Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

What About Us

Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

http://www.pef.uni-lj.si/ceps/dejavnosti/sp/2011-06-02/Internac.%20HE%20-%20motivations%20and%20realities%20Altback,%20Knight%2007.pdf

The Internationalization of Higher Education: Motivations and Realities

A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

/pdf/education-at-a-glance-m5vl7o68j5.pdf

Education at a Glance

Acknowledgements 1. The World in English Introduction: from Hurt Waldheim to Johnny Clegg The natural, neutral and beneficial spread of English The social, cultural and political contexts of English The worldliness of English Conclusion 2. Discourse and Dependency in a Shifting World Introduction: rethinking internationalism Development, aid and modernization Dependency and imperialism Culture, discourse, difference and disjuncture Criket, English and cultural politics 3. English and Colonialism: Origins of a Discourse Introduction: the complexities of colonialism Anglicism and Orientalism: two sides of the colonial coin English for the few: colonial education policies in Malaya Anglicism and English studies Conclusion 4. Spreading the Word/Disciplining the Language Introduction: anti-nomadic disciplines The disciplining of linguistics The disciplining of applied linguistics The spreading and disciplining of discourse of EIL 5. ELT From Development Aid to Global Commodity From cultural propaganda to global business: The British Council 'The West is better...': discourses of ELT English Language Teaching practices as cultural practices Conclusion: the compass of discourse 6. The Worldliness of English in Malaysia Contexts Cultural politics after independence Malay nationalism and English English, class and ethnicity English adn Islam English and the media The debates continue 7. The Worldliness of English in Singapore English as a useful language The making of Singapore Singapore English Pragmatism, multiracialism and meritocratism Pragmatic, multiracial and meritocratic English Conclusion 8. Writing Back: The Appropriation of English Postcolonial English Re-presenting postcolonial worlds Worldy texts in a worldly language Decentered voices: writing in Malaysia Centered voices: writing in Singapore From aestheticism to yuppyism: the new writing in Singapore From writing back to teaching back 9. Towards a Critical Pedagogy for Teaching English as a Worldly Language Critical pedagogies Discourse, language and subjectivity Insurgent knowledges, the classroom and the world References Index

http://www.tnewfields.info/Articles/PDF/reviewPennycook.pdf

The cultural politics of English as an international language

A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

Australia. Grant Harman. Europe Western Europe Ulrich Teichler. Czechoslovakia Jiri Kotasek. France Alain Bienayme. German Democratic Republic Mark A Ashwill. German Federal Republic Jens Naumann and Beate Krais. Hungary Gabor Halasz. Italy Roberto Moscati. The Netherlands Frans A van Vught. Poland Jan Sadlak. Romania Jan Sadlak. Soviet Union. George Avis. Spain Jose Luis Garcia Garrido. Sweden Jan-Erik Lane. United Kingdom Graeme C Moodie. Yugoslavia Niksa Nikola Solijan. Latin America Orlando Albornoz. Argentina Carlos Alberto Torres. Brazil Robert E Verhine. Chile Joseph P Farrell. Colombia Rosa C Briceno. Cuba Rolland G Paulston. Mexico Carlos Ornelas and Daniel C Levy. Nicaragua Robert F Arnove. Venezuela Orlando Albornoz. Middle East. The Arab World Byron G Massialas. Egypt Samir A Jarrar. Iraq A A Al-Rubaiy. Israel Yaacov Iram. Kuwait H A Al-Ebraheem. Lebanon Samir A Jarrar. North America. Canada Michael L Skolnik. United States Marian L Gade. Bibliography. Index.

International higher education : an encyclopedia

Education and the Colonial Experience

Preface, Goolam Mohamedbhai Introduction, Philip G. Altbach 1. Strategic Planning for Higher Education, Fred M. Hayward and Daniel J. Ncayiyana 2. Governing Universities in Times of Uncertainty and Change, Alvaro Rojas and Andres Bernasconi 3. The Funding of Universities in the Twenty-First Century, D. Bruce Johnstone 4. Unlocking the Benefits of Higher Education Through Appropriate Governance, David E. Bloom and Henry Rosovsky 5. Mission-Driven Higher Education in Emerging Academic Systems, Pedro Rosso 6. Higher Education's Landscape of Internationalization, Philip G. Altbach and Jane Knight 7. Where the Quality Discussion Stands: Strategies and Ambiguities, Liz Reisberg 8. Global University Rankings and Their Impact, Nian Cai Liu and Ying Cheng 9. Fund-Raising as Institutional Advancement, Kai-ming Cheng 10. The Challenge of University Leadership in the Developing World, D. Bruce Johnstone 11. Access and Equity, Liz Reisberg and David Watson 12. The Academic Profession: The Realities of Developing Countries, Philip G. Altbach 13. The Challenge of Establishing World-Class Universities in Developing Countries, Jamil Salmi

Leadership for World-Class Universities : Challenges for Developing Countries

The research university is a central institution of the 21st century – providing access to global science, producing basic and applied research, and educating key leaders for academe and society. Worldwide, there are very few research universities – they are expensive to develop and support, and the pressures of massification have placed priorities elsewhere. For developing countries, research universities are especially rare, and yet they are especially important as key ingredients for economic and social progress. This article argues for the importance of research universities in developing countries and points out some of the challenges that such institutions face.

Peripheries and Centres

Measuring research productivity in universities is a complicated and problematic process. Yet, such measurements are important for calculating the productivity of institutions, individual researchers, and academic systems. They count for a lot in the rankings. Current measures undercount the social sciences and humanities, and don’t pay sufficient attention to books. Further, the ways that knowledge is communicated is changing.

/pdf/what-counts-for-academic-productivity-in-research-4xae79f3k2.pdf

Philip G. Altbach

Papers

International higher education : an encyclopedia

Education and the Colonial Experience

Leadership for World-Class Universities : Challenges for Developing Countries

Peripheries and Centres

What Counts for Academic Productivity in Research Universities