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

Higher Education: Introduction

The international dimensions of higher education were, in the 1960s, not much analyzed. Academic systems in much of the world were small and oriented toward the elites. Massification was beginning. At the same time, students were an active political force on campus and in society. Philip Altbach’s career was shaped by these developments and by a commitment, stimulated by dissertation research, to an international perspective and a focus on India. Knowledge distribution, through books and journals, and the publishing industry are also little researched topics as they relate to higher education. Altbach, who served as editor of several top academic journals, analyzes the practices and economics of scholarly publishing. In the past several decades, with the salience of globalization, Altbach has examined the concepts of globalization and internationalization in higher education. The key role of the academic profession is also discussed in the context of the development of research universities.

The Complexity of Higher Education: A Career in Academics and Activism

I f the 21st century is to be the global era, then American universities will need to be international institutions. A central part of this profile is made up of the foreign students studying in American universities. However, the news on the foreign student front is not good. According to figures just released from the Institute of International Education’s Open Doors study, the increase for this year is just 0.3 percent—the smallest increase in the 26 years that the IIE has been tracking flows. This follows last year’s 0.6 percent increase. If something is not done, the United States will lose its standing as the preeminent place of study for the world’s students. At present, 453,787 foreign students study in the United States. This constitutes almost half of the world’s total number of foreign students, and indicates not only the size but also the reputation of America’s colleges and universities. In addition to foreign students, 59,074 foreign scholars chose to study in the United States—an increase of 2.3 percent over 1994–95 numbers. The changes this year reflect a leveling off in scholar flows following two consecutive years of falling numbers. Foreign scholars—who are often senior researchers or scientists—seem to find the United States less attractive as a place to pursue advanced research or study.

/pdf/the-coming-crisis-in-international-education-in-the-united-58zurut07g.pdf

The Coming Crisis in International Education in the United States

The role of the University and its future in Zimbabwe

While student movements have only recently become internationally prominent, they have been active political and social forces in many nations for a fairly long period of time. The European nationalist movements of the 19th century had strong student support, and European revolutionary movements, including the German revolutions of 1848 and the Russian revolutionary movements, saw students in instrumental roles. In the developing areas as well students have played an important and sometimes crucial political role. Asian students have a particularly long and active history of political involvement. India, China, Burma, Indonesia, Pakistan, and other nations have all seen nationalist upsurges in the 19th and 20th centuries in which university students and Western-oriented intellectuals have been active. Many Asian nations, after achieving independence, have seen student and youth movements in opposition or as politically volatile elements in their societies. In a few nations, such as Turkey, South Korea, South Vietnam, and indirectly Indonesia, Pakistan, and Japan, students have caused governments to fall or political crises to take place.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0022463400000096

Philip G. Altbach

Papers

Higher Education: Introduction

The Complexity of Higher Education: A Career in Academics and Activism

The Coming Crisis in International Education in the United States

The role of the University and its future in Zimbabwe

Student Movements in Historical Perspective: The Asian Case