GIẢI CHI TIẾT ĐỀ THI IELTS READING: Does education fuel economic growth

GIẢI CHI TIẾT và DỊCH HOÀN THIỆN ĐỀ THI IELTS READING:

Does education fuel economic growth?

Over the last decade, a huge database about the lives of southwest German villagers between 1600 and 1900 has been compiled by a team led by Professor Sheilagh Ogilvie at Cambridge University’s Faculty of Economics. It includes court records, guild ledgers, parish registers, village censuses, tax lists and – the most recent addition – 9,000 handwritten inventories listing over a million personal possessions belonging to ordinary women and men across three centuries. Ogilvie, who discovered the inventories in the archives of two German communities 300 years ago, believes they may hold the answer to a conundrum that has long puzzled economists: the lack of evidence for a causal link between education and a country’s economic growth.

Trong thập kỷ qua, một dữ liệu khổng lồ về cuộc sống của dân làng Tây Nam Đức khoảng 1600 và 1900 năm được biên soạn bởi một nhóm do giáo sư Sheilagh Ogilvie thuộc Khoa kinh tế của đại học Cambridge dẫn đầu. Nó bao gồm những hồ sơ tòa án, sổ sách phường hội, sổ sách tôn giáo, điều tra dân số trong làng, danh sách thuế và lần bổ sung gần nhất- 9000 bảng kiểm kê tồn kho được viết bằng tay liệt kê hơn một triệu những tài sản cá nhân thuộc về những người phụ nữ và đàn ông dân thường trong suốt ba thế kỷ. Ogilvie người đã khám phá ra các bản kiểm kê tồn kho ở những nơi lưu trữ của hai cộng đồng Đức 300 năm trước, tin rằng họ có thể nắm giữ câu trả lời cho câu hỏi hóc búa từ lâu đã làm khó các nhà kinh tế: thiếu bằng chứng về mối liên nhân quả giữa giáo dục và phát triển kinh tế của một quốc gia.

As Ogilvie explains, ‘Education helps us to work more productively, invent better technology, and earn more … surely it must be critical for economic growth? But, if you look back through history, there’s no evidence that having a high literacy rate made a country industrialise earlier.’ Between 1600 and 1900, England had only mediocre literacy rates by European standards, yet its economy grew fast and it was the first country to industrialise. During this period, Germany and Scandinavia had excellent literacy rates, but their economies grew slowly and they industrialised late. ‘Modern cross-country analyses have also struggled to find evidence that education causes economic growth, even though there is plenty of evidence that growth increases education,’ she adds.

Như Ogilvie giải thích " Giáo dục giúp chúng ta làm việc năng suất hơn, phát minh ra công nghệ tốt hơn và kiếm nhiều tiền hơn ... chắc chắn nó phải quan trọng đối với sự phát triển kinh tế? Nhưng nếu bạn nhìn lại lịch sử, không có bằng chứng nào cho thấy rằng việc có tỷ lệ biết chữ cao khiến cho một quốc gia công nghiệp hóa sớm hơn". Khoảng giữa 1600 và 1900, nước Anh chỉ có tỷ lệ biết chữ bình thường so với các tiêu chuẩn của châu Âu nhưng nền kinh tế của nó phát triển nhanh và nó là quốc gia đầu tiên công nghiệp hóa. Trong suốt thời kỳ này, Đức và Scandinavia có tỷ lệ biết chữ rất tốt nhưng nền kinh tế của họ phát triển chậm và họ công nghiệp hóa muộn. Bà ấy nói thêm: " Các phân tích xuyên quốc gia hiện đại cũng vất vả để tìm ra bằng chứng rằng giáo dục dẫn đến sự phát triển kinh tế, mặc dù thậm chí nhiều bằng chứng rằng sự phát triển làm tăng giáo dục"

In the handwritten inventories that Ogilvie is analysing are the belongings of women and men at marriage, remarriage and death. From badger skins to Bibles, sewing machines to scarlet bodices – the villagers’ entire worldly goods are included. Inventories of agricultural equipment and craft tools reveal economic activities; ownership of books and education-related objects like pens and slates suggests how people learned. In addition, the tax lists included in the database record the value of farms, workshops, assets and debts; signatures and people’s estimates of their age indicate literacy and numeracy levels; and court records reveal obstacles (such as the activities of the guilds*) that stifled industry.

Previous studies usually had just one way of linking education with economic growth – the presence of schools and printing presses, perhaps, or school enrolment, or the ability to sign names. According to Ogilvie, the database provides multiple indicators for the same individuals, making it possible to analyse links between literacy, numeracy, wealth, and industriousness, for individual women and men over the long term.

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Ogilvie and her team have been building the vast database of material possessions on top of their full demographic reconstruction of the people who lived in these two German communities. ‘We can follow the same people – and their descendants – across 300 years of educational and economic change,’ she says. Individual lives have unfolded before their eyes. Stories like that of the 24-year-olds Ana Regina and Magdalena Riethmüllerin, who were chastised in 1707 for reading books in church instead of listening to the sermon. ‘This tells us they were continuing to develop their reading skills at least a decade after leaving school,’ explains Ogilvie. The database also reveals the case of Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community of Wildberg, who was reprimanded in 1752 by the local weavers’ guild for ‘weaving cloth and combing wool, counter to the guide ordinance’. When Juliana continued taking jobs reserved for male guild members, she was summoned before the guild court and told to pay a fine equivalent to one third of a servant’s annual wage. It was a small act of defiance by today’s standards, but it reflects a time when laws in Germany and elsewhere regulated people’s access to labour markets. The dominance of guilds not only prevented people from using their skills, but also held back even the simplest industrial innovation.

The data-gathering phase of the project has been completed and now, according to Ogilvie, it is time ‘to ask the big questions’. One way to look at whether education causes economic growth is to ‘hold wealth constant’. This involves following the lives of different people with the same level of wealth over a period of time. If wealth is constant, it is possible to discover whether education was, for example, linked to the cultivation of new crops, or to the adoption of industrial innovations like sewing machines. The team will also ask what aspect of education helped people engage more with productive and innovative activities. Was it, for instance, literacy, numeracy, book ownership, years of schooling? Was there a threshold level – a tipping point – that needed to be reached to affect economic performance?

Ogilvie hopes to start finding answers to these questions over the next few years. One thing is already clear, she says: the relationship between education and economic growth is far from straightforward. ‘German-speaking central Europe is an excellent laboratory for testing theories of economic growth,’ she explains. Between 1600 and 1900, literacy rates and book ownership were high and yet the region remained poor. It was also the case that local guilds and merchant associations were extremely powerful and legislated against anything that undermined their monopolies. In villages throughout the region, guilds blocked labour migration and resisted changes that might reduce their influence.

‘Early findings suggest that the potential benefits of education for the economy can be held back by other barriers, and this has implications for today,’ says Ogilvie. ‘Huge amounts are spent improving education in developing countries, but this spending can fail to deliver economic growth if restrictions block people – especially women and the poor – from using their education in economically productive ways. If economic institutions are poorly set up, for instance, education can’t lead to growth.’

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* guild: an association of artisans or merchants which oversees the practice of their craft or trade in a particular area

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♦ Tổng hợp gần 400 đề thi Ielts reading ( bao gồm dịch, giải chi tiết, từ vựng)

Questions 14-18

Reading Passage 2 has six paragraphs, A-F.

Which section contains the following information?

Write the correct letter, A-F, in boxes 14-18 on your answer sheet.

14 an explanation of the need for research to focus on individuals with a fairly consistent income

15 examples of the sources the database has been compiled from

16 an account of one individual’s refusal to obey an order

17 a reference to a region being particularly suited to research into the link between education and economic growth

18 examples of the items included in a list of personal possessions

Questions 19-22

Complete the summary below.

Choose ONE WORD from the passage for each answer.

Write your answers in boxes 19-22 on your answer sheet.

Demographic reconstruction of two German communities

The database that Ogilvie and her team has compiled sheds light on the lives of a range of individuals, as well as those of their 19 …………………, over a 300-year period. For example, Ana Regina and Magdalena Riethmüllerin were reprimanded for reading while they should have been paying attention to a 20 ………………… .

There was also Juliana Schweickherdt, who came to the notice of the weavers’ guild in the year 1752 for breaking guild rules. As a punishment, she was later given a 21 ………………… . Cases like this illustrate how the guilds could prevent 22 ………………… and stop skilled people from working

Questions 23 and 24

Choose TWO letters, A-E.

Write the correct letters in boxes 23 and 24 on your answer sheet.

Which TWO of the following statements does the writer make about literacy rates in Section B?

A Very little research has been done into the link between high literacy rates and improved earnings.

B Literacy rates in Germany between 1600 and 1900 were very good.

C There is strong evidence that high literacy rates in the modern world result in economic growth.

D England is a good example of how high literacy rates helped a country industrialise.

E Economic growth can help to improve literacy rates.

Questions 25 and 26

Choose TWO letters, A-E.

Write the correct letters in boxes 25 and 26 on your answer sheet.

Which TWO of the following statements does the writer make in Section F about guilds in German-speaking Central Europe between 1600 and 1900?

A They helped young people to learn a skill.

B They were opposed to people moving to an area for work.

C They kept better records than guilds in other parts of the world.

D They opposed practices that threatened their control over a trade.

E They predominantly consisted of wealthy merchants.

ĐÁP ÁN, GIẢI CHI TIẾT và DỊCH HOÀN THIỆN ĐỀ THI IELTS READING:

Does education fuel economic growth?

Questions 14-18

Reading Passage 2 has six paragraphs, A-F.

Which section contains the following information?

Write the correct letter, A-F, in boxes 14-18 on your answer sheet.

14E an explanation of the need for research to focus on individuals with a fairly consistent income.

Một lời giải thích về nhu cầu nghiên cứu nhằm tập trung vào các cá nhân có thu nhập khá giống nhau

Giải thích: đoạn E

15A examples of the sources the database has been compiled from

Các ví dụ về nguồn dữ liệu được biên soạn

Giải thích: đoạn A

Questions 19-22

Complete the summary below.

Choose ONE WORD from the passage for each answer.

Write your answers in boxes 19-22 on your answer sheet.

Demographic reconstruction of two German communities

The database that Ogilvie and her team has compiled sheds light on the lives of a range of individuals, as well as those of their 19 ……descendants……………, over a 300-year period.

Dữ liệu mà Ogilvie và nhóm của cô ấy biên soạn làm sáng tỏ đời sống của nhiều cá nhân cũng như đời sống của con cháu họ qua thời kỳ 300 năm

For example, Ana Regina and Magdalena Riethmüllerin were reprimanded for reading while they should have been paying attention to a 20 …………sermon……… .

Ví dụ, Ana Regina và Magdalena Riethmüllerin bị phạt vì đọc sách trong khi họ nên tập trung vào bài thuyết giảng

There was also Juliana Schweickherdt, who came to the notice of the weavers’ guild in the year 1752 for breaking guild rules. As a punishment, she was later given a 21 ……fine…………… .

Còn có Juliana Schweickherdt người đã bị nghiệp đoàn thợ dệt chú ý vì phạm luật nghiệp đoàn vào năm 1752. Như một hình phạt, cô ấy sau này bị quyết định xử một khoản tiền phạt

Cases like this illustrate how the guilds could prevent 22 ……innovation…………… and stop skilled people from working

Những trường hợp như vậy minh họa cho cách mà nghiệp đoàn ngăn cản sự sáng tạo, đổi mới và những người có kỹ năng làm việc.

Giải thích: đoạn D

Ogilvie and her team have been building the vast database of material possessions on top of their full demographic reconstruction of the people who lived in these two German communities. ‘We can follow the same people – and their descendants Q19 – across 300 years of educational and economic change,’ she says. Individual lives have unfolded before their eyes. Stories like that of the 24-year-olds Ana Regina and Magdalena Riethmüllerin, who were chastised in 1707 for reading books in church instead of listening to the sermon Q20. ‘This tells us they were continuing to develop their reading skills at least a decade after leaving school,’ explains Ogilvie. The database also reveals the case of Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community of Wildberg, who was reprimanded in 1752 by the local weavers’ guild for ‘weaving cloth and combing wool, counter to the guide ordinance’. When Juliana continued taking jobs reserved for male guild members, she was summoned before the guild court and told to pay a fine Q21 equivalent to one third of a servant’s annual wage. It was a small act of defiance by today’s standards, but it reflects a time when laws in Germany and elsewhere regulated people’s access to labour markets. The dominance of guilds not only prevented people from using their skills, but also held back even the simplest industrial innovation Q22.