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
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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.
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改变高等教育的全球化 什么是全球化? 它又是如何影响高等教育政策和学术机构的?这个问题的答案看似简单,但实际上却极为复杂,超乎想象。对于高等教育而言,全球化意味着决定21世纪现状的社会力量、经济力量和科技力量,其中包括先进的信息技术、为高等教育筹措资金的新思路以及随之而来的对市场力量和商业化的接受、教师和学生史无前例的高流动性及其他发展和变化。特别值得关注的是,高等教育大众化的理念带来了高等教育史无前例的扩张——现今全世界大约有1.34亿学生在接受高等教育,而且在过去的几十年里,很多国家的高等教育都经历了前所未有的持续扩张。这些全球性的趋势多半是不可避免的,各国和教育机构都必须建设性地处理全球化所带来的各种新局势。
大众化
毫无疑问,在过去的半个多世纪,高等教育大众化是全世界最具影响力的事物,其影响力无所不在。美国早在20世纪20年代就首先实行了高等教育普及制度。之后是欧洲,始于20世纪60年代。亚洲部分国家和地区则在十年以后甚至更晚才开始普及高等教育。发展中国家在这方面则是最晚起步的。因此,21世纪高等教育的增长大多集中在发展中国家和中等收入国家。如今,在北美、欧洲和许多环太平洋国家,接受高等教育的适龄人群已达百分之六十以上。高等教育大众化究竟给我们带来了什么呢?
公共利益与个人利益。一方面,由于高等教育大众化所带来的金融压力,另一方面,由于经济思考,包括新自由主义的进程所带来的广泛变化,高等教育从经济学角度来说正越来越多的被视为应由个人来购买的私人利益,而不是由国家来提供经济支持的公共利益,因为它主要是为个体,而不是为社会带来好处。
多元的资金募集模式。对大多数国家而言,政府历来是高等教育的主要出资人。然而,高等教育的大众化给政府拨款这种方式带来了很大压力,政府认为他们实在无力为大众化的高等教育提供足够的资金。因此,必须找到其他资金来源——包括向学生收取的学费和其他费用(这通常是最大的经费来源),各类政府资助及个人贷款项目,高校创收项目(如产研合作或为企业提供咨询)以及慈善捐助。
教学质量的下降与教学环境的退化。大多数国家的高等教育普遍存在质量下降的情况。在大众化的体系下,并非所有学生都能接受到最高质量的教育。一方面,高质量的教育不是人人都能负担得起的;另一方面,学生和教师的能力水平也必然会变得更为参差不齐。从能力和财力上来说,大学的教与学已不再是社会精英们的专利。在多样化的高等教育体系下,尽管最高端的大学仍然可以维持很高的教学质量(尽管在一些国家,最高端的大学也有同样的困境),但其总体质量是在下降的。
学术市场的全球化
目前,有200多万名学生出国留学,而且这一数字几年后就将增至800万。另外,还有很多学生被外国大学设在本国的分校或是与外国大学联办的双联课程项目录取。成千上万名访问学者和博士后研究人员也在国外深造。而其中学术人才在全球范围内的流动影响更为深远。便捷的交通、信息技术的发展、英语的广泛使用以及课程的全球化使得学术人才在国际间的流动大大增多。学生和学者流动的方向大多为从南向北——即从发展中国家流向北美和欧洲等发达国家。尽管以往的“人才外流”越来越多地转变为“人才交流”,人才和知识在各国和社会之间游走,然而,传统的学术中心依然以损害周边地区的利益为代价获得了更多的好处。虽然中国,在一定程度上还有印度,拥有规模庞大、日益先进的高等教育体系,但在国际学术市场上明显处于弱势。而对于非洲大多数国家来说,传统意义上的人才外流依然是其主要现实。
改变高等教育的全球化 什么是全球化? 它又是如何影响高等教育政策和学术机构的?这个问题的答案看似简单,但实际上却极为复杂,超乎想象。对于高等教育而言,全球化意味着决定21世纪现状的社会力量、经济力量和科技力量,其中包括先进的信息技术、为高等教育筹措资金的新思路以及随之而来的对市场力量和商业化的接受、教师和学生史无前例的高流动性及其他发展和变化。特别值得关注的是,高等教育大众化的理念带来了高等教育史无前例的扩张——现今全世界大约有1.34亿学生在接受高等教育,而且在过去的几十年里,很多国家的高等教育都经历了前所未有的持续扩张。这些全球性的趋势多半是不可避免的,各国和教育机构都必须建设性地处理全球化所带来的各种新局势。
大众化
毫无疑问,在过去的半个多世纪,高等教育大众化是全世界最具影响力的事物,其影响力无所不在。美国早在20世纪20年代就首先实行了高等教育普及制度。之后是欧洲,始于20世纪60年代。亚洲部分国家和地区则在十年以后甚至更晚才开始普及高等教育。发展中国家在这方面则是最晚起步的。因此,21世纪高等教育的增长大多集中在发展中国家和中等收入国家。如今,在北美、欧洲和许多环太平洋国家,接受高等教育的适龄人群已达百分之六十以上。高等教育大众化究竟给我们带来了什么呢?
公共利益与个人利益。一方面,由于高等教育大众化所带来的金融压力,另一方面,由于经济思考,包括新自由主义的进程所带来的广泛变化,高等教育从经济学角度来说正越来越多的被视为应由个人来购买的私人利益,而不是由国家来提供经济支持的公共利益,因为它主要是为个体,而不是为社会带来好处。
多元的资金募集模式。对大多数国家而言,政府历来是高等教育的主要出资人。然而,高等教育的大众化给政府拨款这种方式带来了很大压力,政府认为他们实在无力为大众化的高等教育提供足够的资金。因此,必须找到其他资金来源——包括向学生收取的学费和其他费用(这通常是最大的经费来源),各类政府资助及个人贷款项目,高校创收项目(如产研合作或为企业提供咨询)以及慈善捐助。
教学质量的下降与教学环境的退化。大多数国家的高等教育普遍存在质量下降的情况。在大众化的体系下,并非所有学生都能接受到最高质量的教育。一方面,高质量的教育不是人人都能负担得起的;另一方面,学生和教师的能力水平也必然会变得更为参差不齐。从能力和财力上来说,大学的教与学已不再是社会精英们的专利。在多样化的高等教育体系下,尽管最高端的大学仍然可以维持很高的教学质量(尽管在一些国家,最高端的大学也有同样的困境),但其总体质量是在下降的。
学术市场的全球化
目前,有200多万名学生出国留学,而且这一数字几年后就将增至800万。另外,还有很多学生被外国大学设在本国的分校或是与外国大学联办的双联课程项目录取。成千上万名访问学者和博士后研究人员也在国外深造。而其中学术人才在全球范围内的流动影响更为深远。便捷的交通、信息技术的发展、英语的广泛使用以及课程的全球化使得学术人才在国际间的流动大大增多。学生和学者流动的方向大多为从南向北——即从发展中国家流向北美和欧洲等发达国家。尽管以往的“人才外流”越来越多地转变为“人才交流”,人才和知识在各国和社会之间游走,然而,传统的学术中心依然以损害周边地区的利益为代价获得了更多的好处。虽然中国,在一定程度上还有印度,拥有规模庞大、日益先进的高等教育体系,但在国际学术市场上明显处于弱势。而对于非洲大多数国家来说,传统意义上的人才外流依然是其主要现实。
解析：
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更多“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”相关问题
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第1题：
共用题干
第一篇
Rising College Selectivity
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2题：
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答案：B解析：【信息锁定】文首句首先引题“两年制学位卷土重来”，②③句继而做出点评：推行两年制学位意在提高高等教育灵活性，主观意愿虽好，却反映出我们（代指教育部门）十分痴迷“以市场为中心”，以至于认为“‘将相同课程压缩在更短时间范围内’就是一种‘灵活性”’。即，两年制学位出发点虽好，但却反映出“以市场为中心”在教育部门的风行、以至于对教育的灵活性做出了狭隘的理解。故B.正确。【解题技巧】A.、C.均错将政策制定者的主观意愿“提高高等教育灵活性（①句）、最大化日后经济回报（③句）”偷换为作者对该政策的点评，而由⑧句But所示语义转折可知作者对这一政策实持否定态度；[D]由④句扭曲而来，但错把“非全日制教育面临的问题”严重化为“高等教育崩塌”。 -
第3题：
Therefore, individuals may attend higher education to avoid or______their required military service.A.cancel
B.postpone
C.refuse
D.display答案：B解析：本题考查近义词辨析。题目意为“因此，个人可以参加高等教育来避免或_____服兵役义务。” A选项“取消”，B选项“推迟”，C选项“拒绝”，D选项“显示”。结合题意，服兵役本身是公民义务，所以不能人为取消或者拒绝，A和C选项错误。根据题干，or连接的是并列成分，用于引出另一种可能性，表示“或者，还是”，因此避免或者延迟服兵役更符合题意。
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第4题：
共用题干
Vocational Education
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.Vocational education refers to education for a usual vocation.
A:Right
B:Wrong
C:Not mentioned答案：B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." -
第5题：
Over（）science parks have been set up by higher education institutions in conjunction with industrial scientists and technologists.
A10
B20
C30
D40
D
略 -
第6题：
单选题AEducation during the Civil War.
BPost-Civil War developments in higher education.
CCurrent trends in technological education.
DBenefits for women in state universities.
正确答案： A解析：
[考点]主旨题。文章主要是讲美国高等教育在美国内战之后的三次重大发展及它们带来的影响。“following the Civil War”点明了是内战后的教育变革，因此文章的主旨应为B项。 -
第7题：
单选题Steven Muller believes that higher education fails to ______.Ainform the students of what is right or wrong.
Btell the students which scientific method is valuable.
Cpresent valuable religious ideas to students.
Dfamiliarize students with means of inquiry.
正确答案： C解析：
细节理解题。根据题干信息定位到第三段最后一句“The biggest failing in higher education today is that we fall short in exposing students to values.”，由此可知，当今高等教育最失败的地方就是不能向学生呈现什么才是价值，“values”在本文中指的是辨别是非的道德标准，故答案为A 选项；该段第三句提到“The modem university is rooted in the scientific method…”，即现代大学是以科学为理念建立的，因此可以推断出现代大学非常重视科学知识的传授，故B，D选项均错误；除了包含宗教价值之外，“价值”还包括其他方面，C选项犯了以偏概全的错误，故排除。 -
第8题：
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.正确答案： 【参考译文】
改变高等教育的全球化 什么是全球化? 它又是如何影响高等教育政策和学术机构的?这个问题的答案看似简单,但实际上却极为复杂,超乎想象。对于高等教育而言,全球化意味着决定21世纪现状的社会力量、经济力量和科技力量,其中包括先进的信息技术、为高等教育筹措资金的新思路以及随之而来的对市场力量和商业化的接受、教师和学生史无前例的高流动性及其他发展和变化。特别值得关注的是,高等教育大众化的理念带来了高等教育史无前例的扩张——现今全世界大约有1.34亿学生在接受高等教育,而且在过去的几十年里,很多国家的高等教育都经历了前所未有的持续扩张。这些全球性的趋势多半是不可避免的,各国和教育机构都必须建设性地处理全球化所带来的各种新局势。
大众化
毫无疑问,在过去的半个多世纪,高等教育大众化是全世界最具影响力的事物,其影响力无所不在。美国早在20世纪20年代就首先实行了高等教育普及制度。之后是欧洲,始于20世纪60年代。亚洲部分国家和地区则在十年以后甚至更晚才开始普及高等教育。发展中国家在这方面则是最晚起步的。因此,21世纪高等教育的增长大多集中在发展中国家和中等收入国家。如今,在北美、欧洲和许多环太平洋国家,接受高等教育的适龄人群已达百分之六十以上。高等教育大众化究竟给我们带来了什么呢?
公共利益与个人利益。一方面,由于高等教育大众化所带来的金融压力,另一方面,由于经济思考,包括新自由主义的进程所带来的广泛变化,高等教育从经济学角度来说正越来越多的被视为应由个人来购买的私人利益,而不是由国家来提供经济支持的公共利益,因为它主要是为个体,而不是为社会带来好处。
多元的资金募集模式。对大多数国家而言,政府历来是高等教育的主要出资人。然而,高等教育的大众化给政府拨款这种方式带来了很大压力,政府认为他们实在无力为大众化的高等教育提供足够的资金。因此,必须找到其他资金来源——包括向学生收取的学费和其他费用(这通常是最大的经费来源),各类政府资助及个人贷款项目,高校创收项目(如产研合作或为企业提供咨询)以及慈善捐助。
教学质量的下降与教学环境的退化。大多数国家的高等教育普遍存在质量下降的情况。在大众化的体系下,并非所有学生都能接受到最高质量的教育。一方面,高质量的教育不是人人都能负担得起的;另一方面,学生和教师的能力水平也必然会变得更为参差不齐。从能力和财力上来说,大学的教与学已不再是社会精英们的专利。在多样化的高等教育体系下,尽管最高端的大学仍然可以维持很高的教学质量(尽管在一些国家,最高端的大学也有同样的困境),但其总体质量是在下降的。
学术市场的全球化
目前,有200多万名学生出国留学,而且这一数字几年后就将增至800万。另外,还有很多学生被外国大学设在本国的分校或是与外国大学联办的双联课程项目录取。成千上万名访问学者和博士后研究人员也在国外深造。而其中学术人才在全球范围内的流动影响更为深远。便捷的交通、信息技术的发展、英语的广泛使用以及课程的全球化使得学术人才在国际间的流动大大增多。学生和学者流动的方向大多为从南向北——即从发展中国家流向北美和欧洲等发达国家。尽管以往的“人才外流”越来越多地转变为“人才交流”,人才和知识在各国和社会之间游走,然而,传统的学术中心依然以损害周边地区的利益为代价获得了更多的好处。虽然中国,在一定程度上还有印度,拥有规模庞大、日益先进的高等教育体系,但在国际学术市场上明显处于弱势。而对于非洲大多数国家来说,传统意义上的人才外流依然是其主要现实。解析： 暂无解析 -
第9题：
单选题The functions of institutions of higher education in the US are _____.Aresearch and teaching
Bteaching and degree awarding
Cprofessional training, teaching and public service
Dteaching, research and public service
正确答案： D解析：
美国的高等教育的职能包括教学、研究和公共服务。 -
第10题：
单选题It can be concluded that _____.Aevery young man and woman should go to college if possible
Bcollege education has become increasingly worse in recent years
Cpeople with a college education should get a higher salary
Dfewer students should go to college but more be trained for skilled workers
正确答案： C解析：
文章第一段谈到大学毕业生因供大于求而找不到工作，第二段谈到市场上紧缺技术工人，第三、四段谈到很多人因为迷信大学文凭去上大学却完不成学业。由此可知，文章暗示更多的人应该接受职业技术教育而不是大学教育，因此选D。 -
第11题：
单选题Which of the following does not belong to the three principal functions of U.S. higher education?ATeaching.
BResearch.
CPublic service.
DSocial charity.
正确答案： C解析：
美国高等教育有三大职能：教学、研究和公众服务；慈善不是高等教育的职能。 -
第12题：
问答题What does the incoherence in Britain’s science education policy reveal?正确答案： Science graduates are not favorably received by the society.解析：
细节题。根据题干可定位到文章第二段。该段中提到，英国很多历史悠久的大学培养出的理科毕业生失业率高达20%，高于五年前的10%。而科学部长和其他一些媒介声称，攻读理科学位的学生数量远远不够。由此可见，理科生一方面人数较少，另一方面就业率低，因此可判断理科毕业生不受社会欢迎。 -
第13题：
共用题干
第一篇
Rising College Selectivity
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14题：
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.答案：A解析：【信息锁定】第三段②句指出：教育已经从“社会福利”转变为”向学生出售的商品”，由此可见，教育曾经被视为一项社会福利，现如今，这种观念在逐渐消失，故A.正确。【解题技巧】B.将第三段②句所述当前教育理念转变的理由“能在就业市场上找到更高收入的工作”视为事实，而⑧句“美好承诺不等于现实”实则对此予以了反驳；C.、D.均强拽因果关联，第三段末两句“熟练工与非熟练工之间出现差距”、“阶层之间的晋升正在消逝”均是用以说明当前劳动力市场实际发生的变化，从而说明教育并非真正能够带来更高的收入（而非说明教育导致了这两种后果）。 -
第15题：
共用题干
Vocational Education
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." -
第16题：
Higher education in the United States consists of（）types of institutions.
Afour
Bfive
Csix
Dseven
C
略 -
第17题：
The goals for secondary education are（）from those for higher education.
different
略 -
第18题：
单选题Institutions of higher education can work out elastic regulations to attract better students.Aadaptable
Bindecent
Cconstant
Dimplicit
正确答案： C解析：
句意：大专院校可制定灵活的规定吸引素质更高的学生。elastic的意思是“灵活的，有弹性的”。adaptable适合的；可修改的。indecent不体面的；不文雅的。constant不变的；恒定的；经常的。implicit含蓄的；暗示的。 -
第19题：
问答题Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Which view do you agree with and why?正确答案：
Most universities require the completion of a secondary, or high school education for admission. They also require proof of academic performance to guarantee that the student has the knowledge and skills needed to successfully complete their higher education. I believe that if a student has a poor academic record through their primary and secondary education,they should not be allowed to attend university.
In the first place, a university education should be considered a privilege, not a right. A consistent effort must be made through the first two lower stages of a person’s education in order for them to earn the right to study in university. When I was in high school, I saw many students skip class regularly to shop, smoke drugs, or just because they “didn’t feel like” going to class. The obvious result was low grades. These students were all at least 17 or 18 years old, old enough to understand the value of their education. However, they did not value their secondary education and therefore,in my opinion, should not have the opportunity to study in university.
In the second place, because education is cumulative, a student must work consistently through primary and secondary school to master facts and establish a foundation of knowledge in order to meet the demanding academic requirements of university courses. In primary and secondary school, students have the opportunity to develop their writing skills and analytical abilities, both essential to learn to cope with the challenges of higher learning. For students without the appropriate skills,success is unlikely. One university I attended published statistics showing a 50% dropout rate for first year students; the main reason listed was that the students were unprepared for the rigor of university life.
In the third place, the limited educational resources at present in China make it almost impossible to provide every student with a college or university education. This means that students have to fight for their admission to the colleges and universities. As long as the present competition for higher education goes, it is not realistic to talk about letting every student have higher education. Competition for a successful walk through the single—plank bridge of college entrance examination is the most fair way to determine that privilege to higher education in China.
Many people take their education for granted. In my high school, most people only needed to make a little effort to maintain an A or B average, but there were still many people who weren’t willing to make any effort at all. I am sure that these people without proven track records should not, have the privilege of attending university’ especially when higher education resources are not abundant.解析：
文章引文段作者用I believe that…明确表明了论点，即初等和中等教育阶段成绩差的学生不应被大学录取。正文部分作者从三方面论证自己的观点：高等教育应该是特权，而不是权利；上大学应该具有足够的知识积累；中国的现状不允许给每个人都提供高等教育。在论据方面用到了逻辑推理、举例、列数字等方法。文章结尾部分简洁明了，与首段形成了照应。 -
第20题：
问答题We have to ask ourselves: who really give the most value to society? Many college graduates could not find suitable jobs when they finish their higher education. What are the job problems for college graduates? Write a composition to state your view on this issue.正确答案：
WHY IS IT SO DIFFIUCLT TO FIND A JOB? Every year thousands of graduates flood the job market, expecting better jobs in their majors, only to be frustrated and disappointed. Why do college students find it increasingly difficult to get a rewarding job?
One reason perhaps is that many colleges and universities fail to gear their curricular to the development of industries. Degree courses offered in these colleges and universities are so outdated, irrelevant and impractical that the employers as well as the students themselves find it hard to translate their book knowledge into real job skills. No one wants to know about their mind-broadening and horizon-widening qualities, and few are willing to spend time and budget on training raw recruits.
Secondly, there is an oversupply of graduates in certain specialties, and this oversupply is increasing. Already there is an overabundance of lawyers, executive secretaries, sales engineers and other specialists due to the ambitious investment and booming industries brought on by the economic reforms in recent years. Yet colleges continue every year to turn out the graduates of these specialties to compete for jobs that aren't there. The result is that many of them cannot enter the professions for which they are trained and have to take other jobs which do not require a college degree.
Thirdly, there is a problem with the attitude of college graduates toward employment. Many of them put earnings above anything else. So they miss many opportunities. Is they have a realistic expectation of how much they should earn in the beginning of their career, it won't be difficult for them to get a job. Besides, they are also very particular about the place. Many college graduates are reluctant to seek a job in the less developed provinces, say, in the mid-western areas, where there are immense opportunities for success and career development. Instead, they all food to the big cities in the eastern coastal area, such as Shanghai, Guangzhou and Beijing. As a result, the competition in these cities becomes more fierce.
The problems that college graduates encounter in job hunting deserve more attention from the colleges and the government. The colleges should get their students out of the ivory tower and gear their courses to the needs of industry and business. The government should provide college graduates with more vocational opportunities to develop new skills, and at the same time raise the wages in the intellectual field so as to retain those willingly devoted to academic studies and scientific research.解析：
题目要求讨论大学生就业过程中的问题。作者选择从为什么大学生就业难入手，在第二、三、四段分别给出了理由，即学校的课程设置与社会需求脱节、对工作的期望值太高以及部分专业供给过剩。最后一段总结全文，并提出了解决意见。 -
第21题：
单选题Higher education in the United States consists of（）types of institutions.Afour
Bfive
Csix
Dseven
正确答案： C解析： 暂无解析 -
第22题：
填空题The goals for secondary education are（）from those for higher education.正确答案： different解析： 暂无解析 -
第23题：
单选题Over（）science parks have been set up by higher education institutions in conjunction with industrial scientists and technologists.A10
B20
C30
D40
正确答案： B解析： 暂无解析 -
第24题：
单选题The reason why man differs from the animals is that _____.Aman has education but animal not
Bman is higher animal than any others
Cman is more susceptible to the environment than animals
Dafter education, man will change permanently in the habits of behavior, thought and attitude
正确答案： C解析：
本题考查对局部细节的理解能力。从全文的第一段中可以看出，D是最佳答案。