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.

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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

Increasing political and military tension in several parts of the world will inevitably affect international higher education. Nationalist, religious, and ideological conflicts challenge the origin...

Internationalization and Global Tension Lessons From History

Why examine “academic inbreeding,” a seemingly small and peripheral aspect of the academic profession, involving the appointment of faculty members who graduated from the institution employing them? Academic Inbreeding and Mobility in Higher Education: Global Perspectives had its origins in a concern at the National Research University — Higher School of Economics in Moscow that the common practice in Russia of hiring one’s own graduates for faculty jobs has profound implications for academic culture, productivity, and the essential nature of the university. This interest led to a research project collaboratively organized by the Higher School of Economics and the Boston College Center for International Higher Education and centered on an examination of academic inbreeding in eight different countries: Argentina, China, Japan, Russia, Slovenia, Spain, South Africa, and Ukraine. We quickly discovered that faculty inbreeding is common worldwide — and not just a concern in Russia. Indeed, hiring one’s own graduates is not considered either unusual or problematic in many countries. The pattern has been in place for many years — often for centuries — and is quite often considered a point of pride for a higher education system, as clear evidence that the system is able to retain its best intellectual talent.

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Academic Inbreeding: Local Challenge, Global Problem

Most Third World people have limited access to the world body of knowledge, and even information about their own countries is often hard to come by. One reason is that the majority of publishing houses in the world are either located in the West or controlled by Westerners. In this essay, the author describes the difficulty of publishing in the Third World as part of a larger relationship of dependence of developing countries on industrialized nations. The author, who has done research in India and published a number of books in that country, concludes his discussion with suggestions for expanding Third World autonomy in the area of knowledge production.

Literary Colonialism: Books in the Third World

Textbooks in American society : politics, policy, and pedagogy

(1989). The Knowledge Context: Comparative Perspectives on the Distribution of Knowledge. The Journal of Higher Education: Vol. 60, No. 5, pp. 602-604.

Philip G. Altbach

Papers

Internationalization and Global Tension Lessons From History

Academic Inbreeding: Local Challenge, Global Problem

Literary Colonialism: Books in the Third World

Textbooks in American society : politics, policy, and pedagogy

The Knowledge Context: Comparative Perspectives on the Distribution of Knowledge