2018 Edition

EDUCATION 

& TRAINING

SERVICES GUIDE
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Education & Training Services Guide | 2018 3

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

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

2017 Market Sizes by Country ............................................................ 123

2018 Best Prospects by Country......................................................... 124

Best Student Recruitment Methods.................................................. 126

Marketing Partners ............................................................................. 128

International Contacts........................................................................ 129

Angola ......................................................9

Argentina .............................................. 12

Australia ................................................ 14

Austria ................................................... 15

Brazil...................................................... 17

Bulgaria ................................................. 21

Central America.................................... 24

Chile....................................................... 27

China...................................................... 29

Colombia............................................... 34

Czech Republic ..................................... 37

Egypt...................................................... 39

France.................................................... 41

Germany ............................................... 43

Hong Kong ............................................ 45

India....................................................... 47

Indonesia .............................................. 50

Israel...................................................... 53

Japan...................................................... 55

Kazakhstan............................................ 58

Kenya..................................................... 62

Malaysia ................................................ 64

Table of Contents

Mexico................................................... 66

New Zealand......................................... 69

Nigeria................................................... 70

Nordic Region....................................... 72

Peru ....................................................... 75

Philippines ............................................ 78

Portugal................................................. 81

Qatar...................................................... 83

Russia .................................................... 86

Saudi Arabia.......................................... 88

Serbia .................................................... 93

Singapore.............................................. 96

South Korea.......................................... 99

Spain.................................................... 101

Taiwan................................................. 104

Thailand .............................................. 107

Turkey.................................................. 109

Ukraine................................................ 112

United Arab Emirates ........................ 114

United Kingdom ................................. 118

Vietnam............................................... 121
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International 

Education.

Delivered.

Door-to-door International Shipping

· Small Packages or Heavy Cargo

· Fulfillment & Packaging

· Marketing Mailings

· Storage & Inventory Control

· Customs Brokerage & Duty

 Deferment

Wherever in the world they venture, international 

educators can be sure OCS will ship there. With 

250 stations worldwide, we are everywhere on 

your itinerary. Whether it’s for recruitment fairs, 

international conferences or independent travel, 

OCS is the smartest choice for door-to-door 

international express shipping.

www.OCSworld.com

info@OCSworld.com
Education service exports ranked 6th among service exports in 2017. 

International students studying in the United States contributed over 

$43.1 billion to the U.S. economy in tuition and living expenses during 

the 2017 calendar year, for a trade surplus of $35.2 billion.

The total number of foreign students increased 3.4 percent in 

2016/2017, with an international student population of over 1 million 

students. About 67 percent of students studying in the United States 

use outside sources to fund their international study and supported 

over 450,000 U.S. jobs, making Education and Training Services a 

valuable U.S. export. The Institute of International Education’s Open 

Doors® 2017 reports that active recruitment, links with international 

universities, academic programs targeted to international students, 

and dual degree programs are all factors that increase the enrollment 

of international students, with active recruitment being reported 

as the most effective strategy. This 2018 U.S. Commercial Service 

Education and Training Services Resource Guide includes comparable 

and individual market assessments of countries listed as best 

prospects for U.S. training and educational services. The country 

assessments are based on observations and market research reports 

created by the U.S. Commercial Service. For additional information or 

market research, including Country Commercial Guides and industry 

reports, please visit export.gov.

Introduction

Gabriela Zelaya

Global Education Team Leader

gabriela.zelaya@trade.gov

Education & Training Services Guide | 2018 5
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 1400 trade professionals is located throughout the United States and in U.S. 

Embassies and Consulates in more than 80 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. 

About the U.S. Commercial Service

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 English as a Second Language 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. 

For additional information or market research, including Country Commercial 

Guides and industry reports, please visit export.gov.

6 U.S. Commercial Service
International 

Education.

Delivered.

Door-to-door International Shipping

· Small Packages or Heavy Cargo

· Fulfillment & Packaging

· Marketing Mailings

· Storage & Inventory Control

· Customs Brokerage & Duty

 Deferment

Wherever in the world they venture, international 

educators can be sure OCS will ship there. With 

250 stations worldwide, we are everywhere on your 

itinerary. Whether it’s for recruitment fairs, international 

conferences or independent travel, OCS is the smartest 

choice for door-to-door international express shipping.

www.OCSworld.com

info@OCSworld.com
8 U.S. Commercial Service

MARKET BRIEFS
Education & Training Services Guide | 2018 9

OVERVIEW

With over 28 million people, Angola is a Portuguese speaking country ranking ninth in the 

number of students studying in the U.S. from the Sub Saharan region. The Sub Saharan 

countries that send more students to the U.S. are Nigeria, Kenya, Ghana, South Africa, 

Ethiopia, Ivory Coast, Cameroon and Zimbabwe. According to UNESCO, in 2016 Angola sent 

approximately 11,654 students abroad. Top five destinations include Brazil, Portugal, the U.S., 

Namibia and South Africa. U.S. represents only 10.97 percent market share of this market 

segment

The total number of Angolans studying in the U.S. has seen an upward trend since 2014. 

According to the Institute of International Education, 985 Angolans enrolled at a U.S. higher 

learning institution during the 2013-2014 academic year. This number increased by 20.2 

percent during the 2014-2015 academic year, making up a total of 1,184 Angolan students. 

In 2015-2016 academic year a 9.5 percent increase led to a total of 1,296 Angolans enrolled 

at U.S. colleges and universities. During this same academic year, 85.8 percent of Angolans 

were enrolled in undergraduate courses, 4.3 percent were in graduated programs, 7.8 percent 

pursued non-degree courses and 2.1 percent Optional Practical Training. In 2016-17, the 

number of students studying in the U.S. decreased by 3% to 1,257.

The Institute of International Education 2017 Open Doors Report indicated the top five U.S. 

states that attracted Angolan students were: Texas, Oklahoma, Florida, Colorado and Arizona. 

In Angola, there is high demand for good quality education and training services. 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. In addition to the quantitative limitations, Angolan institutions 

lack skilled personnel and a harmonized national education learning program that recognizes 

Angolan educational certificates in neighboring or regional countries.

While the Angolan Government is combating illiteracy amid the population, it is also committing 

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

and relevant curriculum. Good quality education, diversified academic study programs, 

including law, health, humanities, agriculture, hospitality, travel, and tourism will improve 

students’ employability skills. This in turn is expected to more readily integrate students into 

the workforce and promote a more diversified and sustainable Angolan economy.

U.S. tertiary education and American 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. 

ANGOLA
10 U.S. Commercial Service

MARKET ENTRY 

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

increasing promotional campaigns in order to raise their visibility in Angola with active 

recruitment considered the most effective strategy. Outreach visits to local high schools, 

including the National Association for the Private Institutions, universities, and the Ministry 

of Higher Education, Science and Technology, to develop a network of decision makers and 

present school’s competitive advantages, system and services is recommended. 

When promoting U.S. education opportunities to prospective Angolan students, parents, 

academic counselors and faculty, U.S. institutions must be prepared to address concerns 

about costs – tuition fees and living expenses – financing options, scholarship opportunities, 

campus accommodations and the student visa process. 

U.S colleges and universities should consider partnering with the Ministry of Higher Education, 

Science and Technology, the National Association for the Private Institutions, higher schools, 

universities, and recruiters to design study abroad programs, exchange programs and English 

preparatory programs that are more appropriate for the Angolan market. 

Multinationals such as Chevron, Exxon Mobil, BP, Total and Sonangol, the Angolan national 

oil company, are other strategic partners, which U.S. colleges and universities can work 

with to recruit Angolans for undergraduate study and intensive English language courses. 

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

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

science, and education as referred to earlier. 

Links with all these institutions in the form of partnership agreements are key to increasing 

enrollment of Angolan students in U.S. colleges and universities. U.S. institutions can also 

consider direct recruitment at local education fairs. March 21-24, 2018, Education USA Angola 

will organize an education fair, which U.S. colleges and universities can participate in. U.S. 

colleges and universities should also consider establishing an alumni network in which 

prospective candidates could meet with its members. 

Making education fees affordable is also an important factor. U.S. colleges and universities 

offering grants and scholarships particularly at an undergraduate level will have a strong 

competitive advantage, as well as U.S. colleges and universities with tuition fees not exceeding 

US $ 20,000.00. 

The U.S. Commercial Service at the American Embassy in Angola can also provide market 

insights, key contacts and facilitate business and education partnerships through its export 

promotion and market entry services.

CURRENT DEMAND

Intensive English courses

English language is in big demand by students. Moreover, the corporate sector is requiring 

higher levels of English skills, thus increasing demand by professionals. 

The new Angolan government administration recently made English compulsory for students 

at all levels. To advance in their careers professionals need technical English courses in their 

field of interest, as for instance business English, English language for lawyers or English 

language for healthcare. 
Education & Training Services Guide | 2018 11

Corporate training

In the corporate sector, training and capacity building courses are required in health, 

education, sales, oil and gas, banking, insurance, sales, IT, human resources among others. 

Undergraduate courses

According to statistics from Open Doors Institute of International Education 2017 report 

86.2 percent of Angolans studying in the U.S. enrolled in undergraduate courses Among 

those undergraduates, 64 percent enrolled at 4-year institutions and 36 percent attended 

community colleges.

Graduate courses

Demand for graduate courses by Angolan international students in the U.S increased by 32.1 

percent in the 2016-2017 academic year.

Optional Practical Training

During the 2016-2017 academic year Angolan undergraduate and graduate students choosing 

to pursue a one year professional internship in their field of study increased by 33.3 percent. 

Public Institutions

U.S. public colleges and universities are more likely to attract Angolan students than are 

private schools. In the 2016-2017 academic year 81 percent of Angolans studying in the US 

chose public institutions compared to 19 percent who went to private institutions. 

Affordability and Financial Support 

Cost is one of the most important if not the primary consideration for Angolans deciding to 

study abroad. U.S. colleges and universities with high tuition fees and located in areas with 

high living costs are a distinct cost disadvantage Since the majority of Angolans’ studies are 

funded by relatives, and given the difficulties in converting local Angolan currency into U.S. 

dollars, U.S. colleges and universities may consider offering alternative financing options to 

attract Angolan students. 

MARKET RESOURCES

• EducationUSA Angola, 

https://educationusa.state.gov/centers/educationusa-advising-center-luanda 

• U.S. Commercial Services Angola, www.export.gov/angola

CONTACT

Clemencia Nogueira

Commercial Specialist

U.S. Commercial Service Angola

Clemencia.Nogueira@trade.gov
12 U.S. Commercial Service

ARGENTINA

Capital: Buenos Aires

Population: 44,293,293 (July 2017 est.)

GDP: $874.3 billion (2016 est.)

Currency: Argentine Peso (ARS)

Language: Spanish (official)

OVERVIEW

U.S. education is well-positioned in Argentina. There continues to be strong interest but 

yet diminishing demand due to economic environment in Argentina. The new elected 

Government, took office in December 2015, and has abolished many trade barriers and taxes 

for transfer of funds and travel. Education will be prioritized in the Argentine market as it 

was in the past. Historically, the U.S. educational system has attracted Argentine students 

wishing to pursue university degrees in the following areas: Humanities and Social Sciences, 

Business, Engineering and Computer Sciences, Agricultural and Biological Sciences, Natural 

and Physical Sciences, Mathematics and Health Studies. Argentina’s university system is one of 

Latin America’s best, and features various universities which are engaged with U.S. universities 

in student exchange programs. 

In the 2016-17 academic year, 2,219 Argentine students studied in the U.S., a 0.8% increase 

over the previous year. These numbers should increase in the future due to new local 

government policies and a better economic environment. There are concrete opportunities to 

increase the number of Argentine students attending U.S. universities in the following niches: 

student exchange programs, web based education, a combination of short term education 

with tourism, short-term education in Spanish, development of satellite campuses, and the 

development of executive education programs. U.S. universities wishing to attract Argentine 

students should consider actively increasing recruitment campaigns in order to raise their 

visibility. Financing and scholarship opportunities, as well as information on the process to 

obtain a U.S. student visa are essential topics for U.S. educational institutions when promoting 

themselves in Argentina.

MARKET ENTRY

The U.S. educational system has attracted many Argentine students wishing to pursue university 

degrees, training and student exchange experiences in the following areas: Humanities and 

Social Sciences, Business & Management, Engineering and Computer Sciences, Agricultural 

and Biological Sciences, Natural and Physical and Life Sciences. Argentines usually express 

high interest in exchange programs and education in the U.S. The number of Argentine 

students seeking full-time education in the U.S. has grown over the last 20 years and there is 

a growing trend towards full-time undergraduate studies. Argentine graduate-level students 

have always been inclined to continue their studies in the U.S., a system that boasts highquality, flexibility and educational-opportunities provided by a wide variety of institutions and 

academic programs.

The number of international student exchange organizations has also grown significantly in 

the last years. Commonly, professionals seek to engage in exchange programs or courses 

leading to improve their skills in management, law, logistics, quality control, production and 

marketing, IT, filmmaking as well as in medical and scientific fields.
Education & Training Services Guide | 2018 13

BEST PROSPECTS

Student Exchange Program agreements are generally the easiest way for U.S. institutions 

to generate a relationship with an Argentine school, as they are regarded as an opportunity 

to offer students international exposure at reduced costs. Study Abroad Programs are also 

welcome, but as costs of these are usually significantly higher than the Student Exchange 

option, it makes it hard for local schools to promote them.

Given that tuition fees represent a big investment for Argentine students paying for their 

education, one area to explore is the corporate market. For example, short courses (one-week 

to four-week) on topics such as Mergers & Acquisitions, Negotiation, Service Marketing, and 

others may represent high profit generators. Also, targeted English courses on selected topics 

such as Finance, Law, Accounting, Human Resources, and others are of interest to middle and 

upper level managers that seek to advance in their careers and feel the need to improve their 

English skills in their field of interest. Another niche opportunity is represented by Argentine 

pre-MBA students who are required to use study materials such as business case studies 

in English but lack the language level needed to complete their assignments in a successful 

manner. Many universities would be willing to partner with an institution that can offer this 

specific service locally.

U.S. universities wishing to penetrate the Argentine market should consider to actively 

increasing recruitment campaigns in order to raise their visibility in Argentina. When 

promoting U.S. education opportunities to prospective Argentine students, U.S. institutions 

must be ready to address concerns about financing/scholarship opportunities as well as about 

the student visa process. A list of strong market entry methods are suggested below.

Market entrance strategies should be considered on a case by case basis depending on the 

U.S. institution and the program offering, etc. 
14 U.S. Commercial Service

AUSTRALIA

Capital: Canberra 

Population: 23,232,413 (July 2017 est.)

GDP: $1.18 trillion (2016 est.)

Currency: Australian dollars (AUD)

Language: English

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 US one of the most attractive destinations for these students. Although 

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.

MARKET ENTRY

Over the past five years, 21.8 percent more Australian students have entered U.S. education 

programs. 4,933 Australian students studied in the U.S. in the 2016-17 academic year, an 

increase of 3.8% over the previous year. 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 U.S. university life: collegiate sports, interdisciplinary/

liberal arts degrees, and life within a close-knit campus environment. 

CURRENT DEMAND

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

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

international relations, film, or art. Graduate students generally pursue law, business 

management, or the advanced science. Australia has many accomplished athletes, so many 

Australian student athletes are interested obtaining U.S. athletic scholarships.

MARKET RESOURCES

• EducationUSA (Sydney, Australia), sydney@educationusa.info

CONTACT

Georgina Harrowell

Commercial Specialist

Sydney, Australia

georgina.harrowell@trade.gov

+61-2-9373-9203
Education & Training Services Guide | 2018 15

AUSTRIA

Population: 8.7 million (2017)

GDP: $416.4 billion (2016)

GDP per capita: $47,900 (2016 est.)

Currency: Euro

Language: German

OVERVIEW

Austria, a central European country with a population of 8.7 million, is ranked among the 

top countries worldwide when it comes to the quality of its education system. This is one 

of the main reasons that Austria has a large pool of highly qualified candidates for both 

undergraduate and graduate studies in the U.S.

In Austria, school attendance is mandatory for nine years, including four years of elementary 

school. At ten years of age, students split into a trades track (“Hauptschule”) or an academic track 

(“Gymnasium”). Both tracks offer a high school diploma, though the trade school generally is 

completed with an apprenticeship. Around 40% of Austrians choose apprenticeship programs 

as their path of education. 

The country ranks high in the IMD World Talent Report, with apprenticeships and employee 

training being one of the best implemented educational programs, ranking third worldwide 

and seventh respectively. The goal of lifelong learning is highly integrated in the Austrian 

education system. This is partly due to the Austria’s spending on vocational programs, which 

is the third highest among all countries with available and comparable data. 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 basically no tuition fees for all levels of tertiary 

education. To start studying, some universities and institutes require entrance exams in 

addition to a diploma. Highschool grades generally are not taken into consideration in the 

application process and there are no standardized tests. 

Austria’s relative spending on individuals’ tertiary education is among the highest according 

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

than the OECD average of 38%.

MARKET ENTRY

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. E- learning might 

be another possibility to attract Austrian students, as well as fulltime working people, who 

desire to study further. The ability to earn college credits through online study has become 
16 U.S. Commercial Service

very acceptable in the U.S. and is also getting more and more popular in Austria.

STUDY IN USA TRENDS

Roughly a thousand Austrian students study in the United States each year. According to 

UNESCO, U.S. is the 4th most popular destination for Austrian students abroad. According to 

the Institute of International Education, the number of Austrian students in the United States 

increased by almost 10% in the last five years, but decreased by 2.6% in the 2016-17 academic 

year.

This is notable because currently very few U.S. universities are recruiting in Austria and, given 

the new barriers to studying in Britain, this is an excellent opportunity to largely promote 

Study in USA within the Austrian market. Austrian students tend to be academically wellprepared, and have excellent English skills. They are interested in a broad range of 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.

Early this year, for the first time, Austria’s largest education fair has worked together with 

EducationUSA/Fulbright Austria. With over 75,000 visitors, the BeSt3 student fair featured U.S. 

universities in the Best International pavilion, to introduce them to the Austrian market and 

help facilitate direct contacts with Austrian high school and university students.

MARKET RESOURCES

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

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

• OECD: http://www.oecd.org/ 

• IMD: http://www.imd.org/ 

• Federal Ministry of Science, Research and Economy: http://www.bmwfw.gv.at 

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

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

CONTACT

Robee Sallegue 

Vienna, Austria

Robee.Sallegue@trade.gov

+43 131339-2203
Education & Training Services Guide | 2018 17

BRAZIL

Capital: Brasilia

Population: 207,353,391 (July 2017 est.)

GDP: $3.14 trillion (2016 est.)

Currency: Reals (BRL)

Language: Portuguese (official)

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 2017 was US$ 34 billion. According to the National Plan 

for Education, the goal is to spend 10 percent by 2024. The Brazilian Ministry of Education’s 

budget for 2018 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 

distance-learning 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 large 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.

LEADING SUB-SECTORS

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: 48.2 percent undergraduate; 30.4 percent graduate students; 8.5 percent other 

(language, short-term non-degree programs, etc.), 12.9 percent OPT (Optional Practical Training).
18 U.S. Commercial Service

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. Brazilian students in U.S. colleges and 

universities contributed $676 million to the U.S. economy in 2016.

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, and attracts the most talented students to its own university campuses. The 

capital city of Brasília, 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 (the country’s hub for the oil and 

gas industry) attracts many engineering and science majors. EducationUSA includes each of 

these three cities in its annual South American Roadshow in August.

Brazil recognizes the need to improve English language skills across the country. The majority 

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 such “pathway programs,” may have a competitive 

advantage in attracting Brazilian students.

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. 

U.S. schools interested in recruiting in Brazil should provide creative financing options, 

including options to pay in installments, since cost (along with proficiency in English language 

skills) will continue to be a challenge for Brazilian students studying abroad. Installment 

payments are also widely popular throughout Brazil, from personal care to larger purchases 

such as computers.

OPPORTUNITIES

Provision of technology, equipment, and curricula for technical courses also present good 

opportunities for U.S. entities in Brazil. Since 2007, the Education Ministry has invested in 

“PROINFO,” a program that promotes information technology as an important teaching 

tool. The program promotes installations of technology labs in public elementary and high 

schools, laptops for teachers and students, digital boards, projectors, and tablets. In 2018, 

the government will continue to invest in technology programs with additional purchases of 

tablets for teachers, computers for technology laboratories at schools and universities, smart 

and digital boards, projectors, and other learning technologies. 
Education & Training Services Guide | 2018 19

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. Over the past five years, 

demand for professional/vocational courses grew 50 percent.

In 2011, the Government of Brazil launched “PRONATEC” (National Program for Technical 

Courses and Jobs) and designated $3.5 billion for the program. Companies and educational 

institutions interested in participating in these programs should consider partnering with local 

companies or universities. The National Confederation of Industry (CNI), through its Technical 

Schools SESI, SENAC, and SENAI, is also offering vocational courses. 

EDUCATION FAIRS AND TRADE SHOWS

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 7-9, 2018 – São Paulo – The Conference creates 

an environment for networking between international educators and student recruitment 

agents.

FAUBAI Conference –April 14 – 18, 2018 – Rio de Janeiro – 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 8 – 11, 2018 – São Paulo – Despite the fact that the vast majority of 

exhibitors are domestic manufacturers of low cost equipment trying to capture a portion of 

the market created by Education Ministry spending on PROINFO, 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.

ICEF - September 20-22, 2018 – São Paulo – 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.

MARKET 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
20 U.S. Commercial Service

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

THE U.S. COMMERCIAL SERVICE — YOUR GLOBAL BUSINESS PARTNER

With its network of offices across the United States and in more than 80 countries, the U.S. 

Commercial Service of the U.S. Department of Commerce utilizes its global presence and 

international marketing expertise to help U.S. companies sell their products and services 

worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you by 

visiting our site.

For more information about export opportunities in this sector, contact U.S. Commercial 

Service Industry Specialist,

Laura.Reffatti@trade.gov

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United States and 

in more than 75 countries, the U.S. Commercial Service of the U.S. Department of Commerce utilizes 

its global presence and international marketing expertise to help U.S. companies sell their products 

and services worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you 

by visiting http://export.gov/usoffices.
Education & Training Services Guide | 2018 21

BULGARIA

Capital: Sofia

Population: 7,101,510 (July 2017 est.)

GDP: $144.6 billion (2016 est.)

Currency: Leva (BGN)

Language: Bulgarian (official)

OVERVIEW

Joining the EU in 2007, has greatly improved mobility opportunities for Bulgarian students. 

Some 30,000 Bulgarians study abroad. This number is constantly increasing however most 

students choose the UK, Germany, The Netherlands, Denmark, Austria, France and other EU 

destinations because the EU provides free university education and many incentives for EU 

member countries. 

As for the U.S. as an educational destination, Bulgarians value American universities as one 

of the best in the world, however, most of the students are not well informed about studying 

opportunities in the U.S. At the same time, European universities are spending a substantial 

amount on information campaigns and expos promoting their universities. 

According to the Open Doors 2017 Report, 929 Bulgarian students were studying in the U.S. in 

the 2016-2017 academic year, a 8.6 % decrease over 2015-16. 

In 2016 the Open Doors Report shows there were 1,016 Bulgarian students in the U.S., a 13.2% 

decrease from the previous year. Despite these statistics the U.S. is among the top six most 

popular destination for Bulgarian students studying abroad. 

The decrease in students studying in the U.S. might be credited to the fact that Bulgarians 

are usually not that well prepared to take the standardized tests like GMAT, SAT and TOEFEL 

that are required to be accepted into a U.S. university. Courses that prepare students for 

these tests are unpopular due to their high cost and the fact that the only thing needed to be 

accepted in big percentage of the European universities is a language degree. The distance 

to the United States and the fact that Bulgaria still doesn’t have a direct connection to any US 

airport are of importance as well. These factors tend to discourage Bulgarian students from 

applying to U.S. universities and divert them to Europe.

However, it should be noted that the general number of students from Europe studying in the 

U.S. has increased by 1 % in 2016/2017 to 92,820 students which is a positive step towards 

engaging more European students in the American education system.

Another positive trend is the number of U.S. students in Bulgarian Universities – the number 

doubled, with a 102 % increase in 2016-17 over the previous year. 

English is the first foreign language in the Bulgarian education system and is taught in private 

kinder-gardens and primary schools starting in the first grade. This linguistic ability gives 

an upper edge to Bulgarian students abroad. Bulgarian students are known for their multilinguistic abilities.

Some 7,000 Bulgarian college students spend three to four months in the U.S. every year 
22 U.S. Commercial Service

under the J-1 visa program under the Summer Work and Travel program (SWT). These 

college students work for U.S. companies (usually SMEs) in the U.S.’s tourist destinations. It is 

estimated that some 100,000 Bulgarian students have participated in SWT over the last 10-12 

years. 

BEST PROSPECTS/SERVICES

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

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

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

(mainly German, French, Spanish, Russian).

A large number of Bulgarians studying abroad focus on majors in economics and business. 

Certification programs by U.S. schools also enjoy a good reputation in Bulgaria. Other popular 

degrees among Bulgarian students are: computer technologies, legal studies, psychology, 

architecture, fashion and design. According to the latest statistics, the most popular studies 

for the Bulgarians studying in EU universities proven to be the business-related Project 

Management and Management of Human Resources, followed by the computer technologies 

and the design-oriented studies.

Best prospects within the education sector for Bulgarians, studying in the U.S. include: 

intensive English language training programs (e.g. summer programs for both students and 

adults), programs in business administration; Work, Study and Travel programs; E-learning 

(gaining popularity in recent years); and undergraduate and graduate degrees.

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

in the cities of Blagoevgrad and Sofia 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.

MARKET ENTRY & OPPORTUNITIES

The U.S. - Bulgaria Fulbright Commission finances the most important educational programs 

for students, researchers and scholars during their time in the U.S. At present most academic 

qualifications received from the U.S. are recognized in Bulgaria. These criteria are set by the 

Bulgarian Ministry of Education and Science (BMES) and all diplomas and qualifications need 

to be validated by the BMES via their RUDI system (http://fly.nacid.bg/nacid_ext/).

Summer courses in the U.S. and year-round on-line courses 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. Distance learning courses and e-learning are definitely getting more popular among 

younger generation students. 

Bulgaria has several relatively large education fairs:

- World Education Fair, in Sofia; February 2018, http://www.world-education.eu/

- Education Beyond Borders, November 2017 & March 2018, http://edu-fair.info

- European Education Fair, October 2017-2018, http://www.europeaneducationfair.com/
Education & Training Services Guide | 2018 23

- WEBA Education Fair, September 2018, 

 http://www.webaworld.com/student-fairs-events/europe/37.php

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”, Julia Co. Consultancy, Orange Education, Skylines Ltd., Integral 

Educational Programs Ltd., NGB Consulting –Sofia, Vision for Education Ltd. and many 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, involving a total of eleven U.S. 

universities and attracted some 140 educational consultants (only in 2016). 

MARKET RESOURCES:

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

• Bulgarian Education System: 

https://www.dynot.net/en/education-system-info/bulgaria-education-system-info 

• Universities in Bulgaria: https://www.mon.bg/?go=page&pageId=8&subpageId=167 

• Statistics: http://www.nsi.bg/

• InvestBulgaria Agency: http://investbg.government.bg/en 

This report was prepared by Commercial Specialist, Peter Delin of the U.S. Dept. of Commerce 

and Commerce Service, U.S. Embassy, Sofia. Please consult: www.export.gov/bulgaria for our 

Country Commercial Guide and other market intelligence.

Contact Information:

Peter Delin

Commercial Specialist

U.S. Commercial Service – U.S. Embassy, Sofia

peter.delin@trade.gov; 

+ 359 2 939 5784

Last update: November 2017
24 U.S. Commercial Service

CENTRAL AMERICA

Guatemala • El Salvador • Honduras 

Nicaragua • Costa Rica

OVERVIEW

The United States is a leading destination for Guatemalan, Salvadoran, Honduran, Nicaraguan 

and Costa Rican students. The total number of Central Americans studying in the United States 

was 6,379 during the 2016/17 academic year, about the same as the previous year. Some of 

the States where they prefer to study are: Texas, Florida, New York, Louisiana, Massachusetts, 

California, Georgia and Virginia.

Number of international students per country:

Place of 

Origin

Academic 

Year 2016/17 Undergraduate Graduate Non-degree OPT

Costa Rica 1,148 554 421 40 133

El Salvador 1,570 1,216 191 65 98

Guatemala 1,217 786 255 40 136

Honduras 2,046 1,452 332 98 164

Nicaragua 398 228 111 24 35

TOTAL 6,379

Source: 2017 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

• Possibility of living with relatives while studying

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

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 are Canada, Mexico, Spain, Germany, France, Taiwan, 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.
Education & Training Services Guide | 2018 25

Undergraduate studies are preferred, followed by graduate and OPT. English language 

programs have high potential as there is very low English proficiency in most of the region. 

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

ranked #35 in the 2017 EF English Proficiency Index, followed by Guatemala in position 54, 

and El Salvador in 69. EF English Proficiency Index evaluates the English skills of 80 countries 

worldwide. 

According to the 2017 Open Doors Report, in 2016 the number of Central American students 

that participated in Intensive English Programs in the United States was 406, of which 153 were 

from Honduras, followed by El Salvador 110, Guatemala 103, Costa Rica 56 and Nicaragua 39.

LEADING SUB-SECTORS

Central American students are primarily attracted to these degree programs in the U.S.:

• 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

El Salvador is among the top 25 places of origin of international students at associate’s 

institution; ranked 24, it represents 7% of the total of international students at Community 

Colleges. 

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 
26 U.S. Commercial Service

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

• Work with local agents/representatives

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

EVENTS

Education Fair for Community Colleges: San José, Costa Rica

Spin-off site: Honduras • April 16-21, 2018 • More information at: Stephanie.Bethel@trade.gov

CONTACTS

U.S. Commercial Service Contacts:

Roy Fernandez, Commercial Specialist

U.S. Commercial Service – Costa Rica

Email: Roy.Fernandez@trade.gov 

Tel: 506 2519-2271

Lidia Sosa, Senior Commercial Specialist

U.S. Commercial Service – El Salvador

Email: Lidia.Sosa@trade.gov

Tel: 011 503 2501 2999 ext. 3144

Ana Polanco, Senior Commercial Specialist

U.S. Commercial Service – Guatemala

Email: Ana.Polanco@trade.gov

Tel: 011-502-2326-4258

Rossana Lobo, Senior Commercial Specialist

U.S. Commercial Service – Honduras

Email: Rossana.Lobo@trade.gov

Tel: (504) 2236-9320 Ext. 4842

Lilliam Baez, Economic/Commercial Specialist 

Economic/Commercial Section – Nicaragua

Email: BaezLAU@state.gov

Tel: (505) 2252-7100 ext. 7371

Education USA Contacts:

EducationUSA – Costa Rica

Marcia Herra , Advisor

Email: marcia.herra@centrocultural.cr

EducationUSA – El Salvador

Marta Carranza, Advisor

Email: stadvisor@hotmail.com

EducationUSA – Guatemala

Marcial Diaz, Senior Advisor

Email: mjdiaz@iga.edu

EducationUSA – Honduras

Melissa Zelaya, Advisor

(Tegucigalpa Chapter): 

educationusaihci@yahoo.com

Alejandra Gonzales, Advisor

(San Pedro Sula Chapter):

educationusa@centrocultural-sps.com

EducationUSA – Nicaragua

Jackson Cruz, Advisor

Email: Educationusa.nicaragua@gmail.com
Education & Training Services Guide | 2018 27

CHILE

Capital: Santiago

Population: 17,789,267 (July 2017 est.)

GDP: $438.3 billion (2016 est.)

Currency: Chilean pesos (CLP)

Language: Spanish (official)

OVERVIEW

Chile is considered to be one of the most stable developing markets within Latin America 

with an impressive 5 percent average GDP growth rate over the last 20 years. However, the 

economy has slowed in recent years, with just 2.1 percent in 2015, and 1.6 percent in 2016. 

Forecasted 2017 GDP growth is still weak, at 1-2 percent. Chile and the United States entered 

a Free Trade Agreement in 2004, which increased bilateral trade 340 percent. Chile is also 

progressive in its development and is continuing to liberalize economic activity through FTAs 

and supporting the flow of open markets.

Becas Chile was created in 2008 as a response to the urgent requirement to have productive 

and entrepreneurial academics. The program offers 2,500 scholarships in all fields of studies. 

The scholarships are available for postgraduate degrees, internships for technical graduates 

and teaching programs. However, starting in 2018, Becas Chile will concentrate their efforts 

and resources in areas that are considered a priority for the country, such as Water Resources, 

Resilience to Disasters of Natural Origin, and Digital Transformation. 

Approximately 20 percent (526 students in 2016) of the students that apply to these 

scholarships choose the United States because of its proximity to Chile and its reputation in 

higher education standards. With the United States and Chile increasing bilateral trade and 

FDI, we can look forward to a progressive future between the United States and Chile. 

MARKET ENTRY

Although the Chilean market is relatively small compared to other international markets, 

Chile is stable and a great opportunity to break into South American markets. There is also 

additional government support as they are committed to education exchange and professional 

development between the United States and Chile. 

• Today, 40 percent of 18 to 24-years-olds are enrolled in higher education

• Generally, from 22 years old upwards, students consider the possibility of studying 

English abroad. Most students have little or no English language experience, and

therefore the most demanding course is a general English program. However, the

demand for specialized English programs for professionals is increasing significantly.

• Many universities in Chile support exchange programs especially to U.S. universities 

because of its relatively close location and the English learning opportunities.

• A great way to enter the market, and learn of the opportunities for U.S. colleges/

universities that Chile offers is by participating in education trade shows/events.
28 U.S. Commercial Service

CURRENT DEMAND

English language programs for professional development are excellent to market in Chile as 

the demand for bilingual business professionals proficient in English is continually growing

Study exchange programs for undergraduate students and graduate students are also 

another service in high demand. Materials used to market U.S. educational programs should 

be printed in Spanish or supported by a local Spanish speaking representative. 

Resources

• EducationUSA, www.educationusa.cl

• ExpoEstudios en el Extranjero, www.expoestudios.cl

• U.S. - Chile FTA, www.1.usa.gov/1J3Jitu

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United States and 

in more than 75 countries, the U.S. Commercial Service of the U.S. Department of Commerce utilizes 

its global presence and international marketing expertise to help U.S. companies sell their products 

and services worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you 

by visiting http://export.gov/usoffices
Education & Training Services Guide | 2018 29

CHINA

Capital: Beijing

Population: 1,379,302,771 (July 2017 est.)

GDP: $21.2 trillion (2016 est.)

Currency: Renminbi yuan (RMB)

Language: Standard Chinese/Mandarin (official)

OVERVIEW

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

China. According to the 2017 Open Doors Report on International Education Exchange, the 

number of Chinese students studying in the U.S. increased in academic year 2016-2017 from 

328,547 to 350,755, which constitutes a 6.8% increase from the previous academic year. For 

the 8th year in a row, China remains the leading place of origin for foreign students coming 

to the U.S. to study, comprising of 32.5 percent of all international students studying in the 

U.S. In 2016, Chinese students studying at U.S. universities and colleges contributed US$12.55 

billion to the economy, effectively subsidizing the costs for domestic students in some cases. 

While a slim majority of Chinese students studying in the U.S. are enrolled in graduate programs 

in the U.S., the number of undergraduate students increased 5.3% from 2015-2016 to 2016-

17, according to data released by Open Doors. Open Doors also reported that in 2016-2017, 

40.7% of Chinese students studying in the U.S. are at the undergraduate level, while 36.6% of 

the Chinese students studying in the U.S. are at the graduate level, 5.6% were other, and 17.1% 

were OPT (Optional Practical Training). The number of Chinese high school students studying 

in the U.S. is also on the rise, accounting for 42% of all international secondary students in the 

United States in 2016. 33,275 Chinese students studied in U.S. high schools, a 48% increase 

from 2013 to 2016.

MARKET ENTRY

The United States has been the preferred overseas destination for international students from 

China since 2009-10. The value of a U.S. higher education degree is increasingly valued by 

Chinese consumers as China strives to transition into a globalized service-driven economy. 

About 70 to 80% of students studying abroad return to China after graduation, largely driven 

by the thriving domestic job market. Compared to other developing countries, Chinese families 

are less concerned about the costs of attending university, and are more concerned about the 

job prospects that a higher education degree provides. 

For many U.S. colleges and universities, the Chinese market continues to be an important 

focus of international student recruitment. Although competition is fierce in China’s top tier 

cities (e.g. Beijing, Shanghai, Guangzhou), the overseas education market in second and thirdtier cities remain largely untapped. U.S. institutions are encouraged to actively promote U.S. 

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

increases, and as the expansion of the domestic education market in China creates greater 

opportunities for students to pursue higher education without leaving China.

CURRENT MARKET TRENDS & DEMAND

Higher Education 
30 U.S. Commercial Service

Over the next four years, the number of Chinese students studying in the U.S. is projected to 

grow 11%. To realize these gains, universities and colleges must understand the educational 

needs and expectations of Chinese students. 

STEM and Business/Management 

In 2015-16, STEM and Business/Management programs continue to be the two top areas of 

studies pursued by students coming from China. 42% of Chinese students study science, 

technology, engineering, and mathematics (STEM). 28% of Chinese students study business/

management, and 8 percent study social science disciplines. Among Chines students 

returning to China following graduation, about 30% expect to work in the financial sector. U.S. 

higher education institutions lacking brand recognition in China, but have strong STEM and/

or Business/Management programs, should highlight these programs as part of recruitment 

strategies for the Chinese market.

Fine and Applied Arts

A rising field of study for Chinese students is fine arts (e.g. film, dance, painting, and, and 

design), which is a marked departure from the perennially popular STEM and business/

management majors. In 2016, Chinese student enrollment in fine and applied arts programs 

more than tripled, and experienced a much faster rate of growth when compared to the 

traditional leading fields of study such as engineering, business and management, and math 

and computer science. 

Intense competition for the limited spots in China’s leading art and design programs fuel this 

international education trend. 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% 

and the China Central Academy of Fine Arts had an acceptance rate of 10%. This leaves many 

students unable to pursue fine and applied art studies in China, and who often consider going 

abroad to study. 

Community Colleges

In addition to traditional four-year American colleges and universities, American community 

colleges also benefit from Chinese student enrollment. For middle class families in China with 

limited disposable income, U.S. community colleges offer the advantages of the American 

education system at a fraction of the price. Community colleges often serve as stepping stones 

for Chinese students to enroll in four-year universities upon completion of an associate’s 

degree. In 2015, there were 16,200 Chinese students enrolled in American community colleges.

K12 Education 

According to the recent IIE report “Globally Mobile Youth,” international secondary student 

numbers more than tripled from 2004 to 2016, but the growth has slowed in recent years. 

Most international secondary students in the U.S. ultimately seek to enroll in higher education. 

Of the 81,981 international students enrolled in U.S. high schools in 2016, most (72%) held F-1 

visas, indicating an intent to earn a high school diploma. 

Chinese students make up 42% of all international secondary students in the United States 

and increased 48% from 2013 to 2016, outpacing the 12% growth seen overall from diplomaseeking and exchange students combined, growing from only 632 students in 2005 to 33,275 
Education & Training Services Guide | 2018 31

in 2016. Many Chinese families with money choose to educate their children abroad to help 

the children escape the intense pressure and competition of Chinese compulsory education, 

to develop language skills, to build an international network, and to have their children grow 

up in an environment with cleaner air and a generally healthier standard of living. Additionally, 

studying at American high schools increases the chances of acceptance to American 

universities, as many universities are increasingly recruiting Chinese students graduating 

from U.S. high schools. While most international high school students from Europe and Latin 

America travel to the U.S. for cultural exchange, Chinese students aim to be admitted to a U.S. 

college or university. 

Many universities face challenges determining the preparedness of Chinese students and 

differentiating them from one another based on Chinese high school grades, and most do 

not recognize performance in the standardized gaokao exam. Furthermore, many Chinese 

students employ educational consultants or agents to access foreign universities. These 

agents may be unlicensed and provide such services as drafting admissions essays and 

forging documents. 

Attending a K-12 educational institution is a considerable investment for Chinese families. 

Since those with F-1 student visas cannot spend more than one year at a U.S. public school, 95 

percent of international high school students attend private schools. With the costs of tuition, 

room and board, and other living expenses, attending private schools generally costs over 

$45,000 per academic year. 

Education Technology

The Educational technology (EdTech) is a new and innovative sector with enormous potential. 

In the past decade, there have been numerous enterprises and start-ups that have entered the 

EdTech industry. The combined revenue of the top three companies in the education industry 

was $4.325 billion in 2014. These three companies that traditionally sold print products are 

now expanding their products and services to EdTech. 

Products and services offered by EdTech companies should not only involve students, but 

also involve teachers and parents. The most popular products offered by EdTech companies 

are mobile device apps. According to a May 2013 poll of U.S. teachers conducted by Harries 

Interactive, 86% of teachers thought it “important” or “absolutely essential” to use EdTech in the 

classroom. 96% thought EdTech increases student engagement in learning and 92% wanted 

even more EdTech in classrooms. The same poll also revealed unfulfilled demand: only 14% 

of teachers used digital curricula. EdTech was valued for its emphasis on self-learning rather 

than the traditional teacher-to-student experience.

With the proliferation of EdTech in both public and private schools, many institutions have 

adopted new policies to better accommodate new technologies. For example, many schools 

lacking funding for educational technology adopted a Bring Your Own Device (BYOD) policy. It 

is estimated that one out of every nine teachers in the U.S. allow students to bring their own 

devices to class for educational purposes. Other services that fall under the EdTech umbrella 

are open source resources such as “open textbooks,” which are distributed under an open 

copyright license and can be freely used in print, e-book, or audio format.

The rapid expansion of EdTech allows for academic institutions to save money in the long run. 

Because of the technology gap, many institutions face steep initial upgrade costs to use EdTech 

effectively. In the long run, however, institutions can recoup their investment in a relatively short 

amount of time thanks to the savings that EdTech and open source software are able to provide. 
32 U.S. Commercial Service

Special Education

On July 21, 2017, China’s Ministry of Education and the National Development and Reform 

Commission released “Phase II Special Education Upgrading Scheme (2017-2020)”, a blueprint 

to further improve China’s special education system and to ensure that over 95% of Chinese 

schoolchildren with disabilities have access to nine-year compulsory education by 2020. This 

second phase is a follow-up to the special education reforms that were implemented in 2014. 

The Chinese Government is dedicated to improving access to special education. However, 

there is a shortage of highly trained special education teachers in China and a dearth of special 

education degree programs in Chinese colleges and universities, especially in universities 

located in rural provinces. This presents unique opportunities for U.S. colleges and universities 

with highly regarded special education programs. 

Specialized Training

A skilled labor shortage has led the Chinese government to promote vocational training to 

improve the country’s workforce. However, most teachers employed at Chinese vocational 

schools are unqualified. Moreover, many schools lack adequate facilities and curricula 

to effectively prepare students for the workforce. Therefore, students seeking advanced 

technical knowledge can benefit from U.S. experience and resources not readily available 

in China. While on-line distance education is still emerging sector in China, it represents a 

potential growth sector for those students who cannot afford to study overseas.

TRADE EVENTS

China International Education Exhibition (CIEET), www.cieet.com/en

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

China Annual Conference for Internaional Education (CACIE) 

http://www.cacie.cn/en/index?hid=147\

Global Education Technology (GET) Conference, http://www.ges-china.com/en

U.S. COMMERCIAL SERVICE CONTACT INFORMATION

U.S. Embassy in Beijing

Ms. Maggie(Jing) Qiu, Commercial Specialist

(86 10) 8531-4157

Email: Jing.Qiu@trade.gov

U.S. Consulate in Shanghai

Ms. Lauren(Yuan) Liu, Senior Commercial Specialist

(86 21) 6279-8958

Email: Yuan.Liu@trade.gov

U.S. Consulate in Guangzhou

Ms. Veronica Liang, Commercial Specialist

(86 20) 020 3814 5630

Email: veronica.liang@trade.gov

U.S. Consulate in Chengdu

Ms. Jean (Mengyue) Xu, Commercial Specialist

(86 28) 8598-6720

Email: Mengyue.Xu@trade.gov
Education & Training Services Guide | 2018 33

 U.S. Consulate in Shenyang

Ms. Andrea Shen, Commercial Specialist

(86 24) 2322-1198 Ext.8145

Email: Andrea.Shen@trade.gov

U.S. Consulate in Wuhan

Ms. Catherine Le, Commercial Specialist

(86 27) 8555-7791* 2811

Email: Catherine.Le@trade.gov

MARKET RESOURCES

• International Trade Administration 2017 Education Top Markets Report Website: 

https://www.trade.gov/topmarkets/

• Ministry of Education—Department of International Cooperation and Exchanges,

Website: http://bit.ly/1yo2484

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United 

States and in more than 75 countries, the U.S. Commercial Service of the U.S. Department 

of Commerce utilizes its global presence and international marketing expertise to help U.S. 

companies sell their products and services worldwide. Locate the U.S. Commercial Service 

trade specialist in the U.S. nearest you by visiting http://export.gov/usoffices.

• 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.cn/english.htm

• 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

REFERENCES

China Headlines: Better Education for Disable to Help Equality. (2015, November 30). Xinhua.

Farrugia, C. (2017). Globally Mobile Youth: Trends in International Secondary Students in the Unied 

States, 2013-2016. New York, NY: Institute of International Education.

Hu, X. (2017, August 4). Over 95% of Disabled Minors to Receive Compulsory Education in 2020. 

People’s Daily.

Passos, S. (2015, 06 02). splinternews.com. Retrieved from https://splinternews.com/howinternational-students-are-subsidizing-u-s-univers-1793848068

U.S. Commercial Service. (2017). China City & Industry report: A Guide for U.S. Exporters. U.S. 

Department of Commerce .
34 U.S. Commercial Service

COLOMBIA

Capital: Bogota

Population: 47,698,524 (July 2017 est.)

GDP: $688.6 billion (2016 est.)

Currency: Colombian peso (COP)

Language: Spanish (official)

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.

LEADING SUB-SECTORS

Colombian Student Enrollment in the U.S.

Indicator 2014/15 2015/16 2016/17

Number of Colombian Students 7,169 7,815 7,982

% Change from Previous Year 1.2 9.0 2.1%

There were 7,982 Colombians who traveled to the United States to study in academic year 

2016/17, a 2.1 percent increase over the 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 273 million to the U.S. economy in the 2016/17 

academic year. The U.S. Embassy in Bogota supports efforts to increase the number of 

Undergraduate 40% Optional Practical Training - OPT 12%

Graduate 39% Other 9%
Education & Training Services Guide | 2018 35

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, in cooperation with Education 

USA offices in Colombia, supports various education fairs that include the participation of 

U.S. boarding schools, universities and ESL institutions, in order 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 2016 ICETEX 

awarded 249 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 2016 COLFUTURO 

awarded 1,258 scholarships for masters and PhD programs. 267 of those scholarships were 

for programs in the United States.

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 and Harvard University, among others.

OPPORTUNITIES

Although the relatively weak Colombian currency was a factor for Colombian Students who 

wanted to study in the United States in 2016, demand and interest remain strong. International 

education is highly valued in the Colombian workplace and a recent survey of employers 

found that 58 percent 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 short 

term programs is mainly to acquire and improve English skills. 

Today, only 9,000 high school graduates have an intermediate level of English. Colombia’s 
36 U.S. Commercial Service

President Juan Manuel Santos recently launched a program called “Colombia Very Well,” with 

the intention 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 in order 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 efficient ways to recruit Colombian students. Colombia has 

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 

Education USA web page.

MARKET 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 

CONTACT

U.S. Commercial Service Bogota contact: Julio Acero 

Email: Julio.Acero@trade.gov • Tel: 57 1 275 2635
Education & Training Services Guide | 2018 37

CZECH REPUBLIC

Capital: Prague

Population: 10,674,723 (July 2017 est.)

GDP: $353.9 billion (2016 est.)

Currency: Czech Koruna (CZK)

Language: Czech (official)

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 Czechs 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 772 students in the 2016-2017 academic year which represented an increase 23 students 

over 2015-16. 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 2016-17.

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.

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. 
38 U.S. Commercial Service

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 46 percent of Czech students in the 

U.S. study at the undergraduate level, 26 percent in graduate programs, and 16 percent opt 

for non-degree studies.

MARKET RESOURCES 

• Ministry of Education, Youth, and Sport, www.msmt.cz

• Open Doors 2017

• SEVIS: https://studyinthestates.dhs.gov/

• Fulbright Commission, www.fulbright.cz

• 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
Education & Training Services Guide | 2018 39

EGYPT

Capital: Cairo

Population: 97,041,072 (July 2017 est.)

GDP: $1.1 trillion (2016 est.)

Currency: Egyptian Pound (EGP)

Language: Arabic (official)

OVERVIEW

Egypt is the most populous country in the Arab world. The Egyptian economy is one of the 

largest in the Middle East and North Africa and has traditionally been an attractive market 

for U.S. companies. Thanks to its unique mix of demographics and commercial links to the 

broader world, Egypt’s strategic location offers companies a platform for their commercial 

activities throughout the Middle East. 

The workforce in Egypt is about 28.9 million, according to 2016 estimates. They are distributed 

in the service sector (53 percent), agriculture sector (29 percent), and the industrial sector (18 

percent). 

The education sector in Egypt has around 52 million students currently enrolled in the basic 

education system (which includes pre-school, elementary, and high school), and approximately 

2.6 million students enrolled in higher education institutions including public universities, 

private, and higher institutions. 

Fifty percent of the population is under the age of 25. The current population of school-age 

children is approximately 11.5 million, and the gross enrollment rate is around 97 percent. 

These students are taught in about 40,000 school buildings of 11–12 classrooms each, 

consisting of 355,000 classrooms nationwide. The average class size is 40 pupils. There is still 

a significant gap in infrastructure and a real need for at least 5,000 new schools (or no fewer 

than 60,000 classrooms). 

University students are served by 73 universities (29 state funded and 44 private). The 

government investment in education will be increased from 3.6 to 3.8 percent of the GDP in 

the 2016–17 approved budget. The government priority is to upgrade facilities and equipment 

in order to master new technologies. The plan also links education to the job market by 

upgrading training and re-training. There are several vocational training centers affiliated 

with various ministries and government entities with a total training capacity of over 250,000 

trainees per year. According to the Institute of International Education (IIE) the number of 

Egyptians going to the United States to study has increased 7.9 percent from 2015/2016 to 

2016/2017, totaling 3,715 students. 

CURRENT DEMAND 

English language programs for professional development have a high market potential in 

Egypt as English is taught until high school and many Egyptians have the basic knowledge yet 

look for further development. 

There has been an increase in international schools in Egypt, reaching 185 schools, yet the 

demand continues to grow. Egyptian students are also interested in going abroad to take 
40 U.S. Commercial Service

their full undergraduate coursework as they believe that American education is of the highest 

quality. Due to the relatively low GDP per capita and the fact that public universities are 

relatively inexpensive, the majority of Egyptian students require scholarships to study abroad. 

There is, however, high demand by the upper and upper middle class (around 5 percent 

of the population) who can afford to enroll in American universities. Students from such 

socioeconomic backgrounds already have a strong foundation in English and, therefore, are 

interested in undergraduate and graduate degrees. 

MARKET ENTRY 

The concentration of opportunities is centered on Cairo and Alexandria, home to most of 

the international institutions. The best market entry strategy would be to partner with a local 

education provider that has market insight and strong networking capabilities. Doing business 

in Egypt is a matter of establishing a relationship; agreements cannot be completed after only 

a single contact. 

MARKET RESOURCES

• Institute of International Education (IIE), iie.org 

• Egyptian Ministry of Education, moe.gov.eg

• Central Agency for Public Mobilization and Statistics: http://www.capmas.gov.eg/

• World Bank: https://data.worldbank.org/ 

CONTACT

Dina Bissada

Commercial Assistant

dina.bissada@trade.gov

+20 (2) 2797-2340
Education & Training Services Guide | 2018 41

FRANCE

Capital: Paris

Population: 67,106,161 (July 2017 est.)

GDP: $2.7 trillion (2016 est.)

Currency: Euro (EUR)

Language: French (official)

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. In 

the 2016-2017 academic year, 8,814 students were studying in the United States, an increase 

of 0.6% from year prior. They brought USD 334 million to the U.S. economy. 

Accordingly, with a well-thought-out strategy, U.S. schools have a unique opportunity to attract 

French students.

MARKET ENTRY

U.S. educational institutions can take advantage of the importance placed on English language 

abilities as well as the current state of the French labor market. In 2016, the unemployment 

rate in France was 9.97 percent with a 23.7 percent unemployment rate for those less than 25 

years old. U.S. schools can benefit of this current employment trend which has led to a “race 

for diplomas” among French students. Studying abroad has become a channel for graduates 

to enhance their resume for future positions.

Most of universities are public and nearly free but have become more crowded, owing to the 

lack of entrance requirements. The quality of these schools has suffered as a result; a degree 

from one of them is no guarantee of a good job. On the other hand, French graduates of high 

schools (lycées) possessing the wherewithal to enroll in a U.S. school may find in the near 

future that they have an easier time getting into one of America’s top 100 universities than into 

one of France’s Grandes Ecoles (the extremely competitive demands of the prestigious French 

higher education schools which produce most of France’s social elite,), in addition to receiving 

all the benefits accorded by studying in a new cultural environment, and in the United States 

in particular.

All courses are now adapted to the (new) European format, called LMD (short for “licence,” 

“maitrise,” and “doctorate”). These programs are divided in semesters and most “unités 

de valeur” (credits) are pooled among all European universities, to encourage students to 

accomplish part of their courses in a foreign university.

U.S. institutions may also benefit from niche opportunities:

• Second- and 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.
42 U.S. Commercial Service

• E-learning: The ability to earn college credit through internet courses has been booming 

in the United States in recent years. The flexibility of taking courses via an online college

site is an area which could be profitable for U.S. universities looking to attract French

students eager to strengthen their resumes and diversify their studies.

• Exchanges: The United States and France express their support for the Transatlantic

Friendship and Mobility Initiative promoting 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.

• Intensive English language programs: Today, English has become an essential tool for

French students seeking employment after graduation, a market which could be 

developed by U.S. schools.

CURRENT DEMAND

Best prospects include:

• Programs in business administration (undergrads/grads)

• One-year community college/university program for French high-school graduates (post 

baccalaureate), usually between graduation and entry into French university

• OPT/Work/internships

• Academic summer camps

• Secondary boarding schools

• Intensive “American” English language training programs 

(summer programs for students and adults)

TRADE EVENTS 

AAWE/CIS—Paris College Days, www.aaweparis.org (end of sept. /early oct. 2018)

l’Etudiant, www.letudiant.fr (international student show: January 27-28, 2018)

Studyrama, www.studyrama.com (international student show: October 13, 2018)

MARKET RESOURCES

• EducationUSA/Fulbright Commission, www.fulbright-france.org

CONTACT

Isabelle Singletary

Commercial Specialist

isabelle.singletary@trade.gov

+33 (0) 1 43 12 70 63

Source: Open Doors and World Bank
Education & Training Services Guide | 2018 43

GERMANY

Capital: Berlin

Population: 80,594,017 (July 2017 est.)

GDP: $3.9 trillion (2016 est.)

Currency: Euro (EUR)

Language: German (official)

OVERVIEW

Germany, with a population of 82.4 million, boasts the largest economies 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. 

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. 

MARKET ENTRY

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.

Germany offers good recruitment opportunities for short-term programs thanks to German’s 

English language proficiency, high per capita income, strong business ties between the two 

countries, and a well-established secondary exchange program.

The United States is an obvious destination for people looking to develop their English language 

skills. According to the Open Doors 2017 Report, 10,169 German students studied in the United 

States in 2016–17, making it the 16th largest sender of international students to the U.S.

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 a number of events focused on student recruitment. 

TRAINING SERVICES

German companies tend to use private trainers to train employees rather than providing 

training in-house. The German Association for Coaching and Training (dvct.de), with more 
44 U.S. Commercial Service

than 1,400 members, evaluates and certifies training courses to ensure quality. A significant 

difference between the U.S. and the German training services market is that 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.

CURRENT DEMAND

Studying abroad is particularly attractive to Germans studying law, economics, business, 

medicine, and social sciences. More than one-third of German students prefer to study in an 

English-speaking country, with the United Kingdom and United States being the most popular 

study abroad destinations.

It is common for German students to study abroad in high school as well as university. Most 

high school German students who study in the United States do so through a high school 

exchange program. Germany is the number three country of origin for high school exchange 

students. 

TRADE EVENTS

Learntec (January 30-February 1, 2018, Karlsruhe) www.learntec.de/en/

Didacta (February 20-24, 2018, Hanover) www.didacta-hannover.de/en/

Zukunft Personal (September 11-13, 2018, 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/ 

MARKET RESOURCES

• Deutscher Akademischer Austauschdienst (German Academic Exchange Service), 

www.daad.de/en 

• Fulbright Kommission, www.fulbright.de

CONTACT

Ulrike Riegeler

Commercial Specialist – Commercial Service Frankfurt

Ulrike.Riegeler@trade.gov 

+49-69-7535-3157
Education & Training Services Guide | 2018 45

HONG KONG

Population: 7,191,503 (July 2017 est.)

GDP: $430.1 billion (2016 est.)

Currency: Hong Kong Dollar (HKD)

Language: Cantonese (official), English (official)

OVERVIEW

With 7,547 Hong Kong students studying in the United States during the 2016/2017 academic 

year, Hong Kong ranked as the 23rd leading origin of international students in the United 

States. 65% 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.

MARKET ENTRY

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. 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.

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.

CURRENT DEMAND

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.
46 U.S. Commercial Service

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.

TRADE 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 

MARKET RESOURCES

• Hong Kong Government Education Bureau: www.edb.gov.hk/en 

• Education USA: http://educationusa.hk/index.php 

CONTACT

Kimmy Lee

Commercial Specialist

Kimmy.lee@trade.gov

+852 2521-1467
Education & Training Services Guide | 2018 47

INDIA

Capital: New Delhi

Population: 1.324 billion (est. 2016)

GDP: 2.264 trillion (est. 2016)

Currency: Indian rupee (INR)

Language: Hindi, English 

OVERVIEW

The emphasis on higher education in India has never been more relevant in the past as it is 

today, and this sector has grown significantly in the last two decades. Per the University Grants 

Commission (UGC) statistics of 2015, there are 753 universities in the country, including 345 

state universities, 123 deemed universities (a status of autonomy granted to high performing 

institutes and universities by the Department of Higher Education), 47 central universities 

(established by the Department of Higher Education), 235 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. Regulated includes central, state and 

private universities, private/professional colleges, and technical and research institutions. 

Unregulated 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 enrolment of students 

next only to China and the United States. The huge demand/ supply gap, participation of large 

number of private players, growth of IT sector, demand for skilled workforce, increasing FDI, 

disruptive innovation and online education are a few factors which has led to this 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.

MARKET ENTRY

India is primarily a market for graduate institutions from the United States who are interested 

in attracting students. Though there is growing increase in 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.
48 U.S. Commercial Service

India is currently considering once-in-a-generation educational reforms, which may open 

up 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 study course at his own institute in

 India for a set period and later spends equivalent time in the overseas institution. 

• Service Providers

Non-Indian universities can enter into tie-ups with Indian educational institutions for

providing 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 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 entity in India/entering into arrangements with Indian parties for assistance

with student recruitment activities, where the objective is to counsel students from India

and encourage them to enroll with the university overseas. 

• Distance Education Programs

The e-learning or the 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.

CURRENT DEMAND

As per the annual Open Doors Report in the 2016–17 academic year, 186,267 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 17.6 percent of the total foreign student population in 
Education & Training Services Guide | 2018 49

the United States. Of the 186,267 students from India, 56.3 percent graduate students, 11.8 

percent undergraduate students, 1.2 percent select other programs and 30.7 percent are 

classified as pursuing OPT (Optional Practical Training) in the United States. This year India saw 

12.3 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

TRADE 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), ficci-hes.com

• EducationUSA fairs (September/October 2018)

RESOURCES

• All India Council of Technical Education (AICTE), www.aicte-india.org

• Association of Indian Universities (AIU), http://www.aiu.ac.in/index.asp 

• 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), www.ugc.ac.in 

• Open Doors IIE. 

 http://www.iie.org/en/Research-and-Publications/Open-Doors#.V_RGL2z7V9A

STATISTICS

Country: India

Capital: New Delhi

Population: 1.324 billion (est. 2016) Sources include: World Bank, U.S. Census Bureau

GDP (USD): 2.264 trillion (est. 2016) Sources include: World Bank

Currency: Indian rupee (INR)

Languages: Hindi, English 

CONTACT

Noella Monteiro

Commercial Advisor

Noella.Monteiro@trade.gov

+91 22 26724407

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United 

States and in more than 75 countries, the U.S. Commercial Service of the U.S. Department 

of Commerce utilizes its global presence and international marketing expertise to help U.S. 

companies sell their products and services worldwide. Locate the U.S. Commercial Service 

trade specialist in the U.S. nearest you by visiting http://export.gov/usoffices.
50 U.S. Commercial Service

Indonesia

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 258 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. Yet, there is still a lot of 

room for growth, especially for higher education institutions; the market is far from saturated. 

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 

religious-affairs ministry has control of Islamic schools and other religious schools; and the 

ministry of research and technology is responsible for universities and polytechnics.

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 2016-2017 academic year, 8,776 students from Indonesia were studying in the U.S. (up 

0.6% 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 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. 

HIGH SCHOOL

There are two types of high schools in Indonesia: SMA (Sekolah Menengah Atas) and SMK 
Education & Training Services Guide | 2018 51

(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).

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. It is estimated that 9,334 Indonesian students 

are enrolled in university degrees in the U.S. 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 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 

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.
52 U.S. Commercial Service

Top 5 academic majors chosen by Indonesian students studying in the US

Year Business/

Management

Engineering Life Science Math & 

Computer 

Science

Health 

Professions

2013 30% 16% 6% 5% 2%

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%

Source: Open Door 2017

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.

MARKET RESOURCES:

U.S. Commercial Service – Jakarta

Yulie Tanuwidjaja, Commercial Specialist

Tel: +62-21-526-2850

Email: Yulie.Tanuwidjaja@trade.gov

Website: http://export.gov/indonesia/ 

Institute of International Education

Website: https://www.iie.org/Research-and-Insights/Open-Doors/About-Open-Doors 
Education & Training Services Guide | 2018 53

ISRAEL 

OVERVIEW

At the commencement of the 2015/16 academic year, there were 260,578 students enrolled 

in the sixty-five institutions of higher education in Israel. The breakdown is as follows: 

undergraduate - 191,691 (73.6 percent), graduate - 56,600 (21.7 percent), Phd. - 878 (4.2 

percent) and diploma students - 1,409 (0.5 percent). The growth rate has slowed down to 

less than 4 percent annually in the last decade, compared to 8 percent a year in the 1990s, as 

higher education has become more accessible to the general public.

The Council for Higher Education (CHE) accredits all new institutions and programs and 

authorizes them to award academic degrees. The growing number of students entering 

private colleges has changed the landscape of the Israeli higher education system. The 

growth in the student population has led to the establishment of new colleges to meet 

the demand of qualified students. These colleges are accredited and must offer the same 

standard of education provided by state universities. Undergraduate students are entering 

these institutions in ever-increasing numbers (66 percent), thereby allowing the seven public 

universities to focus more on graduate and research level studies. 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. 

In 2015, revenues of the top 20 local universities and community colleges exceeded $2 billion. 

Around thirty foreign universities run local campuses in Israel.

SUB-SECTOR BEST PROSPECTS

Courses of Study

Israeli students typically apply for law, psychology, 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, East 

Asian studies, international relations, computer sciences, engineering, architecture, social 

work, 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

In recent years there has been a growing trend by U.S. schools to sign cooperative agreements 

with selected Israeli universities and colleges in an effort to attract graduate and post-doctoral 
54 U.S. Commercial Service

students to their institutions and to work on collaborative research and development projects 

in areas of common interest.

Energy Sector Workforce Requirements for Israel

Israel’s offshore natural gas reserves are estimated to be around 30 trillion cubic feet; however 

the nation has little formal or vocational education programs to rapidly and efficiently develop 

this resource. This creates an opportunity for educators to train these individuals. Universities 

offering degree programs focused on hydrocarbon development at both the undergraduate 

and graduate level, can capitalize on this opportunity.

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. In 

2016/2017 there were 2,393 Israeli students studying in the United States. (Breakdown: 686 

under-graduate, 1,188 graduate, 169 non-degree and 350 OPT), which represented a 2.1% 

increase from the year prior.

If you are interested in tapping into this quality market, you are welcome to participate in the 

annual recruiting fair organized by CS Israel and Ustudy LLC, study abroad agency. 

For additional information, please contact Senior Commercial Specialist Alan Wielunski at 

alan.wielunski@trade.gov; Phone: +972-3-519-8526
Education & Training Services Guide | 2018 55

JAPAN

Capital: Tokyo

Population: 126,451,398 (July 2017 est.)

GDP: $5.2 trillion (2016 est.)

Currency: Yen (JPY)

Language: Japanese

OVERVIEW

Education Market

Japan represented the eighth highest population of students studying in the United States 

during the 2016/2017 school year. Japanese students studying in higher learning institutions 

in the United States accounted for 18,780 students, and contributed more than USD 636 

million to the U.S. economy through their expenditures on tuition and living expenses. 

In the late 1990s, Japan was the leading country sending students to the United States, during 

which over 47,000 Japanese students studied in the United States. Since then, the number 

of Japanese students has shown a general trend of decline affected by Japan’s low birth rate 

and continuous challenging economic circumstances. The downward trend has shown signs 

of bottoming out from 2015/16. The United States has remained the most popular overseas 

destination for Japanese students. 

In 2013, Prime Minister Shinzo Abe unveiled a comprehensive economic policy package to revive 

the Japanese economy known as Abenomics. The centerpieces of the Abenomics are three 

“policy arrows” of “aggressive monetary policy”, “flexible fiscal policy” and “growth strategy”. 

In 2014, Prime Minister Abe called to double the two-way student exchange between the 

United States and Japan by 2020 . The Japanese Ministry of Education, Culture, Sports, Science, 

and Technology (MEXT) is the lead agency in promoting the “Tobitate! Young Ambassador 

Program”, a public-private partnership student study aboard initiative. This initiative aims to 

provide scholarship opportunities to send approximately 10,000 Japanese high school and 

university students to study aboard during 2013-2020 .

The government of Japan has been in consideration making changes to the English test potion 

of the college entrance exams . Therefore, we anticipate there will be increased needs in 

spoken and listening English communication skills in preparation for the college entrance 

exams. In 2016, the American Chamber of Commerce in Japan (ACCJ) launched a pilot 

internship program to encourage ACCJ member companies to consider Japanese English 

bilingual candidates who have studied abroad . 

Training Services

According to Yano Research, a leading Japanese research firm, the overall employee training 

service market increased by 2.2% at USD 5 billion from 2015 to 2016; and the demand is 

expected to remain steady over the next few years. The sales are primarily generated from 

new employee training programs in subjects of business practices, IT skills, technical training, 

and foreign languages.

However, these numbers should not automatically be linked to the further endorsement of 

English programs. Few Japanese companies have made continuous investments in programs 
56 U.S. Commercial Service

to maintain or encourage higher English proficiency. While the concept of globalization and 

improving English skills are regarded important, the allocation of financial resources and 

incentives have not followed. This makes it challenging for professionals to invest their time 

and energy in improving their English language skills.

This is coupled with the fact that Japan has been in a long-term economic stagnation since 

the bubble burst in the early 1990s. Japanese firms had trimmed outside training budgets, 

including funding for executive-level employees to obtain trainings overseas. Japanese 

learners will continue to invest in improving their English skills through less expensive means, 

such as online lessons. 

OPPORTUNITIES

Education Market

Short-term (1-2 months study abroad) programs are popular in Japan because of their 

affordability and summer/spring breaks suitability. Additionally, it interferes less with the job 

hunting season which typically starts in the early summer. 

There are opportunities for U.S. institutions to market attractive short-term programs to 

Japanese students, relating tangible benefits for future career development by studying in 

the United States. Featuring successful Japanese alumni examples in marketing information is 

effective and all such materials should be in Japanese. 

U.S. institutions must gain accurate understanding of their Japanese students’ English 

proficiency level. Japan’s traditional way of teaching English focuses more on grammatical 

structures and reading instead of speaking and listening. As a result, many Japanese students 

find it difficult to communicate in English effectively. We suggest U.S. institutions to tailor their 

training programs to meet Japanese students’ needs in marketing materials and customer 

service. It should be noted that the Japanese school year starts in April and runs through late 

February.

Below provides a quick summary of suggestions on short-term training programs:

• Short term intensive ESL programs

• Relaxed TOEFL score requirement

• Service learning and/or volunteer activities to gain resume enhancing experience

• Tailored short term programs with airport transfers, lodging, and logistics all included

In addition to short-term training opportunities, 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 Japan market. In recent years, many 

Japanese universities have been looking for bilateral student exchange partners. Japanese 

universities are aware of the imbalance of student numbers from the U.S. to Japan vs. Japan to 

U.S., but are willing to explore ways to partner with U.S. institutions. 

Training Services

There are opportunities in Japan for U.S. programs that provide unique contents, have a 

strong track record, and have been localized for the Japanese market. U.S. service providers 

should note that many Asia-based firms offer online English lessons with competitive prices 

have gained popularity in Japan, and it is extremely challenging to compete against them. In 

fact, these companies have flooded Japan and have saturated the market. Many Japanese 

customers, especially larger corporations, are hesitant to source products and services directly 

from overseas suppliers who have no local Japanese partners. We recommend U.S. institutions 
Education & Training Services Guide | 2018 57

to partner with local companies, such as consulting and placement firms, who often provide 

training and/or workforce development coaching services to Japanese corporations. 

TRADE EVENTS

Educational IT Solutions EXPO (May 16-18, 2018), edix-expo.jp/en

Ryugaku Journal World Study Abroad Fair (twice a year, Spring and Autumn), 

http://www.ryugaku.co.jp/spot/worldfair/

EducationUSA EXPO (TBD: September or October), americaexpo.jp/for-us-institutions

The Association of Boarding Schools Asia Fair (TBD: October or November), 

http://www.boardingschools.com/for-schools/marketing/asia-tour.aspx#fareast 

MARKET RESOURCES

• TeamUp, teamup-usjapan.org: In 2015, the TeamUp Initiative was launched by the U.S.–

Japan Bridging Foundation to encourage U.S.-Japan institutional education partnerships.

teamup-usjapan.org features success stories in institutional exchanges and 

matchmaking features for institutions looking for partners. 

• Japan Student Services Organization (JASSO), www.jasso.go.jp/index_e.html

• Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 

www.mext.go.jp/english
58 U.S. Commercial Service

KAZAKHSTAN

Capital: Astana

Population: 18,556,698 (July 2017 est.)

GDP: $451.2 billion (2016 est.)

Currency: Tenge (KZT)

Language: Kazakh (official, Qazaq), Russian (official)

OVERVIEW

Education Market

Kazakhstan’s population reached 18 million in 2017. 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 50 000 (in 

2017) students choosing to study outside of Kazakhstan. 

At the moment, 477,074 students are enrolled into higher education institutions in Kazakhstan. 

There are 126 universities nationwide. The range of tuition fees in Kazakhstan is from $1,000 

to $10,000 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 (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. 121,092 students graduated from high-school in 2016, 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 50,000 

students studying overseas, 90% are self-funded. In the 2016-17 academic year 1,792 students 

from Kazakhstan studied in the United States, with 52% studying at the undergraduate level.

In August 2015, 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. 
Education & Training Services Guide | 2018 59

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 

$7,510 (2016) 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-todate 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 

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 2016. 

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 
60 U.S. Commercial Service

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. 

MARKET ENTRY & 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.

MARKET 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

EVENTS

A2 Education Fair

8-9 February 2018

Almaty, Kazakhstan

Organizer: A2

http://www.a2fairs.com/kazakhstan_student_fair.php 

Begin Central Asia Tour

Dates: February 17-18, 2018

Location: Almaty & Astana, Kazakhstan

Organizer: Begin Group

http://begingroup.com/en/left/expo/exhibitions/central_asia/
Education & Training Services Guide | 2018 61

ICEF Central Asia Focus

27-28 March 2018

Location: The Ritz-Carlton Almaty, Kazakhstan

Organizer: ICEF

https://www.icef.com/zh/workshops/icefcentral-asia-focus/

EducationUSA Tour

TBC (potentially October 2018)

Location: Almaty, Astana and further cities: TBC

http://www.educationusakazakhstan.org/ 

CONTACT

Aliya Shaikhina

Commercial Specialist

Email: aliya.shaikhina@trade.gov 

Phone: +7 (727) 250 76 12 ext. 6491
62 U.S. Commercial Service

KENYA

Capital: Nairobi

Population: 47,615,739 (July 2017 est.)

GDP: $152.9 billion (2016 est.)

Currency: Kenyan Shilling (KES)

Language: English (official), Kiswahili (official)

OVERVIEW

In the past two decades, Kenya has dramatically improved exposure to education but still 

has a long way to go. Prior to independence, education was the responsibility of various 

communities, NGOs and church organizations. However, in the years since independence, 

the government has taken a much larger role and share of the financial cost and made 

primary education compulsory for children between the ages of six and thirteen. The state 

recently changed the education system from the 8-4-4 to the new 2-6-3-3-3 curriculum. The 

new curriculum has been touted as the ultimate remedy to limitations identified in the 8-4-

4 system because it was entirely skills-based. This model comprises of 7 years of primary 

education, 4 years of lower secondary, 2 years of upper secondary (form 5-6) and 3 years for a 

university course. It was piloted in 2017 year between May and September across 470 schools 

,10 in each county. In the beginning of 2018 they began the implementation process.

The Continued implementation of Free Primary Education program saw an increase in enrolment 

from 8.78 million in 2014 to 8.92 million in 2015 and stabilizing at 8.83 with a projection of 8.86 

million in 2016/2017. Primary GER consistently registered more than 100% over the period 

under review hitting 103.6% in 2015, a marginal improvement from 103.5% in 2014. In the year 

2015/2016 the enrollment reported were 8,831,263 in 21,767 public primary schools.

The Digital Literacy Program (DLP) was also recently introduced. The DLP entails ICT integration 

in education as it targets all public primary schools. The program is a flagship project of the 

government. The current status has 150 POC schools supplied with devices; Over 63,550 

teachers trained on ICT integration; 25,324 teachers to be trained on knowledge deepening 

training; Over 1.2 B disbursed for infrastructure; Digital content developed and is in file HMTL5 

and 12,821 phase one schools have been selected. Teacher Service Commission, as a sub sector, 

is also working on capacity building of the teachers as the laptop project start rolling out.

The government of Kenya has recognized the importance of education in economic and social 

prosperity. Primary and secondary education is free in Kenya and the focus has shifted to 

the quantity and quality of these institutions as well as reducing indirect costs associated 

with education. Indirect costs for children attending secondary schools are almost twice as 

high compared to children attending primary schools. Many families have difficulty affording 

travel, book, and school supply fees which has significantly dropped enrollment in secondary 

education to 51.6 percent compared to 84 percent in primary education. The government 

however has recently intervened in the sale and distribution of text books directing publishers 

to lower the costs.

Post-secondary education is also on the rise: The number of universities both public and 

private increased from 65 in 2013/2014 and 67 in 2014/15 to 70 in 2015/2016 comprising of 

twenty-three (23) public chartered universities, ten (10) Public University Constituent Colleges, 
Education & Training Services Guide | 2018 63

seventeen (17) private chartered universities, fourteen (14) universities operating with Letters 

of Interim Authority (LIA), five (5) Private University Constituent colleges and one (1) registered 

private university. This expansion in the number of universities has led to an increased 

enrolment of students pursuing university education in both public and private universities 

to stand at 475,750 in 2015/2016 from 421,152 in 2014/2015 and 361,388 in 2013/2014. The 

government of Kenya has supported programs that offer interest free loans for prospective 

students enabling them to pay for their education. The students receiving these loans are 

obligated to return them once employed so the government can continue providing to more 

students. 

Due to the increasingly inexpensive quality educational opportunities locally, the number of 

Kenyans leaving the country to pursue education elsewhere has decreased. In 2003, there 

were approximately 7,000 students from Kenya studying in the United States. According to 

the Institute of International Education’s Open Doors® 2016/2017 report, there are 3,189 

Kenyan students studying in the United States with a percentage change of 5.6%. Of those 

students, 1,805 are undergraduate, 869 are graduate, 429 are OPT, and 86 study in non-degree 

programs. Education is highly important in Kenya as it provides significantly more opportunity 

for financial independence and social mobility. As it becomes more widespread, the benefits 

of an educated workforce will be seen throughout the country.

MARKET ENTRY

There are several prestigious private universities in Kenya that are based off and collaborated 

with U.S education systems with the aim of preparing students for employment or continuing 

education in the United States. Additionally, custom training programs for specific skills or 

industries is highly sought after largely due to it being inexpensive compared to pursuing a 

full degree.

CURRENT DEMAND

Kenyan students are primarily attracted to U.S. professional training and post-secondary 

education degree programs.
64 U.S. Commercial Service

MALAYSIA

Capital: Kuala Lumpur

Population: 31,381,992 (July 2017 est.)

GDP: $863.3 billion (2016 est.)

Currency: Ringgit (MYR)

Language: Bahasa Malaysia (official)

OVERVIEW

Malaysia is ranked 21st in the total number of students sent to the U.S. for higher education. 

According to the IIE Open Doors 2017 Report, for 2016/2017 academic year, there was an 

increase of 5.3 per cent from 7,231 Malaysia students studying in the United States to 8,274. 

The majority of the Malaysian students in the U.S. study at the undergraduate level. The 

breakdown in 2015/16 is as follows, 67.7% undergraduate, 15.4% graduate students, 2.7% 

Other, 14.3% Optional Practical Training (OPT).

MARKET DEMAND

In the 2016, Malaysian students in U.S. colleges and universities contributed US$ 299 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 

are able to gain 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 in order to have access to these funds. T.H.E. is part 

of the Thomson Reuters group. Due to continued U.S. government commercial diplomacy 

efforts, the Malaysian government is willing to explore other alternatives in addition to the Top 

100 T.H.E. ranking education institutions. 

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 vast majority going to Australia and the U.K.

MARKET DATA 

International Education Overview 2014/15 2015/16 2016/17

Number of Malaysian Students in U.S. 7.237 7,834 8,274

Percentage of Change from Previous Year (%) 6.0 8.3 5.3

Ranking in Places of Origin for Students going 

to the U.S. 22 22 21

Source: Open Doors Reports

BEST PROSPECTS 
Education & Training Services Guide | 2018 65

Traditionally, the three main fields of studies for Malaysian students to the U.S. are Business, 

Engineering and Computer Science. In recent years, there is marked interest in a specific 

field of study from Malaysian students: actuarial science. Due to the Malaysian government’s 

regulatory policy, certain fields of study are not as popular: Medicine and Dentistry (except 

for post graduate specialization), Law, Accounting, and Architecture. Liberal Arts traditionally 

is not a main draw as Malaysian students and parents place heavy emphasis on marketability 

and ability to earn a living immediately after graduation as part of their field of study 

selection criteria. Other considerations for students are cost, geography, religious and dietary 

similarities, and education and 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 student. Additionally, Optional Practical Training (OPT) involving 

internships either pre or post-completion of degree is gaining market traction as well. 

MARKET ENTRY AND 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.

MARKET RESOURCES 

Education USA/ Malaysian-American Commission on Educational Exchange

Address: 18th Floor, Menara Yayasan Tun Razak,

200, Jalan Bukit Bintang,

55100 Kuala Lumpur.

www.macee.org.my

The U.S. Commercial Service in Malaysia can be contacted via e-mail at: janet.suan@trade.gov 

; Phone: (60)3-2168-5050; Fax: (60)3-2142-1866 or visit our website: 

http://www.export.gov/malaysia/ 

 

The U.S. Commercial Service — Your Global Business Partner

With its network of offices across the United States and in more than 80 countries, the U.S. 

Commercial Service of the U.S. Department of Commerce utilizes its global presence and 

international marketing expertise to help U.S. companies sell their products and services 

worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you by 

visiting: http://www.export.gov/.

CONTACT

Dr. James Coffman

Email: coffmanjm@macee.org.my

Fax: +60.3.2166.1878

Tel: +60.3.2166.8878
66 U.S. Commercial Service

MEXICO

Capital: Mexico City

Population: 124,574,795 (July 2017 est.)

GDP: $2.3 trillion (2016 est.)

Currency: Peso (MXN)

Language: Spanish 

OVERVIEW

Education

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. 

According to Mexico’s National Population Council, Mexico’s population was 122.7 million 

people in 2016. Approximately 63 percent of the population is aged 15-60, and of these, 80 

percent live in urban locations. In 2016, the National Institute of Statistics and Geography 

(INEGI) reported that 54 million of Mexicans as economically active. The rising middle class has 

led to changing consumption patterns and one of the categories that is expected to benefit 

most from this surge to improve quality of life is education.

IIE Open Doors® latest report shows that Mexico is the ninth largest country of origin for 

students studying in the United States. In academic year 2016/17, 16,835 Mexican students 

were enrolled in U.S. schools, mostly undergraduate programs, contributing USD 617 million 

to the U.S. economy. In general, Mexican students choose to study in the United States due 

to the strong ties and proximity between the countries. The prestige of the American higher 

education system is also a determining factor.

As part of the Mexican Education Reform, the new education model aims to be transformative, 

building the knowledge, skills, values and attitudes that students need to contribute to a more 

global environment. Technology and innovation play a key role in providing learning tools to 

educators and students to have a more interactive experience in classroom. 

The Mexican Government, through the Secretariat of Education as well as private educational 

institutions from pre-K to graduate levels, are investing in equipment and technology solutions 

such as software, applications, and digital content to improve the education experience. 

Training

The importance of providing training opportunities to the Mexican workforce is a key 

component of a company/entity’s success in the competitive market. Priorities for companies 

in Mexico are to improve their business processes, reduce costs, improve the effectiveness 

of their workforce, as well as to innovate, identify new opportunities, and strengthen their 

relationship with local and international clients/providers.

Customized training in IT technologies, quality control, and language programs are in high 

demand in the Mexican market. In addition to traditional methods, on-line or blended courses 

are also alternatives for workforce development.
Education & Training Services Guide | 2018 67

MARKET ENTRY

U.S. government agencies are working with higher education institutions in the U.S. and 

Mexico to encourage greater exchanges and closer partnerships, including community 

colleges and technical institutions. A great example of a bilateral education initiative is the 

U.S.-Mexico Bilateral Forum on Higher Education, Innovation and Research (FOBESII) launched 

in 2014, 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 public and private sectors, as well 

as the education community, to promote educational and research cooperation with U.S. 

institutions, as well as providing the opportunity to access quality post-secondary education 

to underserved demographic groups in the science, technology, engineering, and math (STEM) 

fields. Among the Forum’s main achievements 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). 

Proyecta 100Mil is a Mexican initiative that sets the goal of 100 thousand Mexican students going 

to study to the United States and 50 thousand U.S. students studying in Mexico by 2018. It also 

proposes the multiplication of binational research and innovation centers, language teaching, 

and the promotion of exchange opportunities. U.S. institutions are encouraged to participate in 

this important initiative to increase the number of Mexican students in their institutions. 

Given FOBESII’s focus on workforce development, opportunities for community colleges and 

boarding schools 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.

It is highly recommended to travel and participate in recruitment fairs, as well as to visit 

schools to promote educational opportunities. Build relationship with local schools, students, 

education organizations and Mexican granting institutions. Also, secondary markets offer 

opportunities to recruit students, smaller regions are growing and students are seeking for 

quality education programs abroad. 

Training

U.S. training companies can partner with Mexican institutions/universities to develop 

continuing education programs. Vocational/Technical Schools can be a good option for 

partnering in order to offer technical training programs. Training companies have to be 

flexible and sensitive to the unique realities of the Mexican market. The demand is for tailormade programs conducted in Spanish.

CURRENT DEMAND

Mexico has one of the largest shares of students entering science-related tertiary education 

across OECD countries. In 2015, 32% of new entrants to tertiary education chose the science, 

technology, engineering and mathematics (STEM) fields of education, placing Mexico in the top 
68 U.S. Commercial Service

six OECD countries for this measure. Academic programs in technology, engineering and math 

(STEM), aeronautical sciences, business administration, environment/energy, agriculture, and 

design are very attractive for Mexican students. 

Boarding schools and English language courses are also in demand for Mexican students. 

Young generations are eager to travel and study abroad, looking for multicultural experiences 

and quality education. Students need to be proficient in a second language if they want to be 

competitive in an international business environment. 

TRADE EVENTS

U.S.-Mexico Academic Mobility Fairs: https://educationusa.state.gov/find-event

Linden Boarding School Tours & Fairs: http://www.boardingschooltours.com/exhibit.aspx

Mexico College Fair Tour: https://sites.google.com/site/mexicocollegefairtour/home

EduExpos: http://eduexpos.edufindme.com/

MARKET RESOURCES

• Education USA https://www.educationusa.info/

• Ministry of Education (SEP) http://www.sep.gob.mx

• National Association of Universities and Higher Learning Institutions 

http://www.anuies.mx

• U.S. Embassy https://mx.usembassy.gov/education-culture/

• COMEXUS – Fulbright-García Robles Scholarships http://www.comexus.org.mx/

• Consejo Nacional de Ciencia y Tecnología – CONACYT http://www.conacyt.gob.mx/

• Consortium for North American Higher Education Collaboration 

https://www.conahec.org/

CONTACT

Martha Sánchez

Commercial Specialist

martha.sanchez@trade.gov

52 55-5080-2000 x5225
Education & Training Services Guide | 2018 69

NEW ZEALAND

Capital: Wellington

Population: 4.5 million

GDP (USD): $185 billion

Language: English, Maori, Sign

OVERVIEW

New Zealand students are increasingly choosing to go overseas in pursuit of higher education 

opportunities. Boasting a unique blend of professional, academic, athletic and social 

opportunities, the U.S. is one of the most attractive overseas academic destinations for New 

Zealand students. With a similar curriculum and classroom culture, New Zealand students 

transition very well to the U.S. academic setting. Students actively participate in class and seek 

opportunities to get involved with the university and surrounding community. 

Over the last year, the number of New Zealand students studying in America has increased by 

8.3 percent to 1,741, according to the 2016-17 Open Doors report, geographically spanning coast 

to coast and covering all fifty states. Continued growth is expected in this untapped market. 

MARKET ENTRY

Undergraduate students are lured by the campus spirit and opportunity to continue playing 

sport while pursuing an education. Interdisciplinary degrees are popular for students who 

wish to distance themselves from the rigidity of New Zealand tertiary institutions. Students of 

all levels are drawn to professional development opportunities taking the form of internships 

and optional practical training. A large number of Asian students who complete high school in 

New Zealand opt to further their education with university study in America. 

CURRENT DEMAND

There is a broad academic and geographic distribution of New Zealanders at U.S. universities 

with steady growth in undergraduate and graduate degree programs alike. In general, 

undergraduate New Zealand students tend to concentrate in such fields as engineering and 

sciences, business, international relations, and art. Graduate students generally pursue law, 

business management, or advanced science degrees. Additionally, many New Zealand student 

athletes are interested in obtaining scholarships to continue playing sport while pursuing their 

study. The most common scholarship sports for New Zealanders are basketball, cross country, 

field hockey, golf, tennis, rowing, soccer, swimming, track and field, and water polo. 

CONTACT

Dhiraj Mani

Commercial Specialist

United States Consulate General | Auckland | New Zealand

U.S. Department of Commerce 

International Trade Administration

Contact: +64 9 3032724 x 2867

MARKET RESOURCES

• EducationUSA New Zealand, 

educationusanz@state.gov
70 U.S. Commercial Service

NIGERIA

Capital: Abuja

Population: 190,632,261 (July 2017 est.)

GDP: $1 trillion (2016 est.)

Currency: Naira (NGN)

Language: English (official)

OVERVIEW

Education remains central to the implementation of the Nigerian government’s development 

agenda. This is reflected in the four-year strategic plan for development of the Education 

Sector from 2016–2019. In keeping with this plan, the federal government allocated 10 percent 

($1.57 billion) of its 2017 National budget (USD $23.97 billion) to the education sector. Experts 

indicate that this budget is grossly insufficient to address the needs of the sector considering 

the rate of deterioration in public education across all levels. This includes shortage of skilled 

manpower, low technology, inadequate investment in research, and outdated educational 

materials.

Recent government policies and initiatives across different sectors have stimulated huge 

demand for skilled manpower. The privatization of the power sector along with increased 

interest by foreign investors has prompted the need for skilled personnel to operate and 

manage industrial electricity applications, including automation, metering and medium 

voltage. The local content initiatives in the oil and gas, as well as ICT space increase demand for 

local skill training, and also the Niger Delta skill acquisition and entrepreneurship development 

programs are among some of the training opportunities. Most of these are industry-specific 

skills not readily acquired through formal education, but are offered by specialized companies 

and institutions with expertise in these fields.

Industry reports show that Nigeria has over 300 higher institutions ranging from universities, 

specialized colleges of technology and polytechnics, to colleges of education. The rapid 

population growth and demand for education have placed a heavy burden on the government 

in providing quality education, which opens up opportunity for private and institutional 

investors. During the past 20 years, 69 private universities have been accredited by the 

National Universities Commission (NUC) to meet higher education needs of Nigerians and the 

economy; this excludes 40 federal and 44 state universities already approved and operational. 

Statistics from the Joint Admissions and Matriculation Board (JAMB) show that nearly 1.6 

million students took the university entrance examination in 2016 (and 1.4 million in 2015), 

but only 415,500 applicants were admitted into these institutions—both government and 

private—due to limited capacities. Due to dwindling quality and inadequate facilities, many 

parents resort to sending their children abroad for quality education.

MARKET ENTRY

Education franchises, professional and industry-specific training to support services in power 

generation/distribution, financial services sectors, Niger Delta skills and 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 sub-sector best prospect.
Education & Training Services Guide | 2018 71

Given the rapid growth in private investment in education, laboratory equipment, books, and 

professional textbooks would continue to gain market position. Industry reviews clearly show 

that U.S. education-based organizations should consider developing custom-made courses 

for evolving Nigerian industry sectors, particularly the security, aviation, environment, oil and 

gas, as well as financial services sectors.

CURRENT DEMAND

The 2017 Open Doors report on international education exchange indicates that Nigeria is 

the largest source of students from Africa to the United States. Nigeria ranks 12th across the 

world, with over 11,000 students admitted to study in undergraduate, graduate and nondegree programs in the United States (9.7 percent increase from 2016). Given the impact of 

frequent national strikes by university teachers, distortion in the school calendar, and the 

affinity of Nigerians for U.S. education, the number of Nigerian students seeking to study in 

the U.S. will likely increase in the coming years.

The U.S. has maintained the leading position in the undergraduate market due to its 

longstanding ties to Nigeria, but Canada, the UK, Australia and South Africa are increasingly 

aggressive competitors in the market. Beyond having a strong presence in Nigerian market 

through recruitment agents, many UK and Canadian institutions have set up local offices, 

actively participating in local education events, and gaining wider access to the prospective 

student population through the media and customized education fairs. With recent 

introduction of regional higher education tours to sub-Saharan African markets including 

Nigeria and Ghana, in collaboration with EducationUSA, where 25 U.S. universities and 

colleges participated, it is believed that the tours/fairs would stimulate further interest and 

increase the number of Nigerian students seeking to study in the United States. 

The federal government has proposed a number of reforms in the education sector to 

address the declining quality of instruction, shortage of textbooks and inadequate facilities. 

This would provide significant potential for U.S. export of educational items. The federal 

government is also considering privatizing the Nigerian College of Aviation Technology in 

Zaria. Market reports indicate that this would create opportunity for private investment. Some 

state governments are also creating stimulating and supportive environments for educational 

investments in their locality. States sometimes are willing to provide land, infrastructure, tax 

holidays and financial support, including investment insurance to qualified investors, who 

establish vocational and skill development centers and programs. Nigerians do have an 

affinity for U.S. education, training services and products.

CONTACT

Jennifer Woods

Commercial Officer

jennifer.woods@trade.gov

+234-1-460-3618
72 U.S. Commercial Service

THE NORDIC REGION

Sweden • Norway • Denmark • Finland

OVERVIEW

The Nordic market includes Sweden, Norway, Denmark and Finland. The region has a combined 

population of approx. 26.7 million where around 5.8 million are under the age of 19. There are 

roughly 75,000 students from the region abroad, with 8,573 (academic year 16/17 ) of these 

studying in the U.S. Young Nordic students are generally highly literate, proficient in English, 

have an international and open mind-set and love to travel and engage with other cultures. 

In all Nordic countries, financial support and benefits are distributed to every citizen willing to 

pursue a higher education. The structure of grants also transfers abroad, creating a potential 

for Nordic students to pursue their education elsewhere. In addition to the funding presented 

below, it is important to note that all university studies in the Nordics are free of charge for 

residents. 

Some regional differences occur in grants and loan structures:

In Denmark students get a grant of DKK 6,015 (~USD 955) per month while they study, and 

they can bring the money abroad. Students may choose to take up to DKK 8,714 (~USD 1,383) 

per month in loans from the state in addition to the grant. It is also possible to obtain funding 

to cover part of the tuition fee when studying for a full master degree abroad.

Sweden also has a government organization that monitors and distributes student aid to 

those that are eligible. Student grants and loans are calculated per week. The total amount 

a student receives depends on how many weeks of study each semester or academic year 

consists of and if the studies are full-time or part-time.

For full-time studies, the weekly grant is SEK 712 (~USD 86), the weekly loan is SEK 1 792 (~USD 

217) and the weekly additional loan for studies abroad is SEK 887 (~USD 107). The maximum 

financial aid thus totals SEK 13,564 or roughly USD 1,644 per month.

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.

Norwegian State Educational Loan Fund: At the bachelor level, tuition support is given as 

grant up to NOK 33 000 (~USD 4 000). If the tuition is higher, students can receive additional 

loan funding of NOK 96 000 (~USD 11 600) up to a total of NOK 129 000 (~USD 15 500). 

At master level, tuition support is given in grant is up to NOK 63 000 (~USD 7 600). If the tuition 

is higher, students can get up to a total of NOK 129 000 (~USD 15 500), where everything above 

NOK 63 000 (~USD 7 600) is a loan.
Education & Training Services Guide | 2018 73

For selected educational institutions with particularly high tuition fees, a supplementary grant 

may be given to cover tuition fees. The supplementary grant is set at maximum NOK 69 785 

(~USD 8 400). 

As of 2017, students can also get an additional loan up to NOK 100 000 (~USD 12 000) for 

tuition, if tuition surpasses the tuition support of NOK 129 000 and the supplementary grant 

of 69 785, total NOK 198 847 (~USD 24 000). 

For those studying outside Finland, the study grant is paid at the same rate as it would be in 

Finland, with the exception that the grant for studies at a foreign vocational training institute 

is equal to the grant provided to students attending a higher education institute in Finland. 

The monthly grant is EUR 250. (~USD 290). Housing Supplement (usually EUR 210 (~USD 245) 

per month) and government guarantee for student loans (EUR 800 (~USD 940) per month for 

higher education studies and secondary-level studies) are also available.

LEADING SUB-SECTORS

Exchange agreements where a 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. Summer schools, short courses, certificate programs, joint 

degrees and free-movers are also identified as best prospect areas. 

OPPORTUNITIES

The United States remains one of the most popular study destinations. 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. College sports will be another possible attraction for elite 

youths looking for scholarships in the U.S.

Language trips 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. 

EVENTS

Denmark:

Education Without Borders 2018

Schedules: 

http://www.universityfairs.com/fairs/educationwithout-borders-fair-denmark-2018-12241 

Sweden:

Saco Student Fair 2018

Stockholm November 28-30, 2018 

Malmö December 6, 2018

https://www.saco.se/en/saco-student-fairs/ 

Norway:

Student recruitment fair 

Ta Utdanning 2018

Oslo 14-15 February, 

Bergen 25-26 January

Trondheim 1-2 February 

http://www.tautdanning.no/uk/ 

Finland:

STUDIA 2017

Annual Education Fair in Helsinki. 

28-29 November 2017

Further Information:

http://studia.messukeskus.com/?lang=en
74 U.S. Commercial Service

CONTACTS

Denmark:

Sabina Kroigaard 

sabina.kroigaard@trade.gov

Finland

Mia Maki 

mia.maki@trade.gov 

Norway

Heming Björna

heming.bjorna@trade.gov 

Sweden

Nancy Björshammar

nancy.bjorshammar@trade.gov 

WEB RESOURCES

Denmark:

• Ministry of Education www.eng.uvm.dk

• Agency for International Education, http://ufm.dk/en?set_language=en&cl=en

• The Steering Group for the State Education Grant www.su.dk/english/

• The Denmark-America Foundation and Fulbright Commission 

http://www.wemakeithappen.dk/

Finland:

• The Social Insurance Institution in Finland, KELA www.kela.fi 

• The League of Finnish American Societies www.sayl.fi 

• The Fulbright Center www.fulbright.fi 

• Cimo, Center for International Mobility http://www.cimo.fi/frontpage

Norway:

• Association of Norwegian Students Abroad (ANSA), http://www.ansa.no/

• Norwegian Ministry of Education and Research 

https://www.regjeringen.no/en/dep/kd/id586/

• The Norwegian State Educational Loan Fund http://www.lanekassen.no/ 

• The Norwegian Center for International Cooperation within Education http://siu.no/eng

• NOKUT - the Norwegian Agency for Quality Assurance within Education 

http://www.nokut.no/en/

• U.S.-Norway Fulbright Foundation http://www.fulbright.no/en/about_fulbright/

Sweden:

• Swedish Council for Higher Education www.uhr.se/sv/Information-in-English/

• Swedish Board of Student Aid www.csn.se

• Fulbright Commission www.fulbright.se
Education & Training Services Guide | 2018 75

PERU

Capital: Lima

Population: 31,036,656 (July 2017 est.)

GDP: $406.5 billion (2016 est.)

Currency: Nuevo Sol (PEN)

Language: Spanish (official), Quechua (official), Aymara (official)

OVERVIEW

Education

In recent years, the Ministry of Education - MINEDU - has undertaken a series of actions to 

improve the access to education, as well as to improve student performance. According to The 

Educational Quality Statistic organization (MINEDU), the number of enrollments at all levels of 

school increased by 2.3% in 2016 compared to 2015. Also, reading comprehension went from 

16% in 2007 to 50% in 2015; and in 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 in 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.
76 U.S. Commercial Service

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. 

MARKETING ENTRY 

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 %. According to the 2017 IIE Open Doors Report 3,200 Peruvians studied in the U.S. in the 

2016-17 academic year, a 1.7% decrease from the previous year.

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. 

CURRENT DEMAND 

Education

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. 
Education & Training Services Guide | 2018 77

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 

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.

Training

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. 

TRADE EVENTS

CADE EDUCACION - www.ipae.pe/cade-educacion-2017 (Date – To be defined for 2018)

MARKET RESOURCES

• Peruvian Ministry of Education: Calle Del Comercio 193, San Borja - Lima, Perú (511) 615-5800

webmaster@minedu.gob.pe

www.minedu.gob.pe 

• Regional Education Center of Lima, www.drelm.gob.pe 

• Institute of International Education, www.iie.org/opendoors

• Sociedad de Comercio Exterior del Perú (COMEXPERU) Bartolomé Herrera 254, Miraflores, 

Lima-18, Peru Tel (511) 625-7700 

comexperu@comexperu.org.pe 

http://www.comexperu.org.pe 

CONTACT

Jorge Prado 

Commercial Specialist

jorge.prado@trade.gov

+51 1 618 2296 

http://www.export.gov/peru
78 U.S. Commercial Service

PHILIPPINES

Capital: Manila

Population: 104,256,076 (July 2017 est.)

GDP: $806.3 billion (2016 est.)

Currency: Philippine peso (PHP)

Language: Filipino (official), English (official)

OVERVIEW

The Philippine educational system operates on a tri-focal management system. The three 

agencies that jointly manage the educational system are The Department of Education 

(DepEd), Commission on Higher Education (CHED) and the Technical Education and Skill 

Development Authority (TESDA).

The Department of Education is responsible for primary and secondary education and 

manages the Alternative Learning System for out of school youth and adults. The Commission 

on Higher Education governs and regulates institutions of higher learning, and the Technical 

Education Development Authority manages non-degree and vocational trainings.

Recently, the Philippines transitioned from the K–10 system to the “Education for All” program 

also known as the K–12 system which was signed into law in 2013 under the leadership of 

President Benigno S. Aquino III. This adds two additional years of high school to the current 

system. The transition aims to bring the Philippine educational system in line with international 

standards, making it easier for Filipino students to transition into university programs abroad.

The Philippines has 2,396 institutions of higher education. As of 2016, enrollment was 

1,947,877 for private and 1,641,607 for public institutions according the Philippine Commission 

on Higher Education. Through the Quality Tertiary Education Act, public university tuition 

is free. Private school tuition can range from $5000 to $9,435 a year. Currently, Southville 

International School is the most expensive institution in the Philippines. 

There is also a presence of competitive international schools located in the major cities such as 

Manila, Cebu, and Davao. These international schools offer both International Baccalaureate 

(IB) and Advanced Placement (AP) programs to help prepare their students who wish to study 

overseas. Annual tuition fees for such schools can range from $13,000 to $15,000. 

Most Filipino students studying abroad are from the private education network. This private 

education network is composed of 18,350 schools. The Coordinating Council of Private 

Educational Associations (COCOPEA) is the umbrella organization of all private schools in 

the Philippines. The Association is composed of the Philippine Association of Colleges and 

Universities (PACU), Philippine Accrediting Association of Schools, Colleges and Universities 

(PAASCU), Association of Christian Schools, Colleges and Universities (ACSCU), Catholic 

Education Association of the Philippines (CEAP) and Technical Vocational Schools Association 

of the Philippines (TVSA).

3,006 students from the Philippines studies in the United States in the 2016-17 academic 

year, according to the IIE Open Doors Report. This marks a 4.2% increase from the previous 

year. Out of the 3,006 students from the Philippines studying in the United States, 1662 were 
Education & Training Services Guide | 2018 79

pursuing undergraduate degrees, 902 were seeking graduate degrees, and 94 were seeking 

other programs, and 362 were pursuing Optional Practical Training (OPT). The U.S. states 

with the highest number of Filipino students are California, New York, Texas, Massachusetts, 

Maryland, Illinois, Hawaii, Florida, Pennsylvania, and New Jersey. This mirrors locations with 

the largest Filipino communities in country, and such community and family support networks 

are a factor in encouraging study abroad. With over 60% of the population being aged 23 and 

younger, there will be a surge of youth positioned to enter the institutions of higher education. 

MARKET ENTRY

Given the country’s 12 million population employed overseas, students are knowledgeable 

about education abroad. Most families will have some relative that has studied abroad, or is 

working abroad. The official language of both business and education is English, and Filipinos 

boast a 91.8% literacy rate among youth aged 15- 22, according to EducationUSA. 

For those who can finance their education, U.S. offerings can be attractive. With the transition 

to a K-12 system and CHED programs to support both student and faculty study abroad, there 

are opportunities for new players that can provide offerings suitable for the market. 

That being said, it is important to note the many challenges as one considers whether the 

market really is a best fit. According to the Philippine Statistics Authority, the average income 

for 2015 was $5260. This indicates the fiscal reality in the country, and while the middle 

class is growing, it will take time for education abroad to be commonly accessible due to 

cost. Schools wishing to find students will have to mainly target the private school network, 

as students enrolled in such institutions tend to already meet the academic and fiscal 

qualifications necessary. Connecting with and visiting the university fairs of the international 

school community would be a good first step. However, it is important be aware that this is a 

saturated market, with competition not only from famous U.S. schools but also international 

competitors who often offer cheaper tuition and additional services. Popular destinations 

for students include Australia, Canada, New Zealand, and Japan- all of which tend to have 

extremely price competitive offerings in comparison to the United States. 

With increased difficulty in securing employment beyond the OPT period after graduation in 

the United States, one of the main reasons for selecting the country as a study abroad location 

has weakened. In the past, many selected the United States with hopes of migration which has 

noticeably become more difficult. Students studying in the United States now must return to 

the Philippines, and in order to compete in the job market, they must attend universities that 

have brand recognition in country, or be from well-connected families. Competitor nations 

tend to offer generous scholarships and have visible marketing efforts and study abroad fairs, 

often with government subsidies. Furthermore, the commission offered to agents promoting 

competitor nation schools tends to be as large as 50% of the first year of tuition, while the U.S. 

standard would be around 20%. 

In order to sustain and even cultivate interest in pursuing education in the United States, 

U.S. schools must be prepared to invest considerable time and financial resources into the 

market. For schools without brand recognition, this may entail visits to find a local partner and 

aggressive marketing efforts. This may also involve counseling services for parents to ensure 

comfort in sending children to new schools they are not familiar with. 

Being aware of the fiscal realities of one’s program is key as many private school programs 
80 U.S. Commercial Service

are too expensive for a majority of the middle class. To secure students from the top 1% of 

the population, one must be prepared to compete in the international school market against 

other brand name U.S. and foreign universities, all who are competing to solicit the children of 

the richest in the country. Knowing where one’s program stands competitively will help better 

positioning and market strategy. 

Best practices for success would include featuring successful Filipino alumni in marketing 

materials, providing career ladder support for those wishing to stay in the United States or 

return to the Philippines after graduation, and exploring partnerships with local universities 

and agents. Frequent in country visits to preserve relationships and the provision of updated 

school catalogs, brochures and other literature to Fulbright and key local schools are 

recommended. Other accommodations including TOEFL waivers, scholarship programs, and 

student assistantship enhance appeal. 

For the truly dedicated, creating a program that could possibly qualify for government 

scholarships may be an option. However, this would require dedicated price and program 

structuring in close communication with CHED. The same competitors will also be players, 

and unless a U.S. institution can craft a dedicate program that specifically caters to what the 

Government of the Philippines is looking to finance, it will be challenging to attract students 

despite the huge funding pool that is up for grabs. 
Education & Training Services Guide | 2018 81

PORTUGAL

Capital: Manila

Population: 104,256,076 (July 2017 est.)

GDP: $806.3 billion (2016 est.)

Currency: Philippine peso (PHP)

Language: Filipino (official), English (official)

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 2017 Open Doors Report on International Educational Exchange, there 

were 929 students from Portugal studying in the United States, an increase of 1.1% 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.

Students from Portugal in the United States study primarily at the undergraduate level, with 

32% percent at the graduate level in 2015/16, 46.9% percent enrolled at the undergraduate 

level, 13.3% percent pursuing optional practical training, and 7.8% percent in non-degree 

programs such as English language or short-term studies. A important fact is the decrease 

of 25.8% percent of Portuguese students pursuing non-degree programs and an increase of 

18.1% percent 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 423 to 523 in 

2015/16, representing a 23.6% 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 also 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 

In order to effectively enter the Portuguese market, it is highly recommended that U.S. schools 

consider the following strategies:

1. Seek partnerships or agreements with public or private universities to facilitate jointprograms and exchange programs for students and faculty;
82 U.S. Commercial Service

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 recommended 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 

TRADE EVENTS

Futurália, March 14 – 17, 2018 (Lisbon), http://futuralia.fil.pt/

Study Abroad Portugal, March 10, 2018 (Lisbon), March 11, 2018 (Porto), http://www.

studyabroadportugal.pt/

MARKET RESOURCES 

• 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/

CONTACT

Pedro Ferreira 

Senior Commercial Specialist

pedro.ferreira@trade.gov

+351217702572
Education & Training Services Guide | 2018 83

QATAR

Capital: Doha

Population: 2,314,307 (July 2017 est.)

GDP: $327.6 billion (2016 est.)

Currency: Qatari rial (QAR)

Language: Arabic (official) 

OVERVIEW

Qatar is investing a large portion of its hydrocarbon revenues in human capital. The state 

began targeting its education sector for reform over a decade ago, recognizing that its 

development would be key to diversifying the economy and meeting the objectives mapped 

out in the long-term strategy, known as the Qatar National Vision 2030. 

A few years ago, H.H. Emir Tamim bin Hamad Al Thani approved a record budget of $62 billion 

increasing the allocation of funds for education by 7.3% as compared with the previous year. 

According to The Word Bank, this is one of the highest allocations in the MENA region. Qatar’s 

public expenditures on education represent 3.3% of its GDP and this increase will be partially 

allocated for expansion of Qatar Foundation and Qatar University facilities. Funds will also go 

towards building 85 new schools as well as to cover the expenses of 29 which are currently 

under construction. The main goal of the Government of Qatar (GOQ) is to invest in wellrounded and engaged citizens prepared to support the nation in the near future. 

The private sector is also playing an increasingly important role in providing education services, 

particularly at the primary and secondary levels, with private schools catering mostly to the 

expatriate population and an increasing number of Qatari nationals.

By law, the Government of Qatar provides free education at the primary and secondary level. 

The Higher Education Institute (HEI) operating under the Supreme Education Council, awards 

talented young Qatari students full scholarships for undergraduate and graduate programs 

in universities around the world. Students may select from a list of 346 American universities. 

A total of 1,420 Qataris studied in the United States during the 2016-2017 school year. This is 

a considerable number for a population only the size of 2.1 million where expats constitute 

well over 80%. 

The options are not only limited to universities abroad. Qatar Foundation (QF) is a major 

vehicle for education with its flagship project, a 2,500 acre campus known as “Education City,” 

that is home to the following six American Universities: 

• Weill-Cornell Medical College (medicine);

• Carnegie Mellon University (computer science, business);

• Georgetown School of Foreign Service (political science and international affairs); 

• Virginia Commonwealth University (design); 

• Texas A&M University (engineering)

• Northwestern University (journalism). 

QF has implemented the Academic Bridge Program (ABP) in Education City which prepares 
84 U.S. Commercial Service

Qatari high school graduates for universities in Qatar or abroad. Students receive training for 

the IELTS, TOEFL, SAT and ACT.

In addition, QF launched its own scholarship program supported by local companies. The 

program focuses on long-term employment needs by sponsoring trainees to study in Qatar 

and overseas, in countries like the United States, UK, France, Germany and Australia.

According to latest available report from Qatar Statistics Authority1, there were nearly twice 

as many female students enrolled in universities in Qatar as males, and nearly two-thirds of 

all graduates were women. While expat and Qatari females are still more likely to enroll in and 

graduate with university degrees here, their male counterparts still outperform them when it 

comes to success in business.

When it comes to furthering their education, female Qatari students were much more likely 

to remain in Qatar than to take up overseas opportunities, reflecting national customs and 

traditions.

A total of 370 university students were awarded international scholarships in 2011-12 – with 

80% of these (295) going to male students and just 20%t (75) taken up by female students.

Management and economics was the most popular field of study for those international 

scholarship students, with 183 of them choosing it for further study. This was followed by arts 

and science (82 students) and engineering for 67 students.

Qatar is working to develop an appropriate environment for its nationals, to acquire 

necessary skills applicable to key sectors of the economy. In this regard, the GOQ launched a 

“Qatarization strategy” designed to increase the number of Qatari nationals in all joint venture 

industries and government departments to assume important positions formerly occupied 

by expatriates. 

Despite the many educational options, the sector is striving to keep up with increasing market 

demand. The arrival of foreign professionals with their families, in an effort to meet the 

deadlines of projects set by the National Vision 2030 and the World Cup 2022, add significant 

pressure to the education system. The population has more than doubled since 2004 and 

more institutions are needed to cope with growing demand. The Government is conscious of 

the situation and the Supreme Education Council is making a concerted effort to promote the 

establishment of top international institutions.

Source: Ministry of Development Planning and Statistics, second biennial report “Qatar Social 

Statistics 2003-2012”

BEST PROSPECTS/SERVICES

Qatari students are primarily attracted to the following programs in the Unites States:

• Language: ESL and TOEFL

• Undergraduate: Business Administration, Economic, Engineering and Communication

• Certificate Programs: English as a second Language, Firefighting, Law Enforcement

Forensics, Security Training, Ongoing Professional Development at Qatari state-owned

enterprises
Education & Training Services Guide | 2018 85

• Post-Graduate: Pharmacy, Dentistry, MBAs

• School Operators: With six American universities in country and few American schools to

satisfy the demand, local investors are seeking committed school operators willing to

open doors in Qatar. 

MARKET ENTRY & OPPORTUNITIES

The U.S. Commercial Service in Qatar will assist you in pursuing your business objectives. 

Contact us to receive market insights, identify potential partners and effectively promote your 

services in country.

American companies may benefit greatly from the numerous opportunities in the Educational 

Sector in Qatar as it is evolving and expanding. 

• School operators are in high demand as the country tries to cope with growing education 

needs. Several projects such as Lusail City are contemplating building schools to cater to

their residents. Register for tender opportunities: 

http://www.lusail.com/English/E-Procurement/Pages/E-Vendor-Registration.aspx

• Customized English courses are sought by companies and government institutions for

industry sectors such as: safety and security, oil and gas and hospitality.

• High Schools and Universities are encouraged to join the Linden Tour or the ISN Tours 

endorsed by Education USA and U.S. Commercial Service.

CONTACT

Anissa Lahreche,

Senior Commercial Specialist 

U.S. Commercial Service – Qatar

Anissa.Lahreche@trade.gov 

Tel: +974 4496-6040
86 U.S. Commercial Service

RUSSIA

Capital: Moscow

Population: 142,257,519 (July 2017 est.)

GDP: $3.8 trillion (2016 est.)

Currency: Russian Ruble (RUB)

Language: Russian (official)

OVERVIEW

Russia is the 6th largest economy in the world. Russia’s GDP purchasing power parity is $3.6 

trillion. The Russian economy is expected to grow to almost $4 trillion in 2020. The country has 

a population of 140 million with a growing purchasing power that demands well known global 

brands and quality service. 

Education in Russia is provided predominantly by the state and is regulated by the Ministry of 

Education and Science. Regional authorities regulate education within their jurisdictions within 

the prevailing framework of federal laws. In 2004 state spending for education amounted to 

3.6% of GDP, or 13% of the consolidated state budget. In 2011, the spending on education 

amounted to $20 billion. Private institutions account for 1% of pre-school enrollment, 0.5% of 

elementary school enrollment and 17% of university-level students. Education in state-owned 

secondary schools is free; first tertiary (university level) education is free with reservations: a 

substantial number of students are enrolled for full tuition fees. Male and female students 

have equal shares in all stages of education, except tertiary education where women lead 

with 57%. The literacy rate in Russia, according to a 2015 estimate by the Central Intelligence 

Agency, is 99.7% (99.7% men, 99.6% women). According to the latest OECD estimate, 53% of 

Russia’s adults (25 to 64 year-olds) have attained a tertiary (college) education. 

Russian students are increasingly choosing to pursue university degrees abroad. According to 

the 2017 IIE Open Doors Report, 5,412 Russian students studied in the U.S in 2016-2017, which 

represented a slight decrease of 0.6% from the previous year.

Best Prospects/Services:

Russian students are traditionally interested to pursue their Graduate Studies in the U.S. 

In view of the Russian ruble devaluation, many students favor less expensive Community 

Colleges and/or 1 or 2-year undergraduate short term programs. Most Russian students 

choose to major in Business/Management, Life Sciences, Social Sciences, Fine/Applied 

Arts, Maths/Computer Science, and Engineering. Summer English language programs gain 

large popularity among Russian high school and undergraduate students. There is also an 

increasingly growing interest in elite U.S. Boarding schools for the children (from the age 12 

y.o. +) from wealthy Russian families. 

MARKET ENTRY & OPPORTUNITIES

Russian students are attracted by the quality of U.S. graduate and undergraduate programmes 

and all the extracurricular opportunities that student life on campus has to offer. In recent years 

Russian students who choose to pursue their studies in the U.S. came not only from Moscow, 

St Petersburg, Yekaterinburg, Novosibirsk, Kazan but also from many other regions of Russia.
Education & Training Services Guide | 2018 87

MARKET RESOURCES

EducationUSA

Moscow, Russia

adviser@educationusarussia.org.

CONTACT

Diana Ryan, Commercial Specialist 

diana.ryan@trade.gov 

+7 495 745 5398
88 U.S. Commercial Service

SAUDI ARABIA

Capital: Riyadh

Population: 28,571,770 (July 2017 est.)

GDP: $1.7 trillion (2016 est.)

Currency: Saudi Riyal (SAR)

Language: Arabic (official)

OVERVIEW

The Government of Saudi Arabia allocated over $53 billion dollars in its 2017 budget for 

education and human resource development, the second largest allocation (22.5%) of 

budgeted expenditures after military and security services/regional administration. This 

allocation supports the Saudi government’s efforts to increase the labor participation rate 

of Saudi nationals in the local economy and reduce unemployment. Focus areas include: 

youth and female employment assistance, SME development, and enhancing productivity and 

technical skills necessary for a diversified economy. Components of the Ministry of Education’s 

budget include: public education, higher education and training, new projects, and expansion 

of existing projects such as:

• King Abdullah Bin Abdulaziz Public Education Development Project

• 1,376 educational facilities and schools (411 new schools completed in 2016)

• Renovation of female colleges across different universities

• Scholarship programs

• National Transformation Program (NTP) initiatives related to the sector

Saudi Arabia remains a promising market for U.S. colleges and universities seeking to 

recruit and attract international students. Over the last decade, Saudi Arabia has become the 

fourth-largest source of international students studying at the post-secondary level in the 

United States. Recently, however, due to sustained low oil prices and increased government 

drive to create opportunities for Saudi’s growing youth population (Saudization), there 

is enhanced interest in the provision of vocational and technical training in-country. The 

government’s efforts to build several new technical and vocational institutions reflects this 

desire. 

Vision 2030 and the National Transformation Program (NTP)

Saudi Arabia launched an ambitious and far-reaching socio-economic transformation agenda 

under “Vision 2030” and the National Transformation Program (NTP) on April 25, 2016. Vision 

2030 and the NTP are aimed at diversifying the economy and reducing Saudi’s dependence 

on oil. All parts of the economy and society are expected to play a role in realizing the 

objectives of the program, including through public-private partnerships. The Ministry of 

Education is considered to have a pivotal role in realizing the objectives of Vision 2030 and 

the NTP. Spending on NTP initiatives largely fall under the budgeted allocations of Education, 

Municipality Services and Public Administration. A key pillar of the transformation program 

involves developing Saudi’s human competency through improved education and training 

and by creating well-paying jobs in the private sector. Towards this end, the government plans 

to create 450,000 jobs in the non-government sector by 2020.
Education & Training Services Guide | 2018 89

Part of the Ministry of Education’s role in realizing the objectives of Vision 2030 and the 

NTP is to close the gap between the output of higher education (graduates) and job market 

requirements. By 2030, Saudi Arabia hopes that five of its universities would rank amongst the 

top 200 universities worldwide. In addition, by 2030, Saudi students are expected to achieve 

results that exceed international education averages.

MARKET DEMAND

There is a dynamic market for training in Saudi Arabia. The Saudi government has identified 

technical and administrative training as critical to the country’s economic and social 

development under Vision 2030 and the NTP. Graduates of training programs in healthcare, 

agriculture and teaching are steadily filling professional positions throughout the country. 

The Institute for Public Administration, established in 1961 as a semi-independent public 

agency, provides basic training for civil servants through branches in Dammam and Jeddah, 

and a special branch in Riyadh for training women. It offers courses in administration, law, 

accounting, computer science, maintenance, personnel management, secretarial skills and 

management planning. 

Most of Saudi Arabia’s vocational training centers are operated by the Ministry of Labor (MoL) 

and the Ministry of Education. A number of organizations, both government and private, are 

enhancing existing employee training courses with an emphasis on business, management, 

technical and language training. These efforts, however, are not fully addressing the demand 

and need assistance to fulfil their government mandate. 

Saudis are gradually replacing foreign workers. “Saudization” is a Ministry of Labor, governmentmandated program aimed at replacing foreign workers with trained Saudi workers gradually. 

The program is expected to create increased opportunities for institutions and organizations 

engaged in workforce training, particularly skills and vocational training and development. 

Saudi job seekers previously sought mainly mid or high-level positions within the private and 

public sectors, especially managerial positions. However, Saudis are increasingly willing to 

accept jobs at all levels, given economic challenges associated with sustained low oil prices, 

high population growth and increased unemployment.

BEST PROSPECTS

Opportunities in the Saudi market can be found in English language programs for professional 

development with focus on “Technical English” curricula as well as hands-on training in 

specializations such as machine tooling, metalworking, electro-mechanics and auto mechanics. 

The government’s priority is to provide young Saudis with skills that are in high demand and 

courses that are specifically tailored to meet the needs of industry and the unemployed. The 

most popular courses include computer technology, computer programming, technical and 

vocational training, office management, accounting and financial management, and marketing 

and sales. Opportunities in the Saudi market also include short and long-term training in pilot 

training and aviation maintenance. In addition, training in the medical field, such as in nursing, 

x-ray technician, emergency aviation, medical assistant, pharmacy and medical sciences (at 

both undergraduate and postgraduate levels) are in high demand.

Distance learning is also becoming a very popular option in Saudi Arabia. Students are now 

increasingly interested in taking distance courses with reputable educational institutions 
90 U.S. Commercial Service

in the United States. In addition, existing Saudi colleges see it as an opportunity to form a 

connection with U.S. institutions, which could result in accredited Saudi/U.S. qualifications. 

Frequently, government and private sector employers also require technical courses tailored 

to their specific needs.

U.S. training and educational institutions can successfully compete in the provision of English 

language courses, particularly “Technical English”, vocational and technical training, business 

management, accounting, and computer operation and management courses. Training can 

be provided by visiting professionals, consultants, and/or through the development of training 

materials and curricula in collaboration with local educational and technical and vocational 

training institutions. Many Saudi organizations also value the quality and recognition of shortterm courses held provided by United States institutions. 

KEY SUPPLIERS

The Saudi education sector offers opportunities but there is tough competition for 

companies from the U.S., UK, Australia, New Zealand and Japan. Saudi training experts are 

sometimes invited to visit the UK and to provide presentations to groups of educational 

organizations interested in entering the Saudi market. The British, Australian and Japanese 

governments offer scholarships to Saudi government officials to attend courses specializing in 

management, business skills development, and other suitable courses. However, because the 

American education system is widely considered to be superior, U.S. training institutions and 

organizations have an advantage entering and operating in the Saudi market. A number of US 

training programs, franchises and U.S. universities have already entered the Saudi market. 

Other training joint ventures and partnerships are under discussion between American and 

Saudi organizations.

PROSPECTIVE PARTNERS

The Technical and Vocational Training Corporation (TVTC), which falls under the jurisdiction 

of the Ministry of Labor (MoL), oversees the Saudi national technical and vocational training 

programs, and carries out workforce development through technical colleges, industrial 

institutes and Colleges of Excellence. These industrial training organizations provide vocational 

education to high school students to meet the needs of the labor market in technical specialties 

and are a growing alternative to traditional university programs and degrees. 

The government-owned and newly-established Colleges of Excellence program provides 

courses designed in consultation with the private sector to develop skills needed for the local 

job market. Courses encompass: business administration, hospitality and tourism, fashion 

and beauty, and IT and electrical technology.

MoL and the Human Resources Development Fund (HRDF) are also key players in this sector. 

The MoL is driving the expansion of technical education outside the university system through 

several subsidiaries including the HRDF and Takamol, which is the MoL’s vehicle for publicprivate partnerships. HRDF provides qualified manpower to the private sector by funding 

training programs that fit the needs of the labor market and by publishing studies that 

address barriers to employment. These programs include job placement centers, job fairs, 

online training platforms, and job preparation programs.

Quasi-government organizations such as Saudi Aramco, members of the Saudi Basic Industries 
Education & Training Services Guide | 2018 91

Corporation (SABIC), the regional offices of the Saudi Electric Company (SEC), Saudi Arabian 

Airlines, the Saline Water Conversion Company (SWCC), the Royal Commission for Jubail and 

Yanbu, several branches of the military and large organizations such as banks have been 

providing training to their employees. These organizations have their own training centers. 

They also constitute the largest users of U.S. and European training packages. In addition, 

some of these organizations contract out some of their training needs, which cannot be 

handled in-house.

Private sector companies also provide training for their employees. Those companies usually 

set a limited budget for training purposes. When training is essential, they typically train inhouse, or use the services of local training facilities that can provide training as needed.

MARKET ENTRY

Although it is possible for foreign companies to set up in Saudi Arabia without a partner, it is 

recommended that any U.S. company wishing to enter the Saudi market appoint a local agent, 

or do so in agreement with a Saudi partnership or joint venture. New-to-market organizations 

are strongly advised to visit the country. Contact can initially be made with one or more 

training institutions. A joint venture with an institution would be a good entry method into the 

Saudi market. Also, offering short courses or seminars through an institution could be a good 

way to get a glimpse of the market.

The Saudi market can be very sensitive to course material content. U.S. companies are 

encouraged to familiarize themselves with Saudi traditions, customs, and strict observances 

of the Islamic faith to ensure that course materials do not unintentionally offend local norms 

and practices. 

Saudi business people prefer personal, face-to-face meetings and interactions as opposed 

to email, telephone and fax communication. Partnering with Saudi contacts is a great way 

to keep abreast of local developments, government directives and upcoming projects. U.S. 

companies engaged with Saudi companies have found it beneficial to maintain a U.S. expert 

in country. 

U.S. companies are strongly encouraged to seek competent local legal counsel when 

drawing their joint venture agreements. U.S. companies interested in forming joint ventures 

or appointing agents in Saudi Arabia can contact the nearest U.S. Export Assistance Center 

in their area to get a first-hand appraisal of the Saudi market. The U.S. Commercial Service 

(USCS) has more than 100 Export Assistance Centers conveniently located throughout the 

United States. For more information on USCS and its programs, please visit www.export.gov. 

MARKET CHALLENGES AND OBSTACLES

One of the challenges of understanding the Saudi education and training system is the 

varying degree of conservative attitudes expressed in different parts of the country. Each 

part may have its own school of thought and a sizable portion gives preference to religious 

education over all other forms of education. Saudi Arabia is also a large country, with many 

scattered villages and uneven resources. The Saudi government is trying to tackle some of 

the challenges by giving each part a fair share of the budget intended for education. Another 

challenge sometimes faced by U.S. visitors is the comparatively difficult process of obtaining 

Saudi visas. U.S. visitors are encouraged to contact the Saudi Embassy in Washington, DC to 
92 U.S. Commercial Service

familiarize themselves with the visa requirements and process.

TRADE EVENTS

The following trade events in Saudi Arabia offer excellent opportunities for U.S. vocational and 

technical training and educational institutions:

Gulf Education Conference

Location: Jeddah

Date: February 20-22, 2018

http://www.gulfeducation.co.uk/ 

Kingdom School College Fair

Location: Riyadh

Date: February 26-28, 2018 (TBD)

tmater@kingdomschools.edu.sa 

MARKET RESOURCES

• Technical and Vocational Training Corporation: www.tvtc.gov.sa 

• Saudi Ministry of Education: http://he.moe.gov.sa/en 

• Saudi Ministry of Interior: www.moi.gov.sa 

• Saudi Ministry of Labor: www.mol.gov.sa 

• Gulf International Bank: https://www.gib.com 

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

For More Information

The U.S. Commercial Service in Dhahran, Saudi Arabia can be contacted via e-mail at: Tareq.

Ghazal@trade.gov; Phone: 966 13 330 3200 X 3065; Fax: 966 13 330 2190; or visit our website: 

https://www.export.gov/saudiarabia 

THE U.S. COMMERCIAL SERVICE — YOUR GLOBAL BUSINESS PARTNER

With its network of offices across the United States and in more than 80 countries, the U.S. 

Commercial Service of the U.S. Department of Commerce utilizes its global presence and 

international marketing expertise to help U.S. companies sell their products and services 

worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you by 

visiting http://www.export.gov/eac.

JETEX & JESS Educational Event

Location: Jeddah

Date: March 2018 (TBD)

https://www.jetexjess.com/

Higher Education & Career Fair (HECF)

Location: Dammam, Jeddah

Date: April 7-9, 2018

http://www.hecfsaudi.com/
Education & Training Services Guide | 2018 93

SERBIA

OVERVIEW

Education in Serbia is consisted of preschool, primary school, secondary school and higher 

education levels. It is regulated by the Ministry of Education, Science and Technological 

Development of Republic of Serbia.

One of the key goals of Serbia’s higher education is the implementation of the Bologna Process 

and comprehensive educational reform that started in 2005. However, the implementation of 

the Bologna Process spawned a lot of problems, such as the introduction of very high tuition 

fees in public universities under the cover of the process. The average tuition fee for one year 

of studies is between 1000 and 1500 euros for public, and between 1500 and 2500 euros 

for private universities. The rise of tuition fees is leading to the decrease of the number of 

students applying for university places. Also, many students are obligated to find a job in 

order to be able to pay for their studies and some of them are dropping out of faculties since 

Serbian education system does not have any mechanism that would make easier for students 

to work and study at the same time. The other major problem of Bologna Process is that its 

implementation is not unique due to the fact that each professor uses it differently. 

In 2012 the Government of Serbia accepted The Strategy for Development of Education in 

Serbia 2020 with the main goal to advance the quality of education and increase the number 

of students participating in the education programs. Also, this Strategy supports international 

openness and mobility of students. The Strategy predicts that by the year 2020, 20 percent of 

students will participate in international exchange programs.

Although there is a certain trend among students to study abroad (mostly in EU countries) 

this is not a common practice because the living expenses and tuition fees abroad are too 

high for Serbian students. This is usually an independent decision, made by students, and not 

related to cooperation with universities in Serbia. This might change in the future since some 

Serbian faculties have established cooperation in the field of students’ exchange programs 

with universities in the EU countries which are students’ primary destination mostly because 

of Erasmus Program. There are also some other programs for students to study abroad that 

offer full or partial scholarship. 

Most popular programs for studying in the USA are FLEX for high school students and Global 

Undergraduate Exchange Program and Fulbright Program for higher education.

Training

Training services are mostly offered by consulting companies such as Ernst & Young, KPMG, 

Deloitte as well as several franchises such as Dale Carnegie, Franklin Covey, NCP, etc. Their 

services are primarily used by large companies during their teambuilding seminaries or by 

non-governmental organizations. Training services sector is still developing in Serbia so this 
94 U.S. Commercial Service

market is offering a vast number of opportunities for U.S. companies although there are no 

precise information which areas are the most popular. 

MARKET ENTRY

Education

International Exchange Programs

There are several international exchange programs between the U.S and Serbia. 

The Public Affairs Section of the U.S. Embassy Belgrade administers a number of educational 

exchange programs for Serbian students.

Exchange opportunities for high school students:

• Benjamin Franklin Transatlantic Fellowship

• FLEX (Formerly A-SMYLE) Future Leaders High School Exchange Program

Academic exchange opportunities:

• Global UGRAD Exchange Program

• Fulbright Foreign Student Program

• Fulbright Scholar-in-Residence Program

• Fulbright Visiting Scholar Program

• OneBeat

Having in mind the economic situation in Serbia, fully funded scholarships are the best way to 

approach Serbian students. 

Intensive English Language Programs

Although Serbian students are taught English as a second language from the early grades 

of elementary school, English proficiency level is generally not achieved. English language 

teaching can be considered a good niche for the U.S. concepts. There are several private 

international primary and high schools where lectures are held in English but they are very 

expensive and that is the reason why most of students go to public schools.

E-learning

The ability to earn college credit through internet courses has been booming in the United 

States in recent years. The flexibility of taking courses via an online college site is an area 

which could be profitable for American universities looking to attract Serbian students eager 

to strengthen their resumes and diversify their studies. The biggest challenge in this area is the 

difference between U.S. and Serbian time zones.

Training

Potential users of training services are big international companies, non-governmental 

organizations (especially those related to civil society). Serbian companies still do not 

understand the importance of training services although some governmental bodies, such as 

ministries, are using this type of services.

CURRENT DEMAND
Education & Training Services Guide | 2018 95

Education

The most popular faculties, based undergraduate students enrollment data, are Faculty of 

Organizational Sciences, Faculty of Mathematics, Faculty of Medicine and Faculty of Electrical 

Engineering. It is believed that the popularity of those faculties is related to the fact that their 

students can easily get a job abroad as well as good wages.

It has to be mentioned that “traditional” sciences, such as law, economy and social sciences, 

are still highly respected.

Most students enrolled at the university are financed by the government but that might change 

soon since the Ministry of Education, Science and Technological Development of Republic of 

Serbia is considering changing the system of government financing.

Training

Training services that are the most often offered in Serbia are related to soft skills management, 

media and HR management skills.

TRADE EVENTS

EduFair (March 9 – 10, 2018), http://www.edu-fair.net/

MARKET RESOURCES

• Ministry of Education, Science and Technological Development of the Republic of Serbia,

www.mpn.gov.rs/ 

• Embassy of the United States in Belgrade, Serbia - Exchange Programs, 

www.rs.usembassy.gov/education-culture/exchange-programs/ 

• Statistical Office of the Republic of Serbia, www.stat.gov.rs/WebSite/Default.aspx 

CONTACT

Boris Popovski

Commercial Specialist

U.S. Embassy Belgrade

Address: Bulevar kneza Aleksandra Karadjordjevica 92, 11000 Belgrade

Phone number: +381 11 706 4533

Boris.Popovski@trade.gov
96 U.S. Commercial Service

SINGAPORE

Capital: Singapore

Population: 5,888,926 (July 2017 est.)

GDP: $492.5 billion (2016 est.)

Currency: Singapore Dollar (SGD)

Language: Mandarin, English, Malay, Tamil

OVERVIEW

Singapore is a recognized global education leader that is ranked as one of the finest in the 

world for its quality and consistently producing students rated among the best in literacy, 

reading, mathematics and science. As such, Singapore, with a population of 5.61 million, 

has been the choice destination for around 50,000 foreign students from around the world. 

Singapore’s education system is in tandem with the job market, changes are made to ensure 

relevance to the economy. To further sustain growth and maintain a reputation for top quality 

education, Singapore has attracted a number of 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, many students travel overseas to further their education. 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 may cause the student numbers to decrease as it will be less 

affordable as compared to other regions such as Australia or Europe. Despite that, U.S. higher 

education providers can expect favorable recruitment figures from Singapore for institutions 

that are well-ranked or strategically marketed.

MARKET ENTRY

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 despite Singapore being ranked among the top five countries 

in the world for international education. Hence, besides Singaporeans, 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 Southeast Asia 

region. U.S. universities and colleges interested in offering courses in Singapore have a 

number of market entry options. These include partnering with local universities, polytechnics 

and private education institutions or partnering with an institution to offer on-line 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 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.
Education & Training Services Guide | 2018 97

CURRENT DEMAND

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 themselves to be more knowledgeable and digital oriented 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.

In the 2016-17 academic year, there were to 4,677 Singaporeans (excluding exchange students) 

pursuing tertiary education in the United States; two-thirds were undergraduates and a third 

graduate students. However, the numbers started decreasing due to the strong U.S. dollar.

The number of visas issued to Singaporeans each September for the 7-year period ending 

2017 are:

• 2011: 2875 (2.2 percent increase)

• 2012: 3109 (8.1 percent increase)

• 2013: 3253 (4.6 percent increase)

• 2014: 3038 (6.6 percent decrease)

• 2015: 3117 (2.6 percent increase)

• 2016: 2846 (8.7 percent increase)

• 2017: 2580 (9.3 percent decrease)

Several degree courses have become increasingly important and are expected to see increased 

demand from Singaporean and third-country students studying in Singapore.

• Life sciences and healthcare

• Supply chain logistics

• Digital and automation technologies

• Hospitality and tourism 

• Animation and gaming software

• Sports science and medicine

• Wealth management and financial planning

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 higher 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 out to the ASEAN market.

MARKET RESOURCES

• Council for Private Education, http://www.cpe.gov.sg

• Ministry of Education, http://www.moe.gov.sg

• EducationUSA, https://educationusa.state.gov
98 U.S. Commercial Service

CONTACTS

Erin Doby

EducationUSA Coordinator

dobyeo@state.gov

(65) 6476-9057

CHAN Y K

Commercial Specialist

yiukei.chan@trade.gov 

(65) 6476-9029

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United States and 

in more than 75 countries, the U.S. Commercial Service of the U.S. Department of Commerce utilizes 

its global presence and international marketing expertise to help U.S. companies sell their products 

and services worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you 

by visiting http://export.gov/usoffices.
Education & Training Services Guide | 2018 99

SOUTH KOREA

Capital: Seoul

Population: 51,181,299 (July 2017 est.)

GDP: $1.9 trillion (2016 est.)

Currency: South Korean Won (KRW)

Language: Korean, English

OVERVIEW

Korea’s declining demographics and increased options to learn English while staying home 

mean fewer Korean students are studying in the United States. Despite these challenges, 

however, Korea still presents good opportunities—If U.S. educational entities are prepared 

to meet a highly sophisticated, demanding, and brand-oriented market. South Korea is 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. In the 2016/17 academic year, 58,663 

students from South Korea were studying in the United States (down 3.8% from the previous 

year). Overseas education has become a standard in South Korea and parents of upper 

middle class are willing to spend a large portion of their income on their children’s overseas 

education, expecting high future returns. What it takes to attract Korean students and 

penetrate the dynamic and highly saturated Korean education market is the approach with an 

on-going and growing relationship with Korea, with Korean students, their schools, and with 

Korean parents. 

TRAINING SERVICES

Specialized business training programs that are focused on narrowly defined skills and 

knowledge are well received in the Korean market. A proven track record with some namebrand companies is the key element to succeed in the market. Internationally well-known 

US players have successfully built strong reputations in the Korean market for over 30 years. 

Korean firms weighing their options among the plethora of overseas training programs look 

closely at pricing and localization of the program. Companies previously accepted, without 

question, programs designed for the U.S. business environment, but now take a more 

sophisticated approach to ensure the applicability to the local Korean business environment.

MARKET ENTRY

Education

Traditional ways of recruiting students such as participating in education fairs and contracting 

recruitment agents are utilized less. Korean students and parents are equipped with a vast 

amount of information on educational opportunities in the U.S. School reputation and costs 

are two key elements in choosing their study destinations. Koreans prefer educational entities 

that have a long-term commitment to Korea and its students. Building people-to-people 

networks through alumni advocacy as well as developing and broadening exchange programs, 

which could, in turn, raise the profile of the U.S. institution, definitely helps U.S. schools attract 

Korean students to the United States. 
100 U.S. Commercial Service

Training

Business consulting firms are typical potential partners as they have related knowledge and 

customer connections. A majority of consulting firms are SME operations. Korea is rich in 

chambers and associations that could be another possible venue to approach this market. 

Two major local players, Korea Management Association Consultants and Korea Productivity 

Center with more than 70% of Korea’s corporate training market share, not only develop their 

own programs but also partner with foreign firms to diversify their course offerings.

CURRENT DEMAND

Education

• Long-term undergraduate programs are considered the best value. The perception of 

U.S. universities of academic research and prestige as well as the chance to be equipped

with English proficiency remains a strong draw for Koreans.

• One or two semester exchange programs that incorporate other value-added components

such as internships have gained popularity.

• More Korean students are employing strategies to study at a community college or 4-year

college in low living cost states before transferring to their desired 4-year college.

Training

• Technically focused training programs offering a license or certificate directly related to

trainee’s career advancements have a growing potential. 

MARKET RESOURCES

• Ministry of Education (MOE), english.moe.go.kr

• Education USA, http://seoul.usembassy.gov/ack_edu.html 

• Fulbright (Korean-American Educational Commission), fulbright.or.kr/xe/index 

• Korea Overseas Studying Association (KOSA), kosaworld.org

CONTACT

Young Hee Koo

Commercial Specialist

younghee.koo@trade.gov

(822) 397-4396

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United States and 

in more than 75 countries, the U.S. Commercial Service of the U.S. Department of Commerce utilizes 

its global presence and international marketing expertise to help U.S. companies sell their products 

and services worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you 

by visiting http://export.gov/usoffices.
Education & Training Services Guide | 2018 101

SPAIN

Capital: Madrid

Population: 48,958,159 (July 2017 est.)

GDP: $1.6 trillion (2016 est.)

Currency: Euro (EUR)

Language: Castilian Spanish (official)

OVERVIEW

According to the Institute of International Education’s 2017 Open Doors report, Spain is 

ranked 24th among countries sending students to the U.S. for higher education and training 

services. During the 2016/2017 academic year, 7,164 Spanish students were enrolled in 

undergraduate, graduate, OPT, or Intensive English Programs in the U.S. This was an 7.9% 

increase over the previous academic year. Spanish students in the U.S. are fairly evenly divided 

between the graduate and undergraduate levels. In 2016/17, their breakdown was as follows: 

39.2% undergraduate; 28.7% graduate students; 20.7% other; 11.4% OPT (Optional Practical 

Training). Spain is also the third most popular host for American students, with 29,975 in the 

2015/16 academic year. 

Spanish students are actively seeking study abroad opportunities, and many take full 

advantage of the European Union’s Erasmus program for exchange within Europe. 37,235 

Spanish students participated in an Erasmus program during 2013/14. Spanish students also 

value educational opportunities highly in English speaking countries outside the EU including 

the United States, Australia and Canada. 

Spain sends around 1,000 high school grade students every year to the U.S. These opportunities 

are very popular with Spanish families seeking opportunities for their children to immerse 

themselves in an English speaking academic environment. There has also been increased 

demand for summer camps and ESL programs in the U.S. 

280,627 students, mostly 18 year olds, participated in the 2016 official exams to attend Spanish 

universities, and 246,400 obtained a passing grade.

Regarding training services, e-learning based applications that focus on the corporate environment 

are growing significantly. The association, Apel, is a reference for this segment of companies. 

Currently, most traditional management training companies are present in the market.

MARKET ENTRY

Spain is a stable and mature market for inbound students. An onsite partner network and/

or accredited representatives are recommended to drive and support student recruitment. 

There are qualified education-focused local agencies that develop and support K-12, 

summer courses, intensive English, higher education and corporate development programs. 

Social media outreach is also widely used as well as partnership agreements with Spanish 

universities. The EducationUSA annual student trade fair is an additional outreach tool. 

It is recommended to look beyond Madrid and Barcelona, the two largest cities, for student 

recruitment in Spain.
102 U.S. Commercial Service

For education technology companies and training services providers, the use of experienced 

channel partners is recommended. The Simo Trade Show in Madrid or BETT Show in London 

are excellent venues to connect with potential Spanish partners in this area. 

OPPORTUNITIES

Spanish student enrollment in graduate programs has had consistent growth in the past 

couple of years and should continue to offer opportunities in the U.S. education market. One 

third of Spanish students studying in the U.S. are enrolled in graduate programs. 

The most popular academic fields of study for Spanish students in higher education in the US are:

• Business

• Management

• Social Sciences

• Humanities

• Engineering

E-learning, blended programs and intensive ESL programs offer additional opportunities, as 

well as optional practical training programs. Spanish students are very sensitive to cost when 

selecting education options and value dual accreditation courses. 

There is increased interest in Spain on widely-recognized professional certifications and 

training that would improve employment prospects, in areas such as project management, 

coding, and financial advising. 

TRADE EVENTS

AULA (Madrid) 

February 28-March 4, 2018, 

www.ifema.es/aula_01/

Foro de Posgrado (Madrid) 

March 1-3, 2018, 

http://www.ifema.es/forodepostgrado_01/

Saló de l’Ensenyament (Barcelona) 

March 14-16, 2018,

http://www.ensenyament.com/ 

SIMO (Madrid) 

November 13-15, 2018, 

http://www.ifema.es/simoeducacion_06/

MARKET RESOURCES

• Ministry of Education, Culture and Sports – (Education Statistics)

http://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas

• EducationUSA - Spain, www.educationusa.info/Spain

• Fulbright - Spain, www.fulbright.es 
Education & Training Services Guide | 2018 103

• ASEPROCE - Spanish Association of Promoters of Courses Abroad, www.aseproce.org 

• Institute of International Education – Open Doors data, Spain - Country Factsheet

CONTACT

Jesus Garcia

Commercial Specialist (Education)

U.S. Commercial Service 

Tel: +34 913 081 578

jesus.garcia@trade.gov 

www.export.gov/Spain
104 U.S. Commercial Service

TAIWAN

Capital: Taipei

Population: 23,508,428 (July 2017 est.)

GDP: $1.1 trillion (2016 est.)

Currency: New Taiwan Dollar (TWD)

Language: Mandarin Chinese (official)

OVERVIEW

Education

According to the IIE Open Doors Report, in the 2016/17 academic year, 21,516 students from 

Taiwan were studying in the United States (up 1.8% from the previous year). The increase is 

very encouraging as the number of Taiwan students going to the U.S. has been in decline 

for the past eight years. Taiwan is the seventh leading place of origin for students coming 

to the United States. The majority of Taiwan students in the U.S. study at the graduate level, 

the breakdown being: 30.4% undergrad; 41.6% graduate students; 8.4% other; 19.6% OPT 

(Optional Practical Training). 

Taiwan’s education landscape is currently undergoing a major overhaul to address the issue 

of overcapacity in the higher education sector and a gap between higher education and the 

job market. The main reason causing the oversupply of universities is the steep decline in 

the birthrate. It is estimated that by 2023, the number of college entrants will be at 184,000, 

comparing with 271,108 in 2013, the 32% decline is a major concern for the shortage of 

labor in the future workforce and 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 to oversee the forming of alliance among higher education institutions, 

as well as fostering collaboration between domestic and foreign universities, encouraging 

the establishment of experimental branch campuses, independent colleges, or certificate 

programs/courses. So far, MOE has approved 9 in-country joint programs between Taiwan 

and foreign universities, including four from the U.S. MOE hopes to introduce international 

curricula, faculty, and other high-quality educational resources through collaboration, thus 

enhancing the quality of teaching and learning. Higher quality of teaching and research goes 

in tandem with higher education export value, which will recruit students from neighboring 

countries to pursue their studies in Taiwan. 

Based on CS Taiwan’s observations of the changes in the Taiwan market in recent years, it is 

worth mentioning that with the low birth rate and families having fewer kids, more and more 

Taiwan students are going to the U.S. at a younger age. With limited admission slots at the 

top local universities and complications created by recent changes in the local high-school 

and college entrance requirements, some parents find it challenging to prepare their kids and 

would prefer to send them abroad at a younger age to give them a wider range of options in 

the future. This can be seen by the growing popularity of youth summer camps in the U.S., as 

well as the increase in the number of bilingual international schools that are set up in Taiwan 

to prepare local students to study in foreign universities. In addition, CS Taiwan has been 

supporting the Association of Boarding Schools (TABS) Fair for the past decade and we have 

seen demonstrable growth in the number of U.S. exhibitors as well as families attending the 

fair for the past few years. In addition, based on the IIE Open door’s report for the past five 
Education & Training Services Guide | 2018 105

years, the percentage of Taiwan students studying in the U.S. at the undergraduate level has 

risen significantly, from 24.8% in 2010 to 30.1% in 2016, 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 deeper, an encouraging positive 

trend. All this points in the direction of growth in the high school and undergraduate market 

segments.

Taiwan has more than 55,000 students going abroad each year for degree, exchange, language 

and working holiday programs. Traditionally, the major foreign recruiters are from Englishspeaking countries such as the UK, Australia, Canada and New Zealand. In recent years, Asian 

neighboring countries such as Japan, Hong Kong, China and Singapore are becoming very 

active in recruiting Taiwan students or partnering with Taiwan schools. Going abroad to study 

is now more of a consumer’s choice, with students becoming savvier and selecting programs 

that offer the best value for the time and money spent. 

Taiwan is a stable and mature market for U.S. institutions. 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. In order to maintain the leading position, U.S. schools should pursue deeper 

partnerships with Taiwan institutions for student/scholarly exchanges or joint degree 

programs. 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

Another area worth mentioning is the growing interest of innovative approaches in learning 

in the education sector. The growing sophistication and application of MOOCs is indicative 

of the increasing integration of IT into education. Educators are embracing education IT as 

they see it as a way to extend educational resources to a broader audience, as well as design 

more personalized learning curriculum. Game-based learning has become increasingly 

popular among teachers at all levels so companies are seeing opportunities in supplying the 

technology and content. One area that widely utilizes education IT is language learning since 

there is a huge population learning foreign languages in Taiwan and being able to personalize 

a learning plan on mobile devices is very important. Given Taiwan’s new administration’s 

emphasis on innovation and Taiwan’s strength in the IT sector, we believe the education IT 

sector will grow significantly in the next few years. 

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.
106 U.S. Commercial Service

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), co-sponsored by CS Taiwan

• USEAS Study World, co-sponsored by CS Taiwan

• The Association of Boarding Schools Fair (TABS), co-sponsored by CS Taiwan

• AIEF Education Foundation Fair (AIEF)

• The MBA Tour

• QS Top MBA Fair

CURRENT DEMAND

• Degree 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

• Education IT

MARKET RESOURCES

• Taiwan Ministry of Education, english.moe.gov.tw

• Oh! Study Education Center, ohstudy.net/expo

• USEAS Study World, useas.com.tw/us-study-world.php

• American International Education Foundation (AIEF), aief-usa.org

• Top MBA Tour, topmba.com

• The MBA Tour, thembatour.com

• The Association of Boarding Schools Fair (TABS), tabs.org

CONTACT

Grace Tao

Commercial Specialist

grace.tao@trade.gov

886-2-2720-1550 x383
Education & Training Services Guide | 2018 107

THAILAND

Capital: Bangkok

Population: 68,414,135 (July 2017 est.)

GDP: $1.1 trillion (2016 est.)

Currency: Baht (THB)

Language: Thai (official)

OVERVIEW

Thailand is focused on improving its education system to increase the competitiveness of the 

nation’s human capital. The Government’s objective is to prepare students to work and to 

thrive in an international community. With educational attainments, Thailand aims to better 

leverage the opportunities presented in 2015 by the implementation of the ASEAN Economic 

Community (AEC).

The Ministry of Education issued an action plan to promote the development of Thailand 

into an international education hub in the ASEAN region. One of the most urgent tasks is to 

develop students’ proficiency in the English language as well as local languages of neighboring 

countries. In English achievement, Thailand still lags far behind other major ASEAN countries, 

such as Singapore, Malaysia, the Philippines, and Indonesia. Hence, the number of English 

language schools and language training centers is growing in order to meet the demand for 

students with higher levels of English proficiency. 

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 21,000 foreign undergraduate 

students studying in Thailand, the majority of whom are from China (approximately 22 

percent), followed by Myanmar, Cambodia, and Korea.

BEST PROSPECTS/SERVICES

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 2016/2017 Open Doors report, prepared by Institute of International 

Education (IIE) in 2017, there were 6,893 Thai students studying in the U.S.A comprised of 40 

percent undergraduates, 37 percent post-graduates, 12 percent Optional Practical Training 

(OPT) students, and 8 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 non-degree programs and 

OPT increased 21.3 percent and 11 percent respectively. 

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 Englishintensive 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 in order 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. 
108 U.S. Commercial Service

The most popular academic programs are: 

• Business Administration

• Engineering 

• Culinary 

• Art

• Aviation

• 4-6 week summer language training and cultural programs

• One-year exchange programs at high schools

• Boarding high schools

MARKET ENTRY AND 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 in Thailand to 

promote their institutions, which increases their accessibility in comparison to high schools in 

the U.S. who 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 the Brexit.

The number of bilingual and international schools in Thailand is increasing, with a total of 200 

schools and 30,000 – 40,000 international 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.

Scholarships are being offered to Thai students 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. 

MARKET RESOURCES 

• Thai International Education Consultants Association (TIECA), www.tieca.com 

• Office of Civil Service Commission (OCSC), www.ocsc.go.th 

CONTACT

Commercial Specialist 

Thanyathorn Voravongsatit 

Phone: +662-205-5282

Fax: +662-255-2915

tvoravon@trade.gov 
Education & Training Services Guide | 2018 109

TURKEY

Capital: Ankara 

Population: 80,845,215 (July 2017 est.)

GDP: $1.9 trillion (2016 est.)

Currency: Turkish Lira (TRY)

Language: Turkish (official)

OVERVIEW

Turkey’s population of 79 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 2017, there are 119 public and 67 private foundation universities serving five 

million students in various academic programs. 2016 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 $4,000 to $20,000 per 

year. Many outstanding students of limited means are able to 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 33,000 

Turkish students go abroad for university education. U.S. colleges and universities already 

attract around one third of these students for undergraduate and graduate programs, as well 

as specialized training.

The Institute of International Education’s Open Doors 2017 Statistics show that Turkey, with its

10,586 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:
110 U.S. Commercial Service

Undergraduate: 3,521

Graduate: 4,776

Other (Language, Training, OPT Courses): 2,289

OPT (Optional Practical Training): 1,468

Close to half of the Turkish students in U.S. universities are studying for their graduate degrees.

BEST PROSPECTS/SERVICES

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)

MARKET ENTRY & OPPORTUNITIES

There are more students interested in quality higher education programs than can be 

accommodated by the most popular Turkish universities. Thus, good opportunities exist for 

American universities and colleges to explore a rapidly growing market. The results of the 

central university placement exam in Turkey are not announced until beginning of August. 

Overseas schools that can accept unmatched or dissatisfied students for the second semester/

quarter have an advantage.

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 top “brand name” universities. Cost is not a critical 

factor in their decision-making process as the scholarship sponsors pay for their entire studies 

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.
Education & Training Services Guide | 2018 111

Many students and professionals opt for supplementary English language education to 

improve their command of English, as fluency in English provides a competitive advantage 

in job hunting and career prospects. This opportunity gives U.S. firms a chance to compete 

in the market by providing private English language courses in Turkey and intensive language 

programs in the United States.

MARKET RESOURCES

• Turkish Ministry of National Education: http://meb.gov.tr 

• Higher Education Council of Turkey, http://www.yok.gov.tr/ 

• Education USA Turkey, https://educationusa.state.gov/search/node/Turkey

• The Turkish Fulbright Commission, http://fulbright.org.tr/en/

• Institute of International Education, http://www.iie.org 

• U.S. Commercial Service Turkey: http://export.gov/turkey/ 

CONTACT

Ms. Perim Akguner

Commercial Specialist

Perim.Akguner@trade.gov

Tel: [90] 212-335 9197
112 U.S. Commercial Service

UKRAINE

OVERVIEW

Education

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. 

According to the World Economic Forum’s Global Competitiveness Report, Ukraine ranks 31 

out of 144 countries in primary school enrollment, 41st in secondary education, and 13th in 

higher education. In 2016/17 the number of students in primary and secondary school reached 

3,846,000, in vocational school – 285,800 and in higher education – 1,586,700 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 129 percent to reach 59,648 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, 

1,817 Ukrainian students went to the U.S. to study in 2016-2017, which is 8.2 percent more 

than in 2015-2016. 45 percent of Ukrainians studying in the U.S. pursue bachelor degrees, 

36 percent enroll in master’s programs, 13 percent take optional practical training, and six 

percent go for non-degree programs.

To gain more insight into Ukraine’s international student market, in the summer of 2016 the 

U.S. Commercial Service in Kyiv (CS Kyiv) conducted two online surveys regarding the demand 

for study abroad programs – one among Ukrainian students and one among Ukrainian 

education companies (i.e. agents). 

The survey results revealed that 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 high-quality 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.
Education & Training Services Guide | 2018 113

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.

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.

TRADE 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

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. 

MARKET 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

TRAINING SERVICES

The market for training services in Ukraine has been actively developing since 2000. The most 

popular are entrepreneurship, personal development and customized corporate trainings. 

The market is mostly represented by local players and coaches. However, the “Big Four” 

corporations – Deloitte&Touch, Ernst&Young, KPMG and Price Waterhouse Coopers have 

their offices in Kyiv as well. Moreover, well-known coaches such as Nick Vujicic and Jordan 

Belfort have visited Ukraine and gave lectures in the last three years. 

Prepared by our U.S. Embassies abroad. With its network of 108 offices across the United States and 

in more than 75 countries, the U.S. Commercial Service of the U.S. Department of Commerce utilizes 

its global presence and international marketing expertise to help U.S. companies sell their products 

and services worldwide. Locate the U.S. Commercial Service trade specialist in the U.S. nearest you 

by visiting http://export.gov/usoffices.
114 U.S. Commercial Service

UNITED ARAB EMIRATES

Capital: Abu Dhabi 

Population: 6,072,475 (July 2017 est.)

GDP: $691.9 billion (2017 est.)

Currency: Dirham (AED)

Language: Arabic (official), Persian, English, Hindi, Urdu

OVERVIEW

Education remains a top government priority in the United Arab Emirates (U.A.E.) vis-à-vis 

the country’s sustainable development goals and, as such, this sector has experienced rapid 

expansion. Over the next few years, the number of private schools in Dubai and Abu Dhabi is 

projected to grow dramatically in anticipation of significantly increased enrolments – 400,000 

students in Dubai by 2020, and 283,800 in Abu Dhabi by 2021; compared to 265,299 and 

238,632 respectively in Dubai and Abu Dhabi in 2016. 

The U.A.E. Vision 2021 focuses on the development of a first-rate education system. This will 

require a complete transformation of the current education system and teaching methods. 

New initiatives are being launched at all educational levels. A key area of focus has been 

to transform K-12 programs, to ensure that U.A.E. students are fully prepared to attend 

universities around the world and compete in the global marketplace.

The U.A.E. government committed 21.2 percent of its 2016 federal budget for the development 

of educational infrastructure, realizing the need to invest in educating its future generations 

to ensure growth and to maintain social stability. Due to the transient nature of the expatriate 

population in the U.A.E., parents prefer to enroll their children in international schools. Almost 

58 percent of the U.A.E. nationals send their children to private rather than public schools. 

Hence, demand for private education has been on the rise in the U.A.E., leading to strong 

overall growth in the education sector. As indicated by several educational entities and private 

investors, the private education market will require an additional 52 educational facilities 

across multiple curricula, out of which 10 will be American schools. Several local operators are 

in demand to introduce K-12 American schools, especially in Abu Dhabi and Dubai. 

MARKET ENTRY

It is essential that American institutions understand the regulatory framework in which the 

U.A.E. school will operate. The education system in the U.A.E. 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) – Formerly known as Abu 

Dhabi Education Council (ADEC) - Established in 2005, ADEK was primarily responsible for 

the management and administration of the Emirate’s public schools and also acted as the 

regulatory body that provides 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. On September 14, 2017, 
Education & Training Services Guide | 2018 115

ADEK- has been made a government department according to a decree issued by President 

Sheikh Khalifa. It is now named the Department of Education and Knowledge (ADEK). 

The MoE and ADEK announced a plan to begin a process to achieve the standardization of 

their 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, KHDA is 

responsible for inspecting all private schools in Dubai to ensure proper quality of education, 

from early learning to higher and continuing education.

One of the key challenges of establishing quality schools in the U.A.E. is the high funding 

requirement. Typical cost of developing a school with a capacity between 1,800-2,000 students 

could range between US$50-$60 million, provided that the land is purchased upfront. Foreign 

K-12 school entrants to the U.A.E. market - who are unable to make significant financial 

commitments - seek private investors to enter into licensing and operating agreements 

with investors under which the latter are entitled management fees. Other options include 

operators forming and owning an operating company (OpCo) and the investor investing in 

land and property (PropCo), or creating joint venture (JV) with an investor. However, each 

of these options has financial, operational, and legal considerations about which operators 

should seek professional advice before entry into any agreement. 

The United States continues to be the preferred destination of overseas study for Emirati 

students going to the U.S. on government scholarships, these students come from a public 

school background. Student’s mobility increased as a result of these government scholarships 

available to students at the graduate and undergraduate levels, both locally and overseas. 

According to the Open Doors Report, there has been a 5.7 percent decline in the number 

of Emirati’s studying in the United States, 2,753 Emirati students in 2016-2017 compared to 

2,920 in 2015–16. Most of the Emirati students in the U.S. are on a government sponsored 

scholarship. 

CURRENT MARKET TRENDS 

• U.A.E. education sector is growing and attracting billions of investment dollars. 

• Population is predominantly expatriates, constituting 91 percent in Dubai and 55 percent

in Abu Dhabi. 

• Rapid pace of enrollment across K-12 and higher education institutions. 

• Strong preference for international schools as they are perceived to provide better quality

of education; the U.A.E. has a total of

518 international private schools, the largest number of private schools in the world. 

• Rising demand versus flat supply of education facilities. 

• Excellent ease of doing business. 

The U.A.E. government launched in 2012 the Mohammed Bin Rashid Smart Learning Program 

(MBRSLP), a new curriculum with greater emphasis on teaching technology and the 21st 

century skills. By 2019, the program will be applied in all government schools across all grades. 

The MoE is currently implementing a new Design, Technology & Innovation Curriculum 

designed to promote Computational Thinking. Part of the curriculum change is to implement 
116 U.S. Commercial Service

Robotics labs in selected schools in 2017/2018, which will expand across all MoE schools in 

the coming years. The technology-based learning solutions company Atlab has been working 

closely with MoE and ADEC for the last five years to implement robots as part of the school 

program. The robots will focus on assisting students with classroom, social behavior and 

engagement. 

The launched Teachers and Educational Leadership Standards (TELS) and Licensing Project in 

August 2016 aimed to meet targets of the U.A.E. National agenda, aligned to U.A.E. vision 2021. 

• The teacher’s license process in the U.A.E. became mandatory for all teachers as of

September 2017. 

A new policy framework aimed at promoting greater inclusion in Dubai’s private education 

sector was announced last November by KHDA. The framework applies to all education sectors 

across Dubai including early childhood services, special needs centers, as well as primary, 

secondary and higher education providers. It also empowers education providers, regulatory 

authorities and governing bodies in Dubai to closely monitor progress and compliance.z

CURRENT DEMAND 

• K–12 U.S. curriculum schools

• STEAM and STEM training programs for teachers 

• STEAM and STEM camps for students 

• Programs to integrating STEM in Next Generation Science Standards (NGSS) 

• Flipped classrooms 

• Teachers Licensing and Accreditation Programs 

• Digital and E-learning programs 

TRADE EVENTS 

Global Education Supplies and Solutions (GESS), 

February 27- March 1, 2018 – Dubai World Trade Center, Dubai 

http://www.gesseducation.com/

Global Education and Skills Forum (GESF) 

March 17-18, 2018 – Atlantis the Palm, Dubai 

https://www.educationandskillsforum.org/

EduTech Middle East 

November 2018 - Dubai 

http://www.terrapinn.com/exhibition/edutech-middle-east/

NAJAH Education & Training Exhibition,

October 31- November 2, 2018 - ADNEC, Abu Dhabi 

http://najahonline.com

MARKET RESOURCES 

• Ministry of Education, www.moe.gov.ae

• Knowledge and Human Development Authority (KHDA), www.khda.gov.ae/en
Education & Training Services Guide | 2018 117

• Abu Dhabi Education Council (ADEC), www.adec.ac.ae/en

• World Bank Data 

• EducationUSA, www.educationusa.state.gov

• U.S. Commercial Service UAE, 

https://www.export.gov/article?id=United-Arab-Emirates-Education

CONTACTS

Ashok Ghosh 

Commercial Specialist 

ashok.ghosh@trade.gov 

+971 4 309 4935 

Maya Najm

Commercial Specialist

maya.najm@trade.gov

+971 2 414 2518
118 U.S. Commercial Service

UNITED KINGDOM

Capital: London

Population: 64,769,452 (July 2017 est.)

GDP: $2.7 trillion (2016 est.)

Currency: British Pound (GBP)

Language: English

OVERVIEW

According to the Institute of International Education’s 2017 Open Doors Report, the United 

Kingdom has decreased in rank from 12th to now 14th among senders of students to the 

United States. The UK has consistently ranked in the top 15 for many years and has been 

the number one sender in Europe for the past 3 years. After eight consecutive years of 

growth capped by a record high in 2015/16, the number of British students declined by 1% 

to a new total of 11,489 in 2016/17. The majority of British students in the United States are 

undergraduates (50%). Graduates make up 24%, and the remaining students are categorized 

as Other (16%) and Optional Practical Training (10%). 

British Students Studying in the United States 

Academic Years 1998/99 through 2016/17

Source: Institute of International Education Open Doors 2017

In the 2016-17 academic year, UK students at U.S. colleges and universities contributed $470 

million to the U.S. economy (approximately $40,909 per student). 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, with 12% market 

share. 

BEST PROSPECTS/SERVICES

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 
Education & Training Services Guide | 2018 119

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. British students reported several main resources that influenced 

their educational decisions:

• University website

• Open days (campus visitation)

• Prospectus (published material on universities and degree programs)

BARRIERS/CONCERNS

The following concerns were highlighted by UK students surveyed by the U.S.-UK Fulbright 

Commission: 

• Healthcare

• Level of tuition fees

• Visas

• Personal safety and security

• Reputation and recognition of institution

In June 2016, the British public voted to leave the European Union (Brexit). One of the major 

short-term economic impacts of Brexit is the weakening of the British Pound Sterling in relation 

to the U.S. dollar. A weak pound makes a U.S. education more expensive for UK students, posing 

additional challenges to student recruitment. 

MARKET ENTRY AND OPPORTUNITIES

Exchange programs and partnerships with British universities are a common method of market 

entry. For U.S. schools 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. Since tuition fees were introduced in 1998, they have 

risen steadily. In 2017/18 the tuition cap was raised from £9,000 ($11,700) to £9,250 ($12,025). 

While EU students currently pay the same tuition as UK students, this may increase considerably 

after the UK leaves the EU and would discourage EU students from UK study. 

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 and continuing 

to grow, but challenges are expected in the years ahead as the UK exits the European Union in 

March 2019. 

TRADE EVENTS

U.S.-UK Fulbright Commission’s USA College Day (late September, annually) 

http://www.fulbright.org.uk/events/usa-college-day-2018
120 U.S. Commercial Service

Butex Conference (May 2018)

http://www.butex.ac.uk/event.php?eid=55

WhatCareerLive/What University Live (March and October 2018)

https://www.whatcareerlive.co.uk/

The Student World (March 2018)

http://thestudentworld.edufindme.com/

MARKET RESOURCES

• U.S.-UK Fulbright Commission, Through the Fulbright Advisory Service, the U.S.-UK

Fulbright Commission represents

EducationUSA in the UK market. www.fulbright.org.uk 

CONTACT

Chrystal Denys

Commercial Specialist, Education & Training

U.S. Commercial Service London

Tel: +44 20 7894 0432

Chrystal.Denys@trade.gov 

Website: www.export.gov/UnitedKingdom
Education & Training Services Guide | 2018 121

VIETNAM

Capital: Hanoi

Population: 96,160,163 (July 2017 est.)

GDP: $595.4 billion (2016 est.)

Currency: Dong (VND)

Language: Vietnamese (official)

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 16 

straight years, according to the Institute of International Education’s (IIE) annual “Open Doors” 

Report. In the 2016-2017 academic year (AY), Vietnam topped Southeast Asia and remains the 

sixth leading country of origin for all international students in the United States, with 22,438 

students, up 1,035 students (nearly 5%) since the previous year. 

Of the 22,438 Vietnamese students in the United States, 68 percent were undergraduates, 

15.6 percent were graduate level students, 9 percent enrolled in Optional Practical Training 

(OPT), and the remaining 7.4 percent were pursuing non-degree programs.

LEADING SUB-SECTORS

Engineering, Business and Management, and Math and Computer Science remain the top 

selected fields of study by international students in AY2016-17. Math and Computer Science 

were the fastest growing fields of study with a positive change of 18 percent from AY 2015-16. 

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 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. 

The data also revealed that Vietnam is becoming a more popular destination for American 

students. In AY2016-17, Vietnam welcomed 1,012 students from the United States, an increase 

of 9.8 percent.
122 U.S. Commercial Service

OPPORTUNITIES

Coming on the heels of President Trump’s visit, this data demonstrates the increasingly strong 

ties between the United States and Vietnam. 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

WEB RESOURCES

Information about studying in the USA is available at the Education USA website, representing 

a global network of more than 400 advisory centers supported by the Bureau of Educational 

and Cultural Affairs at the U.S. Department of State: 

http://educationusa.state.gov/ 

Higher Engineering Education Alliances: www.heeap.org 

Institute of International Education: http://iievn.org 

Vietnam Education and Training Center: www.vetecusa.com 

Viet Abroader: www.vietabroader.org 

Vietnam Education Foundation: www.vef.gov

CONTACTS 

Ms. Ngo Anh, Commercial Specialist, U.S. Commercial Service Hanoi, American Embassy in 

Hanoi. E-mail: Ngo.Anh@trade.gov 

Ms. Nguyen Huong, Commercial Assistant, U.S. Commercial Service Ho Chi Minh City, U.S. 

Consulate General in HCMC. E-mail: Huong.Nguyen@trade.gov
Education & Training Services Guide | 2018 123

Country # of Students 

Abroad in the U.S.

% of Undergraduate 

Enrollment

% of Graduate 

Enrollment

% of Other: ESL*/

OPT*HE*

Argentina 2,219 39% 41% 20%

Australia 4,933 49% 23% 28%

Brazil 13,089 48% 30% 21%

Bulgaria 929 42% 36% 22%

Canada 27,065 49% 37% 14%

Chile 2,523 27% 51% 22%

China 350,755 41% 37% 23%

Colombia 7,982 41% 38% 21%

Czech Republic 772 52% 26% 22%

Denmark 1,490 37% 15% 49%

Egypt 3,715 41% 45% 14%

Finland 737 55% 19% 27%

France 8,814 35% 27% 38%

Germany 10,169 31% 26% 43%

Hong Kong 7,547 65% 15% 20%

India 186,267 12% 56% 32%

Israel 2,393 29% 50% 22%

Japan 18,780 48% 16% 36%

Kazakhstan 1,792 52% 27% 21%

Kenya 3,189 57% 27% 16%

Kuwait 9,825 73% 9% 18%

Lebanon 1,556 32% 45% 23%

Malaysia 8,247 68% 15% 17%

Mexico 16,835 56% 24% 20%

Nigeria 11,710 50% 36% 14%

Norway 2,293 61% 13% 26%

Peru 3,200 47% 34% 19%

Philippines 3,006 54% 30% 16%

Qatar 1,420 86% 7% 7%

Romania 1,173 41% 39% 20%

Russia 5,412 43% 36% 21%

Saudi Arabia 52,611 62% 23% 15%

Singapore 4,677 48% 30% 22%

South Korea 58,663 51% 28% 13%

Spain 7,164 39% 29% 32%

Sweden 4,053 63% 9% 27%

Taiwan 21,516 30% 42% 28%

Thailand 6,893 41% 38% 22%

Turkey 10,586 33% 45% 22%

United Arab Emirates 2,753 73% 13% 14%

United Kingdom 11,489 50% 24% 26%

Vietnam 22,438 68% 16% 16%

Source: IIE Open Doors 2017:https://www.iie.org/en/Research-and-Insights/Open-Doors/Open-Doors-2017-Media-Information

2017 MARKET SIZES BY COUNTRY
124 U.S. Commercial Service

2018 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
Education & Training Services Guide | 2018 125

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
126 U.S. Commercial Service

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
Education & Training Services Guide | 2018 127

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
128 U.S. Commercial Service

THANK YOU 

to our marketing partners for their support of the U.S. Pavilion at NAFSA 2018

Establish partnerships 

with other

higher education institutions

For more information visit www.icef.com/HEPF

or email: contact@icef.com

Save the date 

September 11, 2018

ICEF HE Partnership Forum

Geneva, Switzerland

Door-to-door International Shipping

· Small Packages or 

 Heavy Cargo

· Fulfillment & Packaging

· Marketing Mailings

· Storage & Inventory 

 Control

· Customs Brokerage & 

 Duty Deferment

Wherever in the world they 

venture, international educators 

can be sure OCS will ship there. 

With 250 stations worldwide, we 

are everywhere on your itinerary. 

Whether it’s for recruitment fairs, 

international conferences or 

independent travel, OCS is the 

smartest choice for door-to-door 

international express shipping.

www.OCSworld.com

info@OCSworld.com
Education & Training Services Guide | 2018 129

INTERNATIONAL

 CONTACTS
130 U.S. Commercial Service

A

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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 Salleguen, Commercial Specialist

43-1-31339 2203

robee.sallegue@trade.gov

Azerbaijan

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

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Canada—Toronto

Ruth Williamson, Commercial Specialist

(416) 595-5412, ext. 238

ruth.williamson@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
Education & Training Services Guide | 2018 131

+4533417202

sabina.kroigaard@trade.gov

Dominican Republic— Santo Domingo

Maria Elena Portorreal, Senior Commercial 

Specialist

(809) 368-7220

maria.portorreal@trade.gov

E

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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

Yemesrach Kassu, Commercial Assistant

+251 (0) 11 130 6794

yemesrach.kassu@trade.gov

European Union

Julie Carducci, Commercial Officer

+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

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Germany—Frankfurt

Ulrike Riegeler, Commercial Specialist

49-69-7535-3157

ulrike.riegeler@trade.gov

Ghana—Accra

Joseph Snapp, Commercial Specialist

+233-30-274-1329

joseph.snapp@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

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Honduras—Tegucigalpa

Rossana Lobo, Senior Commercial Specialist

(504) 2236-9320, x4842

rossana.lobo@trade.gov

Hong Kong

Kimmy Lee, Commercial Specialist

+852 2521-5950

kimmy.lee@trade.gov

Hungary—Budapest

Csilla Viragos, Commercial Assistant

+36 (1) 475-4090

csilla.viragos@trade.gov

I

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India—Ahmedabad

Sangeeta Taneja,

Commercial Specialist

+91 79 2656 5210

manjushree.phookan@trade.gov
132 U.S. Commercial Service

India—Bengaluru

Srinivasa Murthy,

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 DSilva, Commercial Assistant

+91 402 33 04025

annette.dsilva@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

Alan Wielunski, Commercial Specialist

+972-3-519-8526

alan.wielunski@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 

Muna Farkouh, Senior Commercial Specialist

962-6-590-6057

muna.farkouh@trade.gov

K

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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

Xavier Muthu, Commercial Specialist

(965) 2259-1456

xavier.muthu@trade.gov
Education & Training Services Guide | 2018 133

L

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Lebanon—Beirut 

Naaman Tayyar, Senior Commercial Specialist

961-4-544860

naaman.tayyar@trade.gov

Maya Barhouche, Commercial Assistant

961-4-544860

maya.barhouche@trade.gov

M

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Malaysia—Kuala Lumpur 

Joanne Looi, Commercial Specialist 

60-3-2168-5048

joanne.looi@trade.gov

Mexico—Guadalajara

Juan Herrera, Commercial Specialist

52-33-3615-1140 x103

juan.herrera@trade.gov

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

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New Zealand—Auckland 

Dhiraj Mani, Commercial Specialist

64 (9) 3032724 x2867

dhiraj.mani@trade.gov 

Nicaragua—Managua

Lilliam Baez, Commercial Specialist

(505) 2252-7100 x7371

baezlau@state.gov

Nigeria—Lagos

Jennifer Woods, Commercial Officer

234-1-460 3618 

jennifer.woods@trade.gov

Norway—Oslo

Heming Bjorna, Commercial Specialist

+47 21 30 87 60

heming.bjorna@trade.gov

P

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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

Pedro Ferreira, Senior Commercial Specialist

+351 (21) 770-2572

pedro.ferreira@trade.gov

Q

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Qatar—Doha

Anissa Lahreche, Commercial Specialist

+974 4496 6040

anissa.lahreche@trade.gov

R

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Romania—Bucharest

Gabriel Popescu
134 U.S. Commercial Service

Commercial Specialist

gabriel.popescu@trade.gov

+4 021 200 3312

Russia—Moscow 

Diana Ryan, Commercial Specialist

+7 495 728-5398

diana.ryan@trade.gov 

Russia—St. Petersburg 

Lyudmila Ocheredko, Commercial Specialist

+7 (812) 326-2583

lyudmila.ocheredko@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 

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

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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 Arab Emirates—Dubai

Ashok Ghosh, Commercial Specialist

+971 4 309 4935

ashok.ghosh@trade.gov
Education & Training Services Guide | 2018 135

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

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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
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.

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136 U.S. Commercial Service

export.gov

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ADMINISTRATION

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