Speaking from my experience as a teacher in one of those budget schools, there are/were good music teachers teaching there. One of my ex-colleagues was from Yong Siew Toh Conservatory. Another was from Taiwan renowned collage. They had since moved on.Those teachers were very demanding and spend a great deal of time doing drills and technical staff to build up their beginners’ foundation. For 2 years, I heard only a few notes drawn from his students’ bow. The Taiwanese graduate sometimes spend the entire lesson doing nothing but Hanon and scales. Many students quitted out of boredom. A number of parents also withdrew or transferred their kids over disagreement on the children’s readiness for exams. IMO, when parents demanded instant results, progress ironically slowed down.Budget schools make profit by charging below market price. Since they have to pay below market rate, they cannot be too selective about whom they hire.From what I gathered, at least in Southern Queensland, Australia, many teachers do not teach ABRSM. They are not familiar with the syllabus. There are also very limited books on it. Nearly all teachers do AMEB or AMusA. A Japanese teacher there does Trinity, I think because it’ recognized in Japan (meaning could be lost if I misunderstood her). She is not familiar with ABRSM. I suspect ABRSM is popular in other commonwealth nations. Australia, Canada and America have their own exams boards. Europeans and East Asia are more concern about how well and what a student could play, rather then where the certificates are from, unless we are talking about degrees from conservatories.