Page 495 - 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

further circulation among the collaborative entities. In contrast to the mainstream
discourses on talent policy examined previously, these proposed measures tend to

be equal cooperation and co-sharing the ownership of the undertaking.
It is true that intensified competition in commerce and trade is taking place
globally. East Asia countries, under the pressure of changing social, economic,
demographic and educational transition, are incentivized to take aggressive stance

to utilize foreign talent so as to pursue social and economic development. This
macro structure will remain for decades. However, due to the growing global
inequality, the emerging economies should also take greater responsibility to
maintain a more balanced development approach towards the Global South.

Particularly, competent and sufficient talent really matters for the low-income
developing societies as argued. Therefore, one the one hand, East Asia should
bridge the gap between traditional developed countries and developing counterparts
through passing down relevant knowledge, skills and technology. On the other

hand, skill formation or capacity building strategies can be the core component of
international aid for East Asian countries in order to help educate more ‘talents’ for
domestic use in the Global South (Cheng & Chan, 2016). How to ‘share talent’ in
this increasingly globalized but unequal world for mutual benefit shall be the key

issue.
References

Altbach, P. G. (2013). The global brain race: Robbing developing countries.
Accessed from http://www.universityworldnews.com/article.php?story=
20130418171836749
Barrett, A.M. (2013). Education and other sustainable development goals: A
shifting agenda for comparative education. Compare, 43(6): 825-829.
Brown, P. & Tannock, S. (2009). Education, meritocracy and the global war for

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