2019年翻译资格考试catti三级笔译实务试题二
英译汉
Globalization for Change in Higher Education What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. 1 For higher education, globalization implies the social, economic, and technological forces that shape the realities of the 21st century. The elements include advanced information technology, new ways of thinking about financing higher education and a concomitant acceptance of market forces and commercialization, unprecedented mobility for students and professors, and other developments. Significantly, the idea of mass access to higher education has meant unprecedented expansion of higher education everywhere - there are about 134 million students in postcondary education 2 worldwide, and many countries have en unprecedented and sustained expansion in the past veral decades. The global trends are for the most part inevitable. Nations, and academic institutions, must constructively cope with the implications. 3
林雨翔>风李峤古诗Massification
massification 4 is without question the most ubiquitous global influence of the past half century or more.
5 The United States had the
first mass higher education system, beginning as early as the 1920s. Europe followed in the 1960s, and parts of Asia a decade or so later. The developing countries were the last to expand. Most of the growth of the 21st century is taking place in developing and middle-income countries. North America, Europe, and a number of Pacific Rim nations now enroll 60 percent or more of the relevant age group 6 in higher education. What has massification brought?
Public good vs. private good. 7 Stimulated in part by the financial pressures of massification and also by broader changes in economic thinking, including the neoliberal agenda, 8 higher education is increasingly considered in economic terms a private good - a benefit accruing mainly to individuals who should pay for it rather than a public good that contributes benefits to society and thus should be financially supported by the state. 9
Varied funding patterns. For most countries, the state has traditionally been the main funder of higher education. Massification has placed great strains on state funding, and in all cas governments no longer believe they can adequately fund mass higher education. Other sources of funding need to be found - including student tuition and fees ( typically the largest source) , a variety
of government-sponsored and private loan programs, university income generating programs ( such as industry collaboration or consulting) , and philanthropic support.推荐一本书
Decline in quality vs. conditions of study. 10 On average in most countries, the quality of higher education has declined. In a mass system, top quality cannot be provided to all students. 11 It is not affordable, and the ability levels of both students and professors necessarily become more diver.
University study and teaching are no longer a prerve for the elite - both in terms of ability and wealth. While the top of a diversified academic system may maintain its quality 12 (although in some countries the top ctor has also suffered), the system as a whole declines.
Globalization of the Academic Marketplace
More than 2 million students are studying abroad, and it is estimated that this number will increa to 8 million in a few years. Many others are enrolled in branch campus and twinning programs. 13 There are many thousands of visiting scholars and postdocs studying internationally. Most significantly, there is a global circulation of academics. Ea of transportation, IT, the u of English, and the globalization of the curriculum have tremendously incread the international circulation of academic talent. Flows of students and scholars move largely from South to North - from the develo
ping countries to North America and Europe. And while the "brain drain" of the past has become more of a "brain exchange", with flows of both
people and knowledge back and forth across borders and among societies, the great advantage still accrues to the traditional academic centers at the expen of the peripheries. Even China, and to some extent India, with both large and increasingly sophisticated academic systems, find themlves at a significant disadvantage in the global academic marketplace. For much of Africa, the traditional brain drain remains largely a reality.
词汇
1.globalization全球化
2.academic institution学术机构
雷锋日记
5.ubiquitous普遍存在的，无所不在的
6.stimulate刺激，促使
共青团团费7.accrue(通过自然增长、积累)产生，形成
8.philanthropic慈善的，慈善事业的
9.diver不同的，多种多样的，形形色色的
10.elite出类拔萃的人(或物)，精英
11.brain drain人才外流
12.brain exchange人才交流
13.periphery外围，边缘
14.at a disadvantage处于不利地位
何谓状元注释
1.deceivingly的字面意义为“具有欺骗性地”，可根据汉语习惯译为“看似”、“看起来似乎”。
野的成语
2.postcondary education意为完成中学教育之后的后续教育，可意译为“高等教育”，也可直译为“中等后教育”，这一说法也是教育领域内通用的专业术语。
英国人英语3.此句中cope with的宾语为the implications，如果机械地按照原文的语法结构来翻译的话，会很别扭，因为根据汉语的行文习惯，“处理、应付”一词后面通常要跟上“情况、局势、问题”这一类的词语。
4.massification此处实际上指的是massification of higher education，为了避免不必要的误解和意义模糊，建议使用增词法将其完整地译为“高等教育大众化”。
5.英语是相对静态的语言，多用名词，且前面可以加上若干形容词来修饰，这样整个句子显得非常紧凑且干净利落，如此句中的ubiquitous global influence。如果汉语译文也采用同样的方法来处理的话，整句话则会显得冗长、臃肿而又晦涩难懂。因此ubiquitous可另起一句译出。
6.the relevant age group源意为“相关的年龄组”，可译为“适龄人群”。
