Ф. М. Достоевского education in great britain учебно-методическое пособие
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YOUTH TRAINING EMPLOYMENT EDUCATION a)
More young people are now leaving school without any plans for their future. b)
work, compared with over 30 % in the Eighties. c)
There has been a decline in numbers joining youth training schemes. d)
youth unemployment rates rise. Well over 60 % are now in education. This shows that Britain is catching up with Europe, Japan and America, where 90 % of 16-year-olds continue schooling.
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A-level exams, but there are a number of steps which many pupils go through in the two years before university. Here are some of the main ones. How many of them are also necessary in your country? a)
Visit a careers office at school. b)
Discuss their choice with their teacher or headteacher. c)
Send off for prospectuses from various universities (bro- chures which describe the university and its courses). d)
e)
Apply to the universities by filling in a form listing five choices. f)
Take school exams: the results are used to predict "A" level results, and are recorded on university applications.
The country has always had a tradition of high quality higher education for relatively few students, selected from the top of academic pile. Over the last few years, however, the government has made a concerted effort to widen the sector so that a larger proportion of the population gains qualifications. Universities and colleges are now financed according to the number of students they attract. The results have exceeded expectations so dramatically that expansion has now had to be capped. Student numbers have doubled over the past decade to nearly 1,6 million. A target, set in 1989, of one in three young people entering higher educa- tion by the year 2000 was in sight within three years. Panic has now set in at the realization that more students means more money to pay for them – cash which just is not available. Last November, the government announced a budget cut in higher education amounting to a 9.4 percent reduction in capital spending. Universities began to seek extra income from industry, com- merce and from renting out their premises to summer schools. But vice-presi-dents still warn that the famed quality of British universities is under threat.
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demics to students is falling in line with practices more common on the Continent. Students, meanwhile, fear their degrees being devalued. While once they offered entry into an elite, assured of employment, now they are no guarantee of avoiding the dole queue. To make matters worse, some years ago it was suggested students start paying a propor- tion of university fees – earlier paid by the state – and student grants slowly evolved into loans payable once they start earning.
1. Find the equivalents from the text to the following words and word combinations Претерпевает изменения, традиция предоставления высоко- качественного образования, отбирали с верхушки школьной пи- рамиды, качество университетов находится под угрозой, дипломы обесцениваются, нет гарантий избежать очереди на бирже труда, частично оплачивают стоимость учебы, стипендии и гранты пре- вращаются в займы, соотношение количества преподавателей к числу обучаемых. 2. Answer the questions. (You can use them as a plan to render the text later) 1.
How is the British educational system doing? Are the scores and knowledge of current students declining compared with those of ten or twenty years ago? 2.
What is done by the government to address problems with the educational system and to improve it? 3.
work? 4.
What groups in society have access to education, for example, to higher education? 5.
6.
What new trends are there in education in other countries? 19
a) leaving out unimportant extra information according to the Model I. Model I The country has always …… academic pile (original version of 23 words). The country has always had a tradition of high quality higher education for a few selected students (compressed version of 16 words). b) combining sentences to express the main idea of the whole passage according to Model II. Model II The country has always had a tradition of high quality higher education for relatively few students, selected from the top of academic pile. Over the last few years, however, the government has made a concerted effort to widen the sector so that a larger proportion of the population gains qualifications. (original version) Lately the UK government has tried to widen the sector of stu- dents enjoying a tradition of high quality higher education from rela- tively few selected groups to a larger proportion of the population. (version 1) Lately the UK government has tried to make the country’s edu- cation less selective. (version 2) 4. Render the text according to the plan 1.
What’s the headline? What key words helped you to predict the content of the article? 2.
education, a new government policy, a new way of teaching and so on) 3.
What is the main idea of the article? 4.
Does the article report a problem? If so, what is it? 5.
Does the article offer a solution to the problem? If so, what is it?
6.
Does the article make you feel optimistic or pessimistic about this topic in education? Why?
20 Text C. Read the text and do the tasks that follow. Pay attention to abbreviations you come across in the text and their meaning. Do you think British university degrees in any way corre- spond to Russian degrees? Postgraduate course Types of university degrees In England, Wales and Northern Ireland the most usual titles for a first degree are Bachelor of Arts (BA) or Bachelor of Science (BSc) and those for a second degree – Master of Arts (MA), Master of Sci- ence (MSc) and Doctor of Philosophy (PhD). After a course of studies lasting from three to four years which must be pursued at one and the same university the undergraduate student sits for a final examination which, if he passes it, entitles him to a first degree. The present three- year degree course in Britain is one of the shortest in the world (it’s 4 in Scotland and many subjects take more than 3 years in England too, eg. modern languages). The present first-degree system varies both in length and nomen- clature. First-degree courses in Arts and Science are of two main kinds: those which allow the student to spread his/her studies over a wider field but less intensively and degrees in which the student specializes in a specific field and studies it in depth. Universities use different names to describe the degrees to which these two types of course lead. The degree obtained at the end of a specialised course in a single subject is usually called a degree with honours, although in some universities it may be called a Special degree. After taking a first degree those graduates who are interested in research work follow postgraduate or advanced studies. Postgraduate studies lead to higher degrees most of which are Master’s or Doctor’s degrees. Postgraduate students are granted the Master’s degree by the- sis or examination after a minimum of one or two years of advanced studies. The Doctorate (Doctoral /Doctor’s degree) generally requires outstanding proficiency in some specialised branch of research. It is regarded as the highest degree. 21
All universities in the United Kingdom provide courses beyond first degree level leading to postgraduate awards. They lead to a degree at master’s or doctoral level, or to diploma or certificate. Applications for postgraduate courses are welcome from stu- dents with a first degree in an appropriate subject. The type and quality of Master’s courses available vary considerably. The title of the Mas- ter’s degree is usually determined by the subject studied. MA – Master of Arts MSc – Master of Science MEng – Master of Engineering MTech – Master of Technology MBA – Master of Business Administration There are no grades of master’s degrees although some universi- ties may award a distinction for outstanding performance. Academic year Traditionally, the UK academic year runs from September or October to June, divided into 3 terms of eight to ten weeks, with four weeks’ vacation at Christmas and Easter and three months’ vacation in the summer. Postgraduate students, however are frequently expected to work through vacations – indeed, the bulk of the project for a taught master’s course will take place in the summer vacation.
For taught courses, lectures and seminars provide the basis of study at various classes between 9 a.m. and 5 p.m. Although lecture au- diences can be very large – (perhaps over a hundred students) – there is usually an opportunity to ask questions. Seminars and tutorials provide more opportunity for discussion in smaller groups. The size of a seminar group may vary considerably. Some universities retain a tradition of one- to-one work, while others rarely have groups smaller than 20.
Students are sometimes asked to write essays which are then dis- cussed in the group – this is a good opportunity to develop your skills in presentation and discussion. This work is supported by reading and
22 individual study. Thus, the graduate takes 6 months to become expert in a subject before sitting examinations. His work is evaluated by con- tinuous assessment or through several written examinations, or a mix- ture of the two. Coursework assessment may merely monitor your pro- gress or may form an important part of the final test, as in the case of a taught master’s project where students are required to produce a sub- stantial dissertation. Written examinations usually form an important part of the assessment of taught courses. The ‘taught part’ of the course is then followed by four to six month’s private research or project work on a special topic, that has to be written up as an extended essay, short thesis or dissertation. The candidate (that is, the person, applying for the degree) sub- mits his thesis to an examining board, appointed by the board of studies (a committee of professors and lecturers, of which there is one for each subject). The examining board usually consists of 2 or 3 specialists in the candidate’s field. They read the thesis and then summon the candi- date to an oral examination, sometimes called a viva (from Latin viva
sometimes on related topics. After the oral examination the examiners come to a joint decision and either accept or reject the thesis. The place of the traditional MA, awarded on acceptance of a the- sis, has been taken over in some universities by a new Master’s degree (the Master of Philosophy, or the MPhil), obtained by research. The MPhil may be in science, engineering, medicine, art or social studies. MPhil is a qualification in its own right; if a student proves he/she has the ability and motivation to do research, it can lead to a doctorate. The UK office of Science and Technology is currently piloting a new research master’s degree, an MRes (Master of Research). This is designed to prepare students for a doctorate. It may eventually become the normal starting point for a PhD but it is not mandatory.
The doctoral degree, or doctorate, is awarded for in-depth origi- nal research in a specific field that makes a real contribution to knowl- edge. Students carry out independent research (under supervision of a professor), and write up their results and conclusions as a thesis. Post- graduate research can be in almost any subject. All universities award 23 the degree of Doctor of Philosophy for both arts and science doctorates. In some universities, the title awarded is DPhil, though in most cases it is PhD.
A doctorate usually takes three years to complete, but can take much longer. Most doctorates include some coursework, but the doc- torate is usually awarded entirely on the thesis. A PhD is not an easy option. To succeed you need ability, commitment, motivation and self- discipline. Research degrees demand considerable individual motivation and organisation. As the emphasis of a research degree differs from a taught course, so the methods of study differ. Research students attend only those classes that are particularly relevant to their research. For the most part they work individually under the personal guidance of a supervisor (though some scientists on big projects may work in teams). The doctoral thesis is the writing-up of at least three years of in- tense research, and is book-like in length. Indeed, many theses are later adapted for publication. In addition to submitting their thesis, PhD can- didates are examined on their research in an oral examination, which is known as a viva. TASKS 1. Suggest the Russian for the following word-combinations A course of studies, to sit for a final examination, specialised courses, single-subject degrees, general degrees to qualify for post- graduate study, to be interested in research work, to lead to a higher degree, advanced studies, schools of studies, the award of certificates or diplomas.
1.
The requirements for an MA or PhD degree usually include the preparation of _____. 2.
to be present at the final examination and to ensure objectivity is called _____.
3.
The post held by a professor is called ______. 24 4. A college or university providing accommodation for its members is called _____. 5.
A student who has already obtained a first degree and is studying for a higher degree is called ______. 6.
versity or college degree is called ______. 7.
A degree higher than the Master’s degree is called ______. 8.
The most famous doctorate in the UK is ______. 9.
A researcher in higher education is usually called ______.
4. Write a summary of the text (maximum 15 sentences). With your part-ner practice interpreting it
the texts and the table below give presentations on the system of edu- cation in England or Wales (primary, secondary, further and higher) 25
Age 1
2 3 4 Pre-school (play school / play groups)
5 Primary School or First School C S 6 ↓
O C 7 ⎣ Exam M H 8 Junior
School
P O 9 Middle School U O 10
L L 11 ⎣ Exam
S I 12 Secondary School (comprehensive school, modern O N 13 school, grammar school, private / public school) R G 14
⎣ Exam
Y 15 ⏐
16 ⎯
⎣ Exam
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
Sixth-Form College 17
↓
18 University or College or Polytechnic (3 or 4 year course) 19
20
21
22
23
⎯⎯ Post-Graduate Studies 24 25
Notes Primary school: ages between 4 and 5 up to 7. At 7 an exam is held. Junior school: ages from 8 to 11. At 11 an exam is held. Secondary school: ages from 12 to 16 (sometimes to 18). At 14 an exam is held. At 16 everybody takes the General Certificate of Secondary Education (GCSE) exams.
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Scan texts A to C and do the tasks Text A. True or False? 1.
Pupils start secondary school in England at the age of 12. 2.
Students have to worry about three main exams. 3.
Both exams are called G.C.E. 4.
Students take their first exam at the age of 14. 5.
At the age of 16–18 students take their last secondary school exam called "A" level. 6.
7.
The percentages are not the same for "A" levels and "O" levels. 8.
Students stay at school after taking "O" level because they want to apply for university places. 9.
Most people take "A" levels in more that 4 subjects. 10.
Different ratios of "A" to "C" are the grades asked for by typi- cal British universities.
People at secondary school in England (that is, pupils between the ages of 12 and 18) have two main exams to worry about, called GCSE (General Certificate of Secondary Education) and "A" (ad- vanced) level exams. Earlier they took the first one at 16. It was called "O" (ordinary) level. There was another exam which you could take instead of "O" level: it was called the C.S.E. (Certificate of Secondary Education), and it was not as difficult as "O" level. Most people took "O" level in about seven or eight different subjects. Nowadays GCSEs (General Certificate of Secondary Education) have replaced "O" levels pretty much entirely. There are lots of subjects to choose from – everything from car- pentry to ancient languages. For a lot of jobs, such as nursing, you must have four or five GCSEs, and usually these must include English and Maths. You may leave school when you are fifteen. But if you stay at school after taking GCSEs, you go into the Sixth Form (the so-called Sixth Form college), and start working for the second main exam: "A"
27 (advanced) level. Most people take "A" level when they are about 18. It is quite a difficult exam, so people don't usually take it in more than three subjects (maximum four), some only take one or two subjects. The passes (for all exams) are grades "A" to "F": "A" = 80–100 % "C" = 55 % "B" = 60–80 % "D" = 45 % "E" and "F" are very low grades and may be considered a failure. "A" levels, graded "A" to "F", have the same percentages as the other exams. When the children apply for University places, this is when their grades are important. The Universities will state what grades they need to be accepted to study there. Most ask for one "A" and two "B’s", sometimes for three "B’s", sometimes 2 "B’s" and a "C" – so that sets the target for the student to work for. Three "A" levels are enough to get you into most Universities. For others, such as Oxford and Cambridge, you have to take special exams as well. Notes "O" level – обычный уровень "A" level – повышенный уровень G.C.E. – общее свидетельство об образовании (General Certifi-cate of Education) C.S.E. – свидетельство о среднем образовании (Certificate of Secondary Education) passes – проходные баллы grades – отметки to apply for – подавать документы для поступления в уни- верситет to be accepted – зд.: зачислять (в университет)
Some Aspects of British University Life 1.
Nearly half of British students are engaged in the study of _____ subjects. 2.
3.
The colleges in the University of London are _____ institu- tions, while those of Oxford and Cambridge are _____.
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Oxford and Cambridge mainly use a _____ method. 5.
Education of University standard is also provided in colleges of _____ and _____ colleges. 6.
The three terms into which the British University year is _____ are roughly eight to ten weeks. 7.
Of the full-time students now attending British universities the proportions of men and women are roughly the same. Nearly half of female students are engaged in the study of arts subjects such as his- tory, languages, economics or law, the others are studying pure or ap- plied sciences such as medicine, dentistry, technology, or agriculture. The University of London, for instance, includes internal and ex- ternal students, the latter coming to London only to sit for their exami- nations. Actually most external students at London University live in London. The colleges in Oxford and Cambridge are essentially residen- tial institutions and they mainly use a tutorial method which brings the tutor into close and personal contact with the student: each student meets his tutor to have his work scrutinized and discussed. These col- leges, being residential, are necessarily far smaller than most of the colleges of the University of London. Education of University standard is also provided in other insti- tutions of higher learning such as colleges of technology and agricul- tural colleges, which prepare their students for degrees or diplomas in their specialist fields. Traditional three terms into which the British University year is divided are roughly eight to ten weeks. Each term is crowded with dif- ferent activities, and the vacations between the terms – a month at Christmas, a month at Easter, and three to four months in summer – are mainly periods of intellectual digestion and independent studies. These days many universities have adopted semesters instead of terms, typi- cally about 14–15 weeks long.
естественного цикла) internal students – студенты-очники 29
institutions – учебные заведения, общежития которых нахо- дятся на их территории intellectual digestion – усвоение знаний
below Subjects in British Universities of
(3) within
for (2)
through (2) at into on in
(2) by under
The typical academic programme _____ university students in Great Britain is composed ____ a varying number of courses or sub- jects ______ a field of specialization. The academic obligations _____ each subject fall _____ three broad types. Lectures, _____ which attendance is not always compul- sory, often outline the general scope of the subject matter and stress the particular specialization _____ the lecturer. Tutorials, _____ individual or group discussion, reading extensively, and writing essays _____ the tutor's direction, ensure focused and in-depth understanding of the sub- ject. Examination _____ each subject requires the student to consoli- date his knowledge _____ the subject, which he has gained _____ lec- tures, discussions and a great deal of independent study. These three categories of academic activity – lectures, tutorials and examinations – provide the means ______ which students prepare themselves ______ specialized fields of knowledge ______ British universities.
30 READING FOR GIST (SKIMMING) Text A. Skim through the text quickly and get the main idea. Then choose the most appropriate title among the ones given be- low 1.
The main requirements for admission to British universities. 2.
Educational tradition of Great Britain. 3.
Oxford and Cambridge universities maintain their separation from other British universities. 4.
The central clearing house for admissions, the Universities Cen- tral council on Admissions, was established in 1961 to cope with the problem of multiple applications. Students are admitted to British Uni- versities on the basis of their results in the examinations for the General Certificate of education. Good "A" level results in at least two subjects are necessary to get a place at a university. However, good exam passes are not enough. Universities choose their students after interviews. The country has always had a tradition of high quality higher education for relatively few students. Oxford and Cambridge maintain their separa- tion from other universities, and students at these ancient universities are selected by the colleges and private corporations from the top of the academic pile. For all British citizens a place at a university brings with it a grant from their Local Educational Authority. Notes The Universities Central Council on Admissions – Централь- ный совет по вопросам приема в университеты General Certificate of Education (the GCE) "0" and "A" level – Свидетельство об общем образовании Local Educational authority (LEA) – местные органы на- родного образования The top of the academic pile – верхушка школьной пирамиды
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TASKS 1. Read some recommendations for choosing a course and a college in Great Britain. Do you find these useful? If yes, in which way? If no, why not? Choosing a college Before choosing a course you should think about what to do at the end of the course. You can then ask yourself the following ques- tions: •
•
want, or for the next course I want to take? •
Is this the right course for my long-term aims? It is important not to rush with your decision about which course to take. You should try to avoid changing courses too often. It is not good for your academic progress – especially if you never complete any of the courses. It can be very expensive to keep changing courses, and it may also give the Home Office the impression that you are not a genuine student. •
Will the college / university provide me with decent ac- commodation? You should also check whether the college provides residential accommodation or helps its students to find accommodation. Colleges in smaller towns are more likely to provide accommodation than col- leges in London or other large cities. Whatever sort of accommodation you decide to take, you should try to have it arranged before you arrive in the UK. If you are going to live in college you should check whether you can stay in the room during the holidays. Many overseas students stay in Halls or Halls of Residence – at least for the first year. Hostels are cheap, meals are usually provided, and there will be helpful staff and other students around. If you do wish to apply for a place in a student hostel, you should do so well in ad- vance.
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Work in groups of four (five). As a group discuss, choose or develop yourselves 5–6 criteria that you find most relevant and useful for those who plan to enroll on courses / at universities abroad. Get ready to present your group’s criteria to the rest of the class providing reasons for your choices. Explain whether you think these are appli- cable to people applying for Russian universities too •
Do I want to live and study in London, or in a smaller city or town?
•
Do I prefer to study at a larger college or a small college? •
Has the college been established for a long time or is it a new one? Which do I prefer? •
Has the college been accepted by an accrediting body? •
If I am planning to apply for a grant or loan from my home government is the college acceptable to them? •
•
Do I know what sort of teaching methods the college uses? Which method suits me best? •
What other facilities does the college provide? Does it pro- vide all the facilities I would like to have? •
Do I want accommodation in the college or would I prefer to live out- side the college? Does the college help students to find accommodation? •
How much does the course cost? Have I enough money to cover the tuition fees and my living expenses?
– the location _______ – the reputation _______ – teaching methods ________ – residential accommodation ________ – grants, loans ________ – cost of the course _______ – other facilities _______
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Work in groups of three. Discuss the list with other mem- bers of your group. Use expressions "I think, I prefer, I like, I agree, I disagree, In my opinion", etc. to help you give your point of view. Then using expressions "Anyway, Eventually, In the long run", etc. show your desire to come to a consensus 5. Look through some college prospectuses. What information about the colleges and the courses they run do these provide you with? If you were to choose among these which one would you prefer to apply for? Explain your choice to your partner Hastings College of Arts and Technology Contact: Mr Gahie. Association: Baselt. Course times: All year, Summer vacation.
This State college is located on a hillside close to the sea, with ex- tensive views. The international department is in its own separate building near the main college. It prides itself on its caring environ- ment. The maximum class size is 14, average 10 to 12. There are 21 hours of tuition per week. All language skills are taught, with emphasis on students’ confi- dence in language use. Students are expected to work hard. Facilities. Facilities include computers with self-study, video and a library with study areas. Options. There are options in business English, travel and tourism and computing. Exams. Cambridge PET, FCE, CAF, Oxford Preliminary and Higher, TOEFL. Accommodation. Host family, self-catering, guest houses, ho- tels.
Host families provide single rooms with breakfast and evening meal, plus lunch at weekends. Living in a family is a good way of practis- ing the language.
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sporting and social facilities of a major full-time institution.
The social programme includes cultural and educational trips from time to time. Students benefit from meeting British students also studying at the college. International department, Archery Road, ST LEONARDS-ON-SEA, East Sussex, TN38 OHX. Telephone 01424 423847. Fax 01424 721763.
reach of Underground and mainline stations. Course details. Full-time courses have 15 hours of tuition per week.
Teaching includes grammar and structure, vocabulary, writ- ing, reading and listening. A team teaching approach is used to en- sure specialist instruction.
centre, with audio, video, computing and hypertext. There are also separate skills courses, 1 hour per week for 10 weeks.
(various), Trinity College(various), Others.
study, sporting and social facilities of a major full-time education institution. The social programme includes organized excursions and theatre visits.
9–18 Euston Square, London, NW1 3ET. Telephone 0171 911 5000. Fax 0171 911 5001. 35
Look through one more college prospectus. Imagine you study there. Write a letter to your friend and share your impressions about the place and the course you are on Coventry International English Studies Center Surrounded by beautiful countryside and in the very center of England, Coventry is easily accessible by road, rail and air. It stands at the center of the motorway system and has Birmingham Interna- tional Airport 10 kilometers away. It offers to resident and visitor alike every facility of a modern town, together with the opportunity to visit many different parts of the United Kingdom. A modern university city with a heritage dating back to Ro- man times, Coventry has a wealth of interesting features, including the world-renown Cathedral and mediaeval buildings. Home of the legendary Lady Godiva, whose statue stands at the entrance of the traffic-tree shopping precinct, Coventry extends a warm welcome to its many visitors from all over the world. Why come to Coventry International English Studies Center? Quality – is recognized as efficient by the British Council – has over 20 years experience in teaching – has Government trained and qualified teachers – is directed by John Rendle, a Master of Arts of the Univer- sity of Oxford – guarantees small classes, average 8, maximum 12 students per teacher and student-teacher contact is emphasized – guarantees no other guest speaking the same language will be in the host family Convenience – allows students to start their course any Monday throughout the year to suit their arrangements – is in the heart of England-in the center. Most places of in- terest to the tourist are within easy reach of Coventry – is situated only one minute’s walk from shops, cafes, banks,
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– is in a quiet and historic part of the city center Care – is under the personal supervision of the Director who is also the owner – has host families specially selected for caring qualities; sin- gle bedrooms are guaranteed. Each student has a personal tutor with whom to discuss any problems – organizes evening programs e.g. discos, theatre visits and ‘British nights out’
1.
Where is the college / university located? 2.
What courses does it run? 3.
What qualifications do courses lead to? 4.
How much does the course cost? 5.
What are the dates of the terms? Are they convenient? 6.
What is the length of the courses? Can everyone afford both the time and the money? 7.
going to teach all the subjects one needs to pass examinations in? 8.
How classes are taught and how many students are in class? Is teaching carried out in small groups (tutorials) or large groups (lec- tures)? 9.
What can one do in the event of failing any part of the course? Can one retake any examinations one fails? How long does one have to wait before doing a retake? 10.
Can one retake examinations in a few weeks, months, or would be necessary to wait a whole year? Will one have to take the whole course again? 11.
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David Randall is a graduate from the London School of Eco- nomics, a college within London University. We asked him to share with you his recollections and impressions of being a student at one of the most famous British Universities. The text can be roughly di- vided into several parts. Listen to each part separately and do the tasks. Here is some vocabulary to help you grasp what you are going to listen to. Study it before listening: you are likely to come across some of the words and collocations throughout the text.
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