The word "significant" here is what makes the question worthwhile, and the short answer is "no" as pointed out.

My longer ramblings:

I teach English, German and even some Arabic and Vietnamese. It's funny how people have this debate about NES vs NNES in the TESOL world so often and so strongly. But I see it so much less in other languages. Each language and the politics around it is unique, but to say that someone with an additional 15+ years of experience in the subject matter doesn't have an advantage... Such a statement should be laughed off, yet it isn't. Compare apples to apples. Don't compare an uneducated native speaker to a Filipino with an MA in TESOL. That's the first thing I'd say. If you actually think about it, I'm sure you'll see the situation is nuanced.
Of course just being able to do something doesn't mean you can teach it. Yet this is often accepted in education. How many of us have had science or math teachers that do calculations on the board and yet can't explain a simple question? Learning a language is no different. One needs both ability to do the subject and an ability to teach it.

Unfortunately, we don't live in a perfect world. Some communities just don't have access to well-trained teachers for an array of subjects. I'd rather learn from someone who can do Calculus but can't teach than have no teacher at all. Besides, he/she would probably need a math degree to fulfill even basic government requirements.

Many communities require certain degrees or certain nationalities, or else the institution can't operate at all. So these businesses demand such teachers because that's the rule.

As to whether or not it's a good idea... that depends on who is asking.

I've paid for teachers for family members to learn English from Indians for $5/hour but I would never tutor someone for less than $20. Of course, I also volunteered as an English teacher and taught my students for free (for 4 years). But my point is that I change what I want based on the situation and I'm sure many schools do the same.

So why do they prefer NES? Motivation, quality control, and marketing are 3 easy answers. I prefer the cheap Indian because it saves me money and the schools prefer NES because it makes them more money.

Another fairly straightforward reason. If this post is a rant, then I'm with you and I can listen. It can be frustrating. I see from your comments that you are thinking about this, which is why I'm writing. Your question is really quite broad and the answers to it are extremely varied, some have been covered. Marketing and licensing are two easy answers that I've just mentioned.

But what does the student want? Is it better for the student? In many communities in Vietnam, the NES actually don't teach alone and are paired with a NNES speaker. The NNES know the local culture and customs and can provide valuable support, but often can't get above a B1 or B2 on English. They simply can't give the level of expertise in the subject matter. However, schools wouldn't be able to attract highly educated NNES who spend 6 years or more just obtaining an MA in the field. I and many others are not going to go to the Mekong Delta and earn 2k a month when I can come to Saudi Arabia and earn 8k or more a month. So what's Can Tho going to do? Just not learn English? They take what they can get. And so the backpacking teacher is born. It's not the best teacher, but it's something. The locals can figure out pedagogy themselves if they want, but checking backgrounds and degrees can be much more difficult. How would you even know if the degree is real? Hiring a NES is just a quick fix in a trying situation. The students want someone who can actually speak the language, and it's often just easier to hire Joe Johnson from New York than focus on who is a better teacher. It's not something that's given much thought. They want Mr. Joe. Now. His class starts in 5 minutes. Go play hangman.

But here's a question I don't often see talked about. Would they ever hire a highly-trained NES? Would they want highly-trained NES even if they had the extra money? Probably not. We often talk about the problem that NNES face, but what about qualified NES?

In fact, the NES with a high degree would likely be intimidating to locals and perhaps be considered "over qualified". Also, highly-trained teachers are often very particular and might be seen as uppity or difficult to control. My university offers PD, research opportunities, and so forth. I might demand certain things that the locals would consider too ambitious or unrealistic. I know quite a few "lower tier" institutions that rolled their eyes at proposals from "foreign experts". Walk before you can run is their motto and they prefer to have people that go home after work and have a beer and not those that consistently ask for this or that. They might just hire NES and try not to bring in NNES who have notions of CCQs and other such talk. Remember that many of these countries where we TOEFLers go often imprison or murder intellectuals. Why would we want them in our classrooms? An educated Filipino is much more dangerous than Mr. Joe who just wants a beer.
The bottom line is that pedagogy and business questions are very different.