Методическая разработка по дисциплине «Английский язык»
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| РАЗДЕЛ 1: «ОБРАЗОВАНИЕ И ПОИСК РАБОТЫ» Текст №1. THE NATIONAL EDUCATION SYSTEM There are the following educational levels in the Russia Federation: 1. Pre-school education; 2. Basic (primary, general, and secondary) education; 3. Secondary vocational education and training; 4. Higher professional education: bachelor, specialist, master and post graduate qualifications. According to Federal Law “On Education in the Russian Federation” 29.12.2012 № 273-FL the following stages of higher education are identified: − Bachelor - total study duration no less than 4 years; − Master - total study duration 2 years (the program is available after the completion of the Bachelor degree); − Specialist - total study duration no less than 5 years; − Post - graduate studies. Russian HEIs offer academic programmes at the Bachelor’s, Specialist’s and Master’s levels. Bachelor degree programmes focus on basic training and courses relevant to the degree programme and the fundamentals of the subject. Bachelor programmes are offered virtually in all fields of study with few exceptions, for example, medicine. Bachelor degree programmes are of general scientific and professional character. Bachelor programmes offered in Russia have a standard duration of four years. Bachelor’s degrees are awarded to students upon successful completion of undergraduate studies. Graduates obtain the Certificate of Bachelor in a related field of study: for example, Bachelor of Economics, Bachelor of Law, etc. Bachelor’s degree holders may enter the workforce immediately and take up jobs requiring applicants to have higher education. Bachelor programme graduates may also pursue a Master’s degree in their major or related study field, or apply to a Master’s degree programme in a different discipline from that of their Bachelor’s degree. Master degree follows the Bachelor degree level. The length of Master degree programmes delivered by Russian HEIs is two years. Master level programmes offer students a deeper and a wider perspective on related fields of study, and in-depth specialization in their majors. Bachelor level programmes are more practice-oriented; Master programmes provide students with competencies they will need for their future research or teaching activities. In spite of the fact that the transition to two-cycle system has been a subject of much controversy in Russia, it is now a fait accompli. A thorough, informal multifaceted preparation of HEIs for the transition is an essential precondition of its efficient implementation and positive outcomes. For example, the new flexible structure of Bachelor level programmes allows rather quick modulating and upgrading as adequate reaction to the rapidly changing production technologies and, consequently, employers’ demands. Master degree programmes are characterized by an even higher degree of flexibility which is aimed at the development of students’ research potential. Therefore, graduates of Bachelor and Master programmes are expected to be well prepared for the changing contemporary labor market or research sector demands and have highly developed professional competencies and adaptive abilities. Of primary importance is the fact that the “Bachelor-Master” system of higher education is widely accepted throughout the world which promotes professional mobility of graduates on the international labor market. It should be noted that the two-cycle system is not used with regard to approximately one hundred specialties which are listed on a special Register adopted by the Federal Government of Russia. Academic studies in the specified majors lead to the Specialist’s Diploma. A Specialist Diploma programme is a traditional form of Russian higher education, which comprises basic education with in-depth specialist training in the chosen area. Regular duration of a full-time programme is 5 years, of a distance programme – 6 years. Текст № 2 Higher education in Russia If you would reward honesty, if you would give encouragement to good, if you would stimulate the idle, eradicate evil, or correct what is bad, education - comprehensive liberal education - is the one thing needful, and the one effective end Charles Dickens The system of higher education in Russia has undergone several changes in recent years. During the Soviet period, universities were established on the European or ‘continental’ model. The students were trained for 5-6 years and at the end of their education they received a professional degree. The students received higher education once in their lifetime and the state was responsible for providing employment to these graduates. This system was being implemented for many years without any development while the market demanded life-long education along with updating of qualifications and skills from the alumni. To keep in pace with the economic and technological development, the concept of ‘infinite education’ was gradually evolved in which additional education became essential for graduates of any stream. The American model of higher education was adopted as the solution. In this model, the student first decides on the stream of education, gets the basic knowledge and skills and then narrows down the specialization within this stream of education. In this system, the state does not participate in the process of providing higher education to the students and the competition between the universities to attract the students leads to continuous improvement of the educational program. To ensure compatibility in the standards and quality of higher education due to the existence of European and American systems of education, a common education space was created as a result of intergovernmental cooperation and agreements between European countries. This process came to be known as ‘Bologna’ as the European Higher Education Area (EHEA) was adopted in Bologna on June 19, 1999. At present, the Bologna Process unites 47 countries in Europe and Asia, including Russia and are committed to the goals of the European Higher Education Area The Bologna Process involves a two-tier education system. The graduation in the education system was divided into Bachelor’s Degree and Master’s Degree. This two-tier system allows the students to work while pursuing higher education and at the same time remain competitive in the market. At the same time, Russia has not abandoned the old model of education. Thus, at the moment in Russia, there are three stages of Higher Professional Education:
Under the new system (Bachelor + Master) of education, mainly students from humanitarian sciences, medical, military and technical universities maintain continuous education for 5-6 years. Here is little more information on each of the stages. For the bachelor degree, undergraduate students are educated in the educational stream of their choice without specialization. Despite the fact that many employers believe that Bachelor Degree holders have incomplete higher education, the Bachelor’s Degree is an academic degree awarded to students who have mastered the appropriate educational program and meet the standards expected of them in the countries participating in the Bologna Process. Master’s is a stage of higher education after the completion of Bachelor’s Degree to provide the students with specialization in a particular stream of education. As per the education system prevalent during the Soviet period in Russia, a degree in a Specialty is awarded to a student on successfully presenting a degree project or thesis to the State Attestation Commission and qualifies to be enrolled in a Master’s or Doctorate program. For a number of medical specialties like general medicine, pharmacy, medical and preventive medicine, pediatrics, and dentistry etc a successful completion of the internship is required to hold certain positions in state and municipal organizations. According to the bill on amendments to the Laws on Higher Education, a qualification of ‘Specialist’ will cease to exist in Russia in the near future. On receiving a Master’s Degree, the student can study further to get a PhD in his chosen stream of education. It has to be noted that in the United States and the European Union, most of the Bachelor Degree holders do not study further for a Master’s Degree as a Bachelor’s Degree is considered as a confirmation of higher education. Mainly those students who plan to pursue research or teaching activities in Universities continue to study for a Master’s Degree in these countries. The higher education institutions are divided into colleges, universities, academies and institutes depending upon the number of streams of education. At present, in addition to the participation in the Bologna Process, the following trends exist in the changes in higher education in Russia:
Текст №3 Why choose UK higher education? Gain a world-class education: UK higher education offers you inspiring teaching, excellent facilities and a world-class research environment. Did you know that…
UK education is all about giving you the inspiration to help you develop your skills, the freedom to be creative, and the support you need to achieve your best. UK universities and colleges invest in excellent facilities – from libraries, computer and science labs to sports centres, theatres and art studios. Class sizes are restricted to ensure that you have access to equipment and enough time to talk to your tutors and lecturers.
Employers are increasingly looking for multilingual graduates with multicultural experience. UK higher education gives you the opportunity to meet people from all over the world, providing an excellent introduction to global business environments. As a result, the QS World University Rankings found that UK graduates are among the most 'employable', with employers ranking five UK universities in the global top 10. UK universities and colleges have strong links with industry. Many courses offer you the option of a year in industry too, which is an excellent way to prepare you for the world of work.
http://www.educationuk.org/global/articles/why-choose-higher-education/ Текст №4 AN overview of the higher education sector Were are the UK's colleges and universities located? Which universities are in which regions? What are the main activities of UK universities? What's the difference between a university and a (higher education) college? What are the different groups of universities? Who is in charge of a university? Where are the UK's colleges and universities located? Which universities are in which regions? A map of UK universities and colleges that provide higher education is available on the website of the Universities and Colleges Admissions Service (UCAS). This University and College map (opens new window) also includes a breakdown of universities by region. Back to top What are the main activities of UK universities? All UK universities undertake research and teaching, although the mission focus and balance of activities varies. Some institutions concentrate primarily on teaching while others are more research intensive. Universities also increasingly transfer knowledge out to businesses and other organizations. This process is known as knowledge transfer. Universities also seek to use their expertise and facilities to develop thriving social and business communities in their region. Back to top What's the difference between a university and a (higher education) college? Institutions have to meet certain criteria to be awarded the title 'university'. These are assessed by the Quality Assurance Agency on behalf of the Privy Council. The Privy Council is responsible, under the Further and Higher Education Act 1992, for approving the use of the word 'university' (including 'university college') in the title of a higher education institution. Back to top What are the different groups of universities? The universities in the UK are diverse in their missions and location. A number of these have formed groups with common interests. These include the various regional university associations and also the so-called 'mission groups'. The mission groups include the following: Million+ (formerly Campaigning for Mainstream Universities [CMU]) is a university think-tank. They work to help solve complex problems in higher education and to ensure that policy reflects the potential of the UK's world-class university system. It mainly comprises post-1992 universities. The Russell Group is an association of 20 major research-intensive universities of the United Kingdom. The group is so-called because it traditionally met at the Russell Hotel, London. The University Alliance was formally launched in 2007. Its member institutions have a balanced portfolio of research, teaching, enterprise and innovation as integral to their missions. Not a mission group as such but an association of universities and colleges with church foundations, the Cathedrals Group А consists of 15 UK members that support the church's continuing role in higher education. It has close links with the Anglican Church, the Roman Catholic Church and the Methodist Church. However, a large number of universities do not belong to any of these groups but do belong to Universities UK. Back to top Who is in charge of a university? The vice-chancellor – sometimes known as the principal – is the executive head of a university or college. The equivalent in a company would be the chief executive. They provide strategic leadership and management and are also the principal representative of the university in the wider world. The chancellor is the non-executive head of a university. The role varies from institution to institution – in some the chancellor is largely a figurehead; in others they have more hands-on involvement. Duties might include awarding degrees at graduation ceremonies and supporting fundraising efforts. Chancellors are usually well-respected public figures, often with a strong prior link to the university or its region. The governing body is usually known as the university council or board of governors and is responsible for the effective management and future development of the affairs of the institution. More information is available from the Committee of University Chairs (CUC)), the representative body that brings together chairs of governing bodies of all universities in the UK. http://www.universitiesuk.ac.uk/linksforstudents/Pages/Anoverviewofthehighereducationsector Текст № 5 A brief history of the University http://www.ox.ac.uk/about_the_university/introducing_oxford/a_brief_history_of_the_university/ As the oldest university in the English-speaking world, Oxford is a unique and historic institution. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris. In 1188, the historian, Gerald of Wales, gave a public reading to the assembled Oxford dons and in 1190 the arrival of Emo of Friesland, the first known overseas student, set in motion the University's tradition of international scholarly links. By 1201, the University was headed by a magister scolarum Oxonie, on whom the title of Chancellor was conferred in 1214, and in 1231 the masters were recognized as a universitas or corporation. In the 13th century, rioting between town and gown (townspeople and students) hastened the establishment of primitive halls of residence. These were succeeded by the first of Oxford's colleges, which began as medieval 'halls of residence' or endowed houses under the supervision of a Master. University, Balliol and Merton Colleges, which were established between 1249 and 1264, are the oldest. Less than a century later, Oxford had achieved eminence above every other seat of learning, and won the praises of popes, kings and sages by virtue of its antiquity, curriculum, doctrine and privileges. In 1355, Edward III paid tribute to the University for its invaluable contribution to learning; he also commented on the services rendered to the state by distinguished Oxford graduates. From its early days, Oxford was a centre for lively controversy, with scholars involved in religious and political disputes. John Wyclif, a 14th-century Master of Balliol, campaigned for a bible in the vernacular, against the wishes of the papacy. In 1530, Henry VIII forced the University to accept his divorce from Catherine of Aragon, and during the Reformation in the 16th century, the Anglican churchmen Cranmer, Latimer and Ridley were tried for heresy and burnt at the stake in Oxford. The University was Royalist in the Civil War, and Charles I held a counter-Parliament in Convocation House, and in the late 17th century, the Oxford philosopher John Locke, suspected of treason, was forced to flee the country. The 18th century, when Oxford was said to have forsaken port for politics, was also an era of scientific discovery and religious revival. Edmund Halley, Professor of Geometry, predicted the return of the comet that bears his name; John and Charles Wesley's prayer meetings laid the foundations of the Methodist Society. The University assumed a leading role in the Victorian era, especially in religious controversy. From 1833 onwards The Oxford Movement sought to revitalise the Catholic aspects of the Anglican Church. One of its leaders, John Henry Newman, became a Roman Catholic in 1845 and was later made a Cardinal. In 1860 the new University Museum was the scene of a famous debate between Thomas Huxley, champion of evolution, and Bishop Wilberforce. From 1878, academic halls were established for women and they were admitted to full membership of the University in 1920. Five all-male colleges first admitted women in 1974 and, since then, all colleges have changed their statutes to admit both women and men. St Hilda's College, which was originally for women only, was the last of Oxford's single sex colleges. It has admitted both men and women since 2008. During the 20th and early 21st centuries, Oxford added to its humanistic core a major new research capacity in the natural and applied sciences, including medicine. In so doing, it has enhanced and strengthened its traditional role as an international focus for learning and a forum for intellectual debate. How to Protect Your Privacy When Job Hunting (The Wall Street Journal) http://guides.wsj.com/careers/how-to-start-a-job-search/how-to-protect-your-privacy-when-job-hunting/ In the early days of digital job hunting, many job seekers’ biggest concern was whether their current employers would get wind of what they were doing. But identity theft and fraud have entered the mix in recent years. Some experts’ first piece of advice is to avoid openly posting their resumes job boards. “It’s hunting season, and you are the game,” says one privacy analyst. A safer alternative is to apply directly to employers throughout their company Web sites or, if possible, by sending your resume via email to the hiring manager for the position These days, with the ease of identity theft, it’s also a bad idea to include your home address on your resume. Consider renting a post office box for the duration of your search. You can also get a temporary cell phone number and email address dedicated to your job search. You don’t want to give up information that you’ll later regret passing along, such as your Social Security number. On the flip side, by making your job search too private, you could inadvertently limit your exposure to legitimate sources for potential jobs. One way around this problem is to take advantage of the privacy features that many job sites offer. On Monster.com, for example, users can limit the amount of exposure their resumes receive to just TK to TK. They can also hide certain identifying information, such as their name, contact information and current employer. If they do, employers can only contact those job seekers through a confidential Monster email address. It’s also important to consider your level of privacy on sites other than just job boards. With the explosion of social media like Facebook and Twitter comes a whole new host of challenges to the digital job search. If you have public profiles on these or other sites, make sure they don’t feature any content that might offend or alienate a potential employer. |
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