Page 483 - 2020新世代·新需求：臺灣教育發展的挑戰研討會

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研討會論文集

become the main modality of ODA under the Sustainable Development Goals
(SDGs). Therefore, learning to be independent, Global South should aim to develop

their societies and pursue sustainability in the long run. In achieving this vision, the
core mission of international community is to ‘strengthen the partner’s [recipients’]
long-term capacity to develop, implement and account for its own policies – both
to its legislature and to its citizens’ (Killen, 2011). As proverb has indicated, instead

of providing fish, it would be better to teach them how to catch fish. This traditional
3domestic talents ‘catching’ the fish.

Ⅳ.Ⅱ Talent matters in the Global South

One of major discussions upon the post-2015 agenda is how to bring

higher education sector back to the synergies of capacity building for the high-
end workforce (Cheng & Chan, 2016). Given the econometric estimation on the
rate of return to education in the 1990s and the political mobilization of EFA and
MDGs, basic and vocational education has been heavily emphasized for the past
two decades. This grand education discourse for international development was

approved to be not so successful as expected in terms of overall aid modality.
In addition, Oketch, McCowan, and Schendel (2014) examined and partially
confirmed five positive effects of higher education on developing countries

including earning and externalities, increased productivity, technological transfer,
improved capabilities, and improved institutions. Barrett (2013) also indicated that
“within comparative and international education scholars have long argued for
capacity building in and through higher education” (p.826). All these developments
urge the international community to rethink about the essential roles of higher

education in general and highly skilled workforce in particular in the Global South.
As a matter of fact, in considering further development of the developing

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