2019年catti筆譯二級試題：印度教育

At one of the better 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 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 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 PhD's, delays in recruitment and the lack of incentives to attract and nurture talent have 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. 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 PhD'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 pledged 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. Ali of Indian 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 the end of this decade. "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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在印度首都其中一所比較好的大學里，僅有一間大房間供140名教員休息，喝咖啡和批改作業(yè)。“即使只有一半教員使用該房間，椅子都會不夠用，”該大學的一名歷史學教授阿明(Amin) 說。“沒有其他場所供教員工作。在這種情況下，你如何期待教師進行工作?”

然而，問題不僅僅是教員設備不足。雖然阿明女士在瑪麗學院(德里大學的其中一所下設學院)工作了30年，但她的年薪只有22,000美元，還不到她一些優(yōu)秀學生第一份工作年薪的一半。新的機會不僅給畢業(yè)生帶來更多經(jīng)濟回報，而且具備流動性和靈活性，但這些福利都是印度大學教員聞所未聞的。

所有這些現(xiàn)象都表明，印度的大學教員正出現(xiàn)嚴重短缺，但造成這一現(xiàn)象的罪魁禍首并不只是收入低下和設備不足。印度政府去年發(fā)布的一份報告表示，高等教育擴招，博士生供應不足，招聘程序拖沓和人才培訓和吸引的激勵機制不足使現(xiàn)有印度大學教職的空缺率達到40%。該報告的作者(大多數(shù)是學術界人士)還發(fā)現(xiàn)，如果按照政府建議的課堂規(guī)模來計算，這一比例會上升到54%。

老師表示，這清楚地表明，印度將不會實現(xiàn)其教育部長設定的目標，即在2020年前使印度高等教育學生數(shù)量翻一番。這些老師認為，雖然這一雄心壯志值得稱贊，但是由于缺乏培育教員的長期戰(zhàn)略，印度的教育夢只能是空想。

但印度理工大學的巴拉克利什南(Balakrishnan) 先生卻更樂觀。他認為印度大學將會在2020年之前接收多達25%的合格學生，這一數(shù)字將是目前的2倍。“已經(jīng)發(fā)生了一些顯著變化”，他表示。“過去幾年發(fā)生的辯論已把人們帶出了舒適區(qū)。人們一致同意，大學的質(zhì)量需要提高。

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