2019年翻译资格考试catti三级笔译实务试题二

2019

年翻译资格考试

catti

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. These 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

postsecondary

education

2

worldwide,

and

many

countries

have

seen unprecedented and sustained expansion in the past

several decades. These global trends are for the most part

inevitable. Nations, and academic institutions, must

constructively cope with the implications. 3

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

cases

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.

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 diverse.

University

study

and

teaching

are

no

longer

a

preserve

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 sector 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 increase to 8 million in

a

few

years.

Many

others

are

enrolled

in

branch

campuses

and

twinning programs. 13 There are many thousands of visiting

scholars and postdocs studying internationally. Most

significantly, there is a global circulation of academics.

Ease of transportation, IT, the use of English, and the

globalization

of

the

curriculum

have

tremendously

increased

the international circulation of academic talent. Flows of

students

and

scholars

move

largely

from

South

to

North

-

from

the developing countries to North America and Europe. And

while

the

drain

of

the

past

has

become

more

of

a

exchange

forth

across

borders

and

among

societies,

the

great

advantage

still accrues to the traditional academic centers at the

expense of the peripheries. Even China, and to some extent

India, with both large and increasingly sophisticated

academic systems, find themselves at a significant

disadvantage

in

the

global

academic

marketplace.

For

much

of

Africa, the traditional brain drain remains largely a

reality.

词汇

ization

全球化

ic institution

学术机构

itant

相伴的，随之而来的

ty

流动性，移动性

tous

普遍存在的，无所不在的

ate

刺激，促使

(

通过自 然增长、积累

)

产生，形成

thropic

慈善的，慈善事业的

e

不同的，多种多样的，形形色色的

出类拔萃 的人

(

或物

)

，精英

drain

人才外流

exchange

人才交流

ery

外围，边缘

a disadvantage

处于不利地位

注释

ingly

的字面意义为

“

具有欺骗性地

”

，

可根据汉语习惯译为

“

< br>看

似

”

、

“

看起来似乎

”

。

< br>

condary edu cation

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。

3.

此句中

cope

with

的宾语为

the

，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。

ication

< br>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< /p>

”

。

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

influenc e

。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。

relevant age group

源意为

“

相关的年龄组

”

，可译为

“

适龄人

群

”

。

good

及

private