The characteristics of global education space as a social idea of creating a system of measures to ensure the right for education to any individual as well as its converting, that is recognition regardless of the nationality and country of study; and as a specific area of human activity, which forms the internal and external environment for individual development; and as a product of a developing educational thought, the semantic side of which contains the universal interests in education, have been represented. Global education space has been defined as a part of the global social space that brings together business and education facilities within the Earth coordinates to represent the institutional forms of education and informal structures that are directly or indirectly involved in this process and, secondly, educational products (concepts, educational standards, teaching of traditional and innovative type), reflecting the goals, values, principles, content and other information about education, and examines the interaction and influence on education rights. Global education space is developed in parallel with the development of the world economy and has center-peripheral structure. To our mind, Australia, UK, Canada and the United States which we selected to make a detailed analysis in the study of trends in transnational higher education on a number of key features, belong to the "center" of global education space.