Page 486 - 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

Based on this wider economic assumption, these nation-states in East Asia
are keen to open their domestic border and welcome foreign students, researchers,

professors, and even innovators into labor market. Thus, a wide range of official
departments and relevant organizations work together to realize the national
interest. Through liberalizing the domestic labor market and ‘bringing’ inbound
talent in order to create education hub or knowledge/innovation hub as analyzed,

national interest, particularly economic development, comes first while designing
macro national policies (Brown & Tannock, 2009). At the same time, though
upholding greater economic liberation, we observe a very strong tendency of
nationalistic ideology in East Asia using nation-state as leverage to promoting

neoliberal globalization and positioning themselves as ‘hub’. Therefore, bringing
in these foreigners is not purely providing training, education, or better career path
and life but also to ‘exploit’ the highly skilled workforce, which heavily subsided
by developing countries. According to Altbach’s estimation (2013), the average

Indian family invests US $15,000 dollars to educate a student from primary
schooling through to the completion of a bachelor degree. Looking at the total cost
shared by India due to these outbound brains, it would be higher than US $ 1.5
billion annually. Therefore, promoting inbound talent policy in East Asia would

generally put more financial burden on the Global South, even causing the danger
of brain drain. These could be double losses both in finance and brain/talent for
these developing countries.

Ⅴ.Ⅱ Humanitarian: International aid

On the other hand, these emerging donors in East Asia feel obligated to

help other developing countries with their own developmental experiences such
as Taiwan’s ICDF, Korea’s KOICA, JICA in Japan and Singapore Cooperation

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