问答题Globalization for Change in Higher Education What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. For higher education, globaliz
题目
问答题
Globalization for Change in Higher Education What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. For higher education, globalization implies the social, economic, and technological forces that shape the realities of the 21st century. These elements include advanced information technology, new ways of thinking about financing higher education and a concomitant acceptance of market forces and commercialization, unprecedented mobility for students and professors, and other developments. Significantly, the idea of mass access to higher education has meant unprecedented expansion of higher education everywhere—there are about 134 million students in postsecondary education worldwide, and many countries have seen unprecedented and sustained expansion in the past several decades. These global trends are for the most part inevitable. Nations, and academic institutions, must constructively cope with the implications. MassificationMassification is without question the most ubiquitous global influence of the past half century or more. The United States had the first mass higher education system, beginning as early as the1920s. Europe followed in the 1960s, and parts of Asia a decade or so later. The developing countries were the last to expand. Most of the growth of the 21st century is taking place in developing and middle-income countries. North America, Europe, and a number of Pacific Rim nations now enroll 60 percent or more of the relevant age group6 in higher education. What has massification brought? Public good vs. private good.Stimulated in part by the financial pressures of massification and also by broader changes in economic thinking, including the neoliberal agenda, higher education is increasingly considered in economic terms a private good—a benefit accruing mainly to individuals who should pay for it rather than a public good that contributes benefits to society and thus should be financially supported by the state.Varied funding patterns.For most countries, the state has traditionally been the main funder of higher education. Massification has placed great strains on state funding, and in all cases governments no longer believe they can adequately fund mass higher education. Other sources of funding need to be found—including student tuition and fees (typically the largest source), a variety of government-sponsored and private loan programs, university income generating programs (such as industry collaboration or consulting), and philanthropic support.Decline in quality vs. conditions of study. On average in most countries, the quality of higher education has declined. In a mass system, top quality cannot be provided to all students. 11 It is not affordable, and the ability levels of both students and professors necessarily become more diverse. University study and teaching are no longer a preserve for the elite—both in terms of ability and wealth. While the top of a diversified academic system may maintain its quality12 (although in some countries the top sector has also suffered), the system as a whole declines. Globalization of the Academic MarketplaceMore than 2 million students are studying abroad, and it is estimated that this number will increase to 8 million in a few years. Many others are enrolled in branch campuses and twinning programs, There are many thousands of visiting scholars and postdocs studying internationally. Most significantly, there is a global circulation of academics. Ease of transportation, IT, the use of English, and the globalization of the curriculum have tremendously increased the international circulation of academic talent. Flows of students and scholars move largely from South to North—from the developing countries to North America and Europe. And while the “brain drain” of the past has become more of a “brain exchange”, with flows of both people and knowledge back and forth across borders and among societies, the great advantage still accrues to the traditional academic centers at the expense of the peripheries. Even China, and to some extent India, with both large and increasingly sophisticated academic systems, find themselves at a significant disadvantage in the global academic marketplace. For much of Africa, the traditional brain drain remains largely a reality.
Rising college selectivity doesn't mean that students are smarter and more serious than in the past.It's a function of excess demand for higher education,occurring at a time of increased financial privatization of the industry. The recession has only increased demand.The vast majority of students aren't going to college because of a thirst for knowledge.They're there because they need a job,and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market. As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.The result is that the United States is losing ground in the international race for educational talent. The increasing stratification（阶层化）of higher education is happening on the spending side, as well.As the selective institutions have become more expensive and less attainable,the rest have had to struggle with the responsibility to enroll more students without being paid to do so.Gaps be-tween rich and poor have grown even more dramatically than gaps in entering test scores.While spending is a poor measure of educational quality,we can't seriously expect to increase educational attainment if we're not prepared to do something to address these growing inequities in funding. That said,the educational policy problem in our country is not that the elite institutions are becoming more selective.The problem is on the public policy side.The president and many governors have set a goal to return America to a position of international leadership in educational attainment. It's the right goal,we just need a financing strategy to get there.That doesn't mean just more money,although some more money will be needed.It also means better attention to effectiveness and to efficiency,and to making sure that spending goes to the places that will make a difference in educational attainment.We know how to do it,if we want to.
What does the author think should be modified? A:The selectivity of elite institutions. B:The industrialization of education. C:The goal of education attainment. D:The government's funding strategy.
答案：D
解析：
本题是细节考查题。题干是：对高等教育需求增长的原因是什么？选D 的依据是第二段第一句和最后一句："The recession has only increased demand.……They're there because they need a job, and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.”经济衰退只会加剧对于高等教育的需求……他们（绝大部分学生）上大学是因为他们需要一份工作，需要拿到那张毕业证书―最多再学一点儿需要的知识和技能―因为这张证书将会是他们找工作的敲门砖。选项D是说由于经济衰退使人们对于高等教育的需求增加，与原文意思一致。 本题是细节考查题。题干是：根据大部分学生的看法，什么是他们进入劳动力市场的必需条件？ 选A的依据依旧是第二段最后一句："They're there because they need a job, and they need to get the credentials（证书）and, one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.”他们（绝大部分学生）上大学是因为他们需要一份工作，需要拿到那张毕业证书，最多再学一点儿需要的知识和技能，因为这张证书将会是他们找工作的敲门砖。选项A的意思是文凭，与原文意思相符。 本题是细节考查题。题干是：因为高等教育产业已经成为卖方市场，国家提高入学率的目标会怎样？ 选B的依据是第三段第一句："As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.”当高等教育成为卖方市场的时候，各所大学自然而然就会提高学费，提高入学门槛，其代价就是国家提出的提高大学入学率的目标很难实现。选项B的意思是很难达到，与原文意思相符。 本题是细节考查题。题干是：根据第四段所提及的内容，哪两者之间的差距已经变得很大？选C的依据是第四段第三句："Gaps between rich and poor have grown even more dramatically than gaps in entering test scores.”名校和一般学校之间的贫富差距已经比投档分数线的差距更加巨大。选项C的意思是精英学校和一般学校之间的差距，与原文相符。 本题是细节考查题。题干是：作者认为哪方面应该得以修正？选D的依据是第五段第二句和最后一段第一句："The problem is on the public policy side....It's the right goal, we just need a financing strategy to get there.”问题出在公共政策上……这是一个正确的目标，但我们需要一个合理的财政策略帮助我们达成这一目标。选项D的意思是政府的财政策略，与原文相符。
第3题：
People may choose further education for ()
A.meeting competition
B.reaching a higher target
C.just hobbies
D.perparign an exam
参考答案：ABCD
第4题：
Therefore, individuals may attend higher education to avoid or______their required military service.
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
We can infer from Paragraph l that the two-year degree_____
A.will hopefully increase flexibility in higher education
B.indicates that market-centric thinking is all the rage
C.may help ease the debt burden of college students
D.is a result of the collapse of higher education
Rising college selectivity doesn't mean that students are smarter and more serious than in the past.It's a function of excess demand for higher education,occurring at a time of increased financial privatization of the industry. The recession has only increased demand.The vast majority of students aren't going to college because of a thirst for knowledge.They're there because they need a job,and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market. As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.The result is that the United States is losing ground in the international race for educational talent. The increasing stratification（阶层化）of higher education is happening on the spending side, as well.As the selective institutions have become more expensive and less attainable,the rest have had to struggle with the responsibility to enroll more students without being paid to do so.Gaps be-tween rich and poor have grown even more dramatically than gaps in entering test scores.While spending is a poor measure of educational quality,we can't seriously expect to increase educational attainment if we're not prepared to do something to address these growing inequities in funding. That said,the educational policy problem in our country is not that the elite institutions are becoming more selective.The problem is on the public policy side.The president and many governors have set a goal to return America to a position of international leadership in educational attainment. It's the right goal,we just need a financing strategy to get there.That doesn't mean just more money,although some more money will be needed.It also means better attention to effectiveness and to efficiency,and to making sure that spending goes to the places that will make a difference in educational attainment.We know how to do it,if we want to.
The demand for higher education has increased because________. A:the number of students keeps growing B:there is a boost in the labor market C:of the rising college selectivity D:of the economic depression
答案：D
解析：
本题是细节考查题。题干是：对高等教育需求增长的原因是什么？选D 的依据是第二段第一句和最后一句："The recession has only increased demand.……They're there because they need a job, and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.”经济衰退只会加剧对于高等教育的需求……他们（绝大部分学生）上大学是因为他们需要一份工作，需要拿到那张毕业证书―最多再学一点儿需要的知识和技能―因为这张证书将会是他们找工作的敲门砖。选项D是说由于经济衰退使人们对于高等教育的需求增加，与原文意思一致。 本题是细节考查题。题干是：根据大部分学生的看法，什么是他们进入劳动力市场的必需条件？ 选A的依据依旧是第二段最后一句："They're there because they need a job, and they need to get the credentials（证书）and, one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.”他们（绝大部分学生）上大学是因为他们需要一份工作，需要拿到那张毕业证书，最多再学一点儿需要的知识和技能，因为这张证书将会是他们找工作的敲门砖。选项A的意思是文凭，与原文意思相符。 本题是细节考查题。题干是：因为高等教育产业已经成为卖方市场，国家提高入学率的目标会怎样？ 选B的依据是第三段第一句："As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.”当高等教育成为卖方市场的时候，各所大学自然而然就会提高学费，提高入学门槛，其代价就是国家提出的提高大学入学率的目标很难实现。选项B的意思是很难达到，与原文意思相符。 本题是细节考查题。题干是：根据第四段所提及的内容，哪两者之间的差距已经变得很大？选C的依据是第四段第三句："Gaps between rich and poor have grown even more dramatically than gaps in entering test scores.”名校和一般学校之间的贫富差距已经比投档分数线的差距更加巨大。选项C的意思是精英学校和一般学校之间的差距，与原文相符。 本题是细节考查题。题干是：作者认为哪方面应该得以修正？选D的依据是第五段第二句和最后一段第一句："The problem is on the public policy side....It's the right goal, we just need a financing strategy to get there.”问题出在公共政策上……这是一个正确的目标，但我们需要一个合理的财政策略帮助我们达成这一目标。选项D的意思是政府的财政策略，与原文相符。
第8题：
The difference between “gentlemaninwaiting” and “journeyman” is that .
［A］ education trained gentlemaninwaiting to climb higher ladders
［B］ journeyman was ready to take whatever was given to him
［C］ gentlemaninwaiting belonged to a fixed and high social class
［D］ journeyman could do practically nothing without education
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
Which of the following is true of education?
A.The idea of education as a social good is fading.
B.It brings higher earnings in the job market than ever before.
C.It widens the gap between the skilled and the unskilled.
D.It increasingly consolidates the social hierarchical system.
Vocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions. In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.
It can be concluded from the passage that more vocational education has to be provided in the future. A:Right B:Wrong C:Not mentioned
答案：A
解析：
本题给出的信息是错误的。原文是：" Vocational education refers to education for a particular occupation." 本题给出的信息是正确的。原文是：" Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,cornmercial,and administrative sector." 本题给出的信息是正确的。原文是：" Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance." 本题给出的信息是错误的。原文是：" In the former Soviet Union , school and work were always strongly linked from primary school." 文章没有谈到这方面的信息。 本题给出的信息是正确的。原文是：" In some countries , skills are being grouped and'job families' are created so that individuals can move between jobs with similar technical requirements." 本题给出的信息是正确的。原文是：" It is also becoming clear that one course of vocational education is not enough for a lifetime.Retraining,through continuing education is essential."
