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The impact of globalization, foreign direct investment, and multinational corporations on development of educational policy and 21st-century learning in the Costa Rican educational system

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The impact of globalization, foreign direct investment, and multinational corporations on development of educational policy and 21st-century learning in the Costa Rican educational system

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Content Running head: GLOBALIZATION AND COSTA RICA 1
THE IMPACT OF GLOBALIZATION, FOREIGN DIRECT INVESTMENT, AND
MULTINATIONAL CORPORATIONS ON DEVELOPMENT OF
EDUCATIONAL POLICY AND 21ST-CENTURY LEARNING
IN THE COSTA RICAN EDUCATIONAL SYSTEM
by Susan Brannen-Sarrategui
____________________________________________________________________
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 Susan Brannen-Sarrategui
GLOBALIZATION AND COSTA RICA 2
DEDICATION
I dedicate this work to family. My dad always taught me that family comes first because
your family will always be there for you. His words of wisdom have been proven true over and
over again throughout my life. Family is forever, and their love is unconditional; therefore, I
dedicate this endeavor to all of my family, especially to my Grandma Brannen, who lived her life
for her family. I miss her every day, and although it has been years since she has passed, I still
take her lessons with me daily. I thank her so much for showing all of us the example of what
family truly means.
Call it a clan, call it a network, call it a tribe, call it a family.
Whatever you call it, whoever you are, you need one.
Jane Howard, U.S. journalist, writer (1935–1996)
GLOBALIZATION AND COSTA RICA 3
ACKNOWLEDGMENTS
Although only my name appears on the cover of this dissertation, a great many people
have contributed to its development. I owe my gratitude to all those people who not only have
made this dissertation possible but have also made my graduate experience one that I will forever
cherish. I am very blessed to have encouraging and supportive family, friends, and colleagues in
my life. The completion of this dissertation would have been impossible without their love and
support.
First and foremost, I want to acknowledge my immediate family in helping me in the
completion of this great endeavor. I thank my husband Julian Sarrategui so much for all his
support through this very long 3 years. He had to spend much time doing things without me and
never complained, but instead he supported me. When thoughts of doubt crept into my mind
about whether or not I could accomplish this feat, he was always there with encouragement,
patience, and love. He has my heart and soul, and I love him dearly.
My mom and dad, Pat and Linda Brannen, are my touchstones. I thank them for always
being there when I needed them, not just over the past 3 years but also throughout my entire life.
Without hesitation they have been there to do whatever was needed. Without their love,
understanding, strength, and sacrifices, I would not have completed this journey.
I also want to acknowledge my two handsome and talented sons. Tristan and Cameron
are my life, and because of them I am a better person. They grew up way too fast, and I have
only one wish for them: to be happy.
I thank Cathy for all she does for me, for our family, and for Tristan. Having her as part
of our family has been a true blessing.
GLOBALIZATION AND COSTA RICA 4
Gratitude also goes to my friends, whose love and reassurance were invaluable in the
completion of this project. I do not know whether to be mad at Kath or to hug her for getting me
into this. However, all joking aside, I know that I would not want to have done this with anyone
else but her. This journey was traveled together and as a result has brought us closer than ever,
and for that I am eternally grateful. Late nights working and writing were less painful with her.
Kim’s friendship has been a joy. The three of us have known each other for over 35 years, and
Kim’s cheers and praise for us kept Kath and I going through this difficult process. Finally,
Laura was an inspiration to me, and I thank her for being one of my biggest cheerleaders over
these 20 years. To Ramon, my “dissertation husband,” and to Emy and Dominique, my good
friends: thanks for all the praise and support.
My work on this dissertation could not have been possible without the support and
guidance of many individuals. I would like to thank my professor and dissertation chair, Dr.
Michael Escalante, as well as Dr. Oryla Weidoeft. I am honored and deeply appreciative of their
mentoring during this process. The experience has been phenomenal, and I humbly
acknowledge their dedication to my study and my future direction. I am grateful to Dr. Pedro
Garcia, Dr. John Garcia and, once again, Dr. Escalante, for serving as my dissertation committee
members and for making the completion of my dissertation possible. I also want to thank all of
the wonderful professors under whom I had a chance to study while at USC. I am grateful to my
mentor, Dr. James Scott, at the California State University of Long Beach, School of Education
for his advice, encouragement, and guidance during the doctoral process. Finally, a special thank
you to my dissertation group members, who motivated me and shared their knowledge and
resources throughout the process. Together we have shared a special once-in-a-lifetime event,
and I consider them not only my colleagues but also my friends. We did it! Fight on!
GLOBALIZATION AND COSTA RICA 5
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
Abstract 7
Chapter One: Overview of the Study 8
Statement of the Problem 10
Purpose of the Study 10
Significance of the Study 11
Limitations of the Study 12
Delimitations of the Study 13
Assumptions of the Study 13
Definitions of Terms 14
Organization of the Dissertation 16
Chapter Two: Literature Review 18
Globalization 19
Globalization in Historical Perspective 19
Globalization Theoretical Framework 22
Globalization and Education 25
Costa Rica 27
Costa Rica’s Economy 30
FDI and MNCs in Costa Rica 32
Costa Rica’s Educational System 37
21st-Century Skills 42
Skills Needed for the Future 43
Frameworks for 21st-Century Learning 45
Figure 1: Comparison of frameworks for 20th-century skills and 21st-century skills 47
Definitions of PBL and STEM 49
Framework for STEM and PBL 50
21st-Century Skills and STEM PBL in Costa Rica 53
Impact of Intel on the Costa Rican Education System 54
National Science Fair in Costa Rica 58
Chapter Summary 60
Chapter Three: Research Methodology 62
Research Design 63
Population and Sample 65
Instrumentation 67
Interview Protocol 68
Observation Protocol 69
Survey Protocol 71
Pilot Testing 72
Data Collection 72
Data Analysis 73
Ethical Considerations 75
Chapter Four: Results 76
Participants 77
Results for Research Question 1 79
Discussion of Results for Research Question 1 86
Results for Research Question 2 87
Table 1: Ways in Which Wagner’s “Survival Skills” Were Visible at Don Bosco 90
Discussion of Results for Research Question 2 94
GLOBALIZATION AND COSTA RICA 6
Results for Research Question 3 94
Discussion of Results for Research Question 3 100
Chapter Summary 101
Chapter Five: Conclusions and Recommendations 102
Purpose of the Study 102
Research Questions 102
Overview of the Methodology 103
Summary of the Findings 103
Findings for Research Question 1 104
Findings for Research Question 2 105
Findings for Research Question 3 106
Limitations of the Study 109
Implications of the Findings 110
Recommendations for Future Research 112
Conclusion 112
References 115
Appendices
Appendix A: Recruitment Letter: English and Spanish Versions 125
Appendix B: Policy/Government Agency Interview Protocol: English and Spanish
Versions 127
Appendix C: Business Leaders Interview Protocol: English and Spanish Versions 131
Appendix D: School Leader Interview Protocol: English and Spanish Versions 135
Appendix E: Student Interview Protocol: English and Spanish Versions 139
Appendix F: Science and Technology Fair Observation Protocol 143
Appendix G: Classroom Observation Protocol 146
Appendix H: Survey Protocol for Teachers and Administrators: English and Spanish
Versions 149
Appendix I: Survey Protocol for Students: English and Spanish Versions 153
GLOBALIZATION AND COSTA RICA 7
ABSTRACT
Over the past century, the nation of Costa Rica has experienced many challenges due to
an ever-changing world. The country has strategically implemented governmental and
educational policies that have successfully changed its economic profile in the global
marketplace. Since a country’s educational system can arguably be one of the major driving
forces behind its economic development, preparing students to compete in an ever changing,
high technology, and competitive world market is of national importance in Costa Rica. In the
past few decades, with investments by Intel and other multinational corporations (MNCs), Costa
Rica has developed a knowledge-based economy of students who are technically literate and
possess 21st-century skills.
This study examined (a) the influence of globalization, foreign direct investment, and
MNCs have on the curriculum and teaching practices in Costa Rican schools; (b) the relationship
between education in science, technology, engineering, and mathematics (STEM) and economic
growth in Costa Rica; and (c) the impact of the mandated National Science and Technology Fair
(NSTF), the use of project-based learning and STEM education to build human capital and
prepare students for 21st-century jobs, particularly in the STEM fields.
Theoretical frameworks were used to interpret the findings of this qualitative study. Work
by Joel Spring and Thomas Friedman presented theoretical frames for viewing Costa Rica’s
economic development through the lens of globalization; Tony Wagner and the Partnership for
21st-Century Skills provided the frameworks for the importance of 21st-century learning in a
globalized world; and Scott Slough and John Milam presented the framework for the design of
STEM project-based learning to provide a lens to examine educational changes and policies
made by Costa Rica to stay competitive in a global world market.
GLOBALIZATION AND COSTA RICA 8
CHAPTER ONE: OVERVIEW OF THE STUDY
The concept of globalization refers to the increasing interconnection and flow of capital,
goods, people, information, ideas and culture around the world (Spring, 2008; Zimmerer, 2006).
Globalization has been a characteristic of human society since the era of conquest and
colonization. However, since the beginning of the 1980s, it has changed both quantitatively and
qualitatively (Young et al., 2006). Technological advances in the areas of communications,
banking, and transportation have increased the pace and intensity of globalization (Wolf, 2001).
Friedman (2007) identified advances in technology that have helped to make the world smaller
over the past two decades: advances in computing, which allows for content development in
digital form; fiber optic cable, which provides affordable access of digital content; and the
availability of work flow software, which allows people to collaborate remotely. As a result, the
number of global actors on the world stage is increasing and now includes multinational
companies, transnational social networks, foreign investors, and supranational financial
institutions that all play a part in the world economy.
The competition brought about by globalization affects large segments of society not only
through economics but also through political and cultural changes; these, in turn, affect the
educational systems of countries (Spring, 2008). As a result, governments, nongovernmental
agencies, and business groups are concerned that the education received by today’s students may
not meet the demands of a knowledge-based world economy where participation requires
specific skills. This KBE drives the globalization of education as the need for an educated work
force increases. Successful economies today depend on 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
GLOBALIZATION AND COSTA RICA 9
and analyze information (Wagner, 2008). As a result, countries worldwide their national
education policies and curricula in an effort to create skilled labor forces that will help the
economic growth of their countries. For many countries, globalization played a key role in
determining the path of change and the implementation of policies concerning economics,
politics, culture, and education.
One such country is the Central American country of Costa Rica, which saw rapid
changes throughout the past several decades due to globalization. Established as a colony in the
late 1500s, it was one of the first Central American countries to make public education free and
mandatory (Booth, 2008). The tradition of investing in the education of its citizens and a
strategic economic plan helps the country to compete in an increasingly global world market.
Today, it has a high standard of living, no standing army, a stable political structure, and one of
the most advanced educational systems in Central America (Booth, 2008). Although it was
deeply affected by the worldwide debt crisis of the 1980s, the nation became a showcase of
market-oriented economic development and global economic integration. At the same time, it is
considered a reputable example of the benefits of participatory democracy and economic stability
due to strategies and policies implemented by the government in the past several decades.
To compete in the global economic market, Costa Rica made 21st-century learning a
priority. Through strategic economic policy, the country attracted foreign direct investment
(FDI) by multinational corporations (MNCs). This partnering with MNCs was a decision made
with the goal of improving the country’s living conditions to compete in the global world
economy.
The government’s efforts to attract FDI paid off in 1996 with the investment by Intel
Corporation. This partnership with Intel helped to fuel economic growth and created a “signaling
GLOBALIZATION AND COSTA RICA 10
effect” for other corporations to invest in the country (Rodríguez-Clare, 2001). Taking their
corporate responsibilities seriously, Intel donated millions of dollars and equipment to modernize
and change education (World Bank Group, 2006). This has led Costa Rica to change the national
curriculum to include more classes in science, technology, engineering, and mathematics
(STEM) and project-based learning (PBL).
In 2004, the government asserted its commitment to enhancing science education in the
country by issuing a national decree (MEP-MICIT #31900) mandating institutional science fairs
for all schools. The science and technology fairs have grown over the past decade and become
popular as students’ interest in hand-on research and learning in the 21st century has increased.
This national emphasis on science and technology fostered by the government and the
partnerships with MNCs changed the look and learning of the classrooms. Today, Costa Rican
students are developing 21st-century skills, creating knowledge-based workers for the global
economy worldwide.
Statement of the Problem
Since the early 1980s, Costa Rica has undergone many changes due to economic,
political, and educational factors. In order to compete in an evolving global market, a new
economic strategic plan was implemented to attract high-technology FDI. These MNCs brought
new job opportunities that required educational institutions to produce knowledge-ready
employees. Costa Rica faces the challenge of helping students to develop 21st-century skills in
STEM fields in order to prepare the next generation of skilled workers.
Purpose of the Study
The purpose of this study was to examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in Costa Rican schools.
GLOBALIZATION AND COSTA RICA 11
Furthermore, the relationship between STEM education and Costa Rican economic growth was
studied. The study also examined how the mandated NSTF influences the use of PBL to build
human capital and prepare students for 21st-century jobs, particularly in the fields STEM fields.
The following research questions were investigated in this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent is the economic growth of
Costa Rica and STEM education related?
2. How has mandating participation in the NSTF influenced implementation of 21st-
century skills through use of project-based learning and technology by teachers across all
curricular areas? How has it affected curriculum and instruction?
3. How has the NSTF policy changed the value of STEM education for students,
teachers, and educational leaders?
Three frameworks were chosen to assist in addressing 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. This final
framework was especially helpful in understanding the use of science and technology fairs in
Costa Rica.
Significance of the Study
Globalization is an economic force and a catalyst for change in the way countries operate
to meet the demands of a new “flat-world platform” (Friedman, 2007). The impact is seen in
economic and educational systems, especially in developing countries. Costa Rica revised its
economic policies strategically over time to attract FDI and compete in the global economy. As a
result of this increasing global competitiveness, Costa Rica’s educational policies evolved over
GLOBALIZATION AND COSTA RICA 12
the past few decades. Students today need to develop skills that will enable them to adapt to
changes in the work place as a result of globalization. Wagner (2008) suggested “survival skills”
that can help students to gain 21st-century skills. Using the frameworks of Slough and Milam
(2013), Wagner (2008), and Partnership for 21st Century Skills (P21; 2010), this study analyzed
the impact of 21st-century skills taught in schools, as well as the impact of STEM PBL on
students’ interest in these fields.
The findings of this study provide data and knowledge that will affect stakeholders, such
as political leaders and policymakers, educational leaders, science and technology fair leaders,
and students who participate in the fairs throughout the country. The findings can help political
and educational leaders to prepare students for the new global economy. The findings of this
qualitative study can provide insight for future researchers seeking to understand the impact of
globalization on schools and the strategies that countries such as Costa Rica implemented to help
students to prepare for the new global workforce.
Limitations of the Study
The limitations of the study are those characteristics of design or methodology that have
an impact on or influence the application or interpretation of the results of a study. Limitations
are beyond the control of the researcher and may affect the validity and reliability of a study
(Simon & Goes, 2011). Merriam (2009) stated that, to decrease the possibility of this happening,
triangulation of data is important, as it tends to minimize bias and increase validity of collected
data. Several factors limit the scope of this qualitative study, including factors related to
geography, time, and language barriers. The study took place in an international setting,
thousands of miles from the researchers’ university, which limited the time of interaction
between participants and the research team. The team visited Costa Rica for 10 days. Therefore,
GLOBALIZATION AND COSTA RICA 13
if any additional information or data were needed after the visit, it was difficult for the research
team to acquire it. In addition to time and distance being a limitation, the language barrier
restricted the research team. To address this limitation, the research team worked in pairs; one
Spanish speaker was a part of each duo to support and act as interpreter during interviews and
data translations.
Delimitations of the Study
Delimitations are factors that result from specific choices made by the researcher (Simon
& Goes, 2011). The research team focused only on schools that have partnered with Intel. Each
school was chosen by the research team pairs and was in close proximity to the city of San Jose,
where many of the corporate and government agencies are situated, to make interviewing and
data collection more manageable. The narrow focus of the study was another delimitation; the
focus was on students who had successfully participated in the Intel International Science and
Engineering Fair (IISEF) and the teachers and schools that participate in the Costa Rica National
Science Fair.
Assumptions of the Study
The following assumptions were made in this study:
1. Globalization and MNCs have an impact on the educational system in Costa Rica.
2. A skilled workforce is crucial to the economy and is a national priority.
3. Students are being prepared with 21st-century skills through the use of STEM PBL,
and the science fair mandate influenced the students’ interest in the STEM content area.
4. The interview, survey, and observation protocols provided the research team with an
accurate perception of and valid information on the school system, leaders, and economy.
GLOBALIZATION AND COSTA RICA 14
Definitions of Terms
The following terms are defined as they are used in the dissertation.
21st-century skills: Essential skills that students need to compete in a global KBE. 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).
CINDE: The Costa Rican Trade and Development Board, a private, nonpolitical,
nonprofit organization created to promote FDI to improve conditions for people living in the
country, increase the appeal of the investment environment, and encourage a global view for
citizens (Rodríguez-Clare, 2001).
Corporate responsibility: Ethical corporate behavior that allows businesses to reduce
risks and costs, protect brands, and develop new market opportunities (Intel Corporation, 2013).
Foreign direct investment (FDI): A cross-border investment by a company or country
into another economy with the purpose of obtaining a lasting interest; an important element in
international economic integration. Broadly, FDI includes mergers, acquisitions, building new
facilities, reinvesting profits earned from operations, and intra-company loans (Larrain, Lopez-
Calva, & Rodríguez-Clare, 2000).
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 education system toward more international involvement (Altbach, 2004).
Human capital: The stock of competencies, knowledge, social skills, and personality
attributes, including creativity, embodied in the ability to perform labor so as to produce
GLOBALIZATION AND COSTA RICA 15
economic value. Human beings are assets to an economy when they have these skills and are
properly trained.
Multinational corporation (MNC): A business organization whose activities are located
in more than two countries; 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 & González-Alvarado,
2007).
Project-based learning (PBL): One method for integrating STEM education and
supporting student development of 21st-century skills; a teaching method by 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).
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
(#31900 MEP-MICIT). The science and technology fair processes are ruled by the guidelines of
The National Science and Technology Fairs Program (PRONAFECYT), and national science fair
winners participate in the IISEF.
STEM: An acronym for science, technology, engineering, and math. STEM refers to an
integrated approach that relies on replacing traditional lecture-based teaching strategies with
approaches that are more project-based and inquiry driven (Breiner, Harkness, Johnson, &
Koehler, 2012).
GLOBALIZATION AND COSTA RICA 16
Organization of the Dissertation
This report of the qualitative study is divided into five chapters. Chapter 1 provides an
introduction and overview to give context to the study. Also included is a statement of the
problem, the purpose of the study, the research questions, the significance of the study, the
assumptions of the study, and definitions of key terms related to study.
In Chapter 2 the literature related to the study is reviewed. This chapter consists of five
major sections. The first section introduces the concept of globalization via a broad examination
of the history of globalization and its impact on education through the framework by Spring
(2008). The second section presents a brief history and background of Costa Rica, including its
economy and educational system. This section describes the changes in policies and practices
that moved the country from a primarily agrarian economy to a KBE. The third section is a
discussion of influence of partnerships with MNCs on the education system. This section also
reviews the importance of FDI and MNCs to the economy and analyzes their economic impact
on the country. The fourth section describes the educational history and practices in Costa Rica
and how they have been affected by globalization. The fifth section is a discussion of 21st-
century skills for teaching and learning, STEM education, and PBL through the frameworks by
Wagner (2008) and P21 (2010), as well as Slough and Milam’s (2013) framework of STEM
PBL. This section also addresses how Intel and Costa Rica partnered to build 21st-century skills
and curriculum into the schools. The section concludes with a description of the government’s
science and technology fair mandates and practices, as well as their participation in the IISEF.
Chapter 3 describes the methodology used by the researchers. The qualitative design of
the study is discussed, as well as the specific methods used in a case study. This chapter includes
a discussion of the sampling and population procedures, instrumentation, and validity and
GLOBALIZATION AND COSTA RICA 17
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 in the study.
Chapter 4 presents findings from the data collection. The chapter states the themes and
categories of the data analysis regarding the research questions and the conceptual frameworks
of the study. Chapter 5 summarizes the findings and presents implications for practice and
suggestions for future research.
GLOBALIZATION AND COSTA RICA 18
CHAPTER TWO: LITERATURE REVIEW
Once a country based on an agrarian economy of coffee beans and bananas, Costa Rica
became a magnet for high-technology MNCs through purposeful efforts to attract FDI. The
country has changed a great deal over the past few decades as a result of the country’s strategic
plan to attract MNCs as a means to economic growth in an increasingly competitive global world
market (OECD, 2012). As a result of globalization, developing countries benefit from
partnerships with MNCs, as evident by the investments that MNCs make in the country’s
educational system. As more MNCs invest in Costa Rica, the schools and universities help
students to acquire 21st-century skills needed to be successful. Corporations work with Costa
Rica’s formal institutions and governmental agencies in making policy decisions to promote
advancement in the knowledge base of the country’s citizens to create a population ready to
work for these high-technology MNCs. This review of the literature examines the research to
analyze how globalization, FDI, and MNCs affected both the curriculum and practices of the
schools system and the country’s KBE. Spring’s (2008) theoretical framework on globalization
is used as a context for explaining the phenomenon of globalization in Costa Rica as a change
agent in the country’s economic, political, and educational landscapes.
This chapter begins with a broad examination of the history of globalization and its
impact on education. That is followed by a brief history and background of Costa Rica, including
its economy and educational system. In addition, the influence of MNCs on the education system
is discussed. Finally, the significance of 21st-century skills and the theoretical framework
defined by P21 (2010) and Wagner (2008) as it relates to the school system is explored through a
focus on STEM fields, PBL, and what these mean for Costa Rica’s citizens in the global
economy.
GLOBALIZATION AND COSTA RICA 19
Globalization
Educating global citizens is now a matter of national importance; countries and their
institutions must prepare students for the 21st-century world by nurturing their higher-order
cognitive skills. Global competition is a competition of skills: The more skilled the workforce,
the more economically competitive a country can be. This leads to policies aimed at building
human capital where the goal is to create an economy that is more highly skilled economy those
of competitors (Brown, Lauder, & Ashton, 2008).
Sassen (1998) defined globalization as a dynamic process of increasing
interdependencies among people and systems across the globe. The term has taken on new
importance in the past three decades because of new developments in technology, such as the
Internet, and changes in worldwide economic and educational policies (Friedman, 2007).
Friedman (2007) stated that globalization is the integration of capital, technology, and
information in a way that creates a single global market that makes the world a large global
village. These economic, political, social, and technological forces at play in globalization create
changes throughout the world. Likewise, Spring (2008) defined globalization as the
interconnectedness of the world economy marked by the flow of ideas, people, capital, trade, and
social customs across borders. The common thread among these definitions is the idea that the
world is an interwoven place, and people, companies, and countries are connected more than
ever before. Friedman (2007) called this new era of globalization the “golden age.”
Globalization in Historical Perspective
This section discusses globalization in terms of its history, its role as a theoretical
framework for research, and its effect on education.
GLOBALIZATION AND COSTA RICA 20
From the cells in our bodies to the objects that are integral to our everyday existence, we
are all connected by invisible threads that stretch across continents and millennia. For
better or worse, we are all the products of globalization. (Chanda, 2007, p. 22)
Chanda (2007) described globalization as a historical process through which world
communities become interconnected. He postulated that globalization, or the desire to leave
one’s home to go somewhere to connect, to live better, to have an enriching or more fulfilling
life, is so inherent that it is essentially impossible to stop. In fact, he concluded that globalization
is both figuratively and literally a part of the human DNA. Chanda traced the initial globalization
of the human species, which he called proto-globalization, to the late Ice Age, when a group
walked out of Africa in search for better food and shelter. Supporting the “out of Africa” theory,
which states that all of humanity started in Africa, Chanda (2007) stated that all current humans
share the DNA marker M168, traceable to an African who is “the common ancestor of every
non-African person living today” (p. 18). The sharing of DNA supports his notion that the world
is a small place.
Globalization is another chapter in a long historical saga of the world. Chanda (2008)
stated that, over the past several decades, globalization has acquired a new importance in the
world. He argued that traders, preachers, adventurers, and warriors continually connected
dispersed human communities and civilizations, gradually creating the interconnected society
now described as globalized. For thousands of years, these “agents” of globalization exchanged
goods, ideas, and knowledge or sought to gain religious followers, fortunes, or land. Tracing
history, Chanda (2008) explained that Asia and the Middle East were epicenters for early
globalization, and the Silk Road connecting China and Europe during the Middle Ages was the
superhighway. These “agents” began the current globalization process.
GLOBALIZATION AND COSTA RICA 21
By the end of the 16th century, Western Europe showed rapid economic, social, and
cultural changes (Bijlani, 1994). In the 17th century, colonization by Spain, Portugal, Great
Britain, and France led to rapid expansion of global trade of raw materials. Between the 18th and
19th centuries, with the beginning of the industrial revolution, industries began to market their
products in the world and global trade boomed. The 20th century saw rapid growth in global
business. After World War II, the breaking down of borders fostered trade relations among
nations. With the help of international trade agreements and initiatives carried out as a result of
the World Trade Organization (WTO), barriers to international trade were lowered significantly.
Also during this period, major countries such as India, Indonesia, and some South American
countries gained independence and, as a result of having their own economic systems,
established trade relations with the rest of the world (Friedman, 2007).
The exponential growth in the exchange of goods, ideas, institutions, and people evident
in today’s world is part of a long-term historical trend of motivating people to move themselves,
their goods, and their ideas around the world (Bijlani, 1994; Chanda, 2008). The historical
process of globalization resulted in the global world economy of the present, which is centered
on the integration of international markets for goods, services, technology, finance, education,
and human capital (Chanda, 2008). As a result of globalization, many countries developed from
agrarian societies to 21st-century societies of telecommunications, international trade
agreements, and the microchip (Chanda, 2008). The globalized world was inevitable and started
with those first “agents” of globalization. In fact, according to Chanda (2008), the globalization
phenomenon is literally and figuratively part of the human DNA. As such, it can be expected that
globalization will play a role in a nation’s educational decisions.
GLOBALIZATION AND COSTA RICA 22
Globalization Theoretical Framework
This section begins the discussion of the effect of globalization on education and
educational research. The theoretical framework by Spring (2008) examines the influences of
globalization on education. His theoretical framework consists of four models: the world cultural
model, the world systems model, the postcolonial model, and the culturalist model. Utilizing
these various models, Spring (2008) interpreted the importance of globalization on education.
These models of globalization explain the viewpoints of nations in terms of moving toward a
global education agenda aligned with national priorities and traditions (Spring, 2008). In other
words, the way a nation views the world tends to influence its national agenda.
Spring’s (2008) first model, the world cultural model, assumes the existence of a world
culture based on Western ideals of schooling, which serves as an example for school systems
nationally. The world culture theory explains a particular interpretation of globalization based on
the premise that all cultures are slowly merging into a single global culture and, as a result,
nation-states draw on this world culture in planning their educational agendas, systems, and
policies. In other words, it covers the acceleration in the global interdependence and
consciousness of the global whole. World cultural theory states that schooling based on a
Western model is now a global cultural ideal, since this model of education is based on a belief
in the right of all people to an education and of the importance of education in maintaining
economic and democratic rights (Spring, 2008).
In contrast to the world cultural theory, which posits the Western school model of
globalization as a benevolent force, the world system perspective views globalization as a way
for wealthy nations to use politics for their own economic agendas at the expense of poorer
nations (Spring, 2008). Spring explained that the world systems theory is really just another term
GLOBALIZATION AND COSTA RICA 23
for global capitalism, which has existed for more than 500 years. The world system theorists see
the world as divided into two hierarchical regions: The most powerful is controlled by the United
States, Europe, and Japan, and the second region is made up of nations dominated by the first
region. Spring explained that these wealthy core countries subjugate poorer nations by imposing
their values and giving them aid and education as a way to mask true capitalistic intentions.
The educational and societal changes enacted by leaders of nation-states as a direct result
of globalization are examples of the world system and postcolonialist theoretical frameworks.
Both of these theories view globalization as a form of imperialism in which wealthy nations from
the core regions benefit politically and economically at the expense of the poorer nations.
Postcolonialism is a way to describe the effect on societies of movements of people to and from
former colonies and to analyze the consequences in a global context of power and domination,
economic privilege, and political resistance (Fox, 2004). For example, Spring (2008) stated that
the postcolonialist perspective sees the global influence of Western thought and schooling not as
a result of being right or being the best but rather as a consequence of political and economic
power. Spring (2008) acknowledged a relationship between global knowledge and power where
one form of knowledge is privileged over another and is legitimized by power affecting global
organizations. It has been argued by many scholars that the framework of postcolonialism views
education as an economic investment designed to produce a better-skilled workforce to serve
MNCs, which continues the cycle of imperialism (Spring, 2008; Torres, 2002).
Like the postcolonialist framework, the culturalist framework shares the idea that there is
world knowledge and that those with power and wealth control some of this knowledge and
subjugate some of this knowledge (Spring, 2008). However, the culturalist perspective stresses
the existence of “different ways of seeing and knowing the world and the lending and borrowing
GLOBALIZATION AND COSTA RICA 24
of educational ideals” (Spring, 2008, p. 14). Culturalists content that these various types of
knowledge and educational ideas are outside of those related to human capital, such as religion,
human rights, and environmental education. In other words, culturalists do not hold that the
political and economic pressure put on poorer nations to implement international educational
standards and policies will have homogenizing effects or that these will necessarily lead to one
global educational system (Spring, 2008).
These four interpretative frameworks of globalization and education reflect differing
ideologies regarding the future of globalization. While world culturalists support and want to
improve the current dominant human capital model of education, the world systems theorists see
this only as a way for rich, powerful nations to legitimize their actions in these poorer nations to
further their particular political agendas (Spring, 2008). Regardless, the change in the global
economics and the advent of new technology is the driving force behind the expansion of MNCs
and the knowledge economy of today. Governments and related institutions, schools, and
businesses are concerned that a national curriculum to meet the demands created by globalization
is necessary to create a skilled labor force (Spring, 2008). All of these stakeholders have
influences on education that can be seen in developing countries like Costa Rica.
Spring’s (2008) theoretical framework was used to analyze how the impact of
globalization and the presence of MNCs are viewed by governmental and educational school
leaders. His framework gives context to the developments and changes that occurred over the
past several decades in this developing country. The change in global economies and the new
technology are the driving forces behind Costa Rican government, businesses, and educational
institutions for a national curriculum that will meet the demands created by a global economy.
GLOBALIZATION AND COSTA RICA 25
All of these stakeholders have a vested interest in seeing the country and its citizens succeed in
the global world market.
Globalization and Education
Globalization has played a key role in shaping the educational systems of many countries.
It has required a rethinking of education’s purpose, structure, content, and pedagogy, as well as
methods of delivery and assessment of outcomes (Carnoy, Hallak, & Caillods, 1999; Spring,
2008). A clear impact of globalization is increased competition, not only in economy and trade
but also in other sectors, including education (Sahlberg, 2006). Educational systems seek
governance and operational models from the business world in response to concerns exposed by
the globalization phenomenon. Efforts to enhance educational quality, increase productivity, and
improve cost effectiveness have brought standardization and national agendas to the world of
education (Sahlberg, 2006). Education in this era of globalization is not only about acquiring the
traditional knowledge imparted by educational systems; it is also acquiring new skills demanded
by a global knowledge economy (Spring, 2008). Education is key in preparing individuals and
countries to utilize new knowledge- and skill-intensive technologies.
In terms of competitiveness and education in a globalized world, governments whose
educational systems lack the ability to produce knowledge-ready workers cannot function and
succeed in a global economy (Spring, 2008). Friedman (2007) argued that 10 forces, largely
technological and economic forces, have been flattening the world since the late 1980s. He
contended that events such as the fall of the Berlin Wall, the rise of the Internet, and various
financial and technological changes make collaboration a must. These “flatteners” and their
convergence connected nations and, as a result, leveled the playing field of global
competitiveness (Friedman, 2007).
GLOBALIZATION AND COSTA RICA 26
Because of this competition, learning must be viewed as a permanent and lifelong process
(Friedman, 2007; Spring, 2008). The global knowledge economy requires and rewards those who
are better educated and more skilled. Thus, there is pressure to increase the average level of
education in the labor force. Today, knowledge is a principal currency turning the organization
and purpose of education systems into a relative competitive business (Welmond, 2002). “Being
adaptable in a flat world, knowing how to ‘learn how to learn,’ will be one of the most important
assets any worker can have, because job churn will come faster, [and] innovation will happen
faster” (Friedman, 2007, p. 239). This world competitiveness leads to higher demands and
standards in all countries and their educational institutions.
Globalization is now part of discourses concerning education, and therefore, governments
and businesses alike must acknowledge that these two processes are intertwined (Friedman,
2007; Spring, 2008). Since education is the most commonly shared experience across the globe
(Dale & Robertson, 2003), its place in the global knowledge economy is crucial. Spring (2008)
stated that the world’s governments now have similar educational agendas that include investing
in education to develop better workers or human capital to compete in this new “flat-world”
(Friedman, 2007) landscape and meet its global demands. Vaira (2004) found that many
countries are concerned with the role and the ability of their educational institutions to create this
human capital commodity. Because of globalization, researchers have seen a shift in teaching
and learning from emphasizing traditional subjects to information and communication, as well as
technology (Sahlberg, 2006). Sahlberg (2006) argued that globalization has an effect on teaching
and learning in very significant ways. For example, educational developments are often based on
a global unified agenda; the increasing global competition is causing new competition-based
educational curricula and policies.
GLOBALIZATION AND COSTA RICA 27
Costa Rica
In order to understand how globalization affects developing countries, a study of Costa
Rica was chosen as the context for this study. This section of the literature review discusses the
key events that led to great historical changes in the country. A review of history and
background, school system, politics, and economy explains how globalization affects these
institutions and structures, changing them and modernizing them to succeed in a very
competitive “flat world” (Friedman, 2007).
Once a Spanish colony, Costa Rica now has a highly ranked education system attracting a
significant amount of FDI by MNCs. These changes have had a significant impact in terms of
establishing the nation as one of the strongest in Latin America. This section presents a history of
the nation, a discussion of its changing economy, the role of foreign investment, and the
influence of these factors on the educational system.
At the time of its discovery, America’s territory was populated by various groups of
native peoples, whose population is calculated to have been around 400,000 (MacKinnon,
Cumbers, Featerstone, Ince, & Strauss, 2011). These were divided into kingdoms, grouped
basically into great areas of cultural influence. On one side there was “Meso-America” (Mayans
and Aztec) and on the other, the South American cultures. Costa Rica was characterized by being
the point where the two cultural traditions came together. This made the country the crossroads
of culture and commerce, explaining the great cultural variety and richness found in such a small
territorial space. Currently, 25% of the world’s diversity can be found in these 19,000 square
miles of land (Parker, 2013). The Spanish colonized the nation in the 1560s when Juan de
Cavallon established the first permanent settlement (Daling, 2002; Parker, 2013) and ruled for
over 300 years through military governance based in Guatemala (Booth, 2008). However, in
GLOBALIZATION AND COSTA RICA 28
1821, Costa Rica, along with other Spanish colonies in Central America, was given
independence and sought to find its place in the region. In 1824, Juan Mora Fernandez was
elected the nation’s first chief of state and set the tone for the future of Costa Rica by ushering in
a 9-year period of progressive stability.
Under Fernandez’s liberal leadership, the nation developed independently of its
neighboring countries, a trend that would forever set it apart from other developing nations in the
area. Fernandez established a sound judicial system, founded the nation’s first newspaper, and
expanded public education. He built roads, established schools, and distributed land grants to
anyone willing to plant coffee, the most profitable export crop at that time (Viva Costa Rica,
2003). In 1838, Costa Rica declared itself a sovereign nation (MacKinnon et al., 2011) and
regularized its political institutions.
In 1847, in the first true democratic election in the nation, the young founder of the
University of Santo Tomás, José María Castro Madriz, was selected by Congress to be the
country’s first president. In 1848, Costa Rica declared itself a republic and adopted a constitution
that established basic civil rights and abolished the army. During this time, the coffee economy
began to flourish (Booth, 2008). This trade ultimately opened doors to European influences.
With European money flowing into the country, Costa Rica became more cosmopolitan.
Europeans immigrated to protect their interests and to stake their claim in Latin America’s new
tropical frontier (vivacostarica.com, 2003). In fact, the capital, San Jose, was one of only three
cities in the world to have electricity. The nation’s leaders at that time were both liberal and
educated, producing a decade of accelerated growth of infrastructure, especially in education
(vivacostarica.com, 2003). The 1869 constitution provided free, mandatory education for all
Costa Ricans and thus established the foundation for a highly literate society. Also during this
GLOBALIZATION AND COSTA RICA 29
time, political parties emerged and, in 1889, the first democratic election was held peacefully
(Daling, 2002). Thus, by the late 1880s, what looked like a democracy was emerging.
The 1948 revolution, led by the Partido Liberacion Nacional, resulted in the seizing of the
presidency by José Figueres and served as the catalyst for political, social, and economic change
based on a new constitution (Daling, 2002). This constitution abolished the military, gave the
vote to women, Blacks, and Indians (Biesanz, Biesanz, & Biesanz, 1999; Booth, 2008; Daling,
2002). Also written into the constitution were principles and regulations affecting private and
public enterprises, such as policies limiting the powers of the executive branch as well as policies
extending the scope of the parliament (Lopez, 1996). From the civil war emerged a new party,
National Liberation Party (PLN), which still maintains great influence in Costa Rican politics.
“Don Pepe” Figueres was elected president in 1953 and again in 1970 (vivacostarica.com, 2003).
However, an amendment to the constitution in 1969 banned presidents from immediate
reelection for consecutive terms (Rodríguez, 2006). This aided in creating a democratic tradition.
Costa Rica has maintained its traditions of democracy and stability despite economic
difficulties at home and political unrest in much of Central America. José Maria Figueres
succeeded Rafael Calderón Guardia in 1994. Figueres started his tenure by initiating unique
policies. He built on the country’s reputation for having a well-educated and literate populace to
attract software giant Intel, which opened a 400,000-square-foot plant in 1998, providing almost
2,000 new jobs (vivacostarica.com, 2003). This marked a new economic era.
Unlike other Central American countries with histories of dictatorships, Costa Rica
evolved into a self-governing, egalitarian society based on a tradition of democracy (Paus, 2005).
The country has always emphasized the development of democracy and a respect for human
rights. Because of this, it is an attractive country for foreign investors and it offers great potential
GLOBALIZATION AND COSTA RICA 30
for establishment of important MNCs, thanks to the outstanding academic level of its population,
as well as the high standard of modern services and social and political stability. The lack of an
army fits perfectly within its national character. Costa Ricans, or Ticos, as they refer to
themselves, are one of the friendliest and most accepting cultures in the world. Ticos strongly
believe in democracy, fundamental human dignity and living, or, as they say, una pura vida, or a
pure life. Ticos are known throughout Latin America as hard-working people with strong family
values (Palmer & Jiménez, 2004).
Costa Rica’s Economy
“The best hope for developing countries to attain economic growth is through integration
into the world economy. And their tool, if only they are willing to use it is . . . the multinational
company” (Safarian, 2003, p. 93).
With a growth rate of 5% since the 1990s, Costa Rica has one of the highest rates of
economic growth in Central America (World Bank, 1996). This rate of growth was not an
accident; it is due to strategic planning by the government and its institution since the 1960s. The
relocation of resources and the political and social reforms accomplished by Figueres in the mid-
20th century allowed for access to education and health care (Booth, 2008). These reforms
helped the nation to become an upper-middle-income developing country in Latin America
(World Bank, 1996). With a gross national income (GNI) of $7,640 per capita as of 2011, Costa
Rica’s growth rate during the past 14 years has been 4.4%, twice as much as its population
growth (Monge-González & González-Alvarado, 2007). Characterized by a literacy rate of 95%,
a life expectancy above 77 years, and a 100-year-old democratic tradition, it attracts FDI inflow
from major MNCs (Central Intelligence Agency [CIA], 2012; Monge-González & Alvarado,
2007).
GLOBALIZATION AND COSTA RICA 31
Over the past decades, the country transformed from its traditional agrarian productive
model to a broader and much more competitive system. The economy is now supported in part
by the growth of information and communications technology due to FDI by companies such as
Intel, Hewlett Packard, Motorola, Microsoft, and others. Behind Costa Rica’s success are three
major public policies that have contributed both to the growth of the economy and to the rapid
and sustainable growth of the information and communications technology sector: continuous
public investment in education, a reduction of internal taxes on and trade barriers to
technological products, and solid foreign trade and FDI platforms (World Economic Forum,
2012).
Like most countries in the developing world, Costa Rica suffered several financial alarms
in the late 1970s. These shocks included two international oil crises, a world recession, a lack of
access to the international financial markets, the Contra war and instability in Central America,
and the coffee boom that caused a sudden decline in the price of coffee (Alvarado, Miguel,
Schmack, & Ma, 1999). In the 1980s, Costa Rica was victim to another financial and economic
crisis characterized by
shrinking output, growing unemployment, large public-sector deficit and public external
debt, rapid inflation and devaluation of the currency. The fiscal deficit was financed by
the national banking system and domestic credit grew at a rate faster than the rate
required to maintain price stability . . . . [This] resulted in the “crowding out” of the
private sector contributing to the crisis. (Alvarado et al., 1999, p. 4)
Trying to recover from these two financial catastrophes, Costa Rica launched a process of
opening its economy by liberalizing imports, promoting exports, and attracting FDI (Monge-
González, Rosales-Tijerino, & Arce-Alpizar, 2005).
GLOBALIZATION AND COSTA RICA 32
The government developed many new policies supporting foreign investment in high-
value-added industries and diversification of exports. As a result, economic activity became
diversified, moving from a historical dependence on agricultural exports to a new model of
development in the manufacturing sector that included export promotion and export
diversification (OAS, 2005). The new orientation secured a wide consensus among policy
makers and the structural reforms were implemented throughout the 1980s (Monge-González et
al., 2005). As part of this new export model, the government gained free trade zones (FTZ),
which promoted the export of nontraditional products and attract FDI (OAS, 2005). This regime
is the mainstay of export and investment promotion strategy. The FTZ regime gives incentives
and benefits granted by the government to companies making new investment in the country
(CINDE, 2012). This policy was part of a strategy to overcome the worst economic crisis in the
country’s history and was, arguably, the most important step in the promotion and attraction of
foreign companies.
Countries such as Costa Rica have learned that a way to increase GDP is by taking a
proactive stance to acquire FDI, especially FDI in the technology and communication fields
(Giuliani, 2008). The process by which the country attained its high rate of economic growth lies
within partnerships with MNCs. MNCs and FDI have played a significant role in the overall
development of the country. This section of the literature review deals with the impact of FDI
and MNCs on Costa Rica and how this impact has been a catalyst for social, political, economic,
and educational change.
FDI and MNCs in Costa Rica
The effects of globalization and MNCs on both the economy and education system are
quite evident, and their influence on the school system is still a priority for the government. Over the
GLOBALIZATION AND COSTA RICA 33
past 20 years, Costa Rica’s conscious effort to attract FDI grew into a competition among the
many developing countries (Solis, 2011). As increasing FDI is one measure of a country’s
economic growth, after the financial crisis hit Latin America in the 1980s, FDI became important
to have as exchange controls and market access in many foreign countries became more liberal
(OECD, 2012). Since the mid-1980s, the growth of FDI has been a force in the formation of
global companies, with a major impact at the national level (OAS, 2005; World Bank, 2013).
The most representative example of this was the decision by Intel to invest in a microprocessor
plant in Costa Rica in 1997, which resulted in an instant boost in the national economy.
Consequently, 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 & Inter-American
Development Bank, 2008).
The presence of multinationals in developing countries is a topic of discussion in terms of
their impact on politics, economics, and education. “Big business,” as MNCs are often called, is
a powerful economic force in developing countries such as Costa Rica. Many countries that
resisted partnering with MNCs in the 1960s, 1970s, and 1980s are more open to working with
them after seeing the positive benefits (Hejazi & Safarian, 1999). Governments acknowledge that
MNCs can provide a package of external resources that may make a strong contribution to a
country’s development (UNCTAD, 1999). The benefits of partnering with MNCs differ by
country, and many economists see the impact of MNCs as negative. However, economic growth
and industrialization, combined with an increasingly globalized world, enable MNCs to become
a useful tool for economic growth in developing countries. Economists Borensztein, De
Gregorio, and Lee (1998) stated, “Governments are liberalizing MNCs regimes as they have
GLOBALIZATION AND COSTA RICA 34
come to associate MNCs with positive effects for economic development and poverty reduction
in their countries” (p. 133).
The partnership is beneficial to the MNCs as well, especially those who are partnering
with Costa Rica. Factors such as political stability and pro-investment public policies make the
nation attractive for MNCs. Mitchell and Pentzer (2008) stated that large foreign companies are
drawn to the tax breaks and other incentives offered by the government. Companies such as
Intel, Cisco, and Microsoft take advantage of the 100% exemptions from profit taxes for 8 years
and a 50% exemption for 4 more years, as well as exemption from import duties on raw
materials, capital goods, parts, and components (CINDE, 2010; Paus & Gallagher, 2008;
Rodríguez-Clare, 2001). These types of incentives generate corporate investment, and host
countries hope to receive a return on the investment. In the case of Costa Rica, 25% of exports
were due to Intel’s investment (Paus & Gallagher, 2008).
Over the past few decades, the country attracted FDI in high-technology sectors, which
helped the country to maintain economic stability. Even the United States, when looking to
invest in a stable country in Latin America, turned to Costa Rica because of its democratic
government, strategic location, financial incentives, lack of labor unions, and human capital
(Paus & Gallagher, 2008). The CIA, through US-AID financial support, helped the country to
establish and fund the foreign investment promotion agency called CINDE (Paus & Gallagher,
2008).
The transition to the new export promotion model was supported from the beginning by
CINDE, the private nonprofit organization founded in 1983 by prominent business people and
financed by grants from US-AID (Cordero & Paus, 2008; Rodríguez-Clare, 2001). The
organization’s broad objective is to aid in development of the economy by attracting FDI; it also
GLOBALIZATION AND COSTA RICA 35
provides complete and updated information on the economy and the business environment
(Cordero & Paus, 2008; Rodríguez-Clare, 2001). Because CINDE does not receive funding from
the government, it can promote FDI without any interruption by political parties. The
organization aggressively sought FDI and, as a result, attracted Intel to Costa Rica. In the 1990s,
realizing that the country was losing its competiveness to other countries and losing the sources
of funding that it had enjoyed from the US-AID grants, CINDE turned its efforts to attract FDI in
a few sectors of business that they considered to be a better investment for Costa Rica’s
relatively high education levels (Rodríguez-Clare, 2001).
CINDE’s strategic plan focused on attracting businesses associated with electronics and
telecommunication industries. These sectors required higher-skilled labor for fast-growing
industries, forcing companies from the United States to find low-cost locales to set up business
(Rodríguez-Clare, 2001). CINDE was successful in attracting several high-technology
communications corporations and, as a result of these successes, Intel put the country at the top
of its site selection list for a microchips assembly and testing plant. Intel already had several
plants in Asia and, after visiting the country, company leadership decided to diversify and choose
a Latin American country for their newest plant. Because Chile lacked knowledge about the
electronics sector and Mexico had mandatory union rules, Intel announced Costa Rica as the
choice for the location of its new plant in 1996 (Rodríguez-Clare, 2001). In the 1998 study
conducted by the Foreign Investment Advisory Service (FIAS), four factors emerged as critical
to the choice of Costa Rica, including the nation’s political and social stability, democratic rule,
high quality of life, a nonunion work environment, the “pro-business” attitude, its good location,
transportation, and the relatively high levels of education, especially in terms of engineers and
technical persons (Rodríguez-Clare, 2001).
GLOBALIZATION AND COSTA RICA 36
In the years following, Costa Rica established a strategic plan to become the emerging
electronics manufacturing center in the Americas. CINDE’s plan was to develop clusters of
skilled workers in sectors that would flourish in the 21st century so that their workforce would be
competitive and would continue to attract FDI. A study by the Institute Controamericano de
Administración de Empresas (INCAE) and the Harvard Institute of International Development
reported that, if the nation wanted to stay competitive globally in electronics and software, it
should continue to educate the work force in these particular sectors (Rodríguez-Clare, 2001).
Today, the country follows this strategy and continues to attract high-technology MNCs by
working with them to improve availability of a skilled and knowledgeable labor force, improving
telecommunications and infrastructure through private sector participation, and developing better
access to foreign markets through free trade agreements with other countries (Rodríguez-Clare,
2001).
Over the past several decades, Costa Rica has attracted more FDI because of changes that
started in the 19th century with President José Figueres’s determination to transform the country
into an industrial nation (Kantor, 1954). In fact, the policies and changes made by President
Figueres have been argued as the reasons the country was open to the influences of globalization
(Torres, 2002). Costa Rica is, figuratively, almost borderless and, with the emergence of a global
economy, companies are willing to invest millions to have lower production costs. However, in
spite of such great successes, Céspedes and González (2002) claimed that there is still a shortfall
of well-trained laborers and highly educated human resources, especially with respect to those
workers trained in high-technology skills needed by MNCs. If the country expects to continue to
attract FDI, it must continue to make the transition toward a knowledge based-economy (KBE;
Monge-González & González-Alvarado, 2007). It is vital that the government raise awareness
GLOBALIZATION AND COSTA RICA 37
among persons and organizations in the public, private, and academic sectors, such as high
schools, universities, and technical vocational institutions, with respect to training and educating
in the KBE-related fields. Strengthening the relationship between universities and business helps
to establish education as a priority for both sectors, which, in turn, helps to define careers that
more closely respond to the demand in the productive sector, create more dynamic curricula, and
develop the highly educated, highly qualified human resources needed by MNCs (Monge-
González & Alvarado, 2007).
Costa Rica’s Educational System
We are a country of more teachers than soldiers, of more schools than cannons, of more
books than rifles, and of more libraries than barracks. And these sentiments and this
manner of being have formed a basic part of our national character for many generations.
(President Arias, 1982, as cited in Ameringer, 1982, p. 199)
The role of education in the lives of the Costa Rican people has been and still is of major
importance and a key element in social, cultural, and economic development (Biesanz et al.,
1999). Social and democratic development was always linked in Costa Rica to strengthening the
educational system (Biesanz et al., 1999). Today, the nation has a 94.9% literacy rate and is
designed to provide students with an opportunity for success. It has been distinguished from
other Central American countries because the quality of its education has driven its development
through the past decade. This section of the literature review will contextualize the educational
system by explaining the structure and providing detail landmarks and developments in the
country’s public education system.
Educational philosophy reflects the nation’s historic dedication to orderly constitutional
government, democratic principles, and human rights (Gill, 1980). Many of the early leaders,
GLOBALIZATION AND COSTA RICA 38
such as the first president, José Maria Castro, were teachers and made education a national
priority. In 1869, the country became one of the first to make education free, obligatory, and
funded by the state’s share of the great coffee wealth (Gill, 1980). The placing of such high
importance on education largely explains Costa Rica’s rapid development and growth as
compared to the rest of the Central American region (OECD, 2005).
In 1841, legislation was passed that centralized control of schools under the state, and
additional constitutional revisions provided direction for the development of a unified school
system (Encyclopedia of the Nations, n.d.). However, it was not until 1847 that the first
formalized education system was founded as part of the Ministry of Finance, Education, War,
and Navy.
The early commitment to education is illustrated by the opening of the University of
Santo Tomás in 1843 (Monge-Naranjo, 2007). The explicit purpose of the university was to
support the democratic institutions in the country. Realizing the need to expand the provision of
primary and secondary education to prepare entering students, the university faculty and
government used funds from the university and, in 1846, opened the Escuela Normal (a Normal
School that prepares primary school teachers) and in 1847, the Liceo de Niñas, the first high
school for girls in the country (Monge-Naranjo, 2007). However, due to its close ties to the
Catholic Church and insufficient skills and education to operate it, the university closed its doors
in 1888 (Education Encyclopedia, 2013; Monge-Naranjo, 2007). Although it was not open long,
the University of Saint Thomas was important because many of Costa Rica’s political leaders of
the late 19th century and early 20th century graduated from the university and, therefore, the
democratic spirit that was rooted in access to public education embedded in the culture continues
GLOBALIZATION AND COSTA RICA 39
today (Monge-Naranjo, 2007). In addition, the number of primary and secondary schools more
than doubled from 1915 to 1950 (Monge-Naranjo, 2007).
By the beginning of the 20th century, schools were fairly well spread throughout the
country. The decades of the 1940s and 1950s are periods in which promotion of education
beyond primary schooling was renewed. President Calderon Guardia reinforced public education
and in 1943 opened the Universidad de Costa Rica (UCR). UCR is the main university in the
country, where leading professionals and political figures are educated (Monge-Naranjo, 2007).
After the violence of 1948, President Figueres reinforced his commitment to public education. In
1949, Figueres abolished the army and replaced it with an “army of teachers” (Gill, 1980;
Monge-Naranjo, 2007). He also created the Ministry of Education (MEP) and wrote into the
constitution that public education was to be free, compulsory, and universal through the ninth
grade (Monge-Naranjo, 2007).
The decades of the 1950s and 1960s saw an increase in secondary schools, which
included the increase in technical high schools; in the 1970s, three more universities were built.
These universities helped to educate a skilled work force of engineers and scientists needed for
the industrial sectors that grew during this time and supplied educated professionals such as
lawyers, doctors, and nurses (Monge-Naranjo, 2007). Throughout the past few decades, Costa
Rica has remained progressive in educating students. With the influx of high-technology MNCs
in the 1990s, the country has become more global, evidenced by changes in educational policies,
many of which target curriculum.
Ticos are proud to point out that their government spends a large portion of the national
budget on education. With 7% of gross domestic product (GDP) dedicated to education, Costa
Rica ranked 22nd in educational spending worldwide in 2011—higher than the United States,
GLOBALIZATION AND COSTA RICA 40
Chile, South Korea, or The Netherlands (OAS, 2005). The government will continue to expand
this allocation through the recently approved constitutional mandate to devote 8% of GDP by
2014, which is high even by the developed world’s standards (OAS, 2005).
The quality of Costa Rica’s educational system is well known internationally. The Global
Competitiveness Report (Schwab & Sala-i-Martin, 2011), for example, recognized the quality of
the educational system as an important competitive advantage. The constitutional mandate for
free and mandatory education extends to the most remote areas of the country, where the
government at least provides textbooks, teachers, and one-room schoolhouses. Enrollment in
early childhood programs, negligible a few years ago, has already reached almost 69% of the
relevant age group (Monge-Naranjo, 2007).
Costa Rica’s educational system today consists of preschool, which is a combination of
day care and kindergarten. The structure of the country’s primary and secondary schooling is
divided into four distinct cycles: (a) elementary Grades 1 to 4 (Cycle I), (b) elementary Grades 5
and 6 (Cycle II), Grades 7 through 9 (Cycle III), and Grades 10 through 12 (Cycle IV; Consejo
Nacional de Rectores [CONARE], 2013; Monge-Naranjo, 2007). Compulsory education consists
of 6 years of primary school and the first 3 years of secondary schooling (Cycle III). For some
youth, formal education may end there. However, after the compulsory education, if students
want to complete their secondary education (Cycle IV), they may choose an academic or
technical high school. (CONARE, 2013; Monge-Naranjo, 2007). According to the 2011 State of
Nation Program, high school and university attendance have increased and dropout rates have
decreased. The government is focused on improving secondary and tertiary education in order to
enhance the technical skills of the population to match demands for workers in the science and
technology fields, demonstrating its commitment to building human capital.
GLOBALIZATION AND COSTA RICA 41
Comprehensive examinations are given to students in Grades 6 and 9 to assess skills in
such areas as mathematics, social science, and science. The emphasis is on the most basic
cognitive skills in reading and writing. The country focused on providing the first 3 years of
schooling for most of the population and the benefits of this early investment is evidenced by the
low illiteracy rate in the population today.
There are currently four state universities and more than 40 small private colleges
offering degrees in technological sciences, professional studies, and liberal arts. According to
CINDE’s Department of Research (2011), the school system is ranked 22nd worldwide, higher
than all other Latin American countries, another reason for the influence of support by MNCs on
the educational system. The schools and curriculum have changed to meet the needs of a
changing economy. For example, it is now mandated that all students graduate high school,
which helps to change the community belief that a ninth-grade education is satisfactory. In
addition, MEP enhanced the academic programs across all grade levels in hopes of building 21st-
century skills and closing the gap between rural and urban areas across the country (State of
Nation Program, 2011). The country has placed a high priority on investing in public education,
including the university system and technical and vocational training.
There are still some criticisms regarding Costa Rica’s educational system. Some refer to
poor teaching skills, girls leaving school early, dropout rates still high in comparison to Western
countries such as the United States, and weak performance by students in poor rural communities
(State of Nation Program, 2011). However, the school system in Costa Rica during the past few
decades has been shown to help students to achieve success in secondary education and has
given them the opportunity to move on to the university level. Likewise, changes at the primary
and secondary levels in the past two decades, with help from MNCs, have allowed students to go
GLOBALIZATION AND COSTA RICA 42
on to higher education and develop the human capital and knowledge economy needed to
compete in the ever-changing global world landscape.
21st-Century Skills
“The illiterate of the 21st century will not be those who cannot read and write, but those
who cannot learn, unlearn, and relearn” (Toffler, 2013, p. 126).
Many experts say that, since the 1970s, new technologies, combined with demographic,
political, and economic trends, have altered Americans’ work, education, and social lives in
ways that have significant consequences for today’s young people. Those trends prompted some
education reformers to argue that the traditional curriculum is not enough; schools must provide
students with a broader set of 21st-century skills to thrive in a rapidly evolving, technology-
saturated world (P21, 2012). Costa Rica experiences the same educational gaps that are seen in
the United States. To meet the demands of the new labor market, Costa Rica’s educational
system is changing to incorporate 21st-century learning to help students to gain the critical skills
for acquiring and keeping the jobs of today.
P21 (2012), a nonprofit organization, created a way of looking at teaching and learning
today. They charge that the workplace of the 21st century demands a highly educated and trained
work force comprised of critical thinkers who are technology literate and problem solvers. Costa
Rica took steps to meet the demands of supplying a work force equipped with 21st-century skills.
In order to meet the demands for a qualified workforce, schools teach 21st-century learning skills
at all levels in the educational system, realizing how important it is to support the needs of the
MNCs who invest millions of dollars into the economy.
This section of the literature review consists of four discussions. The first section
describes the skills needed for the future of Costa Rica in a global economy. The second section
GLOBALIZATION AND COSTA RICA 43
discusses the model designed by P21 (2012) to foster 21st-century learning and a description of
Wagner’s (2008) framework of seven key skills needed to succeed and solve some of the most
pressing issues and challenges of the 21st century. Mandating that all students participate in the
National Science Fair shows the commitment by the school system and government to providing
students with STEM PBL curriculum and opportunities. The third section discusses STEM skills
and PBL as they are incorporated into the school wide curriculum. This section provides a
discussion of the skills that students need for future careers and the frameworks for 21st-century
learning. The fourth section examines how the focus on STEM PBL helps to attract MNCs and
develop students who are ready to compete in a global economy.
Skills Needed for the Future
“Nations around the world are reforming their school systems . . . to support the more
complex knowledge and skills needed in the 21st century” (Darling-Hammond, 2010, p 5).
The 21st-century skilled learner will need to use technologies that have yet to be invented
to do jobs that do not yet exist. They will need to network; multitask; be digitally literate,
interactive, and collaborative; have strong visual-spatial skills; be tethered to the Internet; be life-
long learners; and not mind being continuously challenged about what they know and the
conclusions that they reach (P21, 2012). These characteristics of 21st-century learners are
complex, even abstract, and have multiple meanings, depending on who defines them.
The 21st-century students must have 21st-century skills to succeed as citizens and
workers and to become the next generation of leaders. However, there is a gap between the skills
and knowledge that most students gain in school and the skills and knowledge needed to be
successful (P21, 2012). Today’s students need to do more than just learn the concepts and skills
introduced in daily instruction in order to be successful and competitive with the world’s work
GLOBALIZATION AND COSTA RICA 44
force. They need to know how to use technology to acquire knowledge, analyze and evaluate
information, explore, draw conclusions, and test theories. More important, they need to know
how to apply what they have learned to real-life scenarios. In addition, students need to learn
how to think critically and creatively and conduct meaningful research that will lead to
understanding and discovery (P21, 2012; Wagner, 2008).
The skill sets of the 20th century are still taught in today’s 21st-century classrooms across
the globe. Unfortunately, 20th-century skills such as memorization and knowledge of facts are
not the skills that students need in the global economy. Research suggests that there is much
more new knowledge being created today and, therefore, knowing how to solve a problem is
more important than knowing facts. The business sector demands these skills and school systems
across the globe must progress or they will do a disservice to their students. Today’s students
adapt to new technologies that allow them to think and process information unlike previous
generations in the history of the world (P21, 2010; Wagner, 2008). Furthermore, research has
shown that not only is the world changing, but also the actual physiology of students is changing.
Therefore, today’s youth cannot be taught as students were taught in the 20th century.
As a result of their research, Jukes and Dosaj (2006) concluded that students today are
different from students of 20 years ago; they are adept at multitasking and using digital media
and technology devices. The brain-based research by Jukes and Dosaj showed what many in the
field of education already suspected: The student of today is cognitively different. The research
showed that the visual cortex of today’s students is on average 15% larger than that of students
20 years ago. Therefore, the classroom and instruction of today also has to develop and change.
Jukes and Dosaj (2006) posited that the student of tomorrow will not be confined to a single
GLOBALIZATION AND COSTA RICA 45
classroom or teacher and that the curriculum will be more than paper-based information and
memorization.
Thomas Friedman (2007) argued that, in order for America to compete in this now “flat”
world, schools must prepare students for jobs that will exist in the future. Friedman identified
five skill sets or attitudes toward learning that will prepare students for the global world. First,
students should first “learn how to learn.” Second, schools should teach students navigation
skills, or the skills of sifting through, separating, and discerning among the vast amount of
knowledge that people can now access. Third, it is important to allow students to develop
passion and curiosity about the things in which they are interested. Fourth, schools must protect
and promote their liberal arts programs. The liberal arts curriculum provides a form of education
in which students can be innovative. Fifth, students need the ability to think horizontally. While
computers can complete many tasks faster than people can, computers cannot forge relationships,
tackle novel challenges, or synthesize a big picture. These are the right brain skills that schools
should foster in students for success in the 21st century (Friedman, 2007).
Frameworks for 21st-Century Learning
This section of the literature review examines the conceptual frameworks used to
describe 21st-century learning. Two frameworks are introduced. The first framework is from P21
(2012), a national organization that advocates for the 21st-century readiness of every student.
The second is Wagner’s (2008) framework of essential skills needed in the 21st century,
emphasizing targeted areas of required skills to develop a qualified work force.
P21 (2012) developed a framework for understanding the relevance of 21st-century skills
and their impact on learners. P21 defined 21st-century skills as a blend of content knowledge,
specific skills, expertise, and literacies necessary to succeed and compete in work and life. The
GLOBALIZATION AND COSTA RICA 46
phrase 21st-century skills encompass many interrelated skill sets: life and career skills, learning
and innovation skills, information and technology skills, and core-subject mastery, as well as
familiarity with interdisciplinary themes. As shown in Figure 1, these skill sets are framed as
desired outcomes for learners that are built on standards, curriculum and instruction, teacher
professional development, and learning environments. The framework also provides a holistic
representation of the student outcomes and support systems required to establish 21st-century
career and life readiness. P21 (2010) created a way of looking at teaching and learning today
through additional literacies that the 21st-century learner must develop, which include global
awareness; financial, business, and entrepreneurial literacy; civic literacy; and heath/wellness
awareness. These systems are designed to help schools to develop curricula that incorporate 21st-
century learning into the way students learn in the classroom. These systems are divided into
targeted areas in which 21st-century skills are incorporated; the systems have not only standards
but also assessments that test student knowledge.
P21 (2010) also specifically addressed learning and thinking skills, including four Cs:
critical thinking and problem-solving skills, communication, creativity and innovation, and
collaboration. Creativity and innovation include developing, implementing, and communicating
new ideas to others, as well as being open to diverse perspectives. Critical thinking and problem
solving refer to understanding and interconnectedness among systems. Critical thinking involves
identifying and asking significant questions that clarify various points of view and solutions.
Communication and collaboration include demonstrating the ability to work effectively with
diverse teams and assume shared responsibility for the work done.
In addition, students and educators in today’s global economy must have ICT information
and communication technology (ICT) literacy and use technology in the context of teaching and
GLOBALIZATION AND COSTA RICA 47

Figure 1. Comparison of frameworks for 20th-century skills and 21st-century skills. Source:
Framework for 21st Century Learning, by Partnership for 21st Century Skills, 2012, retrieved
from http://www.p21.org/overview/skills-framework
GLOBALIZATION AND COSTA RICA 48
learning. Students today are partly shaped by their environment, which is rich, immediate, fast,
engaging, dynamic, and instant. The skills that they need include such life skills as leadership,
ethics, accountability, personal responsibility, self-direction, and more. P21’s framework (2010)
is a unified, collective vision for 21st-century learning.
Tony Wagner (2008) in his book The Global Achievement Gap presents another
framework for 21st-century learning. In his examination of the modern American education
system, he considered why American students are falling behind their international peers in a
number of areas. Wagner stated that the world changed due to advancements in technology and,
as a result, the world changed to a global economy. To prepare for these challenges, students
must be schooled differently from the way in which their parents were educated. Wagner
claimed that the global achievement gap is the gap between what students are learning in the
classroom and what they will actually need for citizenship in the 21st century; he attributed the
achievement gap to several factors. First, he maintained that the way in which students are
assessed is counterproductive in relation to life skills. Rote memorization requires very little
thinking. Wagner also stated that current curricula are flawed—students simply are not expected
to reason, analyze, write well, or develop skills in any number of areas required to pursue
education or a career in the modern age. Finally, Wagner posited that the achievement gap is an
outcome of overall attitude toward teaching: Successful European schools have transformed
teaching from an “assembly line” job into a “knowledge worker” job, resulting in only a 5%
variance in achievement between lowest- and highest-performing schools (Wagner, 2008).
Wagner (2008) asserted that preparing students for this new, highly competitive world
will require schools to provide students with the new skills needed for college, career, and global
citizenry. He reported that 21st-century skills will not only be essential for students to compete in
GLOBALIZATION AND COSTA RICA 49
a global economy, but they will also be critical survival skills. He identified seven critical skills:
critical thinking and problem solving, collaboration and leadership, agility and adaptability,
initiative and entrepreneurism, assessing and analyzing information, and curiosity. These skills
were identified through interviews with business leaders and an extensive literature review to
determine what skills and knowledge were necessary to enter the modern day work force.
Wagner also determined, through these interviews, the skills in which the current work force is
seen to be deficient. Wagner claimed that the resulting list provides “the skills all of us need to
be engaged and effective citizens in a 21st-century democracy, as well as to be life-long
learners” (2008, p. 20).
Costa Rica worked to transform the education system by attracting FDI and creating
partnerships with MNCs to increase the rigor of the country’s curriculum. Costa Rica
implemented STEM education, as well as PBL instructional methodology, into the schools as a
means of providing students with the 21st-century skills to make them competitive in a global
economy.
Definitions of PBL and STEM
In PBL, students are placed at the center of learning and go through an extended process
of inquiry in response to a real-life complex question, problem, or challenge. Rigorous projects
help students to learn key academic content and practice skills such as collaboration,
communication, and critical thinking (Thomas, 2000). PBL is viewed as a model for classroom
activity that shifts away from teacher-centered instruction and emphasizes student-centered
projects. The PBL model helps to make learning relevant to students by establishing connections
to life outside the classroom and by addressing real-world issues. In the classroom, PBL gives
teachers an opportunity to build relationships with students by acting as their coach, facilitator,
GLOBALIZATION AND COSTA RICA 50
and co-learner. Also, the PBL model helps to build a bridge between the theory and practice of
knowledge, which boosts students’ interest and motivation in the subject matter, particularly with
STEM subjects. PBL is an effective instructional model to use to teach STEM curriculum
because students sometimes find these subjects difficult. If students are getting only the theory
behind these subjects instead of hands-on practice, they may even find the subject matter boring.
A common definition of STEM education is an interdisciplinary approach to learning
where rigorous academic concepts are coupled with real-world lessons as students apply STEM
knowledge in contexts that make connections among school, community, work, and the global
enterprise, enabling development of STEM literacy and, with it, the ability to compete in the new
economy (Eberle, 2010; Tsupros, Kohler, & Hallinen, 2009). The goal of STEM education is to
prepare students for postsecondary study and the 21st-century work force. STEM education
creates critical thinkers, increases science literacy, and enables the next generation of innovators
(Eberle, 2010; Tsupros, 2009). Innovation leads to new products and processes that sustain the
economy. This innovation and science literacy depend on a solid knowledge base in the STEM
areas because jobs of the future will depend on students having competencies in these subject
content areas (Eberle, 2010). Projections by the U.S. Department of Labor showed that all of the
20 fastest-growing occupations projected for 2014 required significant mathematics or science
preparation and skills (Eberle, 2010).
Framework for STEM and PBL
The theoretical framework for STEM PBL presented by Slough and Milam (2013)
provides the underlying design principles needed to implement an effective STEM PBL
curriculum. The framework is based on the concept of teaching PBL, which emphasizes the
importance of being patient and allowing students to take control of learning and expand their
GLOBALIZATION AND COSTA RICA 51
experience and knowledge base. PBL is based on a process of student inquiry and learning by
design that takes place within a very specific learning environment (Slough & Milam, 2013).
There are four design principles of the STEM PBL learning environment.
The first design principle is making content accessible, which means allowing students to
ask, evaluate, verbalize, and participate in their learning. Students engage in learning by
connecting to new ideas through prior knowledge. Teachers are encouraged to build on student
ideas, use personally relevant problems, scaffold inquiry, and provide timely feedback (Slough &
Milam, 2013).
The second design principle is making thinking visible, based on the concept that ideas
are connected. Teachers must model, scaffold the learning, and provide multiple representations
of what students are learning so they can participate actively in the interpretive process.
Important to this principle is making thinking visible and accessible to students, which
encourages reflection that models the scientific process of inquiry (Slough & Milam, 2013).
The third design principle, helping students learn from others, is grounded in Vygotsky’s
(1978) social constructivism and has four pragmatic pedagogical dimensions: (a) encouraging
listening to others, (b) designing discussions, (c) highlighting cultural norms, and (d) employing
multiple social structures. Reciprocal teaching is a key component of this design and students
must learn to “establish criteria for scientific explanations, to evaluate their own progress, to
analyze the progress of others, to describe the connections between their ideas and those of
others, to critique connections proposed by others” (Slough & Milam, 2013, p. 17).
The fourth design principle, promoting autonomy and lifelong learners, is based on
principles of metacognition and inquiry and includes four pragmatic pedagogical principles:
(a) encouraging monitoring, (b) providing complex projects, (c) revisiting and generalizing the
GLOBALIZATION AND COSTA RICA 52
inquiry processes, and (d) scaffolding critique. The role of teachers is to provide scaffolds,
actively coach, mentor, guide, and provide feedback through the inquiry process (Slough &
Milam, 2013).
The theoretical framework for STEM PBL also has the following foundations in the
learning of science, all of which are interrelated and have an impact on learning: pre-existing
knowledge, feedback, revision, reflection, teaching for understanding, and metacognition
(Slough & Milam, 2013). Preexisting knowledge refers to the information that humans acquire
from birth. This forms a wide range of knowledge, concepts, and beliefs, all which influence
how humans make sense of the world. Through their preexisting knowledge, students develop
their own logic and ideas of how the world operates. Teaching for understanding means that
students must have essential knowledge of facts, details, and elements of a discipline, as well as
an understanding of how concepts connect within a discipline. Teaching for understanding
emphasizes the organization of core concepts to help learners to organize knowledge and their
individual construction of concepts. Metacognition refers to the ability to reflect on prior
knowledge and skills, which help students to connect their new learning to their current
understanding. Students take control of their own learning as they become self-directed, are able
to assess what they learn, can identify and use resources to improve their understanding, and
reflect on the process. Students must be explicitly made aware of their thinking for deeper
understanding of facts and concepts. Feedback and reflection connote the ability to reflect on
one’s own thinking and gives students an opportunity to regulate their own learning. Students
must be given time to make sense of new information for a greater understanding of the
phenomena being taught.
GLOBALIZATION AND COSTA RICA 53
Slough and Milam (2013) emphasized that the theoretical framework for STEM PBL
treats PBL as an evolutionary process. Students engaged in STEM PBL curriculum are involved
in deep inquiry about the scientific content areas and are given voice and choice, which allows
for diversity in learning opportunities and possibilities. In addition, by allowing students to
demonstrate their knowledge in real-world ways, STEM PBL motivates students to continue to
expand their experience, skills, and knowledge base (Slough & Milam, 2013). Countries that
implement STEM PBL in their educational system not only engage students in a more relevant
curriculum of study but also prepare students for a meaningful and successful future (Dugger,
2010).
21st-Century Skills and STEM PBL in Costa Rica
The global economy caused the globalization of education and created the need for
educated workers. In today’s world, employability skills contribute to valuable outcomes for
individuals and society and deemphasize knowledge related to specific trades or occupations.
Currently, employers demand that employees work productively in teams, communicate
effectively, think innovatively, and solve problems creatively. The employability skills, then,
speak to these needs and attempt to prepare a ready work force (P21, 2010). Also, today’s job
market seeks people who know how to dissect information and apply it effectively in the work
place (Gunn & Hollingsworth, 2013; Wagner, 2008).
The need to develop 21st-century skills, accountability, and outcomes is not just a
concern for the United States; it is a concern for many countries. Like most developing
economies, Costa Rica faces the challenge of preparing students for a global economy based on
knowledge (Bottery, 2006; Wagner, 2008). The government and the Ministry of Education work
GLOBALIZATION AND COSTA RICA 54
to fill the gap in knowledge and the capacity to use technology in the classroom (Clark & Estes,
2008; World Bank Group, 2006).
As far back as 1994, the Ministry of Education began an innovative effort to establish and
support development of a 21st-century skills policy that implemented constitutional mandates
(MEP, 2007). The following aims and objectives listed by the MEP (2007) became the focus of
sustainable development of a knowledge-based work force: (a) close the existing gap in quality
of education between urban and rural areas; (b) train human resources to raise the country’s
competitiveness necessary to succeed in international markets; (c strengthen fundamental values
that have been lost with the passage of time; (d) strengthen technical and scientific education, as
well as culture and sports, to develop the whole child; and (e) raise awareness about the
commitment to future generations to ensure sustainable economic and social development of the
country.
Given the background provided by the cited research, the government of Costa Rica
understands that successful economies depend on the talents and abilities of all of its workers
(Becker, 2006). As a result of this realization, the education system has focused efforts on
working collaboratively with MNCs, Intel in particular, to improve the quality of education in
order to meet their needs. The corporate responsibility of Intel to improve Costa Rica’s education
system has resulted in implementation of 21st-century skills, with an emphasis on STEM PBL
instruction, which in turn improves the KBE, keeping the country competitive in the global
market.
Impact of Intel on the Costa Rican Education System
“Through collaboration, capacity-building initiatives, creative application of technology,
and strategic giving, we strive to transform education, increase economic opportunity, and make
GLOBALIZATION AND COSTA RICA 55
the communities where Intel operates better places to live and work” (Intel Corporation, 2013, p.
75).
MNCs can have a considerable impact on a host country. According to Monge-González
and González-Alvarado (2007), MNCs can greatly influence a host country’s governmental and
educational policies, as well as make positive changes to the economy. In 1996, Intel invested
approximately $300 million in Costa Rica to build a plant; this investment directly affected the
economy, FDI, and trade growth in the country (World Bank Group, 2006). Intel’s presence
provides more than 2,800 jobs and supports local industries such as electronics and construction.
While Costa Rica has historically been known for exporting coffee beans and bananas,
thanks to Intel’s investment, circuits and computer chips surpassed these traditional exports
(Intel, 2010). The investments made by Intel in Costa Rica resulted in billions of dollars in profit,
an increase in FDI by more than 50 MNCs investing in the country, and policy changes that
affected the education system (World Bank Group, 2006). According to the World Bank Group
(2006), profits from the partnership with Intel and other MNCs exceed $20 billion dollars
annually and provide almost 5,000 Costa Ricans with jobs. In 2005, Intel paid more than $44
million in base salaries, social security, and workers compensation insurance (World Bank
Group, 2006). In addition, Intel has been recognized as a responsible corporate partner for their
efforts in improving technical education and environmental practices in Costa Rica (Intel, 2010).
Changes in the educational system in Costa Rica as a result of Intel’s appearance in 1998
are evident through improvements in schools and creation of knowledge spillover generated
through training and education of the labor force (Monge-González & González-Alvarado, 2007;
Monge-González, Rodríguez-Alvarez, Hewitt, Orozco, & Ruiz, 2011).
GLOBALIZATION AND COSTA RICA 56
Promoting education is a major priority for Intel Costa Rica. The Intel Corporation
invests an average of 1 million USD annually to support local education programs in the country.
Intel’s programs are focused on three areas: elementary and high school education, higher
education, and education in the community. The goal is to promote 21st-century skills, including
STEM fields, through volunteer work and financial contributions (Intel, 2010).
In 2006, Intel Costa Rica implemented the Intel Involved Matching Grant Program,
which gives employees the opportunity to earn money for organizations that are meaningful to
them. The Intel Foundation matches employees’ volunteer hours with monetary donations. Since
the program’s launch, Intel Costa Rica employees have donated thousands of hours and raised
thousands of dollars to support local education (Intel, 2010). In addition, with the help of Intel
and several other MNCs, Costa Rica developed global educational initiatives, which include the
Global Partnership for Education (World Bank, 2012), Partnerships for Education and Education
for All (UNESCO, n.d.), and the Global and Educational Initiative (Cisco, n.d.).
Helping Costa Rica to improve schools also benefits Intel and the many other MNCs in
the country. For Intel, staying innovative and productive depends greatly on the labor force. In
other words, the investment in human resources aimed at increasing employability has a positive
effect on an MNC, such as Intel, in performance and competitiveness (Monge-González et al.,
2011). Modifying the national curriculum and partnering with Intel to strengthen the technical
skills of the workforce helps to ensure that Costa Ricans are ready for employment at any high-
technology firm (Nelson, 2005). This strategy worked and, after Intel built its plant, the MNC
invested millions of dollars into the economy and educational institutions, which also helped to
draw additional high-technology MNCs to the country.
GLOBALIZATION AND COSTA RICA 57
Like many developing countries, Costa Rica faces the challenges of preparing its citizens
for a global economy based on knowledge (Bottery, 2006; Wagner, 2008). The Intel Corporation
invested millions of dollars into the economy and educational institutions in support of
governmental efforts to build a knowledge-based work force. The money invested by Intel
influenced several key areas of education, including increasing the number of higher education
technical graduates, creation of a technical certification program, a higher-quality technical
curriculum offered in schools, development of language programs, and more workers with high-
level skills (World Bank Group, 2006).
Intel has given Costa Rica the needed push for change and improvement in the education
system by providing money and support for new programs. For example, Intel helped to support
the nation’s educational development in the area of technology by creating the Intel Teach
Program, which prepares students and teachers to thrive in a global knowledge economy by
bridging gaps in knowledge and 21st-century skills (World Bank Group, 2006).
The Intel Teach Program, coordinated in collaboration with the MEP, helps teachers to
integrate technology in classrooms to enhance student learning. Training is available for teachers
in all regions of the country, including those in very remote one-room schoolhouses. More than
50% of K-12 teachers in Costa Rica have participated in this program since the program started
in 2001 (Intel, 2010).
One of the most notable changes to accomplish the goal of preparing a 21st-century work
force was creation of a 1-year technical certification program and a 1-year Associate of Arts
degree in partnership with Intel, which helped to build a curriculum relevant to the industrial
needs of MNCs (World Bank Group, 2006). As a result of programs such as these, the policy
changes in education, and the partnerships with MNCs such as Intel, Costa Rica has made
GLOBALIZATION AND COSTA RICA 58
significant reforms in their educational infrastructure, which has helped in the training of
teachers and students to be ready for the 21st century.
The impact of Intel in Costa Rica is significant, accounting for almost 6% of the
increased GDP (World Bank Group, 2006). Through direct and indirect investments, policy
changes, and curriculum guidance, the symbiotic relationship between Intel and Costa Rica
grows and develops. Not only is the government willing to make reforms to provide Intel and
other foreign direct investors with a skilled labor force; in doing so, the need for skilled labors
increases over time (World Bank Group, 2006), further benefiting the economy.
These systematic changes are the driving force behind much of the educational system’s
transition to increasing 21st-century learning. For example, the government implemented Law
7169, which formally organized and promoted the National Science Fair as a method to stimulate
students’ creativity, technological inquiry, scientific thinking, and other 21st-century skills
(Valencia, 2008). Thus, given the relationships among the economy, MNCs, and national
leadership, it is important to examine the effects of this relationship on the education that
students receive and their role in implementation of the National Science Fair.
National Science Fair in Costa Rica
Costa Rica is a prime example of how an innovative and progressive educational system
can adapt and create partnerships with the business sector, as it implemented a STEM PBL
curriculum that promotes 21st-century skills (Wagner, 2008) and trains teachers in the STEM
areas as a result of the partnership with the government and MNCs. In the past two decades,
MNCs played a key role in the expansion of technology and sciences in the educational system.
This is evidenced by the passage of Law 7169 to expand National Science Fair participation by
university, high school students, and primary school students in Costa Rica.
GLOBALIZATION AND COSTA RICA 59
The first science fair was organized in 1983 by teaching internship students at the School
of Education of the Universidad de Costa Rica. In 1984, the Office of the Associate Dean of
Social Support Activities and the School of Teacher Training launched the first science fair
program, which became part of a Teaching Extension project. This project included written
guidelines for middle school teachers to hold an annual exhibit of the best science projects
developed by students in seminars and workshops.
By 1999, Costa Rica’s National Science Fair had expanded to three regional fairs,
nationwide, with more than 500 schools participating in the event. In that year, the Costa Rica
National Science Fair partnered with IISEF, which elevated the national importance of the
science fair in the country and brought global exposure (Valencia, 2008). In collaboration with
the National Science Fair Commission and the Ministry of Science and Technology, with Intel’s
support, the National Science Fair promotes student interest in STEM careers. Intel supports 20
regional science fairs and an annual engineering fair and the annual NSTF for elementary and
high school students. In addition, Intel sponsors the first- and second-place winners of the NSTF
to attend the IISEF each year. Sixty-five students have represented Costa Rica at IISEF since
1999, winning several awards and honors (Intel, 2010).
In 2004, this partnership with IISEF prompted issuance of National Decree #31900 MEP-
MICIT, which made all institutional science fairs mandatory and incorporated them in the
national school calendar. This decree affected 2,300 schools nationwide, which applied it to
every Costa Rican student (Valencia, 2008). Because of the growing number of science and
technology MNCs in the country and the potential for even more high-technology firms to
establish in the country, the emphasis on science and technology in the school system is driven
by this global economic need to supply a 21st-century workforce trained to work for companies
GLOBALIZATION AND COSTA RICA 60
such as Intel. Every school region must participate in this process, which is of local and national
importance to the teachers, administrators, students, and government.
Due to the growing importance of Costa Rica’s National Science Fair and the push
toward curriculum and instruction geared to help students to acquire 21st-century skills in STEM
subjects (Valencia, 2008), the country, in partnership with Intel, established the National
Engineering Fair in 2008. The shift to integrate science and engineering research into the
classroom was a major motivator for the MEP to continue its quest to move the education system
in this direction. Coordinated by the Ministry of Science and Technology and the MEP, the
National Engineering Fair is designed to stimulate students’ curiosity and interest in engineering
by being involved in observation and designing and developing prototypes or services for the
future, as well as participating in testing, analysis, and research (Intel, 2010). Providing students
with an opportunity to present their research and inventions to a specialized community is a
valuable resource in the preparation of more scientists, engineers, and mathematicians.
Chapter Summary
As more MNCs invest in Costa Rica, the schools and universities are able to help
students acquire the 21st-century skills to be successful. Corporations such as Intel work with
Costa Rica’s formal institutions and governmental agencies in making policy decisions to
promote advancement in the knowledge base of the country’s citizens and to create a population
ready to work for these high-technology MNCs. This review of the literature examined the
research to analyze how globalization, FDI, and MNCs affected both the curriculum and
practices of the school system and the country’s KBE. Spring’s (2008) theoretical framework on
globalization was used as a context to explain the phenomenon of globalization in Costa Rica as
a change agent in the country’s economic, political, and educational landscapes.
GLOBALIZATION AND COSTA RICA 61
This chapter began with a broad examination of the history of globalization and its
impact on education. That was followed by a brief history and background of Costa Rica,
including its economy and educational system. Influence by MNCs on the education system was
discussed. A discussion of the significance of 21st-century skills and the theoretical framework
defined by P21 (2011) and Wagner (2008) as it relates to the school system focused on STEM
fields and PBL and what these mean for Costa Rica’s citizens in the global economy.
To understand how globalization, STEM, PBL, and the National Science Fair coalesce in
the educational system, the research team sought the opinions of leaders in various sectors.
Against a backdrop of the importance of 21st-century skills, it is imperative to understand how
the nation seeks to continue as leader in STEM-related opportunity and maintain its place in the
global economy.
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CHAPTER THREE: RESEARCH METHODOLOGY
This chapter describes the research methodology used to analyze how globalization, FDI,
and MNCs have had an effect on curriculum and practices in Costa Rican schools. This study
looked closely at Intel’s corporate responsibility to the country and its educational institutions.
Furthermore, the relationship between STEM education and economic growth was examined.
Finally, the study examined how the mandated national science fair influenced the use of PBL to
build a human capital pipeline by preparing students for 21st-century jobs, particularly in the
STEM fields.
The research team for the study was comprised of 14 doctoral students from the Rossier
School of Education at the University of Southern California (USC) under the direction of Dr.
Michael Escalante and assisted by Dr. Oryla Wiedoeft. The research team met bimonthly to
collaboratively develop research questions, examine research literature, and select conceptual
frameworks that contributed to understanding how globalization, FDI, and MNCs affected the
educational system and economy of Costa Rica. As a result of the thematic dissertation model,
the group collected data from the exemplary schools that had implemented 21st-century skills
and STEM PBL into the curriculum and instruction; therefore, there are many similarities in the
dissertations presented by members of this research team.
Three research questions guided this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent is the economic growth of
Costa Rica and STEM education related?
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2. How has mandating participation in the NSTF influenced implementation of 21st-
century skills through use of project-based learning and technology by teachers across all
curricular areas? How has it affected curriculum and instruction?
3. How has the NSTF policy changed the value of STEM education for students,
teachers, and educational leaders?
The following sections describe 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
Researchers such as Spring (2008) and Friedman (2007) have studied the impact of
globalization on education. Similarly, researchers have studied how MNCs affect education in
developing countries such as Costa Rica. The successful attraction of FDI challenged the
educational system to produce workers who possess both technical and 21st-century skills.
MNC’s, in particular Intel, have partnered with local schools to provide additional classroom
resources and teacher training to support development of 21st-century learning skills (Monge-
Naranjo, 2007; Wagner, 2008). This qualitative case study was designed considering Creswell’s
(2009) six essential steps in conducting a research study: (a) identification of a research problem,
(b) review of the current literature, (c) having a purpose for research, (d) the collection of data,
(e) analysis of the data, and (f) reporting the evaluation of the research. This study was organized
around these six steps and designed to understand how the influences of globalization, FDI, and
MNCs affect curriculum and practices in schools, particularly in STEM fields. The study also
examined the role of these influences in decision-making by national and local leaders in
GLOBALIZATION AND COSTA RICA 64
enacting changes to the educational system in order to remain competitive in an ever-increasing
global economy.
This qualitative case study takes the form of applied research with the purpose of
improving the quality and effectiveness of practice within a discipline, particularly the response
of educators to new challenges to educational goals caused by the effects of globalization,
economic pressures, and demands for human capital. This type of qualitative study allows for
collection of data that inform the researcher regarding the experiences of the participants of the
study (Maxwell, 2013; Merriam, 2009). According to Merriam (2009), a case study is an in-
depth description and analysis of a bounded system and the study explores the “what” of that
bounded system. The case study becomes the person, entity, or institution to be evaluated.
Merriam (2009) identified case studies as having special features: particularistic, descriptive, and
heuristic. This qualitative case study is a combination of these three features. The study is
particularistic because the study focuses on a particular phenomenon. Likewise, the case study is
descriptive because it provides a product at the end that is rich with description of the
phenomenon.
This case study holds heuristic features in that the study illuminates understanding of the
phenomenon under study, which serves the purpose of improving practice (Merriam, 2009).
Qualitative research begins by accepting that there are many ways of understanding and making
sense of the world. According to Creswell (1998), qualitative research is an inquiry process of
understanding a social or human problem, based on building a complex, holistic picture, through
the telling of a story, reporting detailed views of participants; it is conducted in a natural setting.
Merriam (2009) stated that qualitative research should be used when the researcher wants to
understand the meaning of a phenomenon for the people involved through seeking to understand
GLOBALIZATION AND COSTA RICA 65
how the people interpret their experiences and the meaning that they attribute to those
experiences. Qualitative researchers choose this method to meet personal, practical, or
intellectual goals (Maxwell, 2013). This study was designed to meet the practical and personal
goal of understanding the phenomenon of globalization and the need for developing countries,
such as Costa Rica, to stay competitive in a global economy.
The qualitative research methodology is particularly effective in the field of education. In
order to improve practice, it is necessary understand students’ and colleagues’ current knowledge
and experiences. Because the researcher is the primary instrument for data collection and
analysis, the researcher can interact with the data (Merriam, 2009), which allowed use of an
inductive approach to focus on specific situations or people and to emphasize description to
understand the phenomenon under study (Maxwell, 2013). A qualitative approach was
appropriate for this study because the research questions started with how or what so that initial
ventures into the topic described what was happening (Creswell, 1998).
Population and Sample
Purposeful sampling (Merriam, 2009; Patton, 2002), a type of nonprobability sampling,
was selected as the design strategy for this case study, and the participants were purposefully
selected government officials, business executive, educators, and students. In a qualitative study,
this is the most appropriate strategy to examine the relationships of activities and the implication
of those relationships (Patton, 2002). Solicitations were made via telephone and email (Appendix
A). The researchers interviewed several individuals from the Costa Rican government, business
sector, and school system. From the government, interviewees were Dr. Sonia Mora Escalante,
Minister of Public Education; Dr. Alejandro Cruz, Minister of Science and Technology; Nathalie
Valencia, Director of Costa Rica’s NSTF Program; and Sylvia Vargas, Director of Human
GLOBALIZATION AND COSTA RICA 66
Capital at the Ministry of Science, Technology, and Telecommunications (MICITT); José
Sanchez Vargas and Paula Cespedes Sandi, both Regional Assessors for the NSTF; Luis Andres
Loria Calderon, General Coordinator of the NSTF; and Alicia Fonseca, National Assessor for the
MEP in Costa Rica. These individuals were chosen for their knowledge of the subject under
study and their ability to provide insight into the intentions and motivations behind policy
decisions.
School site data were gather through interviews with Christian Jimenez Fonseca,
Administrative Director for Colegio Técnico Don Bosco; Fabrizio Mendez Gomez, Academic
Coordinator for Don Bosco; Alejandro Loria Jimenez, Electronics Coordinator for Don Bosco;
Technology Coordinator J. Emilio Fonseca; and teachers Carlos Acosta and José Fabian Garro.
Interviewees also included former IISEF students, José Miguel González and Kevin Perez Calvo.
These people were chosen for their personal experience in participating in the science fair,
preparing students to participate in the science fair, and developing curriculum and instruction to
foster 21st-century skills/STEM education.
People from the business sector were interviewed to understand their roles and
experiences as corporate leaders in Costa Rica. Business leaders included Vanessa Gibson,
Director of Post-Establishment at CINDE; Mary-Helen Bialas, Director of Educational Programs
and Outreach for Intel Costa Rica; Sharon Schneider, Director of IISEF Regional Participating
Fairs; Kate Goldberg, Director of Events at Intel ISEF; and Dr. Franklin Chan Diaz, Leader of
21st-century initiatives in Costa Rica, astronaut, and national hero. These individuals were
selected based on their direct knowledge of the role of MNCs in Costa Rica and the nature,
intentions, and motivations behind the relationship between MNCs and the educational system.
GLOBALIZATION AND COSTA RICA 67
Beginning in fall 2013, the research team communicated with various persons in
authority to gain access to the research sites in Costa Rica (Creswell, 2009). Dr. Wiedoeft was
instrumental in helping the team to build these connections due to her relationship with
gatekeepers of the organizations and sites to be studied (Maxwell, 2013). The research team was
very careful in the selection of all participants from each of the organizations in Costa Rica.
Instrumentation
The instrumentation for this study consisted of structured interviews, surveys, and
observations conducted by the researchers. The study required the researchers to serve as the
research instrument for data collection. This 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). All of the questions for the interviews and surveys, as well as the observation
protocol, were aligned to the research questions and to the frameworks shaping the study. The
frameworks used were those by Thomas Friedman (2007) and Joel Spring (2008) for
globalization, including topics regarding the role of MNCs and nongovernmental organizations
(NGOs), development of human capital, and global competition; Tony Wagner (2008) for 21st-
century learning skills; and Scott Slough and John Milam (2013) for STEM subject education
and PBL.
In fall 2013, all members of the research team created interview protocols and interview
questions, which were finalized in spring 2014. The team also developed observation and survey
protocols at that time. The team planned to triangulate the data collected via all three-instrument
groups. The observation protocols were used for classroom and science fair observations and
surveys were administered to educators and former students who had participated in the IISEF.
All research instruments were approved by the university’s Institutional Review Board (IRB) in
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spring 2014, categorized as an exempt study on human subjects in a country other than the
United States.
Interview Protocol
The primary method for gathering data was semistructured interviews. Merriam (2009)
stated that, in designing an interview protocol, the researcher must decide the amount of structure
that is required. Due to the collaborative nature of the project, the team agreed that a structured
approach would be necessary to ensure that interviews conducted by diverse team members
would be comparable and valid for all participants. While the research team allowed for open-
ended questioning for a conversational feel, the interview questions included planned follow-up
probes to be utilized where appropriate at the discretion of the interviewer. While Merriam
(2009) observed that probes are impossible to plan, the group role played to create a list of likely
probes to encourage uniformity, with the interviewer having the option to improvise where
necessary.
In spring 2014 the research team created the interview guides. In designing the interview
protocol, it was important to word questions in ways to allow the interviewer to extract the
information desired from the interviewee (Merriam, 2009). Interviews are a way to get into
people’s heads to understand their perceptions, beliefs, perspectives, and unique experiences
(Patton, 2002). Therefore, the purpose of the interviews was to understand the interviewees’
experiences with regard to changes in the education system in Costa Rica and to understand how
schools are helping students to develop 21st-century skills, particularly in the STEM fields.
All interviews were recorded and transcribed (Merriam, 2009). The team created four
separate interview protocols: for government officials (Appendix B), for business leaders
(Appendix C), for school administrators and teachers (Appendix D), and for students (Appendix
GLOBALIZATION AND COSTA RICA 69
E). While the different protocols are reflective of the different perspectives likely to be
encountered in each group, the questions were aligned to each other, to the research questions,
and to the overarching frameworks to enhance data analysis. The interviews consisted of three
distinct domains: NSTF policy and STEM, curriculum and instruction, and influence of policy,
globalization, and MNCs on STEM education. The first domain of questions provided data to
address Research Question 1, aligning with the P21 (2010) and Wagner (2008) frameworks to
understand the importance of 21st-century skill development. Slough and Milam’s (2013)
framework for STEM PBL was the structure used to understand changes in educational policy.
The second domain of questions in the interview protocol addressed Research Question 2 about
curriculum and instruction. These questions were based on the frameworks of P21 (2010),
Wagner (2008), and Slough and Milam (2013) to provide data to address the research question.
The third domain of questions was developed to gain data for addressing Research Question 3,
pertaining to the influence of globalization, policy, FDI, and MNCs on STEM education. Besides
using the cited frameworks, this domain used the frameworks by Friedman (2007) and Spring
(2008) on globalization.
All questions were asked of all participants, and it was intended that they be asked in the
order in which they were listed. The interviews were completed in approximately 60 minutes. In
writing the individual items, consideration was given to the features of good questions according
to Fink (2009). There was a conscious attempt not to write leading questions and to keep
questions neutral in order to get the most reliable data from the participants.
Observation Protocol
The team conducted classroom observations of teachers and students in Costa Rican
schools. According to Merriam (2009), observations can be an important primary source of data
GLOBALIZATION AND COSTA RICA 70
because they take place where the phenomenon of interest naturally occurs. Observations and
fieldwork are effective and important tools for qualitative research because they focus on the
research questions (Bogdan & Biklen, 2003; Merriam, 2009). The observation protocol was
researched and then practiced to ensure its reliability and methodology, taking care that it did not
rely on the subjective nature of human perception (Merriam, 2009). “Learning to pay attention,
learning how to write descriptively practicing discipline recording of field notes, knowing how to
separate detail from trivia” (Merriam, 2009, p. 118) was very important in this study.
Observational data provided a first-hand account versus the second-hand account of interview
data. These data provided specifics on context, details, behaviors, reactions, and the like
(Merriam, 2009).
The observations provided an opportunity to witness instructional practices, curriculum
implementation, and students learning in a contextual setting. The researchers utilized an
observation protocol that allowed for free-form commentary by observer, as well as a checklist
for characteristics of PBL as identified by Slough and Milam (2013) and 21st-century learning
skills as identified by Wagner (2008). Also, as recommended by Merriam (2009), the team
observed the physical setting, the participants, activities and interactions, conversations, the
researcher’s own behavior, and subtle factors such as informal and unplanned activities,
nonverbal and physical clues, and symbolic language that could provide more data. The
observations helped to determine the extent to which students develop 21st-century skills in the
classroom. Appendix F contains the observation protocol utilized in classrooms. Also, the
research team used an observational protocol (Appendix G) to observe the Costa Rican students
who participated in IISEF. The observation data collected via these protocols provided important
data.
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In developing the observation protocol, the object was to address the three research
questions to align the protocol to the conceptual frameworks. The observation protocols included
a table with Wagner’s (2008) seven “survival skills” for the 21st century, the four characteristics
of STEM PBL as presented by Slough and Milam (2013), and an area for the observer to record
rich, descriptive details and actions of the physical setting. The questions on the observation
protocol allowed the researchers to stay focused on collecting data that aligned to the
frameworks and the research questions.
Survey Protocol
A survey protocol was created to include as many data points as possible for use in the
schools with the students and educators. The survey results were used to triangulate the data.
According to Creswell (2009), survey data can be used to generalize from a sample population in
order to support findings from other sources of data.
Similar to the interview protocol, the survey protocols were reflective of the various
perspectives likely to be encountered in each group; the questions were aligned to the interview
protocols, the research questions, and the overarching frameworks to enhance data analysis. The
team developed a Likert-style response scale with response choices of strongly agree, agree,
disagree, strongly disagree, and I don’t know. Separate survey protocols were created for school
site teachers or administrators (Appendix H) and students (Appendix I) to gather data about the
participants’ views and knowledge on globalization, the impact of MNCs on the country’s
educational system, and the impact of the national science and technology mandate, as well as
STEM. The student protocol was also utilized for participants in IISEF. The
administrator/teacher survey protocol contained 23 items and the student survey protocol
contained 13 items. A total of 282 surveys were administered.
GLOBALIZATION AND COSTA RICA 72
Pilot Testing
The research team pilot tested the interview, survey, and observation protocols several
times. Merriam (2009) stated that a pilot study of protocols enhances the validity of a study.
Early in the process, the group met with Sharon Schneider and her assistant from IISEF. This
allowed the research team to test the business leader interview questions for clarity to the
researchers and the participants. This interview allowed the team to identify opportunities for
improvement and apply them in revising the interview questions for all of the protocols. The
revised government officials interview questions were then utilized in an interview with Consul
General Sylvia Ugalde Fernandez from the Costa Rican consulate in Los Angeles. According to
Merriam (2009), “The key to getting good data from interviewing is to ask good questions;
asking good questions takes practice” (p. 95). The team utilized the results of these interviews to
improve the clarity and reliability of the interview protocols. The student survey was pilot tested
at the IISEF in Los Angeles in May 2014. This pilot test provided the opportunity to revise the
survey protocol prior to the main research that took place in Costa Rica in June 2014.
Data Collection
After choosing the research methodology and frameworks, developing the instruments,
and obtaining IRB approval of the study design and instruments, the research team traveled in
Costa Rica from June 13 to June 24, 2014. During the time in Costa Rica, the researchers paired
one Spanish speaker and one non-Spanish speaker, to conduct the interviews, perform
observations, and administer surveys directly with the participants. Observations were conducted
at four separate school sites representing primary, secondary, and postsecondary education. The
use of multiple interviews and survey protocols matched to respondent groups, along with
GLOBALIZATION AND COSTA RICA 73
observations at multiple locations, allowed the researcher to triangulate the data, identify themes,
and identify trends for future study.
As Creswell (2009) pointed out, the ability to gather data in the participants’ natural
setting is one of the benefits of a qualitative study. Each research team member performed the
interviews in person, and all participants signed a consent form to be a part of the study.
Although each researcher took notes during the interviews, the interviews were also recorded and
transcribed using a transcription application so the data could be quickly coded, shared, and
ready for the team to use.
In collecting, analyzing, and interpreting the data, the research team followed Creswell’s
(2009) guide for ethical practices by protecting the identity of each participant and role, keeping
the data in a safe location, and understanding that all data collected were owned by the research
team as whole. The team debriefed with the participants to check for accuracy of the data. The
team anticipated and resolved any potential issues of misuse of the collected data and refrained
from using language that contained bias toward gender, race, sexual orientation, age, or
disability.
Data Analysis
This qualitative study was performed with the purpose of understanding and explaining
the influence of globalization, FDI, and MNCs on the curriculum and practices in Costa Rican
schools. Furthermore, this study was performed to examine the relationship between STEM
education and the economic growth of Costa Rica, looking closely at how the mandated national
science fair influences the use of PBL to build human capital and prepare students for 21st-
century jobs, particularly in the STEM fields. This qualitative case study involved a detailed
description of settings and individuals, followed by analysis of data for themes or commonalities
GLOBALIZATION AND COSTA RICA 74
(Creswell, 2009). The data collection tools were review of documents, onsite observations,
surveys, and interviews.
The data were collected by the research team and analyzed both individually and
collectively. The research team applied Creswell’s (2009) six steps in analyzing and interpreting
data. The data analysis process included taking the visual, textual, and verbal data gathered and
organizing it in a manner that made sense and created meaning for the research team. The first
step involved transcribing the interviews, typing the field notes and survey data, and organizing
the data for analysis. The second step was preliminary read-through of all data as a collective
team to begin to get a sense of the information. Merriam (2009) suggested that the researcher
continue this process to manage collected information. The third step in the data analysis process
was chunking, organizing, and coding of the data to create meaning. This step was crucial in
getting a sense of the entire picture and understanding the content of the data. The fourth step
involved assigning data to themes and categories. Open coding was used, allowing categories to
emerge from the data. According to Creswell (2009), the themes are the topics that illustrate
major findings and those findings must be categorized into codes or topics that are well known or
recognized, codes for new and interesting information, and codes that address large theoretical
perspectives as well as the research questions of the study. The fifth step in this process was to
determine how these themes would be represented in the study report, as well as how the data
would be interpreted based on what was revealed. Creswell’s (2009) last step in data analysis
process is to create meaning or interpret the data. In this step, the research team triangulated the
data to check for consistencies and inconsistencies. Using this information, as well as comparing
and contrasting the findings with information in the literature, the research team created
GLOBALIZATION AND COSTA RICA 75
meaning, made correlations, asked questions, described the lessons learned, and made
recommendations for further analysis on this topic.
Ethical Considerations
All members of the research team participated in the IRB application process. This
process required completion of the Collaborative IRB Training Initiative (CITI). The online CITI
training was completed by all research team members, including Dr. Escalante (the research
chair) and Dr. Wiedoeft (the research assistant). The CITI online training program offered
several instructional modules to ensure that the researchers understood ethical considerations
when conducting research. This process ensured that all aspects of the research were done
without harm (physical, mental, or emotional) to participants. Privacy and protection of
participants were of foremost concern. To ensure the rights of the participants, safeguards were
in place so that each participant’s anonymity was guaranteed if requested, and any request to
withdraw from the study at any time would be honored. Titles and collected information were
secured in password-protected computers or locked cabinets.
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CHAPTER FOUR: RESULTS
This chapter presents the findings related to the three research questions on the impact of
globalization and STEM PBL education on the country of Costa Rica. The study was an attempt
to understand how globalization and MNCs influenced the educational system in its
implementation of STEM PBL into the curriculum and on the mandated national science fair.
Also, the study investigated the change in the value of STEM education. This study examined
the influence of globalization, FDI, and multinational corporate responsibility on the curriculum
and practices in schools. The study also sought to understand the relationships among the MEP,
CINDE, and Intel with respect to the development of 21st-century skills and interest in STEM
PBL in the nation’s K–12 schools. Furthermore, this study sought to understand the relationship
between STEM education and the nation’s economic growth. Last, the study examined how the
mandated NSTF influences the use of PBL to build human capital and prepare students for 21st-
century jobs, particularly in the STEM fields.
This research was led by Dr. Michael Escalante and conducted by 14 doctoral students
from USC Rossier School of Education. The research team began to meet in summer 2013 and
was divided into three groups, each designated to focus on one area of study: Group 1, called the
Don Bosco Group; Group 2, called the San Carlos Group; and Group 3, called the Sixaola
Group. Each group focused on schools at the secondary level (Grades 7–12). The qualitative
findings from the teacher survey, classroom observations, and one-on-one in-depth interviews
with school site leaders, corporate leaders, and national leaders were aligned with the literature
reviewed in Chapter 2, as well as with the three research questions. The data were triangulated to
address three research questions:
GLOBALIZATION AND COSTA RICA 77
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 participation in the NSTF influenced implementation of 21st-
century skills through use of project-based learning and technology by teachers across all
curricular areas? How has it affected curriculum and instruction?
3. How has the NSTF policy changed the value for STEM education for students,
teachers, and educational leaders?
The theoretical frameworks used for the study were Friedman’s (2007) and Spring’s
(2008) theory of globalization, Wagner’s (2008) and the P21 design for 21st-century learning,
and Slough and Milam’s (2013) framework of design for understanding STEM PBL.
Participants
This qualitative study involved examination of three schools, two government officials,
six educational leaders, four individuals from the business sector, and one current and one former
IISEF participants. The research team conducted 53 interviews, surveyed 45 educational leaders
and teachers and 237 students from the three schools, and observed several classrooms at each of
the school sites: Colegio Technic Don Bosco, San Carlos, and Liceo de Sixaola. This section
presents information regarding the selected school and the interview participants.
These results are based on the research conducted at Colegio Técnico Don Bosco, a
private subsidized, technical school located in a low-income area on the south side of the capital,
San Jose. Currently, Colegio Técnico Don Bosco ranks 38th of 906 high schools in the country,
based on the number of students meeting criteria for acceptance into the University of Costa
Rica. Most of the other schools that rank higher are private schools in more affluent areas of the
GLOBALIZATION AND COSTA RICA 78
nation. The school comprises Grades K—12, as well as a preschool program. The main school
administrator is Mr. Cristian Jimenez, who has been working in various capacities at the school
for more than 20 years. Don Bosco students divide their day between academic classes and
technical classes such as drafting, computer science, and engineering. While the academic sector
of the school seems a bit removed from the technical sector, the school is still considered a pillar
of successful 21st-century education and an example of the importance of STEM PBL education.
As a result of its partnership with Intel Costa Rica, Don Bosco receives valuable resources and
support from the giant MNC, such as used computer equipment, mentors to help students with
their science, technology, and engineering fair projects, and opportunities for students to work at
the company once they graduate. Most classrooms are adequately equipped with the technology
and resources to help students to accomplish projects and experiments. Don Bosco is known for
students who are work force ready and have the 21st-century knowledge and skills required for
employment at companies such as Intel. The school is also known for producing successful
NSTF teams, many of who go on to win at the IISEF.
The educational leaders interviewed for this study were the school Administrative
Director Christian Jimenez Fonseca, known for his support of STEM education and PBL;
Academic Coordinator Fabrizio Mendez Gomez; Electronics Coordinator Alejandro Loria
Jimenez; Technology Coordinator J. Emilio Fonseca; and teachers Carlos Acosta and José
Fabian Garro. Both of the Don Bosco teachers have been working at Don Bosco for many years
and acting as mentors to students participating in the science fairs. In fact, Don Bosco former
students José Miguel González and Kevin Calvo cited Professor Acosta as their mentor and the
reason they were encouraged to participate in the fairs and then to go on the study STEM careers
in college. These graduate students and former IISEF participants and winners were interviewed
GLOBALIZATION AND COSTA RICA 79
and surveyed for the study. Both young men are attending college, continuing their studies in the
engineering.
From the government sector, interviewees were Sonia Mora Escalante and Natalie
Valencia. At the time of the study and interview, Sonia Mora Escalante had just been appointed
the new Minister of Public Education and oversaw all public education from preschool to high
school. Having been the Minister of Public Education for less than a month and dealing with a
teacher strike, she was interviewed for her knowledge and views about the education system in
Costa Rica. Natalie Valencia, the Coordinator of the National Program of Science and
Technology Affairs, oversees projects that promote science and technology, as well as the
National Science Fair in Costa Rica.
The business leaders interviewed for the study were Silvia Arguello Vargas, Director of
Human Capital at MICITT; Vanessa Gibson, Director of Post-Establishment at CINDE; Mary
Helen Bialas, Academic Relations and Education Program Manager at Intel; Dr. Franklin Chan
Diaz, leader of 21st-century initiative in Costa Rica, astronaut, and national hero; and Dr. José
Castro Nieto, Chief Scientist at Ad Astra Rocket Company’s Costa Rican Headquarters. Mary
Helen Bialas and Vanessa Gibson provided much information about of the history and
background of the partnership between Costa Rica and Intel.
Results for 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 aim of this research
question was to explore the influence of globalization, educational policy, and the presence of
MNCs on the economic growth and educational system. Given that Spring (2008) stated that
GLOBALIZATION AND COSTA RICA 80
education is no longer solely about gaining traditional knowledge but is about acquiring skills for
a global knowledge economy, the aim of the question was to understand how the mandated
national science fair policy affected instructional practices and student interest in the STEM
curricular areas as a result of globalization and MNCs. The P21 (2012) argued that schools must
provide students a broader set of skills for a technology-saturated world. The aim of data
collection pertaining to this question was to gather leaders’ views on these topics.
Wagner (2008) stated that the world has changed to a global economy that presents
challenges for every country. Wagner contended that, to prepare for those challenges, students
must be schooled differently; he also cited a global achievement gap between what students learn
in the classroom and what students will actually need for citizenship in the 21st century. Trying
to close this gap, government and educational leaders invested in policy changes and curriculum
guidance. This research question also sought to analyze these systematic changes and the ways in
which they are the driving force behind much of the educational system’s transition to increasing
21st-century learning through STEM PBL.
The significant theme to emerge from the data was that Costa Rica’s continued economic
growth is due to the country’s educational focus on STEM education. This theme emerged as
respondents focused on two predominant areas: (a) Continued economic growth and overall
well-being are connected to implementation of STEM education in the curriculum, and (b) by
shifting educational focus on STEM curriculum, the country prepares students to compete in the
global job market.
The importance of STEM education is a factor in ensuring the success of a country and
its citizens in the 21st century. Responses indicated that interviewees were very aware of the role
GLOBALIZATION AND COSTA RICA 81
of STEM education in the nation’s economic future. Prevalent throughout the interviews was the
belief that STEM education has facilitated establishment of a knowledge-based work force.
From the business sector, Sylvia Vargas, Director of Human Capitol at MICIT, stated,
Costa Rica is an example of investing in human talent. The areas of science, technology,
engineering, and mathematics are very important for us because we want [to create] an
economy based in knowledge and this [requires] a good base in these areas.
Mary Helen Bialas, Director of Academic Relations and Education Program Manager for
Intel, noted,
Costa Rica has gone through a process of being a very agricultural based country. . . . To
be competitive now, it really has to use and be able to sell knowledge. To be able to sell
knowledge, you have to have researchers. You have to have scientists. You have to have
engineers that are applying information and moving forward. . . . As the country invests
in research development, they move up the scale in the economy. . . . You need to be able
to develop that pipeline continuously, and then make it grow.
From the government sector, Natalie Valencia, Coordinator of the NSTF Program, agreed
that it is important to generate a seedbed for future citizens with scientific and creative skills and
the ability to solve problems affecting their communities.
Technology, science, and engineering are three very important aspects for a country’s
development. We definitely consider the processes [policy and curricular] that we have
developed from the government sector and the private sector required for the
development of critical and creative citizens. We hope [our efforts] have a tendency
toward [building] technology and scientific careers because there is a great necessity to
GLOBALIZATION AND COSTA RICA 82
have more scientists and engineers to increase the country and zone development. So,
STEM education is definitely a key foundation to a successful [path].
Respondents cited significant economic growth in the knowledge-based sector with a
significant portion of same growth in STEM fields. When asked her opinion of the importance of
education in the STEM areas to economic growth, Vanessa Gibson, Director of Post-
Establishment at CINDE, emphasized,
With the trends in the global economy, definitely education is of first importance, and
second is developing a system that is clear in the STEM areas . . . as a country to attract
more hi-tech companies and hi-tech companies means one thing, you need more
engineers, you need more scientists; you need people that are ready. We do need people
in the social areas, don’t get me wrong, but definitely the country has to put its path clear,
even though the system is not necessarily working at the same path. For me it’s the
challenge that no one has realized yet how important it is for us.
Mary Helen Bialas, former Director of Educational Outreach for Intel Costa Rica, also
discussed the importance of STEM to the nation’s economic growth.
[STEM] is extremely important, because it’s a part of our future. I think [Costa Rica]
needs to have scientists who can use the science and technology to improve the quality of
life. There is definitely a very low, insufficient [number] of graduates at this time, in the
world, to be able to help solve our problems. We have huge, big problems to solve.
Former Don Bosco student Kevin Calvo reiterated that STEM is critical for the country’s
continued development.
For countries like Costa Rica that [have] shifted from an agro-exporting model to a model
based on science and technology of goods and services STEM is imperative. Many firms
GLOBALIZATION AND COSTA RICA 83
have received contributions since 1996 when the Free Trade Zones [were] established,
generating not only more economic growth, but also more employment and innovation.
In 2013, Costa Rica was 39 in the ranking of innovation and this is thanks to the [STEM]
education that has been implemented in our country with the assistance of the
government, education, and business sectors.
In addition to these respondents’ words, classroom observations revealed the importance
of STEM education, as schools develop vital partnerships with MNCs. Don Bosco, like many
other schools, receives strong support and resources from the high-technology business giant
Intel. The partnership with Intel had an impact on the STEM focus at the school that was evident
in observations conducted at the school site. Computers, motherboards, and many other types of
technological equipment are part of Intel’s technology recycling programs. Once Intel no longer
uses these machines, it allows the students to take them and reuse the components to build their
projects in class or for the science fairs. Because of this partnership and collaboration, Intel has
been a driving force in helping to improve the economy, not only through large donations to the
country’s educational system but also by bringing in other high-technology companies, by
providing training to teachers and professors, and by supporting the NSTF.
In spring 2014, Intel announced that it was laying off 1,500 employees at the Costa Rican
plant, which seemed to be bad news for the economy. However, Intel’s plan is to open a one-of-
a-kind mega research laboratory for validation, testing, design and development of its products.
There is word of new jobs on the horizon in association with this new mega laboratory. These
“high-value positions” are expected to be STEM-related positions, so Intel will need the best and
the brightest from the educational system to fill the positions. This new Intel investment is a
reflection of the transformation and evolution that the company has taken over the past 17 years,
GLOBALIZATION AND COSTA RICA 84
and it clearly demonstrates the strategic importance of Intel to the nation. Intel will also work
with the government to develop a laboratory for small and medium-sized businesses inside Intel
facilities as a way to spark entrepreneurship and share knowledge to keep the country
competitive.
Speaking to the idea of staying competitive, Dr. José Castro Nieto, Chief Scientist at Ad
Astra Rocket Company’s Costa Rican Headquarters, proponent of STEM education, and science
teacher at University of Costa Rica, stated,
Developed countries became developed mainly because of the industrial revolutions and
how they were able to [build] through the use of technology. Design it, produce it, and
build it, but also innovate. And most of the countries that have not [done this] are lagging
behind. I think it’s precisely because of that.
Further evidence of the link between STEM education and economic growth lies is seen
in the survey results, which reflected the participants’ agreement that STEM had helped
economic growth and continued success in the global economy. For example, the teachers and
educational leaders’ survey responses to the item “STEM participation is important to the
economic future of Costa Rica” were positive. Respondents agreed that STEM is a key to the
country achieving its economic goals for sustainability and a stable government.
The data indicate that education and business leaders agree that STEM education is
essential to the country’s continued economic growth. Teachers emphasize STEM areas and
skills in the classroom and MNCs provide tangible support for those efforts. Vanessa Gibson,
Director of Post-Establishment at CINDE, best summarized the thoughts of all respondents:
“[STEM] is the fuel of Costa Rica’s development.”
GLOBALIZATION AND COSTA RICA 85
A second illustration of the overall theme was that shifting educational focus to STEM
curriculum helps to prepare students to compete in the global job market where MNCs want
workers with STEM backgrounds. Respondents spoke to the need for citizens who exhibit high
skill levels in STEM fields as the basis for continued economic growth and prosperity for the
country. The nation’s leaders are proactive in pursuit of educating citizens (Mitchell & Pentzer,
2008). Responses indicated an awareness among educational and government leaders of the need
to develop human capital.
Mary Helen Bialas, former Director of Educational Outreach for Intel Costa Rica, stated
that the partnership with Intel had helped to change the way education is viewed. The partnership
embedded a process that provides opportunities for students to participate in developing STEM
workers for the future. She pointed out that business and education must work together to make
sure that economic development is tied to improvements in the educational system. In this way,
companies, the economy, and education will all benefit. “In the end, it’s paying back.”
Reiterating the cyclical nature of the relationship, Christian Jimenez Fonseca, Director of
Don Bosco, elaborated,
If we continue with the tendency to strengthen STEM in the education development, I
believe that there will come a time when we will have people with the competencies that
will serve as a magnet attracting this type of foreign investment. Meaning that linking
ourselves to STEM will make companies want us and will give us the chance to respond
to those special demands because we have the required trained human capital to face
what is coming [in the future]. That is the most interesting part. When the trained human
capital increases then productivity also increases in the companies or the productive
sector that are already established and those that hopefully will [invest in the future].
GLOBALIZATION AND COSTA RICA 86
Stressing that STEM education helps students to be job ready, Alicia Fonseca, the
National Advisor in Technology Education at the MEP, stated,
We cannot distance ourselves from reality . . . the business sector needs engineers,
precision mechanics, information systems, electro-mechanical–all of them requiring
science and math. Undoubtedly, one of the prerequisites to be accepted into many of the
majors in technology, electronics, and information systems is that [the students] have
done well in math and science. And we know that those students are the better employed.
They graduate from high school and they stay in the companies where they did their
practice or very quickly have employment . . . we have gone all around and the
companies always ask for technicians in precision and mechanics. So, it’s all integrated;
the curriculum and the employment.
Survey responses indicated that most respondents agreed or strongly agreed that the
STEM fields are important for preparing students not only for college but also for a career. In
addition, teachers at Don Bosco responded positively when asked whether partnerships with
INTEL and other MNCs promote STEM/science fair participation. Also, teachers responded
positively about partnerships with INTEL and other MNCs being an important part of why Costa
Rica is focusing on STEM education in the schools. When observing in the classrooms at Don
Bosco, it was evident that the school’s focus was on helping students to gain 21st-century skills
and STEM knowledge to meet the needs and demands of MNC employers.
Discussion of Results for Research Question 1
To stay competitive in a global world, the government understands that they must educate
their populace to be global citizens equipped with 21st-century skills. One way to do this is
through implementation of educational policy such as the National Science Fair and a focus on
GLOBALIZATION AND COSTA RICA 87
STEM curriculum. The country’s continued success in economic development and increasing the
standard of living for its citizens depends on achieving this goal. Respondents agreed that STEM
education is essential to economic growth and that partnerships between schools and MNCs are
essential. They also agreed that the new educational focus on STEM prepares students for the
global job market. Respondents mentioned the importance of a work force with high skill levels
in STEM fields to ensure continued growth and prosperity.
Results for Research Question 2
Thomas (2000) asserted that the PBL model makes learning relevant by establishing
connections by addressing real world issues. A primary goal of STEM education is to create
critical thinkers, increase science literacy, and enable the next generation of innovators, as the
jobs of the future will depend on competencies in these areas (Eberle, 2010; Tsupros et al.,
2009). To address these topics, Research Question 2 asked, How has mandating participation in
the NSTF influenced implementation of 21st-century skills through use of project-based learning
and technology by teachers across all curricular areas? How has it affected curriculum and
instruction? The aim of this research question was to determine whether the use of PBL/STEM
instructional practices increased student interest in STEM fields, resulting in greater student
participation in the (NSTF).
The triangulation of data from the interviews, surveys, and observations indicated that the
mandated national science fair policy had an impact on instruction and on creating students with
21st-century skills. Examination of the data revealed two themes: (a) Mandating the NSTF has
resulted in more 21st-century skill development through student participation in the science fair,
and (b) the NSTF mandate had an impact on teacher practice, causing a curricular shift to
developing 21st-century skills through the use of STEM PBL curriculum and instruction.
GLOBALIZATION AND COSTA RICA 88
The continued partnership with MNCs has been one effort by the government to develop
human capital. Current efforts, such as changing educational practices that embrace 21st-century
skills and having teachers use the teaching methodologies of PBL to teach STEM, engage
students in the type of learning that gives them the skills that they need for future jobs. This
research offers a look at the educational focus and instructional methodologies that changed in
recent years to include a purposeful focus on STEM and the use of PBL.
The first theme to emerge was that the use of STEM PBL teaching strategies in the
curriculum increased the students’ ability to obtain 21st-century skills such as collaboration,
communication, critical thinking, problem solving, and creativity, as well as other “soft skills”
such as agility, adaptability, initiative, innovation, and entrepreneurialism, as identified by
Wagner’s (2008) framework. Students must now have skills and proficiency in the soft skills of
the 21st century (Wagner, 2008). Proficiency in these skills and the resulting technological
knowledge are imperative in developing human capital for 21st-century needs. Therefore,
education now takes center stage as the catalyst for development of these skills as the work place
shifts into a global paradigm, defined by technological advances and economic pressures.
This theme emerged when the research team examined the survey data and found that all
groups (teachers, students, government officials, and business professionals) gave positive
responses to the item that asked whether STEM curriculum promotes 21st-century skills such as
critical thinking, collaboration, and communication. More than half of the Don Bosco teachers
(28 of 47) strongly agreed or agreed that these skills are learned by participation in the science
fair and, therefore they placed importance on student participation.
The link between the science fair and the development of 21st-century skills is clearly
evident. Christian Jimenez Fonseca, school director, stated that the science fairs generate leaders
GLOBALIZATION AND COSTA RICA 89
because “each fair has an organizing structure that is quite complex . . . fairs can be seen as a
promotion of leadership not just at the students level, but also at a teacher level.” Furthermore,
the researchers observed several students in the technical classrooms working on projects based
on real-life problems and doing so in collaborative groups. At times, the students literally made
something out of nothing. Don Bosco’s curriculum in the technical education classes prepares
students for success while responding to the needs of an ever-changing global economy. The
classes were filled with students displaying the 21st-century skills described by Wagner (2008),
as presented in Table 1. The curriculum in the classrooms and participation in the NSTF helped
to create 21st-century learners who are self-reliant, creative, collaborative, and engaged, which
was evident in many of the classrooms.
The second theme to emerge from the data was that, as a result of the NSTF policy,
teachers increased their emphasis on 21st-century skills through STEM PBL instruction, which
changed their curricular focus. The National Science Fair policy increased the focus on learning
opportunities through STEM, and these opportunities allowed students to make sense of the real
world and expand their experience and knowledge base while engaging in relevant and
meaningful preparation for the future. When speaking about PBL, Christian Jimenez Fonseca,
Director of Don Bosco stated,
The science fair policy has broken the paradigm of knowledge . . . we had a system that
placed [teachers] in a frontal classroom . . . where there was a transfer of knowledge that
went just from the teacher to the student with very little [interaction] and feedback.
Nowadays, the fairs and the project based learning is happening in the classroom . . .
meaning that the teacher no longer assigns a [student] an experiment, he assigns a
GLOBALIZATION AND COSTA RICA 90
learning situation. He provokes a learning situation . . . the paradigm has been broken,
which consisted of simply transferring knowledge.
Table 1

Ways in Which Wagner’s “Survival Skills” Were Visible at Don Bosco

Wagner’s survival skills Skills observed in Don Bosco classrooms

Critical thinking
Move away from memorization to building
knowledge so that students can interact physically,
socially, and logically.
Collaboration and leadership
Active participation by all students working as co-
workers. Opportunities to conceive of an idea then
organize a group of their peers to bring it to
fruition.
Agility and adaptability
Freedom to change course or direction. Trouble-
shooting and problem solving. Mistakes are
valuable part of the process.
Initiative and entrepreneurship
Learn to make choices. Work is self-directed and
projects can be open-ended. Independence and
confidence are facilitated and self-evaluation is
part of the process.
Accessing and analyzing information
Exchange of information among students as well
as with teachers. Time to reflect, digest, sort, and
select information. Utilization of resources
including technology.
Curiosity and imagination
Freedom to follow own interests. Self-expression
important. The work is driven by questions. Have
the tools and the freedom to create and innovate.
Effective oral and written communication
Communication between peers and adults is
encouraged. Continual contact with peers during
work. Group work necessitates expression of
thoughts and opinions.

Director Jimenez Fonseca pointed out that, since implementation of the science fair
policy, there have been significant changes in the educational system, especially at the curricular
level.
In 2010, we began to develop here in Don Bosco a fair that had to do with engineering.
Don Bosco is one of the 100 plus technical institutes in the country, but its potential as a
GLOBALIZATION AND COSTA RICA 91
technical institute was not being properly exploited. In collaboration with Intel, we began
to promote a national fair for engineering to help achieve a balance with the scientific fair
in providing [another] outlet. Once the engineering fair opened it . . . has brought an
expansive wave that has reached the [school] curriculum and the way teachers teach in
their classes, workshops or laboratories.
These changes were noted as changes not just in curriculum but also in the pedagogical
methodology and instruction applied in the teaching-learning process. These changes were also
observable in the classroom and workshops. For example, the teachers at Don Bosco present
authentic, real-world issues that students find meaningful and motivating. Observation of several
Don Bosco classrooms revealed that students were presented with problems that made them
think and gave them opportunities to collaborate with peers to arrive at a solution. The solutions
were not provided by the teacher nor were there necessarily only one solution. In doing this, the
teachers were helping to develop crucial 21st-century skills. The utilization of skills such as
critical thinking, problem solving, communication, collaboration, and creativity (Wagner, 2008;
P21, 2010) was observed.
In addition to the observations, interviews with business, education, and government
leaders revealed their support for the focus of teaching strategies and curriculum that will
increase 21st-century skills. Natalie Valencia, coordinator of the Costa Rican NSTF Program
explained,
The science fairs use various paradigms or various learning structure – learning based in
investigation, 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 COSTA RICA 92
Ms. Valencia stated that students gain valuable skills, such as how to conduct research and work
as a team, while gaining the technological knowledge that will enable them to succeed and help
their community and country. She said that the investment in STEM PBL would pay off in the
long run.
Christian Jimenez Fonseca, director of Don Bosco, remarked that the science fair and
projects helped students to use acquired knowledge in everyday situations. He commented that
putting knowledge into practice is a very important part of the learning process. He recently
spoke with a Bosco student who told him that, when something happened during a classroom
experiment or project, the teacher told the students that they had to investigate the how and why
rather than just give the answers. The students were the ones who had to figure it out while the
teacher facilitated the process.
Observations of several of Don Bosco classrooms showed a shift to valuing and focusing
on STEM and 21st-century skills. In Don Bosco’s technical classrooms, technology was being
used as an instructional tool. In the architecture classroom, students not only drew their plans by
hand but also put those plans into computer programs to generate three-dimensional images of
their structures. Also, 21st-century skills were visible. For example, the students worked in
collaborative groups, solving problems, communicating, and creatively looking at real-world
issues. The technical classrooms at Don Bosco were alive with hands-on PBL.
Responses to survey questions related to the themes showed that all stakeholders at Don
Bosco agreed that the science fair mandate promoted use of technology and increased use of
PBL. In fact, 77.8% of the teachers agreed or agreed strongly that technology use increased
because of student participation in the science fairs. Teachers and administrators noticed that
students want to learn more about science and technology, which caused some teachers to realize
GLOBALIZATION AND COSTA RICA 93
that they must continue to grow as teachers in order to help students to succeed. Professor
Acosta, a teacher at Don Bosco, commented,
Now that all subjects are involved in the fairs, the Spanish teacher helps with the written
work; the English teacher helps with the translation…the fairs are a positive change. I
feel that is what has united all the subjects in the school to work together. Before, the
Spanish was over there, and English and social studies were separate, but here [everyone]
is in some way involved.
When asked how the science and technology fairs affected the teaching of science and the other
STEM-related subjects, Professor Acosta exclaimed,
I’d say they’ve made them more fun! Before, the program that [was] used in teaching]
science was the same as 20, or 25 years ago; it hadn’t changed. Science was practically
all theoretical, but here at Don Bosco they have now purchased a good laboratory. The
laboratory has [helped with] the scientific projects, and there [the students] have had the
experience of applying what they have learned in science. If it hadn’t been for the fairs,
[we] wouldn’t have had that part, [we] would have suffered a little.
Most of the interviewees, like Professor Acosta, stated that the educational system has
come a long way in changing to meet the needs of the new global economy and that the NSTF
had helped in this process. However, some noted that there is still work to be done. In particular,
the survey data revealed that not all teachers agreed that the schools and teachers are preparing
students well for the science fair. The majority of the teachers/administrators at Don Bosco gave
neutral responses when asked whether the science fair had a positive impact on science
instruction and/or the curriculum in the classroom. The students’ survey data revealed that 28.2%
GLOBALIZATION AND COSTA RICA 94
disagreed or disagreed strongly that their science classes and projects in those classes prepared
them well for the science fairs.
Discussion of Results for Research Question 2
In recent years, the education system has sought to develop a curriculum focused on an
increased emphasis on developing skills, knowledge, and attitudes necessary for success in the
21st century. With the implementation of governmental policies such as the science fairs and
instruction in STEM PBL, reforms have seen some success. When all data were analyzed, the
evidence was clear that leaders understood the importance of developing 21st-century skills, as
these skills are vital to their learning and to opportunities in the future. During the interviews,
school leaders and teachers asserted the importance of STEM and 21st-century skills. By
focusing on what Wagner (2008) called “survival skills,” (Table 1), students receive more than
just basic skill sets. Table 1 shows the ways in which teachers and students at Don Bosco build
on, utilize, and encourage Wagner’s “survival skills.” Don Bosco is helping to make students
competitive as workers who can add value through applying nonroutine, complex thinking and
communications skills.
Results for Research Question 3
Research Question 3 asked, How has the national science and technology fair policy
changed the value for STEM education for students, teachers, and educational leaders? Due to
the growing importance of the NSTF and the push toward curriculum and instruction geared to
help students to acquire 21st-century skills, as well as build interest in STEM subjects (Valencia,
2008), the country shifted to integrate science and engineering research into the classrooms. This
was a major motivator for the MEP Education to continue to move the education system in this
direction.
GLOBALIZATION AND COSTA RICA 95
Coordinated by the Ministry of Science and Technology and the MEP, the goal of the
National Engineering Fair is to stimulate students’ curiosity and interest in engineering through
being involved in observation and in designing and developing prototypes or services for the
future, as well as participating in testing, analysis, and research (Intel, 2010). This provides
students with an opportunity to present their research and inventions to a specialized community,
which is a valuable resource in the preparation of more scientists, engineers, and mathematicians.
The purpose of Research Question 3 was to elicit respondents’ opinions and attitudes
regarding the fair. The predominant themes to emerge were that (a) by participating in the NSTF,
many students in Costa Rica have become more interested in STEM-related subjects and are
motivated to continue in STEM fields beyond high school, and (b) participation in the science
and technology fairs is highly valued as a means of success and opportunities for students, as
well as a means of national pride in that it brings schools, communities, and the government
together to move the country forward.
Students who participate in the NSTF experience greater motivation to continue in STEM
subjects. The development of 21st-century skills through project participation allows students the
analytical skills, creative skills, and collaborative skills to function in an environment that
motivates them to pursue STEM studies at the university level. Cecilia Calderon, NSTF
Assessor, stated that the fairs create a great interest in students from all areas and levels in the
country. Silvia Arguello Vargas, Director of Human Capital at MICIT, acknowledged, “Students
want to study careers focused on science and engineering in this country. . . . We have identified
students in the fairs, the vast majority [of which] continues with their university development
associated with the scientific and technology fields.” Professor Acosta emphasized that the fairs
are valuable instruments for the youth.
GLOBALIZATION AND COSTA RICA 96
The young people, when they get a little bigger and go to the university, and of my ex-
students, I have had two who have won fairs, all of them are distinguished citizens. There
are some who have become doctors…and it is because of the science fairs. Some have
become physicists. There is a nuclear physicist that I see on Facebook…and all of them
who have graduated from Don Bosco and have won national fairs, and some even went
on to participate in the international fairs. It has been very good for them.
Jonathan Monge Sandoval, former General Coordinator of the NSTF, asserted that, since
the government began to focus on promotion of scientific and technology development, there has
been a significant increase in scientific careers and interest in the natural sciences.
In the engineering fields, there has also been an important increase, and what’s important
to point out in these changes is that there has been a significant increase in the
participation of the feminine population, because before 1990, the percentages of male to
female scientists, or technologists was very disproportionate. Now the tendency has been
balanced; almost 50/50 women and men in these careers.
The interviews with IISEF winners provided important data regarding the value of
science fairs in the lives of students. The fairs and their projects motivated both José Miguel
Gonzáles and Kevin Perez Calvo. For example, José Miguel Gonzáles commented,
Actually, the science fairs gave me the motivation to study electronic engineering in high
school and then at the university…it is not the same thing to study from paper . . . it’s not
the same as doing a project from zero until you achieve the goal you want. . . . Yes, the
science fair, my projects were made from zero; selecting all the components, all of the
batteries that we needed were really, really interesting because of the projects I made in
the fairs, and I wanted to continue my study in electronic engineering.
GLOBALIZATION AND COSTA RICA 97
Kevin Calvo also fondly remembered the life-changing experiences that resulted from his
participation in the science fairs. He recalled the fairs being important because they helped him
and other students to discern what career to select in the future.
The experience has been unforgettable. The fair enabled us to develop a project the way
the universities require. So, I think it has been very helpful because I learned to carry out
an investigation project before attending the university. Therefore, now that I’m in
college, I’m doing well because I already know how to do things. Many students who
have not shown any interest for these areas before find it more difficult to carry out these
projects now that they are at the university.
He lamented that he cannot participate in the fairs anymore because he had exceeded the age
limit. However, he continued to develop his projects even after he could not compete.
The second theme to emerge was the value placed on the science and technology fairs by
the entire country. Students are seen as an integral part of the fair process and winners move into
elite groups courted by companies and trained specialists for future employment. Cecilia
Calderon observed that the attention is very motivating for students. Ligia Mejia, the regional
science assessor for Limon province, stated that students are not only motivated to participate in
projects during their school term but return to act as judges and mentors for younger students.
These veteran students are currently studying STEM subjects or have graduated with degrees in
STEM disciplines.
Nathalie Valencia, coordinator of the NSTF Program, implied that the science fairs have
become a source of national pride, as they provide a platform for students to showcase their
talents—perhaps internationally. Valencia also commented on the community aspects of the
science fair program.
GLOBALIZATION AND COSTA RICA 98
The scientific fairs don’t just take place in the classrooms, it’s not just a classroom
process, and it’s a process where the entire family is participating. A very important point
to emphasize in fairs is that the community is integrated; we have mother, father,
grandmother, uncles, and neighbors who are involved in this process of supporting the
students and the fair process.
Kevin Calvo mentioned the emotional aspects of participating in the fairs. He said that
the contacts that students experience not only with science and technology but also with the
human aspect are very touching. In his recollection, he commented that the fair enabled him and
his fellow students to get in touch with others who came from other regions and countries.
Although the human aspect of the fairs was not the main motivation for implementing the
mandated policy, it nonetheless has become an important result of the fair implementation.
Natalie Valencia of MICIT stated that the impact of the fair is transformative for all who are
involved.
I believe the fair is an important example of a process, as a learning process [but] it is
also an example of social mobilization [and] that is so interesting…everything behind the
fairs, not only the academic part, but the emotional part, personal development, and the
impact all this has. It’s very important. Your life is touched because you see all that.
José Miguel Gonzáles discussed the mentorship that he received from his teachers at Don
Bosco, mentioning Professor Acosta specifically. He stated that teachers like Professor Acosta
gave much of their time before, during, and after the fairs by guiding their students, helping them
to gain access to resources and equipment, and thus possibly advancing them to the next level of
competition.
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Another outcome of the fairs was that students often create solutions to real problems in
their own communities. Both Kevin Calvo and José Miguel Gonzáles spoke about wanting to
make their country and communities better places. However, the most compelling data were
acquired through the Sixaola interviews. A group of students from Liceo Academico de Sixaola
who participated in this year’s fair and won third at the IISEF in Los Angeles, based their
research and project on helping the children of Costa Rica. Wanting to help others in their
community, in particular sick children, motivated their project. Because of this, being a part of
the science fairs can have a great impact on those who participate. Nathalie Valencia of MICITT
stated that the impact is transformative.
I believe the fair is an important example of a process, as a learning process, and it is an
example of social mobilization and that’s so interesting, everything behind, not only the
academic part but the emotional part, personal development and the impact all this has.
It’s very important. Your life is touched because you see all that.
She observed that students from Sixaola who won this year received recognition from the
community and from government officials. They have been held up as models for the community
and feel responsibility. In support of Valencia’s observation, Sylvia Arguello of MICITT added,
The first thing I ask them is, “How did you conceive of your idea?” So, you get really
surprised because they answer, “We wanted to do something to help the country,
something to help our country. We wanted to do something to help the national children’s
hospital. We selected this because we thought it was important for the children in Costa
Rica.”
José Miguel, former IISEF winner and Don Bosco alumnus, said,
GLOBALIZATION AND COSTA RICA 100
It has been really interesting to see how the schools, the high schools grew with all of the
science fair things because, for example, in my high school we’re really competitive with
other high schools and we’re just trying to make a great product for people here in Costa
Rica and right now Don Bosco is jumping from projects that just stayed in class to
projects that go to real people. Right now, this year, there is a group from Don Bosco that
came to IISEF in LA, that produced a machine to run in a hospital and they made all the
paper stuff to run the machine at the hospital. So, right those students are helping people
in Costa Rica with their project.
Responses from interviewees and surveyed participants clearly illustrate the impact of the
science fairs on both curriculum and the participants.
Discussion of Results for Research Question 3
In addressing Research Question 3, it was discovered that the fairs motivated students to
engage in PBL and increased their motivation and desires to pursue a STEM-related discipline at
the university level. Graduates such as José Miguel Gonzáles and Kevin Calvo were examples of
those who were motivated by the fair process. Their views of the fair and the support that they
received from teachers and mentors spurred their interest and helped them to decide their career
paths. Also, fair participation helps students to develop relationships and improve study skills,
and opens opportunities for them that they may not have had without their projects and the
science fairs. In addition, the fairs produce life-long learners who are thirsty for knowledge and
who want to help others to change the world. Professor Acosta summed the importance of the
science fairs best:
Physically and mentally [the students] develop a lot of positive values and positive
attitudes that I believe are extremely important; it’s their development as individuals that
GLOBALIZATION AND COSTA RICA 101
is first. They have completely changed their way of being, their personality in a positive
way.
Chapter Summary
The data demonstrate that respondents agree that STEM education and partnerships
between schools and MNCs are essential for economic growth. They stated that the new focus on
STEM prepares students for the global job market, as all conveyed the importance of a work
force with high STEM skill levels. Second, respondents agreed that, as a result of the NSTF
policy, teachers emphasize 21st-century skills through STEM PBL instruction. Third,
participation in the fairs has led to increased student interested in STEM-related subjects and
careers. The fairs are also highly valued for the potential to lead to successful careers and for the
pride that they bring to schools, communities, and the government.
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CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
This chapter presents conclusions and recommendations regarding this study. The chapter
is divided into four sections: (a) a review of the study’s purpose, research questions, and
methodology; (b) a summary of the research findings; (c) the implications and recommendations
for practice; and (d) areas for future research.
Purpose of the Study
The purpose of this study was to examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in Costa Rican K—12
schools. The study also sought to understand the relationships among MEP, CINDE, and Intel
with respect to the development of 21st-century skills and interest in STEM PBL in K–12
schools. Furthermore, this study sought to understand the relationship between STEM education
and the nation’s economic growth. Last, the study examined how the mandated NSTF influences
the use of PBL to build human capital and prepare students for 21st-century jobs, particularly in
the STEM fields.
Research Questions
Three research questions guided this study:
1. To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and MNCs? To what extent is the economic growth of
Costa Rica and STEM education related?
2. How has mandating participation in the NSTF influenced implementation of 21st-
century skills through use of project-based learning and technology by teachers across all
curricular areas? How has it affected curriculum and instruction?
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3. How has the NSTF policy changed the value of STEM education for students,
teachers, and educational leaders?
Overview of the Methodology
This qualitative case study took the form of applied research with the purpose of
improving the quality and effectiveness of practice within a discipline, particularly the response
of educators to new challenges to educational goals caused by the effects of globalization,
economic pressures, and demands for human capital. This type of qualitative study allows for the
collection of data regarding the experiences of the participants (Maxwell, 2005; Merriam, 2009).
According to Merriam (2009), a case study is an in-depth description and analysis of a bounded
system and the study explores the “what” of that bounded system. The case study then becomes
the person, entity, or institution to be evaluated. This case study is also descriptive because it
provides a product at the end of the study that is rich with description of the phenomenon being
researched. Multiple sources of data were utilized, including structured interviews with
government officials, teachers/administrators, students, and business leaders. In addition to
interviews, surveys were conducted with teachers, administrators, and students. Classroom
observations were conducted as part of the data collection.
Summary of the Findings
STEM education and partnerships with MNCs play a vital role in economic growth, and
the new focus on STEM better prepares students for the global job market. The NSTF policy
caused teachers to emphasize 21st-century skills and utilize STEM PBL, and these changes,
along with participation in the fairs, increased student interest in STEM-related subjects and
careers. Data also revealed that fair participation was seen as a path to a successful career and
was a source of pride for schools, communities, and the government.
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Six themes emerged from the data with regard to the three research questions. This
section consists of a detailed discussion of each of the findings as it relates to the research
questions. The next section presents practical suggestions or implications based on the findings.
The final section presents suggestions about further research with to this study and final thoughts
about the study.
Findings for Research Question 1
The themes that emerged from the data regarding this question were that (a) Costa Rica’s
continued economic growth and overall well-being are connected to implementation of STEM
education in the curriculum, and (b) the shift in educational focus to STEM curriculum prepares
students to compete in the global job market, especially with MNCs who want workers with
STEM backgrounds. The data collected through interviews, surveys, and classroom observations
were consistent with the literature reviewed in Chapter 2.
The themes for Research Question 1 present the current economic and global existence of
the world in the 21st century. Global competition is a competition of skills; the more skilled the
work force, the more economically competitive a country can be (Spring, 2008; Brown et al.,
2008). Using Spring’s (2008) globalization of education framework as a lens, one of the major
findings was that education is of key importance in preparing individuals and countries to be
competitive in the future. Educational systems that do not produce knowledge-ready workers
prevent nations from succeeding in a global economy (Spring, 2008). Countries and their
institutions must prepare students for the 21st-century world by nurturing skills and
competencies that they will need to work for the MNCs.
The results of this study related to this question show that the educational system in Costa
Rica has sought governance and operational models from the business world in response to
GLOBALIZATION AND COSTA RICA 105
concerns exposed as a result of globalization (Sahlberg, 2006; Spring, 2008). The changes in the
global economy are the driving force behind the national curriculum and policies aimed at
meeting the demands created by a global economy (Spring, 2008). All of the stakeholders have a
vested interest in seeing the country and its citizens succeed in the world market. In fact, all of
the students surveyed in the study strongly agreed that their success and the country’s success is
tied to STEM education. The survey results also showed that participants agreed that, when
students are taught 21st-century skills through STEM PBL, curriculum improves the country’s
economy.
As a result, the government responded by helping to create more interest in STEM-
related fields. Policies such as the NSTF mandate are just one attempt by the government to
remain attractive to businesses and prospective businesses. All of the respondents strongly
agreed that the growth of the economy is directly related to knowledge-based workers who are
competent in the STEM fields. Education in this era of globalization is not only about acquiring
the traditional knowledge imparted by the educational system; it is also acquiring new skills
demanded by a global knowledge economy (Spring, 2008). The demand for engineers and
scientists will propel the country forward and continue to attract MNCs. It is clear that Ticos are
well aware of the need to increase the quality and quantity of their work force to continue to
develop as a country. Finally, because the world creates global competition, learning must be
viewed as a permanent and life-long process (Friedman, 2007; Spring, 2008). The global
knowledge economy requires and rewards those who are better educated and more skilled.
Findings for Research Question 2
The two themes that emerged from the data regarding this question were that (a)
mandating the NSTF resulted in more 21st-century skill development through student
GLOBALIZATION AND COSTA RICA 106
participation in the science fair, and (b) the NSTF mandate had an impact on teacher practice,
causing a curricular shift in developing 21st-century skills through the use of STEM PBL
curriculum and instruction.
These two themes reflect Costa Rica’s commitment to meet the demands of this new
labor market and to continue its economic growth as a country. One of the findings is clear that
the country has placed great emphasis on establishing education as nationally important, defining
careers that closely match the demand seen in the global market by creating a more dynamic
curriculum steeped in STEM subject matter. The reality of staying competitive and relevant
caused the government and the MEP to redesign the educational system to incorporate 21st-
century learning. Wagner (2008) would agree that, in order to meet the challenges of a global
world, students must be schooled differently from the way in which their parents and
grandparents were schooled. Schools today must have learning that is hands on, cooperative, and
problem based, rather than having students sitting at desks immobile while listening to an
instructor lecture from a textbook.
The frameworks by Wagner (2008) and P21 (2010) identified critical 21st-century skills
that all students must develop. Students need to be critical thinkers and problem solvers,
collaborators, effective communicators, and creators. The country has worked diligently to
transform the education system by attracting FDI and creating partnerships with MNCs to
increase the rigor of the curriculum. As a result, the national science fair curriculum helped with
implementation STEM education and PBL as a means of providing students with 21st-century
skills. The data suggest that schools have made significant efforts in developing 21st-century
skills, but the STEM curriculum has not been formally integrated across the entire school system.
Nathalie Valencia asserted the importance of STEM curriculum: “If you want to generate an
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ideal learning process related to science, the public policy is clear, but if that policy doesn’t have
an integration of that vision in the curriculum . . . it falls short.”
Even though the MEP does not currently have a formal national science fair curriculum,
rather only a mandate, the findings support that there has been a small but significant impact on
teacher practice, especially that of teachers of STEM subjects. The data show that the teachers at
Don Bosco responded positively about the fair having helped to increase PBL in the classrooms.
In fact, in all eight classrooms visited by the Don Bosco team, characteristics of PBL were
observed in the ways that students constructed knowledge and in instructional methodologies
used by the teachers. The characteristics of Slough and Milam’s (2013) theoretical framework
for STEM PBL instruction were observed in a drafting class where students took building plans
that they had drafted on paper to a computerized three-dimensional application of the plan and,
in groups, built actual models of their buildings. This project allowed the students to demonstrate
their knowledge in real-world ways and motivated them to continue to expand their experience,
skills, and knowledge base. Other data collected via classroom observations showed that students
were expected to reason, analyze, and develop skills in areas required to pursue education or a
career in the modern age (Wagner, 2008). All of the teachers surveyed agreed that the national
science fair policy has improved the educational system overall.
Finding for Research Question 3
The themes that emerged from the data regarding this research question were that (a) by
participating in the NSTF, many students in Costa Rica have become more interested in STEM-
related subjects and are motivated to continue in STEM fields beyond high school, and (b)
participation in the science and technology fairs is highly valued as a means of success and
GLOBALIZATION AND COSTA RICA 108
opportunities for students, as well as a source of national pride that brings schools, communities,
business, and the government together to move the country forward.
The data showed that involvement in the fairs increases student interest in going to
college and pursuing STEM-related careers. Both the teacher surveys and the student surveys
revealed that the fairs motivated students to engage in PBL for their projects with the resulting
outcome being increased motivation and a desire to pursue STEM disciplines beyond high
school. José Miguel Gonzáles, graduate of Don Bosco and former IISEF winner, explained that,
because of the projects he made for the science fairs, he wanted to continue his study in
electronic engineering. José Miguel acknowledged that working in laboratories with batteries and
other electronics is more interesting and fulfilling to a student than studying subjects in books.
Cecilia Calderon, NSTF Assessor, stated that the fairs create interest in students from all over the
country and winning the fair moves those students into elite groups who are courted by
companies and trained specialists for possible careers. Calderon observed that this attention is
very motivating to students. Many graduate with degrees in STEM disciplines and go on to work
for those companies. Students and former students interviewed and survey data indicated that
experience in the fair helps students to discover and determine their career paths and course of
study at the universities. Jonathan Monge Sandoval, Professor at the University of Costa Rica,
agreed with the importance of the Science and Technology Fair. He has observed a change in
students entering the STEM fields as biologists, engineers, botanists, and chemists. This fact
leads to the second important finding regarding this research question, which is that the
stakeholders see the science fair as a valuable experience.
In many of the interviews, it became clear that the national science fair has been treated
as a competition for national and community pride. Students seek to represent their families,
GLOBALIZATION AND COSTA RICA 109
schools, and country, understanding that they may compete globally as have students who
competed at the IISEF competition in Los Angeles in 2014. In addition, educators and
educational leaders stated that they have noticed that students who participate in the fair show
greater motivation, dedication, and perseverance as they have to work long hours on projects
after school and on weekends. Likewise, teachers and parents of those students have to work
hard to help support and mentor them, especially if those students go on to compete at the global
level. All interviewees echoed the same message that winning the national science fair and then
going on to IISEF is a communal effort. For those students who have moved on to the IISEF,
competing at this level is a matter of pride. Most stakeholders agreed that the national science
fair was a valuable and exciting learning experience.
Limitations of the Study
This case study examined the impact of globalization, FDI, and MNCs on the educational
system in Costa Rica. While the study was comprehensive enough for the purposes of addressing
the study’s three research questions, the 10 days of data collection were rushed. There were
several occasions when interviews were cancelled by the interviewees and could not be
rescheduled due to the full agenda and limited time in the country. Another unexpected
limitation was the teacher strike that ended just prior to the team’s arrival. This strike could have
caused bias and skewed perceptions among the teachers and educational leaders who were
interviewed. Furthermore, on the day the Don Bosco team arrived at the school to conduct
interviews and observations, the MEP had ordered teachers to work only half a day. This would
have been devastating to the study. Fortunately, this changed at the last minute, but the planned
agenda had to be changed, making it difficult to collect all of the data from the school. In fact,
several classroom observations had to be cancelled due to the lack of time.
GLOBALIZATION AND COSTA RICA 110
Implications of the Findings
The study revealed a few challenges that the educational system faces in the
implementation and further success of the science fair policy. From the aforementioned findings
emerged implications and recommendations for practice in several areas. It is obvious that the
country will need to continue its strategic plan of partnering with MNCs and attracting the
needed FDI to continue the economic growth. In order to do this, the government and
educational leaders must implement a national STEM curriculum that not only addresses the
National Science Fair mandate but also formally puts into place STEM PBL instruction in order
to develop the human capital needed for the 21st-century world. Second, training and education
of the teachers in STEM PBL are extremely important in this process. Third, the National
Science Fair should be seen as a priority by everyone involved: students, teachers, education
leaders, and government leaders.
The first implication that surfaced was that there was not a standardized STEM
curriculum in Costa Rica that supported the national science mandate. While the mandate is an
effective way to start, government and educational leaders must now support the mandate to
achieve its full purpose by aligning it to a national STEM curriculum. This would help teachers
and students to develop projects, would increase participation, and would integrate the science
fair into the classroom. Currently, the science fair requires students and teachers to spend large
amounts of time trying to implement the mandate.
There seemed to be a perception among many of the interviewees that the fair was not
considered important nor well supported by the education and government institutions.
Observations at Don Bosco indicated that some teachers understood the process and supported it,
while other faculty and staff wanted nothing to do with the fair and had no interest in mentoring
GLOBALIZATION AND COSTA RICA 111
students in their participation. Natalie Valencia of MICITT admitted that the science fair
mandate is not part of a comprehensive STEM curriculum. The development and implementation
of a national education initiative that focused on aligning STEM curriculum with the national
science mandate would provide equal access to all students and provide an opportunity for all
students, making the investment in the process even stronger. An initiative would help to
produce greater numbers of knowledge-ready workers equipped with 21st-century skills.
Providing a national aligned science curriculum is only the first step. The second step in
improving the fair mandate would be to train teachers. Some of the interviewed teachers
expressed apathy or cynicism toward the science fair mandate, and this alone can greatly affect
instructional practice and curriculum implementation.
At odds with the science fair mandate is the lack of teacher training needed to institute
the mandate successfully. Teacher training and support should be provided to ensure that a new
science curriculum initiative would (a) have “buy-in” from the teachers, (b) help those teachers
who lack essential skills, and (c) eliminate the disparity in science fair implementation
throughout the country. In addition, integrating the science fair into a science curriculum would
improve teacher and student motivation, would support the development of STEM studies even
further, and would enable the country to continue the development of human capital.
The goal behind the state-mandated fair is a good one, but implementation is uneven and,
at times, may not be working to full advantage. A national science curriculum aligned to the
mandate would begin to address the few, but significant, challenges seen in this study. Without
integration into the curriculum and trained teachers, the complete success of the mandate is not
being reached, and the nation is missing a large number of possible STEM professionals.
GLOBALIZATION AND COSTA RICA 112
Recommendations for Future Research
The purpose of this study was to examine the influence of globalization, FDI, and
multinational corporate responsibility on the curriculum and practices in Costa Rican K—1 2
schools. The study also sought to understand the relationships among the MPE, CINDE, and
Intel with respect to the development of 21st-century skills and interest in STEM PBL in the
nation’s K–12 schools. This study also sought to understand the relationship between STEM
education and Costa Rica’s economic growth. Last, the study examined how the mandated NSTF
influences the use of PBL to build human capital and prepare students for 21st-century jobs,
particularly in the STEM fields. Although this is the second research team in 2 years to go to
Costa Rica, there is still much more to learn about this small developing country.
One area of research that could be further explored is the training and support given to
teachers in implementing the science fair mandate and their attitudes toward the mandate. As
mentioned earlier, the interview data revealed that some teachers were frustrated by the lack of
support and viewed the fair as something extra to do instead of as part of the science curriculum.
Therefore, a study on teacher efficacy and attitudes about the fair could give insight into how
successful the policy has been in helping to build the human capital needed by the country.
Further research could examine another developing country to see whether the same
phenomenon is happening there, particularly in countries that have partnerships with MNCs, to
determine how those relationships affect the countries educational system and policy. This would
make the findings of the studies more generalizable and comparable.
Conclusion
According to the interview, survey, and observation data, it is clear that globalization,
FDI, and MNCs have a great impact on the educational system and practices. In order to prepare
GLOBALIZATION AND COSTA RICA 113
students to compete in a high-technology global market, educational shifts to ensure future
economic success are necessary as the nation tries to keep up with an ever-changing global
world. Using America as an example, Clifton (2011) showed that countries, even superpowers
such as the United States, are challenged by globalization. He acknowledged that the United
States and other nations are struggling with challenges to develop human capital needed to
perform the jobs of the future and maintain economic stability. Therefore, to stay competitive
and make the necessary educational shifts, leaders in government, industry, and the education
system have been trying to work together. Costa Rican leaders have been successful in
partnering with MNCs and attracting FDI in response to globalization, making the shift from an
agrarian economy to a KBE. As such, the need to develop human capital to support the KBE is
important for continued growth and competitiveness.
This new economic demand for Costa Rica has led to policy changes for the education
system. One policy was the implementation of the NSTF, which helped to equip students with
the important 21st-century skill set. This study showed the strong connection between economics
and education. Costa Rica has strategically mandated policies and practices such as National
Decree No. 31900 MEP-MICIT, which required all students in the country to participate in the
NSTF program, and changes in educational practices to include STEM PBL curricula. The
government also supports and actively tries to attract FDI, which has led to the development of
partnerships with MNCs. These MNCs, such as Intel and Hewlett-Packard, have invested
millions into the Costa Rican educational system as part of the “corporate responsibility” that
assists schools to educate a knowledge-based work force that will one day work for those MNCs.
However, more needs to be done in implementing a strong STEM curriculum that is aligned to
the fair, as well as providing teachers professional development in STEM PBL. This will help to
GLOBALIZATION AND COSTA RICA 114
increase student interest in the STEM areas, develop a knowledge-based work force, and
increase the commitment and enthusiasm of all stakeholders for the national science fair.
Costa Rica’s economic future is dependent on the development of STEM field graduates.
Sylvia Arguello Vargas, Director of Human Capital at MICITT explained it best:
Technology, science, and engineering are three very important aspects for a country’s
development, so that’s why we invest our time in programs that encourage social
appropriation of science . . . we are generating a seedbed for future citizens [who] are
scientific and creative.
Continuing to do this will ensure Costa Rica’s economic survival and success.
GLOBALIZATION AND COSTA RICA 115
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GLOBALIZATION AND COSTA RICA 125
APPENDIX A
Recruitment Letter: English and Spanish Versions

Dear XXX,

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

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

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

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

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

Sincerely,

USC Doctoral Students
GLOBALIZATION AND COSTA RICA 126
Estimado(a) XXX,

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

Las siguientes preguntas nos guiarán en la investigación:

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

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

3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes, docentes, y
lideres educativos basado en la política nacional de las ferias nacionales de ciencia y
tecnología?

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

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

Atentamente,

Los estudiantes de doctorado
Universidad de el Sur de California (USC)
GLOBALIZATION AND COSTA RICA 127
APPENDIX B
Policy/Government Agency Interview Protocol: English and Spanish Versions

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering,
and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Please describe science, technology, engineering, and math-related changes and
interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For students who participate in science and technology fairs, what changes have you
noticed in their interest in science, technology, engineering, and math-related fields?
How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 128
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of project-based
learning?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair?
If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21st-
century skills, particularly those from science, technology, engineering, and math
fields?
5. What should be the role of Intel and other multinational corporations in promoting
science, technology, engineering, and math, as well as participation in science and
technology fairs?
6. Is science, technology, engineering, and math education important to the economic
future of Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 129
Protocolo
de
Entrevista
para

Política/Agencias
de
Gobierno

Entrevistador:

______________________________

Fecha:________________________

Entrevistado:

______________________________

Ubicación:_____________________

Puesto
Trabajo:______________________________

Tiempo
en
el
puesto:____________

Información
de
Contacto:______________________________________________________

Hora
Inicio
:
____________________________

Hora
Finalización:________________

Introducción

[Preséntese
y
su
afiliación].

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

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

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar

habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y

matemáticas
(STEM).

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

Nos

gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos

su
consentimiento?

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

I. Política
Nacional
de
las
ferias
de
Ciencia

y
Tecnología

y
el
STEM
(Ciencia,
Tecnología,
Ingeniería

y
Matemáticas)

1. ¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la
tecnología,

la

ingeniería
y
las
matemáticas?

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

participan
en
ferias
de
ciencia
y
tecnología?

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

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

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

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

de
los
profesores?

¿Y
de
los
líderes
educativos?

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

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

GLOBALIZATION AND COSTA RICA 130

II. Currículo
e
Instrucción

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

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

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

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

tecnología?

5. ¿En
qué
medida
las
ferias
de
ciencia
y

tecnología
han
repercutido
en

el
uso
del
aprendizaje

basado
en
proyectos?

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

tecnología?

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

académicamente
para
estudios
superiores?

III. Influencia
de
la
política,
la
globalización
y

las
Corporaciones

Multinacionales

en

la

educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas).

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

así,
¿cómo?

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

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

ellos
participen
dentro
de
la
educación
STEM?

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

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

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

en
la
promoción
de

STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

y
la
participación
en
las
ferias
de

ciencia
y
tecnología?

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

es

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

GLOBALIZATION AND COSTA RICA 131
APPENDIX C
Business Leaders Interview Protocol: English and Spanish Versions

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering,
and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Please describe science, technology, engineering, and math education-related changes
and interests that have occurred nationwide as a result of the science and technology
fair policy?
4. For students who participate in science and technology fairs, what changes have you
noticed in their interest in science, technology, engineering, and math education-
related fields? How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 132
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Are schools preparing students adequately for the science and technology fair?
5. To what extent has the science and technology fair affected the use of project-based
learning?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on Science,
Technology, Engineering, and Math (STEM) Education
1. Does the science curriculum support participation in the science and technology fair?
If so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21st-
century skills, particularly those from science, technology, engineering, and math
education fields?
5. What should be the role of Intel and other multinational corporations in promoting
science, technology, engineering, and math, as well as science and technology fair
participation?
6. Is science, technology, engineering, and math education important to the economic
future of Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 133
Protocolo
de
Entrevista
para

Líderes
de
Negocios

Entrevistador:

______________________________

Fecha:________________________

Entrevistado:

______________________________

Ubicación:_____________________

Puesto
Trabajo:______________________________

Tiempo
en
el
puesto:____________

Información
de
Contacto:______________________________________________________

Hora
Inicio
:
____________________________

Hora
Finalización:________________

Introducción

[Preséntese
y
su
afiliación].

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

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

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar

habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y

matemáticas
(STEM).

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

Nos

gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos

su
consentimiento?

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

I. Política
Nacional
de
las
ferias
de
Ciencia

y
Tecnología

y
el
STEM
(Ciencia,
Tecnología,
Ingeniería

y
Matemáticas)

1 ¿Cuál
es
su
opinión
sobre
la
importancia

que
tiene
en
la
educación
la
ciencia,
la
tecnología,

la
ingeniería
y
las
matemáticas?

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

participan
en
ferias
de
ciencia
y
tecnología?

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

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

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

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

de
los
profesores?

¿Y
de
los
líderes
educativos?

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

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

GLOBALIZATION AND COSTA RICA 134

II

Currículo
e
Instrucción

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

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

repercuten
en

la

fuerza

laboral?

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

4 ¿Están
las
escuelas

preparando

estudiantes
de
manera
adecuada
para
las
ferias
de
ciencia

y

tecnología?

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

el
uso
del
aprendizaje

basado
en
proyectos?

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

tecnología?

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

académicamente
para
estudios
superiores?

III

Influencia
de
la
política,
la
globalización
y

las
Corporaciones

Multinacionales

en

la

educación
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas).

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

es
así,
¿cómo?

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

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

que
ellos
participen
dentro
de
la
educación
STEM?

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

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

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

en
la
promoción

de
STEM
(Ciencia,
Tecnología,
Ingeniería
y
Matemáticas)

y
la
participación
en
las
ferias

de
ciencia
y
tecnología?

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

es

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

GLOBALIZATION AND COSTA RICA 135
APPENDIX D
School Leader Interview Protocol: English and Spanish Versions

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering,
and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who
participate in science and technology fairs?
3. Please describe science, technology, engineering, and math-related changes and
interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For students who participate in science and technology fairs, what changes have you
noticed in their interest in science, technology, engineering, and math-related fields?
How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 136
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How has the science and technology fair affected science instruction?
3. How has the science and technology fair affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of project-based
learning?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for
postsecondary instruction?
III. Influence of Policy, Globalization, and Multinational Corporations on Science,
Technology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology fairs? If
so, how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21st-
century skills, particularly those from science, technology, engineering, and math
fields?
5. What should be the role of Intel and other multinational corporations in promoting
science, technology, engineering, and math, as well as science and technology fair
participation?
6. Is science, technology, engineering, and math education important to the economic
future of Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 137
Protocolo
para
Entrevistar
a
Líderes
Escolares

Entrevistador:______________

Fecha:______________________

Entrevistado:_______________

Lugar:______________________

Puesto
de
Trabajo:__________

Información
del
Contacto:___

Tiempo
en
el
puesto:________

Hora
Inicio:________________

Hora
Fin:___________________

Introducción

[Presentarse
el
mismo
y
su
afilación]

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

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

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar

habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y

matemáticas
(STEM).

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

gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos

su
consentimiento?

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

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

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

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

ferias
de
ciencia
y
tecnología?

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

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

4.

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

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

profesores?

Y
de
los
líderes
educativos?

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

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

GLOBALIZATION AND COSTA RICA 138
II.
Currículo
e
Instrucción.

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

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

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

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

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

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

tecnología?

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

académicamente
para
estudios
superiores?

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

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

¿cómo?.

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

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

participen
dentro
de
la
educación
STEM?

4.

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

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

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

ciencia
y
tecnología?.

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

¿cómo?.

GLOBALIZATION AND COSTA RICA 139
APPENDIX E
Student Interview Protocol: English and Spanish Versions

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering,
and Math (STEM)
1. What is your opinion of the importance of science, technology, engineering and math
education?
2. What effect have the science and technology fairs had on your life and your academic
career?
3. As a result of the mandate for all schools to participate in the science and technology
fairs, do you notice any changes in the science and technology programs at the
schools that you have attended?
4. Have your interests in science, technology, engineering, and math-related fields
changed as a result of your participation in the science and technology fairs?
GLOBALIZATION AND COSTA RICA 140
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
2. How has the education that you have received prepared you for the science and
technology fairs?
3. What did your teachers do in class that prepared you for the science and technology
fairs?
4. What did you do in class that prepared you for the science and technology fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Has your participation in the science and technology fairs encouraged you to study a
science, technology, engineering and math-related major in college?
III. Influence of Policy, Globalization, and Multinational Corporations on Science,
Technology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support that Intel has provided for your
school to improve science, technology, and education?
3. Is science, technology, engineering and math education important to the economic
future of Costa Rica? If so, how?
GLOBALIZATION AND COSTA RICA 141
Protocolo
de
Entrevista
al
Estudiante

Entrevistador:______________

Fecha:______________________

Entrevistado:_______________

Lugar:______________________

Grado/Nivel:________________

Información
del
Contacto:___

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

Hora
Inicio:________________

Hora
Fin:___________________

Introducción

[Presentarse
el
mismo
y
su
afiliación]

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

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

estudio
es
comprender
mejor,
cómo
las
escuelas
están
ayudando
a
los
estudiantes
a
desarrollar

habilidades
del
siglo
21,
particularmente
en
los
campos
de
la
ciencia,
tecnología,
ingeniería
y

matemáticas
(STEM).

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

gustaría
grabar
esta
entrevista
con
el
fin
de
garantizar
la
exactitud
de
nuestra
conversación.
¿Tenemos

su
consentimiento?

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

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

1.
¿Cuál
es
su
opinión
sobre
la
importancia

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

ingeniería
y
las
matemáticas?

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

3.

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

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

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

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

GLOBALIZATION AND COSTA RICA 142
II.
Currículo
e
Instrucción.

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

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

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

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

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

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

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

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

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

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

que
Intel
ha
proporcionado
a

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

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

¿cómo?.

GLOBALIZATION AND COSTA RICA 143
APPENDIX F
Science and Technology Fair Observation Protocol

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

Ove
rvie
w of
Eve
nts/
The
mes:

Materials in Use:

Additional Classroom Information:

21st-
Century
Skills
(Wagner,
2008)
STEM /
PBL
(Slough &
Milam,
2013)
Actions Observed Conversations Observer Comments

GLOBALIZATION AND COSTA RICA 144
Critical
Thinking
and
Problem
Solving
Making
Content
Accessible

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn From
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

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

GLOBALIZATION AND COSTA RICA 145

RQ2: Do students exhibit confidence in describing their projects?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

RQ2: Do students relate their project to authentic application?

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

Are there additional questions for the students or teacher?

GLOBALIZATION AND COSTA RICA 146
APPENDIX G
Classroom Observation Protocol

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

Ove
rvie
w of
Less
on
(Obj
ecti
ve
for
the
Day
):

Materials in Use:

GLOBALIZATION AND COSTA RICA 147
Additional Classroom Information:

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

Collabor-
ating
Across
Networks
Making
Thinking
Visible

Agility
and
Adapta-
bility
Helping
Students
Learn from
Others

Initiative
and
Entrepre-
neurialism
Promoting
Autonomy
and
Lifelong
Learning

Effective
Oral and
Written
Commun-
ication

Accessing
and
Analyzing
Informa-
tion

Curiosity
and
Imagina-
tion

Other
Observa-
tions

GLOBALIZATION AND COSTA RICA 148
RQ1: Does the teacher utilize elements of the national science fair/STEM curriculum?

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

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

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

RQ2: How is technology used in the classroom?

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

Are there additional questions for the teacher?

GLOBALIZATION AND COSTA RICA 149
APPENDIX H
Survey Protocol for Teachers and Administrators: English and Spanish Versions

GLOBALIZATION AND COSTA RICA 150

GLOBALIZATION AND COSTA RICA 151

GLOBALIZATION AND COSTA RICA 152

GLOBALIZATION AND COSTA RICA 153
APPENDIX I
Survey Protocol for Students: English and Spanish Versions

GLOBALIZATION AND COSTA RICA 154

Abstract (if available)

Abstract Over the past century, the nation of Costa Rica has experienced many challenges due to an ever‐changing world. The country has strategically implemented governmental and educational policies that have successfully changed its economic profile in the global marketplace. Since a country’s educational system can arguably be one of the major driving forces behind its economic development, preparing students to compete in an ever changing, high technology, and competitive world market is of national importance in Costa Rica. In the past few decades, with investments by Intel and other multinational corporations (MNCs), Costa Rica has developed a knowledge‐based economy of students who are technically literate and possess 21st‐century skills. ❧ This study examined (a) the influence of globalization, foreign direct investment, and MNCs have on the curriculum and teaching practices in Costa Rican schools

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Asset Metadata

Creator Brannen-Sarrategui, Susan Lynn (author)

Core Title The impact of globalization, foreign direct investment, and multinational corporations on development of educational policy and 21st-century learning in the Costa Rican educational system

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/16/2015

Defense Date 03/17/2015

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

Tag 21st century learning,Costa Rica education,Globalization,MNCs and FDI,OAI-PMH Harvest,PBL,STEM

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email susanbrannen@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-551583

Unique identifier UC11297908

Identifier etd-BrannenSar-3314.pdf (filename),usctheses-c3-551583 (legacy record id)

Legacy Identifier etd-BrannenSar-3314.pdf

Dmrecord 551583

Document Type Dissertation

Format application/pdf (imt)

Rights Brannen-Sarrategui, Susan Lynn

Type texts

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

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

Repository Name University of Southern California Digital Library

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