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TEFL Job Opportunities http://www.westhillconsulting-career.com/blog/2014/03/31/tefl-job-opportunities/ Your employment opportunities are excellent Travel the world; experience a foreign culture; learn a new language; and improve the futures of many. This is your chance to make a difference. WesthillConsulting & Employment Australia would like to give a warning that the following information though interesting may be illegal. Please watch out for scams. EFL/ESL teachers are in high demand world-wide. You have peace of mind in knowing that if you are a native English speaker and hold a degree we can offer you a Guaranteed Teaching Position after successful completion of both our 4-week TEFL training course and a subsquent one month volunteer teaching assignment (Package B). If you don't have a degree and whether you opt for Package A or Package B your job prospects are still excellent. A TEFL (Teaching English as a Foreign Language) certificate is one of the main qualifications required by learning institutions to teach EFL in a non-English speaking country, or ESL in an English speaking country. Wherever you decide to teach, your internationally recognised Island TEFL certificate will provide you with the credentials required to work as a TEFL teacher abroad or at home. It is worth keeping in mind that many schools are now not accepting online TEFL/TESL qualifications (unless there has been a practical teaching component included), or certificates from TEFL/TESL courses of less than 4 weeks duration. Some schools/institutes will also require a degree. TEFL teaching positions are available in government and public schools, colleges, universities, language schools, kindergartens, businesses, the tourism industry, as well as volunteering and one-to-one tutoring opportunities. Here is a list of some of the countries where your internationally recognised TEFL certificate can assist you to find TEFL teaching employment. (Please note we have tried to be as accurat

Westhill Consulting Career and Employment Tips: Teaching English abroad "Under the Table" Without a Work Visa - What Does it Mean? There are thousands of Americans teaching English abroad in dozens of countries around the globe likeBangkok in Thailand, Jakarta in Indonesia, KL in Malaysia or Beijing in China. What do 90% of them have in common? In addition to enjoying the international adventure of a lifetime,they are teaching English "under the table." In other words they are not legally working in those countries with a work visa. This is commonplace, even routine, in dozens of countries around the world, but it is not technically legal. The first matter is to understand that there are different types of visas that you will use to teach English abroad and that regulations vary from country to country. Please refer to our article, "What is a visa and do I need a visa to teach English abroad?" source: http://www.westhillconsulting-career.com/blog/2014/03/28/westhill-consulting-career-employment-tips-teaching-english-abroad-table-without-work-visa-mean/ What does it mean to teach English abroad "under the table," without a work visa? Typically the following:  You don't have official permission to work in that country.  You are officially working illegally.  You probably entered the country where you are teaching on a tourist visa (in many countries a tourist visa will enable you to stay legally in the country for 90 days) and in many cases, you will stay on and teach English on a tourist visa that has expired or lapsed (this will be the case in countries like Italy and Spain where tourist visas cannot typically be renewed). In such cases, you are not only working illegally, but you do not have a valid visa to legally be in that country either.  In other cases, such as Argentina, you canrenew your tourist visa or get a new one before your original visa expires (example day 85 of your 90 day visa), often by leaving and re-entering t

By 25 active operators in Southeast Asia with 46 rigs, the contracting conditions have been challenging due to the collapse in crude oil prices while exploration and production spending have pressured both utilization and day rates in the region INTRODUCTION Southeast Asia is rich with hydrocarbon resources. The region is made up of Brunei, Burma, Cambodia, Timor-Leste, Jakarta Indonesia, Laos, Malaysia, Papua New Guinea, Singapore, Thailand, and Vietnam. According to Shell, the Indonesia oil industry and what subsequently became Royal Dutch Shell are closely connected. Shell discovered commercial quantities of crude oil in Sumatra just over 100 years ago. Moreover, Shell was the first to bring a drilling rig to the region and the first to discover oil off of Brunei in 1958. Today there are about 25 operators active in Southeast Asia with 46 rigs (Jack Ups, Semis and Drillships) currently contracted. Forty one of the contracted rigs are drilling, and five are waiting on location or in shipyards. In addition to the rigs that are contracted in the region, there are eight cold stacked units, nine ready stacked units, and one unit in the shipyard without a contract for a total supply of 64 rigs. Thus, total utilization in the region is 72% and ready utilization is 84%. While indications are that Jack-Up Market fundamentals have begun to stabilize. Southeast Asia only has eight semisubmersibles actively drilling in its waters (one other is contracted but not currently working). Four are off Malaysia, two are off Vietnam, one is off the Jakarta Peninsula, and another is off Myanmar. However, the drilling Jack Up count is significantly higher at 31 (four others are contracted but not currently working). Malaysia has the highest Jack Up count at twelve, followed by Vietnam with seven, Thailand with five, Indonesia with four, Brunei Darussalam with two, and East Timor with one. There are also two Drill ships working in the region. One is off Malaysia and the other is of

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The following is a collection of expert advice from our panel on the challenges and opportunities for women in development http://www.westhillconsulting-career.com/blog/2013/08/29/women-development-18-tips-career-success/ Ayse Cihan Sultanoglu, UN assistant secretary-general, New York, US. @csultanoglu To get to the top, don't be afraid of starting at the bottom: In building a career in development it is important that you experience living and working in developing countries. This could mean that you must be willing to do something that you had never really considered or something that is out of your comfort zone. Young women shouldn't be afraid of starting at the bottom. The problem is not at the top, but at middle management level: Not having women in top positions isn't the challenge or attracting women at entry levels also does not seem to be too difficult either but the lagging numbers of women in middle-management positions is the problem. Make sure you are adaptable: In any field, you need to renew yourself constantly, maybe more so in development. It is diverse, dynamic and constantly evolving because of its very nature so there is always room for innovation, learning and sharing. Jackie Asiimwe, country manager, Wellspring Advisers, Uganda. @asiimwe4justice Emotions make a leader authentic: Women are being branded as too emotional making it seem that emotions are a bad thing. In my own leadership journey, I have decided I will embrace my emotions because they are part of what makes me human and woman. Emotions are part of being an authentic leader. We cannot be clinical about leadership, Jackie Asiimwe said. Rushanara Ali, shadow minister for international development, London, UK. @rushanaraali We need anti-discrimination laws that are properly enforced: nowadays, anti-discrimination laws to protect women in the labor market and public institutions are very crucial in any society. If those laws are not properly enforced then too often women h

Source: http://westhillconsulting-career.com/ http://www.westhillconsulting-career.com/blog/ http://westhillconsulting-employment.bravesites.com/entries/general/westhill-consulting-and-employment-5-tips-for-changing-careers http://www.arto.com/section/blog/ViewEntry.aspx?id=5758057&EntryID=4720895

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by Diane Jacoutot of Teachanywhere.com Fallacy #1: I will be teaching English as a foreign language Not necessarily. Whilst there are a number of English Language schools that exist solely to teach English language to non-native English speakers, there is a very large and important category of schools that teach a full curriculum of all subjects. These schools, known as international schools, use various curricula such as the US, UK, Canadian, Australian and International Baccalaureate and teach all subjects in English. Whilst some of the pupils may not be native English speakers, they are still expected to learn all or most subjects such as Maths, Science, Geography, Art and Physical Education, in English. In fact, a TEFL (teaching English as a Foreign Language) certificate is not required to work in International schools. They require approximately the same qualifications you would need to teach at home in a state-funded school. Fallacy #2: I can teach anywhere I want Teachers wishing to work overseas must meet regulations on two very different levels - teacher certification and immigration. Many teachers think that because they are qualified to teach at home, they can teach abroad and this is not always true. Each country has rules and requirements for the required training and experience and they might not match with your home country. For instance, teachers in South Africa without a 3 or 4 year teaching diploma will likely not be able to teach in the UAE. British Special Needs teachers without a university degree or certificate in Special Needs cannot teach Special Needs students in the Middle East or Asia. In Thailand and China, teachers must have 2 years of experience to teach at all at international schools. And teachers without a teacher training degree such as a Bachelors of Education, Masters of Education, Higher Diploma in Education or Post Graduate Certificate in Education, can usually only work in English Language (TEFL) schools, not in Internati

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