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

COLONIALISM MAY BE DEFINED as the direct political, economic and educational control of one nation over another. These brief notes seek to go beyond the data presented in this issue and to suggest that, in many countries, some aspects of colonialism still exist, although the means of external influence or control is no longer direct. Analysts and policy makers must be sensitive to the still powerful role of advanced nations in their former colonies or in other developing countries. For lack of a better term, we shall use "neocolonialism" to designate the continued post-colonial impact of advanced industrial countries on the educational systems and policies as well as the intellectual life of developing areas. Modern neocolonialism does not involve direct political control and leaves substantial leeway to the developing country. However, some aspects of domination by the advanced nation over the developing country remain. Neocolonialism is partly a planned policy of advanced nations to maintain their influence in developing countries, but it is also simply a continuation of past practices. This essay points to some of the important aspects of this situation and raises questions for further analysis. The following list of areas of influence is mainly to suggest the scope of this issue. 1. The educational systems of most developing countries, on almost all levels, remain rooted in the administrative structures of the former colonial rulers. The colonial power may not be the direct cause of this situation, but the fact that the structure and organization of the schools reflect a foreign model necessarily has an impact on the nature of the education provided. 2. The curriculum of the schools and colleges often reflects orientations of the former colonial rulers or of other advanced countries which provide assistance or are for some other reason powerful in the affairs of the given developing country. Textbooks are imported from advanced countries, and occasionally expatriate teachers can be found in the schools and particularly in the universities. Curriculum and other qualitative aspects of education have sometimes been severely neglected in developing countries because efforts lhave been concentrated on quantitative expansion. 3. The language of the former colonial power remains the medium of instruction in education in some developing countries. This is important for the nature of the etduicational system, the values inculcated, andl the availability of ehducation to wide sections of the population. 4. Foreign aid and technical assistance such as help in designing curriculum,

Education and Neocolonialism: A Note

The Brain Trade

(2000). What Higher Education Does Right: A Millennium Accounting. Change: The Magazine of Higher Learning: Vol. 32, No. 4, pp. 52-52.

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What Higher Education Does Right: A Millennium Accounting

The 2009 world university rankings showed a modest increase in the number of universities in Asia that have entered the top 100—in the Shanghai Academic Ranking of World Universities from 5 to 6, and in the Times Higher Education/QS rankings from 14 to 16. Commentators immediately referred to the academic rise of Asia and a concomitant decline of the West.

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The Asian Higher Education Century

Doctoral education in the United States forms a huge and diverse enterprise. Seen from the outside, American graduate education is often hailed as the "gold standard" to which other nations and academic institutions aspire. From the inside, however, doctoral education faces many challenges. This article provides some basic information concerning doctoral education in the United States and will focus attention on the challenges facing doctoral education. While some U.S. analysts would disagree, my basic perspective is that American graduate education in general and doctoral education in particular is largely successful and effective. The system of doctoral education as it has evolved in the United States over the past century and a half serves both the academic system and society reasonably well. Indeed, many of the problems facing doctoral education are engendered by the system's success. Some of the challenges facing doctoral education relate to broader societal forces while others are internal to the academic system. Doctoral education needs to be viewed alongside broader trends in American higher education, and especially graduate education.The doctorate, especially the Ph.D., is the pinnacle of a large and complex higher education system. This essay focuses mainly on the Ph.D. degree, the research-oriented doctorate, and not on the increasingly important professional doctorates such as the doctor of business administration (DBA), the doctor of law (JD), the doctor of education (Ed.D.), and others, although some attention will be paid to these degrees. Doctoral study also is related to graduate education generally-master's degrees in many fields including the traditional arts and sciences and in numerous professional fields (Conrad, Haworth, and Millar 1993). Postdoctoral study is also not considered in detail in this discussion, although in many fields in the physical and biomedical sciences a postdoctoral research appointment is increasingly considered part of research training and is quite common. Doctoral education cannot be separated from cither the American academic research enterprise or the arrangements for teaching large numbers of undergraduates in the larger research-oriented universities (Graham and Diamond 1997). Doctoral students, especially in the sciences, are an integral part of the research system. They provide the personnel at relatively low cost who do much of the research under the supervision of senior professors. The research grants provided by government agencies such as the National Science Foundation and many others, by private philanthropic foundations, and increasingly by corporations are the sources of funding for graduate assistants who work on research while studying for their doctorates. In many cases, dissertation topics relate to the funded research. This system of financial support for doctoral study and basic research works well for American higher education. It ensures financial support for students as well as faculty mentorship and supervision for them, and it ensures a steady source of labor for research projects. These research funds are awarded on a competitive basis, and as a result the bulk of financial support for doctoral students in the sciences goes to the prestigious research-oriented universities. Doctoral students in all disciplines, but especially in the social sciences and humanities, serve as teaching assistants and sometimes as lecturers for undergraduate courses. In return for modest stipends and tuition scholarships, doctoral students provide much of the teaching in large undergraduate courses. Typically, they work under the supervision of a senior professor and conduct discussion sections for students as well as helping with grading and evaluation. In some cases, advanced doctoral students independently teach courses. In the sciences, doctoral students may help with laboratory supervision. Funds for teaching assistants generally come directly from the university. …

Philip G. Altbach

Papers

Education and Neocolonialism: A Note

The Brain Trade

What Higher Education Does Right: A Millennium Accounting

The Asian Higher Education Century

Doctoral Education: Present Realities and Future Trends.