Stamford American School Hong Kong

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Stamford American School


HONG KONG (November 25, 2016)

Stamford American School Hong Kong has received the Certificate of Provisional Registration from the Education Bureau, which allows the school to launch its campus in September 2017 for children ages 5 to 18 years old.

Stamford’s campus will be located in Ho Man Tin, Kowloon, joining the area’s network of renowned local and international schools. Stamford will offer convenient access to the school for families living across Hong Kong with a school bus system as well as various public transportation options, including a newly opened Ho Man Tin MTR station.

Stamford will cater to 500 students from Pre-Primary (Kindergarten) to Grade 8 in its first academic year, and plans to grow to a school of 1,100 students from Pre-Primary to Grade 12 by 2021. Stamford will offer a standards-based curriculum following the American Education Reaches Out (AERO) and Common Core Plus standards, graduating students with the International Baccalaureate Diploma Program (IB DP) to universities worldwide.

Prior to the school opening in September 2017, Stamford American School Hong Kong has opened an Admissions Office at Two Exchange Square for families to meet with the Admissions Team and Superintendent Mr. Malcolm Kay. Stamford will now begin accepting applications for the 2017-2018 academic year.

For media inquiries, please contact: For admissions inquiries, please contact:

Wai Yan Yip                                                          Angela Pedron

Marketing Manager                                               Admissions Director

+65 6593 7680                                                     +852 2500 8688

[email protected]                             [email protected]

About Stamford American School Hong Kong

Stamford American School Hong Kong* is a world-class school for students aged 5 to 18 years old launching in Hong Kong September 2017. Stamford offers a conservative, standards-based curriculum from Pre-Primary (Kindergarten), graduating students with the International Baccalaureate Diploma Program (IB DP) or American High School Diploma, or both.

Stamford has a sister campus in Singapore, Stamford American International School Singapore, which has been recognized as a leading international school with over 3,000 students from 70 nationalities and was named as Singapore’s “Super School” by the Today Tonight show in Australia. Stamford is also a part of Cognita, a global schools network with over 65 schools across Europe, Latin America and Asia.

For more information about Stamford, please visit or contact the Admissions Team at +852 2500 8688 or [email protected]

*Stamford American School Hong Kong will apply to the International Baccalaureate for program candidacy in December 2017.

Does it matter which university you study at?

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This was the question answered in a recent BBC Education survey by their education correspondent Sean Coughlan and it threw up some interesting points. He noted that while in an ideal world we would all get onto a course that we enjoyed in a place that suited our needs, the fact remains that part of the reason for taking a degree [for some the only reason] is for the paths it opens in further learning and careers. Getting onto those paths requires another person to process your application and inevitably they may consider not only what your degree subject and grades are but where you took them. And with universities now charging different fees, our approach, whether we like it or not, is now much more consumer oriented – we begin to consider value for money.

Once we discount the intangible [and therefore priceless but unknowable] rewards of university life – social, emotional and intellectual – we are left with the financial rewards.

The BBC analysed research by The Institute for Fiscal Studies, Cambridge University, Harvard University and the Institute of Education, UCL showing the incomes of 260,000 graduates and a very wide spectrum of likely earnings. At the top was a tiny group of universities, headed by, surprise surprise, the London School of Economics, Oxford and Cambridge. From these institutions, 10% of male graduates earn more than £100,000 a decade after leaving university. The LSE is the only place where 10% of female graduates are also in this top earning bracket. About another 30 or so universities, have 10% of graduates earning above £60,000. And at the bottom are 23 universities where male graduates are likely to end up earning less than non-graduates – nine where that is also the case for women.

However, subject choice is also important. Students taking courses such as medicine, economics, law and maths are likely to be earning much more than the average graduate. And artists are really going to be struggling as they are likely to be earning less than the average non-graduate. So studying maths at a lower university may be better than studying art at a top university, not that this is ever likely to be much of a choice.

However, the combination of these two factors is going to decide the likely financial benefits – the university and choice of subject. But this isn’t all there is to it. Another key finding was that graduates from wealthy families ended up earning more than than those from poorer families, even if they studied the same course at the same university. With more and more people taking degrees it is likely that the stratification we see in society that university used to level out is now continuing through the university years. University has possibly lost its ability to increase social mobility [if that’s what you’re into].

Another factor is the ranking of universities and measuring “outcomes”. Like all rankings these generate self-fulfilling results as people apply to the “best” places which cream off the best students and so get the best rankings and so on. With more people going to university, “which uni?” replaces the previous question “should I go to uni?”

For overseas students, there tend to be two groups. There are those for whom any international university degree will give them massively increased earning potential back home, and others for whom only the best UK institutions will present greater value than attending the best institutions at home. This can be measured both financially and socially. Often, these are interlinked. The UK still has a good presence in the top 100 ranked universities which often matters to employers in emerging economies. However, employers in the UK and other mature economies increasingly react negatively to top-ranked university graduates. They will consider the culture of staff and client that they work with, or they may feel that graduates of a certain school and university combination are too prevalent in their work place already and they look for variety. Many feel that some merit has been lost in university admissions policies or are aware of how much harder it is to access university from overseas or more difficult backgrounds. They increasingly use blind applications so they won’t be prejudiced by school and university backgrounds and look for much more than the standard set of exams, degree grade and internships.

So does it matter? Yes of course but how you determine the answer to that very much depends on your background and what you want to get from your university experience.

The Unique Asia Schools Guide 2016-2017 8th Edition

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The Unique Asia Schools Guide helps parents in every aspect of choosing the best education for their children.

Worried about what school is the right choice for your child? Of course you are! But the answer is in the 8th edition of the Unique Asia Schools Guide. The 2016-2017, 8th edition, contains the latest information about new schools, admissions policies, private and bilingual schools, SEN and crucial advice for parents making applications from abroad.

Our experienced writers and researchers dig deeper and deeper to make a realistic assessment of the international schooling scene in some of Asia’s most popular cities for expatriate families..

Every school we feature is good, but will it be good for your child? Our researchers visit each school and interview staff, parents, analyse exam results, check out sports and arts provisions and examine the costs. Most importantly of all, we talk to current parents and students.

We have insightful articles on:
international school life
• international education Vs the local school system
• secondary studies and university access
• curricula choices
special needs
admission, assessments, and fees
new schools & expanding campuses
With this Guide, you will be able to identify the most suitable school for your child, and be offered advice for every step – from first thoughts to final decisions.

This information cannot be found anywhere else, making The Unique Asia Schools Guide a one of a kind resource for parents making one of the most important decisions in a child’s>

I think I chose the wrong course. What do I do?

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By Danny Harrington, Founder & Director, ITS Education Asia


The first term, let alone year, at university can be difficult to cope with. Not only are you stepping into a brand new course, unsure what it will be like yet expecting it to be far removed from school and much, much harder, but you have to deal with new people on many levels – teachers, friends etc – and usually a new place to live. This can be incredibly daunting and if you have changed country in the process as well, the cultural differences and sheer distance from home and the familiar can be crushing.

In the UK, even students born and bred in the country or veterans of 5 years of boarding school, struggle with the change. The Daily Telegraph reports that, on average, 27% of first year undergraduate students had either dropped out of their course by January or were contemplating doing so by the summer. A further study by the New College of the Humanities has taken to calling November 12th “university defection day” – the date when first year students are most likely to leave their courses. But again, if you have arrived from overseas the pressure to stay is enormous – great commitments and often sacrifices have been made both financially and emotionally to get you there. You don’t want to let people down. Should you therefore sacrifice your own well-being to “just get on with it”?

The key risk is that you may feel you are in danger of wasting three years studying something useless but then feel like you can’t go home because then you would be a year behind and have already spent money on the degree (let alone the emotional response of those around you, real or perceived). You are probably also convinced that taking a degree is your only viable option. The first thing you need to do is try to establish why you have feelings of wanting to change. One immediate distinction may be between academic reasons and more personal reasons. Each will inevitably effect the other but often one is the root cause of your unhappiness.

This leaves you with three options. If you feel it is emotional issues holding you back but you definitely want to do the degree and subject you have chosen you will need to either stick it out or look to reapply to another university for the same course. If you like the university but not the course you may want to look at options for course changes (not so easy in the UK but getting easier). Or you may come to the conclusion that university is not for you and settle on a different path.

But before you do anything, remember you are not alone. These feelings are quite normal – 27% is a huge section of your peer group. So take your time and utilise all the resources around you. Generally it does take a term to settle in so don’t join the “defectors” on November 12th. Get through to the first vacation at the very least when you can take time, hopefully back at home, to reflect in a measured way and take family advice. Before you take that break, use the university’s own counselling resources. You should have a ”pastoral tutor” tasked with your welfare. Their job is to listen to precisely these worries. Remember the university does not want to lose you. They have given you the place and want to see you succeed.

Discuss openly and honestly with your tutor your conflicting feelings about your degree choice, about missing home and struggling to settle at university. He/she will have experience and practical advice and will calmly identify the main issues that need to be solved. If you decide on course change, speak to the admissions department to see how that might be done. It could be quite easy, you won’t know till you ask. Also, remember that these days you can make both direct and UCAS applications to change university and many universities take January admissions, so if that is your decision it does not necessarily mean falling behind and spending more – very important for many overseas students. Don’t make a decision yet but take your options home with you to that first vacation.

Also try talking to students on your course in the years above you. Many will have had the same anxieties but clearly they got through them. It is always a great comfort to see others successfully overcome a problem you are facing. It gives confidence that you can do so too. What seems daunting can be reduced to something much more manageable. It is difficult to gauge how strong your feelings are when they have no context. You have not been in this situation before so you do not know what is “normal”. Speaking to other students and counsellors will often allow you to readjust your feelings in a way that means you can carry on quite happily – completing the course is obviously the path of least resistance.

If in the end you decide to return home and restart the following year, or even to take a different, non-university path, remember that there is nothing wrong with that. You are to be admired for making a decision that is wright for you, not for someone else. There are plenty of options in the world. University is a wonderful experience but only for those who think it is a wonderful experience. It is not for everyone and you can be comfortable with that decision.

To summarize: take your time, seek counselling and opinion, listen and then make your own decision.

Best of luck.

If your feelings go beyond sadness or a generally lack of content and anxiety about choice, if you feel profoundly depressed and especially if you have suicidal thoughts, seek professional help immediately. If a fellow student confides such feelings to you, advise them to seek help immediately and alert a responsible person. Anyone with suicidal thoughts should not wait any longer to seek professional counselling. In the UK the best first point of contact is the Samaritans on 116 123 – 24 hour help free call from any phone.

The value of pushing for a degree and beyond

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Danny Harrington, Founder & Director, ITS Education Asia



Most high income countries now see between 50-60% of each year group enter a post-secondary qualification, many of which will lead to a bachelor’s degree. There are many opinions and arguments about whether this is a good thing, some of which we have addressed previously in this blog.

For those that have the luxury of being able to finance a degree without putting any strain on their welfare, we can only say that a degree must be worth it – for the experience and for the joy of learning, let alone the skills, network and employability factors gained. For those with low or no access to funds the decision becomes a lot more about a return on investment. We would still say that if it can be done it is worthwhile. But The Guardian publishes today a snippet with some feedback from employers about the value of taking a Master’s. And the only path to a Master’s is via a Bachelor’s. So it is yet another argument for continuing your education beyond school as far as you can. The return will come both in terms of salary and in terms of how far you can develop your career.

A huge amount of job satisfaction comes from the feeling of evolution as you progress. For many of us, to do the same job for 40 years is now unthinkable. Of course, you don’t have to jump straight in and there is a lot to be said for gaining work experience between degrees. Also, note that most commentators are interested in the skills-set a Master’s holder brings rather than the specific subject matter…..

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