Higher education in Great Britain

Text 2

 

1. Read the text.

Higher education in Great Britain

 

The nature of higher education in Great Britain has changed significantly over the past 30 years. The number of students studying at universities and colleges has increased dramatically, with over 2 million students at higher education institutions today. The age of undergraduates has changed too. Formerly these were largely school leavers studying full-time. The student population now includes large numbers of mature and part-time students. Higher education is part of ‘lifelong learning’, which is not limited to the compulsory school years, but extends through an adult’s working life and sometimes into retirement. Higher education is available at universities, colleges, institutions of higher and further education.

Higher education colleges vary in size, mission, subject mix and history. Like universities, they are self-governing and independent. Colleges range in size from small specialist institutions with 500 students to large multi-discipline institutions of 13,000 students. Many colleges cover a wide range of subjects, while some specialize in one or two areas.

Universities are also diverse, ranging in size, mission, subject mix and history. They are self-governing and independent. All universities in England and Wales are state universities. Universities have their own degree-awarding powers. They range in size from under 4,700 students to over 32,000 students. Universities in the UK may be divided into three types:

• The old established universities, such as Oxford (founded 1249), Cambridge, Edinburgh, London, Liverpool, Durham, Edinburgh, Bristol, Cardiff.
• The 19^th century "redbrick universities" such as London and Manchester (they were called so because that was the favourable material of the time). These Universities were created to fill local needs, to provide a liberal education for the poorer boys, and to give technological training. Currently they offer a full range of courses.
• The “new universities” established after World War II, such as Essex, Lancaster, the New University of Ulster. Among this group there are also universities often called ‘newer civic’ universities. These were originally technical colleges set up by local authorities in the first half of this century.

The most interesting innovations are the Open University and the University of the Third Age. The Open University provides awards by distance learning (the formal qualifications GCSE and A-Levels are not necessary). About 150,000 students are following its courses now. Over the last forty years the Open University has become Britain's largest University. It offers people a chance to study without sacrificing work or family commitments. People study at home using specially written texts, videos, TV and radio programmes and computers. The University of the Third Age is for the retired who just want to study without receiving any diplomas or degrees.

The normal minimum age for an undergraduate to start a course is 18 or 17 in Scotland. Students are admitted largely on the basis of their performance in the examinations for the General Certificate of Secondary Education at ordinary (GCSE) and advanced levels (GCE A-level). To get a place the students should have “A-level” results in at least two subjects. The selection procedure is rather complicated.

A student who wants to go to university usually applies for admission before he takes his advanced level examinations. First of all, he must write to the Universities Central Council on Admissions (UCCA), and they send him a form which he has to complete. On this form, he has to write the names of six universities in order of preference. He may put down only two or three names, stating that if not accepted by these universities he would be willing to go to any other. This form, together with an account of his out-of-school activities and two references, one of which must be from the headmaster of his school, is then sent back to the UCCA.

The UCCA sends photocopies of the form to the universities concerned. Each applicant is first considered by the university admission board. In some cases the board sends the applicant a refusal. This may happen, for example, if the board receives a form in which their university is the applicant's sixth choice and the university already has many candidates. If there are no reasons for immediate refusal, the university admission officer passes the candidate's papers on to the academic department concerned. One or two members of this department will then look at the candidate's application: see what he says about himself, look at his marks at the ordinary level examinations, and see what his headmaster and the other referee say about him. On the basis of those, the department may make the candidate an offer (either a definite offer or a conditional one) or send him a definite rejection.

As a rule, the department makes a conditional offer. This means that the candidate will be accepted by the university if he fulfills the requirements stated in the offer. In his turn, the student may accept the offer conditionally.

When the Advanced level examination results come out in August, the university admissions department sees whether the candidate has fulfilled his conditions and, if he has, sends him a definite offer. The candidate must accept or refuse within 72 hours.

First degree courses generally take three years in England, Wales and Northern Ireland. Sandwich courses, which include periods of practical work in organizations outside the university or college, usually last four years, as do certain specialist courses. Some vocational degrees are longer, for example in medicine, dentistry and architecture.

The main undergraduate qualification awarded by higher education institutions is the first or bachelor’s degree, for example, B.A., B.S. Other undergraduate qualifications include: Higher National Diploma (HND), Higher National Certificate (HNC) and Diploma in Higher Education (DipHE) which usually take one or two years to complete. The Foundation Degree is a vocational qualification introduced by the government of the United Kingdom in September 2001, which is available in England, Wales and Northern Ireland. It is similar in level to the associate's degree awarded in the United States. Courses are typically two years long and are offered both by universities and colleges of higher education. Foundation degrees are intended to give a foundation in a subject, thus the name, which enables the holder to go on to employment in that field.

A high proportion of graduates go on to do further training after university. 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 thesis 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 specialized branch of research. It is regarded as the highest degree.

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. Higher education courses are increasingly being offered on a modular basis. On completing a module the student is awarded a credit or credits. Students are awarded a degree after accumulating the appropriate number of credits in appropriate combinations.

For taught courses, lectures and seminars provide the basis of study at various classes between 9 a.m. and 5 p.m. Although lecture audiences 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 discussed in the group – this is a good opportunity to develop your skills in presentation and discussion. This work is supported by reading and individual study.

The higher education is mostly managed and funded by several government agencies; student tuition fees also comprise a significant element of university funding. For all British citizens a place at the university brings with it a grant from their Local Education Authority. The grants cover tuition fees and some of the living expenses. The amount depends on the parents’ income. If the parents don’t earn much money, their children will receive a full grant which will cover all their expenses. In Scotland students do not pay fees. After they graduate and their income reaches a specified level they will be taxed to cover the cost of the education.

Universities and other higher educational institutions are autonomous and enjoy complete academic freedom, appointing their own staff and deciding which students to admit. Each university can decide on the qualification level at which they will accept student applicants. The universities determine the length and the content of their courses. They are legally independent corporate institutions responsible only to their governing councils.

In most universities students organize clubs and societies covering various areas such as sport, drama, debating, music, politics, and religion. Every university has a students’ union which organizes recreational facilities and entertainments. It also deals with the administration representing student interests. The union is required to have a written constitution approved by the governing body. The reports of the union are published annually. The National Union of students represents student interests. Its members are drawn from the students unions of different universities and colleges.

 

Notes:

1. "A" level – повышенный уровень

2. GCSE (General Certificate of Secondary Education) – свидетельство о среднем образовании

3. The UCCA (the Universities Central Council on Admissions) – Центральный совет по вопросам приема в университеты

4. HND (Higher National Diploma), HNC (Higher National Certificate) - диплом о высшем техническом образовании

 

2. Complete the sentences according to the contents of the text.

 

1. The student population now includes not just school-leavers but also … .

2. Colleges can either … a wide range of subjects or … .

3. The 19^th century "redbrick universities" were created to … .

4. The Open University provides … .

5. Students are admitted largely on the basis of their performance in the examinations for … .

6. First of all, a student who wants to go to university must write to … .

7. On the basis of a number of criteria, the department of a university may make the candidate ether a … or send him a … .

8. … generally take three years in England, Wales and Northern Ireland.

9. … is similar in level to the associate's degree awarded in the United States.

10. … lead to higher degrees most of which are Master’s or Doctor’s degrees.

11. The amount of grant which covers …  depends on … .

12. Universities and other higher educational institutions are autonomous and enjoy complete … .

 

3. Decide whether the following statements are true or false.

 

1. The number of students studying at British colleges and universities has decreased dramatically over the past 30 years.

2. Higher education is part of ‘lifelong learning’, which is not limited to the compulsory school years, but extends through an adult’s working life and sometimes into retirement.

3. Students of the University of the Third Age study at home using specially written texts, videos, TV and radio programmes and computers.

4. To get a place at university students should have “A-level” results in at least two subjects.

5. A definite offer means that the candidate will be accepted by the university if he fulfills the requirements stated in the offer.

6. First degree courses generally take three years in England, Wales and Northern Ireland.

7. Foundation degrees are intended to prepare a student for postgraduate education.

8. Traditionally, the UK academic year runs from September or October to June and is divided into 3 terms.

9. The size of a seminar group may vary considerably. Still, no universities retain a tradition of one-to-one work.

10. The amount of grant a student gets depends on the parents’ income.

11. The length and the content of university courses are determined by the Government.

12. The lowest grade an American student can get is F, which means that he/she will have to take the course once again.

 

4. Answer the following questions.

 

1. How has the nature of higher education changed over the past 30 years?

2. What are the typical features of British colleges?

3. What are the typical features of British universities?

4. What are three types of universities in Britain? What are the differences between them?

5. In which way are the Open University and the University of the Third Age different from other universities?

6. What are the admission requirements in Great Britain?

7. Where should British school leavers apply to if they want to go to university? What papers are applicants supposed to provide?

8. What university groups consider the applications for admission? What decisions can be taken by universities?

9. What is the most common degree awarded in Great Britain? How long does take to get it?

10. What is a sandwich course?

11. What are the most common undergraduate degrees?

12. What is the difference between undergraduates, graduates and postgraduates?

13. What is the normal route for the award of a Master's Degree and a research degree (a Doctor's Degree)?

14. What does the typical UK academic year look like?

15. What are the most typical methods of teaching at a British college or university?

16. Do all the students in Great Britain have to pay for their education?

17. What does the autonomy of a British university mean?

18. What are some of the peculiarities of British students’ life?

 

Text 3

 

1. Read the text and say what “grade inflation” is.

 

ALL SHALL HAVE PRIZES

 

The whole thing started when Mr Mansfield, whose tough grades earned him the nickname "c-minus", declared that he was no longer willing to punish his students by giving them realistic grades. Henceforward he would give them two grades: an "ironic" grade that would go on their official records, and a realistic grade that he would reveal to them only in private. In this way Harvard students could enjoy the challenge of measuring themselves against real standards without having their gleaming resumes sullied.

"Ironic" is a gentle word for Harvard's grading system. About half of Harvard's students get an a-minus or above. Only 6% receive a ' c-plus or lower. Some Harvard apologists justify this inflated system on the ground that their university selects the best and brightest. But aren’t "elite" institutions supposed to measure people against the highest possible standards? And aren't serious teachers supposed to point out their pupils' weaknesses as well as their strengths?

None of this would matter if Harvard were alone in taking the name of excellence in vain. But grade-inflation is almost universal in American education. Outstanding students are compared with Einstein. Abject failures are praised as "differently abled". Even the hard Sciences have started diluting their standards in order to compete with the humanities/where cheating is so much easier.

Why have academics allowed their standards to become so debased? Mr Mansfield provoked an outcry when he put some of the blame on affirmative action, the policy of providing places to some people on the basis of their race. University administrators accused him of making "divisive" charges without a "shred of evidence" to back them up. The divisive bit is certainly true, but Mr. Mansfield could hardly provide the proof when the university administration keeps the relevant student transcripts under lock and key. He was simply relying on the only tools at his disposal: personal experience (he has been on the Harvard faculty since 1962) and circumstantial evidence: grade-inflation followed the introduction of affirmative action.

The debate about affirmative action is arguably a red herring. Three less controversial but much more pernicious things probably matter more. The first is the cult of self-esteem. For years fashionable educators have been arguing that the worst thing you can do to young people is to damage their sensitive egos with criticism. "If a child lives with criticism, he learns to condemn," goes a popular screed handed out to the parents of pre-schoolers. "If a child lives with praise, he learns to appreciate; if a child lives with approval, he learns to like himself."

This might be defensible when applied to the kindergarten. The trouble is that this therapeutic philosophy is spreading throughout the educational system. The idea is at the heart of "constructivist maths", which emphasises the importance of feeling good about maths, rather than mastering basic techniques. And it is at the heart of the "I love me" sessions that proliferate in American elementary schools, in which children complete the phrase "I am..." with words such as "beautiful", "lovable" and "great", when "spoilt", "bored" and "violent" often seem more accurate.

The second mighty force behind grade inflation is something conservatives normally praise: the marketplace. American universities are big businesses which can charge students in excess of $20,000 a year for the privilege of attending them. Students naturally gravitate towards institutions that are going to give them a return on their investment — the sparkling academic resume that opens the doors to Wall Street banks or prestigious law firms. Professors who resist the demand for grade-inflation may find themselves embarrassed by empty classrooms. Student course guides provide plenty of details about how generously teachers grade.

The third force is the lack of interest that high-flying academics show in the humdrum business of teaching. People who care a great deal about something are obsessed with making precise judgments of quality: listen to the average sports fan, for example. But the road to success in modern academia lies through research rather than teaching. All too many academics are content to hand out A-grades like confetti in return for favourable teaching ratings and more time to devote to research.

Fixing grade-inflation will not be easy in a system in which professors rightly value their autonomy. On the other hand, there are some signs of change. Some universities have experimented with putting two grades on report cards — the individual student's grade and the average grade for the class as a whole.

But perhaps the simplest argument for Mr Mansfield's cause is that anybody who has ever been well taught knows that he is right. People who work under demanding task masters usually learn to respect them. People who are coddled with unearned a-grades despise the system they are exploiting. Living on a diet of junk grades is like living on a diet of junk food. You swell up out of all decent proportions without ever getting any real nourishment. And you end up in later life regretting your disgusting habits.

 

2. Answer the following questions.

 

1. What grades will the students of Harvard be given by Harvey C. Mansfield? How does he explain it? What is the purpose of his declaration?

2. Do all people assess Harvard students’ performance in the same way?

3. What are the four reasons for grade inflation as given in the text?

 

DEVELOPING VOCABULARY

 

1. Fill in the words related to those given in the chart below.

 

Verb	Noun	Noun (person)	Adjective
		scholar
apply
	enrollment
	research
admit
			tutorial
		apprentice
refer
award
	instruction
	practice
		intern
			accessible

 

2. Find the right definitions for the words in bald. Pay attention that there are no definitions for some words.

 

syllabus     distance learning    sorority    credit    electives     freshman   scholar     humanities             thesis           grant      reference      tuition

colloquium         curriculum                fee                major     scholarship  campus

internship           apprenticeship      paycheck     merit      sandwich courses

enrollment          proficiency               tutorial