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

Immigration regulations for international students seem to be changing somewhat unpredictably of late, in major receiving countries. In several English-speaking nations, immigration regulation has become a significant policy issue, and international students are the frequent focus of recent crackdowns.

Global: Another Week, Another Scandal: Immigration Dilemmas and Political Confusion

The Transformation of the Student Career

Ten thousand American expatriates are now working in India for high-tech companies. Infosys and Tata Consultancy Services, the Indian high-tech giants, will together hire and train more than 50,000 college graduates from abroad, including more than 1,000 from the United States, in the coming year. Why? Because Indian universities are not producing the quality graduates needed for the top end of the new economy. India produces many university graduates—in 2004 there were almost 700,000 degrees granted in science and engineering alone. However, with few exceptions, the institutions themselves are not of high quality. According to recent international rankings, only the Indian Institutes of Technology are noted at all, and even these are not anywhere near the top of the charts. It is not quantity, but rather quality that is lacking. India does not spend enough on higher education—only 0.37 percent of GDP. The United States spends 1.41 and the United Kingdom 1.07 percent. Only countries such as Japan and Korea, where more than 80 percent of students are in largely unsubsidized private universities, approach India’s low spending levels. China spends considerably more than India. India has never seriously cared about the quality dimension of higher education. All countries are faced with the dilemma of catering to mass demand while at the same time maintaining and enhancing quality. India has consistently supported access over quality. There has been no recognition that all modern nations must have a differentiated academic system, with an elite sector at the top, mass-based and less selective institutions in the middle, and vocationally oriented postsecondary schools at the bottom. Patterns of funding, government support, and management will necessarily vary. At the top, the research universities aspire to the highest international standards of quality, follow a meritocratic code, and are ready to compete with the best universities worldwide.

/pdf/the-achilles-heel-of-india-s-high-tech-future-world-class-4ecbjl9az7.pdf

The Achilles Heel of India's High-Tech Future: World-Class Universities

Ten thousand American expatriates are now working in India for hightech companies. Infosys and Tata Consultancy Services, the Indian high-tech giants, will together hire and train more than 50,000 college graduates from abroad, including more than 1,000 from the United States, in the coming year.

The Achilles Heel of India’s High-Tech Future

Key to an improvement in so labor intensive an industry as higher education is its workforce: the professoriate. The American academic profession is, however, widely acknowledged to be in criticaland deterioratingcondition: demographic aging, remuneration, the high dropout rates in doctoral programs, lengthening time-to-degree, an increase of non-tenure track appointment. This change is having a profound, and largely unscrutinized, impact on American higher education.

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Philip G. Altbach

Papers

Global: Another Week, Another Scandal: Immigration Dilemmas and Political Confusion

The Transformation of the Student Career

The Achilles Heel of India's High-Tech Future: World-Class Universities

The Achilles Heel of India’s High-Tech Future

The Crisis of the American Academic Workforce