Section 1: English-Chinese translation(英译汉)(50points) Passage 1
Near Cambodia's Temple Ruins, a Devotion to Learning
Millions of tourists come here every year to visit the ancient ruins of Angkor Wat, an influx that has helped transform what once resembled a small, laid-back village into a thriving and cosmopolitan town with thumping nightlife and more than 10,000 hotel rooms.
But the explosion of the tourism industry here has also done something less predictable. Siem Rea p, which had no universities a decade ago, is now Cambodia’s second-largest hub for higher education, after the capital, Phnom Penh.
The sons and daughters of impoverished rice farmers flock here to work as tour guides, receptionists, bartenders and waitresses. When their shifts are over, they study finance, English and accounting.
The establishment of five private universities here is helping to transform the work force in this part of
Cambodia. Employers say that English proficiency is rising and that workers who attend universities stand out for their ability to express themselves and make decisions. A generation of students who would otherwise have had little hope to study beyond high school are enduring grueling schedules to get a degree and pursue their dreams.
Khim Borin, a 26-year-old tour guide by day and law student by night, says he wants to become a lawyer. But he sometimes has trouble staying awake in class during the high tourist season, when he spends hours scaling vertiginous temple steps and baking in the tropical sun.
But the symbiosis of work and study here came together without any master plan.
It was driven largely by supply and demand: universities opened to cater to the dreams of Cambodia’s youth — and offered flexible hours in sync with the rhythms of the tourist industry.
中国人事考试信息After graduation, students who work and study at the same time often have an edge over fresh graduates who have never worked before, for whom starting a career can be difficult, Ms. Chan and others say. University stud ents are “more communicative,” she said. “If they don’t like something, they speak out.”
Ms. Chan and others say they are lucky that Angkor’s temples have proved so popular with tourists. If it were not for the sandstone structures nestled in the jungles, Siem Reap would probably have remained a backwater. Last year, 3.3 million tourists visited Siem Reap, half of them foreigners, according to the Cambodian Ministry of Tourism.
Passage 2
India's Education Dream Risks Remaining Just That
At one of the bett er colleges in India’s capital, there is just one large room for 140 faculty members to sit and have a cup of tea or grade papers. “If even half show up, there aren’t enough chairs,” said Ghazala Amin, a history professor there. “There is no other place to work. In this situation, how do you expect teachers to work?”
The lack of amenities for faculty members is not the only issue. After 30 years at Jesus and Mary College, which is one of dozens administered by the University of Delhi, Ms. Amin makes the equivalent of $22,000 a year —less than half of what some of her better students will make in their first jobs. New opportunities offer not just more money for graduates but also mobility and flexibility, which are virtually unheard of for faculty at most of India’s colleges and universities.
All this means that India is facing a severe shortage of faculty members. But it is not just low pay and lack of facilities that are being blamed. According to a government report published last year, a massive expansion in higher education combined with a poor supply of Ph.D.’s, delays in recruitment and the lack of incentives to attract and nurture talent has led to a situation in which 40 percent of existing faculty positions remain vacant. The report’s authors, mostly academics, found that if the shortfall is calculated using the class size recommended by the government, this figure jumps to 54 percent.
Experts say this is the clearest sign that India will fail to meet the goal set by the education minister, who has pl edged to more than double the size of the country’s higher education system by 2020. They say that while the ambition is laudable, the absence of a long-term strategy to develop faculty will ensure that India’s education dream remains just that.
Mr. Balakrishnan of India Institute of Technology in Delhi, meanwhile, was more optimistic. He felt India could enroll as much as 25 percent of eligible students in colleges and universities —about twice the current figure —by 2020.“Tangible changes are happening,” he said. “The debate that has happened in the last few years has taken people out of their comfort zones. There is more consensus across the board that we need to scale quality education.”
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