As Spitzer (2016) stated that global migration is a key to poverty alleviation in Global South. The demand for migrant labor placement in Asian countries is high. Taiwan is in the second top ranks in hiring the Indonesian migrant workers estimated at 24.452 people after Malaysia is 26.805 people followed by Hong Kong had 19.732 workers, Singapore had 6.048 workers, and South Korea had 1.980 workers (BNP2TKI, 2019). Belanger and Wang (2013) refer to the process of recruitment, training, and leaving one’s country of origin as “becoming a migrant” (p.34). They point out that it is one aspect of migration that is rarely examined. This study analyzed the process of those candidates followed intensive training to cultivate themselves as “ideal workers” with character cheerfulness and obedience as the employers’ demand. This study intended to investigate their experiences of attending the training program at the camp. On the other hand, on the matter of educational background, sixty-five percent of overseas migrant workers are graduates of elementary and junior high school BNP2TKI (2017). Responding to this situation, PKBM was established to educate Indonesian migrant workers in Taiwan. It plays an important role in assisting migrant workers to improve skills and develop self-capacity building (Yuniarto, 2019). Besides, the researcher turns to the context of reception, and brought our attention to how migrant workers are able to make use of the available learnings resources in Taiwan in relation to social and cultural changes. This study employs the ethnography that provides the rich of participants’ sight and actions during their life as migrant workers in Taiwan. The classroom observation and interview with the participants are ways to obtain the data that analyzed qualitatively. The researcher selected thirteen participants, including eight female students, whose averages range from twenties to forties. It also includes one teacher, and two staff members at PKBM. In sum, siding with Portes and Boroca, this study upholds that with a view to fathom how migrants participate into the labor market, a research project has to examine their experiences both in the “context of exit” and “context of reception”.

Table of Content
Acknowledgements i
Abstract iii
Tables of Content v
List of Tables ix
List of Figures xi
List of Appendices xiii
List of Abbreviations xv
Lexicon: Indonesian xvii
Chapter One 1
Introduction 1
1.1 When the University Students met the Migrant Workers 5
1.2 A Research Project was Born: Mapping the Structure of Investigation 7
1.3 The Statement of Problem 11
1.4 The Research Questions 12
1.5 Purpose of the Study 12
Chapter Two 15
Literature Review 15
2.1 Education in Indonesia 15
2.2 The Development of the Community Learning Center (PKBM) 16
2.3 Indonesian Migrant Workers Studying at the PKBM 20
2.4 The Overview of Indonesian Migrant Workers in Taiwan 21
2.5 Entrepreneurship Training for Indonesian Migrant Worker 24
2.6 Critical Pedagogy in Education 25
Chapter Three 27
Methodology 27
3.1 Research Design and Data Analysis 27
3.2 The Participants 29
3.3 Research Site 33
3.4 The Trustworthiness of the Study 34
Chapter Four 37
Becoming a Domestic Migrant Worker: The Enactment of the Script of Servitude 37
4.1 Indonesians the largest group of Migrant Workers in Taiwan 37
4.1.1 How could we account for the large number of Indonesian migrant workers in Taiwan? 39
4.2 The Central Role that the “Agency” Plays in International Migration 39
4.3 Becoming a Domestic Migrant Worker 41
4.3.1 Recruiting the Candidate 41
4.4 Conluding Remarks: Becoming a Migrant Worker 60
Chapter Five 61
Indonesian Domestic Workers Acquire Education 61
5.1 The Capabilities Approach 64
5.1.1 The capabilities approach applied to migrant education at PKBM 63
5.2 The Current Situation of Indonesian Migrant Workers in Taiwan 64
5.3 The Community Learning Center (PKBM) 65
5.3.1 Who are the teachers and students? 66
5.3.2 What do the students learn? 70
5.4 Indonesian Domestic Workers Studying at One-Forty 80
5.4.1 Learning Entrepreneurship 81
5.4.2 Improving Language Proficiency 86
5.5 Interplay of Being Worker-Student: Emanating Capabilities Framework 89
Chapter Six 93
Conclusion 93
6.1 Conclusion 93
6.2 The Recommendations 97
References 99
Apendices 111

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