The Denla Group of Schools reaffirms its strong stance on safety, earning parental trust, and reveals that despite facing declining national birth rates, the demand for international education is growing against the statistical trend. It points to smaller families investing more per child and trusting international curricula to better prepare them for the future.
Most recently, DLTS International School (DLTS) invested THB 600 million to open new buildings, overcoming legal limitations to officially become a fully-fledged International Baccalaureate (IB) school through Grade 9. The school emphasizes an educational philosophy focused on helping children discover themselves through diverse activities and preparing them with lifelong learning skills, while setting a target to expand its student base to 1,000 within three years.
NONTHABURI, THAILAND – Amidst the challenge of Thailand’s continuously declining birth rate, the Denla Group of Schools sees growth opportunities in the international school market. Asst. Prof. Toryos Pandejpong, Executive Director of Denla Group, provides insights into the factors driving modern parents towards international curricula. He emphasizes the school’s commitment to safety, proven by parental trust, alongside the launch of DLTS International School (DLTS)’s new THB 600 million buildings. This investment not only increases student capacity but also officially declares DLTS’s status as a fully-fledged IB international school, aiming to cultivate a new generation of students who know themselves and possess the skills needed for the future.
In an era where Thai society confronts the challenge of a continuously declining birth rate, the demand for quality education, particularly among international schools, is paradoxically rising. This phenomenon interestingly reflects shifts in the mindset and behavior of modern parents. The Denla Group of Schools, a leader in Thai education for over four decades, is not merely adapting but sees growth opportunities, reinforcing its core strengths: “Safety” and “Quality education that meets future needs.”
Safety: The Core Principle that Makes “Denla Truly Denla”
Safety in educational institutions is paramount for parents, and for the Denla Group, it’s not just policy but a rigorously practiced commitment. Asst. Prof. Toryos Pandejpong, Executive Director of Denla Group, speaks firmly on this: “Incidents like a child being locked or asleep in a vehicle, while not frequent—perhaps once a year or every two years—have led us to conduct drills consistently ever since the first such event occurred.
We practice how children can help themselves if trapped in a car. We’ve been doing this for over 10 years, regularly and seriously in all simulated scenarios. Anyone who follows the school’s Facebook can scroll back and see; we practice constantly, regardless of whether real incidents happen. Therefore, the school takes safety and emergency preparedness very seriously, and we drill continuously.”
This commitment to drills and preparedness yielded tangible results recently during the earthquake in Myanmar, whose tremors were felt in Bangkok and surrounding areas. Asst. Prof. Toryos recounts with pride, “Last night, Denla Kindergarten smiled proudly because parents overwhelmingly praised our rapid response measures, visible on Denla’s Facebook. They commended everything from evacuation procedures to communication.
Many said, ‘Denla is truly Denla, always reliable,’ calling it a ‘warm and safe second home.’ Comments like ‘Excellent! Orderly evacuation, traffic was congested but managed, thanks to the teachers for safely evacuating the students,’ received 300-400 likes and numerous positive responses. So, regarding safety and emergencies, we always practice, and parents are quite confident in our measures.” These commendations serve as proof of the trust parents place in the school as a safe second home for their children.
Bucking the Low Birth Rate Trend: Why Are International Schools Still Growing?
As Thailand faces a drastic decline in birth rates—from one million per year around the Bangkok Bicentennial in 1982 (BE 2525) down to about 400,000 last year, a 60% drop—a key question arises: How does this impact the school business? Asst. Prof. Toryos offers an interesting perspective: “Does the lower birth rate affect us? Yes, it does, but positively.”
He backs this with statistics: “Despite fewer births, international school enrollment across Thailand grew by 9% last year. This means families with fewer children (smaller families) are increasingly choosing international education for their offspring. Where previously there might have been ten thousand international students annually (hypothetical figure), the number has risen because parents today trust international curricula more than Thai curricula.”
Several factors contribute to this phenomenon. Asst. Prof. Toryos analyzes, “I see several combined issues: First, smaller family sizes mean resources are concentrated on one or two children. A quick survey shows 60-70% of our parents have only one child; having three kids is surprising these days. Second, increased social pressure and competition make parents feel international programs better prepare children for the future. Third, the importance of languages: Thai parents now highly value English and Chinese proficiency, sometimes even over Thai fluency. These three factors combined explain why international curricula are gaining popularity despite fewer newborns.”
DLTS’s Leap to a Fully-Fledged IB International School: Overcoming Limits, Reaching Global Standards
The growth of the international school market aligns with a significant move by DLTS International School . Its recent launch of two new academic and activity buildings (Clubhouse), representing an investment of over THB 600 million (excluding land costs), not only doubles the school’s usable area to approximately 20 rai (around 8 acres) and increases student capacity from 600 to 1,000 but also crucially removes a significant legal barrier.
Asst. Prof. Toryos explains, “Truthfully, DLTS International School has provided international-standard quality teaching for a long time. However, according to Thai Ministry regulations, schools offering international programs must have their own separate buildings, not shared with other curricula (like Thai Program, English Program, Bilingual). Previously, DLTS International School lacked a dedicated building specifically for its international program, thus couldn’t fully market itself as such, despite having international-standard teachers and teaching quality.
The opening of these two new buildings allows us to overcome this legal limitation and officially announce that DLTS International School now offers the International Baccalaureate (IB) program fully from Kindergarten through Grade 9. This is the first year we can promote ourselves as ‘DLTS International Program’.”
Offering Up to Grade 9: Catering to Educational Diversity
DLTS’s decision to offer education up to Grade 9 (equivalent to M.3 in the Thai system) is not a limitation but a strategic choice aligned with the Denla Group’s ecosystem and evolving educational trends. Asst. Prof. Toryos elaborates: “Firstly, we have Denla British School (DBS) within our group, offering education up to Grade 13 (M.6). DLTS International School students can seamlessly transition to DBS, eliminating the need for duplication. Secondly, modern family mindsets have changed.
Many feel that completing traditional schooling through M.6 isn’t always necessary. Some explore alternatives like the GED (General Educational Development) test for early university entrance. Lastly, diverse pathways exist. We see a trend of students and parents considering self-study or focused tutoring instead of traditional high school. Education today is becoming segmented; ‘one size fits all’ no longer applies. Our duty is to excel in our chosen path and attract families who find our approach suitable.”
For students seeking Grade 10 and beyond, options include DBS, MUIDS (Mahidol University International Demonstration School), other international schools with potential partnerships, and the GED pathway, which DLTS International School acknowledges and may support with tutoring in the future.
DLTS Educational Philosophy: Self-Discovery, Learning How to Learn, Through Doing
The core of DLTS education extends beyond academic knowledge, adhering to two main philosophies. Asst. Prof. Toryos emphasizes, “First, helping children find their passions and talents. This is the most crucial role, as many struggle with this even after graduation. The school must facilitate self-discovery. Second, teaching ‘learning how to learn.’ Today’s children will live long lives (90-100 years); knowledge gained by age 22 won’t suffice. They’ll likely change careers multiple times and must possess the skill to learn new things independently throughout life.”
How can schools help children find their passion? “The only way, barring psychic powers or fortune-telling, is trial and error,” Asst. Prof. Toryos states. “A school like DLTS International School must provide the maximum opportunity for children to try diverse activities. Don’t rush judgment; let them try everything. It’s okay to dislike something; at least they know what they don’t like. There are no shortcuts. Trying various activities is never wasted. Even if a child doesn’t become a professional footballer, playing team sports teaches collaboration and discipline—transferable skills. It’s like Steve Jobs’ ‘Connecting the Dots’; we build diverse experiences (dots) for them to connect later in life.”
This philosophy is reflected in DLTS’s diverse curriculum structure: core skills integrated into the regular schedule, a vast array of optional activities (40-50 options) outside core hours, rotational learning even within core subjects like PE and Music (different sports/instruments per term), and specialized clinics (like the Liverpool Academy football clinic) for those wishing to focus deeply. The new Design Technology room, teaching work with resistant materials (wood, plastic, acrylic) and basic skills like sewing, further exemplifies this commitment to broad, practical experience.
Teacher Quality, Class Size, and the DTS vs. DBS Distinction
Quality education hinges on quality teachers. DLTS International School prioritizes rigorous selection, requiring relevant qualifications and at least two years of experience. Regarding class size, while the legal maximum is 24 for primary/secondary, DLTS International School aims for around 17-18, adhering to the principle that “smaller is better” for individualized attention, contrasting sharply with larger class sizes common in other settings.
Distinguishing between the two DLTS International School , Asst. Prof. Toryos clarifies: “DLTS uses the IB framework (PYP and MYP), focusing on global citizenship, critical thinking, problem-solving, and inquiry-based learning—a flexible framework ideal for exploring diverse potentials. DBS, on the other hand, is a full British school system using the British National Curriculum (IGCSE, A-Levels), with mostly UK teachers, suited for those preferring the British system or planning UK studies.” However, the IB MYP framework at DLTS International School allows for content tuning to smoothly prepare students for IGCSE at DBS starting in Grade 10.
Market Insights: Target Audience, Competition, and Fees
Located west of Bangkok, a primarily Thai residential area, DLTS International School naturally has a high Thai student ratio (80-90%). However, a noticeable increase in Chinese families (around 40-50) has occurred, attracted by Thailand’s welcoming environment, restrictions on locals attending international schools within China, and significantly better value for money compared to the high cost of international schooling in China (average THB 2 million/year).
Crucially, DLTS International School maintains its strength in Thai language and culture, addressing a common concern among Thai parents about losing cultural identity in international settings. “This is our intention,” Asst. Prof. Toryos affirms, “not only preparing students in English and Chinese but also ensuring Thai language and culture remain strong.”
In Thailand’s competitive education market (approx. 30,000 schools, 10% private), private schools must demonstrate value. International schools currently lead in perceived value, especially among Thai parents. The target audience for international schools typically comprises high-income earners: high-level professionals and business owners. DLTS’s fees (approx. THB 400K/year) are considered excellent value, while DBS fees average higher (approx. THB 700-800K/year).
Admissions, Financial Support, and Growth Strategy to 1,000 Students
DLTS International School admissions use a First Come, First Served system for younger grades, adding English proficiency tests for older students. Waiting lists exist, particularly for entry levels. The school distinguishes between Financial Aid (short-term, need-based support for current families facing temporary hardship) and merit-based Scholarships (offered from Grade 3 upwards for outstanding talent in academics or other areas the school can support, open to current and external students).
The target of reaching 1,000 students within three years is expected through organic growth (approx. 120 new students/year), aligning with the overall international school market growth rate of around 9% per annum (a normalization after a COVID-induced spike when overseas study was restricted).
Conclusion: Investing in the Future
The THB 600 million investment to transform DLTS International School into a fully-fledged IB international school is more than just constructing buildings; it’s an investment in an educational philosophy dedicated to preparing the next generation for the future. It focuses on lifelong learning skills, embracing diversity, and, crucially, self-discovery. In a changing socio-economic landscape, Denla’s strategic move reflects a forward-looking vision and a steadfast belief in the power of quality education to shape a better future for Thailand’s youth.
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