Friday, August 22, 2008

Fashion Design

Fashion Design
Studying fashion design in the United Kingdom is to enjoy an education and training that is demanding, challenging, and of the highest quality. British fashion education is regarded as the world’s best in creativity, professionalism and diversity. Graduates are valued as innovators working towards the industry’s future. Many graduates are offered positions with international designers and multi-national companies, in addition to the fortunate few who go on to become international names in their own right.

This quality and reputation is the result of a strong emphasis on the development of the individual and an understanding of craft and business practice within the context of historical and contemporary culture. Students are presented with a dynamic mix of inspirations and considerations; never easy, but never dull.

What are the usual routes to studying Fashion design?

Students are usually required to have studied GCSEs at school and then go on to take A levels or, in Scotland, Highers. All UK Fashion courses will accept the equivalent overseas qualifications. Alternatively, students may undertake equivalent vocational qualifications such as BTEC National Diplomas, or the Advanced GNVQ qualifications in Art and Design.

Where students have pursued their education to A level, the next step is to apply for a one year Foundation programme. These courses offer a broad art and design experience, where time is spent in preparation for application to a chosen degree and finalising portfolio work suitable for submission and/or interview to an undergraduate course. Some Foundation courses allow students to specialise in their chosen area of design in the final term of the programme. Students are encouraged to investigate the variety of courses on offer and are guided through the application process.

At the end of a typical foundation year, most graduates move on to either a two year HND (Higher National Diploma) or a three or four year BA Honours course. Most BA courses take three years to complete, but some institutions offer a four year sandwich course. This usually includes up to twelve months working on industrial placement, either as a one year block or as two six month periods. A number of three year BA courses also include a short placement period within the curriculum, whilst all fashion courses dedicate time to working with the fashion industry in the form of sponsored projects, visits or visiting lecturers.

Upon graduation, a number of fashion students choose to continue their education within a range of postgraduate courses on offer; Diploma, M.A., MPhil/PhD. This allows for either further specialism or related study.

How do I apply for a place?

In order to gain a place on a typical course in the UK you will need a good portfolio which demonstrates your ability in drawing, design development, problem solving, colour work and interest in fashion. Some courses may wish to see examples of written work such as an essay or report, and some staff may wish to interview you by telephone. Courses may have different entry requirements and regulations, so, if possible, you should check prospectus information or course leaflets.

Some BA courses will allow you entry direct to the second year if you have either the equivalent of an HND already, or you have prior experience within the fashion industry. Again, you should check with the courses you favour. You should also be able to submit your portfolio or ‘slides’ rather than posting the original work to the UK.

What is the range of courses on offer?

Across the UK there is a great variety of courses on offer to fashion students. Two, three and four year undergraduate programmes cover all aspects of fashion design, drawing, design development, pattern cutting, manufacture, C.A.D. and C.A.M. In addition, students may study the historical and cultural influences on fashion, take elective or optional subject in photography, styling, knitting, footwear design etc. Some courses offer integrated subsidiary subjects such as textile design, marketing, languages, technology, or may specialise in one fashion area such as menswear or womenswear.

Course curricula are usually project based, with each project being run as a module or unit within the course. Students can expect to be taught and learn in a variety of ways - in a studio situation, in a seminar group, or attending lectures. Presentation and discussion of work is typical on many courses to enable students to develop confidence in presenting their work and learning from others in the group.

Most fashion courses organise a fashion show at the end of each academic year as a celebration of their students’ work and to allow graduating students to present their final collections to a wider audience. A number of the UK Fashion courses take part in Graduate Fashion Week, held in London each June, and event which attracts a great deal of media as well as industry attention.

Applicants from outside the UK should consider the college/university location for study, its facilities, campus, course details and successes, as this will help to focus in on the most suitable course to choose.

What then?

Upon completion of your course you should be ready to enter the fashion industry as a professional designer. During your time at college/university, you will have acquired the skills and developed a professional creativity which is invaluable in securing your first position as a fashion designer. Most institutions can offer help or advice to students before final graduation, and invaluable contacts can be made before you leave. Most institutions are able to offer links between students and the fashion industry, and students are always encouraged to keep in touch for the future.

Applicants to individual institutions should ask in more detail about student destinations and successes.

Any questions?

Most institutions will be happy to deal with requests for prospectuses or course details. A number of institutions are to be found on the Internet which you can e-mail for specific information.

The Universities and Colleges Admissions Service (UCAS) in the UK lists all the full-time Higher Education courses in Fashion in its handbook. To obtain a copy contact UCAS on +44 1242 227788 or check out its website at www.ucas.ac.uk. Alternatively, British Council offices around the work will be able to provide comprehensive lists of Fashion courses in the UK.

The Author: Colin Renfrew, Course Leader, BA (Hons) Fashion with Textiles, Ravensbourne College of Design and Communication, U.K


Becoming a teacher

Teaching is an important and increasingly popular choice of career for all kinds of people. Whatever your circumstances – if you're still at school, about to graduate, or looking for a change of direction – there are more ways to enter the profession and more support available to help you get there than ever before.

Ways into Teaching
It doesn’t matter who you are, to become a fully qualified teacher in state-maintained schools in England and Wales, you’re going to have to gain Qualified Teacher Status (Q TS) first. Almost always, that means completing a programme of initial teacher training ( ITT).

Combining theoretical learning with at least 18 weeks spent practising teaching on placements in schools, ITT helps you to develop the skills you need to become an effective teacher and achieve qualified teacher status (QTS).

ITT comes in all shapes and sizes, providing options to suit everyone - no matter what your qualifications, experience, preferences or personal circumstances. Simply put, you can choose from the following different ways into teaching:

To teach in state-maintained schools in England and Wales, you must first complete a programme of initial teacher training ( ITT) and achieve qualified teacher status ( QTS). However, before starting this process, you need to be sure you meet a number of key requirements.

Academic qualifications
To become a teacher, you will need a UK degree (or an equivalent qualification). You must get this first if you want to apply for a postgraduate course of ITT (ie a PGCE or SCITT) or the graduate teacher programme (GTP).

However, you can also complete a degree as part of your teacher training via an undergraduate ITT course (ie a BEd or a BA/BSc with QTS) or the registered teacher programme (RTP).

To be accepted on to any course of ITT, you will need GCSEs at grade C or above (or recognised equivalents) in English and mathematics.
If you were born on or after 1 September 1979, and you want to teach primary or Key Stages 2/3 (ages 7-14), you will also need a GCSE at grade C or above (or an equivalent qualification) in a science subject.

Equivalent qualifications
If you have qualifications from outside the European Economic Area(EEA), the National Academic Recognition Information Centre (NARIC) will be able to advise you on whether your particular qualifications are equivalent to the minimum requirements set out above, and they may also provide certification where appropriate.

If you are an overseas trained teacher (OTT) you will still need to achieve QTS to teach in England and Wales. You may be able to do this through the OTT programme.

What if you don't have the required qualifications?
If you don't have the necessary GCSEs in mathematics, English or science, you may be able to take a pre-entry test set by your ITT provider. Some providers may also accept skills developed through other, related work experience. If in doubt, you should contact your chosen ITT provider to find out what their requirements are.

Does the subject of your degree matter?
Your degree will usually need to be in a discipline related to the subject(s) you wish to teach. For primary teaching, you should be able to demonstrate a good general knowledge across a range of subjects.

If you're unsure of the relevance of your degree, contact the Teaching Information Line (0845 6000 991 for England, 0845 6000 992 for Wales) for tailored advice.

If your degree is related to the subject you would like to teach, you may be able to complete a pre-training course, increasing your subject knowledge and understanding to the required level.

Personal qualities and experience
Teaching is a unique profession, with unique challenges. Your ITT provider will want to see evidence that you will enjoy and thrive on these challenges, and that you are committed to a career working with children.

Indeed, some ITT providers require that all their trainees have some previous school-based experience. (You will need to check with individual institutions to find out what their admissions policy is.)

One way of demonstrating that you have the necessary commitment and personal fit with teaching - not to mention helping you decide whether teaching is the right career for you - is to get some experience of working with young people. We strongly advise that you do this before you apply for any ITT.

This website has details of opportunities for you to spend some time observing and working in classrooms, but you might also like to consider volunteering to run or help out in a youth club, or a group such as the Scouts or the Guides.

Background checks
All prospective teachers are also subject to a number of checks, designed to prevent unsuitable people from gaining access to children and to maintain the integrity of the teaching profession. These checks will usually include:
  • identity confirmation;
  • professional and character references;
  • previous employment history;
  • criminal record check; and
  • health check.

Teaching in the US

Opportunity & Challenge
There are many benefits to studying abroad - you will acquire cross-cultural experience, gain new perspectives on your chosen field of study, and make many new friends. But studying in the United States offers additional opportunities and challenges for aspiring teachers, as the field of education is changing dramatically. Never before has so much attention been paid to the quality of teacher education and to our nation's schools. This new emphasis on teaching and learning makes it an exciting time to be working and studying in the field.

One reason why teacher training has become a top priority in the US is the nation's growing need for teachers. Forecasters project that we will need to hire two million new teachers over the next decade. Students who receive a teaching degree in the US will find many employment opportunities, particularly in fields like mathematics, special education, science, and ESL. Future educators who come to the US to study can take advantage not only of its growing job market, but also of its diverse population, as education students have the chance to work with children from many different cultures and economic backgrounds. This experience will benefit you no matter where you pursue your teaching career.

First Steps
Your first step on the road to a teaching career is entry into an education program at a college or university. Admissions requirements usually include an interview and records of test scores and grades. Students just beginning college can choose from several program options, depending on the school - some students declare an education major upon entering university, whereas others declare an education major in their sophomore or junior year. Some schools do not allow students to major in education, but prefer them to complete a 4-year degree in an academic major, requiring a 5th year education program incorporating coursework and practice before granting a license.

For students who already have a bachelor's degree and are interested in teaching, there are alternative paths to a teaching license. These non-traditional teacher education programs are designed to offer pedagogical theory and classroom internships to students already possessing a degree. These programs are usually one year in length, and do not culminate in a degree - you may wish to pursue a master's degree program, which is usually two years in length.

A Program that's Right for You
In the United States, there is no central ministry that approves teacher education programs; each state sets its own standards for program approval and teacher licensing. This leads to a wide variation in the quality of teacher preparation programs. However, while programs differ from state to state and school to school, all emphasize three areas to different degrees: the liberal arts, with a focus in a specialty area; pedagogy, the study of how to teach; and field experience, or practice teaching in a classroom.

How do you decide which schools meet high professional standards and offer the kind of program that will prepare you to become a successful teacher? Successful teachers know their subject matter and are able to use a variety of methods to teach that subject to children. They can teach students from different backgrounds and different stages of development, and are comfortable working with colleagues, parents, and the community to improve student learning. Teachers must also be imaginative experts in motivational techniques, time management, and child psychology. To gain all of the skills you will need for this challenging career requires a strong teacher preparation program. Here are some things to look for:

NCATE Accreditation
NCATE is a non-governmental, non-profit coalition of over 30 national organizations representing millions of educators and the public, all committed to quality teaching and teacher preparation. Through the field-at-large, NCATE develops national standards in teacher preparation, and an NCATE-accredited school of education has met standards deemed critically important for teacher preparation today. NCATE's standards focus on what students in the education program know and are able to do.

Professional Development Schools
Some colleges of education have working relationships with K-12 schools, called Professional Development Schools, where aspiring teachers receive extended experience teaching in a classroom. PDSs offer much more than the traditional several week stint with one supervising teacher in one classroom. Student teachers benefit from extended clinical practice, and feedback from a variety of mentor teachers, as well as their peers and university supervisors. Student teachers also get the opportunity to increase their connections between theory and practice - often, university faculty teach children at the PDS and K-12 faculty teach classes at the university. This arrangement ensures that education students benefit from the knowledge of faculty who work regularly with K-12 students.

Finding Out More
Obviously, it is very important to make the right decisions in your education. One helpful resource is NCATE's 'A Guide to College Programs in Teacher Preparation', the definitive guide to nationally accredited teacher preparation programs. This provides information about each of the accredited colleges and universities - from tuition, size, and length of program to descriptions of noteworthy program features, including clinical experiences, and a list of those programs that meet especially high standards set by leaders in each teaching field.


Finding Work Teaching English in Italy

The Nuts and Bolts of It All


Language schools start in September or October and finish up in May or June, and so contracts are typically nine to 10 months. There are also summer camps in June and July, but August is when the entire nation, sensing some inner call like baby sea turtles, makes a mad dash for the sea.

From February or March on is a good time to start looking for jobs as schools have a better idea of who is returning to teach. But there are also many jobs that open up very close to the beginning of the school year, sometimes mere days before the first day. There are also emergency openings throughout the year.

I did all my searching on the Web, and in the sidebar I have listed some good links to job lists and other resources. Many sites will list your CV for free and, speaking from experience, it is worthwhile to put yourself out there. A school that logs in and sees a decent candidate already in the database might not bother to post an ad.

Regarding experience, it is my opinion that anyone with experience can find some kind of TEFL work even without a recognized certificate, but these jobs probably will not be with schools with credible reputations. CELTA certificates are typically asked for, though don't let that deter you if you have TEFL. In fact, I have a background in teaching high school English in the U.S. and no documentation, but it hasn't stopped me yet.

If you are considering teaching in Italy and you don't have the TEFL certificate, British Institutes might be a two-birds-with-one-stone solution. They sometimes offer a program that consists of two months of distance learning (buying a few books and completing readings and assignments) and then two weeks of intensive training in Italy. Upon successful completion of the course, you are guaranteed a teaching job in one of their Italian schools for at least nine months starting in October (tefl@britishinstitutes.info).

Where you want to live can affect your search. The more flexible you are, the more likely you are to find something. Don't rule out southern Italy. I have heard horrific statements from northerners about the people south of Rome. Indeed, the South is a different world in many respects, but it also has some advantages. Living costs are much lower while teaching salaries are not reduced proportionately. When I worked in Calabria I found my salary only a couple of hundred euros less than Web-posted positions in Milan. Rent in Calabria can be as low as $180 for a room and averages perhaps $250, whereas in the North apartments are often at least double that. Don't always balk at what appears to be a low salary. I wrinkled my nose at one ad that offered 750 euros net per month. But they also offered a furnished apartment, making this deal as sweet as 1,000 or more without the headache of apartment hunting.

When you find a school that wants to hire you, you are still just halfway there. Don't be rude, but be—shall we say—gently persistent in getting the necessary documentation.

If a school seems interested but the work permit is unlikely, ask them if they are willing to set you up for one year in a sort of student capacity. You are going there to study methodology of teaching English to Italians (and get paid anyway). Italians have a billion rules and regulations but have learned to dance about them with the grace of Fred Astaire.

Warning: Read your contract carefully! The school I worked for gave me mine in Italian. Careful discussion of the details can avoid misunderstandings later on.

Survival Tips: If you do find something and the pay is not exactly excessive, you can still find ways to get by. Private lessons can garner anything from 15 to 30 euros per hour. Offer cheaper rates to university students if they come in pairs or groups. Italy has a reputation for being expensive, but for the person struggling to survive there are ways to take the edge off. Go where the real Italians go. Look for the open markets for your fresh produce. There are frequent train offers for long-range travel; there are bus passes for frequent users, local wine casks pour off a liter into an unlabeled bottle for less than the supermarket.

Teaching English in Thailand

The 10 Day Job Search


Within ten days of arriving in Thailand, it is possible to have a job.

The best way to get a teaching job is to get on a plane, fly to Bangkok, and search once you are there. This can seem intimidating. Many worry that they will arrive with a tight budget and not find work.

It is a logical fear, but unfounded. If you are a native English speaker and have a college degree (any subject) you can get a job in ten days. Just follow the steps below.

Day 0: Pre-arrival

There are a number of things to do before boarding the plane.

  • 1. Pack nice clothes. For men that means ties, collared shirts, and trousers (or khakis). For women, bring two or three business outfits. Pack a nice pair of dress shoes.
  • 2. Resume. Put together a resume before leaving. Save it to disc (CD) so it can be printed at an internet shop in Bangkok. Emphasize teaching, training, and travel experience.
  • 3. Degree. Bring your college diploma in a protective case, such as a hard plastic tube. Bring several copies.
  • 4. College transcripts. Some employers ask for university transcripts. Request these before leaving home and pack several copies.
  • 5. Reference letters. Most employers ask for 2-3 references. Arrange these before departing. Ex-bosses, teachers, and co-workers make the best references. Ask each to write a brief letter of recommendation. Tell them you are applying for English teaching jobs. Ask them NOT to date the letter (so you can use it for a long time) and to include an address, phone number, and email address.
  • 6. Pre-contact the big chains. Before leaving, send emails to the big schools in Bangkok such as ECC, Inlingua, AUA, and English Plus. These schools have multiple branches and continual job openings. Email a brief letter - tell them when you will arrive, summarize your qualifications, and ask to set up an interview. Paste your resume into the body of the email. You may have a job waiting when you arrive.

Day 1: Arrival

If you are on a tight budget, head straight to the backpackers' area in Banglumpoo (Khao San Rd). Use a Lonely Planet or Rough Guide to find a guest house for any budget. Relax. Sleep. No job search today.

Day 2: Get Bearings

No job search today. Sleep late. Take a stroll. Let body and mind adjust to the new environs. Only one task today. Unpack one set of interview clothes. If they are badly wrinkled, take them to the guest house's laundry service and have them ironed. Once ironed, hang them up. Polish shoes if they need polishing. Unpack resume disc, degree, transcripts, etc.

Day 3: Mobile Phone

Employers will want to call. Asking them to leave a message at a guest house is both tacky and unreliable. It is best to get a cell phone. Mobile phones are cheap and easy to find. Take a taxi to the Central Shopping Mall in Pinklao. Tell the driver Sentan Pinklao. On the fourth floor of the mall are many shops that sell both new and used phones. A good phone goes for 2000-2500 Baht (around $50) although cheaper is certainly possible.

You have a phone, now you need a telephone number. For that, you must buy a "sim card". The main sim-card service providers are DTAC and 1-2-Call. They are both reliable and easy to use. Most mobile phone shops also sell sim cards, and will install them (very easy to do). If they do not, take the phone directly to the DTAC (4th floor) or 1-2-Call (2nd floor) office. A sim card costs about 300 Baht ($7.50). Once you have a sim card, you can receive calls. Before leaving the store, ask the staff to switch your language options to English.

Finally, to make calls you must put minutes on the phone. This is done by buying prepaid phone cards, available at any convenience store (including the omnipresent 7-11s). Simply go to the counter and ask for a DTAC or 1-2-Call Card (depending on which sim card you have). Cards come in 200, 300, and 400 Baht amounts. To activate the card, call the access number (printed on the card), then enter the serial number (followed by #) and password (followed by #). In a few seconds, the money is added to the account.

Day 4: Computer Work

Go to an internet cafe with the disc that holds your resume. Open the resume and add the new phone number to the top. Then print twenty copies. Cheaper shops charge only 5 Baht per copy (100 Baht equals about $2.50). Store resumes in a thick folder to keep them clean and unwrinkled.

Next, head to www.ajarn.com. This is the main internet site for teaching jobs in Thailand. Scan the job listings and copy any that sound promising. Email a cover letter and resume to each job. It is better to paste the resume into the body of the email rather than attach it as a file. Many people will not open attachments. In the cover letter, tell the school that you are currently in Bangkok and are interested in a position immediately. Ask them to look at your resume and ask for an interview. End the letter with your phone number and email address.

Take a break, get some food, stretch your legs. Then back to the internet shop for round two. Visit www.daveseslcafe.com. Go to the international job board. This site is not specific to Thailand but there are often Thai jobs listed. Scan the entire list and email promising Thai jobs, even if the listing is old. Always state that you are now in Thailand. Always ask for an interview (politely) and always include contact information at the end of the letter (even though it is also on the resume).

The final task for Day 4 is to contact the big chains - the ones you emailed from home. Send each another email. Stress that you are now in Bangkok and are prepared to start work immediately.

Day 5: Hit the Pavement

Put on business clothes, gather a stack of resumes, diploma copies, and copies of reference letters. Almost all schools will ask for a recent photo when you apply, so head to Khao San Road. Khao San has numerous photo shops that take Polaroid passport-size pictures. Most charge 100 Baht for four pictures. Get 12 or more.

Next, check email for responses from yesterday's inquiries. Immediately call or email any schools that express an interest. Schedule an interview and get directions to the school.

The remainder of Day 5 will be spent visiting schools. This is an inefficient way of job searching, but it is good to have face to face encounters. Get comfortable talking to employers. Smile and show enthusiasm. The best place for walk-in visits is Siam Square, which has a high concentration of English schools. Tell the taxi driver Siam Square. Once there, just stroll. The British Council, ECC, English First, Go Chula, and Siam Computer have schools in or near Siam Square, as do a few smaller companies. There is an Inlingua branch across the street, in the Siam Discovery shopping mall. Visit these schools.

Then take the BTS sky train to Ratchidamri station. From the station, walk south (towards Lumpini Park) for five minutes to arrive at AUA, a large and well known language school. Drop off a resume and try to arrange an interview. Next, go to the tall building immediately next to AUA (to the right). There is an EFL school on the first floor. Visit them.

When visiting schools, greet the receptionist, ask to talk to someone about a teaching position and hand them a resume. Smile. You may get an interview, and a job offer, on the spot.

But do not be discouraged if nothing happens. Remember, the purpose of walk-ins is to grow more comfortable talking to employers.

Day 6: The Bangkok Post and The Nation

After breakfast, go straight to a bookstore (or coffee shop) and grab a copy of The Bangkok Post and The Nation: Bangkok's English language newspapers. Sit down and scan the classifieds. They always contain ads for English teachers. Circle them and immediately call those which list phone numbers. Mention that you meet their qualifications and are interested in a position. Arrange an interview.

Next, get back on the internet and check email for responses to inquiries. Immediately respond to them, preferably by phone. Arrange interviews. Email contacts from the Bangkok Post and The Nation that could not be contacted by phone.

By this time, interviews should be rolling in, so devote the rest of the day to them. When interviewing always overdress. Dress like a banker. No matter how casual the job itself may be, it is best to dress very conservatively for the interview. This is especially true in Thailand, where many employers will judge you by appearance, smile, and enthusiasm more than qualifications or work experience. In Thailand, it is often better to look good than to be good!

Day 7: Interviews

Check email and respond to inquiries. The rest of the day is devoted to interviews, as several should be scheduled by now. Dress well, smile, and show enthusiasm.

Day 8: Relax

Unless there is a promising interview scheduled, take it easy today. Sleep late. Get a massage. Relax. Do check email and respond to inquiries, but otherwise this is a rest day.

Day 9 & 10: Interviews and Contracts

Check Ajarn.com and respond to new job listings. Check email every morning- and immediately respond to inquiries. By Day 9 you should have one or more job offers. Do not accept the first job offered. Examine the contract carefully. Ask questions: How many hours a week will you teach? (over 25 is too much). Will they sponsor a work visa? (They should). Will they help find an apartment? (They should). How much do they pay? (300 Baht an hour is bare minimum). If possible, talk to other teachers at the school and confirm that they are treated well and paid on time. Once satisfied, sign a contract.

By following the above steps, anyone can find a job in ten days or less. TESOL jobs in Thailand do not pay well by Western standards. However, by local standards they are more than adequate. By living simply it is possible to cover expenses and save $200-300 dollars a month. Furthermore, there are a huge number of jobs. With a neat appearance and a little organization, it is easy to find a job within ten days of landing in Bangkok. Follow the steps above, and success is assured.


Do What You Love

The Krannichs Live their Creed and Teach It to Others


Ron Krannich and his wife Caryl love to travel. They know millions of others do too, which is why they devoted their life’s work to helping people find and create jobs that combine work and travel. Since 1980, Ron and Caryl have been assisting hundreds of thousands of people, from students, the unemployed, and ex-offenders to CEOs, military personnel, and international job seekers, in making job and career transitions.

A former PeaceCorps Volunteer and Fulbright Scholar in Thailand, Ron received his Ph.D. in Political Science from Northern Illinois University. Caryl received her Ph.D. in Speech Communication from Pennsylvania State University. Together they founded Development Concepts Incorporated, which trades as Impact Publications, a training, consulting, and publishing firm in Virginia. The Krannichs are former university professors, high school teachers, management trainers, and consultants.

As two of America’s leading career and travel writers, they have authored more than 70 books, and their work is commonly featured in major newspapers, magazines, and newsletters, as well as on radio and television. Their career books, including Jobs for Travel Lovers, High Impact Resumes and Cover Letters, Interview for Success, and Change Your Job, Change Your Life, represent one of today’s most comprehensive collections of career writing. They have also written widely on the topic of Internet employment.

Ron served as the first Work Abroad Adviser to Monster.com, and many of his and Caryl’s career tips can be found on major web sites such as www.campuscareercenter.com, www.careerbuilder.com, and www.employmentguide.com. The Krannichs have also developed their own career-related web sites: www.impactpublications.com, www.winningthejob.com, www.contentforcareers.com, and www.veteransworld.com.

Following their career secret, “Do what you love,” the Krannichs have pursued and best represented their passion for travel with the development of their innovative travel-shopping guidebook series and related web sites. “Treasures and Pleasures of…Best of the Best” consists of 19 guidebooks on destinations around the world and complements their web sites: www.ishoparoundtheworld.com, www.contentfortravel.com, and www.travel-smarter.com.

I recently spoke with Ron about his work and working abroad. You can find the Krannichs’ work abroad books at www.impactpublications.com. You can order books online or call 1-800-361-1055.

Sherry Schwarz

Sherry Schwarz: What was your first international job? What were the most important lessons you took away from it?

Ron Krannich: My first international job was as a Peace Corps Volunteer in Thailand. The most important lesson I learned, which has been reconfirmed numerous times, was that working abroad is much more than just a job. Above all, it’s a lifestyle involving exciting travel, interesting people, and stimulating cultures. The international lifestyle tends to get into one’s blood. The challenge is to pursue a passion without going over the edge into a terminal case of international wanderlust—going from one job to another just to have more international experiences.

SS: What drives people to pursue international careers?

RK: There are many motivators. But travel is at the top. A disproportionate number of people get hooked by participating in a summer or semester abroad study program. Many of them want to turn what they considered to be “the best time in my life” into a short- or long-term job or career abroad. Others are motivated by language programs, international politics, travel experiences, and jobs of friends and family members. And don’t forget the images of National Geographic magazine and the Discovery Channel—they’ve probably been responsible for motivating thousands of individuals to explore jobs and careers abroad.

SS: How is the international job market today?

RK: I usually think in terms of short-term job experiences versus long-term careers. Individuals who only want to work a year or two abroad and then return home to pursue a “normal career” can easily jump in and out of the international job market in five major areas:

  1. Teaching English
  2. Volunteering
  3. Nonprofits
  4. Travel industry
  5. Construction.

With the exception of construction, most of these employment arenas offer high turnover entry-level jobs that require little experience and don’t pay particularly well. In fact, most of the work abroad books are geared toward individuals who want short-term work abroad experiences. Individuals who are interested in long-term international careers tend to look toward government, international organizations, international nonprofits, educational institutions, consulting firms, and multinational corporations. Many of these individuals have advanced degrees and a great deal of international experience.

SS: Are there certain fields that are easier to break into than others?

RK: One of the major changes I’ve seen over the past 10 years is the increased number of international opportunities for entrepreneurs. In fact, the best international job you can have is the one you create yourself. Today’s global economy offers numerous opportunities for individuals who want to sell their products and services abroad as well as start their own import-export businesses. Many traditional international jobs in government and business are not as exciting and rewarding as they once were, especially given increased concerns with safety and security when living and working abroad. I also have my own personal biases. Many international jobs today are in countries that don’t particularly appeal to me. I started out in Southeast Asia more than 30 years ago and still find this region to be fascinating.

SS: In Jobs for Travel Lovers you say that the travel and hospitality industry remains one of the most exciting and satisfying. Why, and what types of jobs are available in this industry that people may not typically consider?

RK: In fact, people working in the airline industry tend to have one of the highest levels of job satisfaction of any industry. If one of the reasons you’re interested in an international job is because of the travel opportunities, you may be better off finding a job in the travel industry.

Ironically, many international jobs do not involve much travel because of work permit and visa restrictions. The types of jobs found in the travel industry mirror many of the same jobs found in other industries, from accountants and webmasters to sales, marketing, and public relations specialists. This is a highly segmented industry involving travel agencies, tour operators, incentive travel companies, meeting planners, airlines, cruise lines, advertising agencies, public relations firms, resorts and spas, restaurants, travel education and training, travel writing, photography, online travel services, and many others. Some of the most exciting jobs we’ve encountered are directors of public relations and general managers of major international hotels and resorts.

SS: For someone just starting a career search or making a mid-life transition into a travel-related or international career, is there a recommended way of testing the waters?

RK: Do lots of research and take a few trips with an eye toward working abroad. What countries especially appeal to you? What opportunities would best fit your interests and skills? Talk to lots of people and network with individuals who have international or travel-related jobs. While you should explore several web sites specializing in international and travel jobs, get out from behind that computer and meet people who can make a difference. You’ll quickly discover that the international and travel arenas are highly networked communities. Your best information and job contacts will come through personal relationships, especially face-to-face meetings. You may be surprised how helpful individuals in these arenas will be. After all, they were at one time in your situation. At the same time, you may discover your best route would be to start your own international or travel business rather than rely on what is often an unpredictable and uncertain international job market.

SS: In your many years of working abroad, you’ve also had ample opportunity to play abroad. What is one of your most memorable experiences?

RK: In the 1980s Caryl and I were working as rural development organization and management advisors in the Office of the Prime Minister in Thailand. One day a friend of a friend (she networked her way to us) visited Bangkok in anticipation of extending her “Shopping in Exotic Places” tours to Hong Kong and South Korea to Bangkok. From that chance meeting, we collaborated in developing a new travel guidebook series on travel-shopping. Today the series includes over 20 guidebooks appropriately titled “Treasures and Pleasures of…Best of the Best in Travel and Shopping .” The series is also part of our publishing business, which includes both career and travel resources. The Impact Guides now include separate volumes on Thailand, Myanmar, Singapore, Vietnam, Cambodia, China, India, Egypt, Italy, France, Turkey, Mexico, Brazil, Australia, Southern Africa, and other great destinations.

With our chance meeting having blossomed into both our work and play, we now have two to three months a year to travel and do research on our latest volumes. This has become a very satisfying and rewarding international career that allows us to pick and choose wherever in the world we want to go. This also is a good example of how important serendipity is in finding one’s fit in the international arena. If you put yourself in lots of places with lots of different people and maintain productive networks, the chances are you’ll end up pursuing your passions in a job you really love. It takes time, persistence, and patience.


On Being a Mex-Pat

Teaching English and Living in Mexico


In May of 2001 I graduated with a Master's degree in U.S. History. Not surprisingly, six months later I was still looking for a job. I had long thought about trying to live overseas and I knew that teaching English was a good vehicle for doing so, so I enrolled in a 1-month crash course in Teaching English to Speakers of Other Languages (TESOL) to figure out how to do it.

Not long after I completed my course I came across a posting on the Web for a university English teaching job in Oaxaca. I had heard that Oaxaca was a beautiful and fascinating place, plus I already spoke a little Spanish. So I sent in my resume, completed a phone interview, accepted the job, and got on a plane to Mexico all in the span of about ten days.

As spontaneous and daring as my trip seemed to me at the time, I was far from a pioneer in blazing a trail from the U. S. to Mexico. During recent discussions of absentee voting in the run-up to November's U.S. presidential election, I read estimates that placed the U.S. ex-pat population of Mexico as high as one million. From what I hear now from compatriots back in the States expressing disillusionment in the wake of the election, that figure is poised to grow even higher.

Those one million U.S. citizens - as well as the countless Canadians, Brits, Irish, Aussies, etc. - who make up Mexico's English-speaking population, came here for a variety of reasons. Many are retired folks who find that their pensions go farther south of the border. Others are business people, taking advantage of NAFTA's gift of easy access to Latin America's largest economy. And some are volunteers trying to make a difference in what, in many places, is still a third world country. But for those like me who are far too young to retire, who have no interest in helping make multinational corporations richer, and who don't have the savings to support an extended volunteer (or slacker) existence, teaching English offers perhaps the best entry into a Mex-pat life.

There are a million reasons to aspire to a life in Mexico — great food, great climate, a fascinating history, vibrant indigenous cultures, colonial architecture, fabulous beaches, spectacular flora and fauna, snow-capped volcanoes, mariachis, tequila, etc., etc.

But you know all that already. What you might not know, however, is exactly how to go about getting a teaching job here and then what adjustments you'll need to make once you set up housekeeping in Mexico. I've done it, and so have a number of friends I've met here, and the following is a brief guide I've put together based on my experience and theirs. I hope you find it useful.

Teaching in Mexico

In general, the minimum academic requirement for English teaching positions in Mexico is a university degree and a TESOL certificate. Some private language schools will take teachers with the certificate only, and others that will require nothing more than native-level fluency. Conversely, some universities require a Master's degree. But for the most part, a bachelor's degree and the TESOL certificate will qualify you to teach in Mexico.

The TESOL certificate course is an intensive, 1-month program that provides a basic introduction to language teaching methodologies and gives the participant a handful of hours of observed practice teaching. The courses are offered worldwide by a variety of organizations, and just about any will be accepted by employers in Mexico.

I completed my certificate at the School for International Training in Vermont, and once I had finished, I found my first job in Mexico on an Internet job site and confirmed the position while I was in the States. This gave me the advantage of peace of mind: I arrived in country knowing exactly what I'd be doing and where, and I had prior contacts to help me get oriented and settled.

Others choose to go to a location first and look for a job once they arrive. The benefit of this approach is that a teacher can do interviews in person where they can meet a potential boss face to face and also meet some of the teachers to get their perspective on the job. It can also be helpful to view the school's facility and resources first-hand rather than having them described over the phone or via e-mail.

Furthermore, the schools themselves often prefer to interview teachers face to face. And since many employers count on a steady stream of teachers knocking at their doors, a good number of positions in Mexico are never posted on Internet job sites. Therefore, a teacher already in the country has access to far more job opportunities than one searching the Web back home.

Suzanne Bacon of San Diego came to Guanajuato in central Mexico last year with her boyfriend, Jared. Neither of them had a job lined up in advance. So they immediately went on foot, resumes in hand, to three language schools and to the local university. "We each got job offers pretty quickly from all three of the language schools," says Suzanne. "I think the key is just being here. The schools get a lot of emails from people who are thinking about coming and then don't end up doing it. If you're there in person, that's a big plus."

Language Schools vs. Universities in Mexico

While some teachers find jobs at primary or secondary schools or in a business setting, the bulk of English teaching jobs in Mexico are either at universities or private language schools. Each of these teaching environments has its pros and cons.

University jobs are preferable in that they usually pay better than language schools and often offer benefits like paid vacations, Christmas bonuses, and health coverage. Furthermore, they are almost always legal positions, meaning that the university will help the teacher to obtain the FM3 visa granting legal working status. This is important because a legally employed teacher has rights under the law. While some private language schools hire teachers legally, many prefer to pay under the table.

Still, while they tend to offer the best package deals to their teachers, university jobs in Mexico can still vary greatly in salary, benefits, and overall desirability. For example, at my first university teaching job, I earned almost 15,000 pesos a month ($1,300) with benefits and perks like an office and a computer. At my next job, also at a university, I earned slightly more that 4,000 pesos a month ($350) for teaching more hours to bigger classes. Benefits and perks were few, and I had to buy many of my own materials.

Karen Green, originally of Helensburgh, Scotland, has worked both at private language schools and at universities during her almost eight years in Mexico. She prefers university teaching, she says, in large part because she feels that universities are more attentive to quality of education.

She mentions one private school she taught at that required their teachers to wear uniforms, yet paid little attention to the classroom instruction. "The aim of the school is to market the image of professionalism and publicize itself by means of the uniform. They seem to think the nice image will imply good service and education — kind of selling the school on its looks."

Private language schools do offer some advantages, however. For one, it's easier to find work at a language school than a university since there are more of them and they don't always require a lot of experience or even a university degree. You can also find work at a language school at practically any time of the year, whereas universities often hire only prior to each new semester.

Furthermore, some teachers find the students at private schools easier to deal with than university students. Tom Bass is an American who has taught in both settings in Mexico. He found motivation to be a problem among his university students, many of whom, he says, attended classes only because it was a prerequisite for graduation.

Tom currently teaches at a language school in Puerto Vallarta, where he finds his students — mostly adults — to be much more motivated. "In a tourist-based economy, English is a basic survival skill in the work place," he notes, so the need to learn English is more immediate than for the average university student who has yet to enter the working world. Plus, he adds, "Most of my students devote significant personal resources (i.e. time and money) to learn English, and that also helps to keep them focused and attentive."

Still, student demographics can vary from school to school. Many private language schools draw largely from secondary and preparatory school populations, and these students can be as unmotivated and unfocused as any.

Cultural Adjustments

I have an English friend here who once told me: "I've traveled all over Europe, even lived in other countries there, and whenever I heard people go on about 'cultural differences.' I thought they were full of it — that 'cultural differences' were just a big myth. But now, having lived in Mexico, I know exactly what the term means."

This friend was speaking from the small city of Guanajuato in an area of the country noted for its Catholic conservatism. Foreigners living in the larger urban areas — places like Mexico City, Guadalajara, and Monterrey — probably see far fewer differences between their native and host cultures. And of course, cultural differences are not necessarily something to fear. Many of these differences — a more relaxed attitude towards time, the afternoon "siesta" break, the greater importance of family — will quickly become very appealing to you. Nonetheless, wherever you end up in Mexico, there will be at least some less-ingratiating cultural norms and practices that you'll need to accept, or at least learn to deal with, if you hope to last here.

The Guero

For me, when I first arrived in Oaxaca, I was initially taken aback to have people constantly call me guero, a word that when most literally translated means something like "Whitey," though in terms of strength is more like "Blondie." However, I I quickly learned that in Mexican culture, identifying people by their most striking physical attribute is a matter of custom and not considered to be rude. Therefore, you'll hear people freely referring to others as "Gordo" ("Fatty"), "Flaco" ("Skinny"), "Chaparrito" ("Pee Wee"), and in indigenous areas where some people have very Asian features, "Chino." People with dark complexions might be called "Negro," so foreigners of African descent should ready themselves for the term.

Mexico's culture is very race-conscious, a phenomenon dating back the Colonial period when the conquering Spanish virtually enslaved the dark-skinned indigenous population. From out of that tradition has grown an idea that to be white is to be rich and have power, whereas to be dark is to be indigenous, poor and backwards. That perception is still very much alive today, for in a country where today about 10 percent of the population is white, 60 percent mestizo ("mixed") and 30 percent indigenous (at least racially if not culturally), those three demographic percentages very neatly overlap with socio-economic standing. Understandably, European features in Mexico are simultaneously coveted and resented.

A related and rather insidious cultural conception in Mexico is that beauty is also very much a product of race. Some visitors to Mexico are quite taken aback to see that in a country that is predominantly brown-skinned, virtually all Mexican TV and film stars are white, as are advertising and fashion models. As a result of this peculiar ideal, most Euro-featured foreigners can expect a lot more attention from potential suitors here than back home. This phenomenon can be good and bad, especially for women.

In his definitive work on Mexican-U.S. relations, Distant Neighbors, former New York Times correspondent Alan Riding wrote that "to be accompanied in public by una guero¼era is considered by many (Mexican) men to be the height of status." It's also true that men here can be quite relentless in the pursuit of a woman, so for those women of European features, the constant and insistent attention can at times be quite overwhelming.

A Woman's Perspective

Karen Green says that when she first came to Mexico, she went from being invisible to sticking out like a sore thumb. "In the U.K. people are invisible — you walk down the street and avoid eye contact with people," she says. "In Mexico, I was stared at constantly... and still am pretty much. Men would stop the car in the middle of the road just to observe me walk by." And it's not just stares that women endure here, either: whistles and inappropriate comments are common as well. "It drove me mad for quite some time," says Karen. "But I think after a couple of years I got used to it."

As for that inescapable nickname for fair-skinned people, Karen says: "Being called guera bothered me for a while until I realized that it was nothing more than an observation. It is a society where it is okay to make physical observations. However, I think it is difficult for women from North American and British culture to eliminate the innate negative reaction to being addressed in such a way."

"There is of course a fine line between an observation and derogatory, insulting comments from men who seem to have no concept of what it means to show respect," she adds. "What doesn't help is the stereotype they have of North American women who come to Mexico for a ˜good time.' How you dress does of course make a difference. The tighter the clothes, the shorter the skirts; you have to remember as a foreigner in Mexico that the more visible you make yourself, the more hassle you'll get."

Karen does, however, note a positive side to all the extra attention she receives. For example, she says that she notices that cars are more likely to stop for her when she crosses a busy street. "Mexican men are fairly chivalrous at the best of times, so blondes don't normally lack attention with the detalles," she notes. "It's something that can also take some time to get used to. It wasn't easy for me to agree to have car doors opened and closed for me, or have men carry my bags. It isn't that they don't think we can do these things, but rather they have been brought up to understand that being a man means being a gentleman. So not only is it a case of adjusting to being treated badly, but also to being treated well."

The Gringo in Mexico

Another word that you'll hear quite a bit more of than you'd probably like is gringo, a term meant to refer to white people from the U. S. but often used for any foreigner with caucasian features. This term is different from guero in that it can be both affectionate and derisive. The distinction is in the delivery.

Gringo is word that carries a lot of baggage. Mexican history will never allow its people to forget the war of 1848 that saw the country lose almost half its territory to the U. S., and that historical resentment is today compounded by the glaring inequalities in the two countries' economies and the cruelty of U.S. immigration policy. Non-U.S. citizens can quickly distance themselves from the gringo legacy, and in fact, can even turn it to their advantage. A British friend who teaches English here tells me that he finds that the quickest way to get new students on his side is to crack jokes about Americans. But for those who are in fact U.S. citizens, the burden of gringo-ness may be hard to ever fully escape.

It is, however, fairly easy to convince people that you're not a "bad" gringo. Making an effort to speak the language goes a long way, as does expressing a keen interest in Mexican culture and traditions. It also doesn't hurt to express a distaste for, say, the Iraq War or U.S. border regulations. You'll find that with a little friendly interaction, most people here are quite willing to separate U.S. citizens from the policies of the U.S. government.

The Bureaucracy

Founded in 1928 as the PNR (National Revolutionary Party), later renamed the PRM, the Party of the Mexican Revolution, Mexico's ruling political party institutionalized itself in the 1940s and once again renamed itself accordingly. And as with any institutionalized party, the hence-named PRI (Party of the Institutional Revolution) set out to construct a massive bureaucracy with which to maintain its hold on the nation. It succeeded on a grand scale, not only in facilitating a long-term stranglehold on Mexican politics, but also in creating a nationwide culture of bureaucracy. Though the PRI's 71-year-long grip on the country began to weaken with the election of opposition presidential candidate Vicente Fox in 2000, its legacy of massive, intransigent bureaucracy lives on in each infuriating trip to the immigration office and every hour-long wait in line at the bank.

"The bureaucracy is exactly as bad as everyone says it is," says Ken Richter, an English teacher from California living in Guanajuato. "Everything from getting a phone line installed to getting paid correctly can be a real headache. Anyone who has spent any kind of time living here has a large and always growing collection of stories (about the bureaucracy)."

As an English teacher, you'll undoubtedly accumulate a number of job-related tales of bureaucratic headache. If you need some last-minute copies of a worksheet for class, you may well have to fill out a form in triplicate, get it signed and stamped by the appropriate authorities, then run across campus to wait in a long line at the one on-site copying facility. Or perhaps you missed a day of class because a plate of street-stall tacos didn't sit well with your stomach. Unless you want to get docked a day's pay, you may need doctor's notes, supervisor approval, and a formal solicitation in order to make it excusable.

Mexicans seem to be able to take the unavoidable bureaucratic hassles pretty well in stride, and the legendary attitude is almost a requirement for living here. One thing is for sure: blowing your top at the bureaucratic absurdities will not get you anywhere. Smiles, charm, and the occasional well-placed bribe (precipitated by an innocent "Isn't there an easier way that we could resolve all of this?") are the best tools for dealing with the system.

Trade-Offs

Not so much a cultural difference as an economic one, Ken notes the small salaries of Mexican jobs — especially teaching jobs — as a difficult adjustment. "As long as I stay in Mexico, I have enough money for a modest lifestyle. Fancy restaurants and Hugo Boss suits are obviously not a part of my life any more," he jokes. "But sometimes I find it annoying that I need to save for special purchases — like new Levis. I'm pushing 40, and I find I need to count on my mom and my other family members to pay for things like airfares and hotels when we get together."

But Ken says that such annoyances are largely fleeting. "On balance, I have no real complaints about (financial constraints)," he says. "In good faith, how could I? It was a conscious decision on my part to trade my old American salary for things that seem more valuable to me: free time, less stress, a bit of adventure, and the romance of living abroad."

For Ken, as well as for many others of us enjoying the bohemian Mex-pat life, it's all about trade-offs. "When one chooses poverty, it's not really real poverty, is it?" he philosophizes. "I could go back to the States and work the 70-hour-a-week job and have plenty of money for traveling. Although, of course, then I wouldn't have any time to travel."

He recalls when he was still living in San Francisco and he fantasized of a life in Mexico. Somehow, he says, it never occurred to him that day-to-day annoyances — disputing a phone bill, getting laundry done, noisy neighbors, traffic jams — follow you no matter where you go. "I saw myself sitting at quaint sidewalk cafes in the shade of colonial churches, reading Borges and sipping at good tequila," he says. "I didn't imagine myself getting into fights with my girlfriend about forgetting to clean out the lint trap of the clothes dryer."

That's true for many of us here. The daily hassles and those cultural differences that confuse and confound us are not what we had planned for when moved here, and so it makes them all the more difficult to deal with. That's why it is essential to do as Ken does: try to put them in perspective and fully enjoy the moments that more closely resemble our fantasies of the Mex-pat experience.

"Life is life," says Ken. "In the end, the nice thing about living here is that while I do experience the everyday problems, just as I did in the States, I also get to experience the sort of romantic, cafe-reading-colonial-church-shaded-tequila-drinking experience that I had dreamed of."