- Texto – | Better Education Quality Needed | www.latinbusinesschronicle.com |
- 8 Multiple Choice Questions | Five-Option Question |
❑ TEXTO:
- Texto – | Better Education Quality Needed | www.latinbusinesschronicle.com |
- 8 Multiple Choice Questions | Five-Option Question |
❑ TEXTO:
Better Education Quality Needed
Melhor qualidade de educação necessária
Formal education and skills aren't connecting in Latin America.
A educação formal e as habilidades não estão se conectando na América Latina.
- By Gabriel Sanchez Zinny
Education advocates in Latin America have long pushed for expanded access for all students.
Os defensores da educação na América Latina há muito pressionam por acesso expandido para todos os alunos.
Indeed, access has improved, with secondary school completion rates climbing from 30 to 50 percent over the past two decades.
De fato, o acesso melhorou, com as taxas de conclusão do ensino médio subindo de 30 para 50 por cento nas últimas duas décadas.
However, there is a growing realization that greater access alone will do little good without higher quality.
No entanto, há uma percepção crescente de que maior acesso por si só fará pouco bem sem maior qualidade.
No entanto, há uma percepção crescente de que maior acesso por si só fará pouco bem sem maior qualidade.
[2º parágrafo]
Business leaders, in particular, have argued that there is a profound disconnect between what schools are teaching and what is actually required for a worker to succeed in a globalized, innovation-driven, and knowledge-based modern economy.
Líderes empresariais, em particular, têm argumentado que há uma profunda desconexão entre o que as escolas estão ensinando e o que é realmente necessário para que um trabalhador tenha sucesso em uma economia moderna globalizada, orientada pela inovação e baseada no conhecimento.
“There are very talented people in the region.
“Há pessoas muito talentosas na região.
All they need is a chance to develop,” says Felipe Vergara, co-founder of Lumni, a company that invests in students’ education in exchange for a fixed portion of the income they will go on to receive with their improved career path.
Tudo o que elas precisam é de uma chance de se desenvolver”, diz Felipe Vergara, cofundador da Lumni, uma empresa que investe na educação dos alunos em troca de uma parcela fixa da renda que eles receberão com sua carreira aprimorada.
Tudo o que elas precisam é de uma chance de se desenvolver”, diz Felipe Vergara, cofundador da Lumni, uma empresa que investe na educação dos alunos em troca de uma parcela fixa da renda que eles receberão com sua carreira aprimorada.
[3º parágrafo]
At the same time that the private sector is beginning to take matters into its own hands, a new report from a team of Inter-American Development Bank education researchers, led by Marina Bassi and Jaime Vargas, has shed new light on the failures of Latin American education systems to prepare students for the job market.
At the same time that the private sector is beginning to take matters into its own hands, a new report from a team of Inter-American Development Bank education researchers, led by Marina Bassi and Jaime Vargas, has shed new light on the failures of Latin American education systems to prepare students for the job market.
Ao mesmo tempo em que o setor privado começa a tomar as rédeas da situação, um novo relatório de uma equipe de pesquisadores educacionais do Banco Interamericano de Desenvolvimento, liderado por Marina Bassi e Jaime Vargas, lançou nova luz sobre as falhas dos sistemas educacionais latino-americanos em preparar os alunos para o mercado de trabalho.
Entitled “Disconnected: Skills, Education and Employment in Latin America”, the report uses surveys of both students and employers across the region to understand why and how this gap in skills is occurring.
Intitulado “Desconectados: Habilidades, Educação e Emprego na América Latina”, o relatório usa pesquisas com alunos e empregadores em toda a região para entender por que e como essa lacuna de habilidades está ocorrendo.
Intitulado “Desconectados: Habilidades, Educação e Emprego na América Latina”, o relatório usa pesquisas com alunos e empregadores em toda a região para entender por que e como essa lacuna de habilidades está ocorrendo.
[4º parágrafo]
The results are surprising.
The results are surprising.
Os resultados são surpreendentes.
While access has increased, in two other critical areas - quality and relevance - there has been little to no progress, leaving students unprepared for the demands of the modern workplace.
Embora o acesso tenha aumentado, em duas outras áreas críticas - qualidade e relevância - houve pouco ou nenhum progresso, deixando os alunos despreparados para as demandas do ambiente de trabalho moderno.
The employers surveyed all pointed to the importance of what are known as “socio-emotional skills”, in contrast to traditional cognitive skills such as literacy and basic mathematics.
Todos os empregadores pesquisados apontaram para a importância do que é conhecido como "habilidades socio-emocionais", em contraste com as habilidades cognitivas tradicionais, como alfabetização e matemática básica.
Socio-emotional skills relate to personality, and include punctuality, politeness, work ethics, responsibility, empathy, and adaptability, and are especially critical for workers and managers in a globalized economy defined by its unpredictability and dynamism.
As habilidades socioemocionais estão relacionadas à personalidade e incluem pontualidade, polidez, ética de trabalho, responsabilidade, empatia e adaptabilidade, e são especialmente críticas para trabalhadores e gerentes em uma economia globalizada definida por sua imprevisibilidade e dinamismo.
As habilidades socioemocionais estão relacionadas à personalidade e incluem pontualidade, polidez, ética de trabalho, responsabilidade, empatia e adaptabilidade, e são especialmente críticas para trabalhadores e gerentes em uma economia globalizada definida por sua imprevisibilidade e dinamismo.
[5º parágrafo]
While high costs are certainly playing a role, it is clear that addressing the skills gap in Latin America will require a multifaceted approach.
While high costs are certainly playing a role, it is clear that addressing the skills gap in Latin America will require a multifaceted approach.
Embora os altos custos certamente estejam desempenhando um papel, está claro que abordar a lacuna de habilidades na América Latina exigirá uma abordagem multifacetada.
As the authors of “Disconnected” argue, schools must find ways to become more engaged with the productive economy that surrounds them, and improve their ability to instill and evaluate the type of skills that the private sector is looking for.
Como argumentam os autores de “Disconnected”, as escolas devem encontrar maneiras de se envolver mais com a economia produtiva que as cerca e melhorar sua capacidade de incutir e avaliar o tipo de habilidades que o setor privado está procurando.
This effort should go beyond increasing the access and completion of secondary school. It should involve more research, better teacher recruitment and evaluation, and incentives for developing socioemotional skills.
Esse esforço deve ir além de aumentar o acesso e a conclusão do ensino médio. Deve envolver mais pesquisa, melhor recrutamento e avaliação de professores e incentivos para o desenvolvimento de habilidades socio-emocionais.
Esse esforço deve ir além de aumentar o acesso e a conclusão do ensino médio. Deve envolver mais pesquisa, melhor recrutamento e avaliação de professores e incentivos para o desenvolvimento de habilidades socio-emocionais.
[6º parágrafo]
Companies have a strong role to play, and some of them are just not giving up.
Companies have a strong role to play, and some of them are just not giving up.
As empresas têm um papel importante a desempenhar, e algumas delas simplesmente não estão desistindo.
As Juan Iramain, Vice President of Public Affairs and Communications in Coca Cola’s South Latin region, puts it, “at the Coca-Cola Company we understand that in order to catch up with the necessary level of sustainability of the globalized world, our business should rely on the sustainability of the communities in which we operate.
Como Juan Iramain, vice-presidente de Relações Públicas e Comunicações da região Sul Latina da Coca Cola, coloca, “na Coca-Cola Company entendemos que, para alcançar o nível necessário de sustentabilidade do mundo globalizado, nossos negócios devem contar com a sustentabilidade das comunidades nas quais operamos.
For some time now, therefore, we have been dealing with specialized NGOs to strengthen the work of parents and school.
Há algum tempo, portanto, temos lidado com ONGs especializadas para fortalecer o trabalho dos pais e da escola.
The aim is not only for students to complete the school year, but also that they incorporate the curiosity and lifelong learning capabilities needed to work in the labor market of the 21st century.
O objetivo não é apenas que os alunos concluam o ano letivo, mas também que incorporem a curiosidade e as capacidades de aprendizagem ao longo da vida necessárias para trabalhar no mercado de trabalho do século XXI.
We just can’t put up with a school program that cannot prepare youngsters for a better society”.
Simplesmente não podemos tolerar um programa escolar que não pode preparar os jovens para uma sociedade melhor”.
Simplesmente não podemos tolerar um programa escolar que não pode preparar os jovens para uma sociedade melhor”.
[7º parágrafo]
But above all, as the authors Marina Bassi and Jaime Vargas have argued, we must continue this dialogue between governments and the private sector so that education reform can lead to increased opportunity and economic development across the region.
But above all, as the authors Marina Bassi and Jaime Vargas have argued, we must continue this dialogue between governments and the private sector so that education reform can lead to increased opportunity and economic development across the region.
Mas acima de tudo[Mas sobretudo], como argumentaram os autores Marina Bassi e Jaime Vargas, devemos continuar esse diálogo entre governos e o setor privado para que a reforma educacional possa levar a mais oportunidades e desenvolvimento econômico em toda a região.
- Available at: <http://www.latinbusinesschronicle.com/app/article.aspx?id=5623>. Retrieved on: 20 May 2012. Adapted.
(A) have reason to suppose that secondary education problems have all ended.
(B) have reason to suppose that secondary education problems with quality have improved.
(C) can be happy because education quality rate has climbed over 30 percent.
(D) could be happy concerning students’ access to secondary school and completion of the course.
(E) should be very concerned with the poor rate of access to secondary school.
• Gabarito D
According to the text, in Latin America, education advocates
De acordo com o texto, na América Latina, os defensores da educação
(A) have reason to suppose that secondary education problems have all ended.
(A) have reason to suppose that secondary education problems have all ended.
têm motivos para supor que os problemas do ensino médio acabaram.
(B) have reason to suppose that secondary education problems with quality have improved.
(B) have reason to suppose that secondary education problems with quality have improved.
têm motivos para supor que os problemas de qualidade do ensino médio melhoraram.
(C) can be happy because education quality rate has climbed over 30 percent.
(C) can be happy because education quality rate has climbed over 30 percent.
podem estar satisfeitos porque a taxa de qualidade da educação subiu mais de 30%.
(D) could be happy concerning students’ access to secondary school and completion of the course.
(D) could be happy concerning students’ access to secondary school and completion of the course.
poderiam estar satisfeitos com o acesso dos alunos ao ensino médio e com a conclusão do curso.
(E) should be very concerned with the poor rate of access to secondary school.
(E) should be very concerned with the poor rate of access to secondary school.
deveriam estar muito preocupados com a baixa taxa de acesso ao ensino médio.
52 – In the text, the word in italics describes the idea expressed by the boldfaced word in
(A) argued (line 8) - asked
(B) actually (line 10) - really
(C) talented (line 13) - unskilled
(D) income (line 16) - input
(E) path (line 17) - origin
(A) argued (line 8) - asked
(B) actually (line 10) - really
(C) talented (line 13) - unskilled
(D) income (line 16) - input
(E) path (line 17) - origin
• Gabarito B
In the text, the word in italics describes the idea expressed by the boldfaced word in
(A) argued (line 8) - asked
(B) actually (line 10) - really
(C) talented (line 13) - unskilled
(D) income (line 16) - input
(E) path (line 17) - origin
(A) argued (line 8) - asked
(B) actually (line 10) - really
(C) talented (line 13) - unskilled
(D) income (line 16) - input
(E) path (line 17) - origin
53 – The failures of Latin American education systems have been pointed out by
(A) students
(B) the job market
(C) the private sector business
(D) a team of education researchers
(E) business leaders such as Marina Bassi and Jaime Vargas
• Gabarito D
The failures of Latin American education systems have been pointed out by
As falhas dos sistemas educacionais latino-americanos foram apontadas por
(A) students
(A) students
estudantes
(B) the job market
(B) the job market
o mercado de trabalho
(C) the private sector business
(C) the private sector business
o setor privado
(D) a team of education researchers
(D) a team of education researchers
uma equipe de pesquisadores em educação
(E) business leaders such as Marina Bassi and Jaime Vargas
(E) business leaders such as Marina Bassi and Jaime Vargas
líderes empresariais como Marina Bassi e Jaime Vargas
54 – An example of socio-emotional skill is
(A) work ethics
(B) intelligence
(C) basic math knowledge
(D) general culture knowledge
(E) reading and writing abilities
(A) work ethics
(B) intelligence
(C) basic math knowledge
(D) general culture knowledge
(E) reading and writing abilities
• Gabarito A
An example of socio-emotional skill is
(A) work ethics
(B) intelligence
(C) basic math knowledge
(D) general culture knowledge
(E) reading and writing abilities
(A) work ethics
(B) intelligence
(C) basic math knowledge
(D) general culture knowledge
(E) reading and writing abilities
55 – In the excerpt of the text - “are especially critical for workers and managers in a globalized economy defined by its unpredictability and dynamism.” - (lines 39 - 41) the possessive pronoun its refers to
(A) workers
(B) unpredictability
(C) managers
(D) dynamism
(E) economy
(B) unpredictability
(C) managers
(D) dynamism
(E) economy
• Gabarito E
In the excerpt of the text - “are especially critical for workers and managers in a globalized economy defined by its unpredictability and dynamism.” - (lines 39 - 41) the possessive pronoun its refers to
(B) unpredictability
(C) managers
(D) dynamism
(E) economy
56 – What measure has not proven sufficient in the past to address the skills gap in Latin American Education?
(A) Lowering the high costs of education.
(B) Adopting a multifaceted approach.
(C) Increasing the access and completion rates.
(D) Incrementing school’s engagement with the productive economy.
(E) Fostering incentives for developing socio-emotional skills.
(A) Lowering the high costs of education.
(B) Adopting a multifaceted approach.
(C) Increasing the access and completion rates.
(D) Incrementing school’s engagement with the productive economy.
(E) Fostering incentives for developing socio-emotional skills.
• Gabarito C
What measure has not proven sufficient in the past to address the skills gap in Latin American Education?
(B) Adopting a multifaceted approach.
(C) Increasing the access and completion rates.
(D) Incrementing school’s engagement with the productive economy.
(E) Fostering incentives for developing socio-emotional skills.
57 – Based on the meanings in the text, the boldfaced verbal expression describes the same as the verb in:
(A) giving up (line 55) - resisting
(B) puts it (line 57) - says
(C) to catch up with (lines 58-59) - to leave
(D) rely on (lines 60-61) - divide
(E) put up with (line 68) - test
(A) giving up (line 55) - resisting
(B) puts it (line 57) - says
(C) to catch up with (lines 58-59) - to leave
(D) rely on (lines 60-61) - divide
(E) put up with (line 68) - test
• Gabarito B
Based on the meanings in the text, the boldfaced verbal expression describes the same as the verb in:
Com base nos significados do texto, a expressão verbal em negrito descreve o mesmo que o verbo em:
>>"TO GIVE UP" (= TO STOP DOING something before you have finished it, usually because it is too difficult) (render-se, desistir de fazer algo)(https://dictionary.cambridge.org).
- "[54-55] Companies have a strong role to play, and some of them are just not giving up."
- As empresas têm um papel importante a desempenhar, e algumas delas simplesmente não desistem.
>>"[54-62] As Juan Iramain, Vice President of Public Affairs and Communications in Coca Cola’s South Latin region, puts it, “at the Coca-Cola Company we understand that in order to catch up with the necessary level of sustainability of the globalized world, our business should rely on the sustainability of the communities in which we operate."
- Como Juan Iramain, vice-presidente de relações públicas e comunicações da região sul-latina da Coca Cola, coloca (ESCREVE, DIZ), “na Coca-Cola Company entendemos que, para alcançar o nível necessário de sustentabilidade do mundo globalizado, nossos negócios devem contar com a sustentabilidade das comunidades nas quais operamos.
>>"TO CATCH UP WITH" (= to move fast enough to join (someone or something that is in front) (often used figuratively) (alcançar)(www.merriam-webster.com).
- "[54-62] As Juan Iramain, Vice President of Public Affairs and Communications in Coca Cola’s South Latin region, puts it, “at the Coca-Cola Company we understand that in order to catch up with the necessary level of sustainability of the globalized world, our business should rely on the sustainability of the communities in which we operate."
- Como Juan Iramain, vice-presidente de relações públicas e comunicações da região sul-latina da Coca Cola, coloca, “na Coca-Cola Company entendemos que, para alcançar o nível necessário de sustentabilidade do mundo globalizado, nossos negócios devem contar com a sustentabilidade das comunidades nas quais operamos.
>>"TO RELY ON" (depender de alguém/algo, contar com alguém/algo)(https://dictionary.cambridge.org).
- "[54-62] As Juan Iramain, Vice President of Public Affairs and Communications in Coca Cola’s South Latin region, puts it, “at the Coca-Cola Company we understand that in order to catch up with the necessary level of sustainability of the globalized world, our business should rely on the sustainability of the communities in which we operate."
- Como Juan Iramain, vice-presidente de relações públicas e comunicações da região sul-latina da Coca Cola, coloca, “na Coca-Cola Company entendemos que, para alcançar o nível necessário de sustentabilidade do mundo globalizado, nossos negócios devem contar com a sustentabilidade das comunidades nas quais operamos.
>>"TO PUT UP WITH" (= TO TOLERATE) (suportar, aguentar)(https://dictionary.cambridge.org).
- [68-70] We just can’t put up with a school program that cannot prepare youngsters for a better society.
- Não podemos tolerar um programa escolar que não consiga preparar os jovens para uma sociedade melhor.
(A) wait for better economic development.
(B) extinguish with the education reform.
(C) increase opportunities for economic development.
(D) challenge young managers across the region.
(E) reinforce the interface between business managers and members of the government.
• Gabarito E
According to the text, the ultimate solution to better education proposed by the authors of the “Disconnected” Report is to
Segundo o texto, a solução definitiva para uma melhor educação proposta pelos autores do Relatório “Desconectados” é
(B) extinguish with the education reform.
(C) increase opportunities for economic development.
(D) challenge young managers across the region.
(E) reinforce the interface between business managers and members of the government.