Page 492 - 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

in East Asia in 2019, they are China (US$ 68.4 billion), Philippines (US$ 35.2
billion), Vietnam (US$ 17.0 billion), Indonesia (US$ 11.7 billion), Thailand (US$

7.1 billion), Myanmar (US$ 2.8 billion), Malaysia (US$ 1.7 billion), Cambodia
(US$ 1.6 billion) and Mongolia (US$ 0.6 billion). These figures are huge money
for developing countries, particularly for Philippines, almost 10% of its GDP (World
Bank, 2020:16). Therefore, we can fairly say that the emigrants (including tertiary-

educated) may not definitely cause the human and financial capital losses to these

sending countries.
say that the emigrants (including tertiary-educated) may not definitely cause the
human and financial capital losses to these sending countries.

Figure 5 Resources flow to developing countries
Figure 5 Resources flow to developing countries
Source: World Bank, 2016
Source: World Bank, 2016
Ⅵ.Ⅱ Mobility of students and researchers: Horizontal approach

Ⅵ.Ⅱ Mobility of students and researchers: Horizontal
Another dimension to examine brain drain and circulation is through the
approach
mobility patterns of students and researchers in East Asian region. We have seen more
‘horizontal mobility’ of overseas students and short-term stay in wider Asian region
rather than permanent emigration into Western countries (Chan, 2012). It is true that
Another dimension to examine brain drain and circulation is through the
on the basis of current talent policy and internationalization strategies adopted, more
students in developing countries particularly southeast Asia are losing to East Asian
491
societies such as Singapore, Japan, Korea and Taiwan. At the same time, highly
skilled workforce has been draw to this region as a result of the provision of higher
salary, better living environment, and excellent teaching and research infrastructure
(such as Hong Kong, Singapore, Japan). In other words, main sources of overseas
students or talents in East Asian come from Asia itself, particularly from Southeast
and South Asia, due to geographic proximity. Judging from this phenomenon, it seems
to coincide with the accusation of ‘robbing talent’ from their neighboring societies
(Altbach, 2013). However, there are some varying developments requiring additional
attention.
First, as argued, the nature of ‘horizontal’ mobility in East Asia, more outflow
students, researchers or talents tend to choose ‘temporary’ mobility. Though more
students and talent are attracted to receive education, training or even seek
employment in this region, they don’t really plan to stay for a long time as permanent
resident or becoming a citizenship. The main motivations to be mobile are related to

351