K–12 (spoken as "k twelve", "k through twelve", or "k to twelve"), for kindergarten to 12th grade, indicates the sum of primary and secondary education. A preschool, also known as nursery school, pre-primary school, playschool or kindergarten, is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school. A primary school is a school in which children receive primary or elementary education from the age of about six to twelve, coming after preschool, infant school and before secondary school. A middle school is an educational stage which exists in some countries, providing education between primary school and secondary school. The concept, regulation and classification of middle schools, as well as the ages covered, vary between, and sometimes within, countries. Normally, grade 7 to grade 9 can be classified into middle school .High School refers to schools that provide eduction just before undergraduate study. It normally covers grade 10 to grade 12 study, the age of students are between 16 and 18 years old.
As English become the most popular language, some parents believe that learning English will bring more opportunities and possibilities for their children\'s future, so the English language international schools are in dominant place. In addition, some other language international school are also popular among mongolia families such as French.
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Mongolia K-12 International School Industry Market Analysis and forecast
According to our research, the market continues to expand as the product continues to upgrade and technology and the economy develop. Mongolian K-12 international schools face a moderate state of competition. The market is moderately concentrated. The top three companies are Orchlon, ISU, ASU with the revenue market share of 16.00%, 12.43% and 6.68% in 2019. The barrier to entry of the industry is relatively high. It is not easy for new entrant to enter and obtain recognition of downstream customers without strong financial background and human resources.
The Mongolia K-12 International Schools market has a total revenue of 45.19 M USD back in 2015, and increased to 68.15 M USD in 2019. We made a series of functional calculation and deduced the past 5 year’s data with scientific model. Finally, we made the prediction that the value of Mongolia K-12 International Schools markets can be 162.07 M USD by 2027. The CAGR of Mongolia K-12 International Schools is 11.44% from 2019 to 2027. The growth of the Mongolia K-12 International Schools market is driven by the downstream demand market. As the Mongolia economy develops, the population continues to increase. The downstream demand plays an active role in the expansion of the Mongolia K-12 International Schools market. As the country is in a period that requires a number of talents to develop its economy strength, there are opportunities for the industry as long as the school can ensure the quality of the service. Although the sale of Mongolia K-12 International Schools provides some opportunities, the research team recommends that new entrants who do not have the advantages of the industry chain and the precise positioning of customers should not enter easily. More importantly, companies in this industry should focus on their service, continue to introduce new concepts, innovate and improve services, and then they can gain competitive advantage and gain greater market share.
SWOT analysis of Mongolia K-12 International School Industry
With the development of globalization, the degree of social and cultural exchanges is getting deeper and deeper. The emergence of multinational companies has also made society aware that talents who can respond to multiple cultures will play an active role in the workplace. Therefore, some parents choose to let their children participate in K-12 international school education and prepare for studying abroad. For many parents, K-12 International School is their first choice when their children may be immature and unable to live independently in a completely different cultural background. With the development of the economy, Mongolia’s middle class has greatly increased in number and spending power, and has the ability to send children to international schools. Strong downstream demand has promoted the development of the industry. With the emergence of new technologies, international schools tend to accept innovative teaching methods. The new method applies to courses designed and developed by educators in the institution. International schools are using various methods to help students learn through interaction and collaboration. International schools are pioneers in the use of educational technology for teaching. The teaching process includes new technologies such as augmented reality, virtual reality, 3D printing, wearable technology and drones. These technologies can make the classroom lively, attract students\' attention, strengthen classroom interaction, and improve learning efficiency. The introduction of new technologies and concepts has not only enriched the teaching strength of the school, but also strengthened the credibility of international schools. In terms of introducing new technologies and teaching methods, the prevailing belief is that international schools will outperform ordinary schools. This is why international schools are more attractive to parents than ordinary schools. Therefore, the introduction of new technologies and concepts is also one of the driving forces to promote industry progress.
Due to the curriculum, teacher resources, learning environment and other factors, K-12 international schools in Mongolia often charge high tuition fees, and only a part of the wealthy class can enroll. While this guarantees school income, it also limits the development of the market. Parents’ requirements for international high schools are often higher than those of ordinary high schools. In particular, international schools are often regarded by parents as a bridge to the international community for their children, so they pay special attention to teachers, educational resources, curriculum settings, and so on. Regardless of the senior foreign teachers, the creation of a learning environment or the acquisition of qualification certificates, there are relatively high thresholds. If the new entrants do not have sufficient funds and mature business model, it may be difficult to obtain recognition from downstream customers.
Mongolia’s economy is actually not ranked high in the world. In recent years, thanks to the development of the mining industry and abundant mineral resources, Mongolia has become one of the fastest-growing countries and is expected to be among the “emerging economies”. Mongolia\'s overall consumption power has also strengthened, and the desire for stronger science and technology and economic strength has prompted the country to increase investment in education to cultivate more diverse talents. Mongolia\'s education system has undergone tremendous changes in the 20th century. Before the reform, most of Mongolia was illiterate, but now Mongolia’s literacy rate is very high, maintaining around 98%. In contrast, the World Bank sets the literacy rate of Mongolia\'s more prosperous neighbor, China, at 91%. The majority of the population enjoys free primary education, and the law stipulates that all citizens have the right to receive education. The Mongolian government’s informal distance education program also provides citizens with opportunities to learn to read and write. Mongolia’s economic development is inseparable from talents. The emphasis on education can form a good social atmosphere and guide parents to establish correct educational concepts, thereby increasing investment in education and bringing opportunities to the industry.
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