Text 3 England's problematic vocational

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问题 Text 3 England's problematic vocational education system has been subjected to wave after wave of reform.Yet improving the quality of technical education has eluded governments of all colours.University technical colleges（UTCs）are only the latest example of a shiny innovation that ran on to the rocks.Seven UTCs have now announced they are closing their doors.UTCs were intendecl to provide quality vocational education,combining technical and academic learning,for young people from the age of 14.Despite the millions the government has invested in them,ihey have on the whole been plagued by poor GCSE results and an inability to attract sufficient numbers of young people.Several attempts to establish quality vocational eclucation from 14 have failed.The issues affecting UTCs provide an opportunity to revisit whether this merits continuing support.We should take it.Barely a year passes without a lament about the low status of vocational qualifications.These often fail to recognise the chicken and egg that holds vocational learning back.Its status will only improve when ii is not seen as the preserve of those who have been failed by the school system.But while its status is low,these are the only young people likely to try something unproven and untested.This dynamic means new institutions often replicate the problems of the old seconclary moderns.Young people who attend UTCs are more likely to be from poor backgrounds,have made poor progress in primary school,and have attended secondary schools rated poorly by Ofsted.They are children who have been failed by the school system.In this day and age,there is no such thing as a career that does not require functional literacy and numeracy.Yet drawing low-achieving children out of mixed-ability schooling at age 14 makes them less likely to get the decent GCSEs in maths and English that are so critical in the eyes of employers.Setting up alternative vocational institutions for 14-year-olds thus risks closing down future vocational options,rather than expanding them.Vocational education is often posited as an alternative for those who are not"academically minded",orten a code for those who have disengaged from school.Yet this is far more likely to be a symptom of poor teaching ancl a lack of adequate support rather than a young person's inability to engage with a broad pre-16 curriculum that includes both academic and applied learning.Selection by academic ability at age 11 is wrong.But so i.s backdoor selection by academic ability at 14.The rlght to experience an engaging curriculum and finish school with adequate levels of literacy and numeracy is best achieved by options at 16 not 14.This wili not solve everything;but it is a better basis for ensuring 16-year-olds have the skills they need to flourish in any job.Students who attend UTCs are often those who_____A.want to experience quality vocational educationB.get the decent GCSEs in maths and EnglishC.have poor academic performance in primary schoolD.are disappointed with tlie current education system

选项 A.want to experience quality vocational education
B.get the decent GCSEs in maths and English
C.have poor academic performance in primary school
D.are disappointed with tlie current education system

答案 C

解析 [信息锁定]第三段⑥句指出，人读大学技术学院的人更有可能来自贫困家庭、在小学未取得好成绩，且就读过被Ofsted差评的中学，可见C.正确。[解题技巧]A.将第二段首句大学技术学院的设立意图“为学生提供索质职业教育”曲解为就读学生的主观意愿。B.由第四段②句“在数学与国语上获得上佳的GCSE成绩”臆断而来，但有悖于原文对以大学技术学院为代表的职业教育的批判（从14岁开始的职业教育使得学生更不可能在数学和国语上取得好的GCSE成绩）。D.将第三段末句“他们是一群被学校制度评定为不及格的孩子（即这些孩子无法适应当前教育体制）”曲解为“他们对当前教育体制失望”。

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Text 3 England's problematic vocational

英语二研究生

研究生入学