3. Teaching & Language Education
Teaching & Language Education Others
17%
83%
1. It is one of the most important sub
products for AIESEC GIP Program and it
has huge potential in a lot of markets.
GIP Strategic Meeting | Nov 30-Dec 2 in Poland
4. Teaching Demand in 2011
The demand from emerging market is obvious
250
.200
150
100
50
0
5. For Students who don’t have education related career plan:
• Gain professional development through teaching(not
necessarily as preparation for education career)
• Cross-cultural experience
• Glimpse of education system in another country
2. It provides unique and valuable
experience for EP.
GIP Strategic Meeting | Nov 30-Dec 2 in Poland
6. For Students who plan education related career:
• Gain professional development through teaching
(Practical preparation for future career)
• Cross-cultural experience
• Network
• Understanding of education system in another country
2. It provides unique and valuable
experience for EP.
GIP Strategic Meeting | Nov 30-Dec 2 in Poland
7. Education
3. As a sub-product, it can go beyond and be
a solution for the world biggest challenge.
GIP Strategic Meeting | Nov 30-Dec 2 in Poland
8. Contribution as a youth organization:
Value based leaders in education field
3. As a sub-product, it can go beyond and
be a solution for the world biggest
challenge.
GIP Strategic Meeting | Nov 30-Dec 2 in Poland
13. Product Definition
Teaching Global Internship Program
We provide teaching global internship in a host
organisation, through which a young person
contributes to the goals of the
organisation, completes a job description
requiring related expertise or skills, and receives
supervision and evaluation on his or her
professional development.
14. Teaching GIP Indicators
Indicators:
1) Clear JD related to teaching. JD will
mentioned the target group of students the
intern will be working with, preparation
needed, the general flow of the internship
2) Salary. Intern has to be paid for work.
3) At least 35 working hours per
week, including course preparation in the office.
15. Teaching GIP Indicators
Indicators:
4) External supervision and evaluation by the
TN taker
5) Selection process must be conducted by TN
taker to qualify the intern.
6) AIESEC should not be the TN-taker
16. Teaching GIP Indicators
Detailed working field and backgrounds:
• Advanced Teaching
• Child (Youth) Education
• Foreign Languages Education
• Introductory Teaching
• Linguistics
• Subjects Education
17. Recommended JD example:
If TN taker is a language school.
1. Conduct English lessons for different language level
groups (Elementary, Pre-
Intermediate, Intermediate, Upper-Intermediate).
2. Work with students from 7 to 40 years old.
3. Develop and prepare in advance
learning/educational plan as well as materials being
used in the course. Feedback will be given from
manager before the Interns arrival
18. Recommended JD example:
If TN taker is a language school.
4. Prepare training for teachers of the language center
on methods of language education being used in
hisher country.
5. Candidates will be interviewed by the teacher and
manager of the Language center. If selected the Intern
should prepare his education material for their teaching
groups and get the feedback for this before his arrival.
Upon arrival the Intern can expect to start delivering
classes. Feedback should be given at least on a weekly
basis.
19. Recommended JD example:
If TN taker is an export company
1. Conduct Business English lessons for different
language level groups (Elementary, Pre-
Intermediate, Intermdiate, Upper-Intermediate).
2. Deliver classes at companies for
employees (Business English, General Course) using
mostly interactive methods
3. Develop and prepare advance learning and
educational plans as well as materials to be used in
the course. Feedback will be given from the manager
before the Interns arrival
20. Recommended JD example:
If TN taker is an export company
4. Prepare and deliver extra-courses such as: business
ethics in the Interns country. The topics of these courses
will be discussed and decided upon arrival.
5. Candidates will be interviewed by company. Upon
arrival the Intern can expect to start delivering classes.
Feedback should be given at least on a weekly basis.
21. How can we trigger
Teaching sub
product growth?
23. Product Growth Bottlenecks
What stops us from growing?
• Doubts of the grey area
Doubts of between GIP and GCDP in
the Network Teaching Internship
• Doubts of market value
Lack of efforts on this program
24. Product Growth Bottlenecks
What can we do to solve the challenge?
Grey area:
• Bring clarity to the network of
Doubts of product definition
the Network Doubts of market value
• Value definition and promotion
• Showcase EP stories
25. Product Growth Bottlenecks
What stops us from growing?
• TN prefers long term while EP
prefers short term
Market • “speaker” or “teacher”
Challenge • Positioning in student market
with GCDP and other GIP
• Fierce competition in EP
market
Misalignment of duration in S&D
+Challenges in EP Raise
26. Product Growth Bottlenecks
What can we do to solve the challenge?
Duration alignment
• For teaching sub product:
Market a. Short term is <=3 months
b. Long term is >3 months
Challenge • Clear expectation: very few
native speaker country can
supply long term EP; there are a
few countries can supply long
term teaching EP
28. Native vs. Non-native
40
35 Non-native Speakers
Native Speakers
30
25
20
15
10
5
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
29. Product Growth Bottlenecks
What can we do to solve the challenge?
Duration alignment
Efforts to bridge the gap
Market • Educate TN market to raise short
term TN(recommended)
Challenge -Pricing model for different duration
-Propose and package JD for short
term
• Package EP product to raise long
term EP
30. Product Growth Bottlenecks
What can we do to solve the challenge?
Speaker or Teacher
Set expectation with TN taker
Market • Speaker might not have teaching
Challenge experience but can learn from training
• Teacher might not be native speaker
31. Product Growth Bottlenecks
What can we do to solve the challenge?
Position among other products
• Decouple “Teaching” GIP package with
Market other GIP product
Challenge• Difference with GCDP: professional
element, payment(market perspective)
• Different with other GIP: education
industry, lower entry barrier and shorter
duration, impact through education, etc
32. Product Growth Bottlenecks
What can we do to solve the challenge?
Fierce competition in education
field
Market • Find the position: entry experience
Challenge with lower entry barrier; cross-
cultural; AIESEC network and
AIESEC experience, etc
33. Product Growth Bottlenecks
What stops us from growing?
• Lack of HR in key EP
countries(1 VP OGX manage
Operation GCDP and GIP program)
Challenge • Misalignment of timeline
• Match management challenge
Challenges to drive growth expected
34. Product Growth Bottlenecks
What can we do to solve the challenge?
Lack of HR
Consider Teaching sub product
Operation manager or NST; find a
Challenge responsible person
Misalignment of Timeline:
Improve supplier management;
initiate new recruitment peak(US
case)
35. Product Growth Bottlenecks
What can we do to solve the challenge?
Match Management Challenge
• Innovative to improve the
Operation efficiency of selection
Challenge process(UK-MoC case)
• Proper partnership model and
filter choices for EP
