On the Improvement of Overseas Education (about to be published in my Chinese city's newspaper)

[Suji to Seoul]

I have had the pleasure and distinct honor of being allowed the opportunity to teach, work and live overseas away from the home, family and lifestyle I love. The experiences I have lived and the wealth of knowledge I have obtained far outweigh any monetary reward of my educational positions. I have become a better educator, a better theorist, a better scholar and a better man in the two years since I packed up my belongings and “set sail” for a new world.

Like most foreigners, I did not know what to expect in my travels to teach in Asia. Where the ads legitimate? Was I getting scammed? Would I have a position? How will I live? These questions flooded my mind as I booked my plane ticket in Tucson, Arizona. When I landed in Inchon International Airport in 韩国, my questions were answered by a simple sign with my name and my school in the hands of my guide to Suji-Gu in Geoyunggi-do province.

After a year in 韩国, I decided I wanted something new. I really did not feel a connection to Korea and I truly wanted a place I felt a connection. After a short job hunt and deciding between Thailand and China, I chose China, specifically 石家庄. Coming here afforded me something I never received in Seoul and I did not believe I would receive in Bangkok: A real chance to learn the language of the country in which I would reside. I learned in Seoul that learning the Korean in the largest Korean city was impossible. Outside of a few words and the alphabet, along with the ability to read and write (without the knowledge of knowing what I read), I learned little Korean in one year’s time.

In 石家庄, I am immersed in Chinese, Mandarin and spoken Chinese. I must learn in order to function. 上海， 北京，广州， 深圳， and 重庆 would not have given me that ability. There is too much English available for a foreigner to remain lazy in their necessary requirement to learn the language of the realm. 石家庄 has very little English. This requires me to learn the language and the way of life.

There are many reasons why foreigners have begun to flock to Asia. Love of culture; love of history; desire for new challenges and opportunities are just a few. I have stated many times, being a historian, that China is a historian’s ultimate fantasy. Sadly, numerous foreigners that come to Asia to teach (China is not alone in this epidemic) do not attempt to achieve the lofty goals I have set for myself nor do they have the same reasons for residing in Asia as I have. Though my evidence is only empirical, observational evidence has dictated the assumption that some (maybe a small minority, maybe a plurality or maybe a majority) come to Asia for travel, play or other baser, prurient interests. Teaching is a secondary reason.

As a result, the quality of some foreign educators has been less than desirable. While some countries have addressed locating higher quality teachers, the procedure in China has lagged behind. In order to increase the quality of foreign educators, one must first examine the procedures of employing and obtaining foreign educators.

Using a website called www.daveseslcafe.com, an investigator can determine the required documents a foreigner must submit for consideration of employment. Normally, these include the following:
1. a recent photograph
2. a resume or a curriculum vitae
3. a copy of the applicant’s passport information page
4. Native English speaker from one of seven countries
5. TESOL/TEFL preferred, but not required
6. a copy of the applicant’s University Degree

That is all that is required; nothing more, nothing less. We need to examine each of the following in order to determine their worthiness.

1: A recent photograph: While this would be useful to determine the physical appearance of the applicant, in some places, that is the determining factor. In some cases employers of foreigners, (especially in Korea) want handsome, good looking foreigners, not competent educators. Too many times I have heard “I don’t care what the teacher says, the teacher is not handsome/pretty.” Appearance is not everything. Too many times fat, elderly and ugly educators need not apply. On top of that, many use the picture to fulfill the stereotype idea that only Anglo-faces can be good English teachers. In most English speaking countries, ethnic minorities are teachers as well. In my time in China and my time in Korea, precious few Ethnic English speaking minorities are employed as foreign educators. Subjective criteria sometimes override objective analysis, especially in private training centers.

2: Resume: This document is required by all employers. There should be no change.

3: Passport page: Again, this is required to prove legitimacy. There should be no change.

4: Native speaker: Since foreign educators, for the most part, are native English speakers, this is required. However, like all English speakers, accents come into play. Not all English accents and dialects are understandable or standard. British, American and Canadian accents tend to be favored over Irish, Australian, South African and New Zealander accents.

5: TESOL/TEFL: In the world today, certification tests are in fashion. Everyone has to take a certification test to do anything. Even hairdressers in America need certification to cut hair. Sadly, the problem is a piece of paper authorizing certification does not enable a fantastic education. Anyone can take TESOL classes. . .even those with little skill in a classroom.

While all of the above is necessary, the final requirement is where the quality of foreign educator sinks foreigner education: the requirement of only a degree. This lone requirement will put into China possible foreign educators who are deceptive and do not hold a degree of legitimacy. Allow me to elaborate.

In today’s highly computerized world, anything can be obtained through use of the internet: News, information, “yellow” websites. . .anything. This includes university degrees. All a foreigner has to do is type “BUY UNIVERSITY DEGREE” into a GOOGLE search engine and almost 25 million internet websites appear giving prices and appearances of fake university degrees. One such website, www.instantdegrees.com, boasts on the quality of the degree a person can purchase “without ever stepping foot inside a classroom.”

I can prove my college education. I can prove that my Bachelor’s Degree in Political Science and History from the University of Arizona and my Master’s Degree in Educational Leadership from Northern Arizona University are legitimate and honest. In order to prove this, I will need to place one telephone call to my family in the United States, have them spend $10 American Dollars and shipping and have the U of A and NAU mail me, in China, an official copy of my official university transcripts, showing grades received in all classes and the dates that my Degrees were awarded.

In addition to the dishonesty that a fake University exhibits and the loss of face that such dishonesty exhibits for all foreigners in China, there is a personal cost to those caught with a fake degree. This cost is measured in personal pride. For someone like me who struggled to obtain their education, who paid the cost of the education and who did all the work required to earn the degree, those who teach in China on fake degrees insult those of us who worked hard to get our education. If all I needed was to spend $150 American dollars for a fake University degree from a fake University to enable me to obtain a teaching position in China, I would not have spend the time, energy, money and years earning my real University degree. Foreigners with fake degrees are not just an insult to China, but a slap in the face of all foreigners who are legitimate. Their dishonesty casts a large shadow on all foreigners in China.

This is a recommendation to ensure higher quality foreign educators. Require all foreign educators to submit, along with their information, official copies of University transcripts. This will legitimize all foreign educators in China, along with removing from the education scene those foreigners who are dishonest and fraudulent. While fake University degrees can be purchased on the internet, authentic University transcripts cannot. Employers look to import educators from foreign countries into China need to ensure their foreigners are legitimate. A sealed university transcript in a sealed envelope with a university seal protecting the transcripts is the only absolute method to ensure that the school, training center, academy or University receives the person they hired and not a dishonest person looking for fun at the detriment of Chinese students and China’s future. Anything less is a disservice to Chinese education, Chinese students, Chinese parents and China in total.

[Book Lover]

1. K&R

[BlooInBloo]

2. My reason for going would be the food.

Just sayin. :)