- Optionales Büro in Surabaya
Description
Indonesia is the most populous Muslim nation in the world and consists of hundreds of ethnic groups, with over 700 languages used across the 17,000 islands of the archipelago. In this geographically complex country, most of the nation’s population is concentrated on the island of Java, the most populous island in the world. The Peace Corps office is located in Surabaya, East Java.
As an English Education Volunteer, your primary goals will be to support the development of students’ English communication skills and increase access to academic and professional opportunities. Volunteers work alongside Indonesian teacher counterparts and community members to create opportunities for growth, resiliency, and leadership skill development inside and outside of the classroom.
Volunteers collaborate with teachers at an Indonesian public or Islamic school (Madrasah) and work with two or more local teachers to co-plan English curricula in middle school (grades 7-9) or high school (grades 10-12) and co-teach lessons. Some of the teachers might only have a basic or intermediate understanding of English. Other teachers might have mixed abilities to use English in conversation, writing, or reading. Supporting teacher language acquisition is an important part of the role.
The Indonesian school week is Monday through Friday or Saturday; Volunteers work in a professional capacity at their assigned school and are required to attend school at least five days each week. It is expected that you will devote a minimum of 30 hours per week; 20 hours will be direct co-teaching and the other 10 hours are reserved for planning and supporting classroom management. Volunteers will have opportunities to design and facilitate teacher trainings through local teachers’ organizations. Volunteers will also have opportunities to co-plan and co-lead extracurricular and community activities that foster interest in language acquisition, such as English clubs, after-school sports, or art. Previous Volunteers and their Counterparts have successfully launched English Clubs or youth leadership camps. Some Volunteers may be assigned to teach in schools with only basic resources, while others may have access to computer labs or audio-visual equipment. Depending on community needs, digital literacy engagement may also be part of your assignment.
Throughout service you will receive training on implementing a participatory approach within schools and the local community to identify needs and work together to strengthen their capacity to meet those needs. You may collaborate on projects that aim to create safe, engaging, and supportive learning environments for Indonesian students, such as activities related to leadership and life skills development, girls’ and boys’ empowerment, environmental awareness, and health.
A willingness to develop your intercultural skills and cultural sensitivity, including religious tolerance, is essential to your success as a Volunteer, and your health and safety. Peace Corps goals two and three are of particular importance to our Indonesian partners; building people-to-people connection is integral to Peace Corps service in Indonesia and is as important as the development of skills.
Due to teacher retirement regulations by the Indonesian government, Volunteers must conclude their service prior to the age of 60. Peace Corps Indonesia invitees must submit additional biographical information for visa applications and may be required to interview with Republic of Indonesia representatives.
As an English Education Volunteer, your primary goals will be to support the development of students’ English communication skills and increase access to academic and professional opportunities. Volunteers work alongside Indonesian teacher counterparts and community members to create opportunities for growth, resiliency, and leadership skill development inside and outside of the classroom.
Volunteers collaborate with teachers at an Indonesian public or Islamic school (Madrasah) and work with two or more local teachers to co-plan English curricula in middle school (grades 7-9) or high school (grades 10-12) and co-teach lessons. Some of the teachers might only have a basic or intermediate understanding of English. Other teachers might have mixed abilities to use English in conversation, writing, or reading. Supporting teacher language acquisition is an important part of the role.
The Indonesian school week is Monday through Friday or Saturday; Volunteers work in a professional capacity at their assigned school and are required to attend school at least five days each week. It is expected that you will devote a minimum of 30 hours per week; 20 hours will be direct co-teaching and the other 10 hours are reserved for planning and supporting classroom management. Volunteers will have opportunities to design and facilitate teacher trainings through local teachers’ organizations. Volunteers will also have opportunities to co-plan and co-lead extracurricular and community activities that foster interest in language acquisition, such as English clubs, after-school sports, or art. Previous Volunteers and their Counterparts have successfully launched English Clubs or youth leadership camps. Some Volunteers may be assigned to teach in schools with only basic resources, while others may have access to computer labs or audio-visual equipment. Depending on community needs, digital literacy engagement may also be part of your assignment.
Throughout service you will receive training on implementing a participatory approach within schools and the local community to identify needs and work together to strengthen their capacity to meet those needs. You may collaborate on projects that aim to create safe, engaging, and supportive learning environments for Indonesian students, such as activities related to leadership and life skills development, girls’ and boys’ empowerment, environmental awareness, and health.
A willingness to develop your intercultural skills and cultural sensitivity, including religious tolerance, is essential to your success as a Volunteer, and your health and safety. Peace Corps goals two and three are of particular importance to our Indonesian partners; building people-to-people connection is integral to Peace Corps service in Indonesia and is as important as the development of skills.
Due to teacher retirement regulations by the Indonesian government, Volunteers must conclude their service prior to the age of 60. Peace Corps Indonesia invitees must submit additional biographical information for visa applications and may be required to interview with Republic of Indonesia representatives.
Post
Indonesia
Required Skills
Qualified candidates will have one or more of the following criteria:
• Master of Arts in Teaching (MAT) in English, Teaching English as a foreign language (TEFL), Teachers of English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), Teaching English as a Second Language (TESL), foreign language, or Applied Linguistics
• Master of Education (M.Ed.) with graduate or undergraduate concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in Secondary Education with concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in any discipline with secondary education state certification in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in English, TEFL, TESOL, ESL and TESL, or foreign language with 6 months classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in any discipline with classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL and TESL, or foreign language
• Master of Arts in Teaching (MAT) in English, Teaching English as a foreign language (TEFL), Teachers of English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), Teaching English as a Second Language (TESL), foreign language, or Applied Linguistics
• Master of Education (M.Ed.) with graduate or undergraduate concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in Secondary Education with concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in any discipline with secondary education state certification in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in English, TEFL, TESOL, ESL and TESL, or foreign language with 6 months classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in any discipline with classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL and TESL, or foreign language
Desired Skills
Competitive candidates will have one or more of the following criteria:
• Bachelor of Arts/Bachelor of Science degree in Secondary Education with concentration in English, TEFL, TESOL, ESL, TESL, or foreign language.
• Bachelor of Arts/Bachelor of Science degree in any discipline with secondary education state certification in English, TEFL, TESOL, ESL, TESL, or foreign language.
• Bachelor of Arts/Bachelor of Science degree in English, TEFL, TESOL, ESL and TESL, or foreign language with 6 months classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL, TESL, or foreign language.
• Bachelor of Arts/Bachelor of Science degree in any discipline with classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL and TESL, or foreign language.
• Master of Arts in Teaching (MAT) in English, Teaching English as a foreign language (TEFL), Teachers of English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), Teaching English as a Second Language (TESL), foreign language, or Applied Linguistics.
• Master of Education (M.Ed.) with graduate or undergraduate concentration in English, TEFL, TESOL, ESL, TESL, or foreign language.
• At least 30 hours of teaching or tutoring experience in English, foreign language, or literacy with primary, middle, high school, university level students or adults.
• Additional teaching or tutoring experience, in English, foreign language, or literacy with primary, middle, high school, or university level students or adults.
• Familiar with and/or have experience with online or blended teaching instructional approach.
• Bachelor of Arts/Bachelor of Science degree in Secondary Education with concentration in English, TEFL, TESOL, ESL, TESL, or foreign language.
• Bachelor of Arts/Bachelor of Science degree in any discipline with secondary education state certification in English, TEFL, TESOL, ESL, TESL, or foreign language.
• Bachelor of Arts/Bachelor of Science degree in English, TEFL, TESOL, ESL and TESL, or foreign language with 6 months classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL, TESL, or foreign language.
• Bachelor of Arts/Bachelor of Science degree in any discipline with classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL and TESL, or foreign language.
• Master of Arts in Teaching (MAT) in English, Teaching English as a foreign language (TEFL), Teachers of English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), Teaching English as a Second Language (TESL), foreign language, or Applied Linguistics.
• Master of Education (M.Ed.) with graduate or undergraduate concentration in English, TEFL, TESOL, ESL, TESL, or foreign language.
• At least 30 hours of teaching or tutoring experience in English, foreign language, or literacy with primary, middle, high school, university level students or adults.
• Additional teaching or tutoring experience, in English, foreign language, or literacy with primary, middle, high school, or university level students or adults.
• Familiar with and/or have experience with online or blended teaching instructional approach.
Living Conditions
All Volunteers live with host families for the full duration of their service. The experience of living with an Indonesian family is often one of the most rewarding aspects of Volunteer service. Host families support Volunteers in becoming an integral part of the community by supporting a deeper understanding of local culture, traditions, and customs in a safe, welcoming environment. Many homes are multi-generational, and Volunteers may have less privacy than what they are accustomed to. Volunteers will have their own bedrooms and will most likely share a bathroom and kitchen with the rest of the household. Volunteers live in communities where indoor plumbing may not be available and bucket showers and squat toilets are typical. Volunteers are expected to live according to the cultural norms of their communities.
Volunteers bicycle several miles, walk for about an hour, or use public transportation to get to and from work, and other activities. Volunteers may find that transportation to and from school by personal bike is the best mode of daily transportation. While most Volunteers are placed in rural locations, the extreme population density in most areas can make villages feel urban. Depending on the region, rural communities may have limited transportation options to Surabaya but much easier access to their regional capitals, where all basic goods and services can be accessed. Additionally, rural areas may have limited or unreliable internet/data. Volunteers should not expect to access consistent internet while living in their community.
Indonesians are often curious about the backgrounds of Volunteers. Volunteers, and particularly Volunteers of color, should prepare to answer many questions regarding their identity. It is also quite common for Indonesians to comment on physical appearance. Volunteers may experience a range of responses to their skin color: from being mistaken for an Indonesian, to being questioned about their U.S. citizenship, to facing behavior and language skill expectations, to being able to get better prices for goods and services. These instances can be turned into teachable moments for the Volunteer and the community. Respectful exchanges can make for rewarding Volunteer experiences that can help to balance some of the more trying moments Volunteers may experience in Indonesia when it comes to managing misconceptions about the United States.
Indonesian community members will be curious about your religious beliefs and practices. Volunteers with belief systems that fall outside the recognized religions in Indonesia (Islam, Buddhism, Hinduism, Catholicism, Protestantism, Confucianism, and indigenous faiths) will need to learn strategies for responding to questions about this topic. Peace Corps Indonesia places Volunteers in two provinces with a majority Muslim population and one with a majority Christian population.
Volunteers will likely find that values and norms are different from those in the U.S. Training sessions and discussions on community integration are part of Pre-Service Training, and Volunteers will be equipped with intercultural tools to navigate cultural differences and build strong relationships. Peace Corps Indonesia is committed to creating a supportive environment for Volunteers of all backgrounds. Staff and experienced Volunteers will address bridging differences throughout the training curriculum and identify support mechanisms for incoming trainees.
Volunteers bicycle several miles, walk for about an hour, or use public transportation to get to and from work, and other activities. Volunteers may find that transportation to and from school by personal bike is the best mode of daily transportation. While most Volunteers are placed in rural locations, the extreme population density in most areas can make villages feel urban. Depending on the region, rural communities may have limited transportation options to Surabaya but much easier access to their regional capitals, where all basic goods and services can be accessed. Additionally, rural areas may have limited or unreliable internet/data. Volunteers should not expect to access consistent internet while living in their community.
Indonesians are often curious about the backgrounds of Volunteers. Volunteers, and particularly Volunteers of color, should prepare to answer many questions regarding their identity. It is also quite common for Indonesians to comment on physical appearance. Volunteers may experience a range of responses to their skin color: from being mistaken for an Indonesian, to being questioned about their U.S. citizenship, to facing behavior and language skill expectations, to being able to get better prices for goods and services. These instances can be turned into teachable moments for the Volunteer and the community. Respectful exchanges can make for rewarding Volunteer experiences that can help to balance some of the more trying moments Volunteers may experience in Indonesia when it comes to managing misconceptions about the United States.
Indonesian community members will be curious about your religious beliefs and practices. Volunteers with belief systems that fall outside the recognized religions in Indonesia (Islam, Buddhism, Hinduism, Catholicism, Protestantism, Confucianism, and indigenous faiths) will need to learn strategies for responding to questions about this topic. Peace Corps Indonesia places Volunteers in two provinces with a majority Muslim population and one with a majority Christian population.
Volunteers will likely find that values and norms are different from those in the U.S. Training sessions and discussions on community integration are part of Pre-Service Training, and Volunteers will be equipped with intercultural tools to navigate cultural differences and build strong relationships. Peace Corps Indonesia is committed to creating a supportive environment for Volunteers of all backgrounds. Staff and experienced Volunteers will address bridging differences throughout the training curriculum and identify support mechanisms for incoming trainees.
Language Requirement
None
Language Skills Additional Information
Coming in with the desire to learn Bahasa Indonesia and a secondary local language is critical.
Trainees will receive 10 weeks of intense instruction in Bahasa Indonesia and must obtain specific benchmarks of oral proficiency by the end of Pre-Service Training. Peace Corps Indonesia provides multiple avenues and a high level of support for ongoing language learning after Pre-Service Training, including in-person language tutoring, online tutoring, and stipends for language learning materials. Given low levels of English proficiency in the communities where Volunteers will be serving, including among English-teaching counterparts, students, and host family members, Volunteers will be expected to increase their fluency in Bahasa Indonesia over the course of their service. Learning Bahasa Indonesia will greatly help you integrate into your community. It will also help demonstrate your commitment to working side-by-side with your Indonesian colleagues.
Though Volunteers work extensively in Bahasa Indonesia, secondary languages are widely spoken socially and in homes in many communities where Volunteers serve. A basic level of proficiency in greetings, polite phrases, and other common vocabulary in the local language will be useful for integration purposes.
Trainees will receive 10 weeks of intense instruction in Bahasa Indonesia and must obtain specific benchmarks of oral proficiency by the end of Pre-Service Training. Peace Corps Indonesia provides multiple avenues and a high level of support for ongoing language learning after Pre-Service Training, including in-person language tutoring, online tutoring, and stipends for language learning materials. Given low levels of English proficiency in the communities where Volunteers will be serving, including among English-teaching counterparts, students, and host family members, Volunteers will be expected to increase their fluency in Bahasa Indonesia over the course of their service. Learning Bahasa Indonesia will greatly help you integrate into your community. It will also help demonstrate your commitment to working side-by-side with your Indonesian colleagues.
Though Volunteers work extensively in Bahasa Indonesia, secondary languages are widely spoken socially and in homes in many communities where Volunteers serve. A basic level of proficiency in greetings, polite phrases, and other common vocabulary in the local language will be useful for integration purposes.
Primary Sector
Education
Accepts Couples
Yes
Couples Comments
At this time, Peace Corps Indonesia is only able to place opposite-sex couples who are legally married at the time of their arrival in Indonesia. All Volunteers in Indonesia, including couples, live with host families during the full 27 months of Peace Corps service. Couples will be housed within separate host families during Pre-Service Training and will be accommodated in a single host family after they have moved to their permanent community. As in other Volunteers’ host families, couples will have their own bedrooms and will share kitchen, bathroom, and common areas with the host family.
Please be advised that, due to Indonesia’s national laws and potential safety and security implications relating to relationships outside of marriage, domestic partners who are not legally married may not serve together as a couple with Peace Corps Indonesia.
The Peace Corps works to foster safe and productive assignments for same-sex couples, and same-sex couples are not placed in countries where homosexual acts are criminalized. Because of this, same-sex couple placements are more limited than heterosexual couple placements. During the application process Recruiters and Placement Officers work closely with same-sex couple applicants to understand current placement opportunities.
Please be advised that, due to Indonesia’s national laws and potential safety and security implications relating to relationships outside of marriage, domestic partners who are not legally married may not serve together as a couple with Peace Corps Indonesia.
The Peace Corps works to foster safe and productive assignments for same-sex couples, and same-sex couples are not placed in countries where homosexual acts are criminalized. Because of this, same-sex couple placements are more limited than heterosexual couple placements. During the application process Recruiters and Placement Officers work closely with same-sex couple applicants to understand current placement opportunities.
Language Requirements Information
There are no pre-requisite language requirements for this position.
Country
Indonesia
Assignment Length (months)
24
Accepting Applications?
No
Program
PCV
TEFL certificate program
No
Post to LinkedIn?
No
