{"id":1858,"date":"2020-02-29T18:46:24","date_gmt":"2020-02-29T16:46:24","guid":{"rendered":"https:\/\/www.uaace.org\/?page_id=1858"},"modified":"2026-06-20T08:02:39","modified_gmt":"2026-06-20T06:02:39","slug":"section-1-2","status":"publish","type":"page","link":"https:\/\/www.uaace.org\/?page_id=1858&lang=en","title":{"rendered":"Section 1."},"content":{"rendered":"

\"\"<\/a>Natalia Viktorivna Rybina
\nCandidate of Philological Sciences,
\nAssociate Professor<\/p>\n

 <\/p>\n

 <\/p>\n

TRENDS IN THE INTERNATIONAL HIGHER EDUCATION MARKET AND THE CURRENT STATE OF EXPORTS OF NATIONAL EDUCATIONAL SERVICES: KEY TRENDS AND GLOBALIZATION CHALLENGES<\/b><\/strong><\/h4>\n

Trends in the International Education Market and the Current State of Higher Education Service Exports in Ukraine<\/i><\/em>. In the context of global processes of education internationalization, one of the promising directions for the development of the domestic education sector is a focus on building and effectively realizing export potential and, based on this, further integration into the global education landscape. The main motivation for exporting educational services is to generate significant revenue and foster economic development. The international higher education market is valued at approximately $100 billion. According to UNESCO, higher education institutions from over 140 countries are present in the global market for educational services. According to statistics, an international student spends approximately one-fifth of their expenses in the host country on tuition, and four-fifths on housing, food, entertainment, and other costs.<\/p>\n

In the United States, higher education is the fifth-largest export category in the American economy by value, sometimes exceeding revenue from arms exports. In Australia, the education sector is the third-largest source of budget revenue for the country\u2019s economy. In 2014, the Canadian government recognized international education as a key factor in creating new jobs and improving well-being, and plans to double the number of international students to 450,000 by 2022. This will lead to an increase in spending by international students in the country to $16.1 billion and will create at least 86,500 new jobs in Canada [1].<\/p>\n

Ukrainian universities have sufficient potential to compete for a share of the educational services market. According to data from the Ministry of Education and Science of Ukraine, 65,000 students from 146 countries are enrolled in 187 Ukrainian universities. Ukraine\u2019s share of the international education market, measured by the number of international students, stands at 1.5%. In recent years, the number of international students has increased significantly. Financial revenue from them in 2012\u20132013 amounted to 4.3 billion hryvnias. Universities with a significant proportion of international students receive substantial revenue. For example, in the 2012\u201313 academic year, Kharkiv National University of Radio Electronics received 40% of its budget from foreign students enrolled on a fee-paying basis. Providing educational services to foreign citizens in the 2012\u20132013 academic year helped secure employment for 5,000 faculty members. Foreign students are attracted to Ukrainian education by the relatively low cost of tuition and living expenses, the strength of certain academic disciplines (our physics, mathematics, and chemistry programs are recognized worldwide), and the long-standing reputation of leading Ukrainian universities. To adequately assess the competitive advantages or disadvantages of Ukrainian education, it is necessary, first and foremost, to analyze the demands of the global market.<\/p>\n

Monitoring of student preferences shows that business education is most highly valued on the international market. Nearly 20% of students study technical and engineering sciences, with information technology being the most popular field. Roughly the same number of students choose the natural sciences. Medicine brings up the rear at 4\u20135%. In contrast, in Ukraine, 25% (over 16,000) of international students are pursuing medical studies. And 20% (over 13,000) are studying technical sciences.<\/p>\n

The humanities and economics departments at Ukrainian universities are less popular among international students. When considering the geographic origin of applicants, the largest group (50%) of students in Ukraine comes from Asia: Turkmenistan, Azerbaijan, China, the Russian Federation, India, Iraq, Iran, and others. From the African continent, a significant number of students come from Nigeria. More than 4,000 international students represent European countries. The reason why few international students from developed countries come to study in Ukraine is the relatively low standing of Ukrainian universities in international rankings, which determine the quality of education. In 2014, the number of international students decreased due to the events in Ukraine. For example, the number of first-year students admitted to Ivano-Frankivsk National Medical University was 20 times lower than in 2013.<\/p>\n

In the future, it will be necessary to intensify outreach efforts abroad to convince potential students that studying in Ukraine is safe. For Ukrainian higher education, expanding the export of educational services is beneficial, first, from an economic standpoint: training specialists for foreign countries is becoming one of the most profitable sources of revenue, especially given the lack of funding in the education sector. Second, from the perspective of improving the quality of education: the desire to attract international students encourages Ukrainian universities to develop a system for training specialists that takes into account the global labor market\u2019s requirements regarding the quality of education and the fields of study. <\/p>\n

Challenges in the Development of Ukrainian Higher Education Exports <\/i><\/em><\/strong><\/p>\n

The challenges facing the export of Ukrainian higher education can be divided into two groups.<\/p>\n

1. Organizational and legal challenges in the development of higher education exports<\/em><\/p>\n

Ukraine has a complex and bureaucratic system for issuing initial invitations to foreign students to study. For example, the visa application process for Indian students takes 2\u20133 months. By comparison, in countries interested in exporting higher education, processing entry documents takes a maximum of two weeks. According to estimates by the Ministry of Education and Science of Ukraine, in just one year, the state\u2019s lost revenue due to unresolved issues with obtaining entry visas to Ukraine amounts to approximately 70 million U.S. dollars.<\/p>\n

The network of overseas recruitment centers for Ukrainian universities is underdeveloped, which has led to a flourishing intermediary business. Ukrainian legislation forces foreigners to seek assistance from consulting firms, which in turn causes a sharp increase in costs for international applicants. For example, according to the Ambassador Extraordinary and Plenipotentiary of the Republic of Iraq to Ukraine, a visa that costs $70 ends up costing a student from Iraq more than $1,000. Problems frequently arise with the State Migration Service and the Ministry of Internal Affairs of Ukraine. International students report that these agencies treat them like criminals, which spreads negative information about Ukraine.<\/p>\n

The issue of university admission based on academic achievements earned by foreign citizens while studying abroad remains unresolved. Ukrainian universities are required to admit a student who has completed three years of undergraduate study in another country only to the first year. In contrast, most universities in other countries admit such students to the third year.<\/p>\n

There are also complications with the recognition of Ukrainian diplomas abroad. The issue of remuneration for foreign faculty members remains unregulated, which limits the ability to attract highly qualified lecturers from other countries. Foreign students are not permitted to work while studying, which prevents students from low-income families from improving their financial situation. The high level of corruption in dealings with foreign students is also a major cause for concern.<\/p>\n

2. Issues Regarding the Quality of Education and the Introduction of Modern Forms of Instruction<\/em><\/p>\n

There is a lack of new curricula and courses that meet international standards and ensure graduates are prepared to work in a global economy. The implementation of dual-degree programs is hindered by insufficient regulatory support and problems with harmonizing the scope and content of instruction.<\/p>\n

The educational process suffers from a lack of a research component, which is the foundation of the learning process, particularly at research universities (the inadequate state of material and laboratory resources for teaching, educational services, classroom equipment, etc.). Ukrainian universities offer few programs taught in English, and the quality of English-language instruction is sometimes quite low. In contrast, in many countries that export education, the proportion of English-language courses is increasing, which attracts interest from international students. Postgraduate education for foreign nationals is developing slowly (in leading countries, it accounts for up to 30% of the total volume of training for international students).<\/p>\n

In Ukraine, distance learning technologies and e-learning have not yet been widely adopted, and no virtual (online) or cross-border universities have been established. It is important to note that implementing export-oriented educational programs based on modern technologies requires fewer funds, as it does not necessitate the construction of facilities or the provision of infrastructure to support students\u2019 daily needs.<\/p>\n

Ukrainian higher education institutions hardly participate in the creation and activities of international educational consortia and networks, which would enable them to engage more actively in the exchange of educational and scientific developments, new programs, and teaching methods, as well as to conduct research.<\/p>\n

Conclusions. <\/i><\/em><\/strong>The profitability of the international higher education market is leading to intensified competition; therefore, increasing the export of educational services will be very difficult. In this regard, to boost efforts to attract international students, it is necessary to identify the advantages and priority areas that can ensure Ukrainian universities\u2019 success in the competition for students. <\/p>\n

Promising Areas for the Development of Ukrainian Higher Education Exports<\/i><\/em><\/strong><\/p>\n

    \n
  1. Ukrainian universities can offer international students, including young Europeans, fundamental courses in physics, mathematics, and chemistry. Since medical education is very expensive worldwide, Ukraine can increase the number of medical students by offering low tuition fees, a high-quality academic environment, and a sufficiently high level of knowledge at leading universities.<\/li>\n
  2. Attention should be paid to developing exclusive educational programs that are equivalent in quality to their Western counterparts but offer price advantages. These could include, for example, large-scale training programs for highly qualified IT specialists (a goal facilitated by the successful collaboration between leading Ukrainian universities and well-known high-tech companies, including IBM, Intel, Motorola, Festo, Microsoft, and others).<\/li>\n
  3. A promising avenue for expanding the number of international students in Ukraine is the use of distance learning technologies.<\/li>\n
  4. Potential markets for the export of educational services include the CIS countries, Asia, and Africa. Representative offices of the Ukrainian State Center for International Education should be opened in these regions to promote study at Ukrainian universities. <\/li>\n
  5. Ukraine must more actively develop educational relations with countries that are the main sources of students for domestic universities; these universities should focus on training specialists for specific countries and in specific fields (it is projected that the market for foreign applicants will become segmented in the coming years). Special cooperation agreements must be concluded with such countries. Turkmenistan and Brazil have already expressed their willingness to facilitate the targeted placement of their citizens to pursue education at Ukrainian universities. Recommendations: To represent the country\u2019s interests in the international education market and successfully tap into it, a state policy is needed that is based on an understanding of global market demands and the combined efforts of the state and universities.<\/li>\n<\/ol>\n

    Strengthening Ukraine\u2019s position in the international market for higher education services requires a series of measures. The Verkhovna Rada of Ukraine should bring the legal status of foreign students into line with the practices of developed democratic countries, in particular, by amending Law of Ukraine No. 1382-IV \u201cOn Freedom of Movement and Free Choice of Residence\u201d dated December 11, 2003, to extend the established 10-day registration period for foreign citizens who have received an education in Ukraine and wish to continue their studies at higher levels. The Cabinet of Ministers of Ukraine should improve the mechanism for coordination among government agencies whose activities are related to international educational cooperation (the Ministry of Education and Science of Ukraine, the Ministry of Foreign Affairs of Ukraine, the State Migration Service of Ukraine, the Ministry of Internal Affairs of Ukraine, and other relevant ministries and agencies), to establish an Interagency Coordination Center to promptly resolve issues faced by foreign applicants and students, ranging from facilitating visa acquisition to assisting with matters involving the State Migration Service or the Ministry of Internal Affairs of Ukraine. The Ministry of Education and Science of Ukraine shall develop and submit, in accordance with established procedures, a draft amendment to Resolution No. 1019 of the Cabinet of Ministers of Ukraine \u201cOn the Licensing of Educational Services\u201d dated August 8, 2007, specifying the requirements for Ukrainian higher education institutions regarding the licensing of programs for training foreign citizens in accredited fields of study and specializations. When preparing the draft, the provisions of the Law of Ukraine \u201cOn Higher Education\u201d No. 1556-VII dated July 1, 2014, shall be taken into account, in particular, Section V, Article 18, \u201cPowers of the National Agency for Higher Education Quality Assurance,\u201d which authorizes the National Agency for Higher Education Quality Assurance \u201cto conduct licensing reviews and prepare expert opinions on the feasibility of issuing licenses for educational activities.\u201d As part of Ukraine\u2019s participation in the Bologna Process, specifically to implement the provision regarding the recognition of prior learning, the Ministry of Education and Science of Ukraine shall amend the Order of the Ministry of Education and Science of Ukraine \u201cCertain Issues Concerning the Organization of Enrollment and Training (internships) of Foreigners and Stateless Persons\u201d No. 1541 dated November 1, 2013, to provide for the admission of foreign citizens based on academic achievements obtained in other countries. With the aim of developing distance education in Ukraine and enabling domestic higher education institutions to enter the international market for distance learning services, the Cabinet of Ministers of Ukraine should amend Resolution No. 136 of the Cabinet of Ministers of Ukraine dated February 26, 1993, \u201cOn the Education of Foreign Citizens,\u201d to provide for the right of foreign citizens pursuing higher education at Ukrainian higher education institutions to study through distance learning. 6. The Ministry of Education and Science of Ukraine shall develop a Program for the Development of the System for Exporting Higher Education Services, which shall include the following key areas for implementing the policy of expanding the export of educational services: establishing a network of overseas information and recruitment centers; concluding international cooperation agreements in the field of education, primarily with countries interested in training qualified personnel at Ukrainian higher education institutions; ensuring quality control over the admission and training of foreign students; strengthening the research component in the educational process; expanding the practice of teaching foreign students in English at Ukrainian universities; introducing postgraduate education programs for foreign citizens; the inclusion of Ukrainian universities in international educational consortia; the development of educational and residential infrastructure for international students; and the development of a state incentive system for universities based on their success in attracting international students and the amount of funding received.<\/p>\n

    Read more – http:\/\/old2.niss.gov.ua\/articles\/1695\/<\/a><\/span>
    \n\u00a9 National Institute for Strategic Studies<\/p>\n

    <\/p>\n

    In an era of significant transformations affecting all spheres of human life, there is a growing need to make changes to previously established models of economic behavior. Of particular relevance today is the need to rethink the most important mechanisms governing the functioning of the scientific and educational sector as a fundamental resource for the country\u2019s development and the primary source for building society\u2019s human, scientific, technical, and cultural potential. Our study focuses on institutions of higher education as the key strategically important components of the education subsector.<\/p>\n

    Today, the transformation of higher education institutions into market entities\u2014often referred to as suppliers or providers of educational services\u2014is becoming an objective reality. A distinctive feature of universities is that they enter two interconnected markets with the same product: the market for educational services and the labor market.<\/p>\n

    The market for educational services represents the interaction between the demand for educational services from individual economic actors\u2014such as individuals, businesses, and the government\u2014and the supply from various educational organizations.<\/p>\n

    The variety of definitions of educational services can be reduced to the sum of knowledge or the volume of information transmitted to an individual, or to the type and outcome of labor\/activity aimed at obtaining an education, or to an economic category expressing \u201ccomplex economic relations in the field of education,\u201d and so on. The large number of definitions necessitates identifying the key characteristics of educational services. An analysis of these key characteristics has shown that educational services:<\/p>\n

    1) currently possess the properties of both public and private goods;<\/p>\n

    2) share characteristics common to all services: inseparability from the source, non-durability, and intangibility;<\/p>\n

    3) possess specific characteristics: consumer activity in the process of receiving them, state quality control, dependence on two interrelated markets\u2014the market for educational services and the labor market\u2014the presence of ancillary services that add value to the higher education institution, and the overlap of the life cycles of educational services, the provider, and the individual\u2019s education.<\/p>\n

    Based on these characteristics, it can be concluded that an educational service is the process of developing the consumer\u2019s competencies (knowledge, skills, abilities) as a participant in socio-economic relations with the aim of satisfying their needs. In line with this definition, it is appropriate to examine the dynamics of a specific educational service\u2019s presence in the market.<\/p>\n

    The process begins with the emergence of consumers\u2019 needs for certain types of competencies, their transformation into the primary objectives of future educational services, continues through a period of effective and competitive presence of educational services on the market, and ends with their withdrawal from the market or significant modernization.<\/p>\n

    Thus, the process of producing and delivering an educational service by a provider constitutes a system in which specific needs exist at the input stage; these needs are analyzed for compatibility with the provider\u2019s capacity to satisfy them, thereby triggering the start of a new life cycle.<\/p>\n

    Conducting marketing research to identify needs for specific types of competencies, as well as carrying out fundamental and applied research aimed at analyzing ways to meet those needs, constitutes the initial stage of the life cycle. This stage also involves designing and developing the process of delivering educational services, including licensing and accreditation procedures, securing pedagogical and logistical resources, identifying primary and supplementary funding sources, forecasting potential benefits, and so on.<\/p>\n

    The pilot marketing stage of educational services involves refining the strategy for bringing a new service to market. Most often, this is where the commercial implementation of the results of the innovative educational service delivery process takes place. Pilot marketing allows for the identification of the actual and potential effectiveness of educational service delivery activities.<\/p>\n

    The stage of active provision of educational services consists of three sub-stages:<\/h3>\n