S. Korea to hire 23,000 more English teachers

South Korea’s incoming government will recruit 23,000 qualified English teachers by 2013 and increase the number of classes in elementary and secondary schools, the presidential transition committee said yesterday (Jan 30).

The plans, expected to cost 4 trillion won (US$4 billion), are part of President-elect Lee Myung-bak’s drive to revamp public English education and reduce spending on private learning.

The goal is for everyone to be able to speak English freely with a high-school education, Lee said.

The new government plans to spend 1.7 trillion won on hiring 23,000 teachers with TEE (Teaching English in English) certificates between 2009 and 2013. Of them, 10,000 are to be posted to elementary schools and 13,000 to middle and high schools.

Eligible TEE teachers are individuals who have completed English education programmes at home or abroad, including those with TESOL (Teaching English to Speakers of Other Languages) certificates; those with master’s degrees from English-speaking countries; those with government-issued teaching certificates; and other professionals who can conduct English classes.

Potential candidates will be given in-depth oral interviews. Successful applicants will undertake six months of training in order to obtain a teaching certificate, which must be renewed every five to 10 years. They will work on a three- to five-year contract basis.

The government expects to post 3,500 TEE teachers to elementary schools, 2,000 to middle schools and 1,000 to high schools in 2010, with an emphasis on rural areas or downscale parts of large cities.

The incoming government also plans to spend 480 billion won on providing intensive training to 3,000 current English teachers annually over five years, beginning from 2009. Half of the teachers will undergo a five-month intensive course in Korea followed by one month in an English-speaking country, including the United States, Australia, New Zealand and Singapore. The remaining 1,500 will be trained overseas for the entire duration, 500 of whom will undertake one-year TESOL programmes for “tailored” language training.

The incoming administration also plans to capitalise on the English skills of competent college students, homemakers, local residents and ethnic Koreans, who will play an ancillary role in after-school classes and other extracurricular language classes. They are expected to be posted to rural areas first.

Assistant teachers will be remunerated for their services and receive various incentives, including transport allowances. The new government expects to spend 340 billion won on this initiative over five years.

The incoming government will establish a comprehensive system for native English teachers supporting the English classes. The new system will encompass a wide range of programs to train and place foreign teachers in schools, and help them adapt to Korean society.

The English language curriculum will also undergo a major shift. Beginning in 2010, the time allotted for English classes conducted solely in the target language will increase to three hours per week for elementary-school students in the third to sixth grades. Currently, third- and fourth-graders take English-speaking classes for one hour per week, while fifth- and sixth-graders receive two hours a week. With this plan, the incoming government aims to see all English classes for third- to sixth-grade students conducted in the target language from 2011.

In order to focus on speaking and writing, the size of middle- and high-school classes will also be significantly scaled back, from the current 35 students per class to 23. To improve communicative skills, the incoming government’s aim is for middle schools to conduct 70 per cent of English classes exclusively in the target language by 2012, and 50 per cent for high schools by 2013.

The incoming government also plans to administer a new English proficiency test for college entrance from 2013 that will replace the English section in the state-run College Scholastic Ability Test. The new test will evaluate only two categories – listening and reading – in 2013 and 2014. From 2015, the test will be expanded to also cover speaking and writing.

Test results for the reading and listening components will be issued in grades, while results for the speaking and writing parts will be a straightforward “Pass” or “Fail”. The test is to be administered on a regular basis to ease the burden on the CSAT, which is held once a year.

By Song Sang-ho
The Korea Herald
Publication Date: 31-01-2008

Details of 20-hours Thai Language, Culture, and Professional Ethics Training Course

Herein are the details of the Training
Course Certificate

1. Principle. The Teachers and
Educational Personnel Council Act B.E
2546 (2003) prescribes that teaching
profession is a licensed profession,
and the second paragraph Clause 5 of
the Regulation of the Teachers Council
of Thailand Governing Professional
Practice License B.E. 2547 (2004)
prescribes that any foreigner applying
for a license to practice the teaching
profession shall have passed the
testing and evaluation of knowledge in
accordance with the rules and
procedures as specified by the
Teachers Council of Thailand Board.
This Thai Culture and professional
training course is established by the
Teachers Council of Thailand for
foreigners having education degree and
applying for licenses to practice the
teaching profession, provided that
such foreigners shall have completed
training in this course:

2. Objective. To ensure that persons
who have completed training in this
course understand Thai society,
professional ethics and are able to
apply knowledge and experience
obtained from the training to practice
the profession efficiently.

3. Course Structure, consisting of:
3.1 Thai Language and culture
a)Thai society(4 hours)
b.)Thai language and culture (6 hours)
c.)Thai courtesy (2 hours)
d.)Thai arts and music (2 hours)
3.2 Professional Ethics (6 hours)
Total – 20 hours

4. Course Description
4.1 Thai Society. Past and present
Thai society; Thai society structure,
way of life, Thai politics and
administration; Thai environment and
intellect.
4.2 Thai language and culture. Thai
for everyday use; Thai beliefs, values
and personality; clothing, food, Thai
plays and conduct in Buddhist way.
4.3 Thai courtesy. Courtesy relating
to manners, i.e., standing for showing
respect, both formal and
informal,walking,sitting;courtesy
relating to standing up and still;
doing obeisance; paying respect to
Buddha images; paying respect to
elders; meetings with elders, and
receiving and giving things from and
to elders.
4.4 Thai arts and music. Thai regional
arts; aesthetic value and local
attractions; characterisitcs and trait
of Thai musical instruments, dramatic
art, literature and sports.
4.5 Professional ethics. Professional
standards and ethics, content of the
Teachers and Educational Personnel act
B.E. 2546 (2003), importance of
professional ethics, counduct in
accordance with personal ethics,
professional ethics, client centered
ethics, collegial ethics and societal
ethics.

5. Training Methods
5.1 Lecture
5.2 Demonstration
5.3 Scenario
5.4 Discussion
5.5 Study visit
5.6 Study with electronic media
5.7 Practical Training etc.

6. Measurement and evaluation
By way of observation, questioning and
practical training.

7. Evaluation criteria
Applying Pass/fail criteria

Filipino Assistant English Teachers (AET’s)

Teaching English in Japan used to be a tightly guarded domain of the so-called white, blond-haired native speakers. But when public schools opened in April of this year, about fifty (50) Filipinos were hired all over Japan as Assistant English Teachers (AET) in elementary and junior high schools.

Filipinos pride themselves on their American-style education which gives most college graduates a claim to native-level English proficiency, especially in the period before the bilingual policy was implemented. This recognition of their English ability, albeit belated, is therefore greeted with optimism.

What gave the impetus to this development were the liberalization of the Labor Dispatch Law in 1999, which widened the scope of manpower deployment to non-traditional sectors including teachers, and the kokusaika or internationalization program of the Japanese government which was translated into an education policy of an early start in English lessons in public schools.

Giving us an insider’s view of this propitious development is Yasushi Nakane, president of Selti, the leading manpower agency which hired most of the Filipino AET’s. What follows is the transcript of the free-wheeling interview, conducted in Japanese, last April 22, 2006 in Moriya City, Ibaraki Pref.

BDTJ: What do you think about Filipino AET’s?
Kawane: We would like more Filipinos to work as AET’s in Japanese public schools. Since English is one of the two official languages in the Philippines, Filipinos speak the language well. Many of the Filipino AET’s we have hired so far are earnest in their job, work hard and teach well. In fact, in our company, we have many foreign AET’s but Filipinos comprise the largest number, about 40 percent. Since we are a group of companies, the percentage to the total is just about 3 percent, but we would like to increase this. There are many excellent Filipinos AET’s.

BDTJ: By whose standard do you give this evaluation—your company’s or the Japanese public schools’?
Kawane: This evaluation was given by our clients. For example, in Ibaraki Pref., many members of the boards of education in the area have given us positive feedback about the Filipino AET’s. According to them, even compared with the professional native speakers, many Filipinos are as good, if not better.

BDTJ: Until recently, the image associated with the word “English teacher” has always been a Caucasian—American or British. It comes as a surprise then that Japan is finally accepting Filipinos as English teachers. How did this happen?
Kawane: Filipinos as persons are wonderful. This is a rather abstract statement, but for one to be a good Assistant Language Teacher (ALT) in charge of children, one has to be cheerful, lively and cooperative with the Japanese homeroom teacher. In other words, an ALT has to have the heart of service for children as well as be cooperative with his or her Japanese counterpart. My personal impression is that Filipinos as a people have a sunny disposition, and perhaps because of their Christian background, are very devoted to their work. They are also well thought of by the Japanese teachers for their teamwork. Moreover, their English is clear, which is not to say that they do not have a distinct accent. English education in Japan is oriented towards American English, which is easier for the Japanese to listen to. As much as possible, we would like our teachers to speak closest to American English. Unless spoken very heavily, the Filipino accent is by and large acceptable.

BDTJ: Everything you have said about Filipinos has been favorable so far. Any suggestions on how they can improve themselves?
Kawane: If Filipinos want to keep this job or if more want to have this job, they should strive to speak standard American English. I think it will not take them much effort since the Filipinos studied English under the American-style educational system. Filipinos have all the advantages since they receive their education mostly in English.

BDTJ: Filipino AET’s are very eager to improve themselves. They are even discussing among themselves the plans for having workshops aside from those administered by their employers like you.
Kawane: I think the demand for English teachers is going to rise even more. There are plans afoot in the Ministry of Education, Culture, Sports and Science and Technology (Monbukagakusho) to make English a mandatory subject for higher grade elementary school children as early as 2010. Presently, English is taught in elementary schools under the “International Understanding” class. There is no test, and even basic grammar is not taught. The aim is simply to familiarize and acquaint children to the language. It is only when children enter junior high that English is taught as a subject.

BDTJ: It is almost inconceivable for us Filipinos that a private company has built itself into such a huge industry by selling English as its main product. Why is English ability so valuable in this society?
Kawane: The world economy is still centered on the US. This may be a bit exaggerated, but it is a fact that the language of global business is English. Japan is a small archipelago, which cannot sustain itself economically without doing business with the outside world.

BDTJ: It is ironic that so far, Japan has attained remarkable economic growth without mastery of the English language. Therefore, one cannot claim that English is so important to achieve economic growth. Why the sudden urgency to study English?
Kawane: Global competition has never been this fierce. In a world structured into East-West hemispheres, Japan simply had to produce nice industrial products and was assured of a market under the wings of American alliance. But with the obsolescence of communism and the crumbling of the East-West divide with the dissolution of the Soviet Union, the world has become one global market, a level playing field for every one. Even the US has become a competitor, not to mention the emerging economies like China and South Korea. Japan has to go out into the world even more in order to sell its products. More than ever, it needs English to be able to do this. Japan cannot sit back on its English ability, what with a ranking of 100 in TOEFL score worldwide. Even in Asia, the Japanese trail miserably behind.

Written by: Benigno Tutor, Jr
Source: http://www.philippinestoday.net/

The Woes of a Filipino English Teacher by Thess Manangan (Pusan, South Korea)

Are native speaking English teachers better qualified to teach English than non-native speaking English teachers? Since living in Korea for more than six years, I have asked myself this question countless times. Non-native speakers of English, especially non-white Asians, face a difficult task finding quality teaching positions. Being Filipino, I have faced many closed doors when looking for teaching posts. It is not easy because Koreans hold certain perceptions of what foreign English teachers should look and sound like. If you don’t fit their perception, then you are simply “not qualified” to teach English. I came to Korea in 1993 to be with my Korean husband whom I tutored at the University of the Philippines. After settling down in Pusan, I decided that I wanted to start teaching again. At first, I started tutoring study groups at my husband’s university campus until a more challenging position was offered to me at an institute. I remember the excitement and expectations I had before starting my new job. My excitement passed when the assistant director instructed me to tell the students that I was American or, at least, went to an American university. I went to my first class shocked, praying that nobody would bring up the subject. As curious Korean students, that was their first question: “Where are you from?” I couldn’t lie or betray my nationality so I told the truth, that I was from the Philippines. What ensued was mixed reactions from the class: some were surprised, others puzzled, but most didn’t care. Some students in fact said my class was even more interesting because it was unique in a way. I have worked at many institutions where similar incidents occurred. One director, without my knowledge, told the students I was Filipino-Canadian. I wonder, did that director stop to think about the embarrassment that would occur when the students found out the truth? When the students asked what part of Canada I was from, I simply shook my head and said that I’d never been to that part of the globe. I pity students who have been lied to by these educators / businessmen. When they discover they’ve been lied to, they are left with feelings of doubt, mistrust and cultural confusion. One good thing, though, is that I get the opportunity to correct their lies and omissions. When I regained the trust of the students who thought I was Filipino-Canadian, one six year old asked me why I could speak English when I was a Filipino. I told him English is a second language in the Philippines. He then asked me what a second language was. Other students proceeded to ask if people in Manila ate hamburgers and if I knew who Superman was. The innocence of their questions showed me how necessary it is to teach international English and cultural communication in the classroom. Teaching in Korea, I’m accustomed to people doubting my ability to communicate like a native English speaker. The most bizarre situation was a Korean student who entered my EFL class and mistook a Russian student for the teacher. He said to the Russian that he needed help with English. When I asked what he wanted and informed him that I was the teacher, he blushed and quickly stormed out of the room. The preference for native English speakers has excluded many qualified and competent non-native English teachers from obtaining good teaching positions. Read on. A Filipino friend of mine responded to an “English teacher wanted” ad. At the interview, her interviewers were sceptical about hiring her because she wasn’t “colourful” (a term she’s coined to refer to blue/green-eyed blondes with a white complexion). I recently applied for a teaching position, ignoring the “native speakers only” sign, but am still waiting for a response. For all I know, they’ve already found a”colourful” native speaker. It was in Korea that I first came across the term globalisation. People now insist that globalisation is the key to Korea’s success. Even though people believe in globalisation, their beliefs and actions don’t measure up to their thinking. When employers advertise for native speakers only and conceal the nationality of their non-native English teachers, they ignore the true meaning of globalisation, that is, opening up to new and different ways of thinking.

Source: Global Issues in Language Education: Issue 36. Sep 1999. (p. 9)
This article originally appeared in Vol. 3/3 (May 1999) of Korea TESOL’s The English Connection.

Why are there Filipino Teachers of English in Thailand?

Let me state a fact: The Philippines is the third largest English speaking nation in the world, next to the United States and the United Kingdom. Unlike in India and other third-world English speaking nations which have big population, the Philippines is controlled and compelled to take English with equal importance as the mother tongue. For the less nationalist few, English, in fact, is even more important – it being the Philippines’ official language. This lets Filipinos earn higher knowledge and ability to read, write, listen and speak English. All academic curricula from the low class government school to the most famous private school are loaded with subjects taught in English; thus, a Filipino is always guaranteed of an A-1 English curriculum from Physical Education to Physics subjects. Being a primordial right of the citizen, education is accorded to almost ninety-five percent of all Filipino children from age five. It is basically like children’s blank minds are loaded with stuffs in English, so you can never imagine how much more education is accorded to a Filipino who spends more for it by enrolling in an international school in the Philippines. I will tell you that he will have the makings of a President, leader of the Senate – or even a U.S. city mayor. But of course, it will always depend on the enthusiasm and upbringing of the society, particularly the family and the Filipino himself. Individual differences lead to different input and output levels of knowledge. Nevertheless, even if coming from a mediocre private school, a 15-year old can speak publicly in English with too much confidence and articulation. And talking about life after school, Filipinos are confronted to deal with all business matters in English. This simply means that every business centers require an applicant to read, write, listen and speak in English even just for a low-paying job. This enforcement, plus the other inherent positive values molds an “able” Pinoy who, even not English major or Education graduates, turns out to be superb teachers of English in Thailand. These Pinoy teachers provide decent education and more, as they seem to understand the fragile factor in Thailand’s education system, i.e. students are hungry of an education with a twist – something which some other teachers can’t give. The truth is Filipino teachers teach with their hearts and they are now slowly creeping up on those slots abandoned or shamed by some so-so “blond-haired and blue-eyed” native or European teachers. They have been so keen and founded a concrete stance to teach English not only in Thailand, but also in Japan and U.S.A. – eventhough both of these countries seem to have a market so impossible to be penetrated by non-native teachers of English, moreso by “coffee-skinned” Filipinos. Now, let me share a reality: There are three types of Filipino teachers in Thailand. First is the “able Pinoys” whom I have introduced above. These are the Filipino teachers who have a credible knowledge base. They have earned considerable degrees of profoundness of the English language. They can be Masteral, Bachelor Degree Holders, English major or Education graduates. They are the ones who forced or were nourished in an intensive environment where English is viewed as a natural language. These Filipino teachers have a great deal of perspectives. They can view their tasks in a wider framework, trying to spend most of their time to become even more productive. They can formulate unique approaches to amaze the discriminating eyes. Some of them are even endowed with qualities, physical and intellectual, that turn market demand 360O. Like their counterparts elsewhere in the world, they have started to rake in a bit of success – humbly perfecting their crafts in the most unselfish and undamaging way. The second type of Filipino teachers is the “leveled Pinoys”. They are bachelor degree holders who did not grow up in an environment where English has been conceived as a natural language. They are not to be blamed because an ordinary Filipino would not really care so much honing his knowledge of the English language. It is enough for him to have a degree and, as long as he can read, write, listen and speak English more than his Thai students, he very well knows that he can survive teaching in Thailand. This type of teachers can actually come from provinces wherein strong regional accents influence their speaking skills. And like some European, African and Asian teachers of English, they confuse the students in learning the correct stresses and enunciations. But, in the long run, because of their education, they will improve as they very well know how to recognize faults and turn them around. Another type is the “gutsy Pinoys”. They are teachers who, even not bachelor degree holders, have managed to sneak into the Thailand education system. They are full of guts proving, but actually feigning, that they can manage the task with gusto; because, in the first place, they don’t really know, at least in the beginning, even the basic rules of grammar and phoneme. When you let them read and write in a complex structure, you will see them grumbling and making excuses to get away with it. They are the ones who have the tendency to dent the truth and disturb others in a damaging proportion by being asslicks. They are insecure due to maleducation and probably misdemeanor, but not individual differences, I am sure. They are actually thorns that need to be pricked out from the esteem being built up by the good-hearted and educated Pinoys. They need orientation and warning to make them improve and change.When Paula Norman talked to me in the beginning, I swore to myself that I would not be writing anything about the academe of Filipino teachers in Thailand. I have long been dreaming to complete a write-up about my banner image and some interesting articles about the competitiveness of the Philippines as a business hub; but my excruciating schedule would not really permit me, as I need to work on some researches. It just seemed that there was a need for this article. I must accept that I was strickened by what Paula Norman said in her “Right Angle”, “I don’t believe that ‘able’ Pinoys only sit and wait for something fruitful and intellectual to happen.” She also averred that, “If you know you are ‘able’ enough to spark a change, then you don’t have to wait for someone to break the grounds for you!” There was indeed some tension that built up lately. I am just thankful to Paula and Phil in how they have managed that tension and gave in to some little requests, particularly taking out that banner comment which was posted recently in this section. PINOYS, we really just have to wake up! Wake up a hundred times?I will be leaving again; and because I am really a stupid workaholic, it might be long again that I can update my column. I am just hoping that this article is worth reckoning. I am still posting that article regarding “Fascinating Philippines” and I promise to return with more next time. Let me greet my former co-teachers: Marcela, Alma, Maureen, Estrella, Irish, Darwin, Ronn, David, Tom and E, plus Ajarns Toffee, Chadsuda, and Walapa. I hope you all have good days always!

Source:http://ajarn.com/Filipino/home.htm
written by: Ginoong Woody

Living and Working in Thailand

The aim of this article is to give a brief overview about Thailand’s teaching industry. The opinions in this article are based on my long working experience in Thailand as a TEFL teacher. The sources of this information will be included at the end of this article. If you have any questions and comments that would be useful, please feel free to email me at alfredo.j@psu.ac.th.

Country Information
Thailand draws more visitor than any other country in South East Asia. This country is well known in Western countries because of its unique tradition and culture. Tourism plays a major role in country’s business. Every year, thousands of foreigners came to visit this country.Thailand is quiet a large country that is similar to the United Kingdom, bordering Cambodia and Laos to the east, Malaysia and the Gulf of Thailand to the south, and the Andaman sea and Myanmar to the west.

Thailand Fast Fact
· Capital: Bangkok
· Major Language: Thai
· Major Religion: Buddhism
· Population: 65,444,371(July 2005 est.)
· Area: 513,000 km
· Currency: Baht
· Time Zone: UTC + 7
· Internet TLD: .th
· Calling Code: +66

Thailand is the 49th largest country and it is home to a distinct geographic. If you will go to the north, you will see that it is a mountainous area: Doi Inthanon, the highest point with 8,451 feet. The center of the country is dominated by Chao Phraya River which runs to the Gulf of Thailand. The south consists of a narrow land bridge, known as Kra Isthmus that connects to the Malaysian Peninsula.

Thailand’s climate is tropical. high in temperature and humidity, and dominated by moonsoon. April and May are the hottest months, but June is the beginning of rainy season and it usually ends in the month of October. From November until the end of February, the climate is cool especially in Northern Thailand.

The year of 1997 was the time when Thailand’s economy collapsed. Baht currency reached it’s lowest point of 56 from 25 against the US Dollar. Many foreign investors closed it’s door, resulting for many Thai people to lose their jobs. Banks were bankrupt. Stocks and prices fell dramatically. After PM Thaksin Shinawatra won the 2001 election, there was a rapid growth in the country’s economy. He implemented various domestic programs known as Thaksinomics. Foreign investors open it’s door again for business, and tourism industry was in its peak.Thailands natural resources like tin,rubber,timber etc, also helps and contributes to the country’s economy’s GDP.

Thailand is a Buddhist country. According to the latest census, more than 95% of Thais are Buddhist. Islam is also the second largest religion in the country. You can see lots of Muslims in the south of Thailand, particularly in Yala,Pattani, and Narathiwat. There are also some Christians, but it only represents a few percent of the population.

Thailand is also a constitutional monarchy. His Majesty the king Bhumibhol Adulyadej is the most respected and the world’s longest reigning monarch. He celebrated his 6oth anniversary of ascension on the throne last June. Thais have a deep respect with their king, including the other members of the royal family. Telling a joke or a jest to the Royal family is a grave insult for the Thai people and its country.

Each country has a unique culture and tradition, same with Thailand. Once you visit this country, there are some precautions and standard behaviours that you must follow. Below are some of the do’s and don’ts in this country:
· As I mentioned earlier, Thai’s have a deep respect to the Royal family. Never tell a joke or a jest about them, even pictures or portrait of them must be respected too.
· If you will enter a temple, make it sure that your dress is appropiate.Avoid wearing unsuitable attire. Also leave your shoes or slippers once you entered the inside chapel.
· If you are a woman, never touch the Buddhist monk because it’s forbidden, or even sit beside him. If you want to give something to the monk, hand it to a man, and he will do it for you. In case their is no male available, the Buddhist monk will spread a saffron robe in front of him, where you will lay the things that you want to give.
· Thai’s don’t normally shake hands when they greet people, but instead they wai(pressing the palms together in a prayer gesture). Generally, a younger people wai to the older ones.
· If you will enter any house or office, please leave your shoes or slippers outside.
· Touching someone’s head or pointing with the feet is unacceptable. Thai regard the head as the most sacred part of the body, while the feet are the dirtiest and lowest part of the body.
· Public affection is frowned between man and woman.
I listed some of the common do’s and don’ts that I learned in Thailand. There are lots of things that I still need to learn. However, due to the influence of the Western culture many of this “behaviors” are slowly disappearing.

Working in Thailand
If you are looking for a different experience in teaching English in South East Asia, Thailand is one the best destination to choose from. In my experience, I can say that I’m enjoying my stay in this country with my family. Aside from the low cost of living, there are other opportunities waiting for you, if you are really serious to become an English teacher. Every one who comes in Thailand to work as an English teacher has a different reason. Some are working here to save money; others want to gain more experience teaching abroad; some will tell you that the salary here is bigger compare to their country of origin.

Getting a job here is easy, especially for the native speakers of English. Most schools in this country do hire a white to educate their students even they are not qualified.(This may be a shocking information for Asian teachers, but it’s the truth)Some schools do still hire a teacher based on the good qualification of the applicant no matter where you came from. Others, do require a TEFL certificate even you have or without a bachelor degree.
Everyone who is planning to work in a certain school must check first the school’s credibility to avoid problems. There are some schools do take advantage of foreign teachers, especially Asian teachers. There is a website that I’d like to recommend-www.teflwatch.org. This website gives information about teaching issue in Thailand. Below are things to consider before you work in a school:
· How many teaching hours/credit will I teach?
· Will the school process my visa and work permit? (Effective this October 1,border run will end)
· Will they provide accommodation and health insurance?
· Will I receive a salary even it’s summer or vacation?(Some schools include summer and vacation in the contract, but others don’t)
If you are new to Thailand and new to teaching, be careful. Ask questions to your employer which you don’t understand. If you will sign a contract, never sign it, if it’s written in Pasa Thai. This is to avoid possible problems in the future. Your contract must be written in English, and please keep a copy of it for your future use.
Places to work in Thailand

In this section, I will just give a brief overview of different schools/institutions in this country. I will group them into following: schools with MEP/EP; schools without MEP/EP or Thai Regular Schools; Universities; International Schools
A. School with MEP/EP (Mini English Program/English Program)
· This type of school is well funded. Most of the funds came from the government (if it’s a government school) or usually from the parents.
· The salary here is high. – Native speakers starting salary is 30,000 baht a month and can reach up to 50,000 baht depending on the qualification of the teacher. Non native such as Asian teachers receives 15,000 baht a month up to 30,000 baht (the normal rate) depending on the qualification of the teachers, too.
· Working hours is normally 15-18 periods a week, but other schools are 18-22 periods a week.
· Benefits are also included:BUPA Health Insurance, Thai Health Insurance etc;free accommodation or housing allowance; visa and work permit are also provided
· There are some MEP/EP schools offers some subjects integrated in English such as: music, science, math, social science, PE etc
· There are lots of foreign teachers employed and some do provide Thai assistant teachers.
B. Schools without MEP/EP or Regular Thai Schools
· This type of school is very different compare to other school with MEP/EP.
· Native speakers receive 20,000 baht up to 30,000 baht a month (still negotiable) depending on the teachers’ qualification.
· Asian teachers’ receives 12,000 baht up to 20,000 baht a month depending on the qualification. (I know some schools do pay their Asian teacher/s with an amount of less than 12,000 baht a month)
· Most schools do not pay their foreign teacher on summer or semester break.
· Getting a benefit is a big issue between the employer and the foreign teacher.
· Having a visa or a work permit is a bit slow and will cause a foreign teacher some stress and frustration. Reasons are the following: it’s their first time to employ a foreign teacher; school or employer does not have any idea how to apply and process the visa and work permit of their foreign teacher.
· Only 1-3 foreign teachers are employed. NO Thai Assistant.
C. Thai Universities
There are numerous universities in Thailand. The best universities in this country are the following: (not in order)
· Chulalongkorn University
· Thammasat University
· Chiangmai University
· Kasetsart University
· Khon Kaen University
· Prince of Songhkla University
· King’s Mongkut Institute of Tech North Bangkok
· King’s Mongkut Institute of Tech Ladkrabang
· Mahanakorn University of Technology
· Suranaree University of Technology

Salaries at government universities are different, compare to private universities. Government universities pay their foreign teachers the normal rate of 20,000 up to 30,000 per month depending on the qualification. Having an MA degree or a PhD degree is an advantage. It is also possible to make extra good money. In my own experience, aside from my monthly salary that I receive, I have an extra job after my school working hours. And it really helps.

Legal Issues and Visa
There are two types of foreign teachers in Thailand: A legal teacher and an illegal teacher. A legal teacher has a Non-immigrant visa, a work permit, and a teacher license (some schools). An illegal teacher has no Non-immigrant visa, a work permit, and a teacher license. And an illegal teacher is always doing the border run visa every month at the neighboring country. I had this experience doing the border run visa while I’m working in this country, and it’s a bit scary. But this so called border hopping will affect many foreigners who are working in Thailand because of the new visa policy which has been effective since October 1 2006.
In order for you to become a legal teacher you must do the following:
· You must obtain a non-immigrant visa at any Thai consulate outside Thailand.
· Thai Consulate at Penang is the choice of many foreigners who wants to get a Non B. You will be given 3 months to stay in Thailand. If you are planning to apply for a Non B, you need to prepare the following documents: a. official letter from the school/director with a valid seal b.school contract c. 2 piece of two by two pictures d. school map e. school registration f. copy of your passport, degree certificate, and transcript of records.
· Once you get your Non B you can now go to the Ministry of Labor to apply for a work permit. The documents that you need to bring are also the same of what I listed above including the copy of your NON-B, health certificate, and the FORM WP 2 from the Ministry of Labor. The amount is 750 baht for 3 months; 1500 baht for 6 months; 3000 baht for 1 year and another 100 baht for the application form. It will take 1 week normally to process it.
· When the work permit is ready you can go to the Immigration Department to extend your visa. The cost for a 1 year extension is 1900. Make sure you have a re-entry visa each time you leave the country. If not, your visa extension will be forfeited.