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

Students and Politics in Developing Nations.

The COVID-19 pandemic led to far-reaching changes in higher education globally, yet student activism continued to be a force to be reckoned with. Key concerns and commitments remained student funding; equality, social justice, and antidiscrimination; political freedoms and democracy; and gender equality. The single biggest cause of protests was, however, the pandemic itself. Recent additions to the protest agenda include climate change, academic freedom, and the Russian invasion of Ukraine. The single biggest issue causing protests at different moments was the pandemic itself. 12 N U M B E R 1 11 _S U M M E R 2 0 2 2 STUDENTS: ACTIVISM AND RECRUITMENT | INTERNATIONAL HIGHER EDUCATION had succeeded in greatly expanding student financial aid, historical student debt came into focus. The inaptness of the national student financial aid scheme also continued to cause anxiety to hundreds of thousands of students. Thus, prepandemic trends of protests clearly carried on in South Africa. The murder of George Floyd by a police officer in Minneapolis caused a massive outcry across the United States and beyond, and triggered a huge wave of protests. Thousands of students joined community members in the streets across the country and in other parts of the world during the May–June 2020 protests against racism and police brutality. In addition to Black Lives Matter protests, students continued to target racist legacies at their institutions, such as buildings named after slave owners or the very names of the universities that refer to confederate generals. Continued employment and working conditions of student workers during the pandemic, housing concerns, and rising college costs were also among students’ key grievances. In short, we also observed a continuation of prepandemic student protest trends in the United States: antiracism and higher education finance. In Turkey, the biggest wave of student protests arose in response to the appointment, by Turkey’s president Erdoğan, of new public university rectors with close affiliations to the ruling party, starting in Istanbul with the rector of Boğaziçi University and followed by appointments in Ankara. Faculty members and alumni joined student protests. These appointments were widely considered a violation of university autonomy. The excessive use of police force against the protesters caused even more protests across the country in solidarity with the students. Rising housing prices led to another wave of student protests; students organized sit-ins in parks in major cities and protest marches. In this respect, the Turkish cases demonstrate two additional leading trends in global student activism: academic freedom and economic concerns. COVID-19 As a Source of Grievances As much as prepandemic causes continued trending globally, the most frequent reasons for protesting in 2020 and 2021 were the pandemic itself, pandemic-related measures, and governments’ use of the pandemic as an excuse to pass unpopular measures and repress protests. In addition to public health measures restricting public gatherings, protests were also triggered by indirect effects of the pandemic: economic pressures and new government repression tactics. It soon became clear that the pandemic exacerbated inequality globally and within country. Student financial concerns were another significant driver of protesting. Students demanded tuition hikes to be reversed, fees to be refunded, scholarships to be paid, program closures to be undone, rent assistance, and so forth. Such protests occurred in a wide range of countries from Kenya to Indonesia, Ireland to South Africa, Puerto Rico to Brazil. Over 2020–2021, the challenges that the pandemic brought to higher education, the way governments and institutions responded, and students’ discontent evolved. In the first year of the pandemic, students in countries such as Zimbabwe and Nigeria protested against the reopening of campuses without appropriate safety measures. In the second year, as India became the worst-hit country in April–May 2021 and universities moved to online teaching, several campuses witnessed student protests against this measure and in favor of continuing face-to-face instruction; the same had been observed earlier in China. Medical students in India and Pakistan protested against increasing hours of active duty in COVID wards. In Iran, in contrast, students protested against taking exams in person. As several studies show, the most affected student groups during the pandemic were international students and students from low socioeconomic backgrounds. In China, Bangladeshi students protested restrictions on their movement; in Sweden, protests occurred against changes made to international students’ residency permits; and Mauritanian students stuck in Mauritania picketed in front of their ministry to be permitted to return to their universities in Morocco and take exams there. The reopening of universities across the globe caused yet another COVID-related grievance: mandatory vaccination. Antivaxxing student protests have been observed across continents in universities in Australia, South Africa, Switzerland, and the United States, to mention but a few. Thierry M. Luescher is research director of post-schooling education and work at the Human Sciences Research Council and affiliated associate professor in higher education at the University of the Free State, South Africa. Email: tluescher@hsrc.ac.za. Didem Türkoğlu is assistant professor at Kadir Has University, Turkey and is affiliated with the New York University Abu Dhabi as a postdoctoral associate at the Division of Social Science. Email: didem.turkoglu@khas.edu.tr. 13 N U M B E R 11_S U M M E R 2 0 2 2 INTERNATIONAL HIGHER EDUCATION | STUDENTS: ACTIVISM AND RECRUITMENT A New Postpandemic Front for Student Activism? With the end of the pandemic in sight in 2022, key global concerns are returning onto the global protest agenda. Climate change certainly tops that list. From late February, antiwar protests against the Russian invasion of Ukraine surged across Europe and beyond. Global challenges that have been flying under the radar or were not yet covered by UWN are also coming to the fore. In several US states, there is a crackdown underway on universities’ equity and social justice agendas, in a conservative (mis)interpretation of free speech. In France, there are attacks on sociology curricula that are alleged to promote leftism. And in countries from the United Kingdom to Australia and Brazil, a rightwing agenda is threatening academic freedom. As these issues increasingly come to the attention of progressive student activists, they will likely spark the outcry that they deserve.  International Students in Non-Anglophone Countries: Challenges and Opportunities Hans de Wit and Lizhou Wang I studies about international student recruitment and mobility, the emphasis is primarily on South–North mobility to the Anglophone world (the United States, the United Kingdom, Australia, and Canada) as well as to a few non-Anglophone countries such as France and Germany. But the reality is more diverse, illustrated recently by the substantial presence in Ukraine of students from post-Soviet countries, Africa, India, Turkey, China, and other countries, trying to leave the country during the Russian attack. What are the challenges and opportunities of non-Anglophone countries, in particular in the Global South, shifting from mainly being sending countries toward striving to receive international students? In a book on international student recruitment and mobility in non-Anglophone countries, experts from these countries looked at this rising phenomenon in Europe, Asia, and other parts of the world. In order to carve a place in the market for themselves, these non-Anglophone countries must devise mechanisms to overcome multiple challenges, including language barriers, lack of internationalization in the study environment, less competitive job markets, etc. International student recruitment models in high-income Anglophone and high-income non-Anglophone countries are only partially applicable to other players. Non-Anglophone countries are developing ways to overcome the recruitment barriers with which they are confronted. Many of them have established national policies and practices, used competitive tuition fee policies, adjusted their immigration regulations, leveraged opportunities for regional collaboration, designed competitive and diversified education programs, and even offered programs in languages other than their national language, in particular in English. In addition, many countries make use of their specific advantages, such as their position in their region, regional partnerships, low domestic tuition fees, etc. However, challenges are still considerable and take a long time to overcome. At the national level, they mostly relate to a lack of marketing strategies for specific markets, lack of funding, and lack of alignment with the higher education sector and its institutions, and between different ministries. At the institutional level, the most common Abstract In studies about international student recruitment and mobility, the emphasis is primarily on South–North mobility to the Anglophone world. But the reality is more diverse. What are the challenges and opportunities of non-Anglophone countries, in particular in the Global South, shifting from mainly being sending countries toward striving to receive international students? 14 N U M B E R 1 11 _S U M M E R 2 0 2 2 STUDENTS: ACTIVISM AND RECRUITMENT | INTERNATIONAL HIGHER EDUCATION challenges are a low level of comprehensive internationalization and limited dedicated services on campus. While the strengths of these countries are relatively similar, the threats and opportunities are more specific to each country, which points out the importance of tailoring internationalization and student recruitment strategies to the specific circu

Global Engagement in a Time of Geopolitical Tensions : A New Cold War

The latest accouterment of world-class universities, or those aspiring to world-class status, is an international advisory group. Heidelberg University, in Germany, has one headed by a former Oxford vice chancellor; the Higher School of Economics committee, in Moscow, is chaired by a Nobel Prize–winning American economist; and several prominent Saudi Arabian universities have committees composed of top-ranking academics and a few business executives.

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Philip G. Altbach

Papers

Students and Politics in Developing Nations.

Global Engagement in a Time of Geopolitical Tensions : A New Cold War

What International Advice Do Universities Need

Training, Recruitment and Utilization of Teachers in Primary and Secondary Education.

The Globalization of Higher Education