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‘In this context, the loss of skilled labour is of vital importance for development and development potential. The loss of teachers undermines the ability of schools and education systems to function, the loss of nurses impairs efforts to deliver even basic healthcare and public health programmes and the loss of other skilled professionals acts as a barrier to institutional capacity building, the efficient utilisation of external assistance and private sector growth.
The ‘Brain Drain’, as the flow of skilled professionals out of developing countries has become known, thus marks a potentially serious barrier to economic growth, development and poverty reduction.’
1. Migration policy to address highly skilled migration flows2. Response from the higher education community3. Post-Bucharest: developing policy and embedding sustainable practice
Brain Drainpermanent or long-term international emigration of skilled people who have been the subject of considerable educational investment by their own societies.◦ UK hiring of clinicians from S. E. Asia, S. Africa; PM Initiative, Lisbon Objective?◦ Stimulated by highly skilled migration permits; balanced by DfID policy!
Migration or Mobility of “highly skilled persons”, which does not imply a pre-conceived view (‘drain’) on the impact of the movement◦ ‘Hire Lebanese’ website for hires in the MENA region.◦ Brain waste vs remittance benefits
Circulationreturn is a static concept while mobility and circulation are better able to capture dynamics of current migration: multilateral movements.◦ Concept of transnational citizens◦ Pull: active diaspora, attractiveness policy – Ireland has developed best practice;
Poland EU circulation significant◦ Push: give your citizens a positive experience; minimise all push factors under your
control
Paradigm State centric Globalisation Post-modern / complexity
Policy response Compensation Virtuous circulation
Balancing policies
Terminology Brain drain Brain circulation Balanced flows
Positive effects Negative effects" Provides rewarding opportunities to educated workersnot available at home." Inflow of remittances and foreign exchange" Induced stimulus to investment in domestic educationand individual human capital investments" Return of skilled persons increases local human capital,transfer of skills and links to foreign networks" Technology transfer, investments by diasporas" Circulation of brains promotes integration into globalmarkets (India, Taiwan, (China))." Short term movements of service providers (GATSMode 4) generate benefits for both receiving andsending countries." ICT allows countries to benefit from diasporas.
" Net decrease in human capital stock, especially thosewith valuable professional experience" Reduced growth and productivity because of the lower stock of human capital" Fiscal loss of heavy investments in subsidized education" Remittances from skilled migration may taper off." Reduced quality of essential services of health and education" Students educated at government expense or ownresources in foreign countries imply further drain" Opportunities for short-term movement of naturalpersons is seriously constrained by immigration policiesof developed countries." Causes increasing disparities in incomes in country of origin.
Return of migrants to their source countryPermanent return focus of most policiesRestriction of international mobilityRestrictive emigration/immigration policies (explicit and e.g. national trades)Recruitment of international migrantsCourt foreign workers (tax incentives, simplified visa regimes)Reparation for loss of human capital (tax)Compensate source countries, or emigrants directly submit taxes, to deal with externalities created by the immediate loss of human capitalResourcing expatriates (Diaspora options)Significant resource, if ongoing contact between academic and private sector institutions is fostered. Government and private sector initiatives seek to increase communications, knowledge transfer, remittances, and investment.Retention though educational sector policiesCreating a highly educated workforce begins with strengthening domestic educational institutions. A viable system that encourages graduates to stay with the system, that retains people, ensures that the source country keeps its original investment.Retention through economic developmentGiving people a reason to stay (or return) is doubtless the most effective policy for reducing emigration and the surest long-term means of boosting average human capital, as well as economic growth.
Sending country Receiving country" Incentives to remain and return" Promote linkages with nationals abroad: promote diaspora networks" Promote short term movements of professionals using GATS Mode 4 and other means" Attain fast growth and diversified economy" Targeted investments in human capital to compensate for losses experienced" Dual citizenship and diaspora recognition arrangements" Greater emphasis on R&D and creation of centers of excellence with support from receiving countries" Incentives to attract expatriate investments" Information about opportunities at home
" A brain-circulation friendly visa regime" Promote networking with home countries and support diaspora for source country development" Reduce student fees especially from major source countries" Follow ethical recruitment practices and regulate recruitment companies" Honour and promote GATS commitments" Encourage temporary movements of qualified staff" Divert technical assistance to education and training fields" Support diaspora arrangements" Awareness-raising of nationals on the contribution of skilled migrants to the host country.
Sending country Receiving country" Excessive reliance on administrative controls" Suppress democratic and human rights" High taxation of returnees
" Restrictive visa practices which discourage temporary departures or brain circulation" Brain waste through monopolistic practices of professional associations" Mass recruitment campaigns in at-risk countries.
International strategy/ external dimension Leuven -> Bucharest Mobility strategy
‘ESIB [ESU] believes in the freedom of each student, researcher and member of teaching staff to choose their place of study, work and life,’
but ‘Making Europe one of the most attractive higher education areas,
countries have to act responsibly in relation to the problem of brain drain, both between Bologna signatory countries and outside.’
Address push factors: ‘Guaranteeing safe employment and working conditions for students, staff and researchers in the qualification phase can reduce the problem of brain drain and enhance the attractiveness of the EHEA.‘
Promote employment: ‘This also means that PhD candidates should be employed by the universities, and enough full time jobs have to be provided for young researchers to make the academic workplace an attractive option for them.’
Global links: ‘Promote research and innovation in third countries through appropriate links’
Support growth: ‘Financing for small high-potential companies right’ Promote brain circulation: “Brain circulation” should also be promoted for
European students, teachers and researchers who have decided to spend part of their working life outside Europe
‘People undertaking a temporary assignment abroad are both an asset for the sending and/or hosting country as they constitute a reserve of professional contacts abroad, acting as bridgeheads for sharing knowledge.’
Leuven Communique (theory)20% by 2020: ‘We believe that mobility of students, early stage
researchers and staff enhances the quality of programmes and excellence in research; it strengthens the academic and cultural internationalization of European higher education.’
Inclusivity key: ‘Mobility should also lead to a more balanced flow of incoming and outgoing students across the European Higher Education Area and we aim for an improved participation rate from diverse student groups.’
Bucharest Communique (practice)Sustainable mobility: ‘We strive for open higher education systems and
better balanced mobility in the EHEA. If mobility imbalances between EHEA countries are deemed unsustainable by at least one party, we encourage the countries involved to jointly seek a solution, in line with the EHEA Mobility Strategy. ‘
Focus on the graduate ‘brain’: Our demand for more balanced mobility is directed particularly at
degree mobility since it can have a sustained effect on the host and home countries, can facilitate capacity building and cooperation and may lead to brain gain on the one side and to brain drain on the other.
Future monitoring – data gathering: In order to be able to better evaluate the development of degree mobility
in the EHEA and react in good time to possible negative consequences for certain countries and regions, we intend in future to analyse the mobility flows systematically and regularly.
Suggestion of compensatory route? If the findings show greater imbalances over longer periods of time, the
governments concerned should jointly investigate the causes, consider carefully the advantages and disadvantages of the specific imbalance and seek solutions if deemed necessary. Dealing with the matter multilaterally might also be considered.
Deliver attractive/responsive environment Environment characterised by realisation that national capture not always
possible Internationalism at home – EHEA as a supranational Area Student as barometer? Faculty, Institutional, Student, Ministry roles? Opportunities moving towards Armenia 2015
Moving from an International to Area Wide higher education approach to advantage full opportunities of Bologna membership?
Potential to deliver enhanced mobility under auspices of education cooperation?
Identify sources of brain circulation opportunities? Identify key push factors, how to mitigate? Identify key pull factors, how to mitigate?
