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I am currently enrolled in the Master in Teaching program. There is not a lot of information and it is important to understand:

1. Instituto Franklin at the University of Alcalá is deceptive and misleading.
2. They disguise their Master's Programs which have no official accreditation.
3. They mislead students that using Foreign Credential Evaluation Service leads to accreditation of their degree.

As educators and researchers of Bilingual Education and American Studies since 1987, it is absolutely shameful.

As continual administrators for foreign student programs, they jeopardize academic and professional careers of their students.

As of 2016-2017, at the master's level, only the Master's in American Studies is officially accredited.

All “Teach and Learn” Programs have no official accreditor:

1. Master in Teaching (No Official Accreditor)
2. Master in International Education (No Official Accreditor)
3. Master in Bilingual and Multicultural Education (No Official Accreditor)
4. Master in Teaching Spanish as a Foreign Language (No Official Accreditor)

These 4 programs are called “university accredited,” which is part of the deception. The University of Alcalá might be officially accredited. But universities are NOT official accreditors.

The official accreditor IS the Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA) in conjunction with the Spanish Ministry of Education, Culture, and Sport (MECD).

These 4 Instituto Franklin programs are NOT officially accredited. That is what “university accredited” means.

“University accredited” is misleading jargon that allows them to hijack the word “accredited.” There is no official credit in such programs.

The university can approve the existence of the course. True. This is stating the obvious function of a university. Essentially,  “universities administer courses.” Yes they do.

“University accredited” is a front for false conveyance of equivalency.

It permits misdirection and omission of the clear and consequential differences of two distinct (and unequal) types of master's degrees in Spain.

The official master's degree have advantages in and, in some cases, the only access to:

1. The Public Sector Labor Market
2. Earning a PhD
3. Transfer Credits
4. Receiving Public Grants
5. Public Pricing and Funding Models
6. Highly Qualified Instruction

In Spain, the definition of an Official Master's has been in effect since 1999 after Spain signed the Bologna Declaration. To be official, you must be evaluated and then accredited by ANECA (Agencia Nacional de Evaluación de la Calidad y Acreditación).

Instituto Franklin and the University of Alcalá are fully aware of the difference between an Official Master´s (Másters Oficial, Másters Universitario) in Spain and the non-official master's(título propio, Másters Propio, Másters título propio).

As educators and researchers of Bilingual Education and American Studies since 1987, continual administrators of foreign student programs, and former exchange students themselves, they are aware that prospective students are likely not familiar with legal language, legal language in Spanish, and cultural distinctions of consequence.

Rather than informing students, they are profiting from omission. In this case, omission is exploitation.

In English, their materials never mention the word “Propio,” everything is a “Masters” or “MA” which is likely by design because:

1. Lack of official accreditation looks bad
2. Given entry to both, students would choose something official over something non-official
3. They can charge the same tuition (or more) than an official program

It is likely they do not pursue official accreditation because:

1. They would have to do more work earn official accreditation
2. They would have to do more work to maintain official accreditation
3. It would cost them more to be officially accredited
4. It would be harder to admit foreign students
5. They would have to hire more qualified teachers
6. They may have to hire more staff/teachers
7. They may not be able to get official accreditation for programs
8. Students would have to be officially evaluated, which could affect graduation rates
9. They may lose access to the “Auxiliares de Conversación ” student population

On top of all this, Instituto Franklin documents a path to foreign accreditation AFTER completion of the program. This is is not only misleading but it is also false.

They instruct students to take completed transcripts to a Foreign Credential Evaluation Service for “accreditation.”

This is misleading and false because Foreign Credential Evaluation Services are not official accreditors. Foreign Credential Evaluation Services provide a range of recommendations for official institutions, but are not official accreditors themselves.

Directing students to this false outcome is enough sustain a student's faith to complete the entire course, pay non-refundable tuition, and attempt to use a non-officially accredited degree without ever knowing that the degree was NEVER officially accredited, and therefore CANNOT be officially accredited by the prescribed methods.

At this time, the legal implications are unclear. The ethical implications are not. Current practices of Instituto Franklin at the University of Alcalá are misleading and deceiving.

This UAB does a good job of showing and explaining the difference:

http://www.uab.cat/web/study-abroad/graduate/what-are-the-differences-between-an-official-master-s-degree-and-a-uab-specific-master-s-degree-1345713249545.html
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Hi Adam, I have the same question... Have you had any response?  Please share.  Thanks!
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I know this is a little late in the game. I am hoping to apply for the 2017-2018 school year. Did you ever find out if you could register your profex account early and bypass that step when the application opened?

I don't think you can do that can you?
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Employers post job opportunities / Seeking English lessons in exchange for lodging
« Last post by CarmenMarti on February 15, 2017, 11:15:34 PM »
We are a family of three, consisting of myself, my son who is 18 and my daughter who is 10. I offer you a room in my home in beautiful Reus in exchange for conversation ens English lessons for me and my kids in the evening. You will have free time for other activities such as seeking employment or exploring the city.
You must be a native or near native female English speaker and be able to have basic comunication in Spanish.

Somos una familia de tres miembros; yo, mi hijo de 18 años y mi hija de 10. Ofrezco una habitación en Reus a cambio de conversación y clases de inglés para mi y mis hijos por las tardes. Tendrás tiempo libre para realizar otras actividades como buscar un trabajo o explorar la ciudad.
Debes ser una chica con un nivel nativo o casi nativo de inglés y ser capaz de comunicar cosas básicas en español.
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Experience - Education - Certification - Teacher Training / Suggestions for a course
« Last post by AdamGale on February 03, 2017, 02:29:18 PM »
Good afternoon all.

I suspect this is a question asked by many, but as every situation is different, I thought I would ask in here. 

I have a PGCE for Primary in the UK gained 11 years ago.  I have taught in Primary, Secondary, College, Prisons, Privately and now in an SEBD/SEMH school.  I have a 2:1(Hons) in Literature from the OU. 

I am looking to move to Spain at the age of 55 in around 5 years time, ideally to teach English to supplement a military pension.  I have no TEFL/CELTA, my partner speaks fluent Spanish but we are looking at more rural areas rather than the tourist meccas.  She would be looking to teach English to the Spanish but has no qualifications at the moment.

Suggestions welcome on whether this is feasible, what course I should/could do, and what sort of salaries are out there?  Am I looking in the right areas or wrong areas?  The pension means that I would be able to be quite flexible (but not mugged!) on what I could earn!

Thanks in advance!
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As a retired educator of all levels, from pre-school to corporate, I am planning to live in Costa Del Sol area beginning April 2017. I offer my ESL skills in a tutoring capacity for both children and adult learners. Teaching will be customized to the leaner's style and, if adult, specific business needs as applicable. Teaching will be offered on site or a mutually determined setting.
Contact me for more details and questions at lobue.ma@gmail.com.
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Finding work in Spain / Spanish government job posting website
« Last post by redkaramel on December 08, 2016, 07:26:39 PM »
Hi everyone,

I remember that there was a Spanish government website that used to post jobs ever January for that fall term, but I lost the link.

Does anyone know what I am referring to?

Does anyone have suggestions for other job websites?

I am a Canadian (non-EU) citizen.

Thank you.
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I know this is a little late in the game. I am hoping to apply for the 2017-2018 school year. Did you ever find out if you could register your profex account early and bypass that step when the application opened?
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Employers post job opportunities / Re: ESL Teachers Needed Online (part-time)
« Last post by mmcarter23 on September 17, 2016, 12:48:31 PM »
Hi all, hope your well. I'd like a bit of info about working for tutorabc. what qualifications do you need to work for them? i took a 150 Tefl course that does not include supervised teaching practice. is that acceptable? and how about those without a Tefl qualification?
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Positions desired / Seeking Job Opportunity in Salamanca, Spain
« Last post by abecerra on August 11, 2016, 04:47:06 AM »
Hello,

My name is Amy Becerra and I graduated from Lamar University in May 2014 with a bachelor’s degree in psychology and a minor in Spanish. Since graduation, I have had the opportunity to work as a Spanish teacher at Memorial High School and as a Fulbright English Teaching Assistant in Madrid, Spain. As a Spanish teacher at Memorial High School, I taught students from diverse backgrounds. I was also able to serve as a mentor to my students and see first-hand what their needs are. 

As a Fulbright English Teaching Assistant abroad, I utilized my knowledge and skills to improve communication and relationships between people from the United States and Spain to foster collaboration in community development. I also played the leading role in preparing 3rd ESO students for the Global Classrooms: Model United Nations (UN) Program and provided assistance to permanent teaching staff in various subjects and grade levels. Outside of the classroom, I collaborated with teachers and students to improve the school’s community garden and incorporated gardening with the classroom curriculum. I also created an international pen pal system with students in Spain and in Texas to increase mutual understanding and encouraged cultural and language exchange.

Once my Fulbright grant period ended, I returned to the U.S. where I am currently staying until the third week of September 2016. Upon my return to Spain, I have plans to live in Salamanca. Therefore, I am currently looking for job opportunities in the area.

I have included my CV detailing my experience and education. If there should me any questions or comments, please feel free to contact me via email at amy.m.becerra@gmail.com

Thank you in advance for your time and consideration.

Yours sincerely,

Amy Becerra
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