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  3. 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

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

admin2019-09-18  79
问题    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. "Even if 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 US$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.Ds, 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 by 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. Professor Ali of the Indian Institute of Technology, 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 provide quality education."
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答案 在印度首都新德里条件较好的高校里，也只有一个大房间，能容纳140位教师休息、喝茶或者批改作业。该校的历史学教授阿敏(Amin)说： “即使只有一半教职工来这里办公，椅子也不够坐。没有别的工作场所了。在这种情况下，你能指望教师有什么样的工作表现呢?”供教职工使用的设施紧缺并非唯一的问题。德里大学下设几十个院所，玛丽学院便是其中之一。阿敏女士己在该院工作了30年，年薪约合2．2万美元——可她的收入还不及她有些学业较好的学生首份工作薪酬的一半。新的工作机会给毕业生提供的不仅是更高的薪资，还有流动性和灵活性。而这对印度绝大多数高校的教职工而言几乎是闻所未闻。这一切意味着印度正面临师资严重匮乏的问题。然而，原因还不仅仅是薪酬低微和设施不足。印度去年发布的一份政府官方报告称，高校大规模扩招，博士短缺，加之高校招聘滞后以及缺少吸引人才和培养人才的激励措施，致使40％的教师岗位至今有待补缺。该报告的作者大多从事科学研究，他们认为，若按政府建议的班级规模计算，这一缺口将扩大至54％。 专家们指出，从上述情况可以明显看出，印度将无法实现教育部长设定的目标。他曾承诺，到2020年，印度高等教育规模将至少翻一番。专家们认为，虽然雄心可嘉，但由于缺少培养师资的长远规划，印度的教育梦仍难以实现。而印度理工学院的阿里教授却较为乐观。他认为，到2020年，印度高校的毛入学率可达到25％——约为目前数字的两倍。他说： “实质性变化显而易见。最近几年展开的辩论已经使人们无法安于现状。我们有了更广泛的共识，即应该提供高质量教育。”
解析    第一段开门见山，描述了印度条件较好的学校中依然存在办公硬件设施不足的状况，引发读者兴趣。按照新闻报道常见模式，文中引用采访的方式，让受访者直接陈述相关问题，加深读者对社会问题的思考。除此之外，在第一段后半部分，作者还引用政府官方报告，揭示除了前述问题，印度高等教育还存在教职人员短缺的严重问题。
   第二段内容原本出现在新闻的后半部分，与第一段间隔多个段落，改编后的第二段文字以专家观点为出发点，直接对第一段中揭示的社会问题进行了针对性分析，衔接自然，过渡合理。在自然过渡的基础上，第二段后半部分依然保证了新闻语言客观、公正的特点，引用专家观点，对印度高等教育所存在的问题表达了不同的观点。
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