Question

请大家帮我翻译一下拉 多谢了

SMART PARTNERSHIP

At this juncture let me return to the central issue concerning belief and commitment to cooperative education. The first thing that strikes me is the need for a three way partnership - smart partnership if you like - between th e three players in co-operative education. This partnership will foster understanding of what needs to be done and what role each partner will play. Without getting into too much details at this point, I sense that atleast in Asia this partnership is either non existent or if it does exist there are some serious problems surrounding it.

Herein lies the first challenge. The university or the education system in general have to recognise the fact that learning a skill or preparing a student for life and work is best done in an integrated manner, mixing theory with practice, encouraging students to do reality checks under actual situations. If education cease to be isolated from work place settings then I believe the framework for the partnership with industry becomes apparent. Indeed classroom learning will naturally flow into workplace experience.

But the purists will argue that the university is a centre of academic excellence, of thinking and scholarship, of inquiry and discovery. Any intrusion by an external element can be disastrous to the whole objective. However, while the purists are still entrenched in most of the education systems around the world (and there are good reasons for that), there are academicians who firmly believe in integrating learning and working.

I am not arguing for the demise of one or the other but rather I would like to see a balance of the two schools of thought in our academic institutions. In situations where learning is clearly he aded towards professional practice such as engineering, accounting and the like, the curriculum should reflect more bias towards integration. In situations where learning is about building on the knowledge base, about basic research, questioning accepted theories which are all abstract in nature, then the discipline of the purists will perhaps be more rigorously followed.

On the side of the industry, changes must also occur. While it is recognised that industry's prime objective is to give a fair return to its shareholders it must also concern itself with what Claude Farley refers to as "beyond the bottom line". Indeed providing college students with work experience is actually preparing them to be potential recruits and when viewed in this manner it is actually part of doing business. In my company we define our social and community work and our participation in education not merely as demonstrations of social responsibility but more importantly as an integral part of doing good business that will enable us to gain access, to recruit high potential staff and to minimise costs of initial training.

Answer 1

聪明的伙伴关系

在这个时刻让我回到中心问题有关的信念和决心，以合作教育。第一件事令我觉得是需要一个三年的伙伴关系-聪明的伙伴关系，如果你喜欢-之间上三名球员在合作教育。这一伙伴关系将促进了解需要做什么和什么作用，每个合作伙伴将发挥。没有进入太多细节，在这一点上，我感觉到atleast在亚洲这一伙伴关系要么不存在，或者如果它确实存在，有一些严重的问题，围绕着它。

这是第一个挑战。大学或教育体系，基本上都承认的事实，学习新技能，或准备一个学生，为生活和工作，是做了最好的一种综合方式，混合理论和实践的结合，鼓励学生做实际出发，根据检查的实际情况。如果教育不再是孤立的，从工作场所设置的话，我相信框架，以便与业界的伙伴关系变得很明显。事实上，课堂学习，自然会流入工作场所的经验。

但单纯娱乐会说，大学教育是一个中心的学术卓越，思想与学术，调查和发现。任何入侵由一个外部因素，可以带来灾难性到整个目标。不过，虽然单纯，仍然盘踞在大部分的教育体制在世界各地（并有很好的理由认为） ，有两院院士，他们坚信，在整合学习和工作方式。

我不是主张光船承租人的一方或另一方，而是我希望看到一个平衡的两所学校的思想在我们的学术机构。的情况下学习，显然是他aded迈向专业实践，如工程，会计等，课程内容应反映更偏重于融合。的情况下，学习是要建立对知识基础，对基础研究，接受讯问的理论都是抽象性的，那么纪律的单纯娱乐也许会更严格地遵循。

对一方的产业变化，也必须出现。虽然我们都认为产业的首要目标就是要提供一个公平的回报给股东，它也必须关注自己什么 claude farley指为"超越底线" 。事实上，提供大学生与工作经验，其实是做好准备，使他们成为潜在的新兵时，看用这种方式它实际上是经商之道。在我的公司，我们确定我们的社会和社区的工作和我们的参与教育，而不仅仅是示威的社会责任，但更重要的一个组成部分，做好业务，这将使我们能够获取，聘请高潜力的员工，并减少成本初始培训。

Answer 2

聪明的合作

在这会合让我回归对中央问题关于信仰和承诺对合作教育。触击我的第一事是需要对于三种方式合作- 聪明的合作如果您喜欢- 在th e 三球员之间在合作教育。这次合作将促进理解对什么需要做并且什么角色各个伙伴将充当。没有进入太多这时选派, 我感觉atleast 在亚洲这次合作或者非现存或如果它存在那里是一些严肃的问题围拢它。

此中说谎第一挑战。大学或教育体制总之必须认可事实学会技巧或学生为生活和工作做准备是最佳做以联合方式, 混合理论与实践, 鼓励学生做事实检测在实际情况之下。如果教育停止与工作地点设置被隔绝然后我相信框架为与产业的合作变得明显。教室学会自然地的确将流动入工作场所经验。

但纯正主义者争辩说, 大学是学术优秀的中心, 认为和奖学金, 询问和发现。任一闯入由一个外在元素可能是惨败的对整体宗旨。但是, 当纯正主义者是确立的在大多教育体制在世界(和有那的真正原因), 那里是牢固地相信集成的学会和工作的院士。

我不为赞成困境一个或其他而辩论但是我希望宁可看二种想法的平衡在我们的学术机关。在学会是他清楚地aded 往专业实践譬如工程学、会计和等等的情况, 课程应该反射更多偏心往综合化。在学会是关于修造在知识库, 关于基础研究, 对被接受的理论表示怀疑是全部摘要在自然里的情况, 纯正主义者的学科或许更加严谨地然后将被跟随。

在产业的边, 变动必须并且发生。当它被认可industry's 头等宗旨将给公平的回归到它的股东它必须与什么克劳德・Farley 并且有关自己提到作为"beyond 底下line" 。的确提供大学生以工作经验实际上准备他们是潜在的新兵和当观看这样这实际上作为做生意的部分的。在我的公司中我们不仅仅定义我们的社会和社区工作和我们的参与教育作为社会责任感的示范但更加重要地作为做将使我们能够存取, 吸收高的潜在的职员和使最初的训练减到最小的费用的好生意的整体部分。