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The impact of globalization and multinational corporations on the educational system 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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Content Running head: GLOBALIZATION AND EDUCATION IN COSTA RICA 1
THE IMPACT OF GLOBALIZATION AND MULTINATIONAL CORPORATIONS ON
THE EDUCATIONAL SYSTEM IN COSTA RICA
by
Ramon Miramontes
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 Ramon Miramontes
GLOBALIZATION AND EDUCATION IN COSTA RICA 2
Dedication
To all those who touched me and helped me grow to become who I am and who continue
helping me to become the best I can be:
Through the good, the bad, and the ugly times as I was writing, I could always rely on
Christ, my family, my children, and my wife. During this process one particular bible verse kept
me on pace when I felt like I wanted to give up: “I can do everything through Him who gives me
strength (Philippians 4:13). Thank you, Christ, for giving me that strength.
My family—in particular my parents, Ito and Ita—taught me many life lessons that
nothing is earned or deserved without hard work and perseverance. Their unconditional love,
dedication, hard work, and the sacrifices that both of them have made each and every day for my
seven siblings and myself were always selfless and will always be valued. They have set such a
great path for many generations to come. My brothers and sisters have always been there along
with their loved ones; they have been the foundation for our family and are always much appreci-
ated. There is no better support than one’s own family. Una familia unida! They have all
inspired in me in so many ways, and I love them very much.
I thank my three children—Nathan, Emily, and Zachary—for making me love, laugh, and
live life to the fullest. I am proud to be their father. Each of them is so precious to me that words
can never describe how much I love them. I am so proud of each of them!
Finally, my wife Debbie continues to love me, support me, and encourage me to use my
talents to the fullest. She has always recognized the best in me and has been my greatest sup-
porter and best friend. I could not have done this without her. I love her and am grateful for all
that she has done. She is my rock—thank you!
GLOBALIZATION AND EDUCATION IN COSTA RICA 3
Acknowledgments
The journey to reach this point was an incredible experience, and the connections that I
have made during these past 3 years in particular have been priceless. Along the journey there
were many who helped me along the way:
My Costa Rican cohort colleagues were extremely professional and helpful. What an
incredible learning experience—we did it! Gracias por todo su apoyo y recuerdanse, Pura Vida!
Special thanks go to Dr. Oryla Wiedoeft for always believing in me. I always appreciated
the pep talks and constant texts of encouragement.
I would also like to acknowledge my dissertation chair, Dr. Michael Escalante, for his
leadership, tough love, and constant commitment to encourage us to work through the process. I
have valued his continuous guidance and support.
Special thanks go to my editor, Phyllis Parmet. She is a saint who is so talented and
wonderful—I appreciate all that she has done for me.
Finally to the “Monkey Brains” out there who supported me along the way by keeping me
focused and on course: I truly could not have done this without them!
GLOBALIZATION AND EDUCATION IN COSTA RICA 4
Table of Contents
Dedication 2
Acknowledgments 3
List of Figures 6
Abstract 7
Chapter One: Introduction 8
Statement of the Problem 12
Purpose of the Study 12
Research Questions 12
Significance of the Study 13
Limitations of the Study 14
Delimitations of the Study 15
Assumptions of the Study 15
Definitions of Terms 16
CINDE 16
Corporate Responsibility 16
FDI 16
Globalization 17
Human Capital 17
MNC 17
PBL 17
Science and Technology Fairs 18
STEM 18
21st-Century Skills 18
Organization of the Study 18
Chapter Two: Review of the Literature 21
Globalization 22
Definition of Globalization 23
Theoretical Frameworks of Globalization 24
Globalization and Education 26
History of Costa Rica 31
Economy of Costa Rica 33
Educational System: Past and Present 39
21st-Century Skills 42
Framework for 21st-Century Skills 43
Partnership for 21st Century Skills 44
Framework for PBL 46
STEM Education 48
National Science Fair 51
Conclusion 53
Chapter Three: Research Methodology 55
Restatement of Problem, Purpose, and Research Questions 55
Research Design 56
Population and Sample 57
Instrumentation 59
GLOBALIZATION AND EDUCATION IN COSTA RICA 5
Interview Protocol 60
Observation Protocol 61
Survey Protocols 62
Pilot Testing 63
Data Collection 64
Data Analysis 65
Ethical Considerations 67
Chapter Four: Results 68
Participants 70
Findings Related to Research Question 1 80
Themes Identified 81
Discussion: Research Question 1 94
Findings Related to Research Question 2 95
Themes Identified 96
Discussion: Research Question 2 111
Findings Related to Research Question 3 112
Themes Identified 112
Discussion: Research Question 3 124
Chapter Summary 124
Chapter Five: Discussion, Conclusions, and Recommendations 125
Summary of Findings 126
Economic Development Aligned With STEM Education 127
NSTF as Motivator for Students 128
Limitations 130
Implications for Practice 131
Acquisition of 21st-Century Skills Through Professional Development 132
STEM Curriculum Alignment 132
Future Research 133
Conclusions 135
References 137
Appendices
Appendix A: Recruitment Consent Letter (English and Spanish) 145
Appendix B: Policy/Government Agency Interview Protocol (English and Spanish) 147
Appendix C: Business Leaders Interview Protocol (English and Spanish) 151
Appendix D: School Leaders Interview Protocol (English and Spanish) 155
Appendix E: Student Interview Protocol (English and Spanish) 159
Appendix F: Classroom Observation Protocol 163
Appendix G: Science and Technology Fair Observation Protocol 166
Appendix H: Survey Protocol for Teachers and Administrators (English and Spanish) 167
GLOBALIZATION AND EDUCATION IN COSTA RICA 6
List of Figures
Figure 1: Framework for 21st-century student outcomes and support systems 45
Figure 2: Project-based learning essentials 47
GLOBALIZATION AND EDUCATION IN COSTA RICA 7
Abstract
In the last 3 decades, Costa Rica has evolved its approaches to both education and the economy
as a result of globalization and direct foreign investments. The presence of multinational corpo-
rations (MNCs) have played a key role in the approaches that the government has made to
increase its human capital and meet the needs of MNCs with a knowledge-ready workforce.
Changes during the last 3 decades to improve its educational practices and policies have helped
the country by preparing students with the 21st-century skills needed to compete in the global
economy. The purpose of this case study was to understand the influence of globalization and
MNCs on educational practices and curriculum and the development of 21st-century skills in the
Costa Rican educational systems. Rica. This study also identified the economic future and
importance of science, technology, engineering, and math (STEM) education. Mandates to
increase STEM opportunities have included the National Science and Technology Fair (NSTF),
an initiative that has provided students the ability to build their capacity and develop 21st-century
skills. The analysis of this study revealed that Costa Rica is focused on increasing its human
capital to compete in the global job market through STEM education and a focus on preparing
students with 21st-century skills. The study has implications for educational leaders, government
officials, and business investors regarding their commitment to increase human capital through
STEM education due to its potential impact on the country’s economic future. The study also
contributes to the body of work about the impact that the NSEF has had on the goal for the
development of 21st-century skills and, most importantly, on the interest of students to pursue
and work in jobs related to the STEM field.
GLOBALIZATION AND EDUCATION IN COSTA RICA 8
CHAPTER ONE: INTRODUCTION
Globalization is a term devised by economist Theodore Levitt (Spring, 2009) in the 1980s
to describe the changes in economics that affect production, consumption, and investments that,
in turn, affect larger segments of the world’s population. Globalization was defined by Spring as
the interconnection of the world economy marked by the flow of ideas, people, capital, trade, and
social customs across borders. Globalization caused a worldwide shift in the use of technology
and the way that business is conducted. Friedman (2007) stated that the flat-world platform
shrinks and flattens the world through the increased speed and flow of information and the crea-
tion of new collaboration methods among individuals, groups, and companies throughout the
world. Moreover, specific skills are needed to participate in this flat-world platform; these skills
are typically gained through the educational system. Employees who worked with their hands in
the industrial age now need to work with their minds in the age of a fast-paced, technological
society that requires knowledge-based employment within a competitive global economy.
To compete globally, a skilled workforce must be equipped with the technological skills
in addition to the ability to communicate, be creative, and collaborate. Successful economies
depend on the talents and abilities of all its workers (Becker, 2006). The transformation from an
industrial-based economy to one where wealth depends on knowledge and skills, also known as
the knowledge economy, requires a flexible, educated workforce that, based on Spring’s (2009)
research, has a direct bearing on educational systems. The knowledge economy requires intellect
and the ability to use technology. The global economy has caused countries that want to compete
for the economic benefits of attracting multinational companies, foreign direct investors, and
supranational financial institutions to adjust and attempt to prepare their knowledge-based
workforce.
GLOBALIZATION AND EDUCATION IN COSTA RICA 9
Globalization affects large segments of society not only through global economics and
connections but also through political and cultural changes that influence conventional schooling
(Spring, 2009). One of the most shared institutional experiences in the modern world is educa-
tion, but studies show that not all schools are the same (Anderson-Levitt, 2003). As a result,
government, intergovernmental/nongovernmental agencies, and business groups, which include
multinational corporations (MNCs), discuss the need for schools to uniformly meet the demands
of a knowledge economy through a common curriculum (Spring, 2009).
The competition brought about by globalization has an impact on large segments of
society not only through economics but also through political and cultural changes that, in turn,
affect the educational systems of countries (Spring, 2009). As a result, governments, nongovern-
mental agencies, and business groups are concerned that the education that students receive in
today’s classrooms may not be sufficient to meet the demands of a knowledge-based world
economy where specific skills are needed to participate. This knowledge-based economy drives
the globalization of education as the requirement for an educated work force increases. Success-
ful economies today depend upon workers who possess the 21st-century skills of collaboration
and leadership, critical thinking and problem solving, agility and adaptability, initiative, oral and
written communication skills, curiosity, and the ability to access and analyze information (Wag-
ner, 2008). As a result, countries worldwide find ways to reform and change their national edu-
cation policies and curricula in the hopes of creating a skilled labor force that will help in
economic growth. For many countries, globalization has played a key role in determining the
path of change and the implementation of policies concerning economics, politics, culture, and
education.
GLOBALIZATION AND EDUCATION IN COSTA RICA 10
Equipping students with 21st-century skills and ensuring that they are capable of compet-
ing in the diverse, knowledge-based global economy requires an educational system with a more
global perspective to prepare students to compete globally. Wagner (2008) confirmed the need
for a world-class education system with a global perspective to serve as the framework for educa-
tional institutions in all nations. For the past 3 decades, Costa Rica has worked to develop 21st-
century skills in students to prepare them for the knowledge-based economy. Educational
advocates, politicians, and business leaders are working to develop 21st-century skills in students
to prepare them for the new economy.
Costa Rica has a position in Latin America that has afforded the country the opportunity
to redefine itself economically over the last 3 decades. The country has seen rapid changes due
to globalization. The economy, once purely focused on agriculture, went from selling banana
chips to microchips. Costa Rica was established as a colony of Spain in the late 1500s and was
one of the first Central American countries to make public education free and mandatory (Booth,
2008). Education was always seen as an investment in the citizens, and the government attempts
to increase the livelihood of its citizens. Today, Costa Rica has one of the highest standards of
living, no standing army, one of the most stable political structures, and one of the most
advanced educational systems in Central America (Booth, 2008). The country has always been
seen as a stable and proud country, rich in its liberty and sovereignty. In the 1980s, during the
worldwide economic crisis, the nation had to reinvent and reinvest in itself while focused on
competing for the opportunities provided by globalization and the new global economy. The
government provided itself with a clear and stable path focused on economic growth and prosper-
ity for all its citizens (Booth, 2008).
GLOBALIZATION AND EDUCATION IN COSTA RICA 11
Costa Rica made 21st-century learning a priority in order to compete in the global econ-
omy. Through the support of the U.S. Agency for International Development (USAID) and the
Costa Rica Investment Promotion Agency (CINDE), the country redirected its efforts, policies,
and strategic plans to attract MNCs such as Intel. When Intel decided to invest and partner with
the Costa Rican government, it provided the country with an opportunity to showcase what it
could do to support MNCs and place them on the map with other countries while staying compet-
itive in the global economy. Educational reforms began in order to meet the needs of the work-
force that Intel needed. The partnership with Intel bolstered Costa Rica’s economic growth and
created a “signaling effect” for other corporations to invest in the country as well
(Rodríguez-Clare, 2001).
Intel, in order to meet the needs of its expected workforce, donated millions of dollars and
equipment to help modernize and change education in the country (World Bank Group, 2006).
Educational leaders, too, had to think forward to supply a workforce that was ready with 21st-
century skills and to change the national curriculum to include more science, technology, engi-
neering, and mathematics (STEM) education and project-based learning (PBL) in the classrooms.
One example of STEM reform occurred in 2004, when the Costa Rican government proved its
commitment to enhancing science education in the country by creating a national decree (Minis-
try of Public Education [MEP]-Ministry of Science and Technology [MICIT] #31900) and man-
dating institutional science fairs for all schools. The science and technology fairs have grown
over the last decade, and winners from this event participate in an international competition.
Students experience an emphasis on science and technology fostered by their government’s part-
nerships with MNCs. Today, because of contributions made by MNCs such as Intel and because
GLOBALIZATION AND EDUCATION IN COSTA RICA 12
of the government’s reform efforts, students are developing 21st-century skills, thus creating
knowledge-based workers for the global economy (World Bank Group, 2006).
Statement of the Problem
As a result of the fiscal crisis of the 1980s, the country of Costa Rica was forced to adapt
and change over the past few decades. Costa Rica developed a plan to compete globally by
focusing its efforts to attract and increase the number of MNCs that were investing in the coun-
try. In addition, to support the MNCs that created new job opportunities, the country, through its
educational institutions, continued preparing and producing more knowledge-ready employees.
The resulting growth of technology as a major export gave new direction and opportunity to the
nation. As more multinational companies invest in Costa Rica, the educational system’s
responsibility to help students develop technical- and inquiry-based 21st-century skills is increas-
ingly challenging, particularly in the STEM fields.
Purpose of the Study
The purpose of this case study was to understand the influence of globalization and
MNCs on educational practices, curriculum, and the development of 21st-century skills in the
educational systems in Costa Rica. In addition, the study determined whether these initiatives are
producing greater numbers of knowledge-ready workers focused in the STEM fields through the
practices of PBL opportunities and the mandated NSTF. Furthermore, this study investigated
whether PBL opportunities have focused on the STEM fields to build human capital capable of
meeting the needs of Costa Rica to compete in the global economy.
Research Questions
The following questions were investigated in this study:
GLOBALIZATION AND EDUCATION IN COSTA RICA 13
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent is the economic growth of
Costa Rica and STEM education related?
2. How has mandating the NSTF participation influenced implementation of 21st-
century skills through the use of PBL and the use of technology by teachers across all curricular
areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
Three frameworks were chosen to assist in analyzing the data pertaining to the research
questions: Friedman’s (2007) framework of globalization, Wagner’s (2008) seven survival skills
for the 21st century, and Slough and Milam’s (2013) four design principles for PBL in the STEM
fields. The latter framework is especially useful in understanding the use of science and technol-
ogy fairs in Costa Rica.
Significance of the Study
Globalization is an economical force in most countries and a catalyst for change in the
way that countries operate in order to meet the demands of the new “flat-world platform” (Fried-
man, 2007). In developing countries such as Costa Rica, there is a direct impact from globaliza-
tion on the economic and educational systems. Due to the demands of the economy and in order
to compete in the global economy, Costa Rica underwent significant changes. Wagner (2008)
suggested a need to develop 21st-century skills so as to adapt to the changes resulting from the
impact of globalization, especially in developing countries. Over the last 3 decades, Costa Rica
strategically revised its economic policies over time to compete in the global economy, specifi-
cally targeting MNCs. As a result of increasing global competitiveness, the nation’s students
GLOBALIZATION AND EDUCATION IN COSTA RICA 14
have received a first-class education that focuses on 21st-century skills. Educational policies
have evolved to meet (a) the demands of the skilled workforce needed by MNCs and (b) the
effect that globalization has on the country’s future economic prosperity. Students must develop
critical 21st-century skills and understand globalization and its effects on societies, cultures, and
the world’s economy (Spring, 2009; Wagner, 2008). Wagner (2008) noted that there are “sur-
vival skills” that can help students; he termed these 21st-century skills. Using the three frame-
works of Friedman (2007), Wagner (2008), and Slough and Milam (2013), this study analyzed
the impact of 21st-century skills taught in Costa Rican schools through the lens of Partnership for
21st Century Skills (P21; 2009) standards, as well as the impact of STEM PBL on students’
interests in the STEM fields
The findings of the study should have an impact on all stakeholders, including political
leaders and educational policymakers, MNCs, and educational leaders. Technology fair leaders,
teachers, and students participating throughout the country of Costa Rica will also benefit from
the findings of this study. The findings from this study should guide the nation’s educational
leaders in better preparing students with the skills necessary to compete in the global economy.
In addition, the findings of this study can provide insight for future researchers who seek to
understand the impact of globalization on schools and the strategies that developing countries
such as Costa Rica have implemented to acquire the 21st-century skills that students need to be
prepared in the competitive global economy.
Limitations of the Study
To decrease limitations, Merriam (2009) indicated that triangulation of data is important,
as it helps to minimize bias and increase the validity of collected data. This qualitative study
examined the efforts to prepare Costa Rican students with 21st-century skills to be
GLOBALIZATION AND EDUCATION IN COSTA RICA 15
knowledge-ready workers. There are several factors that limited the scope of this qualitative
study, including factors related to limited time in the foreign country, language barriers, and
issues related to geographic distance. The study was conducted in an international setting that, in
itself, created barriers in terms of convenience and ability to travel within the country. Another
limitation was that of time and distance.
The language barrier was another restriction for the research team. To address this limi-
tation, the research team worked in pairs. One Spanish speaker was a part of each duo to act as
interpreter during interviews and data translations.
Delimitations of the Study
Delimitations are those factors that can threaten the external validity of a research study.
These factors are limitations that result from specific choices made by the researcher (Simon &
Goes, 2011). The team of researchers attempted to evaluate the impact of globalization and
MNCs on the development of 21st-century skills in students within Costa Rican schools. The
scope of data that the research team used relied only on schools that had partnered with Intel.
Each school was in close proximity to the city of San José and was preselected by Intel. Another
delimitation was the narrow focus inherent in using only students who successfully participated
in Intel’s International Science and Engineering Fair (ISEF) and the teachers and schools that
participated in Costa Rica’s NSTF.
Assumptions of the Study
The following assumptions were made throughout this study:
1. That a qualitative approach was appropriate for this study;
2. That the educational system in Costa Rica has been affected by both globalization and
MNCs;
GLOBALIZATION AND EDUCATION IN COSTA RICA 16
3. That the government of Costa Rica understands the importance of a knowledge-
skilled workforce and the correlation to economic growth in the global economy;
4. That Costa Rican students in Intel-sponsored schools are being prepared with 21st-
century skills through the use of STEM PBL, and the science fair mandate has influenced stu-
dents’ interest in the STEM content area;
5. That the interview, survey, and observation protocols provided the research team with
an accurate perception and valid information on the educational system, educational leaders and
policymakers, and the economic growth of Costa Rica; and
6. That the interviews, survey, and observation protocols provided the research team
with an accurate perception and valid information regarding Intel’s direct impact on the Costa
Rican schools and economy.
Definitions of Terms
The following terms are utilized throughout the dissertation:
CINDE
A nonprofit private organization without any political ties to the government created to
attract and promote international businesses to come to Costa Rica in order to increase foreign
direct investment (FDI) so as to compete globally.
Corporate Responsibility
Ethical corporate behavior that allows businesses to reduce risks and costs, protect
brands, and develop new market opportunities (Intel Corporation, 2013).
FDI
A cross-border investment by a company or another country into another economy for the
purpose of obtaining a lasting interest—an important element in international economic integra-
GLOBALIZATION AND EDUCATION IN COSTA RICA 17
tion. Broadly, FDI includes mergers, acquisitions, building new facilities, reinvesting profits
earned from operations, and intracompany loans (Larraín, Lopez-Calva & Rodríguez-Clare,
2001).
Globalization
The process of increasing the connectivity and interdependence of the world’s businesses
and trade; the political, economic, and societal forces that continue to push the world and its edu-
cation system toward more international involvement (Altbach, 2004).
Human Capital
The collection of a country’s population that includes knowledge, skills, talents, abilities,
experiences, intelligence, training, and wisdom that a country invests in its human resources to
create economic value.
MNC
A business organization whose activities are located in more than two countries and is the
organizational form that defines FDI. These large corporations, which both produce and sell
goods or services in various countries, often have a social responsibility and commitment to the
host country (Monge-González & Gonzalez-Alvarado, 2007).
PBL
One method for integrating STEM education and supporting students’ development of
21st-century skills. PBL is a teaching method in which students engage in a rigorous, extended
process of inquiry focused on complex, authentic questions and problems. PBL questions should
be highly engaging and motivating, and students must work collaboratively to solve the problem
(Bender, 2012).
GLOBALIZATION AND EDUCATION IN COSTA RICA 18
Science and Technology Fairs
A form of PBL used to promote interest in the STEM fields. In Costa Rica, participation
in these fairs was mandated in 2006 through a national decree (MEP-MICIT #31900). The
science and technology fair processes are ruled by the guidelines of the National Science and
Technology Fairs Program (PRONAFECYT), and national science fair winners participate in
Intel’s ISEF.
STEM
An integrated approach that relies on replacing traditional lecture-based teaching strate-
gies with approaches that are more project based and inquiry driven (Breiner, Harkness, Johnson,
& Koehler, 2012).
21st-Century Skills
Essential skills that students need to compete in a global, knowledge-based economy.
These skills include critical thinking and problem solving, collaboration and leadership, agility
and adaptability, initiative and entrepreneurialism, oral and written communication skills, the
ability to access and analyze information, and curiosity and imagination (Wagner, 2008).
Organization of the Study
This qualitative study is divided into five chapters. Chapter 1 presents an introduction
and background of the research study. In addition, Chapter 1 includes the statement of the
problem, the purpose of the study, the research questions, the significance of the study, the
assumptions of the study, as well as definitions of key terms related to the study.
Chapter 2 provides a literature review on the research study and is sectioned into four
major themes. The first theme introduces the concept of globalization. Identified within this
section is Spring’s (2009) framework on globalization and the history of globalization and its
GLOBALIZATION AND EDUCATION IN COSTA RICA 19
impact on education. The next section provides a synopsis of the history, economy, and educa-
tional systems of Costa Rica. It includes how the changes in policies and practices moved the
country from a primary agrarian economy to a knowledge-based economy. This section dis-
cusses the importance of CINDE, USAID, and FDI to the country’s rapid economic growth. The
section concludes with how Intel and Costa Rica partnered to help build 21st-century skills and
curriculum into the schools. The fourth section presents a discussion of past educational prac-
tices and the current educational system, as these has been influenced by both globalization and
MNCs. The last section presents how the government of Costa Rica addressed the need to
provide knowledge-ready workers through a concerted effort to implement a focus on STEM
education and PBL. The frameworks of Wagner’s (2008) 21st-century skills as well as Slough
and Milam (2013) regarding STEM PBL are highlighted. The section concludes with a descrip-
tion of Intel’s ISEF in which all Costa Rican students participate at the national level. The ISEF
serves to enhance both PBL and STEM educational opportunities and to provide a knowledge-
ready workforce.
Chapter 3 of this study presents the methodology used by the researchers. The qualitative
design of the study is discussed as well as the specific methods used in the case study. This
chapter includes a discussion of the sampling and population procedures, instrumentation, and
the validity and reliability of the instruments. The chapter concludes with a description of the
methods used for collecting and analyzing data as well as the ethical considerations used in this
study.
Chapter 4 of this dissertation provides a description and analysis of the data collected.
Major themes and categories of the data analysis are identified regarding the research questions
GLOBALIZATION AND EDUCATION IN COSTA RICA 20
and the conceptual frameworks of the study. Chapter 5 presents conclusions and recommenda-
tions for future studies.
GLOBALIZATION AND EDUCATION IN COSTA RICA 21
CHAPTER TWO: REVIEW OF THE LITERATURE
The idea of globalization is not a new one. Economist Theodore Levitt devised the term
globalization in the 1980s to describe the changes in economics that affect production, consump-
tion, and investments, which, in turn, affect larger segments of the world’s population (Spring,
2009). Globalization has generated a great deal of debate in economics and policy; however,
many applications and implications of the phenomenon remain unknown, specifically in educa-
tion (Suárez-Orozco & Qin-Hilliard, 2004). In today’s world, globalization continuously
changes due to the advancement of the technological age. Globalization has a direct impact on
cultural, geopolitical, and social changes, of which schooling is a part (Spring, 2009). As the
world becomes smaller, education becomes more homogenous. Research in the area of how
globalization affects education focuses on trying to understand its impact on policy and curricu-
lum changes (Spring, 2009). In particular, questions relate to how a country can change as a
result of the emergence of MNCs.
Costa Rica has changed in the past few decades as a result of the presence of MNCs. A
country once based primarily on an agricultural economy experienced a tremendous leap forward
in the development of a technology-based economy (CINDE, 2006; Monge-Gonzalez &
Gonzalez-Alvarado, 2007; World Bank Group, 2006). As more MNCs invest in Costa Rica,
politicians and educational and business leaders must make efforts to develop 21st-century skills
in the workforce to keep up with not only the supply and demand of the MNCs in Costa Rica but
also, more importantly, staying ahead in the global economy.
The purpose of the study was to examine the effects that globalization and MNCs’
involvement has had on the development of 21st-century skills in schools, the opportunities for
PBL, the opportunities for students participating in the national science fair, and the changes
GLOBALIZATION AND EDUCATION IN COSTA RICA 22
made in the education system. This research project attempted to identify the effects that global-
ization had on the schools, as defined by Spring (2009). The framework established by Wagner
(2008), in conjunction with the elements outlined by the P21 (2012), was used to identify the
areas where 21st-century learning takes place or is intended to take place. Finally, Slough and
Milam’s (2013) framework for PBL was used to examine the opportunities that students have as
they participate in the national science fair. This analysis provides insight as to the approach that
educational and business leaders must take to ensure that 21st-century learning occurs so as to
remain competitive in the global economy.
Globalization
Globalization has several aspects that affect the world in a variety of ways. Globalization
is defined by Spring (2009) as the interconnection of the world economy marked by flows of
ideas, people, capital, trade, and social customs across borders. It has an effect on production,
consumption, and investment. Sassen (1998) noted that globalization is a dynamic process of
increasing interactions and interdependencies among people and systems on the Earth. Although
globalization is not new, historically people have moved around the world for survival, in search
of a better life, or for adventure or profit. People were also brought together forcefully and vio-
lently through wars, colonization, and imperialism. Chanda (2007) added that globalization
began centuries ago as people traded with, conquered, or settled in places across world regions.
The trans-Saharan trade across Africa to Arabia, the Silk Road across Asia to Europe, and the
Atlantic trade in humans from Africa to the Americas were all precursors of current global
political and economic networks and the issues of human rights, cultural imperialism, and
exploitation of the environment. Likewise, in today’s global society, people move in and out of
countries and cross borders in extraordinary numbers. With the advancement of technology,
GLOBALIZATION AND EDUCATION IN COSTA RICA 23
globalization has increased rapidly and the world is more interdependent. In his book, The World
is Flat, Friedman (2007) argued that the world is interconnected and that, in the last 3 decades,
globalization took on new meanings as a result of technology enhancement and changes in
worldwide economic and educational policies. Globalization has an enormous impact on societ-
ies at the economic, political, and cultural levels. It appears as though all things are globalizing
as a result of the transformation of the world into a small village: a global village. In light of this
complexity, it becomes important to define the various aspects of globalization that will be
explored.
Definition of Globalization
Globalization is a complex phenomenon that affects all aspects of life, crossing national,
ethnic, and religious boundaries. Depending on a person’s worldview, globalization can be
defined and projected in both positive and negative ways. As the world shrinks through the
transfer of ideas, pollution, services, products, people, and problems, globalization raises new
issues and challenges the way in which people traditionally understood environmental control,
job security, cultural changes, and national sovereignty (Leechner & Boli, 2000). According to
the International Monetary Fund (IMF; 2013), globalization has also been defined as a historical
process as a result of human innovation and technological advances. Worldwide, there is an
increasing unification of economies, particularly through the transport of goods, services, human
capital, labor, knowledge, and technology across borders. Likely in reference to globalization
and education, Altbach (2004) defined globalization as the economic, political, and societal
forces pushing 21st-century education toward greater international involvement. This influence
is a catalyst to seeing how education has no borders and how governments are learning from one
GLOBALIZATION AND EDUCATION IN COSTA RICA 24
another—focusing on moving on moving their educational systems to match up to their eco-
nomic goals and compete in a globalized society.
Spring (2009) added to this definition, stating that globalization has an effect on produc-
tion, consumption, and investment. Globalization was defined by Spring as the interconnection
of the world economy marked by the flows of ideas, people, capital, trade, and social customs
across borders. Spring further explained the idea that world cultures are slowly integrating into
one, specifically with regard to education. He suggested that the impact of globalization affects
education systems, requiring the development of a skilled labor force ready to compete in a
global economy. The above-mentioned definitions suggest that the world is almost without bar-
riers in relation to globalization and that globalization is an ongoing process or a flow that inter-
connects cultures and has an impact on society as a whole through the use of technology. For the
purpose of this study, Spring’s definition was used to provide a common definition of globaliza-
tion for discussions and use in the research. The following section deals with the theoretical
framework developed by Spring (2009) to examine the influences of globalization on education.
Theoretical Frameworks of Globalization
Globalization and its meaning are complex and affect many people in regard to their lives
in that there are no ethic, religious, or national boundaries. Using Spring’s (2009) theoretical
frameworks to understand the globalization phenomenon, four perspectives were established: (a)
a world culture model, (b) a world systems model, (c) a postcolonialist model, and (d) a cultural-
ist model. The world cultural model is the perspective that all world cultures are slowly
integrating into one global culture, especially in relation to the educational system. The develop-
ment of an educational culture that is globally uniform is most evident. The world culture model
seeks to explain the ideals of globalization, which is the education of all members of the world,
GLOBALIZATION AND EDUCATION IN COSTA RICA 25
their right to that education, and the preservation of democracy (Spring, 2009). Globalization
starts with the adoption of the Western educational system that is being implemented by more
countries in the world.
Likewise, the three remaining theoretical frameworks share the idea of global power as a
fundamental issue in the process of globalization. World systems and postcolonialist views
regard globalization as the result of the actions of countries in power, and both see the world in
two unequal zones. The major zone is controlled by the United States, the European Union, and
Japan, which overshadow the nations in the minor zone. Countries in the major zone teach
capitalist modes of cognition and analysis through aid agencies that support education and
economic development. One such U.S. agency that has taught the Costa Rican government how
to develop its education and economy is USAID. According to Amove (1980) and Wallerstein
(1984, 2004), the major zone wants to constitute its power through infusing its values into the
minor zone nations. These two perspectives see globalization as exploitation by richer nations
over underdeveloped nations. Moreover, the postcolonialist perspective views globalization as a
way for wealthy nations to use their own political and economic agendas to benefit at the expense
of poorer nations. Postcolonialists argue that Western-style schools dominate the globe as a
consequence of European imperialism and the spread of Christianity (Spring, 2009).
Even though education is regarded as a means to produce knowledgeable workers for the
benefit of all, the culturalists disagree with the viewpoint that the Western education model is
best for all. Benham and Cooper (2000) stated that indigenous cultures are some of the most
2vocal critics of Western educational practices and fight for instructional methods traditional to
their culture. Spring (2009) highlighted that culturalists are of the opinion that there are different
types of knowledge and educational ideas outside of those related to human capital, such as
GLOBALIZATION AND EDUCATION IN COSTA RICA 26
religion, human rights, and environmental education, along with numerous forms of progressive
education.
Many nations move toward a national agenda, regardless of their viewpoints, in order to
keep up with the demands of the global economy. Governments understand that their educa-
tional systems must prepare their workforce. Mansilla and Jackson (2011) stated that many
countries articulate their global education agendas in alignment with national priorities and tra-
ditions. Their initiatives tend to converge on a few fundamental orientations. Several view the
world as one system: human life as shaped by a history of global interdependence. Others high-
light a commitment to the idea that there are basic human rights, including social and economic
equality as well as basic freedoms. Most emphasize a commitment to cultural diversity and the
importance of intercultural understanding and acceptance of differences of opinion, and a few
point to environmental awareness and planetary sustainability. Globalization has played a key
role in shaping the education systems in many countries. Regardless of the type of change, these
perspectives support the need to better prepare students to be ready with 21st-century skills as
globalization changes the status quo.
Globalization and Education
Globalization has an effect on the political, economic, and educational structures and
systems that countries must address. A clear impact of globalization is increased competition,
not only in economy and trade but also in sectors such as education (Sahlberg, 2006). The funda-
mental assumption is that boundless business opportunities and free movement of labor promote
efficiency and effectiveness in private production as well as basic public services that educational
systems must address. In an effort to address these concerns, a response to the economic, politi-
cal, and cultural globalization process, educational systems seek governance and operational
GLOBALIZATION AND EDUCATION IN COSTA RICA 27
models from the business world. Efforts to enhance educational quality, increase productivity,
and improve cost effectiveness brought standardization in various forms to the world of educa-
tion. Because globalization has typically been interpreted using economic, political, and cultural
terms; and, depending on the perspective, it has been seen as a transition from a Fordist type of
workplace orientation to an internationalized trade and consumption model (Sahlberg, 2006). It
leads to a diminishing role of nation-states, loss of sovereignty, and the emergence of global
hegemony. As a consequence, standardization in economies, policies, and culture is a new norm
for competitive corporations and ideas wherein education is key.
This consequence has an impact on society in many different ways. One of the most
shared institutional experiences in the modern world is education. The challenge for educators,
parents, students, and policymakers is to think critically about past failures and the multitude of
exclusive practices that still pervade the process of schooling today, hence bringing the real issue
of power and domination, class, race, and gender to the globalization and education forefront
(Sahlberg, 2006).
Globalization affects all aspects of life, including a country’s ability to support the work-
force needed to stay current in this global economy. Spring (2009) stated that globalization
affects large segments of society not only through global economics and connections but also
through political and cultural changes that influence conventional schooling. He argued that the
impact of globalization affects educational systems, requiring the development of a skilled labor
force ready to compete globally. The challenge to education in developing this labor force is
magnified through the globalization phenomenon, in that the role that educators play must
change to adapt to these needs to prepare the global citizen for a knowledge economy (Wagner,
2008) and also to protect and preserve human and democratic rights (Bottery, 2006; Torres &
GLOBALIZATION AND EDUCATION IN COSTA RICA 28
Schugurensky, 2002). As a result, government, intergovernmental-nongovernmental agencies,
and business groups discuss the need of schools to uniformly meet the demands of a global
economy (Spring, 2009). All of these stakeholders have different influences on education. Edu-
cation is no longer insulated from globalization and must answer to stakeholder demands in order
to reap economic gains. Governments whose educational systems lack the ability to produce
knowledge-ready workers cannot function in the global economy. This ability includes adapting
to an educational system that has higher standards for all students, deeper learning that shifts
toward teaching for conceptual knowledge, problem-solving skills essential for the global
economy, and a centralized curriculum that ensures common expectations of what every student
should know and be able to do—especially as the world becomes more integrated.
Globalization continues to unfold and provide opportunities throughout the world that
allow people to communicate and receive information faster than ever before. Friedman (2007)
contended that the current period of globalization began in 2000. He stated that “Globalization
3.0” is the concept or idea that the world is shrinking and flattening due to the continually
increasing flow of information, while creating multiple forms of collaboration among individu-
als, groups, companies, and universities anywhere in the world. He felt that people and countries
are currently in the era of collaboration to compete globally. The ability to collaborate world-
wide, the increased demand from stakeholders’ interest in staying competitive, and the need to
prepare and supply a workforce that can meet those demands are all crucial. In order to partici-
pate in a “flat world,” demands are expected to include an educational system that can keep up
with a world that changes constantly, regardless of innovative and technological advances.
Spring (2009) noted that stakeholder influence comes from many different viewpoints
and agendas. Because there is a flattening of the world, governments worldwide are concerned
GLOBALIZATION AND EDUCATION IN COSTA RICA 29
with investing in education to cultivate knowledgeable employees in order to stimulate economic
development. Intergovernmental organizations, such as the United Nations, the World Bank, and
the Organisation for Economic Co-Operation and Development (OECD), are interested in foster-
ing economic development and trade that are supported through educated workers (OECD,
2012). These organizations provide resources and assistance to countries that want to improve
their educational systems. In addition to the aforementioned organizations, MNCs are part of the
globalization phenomenon and have an influence, too, on education.
MNCs have a major influence on educational systems throughout the world. Smith
(2002) shared this perspective, articulating that corporations are taking over education and
threaten the autonomy of the education system. It can be argued that MNC needs for a more
educated work force and profit-generating corporation mindset, combined with the need for
viable employment for citizens, have forced the governments, such as that of Costa Rica, to enact
corporate-friendly policies. Again, depending on the lens from which globalization is viewed,
these policies may be good for a nation but not for the individual citizens of that nation (Spring,
2009; Torres & Schugurensky, 2002).
Within Costa Rica, there is a significant increase in the number of technical education
programs, thus implying a greater demand for qualified workers and students to fill the seats.
Although autonomy may be threatened, there is significant evidence to support the need for
change. These types of educational and social changes enacted by the leaders of a nation as a
result of globalization are examples of the world systems and postcolonialist lenses of globaliza-
tion. Both of these lenses view globalization as a form of imperialism in which the stronger
powers impose on the least-developed nations the ideals and systems of the stronger nations
(Spring, 2009). To meet the demand of the MNCs, countries invest in their education systems to
GLOBALIZATION AND EDUCATION IN COSTA RICA 30
increase their human capital (Monge-González & González-Alvarado, 2007). However, prepar-
ing a workforce that is ready to meet these needs is crucial, and education is the key ingredient
for meeting those needs. According to Spring (2009), education in this era of globalization is not
just about acquiring the traditional knowledge imparted through an educational system but also
about acquiring new skills demanded by a global knowledge economy. Countries such as Costa
Rica must continue to push the educational initiatives needed to meet the demands of the MNCs
in order to stay economically competitive.
In summary, the world is more connected and a clear impact of globalization is increased
competition among countries, not only in economy and trade but more so in the education arena.
Many education systems are affected by the needs created by globalization. These influences are
often in the form of providing resources and/or setting expectations to maintain partnerships
(Larraín et al., 2001). Governments, parents, schools, and students are further influenced,
according to Spring (2009), through the consumption of products and services produced by
MNCs in the education industry, such as publishing, testing, and for-profit schooling. Efforts to
enhance quality, increase productivity, and improve cost effectiveness brought standardization in
various forms to the world of education. As a result, schools adapt to better prepare students and
mimic more modern nations that have established a clear connection to the growing demands
brought on by globalization.
The next section discusses the history, economy, and the current educational system of
Costa Rica. The nation has a rich history dating to before European colonization. The economy
was built around the exportation of agriculture but in the past 30 years has shifted its focus to
high-tech and human services needs. Costa Rica has a free and public educational system that
continues to evolve and change in order to stay competitive with the rest of the world. In sum,
GLOBALIZATION AND EDUCATION IN COSTA RICA 31
the nation was originally a colony of Spain around the same time that countries adjoining Spain
developed colonies, but it functions very differently today due to a highly ranked education
system and a significantly stronger economy due to the number of MNCs that continue to shape
the country.
History of Costa Rica
The Europeans were the first to first explore and colonize Costa Rica in the 1500s (Con-
sejo Nacional de Rectores [CONARE], 2012). When Christopher Columbus sailed through the
region in 1502, he gave the country its name, and in 1838, the nation established itself as an
independent country under civilian rule until the mid-19th century (Booth, 2008). In the early
1800s, Central Americans gained independence from Spain, and a Central American Federation
was established. Unfortunately, many border disputes were common among the provinces,
which added to the area’s history of instability. Costa Rica withdrew from the Federation in
1838 and declared itself a sovereign nation (Augelli, 1987). During the middle 1800s through
the 1880s, the coffee economy flourished in Costa Rica, bringing migration and increased
exports to the Central American nation. The country was transformed in a period of high produc-
tivity due to the agricultural exports; however, during the middle of the 20th century, infrequent
use of fertilizer and soil exhaustion reduced productivity (Rodríguez, 1989).
The peasantry demanded political and tax reforms for fair taxation of the oligarchy.
There were struggles between the wealthier coffee growers and those who worked the land.
During the latter part of the 1800s, this struggle continued and, eventually, helped establish a
system of government in the form of a rural egalitarian model. The model initially worked
because poverty was evenly distributed among all citizens. During that same time period, Costa
Rica was one of the first nations to make education free and obligatory (Booth, 1998). Funding
GLOBALIZATION AND EDUCATION IN COSTA RICA 32
for this policy came from great wealth made by coffee plantations (Gudmundson, 1983). The
Costa Rican government focused on improving the literacy rate among all its citizens by provid-
ing a free public education to all children from ages 4 to 18.
During the early part of the 18th century, politics continued to play an important role in
the development of an even stronger educational system in Costa Rica as well as in the realloca-
tion of government resources up until the late 1930s. Perhaps one of the most significant events
that served as a catalyst for political change was the internal conflict that resulted in a new consti-
tution. During the 1940s, José Figueres seized the presidency as a pretext for a rebellion, and in
1949 the constitution was rewritten to establish the rules and policies seen today. It was at this
time that Figueres constitutionally abolished the military after victory in the civil war (Parker &
Molina, 2004). For this reason, Costa Rica’s peaceful image caused it to be referred to as the
“Switzerland of Latin America.” Written within the constitution were also principles and
regulations of private and public enterprises, the limited powers of the executive branch, and the
extended scope of parliament (Fix-Fierro & López-Ayllón, 1996). José Figures Ferrer, the first
president under the new constitution of 1953, pledged to improve social security and public
health (Palmer & Molina, 2004). Another significant change was the Amendment of 1969 that
banned presidents from immediate reelection and legislatures from serving consecutive terms
(Palmer & Molina, 2006). These are all significant political changes that influenced a more
democratic society. Perhaps the most significant change occurred in the early 1990s, when the
government advocated for computers in each of the nation’s 4,000 schools and required English
classes for all students. Since 1888, the literacy rate in Costa Rica has risen from 20% to almost
90% (CONARE, 2012; Fix-Fierro & López-Ayllón, 1996), making it one of the highest literacy
rates in the world.
GLOBALIZATION AND EDUCATION IN COSTA RICA 33
Today, Costa Rica boasts a population of over 4.5 million people, 91% under the age of
60. Their national or official language is Spanish, although English is commonly and widely
used. Costa Rica’s ethnic groups are as follows: 94% White (including people identified as
mestizo), 3% Black, 1% Amerindian, 1% Chinese, and 1% other ethnic groups. Roman Catholi-
cism, the national religion, has close ties to the government (Central Intelligence Agency [CIA],
2014). Costa Rica continues to keep its cultural roots while making efforts to grow its economy
by strengthening the ties to FDIs and MNCs. The next section explores in greater detail the
economy and its impact on the country of Costa Rica.
Economy of Costa Rica
Up until the 2nd half of the 20th century, Costa Rica was characterized as an agro-
exporting economy. The geographical diversification of Costa Rica’s trade was still relatively
limited. Prior to 1960, for economic growth, Costa Rica relied on agricultural exports, primarily
coffee, bananas, and sugar (World Bank Group, 2006). Highly dependent on the export of a few
agricultural products, namely coffee and bananas, the country began to diversify in the late
1960s. The focus was to promote industrialization by protecting domestic producers through the
use of high tariffs and international trade restrictions to limit competition from imports (OECD,
2012). Costa Rica followed an import substitution strategy from the 1950s through the 1970s
while investing in education and training for its citizens (OECD, 2012). Its investment in edu-
cation led to the highest literacy rate in Latin America, a knowledge-skilled workforce, and a life
expectancy rate of 77 years. Its people crystalized certain attributes that typify Costa Rican
idiosyncrasy: love for work, education, health, freedom, democracy, and peace (Skidmore &
Smith, 2001).
GLOBALIZATION AND EDUCATION IN COSTA RICA 34
Today, Costa Rica continues to be a small open economy, with exports and imports of
goods and real services accounting for 38% and 44% of gross domestic product (GDP), respec-
tively. According to the IMF (2013), while the product composition and geographical origin and
destination of Costa Rica’s trade flows are gradually diversifying, the United States continues to
be the country’s main trading partner, accounting for about 40% of both imports and exports.
The World Bank Group (2006) noted that Costa Rica went from the production of the golden
bean (i.e., high-quality coffee bean) to the golden chip and that it continues to have the highest
software export per capita in Latin America. As mentioned earlier, to diversify, Costa Rica
veered toward a model of development based on industrialization through import substitution, in
particular of consumer goods. It was during that time period, the 1960s and 1970s, that the
country was successful and remained stronger than most in Latin America; high rates of eco-
nomic growth continued. However, in the 1980s, Costa Rica went through its worst economic
crisis since World War II, which resulted in the government’s adoption of a new economic
model. The abandonment of this model spurred many new policies supporting foreign invest-
ment in high-value-added industries and the diversification of exports from the country. As a
result, Costa Rica diversified its economic activity, moved from its historical dependence on
agricultural exports, gained new confidence in its new model of development, and became a
major competitor in the manufacturing sector.
The Costa Rican government adopted a new model of development that included export
promotion and export diversification (Mitchell & Penzter, 2008). The new orientation secured a
wide consensus among policymakers, and the structural reforms were implemented through the
1980s. As part of this new model that was export led, the government successfully gained free
trade zones (FTZs), regimes wherein economic and fiscal incentives were granted to those firms
GLOBALIZATION AND EDUCATION IN COSTA RICA 35
that could relocate their operations. This was arguably the most important step in the promotion
and attraction of foreign companies, coupled with Costa Rica’s developed human capital.
Additionally, factors such as political stability and proinvestment public policies allowed the
country to become an important offshore manufacturing and customer service location for a
number of MNCs. Mitchell and Penzter (2008) observed that it was mainly large foreign compa-
nies that were able to take advantage of incentives offered by the authorities. The most represen-
tative example of this investment was the decision of Intel in 1997 to build a microprocessor
plant in Costa Rica, which had an impact on the national economy instantly.
The effects that globalization and MNCs have had on the both the economy and education
system in Costa Rica are quite evident today, and the influence on the school system is still a
priority for the government. Officials understand that as the school systems are funded at the
national level with more shares of the GDP spent on education than in any other Latin American
country (World Bank Group, 2006). These changes helped the country continue to have one of
the highest rates of economic growth in the region: an annual average growth rate of 5% since the
1990s (World Bank Group, 2003). This consistent growth is a reflection of the country’s eco-
nomic policy. Subsequent to the establishment of a new constitution and an increase in social
benefits, Costa Rica increased its GDP, literacy rates, and FDI. It also made significant changes
to its school system to meet the expectation of a highly skilled workforce needed to attract and
maintain MNCs. The country of Costa Rica is the recipient of most of the manufacturing FDI
over the last decade, and the country has positioned itself among other Central American coun-
tries to attract even more FDI, especially in the high-tech sectors.
The government understands the importance of both FDIs and MNCs to the sustainability
of the country’s economic growth. The United States, too, saw the importance of having a stable
GLOBALIZATION AND EDUCATION IN COSTA RICA 36
country in the Latin America region because of the civil wars in the 1980s in both Nicaragua and
El Salvador. Costa Rica, at the center of Central America, was a peaceful country that remained
neutral yet eager to promote the livelihood of its citizens. The United States saw in Costa Rica
that it had a few more competitive advantages, such as transparent institutions, human capital,
strategic location, financial incentives, and lack of labor unions. The CIA, through USAID’s
financial support, helped the country to establish and fund a foreign investment promotion
agency, CINDE, which is not part of any branch of the government. The United States and the
Costa Rican governments worked together through USAID and CINDE to establish a partnership
in which both countries were vested.
Economic stability, through the support of USAID and CINDE’s ability to work closely
with both governments and MNCs, allowed Costa Rica to benefit and grow to become what it
has in the last 30 years. Established in 1982, CINDE (2013) is a private, not-for-profit organiza-
tion, with no funding from the government. CINDE’s independence from the government
provides it the advantage of pursuing its mission of FDI promotion regardless of potential
political changes. CINDE works to foster Costa Rica’s development by serving as a catalyst and
facilitator for the investment process in the country. This also means that the possibility of
creating strategic alliances between foreign and local companies is limited only to identifying the
right market opportunity and finding the right partners within the country. From its nonpolitical,
nonsectorial interest position, CINDE has excellent relations with both the public and the private
sectors. CINDE reported in 2012 that total investments reached $500 million in FDI, created
over 75,000 new jobs, and established 35 new investment projects and 40 new high-technology
investment projects (CINDE, 2013). During the 1980s, CINDE was a much larger organization
with an annual budget up to $8 million; seven international offices in Europe, Asia, and the
GLOBALIZATION AND EDUCATION IN COSTA RICA 37
United States; and 400 employees. Perhaps the greatest accomplishment for CINDE was its
aggressive pursuit of FDI and its instrumental role in attracting Intel to Costa Rica (Cordero &
Paus, 2008). As a result of Intel building a manufacturing plant in Costa Rica, CINDE stepped
up its efforts to attract other FDI.
Because Costa Rica no longer qualifies for USAID funding, according to Cordero and
Paus (2008), CINDE reduced its annual budget to $1.5 million, its staff to 29 people, and it had
only one foreign office in New York City as of 2006. CINDE continues to concentrate on pro-
moting Costa Rica as a competitive investment site in three sectors that benefit from significant
strengths and advantages that the country has to offer: biomedical, electronics, and services. A
fourth sector, Special Projects, includes projects in areas such as textiles, ecotourism, and others.
CINDE continues to promote and create additional opportunities to attract businesses to invest in
Costa Rica. Perhaps the greatest accomplishment for CINDE has been its aggressive pursuit of
FDI and its instrumental role in attracting Intel to Costa Rica (Cordero & Paus, 2008). As a
result of Intel building a manufacturing plant in Costa Rica, CINDE stepped up its efforts to
attract other FDI.
In the last 2 decades, CINDE (2012) noted that the number of companies operating in the
FTZs rose from 56 in 1990 to more than 200 in 2002. In addition, the composition of the FTZ
associated with FDI changed over the past decade, as more companies have been attracted into
high-tech fields and mainly into sectors such as microprocessors, call centers, and medical
accessories. Another noteworthy response, as a result, is increased employment opportunities,
especially for skilled workers. Technological advancements depended on the intellectual capa-
bilities provided by a small portion of the population. However, the transformation from an
industrial-based economy to an economy where wealth depends on knowledge and skills requires
GLOBALIZATION AND EDUCATION IN COSTA RICA 38
a flexible, educated workforce. The labor force employed by these MNCs has grown signifi-
cantly since the beginning of the 1990s: from 7,000 workers in 1990 to 35,000 in 2002.
The predominant role of the educational system is a vital component of the country’s
commitment to modernization, globalization, and sustainable development. The education
system also focused its efforts on working collaboratively with FDIs to improve the quality of
education in order to meet the needs of MNCs. In particular, MNCs such as Intel continue to
play a vital role in the improvement of Costa Rica’s educational system, which, in turn, improves
its knowledge economy (CINDE, 2013).
The government in Costa Rica recognized and capitalized on the FDIs of MNCs and has
made attempts to improve its educational system in order to continue improving its economy.
The knowledge economy caused the globalization of education and created the need for a tremen-
dous number of educated workers. During the 20th-century industrial age, blue-collar workers
comprised the majority of the workforce. Successful economies now depend on the talents and
abilities of all their workers (Becker, 1964, 2006). Today, workers need 21st-century skills,
including intellectual capability and technology usage ability, to participate in a knowledge-based
economy. Tsui and Tollefson (2007) indicated that globalization requires two literacy tools:
technology and English. The authors stated that proficiencies in these tools are referred to as
global literacy skills. Costa Rican educators, politicians, and business leaders have recognized
those two important skill sets and have made changes in policy to ensure that all students become
bilingual and technologically equipped. Technology affects the learning process and places new
demands on teachers as well as students. In order to meet the two skill sets, policies must be
developed for a national curriculum that creates uniformity among schools.
GLOBALIZATION AND EDUCATION IN COSTA RICA 39
The knowledge economy caused the globalization of education and created the need for a
tremendous number of educated workers. In Costa Rica, there are discussions and actions taking
place about the development of national educational policies with a greater focus on technology
and English language curriculum. The next section focuses on the history of Costa Rica’s educa-
tional system, the current system, and the involvement of Intel in education (CINDE, 2013).
In sum, Costa Rican educators, policymakers, and business leaders understand how,
working together, they can improve economic and educational opportunities for their citizens.
These opportunities have a significant impact on establishing the country as one of the strongest
Latin American nations today.
Educational System: Past and Present
Costa Rica’s educational system continues to improve and has developed one of the
highest literacy rates in the world. As the country provides free and mandatory education for all
its citizens, it has benefitted over the years. One major influence in the early inception of school-
ing was the Catholic Church. José Castro Madriz, the first president of Costa Rica and a former
teacher himself, saw the value of the Catholic Church within the educational system. The church
first opened private parochial schools in and around San José in the mid-1700s, and the first
public school opened in 1807. During the 1800s, Costa Rica’s educational system continued to
evolve and the role of education was reaffirmed when the first constitution was drafted in 1821.
Moreover, the Declaration of the Supreme Junta claimed that education was the required foun-
dation of personal happiness and the prosperity of all. In 1841, the government passed a law that
centralized the control of the schools under the state (Biesanz, Biesanz, & Biesanz, 1999).
A unified educational system with additional constitutional revisions provided more
direction for the education of all citizens. Laws were passed that separated education from the
GLOBALIZATION AND EDUCATION IN COSTA RICA 40
church and state, which caused expulsion of the Jesuits from the educational system, according to
Daling (2002). As a result, there was a mandate to hire a large number of teachers who were not
part of the Catholic Church. Costa Rica established its first university, the University of St.
Thomas, in 1843. Currently, there are four state universities and over 40 private colleges.
Vocational and technical schools with a focus on career readiness pathways are also evident.
Currently, the post-K–12 educational system remains centralized and is under the control of the
MEP.
In the present educational system, MNCs play a vital role in the workforce they expect to
employ. Due to the fact that MNCs have needs that must be met, the educational system in Costa
Rica had to react quickly. Monge-González and González-Alvarado (2007) noted that, as a
result, countries whose citizens do not have a basic formal quality education will have trouble
attracting MNCs, especially those focused on the production of high-value-added goods and
services. MNCs’ influence is further demonstrated through the resources they provide to the host
country, as Intel does for Costa Rica’s educational system. The interconnectedness further dem-
onstrates the influence that MNCs have on educational policies. Changes were needed in the
educational system once MNCs were established in order to support the development and growth
of the companies. According to Monge-González & González-Alvarado, the outcomes in Costa
Rica included internal training provided to employees, support of formal education, and partner-
ships with universities. Donations of material and equipment, technical support, teacher training,
support for research and development institutions, and grants and awards for research and devel-
opment were other forms of support provided. All of the foregoing is meant to support the need
for a ready, skilled workforce prepared for the 21st century.
GLOBALIZATION AND EDUCATION IN COSTA RICA 41
Costa Rica has continued to redefine itself and improve its educational system in order to
prepare for changes in its economic success, including policies that have attracted MNCs to
establish operations within the country. The country sought improvement of its educational
system in the 1950s when it joined the United Nations Education Science and Culture
Organization (UNESCO), according to Gvirtz and Beech (2008). Working in collaboration with
UNESCO for more than 20 years, the nation continued redefining the educational system and
refocused its policies that led to MNCs’ interest in investing there. The MEP (2007) has made
efforts to establish and support the development of policies that would implement mandates for
21st-century skills. According to the policies, there were five key elements that this constitu-
tional mandate addressed: (a) closing the existing quality of education between urban and rural
areas; (b) training human resources that raise the country’s competitiveness necessary to succeed
in international markets; (c) strengthening fundamental values that have been lost in the passage
of time; (d) strengthening technical and scientific education, as well as sports and culture, to
develop the holistic child; and (e) raising awareness about commitment to future generations to
ensure a sustainable economic and social development in harmony with nature and the environ-
mental system. The expectation has been that, through policies and through the government’s
efforts, there would be MNCs willing to make those efforts to become partners that benefit both
parties. One such company was Intel.
The major MNC that the country first attracted was Intel. In the 1990s, Intel, a company
that manufactures microprocessors, began discussing the possibility of opening a manufacturing
plant in Costa Rica. There was some doubt and concern regarding the number of mid-level
technicians available in the country to support operations. According to Nelson (2008), Costa
Rican officials responded to the need and worked swiftly by creating a partnership that would
GLOBALIZATION AND EDUCATION IN COSTA RICA 42
certify technicians in 1 year. The Instituto Tecnológico Costa Rica (ITCR), in conjunction with
the MEP Education along with Intel’s recommendation, developed a 1-year certificate program
for qualified high school graduates. The government saw the need and agreed to create a cur-
riculum to strengthen the ITCR and the technical skills that were needed to support the needs of
MNCs. Something that Intel and other MNCs would benefit from was a workforce that was
ready and employable. Moreover, the expected value of life in an educated workforce was the
greatest benefit to all.
The current educational system never remained stagnant and continues to evolve. Over
time, there have been influences on the educational system, such as the Catholic Church and,
most recently, from MNCs, which continue to invest economically in the country. The MEP,
politicians, educational leaders, and MNCs continue influencing the direction of both policy and
curriculum within the educational system. However, with technological innovation, Costa Rican
officials understand and continue to keep a focus on the importance of staying current in efforts
directed at school reform. Improving access to 21st-century skills will strengthen the caliber of
the workforce, drive economic growth, and keep the country economically competitive.
21st-Century Skills
Costa Rica continues to address the demands of supplying a workforce trained with 21st-
century skills. The government continues to seek changes in the educational system to support
the needs of the MNCs that invest millions of dollars in the country. In order to meet the de-
mands of a qualified workforce, educators must teach 21st-century learning skills and the gov-
ernment must expect that these skills are being taught in all K–12 schools. This section is
divided into four parts. The first part defines Wagner’s (2008) framework for 21st-century
learning and the model designed by the P21 (2012). The next part focuses on the PBL theoretical
GLOBALIZATION AND EDUCATION IN COSTA RICA 43
framework defined by Slough and Milam (2013). The third part provides a description of how
Costa Rica incorporated STEM skills and PBL opportunities for its students. The last part
describes how PBL is enhanced and how 21st-century skills and STEM opportunities are incor-
porated through the national science fair program for all students.
Framework for 21st-Century Skills
This section of the literature review examines the conceptual frameworks used to describe
21st-century learning. Wagner’s (2008) framework helps to describe the essential skills needed
in the 21st century, emphasizing the required skills to develop a qualified work force. Wagner
noted that the world has changed due to advancement in technology and continues transitioning
to a global economy. To prepare for these challenges, he felt that students must be schooled
differently from the way in which their parents were schooled. The author pointed out that the
problem relating to education in the present age affects the future of economy, the strength of
democracy, and the health of the planet. In order to prepare students for this new, highly compet-
itive global economy, schools must provide students with the new skills they need for college,
their careers, and citizenship. His framework suggests a need for the seven skills to be taught in
schools in order for students to remain globally competitive. Wagner listed these skills as being
21st-century skills that students need for success beyond high school: critical thinking, collabora-
tion and leadership, agility and adaptability, initiative and entrepreneurialism, effective oral and
written communication, accessing and analyzing information, and curiosity. Wagner noted that
preparing students for the new, highly competitive world will require schools to provide students
with the new skills they need for college and career readiness. In addition, all students need these
skills to be ready for the global competition. Given that Costa Rica moved to a more global
economy with the influx of MNCs, these skills must be embedded into their curriculum in order
GLOBALIZATION AND EDUCATION IN COSTA RICA 44
to prepare students for the demands and rigors of the global knowledge economy. Wagner also
articulated a need for an increased amount of rigor in the curriculum and classroom learning
expectations. Costa Rica is perhaps one of the best examples of a school system that changed,
adjusted, and adapted to meet the demands of the global economy. Wagner emphasized that
21st-century skills will not only be essential for students to compete in a global economy but
also, more importantly, will also be critical survival skills needed in the future.
Wagner and Compton (2012) identified why innovation is crucial to growth and success,
highlighting survival skills for the 21st century and a recipe for raising, challenging, supporting,
and developing innovators. Wagner and Compton identified conditions at school, home, and in
communities that allow students to create, learn, and innovate, adding that innovation is about
the process by which new things take place. Both his books, Creating Innovators (Wagner &
Compton, 2012) and The Global Achievement Gap (Wagner, 2008) point to gaps in the American
educational system, including a gap in the quality of education, specifically between middle-class
and minority and/or poor students and between what schools are teaching versus the required
skills students need to compete in a global economy. According to Wagner (2008), what these
students really need are the skills to compete in college and the global job market. Wagner stated
that learning, effort, and citizenship in the 21st century demand that everyone knows how to
think (i.e., to reason, analyze, weigh evidence, problem-solve) and to communicate effectively.
These are necessary for students to be ready for the 21st century. Moreover, these are skills
necessary for survival in a fast-paced, technologically changing world.
Partnership for 21st Century Skills
This section introduces the elements of the P21 (2012). The term 21st-century skills
evolved from the attempt to provide some understanding and definition of the knowledge and
GLOBALIZATION AND EDUCATION IN COSTA RICA 45
skills that students should possess in the global economy. The skills, knowledge, and experience
are elements illustrated in Figure 1 that students are expected to master to be prepared for careers
in the 21st century. The structure was designed to help schools better understand the skills that
students must learn and how to implement them. The four keys elements developed by P21
(2009) are (a) core subjects and 21st-century themes; (b) learning and innovation; (c) informa-
tion, media, and technology skills; and (d) life and career skills. In addition, the four elements
are designed and built on the foundations of standards-based education, curriculum, and instruc-
tional practices; professional development; and improvement of learning environments to
facilitate opportunities for students to acquire these skills. These are all skills that educators
today must provide for every student to compete in the global economy.
Figure 1. Framework for 21st-century student outcomes and support systems. Taken from
Overview: Framework for 21st century learning, by Partnership for 21st Century Skills, 2009,
retrieved from http://www.p21.org/overview/skills-framework
GLOBALIZATION AND EDUCATION IN COSTA RICA 46
Costa Rican politicians, educational leaders, and business investors have come to recog-
nize that in order to keep up economically with the rest of the world, the educational system must
move forward and implement the 21st-century skills. As Costa Rica continues making efforts to
focus on these skills, authors such as Thomas Friedman and Tony Wagner support and promote
what the country is attempting to do with its educational system—namely changing to stay
competitive in the global world. Costa Rica has arguably the best education system in Central
America and continues working toward ensuring that all students have 21st-century skills to
compete in the global world. The country continues to focus on these elements as well as on
mandating that all students learn English, and continue their efforts to improve STEM opportuni-
ties.
Framework for PBL
Slough and Milam’s (2013) theoretical frameworks to understand the design of learning
environments of PBL includes (a) making content accessible, (b) making thinking visible, (c)
helping students learn from others, and (d) promoting autonomy and lifelong learning. In addi-
tion, the learning sciences emphasize the importance of (a) preexisting knowledge; (b) feedback,
revision, and reflection; (c) teaching for understanding; and (d) metacognition. Slough and
Milam commented that learning to teach PBL effectively requires that an individual practice
some of the patience and techniques required to teach someone to ride a bike. Patience to allow
the learner to take control and become more experienced in the techniques that build upon the
expanding experience and knowledge base as a catalyst for learning will be used to introduce
PBL, an instructional model based on having students confront real-world issues and problems
that they find meaningful. They then determine how to address them and act in a collaborative
fashion to create problem solutions (Bender, 2012). PBL is unlike the current educational system
GLOBALIZATION AND EDUCATION IN COSTA RICA 47
that is still preparing students primarily for the world of the past, rather than for possible worlds
of the future. It is a systematic teaching method on which the country of Costa Rica focused,
specifically teaching methods that engage students in learning important knowledge and 21st-
century skills through an extended, student-influenced inquiry process structured around com-
plex, authentic questions and carefully designed products and learning tasks, such as the national
science fair. There are eight essential elements of PBL: significant content, 21st-century skills,
in-depth inquiry, driving question, need to know, voice and choice, revision and reflection, and
public audience. Figure 2 presents the PBL essentials. Costa Rica makes every effort to build
communities of learners.
Figure 2. Project-based learning essentials. Taken from PBL for 21st-Century Success: Teach-
ing Critical Thinking, Collaboration, Communication, and Creativity, by S. Boss, J. Larmer, and
J. R. Mergendoller, 2013, Novato, CA: Buck Institution of Higher Learning.
GLOBALIZATION AND EDUCATION IN COSTA RICA 48
In addition, Costa Rica makes efforts to teach students what they need to be prepared for
in the future, as evidenced by the changes with recent policies. Wagner (2008) noted that there is
a profound disconnect between what students are taught and tested on in most high schools today
and how they are expected to learn versus what the real world will demand of them as adults and
what motivates them to do their best. Bender (2012) stated that, as schools struggle to teach
students in a world of limited motivation, poor problem-solving skills, limited school budgets,
and ever-changing instructional technologies, PBL emerged as an option for 21st-century class-
rooms. Both authors agree that schools must change to keep up with 21st-century expectations
and that teaching and learning have to be different in today’s world. PBL is seen as the best
approach for emphasizing problem-solving skills in real-world situations rather than finding
knowledge outlined in a textbook that is already outdated by the time it is printed. It is what
many countries, such as Costa Rica, are doing. Through PBL educational systems are being
transformed to include preparing students with the 21st-century skills (e.g., collaborating, com-
municating, critically thinking, and being creative to problem solve). In order to stay competitive
globally, Costa Rica implemented PBL through the key components of STEM education in the
daily lesson plans for all students.
STEM Education
STEM education is the key to any country’s economic future. According to the U.S.
Department of Labor, Bureau of Labor Statistics (2013), most jobs in the future will require a
basic understanding of math and science and 20% of the fastest-growing occupations require
significant preparation in both the science and mathematics content areas. Economic growth in
the 21st century will be driven by a nation’s ability to both generate ideas and translate them into
innovative products and services. High-quality STEM education represents an opportunity that
GLOBALIZATION AND EDUCATION IN COSTA RICA 49
students, workers, educators, and business must seize in order to keep their country strong.
STEM learning is an economic imperative. The U.S. Department of Commerce (2012) reported
that technological innovation accounted for almost half of U.S. economic growth over the past 50
years and that almost all of the 30 fastest-growing occupations worldwide in the next decade will
require some background in STEM. Improving math and science education in the elementary
and secondary schools is a prerequisite to achieving the economic gains to be had from techno-
logical innovation. More and more countries around the world invest in STEM education to
compete and grow economically.
Rotherham and Willingham (2009) noted that skills such as information literacy and
global awareness are not new. They further suggested that many schools place a greater empha-
sis on memorization rather than the process of problem solving or thinking. Problem-solving
skills are needed in order to deal with real-life situations; on the other hand, simply memorizing
facts does not help at all. Businesses demand these skills, and schools across the world are
rapidly changing to address the needs of the 21st century. Given that a connection was estab-
lished between globalization and education, these changes also apply to the schools in Costa
Rica, as they contribute to a global economy. Prior to major FDI, Costa Rica did not have the
labor force with the skill set required for a global economy.
Costa Rica politicians, educational leaders, and business investors understand that for the
country to compete economically, they must make the most of all the potential STEM talent that
the country has to offer. Improving achievement in STEM will go a long way to ensuring that the
country competes globally, creates jobs, and achieves economic growth to improve the standard
of living for all its citizens. With the influx of MNCs into Costa Rica, the demand for workers
skilled in STEM subjects is expected to grow. Projections in growth in STEM fields, business
GLOBALIZATION AND EDUCATION IN COSTA RICA 50
organizations, and other groups suggest that there is a heightened need for qualified STEM
workers, both for highly specialized skills as well as those with more general knowledge of
STEM concepts.
Science and technology curricula provide opportunities to identify talented students and
encourage them to enter the STEM fields. Countries that focus on promoting STEM education
continue to use research to enhance their students’ experience to ensure that students are fully
benefitting from a STEM education. Early research in science education advocated that science
classroom learning should better resemble science practice (Dewey, 1964). Current research
shows that successful STEM, PBL, and science fair programs tend to focus on developing
problem-solving skills, foster critical thinking skills, promote creativity, and serve as cognitive
constructs (Cooper & Heaverlo, 2013). Costa Rica’s students in the K–12 educational system are
supported through the NSTF as the model to exemplify the opportunities for all students to be
involved in STEM through PBL. Intel’s presence is felt in both the economic field as well as the
education one. The company made a positive impact on the country’s economy; however, more
importantly, promoting education has always been a major priority for Intel. It invests an average
of $1 million annually to support education programs in Costa Rica. The programs, which
include the national science fair, focus on three areas: elementary and high school education,
higher education, and education in the community. The goal is to promote 21st-century skills,
including science, math, and engineering.
Intel Teach is a partnership that also assists educators to understand the PBL foundations.
STEM has an impact on the design of PBL through preexisting knowledge; feedback, revision,
and reflection; teaching for understanding; and metacognition. The program is now required by
the MEP as professional development for all teachers. Intel (2013) has noted that more than half
GLOBALIZATION AND EDUCATION IN COSTA RICA 51
of the K–12 teachers in Costa Rica have participated in Intel Teach since 2001. The program
focuses on exploring 21st-century learning outcomes through STEM, with science being a par-
ticular area of concentration. The greatest opportunity to showcase STEM is through the NSEF,
which is a national competition that involves all students on a national level. The winners move
on to Intel’s ISEF in conjunction with the National Science Fair Commission and the MICIT.
National Science Fair
In order for Costa Rican students to compete globally, politicians, educators, and business
leaders must first understand what they are competing against and, second, provide opportunities
for international competitions. Students have to be educated and must be able to compete global-
ly, even when information and technology instantaneously change the environment. Workers
need 21st-century skills to participate in a knowledge-based economy, such as skills that include
communication, creativity, and technology literacy. Students must be prepared and educated so
that they can work in a global workplace where technology changes and where they are part of
that change. They must be prepared to work through the changes but, most importantly, must be
well prepared for any technological change. The NSEF does prepare students for the real world
through real- life opportunities to conduct research and make efforts to solve our world problems.
Abernathy and Vineyard (2001) noted that students see participation in solving real-world
problems as opportunities to learn new concepts and to work in teams to increase their ability to
apply the scientific method to investigate problems. The authors agreed that students find
learning through science fairs very rewarding; this type of fair reinforces the knowledge learned
in the classroom while providing real-life applications.
All K–12 students are expected to participate in the national science fair. These competi-
tions promote 21st-century skills that are important to support collaboration and creativity. Sahin
GLOBALIZATION AND EDUCATION IN COSTA RICA 52
(2013) argued that science fair projects further enhance 21st-century learning. Students begin to
foster positive attitudes toward the sciences. Abernathy and Vineyard (2001) implied that
science fairs have been found to develop 21st-century skills by encouraging students to build
communication skills, utilize critical thinking skills, apply the scientific methods, and provide
solutions to problems. In addition, Singh, Granville, and Dika (2002) felt that students who
spend more time on science and/or math homework and inquiry have positive attitudes toward
the subjects and increase their achievement in STEM courses. Costa Rica made attempts to
promote 21st-century skills, STEM, and PBL through the science fair and its sponsors. One such
sponsor is Intel, which opened its Costa Rican microprocessor assembly and testing plant in
1997.
Intel continues to be one of the largest providers of support to the educational system
through monetary and equipment donations. Intel supports skills development in the country
through annual investments that exceed millions of dollars in the national education system and
equipment donations in the form of laboratories to technical high schools and universities
(Monge-González & González-Alvarado, 2007). In addition, Intel sponsors the winners of the
national science fair competition to participate in Intel’s ISEF. This event encompasses more
than 1,200 students from over 40 countries and is the world’s largest science fair—recognizing
and rewarding excellence in science from the world’s best young scientists. Maltese and Tai
(2010) found that students who are engaged in informal science educational activities early in
their education have an increased interest in STEM education. Over 70 Costa Rican students
have participated in Intel’s ISEF since 1998, and Intel continues to harvest its future STEM
leaders through this program. Politicians, educational and business leaders understand the
GLOBALIZATION AND EDUCATION IN COSTA RICA 53
importance of staying competitive globally and the importance of continuing to embrace and
support their talented youth to continue on the path to a prosperous economy.
Intel’s goal for students is to capture and support science and engineering opportunities
for these winners. Throughout the world, an increase in science education has taken center stage.
Costa Rica, like many other nations, uses the sciences as a vehicle to stay competitive with other
countries competing in the globalized economy. Globalization has prompted policymakers and
researchers to create policies that will increase the number of students pursuing STEM-related
majors in an effort to keep their countries economically competitive (Intel, 2013).
Educators have promoted STEM education, PBL, and science fair competitions within
the K–12 school system to provide opportunities for students to explore and expand the sciences.
Hampton and Licona (2006) felt that the push to promote STEM education and PBL resulted in
an increase in the number of schools that implement science fairs in the curriculum. All of Costa
Rica’s students are expected to participate in the NSEF sponsored by the MEP in conjunction
with the National Science Department. Finalists from this competition compete at the interna-
tional level. Intel sponsors those students who participate in the ISEF through a financial com-
mitment. Costa Rican students, communities, and the country’s economy will continue to be
prepared for the 21st century as Intel supports and promotes the science and engineering fair that
incorporates STEM, PBL, and science fair initiatives. These experiences have had a positive
effect on students’ engagement and learning experiences and, most importantly, on increased
awareness and promotion of STEM-related fields.
Conclusion
Globalization often presents itself as a catalyst for change, including changes made to
education. The type of change, however, is often a matter of choice, as discussed by Altbach and
GLOBALIZATION AND EDUCATION IN COSTA RICA 54
Knight (2007). Costa Rica made the choice in moving forward and preparing its people for the
21st century. As a result, many changes have been made over a period of time to reflect the
demands of a global economy in Costa Rica. The country’s educational system includes what
Wagner (2008) suggested is a need to develop 21st-century skills so as to adapt to the changes
resulting from the impact of globalization. Globalization and the MNCs in the host country have
a significant influence on which 21st-century skills should be taught, what policies are imple-
mented, and what types of skills are needed to stay competitive. Research in this area suggests
that MNCs have many positive effects on the countries in which they invest and lead to a shift in
the educational world to focus on STEM through PBL opportunities for students. Intel is one
example of an MNC that has had effects on students, educators, and the economy. Costa Rica
experienced many changes in the educational system as a result of policy initiatives to teach 21st-
century skills and improve the livelihood of all of its citizens in the global village that is so inter-
connected today.
GLOBALIZATION AND EDUCATION IN COSTA RICA 55
CHAPTER THREE: RESEARCH METHODOLOGY
Restatement of Problem, Purpose, and Research Questions
The purpose of this study was to understand what impacts globalization and the involve-
ment of MNCs have had on educational practices, policies, and the development of 21st-century
skills in schools in Costa Rica. This chapter deals with the research design, research team, par-
ticipants, instruments, and the plan for data collection. The study identified what role Intel has
played in the development and implementation of policy changes with respect to boosting the
emphasis toward 21st-century skills. In addition, the study attempted to determine whether
STEM initiatives and PBL helped to produce greater numbers of knowledge-ready workers as an
outcome of the education system prepared to meet the needs of MNCs. Data were collected by
the research group from the exemplary schools that are successfully implementing 21st-century
skills and STEM PBL into the curriculum and instruction; therefore there are many similarities in
the dissertations as a result of the thematic dissertation model.
To this end the following research questions were developed to guide the study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent is the economic growth of
Costa Rica and STEM education related?
2. How has mandating the NSTF participation influenced implementation of 21st-
century skills through the use of PBL and the use of technology by teachers across all curricular
areas? How has it impacted curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
GLOBALIZATION AND EDUCATION IN COSTA RICA 56
The following sections elaborate on how these questions were addressed: (a) research
design, (b) sample and population, (c) instrumentation, (d) data collection, (e) data analysis, and
(f) ethical considerations.
Research Design
Spring (2009) studied the impact of globalization on education as well as how MNCs and
other entities affected schools. The present researchers studied how MNCs are affecting the edu-
cation systems in developing countries, specifically Costa Rica. MNCs have had a direct impact
on developing countries. One such corporation, Intel, formed partnerships with schools and
universities in Costa Rica that changed the school system (Paus & Gallagher, 2008). The attrac-
tion of Intel and other MNCs to Costa Rica has provided opportunities for the educational system
to produce workers who possess 21st-century skills and a technologically ready workforce. In
addition, MNCs have partnered with Costa Rican schools and provided additional classroom
resources and teacher training to support the development of 21st-century learning skills
(Monge-González & González-Alvarado, 2007; Wagner 2008).
This qualitative case study was designed with Creswell’s (2009) 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 evaluation of the research. The present study was organized around these six
steps and was designed to understand how the influences of globalization, FDI, and MNCs have
impacted curriculum and practices in Costa Rican schools, particularly in STEM fields. The
study examined what role these influences played in the decision-making process of how Costa
Rica’s national and local leaders responded to changes to stay economically competitive in this
global economy.
GLOBALIZATION AND EDUCATION IN COSTA RICA 57
Qualitative research methodology is particularly effective in the field of education. In
order to improve practice, educators first need to understand students’ and colleagues’ current
knowledge and experiences. Qualitative research allows the researcher to utilize an inductive
approach, to focus on specific situations or people, and to emphasize description to truly under-
stand the phenomenon being studied (Maxwell, 2013). This study was designed to meet the
practical and personal goal of understanding the phenomenon of globalization, the involvement
of MNCs, and the need of developing countries such as Costa Rica to remain competitive. More-
over, this qualitative approach was most appropriate because the research questions often start
with “how” or “what,” so that initial ventures into the topic describe what is going on (Creswell,
2009).
Population and Sample
The dissertation cohort under the leadership of Dr. Michael Escalante used purposeful
selection. Maxwell (2013) defined this as a deliberate choice of participants, activities, and/or
locations, allowing for an in-depth study of the problem and phenomenon. The selection of par-
ticipants for the June 2014 trip to Costa Rica was based on the availability of the established
contacts, including selected government officials, business executives, educators, and students.
Solicitations were made via phone contact and email (see Appendix A). Dr. Oryla Wiedoeft was
the lead person for the dissertation cohort. She developed the contacts, planned whom the team
would interview, and helped bridge connections with the many gatekeepers of the organizations
and sites that would be studied (Maxwell, 2013). Beginning in the fall of 2013, the research team
started the process of communicating with various individuals in authority in order to gain access
to participate at the research sites in Costa Rica (Creswell, 2009).
GLOBALIZATION AND EDUCATION IN COSTA RICA 58
The research team was very careful in the selection of participants from each of the
organizations in Costa Rica, and contact was made in preparation for the June 2014 visit.
Educational policymakers, political leaders, and business officials were chosen to assist the
researchers to understand and comprehend how changes in educational practice have been
directly affected by globalization and MNCs in Costa Rica. The team interviewed several indi-
viduals from the Costa Rican government, MNCs and nongovernmental organizations (NGOs),
and the school system. By interviewing these people, the researchers understood how educa-
tional systems in Costa Rica have changed due to globalization and MNCs.
The team interviewed the following officials of the Costa Rican government:
1. Dr. Sonia Mora Escalante, Minister of Public Education;
2. Alicia Fonseca, National Advisor at the MEP;
3. Nathalie Valencia, Coordinator of Costa Rica’s NSTFs; and
4. Cecilia Calderón, National Assessor with the MEP.
These individuals were chosen for their knowledge on the subject of this case study and their
ability to provide insight into the intentions and motivations behind policy decisions. Educators
interviewed were the following: (a) Dr. Luis Pocasangre, Professor at Earth University; (b) Jona-
than Monge Sandoval, Professor at the University of Costa Rica (UCR); and (c) Carlos Acosta,
teacher at Don Bosco.
Additional interviews were arranged of representatives from MNCs and NGOs:
1. Vanessa Gibson, Director of Post Establishment at CINDE;
2. Mary-Helen Bialis, Director of Educational Programs and Outreach for Intel Costa
Rica;
3. Sylvia Argeuello, Director of Human Capital at MICIT; and
GLOBALIZATION AND EDUCATION IN COSTA RICA 59
4. Dr. Franklin Chang Díaz, former Costa Rican astronaut.
Due to their direct knowledge of the role of MNCs in Costa Rica and the nature, intentions, and
motivations relating to the relationship between MNCs and the educational system, these partici-
pants were selected to provide their knowledge for the study.
Interviewees from the Costa Rican educational system included students who specifically
participated in the Costa Rican NSEF and students who participated in Intel’s ISEF. Their
teachers and their school leaders were also interviewed; they were chosen due to their role in
preparing students to participate in the NSEF and developing curriculum and instruction to foster
21st-century skills through STEM education. These students and teachers were the following:
1. Laura Castillo, a teacher at Sixaola;
2. Ronald Sylvia, a local educator;
3. Kevin Perez Calvo, a former student of Carlos Acosta at Don Bosco;
4. Daylin Bryan Rodriguez, a student and 2014 ISEF winner;
5. Darryl Parker Cortes, student and ISEF participant; and
6. Hefte Codoba, student and ISEF participant.
Instrumentation
The researchers worked together on the instrumentation for this study, which consisted of
structured interviews, surveys and observations. The study required all researchers working
together to serve as the research instrument for data collection. This process allowed for an
inductive investigation that produced rich data regarding the impact of MNCs and the science fair
policy on schools in Costa Rica (Creswell, 2009). The interviews helped in determining whether
these initiatives produced a greater number of knowledge-ready workers in an education system
that builds on human capital capable of meeting the needs on MNCs in Costa Rica. Both
GLOBALIZATION AND EDUCATION IN COSTA RICA 60
interviews and surveys as well as the observation protocol for the study were used as instruments
to collect data. They aligned to the research questions and to the frameworks shaping the study.
The frameworks of Friedman (2007) and Spring (2009) relating to globalization were used, in
addition to topics regarding the role of MNCs and NGOs, the development of human capital, and
global competition. The framework of Wagner (2008; Wagner & Compton, 2012) was used for
21st-century learning skills; and the work of Slough and Milam (2013) were consulted for STEM
subject education and PBL.
All members of the research team worked collaboratively to create interview protocols
and questions in the fall of 2013 and finalized these in the spring 2014. The team developed
observations and survey protocols together during spring 2014 as well. The team triangulated the
data through the use of all three instruments. The observation protocol was used primarily for
classroom and science fair observations, and the surveys were distributed to educators and former
students who had participated in Intel’s ISEF. All research instruments were submitted to the
University of Southern California’s (USC) Institutional Review Board (IRB) for approval in
spring 2014.
Interview Protocol
The primary method for gathering data in this study was through semistructured inter-
views. Maxwell (2013) noted the importance of interview guides to allow the researcher
flexibility so as to make the most of limited available time in an interview setting. Merriam
(2009) stated that interviews allow the researcher to collect historical information from partici-
pants. Due to the collaborative nature of the project, the team agreed that a structured approach
was necessary to ensure that interviews conducted by diverse team members were comparable
and valid for all participants. While allowing for open-ended questioning for more of a
GLOBALIZATION AND EDUCATION IN COSTA RICA 61
conversational feel, the interview questions also planned follow-up probes that were utilized
where appropriate at the discretion of the interviewer. Merriam noted that probes are impossible
to plan for, but the team developed a list of likely probes to encourage uniformity and the inter-
viewer(s) had the option to improvise where necessary.
All interviews were recorded and transcribed after the interview (Merriam, 2009). The
interview protocols were designed specifically for each sample group. The team created separate
interview protocols for government officials (see Appendix B), business leaders (see Appendix
C), school administrators and teachers (Appendix D), and students (see Appendix E). While the
different protocols were reflective of the various perspectives encountered within each divergent
group, the questions aligned to one another and the research questions; the overarching frame-
works enhanced the data analysis process. In the design of the interview protocols, questions
were worded so that the interviewer(s) could extract the information desired from the interviewee
(Merriam, 2009).
Observation Protocol
In addition to interviews, the team conducted classroom observations of teachers and
students in Costa Rican schools. Observation is important to the collection of accurate data. To
ensure that all key elements were captured, the team developed observation protocols (see Ap-
pendices F and G) to focus on the research questions. According to Merriam (2009), observa-
tions can be an important primary source of data because they take place where the phenomenon
of interest naturally occurs. The researchers did not involve themselves in any activity; they only
observed participants engaged in activities and took notes. Merriam also pointed out the impor-
tance of learning to pay attention, learning how to write descriptively, practicing discipline
recording of field notes, and knowing how to separate detail from trivia. Observational data
GLOBALIZATION AND EDUCATION IN COSTA RICA 62
provided a firsthand account versus the second-hand account of interview data. These data
provided specifics on context, details, behaviors, reactions, and the like.
The observations that the team conducted in Costa Rica provided an opportunity to see
firsthand the instructional practices, curriculum implementation, and student learning in a con-
textual setting. The observation protocol allowed for free-form commentary from the observer as
well as a check list for characteristics of PBL, as identified by Slough and Milam (2013) and
21st-century learning skills, as identified by Wagner (2008). Merriam (2009) noted that no
researcher can observe everything and recommended a checklist of elements for observation.
The team observed the physical setting; the participants; activities and interactions; conversa-
tions; the researchers’ own behavior; and subtle factors such as informal and unplanned activi-
ties, nonverbal and physical clues, and symbolic language that could provide more data. The
observations helped determine the extent to which students develop 21st-century skills in the
classroom.
Survey Protocols
A qualitative survey was distributed to broaden the study and include as many data points
as possible. The survey protocol was created for those participants where interviews were not
possible. Surveys, observations, and interviews were chosen as the means to collect data for this
research study. Information was used to triangulate of the data collected during the case study.
As with the interview protocol, the survey questions were cross-referenced to the research ques-
tions and the frameworks. Teachers or administrators received a separate survey protocol
(Appendix H) from that developed for students (Appendix I). In addition, a survey specifically
for the student protocol was utilized for participants in Intel’s ISEF. The team worked collabor-
atively to develop the Likert-style response scale.
GLOBALIZATION AND EDUCATION IN COSTA RICA 63
The group of researchers administered 230 surveys to students and 45 to teachers and
administrators. All participants answered questions related to the three research questions. In
order to analyze the survey data, the research questions were tabulated, with the responses
assigned numerical values as follows: strongly agree = 4, agree = 3, disagree = 2, and strongly
disagree = 1. Responses of “I don’t know” were omitted from numerical analysis, and the scores
were analyzed by question and by question clusters related to the three research questions. All
scores were also disaggregated by school as well as combined, while educator and student data
were analyzed separately. The calculated means were compared to four hypothesis means
utilizing the one-tailed z test for hypothesis testing with a 95% level of significance (critical
value = 1.65). The hypothesis tests were utilized to stratify the responses into five categories
related to the mean as follows: (a) less than 1.6 = strongly negative response, (b) less than 2.2 and
greater than or equal to 1.6 = negative response, (c) less than 2.8 and greater than or equal to 2.2
= neutral response, (d) less than 3.4 and greater than or equal to 2.8 = positive response, and (e)
greater than or equal to 3.4 = strongly positive response.
Pilot Testing
In the process of developing the interview, survey, and observation protocols, the group
had the opportunity to pilot test several times. Merriam (2009) stated that a pilot study of proto-
cols enhances the validity of a study. A pilot test can be used to determine how long it will take a
respondent to complete the survey or interview questions and will improve the response rate
through the elimination of unclear questions (Fink, 2013). The team met with Sharon Schneider
and her assistant from Intel. The group of 14 researchers used the questions geared for business
leaders to interview Ms. Schneider and her assistant as a pilot test. According to Merriam, a pilot
test increases the validity of a research study. Additionally, this interview allowed the team to
GLOBALIZATION AND EDUCATION IN COSTA RICA 64
identify opportunities for improvement and apply them in revising the interview questions for all
of the protocols.
Likewise, 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, “the key to getting good data from interview-
ing is to ask good questions; asking good questions takes practice” (p. 95). The team analyzed,
discussed, and utilized the results of these interviews to improve the clarity and reliability of the
interview protocols for both perspective groups. In May 2014, the team piloted the student
survey at the Intel ISEF in Los Angeles prior to the visit to Costa Rica in June 2014. This pilot
test provided the opportunity to analyze, discuss, and revise the survey protocols prior to the
main research trip.
Data Collection
The research team traveled to Costa Rica to collect data during the period June 13-24,
2014, as the final step after choosing the research methodology, creating the instruments, and
attaining IRB approval. Researchers were paired in groups of two to work on their findings,
which were shared with the other seven groups. The main focus in Costa Rica was to conduct the
interviews, perform observations, and administer surveys directly to the participants. Observa-
tions were conducted at three school sites representing the K–12 educational setting as well as
the university setting. During this visit, the focus of collecting data was used by the researchers
to assist them with their findings. The collection and use of multiple interviews and survey
protocols were matched to the coded groupings, along with observations at multiple locations
and levels within Costa Rica’s educational system, allowed the researchers to triangulate the
data, identify common themes, and discover trends for future study.
GLOBALIZATION AND EDUCATION IN COSTA RICA 65
According to Merriam (2009), triangulation occurs when multiple sources of data are
compared and cross-referenced through observations in various locations and interview data
collected from people with different perspectives. Because the observations took place at multi-
ple sites where the impact of globalization occurring and three groups of respondents were inter-
viewed, each with their own perspective on education and globalization data, the data were be
triangulated. Creswell (2009) pointed out that the ability to gather data in the participants’
natural setting is one of the benefits of a qualitative study. Each research team performed the
interviews in person, and all participants signed a consent form agreeing to be a part of this study.
Researchers took notes during the interviews. All interviews were recorded and transcribed
using transcription software so that the data were quickly coded, shared, ready for the team to use
with common themes identified. As the data were collected, analyzed, and interpreted, the
research team followed Creswell’s good ethical practices and protected the identity of each indi-
vidual and his or role, kept the data collected in a safe location, and understood that all data
collected were owned by the research team as whole. The data were shared with the participants
to ensure accuracy. Finally, the researcher and team collected information from respondents that
was safeguarded per IRB standards as well as transcribed, as stated previously.
Data Analysis
In order to determine convergent and divergent findings, this qualitative study was per-
formed for the purpose of understanding and explaining the influence that globalization and
MNCs have had on the curriculum and practices in the educational system in Costa Rica.
Moreover, the study was conducted to examine the relationship between STEM education and
the economic growth of Costa Rica and looked closely at how the mandated NSEF influences the
use of PBL to build human capital and prepare students for 21st-century jobs, particularly in the
GLOBALIZATION AND EDUCATION IN COSTA RICA 66
STEM fields. Through a process of triangulation, the findings, using the data collection tools of
documents, observations, surveys, and interviews, were then compared with one another other
and previous research identified in the review of the literature. Creswell (2009) stated that
detailed descriptions of settings and individuals, followed by analysis of data for themes or
commonalities, are necessary in any qualitative study.
The researchers for this study worked independently individually and as a collective team
to collect, share, and analyze the data. The research team applied Creswell’s (2009) six steps to
analyze and interpret the data. The team organized the information and data in themes for
meaning. The first step of organizing the data for analysis involved transcribing the interviews
and typing the field notes and survey data. The second step was to do a preliminary read through
of all the data as a collective team to begin to get a sense of the information gathered. Merriam
(2009) suggested that the researcher should continue this process of data collection in order to
effectively manage the information gathered. The third step in the data analysis process was
chunking data into big ideas and organizing and coding the data to create meaning. This was a
crucial step in allowing the researchers to make sense of the data collected, to visualize the entire
picture, and to understand the content of the data. Step four involved the team separating the
data into themes and categories. Open coding was used, allowing categories to emerge out of the
data collected. According to Creswell, themes are the topics that illustrate major findings; those
findings must be categorized into (a) codes on topics that are well known or recognized, (b)
codes for new and interesting information, and (c) codes that address large theoretical perspec-
tives as well as the research questions of the study. The next step in this process was to deter-
mine how these themes were represented in the study as well as how the data were interpreted
based on what was revealed. Creswell’s final step in data analysis process is to create meaning or
GLOBALIZATION AND EDUCATION IN COSTA RICA 67
interpret the data. Triangulating the data to check for consistencies and inconsistencies were the
main focus of this researcher and the whole team in this phase. Using this information, the
researcher and team created meaning, made correlations, asked questions, described the lessons
learned, and made recommendations and for further studies or analysis on this study.
Ethical Considerations
The researcher successfully completed the Collaborative Institutional Training Initiative
(CITI) offered by USC’s IRB. The online CITI training was completed by all of the research
team members including Dr. Escalante, the research chair, and Dr. Wiedoeft, the research
assistant for the team. The CITI online program offered several instructional modules that
ensured that the researchers understood the ethical considerations when doing research. Access
to data was limited to the research team, the chairperson, and USC’s IRB. Transcriptions and
audio recordings were destroyed in 2014. Privacy and protection for all participants in this study
were of foremost concern. Any potential issues of misuse of the collected data, as well as
refraining from using language that contained bias toward gender, race, sexual orientation, age,
or disability in this study were anticipated and resolved prior to use of any data collected.
GLOBALIZATION AND EDUCATION IN COSTA RICA 68
CHAPTER FOUR: RESULTS
The purpose of this chapter is to present the findings of the study through the analysis of
literature reviews, surveys, interviews, and observations. The chapter focuses on the findings
related to the three research questions on the impact of MNCs on the educational system of the
country of Costa Rica, specifically in the STEM fields. Chapter Four is divided into three main
sections: (a) a restatement of the study’s purpose and research questions, (b) an overview of the
participants, and (c) the presentation of the findings summarized by each of the research ques-
tions. Four theoretical frameworks were utilized in the analysis of the collected data: (a) Spring’s
(2009) theory of globalization, (b) Friedman's (2007) theory of globalization, (c) Wagner’s
(2008; Wagner & Compton, 2012) theory of necessary 21st-century learning skills, and (d)
Slough and Milam’s (2013) theory of STEM PBL as presented by Capraro, Capraro, and Morgan
(2013).
The purpose of this study was to present findings from the analysis of the effects of
globalization and MNCs on the K–12 educational system and the development of 21st-century
skills in Costa Rica. The study identified the changes within the educational system using infor-
mation gathered through interviews, surveys, observations, and a literature review. The literature
review was developed as a result of the experiences in the development and implementation of
policy changes of major national education initiatives by educational leaders, government offi-
cials, and business leaders. Additionally, the study aimed to determine whether these initiatives
have produced increasing numbers of knowledge-ready workers in the education system, thus
creating human capital capable of meeting the needs of Costa Rica’s STEM occupations.
Highlighted in this chapter are the results related to the research questions and emergent
themes resulting from the data collection. The aim of the study was to explore the impact of
GLOBALIZATION AND EDUCATION IN COSTA RICA 69
globalization and MNC on the education and development of 21st-century skills through the
NSEF in Costa Rican schools, as guided by three research questions:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent is the economic growth of
Costa Rica and STEM education related?
2. How has mandating the NSEF participation influenced implementation of 21st-
century skills through the use of PBL and the use of technology by teachers across all curricular
areas? How has it impacted curriculum and instruction?
3. How has the NSEF policy changed the value for STEM education for students,
teachers, and educational leaders?
The research team consisted of 14 doctoral students from the USC Rossier School
of Education, led by Dr. Michael Escalante and Dr. Oryla Wiedoeft. The team first met in
the summer of 2013, and the responsibilities of the research study were divided into three groups
to determine the connection between MNC and STEM education: Group 1 focused on Cedes
Don Bosco, a K–12 school located in the barrio of the capital city, San José. Group 2 focused on
San Carlos, a school located in the northern region of Costa Rica. Group 3 focused on Sixaola, a
school located in the southern region on the Caribbean Sea side of Costa Rica bordering the
country of Panama.
Highlighted in this chapter are the introductions to the research participants, followed by
the presentation of the findings organized by research question. First, research participants are
described by their titles and involvement in Costa Rica’s educational system, including inter-
viewed participants and description of the schools. Next are the findings for each of the research
GLOBALIZATION AND EDUCATION IN COSTA RICA 70
questions, highlighting prevalent themes found in the data collection through surveys, interviews,
and observations. The results and findings are presented by research question.
Participants
The participants were selected purposefully for their unique abilities to provide perspec-
tive to the study. Each of these individuals was chosen because of their familiarity with the
topics being studied and for their knowledge and skill sets related to the study. The instruments
utilized to collect data included interviews, classroom observations, and surveys. The study
employed a qualitative approach to reflect the experiences of three distinct schools: Cedes Don
Bosco, San Carlos, and Liceo Academico de Sixaola. Participants were selected and contacted in
advance in preparation for the June 2014 visit. The participants were categorized into four
groups: business leaders, government officials, educational leaders, and students. Educational
leaders, business leaders, students, and government officials were selected to assist the research-
ers in understanding how changes in educational practices are directly affected by globalization
and MNCs in Costa Rica. The research team interviewed several individuals from the Costa
Rican government, MNCs, and the school system. The participants are grouped for the presenta-
tion of the results according to their roles and responsibilities, and participant responses from
interviews were categorized into common themes for each research question. Each research
question includes responses from business leaders, government officials, educational leaders, and
students.
For the purpose of this study, 45 structured interviews were conducted and organized into
the following groups: four business leaders, seven government officials, 14 educational leaders,
and 20 students. In addition, 249 surveys were administered and collected from 36 educational
leaders and 213 students. Business leaders included members from nonprofit corporations
GLOBALIZATION AND EDUCATION IN COSTA RICA 71
focused on business development and representatives from MNCs that had a vested interest in
human capital from Costa Rica. Government officials included national-level educational repre-
sentatives, directors at regional levels focusing on STEM, and area representatives for the NSTF.
Educational leaders include K–12 school site administrators and teachers who had a deep under-
standing of the NSTF. Students involved in the study were past NSTF winners; participants in
Intel’s ISEF; and current high school students at Cedes Don Bosco, Liceo San Carlos, and
Sixaola. Surveys were completed by all interviewees either before or after the interview.
To gain understanding of the development and implementation of 21st-century skills
throughout the educational system, government officials and business leaders were selected and
interviewed. Clarifying the role that government officials play in attracting MNC and providing
guidance on educational policy was important in developing a knowledge-ready workforce.
Policy mandates such as the NSTF builds on the investment of human capital by providing
knowledge-ready workers not only to retain MNCs but also to attract business in Costa Rica.
There were six government officials interviewed: Sonia Mora Escalante, Minister of
Public Education; Nathalie Valencia Chacón, Coordinator for the NSTF program; Alicia Fonseca
Elizondo, National Assessor for the MEP; Ligia Mejia Murray, Regional Assessor; Nelson
Campos, National Science Assessor; and Cecilia Calderón, National Science Assessor. All of the
government officials participating in the study had experienced the NSTF at the local, regional,
and national levels and saw its connection to opportunities for Costa Rican students.
Sonia Mora Escalante is the current Minister of Public Education, beginning her duties in
January 2014. Before taking office, Dr. Mora Escalante had limited experiences with in the
NSTF, yet she understands the opportunities it brings to students. As Minister of Public Educa-
tion, she is responsible for implementing policy that guides the curriculum at the national level.
GLOBALIZATION AND EDUCATION IN COSTA RICA 72
Policy is developed through her office and is then sent to regional offices for implementation.
She has a deep understanding of the role that education plays in the economy. She feels that a
knowledge-ready workforce that has been well prepared by the educational system can increase
the capacity of every country. She is aware of the importance of the NSTF and plans to visit
Sixaola to observe the limited resources that the school has to offer, although Sixaola produced
two finalists in the NSTF in 2014.
Nathalie Valencia Chacón plays a key role in the NSTF and values the fact that business,
education, and government must come together to have a successful science fair. As coordinator
of the National Program of Science and Technology, she oversees projects that promote science
and technology, including the NSTF in Costa Rica. Ms. Chacón has a background in education,
specifically biology. She feels that in investigation and the scientific method as a learning
process for students. Ms. Chacón accompanied students from Costa Rica to the ISEF Interna-
tional Science Fair held in Los Angeles in May of 2014.
Ligia Mejia Murray, Alicia Fonseca Elizondo, Nelson Campos, and Cecilia Calderon are
assessors who set policy supporting teachers in science and technology standards. Ligia Mejia
Murray is responsible for the southern region of Costa Rican, adjacent to the Panama border.
One of the schools with which she works and supports is Liceo Sixaola. She is familiar with the
tropical region and was a tropical biologist, studying education and administration. San José is
divided into three sections: northern, southern, and central. The assessors are responsible for
implementing policy directed by the MEP. Alicia Fonseca works as the regional assessor and is
responsible for math and science for the southern section of San José. She supports principals
and teachers for her region with professional development regarding STEM practices. Nelson
Campos was previously a science teacher at the high school level in San José. He oversees the
GLOBALIZATION AND EDUCATION IN COSTA RICA 73
science curriculum for the northern region of San José, where Cedes Don Bosco is located. Mr.
Campos has used his influence to bring teachers from the northern region to visit Cedes Don
Bosco. He places a high value on the partnership that Intel has as a model to bring business
partnerships into the schools. Cecilia Calderon is regional assessor and is responsible for the
implementation of STEM studies. She has 15 years of experience working with the MEP in
relation to the development of science and technology fairs. She is well versed in the science
fair, participated as a teacher at the school level and, as an administrator at the regional and
national levels, in planning the science and technology fairs. Additionally, all four of the asses-
sors have judged science fair projects and have embraced the science fairs as a means to recog-
nize the talents of the students.
Additional interviews were arranged with representatives from MNCs due to their direct
knowledge of the role of FDIs in Costa Rica. Specifically, the nature, intentions, and motivations
behind the relationship between MNCs and the educational system were explored. Business
leaders within Costa Rica were interviewed to provide support, guidance, and direction due to
their understanding of the connection of human capital to the educational system as the result of
the NSTF mandate. The growth of the economy was vital to the investment in human capital.
Interviews were conducted with the following four key business leaders: Mary Helen Bialas,
former Director of Educational Outreach for Intel Costa Rica; Vanessa Gibson, Director of Post-
Establishment at CINDE; Sylvia Argeuello, Director of Human Capital at MICIT; and Dr.
Franklin Chang Díaz, former Costa Rican astronaut. These individuals were instrumental due to
their knowledge of developing, maintaining, and contributing to STEM education from a busi-
ness perspective. Specifically, they are cognizant of the need to develop a knowledge-ready
workforce.
GLOBALIZATION AND EDUCATION IN COSTA RICA 74
An American, Mary Helen Bialas, who worked for the MNC Intel, has sought to improve
the Costa Rican workforce and strategically support its capability of filling the knowledge-ready
workforce needs at Intel. She chose to live and work in Costa Rica because it was halfway
between Colombia and Mexico, two countries where she studies abroad. Mary Helen Bialas
attended Allegheny College in Pennsylvania, where she majored in psychology and minored in
Spanish. After college, she settled in Costa Rica as a cross-cultural trainer with the Peace Corps
for 10 years. She was promoted to Regional Manager and worked with the Costa Rican govern-
ment to develop jobs for Costa Rican citizens. When Intel arrived in 1998, she found an opportu-
nity to work as the former Director of Educational Outreach for Intel Costa Rica. She helped
establish Intel Teach, a national training program for teachers in which to participate and gain a
better understanding of STEM education.
Vanessa Gibson, Director of Post-Establishment at CINDE, feels that Costa Rica is a
hard-working country with a highly technical workforce. Her main objective in working for
CINDE, a nonprofit agency, was to collaborate with both MNCs and the Costa Rican government
on ways to attract and retain MNCs for investing in Costa Rica. Her role is to attract students to
want to become scientists and engineers as a means to bring more high-tech companies into the
country. Ms. Gibson works with the educational system to bring awareness to the type of skills
that are needed for the jobs that the MNCs have to offer.
Sylvia Argeuello, Director of Human Capital at MICIT, has the role to develop human
capital. She is a biologist who has had experience with the science fairs for 30 years. Ms.
Argeuello has concentrated her efforts on enhancing students’ ability to keep up with the current
jobs that are needed. She assists teachers, students, and consultants in understanding the
GLOBALIZATION AND EDUCATION IN COSTA RICA 75
importance of the NSTF. She works directly with the National Assessors who are responsible for
implementation of the NSTF.
Dr. Franklin Chang Diaz is considered Costa Rica’s national hero as the first Costa Rican
astronaut. Dr. Chang currently consults with the aerospace industry. He has established a high-
tech company, Astro, located in both Costa Rica and the United States and is also leading the
charge for the 21st Century Initiative, which promotes STEM education for all students. Dr.
Chang gives talented youth the opportunities to visit his Astro laboratories to see science and
technology at work in the real world. In addition, he provides internships for university students
entering the STEM fields.
Educational leaders, comprised of teachers and their school administrators, were selected
due to their involvement in the science fair and their development of curriculum and instruction
to foster 21st-century skills and STEM education. The educational leaders were interviewed to
bring insight into the development of classroom practices connected to the need for 21st-century
skills. Both national and local administrators were interviewed to add their perspectives on
STEM education. Educators interviewed had a deep understanding of the value and influence of
STEM education and PBL. The six educational leaders were the following: Dr. Luis Pocasangre,
professor at Earth University; Jonathan Monge Sandoval, professor at UCR; Professor Carlos
Acosta, teacher at Don Bosco; Christian Foncesca, Site Administrator at Cedes Don Bosco; and
Laura Castillo, teacher at Sixaola. The educational leaders share a passion and knowledge about
the influence of STEM and the educational system. The experiences and perceptions of the edu-
cational leaders are described as follows:
Dr. Pocasangre is currently leading students in the use of biofuel as an alternative means
of energy. He earned his B.A. degree in agricultural engineering from the University of
GLOBALIZATION AND EDUCATION IN COSTA RICA 76
Honduras in 1989 and has studied and worked all over the world. He most recently joined Earth
University in 2011 as a professor of tropical crops. In 2012, Dr. Posasangre was named Director
of Research at the university. He has published more than 70 publications and has presented over
100 times at scientific conferences in multiple countries.
Jonathan Sandoval is currently a professor of science and technology at UCR. He has
had 17 years of experience as a judge in the science fair and recognizes the increasing of female
students participating in the fair. He has noticed significant changes in the proportion of females
in STEM fields. He added to the study as a leader at the university level that provides more
STEM opportunities through engineering, science, and technological degrees. Dr. Sandoval is an
advocate of the NSTF mandate policy.
Carlos Acosta is a teacher at Cedes Don Bosco and is known as the “godfather” of
science fairs. In the last 20 years, many of his students have become nuclear physicists and
engineers, working for countries outside of Costa Rica as well. As a graduate of Cedes Don
Bosco more than 33 years ago, he participated in the 3rd annual science fair at the school. Mr.
Acosta has coordinated the science fair several times in the last 33 years and has worked closely
with Intel from the beginning of the company’s involvement in the science fair.
Christian Fonseca started at Cedes Don Bosco in the year 2000 as a teacher and has
served as principal for the past 10 years. He has been directly involved in the organization of the
NSTF fairs at the school level. Most recently, he has created and promoted Expo Ingenieria in
partnership with Intel at Cedes Don Bosco. The Expo is a national engineering fair that has been
endorsed by the MICIT and the MEP.
Laura Castillo, a teacher at Sixaola, has been a lead advocate for her students to use
STEM to better their lives. Her students come from an impoverished community located next to
GLOBALIZATION AND EDUCATION IN COSTA RICA 77
the Panama border; however, she has confidence in the abilities of her students and guides them
to focus on STEM. Ms. Castillo has participated in the science fair process for 10 years and has
won six national awards. In 2014, two of her students placed third in the ISEF.
In addition to teachers and administrators, students were included due to their direct
involvement in the science fair. The following five students participated in the study: Daylin
Bryan Rodriguez, Kevin Perez Calvo, Darryl Parker Cortes, Jose Miguel Gonzalez, and Hefte
Codoba. All five were NSTF finalists, representing Costa Rica at ISEF. Daylin Bryan Rodriguez
is a former student at Liceo Sixaola and was the most recent ISEF winner in 2014. Daylin values
the NSTF and feels that it prepared him for the university. He understands that Costa Rica is a
third-world country and that sciences are important to Costa Rica. He was motivated to enter the
engineering field as a result of his participation in the NSTF. For his winning science fair
project, he created a pin that is used at the National Children’s Hospital in Costa Rica; the pin he
created is being used by doctors today. Daylin is currently a student at the UCR and wants to
pursue the study of naval engineering. He participated in the ISEF Challenge Costa Rica, one of
Intel’s science fairs.
Kevin Perez Calvo, a former student of Carlos Acosta at Cedes Don Bosco, was a finalist
twice in the NSTF. While at Don Bosco, he was responsible for taking care of the inventory of
the technological equipment from Intel and also represented Costa Rica at the ISEF. Kevin
originally wanted to study journalism but decided, after participation in the science fair, to study
biotechnology engineering. He did an internship at Intel for two summers, which furthered his
interest in STEM.
José Miguel Gonzalez, a former student of Carlos Acosta, studied electronic engineering
at Cedes Don Bosco and is currently majoring engineering at the UCR. He has a history of being
GLOBALIZATION AND EDUCATION IN COSTA RICA 78
an inventor through the creation of innovative projects for the science fair. In one of his favorite
projects, José Miguel created microrobotics in the fourth grade at Don Bosco. He also made a
musical vest that taps the body, telling it to move when a musical note is played. He made a
smart printer that will clean and recycle one page, which can then be used over 100 times. The
NSTF gave José Miguel the opportunity to work with Edgar Silva, a journalist, who helped him0
with presentation and language skills for the competition.
Hefte Codoba, a former female student at Liceo Sixaola, won the NSTF two times; she
was the 2014 NSTF winner. Hefte became in interested in science at the age of 7 when her dad
gave her a chemistry kit. Due to the fact that she grew up in an agricultural region of Costa Rica,
her science projects focused on biology and agronomy. She is currently enrolled at UCR, where
she studies medicine. Hefte felt that the NSF has changed her life. She participated in the NSTF
three times and is most proud of her project of a biologic controller for banana pests called picu.
The biologic controller used a fungus to attack the beetle, which reduced the damage to plants
caused by picu, a type of beetle.
Data from the surveys were disaggregated and coded for reoccurring themes among
school administrators, teachers, and students. Surveys were conducted at three schools in Costa
Rica: Cedes Don Bosco, San Carlos, and Liceo Academico de Sixaola. All of the participants in
the study answered survey questions related to the three research questions. To analyze the data,
the survey questions were calculated, with responses assigned a numerical value.
For the purpose of the study, Cedes Don Bosco was identified as the focus school for the
research conducted in Costa Rica. In 1995, the Castro Ortega family donated 7.5 acres of land
(the current location of the school) to the Catholic Church. Cedes Don Bosco, established in
1996, is a K–12 school situated in one of the poorest neighborhoods in San José. There are 1,800
GLOBALIZATION AND EDUCATION IN COSTA RICA 79
students attending Cedes Don Bosco. Enrollment requirements are based on socioeconomic
status, entrance exams, and parent interviews. To remain in the school, students are expected to
maintain academic progress through tests and class grades to remain.
Cedes Don Bosco is located in central San José and is a specialized technical high school
that has been noted for many of its NSTF winners both nationally and internationally. Students
attending this school live below the national poverty level. The school is supported by the
Catholic Church and the government and has partnerships with local businesses. Currently,
Cedes Don Bosco ranks 38th of 906 high schools in the country, based on the number of students
meeting criteria for acceptance into the UCR. Most of the other schools that rank higher are
private schools in more affluent areas of the nation. The main school administrator is Mr. Chris-
tian Jimenez, who has been working in various capacities at the school for more than 20 years.
At Cedes Don Bosco, 70% of the students are from the low-income community surround-
ing the school. The remaining 30% of the students reside in the suburbs of the capital city of San
José. Spanish is the primary language at the school; however, all students are required to become
biliterate. In an effort to compete globally, all students are required to study English for 4 years.
Cedes Don Bosco is one of the premier high schools in the nation with numerous ISEF winners
and ranks in the top 5% of all high schools in Costa Rica, with several of its students being ac-
cepted into universities. The school has a split-schedule system for all of its students during the
week to support 21st-century skills. The academic curriculum, on which all students focus,
begins Monday morning and concludes Wednesday afternoon. The course of study includes the
basic core of classes: Spanish, math, history, science, and English. Additionally, all students are
required to focus on a STEM strand for 4 years during the technical portion of their high school
experience. The technical curriculum for students starts mid-day on Wednesday and concludes
GLOBALIZATION AND EDUCATION IN COSTA RICA 80
late afternoon Friday. The students have the opportunity to enhance their technological knowl-
edge by taking classes after school and working on science fair projects with experts from within
the field.
The focus on the STEM fields is the heart of the technical curriculum where students
have a choice of classes. Courses such as computer programming, robotics, and electrical
engineering were observed during the study. These strands prepare students to enter fields such
as mechanical engineering, architecture, and computer science. Another important connection
that Cedes Don Bosco has to the technical curriculum is the partnership with the MNC giant
Intel. The partnership has provided the school with professional development for its teaching
staff, mentors in the STEM field for both teachers and students involved in the NSTF, and has
used equipment from the Intel plant in Costa Rica. Because of this support, the school has
increased its presence in the NSTF both nationally and internationally. Students, administrators,
and teachers from Cedes Don Bosco participated in interviews, observations, and surveys during
the 10-day visit of the research team.
Findings Related to Research Question 1
Research Question 1 asked, “To what extent do teachers implementing STEM curriculum
trace their practices back to the influence of policy, globalization, and MNCs? To what extent is
the economic growth of Costa Rica and STEM education related?”
The question sought to understand the connection of Costa Rica’s economy to the educa-
tional focus on STEM due to the influence of globalization and MNCs. More specifically, the
question aimed to understand the importance of STEM education to the economic future of Costa
Rica. Under the theoretical framework of Spring (2009), the world culture model seeks to
explain the ideals of globalization—the education of all members of the world. Spring argued
GLOBALIZATION AND EDUCATION IN COSTA RICA 81
that the impact of globalization affects educational systems, requiring the development of a
skilled labor force ready to compete globally.
Globalization has a direct impact on cultural, geopolitical, and social changes, of which
schooling is a part (Spring, 2008). Additionally, Friedman (2007) cited the importance of STEM
education and stressed the need for students to exhibit high levels in 21st-century skills focused
on science, technology, engineering, and mathematics. Friedman also asserts that STEM is the
basis for economic prosperity and is firmly tied to its educational policy and practices. Further,
Clifton (2011) shared this perspective and articulated that corporations are influencing education,
threatening the autonomy of the education system.
Themes Identified
Two themes emerged in response to the research question. The first theme was that
globalization and MNCs have an influential effect on STEM education in Costa Rica. Along with
the need to support the increased number of MNCs is a parallel need for human capital. STEM
education is a means to produce knowledge-ready workers to capitalize on FDI. Globalization
has led to policies and mandates, such as the NSTF, which have influenced STEM education for
all schools. All of the schools in Costa Rica are participating in the NSTF. These practices in
schools are evident through the curriculum, the structure, and the direction in which the schools
are heading. The second emerging theme was that STEM education in Costa Rica has an impact
on the growth of the country’s economy. STEM instruction plays a vital role in the economic
growth of the country, providing students with 21st-century skills and creating knowledge-ready
workers. Through STEM, innovation and creativity are encouraged. It is a tool used to increase
student opportunity and the future prosperity of the country; hence, STEM education is vital to
the country’s sustainability in competing in the global market.
GLOBALIZATION AND EDUCATION IN COSTA RICA 82
Globalization and MNCs have an influential effect on STEM education. The first
theme to emerge was how globalization addresses the significant impact that MNCs have on the
implementation of STEM in the educational system. First, the influence that globalization has on
STEM education can be linked back to Intel’s arrival in 1998. In the last 3 decades, Costa Rica
has undergone an evolutionary change in the direction of preparing citizens to become 21st-
century learners. In the past, Costa Rica’s economy focused on the exportation of agricultural
goods. Currently, its main export is highly technological services. Since Intel arrived, the
country has transitioned from exporting banana chips to microchips. With high-tech companies
such as Intel entering Costa Rica, the educational system has evolved to produce knowledge-
ready workers with 21st-century skills. Schools in Costa Rica have transformed since the arrival
of MNCs, specifically Intel, and have a more concerted effort to focus on STEM education.
The need for a knowledge-ready workforce can be fulfilled only through STEM educa-
tion. STEM education has produced human capital ready to serve in the workforce and support
the MNCs invested in Costa Rica. In an effort to sustain and maintain the growth of the econ-
omy, business leaders, government officials, and educational leaders have had to work together
to set direction regarding the implementation of STEM through policy and educational reform.
A prevalent view throughout the data collected was the concept that globalization has had a
significant impact on STEM education in Costa Rica. All of the individuals in the four groups
interviewed and surveyed supported the impact of globalization and its effect on STEM educa-
tion. This first theme was revealed in two ways: (a) the influence of Intel and (b) the need to
create a knowledge-ready workforce through the shift to a STEM curriculum in K–12 schools.
Regarding the influence of Intel, the responses from the four groups of participants
revealed the opinion that MNCs have had an influence on STEM and that STEM education is
GLOBALIZATION AND EDUCATION IN COSTA RICA 83
helping to create a necessary, knowledge-based workforce. Excerpts from following interviews
reflect the influence that MNCs have on STEM education and role of STEM subjects in creating
a knowledge-ready workforce. Dr. Sonia Mora Escalante, Minister of Public Education, sup-
ported the notion that STEM education is crucial to the well-being of the country:
It’s very, very important. It’s critical. In Costa Rica the presence of Intel, for example,
and other corporations has been necessary to make the country to 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
those fields with jobs and with possibilities. It’s very important.
She added that science and technology are associated with globalization. MNCs have an influ-
ence on the educational system through the infusion of STEM education in Costa Rican schools,
thus helping the livelihood of its people economically.
Nathalie Valencia Chacón, Coordinator for the NSTF program, commented that
the contribution of MNCs is that they open their doors to help students. . . . I think they
can change many lives. We consider teaching of technology, science, and engineering as
the three important aspects for the country’s development. There is a great necessity to
have more scientists and engineers. The science fairs generate a seabed of future citizens,
with scientific and creative skills, which are very valuable.
Business leaders felt that MNCs have the responsibility to help tie economic development
to improvement in STEM education. To sum up the impact of STEM education for Costa Rica’s
sake, Intel’s Director of Educational Outreach, Mary Helen Bialis, agreed, adding that “STEM is
extremely important because it’s part of our future. I think Costa Rica needs to have scientists,
and we need to have people who can use the science and technology to improve the quality of
GLOBALIZATION AND EDUCATION IN COSTA RICA 84
life.” She also noted that “in the end, it’s paying back,” in reference to MNCs taking additional
responsibility to make sure that economic development is tied to improvement in education.
Companies should support education if they are expecting a knowledge-ready workforce.
Similarly, Sylvia Arguello Vargas, Director of Human Capital at MICIT, referenced the
importance of MNCs for the Costa Rican economy. She retold how the President of Costa Rica
spoke with the executives from Intel in San José, California:
Our own president went to the manufacturing plant in Intel in San José, California, and
spoke to the executives about what Costa Rica is doing to continue this wonderful part-
nership. I can tell you Costa Rica is an example in the Latin American level in relation to
the human talent. The area of science, technology, engineering, and mathematics, too, are
very important for us because we not only want an economy based in knowledge and in
that order we need a good base in these areas, but because this allow people to develop an
analytical thinking in every work or profession—a critical thinking, how to face a prob-
lem and give solutions to that problem. That development of the economy for the Costa
Rica is based on achieving a knowledge-based model rather than an export model.
MNCs, specifically these workers in the field of STEM from the businesses, need to be
connected and share their knowledge with students and that having contact with profes-
sionals in STEM fields changes decisions about students’ futures.
Regarding the shift to an emphasis in a STEM curriculum, business leaders agreed that
MNCs are important and impact STEM education. They also felt that STEM education is a way
to maximize human talent for hi tech jobs in Costa Rica. They believe that MNC have a
responsibility to invest in STEM education to share their knowledge with schools. The business
GLOBALIZATION AND EDUCATION IN COSTA RICA 85
leaders interviewed understood the impact that supporting STEM education in schools has on the
economic future of the country.
The effects of globalization and MNCs on STEM education were evident from the focus
that educational leaders placed on STEM education. The curriculum has shifted to include
STEM practices through PBL and experiences. Due to the influx of MNCs, schools have re-
ceived equipment and professional development to support STEM education. The comments
below are evidence of the influence that MNCs have had on STEM education. When asked
about this subject, Professor Carlos Acosta, teacher at Don Bosco, stated:
I can tell you Costa Rica is an example in the Latin American level in relation to the
human talent—the area of science, technology, engineering and mathematics. We not
only want an economy based in knowledge, and in order to do that we need a good base in
these areas. I feel, that, yes, those companies, in the specific case of Intel, had a lot of
influence for a great deal of change.
Christian Jimenez Fonseca, Site Administrator at Cedes Don Bosco, agreed with Professor
Acosta about the impact that globalization has on STEM education. He added: “I believe that
STEM has come to help precisely break that paradigm, which consisted of transferring knowl-
edge. Meaning the students no longer receives direct assignments where the teacher provides all
the information; he now provokes a learning situation”
Similarly, students expressed the effect of MNCs on STEM education. Students have
engaged in curricular areas in STEM strands such as mechanical engineering, computer program-
ming, and architecture. Students at Cedes Don Bosco were able to use technological equipment
donated by Intel for their science projects. From observations, students inventoried donated
equipment from Intel. This equipment was being reused in classrooms at Cedes Don Bosco.
GLOBALIZATION AND EDUCATION IN COSTA RICA 86
Used equipment such as mainframes, conveyor belts, circuit boards, and production machinery
were disassembled and utilized in the creation of science fair projects. For example, students
created a robotic arm using circuit boards, computers, and other donated equipment. The influ-
ence of the MNC on future job opportunities motivates students to pursue STEM fields. For
example, former student at Cedes Don Bosco, Kevin Perez Calvo, noted that
Costa Rica shifted from the agricultural model to the innovation model. Innovation is the
ability to do something new in the area of science and technology. From the moment
Intel set foot in Costa Rica, around the year '96 or '98, there has been an increase in the
internal gross product. Intel produced from 6% to 9% of the internal gross product of
Costa Rica. That generated an increase in employment, and it also encouraged other
multinational firms to trust Costa Rica. I think they are critical for the development of the
country, especially in a country like Costa Rica that will shift from an agro-exporting
model to a model based on science and technology of goods and services. Many firms
have received contributions since 1998 when the so-called Free Trade Zone was estab-
lished, generating not only more employment but also innovation. In 2013 Costa Rica
was 39 in the ranking of innovation, and this is thanks to the education that has been
implemented in our country with the assistance of the state universities.
Additionally, Hefte Cordoba, graduate of Sixaola, stated that “the fields of technology, science,
and engineering are important to the country’s development, and the foreign companies provide
economic help. The need to keep them is important, and that can only happen if the country can
supply educated workers.”
Globalization has influenced STEM education at Cedes Don Bosco. STEM practices
provide the country with knowledge-ready workers. Government officials have helped prioritize
GLOBALIZATION AND EDUCATION IN COSTA RICA 87
the inclusion of STEM education in schools. They agreed that MNCs are important in opening
the doors to motivate students to pursue STEM fields. Based on the interviews with business
leaders, there was agreement that MNCs influence STEM education. These individuals felt that
MNCs must connect with schools so as to share their knowledge with students. They felt that
MNCs must take the responsibility to ensure that economic development is tied to STEM educa-
tion in schools. Likewise, educational leaders felt that globalization greatly influences STEM
education. They thought that MNCs influence schools by helping to develop human talent and
have supported the paradigm shift to include STEM as part of the curriculum. Students felt that
the impact of MNCs at Cedes Don Bosco is evident in the donated equipment from Intel used in
the development of STEM projects. Students thought that MNCs are important to the country’s
development of STEM education. Costa Rica’s need for its workforce to be prepared to meet the
demands of the competitive global market is the key factor in its efforts to improve the educa-
tional system, with an emphasis on STEM.
Globalization has had an impact on STEM practices in the Costa Rican educational
system. Likewise, STEM education impacts the country’s economy and creates opportunities for
students and a pathway toward economic prosperity, as observed by business leaders, govern-
ment officials, educational leaders, and students. Due to the influence of MNCs, technological
advances have occurred at Cedes Don Bosco with the use of donated outdated equipment.
Through the donations that Intel gives to the school, students are able to experience STEM first-
hand. This experience has helped to guide Cedes Don Bosco students toward occupations in the
STEM fields and to support the educational system in continuing its focus on STEM education.
Government officials agreed that STEM education opens doors for students in future jobs and
gives students the opportunities to connect their education to careers. Business leaders expressed
GLOBALIZATION AND EDUCATION IN COSTA RICA 88
the need for schools to develop future scientists to be able to use technology in the STEM fields.
They also saw the importance in businesses sharing and connecting their knowledge with stu-
dents at schools to influence their decisions to enter into STEM fields. Educational leaders
agreed that the influence of MNCs has helped to create a paradigm shift in schools so that stu-
dents are engaged in STEM practices that can be transferred to the workforce.
STEM education impacts the economy. The impact that STEM education in Costa
Rica has on the growth of the country’s economy was the second theme that emerged. STEM
education is an important factor in ensuring that students receive the knowledge and skills neces-
sary for the 21st century. The goal of STEM education is to prepare students for their postsec-
ondary education and the jobs of the future. Through innovation, new products are created and
developed to help sustain the economy. STEM fields influence the country’s economy. This
theme emerged in two important ways: (a) building human capital to support and attracting MNC
to invest in Costa Rica and (b) enhancing 21st-century skills through STEM education.
The first way that this theme was revealed was through the building of human capital
focusing on the STEM fields and providing a knowledge-ready workforce for the current techno-
logical age. The Costa Rican government understands the importance of STEM education to the
sustainability and the country's economical growth. Friedman (2007) noted that the success of
the economy is based on the ability of national governments to sustain human capital develop-
ment. This human capital is imperative to the future well-being of the country’s economy. To
understand the connection of STEM education to the economic growth of the country, Costa
Rican officials have been working in collaboration with UNESCO for more than 20 years. Costa
Rica continued redefining the educational system and refocused its policies, which led to MNCs'
GLOBALIZATION AND EDUCATION IN COSTA RICA 89
interest in investing in Costa Rica. Changes were needed in the Costa Rican educational system
once MNC were established to support the company’s development and growth.
The second way that this theme was revealed was through the enhancement of 21st-
century skills. According to Monge-González and González-Alvarado (2007), the outcomes in
Costa Rica included internal training provided to employees, support of formal education, and
partnerships with universities. These are deemed necessary to support the skilled workforce of
the 21st-century focus on the STEM fields, which has a direct impact on improving the country’s
economy. Therefore, globalization has prompted policymakers and researchers to find ways to
create policies that will increase 21st-century skills for a growing number of students pursuing
STEM-related majors in order to keep Costa Rica economically competitive. A country once
based primarily on an agricultural economy, Costa Rica has experienced a tremendous leap
forward in the development of a technology-based economy (CINDE, 2013; Monge-González &
González-Alvarado, 2007; World Bank Group, 2006). As more MNCs invest in Costa Rica,
government officials, educational leaders, and business leaders must make every effort to de-
velop 21st-century skills in the STEM fields.
Building human capital and enhancing 21st-century skills were essential elements that
emerged from the evidence. As demonstrated in the interviews, Costa Rican educators, govern-
ment officials, and business leaders recognized important skill sets needed for the STEM fields
to increase human capital, which impacts the economy. The responses from the four groups of
participants revealed that there is a need to build human capital to be prepared for future high-
tech jobs. Future high-tech jobs require 21st-century skills that are enhanced through STEM
education. Building human capital and enhancing 21st-century skills through STEM are the two
elements that impact the economy. Business leaders expressed the importance of STEM
GLOBALIZATION AND EDUCATION IN COSTA RICA 90
education in order to complete globally. Regarding STEM education, business leader Vanessa
Gibson, Director of Post Establishment at CINDE, felt that Costa Rican leaders are on the right
path of seeking innovators, engineers, and scientists to attract more high-tech companies.
CINDE is a nonprofit business that works in partnership with business leaders and government.
She stated:
STEM is the fuel of Costa Rica development with a need for more engineers. For a
country like Costa Rica again, based on the fact that we are able to survive based on the
talent of people. With the trends of the global economy, definitely first education, and
second one, it’s on top of that, is developing a system that is clear in the STEM system.
Because we’re targeting, we’re working hard as a country to attract more high-tech
companies and high-tech companies means one more thing: You need more engineers,
you need more scientists, you need people that are aligned. It’s a challenge that we have,
and it’s important to us.
Mary Helen Bialas, former Director of Educational Outreach for Intel Costa Rica, referred
to the importance of STEM in building human capital:
[STEM] is extremely important, because it’s part of our future. I think we need to have
scientists, and we need to have people who can use science to help improve the quality of
life. That is definitely a very low . . . insufficient enough of graduates at this time, in the
world, to be able to help solve our problems. We have huge, big problems to solve. But
given the opportunity, our students took the initiative and learned how they can solve
problems. It’s built their communication skills and given them teamwork skills. It has
made them think.
GLOBALIZATION AND EDUCATION IN COSTA RICA 91
Government officials thought that in order to improve the economy, there needed to be a
concerted effort to improve the knowledge-ready workforce through STEM education. Govern-
ment official Alicia Fonseca Elizondo, National Assessor for the MEP, agreed:
Specializations in STEM fields for the 21st century, engineering specifically, are in
demand and that the economic opportunities of the country is connected to subjects
related to STEM. The fact of the matter is that it is extremely important for us that about
science and above all the technical part in engineering, in technology and education is
important. Nowadays it is not a secret from anyone that those careers, careers of the
future, are most in demand are science and engineering.
Similarly, government official Nathalie Valencia, Coordinator of the NSTF, agreed that STEM
has had an impact on the growth of the economy: “Technology, science, and engineering are the
very important aspects for a country’s development. We definitely consider the processes that
we have developed from the government sector and the private sector required for the develop-
ment of critical and creative citizens.”
Educational leaders thought that STEM education should start early in schools. They felt
that mandates such as the NSTF and engineering expos are opportunities for students to explore,
create, and problem solve. Dr. Luis Pocasangre, a professor at Earth University, admitted that in
his opinion, Costa Rican students are some of the best students in the region who are focused on
STEM. He strongly believed that because of globalization and the global economy, the country
is making efforts to increase its STEM practices:
Well, I believe that these four subjects are, I will say, the pillars for the development of
any country. As I mentioned, Costa Rica is doing a very good job in that—that’s just my
GLOBALIZATION AND EDUCATION IN COSTA RICA 92
general impression of the education. Costa Rica is something special case because, you
know, the government invest quite a lot in education.
Likewise, Professor Acosta, teacher at Don Bosco, discussed the impact that STEM has on
enhancing the 21st-century skills of his students. He felt that STEM helps to prepare his students
for future careers:
I feel, that, yes, those companies, in the specific case of Intel, had a lot of influence for a
great deal of change. Prepared young people are well-prepared professionals above all.
They have initiative and creativity to make things. They learn to present better. They
speak better. They relate to others better. They are happier. I feel they gain a great
enthusiasm for life.
It may be suggested that Costa Rica’s economy is interconnected to STEM education due
to the influences of MNCs. Students thought that STEM is important for the future of Costa
Rica. They valued the importance of sciences in their schools and saw the connection to the
future. Daylin Bryan Rodriguez, student and ISEF 2014 winner, noted: “The sciences are very
important at the Costa Rican level, at a Centro American level for our economic future.” Hefte
Cordoba, currently studying in the STEM field at UCR and former Liceo Sixaola student, stated
about the importance of STEM that
sciences are very important at the Costa Rican level, at a Centro American level for our
economic future. In the era we are now in, in any part of the world that has seen technol-
ogy, science, and engineering—mainly those three have a great importance on any field.
Kevin Calvo, former student of Cedes Don Bosco, discussed how there is a need for students to
develop skills for the 21st century because he realized that these skills are needed for the careers
of the future:
GLOBALIZATION AND EDUCATION IN COSTA RICA 93
Costa Rica shifted from the agricultural model to the innovative model. The innovative
model is the ability to do something new in the area of science and technology. It is quite
important that Costa Rica has developed the technical capacity for specific jobs of the
future.
These three students understood that there has been a focus during their educational
experiences on building human capital by enhancing 21st-century skills through STEM. Costa
Rica has recognized and capitalized on the need for 21st-century skills and has made attempts to
improve its educational system. The knowledge economy has caused the globalization of educa-
tion and has created the need for a tremendous number of educated workers. Today, workers
need 21st-century skills that include intellectual capability and technology usage to participate in
a knowledge-based economy. Costa Rican officials saw the connection of STEM education and
the growth of the economy and have made conscious efforts to continue to support STEM in
schools. STEM education has had a positive impact on the economy by focusing on human
capital. These knowledge-ready workers are the future workforce for taking on an ever-changing
global market. Students have been better prepared with the skill sets required in today’s markets,
as they discussed the development of their communication skills, critical thinking skills, and
problem-solving skills through STEM opportunities at their schools. The educational system’s
focus on 21st-century skills in schools is evident through the implementation of curriculum
focused on STEM.
STEM education was identified as a significant factor in helping the country stay compet-
itive in the global economy. For example, survey question #6 stated that STEM participation is
important to the economic future of Costa Rica. On this question, 88.9% of teachers and admin-
istrators and 94.9% of students chose a positive or strongly positive response regarding the
GLOBALIZATION AND EDUCATION IN COSTA RICA 94
influence of STEM education on the country’s economy in support of the second theme. Results
from the survey supported the positive impact of STEM education on the economic growth of the
country.
STEM education and the focus on 21st-century skills were evident in school observa-
tions. In preparation to supply a knowledge-ready workforce in the STEM fields, observations
indicated a focus on supporting this mission. Students were observed during their technical
courses in the STEM fields. Researchers noted the importance of the economic connection of
STEM to the future prosperity of the country. The opportunities in which they have engaged
have had a significant impact on the economy and have helped establish the country as one of the
strongest Latin American nations today. The investment in education, focused on the STEM
fields, has not only caused Costa Rica to have the highest literacy rate in Latin America but also
has built a knowledge-skilled workforce prepared for today’s technological advancements.
Discussion: Research Question 1
Costa Rican government officials, educational leaders, and business leaders understood
how STEM education can improve opportunities for students. As evidenced from the four
groups, STEM has had an impact on the development of the country’s economy. The MNCs’
impact on the educational system provides human capital in a knowledge-ready workforce.
STEM education prepares students with the 21st-century skills needed for future jobs. With the
focus of STEM education in schools, human capital is created to maximize job opportunities in
high-tech fields. To increase STEM education in schools, educational leaders, government offi-
cials, and business leaders understand their roles and responsibilities in the process. STEM
education provides a map for the country as it continues to build human capital and enhanced
21st-century skills to boost the country’s educational and economic goals.
GLOBALIZATION AND EDUCATION IN COSTA RICA 95
Therefore, one finding emerged in response to Research Question 1—that the country’s
economic development is aligned with STEM education. STEM education is important in
creating human capital equipped with 21st-century skills. In order for this process to happen,
business leaders, government officials, and educational leaders must understand their roles in
ensuring that STEM education is a priority. To meet the needs of the MNCs that want to invest
in Costa Rica, there is a requirement for knowledge-ready workers. One mechanism to produce
knowledge-ready workers is through STEM education. The growth of the economy is connected
to STEM education. A portion of Costa Rica’s economic growth is aligned with STEM educa-
tion, with the need for knowledge-ready workers and the need to build human capital with 21st-
century skills. STEM fields are viewed as one tool to build human talent equipped with the skills
and knowledge that they need to support the economic future of Costa Rica.
Findings Related to Research Question 2
Research Question 2 asked: “How has mandating the NSTF participation influenced
implementation of 21st-century skills through the use of PBL and the use of technology by
teachers across all curricular areas? How has it impacted curriculum and instruction?”
The question sought to understand the connection of Costa Rica’s mandated NSTF to
opportunities for students to gain 21st-century skills through STEM and PBL opportunities. As
Costa Rica continues to make efforts to focus on 21st-century skills, both Friedman (2007) and
Wagner (2008) supported and promoted what Costa Rica is attempting to do with its educational
system with respect to changing to stay competitive in the global world. Costa Rica has one of
the best education systems in all of Central America and continues working toward ensuring that
all students acquire the 21st-century skills necessary to compete globally. The educational
GLOBALIZATION AND EDUCATION IN COSTA RICA 96
system continues focusing on these elements, as well as mandating that all students learn English
and continue their efforts to improve STEM opportunities.
Using the theoretical framework of Wagner (2008), there are seven survival skills that are
critical in the 21st century: (a) critical thinking and problem solving, (b) collaboration, (c) agility
and adaptability, (d) entrepreneurship, (e) communication, (f) assessing and analyzing informa-
tion, and (g) curiosity and imagination. These skills are highly connected to PBL and are deemed
necessary for success in the NSTF. Due to the shift in PBL and STEM opportunities, there has
been a conscious effort to teach 21st-century skills beginning as early as kindergarten.
Themes Identified
Two themes emerged in response to Research Question 2. First, educational leaders saw
the value of the NSTF and its connection to STEM and PBL. Second, there has been a shift in
K–12 education to teach 21st-century skills, as noted by the implementation of PBL opportunities
for all students in Costa Rica through the NSTF.
The connection among the NSTF, STEM, and PBL. The first theme was revealed in
the following two ways: (a) in the opportunities that students had through the NSTF to solve real-
life problems and (b) the opportunities provided for students by the NSTF to use 21st-century
skills. The NSTF and its connectedness to PBL and 21st-century skills are valued by business
leaders, government officials, educational leaders, and students. The value that the NSTF had for
the four groups was evident from the first theme. This theme includes opportunities provided by
the NSTF to promote innovation in the STEM fields; evidence of PBL strategies in the NSTF;
and the value of the NSTF in the development of analytical thinking, critical thinking, and
problem-solving skills that which are essential for Costa Rica’s ability to contend with other
developing nations. Schools implement STEM practices and PBL that help students develop
GLOBALIZATION AND EDUCATION IN COSTA RICA 97
21st-century skills through problem-solving opportunities provided through the NSTF. Costa
Rica’s educational system is evolving through policy and practice—reevaluating the knowledge
and skills needed for future jobs. The current MNC partnerships have been one mechanism
utilized by the government to help create the human capital needed to compete in the global
market. Educational practices and policies such as the NSTF have evolved to include opportuni-
ties for students to enhance their 21st-century skills. The present research examined Costa Rica’s
educational focus on NSTF for providing real-life opportunities through STEM and PBL.
The first way that the theme became evident was through the examination of the opportu-
nities that students experienced through the NSTF in problem solving. With recent changes to
incorporate STEM and the use of PBL in classrooms, students have more opportunities to
problem solve. The ability for students to enhance their analytical and critical skills through PBL
is important in the development of 21st-century skills. PBL requires students to identify prob-
lems and possible solutions that are of interest to them. Through this process, students explore
and investigate to solve real-life problems with the intent of a final science fair project. As such,
PBL plays a role in the development of problem-solving skills. The importance of the NSTF and
its connection with STEM practices and PBL was supported throughout the data collection, as
evidenced through interviews, surveys, and observations. There is a connection because the
NSTF is based on the belief in utilizing the PBL model. The focus on the NSTF encourages
students to engage in hands-on, real-life problem-solving opportunities through the development
of their projects. This theme was noted when the research team found that all groups had a
positive response to the survey question asking if the STEM curriculum promotes 21st-century
skills to solve real-world problems.
GLOBALIZATION AND EDUCATION IN COSTA RICA 98
The second way that the theme was revealed was through the NSTF providing students
with the opportunities to use 21st-century skills. There was a high level of 21st-century skill
development identified during the interviews. Creating science projects for the NSTF sparked
innovation and creativity and gave students the opportunity to be critical thinkers and problem
solvers. Surveys also showed evidence that the NSTF gave students the opportunity to learn
21st-century skills. This experience provides these students with opportunities beyond the
typical classroom with a traditional curriculum. The hands-on experiences provide students with
the skills needed for jobs of the future. The NSTF creates career-minded students by providing
them with critical thinking and problem-solving experiences utilizing 21st-century skills.
In an effort to compete in the global economy, Costa Rica has changed in the past few
decades as a result of the presence of MNCs. A country that had an economy once based primar-
ily on agriculture has experienced a tremendous leap forward in the development of a
technology-based economy (CINDE, 2013; Monge-González & González-Alvarado, 2007;
World Bank Group, 2006). As more MNCs invest in Costa Rica, government officials and edu-
cational and business leaders must make every effort for developing 21st-century skills in the
workforce to keep up with not only the supply and demand of the MNCs in Costa Rica but also,
more importantly, staying ahead in today’s global economy. As such, a continuous effort has
been made to meet the demands of a qualified workforce by focusing on PBL opportunities
through the NSTF mandate at all levels of the educational system.
The responses from the four groups of participants revealed the opinion that students gain
opportunities through the NSTF to develop both problem-solving and 21st-century skills. The
interviews discussed below reflected the influence that NSTF has had on students in relation to
solving real-world problems and developing their 21st-century skills. Educational leaders,
GLOBALIZATION AND EDUCATION IN COSTA RICA 99
government officials, and business leaders within Costa Rica have promoted STEM education
and science fair competitions within the K–12 school system to provide opportunities for stu-
dents to explore and expand STEM education and 21st-century skills. Government officials have
continued addressing the needs in the educational system, focusing on the use of 21st-century
skills as a means to increase student opportunities to enter STEM fields. All K–12 students are
expected to participate and work in teams to solve real-life problems through the PBL model.
This model provides an avenue for students to explore the STEM fields and prepare for 21st-
century careers. As MNCs continue to invest in the technology field of Costa Rica, the expecta-
tion is that STEM practices through the NSTF will help to create a knowledge-ready workforce.
Business leaders understood the connection among NSTF, STEM, and PBL. More
importantly, they expressed how the NSTF encourages students by giving them the opportunities
to solve real-world problems using 21st-century skills. Business leader Sylvia Argeuello, Direc-
tor of Human Capital at MICIT, supported the focus of STEM education to increase students’
problem-solving and critical thinking skills:
I can tell you Costa Rica is an example in the Latin American level in relation to the
human talent. The area of science, technology, engineering, and mathematics, too, are
very important for us because we not only want an economy based in knowledge, and in
that order we need a good base in these areas, but because this allow people to develop an
analytical thinking in every work or profession—a critical thinking, how to face a prob-
lem and give solutions to that problem.
Mary Helen Bialas, former Director of Educational Outreach for Intel Costa Rica, expressed the
opportunities that the NSTF has on the development on STEM education in solving real-world
GLOBALIZATION AND EDUCATION IN COSTA RICA 100
problems. She felt that students are gaining the knowledge and skills that are needed for today’s
workforce. She saw the benefit of students engaging in real problems that they try to solve:
It opens up an opportunity for kids to think about things and to explore things that they
hadn’t thought of in the past. First, they’re solving real problems. They’re looking at
what’s a situation in the community, what’s a situation in their school, what’s a world
problem, what’s my father’s problem? They’re looking at issues that are real, and that
they have feelings toward. They realize that they can do something about them. Some of
the skills that they develop are not only the research aspect and the content, but it’s more
the soft skills, where they become . . . take initiative, where it improves their self-esteem,
where they want to feel part, and they feel part of their community, and they feel that
they’re contributors to that community.
Government officials understood a need to incorporate STEM practices into school and
that the NSTF is a way to build homegrown talent. Nathalie Valencia, Coordinator of the NSTF,
supported the implementation of the NSTF as a means to increase the technological knowledge
that enables students to be successful in the future. She valued STEM and felt that students
creating projects for the NSTF are gaining the skills needed at an early age to help them solve
problems.
In the case of the science fairs, they start since preschool. We are generating a
seabed of future citizens with scientific and creative skills who could be more sensitive to
their reality and who are looking to solve the problems affecting the community. We
consider technology and science and engineering as three very important aspects for a
country development, so that’s why we invest our time in programs which encourage
GLOBALIZATION AND EDUCATION IN COSTA RICA 101
social appropriation of science—for example, Olympics, scientific fairs, and other activi-
ties we have been working with.
Alicia Fonseca, National Advisor in Technology Education, added how the NSTF encourages
students to engage in solving real-life problems. Students hypothesize and test their projects as a
means to measure their successes as they demonstrate the skills of problem solving through
STEM:
I think that science fairs has been very important. Almost all the schools have informa-
tion systems and laboratories. I do not speak of information studies only—for example,
farming and cattle has its own technology equipment and irrigation and drainage. They
are more interested now in continuing to study. I am always surprised, for example, by
irrigation and drainage from the area of farming and cattle. Students always take projects,
and they use technology to measure land and all of that, and they use it to make the
projects they take to the fairs. Yes, it’s being used.
Educational leaders thought that the NSTF is a vehicle to promote students’ independence
through PBL. Through STEM practices, students are challenged to think differently when
solving problems. Alejandro Loria, a teacher of electronics at Cedes Don Bosco, referenced the
success that the school has had at the NSTF. He also supported the instructional practices occur-
ring in the classroom to prepare students for the NSTF and expand their knowledge in research
and problem-solving skills:
A positive influence in the sense that it widens their horizons and it helps them research
and know more things. Mathematics, engineering, and science is very important because
that’s what the industry needs today. Companies that settle down here to generate more
job positions and the positions that will be required are focused on these type of skills.
GLOBALIZATION AND EDUCATION IN COSTA RICA 102
So they expand their knowledge. I mean, it opens a horizon on them showing that there is
more than it was taught in the classroom and that they also—with that basic knowledge
which we might have taught them and . . . like with that little spark of researching, of
being perseverant, they can achieve more things.
Jorge Emilio Fonseca, Technical Coordinator at Cedes Don Bosco discussed the success that the
school has had due to the opportunities afforded to students with the specialized technical strand
that the school offers. This strand has engaged students through hands-on experiences, and the
NSTF ignites an interest in learning more about STEM:
It’s learning by doing. So we must make a turn where these sciences, and this impulse in
science and technology, it’s important where—it’s fine, there are social careers which are
important, but nowadays what is more necessary to be able to be competitive, to be able
to get ahead, are engineering careers. And definitely these scientific fairs impulse learn-
ing—they impulse the work on these engineering careers. They realize the world that
exists there. They start to see the links between what they’re doing now, their current
studies, and what they can do in the future.
Students thought that the NSTF motivates them to continue in STEM fields and careers.
They realized that the skills that they develop as a result of STEM and the NSTF will prepare
them for high-tech jobs. José Miguel Gonzalez, former student at Cedes Don Bosco, believed
that the NSTF gives students the opportunities and inspires them to learn the skills needed for
future technological jobs. He discussed the impact that STEM has had on him:
It’s important because the world is moving into science and technology and Costa Ricans
need to work hard with students to get involved with all of the great inventions that the
world is doing, and I think that the science fair promote this thing and it’s important for
GLOBALIZATION AND EDUCATION IN COSTA RICA 103
better lives. Technology helps us have a better life. The science fairs gave me the moti-
vation to study electronic engineering during high school because it is not the same thing
to study the things in paper and do some bunch of laboratories and work with other elec-
tronic components.
José Eduardo Vargas Solis, a former student at Cedes Don Bosco and Costa Rican NSTF winner,
discussed the value placed on STEM education at his school. The focus on STEM and the NSTF
accolades at Cedes Don Bosco was one of the reasons that he chose to attend the school:
In 2007 is when I entered Don Bosco. Don Bosco is a school that already has a founda-
tion for the fairs. There the scientific and technological fair is very, very important. In
fact, this was one of the basis and of the purposes for me to enter Don Bosco, because the
scientific and technological basis of the fairs was very solid.
During the first 3 years in high school, it was more than anything a scientific
project because I chose the specialty in 4th year, so the first years it was like, they gave us
a free theme to choose and the support came from the science teacher. I chose electron-
ics, and then the professors did give us a good basis of programming.
All stakeholders at Don Bosco, including administrators, teachers and students, agreed
that the NSTF has increased the practices of STEM and PBL in classrooms. When surveyed,
77% of teachers responded positive or strongly positive that technology use has increased due to
student participation in the NSTF. Educational leaders realized that the NSTF has motivated
students to learn more about STEM. Likewise, when students were surveyed, the data revealed
that they responded 72.8% positive or strongly positive that their science classes and projects
helped prepare them for careers in the STEM field. This theme emerged in two ways: (a) oppor-
tunities through the NSTF allow students to solve real problems, and (b) the NSTF provides
GLOBALIZATION AND EDUCATION IN COSTA RICA 104
students with the opportunities to use 21st-century skills. To support these two elements, data
collected from surveys demonstrated the value that NSTF has on supporting skills and knowl-
edge. Surveys conducted related to this theme indicated that students, teachers, and administra-
tors had positive or strongly positive responses to the fact that educational leaders see the value of
the NSTF and its connection to STEM and PBL. When surveyed, 86% of the teachers, adminis-
trators, and students indicated strongly positive or positive when responding to survey question
#3 that the NSTF influences participation in STEM education. When surveyed about the benefit
from NSTF, 93% of teachers and administrators positively agreed that students benefit from
participating in the NSTF.
Observations revealed that students who participated in the ISEF competition displayed
Wagner’s (2008) survival skills as they engaged in PBL activities during the week-long competi-
tion. Students shared the importance of NSTF participation to engage in real-life applications. It
was also noted that these career-minded students were in lab coats, acting like professionals in
the field. Noting the influential impact that the NSTF has on students, Costa Rican government
officials, educational leaders, and business leaders have continued to support the focus on devel-
oping 21st-century and problem-solving skills through STEM.
The shift to teach 21st-century skills. The second theme that emerged related to the
shift in K–12 education to the teaching of 21st-century skills was evidenced by the implementa-
tion of PBL opportunities for all students in Costa Rica through the NSTF. The shift to teach
21st-century skills in schools emerged in two ways: (a) the integration of technology as a means
to prepare students for future jobs and (b) the NSTF mandate shifting classroom practices to
develop 21st-century skills through the use of PBL. Costa Rica has made efforts to help students
develop 21st-century skills in STEM subjects to prepare for the future generation of workers.
GLOBALIZATION AND EDUCATION IN COSTA RICA 105
Costa Rica has analyzed skills needed for economic growth and how the development of 21st-
century skills would support market needs (CINDE, 2013). Current efforts in schools have
embraced 21st-century skills, and teachers have used the PBL model to teach STEM. NSTF is
viewed as the capstone for schools to engage and extend their use of 21st-century skills.
Costa Rica’s schools are transforming their policies and practice and are reevaluating the
skills that students need to compete globally. The educational system and teaching strategies are
developing so that all students can achieve these skills needed for future success. Wagner (2008)
stated that the world has changed due to advancements in technology; as a result, the world con-
tinues transitioning to a global economy. To prepare for these challenges, he felt that students
must be schooled differently from the way in which their parents were schooled. Wagner pointed
out that the problems relating to education in the present age affects the future of economy, the
strength of democracy, and the health of the planet. In order to prepare students for this new,
highly competitive global economy, schools must provide students with the new skills that they
need for college, their careers, and citizenship. Through PBL, Wagner’s framework suggests a
need for the seven skills previously discussed to be taught in schools in order for students to stay
globally competitive.
PBL is an instructional model based on having students confront real-world issues and
problems that they find meaningful, determine how to address them, and then act in a collabora-
tive fashion to create problem solutions (Bender, 2012). PBL is unlike the current educational
system that is still preparing students primarily for the world of the past rather than for possible
worlds of the future. PBL is a systematic teaching method that the country of Costa Rica has
focused on—specifically, teaching methods that engage students in learning important knowl-
edge and 21st-century skills. This learning process is fostered through an extended, student-
GLOBALIZATION AND EDUCATION IN COSTA RICA 106
influenced inquiry process structured around complex, authentic questions and carefully designed
products and learning tasks, such as the NSTF. Hampton and Licona (2006) thought that the
push to promote STEM education and PBL has resulted in an increase in the number of schools
that implement science fairs in the curriculum. The drive in Costa Rica for STEM and PBL is
evidenced by the participation in the ISEF competition on an international level.
The importance in the shift of K–12 education to include the teaching of 21st-century
skills through PBL and technology is evident in the NSTF. The responses from the four groups
of participants expressed the value of the shifts in classroom practices to teach 21st-century
skills. The interviews discussed below reflected the influence that NSTF has had on the imple-
mentation of PBL and technology integration in schools. Educational leaders, government
officials, and business leaders in Costa Rica embraced the teaching of 21st-century skills in
schools.
As noted from interviews of Costa Rican government officials, one way to improve 21st-
century skills is for teachers to incorporate PBL methods through hands-on learning and techno-
logical experiences. There has been a shift in education through the NSTF that focuses on the
relationship of preparing students for high-tech jobs in the STEM fields. One interviewee,
government official Natalie Valencia, Coordinator of the NSTF program, thought that students
are learning through investigation and are gaining the technological knowledge that will be
valuable for the future. She believed that the focus on PBL and projects will benefit students,
noting that “the science fairs use various paradigms or various learning structure—learning based
in projects. Those are really aligned, and these are very valuable strategies for learning which
definitely provided a significant learning experience for students.”
GLOBALIZATION AND EDUCATION IN COSTA RICA 107
Dr. Sonia Mora, the Minister of Public Education, expressed the importance of technol-
ogy in increasing students’ motivation to learn. She saw the fair as a shift in thinking for both
students and teachers. Teachers have to be prepared for the shift in instructional practices:
They see technology as an important field for them. Technology is a serious field. You
have to study a lot, but also in a sense of a way to have fun with innovation and creativity
—that’s the most important impact for kids. I think the fair is a new way of thinking.
You have to prepare, you have to know what you have to do, and you have to promote it
with students first.
Educational leaders reflected the importance of developing students’ knowledge through
the use of technology and hands-on projects. They realized that the NSTF motivates students to
think critically and build 21st-century skills. Professor Carlos Acosta agreed that there is a shift
to teach PBL through the NSTF and revealed the importance of the inclusion of STEM in educa-
tion:
Technology is very important because it is one way to develop the brains of little children
differently. Of youth it’s different. When it is only academic, the tendency of today’s
young people is to memorize, copy. Now with the Internet, just as it is something favor-
able, it is something very negative when it is only a matter of copying and pasting on
paper or mentally, no, memorizing. On the other hand, if you incentivize the use of tech-
nology, science, they help them think. The projects get them excited; I’ve noticed they
get excited when they see things have turned out.
Christian Jimenez, the site administrator for Cedes Don Bosco, thought that the system must shift
to include PBL and technology to promote student inquiry. He felt that students need to expe-
rience learning through real-life situations and not only in the laboratory experiments. Christian
GLOBALIZATION AND EDUCATION IN COSTA RICA 108
Jimenez viewed the teacher as the facilitator in the learning process. When students are involved
in an experiment or investigation, the students are expected to figure out what happens, not the
teacher:
Nowadays the fairs and the project-based learning, because we have to mention that the
projects that are presented in the fairs are a story but in reality in order to participate in the
fairs, the entire laboratory system has to move to project-based learning. Meaning that
the student, the teacher no longer assigns him an experiment. He assigns him a learning
situation. So then in that understanding, I believe that PBL is precisely here to break the
paradigm, which consisted in transferring the knowledge. When we use technology, we
are putting it into practice wherever knowledge needs it.
Students thought that the shift to teach 21st-century skills through the projects and inves-
tigations are important. They understood that the technical education classes are preparing them
for success. The classroom curriculum and participation in the NSTF help to create 21st-century
learners who are independent problem solvers, innovators, and collaborators. The infusion of
technology engages students and teaches them the research skills to prepare them for the future.
Kevin Perez Calvo, one of Professor Acosta’s former students, recalled how his mentor reacted
when he was working on his science and engineering projects. He remembered the PBL ap-
proaches that his mentor provided and guided him with:
In my case, Carlos Eduardo Acosta was the person who scolded us when something was
wrong—he made the corrections. That has been very important because we were able to
learn. He wouldn’t tell us how to do things. He taught us how to . . . I mean, he didn’t do
things for us—he enabled us to do them so in that way he strengthened our investigation
spirit. Things are different now because students simply search Wikipedia or they consult
GLOBALIZATION AND EDUCATION IN COSTA RICA 109
other sources, which have been investigated by others. The idea he encouraged was to
generate knowledge.
Darryl Parker Cortez, a former Sixaola student and ISEF winner, thought that technology influ-
ences students:
Technology is very important. The world has evolved a lot and will continue doing so.
Technology will evolve with the years. It has a great influence on kids who become more
knowledgeable. They learn at a younger age and know more than we do at our ages.
Technology does that.
Daryl believed that PBL methodologies used in classrooms provide an avenue to motivate
students and guide learning:
Like kids evolve and learn faster. So like the project I made with my partner which was a
water processor, motivated me a lot. The teacher guided me and pushed me to continue
with the project as we did our investigation.
The NSTF enhances the development of 21st-century skills through classroom practices
promoting PBL and technology. Surveys that were collected and analyzed from all groups
showed a positive response to the survey item asking if participants thought that the STEM cur-
riculum promotes 21st-century skills such as critical thinking, collaboration, and communication.
When surveyed, 28 out of 47 teachers at Cedes Don Bosco responded positively or strongly
positively that 21st-century skills are learned from being involved in the NSTF. The researchers
also observed students working within the technical educational strand on solving real-world
problems at Cedes Don Bosco. Students had many opportunities to interact and collaborate in
teams. Observations revealed a wide variety of PBL opportunities on the technical side of
GLOBALIZATION AND EDUCATION IN COSTA RICA 110
students in Grades 7-12. Students could be seen working on architectural projects, robotics, and
electrical and mechanical engineering problems.
The use of technology in classrooms supported 21st-century learning. All students par-
ticipated in hands-on experiences using technology. Technology was employed in all technical
strands of the curriculum including architecture, mechanical engineering, electronic engineering,
programming, and video production. The data showed that all stakeholders at Cedes Don Bosco
felt that the science fair mandate has promoted technology in classrooms. Out of the 45 teacher
surveys, 77.8% teachers responded positively or strongly positively that technology use has
increased as a result of student participation in the NSTF. These experiences promoted the shift
to teach 21st-century skills through integration of technology at Cedes Don Bosco.
Costa Rica continues to implement PBL through the key components of STEM education
in the daily lesson plans for all students. Fortunately, PBL is a systematic teaching method on
which the country of Costa Rica has focused—specifically, teaching methods that engage stu-
dents in gaining important knowledge and 21st-century skills through an extended, student-
influenced inquiry process structured around complex, authentic questions and carefully designed
products and learning tasks, such as the NSTF. Costa Rica is making every effort to build com-
munities of 21st-century learners through the promotion of PBL focused on STEM education.
Costa Rican officials understand and continue to keep the focus on the importance of staying
current in its efforts directed toward school reform. Improving access and shifting classroom
practices to include 21st-century skills strengthen the caliber of the workforce, drive economic
growth, and keep Costa Rica economically competitive.
GLOBALIZATION AND EDUCATION IN COSTA RICA 111
Discussion: Research Question 2
There is an inherent value in the NSTF, as students exemplify the use of PBL and STEM
practices in student projects. There was consistent evidence regarding how the NSTF promotes
the use of PBL focused on STEM education. There was a collective agreement among stake-
holders in the value that NSTF provides to enhance the educational system. Additionally, the
shift to teach and include 21st-century skills using PBL methods was manifested through the
NSTF. It was clear among all stakeholders interviewed and surveyed that there was a shift to
teach 21st-century skills. The NSTF provided opportunities for a shift in teaching and learning
that focused on promoting 21st-century skills with a focus on STEM.
Therefore, one finding emerged in response to Research Question 2: that the NSTF has
led to a shift in teaching practices in Costa Rican schools that promote 21st-century skills for
students. The fact that students are investigating problems and solutions outside of the class-
rooms settings allows them to develop 21st-century skills. Authentic learning occurs as students
create and develop projects for the NSTF. Instructional shifts in teaching help to cultivate the
following skills: critical thinking, collaboration communication, and creativity. These shifts
equip students with skills required to pursue STEM careers in the global economy. PBL is
important in creating human capital equipped with 21st-century skills. In order for this goal to be
achieved, business leaders, government officials, and educational leaders must understand their
roles in ensuring that STEM education is a priority.
In addition, in order to meet the needs of the MNCs that want to invest in Costa Rica,
there is a need for knowledge-ready workers. A mechanism to produce knowledge-ready work-
ers is through STEM education. The growth of the economy is connected to STEM education. A
portion of Costa Rica’s economic growth is aligned with STEM education, with the need for
GLOBALIZATION AND EDUCATION IN COSTA RICA 112
knowledge-ready workers, and with the need to build human capital with 21st-century skills.
STEM fields are viewed as one tool to build human talent equipped with the skills and knowl-
edge that they need to support the economic future of Costa Rica.
Findings Related to Research Question 3
Research Question 3 asked, “How has the NSTF policy changed the value for STEM
education for students, teachers, and educational leaders?” The aim of this question was to
understand the attitudes and demeanor toward the STEM fields with respect to the connection to
and participation in the NSTF.
Themes Identified
Two themes emerged from the data analyzed. The first theme was that students in the
NSTF were more inspired to enter STEM-related fields. The second theme was that value is
placed on the NSTF by students, educators, government officials, and business leaders. Both
themes emerged as strong interest points in relation to how students valued STEM and the
relation that NSTF had on their educational endeavors.
The NSTF gives students opportunities and motivation to seek future careers in STEM
fields. Maltese and Tai (2010) found that students who are engaged in informal science educa-
tional activities early in their schooling have an increased interest in STEM education. Students
in Costa Rica participate in technical courses related to STEM and additionally participate for the
NSTF, which has promoted an interest in those careers. Wagner and Compton (2012) identified
why innovation is so crucial to growth and success, highlighting survival skills for the 21st cen-
tury and a recipe for raising, challenging, supporting, and developing innovators. Wagner and
Compton identified conditions at school, home, and in communities that allow students to create,
learn, and innovate, adding that innovation is about the process by which new things take place.
GLOBALIZATION AND EDUCATION IN COSTA RICA 113
In support of science fairs, Abernathy and Vineyard (2001) implied that science fairs have been
found to develop 21st-century skills by inspiring students to build communication skills, utilize
critical thinking skills, apply the scientific methods, and provide solutions to problems. Costa
Rica has made attempts to promote the 21st-century skills, STEM, and PBL through the science
fair and its sponsors working with them.
Two themes emerged in response to this research question. The first theme was that
students who participate in the NSTF are more inspired to enter the STEM fields. The inclusion
of STEM practices in classrooms and in the NSTF provide a safe learning environment for
students to explore. Exposure to the NSTF and a focus on STEM have peaked their curiosity
about and interest in the sciences. These practices impact students’ beliefs and attitudes in that
they realize that careers of the future require different skill sets. With the infusion of MNCs and
their focus of STEM, students are inspired and see the opportunities that these companies offer in
highly technological fields.
The second emerging theme was the value placed on the NSTF from all stakeholder
groups. The NSTF is considered highly valued as a means for students’ success and opportuni-
ties. The NSTF provides all students with the opportunity to work on projects in the STEM
fields. Through the NSTF process, students enhance their 21st-century skills as they work on
projects. Providing students with an opportunity to present their ideas and research to the experts
in the field is a valuable learning experience for preparation for STEM areas. These experts, who
include business leaders, government officials, and academic leaders in the sciences, can then
identify the best talent that Costa Rica has to offer.
NSTF as a motivator to enter STEM fields. Students who participated in the NSTF
came to the understanding that their experience increased motivation through their participation
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in the science fair. Their successes of creating, innovating, learning, and communicating their
knowledge with respect to solving real problems have inspired many to continue studying within
the STEM fields. The first theme was revealed in two ways: (a) participation in the NSTF
provides the motivation for future STEM fields, and (b) real-life opportunities provide teachers
an avenue to spark interest in STEM fields through their guidance. Through the literature
review, interviews, surveys, and observations at the ISEF, the four groups of participants shared
the notion that experiences from the NSTF motivated and inspired students to focus on STEM in
postsecondary education and future careers. Noting the influential impact of the NSTF, Costa
Rican government officials, educational leaders, and business leaders have supported and
changed policies so as to encourage students to further their STEM studies.
Interviews and surveys conducted with all four groups showed the relevance of the NSTF
in motivating students to follow STEM paths. Business leaders understood the connection and
importance of the NSTF to students. Student participation in the NSTF has provided the oppor-
tunity to learn more about STEM fields. The NSTF sparks an interest where students can choose
their paths in creating projects that inspire them. Mary Helen Bialas, the former director of
CINDE, supported the NSTF as a vehicle to bring students into the STEM fields. She saw the
connections between business and the Costa Rican economy. More importantly, she understood
that the NSTF provides students with experiences to explore areas of interest. These experiences
engage them in the process, thereby increasing their motivation to solve real-world problems:
[NSTF] opens up on opportunity to think about things and to explore things that they
hadn’t thought of in the past. First, they are solving real problems. They are looking at
what is a situation in the community, what is a situation in their school, what is a world
problem. What is my father’s problem? They are looking at issues that are real and that
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they have feelings toward. They realize they can do something about it. Students take
initiative—it improves their self-esteem. They feel a part of team and community, and
they feel like they contribute back.
Dr. Chang, former astronaut and business leader, knew the importance that the NSTF has
regarding student motivation to enter STEM fields. He has promoted STEM fields and has
provided guidance and tours through his influence as a leader in the STEM industries:
NSTF brings out skills that are more practical for the utilization in the country’s techno-
logical machinery—that students come with skills that can give results that are more
tangible, rather than focus on just knowledge. The country has moved from agricultural
to a very diversified portfolio of technology. Hands-on education in science is knowledge
that tends to be much more applied. We have students visit our Astra plant every Friday.
We spend 2 hours giving students tours to expose them to the world we live in our work.
Government officials saw the influence that the NSTF has had on students who partici-
pate in the NSTF. They thought that the NSTF provides a foundation for students at an early age
to get involved in knowing more about the sciences. As students grow older, the government has
recognized those talented youth and has supported them by mandating the NSTF.
Jonathan Monge Sandoval, former National Science Director, felt that the NSTF spurs
interest in the STEM fields:
There are teachers that just don’t just understand the importance of this process, but also
live the teachings of this field passionately. With the way they convey that emotion, they
are able to transmit it to the students and can continually repeat the processes. They are
the ones that show up annually and are like part of the family. Every year you see them.
They come to the fairs, show up with a lot of devotion, and with a positive availability.
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And their students are a reflection of them because they live it in the same way. They
receive that passion, the desire to explore those areas, and eventually they’re the students
that are really motivated to continue an area of science, technology, or engineering.
José Vargas, Science Assessor at the MEP, believed that the science projects motivate students to
continue their studies in postsecondary education. He felt that students choose their university
based on their passion or field of interest in the areas of science and technology:
In reference to science fairs, students and teachers get involved in the process—it lives in
their hearts. They really like the process and enjoy all the stages they go through. The
fairs give lots of experiences to students. Students are motivated and follow their
projects. In the same manner, students establish the bearings and know early than they
want to go to a technological university in Costa Rica, to a university that has careers in
engineering or pure sciences.
Educational leaders felt that the NSTF guides and motivates students to work on projects
that they believe are important. These personal projects become the catalyst for students seeking
careers in the STEM fields. A common message about the NSTF and the connection to prepar-
ing students for careers in STEM fields can be captured with the words from an interview with
Laura Castillo, teacher at Sixaola. She related the value of NSTF to interest in careers in the
STEM fields, adding that STEM is “the stimulus that our young people need to guide their scien-
tific vocations and choose a career in one of their fields.” Similarly, Ronald Sylvia, an educator
and advocate for NSTF participation agreed: “Yes, it has progressed a lot compared to previous
years, and the amount of students that desire to study those careers has increased a lot, thanks to
these fairs.” The NSTF provides an opportunity to prepare students for future careers and
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education. The government wants and expects more students to enter the STEM fields and
provides the NSTF as a roadway for them.
Students believed that their science fair projects open doors to a world beyond their
classrooms. The NSTF creates career paths in STEM, giving students the opportunity to enter
fields that are currently in demand. A former ISEF participant and student, Darryl Parker Cortes,
noted, “Yes, in fact the career I want is related to naval engineering.” He continued to describe
how he became hooked into examining those fields: “Since my participation in the science fair, I
feel it changed my life. When I participated in the science and technology fair, I was more inter-
ested in science investigations—it was a motivation. That it motivated me to study my career”
Another student, Hefte Codoba, agreed: “With the science fair I found the passion I have for
investigation, mainly medical investigation.” Both students concluded that they plan to continue
to study and focus their careers in the STEM fields.
After competing in the NSTF and working with his mentor from Cedes Don Bosco,
Professor Acosta, Kevin Calvo Perez changed his career focus to engineering. He revealed:
Of course, at first when I was at school, I did very well in the physics and math studies, so
I became very interested in those fields. Then, in eighth year I had chemistry in the sylla-
bus, and that’s when I became more interested. When I attended the national fair and the
Intel fair, I realized that my vocation was engineering and innovation due to the science
fairs. Before attending the science fairs, I didn’t know what engineering was. The expe-
rience has been unforgettable. In the first place, the contact you experience not only with
science and technology but also with the human aspect is very touching.
In addition to the interviews, teachers, administrators, and students were administered surveys
that revealed a positive relationship between the NSTF and students contemplating continuing
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their paths to STEM fields. Survey results from students reported a positive or strongly positive
response in relation to their participation in the science fair and how it prepared them with the
skills they need for the future job market. Results indicated from an educational leader perspec-
tive that 3 out of every 4 students from the three schools surveyed continued on to pursue STEM
fields. The NSTF provides students with real-world experiences to problem solve and collabo-
rate as they focus on STEM and understand what careers in those areas might be. The connection
of participation in the NSTF and studying and planning for a career in the STEM fields is notable
in Costa Rican schools.
Observations conducted at Cedes Don Bosco confirmed that technical courses were
offered for all students daily in their area of interest (e.g., engineering, computer programming,
etc.). During the observations, students appeared to be engaged and interested while working on
their projects at Cedes Don Bosco. Students specialized in the technical area that they felt inter-
ested in and motivated to study. Students worked in teams based on their technical area of
choice. Costa Rica has made strong efforts and continues to motivate its students through the
key components of STEM education to inspire them to compete in the NSTF. Intel continues to
harvest its future STEM leaders through such a program by hosting the competition and provid-
ing talented youth a pathway for contributing to a prosperous economy. As a result of the NSTF,
students have received accolades nationally as they represent their country. This situation, in
turn, creates motivation for students who have participated in the fair to pursue STEM fields and
careers.
The value of the NSTF. The second theme to emerge was the perceived value that was
placed on the NSTF by business leaders, government officials, educational leaders, and students.
This second theme was revealed in two ways: (a) teachers’ focus on STEM education to support
GLOBALIZATION AND EDUCATION IN COSTA RICA 119
NSTF and (b) the pride that the NSTF brings to all stakeholders. Sahin (2013) argued that
science fair projects further enhance 21st-century learning. Through the NSTF, students begin to
foster positive attitudes toward the sciences and gain increased national pride. Students seek to
represent their families, schools, and country with the understanding that they may compete
globally. In order to compete globally, students need the backing from government officials,
educational leaders, and business leaders. The latter must first understand what they are compet-
ing against and then to provide opportunities for international competitions. There is national
pride connected to competitions as well as the preparation that students receive to participate
economically in the global market.
Government officials felt that the NSTF is a strong indicator of success for their school
system when students do well in the competition. Cecilia Calderón, National Assessor with the
MEP, believed that the NSTF has brought value in a sense that all students now have the oppor-
tunity to learn and grow through these types of initiatives:
Science fairs are opportunities for students in all schools to improve their lives. The
initiative of the Ministry of Public Education is to achieve the democratization of scien-
tific skills that will help them in their vocation for daily life and their professional growth
—starting to develop with teaching and learning processes to promote cultural change in
favor of science and technology, inserting scientific knowledge as a stimulus for new
generations of Costa Ricans. The NSTF, through planning, exhibition, presentation and
discussion of papers, studies, and projects developed by the students, who guided by
teachers or tutors through a relevant pedagogical mediation, have launched an investiga-
tion about a fact, phenomenon, or topic applying the processes aimed at the achievement
of scientific thinking skills.
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Alicia Fonseca, National Advisor for Technology at the MEP, saw the value of NSTF in schools.
She worked with teachers as they collaborated on evolving their teaching craft to give students
authentic learning experiences:
We see teachers that are interested in participating in the NSTF. We have made an action
plan and we have set it up, and we had the advantage that the Minister was very close to
us. Naturally, with the Minister on our side and the Director on our side, we took advan-
tage of being able to bring all of the teachers together to support them in changing their
practices. The truth is everything is very nice, so I imagine that teachers have been moti-
vated in their participation by this action plan.
Business leaders saw the value that the NSTF has on instructional practices in the
schools. They understood and supported the need for teachers to engage students in their learn-
ing and to act as facilitators for students. Dr. Franklin Chang Diaz discussed the need for teach-
ers to change their instructional practices to help students acquire 21st-century skills:
Their way of teaching because if a teacher, at least in Costa Rica, stays pretty much stag-
nant, or always doing things the same way, when the environment changes, the teacher
becomes essentially obsolete. I think that teachers, just like students, also have to change.
In fact, they probably have to change first.
Sylvia Arguello, Director of Human Capital at MICIT, discussed the importance of the shift in
teaching practices. Through the NSTF and STEM practices in classrooms, teachers have had to
change their practices to meet the demands of the current job markets:
That’s a very important thing because that provides us with a different way of teaching
science, and that makes us more conscious about the necessity of being more prepared
and refreshed as a teacher and the pretty thing about this is to see—the traditional
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perspective is that the teacher is the recipient of all the information and knowledge and
kids are learning from him or her. In this case this is a two-channel learning. I think
that’s a very important point.
Educational leaders were proud of the fact that their schools are creating the human
capital needed to compete globally. The NSTF allows Costa Rican students to compete with the
world’s best students. They understood the importance in the role of the teacher in implementing
STEM education in schools to enhance student learning and skills. Jonathan Monge Sandoval,
Professor at the UCR, understood the importance of the NSTF. He has observed a change in
students entering the STEM fields as biologists, engineers, botanists, and chemists. As they
compete for their schools as well as their countries for those that move on to ISEF, he has seen
how the fairs excite every government branch, from education to business to technology. All
branches within the country measure the successes and next steps on how well Costa Rican
students do in the competition. Professor Sandoval validated the value of the NSTF:
So for us it’s important because we know that the science and technology field implicates
an important window for the development of a country. It is clear to us that a country is
able to achieve important ways to develop if we invest not only in the area of general
knowledge but also in the academic formation of people who can have potential to grow
and perform in the scientific field—but also in the technology field, since we’re talking
about STEM, this includes the engineering field, and the mathematical field.
Professor Carlos Acosta believed that the science fairs have provided valuable life lessons that
students carry forward into their future careers. He noted that the value that these fairs add have
created opportunities for all Costa Rica students since the inception of the mandated science fair
for the curriculum. Over his 25-year career, he has watched his students grow their interest in the
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STEM fields from the development of the science fair projects to their chosen professions in
STEM fields:
The laboratory has been the scientific projects, and there they have had the experience of
applying what they learned in science. I have had that valuable instrument, and it’s
noticeable in the young people, when they get a little bigger and go to the university, and
of the ex-students I have had who have won fairs—all of them are distinguished citizens.
There are some who, in spite of graduating from this technical school here, have been
doctors, right? And it has been because of the science fair projects. Some have been
physicists. There is a nuclear physicist, two doctors—I see them there on Facebook—all
of those young men who have graduated from Don Bosco and who have won national
fairs and gone to international fairs. It has been very good for them.
Students understood the value that the NSTF has on teaching practices. They also felt
both internal and external pride experienced through the NSTF. They learned that hard work and
perseverance have led to a sense of pride in their accomplishments. Darryl Parker Cortes, winner
of the ISEF and former Sixaola student, felt very proud of his project. He felt that he represented
his country, his family, and his school from the poorest regions in Costa Rica. This pride moti-
vated him to continue his hard work and further pursue engineering:
After we completed our presentation and waited for the news that we won, so I was
motivated and confirmed that we can do this project. I was proud, and I was motivated to
further study this career, engineering or systems engineering. My family was proud since
I was a kid interested in computers. [NSTF] has helped a lot as a future engineer. It has
influenced my life and changed it.
GLOBALIZATION AND EDUCATION IN COSTA RICA 123
Likewise, Kevin Calvo Perez discussed the changes in teaching practices that he personally expe-
rienced. He also discussed the pride that he felt toward the influential people in his life who
helped him succeed during the NSTF competitions, both nationally and internationally:
My parents were proud of my successes with the national science fair. I attribute this to
both the influences of my parents and Professor Acosta, teacher at Cedes Don Bosco.
First of all, my parents worked hard and showed me the value of working hard. They
didn’t have much, but we were a united family. I was most proud of the second biggest
influence in my life, Professor Acosta. He was a nontraditionalist in that his class always
revolved around the inquiry methods. He wouldn’t tell us how to do things—he taught us
how to. He wouldn’t do things for us—he enabled us to do them, so in that way he
strengthened our investigative spirit, and the idea he encouraged was to generate knowl-
edge.
Both surveys and classroom observations of educational leaders and students demon-
strated the value that the NSTF maintains. Of the teachers and administrators surveyed at all
three schools, 93% responded strongly positive or positive to question #16—that students bene-
fitted from participation in the NSTF. This finding indicated the value that educational leaders
have placed on the NSTF. Likewise, 86.9% of students responded strongly positive or positive to
question #5, referring to their positive experiences with the NSTF. Students participating in the
fairs often create solutions to real problems in the communities and feel pride in their accom-
plishments. During classroom observations at Cedes Don Bosco, students were obviously proud
of their projects. They wanted to explain to the researchers the current projects on which they
were working. Teachers were observed in facilitating roles during the technical strand of the
students’ educational day.
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Discussion: Research Question 3
One finding emerged from Research Question 3: that students valued the NSTF as a
motivator to enter STEM fields. The NSTF is one way for students to gain the knowledge and
skills needed for future career paths. Teaching has evolved with the implementation of the NSTF
to encourage students to become their own facilitators of learning. Students find learning
through science fair experimentation very rewarding, and it reinforces the knowledge learned in
the classroom while providing real-life application to prepare for future careers. The NSTF
impacts students’ beliefs, attitudes, and perceptions toward STEM fields. The NSTF inspires
students and provides a pathway to future careers in STEM. Costa Rican students who partici-
pate in the science fair display an internal and external pride during the NSTF experience that
encourages them to further explore STEM fields. Students who participate in the fair are moti-
vated by their parents, teachers, and community to continue working in STEM-related careers.
Chapter Summary
One finding emerged from each of the three research questions. The finding from
Research Question 1 was that in order for the economy to grow, there has to be a focus on STEM
education. The finding that emerged from Research Question 2 was that the NSTF has led to a
shift in teaching practices in Costa Rican schools that promote 21st-century skills for students.
The finding that emerged from Research Question 3 was that students value the NSTF as a
motivator to enter STEM fields. The findings yielded valuable insights into the impact that the
NSTF has on the Costa Rican educational system.
The final chapter of this dissertation study provides an overview of the research study and
implications of the study. It will outline recommendations for all stakeholders involved as well
as additional opportunities for further research.
GLOBALIZATION AND EDUCATION IN COSTA RICA 125
CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS
The primary purpose of this chapter is to present a discussion of the results, final conclu-
sions, and recommendations. The chapter is divided into three sections: (a) a discussion of the
findings as they connected to the literature, (b) implications and recommendations for practice,
and (c) suggested areas for future research.
The purpose of this study was to examine the impact that globalization and MNCs have
had on the curriculum and the development of 21st-century practices in schools in Costa Rica.
The study sought to understand the relationship between STEM education and economic growth.
Also examined was how the mandated national science fair has influenced the use of PBL to
build human capital and prepare students for 21st-century jobs, particularly in the STEM fields.
The presence of MNCs in Costa Rica has encouraged the country to focus on STEM education to
build human capital to meet the demands of the 21st-century workforce. Costa Rica’s NSTF
mandate has helped to shift educational practices to focus on STEM to better prepare students
with the skills they need to be successful in the future. The collaboration among business
leaders, government officials, and educational leaders has supported the initiative to ensure that
students are well prepared to be the next generation of knowledge-ready workers.
The research questions used to guide the study were the following:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent are the economic growth of
Costa Rica and STEM education related?
2. How has mandating the NSTF participation influenced implementation of 21st-
century skills through the use of PBL and the use of technology by teachers across all curricular
areas? How has it impacted curriculum and instruction?
GLOBALIZATION AND EDUCATION IN COSTA RICA 126
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
The three theories that provided the framework for the study were the following: (a)
globalization (Friedman, 2007; Spring, 2009), (b) 21st-century skills (Wagner, 2008), and (c)
PBL (Slough & Milam, 2013). The frameworks used in this study provided rationale, reason,
and definition to explain the various phenomena addressed in the study.
The qualitative case study was designed to understand how the influences of globalization
and MNCs have impacted curriculum and practices in Costa Rican schools, particularly in STEM
fields and in improving the effectiveness of practice within K–12 schools in Costa Rica. Qualita-
tive research allows investigators to utilize an inductive approach, to focus on specific situations
or people, and to emphasize description to truly understand the phenomenon being studied
(Maxwell, 2013). A thorough description and analysis was conducted with multiple sources of
data within clearly established boundaries (Creswell, 2009). The majority of the data was col-
lected during the 10-day research trip to Costa Rica in June 2014. Prior to the trip, the research
team interviewed current students at the ISEF in Los Angeles in May 2014. Multiple sources of
data collection involved (a) 45 structured interviews with 20 students, 14 educational leaders,
seven government officials, and four business leaders; (b) 249 surveys with 213 students and 36
educational leaders; and (c) classroom observations of STEM-related practices.
Summary of Findings
This study resulted in three findings in response to the three research questions addressed
in the study:
1. The country’s economic development is aligned with STEM education.
GLOBALIZATION AND EDUCATION IN COSTA RICA 127
2. The NSTF has led to a shift in teaching practices in Costa Rican schools that promote
21st-century skills for students.
3. Students value the NSTF as a motivator to enter STEM fields.
The following discussion provides a brief synopsis of the findings and links to the literature.
Economic Development Aligned With STEM Education
The first finding to emerge suggested that the country’s economic development is aligned
with STEM education. This salient finding was important because the infusion of STEM educa-
tion in schools is one way to help Costa Rica to develop economically. Costa Rica has acknowl-
edged the need for educational practices to shift toward STEM in order to retain and attract
MNCs. STEM practices provide students with the 21st-century skills they need to become the
knowledge-ready workers of the future. The mandated science fair policy provides a vehicle for
the country to support STEM education. The NSTF gives students the opportunities to focus on
solving real-life problems using 21st-century skills such as critical thinking, collaboration,
creativity, and communication.
This finding was consistent with the literature regarding the need for a country’s align-
ment between economic growth and STEM education. Spring (2009) noted that in order to be
prepared to succeed in business and education, nations must supply human capital with the
resources and skills necessary to generate success in the marketplace, which currently centers on
a knowledge-based economy. STEM practices provide a pathway for students to develop their
capacity through authentic learning experiences. For countries such as Costa Rica, MNCs and
globalization were the catalysts in pushing educational leaders, government officials, and busi-
ness officials to reevaluate the need for a knowledge-ready workforce in order to complete in the
global economy. Additionally, Wagner (2008) posited that successful economies today are
GLOBALIZATION AND EDUCATION IN COSTA RICA 128
dependent upon workers who possess the 21st-century skills of collaboration and leadership,
critical thinking and problem solving, agility and adaptability, initiative, oral and written commu-
nication, curiosity, and the ability to access and analyze information. STEM practices through
the NSTF promote and encourage the development of these 21st-century skills in Costa Rican
schools. These practices prepare students to meet the demands of the workforce. Brewer and
McEwan (2010) stated that education is a key determining factor of economic well-being and
growth, as it serves to increase human capital, increase productivity, quality of output, and the
innovative capacity of the economy; and to promote growth in new technologies, process, and
products as well as support the implementation of new technologies, thereby improving eco-
nomic growth. The country of Costa Rica has embraced globalization and sees the value of
having a knowledge-ready workforce to attract MNCs to improve the livelihood of its people and
the nation’s place in the global economy. A portion of Costa Rica’s economic growth is aligned
with STEM education, with the need for knowledge-ready workers, and with the need to build
human capital with 21st-century skills. STEM fields are viewed as one tool to build human
talent equipped with the skills and knowledge that they need to support the economic future of
the country. Hence, STEM education is important to Costa Rica as students are prepared with a
solid foundation to meet the needs of the global economy. Costa Rica recognized the value of
STEM education to economic development.
Shift in Teaching Practices
The second finding suggests that the NSTF has led to a shift in teaching practices in Costa
Rican schools to promote 21st-century skills for students. This finding is important as the edu-
cational system equips students with the skills needed for future jobs. Costa Rica has been
working to develop 21st-century skills in its students to prepare them for the knowledge-based
GLOBALIZATION AND EDUCATION IN COSTA RICA 129
global economy. Costa Rica continues finding ways to reform and change its national education
curriculum, with a focus on 21st-century skills in the hope of creating a skilled labor force. Edu-
cators have shifted their teaching practices from using a direct instruction model to a PBL model
in which the teacher acts as a facilitator as a means to give students the opportunity to explore
and investigate. Instructional shifts in teaching have helped to cultivate critical thinking, collabo-
ration, communication, and creativity as students develop and test their projects in preparation
for the NSTF.
This finding was supported by the literature regarding the need for a shift to teach 21st-
century skills in schools. All of the stakeholders, including business leaders, government offi-
cials, and educational leaders, in Costa Rica supported the NSTF as a means to shift to teaching
practices that incorporate 21st-century skills in classrooms. The skills and knowledge that
students need to be successful in today’s workforce are very different from those needed in the
past. The NSTF has been one catalyst in the shift to classroom practices that foster the develop-
ment of 21st-century skills. Spring (2009) noted that the transformation from an industrial-based
economy to an economy where wealth depends on knowledge and skills requires a flexible, edu-
cated workforce. Students are given the opportunity to become flexible thinkers through the
problem-solving process, as they are encouraged to come up with their own solutions. Addition-
ally, Wagner (2008) supported the need for a world-class education system with a global perspec-
tive to serve as the framework for educational institutions in all nations. Equipping students with
21st-century skills and capable of competing in the diverse, knowledge-based economy requires a
more global perspective. The global framework has been infused in Costa Rican schools as
teachers equip their students with the skill sets needed for future success.
GLOBALIZATION AND EDUCATION IN COSTA RICA 130
Successful economies today are dependent upon workers that possess the 21st-century
skills of collaboration and leadership, critical thinking and problem solving, agility and adapt-
ability, initiative, oral and written communication, curiosity, and the ability to access and analyze
information (Wagner, 2008). Through the NSTF process, these skills were evident in the shifts
in teaching that have occurred in Costa Rican schools as students prepared for the NSTF. Costa
Rica has moved to a more global economy with the presence of MNCs and has embedded 21st-
century skills into the educational system to prepare students for the demands and rigors of future
jobs. Costa Rica is one example of a school system that has changed, adjusted, and adapted to
meet the demands of the global economy.
NSTF as Motivator for Students
The final finding was that students valued the NSTF as a motivator to enter STEM fields.
Students begin creating science fair projects as early as kindergarten, and this PBL model encour-
ages them to follow their educational endeavors. Maltese and Tai (2010) posited that students
who are engaged in informal science educational activities early in their education have an
increased interest in STEM areas. The NSTF inspires students to continue their postsecondary
education and career paths in STEM. Costa Rican students who participate in the science fair
display an internal and external pride during the NSTF experience that inspires them to further
explore STEM fields. As students create and develop their own projects for the NSTF through
the PBL model, they become passionate to solve real-world problems. Through the investigative
process of the NSTF, students have the opportunity to learn from professionals in the STEM field
and thus are guided to continue their efforts in the STEM field. Costa Rican business leaders,
government officials, and educational leaders understand the importance of staying competitive
globally and supporting their talented youth to continue on the path to a prosperous economy.
GLOBALIZATION AND EDUCATION IN COSTA RICA 131
The literature regarding science fairs as a motivation to pursue STEM fields supported
this finding. As students create their projects, they feel a sense of pride and ownership as a result
of the NSTF process. Abernathy and Vineyard (2001) put forward that students find learning
through science fairs very rewarding. These experiences reinforce the knowledge and skills
learned in the classroom through the PBL model. Students who participate in the fair are moti-
vated by their parents, teachers, and community to continue working in STEM-related careers.
As students choose their own projects on which to focus, they become intrinsically motivated to
continue in the learning process. Slough and Milam’s (2013) theoretical frameworks to under-
stand the design of learning environments with PBL include (a) making content accessible, (b)
making thinking visible, (c) helping students learn from others, and (d) promoting autonomy and
lifelong learning. PBL teaching methods engage students in gaining important knowledge and
21st-century skills through an extended, student-influenced inquiry process that prepares them
for the NSTF and future endeavors in STEM fields. The NSTF gives students opportunities to be
successful and provides a path to continue in STEM fields.
Limitations
This research study examined the influence of MNCs and globalization on the educa-
tional systems within Costa Rica, specifically student acquisition of 21st-century skills and PBL
strategies. The limitations in the study included time, setting, and the occurrence of unplanned
events that took place during the 10-day research study. Although these limitations were present,
the research team facilitated and conducted their study in spite of the circumstances. Time was a
limitation as the research team observed classroom practices for the limited allocated time. Ad-
ditionally, there were unplanned events that prevented the researchers from collecting additional
data. Some of these events were the World Cup competition, statewide testing, and a minimum
GLOBALIZATION AND EDUCATION IN COSTA RICA 132
day due to labor disputes. The schools were closed temporarily for a portion of the day during
the World Cup, as ordered by the President of Costa Rica in a call for national pride.
In addition, there were distinct differences in schools that participated in the study, with
Cedes Don Bosco being the largest of the three. The majority of research was conducted at Don
Bosco, which resulted in responses that reflected a positive influence due to the impact of Intel.
At the time of this study, Intel was present only at Cedes Don Bosco. This school was well con-
nected to the MNC giant, which provided opportunities beyond the classroom. The location of
the study was considered a limitation because it created accessibility barriers. The distance
between each school made it difficult for the team to access research in the limited amount of
time.
Implications for Practice
There were two implications for practice as a result of the study: the need to include 21st-
century skills in schools and the need for STEM curriculum alignment. These implications can
help to improve instructional practices within the K–12 educational system in Costa Rica. Cur-
riculum alignment, in turn, will impact the instructional practices taking place in schools. As
schools enhance their curriculum and align instruction to STEM, students will be equipped with
the skills needed to be prepared for future educational endeavors and jobs. As students engage in
practices that enhance 21st-century skills in schools, they will be more prepared for the demands
of the economy. This preparation will allow Costa Rica to create human capital with the knowl-
edge and skills needed to be successful in the competitive global economy.
Acquisition of 21st-Century Skills Through Professional Development
The first implication for practice is the need for a greater emphasis in the acquisition of
21st-century skills through professional development in all schools. The NSTF provides a
GLOBALIZATION AND EDUCATION IN COSTA RICA 133
natural pathway for the implementation in classrooms of these skills that enhance student learn-
ing. However, these skills are not consistently infused within the standard academic classes,
such as Spanish, history, foreign language-English, and literature. Teachers need professional
development and training on how to embed these skills into their daily lesson plans. More
importantly, they need to learn how to emphasize teaching these skills across all curricular areas.
Students must be exposed to these skills in every subject area so that they are engaged in col-
laboration, creativity, critical thinking, and communication opportunities. In turn, these skills
will better prepare students to compete in the NSTF and enter future educational and professional
endeavors. Students need to develop specific skills that go beyond content knowledge to meet
the demands and rigors of the global knowledge economy.
In order for teachers to develop and understand the positive impact of 21st-century skills,
they must be trained and have opportunities to observe others who are exemplifying the practices
in their classrooms. There is a need in all Costa Rican schools for greater emphasis on the con-
sistent development of 21st-century skills, and this task can be supported through teacher profes-
sional development. The development of 21st-century skills is being taught through in some
Costa Rican schools, where some teachers are currently infusing these skills into their daily
STEM instruction. One way to help develop teacher capacity is through a lesson study model.
Teachers must observe the infusion of these skills in classrooms with educators who are currently
successful and motivated using such practices. All teachers must see the value of developing
21st-century skills so that students’ learning is enhanced.
STEM Curriculum Alignment
The second implication that surfaced as a result of the study was the need for STEM cur-
riculum alignment in K–12 schools. Currently, there is no national curriculum; hence, teachers
GLOBALIZATION AND EDUCATION IN COSTA RICA 134
are building the resources needed as they progress through the year. This process results in frag-
mented teaching and learning throughout the schools in Costa Rica. Consequently, creating an
alignment will improve the quality of instruction and better prepare students to create innovative
projects for the NSTF. The alignment would also help in producing greater numbers of
knowledge-ready workers in Costa Rica. With the NSTF mandate for all K–12 schools, teachers
were not provided with adequate resources and time needed to implement the curriculum with
fidelity.
Providing a nationally aligned curriculum and professional development to support
STEM instruction is required to improve instructional practices in the schools. A national cur-
riculum creates a more equitable learning environment, resulting in greater consistency across
schools. This system would give teachers the guidance and support necessary to implement the
NSTF with the intent of fostering STEM in all schools. With the proper resources and tools
needed to implement STEM, teachers would be enabled to give all students the opportunity to
learn and access through a standardized curriculum. Collaboration and support from all stake-
holders, including government leaders, business officials, and educational leaders, will be bene-
ficial in the implementation of a national curriculum. A continuous effort is required to imple-
ment a successful curriculum that will enhance student learning. A national STEM curriculum
would provide a framework to guide instruction so that students are provided an equal opportu-
nity to learn the knowledge and skills needed to build human capital in the STEM fields.
Future Research
The NSTF shows promise as an innovative means for teaching and learning. As the
NSTF requires students to engage in practices that empower them to use 21st-century skills, the
fair is viewed as one method to promote students entering the STEM fields. This research study
GLOBALIZATION AND EDUCATION IN COSTA RICA 135
indicated two recommendations for future research: (a) tracking schools with high NSTF success
rates to determine the ingredients for success and (b) determining the impact that NSTF has on
female NSTF winners entering the STEM fields. The first theme for further research could track
and compare schools that have experienced the most success in the NSTF. By identifying
schools with the most NSTF winners, researchers can recognize and replicate the instructional
practices that have fostered student learning and motivation to succeed in science fairs. Research
on best practices can help to equip teachers and schools with the knowledge and skills they need
for successful implementation that supports students. The second theme for future research is to
address the ways that encourage female students to pursue STEM opportunities. Researchers
could conduct a longitudinal study on the female NSTF winners who enter STEM careers. They
could follow female winners of the NSTF through their postsecondary education and determine
which students pursue careers in STEM. These students would then be surveyed and interviewed
to determine key indicators leading to their decisions to pursue STEM jobs. This type of study
could possibly improve the odds of females entering the STEM fields by determining motivating
factors and experiences that influenced their choices. Both of these recommendations could
improve the NSTF and possibly help to build the human capital needed in the global economy of
the 21st century.
Conclusions
This study showed that in order to stay economically competitive within the global econ-
omy, there is a need to attract MNCs through a knowledge-ready workforce. In order to do so,
Costa Rica must focus its educational priorities on STEM education. As a result of increasing
global competitiveness, the educational system has strived to incorporate 21st-century skills and
PBL into schools. Through the NSTF mandate, students in Costa Rica have developed critical
GLOBALIZATION AND EDUCATION IN COSTA RICA 136
thinking, communication, creativity, and collaboration through participation in the NSTF. These
students will be equipped with the knowledge and resources needed to be productive citizens. In
addition, Costa Rican business leaders, government officials, and educational leaders have found
ways and created opportunities for increased numbers of students to pursuing STEM fields to
propel them and to stay globally competitive. The educational system is a significant avenue to
build the human capital necessary to foster the economic prosperity of Costa Rica.
GLOBALIZATION AND EDUCATION IN COSTA RICA 137
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Appendix A
Recruitment Consent Letter (English and Spanish)
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. Specifi-
cally, we are interested in science, technology, engineering and math (STEM) education and the
country’s national science and technology fair as a means of producing knowledge ready workers
for 21st century jobs.
As part of our study, the following questions will guide our research:
1. To what extent do teachers implementing STEM curriculum trace their practices
back to the influence of policy, globalization, and multinational corporations?
To what extent is the economic growth of Costa Rica and STEM education
related?
2. How has mandating the national science and technology fair participation influ-
enced implementation of 21st-century skills through the use of project-based
learning and use of technology by teachers across all curricular areas? How has it
impacted curriculum and instruction?
3. How has the national science and technology fair policy changed the value for
STEM education for students, teachers, and educational leaders?

We would appreciate an opportunity to speak with you, other members of the Ministry of Educa-
tion, and educational leaders at district and school site levels. It is our goal to conduct surveys,
interviews, and observations to gather 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 any time between
June 16th and June 23rd. Please feel free to contact any member of our study team if you have
any questions.
Sincerely,
USC Doctoral Students
GLOBALIZATION AND EDUCATION IN COSTA RICA 146
Estimado(a) XXX,
Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en Educa-
ción de la escuela Rossier, de la Universidad del Sur de California, conocida como USC.
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 decorporaciones multinacionales en el sistema educa-
tivo de Costa Rica. La razón de la investigación, presta atención a las siguientes materias aca-
démicas: 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 Tec-
nología, 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 desar-
rollo económico de Costa Rica con la educación basada en STEM?
2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la par-
ticipación 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 pro-
puesta. Estaremos a su disposición para una reunión entre las fechas de junio 16 a junio 23. Para
cualquier pregunta o inquietud, usted puede contactar a cualquier miembro de nuestro grupo
investigativo.
Atentamente,
Los estudiantes de doctorado
Universidad de el Sur de California (USC)
GLOBALIZATION AND EDUCATION IN COSTA RICA 147
Appendix B
Policy/Government Agency Interview Protocol (English and Spanish)
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 experi-
ences with regard 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 21st-century skills, particu-
larly 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, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology 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 fairs?
GLOBALIZATION AND EDUCATION IN COSTA RICA 148
2. How do you feel the science and technology fair has affected science instruc-
tion?
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 technol-
ogy fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-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 impor-
tant to the economic future of Costa Rica? If so, how?
GLOBALIZATION AND EDUCATION IN COSTA RICA 149
GLOBALIZATION AND EDUCATION IN COSTA RICA 150
GLOBALIZATION AND EDUCATION IN COSTA RICA 151
Appendix C
Business Leaders Interview Protocol (English and Spanish)
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 experi-
ences with regard 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 21st-century skills, particu-
larly 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, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology 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?
GLOBALIZATION AND EDUCATION IN COSTA RICA 152
2. How does the involvement in science and technology fairs affect the labor
force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and
technology fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology
fair? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-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 impor-
tant to the economic future of Costa Rica? If so, how?
GLOBALIZATION AND EDUCATION IN COSTA RICA 153
GLOBALIZATION AND EDUCATION IN COSTA RICA 154
GLOBALIZATION AND EDUCATION IN COSTA RICA 155
Appendix D
School Leaders Interview Protocol (English and Spanish)
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 experi-
ences with regard 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 21st-century skills, particu-
larly 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, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Could you describe science, technology, engineering, and math-related changes
and interests that have occurred nationwide as a result of the science and tech-
nology 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?
GLOBALIZATION AND EDUCATION IN COSTA RICA 156
2. How do you feel the science and technology fair has affected science instruc-
tion?
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 technol-
ogy fair?
5. To what extent has the science and technology fair affected the use of Project
Based Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology
fair?
7. How has the science and technology fair affected student preparedness for
post-secondary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology
fairs? If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in
science, technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with
21st-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 impor-
tant to the economic future of Costa Rica? If so, how?
GLOBALIZATION AND EDUCATION IN COSTA RICA 157
GLOBALIZATION AND EDUCATION IN COSTA RICA 158
GLOBALIZATION AND EDUCATION IN COSTA RICA 159
Appendix E
Student Interview Protocol (English and Spanish)
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 experi-
ences with regard 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 21st-century skills, particu-
larly 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?
I. National Science and Technology Fair Policy and Science, Technology, Engi-
neering, and Math (STEM)
1. What is your opinion on the importance of science, technology, engineering,
and math education?
2. What effect have the science and technology fairs had on your life and aca-
demic career?
3. As a result of the mandate for all schools to participate in the science and tech-
nology 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 tech-
nology fairs?
GLOBALIZATION AND EDUCATION IN COSTA RICA 160
4. What did you do in class that prepared you for the science and technology
fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has
encouraged you to study a science, technology, engineering and math-related
major in college?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on
Science, Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your
school to improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is impor-
tant to the economic future of Costa Rica? If so, how?
GLOBALIZATION AND EDUCATION IN COSTA RICA 161
GLOBALIZATION AND EDUCATION IN COSTA RICA 162
GLOBALIZATION AND EDUCATION IN COSTA RICA 163
Appendix F
Classroom Observation Protocol
Date: ____________________________ Time:
No. of Students: ___________________ Males: _________ Females: _________
Class Title and Grade Level:
Class Topic:
Classroom Setup:
Overview of Lesson (Objective for the Day):
Materials in Use:
GLOBALIZATION AND EDUCATION IN COSTA RICA 164
Additional Classroom Information:
21st-Century
Skills
(Wagner, 2008)
STEM/PBL
(Slough &
Milam, 2013)
Actions
Observed Conversations
Observer
Comments
Critical Thinking
and Problem
Solving
Making
Content
Accessible
Collaborating
Across Networks
Making
Thinking
Visible
Agility and
Adaptability
Helping
Students
Learn From
Others
Initiative and
Entreprenurial
ism
Promoting
Autonomy and
Lifelong
Learning
Effective Oral
and Written
Communication
Accessing and
Analyzing Infor-
mation
Curiosity and
Imagination
Other Observa-
tions
GLOBALIZATION AND EDUCATION IN COSTA RICA 165
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?
RQ1: Do the curriculum, subject areas, labs, and assessments align across classrooms/ schools?
RQ2: What is the teacher’s role in the learning process?
RQ2: How does student lead conversation influence participation in the class?
RQ2: How is technology used in the classroom?
RQ3: Do the teacher and/or student appear to be engaged in the STEM curriculum?
Are there additional questions for the teacher?
GLOBALIZATION AND EDUCATION IN COSTA RICA 166
Appendix G
Science and Technology Fair Observation Protocol
Date: ____________________________ Time:
No. of Students: ___________________ Males: _________ Females: _________
Grade Level of Student(s):
Project Topic/Theme:
Facilities Setup:
Overview of Events/Themes:
Materials in Use:
GLOBALIZATION AND EDUCATION IN COSTA RICA 167
Appendix H
Survey Protocol for Teachers and Administrators (English and Spanish)
GLOBALIZATION AND EDUCATION IN COSTA RICA 168
GLOBALIZATION AND EDUCATION IN COSTA RICA 169
GLOBALIZATION AND EDUCATION IN COSTA RICA 170
GLOBALIZATION AND EDUCATION IN COSTA RICA 171
Appendix F
Survey Protocol for Students (English and Spanish)
GLOBALIZATION AND EDUCATION IN COSTA RICA 172

Abstract (if available)

Abstract In the last 3 decades, Costa Rica has evolved its approaches to both education and the economy as a result of globalization and direct foreign investments. The presence of multinational corporations (MNCs) have played a key role in the approaches that the government has made to increase its human capital and meet the needs of MNCs with a knowledge‐ready workforce. Changes during the last 3 decades to improve its educational practices and policies have helped the country by preparing students with the 21st‐century skills needed to compete in the global economy. The purpose of this case study was to understand the influence of globalization and MNCs on educational practices and curriculum and the development of 21st‐century skills in the Costa Rican educational systems. Rica. This study also identified the economic future and importance of science, technology, engineering, and math (STEM) education. Mandates to increase STEM opportunities have included the National Science and Technology Fair (NSTF), an initiative that has provided students the ability to build their capacity and develop 21st‐century skills. The analysis of this study revealed that Costa Rica is focused on increasing its human capital to compete in the global job market through STEM education and a focus on preparing students with 21st‐century skills. The study has implications for educational leaders, government officials, and business investors regarding their commitment to increase human capital through STEM education due to its potential impact on the country’s economic future. The study also contributes to the body of work about the impact that the NSEF has had on the goal for the development of 21st‐century skills and, most importantly, on the interest of students to pursue and work in jobs related to the STEM field.

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Asset Metadata

Creator Miramontes, Ramon (author)

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

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/02/2015

Defense Date 03/17/2015

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

Tag globalization and STEM education in Costa Rica,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael F. (committee chair)

Creator Email ramonmir@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-541648

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Document Type Dissertation

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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...

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