EDUCATION 

& TRAINING

SERVICES GUIDE

2019 Edition
Education & Training Services Guide | 2019 3

Introduction ............................................................................................. 5

Market Briefs............................................................................................ 7

2018 Market Sizes by Country ............................................................ 141

2019 Best Prospects by Country......................................................... 142

Best Student Recruitment Methods.................................................. 144

Marketing Partners ............................................................................. 146

International Contacts........................................................................ 147

US Contacts........................................................................................... 153

Angola ......................................................8

Australia ................................................ 12

Austria ................................................... 14

Brazil...................................................... 18

Bulgaria ................................................. 22

Central America.................................... 25

China...................................................... 28

Colombia............................................... 37

Czech Republic ..................................... 41

France.................................................... 44

Gabon.................................................... 47

Germany ............................................... 49

Hong Kong ............................................ 52

India....................................................... 54

Indonesia .............................................. 57

Israel...................................................... 61

Italy ........................................................ 64

Japan...................................................... 68

Kazakhstan............................................ 73

Table of Contents

Kenya..................................................... 78

Malaysia ................................................ 84

Mexico................................................... 86

New Zealand......................................... 90

Nigeria................................................... 92

Nordic Countries.................................. 96

Peru ..................................................... 104

Portugal............................................... 107

Singapore............................................ 109

Slovakia ............................................... 112

South Korea........................................ 117

Taiwan................................................. 120

Thailand .............................................. 123

Turkey.................................................. 126

Ukraine................................................ 130

United Arab Emirates ........................ 132

United Kingdom ................................. 136

Vietnam............................................... 139
According to the latest data released by the U.S. Department of Commerce’s 

Bureau of Economic Analysis, education service exports ranked 5th among 

service exports in 2018. During the 2017/2018 academic year the U.S. hosted 

over one million students, and reported $45.3 billion in education exports, 

which supported over 455,000 U.S. jobs. U.S. colleges and universities play 

an important role in helping foreign governments partner with private 

industry to fulfill vital education and training needs. The Organization for 

Economic Co-operation and Development (OECD) report estimates that 8 

million students will be studying abroad by 2025.

Education services is a critical element of our trade relationships with 

countries worldwide. Promoting study in the United States strengthens our 

economic development through innovation, workforce development, and 

attracting foreign direct investment. There are enormous challenges and 

opportunities for U.S. international education around the world. Increasing 

trade and investment opportunities for U.S. educational institutions and 

entities is, therefore, a top priority at the U.S. Commercial Service, the 

export promotion arm of the U.S. Department of Commerce’s International 

Trade Administration.

This 2019 U.S. Commercial Service Education and Training Services Resource 

Guide is an important tool to assist U.S. institutions with identifying new 

international market opportunities. The Guide provides a detailed analysis 

of the education sector in over 45 countries, covering trends, demand and 

more. It also includes comparable market assessments of countries listed as 

best prospects for U.S. training and educational services to make it easy for 

institutions to see which markets represent the greatest opportunities for 

their specific programs. The country assessments are based on the expert 

observations and market research reports created by U.S. Commercial 

Service education sector specialists worldwide. For additional information 

or education market research, please visit export.gov/industry/education.

Introduction

Gabriela Zelaya

Global Education Team Leader

gabriela.zelaya@trade.gov

Education & Training Services Guide | 2019 5

Innovation, Efficiency, Balance

CREDENTIAL VERIFICATION

CertiFileTM Credential Verification and Attachment provides a secure and reliable way in which academic records 

and other documents for students applying to U.S. colleges and universities can be automatically delivered and 

collated with their admissions application. CertiFile was developed by CollegeNET, Inc., world leader in online 

admissions services for higher education. This secure web-based service allows applicants to initiate electronic 

delivery of their verified documents directly through the U.S. institution’s online admission application. 

Applicants enjoy greater convenience and protection. Secure electronic delivery saves students the time 

and expense of certified international postage, and eliminates the risks of postal delays, lost documents, and 

incorrectly collated documents.

U.S. Institutions receive information they can trust. CollegeNET works with trusted source agencies for 

verification of all academic transcripts, credentials and other documents. The company’s preferred sources 

for document verification are government agencies, higher education institutions, and officially authorized 

verification companies. Not only does CertiFile ensure accuracy of the student credentials, it eliminates an 

important bottleneck for the receiving institution: matching a student’s verified credentials with their electronic 

admissions application.

Current CertiFile verifying partners include:

CHESICC (www.chsi.com.cn/en/), a division of the Chinese Ministry of Education (for Chinese students or 

students who have studied in mainland China) 

Educational Perspectives, a non-profit public service organization and NACES member providing foreign 

credential evaluations (for students requesting documents from schools outside of China)

CertiFile provides electronic document request, verification, and delivery of:

(For Chinese students; through CHESICC): 

 • Higher Education Records and Transcripts

 • Higher Education Degree Certificate Verification 

 • Gaokao Scores

(For all other international students; through Educational Perspectives):

 • Higher Education Records and Transcripts

 • Secondary Education Records and Transcripts 

 • Credential Evaluation

For information, contact: internationalsales@collegenet.com

CertiFile Credential Verification and Electronic Attachment

Building Trust between International Students and US Institutions
6 U.S. Commercial Service Education & Training Services Guide | 2019 7

MARKET BRIEFS

What Can the U.S. Commercial Service Do for You? 

The U.S. Commercial Service (CS) is the export promotion arm of the U.S. 

Department of Commerce’s International Trade Administration. Our global 

network of more than 1330 trade professionals is located throughout the 

United States and in U.S. Embassies and Consulates in more than 75 countries. 

Whether you are looking to recruit your first international student or expand 

your recruitment efforts to additional countries, we offer the expertise you 

need to assist with your international outreach to students, potential partners, 

and agents. 

How We Can Help Your Institutions:

The CS Global Education Team works to help connect you to high school 

counselors, agents, and potential partner universities, recruit international 

students, and meet with companies or government entities that require 

specialized training. Our team can also assist with your educational state 

consortia efforts and overseas promotion. This resource guide is just one of 

the ways we can provide the information you need to set priorities and plan 

for international outreach. For more information on how CS can help your 

education institution or Intensive English Program increase its international 

student enrollment, please visit export.gov/industry/education and contact 

your local CS office. A list of offices appears at the back of this guide and at 

export.gov/usoffices. 

• Gold Key Matchmaking Service • Meet the best high schools, universities, agents, and other partners. 

• Single School Promotion • Set up an event featuring your educational institution and meet key players in the 

international education field. 

• International Partner Search • Find qualified partner schools, agents, and other educational organizations. 

• Trade Fairs and Catalog Shows • Identify the right international education fairs for your institution. 

• International Market Research • Receive market research reports on target markets around the world. 

• Trade Missions • Attend a trade mission for high level visibility among key market contacts. 

• Virtual Education Fairs • Connect with agents using webinar technology—without leaving your office. 

• Education Trade Leads • Learn first-hand about interest in services from overseas organizations

For additional information or education market research, please visit export.

gov/industry/education.
8 U.S. Commercial Service Education & Training Services Guide | 2019 9

UNESCO Student Mobility Number:

Angola has 12,747 students studying abroad according to UNESCO, an increase of 9.38 percent compared to 2016 statistics.

CIA World Factbook:

66.40% of the Angolan population is under 24 years old.

OVERVIEW

Overburdened classrooms, decaying infrastructure, few qualified teachers, outdated teaching 

methods and learning materials such as textbooks and manuals, are major causes hindering 

the delivery of good quality education services. 

Inadequate education has contributed to a decrease in the number of skilled workers and to 

the opening of small private institutions that deliver short-term courses in specialized areas. 

While the Angolan Government is combating illiteracy, it is also committing to education 

reforms at all levels and capacity building of teachers, to develop a more enriched and relevant 

curriculum. 

With about 50 percent of the population under the age of 22, the demand for education 

is exceeding local supply. There are very few public and private institutions to adequately 

accommodate Angolan’s youth population. Hence, there is a high demand for good quality 

education and training services. Angolan families with financial capabilities opt for study 

abroad for better quality education. Top five destinations include Brazil, Portugal, the U.S., 

Namibia and South Africa. U.S. represents 10.97 percent market share of the study abroad 

market segment, and this market share can grow if more Angolans have access to foreign 

currencies.

Since 2015, significant decline in the Angolan economy has reduced Angolans’ access to U.S. 

dollars to pay for tuition fees and living expenses. Holding sufficient Angolan currency has not 

guaranteed access to study abroad. A shortage of foreign currency reserves has significantly 

limited international payments. 

In two consecutive years, 2017 and 2018, the Institute of International Education reported a 

decrease in the number of Angolans attending tertiary education in the U.S. During the 2017-

2018 academic year, only 1,183 Angolans were enrolled in U.S. higher learning institutions, a 6 

percent decrease from the previous academic year 2016-2017.

ANGOLA

Capital: Luanda

Population: 30,355,880 (July 2018 est.)

GDP: $126.5 billion (2017 est.)

Currency: Angolan kwanza (kw: AOA)

Language: Portuguese (official)

SUB-SECTORS

Higher Education 

The total number of Angolans studying in the U.S. has been declining since the economic 

recession. According to the Institute of International Education, 1,183 Angolans enrolled at a 

U.S. higher learning institution during the 2017-2018 academic year; 85.4 percent of Angolans 

were enrolled in undergraduate courses; 7.4 percent were in graduate programs; 4.4 percent 

pursued non-degree courses; and, 2.9 percent Optional Practical Training.

Undergraduate

 According to 2018 statistics from the Open Doors Institute of International Education 2018 

report, 85.4 percent of Angolans studying in the U.S. enrolled in undergraduate courses. 

Opportunities reside for community colleges with preferences for public institutions. 

 U.S. colleges and universities can work with multinationals such as Chevron, Exxon Mobil, 

BP, Total and Sonangol, the Angolan national oil company, as strategic partners to recruit 

Angolans for undergraduate study and intensive English language courses. Leading oil 

and gas multinationals include in their employees’ compensation plans international 

educational opportunities for their children in the U.S. or elsewhere.

Graduate Education

 Attendance in graduate courses by Angolans in the U.S increased by 17.6 percent in 

the 2017-2018 academic year, but the number continues to be far below enrollment 

numbers in undergraduate courses.

SECONDARY EDUCATION

Boarding School and High School Demand

The Angolan educational system is comprised of the primary school, middle and high schools 

as secondary education. The service is provided by public and private institutions. Public 

education is free of charge; however, capacity is limited to absorb the demand of this age 

group.

There are a few international private schools funded by different international companies or 

by diplomatic missions that provide teaching from pre-school to secondary school. Tuition 

fees are very high but may be discounted or even fully paid for employees of the funding 

companies.

The American Schools of Angola, a branch of the Calvert Academy High School, is Maryland State 

Department of Education accredited, and opened its doors in 2017 to offer a U.S. education to 

primary, middle and high schools students in Angola at their two Luanda campuses.

Luanda International School (LIS) is an International Baccalaureate School and accredited by 

the New England Association of Schools and Colleges (NEASC). LIS provides U.S. education 

services in English for the primary, middle and secondary schools. 

There is a demand at all levels for quality education including intensive English programs 

for secondary students provided locally within public and private high schools or in the U.S. 

during winter or summer camps. There are also opportunities for boarding school enrollment 

in the U.S. as well as opening of campuses in Angola that offer U.S. educational curricula. 

The new Angolan government administration recently made English compulsory for students 

at all levels.
10 U.S. Commercial Service Education & Training Services Guide | 2019 11

Online Programs

Some Angolans take the challenge to pursue online programs particularly graduate courses.

Research and Development 

The National Center for Scientific Research (CNIC), under the Ministry of Science and 

Technology, oversees scientific research. 

Investment in scientific research in Angola remains minimal due to both limited state 

budgetary allocations and available private financing. Limited investment in scientific research 

has resulted in a lack of proper conditions or institutional structures to conduct research 

(laboratories, legal statutes governing the activity, School of Social and Human Sciences). As 

such, there is a visible absence of scientific research components and research competency 

in higher education in Angola.

Professional Training Services

U.S. colleges and universities can also target the professional training and capacity building 

segment in various sectors such as in oil and gas, healthcare, banking, insurance, commerce, 

computer science, and education as referred to earlier. 

English language skills are becoming increasingly more important for Angolans seeking to 

distinguish themselves in the employment market. English is now effectively the business 

language, especially in the oil and gas industry, which dominates the Angolan economy. To 

advance in their careers, professionals need technical English courses in their field of interest, 

for instance, business English, English language for lawyers or English language for healthcare.

OPPORTUNITIES

Cost is the primary consideration for Angolans deciding to study abroad. U.S. colleges and 

universities with low tuition fees and located in areas with affordable living costs will have 

a competitive advantage as families mostly bear funding obligations for study abroad for 

Angolans. Most Angolans consider tuition fees in the median of US $ 20,000.00 affordable. 

U.S. colleges and universities may also consider offering alternative financing options such as 

grants and scholarships particularly at an undergraduate level to attract Angolan students. 

U.S. colleges and universities wishing to penetrate the Angolan market should partner with the 

Ministries, trade associations, recruiters and alumni in Angola in order to increase visibility; to 

design study abroad programs, exchange programs and English preparatory programs which 

will promote active recruitment of Angolans.

EVENTS

EducationUSA College Fair is held in Luanda on an annual basis.

RESOURCES

• EducationUSA - https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT

Clemencia Nogueira

Commercial Specialist

Luanda, Angola

Clemencia.Nogueira@trade.gov

T. +244 641 000 ext. 1076 | M. +244 932 572 822
12 U.S. Commercial Service Education & Training Services Guide | 2019 13

 AUSTRALIA

UNESCO Student Mobility Number:

Australia has 12,713 students studying abroad according to UNESCO. 

CIA World Factbook:

30.37% of the Australian population is under 24 years.

OVERVIEW 

Australian students are increasingly choosing to pursue university degrees abroad. A unique 

mix of professional, academic, athletic, and social opportunities available within American 

schools has made the United States. one of the most attractive destinations for these 

students. Although many American university administrators often overlook Australia during 

international recruitment efforts, the confluence of these trends creates an unprecedented 

opportunity to boost international student enrollment on American campuses. Furthermore, 

the numerous Asian students who attend American universities after graduating from 

Australian high schools renders student recruitment in Australia an increasingly attractive 

proposition.

SUB-SECTORS

Higher Education

There is a broad academic and geographic distribution of Australians at US universities. 

Undergraduate

 Undergraduate Australian students tend to focus on the liberal arts and sciences, 

business, international relations, film, or art. Australia has many accomplished athletes 

and many Australian student athletes are interested obtaining athletic scholarships to 

universities in the United States. 

Graduate Education

 Graduate students generally pursue law, business management, or the advanced 

science.

OPPORTUNITIES

Over the past five years, Australian students pursuing US education programs has increased 

19 percent. A total of 4,908 Australian students studied in the United States in the 2017-18 

academic year, a -0.5% decrease compared to the previous year. 2,488 Australian students 

pursued an Undergraduate degree, an increase of 3.8% on the previous year and 1,139 

pursued a Graduate degree, a decrease of -4.8%.

Capital: Canberra

Population: 23,470,145 (July 2018 est.)

GDP: $1.38 trillion (2017 est.)

Currency: Australian dollars (AUD)

Language: English

Australia and the United States have similar education systems, so Australian students can 

transition relatively seamlessly. Australian students are attracted to the unique characteristics of 

US university life: collegiate sports, interdisciplinary/liberal arts degrees, and life within a closeknit campus environment.

EVENTS

The EducationUSA offices in Australia support a number of education fairs held in Australia 

throughout the year:

https://au.usembassy.gov/education-culture/educationusa-australia/contact-educationusaaustralian-offices/

https://educationusa.state.gov/centers/us-consulate-general-sydney

https://educationusa.state.gov/centers/us-consulate-general-melbourne

https://educationusa.state.gov/centers/us-consulate-general-perth

RESOURCES

• EducationUSA Australia - https://au.usembassy.gov/education-culture/educationusaaustralia/

U.S. COMMERCIAL SERVICE CONTACT

Monique Roos

Senior Commercial Specialist

Sydney, Australia

monique.roos@trade.gov 

T. +61 2 9373 9210
14 U.S. Commercial Service Education & Training Services Guide | 2019 15

AUSTRIA

UNESCO Student Mobility Number:

Austria has 17,603 students studying abroad according to UNESCO. 

CIA World Factbook:

24.82 % of Austria’s population is under 24 years of age.

OVERVIEW

Austria is located in the heart of Europe surrounded by Czech Republic, Germany, Hungary, 

Italy, Liechtenstein, Slovakia, Slovenia and Switzerland. It enjoys a strong social system, 

economic stability, a high quality of life, and a rich culture. 

Austria’s education system ranks among the top countries worldwide. Its high-quality 

education produces a large pool of highly qualified candidates who are competitive candidates 

for undergraduate, graduate and specialized studies in the United States.

The country ranks fourth in the 2017 IMD World Talent Report, with apprenticeships and 

employee training well developed in the national educational programs. The goal of lifelong 

learning is highly integrated in the Austrian education system. This is partly due to the Austria’s 

strong investment in its education system, ranked 6th in the world for expenditure on 

education per pupil. Furthermore, Austrian teachers’ statutory salaries are among the highest 

across the OECD countries at all levels of education. Austria enjoys a free public-school system 

with generally no tuition fees for education through the 9th semester of university. 

SUB-SECTORS

Higher Education

Austria has 70 universities including public universities, 12 private universities, 6 universities 

of arts, 3 medical universities, 22 universities of Applied Sciences and 14 University Colleges of 

Teacher Education. A total of 353,200 students study in universities throughout Austria with 

25% of these international students, mostly from neighboring countries. 

University studies are free for all EU students through the 9th semester, after which students 

must pay EUR 363,36 per semester fees. For non-EU citizen students, tuition fees of EUR 726,72 

per semester apply. Some universities and institutes require entrance exams in addition to a 

diploma. Austria’s relative spending on university education is among the highest according 

to OECD. The rate of completion of university degrees at about 39% is slightly higher than the 

OECD average of 38%.

According to the 2018 IIE Open Doors Report, a total of 1,148 Austrian students are studying 

in the U.S. led by undergraduate, non-degree then graduate programs as presented below. 

Austrian student enrollment in U.S. academic programs are up 4% in 2018 with leading 

receiving U.S. states: New York, California, Massachusetts, Illinois and Florida.

Capital: Vienna

Population: 8,793,370 (July 2018 est.)

GDP: $417.4 billion (2017 est.)

Currency: Euro

Language: German (official)

Students in U.S. by Academic 

Level % Number % Change (2017 to 2018)

Undergraduate 34.7% 398 1.0%

Graduate 26.7% 306 -1.6%

Non-Degree 29.0% 333 13.3%

OPT 9.7% 111 -0.9%

SECONDARY EDUCATION

Austria has over 2,000 high schools with around 610,000 students enrolled. School attendance 

is mandatory for nine years, including four years of elementary school. Adult education starts 

after this time when students are tested into and select either an academic track toward 

university or a vocational/apprenticeship track that leads to an industry specific training such 

as mechatronics, metal technology or architectural glass technology. Around 40% of Austrians 

choose apprenticeship programs for their education path. 

A number of high schools offer international oriented programs including International 

Baccalaureate providing an attractive student base for international study recruitment. 

Online Programs

E-learning is a growing trend especially for university and adult learners. Several Austrian 

institutions have established international partnerships involving e-learning infrastructure 

and joint programs.

In 2016, around 400 students graduated from e-learning courses, a trend that is expected to 

increase as many working professionals also participate in part-time online courses as part of 

their professional development. 

VET Vocational Education and Training / Apprenticeship 

Austria is well known for its approach to vocation education and training (VET), which is 

characterized as a practical training combined with general education. VET is a core element of 

the Austrian educational system. Initial vocational qualifications can be obtained by attending 

a dual VET program (apprenticeship and part-time vocational school) or through full-time 

schools.

Austrian companies are heavily involved in apprenticeship training, ensuring that the training 

portion in the apprenticeship system is directly responsive to a company’s skill needs. This is 
16 U.S. Commercial Service Education & Training Services Guide | 2019 17

one of the key factors contributing to the competitiveness of Austria’s economy. 

The Austrian Ministry of Science, Research and Economy cooperates with other institutions 

involved in apprenticeship training including the Austrian Federal Economic Chamber and 

committed companies on a permanent basis to modernize the dual training system. 

OPPORTUNITIES

The U.S. is the 3rd most popular study abroad destination for Austrian students, according to 

UNESCO, followed by U.K. and Switzerland. Based on data from the Institute of International 

Education, the number of Austrian students in the United States has increased by almost 10% 

in the last five years, to exceed 1,000 students.

Austria offers excellent opportunities for U.S. educational promotion. Austrian students tend 

to be academically well-prepared and have excellent English skills. They are interested in a 

broad range of academic fields in the U.S., including STEM especially at the graduate level, 

liberal arts programs which are not offered at local universities, and professional degrees.

Establishing cooperation with local universities is a very effective way to enter the Austrian 

market. Exchange programs, which are usually a semester long, are highly attractive to 

Austrian students. U.S. universities need to know that once an exchange program has been 

established, they also need to send a similar number of American students to Austrian 

universities.

Intensive English Language Programs and other forms of short-term exchanges are very 

popular as the value of English in the world of business continues to grow. Short, non-degree 

programs very successful as well, not only for university students, but also for working 

professionals, who seek to further develop their professional skills. E-learning is a trending 

strategy to attract Austrian students as well as full-time professionals who desire to study 

further. The ability to earn college credits through online study is gaining popularity in Austria.

GRANTS AND SCHOLARSHIP PROGRAMS

The Austrian Agency for International Cooperation in Education and Research (OEAD) 

coordinates information related to scholarships and research grants available to Austrian 

students. According to the agency, there are around 50 million Euros available for scholarships 

and grant programs allowing students to finance their studies in Austria and internationally. 

Students apply for these grants through their local universities. Upon approval, they can study 

abroad at their school’s international partner university. This funding path for international 

study underlies the importance for U.S. universities to develop close cooperation with Austrian 

universities as a strategy to attract Austrian students. 

EVENTS

The U.S. Commercial Service and the organizers of the largest education fair in Austria 

“BeSt3” are offering U.S. universities the opportunity to participate in the USA Pavilion at BeSt3 

March 7-10, 2019 in Vienna. With over 75,000 visitors, the BeSt3 student fair will feature U.S. 

institutes and provide them with high level visibility in the Austrian market. The fair will also 

help facilitate direct contacts with Austrian high school and university students, as well as with 

local potential partners. EducationUSA and Fulbright Austria are close collaborators in this 

program.

LARGEST STUDENT FAIR IN AUSTRIA -- BEST3 STUDENT FAIR

Vienna, Austria

7 - 10 March 2019

https://bestinfo.at/en/

RESOURCES

• Education USA: https://educationusa.state.gov/ 

• Fulbright Austria: http://www.fulbright.at/ 

• OECD: http://www.oecd.org/

• IIE: https://www.iie.org

• IMD: http://www.imd.org/

• UIS UNESCO: http://uis.unesco.org/

• Federal Ministry of Science, Research and Economy: https://www.bmbwf.gv.at/english/

home/

• “Österreichischer Austauschdienst OeAD” – Austrian agency for international mobility 

and cooperation in education, science and research: https://oead.at/en

• Austrian Grants: https://grants.at/

U.S. COMMERCIAL SERVICE CONTACT

Robee Sallegue 

Commercial Assistant

Vienna, Austria

Robee.Sallegue@trade.gov

T. +43 1 31339 2203
18 U.S. Commercial Service Education & Training Services Guide | 2019 19

BRAZIL

Capital: Brasilia

Population: 208,846,892 (July 2018 est.)

GDP: $2.055 trillion (2017 est.)

Currency: Reals (BRL)

Language: Portuguese (official)

UNESCO Student Mobility Number:

Brazil has 52,515 students studying abroad.

CIA World Factbook:

38.18% of the population is under 24 years old.

OVERVIEW

Despite the current economic/political challenges that Brazil is going through, it is the fifth 

largest higher education market in the world and the largest higher education market in Latin 

America. Education expenditure for 2018 was around US$ 12 billion. The Brazilian Ministry of 

Education’s budget for 2019 is projected to be US$30 billion.

Brazil has 57 million students in its basic education system, with 8.7 million in pre-school, 

37.2 million in elementary school and 11.1 million in high school. The higher education sector 

includes 7.3 million enrolled students. Approximately 72 percent of higher education students 

go to private institutions.

The education sector is a high priority for the Government of Brazil. The internationalization 

of higher education is a subject that is gaining increasing relevance both for public and private 

Brazilian Higher Education Institutions. Brazilian federal research agencies have a long history 

of supporting international research partnerships, and such bilateral agreements with various 

countries in Europe, North and Latin America have existed for decades. However, available 

English language courses at Brazilian universities are still limited but growing.

In contrast to the segment for primary education, private institutions dominate higher 

education in Brazil. Public institutions in Brazil are small and are not capable of meeting the 

overall demand for higher education courses. Public higher education institutions are directed 

to serve as centers of excellence and research, with extremely competitive admissions 

standards and a limited capacity for expansion. Private higher education institutions are 

focused on meeting the professional requirements of the labor market and have developed 

flexible programs to meet the needs of the working population.

Industry specialists such as Hoper Education expect that despite the challenging economic/

political situation, the education sector in Brazil will continue to grow, particularly the distancelearning segment. The lower monthly tuition fees in distance learning are expected to increase 

the penetration of higher education in Brazil. Distance learning solutions are particularly 

attractive to the substantial number of private, for-profit universities in Brazil. According to 

the Brazilian Association of Distance Learning (ABED), out of the 226 institutions that offer 

distance-learning classes, 64 percent are private, while 36 percent are public.

SUB-SECTORS

Higher Education 

Brazil ranks tenth as a country of origin for foreign students studying in U.S. universities. In the 

2016-17 academic year, 13,089 students from Brazil were studying in the United States. The 

breakdown was as follows: 50.3 percent undergraduate; 28.8 percent graduate students; 8.9 

percent other (language, short-term non-degree programs, etc.), 12.0 percent OPT (Optional 

Practical Training).

Non-recognition of foreign university credits toward earning a degree in Brazil is a barrier to 

U.S. education exports. The Ministry of Education is in the early stages of creating a system to 

recognize foreign university degrees. Once the system is established, foreign universities will 

have to register to be included on the certified list; this is intended to be a fast-track system for 

students to have their foreign diplomas recognized. For continuing education purposes, the 

private universities have authority to work on case-by-case diploma acceptance.

Despite the bureaucratic challenges of having U.S. degrees recognized in Brazil, the number 

of Brazilian students choosing U.S. education is significant. The economic impact of Brazilian 

students in U.S. colleges and universities contributed $477 million to the U.S. economy during 

the 2017/18 academic year last year.

Approximately 80 percent of Brazilian students who study abroad come from Brazil’s 

southern and central eastern states (São Paulo, Santa Catarina, Rio Grande do Sul, Paraná, Rio 

de Janeiro, Brasília and Minas Gerais). Among these states (each of which presents excellent 

opportunities for overseas recruitment), São Paulo, Brasília, and Rio de Janeiro represent the 

three best locations to recruit Brazilian students to study in the United States. São Paulo has 

the largest applicant pool (33%) and attracts the most talented students to its own university 

campuses. The capital city of Brasília (11.6%), located in Distrito Federal (Federal District) has 

the country’s highest GDP per capita at approximately $16,500, over twice that of São Paulo, 

the region with the second-highest GDP per capita. The state of Rio de Janeiro (13.4%) (the 

country’s hub for the oil and gas industry) attracts many engineering and science majors.

English as a Second Language Programs

Brazil recognizes the need to improve English language skills across the country. Most of 

the population (including those employed in the tourism sector) lack basic English language 

skills, which is the main challenge for many Brazilian students applying for study abroad 

programs. Institutions that can address this issue by providing conditional acceptance tied to 

English language training or other “pathway programs,” may have a competitive advantage in 

attracting Brazilian students.

Short-term Programs

Although private English language schools are abundant, student exchange programs are a 

huge market in Brazil, especially short-term and part-time programs. Examples of exchange 

programs currently popular in Brazil include part-time study programs combined with tourism 

and outdoors sports; teen vacation (specifically for teenagers with a mix of classes and leisure 

activities) and English language programs designed for 50+ year old students.

OPPORTUNITIES

For the next decade, the fastest growing segment of the educational market in Brazil will 

be short-term vocational and English learning courses, due to government investments in 

technical schools and courses for high schools’ students and adults.
20 U.S. Commercial Service Education & Training Services Guide | 2019 21

EVENTS

Education fairs are one of the most efficient means to recruit individual Brazilian students, 

including the biannual EducationUSA roadshows, supported by the U.S. Department of State’s 

Bureau of Educational and Cultural Affairs (ECA). The roadshow happens on the first semester 

of the year and the EducationUSA fair happens on the second semester of the year. Universities 

interested in participating and exhibiting at the fairs should contact the EducationUSA office 

in Brazil.

Study Travel - ALPHE Conferences – March 13-15, 2019 – São Paulo – The Conference creates 

an environment for networking between international educators and student recruitment 

agents.

Salão do Estudante – March 16 – 30, 2019. Large international student recruiting fair. 

Approximately 26,000 visitors over 7 cities (São Paulo, Rio de Janeiro, Brasília, Belo Horizonte, 

Salvador, Porto alegre and Curitiba. This year, the United States will be the Country of Honor! 

FAUBAI Conference – April 13 – 17, 2019 – Belém – The Brazilian Association for International 

Education (FAUBAI) meets annually to promote the improvement of exchange programs 

and international cooperation as a means to improve teaching, research, extension and 

administration of affiliated institutions, seeking to stimulate the continuous improvement of 

the management of international exchange and cooperation.

Bett Brasil Educar – May 14 – 17, 2019 – São Paulo – This show represents the best annual 

opportunity to exhibit classroom technology and furniture in Brazil. The main objective of 

Bett Brasil Educar is to provide an enabling environment for network, business and present 

solutions to improve the quality of the Brazilian education. The Department of Commerce 

is organizing a Certified Trade Mission to participate at this Conference. More details with Amy 

Freedman, US Commercial Service – Cleveland: Amy.Freedman@trade.gov 

ICEF - September 30 – October 02, 2019 – Rio de Janeiro – This workshop provides an 

opportunity for international educators from all sectors to consolidate existing partnerships 

as well as establish new ones with quality, screened student recruitment agents. This is the 

largest event of its kind in Brazil.

RESOURCES

U.S. Government:

• Foreign Commercial Service Education Team

• Education-Brazil Top Markets Report

• EducationUSA Brazil

• Department of Commerce U.S. Educational Institutions and Intensive English Programs

Government of Brazil:

• Brazilian Ministry of Education

• Language without Borders

• FNDE

• Proinfo

Other:

• Institute of International Education - Open Doors

• Belta – Brazilian Educational and Language Travel Association

• Anima Educação

• Top Universities - rankings

U.S. COMMERCIAL SERVICE CONTACT

Laura Reffatti

Government Liaison and Industry Specialist

Brasilia, Brazil

Laura.Reffatti@trade.gov
22 U.S. Commercial Service Education & Training Services Guide | 2019 23

BULGARIA

Capital: Sofia

Population: 7,057,504 (July 2018 est.)

GDP: $56.94 billion (2017 est.)

Currency: Leva (BGN)

Language: Bulgarian (official)

UNESCO Student Mobility Number:

Bulgaria has 23,945 students studying abroad. Top 3 destinations for Bulgarian students are 

U.K., Austria, and Denmark.

CIA World Factbook:

24.03% of the population under 24 years of age.

OVERVIEW

On one hand, being part of the EU has greatly improved the mobility opportunities for 

Bulgarian students and nowadays significant amount of young people choose to continue 

their higher education abroad. Some EU countries provide free university education and 

many incentives for EU member countries. On the other hand, Bulgarian students are not 

that informed for the U.S. as an educational destination in comparison to the European 

universities which are spending a substantial amount on information campaigns and expos 

promoting their universities. 

According to latest data from Eurostat, Bulgarian government expenditure on education is 

4.0% of GDP. Education costs in Bulgaria are one of the lowest in the EU as only EUR 250 (USD 

286) are spend on average per inhabitant. 

As a member of the European Union, Bulgaria can benefit from various programs. To help 

develop and strengthen innovations in higher and general education, as well as vocational 

training, Operational Program Science and Education for Smart Growth covers 2014-2020 

period. The fund amount exceeds approximately USD 770 million and it is expected to advance 

the students opportunities for knowledge, skills and competencies by supporting laboratories 

and pilot centers, different activities and scholarships.

SUB-SECTORS

Higher Education 

2018 Open Doors Reports shows that percentage of Bulgarian students in the U.S. is decreasing 

with 11.1%, as for the academic year 2017/2018 their number is 826. In comparison, for 

2016/2017 academic year, there were 929 Bulgarian students in the U.S., and in 2015/2016 

– 1,016.

The only U.S. university in the country -- the American University in Bulgaria (AUBG) – is located 

in the cities of Blagoevgrad and Sofia. It offers excellent service to international students and 

strong academic programs. Since its opening in 1991 AUBG has consistently ranked number 

one among universities in Bulgaria for its Business Administration, Management and PR/Mass 

Communication programs. AUBG has approximately 1000 students. In 2017 AUBG started the 

first Executive Master program in Banking, Finance and Real Estate as a joint venture program 

with together with SDA School of Business Bocconi University in Italy.

Colleges 

 There are total of 54 higher school institutions in Bulgaria. 22 out of 54 are colleges 

for professional education in sectors such as tourism, business and management, 

and marketing. College education in Bulgaria is approximately 3 years long, as some 

institutions provides diplomas equivalent to universities. 

Secondary Education 

Another American education institution is The American College of Sofia (ACS) - a secondary 

school based in the capital Sofia. The college was founded in 1860 and it is one of the oldest 

American educational institution outside the United States. Every year the ACS students score 

the highest results for the final state exam. 

New trends in the secondary education is the so-called distance learning platforms. American 

High School in Varna partners with Florida-based school to provides an online program that 

gives the opportunity to get an American diploma by taking only courses that are required 

by the State of Florida’s Education Department. When enrolled in the American High School 

program, students are able to sign up for the whole gamut of middle and high school 

subjects which vary from English literature, to business, to programming, to psychology and 

anthropology.

Most Bulgarian students wanting to study abroad are proficient in English and are usually very 

well-prepared academically which facilitates their learning experience abroad. About 98% of 

the high school students study a foreign language (usually English) and 73% study a second 

language (mainly German, French, Spanish, Russian).

Online Programs 

Online Programs are not so popular in Bulgaria, but more universities such as Sofia University, 

Varna University and New Bulgarian University already provides online education. Online 

programs are alternative for many students with full-time jobs. The prices for these programs 

vary from USD 700 to USD 5,000 per year.

Research and Development 

Another EU funded program, besides the Operational Program, is Research and Innovation 

Performance and Horizon 2020, which is focused on national research programs and 

innovation systems. Research and Development investment is mainly supported by the private 

business in Bulgaria. For 2015, 0.96 % of GDP are spent for R&D, less than 0.4% are public 

spending. The goal of Horizon 2020 programme is 1.50% of GDP by 2020, equally separate by 

government and business.

OPPORTUNITIES

Intensive English Language Programs / Short-term Programs

Summer programs for both students and adults as well as programs in business administration; 

Work, Study and Travel programs; e-learning; and undergraduate and graduate degrees. 

Summer courses in the U.S. and year-round could present good opportunities for U.S. 

universities and schools looking to attract Bulgarian students. The summer English language 

programs are suitable for local students and fit well with Bulgaria’s semester structure. 

Online Courses/ Distance learning courses are getting more popular among younger 

generation students.
24 U.S. Commercial Service Education & Training Services Guide | 2019 25

Educational consulting agencies in Bulgaria provide great assistance to Bulgarians who plan to 

study abroad. These consulting agencies inform students about requirements, documentation 

and facilitate the whole process and include such entities as Darbi ESH Study Abroad, “Connect 

with USA”, Orange Education, Skylines Ltd., Integral Educational Programs Ltd., and more. 

To assist U.S. universities in sharing ‘their story’ to South East European (SEE) college students 

- CS Sofia organized two regional virtual educational fairs (VEF) - in April 2015 with the 

Commercial Service and U.S. Embassy in Budapest, Hungary and in March 2016 with reps 

from Bulgaria, Romania, Serbia, Croatia, Greece and Ukraine. In 2017, VEF was organized 

together with Albania, Macedonia, Romania and Slovenia, attracting educational consultants, 

universities representatives, and high schools’ representatives. 

EVENTS 

WEBA Education Fair, Feb 17, 2019, http://www.webaworld.com/student-fairs-events/

europe/37.php

World Education Fair, in Sofia; Feb. 23 - 24, 2019, https://www.world-education.eu/en/;

Education Beyond Borders, Mar. 15 – 16, 2019, http://edu-fair.info; 

European Education Fair, Mar 16 - 17, 2019, https://www.edlanta.com/eef;

RESOURCES 

• EducationUSA https://educationusa.state.gov/

• Ministry of Education and Science: https://www.mon.bg/en/ 

• Fulbright Commission: http://www.fulbright.bg/en/ 

• National Statistics Institute: http://www.nsi.bg/en

• OP Science and Education for Smart Growth 2014-2020: http://sf.mon.

bg/?go=page&pageId=84 

• Horizon 2020: http://horizon2020.mon.bg/en 

• American University in Bulgaria: https://www.aubg.edu/

• American College of Sofia: https://www.acs.bg/ 

• Eurostat: https://ec.europa.eu/eurostat

US COMMERCIAL SERVICE CONTACT

Peter Delin

Commercial Specialist, Education Lead

Sofia, Bulgaria

peter.delin@trade.gov; 

T: + 359 2 939 5784

CENTRAL AMERICA

OVERVIEW

The United States is a leading destination for international students from Guatemala, 

Honduras, El Salvador, Costa Rica, and Nicaragua. The number of Central Americans enrolled 

in U.S. higher education institutions reached a total of 6,419 during the 2017/18 academic 

year, representing a 0.6% increase over the previous year. Among the top receiving States are: 

Texas, Florida, Louisiana, California, New York, Massachusetts, Georgia and Virginia.

Number of international students per country and academic level:

Place of 

Origin

Academic 

Year 2017/18 Undergraduate Graduate Non-degree OPT

Costa Rica 1,146 549 414 34 149

El Salvador 1,554 1,172 174 75 133

Guatemala 1,206 786 255 40 136

Honduras 2,104 1,477 354 87 186

Nicaragua 409 235 99 29 46

TOTAL 6,419 4,219 1,296 265 650

Source: 2018 Open Doors Report 

Key reasons why Central American students choose U.S. Higher Education Institutions:

• Geographic proximity

• High quality education system

• Wide variety of institutions and higher education programs

• Good and diverse living environments; possibility of living with relatives while studying

• Availability of intensive and short English Programs to learn or improve English skills

Number of Students studying abroad per 

UNESCO Student Mobility Statistics:

Costa Rica 2,843

El Salvador 4, 416

Guatemala 3,495

Honduras 4,593

Nicaragua 3.555

Percent of Population under 24 years of 

age per CIA World Factbook: 

Costa Rica 38.37%

El Salvador 45.18%

Guatemala 54.78%

Honduras 53.25%

Nicaragua 47.32%
26 U.S. Commercial Service Education & Training Services Guide | 2019 27

In addition, studying abroad represents an opportunity to be more competitive and increases 

the possibility for better employment in national or multinational corporations. Main 

competitor countries hosting students from Central America are Canada, Mexico, Spain, 

Germany, France, Taiwan (except for El Salvador), United Kingdom, Chile, and Argentina. 

Central Americans in general are interested in scholarships and financial aid when evaluating 

universities. Community College degrees represent an opportunity due to lower tuition fees 

and simplified application procedures.

Undergraduate programs are preferred, followed by graduate studies. English language 

programs have strong potential as there is low to moderate English proficiency in most of the 

region. Although, Costa Rica has a comprehensive program to become a bilingual country, it 

is ranked #36 in the 2018 EF English Proficiency Index (which evaluates the English skills of 88 

countries worldwide), followed by Guatemala in position 55. 

According to the 2018 Open Doors Report, a total of 406 students from Central America 

participated in Intensive English Programs in the United States, including 153 from Honduras 

followed by El Salvador (110), Guatemala (103), Costa Rica (56) and Nicaragua (39).

SUB-SECTORS

Higher Education 

Central American students are primarily attracted to the following degree programs in the 

U.S.:

• Universities and Community Colleges with tuition fees lower than $20,000

• English Language Programs (from 1 month up to 1 year) for students, teachers, and 

adults

• Summer camps

• Undergraduate, Graduate and Master Programs

• Online programs

In 2018, El Salvador ranked #24th among the top 25 places of origin of international students 

attending Associate’s Institutions.

Among the top fields of study and majors are Social Sciences (Business & Law), Education, 

Engineering, and Health & Social Sciences.

OPPORTUNITIES

The “100,000 Strong in the Americas” Initiative, announced by President Obama in 2011, 

represents an opportunity to increase the number of exchange students between Central 

America and the United States. All U.S. Embassies and EDUCATION USA offices in the region 

are committed to work with the business community to promote professional development 

and increase the number of students studying in the U.S. Through grants competitions, the 

100K Strong in the Americas Innovation Fund provides funds for innovative partnerships 

between U.S. and Latin American and Caribbean institutions of higher education. 

On July 2017, Honduras launched the government sponsored Presidential Program for 

International Scholarships “Honduras 20/20,” aimed at supporting graduate studies abroad 

for students with academic excellence. The program gives priority to areas under the 

economic development program “Honduras 2020,” which seeks to generate 600,000 new jobs 

and sharply boost exports by expanding and adding value to key investment sectors including 

textiles, manufacturing, tourism, and business services.

To enter the Central America market, it is highly recommended for U.S. universities, community 

colleges and/or technical institutions to:

• Seek partnerships or agreements with public or private universities to facilitate exchange 

programs for students and professors, recognition of credits and/or dual certification. 

• Travel to the market to meet face to face with school counselors, parents, and higher 

education institution officers.

• Participate in local recruitment campaigns, fairs, trade missions, and outreach events in 

high schools, public venues, and universities.

• Provide in depth information about programs and the application processes

• Describe opportunities of scholarships and financial aid 

• Provide information on the process to obtain a U.S. student visa 

It is preferred that all marketing material and program information is available in Spanish.

EVENTS

Please reach out the U.S. Commercial Service contacts below for a list of events/activities in 

each location.

RESOURCES

EducationUSA https://educationusa.state.gov/ 

U.S. COMMERCIAL SERVICE CONTACTS

Roy Fernandez 

Commercial Specialist

Costa Rica

Roy.Fernandez@trade.gov 

T. +506 2519 2263

Lidia Sosa, Senior 

Commercial Specialist

El Salvador

Lidia.Sosa@trade.gov

T. +011 503 2501 2999 ext. 3144

Ana Polanco, 

Senior Commercial Specialist

Guatemala

Ana.Polanco@trade.gov

T. +011 502 2326 4258

Rossana Lobo

Senior Commercial Specialist

Honduras

Rossana.Lobo@trade.gov

T. +504 2236-9320 Ext. 4842

Lilliam Baez 

Economic/Commercial Specialist 

Nicaragua

BaezLAU@state.gov 

T. +505 2252-7100 ext. 7371
28 U.S. Commercial Service Education & Training Services Guide | 2019 29

CHINA

Capital: Beijing

Population: 1,384,688,986 (July 2018 est.)

GDP: $12.01 trillion (2017 est.)

Currency: Renminbi yuan (RMB)

Language: Standard Chinese/Mandarin (official)

UNESCO Student Mobility Number:

China has 869,387 students studying abroad according to UNESCO.

CIA World Factbook:

29.54 % of China’s population is under 24 years of age.

OVERVIEW

U.S. colleges and universities remain the preferred overseas destination for students from 

China. According to the 2018 Open Doors Report on International Education Exchange (Open 

Doors Report), the number of Chinese students studying in the U.S. increased during the 

2017-2018 academic year from 350,755 to 363,341, constituting a 3.6 percent increase from 

the previous academic year. For the 9th year in a row, China remains the leading country of 

origin for foreign students studying in the U.S., comprising 33.2 percent of all international 

students studying in the U.S. In 2016, Chinese students studying at U.S. universities and 

colleges contributed US12.55 billion to the economy.

According to the Open Doors Report, in 2017-2018, 40.9 percent of Chinese students studying 

in the U.S. are at the undergraduate level, while 36 percent of the Chinese students are at 

the graduate level, and 18.1 percent were completing Optional Practical Training (OPT). Due 

to increased competition from other countries, the number of Chinese students taking nondegree programs fell by 7.7 percent.

Despite reported strains in the U.S.-China relationship and growing fears that U.S. student visa 

policy could change and make it more difficult for some Chinese students to study in the U.S., 

the pool of potential foreign exchange students is growing, and U.S. colleges remain the gold 

standard in higher education. 

SUB-SECTORS

Higher Education 

In the 2017/18 academic year, 279,436 undergraduate and graduate students from China 

studied in the United States for higher education, a 3 percent growth over the previous 

academic year. China continued to be the leading country of origin for international students 

in the United States. 

For Chinese undergraduate and graduate students, Business/Management is the most 

popular subject with 20.7 percent of Chinese international students majoring in that subject, 

followed by 19 percent in Engineering, 17.2 percent in Math and Computer Science, 8.4 

percent in Physical and Life Sciences, 8.4 percent in Social Sciences, 6.6 percent in Fine & 

Applied Arts, and the rest in other subjects. Although most Chinese students in US higher 

education institutions are studying STEM and Business Management, foreign languages, 

literature studies, and education are emerging fields of study gaining popularity. i

While Chinese students’ demand for overseas study continues to be strong, U.S. universities 

and colleges must compete to attract students from China. First, the China market is 

highly brand-conscious and places strong emphasis on school rankings. This makes it very 

challenging for lesser-known American schools to attract and recruit students. 

Second, in recent years Chinese students have expressed concerns about studying in the 

U.S. in terms of personal safety, challenges of obtaining a student visa, and opportunities for 

post-graduate employment. Because of these concerns, students have expressed increased 

interest in enrolling in educational institutions outside of the U.S. 

Third, compared to ten years ago, the number of U.S. and foreign universities and colleges for 

Chinese students to consider has increased. Besides the United States, many other countries 

are also actively promoting educational opportunities to Chinese students. For example, the 

U.K. and Australia offer study programs on a shorter-term schedule, more affordable tuition 

and fees, and better options for after-graduation employment. As a result, these two countries 

are becoming increasingly popular destinations for Chinese international students.

Undergraduate

 In the 2017/18 academic year, 148,594 Chinese students studied in the U.S. for the 

undergraduate program, a 4 percent increase over the last academic year.

 There are three main cooperation models for undergraduate study programs between 

U.S. and Chinese universities:

• “2+2” or “3+1” programs are collaborative programs between a Chinese and U.S. 

university, in which students receive a U.S. degree or a dual degree from both 

universities. When students are enrolled in a Chinese university, under the 2+2 

program, students would spend the first two years of a four-year bachelor’s degree 

program in a Chinese university and the last two years in a U.S. university. Under the 

3+1 program, students would spend the first three years in a Chinese university and 

the last year in an American university.

• U.S. and Chinese universities set up a joint institute/department for certain majors 

in a Chinese university. In this arrangement, Chinese students can study on both the 

Chinese and U.S. campuses and earn a dual degree from both universities or from 

just the Chinese university, depending on the specific program.

• The U.S. university builds an overseas campus in China by partnering with a Chinese 

university. In this plan, Chinese students can study and receive a U.S.-style education 

in China and earn an American university degree. 

 There also is growing demand from Chinese high school students for short-term summer/

winter programs, sometimes offered by American universities. Those programs are 

designed to let students experience an academic environment at a U.S. university and 

enhance their leadership, problem-solving, and other soft skills. By participating in these 

programs, students hope to be better prepared if they later apply for a U.S. university. 

 Given the growing competition in China’s education market, lesser known U.S. universities 

and colleges should take steps to actively demonstrate their unique advantages when 

recruiting Chinese students. Those advantages could be location of the education 

institution (such as a metropolitan area with many potential internship or employment 

opportunities), lower tuition and living costs, or unique academic programs (such as ones 

that enable course credit transfers). 
30 U.S. Commercial Service Education & Training Services Guide | 2019 31

Community College

 In the 2017/18 academic year, 18,723 students from China studied at U.S. community 

colleges. Accounting for 19.8 percent of all international students, China was the top 

country of origin of international students at those colleges. U.S. community colleges 

have increased in popularity and received a high level of acceptance among Chinese 

international students for several key reasons: community colleges require fewer 

prerequisites for admission, have more affordable tuition and fees, and most importantly, 

offer credits recognized by many well-known four-year U.S. universities. Community 

colleges offer an affordable way to complete an associate degree, and many Chinese 

students see community colleges as an effective stepping stone for gaining entry into 

American universities. 

Liberal Arts

By 2016, Chinese student enrollment in fine and applied arts programs in the U.S. had 

more than tripled. Fine and applied arts programs experienced a much faster rate of 

growth when compared to the traditional leading fields of study such as engineering, 

business and management, math and computer science. Nearly 900,000 Chinese 

students take the national college entrance exam for fine arts every year. However, 

acceptance rates at Chinese universities are very low. For example, in 2015, the Beijing 

Film Academy had an acceptance rate of 2 percent and the China Central Academy of 

Fine Arts had an acceptance rate of 10 percent. This leaves many students unable to 

pursue fine and applied art studies in China, and these students often consider going 

abroad to study. 

Graduate Education

 During the 2017-18 academic year, China continued to be the largest country of origin 

for international graduate students studying at U.S. higher education institutionsii.

Engineering, mathematics and computer sciences, and business remain the most 

popular fields of study in terms of both number of graduate applications from China and 

first-time enrollment of Chinese graduate students.iii In the 2017-18 academic year, there 

were 130,843 Chinese international graduate students studying in the United States, 

which represents a 2 percent increase from the previous year. 

 According to the White Paper on Career Development to Chinese Students in the 

United States, more and more students are choosing to obtain their master’s degree 

in the United States, after completing their undergraduate studies in China.iV This is 

an indication that the Chinese government’s commitment to improving the quality of 

education under China’s 23th Five-Year Plan (2016-2020) is improving to the point that 

Chinese students may no longer feel that there is a competitive advantage to having a 

foreign undergraduate degree in order to find employment in China. 

 For years, Chinese students studying abroad often stayed on to work after graduating. 

In 2013, the National Science Foundation found that more than 9 in 10 Chinese students 

graduating from U.S. higher education institutions with their PhDs remained in the U.S. 

on average for five years after graduating. These students have long been prized by 

Chinese companies, for both the quality of their education and their experience of living 

overseas. These students are now being drawn back to China by opportunities in offered 

by the Chinese economy, especially in the tech sector.v

 It is projected that over the next four years, the number of Chinese students studying in 

the U.S. will grow by 11 percent. To realize these gains, universities and colleges must 

adapt their recruitment strategies to meet the educational needs and expectations of the 

Chinese graduate students.

Preschool Education

In 2015, China switched from a one-child family planning policy to a two-child family planning 

policy. Chinese couples are now permitted by the government to have up to two children. 

Assuming that the shift achieves its policy goals, population and demand for quality early 

childhood education will increase. The preschool education market in China has been growing 

quickly the past few years. Estimates predict that by 2020, the preschool market value will 

reach RMB540 billion ($79 billion) from RMB380 billion ($56 billion) in 2016.vi

As reported in the Sina Education 2017 White Paper of Chinese Household Spending in 

Education, families with kids ages 0-6 spend over 20 percent of their annual income on early 

childhood education. This drives a booming business for a variety of products and services 

targeting this age group and even babies in the womb. Online content for parent-and-children 

joint activities, formative English learning, child education, and parenting are among the most 

popular. Offline, early childhood and day care centers spring up daily and are commonly 

pursued by investors. 

In China, primary and secondary education services are dominated by the state. Preschool 

services, however, are primarily provided by non-state institutions. For instance, currently 

over 60 percent of kindergarten schools in China are run by private education providers. 

Statistics show that currently the top 5 kindergarten operators occupy 2 percent of market 

share. The rest of the market is fragmented with numerous players. Common challenges for 

this market include a lack of relevant laws and regulations, shortage of qualified teachers, and 

low industry standards. 

Primary and Secondary Education

China was known for its rigid National Entrance Examination (Gaokao) system where exam 

scores were used as the most important and often the only criteria for universities to select 

students. As a result, the afterschool tutoring business focused on helping students obtain 

a higher Gaokao score, and this business model proved wildly successful. According to the 

Sullivan Report, the K-12 education market value reached RMB 393 billion in 2017. A Sina 

Education report estimates that 68 percent of the student population use after-school tutoring 

programs in tier I cities, 63 percent in tier II and 50 percent in tier III and IV cities.

Over the years, the Gaokao has become more comprehensive and well-rounded. The Chinese 

Ministry of Education has released measures to reduce student stress (e.g. ranking students, 

releasing graduation scores for marketing purposes, and using competitive accolades as a 

criterion for admission to secondary school). The changing philosophy of the Gaokao creates 

opportunities and challenges for tutoring businesses. As emphasis shifts away from exam 

preparation, traditional exam prep schools must adapt. Currently the after school tutoring 

market is quite fragmented, where the top five tutoring businesses hold less than 5 percent 

of market share. Numerous small-and medium-sized tutoring businesses exist with little to 

no oversight or quality control from the government. In addition to reforming the Gaokao, 

the government is starting to focus on tightening regulations with the hope of removing 

unqualified players and raising the bar for new businesses. 

A popular industry report, the JieMoDui annual blue paper on the education industry, forecasts 

that current national and regional players in the after-school tutoring market will benefit from 

new government regulations and experience steady growth in the next 2-3 years. Second, the 

K-12 private education providers are expected to complement the public education system, 

but the education culture must shift from exam-oriented curriculum to a well-rounded one. 

Thirdly, competence-oriented education for specific academic subjects will be in greater 

demand. Since the assessment metric for each Gaokao subject will be more balanced, the 
32 U.S. Commercial Service Education & Training Services Guide | 2019 33

demand for developing critical thinking, presentation, and communication skills is increasing. 

Fourthly, traditional public schools and small and medium-sized education providers need to 

upgrade their operations. Demand for improvements is leading to new business-to-business 

opportunities for leading education businesses capable of providing one-stop solutions, 

including teacher training, technology products, content, and operation plans to public school 

or private sector businesses. 

Along with public schools, both private school and international school/programs realized 

double digit growth during the past 5 to 10 years. The recently released Non-State Education 

Promotion Law is interpreted as a positive signal for encouraging international education 

business development in non-compulsory education segments such as preschool, senior high 

school, vocational and higher education. So far only a few U.S. schools have a footprint in 

China. One model involves joint programing thats between two middle schools that confers 

students a dual degree upon graduation. Another model includes running a joint program 

with 5 campuses offering a full K-12 curriculum. This sector shows promise considering the 

strength of U.S.-branded institutions in China.

Technical and Vocational Education

In China, technical and vocation education is offered by vocational schools and professional 

training institutions.

China has the world’s largest vocational education system, with about 12,300 colleges 

enrolling 27 million students. Despite the high number of vocational schools, the Chinese 

government is concerned about the ability of vocational schools to meet demand for skilled 

workers. The shortage of skilled workers is due in part to the lack of qualified teachers. The 

Chinese government is aware of the need to upgrade the skills and education of its workforce 

and is investing heavily in vocational education to bridge the gap. However, China needs 

foreign investment to bridge the shortfall, which explains why vocational education is the only 

education sub-sector completely open to FDI.vii

Vocational and technical education in China continues to carry a stigma for being less 

prestigious than attending a four-year university. Therefore, U.S. institutions interested in 

entering the Chinese market should highlight both the quality of their programs and that the 

skills that are being taught are the most current, so that Chinese students are well equipped 

to compete in a the high-skilled manufacturing and services sectors.viii

There are two types of vocational schools in China: secondary (Grade 9-12) and tertiary (quasicollege). Most of them are public and rely on government funds. The schools in coastal cities 

generally perform better than those in inland cities. The top challenges that China’s vocational 

schools face are outdated curriculums and low public perception. Partnering with foreign 

counterparts had been considered a fast track to addressing both issues. After a few years, 

however, some joint programs still have not met the goals and expectations from both Chinese 

and foreign partners, and China’s vocational schools have become more cautious about the 

simple import of foreign curriculum or partners. As a result, Chinese vocational schools are 

starting to more carefully scrutinize the compatibility of foreign models. Nonetheless, most 

vocational schools are very open to partnership with foreign vocational schools. 

Professional Training Services

Both the enthusiasm of private capital and soaring industrial demand are spurring the 

growth of professional training institutions, particularly in senior care and general aviation. 

According to a July 2017 report titled Increase and Shortage – Status of China Senior Care 

Talents Training 2017, China needs 10 million senior care providers, but currently only has 1 

million practitioners, among which only one-third were qualified, and one-tenth were officially 

registered care providers. In the aviation space, according to a general aviation report titled 

Report on General Aviation Development 2016-2017, there were less than 3000 certified GA 

pilots in 2016, while the market demand was 10,000. 

Both senior care and general aviation industries in China are anticipated to develop rapidly 

in the coming years. Professional training, particularly in senior care and general aviation, 

are high-potential areas for U.S. training institutions. In addition, online education and other 

educational technologies will benefit from the tremendous opportunities in China’s evolving 

technical and vocational education system.

Special Education

In July 2017, the Ministry of Education and six other state agencies released the Program 

for Promoting Special Education: Phase II (2017-2020), following the Provisions on the 

Management of Disabled Persons in the National Higher Education Entrance Examination 

(Interim) issued in April. In addition to setting out three priorities, namely completing the 

special education system, strengthening the institutional assurance for special education, 

and improving the special education quality, the Program introduced the target of achieving 

over 95 percent enrollment rate of disabled children in compulsory education.ix This presents 

unique opportunities for U.S. colleges and universities with highly-regarded special education 

programs. 

Education Technology (EdTech)

Over the last 5 years, China has enjoyed rapid growth in EdTech and online learning sectors. 

The driving forces include favorable government policies, abundant venture capital, active 

entrepreneurial activities, increasing consumption, fast-growing mobile internet penetration, 

and the immense importance that Chinese people attach to education.

The Chinese e-learning market is expected to exceed USD104 billion by 2025, according to a 

report by UBS Securities. In 2016, both China and the U.S. saw decreased funding volumes and 

deal numbers for startups. Chinese EdTech startups raised RMB 10.6 billion (USD 1.54 billion) 

in 2016, compared to the U.S. EdTech startups’ USD 1.03 billion. There are 167 venture deals in 

China compared to 138 in the U.S. K-12 is still the most active sector in China’s EdTech market, 

followed by professional skills training and language learning sectors. Although STEM is not in 

the top 3 by deal volume, there were 28 deals in STEM and STEM ranked third for deal amount.

The U.S. is the clear leader in educational technology worldwide and has proven models of 

using technology in and outside of the classroom to deliver high quality education. At the 

recent Global Education Technology Expo in Beijing, one of two notable annual EdTech events 

in China, American speakers made up 30 percent of total presenters, followed by U.K and 

Israeli speakers.

OPPORTUNITIES 

The United States continues to be the preferred destination for Chinese students studying 

abroad. In 2017, the annual report on Chinese Students’ Overseas Study found that of 6,217 

Chinese students planning to study abroad, 50 percent stated that the United States was their 

top study destination.xi The motivation for Chinese students to study abroad include: 

• The belief that students who obtain diplomas from foreign colleges and universities are 

more competitive than their peers who graduated from a Chinese college or university;

• Limited places available to study at the premier Chinese universities; 

• Foreign colleges and universities offer a broader/more flexible learning environment that 

appeals to Chinese students;
34 U.S. Commercial Service Education & Training Services Guide | 2019 35

• The opportunity to become more independent; 

• The opportunity to experience new ways of thinking and acting in their field of study; 

• The belief that their chances for an international career are improved with a foreign 

degree.

CHALLENGES

China continues to be a challenging market for most U.S. colleges and universities. To maintain 

competitiveness, U.S. institutions must remain active in the promotion of American education 

in China, especially as competition for Chinese students from other English-speaking 

countries (i.e. Canada, UK, and Australia) continues to grow. U.S. colleges and universities who 

are looking to enter the Chinese market should consider looking at Tier III and Tier IV cities 

when developing their market entry plan. U.S. colleges and universities will find that students 

who are from Tier III and Tier IV can afford to study abroad, but also have more balanced 

expectations of which schools they might be accepted to. xii

EVENTS 

China International Education Exhibition (CIEET); http://www.cieet.com/

China Education Expo; http://chinaeducationexpo.com/english

China Annual Conference for International Education (CACIE) 

Global Education Technology (GET) Conference; http://get2018.jiemodui.com/User/Index/en

Global Education Summit; http://www.ges-china.com/2018/en/?page=0

China Education Innovation Expo

China Early Childhood Education Conference & Early Childhood Education Resources Expo; 

http://en.cecec.org/

RESOURCES

• EducationUSA https://educationusa.state.gov/ 

• International Trade Administration 2017 Education Top Markets Report. Website: https://

www.trade.gov/topmarkets/

• Ministry of Education—Department of International Cooperation and Exchange. Website: 

http://bit.ly/1yo2484

• China Ministry of Education for Foreign—Chinese Cooperation. Website: http://www.crs.

jsj.edu.cn/index.php/default/index

• Promoting US Education to Chinese students. Website: http://www.liuxueusa.com.cn/

• China Education Association for International Exchange (CEAIE). Website: http://en.ceaie.

edu.cn/

• Chinese Service Center for Scholarly Exchange (CSCSE). Website: http://www.cscse.edu.

cn/

• List of Foreign Higher Education Institutions recognized by China’s Ministry of Education 

(MOE). Website: www.jsj.edu.cn

U.S. COMMERCIAL SERVICE CONTACT

Beijing

Ms. Maggie(Jing) Qiu

Commercial Specialist

Jing.Qiu@trade.gov 

T. +86 10 8531 4157

Chengdu

Ms. Jean (Mengyue) Xu 

Commercial Specialist

Mengyue.Xu@trade.gov 

T. +86 28 85986720

Guangzhou

Ms. Veronica Liang 

Commercial Specialist (China Education Team Coordinator) 

veronica.liang@trade.gov

T. +86 20 3814 5630

Shanghai

Ms. Lauren(Yuan) Liu 

Senior Commercial Specialist

Yuan.Liu@trade.gov

T. +86 21 62798958

Shenyang

Ms. Andrea Shen 

Commercial Specialist

Andrea.Shen@trade.gov

T. +86 24 2322 1198 Ext.8145

Wuhan

Ms. Catherine Le

Commercial Specialist

Catherine.Le@trade.gov

T. +86 27 8555 7791 Ext. 2811

i

CCG Annual Report on the Development of Chinese Studying Abroad 2017 (December 18, 2017) Institute 

of Development at Southwestern University of Finance and Economics and the Social Sciences Academic 

Press

iiOkahana, H., & Zhou, E. (2018). International graduate applications and enrollment: Fall 2017. Washington, 

DC: Council of Graduate Schools

iiiOkahana, H., & Zhou, E. (2018). International graduate applications and enrollment: Fall 2017. Washington, 

DC: Council of Graduate Schools

ivWhite Paper on Career Development of Chinese Students in the United States, 2018. Beijing Study Abroad 

Service Industry Association.

v Increasing number of Chinese graduates returning home from overseas (February 6, 2018). ICEF Monitor

vi “How to Invest in China’s Growing Education Subsectors” (March 5, 2018). Dezan Shira and Associates.

vii “How to Invest in China’s Growing Education Subsectors” (March 5, 2018). Dezan Shira and Associates

viii “How to Invest in China’s Growing Education Subsectors” (March 5, 2018). Dezan Shira and Associates ix Hu, X. (2017, August 4). Over 95 percent of Disabled Minors to Receive Compulsory Education in 2020. 

People’s Daily.

x Annual Report on Chinese Students’ Overseas Study (2017) Vision Overseas Consulting and Kantar 

Millward Brown

xi Cheng, Dandan. “Nine Reasons why Chinese Students Choose to Study Abroad” (June 14, 2018). The World 

University Rankings

xii Jennings, Ross. “Student Recruitment in Chin: One Institution’s Insight from Tier II and Tier III Cities

xii Annual Report on Chinese Students’ Overseas Study (2017) Vision Overseas Consulting and Kantar 

Millward Brown

xii Cheng, Dandan. “Nine Reasons why Chinese Students Choose to Study Abroad” (June 14, 2018). The World 

University Rankings

xii CCG Annual Report on the Development of Chinese Studying Abroad 2017 (December 18, 2017) Institute 

of Development at Southwestern University of Finance and Economics and the Social Sciences Academic 

Press
36 U.S. Commercial Service Education & Training Services Guide | 2019 37

xii CCG Annual Report on the Development of Chinese Studying Abroad 2017 (December 18, 2017) Institute 

of Development at Southwestern University of Finance and Economics and the Social Sciences Academic 

Press

xii Daxue Consulting “Art schools in China: more and more Chinese Art Students (September 27, 2018). 

xii Ying, Guao and Wanwe, Zaho. “China’s vocational education bloom with industry integration” (November 

14, 2017). Xinhuanet.com 

xii “How to Invest in China’s Growing Education Subsectors” (March 5, 2018). Dezan Shira and Associates

xii China’s Ministry of Education xii Jennings, Ross. “Student Recruitment in Chin: One Institution’s Insight from Tier II and Tier III Cities

xii Yu, Cheng. “Online Education Gaining Momentum in China” (August 30, 2018). China Daily

xii Asia Times Staff. 

xii Redden, Elizabeth. “Closures of China-Foreign Programs” (July 11, 2018). Inside Higher Ed

xii “China’s Private Education Market Set to Reach $330 billion by 2020” (April 27, 2018)

xii “How to Invest in China’s Growing Education Subsectors” (March 5, 2018). Dezan Shira and Associates

COLOMBIA

Capital: Bogota

Population: 48,168,996 (July 2018 est.)

GDP: $314.5 billion (2017 est.)

Currency: Colombian peso (COP)

Language: Spanish (official)

UNESCO Student Mobility Number:

Colombia has 36,626 students studying abroad.

CIA World Factbook:

40.85% of the population is under 24 years old.

OVERVIEW

U.S. colleges and universities remain the preferred overseas destination for Colombian 

students, despite significant competition from other countries like the United Kingdom, 

Australia, Spain, France, and Argentina. There are several factors that make the United States 

a leading destination, chief among them higher employment opportunities after graduation, 

the high quality of education, the chance to improve English skills, and a renewed push by 

the Government of Colombia to encourage English bilingualism. Furthermore, Colombian 

businesses are increasing their presence and operations in the United States and bolstering 

the need not just for English speakers, but for Colombians with actual living experience in 

the United States and knowledge of U.S. business practices and American culture in general. 

The preferred states for Colombian students are California, New York, Texas, Massachusetts, 

Illinois, and Florida. The fields of studies in most demand are those focused on business 

administration, management, finance, banking, marketing, and engineering.

According to the Institute of International Education, Colombia is ranked 22nd in the world 

and third among South American Countries (after Brazil and Venezuela) in sending students to 

the United States. As the peace process solidifies in Colombia and the country becomes more 

stable and prosperous, the United States is in a good position to see a potential increase in 

Colombian students.

SUB-SECTORS

Higher education

Colombian Student Enrollment in the U.S.

Indicator 2015/16 2016/17 2017/18

Number of Colombian Students 7,815 7,982 7,976

% Change from Previous Year 1.2 2.1 -0.1
38 U.S. Commercial Service Education & Training Services Guide | 2019 39

There were 7,976 Colombians who traveled to the United States to study in academic year 

2017/18, -0.1 less than previous year. Colombian students in the U.S. are divided between 

graduate and undergraduate levels as follows:

Colombian Students in the U.S.

Based on data from the Institute of International Education, Colombian students in U.S. 

colleges and universities contributed USD 302 million to the U.S. economy in 2017/2018 

academic year.

The U.S. Embassy in Bogota supports efforts to increase the number of Colombian students 

studying in the United States by supporting technology projects such as Ed, a 24/7 virtual 

adviser in Spanish, and various micro scholarships for English Language studies.

Additionally, the “100,000 Strong in the Americas” innovation fund seeks to increase the 

number of Latin American students studying in the United States and the number of U.S. 

students studying in Latin America. Partnerships between universities in the United States and 

higher education institutions in the Western Hemisphere are increasing the student exchange 

opportunities and strengthening regional education cooperation throughout the Americas.

Under government-to-government or private agreements, both public and private universities 

in Colombia have developed partnerships with universities in the United States, Europe and 

Latin America. Priority is given to post-graduate programs for training professors as well as 

research to enhance teaching.

The U.S. Commercial Service collaborates with Education USA offices in Colombia to support 

various education fairs that include the participation of U.S. boarding schools, universities, 

and ESL institutions to promote their programs in Colombia.

With the global job market becoming increasingly competitive, the number of Colombian 

undergraduate and graduate students in the United States has being growing over the past 

four academic years. This is partially due to the fact that in Colombia it is difficult to obtain a 

high- level position within the government or an important national or multinational company 

without proficient English skills and/or a master’s degree. Moreover, a degree from a U.S. 

university can make job applicants that much more competitive in the Colombian workplace.

Most scholarships are awarded through two institutions, one of which is the Colombian 

Institute for Educational Loans and Technical Studies Abroad (ICETEX by its initials in Spanish), 

which is dedicated to financing higher education through a system of financial aid that allows 

students to start or continue their higher education either in-country or abroad. In 2017, 

ICETEX awarded more than 250 scholarships for master’s degrees, PhD, and ESL programs in 

the U.S. The

second institution is COLFUTURO, which is a non-profit organization that provides funds to 

Colombian professionals and students to study abroad. Their loan program is available to 

students who have been accepted to graduate programs at foreign universities. During 2017 

COLFUTURO awarded 1,280 scholarships for masters and PhD programs, with 281 of those 

scholarships being for programs in the United States.

Undergraduate 40.7% Optional Practical Training 12.3%

Graduate 37.9% Other 9.0%

COLFUTURO has agreements with many universities, such as: Carnegie Mellon, Columbia 

University, Duke, Cornell, University of Florida, American University, Purdue University, Tulane 

University, New York University, University of Chicago, University of Texas, and Harvard 

University, among others.

OPPORTUNITIES

Although the exchange rate is still a big factor for Colombian Students wanting to study in the 

United States, demand and interest remain strong. International education is highly valued in 

the Colombian workplace and a recent survey of employers found that 58% preferred to hire 

people who had earned advanced degrees abroad.

For U.S. schools and ESL institutions, private and bilingual schools in Colombia offer good 

recruiting opportunities. Schools are interested in sending groups to study in U.S. schools for 

periods that may vary between three weeks and three to four months. The goal of these shortterm programs is mainly to acquire and improve English skills.

Today in Colombia, relatively few high school graduates have an advanced level of English. 

Colombia’s outgoing President Santos recently launched a program called “Colombia Very 

Well,” with the objective of promoting bilingualism in Colombia. The government’s goal is to 

increase the number of high school graduates with an intermediate level of English to 185,000 

in 10 years. This will open opportunities for U.S. English language institutions to enter or 

increase their presence in Colombia.

At the higher education level, private universities also offer important recruitment 

opportunities for undergraduate and postgraduate programs. U.S. Universities should make 

initial contact with the office of foreign relations in each university in order to introduce the 

U.S. university and its programs and areas of specialization.

Colombian universities are interested in having agreements with U.S. universities that offer 

dual degree programs for their students. This can be accomplished through a combination of 

two or three years at the local university and one or two years at the U.S. university.

Beyond the economic implications, the availability of educational services carries even greater 

significance in terms of improving general living conditions in Colombia. A well-educated 

Colombian population is vital to the country’s economic growth and global competitiveness 

over the long term. U.S. educational services will also expose more Colombians to American 

culture, further strengthening ties between the two countries.

There are concrete opportunities to increase the number of Colombian students attending U.S. 

universities. Those wishing to attract Colombian students should consider actively increasing 

recruitment campaigns to raise their visibility. Financial aid/scholarship opportunities and 

information on the process to obtain a U.S. student visa are essential topics for U.S. educational 

institutions when promoting themselves in Colombia.

In Colombia, there is a strong network of 11 Education USA centers administering language 

programs and doing extensive outreach around the country. Education USA centers are 

located at nine binational centers, the Fulbright commission, and COLFUTURO.

EDUCATION FAIRS AND TRADE SHOWS

Education fairs are one of the most effective ways to recruit Colombian students. Colombia has 
40 U.S. Commercial Service Education & Training Services Guide | 2019 41

a few education fairs throughout the year. Additionally, Education USA organizes one of the 

best fairs to promote U.S. Education. This year’s fair in Colombia will take place in September 

in Bogota. Universities interested in participating and exhibiting at the fairs should visit the 

EducationUSA web page.

RESOURCES

• Institute of International Education: http://www.iie.org Colombia Ministry of Education: 

www.mineducacion.gov.co

• Colombian Institute for Educational Loans and Technical Studies Abroad (ICETEX): https://

www.icetex.gov.co

• COLFUTURO: http://www.colfuturo.org

• Education USA: http://www.educationusa.state.gov

U.S. COMMERCIAL SERVICE CONTACT

Julio Acero 

Education Trade Specialist 

Email: Julio.Acero@trade.gov

Tel: 57 1 275 2635

CZECH REPUBLIC

Capital: Prague

Population: 10,674,723 (July 2017 est.)

GDP: $353.9 billion (2016 est.)

Currency: Czech Koruna (CZK)

Language: Czech (official)

UNESCO Student Mobility Number:

Total number of students studying abroad is 12,832.

CIA World Factbook:

24.55% of Czech Republic’s population is under 24 years of age.

OVERVIEW 

The Czech Republic is a good potential market for student recruitment. High quality educational 

programs, with a strong emphasis on the English language, have produced a large pool of 

well-qualified candidates for both undergraduate and graduate studies in the U.S. 

Study abroad programs are popular in the Czech Republic. Czechs discovered travel and study 

abroad in the 1990s after the fall of communism. Young Czechs are eager travelers with a 

desire to gain experience by living and studying in another country. 

The number of Czech students in the U.S. has been relatively stable in the last five years and 

has ranged between 700 and 800 students a year. The number of Czechs studying in the 

U.S. was 763 students in 2017 which represented a decrease of 9 students over 2016. During 

the past seven years the number of degree-seeking students has gone down slightly due to 

competition from both European and Australian and increasingly Asian universities.

U.S. schools are regarded as highly prestigious and attractive to Czech students and the U.S. 

has a good chance of regaining its former position as a preferred location for higher education. 

The U.S. was the 5th most popular study abroad destination for Czechs in 2017.

The knowledge level of U.S. university admission procedures has been increasing, especially 

at the best Czech national high schools. More well-qualified high school students are seriously 

interested in attending schools in the U.S. and they are well prepared for the admission 

process. The Czech Facebook community is booming and this network has become one of the 

major sources of information, as well as a place for social interaction and sharing experiences. 

Twitter and other social networks lag behind Facebook. The best students, who meet the 

requirements, can obtain scholarships from several new private foundations. English is the 

standard second language in the Czech Republic and is taught in schools from grade three 

onward. Approximately half of the Czech population speaks a foreign language and younger 

people tend to speak English. A recent government decision making English mandatory 

for primary school students should improve the ability of Czech students to study at U.S. 

universities and colleges. Currently 27 percent of all Czechs speak some level of English. 

According to the EF Index, 59 percent of the Czech working population are proficient in English 

and 10 percent are reported to be fluent.
42 U.S. Commercial Service Education & Training Services Guide | 2019 43

SUB-SECTORS

Research and Development

Market Entry

Partnering with local universities is a very effective way of entering the Czech market. The 

most common partnership model is through student exchanges. One-year study exchange 

programs are highly attractive to Czech students. U.S. universities should note that Czech 

universities might expect foreign schools to send a similar number of students to their school. 

U.S. universities may also make use of the EU-funded Erasmus Mundus cooperation and 

mobility program. The Erasmus Mundus Joint Program is an outstanding quality academic 

program and is designed and implemented by a consortium of European universities. The 

consortia may also include universities from the U.S. and other parts of the world. Scholarships 

are open to students and academics from all over the world.

More and more Czech companies are requiring the ability to work in English from their 

employees, following the lead of global companies based in the Czech Republic. This trend 

creates demand for English as a Second Language (ESL) studies in the Czech Republic. 

However, European countries appear to be a more attractive destination for short-term ESL 

studies especially given the advantages of price and proximity.

Current Demand 

Currently, three-quarters of university students who go abroad take advantage of the 

Socrates– Erasmus program to study in Europe. University studies in the U.S. are most 

attractive for academically talented students and student athletes who take advantage 

of sports scholarships. Many Czech students studying at Czech universities spend time at 

American universities thanks to bilateral exchange agreements.

High school exchanges to the United States can be facilitated through an organization (nonprofit or commercial) or can be self-organized. Czechs interested in studying in the U.S. need 

to apply for the correct visa. 

The majority of university students are interested in economic and humanities subjects 

whereas technical areas rank third in popularity. Around 51 percent of Czech students in the 

U.S. study at the undergraduate level, 24 percent in graduate programs, and 15 percent opt 

for non-degree studies.

RESOURCES 

• EducationUSA https://educationusa.state.gov/

• Ministry of Education, Youth, and Sport, www.msmt.cz

• Open Doors 2018

• SEVIS: https://studyinthestates.dhs.gov/

• Fulbright Commission, https://fulbright-france.org/fr

• National Agency for European Education programs (including Erasmus Mundus), 

www.naep.cz

• ICEF www.icef.com

• U.S. Department of Education www.ed.gov

• EACEA www.eacea.eu

U.S. COMMERCIAL SERVICE CONTACT 

Zdenek Svoboda

Commercial Specialist

zdenek.svoboda@trade.gov 

+420 257 022 323
44 U.S. Commercial Service Education & Training Services Guide | 2019 45

FRANCE

Capital: Paris

Population: 67,364,357 (July 2018 est.) 

GDP: $2.588 trillion (2017 est.)

Currency: Euro (EUR)

Language: French (official)

UNESCO Student Mobility Number:

Total number of students studying abroad is 90,717.

CIA World Factbook:

30.32% of France’s population is under 24 years of age.

OVERVIEW

In France, the United States is known to be home to some of the world’s best colleges and 

universities. As English is the language of business and diplomacy in the European Union, 

there is growing interest in studying in English-speaking countries, such as the United States. 

The ability to speak English in a professional setting gives French students a competitive 

edge in the employment market. During the 2017/18 academic year, 8,802 French students 

pursued academic study at U.S. colleges and universities, contributing $361 million to the 

U.S. economy. Accordingly, with a well-thought-out strategy, U.S. academic institutions have a 

unique opportunity to attract French students. 

The number of French students attending school in the United States rose steadily in the 

1990s peaking at 7,401 students in 2001/02. After a three-year decline, the number of French 

students began to rise again in 2005/06. Since then, the number of French students in the U.S. 

has maintained a slow, steady increase for 10 years; the growth rate surpassed 5% in 2014/15 

for the first time since 2010/11. In the 2017/18 academic year, there was a slight decrease of 

.1%. 

France is the eighteenth leading country of origin for students coming to the United States and 

the fourth leading host country for U.S. students studying abroad. For French students studying 

overseas, the U.S. is the second-most popular destination (behind the United Kingdom). The 

United States and France expressed their support for the Transatlantic Friendship and Mobility 

Initiative, which promotes increased student and junior researcher mobility and exchanges. 

This initiative aims to double the number of U.S. students going to France and the number of 

French students coming to the United States by 2025, and is endorsed by the Association of 

American Universities, the Association of Public and Land Grant Universities, the Institute of 

International Education, and NAFSA: Association of International Educators.

Year # of Students

From France

% Change from

Previous Year

# of U.S. Study Abroad 

Students Going to France

2017/18 8,802 -0.1% n/a

2016/17 8,814 0.6% 16, 462

2015/16 8,764 0.2% 17,214

2014/15 8,743 5.3% 18,198 (up 3.4%)

Year # of Students

From France

% Change from

Previous Year

# of U.S. Study Abroad 

Students Going to France

2013/14 8,302 0.1% 17,597

2012/13 8,297 0.8% 17,210 (up 0.2) 17

2011/12 8,232 1.7% 17,168

2010/11 8,098 5.0% 17,019

2009/10 7,716 4.0% 17,161

2008/09 7,421 5.3% 16,910

2007/08 7,050 5.2% 17,250

2006/07 6,704 1.0% 17,233

Note: Study abroad figures from Open Doors reflect credit given by U.S. campuses during 

the survey year to their students who studied abroad in the academic year just completed, 

including the summer term

SUB-SECTORS

Higher Education

There are 8,802 French students studying in the U.S., which comprises .8% of total international 

students in the United States. The undergraduate level is most common time for French 

students to go abroad, but other levels are also represented. In 2017/18, the breakdown of 

education levels was as follows: 33.1% undergraduate students, 26.8% graduate students, 

25.1% non-degree students, and 14.9% OPT (Optional Practical Training). 

• Undergraduate: 2,915 students

• Graduate: 2,363 students

• Non-degree: 2,210 students

• OPT: 1,314 students

Fields of Study

In 2017/18: Business/Management 23.2%, Engineering 13.9%, Social Sciences 9.2%, Fine/

Applied Arts 7.1%, Math/ Computer Science 5.8%, Humanities 5.6%, Physical/Life Sciences 

5.5%, Intensive English 1.4%, Health Professions 1.2%, Education 1.0%, Undeclared 4.1%, 

Other 22.0%

Community Colleges

Community colleges are an important financial option for French students looking for a U.S. 

education at a more affordable price. French high school students show a growing interest in 

community colleges as they are accessible and offer the opportunity to transfer to a university 

after a couple of years.

Research and Development

Optional Practical Training has contributed to a rise in the overall number of international 

students in the U.S. because it allows students in science and engineering fields to stay in 

the country and work for 36 months. This has made studying in America more desirable – 

particularly for STEM majors. 
46 U.S. Commercial Service Education & Training Services Guide | 2019 47

OPPORTUNITIES

American educational institutions can take advantage of the importance placed on English 

language abilities as well as the current state of the French labor market. As of January 2018, 

the unemployment rate in France is 9% with a 21.7% unemployment rate for those under 25 

years old. This has led to a “race for diplomas” among French students. Studying abroad has 

become a great way for graduates to enhance their resume for future positions. 

According to a survey conducted by the IIE, many French students find the cost of studying in 

the United States to be a major obstacle. Approximately 87% of them believe that tuition fees 

at U.S. institutions of higher education are very high, particularly in comparison to the low-cost 

French educational system (for public universities) or ERASMUS programs (European Region 

Action Scheme for the Mobility of University Students) in other European countries. Therefore, 

in crafting a recruitment strategy, U.S. institutions should consider that studying in the United 

States represents an important investment for many French students. The high comparative 

cost of a U.S. education explains why more than half of the French students studying in the 

United States are also scholarship recipients. However, when compared to other potential 

study destinations, most prospective students from France perceive the United States to have 

a superior education system (81%).

American institutions may also benefit from the following niche opportunities:

Second & Third Tier Cities: Most U.S. colleges and universities focus their recruitment efforts 

in Paris. Recruitment efforts that include other cities in France in addition to Paris (particularly 

those with strong universities or a sister city connection) generally yield effective results.

Intensive English Language Programs: Today, English has become an essential tool for French 

students seeking employment after graduation, a market which could be further developed 

by U.S. schools. 

EVENTS

Salon Go Study Abroad, 08 December 2018, Paris

https://10times.com/go-study-abroad

https://www.letudiant.fr/etudes/salons/salon-partir-etudier-a-letranger.html 

AAWE- Council of International Schools – Paris College Days, October 2019

https://www.aaweparis.org/activities/education/college-day

Studyrama International Studies Fair, October 2019, Paris

https://www.letudiant.fr/etudes/salons/rencontres-online-etranger.html 

RESOURCES

Fulbright Commission: https://fulbright-france.org/

EducationUSA https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT

Isabelle Singletary

Education Specialist

U.S. Commercial Service – U.S. Embassy, Paris

Email : Isabelle.Singletary@trade.gov 

Phone : (+33-1) 43 12 70 63

http://www.buyusa.gov/france/etudierauxusa/index.asp

GABON

UNESCO Student Mobility Number:

Gabon has 7,129 students studying abroad.

CIA World Factbook:

59.53% of the population is under 24 years old.

Years and % Undergraduate Graduate Non-Degree OPT

2015-16 296 53 30 31

2016-17 263 39 35 26

OVERVIEW

With a primary language of French, the Gabonese hold one of the highest literacy rates in 

sub-Saharan Africa. The system for education in Gabon breeds this by having an adult literacy 

program provided by the government. Education in Gabon his based on the French educational 

system. On the federal level, it is regulated by two Ministries: the Ministry of Education, which 

is in charge of Pre-school through to High School, and the Ministry of Higher Education and 

Innovative Technologies, which is in charge of universities and professional schools.

Approximately 9.6% of Gabon’s government budget goes to education. The school life 

expectancy is 13 years, from Grade 1 to Grade 13. The baccalaureate is the second diploma of 

value. French is the language of education.

General status of country’s education sector and demand for education and training services. 

Any government or private sector education initiatives, priorities funding, or projects that U.S. 

institutions should know about.

SUB-SECTORS

Higher Education

From 2016 to 2017, 332 Gabonese students went to study to United States and from 2017 to 

2018, 363 Gabonese students went to study to United States which shows a decrease of -6.9%.

From 2016 to 2017, they were five U.S. Students studying in Gabon, and from 2017 to 2018, 14 

U.S. student were studying in Gabon, which show an increase of 64%.

Capital: Libreville

Population: 2,119,036 (July 2018 est.)

GDP: $14.93 billion (2017 est.)

Currency: Central African CFA franc

Language: French (official)
48 U.S. Commercial Service Education & Training Services Guide | 2019 49

GERMANY

Capital: Berlin

Population: 80,457,737 (July 2018 est.)

GDP: $3,701 trillion (2017 est.)

Currency: Euro (EUR)

Language: German (official)

UNESCO Student Mobility Number:

Germany has 119,021 students studying abroad.

CIA World Factbook:

22.81% of the population is under the age of 24. 

OVERVIEW

Germany, with a population of 82.7 million, boasts the largest economy in the European Union 

(EU). Germans are well-educated, and students see experience abroad as a key advantage 

when competing for employment and additional educational opportunities. Over 90 percent 

of Germans study English, which is the first foreign language Germans learn in school. English 

language courses are mandatory for almost every German student, the degree of difficulty 

depending on the school level. English is taught in primary school starting in the third grade or 

earlier. Employers generally prefer job applicants with international experience. 

SUB-SECTORS

Higher Education

According to the Open Doors 2018 report, 10,042 German students studied in the United 

States in 2017–18, a slightly decrease of 1.2 percent in comparison with the previous year. 

Germany is the 17th largest source of international students in the United States.

 Undergraduate: 32.8 percent of Germans studying in the United States are enrolled in 

undergraduate courses, 3.5 percent more than in 2016/2017 (3.294 students). 

 Community College: Community colleges have become more popular during the last few 

years for Germans due to the financial advantage as well as the simplified application 

process. The fact that it is possible for Germans to register at a community college 

without the “Abitur” requirement (an examination required to be eligible to attend a 

German university) also renders community colleges as an attractive option. 

 Graduate Level Education: The percentage of graduate students in 2017/2018 was 25.6, 

3.15 percent less than in 2017.

Optional Practical Training: During the 2017/2018 academic year, 7.8 percent of the 

German students in the United States pursued an optional practical training, which is a 

decrease of 2.6 percent. 

 Non-degree: 33.6 percent attended non-degree programs such as English language or 

short-term studies, which represents a3.8 percent decrease compared to the previous 

year. 

% of Total 72.5 10.7 9.6 7.2

% Change -11.1 -26.4 16.7 -16.1

Education Fairs 2015-2017 

(with ROTC) 1 1 1 1

Demand for 

Secondary Education 0 0 0 0

OPPORTUNITIES

• Increase in Petroleum studies

• Engineering in HSE-hygiene –Security-Environment

• Academic English

• Medical studies

• Theology

RESOURCES

• EducationUSA, https://educationusa.state.gov/centers/educationusa-libreville

• ELS, https://www.els.edu/fr 

U.S. COMMERCIAL SERVICE CONTACT

Pehoua Cedric

Economic/Commercial Specialist 

U.S Embassy Libreville Gabon 

+ 241-01-45-71-00/01-45-72-29 ext. 7229(office)

+241 07-13-55-64 cell

Pehouacx@state.gov
50 U.S. Commercial Service Education & Training Services Guide | 2019 51

Germany’s English language proficiency, high per capita income, strong business ties between 

the two countries, and a well-established secondary exchange program. The average time for 

Germans attending intensive English Programs in the United States is 12.1 weeks.

Secondary Education

Most German students in high school prefer to study in an English-speaking country, with 

the United States and Canada being the most popular study abroad destinations. 86.7 

percent of the high school German exchange students stay in the United States for the whole

academic year.

Online Programs

Due to the flexibility, possibility to work full-time and the “virtual presence” factor, online 

education is very popular in Germany but digitalization at German schools lags far behind 

other countries. The new Gewerkschaft Erziehung and Wissenschaft’s study of summer 2018 

states that “Five billion euros from the digital pact and 3.5 billion euros for school renovation - 

as foreseen in the coalition agreement between ruling political parties - are far from sufficient.” 

Research and Development

Education and research are major priorities for the German Federal Government. The Pact 

for Research and Innovation’s (‘Pakt für Forschung und Innovation’) objective is to stabilize 

and increase funding for the main non-university research organizations (FraunhoferSociety, Helmholtz-Association, Max-Planck-Society, Leibniz-Association, German Research 

Foundation) with 5% annual funding increases. The increases in funding are tied to research 

policy objectives that are also included in the Pact. Federal and Laender governments have 

agreed in October 2014 to continue the Pact for Research and Innovation until 2020. Starting 

from 2016, funding increases by 3% annually instead of 5%. In total, around 6.2 billion euros 

were invested in institutional research funding in 2018.

TRADE EVENTS

Learntec (January 28-30, 2019, Karlsruhe) https://www.learntec.de/de/ 

Didacta (February 19-23, 2019, Hanover) https://www.didacta-hannover.de/home

Zukunft Personal (September 17-19, 2019, Cologne) www.zukunft-personal.de/en

EducationUSA, https://educationusa.state.gov

QS World MBA Tour, http://topmba.com/events/qs-world-mba-tour

International College Days, http://collegeday.de

RESOURCES

• Deutscher Akademischer Austauschdienst (German Academic Exchange Service),

www.daad.de/en

• Fulbright Kommission, www.fulbright.de

• EducationUSA, https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT 

Ulrike Riegeler, Commercial Specialist 

U.S. Commercial Service Frankfurt 

Ulrike.Riegeler@trade.gov

+49-69-7535-3157

Secondary Education

In the academic year of 2016/17 more than 12,000 German high school students participated 

in an exchange program, 45% of them took place in the United States. 

Online Programs: No statistics available.

Research and Development: No statistics available 

Professional Training Services 

German companies tend to use private trainers to train employees rather than providing 

in-house training. The German Association for Coaching and Training (dvct.de), with more 

than 1,400 members, evaluates and certifies training courses to ensure quality. A significant 

difference between the American and German training services market is that German 

contracts usually stipulate a fixed base fee rather than working on commission.

The best strategy for a U.S. company interested in entering the German training services 

market is to find a German partner with whom to collaborate.

OPPORTUNITIES

Undergraduate and Graduate

Studying in the United States is particularly attractive to German engineering, business and 

management as well as math and computer science students. 

One of the most effective ways for U.S. universities to attract German exchange students is 

to form a partnership with a German university. These partnership agreements facilitate the 

exchange of students and the recognition of course credits between the partner institutions.

As European universities implement the Bologna Process, which is meant to ensure more 

comparable, compatible and coherent systems of higher education in Europe and shift to a 

three-tier bachelor/master/doctorate system of education, European credits and degrees are 

becoming easier to compare with those of U.S. universities. However, a couple of obstacles for 

German students planning to study in the United States remain. Cost is the most frequently 

quoted barrier, especially since education in Germany is free. Also, German students who 

have been accepted to study in the United States are required to obtain a student visa 

before departure. 

U.S. educational institutions should consider working with exchange organizations in Germany 

such as the German Academic Exchange Service (DAAD) and the Fulbright Commission, 

private sector recruiters and advisors and through the nine EducationUSA centers of the 

U.S. Department of State in Germany. There are also several events focused on student 

recruitment, listed at the end of the report, which take place in Germany. 

Community College

German students with no “Abitur” (an examination required to be eligible to attend a university 

in Germany) are qualified to apply to a community college in the United States. Transfer 

Degree Programs are a possible option for those students since the costs are lower than those 

of a four-year college. An Associate Degree is unfortunately not recognized in Germany.

OPTIONAL PRACTICAL TRAINING

Non-degree

Germany offers strong recruitment opportunities for short-term programs thanks to 
52 U.S. Commercial Service Education & Training Services Guide | 2019 53

Partnering with local schools in joint degree programs, faculty exchange, and student exchange 

are effective ways to increase visibility and gain recognition. However, these higher education 

institutes do take into consideration the uniqueness of the program and sometimes the ranking 

of the partner school.

Hong Kong parents commonly employ education agents to search for appropriate schools 

and provide other related services. U.S. schools should consider partnering with several 

agents in Hong Kong who are capable of promoting their schools and recruiting students. The 

U.S. Commercial Service in Hong Kong can provide pre-screened meetings with agents and 

high schools.

OPPORTUNITIES

Apart from 4-year colleges, there is an emerging market for 2-year community colleges where 

admission requirements are comparatively lower. Hong Kong students tend to be more 

interested in community colleges with guaranteed transferable credits to universities especially 

those schools that can be transferred to top four- year colleges in U.S.

Recently, there has been a small yet slowly emerging demand for high school education in the 

United States. This is partly due to a desire to opt out of a too academically-focused and highly 

competitive education system. On the other hand, some students tend to think that a private 

boarding school education can provide them with the academic, cultural and language skills that 

might improve their chances of entering elite universities in the United States.

EVENTS

Education and Career Expo (annual): 

http://m.hktdc.com/fair/hkeducationexpo-en/HKTDC-Education-and-Careers-Expo.html

Hong Kong International Education Expo (annual):

http://www.newayfairs.com/EN/EventCalender.asp

Hong Kong Virtual Education Fairs (4 times annually) - 

Organized by US Commercial Office in Hong Kong. The U.S. academic institutions include

as follow:

• U.S. Undergraduate Degrees- 4 Years College

• U.S. Community College

• U.S. Graduate Programs

• U.S. Summer Study Abroad Programs

• U.S. Technical and Vocational College

RESOURCES

• Hong Kong Government Education Bureau, www.edb.gov.hk/en

• Education USA, http://educationusa.hk/index.php

U.S. COMMERCIAL SERVICE CONTACT

Joanna Lam

Commercial Specialist 

Joanna.lam@trade.gov

+852 2521-3721

HONG KONG

Capital: Hong Kong

Population: 7,213,338 (July 2018 est.)

GDP: $341.4 billion (2017 est.)

Currency: Hong Kong Dollar (HKD)

Language: Cantonese (official), English (official)

UNESCO Student Mobility Number:

Total number of mobile students: 37,206

CIA World Factbook:

22.27% of the population is under 24 years old.

OVERVIEW

With 7,162 Hong Kong students studying in the United States during the 2017/2018 academic 

year, 62% of these students are undergraduate students.

Hong Kong’s education system, which went through a major restructuring initiative from 

2008 to 2012, is now comprised of 3 years of junior secondary followed by 3 years of senior 

secondary schooling. This leads to the HKDSE (Hong Kong Diploma of Secondary Education) 

exams where students gain admission to a range of post-secondary, vocational, and tertiary 

courses offered by local schools based on their examination results. Given the highly qualified 

and sophisticated applicant pool, Hong Kong’s university selection process is extremely 

competitive. Only 18% of Hong Kong applicants gain admission to local Universities. As such, 

there is tremendous interest in studying abroad. Under the Hong Kong Chief Executive new 

policy address in 2018, starting from the 2018/19 school year, the government will disburse 

a new Promotion of Reading Grant involving a recurrent expenditure of about $50 million to 

all public-sector schools. This will encourage schools to create a better reading atmosphere, 

enhance students’ interest in reading and help them develop a good reading habit.

SUB-SECTORS

Higher Education

Many Hong Kong high school graduates believe that a U.S. education will boost their job 

prospects in Hong Kong. Local parents are also beginning to recognize the academic excellence 

of colleges outside the Ivy League. This is the result of an increasing number of American 

institutions attending Hong Kong education shows and vigorously promoting themselves to 

Hong Kong schools and students. Ideally, new-to-market schools should try to meet with high 

school counselors and students face-to-face to gain exposure and raise their profile. Word 

of mouth is also a significant factor in college choices. The school counselors and students 

are very concerned with the recognizable position of the U.S. colleges internationally when 

applying jobs after graduation. They would like to hear the internship opportunities from top 

corporates from an alumni point of view. Therefore, we would recommend U.S. Colleges to 

invite their current students or alumni to talk about this when promoting their schools in Hong 

Kong virtual or education fairs. A growing number of colleges and universities are increasingly 

relying on their Hong Kong alumni as an additional channel to reach potential students as well 

as donors.
54 U.S. Commercial Service Education & Training Services Guide | 2019 55

in attracting students. Though there is growing interest for undergraduate studies in United 

States, limited scholarships and the increasing cost of education are major deterrents. 

However, with the increase of international schools in India, the interest in undergraduate 

study in the United States is expected to increase further in the years to come. Community 

colleges would also have its own share of international students added to the undergraduate 

student pool.

India is currently considering once-in-a-generation educational reforms, which may open 

more opportunities for U.S. higher education institutions in India. The Ministry is in the process 

of finalizing its revised National Education Policy, which was last updated in 1986. The draft 

text includes a recommendation that top global higher education institutions be allowed to 

establish foreign campuses in India and award degrees in partnership with Indian Institutions. 

The United States is advocating for the Indian National Education Policy to allow for increased 

opportunities for foreign higher education institutions.

There are several possible collaborative opportunities for non-Indian universities with Indian 

educational institutions. Some of these are:

• Twinning Programs

 In a twinning arrangement, a student undertakes a course study at his own institute in 

India for a set period of time and later spends equivalent time in the overseas institution. 

• Service Providers

 Non-Indian universities can enter into partnerships with Indian educational institutions 

to provide expertise and services such as faculty for teaching, curricula, affiliations, etc.

• Student Exchange Programs

 With an intention to enhance cross cultural exposure, and also provide a global 

perspective to students, the student exchange programs encourage Indian students to 

spend short time periods generally ranging from two weeks to a full term/semester at the 

campus of an overseas university. 

• Faculty Exchange Programs

Faculty exchange programs are devised with the intent to enable the teaching staff to 

teach or conduct research for short periods at the campus of the counterpart university/

college. This option benefits the faculty by providing exposure to a varied culture as well 

as an opportunity to exchange ideas and observe a variety of styles in a different setting. 

• Joint Research Programs

The purpose of these programs is to advance collaborative research between non-Indian

universities and Indian Institutes while providing opportunities for young researchers to

hone their skills. 

• Representatives and Recruiters

Setting up an entity in India or entering into arrangements with Indian parties for

assistance with student recruitment activities and to encourage Indian students to enroll

with the university overseas. 

• Distance Education Programs

The e-learning or distance education program offered by many non-Indian universities to

Indian students who are not physically present in a traditional educational setting such as

a classroom, using technologies like the Internet.

INDIA

Capital: New Delhi

Population: 1,296,834,042 (July 2018 est.)

GDP: $2.602 trillion (2017 est.)

Currency: Indian rupee (INR)

Language: English 

UNESCO Student Mobility Number:

India has 305,970 students studying abroad.

CIA World Factbook:

44.77% of the population is under 24 years old.

OVERVIEW

The emphasis on higher education in India has never been as relevant as it is today, and this 

sector has grown significantly in the last two decades. Per the University Grants Commission 

(UGC) 2018 data, there are 882 universities in the country, including 392 state universities, 

125 deemed universities (a status of autonomy granted to high performing institutes and 

universities by the Department of Higher Education), 48 central universities (established by 

the Department of Higher Education), 317 private universities; and 91 institutes of national 

importance, such as Indian Institute of Technology (IIT), National Institute of Technology 

(NIT), Indian Institutes of Science Education and Research (IISER) etc. In addition, there are 

private and accredited universities, institutions created by an act of Parliament, independent 

institutes and over 41,435 colleges. Together they offer a wide range of degree and diploma 

programs. (Source: www.ugc.ac.in; www.mhrd.gov.in)

The UGC is the regulator providing grants, coordination, and setting standards in institutions 

of higher education in India. The higher education sector in India can broadly be divided into 

two segments - regulated and un-regulated. The regulated segment includes central, state 

and private universities, private/professional colleges, and technical and research institutions. 

The unregulated segment includes online education, vocational training, finishing schools, 

professional development and training and coaching classes.

India’s higher education system is the world’s third largest in terms of student enrollment 

next only to China and the United States. The huge demand/supply gap, participation of a 

large number of private players, growth of the IT sector, demand for a skilled workforce, 

increasing FDI, disruptive innovation, and online education are a few factors which have led to 

the exponential growth in this sector.

India has emerged as a strong market for investment in the training and education sector 

due to its favorable demographics (young population) and being a services-driven economy 

with growth in sectors such as software development, pharmaceuticals, life sciences, and 

healthcare.

SUB-SECTORS

Higher Education

India is a strong market for graduate institutions from the United States who are interested 
56 U.S. Commercial Service Education & Training Services Guide | 2019 57

INDONESIA

UNESCO Student Mobility Number:

Indonesia has 45,206 students studying abroad.

CIA World Factbook:

41.57% of the total population is less than 24 years old. 

OVERVIEW

Indonesia is the world’s fourth most populous country and third-largest democracy. It is an 

archipelago comprised of over 17,500 islands and is home to 265 million people, 87% of 

whom identify as Muslims, making it the world’s largest Muslim-majority nation on earth. The 

population is dominated by a young generation; close to 50% of who are younger than 30 

years old. The country’s middle class is growing rapidly and is the biggest in Southeast Asia. 

The number of families with household income exceeding US$ 10,000 is expected to double 

by 2020, while the average disposable income is expected to increase 3-5 % annually.

Indonesia has compulsory education that lasts 9 years from age 7 to age 16 years old. The 

primary to post-secondary education academic year begins in July and ends in June. The 

Indonesian school system is immense and diverse with over 50 million students and 3 

million teachers in more than 250,000 schools throughout the archipelago. Based on data 

on Indonesian education statistics, the number of university students was about 6 million 

in 2017 and is projected to grow over the next 5 years. Universities in Indonesia are largely 

private. There are three ministries that supervise and organize the entire system, namely the 

Ministry of Education, Ministry of Religious Affairs, and Ministry of Research & Technology. 

The education ministry oversees state primary, junior and secondary schools; the religiousaffairs ministry has control of Islamic schools and other religious schools; and the ministry of 

research and technology is responsible for universities and polytechnics.

SUB-SECTORS

Higher Education

Indonesia is a huge potential market for U.S. providers of secondary, tertiary, and vocational 

education. The Indonesian government has made a clear commitment to education. The 

government has taken steps toward education reforms and greater investment in education 

in recent years. Significant increases in government spending have led to real gains in terms 

of secondary enrollment, and the number of higher education students has doubled over the 

last five years. This equates to an increase in the number and quality of students seeking postsecondary education opportunities.

In the 2017-2018 academic year, 8,650 students from Indonesia were studying in the U.S. 

(down 1.4% from the previous year). Indonesia is the nineteenth leading place of origin for 

foreign students studying in the U.S. Over 96 percent of all student visas are granted by the 

Capital: Jakarta

Population: 262,787,403 (July 2018 est.)

GDP: $1.015 trillion (2017 est.)

Currency: Indonesian rupiah

Language: Indonesian (official)

RESEARCH AND DEVELOPMENT

As per the annual Open Doors Report in the 2017–18 academic year, 196,271 students 

(including graduate, undergraduate and OPT) from India were studying in the United States. 

India is the second leading place of origin for students coming to the United States. Students 

from India make up approximately 17.9 percent of the total foreign student population in the 

United States. Of the 196,271 students from India, 48.7 percent are graduate students, 11.9 

percent are undergraduate students, 1 percent select other programs and 38.4 percent are 

classified as pursuing OPT (Optional Practical Training) in the United States. This year India 

saw 5.4 percent growth for Indian students in the U.S. The international students’ data in 

different fields of study shows a considerable increase not only in streams like engineering, 

computer science and business, but also in the health professions, and life sciences fields. 

(Source: http://www.iie.org/en/Research-and-Publications/Open-Doors.V_RGL2z7V9A)

EVENTS

• Linden international recruitment fairs in India (January 28–Feb 04, 2018), 

http://www.lindentours.com/fairs/

• ISN education fairs (February 12–18, 2018), http://isnexpo.com/package/india-expo/

• The MBA tour (February 2018), http://www.thembatour.com/bschool/calendarEvents.

html

• FICCI Higher Education Summit (November 2018), http://www.ficci-hes.com/

• EducationUSA fairs (September/October 2018)

RESOURCES

• EducationUSA, https://educationusa.state.gov/

• All India Council of Technical Education (AICTE), www.aicte-india.org

• Association of Indian Universities (AIU), http://www.aiu.ac.in/AIUTEST/index.php

• Ministry of Human Resource Development (MHRD), www.mhrd.gov.in

• National Assessment and Accreditation Council (NAAC), www.naac.gov.in

• National Council of Educational Research and Training (NCERT), www.ncert.nic.in

• National Institute of Open Schooling (NIOS), http://www.nios.ac.in/

• United States–India Educational Foundation, www.usief.org.in

• University Grants Commission (UGC), https://www.ugc.ac.in/

• Open Doors IIE,

http://www.iie.org/en/Research-and-Publications/Open-Doors#.V_RGL2z7V9A

U.S. COMMERCIAL SERVICE CONTACT

Noella Monteiro

Commercial Advisor

Noella.Monteiro@trade.gov

+91 22 26724407
58 U.S. Commercial Service Education & Training Services Guide | 2019 59

desired destination for Indonesian students seeking to study overseas. U.S. universities and 

community colleges can become more visible in the Indonesian market through participation 

in education fairs, including the U.S. Department of State’s EducationUSA Fairs and/or 

by working with educational consultants. Educational consultants are very popular with 

prospective Indonesian students and their parents as they serve as “one-stop-shops” for 

applying to schools and provide services such as assisting with visa applications and arranging 

travel and accommodations.

To compete with other countries which offer lower tuition fees, universities are participating 

in “1+1” or “1+3” or “2+2” programs which enable students to apply credits from the years of 

study at a local university towards an undergraduate degree at a U.S. university. Studying 

at U.S. community colleges has also become an increasingly popular option for Indonesian 

students. Some 40% of Indonesians applying for student visas to the U.S. have been accepted 

at a community college, and half of the top 10 school destinations are community colleges.

Finally, vocational schools have increasingly become targets of Indonesian government 

interest. The Indonesian government is planning to improve the current vocational education 

system with multiple skill certificates, in which vocational school students can earn certificates 

after completing training courses in addition to their high school graduation diploma. This 

system could speed up the process of workforce employment. Data from the Education and 

Culture Ministry shows that Indonesia currently has more than 13,000 vocational schools, each 

of which specialize in one of several fields, including tourism, business, maritime industries 

and machinery. The Indonesian government also has invited business players to contribute in 

an expanded role to shape the curriculum and set the skill standards relevant to the demands 

of the job market. Business players are also expected to provide internship opportunities 

and on-site training programs for both students and teachers. There may be opportunities 

for U.S. vocational schools to partner with Indonesian vocational schools to support the 

development of curriculum and establish a presence in Indonesia. In addition, U.S. vocational 

schools may enjoy increasing appeal as opportunities to gain overseas education and 

employment experience.

EVENTS

There are many education fairs take place in Indonesia throughout the year. Many education 

agents in Indonesia also have their own fairs. Some of education fairs in 2019:

• Indonesia International Education & Training 28th Edition 2019 (February 14-17, 2019)

Jakarta https://ina-eduexpo.com/

• Indonesia Education Fair 2019 (March 9 – 12, 2019) Jakarta, Bandung, Yogyakarta 

http://webaworld.com/event/Indonesia-Jakarta/6.php

• ISN Spring 2019 Tour (March 14 & 16, 2019) Bali and Jakarta 

https://isnexpo.com/asia-expo/

• Global Educational Supplies & Solutions 2019 (September 18-20, 2019) Jakarta 

www.gessindonesia.com

• World Education Expo Indonesia 2019 (September 26, 2019 – October 2, 2019) Medan,

Jakarta, Surabaya and Denpasar. https://weei.worldeducationexpos.com/

• ISN Fall 2019 Tour (October 19-20, 2019) Jakarta and Surabaya 

https://isnexpo.com/asia-expo/

U.S. Embassy in Indonesia, and 95% of Indonesians studying abroad are self-funded. This 

group of students finances their education privately with financial support from their parents 

or assistance from overseas relatives. The remaining five percent of students are financed by 

local universities, companies, government, and scholarships through different grants.

There are two types of high schools in Indonesia: SMA (Sekolah Menengah Atas) and SMK 

(Sekolah Menengah Kejuruan). SMA students are prepared to continue getting higher 

education, while SMK, as a vocational school, prepares its students to work after finishing 

their school without getting higher education. There are many International Schools in 

Indonesia. International Schools adopt an international curriculum such as IB (International 

Baccalaureate) or CIE (Cambridge International Examinations).

Year Business/

Management Engineering Life Science

Math &

Computer Science

Health

Professions

2014 30% 17% 8% 5% 2%

2015 29% 17% 7% 5% 2%

2016 31.1% 17.1% 7% 5.6% 1.9%

2017 30.3% 16% 6.5% 7.1% 1.9%

2018 28% 17.8% 6.8% 8.5% 1.9%

Source: Open Door 2018

COMPETITION

For the past 10 years, U.S. institutions have been losing significant market share to rivals, 

especially Indonesia’s neighboring countries like Australia, due to high cost of tuition/fees 

at U.S. institutions. Australia, Singapore, Malaysia, UK, Japan, New Zealand and Korea have 

aggressively promoted their education programs in Indonesia. Australia is the number one 

choice for Indonesians abroad, largely due to geographic proximity, perceived institutional 

quality, and English-language instruction. The number of Indonesian students choosing to 

study in Australian higher education institutions has increased by more than 8% in the past 

year. One in four Indonesian students who study at universities overseas chooses to study 

abroad in Australia. More than 20,000 Indonesian students are studying in Australia starting 

from vocational training to universities levels. The most popular courses for Indonesians in 

Australia are in the fields of management and commerce, society and culture and engineering 

and technology, there are also significant increases choosing education, natural and physical 

sciences and agriculture and environmental studies.

New Zealand, China, Malaysia, Canada and Singapore have joined forces with each other in 

announcing their intention to attract more Indonesian students. China, in particular, increased 

scholarships in the country after witnessing a 42% enrollment surge at its universities in 2007-

2009. Malaysia became the second-most popular destination for Indonesian students in 2010, 

which is reflective of an Indonesian focus on affordability and cultural similarities.

OPPORTUNITIES

A recent survey conducted by a leading Indonesian newspaper shows that most students 

perceive academic institutions in the U.S. as offering the highest quality of education 

compared to academic institutions in other countries. The U.S. has consistently been a 
60 U.S. Commercial Service Education & Training Services Guide | 2019 61

ISRAEL 

UNESCO Student Mobility Number:

Israel has 14,386 students studying abroad.

CIA World Factbook:

42.84% of the population is under 24 years old.

OVERVIEW

Israel has a long tradition of academic excellence, boasting world class universities, colleges 

and research institutions. Israeli higher education institutions provide a diversity of academic 

programs in English for international students at the Bachelor and Masters degree level 

ranging from short-term courses to full degree programs. Israeli Institutions also welcome 

international students and researchers for PhD and Post-Doctoral research and assign them 

with leading researchers in the field. 

Today, institutions of higher education in Israel are as follows: seven state universities, one 

open-university, 36 academic colleges (seven regional colleges associated with universities, 

29 other regional colleges) and 21 teacher training colleges. Also, there are 12 institutions 

that offer diploma-level programs that are recognized by the Ministry of Education, 11 art 

schools, and 59 technological colleges. All Israeli universities and 41 of the colleges are publicly 

funded, while 12 colleges are privately funded. Highlighted fields of study include Science and 

Engineering, Innovation & Entrepreneurship, Agriculture & Sustainability, Art Design & Music, 

Jewish Studies. There are currently 306K students enrolled in academic institutions in Israel. 

The breakdown is as follows: undergraduate – 230,800, graduate – 63,400, third degree – 

11,400. In the last ten years, the number of enrolled undergraduate students rose 48%, the 

number of graduate students grew 95% and third-degree students rose by 68%.

The Council for Higher Education (CHE) is the official authority for higher education in Israel 

and determines policy for the higher education system. The 2018-2019 school year will mark 

the 60th anniversary of the CHE and 70 years of Israeli academic excellence. In 1948, there 

were about 1,600 university students in Israel in three universities: The Technion, Hebrew 

University, and the Weizmann Institute. Since then, over the past 70 years, the Israeli academic 

system has grown significantly and now includes 62 institutions of higher education. The most 

recently published OECD report ranked Israel in second place in the world in the percentage 

of native citizens ages 25-64 who have post-secondary and academic education (48.5%). 

Engineering is now the largest program of study in Israel; one of every four students enrolled 

in a program of higher education in Israel studies engineering or computer science.

Unlike most countries, Israel has a mandatory military service. Therefore, all young adults 

serve in the military after completion of high school (men serve 3 years, women serve 2 years) 

between the ages of 18-22. Israeli’s look for education opportunities only after completion of 

the military. Unlike the US, Israelis begin their education in their early 20’s. This is after many 

of them spend a year abroad traveling.

Capital: Jerusalem

Population: 8,424,904 (July 2017 est.)

GDP: $350.7 billion (2017 est.)

Currency: Israeli New Shekel (ILS)

Language: Hebrew (official)

RESOURCES

• EducationUSA, https://educationusa.state.gov/

• Ministry of Education and Culture, https://www.kemdikbud.go.id/

T: +62-21-344-9230 ext: 6187/6186

• Ministry of Research, Technology, and Higher Education, www.ristekdikti.go.id

T: +62-21-150-0661

• American Indonesian exchange Foundation (AMINEF), www.aminef.or.id

T: +62-21-5793-9085

• Institute of International Education,

https://www.iie.org/Research-and-Insights/Open-Doors/About-Open-Doors

U.S. COMMERCIAL SERVICE CONTACT

Yulie Tanuwidjaja, Commercial Specialist 

Yulie.Tanuwidjaja@trade.gov

U.S. Commercial Service - Indonesia

Tel: +62-21-5083-1000
62 U.S. Commercial Service Education & Training Services Guide | 2019 63

from private, individualized study in a quiet space during the hours that the library is open 

to an ecosystem of collaborative study in teams throughout all hours of the day requires 

a change in academic libraries. The academic libraries on the new campus will serve as 

incubators of creativity by making quality information (analog and digital) accessible, by 

their ability to be a physical center for people to meet (librarians/information scientists, 

students, lecturers, and researchers from a range of disciplines), and by instilling 

advanced digital scholarship. 

OPPORTUNITIES

Today, attention in Israel has turned to secondary study and relevant accreditation; be it degree, 

diploma or certificate. Israelis are looking to broaden their horizons both professionally and 

personally and are investigating opportunities to study abroad. According to the OECD, Israel is 

the second most educated country in the world, which suggests that it is home to prospective 

international students of the highest quality. Also, Israel has the second highest number of 

GMAT takers per capita of any country in the world and provides the seventh largest number 

of takers of any country in the world, ahead of France and Germany. Best prospects for U.S. 

educational institutions are to offer a degree integrated with practical work experience. 

EVENTS

Education Fairs

RESOURCES

• EducationUSA – Ralph Amelan, Advisor, American Center Jerusalem -

Amelanrm@state.gov

• Fulbright – Aaton Schiffman, Public Affairs Office, US Embassy Jerusalem –

schiffmanex@state.gov

• Ustudy Global LLC– David Adler, Director – david@ustudy.co.il

• Yeda Plus (service provider) - Test preparation courses for the TOEFL, SAT, GRE, GMAT,

LSAT, IELTS

U.S. COMMERCIAL SERVICE CONTACT

Karen Kelich, Commercial Assistant

U.S. Commercial Service – Israel

Email: karen.kelich@trade.gov

Phone: 972-3-519-8508

SUB-SECTORS

Higher education

In 2017/2018 there were 2,327 Israeli students studying in the United States, 2.8% less than 

the previous year (Breakdown: 698 Undergraduate, 1,119 Graduate, 147 Non-degree and 

363 OPT).

Israeli students typically apply for law, psychology, business administration, medicine, and 

veterinary medicine, engineering and fields that are not offered as BAs in Israel such as hotel 

administration, advertising, art and therapy. Short-term or non-degree study includes fields 

such as English language, culinary arts, sound engineering, jazz or acting, architecture and 

institutions offering sports scholarships. Popular majors include: business administration, 

law, clinical psychology, industrial/organizational psychology, culinary arts, film, music, video 

editing, advertising, international relations, computer sciences, engineering, architecture, mass 

communications, pre-med, and life sciences. Increasingly popular is ecology, environmental 

sciences, make-up artistry, image consulting, drug and substance abuse counseling, and 

various expressive therapies.

Exchange Programs and Cooperative Agreements

 There has been a growing trend by U.S. schools signing cooperative agreements with 

selected Israeli universities and colleges in an effort to attract graduate and post-doctoral 

students to their institutions and to work on collaborative research and development 

projects in areas of common interest.

Digital learning 

 The era of the internet has allowed for access to many areas of knowledge through digital 

means that are not necessarily a formal classroom. To prepare for the changes, digital 

courses have become an effective way of improving the quality of education and the 

educational experience as well as a way of making education more accessible. To become 

a part of this global revolution, a connection was made between the edX Project, backed 

by Harvard, MIT, and the State of Israel through a national initiative called Digital Israel 

at the Ministry for Social Equality. The connection permits academic institutions in Israel 

to place courses appearing under the caption IsraelX on the international edX platform. 

Additionally, edX assisted in establishing an Israeli platform – Campus – on which courses 

at Israeli academic institutions may also be made accessible. The CHE will be investing 

NIS 120 million in the coming years, which will include grants to produce very high-level 

online courses. The online courses will make all of the knowledge in the system of higher 

education accessible to students in Israel and worldwide as well as to many populations 

that are not able to visit the institutions themselves. 

Entrepreneurship and Innovation

 The establishment of “New Centers” for entrepreneurship and innovation on campuses 

in Israel is intended to allow students to take part in active learning while turning the 

academic institution into a place where ideas could be realized. To do so, centers for 

entrepreneurship and innovation will be established on campuses at which students 

from various disciplines can receive entrepreneurship training and can work together 

with lecturers and researchers along with the assistance of professional mentors to move 

forward important projects of significance to society, the economy, health, and more. The 

entrepreneurship centers will utilize the campus to create an innovative ecosystem that 

encourages creativity, that brings down barriers, and connects academia to industry.

 Turning libraries into social and knowledge centers - The transition from books, catalogs, 

and periodicals to knowledge that is primarily based in digital media and the transition 
64 U.S. Commercial Service Education & Training Services Guide | 2019 65

Within the first cycle, students pass from one level to the next one without exams. At the end 

of the first cycle of education, students who pass the final state examination progress directly 

to the second cycle of education, the first two years of which are compulsory.

Second Cycle of Education

The second cycle of education starts at the age of 14 and offers two different pathways:

• the upper secondary school education

• the regional vocational training system (IFP).

The first two years of the second cycle of education are compulsory.

The upper secondary school education (scuola secondaria di II grado) offers both general 

(liceo) and vocational (technical and vocational) programs. Courses last 5 years. At the end of 

the upper secondary school education, students who successfully pass the final exam receive 

a certificate that gives them access to higher education.

The regional vocational training system (IFP) offers three or four-year courses organized by 

accredited training agencies or by upper secondary schools. At the end of regional courses, 

learners receive a qualification that gives them access to second-level regional vocational 

courses or, under certain conditions, short-cycle courses at higher education level.

Higher Education

The following institutes offer education at higher level:

• Universities (polytechnics included – Polytechnics are institutes that include a faculty of

engineering and an architecture faculty, with specialization schools in the various

engineering sectors);

• High level arts, music and dance education institutes (Alta formazione artistica, musicale 

ecoreutica - Afam);

• Higher schools for language mediators (Scuole superiori per mediatori linguistici - SSML);

• Higher technical institutes (Istituti tecnici superiosi - ITS).

Access to university, Afam and SSML programs is solely for students with an upper secondary 

school certificate. The Ministry of education and individual institutions establish the specific 

conditions for admission.

Courses at ITSs are accessible to students with an upper secondary certificate and to students 

who have attended a four-year regional vocational course followed by an additional one-year 

course in the Higher Technical Education and Training system (IFTS). ITS offers short-cycle 

bachelor programs, according to the Bologna structure.

Study Abroad

Studying abroad takes place mainly through the Erasmus Program. The Program foresees 

now more opportunities also for new graduates.

Students can choose among a study period abroad at a partner higher education institution 

(HEI) and a traineeship abroad in an enterprise or any other relevant workplace.

The study/traineeship period abroad must be part of the student’s study program to complete 

a degree at a first cycle (Bachelor), second cycle (Master) and third or doctoral cycle. A student 

can receive up to 12 months of Erasmus funding per each cycle of study, independently from 

the number and types of periods abroad.

ITALY

UNESCO Student Mobility Number:

Italy has 65,307 students studying abroad according to UNESCO. 

CIA World Factbook:

23.21 % of Italy’s population is under 24 years of age.

OVERVIEW

In Italy, schools are mainly State schools. Non-state schools may either have a status equal 

to State schools (equal) or be merely private schools. Equal schools are run by either private 

subjects or public subjects (e.g. local authorities such as Municipalities and Provinces) and 

have obtained the equal status after meeting some specific requirements (law no. 62/2000). 

Equal schools are public entities and can release all official certifications foreseen by the 

Italian education system. Only private schools are not part of the Italian education system and 

cannot release official certifications.

The State directly finances State schools through funds included in the budget of the Ministry 

of Education, University and Research (Miur).

Equal schools, as they are part of the national education system, receive State funds according 

to specific criteria established by regulations. Regulations also establish that priority must be 

given to those schools run by non-profit entities (Ministerial Decree of 21 May 2007).

The Higher Technical Education and Training System (IFTS) is financed by the State and cofinanced by the Regions.

The State directly finances higher education institutions (Universities and Afam - Higher 

Artistic Musical and Coreutical Training - institutions) through funds included in the budget of 

the Ministry of Education, University and Research.

The Italian Constitution establishes that education is accessible to everyone and that 

compulsory education is free (art. 34). At present, compulsory education lasts 10 years (from 6 

to 16 years of age). Education, at all levels, is accessible throughout the national territory and 

Italian is the official language of education. 

First Cycle of Education

The first cycle of education is compulsory and is made up of primary and lower secondary 

education.

• Primary education (scuola primaria) starts at 6 years of age and lasts 5 years.

• Lower secondary education (scuola secondaria di I grado) starts at 11 years of age and

lasts 3 years.

Capital: Rome

Population: 62,246,674 (July 2018 est.)

GDP: $1.939 trillion (2017 est.)

Currency: Euro

Language: Italian (official) 
66 U.S. Commercial Service Education & Training Services Guide | 2019 67

One should note that due to university autonomy and a growing sensitiveness towards 

internationalization, the number of international agreements between Italian and foreign 

universities has increased. In order to keep records of such inter-university agreements, a 

platform was created in 2009 by the Ministry of Education, the Ministry of Foreign Affairs and 

the Conference of Rectors of Italian universities (CRUI).

The Ministry of Foreign Affairs contributes to the internationalization of the university system 

through agreements and specific projects, funding for the mobility of researchers within 

bilateral programs, awarding grants and allowances for post-graduation programs and for 

scientific and technological initiatives, always included in bilateral programs.

The Ministry of Foreign Affairs publishes the offer of scholarships, coming from several 

States and some International organizations for attending courses at universities or higher 

institutions abroad, for conducting research in public archives, cultural centers, libraries, 

laboratories and for attending language courses at specialized language centers.

Finally, the Ministry of Foreign Affairs has stipulated bilateral and multilateral agreements with 

several EU and non-EU States for the recognition of qualifications.

EVENTS

Bologna Children’s Book Fair: http://www.bookfair.bolognafiere.it/

Salone Internazionale del Libro di Torino: http://www.salonelibro.it/

RESOURCES

• Italian Ministry of Education, University and Research, http://www.miur.gov.it/

• EACEA National Policies Platform, https://eacea.ec.europa.eu/national-policies/eurydice/

• Fulbright Italy, http://www.fulbright.it/

• Open Doors IIE, https://www.iie.org/

• Italian National MBA Association, http://www.nova-mba.org

• EducationUSA, https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT

Maura Conza, Commercial Assistant

U.S. Commercial Service – Italy

Maura.Conza@trade.gov

+39 02 6268 8521

Then the Fulbright Program, the flagship international educational exchange program 

sponsored by the U.S. government, is designed to increase mutual understanding between 

the people of the United States and the people of other countries, such as Italy.

In Italy the Program is administered by the Commission for Cultural Exchanges between Italy 

and the United States - the US-Italy Fulbright Commission - a bi-national body financed and 

managed by the U.S. Department of State and the Italian Ministry of Foreign Affairs. Honorary 

Presidents are the Italian Minister of Foreign Affairs and the United States Ambassador to Italy.

Overview

According to the Institute of International Education’s 2018 Open Doors report, Italy is ranked 

6th among countries sending students to the U.S. for higher education and training services. 

During the 2017/2018 academic year 5,789 Italian students were enrolled in undergraduate, 

graduate, OPT, or Intensive English Programs in the U.S. This was a 3.5% increase over the 

previous academic year. Italy is also the second most popular host for American students, 

with 35,366 in the 2016/17 academic year. This was a 1.4% increase over the previous 

academic year.

SUB-SECTORS

Higher Education 

Number of students studying in the U.S: 5,789 

Courses of study: Italian students go to the U.S. for degrees in business or engineering. An 

MBA is highly regarded in Italy, and Italian students who enroll in MBAs generally excel at their 

studies (being used to the rigor of the Italian system).

2017/2018 statistics as compared to previous year (2016/2017):

• Undergraduate: 2,092 +3.5%

• Graduate Education: 2,087 +2.5%

• Non-Degree: 819 +3%

• OPT: 791 +6.7%

OPPORTUNITIES

Italy’s demand for American educational services has grown over the last year. 5,789 Italians 

studying in the U.S. in the 2017-2018 school year as undergraduates, graduate students, 

international scholars or participants in intensive English courses. The most popular U.S. 

programs are English as a Second Language, MBAs and other graduate and short-term 

programs that give students the opportunity to live in America, to make contacts and to 

improve their English.

Italian demand for an American education at the undergraduate level is not particularly strong 

due to the difficulty in transferring credits, as well as the fact that American degrees are not 

officially recognized in Italy. Students often prefer flexible graduate programs and one-year 

study exchange programs as a way to gain international experience, perfect their English and 

make contacts abroad, all in a shorter period and at a lower cost. E-learning opportunities are 

also becoming increasingly popular in Italy, especially for language training and continuing 

medical education (CME).

Cost is usually the main barrier, however, demand remains high as Italians place great value 

on a U.S. education. Although some financing options do exist, many students are opting for 

shorter, less expensive programs to study in the United States.
68 U.S. Commercial Service Education & Training Services Guide | 2019 69

SUB-SECTORS

Higher Education

Academic Level 2016/17 2017/18 % Total % Change

Undergraduate 9,095 9,190 49.0 1.0

Graduate Education 2,967 2,918 15.6 -1.7

Non-Degree 5,271 5,144 27.4 -2.4

OPT 1,447 1,501 8.0 3.7

Japanese students 

total 18,780 18,753 100 -0.1

According to “Community College Data Resource”, during the 2017/18 academic year, Japan 

had the fourth largest population of international students studying in Community Colleges 

in the United States. 5,390 Japanese students studied in the United States, which was a 1.6 

percent increase from the previous year. 

Community College 2016/17 2017/18 % of Total % Change 

Japan (Ranked 4th) 5,305 5,390 5.7 1.6

World total 96,472 94,562 100 -2.0

(Source: The Institute of International Education (IIE), 2018 Open Doors Report)

MEXT has launched several initiatives for supporting study abroad. Starting in 2013, MEXT is 

taking a lead on “Tobitate!”, a public-private partnership student study abroad program. This 

program aims to send approximately 10,000 high school and university students overseas 

by 2020 and offers financial support to selected students. This program will be accepting 

student applications until March, 2020. Please refer to the introductory video that describes 

“Tobitate!”: https://www.youtube.com/watch?v=eGFbGZG5UqM

Starting in 2014, MEXT is providing financial support to 37 “Super Global Universities” through 

2023 to help those schools internationalize. A list of schools, please refer to the video: 

https://www.jsps.go.jp/english/e-tgu/selection.html

TeamUp campaign is an Initiative funded by the U.S. Embassy Tokyo to increase student mobility 

by promoting strategic partnerships between U.S. and Japanese colleges and universities. The 

TeamUP RoadMap is a web-based, step-by-step guide for creating partnerships, and also has 

a matchmaking function. http://teamup-usjapan.org/

Secondary Education

School organized student trips are a typical Japanese tradition. The educational travel sector 

has great market potential as the demand for international school trips are increasing. 

Institutions, such as Super Global High Schools (SGH) and Super Science High Schools 

(SSH), are implementing study abroad programs and are looking for additional attractive 

short-term programs.

JAPAN

UNESCO Student Mobility Number:

Japan has 31,702 students studying abroad and 49 percent of those students studied in the 

United States. The U.S. is followed by the United Kingdom (9.3 percent), Australia (5.5 percent), 

France (5.2 percent), and Canada (4.9 percent) rounding out the top study destinations for 

Japanese students.

http://uis.unesco.org/en/uis-student-flow

CIA World Factbook:

22.34% of the population is under 24 years old.

https://www.cia.gov/library/publications/the-world-factbook/geos/ja.html

OVERVIEW

During the 2017/18 academic year, Japan had the eighth largest population of international 

students studying in the United States. 18,753 Japanese students studied in the United States, 

which was a 0.1 percent decrease from the previous year. 

Japan was the Number 1 country of origin for students to the United States from 1994 to 

1998. Since then, Japan has fallen to eighth place due to a variety of circumstances including 

challenging economic conditions, Japan’s low birth rate, the recruiting cycle of Japanese 

companies, and a surge of students from other countries. Japan’s downward trend has shown 

signs of bottoming out as of the 2015/16 academic year. The United States remains the most 

popular destination for studying abroad. The U.S. Department of Commerce estimates that 

in 2017, Japanese students studying in the United States contributed $627 million to the

U.S. economy. 

The globalization of Japan is one of the pillars of the Prime Minister’s growth strategy. Prime 

Minister Abe announced the intent to double the number of bilateral exchanges between 

U.S. and Japan by 2020. More specifically, the Japanese Ministry of Education, Culture, Sports, 

Science, and Technology (MEXT) has set a goal to send abroad 120,000 Japanese university 

students and 60,000 Japanese high school students annually by 2020.

The Japanese school year begins in April and ends in March. The first term runs to around 

July 20. Exams are given at the end of each grading period. There are usually three breaks in 

Japanese schools during the academic year: the summer break (late July – August 30), winter 

break (late December – early January) and spring break (secondary education: late March - 

early April; higher education: late February – early April).

Capital: Tokyo

Population: 126,168,156 (July 2018 est.)

GDP: $4.873 trillion (2017 est.) 

Currency: Yen (JPY)

Language: Japanese
70 U.S. Commercial Service Education & Training Services Guide | 2019 71

OPPORTUNITIES

The Japanese government is promoting measures to facilitate study abroad participation from 

the viewpoint of global human resource development, importance of personal interchanges 

with foreign universities, and globalization of the traditional insular Japanese society. 

There are potential opportunities for U.S. universities that market short-term offerings to 

Japanese students.

It is crucial to understand the English proficiency skills of Japanese students. U.S. universities/

colleges need to take this condition in to consideration and consider relaxation of some TOEFL 

score requirement and customize programs to the tastes of Japanese students. The ability 

to offer conditional acceptances will be valuable in attracting student attention. Please also 

note that Japanese and U.S. academic calendars do not have a good fit. Japanese universities 

academic calendar starts in April and runs through late February.

Short-term (1-2 months study abroad) programs are the most popular in Japan because it 

makes the best use of summer/spring breaks. There are opportunities for U.S. universities/

colleges to market attractive short-term program to Japanese students. Showing the direct 

benefits in relation to future career success encourages students to study in the United States. 

Service learning and/or volunteer activities to gain resume enhancing experience can be 

compelling reasons to enroll in a program. Some Japanese universities and education agents 

are looking for immersion into the English and cultural experience with native speakers while 

playing sports, music, dance and making friends in the U.S. colleges and universities.

One-semester to one-year study exchange programs with partner U.S. universities are also 

very popular in Japan. Partnering with Japanese universities is an effective way of entering the 

Japanese market. In recent years, many Japanese universities are looking for bilateral student 

exchange partners. Japanese universities are aware of difficulties in maintaining balance 

in terms of number of students in two-way exchange programs and they are interested in 

discussing new ways of facilitating student exchange. 

Short-term (7-10 days) educational travel programs for high schoolers have great market 

potentials. Many Japanese high schools are interested in a unique study abroad programs, 

such as STEM-related programs including scientific field trips, interaction with faculties/

students and companies/lab visits. The key to success would be tailored short term programs 

(STEM, art, entrepreneurial studies, robotics, music, sports, leadership, etc.,) specifically for 

high school student travel. Information on homestay availability, exchange programs with 

local schools and other special programs students can join would be helpful. Additional 

resources such as the availability of Japanese guides at attractions would be welcomed. Super 

Global High School (SGH) and Super Science High School (SSH) that would be a good potential 

partner with U.S. education institutions. 

EVENTS

The Association of Boarding Schools (TABS) “Boarding School Fair in Tokyo” in fall 2019: 

http://www.boardingschools.com/

Linden Education Services “World Boarding Schools and Summer Camp EXPO in Tokyo” in fall 

2019: http://www.boardingschooltours.com/our-fairs/times-venues-contacts.aspx

Tokyo EducationUSA EXPO in September 2019: The U.S. Embassy Tokyohosting the 

EducationUSA EXPO in cooperation with EducationUSA, the Japan-U.S. Educational Commission 

Super Global High Schools (SGH) project started in 2014. MEXT designated 123 SGH schools 

to implement curricula that will develop a new generation of Japanese students with the skills 

to compete in the global economy. For the five-year duration of the project, selected SGH 

schools consider studying abroad programs as a part of core elements. In 2019, the current 

SGH program will be reborn as the World Wide Learning (WWL) Consortium Project. There are 

2 models: 1. Advanced Model (= WWL project): 10 hub schools will be selected. This project 

will be funded up to US$1.6 million for the selected 10 schools. 2. Regional Model: 50 schools 

focusing on their community’s growth and fostering resources to support the community 

collaborating with local industries, NPO, local colleges/universities. This project will be funded 

up to US$4 million. The period of the programs is 3 years. For the full list of schools and further 

details, please refer: http://www.sghc.jp/en/

Super Science High School (SSH) project started in 2002 to enhance science education 

at the higher secondary level. For the three-year duration of the project, selected 

SSH schools receive increased funding and are encouraged to develop links with 

universities and other academic institutions. MEXT selects 26 high schools every year. 

For the list of school, please refer: http://www.jst.go.jp/cpse/ssh/school/list.html

The market for U.S. boarding schools is a niche opportunity. There is a steady number of 

wealthy families, who can afford to pay boarding school tuition, interested in boarding 

schools. Working closely with your partner agents would be the most effective way to tap into 

this market. There are a few Japanese agents that specialize in boarding school programs. CS 

Japan supports boarding schools’ fairs, including The Association of Boarding Schools (TABS) 

and Linden Education Services. 

Intensive English Programs

12,607 Japanese students participated in Intensive English Programs in the U.S. during the 

2017 academic year. This represents a decrease in total number of students (from 13,511 

in 2016), but average Weeks per Student went up over this period to 12.2 from 11.6. These 

programs are of increasing interest to Japanese students.

Online Programs

There are growing needs and Japanese people will continue to invest in improving their 

English through lower-cost options. However, the online English lessons market in Japan is 

already saturated with visible high-end players and lower-end online option providers. There 

are many English schools that operate one-on-one tutor-student/small group lessons in 

both classroom and online. These schools have a physical presence and extensive marketing 

campaigns in Japan. There are skype-based companies such as Rarejobs that have a huge 

share of the online English market in Japan. Rarejobs offers lessons at extremely cheap prices, 

making it difficult for newcomers to gain market share without investing significantly into 

establishing a local presence. The initial financial investment required to be noticed, and the 

marketing, general & administrative, and human resources costs are significant in Japan. 

Professional Training Services

While the concept of globalization and improving English skills is regarded to be important, the 

allocation of financial resources and incentives have not followed. This makes it challenging 

for working professionals to truly invest the time and energy in learning and/or improving 

their English skills. This is coupled with the fact that Japan has been in long-term economic 

stagnation since the bubble burst in the early 90’s. Japanese firms has been cutting outside 

training/education costs and started funding fewer employees for executive education abroad.
72 U.S. Commercial Service Education & Training Services Guide | 2019 73

KAZAKHSTAN

UNESCO Student Mobility Number:

Kazakhstan has 89,505 students studying abroad.

CIA World Factbook:

39.64% of the population is under 24 years old.

OVERVIEW

Higher Education

Kazakhstan’s population reached 18.4 million in 2018. Ninety percent of the population 

completes secondary education or beyond and there is great importance placed on education 

both by the Government and the citizenry. Since Kazakhstan’s independence in 1991, Kazakh 

nationals have taken increasing advantage of studying overseas with more than 100,000 (with 

China) students choosing to study outside of Kazakhstan. 

At the moment, 477,074 students are enrolled into higher education institutions in Kazakhstan. 

There are 122 universities nationwide. The range of tuition fees in Kazakhstan is from $1,000 

to $15,000 per year, primarily at American-style, English-language universities. More than 93% 

of the students are self-funded and approximately 6.7% are on state scholarships.

The local government intends to “optimize” higher education in Kazakhstan by limiting the 

number of higher educational institutions to 100, down from 150 (122???) (mostly private) 

universities through mergers, downgrading, and closures. This reform tightens licensing 

regulations and qualification requirements for universities to insure programs correspond to 

international standards. 

145 000 students graduated from high-school in 2018, and the number will rise to around 

200-250,000 students forecast to graduate annually by 2020. So, just as the Government of 

Kazakhstan reduces the number of universities, an unprecedented number of students will 

enter the market- creating opportunity for U.S. institutions with ties to Kazakhstan.

Since 2011, the Bolashak (“Future”) scholarship program has provided scholarships for 

Master’s and PhD programs. The most popular countries for study under the program are 

the UK, U.S., and Russia. Of the 229 educational institutions with Bolashak agreements, 47 

are in the U.S. Academic Mobility Scholarship – another program introduced in 2011, aims 

to support 300 students in state or national universities to complete part of their graduate 

degrees abroad at an institutional partner university. 

At the moment, fewer than 10% of potential Kazakhstani applicants are studying in the United 

States. Out of more than 100,000 students studying overseas, 90% are self-funded. In 2018 

1,865 students from Kazakhstan are currently studying in the U.S. with 65% studying at 

bachelor’s level.

Capital: Astana

Population: 18,744,548 (July 2018 est.)

GDP (USD): $159.4 billion (2017 est.)

Language: Tenge (KZT)

Language: Kazakh (official, Qazaq), Russian (official)

(Fulbright Japan), U.S. College Alumni Network of Japan (USCANJ), KagakushaNet and Eiken 

Foundation of Japan. http://americaexpo.jp/for-us-institutions/

Osaka EducationUSA EXPO in September 2019: The U.S. Consulate General, Osaka-Kobe, and 

other constituent posts hosts EducationUSA Expo in various locations in Western Japan. There 

is no fee to participate in this public event: http://americaexpo.jp/for-us-institutions/

Western Japan College Fair in fall 2019 (TBD): The U.S. Consulate General, Osaka-Kobe 

will endorse the Western Japan College fair organized by Canadian Academy and Osaka 

International School of Kwansei Gakuin in fall 2019. The fair will feature about 100 Japanese 

and foreign universities including U.S. universities and attract international school students 

and local highschoolers. 

RESOURCES

• U.S. College Alumni Network of Japan, http://www.uscanj.net/

• Ministry of Education, Culture, Sports, Science and Technology (MEXT), http://www.

mext.go.jp/en/

• Ministry of Education, Culture, Sports, Science and Technology (MEXT), http://www.

mext.go.jp/en/

• A list of existing exchange agreements at higher education level, http://www.mext.

go.jp/a_menu/koutou/ryugaku/boshu/1346643.htm

• Japan Student Services Organization (JASSO): Japanese institutions offering programs in 

English, http://www.jasso.go.jp/en/index.html

• JAFSA, Japan Network for International Education, https://www.jafsa.org/en/

• Japan School Tours Bureau, http://jstb.or.jp/ (Japanese website only)

• EducationUSA at American Center Japan (A-CJ), 

http://americancenterjapan.com/;AmCtrJapan@state.gov

• Fulbright Japan, http://www.fulbright.jp/eng/index.html

U.S. COMMERCIAL SERVICE CONTACTS

Kazuko Tsurumachi, Commercial Assistant 

Commercial Service Tokyo, U.S. Embassy Japan

Email: Kazuko.Tsurumachi@trade.gov

Phone Number: +81/3-3224-5049

Tetsuko Fujioka, Commercial Assistant 

Commercial Service Osaka-Kobe, U.S. Consulate General Osaka-Kobe

Email: Tetsuko.Fujioka@trade.gov

Phone Number: +81/6-6315-6078
74 U.S. Commercial Service Education & Training Services Guide | 2019 75

of labor allowed under Eurasian Economic Union of Russia, Kazakhstan Belarus. There is still 

demand for soft skills and management training for Kazakhstan citizens.

Labor Market - Brief Overview 

The Kazakhstan labor force (people aged 15-64) is approximately 9 million people in 2017. 

There has been a slight increase for both genders in terms of participation rates, for men 

up from 76% in 2000 to 78% in 2012 and for females from 65% to 68% in the same period 

according to the World Bank. Kazakhstan registers relatively low unemployment rates for 

international standards. Male unemployment averaged 4.3% and female unemployment 

about 6.4%. Youth unemployment rates (for those people aged 15-24) were slightly lower than 

those for the total population, that is, 3.8% for young males and 4.7% for young females in 

2014-15. This is opposite to what normally happens in other parts of the world where youth 

unemployment tends to be higher than total unemployment. Higher educational attainment 

offers protection against unemployment in Kazakhstan. 

OPPORTUNITY:

Education market

Networks are key resources to successfully enter the country and recruit effectively. These 

include education agents and institutional alliances that cooperate with school guidance 

counselors. This market is an agent-driven market and there are a number of qualified 

educational agencies that operate on the territory of Kazakhstan. A proper due diligence is 

recommended before establishing partnership relations. 

Other activities, such as visiting schools, attending student fairs, holding seminars, and 

advertising campaigns, have become effective and important for recruitment. College 

guidebooks and catalogs are another way to introduce students from Kazakhstan to U.S. 

educational institutions. Parents as a target are an important segment of the market. 

Marketing materials need to be created to speak to parents. Internet and social networks are 

rapidly growing in Kazakhstan. The number of national users is approaching 10 million people.

Training services

A major share of solvent customers of international consulting firms now in Kazakhstan 

includes national companies, second-tier local banks, companies with foreign capital, and 

leading export-oriented giants.

EVENTS:

AKIEF 16th All-Kazakhstan International Education Fair 

Date: January 27/29/31 – February 2, 2019

Website: https://globusedu.kz/en/our-fairs/akief/

Location: Rixos Hotel, Almaty

Radisson SAS Astana Hotel, Astana

Renaissance Hotel, Atyrau

Renaissance Hotel, Aktau

A2 International Education Fair 

Date: February 2019, September 2019 (to be confirmed) 

Location: Almaty, Astana

Website: http://www.a2fairs.com/

In August this year, the government of Kazakhstan decided to let the currency, Tenge float 

leading to a sharp devaluation vis a vis the U.S. Dollar. Despite this, demand for education 

abroad is stable, albeit, causing a slowdown and a search for less expensive study options.

Training services

Training services offered by consulting companies have become more sophisticated and new 

areas such as management consulting, audits to IAS, GAAP and National standards, HR- and 

IT-consulting, manufacturing consulting, strategic planning and other professional services 

have appeared, reflecting the market developments and emerging needs of local businesses. 

Many international consulting industry giants and small businesses have entered the 

market which offers and opportunity for more U.S. companies to penetrate the market with 

their services.

International consulting companies, especially the “Big Four” corporations - Deloitte & Touch, 

Ernst & Young, KPMG and PriceWaterhouseCoopers are largely represented in Kazakhstan. 

Booz-Allen and Hamilton used to conduct their activities on a project-by-project basis and has 

now fully established offices in Astana and Almaty. Franklin Covey opened their office in 2010 

on a license. Dale Carnegie established their office in March 2013 via a franchise agreement.

BEST PROSPECTS/SERVICES:

Education market

Education technology, boarding schools, technical and vocational education, English-language 

courses, and higher education are highlights for demand in this market. Per capita income 

of $10,857.38 (2017) and a large disposable income of its population make Kazakhstan an 

attractive market for the U.S. education sector. Unlike the rest of Central Asia, Kazakhstan’s 

per-capita GDP has been steadily increasing up until 2014, creating burgeoning middle- and 

upper-class youth eager to travel and study abroad. However, multiple currency devaluations 

in 2014 as well as in 2015 had a negative impact on Kazakhstani families. Nonetheless, 

government policy has dramatically increased English-language education nationwide over 

the past decade. Major multinationals regularly noted a “skills gap”, with an insufficient supply 

of up-to-date technicians, engineers, scientists and professional managers, which meant an 

increasing demand in education for related degrees.

Training services

The most demanded training services include management soft skills, English language skills 

as well as technical training for the oil and banking sectors, e.g. international accounting 

standards, or reservoir engineers. Specialists note growing demand for training services and 

HR management skills development for mid-level managers. This market potential is also 

estimated as prospective and is associated with the development of small and medium size 

companies engaged in the B2B sector.

Some experts believe that at present the role of strategic management is underestimated by 

private businesses in Kazakhstan, and predict that demand for these services will reach its 

peak within two or three years. At present, major consumers of strategic services are national 

companies undergoing frequent changes and requiring solutions on team restructuring, 

optimization and evaluation. 

Following the 36% devaluation in 2015, companies are looking into focusing their hiring on 

local labor force. In cases where supply of professionals is limited, there is an increased trend 

for senior managers to be recruited from Russia, Belarus – largely thanks to free movement 
76 U.S. Commercial Service Education & Training Services Guide | 2019 77

RESOURCES:

• Kazakhstan’s Ministry of Education and Science, www.edu.gov.kz/en

• Bolashak Scholarship Program, www.bolashak.gov.kz

• EducationUSA Kazakhstan, http://www.educationusakazakhstan.org/

• United States Commercial Service, http://www.trade.gov/cs/index.asp

U.S. COMMERCIAL SERVICE CONTACT

Aliya Shaikhina

Commercial Specialist

Email: aliya.shaikhina@trade.gov

Phone: +7 (727) 250 76 12 ext. 6491

Begin Edu Fair

Date: February 13, 2019

Location: Renaissance Hotel, Atyrau

Website: https://begingroup.com/en/fairs/begin-central-asia-tour/edu-fair-atyrau.html

Begin Edu Fair

Date: February 14, 2019

Location: Renaissance Hotel, Aktau

Website: https://begingroup.com/en/fairs/begin-central-asia-tour/edu-fair-aktau.html

Begin Private School Fair Astana

Date: February 16, 2019

Location: Radisson Hotel, Astana

Website: https://begingroup.com/en/fairs/chastnyie-shkolyi-za-rubezhom-kazakhstan/

private-school-fair-astana-ii.html

Begin Private School Fair Almaty

Date: February 17, 2019

Location: Ritz-Carlton Hotel, Almaty

Website: https://begingroup.com/en/fairs/chastnyie-shkolyi-za-rubezhom-kazakhstan/

private-school-fair-almaty-i.html

WEBA Kazakhstan Agents Workshop

Date: February 17-18, 2019

Location: The Ritz-Carlton Hotel, Almaty

Website: https://webaworld.com/event/kazakhstan/3.php

Atakent-Expo Education and Career

Date: April 4-6, 2019

Location: Almaty (to be confirmed)

Website: http://www.exponet.ru/exhibitions/by-id/careeral/careeral2019/index.en.html

ALC2019 Asian Logic Conference

Date: June 17-21, 2019 

Location: Nazarbayev University, Astana 

Website: http://www.alc2019.kz/

WEBA Kazakhstan Student Fair Astana

Date: September 28, 2019

Location: Radisson Hotel, Astana

Website: http://webaworld.com/event/kazakhstan/27a.php

WEBA Kazakhstan Student Fair Almaty

Date: September 29, 2019

Location: The Ritz-Carlton Hotel, Almaty

Website: http://webaworld.com/event/kazakhstan/27a.php

Atakent-Expo Education and Science of the XXI Century 

Date: November 21-23, 2019

Location: Korme Exhibition Centre, Astana

Website: http://www.exponet.ru/exhibitions/by-id/scienceaas/scienceaas2019/index.en.html
78 U.S. Commercial Service Education & Training Services Guide | 2019 79

SECONDARY EDUCATION

Demand for secondary education 

The education sector has grown considerably over the years. There is an increased number of 

public and private schools that offer the British, North American and Kenyan (8.4.4) curricular. 

In addition, there is a German, a Swedish and A French school. A couple of schools also offer 

the International baccalaureate curriculum. Some of the newly constructed schools include 

Brookhouse Schools (Runda Campus), GEMS Nairobi International School (Runda), Crawford 

School and Sabis International School, Woodcreek School; and Nova Academies. 

While most international schools in Kenya are based in Nairobi, new ones are emerging that 

are indigenously owned and are located in the outskirts of Nairobi. The increment of the 

number of international schools is pointer to the rising demand for an international education. 

Nairobi has become a hub of international trade, diplomatic missions and international nongovernmental organizations. Consequently, there are more foreign investors, diplomats and 

expatriates living in the country, hence the need for international education for their children 

and other dependents. Besides, Kenya has some of the most qualified and competent 

teachers and strongest educational systems or learning institutions in the region. There is 

also an emerging middle class who are inclined to have the very best education for their 

children. The practice has traditionally been that those who pursue British, US, IB and other 

international education systems in Kenya largely end up pursuing higher education abroad 

(mostly in the US, UK, Canada, Australia, and the EU Region). However, students are now 

getting more and more interested in study destinations where they can acquire post-study 

visas. The US reportedly gives post-study visas to those taking STEM courses while Canada is 

more liberal, hence the high interest in Canadian institutions.

It is worth noting that the demand for US and other foreign education is not a preserve of 

international school system. There are thousands of affluent parents whose children or wards 

are learning in public schools but still opt to pursue undergraduate studies abroad. Other 

students whose parents may not be so affluent still seek education abroad on scholarship and 

other sources of funding.

There are over 25,000 public primary schools in Kenya with an enrolment of about 9.5 million 

learners as at 2011 and over 600 private schools. Primary school completion rate stands at 

about 76.8% while transition rate from primary to secondary stood at 73.5% by 2011. The 

last decade seen a significant increase in the demand for secondary education. The existing 

secondary school places cannot adequately meet the demand for secondary education, thus 

some learners are forced to join technical and vocational training institutions or drop out of 

school altogether.

Online Programs

E-learning is a new development in the country, though the level of usage does not cover all 

levels of education. Most universities have adopted E-learning as an alternative to face-to-face 

lectures. Secondary schools, especially private schools, are in the process of implementing 

online learning to complement classroom interaction. However, there are still glaring challenges 

in implementing this mode of learning since there is lack of qualified personnel to run online 

pedagogy, not to mention the high cost of installing computer software and hardware. The 

Ministry of Education, Science and Technology is currently running pilot training program in 

selected counties to build the capacity of teachers in both primary and secondary schools in 

the country, with the aim of implementing an E-learning system as recommended by the new 

curriculum. However, progress in this sector is still very slow and hit by such hitches as lack of 

funding, bureaucratic red tape and shortage of technical expertise. 

KENYA

UNESCO Student Mobility Number:

Kenya has 14,012 students studying abroad.

CIA World Factbook:

58.64% of the population is under 24 years old.

OVERVIEW

Education has continued to play a pivotal in the country’s development, with its demand 

increasing by the day. Due to the importance of education in the country, the Government 

spends 20 per cent of the National Budget on Education. In a televised address to the Nation 

the Precedent Uhuru Kenyatta recently declared that the Government would set aside about 

30% of the National Budget for education, arguably the highest budgetary allocation for 

education in Africa. After several education commissions and conferences over the years, the 

Ministry of Education, Science and Technology has identified

Both local and foreign investors are setting up educational institutions, including those offering 

British, American and other curriculum. The government has prioritized the expansion of 

public secondary schools and also identified centers of academic excellence in every county. 

Hence, funds are being channeled to existing public high schools for expansion rather than 

initiating fresh learning institutions. Consequently, schools that hitherto had three or so 

streams are now being expanded to have extra streams and dormitories to accommodate 

more learners and meet the high demand for secondary education.

The Government however lacks the financial capacity and technical expertise to implement all 

the above initiatives. Hence, aid agencies like UNICEF, USAID, World Vision, JICA, among others, 

have contributed significantly to the expansion and development of education in the country, 

especially in public institutions.

SUB-SECTORS

Higher Education

(include statistics from 2018 Open Doors Report in this section – (i.e. how many students 

studying in the U.S., courses of study, graduate or undergraduate, increase or decrease from 

previous year, etc.) 3322

• Undergraduate: 1,931

• Community College: 55

• Graduate Education: 922

• Secondary Education: Demand for secondary education

Capital: Nairobi

Population: 48,397,527 (July 2018 est)

GDP: $79.22 billion (2017 est.)

Currency: Kenyan Shilling (KES)

Language: English (official), Kiswahili (official)
80 U.S. Commercial Service Education & Training Services Guide | 2019 81

funding institutions worldwide to build a placement and retention ecosystem to help increase 

student mobility and access to prestigious degree programs in the U.S. These organizations 

are already working with institutions and university placement agencies in Kenya and the rest 

of Sub-Saharan Africa.

Professional Training Services

 Professional training services are offered in the educational sub-sector in several form: insets, 

seminars, short courses and longer courses ranging from one-year certificate courses, twoyear diplomas up to graduate and postgraduate courses lasting four or three and two years, 

respectively. Local universities have initiated market-driven courses commonly known as 

Module II or parallel programs, which are mainly self-sponsored by the learners from various 

sectors of the economy.

Various government departments have their own organizations within the parent ministry 

or state department that offers professional training services. In addition, there are private 

institutions such as Kenya Institute of management (KIM) which provide professional training 

services at a fee. For instance, teachers of students with special needs are trained by the Kenya 

Institute of Special Education (KISE); while head teachers and those in other management 

positions get professional training through Kenya Education Staff Training Institute (KESI). 

Individual schools also organize their own insets/workshops internally with experienced 

members of staff, departmental heads or hired consultants as facilitators. 

OPPORTUNITIES

Given the visa issuance constraints described above and the high cost of US education (an 

average Kenyan will hardly pay tuition fee of $10,000 annually), online learning is a better and 

more affordable alternative to learning on-location in the United States.

The latest report on International Education Exchange produced by the Institute of International 

Education (IIE), released in November 13, 2018, in partnership with the Bureau of Educational 

and Cultural Affairs, US Department of State, reveals that there are 1,094,792 enrolled in US 

learning institutions in the 2017/2018 academic year, an increase of 1.5%. Between 2000 

and 4000 Kenyan students enroll in US institutions annually (Open Doors Report, 2018). 

However, the Fall Snapshot Survey conducted by 10 Higher Education partners unearthed the 

following scenario: overall enrollment in US institutions remains flat, with a 2% decline in new 

enrollment; new enrollment declines vary among institutional characteristics and location; 

while institutions are responding to current landscape through outreach, recruitment and 

advocacy. The Open Doors Report 2018 further outlines what attracts international students 

to the US learning institutions: high quality academic experiences; personal and professional 

growth, including close interaction with professors conducting cutting-edge science, research 

and innovation; affordability; post-study opportunities; and skilled migration policies.

There is a huge demand for study opportunities abroad in general. While in the recent past 

the focus has been on UK education, attention is now quickly shifting to North American 

destinations of USA and Canada for higher education at both undergraduate and postgraduate 

levels. US education is valued for its quality programs, fast completion rates and the massive 

high-caliber training infrastructure that makes learning enjoyable and easy. However, not 

many applicants to US universities are able to meet the requite study visa conditions. The 

main reason for visa denials or obstacle to pursuing US education has perennially been that 

the affected applicants are not able to produce evidence of social and economic ties with 

their home country, thus they are basically labeled as economic immigrants. Indeed, for these 

very economic reasons, majority of Kenyans who manage to go to study in the US attempt 

Some private schools have, however, managed to implement E-learning programs, though 

not fully, using such platforms as Google Classroom and Edmodo. At the same time, several 

universities, both public and private, have introduced E-learning programs for selected 

faculties, especially in the liberal arts. E-learning programs are prevalent at Daystar University, 

Kenyatta University, Nazarene University, among others. The universities largely use blended 

learning, which is a breed between online learning and on-site teaching-with the bulk of the 

lectures delivered online.

Even though internet penetration in Kenya is among the highest in Sub-Saharan Africa, 

E-learning has not grown so much for the reasons stated above. However, there is a possibility 

of fast growth in this area since an increasing number of Kenyans are computer literate, 

especially those living in urban areas.

Research and Development

There are concerted efforts by various stakeholders in education-both private and public-to 

improve education in the country. The Kenya Institute of Curriculum Development (KICD) is the 

public-funded curriculum developer in Kenya and it works with other educational parastatals 

under the Ministry of Education, Science and Technology and non-governmental organizations 

to review and develop the national curriculum, provide teaching/learning materials, build the 

capacity of teachers and develop infrastructure. The Kenya Examinations Council (KNEC) is the 

main public-funded examining body for middle-level colleges, secondary and primary schools 

as well as some foreign examining bodies that use it as an agent to supervise international 

examinations that are administered locally.

Apart from the parastatals affiliated to the Ministry of Education such as KICD and Kenya 

Institute of Government (KIG), most education research is done by universities. In addition, 

there is Forum for African Women Educationalists (FAWE), whose mandate is to promote 

access, retention and improving the quality of education for girls. There is also the Kenya 

Private Schools Association (KPSA), the umbrella body for private schools in the country. The 

number of schools registered with KPSA across the board is as follows: 257(kindergarten); 

7398(primary); and 1617(secondary).KPSA collaborates with non-governmental organizations 

and the Government to sustainably coordinate, mobilize and regulate all private institutions 

of learning in a bid to provide holistic and relevant quality education for all in line with Kenya’s 

Vision 20130 economic blueprint. In addition, the government collaborates with various 

agencies and diplomatic missions to help in the development of education in Kenya. Some of 

the said agencies include UNESCO, DfID, British Council, UNICEF, USAID, JICA, among others. 

The latter agencies have been instrumental in funding the free and universal education 

program at basic education level (from kindergarten to secondary school) among other 

development projects across the education spectrum, but largely targeting basic education.

In addition, Education USA Advising Center based at the United States Embassy in Nairobi, 

provides updated and non-partisan information on US higher education to the public and 

continues to guide qualified students through the application process. The services provided 

by the center range from application to pre-departure.

American organizations like International Universities Alliance (IAU) and Shorelight partner 

with US universities and local recruitment agencies to expedite the application process 

and build the capacity of careers counselors, especially those in international schools. The 

IUA builds meaningful connections and opportunities to provide access for international 

students across the world to a first-rate academic education and the skills to compete in

a global environment.

The IUA, Navitas, Kaplan and INTO are collaborating with government sponsors and other 
82 U.S. Commercial Service Education & Training Services Guide | 2019 83

• Kenya Institute of Curriculum Development (KICD), https://kicd.ac.ke/

• Kenya education Staff Institute (KESI),

http://www.scac.go.ke/2015-02-16-09-44-25/training-and-research/79-kenya-educationstaff-institute

• Kenya Education Management Institute (KMI), http://kemi.ac.ke/

• Kenya School of Government (KSG), http://www.ksg.ac.ke/

• Kenya Private Schools Association (KPSA), https://kpsa.co.ke

• Japan International Cooperation Agency (JICA), https://www.jica.go.jp/kenya/english/

U.S. COMMERCIAL SERVICE CONTACT

Janet Mwangi 

Commercial Specialist 

janet.mwangi@trade.gov

+2542 0363 6725

to change their status for one reason or the other, while others simply vanish after or even 

before completing their studies. It is instructive that international students make up 5.5% of 

all students in US higher education, with California, New York, Texas and Massachusetts as the 

most popular destinations (Open Doors Report, 2018). The total revenue pumped into the US 

economy amounts to 42 billion US dollars.

The Open Doors Report 2018 further reveals that Engineering, Business and Management, 

Math and Computer Science are the top fields of study among international students in 

the US, with 21% of them majoring in Engineering. The distribution of the disciplines that 

international students are currently pursuing in the US is as follows: Engineering(21.3%); math 

and Computer Science(17.0%); other STEM courses(11.5%); Business management(17.9%); 

Social Sciences(7.6%); Fine and Applied Art(5.8%); Intensive English(2.4%); undeclared and 

other courses(16.5%).

EVENTS

Major Education Fairs, etc.

EDUCANADA FAIR - 18 & 19 January 2019 – Nairobi 

AUSTRALIA EDUCATION FAIR 

UK UNIVERSITIES FAIR - 18 & 19 January 2019 - Nairobi

CIS TOUR – 3 -13 April 2019 – Nairobi & Mombasa 

BRITISH COUNCIL FAIR 

BROOKHOUSE GRADUATES FAIR 

UNIABROAD SCHOOLS TOUR

EXPRESS COMMUNICATION: Nairobi International Education & Career Fairs

RESOURCES

There are a number of organizations that provide in-country support for the education subsector in Kenya. The said organization work closely with county governments, communitybased organizations, as well as the Central Government through the Ministry of Education, 

Science and Technology. The names and URLS of organizations providing in-country support 

include, but are not limited, to the following:

• United Nations Educational, Cultural and Scientific Organization (UNESCO),

https://en.unesco.org/countries/kenya

• CIA World Factbook,

https://www.cia.gov/library/publications/resources/the-world-factbook/geos/ke.html

• Kenya Institute of Special Education (KISE), https://www.kise.ac.ke/

• DFID-Kenya/British High Commission, 

https://www.gov.uk/world/organisations/dfid-kenya

• US Agency for International Development (USAID), https://www.usaid.gov/kenya

• World Vision International (WVI), https://www.wvi.org/kenya

• Federation of African Women Educationalists (FAWE), http://fawe.org/home/

• United Nations International Children’s Emergency Fund (UNICEF),

https://www.unicef.org/kenya/

• International Livestock Research Institute (ILRI), https://www.ilri.org/kenya

• Kenya Medical Research Institute (KEMRI), https://www.kemri.org/

• Education USA Nairobi/US Embassy in Kenya,

https://ke.usembassy.gov/education-culture/educationusa/

• British Council Nairobi, https://www.britishcouncil.co.ke/

• Kenya National Commission for UNESCO, https://unesco.go.ke/
84 U.S. Commercial Service Education & Training Services Guide | 2019 85

International Education Overview 2015/16 2016/17 2017/18

Ranking in Places of Origin for Students going 

to the U.S. 22 21 21

Source: Open Doors Reports

Higher Education

Traditionally, the four main fields of study for Malaysian students to the U.S. are Engineering 

(26.7%), Business (17.7%), Physical/Life Sciences (12.6%) and Social Sciences (11.3%). In 

recent years, there is marked interest in a specific field of study: Actuarial Science. Liberal 

Arts traditionally is not a draw as Malaysian students and parents place heavy emphasis on 

marketability and the ability to earn a living immediately after graduation as part of their 

selection criteria. Other considerations for students are cost, geography, religious and dietary 

similarities, and education under the British Commonwealth legacy.

Although the 4-year university undergraduate market is still the main growth opportunity, 

increasingly, we are seeing more associate, graduate as well as post-graduate degrees 

gaining interest from Malaysian students. Additionally, Optional Practical Training involving 

internships either pre or post-completion of degree is gaining market traction as well.

OPPORTUNITIES

Malaysia aspires to be a regional and international education hub. Towards this end, 

the Malaysian government is strongly encouraging international education partnerships 

and collaboration, and is also pushing the Malaysian public and private higher education 

institutions to become more research oriented. Twinning between Malaysian and foreign 

institutions [2+2 (i.e. two years in Malaysia followed by two years study in the U.S.), 

3+1, and 4+0], and foreign education institution branch campuses are various forms of

collaboration opportunities.

EVENTS

Star Education Fair. January 5-6, 2019. Kuala Lumpur Convention Center

Facon Education Fair. March 17-19, 2019. Kuala Lumpur Exhibition Center

Higher Education Fair. August 3-4, 2019. Mid Valley Exhibition Center

RESOURCES

• Education USA/ Malaysian-American Commission on Educational Exchange, 

www.macee.org.my

U.S. COMMERCIAL SERVICE CONTACT

Janet Suan

janet.suan@trade.gov

Phone: (60)3-2168-5050

Fax: (60)3-2142-1866

http://www.export.gov/malaysia

MALAYSIA

UNESCO Student Mobility Number:

Austria has 64,187 students studying abroad according to UNESCO. 

CIA World Factbook:

44.22 % of Malaysia’s population is under 24 years of age.

Malaysia is ranked 21st in the total number of students sent to the U.S. for higher education. 

According to Open Doors 2018 “Fast Facts” for 2017/2018 school year, there was an increase 

of 0.3% from 8,247 Malaysia students studying in the U.S. to 8,271. Most Malaysian students 

in the U.S. study at the undergraduate level. The breakdown in 2017/18 is as follows: 70.3% 

undergraduate, 13.5% graduate, 1.4% non-degree and 14.8% Optional Practical Training.

OVERVIEW

In the 2017-2018 academic year, Malaysian students in U.S. colleges and universities 

contributed USD 329 million to the U.S. economy.

The primary source of funding for Malaysian students is personal and family. Malaysian 

students are generally known to be good and serious students. As a result, they typically receive 

U.S. academic scholarships, either upon entry or soon after. The secondary source of funding 

for Malaysian students is Malaysian government and private corporation scholarships. There 

are access criteria to the secondary source of funding. Successful Malaysian government 

scholarship applicants must be accepted into TIMEs Higher Education (T.H.E) World University 

Ranking Top 100 schools to have access to these funds. T.H.E. is part of the Thomson Reuters 

group. Due to continued USG commercial diplomacy efforts, the Malaysian government is 

willing to explore other alternatives in addition to the Top 100 educational institutions in the 

T.H.E. ranking.

Top international education destinations for Malaysian students other than the U.S. are 

Australia, the United Kingdom, Egypt, Jordan, Indonesia, China, Taiwan, Russia, New Zealand, 

India, Netherlands and Japan, with the majority going to Australia and the U.K.

SUB-SETS

MARKET DATA 

International Education Overview 2015/16 2016/17 2017/18

Number of Malaysian Students in U.S. 7,834 8,247 8,271

Percentage of Change from Previous Year (%) 8.3 5.3 0.3

Capital: Kuala Lumpur

Population: 31,809,660 (July 2018 est.)

GDP: $312.4 billion (2017 est.)

Currency: Ringgit (MYR)

Language: Bahasa Malaysia (official)
86 U.S. Commercial Service Education & Training Services Guide | 2019 87

Academic Level Students from Mexico

Undergraduate 8,802

Graduate 3,839

Non-degree 1,137

OPT 1,690

Undergraduate 

Over eight thousand Mexican students are enrolled in U.S. Universities for undergraduate 

programs, mainly looking for innovative academic programs in STEM disciplines (science, 

technology, engineering and math.) Also, students are interested in developing strong 

multicultural skills to be competitive in the international market.

Community College

Given FOBESII’s focus on workforce development, opportunities for community colleges are 

also rising, especially among Mexican students who are looking for educational opportunities 

at a younger age or are interested in two- year programs. Mexico’s community college 

equivalent, its Universidades Tecnológicas system, features several bilingual technical 

universities that are particularly interested in exchange opportunities given that the classes 

are taught in English.

Graduate Education

For graduate education, Mexican students are looking for programs that can provide them 

with the abilities to perform in the international arena, given that Mexico has a strong 

international business presence. Mexican students are interested in different fields such 

as aerospace, environment, business, education, IT among other specialties. It is important 

to mention that Mexican institutions are interested in developing collaborative programs 

with U.S. institutions in the graduate level, to make international graduate education more 

affordable to their students.

Secondary Education

Given the strong ties with the United States, Mexican families seek academic opportunities in 

U.S. boarding schools mostly from 10 to 12 grades, as well as short term programs to increase 

English language skills. It is important to mention that the main competitor in this segment 

is Canada, followed by the UK; therefore, it is highly important to work with local partners to 

promote U.S. boarding education opportunities. 

Online Programs

Mexican higher education institutions (public and private) offer online programs in 

undergraduate/graduate and short specialty programs. Mexican students prefer to take 

online programs in their own language. A strategy adopted by some U.S. institutions has been 

to offer blended courses, where once a month, a facilitator travels to country and meets with 

the local students to solve questions about the monthly lessons. 

Research and Development

Research and Development has an important role in the development of both countries; 

public and private sector players from the U.S. and Mexico have developed a strong 

collaboration to promote joint research projects to increase regional competitiveness as well 

as stronger relationships between industry, government entities and educational institutions. 

The Mexican government through the National Council of Science and Technology coordinates 

a large number of research projects between Mexican and U.S. institutions. 

MEXICO

UNESCO Student Mobility Number:

33,854 Mexican students studying abroad.

CIA World Factbook:

43.96% of the population is under 24 years old.

OVERVIEW

Mexico has taken a leading role in international education, fostering student mobility and 

academic exchanges with institutions abroad, to become more competitive in the international 

market. IIE Open Doors® latest report shows that Mexico is the ninth largest country of origin 

for students studying in the United States, despite an 8.1% decrease from previous year. In 

academic year 2017/2018, 15,468 Mexican students were enrolled in U.S. schools, mostly in 

undergraduate programs, contributing USD 633 million to the U.S. economy. In 2014, the 

U.S. and Mexican government implemented a bilateral education collaboration project called 

the U.S.-Mexico Bilateral Forum on Higher Education, Innovation and Research (FOBESII), 

to expand opportunities for educational exchanges, scientific research partnerships, and 

cross-border innovation to help both countries develop a 21st century workforce for mutual 

economic prosperity and sustainable social development. Through FOBESII, the U.S. and 

Mexican Governments have brought together the public and private sectors, as well as the 

education community, to promote educational and research cooperation with U.S. institutions, 

as well as improving access to quality post-secondary education to underserved demographic 

groups in the science, technology, engineering, and math (STEM) fields. Among the Forum’s 

main achievements after four years of strong collaboration, are the signing of more than 115 

collaboration agreements between higher education institutions in Mexico and the United 

States, as well as joint projects and programs in innovation and research implemented by the 

National Council of Science and Technology (CONACYT) and the National Science Foundation 

(NSF). Finally, as part of the Mexican education model, technology plays a key role in providing 

learning tools to students and enables students to have a more interactive experience in class 

and at home. Although there are many areas for improvement, the Mexican Government, 

through the Secretariat of Education and private educational institutions, are investing in 

equipment and technology solutions such as software, applications, and digital content in 

English to improve the education experience at all levels.

SUB-SECTORS

Higher Education

Mexico is the ninth largest country of origin for students studying in the United State with 

15,468 students enrolled in U.S. institutions. In general, Mexican students choose U.S. 

institutions for the prestige of the American higher education system as well as the strong ties 

between both countries. 

Capital: Mexico City

Population: 125,959,205 (July 2018 est.)

GDP: $1.151 trillion (2017 est.)

Currency: Peso (MXN)

Language: Spanish
88 U.S. Commercial Service Education & Training Services Guide | 2019 89

Linden Educational Services Boarding Tours: http://www.boardingschooltours.com/

The MBA Tour: www.thembatour.com

Education Technology Fairs

• Bett Latin America Mexico City, Mexico, https://latam.bettshow.com

• Global Educational Supplies & Solutions (GESS) Mexico City, Mexico,

www.gessmexico.com

RESOURCES 

• Education USA, www.educationusa.state.gov

• Mexican Secretariat of Education, www.sep.gob.mx

• National Association of Universities and Higher Learning Institutions, www.anuies.mx

• U.S. Embassy education and English programs,

https://mx.usembassy.gov/education-culture

• COMEXUS–Fulbright-García Robles Scholarships, www.comexus.org.mx

• Consejo Nacional de Ciencia y Tecnología (CONACYT), www.conacyt.gob.mx

• Consortium for North American Higher Education Collaboration, www.conahec.org

• Peace Corps in Mexico, www.peacecorps.gov/mexico

• 100,000 Strong in the Americas Innovation Fund, www.100kstrongamericas.org

U.S. COMMERCIAL SERVICE CONTACT

Martha Sánchez, Commercial Specialist

U.S. Commercial Service – Mexico

Martha.sanchez@trade.gov

52 55 5080-2000 ext. 5225

Professional Training Services

Workforce and professional training are also provided by employers. With an eye to global 

competitiveness, employers and economic development organizations are interested in 

training opportunities for the Mexican workforce. Employers in Mexico seek training to improve 

their business processes, reduce costs, improve the effectiveness of their workforce, innovate, 

and strengthen their relationship with clients. Customized training in IT technologies, quality 

control, management, and language programs are in high demand. In addition to traditional 

training methods, Mexico is investing in technology and opening the market for on-line or 

blended courses.

OPPORTUNITIES

Six key opportunities to explore in the Mexican market are:

• ESL programs for students, both short-term and potentially longer courses of study to

address Mexico’s critical shortage of English-language teachers•

• Student recruitment for undergraduate and graduate programs for STEM disciplines

(science, technology, engineering and math), aeronautical sciences, business

administration, environment/energy, agriculture, and design

• Collaborative programs for technical/vocational programs in engineering and technology

• Dual-degree programs and collaborative programs in international business and

management, engineering, environmental technology, and aerospace at the

undergraduate and graduate levels

• Corporate training programs in management, as well as executive-level language

proficiency programs

• Technology applied to K12 education, including applications, software, and digital content

To pursue these opportunities, we highly recommend traveling to Mexico and participating 

in recruitment fairs. You should visit schools to promote educational opportunities as well 

as to build relationship with education organizations and Mexican grant institutions. Also, 

secondary markets offer opportunities to recruit students—smaller geographic regions in 

Mexico are growing where students are seeking quality education programs abroad.

Successful U.S. training companies have partnered with Mexican institutions/universities to 

develop continuing education programs. However, training companies need to be flexible 

and sensitive to the specific characteristics of the Mexican market. The demand is for tailormade programs conducted in Spanish. Technology companies are encouraged to work with 

a partner in country.

EVENTS

U.S. – Mexico Academic Mobility Fair: this recruiting fair organized by Education USA and the 

U.S. Mexico Commission for Educational and Cultural Exchange (COMEXUS) takes place twice 

a year (summer/fall) at various locations around Mexico. You can find this and related events 

at the Education USA website at https://educationusa.state.gov/find-event.

Mexico College Fair Tour, October 2019: visiting the Mexican cities of Chihuahua, Torreón, 

Tampico, Puerto Vallarta, Guadalajara, Querétaro, Monterrey, and Mexico City. https://sites.

google.com/site/mexicocollegefairtour/home

EduExpos Mexico Tour: https://eduexpos.edufindme.com/
90 U.S. Commercial Service Education & Training Services Guide | 2019 91

Websites and digital content

Websites and digital content are going to play a prominent role in the decision-making process 

for international students looking to study abroad. Since potential students from New Zealand 

are unlikely going to have the opportunity to tour your campus in person, making sure that 

your school’s website and digital media offer genuine insight into your institution. 

• Storytelling: Video content offering virtual tours and interviews are excellent ways to help 

build emotional connections between your institution and potential students.

• Alumni focus: Highlighting your alumni from (or currently working in New Zealand) are 

also ways to highlight how their time at your institution prepared them for their current 

jobs. 

Armchair Recruitment

Your university alumni in New Zealand are most likely going to be your institutions most 

enthusiastic supporters. Utilizing local alumni as brand ambassadors, is a low cost-approach 

with a strong rate of return. Engaging your alumni network to give talks, give interviews, 

participate in recruitment activities are important in geographically remote markets like New 

Zealand. 

Social Media

New Zealand students are regular users of Facebook, Instagram and Snapchat, for example 

highlighting your alumni in social media postings and marketing material are helpful when 

recruiting students from New Zealand. 

School Counselors mainly use Facebook and e-mail for their communications. 

EVENTS

EducationUSA New Zealand University Expo: https://www.facebook.com/

events/291457641696206/

EducationUSA New Zealand IC3 Regional Forum: https://www.facebook.com/

events/239925373365081/ 

RESOURCES 

• Institute of International Education: https://www.iie.org/

• EducationUSA centers in New Zealand: https://nz.usembassy.gov/education-culture/useducational-advising/ 

• New Zealand Qualifications Authority: www.nzqa.govt.nz

• SiNews: https://www.studyinternational.com/news/a-story-with-a-friendly-face-thechallenge-of-recruiting-international-students/

U.S. COMMERCIAL SERVICE CONTACT

Janet Coulthart

Commercial Specialist

Wellington, New Zealand

Janet.Coulthart@trade.gov

64 4 462-6002

NEW ZEALAND

UNESCO Student Mobility Number

New Zealand has 5,580 students studying abroad according to UNESCO.

CIA World Factbook 

32.78% of New Zealand’s population is under 24 years.

OVERVIEW 

The United States is the second most popular study destination for New Zealand students, 

after Australia. During the 2017/18 academic year, 1,785 New Zealand students chose to 

study in the United States – an increase of 34% over the past five years. Most of this increase 

is attributed to students pursuing undergraduate degrees and Optional Practical Training 

studies related to their academic field after their degree studies. 

California, New York, Massachusetts, Pennsylvania and Hawaii are currently the most popular 

destination for New Zealand students. However, New Zealand students are currently studying 

in all 50 U.S. states, and at more than 450 U.S. higher education institutions. 

OPPORTUNITIES 

College Athletics

The opportunity for student athletes to earn an athletic scholarship is a key driver for 

undergraduate students interested in studying in the United States. New Zealand is a top10 sending country for student athletes. Currently there are more than 200 New Zealanders 

student athletes studying at NCAA Division I and II schools. The top sports for New Zealand 

student athletes are recruited for are soccer basketball, rowing, swimming and tennis.

Short-Term Study Abroad Programs

One-two semester study abroad programs are popular with New Zealanders who want the 

experiences that come with studying abroad but are not looking to go abroad for their entire 

degree. 

Graduate Studies

Students from New Zealand are interested in pursuing advanced degrees at U.S. higher 

education institutions in the fields of law, business management and advanced science 

degrees.

MARKET ENTRY

Clear communication is important in bridging the geographical distance between the U.S 

higher education institutions and potential students from New Zealand. 

Capital: Wellington 

Population: 4,545,627 (July 2018 est.)

GDP: $201.4 billion (2017 est.)

Currency: New Zealand Dollar (NZD)

Language: English (de facto official)/Maori (de jure official)
92 U.S. Commercial Service Education & Training Services Guide | 2019 93

Sector Percentage By 

Sector

% Change in Sector 

(2016/2017 and 2017/2018)

Undergraduate 46.4% 1.5%

Graduate 37.5% 12.3%

Non-Degree 1.4% -23.5%

OPT 14.7% 29.8%

SUB-SECTORS

Top Areas of Study for Nigerian Students

Major Field of Specialization 2016/2017

Business and Management 13.7%

Education 2.0%

Engineering 23.3%

Fine and Applied Arts 3.0%

Health Professions 13.0%

Humanities 2.3%

Intensive English 0.3%

Math/Computer Science 10.4%

Physical and Life Sciences 12.0%

Social Sciences 6.6%

Other Fields of Study 12.3%

Undeclared 1.1%

BEST PROSPECTS

1. Four-year universities/colleges with top choice programs:

• Science, Technology, Engineering & Mathematics

• Business Management

• Finance

• Arts 

2. Community Colleges – growing sectors

3. High schools/Boarding schools – growing sectors

MARKET SNAPSHOT

Education remains a key sector of focus for the Nigerian government. There were $1.21billion 

allocated in the 2018 budget towards education. There is a renewed government focus 

on education and suggestions have been made to allocate 26% of the national budget to 

NIGERIA

UNESCO Student Mobility Number:

Nigeria currently has 89,094 students (12,693 studying in the U.S., with a 1.3% decline in 

Nigerian students who gained admissions in 2017/2018) studying abroad (2016/2017) 

CIA World Factbook:

Nigeria’s young population (0 – 24 years) is 62.26%, with a youth literacy rate of 72.79% for the 

reviewed demographic and a median age of 18.4 years.

OVERVIEW

Nigeria has a population of 203 million people with an estimated growth rate of 2.34%. The 

country has a GDP growth rate of 1.5% Year-on-Year and a GDP Per Capita of $2,412.41. 

Nigeria’s currency is the Naira which currently exchanges at the rate of N361 to $1. There 

is a growing middle and elite class with international exposure, educational preference, 

disposable income and affluence. Nigeria currently ranks as the 13th International Student 

place of origin for U.S. institutions. 

Nigeria had a 1.2% Year-on-Year growth rate of International Student interest in the U.S. 

(8.4% change). Nigerian students have a strong focus on science, technology, engineering, 

mathematics. There is a growing interest among students in arts and other related courses. 

Nigeria has a high sports focus for physical, emotional, social and psychological development. 

In 2018, 110 Nigerian students were awarded scholarships worth $5.3 million (about N2billion) 

by more than 15 leading U.S universities for the Fall 2018 calendar year. 

Nigeria is an English-speaking country having been colonized by the United Kingdom. English 

remains the educational and transactional language. Over 450 languages are spoken in 

Nigeria with the major tribes being Yoruba, Ibo and Hausa. 

Educational transcripts are globally accepted making acceptance easier. English proficiency 

tests, SATs, GMATs, etc. are taught and administered locally and are a pre-requisite to obtaining 

admission from international schools. 

Most Nigerian schools operate a K – G12 model with Boarding options.

Nigeria has several faith-based schools spread across the country.

Capital: Abuja

Population: 203,452,505 (July 2018 est.)

GDP: $376.4 billion (2017 est.)

Currency: Nairas (NGN)

Language: English (official)
94 U.S. Commercial Service Education & Training Services Guide | 2019 95

The Fulbright Commission

U.S. Embassy Abuja, 

Plot 1075 Diplomatic Drive, 

Central District Area, Abuja, Nigeria

+234-9-461-4000

CulturalAbuja@state.gov or CulturalLagos@state.gov

U.S. COMMERCIAL SERVICE CONTACT

Anthony Adesina 

Commercial Specialist 

U.S. Commercial Service – Lagos, Nigeria 

Anthony.Adesina@trade.gov

+234 1 460 3465

education - to cover infrastructure development in the sector and improve human capital. 

The top government priorities for the next 10 years include Human Capital Development, 

Infrastructure, Energy & Power.

OPPORTUNITIES

• Large prospect pool (Undergraduate, Graduate, Non-degree, Community Colleges) 

– There are over 300 combined Public and Private institutions of higher education; 

Universities (41 Federal Universities, 47 State Universities and 75 Private Universities), 

Polytechnics, Specialized Technology Colleges, Colleges of Education, Public and Private 

High Schools, Faith Based schools, which provides a large pool of talent and ready source 

of students with high interest across all education sub-sectors of U.S. study.

• Specialized trainings, Skill Development and Empowerment Initiatives - Education 

franchises, professional and industry specific training to support services (Power 

Generation/Distribution, Oil & Gas, Financial services, ICT, Coding & Robotics, 

Entrepreneurship Development programs) as well as local content initiatives have a lot 

of potential in Nigeria. There is significant demand for continuing education for Nigerian 

professionals and the academics, which make this a sub-sector best prospect.

• Infrastructure Development - Given the poor state of educational facilities in Nigeria there 

is a rapid growth in private investment in education (building design and construction), 

laboratory equipment, books, and professional textbooks would continue to gain market 

position.

EVENTS

• StudyMaine Education Consortia Trade Mission – Multi-country stop (Nigeria, Ghana & 

Kenya) February 2019

• Focus: Boarding Schools, Community Colleges, 2-year Colleges 

• EducationUSA Recruitment Fairs

• Focus: Universities

• USA Trade Fair – Conference, Exhibition and B2B Meetings (multi-sectoral) – May 21st to 

23rd, 2019

• Focus: New-to-market and Existing Business Interests

RESOURCES

EducationUSA

Abuja: Folashade Adebayo

Education Advising Supervisor 

AdebayoSX@state.gov

+234-9-4614241

 

Lagos: Chinenye Uwadileke

EducationUSA Adviser

UwadilekeCN@state.gov

+234-1460-3801

Website: http://educationusa.state.gov/
96 U.S. Commercial Service Education & Training Services Guide | 2019 97

The structure of grants also transfers abroad (with local variations/limitations due to, for 

instance parents’ incomes, degree level, commencement and terms of studies (part- or 

fulltime; maximum amounts, etc)), creating a potential for Nordic students to pursue their 

education elsewhere. Below are the country specific financial details:

Sweden5 Norway6 Denmark7 Finland8

Maximum 

Grants and 

Loans including 

additional 

funding for 

studies abroad 

or higher tuition 

fees

~$ 15,600 per 

Academic 

year 

(SEK 138,900) 

~$ 40,600 per 

Academic

year 

(NOK 

349,555)

~$ 13,400 per 

Academic year (DKK 

92,060) 

Plus an additional 

$6,400 - 17,400 (DKK 

44,100 - 119,700) if 

the entire program is 

abroad. For students 

that have maximized 

their financial aid, yet 

another additional 

loan of $12,000 is 

available for the last 

12 months of their last 

year studies

~$ 15,400 per 

Academic year 

(EUR 14,220)

IRS average rate of exchange 20179 for 1 USD = 8.894 SEK/8.606 NOK/6.864 DKK/0.923 EUR

SUB-SECTORS 

In Sweden, the number of exchange students has remained relatively constant since 2011/12 

with 1,100-1,200 students/year. Starting in 2018, Sweden has reinstated a military basic 

education for both men and women. While participation is mainly on a voluntary basis, this 

could potentially impact the number of applicants for studies abroad. 

Every year more than 9,500 Finnish university exchange students spend a semester or a whole 

academic year abroad; 350-400 of them choose to study at a U.S. higher education institution.

Higher Education

Denmark10

Denmark had a total of 199,408 domestic students and 5,205 students studying abroad in the 

calendar year 2017

5 CSN 

6

 Lånekassen 

7 State Educational Grant and Loan Scheme (SU) 

8 Kela 

9 IRS

NORDIC COUNTRIES

Education Market Snapshot

Category Denmark Finland Norway Sweden

Total number of mobile 

students abroad1 5,117 10,033 18,806 17,281

Percent of population 

under 24 years of age2 29.24% 27.65% 30.36% 28.6%

Total population3 5,809,502 5,537,364 5,372,191 10,040,995

OVERVIEW

The United States remains one of the most popular study destinations for Nordic students 

and number one outside the EU. Nordic students view studying abroad as an opportunity to 

enhance employability and improve transferable skills and they are motivated to travel abroad 

in some phases of their study. Generally, the completion of a degree from a U.S. educational 

institute is a desirable qualification on employment applications. Across the Nordics, there are 

a number of local educational agents and organizations offering programs to young students 

wishing to go to the US. 

The Nordic educational systems range from strong to world renowned, nearly all children 

are enrolled in public schools. All Nordic countries rate around or above the OECD average 

in nearly every category (PISA, 2015), and there are seven universities in the region among 

the world’s top 100 (20184). Pupils with strong academic abilities often select a secondary 

education where they can focus on languages, sciences, math or similar subjects to prepare 

them for university. However, Nordic graduates from secondary education often chose not 

to directly continue their studies at university or college, but rather tend to take 1 or 2 gap 

years first. 

Higher education is also tax funded in Sweden, Norway, Denmark and Finland and thus 

essentially free of charge for eligible residents and financial support and benefits are available 

to those wishing to pursue a higher education.

1 UNESCO Student Mobility number

2

 CIA World Factbook

3 CIA World Factbook, est per July 2018

4 Academic Ranking of World Universities, Shanghai Ranking 
98 U.S. Commercial Service Education & Training Services Guide | 2019 99

Sweden13

Sweden had a total of 367,900 domestic students and 26,400 students studying abroad in the 

calendar year 2017.

Swedish student in the U.S.

Academic Level 2016/2017 2017/2018 % Change

Undergraduate 2,571 2,170 -15.60

Graduate 381 329 -13.60

Non-Degree 669 636 -4.90

OPT 432 408 -5.60

Totals

Total of Swedish, Norwegian, Danish and Finnish students in the U.S.

Academic Level 2016/2017 2017/2018 % Change

Undergraduate 4,920 4,329 -13.70

Graduate 1,040 973 -6.90

Non-Degree 1,854 1,818 -2.00

OPT 759 719 -5.60

TOTAL 8,573 7,839 -9.40

Undergraduate

Most Nordic students studying in the United States do so at the undergraduate level. With 

the exception of Finland, this is also the category that has declined the most in the recent 

year. While Associate Degree courses are popular, there is no Nordic equivalent to the U.S. 

Associate Degree, and upon returning to their home countries, not all U.S. credits are approved 

for further studies in the Nordics. Therefore, a non-trade/vocational Associate Degree is a 

less interesting option for a Nordic student unless they intend to continue to pursue higher 

education either in the U.S. or elsewhere.

Community College

Many U.S. Community Colleges are represented by numerous educational agents in the Nordics 

and likely those that draw the largest percentage of Nordic students due to comparatively 

low costs, among other reasons. According to a recent report14 by the Swedish Board of 

Student Finance (CSN), the most popular programs 2010-2012 were the General Program and 

Economics. This report also states that in 2017, 1,200 Swedish students studied at Community 

Colleges in the U.S, of which 70 percent were between 18-22 years of age.

13 Open Doors, Research & Insights and Open Doors, Places of Origin 

14 ”Studerande vid Community Colleges i USA” 

Danish students in the U.S.

Academic Level 2016/2017 2017/2018 % Change

Undergraduate 547 495 -9.50

Graduate 219 216 -1.40

Non-Degree 658 628 -4.60

OPT 66 84 27.30

Finland11

Finland had a total of 262,368 domestic students and 19,174 students studying abroad in the 

calendar year 2017

Finnish students in the U.S.

Academic Level 2016/2017 2017/2018 % Change

Undergraduate 403 395 -2.00

Graduate 138 132 -4.30

Non-Degree 140 174 24.30

OPT 56 67 19.60

Norway12

Norway had a total of 243,638 domestic students and 24,807 students studying abroad in the 

calendar year 2017

Norwegian student in the U.S.

Academic Level 2016/2017 2017/2018 % Change

Undergraduate 1,399 1,269 -9.30

Graduate 302 296 -2.00

Non-Degree 387 380 -1.80

OPT 205 160 -22.00

10 Open Doors, Research & Insights and Open Doors, Places of Origin 

11 Open Doors, Research & Insights and Open Doors, Places of Origin

12 Open Doors, Research & Insights and Open Doors, Places of Origin
100 U.S. Commercial Service Education & Training Services Guide | 2019 101

Professional Training Services

Finland

Studies at the Finnish Universities of Applied Sciences are popular. Students usually graduate 

directly into a job related to their course of study. Studies are offered in Finnish, Swedish 

or English and many of the schools offer full education programs in English. Finland also 

scores high among OECD countries on measures of the development and use of highly skilled 

workers. At present, about 5,000 workers take training leave every year. The most popular 

professional training services include management training and courses for entrepreneurs, 

ICT, accounting, and marketing. The demand for professional training service programs 

abroad is currently small and not very common among Finnish workers and companies. 

Sweden

In 2017, there were 50,300 students enrolled in higher vocational training coordinated by the 

Swedish National Agency for Higher Vocational Education. The objective of these programs is 

to meet the labor market’s needs for qualified workforce. The programs combine theoretical 

and practical learning with strong ties to businesses, changing with time according to the 

needs of the labor market16. 

OPPORTUNITIES

Nordic students are generally highly literate, proficient in English, have an open, international 

mind-set and are interested in travel and engaging with other cultures. The EU (incl Denmark, 

Finland and Sweden, but not Norway) goal is that, by 2020, 20 % of all students should have 

experience from exchange studies or internship abroad when they graduate17. 

Many Nordic students are attracted by the characteristics of American university life. The life 

painted through media in the last century holds promise of collegial activities such as a playful 

environment with inspiring and high standard learning. 

Language studies have been popular in the Nordics for a long time and with the nature of 

the globalized economy, it is increasingly important for Nordic students to gain international 

experience and strong language skills in English. However, many Nordic students have very 

high levels of English knowledge and will therefore not be as attracted to basic English classes. 

In the very fitness and sports oriented Nordic societies, college sports are an area for elite 

youths looking for scholarships in the U.S.

Exchange agreements where tuition can be severely reduced or eradicated is attractive for 

Nordic students that want to partake in the American college experience as well as improve 

their English language skills. Exchange agreements likely explain the reason for the increase 

in the number of Swedish exchange students, which according to a report from the Swedish 

Council for Higher Education18 has increase by 4% and the decline in free-movers by 3% in the 

latest academic year. Engineering, and Business and Management are the two most popular 

study fields for Finnish students in the United States. In Norway, the one-year LLM program 

in the U.S. is of interest to Norwegian law students wishing to gain expertise in a specialized 

field of law. 

16 Myndigheten för Yrkeshögskolan 

17 Swedish Council for Higher Education (UHR), 2018 

18 UHR, “International mobility in higher education form a Swedish perspective” 

Graduate Education

With the exception of Finland, the percentage decrease for graduate students is less than for 

undergraduate. About 86 percent of students in Denmark continue a master’s degree within 

one year after completion of a bachelor’s degree. 

Secondary Education

Due to the difference in educational systems between the U.S. and Nordic countries, the 

demand for secondary education in the U.S. is limited. Denmark is an exception, as the 

interest for high-school exchange is quite high in Denmark. 

Nor is financial aid available for high school studies abroad. Since U.S. high school credits 

generally are non-transferable to Nordic high schools, students need to redo the grade upon 

returning to the Nordics. Norway is the exception to this rule, as credits can be considered 

and approved, but need to be confirmed in advance with the student’s Norwegian school. A 

high school year in the US can be integrated into a Norwegian diploma, but not into a Danish, 

Finnish or Swedish diploma.

Online Programs

Nordic students tend to take advantage of the free online education platform available for 

them through their university enrollment. In Sweden in 2015/16, 71,000 students were 

enrolled exclusively in online education. Online education is mostly dominated by individual 

courses and not entire programs. Online education has accounted for 12 – 15 % of all education 

between 2017/18 and 2016/1715.

Research and Development

Below follow some of the most well-known programs for research and development between 

the U.S. and the Nordic countries:

American Scandinavian Foundation, www.amscan.org

Thanks to Scandinavia Scholarship, www.thankstoscandinavia.org

Denmark

The Denmark-America Foundation, www.wemakeithappen.dk

Fulbright Center Denmark, www.fulbrightcenter.dk

Finland

Fulbright Finland, www.fulbright.fi

Björn Savén’s Finnish American Scholarship, www.samsuomi.fi

Norway

Aker Scholarship, www.akersholarship.no

Noram Scholarships, www.noram.no

Sweden 

Fulbright Sweden, www.fulbright.se

The Sweden America Foundation, www.sweamfo.se

15 Swedish Council for Higher Education, “Distansutbildning i svensk högskola”, 2017 
102 U.S. Commercial Service Education & Training Services Guide | 2019 103

• AmCham Norway, www.amcham.no/

• StudentTorget, www.studenttorget.no/

• NOKUT, https://www.nokut.no/en/

• SIU (Diku as of early 2019), www.siu.no/eng

Sweden

• American Chamber of Commerce, www.amcham.se

• Fulbright Commission, www.fulbright.se/

• Statistics Sweden, SCB, www.scb.se

• Study Now Studera.nu, www.studera.nu

• Swedish Board of Student Aid, www.csn.se/

• Swedish Council for Higher Education, www.uhr.se/sv/Information-in-English/

• Swedish Council for Higher Education, www.uhr.se/sv/Information-in-English/

EducationUSA, https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACTS

Maria Norsk Deichmann, Commercial Specialist 

U.S. Commercial Service – Denmark 

Email: Maria.Norsk@trade.gov

Phone number: +45 3341 7315 

Mia Mäki, Senior Commercial Specialist

U.S. Commercial Service – Finland

Email: mia.maki@trade.gov

Phone number: +358 9 6162 5289

Heming Bjorna, Senior Commercial Specialist

U.S. Commercial Service – Norway

Email: Heming.bjorna@trade.gov

Phone number: +47 21308760 | Cell: +47 99609997 

Nancy Bjorshammar, Commercial Specialist

U.S. Commercial Service – Sweden

Email: nancy.bjorshammar@trade.gov

Phone number: +46 8 783 5347

EVENTS

College Days Scandinavia,

www.collegedaysfairs.org

Denmark

EDU days

Copenhagen, February 5-6, 2019

Aarhus - February 5-6, 2019 

www.edu-days.dk/

Finland 

Educa Helsinki

Trade fair for education and pedagogy

Helsinki, January 25-26, 2019,

https://educa.messukeskus.com/?lang=en

Studia Finland’s largest youth study 

and career event

Helsinki, November 28-29, 2019

https://studia.messukeskus.com/?lang=en

RESOURCES

Denmark

• Ministry of Foreign Affairs, www.um.dk/en/

• Ministry of Education, www.eng.uvm.dk

• Danish Agency for Institutions and Educational Grants, www.su.dk/english/

• Statistics Denmark, www.dst.dk/en

• Universities Denmark,

www.dkuni.dk/wp-content/uploads/2018/04/du_tal_om_danske_universiteter_2017.pdf

• The Denmark-America Foundation and Fulbright Commission, www.wemakeithappen.

dk/

• Institute of International Education (2018), www.iie.org

Finland

• The Social Insurance Institution in Finland, KELA, www.kela.fi

• Ministry of Education and Culture, www.minedu.fi

• The Fulbright Center, www.fulbright.fi

• League of Finnish – American Societies (SAM), www.samsuomi.fi

• Organization for Economic Co-operation and Development (OECD), www.oecd.org

• The Center for International Mobility, www.cimo.fi

• National Board of Education, www.oph.fi

• Open Doors Report 2018, www.iie.org

• Education USA, www.educationusa.state.gov

Norway

• Norway America Association (NORAM), www.noram.no/en/

• Association of Norwegian Students Abroad (ANSA), www.ansa.no

• Aker Scholarship, www.akerscholarship.no/eng

• The Norwegian State Educational Loan Fund (Lånekassen), www.lanekassen.no/

Languages/

Norway 

Ta Utdanning 2019

Kristiansand 14 – 15 January

Stavanger 21 – 22 January

Bergen 24 – 25 January

Trondheim 31 January – 1 February

Tromsø 7 – 8 February

Oslo 13 – 14 February

www.tautdanning.no/uk/

Sweden 

Saco Student Fair 2019

The largest event for post-secondary

education in Sweden

Dates TBD generally late November-early 

December in Stockholm and Malmö 

https://www.saco.se/en/saco-studentfairs/
104 U.S. Commercial Service Education & Training Services Guide | 2019 105

Training

Growth of technical institutions in Peru is strong. Most of them are incorporating new and 

innovative programs and technical courses. There is a wide spread need from local companies 

for their young workers to have soft skills. This type of training is not prevalent in Peru currently. 

No matter the sector, three soft skills always come up: communication skills, problem solving 

and technological innovation.

Technical education has a fundamental role in the growth of the country by, developing 

qualified professionals that contribute economic growth. There is a fantastic opportunity for 

technical training institutions in Peru due to the high demand for qualified technicians. 

SUB-SECTORS

Higher education

Developing a local network is essential to attract Peruvian students. In general Universities 

in Peru are open to sign agreements with other universities overseas. In 2016, Peru had 

142 universities, 31 of which are public and the rest private. Of these, more than 50 are 

concentrated in Lima. It is important to point out that a proper due diligence is recommended 

before establishing partnership relations. 

“Brain Drain” is a major consequence of the deficiencies within the Peruvian education 

sector. Many Peruvians with means take advantage of better educational opportunities and 

employment prospects abroad either in Europe or the US at the first opportunity. American 

Universities should focus in this niche of students and highlight opportunities for students to 

promote their professional careers. 

Visiting Schools is an effective way to promote American Universities. Students in the upper 

and upper middle classes mostly decide to study abroad. The most popular country for 

Peruvians higher education students is Spain at 40% and, in second place is the United States 

at 13 %.

Training

An opportunity exists within the robust private sector for innovative ventures. Training could 

be promoted within the private sector focusing on the development of employee capacities. 

Local consulting firms would be a good partner to promote US training entities. 

Research and Development

There is an untapped need for innovative education providers that seek to cut the cost of 

higher education and, expand geographical reach within Peru, demand exist to innovate 

and incorporate new methodologies and technologies, and open-up to the rest of the works 

through coordinated research, work and exchange programs. The government is seeking to 

regulate the quality of the educational field and ensure excellence. Not surprisingly, there is a 

great deal of pressure not only to meet current international standards, but also to innovate. 

Thus, many of Peru’s cutting-edge educational institutes are working to incorporate cutting 

edge technology and methods into their curriculum.

With over 1 million university students and an ever-growing middle class that is eager to invest 

in quality education, the market for low-cost, high-quality education in Peru has never been 

more relevant.

Another opportunity lies in reconstruction caused by natural disaster. Peru’s rainy season 

falls broadly in the first quarter of every year. In 2017, Peru experienced ten times the usual 

PERU

Capital: Lima

Population: 31,331,228 (July 2018 est.)

GDP: $214.2 billion (2017 est.)

Currency: Nuevo Sol (PEN)

Language: Spanish (official), Quechua (official), Aymara (official)

UNESCO Student Mobility Number:

Peru has 30,591 students studying abroad.

CIA World Factbook:

Percent of population under 24 years old: 43.97%.

OVERVIEW

In recent years, the Ministry of Education - MINEDU - has undertaken a series of actions to 

improve the access to education and student performance. According to The Educational 

Quality Statistic organization (MINEDU), the number of enrollments at all levels of school 

increased by 2.3% from 2015 to 2016. Reading comprehension increased from 16% in 2007 to 

50% in 2015 and mathematics proficiency went from 7% in 2007 to 27% in 2015.

Although the management of MINEDU has made considerable progress, there are still gaps to 

be closed. For example, despite having increased the education budget by 35% between 2006 

and 2016 (3% to 4% of GDP), spending/investment is still low compared to the 5.5% average 

expenditure of the Organization for Economic Cooperation and Development - OECD.

In Peru, the performance difference between urban and rural students is high. For example, 

for 2nd grade students 55.1% of urban children achieve satisfactory test scores but for rural 

students that figure drops to 18.5%. Also in mathematics 29.1% of urban students achieve a 

satisfactory score while in rural areas only 12.3% of students achieve satisfactory score.

There are three persistent deficiencies that plague the Peruvian educational system: high-costs, 

lack of proximity for students living outside of Lima, and poorly qualified teachers. However, 

some institutions like Pontific Catholic University (PUCP) are trying to solve the question of 

geographic access by building remote campuses in 10 of Peru’s largest metropolitan areas 

outside of Lima. While Innova is another private education provider trying to close the cost 

gap by providing high-quality secondary education for Peru’s rising middle class. Almost 80% 

of Peru’s private schools are small and poorly founded, Innova constructs an average six 

buildings a year and has the goal to operate 100 schools by end of 2017. 

In January 2015, a new higher education authority, the National Superintendence of University 

Higher Education - SUNEDU, replaced the National Assembly of Rectors (ANR) under a new 

higher education law. SUNEDU assumed a regulatory role over all universities, both public 

and private. Also, SUNEDU is responsible for authorizing the establishment of new universities 

SUNEDU is expected to stop the establishment of low-quality universities by supervising 

quality of education standards.

Overall, the educational sector in Peru is heading in the right direction. Its structural defaults 

are many: high-costs, inadequate services, often poorly qualified teachers, lack of access 

outside the country’s capital, and, last but far from least, a vast proliferation of unregulated 

and poorly managed for-profit private universities.
106 U.S. Commercial Service Education & Training Services Guide | 2019 107

PORTUGAL

UNESCO Student Mobility Number:

Portugal has 12,713 students studying abroad.

CIA World Factbook:

24.9% of the Portuguese population is under 24 years old.

OVERVIEW

The education system in Portugal suffered significant changes since it became regulated 

back in 1986. The last major reform was the redefining of the degree system according to 

the Bologna Process, where Portugal is one of the signatory nations. The Portuguese higher 

education system is currently a three-cycle system with a network of more than 40 public and 

92 private higher education institutions.

According to the 2018 Open Doors Report on International Educational Exchange, there 

were 937 students from Portugal studying in the United States, an increase of 0.9% percent 

compared with the previous year. This represents a 6% percent increase since 2014, which is 

remarkable and namely due to Portugal’s economic recovery since it successfully exited its 

three-year bailout program in June 2014. This year’s increase in student mobility to the U.S. 

is also significant because the proportion of the Portuguese population between the ages of 

15-24 has been declining over the past ten years.

In 2017/18, students from Portugal in the United States primarily enrolled at the undergraduate 

level with 48.5 percent, followed by the graduate level with 29.2 percent. Students pursuing 

optional practical training account for 10.7 percent and the remainder 10.6 enrolled in nondegree programs such as English language or short-term studies. An important note is the 

38.9 percent increase of Portuguese students pursuing non-degree programs and a 12.1 

percent decrease of those seeking optional practical training compared with the previous 

year. The report also found the number of U.S. students studying abroad increased 148 

percent increase since 2012. The number of U.S. students in Portugal increased from 523 to 

693 in 2016-17, representing a 32.5 percent jump from the previous year.

Portuguese students are actively seeking study abroad opportunities, and many take 

full advantage of the European Union’s Erasmus program for exchanges within Europe. 

Portuguese students highly value educational opportunities in non-EU countries, namely the 

United States. Portugal is presently an important recruiting destination because the country 

attracts international students from all over the world.

MARKET ENTRY 

To effectively enter the Portuguese market, it is highly recommended that U.S. schools 

consider the following strategies:

Capital: Lisbon

Population: 10,355,493 (July 2018 est.)

GDP (USD): $218 billion (2017 est.)

Language: Euro

Language: Portuguese (official)

rainfall, destroying or irreparably damaging much of Peru’s educational infrastructure. For 

this reason, MINEDU has projected the need to invest USD 300 Million to rebuild destroyed 

schools, especially in the northern region of Peru where the effects of flooding were the 

most severe.

Professional Training Services

An opportunity exists within the robust private sector for innovative ventures. Training could 

be promoted within the private sector focusing on the development of employee capacities. 

Local consulting firms would be a good partner to promote US training entities. Soft skills 

and English language training are high demand. Training for technicians in the automotive 

sector is also in high demand. The Peruvian Automotive Association is looking for partners to 

implement their new technical institute in the automotive sector.

RESOURCES

EducationUSA, https://educationusa.state.gov/

Peruvian Ministry of Education: 

Calle Del Comercio 193, San Borja - Lima, Perú

(511) 615-5800

webmaster@minedu.gob.pe

Website : www.minedu.gob.pe

Regional Education Center of Lima

Website: www.drelm.gob.pe

Institute of International Education 

Website: www.iie.org/opendoors

Sociedad de Comercio Exterior del Perú (COMEXPERU) 

Bartolomé Herrera 254, Miraflores 

Lima-18, Peru 

Tel (511) 625-7700 

E-mail: comexperu@comexperu.org.pe

Website: http://www.comexperu.org.pe

U.S. COMMERCIAL SERVICE CONTACT

Jorge Prado 

Commercial Specialist

jorge.prado@trade.gov

+51 1 618 2296 

http://www.export.gov/peru
108 U.S. Commercial Service Education & Training Services Guide | 2019 109

SINGAPORE

Capital: Singapore

Population: 5,995,991 (July 2018 est.)

GDP: $323.9 billion (2017 est.)

Currency: Singapore Dollar (SGD)

Language: Mandarin (official), English (official), 

Malay (official), Tamil (official

UNESCO Student Mobility Number:

Total number of mobile students abroad: 24,793.

CIA World Factbook:

28.82% of the population is under the age of 24 years.

OVERVIEW

Singapore is recognized as a global education leader and ranked as one of the finest in the 

world for its quality and consistency in producing students who are rated among the best 

in literacy, reading, mathematics and science. As such, Singapore, with a population of 5.6 

million, has been the choice destination for more than 70,000 foreign students from around 

the world. Singapore’s education system is in sync with the job market and stays current to 

ensure relevance to the local economy.

To further sustain growth and maintain a reputation for top quality education, Singapore 

has attracted various leading international institutions. Partnerships such as research 

collaboration, joint degree or exchange programs are popular among local universities and 

colleges. However, due to the competitive nature of higher education in Singapore, close to 

25,000 students travel overseas to further their studies.

The U.S. is a popular destination for these students due to the strong liberal arts education track; 

however, the strengthening of the U.S. dollar and a perceived less welcoming environment in 

the U.S. is causing student numbers to decline compared to other countries such as Australia, 

Britain, Canada and New Zealand. Despite this, U.S. higher education providers can expect 

favorable recruitment figures from Singapore for institutions that are internationally wellranked and / or strategically marketed.

SUB-SECTORS

Based on International Student Data from the 2018 Open Doors Report, Singapore has 

4,575 students studying in the U.S. which is slightly less than a fifth of the total Singaporeans 

studying overseas. This number has decreased by 2.2% compared to the previous year which 

also corresponds to the lower numbers of student visa being issued to Singaporeans. See 

figures below at each September for the 10-year period ending 2017:

• 2008: 2499 (7.6% increase)

• 2009: 2588 (3.6% increase)

• 2010: 2814 (8.7% increase)

• 2011: 2875 (2.2% increase)

• 2012: 3109 (8.1% increase)

• 2013: 3253 (4.6% increase)

1. Seek partnerships or agreements with public or private universities to facilitate jointprograms and exchange programs for students and faculty;

2. Participate in local recruitment fairs, trade missions, and outreach events, as well as meet 

face to face school counselors and other stakeholders.

It is also recommendable that U.S. schools provide clear and in-depth information about 

programs and the application processes, as well as describe opportunities of scholarships 

and financial aid. 

CURRENT DEMAND 

Portuguese students are primarily attracted to these types of U.S. programs:

• U.S. universities and community colleges

• Undergraduate, Graduate and Master Programs 

• Summer camps

• OPT 

 EVENTS

• Futurália, April 3-7, 2019 (Lisbon), http://futuralia.fil.pt/

• Study Abroad Portugal, Spring 2019 in Lisbon and Porto,

http://www.studyabroadportugal.pt/

RESOURCES 

• EducationUSA, https://educationusa.state.gov/

• Fulbright Commission Portugal, http://www.fulbright.pt/

• Portuguese National Council of Education, http://www.cnedu.pt

• Council of Rectors of Portuguese Universities, http://www.crup.pt/

• Portuguese Polytechnic Institutes Coordinating Council, http://www.ccisp.pt

• Portuguese Association of Private Higher Education, http://www.apesp.pt/

• Portuguese Foundation of Science and Technology, http://www.fct.pt/apoios/

U.S. COMMERCIAL SERVICE CONTACT 

Ana Paula Vila

Commercial Specialist

ana.vila@trade.gov

+351217702532
110 U.S. Commercial Service Education & Training Services Guide | 2019 111

U.S. universities and colleges should also take into consideration the large number of foreign 

students in Singapore. In addition to recruiting full-time students (both local and overseas) 

to study in the United States, U.S. universities may want to consider offering their external 

degree and executive education programs in Singapore to international executives working 

in the Indo-Pacific region. 

U.S. universities and colleges interested in offering courses in Singapore have various market 

entry options. These include, setting up a physical campus, partnering with local universities, 

polytechnics and private education institutions or partnering with an institution to offer online courses. Having a local presence is beneficial in terms of creating visibility and being 

able to answer questions from prospective students face-to-face. Many local universities 

and colleges welcome the various forms of partnerships, including R&D, exchange programs 

and the promotion of dual degrees. Alternatively, U.S. Universities and colleges can recruit 

students to study in the U.S. Generally, Singaporean students find programs that allow them 

to complete at least part of their course work in Singapore a very attractive and financially 

viable alternative to completing their studies entirely in the United States.

U.S. universities and colleges will find a receptive market in Singapore, provided they are 

willing to invest in long-term branding and marketing with accredited programs in disciplines 

that offer strong career growth and high-income potential. Additionally, Singapore is also a 

gateway to the ASEAN region which makes it an ideal location for U.S. universities to enjoy the 

amplifying effect and reach to the ASEAN market.

EVENTS

EducationUSA Fair in March 2019, https://educationusa.state.gov/events/educationusasoutheast-asia-fair-tour-2019-singapore-event

AEO Education Fair in September 2019, https://www.aeotour.com/about.html

VJB American Boarding School Fair in November 2019, https://docs.google.com/forms/d/e/

1FAIpQLSft7F5Pd0x0JSnVa5IoKh6Ua1U4SvJQXmBTLLL5yZWG8Lssi_w/viewform; http://www.

virginiabush.com/resources/

RESOURCES

• Council for Private Education, http://www.cpe.gov.sg

• Ministry of Education, http://www.moe.gov.sg

• EducationUSA, https://educationusa.state.gov/centers/educationusa-singaporeadvising-center

U.S. COMMERCIAL SERVICE CONTACTS 

Jayacely Joseph

Commercial Assistant 

Jayacely.Joseph@trade.gov

(65) 6476-9415

Chan Y K

Commercial Specialist 

yiukei.chan@trade.gov

(65) 6476-9037

• 2014: 3038 (6.6% decrease)

• 2015: 3117 (2.6% increase)

• 2016: 2846 (-8.7% decrease)

• 2017: 2580 (-9.3% decrease)

Out of the 4,575 students, about half are pursuing undergraduate courses, nearly a third are 

pursuing graduate courses while the remainder are mainly undergoing practical training. 

There is practically no demand for secondary or high school education while online programs 

are mainly taken up by adult students who do distance learning or skills upgrading. Several 

degree programs have become increasingly important and are expected to see increased 

demand from Singaporean and third-country students studying in Singapore. These degree 

programs include:

• Cybersecurity

• Media and animation

• Hospitality and tourism 

• Sports science and medicine

• Business Analytics and Digital Economy

Singapore’s education market emphasizes, supports and values higher education and skills 

upgrading. Many government agencies and private sector companies offer full scholarships 

for top students to pursue their undergraduate and graduate studies in foreign universities, 

including in the United States. Furthermore, an increasing number of adult employees are 

also encouraged to upgrade their skills and be more knowledgeable in a globalized economy. 

In line with the long-term commitment to continuing education and training, the government 

will top-up the Lifelong Learning Endowment Fund by USD 357 million, bringing the total fund 

size to USD 3.3 billion. A credit of S$500 (around US$370) per Singapore citizen with a periodic 

top up is also given by the Singapore Government for Skills Future development and training.

For Boarding Schools, there is limited interest from Singaporeans since parents are not as 

keen to have their children leave home for an extended period at such a young age. Moreover, 

Singapore male citizens must do compulsory National Service and if they are out of the country 

from 13-14 years old onwards, they must apply for exit permit which comes with a financial 

bond. U.S. boarding schools can instead tap the expat students studying in Singapore and 

some of them have expressed interest in attending boarding schools.

Professional Training Services are getting to be popular especially with multi-national 

corporations (MNCs) and larger companies in Singapore though competition is very great. 

Courses such as leadership, project management, six sigma quality, digital transformation 

and continuous improvement are the more common ones being offered by various local 

and even foreign companies who have a presence in Singapore. SMEs who want to have 

their staff undergo such courses which lead to professional development units usually 

apply for government grants to cover the costs. However, mentoring courses are not so 

widely subscribed due to the Asian culture which is a more of a top-down command and 

control approach.

OPPORTUNITIES

Singapore’s education system is well known for its quality which is why there is a strong 

demand from students in the region to study here. The estimated number of foreign students 

in Singapore is around 50,000 (mainly from Malaysia, Indonesia, Thailand, Vietnam, China, India 

and South Korea) who are between the ages of 13-23 years old. Hence, besides Singaporeans, 
112 U.S. Commercial Service Education & Training Services Guide | 2019 113

136,684 university students in 2017 represent a year on year drop of 7.45% (10,996 students 

out of who 8,884 were students from public higher education institutions and 2,112 students 

from private universities). The decreasing tendency of the number of university students is 

also reflected in the significant reduction of the number of newly enrolled students in private 

higher education institutions. 2,327 newly enrolled students in private colleges in 2017 

recorded a 13.53% decline compared to year 2016. For public higher education institutions in 

2017, 23,844 first graders represent a 10% decrease compared to 2016.

Statistically 55.17% students, including the doctorate, majored in social sciences, science 

and services.

The number of doctorate students in both public and private universities decreased by 398 

students (5.57%) on year-on-year basis. Daily form of study experienced a year-on-year 

decrease of 202 post-graduate students (4.97%). External form of study noted a drop of 

196 students (6.35%). At public higher education institutes the number of students studying 

in a doctorate study was lower by 362 compared to the previous year (5.36% year-on-year 

decrease), while at private universities the number decreased by 36. Out of all students, 

doctorate students represent 4.96% share.

In 2017, female students represented 58.94% (a year-on-year decrease of 0.27 

percentage points). 

SUB-SECTORS

Online Programs

Online programs are not very common at Slovak schools. The only exception is University 

of Central Europe and City University Seattle where students study via e-mail and Moodle 

discussion forum. Slovak students may extend their qualification via e-learning at Business 

Institute, the largest private MBA institution in the Czech Republic and Slovakia or gain MBA, 

bachelor and engineer degrees at foreign universities.

Research and Development

Slovakia ranks among the countries with the lowest level of research and development 

resources in the university sector in the EU. In 2017 universities received R&D state budget 

funding almost exclusively through the Slovak Ministry of Education. The university sector had 

total R&D resources of 185 million EUR (0.22% of GDP). Slovak students in search of R&D 

scholarships or grants may use the National portal EURAXESS, European portal EURAESS, 

CORDIS (including Horizon 2020), Fulbright Commission or Central Information Portal for R&D 

and Innovation under the auspices of Slovak Ministry of Education resources.

Professional Training Services

High school exchanges to the United States can be facilitated through a non-profit or 

commercial organization, e.g. Slovak Academic Information Agency or can be self-organized. 

The majority of university students are interested in economic and humanities subjects 

whereas technical areas rank third in popularity. Slovak students interested in studying in 

the U.S. need to apply for the correct student visa. European countries appear to be a more 

attractive destination for studies due to school fees, EU scholarship eligibility and vicinity. 

University studies in the U.S. are more achievable to academically talented students and 

student eligible for athletic scholarships.

English is no longer considered an advantage in the labor market. Most foreign employers 

expect a minimum of English knowledge and offer to pay for corporate courses in English or 

other languages.

SLOVAKIA

UNESCO Student Mobility Number:

Slovakia has 32,010 students studying abroad.

CIA World Factbook:

25.68% of the population is under 24 years old.

OVERVIEW

The Slovak education system consists of three stages: primary education, secondary education 

and tertiary education. Besides church and privately owned, majority of schools are State 

owned. The secondary education lasts in general four years and in some cases may last five to 

eight years. According the Slovak Law, ten-year education is compulsory. 

Based on the number of pupils, secondary school students (grammar schools 74,000 students, 

vocational 135,000 students) have the highest interest in studying at trade academies, hotel 

academies, and schools of electrical engineering.

2017/2018

School Students Teachers

Primary 468,000 35,000

Secondary 212,009 21,000

Tertiary 136,684 9,601*

*Only public universities data

The university environment is not homogeneous from small colleges with dozens of students 

to universities with ten thousand students. In 2017 university education was provided by 

twenty-two university colleges, eleven colleges (not integrated into university colleges or higher 

education institutions) and two vocational colleges. Higher education was also offered by five 

foreign universities - University of International and Public Relations in Prague, Hochschule 

Fresenius GmbH, INSTITUT SUPERRIEUR SPÉCIALISÉ DE LA MODE - MOD’SPÉ Paris, Staropolska 

Szkoła Wyższa w Kielcach and Szent István Egyetem. 

University degree was obtainable in 373 study fields and study departments were divided 

into nine groups: education and training (10 departments), humanities and arts (45), social, 

economic and legal sciences (57), natural sciences (62), design, technology, production 

and communication, agricultural and veterinary sciences (39), health (48), services (22) and 

information science, mathematics and information and communication technologies (22).

Capital: Bratislava 

Population: 5,445,040 (July 2018 est.)

GDP: $95.96 billion (2017 est.)

Currency: Euro

Language: Slovak (official)
114 U.S. Commercial Service Education & Training Services Guide | 2019 115

Cooperation with Slovak businesses through establishing their schools, run apprenticeship 

programs or organize internship programs to attract potential employees.

Market Challenges

• Slovak Ministry’s unsatisfactory budget of 1.35billion EUR with tendency to grow to 1.54 

billion EUR (from current 3.9% to 4.1%* GDP in 2021 whereas EU’s current budget is 4.7% 

- 5%GDP).

• Ongoing education reform based on Finland

• Neglected science & research and modernization of schools

• Salaries (to grow by 200 million EUR)

SECONDARY EDUCATION

• More school capacities than actual number of students

• Less than 50% are interested to study

• Regional governments will open only classes based on their regional 

• Labor market needs (63% of graduates don’t work in their major) 

• Inclusion (13 million EUR deficient) and integration 

• Demotivated teaching staff, lack of teachers/elderly teaching staff (av. 46 years)

• Missing textbooks for certain grades

• Dual education (lacking 1.5 million EUR funding, complicated administrative processing)

Tertiary education

• Less applicants, enrollments and graduates (According to Center for World University 

Rankings 2018 -2019 out of 1,000 universities The Comenius University in Bratislava 

placed No.673 as the only Slovak university.)

• Accreditation Committee – missing 0.4 million EUR in funding, unclear university

evaluating criteria 

• 57% of graduates don’t work in their major (There is a growing mismatch between 

university graduates and the needs of the labor market, with Eurostat showing youth 

unemployment as high as 22%. 35% of university graduates work at high school degree 

positions.)

• Low salaries cause disinterest in teaching profession or teachers leaving for business 

field (The average salary of a public college teacher in 2017 was 1,513.60 EUR, of a public 

higher education institution professor 2,228.67 EUR and associate professor 1,700.28 

EUR. (Note: Starting January 1, 2019 the minimum wage set by law is 520 EUR.)

EVENTS

Study and Career Fair - 2019 dates are not yet publicly disclosed. 

Other smaller fairs focus on individual markets, e.g. Veletrh Gaudeamus presenting Czech 

universities or Scandinavian Study introducing universities from UK, Netherlands, Denmark, 

Finland and Canada.

RESOURCES

• EducationUSA, https://educationusa.state.gov/

• Slovak Ministry of Education,

https://www.minedu.sk/vyrocne-spravy-o-stave-vysokeho-skolstva/

• J.W. Fulbright Commission Bratislava www.fulbright.sk/

• Institute of International Education, https://www.iie.org/Research-and-Insights/OpenDoors/Data/International-Students/Places-of-Origin

OPPORTUNITIES

University Mobility

Foreign schools are regarded as highly prestigious and attractive. All public higher education 

institutions took part in The Individual Erasmus Mobility Initiative 2016 call which resulted in 

2,399 students studying mostly in Czech Republic, Spain and Germany (4.93 months stay on 

average) and 1,337 interns mostly in Czech Republic, Spain and Germany (average internship 

length of 3.33 months). 

11.9% Slovak students leave to study abroad where they graduate (versus EU average of 3.1%). 

Only 0.1% return to graduate in Slovakia (versus EU average of 7.6%). Top 5 countries where 

Slovaks study are: Czech Republic, Hungary, UK, Austria and Germany.

Since English language is mandatory by law from grade three onward Slovak students qualify 

for both undergraduate and graduate studies in the U.S. U.S. university degrees offered locally 

or within Europe show to be more accessible. The number of Slovak students in the U.S. has 

been relatively stable at 340+ in the last years.

School Year Students % of Change

2017/2018 347 -.3%

2016/2017 348 1.5%

2015/2016 343 -4.5%

Entering the Market

U.S. universities may be established in Slovakia based on Law 596/2003 Coll. on State 

Administration in Education and School Self-Governing Bodies once their request is approved 

by the Slovak Ministry of Education. 

U.S. universities may enter the Slovak education market via a partnership with local schools 

through student exchange programs. One-year study exchange programs are highly attractive. 

(Note: As more and more companies require their employees to speak English, there are 

numerous organizations offering exchange programs to learn English in native country.)

U.S. universities may also make use of Erasmus+ is the European Union (EU) program for 

education, training, youth and sport for the period 2014-2020. Erasmus+ supports activities 

that are closely matched with the EU’s priorities for cooperation policy with partner countries 

throughout the world including Canada and the United States and regions. Three years into 

the program proved popular with North American countries.

Fulbright Commission – (in years 1992-2018: 365 U.S. Grantees, 330 Slovak Grantees) Program 

portfolio for Slovak Citizens includes Fulbright Scholar Program, Fulbright Student Program, 

Fulbright-Schuman Program, Hubert H. Humphrey Fellowship, The U. S. Institutes on American 

Studies and Weiser Professional Development Award.

Slovak Education reform - searching for innovative projects and approaches to improve 

education at Slovak schools under the Generation 3.0 initiative - non-governmental 

organization Pontis Foundation in cooperation with the US Embassy in Slovakia will invite US 

experts to share their experiences and know-how with measuring the impacts of the initiatives 

on the education system. 
116 U.S. Commercial Service Education & Training Services Guide | 2019 117

SOUTH KOREA

Capital: Seoul

Population: 51,418,097 (July 2018 est.)

GDP: $1.54 trillion (2017 est.)

Currency: South Korean Won (KRW)

Language: Korean, English

UNESCO Student Mobility Number:

Korea has 105,360 students studying abroad.

CIA World Factbook:

25.22% of the population is under 24 years old.

OVERVIEW

South Korea represents the highest per capita source of international students in the U.S. 

and the third-largest source country in absolute numbers behind China and India. While the 

U.S. remains by far one of the most preferred overseas destinations for Korean students, 

Korea’s declining demographics and increased options to learn English while staying home 

mean fewer Korean students are studying in the United States. Education is a very important 

ingredient of the Korean economy and the Korean psyche. Overseas education has become a 

standard in South Korea and parents of the upper middle class are willing to spend a sizable 

portion of their income on their children’s overseas education, expecting high future returns. 

While this market is attractive to a wide-swath of the U.S. educational industry, it has become, 

over the last few years, an increasingly tough market. Good opportunities do exist, albeit with 

smaller numbers of U.S.-bound Korean students, when U.S. educational entities are prepared 

to meet a highly sophisticated, demanding, and brand-oriented market.

SUB-SECTORS

In the 2017/2018 academic year, 54,555 students from South Korea were studying in the 

United States (down 7% from the previous year). Over the last few years, the number of 

Korean students studying in the U.S. has steadily declined. Korea is a rapidly aging society with 

one of the world’s lowest birth rates of 1.1 children per family. In addition to this demographic 

decline, the recent economic difficulties at home are also affecting, to some degree, the 

declining number of Korean students in the U.S.

Higher Education

The fields of study of Korean students in the U.S. have now become more diversified. Currently 

20 percent of Korean students are seeking STEM majors, while 17 percent are studying 

business management. South Korea is one of the countries with the largest percentage of 

students studying fine and applied arts. 12 percent of Korean students are currently enrolled 

in fine and applied arts programs.

The undergraduates far outnumber the other major student categories, such as grade 

schoolers, graduate and doctoral students. Over half the South Korean students in the U.S. 

are pursuing an undergraduate degree. U.S. universities with the largest number of Korean 

undergraduates are large state universities.

• Slovak Academic Information Agency,

https://granty.saia.sk/Pages/ProgramZoznam.aspx

• Erazmus+, http://www.erasmusplus.sk/

• Center for World University Rankings, https://cwur.org/2018-19.php

U.S. COMMERCIAL SERVICE CONTACT

Lucia Maskova, Commercial Specialist

Lucia.maskova@trade.gov

Tel.: 011 421 2 5922 3325
118 U.S. Commercial Service Education & Training Services Guide | 2019 119

RESOURCES

• Education USA, http://seoul.usembassy.gov/ack_edu.html

• Fulbright (Korea-American Educational Commission), http://fulbright.or.kr/xe/index

• Korea Overseas Studying Association (KOSA), http://www.kosaworld.org/

U.S. COMMERCIAL SERVICE CONTACT

Young Hee Koo

Commercial Specialist

U.S. Commercial Service – Korea

younghee.koo@trade.gov

Phone: (822)397-4396

Graduate student applicants in Korea include master’s and Ph.D. students in a variety of 

disciplines, ranging from the arts to business to scientific subjects. 27 percent of South Korean 

students studying in the United States are enrolled in graduate students. Some experts have 

hypothesized that many South Korean graduate students return to South Korea for graduate 

work due to the sophisticated nature of many graduate programs – especially in the 

STEM fields. 

SECONDARY EDUCATION

Korean parents are willing to send young children to private schools in the U.S. for several 

years. Grade schoolers typically study in the U.S. to learn English at an early age. Others 

apply because they do not thrive in the high-pressure, competitive Korean school system 

that emphasizes rote learning and long hours in cram schools. The expected outcomes from 

overseas study in secondary school are to enter prestigious higher educational institutions in 

the U.S. The total number of secondary students has continuously decreased from its 2008 

peak because there are simply fewer school-age children. 

Online Programs

Language barrier is the most significant obstacle for U.S. online programs to recruit prospective 

students. To reach the required proficiency level of English language for Korean students to 

effectively complete online course works in English, Korean students should at least have 

lived or been educated in the U.S. or other English-speaking countries. Koreans also prefer to 

have living and cultural experiences in the U.S. while earning degrees or certificates from U.S. 

institutions. The current demand for online programs in English is very limited.

Professional Training Services 

Compared to Korean parents’ impressively high investment on private education for their 

children, Korean corporations’ spending on professional training for employees remain at the 

very minimal level. Internationally well-known U.S. players have built a powerful reputation in 

Korea over 30 years. A proven track record with some name-brand companies (Fortune 500) 

is part of the key to success in this market. Specialized business training programs that are 

focused on narrowly defined skills and knowledge are well received in the market.

OPPORTUNITIES

Although the appeal of a U.S. degree has diminished, and it does not confer the same 

advantages in the job market as it did a decade ago, the perception of U.S. universities being 

at the cutting edge of academic research and prestige remains a strong draw for Koreans. 

English language skills, internship experience, or a degree from a mid-ranked state school 

in the United States is seen as providing a competitive advantage to finding a full-time job 

in Korea.

Korean firms are now weighing their options among the plethora of training programs and 

look closely at pricing and the extensiveness of localization of the programs. Technically 

focused programs offering a license or certificate have growth potential.

EVENTS

Korea Study Abroad & Emigration Fair 2019 Spring, http://www.uhak2min.com/

MBA Tours, www.thembatour.com

AIEF Seoul and Busan Fair, https://www.aief-usa.org/educational-fair-info
120 U.S. Commercial Service Education & Training Services Guide | 2019 121

market share. Australia comes in second place, with 16,573 students, and Japan third place, 

with 9,642 Taiwan students in 2016. Other countries that are popular among Taiwan students 

are Canada, U.K., Germany, France and New Zealand. Most Taiwan students choose to go 

to the U.S. for educational purpose, to attend degree, certificate or language programs. In 

contrast, most students that go to Australia for working holiday programs, Canada and Japan 

offers similar visas to allow Taiwan citizens to work and study in short-term programs.

Taiwan Students Abroad Destination In 2016

America (mainly U.S.) 24,349

Oceania (mainly Australia) 18,393

Asia (mainly Japan) 10,816

Europe (mainly U.K.) 9,712

TOTAL 63,270

(Source: Taiwan Ministry of Education)

Traditionally, the major foreign recruiters are from English-speaking countries, however, in 

recent years, neighboring Asian countries such as Hong Kong, China and Singapore have 

stepped up recruiting efforts for Taiwan students, especially high school students. It is 

estimated that during the past five years, the number of Taiwan high school students going 

abroad to study has grown 72%, from 858 students in 2012 to 1,478 in 2016. Besides aggressive 

recruitment efforts by foreign schools, some of the other contributing factors to the growth 

include parents’ dissatisfaction with the local college application system, job opportunities and 

associated low pay for youth in Taiwan. Despite the many incentives the Chinese or other 

Asian governments are offering, the U.S. remains the top choice for Taiwan parents. This can 

be seen by the increase in the number of bilingual international schools that prepare Taiwan 

students to study in U.S. and foreign universities. Since many of these students will remain 

in the U.S. for graduate level studies, the economic contribution of Taiwan students will last 

longer and their affiliation with the U.S. will be even stronger. These indicators continue 

to show positive points in the direction of growth in the high school and undergraduate 

market segments

Taiwan is a stable and mature market for U.S. institutions. Domestic supply of higher 

education institutions has also reached a saturation point. Employability is one of the main 

factors students take into consideration when choosing a school, so career development or 

internship programs are becoming increasingly popular. Therefore, it is advisable for U.S. 

schools to emphasize affordability and post-graduation job placement to attract Taiwan 

students. U.S. schools should pursue deeper partnerships with Taiwan institutions for student 

and scholarly exchanges or joint degree programs to maintain their leading position. Engaging 

with student recruitment agencies, developing active alumni networks, and reaching out to 

potential students through fairs and social media are all recommended strategies. 

Education Technology

There is a growing interest for innovative approaches in learning in Taiwan’s education sector. 

Taiwan’s e-Learning market is estimated at US$ 3.5 billion in 2016, a 21% growth from 2015. 

Educators are increasingly embracing education IT as they see it as a good way to extend 

educational resources to a broader audience, and to design more personalized learning 

curriculum. Some of the hot topics in Taiwan’s education IT sector include STEM, STEAM and 

STREAM education, robotics, device management solutions, subject-oriented assessment 

TAIWAN

Capital: Taipei

Population: 23,545,963 (July 2018 est.)

GDP: $572.6 billion (2017 est.)

Currency: New Taiwan Dollar (TWD)

Language: Mandarin Chinese (official)

CIA World Factbook:

25.2% of the population is under 24 years old.

OVERVIEW

According to IIE Open Doors, in the 2017/18 academic year, 22,454 students from Taiwan 

studied in the United States, an increase of 4.4% over the previous year, contributing USD 824 

million to the U.S. economy. For four consecutive years, Taiwan is the seventh leading source 

of origin for students coming to the United States, the fourth per capita (only behind Saudi 

Arabia, South Korea and Hong Kong). The majority of Taiwan students in the U.S. study at 

the graduate level. In 2017/18, their breakdown was as follows: 31.2% undergraduate; 41.1% 

graduate students; 7.7% non-degree and 20 % OPT (Optional Practical Training). The most 

popular fields of study for Taiwan students are: Business/Management (19.2%), STEM (18.1%), 

Fine/Applied Arts (11.0%), and Social Science (6.2%).

Taiwan’s education reform in the early 2000s to upgrade vocational and technical colleges 

to become universities has resulted in an oversupply of universities, a devaluation of college 

degrees and a mismatch of labor supply and job market demand. The issue of overcapacity 

is further complicated by Taiwan’s persistently low birthrate. It is estimated that by 2023, the 

number of college entrants will be 184,000, compared with 271,108 in 2013. This 32% decline 

is a major concern as it could lead to a shortage of labor in the future workforce and the 

forced closure of many higher education institutions. In response to the looming social and 

education crisis, Taiwan’s Ministry of Education formed a Higher Education Innovation and 

Transformation Task Force in January 2016 to take a more aggressive position in overseeing 

the forming of alliances among higher education institutions. The task force is also in charge 

of fostering collaboration between domestic and foreign universities that will encourage 

the establishment of experimental branch campuses, independent colleges, or certificate 

programs and courses. Additionally, in response to globalization and talent mobility, the 

Taiwan authorities have put forward two important initiatives this year. The first one is to 

make English as the second official language of Taiwan in the near future. In the next couple 

of years, a number of central government agencies will carry out relevant policy evaluation 

and planning work, with the goal of strengthening children’s English ability from primary and 

middle school level. The second project is the “Yushan Project” which is to attract and retain 

the top talents domestically and from abroad. The project will include three major programs, 

“Yushan Scholars”, “ Higher Education Deep-Planning Program Flexible Salary”, and “Raise 

10% Salary for Professor for Academic Research”. The flexible salary is used as a reward for 

teaching and researching personnel in colleges and universities. Each year, the maximum 

budget of USD 187 million expects to benefit 19,000 teachers.

According to the Taiwan MOE’s statistics published in 2017, a total of 63,270 Taiwan students 

went abroad to study or work in 2016. The United states remains the top study destination 

for Taiwan students, with 21,127 students, taking up 34 percent of the overall study abroad 
122 U.S. Commercial Service Education & Training Services Guide | 2019 123

THAILAND

Capital: Bangkok

Population: 68,615,858 (July 2018 est.)

GDP: $455.4 billion (2017 est.)

Currency: Baht (THB)

Language: Thai (official)

UNESCO Student Mobility Number:

Thailand has 29,884 students studying abroad.

CIA World Factbook:

30.5% of the population is under 24 years old

OVERVIEW

Thai government is still aiming to improve its education system and to boost highly educated 

worker technological skills to serve target industry sectors. The target sectors are the “First 

S-curve” sectors including next-generation automotive; smart electronics; affluent medical 

and wellness tourism; agriculture and biotechnology; and future-oriented foods, as well as 

the “New S-curve” sectors including robotics; aviation and logistics; biofuels and biochemicals; 

digital industries; and a medical hub. These development strategies are in line with the 

government’s policy to upgrade Thailand from a middle income to a highly developed country 

by 2036.

In terms of education spending, Thailand spent 4 percent of GDP, which is 20 percent of the 

government budget, to improve the educational system. Despite relatively high government 

spending on education, the outcome is not as expected. According to the 2015 “Programme 

for International Student Assessment” (PISA) result, Thailand was ranked 57th out of the 

total of 72 countries, with scores dropping in all subjects since the 2012 assessment. PISA 

also found that Thai students spend 23.5 hours per week studying after school. Thailand’s 

educational system has much room for improvement, including reducing the gap between 

students in elite schools and those in under-privileged schools, developing students and 

instructors’ proficiency in the English language, upskilling teachers, and developing the quality 

of educational textbooks. 

Another challenge for Thai education is a decline due to demographic trends, which shows 

Thailand’s population to be aging rapidly. The National Economic and Social Development 

Board also expects the number of Thais in the school-age group (0-21 years) will fall to 20% 

of the population in 2040. During the past year’s admissions, universities had vacancies for 

up to 150,000 prospective students to study various subjects, but only 80,000 applied for 

the entrance test. Three quarters of Thai universities are facing of a shortage in numbers of 

student enrollment, and they are at risk of downsizing or closing over the next decade. 

Hence, both state and private universities offer international programs to attract Thais and 

foreign students. In 2017, there were more than 2,200 international programs available for 

undergraduate studies. Moreover, there are currently more than 31,500 foreign undergraduate 

students studying in Thailand, the majority of whom are from China (approximately 16 

percent), followed by Myanmar, Cambodia, and Lao PDR, according to the UNESCO Institute 

of Statistics. 

solution, learning management system, vocational training solutions and simulation learning 

for medical training. Mobile learning and game-based learning technologies, software and 

content are expected to be in growing demand in the Taiwan market. 

MARKET ENTRY

Partnership with local schools is a long-term strategy for U.S. schools when recruiting Taiwan 

students for joint-degree programs or short-term summer programs. In addition, many 

Taiwan universities have established Mandarin centers to educate foreign students. U.S. 

schools should consider increasing cultural and language exchanges with Taiwan schools. CS 

Taiwan can help U.S. schools connect with local universities or high schools for collaboration.

Partnership with student recruiting agents allows U.S. schools to have year-round exposure to 

the Taiwan market. Recruiting agents are one of the main resources used by Taiwan students 

and parents when planning to study abroad. CS Taiwan can help U.S. schools pre-screen 

prospective agents and arrange one-on-one meetings in Taipei, Taichung and Kaohsiung.

Participation in education fairs may also be a very effective tool. Fair organizers have a deep 

knowledge of the market and can greatly reduce U.S. schools’ marketing expenses. Local 

fair organizers also counsel students throughout the year and are able to follow up with the 

students who visited the fair. Taiwan’s major education fairs featuring U.S. schools include:

• OH! Study International Education Expo (Spring/Fall)

• USEAS Study World

• Linden Education Fairs

• The Association of Boarding Schools Fair (TABS)

• The MBA Tour

CURRENT DEMAND 

• Programs in business, engineering, computer sciences, health care, education and

fine arts.

• Programs containing work or internship component

• Pathway or bridge programs

• Joint degree programs with local universities 

• High schools and Boarding Schools

RESOURCES 

• Taiwan Ministry of Education, https://english.moe.gov.tw/mp-1.html

• The Foundation for International Cooperation in Higher Education of Taiwan (FICHET),

www.fichet.org.tw

• EducationUSA, https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT

Grace Tao

Commercial Specialist

grace.tao@trade.gov

886-2-2720-1550 x 383
124 U.S. Commercial Service Education & Training Services Guide | 2019 125

in Thailand to promote their institutions, which increases their accessibility in comparison 

to high schools in the U.S. that do not have cooperative arrangements with overseas

education agencies.

In addition, Thai students seeking higher education and graduate degrees also present a 

growth opportunity in the U.S. However, these students currently face a major obstacle in that 

their high school grade point average (GPA) and standardized test scores often do not meet 

the requisite U.S. standards. This has limited the number of potential Thai students enrolling 

at universities in the U.S. The United Kingdom has also become a more affordable competitor 

destination for studying abroad after Brexit.

The number of bilingual and international schools in Thailand is increasing, with a total of 

205 schools and over 130,000 students recorded in 2017. The graduates from these schools 

are good candidates for further education in the U.S. because they generally have superior 

language capabilities and are exposed to an international schooling environment.

Thai students are mostly self-funded; however, scholarships are being offered by Thai 

government agencies, the public sector and private sources in countries such as Japan, 

Germany, Italy, and China. A common scholarship would involve a Thai student receiving 

a scholarship to study overseas, where a specific corporation is headquartered, and then 

returning to Thailand to ply their trade at the Thailand office of the corporate entity that 

granted the scholarship, usually for a predetermined period that was stipulated in the initial 

scholarship offer. 

RESOURCES: 

• EducationUSA Website, https://educationusa.state.gov/centers/us-embassy-bangkok

• Fulbright Thailand – United State Education Foundation Website,

http://www.fulbrightthai.org/

• Thai International Education Consultants Association (TIECA) Website, www.tieca.com

• Office of Civil Service Commission (OCSC) Website, www.ocsc.go.th

U.S. COMMERCIAL SERVICE CONTACT

Thanyathorn Voravongsatit 

Commercial Specialist 

Phone: +662-205-5282

Fax: +662-255-2915

tvoravon@trade.gov

The number of international high schools is increasing every year. Currently, there are 

182 international high schools with 4-5 percent growth rate annually. Due to the growing 

demand for high quality education and parent’s desire in empowering students to be ready 

for the global market, Thai parents are choosing to offer their children study in international 

high schools with broader international background. It is widely accepted in Thailand that 

opportunities for students after international school provides for unlimited opportunities for 

students to enter the top universities and have better careers. 

SUB-SECTORS: 

The demand to study abroad for an undergraduate degree has grown over time. More 

than half of the Thai students in the U.S. education system are enrolled in higher education 

programs. According to the 2017/2018 Open Doors report, prepared by Institute of 

International Education (IIE) in 2018, the total number of Thai students declined by 3.7% to 

6,636 students compared to 6,893 students in the previous year. Thai students studying in the 

U.S.A comprised of 40.5 percent undergraduates, 37.9 percent post-graduates, 12.9 percent 

Optional Practical Training (OPT) students, and 8.9 percent short term non-degree program 

students (one-year exchange students and ESL students). Though the total number of Thai 

students in the U.S. decreased over the past few years, the proportion of students studying 

for undergraduate degree programs increased 2.3 percent. 

Student exchange and summer programs in the U.S. are popular choices among Thai high 

school students. Moreover, many Thai students enroll at universities that offer ESL and 

English-intensive programs with the intention of increasing their English proficiency. Also, 

it remains popular for students looking to enter undergraduate and graduate programs to 

choose a pathway program to ease the transition into a new social environment to learn more 

about Western culture and to immerse themselves in an English language environment with 

native speakers prior to enrolling in their intended study program.

Online degree programs are not popular among students due to these programs not being 

taken seriously by employers. Additionally, distance learners need to provide a good reason 

for this way of studies and it also required high levels of discipline to maintain self-driven 

learning over a longer period of time. 

The most popular academic programs are:

• Business Administration

• Engineering 

• Biology 

• Mathematics

• Art

• Aviation

• Culinary 

• Economics

• Law

OPPORTUNITIES:

Thai students seeking high school education present a growth opportunity for the U.S. 

education market. Currently, United Kingdom, Canada, New Zealand, and Australia are the 

major destinations for Thai students enrolling to attend high school abroad. This is mainly 

due to school fees in these countries being less than school fees in the U.S. Moreover, most 

of the high schools in United Kingdom, Canada, New Zealand and Australia work with agents 
126 U.S. Commercial Service Education & Training Services Guide | 2019 127

10,520 students, is the fifteenth leading place of origin for students in the U.S. Among European 

countries, Turkey has the second place after the U.K. with its number of students in the U.S. 

The enrollment level of the Turkish students is as follows:

Undergraduate: 3,474

Graduate: 4,760

Other (Language, Training, OPT Courses): 2,286

Around half of the Turkish students in U.S. universities are studying for their graduate degrees.

According to the Turkish Fulbright Commission, which is part of the Education USA network 

of the Department of State, following are the most popular fields of study chosen by Turkish 

students planning to study abroad:

• Engineering, computer science and other technical fields

• Business administration and economics (especially MBA programs in finance, marketing 

and international business)

• English as a second language

• Short-term certificate programs and/or summer programs (mostly in business ESL)

• Social sciences, humanities and arts (mainly psychology, political sciences, architecture 

and law)

• Mass communications (radio-TV, film & video production)

• Medicine and other medical fields (for the most part, advanced level residencies)

SECONDARY EDUCATION

The inadequacies of the Turkish secondary education system have been a driving force for 

Turkish parents to send their children to reputable boarding schools.

There are hundreds of Turkish students studying at the Swiss and British schools (with tuitions 

around $80,000/year). Through recent marketing efforts, Turkish student representation at 

the U.S. boarding schools has been increasing as well. In 2017, over 400 Turkish students 

pursued their studies at U.S. boarding schools. Currently, Switzerland, and the UK followed 

by the U.S. are listed as the most popular destinations for boarding schools among 

Turkish students. 

Many Turks find the academic excellence at U.S. boarding schools invaluable as well as the 

unique residential campus environment and the superior extra-curricular activities. It is also 

an important for potential students and their families that graduating students are accepted 

at the most prestigious and competitive universities in the U.S. and around the world.

OPPORTUNITIES:

There are more students interested in quality higher education programs than can be 

accommodated by the most popular Turkish universities. Thus, opportunities exist for 

American universities and colleges to explore recruitment possibilities from Turkey. The 

results of the central university placement exam in Turkey are announced in the beginning of 

August. U.S. higher education institutions can reach out to unmatched or dissatisfied students 

if they are able to accept students starting in the second semester/quarter of the school year.

The Ministry of National Education, the Council of Higher Education and many ministries offer 

scholarships to hundreds of successful students each year wishing to continue their studies 

abroad. These students usually apply to well-known “top universities”. Cost is not a critical 

factor in their decision-making process as the scholarship sponsors pay for their entire studies 

TURKEY

Capital: Ankara 

Population: 81,257,239 (July 2018 est.)

GDP: $851.5 billion (2017 est.)

Currency: Turkish Lira (TRY)

Language: Turkish (official)

UNESCO Student Mobility Number:

Turkey has 44,471 students studying abroad.

CIA World Factbook:

40.14% of the population are under 24 years old.

OVERVIEW

Turkey’s population of 80 million is relatively young when compared with many other countries. 

Over 30 percent of the population is under the age of eighteen. This young population provides 

considerable opportunities for international education institutions.

As of December 2018, there are 119 public and 67 private foundation universities serving five 

million students in various academic programs. 2017 figures reveal that 3.32 million students 

are enrolled in undergraduate programs, 480,000 in master’s programs, 91,000 in PhD, 23,000 

in doctors in residency programs and 3.30 million in the Open University. Public universities 

charge a small fee, whereas private university tuition costs range from $2,500 to $15,000 per 

year. Many outstanding students of limited means can attend private universities on merit 

scholarships.

Entrance into universities is competitive due to the limited capacity of Turkish universities.

Students need to successfully pass two nationwide placement tests that are administered in 

March and in June every year. Every year an increasing number of students take the university 

exams. In 2016, 2,256,357 high school graduates took the exams and around 26% of these 

applicants were enrolled in a 4-year program, 20. in a 2-year program, and 11% to the Open 

University (distance education in the various subfields). The rest were unable to enter any 

higher education program. In Turkey, the Ministry of National Education is responsible for 

administering all educational services in the country, excluding higher education. The Council 

of Higher Education (YÖK) is a 22-member corporate public body responsible for the planning, 

coordination and supervision of higher education.

The capacity and quality constraints of the Turkish universities spur the demand of Turkish 

students to study abroad. Many students wishing to study abroad place American universities 

at the top of the list due to the quality of education and strong career prospects. Over 44,000 

Turkish students go abroad for university education. U.S. colleges and universities already 

attract around one fourth of these students for undergraduate and graduate programs, as 

well as specialized training.

SUB-SECTORS

Higher Education

The Institute of International Education’s Open Doors 2018 Statistics show that Turkey, with its
128 U.S. Commercial Service Education & Training Services Guide | 2019 129

Institute of International Education

Website: http://www.iie.org

U.S. COMMERCIAL SERVICE CONTACT

Ms. Perim Akguner, Commercial Specialist

U.S. Commercial Service - Turkey

Perim.Akguner@trade.gov

Phone: +90 212 335 9197

and the scholarship holders are usually bonded to work with their sponsoring organizations 

for about 4-8 years after they graduate. The student decisions are based mostly on the 

reputations of institutions, the faculty, and the programs.

Due to the competitive nature of the Turkish labor market and the significant level of 

unemployment, many students feel the necessity to have a post graduate/master’s degree 

to be able to find better jobs. These programs are even more competitive, so students 

seek placement at foreign universities. Graduate studies are the most popular level of 

enrollment for Turkish students; close to 50% of the Turkish students in the U.S. are pursuing 

graduate degrees.

Several Turkish universities have cooperation programs (such as dual diploma, language 

programs) with American universities, enabling their students to continue their education 

in the U.S. institutions. Other American universities may wish to pursue such cooperative 

agreements as well as student exchange programs to attract qualified Turkish students.

EVENTS:

EURIE- Eurasia Higher Education Summit

February 27-March 1, 2019 – Istanbul

https://eurieeducationsummit.com

Linden Boarding School Tours

March 18, 2019 – Istanbul

http://www.boardingschooltours.com/exhibit.aspx

Study Expo Study Abroad Fairs

Language & Summer Schools Fair – February 23-March 3, 2019 – Istanbul, Ankara, Izmir

Secondary & Higher Education Fair – November 19-23, 2019 – Istanbul, Ankara, Izmir

https://www.studyexpo.com

IEFT Study Abroad Fairs

February 24-March 3, 2019 – Ankara, Izmir, Istanbul

October 21-29, 2019 – Ankara, Izmir, Istanbul

https://www.ieft.net

A2 Study Abroad Fairs

March 9-15, 2019 – Istanbul, Ankara, Izmir

October 12-18, 2019 – istanbul, Ankara, Izmir

http://www.a2fairs.com/

RESOURCES:

Turkish Ministry of National Education: 

Website: http://meb.gov.tr

Higher Education Council of Turkey

Website: http://www.yok.gov.tr/

Education USA Turkey

Website: https://educationusa.state.gov/search/node/Turkey

The Turkish Fulbright Commission

Website: http://fulbright.org.tr/en/
130 U.S. Commercial Service Education & Training Services Guide | 2019 131

MARKET ENTRY

There are many recruiting agents in Ukraine and numerous small agencies dominate the 

market. Most agents concentrate their efforts on serving students who plan to use their 

parent’s income or personal savings to pay for their education.

OPPORTUNITIES

Of the students who have not already studied abroad in the past five years, 70 percent report 

that they plan to study abroad in the next three years. At the same time, more than half of 

the recruiting agents indicate that interest in studying abroad grew by an average 37 percent 

among Ukrainian students in 2016 comparing to 2015. Agents experiencing growth say it 

was due to increased awareness of international educational programs and the favorable 

perceptions regarding the return on investment in an international education. Agents 

experiencing a decline in interest say it was due to the increasing cost of living and tuition fees 

abroad as well as the poor economic situation in Ukraine. While it is impossible to predict the 

future, historical growth trends combined with the positive experience of the most agents 

probably mean that student interest in international education is indeed growing. 

EVENTS

There are no educational trade events on a national level in Ukraine. The educational 

companies organize their own fairs and invite international schools to participate. Usually 

these fairs take place in October and February.

Sub-Sector Best Prospects

• Higher Education 

• Secondary Education

RESOURCES

• Ministry of Education and Science of Ukraine, http://mon.gov.ua/

• Osvita.Ua (Education portal), http://osvita.ua/

• Analytical Center CEDOS, http://www.cedos.org.ua/?locale=en

• EducationUSA, https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT

Iuliia Myronenko

Commercial Specialist

+380 (44) 521-5640

Iuliia.Myronenko@trade.gov

UKRAINE

UNESCO Student Mobility Number:

Ukraine has 77,219 students studying abroad.

CIA World Factbook:

25.52% of the population is under 24 years old.

OVERVIEW

With nearly 5.7 million students in a country the size of Texas, Ukraine is among the largest 

and most talented international student markets in Europe.

After decades of standing in Russia’s shadow, Western institutions are gradually taking more 

notice of Ukrainian students. The country ranks fourth in the world in the number of people 

with a higher education, and the literacy rate is 100 percent among its youngest generations. 

In 2017/18 the number of students in primary and secondary school reached 3,922,000, in 

vocational school – 269,400 and in higher education – 1,538,600 students.

Despite its track record in producing talented, literate students, over the last twenty years 

Ukraine’s educational system has suffered, which in turn has caused increasing numbers 

of students to look for study abroad programs. Between 2009 and 2016 the number of 

Ukrainians studying abroad increased by 176 percent to reach 66,668 students studying in 34 

countries. The most attractive countries to study are Poland, Germany, Russia, Canada, Italy, 

Czech Republic, USA, Spain, Austria, France and Hungary. 

According to the most recent Open Doors Report of the Institute of International Education, 

1,928 Ukrainian students went to the U.S. to study in 2017-2018, which is 6.1 percent more 

than in 2016-2017. 49 percent of Ukrainians studying in the U.S. pursue bachelor degrees, 

33 percent enroll in master’s programs, 12.5 percent take optional practical training, and 5.5 

percent go for non-degree programs.

The most popular destinations for prospective students are the U.S., followed by Canada, 

the U.K, and Western Europe. When selecting a country, Ukrainians base their decisions on 

a country’s reputation for helping a student with career preparation and the strength of a 

country’s overall education system. When comparing schools, prospective students consider 

first the quality and then the cost of tuition. The most popular programs for Ukrainians are 

Master’s Degrees, English courses, and Bachelor Degrees. Due to a limited number of highquality business education programs in Ukraine, business administration is the number one 

field of study for Ukrainian international students. Regarding competition for U.S. universities, 

according to agents, Canada is the U.S.’ primary competitor in recruiting Ukrainians to study 

in primary and higher education programs, whereas the U.K. is the major competitor for 

language schools and programs.

Capital: Kiev 

Population: 43,952,299 (July 2018 est.)

GDP: $112.1 billion (2017 est.)

Currency: Ukrainian hryvnia

Language: Ukrainian (official)
132 U.S. Commercial Service Education & Training Services Guide | 2019 133

The UAE’s federal budget for 2018 allocated 2.8 billion USD for General, Higher and University 

Education Programs, which represents 20% of the total budget. Due to the transient nature 

of the expatriate population in the UAE, parents prefer to enroll their children in international 

schools. Hence, demand for private education has been on the rise, leading to strong overall 

growth in the education sector. In the UAE, private school enrollments are expected to increase 

from approximately 56 percent to 66 percent over the course of the next five years according 

to the BCG report. 

According to the BCG report, there is currently an oversupply of international private schools 

with high and premium-range fees in Dubai, and not enough international private schools with 

low- and medium-range fees. In 2017, schools with high- and premium-range fees reportedly 

began to advertise, implement loyalty programs, and slash their fees by as much as 33% to 

attract and retain students. In December 2018, education authorities in Abu Dhabi announced 

that a total of 10 new schools offering affordable fee structures are set to open in the emirate 

over the next three years adding that they will readily make plots and vacant public-school 

buildings available to investors for the development of new schools.6 According to education 

experts and consultants, the emirate of Sharjah is also in need for affordable schools with 

tuition fees ranging from 5,500 to 9,500 USD.

Similar to K12 education, higher education enrollments in Dubai has been steadily increasing 

according to a 2018 report by Colliers International entitled “Higher Education in Dubai, UAE 

Coming of Age”.7 The supporting factors identified include: the growing population, the 

popularity of Dubai with students from neighboring emirates, and the variety of institutions 

available. There has also been a growing preference towards international higher education 

institutes amongst Emirati parents and professionals seeking to complete their higher 

education while working in the emirate. 

In higher education, only five foreign universities have full campuses in the UAE including two 

U.S. institutions: Rochester Institute of Technology Dubai and New York University Abu Dhabi.

SUB-SECTORS

In terms of mobility, the United Arab Emirates has 2,486 Emirati students studying in the 

United States for the academic year 2017-2018, a decrease of 9.7% from the previous year, 

according to the IIE Open Doors Open Data report.8 The majority of Emirati students studying 

abroad come from a public-school background. The top 5 receiving states are: California, New 

York, Texas, Florida and Massachusetts. The report provides the following segmentation:

• Graduate Education: 266 students (10.7%) enrolled in graduate education in 2017, 

a decrease of 26.1% from the previous year.

• Undergraduate: 1940 students (78%) enrolled in undergraduate education in 2017, 

a decrease of 3.3% from the previous year.

• Non-Degree Studies: 215 students (8.6%) enrolled in non-degree programs in 2017, 

a decrease of 27.1% from the previous year

• Optional Practical Training (OPT): 65 students (2.6%) enrolled in OPT programs in 2017, 

a decrease of 28.6% from the previous year.

5 https://www.mof.gov.ae/en/resourcesAndBudget/fedralBudget/Pages/budget2018.aspx

6 https://gulfnews.com/uae/education/abu-dhabi-to-have-10-new-affordable-schools-soon-1.60785896 7 http://www.colliers.com/en-gb/unitedarabemirates/insights/market-news/2018/16-05-2018-higher-education-dubai

8 https://www.iie.org/Research-and-Insights/Open-Doors/Data/International-Students/Places-of-Origin

UNITED ARAB EMIRATES

Capital: Abu Dhabi 

Population: 9,701,315 (July 2017 est.)

GDP: $382.6 billion (2017 est.)

Currency: Emriati Dirham (AED)

Language: Arabic (official)

UNESCO Student Mobility Number:

UAE has 11,503 students studying abroad.

CIA World Factbook:

22.03% of the population are under 24 years old.

OVERVIEW

The education system in the United Arab Emirates is divided into public schools, private 

schools and higher education. The Ministry of Education (MoE) oversees all UAE-based 

education councils and authorities as per the following:

Abu Dhabi Department of Education and Knowledge (ADEK) – Established in 2005, it was 

formerly known as Abu Dhabi Education Council (ADEC) and was primarily responsible for 

the management and administration of the Abu Dhabi’s public schools. It also acted as the 

regulatory body that provided licensing and accreditation to private schools in Abu Dhabi, 

Al Ain and the Western Emirates setting the minimum standards that must be met in terms 

of educational outcomes, health, safety, building and site requirements. In September 2017, 

ADEK was made a government department according to a decree issued by President Sheikh 

Khalifa and was named the Department of Education and Knowledge (ADEK)1. The MoE 

and ADEK announced a plan achieve the standardization of the UAE’s education systems to 

support a unified and highly-performing education sector across the UAE. The plan will unify 

the education sector through the development of the Emirati School Model across all emirates.

Knowledge and Human Development (KHDA) in Dubai – Established in 2006, KHDA2 is 

responsible for inspecting all private schools in Dubai to ensure proper quality of education, 

from early learning to higher and continuing education.

Education remains a top government priority in the UAE. The UAE Vision 2021, launched in 

2010, emphasizes the development of a first-rate education system3. As such, this sector 

continues to experience rapid expansion. The UAE’s education market is expected to grow 

from $4.4 billion in 2017 to $7.1 billion by 2023 according to a 2018 report released by the 

Boston Consulting Group (BCG) entitled “Where to Invest Now in GCC Private Education”.4 

n line with Vision 2021, the UAE’s Ministry of Education (MoE) has developed the Education 

2020 Strategy, which is designed to bring significant qualitative improvement in the education 

system. Smart learning programs, new teachers’ codes, licensing and evaluations systems, as 

well as curriculum revision, including teaching mathematics and science through English, are 

all part of the strategy.

1 https://www.adek.abudhabi.ae/en/Pages/default.aspx

2 www.khda.gov.ae/en

3 https://www.vision2021.ae/en/national-agenda-2021/list/first-rate-circle 4 http://image-src.bcg.com/Images/BCG-Where-to-Invest-Now-in-GCC-Private-Education_tcm9-188993.pdf
134 U.S. Commercial Service Education & Training Services Guide | 2019 135

EdEx Mena Investment (Conference & Exhibition), Nov 2019, Le Meridien Hotel, Dubai,

https://education.knect365.com/edex-mena/

RESOURCES

• EducationUSA Website, https://educationusa.state.gov/centers/us-embassy-abu-dhabi

• Abu Dhabi Department of Education and Knowledge (ADEK), www.adek.abudhabi.ae

• Boston Consulting Group (https://www.bcg.com/en-us/offices/dubai/default.aspx)

• Colliers International,

http://www.colliers.com/en-us/unitedarabemirates EducationUSA www.educationusa.

state.gov

• Ministry of Education, www.moe.gov.ae

• Knowledge and Human Development Authority (KHDA), www.khda.gov.ae/en

U.S. COMMERCIAL SERVICE CONTACT

Maya Najm

Commercial Specialist

maya.najm@trade.gov

+971 2 414 2518

OPPORTUNITIES

Higher Education

According to Colliers International, the higher education sector still offers a number of 

opportunities for investors and operators to grow, as currently, only 15% of total K12 students 

attend private universities in Dubai. Business related courses remain the most popular choice 

in Dubai, followed by engineering and agriculture, then media and design.

Simultaneously, there is continued demand for study in the United States in graduate, undergraduate and non-graduate studies. However, the largest number of tertiary level students 

from the UAE go to United Kingdom according to the UNESCO Institute for Statistics. The 

United States ranks second.9 There is also a demand to open higher education institutions 

in the UAE. There is a total of 30 government-affiliated scholarship granting institutions which 

offer a number of scholarships to a select number of top U.S. universities. Such institutions 

include ADEK, Abu Dhabi Investment Authority (ADIA), Abu Dhabi Police, Dubai Police, 

Presidential Department. Online programs are not covered under the scholarship programs. 

However, educational experts noted that there is a real demand for online programs in 

executive education.

K to 12 Education

To meet the needs of Emirati students, there is a need in the UAE for high-quality schools, with 

a rating of “good” or better, that cater specifically to local preferences (for example- by offering 

gender segregation and adequate provision of Arabic and religious studies).

For expatriate families, there is a need for high-quality schools, with fees in the low to midtuition range, structured around the International Baccalaureate (IB) and U.S. curriculum 

among others. There is also an opportunity to leverage Dubai’s drive to become a test-bed for 

innovation by introducing schools with modern, digital approaches to education.

EVENTS

International Education Show, Jan 30-Feb 1, 2019, Expo Center Sharjah,

www.educationshow.ae

International Consultants for Education and Fairs (ICEF), Feb 11-13, 2019, Jumeirah Emirates 

Towers, Dubai, www.icef.com

Global Education Supplies and Solutions (GESS), Feb 26-28, 2019, Sheikh Saeed Halls, Dubai 

World Trade Centre, Dubai, www.gesseducation.com

Global Education and Skills Forum (GESF), Mar 22-24, 2019, Atlantis the Palm, Dubai,

www.educationandskillsforum.org

Gulf Education and Training Exhibition (GETEX), Apr 17-19, 2019, Dubai International 

Convention and Exhibition Center, Dubai, www.mygetex.com

BETT Middle East and North Africa, Apr 22-23, 2019, Abu Dhabi National Exhibition Center, Abu 

Dhabi, https://mena.bettshow.com/

Najah Education & Training Exhibition, Oct 2019, Abu Dhabi National Exhibition Center, Abu 

Dhabi, https://www.najahonline.com

9 http://www.uis.unesco.org
136 U.S. Commercial Service Education & Training Services Guide | 2019 137

SUB-SECTORS

Higher Education 

The United Kingdom’s educational system is well-established, with a highly regarded 

international reputation. The best prospects for attracting British students to the United 

States lie in the undergraduate and graduate levels of study. According to the U.S.-UK Fulbright 

Commission, the primary motivators for British students to study in the U.S. include the 

quality and flexibility of American academic programs (liberal arts education), the availability 

of scholarship funding, athletic/sporting opportunities, and the ability to experience and be a 

part of U.S. culture and campus life

Undergraduate Education

According to Open Doors 2018, undergraduates studying within the United States make up 

49.7% of students. The number of British students has declined by 1.5% for a new total of 

5,691 undergraduate students compared to last year’s total of 5,779.

Graduate Education

Graduate students make of up 22.8% of students studying within the United States. Last year, 

2,727 students made up the Graduate population and in 2018, there has been a decline of 

4.1% for a new total of 2,614 students studying at the Graduate level. 

Although there has been a decline of Undergraduate and Graduate students, Non-degree and 

Optional Practical Training (OPT) has seen an increase of students. Non-degree students make 

up 16.7% of the student population and has seen an increase of 1.9% bringing the new total 

of 1,915. OPT students make up 10.9% of the population and has seen a substantial increase 

of 12.3% from 2017.

OPPORTUNITIES 

Exchange programs and partnerships with British universities are a common method of 

market entry. For U.S. institutions looking to gain exposure and to test the market, there are 

several UK events of interest (see Trade Events section below).

In recent years, changes to UK government policy have made U.S. universities more competitive 

in this market. Rising university fees and active encouragement of outward mobility both 

present opportunities for recruiting British students. Tuition fees were introduced in England 

in 1998 and have risen steadily since. The current tuition fee of £9,250 ($12,025) was set in 

2017 and has been frozen pending a university funding review. Students from Scotland, 

Northern Ireland, and Wales are assessed tuition fees at a considerably lower rate than their 

English counterparts. Students from the European Union currently pay the same tuition as 

British students, but this is likely to change after the UK exits the EU in March 2019. 

In addition to university studies, UK students are increasingly taking advantage of other 

options available to them, including apprenticeships, graduate schemes, trainee schemes, or 

indeed directly entering the work force. UK students are a discerning consumer group with 

a variety of choices and opportunities readily available. Interest in U.S. study programs is 

high, but challenges are expected in the years ahead as the UK exits the European Union in 

March 2019. 

UNITED KINGDOM

Capital: London

Population: 65,105,246 (July 2018 est.)

GDP: $2.628 trillion (2017 est.)

Currency: British Pound (GBP)

Language: English

UNESCO Student Mobility Number:

The UK has 34,025 students studying abroad. 

CIA World Factbook:

29.3% of the UK population is below the age of 24. 

OVERVIEW

According to the Institute of International Education’s 2018 Open Doors Report, the United 

Kingdom has maintained its rank of 14th among senders of students to the United States. 

The UK has consistently ranked in the top 15 for many years and has continued to be the 

number one sender in Europe for the past 4 years. After last year’s decline of 1%, the number 

of British students has again declined slightly by -0.3% to a new total of 11,460 in the academic 

year 2017/2018. The majority of British students studying within the United States continue 

to be undergraduates (49.7%). Graduates make up 22.8%, followed by remaining students 

categorized as Non-degree at 16.7% and Optional Practical Training (OPT) at 10.8%. students 

studying within the United States (-0.3%), UK students contributed $485 million to the U.S. 

economy, an increase of 3.2% compared to last year. There are strong U.S.-UK study abroad 

ties, which are often leveraged to form a partnership entry strategy. The UK continues to be 

the leading destination for American study abroad students.

Source: Institute of International Education Open Doors 2017
138 U.S. Commercial Service Education & Training Services Guide | 2019 139

VIETNAM

Capital: Hanoi

Population: 97,040,334 (July 2018 est.)

GDP: $220.4 billion (2017 est.)

Currency: Dong (VND)

Language: Vietnamese (official)

UNESCO Student Mobility Number:

Vietnam has 82,160 students studying abroad.

CIA World Factbook:

39.08% of the population is under 24 years old.

OVERVIEW

Educational exchange is a cornerstone of the U.S. bilateral relationship with Vietnam as a top 

prospect opportunity for U.S. educational institutions. 

The number of Vietnamese students in the United States has increased consistently for 17 

straight years, according to the Institute of International Education’s (IIE) annual “Open Doors” 

Report. The report for the 2017-2018 academic year (AY) shows that Vietnam remains the 

sixth leading country of origin for all international students in the United States, with 24,325 

students, up 1,887 students since last AY 2016-17, an 8.4 percent increase. Vietnamese 

students contribute $881,000,000 to the U.S. economy.

Of the 24,325 Vietnamese students in the United States, 69.6 percent were undergraduates, 

15.2 percent were graduate level students, 8.6 percent enrolled in Optional Practical Training 

(OPT), and the remaining 6.6 percent were pursuing non-degree programs.

SUB-SECTORS

Engineering, Business and Management, and Math and Computer Science remain the top 

selected fields of study by international students in AY2017-18. Math and Computer Science 

were the fastest growing fields of study with an increase of 11.3 percent from AY 2016-17, 

followed by Legal Studies and Law Enforcement with an increase of 10.4 percent from AY 

2016-17. The top 10 states for international students include California, New York, Texas, 

Massachusetts, Illinois, Pennsylvania, Florida, Ohio, Michigan, and Indiana. 

4-year Degree University Study: More Vietnamese students are pursuing 4-year programs at 

universities. Business management, banking and finance, engineering, science and technology, 

and IT programs are often their top choices. 

Community Colleges: Community colleges offer financial and academic accessibility, serve as 

a bridge for Vietnamese students to acclimate to the English language and American culture, 

and the U.S. educational system as well as a transition point to a four-year university. Vietnam 

is the 2nd largest country of origin for students at U.S. community colleges. 

High Schools/Boarding Schools: Recently, there is growing interest among Vietnamese 

families in sending their children to the U.S. to enroll in high school/boarding schools to better 

EVENTS

Student World, www.thestudentworld.com

What Career/What University Live, www.whatcareerlive.co.uk/

USA College Day 2019, www.fulbright.org.uk/events/usa-college-day-2019

RESOURCES 

• U.S.-UK Fulbright Commission, http://www.fulbright.org.uk/

• EducationUSA, https://educationusa.state.gov/

U.S. COMMERCIAL SERVICE CONTACT

Chrystal Denys, Commercial Specialist

U.S. Commercial Service – United Kingdom

Chrystal.Denys@trade.gov

Tel: +44 20 7891 3432
140 U.S. Commercial Service Education & Training Services Guide | 2019 141

Country # of Students 

Abroad in the U.S.

% of Undergraduate 

Enrollment

% of Graduate 

Enrollment

% of Other:

ESL*/OPT*HE*

Argentina 2,283 40% 39% 21%

Australia 4,908 51% 22% 27%

Brazil 14,620 50% 29% 21%

Bulgaria 826 42% 31% 27%

Canada 25,909 49% 37% 15%

Chile 2,528 28% 50% 22%

China 363,341 41% 36% 23%

Colombia 7,976 41% 36% 23%

Czech Republic 763 51% 24% 25%

Denmark 1,423 35% 15% 50%

Egypt 3,701 41% 43% 16%

Finland 768 51% 17% 31%

France 8,802 33% 27% 40%

Germany 10,042 33% 26% 42%

Hong Kong 7,162 62% 17% 21%

India 196,271 12% 49% 39%

Israel 2,327 30% 48% 22%

Japan 18,753 49% 16% 35%

Kazakhstan 1,865 48% 30% 22%

Kenya 3,322 58% 28% 14%

Kuwait 10,190 77% 9% 14%

Lebanon 1,633 33% 45% 22%

Malaysia 8,271 70% 13% 16%

Mexico 15,468 57% 25% 18%

Nigeria 12,693 46% 38% 16%

Norway 2,105 60% 14% 26%

Peru 3,235 48% 34% 18%

Philippines 3,225 55% 29% 16%

Qatar 1,127 85% 7% 8%

Romania 1,071 44% 35% 20%

Russia 5,518 43% 34% 23%

Saudi Arabia 44,432 62% 25% 13%

Singapore 4,575 45% 30% 25%

South Korea 54,555 51% 29% 21%

Spain 7,489 40% 27% 33%

Sweden 3,543 61% 9% 29%

Taiwan 22,454 31% 41% 28%

Thailand 6,636 43% 37% 20%

Turkey 10,520 33% 45% 22%

United Arab Emirates 2,486 78% 11% 11%

United Kingdom 11,460 50% 23% 28%

Vietnam 24,325 70% 15% 15%

2018 MARKET SIZES BY COUNTRY prepare them for a U.S. college education. In addition, parents in Vietnam cite their desire for 

providing a safe, comfortable environment for their kids as a primary criterion for selecting 

boarding schools. 

OPPORTUNITIES

As President Trump noted in his speech at the APEC CEO Summit, “Vietnamese students 

rank among the best students in the world, and that is very impressive.” Education remains a 

cornerstone of the United States-Vietnam bilateral relationship. 

EVENTS

There are several education fairs in Vietnam annually, including events organized by Education 

USA. The Education USA fairs seem to be the largest and most-attended events of their kind in 

Vietnam. For more information, please visit http://www.educationusa.state.gov

RESOURCES

• EducationUSA: http://educationusa.state.gov/

• Higher Engineering Education Alliances: www.heeap.org

• Institute of International Education: http://iie.org

• Vietnam Education Foundation: www.vef.gov

U.S. COMMERCIAL SERVICE CONTACTS

Ms. Tran Lan

Commercial Assistant

U.S. Commercial Service Hanoi

tran.lan@trade.gov

Ms. Nguyen Huong

Commercial Assistant

U.S. Commercial Service Ho Chi Minh City

Huong.Nguyen@trade.gov
142 U.S. Commercial Service Education & Training Services Guide | 2019 143

Country High 

School

Boarding 

Schools

Community 

College Undergraduate Graduate Law School OPT ESL Online Degree

Summer/

Certificate 

Programs

New 

Zealand X X X X

Nigeria X X X

Norway X X X

Panama X X X X X X

Peru X X X

The 

Philippines X X X X X

Portugal X X X X X

Qatar X X X X

Romania x x x x x

Russia X X X X

Saudi 

Arabia X X X X

Serbia X X X

Singapore X X

Spain X X X X X

Sweden X X

Taiwan X X X X X X X

Thailand X X X X X X X

Turkey X X X X X

UAE x x x x x x

Ukraine X X X

United 

Kingdom X X X

Vietnam X X X X X X X

2019 BEST PROSPECTS BY COUNTRY

Country High 

School

Boarding 

Schools

Community 

College Undergraduate Graduate Law School OPT ESL Online Degree

Summer/

Certificate 

Programs

Argentina X X X

Australia X X

Brazil X X X X X X X

Bulgaria X X X X

Canada X X

Central 

America 

Region

X X X X X X

Chile X X X X X

China X X X X X X X X X

Colombia X X X X X X

Czech 

Republic X X X X X

Denmark X X X

Ecuador x x x x

Egypt X X X

France X X X X

Finland X X

Germany X X X X

Ghana X X X X X X X

Hong Kong X X X X X X

India X X X X X

Indonesia X X X X

Israel X X X

Japan X X X X

Kazakhstan X X X X X X X

Kenya X X X X X X X

Korea, 

Republic of X X X X X

Kuwait X X X X

Malaysia X X X X

Mexico X X X X X X X
144 U.S. Commercial Service Education & Training Services Guide | 2019 145

Country Education Agents Institutional Student Outreach Online Outreach

Nigeria X X X

Norway X X X

Panama X X

Peru X X X

The Philippines X X X

Portugal X X X

Qatar X X

Romania X X

Russia X X X X

Saudi Arabia X X

Serbia X X X

Singapore X X

Spain X X X

Sweden X X X

Taiwan X X X X

Thailand X X X X

Turkey X X X X

Ukraine X X

United Arab

 Emirates X X

United Kingdom X X X

Vietnam X X

BEST STUDENT RECRUITMENT METHODS

Country Education Agents Institutional Student Outreach Online Outreach

Argentina X X

Australia X X X

Brazil X X X

Bulgaria X X X

Canada X X X

Central America 

Region X X

Chile X X X X

China X X

Colombia X X X X

Czech Republic X X

Denmark X X X

Ecuador X X X

Egypt X X X

Finland X X X

France X X X

Germany X X X

Ghana X X X

Hong Kong X X X

India X X X X

Indonesia X X X X

Israel X X X X

Japan X X X

Kazakhstan X X X

Kenya X X X

Korea, Republic of X X

Kuwait X X

Malaysia X X X X

Mexico X X X X

New Zealand X X X
146 U.S. Commercial Service Education & Training Services Guide | 2019 147

INTERNATIONAL

 CONTACTS

THANK YOU 

to our marketing partners for their support of the USA: A Study Destination Pavilion at NAFSA 

2019 and Embassy Circle Reception

shorelight.com

Shorelight Education provided Nelson a path to 

study in the U.S.—with the assurance he needed to 

feel supported, inspired, and motivated. Through 

Shorelight, he is growing his career aspirations as an 

Environmental Sciences major at Auburn University.

- NELSON, KENYA

“My interests 

have led me to a 

greater purpose—

to improve water 

quality in Kenya.”

SL_U.S.CommercialServiceEducationGuide_QuaterPage_306811172_R1.indd 12/8/19 11:46 AM
148 U.S. Commercial Service Education & Training Services Guide | 2019 149

E

---------------------------------------------------------

Egypt—Cairo

Dina Bissada, Commercial Assistant

+20 (2) 2797-2340

dina.bissada@trade.gov

El Salvador—San Salvador

Lidia Sosa, Senior Commercial Specialist

011 503 2501 2999 x3144

lidia.sosa@trade.gov

Estonia—Tallinn

Reene Sepp, Commercial Specialist

(372) 66 88 130

seppr@state.gov

Ethiopia— Addis Ababa

Yemesrach Kassu, Commercial Assistant

+251 (0) 11 130 6794

yemesrach.kassu@trade.gov

European Union

Julie Carducci, Commercial Assistant

+32 2 811 4392

julie.carducci@trade.gov

F

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Finland—Helsinki

Mia Maki, Commercial Specialist

358-9-616 25289

mia.maki@trade.gov

France—Paris

Isabelle Singletary, Commercial Specialist

+33 (0)1 43 12 70 63

isabelle.singletary@trade.gov

G

---------------------------------------------------------

Germany—Frankfurt

Ulrike Riegeler, Commercial Specialist

49-69-7535-3157

ulrike.riegeler@trade.gov

Ghana—Accra

Frank Ansong, Senior Commercial Specialist

+233-30-274-1329

frank.ansong@trade.gov

Greece—Athens

George Bonanos, Commercial Specialist

30-210-720-2331

george.bonanos@trade.gov

Guatemala—Guatemala City

Ana Polanco, Senior Commercial Specialist

011-502-2326-4258

ana.polanco@trade.gov

H

---------------------------------------------------------

Honduras—Tegucigalpa 

Rossana Lobo, 

Senior Commercial Specialist

(504) 2236-9320, x4842

rossana.lobo@trade.gov

Hong Kong—Hong Kong

Joanna Lam, Commercial Specialist

+852 2521-3721

joanna.lam@trade.gov

Hungary—Budapest

Csilla Viragos, Commercial Assistant

+36 (1) 475-4090

csilla.viragos@trade.gov

I

---------------------------------------------------------

India—Ahmedabad

Sangeeta Taneja,

Commercial Specialist

+91 79 2656 5210

sangeeta.taneja@trade.gov

India—Bengaluru

Manjushree Phookan,

Senior Commercial Specialist

+91 80 2227 6402

manjushree.phookan@trade.gov

India—Chennai 

Mala Venkat, Senior Commercial Specialist

+91 44 2857 4293

mala.venkat@trade.gov

India—Hyderabad

Annette D’Silva, Commercial Assistant

+91 402 33 04025

annette.dsilva@trade.gov

A

---------------------------------------------------------

Argentina—Buenos Aires

Diana Brandon, Commercial Specialist

(54-11) 5777-4550

diana.brandon@trade.gov

Australia—Sydney 

Georgina Harrowell, Commercial Specialist

61-2-9373-9203

georgina.harrowell@trade.gov

Austria—Vienna

Robee Sallegue, Commercial Specialist

43-1-31339 2203

robee.sallegue@trade.gov

Azerbaijan—Baku

Govhar Mammadova, Commercial Specialist

+994-12-488-33-00 x3593

bakucommercial@state.gov

B

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Brazil—Brasilia

Laura Reffatti, Commercial Assistant

55/61/3312-7481

laura.reffatti@trade.gov

Bulgaria—Sofia

Peter Delin, Commercial Assistant

+359-2-939-5784

Peter.Delin@trade.gov

C

---------------------------------------------------------

Canada—Toronto

Thomas Hanson, Commercial Officer

(403) 265-2116

thomas.hanson@trade.gov

Chile—Santiago

Valerie Henderson, Commercial Assistant

56/2/2330-3316

valerie.henderson@trade.gov

China—Beijing

Jing Qiu, Commercial Specialist

(86-10) 8531 4157

jing.qiu@trade.gov

China—Chengdu

Mengyue Xu, Commercial Specialist

(86-28) 8598 6720 

mengyue.xu@trade.gov

China—Guangzhou

Veronica Liang, Commercial Specialist

(86-20) 3814 5630

veronica.liang@trade.gov

China—Shanghai

Yuan Liu, Commercial Specialist

(86-21) 6279 8958

yuan.liu@trade.gov

China—Shenyang

Andrea Shen, Commercial Specialist

(86-24) 2322 1198 x8145

andrea.shen@trade.gov

China—Wuhan

Catherine Le, Commercial Specialist

(86-27) 8555 7791

catherine.le@trade.gov

Colombia—Bogota

Julio Acero, Commercial Assistant

+57 1 275 2635

julio.acero@trade.gov

Costa Rica—San Jose

Roy Fernandez, Commercial Specialist

506 2519-2263

roy.fernandez@trade.gov

Czech Republic—Prague

Zdenek Svoboda, Commercial Specialist

(420) 257 022 323

zdenek.svoboda@trade.gov

D

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Denmark—Copenhagen

Sabina Kroigaard, Commercial Specialist

+4533417202

sabina.kroigaard@trade.gov

Dominican Republic— Santo Domingo

Maria Elena Portorreal, 

Senior Commercial Specialist

(809) 368-7220

maria.portorreal@trade.gov
150 U.S. Commercial Service Education & Training Services Guide | 2019 151

Mexico—Mexico City

Martha Sanchez, Commercial Assistant

52-55-5080-2000 ext. 5225

martha.sanchez@trade.gov

Morocco—Casablanca

Kenza El-Amrani, Commercial Assistant

(212) 522 64 21 25

kenza.el-amrani@trade.gov

N

---------------------------------------------------------

New Zealand—Auckland 

Janet Coulthart, Commercial Specialist

64 (4) 462-6002 

janet.coulthart@trade.gov

Nicaragua—Managua

Lilliam Baez, Commercial Specialist

(505) 2252-7100 x7371

baezlau@state.gov

Nigeria—Lagos

Anthony Adesina, Commercial Specialist

234-1-460 3400

anthony.adesina@trade.gov

Norway—Oslo

Heming Bjorna, Commercial Specialist

+47 21 30 87 60

heming.bjorna@trade.gov

P

---------------------------------------------------------

Panama—Panama City

Jeane Zuniga, Commercial Specialist

(507) 317-5392

jeane.zuniga@trade.gov

Peru—Lima

Jorge Prado, Commercial Specialist

(51-1) 618-2296

jorge.prado@trade.gov

Philippines—Manila

John Giray, Commercial Specialist

(632) 301 2182

john.giray@trade.gov

Poland—Warsaw

Maria Kowalska, Commercial Specialist

+48 22 625 4374

maria.kowalska@trade.gov

Portugal—Lisbon 

Ana Vila, Commercial Specialist

+351 (21) 770-2532

ana.vila@trade.gov

Q

---------------------------------------------------------

Qatar—Doha 

Anissa Lahreche, Commercial Specialist

+974 4496 6040

anissa.lahreche@trade.gov

R

---------------------------------------------------------

Romania—Bucharest 

Gabriel Popescu

Commercial Specialist

gabriel.popescu@trade.gov

+4 021 200 3312

Russia—Moscow 

Diana Ryan, Commercial Specialist

+7 495 728-5398

diana.ryan@trade.gov 

S

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Saudi Arabia—Dhahran

Tareq Ghazal, Commercial Assistant 

(966-1) 333-3200 x3065

tareq.ghazal@trade.gov

Saudi Arabia—Riyadh

Ahmed Khayyat, Commercial Specialist

(966-1) 488-3800 x4441

ahmed.khayyat@trade.gov

Serbia—Belgrade

Boris Popovski, Commercial Specialist

381-11-706-4533

boris.popovski@trade.gov 

India—Kolkata

Shantanu Sarkar, Commercial Specialist

+91 33 3984 6444

shantanu.sarkar@trade.gov

India—Mumbai

Noella Monteiro, Commercial Specialist

+91 22 2672 4407

noella.monteiro@trade.gov

India—New Delhi

Shibu Mathews, Commercial Specialist

+91 11 2347 2131

shibu.mathews@trade.gov 

Indonesia—Jakarta

Yulie Tanuwidjaja, Commercial Specialist

+62-21-526-2850 ext. 3017

yulie.tanuwidjaja@trade.gov

Ireland—Dublin

Padraig O’Connor, Commercial Specialist

353-1-237-5848

padraig.o’connor@trade.gov

Israel—Tel Aviv

Karen Kelich, High-Level Visits Coordinator | 

Social Media Coordinator

+972-3-519-8508

karen.kelich@trade.gov

Israel—West Bank

Issa Noursi, Commercial Specialist

972-2-625-5201

issa.noursi@trade.gov

Italy—Rome

Elisa Martucci, Commercial Assistant

+39 06 4674 2252

elisa.martucci@trade.gov

J

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Japan—Osaka-Kobe

Tetsuko Fujioka, Commercial Assistant

81-6-6315-6078

tetsuko.fujioka@trade.gov

Japan—Tokyo 

Kazuko Tsurumachi, Commercial Assistant

81-3-3224-5049

kazuko.tsurumachi@trade.gov

Jordan—Amman 

Ala’a Qaqish, Senior Commercial Specialist 

962-6-590-6053

ala.qaqish@trade.gov

K

---------------------------------------------------------

Kazakhstan—Almaty

Aliya Shaikhina, Commercial Specialist

7-727-250-7612 (x6491)

aliya.shaikhina@trade.gov

Kenya—Nairobi 

Catherine K. Malinda, Commercial Assistant

254-20-363-6064

catherine.malinda@trade.gov

Korea, Republic of—Seoul

Young Hee Koo, Commercial Specialist

82-2-397-4396

younghee.koo@trade.gov

Kuwait—Kuwait City

Rasha Al-Muhtaseb, Commercial Specialist

(965) 2259-1449

rasha.al-muhtaseb@trade.gov

L

---------------------------------------------------------

Lebanon—Beirut 

Naaman Tayyar, Senior Commercial Specialist

961-4-544860

naaman.tayyar@trade.gov

Jeanine Sabaji, Commercial Assistant

961-4-544860

jeanine.sabaji@trade.gov

M

---------------------------------------------------------

Malaysia—Kuala Lumpur 

Janet Suan, Commercial Specialist 

60-3-2168-5050

janet.suan@trade.gov

Mexico—Guadalajara

Juan Herrera, Commercial Specialist

52-33-3615-1140 x103

juan.herrera@trade.gov
152 U.S. Commercial Service Education & Training Services Guide | 2019 153

Contacts

For more information about how we can help you, please contact one of our trade 

specialists. For detailed contact information, please visit export.gov/usoffices.

U.S. COMMERCIAL SERVICE OFFICES

U.S. Commercial Service 153

Alabama

Birmingham

Alaska

Anchorage

Arizona

Phoenix

Scottsdale

Tucson

Arkansas

Little Rock

California

Bakersfield

Cabazon

Fresno

Inland Empire

Los Angeles 

(Downtown)

Los Angeles (West)

Newport Beach

North Bay

Oakland

Sacramento

San Diego

San Francisco

San Jose

Ventura County

Colorado

Denver

Connecticut

Middletown

Delaware

Served by 

Philadelphia, PA

District of Columbia

Served by Arlington, 

VA

Florida

Clearwater

Fort Lauderdale

Jacksonville

Miami

Orlando

Tallahassee

Georgia

Atlanta

Savannah

Hawaii

Honolulu

Idaho

Boise

Illinois

Chicago

Libertyville

Peoria

Rockford

Indiana

Indianapolis

Iowa

Des Moines

Kansas

Wichita

Kentucky

Lexington

Louisville

Louisiana

New Orleans

Shreveport

Maine

Portland

Maryland

Baltimore

Massachusetts

Boston

Michigan

Detroit

Grand Rapids

Pontiac

Ypsilanti

Minnesota

Minneapolis

Mississippi

Jackson

Missouri

Kansas City

St. Louis

Montana

Missoula

Nebraska

Omaha

Nevada

Las Vegas

Reno

New Hampshire

Portsmouth

New Jersey

Newark

Trenton

New Mexico

Santa Fe

New York

Buffalo

Harlem

Long Island

New York

Rochester

Westchester

North Carolina

Charlotte

Greensboro

Raleigh

North Dakota

Fargo

Ohio

Akron

Cincinnati

Cleveland

Columbus

Toledo

Oklahoma

Oklahoma City

Tulsa

Oregon

Portland

Pennsylvania

Harrisburg

Philadelphia

Pittsburgh

Puerto Rico

San Juan

Rhode Island

Providence

South Carolina

Charleston

Columbia

Greenville

South Dakota

Sioux Falls

Tennessee

Knoxville

Memphis 

Nashville

Texas

Austin

El Paso

Fort Worth

Grapevine

Houston

McAllen

Midland

San Antonio

Utah

Salt Lake City

Vermont

Montpelier

Virginia

Arlington 

Richmond

Washington

Seattle

Spokane

West Virginia

Charleston

Wheeling

Wisconsin

Milwaukee

Wyoming

Denver, CO

Singapore—Singapore

Yiu Kei Chan, Commercial Specialist

(65) 6476-9029

yiukei.chan@trade.gov

Jayacely Joseph, Commercial Assistant

(65) 6476 9415

jayacely.joseph@trade.gov

Slovak Republic—Bratislava

Lucia Maskova, Commercial Assistant

+421 2 5922 3325

lucia.maskova@trade.gov

Slovenia—Ljubljana

Mirjana Rabic, Commercial Specialist

+386 1 200 5528

rabicm@state.gov

Spain—Madrid 

Jesus Garcia, Senior Commercial Specialist

34-91-3081578

jesus.garcia@trade.gov

Sweden—Stockholm

Nancy Bjorshammar, Commercial Specialist

+46 8 783 5347

nancy.bjorshammar@trade.gov

Switzerland—Bern

Sandor Galambos, Commercial Specialist

+41 31 357 7237

galamboss@state.gov

T

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Taiwan—Taipei

Grace Tao, Commercial Specialist

886-2-2720-1550 x383

grace.tao@trade.gov

Thailand—Bangkok 

Thanyathorn Voravongsatit, 

Commercial Specialist

66-2-205-5282

thanyathorn.voravongsatit@trade.gov

Turkey—Istanbul

Perim Akguner, Commercial Specialist

+90 (212) 335 9197

perim.akguner@trade.gov

U

---------------------------------------------------------

Ukraine—Kyiv

Iuliia Myronenko, Commercial Specialist

+380-44-521-5640

iuliia.myronenko@trade.gov

United Arab Emirates—Abu Dhabi

Maya Najm, Commercial Specialist

+971 2 414 2518

maya.najm@trade.gov

United Kingdom—London

Chrystal Denys, Commercial Specialist

+44 20 7891 3432

chrystal.denys@trade.gov

Uruguay—Montevideo 

Robert Gorter, Senior Commercial Specialist

(5982) 1770-2366

gorterrh@state.gov

V

---------------------------------------------------------

Vietnam—Hanoi

Ngo Anh, Commercial Specialist

84-4-3850-5199 x6159

ngo.anh@trade.gov

Vietnam—Ho Chi Minh City 

Huong Nguyen, Commercial Assistant 

84-8-3520-4654

huong.nguyen@trade.gov
Education & Training Services Guide | 2019 155

The International Trade Administration’s mission is to create prosperity by strengthening 

the competitiveness of U.S. industry, promoting trade and investment, and ensuring fair 

trade and compliance with trade laws and agreements.

U.S. Commercial Service

1401 Constitution Avenue NW

Washington, D.C. 20250

export.gov

Education and Training Services Guide: 

A Reference for U.S. Educational Institutions

U.S. Commercial Service 

2019 Edition