University expansion
BRITAIN’S universities are in an awful spin. Top universities were overwhelmed by the 24% of A-level applicants sporting indistinguishable straight As; newer ones are beating the byways for bodies.
Curiously, both images of education—the weeping willows of Cambridge and the futuristic architecture of UEL—are cherished by the government. Ministers want to see half of all young people in universities by 2010 (numbers have stalled at 42%), without relinquishing the worldclass quality of its top institutions.
Many argue that the two goals are incompatible without spending a lot more money. Researchers scrabble for funds, and students complain of large classes and reduced teaching time. To help solve the problem, the government agreed in 2004 to let universities increase tuition fees.
Though low, the fees have introduced a market of sorts into higher education. Universities can offer cut-price tuition, although most have stuck close to the $3,000. Other incentives are more popular. Newcomers to St Mark & St John, a higher-education college linked to Exeter University, will receive free laptops.
As universities enter the third week of “clearing” , the marketing has become weirder. Bradford University is luring students with the chance of winning an MP3 player in a prize draw. Plymouth University students visited Cornish seaside resorts, tempting young holiday-makers with surfboards and cinema vouchers. These offers suggest that supply has outstripped demand.
Not so the top universities that make up the “Russell group”, however. Their ranks include the likes of Imperial College London and Bristol University along with Oxford and Cambridge. Swamped with applicants, only half offer any places through clearing. They have a different problem: they need money to compete for highcalibre students and academics, both British and foreign, who could be tempted overseas by betterheeled American universities or fastimproving institutions in developing countries such as India.
Higher fees and excess supply are causing students to look more critically at just what different universities have to offer. And the crunch could become more acute. The number of 18-year-olds in Britain will drop around 2010 and decline over the following ten years, according to government projections.
Bahram Bekhradnia, the director of the Higher Education Policy Institute, a thinktank, says the government hasn’t a hope of getting 50% of young Britons into higher education by 2010. And the decline of home-grown student numbers will have a “differential effect” on universities, he reckons. Those at the bottom end will have to become increasingly “innovative” about whom they admit and some may not survive.
The Cambridge shades evoked by Rupert Brooke were gentle, nostalgic ones. Many vicechancellors today are pursued by far more vengeful spectres of empty campuses, deserted laboratories, failed institutions. Markets, after all, create winners—and losers.
考研詞匯：
awful[ˈɔ:ful]
a.①極度的，極壞的，糟糕的;②威嚴(yán)的，可怕的;ad.十分，極度地
overwhelm [ˌəuvəˈwelm]
vt. 淹沒(méi), 覆沒(méi), 受打擊, 制服, 壓倒
curiously[ˈkjuəriəsli]
ad.好奇地
imperial[imˈpiəriəl]
a.皇帝的;帝國(guó)的
swamp[swɔmp]
n.沼澤, 濕地, 煤層聚水;v.陷入沼澤, 淹沒(méi), 覆沒(méi)
acute[əˈkju:t]
a.①敏銳的，尖銳的;②(疾病)急性的
[真題例句]Acute (①) foreign observers related American adaptiveness and inventiveness to this educational advantage.[1996年閱讀4]
[例句精譯] 目光敏銳的外國(guó)觀察家把美國(guó)人的適應(yīng)能力和創(chuàng)新能力與這種教育優(yōu)勢(shì)聯(lián)系起來(lái)。
innovative [ˈinəuveitiv]
a.創(chuàng)新的, 革新(主義)的
背景常識(shí)介紹：
20世紀(jì)80年代英國(guó)進(jìn)行了教育市場(chǎng)化和教育私有化。隨后的20多年是英國(guó)高等教育實(shí)施激烈的市場(chǎng)化改革并取得初步成效的時(shí)期;同時(shí)1988年通過(guò)的教育改革法和1992年通過(guò)的高等教育改革法，則更是明確要求英國(guó)教育轉(zhuǎn)向完全面向市場(chǎng)的體制。政府經(jīng)過(guò)近30年的改革實(shí)踐，現(xiàn)已逐步改變?cè)瓉?lái)的政府負(fù)債局面，走上了良性發(fā)展的軌道。
參考譯文：
大學(xué)擴(kuò)張
英國(guó)大學(xué)正處在一種糟糕的迷惑狀態(tài)。頂尖大學(xué)申請(qǐng)者人滿為患，其中成績(jī)清一色全A的A級(jí)生比例高達(dá)24%;新興大學(xué)則為生源爭(zhēng)得頭破血流。
奇怪的是，教育界兩個(gè)景象迥異的學(xué)�！沽酪赖膭蚝徒ㄖ靶l(wèi)的UEL——都是政府扶植的對(duì)象。部長(zhǎng)們希望2010年半數(shù)年輕人能讀大學(xué)(目前大學(xué)生比例在42%左右)，同時(shí)保證頂尖學(xué)府的世界級(jí)質(zhì)量。
許多人指出要同時(shí)實(shí)現(xiàn)兩個(gè)目標(biāo)須花費(fèi)更多的錢(qián)。研究人員需要錢(qián)，學(xué)生抱怨大班上課和課時(shí)縮減。為解決該問(wèn)題，政府于2004年同意大學(xué)提高學(xué)費(fèi)。
學(xué)費(fèi)雖然不高，卻已經(jīng)引來(lái)了高等教育的初級(jí)市場(chǎng)。盡管多數(shù)大學(xué)的學(xué)費(fèi)已經(jīng)固定在接近3000鎊的價(jià)位，但仍可以減少學(xué)費(fèi)。其他激勵(lì)措施則更為流行。St Mark & St John大學(xué)(與Exeter大學(xué)合作的高等教育學(xué)院)的新生可以免費(fèi)獲得筆記本電腦。
當(dāng)大學(xué)進(jìn)入“調(diào)劑”的第三周，市場(chǎng)經(jīng)營(yíng)手段也更加新奇。Bradford大學(xué)用抽獎(jiǎng)贏MP3的活動(dòng)來(lái)吸引學(xué)生。Plymouth大學(xué)的學(xué)生造訪Cornish海濱度假村，用沖浪板和影院優(yōu)惠券來(lái)吸引年輕度假人士。種種好處暗示大學(xué)市場(chǎng)供大于求。
構(gòu)成“羅素聯(lián)盟”的頂尖大學(xué)卻不是這樣。該聯(lián)盟包括諸如倫敦帝國(guó)大學(xué)，Bristol大學(xué)，牛津大學(xué)以及劍橋大學(xué)等名校。由于申請(qǐng)者眾多，所以只有半數(shù)學(xué)校在調(diào)劑階段還在招人。這些學(xué)校則面對(duì)不同的問(wèn)題：他們需要錢(qián)去爭(zhēng)奪英國(guó)乃至海外的高才生和優(yōu)秀教師，這些人容易被更富有的美國(guó)大學(xué)和發(fā)展中國(guó)家(如印度)高速發(fā)展的學(xué)校所吸引。
更高的學(xué)費(fèi)和供大于求導(dǎo)致學(xué)生在挑選學(xué)校的時(shí)候更為慎重，所以競(jìng)爭(zhēng)將更為激烈。而政府預(yù)計(jì)2010年起英國(guó)18歲年輕人的數(shù)量將開(kāi)始逐年減少，并持續(xù)10年之久。
高等教育政策學(xué)會(huì)(一個(gè)智囊機(jī)構(gòu))主任Bahram Bekhradnia說(shuō)，政府在2010年達(dá)成讓50%的英國(guó)年輕人讀大學(xué)的目標(biāo)渺茫。他估計(jì)，本土大學(xué)生數(shù)量的減少將對(duì)大學(xué)產(chǎn)生“差異化效應(yīng)”。那些在底層的大學(xué)在招生上將不得不變得更富于創(chuàng)新，而其中的一些可能會(huì)慘遭淘汰。
Rupert Brooke所喚起的劍橋記憶是溫柔而懷舊的。如今許多大學(xué)校長(zhǎng)則更多地被空蕩蕩的校園、荒廢的實(shí)驗(yàn)室、廢止的機(jī)構(gòu)里的幽靈所追逐。畢竟，市場(chǎng)成就勝者，也造就敗者。
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