Page 482 - 2020新世代·新需求：臺灣教育發展的挑戰研討會

專題研究報告一

第三篇 厚植國際化趨勢下的國家競爭力

development, Naidoo (2011) voiced that higher education in the West, with the
intention of raising capacity building or skill development in recipient countries,

might be ‘compromised by a particular hegemonic view of research’ (p.51). In
other words, these industrialized countries tend to manipulate the knowledge
production and discourse to intervene how the Global South should develop their
own countries. This assistance modality might marginalize the local norms and

practices, undermines the legitimacy of domestic talents and exacerbates the
disparity of knowledge production and application. In this imbalanced scenario,
ethical and economic imperatives inspire developed countries to render necessary
assistance and help recipient countries particular in Asia, Africa and Latin America.

Among the wide range of initiatives to provide coordinated effort in
international development, Education for All (EFA) in 1990 and Millennium
Developmental Goals (MDGs) in 2000 were the major systematic synergies,
endorsed by many United Nations member states and international organizations,

which have agreed to achieve these goals by the year 2015. The eight MDGs
include eradicating extreme poverty and hunger; universal primary education;
gender equality; reducing child mortality; improving maternal health; combating
HIV/AIDS & malaria; environmental sustainability. However, these targets take

time, human resource, and finance to complete. MDGs & EFA did not completed
by 2015 as expected (Killen, 2011) and the aid effectiveness has been seriously
discussed about why these targets were missed. Among the possible ways ahead,
one of the core missions is critical: strengthening recipient’s independence. The

past experiences in international development has confirmed that donors were too
dominant and top-down oriented while recipient counterparts somehow had been
marginalized without self-assertion and the capacity for self-management. It is
imperative to empower their capacity at institutional, organizational and personal

level and return the ‘ownership of project’ to developing countries, which have

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