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

The BRIC countries—Brazil, Russia, India, and China—are expanding rapidly, and many observers see these countries as dominant economies in the coming decades. When economist Jim O’Neill coined the term BRIC in 2001, those countries accounted for 8 per cent of global gross domestic product (GDP). He predicted that this would increase to 14 per cent by 2011. In fact, the BRICs accounted for almost 20 per cent of GDP in 2012 (Liu and Li 2012). Fareed Zakaria, among others, has commented on a major shift in global influence away from North America and western Europe, and the BRICs are seen at the forefront of this shift (Zakaria 2008). Logic might dictate that academic power will rise along with economic and political expansion (Levin 2010). These four countries do indeed show impressive growth in their higher education systems and promise to expand and improve in the coming decades. Yet, it is by no means assured that the BRICs will achieve the academic prominence that is likely in economic or political spheres. Each, as will be discussed here, faces significant challenges. Some of the systemic factors that impact higher education in the BRICs are analyzed in this chapter; this is followed by an analysis of the most central prerequisite for academic development and excellence—the academic profession.

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The prospects for the BRICs: The new academic superpowers?

Trends and Issues in Doctoral Education: A Global Perspective

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International Book Publishing: An Encyclopedia

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Foreign Study: Patterns and Challenges

This chapter examines the use and effectiveness of Japan's soft power. It describes the objectives, actors, and budget of Japan's public diplomacy, and compares them with those of other countries. The chapter then evaluates the effect of Japan's soft power on the relationship between Japan and the United States. It also evaluates the effectiveness of Japan's use of soft power in achieving its foreign policy objectives toward the United States. It is difficult to determine the relative weight given to public diplomacy in the overall structure and activities of Japan's foreign policy. Public diplomacy is considered important at the Embassy of Japan in Washington, DC. The embassy is the center of the JET (Japan Exchange and Teaching) Program in the United States, with two resident JET coordinators. Ambassador Kato Ryozo and other key members of the embassy support the embassy's efforts in conducting various cultural, educational, and academic programs as well as exchanges to enhance Japan's images in the United States.

Philip G. Altbach

Papers

The prospects for the BRICs: The new academic superpowers?

Trends and Issues in Doctoral Education: A Global Perspective

International Book Publishing: An Encyclopedia

Foreign Study: Patterns and Challenges

Higher Education as a Projection of America’s Soft Power