Plan for Education

I. Read this text and translate it into Ukrainian.

III. Discuss the content of the text in the form of a dialogue.

II. Make up a vocabulary of new words.

Shaping Campus Facilities

I. Read the text and define the main idea of it.

IV. Make up a brief summary of the text.

III. Ask questions to the content of the text and give short answers.

II. Write down new words into your vocabulary.

V. Match each English word in the left column with its Ukrainian equivalent in the right column:

1. debt a) заробіток

2. research b) студент

3. term-time c) якість

4. to obtain d) борг

5. earnings e) розвага

6. undergraduate f) отримувати

7. hardship g) семестр (у коледжі, університеті)

8. quality h) труднощі; нужда

9. entertainment i) відвідувати

10. to attend j) дослідження

TEXT 22

An institution's ability to respond to new trends directly affects its ability to compete in the academic arena and fulfill its mission. As a result, institutions are developing long-term strategic plans for resources including capital, people, tech­nology, information and, of particular importance, facilities.

Colleges and universities, like the pri­vate business sector, commonly have viewed their facilities as a necessary evil that is non-returning. However, funds deployed in institutional facilities, in fact, must be expected to produce a return by advancing the institution's mis­sion and competitive advantage.

But how can an institution make this happen? Institutions can produce a return from their facilities by strategically control­ling those costs that do not directly support their mission and productivity. At the same time, they must gain additional advantages from those costs that do. In other words, if an institution's real estate is directly adding value to its mission – advancing learning through technology and cabling infra­structure, meeting the new needs of users, creating innovative real-world learning environments – then that same real estate is systematically providing a return.

Given the trends facing higher educa­tion today, how can institutions design their facilities as strategic resources? Each member of a project team – including the client, architect and other designers, and engineers – must strive to fully understand the trends and their long-term implica­tions. This understanding helps team mem­bers consider design guidelines and meas­ure the effectiveness of potential solutions as they plan for change.

IV. Find all irregular verbs in the text, name 3 forms and translate them.

TEXT 23

The changes announced in the Govern­ment's five-year plan for education, de­signed to offer parents in England a wider choice of secondary schools for their children, marked the beginning of the end for both comprehensive schools and local education authorities.

Why was there a new emphasis on choice?

Because so many parents in urban areas were desperate to get their children into the successful comprehensive school in their locality but couldn’t get a place. (In rural areas the issue seldom arises as there is usually only one secondary school within driving dis­tance). It wasn't uncommon for there to be ten or more applications for a place in an urban secondary school, with the atten­dant clutter of waiting lists and provision­al offers. At present most local education authorities (LEAs) respond by allocating places on the basis of how close pupils live to a given school and whether they have siblings there already. However, there are some 1,000 comprehensives, redesignated ‘independent specialist’ schools, which are entitled to allocate 10% of their places to children showing particular aptitude for the school's specialization.

How have the politicians responded to this problem?

The Conservatives' solution was to scrap LEA admission procedures altogether and allow head teachers to decide their own intake, so paving the way for selection by academic ability. (They would also offer parents vouchers worth £5,000 a year to spend at low-cost private schools.) La­bour's new plan was an attempt to steal the Tories' thunder by giving popular schools scope to expand and giving them greater autonomy, thus improving standards without having to reintroduce academic selection.

How did it propose in practice to achieve that?

The Government wanted every comprehensive school in England to become an ‘independent special­ist’ school. The idea was not just to give such schools far greater control over their day-to-day spending, but to urge them to build extra capacity as they got ever more successful and popular. The very best schools are able to acquire yet more autonomy by becoming ‘Foundation schools’ (known as ‘super schools’) which can set their own wages (up to £60,000 for the best teachers) and their own cur­ricula. To allay fears that this was a recipe for letting inner city schools sink into neglect, the plan wanted failing schools to be trans­formed into city academies which would be backed by private sponsors and given freedom from LEA control.

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