Once upon a time, there was a grand warren of rabbits. It was spacious, well-fed, with fine burrows and plentiful carrots. Visitors would look in and marvel: “Surely this is the finest warren in the land!”

The rabbits themselves spoke carefully. They told stories about how fortunate they were, how their warren was the envy of all others. But if a rabbit asked too many questions, the conversation would shift to poetry or polite small talk. They had all learned not to mention the snares. Every so often, one of their number would vanish, and the others would look away, repeating to themselves: “This is the price of living in such a fine place.”

At the centre of the warren stood the Emperor. He strutted proudly, declaring he wore robes of wisdom and vision that only the most loyal could see. His attendants nodded, his courtiers clapped. The rabbits knew, deep down, the Emperor wore no robes at all — yet none dared say it. For those who spoke too plainly soon found themselves tangled in the farmer’s traps.

A few rabbits — outsiders, or those with sharper senses — felt uneasy. They saw the snares, they saw the naked Emperor, and they tried to speak. But instead of breaking the spell, their words only made the others withdraw, whispering in private but staying silent in public. The illusion held, because the warren was comfortable, the carrots plentiful, and the fear of the farmer’s snare too real.

And so the Warren of the Emperor’s Robes went on: wealthy, admired, and strangely hollow. On the surface, a paradise. Beneath, a bargain of silence and complicity.

Heliotrope wrote:
> Some schools will try to obtain a certain accreditations because they think it's the
> better one and having it will reflect their commitment to education to parents and
> other schools.
> Sometimes a school will go for the easiest one, just so they can say they're a certified school.


So which ones do you think denote quality ?

so why might a school choose one over the other ?

Just looking at different schools, and noticed that many are accredited by different US based organisations. WASC, NEASC, MSA/CESS, etc.

Is there any difference between them ? Are some more progressive / traditional or is it just a Pepsi / Coke thing ?

I wouldn't wish a Russian prison on almost anyone, but ..

I find it difficult to believe that an experienced international traveler didn't know better.

Depends what the real reason is, and what your future plans are. We don't know enough about the situation to advise.

No, but:

Global rankings:

ARWU (2023) 901–1000
US / Canada Colleges given this or similar ranking: Loyola University Chicago, SUNY College of Environmental Science and Forestry, University of Quebec Montreal

QS (2024) 661–670
US / Canada Colleges given this or similar ranking: Brandeis University, Boston College, University of Kentucky, University of Manitoba

THE (2024) 501–600
US / Canada Colleges given this or similar ranking: Syracuse University, University of Houston, University of Windsor

Given who you are, I'd go with Moreland.

Doing a British certification route doesn't make much sense.

expatscot wrote:
(as demonstrated post-COVID
> lockdowns, when kids struggled with the social aspects of returning to school.)


They still are. It's getting better, but there's still a way to go.

kgirl wrote:
> I'm just wondering if anyone has insights on why music roles are considered
> hard-to-fill vacancies.
>
> I know music is vast, varying based on levels and finding a teacher who can
> do it all is like finding a unicorn. Is this the reason? If so why aren't
> music roles filled early in recruiting and schools instead try to cast a
> wide net to get as many candidates as possible?

It's one of the teaching jobs that requires a specific set of skills. Let's be honest, pretty much anyone can teach middle school language arts and social studies - even elementary teachers, at a push. Even math and science isn't too hard at Grades K to 8. But to teach Music, and some other subjects, you kind of have to have some specialised knowledge. And it's not knowledge that many people have.

What's the season like compared to previous years ? Tough ?

Is there a glut of teachers ? What's the feeling this year about the recruitment cycle ?

I've worked for three Heads of School that were excellent - one male and two females. None of the three ran the school through cliques, they'd listen and treat all faculty with respect. As a result there was a lot of solidarity between teachers - regardless of age, ethnicity, gender or nationality. If the HoS made a mistake, they'd own up to it. None of the 3 had time for blame culture. All three were very sharp, had a strong vision, and communicated it effectively. The students always came first, but they all knew that happy teachers are better teachers.
The women knew all the teachers and students' names, and were more approachable. The man was/is more distant, and more into the sport/athletics program. All three were honest, transparent and held their administrators and faculty to account for what they did.

PsyGuy wrote:
They cant promise or offer any guarantee or
> assurance it will be worth anything.


Quite

[quote=Thailandfunny post_id=63627 time=1675786933 user_id=272321]
I would appreciate your thoughts and comments very much so,
[/quote]


It looks better than the Nottingham Uni version, and very similar to the Sunderland Uni one.

I wonder what the HK extra module is? It nearly doubles the cost of the program. If it helps meet HK requirements for teacher registration, it might be worth doing.

I found this comment quite telling: "It is a matter of discretion for individual employers to recognise any qualification to which this course may lead."

IS Luxembourg as it's part financed by their govt.

ESF schools in Hong Kong, as they are also part financed by the HK government.

Failing that, how about a German or French school, as they are also usually significantly cheaper and provide a good education - if not all the extras.