University of Southern California Dissertations and Theses

Globalization, economic development, and educational policies have given rise to the development of 21st century skills and STEM education in the Costa Rican school system

(USC Thesis Other)

Globalization, economic development, and educational policies have given rise to the development of 21st century skills and STEM education in the Costa Rican school system

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Content Running head: GLOBALIZATION AND 21
ST
CENTURY SKILLS IN COSTA RICA
1

GLOBALIZATION, ECONOMIC DEVELOPMENT, AND EDUCATIONAL POLICIES
HAVE GIVEN RISE TO THE DEVELOPMENT OF 21
ST
CENTURY SKILLS AND STEM
EDUCATION IN THE COSTA RICAN SCHOOL SYSTEM

by

Eric A. Hernandez

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2015

Copyright 2015 Eric A. Hernandez

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CENTURY SKILLS IN COSTA RICA
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Acknowledgements

I would like to express my deepest appreciation and gratitude to my committee chair Dr.
Michael Escalante for taking us through this journey of personal and professional discovery with
this scholarly journey. Without Dr. Michael Escalante’s guidance and supervision this
dissertation would not have been possible. I would also like to extend my gratitude to Dr. Oryla
Wiedoeft, who provided a great deal of resources and personal support in this journey. I would
like to thank committee members Dr. John Garcia and Dr. Rocky Murray for their support in our
dissertation process and taking time to be part of our scholarly journey.
In addition, I like to thank Melissa Gooden for her positive spirit, unconditional support
and motivation in this journey. Melissa, words cannot express my gratitude. I would like to
extend my gratitude to the rest of my team, Moises Merlos, Anthony Maciel, and Jessie Marion
for helping me make this dissertation possible. I would like to thank my parents, brother and
sister-in-law for their support in completing this academic journey to grow as a professional and
individual.

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Table of Contents
Acknowledgements 2
List of Tables 5
Abstract 6
Chapter One: Introduction 7
Background of the Problem 8
Statement of the Problem 9
Purpose of the Study 9
Research Questions 10
Significance of the Study 10
Limitations of the Study 11
Delimitations of the Study 12
Assumptions of the Study 12
Definition of Terms 13
Organization of the Study 14
Chapter Two: Review of the Literature 17
History 18
The Coffee Movement 19
Introduction of the Railroad 21
Changes in the Economic Market 22
Economy 24
USAID and CINDE 25
Globalization 27
Globalization in Costa Rica 30
Education 31
Corporate Responsibility 33
STEM and Science Fairs 34
Project-Based Learning (PBL) 35
Science Fairs 37
21
st
Century Skills 39
Summary of the Literature 45
Chapter Three: Methodology 47
Research Design 48
Research Team 50
Sample and Population 50
Political and Educational Leaders 51
Multinational Corporation Leaders 52
Educators and Students 52
Instrumentation 53
Interview Protocol 53
Observation Protocol 55
Survey Protocol 55
Data Collection 57
Data Analysis 59
Ethical Considerations 59
GLOBALIZATION AND 21
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Chapter Four: Study Findings 61
Research Questions 61
Participants 62
Results: Research Question 1 66
Finding 1 66
Finding 2 72
Finding 3 75
Results: Research Question 2 78
Finding 1 80
Finding 2 83
Finding 3 86
Results: Research Question 3 90
Finding 1 91
Finding 2 94
Finding 3 98
Summary 102
Chapter Five: Recommendations and Conclusion 106
Overview of the Study 107
Discussion of Findings 109
Research Question 1 109
Research Question 2 112
Research Question 3 114
Implications for Practice 114
Future Research Projects 115
Conclusion 116
References 117
Appendix A: Recruitment/Consent Letter 122
Appendix B: Policy/Government Agency Interview Protocol 124
Appendix C: Business Leaders Interview Protocol 126
Appendix D: School Leader Interview Protocol 128
Appendix E: Student Interview Protocol 130
Appendix F: Survey Protocol for Teachers and Administrators 132
Appendix G: Survey Protocol for Students 134
Appendix H: Classroom Observation Protocol 135
Appendix I: Science and Technology Fair Observation Protocol 138

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List of Tables
Table 1: Alignment of Policy/Government Agency Interview Protocol to Research Questions
and Theoretical Frameworks 54
Table 2: Alignment of Teacher/Administrator Survey Protocol Items to Research Questions
and Theoretical Frameworks 56
Table 3: Alignment of Student Survey Protocol Items to Research Questions and Theoretical
Frameworks 57
Table 4: Participant Information 63
Table 5: Science Fairs Promote the Development of 21
st
Century Skills 68
Table 6: MNCs Influence what is Taught in the Classrooms 73
Table 7: STEM Education is Essential to the Economic Growth of Costa Rica 75
Table 8: Increased Interest by Students in STEM-related Degrees and Careers 81
Table 9: Increased Use of Technology 84
Table 10: Increased Application of the Scientific Method to Problem Solve 88
Table 11: STEM as a Vehicle for Economic and Social Growth (Teacher Survey) 92
Table 12: STEM as a Vehicle for Economic and Social Growth (Student Survey) 93
Table 13: STEM Produces Highly Skilled Individuals 96

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Abstract
This study examined the impact of the National Science and Fairs and STEM/Project-
Based Learning in the country of Costa Rica to enhance human capital to meet the demands of a
growing science- and technology-based labor market brought by multinational corporations
(MNCs) and foreign direct investment (FDI). These new industries require the country to prepare
students with 21
st
century skills to compete in a globalized stage. The study utilized a qualitative
approach to understand how current and former student participants of the national and
international science fair, along with school educators and business leaders, view and perceive
science fair participation and how the process of preparing and participating in the fairs prepares
students with the necessary 21
st
century skills and knowledge.
The study established three major findings. The first finding is the impact of MNC and
FDI had on the development of 21
st
century skills in the educational system. The second finding
highlights the implementation of STEM/PBL education model in secondary school to enhance
students’ 21
st
century skills and orient students to STEM-related careers. The third finding is the
influence of government educational policies for promoting participation of students and
educators in the National Science Fair. The study’s goal was to understand how Costa Rica, in a
period of 30 years, transformed its educational system to meet the demands of a science- and
technology-based economy to compete on a globalized stage.

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CHAPTER ONE: INTRODUCTION
Since the early 1980s, the small Central American nation of Costa Rica has undergone an
unprecedented transformation from an agricultural and agrarian society dependent on coffee,
bananas, and ecotourism to a global market player in the new knowledge- and technology-based
economy. Costa Rica achieved its economic success in the 21
st
century in part due to its political
and social stability and in part due to progressive economic policies established in the early
1980s to attract multinational corporations (MNC), which, according to Friedman (2007),
became the driving force in the integration of the world economies and flattened the world in the
21
st
century.
Costa Rica adapted to the global economy of the 21
st
century as globalization shrank the
world in such ways that it flattened the playing field in countries that understood the demands of
the 21
st
century global economy (Friedman, 2007; Wagner, 2008). In transforming its economy,
Costa Rica opened the door to MNCs to invest in the country and re-examined and emphasized
the importance of developing an educated labor force capable of sustaining its economic growth
and capable of competing on a global scale.
This study will help readers to understand the impact of globalization in Costa Rica,
looking specifically at science, technology, engineering, and mathematics (STEM) education and
the influence of MNCs such as Intel on the educational system. Government policies and
stability have made foreign investment in the country a prevalent part of the economy. These
new jobs produce a need for knowledge-based workers rather than agriculture labors; thus
requiring changes to the educational programs. In order for Costa Rica to remain desirable for
MNCs, there must be enough educated individuals to fulfill the job demands. Looking
specifically at the national science fair mandate, this study will help to explain how government,
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business and educational sectors are working together to better the economy of the country.
Finally, this study will also lead to an understanding of the students that participate in science
fairs, their respective teachers, and schools, and the influence that participation played on
students’ post-secondary career paths.
Background of the Problem
Jobs that were once held by Americans are now being outsourced to other countries such
as Costa Rica. Competition for newly created entry level jobs will raise the standard of living in
third world countries, and the same will hold true in the United States with the absence of lower
paying jobs. A study conducted by Gallop suggests that the across the world, the number one
thing that individuals want is a good job (Clifton, 2011). Just as hunters migrated from area to
area searching for better food and living, so too do today’s workers, moving from country to
country in search for the best opportunity (Chanda, 2007). In order to keep higher paying jobs
and opportunities a country’s schools must produce students qualified to meet the demand.
Costa Rica is a country that has benefited from globalization due to the government’s willingness
to provide incentives to foreign direct investment (FDI). Consequently, this raised the standard
of living for the entire country.
Knowledge-based jobs of today call on individuals to be critical thinkers and problem
solvers. When surveyed, the number one skill that employers want in a worker is the ability to
think and ask questions (Wagner, 2008). The absence or presence of skills such as critical
thinking, problem solving, communication, collaboration, creativity, financial and health
literacy, and global awareness will separate those prepared to work and those that are not
successful in 21
st
century work opportunities (Kay, 2009). These are the skills that must be
taught in school if a nation hopes to stay competitive in the global market.
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Costa Rica is faced with the need for knowledge-based workers to fill the jobs created by
the FDI of MNCs. The government of the country made a commitment to the educational
program by requiring that a specific amount of money in the national budget be dedicated to the
educational system of the country (Coalicion Costarricense de Iniciativas de Desarrollo
[CINDE], 2012). This is paired with initiative that all students learn English to compete in the
global economy as well as the national science fair (NSF) to promote science and technology
(Valencia, 2008). In order to Costa Rica to continue to flourish in the global economy it is
essential to produce students that are competent in the areas of math, science, engineering, and
math; otherwise, MNCs will be forced to move operations to locations that are able to sustain a
knowledge-based economy.
Statement of the Problem
The economic depression of the 1980s led to development and restructuring of Costa
Rica’s economic plan in order to attract MNC and compete in an evolving global market. A new
economic strategic plan was implemented to attract high-tech FDI. These MNCs brought new
job opportunities that require educational institutions to produce more knowledge-ready
employees. Schools now face the challenge of helping students develop 21
st
century skills in
STEM fields order to prepare the next generation of workers.
Purpose of the Study
The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in Costa Rican
schools. Furthermore, the relationship between STEM education and Costa Rican economic
growth was studied. This study examined how the mandated national science and technology
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fair influences the use of Project-Based Learning (PBL) to build human capital and prepare
students for 21
st
century jobs, particularly in the STEM.
Research Questions
The research questions for the study were developed and defined collaboratively by the
research team in order to enhance the focus of the study on the impact of globalization, FDI and
curriculum practices in Costa Rica:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
2. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?
3. How has the national science and technology fair policy changed the value for STEM
education for students, teachers, and educational leaders?
Significance of the Study
Globalization gave rise to the demands for a new knowledge-based laborer, and
transformed the global economic market. In addition, it also demands economies adequately
reinvent their respective economic plans, policies and educational systems in order to effectively
compete in a globalized economy (Friedman, 2007). The country of Costa Rica recognized the
need to adjust and enact economic policies to attract MNC and FDI in order to emerge as a
player in the technology-based economy. As such, Costa Rica invested human and capital
resources towards the implementation of the STEM PBL educational model, with the intent of
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fulfilling the demands of a globalized economy and ensure the economic prosperity of the
country.
The study examined the influence of a nationally established STEM PBL curriculum and
nationally mandated science and technology fairs in Costa Rica’s public education system to
develop and enhance Wagner’s (2008) seven essential skills needed for today’s economy and job
market. The results of the case study will generate information and knowledge for educational
leaders, practitioners, policy makers, and business leaders regarding how effective the current
curriculum and educational mandates in Costa Rica are in preparing students with 21
st
century
skills. Furthermore, the study provides insight as to how all of the stakeholders can enhance or
modify aspects of the current policy and national curriculum to effectively maximize the STEM
PBL model utilized to prepare students for a globalized job market.
The findings of this study will benefit the educational, business, and political sectors of
Costa Rica. By examining the policies of the country, the classrooms that students are instructed
in, and the NSF implementation, the country as well as the MNCs will better understand the
connection between classroom instruction in Costa Rica and the ability to produce workers for
the jobs available in country.
Limitations of the Study
One of the major limitations that presented a challenge to the research team is the
distance the researchers traveled to conduct the study: to Costa Rica. In addition, the limited
length of time the research team spent in Costa Rica will allowed only for seven days of data
collection, observations at targeted schools, and interviews with individuals and stakeholders that
were vital to answering the case study’s research questions.
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Another potential limitation of the study is the small sample of schools and individuals
studied; hence, the findings of the study are based on a small sample and not generalizable to a
larger population. Language can be a limitation in the sense that the translated English
terminology utilized in the United States’ educational system does not always have the same
definition or meaning in the Spanish educational terminology utilized in the Costa Rican school
system. In order to mitigate language and terminology barriers, the research team was provided
with an official educational terminology sheet directly acquired from the Costa Rican Ministry of
Education webpage in order for the researchers to become familiar with basic educational jargon
utilized in that country. In addition, the research team was divided into pairs, with each pair
having a Spanish-speaking member in order to communicate with school representatives,
business leaders, and government officials.
Delimitations of the Study
An explicit delimitation of this case study is the small and purposeful sample of
individuals and school sites selected to conduct observations and interviews in the San Jose area
(Maxwell, 2013). The nature of a small purposeful sample can be seen as an issue that prevents
the generalizability of the findings. Specifically, the small sample of students and schools
selected for the case study has an established educational partnership with Intel in the San Jose
area and with the company’s sponsored International Science and Engineering Fair (ISEF) in
which winners of the Costa Rican NSF actively participate annually.
Assumptions of the Study
The following are assumptions were made while developing the study:
• A qualitative study provides an adequate approach for the case study.
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• Globalization, along with MNC, influenced Costa Rica’s economic and educational
system and policies.
• The national science and technology fair participation mandate, along with STEM and
PBL curriculum, prepare students with 21
st
century skills.
• Data collected through interviews, observations, and surveys will yield data to
understand and enhance the rationale of educational leaders for developing and implementing a
STEM and PBL curriculum.
Definition of Terms
The following terms are utilized throughout the dissertation:
Coalicion Costarricense de Iniciativas de Desarrollo (CINDE)
CINDE is a private institution without political affiliation and a nonprofit agency which
is primarily in charge of promoting and attracting companies worldwide to invest in the country
of Costa Rica. (CINDE, 2012; Rodriguez-Clare, 2001).
Corporate Responsibility
The ethical obligation of a corporation or company to minimize or mitigate any potential
risk or cost that will negatively affect society and market (Intel Corporation, 2013).
Foreign Direct Investment (FDI)
Is the concept of a business or company investing financial capital in a country other than
the country where the company is based, such investment can be in the form of company merger,
acquisition, loans, infrastructure investment and or loans.
Globalization
A phenomenon that encompasses the economic, political and interdependence exchange
of goods, culture, businesses, and education among nations (Spring, 2008).
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Multinational Corporation (MNC)
A corporation that is licensed or registered and conducts business and operations in more
than one country. Multinational corporations produce, sell, provide services or invest human and
financial resources in various countries (Monge-Gonzalez & Gonzalez-Alvarado, 2007).
Science, Technology, Engineering and Mathematics (STEM)
STEM is an educational model for delivering instruction in a nontraditional modality; the
focus of STEM education is to provide a project-based and inquiry approach to student learning
(Breiner, Harkness, Johnson, & Koehler, 2012).
Project-Based Learning (PBL)
PBL is a teaching modality that serves to increase and enhance student engagement,
inquiry skills, and presents students with real life and complex problems. Under the PBL
teaching model, students are encouraged to develop collaborative skills, engagement and
motivation to find a common solution to the problem presented (Bender, 2012).
21
st
Century Skills
Certain skills are essential to competing in a knowledge-based global market: (a) critical
thinking and problem solving, (b) collaboration, (c) agility and adaptability, (d) initiative and
entrepreneurship, (e) clear and effective oral and written communication, (f) ability to assess and
analyze information, and (g) curiosity and imagination (Wagner, 2008).
Organization of the Study
The case study is divided into five chapters. Chapter one introduces the study and
provides an overview. It consists of the statement of the problem, background of the problem,
the purpose of the study, the research questions guiding the study, significance of the study,
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limitations and delimitations of the study, assumptions of the study and a definition of terms
utilized in the case study.
Chapter two of the study is a review of the literature. The chapter is divided into five
sections in order to provide a comprehensive overview of the literature reviewed for the study.
The first section details the country’s background and history and various political, social, and
economic events that led to the country’s current economic and social success in the global
market. The second section of the chapter analyses the country’s economic and political policies
and practices that led to the country’s economic transformation from an agrarian economy to a
globalized 21
st
century knowledge-based economy (Friedman 2007; Wilson, 2008). Section
three of the chapter introduces and discusses the concept of globalization, while primarily
applying Friedman’s (2007) globalization framework. Section four examines and discusses the
country’s educational system and policies implemented nationwide to enhance STEM
curriculum, PBL, and successful participation in the national and international science and
technology fairs. Section five focuses on the country’s emphasis on developing 21
st
century
skills based on Wagner’s (2008) concepts and framework to effectively educate a labor force
capable of not only meeting the needs of the new knowledge-based economy, but also of
remaining competitive in a globalized economy (Friedman, 2008).
Chapter three covers the methodology and research design implemented for the
qualitative case study. This chapter includes a description of the qualitative study’s research
team, population and sample, instrumentation, data collection and analysis, and ethical
considerations of the research.
Chapter four provides an analysis and description of the findings from the data collected.
The chapter also identifies themes, phenomena, trends, and findings based on the research
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questions. Chapter five presents a summary of the study and proposes implications and
recommendations for further research or practice.

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CHAPTER TWO: REVIEW OF THE LITERATURE
This chapter contains a review of the literature as it relates to the influence of
globalization, MNC and FDI to the development of 21
st
century skills through the
implementation of a STEM PBL curriculum and the national mandate for public schools to
participate in the national science and technology fairs in of Costa Rica. The chapter begins with
the history of Costa Rica; important events in the country’s history are discussed in order to fully
comprehend the historical, social, and political events that shaped the country to its current status
in the world as a stable government, society, and developing economy, which looks to fully
participate in the global economy.
A review of the history of Costa Rica sheds light as to the next section of the chapter,
which covers the country’s social, institutional, and geopolitical economic policies that shaped
economic development and robust growth in the 21
st
century. To understand the country’s
current economic status, the chapter shifts to the concept of globalization and its impact on the
country’s transformation from an agrarian economy to a technology-based economy that
catapulted the country onto a model globalized economy.
The chapter discusses the influence of the knowledge-based economy and institutions
such as Intel and other MNC that operate in the country which partnered with the country’s
educational leaders to produce a highly trained and qualify labor force and influence the
country’s educational policies, educational system, STEM PBL curriculum, and the national
science and technology fair mandate. The chapter closes with a discussion of Wagner’s (2008)
21
st
century skills needed to compete in today’s globalized economy. As Costa Rica’s economy
grows, the country, in partnerships with MNC, invested human and financial resources to ensure
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that schools in the country emphasize a STEM PBL curriculum to enhance 21
st
century skills in
order for the country’s labor force and economy to remain competitive in a globalized economy.
History
Costa Rica, one of the smallest countries in Latin America enjoyed a prosperous
economic, social and political development that placed it amount some most stable nations
around the world. This portion of the chapter highlights historical social, political and economic
events that shaped the country since its inception as a Spanish territory to the current economic
development and social stability of the. A sign of Costa Rican success is evident in the drop of
illiteracy rate from 21.2 percent in 1953 to 6.1 by 1990 (Rodriguez Echeverria, 2006). In order
to understand the economic and social success the country of Costa Rica experienced in the last
three decades, it is essential to understand the historical events that led Costa Rica to become a
socially, politically, and economically stable state.
Since its colonization, by the Spanish crown in the early 1500s, Costa Rica’s colonial
trajectory has been unlike the other Spanish colonies in the Central American region. According
to Wilson (1998), Costa Rica’s isolated terrain and lack of native habitants populating the region
led to a lack of interest for Spanish settlers in search of wealth via gold or large-scale agriculture.
Costa Rica’s colonial society focused on small to mid-size farming made up of ethnically
homogeneous families that emphasize self-sufficient agriculture farming, therefore creating a
rural democracy (Wilson, 1998) that would eventually lead to Costa Rica’s democratic,
economic, and social development; long standing traits that played a major role in the country’s
current democratic, economic and social success.
In the early years of the country, as a colonial territory, the region remained an isolated
province of the Spanish crown. The region was not settled until the 1560s when most of the
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settlers concentrated in the central valley where the city of Cartago became the major city in the
region (Daling, 2002). Spanish settlers in the central valley were issued encomiendas, a system
in which settlers are allotted plots of land along with slaves (native habitants) occupying those
plots of lands for farming (Biesanz et al., 1999). Settlers in the central valley based their way of
living and economy on a small scale farming system and cattle in part due to the small
indigenous labor force available in the region that went from 69, 875 in 1569 to 7,168 by 1610
(Mitchell & Pentzer, 2008). The drop in the indigenous population meant a non-existent labor
force for the Spanish settlers issued encomiendas by the Spanish government, and it also forced
settlers to take on a small scale farming economy. It was during this period that the Costa Rican
economy started to take shape as an economy dependent on agriculture at a small scale.
The Coffee Movement
The Costa Rican economy remained mainly agricultural in nature, with small to mid-size
family farms in the central valley, until the early 1700s when, according to Mitchell and Pentzer,
(2008), the production of cacao in the Atlantic region generated an economic boom that lasted
for 25 years. The economic boom also led to an increase in the African population in the Atlantic
region. African slaves were brought to the Atlantic region as a slave labor force to work the
cacao crops that would be exported to Europe. The exportation of cacao to Europe introduced
the country’s economy and society to the world. In many ways, the exportations of national
goods to other parts of the world signaled globalization on a small scale.
Soon after the cacao boom of the early 1700s, Costa Rica turned to coffee as the next
economic boom. By the 1740s, coffee cultivation produced modest exports of coffee to Europe
via Chile; the country and economy had not yet developed the necessary infrastructure and
policies to directly export coffee to Europe (Booth, 1998). The cultivation of coffee led to a
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proliferation of small and large coffee farms across the territory, and the industry opened the
door for coffee farmers to become self-sufficient, and it also led to higher wages for coffee
workers due to the shortage of an indigenous labor force (Booth, 1998). By 1845, Costa Rica’s
coffee exports provided the government with the necessary financial means and infrastructure to
directly export coffee to Europe without an intermediary.
According to Daling (2002), the coffee-based economy was a profitable enterprise that
provided both small and large coffee farmers with enough profit to sustain economic growth
because the government adopted policies that benefited coffee growers. Booth (1998) argues
that, while coffee was a major economic source for Costa Rica, it also created a greater economic
inequality whereby the wealthy large coffee planters had greater advantage in the market place
by setting the prices that benefited their agenda, taking over smaller coffee operations, and
influencing politics and policies to their advantage to maintain their elite status.
By 1821, the Central American region declared its independence from Spain and the
former colonies formed what became known as the United States of Central America. The union
was marked with division and conflict among the Central American territories (Biesanz et al.,
1999). In 1824, Costa Rica organized its own government in an early sign of its progressive and
democratic future. Congress elected Juan Mora Fernandez as the first head of state. Juan Mora
Fernandez was a visionary leader who implemented incentives and offered rewards for those
who would enhance the country’s infrastructure by opening roads, ports, and promoting
commerce (Biesanz et al., 1999).
Mora Fernandez’s policies played a key role in the building of a nation, as these were
focused on the social and economic infrastructure of the country (Daling, 2002; Wilson, 1998).
During the Mora Fernandez presidency, schools transitioned from a parochial approach in which
GLOBALIZATION AND 21
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21

the Catholic Church provided the schooling of children to a municipal responsibility, which
required the municipal government to provide and maintain elementary school education
(Mitchell & Pentzer, 2008).
In Costa Rica, the “golden bean,” as coffee was commonly referred to, also brought the
necessary economic means for the country to invest in education, modernization and
urbanization of major cities, expansion of government, the implementation of regulations on
exports and imports, and an overall economic linkage to other countries outside the Central
American region (Booth, 1998). As Mitchell and Pentzer (2008) point out, coffee provided the
nation with something it never enjoyed as a colony: wealth and a common denominator that
united the entire country. The country’s reliance on coffee is evident based on the increase of
coffee exports; in 1843, the country exported 2.5 million pounds of coffee and, by 1853, the
number had risen to 7 million pounds. By 1890, coffee accounted for 91 percent of all Costa
Rican exports earnings (Mitchell & Pentzer, 2008).
Introduction of the Railroad
In 1871, as the country sought to improve its infrastructure to keep up with the demand of
exported coffee, the Costa Rican government contracted with British firms to develop the
construction of a railroad to efficiently transport coffee to the Atlantic ports for export to Europe
(Booth, 1998; Mitchell & Pentzer, 2008). The construction of the railroad eventually led to the
banana industry in Costa Rica, which was created as a non-intended byproduct of the railroad
construction, and it came at the time when the coffee industry had slowed. Booth (1998) points
out that the railroad construction from San Jose to the Atlantic paved the way for foreign
investors, as the government offered land and other incentives as a form of payment to firms to
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build the railroad. One investor was the American company United Fruit, which benefited from
low taxes, secure government cooperation, and an established labor force.
By the turn of the 20
th
century, the Costa Rican economy depended mainly on the coffee
and banana industries. Wilson (1998) highlights the fact that the banana industry was mainly
foreign owned, while the coffee industry was domestically owned. The dependence of the
country on the banana and coffee industries was a risk, as proved by both World War I and
World War II. When Europe and the United States became involved in the wars the industry
suffered, as these nations were key buyers of Costa Rican coffee and bananas (Mitchell &
Pentzer, 2008). By 1944, coffee export firms had been reduced to 19 firms out of 193 at the
height of the industry, with American-owned firms controlling nearly 80 percent of the export
coffee market (Mitchell & Pentzer, 2008).
Changes in the Economic Market
Due to the economic crisis in the early part of the 1900s, the Costa Rican government
established modest economic reform policies and institutions (Mitchell & Pentzer, 2008) such as
the Banco Internacional to lend money to small farmers and coffee growers and the Costa Rican
Institute for the Defense of Coffee, all of which created the early basis of a framework that
would later lead to economic success and development of the country.
The 1940s marked a turning point in the Costa Rican history. The decade brought the
erosion of power of the coffee elite and set the course for the country to modernize into an
industrialized welfare state (Biesanz et al., 1999; Daling, 2002). The political, social, and
economic events of 1948 paved the way for a democratic political system, initiated a social
welfare movement by the state, and led to greater investment in the infrastructure of the country
to enhance its economic development (Mitchell & Pentzer, 2008; Wilson, 1998).
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In the early part of the 1940s, President Calderon introduced initiatives to establish a
foundation for social and labor reform. He introduced the minimum wage reform, established an
eight-hour work day, instituted health insurance for urban workers and the right for workers to
organize. Calderon’s economic and social reform set the tone for more meaningful reform in the
1940s (Biesanz, et al., 1999; Daling, 2002; Wilson, 1998). By 1948, the country had undergone
a civil war that divided the nation and established a new constitution under the leadership of Jose
Maria Figueres. Under Figueres, the newly established government implemented policies to
increase economic, social, and education reform and development. Figueres administration
imposed a 10 percent tax on all assets and properties over $10,000. Figueres also nationalized the
banking system and increased taxation of the coffee and banana industries (Biesanz et al., 1999;
Mitchell & Pentzer, 2008).
Following the civil war of 1948, Costa Rica enjoyed a period of prosperity and
democracy. The new constitution abolished the army, gave women, blacks and indigenous
people the right to vote (Daling, 2002), and, by 1949, the Costa Rican Electricity Institute was
created by the government, with the purpose of developing the country’s electrical and
telecommunication infrastructures needed to modernize the country (Mitchell & Pentzer, 2008).
Other governmental entities such as the National Production Council were created to stabilize
and regulate the agricultural market and stimulate production through subsidies with fair prices
and interest (Mitchell & Pentzer, 2008). The decades following the 1948 civil war, the country
enjoyed decades of political, social, and economic stability; with a stable government and
economic growth, the country’s policies focused on the improvement of infrastructure and
education.

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Economy
The period from 1948 to 1970s marked an epoch of economic stability and growth. The
country enjoyed a healthy period of economic expansion along with social and political stability
after the civil war of the 1940s. During the decades of prosperity leading up to the late 1970s, the
country invested financial and human capital in the improvement of the country’s infrastructure
and educational system. The late 1970s and early 80s marked the end of the country’s prosperous
era. Costa Rica entered its darkest economic period in modern history. During the 1980s, the
country moved to revamp its economic plan and policies, and, with the assistance of MNC, FDI,
and non-governmental institution such as CINDE, the country developed and implemented a
strategic economic plan to restart its economic development and gradually regain its economic
strength. This section provides a contemporary background of the country’s economic
development, economic policies, and of the national and international institutions that played a
role in the country’s economic development to transform it into a global player in the technology
market following the financial collapse of the early 1980s.
The According to Mitchell and Pentzer (2008), the post 1948 civil war era brought to
Costa Rica stable economic growth. Between 1951 and 1979, the country maintained a robust 6
percent annual economic growth rate. The cafetaleros, who had previously dominated and
influenced the political and economic arena in the country, now were forced to share the
country’s direction with an increasing middle-class and with a government committed to social
justice and welfare (Biesanz et al., 1999). In the years following the 1948 civil war, the
government increased funding to education, an investment in human capital that will eventually
set the framework for the country’s economic success and shift from an agriculture economy to a
diverse economy. Between 1954 and 1974 the service sector in Costa Rica grew, while the
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agricultural sector decreased and by 1979 every fifth worker in the country worked for the
government in some capacity (Biesanz, et al., 1999).
The world economic crisis of the 1980s put an end to decades of economic and social
prosperity and development in Costa Rica. By 1981, Costa Rica found itself having to suspend
all payments to the majority of its creditors and officially requested the assistance of the World
Bank and International Monetary Fund (IMF) to deal with the economic crisis. During this
period, annual inflation rose from 18 percent to 82 percent by 1982 (Biesanz et al., 1999). It was
during this period of economic instability that many foreign interest groups strengthened their
presence and influence in the Costa Rican economy, as the country was forced to reduce its
control of industries, business and finances, and attracted foreign investors and open a
competitive free-market on a global scale (Wilson, 1998; Biesanz et al., 1999).
USAID and CINDE
International financial institutions (IFI) such as the World Bank, Inter-American
Development Bank (IADB) and the United States Agency for International Development
(USAID) offered grants and loans to assist the Costa Rican economy find a level of stability. It is
important to highlight that the financial assistance provided by IFI came with attached conditions
that positioned IFI agencies in influential economic development roles and greater access to
governmental agencies (Wilson 1998; Biesanz, 1999). Mitchell and Pentzer (2008) suggest that
the political turmoil and civil wars in the region, coupled with Reagan’s anti-communist foreign
policy, made Costa Rica the ideal ground to showcase democracy by investing in the country’s
future while opening the door to American and global investors.
USAID became the primary channel for American financial assistance to Costa Rica.
During the 1980s The United States gave Costa Rica $1.2 billion in aid during the worse years of
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the economic crisis. Between 1983 and 1985, U.S. aid made up 35.7 percent of the Costa Rican
government budget (Mitchell & Pentzer, 2008). USAID played an instrumental role in the
development of two key institutions that would eventually help Costa Rica regain the economic
strength needed to attract foreign investors. USAID facilitated the formation of the Ministry of
Exports, which was in charge of promoting the exportation of nontraditional goods (Wilson,
1998). USAID played an essential role in the creation of CINDE in 1983, which, since its
inception, became an influential interest group in the country.
Between 1983 and 1989, USAID provided CINDE with $47 million in funds (Mitchell &
Pentzer, 2008). CINDE was in charge of attracting foreign investment to the country along with
lobbying for neoliberal economic reform and policies. CINDE was also responsible for drafting
legislature that favored new export initiatives in the Legislative Assembly (Mitchell & Pentzer,
2008; Wilson, 1998). CINDE’s leadership was composed of well-connected political figures,
former government economists, and representatives from various political parties, all of whom
provided the agency with greater access to government officials and influential political capital.
By 1985, CINDE and the Ministry of External Trade (MINEX) had successfully lobbied the
government to allow private free-trade zones in the country. By 1990, all free-trade zones
belonged to private institutions (Wilson, 1998).
With the financial assistance of IFI and USAID, the Costa Rican economy slowly gained
strength and started to respond to the economic adjustments required by IFI and USAID.
Between 1983 and 1994, the economy averaged a 4.4% annual growth rate (Mitchell & Pentzer,
2008). The country transitioned out of the economic recession, and USAID funding decreased to
$6.1 million annually from $219 million annually at the height of the economic crisis (Mitchell
& Pentzer, 2008). As the country moved forward, many of the policies, incentives, and
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strategies provided the necessary framework to reach new levels of democratic and economic
stability necessary to compete in a global market.
As Mitchell and Pentzer (2008) state, many of today’s Costa Rican economic initiatives,
policies, tax incentives, and globalized strategies trace their origin to CINDE’s progressive
economic vision. Costa Rica’s economic success over the last two decades traces its current
success to the 1980s economic intervention and economic policies enacted by the government in
collaboration with entities such as CINDE, MNC, and FDI, which still play an influential role in
the country’s economic policies and economic growth.
Globalization
The concept of globalization, according to Spring (2009), is linked by globalized
educational institutions that adapted to the world in the 21
st
century. A globalized education and
globalized job markets created an interconnection between countries, cultures, and economies
and led to what Friedman (2007) called the flattening of the world. This section examines the
concept of globalization and how modern government policies, MNC, and FDI, played a role in
the economic development of Costa Rica to launch the country as a participant in the global
economy three decades after the an economic depression.
For many, the term globalization might appear a negative byproduct of modernization
when, in reality, the concept of globalization has been around for thousands of years.
Globalization in its raw form began when traders, soldiers, preachers and adventurers from
emerging civilizations established patterns of trade and commerce that connected civilizations
(Chanda, 2007). Establishing an ever growing network of trade and commerce between
civilizations hundreds or thousands of miles apart led human innovation to increase the capacity
to trade and to maintain and expand commerce to uncharted parts of the world, thus marking the
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beginning of true globalization (Chanda, 2007). Globalization is a phenomenon that brings the
world closer today than at any other time in history.
Globalization can trace its roots to early civilization’s trade and commerce routes.
Today’s globalization is a complex web of technological advances, market regulations, and
international trade agreements between countries (Chanda, 2007; Spring 2009). Friedman
(2007) argues that today’s globalization leveled the playing field in the global market due, in
part, to the technological advances of the last century. Individuals are now able to collaborate
and compete in a globalize world regardless of geographical location, therefore flattening the
world (Friedman, 2007). Because globalization flattens the world, countries, individuals,
business and educational institutions must adjust to the new demands of a global economy.
Friedman (2007) suggests that the flattening of the world—globalization—provided the
labor forces of countries besides the United States the opportunity to compete for what all people
want in a globalized economy: a good job that provides higher pay and requires a skilled laborer
while raising their level of education (Clifton, 2011; Spring, 2009). As other countries
understood that a flat-world was driven by multinational companies, they began to enact reforms
and policies to attract global companies to provide the necessary human and capital investment
necessary to become competitive in a global market (Friedman, 2011; Zakaria 2012). In the case
of Costa Rica, government entities and officials recognized the need to enact adequate policies to
attract MNC while also providing the MNCs with an educated labor force capable of remaining
competitive on a global scale.
For decades, the United States held a unique place in the world as the most powerful
symbol of free enterprise and success, yet the U.S. failed to address and keep up with an
evolving and changing globalized economy (Clifton, 2011; Friedman & Mandelbaum, 2011).
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Clifton (2011) predicts that, in the next 30 years, China’s Gross Domestic Product (GDP) will
increase at a more rapid rate than that of the U.S. It is projected that, by 2040, China’s GDP will
be worth $70 trillion, while that of the U.S. will be at $30 trillion.
Friedman and Mandelbaum (2011) suggest that the end of Cold War brought the rapid
growth of globalization, forcing other countries to adapt, while the U.S. failed to adapt and invest
in what made the country thrive: education, infrastructure, research and development. All these
areas lacked adequate funding and were neglected by the key governmental organizations that
drove innovation. While other countries around the world invested in education and in preparing
a potential labor force for emerging economies such as technology, the U.S. lacked the vision to
see the world as flat and the need to promote skills for the 21
st
century (Friedman, 2007).
Wagner (2008) points out that today’s young people in the U.S are in direct competition with
other youths around the world, and all are competing for quality jobs that demand a different set
of skills and knowledge than those of two or three decades ago.
Zakaria (2012) points out that emerging MNCs recognized the rise of a new world order.
From an economic standpoint, MNCs relocate to regions of the world where an educated and
readily available labor force will provide a sound investment and room for economic growth.
Clearly, an educated and skilled labor force appeals to a global market. Countries not only
implemented policies and reforms to attract MNCs but also invested in human capital and
economic development (Spring, 2009).
From 2006 to 2007, 124 countries’ GDP saw an average increase of 4% or more;
furthermore, it is projected that the next generation of successful and innovative multinationals
will come from countries other than the U.S. (Zakaria, 2012). The country of Costa Rica
epitomizes the current trend in which globalization, MNCs, and foreign investment promote
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economic development in a country that, until recently, based its economy in agriculture (coffee,
banana, cattle) and ecotourism.
Globalization in Costa Rica
During the 1980s and 90s, in the midst of an economic crisis, Costa Rica revamped its
economic development plan with the assistance of various financial entities such as IMF, World
Bank, and USAID. In addition, the government recognized the need to develop a well-funded
and well-staffed entity designed to attract foreign investment, hence founding CINDE. The goal
of CINDE and government ministries was to attract multinational companies to invest in an
emergent economy. This was achieved by promoting the country’s high level of literacy rate,
political stability, fiscal incentives for MNCs and willingness to transition from an agricultural
economy to a new knowledge- and technology-based economy (Mitchell & Pentzer, 2008;
Rodriguez-Clare, 2001;). CINDE, through its vision, plan, and solid strategic plan of moving the
country’s economy towards the 21
st
century, succeed in attracting MNC and other global players
to provide the country with the right financial, material, and social investment.
As result of their efforts, the country experienced greater than expected development in
the technology- and knowledge-based economy (Rodriguez-Clare, 2001). Major multinational
companies such as Intel, Procter and Gamble, Conair, and others benefited from Costa Rica’s
adapting economy, highly educated labor force and modernizing infrastructure (Friedman &
Mandelbaum, 2011; Rodriguez-Clare, 2001). Costa Rica represents a prime example of a
country that recognized it needed to adapt and to invest financial and human resources to
implement the necessary economic policies and educational system to attract MNC that would
raise the country’s economy to the status of a global competitor in the 21
st
century.

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Education
In recent decades, with an expanding globalized economy due to the various economic
policies implemented by the Costa Rican government, the country’s highly educated population
has been an appealing trait to attract FDI such as manufacturing, customer service, and
technology-based MNCs (Cordero & Paus, 2008). In order to fully comprehend the role that
education played in the economic success of Costa Rica, it is important to have a historical
perspective of how education shaped the country’s economic development. This section
provides insight into the country’s educational system and how it was shaped by government
policies, MNC and FDI institutions, and the current knowledge-based science and technology
labor market that influenced the establishment of a STEM PBL curriculum and a national science
mandate for public schools in order to promote science and technology in the school system.
Over the last 60 years, the country of Costa Rica maintained one of the highest levels of
literacy among Latin American countries. Between 1953 and 1990, the illiteracy rate dropped
from 21.2 percent to 6.1 percent and, by the year 2004, the country’s literacy rate reached 96
percent (Rodriguez Echeverria, 2006; UNICEF 2004). In the 1940s, the country experienced a
civil war that brought to the forefront the need to reform the country’s political, social welfare,
and education systems. During this era, Costa Rica underwent another educational reform
movement. Under the new constitution, education from preschool to university was centralized,
elementary school became mandatory, and a new university known as Universidad de Costa Rica
was founded. It was also during this period that education became a priority of the state, and, in
1958, education spending represented 22.9 percent of the national budget and, by the 1970s, 30
percent of the budget financed education, which lead to the opening of three more public
universities (Mitchell & Pentzer, 2008).
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During the 1980s economic crisis, as the country sought its way out of an economic
depression, it turned to foreign organizations not only for financial assistance, but also to find
new ideas to maximize the country’s assets and resources that would appeal to FDI and to lift the
country out of the economic downturn that plagued the decade. The national strategy was
developed with an emphasis on education and investing in human capital, which is a key
component for attracting FDI (Cordero & Paus, 2008; Rodriguez-Clare, 2001). Cordero and
Paus (2008) suggest that Costa Rica’s investment in education paid dividends by providing an
educated adult population with some basic knowledge of English who was ready to set the
framework to transition to new technology- and knowledge-based industries (Rodriguez-Clare,
2001).
In 1988, organizations such as IBM, MIT, and other foreign institutions introduced the
concept of computer laboratories into some kindergarten and primary schools and, by 1996,
nearly a third of all primary schools had access to computer technology (Biesanz et al., 1999).
The late 1980s and early 1990s saw the arrival of a potential new labor market into the country.
Technology and a new knowledge-based industry led to an ambitious curriculum focused on the
STEM fields in order to meet the demands of the emerging labor market.
By the end of 1999, Intel had invested $390 million and employed a labor force in Costa
Rica of over 2,200 people (Rodriguez-Clare, 2001). Intel became the biggest and most
prestigious high-tech FDI to invest in Costa Rica and opened the door for other FDI to highly
consider the country as a potential site for investment. This direct investment to the Costa Rican
economy by Intel made and other MNCs made it necessary for the educational system to adapt as
a means to produce workers ready to fulfill the jobs that were created. Costa Rica’s inability to
produce workers able to meet these demands would lead to the corporations moving their
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business elsewhere. This is something that Costa Rica did not want to see, as the existence of
these new factories was Costa Rica’s key to increasing the standard of living across the country.
Corporate Responsibility
Intel’s impact on the country goes beyond economic investment. Intel also played a role
in the development and enrichment of STEM education in the country (Intel, 2013). Intel
developed an on-going collaborative partnership with public universities, mainly with the
Instituto Tecnologico de Costa Rica (ITCR). The company assisted in the creation of new degree
programs and enhanced teachers’ knowledge in technical fields (Rodriguez-Clare, 2001).
The arrival of Intel brought not only credibility to the country as an emerging global
economy, but also positioned the country to compete in a global labor market by setting the
foundation to educate a labor force for the 21
st
century. On average, Intel invests $ 1 million
dollars annually to support education programs, and it developed partnerships with the Ministry
of Public Education and Omar Dengo Foundation to help teachers integrate technology in the
classroom, and established the “Intel-Innovation in Education Program” which donated
equipment and chips to update computer labs in schools around the country (Intel, 2013; World
Bank/MIGA, 2006). Intel also provides financial and technical sponsorship of the NSF and
ISEF, contributions that not only promote STEM education but also contributes to the country’s
reputation in the world as not only as a thriving society but also as a leader in 21
st
century
education.

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STEM and Science Fairs
Costa Rica invested in attracting MNC and FDI to revamp its economic and labor market
to compete in a global economy. In addition, government and educational leaders, along with the
MNC, realized that educating a labor force for a new knowledge- and technology-based
economy was essential for economic survival and success. As of 2011, the literacy rate in the
country was at 96.1 percent. This high rate reflects the country’s commitment to education,
which is evident by the country’s annual budget commitment to education of 8 percent of the
GDP (CINDE, 2012). This section discusses the country’s commitment towards STEM and
technology education as well as the NSF as vehicles implemented by the national government to
advance and enhance its educational system to meet the demands of the knowledge-based
economy.
The acronym STEM stands for science, technology, engineering, and math. While this is
an American term, there is a focus on these areas in Costa Rica, although it is referred to as CTI,
standing for ciencia, tecnologia, e innovacion (Ministerio de Ciencia, Tecnologia y
Telecomunicaciones, 2013). In order to remain competitive in a global economy Costa Rica will
need to focus on these areas to ensure that the country is able to complete with knowledge-based
workers available in other countries. If Costa Rica is unable to produce a viable workforce it is
probable that MNCs will move to an area that can produce an adequate workforce. Both the
government and educational leaders have an understanding that the country must produce ample
workers to maintain the FDI that drive the increase in the country’s GDP (Rodriguez-Clare,
2001).
The country’s business and educational leaders emphasized the importance of STEM-
based education, and the country’s leaders understand the importance of a multilingual labor
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force. The Ministry of Education put in place programs to ensure that all students are computer-
skilled and computer-literate and instituted a national plan to improve English language skills to
develop a bilingual labor force (Americas Society & Council of the Americas, 2011; CINDE
2012,).
According to the U.S. Department of Commerce, in the last ten years, STEM-related jobs
grew more than three times faster than non-STEM-related jobs. In addition, STEM workers are
less likely to experience joblessness; STEM is the sector that drives a nation’s innovation and
competitiveness by creating new ideas and companies that have a global impact (U.S.
Department of Commerce, 2011). Based on projections by the U.S. Department of Commerce
(2011), STEM occupations are expected to increase by 17 percent between 2008 and 2018. In
addition, STEM workers will command a 26 percent higher wage than non-STEM workers.
Costa Rica successfully integrated STEM curriculum with the partnerships and
sponsorship of MNC like Intel. Capraro, Capraro, and Morgan (2013) see this curriculum as
beneficial in providing students with projects that are meaningful in the development of
collaboration and teamwork through the sciences, math and engineering subjects. Costa Rican
leaders seek to enhance the educational level and knowledge of its student and labor force.
Project-Based Learning (PBL)
With 46 high-tech MNC operating in the country as of 2005 and providing employment
to well over 14, 000 locals, it is imperative for Costa Rica to develop a well-rounded STEM and
PBL curriculum to prepare students to meet the demands of the high-tech labor market (Monge-
Gonzalez & Gonzalez & Alvarado, 2007). Since its arrival in 1996, Intel annually invested $ 1
million dollars in the Costa Rican educational system to promote the STEM fields (Intel, 2013).
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With the national emphasis on promoting STEM education in public schools, one method
of enhancing the integration of a STEM curriculum is the PBL approach. In the PBL approach,
according to Capraro et al. (2013), a hands-on approach and a student-centered project are the
cornerstone for student engagement while allowing students to work individually or
collaboratively with real life problems, with the teacher functioning as a facilitator. Slough and
Milan (2013) suggest a model to effectively design and observe a PBL classroom in action.
Their model consists of these four principles:
1. Making content visible in the classroom. This principle is observable by examining
student engagement and providing feedback to promote student deductive thinking.
2. Making critical thinking visible. This is achieved when students are able to solve
problems utilizing prior knowledge, newly acquired ideas, utilizing a scientific approach and the
effective use of instructor’s modeling to connect ideas and theories.
3. Helping students learn from others. The principle is seen when students actively
participate in group discussion, problem solving, and collaborative critical thinking
4. The promotion of autonomous thinking centers on the student’s proactive approach to
seek feedback, developing goals and steps to find solutions. In this principle, the student self-
monitors, but the instructor will also monitor the student’s progress as the student seeks a
solution to the problem or task.
The implementation of a STEM PBL approach to learning makes the case for the
country, along with MNC, to continue human and capital investment in a STEM-oriented
educational system and policies to educate not only a new knowledge-ready labor force but also
a labor force with the necessary 21
st
century skills to maintain and continue developing the
current economic and social stability the country enjoyed in the last few decades.
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Science Fairs
In addition to financial funding, Intel also invested in training teachers on methods to
integrate technology in the classrooms (Intel, 2013). In the last two decades, MNC played a key
role in the expansion of technology and sciences within the Costa Rican educational system, so
much so that, during the early 1990s, the Costa Rican government adopted Law 7169, which
formally organized and promoted the NSF as a method to stimulate students’ creativity, scientific
thinking, investigative spirit and technological inquiry (Valencia, 2008). The passage of Law
7169 expanded NSF participation from university and high school students to primary school
students.
By 1999, Costa Rica’s NSF had expanded to three regional fairs, nationwide, with over
550 schools participating in the event. The same year, the NSF affiliated with Intel’s prestigious
ISEF, thus bringing Costa Rica’s educational system and NSF a higher level of competition,
prestige, and global exposure (Intel, 2013; Valencia, 2008).
In 2004, The National Decree #31900 MEP-MICIT established that all institutional
science fairs become mandatory and incorporated in the National School Calendar. The decree
affected 2,300 schools nationwide (Valencia, 2008). The emphasis on the sciences and
technology is driven by the country’s expansion of its science- and technology-based economy
along with the growing number of science and technology MNC operating in the country and
potential technology firms looking to establish branches in the country (Monge-Gonzalez &
Gonzalez-Alvarado, 2007). In 2008, Costa Rica, with the partnership of Intel, established a
National Engineering Fair along with the integration of science research in the national
curriculum, the country’s successful investment and implementation of the STEM and PBL
model in the educational system was reflected in the country’s students’ placing 3
rd
in the 2006
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ISEF competition and, in 2007, when Costa Rica’s delegation at ISEF earned a Special Award
(Valencia, 2008).
The NSF is a multi-agency coordinated effort among the Ministry of Public Education
(MEP), Ministry of Science and Technology, The National Board for Scientific Research and
Technology (CONICIT), and public universities. The NSF requires participants to develop
projects in the following subject areas: biology, environmental science, computer science, earth
and space science, social and behavioral sciences, physics and mathematics, engineering and
technology, chemistry, and health and medicine. The joined effort by all of the governmental
agencies and higher learning institutions reflects the country’s emphasis on the STEM field; it
also highlights the complexity and the rigorous organizational structure that successful
participants are required to endure in order to succeed and compete in the NSF and ISEF (Figure
1).

Figure 1. Costa Rica’s Organizational Structure of Science & Technology Fairs
Organizational Structure
(Science and T echnology Fairs Manual 2007-2009, Article 1)
Institutional Science and Technology Fairs
Circuit Science and Technology Fairs
Regional Science and Technology Fairs (23)
• Correlated to the number of MEP regional offices
National Science and Technology Fairs
Intel International Science and Engineering Fair (Intel ISEF)
• Grade 9-12 winners of best science project or best technology project
compete
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The well-planned and organized NSF structure reflects the country’s investment in an
educational system that values providing its student population, and eventual labor force, the
vital 21
st
century skills to thrive in a globalized new knowledge-based economy. According to
Abernathy and Vineyard (2001), students who engage in science fair competitions are able to
build communication skills, learn the nature of science, understand the scientific method, design
and conduct experiments, and they are better prepared for a potential career in the fields of
science and technology.
The country of Costa Rica set a blueprint for preparing students and a future labor force
to thrive in a global knowledge economy (Wagner, 2008). The country benefited from not only
progressive economic and social policies implemented during an economic crisis, but it also
utilized the investment and partnerships of MNC as a catalyst for strong policies to support its
educational system. Monge-Gonzalez and Gonzalez-Alvarado, (2007) suggest that,
“Multinational corporations may play an important role in strengthening a country’s human
resources. This process may be carried out through training offered directly to workers in the
business place, supporting formal education, or through direct collaboration with local
universities” (p. 10) In the case of Costa Rica, MNC and government leaders and agencies
launched a joint effort to bring the country from an economic depression and to also transform it
from a coffee and banana economy into a global competitor in the high-tech market.
21
st
Century Skills
This section examines the demands of a globalized 21
st
century job market along with
Wagner’s (2008) essential survival skills every student—regardless of country—should possess.
The workplace of the 21
st
century demands a highly educated and trained worker that is capable
of critically think and adapt as the job market evolves in order to remain competitive in a global
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economy (Adams, 2010; Wagner, 2008). Wagner (2008) proposed a framework of seven core
skills needed for today’s workplace and for lifelong learning in today’s new world of work.
Costa Rica represents a current example of the use of Wagner’s (2008) 21
st
century skills in a
school system that hopes to instill 21
st
century skills through STEM and PBL-based curriculum
to - develop a highly educated population and meet the demands of a new knowledge-based
economy in order to remain relevant in the global market.
According to Wagner (2008), the American educational system has not changed and has
failed to adapt to a globalized competitive world and, in the process, fails to adequately prepare
American students to compete in today’s global knowledge-based economy. In the case of Costa
Rica, the country’s educational system began the process of shifting a traditional school system
to STEM PBL-oriented curriculum in order to meet the demands of the knowledge-based job
market. Wagner (2008) argues that American schools, even the schools considered best
performing, were not designed to teach American students how to think in the twenty-first
century, American students lack the ability to “…reason, analyze, weigh evidence, problem solve
and to communicate effectively. These are no longer skills that only the elites in a society must
master; they are essential survival skills for all of us” (Wagner, pp. xxiii).
Wagner (2008) concluded that today’s students and employees lack the ability to ask
good questions, which employers consider a key characteristic of a critical-thinking- and
problem-solving-oriented worker. Critical thinking and problem solving skills are necessary
traits in today’s new dynamic working environment, in which thinking outside the box leads to
collective and individual success in a flattened 21
st
century knowledge economy (Rotherham &
Willingham, 2009; Wagner, 2008).
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Collaboration and leadership according to Wagner (2008) make up the second survival
skill needed in today’s globalized world. Today’s students and workers must have the ability to
work effectively and collaboratively with others around the world. Today’s market demands the
ability to work harmoniously and productively with diverse teams (Partnership for 21
st
Century
Skills, 2009; Wagner 2008). With advances in technology and the Internet bringing cultures from
around the world even closer, it is important for today’s student and worker to not only
understand the interconnection among systems, but to also excel in the role of a leader by being
able to learn and work with others, being culturally sensitive, and possess the ability to reason
and be persuasive; the 21
st
century student and worker must possess a global awareness of his or
her place in a globalized world (Wagner, 2008).
The third skill Wagner (2008) considers key to survival in a global market is agility and
adaptability, which means being able to adapt and be flexible to the rapid demands of a changing
global market. This skill also requires for the student or worker to be strategic about work, think
critically on the go, and be able to drive his or her own learning while having the capability to
manage potential and unforeseen internal or external disruptions (Wagner 2008; Bell, 2010).
Initiative and entrepreneurialism is the fourth survival skill in Wagner’s framework.
Based on his research, Wagner (2008) concluded that “Leaders today want to see individuals
take more initiative and even be entrepreneurial in terms of the ways they seek out new
opportunities, ideas, and strategies for improvement” (Wagner, pp. 32). Wagner (2008), in his
research of successful leaders of top companies, highlights the notion that leaders in the 21
st

century must have the skill to lead others by influence and have the awareness to take calculated
risk, have initiative, and have the entrepreneurial spirit of creativity.
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Based on Wagner’s research, the fifth survival skill, effective oral and written
communication skills, is one of the biggest deficiencies that today’s students and workers
demonstrated in recent studies and interviews with top U.S. companies (Wagner, 2008). A
survey by Partnership for 21
st
Century Skills (2007) concluded that employers across the country
cited oral and written communication skills as an essential skill for employment in the 21
st

century job market. Effective oral and writing skills are essential tools in a globalized market,
when collaboration with others, the exchange of ideas, and the ability to present concise and
concrete concepts is the everyday norm in the 21
st
century labor market.
With an evolving globalized economy and with advances in technology occurring on a
daily basis, today’s workers and students must be capable of managing a high volume of
information and technology, which led to a what Friedman called the flattening of the world in
which U.S. students and workers not only compete with each other but with others around the
world (Wagner 2008; Friedman, 2007). The ability to access and analyze information is the
sixth skill in Wagner’s framework. Today’s job market covets individuals who know how to
critically think and dissect the information being searched, received or presented in order to
effectively and efficiently apply it to work, new challenges, opportunities, or school (Gunn &
Hollingsworth, 2013;Wagner, 2008).
Curiosity and imagination make up the seventh survival skill in Wagner’s framework.
Curiosity and imagination in higher-order thinking allows an individual to solve challenges by
thinking “out-of-the-box” and developing innovative solutions to problems or by designing
innovative processes, products and services (Gunn & Hollingsworth, 2013;Wagner, 2008).
Brewer, Hentschke, and Eide (2010) who studied the economics of education concluded the
following, “It is well documented that better-educated workers have more favorable labor market
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outcomes than those with less schooling. Moreover, a well-educated labor force is critical for a
nation to compete in an increasingly global economy that rewards knowledge and skills” (pp. 3).
Wagner’s research concluded that, in order for the U.S. to compete and excel in a global
economy, schools must change from the old world school to a new world of school that provides
students the knowledge and skills to become critical thinkers and problem solvers. In essence,
students must be taught 21
st
century skills and be able to utilize the survival skills to succeed in
the current global economy (Wagner, 2008).
In order for U.S. schools to effectively prepare students with 21
st
century skills, the
educational system must first recognize that today’s learners live in a digital era in which
information is readily available. Today’s students adapted to new technologies that allow them
to think and process information unlike previous generations in the history of the world (Wagner,
2008; Partnership for 21
st
Century Skills, 2009). Unfortunately, U.S. schools and educational
policies failed to adapt to the needs and demands of a 21
st
century globalized economic market.
The downfalls of the US educational system have allowed countries, such as Costa Rica, to
compete in the global economy.
Advocates for 21
st
century skills highlight the importance of a curriculum that delivers
real world problems that students will face in the job market (Wagner, 2008). A 21
st
Century
learning curriculum must incorporate the following“…thinking and innovation skills,
information, media, and ICT literacy; and life and career skills in context of core academic
subjects and across interdisciplinary themes, and employs methods of 21
st
century instructions
that integrate innovative and research-proven teaching strategies, modern learning technologies,
and real world resources and context” (Partnership for 21
st
Century Skills, 2009).
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An innovative method to integrate 21
st
century skills in the classroom is the STEM
model, which utilizes a PBL approach that presents students with real world problems that to
foster collaborative skills, critical thinking skills, written and oral communication, creativity, and
autonomy – all 21
st
century skills (Capraro, et al., 2012).
Teaching students 21
st
century skills can prove to be challenging for many reasons. First,
teachers have never been formally taught how to change their methodologies. In most schools,
teachers focus on teaching the skills that students need to achieve proficiency on a standardized
assessment as this is how schools are being evaluated (Wagner, 2008). Since content knowledge
is what is being assessed, this has become the focus of most education systems.
Most teachers teach in either the manner that they were instructed as students, or using
the techniques they gained in a university preparation program, neither of which mimic the skills
that today’s students need to be successful (Wagner, 2008). Costa Rica is not exception to this
dilemma (Wilson, 1998). One of the major roadblocks of teaching 21
st
century skills is that
teachers are unaware how to teach skills such as self-direction, collaboration, and creativity as it
cannot be taught in the same manner as multiplication or reading. The act of participating in a
group project, or being assigned a critical thinking task does not mean that a student will excel,
therefore explicit feedback and instruction on 21
st
century skills will be as important as teaching
the actual content knowledge (Rotherham & Willingham, 2009). Reasons such as these are why
schools across the world, in their current operational form, are not preparing schools with all of
the skills they need to be successful in the 21
st
century global economy. The next global
powerhouse will be the country that is able to prepare students to compete in jobs that use
technology that has yet to be invented, most likely in the areas of STEM (Wagner, 2009).
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The country of Costa Rica is a prime example of how an innovative and progressive
educational system is able to adapt and create partnerships with industry leaders to implement a
STEM and PBL-oriented curriculum that promotes 21
st
century skills, while also meeting the
demands and challenges of the highly competitive global knowledge economy.
Summary of the Literature
This literature reviewed provides an in-depth look at the various historical events that
have shaped the country of Costa Rica, and laid the foundation for the country to be attractive to
FDI. Highlighted are the country’s economic policies that led to the successful exportation of
coffee and bananas to countries outside of the Central American region but also created the
economic crisis of the 1980s. To support the country’s economic development, strategies were
put into place to attract MNC, FDI, and other global companies to not only lift the country out of
the economic depression but to also place Costa Rica as a global player in the emerging new
knowledge and technology market.
With the help of governmental agencies, USAID, CINDE and other entities, Costa Rica
entered the globalized market when companies such as Intel, IBM, Proctor & Gamble and other
MNC were attracted to Costa Rica’s economic incentives to attract FDI. With the country now
participating in a globalize economy, the country’s educational, political, and private business
saw the need to meet the demands of educating a skilled labor force in order to remain
competitive and maintain the country’s newly established technology market.
The literature highlights the country’s commitment to remain competitive in the global
market by reinventing and redefining the country’s educational system to align with the demands
of a STEM-oriented labor market and economy. As the country moved towards implementing a
national curriculum in which STEM fields and the NSF are used as vehicles to promote science
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and technology fields, the Costa Rican school system recognizes that in order for the country to
remain competitive and adequately prepare an educated labor force, students must be taught the
21
st
century skills that Wagner (2008) considers as essential to compete in a globalized world.
The country’s political, educational, and business leaders of Costa Rica, have recognized
the importance of not only developing a capable labor force to sustain its economic growth in a
globalized market, but also have recognized the need to adapt the school system that is used to
prepare the next generation of workers for the demands of the 21
st
century globalized job market.

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CHAPTER THREE: METHODOLOGY
Starting in the early 1980s, the small Central American nation of Costa Rica underwent
an unprecedented transformation from an agricultural and agrarian society dependent on coffee,
bananas, and ecotourism to a global market player in the new knowledge- and technology-based
economy. Costa Rica achieved its economic success in the 21
st
century in part due to its political
stability, progressive economic and political policies established to attract multinational
companies, which, according to Friedman (2007), are the driving force in the integration of the
world economies and flatted the world in the 21
st
century.
Costa Rica adapted to the global economy of the 21
st
century, as globalization shrank the
world in such ways that it flatted the playing field in countries that understand the demand of the
21
st
century global economy (Friedman, 2007; Wagner, 2008). In transforming its economy, the
nation opened the door to MNCs to invest in the country and re-examined and emphasized the
importance of developing an educated labor force capable of sustaining its economic growth and
of competing on a global scale.
The purpose of this case study was to examine how MNCs brought new job opportunities
to the country that require educational institutions to produce more knowledge-ready employees.
Schools in Costa Rica now face the challenge of helping students develop 21
st
century skills
STEM fields in order to prepare for a new knowledge- and technology-based job market.
The following three research questions guided the case study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
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2. How has mandating the national science fair participation influenced implementation
of 21
st
century skills through the use of project-based learning and use of technology by teachers
across all curricular areas? How has it impacted curriculum and instruction?
3. How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
The following sections elaborate on how the research questions were addressed: (a)
Research Design, (b) Sample and Population, (c) Instrumentation, (d) Data Collection, (e) Data
Analysis, and (f) Ethical Considerations.
Research Design
Costa Rica’s emphasis on adequately preparing students to compete in a STEM-related
labor market and economy in a globalized world (Wagner, 2008) led the country to enact a
STEM and PBL approach to education. The country expects for STEM and PBL education meet
the needs and demands of a globalized knowledge-based economy. PBL provides students the
opportunity to enhance and promote their collaborative skills, communication skills, critical
thinking, and analytical skills as they work in a group setting with the guidance of a teacher
(ChinLin, 2008).
This qualitative case study, within the education discipline, is best described as applied
research, as it intends to enhance the practice of educators within the fields of STEM and PBL
modalities. The qualitative research approach provides the ideal methodology and framework to
answer the questions proposed by the study. The questions of the study aim to understand the
impact of STEM and PBL education in enhancing 21
st
century. Based on Merriam’s (2009)
framework of qualitative research, one key characteristic of qualitative research is to build and
construct a theory or concepts based on the researcher’s observations and understanding of
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phenomenon. Based on Merriam’s framework, an observation of a PBL classroom model
provided the researcher with rich and descriptive data to collaborate or discard the case study’s
research questions; furthermore, Merriam (2009) suggests that a case study has a heuristic
characteristic, which sheds light on the phenomenon being researched.
In addition to conducting observations for this case study, interviews were conducted to
discuss the effect of STEM and PBL curriculum models in preparing Costa Rican students for a
technology- and knowledge-based economy. In order to gain an in-depth understanding of the
impact of a PBL curriculum in student learning and engagement, Corbin and Strauss (2008)
suggest that a qualitative study allows the researcher to “…get at the inner experience of
participants, to determine how meanings are formed through and in culture, and to discover
rather than test variables” (Corbin & Strauss, 2008, p. 12).
Maxwell’s (2013) framework and rationale for the use of qualitative research,
observations and interviews, further enhances the implementation of a qualitative approach to
answer the proposed research questions. According to Maxwell (2013), qualitative research also
allows the researcher to see and experience events, situations, and phenomenon that have an
influence on the individuals observed. Furthermore, Maxwell (2013) identifies five key strengths
to utilizing a qualitative research approach:
1. An understanding of the participant’s perspective and experiences
2. An understanding of the context or event(s) that influence a participant’s behavior
3. An insightful understanding of the process that led to events and/or actions
4. The flexibility to redesign and/or explore unexpected or unintended relationships or
phenomenon
5. Generate causal conclusions
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For this case study, purposeful sampling, a sampling of nonprobability (Merriam, 2009), was
determined as the suitable method to be implemented. In addition, Patton (2002) further
suggests that implementing purposeful sampling in a qualitative study provides a more in-depth
examination of the phenomenon being research.
Research Team
The research team was made up of 14 doctoral students from the Rossier School of
Education, at the University of Southern California (USC) under the direction of the lead
researchers, Dr. Michael Escalante and Dr. Oryla Wiedoeft. The research team began working
and planning the case study in the summer of 2013. The team used as a point of reference the
research previously conducted by doctoral students from Rossier School of Education who
conducted research on the effects of globalization in Costa Rica. Team members were
strategically paired so that at least one team member was fluent in Spanish in order to serve as
translator during interviews, surveys, and observations. Teams were assigned to conduct
research at the various levels of education in Costa Rica. One team was designated the
responsibility to conduct research within the higher education system in Costa Rica. The three
other teams each focused on a secondary school in Costa Rica that was identified as having
students that competed at the Intel ISEF. All four teams conducted interviews, surveys, and
observations along with meeting Costa Rican government officials who are key individuals in
the educational system of the country.
Sample and Population
The population and sample selected for the case study consist of key stakeholders
involved in the Costa Rican educational system, such as political and educational leaders from
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the Ministry of Education, business executives of MNC, teachers, current and former students of
the Costa Rican school system.
In preparation for selecting the sample and population for the study, using Stringer’s
(2007) framework, the research team developed a social mapping process to identify the primary
stakeholders within the educational system. Once the social mapping was established, the
research team determined that, due to the nature of the study, purposeful sampling would be
implemented in order to provide greater insight and understanding of the country’s educational
system (Merriam, 2009).
Once the sample and population was identified, the next step in the process was for the
team to initiate an informative and neutral communication with potential participants (Stringer,
2007). Building on previous research and relationships established by Dr. Escalante and Dr.
Wiedoeft while, the research team re-established relationships with individuals from the
education, government, and business sector with the assistance of Dr. Wiedoeft, who facilitated
the contact and connections for the research sample.
Political and Educational Leaders
As part of the process of collecting data for our case study, the team determined the value
of conducting interviews with key governmental officials that influence the country’s
educational policies. The research team arrived in Costa Rica in June 2014, following a
governmental transitional period in which current ministers and government officials were
replaced by the newly elected administration. Although new in the current position, the research
team had the opportunity to interview the current Minister of Public Education, Sonia Mora
Escalante. This interview provided information on the future of Costa Rica and will provide
beneficial to identifying areas for further study. Additionally, several science fair directors
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were interviewed as well as Nathalie Valencia and Sylvia Arguello Vargas were interviewed as
representatives of the Ministry of Science and Technology.
Multinational Corporation Leaders
During the June 2014 visit to Costa Rica, the team scheduled several interviews with
influential business leaders and executives of MNC. The team interviewed Vanessa Gibson,
Director of Aftercare for CINDE. CINDE and its leadership have been paramount to the
development of an economic plan to attract MNC and FDI to the country. As part of the data
collection, the team also interviewed Ms. Mary Helen Bialas, Director of Educational Programs
and Outreach for Intel Costa Rica. The interview with Ms. Bialas shed light into the
development of a partnership and investment of Intel into the local school system. In addition,
the team gained a greater insight into the various initiatives developed and implemented by the
private sand governmental sectors to promote the participation of students in the fields of STEM
and in the national and international science and technology fairs.
As part of the planning process of conducting data collection and research, the team was
in regular contact with Ms. Sharon Snyder, who is the Manager of International Fairs and
Volunteer Recruitment for Intel’s ISEF, to discuss the structure of ISEF and participation in the
fair as volunteers at ISEF, and to gain access to the Costa Rican delegation scheduled to
represent the country at ISEF in May 2014
Educators and Students
As part of the case study and in order to collect richer and well-rounded data, the team
visited and examined schools that had students that qualified for the Intel International Science
and Technology Fair. The team conducted interviews and surveys with students and school
personnel and conducted classroom observations while visiting the selected school sites. The
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data collected was analyzed to determine the influence of globalization, MNC, and STEM on the
country’s educational system. Additionally, the research team conducted interviews and surveys
of current and/or former participants in Intel’s ISEF. In addition, the team interviewed school
personnel who played a role in the students’ participation in ISEF.
Instrumentation
For this qualitative case study, the primary research instrument was the researcher. Using
the researcher as the primary instrument allows for effectively processing, analysis, and response
to the data collected. This allowed for the collection of richer and more inductive data (Creswell,
2009; Merriam, 2009). Additionally, the research team developed interview, observation, and
instrumentation protocols along with surveys tailored to various stakeholders in early spring
2014. By March 2014, the team had refined and adjusted the various protocols and surveys that
were utilized to collect data in June 2014. The instruments were submitted for Institutional
Review Board (IRB) approval in order to conduct an exempt study on human participants in
Costa Rica.
Interview Protocol
The interview protocol was developed using a semi-structured approach (Merriam, 2009)
in which the interviewee is presented with a mixture of structured and less structured questions,
providing the respondent with greater flexibility to provide richer and more detailed
data/responses. Utilizing open-ended questions, as proposed by Merriam (2009), in our interview
will also elicit more vivid and descriptive data and the ability for the researcher to probe for
further data. Merriam’s approach also provides the researcher with the ability and flexibility to
process and adjust research questions and follow up with important elements of the interview. In
addition, the research team utilized a structured method for conducting the interview. This
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ensured consistent and standardized data collection by all members of the research team
(Merriam, 2009).
During the process of developing interview protocols, the research team created group-
specific protocols in order to collect the appropriate data from each distinct group of
stakeholders; government leaders (Appendix B), business leaders (Appendix C), school leaders
(Appendix D), and previous ISEF participants/students (Appendix E). While developing the
interview protocols, the research team also reviewed the research questions driving the study and
the interview questions to ensure alignment of the questions utilized in the survey with the
conceptual framework of the study. The alignment of the interview questions is outlined in Table
1.
Table 1
Alignment of Policy/Government Agency Interview Protocol to Research Questions and
Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam
Section I
1 X X
2 X X X
3 X X X X X
4 X X X

Section II
1 X X X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X

Section III
1 X X X
2 X X X X X
3 X X X X X
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Observation Protocol
The development of a consistent and standard observation protocol is essential in a
qualitative case study. A solid observation protocol can set the tone for rich and descriptive data
when examining a phenomenon occurring in its natural setting (Creswell, 2009; Merriam, 2009).
The team, in developing the observation protocol, extracted some of Merriam’s (2009)
recommended elements for observation: physical layout of the setting, interactions, activities and
physical environment were taking into account in the development of the protocol.
In addition, with the team having a limited window of time to conduct research in Costa
Rica and at Intel’s ISEF in Los Angeles, the research team created the observation protocols that
would yield the most data while visiting the selected classroom settings (Appendix H) and
conducting observations at a one-day event at ISEF (Appendix I). Included in page two of the
observation protocol is a chart with the listed 21
st
century skills proposed by Wagner (2008)
along with the four elements of Slough and Milan’s (2013) STEM conceptual frameworks to be
utilized in this case study for the observation of classrooms in Costa Rica and ISEF in Los
Angeles.
Survey Protocol
In the research and development of instrumentation to be utilized for the case study, the
team determined it was important to triangulate the data collected via interviews and
observations. The survey protocol added another layer for data to be checked and compared.
Across multiple methods of data collection, this strategy reduces risk of bias and helps in gaining
a comprehensive understanding of the phenomenon being researched (Maxwell 2013; Merriam,
2009). Taking into account the various groups of participants in the case study, the research
team decided to construct group-specific surveys for teachers and school administrators
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(Appendix F) and a separate survey protocol for students (Appendix G). Both school personnel
and student survey protocols were reviewed by the research team and were constructed to align
with the research questions that probe into the school personnel’s perception and knowledge of
globalization, MNC influences on the country, STEM and 21
st
century skills, and science fairs.
Table 2 demonstrates the alignment of the school personnel survey to the research questions of
the study as well as the study’s theoretical frameworks.
Table 2
Alignment of Teacher/Administrator Survey Protocol Items to Research Questions and
Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam
1 X X
2 X X X
3 X X
4 X X X X X
5 X X X X X
6 X X X
7 X X
8 X X
9 X X X
10 X X X
11 X X
12 X X
13 X X X X
14 X X X X X
15 X X
16 X X X
17 X X
18 X X
19 X X X X X
20 X X X X
21 X X X
22 X X
23 X X X X X

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After developing the survey protocol for school leaders and personnel, the research team
restructured the student survey. The student survey protocol (Appendix G) was condensed to
minimize or eradicate confusion for the student when attempting to answer the questions. The
research team agreed to eliminate some of the original questions from the survey protocol.
During the process of aligning the survey protocol to the research questions and theoretical
framework of the study, the research team redefined the frameworks used to analyze the student
data collected. The theoretical frameworks are Friedman’s (2007) perspective of globalization,
Wagner’s (2008) seven essential 21
st
century skills that students must master, Slough and
Milam’s (2013) STEM PBL. Table 3 displays the student survey protocol alignment.
Table 3
Alignment of Student Survey Protocol Items to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam
1 X X
2 X X
3 X X
4 X X X X
5 X X
6 X X X X
7 X X
8 X X
9 X X
10 X X X X
11 X X
12 X X
13 X X X X X
14 X X X X

Data Collection
Data for this qualitative case study was collected in June of 2014. The team’s primary
geographical area of data collection spanned three geographical regions, San Carlos, Sixaola, and
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San Jose (Costa Rica) at school sites predetermined by the research team based on previous
contacts and meeting students at the 2014 Intel ISEF event that was hosted in Los Angeles. Prior
to the trip, the research team completed all of the required documentation, filing, and approval of
all the necessary documents with IRB in order to conduct a case study outside of the United
States.
The research team ensured that all participants involved in study completed the required
consent forms and permits to access school sites to conduct in-person interviews, site
observations, and survey distribution. Participants’ personal and identifying information are
being used with their permission. In addition, participants were asked for consent to audio
record the interview. All of the recorded interviews were transcribed by the researchers along
with any additional written data obtained during the interviews and observations. With the
research team participating in Intel’s ISEF that took place in Los Angeles in May 2014, the
research team was able to collect some data from the Costa Rican student delegation competing
in ISEF prior to the trip. The observation and survey protocols were utilized to collect the data at
the ISEF and at the selected schools and classrooms.
Following the collection of the data obtained via interviews, observations, and surveys
and due to the nature of a collaborative case study, the research team ensured that all members
follow Creswell’s (2009) ethical practices approach to protecting the anonymity of participants
and secure the data collected. The researcher and participant debriefed to check for accuracy of
the data, to discuss potential misuse of the data collected from participants, and to discuss any
potential bias issues that might have come up during and after the data collection.

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Data Analysis
The data collected in this qualitative case study was conducted in a collaborative manner,
but each member of the research team analyzed the data individually. Using Creswell’s (2009)
six-step data analysis approach, the data analysis will be done as follows: (1) organize and
prepare the data, (2) identify general ideas or concepts within the data, (3) coding of the data for
in-depth analysis, (4) sort data based on themes and descriptions, (5) describe how the data will
be presented in the narrative of the study, (6) interpret the data and convey an understanding of
the data.
It is important to point out that a qualitative case study calls for a rich description of the
participants, setting, and phenomenon in order to convey a vivid, clear, and narrative of the study
(Creswell, 2009; Merriam, 2009). Therefore, it is important for data to be organized, reviewed,
and transcribed. If possible, it is also important to develop a database for all of the data collected,
as suggested by Merriam (2009), when working with various forms of data collected in a case
study.
Ethical Considerations
All of the members of the research team that participated in data collection at the Intel
ISEF event and traveled to Costa Rica in June met the IRB application and approval process in
order to conduct the study in June 2014. In addition, the members of the research team
completed the on-line required Collaborative IRB Training Initiative (CITI), a training that
emphasizes the ethical considerations and responsibilities of conducting research. As part of the
dissertation process, the IRB ensures that individuals involved with research related to a
dissertation complete the process with fidelity. The IRB, in addition, safeguards that all aspects
of a research project involving human participants is done without any harm, physical, mental, or
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otherwise, and that all ethical considerations are employed for the duration of the study. All of
the doctoral students who compose the fourteen-member research team, along with lead
researcher Dr. Escalante and assistant researcher Dr. Wiedoeft, completed the IRB CITI
requirement.

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CHAPTER FOUR: STUDY FINDINGS
This study examined the influence of globalization in Costa Rica, looking specifically at
STEM education and science and technology fair policies as influenced by MNC and market
demand to produce a workforce with 21
st
Century skills to fulfill the new technology-based
economy (Monge-Gonzalez & Gonzalez-Alvarado, 2007; Wagner, 2008). Chapter four presents
an analysis of the data collected. This qualitative study presents findings, in a narrative
approach, as well as data collected and triangulated by conducting interviews, classroom
observations, and surveys. The presented data was disaggregated, synthesized, and formatted to
identify the influence of globalization and MNCs on the educational system. The following
portion of the chapter presents an overview of the study in addition to the three research
questions that guided the study.
Research Questions
The purpose of the present qualitative study was to examine the role and influence of
globalization, FDI, and MNCs on the educational system and curriculum in the country of Costa
Rica. Additionally, the study examined the nature of the relationship between STEM education
and the economic growth of the country.
The study also analyzed how the mandated national science and technology fair(s)
influenced the implementation of PBL in order to build human capital with the 21
st
century skills
needed to fill the market jobs in the STEM fields.
The research questions that guided the study were the following:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
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2. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?
3. How has the national science and technology fair policy changed the value for STEM
education for students, teachers, and educational leaders?
The next section of the chapter provides a description of the participants and their
contributions to the study. The chapter then presents findings and emerging themes for each
research question; theme connections are supported based on the data collected via interviews,
surveys, and observations. Findings for the study are presented by utilizing the three driving
frameworks for the study: Friedman’s (2007) globalization perspective, Wagner’s (2008) 21
st

century essential survival skills, and Slough and Milam’s (2013) principles for PBL in the area of
STEM. Chapter four concludes with a synthesis of the findings for this qualitative case study.
Participants
For this case study, the following section provides a brief overview of each participant in
order to provide a perspective and understanding of each participant’s position and role during
this case study. The case study consisted of a wide range of participants involved in the
educational system in Costa Rica as well individuals in the business and government sector, such
as educational leaders, government leaders, business leaders, teachers, school administrators,
former and current students. Table 4 provides a summary of the participants.

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Table 4
Participant Information
Note. ITCR= Instituto Tecnologico de Costa Rica; UCR= Universidad de Costa Rica; CINDE= Costa Rican
Investment Promotion Agency; Intel ISEF=Intel International Science & Engineering Fair

The case study follows the academic and professional career of Isaac Mejia, a 28-year-
old chemist, former ISEF participant and graduate of Colegio Cientifico San Carlos. Isaac
Mejia’s case provided a wider understanding and an in-depth look at the impact that a globalized
Participant Name Position Data Type
Isaac Mejia Engineer; Graduate of Colegio Cientifico
San Carlos
Survey, Interview
Juan Manuel Segura UCR Student; Graduate of Colegio
Cientifico; Intel ISEF Participant 2014
Survey, Interview
Laura Campos UCR Student; Graduate of Colegio
Cientifico; Intel ISEF Participant 2014
Survey, Interview
Marco Juarez Director of Colegio Cientifico; Chemistry
Professor at ITCR
Survey, Interview
Wainer Montero Carmona Biotechnology Professor at ITCR; Science
Fair Mentor
Survey, Interview
Johanna Villalobos Murillo Chemistry Professor at ITCR; teacher at
Colegio Cientifico
Survey, Interview
Mary Helen Bialas Academic Relations and Education
Program Manager, Intel Costa Rica
Interview
Vanessa Gibson Director of Aftercare, CINDE Interview
Jose Castro Nieto Lead Scientist; Ad Astra Lab, Guanacaste,
Costa Rica; Professor at UCR: Liberia
Interview
Sonia Mora Escalante Minister of Education, Costa Rica Interview
Silvia Arguello Vargas Director of Human Capital, Ministry of
Science & Technology, Costa Rica
Interview
Nathalie Valencia Chacon Coordinator of Science Fairs, Ministry of
Science & Technology, Costa Rica
Interview
Luis Andres Calderon National Science Fair Director, Ministry of
Education, Costa Rica
Interview
Jonathan Monge Sandoval Former Coordinator of the National
Science & Technology Fair
Interview
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economy (Friedman, 2008) can have on an educational system. In the case of Isaac, he benefited
from investments and sponsorships by MNC in human capital and the country’s STEM-oriented
curriculum at Colegio Cientifico San Carlos. Isaac has been employed by Intel since graduating
college and is in the process of negotiating a contract to bring him to Intel’s laboratory in
Phoenix, Arizona, for employment.
During early stages of identifying potential participants, it was discovered that Intel ISEF
would take place in Los Angeles in May of 2014, with Costa Rica having a delegation of
students presenting their projects at the fair. At that point, the researcher identified Juan Manuel
Segura and Laura Ramos as participants for the study. Both Juan Manuel and Laura were
students at Colegio Cientifico San Carlos, where they partnered to develop the in vitro yucca
project that led to their participation in Intel’s ISEF.
During the interview with both students, they highlighted the impact their science-
oriented school and curriculum had in their academic success and future career goals. Juan
Manuel and Laura are currently attending their first year of college at UCR where Juan is
studying Spanish and has a goal of earning a graduate degree in science, while Laura is studying
towards a career in science and research.
To obtain a more comprehensive look at the academic and personal success of students
from Colegio Cientifico San Carlos and obtain additional data via interviews, surveys, and
classroom observations, the research team identified Marco Juarez, former teacher and current
director of the Colegio Cientifico. In addition, Marco Juarez works as a chemistry professor at
ITCR and functions as a mentor for science fair projects developed by students at Colegio
Cientifico. In addition, this researcher interviewed and surveyed Wainer Montero Carmona,
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current biotechnology professor at ITCR and current tutor for students researching and
developing current science projects.
Wainer Montero Carmona was also a former director at Colegio Cientifico and was
identified by Juan Manuel and Laura as their tutor and influential in their research project.
During the visit to Colegio Cientifico San Carlos, Johanna Villalobos Murillo, current chemistry
professor at ITCR and current teacher and tutor for science projects at the school was
interviewed and survey after an observation of her class. During the visit to Colegio Cientifico
San Carlos, the researchers conducted anonymous surveys of current students and observed
various science and technology classrooms during instructional time.
As part of conducting a comprehensive case study, the team interviewed the government
officials who have a direct impact on the educational curriculum, policies, and mandates of the
educational system that drives the science and technology fairs as well as the STEM/PBL
curriculum. The research team interviewed Sonia Mora Escalante, Minister of Education; Silvia
Arguello Vargas, Director of Human Capital for the Ministry of Science and Technology;
Nathalie Valencia Chacon, Coordinator of Science Fairs for the Ministry of Science and
Technology; Luis Andres Calderon, NSF Director; and Jonathan Monge Sandoval, former
coordinator of the National Science and Technology Fair.
In addition to conducting interviews with individuals from the educational and
governmental sector, the research team interviewed participants from the business and MNC
sector in order to obtain a perspective from an economic point of view. For the study, the
research team interviewed Vanessa Gibson, Director of Aftercare for CINDE, and Mary Helen
Bialas, Director of Educational Programs and Outreach for Intel in Costa Rica. Mary Helen
Bialas functions as a liaison between Intel’s financial and logistical sponsorship of the NSF and
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the Ministries of Education and of Science and Technology. Jose Castro Nieto, Lead Scientist at
Ad Astra and Professor at UCR, provided a business perspective from the point of a nationally
created science and technology lab founded by Dr. Franklin Chan-Diaz, a Costa Rican national
and former NASA astronaut.
Results: Research Question 1
Research Question 1 asked, “To what extent do teachers implementing STEM curriculum
trace their practices back to the influence of policy, globalization, and multinational
corporations? To what extent is the economic growth of Costa Rica and STEM education
related?” The intent of the questions was to examine the participants’ perspectives and practices
in an educational setting as it relates to the nation’s emerging globalized economy (Friedman,
2008) and current growth of a STEM-related labor market in the country. Additionally, the
questions attempt to obtain insight into the perspective of how a global economy affected the
educational policies that influence STEM education in the classroom. From the data pertaining to
Research Question 1, three major themes stood out. The first theme that emerged was the
influence of the mandated science and engineering fairs on promoting the development of 21
st

century skills in schools. The second major theme was the impact that MNC have on instruction
within classrooms. The third theme is that STEM education is essential economic growth.
Finding 1
The first theme refers to the impact of the national mandate, Law 7169, enacted in the
early 1990s, which formally promoted the NSF as a means to stimulate the 21
st
century skills
needed to meet the demands of the country’s transforming and emerging technology labor
market brought upon by FDI and MNCs (CINDE, 2006; Monge-Gonzalez & Gonzalez-
Alvarado, 2007; Valencia 2008). As the country slowly emerged from an economic depression
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in the 1980s, the strategic plan set in place by CINDE and government agencies to attract FDI
and MNC started to pay dividends (CINDE, 2006). The country’s need to meet the demands of a
growing economy and of a technology-based labor market led to the implementation of
educational policies to sustain the demands of a 21
st
century job market.
With companies such as Intel, Johnson & Johnson, Microsoft and other MNCs investing
in Costa Rica, economic growth created the demand for the labor force to possess a new skill set
(Rodriguez-Clare, 2001) and no longer the traditional factory and agricultural skills sets which
were the primary demand in the labor market of the country. The new labor force needed what
Wagner (2008) refers to as essential survival skills for the 21
st
century. Wagner’s seven essential
skills are (1) critical thinking, (2) collaboration, (3) adaptability, (4) initiative, (5) effective oral
and written communication, (6) analyzing information, and (7) curiosity and imagination.
Wagner’s (2008) framework highlights the importance of 21
st
century skills in order to compete
in a globalized labor forced.
As the country experienced an influx of science- and technology-based MNC, it moved to
implement educational policies to produce workers equipped with 21
st
century skills in the
STEM fields. Table 5 presents the analyzed data from surveys conducted with students,
educators, and the school administrator at Colegio Cientifico San Carlos. The data suggest that
MNC, science fair policies, and a STEM curriculum promote the development of 21
st
century
skills. To further substantiate the data yielded by surveys, results were triangulated with the
interviews conducted with educators, former students and ISEF participants, government
officials, and business leaders.

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Table 5
Science Fairs Promote the Development of 21
st
Century Skills
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM curriculum
promotes 21
st
century
skills such as critical
thinking, collaboration,
and communication
needed for participation in
the science fair.

Colegio
Cientifico San
Carlos
Teachers

N=5

4

1

0

0

0
Projects in my science
class prepared me for the
science fair.
Colegio
Cientifico
Students

N=32

24

8

0

0

0
N=Total number of participants
Based on the data presented in Table 5, both students and teachers agreed that
globalization and MNCs had an impact on the STEM curriculum and the science fair mandate to
enhance students’ 21
st
century skills. All four educators and school administrators surveyed have
a positive view of STEM and the science fair policy regarding the development of 21
st
century
skills at Colegio Cientifico San Carlos. The 32 current and former students from Colegio
Cientifico San Carlos also have a high degree of agreement that STEM education and the science
and technology fairs prepared them with the necessary 21
st
century skills.
To complete the triangulation of the data, interview responses were analyzed to support
the data collected via the survey. Isaac Mejia, former student at Colegio Cientifico San Carlos
and former ISEF participant, mentioned how a school that promotes STEM education and
participation in science fairs enhances 21
st
century skills:
I think I will summarize the effect that science fairs have had in my life in two main
things. The first one is how I decided what to study or the decision I made on my career.
The second one is how I applied the same concepts throughout my work once I
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graduated, even when I was at college. The next thing is following that structure, [that]
way of solving problems, is something I continue doing during my whole career in
chemistry. (personal communication, June 2014)
Based on his experiences as a student at Colegio Cientifico San Carlos, Isaac believes that
educational policies such as the science fair mandate are essential for the country’s economic
future:
I think is really important, even crucial for a country itself to have these kinds of
initiatives. In my case, by the time I was in high school, it was really amazing or
attractive to be able to participate in something like this. I noticed changes in how this
influences the educational programs in my country. I think the second thing would be is,
not just only spreading the concept, but making it more rich because you now have the
opportunity to create a new generation of kids that are not going to be only prepared to
work for a company, but they are going to be also prepared to build their own company.
(personal communication, June 2014)
Marco Juarez also highlighted and expanded on how STEM education and science fair
participation provides students with the knowledge and tools for the 21
st
century:
Well, actually, is the methodology which it’s working in the institution. It’s a
methodology not where, as a teacher, I know everything, and you are there only getting
information, but where we are guides? We provide the basic tools of every subject, basic
development, but we generate a lot of research and practice that allows students to
acquire other skills that in the classroom can’t be developed because of time. So,
collaborative work, bibliographical research work, execution and development of a
practice, a topic and many labs to create their own handling skills of lab equipment. It
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really is the contribution that gives us such activities, science fairs. It’s to be able to
develop skills and abilities in students specifically to research a topic and also acquire
knowledge individually. (personal communication, June 2014)
From a governmental perspective, Sylvia Arguello Vargas, Director of Human Capital at the
Ministry of Science and Technology, stated that having a STEM curriculum and science fair
participation is a vehicle to promote 21
st
century skills:
The area of science, technology, engineering, mathematics, too, are very important for us
because we not only want an economy based in knowledge, and we need a good base in
these areas, but because this allows people to develop an analytical thinking in every
work or profession, a critical thinking, how to face a problem and give us solutions to that
problem. (personal communication, June 2014)
Natalie Valencia Chacon, Coordinator of Science Fairs at the Ministry of Science and
Technology added the importance of STEM and science fair participation:
We consider technology and science and engineering as three very important aspects for
a country’s development, so that’s why we invest our time in programs which encourage
social promotion of science. We definitely consider that the process we developed from
the government sector and also related to the private sector require the development of
critical and creative citizens. We ideally hope a high percentage of this population who
are related to these processes of formal and non-formal education, we hope to have a
tendency for technology and scientific careers because there is a great necessity to have
more scientist and engineers to increase the country’s development. (personal
communication, 2014)
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Mary Helen Bialas, from the MNC Intel, which provides sponsorship of the science and
engineering fairs in conjunction with the Ministries of Education and of Science and Technology
believes that providing students with the opportunity to participate in a STEM education and
science fair has a positive impact:
It opens up an opportunity for kids to think about things and to explore things that they
hadn’t thought of in the past. First, they’re solving real problems. They’re looking at
what’s the situation in the community, what’s a situation in their school, what’s a world
problem, what’s my father’s problem? They’re looking at the issues that are real, that
they have feelings toward. They realize that they can do something about them. Some of
the skills that they develop are not only the research aspect and the content, but it’s more
the soft skills, where they become…take initiative, where it improves their self-esteem,
where they want to feel part, and they feel part of their community, and they feel that
they’re contributors to that community. (personal communication, June 2014)
Vanessa Gibson, from CINDE, believes that STEM education is key to the economic success of
Costa Rica, but she highlights some deficiencies in the educational system from a business
perspective. When asked about the importance of STEM education, she stated,
One hundred percent for a country like Costa Rica, again, based on the fact that we are
able to survive based on the talent of people. With the trends of the global economy,
definitely, first education and second one is developing a system that is clear in the
STEM field. We’re actually challenged right now because, I’ll say, not a well-developed
strategy of the government and, in this case, the Ministry of Education in the STEM area.
We’re lacking from not just the fundamentals of STEM, but actually the vocational
orientations towards STEM. (personal communication, June 2014)
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Based on the data collected via surveys and triangulated with narratives from key and
knowledgeable individuals from the educational, governmental, and business sector, it can be
said that globalization and MNCs played a role in reshaping the country’s economy and
educational system in the last three decades
Finding 2
With the arrival of MNCs investing and focusing in science and technology jobs and with
a growing globalized economy, the country’s educational policies shifted paradigm in education;
the shift emphasized a more STEM/PBL approach to education in the classroom, with the
intention of educating new generations of students with 21
st
century skills (CINDE 2006;
Rodriguez-Clare, 2001) needed to survive in a competitive globalized labor market (Friedman,
2008) therefore investing in the country’s economic future.
The arrival of Intel, Microsoft, and other MNCs brought financial and economic stability
and credibility to the country while, at the same time, the impact of MNCs went beyond the
financial sector. Many MNCs, specifically Intel, established a well-funded and collaborative
approach of corporate responsibility in the area of education. Rodriguez-Clare (2001) highlights
that a MNC such as Intel developed partnerships with the Ministry of Education and universities
in the country to develop and design new degree programs and provide assistance in enhancing
teachers’ knowledge and skills in the science and technology fields. Jonathan Monge Sandoval,
former coordinator of the national science and technology fair, was asked the role of MNCs in
education, and he stated,
In Costa Rica’s case particularly, Intel has been the multinational that has had the most
influence. Ever since 1997, when it came to Costa Rica, 17 years ago, it has been
important to them the support that they can give the educational field. So, Intel, as a
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multinational has had an important role in this process because they have helped us to
generate better resources to be able to take these kids to new levels (personal
communication, June 2014)
Mr. Monge Sandoval’s positive sentiment and perspective about the influence and role that MNC
played in the country’s education is also reflected in the participants from Colegio Cientifico San
Carlos responses to the survey. Table 6 provides the data to corroborate the influence and
impact that MNC have in the classroom, from a teacher’s perspective, particularly in STEM
education to develop 21
st
century skills.
Table 6
MNCs Influence what is Taught in the Classrooms
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
INTEL/MNCs have
positively
influenced STEM
curriculum.
Colegio
Cientifico
San Carlos
Teachers
N=5

1

4

0

0

0
Intel has supported
my school in
improving science
and technology
education.
Colegio
Cientifico
Students

N=32

8

18

0

0

6
N= Total number of participants
Table 6 data results were further substantiated and triangulated by the interviews
conducted with representatives of the three sectors: education, government, and business. From a
school perspective, former student from Colegio Cientifico San Carlos, Juan Manuel Segura,
shared his view on the impact of MNCs at the school level by stating,
I have seen schools where Intel has supported with didactic material; sometimes, they
even give them computers, technological material so students can continue with the
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education process. So, in Costa Rica, Intel has had a great influence in economic support
as well as education. In what I have seen, Intel has been very interested in the education
process of the students. (personal communication, May, 2014)
Laura Campos, former student at Colegio Cientifico San Carlos, also added regarding MNCs, “I
have noticed, too, that it does support different schools and the scientific process of research”
(personal communication, May, 2014). Marco Juarez, Director of Colegio Cientifico San Carlos,
highlighted the contributions of corporate responsibility by MNCs in the educational system of
the country:
Companies like Intel or other companies from the technology field within their social
responsibility should be strongly committed to different states or countries which provide
quality human material to develop their technology or science projects. Rather than
social responsibility, it should be definitely policy of mankind development. (personal
communication, June 2014)
From a governmental and school perspective, MNCs such as Intel played a major role at the
school level not only by contributing with technology but also by enhancing the development of
education through science and technology fairs and STEM/PBL curriculum which function as a
vehicle to increase students’ capacity to practice and develop necessary critical thinking skills,
collaboration, communication, analytical skills and scientific processes (Slough & Milam, 2013;
Wagner, 2008).
Mary Helen Bialas, from a business leader’s perspective, best summarizes the influence
of MNCs on education by pointing out that “through private and public partnership, we’ve been
able to really create an embedded process that would provide opportunity for students to
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participate in science fair and to help grow the STEM population of the future” (personal
communication, June 2014).
Finding 3
As Costa Rica transformed from an agriculture-based economy and into a globalized
technology economy, the emphasis of developing a labor force capable of maintaining and
increasing the economic growth the country experienced, it became evident that STEM/PBL
education would provide the key to sustaining economic success.
With the country’s economy relying on producing highly skilled workers to remain
competitive in the global education and job market (Spring, 2009), government and educational
leaders understood the need to produce a viable and highly skilled work force to retain the edge
over other countries and retain the MNCs (Rodriguez-Clare, 2001) that brought the country
economic prosperity. Participants at Colegio Cientifico San Carlos, were surveyed on the
importance of STEM education to economic growth, and, unanimously, all 37 respondents
strongly agreed that STEM education is essential. Table 7 presents the results of the data
collected.
Table 7
STEM Education is Essential to the Economic Growth of Costa Rica
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM/science fair
participation is important
to the economic future of
Costa Rica.
Colegio
Cientifico
San Carlos
Teachers
N=5

5

0

0

0

0
STEM education and the
science fair are important
to the future of Costa Rica.
Colegio
Cientifico
Students
N=32

32

0

0

0

0
N= Total number of participants
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Isaac Mejia, former student of Colegio Cientifico San Carlos and current employee at
Intel, shared his beliefs about STEM education and economic growth of the country by saying,
“Yes, I do firmly believe that STEM is going to have a positive impact in the development of my
country” (personal communication, June 2014). Wainer Montero Carmona, Professor at Colegio
Cientifico San Carlos, shared the same perspective of the impact of STEM education on the
country’s future by stating, “STEM teaching is very important for the development of countries.
This motivates the students to pursue careers oriented toward engineering. This improves the
chances of the development at a country level” (personal communication, June 2014).
Johanna Villalobos Murillo, current professor at Colegio Cientifico San Carlos, expressed
the overall consensus of how STEM education will transform the country:
We are in the era of knowledge. So, it’s not just general knowledge but applied
knowledge and that application is technology, engineering, and design. So, at this point,
if we are trying to join math, science, technology, and all these areas as one, jointly and
across, and in every way, then we would be able to help our country succeed
economically. By improving economically, we will have a social improvement and a
more equitable distribution of wealth and distribution of knowledge (personal
communication, June 2014).
A study by the U.S. Department of Commerce (2011) highlights the growth of STEM-related
jobs in the last ten years. The report emphasizes that STEM fields make up the sector that drives
a nation’s innovation and ideas that will compete on a global scale. In the case of Costa Rica,
government officials recognized the importance that STEM education plays in order to keep the
country competitive with other nations. Sonia Mora Escalante, Minister of Education, provided
her views about STEM education from a governmental focus. She stated, “It is an essential part
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of our economic development and growth. Now, you cannot think about development and new
activities without innovation in science and technology” (personal communication, June 2014).
Ms. Sonia Mora Escalante also added that, as a developing economy in the technology sector, the
country faces some deficiencies to deliver a quality STEM education:
We have policy problems in…when you speak about the programs and education in these
fields, you have problems in quality. For example, we have already the results of the
international tests, and you see that Costa Rica, we have to do a big effort to reinforce
these areas. (personal communication, June 2014)
Luis Andres Calderon, current NSF Director from the Ministry of Education views STEM
education as the key to the country’s development. STEM education, he believes, is a platform
which places those studying STEM in a unique position to solve national issues because they are
likely to “generate development because they are providing jobs for other people, because they
are generating new knowledge or other products from knowledge” (personal communication,
June 2014).
From the business perspective, Mary Helen Bialas believes that STEM education is a
transformative force for the country:
Costa Rica has gone through a process of being a very agricultural based country. It’s
moved into tourism and services being at the next economic level. To be competitive, it
really has to use the knowledge…this knowledge that it has, and be able to sell their
knowledge. (personal communication, June 2014)
Ms. Mary Helen Bialas’ perspective on the importance of knowledge reflects a similar view of
education as that pf Spring (2009), who views education and knowledge as globalizing tools
needed to be competitive in the 21
st
century.
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Vanessa Gibson, from CINDE, the nation’s leading entity for attracting elite MNC views
STEM as “fuel of Costa Rica’s development because we’re working hard as a country to attract
more hi-tech companies, and hi-tech companies means one thing: you need more engineers, you
need more scientists. You need more people that are aligned” (personal communication, June
2014).
Results: Research Question 2
Research Question 2 asked, “How has mandating the national science and technology fair
participation influenced implementation of 21
st
century skills through the use of project-based
learning and use of technology by teachers across all curricular areas? How has it impacted
curriculum and instruction?” Research Question 2 sought to examine how governmental policies,
through the Ministry of Education, directly affect the demands of a technology-based economy
and the need for a highly skilled technological worker (Monge-Gonzalez & Gonzalez-Alvarado,
2007) to sustain a growing technology-based economy. From data pertaining to Research
Question 2, there were three emerging themes. The first theme was an increased interest by
students in STEM-related degrees and careers. The second theme highlights an increase in the
use of technology and collaboration. The third theme was the value of utilizing the scientific
method to problem solve.
In order to provide a point of reference and framework of what constitutes 21
st
century
skills, this study utilized Wagner’s (2008) framework to define 21
st
century skills. Based on
Wagner’s concept, there are seven essential survival skills an individual must possess: (1) critical
thinking, (2) collaboration, (3) adaptability, (4) initiative, (5) effective oral and written
communication, (6) analyzing information, and (7) curiosity and imagination. Wagner’s
GLOBALIZATION AND 21
ST
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79

perspective provides a detailed lens through which to examine the development of 21
st
century
skills through a STEM/PBL curriculum and science and engineering fairs.
With Costa Rica’s educational movement towards enhancing 21
st
century skills utilizing
a STEM model, this study utilized Slough and Milam (2013) framework for examining and
observing a PBL model classroom. The model consist of four basic principles:
1. Making content visible in the classroom. This principle is observable by examining
student engagement and providing feedback to promote student deductive thinking
2. Making critical thinking visible. This is achieved when students are able to solve
problems utilizing prior knowledge, newly acquired ideas, utilizing a scientific approach and the
effective use of the instructor’s modeling to connect ideas and theories
3. Helping students learn from others. The principle is seen when students actively
participate in group discussion, problem solving, collaboration and critical thinking
4. The promotion of autonomous thinking centers on the student’s proactive approach to
seek feedback, developing goals and steps to find solutions. In this principle, the student self-
monitors, but the instructor will also monitor the student’s progress as the student seeks a
solution to the problem or task.
Both of these models, Wagner’s (2008) and Slough and Milam’s (2013), provide the ideal lens
through which to examine the data collected via surveys, interviews, and observations.
Since the early 1990s with an increasing number of MNC investing and setting up
facilities in Costa Rica, the country gradually integrated policies, such as Law 7169, which
established the NSF as part of the school curriculum. The science, engineering and technology
fairs became a required component of the educational system instead of a side project for
schools, teachers, and students. Government entities, such as the Ministries of Education and of
GLOBALIZATION AND 21
ST
CENTURY SKILLS IN COSTA RICA
80

Science and Technology, integrated the science fairs component and STEM curriculum into the
classroom with the partnership and sponsorship of MNCs in order to enhance the development of
21
st
century skills needed to meet the demands of the technology industry.
Finding 1
The national mandate, Law 7169, that requires all schools to participate in the NSF
circuits not only reached a level of success in the promotion of STEM and PBL education at the
school level, but it also promoted an interest in STEM-related university degrees and careers
among students. A STEM and PBL curriculum provides students with projects that are
beneficial in the development of essential 21
st
century skills (Capraro, Capraro, & Morgan, 2013;
Wagner, 2008) by delivering students with meaningful projects in a classroom setting. Dr. Jose
Antonio Nieto, Lead Scientist at Ad Astra, believes that there are is a shift into STEM-related
areas of education and jobs. He states that, “Right now, people know that there has to be a
transition moving more into STEM, and I think the new government is probably going to put into
action new policies for that” (personal communication, June 2014).
In the case of Colegio Cientifico San Carlos, where STEM/PBL and the science fairs play
a major role in the school’s philosophy and vision, current and former students surveyed
indicated, seen in Table 8, a greater interest in the sciences, regardless of participation in a
science fair. They also favored STEM education. Answers provided to survey questions 5 and 10
of the student survey support this finding.
Additionally, school personnel surveyed at Colegio Cientifico San Carlos supported the
finding, as reflected in answers to teacher survey questions 13 and 14 (Table 8). The data
collected through the student and teacher survey delineates support for finding 1, the increase in
STEM-related education and career paths after post-secondary education.
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Isaac Mejia, former student at Colegio Cientifico San Carlos describes his experience
participating in a STEM/PBL project and its lasting impact:
I know how it feels when you ask a kid at 14 years old to find out that you can do
something like that. I know how it feels, and I can see the same thing in the faces of the
students I’ve judged through those years at the science fair. I think it changes your life,
because you realized that, by the time you go to college or even when you finish high
school, you can learn things that will help you be successful in your life. (personal
communication, June 2014)
Table 8
Increased Interest by Students in STEM-related Degrees and Careers
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
I enjoyed my experience
with the science fair
Colegio
Cientifico
San Carlos
Teachers
N=32

31

1

0

0

0
My interest in studying
STEM subjects in college
increased due to my
participation in the
science fair
Colegio
Cientifico
Students
N=32

29

3

0

0

0
The science fair has been
beneficial in preparing
students for post-
secondary education
Colegio
Cientifico
San Carlos
Teachers
N=5

5

0

0

0

0
The science fair has been
beneficial in preparing
students for the labor
force
Colegio
Cientifico
San Carlos
Teachers
N=5

4

1

0

0

0
N= Total number of participants
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ST
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82

The same sentiment of excitement described by Isaac when he spoke of his experiences
was evident in Laura Campos’ interview, one year removed from Colegio Cientifico San Carlos
and ISEF participant. Laura stated that “after participating in these processes [STEM/PBL and
science fairs], one meets people that are super professional and experts in these fields, and I feel
they motivate us to continue going forward and try to be more like them” (personal
communication, June 2014).
From an educator’s perspective on the increase of student interest in STEM-related
careers, Wainer Montero Carmona, Professor at Colegio Cientifico San Carlos, added, “STEM
teaching is very important for the development of our country. This motivates the students to
pursue careers oriented towards engineering. This improves the chances of development at a
country level” (personal communication, June 2014).
Marco Juarez, Director at Colegio Cientifico San Carlos, best describes the importance of
STEM education in developing 21
st
century skills and in the need to promote STEM careers for
the development of the country. When asked if STEM was beneficial to providing 21
st
century
skills he stated,
Well, definitely develop different skills in students in what is science, write, technology,
math. Currently, [it] is very important because it allows them to have many tools to
ensure success not only academically but also practical of the different contributions that
today the world needs. The science and technology education in Costa Rica is extremely
important because it responds to a development that the government has chosen that is
precisely to enhance science and technology to add value to many of the raw materials
and products that are produced in Costa Rica (personal communication, June 2014).

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Finding 2
In the 21
st
century, the use of technology has become one of the vital skills for an
individual and/or nation to compete globally. Technology is the equalizing factor and leveled the
playing field. Access and the use of technology played a major role in closing the gap between
countries while also connecting nations around the world (Friedman, 2008; Wagner, 2008).
Adoption of a STEM/PBL educational model in conjunction with the science fair mandate
formed the cornerstone for the use of technology and collaboration (Slough & Milam, 2013) in
the educational system.
In the last several decades, Costa Rica recognized that technology is not only the driving
force behind its economy but also a tool to reach economic markets around the world. As such,
the country adopted educational policies that will prepare future students and skilled workers to
meet not only the demand of the nation but also the global demand for knowledge-ready 21
st

century-skilled individuals.
Dr. Jose Antonio Nieto, Lead Scientist at Ad Astra, sees that “there is a little bit of
momentum picking up” (personal communication, June 2014) in the country’s STEM/PBL
curriculum (such as the one implemented at Colegio Cientifico San Carlos) and the science and
technology fairs. Dr. Nieto also believes that this momentum will generate two areas of growth
for technology in the country. Dr. Nieto stated,
It’s going to be the result of two different things. One is going to be the Internet because
now information is available for everyone. All the specs to build anything are available
for everyone. The second one is open hardware, which is where people are sharing freely
how to build the same things” (personal communication, June 2014).
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84

Dr. Nieto provides insight into the second finding of this study in that he sees technology
as an integral part of developing 21
st
century skills and also of collaboration and idea sharing
through technology. In the last few years, Colegio Cientifico San Carlos has been a leading
school in the successful implementation of a STEM/PBL curriculum to develop 21
st
century
skills. This is evident by the data collected via teacher and student surveys contained in Table 9.
Answers to questions 2, 11, and 12 of the teacher survey and questions 9 and 12 of the student
survey corroborate the use of technology and STEM/PBL models as vehicles for the
development of 21
st
century skills.
Table 9
Increased Use of Technology
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM curriculum
promotes 21
st

century skills such
as critical thinking,
collaboration, and
communication
needed for
participation in the
science fair
Colegio
Cientifico
San Carlos
N=5

4

1

0

0

0

The science fair
has positively
increased the use
of Project-Based
Learning (PBL)

Colegio
Cientifico
San Carlos
Teachers
N=5

2

3

0

0

0
The science fair
promotes the use
of technology in
the schools
Colegio
Cientifico
San Carlos
Teachers
N=5

1

2

1

0

1

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85

Table 9, continued
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
Technology was an
important part of
my preparation for
the science fair
Colegio
Cientifico
San Carlos
Students
N=32

30

2

0

0

0
Intel has supported
my school in
improving science
and technology
education
Colegio
Cientifico
San Carlos
Students
N=32

8

18

0

0

6
N= Total number of participants
The data collected via survey suggests the usage of technology to enhance 21
st
century
skills at Colegio Cientifico San Carlos. The use of technology at the school is mainly based on its
default association with ITCR, the regional university that emphasizes the use of technology.
Based on observations conducted at Colegio Cientifico San Carlos, technology was present but
in a controlled and limited manner. The computer laboratory was limited in the equipment
available. The ITCR library presented non-existent computer stations. The classroom associated
with Colegio Cientifico San Carlos did not have computers available and/or any other type of
technological equipment. Students working on their science projects shared antiquated laptops.
Based on the observation, students at Colegio Cientifico San Carlos are able to secure access to
technology due to the location of the school on the campus of ITCR.
Dr. Nieto alluded to fact that, in certain and isolated regions of the country, access to
technology can be limited due to “The amount of resources that are destined to science and
technology are very low. And given the circumstances of the country, most of the money usually
goes into biology, for obvious reasons, the biodiversity that we have” (personal communication,
June 2014). Based on observations made at Colegio Cientifico San Carlos/ITCR, it was evident
GLOBALIZATION AND 21
ST
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86

that biological sciences and agricultural courses had greater access to newer and sophisticated
technology and equipment.
Vanessa Gibson, from CINDE, recognized the importance of technology to move the
country forward economically and socially, but she did also corroborate Dr. Nieto’s observation
about the lack of access to resources:
I would say 80% of high schools don’t have the access so far. Why? Because there is,
yes, we have labs. If you ask, in Costa Rica, do we have labs? Yes. Do all of our students
have access to the lab? That’s a critical question because it’s just one lab to 12 computers
for I don’t know how many students. The Internet connectivity isn’t the best etc. I can
always see the challenge there. (personal communication, June 2014)
Luis Andres Calderon, National Science Director, recognized the importance of technology to
prepare students with 21
st
century skills in the classroom. Mr. Calderon acknowledge that high
schools that are integrated as part of the ITCR/UCR system have access to technology but that
the use of technology in an average classroom “very limited.”
Participants interviewed and surveyed for this study openly acknowledge that a
STEM/PBL curriculum and science fair mandate increased the use of technology in the
classroom, but very few schools are able to gain sponsorship from MNCs and/or are part of the
ITCR/UCR system. The general theme was that technology is essential for the development of
21
st
century skills, but the country has yet to develop a strategic plan to ensure that technology
reaches all schools.
Finding 3
The implementation of the NSF mandate and MNCs like Intel investing one million
dollars (Intel, 2013) annually in the educational system of the country to the promotion of STEM
GLOBALIZATION AND 21
ST
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87

fields led students to utilize the scientific method in other areas. The participants of this study
valued and utilized the use of the scientific method for problem solving in and out of the
classroom.
It can be argued that the implementation of a STEM/PBL curriculum and the
participation of students in the national science and engineering fairs exposed students to the
scientific method in the classroom, which enhances their 21
st
century skills. According to Slough
and Milan (2013), the STEM/PBL model effectively teaches students a scientific approach to
solving real life problems, collaboratively or individually, communication skills, critical
thinking, autonomy, and analytical skills. All are skills that Wagner (2008) referred to as
essential for the 21
st
century.
Through the use of a STEM/PBL method and with participation in the science fairs,
Colegio Cientifico San Carlos students are exposed to the process of problem solving by utilizing
the scientific process. This is due, in large part, to the curriculum’s being utilized which
emphasizes the scientific method and the use of technologies that lead to the development and
enhancement of 21
st
century skills. Table 10 provides data on the perceived value of the science
fairs and STEM from a student perspective. Student survey questions 1 and 4 focus on the value
of STEM education, questions 6 and 8 address the value of science class, and question 14
pertains to the value of both a STEM education and science fairs to the country’s future.

GLOBALIZATION AND 21
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Table 10
Increased Application of the Scientific Method to Problem Solve
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM instruction
has been an
important part of my
education
Colegio
Cientifico
San Carlos
Students
N=32

24

8

0

0

0
I am more interested
in STEM subjects
since participating in
the science fair
Colegio
Cientifico
Students
N=32

22

10

0

0

0
My science class
prepared me well for
the science fair
Colegio
Cientifico
Students
N=32

15

17

0

0

0
Projects in my
science classes
prepared me for the
science fair
Colegio
Cientifico
Students
N=32

24

8

0

0

0
STEM education
and the science fair
are important to the
future of Costa Rica
Colegio
Cientifico
Students
N=32

32

0

0

0

0
N=Total number of participants
Nathalie Valencia Chacon, coordinator of the science fairs at the Ministry of Science and
Technology, recognized the value of teaching the scientific method as early as possible in
children:
I believe in the investigation as a learning process and a scientific approach, and, in this
way, this is an ideal model to teach science…Costa Rican [children] participate in the
scientific fairs since preschool, so we are generating a seedbed for future citizens with
scientific and creative skills who could be more sensitive to their reality and who are
GLOBALIZATION AND 21
ST
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89

looking to solve the problems affecting their communities (personal communication, June
2014).
Ms. Valencia Chacon’s view and concepts of the scientific process are evident at a school like
Colegio Cientifico San Carlos, where the focus is teaching students the scientific method to
apply it not only to the sciences but also to life in general.
Isaac Mejia, former student at Colegio Cientifico San Carlos, made reference to the value
of the scientific method to problem solving. While at Colegio Cientifico San Carlos, Isaac stated
that by “following the scientific method,” his team solved the real life problem of water pollution
at a river near their school, which ultimately won a NSF competition. Today, Isaac works at Intel
as a chemist, and, even to this day, he said, “I apply the same concepts throughout my work once
I graduated, even when I was in college” (personal communication, June 2014).
Ad Astra lead scientist, Dr. Nieto, agrees that students who are engaged in STEM/PBL
schools and participate in science fairs are able to understand and apply the scientific method to
many areas of academia and societal issues, Dr. Nieto stated that,
When you’re learning math and science, and engineering along with that, it teaches you a
very systematic and useful way to attack problems and to find the a solution to those
problems. And those problems don’t necessarily have to be scientific or technological,
but the same type of thinking would apply to any of problem. So, learning that way of
thinking will help in any career path. (personal communication, June 2014)
Mary Helen Bialas, from Intel, also believes that STEM education and participation in the
science fairs led to an increase of students’ utilizing the scientific process in many aspects of
their lives in school or work. According to Mary Helen Bialas,
GLOBALIZATION AND 21
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90

[A STEM education] opens up an opportunity for the kids to think about things and to
explore things they hadn’t thought of in the past. First, they’re solving real problems.
They’re looking at what’s a situation in the community, what’s a situation in their school,
what’s a world problem, what’s my father’s problem? They’re looking at issues that are
real, and that they have feelings toward. They realize that they can do something.
Student surveys and interviews with participants provide data to corroborate the use of
the scientific method by current and former students of Colegio Cientifico San Carlos.
Observations were also utilized as a method of triangulation. During the visit to Colegio
Cientifico San Carlos, the study team observed students working in pairs or small groups,
discussing their respective science projects, while also formulating ways of testing their
hypothesis by utilizing the scientific method. In another section of the school, a biology class
was observed utilizing the scientific method outside conducting observations of the local fauna
and insects.
Results: Research Question 3
Research Question 3 asked, “How has the national science and technology fair policy
changed the value for STEM education for students, teachers, and educational leaders?” The
enactment of National Decree #31900 MEP-MICIT in 2004 affected over 2,300 schools
throughout the country (Valencia, 2008), making the science fairs part of the national
curriculum.
The decree reflected the country’s expansion of the technology-based economy brought
upon by FDI and MNC expanding operations in the Central American nation while it also
highlighted the need for Costa Rica to produce a skilled labor force capable of meeting the
demands of the technology/STEM job market. Data pertaining to Research Question 3 yielded
GLOBALIZATION AND 21
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91

three significant themes. Theme first theme is the function of STEM education as a platform for
economic and social growth of the country. The second theme focuses on STEM education as a
vehicle to produce highly skilled workers, and the third theme deals with the challenges of
implementing STEM education and the science fair mandates.
Finding 1
The adoption of National Decree #31900 was set in place as strategy by the national
government. With the influence of high-tech MNC, it was necessary to stimulate students’
creativity, scientific thinking, investigative spirit and technology inquiry (Valencia, 2008) in
order to expose and stimulate future workers and professionals to follow STEM-related fields at
a time when the nation had a deficit of workers capable of meeting the demands of 21
st
century
jobs. Sonia Mora Escalante, Minister of Education, said it best regarding the importance of
STEM education and science fairs in Costa Rica: “Science and technology is associated with
globalization with the world more than with one country” (personal communication, June 2014).
STEM education and the science fairs play an essential role at Colegio Cientifico San Carlos
where part of the mission is to prepare students with 21
st
century skills and instill a scientific
approach to problem solving. According to Wainer Montero Carmona, teacher at Colegio
Cientifico San Carlos, “Students interested in STEM are stimulated by science and technology
fairs, which facilitates their incorporation into areas of knowledge that will result in [being] very
beneficial for future professional development” (personal communication, June 2014).
Wainer Montero’s viewed of the importance of STEM education is reflected in the data
collected via teacher and student surveys of the importance of science fair mandate and value of
STEM education. It can be determined that both students and school personnel place an
important value on the science fairs and STEM education, as seen in the results in Table 11,
GLOBALIZATION AND 21
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92

which presents data from the teachers’ survey and in Table 12, which presents data from the
students’ survey.
Table 11
STEM as a Vehicle for Economic and Social Growth (Teacher Survey)
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM/Science Fair
participation is
important to the
economic future of
Costa Rica
Colegio
Cientifico
Students
N=5

5

0

0

0

0
The science fair has
been beneficial in
preparing students
for post-secondary
education
Colegio
Cientifico
San Carlos
Teachers
N=5

5

0

0

0

0
The science fair has
been beneficial in
preparing students
for the labor force
Colegio
Cientifico
San Carlos
Teachers
N=5

4

1

0

0

0
N= Number of Participants

GLOBALIZATION AND 21
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Table 12
STEM as a Vehicle for Economic and Social Growth (Student Survey)
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM education
has been an
important part of
my education
Colegio
Cientifico
Students
N=32

24

8

0

0

0
Participation in the
science fair has
had a positive
impact on my life
Colegio
Cientifico
San Carlos
Students
N=32

28

4

0

0

0
My interest in
studying STEM
subjects in college
increased due to
my participation in
the science fair
Colegio
Cientifico
San Carlos
Students
N=32

29

3

0

0

0
STEM education
and the science fair
are important to
the future of Costa
Rica
Colegio
Cientifico
San Carlos
Students
N=32

32

0

0

0

0
N=Number of participants
Isaac Mejia, former Colegio Cientifico San Carlos student and current Intel employee,
sheds light not only on the impact of STEM education on the economy but also on a social
impact on the country:
STEM is going to have a positive impact in the development of my country for a few
reasons. I’ve noticed myself being able to be more critical about what I see happening in
my country. The second thing is people having a technical background may be able to
create different product, or improve a process, or reduce waste, or make more money out
of the investments, things like that. People will start getting more concerned about
GLOBALIZATION AND 21
ST
CENTURY SKILLS IN COSTA RICA
94

pollution. People will start getting more concerned about taking care of nature, things
like that. (personal communication, June 2014)
Laura Campos, a more recent graduate of Colegio Cientifico San Carlos, believes that STEM
education is an investment in the country’s future. According to Laura:
Everything the professionals do is important in all areas, but I think it is even more
important the work scientist do, which is to try to improve the quality of life of the
people. So it is a good investment because it is supporting the economic development of
the country (personal communication, May 2014).
From a business perspective, Dr. Nieto, Lead Scientist at Ad Astra, shared a current
perspective in his view of STEM education; he believes that STEM education is vital to the
economic future of the nation:
Developed countries became developed mainly because of the industrial revolutions and
how they were able to produce through technology. Design it, produce it, built it and
innovate…So, I think STEM has a priority place in trying to get a country to be
developed (personal communication, June 2014).
Finding 2
According to Rodriguez-Clare (2001) the government and educational leaders forged a
strategic plan to produce an ample and viable workforce with what Wagner (2008) referred to as
essential 21
st
century skills to meet the needs and maintain the demands of the FDI and MNC
relying on the country to produce a highly skilled and knowledge-ready workforce.
As part of the strategic plan to increase the number of workers with 21
st
century skills,
the country implemented a mandate for schools to participate in the science fair process, along
with the implementation of STEM curriculum, with the clear intention of instituting a science
GLOBALIZATION AND 21
ST
CENTURY SKILLS IN COSTA RICA
95

and technology oriented environment at all educational levels and, specifically, at schools like
Colegio Cientifico San Carlos. The implementation of a STEM curriculum is a vehicle through
which students can experience an array of real life and meaning projects that can enhance their
critical thinking skills, collaborative skills, communication, autonomy and other 21
st
century
skills through science, math, and engineering (Capraro, Capraro, and Morgan, 2013; Wagner,
2008) subject areas.
For this case study, Colegio Cientifico San Carlos provides a glimpse into the national
policies and school efforts to improve the quality of education and quality of graduates by
implementing a STEM curriculum and effectively prepare students for science fairs, all of which
aim to deliver a highly skilled and knowledge-ready worker and professional. Table 13 displays
the data, from teacher surveys, on how valuable STEM education is to the formation of a 21
st

century worker capable of meeting the demands of a 21
st
century job.
Questions 2, 6, 12, and 13 in the teacher surveys asked teachers’ perception of how
valuable STEM education and science fairs are towards preparing students with 21
st
century
skills and enter the labor force. Overall, based on the data collected, teachers saw STEM and
science fairs as positive vehicles to prepare students for the job market and as key to the
economic future of Costa Rica. Data from the surveys were triangulated with interviews with
various participants from the business and government sector.

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Table 13
STEM Produces Highly Skilled Individuals
Survey Question Survey
Group
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
STEM curriculum
promotes 21
st

century skills such
as critical thinking,
collaboration, and
communication
needed for
participation in the
science fair
Colegio
Cientifico
San Carlos
Teachers
N=5

4

1

0

0

0
STEM/Science
Fair participation
is important to the
economic future of
Costa Rica
Colegio
Cientifico
San Carlos
Teachers
N=5

5

0

0

0

0
The science fair
has been beneficial
in preparing
students for post-
secondary
Colegio
Cientifico
San Carlos
Teachers
N=5

5

0

0

0

0

The science fair
has been beneficial
in preparing
students for the
labor force
Colegio
Cientifico
San Carlos
Teachers
N=5

4

1

0

0

0
N=Total number of participants
Mary Helen Bialas, from Intel Costa Rica, views STEM education as essential to the
country, especially in the area of human capital:
It’s extremely important because it’s part of our future. I think we need to have scientists,
and we need to have people who can use science to help improve the quality of life. That
is definitely a very low…insufficient enough of graduates at this time, in the world, to be
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able to help solve our problems. We have huge, huge problems to solve. (personal
communication, June 2014)
Mary Helen Bialas also added that science fairs play an important piece in shaping the ideal
worker/professional in Costa Rica:
I think that the skills…whether they’re going to be engineers, or whether they’re going to
be accountants…the skills of taking data and analyzing data to make decisions with is
extremely important as well as the skills of learning to collaborate. How to think through
a problem is another thing. (personal communication, June 2014)
Based on the data collected on the teacher surveys and on Mary Helen Bialas’ views on the
importance of STEM and science fairs, it is evident that both educational tools have started to
produce workers with what Wagner (2008) referred to as essential survival skills for the 21
st

Century. Marco Juarez, current Director at Colegio Cientifico San Carlos, sees that students in
his program continue within the fields of STEM:
In this case [Colegio Cientifico San Carlos] 100 percent of youth involved in science and
technology fairs are pursuing careers specifically in this area. Eighty percent are studying
mechatronics, electronics, mechanical engineering, civil engineering. One hundred
percent of students that choose a college career are still in in the science field
From a student perspective, Juan Manual Segura, former Colegio Cientifico San Carlos student,
highlights how STEM education is producing and preparing students with the tools and 21
st

century skills needed to take the country forward:
I think it is something too fundamental...For me, now in the 21
st
century, I think is
something which a country should be based on to be able to advance on its development;
Costa Rica more than anything, since it is a developing nation. I think, at the end of the
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educational process of students, if they are able to return the favor to their country. They
can become professionals and give back to the country it will influence others. They will
support the development of the country economically and help it grow (personal
communication, June 2014).
Finding 3
The third theme, the challenges of implementing STEM education and the science fair
mandates, seemed a common theme across the educational sector at the various levels of
education. In addition, the business sector leaders interviewed provided an insight into their
understanding of the shortfalls of implementing and delivering a quality STEM education and
science fair preparations at schools nationwide. Both educational and business leaders pointed
out the educational, capital, and resource gaps among schools across the country.
In the 1990s, the passage of Law 719 expanded NSF participation from the university and
high school level to primary education. By 2004, National Decree #31900 MEP-MICIT had not
only made science fair participation part of the school calendar, but it also expanded the number
of schools that could participate to 2,300 (Valencia, 2008). The law provided a blue print for
coordinating the fairs, but it did not provide the financial capital and infrastructure to access
needed resources or technology.
Silvia Arguello Vargas, Director of Human Capital for the Ministry of Science and
Technology, Costa Rica, highlighted the gap in resources and technology that exist within the
country:
We are a small dot in Central America. We only have four million habitants in 51, 100
square kilometers. It is very small. We are very different. We are a multicultural
country. The fact that we are a small country, we have a lot of economic differences.
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There are a lot of differences in regard to technology access, education access, and, even
when the education in Costa Rica is free and mandatory, the quality in education is very
different in certain regions. (personal communication, June 2014)
Ms. Arguello Vargas also acknowledged that, even though the law is a national mandate for all
schools under the same guidelines, the implementation varies across the country:
In private education, students have access to computers. They have computer
laboratories, and they have robotic labs in many cases. They have chemistry, biology and
physics labs, but, in many public schools, we don’t have that…the last administration
invested a lot of resources to improve technical education, and they have better
infrastructure and better access to labs and tools, but the academic part is still very weak.
(personal communication, June 2014)
From the business sector, Mary Helen Bialas expressed what she believes is one of the major
obstacles to implementing the mandate and STEM education. She believes teachers see the
positive of the mandate and model, but they do not have the needed tools or time to implement
and/or develop activities that are meaningful and engaging for students and are geared to the
science fair or STEM model. Mary Helen states that teachers,
In the classroom, it’s a lot of the kind of activities that they [teachers] said they want to
dedicate time to help kids. They have to find new ways of teaching also. Our NSF is still
not integrated. It’s not integrated in the sense that it’s no activities coming out of the
classroom. There’s a lot of extra classroom time, and they have to figure out how they’re
going to facilitate that. That’s one of the difficult parts, is the time consuming this is for
teachers. (personal communication, June 2014)
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The current Director of the NSF, Luis Andres Calderon, acknowledges that, for teachers, the
science fair mandate is an extra activity:
It is not worked within the school curriculum but is, rather, an extracurricular activity, so,
then, the teachers that are involved is because they really like it…for most of the
teachers, the fair has motivated them to not just want to teach the class, but to have a
space for research with the student. (personal communication, June 2014)
Both Luis Calderon and Mary Helen Bialas conclude that the challenge in implementing
the science fair curriculum and/or developing a science project with a student is mainly an
extracurricular activity for teachers, an activity that they must fit in during the regular
instructional day. Wainer Montero Carmona, teacher at Colegio Cientifico San Carlos, also
expressed challenges from within the school system to implementing the STEM curriculum and
science fair mandate:
There are two extremes. In the first case, the institutions see science and technology fairs
as a tool to develop skills in the students through learning by doing concepts. Moreover,
the other extreme feels that science fairs are mandatory activities that must be completed
as a ministerial mandate, in which the contribution to student growth is tainted by the
lack of interest or preparation of the educators/tutors. (personal communication, June
2014)
Ms. Vanessa Gibson, from CINDE, in her analysis of teacher participation in the science fair
process and STEM curriculum, stated that it is a very small group of individual teachers and/or
institutions that can comply with the mandate. In her view, “it’s always a very small group that
have access to this, because of the lack of resources, the government doesn’t have a way to be
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more inclusive or to promote the participation of more people” (personal communication, June
2014).
According to Ms. Gibson, two additional challenges exist in the country that keep
truncating a true implementation of the science fair process and STEM education in the
education system. One of the challenges is the bureaucracy to provide “resources for schools to
deliver the type of education we need” and the “lack of new ideas and thinking outside the box.
There is discomfort in that area, that everyone falls in, we are justifying having no resources,
limited creativity, because most of the initiatives that we run we don’t have a budget” (personal
communication, June 2014). Marcos Juarez, Director at Colegio Cientifico San Carlos, a school
on the campus of a local technical university (ITCR) and with access to university resources,
expressed his observations and what he sees as the challenge of implementing a STEM
curriculum and developing science projects for the fairs. Mr. Juarez pointed out that the mandate
has
Positive effects and not so positive effects because any science and technology event, it
doesn’t matter if is a fair, from the point of view of education, it requires resources and
the constraints are the economic resources always. We can’t talk education or science
fair if we don’t have the basic technology, basic tools, basic equipment and they are still a
limitation
The overall theme of the finding deals with systematic and structural challenges that not only
prevent the implementation of a STEM and science fair curriculum intended to move the country
forward socially and financially but that also limit the ability to develop the human capital with
the 21
st
century skills needed to take the country to the next step in the global market.

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Summary
The findings for this study in a country with a socially-conscious population and a
government that strives to achieve economic and social equity through its policies and
educational system produced telling data about the government policies, institutions, leaders and
everyday individuals that make the country thrive in a global stage despite its small size and
relatively small population. Answers to the three research questions that drove the study reveal
the country’s ambition to achieve in the technology industry by providing citizens with access a
quality education to obtain the necessary skills and tools to develop the 21
st
century skills needed
to position the nation at the forefront of financial and social success. The data, interviews and
observations also revealed some of the nation’s challenges in the effort to bring its educational
system and citizens to compete in a globalized economy. The following sections presents a
summary of the themes for each research question as revealed by the data collected.
Research Question One asked, “To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and multinational
corporations? To what extent is the economic growth of Costa Rica and STEM education
related?” The goal of these questions was to obtain a perspective of the participants’ practices in
the STEM education as the country emerges as a global economy. Three themes stood out. The
first theme was the influence of the country’s NSF mandate to promote 21
st
century skills in
schools. The data collected revealed that both students and teachers believe that the science fair
mandate and STEM education enhance a student’s 21
st
century skills.
The second theme was the influence of MNC in the instruction that occurs in the
classroom. Based on the data collected for the study, MNCs played a role in the instruction
delivered in the classroom by providing financial sponsorship, donation of technology and by
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developing collaborative partnerships with various governmental agencies to help develop a
comprehensive process to the sciences and science fairs projects.
The third theme dove into the role of a STEM education as a key factor to the economic
growth of Costa Rica. Colegio Cientifico San Carlos provided a prime example of how a STEM
education combined with a well-developed science fair curriculum can provide the tools to
secure the country’s economic success. Colegio Cientifico San Carlos provides a prime example
of the success of its program, as many of the program graduates have gone on to have successful
STEM-related careers and placed in the top at several international science competitions, such as
ISEF.
Research Question Two asked, “How has mandating the national science and technology
fair participation influenced implementation of 21
st
century skills through the use of project-
based learning and use of technology by teachers across all curricular areas? How has it
impacted curriculum and instruction?” The purpose of Research Question 2 was to pay close
attention to how governmental policies attempt to meet the demands of a technology-based
economy and the need for highly skilled workers.
The first theme dealt with and interest by students for STEM-related degrees and careers.
The study revealed that students, such as Isaac Mejia and Laura Campos, both from Colegio
Cientifico San Carlos, continued to follow STEM-related fields after experiencing the curriculum
at the school. The second theme highlights the increase of technology and collaboration through
STEM/PBL curriculum. From the data and interviews with from the government leaders,
business leaders, and school officials, the STEM/PBL model led to an increase in the utilization
of technology and collaborative work in a school setting and in the professional setting.
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The last theme to emerge from the data pertaining to research question was utilization of
the scientific method to problem solve. Students and former students from Colegio Cientifico
San Carlos, such as Isaac Mejia, validated the theme by confirming that the scientific method
was a process learned in school and continue to use in professional life. In addition, various
business and educational leaders viewed the scientific method as not only be applicable for
science but also to a social context to help Costa Rica solve the many social issues it faces.
Research Question Three asked, “How has the national science and technology fair
policy changed the value for STEM education for students, teachers, and educational leaders?”
Research Question 3 looked to gain insight into the impact of the NSF mandate on the value of a
STEM education. The first theme to emerge was the function of STEM education as a platform
for economic and social growth. The data collected revealed that STEM will not only provide
economic growth to country, but it can also help the country reach social equality to help the
nation move forward financially and socially.
The second theme to emerge was the use of STEM education as a vehicle to produce
highly skilled workers. The data and interviews conducted pointed to STEM as the educational
tool to deliver a highly skilled labor force with the 21
st
skills needed to perform within a
knowledge-based profession. The third theme was the challenges of the country’s educational
system to consistently deliver and implement STEM education and the science fair mandate
nationwide. Leaders from the business, governmental, and educational sector agreed that the
country faces the challenge of ensuring that all of the necessary resources, whether
technological, human, or related to professional development, reach all corners of the country.
As it stands now, the NSF policy is implemented according to the school’s available resources
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(human, technological, financial), which create an imbalanced educational policy that benefits
the few schools with available resources.

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CHAPTER FIVE: RECOMMENDATIONS AND CONCLUSION
MNC and FDI played a key role in the transformation of the Costa Rican economy since
the early 1990s. Globalization, MNC, and FDI in the field of technology and science not only
provided the country with a thriving economy in recent decades, but they also influenced the
cultural, political, social, and educational system (Spring, 2008). The arrival of MNCs, such as
Intel, IBM, HP, and other technology-based companies, revealed the complex dilemma of
educating a labor force with the knowledge and 21
st
century skills needed to meet the demands of
a technology-based economy and the demands of a globalizing labor force.
Government and educational leaders, with collaboration of some of the biggest MNCs in
the world, implemented policies to enhance the educational system to educate a labor force with
the necessary knowledge and 21
st
century skills fulfill the demands of a growing and globalizing
economy. Policies such as Law 7169 expanded participation in the NSF to K-12 education and
National Decree #31900, which incorporated the science and technology fairs as part of school
curriculum, helped to enhance an educational system that would prepare students for technology-
based jobs. Science and technology fairs, along with a STEM curriculum, became the vehicle to
develop and enhance 21
st
century workers and professionals.
The purpose of this study was to understand the impact of globalization in Costa Rica,
looking specifically at STEM education and the influence of MNCs on the educational system.
These new jobs produce a need for knowledge-based workers rather than agriculture laborers,
thus requiring changes to the educational system. In order for the nation to remain a desirable
destination for MNCs’ investment, there must be enough educated individuals to fill the job
demands. Looking specifically at the NSF mandate, this study helps to understand how
government, business and educational leaders are working together to produce a quality
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education to face the needs of a technology-based economy and lead the country into the 21
st

century job and economic market. Finally, this study leads to an understanding of the students
who participate in science fairs, their respective teachers, and schools, and the influence that
participating in the science and technology fairs had on students’ personal and professional
paths.
The study sought to answer the three driving research questions:
1. To what extend do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is he
economic growth of Costa Rica and STEM education related?
2. How has mandating the national science fair participation influenced implementation
of 21
st
century skills through the use of project-based learning and use of technology by teachers
across all curricular areas? How has it impacted curriculum and instruction?
3. How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
Overview of the Study
Chapter 1 presented an introduction and overview of the case study. The chapter
highlights the country’s economic policies and strategies that led to its transformation from an
agriculture-based economy and into a global science- and technology-based economy in a period
of over three decades. The chapter also provided the reader with the statement of the problem,
purpose of the study, and the guiding research questions for the case study.
Chapter 2 focused on the literature review, which provided an insight into Costa Rica’s
history, economic development, education, globalization and the rise of MNC and FDI in the
country based on the economic strategies of CINDE and governmental policies implemented to
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attract MNC and FDI. In addition, the chapter presented literature and frameworks related to
Spring’s (2008) concept of globalization and Friedman’s (2007) perspective of a flattening world
in which job markets and education in the 21
st
century led to an interconnection between nations.
The literature review also highlighted Slough and Milam’s (2013) student-centered four
principle approach to designing an ideal STEM/PBL education model for student engagement in
individual and collaborative work to solve real life problems. The chapter examined how
educational policies, such as participation in the science and technology fairs, in conjunction
with STEM/PBL education enhance the ability to produce highly skilled workers for 21
st
century
jobs. Finally, Chapter 2 present’s Wagner’s (2008) framework of seven essential skills needed
for today’s 21
st
century jobs. According to Wagner, in today’s fast-paced society and with
constantly evolving technologies, workers/professionals must effectively compete with others
around the world for the same jobs. Chapter 2 provides the historical context and the theoretical
foundation to the understanding and purpose of the case study.
Chapter 3 presented the methodology utilized in the case study: the research design,
information about the research team, the sample and population selected, instrumentation,
procedures for data collection and analysis, and ethical considerations. The methodology for this
qualitative case study is applied research intended to enhance the practice of educators in
secondary schools that utilize the STEM/PBL models of teaching. The study collected data from
three different types of sources: governmental leaders, business leaders, and the educational
sector (school administrators, teachers, students/former students). The data was collected via
surveys, interviews, and observations. Purposeful sampling (a nonprobability sampling) was
determined as suitable for the research.
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Chapter 4 presented the evidence gathered to answer each of the three research questions
associated with this study. Data collection occurred at the Intel International Science and
Engineering Fair held in May 2014 in Los Angeles as well as during a trip to Costa Rica in June
2014. From data pertaining to each of the research questions, themes emerged that led to the
findings, implications and future research presented in this chapter.
Discussion of Findings
The findings discussed correspond to each of the research questions that drove the case
study. The data collected via surveys, interviews, and observations was analyzed, coded, and
synthesized to establish relevant findings and themes. The study yielded three important
findings to answer the research questions. The first finding is the influence that MNC and FDI
have on the development of 21
st
century skills in the public educational system.
A second finding in this study is the use of STEM/PBL models in the selected secondary
schools to educate a 21
st
century-skilled professional and the likelihood that a STEM/PBL-
oriented education will influence students to pursue a STEM-related degree and career. The
third finding is the impact of the government’s educational policies towards promoting
participation of students and teachers in a STEM education and in the local, regional, national,
and international science and technology fairs. This policy was developed by government,
business, and educational leaders to promote students’ critical thinking skills, collaborative
skills, and 21
st
century agilities to compete in the emerging technology-based labor market.
Research Question 1
With the transformation of the economy from agricultural to MNC/FDI-driven and
technology-based in the early 1990s (Mitchell & Pentzer, 2008; Wilson 1998), the country saw a
need to transform and adapt its educational system to meet the needs and demands of a new labor
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market. The study found that MNC/FDI not only influenced the country’s economic policies,
but they also have a direct impact on the public educational system.
Based on the interviews, surveys, and observations conducted in Costa Rica, it was
evident that students, educators, and school leaders recognize and value utilizing technology in
the classrooms as an important tool that enables students to communicate in other languages,
grants them the ability to work collaborative and individually, and allows them to understand
how the technology-based economy is a globalized labor market. All of these skills are part of
what Wagner (2008) referred to as 21
st
century skills essential for today’s students.
From the business sector’s perspective, MNCs understand their influence and role in the
development of knowledgeable and skilled workers and professionals. Companies such as Intel
developed partnerships with schools and the Ministries of Education and of Science and
Technology to provide direct financial or professional assistance in promoting the science and
technology fairs at the national and international level. In addition to sponsoring science and
technology fairs, MNCs set up scholarships for students interested in technology and STEM-
related fields. Isaac Mejia, a former ISEF participant, is a prime example of how MNCs
influenced the educational system as they aim to shape and promote technology-based
knowledge and 21
st
century skills. Isaac Mejia attended a secondary program that successfully
integrated a STEM/PBL education in preparing students for science and technology fairs at the
national and international level. In Isaac’s perspective, he was influenced to follow a STEM-
related career based on his experience at ISEF and Intel’s sponsorship to remain in the
technology sector; Intel provided Isaac with financial assistance and English language classes
during his college years. Intel and other MNC investment in human capital and impact goes as
far as to provide teacher-oriented trainings on how to implement and utilize technology in the
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classroom to enhance students’ 21
st
century skills (Intel, 2013) needed to meet the demands of
MNCs.
The influence of MNCs in the classroom to help promote 21
st
century skills was agreed
upon by all of the individuals who participated in the study. Several interviewees also agreed
that access to technology and corporate sponsorship was available but with limited access to
certain regions of the country, and, in many instances, MNC support was limited even for those
academically successful schools that emphasized a STEM/PBL model, such as Colegio
Cientifico San Carlos. The case study found that MNC reshaped the country’s educational
policies to emphasize the transition to a 21
st
century globalized economy.
Four out of the five teachers surveyed at Colegio Cientifico San Carlos strongly agree
that a STEM curriculum is an effective vehicle to develop 21
st
century skills. Additionally, 24 of
32 students surveyed agreed or strongly agreed that a STEM education and participation in the
science and technology fairs enhanced their education and helped heir development of 21
st

century skills. Isaac Mejia, former student at Colegio Cientifico San Carlos and current Intel
employee, believes that a policy such as the science fair mandate is “really important, even
crucial for a country itself to have these kinds of initiatives” (personal communication, June
2014) that help develop the country’s human and economic capital. Isaac’s view of the
governmental policies reflected a common sentiment and view among many of the educational
and government leaders towards the science and technology fair participation mandates.
When asked the importance of STEM education to the country’s economic growth, all 32
students surveyed strongly agreed that STEM education is essential. Teachers surveyed at
Colegio Cientifico San Carlos all agreed that STEM education is important to the country’s
economic future. With an emerging technology-based economy and with MNC relocating and
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investing in Costa Rica, it is essential for the country’s educational and governmental leaders to
develop a plan of action in conjunction with business leaders (MNC) to create a comprehensive
educational system that will prepare students with 21
st
century skills and the knowledge to be
competitive in a globalized science- and technology-based labor market (Friedman, 2008).
Research Question 2
A second finding in the study was the likelihood that students exposed to science and
technology fairs and a STEM/PBL model during their high school years increased their chances
of remaining in STEM- and technology-related educational and professional paths.
Based on the data collected via interviews and observations, it was evident that Colegio
Cientifico San Carlos successfully implemented a STEM/PBL approach, which, in turn,
generated greater interest in following educational and professional science- and technology-
related careers. This was observed by the team of researchers who visited several classrooms
and by the responses of interviewees; they all attribute their academic and science and
technology fair (nationally and internationally) success to the scientific method learned and
implemented at a school where the STEM/PBL model is implemented.
During the visit to the school, it was evident that Colegio Cientifico San Carlos
successfully implemented a STEM/PBL approach to teaching. The team observed students and
teachers engaged in collaborative work, students utilizing the scientific method being taught to
problem solve, and accessing the technology and science labs available at the university’s
campus. Based on personal interviews with former students of Colegio Cientifico San Carlos, it
appears that the use of a STEM/PBL model at the school motivated several of them to continue
their education in STEM-related fields or to pursue a STEM-related career. Wainer Montero
Carmona, former student and current teacher at the school and former ISEF participant, believes
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that “STEM teaching is very important for the development of our country. This motivates the
students to pursue careers oriented toward engineering” (personal communication, June 2014).
Marco Juarez, Director at Colegio Cientifico San Carlos, supports the finding that science and
technology fairs and the use of STEM/PBL model is “extremely important because it responds to
a development that the government has chosen that is precisely to enhance science and
technology to add value to many of the raw materials and products that are produced in Costa
Rica” (personal communication, June 2014).
The implementation of a PBL model and the use of technology in the classroom was
evident at Colegio Cientifico San Carlos, but it was also visible that the technology available was
due to the school’s location inside a college campus. Various individuals interviewed point out
the lack of funding and resources allocated to other regions of the country in terms of access to
technology and other tools needed to adequately prepare students with 21
st
century skills. Dr.
Nieto, Lead Scientist from Ad Astra, and Ms. Gibson from CINDE recognized the importance of
technology in moving the country forward, but they both highlight the importance of providing
adequate funding and access to technology to all students.
As Costa Rica’s educational system moves towards developing a knowledge-ready labor
force with 21
st
century skills, the science and technology fairs, along with a STEM/ PBL
education, provide the ideal vehicle to enable students to develop the 21
st
century skills (Wagner,
2008) students must possess to compete in a global economy. According to Slough and Milam
(2013), a PBL model promotes students’ critical thinking, problem solving skills, collaboration,
and the use of the scientific approach to solving real life problems.

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Research Question 3
The data collected via interviews with students, educators, government officials, and
business leaders point to the influence of high-tech MNC and the adoption of Law 7169 as key
events that exposed students to STEM-related fields and, thereby, stimulate students to be
creative, promote scientific thinking, and have an investigative spirit (Valencia, 2008), all
qualities of a 21
st
century highly skilled worker and professional. Leaders from all sectors
agreed that MNC and FDI played a role in the country’s investment in the development of a
quality educational system to meet the demands for highly educated students (Rodriguez-Clare,
2001). Companies like Intel provide financial funding and the training of teachers in integrating
technology, STEM education, and PBL in the classrooms (Intel, 2013).
In the 1990s, the government ratified Law 7169, which formally promoted the
participation of elementary, secondary, and university students in the NSF (Valencia, 2008) as a
means to promote STEM education and 21
st
century skills. The country’s emphasis in on the
science and technology fields is a direct impact of the technology-based economy and the
growing number of science- and technology-based MNCs operating in the country (Monge-
Gonzalez & Gonzalez-Alvarado, 2007.
Implications for Practice
After reviewing the findings pertaining to each of the three research questions, there are
several implications that will be valuable for policy makers as well as schools looking to
improve students’ preparation for the NSF. The first implication is the success of PBL as a
means of preparing students for the science fair. All of the students interviewed went to high
schools that implemented this as a strategy. This experience gave students an understanding of
the thought process and allowed them to transfer it to projects that won at the national level.
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What was clear was the need for the national science curriculum to be aligned with the science
fair process in order to provide equity to more schools and students.
At the schools visited, the science fair was an integrated experience and clearly made a
difference in students’ appreciation for science and technology. All schools need to ensure that
staff is adequately trained and properly supported to be able to increase student engagement and
participation in the science and technology fair process at the local, regional, national, and
international level.
Additionally, the government would benefit from connecting participation in the science
fair to the national curriculum. Although there is a mandate requiring science fair
implementation, there is no guidance or national science curriculum that requires teachers to
integrate the projects into their classrooms. Participation in the science and technology fairs
teaches students skills that are critical to be competitive for jobs in the 21
st
century. Today, skills
such as critical thinking, real life problem-solving skills, collaboration, communication, and
speaking are essential to not only sustain the country’s economy but to also expand it globally.
Future Research Projects
This study focused specifically on students from Costa Rica who participated in the Intel
International Science and Engineering Fair, and the research team collected data from the Costa
Rican delegation at the 2014 Intel International Science and Engineering Fair held in Los
Angeles. In addition to Costa Rica, over 70 countries attended the fair. Building on this study,
future research projects might look at the motivational factors that drive science and technology
fair participants to continue in STEM-related fields at the university and professional level.
Costa Rica has a unique history and rapid economic growth due in part to the addition of
MNCs. While this study looked at the connection between MNCs and schools’ strategies to
GLOBALIZATION AND 21
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prepare students for the jobs created, a similar phenomenon has occurred in other countries such
as China and India. Intel recently announced that the manufacturing operations in Costa Rica
were being moved to Vietnam due to lower costs. Additional research could explore other
countries’ policies and education programs and the changes that have taken place to promote a
knowledge-based economy.
Conclusion
Costa Rica is improving its position in the global economy through a commitment to
education. This research study attempted to understand how students, school officials,
government leaders and business officials play a part in improving the educational outcomes for
high school graduates. The use of PBL and the implementation of a nationally mandated science
fair were explored. Findings suggest that the country made a dedicated effort to better its
citizens to participate in the global knowledge-based economy.
Students who participated in this study unanimously saw the science fair as an important
factor in their choice of college career. Additionally, they found the practices associated with the
science fair, such as collaboration, problem solving and critical thinking, to be beneficial in their
lives. Exploring the science fair mandate and teaching practices at schools in Costa Rica further
explained how globalization and the changes made to the school system better prepared the
citizens of Costa Rica to participate in jobs of the 21
st
century.

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Appendix A
Recruitment/Consent Letter

Dear XXX,

On June 16, 2014, a group of 14 doctoral students from the University of Southern California Rossier
School of Education will be traveling to Costa Rica as part of a research team lead by Dr. Michael
Escalante and Dr. Oryla Wiedoeft. The purpose of our research is to understand the effects of
globalization and multinational corporations on the schools of Costa Rica. Specifically, we are interested
in science, technology, engineering and math (STEM) education and the country’s national science and
technology fair as a means of producing knowledge ready workers for 21
st
century jobs.

As part of our study, the following questions will guide our research:

4. To what extent do teachers implementing STEM curriculum trace their practices back to the
influence of policy, globalization, and multinational corporations? To what extent is the economic
growth of Costa Rica and STEM education related?

5. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?

6. How has the national science and technology fair policy changed the value for STEM education for
students, teachers, and educational leaders?

We would appreciate an opportunity to speak with you, other members of the Ministry of Education, and
educational leaders at district and school site levels. It is our goal to conduct surveys, interviews, and
observations to gather the data necessary to answer our research questions. Your input will be invaluable
to our study.

Thank you for considering our request. We are available to meet with you anytime between June 16
th
and
June 23
rd
. Please feel free to contact any member of our study team if you have any questions.

Sincerely,

USC Doctoral Students

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123

(Spanish Translation)

Estimado(a) XXX,

Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en Educación de la
escuela Rossier, de la Universidad del Sur de California, conocida como USC. Nosotros integramos un
grupo de estudio, bajo la dirección de los Dr. Michael Escalante y Dra. Oryla Wiedoeft, que viajará a
Costa Rica el día 13 de junio, con el propósito de investigar los efectos de la globalización e inversiones
de corporaciones multinacionales en el sistema educativo de Costa Rica. La razón de la investigación,
presta atención a las siguientes materias académicas: ciencia, tecnología, ingeniería, y matemáticas
(materias conocidas como STEM en inglés) de igual interés, nuestro estudio es el programa de Ferias
Nacionales de Ciencia y Tecnología, el cual es utilizado como un vehículo para promover una fuerza
laboral capacitada con el conocimiento y destrezas necesarias para los empleos del siglo 21.

Las siguientes preguntas nos guiarán en la investigación:

1. ¿En qué medida docentes que implementan el currículo STEM pueden trazar sus prácticas de
enseñanza en la influencia de corporaciones multinacionales, globalización, y política
nacional? ¿Hasta qué punto está relacionado el desarrollo económico de Costa Rica con la
educación basada en STEM?
2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la participación de escuelas
en las ferias nacionales de ciencia y tecnología, para promover las destrezas para el siglo 21,
a través del aprendizaje basado en proyectos y el uso de la tecnología por los docentes, sin
importar el área de estudio? ¿Cuál ha sido el impacto en el currículo y la enseñanza?
3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes, docentes, y lideres
educativos basado en la política nacional de las ferias nacionales de ciencia y tecnología?

Como parte de la investigación, nos gustaría tener la oportunidad de entrevistar a miembros del ministerio
de educación, y/o líderes en el área de la educación a nivel regional, local, y/o a nivel de planteles
educativos. El propósito de nuestra visita será recopilar valiosa información a través de encuestas,
observaciones y entrevistas; dicha información será de insumo en la investigación.

De ante mano, le extendemos nuestro mas sincero agradecimiento por considerar nuestra propuesta.
Estaremos a su disposición para una reunión entre las fechas de junio 16 a junio 23. Para cualquier
pregunta o inquietud, usted puede contactar a cualquier miembro de nuestro grupo investigativo.

Atentamente,

Los estudiantes de doctorado
Universidad de el Sur de California (USC)
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Appendix B
Policy/Government Agency Interview Protocol

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: ________________________
Length in your position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we are hoping to learn more about [insert affiliation] and your experiences with
regards to the changes in the education system in Costa Rica. This study’s ultimate goal is to better
understand how schools are helping students develop 21
st
century skills, particularly in the fields of
science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous? We would like
to record this interview in order to ensure the accuracy of our conversation. Do we have your consent?

This interview will be approximately 60 minutes. Do you have any questions before we begin?

I. National Science and Technology Fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate in
science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and interests
that have occurred nationwide as a result of the science and technology fair policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math related fields? How
about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in Costa
Rica? If so, how?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
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125

2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project-Based Learning
(PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-secondary
instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair? If so,
how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st
century
skills particularly those from science, technology, engineering, and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering, and
math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?
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Appendix C
Business Leaders Interview Protocol

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: __________________________
Length in current position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we are hoping to learn more about [insert affiliation] and your experiences with
regards to the changes in the education system in Costa Rica. This study’s ultimate goal is to better
understand how schools are helping students develop 21
st
century skills, particularly in the fields of
science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous? We would like
to record this interview in order to ensure the accuracy of our conversation. Do we have your consent?

This interview will be approximately 60 minutes. Do you have any questions before we begin?

I. National Science and Technology Fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate
in science and technology fairs?
3. Could you describe science, technology, engineering, and math education related changes
and interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math education related
fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
II. Curriculum and Instruction
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127

1. What has been your experience with the science and technology fair?
2. How does the involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and technology
fair?
5. To what extent has the science and technology fair affected the use of Project-Based
Learning (PBL)?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair? If
so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st

century skills particularly those from science, technology, engineering, and math
education fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering,
and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?
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128

Appendix D
School Leader Interview Protocol

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Job Title: _____________________ Contact Information: __________________________
Length in current position: ___________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we are hoping to learn more about [insert affiliation] and your experiences with
regards to the changes in the education system in Costa Rica. This study’s ultimate goal is to better
understand how schools are helping students develop 21
st
century skills, particularly in the fields of
science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous? We would like
to record this interview in order to ensure the accuracy of our conversation. Do we have your consent?

This interview will be approximately 60 minutes. Do you have any questions before we begin?
I. National Science and technology fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate
in science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and
interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math related fields?
How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?

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129

II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project-Based
Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology fairs? If so,
how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st

century skills particularly those from science, technology, engineering, and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering,
and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?
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130

Appendix E
Student Interview Protocol

Interviewer: __________________________Date: __________________________
Interviewee: __________________________Location: __________________________
Grade/Level: _____________________Contact Information: ________________________
Number of Science and Technology Fairs Participated:________________________
Start Time: __________________________ End Time: __________________________

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we are hoping to learn more about [insert affiliation] and your experiences with
regards to the changes in the education system in Costa Rica. This study’s ultimate goal is to better
understand how schools are helping students develop 21
st
century skills, particularly in the fields of
science, technology, engineering, and math (STEM).

Your comments will be anonymous, if requested. Would you like to remain anonymous? We would like
to record this interview in order to ensure the accuracy of our conversation. Do we have your consent?

This interview will be approximately 60 minutes. Do you have any questions before we begin?

I. National Science and technology fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering and math
education?
2. What effect have the science and technology fairs had on your life; and academic career?
3. As a result of the mandate for all schools to participate in the science and technology
fairs, do you notice any changes in the science and technology programs at schools that
you have attended?
4. Have your interests in science, technology, engineering and math related fields changed
as a result of your participation in the science and technology fairs?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the education that you have received prepared you for the science and
technology fairs?
3. What did your teachers do in class that prepared you for the science and technology fairs?
GLOBALIZATION AND 21
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131

4. What did you do in class that prepared you for the science and technology fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has encouraged
you to study a science, technology, engineering and math related major in college?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your school to
improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is important to the
economic future of Costa Rica? If so, how?
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Appendix F
Survey Protocol for Teachers and Administrators

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Appendix G
Survey Protocol for Students

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Appendix H
Classroom Observation Protocol

Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Class Title and Grade Level _________________________________________________
Class Topic ______________________________________________________________
Classroom Set-Up

Overview of Lesson (Objective for the Day):

Materials in Use:

Additional Classroom Information:

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21
st
Century Skills
(Wagner, 2008)
STEM / PBL
(Slough & Milam,
2013)
Actions Observed Conversations Observer Comments
Critical Thinking
and Problem
Solving
Making Content
Accessible

Collaborating
Across Networks
Making Thinking
Visible

Agility and
Adaptability
Helping Students
Learn from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?

GLOBALIZATION AND 21
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RQ1: Does the curriculum, subject areas, labs, and assessments align across classrooms/schools?

RQ2: What is the teacher’s role in the learning process?

RQ2: How does student lead conversation influence participation in the class?

RQ2: How is technology used in the classroom?

RQ3: Does the teacher and/or student appear to be engaged in the STEM curriculum?

Are there additional questions for the teacher?

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Appendix I
Science and Technology Fair Observation Protocol

Date _____________________________ Time _______________________________
No. of Students ____________________ Males __________ Females __________
Grade Level of Student(s) __________________________________________________
Project Topic/ Theme _____________________________________________________
Facilities Set-Up

Overview of Events/Themes:

Materials in Use:

Additional Classroom Information:

GLOBALIZATION AND 21
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CENTURY SKILLS IN COSTA RICA
139

21
st
Century Skills
(Wagner, 2008)
STEM / PBL
(Slough & Milam,
2013)
Actions Observed Conversations Observer Comments
Critical Thinking
and Problem
Solving
Making Content
Accessible

Collaborating
Across Networks
Making Thinking
Visible

Agility and
Adaptability
Helping Students
Learn from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

RQ1: Are there any commonalities between the Costa Rican students’ science fair projects (e.g. process,
procedures, subject areas of study)?

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140

RQ2: Do students exhibit confidence in describing their project?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do the students relate their project to authentic application?

RQ3: Do the students appear to be engaged in the science fair process?

Are there additional questions for the students or teacher?

Abstract (if available)

Abstract This study examined the impact of the National Science and Fairs and STEM/Project‐Based Learning in the country of Costa Rica to enhance human capital to meet the demands of a growing science‐ and technology‐based labor market brought by multinational corporations (MNCs) and foreign direct investment (FDI). These new industries require the country to prepare students with 21st century skills to compete in a globalized stage. The study utilized a qualitative approach to understand how current and former student participants of the national and international science fair, along with school educators and business leaders, view and perceive science fair participation and how the process of preparing and participating in the fairs prepares students with the necessary 21st century skills and knowledge. ❧ The study established three major findings. The first finding is the impact of MNC and FDI had on the development of 21st century skills in the educational system. The second finding highlights the implementation of STEM/PBL education model in secondary school to enhance students’ 21st century skills and orient students to STEM‐related careers. The third finding is the influence of government educational policies for promoting participation of students and educators in the National Science Fair. The study’s goal was to understand how Costa Rica, in a period of 30 years, transformed its educational system to meet the demands of a science‐ and technology‐based economy to compete on a globalized stage.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Hernandez, Eric A. (author)

Core Title Globalization, economic development, and educational policies have given rise to the development of 21st century skills and STEM education in the Costa Rican school system

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 06/25/2015

Defense Date 06/25/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,Costa Rica,educational policies,Globalization,OAI-PMH Harvest,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael F. (committee chair)

Creator Email eahernandez@hotmail.com,ericaher@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-582941

Unique identifier UC11302118

Identifier etd-HernandezE-3515.pdf (filename),usctheses-c3-582941 (legacy record id)

Legacy Identifier etd-HernandezE-3515.pdf

Dmrecord 582941

Document Type Dissertation

Format application/pdf (imt)

Rights Hernandez, Eric A.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA