Overview of Global Higher Education Today

Large two-way flows of mobile students in higher education are as follows: China with us, India in the USA, China Japan, South Korea, China, Australia, China, UK, China, South Korea, China, Canada, India, UK, Canada, USA , Japan, USA, Turkey, Germany, Morocco and France. The importance of China as a major market of origin and the United States as a major destination is very evident from these flows. There may be other important bilateral flows (through TNE, student exchanges and short-term mobility) that are not listed here - for example, inflows to China, Singapore, Malaysia and other countries.
Over the past decade, student Chinese outflows to the United States, Australia, Japan, South Korea, Canada and the United Kingdom have taken the leading positions in the standings for the fastest growing, in absolute terms. There are also some interesting falls just like in novels in bilateral student flows: Japan to the US, Greece, UK, Singapore, Australia, China, Malaysia, Indonesia, Malaysia, and Indonesia to the US.
As previously demonstrated, two-way trade patterns are an important factor in two-way mobile university students of origin, assignment patterns, both in the history and forecasting methodology used to make forecasts until 2020. Due to the lack of comprehensive bilateral trade services data, this global analysis is based solely on bilateral trade in goods. Although at the UK level, where bilateral data services are provided, some seem to be the relationship between bilateral trade services and the student's country of origin. This communication is of particular importance to the following countries: Canada, Japan, China, South Korea, India, and Switzerland. Some countries, however, match less this ratio, such as Malaysia, Nigeria, Hong Kong and Indonesia.
The UK typically has a share of outbound mobile students from certain origin markets - India, Nigeria, Malaysia, Hong Kong, Sri Lanka, Ireland, and the UAE - which far exceed its share of bilateral trade with these countries. This demonstrates the importance of historical novel and cultural ties and language in explaining two-way student flows mobile.
Transnational Education (TNE)
Definition of TNE
One of the definitions of TNE delivers education where the students are located in a country other than the one where the chosen institution is based. 4 The Global TNE Alliance is specifically designated as an export product. There are many ways in which learning is delivered transnationally, including through distance education (with or without local support), joint programs, articulation programs, affiliates, and franchise agreements.
TNE is attractive for students wishing to obtain a foreign qualification without leaving the country of residence. It can also be attractive to employers and governments are considering human resource development options, including multinational or global corporations with a geographically dispersed workforce. Education providers are looking for ways to expand their export markets, attracted by the opportunities of transnational education. In other words, TNE can be mutually beneficial to all stakeholders - students, higher education providers, and host governments and countries - if it is implemented effectively.
There are very different policies in different countries to support and promote TNE, both in terms of outgoing domestic students and incoming foreign students. They can be opaque, conflicting, and sometimes a source of considerable frustration. India, for example, has so far failed to provide clear guidance on what development of education and cooperation will and will not allow.
In China, the government often requires overseas institutions to enter into partnerships with local suppliers, policies aimed at protecting and improving quality standards in the domestic education market. In addition, other countries such as Brazil and Indonesia have legislative frameworks that have not yet been proven to facilitate TNE initiatives from overseas suppliers.