The goals for secondary education are（）from those for higher education.
The goals for secondary education are（）from those for higher education.
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相关考题：
Jane and John still remember that it was ___, their parents, who encouraged them to continue their education. A、whoseB、theyC、whoD、whom
It is important to choose a ______system of education. A. valuableB. meaningfulC. fittedD. proper
Text2With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge.Education was no longer a confirmation of a preexisting status, but an instrument in the acquisition of higher status.For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world.Education became training; and the student was no longer the gentlemaninwaiting, but the journeyman apprentice for upward mobility.In the nineteenth century a college education began to be seen as a way to get ahead in the world.The founding of the landgrant colleges opened the doors of higher education to poor but aspiring boys from nonAngloSaxon, workingclass and lowermiddleclass backgrounds.The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses.And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.For the gentlemaninwaiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish.And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously.For the apprentice, however, virtue was evidenced in success through hard work.The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity.While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and selfcontrol came to distinguish the new apprentice.And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward.Failure for the apprentice meant standing still, not rising.第26题：Which of the following is true according to the first paragraph?［A］ Democratic ideas started with education.［B］ Federalists were opposed to education.［C］ New education helped confirm people’s social status.［D］ Old education had been in tune with hierarchical society.
Which of the following CANNOT be inferred from the second paragraph?A. Levels of education are closely related to productivity.B. Women are not as productive as men.C. Women receive less education than men.D. Goods produced by men are not as good as those by women.
It can be inferred that Charles Francis Adams ,Jr.[A] devoted his later years to classical education.[B] was an advocate of education in history.[C] was an opponent to classical education.[D] regretted diminishing the importance of the distinction.
the english curriculum aims education for all students and stresses _______education. A. knowledge-orientedB. quality-orientedC. skill-orientedD. test-oriented
in britain，children from the age of 5 to 16_______________.A. can not receive free education at all.B. can legally receive partly free education.C. can not receive free education if their parents are rich.D. can legally receive completely free education.
Parents play a very important __________ in their children's education. A、classmateB、offerC、ripeD、role
Which of the following is true according to the first paragraph?［A］ Democratic ideas started with education.［B］ Federalists were opposed to education.［C］ New education helped confirm people’s social status.［D］ Old education had been in tune with hierarchical society.
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 overWe can infer from Paragraph l that the two-year degree_____A.will hopefully increase flexibility in higher educationB.indicates that market-centric thinking is all the rageC.may help ease the debt burden of college studentsD.is a result of the collapse of higher education
共用题干Vocational EducationVocational 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.In the former Soviet Union,school and work were always weakly linked from primary school.A:Right B:Wrong C:Not mentioned
共用题干Vocational EducationVocational 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.In some countries,in order to help people to become capable of taking different jobs,different skills within a broad category are taught.A:Right B:Wrong C:Not mentioned
共用题干Vocational EducationVocational 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
共用题干Vocational EducationVocational 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.In Germany,vocational education is the one that everybody can take voluntarily.A:Right B:Wrong C:Not mentioned
共用题干Vocational EducationVocational 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
In face of the rising cost for higher education,fields of graduate study that are favored by students are those that（）Aoffer greater professional satisfactionBmake graduates more easily employedCoffer easy enrollmentDoffer more rewarding jobs in terms of payment
In face of the rising cost for higher education,fields of graduate study that are favored by students are those that（）A、offer greater professional satisfactionB、make graduates more easily employedC、offer easy enrollmentD、offer more rewarding jobs in terms of payment
单选题From the passage we can infer that real happiness of life belongs to those _____.Awho are at the bottom of the societyBwho are higher up in their social statusCwho prove better than their fellow-competitorsDwho could keep far away from this competitive world
单选题What is mentioned about the event?AIt will take place inside a hospital.BIt is scheduled to last all day.CIt will feature workers from various fields.DIt is targeted at people with a college education.
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.
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.
问答题Practice 2 You should spend about 40 minutes on this task. Write about the following topic: In countries where there is a high rate of unemployment, most pupils should be offered only primary education. However, others believe that higher education helps people find jobs. Discuss both sides and give your own opinion. You should write at least 250 words.
单选题The reason why man differs from the animals is that _____.Aman has education but animal notBman is higher animal than any othersCman is more susceptible to the environment than animalsDafter education, man will change permanently in the habits of behavior, thought and attitude