2013 年 AIBA 認定アドバイザー試験公開問題「貿易英語」

第１問 次の英文を読んで、問１～問 3 について最も適切な解答を一つ選び、解答用紙にその番号を記入しなさい。

GENERATION JOBLESSThe number of young people out of work globally is nearly as big as the population of the UnitedStates“YOUNG people ought not to be idle. It is very bad for them,” said Margaret Thatcher in 1984. She
was right: there are few worse things that society can do to its young than to leave them in limbo.
Those who start their careers on the dole are more likely to have lower wages and more spells ofjoblessness later in life, because they lose out on the chance to acquire skills and self-confidence intheir formative years.
Yet more young people are idle than ever. OECD figures suggest that 26m 15- to 24-year-olds indeveloped countries are not in employment, education or training; the number of young people
without a job has risen by 30% since 2007. The International Labour Organisation reports that75m young people globally are looking for a job. World Bank surveys suggest that 262m young
people in emerging markets are economically inactive. Depending on how you measure them, thenumber of young people without a job is nearly as large as the population of America (311m).
Two factors play a big part. First, the long slowdown in the West has reduced demand for labour,and it is easier to put off hiring young people than it is to fire older workers. Second, in emerging
economies population growth is fastest in countries with dysfunctional labour markets, such as
India and Egypt.

The result is an（イ） “arc of unemployment”, from southern Europe through north Africa and theMiddle East to South Asia, where the rich world’s recession meets the poor world’s youth quake.
The anger of the young jobless has already burst onto the streets in the Middle East. Violent
crime, generally in decline in the rich world, is rising in Spain, Italy and Portugal—countries withstartlingly high youth unemployment.

Will growth give them a job?

The most obvious way to tackle this problem is to reignite growth. That is easier than done in aworld plagued by debt, and is anyway only a partial answer. The countries where the problem isworst (such as Spain and Egypt) suffered from high youth unemployment even when theireconomies were growing. Throughout the recession companies have continued to complain thatthey cannot find young people with the right skills. This underlines the importance of two othersolutions: reforming labour markets and improving education. These are familiar prescriptions,but ones that need to be delivered with both a new vigour and a new twist.

Youth unemployment is often at its worst in countries with rigid labour markets. Cartelised
industries, high taxes on hiring, strict rules about firing, high minimum wages: all these help
condemn young people to the street corner. South Africa has some of the highest unemployment
south of the Sahara, in part because it has powerful trade unions and rigid rules about hiring andfiring. Many countries in the arc of youth unemployment have high minimum wages and heavy
taxes on labour. India has around 200 laws on work and pay.

Deregulating labour markets is thus central to tackling youth unemployment. But it will not beenough on its own. Britain has a flexible labour market and high youth unemployment. In
countries with better records, governments tend to take a more active role in finding jobs for those
who are struggling. Germany, which has the second-lowest level of youth unemployment in therich world, pays a proportion of the wages of the long-term unemployed for the first two years. The
Nordic countries provide young people with “personalised plans” to get them into employment ortraining. But these policies are too expensive to reproduce in southern Europe, with their millionsof unemployed, let alone the emerging world. A cheaper approach is to reform labour-hungry bitsof the economy—for example, by making it easier for small businesses to get licences, orconstruction companies to get approval for projects, or shops to stay open in the evening.

The graduate glutAcross the OECD, people who left school at the earliest opportunity are twice as likely to be
unemployed as university graduates. But it is unwise to conclude that governments should simply
continue with the established policy of boosting the number of people who graduate fromuniversity. In both Britain and the United States many people with expensive liberal-arts degrees
are finding it impossible to get decent jobs. In north Africa university graduates are twice as likely
to be unemployed as non-graduates.

What matters is not just number of years of education people get, but its content. This means
expanding the study of science and technology and closing the gap between the world of educationand the world of work—for example by upgrading vocational and technical education and byforging closer relations between companies and schools. Germany’s long-established system of
vocational schooling and apprenticeships does just that. Other countries are following suit: SouthKorea has introduced “meister” schools, Singapore has boosted technical colleges, and Britain isexpanding apprenticeships and trying to improve technical education.

Closing the gap will also require a change of attitude from business. Some companies, ranging
from IBM and Rolls-Royce to McDonald’s and Premier Inn, are （ロ）revamping their training
programmes, but the fear that employees will be poached discourages firms from investing in theyoung. There are ways of getting around the problem: groups of employers can co-operate withcolleges to design training courses, for example. Technology is also reducing the cost of training:
programmes designed around computer games can give youngsters some virtual experience, andonline courses can help apprentices combine on-the-job training with academic instruction.

The problem of youth unemployment has been getting worse for several years. But there are atlast some reasons for hope. Governments are trying to address the mismatch between educationand the labour market. Companies are beginning to take more responsibility for investing in theyoung. And technology is helping democratise education and training. The world has a real chanceof introducing an education-and-training revolution worthy of the scale of the problem.
(The Economist,Apr 27th 2013)

問１．下線部（イ）の表現 arc of unemployment の意味として最も適切なものを、次の(1)～(4)から選びなさい。
(1) 労働者の賃金カーブを表している。

(2) 失業率のパーセンテージを表すグラフの形である。
(3) 南欧から南アジアまでの地理的形状を表している。
(4) 失業率の時間的推移を表している。
(正解(3))
問２．下線部（ロ）の用語 revamp の意味として最も適切なものを、次の(1)～(4)から選びなさい。
(1) revise(2) destroy(3) attack(4) seek(正解(1))
問３．本文によると、若年失業者問題に対する取り組みの希望が見えているとのことだが、問題文の中で指摘されていないものを次の(1)～(4)から選びなさい。
(1) Labor unions are trying to address this problem more seriously than before.
(2) Companies are trying to spend more on the education of younger people.
(3) Technology is one of the most useful tools in the education of younger people.
(4) Governments are trying to solve the mismatch between education and labor markets.
(正解(1))

第２問

次の英文は国際英文契約書の一部である。問１～問１０について、文法・前後関係等を総合的に勘案し、解答を一つ選び、解答用紙にその番号を記入しなさAll disputes, (ア) or differences which may (in relation to or in connection (finally (カ) between the parties hereto, out of orイ) this Agreement, or the (エ) hereof, (オ) shall be) by arbitration in Tokyo, Japan in accordance (ウ) the Commercial

ウArbitration Rules of The Japan Commercial Arbitration Association. The (the arbitrator shall be final and (問１．（アケ)(コキ)() the parties hereto.

）に入る語句として最も適切なものはどれか選びなさい。

(1) contradictions (2) conversations(3) controversies(4) convictions(正解(3))

問２．（イ）に入る語句として最も適切なものはどれか選びなさい。

(1) arise(2) raise(3) rise(4) arouse(正解(1))

問３．（ウ）に入る語句として最も適切なものはどれか選びなさい。

(1) for(2) of(3) within(4) with(正解(4))

問４．（エ）に入る語句として最も適切なものはどれか選びなさい。

(1) bleach(2) broach(3) breach(4) break(正解(3))

問５．（オ）の下線部の単語の意味に最も近いものはどれか選びなさい。

(1) 権利(2) 予定(3) 譲歩(4)義務ク) by(正解(4))

問６．（カ）に入る語句として最も適切なものはどれか選びなさい。

(1) settled(2) sentenced(3) reinforced(4) adjusted(正解(1))

問７．（キ）に入る語句として最も適切なものはどれか選びなさい。

(1) reward(2) ward(3) toward(4) award(正解(4))

問 8．（ク）に入る語句として最も適切なものはどれか選びなさい。

(1) rendered(2) surrendered(3) reimbursed(4) relegated(正解(1))

問９．（ケ）に入る語句として最も適切なものはどれか選びなさい。

(1) biting(2) binding(3) bouncing(4) bounding(正解(2))

問 10．（ コ）に入る語句として最も適切なものはどれか選びなさい。

(1) for(正解(2))(2) upon(3) against(4) with