Vocabulary

COMMONLY CONFUSED WORDS

Ex. 1. Affect or effect? Efficient or effective? Read the information in the boxes¹⁸ and underline the correct word in the sentences below

Affect and effect are often confused even by native speakers of English. The most important thing to remember is that affect as a verb and effect as a noun are similar in meaning, signifying ‘influence’, ‘impact’ or ‘change’. Effect as a verb is used only in very formal English, meaning to ‘carry out’ or to ‘cause something to happen’.

1. The really hot weather affected/ effected everybody’s ability to work.

2. I know my neighbours play loud music late at night, but that doesn’t affect/ effect me. I can sleep through anything.

3. The number of tourists travelling to Britain this year has not been effected/ affected by the strength of the pound.

4. The tablets which he took every four hours had no noticeable effect/affect on his headache.

5. My words of comfort had little affect/ effect. She just went on crying and wouldn’t stop.

6. When you effect/ affect a situation, you have an effect/ affect on it.

7. What effect/ affect does pollution have on the atmosphere?

Being efficient means to work in a well-organised way, without wasting time or energy. To be effective means to work well and produce the results that were intended.

1. She was efficient/ effective in everything she did and was frequently commended for exemplary service to the organization.

2. He hasn’t made very efficient/ effective use of his time in revising for these exams: he has made no notes and his concentration spans appear to last for no longer than ten minutes.

3. This engine is really efficient/ effective, it can run for 30 km on only 1 litre of fuel.

4. These tablets really are effective/ efficient. My headache’s much better now.

5. The only effective/ efficient way to avoid hay fever at this time of the year, if you are a sufferer, is to stay indoors.

6. Effective/ efficient postgraduate researchers can get the most out of their PhD.

READING

The Bologna Process and the European Higher Education Area¹⁹

The overarching aim of the Bologna Process is to create a European Higher Education Area (EHEA) that promotes mobility; attracts students and staff from Europe as well as from other parts of the world; and is internationally competitive. It aims to do this by facilitating greater comparability and compatibility between the diverse higher education systems and institutions across Europe and by enhancing their quality. Starting from a non-binding agreement at European level (the 1999 Bologna Declaration), the Bologna Process has initiated reforms in higher education across Europe. Today, 49 European countries participate in the Bologna Process. They are all party to the European Cultural Convention and committed to the goals of the European Higher Education Area. Russia joined the Bologna Declaration in 2003.

An important characteristic of the Bologna Process – and a key to its success – is the close cooperation between governments, higher education institutions, and quality assurance agencies.

What Are the Reforms All about?

The Bologna Process is probably best known for its objective to structure higher education along three cycles (Bachelor-Master-PhD), converging formerly very diverse higher education structures in Europe and bringing them in line with international standards. In 2005, Ministers adopted an overarching Framework for Qualifications in the European Higher Education Area comprising three cycles and they agreed to develop national qualifications frameworks that are compatible with this overarching framework.

Access to the second cycle (Master) usually requires successful completion of the first cycle studies (Bachelor), lasting a minimum of three years. The degree awarded after the first cycle should also be relevant to the European labour market as an appropriate level of qualification. Countries are currently defining learning outcomes for qualifications in each of the three cycles, using the Framework for Qualifications in the European Higher Education Area as a common reference point. Work to define learning outcomes is also a significant component in the broader move towards student-centered learning and teaching.

Doctoral education – generally corresponding to a workload of 3–4 years full time – was introduced to the Bologna Process as the third cycle by Ministers in 2003, when they agreed that:

• The core component of doctoral training should be the advancement of knowledge through original research;

• Doctoral programmes should promote interdisciplinary training and the development of transferable skills to meet the needs of the wider labour market.

Joint Degrees

The Bologna Process has paved the way for a growing number of joint degree programmes. The following key features are usually associated with qualifications described as joint degrees:

• the programmes leading to them are developed jointly by several institutions;

• students spend significant periods of time at partner institutions;

• periods of study and exams passed at the partner institution(s) are recognised by all the institutions involved;

• students who have completed the full programme should obtain a degree which is awarded jointly by the participating institutions, and is fully recognised in all the countries.

Mobility

Facilitating mobility is one of the main objectives of the creation of the European Higher Education Area. Intra-European and international student and staff mobility has become an essential part of European higher education culture. More than 5600 higher education institutions in Europe offer a great variety of degree programmes for domestic and international students.

Recognition of Qualifications

The purpose of recognition is to make it possible for learners to use their qualifications in another education system or country without losing the full value of those qualifications. Each country of the EHEA has a national information centre where students, employers and others can obtain information about recognition. Tools that facilitate the recognition of qualifications are the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement. The ECTS balances a programme’s average workload with the learning outcomes and competences to be achieved. The Diploma Supplement describes the qualification in an easily understandable way, relating it to the overarching qualifications framework.

Quality Assurance

In higher education, the term quality assurance refers to all the policies, ongoing review processes and actions designed to ensure that institutions, programmes and qualifications meet specified standards of education, scholarship and infrastructure. The Standards and Guidelines for Quality Assurance in the European Higher Education Area adopted by Ministers in 2005 and commonly referred to as the European Standards and Guidelines (ESG) provide guidance on quality assurance to agencies and institutions. The European Quality Assurance Register for Higher Education (EQAR) set up in 2008 is designed to list those agencies which operate in accordance with the European Standards and Guidelines and the appropriate national legal provisions.

Social dimension

The European Higher Education Area aims at providing learners with equal opportunities in higher education, fostering social cohesion and maximising the potential of individuals in terms of their personal development and their contribution to a sustainable and democratic knowledge-based society.

Employability

Employability has been one of the main objectives of the Bologna Process from the very start. Each cycle of higher education should be relevant to the labour market.

Lifelong Learning

Lifelong learning has been recognised as an essential element of the European Higher Education Area since 2001. It is inherent in all aspects of the Bologna Process and is furthered by improving the recognition of prior learning, including non-formal and informal learning and allowing learners, for instance, to alternate between work and study.

The basic priorities of the European Higher Education Area provide a common strategic framework to which all stakeholders in the European Higher Education Area can make their full contribution, building on a wide variety of existing and new initiatives.

Ex. 1. Answer the questions.

1. What is the aim of the Bologna process?

2. What are the basic principles of the European Higher Education Area?

3. What is the purpose of recognition of qualifications?

4. Do you like the idea of a joint degree? In your understanding, what might be the basic requirement for joining such a programme?

LANGUAGE TRAINING

Ex. 1. Fill in the correct word from the list. Choose any phrase and make up a sentence.

Common, non-binding, promote, relevant, interdisciplinary, close, facilitate, initiate, programme’s, student-centered, obtain, quality.

…………………training …………………mobility ……………….agreement ………………… reforms ………………… a degree …………..reference point

…………….cooperation between governments ………………comparability and compatibility …………………………... assurance agencies ……………………………..average workload ……………… to the European labour market … …………………….. learning and teaching

Ex. 2. Match the words with their definitions. Complete the sentences below²⁰.

t o facilitate to promote to enhance comparability compatible to provide

to supply or make available capable of existing together in harmony the quality or state of being comparable to help bring into being to increase or improve in value, quality, desirability, or attractiveness to make easier

1. The moderator's role is to ………. the discussion by asking appropriate questions.

2. Mediators were present to ……. dialogue.

3. You can …….. the flavor of the dish by using fresh herbs.

4. There's little …….. between the two vehicles: one is basic transportation and the other is a luxurious salon on wheels.

5. They are two people with ……. personalities.

6. The Web site ……… users with information about local activities.

Ex. 3. Fill in the correct preposition, then choose any item and make up a sentence.

To operate in accordance … smth/ smb; to pave the way … smth; to be introduced … smb; to be relevant … smth; to be compatible … smth; to be known … smth; to be committed … smth; to meet the needs … smb; to provide smb … smth; to bring smth in line … smth.

Ex. 4. Match these sentence halves²¹ and translate.

1	K nowledge changes so fast that	a	in order to understand better one’s career preferences.
2	If we are able to make Russian degrees fully recognizable,	b	will automatically make Russian universities competitive.
3	To compete successfully in the global education market	c	it is necessary to improve the content and quality of university programs.
4	It would be wrong to assume that the adoption of the two-tier system	d	the simple memorization of texts and formulae is perfectly useless.
5	In light of the sharp demographic challenges Russia faces in the coming years	e	it is crucial to offer them the chance to change course and even institution.
6	It is very useful to gain work experience before commencing a master’s degree	f	many people will in fact return to Russia.
7	As students move from bachelor’s to master’s,	g	it is extremely important to attract foreign students to our universities.

Ex. 5. Complete the text²² using the correct alternatives.

While the calls for the “urgent modernization” of Russian higher education are not new, the key question is whether recent reforms will have a positive 1) ………………. on the sector in the current economic and social climate. Russia has been striving to make up the loss in higher education that occurred during the severe 2)……………… during the post-Soviet transition period. Although a number of initiatives have been implemented, such as the creation of federal universities and national research universities, 3)……………. on education as a percentage of gross domestic product has not changed considerably since 2005. But today, international pressures are contributing to the 4)…………. of the need for reforms. Concentrating finance on developing flagship universities could alleviate regional higher education 5)…………. and provide resources to strategic research initiatives, as well as setting them on the road to becoming internationally prominent institutions. However, attention should be paid to the development of other, non-status universities and to the quality of working conditions for teaching and research 6)………………… in the higher education system. Whether the proposed plans for Russian higher education will turn into reality will depend on the 7)…………… of these reforms and on Russia’s economic situation. The 8)……….. seems positive.

1	a) impact	b) affect	c) influence	d) uproot
2	a) slump	b) recession	c) stagnation	d) recovery
3	a) cost	b) disbursement	c) expenditure	d) tariff
4	a) emergency	b) topicality	c) extremity	d) urgency
5	a) inequalities	b) distinctions	c) contrasts	d) differences
6	a) workforce	b) staff	c) contingent	d) folks
7	a) introduction	b) promotion	c) implementation	d) penetration
8	a) horizons	b) future	c) perspective	d) outlook

SKILLS

Write a for-and-against article on Bologna process in Russia²³ for your university newspaper. The Introduction has already been given for you. In the main body develop each point with your justifications and/ or examples. In the conclusion write a balanced consideration of the topic or give your own opinion. Don’t forget to provide your article with a good title.

INTRODUCTION

Russia joined the Bologna Process in 2003 and is in the process of actually transforming its higher education system to make it compatible with Bologna principles. In particular, Russia has essentially moved to the two-tier, bachelor’s-master’s or four-plus-two year system. The actual transformation is yet to happen, but all the legal foundations are in place. Universities that want to build internationally competitive, and internationally compatible, undergraduate and masters programs have all the necessary tools. However, Russia’s integration into the Bologna Process often receives criticism from inside the country.

MAIN BODY

PARA 1. One major problem that people cite is that the Russian job market is not yet ready to consider four-year programs as “complete” higher education.

PARA 2. The opponents of the system warn that the two-tiered system will lead to the destruction of the traditional Soviet model, which has proven to be excellent.

PARA 3. Another argument goes something like this: If the experiment succeeds and Russian degrees are recognized in the West, this will lead to brain drain and the degradation of Russian academia and education.

PARA 4. However, the main argument in favor of the Bologna Process is that it is better predisposed to the realities of the contemporary world — characterized by high uncertainty and dynamism.

PARA 5. What is more, the Bologna Process gives Russian universities an instrument for bilateral student exchanges and therefore wakes them up to the realities of the European educational system.

PARA 6. Also, the Bologna Process provides Russian universities with opportunities to create new programs, both broad undergraduate programs and specialized master’s programs.

CONCLUSION

To sum up/ All in all, Russia’s integration into the Bologna Process…

UNIT 5.

My Alma Mater

STARTING UP

Ex. 1. Look at these sayings. What do they mean? Which of the ideas do you agree with?

• The roots of education are bitter, but the fruit is sweet.

Aristotle, Greek philosopher (384 BC – 322 BC)

• One of the greatest problems of our time is that many are schooled but few are educated.

Thomas More, English author (1478 – 1535)

• In the first place, God made idiots. That was for practice. Then he made school boards.

Mark Twain, American author (1835 – 1910)

Ex. 2. Have you ever heard the expressions alma mater and university alumni? Do you know what they mean? Read the entries from Wikipedia²⁴ and answer the questions.

Alma Mater (UK /ˈælmə ˈmeɪtə/ or US /ˈɑːlmə ˈmɑːtər/; Latin: "nourishing mother") was used in ancient Rome as a title for various mother goddesses and in Christianity for the Virgin Mary. In the modern language in North America, it is often any school, college, or university at which one has studied, and usually, from which one has graduated. The term may also refer to a song or hymn associated with a school.

An alumnus (masculine, plural 'alumni') or alumna (feminine, plural 'alumnae') is a graduate of a school, college, or university. An alumnus can also be a former member, employee, contributor, or inmate, as well as a former student. If a group includes both sexes, even if there is only one male, the male plural form alumni is used.

1. What University would be considered your alma mater: the one where you were awarded a Bachelor’s degree or/ and the University where you are studying for your Master’s degree at the moment?

2. Can you name some notable alumni of the two universities?

3. Do you stay in touch with the alumni of your first University? Would you like to be a university alumni association member? Why?

Ex. 3. How did you choose the university for receiving your higher degree? Speak to your partner about the criteria that determined your choice. Which of the criteria below do you think to be the most important? Why?

• the quality of teaching and research

• versatile and flexible system of education

• excellent programs across all disciplines

• emphasis on building a theoretical base along with developing practical, employment-related skills

• the level of technology and scientific techniques available to students

• the opportunity to tailor your Master program to meet specific career/academic aspirations

• a very positive reputation of the university in the national/international job market

• a diverse choice of academic, cultural and athletic activities

• the visual impression the university makes, its history and location

• a good support system to fresh-comers

• the opportunity to combine part-time or temporary work and study

• low tuition fee