This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.

This paper discusses the role of policies in promoting or hindering professionalisation in adult education in different contexts. The paper draws generalisations based on three case studies: India, Colombia and Denmark, where professionalisation of adult education is negligible. The methodology includes case studies, policy analysis and a comparative perspective. The paper concludes that the professionalisation of adult education has diminished with the emergence of lifelong learning because the focus of policies has shifted to learning outcomes rather than educators. Stakeholders who favour the professionalisation of adult education and learning, therefore need to ensure the development of distinctive offers, create a market for them and get them acknowledged to convince policy makers for investment.

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