕ‬ᄢቇ㒮ᢎ⢒ߣ޿߁ߩߦ߽ߘࠇߥࠅߩᗧ๧߇޽ࠅ‫ᧄޔ‬ᣣߩ޿ࠈ޿ࠈߥ⹤ࠍ⡞߆ߖߡ㗂߈‫⥄ޔ‬ಽߩੱ↢ࠍᝄࠅ㄰ߞߡߺߡ‫ߦ߁ࠃߩߘޔ‬ᕁ߁ࠊߌߢߏߑ޿߹ߔ‫ޕ‬ߎߩࠃ߁ߥ⹤ࠍ〯߹߃ߡ‫ᧄޔ‬ᣣߩࡄࡀ࡝ࠬ࠻ߩᣇ‫ߪ޿ࠆ޽ޔ‬ળ႐ߩᣇ‫ޔࠄ߆ޘ‬㜞╬ᢎ⢒ߣ޿߁ߎߣߦߟ޿ߡߤ߁⠨߃ࠆ߆ߣ‫ޔ‬Ꮏቇߦ߅ߌࠆ㜞╬ᢎ⢒ߦߟ޿ߡߩߏᗧ⷗ࠍુ޿ߚ޿ߣᕁ
޿߹ߔ‫ޕ‬
ญἫࠍಾߞߡ޿ߚߛߌࠆᣇߪ޿ࠄߞߒ߾޿߹ߔߢߒࠂ߁߆‫ޕ‬٤࠴࡚ࡦ࡜࠶ࠢ᳁㧦ᄙߊߩࠤ࡯ࠬߦ߅޿ߡ‫ޔ‬ቇ↢ߪᄢቇߢၮ␆⍮⼂ࠍቇࠎߢ‫߇ࠇߘޔ‬ዞ⡯ߒߚవߩ઀੐ߦ૶߃ࠆ߆ߣ޿߁ߣ‫޿ߥߪߢ߁ߘޔ‬႐ว߇޽ࠆࠊߌߢߔߌࠇߤ߽‫ޔ߽ߢࠇߘޔ‬ቇ↢߇ၮ␆⍮⼂ࠍりߦઃߌࠆߣ޿߁ߩߪߣߡ߽㊀ⷐߛߣᕁ޿߹ߔ‫ޕ‬ߒ߆ߒ‫⇟৻ޔ‬㊀ⷐߥߩߪ‫ߩߘޔ‬ၮ␆⍮⼂ࠍᔕ↪ߔࠆߎߣߛߣᕁ޿߹ߔ‫ޕ‬ታ㓙ߩ઀੐ߩ⃻႐ߢ‫ޔ‬ታ〣⊛ߥᔕ↪ߦߟߥߍࠆߣ޿߁ߎߣߢߔ‫ߘߎࠄ߆ߛޕ‬ᄢቇߢߩീᒝ‫ߩߘޔߡߒߘޔ‬ታ〣ߩ႐ߣߒߡߩታ⠌‫↥ޔࡊ࠶ࠪࡦ࡯࠲ࡦࠗޔ‬ᬺ⇇ߦ಴ߡ޿ߊߣ޿߁ߎߣ߇ߣߡ߽㊀ⷐߛߣᕁ޿
߹ߔ‫ޕ‬- 42 -

⃻࿷‫ޔ‬ᄢቇߩᄙߊ߇‫ࠍࡓ࡜ࠣࡠࡊߩࡊ࠶ࠪࡦ࡯࠲ࡦࠗޔ‬ᆎ߼ߡ޿߹ߔ‫ߩߜߚ⑳ޕ‬ቇᩞߢ߽‫ޔ‬
4 ࿁↢ߪ↥ᬺ⇇ߦ಴ߡ޿ߞߡ‫ޔߡߒߘޔ‬4 ࠞ᦬‫ޔ‬5 ࠞ᦬‫⃻ߩߘޔ‬႐ߢ઀੐ࠍߒߡ‫⃻ޔ‬ታߩ઀੐ࠍቇ߱ߣ޿߁ߎߣࠍⴕߞߡ޿߹ߔ‫ߩߘޕ‬႐วߦ‫↥ޔ‬ቇߩㅪ៤߇ߣߡ߽㊀ⷐߦߥࠆࠊߌߢߔ‫ޕ‬ߘࠇ߆ࠄ‫ޔ‬ੑߟ⋡ߢߔߌࠇߤ߽‫ޔ‬ᄢቇߪ‫ޔ‬዁᧪ࠍ⷗ᝪ߃ࠆߎߣ߇ߢ߈ߥߌࠇ߫ߥࠄߥ޿ߣ
ᕁ޿߹ߔ‫↥ޔࠅ߹ߟޕ‬ᬺ⇇ߢߤ߁޿ߞߚ⎇ⓥ㐿⊒ߩ࠾࡯࠭߇޽ࠆߩ߆ߣ޿߁ߎߣࠍℂ⸃ߒߚ਄ߢ‫↥ޔ‬ᬺ⇇ߦ⾗ߔࠆࠃ߁ߢߥߌࠇ߫ߥࠄߥ޿ߣᕁ߁ࠊߌߢߔ‫ޕ‬ᄢቇߩᢎ⢒⠪⎇ⓥ⠪ߣ↥ᬺ⇇ߩ㑆ߩߟߥ߇ࠅ߇ߣߡ߽㊀ⷐߦߥࠆࠊߌߢߔ‫ޔ߫ࠇߌߥߢޕ‬ᄢቇߩ஥ߢ↥ᬺ⇇ߩ࠾࡯࠭ࠍ
ߟ߆߻ߎߣ߇ߢ߈߹ߖࠎߒ‫ߚ߹ޔ‬ㅒߦ‫↥ޔ‬ᬺ⇇߇ᄢቇߦߤ߁޿ߞߚ⢻ജ߇޽ࠆߩ߆ߣ޿߁ߎ
ߣࠍℂ⸃ߔࠆߎߣ߽ߢ߈ߥ޿ߣ޿߁ߎߣߦߥࠅ߹ߔ‫ߚߞ޿߁ߘޕ‬ᗧ๧ߢ‫↥ޔ‬ቇ߇౒ߦㅪ៤ࠍ
ߒߡ‫ߡߒߘޔ‬ੑߟߩ‫߇⑳ޔ‬వߦㅀߴߚࡒ࠶࡚ࠪࡦࠍ㆐ᚑߒߡ޿߆ߥߌࠇ߫ߥࠄߥ޿ߣᕁ޿߹
ߔ‫ޕ‬ߔߥࠊߜ‫ޔߪߟ৻ޔ‬ቇ↢߇ߘߩ⍮⼂ࠍᔕ↪ߢ߈ࠆࠃ߁ߦߣ޿߁ߎߣ‫ޔߪߟ৻߁߽ߡߒߘޔ‬ᢎ᝼߇⎇ⓥࠍߔࠆ㓙ߦ‫↥ޔ‬ᬺ⇇ߩ዁᧪ߩ࠾࡯࠭ࠍߟ߆ࠎߛ਄ߢ⎇ⓥࠍⴕ߁ߣ޿߁ߎߣߩ㊀ⷐᕈࠍᜰ៰ߒ߹ߔ‫ޔߡߞࠃߦߣߎߩߘޕ‬਎⇇ߩ߶߆ߩ࿖ߣචಽߥ┹੎߇ߢ߈ࠆࠃ߁ߦߥߞߡ޿
߆ߥߌࠇ߫ߣᕁߞߡ޿߹ߔ‫ޕ‬
٤ⓄⓍ㧦ߐࠄߥࠆࠕ࠶ࡊࠣ࡟࡯࠼ߣ޿߁⹤߽಴ߡ߈߹ߒߚ‫ߪࠇߎޕ‬ᓟ߶ߤ‫↥ޔ‬ቇㅪ៤ߩߣߎࠈߢ
ዋߒ⹤ࠍߒߚ޿ߣᕁ޿߹ߔ‫ߦ⸒⊒ߏߩ੹ޕ‬㑐ㅪߒߡ‫ޔ‬૗߆ߏߑ޿߹ߔߢߒࠂ߁߆‫ޕ‬٤⪨ፉ᳁㧦⑳⥄りߪᎿቇㇱ಴りߢ߽ߥߊ‫ޔ‬ᄢቇߦりࠍ⟎޿ߡ޿ࠆࠊߌߢ߽ߥ޿ߩߢᎿቇᢎ⢒ߘߩ߽ߩߦߪ㐷ᄖṽߢߔ߇‫ޔ‬JICA ߢ㜞╬ᢎ⢒ಽ㊁ߩදജࠍ⸘↹ߒታᣉߒ⹏ଔ╬ࠍⴕ߁ਛߢ‫ޔ‬Ꮏቇ♽ߩవ↢ᣇߣ߅ઃ߈ว޿ߔࠆߎߣ߇ᄙߊ‫ߦ✜৻ߏ߫߃଀ޔ‬಴ᒛߒߥ߇ࠄ‫ޔ‬వ↢ᣇߩ޿ࠈ޿
ࠈߥߏᗧ⷗ࠍ߅ુ޿ߔࠆᯏળ߇ᄙ‫ࠄ߆⹤߅߁޿߁ߘޕߔ߹ࠅ޽ޘ‬ᕁ߁⺖㗴ឭ⿠ࠍ㧞ὐߐߖߡ޿ߚߛ߈߹ߔ‫ޕ‬৻ߟ⋡ߪ‫ޔ‬ታ〣ജࠍ஻߃ߚ⃻႐ဳߩᛛⴚ⠪ᢎ⢒ߣ␠ળߩᄙ᭽ᕈߦ㑐ߔࠆ⺖㗴ߢߔ‫ޕ‬JICA
ߩ઀੐ࠍࠨࡐ࡯࠻ߒߡਅߐߞߡ޿ࠆᄢቇߩవ↢ᣇ߆ࠄࠃߊ⡞ߊ⹤ߢߔ߇‫࠲ࠢ࠼߿࡯࠲ࠬࡑޔ‬࡯࡟ࡌ࡞ߢᣣᧄߦ⇐ቇߒߚࠅ⎇ୃߦ᧪ߚࠅ‫ߪߊߒ߽ޔ‬ᣣᧄߩవ↢ᣇ߇⃻࿾ߢᜰዉߒߚࠅߔࠆ
㓙‫ޔ‬ㅜ਄࿖ߩቇ↢ߪ⃻႐ߦ౉ࠆߩࠍህ߇ࠆߎߣ߇ᄙ޿ߘ߁ߢߔ‫ޕ‬ታ㛎ቶߦ౉ߞߡᚻ⿷ࠍേ߆
ߒߥ߇ࠄ૞ᬺࠍߒߚࠅ‫⃻ޔ‬႐ߦⴕߞߚࠅߔࠆߎߣࠍᣣᧄੱߩቇ↢ߪᒰὼߣᕁ߁ߩߢߔ߇‫ޔ‬ㅜ਄࿖ߩ⇐ቇ↢ߦߣߞߡߪߣ߹ߤ޿߇޽ࠆߣߩߎߣߢߔ‫ޔߚ߹ޕ‬ᣣᧄߢߪߘࠇߦᘠࠇߡߊࠇߡ
߽‫ޔ‬Უ࿖ߦᏫ࿖ߔࠆߣ‫ࠣࡦ࡝ࠕ࠾ࠫࡦࠛޔ‬એᄖߩಽ㊁ߢዞ⡯ߔࠆੱ߽ᄙߊ‫ޔ‬ቇࠎߛߎߣ߇ᔅ
ߕߒ߽ߘߩᓟߩࠠࡖ࡝ࠕߦ❬߇ࠄߥ޿଀߽޽ࠆࠃ߁ߢߔ‫ޕ‬෼౉ߪࡑࡀࠫࡔࡦ࠻ߩ߶߁߇޿޿
߽ߩߢߔ߆ࠄ‫⚿ޔ‬ዪ‫ߡߒߣࠕ࠾ࠫࡦࠛࠍ↢৻ޔ‬ㆊߏߔߩߢߪߥߊߡ‫ࠆ޽ޔ‬⒟ᐲߩߣߎࠈ߆ࠄ
ળ␠ߩࡑࡀࠫࡔࡦ࠻ߩ࠮࡚ࠢࠪࡦߦ⒖ߞߡ‫઀ߩߡߒߣ࡯ࡖࠫࡀࡑޔ‬੐ࠍᜂߞߡ޿ߊ‫ୃޕ‬჻߿ඳ჻ߩቇ૏ࠍࠛࡦࠫ࠾ࠕߩಽ㊁ߢขᓧߒߡ߽‫ޔ‬MBA ߩࠃ߁ߥࡑࡀࠫࡔࡦ࠻♽ߩቇ૏ࠍᡷ߼
ߡขࠅ‫▤ޔ‬ℂ♽ߩ઀੐ߦᓥ੐ߔࠆߣ޿ߞߚߎߣ߽޽ࠆࠃ߁ߢߔ‫ޕ‬ቇ↢ߩᜰዉߦ޽ߚߞߡ߈ߚ
వ↢ᣇߦߣߞߡߪ‫ߩࠣࡦ࡝ࠕ࠾ࠫࡦࠛޔ‬ኾ㐷ᕈࠍ↢߆ߒߚ઀੐ߦዞ޿ߡ޿ߥ޿ߎߣߪ㕖Ᏹߦᱷᔨߛ‫ోޔ‬ജࠍᵈ޿ߢᢎ߃ߡ⢒ߡᲣ࿖ߩ↥ᬺ㐿⊒ߦᵴべߒߡ᰼ߒ޿ߣ㗿ߞߡ޿ࠆ߇ታ㓙ߪߘߩࠃ߁ߦ਄ᚻߊ޿߆ߥ޿ߎߣߪ߽ߤ߆ߒ޿ߣᗵߓࠆ‫ߊࠃߣޔ‬⡞߈߹ߔ‫ޕ‬⑳߽ᄢᄌᱷᔨߦᕁ߁৻ᣇߢ‫ޔ‬ᄢቇᢎ⢒߽␠ળ߆ࠄ⁛┙ߒߡ޽ࠆࠊߌߢߪߥߊ‫ߩߘޔ‬࿖ߩ␠ળ⚻ᷣ⁁ᴫ‫߫߃଀ޔ‬㓹↪‫␠ޔ‬ળ㓏ጀ‫ޔ‬⡯⒳ߏߣߩ෼౉ߣ޿ߞߚ໧㗴ߩਛߦ㜞╬ᢎ⢒߽޽ࠆߩ- 43 -

ߛߣᕁ޿߹ߔ‫ޕ‬ᓥߞߡ㜞╬ᢎ⢒ࠍታ␠ળߣಾࠅ㔌ߒߡᝒ߃‫ߣ߈ߴࠆ޽ߊ߆ޔ‬ᕁߞߡ߽‫߆ߥޔ‬ߥ߆ߘߩߣ߅ࠅߦ޿߆ߥ޿ߣᕁ߁ߩߢߔ‫ޕ‬ᣣᧄߩ᣿ᴦᤨઍߢ߽ࠛࡦࠫ࠾ࠕ࡝ࡦࠣࠍീᒝߒߚ
ᓟߦ┙ᵷߥ᡽ᴦኅߦߥߞߚࠅ‫ޔ‬ળ␠ߩ␠㐳ߦߥߞߚࠅߒߡ޿ߞߚੱ߇޿ࠆࠊߌߢߔ߆ࠄ‫ޔ‬ᄙߊߩࠛࡦࠫ࠾ࠕ߇⢒ߞߡ޿ߌ߫‫⥄ޔ‬ὼߣ߹ߚ‫ޔ‬㔛ⷐߣଏ⛎ߩ㑐ଥ߆ࠄ⁁ᴫߪᄌࠊߞߡߊࠆߩ
߆߽ߒࠇߥ޿‫߁޿߁ߘޕ‬ᗧ๧ߢߪ‫ޔ‬Ꮏቇᢎ⢒ߩ޽ࠅᣇ߽⋧ᚻߩ࿖ߩ⁁ᴫߩਛߢ߈ߜߞߣ⷗ߡ
޿ߊᔅⷐ߇޽ࠆߣ޿߁ߩ߇╙৻ߩὐߢߔ‫ޕ‬వ⊒ߩ ASEAN ߩ࿖ߣࠕࡈ࡝ࠞߢߪ‫⚻ߊోޔ‬ᷣ⁁ᴫ߽㜞╬ᢎ⢒ߩ⁁ᴫ߽㆑޿߹ߔߩߢ‫ߢߎߘޔ‬᳞߼ࠄࠇࠆᢎ⢒ߩౝኈ߽‫ޔ‬ᕟࠄߊ㆑߁ߢ޽ࠈ߁
ߣᕁ޿߹ߔ‫ޕ‬╙㧞ߩὐߪ‫╙ޔ‬㧝ߩὐߣ⍦⋫ߔࠆࠃ߁ߢ߽޽ࠅ߹ߔ߇‫ޔ‬ᢎ⢒ߩ᥉ㆉᕈߦߟ޿ߡߢߔ‫ޕ‬࿖ኅ㑆࡮࿾ၞ㑆ߩᄙ᭽ᕈ߇޽ࠆ৻ᣇߢ‫ޔ߿੹ޔ‬㜞╬ᢎ⢒ߪࠣࡠ࡯ࡃ࡞ߥ਎⇇ߦ⓭౉ߒߡ޿߹ߔ‫ޕ‬଀߃߫‫ޔ‬ㅜ਄࿖߆ࠄߩ⇐ቇ↢߇ᣣᧄߢ௛޿ߚࠅ‫ߢࠗ࠲ޔ‬ീᒝߒߚੱ߇࡜ࠝࠬߢ௛޿ߚࠅ‫ࡒޔ‬ࡖࡦࡑ࡯ߢᢎ⢒ࠍฃߌߚࡒࡖࡦࡑ࡯ੱ߇Ꮏቇಽ㊁ߩඳ჻ภࠍขᓧᓟߦࠪࡦࠟࡐ࡯࡞ߢ௛޿
ߚࠅߣ‫ᤨ߁޿߁ߘޔ‬ઍߦߥߞߡ߈ߡ޿߹ߔ‫ߩࠇߙࠇߘޔߣࠆߔ߁ߘޕ‬࿖ߩ⁁ᴫߦวࠊߖߟߟ
߽‫ࠆ޽ޔ߿࡞ࠠࠬࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦߩߤߥ⺆⧷ޔߡߒߣ᧚ੱߥ࡞ࡃ࡯ࡠࠣࠅߪ߿ޔ‬⒟ᐲߩ
ᛛⴚߩࠬ࠲ࡦ࠳࡯࠼ߛߣ߆ߣ޿߁߽ߩߪᜬߜวࠊߖߥ޿ߣ‫߁޿߁ߎޔ‬਎ߩਛߢ‫ޔ‬ఝ⑲ߥੱ᧚ߩࡕࡆ࡝࠹ࠖ࡯߇⿠ߎߞߡߎߥ޿ߛࠈ߁ߣᕁ޿߹ߔ‫ߩߎޕ‬໧㗴ߪ‫ޔ‬ᣣᧄߩ࿖ߩ⧯⠪߇‫ࡠࠣޔ‬࡯ࡃ࡞ߥࡕࡆ࡝࠹ࠖ࡯ߦኻᔕߢ߈ࠆࠃ߁ߥ᥉ㆉᕈ‫࡯ࠖ࠹࡝ࠨ࡯ࡃ࠾࡙ޔ‬㧔universality㧕ࠍᜬߞߡ޿ࠆ߆ߣ޿߁ߣߎࠈߣ߽‫ޔ‬ᷓߊ❬߇ࠆ߽ߩ߆߽⍮ࠇ߹ߖࠎ‫ޕ‬ㅜ਄࿖ߩ⹤߫߆ࠅߒߡ޿
ߡ‫ޔ‬ᝄࠅ㄰ߞߡߺࠆߣᣣᧄ߇ෂ߁޿ߣ޿߁ߎߣ߽޽ࠆߢߒࠂ߁‫ޕ‬ߎߩࠃ߁ߦ‫ޔ‬㐿⊒ㅜ਄࿖⻉࿖ߩᄙ᭽ᕈ㧔diversity㧕ࠍ⷗ߥ߇ࠄ‫ߩߘޔ‬ਛߢߩᎿቇᢎ⢒‫ੱޔ‬᧚௝ߣ޿߁߽ߩࠍㅊ᳞ߔࠆߣหᤨߦ‫ߩߘޔ‬࿖ߛߌࠍ⷗ߡ޿ߡߪታߪ 5 ᐕᓟߦ㑆㆑߁߆߽ߒࠇ
ߥ޿ߣ޿߁ߣߎࠈߦ߽㈩ᘦߔࠆᔅⷐᕈ߇޽ࠆߩߢߪߥ޿߆ߣᕁߞߡ޿ࠆߣߎࠈߢߔ‫ޕ‬
٤ⓄⓍ㧦వ߶ߤߩ߅⹤ߩਛߦ‫ޔ‬ᣣᧄߩᄢቇߢߪ‫ޔ‬వ↢߇⥄ࠄ⎇ⓥቶߢᚻࠍ૶ߞߡታ㛎⎇ⓥࠍታ〣ߔࠆߣ޿߁⹤߇޽ࠅ߹ߒߚ߇‫ߪࠇߎޔߪ⑳ޔ‬㕖Ᏹߦ޿޿㘑⠌ߛߣᕁߞߡ޿߹ߔ‫ޕ‬ᣣᧄߢߪડ
ᬺߦⴕ߈߹ߔߣ‫⺖ޔ‬㐳ߦߥߞߡ߽ㇱ㐳ߦߥߞߡ߽‫ޔ‬૞ᬺ᦯ࠍ⌕ߡ⃻႐ࠍ࿁ࠅ߹ߔ‫߇ࠇߎޕ‬ᣣᧄߩᎿቇᢎ⢒ߩᧄ᧪ߩ޽ࠅᣇ߆ߥߣᕁ޿߹ߔ‫ޔߣࠇߘޕ‬ฦ࿖ߩ੐ᖱ߇߹ߚ೎ߦ಴ߡߊࠆߩ߆
ߣᕁ޿߹ߔ‫ޕ‬ࠨ࠻࡝ࠝవ↢ߪవ߶ߤ‫ޔ‬Ꮏቇᢎ⢒ߩᗧ๧ࠍߪߓ߼㕖Ᏹߦℂᔨ⊛ߥ߅⹤ࠍߐࠇ߹ߒߚ߇‫ߘޔ‬ߩㄝࠅࠍ〯߹߃ߡ‫ޔ‬૗߆ߏᗧ⷗߇޽ࠅ߹ߔߢߒࠂ߁߆‫ޕ‬٤ࠨ࠻࡝ࠝ᳁㧦⑳ߪ‫┙ߥࠈ޿ࠈ޿ޔ‬႐ߢ㜞╬ᢎ⢒ߦ㑐ࠊߞߡ߈߹ߒߚ‫ޕ‬ᢎ᝼ߛߞߚࠅ‫࠾ࠫࡦࠛޔ‬ࠕ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬දળߩ৻ຬߦߥߞߚࠅ‫ޔߚ߹ޔ‬᡽ᐭߢ߽௛޿ߚߎߣ߇޽ࠅ߹ߔ‫ޕ‬ᛛⴚ⠪ߦ૗߇᳞߼ࠄࠇࠆ߆ߣ޿߁⺖㗴߿‫ޔ‬ᛛⴚ⠪߇␠ળߢߤߩࠃ߁ߥᓎഀࠍᨐߚߔ߆ߣ޿
߁⺖㗴ߪ‫ⶄࠎ߳޿ߚޔ‬㔀ߛߣᕁ޿߹ߔ‫ޕ‬వ߶ߤߎߩࡈࠜ࡯࡜ࡓߢ಴߹ߒߚ‫ߩࠕ࠾ࠫࡦࠛޔ‬㔛ⷐߣଏ⛎߇‫߁޿ߣ߆ߩࠆߔࠍࠣࡦ࠴࠶ࡑ߇⺕ޔ‬໧޿ߦᔕ߃ߡㅀߴࠇ߫‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬႐วߪ‫ޔߪࠇߎޔ‬ෆ߇ೋ߼߆‫߇࡝࠻ࡢ࠾߽ߣࠇߘޔ‬వ߆ߣ޿߁ߎߣߢ޽ࠅ߹ߔ‫↥ޔߪߩ߁޿ߣޕ‬ቭቇࠍ⠨߃ߚߣ߈ߦ‫⾗ߚߒߣࠎ߾ߜ߇ࠕ࠾ࠫࡦࠛޔ‬ᩰ߇޽ࠆߩ߆ߤ߁߆ߣ޿߁ߎߣߢ޽ࠅ߹
ߔ‫ޕ‬ᄢතߢ޽ߞߡ߽‫ߩߘޔ‬⢻ജ߇⿷ࠅߥ޿ߣ޿߁ߎߣ߇޽ࠆࠊߌߢߔ‫ޕ‬଀߃߫‫ߩ⑳ޔ‬࿖ߩ↥ᬺߦኻߒߡ‫ࠍ⾰⾗ߥ߁ࠃߩߤޔ‬஻߃ߚࠛࡦࠫ࠾ࠕ߇᰼ߒ޿ߩ߆‫ޔ‬૗ੱ᰼ߒ޿ߩ߆ߣ⡞ߊߣ‫↥ޔ‬ᬺ஥ߩ߶߁߇ౕ૕⊛ߦ╵߃ࠄࠇߥ޿ߎߣ߇޽ࠅ߹ߔ‫ࡦࠛߥ⊛⥸৻ޕ‬- 44 -

ࠫ࠾ࠕ߇ᯏ᪾ߣ߆‫ޔ‬ᾲᎿቇߣ߆‫ౕޔߛߚޔ‬૕⊛ߥ⍮⼂߇ߥ޿ࠊߌߢߔ‫ޕ‬㔚ജߩ⍮⼂߇ߥ޿ߣ߆‫⥄ޔ‬േゞߣ߆⵾ㅧߩ⢻ജ߇ߥ޿‫ౕߥ߁ࠃ߁޿߁ߘޕ‬૕⊛ߥ⢻ജ߇ߥ޿‫ߥ⊛⥸৻ޕ‬⢻ജ߇ਇචಽߢ޽ࠆߎߣ߇޽ࠆߩߢߔ‫ޕ‬ઁᣇ‫ޔ‬㓹↪⠪஥ߪߒ߫ߒ߫‫ౕޔ‬૕⊛ߥታ〣ജࠍ஻߃ߚࠛࡦࠫ࠾ࠕࠍ᳞߼߹ߔ‫ⷐߚߒ߁ߘޕ‬⺧ߦᔕ߃ߡᄢቇߪ‫ޔ‬ቇ↢ࠍ‫ޔ߫߃଀ޔ‬᳓ജ⊒㔚ߩࠛࡦࠫ࠾ࠕࠍ⢒ᚑߔࠆߎߣ߽น⢻ߢߪ޽ࠅ߹ߔ‫ޕ‬᳓ജ⊒㔚ߩ 1 ᐕߩ․೎ߥࠦ࡯ࠬࠍ⸳ߌࠆߎߣߪߢ߈߹ߔߌࠇߤ߽‫⛘ޔ‬ኻ‫ߩߘޔ‬ડᬺߦណ↪ߢ߈ࠆ߆ಽ߆ࠄߥ޿ࠊߌߢߔߨ‫ޕ‬ળ␠஥ߪ‫ޔ߿޿ޔ‬ណ↪ߔࠆ߆ߒߥ޿߆ߪ┹੎ߛߣ⸒߁
ࠊߌߢߔ‫ޕ‬තᬺ↢ߩታ〣ജࠍ㜞߼ࠆߚ߼ߦ‫ޔ‬ᄢቇ߇ડᬺߦኻߒߡડᬺౝᢎ⢒ࠍ๭߮߆ߌࠆ႐
วߦ߽ડᬺ஥ߩ⠨߃ߣߩ⋧㆑߇⷗ࠄࠇ߹ߔ‫߫߃଀ޕ‬ណ↪ߒߚᄢቇතᬺ⠪ߦኻߒߡડᬺౝ⎇ୃߥࠅࠝࡦ࡚ࠩࠫࡉ࠻࡟࡯࠾ࡦࠣ㧔OJT㧕ࠍឭଏߒߡߊࠇߥ޿߆ߣឭ᩺ߔࠆߣ‫ޔ‬ડᬺߪ‫ޔ߿޿ޔ‬OJT ߪ߿ࠅߚߊߥ޿ߣᔕ߃ࠆߎߣ߇ߒ߫ߒ߫ߢߔ‫ߪߦࠕ࠾ࠫࡦࠛޕ‬හᚢജࠍ᳞߼ߡ޿ࠆߣ
⸒߁ߩߢߔ‫ߪߢ⁁⃻ޕߔ߹ࠅ޽ߊࠃߢࠕࠪࡀ࠼ࡦࠗޔߪࡦ࡚ࠪ࠶ࠞࠬࠖ࠺ߩߎޕ‬ᄢቇߪ‫ޔ‬૗ੱ‫߁޿߁ߤޔ‬ಽ㊁ߩᎿቇㇱߩතᬺ↢ࠍߤߩ⒟ᐲߩⷙᮨߢヘ಴ߒߚࠄ޿޿߆ಽ߆ࠄߥ޿ߩߢ‫ޔ‬⸘↹ߔࠆߩ߇㔍ߒ޿ࠊߌߢߔ‫ޕ‬ᄙߊߩතᬺ↢ߩ৻⥸⊛ߥᎿቇ⍮⼂ࠍ㜞߼‫߇⊝ޔ‬㓹↪ߐࠇࠆߎߣࠍ㗿ߞߡ޿߹ߔ‫ޕ‬Ꮏ⑼♽ੱ᧚ߩ↥ᬺ⇇ߦ߅ߌࠆᵴ↪ߦ߽⺖㗴߇޽ࠅ߹ߔ‫ߩࠇࠊࠇࠊޔߦ⊛⚳ᦨޕ‬⢒ߡߚࠛࡦࠫ࠾ࠕ߇㌁ⴕߦൕ߼ߚࠅߒߡ޿߹ߔ‫ޕ‬ᄙߊߩ㊄Ⲣᯏ㑐߇ࠛࡦࠫ࠾ࠕࠍណ↪ߒߡ‫ᦨޔߡߒߘޔ‬ᓟߪ␠㐳‫ޔ‬CEO ߦߥࠅ߹ߔ‫↥ߩࠇࠊࠇࠊޔ߽ߢޕ‬ᬺߪ‫ޔ‬ᕟࠄߊ‫ߩߤࠎߣ߶ޔ‬ᄢතߪណ↪ߒ߹ߖࠎ‫↥ߩࠕࠪࡀ࠼ࡦࠗޔߪߩ߁޿ߣޕ‬ᬺߪ‫ޔ‬㌁ⴕߥߤ߶ߤ⛎ᢱ߇㜞ߊߥ޿߆ࠄߢߔ‫ޕ‬තᬺ↢ߪ㌁ⴕߩ㜞޿⛎ਈߦ㝯ജࠍᗵߓ‫઀ޔ‬੐߽ᭉߘ߁ߛߒ‫ࠅ߹޽ޔ‬⠨߃ࠆߎߣ߽ᔅⷐߥߐߘ߁ߢ‫ޔ‬ᚻ߽ᳪࠇߥ޿ߒ‫ߣޔ‬⠨߃߇ߜߢߔ‫↥ޔߣ߁޿ߣ߆ࠆߥ߁ߤޕ‬ᬺߪ⴮ㅌߒߡ޿߈߹ߔ‫ޕ‬↥ᬺ⇇ߩ⁁ᴫߩᄌൻ߇තᬺ↢ߩㅴ〝ߦᓇ㗀ࠍ෸߷ߔߎߣ߽޽ࠅ߹ߔ‫߈ߣߚߞ߆⦟ߡߟ߆ޕ‬߽޽ࠅ‫߇ߤࠎߣ߶ޔ‬Ꮏቇㇱ಴り⠪ߩዞ⡯వߪ⥶ⓨᯏࡔ࡯ࠞ࡯ߢߒߚ‫⚻ޕ‬༡ߩ໧㗴ߪ޽ࠅ߹ߒ
ߚߌࠇߤ߽‫ޕߔߢߩߚߞ޽ߪ࡯ࠖ࠹ࠪࡄࡖࠠߩߘޔ‬600 ੱߩ㕖Ᏹߦఝ⑲ߥࠛࡦࠫ࠾ࠕࠍណ↪
ߒߡ߈߹ߒߚ‫ޔߒ߆ߒޕ‬᡽ᮭ੤ઍߦࠃࠅ‫⥶ޔ‬ⓨળ␠ߪ⿒ሼࠍ಴ߒߡ޿ࠆߣ޿߁ߎߣߢ‫⥶ޔ‬ⓨᯏᬺ⇇ࠍߟ߱ߒ߹ߒߚ‫ߦࠣࡦࠗ࡯ࡏ߆ߣࠬࡃࠕࠛߪࠕ࠾ࠫࡦࠛߩߎߘޕ‬ォ⡯ߒߡ޿߹ߔ‫ޕ‬747
ߣ߆ A-300 ࠍ⵾ㅧߒߡ޿ࠆߣ޿߁ߎߣߢ૗ᐕ߽߆ߌߡ࠻࡟࡯࠾ࡦࠣߒߡ߈߹ߒߚ߇‫ࡔࠕޔ‬࡝ࠞߦ㗡⣖ᵹ಴ߒߚࠊߌߢߔ‫ޔߪࠇߎޕ‬᡽ᮭ߇↥ᬺߣ޿߁߽ߩࠍ⍴ᦼ㑆ߩ⋡ߢߒ߆⷗ߡߥ޿
߆ࠄߢߔ‫ޕ‬೑⋉ߒ߆⷗ߥ޿‫ޔ‬೑⋉ߣ߆ᄁࠅ਄ߍ߇ߥ޿ߣ߈ߦߪ‫ޔ‬ળ␠ࠍᒁ߈ᛄ߁ߣ್ᢿߒߡ
ߒ߹޿߹ߔ‫↥ޕ‬ᬺߦ߅޿ߡߪ‫ࠍࠕ࠾ࠫࡦࠛߥ߁ࠃ߁޿߁ߘޔ‬㓹↪ߒߡ޿ߥ޿‫ޕ‬㋕㍑ᬺߢ߽ห᭽ߩ໧㗴߇޽ࠅ߹ߔ‫ޔ߽ߢޕ‬⢒ᚑߒߚੱ᧚࡮⢻ജࠍචಽߦᵴ߆ߒ߈ࠇߡ޿ߥ޿ߣ⸒ࠊߑࠆࠍ
ᓧ߹ߖࠎ‫ޕ‬໧㗴ߪ‫ࠍࠕ࠾ࠫࡦࠛߥ߁ࠃߩߤޔ‬⢒ᚑߔࠆ߆‫↥ߡߒߘޔ‬ᬺ⇇߇ฃߌ౉ࠇߥ޿ߣ߈ߦߪߤ߁
ߒߚࠄ޿޿ߩ߆ߦ޽ࠅ߹ߔ‫↥ߕ߹ޕ‬ᬺ߇వߥߩ߆‫߽ߣࠇߘޔ‬ᄢቇ╙৻ߥߩ߆ߣ޿߁⾰໧ߦ❬߇ࠅ߹ߔ‫ޕ‬ᄢቇߪ‫᧚ੱޔ‬㔛ⷐ߇޽ࠅ‫ޔ‬㊄㌛⊛ߥᡰេ߇޽ࠆߥࠄ߫‫ࠍࠕ࠾ࠫࡦࠛࠎߤࠎߤޔ‬ഃ಴ߔࠆߎߣߪߢ߈߹ߔ‫ޔߡߒߘޕ‬዁᧪૗ੱᔅⷐ߆ߣ޿ߞߚߎߣ߇᣿ࠄ߆ߥࠄ߫‫ޔ‬ᄢቇߢ⸘↹ߒߘߩࠃ߁ߦ⢒ᚑߢ߈ࠆࠊߌߢߔ‫ޕ‬ᄢቇߪቇ↢ߦീᒝߢ߈ࠆࠃ߁ߦᅑቇ㊄ࠍᡰ⛎ߒ‫ޔ‬ᢎ⢒ߒ‫ޔ‬↥ᬺ⇇ߦฃߌ౉ࠇߡ߽ࠄ߅߁ߣᕁ޿߹ߔ‫↥ޔࠄ߇ߥߒ߆ߒޕ‬ᬺߩ᡽╷߇᣿⏕ߢߪ޽ࠅ߹ߖࠎ‫ޕ‬- 45 -

ࠗࡦ࠼ࡀࠪࠕߩ↥ᬺ⇇ߘߩ߽ߩߦ߽⺖㗴߇޽ࠅ߹ߔ‫ޕ‬࿖༡ડᬺ߇ᄙߊ‫ߛ߹ߛ߹ߡߒߘޔ‬ዊⷙᮨߩᲑ㓏ߦ޽ࠅ‫⎇ޔ‬ⓥ㐿⊒㧔R&D㧕ߩജ߇ᧂᚑᾫߢ‫ޔ‬ᵹㅢߦ㜞ߊଐሽߒߡ޿߹ߔ‫߹ߟޕ‬ࠅ‫ޔ‬ᄖ࿖߆ࠄߩャ౉ࠍߒߡ‫ޔߡߒߘޔ‬ᵹㅢߔࠇ߫޿޿ߣ޿߁ߎߣߢߔ‫ࠫࡦࠛޔߣࠆߔ߁ߘޕ‬࠾ࠕ߇ⷐࠄߥ޿ߣ޿߁ߎߣߦߥࠆࠊߌߢߔ‫↥ޕ‬ᬺ⇇ߪ‫ޔ‬නߥࠆ‫߁޿߁ߘޔ‬ᵹㅢߩࡢ࡯ࠞ࡯ߒ
߆ⷐࠄߥ޿ࠃ߁ߥ⁁ᴫਅߦ޽ࠆߣ޿߁஥㕙߽޽ࠅ߹ߔ‫ߩࠕࠪࡀ࠼ࡦࠗޕ‬႐วߦߪ‫ޔ‬໧㗴ߪ᡽╷ߛߣᕁ޿߹ߔ‫ޔࠅߪ߿ޔ߇ࠕࠪࡀ࠼ࡦࠗޕ‬వㅴ࿖ߦߥࠆߩ߆‫ߛߚޔ߽ߣࠇߘޔ‬නߦవㅴ࿖
ߩࡑ࡯ࠤ࠶࠻ߢ⚳ࠊࠆߩ߆ߣ޿߁ߎߣߢߔ‫ޕ‬䋲䋮Ꮏቇ䈮䈍䈔䉎↥ቇㅪ៤㩷
٤ⓄⓍ㧦ડᬺౝᢎ⢒㧔ࠗࡦࡂ࠙ࠬ࡮ࠛ࠺ࡘࠤ࡯࡚ࠪࡦ㧦in-house education㧕ߣ޿߁⹤߇޽ࠅ߹
ߒߚ‫ޕ‬ᣣᧄߢߪડᬺౝᢎ⢒ߦ㕖Ᏹߦᣧߊ߆ࠄขࠅ⚵ࠎߢ߈߹ߒߚ‫ߚ߹ޕ‬ᣣᧄߢߪ‫ޔ‬ᄢቇߢ߽ታ〣⊛ᢎ⢒㧔ࡊ࡜ࠢ࠹ࠖࠞ࡞࡮ࠛ࠺ࡘࠤ࡯࡚ࠪࡦ㧦practical education㧕߇ㅴ߼ࠄࠇߡ޿޿
߹ߔ‫߇ࠇߘޕ‬੕޿ߦዋߒࠝ࡯ࡃ࡯࡜࠶ࡊߒߡ߈ߡ޿ࠆߣ޿߁ߩ߇‫⁁ߩ੹ޔ‬ᘒߛߣᕁ޿߹ߔ‫ޕ‬ߘߩㄝࠅߩ⹤ࠍ‫⹤ޔ‬㗴ࠍ⒖ߒߡ‫ޔ‬᳃㑆ߩᣇߩߏᗧ⷗߽ુ޿ߥ߇ࠄㅴ߼ߡ޿߈ߚ޿ߣᕁ޿߹
ߔ‫ޕ‬ᰴߩ⹤㗴ߪ‫↥ޔ‬ቇㅪ៤ߩ⹤ߢߔ߇‫ޔ‬ታߪ‫↥ޔ‬ቇㅪ៤ߣ޿߁ߩߪ‫ޔߡߊߥߪߢ⊛⋡ߪࠇߎޔ‬ᣇᴺߢ޽ࠆࠊߌߢߔ‫ޔߒ߆ߒޕ‬Ꮏቇߩࠗࡁࡌ࡯࡚ࠪࡦߣ޿߁ߩߪ‫ޔ‬ၮ␆ജߦᩮᏅߔߎߣ߇ᄙ
޿ߢߔ߆ࠄ‫ޔ‬ℂ⺰ߣታ〣ߩⲢวߣ޿߁ߩ߇ᄢᄌᔅⷐߢߔ‫ޕ‬ᓥߞߡ↥ቇㅪ៤ߣ޿߁ߩߪ‫ߊࠃޔ‬◲නߦ⠨߃ࠄࠇ߇ߜߥ R&D ߩಽᬺߣ޿߁ߎߣߢߪߥߊߡ‫↥ޔࠈߒ߻ޔ‬ᬺ⇇ߣᄢቇ߇໧㗴ࠍ౒᦭ߒߡ‫⋧ޔ‬੕ߩജࠍะ਄ߐߖߡ޿ߊ߽ߩߢ޽ࠆߴ߈ߛߣ⠨߃ࠄࠇࠆߩߢߪߥ޿ߢߒࠂ߁߆‫ޕ‬ᄢቇᢎຬ߇ࠗࡁࡌ࡯࡚ࠪࡦࠍ⿠ߎߖࠆ߆ߣ޿߁ߣߘ߁ߢ߽ߥ޿‫↥ޕ‬ᬺ⇇ߛߌߢߢ߈ࠆ߆ߣ޿
߁ߣߘ߁ߢ߽ߥ޿‫ߣ↥ޕ‬ቇߩߘࠇߙࠇ໧㗴ὐࠍᛴ߃ߡ޿ࠆࠊߌߢߔ‫ޕ‬ਔ⠪߇ㅪ៤ߔࠆߎߣߦ
ࠃߞߡ‫ޔ‬ળ␠ߛߌ߇೑ࠍᓧࠆߩߢߪߥߊߡ‫ޔ‬ᄢቇ߿ᄢቇᢎຬߦ߽ᓧࠆ߽ߩ߇޽ࠆߣ޿߁‫ޔ‬
win-win ߩ㑐ଥߦ߽ߞߡ޿ߊߎߣ߇ᦸ߹ࠇࠆ↥ቇㅪ៤ߩᆫߢߪߥ޿߆ߣ⠨߃ߡ߅ࠅ߹ߔ‫ޕ‬వ߶ߤߩ‫ޔ‬ડᬺౝߩᢎ⢒ߣᄢቇߦ߅ߌࠆᢎ⢒ߦߟ߈߹ߒߡ‫ޔ‬᳃㑆ߩ߶߁߆ࠄ‫ޔ‬૗߆ߏᗧ⷗
߇޽ࠇ߫ુ޿ߚ޿ߣᕁ޿߹ߔ‫ޕ‬٤᧻᧛᳁㧦⑳߽ᄢቇ߳ 1 ࿁‫ޔ‬వ߶ߤ⚻ᱧߢ⸒޿߹ߒߚࠃ߁ߦ‫ޔ‬1 ᐕ㑆‫ޔ‬ળ␠߳౉ߞߡ߆ࠄ߽߁৻
ᐲⴕ߈߹ߒߚ‫ߢ߹࡯࠲ࠬࡑޕ‬ขߞߡ‫ߚ߹ޔ‬ᄢቇ߳ⴕ߆ߐࠇࠆߣ޿߁᳇ᜬߜߪඨಽ޽ࠅ߹ߒߚ
ߌࠇߤ߽‫ోޔߡߞⴕޔ‬ὼ㆑߁࠹࡯ࡑࠍ 1 ᐕ㑆߿ࠄߖߡ߽ࠄ޿߹ߒߚ‫ޔߪߣߎߚߞ߆⦟ߢࠇߘޕ‬߿ߪࠅቇ↢ߐࠎߦߪ‫⎇ߣࠈ޿ࠈ޿ޔ‬ⓥ‫ޔ‬㜞ᐲߥ⎇ⓥࠍߒߡ޿ߡ߽‫߆ߥ߆ߥޔ‬᣿⏕ߥࠧ࡯࡞߇
⷗߃ߥ޿ࠊߌߢߔ߇‫߇ࠇࠊࠇࠊޔ‬ળ␠߆ࠄ޽ࠆ⒟ᐲ‫ޔ‬๮ࠍฃߌߡ࠹࡯ࡑࠍᜬߞߡ޿ߞߚߎߣ
ߦ㑐ߒߡߪ‫ᧄ߇ࠇߘޔ‬ᒰߦᓎߦ┙ߟࠎߛߣ޿߁᳇ᜬߜࠍᜬߞߡ‫ߣ߁⸒ߣߎߥࠎߎޔ‬૗ߢߔߌࠇߤ‫ޔ‬ᄢቇ㒮ߦⴕߞߡ޿ߚߣ߈ࠃࠅߪ߽ߞߣീᒝߒ߹ߒߚ‫⛎ޕ‬ᢱࠍ߽ࠄ޿ߥ߇ࠄߥߩߢ‫ߎޔ‬ࠇߪ㄰ߐߥ޿ߣ޿ߌߥ޿ߣ޿߁ߎߣߢീᒝߒ߹ߒߚߩߢ‫ޔ‬ᕟࠄߊߘߎߢߩᾲᔃߐߪ‫ޔࠎ߱ߚޔ‬ᄢቇߦ޿ߚߣ߈ࠃࠅߪ㜞߆ߞߚ߆ߥߣᕁ޿߹ߔ‫ޕ‬ߘࠇ߇‫ޔ‬๟ࠅߩ‫ߦ✜৻ޔ‬หߓࠃ߁ߥ࠹࡯ࡑࠍ߿ߞߡ޿ࠆቇ↢ߐࠎߦ߽‫ޔ‬ዋߒߪવࠊߞߚߩ
ߢߪߥ޿߆ߣᕁ޿߹ߔ‫⎇ߩߘޕ‬ⓥቶ߆ࠄ‫ߩߜ߁ޔߚ߹ޔ‬ળ␠ߦᓟ߆ࠄ౉ߞߡ߈ߡߊࠇࠆੱ߽
૗ੱ߆಴߹ߒߚߒ‫ޔ‬ታ㓙ߦ⥄ಽߚߜߩ߿ߞߚߎߣ߇‫߁ߤޔ‬ታᬺߦߟߥ߇ߞߡ޿ࠆ߆߇ಽ߆ߞ
ߡࠃ߆ߞߚߣ޿߁ᗧ⷗߽⡞߈߹ߒߚ‫߁޿߁ߘޕ‬ᗧ๧ߢߪ‫ߩࠣࡦ࠾࡯࡟࠻࡮ࠬ࠙ࡂࡦࠗޔ‬ਛߢ- 46 -

಴ߚ⺖㗴ࠍ⸃᳿ߔࠆߚ߼ߦ‫ޔ‬ᄢቇ߳ⴕߞߡ޿ࠈ޿ࠈታ㛎ࠍߐߖߡ߽ࠄ߁ߣ‫ߣߎߚߞ޿߁ߎޔ‬ߪ㕖Ᏹߦᓎߦ┙ߜ߹ߒߚ‫ޕ‬⃻⁁ߢߪ‫ޔ‬ᄢቇ߆ࠄታᬺ⇇ߦ಴ߚᓟߪ‫ߢߎߘߣ߁޿ߣ߆ࠄߜߤޔ‬ಽ߆ࠇߡߒ߹߁ߣ޿߁ߎ
ߣߦߘ߽ߘ߽໧㗴߇޽ࠅߘ߁ߢߔ‫ޕ‬ᑪ▽ᬺ⇇╬ߢߪ‫⚿ޔ‬᭴‫ޔ‬ᑪ▽ળ␠ߢ޿ࠈ޿ࠈ઀੐ࠍߒߚ
ᓟ‫ޔ‬ᄢቇߩవ↢ߦߥࠆߣ޿߁ࠤ࡯ࠬ߇ᄙ޿ߩߢߔ߇‫ޔ‬㔚᳇ߩ਎⇇ߢߪ‫ޔ‬ળ␠ߦ౉ߞߚᓟߦᄢ
ቇߦౣ߮ᚯࠆੱ߇ᗧᄖߦዋߥ޿ߣ޿߁⁁ᴫߢߔ‫ߊࠄߘ߅ޕ‬㔚᳇ߩ਎⇇ߢߪ‫઀ޔ‬੐ߩᕈ⾰਄‫ޔ‬ᄢቇߛߌߢߪ૗߽ߢ߈ߥ޿ㇱಽ߇޽ࠆ߆ࠄߣ߆‫߁޿߁ߘޔ‬ℂ↱߇޽ࠆߩ߆߽⍮ࠇ߹ߖࠎߌࠇ
ߤ߽‫ޔ‬㔚᳇ᬺ⇇ߦ߅޿ߡ߽‫ߦ߁߰߁޿ߣߥ޿޿ࠄߚߞ޽ߣߞ߽ޔ‬ᕁߞߡ޿߹ߔ‫ޕ‬
٤ⓄⓍ㧦ታߪ‫ޔߪ⑳ޔ‬ᄢቇߢ↥ቇㅪ៤ᵴേࠍⴕߞߡ޿߹ߔ߇‫ޔ‬వ↢ߩ⸒߁ߎߣߪ޽߹ࠅ⡞߆ߥ޿ቇ↢߽‫ޔ‬ળ␠߆ࠄ᧪ߚੱߩ⸒߁ߎߣߪߥߗ߆߹ߓ߼ߦ⡊ࠍ௑ߌࠆߎߣ߇޽ࠅ߹ߔ‫߁⸒ߩⷫޕ‬ߎߣߪ⡞߆ߥ޿ߌࠇߤ߽‫ޔ‬㓞ߩ߅ߓߐࠎߩ⸒߁ߎߣߪ⡞ߊߣ޿߁ߩߣหߓࠃ߁ߥ⹤߆ߣᕁ޿
߹ߔ‫ߢߎߘޕ‬㕖Ᏹߦೝỗࠍฃߌߡ‫ࠅߪ߿ޔ‬వ↢ߩ⸒߁ߎߣߪวߞߡ޿ࠆߥߣ߆‫߁޿߁ߘޔ‬ᣇะߦㅴࠎߢ޿ߌࠆߣ‫ޔ‬వ↢ߣߒߡ߽޽ࠅ߇ߚ޿ߢߔ‫ޕ‬䋳䋮↥ቇ䈏ㅪ៤䈚䈢࿖㓙දജ㩷٤ⓄⓍ㧦ߐߡ‫ߣ⹤ߩ੹ޔ‬㑐ㅪߒ߹ߒߡ‫ᦨޔ߁ࠂ߈ޔ‬ᓟߦߏឭ᩺߇޽ߞߚߩߪ‫ޔ‬ㅜ਄࿖஥ߛߌߢߪ
ߥߊߡ‫ࠇࠊࠇࠊޔ‬஥߽‫ޔ‬ᣣᧄ஥߽↥ቇㅪ៤ࠍߔࠆߴ߈ߓ߾ߥ޿߆ߣ‫߁޿߁ߘޔߡߒߘޕ‬ਛߢ‫ޔ‬ᡰេࠍߒߡ޿ߊߴ߈ߛߣ޿߁ߏᗧ⷗߇޽ࠅ߹ߒߚ‫ߪࠇߎޕ‬Ყセ⊛ᣂߒ޿ⷰὐ߆ߥߣ⑳ߪᕁߞߡ߅ࠅ߹ߔ‫ޕ‬٤࠴࡚ࡦ࡜࠶ࠢ᳁㧦ߘߩ೨ߦ‫ޔ‬వ߶ߤߩ⊒⸒ߦኻߒߡࠦࡔࡦ࠻ߐߖߡ޿ߚߛ߈߹ߔ‫ޕ‬ᄢቇߩᢎ᝼
ߢ߽ࠗࡁࡌ࡯࡚ࠪࡦࠍ⿠ߎߔߎߣߪߢ߈ࠆߣᕁ޿߹ߔ‫ޕ‬⍮⼂߇޽ࠆ‫ޔ‬⢻ജ߇޽ࠆ‫ޔߒ߆ߒޕ‬૗߇ᰳߌߡ޿ࠆ߆ߣ޿߁ߣ‫⾗ޔ‬㊄ߢߔ‫⾗ޔߒ߽ޕ‬㊄⊛េഥ߇޽ࠇ߫‫ߺ↢ࠍࡦ࡚ࠪ࡯ࡌࡁࠗޔ‬಴ߔߎߣ߇ߢ߈ࠆߣᕁ޿߹ߔ‫↥ޕ‬ᬺ⇇߽ࠗࡁࡌ࡯࡚ࠪࡦࠍ᳞߼ߡ޿ࠆߣᕁ޿߹ߔߒ‫ޔ‬ታ⃻ߔࠇ߫೑⋉ߦ߽ߟߥ߇ࠅ߹ߔ߇‫ޔ‬ᄙߊߩ႐ว‫↥ޔ‬ᬺ⇇߇⁛⥄ߦࠗࡁࡌ࡯࡚ࠪࡦࠍ⿠ߎߔᗧ᰼ߪ
චಽߢߪߥ޿ߣᕁ޿߹ߔ‫ޕ‬ᓥߞߡ‫╙ޔ‬ਃ⠪ᯏ㑐߇‫ޔ߉ߥߟߩߎޔ‬ᯅᷰߒᓎࠍߔࠆߎߣ߇ߣߡ߽㊀ⷐߛߣᕁ޿߹ߔ‫଀ޕ‬߃߫‫∔߁޿ߣࠕ࡝࡜ࡑޔ߽ߤࠇߌߔߢ଀ߩߟ৻ޔ‬ᖚ߇޽ࠅ߹ߔ‫߇Ⰶޕ‬વᨴߔࠆ∔ᖚߢ޽ࠅⰆ
ߦೝߐࠇࠆߎߣߢ‫ޔ‬ᄙߊߩੱߦᗵᨴߔࠆ∔ᖚߢߔ‫ޔ߽ߤࠇߌߔߢߌࠊࠆ޽ߪ⮎ޕ‬⠴ᕈ߇಴ߡߒ߹߁ߣ޿߁ߎߣߢ‫ߩࡦ࠴ࠢࡢߪޘੱޔ‬㐿⊒ߦขࠅ⚵ࠎߢ޿߹ߔ‫ޕ‬ߐߡ‫ߦߣߎߩߎޔ‬㑐ߔࠆࠗࡁࡌ࡯࡚ࠪࡦࠍଦㅴߔࠆߚ߼ߩ╙ਃ⠪ᯏ㑐ߣߒߡࡆ࡞&ࡔ࡝ࡦ࠳࡮ࠥࠗ࠷⽷࿅ߩ଀ࠍㅀߴߚ޿ߣᕁ޿߹ߔ‫ߏޔࠎߐ⊝ޕ‬ሽߓߢߔࠃߨ‫ߩ࠻ࡈ࠰ࡠࠢࠗࡑޔ‬ῳߢ޽ࠆࡆ࡞࡮ࠥࠗ࠷ߢߔߌࠇߤ߽‫઀ߥ⊛࡯ࠖ࠹࡝ࡖ࠴߇࠷ࠗࠥ࡮࡞ࡆޔ‬੐ߢࡆ࡞&ࡔ࡝ࡦ࠳࡮
ࠥࠗ࠷⽷࿅ߣ޿߁ߩࠍ߿ߞߡ޿߹ߔߌࠇߤ߽‫ޔ‬5 ᐕએౝߦ‫ࠍࠕ࡝࡜ࡑޔ‬ᠡṌߔࠆߣ޿߁ߎߣ
ࠍ⋡ᮡߣߒߡឝߍߡ޿߹ߔ‫ޔߢߎߘޕ‬5,000 ਁ࠼࡞ࠍᄢቇߦ⾗㊄ឭଏߒߡ‫ࡑߩߎޔߡߒߘޔ‬࡜࡝ࠕ੍㒐ࠍቢోߦⴕ߁ߎߣ߇ߢ߈ࠆࡢࠢ࠴ࡦࠍ㐿⊒ߒߡߊࠇߣ޿߁ߎߣߦߥߞߚߣ‫ޕ‬ߎࠇ߆ࠄߪ‫╙ߚߞ޿߁ߎޔ‬ਃ⠪ᯏ㑐‫ޔ‬JICA‫ޔ‬਎㌁㧔਎⇇㌁ⴕ㧕ߥߤ‫⽷ޔ‬࿅ߺߚ޿ߥߣߎ
ࠈ߇ߣߡ߽㊀ⷐߦߥߞߡߊࠆߣᕁ޿߹ߔ‫╙ޕ‬ਃ⠪ᯏ㑐‫⽷ޔ‬࿅߇ࠨࡐ࡯࠻ߔࠆߣ޿߁ߎߣ߇ߣ
ߡ߽㊀ⷐߢߔ‫ߚߞ޿߁ߘޕ‬ᗧ๧ߢ‫ޔ‬JICA ߇ᨐߚߔᓎഀߣ޿߁ߩߪ‫߽ߡߣޔ‬ᄢ߈޿߽ߩߢߪ
ߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬- 47 -

٤⪨ፉ᳁㧦JICA ߳ߩߏჿេࠍ޽ࠅ߇ߣ߁ߏߑ޿߹ߔ‫ޔ‬JICA ߽↥ᬺ⇇߆ࠄ৻ጀߩߏᡰេ߇ᓧࠄࠇ
ࠆࠃ߁ദ߼ߚ޿ߣᕁ޿߹ߔ‫ޔߛߚޕ‬వ߶ߤ߆ࠄ߅⹤ߦ಴ߡ߅ࠅ߹ߔ߇‫ޔ‬ᣣᧄߩ⚻ᷣ⁁ᴫ߇ᔅߕߒ߽ࠃߊߥ޿ਛߢ‫ޔ‬ᣣᧄߩ↥ᬺ⇇߆ࠄߤࠇߊࠄ޿ߩᡰេ߇ᓧࠄࠇࠆߩ߆ߣ޿߁ὐߪ‫ޔ‬ᔅߕߒ߽ኈᤃߢߪߥ޿ߣ߽ᗵߓߡ߅ࠅ߹ߔ‫ޕ‬
ASEAN ߣᣣᧄߩ㑐ଥߢ޿߃߫‫ޔ‬ᣣᧄߩ↢↥⃻႐ߪ‫ޔ੹ޔ‬ASEAN ߦߤࠎߤࠎ⒖ߞߡ޿߹ߔ‫⥄ޔ߫߃଀ޕ‬േゞᬺ⇇ߩᣇߣ߅⹤ࠍߒߡ߽‫ޔ‬ᶏᄖߢᄁࠆゞߪ߽ߪ߿ᶏᄖߢ↢↥ߔࠆᤨઍߛ
ߣ߅ߞߒ߾޿߹ߔ‫ߪࠗ࠲ޕ‬ᶏᄖะߌߩᣣᧄゞߩ↢↥᜚ὐߦߥߞߡ޿߹ߔ‫ੱߩࠗ࠲ޔࠅ߹ߟޕ‬᧚‫ ߪߊߒ߽ޔ‬ASEAN ߩᎿቇ♽ੱ᧚߇ߥ޿ߣ‫ޔ‬ᣣᧄ߇ᶏᄖߢゞࠍᄁࠆߦߒߡ߽‫↥↢ޔ‬᜚ὐߢ޽ࠆ࠲ࠗߢ↢↥߇ߢ߈߹ߖࠎߒ‫ࠆߔ↥↢ߢࠗ࠲ޔ‬ゞߩࡄ࡯࠷߽ߔߴߡ⃻࿾⺞㆐ߢߔߩߢ‫ޔ‬ㇱຠߩ৻ߟ৻ߟߩࠕࠫࡖࠬ࠻ࡔࡦ࠻߆ࠄᆎ߹ߞߡ‫⃻ޔ‬࿾ߩੱ᧚ߩജࠍ୫ࠅߥߌࠇ߫ߥࠅ߹ߖࠎ‫ޕ‬ߘ߁޿߁ᤨઍߦ߅޿ߡߪ‫᧚ੱߩࠗ࠲ߡߒߦ߁ࠃߩߤޔ‬⢒ᚑࠍᡰេߔࠆߩ߆‫ߢࠗ࠲ߚ߹ޔ‬௛ߊߎߣߦߥࠆࡒࡖࡦࡑ࡯ੱ߿࡜ࠝࠬੱߩੱ᧚⢒ᚑࠍߤߩࠃ߁ߥᡰេࠍߔࠆߩ߆ߣ޿߁ߎߣߪ‫ޔ‬េഥ㑐ଥ⠪ߛߌߢߥߊ‫ޔ‬ᣣᧄߩ↥ᬺ⇇ߩᣇ‫߽ߡߞߣߦޘ‬㊀ⷐߥߎߣߢ޽ࠆߣᕁ޿߹ߔ‫ޔ߭ߗޕ‬޿ࠈ޿ࠈߥᣇ‫ࠄ߇ߥߒ⺰⼏ߏߣޘ‬⠨߃ߡ޿߈ߚ޿ߣᕁ޿߹ߔߩߢࠃࠈߒߊ߅㗿޿ߒ߹ߔ‫ޕ‬
٤ⓄⓍ㧦⹤ࠍુ޿߹ߔߣ‫ޔߕ߹ޔ‬ᛛⴚ߇㕖Ᏹߦⶄ㔀ߦߥߞߡ߈ߡ޿ࠆߎߣ‫ߡߒߘޔ‬਎ߩਛ߇ࠣࡠ
࡯ࡃ࡞ൻߒߡⶄ㔀ߦߥߞߡ޿ࠆߎߣ߇ᜰ៰ߐࠇߡ޿߹ߔ‫ޔߣࠆߔ߁ߘޕ‬ᡰេߔࠆ஥߽ߐࠇࠆ
஥߽৻ߟߩ࠮ࠢ࠲࡯ߛߌߢߪ‫߽ߡߣޔ‬ኻᔕߒಾࠇߥ޿ߣ޿߁ߎߣߢ‫߇⺰⚿ߩ߁ࠂ߈ޔ‬಴ߡߊࠆߩߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬䋴䋮䉁䈫䉄㩷
٤ⓄⓍ㧦㐽ળ੍ቯᤨೞߦㄭઃ޿ߡ߈ߡߒ߹޿߹ߒߚ‫߈߅ߡߞ⸒ߪߌߛࠇߎޔࠄ߆߁߶ߩࠕࡠࡈޕ‬ߚ޿ߣ޿߁ߎߣ߇޽ࠇ߫‫߅ޔ‬㗿޿ߢ߈ࠇ߫޽ࠅ߇ߚ޿ߣᕁ޿߹ߔ‫ޕ߆߁ࠂߒߢ߇߆޿ޕ‬٤⾰໧⠪㧦⃻࿷‫ ߢ࠳ࡦࡢ࡞ޔ‬TCT㧔Tumba College of Technology㧕ߩࡊࡠࠫࠚࠢ࠻ߦෳടߒߡ
޿߹ߔ‫ޔߪߢ࠻ࠢࠚࠫࡠࡊߩߎޕ‬ධධදജߦࠃࠅ‫ߦࠕࠪࡀ࠼ࡦࠗࠄ߆࠳ࡦࡢ࡞ޔ‬ᢎຬࠍ⇐ቇߐߖߡ޿߹ߔ‫ߩ࠻ࠢࠚࠫࡠࡊޕ‬ᒰೋߪ‫⇐ޔ‬ቇᵷ㆜ߔࠆ㓙‫⥄ޔ‬ಽߩᅢ߈ߥߎߣࠍ߿ߞߡ᧪ࠆࠃ
߁ߦߣ޿ߞߡㅍࠅ಴ߒ߹ߒߚ߇‫ޔߣࠆߔ߁ߘޔ‬චಽߥീቇࠍߒߡߎߥ޿ߎߣ߇޽ࠅ߹ߒߚ‫ޕ‬ߘߎߢߘߩᓟߪ‫⇐ޔ‬ቇߒߡߥߔߴ߈ߎߣࠍౕ૕⊛ߦᜰ␜ߒߡᵷ㆜ߒ߹ߒߚ‫⋧ޕ‬ᒰᒝ޿෻⊒߇޽ࠅ߹ߒߚ߇‫ޔ‬ၮ␆⊛ߥታ㛎ታ⠌㧔basic experiment㧕ࠍታ〣ߔࠆࠃ߁ᜰ␜ߒ‫ޔ‬㔚᳇ߩၮ␆ታ㛎╬ࠍߐߖ߹ߒߚ‫ޕ‬੐೨ߦࠗࡦ࠼ࡀࠪࠕ஥ߣ߽ኒߦࠦࡦ࠲ࠢ࠻ߒߡ‫ࠆߔޕߚߒ߹ߖࠄ߿ޔ‬ߣ‫⇐ޔ‬ቇࠍ⚳߃ߡᏫ࿖ߒߚᤨὐߢᄢᄌࠬࠠ࡞ࠕ࠶ࡊߒߡ޿߹ߒߚ‫ౕޔߦ߁ࠃߩߎޕ‬૕⊛ߦߥߔߴ߈ߎߣࠍ᣿⏕ߦᜰ␜ߔࠆߣචಽ߿ߞߡߊࠇࠆߎߣ߇ಽ߆ࠅ߹ߒߚ‫⥄ޔߪߢ߹ࠇߘޕ‬ಽߪᄢቇࠍ಴ߡ޿ࠆ߆ࠄ‫߁߽ޔ‬ℂ⺰ߛߌߢ޿޿‫ޔ‬ታ㛎ߥࠎߡߒߥ޿‫ߦࡦࡖࠪ࠾ࠢ࠹߁߽ߪࠇߘޔ‬છߖߚߣ޿߁ౕวߦߪߨߟߌߡ޿ߚߩߢߔ߇‫ߪߢࠇߘޔ‬ታ㓙ߩജ߇ߟ޿ߡ޿߹ߖࠎߢߒߚ‫ޕ‬ߘࠇ߇‫ߣߦ߁ࠃࠆ᧪ߡߞ߿ࠍࠇߎߣࠇߎߊ߆ߦߣޔ‬ᜰ␜ߔࠆߣ‫ޕߚߒ߹ࠅߥߦ߁ࠃࠆ߈ߢޔ‬ߘߩ⚿ᨐ‫ޔ‬ᗧ᰼߇㕖Ᏹߦ㜞߹ࠅ‫ޔ‬ᄢቇߦᱷࠆࠃ߁ߦߥࠅ߹ߒߚ‫ޕ‬⇐ቇߩᚑᨐ߇࡞ࡢࡦ࠳ߦㆶరߐࠇߥ޿ߣ޿߁໧㗴߽޽ࠅ߹ߒߚ‫ޕ‬೎ߥቇ⑼ߢߩ੐଀ߢߔ߇‫ޔ‬ࡀࡄ࡯࡞ߦࠛࡀ࡞ࠡ࡯㑐ଥߩ⇐ቇࠍߐߖߚ㓙‫ޔ‬Ꮻ࿖ᓟቇᩞߦᱷࠄߕ‫⥄ޔ‬ಽߢᣂߚߥዞ⡯వࠍតߒߡ‫⛎ޔ‬ᢱߩ޿޿ߣߎࠈߦⴕߞߡߒ߹߁ߣ޿߁ߎߣ߇޽ࠅ߹ߒߚ‫ࠊޔߣࠆߊߡߞߥ߁ߎޕ‬ࠇࠊࠇᡰេߔࠆ஥ߣߒߡߪᚻߩ߶ߤߎߒࠃ߁߇޽ࠅ߹ߖࠎ‫ޕ‬ᴺᓞ⊛ߦ૗ߣ߆❈ߞߡߊࠇࠃߥ

- 48 -

ߣ޿߁ߎߣࠍ߿ߞߡ߽‫ߩࠇࠊࠇࠊޔ‬ᚻߦߪ⽶߃ߥ޿‫ޔߪࠇߎޕ‬JICA ߇ᒝജߦ߿ߞߡߊࠇࠆ
ߩ߆‫߽ߣࠇߘޔ‬ᣣᧄ᡽ᐭ߇‫ߩ࠳ࡦࡢ࡞ޔ‬᡽ᐭߦ௛߈ដߌߡ‫ޔࠄߚߞߛ߁ࠃ߁޿߁ߎޔߒ߽ޔ‬ᴺᓞߢ❈ࠆࠃߣ޿߁ߎߣࠍ߿ߞߡ޿ߚߛߊߎߣ߇ᔅⷐߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޔߣ޿ߥߒ߁ߘޕ‬ߖߞ߆ߊ JICA ߩ߅㊄ߢᄖ࿖ߦ⇐ቇߐߖߚߩߦ߽߆߆ࠊࠄߕ‫ోޔ‬ㇱή㚝ߦߥߞߡߒ߹޿߹ߔ‫ޕ‬ߎߩㄝߩߎߣߦߟ޿ߡߤߩࠃ߁ߦኻᔕߔߴ߈߆‫ޔ‬ᣇ╷ࠍᢎ߃ߡ޿ߚߛ߈ߚ޿ߣᕁ޿߹ߔ‫ޕ‬
٤ⓄⓍ㧦޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ᦨޕ‬ೋߩ߶߁ߩ⹤ߪ⑳߽ࠃߊ⡊ߦߒߡ޿߹ߒߡ‫ޔ‬૗߆߁߹ߊേ
ᯏઃߌࠍߔࠆߣ㕖Ᏹߦᗧ᰼⊛ߦߥߞߡߊࠇࠆߣ޿߁ߎߣߢߏߑ޿߹ߔ‫ޕ‬2 ⇟⋡ߩ߶߁ߩ⹤ߪ‫ޔ‬
ߜࠂߞߣ⑳ߦߪߥ߆ߥ߆㔍ߒ޿ߢߔ߇‫ޕ‬ࡈࡠࠕߩ߶߁߆ࠄ૗߆ߏᗧ⷗߇޽ࠇ߫ߏ⊒⸒ࠍ߅㗿޿ߒ߹ߔ‫ޕ‬٤⾰໧⠪㧦ߎߩࡈࠜ࡯࡜ࡓߩਥⷐ⺖㗴ߢ޽ࠆ㐿⊒ㅜ਄࿖ߩ↥ᬺ⊒ዷߣᎿቇᢎ⢒࿖㓙දജߣ޿߁ⷰ
ὐ߆ࠄ‫ޕߔ߹޿ુߦࠎߐ⊝ޔ‬⑳ߪర ICCEED ᢎຬߢ‫⃻ޔ‬࿷ߪቴຬᢎ᝼ߢߔ߇‫ޔ‬ICCEED ߪචᐕ᧪‫ޔ‬JICA ߩᎿቇಽ㊁ߦ߅ߌࠆ㜞╬ᢎ⢒ߩ࿖㓙දജࡊࡠࠫࠚࠢ࠻ߦᷓߊ㑐ࠊߞߡ߈߹ߒߚ‫ޕ‬JICA ߩᎿቇᢎ⢒࿖㓙දജࡊࡠࠫࠚࠢ࠻ߢߪ‫ޔ‬ᢎ⢒ߩ⾰ะ਄߇ᄢ߈ߥ⋡ᮡߢߔ‫ޕ‬਄૏⋡ᮡߣߒߡ࿖ߩ↥ᬺ⊒ዷࠍឝߍ‫ࠍࠕ࠾ࠫࡦࠛ޿޿ߩ⾰ߪߦ߼ߚߩߘޔ‬ヘ಴ߔࠆߎߣ߇ᔅⷐߢ޽ࠅ‫ߪߦ߼ߚߩߘޔ‬Ꮏቇᢎ⢒ߩ⾰߇ࠃߊߥߌࠇ߫޿ߌߥ޿ߣ޿߁⺰ᴺ߇ߒ߫ߒ߫⷗ࠄࠇ߹ߔ‫ޕ‬ߘߎߢ߹ߕࠗࡦ࠼ࡀࠪࠕߩࠨ࠻࡝ࠝవ↢ߦ߅዆ߨߒߚ޿ߩߢߔ߇‫ߪߢࠕࠪࡀ࠼ࡦࠗޔ‬JICA ߩ㜞╬ᢎ⢒㐿⊒⸘↹㧔Higher Education Development Support: HEDS㧚1990-2002㧕ࡊࡠࠫࠚࠢ࠻ߦᆎ߹ߞߡ‫⃻ޔ‬࿷‫ࡦࠖ࠺࠿ࠨࡂޔ‬㧔ᄢቇᎿቇㇱ㧕ߩ㜞╬ᢎ⢒ᡰេࠍ߿ߞߡ޿߹
ߔߌߤ߽‫ޔ‬HEDS ߆ࠄᆎ߹ߞߡ‫ ߁߽ޔ‬20 ᐕ૛ࠅ⚻ߞߡ޿߹ߔ‫ᧄޔߪߢࠇߘޕ‬ᒰߦ‫࠼ࡦࠗޔ‬ࡀࠪࠕߩ↥ᬺ⊒ዷߦ‫ޔ‬HEDS ࡊࡠࠫࠚࠢ࠻એ᧪ߩ࿖㓙දജ߇⃻࿷ߦ⥋ࠆ߹ߢߦߤߩ⒟ᐲᚑ
ᨐࠍ᜼ߍߚߩ߆ߣ޿߁ߎߣࠍુ޿ߚ޿ߣᕁ޿߹ߔ‫ޔ߫߃଀ޕ‬వ↢ߩ⻠Ṷߢਛ࿖߿ࠗࡦ࠼ߩࠛ
ࡦࠫ࠾ࠕߩ‫ߪ޿ࠆ޽ޔ‬ቇㇱතᬺ↢ߩ㊂ߦߟ޿ߡߩ⹤߇޽ࠅ߹ߒߚ‫ࠝ࡝࠻ࠨޕ‬వ↢ߪ߆ߟߡ‫ޔ‬ࠗࡦ࠼ࡀࠪࠕ߽ࠛࡦࠫ࠾ࠕ߇ᐞࠄᔅⷐߛ߆ࠄ‫੹ޔ‬ᓟߎ߁޿߁ࡊࡠࠫࠚࠢ࠻߇ᔅⷐߛߣ޿߁ߎ
ߣࠍㅀߴࠄࠇߚࠃ߁ߦ⑳ߪ⸥ᙘߒߡ߅ࠅ߹ߔ߇‫ޔ‬HEDS ࡊࡠࠫࠚࠢ࠻એ᧪ߩදജ߇‫߅ޔ‬࿖ߩࠛࡦࠫ࠾ࠕࠍߤࠇߛߌჇടߐߖߡ‫ޔ‬ᓐࠄ߇‫↥ߩࠕࠪࡀ࠼ࡦࠗߌߛࠇߤޔ‬ᬺ⊒ዷߦነਈߒߡ
߈ߚߩ߆ߦߟ޿ߡ߅⹤ࠍ޿ߚߛߌࠇ߫ߣᕁ޿߹ߔ‫ޕ‬߹ߚ࠴࡚ࡦ࡜࠶ࠢవ↢‫ޔ߽ߡ޿ߟߦࠗ࠲ޔ‬JICA ࡊࡠࠫࠚࠢ࠻ߦࠃࠆࠠࡦࠣࡕࡦࠢ࠶࠻Ꮏ
⑼ᄢቇߦኻߔࠆදജ߆ࠄߔߢߦᢙචᐕ߇⚻ߞߡ޿߹ߔ‫ ߩߘߪߢࠇߘޕ‬JICA ߩࡊࡠࠫࠚࠢ࠻
ߪᧄᒰߦ‫ޔ‬਄૏⋡ᮡ㆐ᚑߩߚ߼ߦ‫ߩߤޔ‬⒟ᐲነਈߒߡ߈ߚߩ߆‫ޔ‬⍮ࠅߚ޿ߣᕁ޿߹ߔ‫ࠇߘޕ‬ߪขࠅ߽⋥ߐߕ‫ޔ‬JICA ߩߎࠇ߆ࠄߩ㜞╬ᢎ⢒ᡰេߦኻߒߡߩᜰ㊎ࠍ‫߽ߡߒߣࠇࠊࠇࠊޔ‬᰼ߒ޿߆ࠄߢߔ‫ࠅ߿ߩ੹ޕ‬ᣇߢ޿޿ߩ߆‫ࠅ߿ߩߘޔߣߞ߽ߪ޿ࠆ޽ޔ‬ᣇࠍᄌ߃ߥ߈߾޿ߌߥ޿
ߩ߆ߣ޿߁‫߅ࠍࠬࠗࡃ࠼ࠕ߁޿߁ߘޔ‬ੑੱߩవ↢߆ࠄ㗂ߌࠆߣᄢᄌ޽ࠅ߇ߚ޿ߣᕁ޿߹ߔ‫ޕ‬
٤ⓄⓍ㧦㕖Ᏹߦ⊝ߐࠎߩ⍮ࠅߚ޿ߣߎࠈߛߣᕁ޿߹ߔߩߢ‫ᤨޔ‬㑆ߩ໧㗴߽޽ࠅ߹ߔ߇‫◲ޔ‬ẖߦ߅╵߃޿ߚߛߌࠇ߫޽ࠅ߇ߚ޿ߢߔ‫ޕ‬٤ࠨ࠻࡝ࠝ᳁㧦⚿⺰ࠍ߹ߕ↳ߒ਄ߍࠇ߫‫ޔ‬JICA ߩࠗࡦ࠼ࡀࠪࠕ߳ߩ⽸₂ߪᄢᄌ߅߅߈ߥ߽ߩߢߒ
ߚ‫ޕ‬HEDS ߦઍ⴫ߐࠇࠆࠃ߁ߥ JICA ࡊࡠࠫࠚࠢ࠻ߦࠃߞߡ‫ࠬ࡜࠳ࡦࠕޔ‬ᄢቇߥߤࠬࡑ࠻࡜
ፉߩᎿቇㇱߩ㐿⊒߇ᩮᧄ⊛ߦㅴࠎߛߣᕁ޿߹ߔ‫ޕ‬JICA ߩࡊࡠࠫࠚࠢ࠻߇ߥߌࠇ߫‫ߒ߁ߘޔ‬ߚቇㇱ‫ޔ‬ᢎ᝼㒯ߪߢ߈ߥ߆ߞߚߣᕁ޿߹ߔ‫ߩߘޕ‬ᄢቇ߆ࠄᄙߊߩࠛࡦࠫ࠾ࠕ߇ヘ಴ߐࠇ߹ߒ

- 49 -

ߚߒ‫↥ޔߊߥ߽ߢ߹߁⸒ޔ‬ᬺ⇇ߦ߽⽸₂ߒߡ޿߹ߔ‫ߛ߹ޕ‬໧㗴߽ᱷߞߡ޿߹ߔߩߢ‫ߩߘޔ‬ᓇ㗀ജߣ޿߁ᗧ๧ߢߪߘࠇ߶ߤ㜞޿߽ߩߢߪߥ޿߆߽ߒࠇ߹ߖࠎ߇‫ޔ‬JICA ߆ࠄߩ⽸₂߇޽ߞߚߎߣߪ⏕߆ߢߔ‫ޕ‬߹ߚ‫ࡗࡃ࡜ࠬޔ‬㔚ሶᎿቇࡐ࡝࠹ࠢ࠾࠶ࠢ㧔Electronics Engineering Polytechnic Instituteof Surabaya: EEPIS㧕ߩࡊࡠࠫࠚࠢ࠻ߦࠃࠅ‫ᦨߢࠕࠪࡀ࠼ࡦࠗߪࠢ࠶࠾ࠢ࠹࡝ࡐߩߎޔ‬㜞ߩࡐ࡝࠹ࠢ࠾࠶ࠢߩ߭ߣߟߣߒߡ‫ޔ‬ఝ⑲ߥኾ㐷ᛛⴚ⠪ࠍヘ಴ߒߡ޿߹ߔ‫ޕ‬㔚ജᬺ⇇ߦ߅޿ߡ‫ޔ‬㜞޿ࠬࠠ࡞ࠍᜬߞߡ઀੐ࠍߢ߈ࠆࠃ߁ߥතᬺ↢ࠍヘ಴ߔࠆߎߣ߇ߢ߈‫ޔ‬JICA ࡊࡠࠫࠚࠢ࠻
߇ᄢ߈ߥ⽸₂ࠍߐࠇߚߣᕁ޿߹ߔ‫ޔߒ߆ߒޕ‬࿖ߩ࡟ࡌ࡞ߢߺ߹ߔߣ‫ߩߘߛ߹ߛ߹ޔ‬ᢙߪዋߥ޿ߣ޿߁߰߁ߦ⠨߃ߡ޿߹ߔ‫ࠆߥࠄߐޔࠄ߆ߔߢޕ‬ᡰេ߇‫ޔ‬JICA ߽฽߼ߡ‫ߥ߹ߑ߹ߐޔ‬ᯏ㑐߆ࠄᔅⷐߢ޽ࠆߣᕁ޿߹ߔ‫ᦨߩࠕ࠾ࠫࡦࠛޕ‬ૐᔅⷐੱᢙ㧔ࠢ࡝࠹ࠖࠞ࡞࡮ࡑࠬ㧕ࠍḩߚߒߡ޿߆ߥߌࠇ߫ߥࠄߥ޿ߣ‫↥ߩࠕࠪࡀ࠼ࡦࠗ߇ࠇߘޕ‬ᬺ⊒ዷߦߟߥ߇ߞߡ޿ߊߣ޿߁߰߁ߦ
⠨߃ߡ޿߹ߔ‫ޕ‬JICA ߩࠨࡐ࡯࠻ߦࠃߞߡ‫ޔ‬Ꮏቇㇱ߇⊒ዷߒߚߎߣߪ⏕߆ߢߔ‫߁ߣ߇ࠅ޽ޕ‬ߏߑ޿߹ߔ‫ޕ‬٤࠴࡚ࡦ࡜࠶ࠢ᳁㧦JICA ߩ⽸₂‫ߩࠗ࠲ޔ‬Ꮏቇᢎ⢒ߦ߅ߌࠆ⽸₂ߪߣߡ߽㊀ⷐߢߔ‫ࠢࡦࡕࠣࡦࠠޕ‬࠶࠻Ꮏ⑼ᄢቇ㧔King Mongkut’s Institute of Technology Ladkrabang: KMITL㧕ߩߺߥࠄߕ‫ࡦࠦࡦࡠ࡜ࡘ࠴ޔ‬ᄢቇ߿ࠕࠫࠕᎿ⑼ᄢቇ㧔Asian Institute of Technology: AIT㧕ߥߤߦ㑐ࠊࠆࡊࡠࠫࠚࠢ࠻ࠍㅢߓߡ‫ޔ‬ᢎ⢒࡟ࡌ࡞ߪᄢ޿ߦะ਄ߒ߹ߒߚ‫ޕ‬࿾ၞ␠ળ߽㜞ߊ⹏ଔߒߡ߅
ࠅ‫ޔ‬᡽ᐭ߿↥ᬺ⇇߽ߐࠄߥࠆࡊࡠࠫࠚࠢ࠻ࠍᦼᓙߒߡ޿߹ߔ‫ޕ‬଀߃߫࠲ࠗߢߪ‫੹ޔ‬ᓟ 5 ᐕ‫ޔ‬10 ᐕߩ㑆ߦේሶജ⊒㔚ᚲࠍㅧߞߡ޿߆ߥߌࠇ߫ߥࠄߥ޿ߣ
޿߁⹤߽޽ࠅ߹ߔ߇‫ޔ‬࿾ၞ␠ળ߿␠ળ৻⥸ߦߪ‫ߦࠇߘޔ‬෻ኻߔࠆჿ߽޽ࠅ߹ߔ‫౏ޕ‬ኂ߇಴ࠆ߆߽ߒࠇߥ޿ߣ޿߁ࠃ߁ߥߎߣࠍᕟࠇߡ޿ࠆ߆ࠄߢߔ‫ޔߪ⑳ޕ‬వㅳ‫ޔ‬ᣣᧄߦ᧪߹ߒߡ‫ޔ‬ᨰፒߩේሶജ⊒㔚ᚲࠍ⸰໧ߒቇࠎߢ߈߹ߒߚ‫ߦࠗ࠲ޕ‬Ꮻ࿖ߒ߹ߒߚࠄ‫⷗ߦޘੱߩࠗ࠲ޔ‬⡞ߒߚߎߣቇࠎߛߎߣࠍ⺑᣿ߒߚ޿ߣᕁߞߡ߅ࠅ߹ߔ‫ޕ‬ᣣᧄߩ࿖㓙දജߪ‫↥ޔ‬ᬺ⇇ߦߣߞߡ߽ᄢ߈ߥഥߌߦߥࠅ߹ߔߒ‫ޔ‬᡽ᐭ߿࿖᳃ߩ࠾࡯࠭ࠍḩߚߔߎߣ߽ߢ߈ࠆߣ޿߁ߎߣߢ‫ޔ‬㐳ᦼߦࠊߚࠆදജߩ߅㒶ߢᄢቇߩ⾰߇㜞߹ࠅ‫ޔ‬ᄢቇߩᢎຬ
߇␠ળߦฃߌ౉ࠇࠄࠇ‫ޔ‬࿖᳃ߦዅ㊀ߐࠇߡ޿ࠆߎߣߪ‫ޔ‬JICA ߩߥߐࠇߡ߈ߚ⽸₂ߛߣᕁ޿߹ߔ‫ޕ‬٤⪨ፉ᳁㧦వ߶ߤ‫ߦ࠻ࠢࠚࠫࡠࡊߩ࠳ࡦࡢ࡞ޔ‬㑐ߔࠆߏ⧰ഭߩ߅⹤߇޽ࠅ߹ߒߚ߇‫᧲ޔ‬ධࠕࠫࠕߣߪ߹ߚ㆑ߞߚ‫ޔ‬ᄢᄌ෩ߒ޿ⅣႺߩਛߢ‫ޔ‬JICA ߩ઀੐ߦදജߒߡ޿ߚߛ߈‫ᧄޔ‬ᒰߦ޽ࠅ߇
ߣ߁ߏߑ޿߹ߔ‫ࠄߊ޿ߦ࠻࡯ࡄ࡯࠲ࡦ࠙ࠞޕ‬ᡰេߒߡ߽‫⇐ޔ‬ቇ߆ࠄᏫߞߡߊࠆߣ㔌⡯ߒߡߒ߹߁ߣ޿߁߅⹤߇޽ࠅ߹ߒߚ‫⁁ߚߒ߁ߎޕ‬ᴫߪ࡞ࡢࡦ࠳ߦߣߤ߹ࠄߕ‫ޔ‬ASEAN ߿ߘߩઁߩ
ㅜ਄࿖ߢ߽ࠃߊ⷗ࠄࠇࠆߎߣߢߔ‫ޕ‬
JICA ߣߒߡߪ‫⸳ߢ࠻ࠢࠚࠫࡠࡊޔ‬ቯߒߚ⋡ᮡߦะߌߡ੐ᬺࠍታᣉߒߡ߅ࠅ‫ޔ‬⍴ᦼ⊛ߥ⋡ᮡ߇߈ߜߞߣ㆐ᚑߐࠇࠆᔅⷐ߇޽ࠆߎߣ߆ࠄ‫ߢ࠻ࠢࠚࠫࡠࡊޔ‬⢒ᚑߒߚੱ᧚߇ᵹ಴ߒߡߒ߹
ࠊߥ޿ࠃ߁‫ޔ‬੐ᬺ㐿ᆎߩᤨὐߢవᣇ᡽ᐭߣߩද⼏ߩਛߢ⏕⹺ߒ‫ࠍ᧤⚂ޔ‬ขࠅઃߌߚࠅߒߡ޿
߹ߔ‫ޔࠄ߇ߥߒ߆ߒޕ‬వ߶ߤ↳ߒ߹ߒߚࠃ߁ߦ㜞╬ᢎ⢒ߪᏱߦߘߩ࿖ߩ␠ળߩਛߦ޽ࠆ੐ᬺ
ߢ޽ࠆߛߌߦ‫ࠄߊ޿ޔ‬ද⼏ߢ੤ᷤߒߡ߽‫ߪߊߒ߽ޔ‬ᄢ⤿ߦᢥᦠߦࠨࠗࡦࠍߐߖߡ߽‫ޔߢࠇߘޔ‬ੱߩᵹ಴߇⏕ታߦᱛ߼ࠄࠇࠆ⸶ߢߪ޽ࠅ߹ߖࠎ‫ᤨੌ⚳ߩ࠻ࠢࠚࠫࡠࡊޕ‬ὐߦ㆐ᚑߒߥ޿ߣ޿

- 50 -

ߌߥ޿⋡ᮡ߇޽ࠅ߹ߔߩߢ‫ޔ‬㗡⣖ᵹ಴㧔ࡉ࡟ࠗࡦ࠼࡟ࠗࡦ㧕ࠍ㒐ߋߎߣߦߟ޿ߡߪᦨᄢ㒢ߩദജߪߒߟߟ߽‫ߪߦ⊛⚳ᦨޔ‬ቢోߦߪᱛ߼ࠄࠇߥ޿ߩ߇ታᘒ߆ߥߣᕁߞߡ޿߹ߔ‫ޕ‬ࡉ࡟ࠗࡦ࠼࡟ࠗࡦ㧔brain drain㧕ߪ‫ޔߕࠄ߹⇐ߦࡦࠗ࡟࠼ࡦࠗ࡟ࡉߩࠄ߆࠻ࠢࠚࠫࡠࡊޔ‬ߘߩ࿖߆ࠄઁ࿖߳ߩࡉ࡟ࠗࡦ࠼࡟ࠗࡦߩ໧㗴߽޽ࠅᷓೞߢߔ‫ᦨޔ߇ߔߢޕ‬ㄭߪ‫࠼ࡦࠗ࡟ࡉޔ‬࡟ࠗࡦߦ߆߃ߡࡉ࡟ࠗࡦࠨ࡯ࠠࡘ࡟࡯࡚ࠪࡦ㧔brain circulation㧕ߣ޿߁⸒⪲߇૶ࠊࠇࠆࠃ
߁ߦߥࠅ߹ߒߚ‫ߌߛࠇߎޔߪࠇߎޕ‬਎⇇߇ࠣࡠ࡯ࡃ࡞ൻߒߡ߈ߡ߅ࠅ‫߇ߣߎߥ࡞ࡃ࡯ࡠࠣޔ‬ଔ୯ࠍ↢߻਎ߩਛߦߥߞߡ߈ߚߚ߼ߢߔ‫ߩߘޕ‬࿖ߛߌߦੱ᧚ࠍ࿕ቯߒߡ߅ߊߎߣ߫߆ࠅࠍ᳞
߼ࠆߩߢߪߥߊ‫߇᧚ੱޔ‬ᓴⅣ㧔ࠨ࡯ࠠࡘ࡟࡯࠻㧕ߒߡ‫߆ߟ޿ޔ‬ᚯߞߡߊࠆߣ޿߁ᵹേᕈߩᱜ
ߩ஥㕙߽޽ࠆߩߢߥ޿߆‫ޔߪߊߒ߽ޔ‬ᵹ಴߽޽ࠆߌࠇߤ߽‫ޔ‬ᵹ౉߽޽ࠆ‫ߩ⪲⸒߁޿߁ߘޕ‬ᄌൻࠍߺߡ߽‫ߩ᧚ੱޔ‬ᵹേᕈߦଔ୯߇↢߹ࠇࠆࠃ߁ߥ਎ߩਛߦߥߞߡ߈ߡ޿߹ߔ‫ࠆߔ߆ߒ߽ޕ‬ߣ‫߇ߣߎߊ߅ߡ߼ߤߣ߉ߥߟࠍ᧚ੱޔ‬㔍ߒ޿ߣߔࠆߥࠄ߫‫ߎߔߎ⿠ࠍࡦ࡚ࠪ࡯࡟ࡘࠠ࡯ࠨޔ‬ߣߦࠃߞߡ‫ޔ‬ଔ୯߇↢߼ߥ޿ߩ߆ߣᕁ߁ߎߣ߇޽ࠅ߹ߔ‫߇ੱߚߒ✵⸠ࠅࠃߦ࠻ࠢࠚࠫࡠࡊޕ‬ߘߩࡊࡠࠫࠚࠢ࠻ࠍ㔌ࠇߡߒ߹߁ߎߣߪ޽ࠆߌࠇߤ߽‫ߩ࠳ࡦࡢ࡞ޔ‬ਛߩ߶߆ߩ႐ᚲߢ‫ߒ߽ޔ‬ߊߪ㓞࿖ࠤ࠾ࠕߦⴕߞߡ‫ޔ‬૗߆ଔ୯ࠍ↢ࠎߢ޿ࠆ߆߽ߒࠇ߹ߖࠎ‫ޕ‬JICA ߩࡊࡠࠫࠚࠢ࠻ᬺ
ോߪ‫৻ޔ‬ቯߩᐕᢙߩਛߢೋᦼߩ⋡ᮡࠍ㆐ᚑߔࠆߎߣ߇෩ߒߊ᳞߼ࠄࠇߡ߅ࠅ‫ߢࠇߘߪࠇߘޔ‬⌀៼ߦขࠅ⚵߹ߥߌࠇ߫ߥࠅ߹ߖࠎ߇‫ޔ‬หᤨߦ㐳޿⋡✢޽ࠆ޿ߪᐢ޿ⷞ㊁ߢ⠨߃ࠇ߫‫߁ߘޔ‬޿߁ࠃ߁ߥࡉ࡟ࠗࡦࠨ࡯ࠠࡘ࡟࡯࡚ࠪࡦߩࠃ߁ߥੱ᧚ߩᵹേᕈ߇↢ࠎߢ޿ߊଔ୯߽‫߆ߎߤޔ‬ߢ⠨߃ߡ޿ߊᔅⷐ߇޽ࠆߩߢߪߥ޿߆ߣᕁ޿߹ߔ‫ޕ‬
٤ⓄⓍ㧦వ߶ߤ߆ࠄ⡞޿ߡ޿߹ߔߣ‫ޔ‬ᢎ⢒ߣ޿߁ߩߪ㕖Ᏹߦ㔍ߒ޿‫ࡊߣࠆ߈ߢ߇ࡓ࠳ޔߪࡓ࠳ޕ‬ࡠࠫࠚࠢ࠻ߪ৻ߟ⚳ࠊࠆࠎߢߔ߇‫ޔ‬ᢎ⢒ߣ޿߁ߩߪ‫߇ੱޔ‬ᄌࠊߞߡ޿߈߹ߔ‫ޕ‬ᓥߞߡ‫ߟ৻ޔ‬ߩࡊࡠࠫࠚࠢ࠻߇⚳ࠊߞߚ߆ࠄߘࠇߢ⚳ࠊࠅߣ޿߁߽ߩߢߪߥߊߡ‫ߥ⊛⛯⛮ޔ‬㑐ଥߩ᭴▽ߣ޿߁ߩ߇ᄢ੐ߛߣᕁ޿߹ߔ‫ޕ‬߹ߚ‫੹ޔ‬࿁ߪ‫ޔ‬᳃㑆ળ␠߆ࠄ‫߁޿߁ߘޔ‬࿖㓙ㅪ៤ߩឭ߽᩺ߏߑ޿߹ߒߚ‫ޔ߽ߡߒߦࠇߕ޿ޕ‬ߤߎ߆ߩ࠮ࠢ࠲࡯ߛߌߢ㗎ᒛߞߡߢ߈ࠆߣ޿߁߽ߩߢ߽ߏߑ޿߹ߖࠎ‫ޕ‬వ߶ߤ߆ࠄ޽ࠅ߹ߒ
ߚࠃ߁ߦ‫ޔ‬JICA ߐࠎߩขࠅ઀ಾࠅ‫߭ߗޔ߽ߩ߽ߚߞ޿߁ߘޔ‬ᔅⷐߦߥߞߡ߹޿ࠅ߹ߔ‫ޕ‬᧪ᐕ߽߹ߚࡈࠜ࡯࡜ࡓ߇㐿௅ߐࠇ߹ߔ‫ߏࠈ޿ࠈ޿ޕ‬ᗧ⷗߽಴ߡ߈ߚࠊߌߢߏߑ޿߹ߔߌࠇ
ߤ߽‫ޔ‬ᒁ߈⛯߈ ICCEED ߩ߶߁ߦ߽‫ߏ߭ߗޔ‬ᡰេࠍ㗿޿ߚ޿ߣᕁ޿߹ߔ‫ޕ‬੹ᣣߪ‫ᤨߣߞࠂߜޔ߁߽ޔ‬㑆߇᛼ߒߡ߹޿ࠅ߹ߒߡ‫ੌ⚳ࠍࡦ࡚ࠪ࠶࠮࡞ࡀࡄޔߡߦࠇߎޔ‬ߒߚ޿ߣᕁ޿߹ߔ‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽ޔ߹ߐ⊝߽߁ߤޕ‬٤ળ႐㧦㧔ᜉᚻ㧕٤มળ㧦⍴޿ᤨ㑆ߩਛߢ‫ޔ‬ᄢᄌ⾆㊀ߥࠕࠗ࠺ࠕࠍߏឭଏߊߛߐ޿߹ߒߚవ↢ᣇ‫ߣ߇ࠅ޽߽߁ߤޔ‬߁ߏߑ޿߹ߒߚ‫ޕ‬ᵈ㪑㩷 䉰䊃䊥䉥᳁෸䈶䉼䊢䊮䊤䉾䉪᳁䈱⊒⸒⸥㍳䈲䇮⧷ᢥේᢥ䈎䉌䈱઒⸶䈪䈅䉎䇯㩷- 51 -

㐽ળ᜿ᜦ⼾ᯅᛛⴚ⑼ቇᄢቇ㩷Ꮏቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㩷䉶䊮䉺䊷㐳 ᧁౝⴕ㓶
2 ᤨ߆ࠄߩ 3 ᤨ㑆ඨߦࠊߚࠆࡈࠜ࡯࡜ࡓߦߏෳട޿ߚߛ߈‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽ޔ‬੹ᣣ޿ߚߛ޿ߚ⼏⺰ࠍ߆޿ߟ߹ࠎߢᝄࠅ㄰ࠅ߹ߔߣ‫ࠢ࠶࡜ࡦ࡚࠴ߩࠗ࠲ޔ‬వ↢߆ࠄߪ‫ࡦ࡝ࠪޔ‬࠻ࡦ࿖㓙Ꮏቇ㒮߇⊒⿷ᒰᤨ߆ࠄ↥ᬺ⇇ߣኒធߥㅪ៤㑐ଥࠍ߅ᜬߜߢߘࠇ߇੹ᣣ߹ߢߦ⛯޿ߡ޿ࠆߎߣ‫ߡߒߘޔ‬ᢎ⢒㕙ߦ߅޿ߡ߽↥ᬺ⇇ߣߩ᭽‫ߥޘ‬ㅪ៤߇ߥߐࠇߡ޿ࠆߣ޿߁⹤ࠍુ޿߹ߒߚ‫ࠗޕ‬ࡦ࠼ࡀࠪࠕߩࠨ࠻࡝ࠝవ↢߆ࠄߪ‫ߦ․ޔ‬⍮⼂ౝኈ‫࡯ࠖ࠹ࠖ࠹ࡦ࠺ࠗࠕޔ‬ᢎ⢒ࠍฃߌࠆߎߣߩ㊀ⷐᕈᚗ޿ߪᎿቇᢎ⢒ߩᗧ๧ߥߤ‫ޔ‬ಽᨆ⊛࡮᭎ᔨ⊛ߥ⹤ࠍ޿ߚߛ߈߹ߒߚߒ‫ߩࠕࠪࡀ࠼ࡦࠗޔ‬Ꮏቇᢎ⢒߇ᛴ߃ࠆ⺖㗴߽⺰ߓߡ޿ߚߛ߈߹ߒߚ‫ޕ‬߅ੑੱ߆ࠄ޿ߚߛ޿ߚⷰὐߦ‫߽ߤ⑳ޔ‬ਥ௅⠪஥߇ᒰೋ޽߹ࠅᗧ⼂ߒߡ޿ߥ߆ߞߚ⺰ὐ߇޽ࠅ߹
ߒߚ‫ߪࠇߘޕ‬Ꮏቇᢎ⢒ߩ㊂⊛஥㕙߳ߩᵈ⋡ߢߒߚ‫ޕ‬ᢎ⢒ߩ⾰ߩ஥㕙ߦ㑐ߒߡߪ‫ޔ‬ᤓᐕߩࡈࠜ࡯࡜
ࡓߢ߽‫ޔ‬㜞╬ᢎ⢒ߩ⾰ߩะ਄ߣᎿቇᢎ⢒ߩ࿖㓙දജߦߟ޿ߡ⼏⺰ߒ‫ޔ‬Ꮏቇᢎ⢒ߩ␠ળ⊛㑐ㅪᕈ㧔࡟࡟ࡃࡦࠬ㧕ߦߟ޿ߡ߽⼏⺰ߒ߹ߒߚ߇‫੹ޔ‬࿁ߩ⺖㗴ߔߥࠊߜ‫↥ޟ‬ᬺ⊒ዷߦߟߥ߇ࠆ‫ޠ‬Ꮏቇᢎ⢒ࠍ⠨߃ࠆ਄ߢߪ‫ޔߕࠄߥߺߩࠬࡦࡃ࡟࡟߿⾰ޔ‬㊂⊛ዷ㐿߽߹ߚ‫↥ޔ‬ᬺߦࠗࡦࡄࠢ࠻ࠍਈ߃ࠆߚ߼ߦ
ᭂ߼ߡ㊀ⷐߢ޽ࠆߣ޿߁ߎߣࠍ‫ޕߚߒ߹ߒ⼂⹺ߡ߼ߚࠄ޽ޔ‬߅ੑੱߩ⻠Ṷߦవ┙ߜ‫ޔ‬JICA ߩ⪨ፉㇱ㐳߆ࠄ‫⋧ޔ‬ᚻ࿖ߩ⊒ዷᲑ㓏ߦࠃߞߡදജߩ߆ߚߜ߽⇣ߥࠆߣ޿߁߅⹤߿‫ޔ‬ਛᩭߣߥࠆᄢቇߦ JICA ߪᛩ౉ߒߡ޿ࠆߣߩ⺑᣿ࠍ㗂߈߹ߒߚ‫ޔߚ߹ޕ‬Ꮏቇᢎ⢒දജ߇↥ᬺ⊒ዷߦߟߥ߇ࠆߚ߼ߦߪ‫ޔ‬ਛᩭߣߥࠆ㒢ࠄࠇߚᄢቇߩߺߩะ਄ߢߪᔅߕߒ߽චಽߣߪ
⸒߃ߥ޿ߣ޿߁ߏ⺑᣿߇޽ࠅ߹ߒߚ‫ߩߘޕ‬ᜰ៰ߪ‫ࠝ࡝࠻ࠨޔ‬వ↢ߩ⻠Ṷߦ޽ߞߚ‫ߩ⾰ޔ‬㜞޿ᢎ⢒߇ߢ߈ࠆࠃ߁ߦߔࠆߎߣߣ‫ࠍࠇߘޔ‬㒢ࠄࠇߚᄢቇ࡮࿾ၞߦ⇐߼ߕߦో࿖ฦ࿾ߦ᥉෸ߔࠆߎߣ‫ߘޔ‬
ߩ෺ᣇ߇㊀ⷐߢ޽ࠆߣߩ⊒⸒ߦߟߥ߇ࠆ߽ߩߛߣᕁ޿߹ߒߚ‫ޕ‬᧻᧛వ↢߆ࠄߪ‫ߦ․ޔ‬㔚ജߩࠨ࡯ࡆࠬߩಽ㊁ߦ߅ߌࠆ࿖㓙දജߩ․ᓽ⊛ߥขࠅ⚵ߺࠍߏ⺑᣿޿ߚߛ߈‫⵾ߡߒߣ࡯࠳࡞ࡎࠢ࡯࠹ࠬޔߚ߹ޔ‬ㅧᬺࠍ฽߻ⶄᢙߩ↥ᬺಽ㊁߇ሽ࿷ߔࠆߎߣ‫ޔߡߒߘޔ‬⻉↥ᬺಽ㊁ߩജࠍวࠊߖߚදജߩขࠅ⚵ߺ߇ᔅⷐߢ޽ࠆߣ޿߁‫ޔ‬ᭂ߼ߡౕ૕⊛߆ߟ␜ໂߦን߻ߏ
ᜰ៰ࠍ㗂߈߹ߒߚ‫ޕ‬⛯ߊࡄࡀ࡞࠺ࠖࠬࠞ࠶࡚ࠪࡦߢߪ‫ޔߡ߃߹〯ࠍࠄࠇߘޔ‬㜞╬ᢎ⢒ߩᗧ⟵‫↥ߪ޿ࠆ޽ޔ‬ቇㅪ៤ߦ㑐ࠊࠆ⺖㗴‫ޔ‬࿖㓙දജߩߚ߼ߩ↥ቇㅪ៤ߥߤ‫ޕߚߒ߹߈ߛߚ޿ࠍ⺰⼏ߥ߹ߑ߹ߐޔ‬࿖㓙දജࠍਥ㗴ߣߔࠆߎߩࡈࠜ࡯࡜ࡓߢߒߚ߇‫↥ޔ‬ቇㅪ៤߿⻉ᣇ㕙ߩജࠍวࠊߖߚදജࠍ߽⺰ߓߡ޿ߚߛ߈߹ߒߚ‫ޟޕ‬࿖㓙‫ߩޠ‬දജߩߚ߼ߦ߽‫⇣ޟޔ‬ಽ㊁㑆‫࡯࠲ࠢ࠮⻉ޟޔߩޠ‬㑆‫ߩޠ‬දജ߇㊀ⷐߢ޽ࠆߣ޿߁⼏⺰ࠍ‫ޔ‬ශ⽎ᷓߊ⡞߆ߖߡ޿ߚߛ߈߹ߒߚ‫ޕ‬ߏ⻠Ṷߊߛߐߞߚ⊝᭽‫ߏߦ࡞ࡀࡄޔ‬ෳടߊߛߐߞߚ⊝ߐ߹ߦ‫ߡ߼ߚࠄ޽ޔ‬ᄢ߈ߥᜉᚻࠍㅍࠆߣ
ߣ߽ߦ‫ޔ‬3 ᤨ㑆ඨ߅ઃ߈ว޿޿ߚߛ޿ߚෳട⠪ߩ⊝ߐ߹ߦᷓߊᗵ⻢ߒߡ‫ޔ‬㐽ળߩߏ᜿ᜦߦઍ߃ߐ
ߖߡ㗂߈߹ߔ‫ޕ‬ߤ߁߽޽ࠅ߇ߣ߁ߏߑ޿߹ߒߚ‫ޕ‬- 52 -

⻠Ꮷ⚫੺䋨䊒䊨䉫䊤䊛㗅䋩㩷⪨ፉ㩷 ାሶ㩷 ᳁㩷⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴ੱ㑆㐿⊒ㇱㇱ㐳㩷㩷㪈㪐㪏㪉 ᐕ 㪋 ᦬䇮࿖㓙ജදജ੐ᬺ࿅䋨⁛┙ⴕ᡽ᴺੱ࿖㓙දജᯏ᭴䇮㪡㪠㪚㪘䋩౉࿅㩷㪈㪐㪐㪐 ᐕ 㪌 ᦬䇮␹ᄹᎹ࿖㓙᳓↥⎇ୃ䉶䊮䉺䊷⎇ୃቶቶ㐳㩷㪉㪇㪇㪉 ᐕ 㪎 ᦬䇮ᮮᵿ࿖㓙䉶䊮䉺䊷ᬺോ⺖⺖㐳㩷㪉㪇㪇㪊 ᐕ 㪈㪉 ᦬䇮␠ળ㐿⊒දജㇱ␠ળ㐿⊒දജੑ⺖⺖㐳㩷㪉㪇㪇㪋 ᐕ 㪋 ᦬䇮ੱ㑆㐿⊒ㇱ╙৻䉫䊦䊷䊒䋨ၮ␆ᢎ⢒䋩䉫䊦䊷䊒㐳㩷㪉㪇㪇㪎 ᐕ 㪊 ᦬䇮䊋䊮䉫䊤䊂䉞䉲䊠੐ോᚲ㐳㩷㪉㪇㪇㪐 ᐕ 㪍 ᦬䇮ੱ㑆㐿⊒ㇱክ⼏ᓎ㩷㪉㪇㪇㪐 ᐕ 㪈㪇 ᦬䈎䉌⃻⡯㩷㩷㪚㪿㫆㫅㪾㫉㪸㫂㩷㪧㫆㫃㫇㫉㪸㫊㪼㫉㫋㩷 ᳁㩷䉺䊙䉰䊷䊃ᄢቇ䉲䊥䊮䊃䊮࿖㓙Ꮏቇ㒮䋨㪪㪠㪠㪫䋩㒮㐳౗ᢎ᝼㩷㩷䉝䊜䊥䉦࿖䉲䉝䊃䊦Ꮊ䊪䉲䊮䊃䊮ᄢቇ䈮䈩䊐䊦䊑䊤䉟䊃ᅑቇ㊄䈮䉋䉍ㇺᏒᎿቇ㪆ⅣႺᎿቇ䈱ඳ჻ภ䉕ขᓧ䈚䈢ᓟ䇮䉦䊅䉻࿖䉥䉺䊪䈱࿖㓙㐿⊒⎇ⓥ䉶䊮䉺䊷䈮䈩⎇ⓥഥᚻ䈫䈭䉎䇯䈠䈖䈪䈲ૐ⾌↪౏ⴐⴡ↢䈫⾗Ḯ࿁෼䈮㑐䈜䉎਎⇇㌁ⴕ䈫䈱䊒䊨䉳䉢䉪䊃䈮៤䉒䉎䇯㪈㪐㪐㪎 ᐕ䈎䉌 㪉㪇㪇㪐 ᐕ䉁䈪䉝䉳䉝Ꮏ⑼ᄢቇ䈱ᢎ⡯ຬ䇮㪈㪐㪐㪈 ᐕ䈎䉌 㪈㪐㪐㪌 ᐕ䉁䈪䈲䉟䉥䊮䉫䊦䊷䊒ⅣႺ⽷࿅䈱ⅣႺᎿቇ䈮㑐䈜䉎⼏㐳䇮㪈㪐㪐㪍 ᐕ䈎䉌 㪉㪇㪇㪌 ᐕ䉁䈪ⅣႺ⾗Ḯ㐿⊒ቇㇱ㐳䉕䈠䉏䈡䉏ോ䉄䉎䇯ㆊ෰ 㪊㪇 ᐕ䈱⎇ⓥ䈪䈲䇮౏ⴐⴡ↢䇮ᑄ᫈‛ౣ೑↪䇮䊥䉰䉟䉪䊦䇮᦭ኂᑄ᫈‛䈱Ꮏቇ䊶▤ℂ䉕ᛒ䈉䇯㩷㩷㪪㪸㫋㫉㫐㫆㩷㪪㫆㪼㫄㪸㫅㫋㫉㫀㩷 ᳁㩷䉟䊮䊄䊈䉲䉝䊶䊋䊮䊄䊮Ꮏ⑼ᄢቇ㩿㪠㪫㪙㪀ቴຬᢎ᝼㩷 㩷⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷ቴຬᢎ᝼㩷ర䉟䊮䊄䊈䉲䉝㜞╬ᢎ⢒✚ዪ㐳㩷㩷㪈㪐㪌㪍 ᐕ 㪈 ᦬ 㪌 ᣣ䈮䊂䊦䊐䊃㩿䉥䊤䊮䉻㪀䈪↢䉁䉏䇮㪈㪐㪏㪇 ᐕ䈮䉟䊮䊄䊈䉲䉝䊋䊮䊄䊮Ꮏ⑼ᄢቇᯏ᪾Ꮏቇ⑼䉕
තᬺ䇯☨࿖䉦䊥䊐䉤䊦䊆䉝ᄢቇ䊋䊷䉪䊧䉟ᩞᄢቇ㒮ᯏ᪾Ꮏቇኾ᡹䇯㪈㪐㪏㪈 ᐕ䈮ୃ჻⺖⒟䉕ୃੌ䇮㪈㪐㪏㪋 ᐕ䈮ඳ჻⺖⒟䉕ୃੌ䈚䇮ඳ჻ภ䉕ขᓧ䈚䈢䇯㩷㪈㪐㪏㪇 ᐕ䈎䉌䊋䊮䊄䊮Ꮏ⑼ᄢቇᯏ᪾Ꮏቇ⑼䈱ᢎຬ䈫䈚䈩ណ↪䈘䉏䇮㪈㪐㪐㪐 ᐕ䈮䊋䊮䊄䊮Ꮏ⑼ᄢቇ䈱ᢎ᝼䈫䈭䈦䈢䇯䉟䊮䊄䊈䉲䉝࿖᳃ᢎ⢒⋭㜞╬ᢎ⢒✚ዪ䈱ᛛⴚዪ㐳䉕⚻䈩䇮㪈㪐㪐㪐 ᐕ䈎䉌 㪉㪇㪇㪏 ᐕ䉁䈪㜞╬ᢎ⢒✚ዪ㐳䈮ዞછ䈚䈢䇯㩷 㪉㪇㪇㪏 ᐕ 㪋 ᦬䈎䉌 㪉㪇㪈㪇 ᐕ 㪊 ᦬䉁䈪⼾ᯅᛛⴚ⑼ቇᄢቇ䈱ቴຬᢎ᝼䋨䊋䊮䊄䊮Ꮏ⑼ᄢቇ
ᢎ᝼౗છ䋩䇯㩷
㪉㪇㪈㪇 ᐕ 㪋 ᦬䉋䉍䊋䊮䊄䊮Ꮏ⑼ᄢቇ䋨䌉䌔䌂䋩ቴຬᢎ᝼䇮㪉㪇㪈㪇 ᐕ 㪍 ᦬䉋䉍⼾ᯅᛛⴚ⑼ቇᄢቇ䈱ቴຬᢎ᝼౗
છ䇯㩷㩷

- 53 -

᧻᧛㩷 ᐙ㓶㩷 ᳁㩷㑐⷏㔚ജᩣᑼળ␠㔚ജᵹㅢ੐ᬺᧄㇱ೽੐ᬺᧄㇱ㐳䋨䊈䉾䊃䊪䊷䉪ᛛⴚㇱ㐷⛔᜝䋩㩷㩷㪈㪐㪏㪊 ᐕ 㪊 ᦬ᣧⒷ↰ᄢቇᄢቇ㒮ୃ჻䋨㔚᳇Ꮏቇ䋩ୃੌᓟ䇮㑐⷏㔚ജᩣᑼળ␠䈮౉␠䇯౉␠ᓟ䇮ਥ䈮㈩㔚䊶༡ᬺ㑐ଥ䈱ᬺോ䈮ᓥ੐䈚䇮㪉㪇㪇㪐 ᐕ 㪍 ᦬એ㒠䇮⃻⡯䇯․╩䈜䈼䈐⚻ᱧ䈫䈚䈩䇮㪈㪐㪐㪍 ᐕ䈎䉌 㪉㪇㪇㪇 ᐕ䉁䈪䈱⚂ 㪋 ᐕ㑆䇮☨࿖䊪䉲䊮䊃䊮䌄䌃䈮䈅䉎਎⇇㌁ⴕᧄㇱ䈮಴ะ䈚䇮ਥ䈮᧲䉝䉳䉝⻉࿖䋨䉟䊮䊄䊈䉲䉝䇮䊐䉞䊥䊏䊮䇮ਛ࿖䇮䊝䊮䉯䊦䈭䈬䋩䈮䈍䈔䉎㔚ജ㑐ଥ䊒䊨䉳䉢䉪䊃Ⲣ⾗ᬺോ䈮ᓥ੐䇯㑐⷏㔚ജ䈻ᓳ⡯ᓟ䉅䇮㪉㪇㪇㪈 ᐕ䈎䉌 㪉㪇㪇㪍 ᐕ䉁䈪䇮਎⇇㌁ⴕ䈱䉮䊮䉰䊦䉺䊮䊃䈫䈚䈩䊝䊮䉯䊦䈱䉣䊈䊦䉩䊷䊒䊨䉳䉢䉪䊃䈮㑐ਈ䇯䈠䉏䉌䉕ㅢ䈛䈩䇮㔚᳇੐ᬺ䈮䈍䈔䉎࿖㓙දജ䈱䈅䉍ᣇ䉕ឭ⸒䈚䈩䈇䉎䇯㩷㩷㩷㩷㩷䊝䊂䊧䊷䉺䊷⚫੺㩷㩷ⓄⓍ㩷 ⋥⵨㩷 ᳁㩷⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷․๮ᢎ᝼㩷ᗲ⍮ᎿᬺᄢቇᎿቇㇱᢎ᝼㩷㩷㪈㪐㪏㪈㪅㩷㪊㩷 ᣧⒷ↰ᄢቇℂᎿቇㇱ㔚᳇Ꮏቇ⑼තᬺ㩷㪈㪐㪏㪊㪅㩷㪊㩷 ᣧⒷ↰ᄢቇᄢቇ㒮Ꮏቇ⎇ⓥ⑼ඳ჻೨ᦼ⺖⒟䋨㔚᳇Ꮏቇኾ᡹䋩ୃੌ䋨Ꮏቇୃ჻䋩㩷㪈㪐㪐㪇㪅㪈㪇㩷 Ꮏቇඳ჻䋨ᣧⒷ↰ᄢቇ䋩㩷㩷㩷㩷㩷ቇ૏⺰ᢥฬ䇸䊘䊥䉣䉼䊧䊮ਛ䈱ᓸዊ㔚᳇䊃䊥䊷䈱⊒↢䊶ᚑ㐳⃻⽎䈮㑐䈜䉎⎇ⓥ䇹㩷

㪈㪐㪏㪊㪅㩷㪋㩷 ⽷࿅ᴺੱ㔚ജਛᄩ⎇ⓥᚲ⎇ⓥຬ㩷㪈㪐㪐㪍㪅㩷㪍㩷 ห਄䉋䉍ਛᄩ㔚ജද⼏ળ䈮಴ะ㩷 ᛛⴚ㐿⊒ㇱ೽ㇱ㐳䋨㪈㪐㪐㪏ᐕ㪍᦬䉁䈪䋩㩷㪈㪐㪐㪐㪅㩷㪋㩷 ⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇㇱഥᢎ᝼㩷㪉㪇㪇㪍㪅㩷㪋㩷 ᗲ⍮ᎿᬺᄢቇᎿቇㇱᢎ᝼㩷㪉㪇㪈㪇㪅㩷㪋㩷 㩷 ⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ䉶䊮䉺䊷㩿㪠㪚㪚㪜㪜㪛㪀․๮ᢎ᝼૬છ㩷㔚᳇ቇળ਄⚖ળຬ䇮☨࿖㔚᳇㔚ሶᎿቇળ㩿㪠㪜㪜㪜㪀ળຬ䇮ᣣᧄ㖸㗀ቇળળຬ䇮࿖㓙㔚ജળ⼏ળຬ- 54 -

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

International Cooperation Center for Engineering Education Development (ICCEED) of Toyohashi
University of Technology organized Open Forum on November 26, 2010 at JICA Research Institute,Tokyo, under the auspices of Ministry of Education, Culture, Sports, Science and Technology, Japan(MEXT), and the Japan International Cooperation Agency (JICA).

The theme of the Forum was“International Cooperation in Engineering Education and its Effects upon Industrial Development:
Achievements and Challenges.”

ICCEED, established in FY2001 as the center of national university in Japan for international cooperationin engineering education, annually organizes Forum, and this time’s Forum is the Ninth one.

The Forum was able to have informative discussions on the ways and means for the betterment ofinternational cooperation in engineering education that has real impact to realization of further industrial
development of different countries. The success is largely due to the valuable contributions by invitedlecturers and active participation by more than 60 attendants from various parts of Japan and abroad,including governmental agencies, private sectors, international cooperation institutions and universities.

We sincerely wish that these proceedings, compiled in both English and Japanese, could facilitate futureinternational cooperation in engineering education.

- 57 -

Toyohashi University of Technology
International Cooperation Center for Engineering Education Development
The 9th Open Forum
International Cooperation in Engineering Education and its Effects upon Industrial Development– Achievements and Challenges –26 November, 2010, 14:00 - 19:00 (Reception 17:30-19:00) ̪Registration 13:00 Japan International Cooperation Agency (JICA) Research Institute
TIME TABLE
14:00
Opening Remarks– 14:10
Prof. Kiyokatsu Jinno
Executive Vice President, Toyohashi University of Technology
Opening Address
Mr. Takashi Asai
Director, Office for International Cooperation Policy, International Affairs Divisions,
Ministry of Education, Culture, Sports, Science and Technology
14:10
Lecture 1– 14:40“International Cooperation on Engineering Education and Contribution to
Human Resources Development for Industry - JICA's Approach -”Ms. Nobuko Kayashima
Director, Department of Human Resource Development, JICA, Japan
14:40
Lecture 2– 15:10“Contribution of Engineering Education to Industrial Development- A case of Thailand through SIIT -”Prof. Dr. Chongrak Polprasert
Director, Sirindhorn International Institute of Technology, Thammasat University, Thailand
15:10
Lecture 3– 15:40“Enhancement of Engineering Education and its Impact to Industrial Development
in Indonesia”
Prof. Dr. Ir. Satryo Soemantri Brodjonegoro
Visiting Professor, Institute of Technology Bandung (ITB), Indonesia/
Visiting Professor, Toyohashi University of Technology/
Former Director General of Higher Education, Ministry of National Education, Indonesia
15:40
Break
– 16:00
16:00
Lecture 4– 16:30“Engineering Education and Industrial Development in Electric Power Sector- Role of players for international cooperation -”Mr. Mikio Matsumura
Executive Officer, Power Distribution
Power System Division, The Kansai Electric Power Co., Inc.
16:30
Panel Discussions– 17:25
Moderator :Dr. Naohiro Hozumi
Project Professor, ICCEED, Toyohashi University of Technology
17:25
Closing Address
Prof. Yukio Kiuchi
Director, ICCEED, Toyohashi University of Technology
17:30
Reception (free of charge)– 19:00- 58 -

Opening Remarks
Dr. Kiyokatsu Jinno
Executive Vice President
Toyohashi University of Technology

Ladies and Gentlemen:

Please allow me to say a few words at the opening of the Ninth Open Forum of ICCEED.

Let me express

our cordial welcome to all of you here.

The International Cooperation Center for Engineering Education Development (ICCEED) of Toyohashi
University of Technology has, since its establishment in 2001, annually organized a open forum todeliberate different important issues concerning international cooperation in engineering education, withinvited speakers from various parts of Japan and abroad.

On the basis of annual achievements, today’s Forum is on the theme of International Cooperation in
Engineering Education and Its Effects upon Industrial Development.

One of the key goals of international cooperation in engineering education shall be the contribution toindustrial development of partner countries through strengthened engineering education.

What kind ofroles, then, has engineering education been playing in industrial development in different countries?

And

how is the international cooperation contributing to the realization of industrial development in thesecountries?

What are challenging issues?

A series of lectures will be delivered today:

Starting from overall views on international engineering

education cooperation and its contribution to industry’s human resources provided by JICA, lectures on
cases of the Kingdom of Thailand and the Republic of Indonesia will be given, followed by presentation bya representative from Electric Power Sector.

Today we would like to deliberate ways and means for the

betterment of international cooperation in engineering education that has real impact on the realization offurther industrial development of different countries, through lectures and discussions with the floor.

In this occasion I would like to express our sincere gratitude for lectures, Ms. Kayashima of JICA, Dr.
Chongrak from Thailand, Dr. Satryo from Indonesia, and Mr. Matsumura of the Kansai Electric Power, Co.,Inc.

Our hearty thanks also go to the Ministry of Education, Culture, Sports, Science and Technology,

Japan (MEXT), represented by Mr. Asai today, and the Japan International Cooperation Agency (JICA) for
their supports.

Our most welcome also goes to all the participants here who came all the way fromdifferent parts of Japan and abroad.

- 59 -

This concludes my opening remarks.

Thank you.

- 60 -

Opening Address*
Mr. Takashi Asai
Director, Office for International Cooperation, International Affairs Division
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan

Good afternoon ladies and gentlemen.
Policy at MEXT.

I am Asai, in charge of the Office for International Cooperation

At the opening of the Forum I would like to welcome you all and say a few words.

ICCEED has been, since its inception in 2001, very active in international cooperation for engineering
education in view of fostering internationally competitive engineering personnel with sound knowledge andattitudes in developing countries.

The center attained substantial achievement in international

cooperation.

As a matter of fact, Japanese engineering education is popular among developing countries, and in effectmany countries seek to introduce it to their own engineering education institutions. In the Middle East for
example, Egypt is cooperating with Japan in establishing Egypt-Japan University of Science andTechnology under the E-JUST project of JICA.

Asian countries such as India and Malaysia are also

willing to establish engineering universities of Japanese characteristics and some projects are in progress.

To be retrospective of university-industry relationship in Japan, it seems that there had been strong linkage
between them since early times of Meiji Era, in the light of the national policy of industrialization andmodernization.

However, after World War II, universities seemed to have shifted their focuses onacademia and kept distance from industries to some extent.

University-industry linkage has been widely discussed again since the 1980s. Before that, Japanesecompanies were said to have sufficient R&D capacities of their own through their own research institutes
and centers, and they regarded fostering of their human resources and employees as part of their ownfunction.

That seemed to have been the way of Japan.

In the course of time, however, as the academic

disciplines were increasingly segmented and sophisticated, it became desirable for the industries to resume
close good cooperation with universities.

Thus in Japan, strong linkage between the academia andindustry has been sought for since second half of 1980s.

At any rate there is no exaggeration that the Japanese engineering education attracts much attention andappreciation of developing countries.

Such a keen attention by the international community is a testimonyof Japan as a science and technology based country, and the proof that science and technology capability ofJapan is internationally acknowledged.

- 61 -

In a similar vein, university-industry cooperation in Japan also attracts attention of neighboring countries.
For instance ICCEED of Toyohashi University of Technology has been engaged in enhancement offaculties of engineering in developing countries through university-industry cooperation in Sri Lanka,
under a program of MEXT called “MEXT International Cooperation Initiative” in the past several years.
JICA also has been contributing to industrial development of emerging economies through cooperation inhigher education, as we may hear from Director Ms. Kayashima of JICA later today.

Now let us briefly touch upon recent directions and strategies of Japan’s international cooperation.

Thisyear in September at the United Nations, there was Millennium Development Goals (MDGs) Summit, inwhich Prime Minister Kan participated. At the Summit Japan committed itself to focus its cooperation on
education and health.

Kan Commitment announced at the meeting in which education and health shouldbe the main support areas.

The commitment represented a clear development of Japan’s directions forinternational cooperation from the past, when the focus used to be on primary and basic education.

It isnoteworthy that Japan will place emphasis on development of higher education and vocational training.

Requests for international cooperation of developing countries in the field of higher education include inparticular the fields of engineering and agriculture. It is envisaged that Japan’s international cooperationin higher education has its focus on these fields.

In order to respond effectively to the assistance needsof developing countries, a closer domestic collaboration for that purpose seems indispensable, including
formulation of consortia among universities for concerted action among Japanese universities forinternational cooperation. It can be further argued that, for effective cooperation, not only cooperation
among universities but also participation of industry will be required. As JICA and the government ofJapan extend support for international cooperation, a cooperative approach of all-Japan should be sought
for, involving companies and other private sectors in addition to JICA, the government and universities.

Such an approach for international cooperation would require involvement of industrial sector.
international cooperation in engineering education is at the threshold of review.

Thus theIn this regard the main

theme of today’s forum, “roles of engineering education for industrial development,” is indeed timely andimportant in the current and future international cooperation.

I sincerely wish that active and fruitful discussions will take place today on the basis of deep knowledge
and experiences of lecturers and participants.

In concluding my address, I would like to express mysincere appreciation to Director Mr. Kiuchi and his staff at ICCEED of Toyohashi University ofTechnology for organizing this Forum.

Thank you.

Note: The original of this manuscript is in Japanese, this English translated manuscript is for reference.

- 62 -‫ ع‬Lecture 1

International Cooperation on Engineering Education andContribution to Human Resource Development for Industry– JICA’s Approach –*Ms. Nobuko Kayashima
Director, Department of Human Resource Development
Japan International Cooperation Agency (JICA)
Abstract
This talk introduces international cooperation activities in engineering education by Japan International
Cooperation Agency (JICA) and their contribution to human resource development for industry. The
speaker first gives an overview of development assistance by JICA, and outlines its higher educationcooperation activities. She also explains features and backgrounds of international cooperation onengineering education by JICA. As practical cases of the cooperation, the speaker lastly presents threeprojects by JICA: King Mongkut's Institute of Technology Ladkrabang Project in Thailand, Project for
Improving Higher Education Institution through University-Industry-Community Links in Gadjah Mada
University in Indonesia, and Southeast Asia Engineering Education Development Network in ASEAN
countries.

1. Outline of Japan International Cooperation Agency (JICA)
My presentation entitled ‘International Cooperation on Engineering Education and Contribution to Human
Resources Development for Industry - JICA’s Approach’ explains how JICA operates cooperation
activities in engineering education and human resource development for industry. The first part of mypresentation will discuss general issues. I believe that all the participants are well aware of them, so I will
just rush through the part.

JICA is an institution to offer bilateral aids. Its initial role is to offer only technological cooperation, but it
currently offers grant aid, which was formerly conducted by the Minsitry of Foreign Affairs in Japan, inpart and loan assistance as well after JICA merged with a department of JBIC (Japan Bank for International
Cooperation). Two years have passed since the merger, and JICA is now able to smoothly conduct
technological cooperation, grant aid, and loan assistance in combination.

JICA has its annual budget of approximately one trillion yen in total. I will explain some figures in FY
2009. The largest part was for loan assistance, 745 billion yen, while the technological cooperation
amounted to 176 billion yen and grant aid 102 billion yen. Technological cooperation and grant aid were
funded from the general account of the government budget, while loan assistance was separately funded.

- 63 -

Loan assistance to be paid back amounted to 745 billion yen per year, and we believe that the amount ofloan assistance will be a little bit over 900 billion yen next year.

2. Outline of Education Cooperation by JICA
Technological cooperation in engineering offers support, for example, to improve skills of academic staff,
to develop curriculum for engineering education, and to invite academic staff in an engineering department
to take part in training in Japan. The fourth slide shows 18.3 billion yen is spent for technologicalcooperation in human resource development including basic education and job training. From that budget,
about five billion yen is paid for support activities in higher education every year, and most of them areused for engineering education. The fourth slide also shows details of loan assistance. I’m sorry some items
are inconsistent in the bar graphs. As you see, expenses to economic infrastructure such as electricity, gas,
and transportation account for a large part of expenses of loan assistance, while expenses to social
infrastructure account for its relatively small part. In addition, expenses for education and health accountfor a small portion because most of the expenses to social infrastructure are paid for water supply andsewerage systems. Share for education in loan assistance was two percent. In FY2009, loan assistance was
not used for education cooperation, but in FY2008 we provided 5.7 billion yen to Institute of Technology
Bandung Development Project. Loan assistance has supported to maintain its campus and equipments.
Loans for international students have spent to accept transferred students from abroad.

Grant aid at the bottom of the slide used to provide campuses and equipments of universities, but is notavailable at present. Because grant aid is prepared for financially-challenged countries, its majorachievements are in basic education such as maintainance of elementary schools in those countries for basic
education.

3. Significances of Education Cooperation by JICA
JICA’s concept on education cooperation consists of three pillars, or three objectives, which means threesignificances. The first one is that it is a basic human right for everyone to get an education. We believethat it is necessary to master basic and indispensable knowledge and skills in order for everyone to live in asociety with her or his ability, and that education is important as a basic human right. That’s the firstsignificance.

Second one is education contributes to social and economic development. Basic education cooperation toincrease school enrollment has reduced high birth rate and spread concept and knowledge of health andsanitary among people. They are typical examples of contribution by education to social and economicaldevelopment. We believe higher education is highly valuable in terms of developing human resources topromote industrial development like the theme of this forum.

Particularly, since the end of the 1990s, the world has been so much globalized, and we have heard about
the knowledge society. In the past, important economic factors of a country were population and natural- 64 -

resources in the country, and areas of its productive farmland. In addition to or more than those, current
economic factors include how much knowledge can be provided to people and produced in the country, andhow much knowledge and technology can be incorporated from overseas for development. That is,“knowledge” has become a major factor for development in our current society, which is called theknowledge society or the knowledge-based society. In terms of development, it plays an important role toproduce, to gain, and to utilize knowledge. In such a society, higher education has become an importantfactor in terms of contribution by education to social and economical development.

The third significance of education cooperation by JICA is to realize a world that promotes the mutual
understanding. Education is very important in realizing multi-cultural symbiotic societies.

The world has

been so much globalized. Although mutual understanding is important in basic education, supporting
higher education will facilitate mutual understanding in the world. We believe it because higher education
is toward the global world. Based upon these three significances, we operate education cooperation byfocusing on basic education and higher education.

4. Higher Education Cooperation by JICA
As Mr. Asai mentioned, higher education cooperation by JICA has received so much attention right now.
There are a lot of needs and demands from many countries.

However, the 1990s were harsh times for higher education cooperation. Because the idea “education forall” was proposed in 1990, most education cooperation supported basic education. Most people believed atthat time that higher education was designed to develop elites, but these elites could not find their jobs. It
was then very skeptical of necessity and validity of these cooperation and development. And particularly,
support in higher education was not provided to Africa at that period. The attitude to higher education waschanged at the end of the 1990s when the world started to be globalized, and the importance of knowledge
and technology was recognized again in the so-called knowledge-based society.

Since then JICA has been receiving a lot of demand for higher education cooperation. Examples of projects
for higher education cooperation are Egypt-Japan University for Science and Technology (E-JUST) and
SEED-Net (the Southeast Asia Engineering Education Development Network) Project with ten ASEAN
countries, which will be explained later. Various projects including these examples have been extensively
operated since the end of the 1990s. Countries which request higher education cooperation include
well-advanced countries as well as less-developed countries, and there are diversified to JICA. Amongthese requests, JICA would like to focus on strengthening centers of excellence in respective countries andregions.

There are a wide variety of projects in higher education cooperation. One instance is cooperation at
so-called centers of excellence for developing national leaders and people who lead national industry andmake innovation at the peak of the pyramid. There is also cooperation to make higher education popular in- 65 -

semi-developed countries. Such popularization of higher education is one of major political agendas insome countries.

For example, in Thailand, Indonesia, and Malaysia, a lot of private universities were established, andgovernments of these countries have supported to strengthen regional universities. We support top
universities of countries as well as regional universities and universities to make higher education popular.

When we operate higher education cooperation, it is JICA’s top priority to maintain the quality of thecooperation. And also support from universities in Japan is indispensable for the cooperation. If we
operated a number of cooperation projects, their quality would be inevitably diminished.

We mainly have to focus on support to qualified universities like centers of excellence in countries. When
we support popularization of higher education in a local university, we have to support it in a specialized
way, for example, with domestic resources in its supported country or with formulating a framework ofSouth-South Cooperation in its region. Otherwise, our support would be inefficient, and then we could not
respond to all the needs.

Our support specifically aims at increasing the ability of faculty members and maintaining campuses andequipments in universities. We also have to improve administrative systems in the universities because theycannot fulfill their function even with qualified academic staff when the system is not well-established. As I
mentioned earlier, we promote university-industry-community links. Universities will be linked each otherin this global world. Because we believe it is very important for universities to be linked each other, we
support universities in making ties among others.

Most of our cooperation is for engineering, agriculture, and healthcare. Its majority is for engineering, andextensively allocated for science and technology. As I noted earlier, we have operated higher educationcooperation with systematic support from universities and their academic staff in Japan.

The eighth slide shows three characteristics of higher education in engineering taught in universities inJapan. We believe they are significant in JICA’s cooperation in engineering. The first one is lab-based
education, which may not be a common term in Japanese. In lab-based education, senior students are
assigned to research groups in their university for study with working closely with academic staff of thegroup. Second characteristic is education consisting of lectures, exercises, and experiments. The last
characteristic of higher education in engineering is alliance with industry. Strong ties between industry andprofessors in engineering allow students to conduct experiments and practical training on site in industry.
In the training, students have opportunity to discover current issues to be solved in industry. In developing
countries, there are not sufficient equipments and research funding in university, and faculty members thenhave to have extra part-time jobs for a living, that is, they are always out of campus except when they givelectures. This difficulty has commonly occurred in developing countries. On the other hand, engineering- 66 -

departments in Japan are able to cooperate with industry, to provide lectures in theory and practice, and tohave students and academic staff work together. We believe the approach in Japan is quite useful, and someof our cooperation projects were based on the approach, which produced successful outcomes approved by
supported countries. However, I would like to recall one issue. The world has been changing rapidly. Somecountries once called developing ones like Singapore, South Korea, and Hong Kong, are not developing
countries anymore. As you may know, several engineering departments of universities in Singapore andHong Kong have become competitive to those in Japan. People are now able to find jobs not only in theirown country, but its outside. The best and brightest people are working globally with brushing their skills
up.

Although one of the strengths of engineering education in Japan is to develop field-oriented working people,
we have heard some arguments against engineering education in Japan. Does engineering education reallyhelp to develop human resources for global societies? Do students master a wide variety of basic issues
including lectures? Some parts of lab-based education are effective, but others may be insufficient for acountry different from Japan. Some aspects of engineering education in Japan may not keep pace with thechanging times.

There are various cases in supporting universities in developing countries. In a case, we supported a
country in Africa that has no institution for research and education. We had no idea what to do there
because we could not find well-educated prospective professors, no equipments were available, anddirections of research were unclear. In another case, we supported a top-ranked university in asemi-developed country like Thailand and Malaysia. Such a country is looking for ways to become adeveloped one. In these two cases, different human resources had to be developed, and different ways of
support had to be provided in exploiting advantages of Japanese way. It is one of our current concerns tosatisfy different needs among countries. I guess this is well-discussed in universities in Japan, and some ofthe participants are familiar with it. I would appreciate it if you could provide any suggestions to JICA.

Higher education cooperation by JICA aims at helping universities to provide skillful human resources toindustry through activities shown in the ninth slide. We have supported various kinds of research, such as
one between industry and university, one that matches needs in a community, and one that paves the way
for solving problems in a community. The support will increase the quality of education and research, andcontribute to society.

5. Practical Cases of Higher Education Cooperation by JICA
I’ll skip the tenth and eleventh slides. Let me go through three specific projects. One is a project for King
Mongkut’s Institute of Technology Ladkrabang (KMITL). The project started in 1960 and was ended justafter 2000, that is, it was a large-scale project continued for almost half a century. Technical cooperation
was supplied four times and grant aid was offered twice. Loan assistance accounted for approximately 4.5
billion yen.

- 67 -

KMITL celebrates the 50th anniversary this year, and held a big ceremony for the anniversary. The project
was started as a part of a telecommunication training center with 23 students and 20 staff members. As Thai
economy grew stronger, the training center was upgraded to a university for undergraduates, and its
graduate school and research institute were then established. Therefore, KMITL is now one of the top
academic institutions in Thailand.

KMITL has been deeply related to industry. It has produced more than 150,000 graduates working inindustry. Because KMITL was established as an institution for telecommunication and has 50-year history,
its strong areas include electronics, communication, and information and communication technology (ICT).
Many graduates of KMITL are working in these areas, and some of them are executives of enterprises ofThai government for telecommunication and ICT.

In terms of research, we have heard from many Thai people that KMITL is remarkable for producing
field-oriented graduates. They say that graduates from KMITL prefer to work on-site in order to find andsolve problems in a field-oriented manner although they also say that other graduates, for example, from
Chulalongkorn University tend to be much reluctant to work on-site. We believe this remarkablecharacteristic is due to education initiated by Japanese experts.

In terms of links to industry, KMITL has been conducting many kinds of collaborative research. I will
introduce two cases for the collaborative research. One is to develop computer programs to detect
defectives in production lines of hard-disk drives with Thai Fujitsu. As the other example, technology wasdeveloped to produce communication antennas, which are installed in practice, for cell phones. There aremany other successful cases of collaborative research whose results are used in practice.

Another project I introduce is the Project for Improving Higher Education Institutions through
University-Industry-Community Links (Hi-Link) in Gadjah Mada University. This project aims atstrengthening links of Gadjah Mada University with industry and community, or more specifically,enhancing collaborative research with industry. We then cooperated to help faculty and staff members tomaster technology and know-how for collaborative research, provided funds for specific projects ofresearch with private sectors, and established a community service center in the university to promotecollaborative activities. As collaboration with community, we supported various activities by students incommunities.

Here I briefly introduce three specific research results of the project. One is small device to produce
methane gas from cow feces. The other results are environmentally friendly building technology withbamboos and technology for waste water treatment with local mineral resources. Because research projects
tackling with similar issues have been extensively conducted in universities in Japan, the results of the- 68 -

project I introduced were obtained by modifying research results in Japan to fit the needs of thecommunities.

The last project I introduce today is the SEED-Net, Southeast Asia Engineering Education Development
Network. The period of its first phase was for five years from 2003, and that of its second phase for anotherfive years from 2008. Seven and half years have passed.

This project was motivated by the Asian financial crisis. The aim is to sophisticate leading universities or toestablish core universities in engineering for each country to develop talented human resources. To
accomplish the aim, capacity building of academic staff in the universities is essential. That is, the project
was initiated to support the academic staff in obtaining mainly master’s and Ph.D degrees.

The main activities of the project include support to the academic staff studying abroad, joint research, andfaculty exchanges. This project involves 30 universities, including 19 universities in ten of the ASEAN
countries and 11 universities in Japan as their counterparts.

We provide various support programs for studying abroad such as studying in Japan, studying in the
ASEAN countries except her/his home country, and studying in ASEAN countries except her/his country
with short-term study in Japan. The last one is called the sandwich program. The project will produce 900
people with master’s or Ph.D degrees in total by the end of the project.

The 900 faculty members holding degrees will cover about 20 percent of faculty members in engineering
departments of 19 universities in the ASEAN countries except Brunei and Singapore. This is a significant
outcome of the project. Leading universities have been developed for ASEAN countries with horizontal
cooperation within ASEAN, and networks within the ASEAN countries have been established as a great
by-product.

Currently, any universities, including ones in Japan, cannot be stand-alone. We believe universities need tobe linked to communities as well as domestic and foreign universities. Top universities in the ASEAN
countries used to be connected only with universities in U.S. and Europe, but not with other universities in
the ASEAN countries. However, by the project, academic cooperation and networks have been formed in
the ASEAN countries. It is a significant by-product of the SEED-Net project.

In the project, academic networks within the ASEAN countries and Japan as well as networks for humanresources development in community have been established beyond matters of developments in the
ASEAN countries. JICA is considering what kinds of cooperation should be provided to grow these
networks in and after the second phase.

- 69 -

6. Future of Higher Education Cooperation
I would like to note one issue apart from my slides. The world has been much globalized, and Japan issuffering from lower birth rate. It is commonly said that human resources are insufficient in Japan, and thatindustry in Japan has to look for human resources overseas. In the circumstances, JICA has supported
engineering education. It will produce win-win outcomes between Japan and the rest of the world in finding
foreign human resources in engineering. Engineering is, we believe, the most promising area of humanresource development for Japan and of cooperating with the world. It is why Japan has been requested tocooperate with many countries in science and technology.

I don’t want to offend social scientists, but developing countries would prefer support in science andtechnology to one in law, public administration, or literature from Japan from my point of view as anamateur. Such support will help Japanese industry to find human resources in the global world, we believe.

There are a wide variety of developing countries. Some can be seen as semi-developed countries which
need human resources making innovations, not working on-site. Others like countries in Africa preferhuman resources for working on-site and disseminating basic technology developed in foreign countries. In
our operation, we have to think about how to utilize the strength of Japan and what kind of humanresources to be developed in cooperation with each country.

JICA’s operations often need expertise and workforce. In pursuing our projects, we are looking forward to
your kind cooperation, supervision, and suggestion. Thank you very much.

Note: The original article is in Japanese, and this manuscript translated in English is for reference only.

- 70 -‫ ع‬Lecture 2

Contribution of Engineering Education to Industrial Development– A case of Thailand through SIIT –Dr. Chongrak Polprasert* and Dr. Rachnarin Nitisoravut**(*) Director and Professor, (**) Associate Professor
Sirindhorn International Institute of Technology
Thammasat University, Thailand
Abstract
Thailand is an emerging economy which is heavily export-dependent. The exports account for more than
two thirds of gross domestic product (GDP). As reported by UNDP in 2009 (UNDP, 2010), Thailand
ranked 82nd in the world with GDP per capita of $8,135 and 87th with human development index (HDI) of
0.783. During the past decades, the country has experienced a rapid economic growth and is being a newly
industrialized country with a total of 42 industrial estates located throughout the country. The industrial
products account for more than 65% of the major export products of Thailand. To achieve sustainable
development among industrialized nations, capability building of the country is of importance. In fact,
Thailand has a relatively low number of scientists and engineers (S&E) with a ratio of only 103 S&E per
million people which is about 25 to 50 times lower than most of the industrialized nations (Rasiah, 2002).
Universities certainly play a major role in this regard by providing training/education, services/consulting,and research to the people.

Sirindhorn International Institute of Technology (SIIT), a semi-autonomous institute of technology within
Thammasat University, offers academic degrees in technology, engineering, and management. Founded in
1992 by the Federation of Thai Industries (FTI), the Japan Federation of Economic Organizations(Keidanren), and Thammasat University, it is a unique institution in Thailand and the region which has
close collaboration between university and industries. The institute aims to maintain high academic
standards and the research performance evaluation conducted in 2007 by Thailand Research Fund ranked
SIIT at the top of all engineering faculties in the kingdom in terms of equivalent international journal
papers per faculty member and in terms of impact factor per faculty member. The SIIT faculty members
have been conducting various sponsored projects relevant to the needs of Thailand and contributing toindustrial development. There are currently more than 4,200 SIIT alumni who are working at several
industries, government sectors and some are pursuing advanced degrees abroad. From tracer studies,
these alumni have been performing well in their jobs and are expected to become an important workforceof Thailand in the near future.

- 71 -

1. Introduction
Thailand is an emerging economy and is located in South East Asia (Figure 1). The country has beendeveloping in the past 30 years, changing from agriculture-based to industrial-based economy. At present
the population of Thailand is 67 million.

In 2009, UNDP ranked Thailand at 82nd in the world withrespect to GDP which was US$8,135 per capita (UNDP, 2010). Currently industrial products account for
more than 85% of the major export products of Thailand and there are several foreign and local industrial
investments in the country. In order for Thailand to be more competitive and effectively compete in the
globalized world, it needs to have qualified manpower such as well-educated engineers and scientists towork in the factories and doing research and development (R&D) relevant to the needs of Thailand and theregion. The purposes of this paper are:1.

To outline Thailand Industry Development

2.

To present modalities of university-industry linkages in Thailand, and3.

To present a case study of industrial development through engineering education by SIIT

Figure 1.

2.

Geographical location of Thailand in South East Asia

Thailand Industry Development

Presently the exports account for more than two thirds of Thailand’s GDP in which the industrial products
account for more than 65% of major export product of Thailand. Figure 2 shows the targeted industrial
export products of Thailand during the first 7 months of 2010 which were achievable at the value of
US$73,341 millions (Office of the Permanent Secretary, 2010 – Online). The major types of industrial
products exported by Thailand are: electronic machines, electric appliances, motor vehicles, plastic
products, textiles, construction materials, gems and jewelry, and rubber. There are presently 42 industrial
estates located mainly in the central part of Thailand (Figure 3) where there are convenient logistics andtransportation modes including cheap labors suitable for industrial development.

- 72 -

Figure 2.

Targeted industrial export products of Thailand during the first 7 months of 2010 (dataexcerpted from the Office of the Permanent Secretary, 2010 – Online).

Figure 3.

Industrial estates and parks in Thailand (Industrial Estate Authority of Thailand,2010 – Online).

- 73 -

Figure 4.

Percentage of foreign investors in Thailand in 2008 (Office of the Permanent Secretary,2010 – Online)

Among the foreign investors in Thailand, Japanese investment is the highest accounting for more than 40%of the total foreign investment (Figure 4).

With respect to sustainable development, GDP alone may not be an adequate indicator to represent acomplete picture of a country’s development. The Human Development Index (HDI) is sometimes used as
a composite indicator to rank countries by the level of human development. HDI is composed of data onlife expectancy, education and GDP and could give a more complete picture on the overall development
than income alone. As shown in Figure 5 and Table 1, Thailand has an HDI value of 0.783 with an HDI
ranking of 87. The HDI value of Thailand is different than those of GDP and life expectancy at birth (Table
1).

In the year 2015, the Association of South East Asian Nations (ASEAN) Economic Community (AEC)
consisting of the ten countries located in South East Asia (Figure 1) is to be formed. The AEC will have a
population of 592 millions, GDP of US$ 1,490 billions and trade of US$ 1,540 billions. Important elementsof AEC are: a single market and production base, a highly competitive economic region, a region ofequitable economic development, and a region fully integrated into the global economy. The data of 1999shows the percent of high tech exports (about 60%) of some ASEAN countries in which Malaysia,
Philippines and Singapore were leading in high tech industry, while Thailand had about 33% of high techexports when comparing with the total exports (Figure 6). When comparing the number of scientist andengineers(S&E), many ASEAN countries had about 100-200 S&E per million people, while the highly- 74 -

industrialized countries such as Japan and USA had between 3000-5000 S&E per million people (Table 2).
It is obvious that the AEC formulation will pose both opportunities and threats to industrial development ofThailand and other ASEAN nations. Therefore, Thailand needs to develop competent workforce such asengineer and scientist to compete effectively in the coming years.

Figure 5. Human development index of Thailand in 2009 (UNDP, 2010).
Table 1. HDI value, life expectancy at birth, and GDP per capita of Thailand comparison to some selected
countries (data excerpted from UNDP, 2010)
Life
HDI

Country

expectancy

rank

(HDIvalue)

atbirthCountry(years)

GDP

Country

rank

(US$GDPpercapita)

rank
1

Norway (0.971)

1

Japan (82.7)

1

Liechtenstein (85,382)

85

Ukraine (0.796)

105

Belarus (69.0)

80

The former Yugoslav
Republic of Macedonia(9,096)86

Azerbaijan (0.787)

106

Suriname (68.8)

81

Colombia (8,587)

87

Thailand (0.783)

107

Thailand (68.7)

82

Thailand (8,135)

88

Iran (Islamic

108

Fiji (68.7)

83

Dominica (7,893)

Republic) (0.782)
89

Georgia (0.778)

109

Moldova (68.3)

84

Azerbaijan (7,851)

182

Niger (0.340)

176

Afghanistan

181

Congo (Democratic(43.6)- 75 -

Republic of the) (298)Figure 6.

Percent of total experts in Thailand comparison to some selected countries (Rajah,
2002)

Table 2.

Numbers of scientists and engineers (S&E) per million people, 1991-1998 in
Thailand and some selected countries (data excerpted from Rajah, 2002).

Country

S&E

Country

Per million people

S&E
Per million people

Japan

4,909

India

149

US

3,676

Thailand103

Australia

3,357

Malaysia

93

Canada2,719

Bangladesh

52

UK

2,448

Total

Russian Fed.

2,318

Korea, Rep.

2,193

2nd NIEs

Yugoslavia

1,099

European Trans

1,759

NIEs (Newly Industrialized
Economies)

1,443
938
279

China

454

Developed

2,430

Venezuela

209

Developing

975

Singapore

191

Philippines

157

LIDEs (Less Industrialized
Economies)- 76 -

931

3.

Modalities of University-Industry Linkages in Thailand

Currently there are 148 universities in Thailand, of which 78 are public universities and the remaining are
private universities (Office of the Higher Education Commission, 2010 – Online). Most of these
universities offer undergraduate and graduate programs in various fields of study responding to the national,
regional and provincial needs. Among the above universities, about 20 of them are offering engineering
degree programs which have produced graduates for the government and industrial sectors. There arepractical modalities of university-industry linkages which have been implemented in Thailand with useful
results. Some of these modalities are presented below.

a.

Training/education modality. In addition to formal degree education, universities could offer
continuing education or industrial training to industrial entrepreneurs on specific subjects according toindustrial needs. Universities can invite engineer/scientist of industry to give lectures or seminars to
the students on topics related to modern industrial trends and emerging industrial issues.

b.

Service/consulting modality. Universities can offer consulting services to solve certain industrial
problems or planning for future endeavor. In some cases, university laboratories will be utilized for
products certification and testing demonstration.

c.

Research modality. This is probably the most popular type of linkage where universities conduct
research projects for industries. The type of research can be problem-based or innovative-based andboth parties could share the benefits to be gained from the project outcomes. Since university
regulations require faculty members to have research publications for academic rank promotion orcontract renewal, most faculty members are keen to conduct research and are actively seeking
cooperation with industries or donor agencies to secure research funding.

4.

Case Study of Industrial Development through Engineering Education by SIIT

Sirindhorn International Institute of Technology (SIIT) is an international institute of Thammasat
University with autonomous operations, independent of bureaucratic system. It was founded in 1992 by theFederation of Thai Industries (FTI), the Japan Federation of Economic Organizations (Keidanren), andThammasat University, with initial funding from FTI and Keidanren. In 1996, His Majesty the King
graciously granted the name “Sirindhorn International Institute of Technology”.

SIIT offers undergraduate and graduate programs leading to the Bachelor of Engineering (BEng), Bachelorof Science (BSc), Master of Science (MSc), and Doctor of Philosophy (PhD) in the following areas:
Chemical Engineering (ChE), Civil Engineering (CE), Industrial Engineering (IE), Information Technology(IT), Management Technology (MT), and Mechanical Engineering (ME). All courses offered at SIIT are
conducted in English.

Students who graduate from SIIT will receive the degree from Thammasat

University.

- 77 -

SIIT also offers three international Master of Engineering programs in Engineering Technology,
Information and Communication Technology for Embedded Systems, and Logistic and Supply Chain
Systems Engineering.

With the vision to be a leading international institute of technology for both teaching/learning and research,the main two missions are: (1) Primarily to produce high-quality bachelor’s degree engineers, and related
technologists who are able to handle advanced industrial technologies and use English as a working
language; (2) To conduct research and development in engineering and related technologies relevant toteaching and modern industries.

At the present, SIIT has established both faculty member and student exchange programs with a number ofuniversities in Asia, Europe, and North America. These programs allow not only faculty members tocollaborate with their counterparts in research projects but also students to have an opportunity to takecourses at those universities. Additionally, invitations to visit and teach courses at SIIT are regularly
extended to qualified foreign professors under such programs.

Because SIIT is an autonomous institute of Thammasat University, the administration and financial
management of SIIT is solely separated from the central university system. SIIT’s policies and operations
are guided and supervised by the Board of Trustees which consists of representatives from Thammasat
University, FTI, and Nippon Keidanren, and scholars appointed by the university. In addition, there are two
academic committees – the Academic Rank Assessment Committee (ARAC) which provides
recommendations on rank promotions of faculty members. The Academic Review Committee (ARC)
provides guidance and recommendations on other academic and research matters. The institute, headed by
the Director, consists of administrative divisions, library and information services center, academic schools
and department.

There are total of five schools and one department: School of Bio-Chemical Engineering and Technology(BCET), School of Civil Engineering and Technology (CET), School of Manufacturing Systems andMechanical Engineering (MSME), School of Information, Computer and Communication Technology(ICT), School of Management Technology (MT) and Department of Common and Graduate Studies (CGS).
Currently there are 2,500 SIIT students, nearly 2,300 are undergraduate students, and the rests are graduate
students. Among those students, there are about 100 foreign students who attend their study at SIIT both as
full-time and exchange students. Currently, SIIT has produced more than 4,200 graduated students, manyof them are working with industries and companies. Figure 7 shows the profile of students after graduationin 2009. Nearly half of the graduates subsequently went into workforces upon their graduation.

With a closed collaboration with industries, SIIT also provides the optional track for students to participate
in a technical training with the industries without affecting their 4-year of study. The program, called- 78 -

“Extended Training”, allows students to work under co-supervision of SIIT professor and host companies
which then further strengthen collaboration between the two organizations.

With respect to the students’ qualities, SIIT aims to produce students with the following attributes:
Technical competency and industrial experiences

Internationality and ability to work as team players

English proficiency and processing presentation skills



Employability through experiential learning and extended training at industries or international partner
universities/organizations

Opportunities for graduate studies at leading universities abroad through extensive collaboration andnetworking

Acknowledgement
Special thanks are due to Ms. Peechalika Khattiya for assisting in the manuscript preparation.

References:
Office of the Permanent Secretary, Ministry of Commerce. (2010 – online), http://www.ops.go.th/main/.
Accessed on 21 September 2010.
Rasiah, R. (2002) TRIPs and Industrial Technology Development in East and South Asia, The European
Journal of Development Research, 14: 1, 171 — 199.
Office of the Higher Education Commission (2010 – Online). – http://inter.mua.go.th/main2/ index.php.
Assessed on 10 November, 2010.
UNDP (2010) Human Development Report 2009: Overcoming Barriers: Human Mobility andDevelopment, United Nations Development Programme.
Industrial Estate Authority of Thailand (2010 – online) http://www.ieat.go.th/ieat/. Accessed on 10
November 2010.

- 79 -‫ ع‬Lecture 3

Enhancement of Engineering Education and its Impact to Industrial
Development in Indonesia
Dr. Satryo Soemantri Brodjonegoro
Visiting Professor
International Cooperation Center for Engineering Education Development (ICCEED)
Toyohashi University of Technology, JAPAN
Abstract
Engineering education plays an important role in building the capacity of national industry that cancompete globally through the provision of qualified engineers. The development of industry is directed
toward high added value industry which relies very much on innovation. The engineering education should
be enhanced to be able to educate the engineers become creative and full of initiatives. There are several
new methodologies which provide new ways of engineering learning, and it is expected that the quality andinnovative capacity of the engineers will be significantly improved.
Keywords: engineering education, conceptual knowledge, added-value, ethics, skill development

1. Three dimensions of becoming engineer
Preparing an engineer requires a particular methodology since the complexity of the affecting factors isinevitable in the current global challenges and competitiveness. To become an engineer one needs toexperience the three dimensions namely development of accountable disciplinary knowledge, forming
identity as an engineer, and navigating through engineering education. The integration of those three
dimensions will deliver a qualified and comprehensive engineer [1].

The knowledge to be acquired has to be updated and accountable since it will influence the skill andability of the engineer to solve current problems and issues, either individually or in a team work. Scienceand technology advance quickly and therefore the engineer should keep up with the advancement and thiscan be done if the acquired knowledge is adequate. On the other hand there is various unlimited knowledge
available and accessible to the engineer and one needs to select the most appropriate knowledge forhandling particular problems and issues.

Then it is necessary to deliver and provide the accountabledisciplinary knowledge to the engineer to prevent any malpractice and misuse and also the unnecessary
harm or damage or error.

Disciplinary knowledge is traditionally associated with the concept of learning in the school aged years.
Although in tertiary education the concept of learning is significantly different from secondary education,- 80 -

however, the main objective is to acquire the knowledge in a comprehensive way and it is adequate tohandle basic issues.

So far engineering education has been conducted by cognitive scientists, whose leading conceptualization
has been in terms of acquisition of disciplinary knowledge, based on characterization of differences
between expert and novice minds using a methodological approach that has come to be known as the expert
novice paradigm. This paradigm involves posing common laboratory tasks to ‘experts’ and ‘novices’ andthen interpreting comparative task performance data, typically in the conceptual language of information
processing psychology .

The expert-novice paradigm has to be implemented during the knowledge acquisition process for
effectiveness. The expert should share his/her experience and knowledge which has been collected andgained in years to the new participants. This will enhance the learning process and the learner can always
update the knowledge accordingly.

One of the approaches to gain the disciplinary knowledge is ethnographic approach. It is a methodologicalapproach that employs various methods, including observation and regular conversation with study
participants in and around their routine activities in order to describe and understand specific social worlds
in terms of viewpoints of participants.

Being an engineer, one has to perform using the acquired skill and knowledge in a comprehensive way toprovide public safety and prosperity.

Identity as an engineer is necessary for the individual sinceengineering is a unique subject for competence. As an engineer one has to form an identity as a particularof disciplined person.

Learning process towards becoming an engineer involves more than just the acquisition of knowledge andskills but also involves changes in what types of people they become and in how someone understands him
or herself in relation to a particular disciplinary practice.

In engineering education process, one should navigate through the designated path so that he/she will gain
the necessary and proper knowledge as an engineer. There are the so-called ‘obligatory passage points’ thatneed to be fulfilled accordingly otherwise the collected/gained knowledge is either incomplete and/or
improper. Once the educational objectives and program are fulfilled, the graduate still needs a recognition
to be an engineer from an authorized institution, it can be a university or a professional association. To
become an engineer one has to be identified or registered institutionally.

Different students navigate differently through engineering, and these differences can be consequential not
only for where they end up but also for the duration of their undergraduate experience, the social network
they create, and the quality and substance of their identification with engineering. There will be a wide

- 81 -

spectrum of engineer’s qualification depending on the navigation done by the students, although the basic
competences should be acquired by navigating through the ‘obligatory passage points’.

The integration of the three dimensions (development of accountable disciplinary knowledge, forming
identity as an engineer, and navigating through engineering education) will eventually produce qualified
and competent engineer who can serve public interests and create harmonious global peace.

2. Ethics and professional responsibility
Ethics code is considered as a way to frame the goals of education for ethical development. One of ABET
(Accreditation Body for Engineering and Technology) learning outcomes is ‘an understanding ofprofessional and ethical responsibility, broad education necessary to understand the impact of engineeringsolutions in a global and societal context, recognition of the need for and ability to engage in life-longlearning, and knowledge of contemporary issues’. Ethics are important aspects for practicing as an engineer
since they are dealing with public utilities/facilities and safety [2].

First cannon of engineering ethics are public safety, environmental sustainability, and broad public missionof engineering. Those who are registered or licensed as professional engineer should fully perform those
first cannon otherwise the license could be terminated or suspended. Professional engineer means that they
are member of a community and they can not act alone, that they do not just do everything that they are
asked to do.

Honesty is another important attitude of professional engineer, and this has to be developed as early as
possible during study/learning period. High prevalence of cheating among engineering students and thepredictive value of that cheating for dishonesty in the workplace underscores the importance of this set ofissues.

Professional ethics in engineering goes well beyond the ethics of being a student. It is always

important to connect academic integrity with ethical concerns.

Teamwork in engineering practice is quite common, in fact it is one of the strong points of being anengineer. Being in a teamwork, fairness is one of a number of ethical issues that come up naturally inconnection with teamwork. Issues of fairness are already represented in engineering code of ethics.

3. Ethics curriculum and pedagogy
There are several methods of ethics teaching-learning process namely stand alone courses in ethics, brief
discussions of professional responsibility and ethics, and modules one engineering ethics and professional
responsibility.

Ethics can also be observed through case discussions, e.g. historical cases mentioned in the context oflectures, asking students to make choice about values issues in analytic problems before proceeding with- 82 -

their calculations, students develop case studies in which they analyze engineering decisions for ethical aswell as technical quality.

Community based learning has emerged over the past decade as an increasingly important pedagogy usedby engineering faculty to foster a wide array of important outcomes including a sense of social andprofessional responsibility, ethical awareness and sophistication, and skill in negotiating the context ofengineering work.

4. Skill development for engineers
Engineering students need to learn the necessary knowledge and skills to be able to meet the criteria of“The Engineer of 2020.” For effectiveness, the students should be capable of performing constructivism,
knowledge organization (deep foundation of factual knowledge, understand facts and ideas, organize
knowledge), and thinking about thinking (metacognitive approach). Besides, the modeling of thinking andlearning (activation, association, compilation, control) is also necessary for the engineer to be able toperform critical analysis [3].

Dealing with engineering students, the faculty members should realize the facts that:Ͳ

Students assemble their responses to instruction from what they already know;ͲIt is difficult to undo a strong synapse;

ͲStudent responses may be context dependent;Ͳ

It is important to know what students know about the topic;ͲInstructors may have to ‘reverse engineer’ their compiled knowledge;ͲStudents’ framing of appropriate knowledge.

Basic capability for an engineer is among others the thinking and learning about modeling. Modeling is thekey

factorinsolving

engineering

problems

and

also

for

designing

engineering

infrastructures/plants/facilities. This capability will include how the students use mathematics in scienceand engineering. It is common that engineers and scientists expect mathematics to mean something,
therefore the correlation between mathematics and science-engineering is crucial. In some cases there aredifferences between meanings in physics and mathematics, and this has to be understood by students bymaking the effort to explore the relation between them.

5. Conceptual knowledge in the engineering sciences
In conducting engineering education, it is important for the students to understand engineering sciencecomprehensively since it is the basis for engineering education. To understand engineering science it isnecessary to acquire the conceptual knowledge through learning from the previous work such as
fundamental studies and applied research. Examples of difficult concepts in engineering science arenecessary for students to learn, and perhaps it is one of the most effective learning process. Knowing more
examples of difficult case problems will provide more confidence to the students in solving engineering- 83 -

problems in their future career. In engineering sciences at least there are three topics representing
conceptual knowledge namely mechanics, thermal science, and direct current circuits [4].

Since engineering sciences is considered as difficult topic, students have some difficulty to understand theconcept of engineering sciences. There are several ways to overcome learning barriers such as:
Do not blame the learner or the conditions;
Do not settle for a formulaic fix;
Get beyond the topic to the symptoms;
Get beyond the symptoms to the causes.

6. Innovative engineering education
In facing the global competition, it is important to create an innovative engineering education for theprovision of high quality engineers that can compete globally. The university which conducts higher
education should be autonomous otherwise it will not be innovative and competitive. Autonomous status ofuniversity is a prerequisite for an internationally competitive university.

Besides university, the country needs to have strong industries to provide a strong basis for competitive
education leading to qualified human resources. The industries should be based on national capacity
development that can generate added value. This added value will determine the competitiveness of anation in the global competition.

Not only university and industry that are responsible for innovative engineering education, but government
will play a central role in this matter since government can facilitate and empower the university andindustry. Government should provide incentive to both industry and university so that they can develop for
their advancement and at the same time they can create effective and mutual collaboration. With such a
collaboration both industry and university will advance significantly and eventually become the strong
pillars of nation’s competitiveness.

For industry empowerment through collaboration with university, it is essential that the country should
enhance science and technology capacity, there should be an institution taking care of this issue [5]. The
institution will observe the current state of S&T, the dynamics of production system, the things need to bedone (initiative to remove obstacles, encourage government fiscal policy, establish certainty,
institutionalize media, develop rules & regulations for venture capitals), the conditionality for enhancement(investment for industrialization, strengthen national S&T system, university-R&D organization
collaboration).

7. Engineering industry
One of the industries that provide high added value is engineering industry. There are many emerging
engineering industries in Indonesia which basically depend heavily on the quality of local engineers. It is- 84 -

interesting that in fact local engineers can perform well and compete with their international partners or
counterparts. One example is PT United Tractors Pandu Engineering located in Cikarang, Bekasi. It
employs around 50 engineers mostly mechanical graduated from Indonesian universities. It performs
design & engineering, component fabrication, and manufacturing. It produces industrial equipments, heavytransportation equipments, pressure tank, aircraft towing tractors, ship building, material handlingequipments. The company is also the major supplier for open pit mining industries in Indonesia andMongolia.

References
1.

R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, D.M. Amos, “Becoming an Engineer: Toward a
Three Dimensional View of Engineering Learning”, Journal of Engineering Education, July 2008, pp.
355-368

2.

A. Colby, W.M. Sullivan, “Ethics Teaching in Undergraduate Engineering Education”, Journal ofEngineering Education, July 2008, pp.327-338

3.

E.F. Redish, K.A. Smith, “Looking Beyond Content: Skill Development for Engineers”, Journal ofEngineering Education, July 2008, pp. 295-307

4.

R.A. Streveler, T.A. Litzinger, R.L. Miller, P.S. Steif, “Learning Conceptual Knowledge in theEngineering Sciences”: Overview and Future Research Directions”, Journal of Engineering Education,
July 2008, pp.279-294

5.

S. Sasmojo, “Enhancing National Science and Technology Capacity”, presented at National
Symposium of Indonesian Academy of Sciences, Serpong, Indonesia, October 22-23, 2010

- 85 -‫ ع‬Lecture 4

Engineering Education and Industrial Development
in Electric Power Sector– Role of Players for International Cooperation –*Mr. Mikio Matsumura
Executive Officer, Power Distribution Power System Division,
The Kansai Electric Power Co. Inc.
Abstract
A main role of the Kansai Electric Power Company (KEPCO) is reliable electric power supply in its
service area.

KEPCO takes part in some international cooperative projects to improve global

environment and/or to contribute to developing countries in their better power supply.

Speaker has

experience working for the World Bank as an engineering staff and involved in some international energy
projects mainly in East Asian countries. Based on his experience, he proposes an international training
project to intensively educate engineers who will consistently take responsibility in autonomic introduction
and development of new technologies in infrastructure of their own countries. The training project, forexample in electric power sector, is to be conducted under close cooperation and appropriate contribution
among power companies, manufacturers, and universities of a developed country.

It is reasonable thatinternational cooperation agency supports to organize the training course in funding as well as in inviting
cross-sectional participants from developing countries.

I am Matsumura from Kansai Electric Power Corporation.

Thank you very much for your invitation.

I am not an expert, I am just a lay person in the area of education, but I would like to anyhow give you mylecture.

If I am wrong in certain understanding, please let me know later on.

So, this is the topic that I’d like to cover.

First, I would like to introduce myself very briefly and I’d liketo talk about electric power sector business because some of you may not be very familiar with it, so I’dlike to talk about how electric power sector has developed here in Japan, and how technologies have been
also developed here in Japan, and how different players made different contributions in such development.
And then number 3 is about international cooperation on electric power sector.
sector, what is the present status of international cooperation?

So, in our electric power

So, I am working at Kansai Electric Power

Corporation, and what are our initiatives, and what are the challenges faced by developing countries interms of technological advancement.

And I’d like to make some suggestion based on my topics which come before, so how cross-sectional
human resources development program can be developed. This is just my personal opinion but I would- 86 -

like to introduce my opinion to make my contribution to the discussion later on in the panel. So, whyelectric power?

I think I need to explain the background of my presentation.

So, JICA has electric power project and the number of such projects is quite high, according to JICA’s
lecturer.

So, talking about engineering education and industrial development as a whole, electric power

development and usage of electricity need to come quite first, at the beginning, at the early stage. Electric
power makes great contribution in terms of industrial development and also people’s life advancement.
And technological development is very necessary and such development needs to take root in each locality.
And I think such a consideration can be applicable to other industries as well.

So that’s the background

I’m coming from.

So, right now I am an Executive Officer of Power Distribution, Power System Division.

So, I am incharge of transfer and also distribution of power. After graduating from the university, I have beenworking in the area of power distribution in Kansai Electric Power.
attention to here.

So, I spent 1 year at Kyoto University.

But, I would like to draw yourAnd I was doing some research on lightning.

And I spent another 1 year at GE Corporation in the United States. Power Systems Engineering course,which has quite a longstanding history, was the course that I took in the US.

And for 4 years, startingfrom 1996, I went to Washington, the World Bank, being in charge of electric power projects supporting
developing countries including Indonesia, the Philippines, China, and Mongolia.

And after coming back from the World Bank, as a consultant I was engaged and involved in a project inMongolia until very recently.

So, this project continued until quite recently. So, although I’m still an

employee of Electric Power Corporation, but I have quite diverse experiences, and based on thoseexperiences I’d like to give you a speech.

And I talked about my experience to Professor Hozumi and hethought it was quite interesting for him to talk in front of you, that’s why I’m here.

So first of all, let me give you a brief overview of electric power enterprise. Japanese power corporations
are vertically integrated, meaning that they generate power and they sell the power at the same time.

Andpower generation and retail sale of power have been liberalized to a certain extent, not 100%, but about
50% since 10 years ago. So, procurement of fuel, starting with that, Japanese power corporations also
generate power and transmit and distribute power, and sell the power to the customers.

So, they arevertically integrated.

And Professor Soemantri, talked about the power dynamism that’s not very well understood in the area ofengineering, but the electric power and dynamism of power also need to be understood in this vertical
integration model.
combined here.

And, of course, each area has each expert; however, many different expertise are

So, we are a user of many products manufactured by heavy manufacturing industries.

So talking about Japanese power corporations, back in 1951, we had industries’ reorganization after the war.
The biggest power company is Tokyo Power Corporation, and if you look at those circles, the size of the- 87 -

circles is the power generated by those different power corporations. And Tokyo is number 1, and Kansai
is number 2, and Chubu is number 3.
Japan’s power.

And Kansai Electric Power Corporation generates 15% of the entire

And it’s roughly half of that of Tokyo.

So, Thailand’s capacity is more or less the sameas Kansai’s power generation capacity.

So, what’s quite unique here in Japan is that we have a kind of vertical power distribution grid or the
network.

And, as you know, we have different frequencies in different regions. The speed of the power

generation equipment is different.

Why is it?

It’s because when we brought power generators to Japan,

we brought those equipment from Europe to Tokyo. And as for Kansai area, we brought the equipmentfrom the United States.

That’s why 50 hertz was used in Europe and 60 used by the US, and that’s why

we have a border and on these two sides of the border, we have different frequencies.
the other one is 60.

So, one is 50 and

When currents are exchanged over border, alternating currents needs to be converted

into direct currents. And then DC has to be converted to alternating currents again.

So, it’s quite

cumbersome, but we have two different frequencies.

So, talking about Kansai Electric Power Corporation, our annual revenue is about 2.6 trillion yen and thecapital is 490 billion yen.

And you probably used 300 kilowatt at your home, and we are selling about

150,000 gigawatt of electricity, and we are covering Kyoto, Osaka and the Kobe area.

And if you

compare the size, there’re many mergers and acquisitions in Europe of power corporations.

And so wehave many big power corporations in Germany, France and Italy, and Tokyo Power Corporation is ranked
fifth and Kansai is here.

So, we are among those power corporations in the world.

We are ranked withthose positions.

And Kansai Electric Power Corporation, how much electric power have we been selling?
development of sales?
growing.

What is theSo, since the foundation of the company in 1951, the power demand has been

And this very steep slope is seen in the rapid economic growth period and we had oil crisis.

With that, the angle has slowed down and the bubble economy burst has further decreased the growth rate.
And right now, after the world financial crisis, the growth rate has been negative as well.
overall the demand has always been increased.

So, however,And in order to respond to this demand, how did we

introduce new technologies?

The Kurobe dam in the Hokuriku region of Japan, this is a water power generation by Kansai Power
Corporation.

It’s in the Hokuriku region and why Kansai Electric Power Corporation is in charge of thisdam; it’s because the power to Kansai has been distributed from the region of Hokuriku.

And so I’msorry about this but the Kiso River in Nagoya region also is the provider of power to Kansai area.

So, wehave a huge dam in Kurobe which took a lot of effort for construction. And back in 1969 or 1970, thefirst nuclear power generation was constructed here in Japan and also went into operation.
just 40 years since our first nuclear power.

- 88 -

So, it’s been

And as the demand started to increase, 500,000 size of power distribution started and also in order tonarrow the gap between the power generation during the night and during the day, we started to have thepump to storage generation system introduced and also DC interconnection was implemented to connect
the big channel.

And also mega-solar is another which has been recently introduced.

distribution automation is another minor technology that’s been introduced.

So, power

So, many different

technologies have been introduced in order to respond to the demand. And talking about further demand,
because the population is not going to grow here in Japan any longer and, of course, saving of energy is avery important thing, and with that, of course, the demand will be suppressed; however, low-carbon society
is going to increase its dependency on electric power, such as the electric power vehicles, is one thing.

So,

I think the growth of the demand is still going to be seen; however, the growth will be only a mild one.
So, how electric power has been developed here in Japan?
corporation.

If you look at this chart, so here is a power

And we receive a lot of requests from customers, not having blackouts or having high supply

reliability. And in order to respond to those requests, we have to build a lot of different facilities or
equipment. For instance, high-voltage equipment, when they are to be introduced, we need to talk to the
manufacturers and also other universities or research institutes.

We approach them to talk about what needs are here with us.

And we actually request to those

universities or manufacturers to start developing new technologies. And when we are faced with certain
problems, we asked universities or manufacturers to do some simulation or to come up with some theoriesof the problems.

So, we have joint research with the universities in order to enhance our technology andalso together with the manufacturers, we also educate people together.
of knowledge.

So, we have a very nice circulation

And high-efficiency equipments and high-quality equipments are manufactured bymanufacturers and they are provided to us so we can respond to the customers’ needs.

So, we have a very

good cycle of collaboration.

And we have some academic society related with electricity and at these society meetings, we actuallyprovide certain challenges or issues to universities or manufacturers, and they come up with solutions, andthey present those solutions at those society meetings.

So, those society meetings are the place offacilitation of knowledge, exchange, and that’s working very well.

And, of course, government are

representing the people of Japan also has certain involvement in this cycle in terms of deregulation andtechnology advancement and also importation or exportation of the products.

So, of course, thegovernment is also supporting from behind.

So, with the support of all of those players, the electric power sector has been very nicely and successfully
developing in this country.
until up to 2000 or so.

So, we have a very nice spiral here. So, such positive situation continued

And electric power liberalization started and demand also started to come down.

So, we do not have to make a lot of capital investments any longer, so the capex amount has been declining
quite a lot. However, the equipments are getting older nowadays, therefore we have to now reinvest into
equipment. So, the capex is quite stagnant while it’s increasing in some couple of years right now.

- 89 -

So, this is the power interruption, sometimes power generation, distribution is affected by typhoon, but only
4 minutes per year of power interruption is observed here in Japan. Although this data is rather old, but
compared to Western countries, the level of power interruption is very low here in Japan.

I’m sorry, we

don’t have much information from developing countries, but we have a difference of at least one digit
compared to Western countries in terms of power interruption or blackouts.

And the new technology, I don’t know whether you’ve ever heard of it, but smart grid is what’s being
talked about.

In the United States, it’s been a kind of boom.

power system to upgrade it.

And solar power generation and dispersed power system, these are alreadyintroduced in our power system.
so far.

So, ICT technology is used for electricSo, we have only had the upstream to downstream flow of electric power

However, with dispersed power system, we have the opposite direction, going from thedownstream to the upstream power. Now we try to manage it, and it will be the main theme of smart grid inJapan.

So that is the environment of electric power sector. And if we look at overseas, what sort of activities wehave been engaged with in terms of international cooperation?
independent power producer.

Kansai Electric Power Corporation is a power generator and we cooperatewith Philippines for their hydropower generation.
Singapore, Taiwan.

Kansai Electric Power Corporation, IPP,

We also had cooperation with Thailand and also

So, we don’t completely own their power businesses, but we cooperate with local

power companies.

And this is the amount of power we generate overseas based on the proportion of capital we own.

And inAsian countries, we have been providing over 50 services in the past 15 years in terms of overseas
consulting service.

And also we have another type of service, which is from the viewpoint of international

contribution, Japan Power Corporation, such as Kansai and Tokyo formed a consortium together with other
big power corporations in the world to provide power to island countries of Bhutan through hydroelectric
power generation and Tuvalu trough solar power generation.

It is something that I am going to explain toyou, Generally, Japanese electric power company is not really active for overseas project. But these days
the nuclear power generation business of Vietnam, Japan may be able to get a part of that business.

But

it’s very important for us to go overseas with our business.

So, in order to run overseas projects, roughly speaking, these are the requirements that we have to fulfill.
Number 1, knowledge and experience. Especially when it comes to electric power, first-hand experienceis very important.

So, we need to be able to get some knowhow in the field.

experience are the must requirement.
English is the requirement.

So, knowledge andAnd communication, when it comes to overseas projects, of course

However, it’s very unfortunate that we are quite confined to Japan and there

isn’t much opportunity for us to use English in our business.

And usually I speak Kansai dialect, andtoday I am trying to speak Japanese standard language, and sometimes I speak in English, but it takes moretime for me to do a presentation in English.

So, communication is very important.

- 90 -

And another important thing is understanding of counterpart country.

I have some experience inIndonesia in the past, so I had to know the history of Indonesia and also the culture of Indonesia.

I readmany Japanese books to know the culture and the history of Indonesia and learn about country’s history
with Japan, and what are the characteristics of each country.

It’s very important for us to learn all of thesethings.

And what is the power situation in the partner country; this is also a very important thing for us toknow.

So, in order for us to effectively run overseas projects, all three need to be fulfilled.

And this orange part, we are at a very high level. We have very high knowledge and high experience that
we gained through our daily business.

But when it comes to communication and understanding ofcounterpart country, these are not the skills that we can automatically acquire while working in Japan.

We

have to have special training or we have to go out to the partner country in order to acquire communication
skill and also understanding of the partner country.

When it comes to the trading companies, they’ll be able to acquire communication and understanding ofpartner countries quite easily while it won’t be so easy for them to acquire knowledge or experience.

So,

they gather expertise from outside, and working together with the partner countries, they are trying to
upgrade their skills in terms of all of these three attributes.

So, the process of electric power industry’s development and talking about overseas projects of electric
power companies, there’re three main things: electric power companies, manufacturers, and universities.
So, this is the academia.

So, there’re three players. And as I said already, even within Japan, it’s very

important and difficult to have good networking of three parties, much more in developing country side, itwould be quite difficult. And I heard from previous speakers that there has been some cooperation
between universities or manufacturers or industries, but still I don’t think it’s working very well.

I think

you are the expert of education, and there has been a lot of networking and interchange of knowledge
between universities of different countries, so people from developing country is coming to study inJapanese universities.

So that’s been quite active already.

When it comes to manufacturers, manufacturers go to Asian countries and they hire students from Thai,and they’re very competent and it’s been quite successful.

But this is a world of business. So, why theyhire students from developing countries is because they would like to conduct effective business in partnercountries.

So that’s for the purpose of their business. And we are user of products of manufacturers and

we are very domestic so we don’t have much opportunity to study the situation overseas. But I have theexperience at World Bank and JICA Asian meeting, so these are donor countries and also organizations,and there needs to be a lot of cooperation between these different donors.
not effectively working yet in my impression.

- 91 -

However, that cooperation isSo, for instance, in developing countries, technologies are introduced in this way.
countries, technologies develop step-wise.

So in developed

However, when it comes to developing countries, all of thetechnological advancement that’s been realized in developed countries for a long time can be introduced at
the same time.

So, there’s a latecomer’s advantage. However, unless we have good coordination at thisstage, the technologies cannot really take root in the partner countries.

And I’m not here to blame

anybody, but developing countries need to acquire enough knowledge of technologies listening to partnercompanies or countries and to make good coordination.

So, somebody has to take responsibility here.

So, I’d like to recommend to have a responsive and also a responsible person in developing country’s side,
unless otherwise technological transfer or introduction does not work very well.

So, talking about responsible person, such person has to be at the electric power corporation in the partnercountry.

And this person will make coordination in-house and he or she will make coordination with

universities, local universities, and also local manufacturers.

And also this person will receive technicalassistance from many other supporting organizations and agencies.
responsibilities.

So, these are the roles andSo, this person in a nutshell is the person who can bind all of those partners together, andwe need to foster such a responsible person in developing countries. And how can we foster such person?
Short time training or learning wouldn’t really foster such a person.

So, this is really my very selfish vision. At least a team of people need to come from developing countries
to Japan, for instance, and some of them will learn at Japanese universities or others at Japanese electric
power companies.

So, a team of people need to come together in order to develop knowhow within theteam, not one person.

So, the support of consultant has been fragment; however, this team of people will

be able to identify their own problems and they will be able to come up with solutions of their own.

So, this is my program that I’d like to propose or suggest to you.

So, the developing country’s side needs

to have good selection of participants of such training, and those participants need to be able to identify andexplain country needs clearly.

And, of course, we’ll be able to support with that.

companies, manufacturers and universities, they have their own expertise.

And electric power

So, we buy products frommanufacturers which means that we actually have knowhow in terms of how to use the product safely andwe give feedback to the manufacturers. And when it comes to theories, universities have their expertise.
And so, we have those divisions of responsibilities and roles. And JICA can work as a kind of coordinator
managing the entire project of training. And at the end of the day, I hope that such training program will
be a sellable one, although it may take quite a long time for us to bring the program to that stage. So, thisis a kind of training program as an idea. So, supply reliability needs to be enhanced and lower cost power
generation needs to be realized, and re-engineering is also important.

So, these are the needs of the user

companies, local power companies.

So for instance, computer system, while the local companies need to provide day-to-day work, it’s very
difficult for them to run computer system improvement at the same time.

- 92 -

So that’s where we can step in.

We’ll be able to provide already acquired knowledge to respond to such problem.
maintenance, it is the same thing.

When it comes to

There are many problems which arise in the daily work.

a big vision, but that’s nothing to do with our daily operation.

Smart grid is

There’re many themes that people fromdeveloping countries can learn from our daily business and day-to-day operation. So, I have one example
here, because I was involved in Mongolia and I had a request from Mongolia to provide a short training at
our company, and the World Bank was the sponsor, 100% sponsor, to provide such training.
power sales and also distribution was the topic of this training.

So, electric

And 2 years ago we provided this training

to some people from Mongolia. Now, let me talk about this.

So, many questions were asked in the Mongolian language but there were some Mongolian students
learning at Japanese universities and they worked as interpreters.

So, there was a good interpretation

between Japanese and Mongolian language, and that really facilitated the discussion.
active discussion, and we had a program at the call center.

We had a very

Looking at the screens, they learned something.

And this is electric power vehicle with many safety mechanisms.

And I think this is something thosepeople can learn a lot.

And this is a certificate of completion of the training, so that these people can always remember what theylearned, we give this certificate.

These are the voices of participants.

They were surprised with the huge

gap between their country’s power situation and Japanese power situation, and they were able to develop a
clear vision for the future. And 16 trainees came to receive this training.

And so, they were able to learn

other section’s operation. And we had the interpreters to translate. But for us, of course, we needed tohave a good knowledge about Mongolia to begin with.

And because I had the experience working in

Mongol for 10 years, so I was able to become a guarantor of such students to obtain visa, but it’s also quite
a cumbersome process.

And also all the documents need to be prepared in English, and that’s anotherthing we had to work on. And it was a 10 days’ training and we had to take care of them for 10 days in
Osaka and Tokyo.

So that was quite a lot of work for us.

And it was a just a one-time training, so all the

preparation was sort of wasted afterwards, and that’s a shame, some staff said in our company. But someof the staff also said that they were very satisfied with the international exchange of knowledge.

So, wealso learned a lot from this experience.

So, this is my conclusion. So, it may be a very small idea, but we as an electric company worked together
with universities and international corporation organizations and I think this idea can be developed into the
future. There are many players involved in this process but we have to have good interaction.
instance, I’m here today and I am here to learn about what’s going on in the sector of education.
very important for every one of us to make a step forward.

For

So, it’s

And for that, organizations such as JICA,

which makes bridge between different organizations, is very important, we have very high expectation of
JICA’s work.

- 93 -

So, how can we foster responsible persons in developing countries, how can we foster key persons?

Igave you my idea from the viewpoint of somebody working for a private company, but it’s very importantfor us to have good discussion with universities and manufacturers.
corporation also would like to go overseas with our business.

So, we as an electric power

And for that purpose, Kansai Electric Power

Corporation as well as Tokyo Electric Power Corporation are becoming more and more active. In the past,
we were not really active in being involved in international cooperation together with JICA, but now wewould like to be more active. And, of course, this sort of model can be applicable for other sectors orindustries, not only the electric power corporation’s industry.

So once again, thank you very much for this opportunity, so ICCEED and also JICA and those professors
from Thailand and Indonesia, thank you very much for joining me today, once again.

Thank you verymuch indeed.

Note: The original article is in Japanese, and this manuscript translated in English is for reference only.

- 94 -䂓Panel Discussion: ‘International cooperation in engineering education and its effect upon
industrial development - achievement and challenges -’*Overall Moderator
We are grateful for the four lecturers for their valuable presentations on international cooperation inengineering education and its effects on industrial development from different viewpoints. From now on
through a panel discussion, we would like to deepen our deliberations on the basis of the four presentations.

May I ask the four lecturers to proceed to the podia?

The discussion will be led by a moderator Dr.

Naohiro Hozumi, the Project Professor ICCEED of TUT.

I hand over the microphone to Dr. Hozumi.

Dr. Naohiro Hozumi
My name is Hozumi, from ICCEED, TUT.

Before going into the panel discussion, let me brief someexamples of activities of ICCEED, which may be relevant to the main theme of today’s discussion, namelyinternational cooperation and industrial development.

One of the major aims of ICCEED is to support well-balanced socio-economic development in developing
countries through support to enhance the engineering education.

A major issue of today’s discussion, i.e. university-industry (U-I) linkage, attracts increasing attentions in
the light of its effects on socio-economic development as well as on the enhancement of quality
engineering education.

ICCEED recently conducts various activities related to U-I linkage promotion.

For example we conducted a project for enhancement of engineering education in developing countries
through U-I cooperation, with University of Moratuwa of Sri Lanka as a model university, under the
auspices of MEXT through its “MEXT International Cooperation Initiative.” Through the project wecompiled guidelines for university-industry-government cooperation promotion projects in developing
countries.

Another example is the coordinator training for tertiary education – industry – government(T-I-G) link to develop local industry sector, as part of training program of JICA, which aims at fostering
coordinators for T-I-G linkage.

Under the training program trainees are invited to Toyohashi fromdifferent developing countries, who attended lectures on the key issues of T-I-G linkage, learned related
activities seen in Japanese universities, and were engaged in practices for T-I-G linkage in cooperation withsome companies of industry.

For cooperation with Ho Chi Minh City University of Technology in

Vietnam, ICCEED had been engaged in a project to promote linkage between universities and local
community.

These are some examples of ICCEED activities.

Now, let’s go into panel discussion.

There seem to be three discussion points.

education in the field of engineering and how we can promote its efficiently.

One is effect of higher

The second is how we canutilize U-I-G linkage as means of enhancing educational efficiency in engineering education.

- 95 -The thirdpoint is an argument raised by Dr. Matsumura, namely the desirability of U-I cooperation on our side – theJapanese side – in order to address the issue of U-I linkage in developing countries.

I would like to invitethat the discussions take place with regard to these points.

1. Effects and Meaning of Higher Education
Dr. Naohiro Hozumi
First, let us discuss about effects and meaning of higher education.

Personally, I used to work as a researcher at a research institute in the private sector.
researcher I went to university and received higher education.

For becoming a

When I was enrolled in a university, myuncle criticized that what you would learn in university would not be useful for your actual work.
nevertheless completed my higher education and joined in a company.

I

There were many high school andmiddle school graduates working, they were able to perform even fairly high-level works, as substantial
portion of the works to be done were written down in details in manuals.

Furthermore, practical works

like soldering and lathe works, or programming for computers, were often better done by highschool
graduates than university graduates.

However, there are occasionally cases where high-level knowledge is deemed necessary and indispensable,
for instance when you are to be engaged in innovations or facing with a need for solving new and unknown
issues.

In these occasions, basic knowledge, knowledge of foundation courses and others that do not seem

useful were eventually revealed to have significant values. My personal conclusion on this issue is thatthe university education and higher education play important role in our work. The similar observation ismade in differences between graduates of universities and graduate schools.

Having said such an introductory comment, I would like to invite comments from panelists and theaudience on the floor.

Who would like to break the ice?

 Dr. Chongrak Polprasert
Thank you. In some cases the basic knowledge students learn in university may not be relevant topractical work.

I nevertheless believe that basic knowledge is important and students must have it.

However, I am convinced that the most important thing is the capability to apply the knowledge to real
work situation.

That is why not only classroom study but also internship and actual working experiences

in industry are regarded important in universities.
program.

Nowadays many universities introduce internshipStudents of my Institute at the fourth year also spend four to five months in industry sector andare engaged in practical works and actual experiences. The linkage between industry and universities arevery important in this regard.

Secondly, university needs to be able to anticipate future R&D needs of industries in order to serve
industries well. It is why good relationship between university professors and industry is important.

- 96 -

Without good relationship university may not know what the industry needs, and industry may not knowwhat are the university capabilities.

I think university and industry must work together in order toaccomplish the two missions I mentioned, firstly fostering the capability of students to apply knowledge,
and secondly enabling university professors to do research of industrial interest, anticipating future needs ofindustry.

It will be a way for us in Asian countries to become competent and compete with other nationsof the world.

Thank you.

Dr. Naohiro Hozumi
Dr. Chongrak referred to very interesting issues of upgrading research capabilities in relation to industry
sector.

I think the issue is very important and hope to come back to this topic later on when we discuss

about U-I cooperation.

Is there any other opinion?

Please go ahead.

Ms. Nobuko Kayashima
Well, I do not have engineering background or work at university.
expertise.

Engineering education is outside of my

Nevertheless, through involvement in international cooperation in higher education at JICA, I

frequently have occasions to work with engineering professors and discuss with them, on the basis of which
I should like to raise questions.

There are two things, the first being related to engineering education forpractical competence on-site and the different socio-economic conditions of the society.

It is often heard from Japanese professors that international students received in Japan are often unwillingto do practical work and actual experiments, while in Japanese universities it is common for students to beengaged in laboratory work and site observations.

After some time, they become used to it and familiar

with it, though. However, once they go back to their own countries, many of them leave academic fieldand go into other fields such as management, even their field of specialization is engineering.

Their actual

careers are not always relevant to their educational background. Some of master’s degree and Ph.D
holders in engineering obtains master of business administragion (MBA) degrees, and then engage inmanagement. Since expected income in management is often higher than engineering or industrial sector,
people tend to follow their career as managers than engineers.

Such a case gravely disappoints Japanese professors, who had been eagerly supervising study ofinternational students, who at the end leave their field of specialization and find work elsewhere.

I share the pity, too.

However, I also think that university education is not isolated from the society ineach country; it is embedded in the socio-economic context of the country, including employment
conditions, issues of class society and difference in wages among different kinds of jobs.

Thus, pure andnaïve arguments over higher education per se, irrespective of the reality of the actual society surrounding it,
may not lead us to productive and practical arguments.

Back in Meiji era, many of the engineering

graduates became managers, lawmakers or country’s leaders in the past in Japan, which is not necessarily
surprising phenomenon to us.

If the number of engineers could increase and industrial sector could- 97 -

develop in the course of time, the employment condition would change.

Arguments about the ideal ofengineering education, without due attention to the reality of the society, may not give us practical answer
to us.
address.

We may need to keep eyes on the reality of the society.

This is the first issue I would like to

What is needed in engineering education in Africa may differ from that for emerging economies

of ASEAN.

The second issue I would like to raise is, contrary to the first, the universality and generality of education.
Socio-economic conditions are diversified in different countries and regions.

Nevertheless, higher

education exists in the era of globalization, where university graduates from foreign countries may work inJapan, or international students in Japan find jobs in Japanese companies.

Students who graduated fromThai universities may start working in Laos, or engineers who finished their doctor course in engineering in
Myanmar may work in Singapore.

So far as such social phenomena are occurring, education needs to be,while conscious about the given social context and conditions, preparing students for working in the era ofglobalization, fostering English proficiency, global communication skills and certain standards ofengineering skills, otherwise people cannot easily move across borders.

This argument about education in developing countries may apply to our education in Japan for Japanese
students, too:

Are the Japanese youth prepared to be active players of global mobility?

Maybe not.

So,

I started discussing about developing countries here, but Japan is not an exception.

In summary I would like to argue that engineering education and engineers need to be deliberated in thecontext of the socio-economic diversity of different countries and regions.

Thank you.

Conference room䋺䋨Applause䋩Dr. Naohiro Hozumi
Thank you for your thoughtful insight, Director Kayashima.

In earlier presentation, you said thatJapanese professors are willing to do laboratory work and put their hands on actual experiment.

Well, it istrue and I believe that it is strength of our tradition. In Japanese companies as well, even if you become asection head or department director you will visit or stay in laboratory or site for production and areengaged in practical work, wearing working cloth instead of dark suites and tie.

It may be anotherexample of the diversity of cultures.

May I invite Dr. Satryo to make any comment on this matter?

Dr. Satryo Soemantri
I happened to be in many positions such as professors, an engineer, a member of Indonesian academic
association, and a policy-maker in the government.

- 98 -

The question as to what is required for an engineer or what role is to be played by them is a complicatedquestion.

In reply to the previous question of “who shall match the demand and the supply of engineer?”the question seems to be a chicken-and-egg discussion in the case of Indonesia. In the country, there arecases where so called engineers are not adequately qualified, even university graduates.

In these cases,

company may say that it cannot employ your graduates because their ability is low.

Then the university like Bandung Institute of Technology (ITB), where I am from, complains to theindustry, arguing back “what kind of engineers do you want?
information, universities cannot make any planning.
four-year program for example.

How many and when?” Without theseIn universities we educate general engineers throughOf course, mechanics, thermodynamics, every basic subject is there.

But they may not have the specific knowledge like maybe pump or power, automotive or manufacturing.
Graduates are not yet equipped with a specific knowledge.

Although we can train someone to become

hydraulic engineer, for example, with perhaps an additional year of training to foster a specialist in
hydraulics. But who will guarantee that he or she will be employed by that company?

Company will

say, no, they cannot guarantee, since employment depends on competition and industrial or economic
conditions at the time of recruitment.

I asked that company, “okay, can you provide students the in-house training after they graduate so that they
can be employed afterwards?” The company will say, “We don’t want to provide any training. We wantto have an engineer ready to work.” This kind of discussions often takes place in Indonesia.

It isdifficult for universities to make a plan how many graduates they have to produce in what field.

Whatthey can do is to produce many graduates with general engineering knowledge, hoping that many or all ofthem will get employed.

At the end, many of our engineers are employed by the bank. Many finance companies recruit ourengineers and they finally become the CEO or something like that.

On the other hand, our industrial

sector employs only a few of our graduates, because the Indonesian industry cannot provide as goodincentive as banking business.

Consequently our graduates would say better work in banking, paid more,less work, less thinking, less struggle. What happens is that our industry is getting lower and lower incapacity.

Reforms of industrial sector affect students’ career, too.
of them was the aircraft industry.

We used to have good industries in the past; one

Regardless of the management issue, the capacity was there.

employed 600 highly qualified engineers in aircraft engineering.

They

Due to the change of government

leaders, however, this industry was closed down with the stated reason that, they said, the industry is not
making profit, it’s a loss. The company was closed and 600 engineers are now working in either Airbus
or Boeing to develop 787 and the A380 elsewhere. So, we lost them actually.

We trained for so many

years but we lost them because, sorry to say, our economic leaders only see our industry in a very shortvision like “Is there profit?

No profit? Close or sell.”- 99 -

We may not be able to restore the capacity inour industry.

The recent case is our steel industry; maybe some of you read in the newspaper.

We areselling our steel industry. Again we will lose some capacity, so at the end Indonesia may become just abuyer.

Question is how we can educate our engineers if no industry will absorb them.
the situation, industry first or university first?

Who will start to change

University can produce any graduate with any quality as

long as there is demand and financial and other supports.

I mean we need a strong policy in industry as to,for example, which industry, how many people in the future, to enable us to make a planning. Necessarily,
we have the scholarship for a student to be employed in the industrial business.

We can provide thescholarship in the university if we have a clear industrial policy.

Development stage of our industry in Indonesia is, as you perhaps know, still in the very early stage. There
are few R&D activities if any; most companies are just distributors. They just distribute products from themain principal company or other countries.
What they need are workers.

At such stage they do not need highly qualified engineers:

In the Indonesian case, I think that the issue is the policy, whether or notIndonesia wants to become a good industrial country or just a market for the developed countries.

Thank

you.

Conference room䋺䋨Applause䋩

2. University-Industry Cooperation in Engineering
Dr. Naohiro Hozumi
Thank you.

Right now you referred to the in-house education and on-the-job training.

Japanesecompanies have been keen on on-the-job training for many years, while Japanese universities have been
attaching high value on practical education.

Perhaps the commonality and overlap between these two are

emerging these days.

Next topic is about university-industry (U-I) cooperation. We can argue that U-I cooperation is not an
objective but is just a methodology.

Since innovation in engineering would require sound basic

knowledge and theory as a basis, integration of theory and practice would play key role in innovation.
Thus U-I cooperation should be on the basis of sharing the common problems between university andindustry and mutually enhancing capabilities of the two, rather than mere division of labor between the twofor R&D work.

I do not think that university professors alone can make innovation.
innovation? I don’t think so.

Can industries alone make

Each of the two parties has its own shortcoming, but by cooperating

together, not only companies get benefits but also universities and professors obtain something valuable.
Win-win relationship should be sought for.

- 100 -

May I invite comments on in-house training and university education from panelists?

Perhaps from theprivate sector?

Mr. Mikio Matsumura
It seems I am appointed, but as I said earlier, after I started to work for the company, I went back to theuniversity for one year.

Although I first felt a little bit forced by the company to come back to university

despite the fact that I already had master degree by that time, I was fortunate to have an opportunity to beengaged in a research on a theme that is new to me. It was indeed a good experience for me since I had acertain research theme assigned by my company, and I was totally aware and confident about clear goal,
the practical value and usefulness of my assigned research.

It was a good comparison with ordinary

students who may conduct high-level research and yet having only an unclear image about the purpose andgoal of their research.

Because of the clear understanding of my research goal, and also because of myfeeling of obligation to the company who released me with pay from benefit-producing work for certain
period of time, I was very earnest in learning, very diligent, perhaps more diligent than I was when I was auniversity student.

I think my enthusiasm was transmitted to other students around me.

Some students who worked with meat the university laboratory later joined my company, and others said that because of interactions with methey obtained clearer image as to how the university research is connected to the real issues of industry.
The experience of re-studying in university laboratory with the unsolved research topic that was derived
from in-house training in my company was, indeed, valuable and rewarding.

Generally speaking, once joined companies, company staff members seldom have a chance to go back touniversity, except for the field of architecture field, perhaps.

It is the case in electric power sector, partly

because of the nature of work in the electric sector, where universities alone cannot fulfill necessary
conditions for research.

Nevertheless I wish that such occasions may increase.

Thank you.

Dr. Naohiro Hozumi
I have been engaged in university-industry cooperation, and worked with people from industry. Althoughsome students do not pay much attention to advices by professors, they take suggestions by people fromindustry into account. It is like a child takes suggestions by neighbors into account although she/he does not
pay much attention to advices by her/his parents. I hope as a professor that communicating people fromindustry will let the students notice that advices by professors make sense.

3. International Cooperation with University-Industry Cooperation
Dr. Naohiro Hozumi
Related to the current topic, the last topic we will discuss claims that university-industry cooperation has tobe developed in order to provide better support in supporting countries as well as supported countries. It
sounds like a new perspective.

- 101 -

 Dr. Chongrak Polprasert
Before moving to the last topic, I would like to give a comment on a statement by the moderator. I believe
university professors can make innovation.

I think they have the knowledge and capacity, but funding

support is insufficient. If there is funding support, they can do. Industry would like to have innovation.
However, in many cases they may not have willingness to support professors because their benefit fromproperty would increase if they could do it by themselves.

So, I think the role of the third party is important in order to promote research innovation. For example,
malaria is a disease caused by mosquito in tropical areas and it’s widely spread to many people bymosquito biting. Although drugs are available for malaria like quinine, but people get resistant to them. So,
the drugs are not very useful, and people try to develop vaccine.

I will then introduce the Bill and Melinda Gates Foundation as a good example of third parties which
promote innovation. I think you know Bill Gates; he is the founder of Microsoft. He has done a lot ofcharitable work, and said malaria should be eliminated in five years. So, he donated USD 50 million to
universities to develop vaccines that can eliminate or prevent malaria infection.

Therefore, I think that third parties like JICA, World Bank, and foundations can do something. That is why
I think university and industry must approach, third parties like foundations to solicit support. In thisrespect, JICA has a big role to play to help developing this linkage. Thank you.

 Ms. Nobuko KayashimaThank you for the encouragement to JICA. We would like to do our best in order to receive continued
support from industry. As we have discussed, I feel it is not necessarily easy to receive sufficient support inthis recession in Japan.

In terms of relations between ASEAN countries and Japan, a great amount of products of Japanesecompanies are produced in ASEAN countries. For example, I heard from a person of a car manufacturer
that exported cars are now produced overseas. Thailand has production bases to produce exported cars ofJapanese manufacturers. In other words, without human resources in engineering in Thailand or in ASEAN,
Japanese car manufacturers cannot produce cars to sell abroad at their production bases in Thailand. Car
parts to produce exported cars are purchased on-site, and have to be locally adjusted to fit their
specification. Local human resources are then indispensable. With this circumstance in mind, we feel it
important for people in supporting institutions and Japanese industry to consider how to support humanresource development in Thailand and how to support human resource development for people working in
Thailand from different countries like Myanmar and Laos. We will discuss this issue with various kinds ofpeople.

- 102 -

Dr. Naohiro Hozumi
These statements revealed that current technologies have become very complicated, and that the world has
also become complicated by globalization. Only one sector is not enough to conduct a project withsupporting and supported organizations. This will lead us to today's conclusion.

4. Conclusion
Dr. Naohiro Hozumi
We have to conclude this session soon, and then would like to have some questions you would really like toask.

Querist
I am taking part in the TCT (Tumba College of Technology) project. This project has sent academic staff
members in Rwanda to Indonesia to study by South-South Cooperation. In the beginning, the project had
several members study any subjects they like in Indonesia, and some of the members were not sufficiently
developed.

We then assigned mandatory tasks including basic experiments with electricity to other members sent toIndonesia for study. The members were strongly against the assignment, but we made them complete theassignment. It turned out that skills of the members were highly developed after study in Indonesia, andthat we only have to make their mandatory tasks clear to develop their skills. Before we assigned the
mandatory tasks, the academic staff preferred theory, refused conducting experiments, and thought
experiments should be conducted by technicians because they obtained bachelor degrees. Then, their skills
were not sufficiently developed. On the other hand, assigning mandatory tasks significantly increased skillsof members studying abroad. It turned out that they were highly motivated and continued to work for their
university.

We suffered another issue about losing developed people in the project. This happened in a department
different from one in the first issue. We sent an academic member to Nepal for studying energy-related
subjects. After coming back to Rwanda, the member left the department to have a better paying position.
We could not do anything to prevent the loss. It is almost impossible for us to constitute a law to prevent
losses of developed members. Possible ways could be like JICA will have to take responsibility for that, or
the Japanese government will request the Rwandan government to have a law to prevent losses of people
developed by agencies like JICA. Such losses spoil JICA's support to people for studying abroad. I would
appreciate it if you could provide any advices for these issues.

Dr. Naohiro Hozumi
Thank you for the question. I have often heard about the first issue of the question. It makes sense that areasonable motivation makes people highly active. It is not easy for me to answer the other question.

- 103 -

Querist
I am a former staff member of ICCEED and currently its visiting professor. ICCEED has been deeply
involved in international cooperation projects by JICA for higher education on engineering. One of themain objectives for international cooperation projects for engineering education by JICA is quality
enhancement of education. It is justified for the following reasons: the overall goal of the projects is
industrial development of target countries, and the development needs qualified engineers who support
industry. Therefore, engineers needs to be enhanced by engineering education.

I then would like to ask a question to Dr. Satryo from Indonesia at first. In Indonesia, JICA has conductedinternational cooperation projects for more than twenty years such as Higher Education Development
Support (HEDS) Project in Indonesia from 1990 till 2002 and Technical Cooperation Project for theDevelopment of the Engineering Faculty of the Hasanuddin University. How effective has the international
cooperation projects by JICA been for industrial development? One criterion to measure the effectivenesscan be the number of engineers developed by the projects. He showed the numbers of engineers andgraduates with degrees in engineering in China and India. As far as I remember, Dr. Satryo previously
mentioned Indonesia needed a certain amount of engineers and then needed cooperation projects forengineering education. I would like to ask him how many engineers the projects produced and how theengineers contribute to industrial development.

I also would like to ask a question to Dr. Chongrak. A few decades have passed since the beginning of aseries of JICA's projects for King Mongkut's Institute of Technology Ladkrabang. I would like to know
how much these projects have contributed to the overall goal in Thailand. I ask this question because wewould like to have guidelines for future higher education support by JICA. I would appreciate it if you
could provide us suggestions for our directions of projects for engineering education.

Dr. Naohiro Hozumi
Thank you for the question. I think this question surely interests the audience. Because time is running, I
would appreciate it if anyone could answer the questions very briefly.

Dr. Satryo Brodjonegoro
In short, I would like to mention that JICA contribution to Indonesia is quite significant. One of the projects
like HEDS JICA project was very fundamental to develop engineering faculty in Sumatra, especially in
Andalas University.

Without HEDS project at the time, we would not have the engineering faculty in thatarea and the impact is that we had so many engineers produced by university. And of course, they
contribute to the industry although the level of significance is not too high because of limited opportunityand lacking of industrial policy. But there is a contribution from JICA.

Also, the other one is for EEPIS (Electronics Engineering Polytechnic Institute of Surabaya) in Surabaya.
This is one of the best polytechnics in Indonesia supported by JICA and they produce so many highly- 104 -

skilled technicians to work in electronic industry. Again, the contribution is significant but when we look at
the need of the nation in general, still the number of engineers is quite small. So actually we need further
support from anybody including JICA so that we can have a critical mass of engineers that can develop
Indonesia. So, thank you for the previous support, JICA. Our engineering faculty is now quite greatly
improved because of the JICA support. Thank you.

Dr. Chongrak Polprasert
I will briefly answer the question as well. I think JICA's contribution for education in Thailand is really
important not only to King Mongkut's Institute of Technology but to Chulalongkorn University and to
Asian Institute of Technology. The result is that the quality of education in Thailand is now improved a lot.
It is important because now our engineering education is appreciated we are more respectable by thepeople, and accepted by the community and the society, in general.

When government or industry wants to have new projects, some conflicts may happen. For example,
Thailand now needs to have more electricity, and has to build a nuclear power plant in the next five or ten
years, but community opposes because people are afraid that the nuclear power plant may cause some
negative effects like pollution. Last week I visited and learned a nuclear power plant in Kashiwazaki,
Japan. I will explain what I learned to the people after coming back to my country, and I hope they will
accept.

International cooperation by Japan is helpful for industry and people, and able to satisfy needs of thegovernment and people. Thanks to Japanese cooperation and the long-term results of JICA contribution,
quality of education is raised, and university professors and university are well accepted and respected by
the people. So, these are the conclusions I want to share with you. And again thank you JICA.

Ms. Nobuko KayashimaThank you for your encouraging comments on JICA. I am also thankful to the previous question regarding
people who were supported in a project and then left their positions in Rwanda. We truly appreciate youreffort in a JICA project in Rwanda. I understand that situation of Rwanda is quite challenging although its
difficulty is different from ones in ASEAN countries. The question mentioned that some people supported
in a project left their positions after they finished studying abroad with our support. The economic situationof Rwanda is quite serious, and then significant difference appears between people studying abroad andtheir real community. Similar issues occur in ASEAN countries and other developing countries.

JICA has to operate projects to fulfill their prescribed goals set out in the beginning as well as theirshort-term objectives. To prevent brain drain from the project, we negotiate with and make promises fromgovernments of supported countries from the beginning of the project. As I mentioned earlier, projects forhigher education are always embedded in its local society, so no matter how much we negotiate and nomatter what kind of written consensus we have with the government, we cannot necessarily prevent all of- 105 -

the people supported in the project from leaving. Each project has objectives which need to be achieved at
the end of the project. We are making our efforts to prevent the brain drain, but it is still inevitable thatsome supported people leave the supported institution.

Brains were seriously drained from not only projects, but supported countries. However, the term “brain
drain” is recently replaced as the “brain circulation” because what is global creates value in the globalized
world. We should not only prevent people from leaving, but positively recognize that people who left in thepast may come back later with experiences, or that some people may leave, but other talented people may
come. I feel that such mobility of human resource could be valuable in the current globalized world. If wecannot let them stay in their country, we may have to let them have more experience out of the country.

According to the question, supported people may leave from the project, but they may actively perform inother places of Rwanda, or in Kenya, the neighbor country. In each project by JICA, we are strongly
requested to achieve its objectives in a limited period. We sincerely try to achieve the objectives, and may
also need to think about value created by brain circulation and mobility of human resource.

Dr. Naohiro Hozumi
Thank you very much. As we have discussed, education is difficult. Once a dam is constructed, itsconstruction project is over. Education implies lasting succession or transfer of values among people. Whena project for education is over, it's not the end of its educational support. It is very important to havecontinuous linkages.

Another interesting discussion issue today was a proposal of international collaboration from the private
sector. In any case, it can't be handled by any single sector. As we have mentioned, support from JICA will
be definitely indispensable.

We plan to have this forum next year as well. Since we have a lot of comments, I hope that you will give us
continued support to ICCEED. The time is pressing. We would like to close the panel discussion. Thankyou very much.

Overall Moderator
Thank you very much for the precious idea.

Thank you for the panelists.

Note: Records of discussions by Japanese lecturers and querists above are provisional translation fromJapanese original.

- 106 -

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

Thank you very much for your participation in the forum for over three hours since two o’clock today.

Please allow me to review today’s discussions briefly.

Professor Dr. Polprasert from Thailand talked

about the very close, continued and successful cooperation of SIIT with industry from the outset of theInstitute, including not only research but in the field of education, in the form of corporative education andothers.

Professor Dr. Satryo deliberated knowledge identity, ethics, meaning of engineering education andrelated conceptual issues of engineering education, as well as different challenges the Indonesian
engineering education is facing.

Both of the two lectures touched upon one common issue that we the organizers of the Forum had not paid
ample attention:

It is the importance of “quantity” and “dissemination” of quality education. Last year,

the Eighth ICCEED Open Forum concentrated discussions on quality and relevance issues of engineering
education.

Today, when we deliberated the impact of engineering education to industrial development,

where it is revealed that not only quality but also quantity matters, as both Dr. Chongrak and Dr. Satryo
argued.

Director Kayashima of JICA stressed the needs for different approaches of cooperation to be applied to thedifferent levels of socio-economic development.

Ms. Kayashima stated that JICA has been focusing its

support to key universities in the recipient countries but support to key universities alone may not be
sufficient to achieve industrial development.

The statement seems parallel to the argument raised by Dr.

Satryo, namely the need for the nationwide dissemination of quality education.

Mr. Matsumura of Kansai Electric Power Co. Inc. introduced unique approach for international cooperationin the field of electric power service industry, including that in the sector encompasses different industrial
sectors including manufacturing.

Mr. Matsumura made valuable suggestion that what is needed is theconcerted action among different sectors including power service industry, manufacturing industry andacademia

At the succeeding panel discussion, a wide range of issues were deliberated including value of higher
education, issues related to university-industry cooperation, the U-I linkage for international cooperation.

- 107 -

This forum’s overarching theme was international cooperation, but the discussions went on to otherrequired forms of cooperation for the sake of international cooperation.

It revealed that efficientinternational cooperation in the field of engineering education would require other forms of cooperation
including U-I cooperation and inter-sectoral ones.

In concluding my closing remarks, let me reiterate our big applause to all the panelists, lecturers and all of
the participants here who kindly joined in the discussions all the way from different part of Japan andabroad.
Thank you.

- 108 -

Profile of Speakers
Ms. Nobuko Kayashima
Director General, Human Development Department, Japan International cooperation Agency (JICA).
Ms. Nobuko Kayashima joined Japan International Cooperation Agency (JICA) in 1982, and has beenworking for JICA. She worked for Kanagawa International Fisheries Training Centre of JICA as the
director of the Office of Training Program from 1999 to 2002, and for Yokohama International Center of
JICA as the director of Program Division from 2002 to 2003. She served as the director of Second
Technical Cooperation Division in 2003 and the group director for Basic Education in Human
Development Department from 2004. She moved to Bangladesh to take office as the chief representative of
JICA Bangladesh Office in 2007. After coming back to Japan in 2009, she was an executive advisor to
director general in Human Development Department, and has been the director general of Human
Development Department, JICA since 2009.

Prof. Dr. Chongrak Polprasert
Director and Professor, Sirindhorn International Institute of Technology, Thammasat University, Thailand
Dr. Chongrak Polprasert received his Ph.D. in civil/environmental engineering under the Fulbrightscholarship from the University of Washington, Seattle, U.S.A. and began his career as Research Assistantat the International Development Research Centre in Ottawa, Canada, working on a low-cost sanitation andresource recovery project with the World Bank. He was a faculty member at the Asian Institute ofTechnology (AIT) during 1997 - 2009, held the AEON Group Chair of Environmental Engineering during
1991-1995 and was Dean of the School of Environment, Resources and Development from 1996 to 2005.
His research during the past 30 years has been in the areas of sanitation, waste reuse and recycling andhazardous waste engineering and management.

Prof. Dr. Ir. Satryo Soemantri Brodjonegoro
Visiting Professor, Bandung Institute of Technology (ITB), Indonesia
Visiting Professor, ICCEED, Toyohashi University of Technology
Former Director General of Higher Education, Ministry of National Education, Indonesia.
Dr. Satryo Soemantri Brodjonegoro was born in Delft (Netherlands) on January 5, 1956 and obtained amechanical engineering undergraduate degree from Bandung Institute of Technology, Indonesia in 1980.
He then pursued his graduate program in mechanical engineering at University of California at Berkeley,
USA and obtained master and Ph.D degrees in 1981 and 1984 respectively. He joined Bandung Institute ofTechnology since 1980 as a faculty member in the Department of Mechanical Engineering and became afull professor in 1999. In 1999 he was appointed as the Director General of Higher Education at the
Ministry of National Education, Republic of Indonesia. From April 2008 to March 2010, he assumed as
Visiting Professor at Toyohashi University of Technology, Japan (on leave from Bandung Institute ofTechnology). Since 2010, he has been Visiting Professor at Bandung Institute of Technology, Indonesia
and Visiting Professor at Toyohashi University of Technology, Japan.

- 109 -

Profile of Speakers (Continued)
Mr. Mikio Matsumura
Executive Officer, Power Distribution Power System Division, The Kansai Electric Power Co. Inc.
Mr. Mikio Matsumura received his master degree in electric engineering at Waseda University, Japan in
1983, and then joined The Kansai Electric Power Co. Inc. He has mainly involved in power distribution
and customer service. He has served as the current position since 2009. From 1996 to 2000, he wastemporally transferred to the World Bank Headquarters in Washington D.C., U.S., and mainly engaged inlending business of electric power projects in eastern Asian countries such as Indonesia, Philippines, China,
and Mongolia. After coming back to The Kansai Electric Power Co. Inc., he continued to participate in anenergy project in Mongolia as a consultant hired by World Bank from 2001 to 2006. Through these projects,
he has proposed a new approach to international cooperation in electric power projects.

Profile of Moderator
Prof. Dr. Naohiro Hozumi
Project Professor, ICCEED, Toyohashi University of Technology
Professor, Faculty of Engineering, Aichi Institute of Technology
Dr. Naohiro Hozumi received B.Eng degree from Department of Electrical and Electronic Engineering,
Waseda University, Japan in 1981, and M. Eng and D. Eng from Graduate School of Engineering, Waseda
University, 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 has been a professor at Facultyof Engineering, Aichi Institute of Technology since 2008. He concurrently joined the International
Cooperation Center for Engineering Education Development (ICCEED), Toyohashi University ofTechnology as a project professor in 2010.
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.

- 110 -

╙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㩷౮⌀㓸ᴾ Photo Gallery␹㊁೽ቇ㐳䈮䉋䉎㐿ળ᜿ᜦ
Opening remarks from Dr. Jinnoᵻ੗᳁䈮䉋䉎᜿ᜦ
Opening address by Mr. Asai⪨ፉ᳁䈮䉋䉎⻠Ṷ 1
First presentation by Ms. Nobuko Kayashima䉼䊢䊮䊤䉾䉪ᢎ᝼䈮䉋䉎⻠Ṷ 2
Second presentation by Prof. Chongrak Polprasert䉰䊃䊥䉥ᢎ᝼䈮䉋䉎⻠Ṷ 3
Third presentation by Prof. Satryo Soemantri᧻᧛᳁䈮䉋䉎⻠Ṷ 4
Fourth presentation by Mr. Miko Matsumura- 113 -

䊐䉤䊷䊤䊛䈱᭽ሶ
Audience of the forum䊐䉤䊷䊤䊛䈱᭽ሶ
Audience of the forum䊐䉤䊷䊤䊛䈱᭽ሶ
Audience of the forum䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮
Panel discussion䊌䊈䊦䊂䉞䉴䉦䉾䉲䊢䊮
Panel discussionભᙑ䈱᭽ሶ
Coffee break- 114 -

講演１ 発表資料 萱島 信子氏
Presentation Material for Lecture 1 Ms. Nobuko Kayashima2

政府開発援助 (ODA)とJICA

工学教育における国際協力と産業人材育成への貢献－国際協力機構の取り組み－
平成22年11月26日
国際協力機構（JICA)
人間開発部長萱島 信子

JICAにおける主な援助手法

3

2009年度協力実績（援助手法別）• 技術協力4←協力金額

日本の技術・知識・経験を活かし、開発途上国の社会・経済の開発の担い手となる人材の育成を行う援助手法。

• 有償資金協力（円借款）
低金利で返済期間の長い緩やかな条件で、開発途上国に対して開発資金を貸付ける援助手法。

• 無償資金協力
返済義務を課さずに開発資金を供与(贈与)する援助手法。
分野別協力実績→

5

JICAの教育協力の目的と重点領域

JICAの高等教育協力の概要

6

教育協力ポジションペーパー「JICAの教育分野の協力－現在と未来－」より抜粋。

1. 基本的人権としての教育

基礎教育改善2. 社会・経済開発への貢献
3. 多文化共生社会を実現するための相互理解の促進

高等教育普及URL: http://www.jica.go.jp/activities/issues/education/pdf/positionpaper.pdf• 各地域・国の中核となる拠点大学（高等教育機関）の能力強化• 教員の能力向上、キャンパスや教育研究資機材整
備 大学運営体制強化 産学地連携促進 大学間
備、大学運営体制強化、産学地連携促進、大学間
ネットワーク支援等• 我が国の知見・経験を踏まえた工学、農学、保健分
野での協力• 本邦大学の協力を得ながら実施

講演１ 発表資料 萱島 信子氏
Presentation Material for Lecture 1 Ms. Nobuko Kayashima「工学系」高等教育支援の意義

78「工学系」高等教育支援の特徴＜日本型工学教育の特徴＞

経済成長の促進・社会の発展

研究室中心教育
講義・演習・実験一体型教育

産業の競争力強化

技術・生産管理能力の向上

自国の地域特性をふまえた産業競争力強化のための能力を習得。

創造力

研究開発機能の強化
高度人材の育成

JICAの支援を通じた産業界への貢献
高等教育機関
教員の教育指導・研究
能力向上支援
カリキュラム・シラバス
・教材等の整備支援

9

管理・運営体制改善

実践力

応用力

JICAの高等教育協力の変遷

10

1960年代～

産業界への貢献
高度技術を有する人材（卒業生）の輩出（例）ケ ア ジョモケ ヤッタ農工大学プロジェクト」（例）ケニア「ジョモケニヤッタ農工大学プロジェクト」
タイ「モンクット王工科大学ラカバン校」への支援

研究活動支援施設・機材の整備支
援

産業界との連携

大学間・産業界との共同研究促進（例）ベトナム「ホーチミン工科大学地域連携機能強化
プロジェクト」
インドネシア「ガジャマダ大学産学地連携総合計画
プロジェクト」

工学/農学/医学部・学科の新設・拡充（技協/無償）
ｷﾝｸﾞﾓﾝｸｯﾄ工科大、ｼﾞｮﾓｹﾆｱｯﾀ農工大他
1980年後半～ その他の分野の高等教育機関の研究教育能力向上（技協）
1988年
留学生借款
1999年
留学生支援無償2000年頃～
大学間ネットワーク構築、産学地連携等(技協） SEED-Net他
2008年～
2008年
文科省との連携による地球規模課題国際科学技術協力
2008年
JBIC円借款部門の統合 (キャンパス建設、奨学金供与）

1990年頃まで、高等教育協力（農工医学部の新設や拡充）は
日本の教育協力の大要を占めていた。90年以降、高等教育協
力のシェアは減少したが、近年の科学技術の重要性の再認識やグローバル化進展にともない、科学技術分野の高等教育支援、研究協力、交流事業は急速に拡大しつつある。また、円借款による大学キャンパスの建設や奨学金供与も行われている。

タイ国 モンクット王工科大学ラカバン (KMITL)

11

今後のJICAの高等教育協力の課題

12

1960

z途上国のニーズについての認識
9 情報技術の発展、知識基盤社会の出現、経済社会のグ
ローバル化により、高等教育や科学技術が一層重視
9 高等教育自体のグローバル化
9 日本の高等教育との関わり

z課題

9 科学技術は日本が比較優位を持つ分野
9 日本の高等教育にも益する協力を
9 高等教育をめぐる国家競争と国益
9 日本の大学との連携強化
9 産学連携9 援助人材の確保や育成

ノンタブリ電気通信訓練センター設立
1964

1960～1965
第1次 技術協力

ノンタブリ電気通信大学に昇格
1971
モンクット王工科大学（KMIT）に。

産業界に150,000人以上の優秀な卒業生を輩出。

（工業専門学校2校を合併。3キャンパス体制）

1972
KMITノンタブリ・キャンパスがラカバンへ移転

1986
モンクット王工科大学ラカバン(KMITL)
として独立

1972～74
第1次 無償資金協力
1978～1982
第2次 技術協力
1984～86
第2次 無償資金協力
1988～1993
第3次 技術協力

タイの工学系トップ大学の一つに発展

電気通信訓練センターから、累次の技術協力、無償資
金協力により、タイの工科系トップ大学の一つにまで発展した、JICAの工学系高等教育案
件の代表例。

1997～2002
第4次 技術協力

卒業生は、タイの国営企業の幹部や国際的なIT関連企業の代表として活躍。
研究面でも実社会の問題解決に貢献。
例） 携帯電話通信アンテナ
開発、日系企業の技術的課題の解決
今後の課題は、民間企業との組織的な連携促進。

講演１ 発表資料 萱島 信子氏
Presentation Material for Lecture 1 Ms. Nobuko Kayashima

インドネシア国 ガジャマダ大学
産学地連携総合計画プロジェクト(UGM Hi-LINK)
インドネシア国の経済・社会の発展へ
課題解決

産業界

地域社会
新技術開発

技術相談

共同研究

産学地連携
人材育成

教育

受託研究

大学 研究

社会貢献

14

13

目的 (期間2006年7月～2009年3月)
大学が産業界や地域社会と連携し、これらに寄与する研究開発、技術開発を行い、産学地連携モデルを構築する。
活動の実績：
40件の研究プロジェクトを支援国際会議での発表：27件
実用化に向けた共同研究テーマ（例）・地元産の鉱物を活用した排水処理・竹材を利用した環境配慮型建築技術
・牛糞を利用した小規模メタンガス発生装置の農村部への普及等
産学地連携の成果：
・研究・地域サービスセンターの設立（組織改革）
・広報・マーケティング活動の展開（ジャカルタ・ジョグジャカルタでMiniExpo開催）

アセアン工学系高等教育ネットワーク（SEED-Net）
ASEAN10カ国：
メンバー大学19校

SEED-Netの目的
ネットワークを通じたアセアン域内の中核大学の強化と工学系人材育成
SEED-Netの成果
若手教員の育成・910名が博士・修士号取得（アセアン域内メンバー大学工学部教員の20%） *シンガポール、ブルネイを除く

アセアン域内での高等教育ネットワーク強化
・従来、アセアン域内の教育・研究連携は希薄↓
・アセアン域内、アセアン-日本との共同研究推進（約700件の共同研究、1,000件超の論文、1,300名の教員相互派遣）
・学会の開催（約70回、参加者約7,000名）
約3割の参加者は産業界・他大学へと拡大・多様化。
（共同研究実施例）地震ハザードマップ
廃棄物活用型汚水処理システム

アセアン域内の大学院プログラム強化

日本：
国内支援大学11校

ASEAN各国の工学系トップ大学

ヤンゴン大学
ヤンゴン工科大学
チュラロンコン大学
モンクット王工科大学ラカバン
ブラパー大学

カンボジア工科大学

マレーシア科学大学
マラヤ大学
シンガポール国立大学
ナンヤン工科大学• 北海道大学• 慶応義塾大学• 京都大学• 九州大学• 政策研究大学院大学• 芝浦工業大学• 東海大学• 東京工業大学• 豊橋技術科学大学• 東京大学• 早稲田大学

ラオス国立大学
ハノイ工科大学
ホーチミン工科大学

フィリピン大学
デラサール大学

ブルネイ大学
ブルネイ工科大学

バンドン工科大学
ガジャマダ大学

協力期間
フェーズ1：2003.3～2008.3
フェーズ2：2008.3～2013.3

・中核大学の大学院プログラムの国際化、活性化、質の向上

アセアン各国の工学系中核大学が育成され、日本のリーダーシップの下、強固な工学系人材のネットワークを構築

講演 2 発表資料 チョンラック・ポルプラサート氏
Presentation Material for Lecture 2 Dr. Chongrak Polprasert

Percent Distribution of Export Products ofThailand during the First 7 Months of 2010

Contribution of Engineering Education
to Industrial Development –Electronic machines,
17.1

Other export
products, 15.9

A case off Thailand through S
SIIT

Industrial
products,
67.5

By
Agriculture/
Agroindustrial
products, 16.6

Prof. Chongrak Polprasert
Dr. Rachnarin Nitisoravut

ElectricalElt i l appliances,li
10.5
Motor vehicles andparts, 11.3
Plastics, 4.6
Textiles/Garments, 3.9
Construction materials,
4.0
Gems and Jewelry, 5.8
Rubber, 3.3
Others, 7.0

Sirindhorn International Institute of Technology
1

Thammasat University, Thailand

2

Ref: Office of the Permanent Secretary Ministry of Commerce

Thai Industrial Estates

Percentage of Foreign Investors

Total=42
3

Ref: Office of the Permanent Secretary Ministry of Commerce

4

Ref: Office of the Permanent Secretary Ministry of Commerce

Figure 2: The Human Development Index
Gives a More Complete Picture Than Income

Thailand’s Human Development Index 2007

HDI value

56Life expectancy at birth(years)GDP per capita

1. Norway (0.971)

1. Japan (82.7)

1. Liechtenstein (85,382)

85 Ukraine (0.796)
85.
(0 796)105 Belarus (69.0)
105.
(69 0)

80. The former Yugoslav
Republic of Macedonia(9,096)

86. Azerbaijan (0.787)

106. Suriname (68.8)

81. Colombia (8,587)

87. Thailand (0.783)

107. Thailand (68.7)

82. Thailand (8,135)

88. Iran (Islamic Republic108. Fiji (68.7)of) (0.782)

83. Dominica (7,893)

89. Georgia (0.778)

109. Moldova (68.3)

84. Azerbaijan (7,851)

182. Niger (0.340)

176. Afghanistan (43.6)

181. Congo (Democratic
Republic of the) (298)

Source: Human Development Report, 2009. UNDP

講演 2 発表資料 チョンラック・ポルプラサート氏
Presentation Material for Lecture 2 Dr. Chongrak Polprasert

Modalities of University–Industry Linkages in Thailand

Modality group

Modalities of University–Industry Linkages in Thailand

Type of linkage activity

Modality group

Type of linkage activity

1. Training/education Cooperative education
2. Services/consulting Industrial extension services
I d t i l training
Industrial
t i i (continuing(
ti i education)dti )Technology brokerage/licensing
Small business training
Business consulting/services

Source:Entrepreneurship training

Direct or indirect investments

Visiting lectureships

Coordination of technology-related
issues

Source:Brimble and Doner 1997. University-industry linkages and economic development:
The case of Thailand. World Development 35(6), 1021-1036.

7

Brimble and Doner 1997. University-industry linkages and economic development: Thecase of Thailand. World Development 35(6), 1021-1036.

8

Scientists and Engineers per Million People,
1991–98

Modalities of University–Industry Linkagesin Thailand

Modality group
3. Research

S&E permillion people

Country

Japan

4909

Philippines

157

United States
Australia

3676
3357

India

149

Thailand103

Joint or cooperative researchh projects

Canada2719

Malaysia

93

2448
2318
2193

Bangladesh

52

Total

1443

Partnership contract

United Kingdom
Russian fed.
Korea, Rep.

NIEs (Newly Industrialized Economies)

938

Yugoslavia

Research consulting

Personnel interchange or industrial fellowships
Shared equipment or facilities

Source: Brimble and Doner 1997. University-industry linkages and economic development: Thecase of Thailand. World Development 35(6), 1021-1036.

9

1099

2nd NIEs

China

454

European Trans

1759

Venezuela

209

Developed

2430

Singapore

191

Developing

975

LIDEs (Less Industrialized Economies)

931

Source:279

Rasiah, Rajah(2002) 'TRIPs and Industrial Technology Development in East and South Asia', The
European Journal of Development Research, 14: 1, 171 — 199.

10

Percent of Tottal Exports

High Tech Exports, 1999 (%)

11

S&E permillion people

CountryType of linkage activity

Leading Thai Universities Offering Engineering
Programs

1

2

3

4

5

6

Kasetsart
UniversityyKhon Kaen
UniversityyChulalongkorn
University

Chiang Mai
UniversityUe s tySuranaree
University ofTechnology

Thammasaty
University

7

8

9

10

11

12

Sirindhorn
International
Institute ofTechnology,
Thammasat
University

Dhurakij
Pundit
University

Rajamangala
University ofTechnology

Naresuan
University

Mahidol
University

Songkla
University12

講演 2 発表資料 チョンラック・ポルプラサート氏
Presentation Material for Lecture 2 Dr. Chongrak Polprasert

Leading Thai Universities Offering Engineering
Programs

13

14

15

16

17

18

King Mongkut's
Institute ofTechnology
Ladkrabang

Siam
University

King Mongkut's
University ofTechnology
ThonburiKing Mongkut's
University ofgyTechnology
North Bangkok

Silpakorn
University

Mahanakorn
University ofgyTechnology

19

20

21

22

23

24

Mahasarakham
University

Ubon
Ratchathani
University

Burapha
University

Walailak
University

Thai-Nichi
Institute oftechnology

Rajamangala
University ofTechnology
Lanna

13

Sirindhorn International Institute of Technology
gy
Thammasat University

14

A Brief Introduction to SIIT
 SIIT is an International Institute of Thammasat University
with autonomous operations, independent of bureaucraticsystem

SIIT offers 4-year international programs in
Engineering, Technology and Management

All courses are conducted in English

Graduates receive Thammasat U. Degree

 Founded in 1992 by the Federation of Thai Industries (FTI),
the Japan Federation of Economic Organizations(Keidanren), and Thammasat University, with initial funding
from FTI and Keidanren.
 In 1996, His Majesty the King graciously granted the name“Sirindhorn International Institute of Technology”

15

17

16



Currently there are about 2,100 BEng/BSc
and 180 MS/PhD studentsMore than 60 faculty members, all with PhD

Aprox. 80 foreign students/semesterAbout 4,100 alumni (15 batches)

VisionTo be a leading international institute of technology
for both teaching/learninggg and research18

講演 2 発表資料 チョンラック・ポルプラサート氏
Presentation Material for Lecture 2 Dr. Chongrak Polprasert

MissionSIIT has two campuses: Rangsit and Bangkadi
1.

Primarily to produce high-quality bachelor’s degree engineers,and related technologists who are able to handle advanced
industrial technologies and use English as a working language.

2.

To conduct research and development in engineering andrelated technologies relevant to teaching and modern
industries.

20

19

20

Schools / Department

Schools / Department

1. Bio-Chemical Engineering andTechnology(BCET)

4.

2. Civil Engineering and Technology (CET)
3. Manufacturing Systems and MechanicalEngineering (MSME)

21

Information, Computer and Communication
Technology (ICT)5. Management Technology (MT)
6. Common and Graduate Studies (CGS) Dept.

22

Japanese Companies in Thailand, hiring SIIT Graduates

1

AGC Flat Glass(Thailand) PublicCompany Limited

2

Ajinomoto Co.,((Thailand)) Ltd.

3

Asian Honda Motor Co.,
Ltd.

4

Fujitsu Systems
Business (Thailand) Ltd.

5

Hino Motors Sales(Thailand) Ltd.

6

HOYA LENS THAILAND
LTD.

Industrial Relations Development

2324

講演 2 発表資料 チョンラック・ポルプラサート氏
Presentation Material for Lecture 2 Dr. Chongrak Polprasert

Japanese Companies in Thailand, hiring SIIT Graduates

Japanese Companies in Thailand, hiring SIIT Graduates

7

Marubeni Corporation

1
3

Siam DENSO
Manufacturing Co.,
Ltd.

8

Mitsubishi Motors(Th il d) CO,LTD(Thailand)
CO LTD

1
4

Sony Device
Technology(Thailand) Co., Ltd.

9

Mizuho Corporate Bank
(Bangkok Branch)

1
0
1
1

NHK SPRING(THAILAND) CO,.LTD

1
5

TATEYAMA(THAILAND) CO.,
LTD.

1
6

Thai Obayashi
Corp.,Ltd

1
2

Panasonic ElectricWorks (Thailand)
Co.,Ltd.

1
7

Thai Toshiba
Electric Industries
Co.,Ltd.

Nissan Technical Center
South East Asia Co.,
Ltd.

25

26

Extended Training Program

Japanese Companies in Thailand, hiring SIIT Graduates

18

Toshiba I.S.
Consulting
Corporation

19

Toyota Boshoku Asia
Company Limited

20

Toyota Motor Asia
Pacific Engineering &Manufacturing Co.,
Ltd.

21

Toyota Tsusho
Electronics (Thailand)Co., Ltd.

22

Toyo-Thai Corporation
Public Company
Limited (TTCL)

27

SIIT students attending practical training at companies during
the 2nd semester of their 4th year ( 4-6 months period)28

Job Opportunity (SIIT Job Fairs)

Students’ Graduation 2009

Others19%

Further Study
31%

Working &Further Study
4%

Working
46%

SIIT -Organized Job Fairs in January annually29

30(Update: September 2010)

講演 2 発表資料 チョンラック・ポルプラサート氏
Presentation Material for Lecture 2 Dr. Chongrak Polprasert(%)

Type of Business hiring SIIT Graduates
In Academic year 2009

Attributes of SIIT Graduates contributing toindustrial, national and regional development

OthersOwn business

Iron & Steel Manufacturing

Telecommunication

Government Agency

Bangking & Insurance

Logistic & Supply Chain

Chemical Product

Medical & Health care

Software Industry

Cement Manufacturing

Construction

Food processing

Plastic Product

Petro chemical/Petroleum

31

Automotive Industry

Electronic & Machine Technical competency and industrial experiences Internationality and ability to work as team players
 English proficiency and processing presentation skills,

32

Attributes of SIIT Graduates contributing toindustrial, national and regional development

Acknowledgement

 Employability through experiential learning and extended
training at industries or international partner
universities/organizations
 Opportunities for graduate studies at leading universities
abroadb d throughhh extensive
i collaboration
ll b
i and
d networking
ki

33

34

Thank you35

 Special thanks are due to Miss Peechalika
Khattiya for assisting in the preparation of thispresentation

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

Three dimensions of becoming
engineer
Enhancement of Engineering Educationand its Impact to Industrial
Development in Indonesia• Development of accountable disciplinary
knowledge• Forming identity as an engineer• Navigating through engineering education• Integrating the three dimensions

Satryo Soemantri B.

1

Disciplinary knowledge

2

Engineer identity• Traditionally associated with the concept oflearning in the school aged years• Acquisition of disciplinary knowledge• The expert‐novice
expert novice paradigm• Ethnographic approach to disciplinary knowledge• Accountable disciplinary knowledge
Ethnography is a methodological approach that employs various methods,
including observation and regular conversation with study participants in andaround their routine activities in order to describe and understand specificsocial worlds in terms of viewpoints of participants• Formation of an identity as a particular type of
disciplined person• Learning involves more than the acquisition ofknowledge and skills but also involves changes
in what types of people they become and in
how someone understands him or herself in
relation to a particular disciplinary practice3

Engineering education

4

Ethics and professional responsibility• ‘obligatory passage points’• Institutionally identified engineer• Different students navigate differently throughengineering and these differences can beengineering,consequential not only for where they end up but
also for the duration of their undergraduate
experience, the social networks they create, andthe quality and substance of their identification
with engineering
5• Ethics codes• First cannon of engineering ethics• Honesty• Fairness6

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

Ethics code

First cannon of engineering ethics• As a way to frame the goals of education forethical development• One of ABET learning outcomes: ‘anunderstandingddi off professional
f i
l and
d ethical
hi l
responsibility, broad education necessary tounderstand the impact of engineering solutions ina global and societal context, recognition of theneed for and ability to engage in life‐long learning,and knowledge of contemporary issues’• Public safety• Environmental sustainability• Broad public mission of engineering
professional engineer means that they are member of acommunity and they can not act alone, that they do not justdo everything that they are asked to do.

78

Honesty

Fairness• High prevalence of cheating among
engineering students and the predictive valueof that cheating for dishonesty in theworkplace underscores the importance of thisset of issues• Professional ethics in engineering goes wellbeyond the ethics of being a student• Connect academic integrity with ethicalconcerns• One of a number of ethical issues that comeup naturally in connection with teamwork• Issues of fairness are represented inengineering code of ethics

9

10

Ethics curriculum and pedagogy

Curricular arrangements• Curricular arrangements• Case discussions as the central pedagogy ofengineering ethics• Community based learning• Stand alone courses in ethics• Brief discussions of professional responsibility
and ethics• Modules on engineering ethics andprofessional responsibility

1112

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

Case discussions

Community based learning• Historical cases mentioned or discussed in thecontext of lectures• Asking
A ki students
t d t tot makek choicesh i
about
b t valueslissues in analytic problems before proceedingwith their calculations• Students develop case studies in which they
analyze engineering decisions for ethical aswell as technical quality

Community based learning has emerged overthe past decade as an increasingly importantpedagogy used by engineering faculty tofoster a wide array of important outcomes
including a sense of social and professional
responsibility, ethical awareness andsophistication, and skill in negotiating thecontexts of engineering work

13

Skill development for engineers

14

What educational research teaches us ?

• What engineering students need to learn today(The Engineer of 2020)• What educational research teaches us• Modeling thinking and learning (activation,
association, compilation, control)• Implications for educational practice• Thinking and learning about modeling• Implications for instruction and curriculum design• Constructivism• Knowledge organization (deep foundation off t l knowledge;
factualkl d understandd t d facts
f t andd ideas;idorganize knowledge)• Thinking about thinking (metacognitive
approach)15

16

Implications for educational practiceThinking and learning about modeling• Students assemble their responses to
instruction from what they already know
• It is difficult to undo a strong synapse• Student responses may be context dependent• To know what students know about the topic• Instructors may have to ‘reverse engineer’
their compiled knowledge• Students’ framing of appropriate knowledge• Use of math in science and engineering• Engineers and scientists expect mathematics
to mean something• The differences between meanings in physics
and math• A model of mathematical modeling• The games we teach, the games they play17

18

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

Implications for instruction and curriculum
designConceptual knowledge in the engineeringsciences• Previous work on conceptual knowledge(fundamental studies; applied research)• Examples of difficult concepts in engineeringscience (mechanics; thermal science; direct
current circuits)• Building student’s modeling skills• Diversifying problems in a more traditionalcourse19

20

How to overcome learning barriersInnovative engineering education• Do not blame the learner or the conditions• Do not settle for a formulaic fix• Get beyond the topic to the symptoms• Get beyond the symptoms to the causes• University (should be autonomous to beinnovative and competitive)• Industry
I d t (should( h ld beb basedb d on nationaltil capacityitdevelopment to generate added‐value)• Government (should provide incentive foruniversity and industry empowerment)

21

22

Enhancing science and technology
capacity

Role of university in national
development• Observation on the current state• Dynamics of production system• What need to be done ((initiative to remove
obstacles; encourage government fiscal policy;
establish certainty; institutionalize media; develop
rules & regulations for venture capital)• Conditionality for enhancement (investment forindustrialization; strengthen national S&T system;
university‐R&D organization collaboration)• Changing roles of the university• Coping with the challenge• Translational research• Triple helix model (collaboration among
university – industry ‐ government)• University led development strategy
23

24

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

25

26

27

28

Supply and demand of engineers

Quality issues• Changes in educational policy and education
system• Motor of economic growth• Types of engineers – dynamic versus
transactional• Competitiveness in relation to global economy• Quantity – quality trade off ?

2930

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

Global competitiveness report 2010‐2011 (World Economic Forum)

Infrastructure• Quality of overall infrastructure: 90• Quality of roads: 84• Quality of railroad infrastructure: 56• Quality of port infrastructure: 96• Quality of air transport infrastructure: 69• Available airline seat kilometers: 21• Quality of electricity supply: 97• Fixed telephone lines: 82• Mobile telephone subscriptions: 98• Infrastructure• Higher education and training• Labor market efficiency• Technological readiness• Business sophistication• Innovation
31

Higher education and training

32

Labor market efficiency• Secondary education enrollment rate: 95• Tertiary education enrollment rate: 89• Quality of the educational system: 40• Quality
li off mathh andd sciencei
education:di
46• Quality of management schools: 55• Internet access in schools: 50• Local availability of research and training services:52• Extent of staff training: 36• Cooperation in labor‐employer relations: 47• Flexibility of wage determination: 98• Rigidity of employment: 100• Hiring and firing practices: 38• Redundancy costs: 127• Pay and productivity: 20• Reliance on professional management: 57• Brain drain: 27• Female participation in labor force: 109

33

34

Technological readinessBusiness sophistication• Availability of latest technologies: 77• Firm‐level technology absorption: 65• FDI and technology transfer: 54• Internet users: 107• Broadband internet subscriptions: 99• Internet bandwidth: 102• Local supplier quantity: 43• Local supplier quality: 61• State of cluster development: 24• Nature of competitive advantage: 33• Value chain breadth: 26• Control of international distribution: 33• Production process sophistication: 52• Extent of marketing: 56• Willingness to delegate authority: 32
35

36

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

Innovation

Engineering industry• Capacity for innovation: 30• Quality of scientific research institutions: 44• Company spending on R & D: 26• University‐industry collaboration in R & D: 38• Government procurement of advanced techproducts: 30• Availability of scientists and engineers: 31• Utility patents per million population: 89• PT United Tractors Pandu Engineering is one of theleading (high added‐value) engineering industries• 50 engineers (mostly mechanical) graduated fromIndonesian universities• Design and engineering; component fabrication;
manufacturing• Industrial equipment; heavy transportationequipment; pressure tank; aircraft towing tractors;
ship building; material handling equipment• Major supplier for open pit mining industries inIndonesia and in Mongolia
37

38

39

40

41

42

講演 3 発表資料 サトリオ・スマントリ氏
Presentation Material for Lecture 3 Dr. Satryo Soemantri B.

どうもありがとうございました – Thank you –Terima kasih

43

44

講演 4 発表資料 松村 幹雄氏
Presentation Material for Lecture 4

Mr. Mikio Matsumura

INDEX

Engineering Education andIndustrial Development
in Electric Power Sector

1. Introduction
2. Development of Electric Power Sector andTechnology
3. International Cooperation on Electric Power
Sector～Role of players forinternational cooperation ～4. Suggestion; Cross-Sectional Human Resource
Development Program
Each light has a life.
We can do our bestby thinking so.

5. Conclusion

THE KANSAI ELECTRIC
POWER CO., INC.
26 November, 2010©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

1

Self-Introduction
Name

１．Introduction

Mikio Matsumura

Official
position

Executive Officer, Power Distribution, Power System Division,
The Kansai Electric Power Co., Inc

Education

1983.3 Master Degree of electric engineering,
Waseda University, JapanWork
Experience‘83.4 Joining The Kansai Electric Power Co., Inc
9 Mainly involved in power distribution and customer service
9 Special assignment as a researcher, studied transitional phenomena in power
distribution system on lightening and protection design (‘86.4-’87.3)
9 Participated in Power System Engineering Course provided by GE in USA(‘98
USA( 98.99’89.4)‘96.6 Power Engineer, The World Bank
9 Extensively involved in power projects in various countries including Indonesia,
Philippines, China and Mongolia.

‘00.6 Manager, The Kansai Electric’s Headquarter, Distribution
Planning
9 Participating in World Bank supervision mission for Mongolia as a power
distribution consultant, while involving in power distribution and customer service in
KEPCO.

‘06.6 General Manager, The Kansai Electric’s Headquarter,
Sales Department‘09.6 Present Position©2010 KEPCO All Rights Reserved.

Abstract of Electric Power Enterprise©2010 KEPCO All Rights Reserved.

Electric Power System in Japan

2（General value chain of Electric Power Enterprise）

Procurement
Fuel

Generation

Transmission&
Distribution

3

There are 10 utility companies.
Customer
ServiceJAPAN

All companies:- Founded in 1951
- Vertically integrated

Hokkaido
7GW

50Hz
60Hz
・Natural Gas
・Oil
・Coal
・Uranium・Construction
・Operation
ThermalNuclearHydro

・Construction of ・Tariff
Power System ・Contract
・Power Supply ・Sales Activity
Operation

Hokuriku
8GW©2010 KEPCO All Rights Reserved.

Tokyo
64GW

Chugoku
12GW

Okinawa
2GW

Huge General Industry owning various power facilities

Tohoku17GW

Kyushu23GW
Total: 207GW

Shikoku
7GW

Kansai
34GW

Chubu
33GW

Generating Capacity as of 31/3/2010

Frequency Conversion
Stations(3 sites, total 1000MW)
500 kmInterconnection©2010 KEPCO All Rights Reserved.

講演 4 発表資料 松村 幹雄氏
Presentation Material for Lecture 4

Mr. Mikio Matsumura

KANSAI is the 10th largest IOU(Investor Owned Utility) in the world.

Reference: Forbes Global 2000 (Apr 21, 2010)

Great
HanshinEarthquake

５００ｋＶSystem
In service（100GWh）

1600
1400

FPL (USA)

AEP (USA)©2010 KEPCO All Rights Reserved.

6

Kyoto
Protocol

BubbleEconomyBurst

Huge Dam,
KurobeEDP (POR)

Except state-owned or provincial utilities©2010 KEPCO All Rights Reserved.

Development of Electric Power Sales
and New Technologies

Exelon (USA)Southern (USA)Duke (USA)

Chubu (JPN)

Eletrobras (BRA)

National Grid (GBR)

200km

KANSAI (JPN)EDF (FRA)

0

250km

Veolia (FRA)

100

RWE (GER)

200

Sales Volume

2nd largest in Japan after Tokyo EPCO

Iberdrola (ESP)

145,900 GWh-13
13 million
illi customerstini KansaiKi Area,A
including Osaka, Kyoto and Kobe.

ＯＳＡＫＡ
ＫＯＢＥ

300

Tokyo (JPN)

28,000 mil USD

ENEL (ITA)

5,300 mil USD

Revenue

E.ON (GER)

CapitalGDF Suez (FRA)

ＫＹＯＴＯ

5

Assets (Billion $)400*As of 31/3/2010
1USD=93Yen

Gas Natural (ESP)<Company Profile>

Supply Area 28,700 km2
Population
21 million
Peak Demand 33,060 MW（FY 2001）

Size of KANSAI

4

Korea (KOR)

The Kansai Electric Power CO., INC.

World
Financial Crisis

DC Interconnection,
Kii-Chanel

1200

Solar Power
Station, Sakai

２．Development of Electric Power Sector andTechnology

1000
800
Oil Crisis

600
400

Distribution
Automation System
Rapid Economic
Growth

Nuclear Power
Station, Mihama

Pumped Storage
Generation; Adjustable
Speed, Okawachi

200
01951 '55

'60

'65

'70

'75

'80

'85

'90

'95

'00

'05

'06

'07

'08

'09

（Fiscal year）©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

7

Development of Electric Power Technology

Investment (KEPCO)

Needs of Research･New Technology･Equipment･Theoretical Analysis･Simulation（100 million Yen）

8000

Electric Utility
Deregulation

7000

Manufacturer
Human Resource
Power
Equipment

University

6000
5000

Information
Exchange

Academic
Organization

4000
3000

R&D
Human Resource

2000
1000

Joint
Research

0

1987

Improvement
Idea

Government
Regulation

8

Current Circumstances in Electric Power Company

ElectricPower
Compan
y

'92

'97

'98

'99

'00

'01

'02

'03

'04

SAIDI （KEPCO）'10（Fiscal Year）

20
10
0

50
0
'70

'75

'80

'85

'90

'95

'00

'02

'03

'04

'05

'06

'07

82
62

60
50
40
30

Influence of
typhoon100

1960 '65

'09

90
80
70

150

Service©2010 KEPCO All Rights Reserved.

'08

97

100

SAIDI: System Average Interruption Duration Index(minutes/ customer･year)

CustomerTechnology developed with firm cooperation amongplayers'07（Minute）

250･Technology Assessment as a User
･Operation & Maintenance know-how'06

International Comparison of SAIDI（Minute）

200

'05

'08

'09

（Fiscal Year）

37

6

4

USA
Japan
Average Average(2008)(2006)

KEPCO

FranceBritain German(2007)(2007)(2006)©2010 KEPCO All Rights Reserved.

講演 4 発表資料 松村 幹雄氏
Presentation Material for Lecture 4

Mr. Mikio Matsumura

9

Smart Grid : What will happen?

３．International Cooperation on
Electric Power Sector

Reference：United State Department of Energy©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

10International Activities by KEPCO

11

Requirement for overseas projects

 Oversea IPP BusinessKnowledge･
Experience

In addition to investment of IPP business, we take part in a local enterprise(construction, operation, maintenance).

 Oversea consulting Service
We have provided consulting service mainly to Asian countries forinternational contribution and strengthening our internal technical skills(50services since 1996).

Communication

 International Contribution■ English■ Local Language

We make international contributions mainly through the “e8” activities andCDM project.
e8 :non-profit organization among the world leading utilities
including KANSAI(JAPAN), TOKYO(JAPAN) and EDF (France) etc

Overseas
Project■ knowledge offacility and system■ Operation
know-how

Understanding ofcounterpart
countrypy■ Historical Background■ National Characteristic■ Development State Knowledge・Experience【Existing Overseas Assets】

Few opportunity to understand power systems in foreign countries

 Understanding of Counterpart Country

Philippines
San RoqueMulti-Purpose project（e8会議）Hydro

No opportunity to understand foreign countries

 Communication

ThermalDomestic language only, few opportunity to communicate in foreign language

Construction of
Hydro power station
Project scheme; BOT

5 sites
About 880 MW

There is tall hurdle for Japanese electric power company to challenge
overseas projects©2010 KEPCO All Rights Reserved.

Relationship between developed
and developing countries

12

Developed Country

University

Image of growth in developing country

Developing Country･Accept exchange students･Development ofelectric engineering

Interchange?

ImageElectricPower
Company

Supply humanresource and funds

Saturated power demand

Technology②

Supported by
Developed Country

Manufacturer
Time

Time

・Employment
・Manufacture

Feat
ure
International
Consultant
InternationalOrganization
Organization

Technology Technology Technology③①②

Technology①

Overseas business・Export・Cost-Cutting

Developing Country

Technology③
Use of homecominginternational students

13

Technology Level

University

Increasing
power demand
ElectricPower
Company

Developed Country
Technology Level

Human Resource’s

Manufacturer©2010 KEPCO All Rights Reserved.

SupportTechnology level improved step by step.

Some technologies invented in developed
countries are introduced at a time.
[Latecomer’s Advantage]

Various partners

From Speaker’s experience as a staff/consultant in international organization…
New technologies are not firmly established by lack of coordination.

Interchange between each sector exists,
but weak cross-sectional cooperation among sectors.

⇒ Need skillful, responsive and responsible people in developing county side.
©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

講演 4 発表資料 松村 幹雄氏
Presentation Material for Lecture 4

Mr. Mikio Matsumura

14

Image of responsible person
Promoter

Manufacturer

University

PromoterElectricPower
Promoter Company

Consultant
International
Organization

International
Organization

Responsible
PersonConsultant
International
Organization

International
Organization

PromoterAssistance

４．Suggestion; Cross-Sectional
Human Resource Development Program

Assistance

Problem in developing country side

Role of responsible person

Consultant often changes,
responsibility of project isunclear

Keep consistency for
introducing new technologies

Future vision is not clear

Clear future vision,
Clear strategy

Weak cooperation among
sectors

Encourage cross-sectional
cooperation through promotersin each sector©2010 KEPCO All Rights Reserved.

15

How to develop such responsible person
BeforeAfter
Cross-sectional
cooperation

University

Developing
Country side

PromoterElectricPower
Company

Manufacturer

Electric Promoter
Responsible Power
Person Company

Support by
Consultant

JICA

Conventional Approach
Term・ Select cross-sectional participants・ Participants identify and explain country needs clearly
・ Manage entire project・ Provide training programs regularly

Electric
Power Company

Long (about 1 year)

Irregularly

Frequency

Regularly

Within each sector

Range

Cross-sectional

Mainly led by Developed Country side
(Product Out)

Contents•Led by Developing Country side (Market in)•Customized program according to thecountry needs

Manufacturer

New technologies are not firmly
established

Result

New technologies are firmly establishedamong sectors

University

・ Main role as a user sector
・ Nominate partner employee for each participant of the training
・ Focus on history and background of technologies as well as present
operation
・ Practical use of new technologies
・ Technical specifications and testing・ Lecture an academic background of new technologies
・ Introduce research topics©2010 KEPCO All Rights Reserved.

17

Seeds of training program（Idea）
A letter in White：
Advantage field for user sector

Maintenanceknow-howDistribution
Automation
SystemSmart Grid

Lightening･Protection Design

SystemExpansion
Plan

Supply Reliability©2010 KEPCO All Rights Reserved.

Example; Short Term Training Program by KEPCO
Project

UBEDN(※) Practices in Sales and Power Distribution

Funds

World Bank

Date

February 13, 2008 – February 22, 2008 (Ten Days)

Participants

16 people(People having supervisory or management duties,ggp
Mongolia
government relevant ppeopleContents

Customer Service（Meter reading, Bill Collection)
Distribution Operation（Loss Reduction, Distribution
Automation System）

Background

Government of Mongolia executes an energy project
financed by World Bank, in which speaker had been
involved.
As a part of this project, KEPCO accepted to provide thetraining program.

Evaluation ofmaintenance cost

Computer
SystemRe engineering

Lower Cost
Customer
Service

Analysis
Operation
Procedure

Sales Activity
Operation Standard

Commercial
ProgramDeveloped County side

Proposed Approach

Short

16

Training Program Proposed＜Basic Idea＞
・ Held in Japan / Term : 1year
・ Basic package program, customized in accordance with country needs

Manufacturer

University©2010 KEPCO All Rights Reserved.

Meter Reading･Bill Collection

Project Justification(Return, Cost Analysis)

There are a lot of seeds in user sector.

18（※）ULAANBAATAR ELECTRICITY DISTRIBUTION NETWORK COMPANY©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

講演 4 発表資料 松村 幹雄氏
Presentation Material for Lecture 4

Mr. Mikio Matsumura

19

Scene in training program（１／２）
Participants asking questions
actively

Program at Call Center

Scene in training program（２／２）
In front of a distribution
construction vehicle

20

Certification of completion©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

21

ResultVoice of Participants・ Surprised with huge gap between the countries･ Could see clear goal or future vision･ Acquired cross-sectional knowledge. Hope longer term training programs.
･ Exchange university students helped as interpreters, thus better
understanding.

５．Conclusion

O r Thoughts
Our
Tho ghts（Difficulties for us）
・ Lecturers need to understand circumstances in Mongolia
・ Guarantee for obtaining Visa
・ Preparing documents in English
・ Support participants’ stayby Speaker（Voice of our staff）
・ A lot of preparation work for just one time program (Mottainai)・ Satisfied with international exchange of knowledge©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

22

Conclusion Introduce possible role of electric powercompany related with industry-university cooperation
9 Suggest win-win scheme for developed and developing countries
 Each sector in the countries should reach out actively.
9 Significant roles of international cooperation organization

Thank you

 Responsible person in user sector could be educatedby taking better coordinated training program
9 Let’s start discussion among players (we are ready!) This approach can be applicable for otherinfrastructure fields.
©2010 KEPCO All Rights Reserved.

©2010 KEPCO All Rights Reserved.

Ꮏቇᢎ⢒࿖㓙දജ(International Cooperation in Engineering Education)╙9ภ---------------------------------------------------------------------------------------------------------------2011 ᐕ 3 ᦬✬㓸࡮⊒ⴕ  ⼾ᯅᛛⴚ⑼ቇᄢቇᎿቇᢎ⢒࿖㓙දജ⎇ⓥ࠮ࡦ࠲࡯‫ޥ‬441㧙8580 ᗲ⍮⋵⼾ᯅᏒᄤષ↸㔕㓴ࡩਐ 1㧙1
TEL 㧦 (0532)44-6938
FAX 㧦 (0532)44-6935
E-Mail 㧦master@icceed.tut.ac.jpශ೚࡮⵾ᧄ  ᴡวࡊ࡝ࡦ࠻ᩣᑼળ␠
----------------------------------------------------------------------------------------------------------------㩷