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

Understanding Higher Education Internationalization

Publishing in the Third World : knowledge and development

(1998). Internationalism and Insularity: American Faculty and the World. Change: The Magazine of Higher Learning: Vol. 30, No. 1, pp. 54-55.

Internationalism and Insularity: American Faculty and the World

Universities in the Western World

Foreign study provides an important educational option for individuals and nations. The usefulness of this option has been most obvious where national systems of higher education are limited in size and quality. But even in relatively rich educational environments, foreign study satisfies the desire for cross-cultural learning experiences and provides ways of dealing with overflows in educational demand, as in the case of American medical students abroad. The growing importance of the foreign study option is evident in the approximately eightfold increase that has occurred worldwide in the last 30 years. While the option to study abroad solves certain problems, it also raises difficult educational issues. A few examples may suffice. Thus, in Malaysia, where at the present time more students are abroad than at home, debate rages over the national implications of foreign education that many consider to be largely irrelevant. In the United Kingdom, where some 10 percent of all university students are foreign, heated discussions have arisen about the justification of subsidizing the education of foreigners. In the United States, a not entirely welcome reverse dependency has developed in some institutions and departments, where foreign students compensate for the dearth of U.S. students and help permit the institution or department to survive.' More generally, the seemingly inevitable flow of students from developing countries to industrialized nations is now very much part of the North-South debate and the quest for a new educational order. Efforts to conceptualize and examine the process of foreign study or overseas training have shifted in focus over the last 30 years. Prior to 1965, psychological and cultural approaches characterized the foreign student literature, reflecting a post-World War II view of foreign study as an individual cross-cultural experience.2 That strain of research has continued to the present, often focusing on students from particular countries, in particular fields, or at particular universities. Margaret Cormack and Barbara Walton have provided excellent reviews of the early literature.3 More recently, a review by Lee et al. has summarized studies about foreign students in the United States, relating their experience to such independent variables as age, sex, marital status, English language proficiency, academic

Philip G. Altbach

Papers

Understanding Higher Education Internationalization

Publishing in the Third World : knowledge and development

Internationalism and Insularity: American Faculty and the World

Universities in the Western World

Introduction: Perspectives on Foreign Students