対面学習のグローバル市場2021-2028:学術、芸術、スポーツ、その他

調査会社Research Dive社が発行したリサーチレポート(データ管理コード:RDV22AU030)
■ 英語タイトル:In-person Learning Market by Course Type (Academics, Arts, Sports, and Other Courses), Application (Cram School and At-home Teaching), End-user (Pre-school Children, Middle School Students, High School Students, and College Students), and Regional Analysis (North America, Europe, Asia-Pacific, and LAMEA): Global Opportunity Analysis and Industry Forecast, 2021–2028
■ 発行会社/調査会社:Research Dive
■ 商品コード:RDV22AU030
■ 発行日:2022年4月
■ 調査対象地域:グローバル
■ 産業分野:教育
■ ページ数:175
■ レポート言語:英語
■ レポート形式:PDF
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Research Dive社の当調査資料では、世界の対面学習市場について多面的に分析し、調査手法、エグゼクティブサマリー、市場概要、コース種類別(学術、芸術、スポーツ、その他)分析、用途別(学習塾、在宅教育)分析、エンドユーザー別(未就学児、中学生、高校生、大学生)分析、地域別分析、企業情報などの内容をまとめております。なお、当書に掲載されている企業情報には、ISACA、Sylvan Learning、LLC、Wyzant, Inc.、Kaplan, Inc.、INSEAD、British Study Centers、Triumphant Institute of Management Education Pvt. Ltd、Vibrant Academy、All A's Tuition、ITS Education Asia.などが含まれています。
・調査手法
・エグゼクティブサマリー
・市場概要
・世界の対面学習市場規模:コース種類別(学術、芸術、スポーツ、その他)
・世界の対面学習市場規模:用途別(学習塾、在宅教育)
・世界の対面学習市場規模:エンドユーザー別(未就学児、中学生、高校生、大学生)
・世界の対面学習市場規模:地域別
・企業情報
*** レポート概要(サマリー)***

According to Research Dive analysis, the global in-person learning market is estimated to generate a revenue of $38,220.5 million by 2028, increasing from $18,009.1 million in 2020, at a healthy CAGR of 10.3%.

Covid-19 Impact on In-person Learning Market:
Several countries implemented complete lockdowns, social distancing norms, and travel bans to combat the spread of the novel coronavirus. Several sectors were directly and indirectly affected by the measures taken to prevent contracting the disease. The COVID-19 pandemic has created economic uncertainties for various businesses and the in-person learning market experienced a negative impact owing to the closing of schools, colleges, and universities. Furthermore, most students and parents adopted online learning to avoid getting contracted the virus. Such factors had a negative impact on the growth of the global in-person learning market.

In-person Learning Market Analysis:
Growing expenditure on children education is the major factor driving the global in-person learning market from 2021 – 2028. For instance, as per the Editorial Projects in Education, Inc., U.S. families spent an estimated $232 billion in 2021 on private schools and education-related activities, an increase of nearly $20 billion or about 10% from annualized spending in previous years, according to the survey of more than 3,000 parents. Furthermore, growing government expenditure on education to provide quality education to rural student will further boost demand for in-person learning market in coming years.
Many countries have temporarily closed schools, colleges, and training institutes to reduce the spread of novel coronavirus. As a result, schools, colleges, and training institutes moved toward online learning. Meanwhile, during the pandemic, the majority of executive training and corporate training organizations started providing training through online platforms. In-person learning is expected to suffer as a result of the growing popularity of online learning platforms.
Over the past few years, governments have increased expenditure on improving education and learning. Developing countries like India, China, and Indonesia have taken several initiatives to improve education in rural part of countries. Furthermore, growing number of students appearing for competitive exams and higher studies will boost the boost the market for in-person learning in the coming years. Moreover, large number of students are going in foreign countries for higher studies which is projected to provide growth opportunities for the in-person learning market.

Based on course type, the in-person learning market has been classified into academics, arts, sports, and other courses. The academics sub-segment was the highest contributor to the market, with $11,626.3 million in 2020, and is estimated to reach $25,323.0 million by 2028, at a CAGR of 10.6% during the forecast period.
Based on application, the in-person learning market has been classified into cram school and at-home teaching. The cram school sub-segment was the highest contributor to the market, with $14,308.1 million in 2020, and is estimated to reach $30,797.0 million by 2028, at a CAGR of 10.5% during the forecast period.
Based on end-user, the in-person learning market has been classified into pre-school children, middle school students, high school students, and college students. The high school students sub-segment was the highest contributor to the market, with $6,743.2 million in 2020, and is estimated to reach $13,865.8 million by 2028, at a CAGR of 9.8% during the forecast period.
Based on geographical scope, the market was investigated across North America, Europe, Asia-Pacific, and LAMEA. Asia-Pacific in-person learning market was the highest revenue contributor, accounting for $5,780.9 million in 2020, and is estimated to reach $12,880.3 million by 2028, with a CAGR of 11.0%. Asia-Pacific and North America collectively accounted for around 59.9% share in 2020, with the former constituting around 32.1% share.

The companies involved in the global in-person learning market are ISACA, Sylvan Learning, LLC, Wyzant, Inc., Kaplan, Inc., INSEAD, British Study Centers, Triumphant Institute of Management Education Pvt. Ltd, Vibrant Academy, All A’s Tuition, and ITS Education Asia.

*** レポート目次(コンテンツ)***

1.Research Methodology

1.1.Desk Research
1.2.Real time insights and validation
1.3.Forecast model
1.4.Assumptions and forecast parameters

1.4.1.Assumptions
1.4.2.Forecast parameters

1.5.Data sources

1.5.1.Primary
1.5.2.Secondary

2.Executive Summary

2.1.360° summary
2.2.By Course Type trends
2.3.By Application trends
2.4.By End User trends

3.Market overview

3.1.Market segmentation & definitions
3.2.Key takeaways

3.2.1.Top investment pockets
3.2.2.Top winning strategies

3.3.Porter’s five forces analysis

3.3.1.Bargaining power of consumers
3.3.2.Bargaining power of suppliers
3.3.3.Threat of new entrants
3.3.4.Threat of substitutes
3.3.5.Competitive rivalry in the market

3.4.Market dynamics

3.4.1.Drivers
3.4.2.Restraints
3.4.3.Opportunities

3.5.Technology landscape
3.6.Regulatory landscape
3.7.Patent landscape
3.8.Pricing overview

3.8.1.by Product
3.8.2.by Application product

3.9.Market value chain analysis

3.9.1.Stress point analysis
3.9.2.Raw material analysis
3.9.3.Manufacturing process
3.9.4.Application analysis
3.9.5.Operating vendors

3.9.5.1.Raw material suppliers
3.9.5.2.Product manufacturers
3.9.5.3.Product distributors

3.10.Strategic overview

4.In-Person Learning Market, by Course Type

4.1.Academics

4.1.1.Market size and forecast, by region, 2020-2028
4.1.2.Comparative market share analysis, 2020 & 2028

4.2.Arts

4.2.1.Market size and forecast, by region, 2020-2028
4.2.2.Comparative market share analysis, 2020 & 2028

4.3.Sports

4.3.1.Market size and forecast, by region, 2020-2028
4.3.2.Comparative market share analysis, 2020 & 2028

4.4.Other Courses

4.4.1.Market size and forecast, by region, 2020-2028
4.4.2.Comparative market share analysis, 2020 & 2028

5.In-Person Learning Market, by Application

5.1.Cram School

5.1.1.Market size and forecast, by region, 2020-2028
5.1.2.Comparative market share analysis, 2020 & 2028

5.2.At-home Teaching

5.2.1.Market size and forecast, by region, 2020-2028
5.2.2.Comparative market share analysis, 2020 & 2028

6.In-Person Learning Market, by End User

6.1.Pre-School Children

6.1.1.Market size and forecast, by region, 2020-2028
6.1.2.Comparative market share analysis, 2020 & 2028

6.2.Middle School Students

6.2.1.Market size and forecast, by region, 2020-2028
6.2.2.Comparative market share analysis, 2020 & 2028

6.3.High School Students

6.3.1.Market size and forecast, by region, 2020-2028
6.3.2.Comparative market share analysis, 2020 & 2028

6.4.College Students

6.4.1.Market size and forecast, by region, 2020-2028
6.4.2.Comparative market share analysis, 2020 & 2028

7.In-Person Learning Market, by Region

7.1.North America

7.1.1.Market size and forecast, by Course Type, 2020-2028
7.1.2.Market size and forecast, by Application , 2020-2028
7.1.3.Market size and forecast, by End User , 2020-2028
7.1.4.Market size and forecast, by country, 2020-2028

7.1.5.U.S.

7.1.5.1.Market size and forecast, by Course Type, 2020-2028
7.1.5.2.Market size and forecast, by Application , 2020-2028
7.1.5.3.Market size and forecast, by End User , 2020-2028

7.1.6.Canada

7.1.6.1.Market size and forecast, by Course Type, 2020-2028
7.1.6.2.Market size and forecast, by Application , 2020-2028
7.1.6.3.Market size and forecast, by End User , 2020-2028

7.1.7.Mexico

7.1.7.1.Market size and forecast, by Course Type, 2020-2028
7.1.7.2.Market size and forecast, by Application , 2020-2028
7.1.7.3.Market size and forecast, by End User , 2020-2028

7.2.Europe

7.2.1.Market size and forecast, by Course Type, 2020-2028
7.2.2.Market size and forecast, by Application , 2020-2028
7.2.3.Market size and forecast, by End User , 2020-2028
7.2.4.Market size and forecast, by country, 2020-2028

7.2.5.Germany

7.2.5.1.Market size and forecast, by Course Type, 2020-2028
7.2.5.2.Market size and forecast, by Application , 2020-2028
7.2.5.3.Market size and forecast, by End User , 2020-2028

7.2.6.UK

7.2.6.1.Market size and forecast, by Course Type, 2020-2028
7.2.6.2.Market size and forecast, by Application , 2020-2028
7.2.6.3.Market size and forecast, by End User , 2020-2028

7.2.7.France

7.2.7.1.Market size and forecast, by Course Type, 2020-2028
7.2.7.2.Market size and forecast, by Application , 2020-2028
7.2.7.3.Market size and forecast, by End User , 2020-2028

7.2.8.Spain

7.2.8.1.Market size and forecast, by Course Type, 2020-2028
7.2.8.2.Market size and forecast, by Application , 2020-2028
7.2.8.3.Market size and forecast, by End User , 2020-2028

7.2.9.Italy

7.2.9.1.Market size and forecast, by Course Type, 2020-2028
7.2.9.2.Market size and forecast, by Application , 2020-2028
7.2.9.3.Market size and forecast, by End User , 2020-2028

7.2.10.Rest of Europe

7.2.10.1.Market size and forecast, by Course Type, 2020-2028
7.2.10.2.Market size and forecast, by Application , 2020-2028
7.2.10.3.Market size and forecast, by End User , 2020-2028

7.3.Asia Pacific

7.3.1.Market size and forecast, by Course Type, 2020-2028
7.3.2.Market size and forecast, by Application , 2020-2028
7.3.3.Market size and forecast, by End User , 2020-2028
7.3.4.Market size and forecast, by country, 2020-2028

7.3.5.China

7.3.5.1.Market size and forecast, by Course Type, 2020-2028
7.3.5.2.Market size and forecast, by Application , 2020-2028
7.3.5.3.Market size and forecast, by End User , 2020-2028

7.3.6.Japan

7.3.6.1.Market size and forecast, by Course Type, 2020-2028
7.3.6.2.Market size and forecast, by Application , 2020-2028
7.3.6.3.Market size and forecast, by End User , 2020-2028

7.3.7.India

7.3.7.1.Market size and forecast, by Course Type, 2020-2028
7.3.7.2.Market size and forecast, by Application , 2020-2028
7.3.7.3.Market size and forecast, by End User , 2020-2028

7.3.8.South Korea

7.3.8.1.Market size and forecast, by Course Type, 2020-2028
7.3.8.2.Market size and forecast, by Application , 2020-2028
7.3.8.3.Market size and forecast, by End User , 2020-2028

7.3.9.Australia

7.3.9.1.Market size and forecast, by Course Type, 2020-2028
7.3.9.2.Market size and forecast, by Application , 2020-2028
7.3.9.3.Market size and forecast, by End User , 2020-2028

7.3.10.Rest of Asia Pacific

7.3.10.1.Market size and forecast, by Course Type, 2020-2028
7.3.10.2.Market size and forecast, by Application , 2020-2028
7.3.10.3.Market size and forecast, by End User , 2020-2028

7.4.LAMEA

7.4.1.Market size and forecast, by Course Type, 2020-2028
7.4.2.Market size and forecast, by Application , 2020-2028
7.4.3.Market size and forecast, by End User , 2020-2028
7.4.4.Market size and forecast, by country, 2020-2028

7.4.5.Latin America

7.4.5.1.Market size and forecast, by Course Type, 2020-2028
7.4.5.2.Market size and forecast, by Application , 2020-2028
7.4.5.3.Market size and forecast, by End User , 2020-2028

7.4.6.Middle East

7.4.6.1.Market size and forecast, by Course Type, 2020-2028
7.4.6.2.Market size and forecast, by Application , 2020-2028
7.4.6.3.Market size and forecast, by End User , 2020-2028

7.4.7.Africa

7.4.7.1.Market size and forecast, by Course Type, 2020-2028
7.4.7.2.Market size and forecast, by Application , 2020-2028
7.4.7.3.Market size and forecast, by End User , 2020-2028

8.Company profiles

8.1.ISACA

8.1.1.Company overview
8.1.2.Operating business segments
8.1.3.Product portfolio
8.1.4.Financial performance
8.1.5.Key strategy moves and development

8.2.Sylvan Learning, LLC

8.2.1.Company overview
8.2.2.Operating business segments
8.2.3.Product portfolio
8.2.4.Financial performance
8.2.5.Key strategy moves and development

8.3.Wyzant, Inc.

8.3.1.Company overview
8.3.2.Operating business segments
8.3.3.Product portfolio
8.3.4.Financial performance
8.3.5.Key strategy moves and development

8.4.Kaplan, Inc.

8.4.1.Company overview
8.4.2.Operating business segments
8.4.3.Product portfolio
8.4.4.Financial performance
8.4.5.Key strategy moves and development

8.5.INSEAD

8.5.1.Company overview
8.5.2.Operating business segments
8.5.3.Product portfolio
8.5.4.Financial performance
8.5.5.Key strategy moves and development

8.6.British Study Centers

8.6.1.Company overview
8.6.2.Operating business segments
8.6.3.Product portfolio
8.6.4.Financial performance
8.6.5.Key strategy moves and development

8.7.Triumphant Institute of Management Education Pvt. Ltd

8.7.1.Company overview
8.7.2.Operating business segments
8.7.3.Product portfolio
8.7.4.Financial performance
8.7.5.Key strategy moves and development

8.8.Vibrant Academy

8.8.1.Company overview
8.8.2.Operating business segments
8.8.3.Product portfolio
8.8.4.Financial performance
8.8.5.Key strategy moves and development

8.9.All A’s Tuition

8.9.1.Company overview
8.9.2.Operating business segments
8.9.3.Product portfolio
8.9.4.Financial performance
8.9.5.Key strategy moves and development

8.10.ITS Education Asia

8.10.1.Company overview
8.10.2.Operating business segments
8.10.3.Product portfolio
8.10.4.Financial performance
8.10.5.Key strategy moves and development



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※当サイト上のレポートデータは弊社H&Iグローバルリサーチ運営のMarketReport.jpサイトと連動しています。
※当市場調査資料(RDV22AU030 )"対面学習のグローバル市場2021-2028:学術、芸術、スポーツ、その他" (英文:In-person Learning Market by Course Type (Academics, Arts, Sports, and Other Courses), Application (Cram School and At-home Teaching), End-user (Pre-school Children, Middle School Students, High School Students, and College Students), and Regional Analysis (North America, Europe, Asia-Pacific, and LAMEA): Global Opportunity Analysis and Industry Forecast, 2021–2028)はResearch Dive社が調査・発行しており、H&Iグローバルリサーチが販売します。


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