Решение задачи Key facts and figures по английскому

Key facts and figures pous In the UK the power to award degrees is regulated by law and the national authorities only recognis institutions which have been granted degree-awarding powers by a royal charter or by Act of Parliament Currently, the Further and Higher Education Act 1992 and the Further and Higher Education (Scotland) Ac 1992 empower the Privy Council to grant HEIs powers to award their own degrees. Such institutions are known as 'recognised bodies' and include all UK universities as well as some higher education anc specialist colleges. There are also more than 700 colleges and other institutions which do not have degree awarding powers but which nevertheless provide courses leading to recognised degree qualifications. Thes are known as 'listed bodies' and are institutions which, for the time being, deliver courses that lead degree: awarded by recognised bodies. Additionally, since 2008 in England and 2010 in Wales, further education institutions have been able to apply to the Privy Council for powers to award their own 'Foundation Degrees'. The UK's highe education sector contributes at least £59 billion to the UK economy and generates some 2.3 per cent of Uk GDP. The Department for Business, Innovation and Skills (BIS) recently estimated that in 2008-9, betweet institutional fee revenue and off-campus expenditure, international students brought almost £6.8 billion inte the UK.9 Universities and colleges also play a central role in the nation's cultural, social and business life. UK HEIs vary considerably in size. Nearly a fifth of institutions has fewer than 3,500 students, while the largest has more than 40,000. A different type of HEI is the Open University, which provides distanc learning to more than 201,000 predominantly part-time students, across the UK and around the world. 2011/12, there were 2,496,645 students enrolled on degree programmes at Britain's HEIs, of whom 435,23: (or more than 17 per cent) were from overseas and 302,685 had a 'legal domicile' outside the Europear Union (EU). More than 230 countries are represented in this student population, with China and Indi: supplying the largest proportion, followed by Nigeria, the United States, Malaysia, Hong Kong and : number of EU countries. Indeed, the UK has some of the most 'internationalised' universities to be found in OECD member countries. The UK remains the most popular destination for students after the United State, with 13 per cent o the international student market. Added to these are some 227,755 students registered at a UK highe education institution studying overseas, whether at a branch campus, via programmes of 'flexible distributed and distance learning' or through some other form of collaborative provision. Governance, management and awards The UK's HEIs are not owned or run by government. They are independent legal entities, wit! Councils or Governing Bodies that have responsibility for determining the strategic direction of th institution, for monitoring its financial health and for ensuring that it is effectively managed. While all UF HEIs - with one exception- receive some public funding as a percentage of their total income, th government does not manage this money directly but works through a series of independent Fundin Councils to provide both financial support and general guidance to institutions. For many purposes, highe education policy is now developed separately in each of the countries making up the UK, with the Scottis. Government, Welsh Assembly Government and the Northern Ireland Executive each having specific an differing responsibilities for certain parts of higher education and student policies. These governmenta bodies have no direct role either in determining the courses offered by HEIs or directing the researc undertaken by individual academics. Academic and support staff are employed by individual institutions an not by the state. Their pay is negotiated nationally through a joint body representing both management an trade unions, with the resulting agreements taking the form of recommendations to participating universitie and colleges. This governance structure means that UK universities are autonomous and independent institution with a well-deserved and jealously guarded reputation for intellectual and academic freedom. Indeed, thei autonomy is considered a central factor in the UK higher education sector's record of international succes in research, scholarship and education. Each institution makes its own decisions about entry requirement and is responsible for its own admissions procedures. The vast majority of applications to full-tim undergraduate courses in the UK - whether by home or international or EU students - are made via a centra coordinating agency, the Universities and Colleges Admissions Service (UCAS). In 2007, UCAS set up a online postgraduate application service, UKPASS, but applications for the majority of postgraduate course are still made directly to the university or college concerned. First degree courses, commonly known as bachelor's degrees and usually awarded 'with honours. typically take three years to complete in England, Wales and Northern Ireland, and four years at a Scottish university. Courses which include a period of practical work outside the institution normally take four years. Certain specialist courses and some vocational or professional degree courses may take longer. For example, medicine and dentistry can take up to six years (not including further specialist training) and architecture up to seven years. At postgraduate level, a taught Master's degree normally takes one year, a research Master's two years and a doctoral degree a minimum of three years. There are also a number of vocational 'sub-degree' qualifications offered in the UK, including the Higher National Diploma (HND), the Higher National Certificate (HNC) and the Diploma in Higher Education (Dip HE), which generally take one or two years to complete, HNCs and HNDs are provided by more than 400 higher education and further education colleges as well as by universities. Other qualifications include postgraduate certificates, such as the Postgraduate Certificate in Education (PGCE). In addition, students in England, Wales and Northern Ireland can take two-year vocational Foundation Degrees and then take a 'top-up' course to honours degree level on successful completion. Changes to the UK's long-established degree classification system are under consideration. This currently awards students First-class Honours (1st), Second-class Honours, upper division (2:1), Second- class Honours, lower division (2:2), Third-class Honours (3rd), an Ordinary - degree (Pass) or a Fail, rather than the Grade Point Average (GPA) used in the USA and some other countries. Adoption of the GPA system has been examined by a number of UK HEIs, including University College London and the University of Birmingham, but it is Oxford Brookes University that will become the first to implement such a scheme alongside traditional honours degree classifications from September 2013. Most universities have instead signed up to the new Higher Education Achievement Report (HEAR), given to a student on graduation, which is intended to provide more detailed infformation about her/his learning and achievement than the current system and both incorporates and extends the existing Record of Academic Achievement (the 'academic transcript') as well as the European Diploma Supplement. Having been trialled by 30 HEIs across the UK, it was formally launched for voluntary take-up by the rest of the HE sector in October 2012. This is one of the key developments to emerge so far from the active engagement of UK HEIs in the ongoing work of the Bologna Process, an initiative involving some 47 countries to create a European Higher Education Area in which several aspects of higher education are being reformed and developed in order to facilitate the comparability of systems and qualifications and to enable the mobility of EU citizens across national bordersStudent experience. In England and Wales many young, full-time students in higher education attend institutions located some considerable distance from their family homes. For this reason many UK HEIs provide shared 'halls of residence' for their students, particularly in their first year, while others have worked with large private- sector providers to build new accommodation either on or adjacent to their campuses. Competition generally keeps the costs low and the quality high. This practice of living on or near to the campus means that the lifestyle of those studying at these universities may be very different from that experienced in countries where a majority of students live at home. However, the number of UK students who are studying at HEIs near their home has been increasing in recent years. The traditional view of a UK student as someone aged 18-21 undertaking a full-time undergraduate degree and living away from home is no longer the reality for the majority of UK students. There are now over 775,000 UK students studying part-time; 64 per cent of all students are over 21 and many are combining study with existing work and other commitments in their local communities. Almost a third of full-time students travels no more than 12 miles to their place of study and may be regarded as local. More than two-thirds travel less than 62 miles to their place of study. Students are now more often than not more embedded in their communities than in their universities and, given the increasing focus on flexible, distance learning, this trend is probably set to continue. UK HEIs also have a statutory obligation to support their students in establishing some form of 'students' union' - sometimes known as a students' association or (in Scotland) a Students' Representative Council. These organisations aim to work on behalf of all students in discussion with institutional managers and seek to provide a wide range of appropriate social, sporting and community-based activities for students. Задания к тексту four 1.Переведите выражения из первой части текста: 1. a well-deserved and jealously guarded reputation for intellectual and academic freedom uding the in Higher vided by 2. admissions procedures 3. autonomous and independent institutions 4. degree-awarding powers icate in wo-year ccessful 5. determining the strategic direction of the institution Cour 6. entry requirements 7. for the time being 8. programme of "flexible, distributed and distance learning" n. This econd- rather GPA d the such 9. provides distance learning 10.student population 1 1.the most popular destination for students 12.to provide both financial support and general guidance to institutions 2.Ответьте на вопросы по второй части текста. AR). rhis d of ving 1. How long does it take to complete first degree courses in different parts of the UK? 2. What are the vocational 'sub-degree' qualifications offered in the UK? 3. What HEIs are trying to adopt the Grade Point Average (GPA) used in the USA and some other countries? 4. Do UK HEIs take part in the ongoing work of the Bologna Process? 5. What is the traditional view of a UK student? 6. What is the aim of the 'students' unions'? 3.Заполните пропуски 1. There are also more than ＿ colleges and other institutions which do not have degree-awarding powers . 2. The UK's higher education sector contributes at least ＿ billion to the UK economy and generates some per cent of UK GDP. ＿ students, while the largest has more … 3. Nearly a fifth of institutions has fewer than than 4. More than ＿ countries are represented in this student population, with China and India supplying the largest proportion. 5. The UK remains the most popular destination for students after the United State, with _ per cent of the international student market. 6. HNCs and HNDs are provided by more than ＿ higher education and further education colleges as well as by universities. 7. Having been trialled by ＿ HEIs across the UK, it was formally launched for voluntary take-up by the rest of the HE sector in October 2012. 8. There are now over UK students studying part-time.