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Overseas Filipino Workers (OFWs)

Working abroad has become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Since World War II, the Philippines has gone from being one of the richest countries in Asia — after Japan — to one of the poorest, with a gross domestic product (GDP) per capita of just $2,007 in 2010, compared to $32,700 in Japan. A severe recession in the 1980s saw the economy of the Philippines shrink by more than 10 percent, and years of political volatility during and since the time when Ferdinand Marcos was president (1965 to 1986) have contributed to economic stagnation. Easing poverty has been a top priority for decades, with leaders attempting various reform programs in hopes of spurring economic growth. One such effort was a decree by Marcos in 1974 to "facilitate and regulate the movement of workers in conformity with the national interest." Exporting Filipinos would serve as a source of foreign exchange and would increase revenue for the country's economy. Annual overseas deployment increased tenfold. Working abroad has since become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Of a total current population of 92.2 million, there are approximately 10 million Overseas Filipino Workers (OFWs) around the world in 170 countries, with 1 million in Saudi Arabia alone, followed by Japan, Hong Kong, the United Arab Emirates and Taiwan. Financial motivations for leaving are high: According to the World Bank, in 2010 26.5 percent of Filipinos were living below the poverty line, and as of April 2011, the unemployment rate and underemployment rate in the Philippines was 7.2 percent year over year and 19.4 percent year over year, respectively. Remittances account for more than one tenth of the gross domestic product of the Philippines. As of 2007, the Philippines ranked fourth in the world in annual remittances, behind only India ($25 billion), China ($24 billion) and Mexico ($24 billion). In 2010, remittances from Filipinos based abroad reached over $20 billion, the highest figure ever recorded, marking 8.2 percent growth from the $17.07 billion registered in 2009. The movement does draw criticism, however. Economist Joseph Anthony Lim of Ateneo de Manila University notes that, prior to the financial crisis, economic growth in the country was largely spurred by remittances, which were used for private consumption rather than investment. He argues that the government needs to focus on implementing real reform at home that will provide sustainable growth and address systemic and structural poverty. Other common criticisms focus on the high social cost of migration, including the breakup of families out of economic necessity, and government neglect and insensitivity. Those focusing on the positive side of overseas employment point out that poverty rates have been cut in places like the Philippines as a result of the practice, private money is less susceptible to corruption than foreign aid, governments have been able to reduce their borrowing, and consumption among the poor is a positive development rather than a negative one. In the Philippines, OFWs are commonly called "bagong bayani," which means "new heroes."

Photo Caption:Dorotea Godinez underneath a welcome back banner at her former school. Bogo, Philippines. &nbsp Credit: Miguel V. Fabie III (1968-2010)

Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011. » "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005. » Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George’s County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011. » CIA. "The World Factbook: Philippines." » DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007. » Ellao, Janess Ann J. "Worst Year of OFWs." Bulatlat, July 24, 2011 » Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011. » Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star. » Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005. » POV. The Learning » Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011. » "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011. » Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011. » U.S. Department of State. "Background Note: Philippines."

Currently, 600 Filipino teachers are working in Baltimore, comprising 10 percent of teachers in the Baltimore city school system. Statewide, the number is estimated to be more than 1,200. Teaching abroad is an attractive option for many Filipino teachers, who stand to earn as much as 25 times their standard salaries in the Philippines. In Baltimore, which has been actively recruiting in the Philippines since 2005, Filipino teachers earn as much as $45,000 a year, as compared to an average of $3,500 earned for teaching public school in the Philippines (and slightly more for teaching private school). Typically, interested teachers apply through a for-profit recruitment agency and pay $5,000 to $8,000 in fees to cover transportation to the United States, immigration certification and housing assistance. For school districts such as Baltimore's, recruiting abroad is efficient and cost-effective. Studies conducted by the Center for American Progress and the National Commission on Teaching and America's Future show that teacher turnover rates are highest in the nation's poorest areas, leaving many low-income urban schools in constant need of new teachers. According to a Maryland teacher staffing report, 60 percent of new teachers in the city of Baltimore leave after fewer than five years. Teacher attrition is estimated to cost Maryland approximately $42 million annually. Rather than recruiting at various job fairs and through other outlets in the United States, a recruitment agency can fill multiple positions by sending representatives on one trip to Manila in the Philippines. There, they can choose from hundreds of pre-screened applicants. Filipino teachers are highly valued because of their excellent English skills; when American teachers set up the public school system in the Philippines, English was established as the language of instruction and remains so to this day. A recent decision by the U.S. Department of Labor, however, has halted the recruitment process. An April 2011 investigation of Maryland's Prince George's County school district, which had recruited more than 1,000 teachers from the Philippines since 2005, found that the district had failed to pay proper wages and to maintain proper documentation. The district was ordered to pay a penalty of $1.74 million, as well as back wages amounting to more than $4.3 million, to 1,044 teachers, most of them Filipino. On July 7, 2011, the Prince George's County public schools reached a settlement and agreed to pay the $4.3 million in back wages and to be barred from employment-based sponsorship for two years. For scores of teachers, this agreement meant an abrupt end to their lawful status in the United States. According to U.S. immigration law on H1B visas, a temporary nonimmigrant professional worker must be paid the prevailing wage, and no cost of petitioning the worker may be paid by the worker, including filing and legal fees. By requiring Filipino teachers to pay their own fees, Prince George's County was essentially paying them less than it paid their American counterparts. Teachers employed by the Baltimore schools say their district, which already has more than 600 Filipino teachers, followed the same procedures for which Prince George's County is currently being penalized. Prior to the announcement, an association of Filipino teachers in Prince George's County had written to the Board of Education claiming "unlawful dismissal" after promises of tenure. Hundreds of teachers in the district had been told in organized meetings that visas would not be extended to teachers in "noncritical" areas due to budget cuts. The teachers have since learned that the district was already under investigation at that time. The Prince George's County public school system has been denied the opportunity to sponsor any more foreign national teachers, either for H1B visas or for permanent resident visas. H1B visas may be renewed once, but not for more than six years total. Once a visa runs out, the H1B worker (or teacher, in this case) should have an employment- or family-based immigrant petition approved or underway. However, these applications are not always accepted. Citizenship has been denied to 15 Filipino teachers since March 2011. Teachers whose visas are no longer going to be extended — some of whom have already invested in homes for themselves and their families in the United States — face a choice between returning to their home countries, pursuing claims for wrongful termination and/or finding new employers to petition for them in the United States. However, it is believed that the Prince George's County decision may discourage other school districts from hiring.

Photo Caption: A scene from The Learning Credit: Courtesy of The Learning

Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011. » "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005. » Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George’s County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011. » Center for American Progress. "Teacher Turnover, Tenure Policies and the Distribution of Teacher Quality: Can High-Poverty Schools Catch a Break?" » CIA. "The World Factbook: Philippines." » DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007. » Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011. » Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star. » Maryland Teacher Shortage Task Force Report » Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005. » POV. The Learning » Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011. » "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011. » Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011. » U.S. Department of State. "Background Note: Philippines."

The American Federation of Teachers reports that there were an estimated 19,000 teachers working in the United States on temporary visas in 2007, and numbers were increasing. According to the U.S. Department of Labor, the five states with the highest numbers of overseas teachers are Texas, New York, California, Maryland and Louisiana. Schools having a particularly hard time recruiting and retaining teachers include those in the inner cities and in rural areas, where populations tend to be poorer, books and supplies scarce and salaries low. Science, math and special education positions are the hardest to fill. Critics of recruiting abroad, such as the American Federation of Teachers, say that rather than importing teachers from countries that may, as a result, end up with their own shortages, U.S. government and school districts instead ought to address the reasons underlying their shortages, in particular teacher compensation and benefits. They say that bringing in teachers from elsewhere only patches over problems in the current education system by providing a quick-fix solution. Photo caption: A scene from The Learning Credit: Courtesy of The Learning Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » Bazar, Emily. "Schools in Need Employ Teachers From Overseas." USA Today, October 27, 2008. » Southern Poverty Law Center. "Guestworker Teachers Defrauded in International Labor Trafficking Scheme."

Baltimore is a primarily African-American city with higher-than-average poverty rates.

Photo caption: A scene from The Learning Credit: Courtesy of The Learning

Sources: » U.S. Census Bureau. "State and County QuickFacts: Baltimore City, Maryland." » U.S. Census Bureau. "Fact Sheet: Baltimore City, Maryland." » Bowie, Liz. "Fewer Black Males Are Dropping Out of School in Baltimore." The Baltimore Sun, October 20, 2010. » 2010 Maryland Report Card. "Baltimore City." » Maryland Department of Juvenile Services. "FY 2010 Annual Statistical Report." » Maryland State Department of Education. "Maryland Public School Suspensions by School and Major Offense Category, 2004-2005." » Substance Abuse and Mental Health Services Administration. "Substance Abuse Treatment in Metropolitan Areas." » Open Society Foundations. "Out-of-School Suspension, Maryland and Baltimore City 2009-2010."

The recruitment of large numbers of Filipino teachers to work in the United States has contributed to a shortage of approximately 16,000 teachers in the Philippines, and the teacher-pupil ratio has become the worst in Asia, 1 to 59. In addition, those teachers who do work abroad tend to have better credentials, and finding replacements for them is not easy, meaning that quality of instruction, particularly in science, math and special education, is suffering. In 2006, double sessions were introduced in order to accommodate increasing student populations, but conditions are still dire. Congressman Antonio Tinio of the Alliance of Concerned Teachers says that some schools offer as many as four sessions per day, beginning as early as 6 a.m., but classrooms are still packed with 70 to 80 students, even in the capital city of Manila. In order for the double-session system to work, Tinio said, a new set of teachers would have to relieve the first-session set, to improve efficiency and reduce overworking. But teacher shortages in the tens of thousands make that unlikely. According to the Education Department in the Philippines, 8,000 additional classrooms need to be built. Recent standardized-test results reflect poor student performance: The average National Achievement Test percentage score for high school students in 2009-2010 was 46.30, reflecting a decline for the third year in a row. For elementary school students, the average was 69.21 percent, up from 66.33 percent in 2008-2009. Overall, both scores are down from 2005. Tinio has argued that the only solution is for the government of the Philippines to spend more on education. According to recent statistics, the government spends 2.5 percent of its budget on education, far less than the 6 percent recommended by UNESCO. In comparison, Japan spends 3.5 percent of its gross domestic product, while Thailand spends 4 percent and the United States 5.7 percent.

Photo caption: Dorotea Godinez’s return to her former school in the Philippines. Bogo, Philippines. Credit: Miguel V. Fabie III (1968-2010)

Sources: » Al Jazeera. "Students brave obstacles in the Philippines." June 17, 2011. » Federis, Trina. "Picturing the State of Education." Bulatlat, June 4, 2006. » Federis, Trina. "Two-shift Classroom Scheme Does Not Solve Education Crisis," Bulatlat, June 4, 2006. » Mydans, Seth. "The Philippines Face Classroom Shortage." The New York Times, August 24, 2009. » New America Foundation. "Federal Education Budget Project." » Ronda, Rainier Allan. "DepEd: Achievement Rates of Students Declining." The Philippine Star, May 26, 2011. » U.S. Department of State. "Background Note: Philippines."" ["post_title"]=> string(24) "The Learning: In Context" ["post_excerpt"]=> string(20) "More about the film." ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(6) "closed" ["post_password"]=> string(0) "" ["post_name"]=> string(24) "photo-gallery-in-context" ["to_ping"]=> string(0) "" ["pinged"]=> string(91) " http://baltimore.cbslocal.com/2011/04/06/baltimore-hiring-of-filipino-teachers-questioned/" ["post_modified"]=> string(19) "2016-07-27 11:50:55" ["post_modified_gmt"]=> string(19) "2016-07-27 15:50:55" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(69) "http://www.pbs.org/pov/index.php/2011/09/20/photo-gallery-in-context/" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } ["queried_object_id"]=> int(2675) ["request"]=> string(486) "SELECT wp_posts.* FROM wp_posts JOIN wp_term_relationships ON wp_posts.ID = wp_term_relationships.object_id JOIN wp_term_taxonomy ON wp_term_relationships.term_taxonomy_id = wp_term_taxonomy.term_taxonomy_id AND wp_term_taxonomy.taxonomy = 'pov_film' JOIN wp_terms ON wp_term_taxonomy.term_id = wp_terms.term_id WHERE 1=1 AND wp_posts.post_name = 'photo-gallery-in-context' AND wp_posts.post_type = 'post' AND wp_terms.slug = 'learning' ORDER BY wp_posts.post_date DESC " ["posts"]=> &array(1) { [0]=> object(WP_Post)#7138 (24) { ["ID"]=> int(2675) ["post_author"]=> string(1) "1" ["post_date"]=> string(19) "2011-01-19 16:27:44" ["post_date_gmt"]=> string(19) "2011-01-19 21:27:44" ["post_content"]=> string(24723) "

Overseas Filipino Workers (OFWs)

Working abroad has become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Since World War II, the Philippines has gone from being one of the richest countries in Asia — after Japan — to one of the poorest, with a gross domestic product (GDP) per capita of just $2,007 in 2010, compared to $32,700 in Japan. A severe recession in the 1980s saw the economy of the Philippines shrink by more than 10 percent, and years of political volatility during and since the time when Ferdinand Marcos was president (1965 to 1986) have contributed to economic stagnation. Easing poverty has been a top priority for decades, with leaders attempting various reform programs in hopes of spurring economic growth. One such effort was a decree by Marcos in 1974 to "facilitate and regulate the movement of workers in conformity with the national interest." Exporting Filipinos would serve as a source of foreign exchange and would increase revenue for the country's economy. Annual overseas deployment increased tenfold. Working abroad has since become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Of a total current population of 92.2 million, there are approximately 10 million Overseas Filipino Workers (OFWs) around the world in 170 countries, with 1 million in Saudi Arabia alone, followed by Japan, Hong Kong, the United Arab Emirates and Taiwan. Financial motivations for leaving are high: According to the World Bank, in 2010 26.5 percent of Filipinos were living below the poverty line, and as of April 2011, the unemployment rate and underemployment rate in the Philippines was 7.2 percent year over year and 19.4 percent year over year, respectively. Remittances account for more than one tenth of the gross domestic product of the Philippines. As of 2007, the Philippines ranked fourth in the world in annual remittances, behind only India ($25 billion), China ($24 billion) and Mexico ($24 billion). In 2010, remittances from Filipinos based abroad reached over $20 billion, the highest figure ever recorded, marking 8.2 percent growth from the $17.07 billion registered in 2009. The movement does draw criticism, however. Economist Joseph Anthony Lim of Ateneo de Manila University notes that, prior to the financial crisis, economic growth in the country was largely spurred by remittances, which were used for private consumption rather than investment. He argues that the government needs to focus on implementing real reform at home that will provide sustainable growth and address systemic and structural poverty. Other common criticisms focus on the high social cost of migration, including the breakup of families out of economic necessity, and government neglect and insensitivity. Those focusing on the positive side of overseas employment point out that poverty rates have been cut in places like the Philippines as a result of the practice, private money is less susceptible to corruption than foreign aid, governments have been able to reduce their borrowing, and consumption among the poor is a positive development rather than a negative one. In the Philippines, OFWs are commonly called "bagong bayani," which means "new heroes."

Photo Caption:Dorotea Godinez underneath a welcome back banner at her former school. Bogo, Philippines. &nbsp Credit: Miguel V. Fabie III (1968-2010)

Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011. » "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005. » Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George’s County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011. » CIA. "The World Factbook: Philippines." » DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007. » Ellao, Janess Ann J. "Worst Year of OFWs." Bulatlat, July 24, 2011 » Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011. » Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star. » Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005. » POV. The Learning » Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011. » "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011. » Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011. » U.S. Department of State. "Background Note: Philippines."

Currently, 600 Filipino teachers are working in Baltimore, comprising 10 percent of teachers in the Baltimore city school system. Statewide, the number is estimated to be more than 1,200. Teaching abroad is an attractive option for many Filipino teachers, who stand to earn as much as 25 times their standard salaries in the Philippines. In Baltimore, which has been actively recruiting in the Philippines since 2005, Filipino teachers earn as much as $45,000 a year, as compared to an average of $3,500 earned for teaching public school in the Philippines (and slightly more for teaching private school). Typically, interested teachers apply through a for-profit recruitment agency and pay $5,000 to $8,000 in fees to cover transportation to the United States, immigration certification and housing assistance. For school districts such as Baltimore's, recruiting abroad is efficient and cost-effective. Studies conducted by the Center for American Progress and the National Commission on Teaching and America's Future show that teacher turnover rates are highest in the nation's poorest areas, leaving many low-income urban schools in constant need of new teachers. According to a Maryland teacher staffing report, 60 percent of new teachers in the city of Baltimore leave after fewer than five years. Teacher attrition is estimated to cost Maryland approximately $42 million annually. Rather than recruiting at various job fairs and through other outlets in the United States, a recruitment agency can fill multiple positions by sending representatives on one trip to Manila in the Philippines. There, they can choose from hundreds of pre-screened applicants. Filipino teachers are highly valued because of their excellent English skills; when American teachers set up the public school system in the Philippines, English was established as the language of instruction and remains so to this day. A recent decision by the U.S. Department of Labor, however, has halted the recruitment process. An April 2011 investigation of Maryland's Prince George's County school district, which had recruited more than 1,000 teachers from the Philippines since 2005, found that the district had failed to pay proper wages and to maintain proper documentation. The district was ordered to pay a penalty of $1.74 million, as well as back wages amounting to more than $4.3 million, to 1,044 teachers, most of them Filipino. On July 7, 2011, the Prince George's County public schools reached a settlement and agreed to pay the $4.3 million in back wages and to be barred from employment-based sponsorship for two years. For scores of teachers, this agreement meant an abrupt end to their lawful status in the United States. According to U.S. immigration law on H1B visas, a temporary nonimmigrant professional worker must be paid the prevailing wage, and no cost of petitioning the worker may be paid by the worker, including filing and legal fees. By requiring Filipino teachers to pay their own fees, Prince George's County was essentially paying them less than it paid their American counterparts. Teachers employed by the Baltimore schools say their district, which already has more than 600 Filipino teachers, followed the same procedures for which Prince George's County is currently being penalized. Prior to the announcement, an association of Filipino teachers in Prince George's County had written to the Board of Education claiming "unlawful dismissal" after promises of tenure. Hundreds of teachers in the district had been told in organized meetings that visas would not be extended to teachers in "noncritical" areas due to budget cuts. The teachers have since learned that the district was already under investigation at that time. The Prince George's County public school system has been denied the opportunity to sponsor any more foreign national teachers, either for H1B visas or for permanent resident visas. H1B visas may be renewed once, but not for more than six years total. Once a visa runs out, the H1B worker (or teacher, in this case) should have an employment- or family-based immigrant petition approved or underway. However, these applications are not always accepted. Citizenship has been denied to 15 Filipino teachers since March 2011. Teachers whose visas are no longer going to be extended — some of whom have already invested in homes for themselves and their families in the United States — face a choice between returning to their home countries, pursuing claims for wrongful termination and/or finding new employers to petition for them in the United States. However, it is believed that the Prince George's County decision may discourage other school districts from hiring.

Photo Caption: A scene from The Learning Credit: Courtesy of The Learning

Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011. » "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005. » Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George’s County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011. » Center for American Progress. "Teacher Turnover, Tenure Policies and the Distribution of Teacher Quality: Can High-Poverty Schools Catch a Break?" » CIA. "The World Factbook: Philippines." » DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007. » Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011. » Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star. » Maryland Teacher Shortage Task Force Report » Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005. » POV. The Learning » Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011. » "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011. » Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011. » U.S. Department of State. "Background Note: Philippines."

The American Federation of Teachers reports that there were an estimated 19,000 teachers working in the United States on temporary visas in 2007, and numbers were increasing. According to the U.S. Department of Labor, the five states with the highest numbers of overseas teachers are Texas, New York, California, Maryland and Louisiana. Schools having a particularly hard time recruiting and retaining teachers include those in the inner cities and in rural areas, where populations tend to be poorer, books and supplies scarce and salaries low. Science, math and special education positions are the hardest to fill. Critics of recruiting abroad, such as the American Federation of Teachers, say that rather than importing teachers from countries that may, as a result, end up with their own shortages, U.S. government and school districts instead ought to address the reasons underlying their shortages, in particular teacher compensation and benefits. They say that bringing in teachers from elsewhere only patches over problems in the current education system by providing a quick-fix solution. Photo caption: A scene from The Learning Credit: Courtesy of The Learning Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » Bazar, Emily. "Schools in Need Employ Teachers From Overseas." USA Today, October 27, 2008. » Southern Poverty Law Center. "Guestworker Teachers Defrauded in International Labor Trafficking Scheme."

Baltimore is a primarily African-American city with higher-than-average poverty rates.

Photo caption: A scene from The Learning Credit: Courtesy of The Learning

Sources: » U.S. Census Bureau. "State and County QuickFacts: Baltimore City, Maryland." » U.S. Census Bureau. "Fact Sheet: Baltimore City, Maryland." » Bowie, Liz. "Fewer Black Males Are Dropping Out of School in Baltimore." The Baltimore Sun, October 20, 2010. » 2010 Maryland Report Card. "Baltimore City." » Maryland Department of Juvenile Services. "FY 2010 Annual Statistical Report." » Maryland State Department of Education. "Maryland Public School Suspensions by School and Major Offense Category, 2004-2005." » Substance Abuse and Mental Health Services Administration. "Substance Abuse Treatment in Metropolitan Areas." » Open Society Foundations. "Out-of-School Suspension, Maryland and Baltimore City 2009-2010."

The recruitment of large numbers of Filipino teachers to work in the United States has contributed to a shortage of approximately 16,000 teachers in the Philippines, and the teacher-pupil ratio has become the worst in Asia, 1 to 59. In addition, those teachers who do work abroad tend to have better credentials, and finding replacements for them is not easy, meaning that quality of instruction, particularly in science, math and special education, is suffering. In 2006, double sessions were introduced in order to accommodate increasing student populations, but conditions are still dire. Congressman Antonio Tinio of the Alliance of Concerned Teachers says that some schools offer as many as four sessions per day, beginning as early as 6 a.m., but classrooms are still packed with 70 to 80 students, even in the capital city of Manila. In order for the double-session system to work, Tinio said, a new set of teachers would have to relieve the first-session set, to improve efficiency and reduce overworking. But teacher shortages in the tens of thousands make that unlikely. According to the Education Department in the Philippines, 8,000 additional classrooms need to be built. Recent standardized-test results reflect poor student performance: The average National Achievement Test percentage score for high school students in 2009-2010 was 46.30, reflecting a decline for the third year in a row. For elementary school students, the average was 69.21 percent, up from 66.33 percent in 2008-2009. Overall, both scores are down from 2005. Tinio has argued that the only solution is for the government of the Philippines to spend more on education. According to recent statistics, the government spends 2.5 percent of its budget on education, far less than the 6 percent recommended by UNESCO. In comparison, Japan spends 3.5 percent of its gross domestic product, while Thailand spends 4 percent and the United States 5.7 percent.

Photo caption: Dorotea Godinez’s return to her former school in the Philippines. Bogo, Philippines. Credit: Miguel V. Fabie III (1968-2010)

Sources: » Al Jazeera. "Students brave obstacles in the Philippines." June 17, 2011. » Federis, Trina. "Picturing the State of Education." Bulatlat, June 4, 2006. » Federis, Trina. "Two-shift Classroom Scheme Does Not Solve Education Crisis," Bulatlat, June 4, 2006. » Mydans, Seth. "The Philippines Face Classroom Shortage." The New York Times, August 24, 2009. » New America Foundation. "Federal Education Budget Project." » Ronda, Rainier Allan. "DepEd: Achievement Rates of Students Declining." The Philippine Star, May 26, 2011. » U.S. Department of State. "Background Note: Philippines."" ["post_title"]=> string(24) "The Learning: In Context" ["post_excerpt"]=> string(20) "More about the film." ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(6) "closed" ["post_password"]=> string(0) "" ["post_name"]=> string(24) "photo-gallery-in-context" ["to_ping"]=> string(0) "" ["pinged"]=> string(91) " http://baltimore.cbslocal.com/2011/04/06/baltimore-hiring-of-filipino-teachers-questioned/" ["post_modified"]=> string(19) "2016-07-27 11:50:55" ["post_modified_gmt"]=> string(19) "2016-07-27 15:50:55" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(69) "http://www.pbs.org/pov/index.php/2011/09/20/photo-gallery-in-context/" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } } ["post_count"]=> int(1) ["current_post"]=> int(-1) ["in_the_loop"]=> bool(false) ["post"]=> object(WP_Post)#7138 (24) { ["ID"]=> int(2675) ["post_author"]=> string(1) "1" ["post_date"]=> string(19) "2011-01-19 16:27:44" ["post_date_gmt"]=> string(19) "2011-01-19 21:27:44" ["post_content"]=> string(24723) "

Overseas Filipino Workers (OFWs)

Working abroad has become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Since World War II, the Philippines has gone from being one of the richest countries in Asia — after Japan — to one of the poorest, with a gross domestic product (GDP) per capita of just $2,007 in 2010, compared to $32,700 in Japan. A severe recession in the 1980s saw the economy of the Philippines shrink by more than 10 percent, and years of political volatility during and since the time when Ferdinand Marcos was president (1965 to 1986) have contributed to economic stagnation. Easing poverty has been a top priority for decades, with leaders attempting various reform programs in hopes of spurring economic growth. One such effort was a decree by Marcos in 1974 to "facilitate and regulate the movement of workers in conformity with the national interest." Exporting Filipinos would serve as a source of foreign exchange and would increase revenue for the country's economy. Annual overseas deployment increased tenfold. Working abroad has since become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Of a total current population of 92.2 million, there are approximately 10 million Overseas Filipino Workers (OFWs) around the world in 170 countries, with 1 million in Saudi Arabia alone, followed by Japan, Hong Kong, the United Arab Emirates and Taiwan. Financial motivations for leaving are high: According to the World Bank, in 2010 26.5 percent of Filipinos were living below the poverty line, and as of April 2011, the unemployment rate and underemployment rate in the Philippines was 7.2 percent year over year and 19.4 percent year over year, respectively. Remittances account for more than one tenth of the gross domestic product of the Philippines. As of 2007, the Philippines ranked fourth in the world in annual remittances, behind only India ($25 billion), China ($24 billion) and Mexico ($24 billion). In 2010, remittances from Filipinos based abroad reached over $20 billion, the highest figure ever recorded, marking 8.2 percent growth from the $17.07 billion registered in 2009. The movement does draw criticism, however. Economist Joseph Anthony Lim of Ateneo de Manila University notes that, prior to the financial crisis, economic growth in the country was largely spurred by remittances, which were used for private consumption rather than investment. He argues that the government needs to focus on implementing real reform at home that will provide sustainable growth and address systemic and structural poverty. Other common criticisms focus on the high social cost of migration, including the breakup of families out of economic necessity, and government neglect and insensitivity. Those focusing on the positive side of overseas employment point out that poverty rates have been cut in places like the Philippines as a result of the practice, private money is less susceptible to corruption than foreign aid, governments have been able to reduce their borrowing, and consumption among the poor is a positive development rather than a negative one. In the Philippines, OFWs are commonly called "bagong bayani," which means "new heroes."

Photo Caption:Dorotea Godinez underneath a welcome back banner at her former school. Bogo, Philippines. &nbsp Credit: Miguel V. Fabie III (1968-2010)

Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011. » "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005. » Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George’s County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011. » CIA. "The World Factbook: Philippines." » DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007. » Ellao, Janess Ann J. "Worst Year of OFWs." Bulatlat, July 24, 2011 » Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011. » Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star. » Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005. » POV. The Learning » Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011. » "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011. » Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011. » U.S. Department of State. "Background Note: Philippines."

Currently, 600 Filipino teachers are working in Baltimore, comprising 10 percent of teachers in the Baltimore city school system. Statewide, the number is estimated to be more than 1,200. Teaching abroad is an attractive option for many Filipino teachers, who stand to earn as much as 25 times their standard salaries in the Philippines. In Baltimore, which has been actively recruiting in the Philippines since 2005, Filipino teachers earn as much as $45,000 a year, as compared to an average of $3,500 earned for teaching public school in the Philippines (and slightly more for teaching private school). Typically, interested teachers apply through a for-profit recruitment agency and pay $5,000 to $8,000 in fees to cover transportation to the United States, immigration certification and housing assistance. For school districts such as Baltimore's, recruiting abroad is efficient and cost-effective. Studies conducted by the Center for American Progress and the National Commission on Teaching and America's Future show that teacher turnover rates are highest in the nation's poorest areas, leaving many low-income urban schools in constant need of new teachers. According to a Maryland teacher staffing report, 60 percent of new teachers in the city of Baltimore leave after fewer than five years. Teacher attrition is estimated to cost Maryland approximately $42 million annually. Rather than recruiting at various job fairs and through other outlets in the United States, a recruitment agency can fill multiple positions by sending representatives on one trip to Manila in the Philippines. There, they can choose from hundreds of pre-screened applicants. Filipino teachers are highly valued because of their excellent English skills; when American teachers set up the public school system in the Philippines, English was established as the language of instruction and remains so to this day. A recent decision by the U.S. Department of Labor, however, has halted the recruitment process. An April 2011 investigation of Maryland's Prince George's County school district, which had recruited more than 1,000 teachers from the Philippines since 2005, found that the district had failed to pay proper wages and to maintain proper documentation. The district was ordered to pay a penalty of $1.74 million, as well as back wages amounting to more than $4.3 million, to 1,044 teachers, most of them Filipino. On July 7, 2011, the Prince George's County public schools reached a settlement and agreed to pay the $4.3 million in back wages and to be barred from employment-based sponsorship for two years. For scores of teachers, this agreement meant an abrupt end to their lawful status in the United States. According to U.S. immigration law on H1B visas, a temporary nonimmigrant professional worker must be paid the prevailing wage, and no cost of petitioning the worker may be paid by the worker, including filing and legal fees. By requiring Filipino teachers to pay their own fees, Prince George's County was essentially paying them less than it paid their American counterparts. Teachers employed by the Baltimore schools say their district, which already has more than 600 Filipino teachers, followed the same procedures for which Prince George's County is currently being penalized. Prior to the announcement, an association of Filipino teachers in Prince George's County had written to the Board of Education claiming "unlawful dismissal" after promises of tenure. Hundreds of teachers in the district had been told in organized meetings that visas would not be extended to teachers in "noncritical" areas due to budget cuts. The teachers have since learned that the district was already under investigation at that time. The Prince George's County public school system has been denied the opportunity to sponsor any more foreign national teachers, either for H1B visas or for permanent resident visas. H1B visas may be renewed once, but not for more than six years total. Once a visa runs out, the H1B worker (or teacher, in this case) should have an employment- or family-based immigrant petition approved or underway. However, these applications are not always accepted. Citizenship has been denied to 15 Filipino teachers since March 2011. Teachers whose visas are no longer going to be extended — some of whom have already invested in homes for themselves and their families in the United States — face a choice between returning to their home countries, pursuing claims for wrongful termination and/or finding new employers to petition for them in the United States. However, it is believed that the Prince George's County decision may discourage other school districts from hiring.

Photo Caption: A scene from The Learning Credit: Courtesy of The Learning

Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011. » "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005. » Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George’s County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011. » Center for American Progress. "Teacher Turnover, Tenure Policies and the Distribution of Teacher Quality: Can High-Poverty Schools Catch a Break?" » CIA. "The World Factbook: Philippines." » DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007. » Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011. » Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star. » Maryland Teacher Shortage Task Force Report » Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005. » POV. The Learning » Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011. » "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011. » Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011. » U.S. Department of State. "Background Note: Philippines."

The American Federation of Teachers reports that there were an estimated 19,000 teachers working in the United States on temporary visas in 2007, and numbers were increasing. According to the U.S. Department of Labor, the five states with the highest numbers of overseas teachers are Texas, New York, California, Maryland and Louisiana. Schools having a particularly hard time recruiting and retaining teachers include those in the inner cities and in rural areas, where populations tend to be poorer, books and supplies scarce and salaries low. Science, math and special education positions are the hardest to fill. Critics of recruiting abroad, such as the American Federation of Teachers, say that rather than importing teachers from countries that may, as a result, end up with their own shortages, U.S. government and school districts instead ought to address the reasons underlying their shortages, in particular teacher compensation and benefits. They say that bringing in teachers from elsewhere only patches over problems in the current education system by providing a quick-fix solution. Photo caption: A scene from The Learning Credit: Courtesy of The Learning Sources: » American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment." » Bazar, Emily. "Schools in Need Employ Teachers From Overseas." USA Today, October 27, 2008. » Southern Poverty Law Center. "Guestworker Teachers Defrauded in International Labor Trafficking Scheme."

Baltimore is a primarily African-American city with higher-than-average poverty rates.

Photo caption: A scene from The Learning Credit: Courtesy of The Learning

Sources: » U.S. Census Bureau. "State and County QuickFacts: Baltimore City, Maryland." » U.S. Census Bureau. "Fact Sheet: Baltimore City, Maryland." » Bowie, Liz. "Fewer Black Males Are Dropping Out of School in Baltimore." The Baltimore Sun, October 20, 2010. » 2010 Maryland Report Card. "Baltimore City." » Maryland Department of Juvenile Services. "FY 2010 Annual Statistical Report." » Maryland State Department of Education. "Maryland Public School Suspensions by School and Major Offense Category, 2004-2005." » Substance Abuse and Mental Health Services Administration. "Substance Abuse Treatment in Metropolitan Areas." » Open Society Foundations. "Out-of-School Suspension, Maryland and Baltimore City 2009-2010."

The recruitment of large numbers of Filipino teachers to work in the United States has contributed to a shortage of approximately 16,000 teachers in the Philippines, and the teacher-pupil ratio has become the worst in Asia, 1 to 59. In addition, those teachers who do work abroad tend to have better credentials, and finding replacements for them is not easy, meaning that quality of instruction, particularly in science, math and special education, is suffering. In 2006, double sessions were introduced in order to accommodate increasing student populations, but conditions are still dire. Congressman Antonio Tinio of the Alliance of Concerned Teachers says that some schools offer as many as four sessions per day, beginning as early as 6 a.m., but classrooms are still packed with 70 to 80 students, even in the capital city of Manila. In order for the double-session system to work, Tinio said, a new set of teachers would have to relieve the first-session set, to improve efficiency and reduce overworking. But teacher shortages in the tens of thousands make that unlikely. According to the Education Department in the Philippines, 8,000 additional classrooms need to be built. Recent standardized-test results reflect poor student performance: The average National Achievement Test percentage score for high school students in 2009-2010 was 46.30, reflecting a decline for the third year in a row. For elementary school students, the average was 69.21 percent, up from 66.33 percent in 2008-2009. Overall, both scores are down from 2005. Tinio has argued that the only solution is for the government of the Philippines to spend more on education. According to recent statistics, the government spends 2.5 percent of its budget on education, far less than the 6 percent recommended by UNESCO. In comparison, Japan spends 3.5 percent of its gross domestic product, while Thailand spends 4 percent and the United States 5.7 percent.

Photo caption: Dorotea Godinez’s return to her former school in the Philippines. Bogo, Philippines. Credit: Miguel V. Fabie III (1968-2010)

Sources: » Al Jazeera. "Students brave obstacles in the Philippines." June 17, 2011. » Federis, Trina. "Picturing the State of Education." Bulatlat, June 4, 2006. » Federis, Trina. "Two-shift Classroom Scheme Does Not Solve Education Crisis," Bulatlat, June 4, 2006. » Mydans, Seth. "The Philippines Face Classroom Shortage." The New York Times, August 24, 2009. » New America Foundation. "Federal Education Budget Project." » Ronda, Rainier Allan. "DepEd: Achievement Rates of Students Declining." The Philippine Star, May 26, 2011. » U.S. Department of State. "Background Note: Philippines."" ["post_title"]=> string(24) "The Learning: In Context" ["post_excerpt"]=> string(20) "More about the film." ["post_status"]=> string(7) "publish" ["comment_status"]=> string(4) "open" ["ping_status"]=> string(6) "closed" ["post_password"]=> string(0) "" ["post_name"]=> string(24) "photo-gallery-in-context" ["to_ping"]=> string(0) "" ["pinged"]=> string(91) " http://baltimore.cbslocal.com/2011/04/06/baltimore-hiring-of-filipino-teachers-questioned/" ["post_modified"]=> string(19) "2016-07-27 11:50:55" ["post_modified_gmt"]=> string(19) "2016-07-27 15:50:55" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(69) "http://www.pbs.org/pov/index.php/2011/09/20/photo-gallery-in-context/" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } ["comment_count"]=> int(0) ["current_comment"]=> int(-1) ["found_posts"]=> int(1) ["max_num_pages"]=> int(0) ["max_num_comment_pages"]=> int(0) ["is_single"]=> bool(true) ["is_preview"]=> bool(false) ["is_page"]=> bool(false) ["is_archive"]=> bool(false) ["is_date"]=> bool(false) ["is_year"]=> bool(false) ["is_month"]=> bool(false) ["is_day"]=> bool(false) ["is_time"]=> bool(false) ["is_author"]=> bool(false) ["is_category"]=> bool(false) ["is_tag"]=> bool(false) ["is_tax"]=> bool(false) ["is_search"]=> bool(false) ["is_feed"]=> bool(false) ["is_comment_feed"]=> bool(false) ["is_trackback"]=> bool(false) ["is_home"]=> bool(false) ["is_404"]=> bool(false) ["is_embed"]=> bool(false) ["is_paged"]=> bool(false) ["is_admin"]=> bool(false) ["is_attachment"]=> bool(false) ["is_singular"]=> bool(true) ["is_robots"]=> bool(false) ["is_posts_page"]=> bool(false) ["is_post_type_archive"]=> bool(false) ["query_vars_hash":"WP_Query":private]=> string(32) "9c7860ce6fa6f6aedf41cfcc009eed0e" ["query_vars_changed":"WP_Query":private]=> bool(false) ["thumbnails_cached"]=> bool(false) ["stopwords":"WP_Query":private]=> NULL ["compat_fields":"WP_Query":private]=> array(2) { [0]=> string(15) "query_vars_hash" [1]=> string(18) "query_vars_changed" } ["compat_methods":"WP_Query":private]=> array(2) { [0]=> string(16) "init_query_flags" [1]=> string(15) "parse_tax_query" } }

The Learning: In Context

POV

Overseas Filipino Workers (OFWs)

Working abroad has become commonplace for Filipinos, weaving itself into the political and social fabric of their country.

Since World War II, the Philippines has gone from being one of the richest countries in Asia -- after Japan -- to one of the poorest, with a gross domestic product (GDP) per capita of just $2,007 in 2010, compared to $32,700 in Japan. A severe recession in the 1980s saw the economy of the Philippines shrink by more than 10 percent, and years of political volatility during and since the time when Ferdinand Marcos was president (1965 to 1986) have contributed to economic stagnation.

Easing poverty has been a top priority for decades, with leaders attempting various reform programs in hopes of spurring economic growth. One such effort was a decree by Marcos in 1974 to "facilitate and regulate the movement of workers in conformity with the national interest." Exporting Filipinos would serve as a source of foreign exchange and would increase revenue for the country's economy. Annual overseas deployment increased tenfold.

Working abroad has since become commonplace for Filipinos, weaving itself into the political and social fabric of their country. Of a total current population of 92.2 million, there are approximately 10 million Overseas Filipino Workers (OFWs) around the world in 170 countries, with 1 million in Saudi Arabia alone, followed by Japan, Hong Kong, the United Arab Emirates and Taiwan. Financial motivations for leaving are high: According to the World Bank, in 2010 26.5 percent of Filipinos were living below the poverty line, and as of April 2011, the unemployment rate and underemployment rate in the Philippines was 7.2 percent year over year and 19.4 percent year over year, respectively. Remittances account for more than one tenth of the gross domestic product of the Philippines. As of 2007, the Philippines ranked fourth in the world in annual remittances, behind only India ($25 billion), China ($24 billion) and Mexico ($24 billion). In 2010, remittances from Filipinos based abroad reached over $20 billion, the highest figure ever recorded, marking 8.2 percent growth from the $17.07 billion registered in 2009.

The movement does draw criticism, however. Economist Joseph Anthony Lim of Ateneo de Manila University notes that, prior to the financial crisis, economic growth in the country was largely spurred by remittances, which were used for private consumption rather than investment. He argues that the government needs to focus on implementing real reform at home that will provide sustainable growth and address systemic and structural poverty. Other common criticisms focus on the high social cost of migration, including the breakup of families out of economic necessity, and government neglect and insensitivity.

Those focusing on the positive side of overseas employment point out that poverty rates have been cut in places like the Philippines as a result of the practice, private money is less susceptible to corruption than foreign aid, governments have been able to reduce their borrowing, and consumption among the poor is a positive development rather than a negative one.

In the Philippines, OFWs are commonly called "bagong bayani," which means "new heroes."

Photo Caption:Dorotea Godinez underneath a welcome back banner at her former school. Bogo, Philippines. &nbsp
Credit: Miguel V. Fabie III (1968-2010)

Sources:
» American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment."
» "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011.
» "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005.
» Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George's County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011.
» CIA. "The World Factbook: Philippines."
» DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007.
» Ellao, Janess Ann J. "Worst Year of OFWs." Bulatlat, July 24, 2011
» Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011.
» Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star.
» Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005.
» POV. The Learning
» Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011.
» "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011.
» Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011.
» U.S. Department of State. "Background Note: Philippines."

Currently, 600 Filipino teachers are working in Baltimore, comprising 10 percent of teachers in the Baltimore city school system. Statewide, the number is estimated to be more than 1,200.

Teaching abroad is an attractive option for many Filipino teachers, who stand to earn as much as 25 times their standard salaries in the Philippines. In Baltimore, which has been actively recruiting in the Philippines since 2005, Filipino teachers earn as much as $45,000 a year, as compared to an average of $3,500 earned for teaching public school in the Philippines (and slightly more for teaching private school).

Typically, interested teachers apply through a for-profit recruitment agency and pay $5,000 to $8,000 in fees to cover transportation to the United States, immigration certification and housing assistance.

For school districts such as Baltimore's, recruiting abroad is efficient and cost-effective. Studies conducted by the Center for American Progress and the National Commission on Teaching and America's Future show that teacher turnover rates are highest in the nation's poorest areas, leaving many low-income urban schools in constant need of new teachers. According to a Maryland teacher staffing report, 60 percent of new teachers in the city of Baltimore leave after fewer than five years. Teacher attrition is estimated to cost Maryland approximately $42 million annually.

Rather than recruiting at various job fairs and through other outlets in the United States, a recruitment agency can fill multiple positions by sending representatives on one trip to Manila in the Philippines. There, they can choose from hundreds of pre-screened applicants. Filipino teachers are highly valued because of their excellent English skills; when American teachers set up the public school system in the Philippines, English was established as the language of instruction and remains so to this day.

A recent decision by the U.S. Department of Labor, however, has halted the recruitment process. An April 2011 investigation of Maryland's Prince George's County school district, which had recruited more than 1,000 teachers from the Philippines since 2005, found that the district had failed to pay proper wages and to maintain proper documentation. The district was ordered to pay a penalty of $1.74 million, as well as back wages amounting to more than $4.3 million, to 1,044 teachers, most of them Filipino. On July 7, 2011, the Prince George's County public schools reached a settlement and agreed to pay the $4.3 million in back wages and to be barred from employment-based sponsorship for two years. For scores of teachers, this agreement meant an abrupt end to their lawful status in the United States.

According to U.S. immigration law on H1B visas, a temporary nonimmigrant professional worker must be paid the prevailing wage, and no cost of petitioning the worker may be paid by the worker, including filing and legal fees. By requiring Filipino teachers to pay their own fees, Prince George's County was essentially paying them less than it paid their American counterparts. Teachers employed by the Baltimore schools say their district, which already has more than 600 Filipino teachers, followed the same procedures for which Prince George's County is currently being penalized.

Prior to the announcement, an association of Filipino teachers in Prince George's County had written to the Board of Education claiming "unlawful dismissal" after promises of tenure. Hundreds of teachers in the district had been told in organized meetings that visas would not be extended to teachers in "noncritical" areas due to budget cuts. The teachers have since learned that the district was already under investigation at that time.

The Prince George's County public school system has been denied the opportunity to sponsor any more foreign national teachers, either for H1B visas or for permanent resident visas.

H1B visas may be renewed once, but not for more than six years total. Once a visa runs out, the H1B worker (or teacher, in this case) should have an employment- or family-based immigrant petition approved or underway. However, these applications are not always accepted. Citizenship has been denied to 15 Filipino teachers since March 2011. Teachers whose visas are no longer going to be extended -- some of whom have already invested in homes for themselves and their families in the United States -- face a choice between returning to their home countries, pursuing claims for wrongful termination and/or finding new employers to petition for them in the United States. However, it is believed that the Prince George's County decision may discourage other school districts from hiring.

Photo Caption: A scene from The Learning
Credit: Courtesy of The Learning

Sources:
» American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment."
» "Baltimore Hiring of Filipino Teachers Questioned." Associated Press, April 6, 2011.
» "Baltimore School District Travels to Philippines to Hire Teachers." Filipino Reporter, January 20, 2005.
» Bowie, Liz, and Erica L. Green. "City Used Hiring Practices Criticized in Prince George's County, Filipino Teachers Say." The Baltimore Sun, April 5, 2011.
» Center for American Progress. "Teacher Turnover, Tenure Policies and the Distribution of Teacher Quality: Can High-Poverty Schools Catch a Break?"
» CIA. "The World Factbook: Philippines."
» DeParle, Jason. "A Good Provider Is One Who Leaves." The New York Times, April 22, 2007.
» Goodwin, Liz. "School District Must Pay Millions in Back Pay to Foreign Teachers." Yahoo! News, April 7, 2011.
» Katigbak, Jose. "Baltimore to Hire 178 Pinoy Teachers," The Philippine Star.
» Maryland Teacher Shortage Task Force Report
» Neufeld, Sara. "Filipino Teachers Learn Life Lessons in Baltimore." The Baltimore Sun, August 28, 2005.
» POV. The Learning
» Remo, Michelle. "OFW Remittances Hit $18.76B, an All-time High." Philippine Daily Inquirer, February 15, 2011.
» "School District Fined Millions for Violating Immigration Laws." Balitang America, April 7, 2011.
» Tancinco, Lourdes Santos. "Hundreds of Filipino Teachers in Maryland Face Uncertainties." Philippine Daily Inquirer, April 16, 2011.
» U.S. Department of State. "Background Note: Philippines."

The American Federation of Teachers reports that there were an estimated 19,000 teachers working in the United States on temporary visas in 2007, and numbers were increasing.

According to the U.S. Department of Labor, the five states with the highest numbers of overseas teachers are Texas, New York, California, Maryland and Louisiana.

Schools having a particularly hard time recruiting and retaining teachers include those in the inner cities and in rural areas, where populations tend to be poorer, books and supplies scarce and salaries low. Science, math and special education positions are the hardest to fill.

Critics of recruiting abroad, such as the American Federation of Teachers, say that rather than importing teachers from countries that may, as a result, end up with their own shortages, U.S. government and school districts instead ought to address the reasons underlying their shortages, in particular teacher compensation and benefits. They say that bringing in teachers from elsewhere only patches over problems in the current education system by providing a quick-fix solution.

Photo caption: A scene from The Learning
Credit: Courtesy of The Learning

Sources:
» American Federation of Teachers. "Importing Educators: Causes and Consequences of International Teacher Recruitment."
» Bazar, Emily. "Schools in Need Employ Teachers From Overseas." USA Today, October 27, 2008.
» Southern Poverty Law Center. "Guestworker Teachers Defrauded in International Labor Trafficking Scheme."

Baltimore is a primarily African-American city with higher-than-average poverty rates.

Photo caption: A scene from The Learning
Credit: Courtesy of The Learning

Sources:
» U.S. Census Bureau. "State and County QuickFacts: Baltimore City, Maryland."
» U.S. Census Bureau. "Fact Sheet: Baltimore City, Maryland."
» Bowie, Liz. "Fewer Black Males Are Dropping Out of School in Baltimore." The Baltimore Sun, October 20, 2010.
» 2010 Maryland Report Card. "Baltimore City."
» Maryland Department of Juvenile Services. "FY 2010 Annual Statistical Report."
» Maryland State Department of Education. "Maryland Public School Suspensions by School and Major Offense Category, 2004-2005."
» Substance Abuse and Mental Health Services Administration. "Substance Abuse Treatment in Metropolitan Areas."
» Open Society Foundations. "Out-of-School Suspension, Maryland and Baltimore City 2009-2010."

The recruitment of large numbers of Filipino teachers to work in the United States has contributed to a shortage of approximately 16,000 teachers in the Philippines, and the teacher-pupil ratio has become the worst in Asia, 1 to 59.

In addition, those teachers who do work abroad tend to have better credentials, and finding replacements for them is not easy, meaning that quality of instruction, particularly in science, math and special education, is suffering.

In 2006, double sessions were introduced in order to accommodate increasing student populations, but conditions are still dire. Congressman Antonio Tinio of the Alliance of Concerned Teachers says that some schools offer as many as four sessions per day, beginning as early as 6 a.m., but classrooms are still packed with 70 to 80 students, even in the capital city of Manila. In order for the double-session system to work, Tinio said, a new set of teachers would have to relieve the first-session set, to improve efficiency and reduce overworking. But teacher shortages in the tens of thousands make that unlikely. According to the Education Department in the Philippines, 8,000 additional classrooms need to be built.

Recent standardized-test results reflect poor student performance: The average National Achievement Test percentage score for high school students in 2009-2010 was 46.30, reflecting a decline for the third year in a row. For elementary school students, the average was 69.21 percent, up from 66.33 percent in 2008-2009. Overall, both scores are down from 2005.

Tinio has argued that the only solution is for the government of the Philippines to spend more on education. According to recent statistics, the government spends 2.5 percent of its budget on education, far less than the 6 percent recommended by UNESCO. In comparison, Japan spends 3.5 percent of its gross domestic product, while Thailand spends 4 percent and the United States 5.7 percent.

Photo caption: Dorotea Godinez's return to her former school in the Philippines. Bogo, Philippines.
Credit: Miguel V. Fabie III (1968-2010)

Sources:
» Al Jazeera. "Students brave obstacles in the Philippines." June 17, 2011.
» Federis, Trina. "Picturing the State of Education." Bulatlat, June 4, 2006.
» Federis, Trina. "Two-shift Classroom Scheme Does Not Solve Education Crisis," Bulatlat, June 4, 2006.
» Mydans, Seth. "The Philippines Face Classroom Shortage." The New York Times, August 24, 2009.
» New America Foundation. "Federal Education Budget Project."
» Ronda, Rainier Allan. "DepEd: Achievement Rates of Students Declining." The Philippine Star, May 26, 2011.
» U.S. Department of State. "Background Note: Philippines."