【英譯漢】
Globalization for Change in Higher Education
What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. 1 For higher education, globalization implies the social, economic, and technological forces that shape the realities of the 21st century. These elements include advanced information technology, new ways of thinking about financing higher education and a concomitant acceptance of market forces and commercialization, unprecedented mobility for students and professors, and other developments. Significantly, the idea of mass access to higher education has meant unprecedented expansion of higher education everywhere - there are about 134 million students in postsecondary education 2 worldwide, and many countries have seen unprecedented and sustained expansion in the past several decades. These global trends are for the most part inevitable. Nations, and academic institutions, must constructively cope with the implications. 3
Massification
massification 4 is without question the most ubiquitous global influence of the past half century or more. 5 The United States had the first mass higher education system, beginning as early as the 1920s. Europe followed in the 1960s, and parts of Asia a decade or so later. The developing countries were the last to expand. Most of the growth of the 21st century is taking place in developing and middle-income countries. North America, Europe, and a number of Pacific Rim nations now enroll 60 percent or more of the relevant age group 6 in higher education. What has massification brought?
Public good vs. private good. 7 Stimulated in part by the financial pressures of massification and also by broader changes in economic thinking, including the neoliberal agenda, 8 higher education is increasingly considered in economic terms a private good - a benefit accruing mainly to individuals who should pay for it rather than a public good that contributes benefits to society and thus should be financially supported by the state. 9
Varied funding patterns. For most countries, the state has traditionally been the main funder of higher education. Massification has placed great strains on state funding, and in all cases governments no longer believe they can adequately fund mass higher education. Other sources of funding need to be found - including student tuition and fees ( typically the largest source) , a variety of government-sponsored and private loan programs, university income generating programs ( such as industry collaboration or consulting) , and philanthropic support.
Decline in quality vs. conditions of study. 10 On average in most countries, the quality of higher education has declined. In a mass system, top quality cannot be provided to all students. 11 It is not affordable, and the ability levels of both students and professors necessarily become more diverse.
University study and teaching are no longer a preserve for the elite - both in terms of ability and wealth. While the top of a diversified academic system may maintain its quality 12 (although in some countries the top sector has also suffered), the system as a whole declines.
Globalization of the Academic Marketplace
More than 2 million students are studying abroad, and it is estimated that this number will increase to 8 million in a few years. Many others are enrolled in branch campuses and twinning programs. 13 There are many thousands of visiting scholars and postdocs studying internationally. Most significantly, there is a global circulation of academics. Ease of transportation, IT, the use of English, and the globalization of the curriculum have tremendously increased the international circulation of academic talent. Flows of students and scholars move largely from South to North - from the developing countries to North America and Europe. And while the "brain drain" of the past has become more of a "brain exchange", with flows of both people and knowledge back and forth across borders and among societies, the great advantage still accrues to the traditional academic centers at the expense of the peripheries. Even China, and to some extent India, with both large and increasingly sophisticated academic systems, find themselves at a significant disadvantage in the global academic marketplace. For much of Africa, the traditional brain drain remains largely a reality.
詞匯
1.globalization全球化
2.academic institution學(xué)術(shù)機構(gòu)
3.concomitant相伴的，隨之而來的
4.mobility流動性，移動性
5.ubiquitous普遍存在的，無所不在的
6.stimulate刺激，促使
7.accrue(通過自然增長、積累)產(chǎn)生，形成
8.philanthropic慈善的，慈善事業(yè)的
9.diverse不同的，多種多樣的，形形色色的
10.elite出類拔萃的人(或物)，精英
11.brain drain人才外流
12.brain exchange人才交流
13.periphery外圍，邊緣
14.at a disadvantage處于不利地位
注釋
1.deceivingly的字面意義為“具有欺騙性地”，可根據(jù)漢語習(xí)慣譯為“看似”、“看起來似乎”。
2.postsecondary education意為完成中學(xué)教育之后的后續(xù)教育，可意譯為“高等教育”，也可直譯為“中等后教育”，這一說法也是教育領(lǐng)域內(nèi)通用的專業(yè)術(shù)語。
3.此句中cope with的賓語為the implications，如果機械地按照原文的語法結(jié)構(gòu)來翻譯的話，會很別扭，因為根據(jù)漢語的行文習(xí)慣，“處理、應(yīng)付”一詞后面通常要跟上“情況、局勢、問題”這一類的詞語。
4.massification此處實際上指的是massification of higher education，為了避免不必要的誤解和意義模糊，建議使用增詞法將其完整地譯為“高等教育大眾化”。
5.英語是相對靜態(tài)的語言，多用名詞，且前面可以加上若干形容詞來修飾，這樣整個句子顯得非常緊湊且干凈利落，如此句中的ubiquitous global influence。如果漢語譯文也采用同樣的方法來處理的話，整句話則會顯得冗長、臃腫而又晦澀難懂。因此ubiquitous可另起一句譯出。
6.the relevant age group源意為“相關(guān)的年齡組”，可譯為“適齡人群”。
7.public good及private good:公共利益及個人利益8.此處介詞by后面有兩個很長的賓語，而且第二個賓語中還帶有另外的修飾成分，如果把它們并起來翻譯為“在……和……的刺激下”，句子的意思會變得十分混亂，建}義將兩部分賓語分開單獨翻譯，以使譯文順暢明了。
9_此處a private good和a public good兩個名詞詞組后面都帶有很長的定語修飾成分，且結(jié)構(gòu)又有相近之處。譯者在處理此句時，應(yīng)注意根據(jù)漢語的行文習(xí)慣，將句子結(jié)構(gòu)或分拆、或重新組合，以使譯文結(jié)構(gòu)緊湊、意思簡單明了。
10.原文中decline這一個詞就能完美地兼顧quality of study和conditions of study兩種情況，但在譯成漢語時，只能用兩個不同的詞分別與“教學(xué)質(zhì)量”和“教學(xué)環(huán)境”搭配，這里可分別用“下降”和“退化”。
11.英語中被動語句的使用頻率較之漢語要高，在處理此句時改變句子的語態(tài)，將主語和賓語的順序顛倒過來譯成主動語態(tài)也未嘗不可。
12.maintain its quality如譯為“維持其教學(xué)質(zhì)量”不能算錯，但如果采用增詞法將其譯為“維持其很高的教學(xué)質(zhì)量”或“維持其原有的教學(xué)質(zhì)量”，則意思更為清楚。
13.此處branch campuses指的是“外國大學(xué)設(shè)在本國的分�！保鴗winning programes指的是“與外國大學(xué)聯(lián)辦的雙聯(lián)課程項目”。
【參考譯文】
改變高等教育的全球化
什么是全球化?它又是如何影響高等教育政策和學(xué)術(shù)機構(gòu)的?這個問題的答案看似簡單，但實際上卻極為復(fù)雜，超乎想象。對于高等教育而言，全球化意味著決定21世紀(jì)現(xiàn)狀的社會力量、經(jīng)濟力量和科技力量，其中包括先進的信息技術(shù)、為高等教育籌措資金的新思路以及隨之而來的對市場力量和商業(yè)化的接受、教師和學(xué)生史無前例的高流動性及其他發(fā)展和變化。特別值得關(guān)注的是，高等教育大眾化的理念帶來了高等教育史無前例的擴張——現(xiàn)今全世界大約有1.34億學(xué)生在接受高等教育，而且在過去的幾十年里，很多國家的高等教育都經(jīng)歷了前所未有的持續(xù)擴張。這些全球性的趨勢多半是不可避免的，各國和教育機構(gòu)都必須建設(shè)性地處理全球化所帶來的各種新局勢。
大眾化
毫無疑問，在過去的半個多世紀(jì)，高等教育大眾化是全世界最具影響力的事物，其影響力無所不在。美國早在20世紀(jì)20年代就首先實行了高等教育普及制度。之后是歐洲，始于20世紀(jì)60年代。亞洲部分國家和地區(qū)則在十年以后甚至更晚才開始普及高等教育。發(fā)展中國家在這方面則是最晚起步的。因此，21世紀(jì)高等教育的增長大多集中在發(fā)展中國家和中等收入國家。如今，在北美、歐洲和許多環(huán)太平洋國家，接受高等教育的適齡人群已達百分之六十以上。高等教育大眾化究竟給我們帶來了什么呢?
公共利益與個人利益。一方面，由于高等教育大眾化所帶來的金融壓力，另一方面，由于在經(jīng)濟思考，包括新自由主義的進程所帶來的廣泛變化，高等教育從經(jīng)濟學(xué)角度來說正越來越多地被視為應(yīng)由個人來購買的私人利益，而不是由國家來提供經(jīng)濟支持的公共利益，因為它主要是為個體，而不是為社會帶來好處。
多元的資金募集模式。對大多數(shù)國家而言，政府歷來是高等教育的主要出資人。然而，高等教育的大眾化給政府撥款這種方式帶來了很大壓力，政府認為他們實在無力為大眾化的高等教育提供足夠的資金。因此，必須找到其他資金來源——包括向?qū)W生收取的學(xué)費和其他費用(這通常是最大的經(jīng)費來源)，各類政府資助及個人貸款項目，高校創(chuàng)收項目(如產(chǎn)研合作或為企業(yè)提供咨詢)以及慈善捐助。
教學(xué)質(zhì)量的下降與教學(xué)環(huán)境的退化。大多數(shù)國家的高等教育普遍存在質(zhì)量下降的情況。在大眾化的體系下，并非所有學(xué)生都能接受到最高質(zhì)量的教育。一方面，高質(zhì)量的教育不是人人都能負擔(dān)得起的;另一方面，學(xué)生和教師的能力水平也必然會變得更為參差不齊。從能力和財力上來說，大學(xué)的教與學(xué)已不再社會精英們的專利。在多樣化的高等教育體系下，盡管它的最高端仍然可以維持很高的教學(xué)質(zhì)量(盡管在一些國家，最高端的大學(xué)也有同樣的困境)，但其總體質(zhì)量是在下降的。
學(xué)術(shù)市場的全球化
目前，有200多萬名學(xué)生出國留學(xué)，而且這一數(shù)字幾年后就將增至800萬。男外，還有很多學(xué)生被外國大學(xué)設(shè)在本國的分�；蚴桥c外國大學(xué)聯(lián)辦的雙聯(lián)課程項目錄取。成千上萬名訪問學(xué)者和博士后研究人員也在國外深造。而其中學(xué)術(shù)人才在全球范圍內(nèi)的流動影響更為深遠。便捷的交通、信息技術(shù)的發(fā)展、英語的廣泛使用以及課程的全球化使得學(xué)術(shù)人才在國際間的流動大大增多。學(xué)生和學(xué)者流動的方向大多為從南向北——即從發(fā)展中國家流向北美和歐洲等發(fā)達國家。盡管以往的“人才外流”越來越多地轉(zhuǎn)變?yōu)椤叭瞬沤涣鳌�，人才和知識在各國和社會之間游走，然而，傳統(tǒng)的學(xué)術(shù)中心依然以損害周邊地區(qū)的利益為代價獲得了更多的好處。雖然中國，在一定程度上還有印度，擁有規(guī)模龐大、日益先進的高等教育體系，在國際學(xué)術(shù)市場上明顯處于弱勢。而對于非洲大多數(shù)國家來說，傳統(tǒng)意義上的人才外流依然是其主要現(xiàn)實。
