NY2Asia wrote:
> teachers there
> seemed very happy with what was going on there. They're connected with the
> Concordia in Shanghai and HKIS as well. . . overall
> Concordia teachers gave off the vibe that they were enjoying their work
> more. Concordia is a non-profit as well.

It is also a Christian School following the traditional education of the Lutheran Church Missouri Synod.

Curious about how long they'll be allowed to stay in the country. The Vietnamese government is notoriously hard on evangelicals and their proselytizing.

fine dude wrote:
> United World Colleges, among others, do a pretty good job in providing a well-rounded
> education.

But are hardly representative of International Schools generally.

Decent US public schools, UK state schools and Australian government schools will generally be much better run than all but the best International Schools.

It's the travel, seeing new cultures / meeting new people, tax free salary, smaller class sizes etc. that makes IS teaching worthwhile.

BISV, SSIS and ISHCMC are considered the top 3. Each one has its own supporters.

UNIS Hanoi has the best reputation in the country - although whether it's deserved I couldn't say.

.

shadowjack wrote:
> Callin,
>
> What exactly is "International Primary Curriculum"? Are you
> talking about Regio? Montessori? IB PYP? Regular international curriculum?
> British international curriculum?
>
> Why would you want to take a course in it? Does your school not provide
> training and materials?
>
> Honestly, I would read up and familiarize yourself with the system at your
> school, make sure they are well-resourced (talk to the other teachers) or
> bring some of your key resources with you.
>
> Good luck though!


I think this post speaks for itself. Oh dear!

UWC Southern Africa?

SuzieQ wrote:
> A teacher of MYP
> is encouraged to also examine problematic knowledge with her students,
> perhaps around genetic testing/ manipulation etc. .... how genetic
> information informs the science of cladistics and the limits of that
> knowledge for understanding evolution ... on and on according to the what
> engages your class, and thereby connect the 'textbook stuff' to what is
> happening in the ever changing world of contemporary scientific research,
> and making the learning authentic. And this applies to all MYP subjects.

And it equally applies to IGCSE and no doubt good American, Canadian, Australian and other national systems.

I love (and prefer) the MYP for all sorts of reasons (as well as the PYP and IBDP) - but this idea that IGCSE is a rigid, content over skills, teacher-led curriculum is way off base.

Bij Bam wrote:
> There are students who thrive in a
> 'rigid', teacher-led education, and students who thrive in an environment where it's totally up to themselves what and how they want to learn.

These are two extremes. I wouldn't want either for my child.

As an IB teacher, I dislike the straw man argument that other systems are all teacher-led, rigid, spoon feeding environments. This view implies an air of superiority and arrogance that doesn't sit well, and surely can't reflect the ideals of the learner profile.

.

Aiglon College, Switzerland
British School in the Netherlands
British School of Brussels
British School of Paris
King's College, Madrid

.

.

.

BIS (British) SSIS (American) and ISHCMC (All through IB) were considered the best.
ISHCMC has recently been bought by Cognita, so we wait with bated breath to see what they'll do with it . . .
AIS (Australian - merged recently with ACG), ABC (British) and maybe Saigon Pearl seemed ok.
AIS (American) RISS (British) and Viet Australian (Aussie?) are reputed to be avoided at all costs.
A bunch of others have sprung up - not sure where they'd fit in.

.