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.We can learn that those who are not"academically minded"____A.indicate poor teaching in the school systemB.lack the ability to engage with academic learningC.blame inadequate support for their failureD.fail to meet national educational standards

选项 A.indicate poor teaching in the school system
B.lack the ability to engage with academic learning
C.blame inadequate support for their failure
D.fail to meet national educational standards

答案 A

解析 [信息锁定]根据题干“没有‘学术头脑’者”定位至第五段。该段②句指出，这（t his）更有可能表明教学质量差、缺乏足够支持。this回指首句“与学校教育脱节”，再辅以首句“没有‘学术头脑’者是那些与学校教育脱节的学生的代号”可知，没有“学术头脑”者可能表明学校的教学质量差、缺乏足够支持，A.是对第五段文意的合理概括。[解题技巧]B.与②句“而不是年轻人没有能力参与到16岁前的全面课程（rather than.…）”相悖。C.由②句“缺乏足够支持”而来，但此乃作者评论，文中并未谈及“那些没有‘学术头脑者’对此的看法”。D.对②句a young person's inability to engage with a broad prr16 curriculum断章取义，忽视其前rather than“而不是”的驳斥作用。

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Text 3 England's problematic vocational

英语二研究生

研究生入学