Deferred entry
Exercise 7. Read the text below. Use the word given in capitals at the end of each line to form a word that fits the space in the same line. The first (0) is given as an example.
Deferred entry is known by a (0) variety of names VARIOUS
(1) ……… 'year out', 'year off' and 'gap year'. It INCLUDE
involves (2) ………. a break from full-time study TAKE
before going on to (3) ………. Education. Lots of HIGH
students (4) ………. to do this and there are many DECISION
opportunities, both in Britain and abroad. The year out
can (5) ………. be up to a period of fifteen months, ACTUAL
which gives you the opportunity of several (6) ………. OPTION
and activities. The key to making it a (7) ………. SUCCESS
year is to plan – do not end up drifting through (8) ………. TRY
to keep busy. You may wish or need to spend at least
a part of any 'year out' in paid (9) ………. in order to EMPLOY
save some money to help support (10) ………. through SELF
your student years.
(11) ……… is an option, although it has to be TRAVEL
(12) ………., and remember that once a student FINANCIAL
you might (13) ………. part of your vacations to work USEFUL
and travel abroad. (14) ………. your travel with some work. COMBINATION
Paid work may be (15) ………., whether in offices, bars and AVAILABILITY
restaurants, and you can also look for (16) …….. work, VOLUNTEER
archaeological digs or work campus. Look for something in
which you will be (17) ………., and which leaves you with INTEREST
some free time to prepare better for your future entrance exams!
Exercise 8. Now answer the following questions to the text:
Do you think the names 'year out', 'year off' and 'gap year' have negative or positive connotation? Why?
How do children in Russia usually spend their 'gap year'? Is the range of possible activities as varied in Russia as in Britain?
Points for discussion
Exercise 9. Before reading the text try to answer the questions given below. The following word combinations can help you to build your answer:
specific career ideas or subject interests
to go into higher education
to focus one's thinking on sth
to crystallize one's ideas
to underestimate the importance of sth
lack of motivation
to make an easy decision
the course structure
to give sb an overview of subject areas
to want a qualification to expand one's career prospects
to use the content of a course directly at work
postgraduate study
to make direct contact to obtain the information sb require
to make an informed decision
living expenses
What do you have to take into consideration when choosing where to study?
Is it better to do a course that is interesting or that is 'useful'?
What is the main reason for some students not completing their degrees?
Where can you find information on universities and courses?
Is paying for higher education a good investment?
Do you agree with the statement: "graduates tend to earn more than non-graduates, their incomes rise more rapidly and they have a greater range of career options open to them"? Explain your answer.
Your choice of what to study and where to study has never been wider and it takes time and effort on your part to research the possibilities thoroughly. Institutions offer different programmes of study and facilities and methods of assessment. The extent of your choice and complexity of your decision depend on your starting point and, nowadays, on financial considerations.
If you have decided on a particular career which has a clearly defined entry route, e.g. Architecture, Dentistry, Engineering, it is easy to identify suitable courses. Where you choose to study can be affected by entry requirements, the type of institution you prefer, local facilities and opportunities for relevant part-time work.
If you have a strong interest in particular subjects whether directly related career or not, again part of the decision is more focused. It is more satisfying to study something which interests you and at which you are therefore more likely to succeed. Your enthusiasm for what you are doing will make the all-round experience of higher education more satisfying than it might be when you study a subject which you or others perceive to be 'useful', but which you find boring. You do need to have some indication of the types of jobs open to graduates in a particular subject, but remember that many employers seek graduates with good degrees in discipline. They are looking for people who possess the necessary personal qualities and motivation for the job, and can demonstrate how worthwhile their whole educational experience has been.
For example, History graduates become merchant bankers, Science graduates – journalists, and Law graduates – computer programmers. Where you study a subject of special interest might be affected by availability of options or subsidiary courses, the flexibility of the programme, the way it is taught and assessed, the facilities offered and links with employers.
What Happens after Secondary School?
The school leaving age in Britain is 16. Study the flow chart showing the possibilities for young people in Britain from age 16. Would a chart for your country show many differences from this one? What are the main differences?
1. Age 16: GCSE (General
Certificate of Secondary Education) exams. Students usually take
exams in 4 to 8 subjects
2. Students don't go on to
further education or training
3. Students go on to further
education
4.
They get jobs or become unemployed
5. They re-take GCSE subjects at Sixth Form College or College of
Further Education
6. They prepare for A-level exams (usually 3 subjects) at their
school, at Sixth Form College or College of Further Education
7. They take various Youth
Training Schemes or vocational training
8. They take A-level (Advanced level) exams
9. They take a 'gap year'
11. They enroll for the Open
University. Courses are open to all adults. Teaching is by
television and distance learning packages, plus some meetings with
tutors and some summer schools
10. They go to University
12. They get jobs
13.They go on to do
post-graduate work, or they take vocational or professional training
