Education and 

Training Services 

Resource Guide

A Reference for U.S. Educational Institutions

2015 Edition
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Education and 

Training Services 

Resource Guide

A Reference for U.S. Educational Institutions

2015 Edition

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U.S. Commercial Service | 2015
2015 | Education and Training Services Resource Guide 1

Table of Contents

Introduction........................................................2

Country Briefs .....................................................4

Australia ......................................4

Brazil.............................................5

Canada.........................................8

Central America Region .......10

Chile............................................13

China ..........................................15

Colombia...................................17

Czech Republic........................20

Denmark....................................23

France.........................................25

Germany....................................27

Hong Kong ...............................29

India............................................31

Indonesia ..................................36

Israel ...........................................39

Japan..........................................41

Kazakhstan ...............................43

Korea, Republic of..................45

Kuwait........................................47

Malaysia.....................................49

Mexico .......................................51

Nigeria .......................................53

Romania ....................................55

Saudi Arabia.............................57

Serbia .........................................60

Spain...........................................62

Taiwan........................................64

Thailand.....................................67

Turkey ........................................69

United Kingdom .....................72

Vietnam .....................................74

Market Reference Chart ..................................79

Contacts.............................................................80

This book made possible with support from
2 U.S. Commercial Service | 2015

Introduction

Overview

International students studying in the U.S. contribute USD 26.8 billion to the U.S. 

economy in tuition and living expenses. The total number of foreign students 

increased 8.1 percent to 886,052 in 2013–14; about 64.7 percent of students 

studying in the U.S. use outside sources to fund their international study, making 

education and training services a 

valuable U.S. export.

The 2014 Open Doors Survey 

reports that active recruitment, 

links with international 

universities, academic programs 

targeted at international students, 

and dual-degree programs are 

all factors that increase the 

enrollment of international 

students. Active recruitment is 

reported to be the most 

effective strategy.

This resource guide includes 

comparable and individual 

market assessments of countries 

listed as best prospects for U.S. 

training and educational services. 

Assessments are based on 

observation and market research.

For additional information or 

market research, including 

Country Commercial Guides and 

industry reports, please refer to 

the Market Research Library at 

export.gov.

Market Size 

and U.S. Share 

by Country 

(2013–14)

Abroad in U.S.Students Enrollment (%)Undergraduate Enrollment (%)Graduate Enrollment (%)ESL/OPT/HE 

Australia 4,377 43.8 23.9 32.3

Brazil 13,286 38.4 23.5 38.1

Canada 28,304 49.2 39.6 11.2

Central America 

Region 7,497 67.1 20.5 12.4

Chile 2,432 22.4 59.5 18.1

China 274,439 40.3 42.2 17.5

Colombia 7,083 38.3 40.0 21.7

Czech Republic 736 46.2 25.8 28.0

Denmark 1,470 30.3 14.3 55.4

France 8,302 34.5 28.3 37.2

Germany 10,160 29.6 27.9 42.5

Hong Kong 8,104 72.0 12.3 15.7

India 102,673 12.3 59.5 28.2

Indonesia 7,920 68.4 19.3 12.3

Israel 2,457 26.5 54.0 19.5

Japan 19,334 47.4 18.4 34.2

Kazakhstan 2,012 66.8 15.4 17.8

Kuwait 7,288 62.5 8.3 29.2

Malaysia 6,822 69.6 17.1 13.3

Mexico 14,799 56.2 28.3 15.5

Nigeria 7,921 51.0 35.0 14.0

Romania 1,317 32.0 47.5 20.5

Saudi Arabia 53,919 50.0 20.5 29.5

Serbia 966 50.0 31.2 18.8

South Korea 68,047 54.3 27.8 17.9

Spain 5,350 34.5 31.3 34.2

Taiwan 21,266 27.7 47.9 24.4

Thailand 7,341 36.9 45.4 17.7

Turkey 10,821 30.3 52.0 17.7

United Kingdom 10,191 50.0 24.0 26.0

Vietnam 16,579 71.6 15.5 12.9

Source: 2015 Open Doors Report (http://bit.ly/17LEjvX)
2015 | Education and Training Services Resource Guide 3

Market Intelligence

• Analyze education sector target markets around the world

• Obtain useful information on best prospects

• Obtain background checks on potential partners

Business Matchmaking

• Meet with the best high schools, universities, agents, 

and other partners

• Find qualified schools and educational organizations

• Connect with agents using interactive webinar 

technology—without leaving your office

Trade Counseling

• Develop effective market entry and recruitment strategies

• Leverage our trade professionals’ expertise for your 

longer-term international endeavors

Promotion and Exposure

• Identify the right international education fairs for 

your institution

• Feature your educational institution exclusively and meet 

key players in the international education field

• Attend an education trade mission led by a high-level 

U.S. government official

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 70 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 

reach out to international students, potential partners, and agents.

Our Services

The CS Global Education Team helps connect you to high school counselors, agents, and 

potential partner universities; recruit international students; meet companies or government 

entities; and promote your educational institution internationally. This resource guide is just one 

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

outreach. To learn more about how we can help you, visit export.gov/industry/education.

For more information on how CS can help you increase international student enrollment,

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

export.gov/usoffices.

Gabriela Zelaya

Global Education Team Leader 

gabriela.zelaya@trade.gov
4 U.S. Commercial Service | 2015

Australia

Overview

Australian students are increasingly choosing to pursue university degrees abroad. 

A unique mix of professional, academic, athletic, and social opportunities available 

within U.S. schools has made the U.S. one of the most attractive destinations for 

Australian students. Although Australia is often overlooked by U.S. university 

administrators, there is great opportunity to boost international student 

enrollment with Austrailan students. Additionally, because many Asian students 

attend U.S. universities after graduating from Australian high schools, student 

recruitment in Australia has increasingly attractive potential.

Over the last five years, 25 percent more Australian students have begun studying 

in the United States. And because Australia and the U.S. have similar primary and 

secondary education systems, Australian students can relatively easily transition.

Market Entry

Australian students are attracted by the unique characteristics of U.S. university 

life, including opportunities to play sports, pursue interdisciplinary/liberal arts 

degrees, and experience life within a close-knit campus environment. Many Asian 

students who graduate from Australian high schools go on to study in the U.S.

Current Demand

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

universities. Undergraduate Australian students tend to concentrate in fields such 

as liberal arts and sciences, business, international relations, film, or art; graduate 

students generally pursue law, business management, or advanced science 

degrees. Additionally, many Australian student athletes are interested in playing 

college sports in the United States and obtaining athletic scholarships.

Resources

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

Statistics

Capital: Canberra

Population: 22,507,617 (est. 2014)

GDP (USD): 998.3 billion (est. 2013)

Currency: Australian dollar (AUD)

Language: English

Contact

Monique Roos

Commercial Specialist

monique.roos@trade.gov

+61-2-9373-9210
2015 | Education and Training Services Resource Guide 5

Brazil

Statistics

Capital: Brasília

Population: 202,656,788 (est. 2014)

GDP (USD): 2.416 trillion (est. 2013)

Currency: Real (BRL)

Language: Portuguese (Brazil)

Contact

Marcos Britto

Commercial Specialist

marcos.britto@trade.gov

+55 (61) 3312-7587

Overview

Brazil is the largest country in both South America and the Latin American region 

and the world’s fifth largest country, both by geographical area and by population. 

It is the largest Portuguese-speaking country in the world, and the only one in 

the Americas. Bounded by the Atlantic Ocean on the east, Brazil has a coastline 

of 4,655 miles. It borders all other South American countries except Ecuador and 

Chile and occupies 47 percent of the continent of South America.

The Brazilian economy is the world’s seventh largest by nominal GDP and by 

purchasing power parity, as of 2013. Brazil continues to pursue industrial and 

agricultural growth, hoping to tap the development of its interior, its vast natural 

resources, and large labor pool. Brazil is South America’s leading economic power 

and a regional leader. 

The education sector in Brazil is one of the largest in its economy, and generates 

about USD 75 billion per year. Brazil has around 51 million students currently 

enrolled in the basic education system (which includes pre-school, elementary and 

high school), and approximately 6 million students enrolled in higher education 

institutions. Projections are that in 2015, 10 million students will be enrolled in 

universities, many of whom will be supported by Federal Government loans (e.g. 

FIES loans with which the student finance up to 100 percent of its education, and 

PROUNI loans, through which public school students finance up to 50 percent of 

their higher education expenses).

Recently reelected President Dilma Rousseff has designated the education 

sector as one of her highest priorities. The Brazilian Government is investing in 

a wide range of programs to support individuals seeking education including 

study abroad programs. One of the main programs is the government’s Scientific 

Mobility Program (formerly called “Science without Borders”), that concluded its 

first phase in 2014. Before being reelected, President Rousseff announced a second 

phase of the Scientific Mobility Program through which additional scholarships 
6 U.S. Commercial Service | 2015

will be provided to undergraduate and graduate students from Brazil to spend one year at 

colleges and universities abroad. The main destination of the Scientific Mobility Program so 

far is the United States, with more than 26,000 Brazilian students already completing fully 

government-funded study abroad experiences in the United States to date. To register to 

receive students through the program, colleges and universities should register with the 

Institute of International Education (IIE).

According to IIE the number of Brazilians going to the U.S. to study has increased 22.2 percent 

from 2012–13 to 2013–14. This significant increase was, in large part, due to the Scientific 

Mobility Program. In 2013–14, Brazil sent 13,286 students to the U.S. making it the South 

American country that sent the most students to the United States in both 2012–13 and 

2013–14. Brazil sent 8.8 percent more undergraduate students, 4.1 percent more graduate 

students and 80.7 percent more non-degree students to the U.S. in 2013–14 than compared to 

the previous period.

Market Entry

Since the launch of the Scientific Mobility Program, Brazilian educational institutions have 

been overwhelmed by the large number of foreign institutions coming to Brazil in order to 

promote their programs. Brazilian institutions seek to engage in two-way exchange programs 

and are more receptive to that kind of approach than to institutions that are only focused 

on recruiting Brazilian students. Traditional markets such as São Paulo and Rio de Janeiro 

are still offer opportunities but the South, Central and Northeast regions of the country offer 

numerous opportunities as well, and are not so overwhelmed by international institutions. 

Doing business in Brazil is a matter of establishing a relationship. Agreements cannot be 

completed after only a single contact.

Current Demand

English language programs for professional development are excellent to market in Brazil 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.

Brazilian students are more interested in exchange programs rather than in going abroad to 

take their full undergraduate coursework. The emerging trend in this segment is the possibility 

of studying one or two years abroad and returning to Brazil to complete studies, receiving a 

certificate issued by a Brazilian institution accredited by the Ministry of Education. As such, the 

market exists for 3+1 and 2+2 programs.

The Ministry of Education is in the early stages of creating a system to accept foreign university 

degrees. The lack of such a system has been a challenge to the further expansion of longterm study abroad programs. Once the system is established, foreign universities will have to 
2015 | Education and Training Services Resource Guide 7

register to be included in the Ministry’s list, which will create a fast-track system for students to 

have their foreign diplomas recognized.

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

Brazil will be short term vocational courses due to government investments in technical 

schools and courses for high schools students and adults. In 2011, the Government of Brazil 

launched PRONATEC (National Program for Technical Courses) and designated USD 3.5 

billion for the program. Since its inception, PRONATEC has funded technical and vocational 

courses for 2.5 million students, and expects to fund additional 8 million students’ courses. 

PRONATEC only funds courses offered in Brazil. Foreign universities may take part in it through 

establishing partnerships with Brazilian Higher Educational Institutions. The Brazilian National 

Confederation of Industry, through its Technical School, is also helping the government on 

offering the courses.

Brazilians are also seeking short term customized programs either for individuals or for 

company trainings. Ability to provide training programs in Portuguese in Brazil is an important 

selling point when offering professional development courses to Brazilian companies.

Resources

• Institute of International Education, iie.org

• EducationUSA Brazil, educationusa.org.br

• Brazilian Ministry of Education, mec.gov.br
8 U.S. Commercial Service | 2015

Canada

Statistics

Capital: Ottawa

Population: 34,834,841 (est. 2014)

GDP (USD): 1.518 trillion (est. 2013)

Currency: Canadian dollar (CAD)

Language: English (official), French

Contact

Sean Kelley

Commercial Specialist

sean.kelley@trade.gov

(613) 688-5222

Overview

Canada and the United States share the longest border in the world—5,500 miles 

long. They also share the world’s largest trading relationship, with approximately 

USD 1.9 billion crossing the border each day. Canada and the United States are 

excellent neighbors and the free flow of people and goods demonstrates this 

strong relationship.

Canada is the fifth largest sender of students to the United States. In 2013–14, 

28,357 Canadians studied in the United States, up 3.5 percent from 2012–13.

Market Entry

Because Canadians and Americans share a special relationship (for example, 

Canadian students do not need to apply for student visas to come to the U.S.), it is 

in the best interest of American universities to establish Canadian-specific tuition 

agreements. Canada and the United States must maintain mutual understanding 

and positive economic outlook.

Educational exchange is an excellent way to ensure a positive future. For example:

• More cross-border tuition agreements for in-state tuition for Canadians

• Athletic scholarships

• Other Canadian-specific scholarships and funding

• Increased exchange programs

• Marketing of the United States as an attractive foreign destination

• Targeting foreign-language teaching opportunities to French-speakers
2015 | Education and Training Services Resource Guide 9

Current Demand

Canada has an excellent higher education system, thus Canadian students are attracted 

to the United States for very specific reasons. Canadian universities are monitored by a 

ministry of education that keeps tuition lower than U.S. universities; however, they also do 

not provide athletic scholarships. Canadians are by far the largest number of international 

student-athletes in the United States. They are attracted by scholarship opportunities and 

have large attendance at universities that offer cross-border tuition deals. Aside from reduced 

tuition, specialization and prestige are the biggest attractions. Ivy Leagues universities have 

large numbers of Canadian students, as do unique private universities offering programs/

specializations difficult to find in Canada (art/design schools, religious institutions, 

optometry, etc.).

Resources

• EducationUSA Canada, ottawa@educationusa.info
10 U.S. Commercial Service | 2015

Central America Region

Contact—Costa Rica

Gabriela Lucke

Commercial Specialist

gabriela.lucke@trade.gov

506 2519-2271

Contact—El Salvador

Lidia Sosa

Commercial Specialist

lidia.sosa@trade.gov

503 2501 2999 x3144

Contact—Guatemala

Ana Polanco

Commercial Specialist

ana.polanco@trade.gov

502-2326-4258

Contact—Honduras

Rossana Lobo

Senior Commercial Specialist

rossana.lobo@trade.gov

(504) 2236-9320 x4842

Contact—Nicaragua

Lilliam Baez

Commercial Specialist

baezlau@state.gov

(505) 2252-7100 x7371

Overview

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

Nicaraguan and Costa Rican students. The number of Central Americans studying 

in the United States reached a total 5,745 during the 2013–14 academic year, 

representing an increase of 8.2 percent compared to the previous year. Currently, 

the States with highest numbers of Central American students are Texas, New York, 

California, Massachusetts, Florida, Louisiana, Georgia and Virginia.

There are several key reasons why Central American students choose U.S. Higher 

Education Institutions:

• Geographic proximity

• High quality education system

• Wide variety of higher education 

programs

• Possibility of living with relatives 

while studying

• Availability of intensive and short 

English Programs to learn or 

improve English skills
2015 | Education and Training Services Resource Guide 11

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.

Undergraduate studies are preferred, followed by graduate and non-degree programs. English 

language programs have high potential as there is very low English proficiency in the entire 

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

by 2017, it is ranked #43 in the 2014 EF English Proficiency Index, followed by Guatemala in 

position 51, and El Salvador in 53. EF English Proficiency Index evaluates the English skills of 63 

countries worldwide.

Market Entry

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. 

To enter the 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 fairs, 

trade missions, and outreach events 

in high schools, public venues, and 

universities.

• Provide in-depth information about 

programs and the application processes

• Describe opportunities of scholarships 

and financial aid 

• Provide information on the process to 

obtain a U.S. student visa 

• Work with local agents/representatives

To meet market preferences, all marketing material and program information is available 

in Spanish.
12 U.S. Commercial Service | 2015

Current Demand

Central American students are primarily attracted to these types of U.S. programs:

• U.S. universities and community colleges with tuition fees lower than USD 20,000

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

and adults

• Summer camps

• Undergraduate, Graduate and Master Programs

• Online programs

Resources

• EducationUSA Costa Rica, marcia.herra@centrocultural.cr

• EducationUSA El Salvador, stadvisor@hotmail.com

• EducationUSA Guatemala, vjuarez@iga.edu

• EducationUSA Honduras, educationusaihci@yahoo.com

• EducationUSA Nicaragua, advise@ccnn.org.ni
2015 | Education and Training Services Resource Guide 13

Chile

Statistics

Capital: Santiago

Population: 17,363,894 (est. 2014)

GDP (USD): 335.4 billion (est. 2013)

Currency: Chilean peso (CLP)

Language: Spanish

Contact

Valerie Henderson 

Commercial Assistant

valerie.henderson@trade.gov 

56/2/2330-3316

Overview

Chile is considered to be one of the most stable developing markets in its region 

with an impressive average growth rate of over 5 percent per year in real terms 

since 1990. Chile and the U.S. 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, created in 2008 as a response to the need and urgent requirement 

to have not only highly productive but also more creative, innovative and 

entrepreneurial academics, professional and technical Training Center graduates, 

offers 2,500 scholarships in all areas of knowledge. The programs are available for 

postgraduate degrees, internships for technical graduates and teaching programs. 

23 percent of the students that apply to these scholarships choose the U.S. 

because of its proximity to Chile and its reputation in high education standards. 

With the U.S. and Chile increasing bilateral trade and FDI, we can look forward to a 

progressive future between the U.S. 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 U.S. and Chile.

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.
14 U.S. Commercial Service | 2015

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.

During the last few years, the Chilean superior education has undergone great changes. 

Today, 37 (4 in 10 people 18–24 years old) enrolls in higher education; and every year new 

generations of young people who finish secondary education are determined to study in a 

University, Professional Learning Institute, or Technical Training Center.

English Courses (ESL) are the most in-demand products in terms of foreign study. Generally, 

from 22 years old upwards, students go to study English abroad. Most students have little or 

no English, and therefore the most in demand course is a general English program. However, 

the demand for specialized English programs for professionals is increasing.

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

its relatively close location and English speaking opportunities.
2015 | Education and Training Services Resource Guide 15

China

Statistics

Capital: Beijing

Population: 1,355,692,576

GDP (USD): 13.39 trillion (est. 2013)

Currency: Renminbi (RMB)

Language: Mandarin Chinese

Contact

Veronica Liang 

Commercial Specialist

veronica.liang@trade.gov

+86 20 8667 4011

Overview

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

students from China, which remains the leading source of foreign students in the 

United States. The number of Chinese students studying in the U.S. increased from 

235,597 in 2013 to 274,439 in 2014, according to the 2014 Open Doors Report on 

International Education Exchange which constitutes a 16.5 percent increase from 

the previous academic year. 

While a slim majority of Chinese students are enrolled in graduate programs 

in the U.S., the number of undergraduate students continued to increase from 

2013–14. According to data released by Open Doors, 40.3 percent of the Chinese 

students studying in the U.S. are at the undergraduate level, while 42.1 percent of 

the Chinese students are studying here are at the graduate level. With the soaring 

number of undergraduate Chinese students in the U.S., the number of Chinese 

high school students is also expanding rapidly between 2013–14.

Market Entry

There is no doubt that the desire of Chinese students to enroll in U.S. institutions 

is high, fueled by increasing disposable incomes of Chinese students and their 

families. Although the majority of Chinese students are still pursuing degrees in 

business, engineering and sciences, there appears to be an increase in demand 

for vocational classes, and utilization of community colleges to upgrade skills to 

increase earning potential as well. 

U.S. institutions will have to remain active in the promotion of American 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 an increasing number of opportunities for students to pursue higher 

education without leaving China.
16 U.S. Commercial Service | 2015

Current Demand

The most popular fields of academic study for Chinese students include:

• Business/management 

• Engineering

• Math

• Computer science

Notably, summer camp programs have been popular amounts younger aged Chinese students 

in recent years. The programs focus on English training, experiencing local culture and 

exploring school and college campuses which are of primary interest to Chinese students.

Trade Events

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

• China Education Expo, chinaeducationexpo.com/english

Resources

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

bit.ly/1yo2484
2015 | Education and Training Services Resource Guide 17

Colombia

Statistics

Capital: Bogotá

Population: 46,245,297 (est. 2014)

GDP (USD): 526.5 billion (est. 2013)

Currency: Colombian Peso (COP)

Language: Spanish

Contact

Julio Acero

Commercial Assistant

julio.acero@trade.gov

(57-1) 275 2635

Overview

U.S. Colleges and Universities remain the preferred overseas destination for 

Colombian students, even though there is significant competition from other 

countries like United Kingdom, Spain, France and Argentina. There are several 

reasons that make U.S. a leading destination: higher employment opportunities, 

the chance to improve English skills and high quality of education. The preferred 

host states for Colombian students are California, New York, Texas, Massachusetts, 

Illinois and Florida.

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

the world for sending students to the United States and among South American 

countries, Colombia ranks only second to Brazil. 

Market Entry

Not only can a greater number of Colombian students now afford to study in 

the U.S., but newly created employment opportunities in Colombia also make 

American degrees even more valuable. International education is highly valued 

in Colombia, a recent survey of employers found that 58 percent preferred to hire 

people who had earned advanced degrees abroad.

The approval of the free trade agreement between the U.S. and Colombia has 

increased foreign investment and the need of academic mobility and exchange. 

This will result in the increase of the enrollment of Colombian students at 

American academic institutions in the foreseeable future. 

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 will be vital to the country’s 

economic growth and global competitiveness over the long term. U.S. educational 
18 U.S. Commercial Service | 2015

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 EducationUSA centers administering language 

programs and doing extensive outreach around the country. Advising centers are located at 

nine binational centers, the Fulbright commission and COLFUTURO.

Current Demand

In academic year 2012–13, 6,543 Colombian students traveled to the United States to study. 

That constitutes a 3.9 percent increase compared with the previous year. The primary reasons 

for this increase is that the students and parents are attracted by the quality of education, the 

opportunity to improve English skills, the abundance of specialized programs and improved 

employment prospects with U.S. or multinational corporations. 

The American Embassy in Bogotá has set a goal to double the number of Colombian students 

in the following years supporting technology projects such as Ed, a 24/7 virtual adviser in 

Spanish and various micro grant scholarships for English Language learning. The approval of 

the free trade agreement between the U.S. and Colombia has increased foreign investment 

and the need of academic mobility and exchange. 

Additionally, as part of the President Obama’s initiative “100,000 Strong in the Americas,” 

launched in March 2011, an initiative which intends to increase the number of Latin American 

Students in the U.S. In the last two years, the U.S. Commercial Service in cooperation with the 

Education USA offices in Colombia has supported various education fairs that included the 

participation of U.S. boarding schools, Universities and ELS institutions, in order to promote 

their programs in Colombia.

Given the demands of modern day society, the number of undergraduate and graduate 

Colombians in the United States is increasing slowly. Colombians know it is difficult to obtain 

a high executive position within the government or important national or multinational 

companies without proficient English skills and/or a Master’s Degree. The most demanded 

field of studies are those focused in business administration, management, finance, banking, 

marketing, and engineering.

Under government-to-government or private agreements, both public and private universities 

in Colombia have developed programs with universities in the United States, Europe, and Latin 
2015 | Education and Training Services Resource Guide 19

America. Priority is given to projects that foster post-graduate programs for training professors 

as well as research to enhance teaching. 

Most scholarships are awarded through two institutions: The Colombian Institute for 

Educational Loans and Technical Studies Abroad (ICETEX). This organization is dedicated to 

finance higher education through the system of payback financial aid that allows students 

to start or continue their higher education either in country or abroad. During 2013 ICETEX 

awarded 837 scholarships for Master and Ph.D. programs and COLFUTURO which is a nonprofit organization that provides funds to Colombian professionals/students to study abroad. 

Their loan program is available to students who have been accepted to Graduate, Master 

or Ph.D. programs in foreign universities. During year 2013 COLFUTURO awarded 1,112 

scholarships: 956 for Master programs and 156 for Ph.D. 246 of those scholarships were for 

programs in the U.S. 

COLFUTURO also has agreements with many universities such as American University, Carnegie 

Mellon—Heinz College, Columbia, Duke, Johnson School of Management—Cornell University, 

Kogod School of Business—American University, The Krannert School of Management—

Purdue University, Tulane University, and Harvard University.

Resources

• Institute of International Education, iie.org

• Colombia Ministry of Education, mineducacion.gov.co

• Colombian Institute for Educational Loans and Technical Studies Abroad (ICETEX), 

www.icetex.gov.co

• COLFUTURO, colfuturo.org

• EducationUSA, educationusa.info

• National Administrative Department of Statistics (DANE), dane.gov.co
20 U.S. Commercial Service | 2015

Czech Republic

Statistics

Capital: Prague

Population: 10,627,448 (est. 2014)

GDP (USD): 285.6 billion (est. 2013)

Currency: Czech koruna (CZK)

Language: Czech

Contact

Jana Ruckercova

Commercial Specialist

jana.ruckerova@trade.gov

+420 257 022 437

Overview

The Czech Republic offers great recruitment potential. High quality educational 

programs, coupled with having English as the standard second language, produce 

a large pool of highly qualified candidates for both undergraduate and graduate 

studies in the U.S. 

Study abroad programs are popular in the Czech Republic. Czechs have discovered 

travel and study abroad in the ‘90s after the fall of communism. Young Czechs are 

eager travelers with a desire to gain experience by living and studying in 

another country. 

Over the last decade, we have seen a decline in the number of Czechs studying 

in the U.S., from a top figure of 1,180 students in 2003 to 701 students in 2012, 

largely due to the Czech Republic’s entry into the European Union (EU), availability 

of EU grant programs for studying in the EU, and stricter travel procedures to the 

U.S. following the events of September 11, 2001. The year 2013 brought a positive 

change in this trend with a record 11 percent increase in the number of Czechs 

studying in the U.S., to 776 students, which dropped to 736 in 2014. 

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 level of knowledge of U.S. admission systems at selective universities has 

been increasing, especially at the best national high schools. More well-qualified 

high school students are seriously interested and well prepared for the admission 

process. The Czech Facebook community is booming and this network has become 

one of the major resources of information, as well as a place for social interaction 

and sharing experience. Twitter and other social networks are far behind. Selected 

students can obtain scholarships from several new private foundations.
2015 | Education and Training Services Resource Guide 21

English is the standard second language in the Czech Republic and is taught in schools from 

grade 3 onward. Approximately half the Czech population speaks a foreign language. While 

younger people tend to speak English, there is widespread knowledge of German or Russian 

among the older generation. A recent government decision that will make English language 

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 

and 10 percent are reported to be fluent. The Czech Republic is the leader amongst Central 

European countries (and most of Eastern Europe as well) in the percentage of population 

speaking English as a foreign language. However, it still lags behind the Netherlands and the 

Scandinavian countries, where over 50 percent of the population speaks English.

Market Entry

The U.S. Commercial Service at the U.S. Embassies in the Czech Republic, Hungary and Poland, 

in cooperation with EducationUSA and the Fulbright Commission, is organizing educational 

fairs in their respective countries in spring 2016. This is an opportunity for representatives of 

regionally accredited U.S. institutions of higher education, both undergraduate and graduate, 

to explore the markets of Central Europe. The fair in Prague will connect U.S. educational 

institutions with prospective students and potential institutional partners in the Czech 

Republic. The stop will include embassy briefings, one-on-one appointments with potential 

partners, and student fair. 

Partnering with local universities is a very effective way of entering the Czech market. The most 

common model of partnership is student exchange. One-year study exchange programs are 

highly attractive to Czech students. U.S. universities should note that Czech universities might 

expect foreign schools to send a similar number of students to their school.

U.S. universities may also make use of the EU-funded Erasmus Mundus cooperation and 

mobility program. Erasmus Mundus Joint programs of outstanding academic quality are 

designed and implemented by a consortium of European universities from at least three 

different countries. Consortia may also include universities from other parts of the world, 

including the U.S. Scholarships are open to students and academics from all over the world. 

More and more Czech companies are following the lead of global companies based in the 

Czech Republic and are requiring English language capabilities from their employees. 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 price and distance advantages. The declining dollar has 

ameliorated the situation somewhat recently. Strong demand still exists for programs at the 

elite U.S. universities.
22 U.S. Commercial Service | 2015

Current Demand

Currently, three-quarters of university students going 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 are able to take advantage 

of scholarships. 

High school exchanges to the United States can be facilitated through an organization (nonprofit or commercial) or can be self-organized. Czechs interested in studies in the U.S. need to 

apply for the correct visa. An F1 Visa or Educational visasis for individuals who want to study 

or conduct research at an accredited U.S. college or university; a J1 Visa or Exchange Visitors 

Visa is for International students who want to do an internship in the U.S., approximately 50 

percent of which are for academic purposes.

The majority of university students are interested in economic and humanities subjects, 

technical areas rank in third place. Around 45 percent of Czech students in the U.S. study 

at the undergraduate level, 30 percent in graduate programs, and 15 percent opt for nondegree studies.

Resources

• Ministry of Education, Youth, and Sport, msmt.cz/?lang=2

• Ministry of Education—Foreign Services, dzs.cz/en

• Fulbright Commission, fulbright.cz

• Study in the Czech Republic, www.studyin.cz

• National Agency for European Education programs (including Erasmus Mundus), 

naep.cz/?language=en
2015 | Education and Training Services Resource Guide 23

Denmark

Statistics

Capital: Copenhagen

Population: 5,569,077 (est. 2014)

GDP (USD): 211.3 billion (est. 2013)

Currency: Danish krone (DKK)

Language: Danish

Contact

Sabina Krøigaard

Commercial Specialist

sabina.kroigaard@trade.gov

(+45) 3341 7202

Overview

Denmark enjoys a renowned standard level of education, with 44.5 percent of 

Danish students undergoing higher learning. English is the standard secondlanguage taught in Danish public schools, and classes begin in the grade 3. 

Denmark’s educational culture is particularly forward-thinking with government 

financing of all public education through the university level and globalized, with 

study abroad programs available to their youth as early as the 10th grade. 

Contributing to the high rate of education in Denmark, every Dane over the age 

of 18 is entitled to public support for his or her higher education—regardless of 

social standing. 

Importantly, Danes who study abroad have their tuitions paid by the Danish 

government up to the tuition of an equivalent Danish school, and are allowed to 

continue to receive the state stipends and loans. 

International exchange programs exist between the U.S. and Denmark including 

the Danish–U.S. Bilateral Agreement on Vocational Education and Training, which 

includes subsidies to support vocational studies abroad, and the EU–U.S. Atlantis 

Program, which promotes transatlantic cooperation and mutual recognition of 

accreditations amongst participating universities.

Market Entry

TThe biggest opportunity for universities to attract Danish students is through 

short to medium term studies. While there has been a small increase in the 

number of students taking full degrees in the U.S. the vast majority of students 

apply for 4-6 month exchanges as part of a semester abroad programs at their 

universities. 
24 U.S. Commercial Service | 2015

As Danish higher education is centralized around few but large universities, although multifaculty, university educational fairs will enable broad reach and provide direct contact. A local 

representative, aware of procedures and formalities, will be able to provide the best guidance 

and present the student with interesting possibilities.

It is important to note that Danish bachelor’s programs and State Grant for undergraduates 

are three years long. This may incentivize to focus on graduate degrees and exchange 

opportunities.

Current Demand

Approximately 9,000 Danes study abroad annually and roughly 1000 in the U.S. A large 

majority of these students are focused on business, and political science, social sciences, and 

the humanities.

While most Danes focus on Business, Politics, and the Humanities abroad, the tendency is 

to find schools that offer programs that are unavailable or otherwise not as high quality 

in Denmark.

Trade Events

• EDU Danmark International Days, edu-danmark.dk/english

• KILROY Education Road Show, education.kilroy.dk

• Nordic Study Abroad Conference, nordic-sac.com

• Danish Students Abroad, dsabroad.dk

Resources

• Danish Ministry of Higher Education and Science, ufm.dk/en
2015 | Education and Training Services Resource Guide 25

France

Statistics

Capital: Paris

Population: 66,259,012 (est. 2014)

GDP (USD): 2.276 trillion (est. 2013)

Currency: Euro (EUR/€)

Language: French

Contact

Isabelle Singletary

Commercial Specialist

isabelle.singletary@trade.gov

+33 (0) 1 43 12 70 63

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 2013–14 academic year, 8,302 students 

were studying in the United States. France is the fifteen leading place of origin 

for students coming to the United States. Accordingly with the well thought out 

strategy, U.S. schools have a unique opportunity to attract French students.

Market Entry

American educational institutions can take advantage of the importance placed 

on English language abilities as well as the current state of the French labor 

market. As of November 2014, the unemployment rate in France continued to 

climb reaching 10.2 percent with a 22.8 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, as studying abroad has 

become a channel for graduates to escape unemployment.

The majority of universities is public and nearly free but has 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 an American 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.
26 U.S. Commercial Service | 2015

Also all courses are now adapted to the (new) European format, called LMD (L for “licence,” 

M for “Maitrise,” D for Doctorate) Bachelor-Master-Doctoral Programs and are divided in 

semesters and most “unités de valeur” are pooled among all European universities, in order to 

encourage students to accomplish part of their courses in a foreign university.

American 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.

• 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 

French students eager to strengthen their resumes and diversify their studies.

• 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:

• Intensive “American” English language 

training programs (summer programs 

for students or adults)

• Programs in business administration

• One-year university programs for 

French high-school graduates (post 

baccalaureate), usually between 

graduation and entry into French 

university

• Secondary boarding schools

• Work/study programs (internships)

• Academic summer camps

• Undergraduate and graduate degrees.

Trade Events

• AAWE/COIS—Paris College Days, 

aaweparis.org

• l’Etudiant, letudiant.fr

• Studyrama, studyrama.com

Resources

• Fulbright Commission, fulbright-france.org
2015 | Education and Training Services Resource Guide 27

Germany

Statistics

Capital: Berlin

Population: 80,996,685 (est. 2014)

GDP (USD): 3.227 trillion (est. 2013)

Currency: Euro (EUR/€)

Language: German

Contact

Elizabeth Walsh

Commercial Specialist

elizabeth.walsh@trade.gov

+49-69-75353167

Overview

Germany, with a population of 80.8 million boasts one of the largest economies 

in the EU. Germans are well educated. During their schooling, over 90 percent 

of Germans study English at some point. English is the first foreign language in 

German education. 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 grade 3 or earlier. 

Experience abroad is often a key advantage for students to compete for 

employment and further educational opportunities in their homeland and 

internationally. Employers recognize this and often give an edge to job applicants 

with international experience or education on their resumes. Because of this, many 

German students believe studying or interning abroad is a must in order to build 

their resume, become proficient in a foreign language, and make key 

international contacts. 

As European universities implement the Bologna Process and shift to a three-tier 

bachelor/master/doctorate system of education; credits and degrees are becoming 

easier to compare with those of U.S. universities. This new system can greatly aid 

foreign study and exchange in the United States. However, a number of hindrances 

to German students studying in the United States remain. German students who 

have been accepted into a program of study in the United States need a visa 

before their departure.

Market Entry

One of the best methods 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.
28 U.S. Commercial Service | 2015

Germany represents good recruitment opportunities for short term programs because of 

English language knowledge, high per capita income, ever-stronger business ties between the 

two countries, and an extremely strong secondary exchange program.

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

language skills. According to the Open Doors 2013 Report, there were over 39.900 participants 

in intensive English programs in the United States in 2012–13, up 2.8 percent from the 

previous year.

U.S. educational institutions may work 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 eight EducationUSA centers of the U.S. Department of 

State in Germany. There are also a number of recruitment events.

Current Demand

Study abroad is particularly attractive for German students studying law, economics, business, 

human 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, and 

Germany sends the most students on high school exchanges to the United States. 6,585 

German students spent at least one semester at an American high school during the 2013–14 

academic year.

Trade Events

• StudyWorld (April 24–25, 2015, Berlin), studyworld2015.com/en

• QS World MBA Tour, topmba.com/events/qs-world-mba-tour

• EducationUSA Fairs (April 16, 2015, Hamburg; April 18, 2015, Heidelberg), 

educationusa.de/de/for-americans

• International College Days, collegeday.de

Resources

• Deutscher Akademischer Austauschdienst (German Academic Exchange Service), 

daad.de/en

• Fulbright Kommission, fulbright.de
2015 | Education and Training Services Resource Guide 29

Hong Kong Special Administrative Region

Statistics

Population: 7,112,688 (est. 2014)

GDP (USD): 381.3 billion (est. 2013)

Currency: Hong Kong dollar (HKD)

Language: Cantonese, English, 

Mandarin Chinese

Contact

Maria Lo

Commercial Specialist

maria.lo@trade.gov

(852) 2110-8647

Overview

With 8,104 Hong Kong students studying in the U.S. during the 2013–14 academic 

year, Hong Kong ranked as the 17th leading origin of international students in 

the U.S. 72 percent of these are undergraduate students while 12.3 percent are 

graduate students.

Hong Kong’s education system which went through a major restructure in 

2009–10, is now more in line with the American system than the British system, i.e. 

three years of junior secondary is followed by three years of senior secondary. This 

leads to the Hong Kong Diploma of Secondary Education (HKDSE) exams where 

students gain admission to a range of post-secondary, vocational and tertiary 

courses offered by local schools based on their examination results.

As the number of places available for undergraduate degrees is substantially 

less than the number of students who actually fulfill the entry requirements for 

university, the popular options are to study abroad, or to attain an Associate 

Degree or a Higher Diploma, and then proceed with a degree course later on. 

Market Entry

Local parents and students are beginning to recognize the academic excellence 

of colleges outside the Ivy League, this is the result of an increasing number of 

American schools vigorously promoting themselves via education fairs, and by 

meeting with high school counselors and students face-to-face to gain exposure 

and raise their profile. 

Many Hong Kong parents do 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 prescreened meetings with agents and high school counselors via Gold Key Services.
30 U.S. Commercial Service | 2015

Current Demand

The most popular fields of study are Business/Management (24.8 percent of total fields of 

study), Social Sciences (16.4 percent), Fine/Applied Arts (10.2 percent), Engineering (7.4 

percent), Math/Computer Science (6.6 percent), and Physical/Life Sciences (6.2 percent).

Apart from 4-year colleges, there is an emerging market for 2-year community colleges where 

admission requirements and tuition fees are comparatively lower. Hong Kong students tend to 

be more interested in community colleges with guaranteed transferable credits to universities.

Trade Events

• U.S. Higher Education Fair, iie.org/en/offices/hong-kong

• Education and Careers Expo 2015, hktdc.com/hkeducationexpo

• Hong Kong International Education Expo, newayfairs.com

Resources

• Hong Kong Government Education Bureau, edb.gov.hk/en
2015 | Education and Training Services Resource Guide 31

India

Statistics

Capital: New Delhi

Population: 1,236,344,631 (est. 2014)

GDP (USD): 4.99 trillion (est. 2013)

Currency: Indian rupee (INR)

Language: Hindi, English

Contact

Sathya Prabh

Commercial Specialist

sathya.prabha@trade.gov

+9140 2330 5000

Overview

The emphasis on higher education in India has significantly grown in the last two 

decades. As per University Grants Commission (UGC) statistics from 2014, there 

are 33,023 colleges, 12,748 diploma-granting institutions and 659 universities in 

India. These universities include 312 state universities (established by the state 

governments), 129 deemed universities (a status of autonomy granted to high 

performing institutes and universities by the Department of Higher Education), 

173 private universities, 45 central universities (established by the Department of 

Higher Education), and institutes of national importance, such as Indian Institute 

of Technology (IIT), and Indian Institute of Management (IIM). All the above 

institutions offer a wide range of degree and diploma programs. 

UGC regulates the higher education system in India by providing grants to 

universities and by providing coordination, determination and maintenance of 

standards in institutions of higher education in India. While the right of conferring/ 

granting degrees in India is vested with universities, the UGC regulations apply to 

all universities established in India under the central and state governments.

Higher education in India can broadly be divided into two segments—regulated 

and unregulated. The regulated segment includes central and state universities, 

private universities, technical institutions, private/professional colleges and 

research institutions. The unregulated segment includes vocational training, 

finishing schools, professional development and training and coaching classes.

Technical education which includes programs such as engineering, technology and 

management is governed by the All India Council of Technical Education (AICTE). 

Higher education in India is also governed by the other 13 professional councils 

established for the regulation of education in specific fields. Some of the councils 

and the specific fields that they govern include Council of Architecture, Pharmacy 

Council of India (PCI), Central Council of Indian Medicine (CCIM), Bar Council 
32 U.S. Commercial Service | 2015

of India (BCI), Indian Nursing Council (INC), Medical Council of India (MCI), and Distance 

Education Council (DEC).

India’s Higher Education system is the world’s third largest with respect to student enrollment, 

next only to China and the USA. According to a recent PwC report, the factors which have 

contributed to the exponential growth the sector has experienced in India are:

• Huge demand/supply gap in the sector; 

• Greater number of private players 

venturing into the Education sector;

• Growth of services sector, particularly 

the Information Technology sector, 

leading to demand for skilled workers;

• Increasing FDI into the sector;

• Increase in Internet based education 

methods;

• Increased ability to capitalize on brand 

and reputation; 

• Opportunity to enhance scale and 

diversify risk by tapping new markets for 

entrepreneurs.

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. The 

growth in sectors such as software development, pharmaceuticals, life sciences and healthcare, 

is also another reason why India should invest into learning and training segment.

Market Entry

India is primarily a market for U.S. graduate institutions interested in attracting students. 

Though there is some interest in U.S. undergraduate studies and transfer admissions, 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 in the years to come. India also offers substantial opportunities 

for U.S. universities and other institutions of higher learning to establish schools, programs and 

curriculum in India. According to industry experts, the higher education sector in India, which 

is currently at USD 8.38 billion, is expected to grow at a compound annual growth rate of 18.0 

percent through 2020 and to reach USD 42.17 billion.

The number of students enrolled in higher education institutions in India in 2012 was 16.9 

million and was projected to increase further over the next three years; there are increasing 

doubts that India will have enough purely domestic education institutions to meet this 

demand. The United States, with over 4,000 accredited institutions of higher learning, has 

the capacity to offer access to high quality education to students in a broad range of fields. 

Community colleges would also have its own share of international students added to the 

undergraduate student pool. 

According to the FICCI report on Higher Education—Vision 2030, Indian universities excel in 

research in areas such as bioscience, environment and climate change. Indian Universities 

have adapted the model of blended research in collaboration with top global Universities 
2015 | Education and Training Services Resource Guide 33

in a cost effective way. The Massive Open Online Courses (MOOCs) model allows millions of 

students to have access to the high quality content and curriculum from the global schools 

through information and communication technology. This model also provides life-long 

learning opportunities for working professionals and students across the country by way of 

recorded lectures of renowned faculty, a diverse peer group, and certification from reputed 

universities—global and Indian.

There are several possible collaborative opportunities for non-Indian universities with Indian 

educational institutions.

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 niversities can enter into tie-ups with Indian Educational Institutions for providing 

expertise and services such as faculty for teaching, curricula, affiliations, etc.

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. 

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. 
34 U.S. Commercial Service | 2015

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.

Current Demand

In the 2012–13 academic year, 96,754 graduate and undergraduate students 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 11.8 percent of 

the total foreign student population in the United States. Of the 96,754 students from India, 

56.4 percent graduate students, 1.6 percent opt for other programs and 28.8 percent are 

classified as pursuing Optional Practical Training (OPT) in the United States . The international 

students’ data in different fields of study shows a considerable increase not only in streams like 

engineering and business, but also in the health professions and life sciences fields. 

There was an increase in student visa demand in fiscal year 2013 despite the extra financial 

burdens imposed by rupee devaluation, particularly during a severe decline in the value of the 

rupee. The United States-India Education Foundation (USIEF) attributes robust visa demand 

to the Indian tendency to plan well in advance for higher education, pursue graduate-level 

degrees in technical fields, the United States still being seen as the gold standard in higher 

education, and inherent qualities of the Indian education system. 

Indian students studying in the United States over the past three years have contributed 

over USD 3.6 billion to the U.S. economy and supported approximately 50,000 jobs. A report 

by NAFSA: Association of International Educators and Indiana University calculates that the 

average international student in the U.S. contributes over USD 29,000 to the U.S. economy 

each year and that every 2.5 foreign students support approximately one U.S. job.

Trade Events

• Linden International Recruitment Fairs, lindentours.com/fairs

• FICCI Higher Education Summit, ficci-hes.com

• ISN Education Fairs, isnexpo.com
2015 | Education and Training Services Resource Guide 35

Resources

• Ministry of Human Resource Development (MHRD), mhrd.gov.in

• University Grants Commission (UGC), www.ugc.ac.in

• National Assessment and Accreditation Council (NAAC), naac.gov.in

• India Gandhi National Open University (IGNOU), ignou.ac.in

• Medical Council of India, mciindia.org

• Association of Indian Universities (AIU), aiuweb.org

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

• United States–India Educational Foundation, usief.org.in

• National Institute of Open Schooling (NIOS), nos.org

• National Council of Educational Research and Training (NCERT), ncert.nic.in
36 U.S. Commercial Service | 2015

Indonesia

Statistics

Capital: Jakarta

Population: 253,609,643 (est. 2014)

GDP (USD): 1.285 trillion (est. 2013)

Currency: Indonesian Rupiah (IDR)

Language: Indonesian

Contact

Pepsi Maryarini

Commercial Assistant

pepsi.maryarini@trade.gov

+62-21 526-2850

Overview

With a population of 246 million, Indonesia offers a huge potential market for 

U.S. providers of secondary, tertiary, and vocational education. The number 

of university students is about 5 million, and it is predicted that the number 

of Indonesians in higher education will grow to 7.8 million students by 2020, 

making it the fifth largest system in the world after China, India, the United States 

and Brazil. The new government (October 2014) has given early indication that 

education, skill development and improvements in education and technical 

training is a priority. This bodes well for continued growth in opportunities for U.S. 

community colleges, universities and other technical training programs.

Currently, there are 36,000 Indonesian studies abroad and it is predicted to grow 

20 percent annually. In the 2013–14 academic year, 7,920 Indonesian students 

studied in the United States (up 3.3 percent from the previous year). Indonesia is 

the nineteenth-leading place of origin for students coming to the United States 

and ranked number two in Southeast Asia after Vietnam. Over 98 percent of 

Indonesian applicants to U.S. colleges and universities receive their student visas.

95 percent of Indonesian studying abroad is 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. The main contributors of the grants are World Bank and The Asian 

Development Bank (ADB). Other educational grants available in Indonesia are 

Fulbright and East-West Center Fellowship.

High School 

There are two types of high school in Indonesia: SMA (Sekolah Menengah Atas) 

and SMK (Sekolah Menengah Kejuruan). The SMA students are prepared to 

continue their study to university while SMK students are prepared to be ready 
2015 | Education and Training Services Resource Guide 37

to work after finishing their school without going to university/college. SMA is a preparatory 

school to university while SMK is vocational school. 

There is also International School in Indonesia. International School adopts an international 

curriculum such as International Baccalaureate or Cambridge International Examinations. 

Competition from Other Countries

In Indonesia, the most preferred overseas destination for higher education has been the 

United States. For the past 10 years, U.S. institutions, however, have been losing significant 

market share to rivals from other countries, especially Australia. The main factors were the 

perceived difficulty of the visa application process and low visa approval rates and the high 

cost of tuitions/fees at U.S. institutions.

Australia, Singapore, Malaysia, United Kingdom, and Canada have aggressively promoted their 

programs in Indonesia. According to the Ministry of National Education of the Republic of 

Indonesia, Australia, Malaysia, the U.S., Japan and Germany are the most coveted destinations 

for overseas study. From the 2008–11 data, Australia is the most popular destination for 

overseas study (62,881 students), followed by Malaysia (38,378 students) and the U.S. 

(29,086 students). The recent survey conducted by Kompas Newspaper shows that most of 

the students perceive the U.S. institutions has the highest quality of education, followed by 

Australia, Germany and Japan. 

Educational Consultants

Indonesia has a long history of sending students to study abroad and the U.S. has always 

been the most desired destination. However, the agent community, which claims to touch 

55 percent of the market, has focused on other countries. U.S. institutions have been losing 

market share to other nations, especially Australia. Indonesia is a market where most students 

planning to study overseas consult with education agents. The Australian, Singaporean, 

Malaysian, United Kingdom, and Canadian governments have aggressively promoted their 

programs in Indonesia using agents. They have been very active in education fairs and fully 

utilized local education consultants as their marketing representatives to recruit students. 

Indonesian International Education Consultants Association (IKPII), established in 2004, is 

the only education consultant association in Indonesia. The association was established 

to accommodate the need for a formal international education consultants association in 

Indonesia that can promote higher professionalism and the growth of the international 

education consultancy in the country. 

Working together with these education consultants, the U.S. government’s goal is to assist U.S. 

institutions to gain easy and effective access to Indonesian potential students and to raise the 

profile and popularity of U.S. institutions in Indonesia.
38 U.S. Commercial Service | 2015

Market Entry

A recent survey conducted by a leading Indonesian newspaper shows that most students 

perceive academic institutions in the United States 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 and/or by working with student recruitment agencies. Recruitment agencies are 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 percent 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.

There are several strategies for increasing your presence of Indonesian students:

• Work with CS Jakarta. We have a series of excellent programs designed to assist U.S. 

institutions to increase the number of Indonesian students attending their schools.

• Participate more at local education fairs to directly meet and recruit potential students.

• Work with education consultants. Most Indonesian students use education agents/

consultants who play a significant role in sending students overseas. Please take extra 

precautions and work only with reputable consultants, who are involved only with 

legitimate students. 

• Develop Indonesian-language websites. Most Indonesian parents (generally the decision 

makers) do not have good command of the English language.

Current Demand

The majority of students from Indonesia study at the undergraduate level (65 percent), 

followed by the graduate level (21 percent). Fields of interest in field studies include: business, 

technology and science, social science and computer science.

Resources

• Institute of International Education, iie.org
2015 | Education and Training Services Resource Guide 39

Israel

Statistics

Capital: Jerusalem

Population: 7,821,850 (est. 2014)

GDP (USD): 273.2 billion (est. 2013)

Currency: Israeli new shekel (ILS)

Language: Hebrew (official), Arabic

Contact

Alan Wielunski

Commercial Specialist

alan.wielunski@trade.gov

+972-3-519-8526

Overview

At the start of the 2013–14 academic year, the Council for Higher Education 

estimated that 308,335 students would attend the 66 institutions of higher 

education in Israel, including 236,770 undergraduate (76.8 percent), 59,700 

graduate (19.4 percent), 10,650 Ph.D. (3.5 percent), and 1,215 diploma students 

(0.3 percent). This is an increase of 1.7 percent over the previous academic year. 

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, when higher education 

became 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 (50 percent), 

thereby allowing the seven public universities to focus more on graduate and 

research level studies. Today, institutions of higher education in Israel include 

seven state universities, one open university, 37 academic colleges (eight 

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 2013, revenues of the top 20 local universities and 

community colleges exceeded USD 2 billion. Around thirty foreign universities run 

local campuses in Israel.

Market Entry

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 
40 U.S. Commercial Service | 2015

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. According to 2013 statistics, a total of 25,000 Israelis requested 

information and showed interest in study programs in the States. In 2012–13 there were 2,430 

Israeli students (700 undergraduate, 1,291 graduate, 148 non-degree, and 291 OPT) studying 

in the United States, a 2.4 percent decrease from the previous year.

Current Demand

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 

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 around 30 trillion cubic ft., 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.
2015 | Education and Training Services Resource Guide 41

Japan

Statistics

Capital: Tokyo

Population: 127,103,388 (est. 2014)

GDP (USD): 4.729 trillion (est. 2013)

Currency: Yen (JPY/¥)

Language: Japanese

Contact

Kazuko Tsurumachi

Commercial Assistant

kazuko.tsurumachi@trade.gov

+81-3-3224-5049

Overview

During the 2013–14 academic year, Japan had the seventh highest population 

of students studying in the U.S. in the world. Japanese students studying in 

institutions of higher learning in the U.S. accounted for 19,334 students, and 

contributed more than USD 595 million to the U.S. economy through their 

expenditures on tuition and living expenses. While the number of college age 

individuals in Japan has steadily decreased since 1992 due to the declining birth 

rate, the United States has been, and still is, the most popular overseas destination 

for Japanese students seeking degree programs.

Market Entry

The internationalization of Japanese education is one of the major priorities for 

the Japanese Government. The Japanese Government is promoting measures to 

facilitate study abroad participation from the viewpoint of international human 

resource development, vitalization of personnel interchanges with foreign 

universities, and globalization of the traditional insular Japanese society. There 

are potential opportunities for U.S. institutions especially for summer programs, 

semester programs, and intensive language programs. All such programs are 

increasing in popularity among Japanese students. 

During the prolonged economic downturn, Japanese companies cut outside 

training/education costs. With the vacuum that has resulted, there are good 

market opportunities for U.S. programs which have unique offerings, a strong 

track record, and have been localized for the Japanese market. Some Japanese 

firms (especially larger corporations) may be hesitant to purchase products and 

services directly from overseas suppliers. U.S. companies may need to partner with 

local companies, such as consulting companies and placement firms, which often 

service the training and/or workforce needs of Japanese companies.
42 U.S. Commercial Service | 2015

Current Demand

Many students have become serious about improving their English proficiency in order to 

secure good jobs upon graduation in a competitive job market. More companies are now 

mandating their official language as being English with some companies even taking extreme 

measures such as demotion based on employee English scores. This has led to an increased 

interest in practical English with an emphasis on business communication. While the desire 

to learn English is high, one would be surprised at the average English proficiency of a new 

Japanese applicant. Universities with relaxed English proficiency requirements would be more 

attractive to Japanese students as an entrance point. 

• Test of English as a Foreign Language (TOEFL) scores of Japanese students are low by 

global standards, and are even lower with iBT testing. Hence, U.S. colleges with relaxed 

TOEFL score requirements for admission attract more attention. 

• One-semester and one-year abroad programs are becoming more attractive to Japanese 

college students. 

• Summer short term ESL courses with other programs or activities attached tend to be 

preferred by Japanese schools.

Trade Events

• The Association of Boarding Schools Fair (Tokyo), boardingschools.com/tokyo

• America EXPO Japan, americaexpo.jp/for-us-institutions

Resources

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

• Ministry of Education, Culture, Sports, Science, and Technology, 

www.mext.go.jp/english
2015 | Education and Training Services Resource Guide 43

Kazakhstan

Statistics

Capital: Astana

Population: 17,948,816 (est. 2014)

GDP (USD): 243.6 billion (est. 2013)

Currency: Kazakhstani tenge (KZT)

Language: Kazakh (Qazaq, official)

Contact

Aliya Shaikhina

Commercial Specialist

aliya.shaikhina@trade.gov

+7 (727) 250 76 12 x6491

Overview

Kazakhstan’s population reached 17 million in 2013. 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 around 36,394 students currently studying 

outside of Kazakhstan. 

Currently, 571,691 students are enrolled into higher education institutions in 

Kazakhstan. There are 139 universities nationwide. The range of tuition fees 

in Kazakhstan is from USD 1,000–15,000 per year, primarily at American-style, 

English-language universities. About 80 percent of the students are self-funded 

and just 20 percent 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. 

143,000 students graduated from high-school in 2013, 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 Ph.D. programs. The most popular countries for study under 

the program are the UK, U.S., and Russia. Of the 200 educational institutions 

with Bolashak agreements, 49 are in the U.S. Academic Mobility Scholarship—

another program, introduced in 2011 to support 300 students in state or national 

universities to complete part of their graduate degrees abroad.
44 U.S. Commercial Service | 2015

At the moment, fewer than 10 percent of potential Kazakhstani applicants are studying in 

the United States. Out of 43,000 students studying overseas, 70 percent are self-funded. In 

2013–14, over 2,000 students from Kazakhstan went to study in the U.S. with 65 percent 

studying at Bachelor’s level.

Market Entry

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.

Current Demand

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 

USD 13,000 and a large disposable income of its population make Kazakhstan an attractive 

market for the U.S. education sector. During the period of time from 2009 until 2014 the 

number of students going to the U.S. increased from 1,714 to over 2,000. Unlike the rest of 

Central Asia, Kazakhstan’s per-capita GDP has risen in the last five years, creating a burgeoning 

pool of middle- and upper-class youth eager to travel and study abroad. In addition, 

government policy has facilitated this by dramatically increasing English-language education 

nationwide over the past decade. Higher education is not fine-tuned in order to reflect more 

accurately the needs of the labor market. Major multinationals regularly noted a “skills gap,” 

with an insufficient supply of up-to-date technicians, engineers, scientists and professional 

managers, which might mean an increasing demand in education for related degrees.

Trade Events

• Education and Career 2014, eng.atakentexpo.kz

Resources

• Kazakhstan Ministry of Education and Science, edu.gov.kz/en

• Bolashak Scholarship Program, bolashak.gov.kz
2015 | Education and Training Services Resource Guide 45

Korea, Republic of

Statistics

Capital: Seoul

Population: 49,039,986 (est. 2014)

GDP (USD): 1.666 trillion (est. 2013)

Currency: S. Korean won (KRW)

Language: Korean, English

Contact

Young Hee Koo

Commercial Specialist

younghee.koo@trade.gov

(822) 397-4396

Overview

Economic development in South Korea has increased the general amount of 

disposable income. South Korea also has one of the lowest birth-rates in the 

world. Regardless of the smaller market size, students from South Korea make up 

the third highest population of international students studying in the U.S. with 

an estimated population of 91,693 students. Overseas education has become a 

standard in South Korea and parents are willing to spend a large portion of their 

income on education, expecting high future returns.

English skills are also expected by most companies in South Korea. Employers 

require applicants to take the TOEEL or the TOEIC test to measure applicant’s 

English abilities. Korean students are exploring the opportunities of improving 

their English language skills not only in the local language institutions but also 

actively utilize the exchange programs or short-term summer or winter language 

training programs in the U.S.

Market Entry

Korea’s dynamic and constantly evolving education market is best characterized 

by the power of the information that flows by word-of-mouth referrals. Korean 

parents are increasingly capable of acquiring information on educational 

opportunities for their children. Agents are utilized less. U.S. schools should 

consider employing a combination of on-line advertising, blogging, Facebook, and 

twitter within their promotional campaigns. Building people to people networks 

through alumni advocacy as well as developing and broadening exchange 

programs, which in turn, raise the profile of the U.S. institution, definitely helps 

U.S. schools attract Korean students to the U.S.
46 U.S. Commercial Service | 2015

Current Demand

• Long-term undergraduate and graduate programs are considered the best value.

• One or two semester exchange programs that incorporate other value-added 

components such as internships have gained popularity.

• Recently more Korean students are employing strategies to study at a community college 

before transferring to a 4-year college.

• Private primary and secondary education—despite the decline of Korea’s youth 

population, Korea continues to be a reliable source of international students.

Resources

• Ministry of Education (MOE), english.moe.go.kr

• Korea Education Development Institute (KEDI), eng.kedi.re.kr

• Fulbright (Korean-American Educational Commission), fulbright.or.kr/xe/index

• Korea Overseas Studying Association (KOSA), kosaworld.org
2015 | Education and Training Services Resource Guide 47

Kuwait

Statistics

Capital: Kuwait City 

Population: 2,742,711 (est. 2014)

GDP (USD): 165.8 billion (est. 2013)

Currency: Kuwaiti dinar (KWD)

Language: Arabic (official), English

Contact

Xavier Muthu

Commercial Specialist

xavier.muthu@trade.gov

(965) 2259-14567

Summary

An oil-rich market, Kuwait spends heavily to improve its education systems to 

prepare its increasing number of youth entering the competitive job market in 

the private-sector. On the infrastructure side, Kuwait has spent USD 1.14 billion 

to upgrade educational facilities in Kuwait which includes USD 882 million to 

rebuild old schools and create new facilities. On the education services side, the 

Ministry of Higher Education announced in 2014 an additional 1500 overseas 

scholarships for Kuwaiti students in the coming academic year, bringing the total 

number to 6000 scholarships each year. The uptick in scholarships is meant to 

address the volume of high school graduates seeking higher education abroad. 

This scholarship program covers up to 100 educational disciplines including 89 

scientific disciplines, literary as well as interdisciplinary ones. There is a move afoot 

to emphasize certain disciplines, specifically dentistry, nursing and pharmacy due 

to urgent demand. U.S. universities targeting Kuwaiti student have to approach 

the Cultural Office at Kuwait Embassy in Washington, DC to be part of its preapproved list of universities. Universities must meet the specific criteria of the 

Cultural Office of the Kuwait Embassy in order to be included on the pre-approved 

list of universities for Kuwaitis. 

In 2012, the Human Development Index report ranked Kuwait fifth in the GCC 

and 54th in the world. With literacy rate above 93 percent, Kuwait ranks among 

the highest in the Arab world. This is partly attributed to Kuwait’s progressive 

education policy that encompasses all children, including those with special needs 

and females alike. 

In total there are approximately 1250 public schools and private educational 

institutions. The Ministry of Education (MOE) has begun to revamp its entire 

curriculum starting at the primary school level. The project is to be phased in 

over a period of five years and will cover all subjects, from social sciences to 

mathematics and science. Industry experts expect the demand for training 

programs in a variety of fields will increase due to Kuwait’s multi-billion-dollar 
48 U.S. Commercial Service | 2015

national development plan. On the information communication technology (ICT) side, the 

Ministry strives to incorporate the latest technology to empower schools to raise the level 

of ICT literacy. For example, in 2011, the MOE signed a Memorandum of Understanding 

(MOU) with Hewlett-Packard (HP), underscoring the government’s long-term commitment 

to enhancing the role of technology in education. The MOE would work with HP to advance 

teaching skills though professional development opportunities; this will strengthen the 

integration of technology in K-12 schools. Out of the 20 international schools, four are affiliated 

American schools and the rest follow Canadian, British, French, or Indian curricula with English 

speaking programs.

There are nine universities in Kuwait in total. Kuwait University, the only public university, 

graduates 4000 students from a variety of programs each academic year. The other universities 

are private: namely, American University of Kuwait, Box Hill College, and Gulf University of 

Science and Technology to name a few. 

On the vocational and non-degree training side, there is high demand. The Ministry of 

Defense contracts with a foreign language institute to offer English language instruction to 

its personnel. The Kuwait Chamber of Commerce and Industry (KCCI) deliver various training 

programs for the private and government sectors. The Public Authority for Applied Education 

and Training provides programs for graduates seeking employment at government ministries, 

departments, and agencies.

According to industry sources, the Government of Kuwait has created a USD 5.6 billion 

education market that is strong, steady, and offers many opportunities for U.S universities 

and suppliers of products and services. The U.S. leads the pack with roughly 20 percent 

market share, followed by Japan, the U.K and other Far East countries. U.S. products are highly 

respected by the Ministry of Education, but companies seeking business here have to be 

competitive, flexible, and well-connected to compete for government projects.

Market Entry

The U.S. Embassy in Kuwait places significant emphasis on the promotion of American 

education and training institutions. The Embassy regularly promotes various education shows, 

including the American Education Expo, EduCare Expo, America-Mideast Educational and 

Training Services, Inc. (AMIDEAST), and Linden Tour. The Embassy also provides advice and 

counseling to students on applying to regionally-accredited U.S. education institutions.

Current Demand

The best prospects and services in the Kuwait education sector are ESL and TOEFL programs, 

and Certified Programs such as Executive Trainings, Management Trainings, IT Trainings, 

Security Training and Ongoing Professional Development. 

Undergraduate,pharmacology,engineering, dentistry, and management degrees are also a 

primary focus for Kuwaiti students looking to study abroad.
2015 | Education and Training Services Resource Guide 49

Malaysia

Statistics

Capital: Kuala Lumpur

Population: 30,073,353 (est. 2014)

GDP (USD): 525 billion (est. 2013)

Currency: Malaysian ringgit (MYR)

Language: Bahasa Malaysia (official)

Contact

Tracy Yeoh

Commercial Specialist

tracy.yeoh@trade.gov

60-3-2168-5089

Overview

Malaysia is ranked 24th in the total number of students sent to the U.S. for higher 

education. According to Open Doors 2014 “Fast Facts” for 2013–14 , there were 

6822 Malaysia students studying in the United States, a 0.5 percent change.

Primary source of funds for Malaysian students are 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. Secondary source of funds for Malaysian students are 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 (THE) World University Ranking Top 100 

schools in order to have access to these funds. T.H.E. is part of the Thomson 

Reuters group.

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 vast majority going to 

Australia and the U.K.

Market Entry

Malaysia aspires to be a regional and international education hub. Towards this 

end, the Malaysian government is strongly encouraging international education 

partnerships and collaboration. Additionally, it is also pushing the Malaysian public 

and private higher education institutions to be 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.
50 U.S. Commercial Service | 2015

Current Demand

ITraditionally, 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 

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 Malaysian student interests. Additionally, Optional Practical Training (OPT) involving 

internships either pre or post-completion of degree is gaining market traction as well. .

Resources

• Malaysian-American Commission on Educational Exchange, macee.org.my
2015 | Education and Training Services Resource Guide 51

Mexico

Statistics

Capital: Mexico, D.F.

Population: 120,286,655 (est. 2014)

GDP (USD): 1.845 trillion (est. 2013)

Currency: Mexican peso (MXN)

Language: Spanish

Contact

Martha Sánchez

Commercial Specialist

martha.sanchez@trade.gov

52 55-5080-2000 x5225

Overview

Mexico is the ninth largest country of origin for students studying in the United 

States, with over 14,000 Mexican students enrolled, primarily in undergraduate 

programs. Approximately two percent of foreign students under student visa 

status in the U.S. are from Mexico. Mexican students choose to study in the U.S. 

because of the strong ties and proximity between the countries and the prestige of 

the American higher education system. 

Thanks to the Bilateral Forum on Higher Education, Innovation and Research 

announced by Presidents Obama and Peña-Nieto in May 2013, schools in Mexico 

are more open than ever to internationalizing their programs. Most universities, 

both public and private, are developing international collaborations with foreign 

universities. The Mexican government has set the goal to send 100,000 Mexican 

students to the United States and welcome 50,000 U.S. students to Mexico by 

2018. As a result, student exchanges will increase in the coming years, as more 

information becomes available, competitive education is growing, and study and 

work experiences gained in foreign countries come to be expected in the business 

community

There is also a demand for English language proficiency within higher education 

in Mexico. Several Mexican private universities use the Test of English as a Foreign 

Language (TOEFL) institutional exam as a requirement for students in all fields of 

study to increase the knowledge of a second language in this competitive market. 

It is estimated that about five percent of Mexican English as a Second Language 

(ESL) students travel abroad for intensive English programs.

Market Entry

Mexican public and private colleges are focusing on alliances and agreements 

with foreign schools to provide joint programs, dual certification, and exchange 
52 U.S. Commercial Service | 2015

programs for students and professors. These programs have become more important as 

Mexico has become a key player in the world economy. 

U.S. government agencies are working with institutions in the U.S. and Mexico to encourage 

greater exchanges and closer partnerships between U.S. and Mexican education institutions, 

including community colleges and technical institutions.

It is highly recommended to travel and participate in recruitment fairs, as well as to visit 

schools to promote educational opportunities.-=

Current Demand

• Short-term ESL programs for students 

• Undergraduate and graduate programs for engineering, business, environment/energy 

and science

• Corporate training programs in management, as well as executive-level language 

proficiency programs 

• Dual-degree programs and collaborative programs in international business and 

management, engineering, environmental technology

Resources

• 100,000 Strong in the Americas, 1.usa.gov/13ctH6G
2015 | Education and Training Services Resource Guide 53

Nigeria

Statistics

Capital: Abuja

Population: 177,155,754 (est. 2014)

GDP (USD): 478.5 billion (est. 2013)

Currency: Naira (NGN)

Language: English (official), 

Igbo, Yoruba, Hausa

Contact

Joseph Umoetteh

Commercial Specialist

joseph.umoetteh@trade.gov

234-1-460 3400 x3807

Overview

Industry reports indicate that Nigeria has more than 300 higher-education 

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, more than 45 private universities have been accredited 

by the National Universities Commission (NUC) to meet higher education needs 

of Nigerians and the economy; this excludes 36 federal and 37 state universities 

already approved and operational. By contrast, the 2012 U.S. Embassy Education 

Survey shows that between 2006–10, more than 1.5 million students sought 

admission into Nigerian universities each year; however, less than 300,000 

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.

A 2012 Nigeria market survey conducted by the U.S. Embassy’s Education Advising 

Center (EAC) indicates that Nigeria is the largest source of students from subSaharan Africa to the United States, with a 6 percent increase in the number of 

students admitted to study in undergraduate, graduate and non-degree programs 

in the U.S. over the previous year. Although the monetary value of U.S. education 

service exports is difficult to calculate, we estimate that more than 8,000 Nigerian 

students are studying in over 700 U.S. universities, with tuition fees totaling in 

the millions of dollars annually. Given the impact of frequent national strikes by 

university teachers and distortion in school calendar, EAC believes that 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 U.K., Australia and South Africa 
54 U.S. Commercial Service | 2015

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.

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. 

According to the Federal Ministry of Finance, the GON has estimated nearly USD 85 million 

is needed to implement education sector development plans for fiscal year 2013, including 

the procurement of computers, library books, and equipment for schools. 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. For example, Kwara state is currently inviting proposals from reputable foreign 

investors to establish a vocational center for skills development of graduates from both the 

federal and state-owned universities in the state, and is willing to provide land, infrastructure, 

tax holidays and financial support, including investment insurance to qualified investors. 

Recent observations indicate that the UK is dominating a substantial part of the training 

sector, particularly in providing project management training to Nigerians. Although the UK, 

Lebanese, and recently Canada are taking advantage of these opportunities, Nigerians have an 

affinity for U.S. education, training services and products.

Market Entry

Given the rapid growth in private investment in education, laboratory equipment, books, 

and professional textbooks would continue to gain market position. In addition, 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

• Education franchises 

• Professional training 

• Continuing education for Nigerian professionals
2015 | Education and Training Services Resource Guide 55

Romania

Statistics

Capital: Bucharest

Population: 21,729,871 (est. 2014)

GDP (USD): 288.5 billion (est. 2013)

Currency: Romanian leu (RON)

Language: Romanian

Contact

Corina Gheorghisor

Commercial Specialist

corina.gheorghisor@trade.gov

(+4) (021) 200-3397

Overview

In Romania there are 93 higher education institutions, out of which 37 are 

accredited private institutions of higher education and 56 are state institutions. 

State (public) universities offer budgeted places and also accept fee-paying 

students. According to observations made in the 2014 EducationUSA’s Fast Facts 

for Romania, Romanian high school students are recognized for their academic 

excellence and are frequent winners of top international competitions in physics, 

chemistry, mathematics and computer science. 

The U.S. is the eighth study abroad destination for Romanian students, following 

the UK, Italy, France, Germany, Spain, Hungary and Denmark, according to a 

UNESCO 2012 report. However, mobility to the U.S. has been dropping at a 

constant rate (-9.8 percent since last year). The proportion of the population aged 

15–24 in Romania has declined by 22 percent over the past 10 years (according 

to Eurostat, 2013), which may account in part for the decline in student mobility 

to the US. Other factors include limited fee-paying abilities and the availability of 

study options in Europe (since Romania’s accession to the EU). The number of U.S. 

students in Romania has increased by 40.7 percent, i.e. there were 287 American 

students in Romania in 2013. 

Market Entry

Romania joined the European Union in 2007, which led to a sharp decrease in 

tuition costs for Romanian students interested in study opportunities in any of 

the E.U. member states. Concurrently, over the past seven years, there has been a 

clear resurgence of interest in academic mobility, with more Romanian students 

than ever planning to pursue an academic degree abroad. Although high tuition 

fees are still a burden for many Romanians, they are more inclined than ever to 

consider alternatives to the national system of education at all levels.
56 U.S. Commercial Service | 2015

Current Demand

High numbers of enrollment are reported for business administration programs, along with 

high numbers of enrollment in law schools, institutions geared towards health professions, 

and even humanities. The most sought after specialization at the University of Bucharest 

in 2013 was “applied modern languages.” According to a recent survey poll, organized by a 

private corporation in cooperation with the Ministry of Education, high school students would 

prefer to major in law (15 percent), computer science (13 percent) and even acting (around 

11.4 percent).

Resources

• National Ministry of Education, edu.ro

• Romanian-U.S. Fulbright Commission, fulbright.ro
2015 | Education and Training Services Resource Guide 57

Saudi Arabia

Statistics

Capital: Riyadh

Population: 27,345,986 (est. 2014)

GDP (USD): 927.8 billion (est. 2013)

Currency: Saudi riyal (SAR)

Language: Arabic (official)

Contact

Jeff Geiger

Commercial Officer

jeff.geiger@trade.gov

+966-11-488-3800 x4747

Overview

Saudi Arabia’s educational system is experiencing an impressive transformation. 

Not only has the Saudi Government been increasing budgetary appropriations 

in support of education and manpower development projects since 2000, but it 

also has been increasingly opening its doors to U.S. universities, institutions, and 

major corporations. The Government has appropriated 25 percent of its fiscal year 

2014 budget, around USD 56 billion, for expenditure on the education sector, an 

increase of 3 percent over fiscal year 2013.

The budget includes new projects for 465 new school buildings, 1544 school 

buildings currently under construction, and also includes appropriations to 

increase the number of classrooms and rehabilitation of around 1500 existing 

school buildings. 

The fiscal year 2014 budget includes appropriations for revamping several 

women’s universities, opening of eight new colleges and completing the 

construction of campuses for new universities.

USD 5.9 billion was appropriated to the King Abdullah Scholarship Program, 

which supports over 185,000 Saudi students studying abroad, including their 

dependents who are also supported by the program. The budget also includes 

several new projects to build new vocational and technical colleges and institutes, 

costing around USD 1.39 billion, and additional appropriations for existing projects 

amounted to USD 133.3 million.

The Saudi Government continues to focus on investment programs that enhance 

long-term and sustainable economic development and employment opportunities 

for Saudi nationals. The Government realizes that to achieve a highly diversified 

new economy with significant Saudi labor, education and training must be a 

significant cornerstone in the Kingdom’s diversification plans.
58 U.S. Commercial Service | 2015

Market Entry

King Abdullah University of Science and Technology (KAUST)

KAUST’s core campus, located on the Red Sea at Thuwal, occupies more than 36km2 (14 sq. 

mi.), encompassing a marine sanctuary and research facility. KAUST is the first mixed-sex 

university campus in Saudi Arabia. Women are allowed to mix freely with men and drive on 

campus, and are not required to wear veils in the coeducational classes. KAUST pursues its 

research agenda through four strategic research points that focus on areas of science and 

technology that are important to the Kingdom, the region and the world:

• Resources, energy, and the environment

• Biosciences and bioengineering

• Materials science and engineering

• Applied mathematics and computer 

science

Riyadh Women’s University

Riyadh Women’s University will have 13 colleges, including facilities for medicine, dentistry, 

nursing, naturopathy and pharmacology and a 700-bed hospital. The new university and 

campus, which will accommodate up to 40,000 students, aims to be the focal point for 

prompting education among women in the Kingdom. The university also plans to focus on 

educational programs that are essential to meet the various demands in the Saudi market.

King Fahd University of Petroleum and Minerals (KFUPM)

KFUPM is located in Dhahran in the Eastern Province of Saudi Arabia. It is a leading educational 

organization for science and technology. More than 10,000 students attend the University 

to pursue both undergraduate and graduate programs, including sciences, engineering, 

computer sciences, industrial management, and environmental design.

Prince Mohammad University (PMU)

The Prince Mohammad University is a new private university located in the Al-Khobar area 

of the Eastern Province of Saudi Arabia. The University has been established by a group of 

renowned individuals under the auspices of HRH Prince Mohammad bin Fahd bin Abdulaziz. 

One of PMU’s goals is to equip Saudi nationals with the appropriate competencies and 

technical knowledge to meet the growing demand for manpower in the Saudi market. 

Students at PMU study in diverse fields, including business, engineering, information 

technology, culture, education, community development and public administration.

Current Demand

The Kingdom has identified technical and administrative training as an essential sector of 

education to support the country’s economic and social development. Graduates of training 

programs in healthcare, agriculture, teaching and other areas are steadily filling positions 

at industrial, agricultural and social institutions throughout the country. The General 
2015 | Education and Training Services Resource Guide 59

Organization for Technical Education and Vocational Training, along with the Ministry of 

Education, Ministry of Labor and Social Affairs, operates most of the Kingdom’s vocational 

training centers and higher institutes of technical education. Several other government 

agencies run institutes or training centers in their particular specialties.

English language programs for professional development constitute an excellent business 

opportunity in the Saudi market. Other areas of interest include hands-on training such as 

machine tooling, metalworking, electro-mechanics and auto mechanics. These programs 

offer young Saudis the opportunity to learn skills that are in high demand, and courses are 

specifically tailored to meet the needs of unemployed Saudis.

Another important institution designed to address the country’s shortage of administrative 

personnel is the Institute for Public Administration, established in Riyadh in 1961 as a semiindependent public agency. The institute provides basic training for civil servants and has 

branches in Dammam and Jeddah, as well as 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.
60 U.S. Commercial Service | 2015

Serbia

Statistics

Capital: Belgrade

Population: 7,209,764 (est. 2014)

GDP (USD): 80.47 billion (est. 2013)

Currency: Serbian dinar (RSD)

Language: Serbian

Contact

Boris Popovski

Commercial Specialist

boris.popovski@trade.gov

(65) 6476-9037

Overview

Education in Serbia is consists 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 EUR 

1,000–1,500 for public, and EUR 2,000–2,500 for private universities.

In 2012 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.

It is certain that there is a certain trend among students to study abroad (mostly in 

EU countries). This is usually an independent decision, made by students, and not 

related to cooperation with universities in Serbia. However, there are programs for 

students to study abroad that offer full or partial scholarship. In 2013 there were 

753 F-1 U.S. visas (full time students) issued in Serbia.
2015 | Education and Training Services Resource Guide 61

Market Entry

International Exchange Programs Between the U.S and Serbia

• American Serbia and Montenegro Youth Leadership Exchange (A-SMYLE)

• The Global Undergraduate Exchange Program (Global UGRAD)

• Fulbright U.S. Student Program

• Fulbright Visiting Scholar Program

Due to the current condition of Serbia’s economy, fully-funded scholarships are the best way to 

attract 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.

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.

Current Demand

One of the most appreciated faculties in Serbia is Faculty of Electronic Engineering in Belgrade. 

In last couple of years, the vast numbers of secondary students applied for the Faculty of 

Organizational Sciences in Belgrade. However, “traditional” sciences are still highly respected 

(law, medicine, economy, social sciences).

In academic year 2010–11 top five faculties by the number of enrolled students at the 

University of Belgrade were Faculty of Law (8581 students), Faculty of Economy (8038 

students), Faculty of Philology (6919 students), Faculty of Organizational Science (4849 

students) and Faculty of Philosophy (4103 students). Among students enrolled at the 

university, for the year 2010, 48 percent paid for their studies and 52 percent were financed by 

the government.

Resources

• Ministry of Education, Science, and Technological Development, mpn.gov.rs

• EDUfair(TM) Belgrade, edu-fair.net

• International Academic Center, iacbg.org
62 U.S. Commercial Service | 2015

Spain

Statistics

Capital: Madrid

Population: 47,737,941 (est. 2014)

GDP (USD): 1.389 trillion (est. 2013)

Currency: Euro (EUR/€)

Language: Castilian Spanish (official)

Contact

Jesus Garcia

Commercial Specialist

jesus.garcia@trade.gov

+34 913 081 578

Overview

According to the Institute of International Education’s 2013 Open Doors report, 

Spain is ranked 25th among countries sending students to the U.S. for higher 

education and training services. During the 2012–13 academic year, 5,033 Spanish 

students were enrolled in undergraduate, graduate, OPT, or Intensive English 

Programs. This was a 2.2 percent increase over the previous academic year. The fact 

that Spain’s new King studied in the U.S. and has been supportive of educational 

exchanges with the U.S. has brought positive visibility to the U.S. education 

market. Spain’s royal family conferred the prestigious 2014 Prince of Asturias 

Award for International Cooperation on the Fulbright Program. 

Spanish students are actively seeking study abroad opportunities, and many take 

full advantage of the European Union’s Erasmus program for exchanges within 

Europe. Spanish students also highly value educational opportunities in English 

speaking countries outside the EU including the U.S., 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. 

Market Entry

Spain is a stable and mature market for inbound students. An on-site partner 

network and/or accredited representatives are recommended to drive and support 

student acquisition.
2015 | Education and Training Services Resource Guide 63

E-learning, blended programs, and intensive ESL programs offer additional opportunities, as 

well as optional practical training programs. Spanish students are very sensitive to costs when 

selecting education options and value dual accreditation courses. 

Current Demand

Spanish student enrollment in graduate programs has had consistent growth in the past 

couple of years and should continue to be 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 

U.S. are:

• Business

• Management

• Social Sciences

• Engineering

• Fine/Applied Arts 

Trade Events

• AULA (Madrid), March 4–8, 2015, ifema.es/aula_06

• Foro de Posgrado (Madrid), March 5–8, 2015, ifema.es/forodepostgrado_06

• Saló de l’Ensenyament (Barcelona), March 12–16, 2015, ensenyament.com/en

• Enterate (Multiple cities), eventoenterate.com

• FPPEDUMedia EDUEXPOS (Multiple cities), fppmedia.com

• QS World MBA Tour Madrid, bit.ly/16u4vdD

• SRT Student Recruitment Tours, srt-fairs.com

Resources

• EducationUSA, educationusa.info/spain

• Fulbright Spain, fulbright.es

• Spanish Association of Promoters of Courses Abroad (ASEPROCE), aseproce.org
64 U.S. Commercial Service | 2015

Taiwan

Statistics

Capital: Taipei

Population: 23,359,928 (est. 2014)

GDP (USD): 926.4 billion (est. 2013)

Currency: New Taiwan dollar (TWD)

Language: Mandarin Chinese (official)

Contact

Grace Tao

Commercial Specialist

grace.tao@trade.gov

886-2-2720-1550 x383

Overview

According to IIE Open Doors data, in 2013 Taiwan was the sixth leading origin 

of foreign students studying in the U.S., with 21,867 students enrolled in U.S. 

institutions. The U.S. remains the top destination for Taiwan students that pursue 

studies abroad—49.7 percent of the students studying at the graduate level, 27.4 

percent at the undergraduate level, 15.6 percent at Optional Practical Training 

(OPT), and 7.3 percent in other non-degree programs. Even though the number 

of students from Taiwan has decreased gradually, U.S. universities continue to be 

highly regarded for excellence in academic programs, teaching quality, diversity 

and modern facilities. 

In recent years, career development programs or degree programs with work 

opportunities are becoming increasingly popular. An interesting trend developing 

is more and more Taiwan students choose to stay in the U.S for an OPT program, to 

work for 12-29 months, upon completion of their studies. One major contributing 

factor is the stagnant domestic economy which resulted in lower pay and fewer 

international job opportunities. Many Asian neighboring countries are noticing the 

trend, such as China (including Hong Kong), Japan and Singapore, and they have 

stepped up efforts recruiting top notch Taiwan students by offering scholarships 

or job opportunities upon graduation. Therefore, it is advisable for U.S. schools to 

increasingly emphasize affordability and quality, as well as post-graduation job 

placement to attract Taiwan students.

Another growing market segment that is related to work placement is the 

“Working Holiday.” According to the Taiwan Ministry of Foreign Affairs, the number 

of applicants for Work Holiday programs increased fivefold in four years’ time. In 

2012 a total of 19,200 people went abroad for Work Holiday programs, mainly to 

Australia, New Zealand, Canada and Japan. Even though the U.S. does not offer 

Work Holiday visas, U.S. schools can try to can design ESL or professional certificate 

programs that will allow students to have an internship or participate in work 
2015 | Education and Training Services Resource Guide 65

experiences. Finally, pathway programs and conditional admission programs continue to make 

inroads into the Taiwan market as more and more students shun taking TOEFL or IELTS tests. 

Another major development in Taiwan’s education industry is the easing of regulations to 

enable foreign universities to establish operations in Taiwan in the Free Economic Pilot Zones 

(FETZ). The Plan, which is yet to be finalized by the Legislative branch of the Taiwan authorities, 

will allow foreign universities to collaborate with Taiwan universities, to set up branch 

campuses, independent colleges, or joint degree programs. The move was triggered by two 

main factors: One being that Taiwan has been left out of a trend within the Asia Pacific region 

for leading foreign universities to establish branch campuses to serve international students; 

second is the declining number of Taiwan youth going abroad to study. U.S. institutions of 

higher education should take advantage of this window of opportunity to come to Taiwan and 

explore partnerships with Taiwan universities.

The market for Taiwanese students is very competitive. Taiwan is a stable and mature market 

for U.S. institutions. Domestic supply of higher education institutions has also reached 

its saturation point. Traditionally, the major foreign recruiters are from English-speaking 

countries such as the UK, Australia, Canada and New Zealand. In recent years, neighboring 

Asian countries are also 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 savvy about selecting programs which offer the best value for the time and money. 

In order to maintain its 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 educational fairs and social media are all recommended strategies.

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 Taiwanese 

students and parents when planning for studying abroad. CS Taiwan can assist U.S. schools 

pre-screen prospective agents and arrange one-on-one meetings in Taipei, Taichung, 

and Kaohsiung.

Participation in education fairs may also be a very effective tool. Fair organizers have a deep 

knowledge of the market and can greatly reduce U.S. schools’ marketing expenses. Local fair 
66 U.S. Commercial Service | 2015

organizers also counsel students throughout the year and are able to follow up with students 

who visit an education fair. Taiwan’s major education fairs featuring U.S. schools include:

• OH! Study International Education Expo 

(Spring/Fall), co-sponsored by CS Taiwan

• AIEF Education Foundation Fair (AIEF)

• USEAS Study World 

• The Association of Boarding Schools Fair 

(TABS), co-sponsored by CS Taiwan 

• The MBA Tour

• QS Top MBA Fair

Current Demand

• Degree programs in business, engineering, life sciences, computer sciences, health care, 

education, and the arts.

• Programs containing a work or internship component

• Pathway programs

• Professional certificate or diploma programs

• Joint degree programs with local universities

Resources

• Taiwan Ministry of Education, english.moe.gov.tw

• Oh! Study Education Center, ohstudy.net/expo

• American International Education Foundation (AIEF), aief-usa.org

• USEAS Study World, useas.com.tw/study-world

• Top MBA Tour, topmba.com

• The MBA Tour, thembatour.com

• The Association of Boarding Schools Fair (TABS), tabs.org
2015 | Education and Training Services Resource Guide 67

Thailand

Statistics

Capital: Bangkok

Population: 67,741,401 (est. 2014)

GDP (USD): 673 billion (est. 2013)

Currency: Thai baht (THB)

Language: Thai (official)

Contact

Thanyathorn Voravongsatit

Commercial Specialist

tvoravon@trade.gov

662-205-5282

Overview

Thailand is still moving forward to improve its educational system in order to 

increase its competitiveness in human resources and prepare students to work 

and thrive in an international community before the implementation of the ASEAN 

Economic Community (AEC) next year. 

The Ministry of Education has issued a number of tasks in developing Thailand into 

an international education hub in the ASEAN region. One of the urgent tasks is to 

develop students’ skills in the English language and the languages of neighboring 

countries. Thailand still lags far behind major ASEAN countries in English 

proficiency, especially compared to Singapore, Malaysia, the Philippines, and 

Indonesia. Hence, the number of English language schools and language training 

centers is growing in order to meet demand for more education options. 

Both state and private universities also offer international programs to attract Thais 

and foreign students. In 2013, there were more than 1,200 international programs 

available and more than 10,000 international undergraduate students in Thailand, 

of which 44 percent were from China, followed by Burma, Laos PDR and Vietnam. 

Market Entry

Within the sector of higher education, community colleges and two-year 

educational programs offer strong growth potential in Thailand. The lack of true 

understanding of the program causes the low number Thai student population 

in this subsector in the U.S. There are also growing numbers of bi-lingual schools. 

High school graduates from these schools are a good potential market for 

community college and undergraduate degree programs in the United States. 

The other area with growth potential is high school students from Thailand. 

Currently, Canada, New Zealand and Australia are the major destinations for 

Thai high school students studying abroad. School fees in these countries are 
68 U.S. Commercial Service | 2015

more competitive than fees of schools in the United States and United Kingdom. Moreover, 

most of the schools in Canada, New Zealand and Australia work with agents to promote their 

institutions, while most of the schools in the United States do not.

Current Demand

The demand to study abroad for an undergraduate degree is growing continually. However, 

45 percent of the Thai overseas education market is still dominated by postgraduates and 

higher education students, 30 percent undergraduate, and 25 percent high school and short 

term program students (one year exchange students and ESL students). Student Exchange 

and summer programs are still popular programs among youth and high school students as 

a pathway of learning Western culture and English language with native speakers. Due to the 

lack of English proficiency, Thai students frequently enroll in universities that offer ESL and 

English-intensive programs. The most popular academic programs are business administration, 

computer information, engineering, and mass communication. 

• Two-year, Community College

• Business Administration, Graduate and 

Undergraduate Degrees

• 4-6 week Summer Language Training 

and Cultural Programs

• One-year Exchange Program for High 

School

• Boarding High School

Resources

• The American Chamber of Commerce in Thailand, amchamthailand.com

• Thai International Education Consultants Association, tieca.com/?switch_lang=1
2015 | Education and Training Services Resource Guide 69

Turkey

Statistics

Capital: Ankara

Population: 81,619,392 (est. 2014)

GDP (USD): 1.167 trillion (est. 2013)

Currency: Turkish lira (TRY)

Language: Turkish

Contact

Perim Akguner

Commercial Specialist

perim.akguner@trade.gov

[90] 212-335 9197

Overview

Turkey’s population of 76.7 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 2013, there are 109 public and 70 private foundation universities 

serving five million students in various academic programs. 2013 figures reveal 

that 2.75 million students are enrolled in undergraduate programs, 218,000 in 

master’s programs, 60,000 in Ph.D., 20,100 in doctors in residency programs and 

2.23 million in the Open University. Public universities charge a small fee, whereas 

private university tuition costs range from USD 6,000–25,000 per year. Many 

outstanding students of limited means are able to attend private universities on 

merit scholarships.

Entrance into universities is very competitive due to the limited capacity of Turkish 

universities. Students need to pass a nationwide placement test that takes place 

once every year in June. Every year an increasing number of students take the 

exam. In 2013, 1,923,033 high school graduates took the exam and around 25.6 

percent of these applicants were enrolled in a 4-year program, 20.3 percent in a 

2-year program, and 11 percent 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 number of Turkish universities is insufficient to meet the increasing demand 

for higher education, thus there is a large Turkish student population studying 

abroad. Many students willing to study abroad place American universities at the 

top of the list due to the quality of education and good career prospects. Over 
70 U.S. Commercial Service | 2015

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 2013 Statistics show that Turkey, with its 

11,278 students, is the 10th leading place of origin for students in the U.S., right after Mexico 

and surpassing Germany, France and the U.K. Turkey ranks number one among European 

countries with the number of students in the U.S. Turkish students also constitute the seventh 

largest student body in the U.S. for intensive English programs.

Market Entry

There are more students interested in higher education than can be accommodated by the 

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 mid-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/masters degree to 

be able to find better jobs. These programs are even more competitive, so students seek [28] 

placement at foreign universities. Graduate studies are the most popular level of enrollment 

for Turkish students.

Several Turkish universities have cooperation programs with American universities and 

their students have opportunities to continue their education in the U.S. institutions. Other 

American institutions may wish to pursue such cooperative agreements as well as student 

exchange programs to attract qualified Turkish students.

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.
2015 | Education and Training Services Resource Guide 71

Current Demand

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:

• ABusiness administration and economics (especially MBA programs in finance, marketing 

and international business)

• Engineering, computer science and other technical fields

• 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, and video production)

• Medicine and other medical fields (for the most part, advanced level residencies)

• Natural and physical sciences
72 U.S. Commercial Service | 2015

United Kingdom

Statistics

Capital: London

Population: 63,742,977 (est. 2014)

GDP (USD): 2.387 trillion (est. 2013)

Currency: Pound Sterling (GBP/£)

Language: English (official)

Contact

Chrystal Denys

Commercial Specialist

chrystal.denys@trade.gov

+44 20 7894 0432

Overview

According to the Institute of International Education’s 2014 Open Doors Report, the 

United Kingdom is ranked 13th among countries sending students to the United 

States for higher education and training. The UK has ranked in the top 15 senders for 

many years, and the number of students has risen for six consecutive years, reaching a 

new peak in 2013–14.

During the 2013–14 academic year, a total of 10,191 students from the UK studied 

in the United States. Aside from a record number of students, this also represents an 

increase of 7.6 percent from the previous year. The largest group of British students in 

the United States is undergraduates (49.6 percent). Graduates make up 23.9 percent, 

and the remaining students are categorized as other (18.2 percent) and Optional 

Practical Training (8.3 percent).

Last year, UK students in U.S. colleges and universities contributed USD 338 million 

to the U.S. economy. It is also interesting to note that the UK is by far the leading 

destination for American study abroad students, hosting 12.5 percent of the total.

Market Entry

Considering the large number of American students coming to the UK, exchange 

programs and partnerships with UK universities are a common method of market 

entry. For U.S. schools looking to gain exposure and to test the market, the USUK Fulbright Commission’s USA College Day is a well-established and growing 

event. Taking place each September in Central London, the 2014 USA College Day 

attracted over 4,700 students.

The recent change to the university tuition structure, and to the United Kingdom’s 

international education strategy, has created opportunities for the recruitment of 

British students to the United States. Tuition fees were first introduced across the 

UK in September 1998. At that time, the UK government set a cap on fees of £1,000 
2015 | Education and Training Services Resource Guide 73

a year (approx. USD 1,700). Prior to this date, tuition was free and thus studying outside of the 

UK was a difficult financial burden for many. Since tuition was introduced in 1998, it has further 

increased and various regulations have come into force for each of the countries within the 

United Kingdom (England, Northern Ireland, Scotland, and Wales). Since 2012, tuition fees in 

England are at a maximum of £ 9,000 per year (approx. USD 15,300). 

In September 2013, the UK government launched its international education strategy, Global 

Growth and Prosperity. The strategy focuses on encouraging foreign students to study in the 

UK, but also places emphasis on actively encouraging British students to study and travel 

outside of the UK. This portion of Global Growth and Prosperity is called the Strateg

Current Demand

The United Kingdom’s educational system is well established, with its own international 

reputation and regard. The best prospects for attracting British students to the United States lie 

in the undergraduate and graduate areas of study. According to the Higher Education Statistics 

Agency (HESA), the most popular subjects for UK undergraduate students in 2012–13 were 

business and administration, biological sciences, social studies, subjects allied to medicine, 

and creative arts and design. At the graduate level, the most popular subjects were business 

and administration, education, subjects allied to medicine, social studies, and engineering and 

technology.

Trade Events

• U.S.–UK Fulbright Commission’s USA College Day (September), bit.ly/1zoE4gs

Resources

• U.S.–UK Fulbright Commission, fulbright.org.uk

• UK International Education Strategy: Global Growth and Prosperity, bit.ly/1vAWeu8

• UK Strategy for Outward Mobility, bit.ly/13LQI0y
74 U.S. Commercial Service | 2015

Vietnam

Statistics

Capital: Hanoi

Population: 93,421,835 (est. 2014)

GDP (USD): 358.9 billion (est. 2013)

Currency: Vietnamese dong (VND)

Language: Vietnamese

Contact—Ho Chi Minh City

Le Anh

Commercial Specialist

le.anh @trade.gov

 +84-8-3520-4660

Contact—Hanoi

Ngo Anh

Commercial Specialist

ngo.anh@trade.gov

+84-4-3850-5199 x6159

Overview

Educational exchange is a cornerstone of the U.S. bilateral relationship with 

Vietnam and a top prospect opportunity for U.S. universities and educational 

institutions. The number of students from Vietnam fluctuated moderately 

throughout the 1980s and 1990s with a steady trend of growth beginning in the 

late 1990s. With 16,098 students studying in the U.S. in the 2012-2013 academic 

year, a year-on-year increase of 3 percent, Vietnam topped the Southeast Asia 

in terms of students learning there. The figure is also the eight highest among 

countries having students in the U.S. The mutual understanding between the 

two countries’ students will play a key role in the process of expanding the two 

countries’ bilateral relations and consolidating their comprehensive cooperation.

A significant increase in per capita income in the past 10 years, the robust 

expansion of both the manufacturing and service sectors, and the value 

Vietnamese traditionally place on education are creating substantial opportunities 

for education and training services providers.

However, competition will continue to grow as globalization creates more 

opportunities for study elsewhere. Competitors in Asia (including Australia and 

Singapore) promote proximity, affordable costs, and the possibility of postgraduation employment. 

Currently, there are 234 universities and 185 colleges operating in higher 

education system in Vietnam. Vietnamese universities had room for only about 

600,000 of the 1.8 million candidates who took university/college entrance exams 

in 2013.
2015 | Education and Training Services Resource Guide 75

Improving domestic education is a top priority in various Vietnamese Government plans and 

initiatives which include ambitious goals, such as a 10 percent annual increase in domestic 

university enrollment and developing a higher education system more in line with regional 

and global standards. To this end, recently the Vietnamese Government has increased budget 

allocations, liberalized private sector involvement, and encouraged foreign participation in 

developing education and training services in Vietnam. However, many observers find the 

reform process to be slow, and domestic higher education falls far short of meeting demand. 

Market Entry

Appoint a Representative 

Local representation is essential for the success of any American schools in the Vietnamese 

market. Local students and parents tend to depend on people who are located in Vietnam, 

with whom they can communicate about the many issues involved in applying for admission 

and studying in the U.S. A representative could be an alumnus or someone with ties and 

familiarity with your school to handle in-country marketing, outreach and serve as a local 

point of contact. U.S. education institutions often appoint a professional education agent to 

market their school. Education agents typically represent other schools—from the U.S. or other 

countries—and provide a wide range of counseling services directly to parents and students. 

U.S. schools seeking agents should thoroughly vet prospective partners. 

Establish an Alumni Network

One of the most effective and low-cost ways of recruiting students is to establish and support 

an alumni network in Vietnam. There is no better promoter of your school than a student 

who achieved success and returned to Vietnam to tell his/her friends and family about 

their experiences.

Exhibit at Major Education Fairs

There are several education fairs in Vietnam annually, including fall and spring events 

organized by the Institute of International Education (IIE). According to IIE’s statistics, these 

events are the largest and most-attended events of their kind in Vietnam. IIE’s well-established 

reputation and professional expertise offer U.S. education institutions a convenient and costeffective method to obtain first-rate exposure in Vietnam. 

Stand-alone Marketing Events 

Universities or university consortia frequently organize outreach visits to local high schools, 

and hold seminars and counseling sessions, often employing a local partner or representative 

to organize and handle the necessary paperwork and public event approval process.

Become Familiar with Vietnamese Education-related Organizations

U.S. Schools should familiarize themselves with the many groups in Vietnam that are 

promoting U.S.–Vietnam education exchange such as the nonprofit organization VietAbroader 
76 U.S. Commercial Service | 2015

(vietabroader.org) and the recently-established Vietnam Education and Training Consortium 

(VETEC, vetecusa.org/en). 

Vietnamese Materials and Websites

While many prospective students are comfortable with English, schools will reach a wider 

audience—and appeal to more parents—with Vietnamese promotional materials 

and websites.

Business Etiquette

The cultural concept of face is extremely important to many Vietnamese. It is important to 

avoid putting your Vietnamese counterparts in an embarrassing situation and to use tact and 

discretion when dealing with uncomfortable situations. 

Consensual decision making is very deeply ingrained in Vietnamese social and political 

behavior, and often means that all parties with a voice can wield a veto and must be brought 

on board. Negotiations may appear to take longer than necessary; be patient, remember that 

decisions often have to go through a lot of bureaucratic red tape and group consultation.

For more information about business etiquette and customs, please contact your local U.S. 

Commercial Service office.

Current Demand

4-year Degree University Study

More Vietnamese students are pursuing 4-year study in universities. Business management, 

banking and finance, engineering, science and technology, IT, and health care programs are 

often their top choices. 

ESL and English Preparatory Programs

As Vietnam transitions to a market economy, English skills are becoming essential for many 

job seekers. Schools that offer ESL and English preparatory programs are attractive choices for 

students who need to develop these skills before starting their college programs. 

Technical and Vocational Training

Vietnam has a growing demand for skilled workers and production technicians as industrial 

sectors become a main provider of employment. According to the Ministry of Education and 

Training (MOET), the country needs 10,000-15,000 skilled workers trained each year in the 

service and industrial fields. Training facilities in Vietnam cannot satisfy this demand effectively 

which presents an opportunity for American schools to provide much-needed 

professional training. 
2015 | Education and Training Services Resource Guide 77

Community Colleges

Community colleges offer financial and academic accessibility, serve as a bridge for Vietnamese 

students to acclimate to English, American culture and the U.S. education system, as well as a 

transition to four-year universities. Vietnam is the fifth largest country of origin for students at 

U.S. community colleges.

Programs aimed at cultivating ‘Soft Skills’

Due to the rote-learning style of the Vietnamese education system, there is a need to cultivate 

skills such as leadership, public speaking and teamwork. 

Boarding schools

In the past, few students from Vietnam pursued boarding school in the United States, opting 

instead to enroll later in community colleges and universities. Recently, there is growing 

interest among Vietnamese families in sending children to the U.S. to enroll in high school and 

high school finishing programs (generally grades 9 to 12) to better prepare for U.S. college 

admissions. In addition, parents in Vietnam cite their desire for providing a safe, comfortable 

environment for their kids as primary criteria for selecting boarding schools. Several education 

recruiters in Vietnam have expressed interest in representing U.S. boarding schools, reflecting 

this growing trend.

Resources

• Institute of International Education, iie.org

• Vietnam Education and Training Center, vetecusa.com

• Viet Abroader, vietabroader.org

• Vietnam Education Foundation, vef.gov

• Higher Engineering Education Alliances, heeap.org

• American Chamber of Commerce in Vietnam, amchamvietnam.com

• Embassy of the Socialist Republic of Vietnam in the USA, vietnamembassy-usa.org

• Consulate General of Vietnam in San Francisco, vietnamconsulate-sf.org/en

• Vietnam Ministry of Planning and Investment, bit.ly/1BftFG4

• Vietnam Economy, vneconomy.vn
UNIVERSITY’S

© Copyright 2015 ELS Educational Services, Inc., – a Berlitz company.

Attract qualified scholars from around 

the world. 

Develop an effective and efficient international 

recruitment master plan with ELS.

InternationalStudentRecruitment.org

ELS INTERNATIONAL PATHWAYS®

VISIBILITY

GLOBAL

RAISE your

Learn More

Mr. Curt Eley

Vice President of Recruitment Alliance Strategies

Office: +1.609.759.5505 • Mobile: +1.972.814.4767 

Email: celey@ELS.edu
2015 | Education and Training Services Resource Guide 79

Market Reference Chart

Best Prospects Best Student Recruitment Methods

High SchoolBoarding SchoolsUndergraduateGraduateOPT LanguageEnglish as a Second Education AgentsInstitutional Student OutreachOnline Outreach

Australia     

Brazil     

Canada    

Central America Region       

Chile       

China       

Colombia     

Czech Republic     

Denmark     

France        

Germany       

Hong Kong       

India       

Indonesia     

Israel      

Japan      

Kazakhstan          

Kuwait     

Malaysia     

Mexico        

Nigeria     

Romania      

Saudi Arabia      

Serbia     

South Korea         

Spain        

Taiwan        

Thailand      

Turkey      

United Kingdom    

Vietnam        
80 U.S. Commercial Service | 2015

Contacts

For more information about how we can help you, please contact 

one of our trade specialists. For detailed contact information, 

please visit export.gov/usoffices.

U.S. Offices

Alabama

Birmingham

Alaska

Anchorage

Arizona

Phoenix

Scottsdale

Tucson

Arkansas

Little Rock

California

Bakersfield

Cabazon

Fresno

Inland Empire

Los Angeles (Downtown)

Los Angeles (West)

Newport Beach

North Bay

Oakland

Sacramento

San Diego

San Francisco

San Jose

Ventura County

Colorado

Denver

Connecticut

Middletown

Delaware

Served by Philadelphia, PA

District of Columbia

Served by Arlington, VA

Florida

Clearwater

Fort Lauderdale

Jacksonville

Miami

Orlando

Tallahassee

Georgia

Atlanta

Savannah

Hawaii

Honolulu

Idaho

Boise

Illinois

Chicago

Libertyville

Peoria

Rockford

Indiana

Indianapolis

Iowa

Des Moines

Kansas

Wichita

Kentucky

Lexington

Louisville

Louisiana

New Orleans

Shreveport
2015 

| Education and Training Services Resource Guide 81

Maine

Portland

Maryland

Baltimore

Massachusetts

Boston

Michigan

Detroit

Grand Rapids

Pontiac

Ypsilanti

Minnesota

Minneapolis

Mississippi

Jackson

Missouri

Kansas City

St. Louis

Montana

Missoula

Nebraska

Omaha

Nevada

Las Vegas

Reno

New Hampshire

Portsmouth

New Jersey

Newark

Trenton

New Mexico

Santa Fe

New York

Buffalo

Harlem

Long Island

New York

Rochester

Westchester

North Carolina

Charlotte

Greensboro

Raleigh

North Dakota

Fargo

Ohio

Akron

Cincinnati

Cleveland

Columbus

Toledo

Oklahoma

Oklahoma City

Tulsa

Oregon

Portland

Pennsylvania

Harrisburg

Philadelphia

Pittsburgh

Puerto Rico

San Juan

Rhode Island

Providence

South Carolina

Charleston

Columbia

Greenville

South Dakota

Sioux Falls

Tennessee

Knoxville

Memphis 

Nashville

Texas

Austin

El Paso

Fort Worth

Grapevine

Houston

McAllen

Midland

San Antonio

Utah

Salt Lake City

Vermont

Montpelier

Virginia

Arlington 

Richmond

Washington

Seattle

Spokane

West Virginia

Charleston

Wheeling

Wisconsin

Milwaukee

Wyoming

Served by Denver, CO
82 U.S. Commercial Service | 2015

International Contacts

Argentina—Buenos Aires

Yamilee Bastien, Commercial Officer

+54-11-5777-4367

yamilee.bastien@trade.gov

Diana Brandon, Commercial Specialist

(54-11) 5777-4550

diana.brandon@trade.gov

Australia—Sydney

Monique Roos, Commercial Specialist

61-2-9373-9210

monique.roos@trade.gov

Austria—Vienna

Dr. Manfred Weinschenk, 

Senior Commercial Specialist

43-1-31339 2285

manfred.weinschenk@trade.gov

Azerbaijan

Govhar Mammadova, 

Commercial Specialist

+994-12-498-0335 x4231

bakucommercial@state.gov

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

Chile—Santiago

Valerie Henderson, Commercial Assistant

56/2/2330-3316

valerie.henderson@trade.gov

China—Beijing

Rebecca Balogh, Commercial Officer

(86-10) 8532 3129

rebecca.balogh@trade.gov

Jing Qiu, Commercial Specialist

(86-10) 8531 4157

jing.qiu@trade.gov

China—Chengdu

Lin Liping, Senior Commercial Specialist

(86-28) 8598 6633

lin.liping@trade.gov

China—Shanghai

Eric Crowley, Commercial Officer

(86-21) 6279-7689

eric.crowley@trade.gov

Yuan Liu, Commercial Specialist

(86-21) 6279 8958

yuan.liu@trade.gov

Colombia—Bogota

Julio Acero, Commercial Assistant

+57 1 275 2635

julio.acero@trade.gov

Costa Rica—San Jose

Gabriela Lucke, Commercial Assistant

506 2519-2271

gabriela.lucke@trade.gov

Czech Republic—Prague

Jana Ruckerova, Commercial Specialist

(420) 257 022 310

jana.ruckerova@trade.gov

Denmark—Copenhagen

Sabina Kroigaard, Commercial Specialist

+4533417202

sabina.kroigaard@trade.gov

Dominican Republic—

Santo Domingo

Maria Elena Portorreal, 

Senior Commercial Specialist

(809) 368-7220

maria.portorreal@trade.gov

El Salvador—San Salvador

Lidia Sosa, Senior Commercial Specialist

011 503 2501 2999 x3144

lidia.sosa@trade.gov
2015 | Education and Training Services Resource Guide 83

Estonia—Tallinn

Reene Sepp, Commercial Specialist

(372) 66 88 130

seppr@state.gov

Finland—Helsinki

Mia Maki, Commercial Specialist

358-9-616 25289

mia.maki@trade.gov

France—Paris

Janee Pierre-Louis, Commercial Officer

+33 (0)1 43 12 70 87

janee.pierre-louis@trade.gov

Valerie Ferriere, Commercial Specialist

+33 (0)1 43 12 70 77

valerie.ferriere@trade.gov

Isabelle Singletary, 

Commercial Specialist

+33 (0)1 43 12 70 63

isabelle.singletary@trade.gov

Germany—Frankfurt

Elizabeth Walsh, Commercial Specialist

49-69-7535-3167

elizabeth.walsh@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

Honduras—Tegucigalpa

Rossana Lobo, Senior 

Commercial Specialist

(504) 2236-9320, x4842

rossana.lobo@trade.gov

Hong Kong

Marsha McDaniel, Commercial Officer

852-2521-1467

marsha.mcdaniel@trade.gov

Maria Lo, Commercial Specialist

852-2110-8647

maria.lo@trade.gov

Hungary—Budapest

Bianka Wallner, Commercial Assistant

+36 (1) 475-4234

bianka.wallner@trade.gov

India—Bangalore

Manjushree Phookan, 

Senior Commercial Specialist

+91 80 2220 6404

manjushree.phookan@trade.gov

India—Chennai

Mala Venkat, Senior 

Commercial Specialist

+91 44 2857 4293

mala.venkat@trade.gov

Lakshmi M. Davey, Commercial Assistant

+91 44 2857 4145

lakshmi.davey@trade.gov

India—Hyderabad

Sathya Prabha, Commercial Specialist

+91 40 2330 5000

sathya.prabha@trade.gov

India—New Delhi

Gregory O'Connor, Principal 

Commercial Officer

+91 11 2347 2301

greg.o'connor@trade.gov

Nisha Wadhawan, Commercial Specialist

+91 11 2347 2275

nisha.wadhawan@trade.gov

Ireland—Dublin

Padraig O'Connor, Commercial Specialist

353-1-237-5848

padraig.o'connor@trade.gov
84 U.S. Commercial Service | 2015

Israel—Tel Aviv

Maria Andrews, Senior 

Commercial Officer

+972-3-519-8508

maria.andrews@trade.gov

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

Japan—Osaka-Kobe

Tetsuko Fujioka, Commercial Assistant

81-6-6315-6078

tetsuko.fujioka@trade.gov

Japan—Tokyo

Minae Suzuki, Commercial Assistant

81-3-3224-5082

minae.suzuki@trade.gov

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

Kazakhstan—Almaty

Aliya Shaikhina, Commercial Specialist

7-727-250-7612 (x6491)

aliya.shaikhina@trade.gov

Kenya—Nairobi

Catherine K. Malinda, 

Administrative Assistant

254-20-363-6424

catherine.malinda@trade.gov

Korea (South)—Seoul

Maria Galindo, Commercial Officer

82-2-397-4356

maria.galindo@trade.gov

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

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

Malaysia—Kuala Lumpur

Tracy Yeoh, Commercial Specialist

60-3-2168-5089

tracy.yeoh@trade.gov

Mexico—Guadalajara

Linda Caruso, Principal 

Commercial Officer

52-33-3615-1140

linda.caruso@trade.gov

Juan Herrera, Commercial Specialist

52-33-3615-1140 x103

juan.herrera@trade.gov

Mexico—Mexico City

Martha Sanchez, Commercial Assistant

52-55-5140-2621

martha.sanchez@trade.gov
2015 | Education and Training Services Resource Guide 85

Morocco—Casablanca

Thanae Bennani, Senior 

Commercial Specialist

(212-522) 26-45-50 x4125

thanae.bennani@trade.gov

Kenza El-Amrani, Commercial Assistant

(212-0522) 26-45-50 x4183

kenza.el-amrani@trade.gov

Nigeria—Lagos

Joseph Umoetteh, Commercial Specialist

234-1-460 3400 x3807

joseph.umoetteh@trade.gov

Panama—Panama City

Jeane Zuniga, Commercial Specialist

(507) 317-5392

jeane.zuniga@trade.gov

Peru—Lima

Flora Muroi, Commercial Specialist

(51-1) 618-2442, (51-1) 434-3040

flora.muroi@trade.gov

Philippines—Manila

Thess Sula, Commercial Specialist

+632-301-4146

thess.sula@trade.gov

Dell Santos, Commercial Assistant

(632) 301-2000 x2394

dell.santos@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

Qatar—Doha

Natalia Hernandez, 

Commercial Specialist

+974 4496 6730

natalia.hernandez@trade.gov

Romania—Bucharest

Corina Gheorghisor, 

Commercial Specialist

+4 (021) 200-3397

corina.gheorghisor@trade.gov

Russia—Moscow

Gulnara Kenzhebulatova, 

Commercial Specialist

+7 495 728-5405

gulnara.kenzhebulatova@trade.gov

Russia—St. Petersburg

Lyudmila Ocheredko, 

Commercial Specialist

+7 (812) 326-2583

lyudmila.ocheredko@trade.gov

Saudi Arabia—Dhahran

Tareq Ghazal, Commercial Assistant

(966-1) 333-3200 x3065

tareq.ghazal@trade.gov

Saudi Arabia—Jeddah

Mai AbuDabat, Commercial Specialist

(966-2) 667-0080 x4612

mai.aabudabat@trade.gov

Wasif Shah, Commercial Specialist

(966-2) 667-0080 x4040

sasif.shah@trade.gov

Saudi Arabia—Riyadh

Ahmed Khayyat, Commercial Specialist

(966-1) 488-3800 x4441

ahmed.khayyat@trade.gov

Hanein Nassar, Commercial Specialist

(966-1) 488-3800 x4511

hanein.nassar@trade.gov

Serbia—Belgrade

Boris Popovski, Commercial Specialist

381-11-706-4533

boris.popovski@trade.gov
86 U.S. Commercial Service | 2015

Singapore

Patrick Santillo, Regional Senior 

Commercial Officer

65-6476-9041

patrick.santillo@trade.gov

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

Keith Silver, Deputy Senior 

Commercial Officer

+34-913-081-527

keith.silver@trade.gov

Sweden—Stockholm

Kevin Chambers, Commercial Officer

0046 8 783 5348

kevin.chambers@trade.gov

Switzerland—Bern

Sandor Galambos,Commercial Specialist

+41 31 357 7237

galamboss@state.gov

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—Ankarr

Sema Okurer, Budget Analyst

+90 (312) 417-7539

sema.okurer@trade.gov

Turkey—Istanbul

Perim Akguner, Commercial Specialist

+90 (212) 335 9197

perim.akguner@trade.gov

United Arab Emirates—Abu Dhabi

Manal El Masry, Commercial Specialist

+971 2 414 2217

manal.elmasry@trade.gov

United Arab Emirates—Dubai

Ashok Ghosh, Commercial Specialist

+971 4 309 4935

ashok.ghosh@trade.gov

United Kingdom—London

Chrystal Denys, Commercial Specialist

+44 20 7894 0432

chrystal.denys@trade.gov

Uruguay—Montevideo

Robert Gorter, Senior 

Commercial Specialist

(5982) 1770-2366

gorterrh@state.gov

Vietnam—Hanoi

Ngo Anh, Commercial Specialist

84-4-3850-5199 x6159

ngo.anh@trade.gov

Vietnam—Ho Chi Minh City

Le Anh, Commercial Specialist

84-8-3520-4660

le.anh@trade.gov
UNIVERSITY’S

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Vice President of Recruitment Alliance Strategies

Office: +1.609.759.5505 • Mobile: +1.972.814.4767 

Email: celey@ELS.edu
1411-06-10

U.S. Commercial Service

1401 Constitution Ave., NW

Washington, DC 20230

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800-USA-TRADE
Education and Training Services Resource Guide: A Reference for U.S. Educational Institutions U.S. Commercial Service • 2015 Edition