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The impact of globalization, economics, and educational policy on the development of 21st century skills and STEM education in Costa Rica

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The impact of globalization, economics, and educational policy on the development of 21st century skills and STEM education in Costa Rica

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Content Running head: IMPACT OF GLOBALIZATION 1

THE IMPACT OF GLOBALIZATION, ECONOMICS, AND EDUCATIONAL POLICY ON
THE DEVELOPMENT OF 21
ST
CENTURY SKILLS AND STEM EDUCATION IN COSTA
RICA

by

Douglas Rynerson

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 Douglas Rynerson
IMPACT OF GLOBALIZATION 2

Dedication
At an information session I attended while considering applying to this program, Dr.
Michael Escalante, who would eventually become my professor and my dissertation chair,
pointed out that three years would pass regardless of my decision, but one path would also
include earning a doctorate. It has been so much more than that. The past three years have been
simultaneously difficult, transformative, and rewarding.
It would not have been possible to complete this program without the influence, support,
and encouragement of my family. My wife, who joined me in this journey, has been a constant
source of support, insight and encouragement. My son, who begins his own path of post-graduate
study, tolerated loss of attention, piles of articles, and grumpiness. Their support through the
program was invaluable.
At the end of the day, however, I owe the most to two people who cannot join in my
celebration of this accomplishment. My parents, Jacqueline and Dewain Rynerson, provided my
appreciation of the importance of education and the need for all citizens to give their utmost to
the improvement of our society. Without their love, encouragement, and unwavering confidence
in my potential, I could never have come to this moment. I hope that I can live up to the example
they have provided.
IMPACT OF GLOBALIZATION 3

Acknowledgements
There are many people whom I feel must be acknowledged for their role in the
completion of this dissertation. It has been a long and difficult path and it would not have been
possible without the participation and influence of many people. While I fear I may omit some
who are deserving of my thanks, I owe a debt of gratitude and appreciation to the following
people:
 Dr. Michael Escalante, for his guidance, support, and the occasional boot to the backside.
Dr. Escalante convinced me to enter the program, supported me throughout the
dissertation process, and is a great source of support and advice.
 My dissertation group for all of their insight, intelligence, and support. Sharing this
process with you has increased the value and quality of the process. Particularly my
Sixaola group: Emy Flores, Mike Bertram, and Jude Lucas-Rynerson who shared a
unique experience at Liceo Academico de Sixaola.
 For my Rossier professors and classmates throughout the program. Class discourse
always added a vital dimension to the course of study.
 Dr. Pedro Garcia for taking the time to serve on my committee and for his unfailing
optimism in times of challenge.
 Dr. Oryla Wiedoeft for immeasurable support, advice, and for providing an inspiration
through her resolve, resilience, and force of will in overcoming obstacles. You are an
inspiration to me always.
 For the students and teachers at Liceo Académico de Sixaola for welcoming us into your
community and for your commitment to education.
IMPACT OF GLOBALIZATION 4

 The people of Costa Rica from government officials, business leaders, our guide Eduardo
Lopez, and former students for being so unselfish with your time and generous with your
country. Pura Vida!
IMPACT OF GLOBALIZATION 5

Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 7
Abstract 8
Chapter One: Overview of the Study 10
Background of the Problem 11
Statement of the Problem 14
Purpose of the Study 14
Importance of the Study 15
Limitations and Delimitations 16
Definition of Terms 16
Organization of the Study 18
Chapter Two: Literature Review 19
Globalization 20
World View 23
Major Global Influences 25
Implications for Education 27
Summary 27
History of Costa Rica 28
Colonialist Period 28
Post-Colonialist Period 29
20
th
Century 31
Current History 32
Economics of Costa Rica 33
Economic History 34
CINDE 36
Education in Costa Rica 38
Educational System 40
21
st
Century Skills 42
STEM/PBL 47
STEM/PBL in Costa Rica 50
Summary 53
Chapter Three: Methodology 55
Research Design 56
Sample and Population 57
Instrumentation 59
Interview Protocol 60
Survey Protocol 61
Observation Protocol 63
Pilot Testing 64
Data Collection 64
Data Analysis 66
Ethical Considerations 67
Summary and Conclusions 68
IMPACT OF GLOBALIZATION 6

Chapter Four: Research Findings 69
Purpose of the Study 69
Research Questions 69
Methodology Overview 70
Participant Overview 71
Results Research Question One 73
STEM Practices 74
Importance to the Economy 78
Discussion 80
Results Research Question Two 81
21
st
Century Skills 82
Curriculum and Instruction 83
Discussion 86
Results Research Question Three 88
Increased Motivation 88
Perceptions of Opportunity 92
Discussion 95
Summary 97
Chapter Five: Conclusion and Recommendations 100
Purpose of the Study 100
Research Questions 100
Methodology Overview 101
Summary of Findings 101
Research Question One 102
Research Question Two 103
Research Question Three 105
Limitations 106
Implications 107
National Science Curriculum 107
Allocation of Resources 108
Themes for Future Research 109
Conclusion 110
References 112
Appendix A: Recruitment/Consent Letter 123
Appendix B: Policy/Government Agency Interview Protocol 127
Appendix C: Business Leaders Interview Protocol 130
Appendix D: School Leader Interview Protocol 133
Appendix E: Student Interview Protocol 137
Appendix F: Survey Protocol for Teachers and Administrators 140
Appendix G: Survey Protocol for Students 142
Appendix H: Classroom Observation Protocol 143
Appendix I: Science and Technology Fair Observation Protocol 147

IMPACT OF GLOBALIZATION 7

List of Tables
Table 1: Alignment of Interview Protocols to Research Questions and Theoretical Frameworks61

Table 2: Alignment of Teacher/Administrator Survey Protocol Items to Research Questions
and Theoretical Frameworks 62

Table 3: Alignment of Student Survey Protocol Items to Research Questions
and Theoretical Frameworks 63

Table 4: Frequency of 21
st
Century Skills References Identified in Interviews 82

Table 5: Cross-reference of Wagner‟s (2008) 21st Century Skills with Slough and
Milam‟s (2013) 104

IMPACT OF GLOBALIZATION 8

Abstract
The impact of globalization and technological advances created a global economic
environment in which emerging countries can compete with traditionally economically dominant
countries on an increasingly level playing field. Emerging countries can advance their economy
through the attraction of Foreign Direct Investment (FDI) more quickly than by relying on local
economies. A key element in the attraction of FDI is the development of human capital.
Increasingly sophisticated FDI provides greater economic stimulus and requires more
sophisticated human capital.
Costa Rica transitioned from an economy primarily based on agriculture to a knowledge-
based economy (KBE) the attraction of FDI from companies such as Intel. The need to create the
necessary human capital to support this process placed challenges on the educational system to
develop 21
st
century learning skills in their students. In response, Costa Rica instituted a mandate
for all schools to participate in the national science fair.
This study follows the experience of a group of students who advanced from the Costa
Rican national science fair to the Intel International Science and Engineering Fair in May of
2014 in order to measure the effectiveness of the science fair and science, technology,
engineering, and mathematics education (STEM) in the development of human capital. The
study examines the experience of these students within the local, regional, and national
educational system as well as the national economy.
This case study utilizes several frames in order to interpret findings. Spring (2008) and
Friedman (2007) are utilized to frame globalization, Slough and Milam (2013) to frame Science,
Technology, Engineering and Math (STEM) project-based learning, and Wagner (2008) to frame
21
st
century learning skills. Through the use of these frames, this study sought evidence that
IMPACT OF GLOBALIZATION 9

successful partnerships among government, business, and education systems can lead to
improved outcomes for all students, regardless of ethnicity, primary language, SES, or the
educational level of their parents. It also seeks to examine how a focused policy regarding STEM
education curriculum and pedagogy can develop the 21
st
century skills necessary for students to
thrive in the global knowledge economy.

IMPACT OF GLOBALIZATION 10

CHAPTER ONE: OVERVIEW OF THE STUDY
Globalization has a significant impact on the economies of nations. Advances in
technology increased the speed of communications, lowered barriers of entry to markets, and
leveled the playing field for global competition (Friedman, 2007). Within this environment,
companies, both large and small, seek to create facilities in regions of the world that provide the
most strategic combination of economic incentives, supportive infrastructure, ease of
transporting materials and finished products, and skilled workers (Friedman, 2007). Countries
seek to retain and attract companies that provide employment that can raise the standard of living
of their citizens and grow their national economy (Spring, 2008). Therefore, the educational
system in a country has a great effect on the prosperity of the country (Akin & Vlad, 2011;
Monge-Naranjo, 2007). In response, national educational systems increasingly evaluate their
students in comparison to the students of other countries in order to gauge their readiness to
compete for jobs in the global market. The development of human capital is a strategic goal for
national governments and the cultivation of the skills necessary for the knowledge-based workers
is a strategic goal of national educational systems.
As Costa Rica strategically chose to develop from an agrarian economy into a KBE, the
nation focused on attracting companies in specific fields such as technology, services, and
medical equipment (Costa Rican Investment Promotion Agency [CINDE], 2004; Paus &
Gallagher, 2008; Rodriguez-Clare, 2001). The successful development of FDI led to an overall
increase in the standard of living for citizens. At the same time, the expectations that investing
companies such as Intel and Hewlett-Packard have regarding the skill sets developed by
graduates of the educational system creates pressure for schools to improve student outcomes,
particularly in the areas of STEM areas. This study will examine the influence of Multinational
IMPACT OF GLOBALIZATION 11

Corporations (MNCs) on the educational system of Costa Rica and how this influence affected
educational polices and classroom practices, particularly the adoption of a mandatory science fair
participation policy.
Background of the Problem
The growth of a technology-based economy creates an increased demand for knowledge-
based workers. As the country sought to develop its economy, it looked to FDI to accelerate
economic growth. The country became ideal and attractive for high-tech multinational
corporations (HT-MNCs) due to its history as a stable, democratic, highly literate nation
(CINDE, 2010; Organisation for Economic Cooperation [OECD], 2004; Spar, 1998; World Bank
Group, 2006). While Costa Rica has a two-party political system, both parties share policies
governing economic growth and an aversion to nationalizing business (Rodriguez-Clare, 2001).
Over the past two decades, the economy shifted from agrarian, primary products such as coffee,
sugar, and bananas to a KBE focused on eco-tourism, services such as the Hewlett-Packard call
centers, and value-added technology exports. This shift lead to pressure on the educational
system to keep pace with the increased expectations these employers have for the skills of entry-
level employees (World Bank Group, 2006). This, in turn, led to changes in educational policy
regarding curriculum and instruction. As median wages and the standard of living increased, the
development of FDI changed in terms of the types of industries targeted (CINDE, 2010; OECD,
2012). The types of industries attracted after median wages increased have greater need for
employees with 21
st
century skills such as innovation and problem solving (OECD, 2012). This
is a repetitive cycle for the country as it pursues increased FDI. As such, the importance of
STEM-related fields is increasingly significant.
IMPACT OF GLOBALIZATION 12

Costa Rica‟s history created the foundation for conditions that attract foreign investors.
Established as a colony of Spain in the late 1500‟s, a lack of desired natural resources, such as
gold, caused the colony to function largely in isolation from the parent nation. This isolation
caused the colony to develop with a less hierarchical social structure, a strong sense of
independence, and an egalitarian commitment to social support structures (Angelli, 1987; Booth,
1998). Costa Rica was one of the first nations to offer free and compulsory education (Booth,
2008), eliminated the army in 1949, redrafted the constitution, and committed a significant
percentage of the GDP to fund public education. The result is an educational system ranked 20
th

in the world and a 96.2% literacy rate (CINDE, 2013). An initiative in the 1980‟s to place
computer labs in primary classrooms enhanced the literacy achievements in supporting the
development of the KBE (Rodriguez-Clare, 2001). The government continued to invest in
education, spending 7.2% of GDP in 2010, in comparison to the United States and Finland which
spent 5.6% and 6.8%, respectively (The World Bank, 2013). This sustained investment in
education, coupled with the stable, democratic government and favorable trade policies, assists
in the attraction of FDI from MNCs.
Intel selected Costa Rica over Mexico and Brazil as the site for a new microprocessor
plant in 1996, despite the latter countries‟ offering more governmental incentives and lower
wages. This major investment created a signaling effect that caused other MNCs to consider
Costa Rica as a possible investment location. Almost 63% of FDI in the country occurred since
this major event. As MNCs invest and hire, there is an increased demand on the primary,
secondary, and post-secondary school system to graduate students who possess the 21
st
century
skills these employers desire (Monge-Gonzalez & Gonzalez-Alvarado, 2007, Paus & Gallagher,
2008). The OECD (2013) recommendations for Costa Rica included an increased focus on the
IMPACT OF GLOBALIZATION 13

development of innovation, research and development, and engineering skills in order to support
the attraction of more sophisticated, technology-based investment. As governmental and
educational leaders work to cultivate 21
st
century skill in students, industry provides supporting
programs, such as Intel‟s Teach and Students as Scientist programs (CINDE, 2011; Ministerio de
Educacion Publica, 2007; World Bank Group, 2006). To satisfy current employers and attract
new, more sophisticated employers, there is pressure on the government and, consequently, the
educational system to produce a greater number of knowledge-based workers.
There is global recognition that innovation and research and development are driven by
STEM education. Langdon, McKittrick, and Beadle (2011) acknowledge that the most
significant contributions to society come from those steeped in STEM education. Projections for
the United States include a 17% increase in STEM fields between 2008 and 2018. STEM field
workers have a lower rate of unemployment and command 26% higher wages whether working
in STEM-related fields or not (Landon et al., 2011). It is advantageous, then, to develop a greater
percentage of STEM workers in order to increase wages and stabilize employment. Costa Rica
responded to this situation through an increased focus on STEM education and a national science
fair begun in the late 1980s. In 2004, the government instituted a mandate for all primary and
secondary schools to participate in the National Science and Technology Fair (NSTF).
Additionally, when corporations behave responsibly, they engage as partners with the host nation
in support of the development of knowledge-based workers. The support of Intel brought forth a
pedagogical move toward PBL as a means to foster 21
st
century skills, deeper content
knowledge, and preparedness for the global economy (Intel Teach, 2014). These actions are
intended to support the sustained effort to develop the overall capacity of the workforce, or
IMPACT OF GLOBALIZATION 14

human capital. This study will examine how these actions become implemented and whether
they have their desired result.
Statement of the Problem
Since the early 1980s, the country of Costa Rica experienced many changes due to
economic, political, and educational factors. In order to compete in an evolving global market, a
new economic strategic plan was implemented to attract high-tech FDI. These multinational
corporations (MNCs) brought new job opportunities to the country that require educational
institutions to produce more knowledge-ready employees. Schools now face the challenge of
helping students develop 21
st
century skills in STEM in order to prepare the next generation of
workers.
Purpose of the Study
The purpose of this study is to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and economic growth will be studied.
This study will also examine how the mandated national science fair influences the use of PBL to
build human capital and prepare students for 21
st
century jobs, particularly in the fields of
STEM.
To meet the purposes of this study, the following research questions will be addressed:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
IMPACT OF GLOBALIZATION 15

2. How has mandating the national science fair participation influenced implementation
of 21
st
century skills through the use of PBL and use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
3. How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
Importance of the Study
The global economy presents challenges to the workers of all countries. The key to future
economic success and sustained economic growth reside in the ability of workers to develop the
skills required by a KBE (Friedman, 2007; Wagner, 2008). The government and the educational
system of Costa Rica and the non-governmental organizations (NGOs) and MNCs involved in
the economy share a common goal to support the development of knowledge-ready workers.
This study is significant, as it provides a case study of successful partnership of governmental,
educational, and industry leaders to promote the development of 21
st
century skills and interest in
STEM-related fields.
This study will seek evidence that successful partnerships among government, business,
and education systems can lead to improved outcomes for all students, regardless of ethnicity,
primary language, SES, or the educational level of their parents. A focused policy regarding
STEM education curriculum and pedagogy can develop the 21
st
century skills necessary for
students to thrive in the global knowledge economy. This important educational achievement can
positively affect the development of FDI, promote social and economic stability, and raise the
standard of living, which benefits all stakeholders. Successful implementation in Costa Rica can
inform an attempt to develop 21
st
century skills in students in local American school districts.
IMPACT OF GLOBALIZATION 16

Limitations and Delimitations
Limitations of the study include the distance between southern California and San Jose,
Costa Rica. While over half of the research team is comprised of Spanish speakers, there may be
some difficulties with specialized business or educational vocabulary or language barriers for
those who lack ability in the second language (Spanish or English). The time allotted to conduct
research will be limited to 10 days, 6 of which are business days.
A key delimitation of the study is that the focus is on students who achieved success in
the NSTF. Since SES status was not used in selecting students for the case study, there is no
guarantee of representation of diverse SES groups. This situation prevents generalization of the
findings. Future studies could focus on a randomized sampling of students to enhance the
generalizability of findings.
Definition of Terms
The following terms are utilized throughout the dissertation:
Foreign Direct Investment (FDI) - This term refers to investment in a country other than the
country where the company is based. FDI includes mergers and acquisitions, building new
facilities, reinvesting profits earned from overseas operations, and intra-company loans (Akin &
Vlad, 2011).
Formal Job - This is a job with a paycheck from an employer and steady work that averages a
minimum of 30 hours per week (Clifton, 2011).
Globalization - This is a phenomenon of increased economic integration among nations,
characterized by the movement of people, ideas, social customs, and products across borders
(Spring, 2008).
IMPACT OF GLOBALIZATION 17

High-Tech Multinational Corporation (HT-MNC) - The term high-tech refers to technology
that is at the cutting edge – the most advanced technology that is available. A HT-MNC is a
MNC that produces the most advanced technology available, such as Intel and its microchips for
cutting-edge computer processing (Giuliani, 2008).
Human Capital - This term refers to the stock of competencies, knowledge, social and
personality attributes, including creativity, embodied in the ability to perform labor so as to
produce economic value. It is an aggregate view of the human being acting within economies in
an attempt to capture the social, biological, cultural, and psychological complexity as people
interact in explicit and/or economic transactions. Many theories explicitly connect investment in
human capital development to education; and the role of human capital in economic
development, productivity growth, and innovation is frequently cited as a justification for
government subsidies for education and job skills training (Westphalen, 1999).
Knowledge Age - The 21st-century Knowledge Age is seen as a tipping point, equivalent to the
age of discovery, the Renaissance, the Industrial Revolution, and the internal combustion age
(Snape, 2012).
Knowledge-Based Economy (KBE) - This term refers to the use of knowledge technologies
such as knowledge engineering and knowledge management to produce economic benefits as
well as job creation (Machlup, 1973).
Knowledge-Based Global Economy - This term refers to the use of knowledge, technologies,
and skills to produce economic benefits and job creation in the global market. Knowledge
resources such as know-how and expertise are as critical as other economic resources in an
interconnected global economy. A key concept of the global KBE is that knowledge and
education (often referred to as human capital) can be treated as a productive asset or as a
IMPACT OF GLOBALIZATION 18

business product or as educational and innovative intellectual products and services that can be
exported for a high-value return (Wagner, 2008).
Multinational Corporation (MNC) - This term refers to a corporation that is registered in more
than one country or that has operations in more than one country. It is a large corporation that
both produces and sells goods or services in various countries and often has a societal
responsibility and commitment to help improve the host country‟s education system (Monge-
González & González-Alvarado, 2007).
Twenty-First-Century Skills - The essential skills of the global KBE. Wagner (2008) identifies
these as: (a) critical thinking and problem solving, (b) collaboration across networks and leading
by influence, (c) agility and adaptability, (d) initiative and entrepreneurship, (e) effective oral
and written communication, (f) assessing and analyzing information, and (g) curiosity and
imagination.
Organization of the Study
This study is organized into five chapters, with an overview, background, and purpose of
the study presented in the first chapter. The second chapter presents a review of the pertinent
literature regarding globalization, the history of Costa Rica, the economics of Costa Rica, the
educational system of Costa Rica, and 21
st
century skills/STEM education. . Chapter 3 outlines
the methodology for collecting, organizing, and analyzing data from government officials,
leaders of MNCs and NGO‟s, and students, teachers, and school administrators involved in the
education system. The fourth chapter will present the data that will be collected in June 2014.
The fifth a chapter will contain a discussion of findings, implications and recommendations
regarding the role of MNCs in education and the development of 21
st
century skills/STEM
education.
IMPACT OF GLOBALIZATION 19

CHAPTER TWO: LITERATURE REVIEW
The effects of globalization can be felt in the educational systems of nations across the
world. The advance of globalization, technology, and the influence of MNCs transformed the
global economy into a KBE in which innovation and STEM skills are key ingredients to
developing a competitive work force (Ashton, Brown & Lauder, 2008). Human capital is the
foundation of national economic development (Spring, 1998). The pressures applied from
governments, corporations, and society to educate citizens, develop skilled workers, and
maintain international competitiveness creates unique challenges for the educational systems of
any country (Wagner, 2008). These conditions require a rethinking of educational leadership,
curriculum, and instruction to develop necessary 21
st
century skills (Carnoy, 1999). As
technology develops, communication speeds increase, and barriers between countries decrease,
the needs for human capital change. Costa Rica implemented a new economic strategic plan,
used to attract high-tech FDI, in order to compete in the evolving global market (CINDE, 2011).
These MNCs brought new job opportunities to the country that require educational institutions to
produce knowledge-ready employees. Schools now face the challenge of helping students
develop 21st century skills in STEM in order to prepare the next generation of workers (Wagner,
2008). Educational policies and practices must advance the preparation of knowledge-ready
workers. The steps taken by a nation‟s educational system have an important effect on the
country‟s economic development. This examination of the Costa Rican educational system can
best be evaluated from a global and historical perspective.
The purpose of this literature review is to examine the influence that globalization, FDI,
and MNCs have on the curriculum and practices of schools. This study will also examine the
methodologies that educators use to build human capital and to prepare students for 21st century
IMPACT OF GLOBALIZATION 20

jobs, particularly in the fields of STEM. In order to view this issue within a global and historical
context, this literature review focuses on five main topics. The first section focuses on the
definition and evolution of globalization, the major theoretical perspectives presented by Spring
(2008), and the impact on demands for human capital. Additional perspectives are examined
regarding globalization‟s development and significance from Friedman (2007) and Chanda
(2007). The second section focuses on the history of Costa Rica and how historical events affect
today‟s social and educational conditions and practices. The third section focuses on how the
nation‟s economics developed over time including economic development strategies for
attracting FDI, the creation of CINDE, and how economic strategies alter the expectations for the
educational system and the development of human capital. The focus of the fourth section is the
educational system and how governmental policies and relationships with MNCs affect
instruction. The final section focuses on the significance of 21st century learning skills as
defined by Wagner (2008) and the use of PBL as defined by Slough and Milam (2013) in STEM
education The educational system of Costa Rica can best be evaluated from this historical and
global perspective.
Globalization
The ways in which countries and corporations interact globally changed dramatically
over time. This section discusses how the global economy and the influence of inter-
governmental organizations (IGOs), NGOs, and MNCs are a major force in shaping the modern
world (Spring, 1998). It also discusses how globalization affects the expectations of national
educational systems (Wagner 2008), demand for human capital (Spring, 1998), and economic
polices (Friedman, 2008). This examination of globalization includes a view of the development
IMPACT OF GLOBALIZATION 21

of globalization, world-views that interpret global interactions, major influences on
globalization, and the implications for education.
The Development of Globalization
This section provides an overview of the development of globalization over time that is
used throughout this case study. Spring (2008) identifies four perspectives for the interpretation
of globalization that provide the frame for interpreting how global events and agencies interact
with economies and educational systems. Friedman (2008) presents a paradigm of a flattened
world and resulting factors that necessitate preparing students to join the knowledge-based 21
st

century economy. The history of globalization and the frames provided by Friedman (2008) and
Spring (2008) form the focus of this section of the review.
At different points in time, globalization affected the world in different ways and was
driven by different social and economic forces. Theodore Levitt (1983) defines globalization as
changes in global economics affecting production, consumption, and investment. Friedman
(2008) breaks globalization into three periods of time: Globalization 1.0 from 1492 to 1800
begins with Columbus discovering the new world and the colonization and trade that resulted;
Globalization 2.0 from 1800 to 2000 saw which MNCs drive international trade; and
Globalization 3.0 from 2000 to the present refers to the timeframe wherein barriers to entry in
the global economy fell and resulted in a “flat world platform” (Friedman, 2008 p10). Notable to
Globalizaton1.0 was countries‟ globalizing. For Globalization 2.0, it was companies‟
globalizing, and, for Globalization 3.0, it is individuals‟ globalizing (Friedman, 2007). Friedman
notes that western powers drove the first two phases of globalization while diverse players drive
the current phase. The current phase of globalization is represented by the elimination of barriers.
This change reduced the dominance of western, predominantly white countries and organizations
IMPACT OF GLOBALIZATION 22

and created a flattened playing field in which large and small entities compete with relative
parity. This changed both the economics of countries and the educational expectations for their
citizens.
While Freidman bases his phases of globalization on who drives change, Harvard
historian John Coatsworth (2001) creates phases based on commerce. Coatsworth (2001) breaks
globalization into four phases: transoceanic conquest, communication, and trade from 1492 to
1565; the kidnapping and forced migration of Africans and the resulting slave-based economy in
the new world from 1650 to 1790; the export-led growth in the Belle Epoque between 1880 and
1930; and a new globalization cycle beginning in the mid-1980s. This fourth cycle is driven by
trade liberalization after WWII and was furthered by the liberalization of global trade in 1967,
the development of the European Union, and trade agreements such as the North American Free-
Trade Agreement (NAFTA) and the Central American Free-Trade Agreement (CAFTA), and
continues today. These trade agreements also influence where and how employers locate and
drive the demand for local human capital.
In contrast to Friedman (2008) and Coatsworth (2001), Chanda (2007) discusses how
trade, religion, war, and exploration drove globalization throughout history. For Chanda,
increasing interconnectedness between the peoples of the world defines globalization. This
interconnectedness provides many economic benefits that come in equal measures with negative
consequences such as slavery, displacement, and disease. Regardless of how one feels about
globalization, it is impossible to resist a process that is furthered by the daily activities of people
across the world (Chanda, 2007). Chanda shares Friedman‟s view that advances in technology
flatten the economic landscape and allow individuals and organizations from across the world to
connect as de facto equals, furthering current globalization.
IMPACT OF GLOBALIZATION 23

For the purposes of this study, globalization is defined as a trend of advancing technology
that leaves behind the eras of a world dominated by military might, transportation infrastructure,
or economic weight and moves toward a world dominated by innovation, technology, and
adaptability. The result of globalization for a country like Costa Rica is that it is able to compete
with larger countries to attract corporate investment. In the case of Costa Rica, the country
transformed from a largely agrarian economy to a KBE through the attraction of FDI (CINDE,
2004). Prior to globalization, this would not have been possible. This economic change is
reflected in the desired outcomes for the educational system.
World View
An examination of the activities of individuals, nations, and organizations as they interact
within the global context can lead to divergent interpretations depending on the worldview of the
observer. Spring (2009) presents four major schools of thought regarding the interpretation of
global events: world culturists, world systems, post-colonialists, and culturalists (Spring, 2009).
Identical events may be interpreted in drastically divergent ways due to these differing world-
views. The interpretation of findings will be strongly influenced by the researcher‟s world-view.
The investment of an MNC, such as Intel, and the resulting expectations about educational
outcomes could be viewed as the natural progression of globalization or as an extension of
dominant nation hegemony, depending on the world-view through which it is interpreted. This
section will examine the differing world-views and the ways in which the same situation is
interpreted differently when viewed through each lens.
Individuals espousing a world culture view believe the world is moving toward a single
unified culture based upon the western mass-educational model and western values (Spring,
2008). They believe in a world with common educational structures, a common curriculum, and
IMPACT OF GLOBALIZATION 24

the right to education for all peoples. This belief is not attributed to the concept that most
educational systems were installed by western forces, but, rather, to the concept that educational
systems are converging into a western, mass-educational model as peoples around the world
adapt to a changing world (Anderson-Levitt, 2003). World culturalists hold the view that
education is essential to maintaining and developing economic and democratic rights (Spring,
2009). World culturalists believe that the efforts of organizations such as the World Bank and the
OECD promote and facilitate this natural convergence of universal, democratic cultural ideals
(Spring, 2009). World culturalists believe that, as peoples act in support of their interests, a
single world culture naturally develops.
The world systems view and the post-colonialist view are very similar and, for the
purposes of this study, are viewed together. In contrast to world culturalists, believers in world
systems or a post-colonialist view believe that dominant cultures, such as the United States, the
European Union, and Japan, utilize these same agencies in order to legitimize and increase their
dominant place in the world economy (Spring, 2009). The dominant cultures also impose their
own culture, values, and beliefs on the rest of the world by imposing their educational system on
others countries and cultures. The world system/post-colonialists view this as an extension of
imperialism, serving to enrich the wealthy, dominant cultures more at the expense of the poorer,
less dominant cultures (Spring, 2009). World system/post-colonialists believe that a single world
culture is an effort by dominant cultures to maintain dominance at the expense of non-dominant
cultures.
Spring (2008) observes culturalists believe that, while there are similarities between
cultures, each culture interprets new ideas and interactions in a manner that allows them to
incorporate them into their own culture without replacing their culture. Culturalists believe that
IMPACT OF GLOBALIZATION 25

knowledge flows across the world and that local actors utilize parts of that knowledge as they see
fit (Spring, 2009). In contrast to the world culture view, this view does not see cultures
converging, but, rather, cultures adopting valuable new aspects without abandoning their
uniqueness and individuality (Spring, 2009). Culturalists acknowledge differing world-views and
the value of individual cultural knowledge.
The distinct differences between these world-views create an environment in which
individual events and actions can be interpreted in a wide variety of ways. A single event could
be seen by one school of thought as benevolent support, by another as imperialist oppression,
and by the third as an opportunity to repurpose an outside ideal to serve a local culture.
Therefore, the researcher must select a lens through which to interpret the events and actions
within this study. The world culture view is utilized to interpret these events.
Major Global Influences
Large NGOs and Inter-governmental Agencies (IGOs) exert a significant influence on
globalization. These organizations fall predominantly into three categories: organizations
concerned with economic development; organizations concerned with human rights; and
organizations concerned with education (Spring, 2009). While these are major categories, there
is a great deal of overlap and interplay among these organizations that can make interpreting
intentions complicated.
Economic development is the concern of the largest and most influential organizations.
The World Trade Organization (WTO), Organisation for Economic Cooperation and
Development (OECD), the International Monetary Fund (IMF), and the World Bank wield a
great deal of influence on the actions and policies of individual nations (Spring, 2009). The
United States, Japan, and traditional European powers such as the United Kingdom, France, and
IMPACT OF GLOBALIZATION 26

Germany dominate the influential World Bank and the IMF. As these organizations distribute
funding and assistance to less developed countries, they exert a great deal of influence on the
trade policies and economic strategies of the countries receiving funding (Spring, 2009). Their
policies promote unifying trade policies, business practices and educational policies. This
promotes a uniform framework for a homogenous world economic culture. As such, these types
of organizations promote a world culture world-view. Detractors would view these efforts as an
attempt to extend their domination over less developed countries.
For many organizations, basic human rights for all people are their primary concern.
Organizations such as the United Nations, Amnesty International, and UNESCO have agencies
that promote a uniform standard of worldwide human rights (Spring, 2009). Differing agencies
may focus on women‟s rights, children‟s rights, worker‟s rights, or religious freedoms.
Regardless of their focus, they promote a uniform framework for a homogenous world culture of
human rights. As such, these types of organizations also promote a world culture world-view.
There is a great deal of crossover with organizations focused on human rights and organizations
concerned with education. Detractors would view these efforts as an attempt to impose western
cultural norms on the rest of the world.
Many of the aforementioned organizations also play a role in world education. The World
Bank, which is the largest funder of education in the world, promotes initiatives for global
literacy, STEM education and promotes English as a common world language (Spring, 2009).
The OECD collects global education data and promotes international assessments. The UN
utilizes the Cyberschoolbus and the Sesame Street workshop to promote human rights education.
Additionally, the Program for International Student Assessment (PISA) conducts standardized
testing that helps fuel the discourse regarding international competitiveness of students (Spring,
IMPACT OF GLOBALIZATION 27

2009). Numerous MNCs, such as Intel, British Telecom, Cisco, SAP, and Hewlett-Packard fund
divergent education programs internationally (World Bank, 1996). Divergent educational
agendas exerted by a wide array of different organizations complicate the educational agenda
Implications for Education
As nations seek to gain or maintain economic success, they have a great deal of concern
for the development of human capital, as it is the foundation of national economic development
(Spring, 2008). Preparing productive employees, leaders and innovators are concerns of citizens
as they work to build human capital to support the knowledge economy (Friedman, 2008).
NGOs, MNCs, and IGOs investing in education seek to foster these qualities in the workforces
of the world (Spring, 2008). The curriculum, pedagogy and resource allocation of educational
systems in Costa Rica face unique demands due to the investment in education by NGOs, MNCs,
and IGOs.
Summary
The impact and advancement of globalization creates a cyclical pattern of actions and
reactions. As the changes brought about by globalization manifest themselves in Costa Rica, the
country will adapt and change in response. Changes in FDI within the country contribute to
changes in employers‟ demands for the development of human capital (Spring, 2008). These
demands stimulate changes in expectations for student outcomes within the educational system
to prepare knowledge-ready workers (Freidman, 2008). The change in expectations for student
outcomes is reflected in governmental policies, curricular choices, and instructional methods. As
the economy grows, governmental policies adapt to attract more sophisticated FDI (Rodriguez-
Clare, 2001; World Bank, 2011) and the process repeats.
IMPACT OF GLOBALIZATION 28

History of Costa Rica
Understanding the history and background of Costa Rica informs the analysis of recent
changes in the country. This section briefly explores the history of the country, the development
of governmental structure, and the social structures that developed over time. This history
section is not intended to be a comprehensive history. Rather, it builds narrative around
important people and events that shape the current landscape of the country.
Located in Central America and adjoining both the Pacific and Atlantic oceans, Costa
Rica is a democratic republic with a president as chief executive and head of government (U.S.
State Department, 2014). Bordered by Panama in the south and Nicaragua in the north, the nation
first established diplomatic relations with the United States in 1851 after achieving independence
from Spain (U.S. State Department, 2014). Costa Rica abolished its military in 1948, redirecting
capital formerly spent on the military to educational funding. It boasts one of the most advanced
free educational systems in Central/South America (Biesanz, M., Biesanz, R., & Biesanz, K.,
1999). What follows is a brief encapsulated account of the history of Costa Rica with a view
toward progressive economic, political and educational policies. The section also covers the
ways in which history shaped the priorities and values of the country, informs how the
educational system developed and educational priorities were enacted. This history is organized
into the colonialist period, post-colonialist period, 20
th
century, and modern period.
Colonialist Period
In September of 1502, the explorer Christopher Columbus discovered Costa Rica during
his fourth and final voyage to the New World. Early attempts in the 16th century by the Spanish
to colonize Costa Rica proved unsuccessful due to heat, mosquitoes and the requisite diseases,
swamps, pirate and native resistance. Progress was difficult, the hoped-for gold was not
IMPACT OF GLOBALIZATION 29

discovered, and Spanish attention was more intensely focused on richer conquest in the New
World. The permanent settlement of Catargo, in the central highlands, was eventually established
by Juan Vasquez de Coronado in 1563. In the absence of natural resources to exploit, the Spanish
focus was on agriculture (Palmer & Molina, 2004). The relative poverty of small landowners,
lack of indigenous labor, and isolation from Spain developed in settlers a sense of autonomy,
egalitarianism, and individualism that would heavily influence the postcolonial era (Palmer &
Molina, 2004). The country remained a Spanish colony for almost three centuries, ruled by a
military governor as part of the Captaincy General of Guatemala, which included regions
currently identified as Guatemala, the state of Chiapas in Mexico, Honduras, El Salvador,
Nicaragua and Costa Rica (Palmer & Molina, 2004).
Post-Colonialist Period
In 1821, in union with several other Central American provinces, Costa Rica declared its
independence from Spain, which became official on September 15, 1821, and Costa Rica became
a member of the United Provinces of Central America. The four major towns of the country all
were fiercely independent and soon found themselves at odds, which lead to a civil war in 1823.
The forces of San Jose were dominant, and Costa Rica gained full autonomy of its own affairs
(Booth, 1998). By 1838, after a tumultuous period of infighting and border disputes, the
federation of provinces disintegrated. In contrast to other Central American countries that had
continuous battles that pitted anticlerical liberals versus the colonial bureaucracy, Costa Rica
enjoyed a less tumultuous transition as colonial institutions were relatively weak and the
foundations of democracy already had taken root. Costa Rica turned to reform while other
countries were engaged in civil conflict (Booth, 1998, Palmer & Molina, 2004). The qualities of
IMPACT OF GLOBALIZATION 30

autonomy, egalitarianism, and individualism developed as a Spanish colony shaped the
development of the new independent country.
Juan Mora Fernandez was elected in 1824 as the nation's first chief of state. He led a
nine-year period of progressive stability hallmarked by the establishment of a sound judicial
system, the nation's first newspaper, and a focus on public education. Continuing the Spanish
focus on agriculture, he also encouraged coffee cultivation and gave free land grants to would-be
coffee growers. Further conflicts did follow but the sense of independence had taken root. The
nation's first president, José María Castro initiated his administration by founding a high school
for girls and sponsoring freedom of the press (Rodriguez, M., 1989). These events provide a
starting point for individual land-ownership and autonomy with a focus on education for all.
The 1860‟s were turbulent, as General Tomás Guardia and his military junta took control
of the government. Following a repetitive pattern for Central America, he replaced a corrupt
government with promises of change, but truly replaced one form of patronage with another.
True to Costa Rican tradition, Guardia proved himself a progressive thinker and a benefactor of
the people by shaping the modern liberal-democratic state. He abolished capital punishment,
curbed the power of the coffee barons, and tamed the use of the army for political means. He
utilized coffee earnings and taxation to finance roads and public buildings (Rodriguez, 1989).
Most significant for this study, in 1869, he revised to the constitution and declared primary
education for both sexes obligatory, free, and at the cost of the nation (Rodriguez, 1989, Booth,
1998, Wilson, 1998). General Guardia ruled until his death in 1882. His successors furthered the
development of free, but compulsory, public education. This time period established the roots of
a national culture of balancing autonomy and independence with strong social programs for all
citizens.
IMPACT OF GLOBALIZATION 31

20
th
Century
The decade of the 1940s was a time of important change in Costa Rican history. President
Rafael Angel Calderon Guardia (1940-44) instituted 15 amendments to the constitution that
created social guarantees for the populace. These included land reform, establishment of a
guaranteed minimum wage, paid vacations, unemployment compensation, progressive taxation,
and a series of constitutional amendments codifying workers' rights. President Calderón also
founded the University of Costa Rica in 1940. The policies of social entitlements alienated
laissez-faire capitalists who had been traditionally in power. Political tensions, rampant inflation,
fraudulent elections and rising discontent resulted in the "War of National Liberation" the civil
war, declared on 10 March 1948 (Rodriguez, M., 1989).
José María ("Don Pepe") Figueres Ferrer became head of the Founding Junta of the
Second Republic of Costa Rica. He consolidated Calderón's progressive social reform program
and added his own landmark reforms. He banned the Communist Party. Political parties could
not belong to international movements that were undemocratic in nature; therefore, the
communist and fascist parties were illegal. He introduced suffrage for women and full
citizenship for blacks, revised the constitution to outlaw a standing army (including his own),
established a presidential term limit, and created an independent Electoral Tribunal to oversee
future elections (U.S. State Department, 2014). He nationalized the banks and insurance
companies, a move that paved the way for state intervention in the economy (Palmer & Molina,
2004). In 1949, the military junta relinquished power to President Otilio Ulate Blanco, whose
election had been overturned by the previous regime, prompting the civil war. Two years later,
Don Pepe was returned to power in the national election (Palmer & Molina, 2004).
IMPACT OF GLOBALIZATION 32

Social and economic progress since 1948 helped return the country to stability. The
1950s and '60s saw a substantial expansion of the welfare state and public school system funded
by economic growth. Conservative governments encouraged private enterprise and economic
self-reliance through tax breaks, protectionism, subsidized credits, and other macroeconomic
policies. Expenditures on education and public housing were increased. Urban development
programs were initiated, as were state agricultural programs. In the late 1970‟s, heavy social
spending caused the national debt to rise from 800 million to 3000 million (U.S. State
Department, 2014). To overcome this debt, the country embarked on a series of economic policy
changes that lead to the current economic situation.
Current History
As the decade of the 1980s began, Costa Rica was plagued with inflation, currency
devaluation, huge energy bills, and social welfare costs. The economy faced decreasing
agricultural export prices caused in some part by the war in Nicaragua (Mitchell & Pentzer,
2008). Costa Rica found itself unable to service it overwhelming international debt, which was
the greatest per-capita debt in the world at the time. In return for this funding, the IMF insisted
on devaluation of currency (Colon), reduced social spending, and tax reform. The IMF was not
satisfied with Costa Rican compliance with these reforms, the funding was suspended and the
IMF office in Costa Rica was closed (Mitchell & Pentzer, 2008).
President Oscar Arias Sanchez was elected in 1986. A socialist and economist-lawyer, he
earned the Nobel Peace Prize in 1987 by forging the Central American Peace Plan and
persuading five Central American presidents to sign the plan. This commitment to peace and
regional stability enabled the government to focus on rebuilding the economy and the
educational system (U.S. State Department, 2014).
IMPACT OF GLOBALIZATION 33

In February 1990, Rafael Angel Calderón Fournier was inaugurated as president 50 years
to the day after his father, President Rafael Angel Calderón Guardia. His goal was to restore the
economy to health. Renewing the support of the World Bank and the IMF, Calderón instituted
policies to address the country‟s huge deficit and national debt (Mitchell & Pentzer, 2008)).
These economic policies lead to today‟s focus on the attraction of FDI as a means for developing
economic growth.
Economics of Costa Rica
Since the mid-1980‟s, the Costa Rican economy shifted from a predominantly
agricultural economy focused on primary sector goods to an economy that created a balance
among primary sector, secondary sector, and tertiary sector. Growth of coffee and bananas
remains an important part of the economic exports. Eco-Tourism showed rapid growth and shifts
real estate away from agriculture. The largest growth sector in service centers and high-tech
manufacturing is driven by FDI from companies such Intel, Hewlett-Packard, Motorola, and
Microsoft (Rodriguez-Clare, 2001; World Bank Group, 2006). Public policies supported the
growth of the economy, sustained growth of information and communication technology (ICT),
reduced internal taxes and trade barriers for technological products, attracted foreign trade and
FDI structures, and also helps bring continuous investment in public education (World Economic
Forum 2011-12). Further discussion in this section provides greater detail of the economic
system. This section is organized into sections discussing Costa Rica‟s economic history,
including the economic collapse of the 1980‟s and the subsequent economic policy changes of
the 1990‟s, and a section on the development of the Costa Rican Investment Promotion Agency
(CINDE), including the investment of Intel and other MNCs.
IMPACT OF GLOBALIZATION 34

Economic History
Original Spanish explorers named the area Costa Rica, or rich coast, due the generous
gifts of gold and copper they received from local inhabits on arrival. The Spanish were
disappointed to find that the local population had acquired the gifts of precious metals from
surrounding regions. In fact, Costa Rica was one of the poorest regions explored, occupied and
exploited by the Spanish empire. The lack of natural resources likely contributed to the country‟s
peace and stability (Augelli, 1987). In over three centuries as a Spanish colony, few Spanish
natives settled in an area identified as lacking natural resources. The result was an isolated and
peaceful existence (Mitchell & Pentzner, 2008). The stability, peace, and democracy that formed
the foundation of Costa Rican society had its own roots in the lack of resources that made it less
desirable as a colony (Booth, 1998). This situation fostered a sense of egalitarianism and
independence that continues today.
The basis for the postcolonial economy in Costa Rica was agriculture. The mass
cultivation of coffee and bananas transformed the economy from subsistence farming to the
export of primary goods (Booth, 1998). Ideal conditions for coffee growth, government
incentives, and robust demand from the British market made coffee the dominant product in the
newly independent country‟s economy (Booth, 1998). The completion of the Panama railroad
and simplified access to the Atlantic Ocean and furthered the exportation of coffee to Britain and
Western Europe (Booth, 1998). Coffee agronomics and distribution elevated the national
standard of living, but also created an economic gap between the upper class coffee growers, or
cafetaleros, and the lower class majority. By the mid-1800‟s, the cafetaleros had established
themselves as a ruling oligarchy, deriving political influence from the importance of the coffee
trade to the national economy (Biesanz, Biesanz, & Biesanz, 1987). Social programs that had
IMPACT OF GLOBALIZATION 35

been in place since independence from Spain, such as free education, free health care, and
welfare, continued to be funded by taxation on the wealthiest citizens, such as the cafetaleros
(Alvarado, 2011). The economy remained stable for the rest of the 1800‟s.
The 20
th
century began with changes to the economic landscape. Costa Rica experienced
a financial setback during World War I. Declining coffee sales and high taxation lead to an
exodus of wealthy citizens, negatively affecting the tax base (Booth, 1998). Efforts to stabilize
the economy were delayed by the civil war of 1948-1949 and the subsequent adoption of a new
constitution (Booth, 1998; Alvarado, 2011). The new constitution allowed for continued
development of the public school system, expanded government social programs, and active
government involvement in the economy. The government also assumed control of many basic
services such as telecommunications, public transportation, electricity, insurance, and banking
(Rodriguez-Clare, 2001). This paved the way for the future attraction of MNCs to invest in Costa
Rica.
A world recession in the late 1970‟s to early 1980‟s severely affected Costa Rica and
surrounding countries, driving up the national debt and increasing political violence. This time
period also saw increasing foreign debt, rising interest rates, and an annual inflation rate that
grew from 13.2% in 1979 to a peak of 81.8% in 1982 (World Bank Group, 2006). Contributing
factors were currency devaluation; declining coffee, banana, and sugar prices; the high costs of
social programs; and disruption caused by the war in Nicaragua (Rodriguez-Clare, 2001).
President Oscar Arias Sanchez led efforts to stabilize and bring peace to the region. His efforts
earned him the Nobel Peace Prize and the resulting national stability established a foundation for
future economic growth.
IMPACT OF GLOBALIZATION 36

CINDE
The challenges of the late 1907‟s and early 1980‟s necessitated that Costa Rica institute
changes in economic strategy. The escalating inflation rate and national debt resulted in the
highest per-capita debt in the world by the mid-1980‟s (World Bank, 2006). In 1983, the
government created the Costa Rican Investment Promotion Agency (CINDE). Created with
funding from US AID and the support of the business community, CINDE is purposed with
promoting national development and exports (Rodriguez-Clare, 2001). The nation responded to
the economic challenges by adopting a model designed to promote exports through access to
U.S. markets, the Caribbean Basin Initiative (CBI), trade liberalization, free-trade zones, and
special export processing zones. This strategy was designed to encourage competition in world
markets and attract FDI by offering incentives to foreign companies such as 8 years of tax
forgiveness followed by a 50% reduction in tax for an additional 4 years, tax-free imports on
equipment, raw materials, and government subsidies equal to 10% of the value of their exports
(Rodriguez-Clare, 2001). This strategy shifted from a domestic policy to one focused on
attracting foreign investment.
CINDE chose the attraction of FDI as the primary strategy to achieve the main objective
of developing the economy. At first, CINDE focused on attracting FDI related to agriculture and
manufacturing requiring unskilled labor (Rodriguez-Clare, 2001). In the 1990‟s, CINDE found
that, after the enactment of NAFTA, Costa Rica began losing competitiveness in attracting
industries requiring unskilled labor (Rodriguez-Clare, 2001). In collaboration with the
government, CINDE worked to reposition the country as a conducive economy for the attraction
of high-tech FDI and other industries requiring knowledge-ready workers (Rodriguez-Clare,
2001). In 1993, CINDE developed a new strategic plan that leveraged the nation‟s relatively high
IMPACT OF GLOBALIZATION 37

educational levels and understanding of English to attract this more sophisticated type of FDI
(CINDE, 2004; Paus & Gallagher, 2008; Rodriguez-Clare, 2001). The foundation laid by
President Oscar Arias Sanchez in the previous decade contributed to other factors that attracted
foreign investment (Rodriguez-Clare, 2001: political stability, strong legal system, low levels of
corruption, pro-business and FDI environment, business incentives, high quality of life, access to
natural resources, and access to health services (Paus & Gallagher, 2008). Costa Rica ranked
second among Latin American countries for political stability and absence of violence in the
World Bank‟s Worldwide Governance Indicators of 2010. Early benefactors of the new foreign
investment environment were Motorola and Sylvania (Rodriguez-Clare, 2001).
Hearing that Intel sought a location for a new manufacturing center in the region, CINDE
launched a major campaign to be considered as a potential site along with front-runners Mexico
and Argentina (Larrain, López-Calva & Rodriguez-Clare, 2001). CINDE built its case with Intel
by providing research, coordination with executives, links to governmental agencies, and access
to the president (CINDE, 2004). Government officials were particularly attentive to Intel‟s
concerns regarding education and questions about the availability of knowledge-ready workers.
After an April visit to Costa Rica, Intel announced choosing it as the location for its new facility
on November 10
th
, 1996. In-depth analysis of the potential for operations in Costa Rica led Intel
to announce plans for a 300 million dollar investment into a new assembly and testing plant.
Intel‟s process of developing interest, research, and investment created a signaling effect that
caused other MNCs to consider the potential of investing in the country as well (Rodriguez-
Clare, 2001; World Bank Group, 2006). Intel was drawn to invest in Costa Rica due, in large
part, to the high literacy and life-expectancy rates, stable political climate, business-friendly
economic policies that resulted from the country‟s political, educational, and social history (Spar,
IMPACT OF GLOBALIZATION 38

1998, World Bank Group, 2006). Beyond having a tremendous impact on Costa Rica‟s economy
due to the size of Intel‟s investment, it also signaled to CINDE and the rest of the world that
Costa Rica could successfully attract HT-MNCs to propel the economic strategies of the country
(CINDE, 2004; Larrain et al., 2001; Rodriguez-Clare, 2001). The success with Intel solidified
CINDE‟s focus on attracting MNCs requiring knowledge-ready workers.
While Costa Rica made commitments to invest in education to help prepare knowledge-
ready workers, Intel also shows involvement. As it seeks to train an appropriate workforce for its
significant investment, Intel found support in educational practices and policies (Larrain et al.,
2001; Rodriguez-Clare, 2001; World Bank Group 2006). The Instituto Tecnológico de Costa
Rica (ICTR), an Intel Associate, developed new programs and updated existing programs of
teacher education in technical fields. Engineering enrollment grew by 150% between 1997 and
2000 (Larrain et al., 2001). This commitment to education is necessary for Costa Rica to enjoy
the benefits of the increased employment generated by Intel‟s investment.
Intel‟s investment has been critical to the efforts of CINDE as they seek the attention of
additional FDI from other MNCs. Additional companies who also found the political, economic,
and educational climate of Costa Rica attractive include Proctor and Gamble, Microsoft, and
Hewlett-Packard (Rodriguez-Clare, 2001; World Bank Group, 2006). Through the attraction of
this large amount of FDI, Costa Rica elevated its status in the world economy (World Bank
Group, 2006). It is now a national goal to advance educational policies that will support this
newly developed, KBE.
Education in Costa Rica
The success Costa Rica enjoyed transitioning to a KBE dates back to the structures and
policies implemented in the 19
th
century, particularly the investment in education. Pilar Madrigal
IMPACT OF GLOBALIZATION 39

Zamora, former Director of International Affairs for CINDE, observes that the key to Costa
Rica‟s economic success is the investment in education and the development of a highly skilled
labor force (Pilar Madrigal Zamora, 2009 check reference style). Costa Rica‟s long history of
making education a priority is still evident today, with 6.3% of the GDP spent annually on
education (Ministerios de Relaciones Exteriores, 2013). The actions of the government reveal
how this investment in human capital is the result of sustained effort. Besides the implementation
of free compulsory education referred to earlier, in 1994, President José Maria Figueres
mandated the instruction of English for all students. The Ministry of Public Education assumed
the expense of teacher education and the investment in the use of new technologies to support the
new mandate. The CINDE Department of Research report (2011) observes that the educational
system is the most advanced in Latin America. Costa Rica‟s invested over 20% of the national
budget on primary and secondary education (Skidmore & Smith, 2001). This investment is
evident in a 96% literacy rate that leads Central America (CINDE, 2010). Strong investment in
education created a labor force that is attractive to MNCs.
This commitment to the development of human capital is key to the economic success of
Costa Rica. The OECD (2004) reports that the country‟s competitive advantage in the attraction
of FDI is a well-educated labor force. The human capital needs of the KBE are supported by a
commitment to investment in primary, secondary, and post-secondary education. Despite an
educated populace ranked 23
rd
globally and first in Latin America (World Economic Forum
Report, 2011-2012), Intel‟s primary concern was a sufficient supply of knowledge-ready workers
to meet its labor requirements. Intel collaborated with the Ministry of Education to create a set of
recommendations as the central government began an analysis of the curriculum of the nation‟s
secondary schools and technical training programs (Paus & Gallagher, 2008; World Bank Group,
IMPACT OF GLOBALIZATION 40

2006). The result was immediate implementation of new technical programs and curricula as
well as expanded English instruction. Additional curricula in primary and secondary schools
were also under review. In support, Intel launched the Innovation in Education program which
invested $1.1 million in modernizing school science laboratories, the Intel-Educate for the
Future program to provide technology training to over 9000 primary and middle school teachers,
and the Students as Scientists program to promote scientific research in schools (World Bank
Group, 2006). In collaboration with Intel, the Ministry of Public Education and the National
Program of Science and Technology Fairs invested over $70,000 in the training of 2000
secondary school teachers to develop student interest in the study of science (World Bank Group,
2006). Intel‟s level of investment in education positions them as partner in education rather than
an MNC placing demands on the educational system.
Educational System
A strong, well-developed educational system is both a historic and a current goal of Costa
Rica. Citizens enjoy free education since 1870, compulsory primary and secondary education for
children between 6 and 15 years old, and a 96.1% literacy rate for citizens over the age of 15.
The World Economic Forum Report on Global Competitiveness 2011-2012 ranks the
educational system 23
rd
, leading Latin America. The same report ranks Costa Rica 29
th
in
primary education and 46
th
in math and science instruction, cornerstones of STEM instruction.
Free primary and secondary schools are found in every community. Primary education
enrollment is at 91% and ranks 83
rd
in the world. While primary education is compulsory, in
rural areas, enforcement is lacking. The combined educational program is divided into four
cycles. The first cycle covers grades 1through 4, the second covers grades 5through 6, the third
cycle covers grades 7 through 9, and the final cycle covers grades 10 through 12. By the time a
IMPACT OF GLOBALIZATION 41

student begins the final cycle, s/he has already tested into one of three tracks: academic,
technical, or vocational. Completion of the vocational track earns the student a certificate of
completion. Secondary education offers two paths to a secondary school diploma. The first is the
academic path, which takes 5 years to complete and offers a college preparatory education. The
second, technical path, offers expanded science and technology instruction and requires 6 years
to complete. Both paths result in secondary school diplomas and qualify students for
matriculation to the university. Passing the Bachillerato exam marks completion of secondary
education (CINDE, 2011). Most universities also require an entrance exam (CINDE, 2011).
There are more than 50 universities in Costa Rica. Most notable among them are el Instituto
Tecnológico, la Universidad Estantal a Distancia, Universidad Nacional, and the Universidad
de Costa Rica. These universities graduated almost 45,000 students in 2012, showing an 8.8%
growth in graduation rates since 2008 (CINDE, 2012). Graduates in technical subjects also
increased, with a 5.4% increase in engineering and a 7.9% increase in software and infomatics
over the same period (CINDE, 2012). Quality primary and secondary education, secondary exit
exams, and college entrance exams all contribute to prepare and assess college readiness and
preparedness for the 21
st
century workforce.
While leading Latin America, Costa Rica still faces educational challenges in competing
with more developed countries. While secondary and university graduation rates for developed
countries are 50% and 28%, respectively, graduation rates in Costa Rica fall far behind at 18%
and 17%, respectively (World Economic Forum, 2011-2012). Globalization and increasing
prominence of MNCs create pressure for change in the country‟s educational system and
workforce. Schools must be concerned with the acquisition of basic skills in communication,
mathematics, critical thinking, writing, and interpersonal skills in order to be prepared for the
IMPACT OF GLOBALIZATION 42

KBE (Spring, 2008). The educational system responded by implementing programs to increase
interest in STEM areas, partnering with MNCs to advance STEM curriculum, matriculate more
students to post-secondary education, and prepare graduates of both secondary and post-
secondary schools to be competitive in the KBE.
Costa Rica implemented policy changes in curriculum and instruction throughout the
educational system. State mandated participation in the NSTF for all schools and STEM
instruction altered educational policy and practice in Costa Rica (Ministerios de Relaciones
Exteriores, 2013). The KBE created demand for knowledge-based workers with skills in
collaboration and problem solving, mathematics, science, English, and computer literacy (Spar,
1998). In response to these demands, 50% of primary schools and 100% of secondary schools
have science labs, and 50% of public schools and 100% of private schools teach English
(CINDE, 2005). Costa Rica continues to plan for additional investment in education, having
arranged for almost a half billion dollars of loans from the World Bank and the Inter-American
Development Bank (IADB) to fund programs designed to improve instruction and graduation
rates for secondary schools, universities, and graduate education (CINDE, 2013). This continued
investment in education will support continued pursuit of economic growth through the attraction
of FDI from HT-MNCs who seek workers with 21
st
century skills.
21
st
Century Skills
As globalization alters the economic landscape, the skills necessary for educational
systems to develop students to compete in the global economy also changes. How students learn,
what students learn, and how they are taught have strong implications for 21
st
century schooling.
As the educational system moves to adapt to the needs of the KBE, successful economic and
educational outcomes require the development of 21
st
century skills (Wagner, 2008). To succeed
IMPACT OF GLOBALIZATION 43

in the knowledge-based global economy, educators, politicians, and business leaders consistently
identify 21st century skills as essential for success. These 21
st
century skills, however, can mean
different things to different people.
The seven survival skills identified by Tony Wagner (2008) provide the framework for
21
st
century skills in this literature review. Wagner (2008) believes that, for students to be better
prepared for the 21
st
century, the entire educational system must be re-engineered. The linear 20
th

century teaching paradigm is no longer sufficient to prepare students to compete in the workforce
or be productive citizens. Literacy for the 21
st
century is not about learning to read, but, rather,
about reading to learn (OECD, 2011). Students must develop the ability to identify, create,
interpret, understand, and communicate knowledge (OECD, 2011). The traditional teacher-
student instructional model requires adaptation in order to develop new competencies in a global
and technological landscape that changes rapidly. Never in history have students had so much
access to so much information about so many subjects (Friedman, 2007). Mere memorization of
facts is unnecessary in the information age. What is required is the ability to analyze, interpret,
and think critically about the available information.
Costa Rica provides an excellent example of an educational system adapting to the
changing demands of the global economy. Due to the increased influence of MNCs, the labor
force desired by employers is changing and the educational system is changing as well to prepare
students to better meet the demand of the new job market (OECD, 2012). An educational system
rooted in 21
st
century skills is the engine that drives a KBE (Partnership for 21
st
Century Skills,
2012). When educational systems engage in teaching that develops 21
st
century skills, students
are better prepared to compete in the global KBE (Wagner, 2008). Wagner‟s The global
achievement gap: Why even our best schools don’t teach the new survival skills our children
IMPACT OF GLOBALIZATION 44

need- and what we can do about it (2008) serves as the framework to understand the significance
of 21
st
century skills in the education of students, the development of educational policy, and the
growth of the economy in Costa Rica. Additional viewpoints regarding the importance of 21
st

century skills will be utilized from the Partnership for 21
st
Century Skills (2012).
Wagner (2008) examines why even the highest ranked U.S. schools produce students ill
prepared for the global KBE. Wagner (2008) identifies a set of 21
st
century skills that are
supported by educational researcher Linda Darling-Hammond (2010) and the World Bank
(2003) and resembles parallel work by both. The seven key survival skills that students must
develop to succeed in the 21
st
century are identified by Wagner (2008, pp. 14-41) as:
• Critical Thinking and Problem Solving
• Collaboration and Leadership
• Agility and Adaptability
• Initiative and Entrepreneurship
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination
Wagner (2008) identifies these skills as a new set of basic skills comparable to the
previous century‟s reading, writing, and arithmetic. The changes brought about by globalization
resulted is a greater economic connection and competition among nations (Friedman, 2007).
Educational systems must adapt to these changes and adapt curricula in order to ensure that
students develop the skills necessary to be competitive in this new global KBE (Wagner, 2008).
In order to address the challenges presented by globalization and the KBE, the educational
IMPACT OF GLOBALIZATION 45

practices and habits of past centuries must be laid aside in order to develop the seven survival
skills of the 21
st
century (Wagner, 2008).
Critical thinking and problem solving are essential skills that students must develop in
order to compete in the global KBE. It is important that educators understand and assume their
responsibilities in ensuring that curricula, policies, and practices support preparing students for
the competitiveness of the global KBE. The educational system of Costa Rica assumed the
challenge to develop the 21
st
century skills suggested by Wagner (2008). Wagner (2008) also
calls for changes in classroom practices to prepare students to meet the market demands of the
KBE. The development of 21
st
century skills is essential to accomplish this work. Educational
leaders in emerging countries like Costa Rica must guide the development of curricula, policy,
and practice that will meet the demands of increasingly sophisticated MNCs for workers
possessing 21
st
century skills.
Governmental and educational leaders in Costa Rica show a clear understanding of the
importance of changes proposed by Wagner (2008). They conducted studies to analyze the skills
required for their proposed economic growth and how the development of 21
st
century skills will
respond to market needs (CINDE, 2011b). The Ministerio de Educación Pública (MEP) (2007)
undertook an effort to create and support policies for the 21
st
century backed by constitutional
mandates that address the current need for changes in school curricula, policy, and practice. The
MEP outlined a focused plan to develop programs and foster 21
st
century skills:
• Close the existing quality of education gap between urban and rural area.
• Train human resources that raise the country‟s competitiveness necessary to succeed in
international markets.
• Strengthen fundamental values that have been lost with the passage of time.
IMPACT OF GLOBALIZATION 46

• Strengthen technical and scientific education while developing extracurricular and
cultural aspects of a person as a way to develop the holistic child.
• Raise awareness in individuals about the commitment to future generations, ensuring a
sustainable economic and social development in harmony with nature and the
environment in general.
Economic development, job growth, and the growth of the GDP are dependent on the
development of human capital. Human Capital development, in turn, is dependent on innovation
and the quality of the educational system (Clifton, 2011; Friedman, 2007; Wagner, 2008).
Economic success for both nations and individuals is based on the growth of knowledge, talents,
skills, and abilities, which is also known as the growth of human capital (OECD, 2007). Such
skills and knowledge are the most distinctive component of a nation‟s economic system (Schultz,
1961). The effect of globalization on educational systems becomes evident as nations recognize
that students must acquire the skills and abilities that help the country develop a competitive
advantage in the global KBE (Wagner, 2008). For nations to develop global competitiveness and
create formal jobs that enhance stability, reduce poverty, reduce un/underemployment, and raise
the standard of living, the educational system must produce a sufficient number of students who
possess 21
st
century skills and are prepared to compete in the global KBE.
The MEP of Costa Rica mandated that every school must hold a science fair (2007). The
action of implementing policy and curricula supports the development of the 21
st
century skills
of agility and adaptability, critical thinking and problem solving, and initiative and
entrepreneurship identified by Wagner (2008). Through participation in the science fair and the
development of 21
st
century skills, students will move toward developing 21
st
century skills and
enhancing their competitiveness in the global economy. As the educational system works to
IMPACT OF GLOBALIZATION 47

become globally competitive and create stability, the NSTF is one example of policies designed
to produce students who possess 21
st
century skills and are prepared to compete in a diverse,
global KBE.
STEM/PBL
Developing human capital requires raising the educational level of students. The global
KBE will be driven by individuals who are products of a modernized educational system,
prepared to adapt to a changing world of unending educational opportunities, innovation,
collaboration, and a job market that requires ever-changing skill sets (Friedman, 2007).
Globalization in the 21
st
century redefined STEM as the new standard for knowledge-ready
workers. As nations seek to develop innovation and new knowledge, global economic
competitiveness is measured by proficiency and capacity in STEM fields (National Academies,
2005). Education is the primary factor in determining economic well-being and growth as it
serves to increase human capital, productivity, quality of outputs, and the innovative capacity of
the economy while creating growth in new technologies, processes, and products and supporting
the adoption of new technologies, thereby creating economic growth (Brewer & McEwan, 2010).
As Spring (2008) observes, education is an economic investment with the end goal of economic
growth through the development of human capital.
It is globally recognized that innovation is driven by STEM, and job growth is greatest in
STEM fields. Langdon, McKittrick, and Beadle (2011) observe “the greatest advancements in
our society from medicine to mechanics have come from the minds of those interested in or
studied in the areas of STEM” (p.6). As an example, STEM occupations in the United States are
projected to grow 17% between 2008 and 2018. STEM workers receive 26% higher wages than
IMPACT OF GLOBALIZATION 48

their non-STEM peers (Langdon et al., 2011). Blending the concepts of traditional, rote learning
and 21
st
century skills are STEM education and STEM PBL.
STEM literacy is defined as the knowledge, attitudes, and skills used to identify problems
and to determine evidence-based conclusions/solutions using knowledge, inquiry, and design.
The National Science Teacher Association (NSTA) reports STEM education is now more
broadly defined, applicable to all students, and based in the development of 21
st
century skills
(Bybee, 2013). Willingness to engage in STEM PBL related issues is vital as we seek to develop
collaborative, innovative problem solvers and address 21
st
century challenges such as energy
efficiency, climate change, and environmental stewardship (Bybee, 2013). STEM/PBL is a key
strategy to the development of 21
st
century skills.
As described by Capraro, Capraro, and Morgan (2013), STEM PBL provides a model for
implementing STEM instruction into the classroom. STEM PBL incorporates 21
st
century skills
into the implementation of STEM instruction (Capraro et al., 2013). PBL traces its origins back
to educational pioneer John Dewey (Capraro et al., 2013). Originally designed for real-world
problems with tangible, measurable outcomes, PBL can also be applied to STEM instruction. As
Capraro et al. state, “PBL has been reclaimed by educators to educate 21
st
century students”
(p.8). STEM PBL develops critical thinking and problem-solving skills as students use inquiry to
create a “well defined outcome with an ill-defined task” (p.3) and construct mastery of STEM
subjects (Capraro & Slough, 2006). Learning and success are intertwined with mastery built
across all curricular areas, but particularly STEM subjects. Students are challenged with high-
value tasks that create rigorous engagement with subject matter.
Slough and Milam‟s work, Theoretical Framework for the Design of Stem Project-Based
Learning (2013) published in the work of Capraro et al. (2013) will provide the STEM PBL
IMPACT OF GLOBALIZATION 49

frame for the purpose of this study and literature review. Slough and Milam (2013) identify four
key principles that guide the design and implementation of PBL:
o Making the content accessible
▪ Building on student ideas and prior knowledge
▪ Use of personally relevant problems
▪ Scaffolding inquiry
o Making things visible
▪ Modeling scientific thinking
▪ Scaffolding students to make their thinking visible
▪ Providing multiple representations, i.e. Computer animations, modeling programs,
dynamic representations, scientific visualizations
o Helping students learn from others
▪ Encouraging listening to others
▪ Design discussions
▪ Highlighting the cultural norms
▪ Employing multiple social structures
o Promoting autonomy and life-long learning.
▪ Encouraging Monitoring
▪ Providing complex projects
▪ Revisiting and generalizing the inquiry process
▪ Scaffolding critique
(p.16)
IMPACT OF GLOBALIZATION 50

These four design principles are integrated into the practice of PBL. Students are placed
in control of the results and analysis of their projects, and the use of prior knowledge,
metacognition, feedback, collaboration, revision, and reflection are aligned with learning theory.
Because students take control of their own learning, both academically and cognitively, changes
in conceptual understanding occur as they learn to set goals, seek feedback, interpret input,
adjust behavior, and evaluate their ideas (Slough & Milam, 2013). STEM education is thus
divorced from the memorization of facts and practicing of algorithmic, abstract skills and rooted
in the application of solving real-world problems.
STEM/PBL in Costa Rica
In Costa Rica, significant growth in the KBE is matched with similar growth in STEM
fields (CINDE, 2013; OECD, 2012). With the flow of increasingly sophisticated FDI and
additional investment by MNCs, the role of the educational system in developing students with
21
st
century skills and knowledge of STEM fields is a national imperative (Monge-González &
Gonzalez-Alvárado, 2007; Paus & Gallagher, 2008). Leaders in government, industry, and
education collaborate to ensure that STEM instruction and 21
st
century skills are included and
supported in the educational system. Education with this focus supports the development of a
highly competitive workforce that meets the need of the global KBE (OECD, 2012; World Bank
Group, 2006). Educational leaders assume responsibility for fostering interest in the inquiry-
based curricula and related STEM fields that are key to the development of 21
st
century skills
(Monge-González & Gonzalez-Alvárado, 2007; Paus & Gallagher, 2008). Partnerships between
schools and MNCs such as Intel support the national priority for developing 21
st
century skills in
students to enable them to compete in the global KBE (Monge-González, Rodríguez-Álvarez,
Hewitt, Orozco, & Ruiz, 2011; World Bank Group, 2006). The NSTF of Costa Rica has been
IMPACT OF GLOBALIZATION 51

affiliated with the Intel International Science and Engineering Fair (ISEF) since 1999, originally
with two affiliated fairs and later adding a third in 2006. Since the original affiliation, Costa Rica
participated every year with projects chosen at the NSTF of the prior year that subsequently
entered the institutional, circuit, and regional fairs (El Ministerio de Ciencia, Tecnologia y
Telecomunicaciones de Costa Rica, 2013).
It is necessary to develop strategies to develop student interest in STEM fields and related
majors in order to keep pace with global competition. Multiple years of science fair participation
is shown to have a positive relation to students‟ majoring in STEM-related fields at the post-
secondary level (Sahin, 2013). Student science fair participation and the related use of STEM
PBL builds communication and collaboration, problem-solving and critical thinking skills, use of
the scientific method, and the opportunity to experience real-world application (Abernathy &
Vineyard, 2001). These skills are all reflected in the 21
st
century survival skills endorsed by
Wagner (2008). Cooper and Heaverlo (2013) state that “developing problem solving skills foster
critical thinking skills and along with creativity serve as vital constructs for student success in
the 21
st
century” (p.29). STEM PBL and repetitive involvement in science fair participation
accentuate the development of 21
st
century skills.
The intended result of the state mandated science fair program is to promote a science
and technology culture, beginning with the development of scientific knowledge, in order to
motivate new generations of Costa Ricans through the experience, demonstration, and discussion
of student designed scientific research. Executive Decree No. 31.900-MEP-MICIT, drafted by
the MEP, the Ministry of Science, Technology, and Telecommunications (MICITT), the
National Board for Scientific and Technological Research (CONICIT), with the involvement of
the public universities, established the NSTFs Program (PRONAFECYT). The 2004 executive
IMPACT OF GLOBALIZATION 52

decree provides for institutional formalization of the science and technology fair procedures in
the school system. The program is open to all students from pre-school through secondary school
and is governed by the guidelines of the NSTFs Program (PRONAFECYT). Projects include
monographs, demonstrations of scientific or technological principles, scientific research projects,
and technological research and development projects. Approved subject areas are:
• Biology
• Environmental Science
• Computer Science
• Earth and Space Science
• Social and Behavioral Sciences
• Physics and Mathematics
• Engineering and Technology
• Chemistry
• Health and Medicine
As Costa Rica prepares to compete in the global KBE, the goal of developing an
economy based on innovation, research and development, and knowledge-based industries is
dependent on educational policies and practices that can prepare the populace to participate in
such an economy. The challenge lies in raising awareness of the urgency of creating the
necessary education and training to support the transition from a simple KBE to an innovation-
based economy (Monge- González et al., 2011). Participation in the NSTF is a gateway for
students to engage in innovative practices and STEM disciplines.
IMPACT OF GLOBALIZATION 53

Summary
The purpose of this study is to examine the influence that globalization, FDI, and MNCs
have on the curriculum and practices for the development of 21
st
century skills in the Costa
Rican educational system. This study will also examine the policies and practices that educators
use to build human capital and prepare students to compete for 21
st
century jobs, particularly in
STEM fields. The history of Costa Rica is one of independence and egalitarianism, resulting in
free compulsory education since 1849, the elimination of the military, and strong social
programs. The stability of the democratic government, low levels of corruption, highly literate
workforce, and favorable business climate make the nation an attractive destination for FDI
(World Bank Group, 2013). Governmental commitment to developing economic vitality and
competitiveness is evident in favorable trade policies and a large national investment in the
development of human capital (World Bank Group, 2006). With the continued success of
CINDE in the attraction of FDI, Costa Rica committed to making education and the development
of 21
st
century skills a priority. Economic and educational policies were shaped by the
intersecting influences of globalization, FDI, MNCs, and the need to develop human capital.
This study will identify the effects of globalization as defined by Spring (2008) and Friedman
(2007); the influence of MNCs on the economy and educational system and the need for 21
st

century skills in the development of human capital as outlined by Wagner (2008); and the
significance of STEM PBL and 21
st
century skills as defined by Slough and Milam (2013) in
policies, curricula, and practices of the educational system as a means to prepare students to
compete in the global KBE. This study will also explore the cycle of attracting FDI, an increased
need for knowledge-based workers, the response of the educational system, an increased
standard of living, leading back to the attraction of ever-increasingly sophisticated FDI and how
IMPACT OF GLOBALIZATION 54

this cycle creates challenges for the educational system. This study will examine the use of
STEM PBL in the preparation and participation in science fairs and how that affects student
interest in STEM-related fields. The following chapter describes the research team, the research
design, and the implementation plan for the study.
IMPACT OF GLOBALIZATION 55

CHAPTER THREE: METHODOLOGY
Costa Rica underwent a significant change over the past few decades. Beginning as a
predominantly agrarian society and migrating to a KBE, the country also saw a significant shift
in the skills that employers seek in a workforce (CINDE, 2012). In the late 20
th
century, the
country adopted a strategic plan to attract MNCs to establish operations in Costa Rica in order to
leverage the highly literate population. The strategic plan developed a focus on core industries
such as service centers, medical equipment, and high-technology companies, such as Intel and
Hewlett-Packard (CINDE, 2012; Paus & Gallagher, 2008). The successful attraction of FDI to
the country challenged the educational system to produce workers who possess both technical
and 21st century skills. MNCs partnered with schools in order to provide additional classroom
resources and teacher training to support the development of 21
st
century learning skills (Monge-
Gonzalez, 2008; Wagner 2008). However, despite a 95% literacy rate and a national commitment
to education, Costa Rica has a low rate of secondary school graduation and low matriculation
into higher education. This resulted in a shortfall of knowledge-based workers to fill new job
opportunities being created by MNCs (Roman, 2012). In order to interest a greater number of
students in STEM fields, the country adopted a mandate for all students to participate in the Intel
International Science Fair.
The research team consisted of 14 doctoral students from the Rossier School of
Education at the University of Southern California under the direction of Dr. Michael Escalante
and his assistant, Dr. Oryla Wiedoeft. The research team met bimonthly to collaboratively
develop research questions, examine research literature, and select conceptual frameworks that
contribute to the understanding of the influence that globalization, FDI, and MNCs have on the
curriculum and practices in schools, particularly in STEM fields.
IMPACT OF GLOBALIZATION 56

The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and local economic growth was studied.
This study also examined how the mandated national science fair influences the use of PBL to
build human capital and prepare students for 21
st
century jobs, particularly in the fields of
STEM.
The research questions that guide the study are:
1) 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 do people in Costa Rica believe that the economic growth of Costa Rica and
STEM education are related?
2) How has mandating the national science fair participation influenced implementation
of 21
st
century skills through the use of project-based learning and use of technology by
teachers across all curricular areas? How has it impacted curriculum and instruction?
3) How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
The following sections specify how these research questions will be addresses through
(a) Research Design, (b) Sample and Population, (c) Instrumentation, (d) Data Collection, (e)
Data Analysis, and (f) Ethical Considerations.
Research Design
As identified by Creswell (2008), there are six essential steps when 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
IMPACT OF GLOBALIZATION 57

evaluation of the research. This study is organized around these six steps. Researchers studied
the impact of globalization on human capital needs, education, and economics (Bottery, 2006;
Spring, 2008) and how the impact of FDI, MNCs, and NGOs affect K-12 schools as well as
universities (Spring, 2008). One MNC, Intel, formed partnerships with school and universities in
Costa Rica and created an international science fair with the purpose of increasing interest in
STEM fields. This qualitative study was designed to understand how the influence of
globalization, FDI, and MNCs affected curriculum and practices in schools, particularly in
STEM fields.
This qualitative case study takes the form of applied research with the purpose of
improving the effectiveness of practice within a discipline. Particularly, it analyzes the response
of educators to new challenges to educational goals caused by the effects of globalization,
economic pressures, and demands for human capital. Qualitative data allowed for the collection
of rich information that informed the researcher regarding the experiences of the participants of
the study (Maxwell, 2005; Merriam, 2009). A case study is a comprehensive description and
analysis of a bounded system (Merriam, 2009). A case study is an empirical examination that
explores a current phenomenon in a real-life context, “especially when the boundaries between
the phenomena and context are not clearly evident” (Merriam, 2009 p.40). It also explores what
occurs within a bound system (Merriam, 2009). Case studies utilize the rich qualitative data
collected to create a rich, descriptive analysis of the studied situation. This method allowed the
participants to express their experiences, beliefs, and practices.
Sample and Population
The participants in this study were purposefully selected government officials, business
executive, educators, and students. Patton (2002) states that purposeful, non-probability sampling
IMPACT OF GLOBALIZATION 58

in a qualitative study is the most appropriate strategy to examine the relationship of activities and
the implication of those relationships. One of our goals was the deliberate selection of
participants who have clear participation in the issue being studied (Maxwell, 2005).
Solicitations were made via phone contact, email and mail requests (Appendix A).
As such, we interviewed the following individuals from the government, MNCs and
NGOs, and the school system. From the government we interviewed Sonia Mora Escalante,
Minister of Public Education; Nathalie Valencia Chacon, Coordinator for the National Science &
Tech Fair Program; Sylvia Arguello Vargas, Director of Human Capitol at MICIT; Alicia
Fonseca Elizondo, National Assessor for the Ministry of Public Ed.; Ligia Mejia Murray,
Regional Assessor; Nelson Campos, National Science Assessor; & Cecilia Calderón, National
Science Assessor, and Sylvia Ugalde Fernandez, Consulate General of Costa Rica in Los
Angeles. These individuals were chosen for their intimate knowledge of the subject being studied
and ability to provide insight into the intentions and motivations behind policy decisions. From
MNCs and NGOs, we interviewed Mary-Helen Bialas, Director of Educational Programs and
Outreach for Intel Costa Rica, and Luis Rodriguez, an engineer and local businessman in
Talamanca. From NGOs, we interviewed Vanessa Gibson, Director of Post-Establishment at
CINDE. These individuals were selected due to their 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. From the educational system we interviewed students who won the
Costa Rican Intel International Science and Engineering Fair (IISEF), former students, their
teachers, their school directors, and we conducted observations in the schools they attended.
Students included IISEF participants Daylin Bryan Rodriguez, Marcello Guerro, & Veronica
Bustos Guido; and three anonymous current students. Former students included Adriana
IMPACT OF GLOBALIZATION 59

McCarthy, practicing agricultural engineer and researcher; Edwin Rodriguez, engineering
student at the University of Costa Rica (UCR); Hefte Cordoba, a medical student at UCR; Daryl
Parker Cortes, computer technology student at Catholic University of Costa Rica; and Greidin
Medina, agricultural science student at EARTH University. Educational leaders included site
instructors Laura Castillo Mejias, biology and chemistry; Alejandro Torres, mathematics; &
Ronald Silva, computer technology; site principal Sonia Cortez Leal; and university science
professors Luis Pocasangre, and another professor who preferred to remain anonymous. These
individuals were chosen for their personal experience with participating in the science fair,
preparing students to participate in the science fair, and developing curriculum and instruction to
foster 21
st
century skills/STEM education.
As Merriam (2009) states, a case study has particular features, including being heuristic,
descriptive, and particularistic. Our participants were chosen for provide a rich descriptive
account of the phenomenon being studied. Rather than selecting participants randomly,
participants were selected purposefully due to the specialized viewpoint and experiences they
brought to the study. These individuals were selected particularly to share their knowledge and
experience regarding the role of MNCs as an influence on the educational system, the
development of human capital, and the development of 21
st
-century skills and STEM education.
Instrumentation
The instrumentation for this study was three-fold: structured interviews, surveys and
observations. All of the questions for the interviews and surveys as well as the observation
protocol were coded to the research questions and to the key frameworks shaping the study. The
frameworks were those of Thomas Friedman (2007) and Joel Spring (2009) for globalization,
including topics regarding the role of MNCs and NGOs, the development of human capital, and
IMPACT OF GLOBALIZATION 60

global competition; that of Tony Wagner (2008 & 2012) for 21
st
century learning skills; and that
of Scott Slough and John Milam (2013) for STEM subject education and PBL.
Interview Protocol
The primary method for gathering data in this study was through structured interviews.
Due to the collaborative nature of the project, the team agreed that a structured approach was
necessary in order to ensure that interviews conducted by diverse team members would be
comparable and valid for all participants. Questions were open-ended and had planned follow-up
probes to be utilized where appropriate at the discretion of the interviewer. While Merriam
(2009) observes that probes are impossible to plan ahead, the group chose to role-play and create
a list of likely probes to encourage uniformity, with the interviewer having the option to
improvise where necessary. The separate interview protocols were created for government
officials (Appendix B), business leaders (Appendix C), school administrators and teachers
(Appendix D), and students (Appendix E). The research questions and frameworks were cross-
referenced with the interview questions for each interview protocol (Table 1). While the different
protocols were reflective of the different perspectives likely to be encountered within each
divergent group, the questions are aligned to each other, the research questions, and our
overarching frameworks to enhance the data analysis process.
IMPACT OF GLOBALIZATION 61

Table 1
Alignment of Interview Protocols to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

Section I
1 X X
2 X X X
3 X X X X X
4 X X X
5 X X X X X
Section II
1 X X X
2 X X X
3 X X X
4 X X X
5 X X X X
6 X X X X X
7 X X X
Section III
1 X X X
2 X X X X X
3 X X X X X
4 X X X X X
5 X X X X
6 X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T. by T. L.
Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2009, New
York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don‟t Teach the New Survival
Skills Our Children Need and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books;
Creating Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012, New York,
NY: Scribner Books.
d
Theoretical Framework for the Design of STEM Project-Based Learning, (pp. 15-27) in R. M.
Capraro, M.M., Capraro, & J. Morgan (Eds.), STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach, 2013, Rotterdam, The Netherlands: Sense.
Survey Protocol
To broaden the study and include as many data points as possible, a survey protocol was
created for those participants who could not be interviewed. As with the interview protocol, the
survey questions were cross-referenced to the research questions and the frameworks (Tables 2
& 3). All questions were posed with a Likert-style response scale. Separate survey protocols
were created for school site teachers or administrators (Appendix F) and students (Appendix G).
IMPACT OF GLOBALIZATION 62

The student protocol was also utilized for participants in IISEF. Similar to the interview protocol,
the different protocols were reflective of the different perspectives likely to be encountered
within each divergent group. The questions were aligned to the interview protocols, the research
questions, and our overarching frameworks to enhance the data analysis process.
Table 2
Alignment of Teacher/Administrator Survey Protocol Items to Research Questions and
Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

1 X X
2 X X X
3 X X
4 X X X X X
5 X X X X X
6 X X X
7 X X
8 X X
9 X X X
10 X X X
11 X X
12 X X
13 X X X X
14 X X X X X
15 X X
16 X X X
17 X X
18 X X
19 X X X X X
20 X X X X
21 X X X
22 X X
23 X X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T. by T. L.
Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2009, New
York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival
Skills Our Children Need and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books;
Creating Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012, New York,
NY: Scribner Books.
d
Theoretical Framework for the Design of STEM Project-Based Learning, (pp. 15-27) in R. M.
Capraro, M.M., Capraro, & J. Morgan (Eds.), STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach, 2013, Rotterdam, The Netherlands: Sense.
IMPACT OF GLOBALIZATION 63

Table 3
Alignment of Student Survey Protocol Items to Research Questions and Theoretical Frameworks
Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

1 X X
2 X X
3 X X
4 X X X X
5 X X
6 X X X X
7 X X
8 X X
9 X X
10 X X X X
11 X X
12 X X
13 X X X X X
14 X X X X
a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T. by T. L.
Friedman, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2009, New
York, NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival
Skills Our Children Need and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books;
Creating Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012, New York,
NY: Scribner Books.
d
Theoretical Framework for the Design of STEM Project-Based Learning, (pp. 15-27) in R. M.
Capraro, M.M., Capraro, & J. Morgan (Eds.), STEM Project-Based Learning: An Integrated Science, Technology,
Engineering, and Mathematics (STEM) Approach, 2013, Rotterdam, The Netherlands: Sense.
Observation Protocol
In addition to interviews and surveys, the team conducted classroom observations of
teachers and students in schools. The observations provided an opportunity to witness
instructional practices, curriculum implementation, and student learning in a contextual setting.
The researchers utilized a classroom observation protocol (Appendix H) and a science fair
observation protocol (Appendix I) that allowed for free-form commentary from the observer as
well as a checklist for characteristics of PBL as identified by Slough and Milam (2013) and 21
st

century learning skills as identified by Wagner (2008 & 2012). The observations served to
support or refute data collected through interviews and surveys (Maxwell, 2005). The
IMPACT OF GLOBALIZATION 64

observations helped to determine the extent to which students develop 21
st
century skills in the
classroom.
Pilot Testing
In the process of developing the interview, survey, and observation protocols, the group
had the opportunity to pilot test several times. Early in the process, the group met with Sharon
Schneider and her assistant from IISEF. This allowed the research team to test the business
leader interview questions for clarity to both the researchers and the participants. According to
Merriam (2009), a pilot study increases the validity of a study. Additionally, this interview
allowed the team to identify opportunities for improvement and apply them in revising the
interview questions for all of the protocols. The revised government official interview questions
were then utilized in a subsequent interview with Consul General Sylvia Ugalde Fernandez from
the Costa Rican consulate in Los Angeles. According to Merriam (2009), “the key to getting
good data from interviewing is to ask good questions; asking good questions takes practice”
(p.95). The team utilized the results of these interviews to improve the clarity and reliability of
the interview protocols. The student survey was pilot tested at the IISEF in Los Angeles in May
2014. This pilot test provided the opportunity to revise the survey protocol prior to the main
research that took place in June 2014.
Data Collection
The research team traveled to Costa Rica from June13th, 2014, until June 24
th
, 2014.
During this time, researchers conducted the interviews, performed observations, and
administered surveys directly with the participants. All interviews were recorded and transcribed
after the interview (Merriam, 2009). Observations were conducted at three separate school sites
for secondary education. The use of multiple interview and survey protocols matched to
IMPACT OF GLOBALIZATION 65

respondent groups, along with observations at multiple locations allowed the researchers to
triangulate the data, identify common themes, and discover trends for future study.
Triangulation occurs when multiple data points are compared and verified with
observations in multiple locations, interview data is collected from people with multiple
perspectives or repeated interviews are conducted with the same participants (Merriam, 2009).
The conducted research included collecting interview data from four different groups, each with
a different perspective on STEM education and 21
st
century skills, observations and surveys
conducted at the IISEF, and observations at multiple school sites where STEM education and the
development of 21
st
century skills are conducted, providing triangulation of the data. As an
example, policies for instruction of 21
st
century skills revealed through interviews with the
Minister of Education were compared with the survey responses provided by administrators,
teachers, and students regarding their attitudes toward instruction of these skills, and through
observations of the degree to which 21
st
century skills are fostered in the classroom.
The researcher and team conducted interviews with seven government officials, three
representatives from the business community, 11 students, and six teachers and administrators.
These individuals were contacted by mail and/or email. All interviews were recorded and
transcribed. Surveys were conducted with larger sets of teachers, students, and science fair
participants. These surveys took place at the IISEF in Los Angeles in May 2014 and at school
sites in Costa Rica in June 2014. Access to students who are current participants in IISEF was
granted by the organizers of IISEF. Access to students who are past winners of science fairs was
granted by personal request arranged through Mary-Helen Bialas, Director of Educational
Programs and Outreach for Intel Costa Rica. All data will be safeguarded per Institutional
Review Board (IRB) standards.
IMPACT OF GLOBALIZATION 66

Data Analysis
The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and economic growth was studied. This
study also examined how the mandated national science fair influences the use of PBL to build
human capital and prepare students for 21
st
century jobs, particularly in the fields of STEM.
The study was organized around the experiences of students who demonstrated success in
regional science fairs. A case study involves a detailed description of a setting or individual
followed by analysis of data for themes or commonalities (Creswell, 2009). This study followed
Creswell‟s six-step model for data analysis. The first step was to organize and prepare the data
for analysis. Interviews were transcribed, observations were typed, and survey data was recorded
and sorted. The second step was to read through all the data. At this point, the researcher
familiarized themselves with the data in order to develop a general sense of the data. General
notes and impressions were recorded. Third, the researcher coded the data. Common themes
were identified and the data was segmented into clusters of data with similar themes.
Coding is a complex, detailed process that involves many steps. Tesch (1990 p. 142-145)
outlines eight steps to coding: a) get a sense of the data, read all of the transcriptions; b) choose
one item to explore in depth and develop an understanding of its underlying meaning; c) after
performing step b for several items, develop a list of common topics that relate to the research
questions and frameworks; d) organize the data into the common topics, add/remove topics as
necessary; e) create descriptive categories related to the research questions and frameworks,
examine for redundancy and connections between categories; f) finalize and alphabetize codes;
g) assemble the data into categories and perform a preliminary analysis for how the data answers
IMPACT OF GLOBALIZATION 67

the research questions; and h) check for validity and recode if necessary. This process was
assisted by the use of the qualitative software tool, Atlas TI.
Returning to Creswell‟s (2009) fourth step, it calls for using the coded data to generate a
description of the setting and identify themes or categories for analysis. Major themes emerged
that described the situation represented by the data. The description reflected the multiple
perspectives of the participants and was supported by quotations and evidence. The next step was
to advance how the themes are represented in the qualitative narrative. This study takes the form
of a discussion of the identified themes. Finally, we have presented a discussion of the meaning
derived from the convergence of the data, literature, and frameworks for analysis.
Ethical Considerations
This research case study was conducted by gaining information from individuals and, as
such, was conducted in an ethical manner. Research conducted with individuals must take care to
protect the privacy and rights of these individuals (Merriam, 1998). Areas that cause concern for
this study are the collection of data and the dissemination of findings (Merriam, 2009).
Consequently, the research team was trained and certified by the Collective IRB Training
Initiative (CITI). Training by CITI addressed the responsibility and obligation to protect human
subjects in a research study. The lead researcher and the entire research team committed to
following these guidelines when conducting research. The research team also applied for and
was granted approval from the IRB of the University of Southern California for the research
protocols utilized in this study.
Privacy and protection was of foremost concern for all participants in this study. The
research team took all reasonable precautions to protect the confidentiality and anonymity of all
IMPACT OF GLOBALIZATION 68

the participants in the study. Titles and pseudonyms will be utilized when requested and
collected information will be secured in password-protected computers or locked cabinets.
Summary and Conclusions
This chapter outlined how this qualitative study was conducted to collect data from
government officials, business leaders, administrators, teachers, and students who spoke to the
impact of globalization and MNCs on STEM education in Costa Rica. The separate protocols
developed for structured interviews, observations, and surveys were explained and the
purposeful selection of participants was presented. This chapter also presented the methodology
for the study, which included the use of multiple data points and participants representing
divergent viewpoints in order to triangulate the data in order to confirm, cross-validate, and
corroborate findings (Creswell, 1993). The methodology employed for data analysis was
explained and the protections in place for participants communicated.

IMPACT OF GLOBALIZATION 69

CHAPTER FOUR: RESEARCH FINDINGS
The purpose of this chapter is to present the findings of the study. The chapter is divided
into three main sections: (1) a restatement of the study‟s purpose and research questions, (2) an
overview of the methodology and participants, and (3) the presentation of the findings
summarized according to each of the research questions. Four theoretic frameworks were utilized
in the analysis of the collected data: (a) Spring‟s (2008) theory of globalization, (b) Friedman‟s
(2007) theory of globalization, (c) Wagner‟s (2008, 2012) theory of necessary 21
st
century
learning skills, and (d) Slough and Milam‟s (2013) theory of STEM PBL as presented in
Capraro, Capraro, and Morgan (2013).
Purpose of the Study
The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and economic growth was studied. This
study also examined how the mandated national science fair influences the use of PBL to build
human capital and prepare students for 21
st
century jobs, particularly in the STEM fields.
Research Questions
To meet the purposes of this study, the following research questions were addressed:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
2. How has mandating the national science fair participation influenced implementation
of 21
st
century skills through the use of PBL and use of technology by teachers across all
curricular areas? How has it impacted curriculum and instruction?
IMPACT OF GLOBALIZATION 70

3. How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
Methodology Overview
A qualitative case study was chosen as the structure for this study in the form of applied
research with the purpose of improving the effectiveness of practice within a discipline.
Particularly, it analyzed the response of educators to new challenges to educational goals caused
by the effects of globalization, economic pressures, and demands for human capital. Qualitative
data allowed for the collection of rich information that informs the researcher regarding the
experiences of the participants of the study (Maxwell, 2005; Merriam, 2009) A case study is a
comprehensive description and analysis of a bounded system (Merriam, 2009) and an empirical
examination that explores a current phenomenon in a real-life context, “especially when the
boundaries between the phenomena and context are not clearly evident” (Merriam, 2009, p.40).
It also explores what occurs within a bound system (Merriam, 2009). Case studies utilize the rich
qualitative data collected to create a rich, descriptive analysis of the studied situation. This
method allowed the participants to express their experiences, beliefs, and practices. The unit of
analysis for this study is a group of three students from Liceo Académico de Sixaola who
participated in the IISEF.
This case study was a part of a larger study regarding the impact of the national science
fair policy and its impact on STEM education and the development of 21
st
century learning
skills. A group of 14 doctoral students from the Rossier School of Education at the University of
Southern California collaborated in the gathering and analysis of data collected from
stakeholders throughout the educational system, government, and business sector. The research
team was divided into three groups to study the experiences of three teams of Costa Rican
IMPACT OF GLOBALIZATION 71

students, from three different school sites, who participated in IISEF. Each member of the team
focused his/her research on a single student, with the exception of this study, which is created as
a meta-study of the three students who comprised the team from Liceo Académico de Sixaola.
Participant Overview
Due to the qualitative nature of the study and its focus on IISEF participants as a window
into the effects of the national science fair policy, the participants were selected purposefully for
their unique abilities to provide perspective to the study. As such, the findings are not
generalizable (Patton, 2002). The instruments utilized to collect data were interviews, classroom
observations, and surveys.
The primary research for the study was conducted at Liceo Académico de Sixaola due to
the school‟s repeated success in the national science fair and the successful participation of three
current students at the IISEF in Los Angeles during May of 2014. These students were
interviewed in Los Angeles and again during a visit to their school in June of 2014. The school is
located in the town of Sixaola, in the canton of Talamanca, in the Province of Limón in Costa
Rica. The school is approximately 100 yards from the border crossing over the Rio Sixaola
between Panama and Costa Rica. As of 2009, the canton of Talamanca has the lowest human
development index in the country of Costa Rica (Alvaros, 2009). The census of 2013 reveals the
depth of poverty for the region with 29% of families living in poverty and 10% living in extreme
poverty (ODM, 2011). By contrast, the capital of San Jose shows a poverty level of 17.2% and
extreme poverty of 3.9%. The primary industry in the area is banana plantations, and many of the
workers move from plantation to plantation to follow the banana harvest. The Liceo Académico
de Sixaola is a public school with few resources and little governmental support or attention.
IMPACT OF GLOBALIZATION 72

Additional research was conducted in Ministry offices in the capital of San Jose and the town of
Limón, business offices in San Jose, and at EARTH University.
Interview data was collected from participants organized into four main groups: students,
educational leaders, business leaders, and governmental leaders. Students were selected to
provide insight into their experiences interacting with the curriculum and participation in the
science fair. Students interviewed were current and former students of Liceo Académico de
Sixaola. Current students were IISEF participants Daylin Bryan Rodriguez, Marcello Guerro,
and Veronica Bustos Guido, and three anonymous current students; former students were
Adriana McCarthy, practicing agricultural engineer and researcher; Edwin Rodriguez,
engineering student at UCR; Hefte Cordoba, a medical student at UCR; Daryl Parker Cortes,
computer technology student at Catholic University of Costa Rica; and Greidin Medina,
agricultural science student at EARTH University.
Educational leaders were selected to discuss the implementation of curriculum and
educational policy in the classroom as well as moderators for science fair participants.
Educational leaders included site instructors Laura Castillo Mejia, who teaches biology and
chemistry; Alejandro Torres, who teaches mathematics; and Ronald Silva, who teaches computer
technology; site principal Sonia Cortez Leal; and university science professors Luis Pocasangre,
and another professor who preferred to remain anonymous. Governmental leaders were selected
to provide insight into the development and implementation of national educational policies,
particularly as they relate to the science fairs.
Government leaders were Sonia Mora Escalante, Minister of Public Education; Nathalie
Valencia Chacon, Coordinator for the National Science & Tech Fair Program; Sylvia Arguello
Vargas, Director of Human Capital at MICITT; Alicia Fonseca Elizondo, National Assessor for
IMPACT OF GLOBALIZATION 73

the Ministry of Public Ed.; Ligia Mejia Murray, Regional Assessor; Nelson Campos, National
Science Assessor; and Cecilia Calderón, National Science Assessor.
Business leaders were selected to share the viewpoint of the private sector regarding the
importance of educational system outputs. Business leaders were Mary Helen Bialas, former
Director of Educational Outreach for Intel Costa Rica; Luis Rodriguez, an engineer and local
businessman in Talamanca, and Vanessa Gibson, Director of Post-Establishment at CINDE.
Each of these individuals was chosen due to their familiarity with the topics being studied and
for the richness that their specialized and divergent perspectives would bring to the data
collected.
Additionally, a survey protocol was created and administered to both students and
teachers/administrators to measure responses to topics related to the three research questions. In
total, 237 students and 45 teachers completed these surveys at the three school sites. The
responses to these surveys are included as part of the supporting data in the analysis of the three
research questions.
Results Research Question One
Research Question One asked a two-headed question: To what extent do teachers
implementing STEM curriculum trace their practices back to the influence of policy,
globalization, and multinational corporations? To what extent is the economic growth of Costa
Rica and STEM education related? This question seeks to discover the primary factors
influencing STEM curriculum and perceptions of the importance of STEM education to the
economic future of Costa Rica. The available literature establishes global economic
competitiveness as dependent on proficiency and capacity in STEM fields (National Academies,
2005). The development of human capital, productivity, and innovative capacity through
IMPACT OF GLOBALIZATION 74

education is the primary factor in the economic competitiveness of a nation (Brewer & McEwan,
2010). Two particular themes emerged from this question. First, the influence of educational
policy, globalization, and MNCs has a significant influence on the implementation of STEM
practices. Second, respondents believed that the future growth of the economy was inexorably
tied to STEM education.
STEM Practices
A common theme that emerged from the interviews was that globalization, educational
policy, and MNCs had a strong influence on STEM practices. These topics are closely tied and it
is apparent that the flattening of the global economy created the conditions under which Costa
Rica developed a national plan to attract FDI from MNCs in order to grow the economy
(CINDE, 2004). Further, the human capital needs of MNCs created a demand for knowledge-
based workers from the educational system. In response, the government created the national
science fair policy in an attempt to increase student interest and achievement in STEM fields.
These beliefs are present in school sites, in the Ministry of Education, and among business
leaders.
School sites. The primary source for STEM practices is the school site. Interviews with
current students, former students, teachers, and administrators reveal an understanding that
STEM education practices are rooted in the government‟s science fair policy and are influenced
by MNCs. As noted by student Daylin Bryan Rodriguez “they have given incentives to the
school to participate so the kids find more interest in science and technology” (personal
communication, May 12, 2014). Her teacher, Laura Castillo, echoed this thought stating:
I think that from Intel and MICITT we have all the support regarding to the MEP. We
have been seeing how similar programs have developed such as EXPO JOVEN, EXPO
IMPACT OF GLOBALIZATION 75

INGENERIA. This [is] in order to increase the participation of our young people in
several different [STEM] areas. (personal communication, June 18, 2014)
The school principal agrees, as she states “MICITT and Intel have merged to strengthen us,
right? To strengthen us and to motivate the young people about research and science and
technology” (personal communication, June 18, 2014). Former student Darryl Parker observes,
“Laura has her organizational structure where the grade had to present a project because it was
part of the evaluation, so everyone had to do it” (personal communication, June 16, 2014).
University professor Luis Pocasangre relates, “The government invests quite a lot in education”
to the cause “these companies are looking for these talented people in order to recruit later on”
(personal communication, June 19, 2014). Students, former students, teachers, administrators,
and university professors responded in the same manner.
Survey data also supports this view. Of the three questions related to the role of science
fair policy and MNCs, teachers at Liceo Académico de Sixaola responded Strongly Positive to
each question. Students at the school responding to three questions related to the science fair
policy responded Positive to two and Neutral to one. Looking at the wider survey results,
students throughout the three school sites responded to the same three questions with Strongly
Positive to one question and Positive to two questions.
Government officials. Officials from the educational system, including regional and
national fair directors, directors from MICITT, and the Minister of Education were interviewed.
These official were also very clear regarding the influence of globalization, MNCs and
educational policy on STEM instruction. Ligia Mejia, the regional director for the Limón
province, which includes Sixaola, believes that Intel has been “doing a great job. The job they
have been doing, I would marry them. They have always been such a great support” (personal
IMPACT OF GLOBALIZATION 76

communication, June 19, 2014). The national fair director Nelson Campos concurs, stating the
“larger interest of the local and international companies displays very clearly the support of these
companies is at the level of the National Science and Technology Fair” (personal
communication, June 23, 2014). Additionally, his colleague Cecilia Calderon presents that
“reforms are evident in educational policies, for example in the actual curricular designs and
have affected changes of the rules that guide the science and technology fairs” (personal
communication, June 23, 2014). The Director of Human Capital at MICITT, Sylvia Arguello,
discussed the importance of education to create the workers who will support the government‟s
strategy of attracting FDI through the development of a KBE. As she concludes, “Costa Rica is
making a bet to achieve an economy based in knowledge” (personal communication, June 17,
2014). Alicia Fonseca, National Assessor for the MEP, discussed the importance of past and
future support to the educational system from Intel and other companies stating:
Hopefully, we will maintain that support we have had with Intel. That doesn‟t mean that
throughout these years we have not had the support of other organizations as well. Other
important companies have given us support too. But, I don‟t know, Intel has maintained
its leadership in this, they are the ones who provide assessment for what is going to
happen outside of here. (personal communication, June 19, 2014)
Finally, the Minister of Education, Sonia Mora Escalante, points out that:
It‟s very, very important. It‟s critical. The presence of Intel, for example, and other
corporations has been a catalyst to make the country continue to prioritize these areas and
I think they can help a lot. They are really doing that already, saying, for example, they
need more and more engineers, so people can associate their education in these fields
with jobs and jobs with possibilities. (personal communication, June 20, 2014)
IMPACT OF GLOBALIZATION 77

Throughout the different government agencies, the reaction was the same. The practices related
to STEM education and the national science fair can clearly be traced back to the impacts of
globalization, which motivates the country to attract FDI from MNCs, who require human
capital to fill the jobs that will be created. The science fair and related instruction is a direct
action to address this need.
Business leaders. Business leaders interviewed as part of this study were Mary Helen
Bialas, former Director of Educational Outreach for Intel Costa Rica; and Vanessa Gibson,
Director of Post-Establishment at CINDE. Their perceptions regarding the influence of
globalization, educational policy and MNCs on STEM practices mirrored the views expressed by
government leaders. As Ms. Bialas observes regarding the efforts of Intel:
I think we have, through private and public partnership, we‟ve been able to really create
an embedded process that would provide opportunity for students to participate in the
science fair, and to help grow that STEM population of future engineers and technicians.
(personal communication, June 23, 2014)
She further elaborates that MNCs play a role in helping to make the science fair
successful: “In the regional fairs, there are companies that provide sponsorship, not Intel, but
other companies, even the little multi-nationals. They‟re providing some sort of sponsorship to
get them started” (personal communication, June 23, 2014).
Vanessa Gibson relates the connection to globalization, particularly in terms of her
organization, which seeks to attract FDI by strategizing how to best leverage the skills of the
population to attract companies that might otherwise locate in larger countries:
For a country like Costa Rica, again, based on the fact that we are able to survive based
on the talent of people. With the trends of the global economy, definitely first education
IMPACT OF GLOBALIZATION 78

and second one, it‟s on top of that, is developing a system that is clear in the STEM
system” (personal communication, June 16
th
, 2014).
These representatives of the business climate are not only offering their observations of
the influence discussed, but they are involved in its formation and implementation.
Importance to the Economy
Across all of the groups studied, there was consensus regarding the importance of STEM
instruction to the future economic health of Costa Rica. The prevailing theme that emerged from
the data was that STEM instruction is not simply important, but it is also a critical, strategic
objective that must be achieved. This viewpoint mirrors Tony Wagner‟s (2008) framework for
the development of 21
st
century skills, as well as Friedman (2007) and Spring‟s (2007)
frameworks regarding globalization and the development of human capital. Success within the
KBE requires graduates in STEM fields.
With Costa Rica continuing to attract FDI as a means for economic growth, this policy
can only succeed with education being focused in STEM fields. Vanessa Gibson observed that,
It is the fuel of the Costa Rican development because we are targeting, 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. (personal communication, June 16, 2014)
The Minister of Education shares this feeling; “it is an essential part of our economic
development and growth. You cannot think about development and new activities without
innovation in science and technology” (personal communication, June 20, 2014). Student Hefte
Cordoba agrees that society progressed to its current state due to the STEM fields. He further
echoes Ms. Gibson‟s views regarding the importance of the attraction and retention of FDI,
IMPACT OF GLOBALIZATION 79

stating, “Those important companies that come to provide economic help to the country we have
to keep them and take advantage and don‟t let them leave, because opportunities come and go”
(personal communication, June 16, 2014). Technology teacher Ronald Silva adds to the topic by
saying, “the use of computer science technology go hand 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” (personal communication, June 18, 2014).
Both students and teacher/administrators answered a question on the survey that asked
directly about the importance of STEM education to the economic future of Costa Rica. Sixaola
students and administrators responded to this question as Highly Positive. Aggregated results that
included students and teachers/administrators from the other two sites studied yielded the same
Highly Positive result from students, while the teacher/administrator response dropped to
Positive. Eliminating the Don Bosco results for the bias reasons outlined in limitations returns
the teacher response to Highly Positive.
Several individuals also addressed the ramifications of failure to promote STEM fields. A
professor who preferred to remain anonymous observed that a country that did not educate their
students in these fields would “remain in the stone age” (personal communication, June 19,
2014). Sixaola Principal Sonia Cortez Leal feels that this is the only path for her students to
create a future beyond working in banana fields. She observes: “it is through education that we
can overcome poverty” (personal communication, June 18, 2014). Engineer Luis Rodriguez
sums up the importance of STEM education with,
If we don‟t do that, let‟s not expect development because we can‟t keep being an
agricultural economy. We have to be a type of Costa Rican citizen where our work, our
IMPACT OF GLOBALIZATION 80

time, our hour has a high value. If not, we‟ll keep reproducing poverty” (personal
communication, June 18, 2014).
For these individuals, the need for success in STEM education has very high stakes. They
can see the future of the children of Costa Rica is linked to these fields creating opportunity and
a stronger economy for the 21
st
century.
Discussion
Results from the research and information from the literature create a clear picture of the
environment in which Research Question One is situated. A series of related conditions and
occurrences bring Costa Rica to the present-day need to develop STEM field graduates from the
educational system. The country‟s continued success in economic development and increasing
the standard of living for its citizens depends upon achieving this goal.
As noted by Friedman (2007), globalization created a flattened world economy, which
allows smaller countries to compete globally. This technology-driven change allowed for Costa
Rica to begin pursuing FDI as a means to grow its economy and escape dependence on primary
goods, which have limited production, low value-add potential, and susceptibility to outside
forces such as weather and pests. The lynchpin in the attraction of FDI is the development of
human capital to work for the MNCs that locate within the country (Spring, 1998). The type of
FDI likely to be attracted follows a cycle. When a country achieves some success attracting FDI,
the standard of living, level of education, and wages all rise, creating an inevitability that the
type of business drawn to the country initially, due to a combination of economic incentives and
available, low-wage, appropriately educated workers, may be drawn away as wages increase. In
order to attract new, high-tech FDI, the country must again increase the level of education, and
the cycle repeats.
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This can be seen in following the relationship between Intel and Costa Rica. Intel had a
significant role in the nation‟s early success attracting FDI. Recently, Intel announced that they
would move lower-skill manufacturing and assembly out of the country, but would open a new
laboratory requiring higher-skilled workers. This natural life cycle creates pressure on the
government to supply knowledge-ready workers. The government responds with policies such as
the national science fair mandate. The educational system responds with practices that support
required science fair participation. Thus, the STEM education practices that are subject to this
study clearly trace their origins back to globalization, MNCs and policy. It is evident to all
stakeholders in this study that the importance of STEM education and the economic future of
Costa Rica are intertwined.
Results Research Question Two
Research Question Two seeks to understand how the science fair policy changed
curriculum, instruction, and the development of 21
st
century skills: How has mandating the
national science fair participation influenced implementation of 21
st
century skills through the
use of PBL and use of technology by teachers across all curricular areas? How has it impacted
curriculum and instruction? Seven key survival skills that students must develop to succeed in
the 21
st
century are identified by Wagner (2008, pp. 14-41):
 Critical Thinking and Problem Solving
 Collaboration and Leadership
 Agility and Adaptability
 Initiative and Entrepreneurship
 Effective Oral and Written Communication
 Accessing and Analyzing Information
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 Curiosity and Imagination
The development of these skills is critical for success in the KBE (Wagner, 2008).
CINDE (2011b) also identified the importance of these skills to the economy of Costa Rica. The
science fair process is an excellent opportunity to foster the development of these skills.
Two themes emerged from an analysis of the data. First, the implementation of the
national science fair has had a significant influence on the development of 21
st
century skills.
Second, the national science fair does not clearly demonstrate an influence on curriculum.
21
st
Century Skills
Another theme that emerged from that data was that participation in the science fair had a
direct influence on the development of 21
st
century skills. There was a high level of incidence in
the identification of 21
st
century skills throughout the interviews. Language that either identified
or described in students one or more of the seven skills identified by Wagner (2008) occurred 91
times in the 26 interviews used for this study (personal communications, June 16

– 23, 2014). All
of the skills were mentioned at least once.
Table 4
Frequency of 21
st
Century Skills References Identified in Interviews
Students Educators
Leaders
Business
Leaders
Government
Leaders
Critical Thinking and Problem Solving 7 6 4 5
Collaboration and Leadership 2 1 1 1
Agility and Adaptability 1 1 1 2
Initiative and Entrepreneurship 9 5 2 2
Effective Oral and Written
Communication
8 2 5 2
Accessing and Analyzing Information 2 1 4 6
Curiosity and Imagination 1 5 1 4
Different groups showed an inclination to different skills. Three skills stood out as the
students spoke of their science fair experience. Each of the individual students spoke of an
IMPACT OF GLOBALIZATION 83

increase in his/her initiative and entrepreneurship. They also felt that they increased their ability
to communicate both verbally by presenting information and in writing the reports required for
their projects. Finally, the students identified the development of critical thinking and problem
solving skills. Likewise, three skills were most prominent in discussion with teachers and
administrators. This group most frequently discussed initiative and entrepreneurship, curiosity
and imagination, and critical thinking and problem solving. Government officials favored
curiosity and imagination, critical thinking and problem solving, and accessing and analyzing
information. Business leaders most frequently mentioned oral and written communication,
accessing and analyzing information, and critical thinking and problem solving. Interestingly,
each of the most frequently identified skills were present in at least two groups. The frequency
and consistency of the identification of 21
st
century skills indicates a strong influence of the
development of 21
st
century skills through participation in the national science fair.
Curriculum and Instruction
A fourth theme from the data revealed that the view an individual held regarding the
relation of the science fair and the curriculum was that, while the curriculum had been improved
in a general manner, the science fair itself was not supported by the curriculum. Those
interviewed identified some elements of the curriculum that helped to support the science fair.
Additionally, many interviewees agreed that the fair, its processes, and the individual projects
were not supported by the curriculum. All agreed that the majority of the work related to science
fair participation takes place outside the classroom.
Many different individuals pointed to key elements of the national science curriculum
that supported the science fair, although the science fair itself is not represented in the
curriculum. As teacher Laura Castillo observes, “Within the curriculum, the science fair process
IMPACT OF GLOBALIZATION 84

is not included…however, we do have different topics such as scientific method, Costa Rican
scientists, or when we see other subjects at various levels, we encourage students to participate in
this process” (personal communication, June 18, 2014). Her principal Sonia Cortez Leal adds,
“the curriculum doesn‟t vary. It doesn‟t vary….scientific or technological, but the curriculum is
the same. It doesn‟t vary” (personal communication, June 18, 2014). Regional Fair Director
Ligia Mejia concurs, “When you develop a scientific project, you have to do so outside the
curriculum…you have to develop these skills in an extracurricular manner” (personal
communication, June 19, 2014). Veronica Bustos Guido recalls time spent outside of school
working on her project; “the teacher took us to Limón…we were in the library from 9:00am to
4:30pm without even stopping for lunch because we liked it” (personal communication, May 12,
2014). Former student Ariana McCarthy reminisces “everything was extracurricular because I
remember Fridays we left at 3:15pm and we were here (at the lab) in Bri Bri approximately
4:00pm walking there” (personal communication, June 18, 2014). At the school site level, the
perception is that the national curriculum does not support the science fair, and that projects must
be developed out of the classroom.
At the national educational level, the individuals interviewed from MICITT seconded this
view. Nathalie Valencia states bluntly, “we have the problem that the fairs are not in the
curricula” (personal communication, June 17, 2014). Her colleague Sylvia Arguello concurs,
stating, “the process of student research, which is the essence of the fair should be integrated into
the curriculum…this is something we have to accomplish to have this visualized as an activity in
the curriculum and not out of the curriculum” (personal communication, June 17, 2014). The
National Assessor Nelson Campos initially took the position that the fair was integrated in to the
curriculum, saying, “the curriculum now is having its foundation in the importance of this
IMPACT OF GLOBALIZATION 85

approach to inquiry that is going to promote all these scientific skills”, but, later in the interview,
he also acknowledges that the bulk of the work is extracurricular; “projects for science and
technology involve much extra work, and then the teacher ends up working beyond working
hours and the student ends up working beyond their school hours…extra time is required by the
teacher and the student” (personal communication, June 23, 2014). While the MEP may feel that
the curriculum provides basic skills that support a student who competes in the fair, they also
acknowledge that the fair itself is not integrated into the school curriculum.
Business leaders were also unequivocal in their interpretation that the science fair was not
supported by the curriculum. It is important to note that both of these individuals are closely
involved with the fairs each year through providing financial support, acting as a judge, and
arranging for additional training or other supports for students. Vanessa Gibson offers, “We
haven‟t seen that structural change in STEM. It is just an extra. It is an externality. The fairs are
just something that are happening by itself, with its own life, but not necessarily already
embedded in the system” (personal communication, June 16, 2014). She further states, “It‟s not
necessarily linked, and that is where we find a lack of strategy in the system” (personal
communication, June 16, 2014). Mary Helen Bialas shares this view: “Our national science fair
is still not integrated. It‟s not integrated in the sense that it‟s not activities coming out of the
classroom. There‟s a lot of extra classroom time, and they have to figure that out, how they‟re
going to facilitate that” (personal communication, June 23, 2014). She expounds; “the National
Science and Technology Fair, which is the one that is supported by the decree and the law, to me
has not impacted the curriculum at this point yet” (personal communication, June 23, 2014).
At the same time, both respondents observed that, for a special class of schools, the
technical high schools, the curriculum did integrate the science fair. When asked to clarify
IMPACT OF GLOBALIZATION 86

whether the curricular change was isolated to technical high schools, Mary Helen Bialas
clarified: “Yes. That is isolated to the technical high schools” (personal communication, June 23,
2014). Vanessa Gibson made the same observation: “the good thing of the technical high school
it is part of their day to day. That‟s where I see the advantage” (personal communication, June
16, 2014). From the perspective of these participants, the national curriculum as a whole had not
been influenced by the science fair policy, but inroads were being made in the technical high
schools.
This is not to imply that there are no curricular activities that do support the type of work
done in science fair projects. Classroom observations conducted at Liceo Académico de Sixaola
revealed many activities that would support the development of 21
st
century skills. In all the
classes observed, students were expected to collaborate in order to solve problems. Another
common theme to instruction was the posing of open-ended, real-life examples that required the
students to apply content-area information in order to solve the problem. The instructor required
the students to rely on classroom resources and student colleagues in order to overcome
challenges and persist to the conclusion of the problem. These are characteristics of STEM/PBL
that would support science fair activities.
Discussion
Results from the data gathered for Research Question Two paint a picture of a national
science fair program that supports student development of 21
st
century learning skills, but a
national educational curriculum that does not support participation in this activity. This relegates
participation in the fair to an extracurricular activity. The policy that mandated school
participation is in line with national goals of developing knowledge-ready workers through the
development of 21
st
century skills. Engagement in the authentic learning experiences offered by
IMPACT OF GLOBALIZATION 87

science fair participation assists the students in forming the skills of critical thinking and problem
solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurship,
effective oral and written communication, accessing and analyzing information, and curiosity
and imagination. There was agreement across the data that participation in the science fair helps
students acquire these skills. This is a significant achievement for the educational system.
However, there was also agreement across the data that the science fair policy had not
influenced or improved the national educational curriculum. This leaves participation in this
excellent learning opportunity to those students and teachers who are willing to commit large
amounts of time outside of school for the development of the science fair projects. This reduces
what could be an influential national program to one with limited scope and restricted access.
Failure to integrate the fair into the curriculum may be the reason specific schools show success
year after year, while other schools participate in relative anonymity.
Success in this system requires an alignment of necessary environmental conditions that
are essential to success. It requires a special teacher who has both the skills and the commitment
to lead highly motivated students to work long hours outside the classroom developing their
projects. It requires students who are motivated, skilled, and persistent to maintain their focus
and dedication over the length of time required to develop a quality project. For the students
learning in an environment that lacks these characteristics, there is a lost opportunity to have a
meaningful learning experience. In terms of Costa Rica‟s achieving the goals for the
development of human capital, this allows too many students to miss the opportunity to develop
crucial 21
st
century skills.
IMPACT OF GLOBALIZATION 88

Results Research Question Three
Research Question Three seeks to understand how the national science fair policy has
changed the value of STEM education for students, teachers, and educational leaders. For Costa
Rica, growth of the KBE is dependent upon growth in STEM fields (CINDE, 2013; OECD,
2102). Consequently, developing student interest in STEM careers is a national imperative
(Monge-Gonzalez & Gonzalez-Alvarado, 2007; Paus & Gallagher, 2008). The fair is an
excellent choice to develop student interest, as engagement in authentic learning activities is
likely to increase student motivation and involvement (Friedman, 2007; Wagner, 2008). Two
important themes emerged from the collected data regarding Research Question Three. First,
participation in the science fairs increases student motivation for higher/continued education in
STEM fields. Second, participation in the science fair has a positive impact on students‟
perceptions of their own abilities and possibilities of escaping poverty through education.
Increased Motivation
A common theme that emerged from the research is that students experience increased
motivation through participation in the science fair. This motivation helps them through the
science fair, but also carries through with increased interest in STEM fields and tertiary
education. Success in motivating students to study STEM subjects at the university is in line with
national goals for the development of human capital. It is a major indicator that the national
science fair policy is being effective.
The students are aware that the experience they have in the science fair is transformative.
As Ariana McCarthy recalls,
It‟s an opportunity that opens your mind, mainly us who are from the rural zones, with
not many opportunities. So when you have an opportunity like this, of participating in
IMPACT OF GLOBALIZATION 89

those activities, you see that there are options. Many doors are open at the moment and
for life. (personal communication, June 18, 2014)
Hefte Cordoba shares, “With the science fair, I found the passion I have for investigation, mainly
medical investigation” (personal communication, June 16, 2014). Darryl Parker Cortes also felt
transformed by the science fair: “since my participation in the science fair, I feel it changed my
life. That it motivated me to study my career” (personal communication, June 16, 2014). Asked
if the science fair changed her interest in tertiary education, Daylin Bryan Rodriguez responds,
“Yes. In fact, the career I want is related to naval engineering” (personal communication, May
12, 2014).
Teachers and administrators are also well aware of how fair participation changes their
students. Alejandro Torres states,
They want to continue forward because they have been in touch with engineers, teachers
from different universities. Also, those that were in the United States, they came back
very motivated…and they keep clearing the way for becoming professionals someday
(personal communication, June 18, 2014).
Laura Castillo also observes this drive:
Interactions with other people and visits to other places have enabled them to transform
their vision for the place they live. They are young, eager to move forward and to
succeed. Their vocations have been developed and due to that they have fallen in love
even more with science and technology and continue their college careers in some of its
branches…it has been the stimulus that our young people need to guide their scientific
vocations and choose a career in one of their fields (personal communication, June 18,
2014).
IMPACT OF GLOBALIZATION 90

Ronald Silva concurs:
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…the amount of students that desire to study those careers has
increased a lot thanks to these fairs. (personal communication, June 18, 2014)
In the government, these perceptions are also shared. Sylvia Arguello shares an
overarching view:
We are generating a seedbed for future citizens with scientific and creative skills who
could be more sensitive to their reality and who are looking to solve the problems
affecting their communities in the educational and social level…just to answer your
question, students want to study careers focused on science and engineering in this
country” (personal communication, June 17, 2014).
Her colleague Nathalie Valencia adds,
From my experience as a teacher and also as a leader of fair processes and supporting the
preparation of the students in these science and technology fairs, and their participation in
IISEF, we had identified students in the process of the fair, the vast majority continue
with their university development associated with the scientific and technology fields.
(personal communication, June 17, 2014)
Regional Director Ligia Mejia sees students moving to the university and into careers, but also
returning to the science fairs:
I currently have some judges that were participants in the scientific fair from school and
they are now university graduates, and they come back to be fair judges. So, then you see
that follow-up and that discipline and that strength of going into a career that leans
IMPACT OF GLOBALIZATION 91

toward science and technology, so they remain there. I could tell you there are several of
them that chose more than one career. (personal communication, June 19, 2014)
In the business community, the perceptions are the same. Vanessa Gibson feels the fair
challenges students to pursue STEM careers:
I would say definitely there have been interesting cases of students being challenged to
have a global view of the opportunities, ones impacting their communities, because they
became a referral in their high school and in their community. In the STEM perspective
again, with the right and appropriate guidance, they‟re the next generation of engineers,
physicians, and whatsoever (personal communication, June 16, 2014).
Mary Helen Bialas sees the fair creating opportunities for students to experience possible
careers; “I think the idea is that we are moving toward that, and creating opportunities where
they can develop the skills, and that these kids will take them through for the careers that they
decide” (personal communication, June 23, 2014). Luis Rodriguez shares;
What has given me a lot of satisfaction is that all the kids that have participated in this got
motivated and continued professional careers…they realized that school is a small door to
knowledge, that it‟s interminable. So we see them get that- the love of knowledge.
(personal communication, June 18, 2014)
In all of the different groups interviewed, the perceptions were that the science fair motivated
students and developed their interests in pursuing further education and/or careers in STEM
fields.
Survey results support the interview data. Both the aggregated student responses and the
Sixaola student responses were Positive for two questions regarding science fair participation‟s
increasing interest in tertiary education in STEM fields. Additionally, aggregated students and
IMPACT OF GLOBALIZATION 92

Sixaola students responded Highly Positive to the importance of STEM fields to the economy of
Costa Rica. This shows a clear student perception that these subjects are important and that they
can envision themselves in continued STEM field studies.
Perceptions of Opportunity
The region in which Liceo Académico de Sixaola educates children is a rural, low
economic zone with mostly field labor working opportunities. Many of their students are the
children of field workers who move frequently to follow the harvest from company housing to
company housing. The final theme that this investigation discusses is that participation in the
science fair has a positive impact on students‟ perceptions of their abilities and opportunities.
Predictably, the closer the interviewee was to the school site and the students themselves, the
more significant and meaningful the responses.
The students from Sixaola feel this change in opportunities clearly. As Daylin Bryan
Rodriguez puts it, “Any person capable of wanting a change can participate in this. So then the
persons notice that it is not something from another world, it is something completely normal,
good” (personal communication, May 12, 2014). Marcelo Guerra experienced overcoming the
perception of his peers:
Some of my mates were saying this was for trained students or intelligent students. But,
looking at our results, it doesn‟t mean that, but rather it means work, means efficiency,
responsibility, and most of all the excitement and enjoying each investigation that is
done, the participation in everything that is possible, and the discovery of what the world
is made of…They have promoted responsibility as well as myself becoming independent.
That is, I don‟t have to depend on someone else‟s ideas. But with this now I can act
IMPACT OF GLOBALIZATION 93

according to my own ideas…it fills us more with curiosity of what the world holds for us.
(personal communication, May 12, 2014)
Darryl Cortes Parker remembers a change in how he viewed himself: “It motivated me a lot. I
had never participated in a science fair, and I didn‟t know I had a great potential. The professor
(Laura Castillo) discovered I had that potential” (personal communication, June 16, 2014).
Edwin Rodriguez sums this up:
I think that‟s a way of motivating because when you‟re there you‟re just thinking, “we
just win and that‟s it”. Some persons think beyond and say, “I have an opportunity, I have
low resources”- because this is a low-resource zone- …by being there you say, “if I win I
have a highest opportunity of being able to study, be something more that just one more”.
(personal communication, June 16, 2014)
By participating in the fairs, the students develop a more positive view of their own potential and
the opportunities that may be available to them.
The teachers and administrators are also aware of this important change of perception. As
Laura Castillo says,
I am very clear with them and I urge them to continue studying, leaving their locale
fearlessly to achieve success and telling them to get used to dream of reaching the stars,
not to the moon…they are capable of doing what seems impossible to the eyes of many
people. (personal communication, June 18, 2014)
Roland Silva follows:
I have seen that, for the classmates that have been able to participate in them, there is a
great motivation. And, actually, they come with a thirst of wanting more, and to motivate
students to want to get ahead in what they‟re doing…the students are more interested in
IMPACT OF GLOBALIZATION 94

fields that maybe they weren‟t even curious about, and it motivates them to ask teachers,
and to take them further than what the national educational curriculum states. (personal
communication, June 18, 2014)
Principal Cortez Leal sums it up with,
When the students leave this environment that they are in, participating in those
activities, relating with other young people from the rest of the country, they look far
beyond. Once they leave this community, from this school, to share with other young
people, they start to look beyond. So, they are motivated and they practically don‟t come
back. Once they pass high school, they stay at the universities in San Jose. They don‟t
come back here. (personal communication, June 18, 2014)
At the national level, they have similar views, but without the visceral intimacy. It is
predictable, since they deal with the nation as a whole, that the themes of escaping the low-
opportunity community of Sixaola are not directly present in their interviews. However, the
concept of a student changing their personal outlooks and possibilities is still present. Alicia
Fonseca observes,
The entire atmosphere that has been managed these years at a national level, with
publicity, with interviews, with projects and the media going to a school to present what
they are doing. I feel that this is very motivating so they lean more toward the sciences.
(personal communication, June 19, 2014)
Nathalie Valencia discussed the students‟ discovering the impact their projects could have:
The first thing I ask them is “how did you conceive your idea?” so you get really
surprised because they answer. “We wanted to do something to help the country,
IMPACT OF GLOBALIZATION 95

something to help our country…we selected this because we thought it was very
important for children in Costa Rica‟” (personal communication, June 17, 2014).
The perception from the national government officials discusses the student‟s developing a sense
that they can make a difference in their world.
The business leaders speak of an emerging sense of possibility for the students. Mary
Helen Bialas states, “most of the kids that participate in the fair don‟t know they can win. They
think they‟re just participating. Some kids when they are interviewed, they say „What? I can win
something?‟ It‟s very motivating” (personal communication, June 23, 2014). Vanessa Gibson
speaks of Sixaola in particular:
Sixaola you‟re going to see it‟s normally an indigenous area. Most of the people are what
we call local indigenous population, mostly very segregated from the rest of the country
and whatsoever. This (placing at IISEF) was a good example of them being able to go
beyond and be part of something…it challenged them, at least it challenged them,
because I‟m not sure that all of them really had an idea of pursuing a career in these same
areas. (personal communication, June 16, 2014)
These individuals can see that the students do not begin the fair process with the hope of winning
the fair, but, as they continue through the process, they realize that they have opportunities they
never imagined.
Discussion
Results gathered from the data pertaining to Research Question Three illuminates the
perception of the value of STEM education, particularly as it changes student motivation and
affect. Participation in the fair has a positive impact on student motivation, commitment, and
ambition. This leads to an increase in motivation, continued study in STEM fields, an increase in
IMPACT OF GLOBALIZATION 96

STEM graduates, and an increase in the perceptions of students from Sixaola that they have a
professional future.
What emerges from the data is that the science fair has a positive influence on student
behaviors. National leaders, business leaders, educators, and the students themselves all describe
increased student motivation. Participants describe students working extensively outside of
school hours on their projects, traveling on foot long distances to have access to laboratories, and
working with dedication to increase their skills and abilities.
Students and educators describe an increase in student interest in STEM fields as a
vocation. Repetitively, students and former students reference the fair experience as one that
galvanized their interest in their projected or chosen career. Government officials describe
students‟ developing their STEM interest in the fair, studying STEM subjects in tertiary
education, and continuing into STEM careers.
Students, educators, and business leaders observe that students from Sixaola are raised in
an environment with little economic opportunity. They cite the lack of resources, lack of
opportunity, and lack of facilities as obstacles that students from Sixaola must overcome in order
to succeed. These obstacles make their success all the more remarkable. Finally, they cite the fair
experience as one that opens the eyes of the students to their own abilities and the possibilities
that await them in a future that was previously unavailable.
From a national level, student involvement in the science fair has the intended result of
developing human capital. Students commit themselves to STEM education, pursue STEM fields
in tertiary education, and graduate with more STEM degrees. For business people, this creates
more workers for the KBE and a population that can support more sophisticated FDI projects.
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From a local level, involvement in the fair leads to increased student motivation and
performance, more students moving on to higher education, and a pathway out of poverty.
Summary
The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and economic growth was studied. This
study also examined how the mandated national science fair influences the use of PBL to build
human capital and prepare students for 21
st
century jobs, particularly in the fields of STEM. By
examining the data collected through interviews, surveys, and classroom observations, this case
study found that, due to the influence of globalization and MNCs, educational policy was
developed to promote the development of human capital through STEM practices as a vital link
in supporting economic growth. Further, while the national science fair has a very positive
influence on student STEM interest, it exists outside of the national educational curriculum.
Six themes emerged from an analysis of the data that address the three research
questions. The first theme related to Research Question One was that the influence of
educational policy, globalization, and MNCs has a significant influence on the implementation of
STEM practices. The impact of globalization lead to the attraction of FDI from MNCs in order to
grow the economy. The demand for knowledge-ready workers from the MNCs has influenced
educational policy to focus on STEM educational practices. The second theme that emerged to
answer Research Question One was that respondents clearly believed that the future growth of
the economy was inexorably tied to STEM education. The respondents were united in the view
that future economic and employment growth would be tied to STEM fields and the development
of STEM competencies. It was clear that, as the transition from an agrarian society to a KBE
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required an increase in STEM competencies, the next transition moving from product assembly
to product innovation and development would require an even greater achievement in the
development of STEM abilities. This creates an ever-increasing upward spiral of economic
growth through attraction of FDI, which requires the development of human capital.
The mandated participation in the national science fair is a significant educational policy
to address the need for knowledge-ready workers. Two themes emerged from the data to address
Research Question Two. First, the implementation of the national science fair had a significant
influence on the development of 21
st
century skills. Students who participate in the fair are
directly exercising and developing 21
st
century skills. Without repeating the skills outlined by
Wagner (2008), it is clear that the process of choosing, researching, developing, and presenting a
project of high-caliber leads the student through all of these skills. The second theme that came
to light from Research Question Two was that the national science fair does not clearly
demonstrate an influence on curriculum. While national governmental officials pointed to
generalities of the curriculum, such as the scientific method, the students and individuals closely
tied to the creation of science fair projects all described a process that was distinctly
extracurricular. Some pointed out that, in the technical high schools, there had been a shift in the
curriculum; however, since Sixaola is a public, non-technical high school, this does not apply to
this case study.
Since the goal of the national science fair is to increase interest and competencies in
STEM fields, it is important to examine how this policy influenced the value stakeholders place
on STEM education. A final two themes became evident in the analysis of the data that address
Research Question Three. First, participation in the science fairs increases student motivation for
higher/continued education in STEM fields. Students who participate in the science fair show a
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great deal of motivation and dedication to their projects in particular and STEM subjects in
general. Students described how their vocation was forged during their experience with the fair.
Students who participate in the fair go on to study STEM fields in tertiary education and develop
STEM-related careers.
The second theme resulting from the data analysis for Research Question Three was that
participation in the science fair has a positive impact on student perceptions of their own abilities
and possibilities of escaping poverty through education. The students, former students, and
educators in Sixaola attach a significant value to STEM education as a means to escape from
poverty. While this is not a significant part of the national dialogue about the importance of
STEM education, it is the primary focus for the individuals in this community. For these
students, participation in the fair gave them a glimpse into a world of opportunity that they do
not see from their home. Participation in the fair motivates them to move on to tertiary education
and pursue careers not available in their community.
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CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
The primary purpose of this chapter is to present final conclusions and recommendations.
The chapter is divided into four sections: (a) an overview of the study‟s purpose, research
questions, and methodology, (b) a summary of the findings, (c) implications and
recommendations for practice, and (d) areas for future research.
Purpose of the Study
The purpose of this study was to examine the influence that globalization, FDI, and
multinational corporate responsibility have on the curriculum and practices in schools.
Furthermore, the relationship between STEM education and economic growth was studied. This
study also examined how the mandated national science fair influences the use of PBL to build
human capital and prepare students for 21
st
century jobs, particularly in the STEM fields.
Research Questions
To meet the purposes of this study, the following research questions were addressed:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
2. How has mandating the national science fair participation influenced implementation
of 21
st
century skills through the use of project-based learning and use of technology by teachers
across all curricular areas? How has it impacted curriculum and instruction?
3. How has the national science fair policy changed the value for STEM education for
students, teachers, and educational leaders?
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Methodology Overview
A qualitative case study was chosen as the structure for this study in the form of applied
research with the purpose of improving the effectiveness of practice within a discipline.
Particularly, it analyzed the response of educators to new challenges to educational goals caused
by the effects of globalization, economic pressures, and demands for human capital. Qualitative
data allowed for the collection of rich information that informs the researcher regarding the
experiences of the participants of the study (Maxwell, 2005; Merriam, 2009). A case study is a
comprehensive description and analysis of a bounded system (Merriam, 2009).
Multiple sources of data were collected:
1. Structured Interviews
a. Students
b. Teachers/Administrators
c. Government Officials
d. Business Leaders
2. Surveys
a. Students
b. Teachers/Administrators
3. Observations
a. Classroom Practice
Summary of Findings
An analysis of the data revealed two themes for each of the three research questions for a
total of six themes. While the themes are distinct, they are closely related, as they address the
IMPACT OF GLOBALIZATION 102

same research question. For this reason, the themes are discussed together in the context of the
research questions.
Research Question One
Research Question One asks, “To what extent do teachers implementing STEM
curriculum trace their practices back to the influence of policy, globalization, and multinational
corporations? To what extent is the economic growth of Costa Rica and STEM education
related?” The themes that emerged from the data regarding this question are (a) the influence of
educational policy, globalization, and MNCs has a significant influence on the implementation of
STEM practices; and (b) respondents believed that the future growth of the economy was
inexorably tied to STEM education.
The themes represent an economic reality of the 21
st
century. Spring (2008) discusses
how the roles played by globalization, MNCs, and the need for human capital influence national
educational policies. There is an interconnection between these influences that create a cyclical
series of causes and effects that are observable in this study of Costa Rica. Globalization leads to
the lowering of barriers to entry, increases speed of shipping and communication, and creates a
global economy (Friedman, 2007). These combine to allow smaller countries, like Costa Rica, to
compete to attract business operations of MNCs, who look to reduce labor, avoid tariffs, and
centralize production and warehousing in relation to their customer base (Friedman, 2007). In
order to attract MNCs, Costa Rica offered many incentives such as tariff reductions, tax
incentives, and free-trade zones, but also attracted MNCs through the quality of their workforce
(CINDE, 2013). The MNCs create new, better-paying jobs and the overall economy and standard
of living is raised. MNCs also expected the educational system to output the type of workers
needed to conduct their business. The government responded to help create more students in
IMPACT OF GLOBALIZATION 103

STEM fields by creating a national mandate for participation in the science fair (MEP, 2007).
For the economy to grow again, the next phase of the cycle must begin, which is characterized
by the attraction of higher technology FDI, the loss of the lower paid original operations, and a
renewed need to increase the quality and quantity of educational outputs as human capital. This
is the path that Costa Rica is traveling and the respondents were clearly aware of that the focus
on STEM education in Costa Rica was clearly and directly driven by the forces of globalization,
MNCs, and educational policies. Mary Helen Bialas observed,
You‟ve got to get into that cycle where you move the country forward in the economic
role. We are going to need many more engineers. There are not enough engineers in
Costa Rica at this point for the number of companies that are coming in, or interested.
Also, the respondents were unanimous in their agreement that the economic future of the country
depended on the widespread development of STEM competencies in their students. As Luis
Rodriguez expressed it “if we don‟t do that, let‟s not expect development…If not, we‟ll keep
reproducing poverty” (personal communication, June 18, 2015). Educational policies that
support STEM education in Costa Rica are essential to economic growth.
Research Question Two
Research Question Two asks, “How has mandating the national science fair participation
influenced implementation of 21
st
century skills through the use of project-based learning and
use of technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?” The themes that emerged from the data regarding this question are: a) The
implementation of the national science fair has had a significant influence on the development of
21
st
century skills; b) The national science fair does not clearly demonstrate an influence on
curriculum.
IMPACT OF GLOBALIZATION 104

Collectively, these two themes create a picture of a national science fair that is highly
effective in the development of 21
st
century skills, but has not been strategically integrated into
the national science curriculum. STEM PBL, as implemented in the creation of science fair
projects, develops 21
st
century skills as define by Wagner (2008). Table 5 presents a cross-
referencing of Wagner‟s (2008) 21 century skills with Slough and Milam‟s (2013) characteristics
of STEM PBL.
Table 5
Cross-reference of Wagner’s (2008) 21st Century Skills with Slough and Milam’s (2013)
Wagner Slough & Milam
Critical Thinking and Problem Solving Providing Complex Projects
Revisiting & Generalizing the Inquiry Process
Collaboration and Leadership Modeling Scientific Thinking
Highlighting the Cultural Norms
Employing Multiple Social Structures
Scaffolding Critique
Agility and Adaptability Scaffolding Students to make thinking Visible
Providing Multiple Representations
Initiative and Entrepreneurship Use of Personally Relevant Problems
Effective Oral and Written Communication Encouraging Listening to Others
Highlighting the Cultural Norms
Designing Discussions
Accessing and Analyzing Information Building on students Prior Knowledge
Encouraging Monitoring
Curiosity and Imagination Scaffolding inquiry
Revisiting & Generalizing the Inquiry Process

Respondents from all groups identified the development of 21
st
century skills in
participants in the science fair. At the same time, respondents failed to identify changes in the
IMPACT OF GLOBALIZATION 105

curriculum the resulted from the national science fair mandate. While members of the MEP
offered that the curriculum taught the scientific method, this was not a change related to the
science fair. Additionally, those closest to the fairs from MICITT, business leaders, the Regional
Assessor, educators, former students, and current students describe a lack of integration of the
fair into the curriculum, and the long hours that must be invested outside of the regular school
day both by students and by their teachers or mentors. In fact, Nathalie Valencia states directly,
“These are not part of the curriculum. That‟s the other key, in my perspective, if you want to
generate an ideal learning process related to science, well the public policy is clear, but if that
policy doesn‟t have an integration of that vision in the curriculum…it falls short” (personal
communication, June 17, 2014). A major shortcoming of the law is that is has not been
integrated into the curriculum.
Research Question Three
Research Question Three asks, “How has the national science fair policy changed the
value for STEM education for students, teachers, and educational leaders?” The final two themes
that emerged from the data regarding this research question are (a) participation in the science
fairs increases student motivation for higher/continued education in STEM fields and (b)
participation in the science fair has a positive impact on student perceptions of their own abilities
and possibilities of escaping poverty through education.
These final two themes are closely tied to the governments need to develop human capital
for the attraction of hi-tech FDI. Slough and Milam (2013) cite one of the benefits of STEM PBL
is an increase in motivation and mastery for those students who engage in self-directed, authentic
learning activities, such as the national science fair. The respondents of this study observed quite
the same reaction from their experience with/as students participating in the fair. Students
IMPACT OF GLOBALIZATION 106

showed greater motivation, dedication, and perseverance as they worked long hours outside the
classroom to complete their projects. Students and former students interviewed cited their
experience in the fair as a galvanizing moment in discovering a career path for themselves.
Educators cite participation in the fair as a transformative experience that leads to increased
student drive, motivation, and, as teacher Ronald Silva describes it:
There is a thirst for knowledge in students, it‟s not just about learning basics in science,
now they want to learn and discover more on their own, and for the teachers to help them
get to where they want to be.
This motivation is key for success in their project and for continuing on to tertiary education.
Particularly important for the study as it relates to students from Sixaola is that
participation in the fair causes students to change their view of their own abilities and potential.
Sixaola is in an impoverished area near the border with Panama. The surrounding region is
largely occupied by banana plantations. Students growing up in this region have little view of a
future outside of this economic reality. For students who participate in the fair, however, this
realty becomes altered. As the students travel to the regional fair in Limón, the national fair in
San Jose, or to IISEF in the United States, they come to have a broader worldview and to
envision a place for themselves as a professional in this world. To come from a school without
even the most rudimentary science equipment and to persevere and continue to move on to
successful competition with students from the entire world is an empowering experience.
Limitations
This case study examined the influence that globalization, FDI, and multinational
corporate responsibility have on the curriculum and practices in schools. Since the data
collection was conducted in Costa Rica during a ten-day time span, some interviews with
IMPACT OF GLOBALIZATION 107

potential subjects could not be conducted due to scheduling conflicts. As an example, in the
researchers visit to Sixaola, it was not possible to perform an observation of the technology class
because the power had failed. Additionally, since the study focused on the schools that produced
IISEF participants, Sixaola was the only regular public school in the study, with the other two,
schools Don Bosco and San Carlos, being private technical highs schools. This made it
inherently difficult to draw solid conclusions from comparisons between the schools.
Implications
This case study highlighted two inherent challenges faced by the educational system in
Costa Rica as they implement the national science fair mandate. First, the national science
curriculum should be revisited in order to integrate support for the national science fair. Second,
the allocation of resources that support the fair are unevenly distributed throughout the country.
Following is a brief discussion of these two challenges.
National Science Curriculum
The fourth theme of this study identified that the national science curriculum does not
support participation in the national science fair. This situation requires participants in the fair
and their teachers to spend large amounts of time outside of the classroom to conduct research,
experiments, and prepare to present the project. This leads to a disparity in how the science fair
becomes implemented throughout the country. It becomes dependent on the commitment and
training of the teaching staff. An anonymous university professor laments, “The majority of
teachers that I saw, was just like something fast. They download it from the internet or their
parents do it, and we present it for the fair and that‟s it” (personal communication, June 19,
2014). Nathalie Valencia concurs: “We have a lot of professors who are committed with the
process, but there are many others who say „if we don‟t have a fair this year, better for us!‟”
IMPACT OF GLOBALIZATION 108

(personal communication, June 17, 2014). As Luis Rodriguez contrasts the highly motivated,
well-trained staff in Sixaola, which has no science lab, with a school in neighboring Bri Bri:
This depends a lot on the teachers who get involved…they don‟t commit and without
commitment nothing is achieved…and this school has a lab. This one, in Bri Bri, the
central one. And they don‟t use it because they‟re missing a capable science staff.
(personal communication, June 18, 2014)
With a national imperative to develop human capital in STEM subjects and a program that has
shown itself to be successful in motivating students to study STEM subjects, the nation loses the
ability to reach many important human assets due to this challenge. A curriculum that supported
and prepared student participation in the national science fair would begin to address this
challenge.
Allocation of Resources
During this study, the researcher visited two high schools, the primary subject school in
Sixaola, and the subject school for several colleagues in San Jose. The first is a standard, public
high school in a rural area, while the second is a private, technical high school in the capital of
San Jose. The disparity in resources was staggering. Liceo Académico de Sixaola has no science
lab and recently was able to receive funding for a small computer lab, which frequently loses
electricity. At Cedes Don Bosco, there were several computer labs, traditional science labs,
media labs, a design studio, and a robotics lab. The fact that these two schools compete as equals
in the national science fair is difficult to accept. Edwin Rodriguez discussed his feelings of
accomplishment in overcoming systemic inequity: “I feel great being part of Liceo Académico
de Sixaola, where we don‟t have any kind of lab…and we were competing against science
schools where they have all the resources for that, and we got the results in any or other way”
IMPACT OF GLOBALIZATION 109

(personal communication, June 18, 2014). This leads the researcher to question for each student
like Edwin who met this challenge and overcame it, how many are there who simply choose not
to participate in the face of this inequity?
Themes for Future Research
This study also revealed two distinct areas that would benefit from further research in the
future. First, it would be helpful in evaluating the efficacy of the national science fair through a
longitudinal study that tracked science fair participants with tertiary education and career choice.
Second, there are a number of schools that consistently show success in the science fair. It would
be helpful to conduct a study to discover the practices that lead these schools to succeed
regularly in the national science fair. These studies would be helpful to evaluate and improve the
efficacy of the national science fair.
It became clear through interviews that there was no system in place to track participants
in the science fairs as they continued through education and into careers. During inquiry as to the
impact of the science fair leading students to matriculate in STEM fields in higher education,
there was only anecdotal evidence. Vanessa Gibson observes: “Accountability is one missing,
well everyone complains about public institutions not being accountable, but just tracking for
example…tracking them as well is the missing point” (personal communication, June 16, 2014).
Sylvia Arguello agrees:
We haven‟t had a formal study about what had happened. That‟s one of the challenges we
have had in the promotion area and human capital, because we have to develop and
encourage certain researches to know what has happened to these students. (personal
communication, June 17, 2014)
IMPACT OF GLOBALIZATION 110

With the strategic importance of the development of human capital for the economic future of
Costa Rica, it is imperative to have measures in place to measure the flow of students through
science fair.
The second area for further study could also inform Costa Rican efforts to utilize the
science fair in order to develop human capital. A number of schools, including the schools in this
study, consistently perform well in the national science fair. It would be useful to conduct a study
to identify what particular practices and competencies lead to repeated success. This study could
become the basis of teacher training in order to develop and leverage a national science
curriculum that supported the science fair. It would be of particular use to outlying rural areas
with low socio-economic students and few resources to discover how Liceo Académico de
Sixaola consistently performs well in the national science fair.
Conclusion
Costa Rica responded to the advent of globalization by attracting FDI in an effort to
move from a predominantly agrarian, primary goods producing economy to a KBE. In order to
develop the human capital necessary to satisfy the needs of the MNCs that have been attracted to
Costa Rica, the government instituted the national science fair mandate as a means to foster
interest in STEM fields in order to develop human capital.
The national science fair has been implemented unevenly across the country. One
problem is that the fairs are not integrated into the national science curriculum. In locations that
have embraced the fairs with commitment and passion, such as Liceo Académico de Sixaola, the
results are excellent. There is strong evidence of development of 21
st
century skills, an increase
in STEM interest, and increased motivation for students to continue with tertiary education and
careers in STEM fields. In other locations, lacking such commitment and passion, there is
IMPACT OF GLOBALIZATION 111

anecdotal evidence of surface, repetitive projects that do not develop the necessary 21
st
century
skills.
It is well accepted that the economic future of Costa Rica depends on the creation of
STEM field graduates. At this time, the number of STEM graduates is inadequate to meet the
demands of MNCs investing in Costa Rica. The uneven implementation of science fair
participation implies that there is an untapped resource of talent and ability that does not receive
meaningful access to this vital learning experience. What will be essential for Costa Rica to
accomplish is to build on the current success with the national science fair, create meaningful
access through integration into the curriculum, appropriate teacher training, and utilizing
resources to reach all students with the national science fair experience.

IMPACT OF GLOBALIZATION 112

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IMPACT OF GLOBALIZATION 123

Appendix A
Recruitment/Consent Letter

Dear XXX,

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

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

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

2. How has mandating the national science and technology fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and
instruction?
IMPACT OF GLOBALIZATION 124

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
Education, and educational leaders at district and school site levels. It is our goal to conduct
surveys, interviews, and observations to gather the data necessary to answer our research
questions. Your input will be invaluable to our study.

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

Sincerely,

USC Doctoral Students

IMPACT OF GLOBALIZATION 125

(Spanish Translation)

Estimado(a) XXX,

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

Las siguientes preguntas nos guiarán en la investigación:

1. ¿En qué medida docentes que implementan el currículo STEM pueden trazar sus
prácticas de enseñanza en la influencia de corporaciones multinacionales,
globalización, y política nacional? ¿Hasta qué punto está relacionado el desarrollo
económico de Costa Rica con la educación basada en STEM?
IMPACT OF GLOBALIZATION 126

2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la participación de
escuelas en las ferias nacionales de ciencia y tecnología, para promover las destrezas
para el siglo 21, a través del aprendizaje basado en proyectos y el uso de la tecnología
por los docentes, sin importar el área de estudio? ¿Cuál ha sido el impacto en el
currículo y la enseñanza?
3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes, docentes, y
lideres educativos basado en la política nacional de las ferias nacionales de ciencia y
tecnología?

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

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

Atentamente,

Los estudiantes de doctorado
Universidad de el Sur de California (USC)
IMPACT OF GLOBALIZATION 127

Appendix B
Policy/Government Agency Interview Protocol

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering,
and Math (STEM).
IMPACT OF GLOBALIZATION 128

1. What is your opinion on the importance of science, technology, engineering, and
math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and
interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For those students that participate in science and technology fairs, what changes have
you noticed in their interests in science, technology, engineering, and math related
fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project Based
Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
IMPACT OF GLOBALIZATION 129

7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair?
If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st

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

Appendix C
Business Leaders Interview Protocol

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering,
and Math (STEM).
IMPACT OF GLOBALIZATION 131

1. What is your opinion on the importance of science, technology, engineering, and
math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math education related
changes and interests that have occurred nationwide as a result of the science and
technology fair policy?
4. For those students that participate in science and technology fairs, what changes
have you noticed in their interests in science, technology, engineering, and math
education related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does the involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and
technology fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
IMPACT OF GLOBALIZATION 132

6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21
st
century skills particularly those from science, technology, engineering, and
math education fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important
to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 133

Appendix D
School Leader Interview Protocol

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

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

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

This interview will be approximately 60 minutes. Do you have any questions before we begin?
I. National Science and technology fair Policy and Science, Technology, Engineering,
and Math (STEM).
IMPACT OF GLOBALIZATION 134

1. What is your opinion on the importance of science, technology, engineering, and
math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes
and interests that have occurred nationwide as a result of the science and
technology fair policy?
4. For those students that participate in science and technology fairs, what changes
have you noticed in their interests in science, technology, engineering, and math
related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational
system in Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 135

Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology
fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for post-
secondary instruction?
II. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology fairs?
If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
IMPACT OF GLOBALIZATION 136

4. Has the national science and technology fair policy created more graduates with
21
st
century skills particularly those from science, technology, engineering, and
math fields?
5. What should be the role of Intel/MNCs in promoting science, technology,
engineering, and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important
to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 137

Appendix E
Student Interview Protocol

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

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

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

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

I. National Science and technology fair Policy and Science, Technology, Engineering,
and Math (STEM).
IMPACT OF GLOBALIZATION 138

1. What is your opinion on the importance of science, technology, engineering and
math education?
2. What effect have the science and technology fairs had on your life; and academic
career?
3. As a result of the mandate for all schools to participate in the science and
technology fairs, do you notice any changes in the science and technology
programs at schools that you have attended?
4. Have your interests in science, technology, engineering and math related fields
changed as a result of your participation in the science and technology fairs?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How do you feel the education that you have received prepared you for the
science and technology fairs?
3. What did your teachers do in class that prepared you for the science and
technology fairs?
4. What did you do in class that prepared you for the science and technology fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has
encouraged you to study a science, technology, engineering and math related
major in college?
IMPACT OF GLOBALIZATION 139

III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science,
Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your
school to improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is important
to the economic future of Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 140

Appendix F
Survey Protocol for Teachers and Administrators

IMPACT OF GLOBALIZATION 141

IMPACT OF GLOBALIZATION 142

Appendix G
Survey Protocol for Students

IMPACT OF GLOBALIZATION 143

Appendix H
Classroom Observation Protocol

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

Overview of Lesson (Objective for the Day):

Materials in Use:

IMPACT OF GLOBALIZATION 144

Additional Classroom Information:

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

Collaborating
Across Networks
Making Thinking
Visible

Agility and
Adaptability
Helping Students
Learn from
Others

Initiative and
Entrepreneurialis
m
Promoting
Autonomy and
Lifelong
Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

IMPACT OF GLOBALIZATION 145

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

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

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

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

IMPACT OF GLOBALIZATION 146

RQ2: How is technology used in the classroom?

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

Are there additional questions for the teacher?

IMPACT OF GLOBALIZATION 147

Appendix I
Science and Technology Fair Observation Protocol

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

Overview of Events/Themes:

Materials in Use:

IMPACT OF GLOBALIZATION 148

Additional Classroom Information:

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

Collaborating
Across Networks
Making Thinking
Visible

Agility and
Adaptability
Helping Students
Learn from
Others

Initiative and
Entrepreneurialis
m
Promoting
Autonomy and
Lifelong
Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

IMPACT OF GLOBALIZATION 149

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

RQ2: Do students exhibit confidence in describing their project?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do the students relate their project to authentic application?
IMPACT OF GLOBALIZATION 150

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

Are there additional questions for the students or teacher?

Abstract (if available)

Abstract The impact of globalization and technological advances created a global economic environment in which emerging countries can compete with traditionally economically dominant countries on an increasingly level playing field. Emerging countries can advance their economy through the attraction of Foreign Direct Investment (FDI) more quickly than by relying on local economies. A key element in the attraction of FDI is the development of human capital. Increasingly sophisticated FDI provides greater economic stimulus and requires more sophisticated human capital. ❧ Costa Rica transitioned from an economy primarily based on agriculture to a knowledge-based economy (KBE) the attraction of FDI from companies such as Intel. The need to create the necessary human capital to support this process placed challenges on the educational system to develop 21st century learning skills in their students. In response, Costa Rica instituted a mandate for all schools to participate in the national science fair. ❧ This study follows the experience of a group of students who advanced from the Costa Rican national science fair to the Intel International Science and Engineering Fair in May of 2014 in order to measure the effectiveness of the science fair and science, technology, engineering, and mathematics education (STEM) in the development of human capital. The study examines the experience of these students within the local, regional, and national educational system as well as the national economy. ❧ This case study utilizes several frames in order to interpret findings. Spring (2008) and Friedman (2007) are utilized to frame globalization, Slough and Milam (2013) to frame Science, Technology, Engineering and Math (STEM) project-based learning, and Wagner (2008) to frame 21st century learning skills. Through the use of these frames, this study sought evidence that successful partnerships among government, business, and education systems can lead to improved outcomes for all students, regardless of ethnicity, primary language, SES, or the educational level of their parents. It also seeks to examine how a focused policy regarding STEM education curriculum and pedagogy can develop the 21st century skills necessary for students to thrive in the global knowledge economy.

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University of Southern California Dissertations and Theses

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The impact of globalization and multinational corporations on education in Costa Rica

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The impact of globalization and multinational corporations on the educational system in Costa Rica

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SciFest and the development of 21st-century skills, interest in coursework in science, technology, engineering, and mathematics, and preparation of Irish students for a globalized Ireland

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Asset Metadata

Creator Rynerson, Douglas (author)

Core Title The impact of globalization, economics, and educational policy on the development of 21st century skills and STEM education in Costa Rica

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/13/2015

Defense Date 03/17/2015

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

Tag 21st century skills,Costa Rica,Globalization,governmental policy,knowledge based economy,multi-national corporations,OAI-PMH Harvest,STEM education

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 drynerson60@gmail.com,rynerson@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-545670

Unique identifier UC11298671

Identifier etd-RynersonDo-3282.pdf (filename),usctheses-c3-545670 (legacy record id)

Legacy Identifier etd-RynersonDo-3282.pdf

Dmrecord 545670

Document Type Dissertation

Format application/pdf (imt)

Rights Rynerson, Douglas

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