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

T is the era of academic globalization. The developing countries, along with Eastern Europe, are experiencing a growing multinational trend—with foreign academic institutions, working with local institutions, or setting up shop on their own, offering academic programs and degrees “off the shelf” or based on models from Europe, the United States, or Australia. Distance education, using the Internet, is beginning to be used to deliver degrees. In a way, it is a repetition of colonial era imports of institutions and ways of thinking, but this time the foreigners are welcomed with open arms. It is time to stand back and assess the impact of the explosion of foreign higher education models in Asia. The announcement in January that Sylvan Learning Systems—a for-profit American company so far mainly involved in selling test preparation, English-language, and other vocational programs in the United States and abroad—will set up universities overseas, starting with the purchase of a Spanish private university, is a signal that the Americans, so far slow to expand overseas, will enter the market. Hardly a week goes by without a critical article in the British press concerning the “demeaning” of traditional British academic standards overseas. Similar criticism is now heard in Australia, which has been a major exporter of academic programs to Asia. Internationalism in higher education is hardly new. All of the world’s universities do, after all, stem from medieval European institutions. In some cases, such as Japan, the Western model was adopted voluntarily. In many other countries, Western institutions were imposed under colonialism. For centuries, Latin was the common language of higher education. In the late 19th century, when universities entered the research arena, German was the main language of science. Now, English has become the Latin of the 21st century, and is the most widely used medium of scientific communication and increasingly of intellectual discourse worldwide. There are well over a million students studying outside their home countries—the majority of them from Asia and studying in the United States, Britain, Canada, and Australia. The current wave of internationalism has a late 20th century flavor. It is largely in the private sector. It is motivated by profits rather than by either government policy or goodwill. It is, for the most part, unregulated. The goals are to meet market demand and to create a market niche for an “educational product.” Those providing the product, mainly academic institutions and other educational providers in English-speaking countries, are to a considerable extent motivated by a need to export in order to make up budget shortfalls at home. There are a variety of educational products being sold. Foreign study remains a big business. The flows are largely from Asia to the West. Marketing is increasingly sophisticated, and despite the economic crisis in Asia, numbers continue to grow. Between 1996 and 1998, for example, the number of students going from Korea to the United States increased by 15.5 percent, from India by 10.4 percent, and from China by 10.5 percent. Japan, still the largest sending country to the United States, increased by just 1.7 percent, and Hong Kong declined by 11.7 percent. The United States hosts 481,000 overseas students, the large majority of whom pay all of their expenses. Related to foreign study are major ancillary industries devoted to teaching English and preparing students for a myriad of entrance examinations and other tests, assisting students with university applications and related formalities, student recruiting enterprises, and others. Most of these are entirely unregulated.

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The Perils of Internationalizing Higher Education: An Asian Perspective

The academic profession faces significant challenges everywhere. Financial pressures have contributed to ever-increasing demands for accountability. The privatisation of public higher education and the expansion of private academic institutions in many countries have changed the configuration of academe. Questions about the relevance of much of academic research have been linked to demands that professors teach more—accountability and evaluation are central themes of contemporary higher education. The new technologies and distance education are beginning to impact upon the academic profession. The traditional high status of the professoriate has been diminished by unrelenting criticism in the media and elsewhere. This chapter provides a discussion of the problems facing the contemporary university and the way they affect the academic profession. This discussion is presented in a comparative and international context because similar issues affect higher education worldwide. The university of the 21 st century, in the United States and elsewhere, is an t increasingly competitive institution. Competition for students, for prestige, for research funds, and increasingly for basic financing, is changing the nature of academic work. Competition from other providers of advanced education, including from new for-profit institutions and internet-based schools, is evident. Universities from other countries have entered markets that have traditionally been dominated by home-based institutions through twinning and other arrangements. Increasingly close linkages between universities and industry have created further competitive pressures. The professoriate is inevitably affected by these competitive trends. The relationship between the professor and the university, the ownership of knowledge, and teaching and learning responsibilities, among other aspects of academic life, will all be affected by the new competitive realities. The academic profession, in the United States and abroad, continues to function without basic change or even much consciousness of the external forces that buffet the universities. Yet, change is inevitable and it is quite likely that the working conditions of the professoriate will deteriorate. The profession’s “golden age,” characterised by institutional expansion, increased autonomy, availability of research funds, and growing prestige and salaries, at least in the industrialized countries, has come to an end. We are concerned here with understanding the realities that confront the professoriate in the United States and abroad. The modern American university is an international institution. It traces its origins to the medieval University of Paris, was deeply influenced by academic models from England and Scotland and from nineteenth-century Germany, and today educates students from all over the world (Ben-David and Zloczower, 45-84). The American university stands at the centre of a world system of science and scholarship, and is the largest producer of research and scholarly publications. The

Academic Challenges: The American Professoriate in Comparative Perspective

http://www.scielo.org.mx/pdf/peredu/v28n112/n112a2.pdf

Visión panorámica de la internacionalización en la educación superior: motivaciones y realidades

The global landscape for higher education internationalization is changing dramatically. What one might call “the era of higher education internationalization” might either be finished or, at least, be on life support. In addition to nationalist-populist factors, issues of academic freedom, ethics, the role of English, shifting patterns in student mobility, and concerns about transnational education, are challenging the future of internationalization. The current criticism about the unlimited growth of teaching in English, recruitment of international students and development of branch campuses, is coming from two completely opposite sources. On the one hand, there is the nationalist–populist argument of anti-international and anti-immigration. More relevant is the concern about quality, academic freedom, and ethics in the higher education community itself.

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Are We Facing a Fundamental Challenge to Higher Education Internationalization

A re-examination of the role and functions of systems and institutions of higher education in the GARLAND STUDIES IN HIGHER EDUCATION series.

Philip G. Altbach

Papers

The Perils of Internationalizing Higher Education: An Asian Perspective

Academic Challenges: The American Professoriate in Comparative Perspective

Visión panorámica de la internacionalización en la educación superior: motivaciones y realidades

Are We Facing a Fundamental Challenge to Higher Education Internationalization

Higher education research at the turn of the new century : structures, issues, and trends