Silviase/jgov_v1.4_full_ann huggingface dataset:
第39表 未利用国有地の入札実施状況（一般会計） （単位 件，億円，%）

实施年度	一般競争入札	成約率
実施件数	契約件数	契約金額
16	(6,089)	(4,829)	(2,575)
6,950	5,362	2,895	77.2
17	(4,391)	(3,379)	(1,770)
5,275	3,899	2,059	73.9
18	(3,291)	(2,184)	(1,249)
4,258	2,702	1,606	63.5
19	(2,571)	(1,213)	(490)
3,680	1,666	1,090	45.3
20	(2,294)	(691)	(219)
3,425	1,035	315	30.2
21	(2,029)	(755)	(254)
3,240	1,130	522	34.9
22	(1,632)	(607)	(235)
2,715	942	428	34.7
23	(701)	(310)	(143)
1,353	479	268	35.4
24	(877)	(401)	(189)
1,801	772	499	42.9
25	(670)	(296)	(114)
1,501	652	777	43.4

（注）1．各年度に一般競争入札を実施したもの（不落随契で売却したものを含む。）の契約状況であり，翌年度に契約したものも含まれる。

2. 計数は、単位未満四捨五入している。

3. 上段（）内書は物納財産である。

4. 未利用国有地以外の財産について入札を実施したものを含む。

第39表 参考

第40表 参考

(年度)

第40表 権利付財産の売却状況（土地）

(单位 件，億円)

年度	全体	うち物納
件数	金額	件数	金額
16	2,076	309	1,781	239
17	2,701	410	2,336	349
18	2,208	417	1,921	386
19	1,948	373	1,683	343
20	1,256	214	1,039	157
21	1,075	185	920	132
22	1,158	189	955	155
23	1,064	169	857	142
24	943	161	788	122
25	1,013	174	802	140

第41表 これまでの管理処分手法の多様化等の取組み

実施年度	取組み内容
平成6年度	○価格公示売却制度の創設
対象：小規模な物納財産（土地300㎡，建物200㎡以下）
平成7年度	○レインズ登録による売却制度の導入
対象：一般競争入札で不落・不調物件等
平成11年度	○郵送による期間入札制度の導入
平成12年度	○SPC法に基づく証券化条件付入札の実施
対象：未利用地6物件，権利付財産8物件
○媒介型入札の導入
平成14年度	○処分型信託の導入
現状のままでは売却が難しい未利用国有地について，造成
工事等により付加価値を高めて分識を実現する信託
○最低売却価格公表入札制度の導入
対象：1,000㎡以下の物納不動産
（注）この制度導入に伴い，価格公示売却制度は廃止
平成15年度	○最低売却価格公表入札制度に係る面積制限の撤廃
平成18年度	○売却を容易にするための交換制度の導入
対象：売却困難財産のうち立地条件が劣る不整形地等及び
権利付財産のうち借地権の対象となっている土地
○電子入札制度の導入…対象：期間入札
平成20年度	○二段階一般競争入札等の導入
○瑕疵等明示売却の導入
○権利付財産の一般競争入札等の導入
平成21年度	○管理処分型信託（権利付財産）の実施
平成22年度	○定期借地権を利用した貸付の導入
・社会福祉施設等の整備を目的とした地方公共団体向けの
貸付（地方公共団体からの転貸を含む）
・社会福祉施設の整備を目的とした社会福祉法人への貸付
○交換の運用拡大
相手方が地方公共団体の場合は国有財産の利用状況等から
地方公共団体に処分が限定されるときは国に必要性がなく
とも交換できるよう運用拡大を行った。
平成23年度	○定期借地権を利用した貸付の対象拡大
売却困難財産や売残財産を対象とした事業用定期借地制度
の導入
平成24年度	○最低売却価格公表入札制度の改正
対象：物納不動産に限らず，すべての不動産について最低
売却価格を公表
平成26年度	○「国有財産物件情報メールマガジン」配信サービスを開始
国有地の売却等に関する更新情報や国有地取得に関する架
空話の注意喚起情報を配信
第42表 土地信託の実施件数

(单位 件, ha)

信託の種類	実施財務局	契約年度	件数	面積
処 分 型	関東財務局	14年度	309	45
15年度	280	41
16年度	308	41
17年度	153	12
18年度	46	11
近畿財務局	16年度	72	16
管理処分型	関東財務局	21年度	240	14
累計	1,408	179

（注）単位未満四捨五入のため内訳と累計は必ずしも一致しない。

## 第11 NTT, JT, 日本アルコール産業株式の売却状況

### 1. NTT株式

昭和60年4月，日本電信電話株式会社法（平成9年6月の法律改正により「日本電信電話株式会社等に関する法律」以下「NTT法」）により，旧電電公社が民営化され日本電信電話株式会社（以下「NTT」）が発足し，同時に，同社の発行済株式総数1,560万株（資本金7,800億円，額面5万円）のすべてが政府の保有となった。

NTT株式については，NTT法上，政府に3分の1以上の保有義務が課せられており，全体の3分の1に当たる株式（520万株）については財政投融資特別会計投資勘定（※1）が保有し，残りの3分の2に当たる株式（1,040万株）については国債整理基金特別会計が保有し，売却益は国債償還財源に充てることとされた。

国債整理基金特別会計保有の株式については，昭和61年度，62年度に各195万株，63年度150万株，平成10年度，11年度，12年度に各100万株，14年度9万1,800株，15年度8万5,157株，16年度80万株，17年度112万3,043株を売却してきた結果，同特別会計保有の株式はすべて売却が完了した。

財政投融資特別会計投資勘定保有の株式については，平成22年11月及び平成23年11月にNTTが自己株式消却を行い，政府保有義務超過分9,933万4,200株（※2）が生じたため，平成23年度にNTTによる2回の自己株式取得に応じて売却を行った。平成25年11月にNTTが再び自己株式消却を行い，政府保有義務超過分6,216万6,700株が生じたため，平成26年3月及び11月（※3）に当該超過分を売却した結果，現在の株式数は3億6,889万9,100株となっている（第44表参照）。

※1 NTT株式は産業投資特別会計が保有していたが，平成20年度に，特別会計に関する法律により，産業投資特別会計は，財政投融資特別会計投資勘定となった。

特別会計は，財政投融資特別会計投資勘定となった。

※2 株式分割（平成7年11月に1株を1.02株，平成21年1

※2 株式分割（平成7年11月に1株を1.02株，平成21年1月に1株を100株）を実施している。

※3 平成26年11月には2回実施している。

第43表 社会福祉分野での国有財産の活用実績 (契約件数実績)

<社会福祉分野における国有地の活用>
(平成22年6月18日～平成26年9月30日)
定期借地	売 却
保育関係	24件	20件
高齢者関係	10件	19件
障害者関係	6件	21件
医療関係	0件	8件
合計	40件	68件

(平成26年9月30日時点)

### 2. JT株式

昭和60年4月，日本たばこ産業株式会社法（以下「JT法」）により，旧日本専売公社が民营化され日本たばこ産業株式会社（以下「JT」）が発足し，同時に，同社の発行済株式総数200万株（資本金1,000億円，額面5万円）のすべてが政府の保有となった。

JT株式については，当初，JT法において，政府にJT設立時の株式総数の2分の1以上かつ発行済株式総数の3分の1超の保有義務が課せられていたため，JT設立時の株式総数の2分の1に当たる株式（100万株）については財政投融資特別会計投資勘定が保有。残りの2分の1に当たる株式（100万株）については国債整理基金特別会計が保有し，売却益は国債償還財源に充てることとされた。

JT設立時の経過措置（JT法附則第18条）として，政府に当分の間発行済株式総数の3分の2以上の保有義務が課せられていたことから，国債整理基金特別会計保有の株式のうち，平成6年度39万4,276株，8年度27万2,390株を売却した（当該時点における売却（発行済株式総数の3分の1）が完了）。その後，平成14年4月にJT法の一部改正により上記経過措置が廃止されたことに伴い，新たに33万3,334株が売却可能となり，平成15年度4万4,000株，16年度28万9,334株を売却した（当該時点における売却（発行済株式総数の2分の1）が完了）。

平成23年12月，東日本大震災からの復興のための施策を実施するために必要な財源の確保に関する特別措置法（JT法改正を含む）の施行により，政府保有義務は発行済株式総数の3分の1超となり，財政投融資特別会計投資勘定が保有している500万株（株式分割（平成18年4月に1株を5株）を実施）のうち，166万6,666株を国債整理基金特別会計に所属替し，売却益は復興債償還財源に充てることとされた。

国債整理基金特別会計保有の株式については，平成24年度に3億3,333万3,200株（株式分割（平成24年7月に1株を200株）を実施）を売却した（当該時点における売却（発行済株式総数の3分の1超）が完了）。

なお，所属替後の株式分割実施（平成24年7月に1株を200株）により，財政投融資特別会計投資勘定の株式については6億6,666万6,800株となっている（第45表参照）。
### 3. 日本アルコール産業株式

平成18年4月, 日本アルコール産業株式会社法(以下「J.alco 法」) により, 独立行政法人新エネルギー・産業技術総合開発機構アルコール製造部門が民营化され日本アルコール産業株式会社（以下「J.alco」）が発足し, 同時に, 同社の発行済株式総数6万株（資本金30億円）のすべてが政府の保有となった。

J.alco株式については，J.alco法上，政府に保有義務は課されていない。一方，国の行政組織等の減量，効率化等に関する基本的計画（平成11年4月閣議決定）において，政府は設立後2年以内に株式の売却を開始し，できる限り早期に完全売却を図ることとされている。これを踏まえ，財政制度等審議会国有財産分科会株式部会（平成18年11月）での審議・答申を受けて，平成20年3月，発行済株式総数の約3分の2に当たる株式（39,999株）を一般競争入札により売却した（第46表参照）。

第44表 NTT株式の概況

会社設立時の発行済株式総数1,560万株（資本金7,800億円，額面5万円）

（注1）特別会計に関する法律により、産業投資特別会計法、国債整理基金特別会計法は廃止。

（注2）平成26年11月に2回行った自己株式取得の合計値。

（注3）NTT法上の政府保有義務割合。政府保有株の総発行済株式に占める割合は32.45%。

（注 $ ^{4} $ ）株式数は単位未満四捨五入により合計が一致しない場合がある。
第45表 JT株式の概況

第46表 日本アルコール産業株式の概況

（注2）平成15年度の売却は，JTの自己株式取得に応じた売却である。

（注1）特別会計に関する法律により、産業投資特別会計法、国債整理基金特別会計法は廃止。
Course of study for Kindergarten

Ministry of Education, Culture, Sports, Science and Technology 2008
## Course of study for Kindergarten

☐ Notification No. 26 of the Ministry of Education, Culture, Sports, Science and Technology

The Course of study for Kindergarten (Notification No. 174 of the Ministry of Education, Science and Culture of 1998) shall be modified in accordance with Article 38 of the Enforcement Regulations of the School Education Law (Ministry of Education, Science and Culture Ordinance No. 11 of 1947), and enforced from 1 April 2009.

28 March 2008

Minister of Education, Culture,

Sports, Science and Technology

Kisaburo Tokai
## Course of study for Kindergarten

## Contents

Chapter 1 General Provisions.....1

Section 1. Basic Ideals of Kindergarten Education

Section 2. Formulation of Curriculum

Section 3. Educational Activities Provided during Extracurricular Hours, etc.

Chapter 2 Aims and Content.....4

Health

Human Relationships

Environment

Language

Expression

Chapter 3 Points for Consideration in the Formulation of Instructions and for Educational Activities Provided during Extracurricular Hours.....15

Section 1. Points for Consideration in the Formulation of Instructions

Section 2. Points for Consideration for Educational Activities Provided during Extracurricular Hours
### Section 1. Basic Ideals of Kindergarten Education

Education during early childhood is extremely important in cultivating a foundation for lifelong character building, and the fundamental aim of kindergarten education is to educate young children through their environment, taking into consideration their specific needs at this age, in order to achieve the objectives stipulated in Article 22 of the School Education Law.

In this aim, teachers must endeavor to construct a relationship of trust with young children and to create a better educational environment with them. The following points should be emphasized in their education.

1 Encouraging children to undertake voluntary activities and allowing them to lead a life appropriate to early childhood, based on the idea that young children utilize experiences essential to their development through fully demonstrating their abilities in an emotionally stable manner.

2 Comprehensively achieving the aims outlined in Chapter 2, through play-centered instruction, and based on the idea that play - a child's voluntary activity - is an important aspect of learning which cultivates a foundation for the balanced development of physical and mental.

3 Aiming to carry out developmental tasks while responding to the individual characteristics of each child, based on the idea that early childhood development is achieved through diverse processes and interactions between various aspects of the physical and mental, and that the life experiences of each child are diverse.

In this regard, teachers should create a learning environment with the intention of ensuring that children participate in voluntary activities, based on an understanding and anticipation of the individual actions of each child. Teachers should therefore create a physical and psychological environment that recognizes the importance of the relationship between the child and other people and things. Teachers should also play various roles depending on individual children's activities and should strive to make activities more enriching.
### Section 2. Formulation of Curriculum

Kindergartens should endeavor to develop a foundation for children to embrace a zest for living by achieving the goals of kindergarten education stipulated in Article 23 of the School Education Law, and by allowing children to enjoy a kindergarten experience consistent with that provided for in the Basic Ideals of Kindergarten Education outlined in Section 1 of this chapter, while also working in cooperation with homes. Through such efforts, kindergartens should cultivate the foundation for compulsory and further education.

In this regard, each kindergarten should maintain its unique qualities, and formulate a curriculum appropriate to the development of the young child's physical and mental as well as the context of the kindergarten and its local community, in accordance with the Basic Act on Education, the School Education Law, other laws, and the Course of study for Kindergarten.

1 Kindergartens should develop specific aims and content taking into consideration the period of education that the curriculum applies to, individual children's experiences and the child development process, in order for the aims outlined in Chapter 2 to be comprehensively achieved throughout their kindergarten years. Kindergartens should take measures from a long-term perspective, from entry into and completion of kindergarten, so that children may experience a fruitful life, in particular, taking into consideration the special characteristics of early childhood development in which children acquire a growing sense of individual identity, the existence of others and self-control.

2 The minimum number of weeks per year of kindergarten education based on the curriculum should be 39, except under special circumstances.

3 Kindergartens should provide education based on the curriculum for a standard four hours per day. They should, however, give appropriate consideration to various circumstances, such as the level of the child's physical and mental development and the season of the year.
### Section 3. Educational Activities Provided during Extracurricular Hours, etc

Addressing the needs of parents and the community, kindergartens should organize extracurricular educational activities for those who wish to participate in such services in accordance with Articles 22 and 23 of the School Education Law and in Section 1 of this chapter, Basic Ideals of Kindergarten Education. In order to facilitate the achievement of the goals of kindergartens, kindergartens should also endeavor to support early childhood education at home and in the community so as to enrich all aspects of children's lives.
## Chapter 2 Aims and Content

This Chapter describes the aims of kindergarten education, which center on nurturing emotions, will, attitude, etc as a foundation for children to embrace a zest for living, which they are expected to have developed by the time they leave kindergarten. The following content integrates aspects of each child's development: health (physical and mental health); human relationships (the relationship between the child and other people); environment (children's surroundings, and relationship to them); language (the process of language acquisition); and expression (feelings and expression).

Consideration should be given to steadily realizing the aims indicated in each area in an interrelated manner while children are acquiring various experiences, and that the content of the curriculum is delivered in a comprehensive manner through the specific activities which are developed in relation to the children's learning environment.

Where there is a particular necessity to do so, appropriate and specific content can be creatively developed in accordance with the aims indicated in each area, and additions are permitted as long as careful attention is given to ensuring that this does not deviate from the ideals indicated in Section 1 of Chapter 1, Basic Ideals of Kindergarten Education.

## Health

(Developing a healthy physical and mental, and fostering children's abilities to independently maintain a healthy and safe life.)

1. Aims

(1) To act lively and freely and to experience a sense of fulfillment.

(2) To fully move the body and to exercise willingly.

(3) To acquire the habits and attitudes necessary for a healthy and safe life.

2. Content

(1) Communicating with teachers and friends, and acting with a sense of stability.
(2) Moving the body fully through various kinds of play.

(3) Playing outdoors willingly.

(4) Becoming familiar with various activities and engaging with joy.

(5) Enjoying eating with teachers and friends.

(6) Acquiring a healthy pattern of life.

(7) Maintaining cleanliness and becoming self-sufficient in essential activities, such as changing clothes, eating, and using the bathroom.

(8) Understanding the way of life in kindergarten, and understanding the consequences of their actions, while organizing the kindergarten living space without adult assistance.

(9) Acquiring a sense of curiosity about one's health and willingly carrying out activities necessary to prevent illness.

(10) Understanding where danger lies, what dangerous play is, and how to act in case of disaster, and taking action with regard to safety.

3. Dealing with the Content

It is necessary to note the following points with regard to dealing with content related to health.

(1) Given that there is a close mutual relationship between mental and physical health, teachers should promote flexible development of children's physical and mental ability to allow the children to enjoy a sense of their own existence and fulfillment acquired through warm relationships with teachers and other children. In particular, teachers should stimulate children's desire to move their bodies voluntarily by allowing them to experience the pleasant feeling of moving their whole bodies.

(2) Teachers should encourage children to move their whole bodies in order to develop a sense of joy in this activity, an awareness of safety, and a desire to maintain their
health, through various kinds of play in accordance with children's interests, curiosity and abilities.

(3) Children should be encouraged to expand their interest in and curiosity about the outdoors, given the fact that free physical activity and play in a natural environment stimulates the development of bodily functions. In doing so, teachers should creatively design playgrounds and the placement of playground equipment taking into consideration children's patterns of movement.

(4) Given the importance of acquiring desirable eating habits through Shokuiku for the development of a healthy physical and mental, teachers should stimulate in children the desire to eat willingly by allowing them to experience the pleasure and joy of eating with teachers and other children in a friendly atmosphere and developing an interest in various kinds of foods, whilst also taking into consideration children's individual dietary lifestyles.

(5) In terms of the development of essential basic habits, teachers should guide children to acquire the habits necessary for life by fostering self-reliance and developing voluntary activities while at the same time maintaining the importance of relationships with other children, while taking their life experience into consideration.

## Human Relationship

(Developing self-reliance and fostering the ability to communicate with others in order to associate with and support each other..)

### 1. Aims

(1) To enjoy kindergarten life and to experience a sense of fulfillment in acting by oneself.

(2) To become familiar with and deepen relationships with others they are close to, and to develop affection and trust.

(3) To acquire socially desirable habits and attitudes.
2. Content

(1) Experiencing the enjoyment of spending time with teachers and friends.

(2) Thinking and acting independently.

(3) Doing things for themselves as far as possible.

(4) Having the willingness to accomplish things by enjoying various play activities.

(5) Sharing enjoyment and sadness through active involvement in relationships with friends.

(6) Sharing thoughts with friends and understanding what friends are thinking.

(7) Understanding friends' strengths and experiencing the enjoyment of doing things together.

(8) Identifying common purposes, coming up with creative approaches, and cooperating while engaging in enjoyable activities with friends.

(9) Understanding the difference between good and bad, and applying this to actions.

(10) Deepening relationships with and being compassionate toward friends.

(11) Understanding the importance of rules and observing them to lead an enjoyable life with friends.

(12) Taking care of common play equipment and apparatus, and sharing them with everyone.

(13) Becoming familiar with various people who are deeply involved in their lives, such as the elderly and others in the community.

3. Dealing with the Content

It is necessary to note the following points with regard to dealing with content related to
interpersonal relationships.

(1) Considering the fact that an individual life built on relationships of trust with teachers serves as a foundation for interpersonal relationships, appropriate support should be provided to children by watching over their actions and encouraging them to experience a wide range of emotions by interacting with their environment in their own way and to get a sense of fulfillment from doing things themselves through trial and error.

(2) Given that voluntary activities of children are enhanced and enriched through relationships with others and that children recognize the necessity of each other through such relationships, teachers should foster in children the ability to relate to others in a group where each individual is valued. In particular, teachers should encourage children to act with confidence, demonstrating their abilities in the group and receiving acknowledgement from teachers and friends.

(3) For children to deepen their relationships with one another and to play in a cooperative manner, teachers should foster in children the ability to act for themselves and encourage them to experience the joy of carrying out activities with friends by trial and error and accomplishing a common goal.

(4) In order to encourage children to cultivate a growing sense of morality, they should be encouraged to form basic habits, to be aware of the existence of others in their relationships with other children and to respect their friends. Also teachers should encourage children to develop rich emotions through close contact with surrounding nature, animals, and plant life, and special considerations should be given to the fact that children gradually develop trust and compassion toward others by experiencing, and then learning how to overcome, altercations and setbacks.

(5) Taking into consideration the fact that children will deepen relationships with others and that the growth of normal consciousness will be cultivated in a group, teachers should nurture in children the ability to control their feelings by encouraging them to express their thoughts, accept one another, and realize the necessity of rules, while allowing them to demonstrate their abilities with the support of relationships of trust with teachers.
(6) Teachers should encourage children to develop closeness with a diverse range of people in their lives, such as the elderly and others in the community, and to experience the enjoyment of relating to people and the pleasure of being of use to others by allowing them to associate and empathize with these people and to enjoy expressing their feelings and wishes. Teachers should also nurture in children, through daily experiences, an acknowledgement of the love of parents, grandparents and other family members as well as the desire to appreciate and respect them.

## Environment

(Fostering children's abilities to relate to the environment with curiosity and inquisition, and to incorporate this into their daily life.)

### 1. Aims

(1) To develop interest in and curiosity about various kinds of things and experiences around them through a sense of familiarity with their surrounding environment and contact with nature.

(2) To initiate interaction with their surrounding environment, and to enjoy making and discovering new things and incorporating them into their lives.

(3) To enrich children's understanding of the nature of things, the concepts of quantities, written words, etc. through observing, thinking about and dealing with surrounding things and experiences.

### 2. Content

(1) Leading a life close to nature, being aware of its grandeur, beauty and wonder.

(2) Being in contact with various things in their lives and developing an interest in and curiosity about their nature and organization.

(3) Being aware of changes in nature and in people's lives in accordance with the seasons.
(4) Developing and incorporating an interest in things surrounding them, such as nature.

(5) Acknowledging the importance of life, and appreciating and respecting it by becoming familiar with animals and plants living in the surrounding area.

(6) Treating their surroundings with care.

(7) Developing an interest in surrounding things and play equipment, and thinking about creative ways to make the best use of them.

(8) Developing curiosity about the concepts of quantities and diagrams in everyday life.

(9) Developing curiosity about simple signs and written words in everyday life.

(10) Developing curiosity about the information and facilities that play an important role in their lives.

(11) Being familiar with the national flag and all its functions inside and outside the kindergarten.

### 3. Dealing with the Content

It is necessary to note the following points with regard to dealing with content related to the environment.

(1) Teachers should place importance on processes enabling children to learn to think for themselves, by maintaining a relationship with their surrounding environment during play, and then developing curiosity about their surroundings. This will facilitate an interest in the significance and workings of their surroundings and enable them to recognize rules and codes. In particular, teachers should nurture in children the desire to think for themselves, by encouraging them to listen to other children's ideas and to enjoy generating new ideas.

(2) Teachers should devise processes whereby children can deepen their relationship