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The impact of globalization on the development of educational policy, 21st century learning, and education in science, technology, engineering, and mathematics in Costa Rican schools

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The impact of globalization on the development of educational policy, 21st century learning, and education in science, technology, engineering, and mathematics in Costa Rican schools

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Content Running head: IMPACT OF GLOBALIZATION IN COSTA RICA 1
THE IMPACT OF GLOBALIZATION ON THE DEVELOPMENT
OF EDUCATIONAL POLICY, 21ST CENTURY LEARNING, AND EDUCATION
IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
IN COSTA RICAN SCHOOLS
by
Ema Flores
____________________________________________________________________
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 Ema Flores
IMPACT OF GLOBALIZATION IN COSTA RICA 2
DEDICATION
As I reflect on my professional and personal experiences, I cannot help but remember the
many challenges and adversities that I have faced over the course of my life, and the impact they
have had on my choices. Today, I am in a profession that allows me to have a great impact on
thousands of children, many of whom are faced with incredible life challenges beyond the class-
room. I have worked diligently to get through school, attending some of the best universities in
our county. I have been a teacher, a principal, a director, and now an Assistant Superintendent.
So, what has made all the difference for me in succeeding despite the difficulties in my life? I
believe that much is due to my role model: my mother. As a child, I witnessed the strength and
courage that my mother displayed as she fought for our family. As a woman with a second-grade
education living in a third-world county, my mother found ways to move our family out of pov-
erty. She was an entrepreneur, indeed, as she started her own business and ultimately emigrated
our family to the United States in search of a better life and opportunities for her children. I
recall the strategic manner with which my mother operated her business and the methods she
used to increase revenue. I witnessed her face many challenges with grace and determination.
From my mother I learned the importance of setting goals and perseverance, the value of a day’s
work, and most important, the importance of treating others with respect. My mother is my best
role model and most influential teacher. This dissertation is lovingly dedicated to my mother,
Nicolasa Donis Montufar. Her support and love have sustained me throughout my life.
IMPACT OF GLOBALIZATION IN COSTA RICA 3
ACKNOWLEDGMENTS
I would never have been able to finish this dissertation without the guidance of my dis-
sertation chair and committee, help from friends and colleagues, and support from my husband
and three daughters. I am forever grateful to everyone who supported me through my doctoral
program. I am thankful for their guidance, constructive criticism, understanding, and advice
during the past 3 years.
I would like to express my sincerest gratitude to my professors at USC, in particular to
Dr. Sylvia Rousseau and Dr. Rudy Castruita, who have inspired me to be a transformative leader.
I thank Dr. Michael Escalante, my professor and dissertation chair, and Dr. Oryla Weidoeft, my
dissertation group assistant, for their support throughout the process of completing this research
and writing the dissertation. Their advice on research and on my career has been priceless. I also
thank Dr. Pedro Garcia, Dr. John Garcia, and, again, Dr. Michael Escalante for serving as
dissertation committee members and for making the completion of the dissertation possible. A
special thank you to my dissertation group members, who motivated me and shared their
knowledge and resources throughout the process of the research and writing. Many thanks to Dr.
Mitch Hovey for encouraging me to pursue the doctorate, to Dr. Robert Pletka, and to Janet
Morey, for their ongoing support, understanding, and words of encouragement.
A most special feeling of gratitude goes to my beloved husband, Ray, who took on the
responsibilities of keeping our home together, driving our children to and from practices and
games, and attending to all of the responsibilities of our family while I focused on my studies,
writing, and research. A loving thank you to my children, Amanda, Erin, and Gabrielle, for
putting up with my absence during the past 3 years and for being my best cheerleaders during
difficult times.
IMPACT OF GLOBALIZATION IN COSTA RICA 4
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Figures 6
Abstract 7
Chapter 1: Introduction 8
Statement of the Problem 9
Purpose of the Study 9
Research Questions 9
Significance of the Study 11
Limitations of the Study 12
Delimitations of the Study 12
Assumptions of the Study 13
Definition of Terms 13
Organization of the Dissertation 15
Chapter 2: Literature Review 17
Globalization 17
History of Globalization 18
Theoretical Perspective on Globalization 19
Globalization and Education 23
Theoretical Framework on 21st-Century Skills 26
Wagner’s Framework for 21st-Century Skills 27
Theoretical Framework for Design of STEM PBL 30
PBL 32
STEM 35
Costa Rica 37
History and Political Background of Costa Rica 37
Costa Rica’s Economy 42
FDI and MNCs in Costa Rica 45
CINDE 46
Educational System in Costa Rica 49
Intel and Education 51
Science Fair 54
National Science Fairs in Costa Rica 54
Organization of the Science Fair 56
Intel ISEF 57
Table 1: Intel International Science and Engineering Fair Awards 58
Conclusion: 21st-Century Education in Costa Rica 58
Chapter 3: Methodology 61
Research Design 62
Research Team 63
Population and Sample 63
Government Officials and Business Executives 64
Educators and Students 64
Instrumentation 65
Interview Protocol 66
Observation Protocol 68
Survey Protocol 70
IMPACT OF GLOBALIZATION IN COSTA RICA 5
Pilot Testing 71
Data Collection 71
Data Analysis 73
Ethical Considerations 73
Chapter 4: Research Findings 75
Purpose of the Study 75
Participants 76
Results: Research Question 1 81
Students Are Prepared Through STEM Education 82
Economy Was Improved Through STEM Education 87
Summary 90
Results: Research Question 2 90
Fair Mandate Affected Teacher Practice in PBL 91
STEM/PBL Teaching Strategies Support 21-Century Skills 96
Results: Research Question 3 99
Fair Participation and STEM Fields 100
Fair Participation and Career Skills 104
Chapter Summary 106
Chapter 5: Summary, Recommendations, and Conclusions 108
Discussion of the Findings 110
Research Question 1 111
Research Question 2 114
Research Question 3 116
Implications for Practice 119
Recommendations for Future Research 122
Conclusion 123
References 125
Appendices
Appendix A: Recruitment Letter: English and Spanish Versions 131
Appendix B: Policy/Government Agency Interview Protocol: English and
Spanish Versions 133
Appendix C: Business Leaders Interview Protocol: English and Spanish Versions 137
Appendix D: School Leader Interview Protocol: English and Spanish Versions 141
Appendix E: Student Interview Protocol: English and Spanish Versions 145
Appendix F: Classroom Observation Protocol 149
Appendix G: Science and Technology Fair Observation Protocol 152
Appendix H: Survey Protocol for Teachers and Administrators: English and
Spanish Versions 155
Appendix I: Survey Protocol for Students: English and Spanish Versions 159
IMPACT OF GLOBALIZATION IN COSTA RICA 6
LIST OF FIGURES
Figure 1: Framework for 21st-century learning 28
Figure 2: Model of project-based learning 33
Figure 3: Projected increase in jobs in science, technology, engineering, and
mathematics (STEM) 36
IMPACT OF GLOBALIZATION IN COSTA RICA 7
ABSTRACT
The purpose of this study was to understand the influence of globalization, foreign direct
investment, and multinational corporate responsibility on the curriculum and teaching practices
in Costa Rican K–12 schools. The study was also designed to understand the relationships
among the Ministry of Education, Coalicion Costarricense de Iniciativas de Desarrollo (CINDE),
and Intel with respect to the development of 21st-century skills and interest in project-based
learning (PBL) in science, technology, engineering, and mathematics (STEM) in K–12 schools.
The study examined the relationship between STEM education and Costa Rica’s economic
growth. The study examined how the mandated national science and technology fair influences
the use of PBL to build human capital and prepare students for 21st-century jobs, particularly in
STEM. The theoretical frameworks for this qualitative study were based on work by Friedman,
Spring, Wagner, and Slough and Milam. The analysis of data gathered through interviews,
observations, and surveys revealed that globalization has a great impact on economy, education,
and opportunities for peoples in Costa Rica. The study also revealed that, since entering into
partnerships with MNCs, Costa Rica has produced knowledge-ready workers with 21st-century
skills to compete in the global job market. The study identified the role that STEM education and
PBL have played in development of students’ 21st-century skills. This study is significant as it
presents a case for partnership by educators, policy makers, and industry leaders to develop edu-
cational practices that promote 21st-century skills through the teaching of STEM through PBL in
K–12 schools. The study showed the importance of developing a knowledge-based sector as a
way to increase production and economic well-being for the individual and for a nation.
IMPACT OF GLOBALIZATION IN COSTA RICA 8
CHAPTER 1: INTRODUCTION
Over the past 30 years, technology affected global society such that people are no longer
limited to national borders. The creation of the first personal computer, the World Wide Web and
Netscape search engine, growth of the software industry, and creation of mobile devices allowed
citizens of the world to communicate, innovate, create, and collaborate through a shared medium
(Friedman, 1997). The universe in which students must compete and succeed was transformed
by groundbreaking and rapidly evolving technologies, as well as by the stunning economic
growth of countries such as China, India, Thailand, and the Philippines, who actively compete in
the free open market. Unlike any other time in history, people from any place and any social
class can compete with others around the world (Friedman, 1997).
Costa Rica offers an example of a developing country that took full advantage of the
competitive global environment. Over the past 3 decades, the country underwent many changes
due to economic, political, and educational factors. In order to compete in an evolving global
market, Coalicion Costarricense de Iniciativas de Desarrollo (CINDE), a private, nonpolitical,
nonprofit organization, was formed in 1984 (Cordero & Paus, 2008; Rodríguez-Clare, 2001)
with the purpose of promoting and attracting high-technology foreign direct investment (FDI)
and improving conditions of its citizens. The government worked in conjunction with CINDE to
change the economic strategy and develop the country’s resources. Multinational corporations
(MNCs) brought new job opportunities that require educational institutions to produce more
knowledge-ready employees, and, to do this, schools adopted educational practices that develop
21st-century skills, particularly in science, technology, engineering, and mathematics (STEM).
IMPACT OF GLOBALIZATION IN COSTA RICA 9
Statement of the Problem
Since the early 1980s, Costa Rica has experienced many changes due to economic, politi-
cal, and educational factors. In order to compete in an evolving global market, a new economic
strategic plan was implemented to attract high-technology 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 to develop 21st-century skills in STE) in
order to prepare the next generation of workers.
Purpose of the Study
The aim of this study was to examine the influence of globalization, FDI, and MNC
responsibility on the curriculum and practices in Costa Rican K-12 schools. The study was also
designed to understand the relationships among Ministry of Education, CINDE, and Intel with
respect to the development of 21st-century skills and interest in STEM PBL in the nation’s K–12
schools. The study also designed to understand the relationship between STEM education and
the country’s economic growth. The study also examined how the mandated national science and
technology fair influences the use of PBL to build human capital and prepare students for 21st-
century jobs, particularly in the fields of STEM.
Research Questions
The following questions were investigated in this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent are the economic growth of
Costa Rica and STEM education related?
IMPACT OF GLOBALIZATION IN COSTA RICA 10
2. How has mandating participation in the national science and technology fair influenced
implementation of 21st-century skills through the use of PBL and use of technology by teachers
across all curricular areas? How has it affected 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?
Three frameworks were chosen to assist in addressing the research questions. First were
Friedman’s (2007) and Spring’s (2008) frameworks of globalization. Through these frameworks
of globalization, Friedman (2007) explained how, unlike at any other time in history, individuals
from anywhere and of any social class can compete with others from around the world. Further-
more, Friedman showed how globalization integrated capital, technology, and information across
national borders, resulting in a single global market that offers opportunities for people through-
out the world. Spring (2008) added that globalization affects economics, production, consump-
tion, and investment, resulting in an impact on the world’s population. According to Spring,
globalization has a direct impact on cultural, geopolitical, and social changes, of which schooling
is a part. As such, there is great value in creating human capital to increase earning power for
individuals and their countries.
Second, Wagner (2008) and the Partnership for 21st-century Learning (P21; 2015)
offered a framework for 21st-century learning and addressed specific and essential skills, content
knowledge, and literacy skills that students must have to succeed in the modern world.
Third, Slough and Milam’s (2013) Framework for Design of STEM Project-Based
Learning offers specific design principles for project-based learning (PBL) in STEM fields.
Slough and Milam’s framework outlines the foundations in the learning of science, all of which
are interrelated and affect learning. Understanding these three frameworks helps researchers to
IMPACT OF GLOBALIZATION IN COSTA RICA 11
understand the changes that occurred in Costa Rica’s educational system during the past 3
decades, including the focus on STEM and PBL curriculum practices and decisions related to
policies on national science and technology fairs as a vehicle to create a knowledge-based
society.
Significance of the Study
Although nations around the globe have shared knowledge, interacted with each other,
and collaborated over time, globalization, as it is currently recognized, is a new phenomenon
with significant impact on economies, education, and opportunities for all peoples. The results of
this research showed that globalization directly affects cultural, geopolitical, and social changes,
of which schooling is a part (Spring, 2008). This research also showed that there is great value in
creating human capital to increase the earning power of individuals and their countries. Globali-
zation and the need to be competitive affect the educational practices and policies of nations.
This study provided information on the importance of successful partnerships by education,
policy makers, and industry leaders in developing educational practices that promote an
emphasis on 21st-century skills and teaching of STEM PBL in K–12 schools. Further, this study
showed the importance of developing a knowledge-based sector as a way to increase production
and economic well-being both for the individual and for a nation. This study is beneficial to edu-
cators in terms of the value of science fairs as a way to promote instructional practices that focus
on 21st-century skills such as creativity, collaboration, creative thinking, and communication in a
STEM PBL environment. This knowledge will enable educators, policy makers, industry leaders,
and business leaders to work collaboratively to ensure equity for all students, regardless of eth-
nicity, primary language, socioeconomic status (SES), or education level of their parents.
IMPACT OF GLOBALIZATION IN COSTA RICA 12
Many problems in human society are related to lack of access for people of low economic
status. This study provides evidence that, given the right conditions and exposure in learning, all
children can succeed and overcome poverty. Schools have a great impact on development of
students and the skills that they learn. Students can become knowledge-based workers if they
have the opportunity to learn in an actively engaging 21st-century learning environment that
educates them regarding STEM and PBL.
Limitations of the Study
Limitations are matters and circumstances beyond the control of the researcher (Simon &
Goes, 2011). One limitation was that Costa Rica is located thousands of miles from southern
California. Another limitation was time, as the research team had only 13 days to collect all data.
In order to address the limitation of validity and reliability in this study, the data were triangu-
lated in an attempt to minimize bias and increase validity (Merriam, 2009). Another limitation of
this case study is that the findings were limited to a group of people and are not generalizable.
Another limitation of the study was a language barrier, which required translation of documents
and interviews. In order to address this limitation, the research team worked in pairs to ensure
that an interpreter was present to support communication and data collection.
Delimitations of the Study
Delimitations in research are characteristics that limit the scope and define the boundaries
of the study. However, these delimitations are in the control of the researcher and result from the
specific choices made by the researcher. The researchers had to make choices about the places
and people to study. The research team chose to connect with people who are instrumental in
gaining access to schools, educators, political and business leaders prior to conducting the
research. In order to conduct interviews and observations, a Spanish-speaking and a non-
IMPACT OF GLOBALIZATION IN COSTA RICA 13
Spanish-speaking researcher were matched. All surveys were translated prior to the research trip.
Through delimitation, the research team addressed the purposes of the study.
Assumptions of the Study
Five assumptions were made in the conduct of this study. The first assumption was that
globalization and MNCs influence the educational system in Costa Rica. The literature review
prompted this assumption. The second assumption was that the science and technology fair
policy is implemented at schools, as reported by the Ministry of Education and Intel. The third
assumption was that students are being prepared with 21st-century skills through the use of
STEM PBL, influenced by the science and technology fair policy, as reported by both the
Ministry of Education and CINDE. The fourth assumption was that the interview, survey, and
observation protocols would provide the research team with accurate, reliable, and valid infor-
mation about the practices and beliefs of schools and leaders. The research team followed
research-based approaches to collect triangulated data. The final assumption was that a
qualitative approach was appropriate for this study.
Definition of Terms
The following terms are defined as they are used in this dissertation.
Globalization: The process of increasing the connectivity and interdependence of the
world’s businesses and trade; the political, economic, and societal forces that push the world and
its education system toward more international involvement (Altbach, 2004).
Costa Rican Trade and Development Board (CINDE): The private, nonpolitical, non-
profit organization created to promote FDI to improve conditions for people living in the coun-
try, increase the appeal of the investment environment, and encourage a global view for Costa
Ricans (Rodríguez-Clare, 2001).
IMPACT OF GLOBALIZATION IN COSTA RICA 14
Foreign direct investment (FDI): A cross-border investment by a company into another
economy with the purpose of obtaining a lasting interest; an important element in international
economic integration.
Corporate responsibility: Ethical corporate behavior that allows businesses to reduce
risks and costs, protect brands, and develop new market opportunities (Intel Corporation, 2013).
21st-century skills: Skills that students need to compete in a global, knowledge-based
economy: critical thinking and problem solving, collaboration and leadership, agility and adapt-
ability, initiative and entrepreneurialism, oral and written communication skills, the ability to
access and analyze information, and curiosity and imagination (Wagner, 2008).
STEM : The acronym for science, technology, engineering, and mathematics. STEM is an
integrated approach that relies on replacing traditional lecture-based teaching strategies with
more project-based and inquiry-driven approaches (Breiner, Harkness, Johnson, & Koehler,
2012).
Project-based learning (PBL): One method for integrating STEM education and sup-
porting student development of 21st-century skills. PBL is a teaching method in which students
engage in a rigorous, extended process of inquiry focused on complex, authentic questions and
problems. PBL questions should be highly engaging and motivating, and students must work
collaboratively to solve problems (Bender, 2012).
Science and technology fairs: A form of PBL used to promote interest in STEM. In Costa
Rica, participation in these fairs was mandated in 2006 through a national decree (#31900 MEP-
MICIT). The science and technology fair processes are ruled by the guidelines of The National
Science and Technology Fairs Program (PRONAFECYT), and national science fair winners
participate in the Intel International Science and Engineering Fair (ISEF).
IMPACT OF GLOBALIZATION IN COSTA RICA 15
Organization of the Dissertation
This dissertation is divided into five chapters. Chapter 1 introduces the problem state-
ment, contextualizes the study, describes the problem addressed and the design components: the
purpose of the study, the research questions, the significance of the study, the definitions of key
terms, and limitation and delimitations of the study. Chapter 2 presents a review of literature and
the research associated with the problem addressed in the study, specifically globalization and
the presence of MNCs in Costa Rica: (a) the concept of globalization based on the framework
provided by Friedman (2007); (b) the background and history of the country, including its evo-
lution toward participation in globalized society; and (c) the economic history of the nation,
which includes (i) a description of the changes in policies and practices that moved it from an
agricultural economy to a knowledge-based economy, (ii) the work of CINDE in attracting FDI,
and (3) Intel and its economic impact. Chapter 3 describes the methodology and procedures used
for data collection and analysis. The qualitative design of the research is discussed, along with
the specific methods used in a case study. The research team, the population and sample of the
study, and the instrumentation are presented. Chapter 3 also describes ethical considerations
applied in the study. Chapter 4 contains an analysis of the data and presentation of the results.
This chapter identifies themes with regard to each research question and the conceptual frame-
works. Chapter 5 provides a summary and discussion of the findings, implications for practice,
and recommendations for future research. This chapter describes the country’s educational prac-
tices and how they were affected by globalization and the country’s shift in economic strategy.
Practices such as 21st-century skills for teaching and learning, STEM education, and PBL are
discussed. Wagner’s (2008) framework of 21st-century skills and Slough and Milam’s (2013)
framework of STEM PBL are applied to analyze these classroom practices. The chapter
IMPACT OF GLOBALIZATION IN COSTA RICA 16
concludes with a description of science and technology fair practices and the country’s policy
mandating student participation in the fairs.
IMPACT OF GLOBALIZATION IN COSTA RICA 17
CHAPTER 2: LITERATURE REVIEW
This literature review examines the influence of globalization, FDI, and multinational
corporate responsibility on the curriculum and practices in schools in the country of Costa Rica.
The review examines the extent to which FDI and MNCs have affected new job opportunities
and changed the landscape of educational practices to produce more knowledge-ready employ-
ees. Costa Rica faces the challenge of helping students to develop 21st-century skills in STEM in
order to prepare the next generation of workers. An understanding of the social and economic
changes in countries such as this one is incomplete without an overview of the history and most
current forces of globalization, survival skills for the 21st-century, global economics, and the
human need for jobs. Costa Rica offers an example of how global macro decisions made by
multinational organizations such as the World Bank, World Trade Organization (WTO), the
Organization for Economic Cooperation and Development (OECD), and the International Mon-
etary Fund (IMF), FDI, trickle down to micro decisions at the local level (Spring, 2008), such as
in the case of education. This literature review explores the nation’s historical background as it
relates to the current economic and social conditions, the current educational conditions and
practices, and the impact of foreign investment. This review provides a look at the nation’s edu-
cational focus and instructional methodologies. It also examines how the science fair influences
national interest in STEM.
Globalization
The fast-changing technologies of the past 3 decades have affected globalization as at no
other time (Friedman, 2007). To understand the social and economic changes in countries such
as Costa Rica, it is necessary to define globalization and trace its roots alongside the forces
affecting the 21st-century global economics and survival skills needed to thrive in the global job
IMPACT OF GLOBALIZATION IN COSTA RICA 18
market. The following overview of globalization describes how the most current globalization
phenomena came to be, as well as the current perspective on globalization of education.
Thomas Friedman (2007) described globalization as “the integration of capital, technol-
ogy, and information across national borders, in a way that is creating a single global market and
to some degree, a global village” (inside front cover of Lexus and the Olive Tree). A glimpse into
history shows that humans have always sought to be connected. In his book Bound Together:
How Traders, Preacher, Adventurers, and Warriors Shaped Globalization, Nayah Chanda
(2007) wrote that globalization is a historical process through which communities throughout the
world and people living apart are connected.
History of Globalization
Chanda (2008) traced globalization from its early beginnings to the present intercon-
nected world and theorized that globalization is not a new phenomenon but has its roots in and is
driven by the human desire to explore, dominate, and prosper and continues to interconnect
people throughout the world. From their African beginnings, humans have found many ways to
remain interconnected and, in the process, reshape the world.
Chanda (2008) traced globalization to the Ice Age, when early humans left Africa in
search of food and a better life for their families and tribes. Humans have continued to move
through the world since then, exchanging customs, ideas, goods, knowledge, values, and reli-
gion. Chanda differentiated what he called agents of globalization into four categories: traders
seeking profits, preachers seized by religious fervor, adventurers in search of knowledge or
fortune, and warriors bent on aggrandizing power and building empires. He followed these
agents to the epicenters of their world, and, as such, the epicenters of globalization, including
Asia and the Middle East, with their grand empires.
IMPACT OF GLOBALIZATION IN COSTA RICA 19
Chanda (2008) explained that the Silk Road that connected China and the Middle East
was the superhighway of early globalization during the Middle Ages. Through globalization,
traders spread their ideas, customs, and products (both good and bad), including personal wealth,
as well as slavery and disease, to their countries. Along the way, globalization adapted to the
technological changes in the world. Chanda illustrated how economic and technological forces
are at play in globalization today.
Theoretical Perspective on Globalization
Friedman (2007) described 10 forces that “flattened the world,” including political
events, innovations, and companies that resulted in multiple forms of collaboration. These 10
“flatteners,” as Friedman called them, enabled people to connect with the rest of the world much
more easily than ever before, thus “leveling the playing field.” This “leveled playing field”
makes it possible for people to compete throughout the world.
Friedman (2007) traced globalization through what he called Globalization 1.0, 2.0, and
3.0. According to Freedman, the world went from large to small in Globalization 1.0, which
lasted from 1492, when Christopher Columbus came across the Americas, until 1800, when the
Industrial Revolution began. This was a time when royal powers and governments advanced
through colonization and conquest. Through imperialism and colonization, European countries
brought the world closer together and, in the process, shrank the world from large to medium
(Friedman, 2007). Multinational companies who went global for market and labor were the
driving force for Globalization 2.0. Then, with the invention of the steam engine, expansion of
railroads, and, later, due to falling telecommunication costs and invention of the World Wide
Web, the world went from medium to small. According to Friedman, in Globalization 3.0, the
most current era, the world is shrinking even more, from small to tiny, with “newfound power of
IMPACT OF GLOBALIZATION IN COSTA RICA 20
individuals to collaborate and communicate” (p. 10). Friedman called this phenomenon a flat-
world platform because it enables, empowers, and enjoins individuals to “go global” so easily
and seamlessly. These flatteners have led to a competitive global environment resulting from
new technologies and business practices.
Friedman (2007) identified 10 global flatteners. The world changed with the fall of the
Berlin Wall on November 9, 1989. According to Friedman, this first leveler is of great signifi-
cance, as it sent a ripple effect across the globe whereby individuals saw the benefits of demo-
cratic free market capitalism and began to think about the world as a single market, a single
ecosystem, and a single community. The end of the Cold War opened the global economy and
opportunity to the isolated people living on the other side of the wall.
The information revolution caused by the spread of fax machines, telephones, and the
personal computer began in the mid-1980s and caused information to seep into the minds of
millions of people living behind the Iron Curtain (Friedman, 2007). Friedman explained that the
rise of the personal computer, combined with the fall of the Berlin Wall, set the motion for
globalization and gave people the opportunity to “globalize themselves” by allowing them to
“author, shape, and disseminate information” (p. 57) in digital form and to reach others around
the world. Individuals connected with each other as never before through personal computers,
fax machines, and modems. Even the Berlin Wall could not ward off information and connectiv-
ity. This flattener expanded communication and a global market.
According to Friedman (2007), Globalization 3.0 is about individuals having the power to
“author, shape, and disseminate information at their fingertips” (p. 57), which was largely due to
the technological advances made possible by Apple
®
and Windows
®
-enabled IBM
®
personal
computers. These technological and political forces produced a global, technological arena for
IMPACT OF GLOBALIZATION IN COSTA RICA 21
collaboration across borders, languages, cultures, and geography. Other levelers came about
when the World Wide Web was created and the Netscape™ browser went public, allowing
people to collaborate, create, and share content around the world. Friedman added that, as people
collaborated and communicated, they found it necessary to do more than send email and share
music and pictures; they also wanted to “shape things, design things, create things, sell things,
buy things, keep track of inventories, . . . from anywhere to anywhere and from computer to
computer” (p. 79).
Friedman (2007) stated that the software industry created work-flow resources such as
HTML HTTP, TCP/IP XML, and SOAP, all of which standardized protocols so machines could
talk to each other via the Internet and enabled people to create, innovate, and collaborate. These
work-flow resources led to online businesses, which changed the way business is done globally.
Work-flow software enabled the service industry to take apart tasks, standardize them, and out-
source them to anyone in the world, moving beyond the boundaries of the office or country. The
ability to collaborate, innovate, and create through a shared medium brought the world closer
together. Individuals from all parts of the world have a leveled playing field to compete in this
new global platform, which helped to spawn six new forms of collaboration (Friedman, 2007).
According to Friedman (2007), the new flat-world platform reshaped the “flow of crea-
tivity, innovation, political mobilization, and information gathering and dissemination” (p. 95). A
community of software developers collaborated, innovated, and created on the Web. These con-
ditions allowed common people to be producers of content, not just consumers, and to create a
global platform for uploading and collaboration. This community of software developers is also
known as an open source community. This type of collaboration led to supply chaining, a
method of collaborating horizontally among suppliers, retailers, and customers as the world
IMPACT OF GLOBALIZATION IN COSTA RICA 22
became more connected. This flattener allows companies worldwide to collaborate on a global
scale, adopting a common standard in an efficient manner. Companies can coordinate and
streamline practices such as marketing, sales, shipping, and distribution in real time. These
supply chains ease the process of offshoring and companies can provide everything from goods
to services in real time.
Before 2000, there was a great deal of competition for Indians to come to America for
work, as the opportunities did not exist in India. The combination of the personal computer,
Internet, and fiber-optic cable provided India with the resources to address the computer issues
of Y2K. India had the people and the resources to analyze computer code for every computer in
the world by 2000. Work continues to be outsourced to India due to its vast, cheap labor force
and intellectual resources. According to Friedman (2007), outsourcing—the act of migrating
business functions to other nations, such as India—saved money and fueled a third-world econ-
omy.
Friedman (2007) described how the convergence of the 10 flatteners created a new global
platform that enabled real-time collaboration across the world. This technology-enabled playing
field allows one to “operate without regard to geography, distance, time, or . . . even language”
(p. 204). The convergence of the 10 flatteners affected business practice, which required a differ-
ent set of skills based on horizontal collaboration and management. The second convergence was
the appearance of a set of business practices and skills that make the most of the 10 flatteners,
thus enhancing the flatteners’ potential. The third convergence is the ability for three billion
habitants of the world to compete in the playing field. In the 1990s, the economies and political
systems of China, India, and countries in Eastern Europe, Latin America, and Asia changed
much, enabling them to compete in the free open market. Until recently in human evolution,
IMPACT OF GLOBALIZATION IN COSTA RICA 23
explorers looked for better natural resources, food and shelter. With the changing economic and
political world, human “explorers” migrated to countries and cities where innovation and entre-
preneurial spirit ignited job creation (Clifton, 2011). Countries such as Costa Rica discovered the
importance of job creation and embraced globalization, integrating technology, innovation and
capitalism, resulting in an increased GDP and standard of living for their citizens (Clifton, 2011).
Globalization and Education
The term globalization was coined by economist Theodore Levitt in 1985 when he
described changes in global economics affecting production, consumption, and investment
(Stromquist, 2002). Not long afterward, the term was applied to political and cultural changes
that affect people. Globalization, as a term, was soon applied to education, and it is not unusual
to hear government and business leaders talk about the important role of schools in preparing
students to compete in the global market.
Globalization and the need to be competitive affected the educational practices and poli-
cies of countries around the world. This section takes a close look at how Costa Rica addressed
the need for a more knowledge and technology ready society through educational practices and
policies. This is important because, as Clifton (2008) revealed in The Coming Jobs War, creating
jobs is important to the economy of a nation and has the greatest impact on its gross domestic
product (GDP). Governments throughout the world have adopted educational agendas that focus
on developing better workers as a way to promote economic growth.
In Globalization of Education, Spring (2008) presented the idea that global macro deci-
sions made at the superstructure level trickle down to micro decisions made at the local level.
Spring theorized that, while the concept of globalization is not simply or fully defined, there is a
connection between globalization and its influence on local education that describes
IMPACT OF GLOBALIZATION IN COSTA RICA 24
globalization of education as “worldwide discussion, processes, and institutions affecting local
educational practices and policies” (p. 1). Spring added that globalization has an impact on eco-
nomics and affects production, consumption, and investments, resulting in an impact on the
world’s population. Thus, there is great value in creating human capital to increase earning
power for individuals and their nation. To be competitive, people must be able to solve problems,
communicate, think critically, and collaborate (Friedman, 2007; Wagner, 2008).
As organizations such as the World Bank, WTO, OECD, and IMF provide international
guidance and financial assistance, they influence, on a global level, the educational policies and
decisions made by local school systems. Spring (2008) offered four major theoretical perspec-
tives concerning globalization and education: the world culture view, the world system approach,
a postcolonial analysis, and a cultural approach. In his first theoretical perspective, Spring pos-
ited that world culture contains Western ideals of mass schooling, which serves as the current
model for national school systems. He added that the world culture view is that all cultures are
slowly integrating into a single global culture and that schooling based on a Western model is
now a global cultural ideal that results in development of common educational structures
(Spring, 2008). The world culture model of education is based on the belief that education is an
economic and democratic right of all people (Spring, 2008).
Contrary to the world cultural perspective, the world systems approach is based on the
belief that dominant countries try to legitimize their power by using education to teach and
spread capitalist modes of thought and analysis (Spring, 2008). Similarly, the postcolonial
approach is based on the argument that European imperialism and Christian missionary allies
want to continue to dominate the world by spreading their Western values through schools
(Spring, 2008). Postcolonial theorists argue that, as World War II ended, MNCs brought about
IMPACT OF GLOBALIZATION IN COSTA RICA 25
new forms of colonialism by promoting market economies and human capital education designed
to promote the interests of rich nations. Education, then, is seen as an economic investment
designed to produce better workers to serve MNCs (Spring, 2008).
In summary, the four interpretative frameworks of globalization and education reflect dif-
fering ideologies regarding the future of globalization. The world culturalist and world systems
approaches advocate a particular political agenda. While world culturalists support and want to
improve the current dominant human capital model of schooling, world systems theorists see
this as a process to legitimize the actions of rich nations. In contrast, postcolonial analysis
posits that the dominant global school model is exploitive of the majority of humanity and
destructive to the planet. These theorists would like to replace the dominant model of human
capital education with other, more progressive, forms designed to empower the masses. The
world culture theory is constructed on the belief that current world culture is based on Western
ideals of schooling that serve as a model for school systems nationally. The world culturalist
theory of globalization is based on the premise that all cultures merge slowly into a single global
culture, which affects how nations plan agendas, systems, and policies. The world cultural theory
posits the Western model as a global cultural ideal, which places education as a right. The world
culturalist model also highlights the importance of education in maintaining economic and
democratic rights (Spring, 2008).
Regardless of one’s perspective on globalization and education, the major global educa-
tional discourses address the knowledge economy, lifelong learning, global migration or brain
circulation, and neoliberalism (Spring, 2008). International organizations provide international
guidance and financial assistance and, ultimately, influence educational policies and decisions
made at the local level. Costa Rica, a country affected by FDI in education, is an example of this
IMPACT OF GLOBALIZATION IN COSTA RICA 26
phenomenon. However, before exploring this phenomenon, it is important to provide a frame-
work for learning, as it is key to understanding the country’s educational approach.
Theoretical Framework on 21st-Century Skills
Educators, employers, and others are interested in preparing students for success in the
21st century. Changing technologies, international competition, and globalization of markets
mean that students must be prepared for the 21st-century job market. P21 offers a framework for
21st-century learning with a focus on 21st-century student-specific skills, content knowledge,
and literacy that help students to master the multidimensional abilities required of them in the
21st century and beyond (P21, 2015). The 21st-century skills framework is based on the essential
skills that students must learn to succeed in the modern world: critical thinking, problem solving,
communication, and collaboration (P21, 2015). P21 combines the 21st-century framework
support systems such as standards, assessments, curriculum and instruction, professional devel-
opment, and learning environments to ensure that students graduate prepared to succeed in the
global economy.
P21 (2015) listed the core subjects and 21st-century themes that are essential for student
success: English, reading or language arts, world languages, arts, mathematics, economics, sci-
ence, geography, history, government and civics. P21 emphasized the importance of learning and
innovation skills, including critical thinking and problem solving, communication, collaboration,
creativity, and innovation. P21 also recognized the importance of information, media, and tech-
nology skills and of critical thinking skills such as information literacy, media literacy, infor-
mation, communication, and technology literacy. According to P21, the current work environ-
ments require that students have more than thinking skills and content knowledge; they require
life and career skills such as flexibility and adaptability, initiative and self direction, social and
IMPACT OF GLOBALIZATION IN COSTA RICA 27
cross-cultural skills, productivity and accountability, leadership and responsibility. In addition to
specific skills, content knowledge, expertise, and literacies, P21 recommended creation of a
support system to help students to master multidimensional abilities. This support system
includes 21st-century standards, assessments of 21st-century skills, 21st-century curriculum and
instruction, 21st-century professional development, and 21st-century learning environments
(Figure 1).
Wagner’s Framework for 21st-Century Skills
In Creating Innovators (2012), Wagner and Compton explained why innovation is crucial
to growth and success, highlighting survival skills for the 21st-century and recommending a
recipe for raising, challenging, supporting, and developing innovators. Wagner and Compton
identified conditions at school, home, and communities that allow students to create, learn, and
innovate, adding that innovation is about the process by which new things take place. In The
Global Achievement Gap, Wagner (2008) pointed to gaps in the American educational system,
including a gap in the quality of education between middle-class and minority/poor students and
the gap between what schools teach and the skills that students need to compete in college and
the global job market. Wagner noted that work, learning, and citizenship in the 21st century
demand that everyone know how to think—to reason, analyze, weigh evidence, solve prob-
lems—and to communicate effectively.
As Friedman (2007) stated, students must be prepared to compete in a global economy in
a well-educated community. The fast-changing technologies and growing economies of nations
such as China, India, and Thailand continue to change the global landscape of jobs, making it
critical to redefine the process by which youth are educated. Wagner (2008) identified seven sur-
vival skills for the 21st century:
IMPACT OF GLOBALIZATION IN COSTA RICA 28

Figure 1. Framework for 21st-century learning. Source: Overview: Framework for 21st-
Century Learning, by Partnership for 21st-Century Skills, 2015, retrieved from
http://www.p21.org/overview/skills-framework
The first survival skill, Critical Thinking and Problem-solving, goes together with the
ability of asking good questions while applying “abstract knowledge to solve a problem
and to develop and execute a solution—the ability to think broadly and deeply . . . and
surrounding yourself with people who have differences of opinion and who can help you
come to the best solution.

IMPACT OF GLOBALIZATION IN COSTA RICA 29

The second survival skill, Collaboration Across Networks and Leading by Influence,
means the ability to use 21st-century skills to understand issues and collaborate with
others from different backgrounds. Students will need to have global interaction, think
strategically, and have a strong cultural awareness.
The third survival skill, Agility and Adaptability, is important because students must
learn that, in life, matters do not always go our way. Students must learn to be flexible,
resourceful, lifelong learner, and highly adaptable to disruptions
The fourth survival skill, Initiative and Entrepreneurialism, means that students will
need to seek new ideas, opportunities, ways to make improvements and to be a leader.
The fifth survival skill, Effective Oral and Written Communication, refers to the key
skills students need when collaborating with individuals from diverse backgrounds and
cultures. Students’ ability to communicate views, opinion, and ideas is crucial in a global
economy.
The sixth survival skill, Accessing and Analyzing Information, refers to the utilization
of many different sources. Being able to evaluate sources is a critical skill. Students must
know how to use their critical thinking skills needed to analyze, synthesize, and evaluate
data.
The seventh survival skill, Curiosity and Imagination, are key factors needed in
solving problems but also in developing new or improved products and services. Students
must have analytical skills, be inquisitive, ask questions, and be motivated. (p. 174)
Wagner pointed out that, in good classrooms, the learning and assessment focus is transferrable
to life beyond high school. Likewise, students are motivated by their relationship with their
IMPACT OF GLOBALIZATION IN COSTA RICA 30
teachers and the opportunity to explore questions and interests. In good classrooms, there is
school internal accountability and ongoing teacher development.
STEM PBL provides a model for implementation of STEM education at the classroom
level that incorporates 21st-centuryskills. Through STEM PBL, teachers can help students to
make real-world connections as they solve real and relevant problems presented in the project.
STEM PBL provides students practice in 21st-century skills needed to drive innovation and
achieve success in the global knowledge-based economy.
Theoretical Framework for Design of STEM PBL
Slough and Milam (2013) provided a theoretical framework for design of teaching STEM
based on the concept of teaching PBL, which emphasizes being patient and allowing the learner
to take control of his/her learning and expanding his/her experience and knowledge base. PBL is
based on inquiry and on learning by design, emphasizing the following design principles of the
learning environment:
1. Making content accessible by allowing students to ask, evaluate, verbalize, and partici-
pate in their learning. Students engage in the learning connecting to new ideas through their prior
knowledge. Teachers are encouraged to “build on student ideas, use personally relevant
problems, and scaffolding of inquiry . . . and providing timely feedback” (p. 16).
2. Making thinking visible is based on the concept that ideas are connected. For this
reason, teachers must model, scaffold the learning, and provide multiple representations of what
students learn. Important to this principle is making thinking visible and accessible to students.
3. Helping students learn from others is grounded in Vygotsky’s social constructivism
and has four pragmatic dimensions: “Encouraging listening to others, design discussions, high-
lighting the cultural norms and employing multiple social structures” (p. 16). Reciprocal teaching
IMPACT OF GLOBALIZATION IN COSTA RICA 31
is a key component of this design, and students must learn to “establish criteria for scientific
explanations, to evaluate their own progress, to analyze the progress of others, to describe the
connections between their ideas and those of others, to critique connections proposed by others”
(p17).
4. Promoting autonomy and lifelong learners is based on the principles of metacognition
and inquiry and includes “encouraging monitoring, providing complex projects, revisiting and
generalizing the inquiry processes, and scaffolding critique (p.17). The role of teachers is to
provide scaffolds, actively coach, mentor, guide, and provide feedback through the inquiry
process.
The Theoretical Framework for Design of STEM Project-Based Learning also has the
following foundations in the learning of science, all of which are interrelated and have an impact
on learning: pre-existing knowledge, feedback, revision, and reflection, teaching for under-
standing, and metacognition.
1. Preexisting knowledge: the information that humans acquire from birth forms a wide
range of knowledge, concepts, and beliefs, all which influence how humans make sense of the
world. Through their preexisting knowledge, students develop their own logic and ideas of how
the world operates.
2. Teaching for understanding factual and conceptual knowledge: Students must have
essential knowledge of facts, details, and elements of a discipline, as well as understanding of
how concepts connect within a discipline. Teaching for understanding emphasizes the “organi-
zation of core concepts to help learners organize knowledge and their individual construction of
concepts” (p. 20).
IMPACT OF GLOBALIZATION IN COSTA RICA 32
3. Metacognition: The ability to reflect on personal knowledge and skills helps students
to connect their new learning to their current understanding. Students take control of their own
learning as they become self-directed, assess what they learn, identify and use resources to
improve their understanding, and reflect on the process. Students must be made explicitly aware
of their thinking for deeper understanding of facts and concepts.
4. Feedback and reflection: The ability to reflect on personal thinking gives students
opportunities to regulate their learning. Students must be given time to make sense of new
information for a greater understanding of the phenomena being taught.
PBL
PBL is an instructional model based on the premise that students should use authentic,
real-world issues and problems that they find meaningful, motivating, and engaging. In PBL,
teachers engage students in a meaningful question, task, or problem with the goal of teaching
them academic content in the context of working cooperatively to solve the problem (Baron,
2012). PBL provides the contextualized, authentic experiences necessary for students to scaffold
learning and build meaningfully powerful STEM concepts supported by language arts, social
studies, and art.
PBL as a teaching method engages students in a rigorous, extended process of inquiry
focused on complex, authentic questions and problems where students work as independently
from the teacher as possible and have some degree of “voice and choice.” PBL calls for students
to demonstrate in-depth understanding of academic knowledge and skills and builds 21st-century
skills such as collaboration, critical thinking, and communication. PBL has the following ele-
ments: (a) a driving question, (b) in-depth inquiry, (c) the need to know, (d) voice and choice, (e)
revision and reflection, and (f) a public audience (Figure 2).
IMPACT OF GLOBALIZATION IN COSTA RICA 33

Figure 2. Model of project-based learning. Source: PBL for 21st-Century Success: Teaching
Critical Thinking, Collaboration, Communication, and Creativity, by S. Boss, J. Larmer, & J.
R. Mergendoller, 2013, Novato, CA: Buck Institution of Education.
To answer a driving question and create high-quality work, students must do much more
than remember information. They must use higher-order thinking skills and learn to work as a
team. They must listen to others and make their own ideas clear when speaking, read a variety of
material, write or otherwise express themselves in various modes, and make effective presenta-
tions. These skills, competencies, and habits of mind are often known as 21st-century skills
because they are required for success in the 21st-century workplace. Students ask questions,
search for answers, and arrive at conclusions, leading them to construct something new: an idea,
an interpretation, or a product. This focuses students’ work and deepens their learning by
framing important issues, debates, challenges, or problems.
PBL reverses the order in which information and concepts are traditionally presented. A
typical unit with a “project” add-on begins by presenting students with knowledge and concepts
and then, once these are gained, allowing students to apply them. PBL begins with the vision of
IMPACT OF GLOBALIZATION IN COSTA RICA 34
an end product or presentation. This creates a context and reason to learn and understand the
information and concepts. Students learn to work independently and take responsibility when
asked to make choices. Making choices and expressing their learning in their own voice also
helps to increase students’ educational engagement. Students learn to give and receive feedback
in order to improve the quality of the products that they create and to think about what and how
they are learning. Students present their work to other people, beyond their classmates and
teacher, in person or online. This increases students’ motivation to do high-quality work and
adds to the authenticity of the project
Some teachers use PBL extensively as their primary curriculum organizer and instruc-
tional method. Others use PBL occasionally during a school year. Projects vary in length, from
several days to several weeks or even a semester. PBL can be effective at all grade levels and
subjects and in career/technical education, afterschool, and alternative programs.
PBL makes school learning more like real-world learning and helps students to learn the
same content in a different way. Besides learning content, PBL incorporates components such as
collaboration, problem solving, presenting, and communicating with others. PBL motivates
students to dig deeper as they become engaged in issues.
PBL has many of the design components that Wagner (2008) suggested. When imple-
mented well, PBL has the trajectory of play on a topic in which students may find purpose and
about which they may feel passionate. PBL enables teachers to create conditions for students to
create, learn, produce, and innovate.
One of the greatest challenges to PBL is that, in many schools, educators continue to
frame learning experiences and opportunities for students based on methods that were used to
teach those teachers. Many classrooms currently do not look different from classrooms of 30
IMPACT OF GLOBALIZATION IN COSTA RICA 35
years ago (Christensen, Horn, & Johnson, 2011). For example, blackboards were replaced with
whiteboards, with little or no function. Like PBL, technology is often set aside despite the
technology-infused world in which students live outside of school.
STEM
STEM curriculum is based on the idea that students need to study STEM academic fields
to be competitive in the future global job market. STEM education allows students to make sense
of the world while expanding their experience and knowledge base (Slough & Milam, 2013).
Through the study of STEM, students engage in a relevant and meaningful preparation for their
future (Dugger, 2010).
It is widely believed that the prosperity of a nation is linked to preparing students in
STEM and that, without doing so, countries run the risk of falling behind emerging countries.
The United States remains a global leader, in large part due to the work of those involved in
STEM. However, the U.S. position as a global leader is threatened by the low number of students
pursuing STEM careers. The projections of STEM-related jobs in the next 10 years increase at an
alarming rate, yet the number of students pursuing STEM-related fields is low (Figure 3).
Through the expansion of the “Educate to Innovate” Campaign for Excellence in Science,
Technology, Engineering, and Mathematics (STEM) Education, President Obama made funding
of STEM programs a priority, with a focus on leading the way in science and mathematics
achievement during the next decade. In the President’s 2014 fiscal year budget, there is a clear
focus on investing in STEM education and preparing students for these careers by proposing to
reorganize federal STEM programs and preparing 100,000 STEM teachers within the next 10
years, as well as creating a STEM Master Teachers Corps (The White House, Office of the Press
Secretary, 2010).
IMPACT OF GLOBALIZATION IN COSTA RICA 36

Figure 3. Projected increase in jobs in science, technology, engineering, and mathematics
(STEM). Source: Projected Percentage Increases in STEM Jobs, 2010-2020, by U.S. Depart-
ment of Education, 2015, retrieved from http://www.ed.gov/stem
As Clifton described in The Coming Jobs War (2011), what the world wants is no longer
shelter, food, safety, peace, but rather, a good job. The United States is at risk of losing its role as
a global leader due to the problem of joblessness (Clifton, 2011). The projections for STEM-
related jobs highlight the importance of preparing students for the future job market by providing
them a STEM education. Without this, the problem of joblessness will increase. As the problem
of joblessness increases, the country’s GDP will decrease, as well (Clifton, 2011). The current
U.S. GDP is growing at a rate of approximately 2% per year, while China’s GDP is increasing at
about 10% per year (Clifton, 2011). At this rate, in 30 years, China’s GDP will grow to $70 tril-
lion, while that of the United States will be $30 trillion. According to Clifton (2011), these eco-
nomic projections can be a reality unless the United States undertakes a shift in innovation and
entrepreneurship. Wagner (2008) stated that innovation is crucial to growth and success and
IMPACT OF GLOBALIZATION IN COSTA RICA 37
requires that students receive an 21st-century education that gives them the skills, at home, that
allow them to create and learn. Wagner identified survival skills for the 21st-century and a recipe
for raising, challenging, supporting, and developing innovators. Wagner also identified condi-
tions at school, home, and our communities that allow students to create, learn, and innovate.
The seven survival skills identified by Wagner are skills that students learn in a STEM/PBL
learning environment.
Costa Rica
Globalization’s impact on Costa Rica was chosen as the context for this study in order to
understand how globalization has affected developing countries across the world. This study is
incomplete without a review of the country’s history, politics, economy, school system, and
impact of MNCs on educational system and practices. This review explains how globalization
helped the nation to be competitive in global economics and in “leveling the playing field” for
people who would otherwise be destined to occupy agricultural jobs and a life of poverty
(Friedman, 2007). This review addresses the political and economic impact of MNCs and FDI on
the nation.
History and Political Background of Costa Rica
Prior to its colonization, what is now known as Costa Rica was populated by approxi-
mately 400,000 indigenous inhabitants who were divided into kingdoms with great cultural dif-
ferences (Rankin, 2012). There were two main cultural traditions held by two groups of people.
One group was made up of the Mayans and the Aztecs, while the other group was made up of
peoples from South American cultures. Given its location, the country was a center point for
commerce in the region. Christopher Columbus and the Spaniards first sighted the region on
September 18, 1502, naming it “Costa Rica” or “rich coast” (Booth, 2008; Daling, 2002). The
IMPACT OF GLOBALIZATION IN COSTA RICA 38
country was not immediately colonized due to fierce resistance from the indigenous inhabitants
and the tough terrain and diseases that would-be colonizers encountered. In 1563, Governor Juan
Vasquez de Coronado established the first permanent Spanish settlement. Spain rules for more
than 200 years until September 15, 1821, when all Spanish colonies in Spanish colonies in
Central America gained independence. In 1823, San José became the capital of Costa Rica
(Daling, 2002).
Augustin de Iturbide, former Spanish loyalist general, who crowned himself emperor of
Mexico, became ruler of all of Central America. In 1824, Costa Rica joined the Republic of the
United States of Central America, which included Guatemala, Nicaragua, Honduras, El Salvador,
and Costa Rica. During this time, Costa Rica elected its first President, Juan Mora Fernandez,
who was instrumental in building houses and schools, establishing a sound judicial system, and
distributing free state land to anyone who wanted to grow coffee. In 1821, the abolition of
slavery and the small number of indigenous people created a scarce supply of agricultural labor
and kept wages high. High wages were utilized to attract workers, as opposed to the oppressive
methods implemented in other regions of Central America.
After the turbulence of the 1830s and 1840s, the nation saw changes in how it regulated
its political institutions. In 1847, José María Castro Madriz was elected president. Madriz
founded the University of Santo Tomas and a high school for young women, which was a first in
the country’s history. Through his presidency, Madriz promoted free trade and modernization of
the economy. He supported a free press and, in 1842, founded the newspaper “Mentor
Costarricense.”
In 1848, Costa Rica declared itself a republic and abolished the army, replacing it with
the Civil Guard, the country’s national police force. Leaders adopted a constitution that
IMPACT OF GLOBALIZATION IN COSTA RICA 39
established basic civil rights, including women’s right to vote, which was very progressive for
the time. In addition, many industries were brought into the public sector. These included
banking, utilities, public works, railroads, public housing, hospitals, higher education, vocational
training, land reclamation, land management, and the social security system.
Coffee proved to be a main economic source as small farmers sold their crop to the rich.
The coffee industry also fostered an economic elite segment of society called la aristocracia
cafetalera. Direct export of coffee to Europe began in 1845, producing economic social change
for almost a century. Coffee created greater economic inequality, as wealthy large coffee planters
had greater advantage in the marketplace by setting prices and credits. The elite/wealthy con-
trolled politics and policies as the government gave great importance to coffee production and, in
turn, more land to farmers who were willing to grow it. In an effort to market coffee, almost all
of it was sold to Britain. It was the scale of production that created the aristocracia cafetalera,
which, with time and sales, became more powerful, controlling the national economy and
winning favor and influence in politics (Daling, 2002).
Change came in 1849 when Juan Rafael Mora Porras was elected president and served
until 1859. Juan Rafael Mora Porras was revolutionary in thought and contended that a state
bank could provide credit to small farmers. This idea did not sit well with the powerful coffee
planter cliques, who forcibly removed him from power. A year after being pushed out of power,
Mora Porras attempted a counter-coup, failed, and was put to death by a firing squad (Daling,
2002).
There were several short-lived presidencies during the 1860s due in large part to ongoing
disagreements among members of the coffee industry elite. Despite this, leaders were liberal and
progressive, resulting in growth of infrastructure in all sectors, including education. In 1869, the
IMPACT OF GLOBALIZATION IN COSTA RICA 40
constitution provided for free and compulsory public education, paving the way for an educated
and literate society (Haglund, 2006). In 1869, the nation held its first democratic election
(Daling, 2002).
Control of the coffee barons was soon taken over by General Tomas Guardia following a
coup. General Guardia ruled as a dictator until 1882. During Guardia’s 40-year dictatorship,
republican and liberal ideas gained influence. There were many changes during this time, with
the advancement of liberalization and democratization. One of the most revolutionary changes
was the separation of church and state and, with it, the closure of the Catholic University of
Santo Tomas. Political parties emerged and, in 1889, the first democratic elections were held
without opposition. As a result, two presidential candidates campaigned in remote parts of the
country. As the late 1800s came to an end, anyone in opposition to the regime was exiled, civil
rights were halted, and what looked like democracy was beginning to materialize (Daling, 2002).
During the Tinoco dictatorship (1913-1916), at a conference for schoolteachers, a female
teacher spoke against the political persecution that she suffered for associating with rebels
(opposition). “The Tinoco regime responded by summoning the directors of all the country’s
secondary schools and demanding that they circulate a form that educators could sign in order to
voluntarily donate a portion of their salary to the war effort” (Daling, 2002, p. 155). The events
of the 1940s established the political system, social welfare state, and the economy. Prior to the
1940s, the country was governed by its elite. Although democratic institutions existed, suffrage
was very restricted and elections were often tainted by manipulation or fraud. Rafael Angel Cal-
deron Guardia was the candidate of the elite (Partido Republicano Nacional). Through his presi-
dency, he instituted many social reforms. He introduced the minimum wage, the 8-hour work
day, and health insurance. He also built an alliance with the now Partido Unidad Social Cristiana.
IMPACT OF GLOBALIZATION IN COSTA RICA 41
The 1940s marked a turning point in Costa Rica’s history when Rafael Angel Calderón
and the United Social Christian Party refused to give up their power after losing the election.
José Maria (Don Pepe) Figueres Ferrer, an exile, was successful in leading an opposition and
defeating Dr. Rafael Angel Calderón in a 5-week battle. For 18 months, Figueres led a group that
created a new constitution. He handed over the presidency in 1949 to the rightful candidate who,
at that time, was Otilio Ulate, who had lost the presidency as a result of fraud committed by Cal-
deron and Picado. Figueres was a coffee baron known as Don Pepe. He held office twice from
1954 to 1958 and 1970 to 1974 and is viewed as the Champion of Democracy (Daling, 2002).
His constitution abolished the army, gave the vote to women, blacks, and Indians. His 1949 con-
stitution is still in force. Banks and insurance companies, under the support of Figueres’ Partido
Liberacion Nacional, increased social and economic life. Figueres increased funding of public
education and public housing. In addition, the minimum wage was increased and jobs were cre-
ated. To pay for these programs, the nation increased taxes on the wealthy and on imports, and
doubled taxes on the United Fruit Company.
Costa Rica today is a modern democracy with a strong middle class and public institu-
tions. Literacy and life expectancy rates are high and the nation continues to have a pacifist rep-
utation (World Bank, 2013b). The government plays an active role in keeping its citizens from
harmful situations. Tourism, an industry that continues to grow, replaced bananas, pineapples,
and coffee as the country’s leading income producer. The country is a tourist destination that
attracts millions of visitors, largely due to its protected national parks, adventure travel, and
beautiful beaches on the Pacific Ocean and Caribbean Sea. Costa Ricans, or “Ticos” as they are
called, enjoy ideals such as peace and pacifism developed by the country’s history. Costa Rica is
the only nation in the Western Hemisphere without an army. Money that would otherwise go to
IMPACT OF GLOBALIZATION IN COSTA RICA 42
defense is used to promote social programs with an emphasis on health care, social security, and
free public 21st-century education.
Costa Rica’s Economy
The political and social reforms accomplished under Figueres’s presidency advanced
Costa Rica’s social and public programs such as health care and education (Booth, 2008). Today,
Costa Ricans enjoy upper-middle-class privileges and a better standard of living than most Latin
American counties (World Bank, 2013c). Costa Rica’s GDP per capita in 2012 was $8,820, and
its total GDP was $45.10 Billion (World Bank, 2013c). Citizens have a literacy rate of 95% and a
life expectancy above 79 years (World Bank, 2013c). As a country located in a prime location
for imports and exports with a history of democratic traditions, Costa Rica attracts FDI inflows
from major MNCs (Monge-González & González-Alvarado, 2007).
Until the 1960s, Costa Rica depended on agricultural exports, primarily coffee and
bananas, for economic growth (World Bank, 2013c). Structural changes and a history of eco-
nomic stability over the past 25 years have allowed it to provide opportunities for better quality
of life for its citizens in one of leading economies in Latin America. The country continues to
enjoy a robust market-based economy based on environmentally sustainable policies, leveraging
global competiveness and technology. Over the past 2 decades, it transformed from a traditional
agrarian productive model to a broader and much more competitive system. Currently, tourism is
the most lucrative source of income in the country.
The nation enjoys one of the lowest poverty rates in Latin America. In 2012, it had a
poverty rate of 24% and an extreme poverty rate of 7% (World Bank, 2013c). Costa Ricans also
enjoy the highest level of prosperity that they have seen. From 2003 to 2009, the mean per capita
income of the bottom 40% of the population grew at an annualized rate of 4.4%, slightly higher
IMPACT OF GLOBALIZATION IN COSTA RICA 43
than the growth rate of mean per capita income (4.2%) of the population (World Bank, 2013c).
Social conditions continue to improve in Costa Rica. In the area of education, the nation contin-
ues to offer a free public education. Despite this, among the indigenous population the illiteracy
rate is 3.4% (World Bank, 2013c).
Costa Rica’s economy is held strong due to job opportunities for its high-skilled workers
made possible primarily due to its strong high-technology industries. High-technology compa-
nies such as Intel, Hewlett Packard, and Microsoft continue to make FDI and contribute to eco-
nomic growth. “Computer microchips and parts are now the top export, while corporate and
technology services have now surpassed tourism” (World Bank, 2013a, p. 2). FDI investments
comprised 4% of GDP in 2013. Today, as one of the most stable democracies in Latin America,
it continues to attract FDI. Behind this success are three major public policies that have contrib-
uted to the growth of the economy and rapid and sustainable growth of the information and
communications technology (ICT) sector: (a) continued emphasis on economic policies and on
developing human capital with a continued investment in social services and free public educa-
tion, (b) support and promotion of FDI, and (c) reduction of taxes and trade barriers (World Eco-
nomic Forum, 2012).
Despite this positive economic outlook, the nation has faced many challenges, particu-
larly in the 1970s. These challenges included international oil crises, a world recession, lack of
access to international financial markets, the Contra war and instability in Central America, a
sudden decline in the price of coffee, an unemployment rate of 10%, and withdrawal by the
United Fruit Company. The country borrowed from the World Bank to maintain its infrastructure
(World Bank, 2013). On a positive note, the tourism sector began to develop in the 1980s. In an
IMPACT OF GLOBALIZATION IN COSTA RICA 44
effort to recover from financial crisis, Costa Rica placed greater emphasis on FDI, liberalizing
imports, reducing taxes on FDIs, and promoting exports (World Bank, 2006).
In an effort to improve its economy and alleviate social problems, leaders developed a
new approach that included pursuit of free trade agreements and attracting FDI. The government
adopted new policies with the strategy not only to attract FDIs but also to increase people’s
knowledge base capital by increasing the number of knowledge-based workers who could gener-
ate greater income and a enjoy a better standard of living. Through employment and income
opportunities offered to its knowledge workers, the nation is essentially “leveling the playing
field” for its people.
FDI increased even more in the 1990s, largely as a result of FDI inflow to the manufac-
turing sector, particularly in high-technology industries such as electronics and medical instru-
ments. In 1997, Intel became the largest foreign investor when it built a microchip assembly and
testing facility. Many FDIs followed after Intel. In 2005, there were 51 foreign companies oper-
ating in the electronics sector in Costa Rica (CINDE, 2006). FDI in manufacturing increased by
4% between 1997 and 2006. Besides manufacturing, FDI in tourism and real estate have grown
dramatically.
FDI in technology-enabled services also grew in terms of the number of people employed
in the technology sector. Costa Rica is known around the globe as a stable democratic country
and leader in eco-tourism. During the past 15 years, it has gained attention for innovation, edu-
cation, technology, and knowledge-based workers. It attracts FDI due to (a) its location, (b) its
past investments in human capital and infrastructure, (c) its stable political system, (d) its attrac-
tive tax and tariff conditions, and (e) its pro-active FDI promotion by CINDE.
IMPACT OF GLOBALIZATION IN COSTA RICA 45
CINDE has concentrated its efforts in the sectors of electronics, medical devices, and
information technology (IT)-enabled services (CINDE, 2006). CINDE’s pursuit of Intel as an
FDI was successful. Intel was attracted to the country by availability of human capital, location,
political stability, and incentives offered by the government. Costa Rica learned that a way to
increase GDP is to take a proactive stance to acquire FDI, especially FDI in the technology and
communication fields (Giuliani, 2008).
FDI and MNCs in Costa Rica
Costa Rica’s approach to growth and development is based on attracting FDI by MNCs.
As a direct result, it has experienced significant economic growth. Since the 1980s, the number
of MNCs establishing manufacturing plants in the country include Intel, Hewlett Packard Remec,
Sawteck, Microsoft, Abbott, and Baxter. The government’s approach to attracting FDIs and the
focus on knowledge-based workers also resulted in its people competing in the worldwide
knowledge intensive sectors. Significant to this development is Intel’s decision to invest in the
country. After Intel’s investment, the nation saw a wave of FDIs and an improved economy.
The nation’s leaders understand that, in order to be competitive in the global economy,
Costa Rica must develop its human capital. One main approach to this is investment in educa-
tion. The country currently dedicates 8% of GDP to education, a percentage aligned with most
developing countries. This investment has contributed to one of the highest rates of economic
growth in the region; Costa Rica has enjoyed an average annual growth rate of 5% since the
1990s (World Bank, 2012).
FDI by MNCs has contributed to globalization and continues to play an important role in
the economic transformation of developing countries. Through infusion of technology and capi-
tal, MNCs drive transformation and economic growth. As MNCs went global for market and
IMPACT OF GLOBALIZATION IN COSTA RICA 46
labor, they concentrated their efforts in finding business networks in other countries (Friedman,
2007). Today, in Costa Rica, companies such as Intel, Cisco, and Microsoft benefit from 100%
exemptions from taxes on profits for 8 years and a 50% exemption for 4 additional years, as well
as exemption from import duties on raw materials, capital goods, and parts and components
(Paus & Gallagher, 2008; Rodríguez-Clare, 2001). The country continues to attract FDI in high-
technology sectors due to its democratic government, strategic location, financial incentives, lack
of labor unions, and human capital.
CINDE
In the 1980s, the United States, too, turned to Costa Rica for possible FDI (Paus & Gal-
lagher, 2008). The Central Intelligence Agency (CIA), through US-AID financial support,
worked with the local government to establish and fund a foreign investment promotion agency
called CINDE (Paus & Gallagher, 2008). CINDE is a nonprofit organization that promotes
investment in the country. CINDE was founded in 1982 and was declared a public interest
agency in 1984 (CINDE, 2006). CINDE facilitates the investment process for FDI.
[Its mission is to] lead direct foreign investment, oriented towards exportation, in strate-
gic areas for Costa Rica, through the country’s positioning as an attractive investment
place, with excellent and quality integral services for the investor, fostering a better
investment environment as a facilitating agent in alliance with related institutions and
companies. (CINDE, 2012, para. 4)
CINDE attracted MNCs largely due to the country’s fundamental features such as its
stable political and economic environment; safe location in Latin America; geography that
allows easy access to the United States, Europe, and Asia; free public education; government
support; and incentives for setting up service centers. Such incentives include “100% exemption
IMPACT OF GLOBALIZATION IN COSTA RICA 47
on import duties for raw materials, equipment and components, corporate income tax (8 years,
50% exemption during the following 4 years), export taxes, local sales tax and excise taxes, and
remittances repatriation tax” (CINDE, 2012, para. 4). The growing educated labor market also
made it possible for MNCs to increase and diversify their operations. The clear focus on teaching
the sciences and the English language eased business operations for MNCs.
CINDE also attracts MNCs through statistics that few developing countries can match. In
the area of education, Costa Rica has a 96.2% literacy rate, which is one of the highest in Latin
America. With the abolishment of the armed forces in 1948, the country invested the funds into
education (7.1% of GDP) and health (10.9% of GDP). Such investment in education also
resulted in its educational system’s ranking as 20th worldwide, which is the highest in Latin
America (World Economic Forum, 2012). Education resources do not stop at Grade 9. The gov-
ernment also funds the National Training Institute (INA), which offers free technical training in
many fields. There are 128 technical schools and 60 universities that prepare professionals in the
many science-related areas such as electronic, electric, mechanical, and processing engineering
(CINDE, 2012).
As CINDE gained deeper understanding of the electronics industry, CINDE also learned
that Intel was searching for a location for an assembly and testing plant for microchips. CINDE
was successful in outlining factors that made Costa Rica the right place for Intel to build its
newest plant: political and social stability, democratic rule, high quality of life, a non-union work
environment, a “pro-business” attitude, good location and transportation, and relatively high
levels of education, especially engineers and technical persons. CINDE actively campaigned and
successfully recruited Intel for FDI in 1996 (Rodríguez-Clare, 2001). Other top contenders lost
IMPACT OF GLOBALIZATION IN COSTA RICA 48
this opportunity. For example, Chile lacked knowledge of the electronics sector and Mexico had
too many mandatory union rules.
Realizing the benefits of FDIs, government leaders developed a strategic plan for making
the country an electronics leader in the Americas. They worked with CINDE to develop workers
who could meet the demands of the evolving 21st-century high-technology industry, which in
turn could attract more FDI by MNCs. A study conducted by the Instituto Centroamericano de
Administración de Empresas (INCAE) and the Harvard Institute of International Development
reported that, to remain globally competitive in electronics, Costa Rica would need to continue to
educate its workforce, specifically in these particular sectors (Rodríguez-Clare, 2001). Such has
been the strategy. Education reform has included an emphasis on STEM and PBL, as well as a
skilled and knowledgeable labor force, which is key in attracting high-technology MNCs
(Rodríguez-Clare, 2001).
The transformation experienced during the 19th century was fueled by José Figueres,
Costa Rica’s progressive and determined president. His leadership led to significant social
changes as he actively supported policies and initiatives that benefited citizens (Kantor, 1954).
These policies were key to transforming the country into an industrial nation open to globaliza-
tion (Kantor, 1954). Over the past several decades, social changes became key to attracting and
gaining millions more in FDI. Leaders understand that, to attract FDI, they must develop a
knowledge-based economy (Monge-González & González-Alvarado, 2007) by taking strategic
actions for social and economic development in which technology, national competiveness, and
equity are crucial factors.
Education is key to executing this strategy. To create a knowledge-based society, people
must be educated and empowered to take advantage of information to collaborate and create
IMPACT OF GLOBALIZATION IN COSTA RICA 49
knowledge. As such, citizens will be able to compete in the knowledge-based economy. For this
to happen, leaders must ensure that schools, universities, and vocational schools educate students
with the skills that they need to be competitive in the global job market. It is vital that universi-
ties and the public sector continue to develop and sustain strong relationships, establishing edu-
cation as a priority by defining careers that closely match the demand in the productive sector,
creating dynamic curricula, and developing the highly and qualified human resources needed by
MNCs (Monge-González & González-Alvarado, 2007).
Educational System in Costa Rica
Education is a key element in Costa Rica’s social, cultural, and economic development
(Biesanz, Biesanz, & Biesanz, 1999). Historically, the nation placed great importance on devel-
oping and strengthening its education system. The 1869 constitution made education free and
mandatory, something revolutionary for its time. A commitment to education led to the first uni-
versity in 1940, followed by creation of three more in the 1970s (Rodríguez-Claire, 2001).
Without the commitment and investment in education over the course of two centuries, it is
highly improbable that the country could experience growth based on technology. As a result of
making education a priority, the nation boasts a 96% literacy rate, one of the most advanced edu-
cation systems in Latin America, and the 23rd-best system in the world (CINDE, 2011; World
Economic Forum, 2012). Its education system is a model of excellence for other developing
nations and an example of how MNCs and FDI can enter partnerships with a country to develop
high-quality academic programs that support 21st-century learning and a job-ready society.
The Ministry of Public Education presides over the public schools under the leadership of
the Education Minister, who is appointed by the President. The Ministry has the authority to
create a cabinet focusing on curriculum, teacher preparation and professional development, and
IMPACT OF GLOBALIZATION IN COSTA RICA 50
finance. The Education Minister heads the Superior Council of Education, which makes deci-
sions related to policy. In 1998, the Minister created nine regions, but all major decisions are
central.
The structure of education provides a half-day instructional day for all kindergarteners
and education up to ninth grade for all students. After ninth grade, students can choose either an
academic track or a technical track. Costa Rica places great importance on Spanish, mathematics,
social studies, and science, such that, if students fail any of these subjects, they must repeat the
entire grade. A close look at secondary education, Grades 7 through 12, reveals that, in Grades 7
through 9 all students take general education courses, and in Grades 10

and 11 students must
select either a technical track or an academic track. Students in the academic track must pass a
proficiency examination to earn a diploma and can then choose to attend a university. Students in
the technical track can earn a technical certificate in service, industrial skills, or agriculture. The
majority of educational funding is spent on salaries, rural schools are not as well staffed and
many facilities need repair, and the wealthy and elite send their children to private schools. Even
with these challenges, the nation educates most of its general population.
To remain competitive, the country has a multilingual initiative, which has a goal of
100% English proficiency by 2017. The initiative is based on the global need for English-
proficient employees; it will be implemented by revising instructional programs and methodolo-
gies, providing ongoing teacher training, and requiring that teachers maintain current
professional certifications.
Intel has great influence on education in Costa Rica, investing 1 million USD annually to
promote 21st-century skills in STEM. Intel trained approximately 50% of all teachers to integrate
technology into their classrooms and set up 20 model schools with computers. As a way to
IMPACT OF GLOBALIZATION IN COSTA RICA 51
highlight the importance of STEM and PBL, Intel sponsors the Intel ISEF, including 20 regional
fairs and one national fair.
Costa Rica also places importance on postsecondary education. There are four public
universities: Universidad de Costa Rica, Instituto Tecnologico de Costa Rica, Universidad
Nacional, and Universidad Estatal a Distancia. There are also 53 private universities. The
Ministerio de Educacion Publica ensures that the highest level of education is offered. The
Consejo Nacional de Ensenanza Superior Universitaria Privada (CONESUP) authorizes creation
of universities, opening of careers, and modifications to these. It also inspects facilities to guar-
antee that basic conditions are met. The CONESUP works only with private universities. The
Consejo Nacional de Rectores (CONARE) deals with public universities, deciding occupations
and other items. The Sistema Nacional de Acreditacion de la Educacion Superior (SINAES) is
the official accrediting organization of higher education and parauniversities. SINAES does not
authorize universities but, if a university would like to become accredited by a major organiza-
tion, this is the official organization to which it should turn.
The nation also has technical schools. The Organization of the Ministry of Primary and
Secondary Education and the Organization of the Ministry of Higher Education are the two ad-
ministrative sections of the educational system. Approximately one quarter of the national gov-
ernment budget is devoted to education, with two thirds of this allotted to primary education.
About 8% of GNP is spent on education, a rate comparable to that of many industrialized
nations.
Intel and Education
Intel has great influence on education in Costa Rica. Intel works with the Minister of
Education to promote education as the nation’s top priority. Intel programs focus on three areas:
IMPACT OF GLOBALIZATION IN COSTA RICA 52
elementary and high school education, higher education, and education in the community. Intel’s
goal is to promote 21st-century skills through STEM. Intel has a matching grant program for its
employees by which employees earn money for organizations that are meaningful to them. Intel
has several initiatives to support education and matches employees’ hours through monetary
donations. Since the program’s launch, Intel employees in Costa Rica have donated thousands of
hours and raised thousands of dollars to support local education. Through the Intel Teach
program, Intel helps teachers to integrate technology in their classrooms. The Intel Teach
program is coordinated with the Ministry of Public Education and implemented by the Omar
Dengo Foundation; it provides training to teachers in all regions of the country, including those
in remote one-room schools. It also provides computers and establishes model classrooms.
Through its Intel Computer Clubhouse, Intel uses creative technology to help under-
served youth to develop confidence and acquire problem-solving and technology skills. Intel has
120 clubhouses around the world, including two in Costa Rica. The focus of the Intel Computer
Clubhouse is robotics, conversational English, graphic design, and fashion. Intel supports tech-
nical education and has donated 30 industrial robots and other specialized manufacturing equip-
ment machinery to 21 technical institutions. Students design and build demonstrations, create
manufacturing processes, and practice maintenance procedures with high-technology equipment.
In addition, Intel sponsors the Intel ISEF and sends the first- and second-place winners of
the Costa Rican National Science and Technology Fair to the ISEF each year. Since 1998, 65
students have represented Costa Rica at ISEF, where 1,600 winners of local, regional, state, and
national competitions participate in a week-long celebration of STEM.
During the past few decades, the school system has prepared a knowledge-based society,
giving students opportunities for success in secondary and university education. Through
IMPACT OF GLOBALIZATION IN COSTA RICA 53
partnerships with MNCs such as Intel, the nation develops human capital needed to compete in
the global job market. In so doing, it also increases its knowledge-based economy and proves to
be a world competitor alongside developed nations.
Through its partnerships with MNCs and FDI, Costa Rica took many proactive steps to
develop a knowledge-based society to develop its technology and knowledge-driven economy. In
the case of its partnership with Intel, it has promoted education with a focus on 21st-century
skills, STEM, and PBL. Over the past 2 decades, leaders have recognized the importance of
global competiveness and focused on a 21st-century education that allows students to develop
skills in STEM. Students once destined to agricultural jobs have employment opportunities in the
high-technology sector. As a result, the nation not only has the best literacy rate in Latin Amer-
ica, but is a leader in technology and pharmaceutical development.
Costa Rica has direct ocean access to Latin America, the United States, Europe, South-
east Asia, and even Russia. Its location makes it a choice for multinational investment of hun-
dreds of millions of dollars by companies such as Intel, Proctor & Gamble, Hewlett-Packard, and
Microsoft. Its educational focus on STEM and PBL continues to develop students’ 21st-century
skills as they prepare for the future global job market.
Intel had a strong impact on the nation through a $1 million annual investment in educa-
tion and the Intel Involved Matching Grant Program, which provides volunteers who support
local schools. Intel also promotes and funds the Intel Teach Program, which focuses on integrat-
ing technology in education. Through collaboration with the Ministry of Education, Intel imple-
mented the Omar Dengo Foundation, which provides professional development to teachers.
Besides professional development, Intel Costa Rica makes ongoing computer and digital equip-
ment donations to 20 model classrooms that promote 21st-century learning through STEM and
IMPACT OF GLOBALIZATION IN COSTA RICA 54
PBL. Intel works with the technical education system to promote values and skills required in the
workforce.
Science Fair
Costa Rica is an example of how a country can embrace globalization, FDI, and educa-
tional practices that result in development of human capital. Its educational practices, including
use of instructional methodologies such STEM and PBL, continue to promote 21st-century skills
(Wagner, 2008). Through partnerships with MNCs and the government, schools have expanded
the roles of technology and science. This is evidenced by daily educational practices and the pas-
sage of Law 7169, which expanded students’ participation rate in the National Science Fair. The
emphasis on technology and science competition is highly valued and apparent at the National
Science Fair as well as at the Intel ISEF.
National Science Fairs in Costa Rica
Science fairs in Costa Rica date to the 1970s, when schools hosted their own science
fairs. In 1975, a contest known as Costa Rica Joven (Young Costa Rica) was organized and pro-
moted by the Ministry of Education, the Center for the Improvement of Science Education
(CEMEC in its Spanish acronym), and the National Science and Technology Research Board
(CONICIT in its Spanish acronym). The contest lacked the science fair elements of today, as it
focused on representation of scientific models or concepts through scale models. In 1977, the
Science Education Department of the School of Education at the Universidad de Costa Rica
required organization of a science fair as part of a regular teacher’s practice.
The first science fair was organized in 1983 by teaching internship students at the School
of Education of the Universidad de Costa Rica. In 1984, the Office of the Associate Dean of
Social Support Activities and the School of Teacher Training launched the first Science Fair
IMPACT OF GLOBALIZATION IN COSTA RICA 55
program, which became part of a teaching extension project. This project included written
guidelines for middle school teachers and aimed to hold an annual exhibit with the best science
projects developed by high school students, including seminars and workshops.
In 1987, with the support of the Ministry of Science and Technology and the Office of
the First Lady, the Ministry of Education, CONICIT, the Universidad de Costa Rica, and the
Organization of American States, National Science and Technology organized the first Science
and Technology Fair. The National Science Fair also included seminars and training workshops
and followed this format until 1986. The National Science Fair was restructured and renamed the
National Science and Technology Fair, supported by the Ministry of Science and Technology in
cooperation with the Office of the First Lady, the Ministry of Education, CONICIT, the Univer-
sidad de Costa Rica, and the Organization of American States (Valencia, 2008). However, the
process of science and technology fairs was not formalized until 1990, when the Science and
Technology Development Promotion Act No. 7169 was approved. The Act was organized for
middle school cycles III and IV as a way to stimulate students’ creativity, investigative spirit,
scientific thinking, and abilities and skills in science and technology (Valencia, 2008).
In 1991, college students from the Basic Sciences, Graphic Design, Pre-School Educa-
tion, Architecture, and Education departments organized the Promotion of Youth Activities for
the Development of Science and Technology and collaborated on the design and organization of
the Science Fair. In 1992, the name Expociencia (Science Expo) was added to National Science
Technology Fair. For the first time, elementary school students were allowed to participate.
In 1996, the Universidad de Costa Rica, in cooperation with the Ministry of Science and
Technology, made science fair training a part of teachers’ education programs. Then, on August
3, 2004, National Decree No. 31900 MEP-MICIT was published in the Official Journal La
IMPACT OF GLOBALIZATION IN COSTA RICA 56
Gaceta No. 150 to formalize creation of PRONAFECYT. This program was to include all pre-
school and first, second and third cycles of elementary, as well as diversified school students and
students at technical-professional schools. Concurrently, the Students as Scientists program was
developed and launched largely due to support by Intel Costa Rica in collaboration with the
Ministry of Education, Ministry of Science and Technology, and the Universidad de Costa Rica.
As an education requirement, every school region must participate in the National
Science and Technology Fairs Program. This includes teachers, administrators, parents, and
students. The process is ongoing and takes a local and national focus. Due to its emphasis and
importance, formal teacher training is considered essential (Valencia, 2008).
It is important to note that these changes came about at the same time that the number of
MNCs grew. As the numbers of science and technology MNCs grow, so does the need for a
21st-century workforce. The emphasis in science and technology in the school system is driven
by this global economic need to supply a 21st-century workforce trained to work in 21st-century
companies such as Intel.
Organization of the Science Fair
The National Science and Technology Fairs Program is a coordinated effort by the Min-
istry of Public Education, Ministry of Science and Technology, CONICIT, and public universi-
ties. As mandated by Executive Decree No. 31.900-MEP-MICIT, the Science and Technology
Fair processes are ruled by the guidelines of PRONAFECYT. The program includes preschool,
primary (Grades 1 through 6) and high school (Grades 7 through 12). The program’s objective is
to promote the culture of science and technology, beginning with development of scientific
knowledge as a stimulus to new generations.
IMPACT OF GLOBALIZATION IN COSTA RICA 57
Each level of the science fair has appointed work committees, all coordinated by a central
organizing committee at each level. The central committee creates subcommittees to complete
the work. Members include school leaders, representatives of the Ministry of Education, repre-
sentatives from universities, representatives from the National Board for Scientific and Techno-
logical Research, and members of important organizations.
Students engage in competition in several areas: Biology, Environmental Science, Com-
puter Science, Earth and Space Science, Social and Behavioral Sciences, Physics and Mathe-
matics, Engineering and Technology, Chemistry, and Health and Medicine.
Intel ISEF
Winners of Costa Rica’s National Science and Technology Fairs Program compete at
Intel ISEF, the world’s largest international precollege science competition, which annually
provides a forum for more than 1,600 high school students from more than 70 countries, regions,
and territories to showcase their independent research and compete for more than $4 million in
awards. Top national winners showcase their talent at an international level (Society for Science
and the Republic, 2015). Awards are based on students’ abilities to tackle challenging scientific
questions, use authentic research practices, and create solutions for the problems of tomorrow.
Through Intel ISEF, competing students receive feedback from top experts in science and tech-
nology community.
According to Intel ISEF, awards are “based on students’ abilities to tackle challenging
scientific questions, use authentic research practices, and create solutions for the problems of
tomorrow” (Society for Science and the Republic, 2015, para. 12). Table 1 lists the awards.
Costa Rica’s NSF is well organized and structured and reflects the country’s investment
in an educational system that values STEM education for students. Costa Rica’s participation in
IMPACT OF GLOBALIZATION IN COSTA RICA 58
Table 1

Intel International Science and Engineering Fair (ISEF) Awards

Award Description

The Gordon E. Moore Award The “best of the best” honor; a prize of USD
75,000 is awarded to the top Best of Category
winner(s) for outstanding and innovative research,
as well as the potential impact of the work.
The Intel Foundation Young
Scientists Award
Two Gordon E. Moore Award runners-up, selected
from the Best of Category winners, are awarded
USD 50,000 each.
The Dudley R. Herschbach SIYSS
Award
Three finalists are selected to receive all-expenses-
paid trips to attend the Stockholm International
Youth Science Seminar (SIYSS), including at-
tendance at the Nobel Prize ceremonies in
Sweden. Recipients must be 18 years old prior to
the Nobel ceremony in December.
Intel ISEF Best of Category
Awards
Best of Category projects, selected from the com-
petition’s 17 categories, receive USD 5,000
awards from the Intel Foundation. USD 1,000
grants are awarded to the winners’ schools and the
affiliated fairs they represent. Best of Category
winners become eligible for the Gordon E. Moore
and Intel Foundation Young Scientist Awards.
Intel ISEF Grand Awards The Intel Foundation provides Grand Awards for
first, second, third, and fourth places in each cate-
gory. Awards are USD 3,000, USD 1,500, USD
1,000, and USD 500, respectively.

Intel’s ISEF is a testament of how far the educational system goes to develop the 21st-century
skills that students will need to thrive in a global knowledge economy (Wagner, 2008).
Conclusion: 21st-Century Education in Costa Rica
The review of the literature describes globalization, including the most current forces of
globalization, survival skills for the 21st century, global economics, and the human need for jobs.
IMPACT OF GLOBALIZATION IN COSTA RICA 59
From its African beginnings, globalization allowed humans seeking a better life to remain inter-
connected and reshape the world (Chanda, 2008). Yesterday’s agents of globalization, such as
traders and warriors, were replaced by MNCs and organizations such as the World Bank.
Through time, globalization adapted to technological changes and forces, all of which play a key
role in globalization (Chanda, 2008). Friedman’s work identified 10 forces that “flattened the
world,” including political events and innovations that resulted in multiple forms of collaboration
(Friedman, 2007). These 10 “flatteners” enable humans to connect with the rest of the world
much more easily than ever before, thus “leveling the playing field.” People can now compete
with anyone in the world.
The Costa Rican government understands the importance of job creation and embraces
globalization, integrating technology, innovation, and capitalism, resulting in an increased GDP
and higher standard of living for its citizens (Clifton, 2011). CINDE facilitated the investment
process for FDI by working closely with the government to attract MNCs and, in the process,
“leveled the playing field” for people who would otherwise be destined to occupy agricultural
jobs and a life of poverty (Friedman, 2007). Realizing the benefits of FDI, government leaders
and CINDE developed a strategic plan for making the country an electronics leader in the
Americas. They worked with CINDE and Intel to develop knowledge-ready workers who could
meet the demands of the evolving 21st-century high-technology industry, which, in turn, could
attract more FDI.
The literature reflects that FDI and MNCs have a strong financial and educational impact
on the globalization of Costa Rica. A review of how FDI and MNCs affected new job opportuni-
ties revealed that FDI and MNCs changed the landscape of educational practices to produce
more knowledge-ready employees.
IMPACT OF GLOBALIZATION IN COSTA RICA 60
Like other nations across the world, Costa Rica faces the challenge of helping students to
develop 21st-century skills in STEM in order to prepare the next generation of workers. Through
partnerships with MNCs such as Intel, the nation develops the human capital needed to compete
in the global job market. By changing educational practices that embrace 21st-century skills,
teachers use teaching methodologies of PBL to teach STEM, thus engaging them in 21st-century
learning that that gives them the skills that they need for their future jobs. P21 outlined the skills
that this generation of workers needs. P21 offered a framework for 21st-century learning with a
focus on 21st-century student-specific skills, content knowledge, and literacy that help students
to master the abilities that they need in the 21st century and beyond. Wagner’s (2008) seven sur-
vival skills provide an avenue to examine how changes in the curriculum promote development
of 21st-century skills that are transferrable to life beyond high school. Such skills are needed to
compete in a global economy.
This review offered a close look at Costa Rica’s educational focus and instructional
methodologies, including a focus on STEM and PBL. Slough and Milam (2013) provided the
Theoretical Framework for Design of STEM Project-Based Learning, which calls for students to
demonstrate in-depth understanding of academic knowledge and skills and builds 21st-century
skills such as collaboration, critical thinking, and communication. By focusing on science fairs,
the nation continues to influence national interest in STEM. As a result, Costa Ricans are posi-
tioned to use their skills in the job market and enjoy a better life. The country represents the pos-
sibilities of opportunities in the current era of globalization.
IMPACT OF GLOBALIZATION IN COSTA RICA 61
CHAPTER 3: METHODOLOGY
This chapter presents the research design, research team, participants, instrumentation,
and plan for data collection and analysis. This study examined the financial and educational
impact of globalization, FDI and MNCs on Costa Rica. Furthermore, the study determined the
extent to which FDI and MNCs have influence new job opportunities and changed the landscape
of educational practices to produce knowledge-ready employees. Along with other nations, Costa
Rica faces the challenge of helping students to develop 21st-century skills in STEM in order to
prepare the next generation of workers. This study reviewed social and economic changes to
include the most current forces of globalization and how global macro decisions made by MNCs
and FDI trickle down to micro decisions made at the local level (Spring, 2008), such as in the
case of education. This study examined current educational conditions and practices in Costa
Rica, with an emphasis on educational focus and instructional methodologies. Finally, this study
examined how the science fair influences national interest in STEM and educational focus on
PBL to increase the human capital pipeline by preparing students for 21st-century jobs.
To this end, the following research questions were developed to guide this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent are the economic growth of
Costa Rica and STEM education related?
2. How has mandating participation in the national science and technology fair influenced
implementation of 21st-century skills through the use of PBL and use of technology by teachers
across all curricular areas? How has it affected 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?
IMPACT OF GLOBALIZATION IN COSTA RICA 62
The following sections report on how these questions were addressed: (a) Research
Design, (b) Sample and Population, (c) Instrumentation, (d) Data Collection, (e) Data Analysis,
(f) Ethical Considerations.
Research Design
This qualitative case study was designed with Creswell’s (2009) six essential steps in
conducting a research study: (a) identification of a research problem, (b) review of the current
literature, (c) having a purpose for research, (d) the collection of data, (e) analysis of the data,
and (f) reporting the evaluation of the research. This study was designed to aid in understanding
the financial and educational impact of globalization, FDI, and MNCs on Costa Rica.
Patton (2002) defined qualitative research as attempting to understand the unique inter-
actions in a particular situation. A case study design was selected because the research questions
called for exploration of an issue (Maxwell, 2013). This qualitative research was conducted in a
natural setting, which, according to Merriam (2009), is a benefit because data are collected
through direct observation and discussions held in a natural setting.
According to Merriam (2009), there are several approaches to qualitative research,
including phenomenology, ethnography, grounded theory, qualitative case study, critical qualita-
tive research, and narrative analysis. Merriam identified case studies as having special features:
particularistic, descriptive, and heuristic. This qualitative case study combined these three fea-
tures. The study focused on a particular phenomenon and was, therefore, particularistic as it had
a focus on a particular phenomenon. Likewise, the case study was also descriptive because it
provided a product that was rich with description of the phenomenon. The study held heuristic
features in that it explained the reasons for the problems at issue (Merriam, 2009).
IMPACT OF GLOBALIZATION IN COSTA RICA 63
This study utilized multiple sources of information from multiple sites for data to gain
understanding of phenomena from various sources. The data were triangulated through inter-
views, observations, and surveys, collected from participants who included students and school
leaders, policy makers, and business executives. The study used conceptual frameworks to verify
consistency of data sources and to identify common characteristics and commonalities (Maxwell,
2013): (a) Friedman’s (2007) explanation of the 10 flatteners that led to globalization, (b) Wag-
ner’s (2008) description of 21st-century skills for learning, and (c) Slough and Milam’s (2013)
theoretical framework for the design of STEM and PBL in the classroom.
Research Team
The research team was comprised of 14 doctoral students led by Dr. Michael Escalante,
professor at the University of Southern California (USC) Rossier School of Education, and Dr.
Wiedoeft. Dr. Wiedoeft was an asset to the team, as she has experience in working on a similar
study and has established many connections in Costa Rica. During fall 2013, the research team
started the literature review and the process of communicating with various people in positions
of authority to gain access to the research sites (Creswell, 2009). Dr. Wiedoeft and Dr. Escalante
helped the research team to build these connections based on relationships that they had estab-
lished with the many gatekeepers of the organizations and sites to be studied (Maxwell, 2013).
The research team carefully selected participants from each of the organizations.
Population and Sample
Purposeful sampling helped the researchers to understand the problem and the research
question (Creswell, 2009). For this qualitative study, the method of purposeful selection was
used so the sample could provide information that was particularly relevant to the research ques-
tions (Maxwell, 2013). The research team purposefully selected as participants government
IMPACT OF GLOBALIZATION IN COSTA RICA 64
officials, business executives from Intel, educators, and former students who had participated in
the science fair and had been educated using STEM and PBL. The letter inviting participants is
included as Appendix A.
Government Officials and Business Executives
Beginning during fall 2013, the research team communicated with selected government
officials, executives from Intel and CINDE, and other persons of authority to gain access to
selected participants who could help to address the research questions. The research team inter-
viewed representatives from the Costa Rican government, MNCs and nongovernmental
organizations (NGOs), and the school system. The research team interviewed Dr. Leonardo
Garnier, Minister of Public Education; Dr. Alejandro Cruz, Minister of Science and Technology;
Nathalie Valencia, Director of Costa Rica’s National Science Fairs; and Sylvia Ugalde Fernan-
dez, Consul General of the Los Angeles Consulate. These people were selected for their
knowledge of the subject. Dr. Wiedoeft, the dissertation assistant, was key in helping the group
to connect with these persons based on her established relationship with them. Dr. Wiedoeft
connected with persons who had direct knowledge of the role of MNCs in Costa Rica and the
nature, intentions, and motivations behind the relationship between MNCs and the educational
system: Gabriela Llobet, Director General of CINDE; Patricia Chico, Director of Community
Outreach for Intel Costa Rica; Mary-Helen Bialas, Director of Educational Programs and Out-
reach for Intel Costa Rica; Patricia Escalante, former Director of the Intel Teach the Future
Program Costa Rica; and Sharon Schneider, Director of ISEF Regional Participating Fairs.
Educators and Students
Dr. Wiedoeft helped the research group to connect with the members of the Costa Rican
educational system, as well as students who bad participated in the National Science Fair and
IMPACT OF GLOBALIZATION IN COSTA RICA 65
students who had gone on to participate in the Intel ISEF, their teachers, and their school direc-
tors. This last group was selected for their personal experience with STEM PBL education, 21st-
century learning, and knowledge of the science fairs.
Instrumentation
In qualitative research, the researcher is the primary instrument for data collection and
analysis (Merriam, 2009). This allowed for inductive investigation that can produce rich data
regarding the impact of MNCs and the science fair policy on schools (Creswell, 2009). The in-
strumentation for this study consisted of structured interviews, surveys, and observations of gov-
ernment officials, educators, and business executives of MNCs that had invested in Costa Rica.
All of the questions for the interviews and surveys, along with the observation protocol, aligned
with the research questions and with the frameworks shaping the study: (a) Friedman (2007) and
Spring (2009) regarding globalization, including topics associated with the role of MNCs and
NGOs, the development of human capital, and global competition; (b) Wagner (2008; also
Wagner & Compton, 2012) for 21st-century learning skills; and (c) Slough and Milam (2013) for
STEM subject education and PBL.
In fall 2013, all members of the research team communicated with various individuals in
authority to gain access to participants at the research sites (Creswell, 2009). The team developed
interview protocols, interview questions, and observations and survey protocols during spring
2014. The team planned to triangulate the data through the use of all three instruments. The
observation protocol was used primarily for classroom and science fair observations. The
surveys were completed by educators and former students who had participated in the Intel ISEF.
All research instruments were submitted to the USC Institutional Review Board for approval in
spring 2014.
IMPACT OF GLOBALIZATION IN COSTA RICA 66
Interview Protocol
In a qualitative study, the purpose of an interview is to address research questions by
gathering data that cannot readily be observed or about past events that are impossible to repli-
cate (Merriam, 2009). Through questioning, the interviewer elicits information from the inter-
viewee, and interview questions allow for collection of information on people’s perspectives,
thoughts, feelings, and intentions (Merriam, 2009). In this study, semistructured interview ques-
tions were used during the person-to-person interviews to gather data, allowing for flexible
wording and order of questions as a way to access the participants’ perspectives (Merriam,
2009).
According to Maxwell (2013), testing the questions before the interview is crucial. In
addition, the interview questions should be developed with what Merriam (2009) identified as
the most important aspect in mind: asking good questions in order to get good data. Such ques-
tions are free from jargon and include six of the types of questions suggested by Patton (2002) as
cited by Merriam (2009, pp. 95-96): experience and behavior questions, opinion and values
questions, feelings questions about their experience, knowledge questions, sensory questions,
and background/demographic questions. Merriam (2009) recommended combining types of
interview structures to allow researchers to obtain standardized information while also including
open-ended questions to gain insight and new information. Asking the right questions is essential
to gathering data for any study (Merriam, 2009). It is also important to ensure that questions are
open ended and yield descriptive stories about the phenomenon under study (Merriam, 2009).
Questions were designed to address the three research questions. Probing or follow-up questions
were added to acquire details, clarifications, and examples (Merriam, 2009).
IMPACT OF GLOBALIZATION IN COSTA RICA 67
Throughout the process, two methods were used: note taking and audio recording. Mer-
riam (2009) stated that the most common and most effective way to conduct an interview is
through audio recording to ensure that everything that is said can be preserved for later analysis.
In addition, this allows the interviewer to reflect and improve on questioning techniques follow-
ing an interview. Merriam also suggested that the interviewer take notes to record data. While
this is not the best method on its own due to the fact that everything that is said cannot be written
down, it is helpful to use note taking to supplement audio recording. Not only can the interviewer
record reactions to the questions but can also use note taking as a strategy to signal that some-
thing important was said or to pace the interview (Merriam, 2009).
The team created separate interview protocols for Policymakers and Government Agents
(Appendix B), Business Leaders (Appendix C), School Leaders (Appendix D), and Former Intel
ISEF Participants (Appendix E). The research team aligned the interview questions of each pro-
tocol with the interview questions and the frameworks.
Research Question 1 asked, To what extent do teachers implementing STEM curriculum
trace their practices back to the influence of policy, globalization, and MNCs? To what extent
are the economic growth of Costa Rica and STEM education related? This question is aligned
with Wagner’s (2008) framework for 21st-century skills. Research Question 2 asked, How has
mandating participation in the national science and technology fair influenced implementation
of 21st-century skills through the use of PBL and use of technology by teachers across all cur-
ricular areas? How has it affected curriculum and instruction? This question is aligned to Wag-
ner’s (2008) framework for 21st-century skills and Slough and Milam’s (2013) framework for
STEM PBL. Research Question 3 asked, How has the national science and technology fair
IMPACT OF GLOBALIZATION IN COSTA RICA 68
policy changed the value for STEM education for students, teachers, and educational leaders?
This question is aligned with all three frameworks.
The second section of the interview protocols provided data to address Research Question
2 regarding curriculum and instruction. The seven questions in this section focused on curricu-
lum and instructional practices in relation to the science and technology fair and teacher use of
STEM PBL in the class. The researchers used Wagner’s (2008) P21 (2015) framework on 21st-
century learning and Slough and Milam’s (2013) framework on STEM PBL to analyze the data
produced from these interviews.
The third section of the interview protocol pertained to the influence of policy, globaliza-
tion, and MNCs on STEM education to address Research Question 3. Answers to these interview
questions were analyzed using Wagner’s (2008) framework. Much like the second section of the
interview protocol, all data gathered from the questions in this section were analyzed using
Wagner’s (2008) and the P21 (2015) framework on 21st-century learning, and Slough and
Milam’s (2013) frameworks on STEM. Questions 5 and 6 this interview protocol focused on the
role of MNCs in education and the ways that educational practices affect the economy. The data
gathered from these questions were analyzed using Friedman’s (2007) and Spring’s (2008)
frameworks on globalization.
Observation Protocol
The research team conducted classroom observations of teachers and students in schools.
In a qualitative study, the purpose of an observation is to gain first-hand encounter/information
with the phenomenon of interest (Merriam, 2009). According to Merriam, observations can be an
important primary source of data because they take place where the phenomenon of interest natu-
rally occurs. Successful observations require the researcher to pay close attention, record field
IMPACT OF GLOBALIZATION IN COSTA RICA 69
notes in a disciplined manner, write descriptively, and utilize methods to vigorously validate
observations (Merriam, 2009). In addition, it is important to focus on evidence of what the
respondents stated during the interview process while combining the data and analyzing them to
draw conclusions related to the study. Through the observations, the researchers witnessed
instructional practices, curriculum implementation, and student learning in a contextual setting.
The observations helped to determine the extent to which students develop 21st-century skills in
the classroom.
Data gathered from observations revealed important information in a qualitative study
and contributed a great deal of data. The observations provided important primary data because
they took place in natural settings: classrooms (Appendix F) and at the Intel ISEF (Appendix G).
The research team developed the observation protocol using elements recommended by Merriam
(2009): the physical setting, the participants, activities and interactions, conversations, subtle
factors, and the researcher’s behavior.
The research team developed each observation protocol, keeping in mind alignment of
observations, research questions, and the conceptual frameworks of the study. The observation
protocol provided room to collect data on the classroom setting, an overview of the observed
actions, and the use of materials. The protocol provided a chart that listed Wagner’s (2008) seven
21st-century skills and the four aspects of STEM PBL presented by Slough and Milam (2013). In
line with each of these portions of the frameworks, the table included space for the observer to
record the actions observed, the conversations heard, and observer comments related to each
aspect of the conceptual framework. The third section included six specific questions aligned to
the three research questions, labeled according to the research question with which they aligned;
IMPACT OF GLOBALIZATION IN COSTA RICA 70
they were designed to ensure that the observer remained focused on gathering data specifically
aligned to the research questions.
Survey Protocol
To reduce the risk of bias and to understand the phenomena, the research team triangu-
lated the data (Maxwell, 2013). In addition to observations and interviews, the research team
developed a survey to be completed by those who work in the educational setting. This data col-
lection enabled the researchers to generalize the findings from a sample of responses and support
findings from other sources of data.
In order to develop clear and valid items, slang, jargon, abbreviations, acronyms, vague
qualifiers, colloquial expressions, and technical terms were avoided (Fink, 2009). As with the
interview protocol, the survey questions were crafted using the theoretical frameworks of this
research study. The research team developed the Likert-style response scale and used survey
protocol for teachers and administrators (Appendix H) and for students (Appendix I). The survey
questions aligned with the research questions to gather information about educators’ knowledge
and opinions about globalization, the impact of MNCs on education, and the influence of the
science and technology fair policy on schools in Costa Rica.
To gather data aligned with each of the three research questions, the research team cre-
ated a self-administered survey to be completed by teachers and administrators (Appendix H).
The survey had 23 items with response choices of strongly agree, agree, disagree, strongly dis-
agree, and I don’t know. Survey Items 1 through 6 aligned with the first research question, Items
7 through 14 aligned with the second research question, and Items 15 through 23 aligned with
the third research question. Responses were analyzed using the three conceptual frameworks.
IMPACT OF GLOBALIZATION IN COSTA RICA 71
Similarly, the research team created a survey to gather data about students’ educational
experiences. The student survey protocol (Appendix I) had 13 items. Items 1 through 4 provided
data to address the first research question, Items 5 through 10 provided data to address the
second research question, and Items 11 through 14 provided data to address the third research
question. The data were analyzed using the three conceptual frameworks.
Pilot Testing
To ensure accurate collection of data, a pilot test was conducted during the preplanning
for the research trip to enhance the validity of the study (Merriam, 2009). The pilot test was con-
ducted when the research team met with Sharon Schneider and her assistant from Intel ISEF. In
this pilot test, the research team tested the interview questions for clarity to both researchers and
participants. Based on the responses, the researchers revised the items as needed. Later, the team
used the revised interview items when interviewing Consul General Sylvia Ugalde Fernandez
from the Costa Rican consulate in Los Angeles.
Data Collection
The research team traveled in Costa Rica from June 13, 2014, until June 24, 2014, to
collect data using the described research instruments. Team members were matched to do a
benchmark comparison between two researchers within the team and to have a Spanish-speaking
and a non-Spanish-speaking researcher in each group. Each group conducted interviews, per-
formed observations, and administered surveys directly to participants. The researchers contacted
all potential participants to ensure that appointments were scheduled and surveys were distrib-
uted.
During June 2014, the researchers conducted observations at school sites representing
primary, secondary, and postsecondary education. Observations allowed the researchers to
IMPACT OF GLOBALIZATION IN COSTA RICA 72
observe nonverbal expressions, interactions, and student-to-student and teacher-to-student com-
munication to gain holistic understanding of the phenomena. As Merriam (2009) noted, no one
can observe everything, so observations in this study were focused on the physical setting, the
participants, the activities and interactions, the conversations, subtle factors, and the researchers’
behavior. Through observations, the researchers gained firsthand information to understand the
phenomenon of interest (Merriam, 2009). These observations provided important primary data
because they took place where the phenomenon of interest naturally occurs, which is the class-
room. Throughout the observations, researchers recorded field notes with description.
In the interviews, data were collected using two methods, note taking and audio record-
ing, to ensure that everything that was said was preserved for analysis. This allowed the
researchers to reflect and improve on questioning techniques for the following interviews.
The ability to gather data in the participants’ natural setting is one of the benefits of a
qualitative study (Creswell, 2009), and all interviews were performed in such a setting. The
researchers took notes while interviews were recorded; the recordings were transcribed using a
transcription application so that the data could be quickly coded, shared, and available to the
researchers. As the data were collected, analyzed, and interpreted, the research team followed
Creswell’s (2009) good ethical practices by protecting the identity of each persons and his/her
role, keeping the collected data in a safe location, and understanding that all collected data were
owned by the research team as a whole. The team debriefed with the participants to check for
accuracy of the data. The team anticipated and resolved potential issues of misuse of the col-
lected data and refrained from using language that contained bias toward gender, race, sexual
orientation, age, or disability.
IMPACT OF GLOBALIZATION IN COSTA RICA 73
Data Analysis
The data for this study were collected by the research team and analyzed individually by
each researcher. Data analysis followed Creswell’s (2009) process for examination of qualitative
data. The first step was to organize and prepare the data for analysis. The second step was to read
through all the data to make sense of the information. The third step was to begin detailed analy-
sis with a coding process, organizing the material into “chunks” to bring meaning to those
“chunks.” This included clustering similar topics, finding descriptive wording for topics and
assigning them to categories, making decisions on the abbreviation for each category, alpha-
betizing these codes, assembling the data belonging to each category, performing a preliminary
analysis, and, if necessary, recoding data. The fourth step was to use the coding process to gener-
ate a description of the setting or people, as well as categories or themes for analysis. The fifth
step was to decide how the description and themes would be presented in the qualitative narra-
tive. Creswell’s (2009) last step in data analysis is to interpret the data. In this step, the research
team triangulated the data to check for consistencies and inconsistencies. Using this information
while comparing and contrasting the findings with the information in the literature, the research
team created meaning, made correlations, asked questions, described the lessons learned, and
provided recommendations and next steps for further analysis. The description of the findings
and analysis of data were done using the frameworks of this study.
Ethical Considerations
Merriam (2009) pointed out that the ethics of the researcher is the most important aspect
of the validity and reliability of a research study. According to Merriam, all research should be
concerned with producing valid and reliable results in an ethical manner. Validity and reliability
IMPACT OF GLOBALIZATION IN COSTA RICA 74
can be ensured by designing a study that is well conceived through the process of data collection,
analysis, and interpretation, as well as through the method for presenting the findings.
Another important aspect of validity in qualitative research comes from the knowledge
that the purpose is not to find an objective truth but simply to understand a phenomenon.
Because an objective truth that can be measured is not sought, such as in quantitative research,
validity threats should be acknowledged at the start of a qualitative study (Maxwell, 2013). The
research team took active steps to ensure validity and reliability of the study.
For this study, the research leader and research assistant, Dr. Escalante and Dr. Wiedoeft,
and all 14 members of the research team completed the Institutional Review Board application
process. This process required completion of the Collaborative IRB Training Initiative (CITI), an
online training program that offers a variety of modules relating to ethical considerations in con-
ducting research.
IMPACT OF GLOBALIZATION IN COSTA RICA 75
CHAPTER 4: RESEARCH FINDINGS
The conditions in which nations and individuals must compete and succeed has been
rapidly transformed by groundbreaking and rapidly evolving technologies, as well as by the eco-
nomic growth of countries such as China, India, Thailand, and Costa Rica. The creation of the
first personal computer, the World Wide Web, and mobile devices allowed citizens of the world
to communicate, innovate, create, and collaborate beyond the borders of their communities
(Friedman, 2007). Unlike any other time in history, individuals from any place and any social
class can compete with others from around the world, which essentially levels the playing field
for all (Friedman, 2007). These changes in technology have changed the global market and
changed the skills that students need to compete in this global market.
Over the past 3 decades, Costa Rica took full advantage of the competitive global market
by entering into partnership with CINDE, a private, nonpolitical, nonprofit organization formed
in 1984 (Cordero & Paus, 2008; Rodríguez-Clare, 2001) to promote and attract high-technology
FDI and improve conditions for the people living in the country. To prepare citizens of Costa
Rica for the jobs brought by MNCs, schools adopted educational practices that develop 21st-
century skills, particularly in STEM.
Purpose of the Study
The purpose of this study was to understand the influence of globalization, FDI, and
multinational corporate responsibility on curriculum and teaching practices in Costa Rican K–12
schools. The study also sought to understand the relationships among the Ministry of Education,
CINDE, and Intel with respect to development of 21st-century skills and interest in STEM PBL
in the nation’s K–12 schools. The study sought to understand the relationship between STEM
education and the country’s economic growth. The study examined how the mandated national
IMPACT OF GLOBALIZATION IN COSTA RICA 76
science and technology fair influences the use of PBL to build human capital and prepare
students for 21st-century jobs, particularly in STEM fields.
This chapter presents results of an analysis of qualitative data collected by14 research
students from USC. The findings from interviews, surveys, and observations were triangulated to
address three research questions:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent are the economic growth of
Costa Rica and STEM education related?
2. How has mandating participation in the national science and technology fair influenced
implementation of 21st-century skills through the use of PBL and use of technology by teachers
across all curricular areas? How has it affected 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?
This chapter reports the results of analysis of the data collected via interviews, surveys,
observations, and literature review. The chapter includes an overview of the methodology and
participants and the findings summarized by each research question. The three theoretical
frameworks used to analyze this study were Friedman’s (2007) and Spring’s (2008) framework
of globalization, Wagner’s (2008) and P21’s framework for 21st-century learning, and Slough
and Milam’s (2013) Framework for Design of STEM Project-Based Learning, which offers spe-
cific design principles for PBL in STEM fields.
Participants
This qualitative case study involved participation by government officials, teachers,
school leaders, current and former students, and executives from MNCs. The research team was
IMPACT OF GLOBALIZATION IN COSTA RICA 77
divided into three groups, each conducting research at one of three school sites: Colegio Técnico
Don Bosco, Liceo Académico de Sixaola, and Colegio Cientifico de Costa Rica Sede San Carlos.
The team interviewed students and persons from the educational, business and government
sectors. The team conducted 53 interviews, surveyed 45 teachers and administrators and 237
students, and observed classrooms at each of the three schools. When appropriate, the Spanish-
speaking members of the research team conducted the interviews in Spanish. All interviews were
translated, transcribed, and adjusted for English syntax and grammar when translation made
interpretation difficult. The team focused the interviews on three 2014 Intel ISEF students, five
former Intel ISEF student winners, policy/government officials, school leaders, and business
leaders. Fifteen of the 53 interviews are reported in this dissertation.
This report is based on the research study conducted at Liceo Académico de Sixaola, a
school located in Sixaola, a small town in the province of Limon, Costa Rica. Research data
collected at Colegio Técnico Don Bosco and Colegio Cientifico de Costa Rica Sede San Carlos
were used to compare resources between it and an impoverished school such as Liceo
Académico de Sixaola. Colegio Técnico Don Bosco is a technical private subsidized high school
in San José that ranks 38th of 906 high schools in the country, based on the number of students
meeting criteria for acceptance into the University of Costa Rica. The school is well known for
providing 21st-century education in STEM through PBL. Colegio Técnico Don Bosco has a
strong partnership with Intel and receives valuable resources and support, such as used computer
equipment, mentors to help students with their science, technology, and engineering fair projects,
and opportunities for students to work at the company after graduation.
IMPACT OF GLOBALIZATION IN COSTA RICA 78
There are 178 students and 8 staff members Liceo Académico de Sixaola. Under the
leadership of Sonia Leal Cortez, school principal, the school has focused on STEM education
and produced National Science and Technology Fair and ISEF winners for the past 9 years.
Liceo Académico de Sixaola is located in the flood-devastated remote town of Sixaola on
the Caribbean side of Costa Rica, near the border with Panama. Sixaola is a small town in Tala-
manca of Limón Province. According to the census for 2011, the Talamanca region has a high
poverty rate in that 29% of families live in poverty, contrasted to 17.2% who do so in San José.
The figures for extreme poverty are 10% of families in Talamanca and 3.9% in San José.
The main cash crop in Sixaola is the banana, the trade in which is controlled by foreign
MNCs who export it to all parts of the world. As the largest industry in Sixaola, the banana
industry employs many of its residents, most of whom have done this type of labor generation
after generation.
Liceo Académico de Sixaola faces many challenges. The school is located in a flood zone
and becomes inundated with mud during heavy rains. After the last flood, it took the students,
parents, and staff 15 days to remove the mud. Upon entering the school, most apparent is the
poor condition of the school’s classrooms, offices, and school grounds. There are insufficient
classrooms for the growing student population; all classrooms are bare and all furniture and
equipment is old. Instructional posters on the walls show signs of aging and deterioration.
Teachers and students have limited access to resources or books. Electrical wires hang from the
ceiling and windows are covered with wire bars instead of glass. The school is built on a dirt
field, which is covered with gravel, rock, and sand. Students do not have a schoolyard nor do
they have playground or recreation equipment. They play on the overgrown grass field where
they also have physical education. Other than a few soccer balls, students do not have any
IMPACT OF GLOBALIZATION IN COSTA RICA 79
equipment to play ball or to engage in physical education activities. Situated near the jungle,
Sixaola has hot and humid weather. The only room with air conditioning is the computer room;
none of the other classrooms has air conditioning or fans.
Students at Liceo Académico de Sixaola have access to a computer room that houses 35
laptops. Students also have access to wireless connectivity but the range of connectivity is lim-
ited to the computer classroom. Due to ongoing electrical problems, it is not unusual for the
electricity to stop working, as was the case during a classroom visit and observation. Without
power, Internet connectivity was lost and the teacher was forced to modify the lesson.
Researchers focused their research on Liceo Académico de Sixaola because, despite the
economic challenges faced at home, in the school, and in their communities, students at this
school have won top awards at the national and international levels for the past 9 years. During
the year of this study, three students from the school won third place in their category at the Intel
ISEF in Los Angeles, California, defeating students from schools with greater resources both in
Costa Rica and across the globe. According to Sonia Leal Cortez, principal at Liceo Académico
de Sixaola, this is an amazing accomplishment, considering that they competed with national
winners from countries throughout the world, including the United States. As reported by Cortez,
the school has a graduation rate of 98% and a large number of graduates pursue higher educa-
tion. The initial interviews with the three 2014 ISEF winners, as well as research on the Sixaola
region, led researchers to inquire how students from such a devastated and poor region in Costa
Rica experience success at the national and international science and technology fairs.
An analysis of the data focused on representatives from government and MNCs, as well
as members of the Liceo Académico de Sixaola learning community: the three 2014 ISEF
IMPACT OF GLOBALIZATION IN COSTA RICA 80
winners, former ISEF winners who were currently in college, a volunteer, teachers, and the
school principal. The following persons are cited in this chapter.
Natalie Valencia is Coordinator of the National Program of Science and Technology
Affairs and oversees projects that promote science and technology, as well as the National
Science Fair. Silvia Arguello Vargas is Director of Human Capital at the Ministry of Science,
Technology, and Telecommunications (MICITT; 2013). Vanessa Gibson is the Director of Post-
Establishment at CINDE, and Mary Helen Bialas is the Academic Relations and Education Pro-
gram Manager at Intel.
Students who were interviewed were the 2014 ISEF winners from Liceo Academico de
Sixaola: Marcelo Guerra, Daylin Bryan Rodríguez, and Verónica Bustos Guido. The research
team also interviewed students who had graduated from the Liceo Académico de Sixaola and had
won at the National Science Fair and ISEF: Edwin Rodríguez, Jefte Cordoba, Darrel Parker
Cortes, Alejandro Torres, and Ariana McCarthy.
Educators who were interviewed for this study were Laura Castillo, Luis Rodríguez,
Sonia Cortés Leal, and Ronald Silva. Laura Castillo is a teacher who has been working with the
ISEF winners and successfully led other students to national and international competition each
of the past 9 years. Sonia Cortés Leal is the principal at Liceo Académico de Sixaola. She pro-
vided the vision for her school and is relentless in ensuring that her students have funds and
opportunities to advance. She finds economic and material resources so her students have the
opportunity to compete. Ronald Silva is the technology teacher at the school. The research team
also interviewed Luis Rodríguez, a volunteer and local scientist and engineer who works with
students who are competing in the science and technology fairs. All students and staff who were
interviewed cited Rodríguez as an important volunteer and mentor who is key in helping students
IMPACT OF GLOBALIZATION IN COSTA RICA 81
to gain access to resources to conduct their research. Don Luis, as he is called, shares his per-
sonal lab, materials, and books and works with Castillo and Leal to locate resources for students
in the other parts of the country, including hospitals and universities.
The research team surveyed 45 teachers/administrators and 237 students at Colegio
Técnico Don Bosco, Colegio Cientifico De Costa Rica, Cede San Carlos, and Liceo Académico
de Sixaola. Of those, 3 were educators at Liceo Académico de Sixaola and 23 were students at
the school. All participants answered questions related to the three research questions.
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 MNCs? To what extent
are the economic growth of Costa Rica and STEM education related? The aim of this question
was to explore the impact of globalization and the presence of MNCs on Costa Rica’s educa-
tional practices and economic growth. Specifically, the question was aimed to explore how Costa
Rica’s national policy mandating the science fair affected instructional practices and increased
student interest in STEM fields. The data analysis revealed two themes: (a) The use of STEM
education prepares students to compete in the global job market, and (b) Costa Rica’s economy
improved due to the country’s educational focus on STEM education.
The literature revealed that the economy improved as a result of changes in education,
many of which focused on STEM education. Globalization affects economics, production, con-
sumption and investments, resulting in an impact on the world’s population (Spring, 2008).
Changing technologies, international competition, and globalization of markets mean that
students must be prepared for the 21st-century job market. In order to be globally competitive,
students must have specific essential content and literacy skills. Through STEM PBL education,
IMPACT OF GLOBALIZATION IN COSTA RICA 82
teachers can teach students the essential skills that they need to succeed in the modern world:
critical thinking, problem solving, communication, and collaboration (P21, 2015). The literature
revealed that Costa Rica embraced globalization by leveraging technologies and the ability to
create, collaborate, and communicate in the global platform. By embracing globalization, the
country integrated technology, innovation and capitalism, resulting in an increased GDP and
standard of living for their citizens (Clifton, 2011). Globalization and the need to be competitive
affected educational practices and policies, as the country recognized the need for a more
knowledge- and technology-ready society. In so doing, the nation adopted educational agendas
focused on developing better workers as a way to promote economic growth. Costa Rica’s
approach to growth and development is based on attracting FDI by MNCs. Since the 1980s,
MNCs that have established manufacturing plants in the country include Intel, Hewlett Packard,
Remec, Sawteck, Microsoft, Abbott, and Baxter. The government’s approach to attracting FDI
and the focus on knowledge-based workers also resulted in the ability of its people to compete
successfully in the worldwide knowledge-intensive sectors. This also changed the educational
focus to STEM fields and mandated a national science fair policy that continues to have an
impact on instructional practices and increased student interest in STEM fields.
Students Are Prepared Through STEM Education
The first theme that emerged was that the use of STEM education prepares students to
compete in the global job market. This theme is aligned to the literature and is important because
all students across the globe must be knowledge-based workers with 21st-century skills in order
to compete in the global job market. Costa Rica continues to work with the Ministry of Educa-
tion to ensure that students have these 21st-century skills.
IMPACT OF GLOBALIZATION IN COSTA RICA 83
Like other nations, Costa Rica faces the challenge of helping students to develop 21st-
century skills in STEM to prepare the next generation of workers. Through partnerships with
MNCs such as Intel, the nation develops the human capital needed to compete in the global job
market. By adopting educational practices that embrace 21st-century skills, teachers use the
teaching methodologies of PBL to teach STEM, thus engaging students in 21st-century learning
that gives them the skills that they need for future jobs. This research examined the educational
focus and instructional methodologies, which include a focus on STEM and PBL.
This theme was sustained by survey, observations, and interviews. In their surveys, all of
the students from Liceo Académico de Sixaola reported a Positive or Strongly Positive response
regarding their participation in the science fair and its impact on their lives and their future.
Likewise, all students at Colegio Técnico Don Bosco and Colegio Cientifico de Costa Rica Sede
San Carlos reported a Neutral, Positive, or Strongly Positive response regarding their participa-
tion in the science fair and its impact on their lives and their future.
In their interviews, students reported that STEM education and participation in the
science and technology fair had influenced their career choice. When asked whether his partici-
pation in the science and technology fairs had motivated him to choose a university major with a
STEM specialty, Jefte Cordova, a college student and a former National Science Fair and ISEF
winner from Liceo Académico de Sixaola stated, “Of course. I study medicine and veterinary. I
even enrolled in biology, too, but I don’t have the time to take the classes. I love everything
science and [that] is in part due to my participation in the science and technology fairs.” Darryl
Parker Cortez, a college student and former student at Liceo Académico de Sixaola and a
National Science Fair winner, stated that his participation in the National Science Fair “helped
me a lot in my career as a future engineer. It motivated me, influenced my life, changed it and
IMPACT OF GLOBALIZATION IN COSTA RICA 84
motivated me to study STEM courses in college.” Similarly, the principal of the school, Sonia
Leal Cortez reported that STEM education and participation in the science and technology fairs
helps students to progress in STEM.
[STEM education and the Science and technology fairs] spark interest more than any-
thing in young people. For example, in 2011 from the young people who participated and
won at a national level, one of them leaned towards engineering . . . and some others for
technology. Some also participated in the medical sciences. All students continue [to]
progress in some way, in science . . . and they keep moving forward with their studies.
None of them have remained stuck.
When asked her opinion regarding the importance of education and STEM, Laura Cas-
tillo stated,
I consider that it is a crucial resource for the academic training of our young people. With
STEM education, we will help our students broaden their aspirations and help them have
a greater vision of this global world. STEM is extremely necessary to the development of
our country. I feel that, through science and technology, our students will be an employed
resource for the future.
Castillo also noted that areas of scientific research influence the majors students choose in
college, showing how STEM education influences students’ career choices.
When students get to college, they choose fields similar to what developed in their
projects. For example, of our students participating in science fair, we have a doctor, a
computer engineer, one marine biologist, a business manager with an emphasis on
foreign trade, an engineer in agronomy, one science teacher, an accountant.
IMPACT OF GLOBALIZATION IN COSTA RICA 85
The interviews revealed that the participants viewed STEM education and participation in the
science and technology fair as influential in the career choices made by students.
To gain perspective on the government’s view regarding how the use of STEM education
prepares students to compete in the global job market, the research team interviewed Vanessa
Gibson, Service Sector Manager at CINDE.
STEM always changed student’s vision and their perspective in life, generally. Most of
these students are coming from very challenged communities where their parents are
immigrants in some cases. Most of them did not have ideas of life outside Sixaola, or
knowledge of educational opportunities. What are STEM and whatsoever the impact of
these opportunities. . . . STEM challenges students to have a global view of the oppor-
tunities, one impacting their communities . . . always with the right and appropriate guid-
ance. These young people are the next generation of engineers, physicians.
When asked about STEM education and development of human capital, Natalie Valencia,
Coordinator of the National Program of Science and Technology fairs explained,
Costa Rica considers technology and science and engineering as three very important
aspects for a country to develop [so it can have] critical and creative citizens who lean
toward technology and scientific careers.
Valencia emphasized the importance of STEM education in preparing students to compete in the
global job market.
STEM education generates a seedbed for future citizens with scientific and creative skills
who could be more sensitive to their reality and who can solve problems affecting their
communities.
IMPACT OF GLOBALIZATION IN COSTA RICA 86
This theme was sustained by interviews, survey results, and classroom observations. The
researchers observed students working in small groups to solve a task in STEM-related classes.
Students had many opportunities to interact and collaborate. In some cases, they were given a
problem to solve in which they had to think critically and communicate their thinking to others.
However, the classroom observations also revealed that the students had limited resources and
that the teachers had to supplement. Classrooms lacked books in the STEM areas, and students
were asked to use the Internet in the technology class to conduct their research. The teachers
engaged in activities that required few resources and used strategies that encouraged and even
required collaboration with peers, critical analysis of real-life problems, questioning for deeper
understanding, and use of communication skills to engage students in learning of subject matter.
The same was the case at Colegio Técnico Don Bosco and Colegio Cientifico de Costa Rica
Sede San Carlos, but the difference was that those students had many resources to conduct their
experiments, explore, create, and communicate. These resources included, but were not limited
to labs, workrooms, computers, materials, Internet connectivity, computers, and volunteers from
Intel. For example, at Colegio Técnico Don Bosco, the research team conducted six classroom
observations, and students there had specific classes devoted to areas of STEM, as well as the
tools to conduct research. The classrooms at Colegio Técnico Don Bosco are state of the art and
well equipped for STEM education. The evidence suggests that students in Costa Rica engage in
21st-century learning and using skills that they need for future jobs. By focusing on science fairs,
the nation continues to influence national interest in STEM. As a result, students are better posi-
tioned to use their skills in the job market and enjoy a better life.
IMPACT OF GLOBALIZATION IN COSTA RICA 87
Economy Was Improved Through STEM Education
The second theme is that Costa Rica’s economy improved due to the country’s educa-
tional focus on STEM education. This theme was reflected in surveys and interviews. All sur-
veyed students reported a Positive or Strongly Positive response regarding their participation in
the science fair and its impact on their lives. All surveyed students also reported a Positive
response to the question about their interest in STEM subjects since participating in the science
fair. Ronald Silva, computer class teacher at Liceo Acádemico de Sixaola, noted the importance
of science and technology education to the development of Costa Rica.
Without science and technology, the advancements in education are impossible. Actually,
well into the 21st century, the use of computer science technology go in hand with the
development of countries, and if Costa Rica really wants to be a more developed country
at some point, they have to adopt that type of education.
Similarly, Luis Rodríguez, local biologist, engineer, and mentor to students at Liceo
Académico de Sixaola, discussed the importance of STEM education on the economic develop-
ment of Costa Rica.
If we don’t teach the sciences, let’s not expect development. Because we can’t keep on
being an agricultural economy. We have to be a type of Costa Rican citizen where our
work, our time, our hour has a high value. If not we’ll keep reproducing poverty.
Sonia Cortez-Leal, principal at Liceo Acádemico de Sixaola, elaborated on the
importance of STEM education to economic development of Costa Rica.
If you want to get out of poverty actually and to get these young people out of where they
are planting bananas and plantains, we have to motivate them to study science and
IMPACT OF GLOBALIZATION IN COSTA RICA 88
technology. Because I think that staying there planting bananas and plantains will not get
us out of poverty. It’s through education that we can overcome poverty.
Laura Castillo, science teacher at Liceo Acádemico de Sixaola, expanded on the
importance of STEM on the economic future of Costa Rica.
To me, it is the key to the success of this country. Through science, engineering, mathe-
matics, we will have growing innovation through advanced study and new technologies.
These are areas that will increase economic growth and counter the economic crisis that
exists today, since we would spread out over new markets with which we would attract
the inclusion of companies, or would find companies to which we would sell our
products. This will benefit our people because it would lower the unemployment rate and
will have a greater economic boom.
Student interviews revealed similar views. Ariana McCarthy, biologist and former
student and science fair winner at Liceo Académico de Sixaola, shared her views on the impact
of STEM on economic development of Costa Rica.
The economic development of the country can be promoted by professionals who work in
the areas of science, technology, and engineering. I think that education has to focus on
that sense and create mores skills.
Marcelo Guerra, current student at Liceo Académico de Sixaola, shared his views on the
impact of Costa Rica’s focus on STEM education through the science fairs on his life.
The fairs promoted independence of ideas. I don’t have to depend on someone else’s
ideas, but, with this, now I can act according to my ideas. Participation in the fairs moti-
vates me to study other sciences such as biology, chemistry, and physics. The fairs have
IMPACT OF GLOBALIZATION IN COSTA RICA 89
helped me discover certain things that fill us more with curiosity of what the world holds
for us.
To gain insight into the corporate perspective, key persons at Intel were interviewed.
Mary-Helen Bialas, Director of Academic Relations and the Education Program Manager for
Intel, shared the following:
Costa Rica’s gone through a process of being a very agricultural based country. It’s
moved into having tourism and services being at the next economic level. To be com-
petitive now, it really has to use and be able to sell knowledge. To be able to sell the
knowledge, you have to have researchers. You have to have scientists. You have to have
engineers that are applying this information and moving forward, and investment in
research . . . as the country invests in research development, they move up the scale in the
economy. . . . You’ve got to get into that cycle where you move the country forward in
the economic role. . . . You need to be able to develop that pipeline continuously, and
then make it grow.
To summarize the importance of Costa Rica’s STEM educational focus on its economy,
Vanessa Gibson, Service Sector Manager at CINDE, stated the following:
[STEM] is the fuel of Costa Rica development. . . . 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 people that are aligned.
The evidence suggests that the respondents saw a relationship between STEM education
and the economic well-being of Costa Rica. The participants agreed that, through STEM educa-
tion, Costa Rica will become a more developed country, offering citizens opportunities to over-
come poverty.
IMPACT OF GLOBALIZATION IN COSTA RICA 90
Summary
Overall, globalization and the presence of MNCs had an impact on educational practice,
increased student interest in STEM fields, and spurred the economic growth of Costa Rica. The
world is interconnected and no longer limited to national borders, making it possible for people
from any social class to compete on a leveled playing field (Friedman, 2007). Even students
living in impoverished areas of Costa Rica, such as Sixaola, have opportunities to overcome
poverty. Through efforts by CINDE, the nation promoted and attracted high-technology FDI,
which requires human capital to fulfill high-technology jobs. The new job opportunities brought
by MNCs require educational institutions to produce knowledge-ready employees, increasing the
need for schools to adopt educational practices that develop 21st-century skills, particularly in
STEM.
Results: Research Question 2
Research Question 2 asked, How has mandating participation in the national science and
technology fair influenced implementation of 21st-century skills through the use of PBL and use
of technology by teachers across all curricular areas? How has it affected curriculum and
instruction? The aim of this research question was to determine whether the use of PBL instruc-
tional practices in STEM education increased student interest in STEM fields, resulting in greater
student participation in the National Science Fair. Two themes emerged in response to this
question. The first and predominant theme, as evidenced in almost every interview, was that the
national science and technology fair mandate affected teacher practice, resulting in a focus on
21st-century skills through the use of PBL. The second theme was that the use of PBL teaching
strategies in STEM education increased students’ ability to collaborate, communicate, think
critically, and create, all 21st-century skills that prepare students for science fair competition, as
IMPACT OF GLOBALIZATION IN COSTA RICA 91
well as college and career. The triangulation of surveys, observations, and interviews indicated
that Costa Rica’s national policy to have a science fair affected instructional practices and
increased student interest in STEM fields, resulting in economic growth of the country.
Fair Mandate Affected Teacher Practice in PBL
As a result of the National Science Fair policy, schools in Costa Rica increased the
emphasis on 21st-century Skills through STEM/PBL-focused education that stresses innovation
and survival skills for the modern and future global market. These skills include critical thinking
and problem solving, communication and collaboration, and creativity. The National Science
Fair policy increased the focus on learning opportunities through STEM to allow students to
make sense of the world and expand their experience and knowledge base while engaging in
relevant and meaningful preparation for their future (Dugger, 2010). By providing authentic,
real-world issues and problems that students find meaningful, motivating, and engaging, teachers
in Costa Rica create meaningful learning experiences for students, with the conditions that they
need to create, learn, produce, and innovate.
As the literature review revealed, upon realizing the benefits of FDIs, government leaders
in Costa Rica developed a strategic plan for making the country an electronics leader in the
Americas. They worked with CINDE to develop knowledge-ready workers who could meet the
demands of the evolving 21st-century high-technology industry, which, in turn, attracted more
FDI by MNCs. Through education reform, which includes an emphasis on STEM and PBL, the
availability of a skilled and knowledgeable labor force increased, which is key in attracting high-
technology MNCs (Rodríguez-Clare, 2001).
To address Research Question 2, the research team looked at the survey questions related
to this theme. All students at Liceo Académico de Sixaola reported a neutral or positive response
IMPACT OF GLOBALIZATION IN COSTA RICA 92
and all surveyed teachers reported positive or strong positive responses. Likewise, all students at
Colegio Técnico Don Bosco and Colegio Cientifico de Costa Rica Sede San Carlos and all sur-
veyed teachers reported neutral or positive responses. Despite the disparity of resources at these
schools, the survey results at Liceo Académico de Sixaola supported the first theme: The
national science and technology fair mandate affected teacher practice, resulting in a focus on
21st-century skills through the use of PBL.
Through its partnerships with MNCs and FDI, Costa Rica took many proactive steps to
create a knowledge-based society to develop its technology and knowledge-driven economy. In
the case of its partnership with Intel, it promoted education that has a focus on 21st-century skills
and STEM through PBL. Over the past 2 decades, leaders recognized the importance of global
competiveness and focused on a 21st-century education that allows students to develop their
skills in STEM. Students once destined to agricultural jobs now have employment opportunities
in the high-technology sector. The study results showed that such is the case at Liceo Académico
de Sixaola.
Liceo Académico de Sixaola is located in one of the most impoverished parts of Costa
Rica. Poverty is present in both the community and the school. Liceo Académico de Sixaola is a
school with limited resources. School structures are in much need of improvement, as evidenced
by the poor conditions of the school, hanging wires, lack of windows, lack of a library or science
lab, no playground, and, in many cases, lack of space, air conditioning, or areas to relax during
recess. The school is in much need of care beyond a coat of paint. This has created many chal-
lenges for students who need research materials such as a lab, books, or microscopes. Classroom
observations and interviews revealed that the investigation portion of the research that students
conduct is mostly done away from school, often at the personal lab of Luis Rodríguez, at labs at
IMPACT OF GLOBALIZATION IN COSTA RICA 93
universities and hospitals, or at home. Despite these challenges, Liceo Académico de Sixaola has
produced regional, national and international fair winners for the past 9 years. Interviews, class-
room observations, and surveys revealed why and how, despite the disparity of resources, the
national science and technology fair mandate had an impact on teacher practice resulting in a
focus on 21st-century skills through use of PBL.
In addition to survey data, business leaders, government leaders, teachers, and school
leaders supported this focus and agreed that, due to the national science and technology fairs
mandate, teachers had increased use of instruction that supports 21st-century skills. When dis-
cussing the use of communication, collaboration, and creativity as 21st-century skills, Helen
Bialas, Academic Relations and Education Program Manager at Intel, said,
Technology has given students the opportunity to further their research, to find worlds
that are far beyond their communities, and to understand what others are doing in that
field. It’s given them the opportunity to communicate with other students, teachers, pro-
fessors. It’s opened many doors for them beyond their schools. Students are even creating
their own technologies and furthering their knowledge. What is the science fair? It’s not
just looking at what other people have done. It’s actually creating knowledge. Technol-
ogy has helped them in that process.
To explain how the science and technology fairs affected in the learning process, Natalie
Valencia stated,
The science and technology fair uses various paradigms or various learning structures,
learning based in investigation, learning based in projects. Those are really aligned and
these are very valuable strategies for learning [which] definitely provide a significant
learning for students.
IMPACT OF GLOBALIZATION IN COSTA RICA 94
When discussing the effect that she had observed in her students due to the science and
technology fair, Laura Castillo, stated,
The skills, attitudes and values in students are emphasized more strongly because they are
able to investigate and interact with others. The science and technology fairs have
enabled them to transform their vision and move forward and to succeed. The fairs help
students develop their vocations.
The research team asked students to reflect on how the education that they received had
prepared them for the science and technology fair. Graduate and ISEF and National Science and
Technology Fair winners from Liceo Académico de Sixaola reported that, although they had a
supportive and encouraging science teacher who guided them in their investigations, the school
was not equipped to prepare them for the projects. Jefte Cordova stated,
One disadvantage is that the school didn’t have a complete library to make our investiga-
tion there and that’s why we had to look for help on other people or books. At that time,
the school didn’t have internet connectivity at that moment so we had to look somewhere
else.
Despite the disparity of resources at Liceo Académico de Sixaola, the principal and
teachers made STEM investigation and problem solving a priority for students to participate in
the national science and technology fair. They helped students to conduct research by engaging
them in the use of 21st-century skills through investigation and problem solving of real-world
issues. They supplemented when possible and relied on local volunteers and labs in the city of
San José or at universities. Marcelo Guerra, one of the 2014 ISEF winners and a current student
at Liceo Académico de Sixaola, said,
IMPACT OF GLOBALIZATION IN COSTA RICA 95
Through the training sessions our teacher gave us, she promoted the work structure, she
gave us guidelines for the investigation and based on that we did the investigations and
worked a lot. We researched about the project and at last we chose the subject. We saw
that this was the problem, we laid it out, we looked for a hypothesis and then we started
to work on discovering a new medication, which in this case would be for monilia, a
fungus that attacks the cacao. So from there, that was the pillar or the basis of our project.
Laura Castillo commented on the importance of perseverance and commitment despite
lack of resources:
We have been going for 9 years to the national science and technology fairs. [We] have
managed to learn that success is achieved through perseverance and commitment. It is not
easy, but, if you work hard and with dedication, you can achieve success and prove that
you do not need to have all the amenities. Of course, an appropriate infrastructure makes
the process less stressful but, likewise, a place with few resources, like Sixaola can do so
much with its raw materials. In this case, we also have students who are fighters, want to
compete and are capable of doing what seems impossible in the eyes of many people.
Realizing that they lacked resources to conduct research, students and staff at Liceo
Académico de Sixaola relied on contacts and supporters, citing that Luis Rodríguez, a volunteer
and local engineer and biologist, supported groups of students outside of school hours. Jefte Cor-
dova shared that Rodríguez gave students books, provided the necessary technology, shared a
small lab at his house, and even drove them to the universities and hospitals to use advanced labs
for their experiments. To highlight the importance of perseverance and commitment and
student’s love of knowledge, Rodríguez stated,
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To me, that’s been very important, and that’s why I don’t care if there’s a lack of
resources. I don’t care if the schools are limited. When there are kids with potential and
desire of doing the things, we support them.
The research team confirmed that Liceo Académico de Sixaola does not have the neces-
sary tools to support students in science education. However, they have a supportive science
teacher and other school staff, such as other teachers and the school principal, all working
actively to find resources that students need to conduct research. In addition, the instructional
practices used by classroom teachers support 21st-century learning and PBL. During classroom
observations, it was noted that students were given many opportunities to collaborate, communi-
cate, and use critical thinking skills to arrive at creative solutions to real-world problems.
The triangulation of surveys, observations, and interviews indicated that, despite the
resource challenges at Liceo Académico de Sixaola, the national science and technology fair
mandate affected teacher practice resulting in a focus on 21st-century skills through use of PBL.
STEM/PBL Teaching Strategies Support 21-Century Skills
The second theme that emerged was the use of STEM/PBL teaching strategies increased
student’s ability to collaborate, communicate, think critically and create, all 21st-century skills,
which prepared students for science fair competition, as well as college and career.
Like other nations, Costa Rica faces the challenge of helping students to develop 21st-
century skills in STEM to prepare the next generation of workers. Through partnerships with
MNCs such as Intel, Costa Rica is working to develop human capital to compete in the global
job market. By changing educational practices to embrace 21st-century skills, teachers across
Costa Rica are using teaching methodologies of PBL to teach STEM.
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The research team interviewed students and teachers to determine whether students at
Liceo Académico de Sixaola use 21st-century skills and whether these skills were preparing
them for college and career. Marcelo Guerra, a 2014 National Science Fair winner and an ISEF
winner, stated,
Yes, in fact, yes, because my classes promote the investigation plan more than anything.
The professors help to maintain responsibility, humility; emphasizing the work, the
structure of the work. So many of our professors taught us how to handle the components
or the parts of the written work, which is one of the most important ones for the basis of
the investigation.
Guerra added that his interest in STEM had changed as a result of participation in the national
and international science and technology fairs.
In fact, it has because this allowed me to investigate. That is, my participation filled me
with curiosity in knowing what the world is made of, inventing new medications, study
something in the plants, a little of everything. The fairs filled me with excitement and
curiosity in knowing, and this motivated me to investigate. As one enjoys carrying out
these investigations, although they can be hard, one feels the excitement of discovering
something new for the world.
When asked about the strategies she uses for the science and technology fairs, Laura
Castillo, responded,
At first, we have to find ways to motivate and excite students about their participation in
the science and technology fair. Then we help them find a project with suitable charac-
teristics, and follow-up with support through every phase of the process. We help
students [by] leading them and preparing them for the written work, which must be
IMPACT OF GLOBALIZATION IN COSTA RICA 98
according to the handbook of the science and technology fair. We then guide them
through the steps of creating an exhibit of their project.
Castillo said that the science and technology fairs prepared her students by “being the stimulus
that our young people need to guide their scientific vocations and choose a career in one of their
fields.”
Mary Helen Bialas stated that the science and technology fair policy had changed the
educational system in Costa Rica.
The science and technology fair policy became part of the educational system. It’s
changed from becoming just a national fair, where people were outside of the system,
participating; it’s now a part of the system. It’s a part of the process. It’s in the school
calendar, and it’s regulated when the institutional fairs are, when the regional fairs are,
when the national fair is. It’s integrated now . . . . If we are to have greater impact, teach-
ers need to integrate inquiry-based-skills into the curriculum.
Bialas added that, as with any educational movement, there are still areas for improvement in
teacher preparation programs if schools are to prepare students for the science and technology
fairs.
I believe there’s area for improvement. Part of that is, our teachers . . . many teachers do
not have scientific methodology as a knowledge or a background, especially the elemen-
tary kids. Still, we continue to make progress each year.
Classroom observations at Liceo Académico de Sixaola supported the findings from
surveys and interviews. Classroom observations revealed that, even with the lack of resources,
teachers at Liceo Académico de Sixaola use instructional strategies that support 21st-century
learning in everyday teaching. The interviews and surveys also revealed a clear focus on 21st-
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century learning skills through the use of STEM/PBL teaching strategies, all of which have
increased students’ ability to collaborate, communicate, think critically, and create, all essential
skills that students must learn to succeed in the modern world.
The national science and technology fair influenced implementation of 21st-century skills
through the use of PBL and technology by teachers across all curricular areas. Through the use
of PBL instructional practices in STEM education, educators in Costa Rica prepare students and
increase their interest in STEM fields, resulting in greater student participation in the National
Science Fair. In addition, the national science and technology fair mandate affected teacher
practice resulting in a focus on 21st-century skills through the use of PBL. Through the use of
PBL teaching strategies in STEM education, teachers increased students’ ability to collaborate,
communicate, think critically and create, all 21st-century skills that prepare students for science
fair competition, as well as for college and career.
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
predominant theme was that science and technology fair participation helps students to gain
appreciation of and interest in STEM-related fields. The second theme was that the science and
technology fairs prepared students with skills to compete in the global job market.
Liceo Académico de Sixaola is located in a remote part of the country where the main
source of employment is the banana plantations. As a school with limited resources and great
challenges, it was important to the research team to determine whether the science and technol-
ogy fair policy had an impact on educational focus and practices, even at a school such as this.
The research team was also interested in determining whether students at this school were
IMPACT OF GLOBALIZATION IN COSTA RICA 100
learning 21st-century skills and whether this had an impact on career choices beyond high
school.
Fair Participation and STEM Fields
The predominant theme was that science and technology fair participation helps students
to gain appreciation of and interest in STEM-related fields. Teachers and administrators at Liceo
Académico de Sixaola have been promoting science and technology for 10 years. They have
participated in and won at the regional, National Science Technology Fair, and ISEF for the past
9 years. The research team learned that the only way the school can finance student participation
in the science and technology fairs is through ongoing work by Sonia Leal Cortez, the school
principal, who actively raises funds for students to participate. This is much different than what
the research team observed at Colegio Técnico Don Bosco, where the school is supported by
funding from various sources, including MNCs such as Intel. When asked what motivates her,
Cortez stated that, as she sees it, “The students who participate in the science and technology
fairs can get out of poverty and have the job opportunities that they look for.”
Alenjandro Torres, former student at Liceo Académico de Sixaola, shared that students
who participate in the science and technology fairs have increased their interest in areas of study
related to STEM.
Students who participate in the fairs come back motivated. They want to continue to
move forward because they have been in touch with engineers, teachers from different
universities. Also, those who compete, they come back very motivated and, due to the
effort and hard work. Students know they are not alone because there are accompanied by
people that always helped them. These students see the importance of their role as a
IMPACT OF GLOBALIZATION IN COSTA RICA 101
student, and they see that through education they will be able to become professionals
someday.
Laura Castillo commented that the science and technology fairs “have been the stimulus
that our young people need to guide their scientific vocations and to choose a career in one of
their fields.”
José Luis added,
The kids that have participated in the science and technology fairs got motivated and
continued to study toward their professional careers. For example, we have a marine
biologist, one is about to become a doctor, and some others have become business
managers. Students realize that school is a small door to knowledge, that it is
interminable. And so we see in them a love of knowledge.
Ronald Silva, technology teacher at Liceo Académico de Sixaola, shared his observation
of how students who participate in the science and technology fairs have increased interest in
pursuing STEM fields in college and career.
In fact, the students that participate, or are involved with these fairs, go with a broad
vision of what they want to study in college. That’s an important effect because, in areas
like these, a lot of students wait to finish school in order to go look for any job, and these
fairs open their minds and make them want to go further ahead than what their environ-
ment offers. And these fairs, to me personally, really motivate them to prepare them-
selves not only in the desire to get ahead, but also in the capacity they’ll have to take on
that new challenge, which is higher education.
Ariana McCarthy, National Science Fair winner and former student at Liceo Académico
de Sixaola, expressed that the science and technology fairs offer
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an opportunity that opens your mind, mainly for us who are from rural zones, with no real
opportunities, so when you have an opportunity like this of participating on those activi-
ties then you see that there are options; many doors open at that moment of life. STEM
education increased opportunities. . . . My main motivation came from participating in
the fairs because there I started my scientific thinking and interest.
The science and technology fairs have, as Friedman (2012) wrote, leveled the playing
field in Sixaola and other poor communities. Daylin Bryan Rodríguez highlighted this concept:
If one has the disposition to try to make change, one will notice that not only the very,
very, very intelligent or rich ones can make change. But, here, any person wanting to
make change can participate. So, then, people realize that this is nothing from another
world, that it is something totally and completely normal, and good.
Darryl Parker Cortes, National Science Fair winner and former student at Liceo
Académico de Sixaola, commented that the national science and technology fair policy had cul-
tivated greater awareness and value of STEM education.
I’ll never forget, and my university professors always tell me, “The future of the country,
or the future of the world are you, the young people. If you take the decision to study
what you want, you’ll improve the country.” It’s been said that the country is poor but it’s
not poor, the country is very rich in resources, but we don’t take the decision to make it
its economy rich. And, with the technology, if we study more that we improve the coun-
try. I’ve always been told, “Don’t keep just what you’re taught, you investigate; get
home, sit down in front of the computer, read books, investigate more because the world
of laborious work like working at the banana farms is very difficult.” And the truth is that
it’s very difficult.
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Mary Helen Bialas saw the value of the science and technology fair in developing 21st-
century skills and gaining greater appreciation for STEM-related fields. She stated that the
science and technology fair policy
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 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 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.
As the interviews showed, science and technology fair participation helps students to gain
appreciation of and interest in STEM-related fields. This theme was supported by survey
responses from students at Liceo Académico de Sixaola. All surveyed students gave a positive
response to the question that asked whether they were more interested in STEM subjects since
participating in the science and technology fair. All surveyed students also reported a strongly
positive response to the question that asked whether the science and technology fair had had a
positive impact on their lives. The triangulation of surveys, observations, and interviews indi-
cated that science and technology fair participation helps students to gain a greater appreciation
and interest in STEM-related fields.
IMPACT OF GLOBALIZATION IN COSTA RICA 104
Fair Participation and Career Skills
The second theme was that the science and technology fairs had prepared students with
skills to compete in the global job market. For students living in Sixaola, without education, like
their parents and grandparents, they would be destined to work in the banana plantations. Laura
Castillo commented on the opportunities that her students have as a result of participation in the
science and technology fairs.
I’ve seen it with my students that the ones who have leaned towards those areas have had
the job opportunities that they look for . . . of the Sixaola students participating in science
fair, we have: a doctor, a computer engineer, one marine biologist, a business manager
with an emphasis on foreign trade, an engineer in agronomy, one science teacher, an
accountant, to name a few.
Sonia Cortez Leal, principal at Liceo Académico de Sixaola, concurred with Castillo,
adding what she has seen as a result of students participating in the science and technology fairs.
The science and technology fairs have helped create more graduates with 21st-century
skills . . . students continue their education in those areas they study. I’ve seen it with my
students that the ones who have leaned towards those areas have had the job opportunities
that they look for.
When asked about STEM education and the future of Costa Rica, Sonia Cortez Leal
replied, “Regarding STEM education, the economic future is here, in particularly with science
and technology.”
We are a country [that is] merely agrarian. We are simple laborers, we produce at the
fields, but we have to. We are involved in globalization and free trade and, if you want to
get out of poverty, if you want to get these young people out of where they are planting
IMPACT OF GLOBALIZATION IN COSTA RICA 105
bananas and plantains, we have to motivate them to study science and technology.
Staying there planting bananas and plantains will not get us out of poverty. It is through
education that we can overcome poverty.
Regarding skills that students learn through STEM education and their importance to the
economic future of Costa Rica, Vanessa Gibson stated.
It is the fuel of Costa Rica development, because we’re targeting, we’re working hard as
a country to attract more hi-tech companies and hi-tech companies. This means that we
need more engineers, we need more scientists.
When asked whether the national policy regarding the science and technology fairs cre-
ated more graduates with abilities required for the 21st century, especially in STEM areas,
Ronald Sylva, stated,
Yes, there have been students more qualified since now the ministry of public education
has promoted the creation of more technical schools. The national education curriculum
has been reinforced to amplify the areas of science and technology. It has progressed a lot
compared to previous years, and the amount of students that desire to study those careers
has increased a lot thanks to these fairs.
The theme that the science and technology fairs prepared students with skills to compete
in the global job market was evident not only from the surveys and observations but also from
the interviews. In their surveys, students from Liceo Académico de Sixaola gave positive or
strongly positive responses regarding their participation in the science fairs and how these had
prepared them with skills for the future job market.
The two themes that emerged related to Research Question 3 were supported by triangu-
lation of data from surveys, interviews, and observations. The data indicated that the national
IMPACT OF GLOBALIZATION IN COSTA RICA 106
science and technology fair mandate affected teacher practice, resulting in a focus on 21st-
century skills through the use of PBL that increased students’ ability to collaborate, communi-
cate, think critically, and create, all 21st-century skills that prepare students for science fair
competition, as well as for college and career.
Chapter Summary
Data pertaining to the three research questions and themes were generated via surveys,
interviews, and classroom observations. The data aligned to the following frameworks: Fried-
man’s (2007) and Spring’s (2008) framework of globalization, Wagner’s (2008) and P21’s
framework for 21st-century learning, and Slough and Milam’s (2013) Framework for Design of
STEM Project-Based Learning, which offers specific design principles for PBL in STEM fields.
The data suggested the following findings related to the three research questions:
Research Question 1 asked, To what extent do teachers implementing STEM curriculum
trace their practices back to the influence of policy, globalization, and MNCs? To what extent
are the economic growth of Costa Rica and STEM education related? Two themes emerged from
this research question. The first theme, evident in almost every interview, was that the use of
STEM education prepares students to compete in the global job market. The second theme was
that Costa Rica’s economy improved due to the country’s educational focus on STEM education.
Research Question 2 asked, How has mandating participation in the national science and
technology fair influenced implementation of 21st-century skills through the use of PBL and use
of technology by teachers across all curricular areas? How has it affected curriculum and
instruction? Two themes emerged related to this research question. The first and predominant
theme, as evident in almost every interview, was that the national science and technology fair
mandate had an impact on teacher practice, resulting in a focus on 21st-century skills through use
IMPACT OF GLOBALIZATION IN COSTA RICA 107
of PBL. The second theme was that use of STEM/PBL teaching strategies increased students’
ability to collaborate, communicate, think critically, and create, all 21st-century skills that
prepare them for science fair competition, as well as college and career.
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? Two
themes emerged related to this research question. The first and predominant theme, as evident in
almost every interview, was that science and technology fair participation helps students to gain
appreciation of and interest in STEM-related fields. The second theme was that the science and
technology fairs prepared students with skills to compete in the global job market.
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CHAPTER 5: SUMMARY, RECOMMENDATIONS, AND CONCLUSIONS
Globalization has always had a great impact on the human condition, with its roots in the
human desire to explore, dominate, and prosper. As people find ways to interconnect, they
reshape the world and the way in which they exchange ideas, goods, knowledge, and values.
Through globalization, people find personal wealth and bring riches to their countries (Chanda,
2008). As Freedman (2007) pointed out, in the most current era, the world is shrinking even
more, from small to tiny, with “newfound power of individuals to collaborate and communicate”
(p. 10), resulting in flattening of the world that enables, empowers, and enjoins people to “go
global” easily and seamlessly to flourish in a competitive global environment.
With the changing economic and political world, human “explorers” embrace innovation
and the entrepreneurial spirit that ignite job creation (Clifton, 2011). Such has been the case for
Costa Rica, a country that embraced globalization by leveraging technologies and the ability to
create, collaborate, and communicate on the global platform. Costa Rica discovered the
importance of job creation and embraced globalization, integrating technology, innovation, and
capitalism, resulting in an increased GDP and higher standard of living (Clifton, 2011).
Globalization and the need to be competitive affected the educational practices and poli-
cies in Cost Rica, a country that recognized the need for a more knowledge- and technology-
ready society through educational practices and policies. In so doing, the country’s leaders
adopted educational agendas that focus on developing better workers as a way to promote eco-
nomic growth. The nation’s approach to growth and development is based on attracting FDI by
MNCs. Since the 1980s, MNCs establishing manufacturing plants in the country have included
Intel, Hewlett Packard Remec, Sawteck, Microsoft, Abbott, and Baxter. The government’s
IMPACT OF GLOBALIZATION IN COSTA RICA 109
approach to attracting FDI and the focus on knowledge-based workers resulted in the ability of
its people to compete in worldwide knowledge-intensive sectors.
Since the early 1980s, Costa Rica has experienced many changes due to economic, politi-
cal, and educational factors. To compete in an evolving global market, a new economic strategic
plan was implemented to attract high-technology FDI. The MNCs brought new job opportunities
that require educational institutions to produce knowledge-ready employees. Schools now face
the challenge of helping students to develop 21st-century skills in TEM fields to prepare the next
generation of workers.
The purpose of this study was to examine the influence of globalization, FDI, and multi-
national corporate responsibility on the curriculum and practices in Costa Rican K–12 schools.
The study also sought to understand the relationships among Ministry of Education, CINDE, and
Intel with respect to the development of 21st-century skills and interest in STEM PBL in the
nation’s K–12 schools. The study sought to understand the relationship between STEM educa-
tion and the country’s economic growth. The study also examined how the mandated national
science and technology fair influences the use of PBL to build human capital and prepare
students for 21st-century jobs, particularly in the STEM fields.
Three research questions guided the research team in understanding the financial and
educational impact of globalization, FDI, and MNCs on Costa Rica’s educational practices and
human capital:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent are the economic growth of
Costa Rica and STEM education related?
IMPACT OF GLOBALIZATION IN COSTA RICA 110
2. How has mandating participation in the national science and technology fair influenced
implementation of 21st-century skills through the use of PBL and use of technology by teachers
across all curricular areas? How has it affected 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?
To address these research questions, the research team used a qualitative case study
approach. The research team interviewed students, teachers, school administrators, representative
from government, and representatives from the private sector, including MNCs.
The three theoretical frameworks used to analyze this study were Friedman’s (2007) and
Spring’s (2008) framework of globalization, Wagner’s (2008) and P21’s (2015) framework for
21st-century learning, and Slough and Milam’s (2013) Framework for Design of STEM Project-
Based Learning, which offers specific design principles for PBL in the STEM fields.
Discussion of the Findings
An analysis of the data gathered from observations, interviews, and surveys revealed six main
findings:
1. The use of STEM education prepares students to compete in the global job market.
2. Costa Rica’s economy improved due to the country’s educational focus on STEM edu-
cation.
3. The national science and technology fair mandate had an impact on teacher practice
resulting in a focus on 21st-century skills through the use of PBL.
4. The use of STEM/PBL teaching strategies increased students’ ability to collaborate,
communicate, think critically, and create, all 21st-century skills that prepare students for science
fair competition, as well as college and career.
IMPACT OF GLOBALIZATION IN COSTA RICA 111
5. The science and technology fair participation helps students to gain an appreciation of
and interest in STEM-related fields.
6. The science and technology fairs have prepared students with skills to compete in the
global job market.
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 MNCs? To what extent
are the economic growth of Costa Rica and STEM education related? Analysis of data gathered
through interviews, surveys, and classrooms observations support the first finding that STEM
education prepares students to compete in the global job market. The literature shows that STEM
education allows students to make sense of the world while expanding their experience and
knowledge base (Slough & Milam, 2013) and that, through the study of STEM, students engage
in a more relevant and meaningful preparation for their future (Dugger, 2010). Laura Castillo,
science teacher at Liceo Académico de Sixaola, supported this notion.
I consider that it is a crucial resource for the academic training of our young people. With
STEM education we will help our students broaden their aspirations and help them have a
greater vision of this global world. STEM is extremely necessary to the development of
our country. I feel that through science and technology, our students will be an employed
resource for the future.
The data showed that all surveyed students reported positive or strongly positive
responses to questions regarding the importance of STEM education, their participation in the
science fair, and their interest in STEM subjects. Likewise, all surveyed teachers gave positive or
IMPACT OF GLOBALIZATION IN COSTA RICA 112
strongly positive responses to questions regarding the positive influence of STEM education on
the development of 21st-century skills students needed to compete in the global market.
The second theme was that Costa Rica’s economy improved due to the country’s educa-
tional focus on STEM education. As the literature revealed, Costa Ricans currently enjoy upper-
middle-class privileges and a better standard of living than do the people of most Latin American
countries (World Bank, 2006). Costa Rica’s GDP per capita in 2012 was $8,820, and its total
GDP was $45.10 billion (World Bank, 2006). Citizens have a literacy rate of 95% and a life
expectancy above 79 years (World Bank, 2006). Presently, the nation enjoys one of the lowest
poverty rates in Latin America whereas, in 2012, it had a poverty rate of 24% and an extreme
poverty rate of 7% (World Bank, 2006). Costa Ricans also enjoy the highest level of prosperity
that they have seen. From 2003 to 2009, the mean per capita income of the bottom 40% of the
population grew at an annualized rate of 4.4%, slightly higher than the growth rate of mean per-
capita income (4.2%) of the population (World Bank, 2012).
The literature revealed that Intel, a MNC, has great influence on education in Costa Rica
and, in partnership with the Ministry of Education, promotes an education that engages students
in 21st-century skills through STEM fields. Over the past 2 decades, leaders have recognized the
importance of global competiveness and focused on a 21st-century education that allows students
to develop their skills in STEM. Students once destined to agricultural jobs have employment
opportunities in the high-technology sector. As a result, the nation not only has the best literacy
rate in Latin America, but is also a leader in technology and pharmaceutical development. The
interviews revealed that Costa Rica’s economy improved due to the educational focus on STEM
education. As Marcelo Guerra asserted,
IMPACT OF GLOBALIZATION IN COSTA RICA 113
STEM is the fuel of Costa Rica development. . . . we’re working hard as a country to
attract more hi-tech companies and hi-tech companies which means one thing, you need
more engineers, you need more scientist, you need people that are aligned.
The data analysis revealed that a focus on STEM education helped schools, even in rural
regions such as Sixaola, to prepare students for the workforce. All surveyed students gave posi-
tive or strongly positive responses to questions regarding their views on the importance of STEM
education and the impact of the science and technology fair on their lives. All surveyed students
gave positive responses regarding their views about the relationship between the economic
growth of Costa Rica and STEM education. When countries focus on STEM education, students
are prepared with 21st-century skills to compete in the global market and are in the best position
to improve their economic condition. The ability to compete in the global job market improves
economic conditions of Costa Ricans and their county.
The data indicated that, when STEM education is present, students are better prepared to
compete in the global job market. This finding, coupled with Costa Rica’s focus on STEM and
PBL education and the national science and technology fair mandate, continues to influence the
use of STEM and (PBL) to build human capital and prepare students for 21st-century jobs. As
the literature pointed out, globalization and the need to be competitive have affected the educa-
tional practices and policies of countries across the world. Costa Rica addressed the need for a
more knowledge- and technology-ready society through educational practices and policies. This
is important because, as Clifton (2011) revealed in The Coming Jobs War, creating jobs is
important to the economy of a nation and has the greatest impact on the GDP of a country. Costa
Rica’s educational agendas that focus on developing better workers continue to promote its eco-
nomic growth.
IMPACT OF GLOBALIZATION IN COSTA RICA 114
Research Question 2
Research Question 2 asked, How has mandating participation in the national science and
technology fair influenced implementation of 21st-century skills through the use of PBL and use
of technology by teachers across all curricular areas? How has it affected curriculum and
instruction? This question was designed to determine whether the use of PBL instructional prac-
tices in STEM education increased student interest in STEM fields, resulting in greater student
participation in the National Science Fair. As the literature indicates, Costa Rica has had a
history of progressive leaders who sought to transform the nation through policies and initiatives
that benefited its citizens (Kantor, 1954). These policies were key to transforming the country
into an industrial nation open to globalization (Kantor, 1945). Over the past several decades,
leaders have understood the importance of developing a knowledge-based economy and have
taken strategic actions for social and economic development in which technology, national com-
petiveness, and equity are crucial factors (Monge-González & González-Alvarado, 2007). Costa
Rica placed great emphasis on establishing education as a priority, defining careers that closely
match the demand in the productive sector, creating more dynamic curricula, and developing the
highly qualified human resources needed by MNCs (Monge-González & González-Alvarado,
2007). Its educational practices, including the use of instructional methodologies such as STEM
and PBL, continue to promote 21st-century skills (Wagner, 2008). Through partnerships with
MNCs and the government, schools have expanded the role of technology and science. This is
evidenced by daily educational practices and the passage of Law 7169, which expanded students’
participation rate in the National Science Fair. The emphasis on technology and science compe-
tition is highly valued and apparent at the National Science Fair, as well as at the INTEL ISEF.
Every school region must participate in the National Science and Technology Fairs Program.
IMPACT OF GLOBALIZATION IN COSTA RICA 115
This includes teachers, administrators, parents, and students. The process is ongoing and takes
local and national focus. Due to its emphasis and importance, formal teacher training is consid-
ered essential (Valencia, 2008).
This finding supports the first theme, that the national science and technology fair man-
date had an impact on teacher practice resulting in a focus on 21st-century skills through the use
of PBL. Even students at impoverished schools such as Liceo Académico de Sixaola participate
in the National Science and Technology Fair. At Liceo Académico de Sixaola, students have
won regional, national, and international fair competition for the past 9 years. Despite the lack of
resources at Liceo Académico de Sixaola, the principal and teachers made STEM investigation
and problem solving priorities for students to participate in the national science and technology
fair.
The second theme was that the use of STEM/PBL teaching strategies increased students’
ability to collaborate, communicate, think critically, and create, all 21st-century skills that
prepare students for science fair competition, as well as college and career. The literature indi-
cated that, through partnerships with MNCs such as Intel, Costa Rica is working to develop the
human capital needed to compete in the global job market. To do so requires an emphasis on
developing 21st-century skills in STEM fields (Wagner, 2012). Through STEM PBL, teachers
can help students to make real-world connections and associations as they solve real and relevant
problems presented in the project (Wagner, 2012). STEM PBL provides students practice of
21st-century skills needed to drive innovation and to be successful in the global knowledge-
based economy. By changing educational practices to embrace 21st-century skills, teachers
across Costa Rica use teaching methodologies of PBL to teach STEM. This correlates with
findings by Slough and Milam (2013) that, through STEM PBL, teachers can help students to
IMPACT OF GLOBALIZATION IN COSTA RICA 116
make real-world connections and association as they solve real and relevant problems presented
in the project and that STEM PBL provides students practice of 21st-century skills needed to
drive innovation and be successful in the global knowledge-based economy. The findings cor-
relate with the interviews in which students revealed that the use of STEM/PBL teaching strate-
gies increased their ability to collaborate, communicate, think critically, and create.
The findings indicated that, when teachers use STEM/PBL teaching strategies, they are
able to increase student’s ability to collaborate, communicate, think critically, and create and that
these 21st-century skills prepare students for science fair competition, as well as for college and
career. The findings also showed that the national science and technology fair mandate had an
impact on teacher practice resulting in a focus on 21st-century skills through the use of PBL.
This was revealed in the literature and was supported by the data collected via interviews,
surveys, and classroom observations.
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 first
theme related to this question was that science and technology fair participation helps students to
gain appreciation of and interest in STEM-related fields. Through analysis of data collected via
interviews, surveys, and observations, it was clear that, through involvement in the National
Science and Technology Fair, even students at schools with limited resources such as Liceo
Académico de Sixaola are involved in STEM education, which exposes them to fields to which
they might normally not be exposed. The data analysis also revealed a great value placed on
STEM education. As Ronald Silva stated,
IMPACT OF GLOBALIZATION IN COSTA RICA 117
The students that participate, or are involved with these fairs, go with a broad vision of
what they want to study in college. That’s an important effect because, in areas like these,
a lot of students wait to finish school in order to go look for any job, and these fairs open
their minds and make them want to go further ahead than what their environment offers.
And those fairs, to me personally, really motivate them to prepare themselves not only in
the desire to get ahead, but also in the capacity they’ll have to take on that new challenge,
which is higher education.
This supports the first theme, that science and technology fair participation helps students
to gain appreciation of and interest in STEM-related fields.
The second theme was that the science and technology fairs prepared students with the
skills to compete in the global job market. The literature revealed that, until the 1960s, Costa
Rica depended on agricultural exports, primarily coffee and bananas, for economic growth
(Working Group on Development and Environment in the Americas, 2008). Structural changes
and a history of economic stability over the past 25 years allowed the nation to provide opportu-
nities for better quality of life for its citizens in one of leading economies in Latin America.
Presently, Costa Rica enjoys one of the lowest poverty rates in Latin America. Costa Ricans also
enjoy the highest level of prosperity that they have seen. Costa Rica’s economy is held strong
due to job opportunities for its high-skilled workers made possible primarily due to its strong
high-technology industries. High-technology companies such as Intel, Hewlett Packard, and
Microsoft continue to invest in Costa Rica and contribute to the economic growth of the country.
“Computer microchips and parts are now the top export, while corporate and technology services
have now surpassed tourism” (World Bank, 2013a, p. 3). FDI made up 4% of GDP in 2013.
Today, as one of the most stable democracies in Latin American, Costa Rica continues to attract
IMPACT OF GLOBALIZATION IN COSTA RICA 118
FDI. Behind this success are three major public policies that contributed to the growth of the
economy and to the rapid and sustainable growth of the information and communications tech-
nology (ICT) sector: (a) continued emphasis on economic policies and on developing human
capital with a continued investment in social services and free public education, (b) support and
promotion of FDI, and (c) reduction in taxes and trade barriers (World Economic Forum, 2012).
With regard to education, Costa Rica changed many of its educational practices, including the
use of instructional methodologies such STEM and PBL, to promote learning of 21st-century
skills (Wagner, 2008). Through partnerships with MNCs and the government, schools expanded
the role of technology and science. This is evidenced by daily educational practices and the
passage of Law 7169, which expanded students’ rate of participation in the National Science
Fair.
National Decree No. 31900 MEP-MICIT formalized the creation of PRONAFECYT,
requiring students to participate in the National Science and Technology Fair. This program
included all preschool, first, second and third cycles of elementary, and diversified school
students, as well as those at technical-professional schools. This is significant because, even
students living in Sixaola, an economically devastated community, are required to participate in
the National Science and Technology Fair. Through their participation, students are exposed to
other career possibilities. Without this exposure, students at this school are destined to work in
the banana plantations. Laura Castillo commented on the opportunities that her students have as
a result of participation in the fairs.
I’ve seen it with my students that the ones who have leaned towards those areas have had
the job opportunities that they look for . . . of the Sixaola students participating in science
fair, we have: a doctor, a computer engineer, one marine biologist, a business manager
IMPACT OF GLOBALIZATION IN COSTA RICA 119
with an emphasis on foreign trade, an engineer in agronomy, one science teacher, an
accountant, to name a few.
The data indicated that, when teachers engage students in science and technology fairs,
they help students to gain appreciation of and interest in STEM-related fields. STEM education,
coupled with the mandated science and technology fairs, ensure that students in all parts of Costa
Rica use 21st-century learning skills to prepare them for the future job market. As the literature
reveals, STEM education makes content accessible by making thinking visible, helps students to
learn from others, and promotes autonomy and lifelong learning. By engaging students in STEM
education, educators can produce a well-educated community that can compete in a global econ-
omy.
Implications for Practice
Analysis of the data showed that globalization has an impact on a country’s ability to
compete in the global market. Globalization integrated capital, technology, and information
across national borders, resulting in a single global market that offers opportunities for peoples
throughout the world (Friedman, 2007). Unlike at any other time in history, individuals from any
place and any social class can compete with others from around the world (Friedman, 2012).
This research study showed how countries such as Costa Rica discovered the importance of job
creation and embraced globalization, integrating technology, innovation and capitalism, resulting
in an increased GDP and improved standard of living for their citizens (Clifton, 2011).
During the next 30 years, the world will not be led by U.S. political or military force;
Instead, the world will be led by an economic force that is primarily driven by job creation and
quality gross domestic power growth (Clifton, 2011). Over the past decade, the United States has
lost millions of jobs to nations who are developing the human capital needed to perform these
IMPACT OF GLOBALIZATION IN COSTA RICA 120
jobs. Many nations embrace collaboration, critical thinking, communication, and creativity, 21st-
century skills needed in the modern global market. This is significant because, if the United
States is to remain competitive, it, too, must embrace globalization and develop 21st-century
skills in students to prepare them to compete in the global labor sector.
Analysis of the data showed that FDI and MNCs have an impact on the educational
practices in Costa Rican K–12 schools. The educational practices and focus on STEM education
are largely due to the relationships among the Ministry of Education, CINDE, and Intel. This is
significant because aligning the labor needs with the skills on which schools in Costa Rica focus
has been successful in developing human capital. The United States would benefit greatly by
focusing on developing the skills that students need to compete in the global labor market. Many
of the largest MNCs are American. It is recommended that educational entities in the United
States build close partnerships with MNCs and FDI to help American students to develop the
skills needed to compete in the global market. School districts across the United States can do
this through internships for students, field trips, and mentorship programs with MNCs. At the
local level, school districts can make such partnerships a requirement. School districts can
involve local MNC and FDI leaders in their districts through science, engineering, or technology
advocacy groups that meet with the purpose of increasing STEM education in schools, or
through any school-community partnership.
This study showed that Costa Rica places great emphasis on developing 21st-century
skills and interest in STEM PBL in the nation’s K–12 schools. Furthermore, the research showed
a relationship between STEM education and economic growth. One recommendation for practice
is that the United States place an emphasis on helping students to develop 21st-century skills by
using STEM education with a focus on PBL. This has begun through Common Core State
IMPACT OF GLOBALIZATION IN COSTA RICA 121
Standards and the Next Generation Science Standards that focus on developing students’ crea-
tivity, communication, collaboration, and communication. This is a start, but it is not enough. It
is recommended that school districts focus efforts on developing teachers’ ability to teach these
skills. Common Core teaching is a paradigm shift for teachers and one that requires professional
development and practice. School districts should focus on professional development.
Furthermore, it is recommended that school districts provide support to teachers by
providing well-trained coaches who can work directly with teachers to model, coach, mentor,
and guide teachers as they learn to teach students in a different manner that develops the ability
to think critically, focuses on collaboration and communication, and encourages critical thinking.
It is also recommended that schools focus on parent education so parents can understand why
there is an educational focus on 21st-century skills and give them tools to support their children.
The research findings showed that the mandated National Science and Technology Fair in
Costa Rica influences the use of PBL to build human capital and prepare students for 21st-
century jobs, particularly in the STEM fields. It is recommended that the United States embrace
and promote STEM education by training teachers on PBL. Furthermore, it is recommended that
American schools expose students to STEM fields from the moment they start their school expe-
rience. Like Costa Rica, the United States should mandate a science and technology fair as one
way to expose students to STEM fields. If this is not possible, it is recommended that local
school districts assume the responsibility to mandate a technology and science fair.
The study data showed that globalization affects the ability to compete in the global
market, meaning that the playing field has been leveled (Friedman, 2007). FDI and MNCs con-
tinue to have an impact on the curriculum and educational practices in Costa Rican K–12
schools, resulting in STEM education and economic growth. The research results reinforced the
IMPACT OF GLOBALIZATION IN COSTA RICA 122
value of science fairs as a way to promote instructional practices that focus on 21st-century skills
such as creativity, collaboration, creative thinking, and communication in a STEM PBL envi-
ronment.
This study provided evidence that, when educators, policy makers, industry leaders, and
business leaders work collaboratively, there are greater opportunities for equity for all students,
regardless of ethnicity, primary language, SES, or education level of parents. This study is rele-
vant because it provided evidence that, given the right conditions and exposure in learning, all
children can succeed and overcome poverty, even in third-world counties and in economically
devastated areas such as Sixaola. Schools have a great impact on the development and skills of a
student. Students can become knowledge-based workers if they have the opportunity to learn in
an actively engaging 21st-century learning environment that educates them regarding STEM and
PBL.
Recommendations for Future Research
This research study looked at how Costa Rica implemented a strategic economic plan to
attract high-technology FDI to compete in an evolving global market. By attracting MNCs, Costa
Rica found the need to produce knowledge-ready employees who could benefit from new job
opportunities brought by the MNCs. The country’s approach to develop human capital was
through investment in education and an education reform that included an emphasis on STEM
fields. This increased the availability of a skilled and knowledgeable labor force, which contin-
ues to be key in attracting high-technology MNCs (Rodríguez-Clare, 2001).
It is recommended that future research examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in schools in other nations
IMPACT OF GLOBALIZATION IN COSTA RICA 123
with developing economies. This would be an extension of the current study and would serve to
support or negate the findings of the study.
Researchers could examine the development of 21st-century skills and interest in STEM
PBL in K–12 schools to understand the relationship between STEM education and a country’s
economic growth. The study could examine whether student participation in science and tech-
nology fairs influences the use of PBL to build human capital and prepare students for 21st-
century jobs, particularly in the STEM fields. The study could look at schools in both
impoverished and economically well-off areas. The study could be conducted in at least two
other nations, also looking at comparable schools without partnerships MNCs in order to make
the results of the studies more generalizable.
It is recommended that a study be conducted to look at the STEM and PBL component of
this research in American schools. The research could be conducted in schools with a STEM
PBL focus and schools without such focus. The study could measure student achievement rates
and professional development to determine whether they have an impact on student achievement.
This would advance the current study by determining whether STEM PBL focus and profes-
sional development have an impact on student achievement.
Conclusion
This research study showed the impact of globalization has on economy, education, and
opportunities for people in Costa Rica. The research team learned that there is great value in
creating human capital to increase the earning power of people individually and of their country.
The study revealed that the need to be competitive affects the educational practices and policies
in Costa Rica. The study also revealed the importance of successful partnerships by education,
policy makers, and industry leaders to develop educational practices that promote an emphasis
IMPACT OF GLOBALIZATION IN COSTA RICA 124
on 21st-century skills and the teaching of STEM PBL in K–12 schools in Costa Rica. Further-
more, this study showed the importance of developing a knowledge-based sector as a way to
increase production and economic well-being both for the individual and for a nation.
IMPACT OF GLOBALIZATION IN COSTA RICA 125
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IMPACT OF GLOBALIZATION IN COSTA RICA 131
APPENDIX A
Recruitment Letter: English and Spanish Versions

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 work-
ers for 21st-century jobs.

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

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 are
the economic growth of Costa Rica and STEM education related?

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

We would appreciate an opportunity to speak with you, other members of the Ministry of Educa-
tion, and educational leaders at district and school site levels. It is our goal to conduct surveys,
interviews, and observations to gather data to address 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 and June 23. Please feel free to contact any member of our study team if you have any ques-
tions.

Sincerely,

USC Doctoral Students
IMPACT OF GLOBALIZATION IN COSTA RICA 132
Estimado(a) XXX,

Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en Educa-
ción de la escuela Rossier, de la Universidad del Sur de California, conocida como USC. Noso-
tros 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 conoci-
miento 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, globaliza-
ción, 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 asido el impacto en el cur-
rículo 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 pro-
puesta. 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)
IMPACT OF GLOBALIZATION IN COSTA RICA 133
APPENDIX B
Policy/Government Agency Interview Protocol: English and Spanish Versions

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

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to changes in the education system in Costa Rica. This study’s ultimate goal is to
understand how schools are helping students to develop 21st-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 to ensure the accuracy of our conversation. Do we have your
consent?

This interview will last 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 of the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who partici-
pate in science and technology fairs?
3. Please describe science, technology, engineering, and math-related changes and inter-
ests that have occurred nationwide as a result of the science and technology fair
policy?
4. For students who participate in science and technology fairs, what changes have you
noticed in their interest 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?
IMPACT OF GLOBALIZATION IN COSTA RICA 134
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair 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?
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 postsec-
ondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations 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 21st-
century skills, particularly those from science, technology, engineering, and math
fields?
5. What should be the role of Intel and other multinational corporations in promoting
science, technology, engineering, and math, as well as participation in science and
technology fairs?
6. Is science, technology, engineering, and math education important to the economic
future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION IN COSTA RICA 135
Protocolo
de
Entrevista
para

Política/Agencias
de
Gobierno

Entrevistador:

______________________________

Fecha:________________________

Entrevistado:

______________________________

Ubicación:_____________________

Puesto
Trabajo:______________________________

Tiempo
en
el
puesto:____________

Información
de
Contacto:______________________________________________________

Hora
Inicio
:
____________________________

Hora
Finalización:________________

Introducción

[Preséntese
y
su
afiliación].

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la
afiliación]
y
sus

experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El
objetivo
final
de
este

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar
habili-‐
dades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y
matemáticas

(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?

Nos
gus-‐
taría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos
su

consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de
empezar?

I. Política
Nacional
de
las
ferias
de
Ciencia

y
Tecnología

y
el
STEM
(Ciencia,
Tecnología,
Ingeniería

y
Matemáticas)

1. ¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la
tecnología,

la

ingeniería
y
las
matemáticas?

2. ¿Qué
efecto
ha
observado
en
los
estudiantes
/
profesores
/
líderes
educativos
que
partici-‐
pan
en
ferias
de
ciencia
y
tecnología?

3. ¿Podría
describir
los
cambios
relacionados
con
STEM
y
los
intereses
que
se
han
producido

en
todo
el
país
como
resultado
de
la
política
de
las
ferias
de
ciencia
y
tecnología?

4. Para
aquellos
estudiantes
que
participan
en
las
ferias
de
ciencia
y
tecnología,
¿qué
cambios

ha
notado
en
sus
intereses
por
aquellas
áreas
de
estudio
relacionadas
al
STEM?
¿Qué
acerca

de
los
profesores?

¿Y
de
los
líderes
educativos?

5.
¿Debido
a
la
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
ha
habido
algún
cambio

en
el
sistema
educativo
de
Costa
Rica?
Si
es
así,
¿cómo?

IMPACT OF GLOBALIZATION IN COSTA RICA 136

II. Currículo
e
Instrucción

1. ¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2. ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
la
enseñanza
de
las
ciencias?

3. ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
los
planes
de
estudios?

4. ¿Qué
estrategias
se
emplean
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y
tecno-‐
logía?

5. ¿En
qué
medida
las
ferias
de
ciencia
y

tecnología
han
repercutido
en

el
uso
del
aprendizaje

basado
en
proyectos?

6. ¿Cómo
es
utilizada
la
tecnología
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y

tecnología?

7. ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
preparar
a
los
estudiantes

académicamente
para
estudios
superiores?

III. Influencia
de
la
política,
la
globalización
y

las
Corporaciones

Multinacionales
en

la
educa-‐
ción
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas).

1. ¿Apoya
el
currículo
de
la
ciencia,
la
participación
en
las
ferias
de
ciencia
y
tecnología?
Si
es

así,
¿cómo?

2. ¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y
tecnología?

3. ¿Cómo
influye
la
participación
de
los
estudiantes
en
las
ferias
de
ciencia
y
tecnología,
a
que

ellos
participen
dentro
de
la
educación
STEM?

4. La
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
han
creado
más
graduados
con
las

habilidades
del
siglo
21,
especialmente
en
las
áreas
de
STEM?

5. ¿Cuál
debería
ser
el
rol
de
Intel
y
de
otras
Compañías
Multinacionales,

en
la
promoción
de

STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)
y
la
participación
en
las
ferias
de

ciencia
y
tecnología?

6.
¿Cree
usted
que
la
educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)
es

importante
para
el
futuro
económico
de
Costa
Rica?
Si
es
así,
¿cómo?

IMPACT OF GLOBALIZATION IN COSTA RICA 137
APPENDIX C
Business Leaders Interview Protocol: English and Spanish Versions

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

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your experience
with regard to changes in the education system in Costa Rica. This study’s ultimate goal is to
understand how schools are helping students to develop 21st-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 to ensure the accuracy of our conversation. Do we have your
consent?

This interview will last 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 of the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who partici-
pate in science and technology fairs?
3. Please 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 students who participate in science and technology fairs, what changes have you
noticed in their interest 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?
IMPACT OF GLOBALIZATION IN COSTA RICA 138
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Are schools 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?
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, and Multinational Corporations 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 21st-
century skills, particularly those from science, technology, engineering, and math
education fields?
5. What should be the role of Intel and other multinational corporations in promoting
science, technology, engineering, and math, as well as science and technology fair
participation?
6. Is science, technology, engineering, and math education important to the economic
future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION IN COSTA RICA 139
Protocolo
de
Entrevista
para

Líderes
de
Negocios

Entrevistador:

______________________________

Fecha:________________________

Entrevistado:

______________________________

Ubicación:_____________________

Puesto
Trabajo:______________________________

Tiempo
en
el
puesto:____________

Información
de
Contacto:______________________________________________________

Hora
Inicio
:
____________________________

Hora
Finalización:________________

Introducción

[Preséntese
y
su
afiliación].

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la
afiliación]
y
sus

experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El
objetivo
final
de
este

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar
habili-‐
dades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y
matemáticas

(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?

Nos
gus-‐
taría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos
su

consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de
empezar?

I. Política
Nacional
de
las
ferias
de
Ciencia

y
Tecnología

y
el
STEM
(Ciencia,
Tecnología,
Ingeniería

y
Matemáticas)

1 ¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la
tecnología,

la
ingeniería
y
las
matemáticas?

2 ¿Qué
efecto
ha
observado
en
los
estudiantes
/
profesores
/
líderes
educativos
que
partici-‐
pan
en
ferias
de
ciencia
y
tecnología?

3 ¿Podría
describir
los
cambios
relacionados
con
STEM
y
los
intereses
que
se
han
producido

en
todo
el
país
como
resultado
de
la
política
de
las
ferias
de
ciencia
y
tecnología?

4 Para
aquellos
estudiantes
que
participan
en
las
ferias
de
ciencia
y
tecnología,
¿qué
cambios

ha
notado
en
sus
intereses
por
aquellas
áreas
de
estudio
relacionadas
al
STEM?
¿Qué
acerca

de
los
profesores?

¿Y
de
los
líderes
educativos?

5
¿Debido
a
la
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
ha
habido
algún
cambio

en
el
sistema
educativo
de
Costa
Rica?
Si
es
así,
¿cómo?

IMPACT OF GLOBALIZATION IN COSTA RICA 140

II

Currículo
e
Instrucción

1 ¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2 ¿De
qué
manera
la
participación
en
las
ferias
de
ciencia
y
tecnología,

repercuten
en

la

fuerza

laboral?

3 ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
los
planes
de
estudios?

4 ¿Están
las
escuelas

preparando

estudiantes
de
manera
adecuada
para
las
ferias
de
ciencia

y

tecnología?

5 ¿En
qué
medida
las
ferias
de
ciencia
y
tecnología
han
repercutido
en

el
uso
del
aprendizaje

basado
en
proyectos?

6 ¿Cómo
es
utilizada
la
tecnología
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y

tecnología?

7 ¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
preparar
a
los
estudiantes

académicamente
para
estudios
superiores?

III

Influencia
de
la
política,
la
globalizacióny
las
Corporaciones
Multinacionales
en

la
educación

STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas).

1. ¿Apoya
el
currículo
de
la
ciencia,
la
participación
en
las
ferias
de
ciencia
y
tecnología?
Si

es
así,
¿cómo?

2. ¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y
tecnología?

3. ¿Cómo
influye
la
participación
de
los
estudiantes
en
las
ferias
de
ciencia
y
tecnología,
a

que
ellos
participen
dentro
de
la
educación
STEM?

4. La
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
han
creado
más
graduados
con

las
habilidades
del
siglo
21,
especialmente
en
las
áreas
de
STEM?

5. ¿Cuál
debería
ser
el
rol
de
Intel
y
de
otras
compañías
multinacionales,

en
la
promoción

de
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

y
la
participación
en
las
ferias

de
ciencia
y
tecnología?

6. ¿Cree
usted
que
la
educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

es

importante
para
el
futuro
económico
de
Costa
Rica?
Si
es
así,
¿cómo?

IMPACT OF GLOBALIZATION IN COSTA RICA 141
APPENDIX D
School Leader Interview Protocol: English and Spanish Versions

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

Introduction:
[Introduce yourself and your affiliation].
During this conversation, we hope to learn more about [insert affiliation] and your experience
with regard to changes in the education system in Costa Rica. This study’s ultimate goal is to
understand how schools are helping students to develop 21st-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 to ensure the accuracy of our conversation. Do we have your
consent?

This interview will last 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 of the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who partici-
pate in science and technology fairs?
3. Please describe science, technology, engineering, and math-related changes and inter-
ests that have occurred nationwide as a result of the science and technology fair
policy?
4. For students who participate in science and technology fairs, what changes have you
noticed in their interest 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?
IMPACT OF GLOBALIZATION IN COSTA RICA 142
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair 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?
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, and Multinational Corporations 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 21st-
century skills, particularly those from science, technology, engineering, and math
fields?
5. What should be the role of Intel and other multinational corporations in promoting
science, technology, engineering, and math, as well as science and technology fair
participation?
6. Is science, technology, engineering, and math education important to the economic
future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION IN COSTA RICA 143
Protocolo
para
Entrevistar
a
Líderes
Escolares

Entrevistador:______________

Fecha:______________________

Entrevistado:_______________

Lugar:______________________

Puesto
de
Trabajo:__________

Información
del
Contacto:___

Tiempo
en
el
puesto:________

Hora
Inicio:________________

Hora
Fin:___________________

Introducción

[Presentarse
el
mismo
y
su
afilación]

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la
afiliación]
y
sus

experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El
objetivo
final
de
este

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar
habili-‐
dades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y
matemáticas

(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?.
Nos
gus-‐
taría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos
su

consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de
empezar?

I.
Política
Nacional
de
las
ferias
de
Ciencia
y
Tecnología
y
STEM.

1.
¿Cuál
es
su
opinión
sobre
la
importancia
de
la
educación
STEM?

2.
¿Qué
efecto
ha
observado
en
los
estudiantes
/
profesores
/
líderes
educativos
que
participan
en

ferias
de
ciencia
y
tecnología?

3.
¿Podría
describir
los
cambios
relacionados
con
STEM
y
los
intereses
que
se
han
producido
en
todo
el

país
como
resultado
de
la
política
de
las
ferias
de
ciencia
y
tecnología?

4.

Para
aquellos
estudiantes
que
participan
en
las
ferias
de
ciencia
y
tecnología,
¿qué
cambios
ha

notado
en
sus
intereses
por
aquellas
áreas
de
estudio
relacionadas
al
STEM?
¿Qué
acerca
de
los
pro-‐
fesores?

Y
de
los
líderes
educativos?

5.
¿Debido
a
la
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
ha
habido
algún
cambio
en
el
sis-‐
tema
educativo
de
Costa
Rica?
Si
es
así,
¿cómo?.

IMPACT OF GLOBALIZATION IN COSTA RICA 144
II.
Currículo
e
Instrucción.

1.
¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2.
¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
la
enseñanza
de
las
ciencias?

3.
¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
los
planes
de
estudios?

4.
¿Qué
estrategias
se
emplean
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y
tecnología?

5.
¿En
qué
medida
las
ferias
de
ciencia
y
tecnología
afectan
el
uso
del
ABP?

6.
¿Cómo
es
utilizada
la
tecnología
en
preparar
a
los
estudiantes
para
las
ferias
de
ciencia
y
tecno-‐
logía?

7.
¿Cómo
han
repercutido
las
ferias
de
ciencia
y
tecnología,
en
preparar
a
los
estudiantes
académica-‐
mente
para
estudios
superiores?

III.
Influencia
de
la
política,
la
globalización
y
las
multinacionales
en
la
educación
STEM.

1.
¿Apoya
el
currículo
de
la
ciencia,
la
participación
en
las
ferias
de
ciencia
y
tecnología?
Si
es
así,

¿cómo?.

2.
¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y
tecnología?.

3.
¿Cómo
influye
la
participación
de
los
estudiantes
en
las
ferias
de
ciencia
y
tecnología,
a
que
ellos

participen
dentro
de
la
educación
STEM?

4.

La
política
nacional
de
las
ferias
de
ciencia
y
tecnología,
han
creado
más
graduados
con
las
habili-‐
dades
del
siglo
21,
especialmente
en
las
áreas
de
STEM?.

5.
¿Cuál
debería
ser
el
rol
de
Intel/MNCs
en
la
promoción
de
STEM
y
la
participación
en
las
ferias
de

ciencia
y
tecnología?.

6.
¿Cree
usted
que
la
educación
STEM
es
importante
para
el
futuro
económico
de
Costa
Rica?
Si
es
así,

¿cómo?.

IMPACT OF GLOBALIZATION IN COSTA RICA 145
APPENDIX E
Student Interview Protocol: English and Spanish Versions

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 hope to learn more about [insert affiliation] and your experience
with regard to changes in the education system in Costa Rica. This study’s ultimate goal is to
understand how schools are helping students to develop 21st-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 to ensure the accuracy of our conversation. Do we have your
consent?

This interview will last 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 of the importance of science, technology, engineering and math
education?
2. What effect have the science and technology fairs had on your life and your 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 the
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?
IMPACT OF GLOBALIZATION IN COSTA RICA 146
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How has 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?
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. Has your participation in the science and technology fairs encouraged you to study a
science, technology, engineering and math-related major in college?
III. Influence of Policy, Globalization, and Multinational Corporations 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 that Intel has provided for your
school to improve science, technology, and education?
3. Is science, technology, engineering and math education important to the economic
future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION IN COSTA RICA 147
Protocolo
de
Entrevista
al
Estudiante

Entrevistador:______________

Fecha:______________________

Entrevistado:_______________

Lugar:______________________

Grado/Nivel:________________

Información
del
Contacto:___

Número
de
veces
participó
en
Ferias
de
Ciencia
y
Tecnología:_________

Hora
Inicio:________________

Hora
Fin:___________________

Introducción

[Presentarse
el
mismo
y
su
afiliación]

Durante
esta
conversación,
tenemos
la
esperanza
de
aprender
más
acerca
de
[indicar
la
afiliación]
y
sus

experiencias
con
respecto
a
los
cambios
en
el
sistema
educativo
en
Costa
Rica.
El
objetivo
final
de
este

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar
habili-‐
dades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y
matemáticas

(STEM).

Sus
comentarios
serán
anónimos,
si
usted
así
lo
quiere.
¿Desea
permanecer
en
el
anonimato?.
Nos
gus-‐
taría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos
su

consentimiento?

Esta
entrevista
durará
aproximadamente
unos
60
minutos.
¿Tiene
alguna
pregunta
antes
de
empezar?

I.
Política
Nacional
de
las
ferias
de
Ciencia
y
Tecnología
y
STEM.

1.
¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la
tecnología,
la

ingeniería
y
las
matemáticas?

2.
¿Qué
efectos
han
tenido
las
ferias
de
ciencia
y
tecnología
en
su
vida
y
en
su
carrera
académica?

3.

Como
resultado
de
la
Ley
a
que
todas
las
escuelas
participen
en
las
ferias
de
ciencia
y
tecnología,
ha

notado
algún
cambio
en
los
programas
de
ciencia
y
tecnología
en
las
escuelas
que
usted
ha
asistido?

4.
¿Ha
cambiado
su
interés
en
la
ciencia,
la
tecnología,
la
ingeniería
y
las
matemáticas
y
otros
campos

relacionados
como
resultado
de
su
participación
en
las
ferias
de
ciencia
y
tecnología?

IMPACT OF GLOBALIZATION IN COSTA RICA 148
II.
Currículo
e
Instrucción.

1.
¿Cuál
ha
sido
su
experiencia
en
las
ferias
de
ciencia
y
tecnología?

2.
¿Según
la
educación
que
ha
recibido,
se
siente
preparado
para
las
ferias
de
ciencia
y
tecnología?

3.
¿Qué
hicieron
sus
profesores
en
clases,
para
prepararlo
en
las
ferias
de
ciencia
y
tecnología?

4.
¿Qué
hizo
usted
en
clases,
para
prepararse
en
las
ferias
de
ciencia
y
tecnología?

5.
¿Cómo
es
utilizada
la
tecnología,
para
prepararlo
en
las
ferias
de
ciencia
y
tecnología?

6.
¿Cree
que
su
participación
en
las
ferias
de
ciencia
y
tecnología
le
han
motivado
a
estudiar
alguna

carrera
universitaria
con
especialidad
relacionada
a
ciencia,
tecnología,
ingeniería
o
matemáticas?

III.
Influencia
de
la
política,
la
globalización
y
las
multinacionales
en
la
educación
STEM.

1.
¿Cómo
las
escuelas
han
promovido
la
participación
en
las
ferias
de
ciencia
y
tecnología?

2.
¿Tiene
usted
conocimiento
de
cualquier
tipo
de
programas
o
soporte

que
Intel
ha
proporcionado
a

su
escuela
para
mejorar
la
ciencia,
la
tecnología
y
la
educación?

3.
¿Cree
usted
que
la
educación
STEM
es
importante
para
el
futuro
económico
de
Costa
Rica?
Si
es
así,

¿cómo?.

IMPACT OF GLOBALIZATION IN COSTA RICA 149
APPENDIX F
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:

IMPACT OF GLOBALIZATION IN COSTA RICA 150

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

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn From
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

IMPACT OF GLOBALIZATION IN COSTA RICA 151
RQ1: Are there commonalities in the Costa Rican students’ science fair projects (e.g., process,
procedures, subject areas of study)?

RQ2: Do students exhibit confidence in describing their projects?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do students relate their project to authentic application?

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

Are there additional questions for the students or teacher?

IMPACT OF GLOBALIZATION IN COSTA RICA 152
APPENDIX G
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:

IMPACT OF GLOBALIZATION IN COSTA RICA 153
Additional Classroom Information:

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

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn from
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

IMPACT OF GLOBALIZATION IN COSTA RICA 154
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?

RQ1: Do curriculum, subject areas, labs, and assessments align across classrooms and schools?

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

RQ2: How does student-led conversation influence participation in class?

RQ2: How is technology used in the classroom?

RQ3: Do the teacher (student) appear to be engaged in the STEM curriculum?

Are there additional questions for the teacher?

IMPACT OF GLOBALIZATION IN COSTA RICA 155
APPENDIX H
Survey Protocol for Teachers and Administrators: English and Spanish Versions

IMPACT OF GLOBALIZATION IN COSTA RICA 156

IMPACT OF GLOBALIZATION IN COSTA RICA 157

IMPACT OF GLOBALIZATION IN COSTA RICA 158

IMPACT OF GLOBALIZATION IN COSTA RICA 159
APPENDIX I
Survey Protocol for Students: English and Spanish Versions

IMPACT OF GLOBALIZATION IN COSTA RICA 160

Abstract (if available)

Abstract The purpose of this study was to understand the influence of globalization, foreign direct investment, and multinational corporate responsibility on the curriculum and teaching practices in Costa Rican K–12 schools. The study was also designed to understand the relationships among the Ministry of Education, Coalicion Costarricense de Iniciativas de Desarrollo (CINDE), and Intel with respect to the development of 21st‐century skills and interest in project‐based learning (PBL) in science, technology, engineering, and mathematics (STEM) in K–12 schools. The study examined the relationship between STEM education and Costa Rica’s economic growth. The study examined how the mandated national science and technology fair influences the use of PBL to build human capital and prepare students for 21st‐century jobs, particularly in STEM. The theoretical frameworks for this qualitative study were based on work by Friedman, Spring, Wagner, and Slough and Milam. The analysis of data gathered through interviews, observations, and surveys revealed that globalization has a great impact on economy, education, and opportunities for peoples in Costa Rica. The study also revealed that, since entering into partnerships with MNCs, Costa Rica has produced knowledge‐ready workers with 21st‐century skills to compete in the global job market. The study identified the role that STEM education and PBL have played in development of students’ 21st‐century skills. This study is significant as it presents a case for partnership by educators, policy makers, and industry leaders to develop educational practices that promote 21st‐century skills through the teaching of STEM through PBL in K−12 schools. The study showed the importance of developing a knowledge‐based sector as a way to increase production and economic well‐being for the individual and for a nation.

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Asset Metadata

Creator Flores, Ema (author)

Core Title The impact of globalization on the development of educational policy, 21st century learning, and education in science, technology, engineering, and mathematics in Costa Rican schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/24/2015

Defense Date 03/17/2015

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

Tag 21st century learning,foreign direct investment,Globalization,INTEL,MNC,multinational corporations,OAI-PMH Harvest,PBL,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael F. (committee chair), García, Pedro Enrique (committee member), Wiedoeft, Oryla (committee member)

Creator Email elflores@usc.edu,emylflores@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-560932

Unique identifier UC11300403

Identifier etd-FloresEma-3396.pdf (filename),usctheses-c3-560932 (legacy record id)

Legacy Identifier etd-FloresEma-3396.pdf

Dmrecord 560932

Document Type Dissertation

Format application/pdf (imt)

Rights Flores, Ema

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