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Part H Reading Comprehension (30%)
Directions: Read the following passages, decide on the best one of the choices marked A, B, C and D for each question or unfinished statement and then mark the corresponding letter with a single bar across the square bracket on ANSWER SHEET.
Passage 1
It has been argued that where schools become bureaucratized, they become bound up with the techniques and implementation of the managerial process, and may concentrate on concern with position and self-advancement. In so doing, they may neglect the purpose for which they were set up. Thus, they do not facilitate the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large.
It is because of such criticisms that there has been an increasing influence in political rhetoric and legislation of free-market theories of organization and society. Such theories suggest that a much more market-oriented，competitive approach is required so that schools reorient themselves towards their “clients”. By so doing, it is claimed, not only do they once again address the needs of those with whom they should be primarily concerned, but such an approach also unleashes the benefits of individual responsibility, freedom of choice, and reward.
Though much of this sounds attractive, it has its roots as much in an economic body of thought as in social and political theory, and this must raise the question of whether it can be viably transferred to an educational context. Indeed，if by “ educational” we mean the development of all within the school community, then free-market theory may miss the mark by concentrating on only one section, “the consumers”. If teachers are seen as part of this community, then their development is just as important.
If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forms of management derived from free-market theories, suggesting an openness to the adoption of different sets of values, are subject to the charge of relativism. In other words, free-market theories, granted that they are arguing that individuals should be allowed to pursue their own ends, must explain why any set of values, including their own, is preferable to another.
41. According to the author, criticism of schools arises from .
A. concerns that schools deliberately neglect students
B. the high cost of education due to bureaucracy
C. a perception of them as self-serving and bureaucratic
D. a misunderstanding of schools officials
42. The “school community”( Line 4, Para. 4) the author refers to would probably include .
A. students B. students and parents
C. students, parents and teachers D. teachers and students
43. The transfer of free market ideas to the schools may fail because .
A. schools have no real clients
B. they concentrate only on the consumer and do not include teachers
C. schools are totally different from the free market
D. they have no solid purpose in their aims
44. According to the text, criticism of free market solutions in education arise from the fact that
A. they do not explain why their set of values are better than others
B. their values are too subjective
C. their values are too different from those within an educational context
D. the educational context is not a free market
45. The “charge of relativism” mentioned in the last paragraph is meant to show ,
A. the values are too narrow-minded B. the values are not specific enough
C. the values are too self-serving D. the values are not strongly held