10. Conference “earth in the 21 century”
Purpose: to discuss the major issues of environmental protection and the impact of human activity on our planet; to work out a list of proposals, measures, requirements, etc. to ensure healthier environment for the 21st century
Participants:
(Participants of the conference represent two opposing sides – scientists and ecologists vs businessmen and functionaries. In their speeches both sides express their concern about the present-day ecological situation but their inerests as regards the prospects of human-environment relationship inevitably differ.)
a Greenpeace activist an ecologist, expert in atmospheric pollution a professor of an agricultural academy the head of the climate and weather research centre a specialist on marine habitats the chief research supervisor of a biosphere reserve, professor of zoology |
a manager of an oil-processing plant the director of an atomic power plant a minister of agriculture the chief manager of an automobile plant the mayor of a big industrial city the owner of a ship company
|
Each participant is given 5-7 minutes to speak about the situation in his field and practical proposals to improve the situation. Each report is to be followed by questions to the speaker asked by other participants. After hearing all reports the participants are supposed to have a general discussion to make a list of practical proposals addressed to the governments (parliaments)of the world with the aim of saving humanity from ecological crisis.
VII. Higher education. Teacher training
Recall the main aspects of the secondary education in Great Britain. Check whether you remember:
specific features of the British secondary education system which make it different from the Ukrainian system;
the main types of schools in Great Britain;
the basic differences between state and private schools, between the old (selective) system and the modern (comprehensive) schools;
the age when British children go to school and leave school;
peculiarities of school curriculum;
types of examinations taken and certificates awarded.
2. Study the following text about higher education in Great Britain. Higher Education in Great Britain
Higher education in the United Kingdom has not been planned as a whole or developed within a framework consciously devised to promote harmonious evolution. What system there is has come about as the result of a series of particular initiatives, concerned with particular needs and particular situations. Changes in British education in the second half of the 20th century have, without changing the basic values in the system, extended education by population, level, and content. New areas for expansion include immigrant cultural groups and multicultural content, the accommodation of special needs, and the development of tools and content in the expanding fields of microelectronics.
More than a third of England's young adults receive some form of postsecondary education through colleges, polytechnics, and universities.
There are about 35 universities in England, each has its own government and administration. The universities differ in age, size and shape.
The oldest are the universities of Oxford and Cambridge which date from the 12th and 13th centuries. These universities have university presses that are among the oldest printing and publishing houses in the world.
A number of British universities are referred to as "red brick" universities. These universities were founded in the late 19th or early 20th century in the industrial cities of Manchester, Liverpool, Leeds, Birmingham, Sheffield, and Bristol and were constructed of red brick, as contrasted with the stone construction of the buildings of Oxford and Cambridge.
The “youngest” group of British universities are sometimes called “Whitebrick” universities. The first was Keele in Stratfordshire, founded in 1949 as a university college awarding its own degrees and given a charter as a university in 1962. Others were established in the 1960s. They are: East Anglia, Essex, Kent, Lancaster, Sussex, Warwick, York and some others.
The Open University is perhaps the most revolutionary of all post-war developments in university education. It opened in January 1971 with headquarters at the new town of Milton Keynes, Buckinghamshire. There are no academic requirements for enrollment in Open University, the aim of which is to extend educational opportunities to all. Courses, centrally organized by a distinguished faculty, are conducted by various means, including television, correspondence, study groups, and residential courses or seminars held at centres scattered throughout Great Britain. The correspondence course, however, is the principal educational technique. Televised lectures and seminars merely supplement it.
The autonomy of higher-educational institutions is strikingly pronounced in Great Britain. Its universities enjoy almost complete autonomy from national or local government in their administration and the determination of their curricula, despite the fact that the schools receive nearly all of their funding from the state.
The functions of universities are many. As centres of learning the universities have to preserve and interpret the understanding and culture of the past, advance knowledge in the present, and create an intellectual springboard for the future. The basic purpose of universities is to give a first-class education in theories and principles to enable their students to reach a high standard of creativeness, criticism and flexibility. The majority of university graduates are not trained for specific jobs. Degree students are educated in principles as well as practice so that, as knowledge grows and technoques change, they can adapt themselves and keep up-to-date and efficient.
Entry requirements for British universities are rather complicated. A student must obtain a General Certificate of Education by taking examinations in various subjects and receiving passing marks in them. The greater the number of "advanced level" passes, rather than "ordinary level" passes, that a student acquires, the better his chances are of entering the university of his choice.
Britain has a centralized admissions bureau to which candidates for admission are able to give their choice of universities in an order of preference. This selective admission to universities, combined with the close supervision of students through a tutorial system, makes it possible for most British undergraduates to complete a degree course in three years rather than the standard four years. Great Britain's academic programs are more highly specialized than their European continental counterparts. Most undergraduates follow an "honours" course (leading to an honours degree) in one or, at the most, two subjects, while the remaining minority of students take "pass" courses that cover a variety of subjects.
Public funds flow to universities through recurrent grants and in the form of tuition fees; universities derive income also from foreign students and from various private-sector sources. Prior to the Education Reform Act of 1988, the recurrent grant was channeled to institutions through the University Grants Committee (UGC), whose main purpose was to allocate public money independently from the government. The Education Reform Act of 1988 abolished the UGC and replaced it with a new body, the Universities Funding Council. The measure was criticized by universities for its centralizing tendency but received support from polytechnics for freeing them from local authority control.
Most students in Great Britain receive grants which depend on parental income.
A new type of technical college, the polytechnic, was established in the 1960s.
Polytechnics provide mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated by a Council for National Academic Awards. In the recent years, polytechnics have come to resemble universities more closely. They are today more concerned with degree-level work, their full-time provision has increased, they increasingly draw students from the country as a whole, they have developed a range of research activities and built up faculties of humanities and social science.
On the other hand, it would be unfair to minimize the differences between polytechnics and universities. The polytechnics' orientation is predominantly vocational, they train their students for certain professions; their emphasis is much more on teaching than research; they have a much smaller stake in postgraduate work. Polytechnics are notably less autonomous than universities.
Find in the text English equivalents to the following words and phrases:
вища освіта; розвивати освіту у напрямках охоплення населення, рівня і змісту; розвивати освіту згідно свідомо створеному плану; явитися результатом низки окремих ініціатив; “червоноцегляні” університети; присуджувати ступінь(звання); отримати хартію університету; засновати університет; Відкритий Університет; вимоги до вступу до університету; надавати освітні можливості усім; вести курси; вивчати курс; заочне навчання; очне (стаціонарне) навчання; очні курси та семінари (що проводяться з проживанням в університеті та відвіданням занять); основний метод навчання; автономія вищих навчальних закладів; користуватися автономією; визначення навчального плану; отримувати фінансування; давати першокласну освіту; давати студентам можливість досягти високого стандарту творчості, критики та гнучкості; готувати до певної роботи; залишатися сучасними та кваліфікованими (фахівцями); отримати Сертифікат про загальну освіту; складати іспити з різних предметів; отримати прохідні (залікові) бали; централізоване приймальне бюро; вибірковий прийом; пильний контроль за студентами; більш спеціалізовані програми; ступінь з відзнакою; плата за навчання; залежати від доходу батьків; забезпечувати переважно курси з технічних дисциплін; ступені, що затверджуються Радою Національних Академічних Ступенів; науково-дослідна діяльність; відкрити факультети гуманітарних дисциплін та соціології; професійна орієнтація; робити наголос більше на викладанні ніж на науково-дослідній роботі; мати меньшу долю у аспірантурній підготовці
Explain and comment on the following sentences from the text:
Higher education in the United Kingdom has not been planned as a whole or developed within a framework consciously devised to promote harmonious evolution.
Changes in British education in the second half of the 20th century have extended education by population, level, and content.
The Open University is perhaps the most revolutionary of all post-war developments in university education.
There are no academic requirements for enrollment in Open University, the aim of which is to extend educational opportunities to all.
As centres of learning the universities have to preserve and interpret the understanding and culture of the past, advance knowledge in the present, and create an intelectual springboard for the future.
The majority of university graduates are not trained for specific jobs.
Polytechnics are chartered to award degrees validated by a Council for National Academic Awards.
Polytechnics are today more concerned with degree-level work, their full-time provision has increased, they increasingly draw students from the country as a whole, they have developed a range of research activities and built up faculties of humanities and social science.
The polytechnics' orientation is predominantly vocational.
Answer the following questions:
What should we bear in mind when we speak about the system of higher education in Great Britain?
What are the main directions in which changes in British higher education have taken place in recent years?
What are the main types of higher educational institutions in Great Britain?
In what respect do British universities differ from each other?
What are the main groups of British universities and what do you know about each group?
Why is Open University called the most revolutionary post-war development in British higher education? Why is it called Open? How does it teach?
In what respect are British universities autonomous?
What are the basic functions of universities in Great Britain? How do universities ensure high adaptability of their graduates?
What have you learnt about the entrance requirements for British universities?
How are British universities financed?
Do British students receive any financial support from the government?
What are the basic differences between universities and polytechnics?
Complete the following sentences:
The system of higher education in the United Kingdom has come about as the result of …
Changes in British education in the second half of the 20th century…
New areas for expansion include…
More than a third of England's young adults receive some form of postsecondary education through…
The British universities differ in…
The oldest are the universities of…
“Red brick” universities were founded…
The “youngest” group of British universities are…
The aim of Open University is…
Its main educational technique is…
British universities enjoy almost complete autonomy in…
The basic purpose of universities is…
University students are educated in principles as well as practice so that…
In order to enter a university…
Britain has a centralized admissions bureau…
Great Britain's academic programs are…
Most undergraduates follow…
Universities derive income from…
Polytechnics provide…
Polytechnics are chartered to award degrees…
Polytechnics today are more concerned with…
The polytechnics' orientation is predominantly…
Expand on the following:
Higher education in the United Kingdom has never been consciously planned.
Education system in Great Britain has undergone certain changes in the second half of the 20th century.
More than a third of England's young adults receive some form of postsecondary education.
There are 35 universities in England.
A number of British universities are referred to as "red brick" universities.
The “youngest” group of British universities are sometimes called “Whitebrick” universities.
The Open University is perhaps the most revolutionary of all post-war developments in university education.
The autonomy of higher-educational institutions is strikingly pronounced in Great Britain.
The functions of universities are many.
Entry requirements for British universities are rather complicated.
Most British undergraduates complete a degree course in three years rather than the standard four years.
British higher educational institutions highly depend on public financing.
In the recent years, polytechnics have come to resemble universities more closely.
On the other hand, it would be unfair to minimize the differences between polytechnics and universities.
Speak on the following:
Specific features of the British higher education.
Evolution of the British higher education.
Types of higher educational establishments in Great Britain.
British universities, their autonomy, financing.
Open University.
Admission to British universities.
British polytechnics, their specific features.
3. In English, several names are used for higher educational establishments. A university can include colleges, schools, departments. The relationship between a university and its constituent parts in Britain is not the same as the relationship between “університет” and “факультет” or “відділення” in Ukraine. Read the following paragraph from Oxford University prospectus for applicants and explain what “university” and “college” mean in Oxford.
As a student at Oxford you will belong to a college as well as the University.
No student can become a member of the University without being admitted by a college or hall. Your college will be the focus of your academic life, where you will attend weekly meetings, or tutorials, for most of your time in Oxford. It will also provide you with accommodation and food at reasonable prices, as well as being the centre for your social life, with entertainment, sports, music and drama facilities and events. College tutors and other members of staff will take primary responsibility for your teaching and your well-being.
If you have any concerns regarding your academic qualifications, it is always wise to check with your likely college of preference as the selection of students is a matter for tutors in individual colleges.
Imagine that you decided to apply to Oxford University. You have written down some questions which interest you. Find the information you need in the Oxford University prospectus.
Things to find out:
Can I apply to some particular college or the University will choose a college for me?
Do I have to take any entrance examinations?
Where can I get an application form?
What documents are required for application?
When should I submit these documents?
5. Write a letter to your English / American friend to explain him/her admission requirements and procedures at your university.
6. Complete the following conversation between a Ukrainian and a British student about college life. Use the information about Christ Church college in Oxford given below:
Hi, Jeremy!
Hi, Olga! Nice to see you! You look fine!
Thank you, Jeremy. I am glad to see you too. The other day you promised to tell me about your college.
Oh, did I? I will. And I’d like to know more about college life in Ukraine too.
When I heard you are from Oxford a hundred questions came into my mind. I wonder whether Oxford is really like we know it from books?
I am not sure how much you know about Oxford. Certainly, it is not an ordinary city. …..
I know that in many respects Oxford University is different from other British universities.
The problem is that when we speak about Oxford University we must not forget that in fact the University is a complex of colleges. …..
That is a bit unusual to me.In Ukraine….. And what college are you from?
Christ Church. It’s…..
Oh, how amazing! This whole place must be breathing with history!
…..
Is it true that British students spend much less time in class than students in Ukraine?
And do you have many hours of classroom work?
…..
In Britain much emphasis is made on students’ individual work. In Christ Church we have excellent facilities for that…..
My university can not boast of such conditions. We still have many problems. ……
Does your university provide its students with accommodation?
….. And where do your students live?
….. There is a special accommodation service which…..
And how do you spend your free time at college?
There are many opportunities. Each student can find something to his or her liking. If you do sports ….. Those who are fond of music ….. Do you have student societies in your university?
….. As for me, ….. I remember when I was in the first year I was afraid it would be difficult for me to adapt to the new environment. And I must say that our group supervisor helped us to face problems and become friends.
You say a group supervisor? What kind of person is this?
….. I know that Oxford is famous for its titorial system.
Yes, we have tutors. They ….. There are also …..
Oh, I wish I could see all this with my own eyes!
…..
Act out this conversation in pairs. Make changes if necessary.
Christ Church College, Oxford
Christ Church in Oxford occupies a large secluded site close to the city centre and the main University facilities, and adjacent to the beautiful expanse of Christ Church Meadow, which stretches down to the Thames and to the Cherwell. The fine buildings were built over five centuries and provide comfortable accommodation of a high standard for all our undergraduates for the whole of their course.
The magnificent 18th-century library, the largest college library in Oxford, is responsive to our undergraduates' needs. The Librarian encourages and is pleased to consider their requests. There is also a separate law library with a valuable and increasing collection of legal works. The well-equipped College computer room is accessible 24 hours a day, and more than 80 per cent of rooms have an internet socket.
Christ Church is generous with grants for books, travel and other academic purposes as well as for unforeseen hardship.
We also encourage and support the pursuit of a wide range of non-academic activities. Music flourishes, due partly to the Cathedral, which forms a common foundation with the College and serves as College chapel, and we offer choral, organ and other instrumental awards. There are also an art room and tutor available to all undergraduates. We have excellent facilities for most major sports, and other societies satisfy and develop diverse interests and skills. A number are subject-based and arrange dinners, speakers and discussion.
Learning is our primary concern and we recognize that you need to be happy to make the most of your potential, so we concentrate on care, support and stimulus. Christ Church is a community in which there is a shared commitment to our undergraduates' success.
Personal tutors oversee academic work, offer feedback and encouragement, and arrange the necessary teaching. Tutors are happy to help with any other matters affecting work and welfare, but there are also other people in College, such as the Chaplain, the College Sister and the Welfare Adviser, to whom undergraduates can turn for support or advice.
We admit about 120 undergraduates each year to read almost all Honour Schools. We are keen to encourage applicants from all types of school and selection is based on academic merit alone. This results in a vibrant student community and a friendly atmosphere in which people from diverse backgrounds mix easily.
All colleges in Oxford provide rooms in college for undergraduates in their first year, so you don’t need to look for lodgings before beginning your course.
However, you may not be able to live in your college for the full duration of your course and may have to move out to private accommodation, or you may choose to live out to share a house with your friends in your second or third year. The University Land Agent’s and Accommodation Office provides information about accommodation in the private sector for all students. Married undergraduates, or those with dependent children, should contact the Accommodation Office as soon as they have been accepted, as University-owned accommodation may be an option.
Prospective applicants and their teachers are warmly invited to visit the College. We have four Open Days a year (one of which is for teachers only) which offer the opportunity to see the College and to meet tutors and undergraduates. In addition, the Admissions Officer is always pleased to arrange to see visitors, either individually or in parties.