The purpose of the study is to analyse the social dynamics determining higher education enrollment quota. The period to be analysed was limited to which ranging from 1961 to 1980. Established period was divided into three sub-periods according to increment rate of higher education population. In order to elucidate the social dynamics determining higher education enrollment quota, interaction between social forces that had effects on higher education enrollment quota was analysed. Those social forces are such as aspirants for higher education. industry, colleges and universities, and government. Throughout the 1960s and 1970s higher education enrollment quota had been decided by goverment. The government had controlled enrollment quota by suppressing or accepting demands of the other related social forces. The government had maintained policy direction of restrainng increase in higher education enrollment quota in order that manpower supply might not exceed the manpower demand. It had suppressed providing higher education opportunities for aspirants for higher education. It not only controlled enrollment quota of natural science and engineering departments of higher education institutes but also reduced that of humanities and social science departments. The latter were supposed not so much contributable to industrialization and economic growth. In a word the government considered social efficiency as most important principle in controlling higher education enrollment quota. In the other hand the 3rd and 4th Republic lacking in political legitimacy had exploited higher education enrollment quota policy by way of suppressing anti-government movement done by university students. They had been the most powerful social force inducing legitimacy crisis. Since mid-1970s government policy restrainng increase in higher education enrollment quota had contradicted interests of the other social forces. First of all, manpower shortage of higher education graduates had intensified so as to impede economic growth. Second, over-heated competition for entering higher education institutions resulting from the gap between the social demand for higher education and the limited enrollment quota to accomodate the aspirants had generated sicial problems such as enthusiasm for private-tutoring and increase in repeaters for higher education. Lastly, enrollment quota policy giving priority on natural science and engineering departments had discorded with collegs and universities. They had pursued balanced development between departments and endeavoured to regulate enrollment quota by way of saving educational expenditure. Those problems as above inevitably forced goverment to expand enrollment quota in the end of 1970s. Conclusions of the study is to be summarized as follows: In the 1960s and 1970s industrialization and authoritarianism of political system had simultaneously progressed. In the process higher education enrollment quota policy had performed the task of providing manpower required for industrialization as well as sustainnig interests of regime.