Its less the PGCE and more the QTS. It moves your from the ESOL ET to the IT pool. It also allows you to spin your ESOL in the Korean DE environment as applicable experience giving you about 8 years of IE experience, about 2 of which with the UK NC and a UK classroom. Thats valuable, theres an IT resume there.

So in response to your initial inquiry on your marketability as an IT:

Short Answer: Zero

Long Answer: Zero to Nil.

You have three major factors working against you:

Your Resume Doesnt Offer Much Value.
First, your not a social studies or humanities IT. Citizenship is a rare course and in the cases where it is its not enough of a instructional load to be an FTE appointment. Youd need something else, and the something else would be the bulk of your instructional load. You cant really teach anything like history or economics, maybe you could but theres isnt anything in the resume that says you could. Maybe some lower secondary social studies but thats pretty weak. You dont have experience or even much in the way of qualification for anything except ESOL. Thats what you are an ESOL IT.
Second, everythings really dated. You werent last in a K12/KS classroom over a decade ago, and closer to two decades for a BS classroom. Your teriary instructor/lecturer position provides some measure of current knowledge and best practices but its woefully incomplete for an ITs skill set.

Youre Way Too Expensive.
If you were single there would be a place for you in IE somewhere, and youd be worth a flyer maybe. The problem is an IS fills an ESOL classroom but has to travel four people to fill that classroom. 4 flights, a 3LDK apartment, insurance, 2 tuition/fee waivers/places, and everything else. There just isnt a critical shortage or high enough demand for an ESOL IT with your resume. You dont have IB, you dont know the US NC and your last look at the UK NC was close to 20 years ago. ESOL is the type of subject thats more aligned to ability levels rather than age/grade ranges after you get passed reading development and Im sure you could spin meds/peds/asst to being up to date on but behavior/classroom management, curriculum, etc. you dont have a lot of utility in those areas, and youd cost a lot. Youd probably be looking at cap for salary step and the masters for the advanced degree salary band. Youd cost more than what youd add.

You Wouldnt be Happy with the Education Received.
All the above there might be a few ISs that would be interested but while the SK DE system is brutal its rather high quality. Those ISs that would be maybe interested in you, you wouldnt be interested in them as the program they would provide your kids would be worse than what they are looking at now. I assume youd want your kids to do IGCSE and A levels so youre looking at a BS with a solid academics and likely a BSO and youre just not competitive for those ISs that youd be happy to send your kids to.

Moving Forward.
The only silver lining to this is you have everything to put together a reasonable resume for an IT. Your costs for trying are basically going to be a few quid. You dont need to add anything, you have a CELTA, a Masters, QTS, and a PGCE. Youve got 2 years of UK NC experience, and 6 more in an SK DS and youve not been doing nothing in ESOL for the last 11. You can register with SA for free if you register through the UK office (use an old address, or family or friend). Register with TES which is free and tends more towards BSs. TIE registration would cost you about £40/yr. That lets you peddle your resume and see what interest you get for pence rather than pounds. If your not completely frustrated with the reception youre getting you can then look at either the BKK or LON fairs which would add about £1000 in travel costs. About the only thing youd need to do at this point is collect your references and rewrite your resume for IE. Youre approach is youre qualified to Masters level, youre professionally and academically credentialed as a pro.edu, and you have a wide range of experience from beginner to advance in ESOL meds/peds/asst.

How do you not have QTS then? But first, what was your bachelors/first degree in?

Back to how do you not have QTS, because theres something still wrong here?
As I understand the chain of event: You completed your PGCE, your Uni recommended you for QTS, you received it making you an NQT, you worked a succession of maternity covers (substitute/supply/relief appointments). It gets murky again at this point regarding your induction status, but its also mostly moot because all the outcomes fail safe (in so far as QTS is concerned):
1) You never attempted induction because these were maternity (supply/relief/substitute) appointments and its unusual (not impossible) to participate in induction under such an appointment (the primary barrier in this case is there isnt a planned term of appointment for the entire AY). Youre thus still an NQT and still have your NQT QTS.
2) You attempted induction (an unusual pathway in this scenario) but never completed it to outcome. It just stalled somewhere without resolution and a report. Youre thus still an NQT and still have your NQT QTS.
3) You attempted QTS and were reported unsuccessful. Theres a barring order preventing you from teaching in maintained/public DSs. Youre no longer an NQT, you dont have a license, but you still retain your QTS credential, so you still have QTS.
4) You attempted QTS and were reported successful, you just never had it communicated to you. You now have full QTS, you just dont know it.
None of the scenarios result in an outcome where you dont have QTS in some form or another. In those where you remained an NQT you are now an ECT, but still have QTS. Have you looked on your teacher self service portal or contacted the TRA (TCL)?

@Coimbra

Were going to disagree on its size, since there are different measures of size, but to clarify Gaza, a part of Palestine, currently, has really poor infrastructure.

@Coimbra

Im writing as it is now, and those "obvious reasons", are substantial factors why infrastructure not so good.

Im a coffee snob, and Im not very good at anything without my coffee, and I wont drink bad coffee.

What is wrong with you? But first, is there a spouse along with these two dependents?

Back to what is wrong with you, or more what arent you telling us, because something isnt right?
You have a PGCE that you got in 2004 back when you had to do a PGCE as a Uni program. A Uni conferring a PGCE without recommending QTS (as an NQT) is a very, very, rare event. You worked for 18 months though in the content area of citizenship so you had to be in a maintained (public/regulated) DS. So, you had to be in an induction program as an NQT (and thus have QTS), but to be at it for 18 months as opposed to the 1 AY as prescribed, its rare to have it extended but not impossible (usually its for medical reasons), but then even if you failed induction you would have received a barring order, you dont lose your QTS (even as an NQT). Even if you were list barred (99) for doing something bad, youd still retain your QTS. Even if youd had some unusual medical event, it doesnt track that it would have permitted you to graduate with the PGCE but not receive QTS but still teach for 18 months. So parsing the metrics:
1) Youre list barred or received a barring order and its easier to say you never got QTS then discuss it.
2) Some salacious drama happened (knocked out your headmaster, etc.) and some type of agreement was reached.

ISs in the LCSA (which includes Peru and Mexico) tend to pay better than DSs. This is mainly because there is a first tier of ISs that provides far better comp compared to anything DSs can put forth. If you go low enough in the tiers of ISs than the differences become more and more comparable.

Youre also comparing a unicorn to a bunny. As youd find in most of DE, academic courses in secondary are delivered in the host language (in this case Spanish) by native speakers. There really isnt such a creature outside of IE or academies providing an academic English program.

The requirement is generally two years of post credentialing experience in a K12/KS program. When they site a PGCE, what they really are specifying is an ITT program consisting of a PGCE and QTS. QTS is what really matters but the BSs out there have a definitive preference for the Uni provided PGCE route.

A pro. edu. credential is highly valuable in IE. Theres more room in the LCSA because coin is lower in that region and its harder for ISs to recruit (even upper tier ISs) so you can find employment and not horrible employment in the region without a credential but you will quickly hit a ceiling in the third tier where lack of a credential will be a non-starter. Its also going to be a barrier to you utilizing some of the premium agencies such as SA. They arent interested in ETs.

Its not really ambiguous, 2 years experience means 2 year of post credentialing experience in a K12/KS environment as the TOR.
the re are ISs that may give you some credit for it, maybe one instead of two steps but thats die roll probabilities. There are ISs in the LCSA region that are desperate and will take ETs or even degree holders with whatever experience they cobble together that they can get.

IB experience is valuable. It is often bridges the career path in the second tier for ISs. There are plenty of ISs even a substantial majority that are not IB ISs. You are going to see more IB ISs as you rise in tiers. Many upper tier IB ISs especially classical IBWSs that if you dont have X years of IB experience they wont even talk to you or give you momentary eye contact.

Find an IB IS/DS lower in the tiers that is willing to train and provide you those few years of starting experience and then move on to better IB ISs. Thats the pipeline in IB, start low, work youre way up.

None of the subject areas you mention are particularly valuable. This is my standard write up on the subject; In order starting at the top, and most difficult:

1) Expat School Nurses: Most ISs just hire local, nurses make very good coin in the profession and those in DE are pursuing retirements/pensions, finding one that is dual licensed or able to get dual license, is usually just a stroke of good fortune. Add the requisite language skills and its basically a unicorn.
2) Bilingual Expat Professional Staff: This includes Program officers, such as admissions, finance, marketing, and communications. Most ISs just have to hire locally. This also includes expat ITs in multi language such as literature and language and primary, EC ITs that can do bilingual and immersion (depending on the language and location).
3) Expat Specialized Performing and Fine Arts: At the top of the list in this category are fields like Equestrian Science and Riding. It took one IS in Japan 3 years to hire an IT for their program. These also include specialized ITs I have seen in the past for subjects such as glass blowing, Japanese dance, flower arranging, stained glass, lacquer painting, most of these though are hired on a PTE basis, and often on LH contracts.
4) Health Education Technology: These credentials are difficult to obtain often requiring a nursing license, or other such professional license.
5) Expat Aboriginal or Tribal Foreign Language: These are uncommon languages that professional educator credentials can only be obtained by a small number regulatory authorities, and are taught in only a small number of Uni. This also includes expat ITs in dual language such as literature and language and primary, EC ITs that can do bilingual and immersion (depending on the language and location).
6) Expat Specialized Vocational Education: Fields such as hospitality and tourism management are very hard to identify ITs with actual professional and teaching experience. Many ISs just have to settle for a business studies IT
7) Expat Specialized Industrial Arts: Courses like textiles and metal craft, etc. These courses are difficult to identify ITs with actual professional and teaching experience.
8) Expat Specialized Design Technology/ICT: Courses like A/V and broadcast production are difficult to identify ITs with both the classical training (theater) and the technology skills that can produce things like a television show.
9) Field Science: Its a lot easier to find a classroom physics and chemistry IT then it is an IT who can do full time field science. Most ISs just hire a Biology or ESS IT from the classroom to the field. An IT really has to have a passion and dedication to maintain a living lab 365/24/7 in addition to actual experience organizing and managing such a program. Add specialized environments such as underwater, etc and this type of position can be very difficult to fill.
10) Upper Secondary Maths: Calculus, it really comes down to finding an IT who is comfortable with not only the skill but able to transfer knowledge.

Below is the rest of the list containing the more conventional subjects. I weighted them for both demand and supply to reach a 'difficulty' ranking, with the understanding that these subjects tend to move in cycles. Starting at the top and most difficult:
ICT-CSI/Programming
Maths
*Counselor-University
Physics
ICT-DT
Chemistry
ICT
**Special Education-Specialist
Foreign Language/Trilingual
Literature-Foreign
Dance
PHE-Sports/Coaching
Foreign Language/Bilingual
Economics
ENS-Earth Science
PHE-Sports/Aquatics
Geography
Biology
Music
Art
ENS
***Librarian
Literature-Journalism/Speech
Theater
Global Perspectives
Literature
Psychology-Sociology
History
General Science
Business Studies
Psychology
Social Studies
Family Consumer Science/Home Economics
PHE
Elementary/Primary
Special Education-Generalist
Literature-Reading
***Counselor
ESOL
**** Early Childhood
Political Science
Civics/Government
G&T

Notes:
* This assumes a University Counselor who actually knows their stuff and has the connections for all five of the US/UK/EU/CAN/AUS systems. If its just a counselor who can put together recs and knows the system they came from than see counselor below.
** This is for a specialist in SPED/SEN/LD who can wear all the hats, and can work the entire spectrum. If its just a SPED/SEN/LD IT who can do paperwork and some tutoring than see the generalist classification below.
*** I put these so low because they really belong on the Junior Leadership scale. ISs dont really need counselors its just another student management position to inflate the leadership hierarchy. Its for when the AP/VP/DP doesnt want to do the PTA or parents coffee mixer, and senior leadership wants a buffer between them and the faculty and everyone else. Librarian is a curious position because students dont really need libraries anymore, its one thing if the librarian is actually providing instruction in reading or research or technical/academic writing but if they are just watching a room with some meeting areas and some stacks of YA fiction and magazines, you dont need much of a librarian.
**** Anyone can do this who is an adult, provided the job is nothing more than babysitting and child care.
I had mixed feelings for music, I could of broken it out into music-instrumental and music-choral but there would have been a lot of curriculum specific weightings, and ultimately I just left in generalized

Two potential US options, neither of them require an NPQ/EPP or other program to complete (whether online, onsite, or otherwise).

1) The MA Provisional Superintendent/Assistant Superintendent credential requires a Bachelors/First Degree, three years of edu experience (including classroom edu experience), and passing the communication literacy pro. edu. exam. There is no leadership exam, Masters requirement or NPQ/EPP program requirement.
2) DC requires a Bachelors/First Degree, Masters Degree, and two years of edu experience (including classroom edu experience), for the Initial credential. The Standard credential requires a total of four years experience (two of which can be earned while working as a leader under the initial credential), and passing the SLLA exam (offered by ETS).

You can complete both and hold thus senior and executive leadership credentials.

I strongly, strongly disagree with @popgirl. I cant imagine why they would provide that response unless the only factor that resonated with them was being a US citizen. QTS is a far, far, far, far, far (is that enough?) more reasonable route. You already have a PGCE, without QTS the first thing a recruiter/leader at a BS thinks is where is your QTS? Then not finding one, whats wrong with you is the red flag (blaring klaxons) question? Even if you have an unsynced PGCE and QTS the assumption circuit in their brain is likely to go unnoticed.

In direct reply to your inquirys:

1) As a US citizen if Teach now is your first option, you may as well consider Teach Ready as a better option.
A) The field experience is shorter.
B) The credential you get is longer (5 years vs. 4 years)
C) The PD renewal options both allow repeated exams (though Teach Nows is the PRAXIS and requires one as opposed to two exams at a minimum).
D) A FL credential is likely to have better mobility than DCs. You probability of acceptance of the FL credential than the DC credential is likely to have fewer issues if applying for QTS (as an NQT/ECT) than DCs which is more likely to be denied.
E) The cost of either program is about the same.
F) The Teach Ready credits are more valuable as UWF is actually regionally accredited by SACS whereas Teach Nows Moreland Uni is only DEAC accredited. To that end UWF has a real campus whereas Moreland does not, and it may be easier to obfuscate whether your EPP/ITT program was delivered online or F2F. You cant do that with Moreland and you may be able to with UWF.
G) It avoids the stereotype that comes along with Teach Now and the DC credential. You will simply have fewer questions to answer and fewer problems. Once you have a few years of quality high performing experience no one will care and it wont matter so much if at all, but until then and if you do decide to transition the credential FL will be easier.

2) The PGCE is not a factor in obtaining the MA Provisional (Entry grade) credential. Its a none issue. You must have a bachelors/first degree, and pass the required professional credentialing exams (the MTEL). One exam is a communication literacy (basic English language exam) the other is a content level exam. Many of the exams are offered remotely (online).
Sure it checks the 'legal pro. edu" box. It doesnt mean you know anything and its not transferable. It is relatively quick and has a very low cost in resources and coin. It would effectively be a lifetime credential requiring no PD. You could use it in MA if you returned to the US but nowhere else (unless you got a DS in some other state to essentially hire and sponsor you for some kind of other credential).

3) You wouldnt get a full professional credential. You would likely get the Initial (entry grade) credential but as a long shot you might get the Provisional credential. The benefit of CT is that they have a pathway where they will accept certain experience in lieue of and as a substitute in the absence of an EPP/ITT program. Its intended for DTs in CT (and the US) who have worked in private/independent DSs to transition to public/maintained DSs in CT. It wasnt intended for IE, but if you check all the boxes than it does work. The biggest issue in the past has been the acceptance rate of IE experience. Tier 1, Elite tier ASs tend to get approved regularly with diminishing success the lower the tier and the less 'American' the IS and its program. At one time having the experience from a US accredited IS was enough, but that is no longer the case.

4) You dont have to be at a BS but you do have to teach the UK NC. Its a grey area whether your IS has to provide a UK NC curriculum or you just have to teach it. Its really up to the provider and what evidence they require and want to include. If the provider is laregely portfolio based and you only have to provide a couple recorded teaching demonstrations its more likely you can get away with just teaching UK NC and not have your DS running a UK NC program of some form.
You should also note that a significant requirement is having taught in two or more DSs/ISs. Or at least two or more programs.
You cant use an AP English Language or Literature course. You are assessed against the "Teaching Standards" which incorporate the UK NC. Most providers just wont work with a candidate who doesnt fit into that 'box', they are likely to shuffle you off to their PGCEi/iQTS program which generates them more coin than they are to really make AO work for you.

If QTS is your prefered option than I would suggest looking at the Sunderland PGCEi program as its program has been accepted (and they have an add-on module) that allows you to obtain HK Registered status (Professional grade credential). Which would go to some degree to alleviate whatever issues may arise with the iQTS pathway. You could always just fall back on the HK credential if need be.

Youre not limited to just one pathway, its not a fork in the road. You can choose a low cost pathway such as the MA Provisional and then see what it does for you. With your resume recruiters are looking for something that checks that 'legal pro. edu' box so that they an get you a visa or employ you.

As an ESOL IT you know you have some of the luck going against you, ESOl tends to be seen as toxic and anything it touches tainted. Its hard (and a pro edu credential helps) showing youre a real IT.

Many IB ISs especially classical IBWSs wont be interested, but there are lower tier IB ISs that will see you as potentially worth training. None of thats relevant if because of a lack of credential they cant get you a visa or permit and thus cant hire you (even though ESOL provides them a greater alternative path to getting you in country). IB ISs usually dont have to make such considerations.

Youre Masters isnt in Edu, which decreases your marketability for anything outside ESOL.

Concur with @Sarah10 and would add that you start either process well in advance.

@Dc533333

First, how do you know you will "love" being a Literature IT? You thought you would love being an attorney but that didnt turn out the way you thought and being a Uni ESOL tutor is not the same or really anywhere close to being an IT in an academic classroom. For that matter being an ET in a hagwon/eikaiwa is closer but not close enough that anyone in IE will give you coin for it.

As to your inquiry:

THE GOOD

If this is the route you are sure is worth the investment than look at Teach Ready out of FL. Its essentially the same type of program (youd be shockingly surprised how alike they are) as Teach Now but doesnt have the same degree of issues and baggage that Teach Now has.
1) The field experience is shorter.
2) The credential you get is longer (5 years vs. 4 years)
3) The PD renewal options both allow repeated exams (though Teach Nows is the PRAXIS and requires one as opposed to two exams at a minimum).
4) A FL credential is likely to have better mobility than DCs. You probability of acceptance of the FL credential than the DC credential is likely to have fewer issues if applying for QTS (as an NQT/ECT) than DCs which is more likely to be denied.
5) The cost of either program is about the same.
6) The Teach Ready credits are more valuable as UWF is actually regionally accredited by SACS whereas Teach Nows Moreland Uni is only DEAC accredited. To that end UWF has a real campus whereas Moreland does not, and it may be easier to obfuscate whether your EPP/ITT program was delivered online or F2F. You cant do that with Moreland and you may be able to with UWF.
7) It avoids the stereotype that comes along with Teach Now and the DC credential. You will simply have fewer questions to answer and fewer problems. Once you have a few years of quality high performing experience no one will care and it wont matter so much if at all, but until then and if you do decide to transition the credential FL will be easier.

THE BAD

Skipping a lot of historical background the new shiny credential is iQTS, its usually offered (as part of the cohort of a small group of Unis and providers approved to offer iQTS) alongside the PGCEi (or its equivalent whatever the particular Uni is calling it). Its not a bad way to go, but its QTS that matters not the PGCEi, though many British leaders and recruiters have a strong preference for the traditional academic PGCE as part of an EPP/ITT program, thats the gold standard. If youre not going to do that though than how you get QTS matters less, as all the other avenues to get QTS tend to be grouped together in an albeit inferior group. It will cost you about the same as Teach Now or Teach Ready. Some of the factors include:
1) PGCE, including PGCEi programs are equivalent to about half of or a year of Masters level work, which you can usually apply to a Masters program offered by the Uni providing the PGCEi. This is far more coursework than Moreland or UWF will give you.
2) Most of the PGCEi programs are offered by unis with better status than Moreland and UWF. Nottingham may not be the greatest Uni but at least its fully accredited and has more recognition (and better marketability given the number of graduates in IE from it) than Moreland or UWF.
3) The QTS you get (currently) even as an ECT is a lifetime credential without PD requirements.
4) QTS has better recognition everywhere outside the US.
5) There are AO QTS programs that are about half (or more) the cost of a PGCEi and iQTS program.

The biggest issues are:
1) Induction. If you get dumped into the NQT/ECT pool, induction will be difficult to do and will likely be something your stuck with throughout your career compared.
2) iQTS is so new its status is still very tentative in the world of IE. The Dfe basically took a run around Parliment and just decreed iQTS can be recognized for the issuance of QTS. Thats all fine and well, even so far as inspectorates and BSOs go, but IE is its own creature and no ministry can make a BS really do anything, sure an inspectorate can hand down a report and BSOs can loose their organization affiliation but there are a LOT of BSs that are not BSOs and they dont have to listen to anyone. Moreover even if there was some mechanism of compulsion, its like anything in recruiting you can be not hired for any reason that is explained away by any number of generic difficult to prove against reasons, and if leaders and recruiters think iQTS is inbferior and they deem to treat it as such thats whats going to happen. The field of IE just doesnt know yet.

If this avenue is more to your preference than I would suggest looking at the Sunderland PGCEi program as its program has been accepted 9and they have an add-on module) that allows you to obtain HK Registered status (Professional grade credential). Which would go to some degree to alleviate whatever issues may arise with the iQTS pathway. You could always just fall back on the HK credential if need be.

THE UGLY

You seemed rather adverse to the idea, but Im going to mention again the MA Provisional (Entry grade) credential. Very simply you get to find out for pence rather than pounds your worth. Its a couple exams (two at a minimum) and they can be taken online (remotely) for ESOL, Literature, and the Comm. Literacy exam for a few hundred USD and an application fee (you dont even need to complete a separate CRB). You could very easily have the whole process done in a few months with credential in-hand and the MA provisional credential would be an effective lifetime credential. It checks the 'legal IT' box and gets to the how much are you worth, whats your marketability and utility as your career progresses. It lets you start that post credentialing experience clock sooner rather than later. If you go into a degree program it lets you enter an an actual professional edu and not a wannabe edu. In the world of ESOL it will have value (especially if you add an ESOL endorsement). The most significant demerits:
1) Its not transferable. It has zero recognition of any value.
2) It checks the legal box if an IS wants to check that box. It meets the definition for a professional, regular edu credential, but its an assessment pathway that tests to standards in content (not meds/peds/asst) but provides no preparation or training.

Lastly, this isnt a fork in the road where you must choose one path and be forever beholden to it and it alone. You can very well and easily choose the ugly option now and later decide whether to do one of the other (more resource and expense intensive) options at a later point.

The LW clearly stated in the OP that they hold "NPQs/Masters/PGCE QTS". A PGCE is an academic qualification and QTS is a professional grade regular credential. That and their experience certainly meets the conditions for SA registration.

Its possible someone sabotaged a reference, but all of them? If not and SA wanted to work with a candidate, they would either advise them to remove the offending reference and/or supply a new/different one. Its less likely they would comment on the unlikelihood of being hired with that scenario as their excuse.

The assignment process is more a matter of self selection then assignment, you complete they entry questionnaire and depending on factors you select your placed with the associate that either represents a particular group (such as interns, etc.) or its based on the location you select. You can select different regions depending on who you want based off of trial and error or looking at the associates profiles. SA will never mail you anything (with rare exceptions). Though it is up to that associate to accept you.

Did the LW pay the coin for registration? Its an odd scenario as @SJ indicated. If the LW paid the coin and their account was created than they dont need an associate to put them forward for the position, they just login and apply. If SA didnt activate the profile at all did they refund the registration fee (if the LW registered through the UK office there would be no fee to refund)?

I dont disagree with @ThamesPirate about the yuckiness of gatekeeping, but ISs register with premium agencies, and pay the coin for them, for exactly that reason, to stem the tide at the gate, especially for highly desirable roles and regions (such as JP).

This is really two issues that worked against the LW in synergy. One its a very narrow applicant search (consisting of a single application), that just isnt worth SAs time. The candidate doesnt fit the profile the IS is likely looking for even if that profile consists of an esthetic quality wholly absent of merit, so SA and the associate isnt going to make anything off of it, and its work to service a profile and candidate who has little or no activity. The other is that racism is a very alive, and in many countries very valid characteristic for recruiting and staffing. ISs are selling a product to parents, the parents are customers, the IS the broker, and yes, the IT is the commodity. In many of these cultures parents expect and can demand that their childrens ITs look a certain way, just as they can get the color of automobile they want they feel no different about applying the same selection criteria when it comes to people. IE has been and still is very much dominated by white people, and colonial edu is perceived as the superior brand. As deplorable as it is, and despite various agencies and organizations in IE pressing for equality non of it changes who is paying the coin and ultimately who the decision maker in this complex web really is.

This is why I need coffee..

My report was referring to North Korea and Palestine, not Pakistan.

A couple of essential questions:

1) What do you plan on teaching in IE? Are you going to stay with ESOL or is there another teaching area (specifically one tied to your academic preparation) you intend to pursue?

2) Whats your goal? Is it to transition to IE and stay a classroom IT, do you intend to migrate into leadership or a role that isnt classroom based (counselor, tech, library, coordinator, etc.), is it something else (owning your own tutoring or ESOL business), is it to get into the EU (or JP, or elsewhere) get citizenship (or at least PR) and do something else, move into tertiary (higher ed)?

3) Youre very new to edu, whats your feeling on the ESOL industry as a career? I ask because if the vocational (corporate) ESOL market is really what you want to do and you think a K12/KS teaching credential would help you, youre right, but there are faster and cheaper ways to get one than doing a more expensive and protracted process ITT/EPP program. I suppose its the age old question, why do you want to be a teacher?

4) Do you have any EDU background? Either academic preparation or experience in a classroom.

5) What resources can you pull together? Not just financially, theres a range of options from about USD$100 (ACSI) and Coursera (they have an ESOL certificate program) and programs in ESOL and then theres the more traditional Pro.Ed. options that start at a few hundred USD for asst pathways (MA) and about £3K for AO or a DELTA. Moving up to about twice that for a skills based US pathways and the entry cost of the cheapest UK PGCE(i) programs and other academic Masters programs in EDU and EDU adjacent degrees. Doctoral routes start at about 20K (non-International rate). In addition though what resources do you have access to in terms of completing fieldwork as part of the EPP/ITT program? Teach Now takes 12 weeks which if for no other reason is a long time to be at an IS from 8-4 (maybe 2 or 3) and then going to your Hagwon in the evenings (and maybe weekends) compared to Teach Ready which is 5 days and a lot easier to manage. Which is 5 days too many (and USD$6K too much) if all you need is a credential to check the legal box in IE for a few years.

In very brief reply to your inquiries:

A) Teach Now has issues but they can be circumstantial issues. The DC credential is still a professional grade credential.

B) HI didnt go well for the most part. Those ITs either retained DC or were recommended for initial credentialing in DC so it wasnt career over for the vast majority of them. Many of them werent going to work in the US so they moved on (with a lot of bitterness) but they moved on.

C) You cant apply for reciprocity with HI or for the vast majority of states right away (there are some exceptions such as TX, etc.). Many of them will require you to have prior KS/K12 experience post initial credential.

D) DC (OSSE) isnt likely to get "fed up" with being the clearing house for OS credentialing in the US. Its possible, the big change was years ago and they seem rather content with their current state, but nobody has a crystal ball on these things. For that matter the current state of QTS (and iQTS) is likely to persevere for awhile.

How would you even get on the internet in Pakistan? For NK at least theres infrastructure.
Assuming you had a stable and reliable network connection, it could potentially work. The first issue is, Paypal does utilize a list of known VPN access points and blacklists them, meaning connections from nodes (access points such as those used by a VPN) are generally blocked when they attempt to access. VPNs get around this by switching IP and MAC addresses for those access points. The second problem is going to be that Paypal keeps a log of your access points and if it finds an odd IP address (basically anything outside the US or even a significant distance away from where you would usually log in) it could potentially flag that access and either deny access and escalate your challenge requirements (what you have to do to verify your access credentials) and potentially (and likely) lock your account.
So what you would need to do is use a VPN that offers bridges (these are access points that are not published and those are more likely to have a longer validity time), or just hope you login through a VPN access point thats been recently refreshed. Then you would have to select a VPN access point in the US and hope its close enough to your usual point of access not to alarm Paypal as a possibly fraudulent transaction. If all that aligns and youre able to login you can then attempt your transaction and hope it doesnt get flagged. There are a lot of points of failure and thats by design for security and fraud prevention.

You should also understand you may end up running afoul of OFAS, this is the US department (of the US Treasury department) that enforces financial, economic and trade sanctions of which both Pakistan and NK are subject to. Even if youre not personally liable for any such compliance, Paypal is, and they dont want to be involved with that kind of mess in any way shape or form. If theres any irregularity they detest indicating your access from either of these two regions they are likely to lock, and restrict your account and make a report of the attempt. If you have any funds on account with them its likely they will be frozen and it will take you forever if not never to get your coin back. This could also effect the funding account at your financial institution (if you have one attached), and they may take additional action.

What you ask is possible, its not improbable, but it does have a heightened level of risk.

IE is a different creature than the corporate world, which most websites cater to. Unless youre a member of one of the premium agencies there likely isnt a real person you can go to.

You may want to use a more functional/structural approach utilizing the expected reverse chronological format. List the dates, job title and then the general location for the heading and then include the ISs/DSs in bullet point(s), as opposed to listing each IS/DS with its own heading. The emphasis is more than on youve done X role for Y length of time in Z region. This can dramatically shorten your resume.