来源网络译中第一篇


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. "If even 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 $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 PhD's, delays in recruitment and the lack of incentives to attract and nurture talent has 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 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. 


Mr. Balakrishnan of Indian institute of technology in Delhi, 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 the end of this decade. "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 scale quality education."


参考译文：
在印度首都的一所比较好的大学里，供140名教职人员休息喝茶或批改卷子的地方只有一间大房间。“即便是一半人出现，座位就不够了。”那里的历史教授艾敏（Amin）说，“没有别的地方可以工作。在这种情况下，你如何期望教师好好工作？”


教师缺乏舒适的工作环境并不是唯一的问题。在玛丽学院工作30年之久的艾敏女士一年的收入相当于2.2万美元，这还不到她的一些优秀学生在第一份工作中所能挣到的一半。玛丽学院是德里大学下属的几十所学院之一。新的机会不仅为毕业生提供了更多的薪酬，还提供了流动性和灵活性，这对于那些在大多数印度大学里任职的教师来说几乎是闻所未闻的。


所有这些意味着印度正面临着师资队伍的严重短缺。不只是薪酬低和设施缺乏。根据去年公布的一份政府报告，高等教育的大规模扩张，加上博士学位的短缺，拖延了招聘进程，此外，缺乏吸引和培养人才的激励措施还导致现有教职人员职位空缺高达40%。该报告的作者大多是学者，他们发现，如果用政府建议的班级规模来计算，这个数字将跃升至54%。



专家们表示，这非常清晰地显示，印度将无法实现该国教育部长设定的目标，即承诺到2020年将该国高等教育系统的规模扩大一倍。专家们说，虽然这一雄心抱负是值得称赞的，但缺乏一个长远的发展师资队伍的战略将导致印度的教育梦想无法实现。


不过，印度理工学院的巴拉科瑞斯南（Balakrishnan）先生则较为乐观。他认为，到2020年印度可以通过大学招收多达25%的合格学生，这一数字约是目前的两倍。“正在发生切实变化。”他说，“过去几年发生的争论已使人们走出了自己的舒适地带。学校董事会形成的更大共识是，我们需要加强素质教育。”


英译中第二篇



Millions of tourists come here every year to visit the ancient ruins of Angkor Wat, an influx that has helped transform what once resembled a small, laid-back village into a thriving and cosmopolitan town with thumping nightlife and more than 10,000 hotel rooms. 


But the explosion of the tourism industry here has also done something less predictable. Siem Reap, which had no universities a decade ago, is now Cambodia’s second-largest hub for higher education, after the capital, Phnom Penh. The sons and daughters of impoverished rice farmers flock here to work as tour guides, receptionists, bartenders and waitresses. 


When their shifts are over, they study finance, English and accounting.“ The establishment of five private universities here is helping to transform the work force in this part of Cambodia.Employers say that English proficiency is rising and that workers who attend universities stand out for their ability to express themselves and make decisions. 


A generation of students who would otherwise have had little hope to study beyond high school are enduring grueling schedules to get a degree and pursue their dreams.Khim Borin, a 26-year-old tour guide by day and law student by night, says he wants to become a lawyer. But he sometimes has trouble staying awake in class during the high tourist season, when he spends hours scaling vertiginous temple steps and baking in the tropical sun. There was no master plan for work and study life. It was driven largely by supply and demand: universities opened to cater to the dreams of Cambodia’s youth; and the freedom of time provided for the rhythm of the peak season.


After graduation, students who work and study at the same time often have an edge over fresh graduates who have never worked before, for whom starting a career can be difficult, Ms. Chan and others say. University students are “more communicative,” she said. “If they don’t like something, they speak out.” Ms. Chan and others say they are lucky that Angkor’s temples have proved so popular with tourists. If it were not for the sandstone structures nestled in the jungles, Siem Reap would probably have remained a backwater. Last year, 3.3 million tourists visited Siem Reap, half of them foreigners, according to the Cambodian Ministry of Tourism.


参考译文：
每年，数百万的游客来到这里参观吴哥窟的古遗址，游客的蜂拥而至使得这一曾经悠闲的小村庄变成了一个繁荣的国际化都市，这里有着繁华的夜生活和1万多间酒店客房。


但旅游业的爆炸式发展也带来了一些未曾预料的事情。暹粒在十年前还没有大学，现在已成为柬埔寨第二大高等教育中心，仅次于首都金边。贫穷的农民家的子女蜂拥来到这里做导游、接待员、调酒师和服务员。


在工作结束之后，他们就学习金融、英语和会计。五所私立大学的建立正在帮助这个地方的劳动力实现转型。雇主们说，这里的英语水平正在提升，上过大学的工人更加具备表达自我和做出决定的能力。


那些几乎没有什么希望上大学的一代学生，正在努力获取学位和追逐他们的梦想。26岁的金波林白天做导游，晚上则是一名法律系学生，他说他想成为一名律师。但在旅游旺季，他有时会忍不住在课堂打瞌睡，因为他一天要花好几个小时在令人眼花缭乱的寺庙台阶上度过，并且还要忍受炙热的阳光。这里的工作和学习生活没有一个总体规划。这主要是由供求关系驱动的：大学的开设是为了迎合柬埔寨年轻人的梦想；而时间上的自由则是为了迎合旅游旺季的节奏。


陈女士说，那些一边工作一边学习的学生在毕业后往往比从未工作过的应届毕业生更具优势，对后者来说，开启他们的事业可能较为困难。她说，大学生“更善于沟通”，“如果他们不喜欢什么东西，他们就会说出来。”陈女士及其他人表示，很幸运吴哥的寺庙很受游客们欢迎。如果不是坐落在丛林中的砂岩结构，暹粒很可能仍然是一片死水。根据柬埔寨旅游部的数据，去年有330万名游客前往暹粒游玩，其中一半是外国人。


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