Write a article on 'The problem of brain-drain in about 150-200 words. You are sumit a student of class 12th
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BRAIN DRAIN
This paper discusses a range of issues concerning the idea of “brain drain” within the context of recent thinking on transnational mobility. It argues that the traditional analyses of brain drain are not sufficient, and that we can usefully approach the topic from a postcolonial perspective concerned with issues of identity, national affiliations, and deterritorialisation of cultures. Based on interviews conducted with international students from India and China in Australian and American universities, this paper analyses the ways in which student subjectivities and career aspirations relate to the dilemmas of globalisation: the opportunities provided by the new knowledge economy and global labour markets on the one hand, and the perceptions of national and community loyalties on the other.
In recent years, there has once again been a great deal of popular discussion and policy debate concerning the emigration of highly skilled workers from the developing to developed countries. When, in 2002, an issue of The Economist carried a major article addressing the topic of “brain drain”, asking whether the developing countries gain or lose when “their brightest talent goes abroad”, it was inundated with reader response, which was as varied as it was intense. Some readers felt strongly that it was fundamentally wrong for the developed countries actively to recruit highly skilled workers from countries which might have invested heavily in their education and where their skills can make a significant contribution to national development. Others disagreed, and regarded transnational movement of people as a positive phenomenon, and an inevitable consequence of globalisation. In a globally integrated knowledge economy, they argued, both the developing and developed countries benefited from the global circulation of skilled workers.
The debates regarding the transnational movement of highly skilled labour are not confined to the popular media. International organisations such as the World Bank, the United Nations Development Program (UNDP), the International Labour Organization (ILO; Lowell & Findlay, 2001), and the Organization for Economic Co-operation and Development (OECD) have also promoted them. A recent report from the World Bank (2002), Constructing Knowledge Societies: New Challenges for Tertiary Education, has, for example, expressed concern at the rapidly increasing rates of emigration of knowledge workers from the developing countries, thus depriving them of conditions necessary to sustain their universities. The report fears the emergence of a global knowledge divide which, it suggests, will inevitably delay economic growth in the developing countries. The UNDP's Human Development Report (2001) has similarly documented the various negative effects on developing countries of highly skilled emigration, and has called for strong policy measures to arrest the worsening trend.
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