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Forces of globalization have acted on education internationally, creating greater standardization in norms of teaching and learning. There has always been considerablecountableunforeseeableunstable considerable similarity between schools across context: the curriculum, for example has been shown being dividedto divideto be dividingto be divided to be divided between language, mathematics, science and the arts in a comparable way in schools around the world. Likewise, school buildings in terms of their architecture share remarkable similarities internationally, as a resultas a result ofwithout a resultfor a result as a result of shared patterns of teaching and learning (although facilities and resources differ significantly.) In recent years, globalization has created increased opportunities for the 'borrowing' of education policy and practice, and duplicatedexemptedgenerateddispensed generated dispensed further uniformity across national contexts. AnywhereSomewhereEverywhereNowhere Nowhere has the internationalization of education been more apparent than in the higher education sector. The move to the internationalization of higher-education policy and practice had initially drivenwas initially driveninitially driveninitially drove was initially driven by increased student mobility, and the desire of universities to attract students from overseas.