题目内容
（请给出正确答案）
A．where one will be while studying
B．one's examination results
C．additional allowance one is able to get
D．whether one lives with his parents or in a hall of residence
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更多“When local education authorities decide how much a grant is, they will take the following”相关的问题
A．where one will be while studying
B．one's examination results
C．additional allowance one ii able to get
D．whether one lives with his parents or in a hall of residence
英译中 II . Translate the following passage into Chinese. Teachers in UK schools are trialling the use of body cameras in class to record bad pupils' behaviour, it has been revealed. At least two schools in England have introduced the equipment for constant recording with the consent of local education authorities. The cameras, worn on teachers' clothing, are set to film all the time but only save encrypted footage when the record button is pressed. The Times reported. Teachers are advised to turn on the cameras during incidents in the classroom to tackle "constant low-level disruption", but must give notice before doing so. Footage could also be shared with parents to involve them in addressing their children's behaviour. Feedback from parents and schools was said to be positive, with teachers praising them as an effective deterrent.
Improve the Quality of Education
To improve the quality of education calls for improvement in the quality of education in all its aspects, aiming for a situation where people can achieve excellence. Everyone should be able to achieve learning outcomes that are recognized and can be measured, particularly with regard to literacy, numeracy(数字) and other skills essential for life.
Why this goal？
Education must help learners live their lives with greater competence and greater confidence. It will only do this if it is of good quality--where the learning process is positive and helpful, and where real learning takes place. For children, it is not merely a matter of attending school, but of learning in ways that make sense, and learning things that are relevant and useful. Today's world is complex and knowledge is growing at a fast pace--learning must go on throughout life. Both children and adults need to know how to cope with change, with many different relationships, with lots of information, and with diversity and difference.
So teaching and learning must give learners the tools for life--education must lead to outcomes that are meaningful where learners feel confident in using the knowledge and skills they have acquired. Education is also about developing behavior. based on positive values--understanding and respect for other people of all kinds, for their rights, for the past and the future. This is education of high quality--only education of this kind will lead to the many social and economic benefits which countries and individuals hope for.
Importance of quality education in learning
Learners--whether children or adults--quickly react to the quality of education. Where the quality of schooling is high, for example, parents are motivated not only to send their children to school, but also to keep them there. Adult learners soon lose interest in educational opportunities ff they do not result in relevant and useful knowledge. The quality of education is therefore a factor in ensuring that education is accessible and meaningful to everyone.
What happens in the learning environment is also important. When the school is a safe environment and is well-equipped, when teachers are well-trained and highly motivated, learners are more likely to be able to achieve learning goals and successfully complete schooling.
An education of high quality also means that individuals will develop their potential--education will make a difference to the chances they have in life. In society as a whole, quality education supports positive social change. It will enable people to progress through effective learning outcomes--gaining the knowledge, competencies, skills and behaviors which are essential for development.
Current challenges
Measuring quality: this is a key challenge, so that we can say with more certainty where and how the quality of education is improving. We need better indicators and more of them, so that the different aspects of quality can be assessed.
Increasing the relevance of education: irrelevant education means little to the learner and does not lead to new opportunities in life. Education must be made relevant to the circumstances of the learner--for example, exploring the local culture and way of life and using local languages. It must also be made relevant to the opportunities that are available--knowledge that can lead to further learning and to productive work, whether locally, in the capital city or elsewhere.
Quality for everyone: this will mean special approaches for disadvantaged children and adults, such as those in conflict zones and emergency situations, those with disabilities, those in remote areas, orphans, abandoned children, and those affected by HIV and AIDS. Many of these will not be able to receive a quality education without
A．Y
B．N
C．NG
We have learned the hard way over the years. We have experimented with all kinds of ideas.
Yet a report recently released by the World Economic Forum shows that barely a third of what should have been done by now to ensure the world meets its goals to fight poverty, hunger and disease by 2015 is done. I am now convinced that the Millennium Development Goals set by the United Nations in 2000 can only be attained through a global compact, anchored in national policies that take into account local circumstances.
Aid and trade are both necessary, but they are not enough on their own. Neither is good governance enough in itself. Above all, nothing can move without the direct participation of local communities. I fear that we lecture too much. This is not the best way.
I will give an example of how such a compact worked in Tanzania to achieve universal basic schooling.
In the mid-1990s, almost all indicators for basic education were in free fall. The gross enrollment rate had fallen from 98 percent in the early 1980s to 77.6 percent in 2000. The net enrollment rate had likewise fallen, from over 80 percent to only 58.8 percent.
Then several things happened. We decided at the top political level that basic education would be a top priority, and adopted a five-year Primary Education Development Plan to achieve universal basic education by 2006 — nine years ahead of the global target.
Good governance produced more government revenues, which quadrupled over the last eight years. In 2001, we received debt relief under the World Bank's enhanced HIPC (heavily indebted poor countries) Initiative. Subsequently, more donors put aid money directly into our budget or into a pooled fund for the Primary Education Development Program (PEDP).
The government's political will was evidenced by the fact that over the last five years the share of the national budget going to poverty reduction interventions rose by 130 percent. We abolished school fees in primary schools.
Then we ensured that all PEDP projects are locally determined, planned, owned, implemented and evaluated. This gave the people pride and dignity in what they were doing. After only two years of implementing PEDP, tremendous successes have been achieved.
SECTION 3
Directions: Each passage in this group is followed by questions based on its content. After reading a passage, choose the best answer to each question. Answer all questions following a passage on the basis of what is stated or implied in the passage.
Trends toward reform. highlight the international appeal of decentralization,
but the realities of educational and social inequity remain the same or worsen
even when such reforms are put into place, especially in the ways in which
Line educational quality is being defined. A major question remains: if education
(5) continues to be ineffective in achieving greater social good, what role has the
dialectic between global and local to play in the eminent failure of education for
social transformation？ All too often the work of sociologists criticizes the
hegemony of the globalizing idea and its relationship to local forms of belief and
practice, while blithely assuming that the indigenous challenge and respond to
(10) the external meta-narrative but retain a fundamental innocence with respect to
that narrative. I argue that instead cultures, nations, and societies utilize the
global theme to further reinforce and create new categories of the exotic and the
other-even within their own borders-to support internally generated and
maintained inequities.
The primary purpose of the passage is to
A．build a case for increasing efforts to improve educational quality in indigenous societies
B．advocate an alternative to the explanation that the inequity of indigenous societies has resulted from outside forces
C．explain the failure of educational reforms in increasing the international appeal of decentralization of global authority
D．suggest the type of response to globalization that would help create social equity in indigenous societies
E．argue against the definition of globalization currently advocated by sociologists
I wouldn't like you to think for one moment that I think education is about earning money, and I merely talked about the money education brings to Australia to reinforce what a big program it is and how important it is for Australia. and for Australian finances and there seems little doubt that governments really are obsessed by export dollars. I'm not saying that's wrong I'm just making a comment, but governments are obsessed by export dollars and therefore education is important. //
When I went to school, and I went to a government funded public school, there were about 750 boys at that school, and there were two Chinese students one of whom was me. Last year I spoke at a speech day. It is now a co-educational school, but 70 percent of the students were of Asian heritage, and of that 70 percent, about three quarters of them were Chinese. It's a selective school and therefore reflects, I think, the Chinese and the Vietnamese families' determination that education is important if they want their children to succeed. //I think that's great, but if any of you have visited the campus of my university you would notice one thing and that is it looks very Asian. At the present time, the University of NSW has about 34,000 students, 27 percent of whom are overseas students and the majority of those are ethnic Chinese but if you look at the campus you would think about 55 to 60 percent look Asian because the other quarter are like me, Asians who are Australians. And that's an interesting reflection of what's happened to Australia. //
(Excerpts from the speech delivered by Dr. John Yu, Chairman of the Australia-China Council, on the Australia-China Oration Series 2002, November 6, Beijing)
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