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

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

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Content Running head: IMPACT OF GLOBALIZATION 1
THE IMPACT OF GLOBALIZATION, ECONOMICS AND EDUCATIONAL POLICY ON
THE DEVELOPMENT OF 21
ST
CENTURY SKILLS AND STEM EDUCATION IN
COSTA RICA

by

Jude Lucas-Rynerson

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

May 2015

Copyright 2015 Jude Lucas-Rynerson

IMPACT OF GLOBALIZATION 2
Dedication
This section took the most time to write as I pondered over whom to dedicate my disser-
tation to. I owe a great deal of gratitude to my husband, Doug, for his support and belief that I
could complete this program and who shared my excitement, my exhaustion and new view into
the power of education. Our son, Alexander, who never once accepted my complaints and was
always ready to order pizza on late study nights. My sister, Dott, who always has believed in me.
Their love and support made this possible. Along with the immediate members of my family, I
must include Dr. Oryla Wiedoeft. Her strength, clarity of vision and support kept me from in-
dulging in feelings of self-doubt. Her triumph against adversity made my battles seem small. I
dedicate this dissertation to these four remarkable people, who have all taken part in the journey
and are responsible for the end result. Thank you. Lastly I ’d like to thank Francisco O. Morales,
my grandfather, who decided to immigrate to the United States in 1912 and become a citizen in
the country he loved so well. His love of reading and education became the root of my educa-
tional aspirations. Abuelito, te doy gracias.

IMPACT OF GLOBALIZATION 3
Acknowledgements
The last three years have been one of change and transformation. There are so many to
acknowledge, and I know, in my human fallibility, I will miss an important someone. Please for-
give me at the outset. If I forgot you, that does not take away from the enormous impact you
have had on this process.
This would not have been possible without the direction, support and sometimes push
that Dr. Michael Escalante provided on an ongoing basis. From my first conversation, where Dr.
Escalante told me so clearly, “Three years will pass no matter what you ’re doing. Why not do
this? At least you’ll have a doctorate, something to show for it.” In the passage of time, I have
come to love the people associated with this dissertation, from my Rossier cohort, Rossier fac-
ulty and staff, the team assembled by Dr. Escalante, my dissertation chair, to the people of Costa
Rica. Thank you to my team, Emy Flores, Michael Bertram and Doug Rynerson, who accompa-
nied me into the jungle of Costa Rica, as well as the entire Costa Rican team who have inspired
me, shared knowledge and became my friends. I thank my husband, Doug Rynerson, who joined
me in this journey, without whose support I would have floundered. I thank Dr. Michael Es-
calante, my professor as well as dissertation chair, for his support, guidance and hand holding in
times of stress. He is responsible for the new perspective and views acquired through this trial by
fire. I thank him for the opportunity to meet and work with some stellar people, to come into the
world of the people of Costa Rica and the opening of vision of what education can do for our
world.
I also thank Dr. Pedro Garcia, Dr. Oryla Wiedoeft and Dr. Michael Escalante for taking
time to serve on my committee. I especially acknowledge the teaching staff and students of the
IMPACT OF GLOBALIZATION 4
Liceo Académico de Sixaola, and specifically, Laura Castillo Mejias, science teacher. Her vi-
sion and dedication to the educational success of her students is tremendous. I feel honored to
have spent a day in her classroom. I am hopeful that this work will find a way to benefit her first
love, the students of the Liceo Académico de Sixaola. Muchísimas gracias Laura. Que Dios te
dará la fuerza para continuar esta importante labor para el futuro de Costa Rica.

IMPACT OF GLOBALIZATION 5
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 8
Abstract 9
Chapter One: Overview Of The Study 11
Background of the Problem 12
Statement of the Problem 17
Purpose of the Study 17
Importance of the Study 18
Limitations and Delimitations 19
Definition of Terms 19
Organization of the Study 21
Chapter Two: Literature Review 23
Globalization 24
History of Globalization 27
Theories of Globalization 29
Impact of Globalization 31
Impact on World Market 31
Impact on Education 33
Globalization, Education and the Knowledge Economy 35
Implications for Education 36
Costa Rica 37
History of Costa Rica 38
Colonialist Period 38
Post-Colonialist Period 39
20
th
Century 40
Modern Period 41
Economics of Costa Rica 42
Economic History 43
Costa Rican Investment Promotion Agency (CINDE) 45
Education in Costa Rica 47
Education and Human Capital 49
Educational System 49
21st Century Skills 52
STEM/PBL 56
STEM/PBL and Costa Rica 60
Summary 63
Chapter Three: Methodology 65
Research Team 66
Research Design 67
Sample and Population 68
Instrumentation 69
Interviews 70
Survey Protocol 72
IMPACT OF GLOBALIZATION 6
Observation Protocol 74
Pilot Testing 75
Data Collection 75
Data Analysis 77
Ethical Considerations 78
Summary and Conclusions 79
Chapter Four: Research Findings 80
Globalization 80
Wagner and 21
st
Century Skills 81
STEM/PBL 82
Purpose of the Study 83
Research Questions 84
Methodology 84
Participant Overview 85
School Site 87
Data Analysis and Synthesis of Findings 89
Research Findings 89
Results Research Question 1 89
Discussion 101
Results Research Question 2 102
Discussion 114
Results Research Question 3 116
Discussion 127
Summary 128
Chapter Five: Conclusions and Recommendations 131
Purpose of the Study 131
Research Questions 131
Methodology Overview 132
Summary of Findings 132
Research Question One 133
Research Question Two 135
Research Question Three 137
Limitations 138
Implications 139
National Science Curriculum 139
Allocation of Resources 141
Themes for Future Research 142
Conclusion 144
References 147
Appendix A: Recruitment/Consent Letter 158
Appendix B: Policy/Government Agency Interview Protocol 160
Appendix C: Business Leaders Interview Protocol 163
Appendix D: School Leader Interview Protocol 166
Appendix E: Student Interview Protocol 169
Appendix F: Survey Protocol for Teachers and Administrators 171
Appendix G: Survey Protocol for Students 173
IMPACT OF GLOBALIZATION 7
Appendix H: Classroom Observation Protocol 174
Appendix I: Science and Technology Fair Observation Protocol 177

IMPACT OF GLOBALIZATION 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions and Theoretical
Frameworks 71

Table 2: Alignment of Teacher/Administrator Survey Protocol Items to Research
Questions and Theoretical Frameworks 73

Table 3: Alignment of Student Survey Protocol Items to Research Questions and
Theoretical Frameworks 74

IMPACT OF GLOBALIZATION 9
Abstract
The country of Costa Rica has seen many changes in its economic future in the last cen-
tury. With the influx of foreign direct investment (FDI) by multinational corporations (MNC)
and the support of the World Bank, Costa Rica has successfully changed its economic profile in
the global market place. With the investment by Intel and other MNCs, Costa Rica has transi-
tioned from an agricultural economy to a knowledge based economy (KBE). Increasingly sophis-
ticated FDI provides greater economic stimulus and requires more sophisticated human capital.
This change created new challenges as the country geared itself to provide the necessary human
capital to support these industries. As such, the government of Costa Rica mandated educational
initiatives to address the need to provide human capital for the KBE. The challenges faced by
the Costa Rican educational system to develop students with 21st century skills resulted in the
nationally mandated science fair for students in primary and secondary schooling.
This case study seeks to address the impact that FDI by MNCs has had on the educational
success of the science fair as well as how it may have impacted educational policies and prac-
tices, project based learning, and the development of 21st century skills in students. Specifically
of interest was the development of students interested in science, technology, engineering and
mathematics (STEM) as fields for future study. Of specific interest for this study was a school in
the Talamanca canton of Costa Rica, the Liceo Académico de Sixaola in Limón Province. This
public school was successful in achieving top honors for three of its students in the national sci-
ence fair competition. The study examines the trajectory of these three students and one specifi-
cally within their local school experience as well as the regional and national impact of the na-
tional science fair on the development of human capital. These students participated in the Inter-
national Science Fair sponsored by Intel held in Los Angeles in May of 2014. The study seeks to
IMPACT OF GLOBALIZATION 10
understand their process as well as the impact of the national mandate resulting from FDI in the
development of human capital for the benefit of the economic future of Costa Rica.
Frames used to interpret findings were Wagner ( 2008), Friedman ( 2007), Spring ( 2008)
and Slough & Milam (2013). The work of Wagner (2008) and Friedman (2007) provided the
frames for addressing the global necessity for economic viability in the rapidly changing new
century. Spring (2008) and Friedman (2007) provided the framework for viewing the issues
through the lens of globalization. Slough & Milam (2013) presented the theoretical framework
for the design of STEM project-based learning used in this study and Wagner (2008) provided
the frames for 21st century learning skills. The frames provided the structure in providing a view
into the partnership of governmental, educational and industry leaders to promote the develop-
ment of 21
st
century skills and interest in STEM fields in Costa Rica and the efficacy of the part-
nership in developing human capital for the knowledge-based economy.

IMPACT OF GLOBALIZATION 11
CHAPTER ONE: OVERVIEW OF THE STUDY
Will Rogers said, “Even if you’re on the right track, you’ll get run over if you just sit
there” (as cited in Friedman, 2007 p.433). That may be the very definition of the dynamic at
play in globalization, whether it be political, social or economic (Friedman, 2007). For countries
that adopted a pro-globalization strategy, going down the globalization path, it is the driving
force behind economic benefits (Friedman, 2007). Friedman in The World is Flat (2007) ob-
serves that globalization is a force that can have negative consequences such as economic stagna-
tion, deindustrialization, economic destabilization and growing inequality (p.434). While this
may be the case for many countries, globalization can serve as an agent for economic change, as
it has a significant impact on the economies of nations. The lowered barriers of entry to global
competition and market place as well as advances in communication resulted in companies, both
large and small, seeking competitive locations that will provide strategic support, economic in-
centives, tax benefits and skilled workers (Friedman, 2007). Countries now actively seek, pursue
and work to retain companies, multinational corporations (MNCs), that can aid in the growth of
their national economy and bolster their standing in the global marketplace (Spring, 2008). ). As
the world becomes more interconnected, with the ease of accessibility to information and ad-
vancements in technology, the workforce must be adequately prepared to respond to the demands
of the ever-changing global market. The need to develop a skilled workforce, known as human
capital, is an important and vital issue (Wagner, 2008). The educational system in a country has a
great effect on its economic prosperity (Akin & Vlad, 2011; Monge-Naranjo, 2007; Wagner,
2008). Spring (2008), states that, in order to be prepared, nations must supply their work force
with the resources and skills necessary to generate success in a marketplace centered on a
IMPACT OF GLOBALIZATION 12
knowledge-based economy. The development of human capital is a necessary strategic goal of
national educational systems as they work to develop knowledge-based workers.
Since the 1980s, Costa Rica worked with political and educational leaders as well as
MNCs to address strategic changes to better prepare students for the global market and the
knowledge-based economy (Spring, 2008; State of Nation Program, 2011). Since Costa Rica
strategically chose to develop its knowledge-based economy, leaders focused on attracting com-
panies in the specific fields of technology, services and medical equipment (Costa Rica Invest-
ment Promotion Agency [CINDE], 2004; Paus & Gallagher, 2008; Rodriguez-Clare, 2001). In-
vesting companies such as Hewlett-Packard, IBM and Intel need knowledge-ready workers and,
as such, the Costa Rican educational system is under pressure to improve student outcomes, par-
ticularly in the areas of science, technology, engineering and mathematics (STEM). The study
examined the influence of MNCs on the educational system of Costa Rica and how this influence
affected educational policies and classroom practices, particularly the adoption of a mandatory
science fair participation policy.
Background of the Problem
The effects of globalization on education are increasingly apparent as nations recognize
that students require the skills and knowledge to attain and maintain a competitive edge in a
global technology-based economy (Wagner, 2008). The growth of a technology-based economy
created an increased demand for knowledge workers. These skills and knowledge become the
most distinctive component of a country’s economic system, referred to as human capital
(Schultz, 1961). As the country of Costa Rica sought to develop its economy, it looked to foreign
direct investment (FDI) as an accelerant to economic growth. High-tech multinational corpora-
IMPACT OF GLOBALIZATION 13
tions (HT- MNCs) found the country an ideal and attractive location for investment due to its sta-
ble, business–friendly government, the results of its political, legal and educational history, its
policies and practices, and its highly literate population (CINDE, 2010; Organisation for Eco-
nomic Co-operation and Development [OECD], 2004; Spar, 1998; World Bank Group, 2006).
The agrarian economy of Costa Rica, with primary products of coffee, bananas and sugar was
transformed over the past two decades into a knowledge-based economy focused on ecotourism,
services and value-added technology exports. Educational policies and practices experienced in-
creased pressure to produce knowledge-ready workers needed by MNCs for entry-level employ-
ees (World Bank Group, 2006). This resulted in changes to educational policy regarding curricu-
lum and instruction.
The significance of MNCs’ investment in Costa Rica generated support of educational
policies and practices as the nation seeks to train its workforce (Rodriguez-Clare, 2001; World
Bank Group, 2006). The government’s commitment to education can be seen in its funding, with
6.3% of its GDP spent on the educational system (Ministerio de Relaciones Exteriores, 2013)
MNCs, working with the Ministry of Education, created an extensive list of recommendations
for education reform as the government began analyzing schooling and training programs’ cur-
ricula (Paus & Gallagher, 2008; World Bank Group, 2006).
As knowledge-ready workers entered the work force, median wages and the standard of
living increased, and the development of FDI changed in terms of targeted industries (CINDE,
2010; OECD 2012). The economy grew at such a rapid pace in the knowledge–based sector that
the educational system now must produce students to meet the demands for human capital, spe-
cifically in regards to innovation and problem solving, both aspects of the study of STEM-related
IMPACT OF GLOBALIZATION 14
fields (CINDE, 2012; OECD, 2012; World Bank Group, 2006). STEM-related fields are increas-
ingly significant for the education of students as well as for the nations’ economic future.
Globalization and the economic pressures brought to bear on Costa Rica by MNCs and
FDI challenge the educational system as it prepares students to be successful in the 21
st
century
market place of STEM-related fields. The history of the country shows a dedication to the educa-
tion of its citizens, and this dedication continues into the 21
st
century. However, the foundation
for foreign investment was created throughout the nation’s history. Due to a lack of apparent re-
sources, the Spanish colony functioned in isolation from Spain and its governmental influences.
As a result, Costa Rica developed a strong sense of independence, a less hierarchical social struc-
ture, and an egalitarian commitment to social support agendas (Augelli, 1987; Booth, 1998). In
1949, the elimination of the military, the redrafting of the Constitution and a commitment to di-
rect a significant portion of the GDP to fund public education resulted in an educational system
ranked 20
th
in the world with a 96.2% literacy rate (CINDE, 2013). Further educational policies,
such as the 1980 initiative to place computer labs in primary classroom and a move towards Eng-
lish instruction, enhanced literacy achievement in supporting the development of knowledge-
ready workers for the knowledge-based economy (Rodriguez-Clare, 2001). Costa Rica continues
to invest in education, spending 7.2% of GDP in 2010, in comparison with the United States,
which spent 5.6% (World Bank, 2013). This sustained investment in education, along with the
stable, democratic government and attractive investment climate contributes greatly to the attrac-
tion of FDI from MNCs.
The government founded the Costa Rican Investment Promotion Agency (CINDE), a co-
alition to promote national development and exports with support of the business community and
financed by US AID grants in 1983. (Rodriguez-Clare, 2001; World Bank Group, 2006).
IMPACT OF GLOBALIZATION 15
CINDE’s main objective was to encourage strategy change from a domestic one to one that en-
couraged competition in world markets and brought in FDI by creating an attractive investment
climate with tax incentives and subsidies (Rodriguez-Clare, 2001). Upon hearing of Intel’s inter-
est in site selection for its new plant, CINDE launched an aggressive campaign to have Costa
Rica included as a possible site (Larraín, López-Calva & Rodriguez-Clare, 2000). The govern-
ment of Costa Rica was particularly attentive to Intel’s questions and concerns regarding educa-
tion. Intel visited the country in April of 1996 and announced its choice on November 10
th
of the
same year; the company announced plans to build a 300 million dollar assembly and testing plant
in Costa Rica. Intel’s interest, research and investment served to alert other MNCs of the attrac-
tiveness of investing in the country (Rodriguez-Clare, 2000; World Bank Group, 2006). Almost
63% of FDI in Costa Rica occurred since this major investment. As MNCs invest and hire in the
nation, there is an increased demand on the primary, secondary and post-secondary school sys-
tems to graduate students who possess the 21
st
century skills employers need and desire (Monge-
Gonzalez & Gonzales-Alvarado, 2007; Paus & Gallagher, 2008). The OECD recommended an
increased focus on the development of innovation, research and development, and engineering in
order to support the attraction of more sophisticated, technology–based investment (2013). The
substantial expansion of the welfare state and public school system of the 1950s and ‘60s was
funded by economic growth. Conservative governments encouraged private enterprise and eco-
nomic self-reliance through tax breaks, protectionism, subsidized credits, and other macroeco-
nomic policies (U.S. Department of State, 2014).
According to the World Bank, (2013), “an educated and skilled population is needed to
create, share and use knowledge". The knowledge economy is now upon the globalization stage,
and the educational agenda needs rewriting to manage the transformation and creation of human
IMPACT OF GLOBALIZATION 16
capital. The educational policies and practices in Costa Rica were affected by globalization and
the inflow of FDI, and MNCs. The need to develop human capital to support the knowledge-
based economy, continued economic growth and FDI is firmly situated in the developing educa-
tional agenda surrounding STEM instruction and MNC support. Costa Rica’s need for citizens
who exhibit high skill levels in STEM fields is the basis for economic prosperity and is firmly
tied to educational policy and practices. The Costa Rican government, in partnership with edu-
cational leaders and industry, developed programs and policies to support STEM instruction,
such as Intel’s education program Students as Scientists (Ministry of Public Education [MEP],
2007; Ministry of Science, Technology and Telecommunication [MICITT], 2013; World Bank
Group, 2006).
It is now widely accepted that innovation as well as research and development are driven
by STEM education. Significant contributions to society are made in STEM fields and by those
steeped in STEM education (Langdon, McKittrick & Beadle, 2011). Projections for the United
States are of a 17% increase in STEM fields between 2008 and 2018. STEM workers command
26% higher wages and have a lower rate of unemployment (Langdon et al., 2011). There appears
to be a great need to develop a greater percentage of STEM workers in order to stabilize econo-
mies and remain viable in the global marketplace. Costa Rica responded by increasing focus on
STEM education. With the National Science Fair in 1980 followed by the 2004 government
mandate for all primary and secondary schools to participate in the National Science and Tech-
nology Fair (NSTF), Costa Rica showed its commitment to educating knowledge-based workers
to support its economic growth and stability. When MNCs work as partners with host nations to
develop programs and policies in support of educational initiatives that support both the MNC’s
and the nation’s goals, the results are a healthy educational and investment climate (Intel Teach,
IMPACT OF GLOBALIZATION 17
2014). With the support of Intel, the move towards project-based learning (PBL) as a means to
develop 21
st
century skills, deepen content knowledge, support inquiry and innovation as well as
prepare for the global economy resulted in educational policy and program changes from peda-
gogy to curricula (Intel, 2014). These actions are intended to support the Costa Rican effort to
develop human capital and ensure viability in the global economy. This study examined the im-
plementation of these educational actions and whether the desire result was attained.
Statement of the Problem
Starting in the early 1980s, the country of Costa Rica underwent many changes due to
economic, political, and educational factors. In order to compete in an evolving global market, a
new economic strategic plan was implemented to attract high-tech FDI. These MNCs brought
new job opportunities that require educational institutions to produce more knowledge-ready em-
ployees. Schools now face the challenge of supporting student development of 21
st
century skills
in STEM fields in order to prepare the next generation of workers.
Purpose of the Study
The purpose of this study was to examine the influence that globalization, FDI, and
MNCs have on the curriculum and practices in schools. This study also examined the methodolo-
gies that educators in Costa Rica use to build human capital and to prepare students for 21
st
cen-
tury jobs, particularly in the STEM fields.
To meet the purposes of this study, the following research questions were addressed:
1) To what extent do teachers implementing STEM curriculum trace their practices back to
the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
IMPACT OF GLOBALIZATION 18
2) How has mandating the National Science and Technology Fair participation influenced im-
plementation of 21
st
century skills through the use of project-based learning and use of tech-
nology by teachers across all curricular areas? How has it impacted curriculum and instruc-
tion?
3) How has the National Science and Technology Fair policy changed the value for STEM
education for students, teachers and educational leaders?
Importance of the Study
Nations are challenged by the needs and constraints of the global economy, as success in
this economy is based on the ability of national governments to develop and sustain human capi-
tal development (Friedman, 2007). The development of knowledge–based workers is a common
goal shared by the national government, educational and industrial leaders as well as MNCs.
This study’s significance lies in providing a view into the partnership of governmental, educa-
tional and industry leaders to promote the development of 21
st
century skills and interest in
STEM fields in Costa Rica and the efficacy of the partnership in developing human capital for
the knowledge-based economy.
Evidence was sought within these same partnerships with the purpose of examining the
focused policy of STEM instruction as well as improved outcomes for all students, regardless of
ethnicity, language, socioeconomic status or the educational level of parents. Further research
was conducted to ascertain the policy effectiveness of STEM education and curriculum and ped-
agogy as the catalyst for development of 21
st
century skills necessary for success in the
knowledge-based economy. The educational impact of this policy can have benefits to the further
development of FDI, to promote economic and social stability as well as raise the standard of liv-
IMPACT OF GLOBALIZATION 19
ing for all stakeholders. Successful implementation of STEM education, curriculum and peda-
gogy as well as the resulting 21
st
century skill development can inform implementation for
American schools, American educational policy and American students.
Limitations and Delimitations
Limitations of this study include time and distance due to the international setting and
travel time allotted. The time allotted for research was limited to ten days, of which are six regu-
lar business days. The study is to be conducted in Costa Rica. Meanwhile, the researcher lives in
the United States, so access, time, and cultural differences have the potential to be limitations. In
addition, there will be constant translation between English and Spanish, and nuances of mean-
ing could be unintentionally lost in translation. While over half of the research team is made up
of Spanish speakers, difficulty with specialized business and educational vocabulary or language
barriers for those who lack second language skills (Spanish or English) may be a limitation.
A delimitation of this study is the focus on students who achieved success in the NSTF.
Since SES status is not used in selecting students for the case study, there is no representation of
diverse SES groups. No consideration was given to socioeconomic status, gender or race. This
situation prevents generalization of findings.
Definition of Terms
The following terms are utilized throughout the dissertation:
Foreign Direct Investment (FDI) - This term refers to investment in a country other than the
country where the company is based. FDI includes mergers and acquisitions, building new facili-
ties, reinvesting profits earned from overseas operations, and intra-company loans (Akin & Vlad,
2011).
IMPACT OF GLOBALIZATION 20
Formal Job - This is a job with a paycheck from an employer and steady work that averages a
minimum of 30 hours per week (Clifton, 2011).
Globalization - This is a phenomenon of increased economic integration among nations, charac-
terized by the movement of people, ideas, social customs, and products across borders (Spring,
2008).
High-Tech Multinational Corporation (HT-MNC) - The term high-tech refers to technology
that is at the cutting edge—the most advanced technology that is available. A HT-MNC is a
MNC that produces the most advanced technology available, such as Intel and its microchips for
cutting-edge computer processing (Giuliani, 2008).
Human Capital - This term refers to the stock of competencies, knowledge, social and personal-
ity attributes, including creativity, embodied in the ability to perform labor so as to produce eco-
nomic value. It is an aggregate view of the human being acting within economies in an attempt to
capture the social, biological, cultural, and psychological complexity as people interact in ex-
plicit and/or economic transactions. Many theories explicitly connect investment in human capi-
tal development to education; and the role of human capital in economic development, produc-
tivity growth, and innovation is frequently cited as a justification for government subsidies for
education and job skills training (Westphalen, 1999).
Knowledge Age - The 21
st
century Knowledge Age is seen as a tipping point, equivalent to the
age of discovery, the Renaissance, the Industrial Revolution, and the internal combustion age
(Snape, 2012).
KBE - This term refers to the use of knowledge technologies such as knowledge engineering and
knowledge management to produce economic benefits as well as job creation (Machlup, 1973).
IMPACT OF GLOBALIZATION 21
Knowledge-Based Global Economy - This term refers to the use of knowledge, technologies,
and skills to produce economic benefits and job creation in the global market. Knowledge re-
sources such as know-how and expertise are as critical as other economic resources in an inter-
connected global economy. A key concept of the global knowledge-based economy is that
knowledge and education (often referred to as human capital) can be treated as a productive asset
or as a business product or as educational and innovative intellectual products and services that
can be exported for a high-value return (Wagner, 2008).
Multinational Corporation (MNC) - This term refers to a corporation that is registered in more
than one country or that has operations in more than one country. It is a large corporation that
both produces and sells goods or services in various countries and often has a societal responsi-
bility and commitment to help improve the host country’s education system (Monge-González &
González-Alvarado, 2007).
Twenty-First-Century Skills - The essential skills of the global knowledge-based economy.
Wagner (2008) identifies these as (a) critical thinking and problem solving, (b) collaboration
across networks and leading by influence, (c) agility and adaptability, (d) initiative and entrepre-
neurialism, (e) effective oral and written communication, (f) assessing and analyzing infor-
mation, and (g) curiosity and imagination.
Organization of the Study
This study is organized into five chapters, with an overview, background, and purpose of
the study presented in the first chapter. The second chapter presents a review of the pertinent lit-
erature regarding globalization, the history, economics and educational system of Costa Rica and
21
st
century skills/STEM education. The methodology for collecting, organizing, and analyzing
data from government officials, leaders of MNC’s and non-governmental organizations (NGO),
IMPACT OF GLOBALIZATION 22
and students, teachers, and school administrators involved in the education system is outlined in
Chapter Three. The fourth chapter presents the data collected in June 2014. The fifth chapter
contains a discussion of findings, implications and recommendations regarding the role of
MNC’s in education and the development of 21
st
century skills/STEM education.

IMPACT OF GLOBALIZATION 23
CHAPTER TWO: LITERATURE REVIEW
Globalization is a force felt throughout all nations. As a result of this force, national edu-
cational systems of both industrial and developing nations acknowledge a significant relationship
between education and both the current and the future economic health of their countries. In the
global market place, the pressure to educate ideal citizens, knowledge workers and to support
continued economic growth presents unique challenges in terms of economic, political and edu-
cational systems. Examining the manner in which these pressures affected the country of Costa
Rica is illuminating. In the early 1980s, due to the harsh economic downturn felt world-wide, the
country implemented an export development strategy used to attract FDI, (OECD, 2004). Multi-
national corporations (MNCs) brought new job opportunities that required educational institu-
tions to produce more knowledge-ready employees (Mirchandani & Condo, 2005; Rodriguez-
Clare, 2001). As a result, educational policies and practices must now meet the demand for
knowledge-ready workers. Schools now face the challenge of helping students develop 21
st
cen-
tury skills in the STEM fields. This case study examined the methodologies that educators in
Costa Rica use to build human capital and to prepare students for 21
st
century jobs, particularly
in the STEM fields. In order to view this issue within its proper context, this study focused on
globalization, the history, economics and educational system of Costa Rica and the significance
of 21
st
century learning skills and PBL. The impact of modern pressures on the educational sys-
tem can be best evaluated when viewed from this historical and global perspective.
This literature review consists of five sections. The first section focuses on globalization,
its definition, and the four major theoretical perspectives of it as proposed by Spring (2008). It
also presents additional perspectives on globalization by Chanda (2007) and Friedman (2007);
IMPACT OF GLOBALIZATION 24
this section examines the foundation and effects of globalization on education policies and prac-
tice world-wide with specific emphasis on the Costa Rican educational system. The second sec-
tion focuses on the history of Costa Rica, the development of its current economy, the creation of
CINDE, and FDI. The third section focuses on the economics of Costa Rica in terms of the rapid
and sustainable growth of the information and communications technology (ICT) sector (World
Economic Forum (2011-12). The fourth section focuses on the structure of the educational sys-
tem and the current organization of the government in order to provide background knowledge
on how decisions are made within the educational systems. The fifth section is an overview of
21
st
century skills, providing a definition and insight into the Partnership for the 21
st
century
skills framework (Wagner, 2008), PBL (Slough and Milam, 2013), and the theoretical frame-
works established by Wagner (2008).
In 1994, the Costa Rican Ministry of Public Education approved an educational policy
created to transform the current system and specifically address the needs of the 21
st
century and
the growing knowledge-based economy (Ministerio de Educación Pública, 2007). Further re-
search addresses the actions of the Ministry of Education as it pertains to curricula and policies
supporting 21
st
century and STEM skills for all students as addressed in science fair participa-
tion. The policy is closely aligned to Wagner’s (2008) 21
st
century skills as a means to better pre-
pare students for the 21
st
century global knowledge-based economy.
Globalization
For this study, globalization is defined as a phenomenon of increased economic integra-
tion among nations characterized by the movement of people, ideas, social customs, and products
across borders (Spring, 2008). Although Spring’s definition of globalization is used throughout
this study, this section of the literature review examines other definitions to draw common
IMPACT OF GLOBALIZATION 25
themes. The literature review details how globalization affected education and encouraged a lan-
guage of commerce among participating nations, particularly in its impact on the Costa Rican ed-
ucational system and its evolving knowledge-based economy.
The term "globalization" was virtually unheard of until the 1990s, when economist Theo-
dore Leavitt (1983) is said to have coined the term. A view into multiple definitions and frames
by noted scholars provides context and the framework for understanding how globalization af-
fected education, the knowledge-based economy of the 21
st
century and the future economic
health of Costa Rica. John Coatsworth, as quoted by Suarez-Orozco and Qin-Hillard (eds.), in
Globalization: Culture and education in the new millennium (2004), states that globalization de-
fines this era. It is "what happens when the movement of people, goods, ideas among countries
and regions accelerates "(p.1). Globalization is a driving force in nearly all the major issues of
the 21
st
century: population growth, migration and the accompanying issues of social justice,
poverty, environmental factors, HIV/AIDS, and terrorism. The term can be used to refer to the
speeding up of the interconnectedness of all aspects of life, from the cultural to the criminal
(Held, McGrew, Goldblatt, & Perraton, 1999). According to Held et al., globalization is defined
as a process of international integration a focus on business, with impact on international trade,
transactions, tourism, sports, and tax havens, and an economic focus on capital, investments and
capital flight. Friedman (2007) defines globalization as the integration of capital, technology and
information across national borders, creating a single global market. The definition can also take
on a sociocultural bent that deals with globalization's impact on culture, politics, population
growth, health, education and the World Wide Web. Adding to the definition are the emerging
global workforce and environmental issues of climate change and air-pollution. Due to globaliza-
tion forces, a new paradigm of life emerged as a result of changing economics and technology.
IMPACT OF GLOBALIZATION 26
National economies changed from insulated systems to complex structures. The implications for
the human experience, ranging from cultural and social concerns as well as education is far-
reaching. According to Friedman (2007), we moved beyond the immediate community of the
village and now face a global village where communication, collaboration and technology are
necessary skills to thrive in the 21
st
century world. Educational policies and practices geared to
address global issues of human capital development as it relates to the development of a
knowledge-based economy need to be developed (Spring, 2008). Educational policy and practice
move curricula focused on knowledge and skills necessary to compete in the new global market
in order to address the pressures exerted on the current educational systems (Spring, 2008; Wag-
ner, 2008).
Globalization, defined in educational terms, denotes a holistic view of the human experi-
ence. While definitions previously presented are from a business and economic lens, the defini-
tion presented by Thomas Friedman (2007) is “the interweaving of markets, technology, infor-
mation systems and telecommunications systems in a way that is shrinking the world from a size
medium to a size small, and enabling each of us to reach around the world farther, faster, deeper,
and cheaper than ever before, and enabling the world to reach into each of us farther, faster,
deeper, cheaper than ever before. That's what globalization is” (pg. 9). Friedman (2007) as well
as Spring (2008) provide the frame for studying the impact global forces have on education and
how the educational process in Costa Rica addresses the pressures of global transformation in ed-
ucation policies and practices. Viewing the history of globalization provides a broad base of un-
derstanding of the educational and cultural implications world-wide, but with specific application
to the educational system, policies and practices of Costa Rica.

IMPACT OF GLOBALIZATION 27
History of Globalization
This section provides a historical overview of globalization that is used throughout this
case study. Friedman in The World is Flat (2007) presents the “flat world” paradigm and pre-
sents the contributing historical factors associated with preparing individuals to join the
knowledge-based economy of the 21
st
century. The four theories of globalization identified by
Spring (2008) provide the frame for viewing how globalization affected education and the devel-
opment of STEM education to provide for economic stability. An understanding of the history of
globalization and the frames presented by Spring (2008) and Friedman form the focus of this
section of the review.
John Coatsworth (2001) identified and examined the implications of globalization. He
identifies the four cycles of globalization as the transoceanic conquest, communication, and trade
from 1492 to 1565; the kidnapping and forced migration of Africans and the subsequent estab-
lishment of slave plantations in the New World from 1650 to 1790; the export-led growth in the
Belle Epoque between 1880 and 1930; and a new globalization cycle beginning in the mid-
1980s. The fourth cycle began as a result of trade liberalization after WWII and continued with
the further liberalization of global trade in 1967.
Whereas Coatsworth identified four cycles of globalization tied to human migration and
trade, Thomas Friedman, in The World is Flat (2007), defines three great eras of globalization:
Globalization 1.0, dated 1492 to 1800, opened trade between the Old and New Worlds; Globali-
zation 2.0, dated 1800 to 2000, saw globalization driven by MNCs; and 2000 to the present,
Globalization 3.0, is the era in which companies and individuals can collaborate and compete
globally. This represents Friedman's "flat world platform". According to Friedman (2007), his-
torical factors contributing to globalization are the fall of the Berlin Wall, the development of the
IMPACT OF GLOBALIZATION 28
Internet, workflow software, in the harnessing of the power of communities, outsourcing/off-
shoring/in-sourcing and digital technologies. According to Chandra (2007), the development of
the World Wide Web "flattened" the world of global services and accelerated the transfer of
ideas and information. These cycles resulted in high gains, not only in human productivity and
education but also in living standards. Gains often come at the suffering of subsequent genera-
tions. These contradictory effects have implications on future citizens such as the sustainability
and quality of life on the planet as well as education (Friedman, 2007). Broader implications for
education are that learning will need to become a lifelong process. The scope and effectiveness
of education must be increased to enable people to deal more effectively with such challenges as
economics, population growth, severely challenged world ecosystems, evolving social and politi-
cal systems, re-alignment of national economies, and a growing need for innovative research to
advance technology, increase energy efficiency, and ameliorate disease (OECD, 2006; Friedman,
2007)
Globalization played a role in shaping education over the past several decades. The ad-
vancement in technology and its resulting effects contributed to the development of a
knowledge-based economy with English as the language of commerce. In the development and
acceptance of 21
st
century skills, many schools around the world adopted new curricula to indi-
cate a focus on lifelong learning to include interpersonal and communication skills as well as
basic math and language arts skills necessary to succeed in the global market. The theories pre-
sented by Spring (2008) help to identify and interpret global events that influence educational
policy and practice. An understanding of these theories provides a view into the Costa Rican ed-
ucational system and how it addressed the growing need for knowledge workers in the 21
st
cen-
tury economy.
IMPACT OF GLOBALIZATION 29
Theories of Globalization
Due to the need for a knowledge-ready workforce, globalization affected education.
Globalization of Education by Joel Spring (2008) identifies four major interpretations of the pro-
cess of globalization: world systems, world culture, post-colonialist analysis and cultural theo-
rists, with world systems and post-colonial analysis sharing many of the same theories. These
theories interpret global world events. Spring's model is utilized to provide a frame for interpre-
tation of global events and their impact on education. It also serves as the framework for under-
standing the scope and dimensions of globalization as it affects education and plays a major role
in the shaping of nations’ education systems. The four theories presented by Spring (2008) pro-
vide background knowledge as the study focuses on the Costa Rican educational system and pol-
icies. Spring (2009) presents the world systems view as being comprised of two zones unequal in
power and wealth, one dominant and the other remaining in the periphery. The United States, the
European Union and Japan represent the dominant zone. According to Spring (2008), dominant
cultures work to legitimize and increase their dominant place in the world economy. Western
systems and the teaching of capitalistic thought brought about through economic pressure from
the World Bank, US AID, Japan and other aid donors, legitimizes and promotes Western global
power and wealth (Spring, 2008). Political and economic agendas exist to benefit wealthy na-
tions at the expense of the poor. The structures of Western power and educational models pro-
mote the interests of rich nations and corporations. These structures include intergovernmental
organizations (IGOs), NGOs, trade agreements, and MNCs, (MNCs).
Post colonialists see the global effort to impose the economic and political agendas that
benefit the rich and powerful at the expense of the poor. Western-style schools spread across the
globe as a result of European imperialism and religious zeal. They view IGOs and MNCs as new
IMPACT OF GLOBALIZATION 30
forms of colonialism designed to promote the interests of market economies and the interests of
rich nations. The interests of MNCs view education as an economic investment designed to pro-
duce workers, known as human capital. According to Spring (2008), publishing, research, higher
education and testing services legitimize the dominant, privileged thought structure. The Cultural
Theorist perspective emphasizes cultural variation, melding and borrowing. In view of education,
the maintenance of economic and democratic rights resides in the belief in the educability of all
people and in people’s rights to education. This theory draws on anthropological research and
stresses the existence of differing ways of knowing and worldviews (Spring, 2008). In contrast to
the World Culture view, culturalist theory does not see cultures converging, but, rather, cultures
adopting valuable new aspects without abandoning their uniqueness and individuality (Spring,
2008). The exertion of power and privilege legitimizes economic and political power through the
influence of Western education and thought (Spring, 2008).
The World Culture view operates on the premise that a single world culture, based on
Western values and models, integrates and assimilates all cultures. The convergence of the
Western mass-educational model, with common educational structures, a general curriculum,
and the right to education for all peoples becomes the worldwide educational system as peoples
around the world adapt to a changing world (Anderson-Levitt, 2003). World culture theorists ar-
gue that a single global model of schooling spread around the world; this model is one of the
modern nation-state that also includes templates for organizing government, health systems, the
military, and other institutions. Spring (2008) states the World Culture view is essential in main-
taining and developing economic and democratic rights. The World Bank, the OECD, the United
Nations, and UNESCO, to name a few, support the development of a world culture (Spring,
IMPACT OF GLOBALIZATION 31
2008). Goals of the World Culture view are the development of human capital, gender equity and
the uniformity of a global curriculum.
Each of these globalization approaches will undeniably play a role in influencing educa-
tional systems around the world. This case study utilizes Spring’s (2008) cultural theory perspec-
tive, defined as local decision-making with methodologies borrowed from other educational
models to meet the local need. This perspective draws from anthropology and presumes there is
an exchange between local and foreign educational systems to create a new global culture. With
its anthropological approach, the culturalist perspective views not only education as a contrib-
uting element, but includes other factors as contributors to the global culture, such as environ-
mental factors, religious ideologies and human rights (Anderson-Levitt, 2005). Educational pol-
icy and practice in Costa Rica were studied from the cultural theory perspective.
Impact of Globalization
As societies prepare their students to take on the challenges of becoming knowledge-
ready workers, they cannot help but respond to the demands that globalization created. These de-
mands led the global market to create common educational practices and policies based on global
discussions regarding technology, human capital, lifelong learning, and the global migration of
workers, thus resulting in a knowledge-based economy (Spring, 2008).
Impact on World Market
Globalization has an impact on the economies of all countries by affecting their goods
and services, employment, labor and production, investments in education as well as physical
and human capital. The 2003 policy brief by the Milken Institute, Globalization of the World
Economy: Potential Benefits and Costs and a Net Assessment, by Intriligator, states that globali-
IMPACT OF GLOBALIZATION 32
zation has a significant impact on world markets. It also affects technology, efficiency, produc-
tivity and competitiveness and specialization. The growth of FDI is a force in the formation of
global companies, and, thereby, has a major impact at the national level. In host nations, FDI
stimulated growth in trade services and technology innovation, making apparent the need for in-
vestment in human capital through education and training.
Globalization has both positive and negative effects. It led to growing competition and
the widening of markets on a global basis, increasing production, efficiency and specialization.
Other benefits are the reduction of cost and prices, increased productivity on a global scale, in-
creasing output, higher wages and living standards. These are potential benefits that do not ad-
dress the distributional or equity issues that affect many (Intriligator, 2003). It remains unclear
who gains from the potential benefits of globalization, as it might be individuals, organizations,
nations or regions. According to Intriligator (2003), the gains have gone to the rich, both nations
and individuals, and this situation creates greater inequalities, leading to potential conflicts na-
tionally and internationally.
The world is polarizing itself into central and peripheral economies. According to the
United Nations Human Development Report of 1999 published by the World Trade Organization
(WTO), the richest fifth have 80% of the world's income, and the poorest fifth have 1%; this gap
doubled between 1960 and 2000. The growth of extremist or fundamentalist political move-
ments, ultimately leading to potential conflicts, could lead to a belief among national leaders that
they are helplessly in the grip of global forces (Intriligator, 2003). The perceived view of giving
over control of national sovereignty to multinational or global firms, and international organiza-
tions, may result in extreme nationalism and xenophobia.
IMPACT OF GLOBALIZATION 33
Valiyev and Savitch (2010) view the reduced role of a national government as a shift of
economic power from governments to transnational corporations. Goods and services are becom-
ing standardized, resulting in global integration across countries, increasing free trade and com-
petitive advantage (Valiyev & Savitch, 2010). The economic aspects of globalization are but one
component of its effects. Threats to traditional ways of life, increasing disparities in income, and
concentrated power in the powerful, encapsulate controversies resulting from globalization
(Valiyev & Savitch, 2010). As globalization advances, countries now face issues such as de-
mands on time and resources, debt burdens, health crises, environmental issues, and domestic in-
dustry. The need to develop priorities in the rapidly changing global landscape is complex, but
education is the key to unlocking the potential to make the tasks surrounding globalization easier
(Bloom, 2004; Wagner, 2008).
Impact on Education
Globalization caused an ongoing debate regarding many issues within the social sciences,
humanities and policy circles in that its many implications and applications remain unknown;
chief among these and at the center is education. In "Globalization and Education: An Economic
Perspective," (2004), Harvard economist David Bloom argues that, because of globalization, ed-
ucation is more important than ever before in history. Data presented by Bloom (2004) shows
that, with each additional year of basic education, there comes a 10% rise in individual earning
power which results in increased income and well-being. The nature of learning, thought, enter-
tainment and interpersonal social relationships are changing as a result of new technologies. As
the work of Bloom and Cohen suggests, the economics of globalization and poverty cannot ne-
glect the role of education in promoting development and well-being (2002). A strong commit-
ment to all levels of education results in economic advancement in countries that advanced from
IMPACT OF GLOBALIZATION 34
a lower economic status (Bloom & Cohen, 2002). Educational systems continue outdated prac-
tices such as borrowing curricula, teaching methods and assessments. While successful in
achieving educational gains in the past, these methodologies and theories will not serve the new
century, as students now encounter a different world. The world of the community shifted and
changed. Larger global networks and relationships shape lives once bound by the local geogra-
phy, social structures, religion and knowledge (Chanda, 2007).
Worldviews and methods for understanding are reshaped as students must learn to con-
sider and negotiate differences by developing the ability to consider multiple perspectives (Gard-
ner 1999; Vygotsky, 1978). Social systems, used to teach values, morals, skills and competen-
cies, will now be linked to economics, technological and media innovations, social processes and
cultural flows that traverse national boundaries (Gardner, 2004). Globalization called for a re-
writing of the educational agenda, as children face a life of global interactions and reactions. The
work of managing differences will be an important piece of the educational agenda as children
engage with competing and contrasting models of kinship, gender, language, race, ethnicity and
inequality (Spring, 2008). Countries are undergoing demographic transformations, and, as such,
economic and local politics must adapt. The framework of difference and increasing complexity
calls for a new paradigm of teaching and learning. The time for mastery and mechanical regurgi-
tation must give way to a paradigm in which cognitive flexibility and agility win the day (Wag-
ner, 2008). Students need a deep disciplinary grounding as well as the ability to achieve multi-
disciplinary understandings, collaborations and solutions (Gardner, 2004).
According to the World Bank, (2013), “an educated and skilled population is needed to
create, share and use knowledge". The knowledge economy is now upon the globalization stage,
and the educational agenda needs rewriting to manage the transformation and creation of human
IMPACT OF GLOBALIZATION 35
capital. The educational policies and practices in Costa Rica were affected by globalization and
the inflow of FDI, and MNCs. The need to develop human capital to support the knowledge-
based economy, continued economic growth and FDI is firmly situated in the developing educa-
tional agenda surrounding STEM instruction and MNC support. Costa Rica’s need for citizens
who exhibit high skill levels in STEM fields is the basis for economic prosperity and is firmly
tied to its educational policy and practices.
Globalization, Education and the Knowledge Economy
The OECD defines the knowledge-based economy as "an expression coined to describe
trends in advanced economies towards greater dependence on knowledge, information and high
skill levels and the increasing need for ready access to all of these by the business and public sec-
tors" (2005). According to Dale (2005), the consequences of “knowledge” taking over from
“production” as the basis for economic prosperity are radical and far-reaching. He asks, “what
education now means” (p.146), and presents the idea that the relationship between education and
globalization comes down to education doing different things in different ways rather than the
same things in different ways. For Dale, the “proper” outcome of education is the achievement
of a global knowledge economy. His view is that the relationship between the theory of globali-
zation and the theory of education lies in a theory of the relationship between the two.
According to economist Gary Becker, (1964, 2006), as stated by Spring (2008), industrial
development in the 20th century relied on the knowledge and skills of an elite few. The
knowledge economies of the 21st century rely on the knowledge and skills of all people.
Knowledge, rather than ownership of capital, generates wealth (Drucker, 1993). Spring states
that wealth is attached to changes in human capital, knowledge workers and, ultimately, to edu-
cational systems (2008).
IMPACT OF GLOBALIZATION 36
Education now must serve the needs of educating for skills in the global knowledge
workplace. The World Bank, in the paper entitled, Lifelong learning in the global knowledge
economy: Challenges for developing countries (2003), states that "A knowledge-based economy
relies primarily on the use of ideas rather than physical abilities and on the application of tech-
nology… Equipping people to deal with these demands requires a new model of education and
training" (p. xvii). Globalization and the resulting technology advances must take an important
role. Rapid technological innovations demand ongoing education and are a prerequisite for life-
long learning. Spring (2008) concludes by stating that expanded educational opportunities will
result in economic growth and modernization, requiring emphasis in primary and secondary edu-
cation. A focus on learning basic skills in communication and math, interpersonal skills as well
as skills needed to learn other subjects support the needs of the knowledge-based economy and
provide for growth. Additionally, the ability to learn new things, to work in teams, communicate
effectively, self-management, involvement in inquiry and innovation and the assumption of per-
sonal responsibility represent needed 21st century competencies (Spring, 2009). The develop-
ment of human capital in order to provide for a growing economy requires an educated work-
force. The study of the Costa Rican educational system, its focus on STEM, the national man-
date for science fair participation and the investment of NGOs, IGOs and MNCs has implications
in the development of educational policy and practice on Costa Rica’s growing knowledge-based
economy.
Implications for Education
As nations of the world seek to gain or maintain economic success, concern for the devel-
opment of human capital is apparent. Human capital is the foundation of national economic de-
velopment. Citizens must be prepared to be productive employees, leaders, and innovators in the
IMPACT OF GLOBALIZATION 37
knowledge economy. In Tony Wagner's book, The global achievement gap: why even the best
schools do not teach the new survival skills children need--and what we can do about it, he lists
seven critical skills that are necessary for the global citizen (2008). These skills are critical think-
ing and problem solving, collaboration and leadership, agility and adaptability, initiative and en-
trepreneurialims, oral and written communication, accessing and analyzing information, and cu-
riosity and imagination. NGO's, MNC's, and IGO's investing in education seek to foster these
qualities in the workforces of the world. Curriculum must adapt to foster the qualities outlined by
Wagner in order to meet the demands on the current educational system (2008). A greater focus
on critical thinking and problem solving skills requires curriculum that fosters such thought.
The national character of Costa Rica shows a deep commitment to education. Through
FDI and the national character found throughout its history, Costa Rica addresses the need for
the development of human capital. A view into the development of this national character of
egalitarianism, autonomy, individuality, democracy and love of independence provides a founda-
tion for understanding the development of educational policies and practices in support of the
new knowledge-based economy. The following section presents an abbreviated historical ac-
count with a focus on the development of the educational system and a view as to factors that in-
fluenced the development of this commitment to education.
Costa Rica
Understanding the history and background of Costa Rica and the structure of the school
system is important in analyzing recent changes in the country. For the purpose of context, this
section explores the country’s history, development of the structure of governance, de-
mographics, the economy, and its educational system. The history section does not represent a
IMPACT OF GLOBALIZATION 38
full accounting of the history of the nation and is organized into the colonialist period, the post-
colonialist period, the 20
th
century and the modern period.
History of Costa Rica
Bordered by both the North Pacific Ocean and the Caribbean Sea, Costa Rica is a country
whose neighbors include Nicaragua and Panama in Central America. It is a democratic republic
with a president as chief of state and head of the government. In 1851, after achieving independ-
ence from Spain, the nation established diplomatic relations with the United States (U.S. State
Department, 2014). The country abolished its military in 1948, redirecting some military ex-
penditure towards education. It boasts one of the most advanced free educational systems in the
area (Biesanz, Biesanz, & Biesanz, 1999). What follows in this paper is an encapsulated re-
counting of Costa Rican history with a view towards progressive economic, political and educa-
tional policies. This provides a background and foundation for the examination of educational
methods and practices used. A look into the history provides a backdrop of educational and eco-
nomic policy formation. Globalization and the economic pressures brought to bear by IGOs,
NGOs, MNCs and FDI challenge the educational system as it prepares students to be successful
in the 21st century market place of STEM fields. The history of the country shows a dedication
to education of its citizens that continues into the 21
st
century.
Colonialist Period
On September 18th, 1502, the first European explorer, Christopher Columbus, encoun-
tered Costa Rica during his fourth and final voyage to the New World. Early attempts in the 16th
century by the Spanish to colonize proved unsuccessful due to heat, mosquitoes and the requisite
diseases, swamps, pirate and native resistance. Spanish focus turned to agriculture since gold had
IMPACT OF GLOBALIZATION 39
not been discovered, leaving the population isolated from Spanish influence and rule. Settlers de-
veloped a strong sense of autonomy and individualism that would influence the future develop-
ment of the nation (Palmer & Molina, 2004). Costa Rica remained a Spanish colony for almost
three centuries.
Post-Colonialist Period
In 1821, Costa Rica declared its independence from Spain in union with other Central
American provinces. Independence from Spain became official on September 15, 1821. The four
towns of the country all were fiercely independent and soon found themselves at odds, which led
to a civil war in 1823. The forces of San Jose were victorious, and Costa Rica joined the federa-
tion of Central American provinces with full autonomy for its own affairs (Booth, 1998; Palmer
& Molina, 2004). While other countries in the region continued battles with colonial bureaucracy
versus the anticlerical liberals, Costa Rica enjoyed a sense of liberalism, as colonial institutions
were relatively weak and the foundations of democracy, individualism, egalitarianism and auton-
omy, had already been planted (Palmer & Molina, 2004). Other countries engaged in civil strife
as Costa Rica turned to reform.
Elected in 1824, Juan Mora Fernandez was the nation's first chief of state. He brought in
a nine-year period of progressive stability by establishing a sound judicial system, founding the
nation's first newspaper, and expanding public education. He also encouraged coffee cultivation
and gave free land grants to would-be coffee growers. Further conflicts did follow, but the sense
of independence had taken root. The nation's first president, José María Castro, initiated his ad-
ministration by founding a high school for girls and sponsoring freedom of the press (Rodriguez,
1989).
IMPACT OF GLOBALIZATION 40
General Tomás Guardia and his military junta took control of the government in 1860.
True to Costa Rican tradition, Guardia proved himself a progressive thinker and a benefactor of
the people by shaping the modern liberal-democratic state. He abolished capital punishment,
curbed the power of the coffee barons, and tamed the use of the army for political means. He uti-
lized coffee earnings and taxation to finance roads and public buildings. In 1869, he revised the
Constitution and declared primary education for both sexes obligatory, free, and at the cost of the
nation (Rodriguez, 1989; Booth, 1998). Guardia instituted some of the most progressive reforms
in the country’s history in the areas of education and taxation.
20
th
Century
The depression of the 1920’s and 1930’s delayed the significant social changes that Guar-
dia envisioned. It was not until the 1940s that the changes instituted in 1869 began to have im-
pact. The decade of the 1940s was a turning point in Costa Rican history. The reforms of Presi-
dent Rafael Angel Calderon (1940-44) who, with his sense of social conscience undertook land
reform, established a guaranteed minimum wage, paid vacations, unemployment compensation
and progressive taxation plus a series of constitutional amendments codifying workers’ rights
(Booth, 1998). Calderón also founded the University of Costa Rica in 1940. Political tensions,
rampant inflation, fraudulent elections and rising discontent resulted in civil war, declared on
March 10
th
, 1948, and known as the "War of National Liberation" (Rodriguez, 1998).
José María (“Don Pepe”) Figueres Ferrer became head of the Founding Junta of the Sec-
ond Republic of Costa Rica. He consolidated Calderón's progressive social reform program and
added his own landmark reforms. He banned the Communist Party. He introduced suffrage for
women and full citizenship for blacks, revised the Constitution to outlaw a standing army (in-
IMPACT OF GLOBALIZATION 41
cluding his own), established a presidential term limit, and created an independent Electoral Tri-
bunal to oversee future elections (U.S. State Department, 2014; CIA, 2014). He nationalized the
banks and insurance companies, a move that paved the way for state intervention in the economy
(CIA, 2014; Palmer & Molina, 2004).
Social and economic progress since 1948 helped return the country to stability. The sub-
stantial expansion of the welfare state and public school system of the 1950s and ‘60s was
funded by economic growth. Conservative governments continued to encourage private enter-
prise and economic self-reliance through tax breaks, protectionism, subsidized credits, and other
macroeconomic policies (U.S. State Department, 2014). Education and public housing expendi-
tures increased. State agricultural and urban development programs were initiated.
Modern Period
The recession of the 1970s and 80s saw a dangerous accumulation of foreign debt for de-
veloping countries (World Bank, 2003). In 1980, Costa Rica was plagued with inflation, cur-
rency devaluation, huge energy bills and social welfare costs. Decreasing agricultural export
prices caused in part by the war in Nicaragua as well as a major decline in exports and increased
cost in imports had a significant impact on the economy (Mitchell & Pentzer 2008). Foreign debt
exceeded earning power. Having made large international loans, the nation found itself unable to
service its mounting debt, the greatest per capita at the time. The International Monetary Fund
(IMF) stepped in to restructure the debt and avoid further financial crisis. Restructuring involved
the devaluation of Costa Rica’s currency, the Colon, reduced spending on social issues and pov-
erty as well as aggressive tax reform. These reforms caused per capita income to drop, increased
poverty levels and increased the gap between the wealthy and the poor, adding to the difficulty
of rebuilding the strapped economy (Mitchell & Pentzer, 2008; Palmer & Molina, 2004). Costa
IMPACT OF GLOBALIZATION 42
Rica took a reformist stance and, as such, the IMF suspended funding and closed its offices in
the country (Mitchell & Pentzer, 2008).
Costa Rica elected President Oscar Arias Sanchez, a socialist and economist-lawyer, in
1986. He began his administration by instituting an official proclamation of neutrality in light of
the Nicaraguan conflict and destabilization in Central America at the time (Palmer & Molina,
2004). Five Central American presidents signed his Central American Peace Plan, earning
Sanchez the Nobel Peace Prize in 1987. Within this atmosphere of peace, the nation was placed
to rebuild its economy and educational system (U.S. State Department, 2014).
Rafael Angel Calderón Fournier was inaugurated as president in February, 1990, 50 years
to the day after his father was inaugurated, President Rafael Angel Calderon. Fournier’s goal was
to restore the economy to health. Working with the World Bank and the IMF, policies were put
in place to address the huge deficit and national debt (Political and Economic History of Costa
Rica Watkins, 2014). These economic policies presented the country with the opportunity and
forward view of attracting foreign investment (CINDE, 2004).
Economics of Costa Rica
Agriculture, particularly coffee and bananas, continues to be an important contributor to
Costa Rica's exports. Ecotourism is also growing at a rapid pace and may become a major con-
tributor. Traditionally an agricultural country, the economy is supported in part by the growth of
ICT due to FDI by companies such as Intel, Hewlett-Packard, Motorola, Microsoft as well as
others. Major public policies contributed to the growth of the economy: rapid and sustainable
growth of the ICT 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
IMPACT OF GLOBALIZATION 43
Economic Forum (2011-12). While this is a simplistic overview of the economic status of the na-
tion, further discussion in this section of the review focuses on the economic history, the eco-
nomic downfall in the 1980s, and subsequent policy changes in the 1990s to increase tourism and
foreign investment as well as the development of CINDE, government collaboration, and the
challenges this poses to the educational system.
Economic History
The generous gifts of gold and copper bestowed by native inhabitants upon the Spanish
earned the country the title “rich coast”, or Costa Rica, by the Spanish. This was one of the
poorest regions explored, occupied and exploited by the Spanish empire in the 18
th
century
(Mitchell & Pentzer, 2008). Gold and copper had been acquired by the native population from
surrounding areas and Spanish hopes for riches were soon dispelled. This lack of riches is likely
one of the factors that contributed to the country’s peace and stability (Augelli, 1987). In over
three centuries, few Spanish permanently settled in Costa Rica. Its diminished native population,
due to disease, contributed to a reduced workforce in an area identified as lacking in natural re-
sources. The result was isolation and a relatively peaceful existence (Mitchell & Pentzer, 2008).
Costa Rican stability, peace and democracy found its roots in the very poverty that made it unat-
tractive as a colony (Booth, 1998).
Agriculture formed the basis of the post-colonial economy. The growth and export of cof-
fee and bananas transformed the economy from subsistence farming to a developing country
with an agricultural economy based on cash crops (Booth, 1998). With ideal conditions for cof-
fee cultivation, government incentives, and British interest in importing Costa Rican coffee after
the country gained its independence from Spain, coffee became the primary agricultural export
(Booth, 1998). The completion of the Panama Railway in 1855 provided impetus for coffee
IMPACT OF GLOBALIZATION 44
transportation to the Atlantic and further expansion into the British and European market (Booth,
1998). Coffee cultivation and export served as a national enterprise that elevated the standard of
living for the population although it also created an economic gap between the upper class mi-
nority, known as the “cafetaleros”, and the remaining poor majority (Booth, 1998). By 1849 the
“cafetaleros” had established themselves as a powerful oligarchy. Coffee was a major economic
source in the 1800s, and, by mid-century, the cafetaleros had gained significant political influ-
ence (Biesanz, Biesanz, & Biesanz, 1987). Through the end of the 1800s, the economy remained
fairly stable.
The early part of the twentieth century ushered in a change in the economic landscape.
Free education, free health care, social programs and welfare were part of Costa Rica since it
gained its independence from Spain. Program funding came from taxation of the wealthy coffee
producers (Alvarado, 2011). With the advent of World War 1, declining coffee exports and the
exodus of the wealthy due to increased taxation, the country experienced a financial crisis
(Booth, 1998). The economy’s efforts at stabilization were halted by the civil war of 1948, which
ended in 1949 and signaled the adoption of a new constitution (Alvarado, 2011; Booth, 1998).
The new constitution heralded the development of an extensive public school system and gov-
ernment development of social services and involvement in the economy. The government now
owned and operated numerous basic industries, such as public transportation, energy production,
telecommunications, insurance, banking, cement, liquor and fertilizer production, among others,
paving the way for future investment of MNCs (Rodriguez-Clare, 2001).
In the late 1970s and early 1980s, the country was severely affected by the world reces-
sion and the debt crisis fueled by the US recession and increasing political violence within its
IMPACT OF GLOBALIZATION 45
borders and in surrounding countries. The 1970s ushered in increasing foreign debt, rising inter-
est rates and inflation, with an annual rate at 13.2% in 1979 to its peak of over 81.8% in 1982
(World Bank Group, 2006). Currency devaluation, high oil prices, declining coffee, banana and
sugar prices, high costs of the welfare state, and the disruption caused by the war in Nicaragua
were contributing factors (Rodriguez-Clare, 2001).
Costa Rican Investment Promotion Agency (CINDE)
By the 1980s, Costa Rica had the world's highest per capita debt (World Bank Group,
2006). In 1983, in response to this economic crisis, the government founded CINDE, a coalition
to promote national development and exports with support of the business community and fi-
nanced by US AID grants (Rodriguez-Clare, 2001). The economic crisis of 1980 resulted in
Costa Rica’s adoption of the export promotion model based on trade liberalization, access to US
markets, the Caribbean Basin Initiative (CBI) and fiscal incentives such as the export processing
zone (Rodriguez-Clare, 2001). This system was designed to encourage strategy change from a
domestic one to one that encouraged competition in world markets and attracted FDI by giving
incentives to companies that provided for an 8-year tax forgiveness plan with 50% tax for the
following 4 years as well as tax-free imports on equipment, inputs and a government subsidy
equivalent to 10% of the value of their exports (Rodriguez-Clare, 2001).
With the development of the economy as CINDE’s main objective, the attraction of FDI
emerged as a top priority (Rodríguez-Clare, 2001). Initially, CINDE focused on attracting FDI
from agriculture and unskilled-labor-intensive manufacturing. The 1990s saw a retooling of the
economic goals of the country, as CINDE worked to position Costa Rica as an attractive destina-
tion for high-tech FDI and skill-intensive industries as the country was losing competitiveness in
IMPACT OF GLOBALIZATION 46
the un-skilled labor industries due to NAFTA (Rodríguez-Clare, 2001). US funding was also be-
ing withdrawn. Developing a strategic plan in 1993, CINDE refocused its efforts to attract FDI
that would benefit from the country’s relatively high education levels and knowledge of English
(CINDE, 2004; Paus & Gallagher, 2008; Rodríguez-Clare, 2001). Other factors that supported
the plan were the political stability, a well-developed legal system, low levels of corruption, pro-
business and FDI environment, business incentives, high quality of life, access to health services
and natural resources (Paus & Gallagher, 2008). The World Bank's Worldwide Governance Indi-
cators of 2010 ranked Costa Rica 2
nd
for political stability and absence of violence in Latin
America. Companies that had already benefited from the investment environment were Motorola
and Sylvania (Rodriguez-Clare, 2001).
Upon hearing of Intel’s interest in site selection for its new plant, CINDE launched an ag-
gressive campaign to be included as a possible site (Larraín, López-Calva & Rodriguez-Clare,
2000). It provided Intel research information as well as links to governmental agencies and coor-
dination with executives and the country’s president (CINDE, 2011). The government was par-
ticularly attentive to Intel’s questions and concerns in education. Intel visited the country in April
of 1996 and announced its choice on November 10
th
of the same year. After conducting in-depth
research and analysis of the viability of conducting business in Costa Rica, Intel announced plans
to build a 300 million dollar assembly and testing plant. Intel’s interest, research and investment
served to alert other MNCs of the attractiveness of investing in the country (Rodriguez-Clare,
2000; World Bank Group, 2006). Factors that contributed to the decision by Intel were the coun-
try’s high literacy and life expectance rates, and its stable, business-friendly economic and politi-
cal conditions, all results of the political, legal and educational history, policies and practices
IMPACT OF GLOBALIZATION 47
(Spar, 1998; World Bank Group, 2006). With Intel’s decision came the knowledge that the coun-
try could now effectively attract high-tech MNC’s as a significant part of its economic strategy
(Larraín et.al.2001; Rodriguez-Clare, 2000).
The significance of Intel’s investment generated support of educational policies and prac-
tices as it seeks to train its workforce in public universities (Rodriguez-Clare, 2001; Larraín
et.al.2000; World Bank Group, 2006). Intel collaborates with public universities to improve
teacher training and curriculum in science and technology fields. As an “Intel Associate”, the
Instituto Tecnológico de Costa Rica (ITCR) developed new programs and updated teacher edu-
cation in technical fields. It also grew its enrollment in engineering from “577 in the first quarter
of 1997 to 874 in the year 2000, that is from 9.5% to 12.5% of total number of students enrolled”
(Larraín et. al. 2001, p.184).
Additional companies investing in Costa Rica as a result of these policies and the politi-
cal and educational climate are Proctor and Gamble, Microsoft, Hewlett-Packard to name a few
(Rodriguez-Clare, 2000; World Bank Group, 2006). Through the work of CINDE, Intel’s invest-
ment and establishment was critical to the interest of other FDI and MNCs. Other companies had
already established themselves in Costa Rica as early as 1996 (Mitchell & Pentzer, 2008). The
country became a significant player in the world economy (World Bank Group, 2006). Looking
to advance the educational policy to support the knowledge-based economy now in place is a na-
tional goal.
Education in Costa Rica
Costa Rica’s success in transitioning into a knowledge–based economy dates back to
events and structures implemented in the 19
th
century, such as its commitment to investment in
education. The history of the education system, the current structure, and the policy and reform
IMPACT OF GLOBALIZATION 48
efforts provide insights into actions the nation took to compete in the world economy. The na-
tionwide teaching of English in public schools was mandated by President José Maria Figueres
in 1994. MEP took on the expense of teacher training and the use of new technologies in order to
implement the mandate and boost achievement.
According to the CINDE Department of Research report dated 2011, the educational sys-
tem is the most advanced in Latin America. The Ministry of Public Education’s efforts resulted
in the highest literacy rate in Central America with claims that 96% of its citizens are literate
(CINDE, 2010). In the 1970s only 45% to 60% of adults in neighboring countries, such as El
Salvador, Guatemala, Honduras, and Nicaragua, could read and write, compared to approxi-
mately 90% in Costa Rica (Skidmore & Smith, 2001). Since the 1970s, the nation invested more
than 20% of its national budget on primary and secondary education. Since 1970, it made signif-
icant gains in educational standards and achieved a net rate of 92.6% in 2001 for primary educa-
tion attendance as of 2001 (Skidmore & Smith, 2001). These attendance rates are extremely high
compared to those of neighboring countries, which could be a result of the great importance that
past leaders placed on education (CINDE, 2010). The government invested over 20% of the na-
tional budget on primary and secondary education and spends more of its GDP on education than
all neighboring Latin American countries; however, there is still a serious problem of grade repe-
tition and students’ dropping out of school. In the past 10 years, the MEP worked with the cen-
tral government’s budget to increase spending from 24% in 1997 to 31% in 2006 (World Bank
Group). Currently, the country is constitutionally required to allocate at least 6% of GDP to edu-
cational programs (CINDE, 2010).

IMPACT OF GLOBALIZATION 49
Education and Human Capital
The country’s competitive advantage firmly rests on its well-educated labor force
(OECD, 2004). Costa Rica’s commitment to primary and secondary education as well as higher
education provides for the human capital needs of its economy. While the educational level in is
ranked 23
rd
globally and as the highest in Latin America (World Economic Forum Report, 2011-
2012), Intel’s primary concern was achieving sufficient labor to meets its human capital require-
ments. Working with the MEP, an extensive list of recommendations was made as the govern-
ment began analyzing the curricula of secondary schools and training programs (Paus & Gal-
lagher, 2008; World Bank Group, 2006). New programs and curricula as well as English lan-
guage instruction were implemented immediately. Also in review were curricula and programs in
elementary schools. Intel provided support by instituting the “Innovation in Education” program,
which resulted in modernization of school laboratories valued at $1.1 million, “Intel-Educate for
the Future” program provided training for 9000 primary and middle school teachers in technol-
ogy, and “Students as Scientists”, a program that promotes scientific research in schools (World
Bank Group, 2006). Intel, in association and coordination with the Ministries of Public Educa-
tion, Science and Technology and the National Program of Science and Technology Fairs,
worked with 2000 high school teachers who were trained to attract students and raise their inter-
est in the study of science at the estimated cost of $70,000 (World Bank Group. 2006).
Educational System
Costa Rica gives great importance to the development and strengthening of the national
education system. Since 1870, education has been free and a national duty, and the country has
one of the best literacy rates in the world (Booth, 2008; CINDE, 2013). Approximately 96.1% of
individuals older than 15 years old are able to read and write (CINDE, 2010; Costa Rican Law,
IMPACT OF GLOBALIZATION 50
2013; Ministerio de Relaciones Exteriores, 2013). Primary and secondary education is compul-
sory for children between the ages of 6 and 15 (Costa Rican Law, 2013; OECD, 2012). Accord-
ing to the World Economic Forum Report on Global Competitiveness 2011-2012, the educa-
tional system is ranked 23
rd
and is the highest in Latin America. The quality of math and science
education, important components of STEM, is ranked 46
th
(World Economic Forum, 2011-
2012).
The World Economic Forum Report on Global Competitiveness (2011-2012) reports that
the primary education system of Costa Rica occupies the 29
th
place in the world. The nation has
a national centralized school system, and the democratically elected president appoints a Minis-
ter of Public Education, who, in turn, appoints a cabinet with departments that focus on finances,
curriculum, and teacher preparation (Ministerio de Relaciones Exteriores, 2013). Primary educa-
tional enrollment is at 91% and ranks 83
rd
in the world (OECD, 2013). Secondary education pro-
vides two choices for matriculation; the academic path, which takes 5 years to accomplish, or the
technical path, which takes 6 years. Both result in high school diplomas and qualify students for
university education. There are more than 50 universities in Costa Rica, and among the most rec-
ognized universities are the Universidad de Costa Rica, Universidad Nacional, el Instituto
Tecnológico and la Universidad Estatal a Distancia.
Free primary and secondary schools are found in every community. Both programs are
divided into cycles. Secondary schools have a 4-cycle program with students testing into an aca-
demic, technical or vocational track by the 3
rd
cycle (CINDE, 2011). Certificates of completion
are awarded for vocational track completion while academic track students follow a college pre-
paratory curriculum infused with mathematics, social studies, and foreign language. Included in
IMPACT OF GLOBALIZATION 51
the course of study are specialized subjects. Completion is marked by the passing of the Bachil-
lerato exam and provides access into higher education although most universities also impose an
entry exam (CINDE, 2011). These structures and exams are crucial to assess a student’s readi-
ness for college and the 21st-century workforce.
Costa Rica faces educational challenges as its labor force has lower educational levels
than developed countries. Only 18% of the population has a high school degree and only 17%
has a university degree, compared to 50% for high school and 28% for university degrees for the
labor forces of developed countries (World Economic Forum, 2011-12). The country consist-
ently invested in education as a part of its development strategy as it continues to move towards
an innovation and knowledge-based economy. Globalization and the advent of MNCs demand
change in the country's educational system and workforce. In response, the educational system
set out to educate students who are equipped with 21
st
century skills that will allow them to be
competitive in a technologically advanced knowledge-based economy. Spring (2008) states the
schools must be concerned with students’ acquiring the basic skills of communication, mathe-
matics, writing, interpersonal skills, and the skills needed for conceptual understanding in order
for them to be prepared for the knowledge-based economy.
The educational system implemented policy changes in curriculum and instruction.
STEM education and state-mandated participation in the NSTF have an impact on educational
policy and practice (Ministerio de Relaciones Exteriores, 2013). The knowledge-based economy
created a demand for a workforce with specific skills such as English and computer literacy, col-
laboration and problem solving, and a strong background in mathematics and science (Spar,
1998). In response to these demands, 50% of primary schools and 100% of high schools have
IMPACT OF GLOBALIZATION 52
computer labs and 50% of public schools and 100% of private schools teach English (Ministerio
de Educación Pública, 2013).
21st Century Skills
The educational needs for students are changing. What dominated the 20th century in
terms of knowledge generation, economics and financial development shifted. What students
learn, the ways they learn and the ways they are taught have implications for 21
st
century school-
ing. As the educational system moves to address the needs of the knowledge-based economy,
21
st
century skills are necessary for a successful educational and future economic outcome (Wag-
ner, 2008). Business leaders, politicians, and educators consistently identify 21
st
century skills as
essential for success in a global knowledge-based economy. Yet, depending on who is identify-
ing the 21
st
century skills, there are differences in their description.
A review of the seven survival skills as presented by Wagner (2008) frame this section of
the literature review. Wagner (2008) posits our entire educational system needs a transformation
to better prepare students for the 21
st
century global knowledge-based economy. Learning now
goes deeper than 20
th
century teaching and the linear learning paradigm. Literacy for the 21
st

century is not just about learning to read, but, rather, it is about reading to learn and develop in
order to be able to identify, understand, interpret, create and communicate knowledge (OECD,
2011). The need for new competencies, ones of adaptation in the ever-changing global and tech-
nological landscape, changed the classic teacher-instruct-student relationship. Collaboration, cre-
ativity, innovation and communication demand open mindedness and a view to lifelong learning.
What students learn, how it is learned, and how it is taught is changing (OECD, 2011). In The
World is Flat, Friedman states “Never before in the history of the planet have so many people -
IMPACT OF GLOBALIZATION 53
on their own - had the ability to find out so much information about so many things and about so
many people” (2007, p. 152).
Schools in Costa Rica are changing, and a labor force is needed to meet the market de-
mands of the technology industry. With the influx of MNCs, the school system addresses the de-
mands of the new job market (OECD, 2012). The nation provides perhaps one of the best exam-
ples of a school system’s adapting to meet the demands of the global economy. Wagner’s, The
global achievement gap: Why even our best schools don’t teach the new survival skills our chil-
dren need —and what we can do about it, (2008) serves as the framework for understanding the
need and growth of 21
st
century skills in teaching and learning as well as the growth of these
skills in the educational policies and systems of Costa Rica to meet the demands of the global
economy. Described as a blend of content knowledge, skills, expertise and literacies, the Part-
nership for 21
st
Century Skills (2012) recognized that a 21
st
century education is the foundation
of competitiveness, “the engine, not simply an input, of the economy” (p.1). When schools and
school districts engage in 21
st
century skills, students are much more prepared to thrive in the
new global knowledge-based economy (Wagner, 2008).
The Partnership for 21
st
Century Skills (2012) developed a framework designed to better
understand the skills that students need to learn and implement. It consists of four keys themes:
(a) core subjects and 21
st
century themes, known as English, math, science, history; (b) learning
and innovation skills known as development of critical thinking, problem solving and communi-
cation; (c) information, media, and technology skills and literacy; and (d) life and career skills
necessary to navigate through the complexities of the 21
st
century knowledge-based system.
Wagner (2008) explained that the best US schools are failing to prepare students for the
demands of the global knowledge-based economy. The 21
st
century skills identified by Wagner
IMPACT OF GLOBALIZATION 54
(2008) resemble and are recommended by educational researcher Darling-Hammond (2010) and
the World Bank (2003) in the quest for competitiveness in the global knowledge-based economy.
They identified seven key survival skills that students must master in order to succeed in the 21
st

century as well as address problems and challenges:
1) Critical Thinking and Problem Solving
2) Collaboration and Leadership
3) Agility and Adaptability
4) Initiative and Entrepreneurialism
5) Effective Oral and Written Communication
6) Accessing and Analyzing Information
7) Curiosity and Imagination (pp. 14-41)
These seven survival skills are the “new basic skills” that Wagner (2008) compared to the
Three R’s (reading, writing and arithmetic) of previous generations. The world changed due to
globalization, which leads to greater economic connection among countries. This change must be
reflected in the teaching practices of education systems around the world. Schools must change
with the times and adapt their curricula to teach the skills needed for success in a global
knowledge economy. The seven survival skills presented by Wagner (2008) now must replace
the educational system of previous generations in order to address the challenges of globalization
and the needs of a global knowledge-based economic system.
The school system inherited the challenge to develop students’ 21
st
century skills (Wag-
ner, 2008). Students in a global economy must be educated to be thinkers and problem-solvers
to compete globally in the 21
st
century. As goals shift and are further defined to prepare students
for the demands of a knowledge-based global economy, it is important that educators understand
IMPACT OF GLOBALIZATION 55
and undertake their new responsibilities. The importance of developing 21
st
century skills in stu-
dents is an invaluable part of this task (Wagner, 2008). Therefore, having a better understanding
of these responsibilities, educational leaders in developing countries must work to shift educa-
tional policy and curricula to meet the demands of globalization by developing essential 21
st
-cen-
tury skills in students.
Costa Rica undertook studies to analyze skills required for economic growth and how the
development of century skills would support market needs (CINDE, 2011).The MEP (2007) em-
barked on an innovative effort to develop of 21
st
century policy that supports the implementation
of constitutional mandates while meeting today’s realities. The aims and results stated by the
MEP (2007) portray an innovative, purposeful drive to strengthen the following programs and
institute 21
st
century skills:
1) Close the existing quality of education gap between urban and rural areas.
2) Train human resources that raise the country’s competitiveness necessary to succeed in in-
ternational markets.
3) Strengthen fundamental values that have been lost with the passage of time.
4) Strengthen technical and scientific education while developing extracurricular and cultural
aspects of a person as a way to develop the holistic child.
5) Raise awareness in individuals about the commitment to future generations, ensuring a
sustainable economic and social development in harmony with nature and the environment
in general. (Ministry of Education, 2014).
The effects of globalization on education are increasingly apparent as nations recognize
that students require the skills and knowledge to help a country attain a competitive edge in a
IMPACT OF GLOBALIZATION 56
knowledge-based global economy (Wagner, 2008). Economic success for countries and individu-
als is now based on knowledge, skill learning, talents and abilities, also known as human capital
(OECD, 2007). These skills and knowledge are now the most distinctive component of a coun-
try’s economic system (Schultz, 1961).
The development of human capital, job growth and the growth of the GDP are dependent
on the development of human capital. Human capital development is dependent on innovation
and the quality of the national education system (Clifton, 2011; Friedman, 2007; Wagner, 2008).
In order for nations to be globally competitive and offer formal jobs that create stability and re-
duce poverty and unemployment-underemployment, schools must produce students who are
equipped with 21
st
century skills and are capable of competing in the diverse, knowledge-based
global economy. The Ministry of Public Education of Costa Rica mandated that every school
hold a science fair. (2007). These actions in implementing supporting curricula and policy sup-
port the development of 21
st
century skills of agility, adaptability, initiative and entrepreneurial-
ism identified by Wagner (2008). Through the development of these skills, students’ increased
interest in STEM and PBL aids in ensuring competitiveness in the global knowledge-based econ-
omy. Participation in the Intel Science Fair and STEM education is a view to the changing policy
and structure of the educational system as it works to become globally competitive, create stabil-
ity and produce students who are equipped with 21
st
century skills, capable of competing in the
diverse, knowledge-based global economy.
STEM/PBL
The effects of globalization on education are increasingly apparent as nations recognize
that students require the skills and knowledge to help the nation attain a competitive edge in a
IMPACT OF GLOBALIZATION 57
global knowledge-based economy (Wagner, 2008). The skills and knowledge recognized as hu-
man capital develop as a result of the educational system and become the most distinctive com-
ponent of a country’s economic system (Schultz, 1961). Leaders in education, government, and
industry must collaborate and strategically plan to ensure competitiveness for the nation in the
global knowledge-based economy (Clifton, 2011).
According to Friedman (2007), globalization and the knowledge-based economy will be
increasingly driven by individuals who are products of a transformed educational system, ready
to cope with the changing landscape of limitless educational opportunities, horizontal collabora-
tion, innovation and an ever-changing labor market. Developing human capital means upgrading
the educational level of students. Globalization in the 21
st
century produced needs in STEM
fields as the new order for skill-based workers. As nations strive to increase innovation and cre-
ate new knowledge, competitiveness in the global economy is measured by proficiency in sci-
ence and technology as well as a capacity in STEM fields (National Academies, 2005). Brewer
and McEwan (2010) state that education is a key determining factor of economic well-being and
growth, as it serves to increase human capital, increase productivity and quality of output, in-
crease the innovative capacity of the economy, promote growth in new technologies, process and
products as well as support the implementation of new technologies, thereby promoting eco-
nomic growth. Spring (2008) views education as an economic investment with the end goal of
economic growth through the development of human capital.
It is globally recognized that innovation is driven by STEM and that job growth is great-
est in STEM fields. A U.S. policy brief asserted that “the greatest advancements in our society
from medicine to mechanics have come from the minds of those interested in or studied in the
areas of STEM” (Langdon, McKittrick & Beadle, 2011, p. 6). In the United States, for example,
IMPACT OF GLOBALIZATION 58
STEM occupations were projected to grow by 17% between 2008 and 2018. Langdon et al. also
stated that STEM workers command 26% higher wages than their non-STEM counterparts. Fus-
ing the ideas of 21
st
century skills with traditional rote learning are STEM education and STEM
PBL.
According to the National Science Teacher Association (NSTA), STEM education now
has a broader definition, applicable to all students and is based in the development of 21
st
century
skills (Bybee, 2013). STEM literacy is defined as the knowledge, attitudes and skills used to
identify problems and determine evidence-based conclusions/solutions using knowledge, inquiry
and design. A willingness to engage in STEM/PBL-related issues is critical as we seek to under-
stand the challenges of the 21
st
century such as energy efficiency, climate change and environ-
mental factors (Bybee, 2013).
STEM PBL, as described by Capraro, Capraro and Morgan (2013), provides a model for
implementation of STEM education at the classroom level. Capraro et al. (2013) incorporates
21
st
century skills in the implementation of STEM instruction. According to Capraro et al.,
(2013) PBL has a long history extending back to the work of educational heavy-weight, John
Dewey. Initially focused on real-world problems, with tangible, measurable outcomes, PBL can
be applied to STEM interests. “PBL has been reclaimed by educators to educate 21
st
century stu-
dents” (Capraro et. al., 2013, p.8). STEM PBL develops critical thinking skills, as it requires stu-
dents to problem solve, use inquiry to develop a “well defined outcome with an ill-defined task”
(p. 3) and demonstrate mastery of STEM subjects (Capraro & Slough, 2006). Learning and suc-
cess is interdependent with expertise built across all subjects as well as STEM disciplines. This
provides students with high-value tasks that foster rigorous subject matter engagement.
IMPACT OF GLOBALIZATION 59
The work of Slough and Milam, Theoretical Framework for the Design of STEM Project-
Based Learning (2013) published in the work of Capraro et al. (2013) provides the frame for the
purpose of this study and literature review. The four principles that have an impact on the design
of PBL are:
1) making the content accessible
building on student ideas and prior knowledge
use of personally relevant problems
scaffolding inquiry
2) making thinking visible
Modeling scientific thinking
Scaffolding students to make their thinking visible
Providing multiple representations i.e. Computer animations, modeling programs,
dynamic representations, scientific visualizations
3) helping students learn from others
encouraging listening to others
design discussions
highlighting the cultural norms
employing multiple social structures
4) promoting autonomy and lifelong learning
encouraging monitoring
providing complex projects
revisiting and generalizing the inquiry processes
scaffolding critique (p.16)
IMPACT OF GLOBALIZATION 60
Although presented separately, these design principles are integrated in the practice of PBL. As
the learning sciences emphasize the importance of prior knowledge, feedback, revision and re-
flection, teaching for understanding and metacognition, students are in control of the results and
analysis of their projects. According to Slough and Milam (2013), changes in conceptual under-
standing as well as the ability for students to take control of their own learning both academically
and cognitively occur as they learn to devise personal goals, seek feedback, interpret comments,
adjust behavior and evaluate their ideas.
STEM/PBL and Costa Rica
In Costa Rica, there has been significant economic growth in the knowledge-based sec-
tor with a significant portion of same growth in STEM fields (CINDE, 2013; OECD, 2012). As
more FDI flows into Costa Rica and with major investments by MNCs, the educational sys-
tem’s task of developing students with 21
st
century skills and STEM fields knowledge is a na-
tional imperative (Monge-González & González- Alvarado, 2007; Paus & Gallagher, 2008).
Education, government and industry leaders work to ensure that 21
st
century skills, including
STEM disciplines, are included and supported in student education. This supports the develop-
ment of a highly competitive workforce that addresses the needs of the global knowledge-based
economy (OECD, 2012a; World Bank Group, 2006). In view of this, educational policymakers
must assume the responsibility for developing interest in STEM and the inquiry-based curricula
that is focused on developing 21
st
century skills (Monge-González & González-Alvarado,
2007; Paus & Gallagher, 2008). Partnerships between the schools and MNCs such as Intel sup-
port national goals for educating and developing 21
st
century skilled students capable of com-
peting in the global knowledge-based economy (Monge-González, Rodríguez-Álvarez, Hewitt,
Orozco, & Ruiz, 2011; World Bank Group, 2006). The NSTF of Costa Rica has been affiliated
IMPACT OF GLOBALIZATION 61
with Intel ISEF since 1999 with two affiliated fairs and a third affiliated fair in 2006. Since the
first affiliation, Costa Rica participates every year with projects chosen at the National Fair of
the previous year, that in turn were presented in the institutional, circuit and regional fairs
(Ministerio de Ciencia, Tecnología y Telecomunicaciones de Costa Rica, 2013).
With global economic competition, there is a need to find ways to increase student inter-
est in STEM fields and related majors. Sahin (2013) states, in STEM clubs and science fair com-
petitions, that multiple years of science fair project participation are related to students pursuing
a STEM major at the university level. Through STEM/PBL, student science fair participation
builds communication and critical thinking skills, problem solving through the use of the scien-
tific method, opportunities to collaborate and the opportunity to experience real-world applica-
tions (Abernathy & Vineyard, 2001). These are all reflected in the 21
st
century skills necessary to
navigate through the knowledge-based economy (Wagner, 2008). Cooper and Heaverlo (2013)
state that “developing problem solving skills foster critical thinking skills and along with creativ-
ity serve as cognitive constructs identified as vital to student success in the 21
st
century” (p.29).
The objective of the state-mandated science fair program is to promote a science and technology
culture, starting with the development of scientific knowledge, thereby providing a stimulus to
new generations of Costa Ricans through the demonstration and discussion of students designed
research.
Valencia (2008) reports that Executive Decree No. 31.900-MEP-MICIT, drafted by the
MEP, MICITT, the National Board for Scientific and Technological Research (CONICIT) as
well as public universities, established the National Science and Technology Fairs Program
(PRONAFECYT). The executive decree, first adopted in 2004, provides for the institutional for-
malization of the Science and Technology Fair processes in schools. The program includes all
IMPACT OF GLOBALIZATION 62
students from preschool thorough high school and is ruled by the guidelines of the National Sci-
ence and Technology Fairs Program (PRONAFECYT). Projects range from monographs,
demonstrations of scientific or technological principles, scientific research projects to technolog-
ical research and development projects, all with the grades 1 through 12. Subject areas are:
1) Biology
2) Environmental Science
3) Computer Science
4) Earth and Space Science
5) Social and Behavioral Sciences
6) Physics and Mathematics
7) Engineering and Technology
8) Chemistry
9) Health and Medicine
As Costa Rica moves towards a knowledge-based economy, the goal of pushing for-
ward into an innovation-based economy is dependent on the educational policies and practices
of the country. According to Monge-González, et al. (2011), the challenge of raising awareness,
especially with respect to education and training as Costa Rica moves from a knowledge-based
economy to an innovation-based economy, cannot be stressed enough. In response to the edu-
cational needs in terms of innovation, the state-mandated science fair became a gateway for
students to engage in STEM disciplines.

IMPACT OF GLOBALIZATION 63
Summary
The purpose of this study was to examine the influence that globalization, FDI, and
MNCs have on the curriculum and practices in schools. This study also examined the methodolo-
gies that educators in use to build human capital and to prepare students for 21
st
century jobs,
particularly in the STEM fields. Costa Rica’s history has been one of fierce independence and
egalitarianism, resulting in a government sans military and boasting a free compulsory educa-
tional system since 1849. The government’s commitment to furthering economic health and
competitiveness of the country in the global landscape is evident as it contributes a significant
amount of its GDP to education and the development of human capital. With the FDI made by
MNCs, commitments to education and the development of 21
st
century skills are top priorities.
The relationships among the influences of globalization, FDI, MNCs and educational challenges
have a significant influence on policy and systems. The study identified the effects of globaliza-
tion as defined by Spring (2008) and Friedman (2007); the presence of MNCs and how they in-
fluence the economy, human capital and educational curriculum being used in the educational
system; the need for 21
st
century skills as outlined by Wagner (2008) and Friedman (2007); and
the development of STEM/PBL as a catalyst for preparing students to be competitive in the
knowledge-based economy as outlined by Slough and Milam (2013), Wagner (2008) and Fried-
man (2007). The goal of the study is to provide insight into the country of Costa Rica and the
many changes it underwent due to economic, political, and educational factors. The influx of
high-tech FDI brought new job opportunities that require educational institutions to produce
more knowledge-ready employees. The study will research Costa Rican schools and how they
face the challenge of supporting students as they develop 21
st
century skills in STEM fields in
IMPACT OF GLOBALIZATION 64
order to prepare the next generation of workers. The following chapter describes the research
team, the design of the study, and the plan of action for this case study.
IMPACT OF GLOBALIZATION 65
CHAPTER THREE: METHODOLOGY
Globalization and MNCs have a significant impact on the world market and influenced
changes in education. These changes are derived from the need to create human capital capable
of succeeding in a knowledge-based economy (Spring, 2008). The last few decades saw Costa
Rica move from a predominately agrarian-based economy to a knowledge-based economy. The
late 20
th
century witnessed a well-planned strategy by the government designed to attract MNCs
as well as encourage and support investment and the establishment of operations in the country
(CINDE, 2004, Rodriguez-Clare, 2001). The nation, with the help of CINDE (2013), attracted
several MNCs to invest in its infrastructure and economy. The strategic plan developed a focus
on core industries such as service centers, medical equipment, and high-technology companies,
such as Intel & Hewlett-Packard (CINDE, 2012; Paus & Gallagher, 2008). With the highly lit-
erate population, friendly governmental policies and tax incentives, the goal of achieving FDI
was successful. This caused a significant shift in the skills make-up of the labor force. Of these
MNCs, several technology-focused companies such as Intel, Microsoft, and Cisco partnered with
the MEP to provide resources to schools and universities (Monge-González & Gonzáles-Al-
varado, 2007). The educational system was challenged to produce workers who possess both
technical and 21
st
century skills as the country continued to move towards being a knowledge-
based economy. MNCs partnered with schools in order to provide additional classroom resources
and teacher training to support the development of 21
st
century learning skills (Monge-Gonzalez,
2008; Wagner 2008). Although the country has a high literacy rate, the needs of the knowledge-
based economy, along with a low rate of secondary school graduation and a low matriculation
into post-secondary education, caused a lack of knowledge in STEM-ready workers to fill the
opportunities being created by MNCs (Roman, 2012). Costa Rica tackled the issue by instituting
IMPACT OF GLOBALIZATION 66
a mandate for NSTF participation for all students in a move to interest students in STEM fields.
Moving further into the mandate, students participate not only locally but vie for opportunities to
participate in the Intel International Science Fair (IISEF) (Valencia, 2010).
Research Team
The research team consisted of 14 doctoral students from the Rossier School of Educa-
tion at the University of Southern California under the direction of Dr. Michael Escalante and his
assistant, Dr. Oryla Wiedoeft. The research team met bimonthly to collaboratively develop re-
search questions, examine research literature, and select conceptual frameworks that contributed
to the understanding of the influence that globalization, FDI, and MNCs have on the curriculum
and practices in schools, particularly in STEM fields. Initial research was conducted via litera-
ture review and presented among group members in the fall of 2013. The group met approxi-
mately two to three times per month to collaborate, synthesize goals, and plan the study design.
The purpose of this study was to examine the influence that globalization, FDI, and mul-
tinational corporate responsibility have on the curriculum and practices in schools. Furthermore,
the relationship between STEM education and economic growth was studied. This study exam-
ined how the mandated NSTF influenced the use of PBL to build human capital and prepare stu-
dents for 21
st
century jobs, particularly in the STEM fields.
The research questions that guided the study are:
1) To what extent do teachers implementing STEM curriculum trace their practices back to
the influence of policy, globalization, and multinational corporations? To what extent do peo-
ple in Costa Rica believe that the economic growth of Costa Rica and STEM education are re-
lated?
IMPACT OF GLOBALIZATION 67
2) How has mandating the National Science Fair participation influenced implementation of
21
st
century skills through the use of PBL and use of technology by teachers across all curricu-
lar areas? How has it impacted curriculum and instruction?
3) How has the National Science Fair policy changed the value for STEM education for stu-
dents, teachers, and educational leaders?
The following sections specify how these research questions were addressed through: (a)
Research Design, (b) Sample and Population, (c) Instrumentation, (d) Data Collection, (e) Data
Analysis, and (f) Ethical Considerations.
Research Design
This study was organized around the six essential steps outlined by Creswell (2008) to be
used when conducting a research study: (a) identification of a research problem, (b) review of the
current literature, (c) having a purpose for research, (d) the collection of data, (e) analysis of the
data, and (f) reporting the evaluation of the research. This qualitative study was designed to un-
derstand how the influence of globalization, FDI, and MNCs affect curriculum and practices in
schools, particularly in STEM fields, in Costa Rica. Portions of the study focused on the impact
of MNCs, NGOs and FDI on K-12 schools and universities (Spring, 2008). Partnerships were
formed by MNCs, Intel specifically, and the educational system to encourage participation in sci-
ence fairs nationally with the purpose of increasing interest in STEM fields.
This qualitative case study took the form of applied research with the purpose of improv-
ing the 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. A case study is an empirical examination that explores a current phe-
nomenon in a real-life context, “especially when the boundaries between the phenomena and
IMPACT OF GLOBALIZATION 68
context are not clearly evident” (Merriam, 2009 p.40). It also explores what is occurring within a
bound system (Merriam, 2009). Qualitative data allowed for the collection of rich information
that informed the researcher regarding the experiences of the participants of the study (Maxwell,
2005; Merriam, 2009). A case study is a comprehensive description and analysis of a bounded
system (Merriam, 2009). Case studies utilize the rich qualitative data collected to create a rich,
descriptive analysis of the studied situation. This method allowed the participants to express their
experiences, beliefs, and practices.
Sample and Population
The participants in this study were purposefully selected government officials, business
executive, educators, and students. Patton (2002) states that purposeful, non-probability sampling
in a qualitative study is the most appropriate strategy to examine the relationship of activities and
the implication of those relationships. One of the goals is the deliberate selection of participants
who have clear participation in the issue being studied (Maxwell, 2005). Solicitations were made
via phone contact, email and mail requests (Appendix A).
The following individuals from the Costa Rican government, MNCs and NGOs, and the
school system were interviewed. Government participants were Sonia Mora Escalante, Minster
of Education; Nathalie Valencia, Director of Costa Rica’s National Science Fairs; Sylvia Ugalde
Fernandez, Consulate General of Costa Rica in Los Angeles; Nelson Campos and Cecelia Calde-
ron, National science Assessors: Ligia Megia, regional science fair assessor. These individuals
were chosen for their intimate knowledge of the subject being studied and ability to provide in-
sight into the intentions and motivations behind policy decisions. Mary Helen Bialas, former Di-
rector of Educational Programs and Outreach represented the business community for Intel Costa
IMPACT OF GLOBALIZATION 69
Rica; and Vanessa Gibson, Director of Post-Establishment at CINDE. These individuals were se-
lected due to their direct knowledge of the role of MNCs in Costa Rica and the nature, intentions,
and motivations behind the relationship between MNCs and the educational system. From the
educational system, we interviewed students who won the Costa Rican IISEF. In the case of this
particular study, the school Liceo Académico de Sixaola in Limón Province was the site-specific
school researched. Interviews and surveys of IISEF winners Veronica Guido Bustos, Marcello
Guerra and Daylin Bryan Rodriguez, their peers and classmates, their teachers, Laura Castillo
Mejias, Ronald Silva and Alejandro Torres, and their school director, Sonia Cortez Leal were
conducted in May and June of 2014. Additionally observations were conducted of the specific
school site as well as observations, interviews and surveys of the personal and student at Cedes
Don Bosco, a private school in San Jose. These individuals were chosen for their personal expe-
rience participating in the science fair, preparing students to participate in the science fair, and
developing curriculum and instruction to foster 21
st
century skills/STEM education.
As Merriam (2009) states, a case study has particular features, including being heuristic,
descriptive, and particularistic. Our participants are chosen to provide a rich descriptive account
of the phenomenon being studied. Rather than selecting participants randomly, participants were
selected purposefully due to the specialized viewpoint and experiences that they brought to the
study. These individuals were selected particularly to share their knowledge and experience re-
garding the role of MNCs influencing the educational system, the development of human capital,
and the development of 21
st
century skills and STEM education.
Instrumentation
The instrumentation for this study was three-fold, utilizing structured interviews, surveys
and observations in order to generate a rich description of the case and allow for triangulation of
IMPACT OF GLOBALIZATION 70
the data and increase validity of the study (Merriam, 2009). All of the questions for the inter-
views and surveys as well as the observation protocol were coded to the research questions and
to the key frameworks shaping the study. The frameworks were Thomas Friedman (2007) and
Joel Spring (2009) for globalization, including topics regarding the role of MNCs and NGOs, the
development of human capital, and global competition; Tony Wagner (2008 & 2012) for 21
st

century learning skills; and Scott, Slough & John Milam (2013) for STEM subject education and
PBL.
Interviews
The primary method for gathering data in this study was structured interviews. In order to
create the oral interview questions, the research group utilized Merriam’s (2009) guidelines to
give structure to and elicit substance from the questions. Due to the collaborative nature of the
project, the team agreed that a structured approach was necessary in order to ensure that inter-
views conducted by diverse team members would be comparable and valid for all participants.
Questions were open-ended with planned follow-up probes that were utilized where appropriate
at the discretion of the interviewer. While Merriam (2009) observes that probes are impossible to
plan ahead, the group chose to role-play and create a list of likely probes to encourage uni-
formity, with the interviewer having the option to improvise where necessary. The separate inter-
view protocols were created for government officials (Appendix B), business leaders (Appendix
C), school administrators and teachers (Appendix D), and students (Appendix E). The research
questions and frameworks were cross-referenced with the interview questions for each interview
protocol (Table 1). While the different protocols were reflective of the different perspectives
likely to be encountered within each divergent group, the questions were aligned to each other,
the research questions, and the overarching frameworks to enhance the data analysis process.
IMPACT OF GLOBALIZATION 71
Table 1
Alignment of Interview Protocols to Research Questions and Theoretical Frameworks

Item RQ1 RQ2 RQ3 Friedman Spring Wagner Slough/Milam

Section I
1 X X
2 X X X
3 X X X X X
4 X X X

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

Section III
1 X X X
2 X X X X X
3 X X X X X

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T. L. Fried-
man, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2008, New York,
NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don ’t Teach the New Survival Skills
Our Children Need and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books; Creating
Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012, New York, NY: Scrib-
ner Books.
d
“Theoretical Framework for the Design of STEM Project-Based Learning,” by S. W. Slough and J. O.
Milam, in STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics
(STEM) Approach (pp. 15–27), by R. M. Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Neth-
erlands: Sense. (2007; Items 2–3) and Spring (2009; Items 2–3) for globalization, Wagner (2008, 2012; Items 1–3)
for 21st-century skills, and Slough and Milam (2013; Items 1–3) for STEM PBL.

IMPACT OF GLOBALIZATION 72
Survey Protocol
To broaden the study and include as many data points as possible, a survey protocol was
created for those participants who could not be interviewed. As with the interview protocol, the
survey questions are cross-referenced to the research questions and the frameworks (Tables 2 &
3). All questions were posed with a Likert-style response scale. Separate survey protocols were
created for school site teachers or administrators (Appendix F) and students (Appendix G). The
student protocol was also utilized for participants in IISEF. Similar to the interview protocol, the
different protocols were reflective of the different perspectives that were encountered within
each divergent group, the questions were aligned to the interview protocols, the research ques-
tions, and the overarching frameworks enhanced the data analysis process.

IMPACT OF GLOBALIZATION 73
Table 2
Alignment of Teacher/Administrator Survey Protocol Items to Research Questions and Theoreti-
cal Frameworks

Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

1 X X
2 X X X
3 X X
4 X X X X X
5 X X X X X
6 X X X
7 X X
8 X X
9 X X X
10 X X X
11 X X
12 X X
13 X X X X
14 X X X X X
15 X X
16 X X X
17 X X
18 X X
19 X X X X X
20 X X X X
21 X X X
22 X X
23 X X X X X

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T. L. Fried-
man, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2008, New York,
NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don ’t Teach the New Survival Skills
Our Children Need and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books; Creating
Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012, New York, NY: Scrib-
ner Books.
d
“Theoretical Framework for the Design of STEM Project-Based Learning,” by S. W. Slough and J. O.
Milam, in STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics
(STEM) Approach (pp. 15–27), by R. M. Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Neth-
erlands: Sense.

IMPACT OF GLOBALIZATION 74
Table 3
Alignment of Student Survey Protocol Items to Research Questions and Theoretical Frameworks

Item RQ1 RQ2 RQ3 Friedman
a
Spring
b
Wagner
c
Slough/Milam
d

1 X X
2 X X
3 X X
4 X X X X
5 X X
6 X X X X
7 X X
8 X X
9 X X
10 X X X X
11 X X
12 X X
13 X X X X X
14 X X X X

a
The World Is Flat: A Brief History of the Twenty-First Century, Further Updated and Expanded 3.0, by T. L. Fried-
man, 2007, New York, NY: Picador.
b
Globalization of Education: An Introduction, by J. Spring, 2008, New York,
NY: Routledge.
c
The Global Achievement Gap: Why Even Our Best Schools Don ’t Teach the New Survival Skills
Our Children Need and What We Can Do About It, by T. Wagner, 2008, New York, NY: Basic Books; Creating
Innovators: The Making of Young People Who Will Change the World, by T. Wagner, 2012, New York, NY: Scrib-
ner Books.
d
“Theoretical Framework for the Design of STEM Project-Based Learning,” by S. W. Slough and J. O.
Milam, in STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics
(STEM) Approach (pp. 15–27), by R. M. Capraro, M. M., Capraro, & J. Morgan (Eds.), 2013, Rotterdam, The Neth-
erlands: Sense.
Observation Protocol
In addition to interviews and surveys, the team conducted classroom observations of
teachers and students in schools. Observations provided an opportunity to witness instructional
practices, curriculum implementation, and student learning in a contextual setting. The research-
ers utilized a classroom observation protocol (Appendix H) and a science fair observation proto-
col (Appendix I) that allowed for free-form commentary from the observer as well as a checklist
for characteristics of PBL as identified by Slough and Milam (2013) and 21
st
century learning
IMPACT OF GLOBALIZATION 75
skills as identified by Wagner (2008 & 2012). The observations served, supported or refute data
collected through interviews and surveys (Merriam, 2009). The observations helped to determine
the extent to which students develop 21
st
century skills in the classroom.
Pilot Testing
In the process of developing the interview, survey, and observation protocols, the group
pilot tested several times. Early in the process, the group met with Sharon Schneider and her as-
sistant from IISEF. This allowed the research team to test the business leader interview questions
for clarity to both the researchers and the participants. According to Merriam (2009), a pilot
study increases the validity of a study. Additionally, this interview allowed the team to identify
opportunities for improvement and apply them in revising the interview questions for all of the
protocols. The revised government official interview questions were then utilized in a subsequent
interview with Consul General Sylvia Ugalde Fernandez from the Costa Rican consulate in Los
Angeles. According to Merriam (2009), “the key to getting good data from interviewing is to ask
good questions; asking good questions takes practice” (p.95). The team utilized the results of
these interviews to improve the clarity and reliability of the interview protocols. The student sur-
vey was pilot tested at the IISEF in Los Angeles in May 2014. This pilot test provided the oppor-
tunity to revise the survey protocol prior to the main research that took place in June 2014.
Data Collection
The research team traveled to Costa Rica from June13, 2014, until June 24, 2014. During
this time, researchers conducted the interviews, performed observations, and administered sur-
veys directly to the participants. All interviews were recorded and transcribed (Merriam, 2009).
Observations were conducted at three separate school sites. The use of multiple interview and
survey protocols matched to respondent groups, along with observations at multiple locations,
IMPACT OF GLOBALIZATION 76
allow the researcher to triangulate the data, identify common themes, and discover trends for fu-
ture study. Triangulation occurred when multiple data points were compared and verified with
observations in multiple locations and interview data was collected from people with multiple
perspectives (Merriam, 2009). The planned research included interview data from four different
groups, each with their own perspective on STEM education and 21
st
century skills, observations
and surveys conducted at the IISEF, observations at multiple school sites where STEM education
and the development of 21
st
century skills were being implemented. These actions provided tri-
angulation of the data. As an example, policies for instruction of 21
st
century skills revealed
through interviews with the Minister of Education were compared with administrator, teacher,
and student survey responses of attitudes towards instruction of these skills, and observations of
the degree to which 21
st
century skills were fostered in the classroom.
The researcher and team conducted interviews with five government officials and two
representatives from MNCs and NGOs, and 26 interviews from the specific site. An additional
51 interviews were conducted over the course of the research. These individuals were contacted
by mail and/or email. All interviews were recorded and transcribed. Surveys were conducted
with larger sets of teachers, students, and science fair participants. These surveys took place at
the IISEF in Los Angeles in May 2014 and at school sites in Costa Rica in June 2014. The organ-
izers of IISEF granted access to students who were current participants in IISEF. Access to stu-
dents who were past winners of science fairs was granted by personal request arranged through
Mary Helen Bialas, Director of Educational Programs and Outreach for Intel Costa Rica. All data
was safeguarded per Institutional Review Board (IRB) standards.

IMPACT OF GLOBALIZATION 77
Data Analysis
The purpose of this study was to examine the influence that globalization, FDI, and mul-
tinational corporate responsibility have on the curriculum and practices in schools. Furthermore,
the relationship between STEM education and economic growth was studied. This study exam-
ined how the mandated NSTF influenced the use of PBL to build human capital and prepare stu-
dents for 21
st
century jobs, particularly in the STEM fields.
The study was organized around the experiences of students who demonstrated success in
regional science fairs. A case study involves a detailed description of a setting or individual, fol-
lowed by analysis of data for themes or commonalities (Creswell, 2009). This study followed
Creswell’s six-step model for data analysis. The first step was to organize and prepare the data
for analysis. Interviews were transcribed, observations were typed, survey data was recorded and
sorted, and all artifacts were scanned. All data was read thoroughly as the second step as outline
by Creswell, (2009). At this point, the researcher familiarized herself with the data in order to de-
velop a general sense of it. General notes and impressions were recorded. The third step involved
coding the data. Common themes were identified and the data segmented into clusters of data
with similar themes.
Coding is a complex, detailed process that involves many steps. Tesch (1990, p. 142-145)
outlines eight steps to coding: a) get a sense of the data, read all of the transcriptions; b) choose
one item to explore in depth and develop an understanding of its underlying meaning; c) after
performing step b for several items, develop a list of common topics that relate to the research
questions and frameworks; d) organize the data into the common topics, add/remove topics as
necessary; e) create descriptive categories related to the research questions and frameworks, ex-
amine for redundancy and connections between categories; f) finalize and alphabetize codes; g)
IMPACT OF GLOBALIZATION 78
assemble the data into categories and perform a preliminary analysis for how the data answers
the research questions; and h) check for validity and recode if necessary. This process was as-
sisted by the use of a qualitative software tool, Atlas TI.
Returning to Creswell’s (2009) fourth step, it calls for the use the coded data to generate
a description of the setting and identify themes or categories for analysis. Major themes emerged
that described the situation represented by the data. The description reflected the multiple per-
spectives of the participants was supported by quotations and evidence. The next step was to ad-
vance how the themes were represented in the qualitative narrative. This study took the form of a
discussion of the identified themes. Finally, we presented a discussion of the meaning derived
from the convergence of the data, literature, and frameworks for analysis.
Ethical Considerations
This research case study was conducted by gaining information from individuals and, as
such, was conducted in an ethical manner. Research conducted with individuals must take care to
protect the privacy and rights of these individuals (Merriam, 1998). Areas that cause concern for
this study are the collection of data and the dissemination of findings (Merriam, 2009). Conse-
quently, the research team was trained and certified by the Collective IRB Training Initiative
(CITI). Training by CITI addressed the responsibility and obligation to protect human subjects in
a research study. The lead researcher and the entire research team committed to follow these
guidelines when conducting research. The research team also applied for and was granted ap-
proval from the Institutional Review Board of the University of Southern California for the re-
search protocols utilized in this study.
Privacy and protection was of foremost concern for all participants in this study. The re-
search team took all reasonable precautions to protect the confidentiality and anonymity of all
IMPACT OF GLOBALIZATION 79
the participants in the study. Titles and pseudonyms were utilized and collected information was
secured in password-protected computers.
Summary and Conclusions
This chapter outlined how this qualitative study was conducted to collect data from gov-
ernment officials, business leaders, administrators, teachers, and students who could speak to the
impact of globalization and MNCs on STEM education in Costa Rica. The separate protocols de-
veloped for structured interviews, observations, and surveys were explained and the purposeful
selection of participants was presented. A methodology for research was presented, including the
use of multiple data points and participants representing divergent viewpoints to triangulate the
data in order to confirm, cross-validate, and corroborate findings (Creswell, 1993). The method-
ology employed for data analysis was explained and the protections in place for participants
communicated.

IMPACT OF GLOBALIZATION 80
CHAPTER FOUR: RESEARCH FINDINGS
The purpose of this chapter is to present the findings of this study. This chapter is divided
into three main sections: 1) a restatement of the study’s purpose and research questions, 2) an
overview of the methodology and participants, and 3) the presentation of the findings summa-
rized by each of the research questions. The theoretical frameworks used to analyze the research
data are Spring’s (2008) theory of globalization as well as Friedman’s (2007) theory of globali-
zation, Wagner’s (2008, 2012) 21
st
century skills, and Slough and Milam’s (2013) work on PBL
presented in Capraro, Capraro and Morgan (2013). These theoretical frameworks were used to
analyze the data and identify themes. A summary of the frameworks presented in Chapter Two
follows.
Globalization
Friedman (2007) as well as Spring (2008) provided the frame for studying the impact
global forces have on education and how the educational process in Costa Rica addressed the
pressures of transformation in education policies and practices. For the purpose of this study,
globalization was defined as a phenomenon of increased economic integration among nations
characterized by the movement of people, ideas, social customs, and products across borders, as
identified by Spring (2008). According to Friedman (2007), we now face a global village where
communication, collaboration and technology are necessary skills to thrive in the 21
st
century
world. This case study utilizes the World Culture view presented by Spring (2009), based upon
the Western mass-educational structure, a common curriculum and the right of education for all.
Education is necessary in maintaining economic and democratic rights (Spring, 2009), and the
IMPACT OF GLOBALIZATION 81
flattened economic landscape and international collaboration presented by Friedman (2007) pro-
vide an additional theoretical framework for analyzing the influence of globalization and MNCs
(MNC) on the implementation of STEM curricula and the economic growth of Costa Rica.
Wagner and 21
st
Century Skills
Educational needs in the 21
st
century have shifted from what dominated the 20th century.
Countries now face a shifting global economic and financial landscape and supporting a
knowledge-based economy has become the fuel for success (Spring, 2008; Wagner, 2008). Stu-
dents need 21
st
century skills for successful educational and future economic outcomes (Wagner,
2008). Wagner’s, The Global Achievement Gap. Why Even Our Best Schools Don't Teach the
New Survival Skills Our Children Need —and What We Can Do About It, serves as the frame-
work for understanding the need and growth of 21
st
century skills in teaching and learning
(2008). Also in view is the focus on the development of these skills in the educational policies
and systems of Costa Rica to meet the demands of the global economy. Learning and literacy for
the 21
st
century is not just about learning to read, but, rather, it is about reading to learn (OECD,
2011). The needs for new competencies and adaptation in the ever-changing global and techno-
logical landscape changed the classic teacher-instruct-student relationship. Collaboration, crea-
tivity, innovation and communication demand open mindedness and a view to lifelong learning.
The theoretical framework of 21
st
century skills as presented by Wagner (2008) was used to eval-
uate how the Costa Rican educational system along with the national mandated science fair sup-
ported the development of 21
st
century skills through the use of STEM studies. Wagner (2008)
identified seven key survival skills that students must master in order to succeed in the 21
st
cen-
tury as well as address problems and challenges:

IMPACT OF GLOBALIZATION 82
1) Critical Thinking and Problem Solving
2) Collaboration and Leadership
3) Agility and Adaptability
4) Initiative and Entrepreneurialism
5) Effective Oral and Written Communication
6) Accessing and Analyzing Information
7) Curiosity and Imagination (pp. 14-41)
These seven skills were used to analyze the data collected through interviews, surveys and obser-
vations of students, teachers, educational and government leaders in Costa Rica.
STEM/PBL
Globalization in the 21
st
century produced needs in STEM fields as the new order for
skill-based workers. A U.S. policy brief asserted “the greatest advancements in our society, from
medicine to mechanics, have come from the minds of those interested in or studied in the areas
of STEM” (Langdon, McKittrick & Beadle, 2011, p. 6). In Costa Rica, there has been significant
economic growth in the knowledge-based sector with a significant portion of same growth in
STEM fields (CINDE, 2013; OECD, 2012). This study looked at students, teachers, and educa-
tion and government leaders as they understood and worked to ensure that 21
st
century skills, in-
cluding those pertaining to the STEM disciplines, were included and supported in student educa-
tion.
The work of Slough and Milam, Theoretical Framework for the Design of STEM Project-
Based Learning (2013) published in the work of Capraro et al. (2013) provides the frame for the
IMPACT OF GLOBALIZATION 83
analysis of the data. Analysis was conducted through the use of interviews, surveys and observa-
tions of STEM PBL and the development of critical thinking skills, problem solving, and the use
of inquiry by students and teachers. The four principles in the frame used for this analysis were:
1) making the content accessible
2) making thinking visible
3) helping students learn from others
4) promoting autonomy and lifelong learning
A more complete description is presented in the literature review of this paper.
Slough and Milam’s (2013) frame for the analysis of STEM PBL and student science fair partici-
pation was used to assess how STEM PBL was significant in building 21
st
century skills in com-
munication, problem solving through the use of the scientific method, agility and adaptability,
initiative and entrepreneurialism, critical thinking and, collaboration, accessing and analyzing of
information and curiosity and innovation. These are all reflected in the 21
st
century skills neces-
sary to navigate through the knowledge-based economy (Wagner, 2008).
Purpose of the Study
The purpose of this study was to examine the influence that globalization, FDI, and
MNCs have had on the curriculum and educational practices in Costa Rican schools and STEM
education as these relate to the country’s economic health. Specifically, this case study sought to
examine how globalization and MNCs influenced the educational system in its implementation
of the national mandated science fair. This study examined how the mandated NSTF influences
the use of STEM PBL to build human capital and prepare students for 21
st
century jobs, particu-
larly in the STEM fields. Also studied was the change in the value of STEM fields among stu-
dents, teachers and educational leaders.
IMPACT OF GLOBALIZATION 84
Research Questions
The presentation of the data collected was framed to answer the following research ques-
tions:
1) To what extent do teachers implementing STEM curriculum trace their practices back
to the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
2) How has mandating the National Science and Technology Fair participation influenced
implementation of 21
st
century skills through the use of project-based learning and use of
technology by teachers across all curricular areas? How has it impacted curriculum and in-
struction?
3) How has the National Science and Technology Fair policy changed the value for
STEM education for students, teachers and educational leaders?
Methodology
This case study is qualitative in nature and data was interpreted from an analytical per-
spective with the purpose of improving the effectiveness of practice within a discipline. It was
organized around the six essential steps outlined by Creswell (2008). Case studies utilize the
qualitative data collected to create a rich, descriptive analysis of the studied situation. This
method allowed the participants to express their experiences, beliefs, and practices and resulted
in a collection of information that informed the research (Maxwell, 2005; Merriam, 2009). Re-
sponses from policy makers, educators and students were used to address challenges to educa-
tional goals caused by the effects of globalization and its resulting economic pressure, MNCs,
and by the ensuing demand for human capital. Data was collected through interviews of 52 stu-
dents, teachers, educational leaders and government officials. This researcher used 28 of those
IMPACT OF GLOBALIZATION 85
interviews specifically. Other data sets contain surveys taken by students, teachers and educa-
tional leaders. Observations of math, chemistry, science and computer technology classes were
conducted at the Liceo Académico de Sixaola. In designing this study, the research questions
were at the center of the research design and were used to inform every decision related to the
methodology selected. A unit of analysis for this study was a particular student from Liceo
Académico de Sixaola, Veronica Bustos Guido, who participated in the IISEF in Los Angeles,
California, in May 2014.
This case study was a part of a larger study regarding the impact of the national science
fair policy and its impact on STEM education and the development of 21
st
century learning
skills. A group of 14 doctoral students from the Rossier School of Education at the University of
Southern California collaborated in the gathering and analysis of data collected from stakehold-
ers throughout the educational system, the government, and the business sector. The research
team was divided into three groups to study the experiences of three teams of Costa Rican stu-
dents, from three different school sites, who participated in IISEF 2014. Each member of the
team focused his or her research on a single student.
Participant Overview
Due to the study’s qualitative nature and in order to examine the influence that globaliza-
tion, FDI, and MNCs had on curriculum and educational practices s and STEM education as
these relate to national economic health, this case study sought to examine how globalization and
MNCs influenced the educational system in its implementation of the national mandated science
fair. The sample population for this case study was selected using non-probabilistic purposeful
IMPACT OF GLOBALIZATION 86
sampling (Patton, 2002). The research instruments used to gather data for this study were sur-
veys, interviews, observations and document reviews. Interviewees were drawn from the follow-
ing sectors: political, educational, and MNCs.
Interview data was collected from participants organized into four main groups: students,
educational leaders, business leaders, and governmental leaders. Students interviewed were
IISEF participants Daylin Bryan Rodriguez, Marcello Guerro, and Veronica Bustos Guido, stu-
dents at the public school Liceo Académico de Sixaola in Limón Province; three anonymous cur-
rent students. Also interviewed were former students of the Liceo Académico, Adriana McCar-
thy, a practicing agricultural engineer and researcher, Edwin Rodriguez, a current engineering
student at Universidad de Costa Rica (UCR), Hefte Cordoba, a current medical student at UCR,
Daryl Parker Cortes, a current computer technology student at Universidad Católica de Costa
Rica, and Greidin Medina a student in his last year of study at EARTH University in agricultural
sciences and engineering.
The educational leaders interviewed were site instructors Laura Castillo Mejias, biology,
chemistry and lead teacher for the science fair; Alejandro Torres, math instructor; Ronald Silva,
technology and computer skills instructor; site principal Sonia Cortez Leal; and Dr. Luis Rodri-
guez, engineer and mentor for science fair. Additional interviewees were Marco Juarez, principal
at Colegio Científico San Carlos, Christian Jiménez Fonseca, head administrator at Colegio
Técnico Don Bosco, and two university professors of EARTH University, Dr. Luis Pocasangre,
director of research and agricultural engineer, and Professor A., who asked to remain anony-
mous.
IMPACT OF GLOBALIZATION 87
Government leaders and educational policymakers were interviewed to gain insight into
the development and implementation of the NSTF throughout the educational system. In addi-
tion, it was important to understand the political view of the possible impact of MNCs on the ed-
ucational system. Government leaders were Sonia Mora Escalante, Minister of Public Education;
Nathalie Valencia Chacon, Coordinator for the National Science and Tech Fair Program; Sylvia
Arguello Vargas, Director of Human Capital at MICITT; Alicia Fonseca Elizondo, National As-
sessor for the Ministry of Public Education; Ligia Mejia Murray, Regional Assessor; Nelson
Campos, National Science Assessor; and Cecilia Calderón, National Science Assessor.
Executives of MNCs were interviewed to understand their experiences as corporate lead-
ers and how their role and influence in the educational system, as evidenced in the National Sci-
ence Fair mandate, was vital to the development of human capital and subsequent economic de-
velopment of the nation. Business leaders included Mary Helen Bialas, former Director of Edu-
cational Outreach for Intel Costa Rica and Vanessa Gibson, Director of Post-Establishment at
CINDE. Each of these individuals was chosen due to her familiarity with the topics under study
and for the richness her specialized and divergent perspectives would bring to the data collected.
Additionally, a survey protocol was created and administered to all students and teachers
to measure responses to topics related to the three research questions. In total, 237 students and
45 teachers completed these surveys at the three school sites. The responses to these surveys are
included as part of the supporting data in the analysis of the three research questions.
School Site
University educators, educational policy makers, teachers and students who observed that
the influence of educational policy on STEM curriculum was significant were interviewed in
IMPACT OF GLOBALIZATION 88
Limón Province, Costa Rica. The selection of these individuals was tied to the success of stu-
dents from the region at the IISEF, 2014 in Los Angeles. Students and teachers from the Liceo
Académico de Sixaola were interviewed, observed and surveyed. Students from the school were
successful at IISEF, placing third in the Plant Science Competition in Los Angeles. Liceo Acadé-
mico de Sixaola is located in Sixaola, a small town in Talamanca Canton in Limón Province,
Costa Rica on the Rio Sixaola, the boundary between Central and Eastern Time Zones as well as
the Panamanian border. The town consists of banana farms and small businesses and is not a vi-
brant urban center. The school is located only a few blocks from the Panamanian border, the lo-
cation of one of three official border-crossing points, Sixaola-Guabito, and is surrounded by ba-
nana plantations. It is close to the town of Bri Bri, in Talamanca Canton in Limón Province,
home to the indigenous Bri population, a group having the lowest income per capita in the coun-
try, (Objetivos de Desarrollo del Milenio [ODM], 2011). The county suffers from pervasive pov-
erty. As of 2009, its human-development index was lowest-ranked of all Costa Rican cantons
(Alvaros, 2009). According to the 2011 Census figures published in 2013, the poverty index
showed that 29% of families in the region live in poverty and 10% of families live in extreme
poverty. San Jose, the capital, shows 17.2% and 3.9% respectively (ODM, 2011). The Liceo
Académico de Sixaola, and student Veronica Bustos Guido were the focus of this dissertation.
The Liceo Académico is a public school with few resources and little government or private sup-
port. This study examined the effects of educational policy on the curriculum and Liceo Acadé-
mico student success at IISEF. The community of Sixaola, students, parents, teachers, the school
principal as well as community professionals were interviewed to determine their effects on
STEM instruction and the resulting success of the students of the Liceo Académico.

IMPACT OF GLOBALIZATION 89
Data Analysis and Synthesis of Findings
The three research questions were addressed with the use of interviews, observations and
surveys. From the analysis and resulting data, common themes emerged. Each theme addressed a
specific research question. The following section presents each research question and the com-
mon themes that emerged to support the findings for the question. The interview protocol, obser-
vation protocol and survey results can be found in the Appendices.
Research Findings
Results Research Question 1
According to the World Bank, (2013), “an educated and skilled population is needed to
create, share and use knowledge”. Research Question One asked, “To what extent do teachers
implementing STEM curriculum trace their practices back to the influence of policy, globaliza-
tion, and multinational corporations? To what extent is the economic growth of Costa Rica and
STEM education related?” The first research question examined the extent of the influence of
educational policy, globalization and MNCs on the implementation of STEM curriculum. The
research question sought to examine the extent to which policies and practices influenced STEM
practices. The question also sought to address how STEM education is related to the country’s
economic future. This is in correlation with Wagner’s (2008) view of students’ needing to ac-
quire skills and knowledge in order to attain and maintain a competitive edge in the global econ-
omy.
Two themes emerged from data relating to Research Question One. First, globalization,
policy and MNCs had significant influence on the implementation of STEM practices. Second,
the respondents believe that the future growth of the economy is inexorably tied to STEM educa-
tion.
IMPACT OF GLOBALIZATION 90
Theme One. The need to develop human capital to support the knowledge-based econ-
omy, continued economic growth and FDI is firmly situated in the developing educational
agenda surrounding STEM instruction and MNC support. Citizens who exhibit high skill levels
in STEM fields are the basis for economic prosperity and these skill levels are firmly tied to edu-
cational policy and practices. Brewer and McEwan (2010) state that education is a key determin-
ing factor of economic well-being and growth, as it serves to increase human capital, increase
productivity and quality of output, increase the innovative capacity of the economy, promote
growth in new technologies, process and products as well as support the implementation of new
technologies, thereby promoting economic growth. Theme One addresses the significant influ-
ence of globalization, policy and MNCs on the implementation of STEM practices.
Implementation of STEM Practices. Costa Rica is not a stranger to the phenomenon of
globalization and investments by MNCs such as Intel and other hi-tech companies. The nation
has been seen as a viable option for FDI since the “Intel Effect” reported by the World Bank in
2006. This caused a change in the educational vision and policies of the country. With the advent
of FDI and the growing need for human capital, STEM practices are strongly tied to growing the
economy. The need for knowledge-based workers is the catalyst in the development of the Na-
tional Science Fair policy and the implementation of STEM curriculum.
Business Officials. Mary Helen Bialas, former Director of Educational Outreach for Intel
Costa Rica, observed that country and corporation have a private/public partnership that created
an embedded processes that provide opportunities for students to participate in growing the
STEM population of the future. She continued that it is the responsibility of business to make
sure that economic development is tied to improvement in education. Companies benefit in the
IMPACT OF GLOBALIZATION 91
end by supporting education. She said, “In the end, it’s paying back” (personal communication,
June 23, 2014).
Vanessa Gibson, Director of Post-Establishment at CINDE, echoed the views of Mary
Helen Bialas as she described the trends of the global economy. Her view was that the nation
survives based on the talent of its people, and first and foremost is the development of its people,
education and developing a system that is clearly STEM-focused (personal communication, June
16, 2014). The demands of the knowledge-based economy, a result of FDI and MNC activity,
yield increased student motivation, interest and the pursuit of STEM studies in higher education.
Government Officials. Nathalie Valencia Chacon, Coordinator for the National Science
and Tech Fair Program, and Sylvia Arguello Vargas, Director of Human Capital at MICITT, ex-
pressed that economic development for the country is based on achieving a knowledge-based
model rather than an export model. That goal has been greatly influenced by the forces of FDI
and MNCs. Natalie Valencia stated that the contribution of private companies is that they “open
their doors to help students…I think they can change many lives” (personal communication,
June 17, 2014). Sylvia Arguello agreed when she stated that having contact with professionals in
STEM fields changes decisions about students’ futures (personal communication, June 17,
2014). The goal of the government has been the attracting of investments and increasing effec-
tive development in regard to science and technology. Results are evidenced in the development
of policies, such as the NSTF, that support generating engineers and scientists. The institutional-
ization of the NSTFs created a working model of partnership and cooperation between the Minis-
try of Public Education and the Ministry of Science and Technology. This strategic partnership
benefits students, “our main material”, according to Sylvia Arguello (personal communication,
June 17, 2014).
IMPACT OF GLOBALIZATION 92
Dr. Sonia Mora Escalante, Minister of Public Education, stated that science and technol-
ogy are associated with globalization. It is now about the world more than one country. She pre-
sented that international possibilities and science and technology are no longer a domestic path
but a “driveway to international experience”. She noted that the presence of Intel as well as other
MNCs helped the country by asking for more engineers. She states:
It’s very, very important. It’s critical. In Costa Rica the presence of Intel, for example,
and other corporations has been necessary to make the country continue to prioritize
these areas, and I think they can help a lot. They are really doing that already, saying, for
example, they need more and more engineers, so people can associate their education in
those fields with jobs and with possibilities. It’s very important (personal communication,
June 20, 2014).
Nelson Campos and Cecilia Calderón, National Science Fair assessors with the MEP
stated that the trend and interest of international companies is displayed very clearly at the level
of the NSTF (personal communication, June 23, 2014). As such, the educational policy that is
evident supports curricular design and affected the science fairs process. Cecilia Calderón stated,
“STEM fields have an important significance for Costa Rica for our country to remain viable in a
globalized economy and not isolated (personal communication, June 23, 2014).
School Sites. Dr. Luis Pocasangre, professor at EARTH University observed that the gov-
ernment invests in education with the result that educational policies push on technology educa-
tion, science and agriculture (personal communication, June 19, 2014). Dr. Pocasangre commu-
nicated that national leaders understand the needs of globalization and, as such, work to develop
students who move into STEM studies. His experience with students who pursue STEM fields at
EARTH University was more than favorable, as he stated that the educational system prepares
IMPACT OF GLOBALIZATION 93
students to move into the 21
st
century fields of innovation. Professor A. (who asked to remain
anonymous) at EARTH University stated that the country is now open and in a position to attract
high-tech industries, but children need to be educated in STEM from a young age in order to
have companies position themselves in the country. This is tied to the framework presented by
Spring (2008), as a country’s educational policy is an important component for both human capi-
tal and economic development. Professor A. stated that the influences of globalization and
MNCs forced the country to examine the current educational policy and, as such, this had a pro-
found influence on STEM instruction (personal communication, June 19, 2014). With globaliza-
tion and further investment by MNCs, the educational policy of the nation must echo the needs
for the building of human capital if it is to be viable in the global economy (Friedman, 2007).
The primary source for STEM practices is the school site. While we looked to interview
subjects who were educational leaders and policy makers, other voices were also heard in light of
this research question. Teachers and students from the Liceo Académico de Sixaola were inter-
viewed. Of specific interest was Veronica Bustos Guido, IISEF winner of 2014.
Sonia Cortes Leal, site principal, was emphatic in her response to the question and voiced
the opinion that MICITT and Intel working together strengthened and motivated students to con-
duct research and study science and technology. According to Leal, the educational policy that
now exists is due to globalization. Students now have more opportunities, and they lean more to-
wards science and technology areas of study (personal communication, June 18, 2014) Laura
Castillo Mejias, site instructor, also stated that the partnership between Intel and MICITT in-
creased student participation in the STEM areas. Further development of similar programs such
as EXPO JOVEN and EXPO INGENIERIA also served to increase awareness, interest and moti-
vation (personal communication, June 18, 2014).
IMPACT OF GLOBALIZATION 94
Veronica. Veronica Bustos Guido, current student and IISEF 2014 winner, had this to
say, “Yes, Intel, MICITT, have helped us in a lot of ways like how we have to speak in public,
what we have to say, what we shouldn’t say, what we have to investigate; they have helped us a
lot ” (personal communication, May 12, 2014). Her research partner, Marcello Guerra, current
student and IISEF 2014 winner echoed her statements. “Programs like science fair, the public ed-
ucation ministry, Intel, UNEP, UCR, promote science and technology at a national level, and
they promote quality education ” (personal communication, May 12, 2014). Dr. Luis Pocasangre
of EARTH University summed this up in saying, “Costa Rica is a something special case be-
cause you know the government invests quite a lot in education” (personal communication, June
19, 2014).
Survey data supports the view that the government invests in education. Of the three
questions related to the role of the science fair policy and MNCs, teachers at the Liceo Acadé-
mico de Sixaola responded Strongly Positive to each question. Students at the school responded
to the three questions regarding science fair policy as Positive to two and Neutral to one. Stu-
dents were not totally aware of government involvement in their science fair projects. Wider re-
sults revealed that students throughout the three schools studied responded in the same manner to
the three questions: Strongly Positive to one question and Positive to two questions.
All stakeholders presented views that support a strong influence of globalization, policy
and MNCs on STEM practices. From each sector, respondents stated there was a clear linkage to
the forces of globalization, and, as MNCs continue to invest in the country, the need for
knowledge-based workers grows. The connection to STEM practices is directly related to these
forces as the nation works to support the development of STEM professionals.
IMPACT OF GLOBALIZATION 95
The Economic Future. All groups studied expressed the importance of STEM education
and instruction as the key to national economic health and future. The importance of STEM in-
struction as a critical, strategic objective of educational policy was stated as a necessary accom-
plishment. According to Friedman’s (2007) and Spring’s (2008) frameworks, the influx of MNC
and FDI requires knowledge-based workers for economies to thrive. Wagner’s (2008) framework
presents the need for 21
st
century skills development as represented in SREM instruction and ed-
ucation. The need for STEM education and graduates to support the knowledge-based economy
is critical to address. Vanessa Gibson observed, ““It is the fuel of the Costa Rican development
because we are targeting, we’re working hard as a country to attract more hi-tech companies
means one thing. You need more engineers, scientists, more people who are aligned” (personal
communication, June 16, 2014).
Educational leaders also shared this view. Sonia Mora Escalante, Minister of Education
stated, “It is an essential part of our economic growth and development. You cannot think about
development without innovation in science and technology (personal communication, June 20,
2014). Nelson Campos, National Science Fair Assessor shared that international companies sup-
port development in science and technology with the trend being towards development of strate-
gies that prepare students. He further stated, “Science, technology engineering and math all have
an important significance for Costa Rica. It is very important because of the global processes.
We cannot afford to be isolated” (personal communication, June 23, 2014).
Teachers and students at the school site were quick to echo the views expressed by busi-
ness and educational leaders. Technology teacher Ronald Silva shared his view, “The use of
computer science technology go hand in hand with the development of countries, and, if Costa
Rica really wants to be a more developed country, they have to adopt that type of education”
IMPACT OF GLOBALIZATION 96
(personal communication, June 18, 2014). Graduate of Liceo Académico de Sixaola, Edwin
Rodriquez expressed, “It doesn’t help the country to continue teaching obsolete subjects. Sci-
ence, technology and engineering are useful for society. It is important for our future” (personal
communication, June 18, 2014). Hefte Cordoba, graduate, stated that the fields of technology,
science and engineering are important to the country’s development and the foreign companies
provide economic help. The need to keep them is important and that can only happen with edu-
cated workers (personal communication, June 16, 2014).
Survey results showed that both students and teachers/administrators responded to the
question addressing the importance of STEM education to Costa Rica’s economic future as
Highly Positive. Sixaola students and administrators responded to this question as Highly Posi-
tive. Aggregated results that included students and teachers/administrators from the other two
sites studied yielded the same Highly Positive result from students, while the teacher/administra-
tor response dropped to Positive. Eliminating the Don Bosco results for the bias reasons outlined
in limitations returns the teacher response to Highly Positive. While respondents viewed STEM
education as important to the future, some individuals addressed the failure of the system to en-
gage students without economic promise. Engineer Luis Rodriguez who worked with the stu-
dents of Sixaola in preparing for the science fair, stated, “If we don’t do that, let’s not expect de-
velopment… We will keep reproducing poverty” (personal communication, June 18, 2014).
Economic future is tied to education of citizens. The disenfranchised are often over-
looked as a possible source of talent. For these individuals, success in STEM education has very
high stakes. STEM fields are seen as a way to create opportunity and an economically vital fu-
ture.
IMPACT OF GLOBALIZATION 97
Theme Two. The second theme that emerged revealed that respondents believe that the
future growth of the economy is inexorably tied to STEM education. In Costa Rica, there has
been significant economic growth in the knowledge-based sector with a significant portion of
same growth in STEM fields (CINDE, 2013; OECD, 2012). As more FDI flows in, and with ma-
jor investments by MNCs, the educational system’s task of developing students with 21
st
century
skills and STEM fields knowledge is a national imperative (Monge-González & González- Al-
varado, 2007; Paus & Gallagher, 2008). Theme Two addresses the belief that the growth of the
Costa Rican economy is inexorably tied to STEM education.
STEM Education. As a result of the economic strategy designed to address competition
in the global marketplace, the challenges lies in preparing students for the knowledge-based
economy resulting from the increase in FDI by MNCs (Rodriguez-Clare, 2001). The significance
of Intel’s original investment generated support of educational policies and practices causing the
nation to find ways to train its workforce (Rodriguez-Clare, 2001; Larraín et.al.2000; World
Bank Group, 2006). The challenge is tied to meeting the demands to develop 21
st
century skills
in students and STEM competencies. According to Monge-González et al. (2011), the challenge
of raising awareness, especially with respect to education and training as the country moves from
a knowledge-based economy to an innovation-based economy, cannot be stressed enough. The
development of knowledge workers in STEM disciplines is necessary, as the nature of work is
changing, moving from a knowledge-based economy to one based in innovation. The develop-
ment of 21
st
century skills is necessary in this economic landscape.
Government Officials. Costa Rica became a significant player in the world economy
(World Bank Group, 2006). A national goal is to advance the educational policy to support the
IMPACT OF GLOBALIZATION 98
knowledge-based economy now in place. The significance of Intel’s original investment gener-
ated support of educational policies and practices as leaders began to find ways to train the work-
force (Larraín et al., 2000; Rodriguez-Clare, 2001; World Bank Group, 2006). Dr. Sonia Mora
Escalante, Minister of Education, stated that STEM practices and policies are an essential part of
economic development (personal communication, June 20, 2014). With an increased need for the
development of human capital, educational policies and practices geared to address human capi-
tal development in a knowledge-based economy need to be developed (Spring, 2008). Alicia
Fonseca Elizondo, National Assessor for the Ministry of Public Education, mentioned that spe-
cializations in STEM fields, engineering specifically, are in demand. Anything requiring science
and mathematics is connected to the economic future of the country (personal communication,
June 19, 2014). The National Science Fair Assessors, Nelson Campos, and Cecilia Calderón,
also stated that the economic well-being of the country and its integral development is tied to the
study of STEM subjects (personal communication, June 23, 2014). The changes to educational
systems as a result the need for human capital and knowledge workers is directly tied to the de-
velopment of wealth (Spring, 2008).
Business Leaders. According to Friedman (2007), the success of the economy is based on
the ability of national governments to develop and sustain human capital development. Human
capital determines a country’s future. Mary Helen Bialas of Intel shared that there are statistics
and data supporting how countries move up in the scale of their economy. Although she did not
share the data, she stated that the development of researchers, scientists, engineers is a necessity
in order for countries to move forward in the global economy. She expects that scientific high
schools will develop students who enter science and engineering fields to support the need for
STEM professionals (personal communication, June 23, 2014). This is necessary as the country
IMPACT OF GLOBALIZATION 99
moves from an agricultural export model to a knowledge-based economy, an important point in
becoming and remaining competitive. “STEM is the fuel of Costa Rica’s development”, accord-
ing to Vanessa Gibson of CINDE (personal communication, June 16, 2014). As more FDI and
high-tech companies become part of the landscape, the companies need more engineers and sci-
entists.
School Site. Ronald Silva, technology teacher at Liceo Académico de Sixaola, demon-
strated an understanding of the connection of STEM instruction and the economic future. Liceo
Académico is a school with few resources and, as such, the economic viability of education as a
pathway out of poverty, and an economic imperative is clearly represented. He stated that STEM
is a priority as it moves the students beyond what they now have, especially in rural areas. He
stated that this type of education, one focused on technology and 21
st
century skills would pro-
vide for what is coming in the future as well as dealing with the present (personal communica-
tion, June 18, 2014).
Sonia Cortez Leal, site principal, echoed his statements in saying that the future of the
country lies in motivating students to study science and technology. She also expressed that pov-
erty can be overcome through education. When students are exposed to these careers and these
fields of study, the fear of these fields leaves them, and they are motivated to pursue STEM stud-
ies (personal communication, June 18, 2014). Laura Castillo Mejias, site instructor, stated that
the key to success in the country was through the study of STEM subjects and advanced studies.
She expressed that these areas would increase economic growth, spread into new markets, attract
more companies, benefit the people, lower the unemployment rate and change the face of import
and export in Costa Rica (L. Castillo, personal communication, June 18, 2014).
IMPACT OF GLOBALIZATION 100
Since the Liceo Académico is without laboratory facilities, Laura Castillo Mejias, science
instructor and science fair coach, enlisted the aid of a local engineer, Dr. Luis Rodriguez, who
became a mentor to Liceo Académico students by supporting and supplying much needed labor-
atory experiences outside of the classroom. He added to Laura’s comments, stating that the study
of STEM subjects is the basis of development for any country and is necessary for everything.
He also said that the institutionalized science fairs were important in developing students (per-
sonal communication, June 18, 2014). Students of the Liceo Académico de Sixaola shared their
view that STEM fields are how problems are now being solved. Current students expressed un-
derstanding that the future economics of the country are strongly tied to the sciences. Daylin
Bryan Rodriguez, current student and IISEF 2014 winner stated, “The sciences are very im-
portant at a Costa Rican level, at a Central American level for our economic future” (personal
communication, June 18, 2014).
Former Students. Three former students were interviewed and each one is either studying
a STEM discipline or is working in a STEM field. Their views on this question supported the
theme that economic development is strongly tied to STEM studies. Ariana McCarthy, former
student, and a graduate of UCR with a degree in Agricultural Engineering, stated that education
has to focus on STEM and create more skills. Her view was that Costa Rica is short on skilled
professionals in science and technology and the economic development of the country is pro-
moted by having more professionals in those areas (personal communication, June 18, 2014).
Hefte Cordoba, former student, and currently a student at UCR, studying medicine, stated, “I’ll
never forget, and my university professors always tell me “the future of the country, or the future
of the world are you young people” (personal communication, June 16, 2014). This echoes
Spring’s (2008) observation that educational practices need to be geared to economic and human
IMPACT OF GLOBALIZATION 101
capital development, a global issue. Economic development of the country is tied to the four
STEM disciplines, according to Dr. Pocasangre, EARTH University. He stated that they are the
“pillars for the development of any country” (personal communication, June 19, 2014). The
knowledge-based economy, according to Spring (2008), is now exerting pressure on the develop-
ment of human capital, a necessary component of continued economic growth surrounding
STEM fields.
Veronica. As a current student and winner of the 2014 IISEF in Plant Biology, Veronica
stated that STEM education is very important for the country’s future. The projects that result
from STEM studies involve problem solving and finding solutions for the future, something that
is for the common good. She stated, “Science, technology, engineering and mathematics are very
important for all countries” (personal communication, May 12, 2014). Veronica hopes to study
civil engineering in the future.
Discussion
According to Wagner (2008), jobs now require specialized knowledge and skills. Tradi-
tionally an agricultural country, Costa Rica’s economy is supported in part by the growth of in-
formation and technology sectors due to FDI (World Economic Forum (2011-12). Professor A.
of EARTH University stated, “Costa Rica is set to open and position itself to bring in high-tech
industries. We must educate children in these areas, science, technology, in order to have profes-
sionals to support these companies” (personal communication, June 19, 2014). Sylvia Arguello
of MICITT expressed that STEM studies are important for the growth of an economy based in
knowledge. This would develop critical and analytical thinking to solve problems and develop
solutions. She further stated that the study of STEM disciplines in response to the educational
IMPACT OF GLOBALIZATION 102
needs in terms of the development of innovation skills, is tied to the development of the econ-
omy (personal communication, June 17, 2014).
The country’s economic development is closely aligned with STEM education. With the
growth of knowledge-based industry and the need for human capital trained in STEM fields, the
strategic development of STEM workers becomes an educational priority. The second theme re-
vealed that participants in this study believe the future growth of the economy is inexorably tied
to STEM education.
Results Research Question 2
The 21
st
century workforce must now have skills and proficiency in what is acknowl-
edged as the soft skills of the 21
st
century as identified by Wagner (2007).
Proficiency and the ability to utilize these skills and the resulting technological knowledge are
imperative in developing human capital for 21
st
century needs. As such, education now takes
center stage as the catalyst for development of these skills as the workplace shifts into a global
paradigm defined by technological advances and economic pressures. Educational policy, curric-
ulum and instruction must meet these demands and support the students as they prepare for the
challenges of the knowledge-based economy which transforms into an innovation-based econ-
omy, features of globalization.
Due to the fiscal crisis in the 1980s, national leaders implemented an economic strategic
plan to attract high-tech FDI in order to compete globally (Ferreira, 2009; Rodriguez-Clare,
2001). The nation succeeded in attracting investment by MNCs seeking to maximize profits (Fer-
reira, 2009). As a result, these MNCs created a demand for skilled 21
st
century workers. Globali-
zation and the advent of MNCs demanded change in the country’s educational system and work-
force. With the National Science Fair in 1980 followed by the 2004 government mandate for all
IMPACT OF GLOBALIZATION 103
primary and secondary schools to participate in the NSTF, Costa Rica showed its commitment to
educating knowledge-based workers to support its economic growth and stability. The country
has a history of being progressive in their stance on education and education reform as presented
in Chapter 2.
The MEP, in consultation with MNCs developed recommendations for addressing the
curricula and training programs for the development of 21
st
century knowledge-based workers
(Paus & Gallagher, 2008; World Bank Group, 2006). Costa Rica undertook studies to analyze
skills required for economic growth and how the development of 21
st
century skills would sup-
port market needs (CINDE, 2011). Spring (2008) states that schools must be concerned with stu-
dents’ acquiring the basic skills of communication, mathematics, writing, interpersonal skills,
and the skills needed for conceptual understanding in order for them to be prepared for the
knowledge-based economy. Students in a 21
st
century global economy must be educated to be
thinkers and problem-solvers in order to remain competitive, and it is important that educators
understand and undertake their new responsibilities. The importance of developing 21
st
century
skills in students is an invaluable part of this task (Wagner, 2008). Therefore, having a better un-
derstanding of these responsibilities, educational leaders must work to shift educational policy,
curricula and instruction to meet the demands of globalization by developing essential 21
st
cen-
tury skills in students. Survey and interview questions were developed in order to elicit responses
that can be connected to 21
st
century aims and objectives, as defined by Wagner (2008) and de-
tailed by the MEP (2007).
Wagner’s (2008) The global achievement gap: Why even our best schools don ’t teach the
new survival skills our children need—and what we can do about it, provided the framework for
IMPACT OF GLOBALIZATION 104
the analysis of the research. The skills necessary for the 21
st
century as defined by Wagner
(2008) follow:
1. Critical thinking and problem solving
2. Collaboration across networks and leading by influence
3. Agility and adaptability
4. Initiative and entrepreneurialism
5. Effective oral and written communication
6. Accessing and analyzing information
7. Curiosity and imagination
Data was acquired through surveys, interviews and observations and was used to discover
overarching themes supported by findings in the research. Two themes emerged from the data.
First, the NSTF had a significant effect on the development of 21
st
century skills in students who
participate in the fair. Second, the fair did not have a direct impact on curriculum and instruction
in the classroom.
Theme One. A theme that emerged through the research was that the mandated NSTF
had a significant impact in 21
st
century skill development in participating students. The Seven
Survival Skills presented by Wagner (2008) are necessary for success, and along with under-
standing of the need to develop these skills, the MEP (2007) instituted a purposeful drive, an in-
novative effort to develop 21
st
century policies to meet the realities of the growing global trend.
One aim of the initiative was the training and development of human capital to raise the coun-
try’s competitiveness, a necessary step to succeed in international markets.
IMPACT OF GLOBALIZATION 105
21
st
Century Skill Development. The NSTF had a significant impact on the development
of 21
st
century skills in participating students, as these skills are necessary for a successful educa-
tional and economic outcome (Wagner, 2008). Business and government leaders, educators and
students consistently identify 21
st
century skills as essential for success in a global knowledge-
based economy. Described as a blend of content knowledge, skills, expertise and literacies, the
Partnership for 21
st
Century Skills (2012) recognized that a 21
st
century education is the founda-
tion of competitiveness, “the engine, not simply an input, of the economy” (p.1). The MEP man-
dated that every school hold a science fair. (2007). These actions in implementing curricula and
policy support the development of 21
st
century skills of agility, adaptability, initiative and entre-
preneurialism identified by Wagner (2008).
There was a high level of 21
st
century skill development identified throughout the inter-
view process. Language that mentioned the skills or was used as a descriptive was identified 47
times in the 21 interviews used in this study. As students spoke of the science fair participation,
they expressed growth in the areas of innovation, entrepreneurialism and initiative. Their com-
munication skills improved significantly. Some expressed how their growth in this area was sig-
nificant in terms of their ability to participate in the study, not only verbally but also in written
form. Students shared their ability to push through difficulties such as few resources and research
capabilities as they developed critical thinking and problem solving skills. Teachers and adminis-
trators also observed the development of 21
st
skills in students through fair participation and
STEM instruction. They observed increases in initiative and entrepreneurialism, critical thinking
and problem solving and curiosity and imagination. Government leaders saw an increase in the
ability to analyze and access information. For the students of Sixaola, this was a huge obstacle,
IMPACT OF GLOBALIZATION 106
as the infrastructure of their school and community does not support such actions. Business lead-
ers favored oral and written communication, accessing and analyzing information and critical
thinking and problem solving. There is a strong influence of the development of 21
st
century
skills in science fair participation.
Government Officials. Participation in the NSTF and STEM education is a view to the
changing policy and structure of the educational system as it works to become globally competi-
tive, create stability and produce students who are equipped with 21
st
century skills, capable of
competing in the diverse, knowledge-based global economy. The NSTF had an impact on policy
as it relates to the development of 21
st
century skills in student participants. The MEP’s National
Science Fair Assessors, Nelson Campos and Cecilia Calderón, presented the Costa Rican acro-
nym for 21
st
century skills, ATC, and stated that the implementation of the project to promote de-
velopment of 21
st
century skills is currently in its intermediate stage. ATC promotes collabora-
tion, literacy in communication, a local and global awareness as well as innovation and creativity
(personal communication, June 23, 2014). Students are not just about learning to read, but, ra-
ther, reading to learn and develop in order to be able to identify, understand, interpret, create and
communicate knowledge (OECD, 2011).
Ligia Mejia Murray, Regional Science Fair Assessor for the Limón Province observed
that the science fair is not only collaborative but also aids students in developing skills and abili-
ties sprung from innovation. This is where students begin their scientific vocation. Her view of
an interdisciplinary approach that encompasses all the STEM disciplines and literacies develops
students who are ready and able to take initiative (personal communication, June 19, 2014).
As goals shift and are further defined to prepare students for the demands of a
knowledge-based global economy, it is important that educators understand and undertake their
IMPACT OF GLOBALIZATION 107
new responsibilities. The importance of developing 21
st
century skills in students is an invaluable
part of this task (Wagner, 2008). Educational leaders must work to shift educational policy and
curricula to meet the demands of globalization by developing essential 21
st
century skills in stu-
dents.
Business Leaders. The NSTF had an impact on the business leaders as they understand
and can articulate the importance of soft skills, also known as 21
st
century skills as outlined by
Wagner (2008), gained in science fair participation by students. The science fair provides oppor-
tunities for students to develop soft skills in communication and leadership, according to
Vanessa Gibson of CINDE. The fair changes students’ vision, as a great majority of students
come from disadvantaged households. Students develop a global view. This places them on track
to become the next generation of engineers and scientists. She further discussed the impact that
fairs have had on government and educational leaders, citing that teachers are the front line in a
successful experience for students, whereas educational leaders replicate the fairs without con-
cern for new initiatives. Gibson stated that the fair challenged students. Students come into the
program without the skills necessary to develop their project or to integrate it. The fair provides
opportunities for this type of development. On a side note, Gibson stated, “Communication skills
is a big one. We here in CINDE publish the ten careers of high demand. We have the ten soft
skills in demand. Where we are lacking is in assertive communication skills. It is in high de-
mand” (personal communication, June 16, 2014). Students develop soft skills through fair par-
ticipation, and communication is one of Wagner’s Seven Survival Skills (2008), necessary for
21
st
century success.
Mary Helen Bialas of Intel observed that students learn to exert initiative through science
fair participation. As these students move into university studies, science fair participation gives
IMPACT OF GLOBALIZATION 108
them the confidence and skills to problem solve, communicate, collaborate and think for them-
selves. Along with problem solving comes the added ability to use data to make informed deci-
sions. Of most importance is the development of independence. Bialas put it well when she
asked the rhetorical question, “What is the science fair? It’s not just looking at what other people
have done. It’s actually creating knowledge” (personal communication, June 23, 2014).
School Site. The NSTF has had a significant impact on the development of 21
st
century
skills in participating students. Although government and business leaders can articulate and see
the need for the development of 21
st
century skills, the most apparent view to the impact of sci-
ence fair participation was in the interviews with school site personal, whether they were stu-
dents, teachers or administrators. Sonia Cortez Leal, principal of Liceo Académico de Sixaola,
found that students are provided a dynamic way to learn. She saw a new sense of inquiry, collab-
oration and initiative among them. Ronald Silva, technology instructor, stated that the effects of
science fair participation are always positive, with motivation to study STEM subjects (personal
communication, June 18, 2014).
The teacher who had the most impact on the students of Liceo Académico de Sixaola is
Laura Castillo Mejias, science teacher. Her views on the science fair process and 21
st
century
skill development is one of transformation. She has seen her students develop skills, attitudes and
values that will transform the world in which they live. Science fair participation for her students
resulted in increased motivation and determination in group research, collaboration and problem
solving (personal communication, June 18, 2014). Problem solving for the students of Sixaola is
particularly transformative, as the site has few resources. Students under Castillo’s tutelage man-
aged to succeed through perseverance and commitment as well as innovative problem solving.
IMPACT OF GLOBALIZATION 109
Dr. Luis Rodriguez, engineer and mentor, supported Castillo’s stance “as the fairs are the way to
innovate, to do something new” (personal communication, June 18, 2014).
Veronica. Veronica noticed the importance of and development of 21
st
century skills
brought about by student participation in the science fair. She developed a love of inquiry and
investigation as well as a love of problem solving and further inquiry. She sees this as a way to
find solutions to problems that have an impact on her community and move it out of poverty
(personal communication, May 12, 2014). She is globally and locally aware. Her IISEF team-
mates echo her views. Daylin Bryan Rodriguez felt that fair participation made her more respon-
sible and more able to problem solve. She shared that, often, they did not have the resources nec-
essary to conduct an investigation, but, through dedication and hard work, they found a way (per-
sonal communication, May 12, 2014). Marcelo Guerra, team member, stated that the science
fairs promoted responsibility and independence, and along with that comes fearlessness in com-
munication of ideas (personal communication, May 12, 2014). This motivated him to study more
of the sciences and discover things based on the research the team conducted. These are life
skills necessary for navigation through the 21
st
century knowledge-based economy as outlined by
Wagner (2008).
Theme Two. The second theme that emerged from the research was that the NSTF did
not have a direct impact on curriculum and instruction in the classroom. Curriculum must adapt
to foster the qualities outlined by Wagner (2008) in order to meet the demands on the current ed-
ucational system. Although some government officials expressed the view that curriculum and
instruction supported the science fair, teachers and students at the school sites as well as business
leaders did not find a correlation.
IMPACT OF GLOBALIZATION 110
Government Officials. Nathalie Valencia of MICITT stated it directly, “We have the
problem that fairs are not in the curricula” (personal communication, June 17, 2014). The prob-
lem addressed by Valencia encompasses teachers not receiving adequate training to be able to
implement the fair in the curricula. Without proper training, even if the fair project is integrated,
teachers are not up to the challenge. Sylvia Arguello also of MICITT stated that the process of
student research, the essence of the fair, should be integrated into the curriculum and that teach-
ers do not often see the value of the fair either due to their own experiences or lack of education.
Arguello further stated that, in order for the science fair to have full impact, it must be integrated
into the curriculum. “This must be accomplished if Costa Rica is to see the effects of the integra-
tion, although it is effective somehow” (personal communication, June 17, 2014). Ligia Mejia,
Science Fair Assessor for Limón Province, stated that there is no room for the projects in the
daily curriculum. “When you develop a scientific project you have to do so outside the curricu-
lum… you have to develop these skills in an extracurricular manner” (personal communication,
June 19, 2014). Alicia Fonseca Elizondo, National Assessor for the Ministry of Public Educa-
tion, was instrumental in the development of the technology fairs and worked with technical
schools. Her views are interesting and in opposition, as she stated that the fairs are integrated into
the curriculum. Teachers collaborate with the fair and are committed to having students partici-
pate. Students are now able to make their projects within the curriculum, as, in the past, they
needed to do the work outside of class. Since the system was transformed into a competitive sys-
tem, according to Fonseca, there has been progress as the teacher no longer has to work outside
of the classroom because the fair is established in the curriculum (personal communication, June
19, 2014). Her view is that the curriculum has changed. Observed at Colegio Científico San Car-
los and Colegio Técnico Don Bosco was that technical or science-based schools may, indeed,
IMPACT OF GLOBALIZATION 111
have integrated curriculum. Further comments and observations from school leaders are pre-
sented in the school site section.
Business Leaders. Mary Helen Bialas of Intel stated that the NSTF did not have a direct
impact on curriculum and instruction in the classroom. It has not been integrated in the sense that
projects are developed outside of the classroom. She further stated that the NSTF, although
supported by national decree and law, did not have an impact on the curriculum at this point
(personal communication, June 23, 2014). What was affected were teaching and organizational
practices. Curricular change is isolated to technical high schools. Vanessa Gibson of CINDE
echoed Bialas’ views in that the technical schools have the advantage as the NSTF is part of the
curricular day. Gibson’s views are that the science fair is not linked to curriculum nor is it verti-
cally aligned to instruction. At present, she feels that schools are in a compliance mode: doing
the fair because it is required (personal communication, June 16, 2014). The need for a strategic
implementation of the science fair into the curriculum is apparent and a necessity according to
Gibson.
Both Bialas and Gibson, business leaders, agreed and expressed their view that the sci-
ence fair was not supported or integrated into the curriculum. Both of these individuals are
closely involved with the fairs each year through providing financial support, serving as judges,
and arranging for additional training or other support for students. As such, their view holds
weight as they observe the results of the fair in action.
School Site. The impact of the National Science and Technology Fair on curriculum and
instruction in the classroom depends on the school site. Technical and scientific schools inte-
grated curriculum and instruction to support the science fair. Marco Juarez, principal at Colegio
IMPACT OF GLOBALIZATION 112
Científico San Carlos, a public school that accepts students who excel in science, spoke specifi-
cally about the science school model:
The National Science Fair I see as a process in developing the study of science, technol-
ogy and mathematics as tools to student success. The integration of science research, an
important component of the science fairs, has been implemented in the five schools
within the National System of Scientific Schools, Colegio Científico San Carlos being
one of those schools. (personal communication, June 18, 2014)
Students learn the scientific method and research methods in the curriculum from their first year
with the following year spent on project research and development. Juarez stated that this two-
year methodology guarantees greater project success.
Christian Jiménez Fonseca, head administrator at Colegio Técnico Don Bosco, a private
technical school, stated that the modification of curriculum at the MEP level can take up to two
or three years (personal communication, June 16, 2014). The changes are not as fast as is re-
quired. The greatest impact the fairs had on curriculum and instruction were at the individual
teacher level. The science fair created a gap in teacher readiness although it is present in the cur-
riculum. Fonseca observed that, once teachers are linked to the fair process, the curriculum can
then be implemented.
Dr. Luis Pocasangre of EARTH University viewed science fair participation as a require-
ment, not as integrated curriculum. This echoes Vanessa Gibson’s opinion. Dr. Pocasangre
stated, “I am not sure they are very well correlated” (personal communication, June 19, 2014).
Professor A, also of EARTH University, stated that the fairs had no impact on curriculum and
instruction. Having worked as a teacher, mentor and judge for the fair, he was most adamant that
curricular and instructional change should be instituted at the policy level immediately. He felt
IMPACT OF GLOBALIZATION 113
that the opportunity for change must come quickly, as opportunities for students are being squan-
dered (personal communication, June 19, 2014)
Liceo Académico de Sixaola. The impact of the NSTF on curriculum and instruction in
the classroom was researched directly at the Liceo Académico de Sixaola, a public school on the
Panamanian border. Sonia Cortez Leal, principal stated that there is very little integration at pre-
sent. The curriculum does not vary. Instructional changes are based on the mandated curriculum,
not what students want to research. She stated that the time for science fair research must be
done outside of the classroom. Whereas some classroom activities may support the fair, a scien-
tific project must be developed outside of the classroom. Skill development is done in an extra-
curricular manner. “The curriculum doesn’t vary. It is the same” (personal communication, June
18, 2014). Laura Castillo Mejias, science teacher, stated that the curriculum does not include the
science fair process. It is linked to the school calendar as an educational activity. Teaching the
scientific method is in the curriculum according to Castillo. She also states that after school is the
time for students to conduct research and develop their projects, although the poor infrastructure
of the school creates a need to search outside of the curricular day. “Within the curriculum, the
science fair process is not included” (personal communication, June 18, 2014). Liceo Acadé-
mico de Sixaola does not have a science lab, library or a fully functioning computer lab. The
computer lab as it exists barely supports technology classes. Dr. Luis Rodriguez, an engineer
who provides research support for students, stated that the students must have the opportunity to
apply their research and, although the curriculum does not provide for this, the challenges pre-
sented are part of the extracurricular learning process (personal communication, June 18, 2014).
Former students of the Liceo Académico de Sixaola who are in STEM studies or careers
supported the views of Leal and Castillo. Ariana McCarthy, agricultural researcher, stated that
IMPACT OF GLOBALIZATION 114
the fair was always an after school project. Classes were not adjusted to make room for the fair,
and work on the project was extracurricular with very long evenings and many sacrifices. She
stated “Everything was extracurricular because I remember Fridays we left at 3:15 and were at
the lab in Bri Bri at approximately 4:00 pm walking there. It was a late night of research” (per-
sonal communication, June 18, 2014). Hefte Cordoba, medical student, and Darrel Cortes, com-
puter technology student both stated that the instruction in class did not support their projects.
They needed to reach out to the local community and worked with Dr. Luis Rodriguez who pro-
vided extra support. Cordoba was clear in stating that classroom instruction certainly met the re-
quirements set forth by the MEP but it was not enough (personal communication, June 16, 2014).
Veronica. Veronica Bustos Guido, current student and IISEF winner, experienced in-
structional time outside of the classroom, going to libraries in Limón and spending after school
time at Dr. Rodriguez’ lab. Curricular support existed outside of the school day, although the
teacher, Laura Castillo Mejias, was very involved in instructional support. She recalled time
spent out of the classroom, “The teacher took us to Limón. We were in the library from 9:00 am
to 4:30pm without even stopping for lunch because we liked it (personal communication, May
12, 2014).
Discussion
The themes that emerged from Research Question 2 were tied to the development of 21
st

century skills and the science fair’s impact on curriculum and instruction. The NSTF had a sig-
nificant impact on the development of 21
st
century skills in participating students, as 21
st
century
skills are necessary for a successful educational and economic outcome (Wagner, 2008). Inter-
views and classroom observations revealed that 21
st
century skills are being developed through
fair participation but the educational policy does not support this skill development due lack of
IMPACT OF GLOBALIZATION 115
curricular integration. Whereas the classroom observations were not directly tied to science fair
curriculum, instruction or projects, observations of classroom collaboration, inquiry and problem
solving were in evidence. Students who participated in the authentic learning experiences pro-
vide by science fair participation developed the skills of communication, problem solving, agil-
ity, adaptability, initiative and entrepreneurialism, 21
st
century skills identified by Wagner (2008)
and Friedman (2007). Along with these skills, students stated that participation furthered their
interests in study and research.
It was observed that the science fair did not have an impact on curriculum and instruction
in schools other than technical or scientific institutions. Students must study, research and pre-
pare projects outside of the instructional day with support from teachers and mentors. While this
may not be optimum, teachers hold the greatest ability to impact curriculum and instruction
whether in the classroom or in extracurricular activities. Across the data there was agreement
that the science fair was instrumental in students’ acquiring these 21
st
century skills.
Survey results showed that, for students at Cedes Don Bosco and San Carlos, responses
for Research Question Two were either Positive or Neutral whereas the students from Liceo
Académico responses were Strongly Positive and Positive. Teacher responses across all three
school were Positive.
Business and government leaders held oppositional viewpoints on whether the science
fair had an impact on curriculum and instruction. There was in evidence that the science fair pol-
icy did not influence or improve the national educational curriculum. As such, only students who
have the determination and grit to pursue the fair take advantage of this learning opportunity.
This national program is reduced in its efficacy by restricted access and scope. The same schools
IMPACT OF GLOBALIZATION 116
show success year after year, leaving other schools and students to languish in relative anonym-
ity with lost educational opportunities. If Costa Rica is to achieve educational success in building
human capital and supporting the knowledge-based economy, it must address the issue of missed
opportunities of a larger talent pool.
Results Research Question 3
The effects of globalization on education are increasingly apparent as nations recognize
that students require the skills and knowledge to help the nation attain a competitive edge in a
global knowledge-based economy (Wagner, 2008). The skills and knowledge recognized as hu-
man capital develop as a result of the educational system and become the most distinctive com-
ponent of a country’s economic system (Schultz, 1961).
According to Friedman (2007), globalization and the knowledge-based economy will be
increasingly driven by individuals who are products of a transformed educational system. Devel-
oping human capital upgrades the educational level of students. Globalization in the 21
st
century
produced needs STEM fields as the new order for skill-based workers. Competitiveness in the
global economy is measured by proficiency as well as a capacity in STEM fields (National
Academies, 2005).
STEM PBL, as described by Capraro, Capraro and Morgan (2013), provides a model for
implementation of STEM education at the classroom level. Capraro et al. (2013) incorporate 21
st

century skills in the implementation of STEM instruction. STEM PBL develops critical thinking
skills, problem solving, and inquiry to develop mastery of STEM subjects (Capraro & Slough,
2006). Learning and success is interdependent with expertise built across all subjects as well as
STEM disciplines. This provides students with high-value tasks that foster rigorous subject mat-
ter engagement.
IMPACT OF GLOBALIZATION 117
The work of Slough and Milam, Theoretical Framework for the Design of STEM Project-
Based Learning (2013) published in the work of Capraro et al. (2013) provides the frame for the
purpose of this analysis. The four principles presented follow:
1) making the content accessible
2) making thinking visible
3) helping students learn from others
4) promoting autonomy and lifelong learning
Data was acquired through surveys, interviews and observations and was used to discover over-
arching themes supported by findings in the research. Two themes emerged from the data. First,
participation in the NSTFs resulted in increased student motivation and teacher practice; Second,
participation in the NSTF is highly valued as a means to escape poverty and broaden future op-
portunities in STEM subjects.
Theme One. A theme that emerged from the research was that participation in the
NSTFs results in increased student motivation and teacher practice. The mandated science fairs
influence the use of PBL to build human capital and prepare students for 21
st
century jobs in
STEM fields (Capraro et al., 2013). The focus on real-world problems using inquiry became a
catalyst for preparing student to be competitive in the knowledge-based economy (Slough &
Milam, 2013). Research revealed that the fair motivated students to engage in PBL for their pro-
jects and the outcome was increased motivation and a desire to pursue STEM disciplines at the
university level. Fair participation was seen as transformative as expressed by students and
teachers. Former students interviewed felt transformed and given direction as well as a promising
future. Hefte Cordoba expressed, “with the science fair I found the passion I have for investiga-
tion, mainly medical investigation” (personal communication, June 16, 2014). Darryl Parker
IMPACT OF GLOBALIZATION 118
Cortes shared, “Since my participation in the fair, I feel it changed my life” (personal communi-
cation, June 18, 2014). Current students also felt the impact the fair had on their educational tra-
jectory. Daylin Bryan Rodriguez expressed that the fair has caused her to prepare for further edu-
cation as she now wants to study naval engineering (personal communication, May, 12 2014).
Government Leaders. Students who participate in the NSTFs experience greater motiva-
tion. The development of 21
st
century skills through projects develop students with the analytical
skills, creative skills and collaborative skills able to function in an environment that motivates
them to pursue STEM studies at the university level. Cecilia Calderón, NSTF assessor, stated
that the fairs create a great interest in students from all areas and levels in the country, as those
students see participation as ascending within levels of the fair. Students are seen as an integral
part of the fair process, and they see winners moving into elite groups courted by companies and
trained specialists. Calderón observed that the attention is very motivating for students (personal
communication, June 23, 2014). Ligia Mejia, the regional science assessor for Limón Province
stated that students are not only motivated to participate in projects during their school term, but
return to serve as judges and mentors for younger students. These veteran students are currently
studying STEM subjects or graduated with degrees in STEM disciplines (personal communica-
tion, June 19, 2014). She shared the names of students who have been so motivated.
Sylvia Arguello of MICITT stated, “From my point of view, students want to study ca-
reers focused on science and engineering in this country.” She continued by saying that the vast
majority of students who participate are motivated to continue studies in science and technology
(personal communication, June 17, 2014). Nathalie Valencia also of MICITT stated,
We are generating a seedbed for future citizens with scientific and creative skills who are
more sensitive to their reality and who are looking to solve the problematic affecting their
IMPACT OF GLOBALIZATION 119
communities at the educational and social level. We have professors who are involved in
a greater level, and that’s a learning process which is very valuable for teachers. (personal
communication, June 18, 2014).
Business Leaders. Participation in the NSTFs had an impact on a new generation of lead-
ers, according to Vanessa Gibson of CINDE. Students participate in the fairs, they are exposed to
something new and return to their environment. She added that students had no idea of pursuing
STEM careers before the fairs. Gibson further states, “It has changed their vision and their per-
spective in life” (personal communication, June 16, 2014). Mary Helen Bialas of Intel stated that
the fair creates opportunities for students to develop skills for future careers, “I think the idea is
that we are moving towards that and creating opportunities where they can develop skills and
that these kids will take them through for the careers that they decide” (personal communication,
June 23, 2014).
School Site. Participation in the NSTFs results in increased student motivation and
teacher practice, and the research at the school site, students and educators, presented supporting
data. Teachers at the Liceo Académico de Sixaola were interviewed to ascertain the results of
fair participation when it came to student motivation and teacher practice. Educators at the site
stated that interest has grown with results in students broadening their vision, and increasing in-
terest in STEM careers. Alejandro Torres, algebra instructor, said,
They come back motivated, and they want to continue forward because they’ve been in
touch with engineers and teachers from different universities. Also those that were in the
United States came back very motivated and, due to their effort, they are not alone. There
are now people and companies that help them, so they see the way to be professionals
someday (personal communication, June 18, 2014).
IMPACT OF GLOBALIZATION 120
Laura Castillo Mejias, science instructor and fair moderator, spoke of a transformed vision. Stu-
dents fall in love with science and now follow a career path in one of the scientific branches. She
stated,
Interaction with other people and visits to other places have enabled them to transform
their vision for the place they live. They are young, eager to move forward and to suc-
ceed. Their vocations have been developed, and, due to that, they have fallen in love even
more with science and technology and continue their college careers in some of its
branches… it has been the stimulus that our young people need to guide their scientific
vocations and choose a career in one of these fields. The fair has been the stimulus that
our young people need to guide their scientific vocation and choose a career in one of
their fields (personal communication, June 18, 2014).
She also stated that, as a teacher, she has grown in her vocation.
I, as a teacher, have grown. My vocation is constantly rising. I love what I do. As for my
boss, Señora. Leal, she loves this process and has the perception that through this process
our young people will have a future that is profitable and successful. (personal communi-
cation, June 18, 2014)
Ronald Silva, technology instructor, stated,
The fairs really motivate them to prepare themselves not only in the desire to get ahead,
but also in the capacity they’ll have to take on that new challenge, which is higher educa-
tion… We are generating a seedbed for future citizens with scientific and creative
skills… who are looking to solve the problems affecting their communities in the educa-
tional and on the social level. (personal communication, June 18, 2014)
Dr. Luis Rodriguez, engineer and science fair mentor, echoed the views of Castillo and Silva:
IMPACT OF GLOBALIZATION 121
What has given me a lot of satisfaction is that all the kids have participated in this got
motivated and continued professional careers, and we already have a marine biologist,
one who is about to become a doctor. It has been, and they realized that school is a small
door to knowledge, that it’s interminable, the love of knowledge, it’s not anymore. (per-
sonal communication, June 18, 2014).
Students. Graduates of the Liceo Académico de Sixaola expressed fondness and a life
changing experience through their fair participation. They credit their successes not to the re-
sources or talent, but, rather, to their own perseverance and the dedication of their teachers and
school director. The motivation that resulted was an offshoot of the work of dedicated educators.
Ariana McCarthy, agricultural engineer spoke highly of the fair as a process for learning the pos-
sibilities inherent in the study of STEM fields. She shared,
It’s an opportunity that opens your mind, mainly us who are from rural zones, far, with
no many real opportunities so when you have an opportunity like this of participating on
those activities you see that there are options; many doors are open at the moment and for
life. (personal communication, June 18, 2014)
Hefte Cordoba, medical student stated that, through the science fair, he found his passion for in-
vestigation. He stated, “It motivated me. It has influenced my life and changed it. Since my par-
ticipation in the science fair I feel it changed my life and that motivated me to study my career”
(personal communication, June 16, 2014).
Veronica. The change in students was most evident in the interview with Veronica and
her teammates. She felt that the fair process made her a better person and changed her views of
what it means to study. She has been motivated to strive and learn to do well. In her statement,
she said, “I now have a better mentality about my future and every day I strive to learn more. I
IMPACT OF GLOBALIZATION 122
want to learn to do something good, and investigate everyday more and more” (personal commu-
nication, May 12, 2014). The winning team all spoke of long days and the dedication of the
teachers. Veronica expressed, “The teachers have told us that it’s important to learn every day, to
investigate more to look for something, for an answer. It’s like the inspired us to have interests.
They have motivated us” (personal communication, May 12, 2014).
Theme 2. The economic reality of globalization and poverty cannot neglect the role of
education in promoting development and well-being (Bloom & Cohen, 2002). The second theme
that surfaced was participation in the NSTFs as a highly valued means to escape poverty and
broaden future opportunities in STEM subjects. Schools are now challenged to produce students
equipped with 21
st
century skills that are capable of competing in the knowledge-based economy
in order to reduce poverty (Wagner, 2008). According to Friedman (2007), the jobs of tomorrow
are in STEM fields. Student participation in the NSTFs provides a view into career paths and out
of the replication of poverty. The community surrounding the Liceo Académico de Sixaola is
one of low economic opportunity, surrounded by banana plantations and field worker opportuni-
ties. Students of the school are often itinerant, as they follow the harvest from plantation to plan-
tation, company housing to company housing. Their futures are tied to the farming cycle. This
final theme seeks to address the positive impact the NSTF can have on student perceptions of
their abilities and future opportunities. Students from Sixaola, closest to the effects of the fair,
expressed responses that echoed the importance of education as the means out of the cycle of
poverty that is prevalent in their daily experiences.
Government Leaders. Most of the government leaders who were interviewed had views
that were global and not specific to the immediate concerns of students and teachers. Whereas
IMPACT OF GLOBALIZATION 123
they all felt that the fairs were important, and STEM studies were necessary for the nations’ eco-
nomic growth, a clear connection to the possibilities and life changing effects was not discussed.
Policy was the guiding topic. For government officials who actually had a connection to the
fairs, a different view surfaced. Nathalie Valencia of MICITT stated that the impact is transform-
ative. She stated,
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 (personal communica-
tion, June 17, 2014).
She further observed that students from Sixaola who won this year’s IISEF competition in Los
Angeles received recognition from the community as well as government officials. They were
held up at models for the community and feel an enormous responsibility. In support of Valen-
cia’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 sur-
prised 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”
(personal communication, June 17, 2014).
Business Leaders. Participation in the NSTFs is highly valued as a means to escape pov-
erty and broaden future opportunities in STEM subjects. Business leaders identified the changes
in student focus due to fair participation. Student participants do not always know they have the
IMPACT OF GLOBALIZATION 124
ability to win and transform their trajectory. Vanessa Gibson of CINDE observed that the fair
changes student vision and perspectives. She stated,
Most of these students are coming from very challenged communities where their par-
ents are immigrants in some cases. They didn’t have an idea, not even about education,
what are STEM and whatsoever the impact of these opportunities. Students are chal-
lenged to have a global view of the opportunities, one impacting their communities. In
the STEM perspective again, with the right and appropriate guidance, they’re the next
generation of engineers, physicians and whatsoever. (personal communication, June 16,
2014)
Gibson made additional observations about the challenges facing the students of Sixaola. She
found their great effort in light of the fact that they are from a rural area to be exemplary. She
stated,
Sixaola you’re going to see it’s normally an indigenous area. Most of the people are what
we call local indigenous population, mostly very segregated from the rest of the country
and whatsoever. This (placing at IISEF) was a good example of them being able to go be-
yond and be part of something…it challenged them. At least it challenged them because
I’m not sure that all of them really had an idea of pursuing a career in these same areas.
Those kids really went through hurdles to be part of this fair. This was a good example of
them being able to go beyond and be a part of something. (personal communication, June
16, 2014).
Mary Helen Bialas of Intel stated that, through the fair, students solve real-world prob-
lems. This provides motivation to pursue STEM career paths. She shared that student worldview
and possible futures change through fair participation. “We’ve talked to other students who have
IMPACT OF GLOBALIZATION 125
gone on to the university, who said participation in the science fair 100% directed them into go-
ing into medicine or going into STEM studies” (personal communication, June 23, 2014). She
also spoke of students who participated in the fair and gone on to university studies. They now
work at Intel as engineers with their stated goal of wanting to make the country a better place.
School Site. For the students of Liceo Académico de Sixaola, participation in the NSTFs
is highly valued as a means to escape poverty and broaden future opportunities in STEM sub-
jects. Interviews with school leaders, fair tutors/mentors and students revealed a first-hand expe-
rience of what fair participation does to the motivation aspects and future aspirations of students
from this rural impoverished community. Dr. Luis Rodriguez, mentor and tutor of students at
Sixaola found the change in students very important. He has seen students who participate be-
come motivated to pursue professional careers. He stated,
It’s been very important, and that’s why I don’t care if there’s a lack of resources. I don’t
care if the schools are limited. When there are kids with potential and desire of doing
things, we support them. We have to suffer things. If we don’t suffer, if there’s no pas-
sion, if things are not suffered, they will not be enjoyed. These challenges they solve
and defeat them. It is social mobilization. It moves students. They can’t keep being agri-
cultural workers. We can’t keep wasting so much talent. It’s not a luxury we can afford.
It’s a waste. (personal communication, June 18, 2014)
Sonia Cortez Leal, principal, stated, “It has affected them positively. When students leave this
community after participating in the fairs, they start looking far beyond. They are motivated”
(personal communication, June 18, 2014). Technology teacher Ronald Silva observed that stu-
dents become more and more curious, motivated to pursue studies that take them further than the
national educational curriculum demands. He stated,
IMPACT OF GLOBALIZATION 126
There is a thirst for knowledge in students, it is not just about learning basics in science,
now they want to learn and discover more on their own. And when they discover what
they can do, it motivates them to want to learn more and more (personal communication,
2014).
Laura. Laura Castillo Mejias is the teacher responsible for student participants in the fair
for Liceo Académico de Sixaola. Castillo has been participating in the fair for 10 years and has
attended the national fair with student participants for the last 9 years. The school has gained six
national awards. She was eloquent in her views supporting the finding that the fair provides stu-
dents with a pathway out of poverty. She stated, “I feel that through science and technology our
students are on their way to an employment source for the future.” Fair participation transformed
her students’ skills, attitudes and values. It is because of this she feels students will be able to
transform their visions for their community. Castillo further stated, “They are young, eager to
move forward and to succeed. Their vocations have been developed and due to that they have
fallen in love even more with science and technology and continue their college careers in some
of its branches” (personal communication, June 18, 2014). She is credited by former students
and colleagues as being the force behind her students’ transformation, love of STEM subjects
and the success of Liceo Académico de Sixaola at the fairs.
Students. The most compelling data was acquired through interviews of the students of
Liceo Académico de Sixaola. Former students expressed gratitude and a future that was filled
with career prospects. Ariana Rodriguez, agricultural engineer and former student, expressed that
the process of fair participation marks you. She stated,
Some persons think beyond and say ‘I have an opportunity, I have low resources because
this is a low resource zone.’ Being there was telling because being there you say, “If I
IMPACT OF GLOBALIZATION 127
win, I have a highest opportunity of being able to study something else rather than just
being one more.” We have great potential. (personal communication, June 18, 2014)
Hefte Cordoba, medical student and graduate of Liceo Académico de Sixaola, credited the inves-
tigative process he learned through fair participation as what led him to pursue a university edu-
cation (personal communication, June 16, 2014). Darryl Cortes, computer technology student,
also felt that fair participation motivated him, “It has influenced my life and changed it. Since my
participation in the science fair I feel it changed my life. That motivated me to study my career”
(personal communication, June 16, 2014).
Veronica. Veronica Bustos Guido was at a disadvantage when starting on her fair pro-
ject. She was a year behind her teammates who had been involved in fairs before. She felt that
she had to work very hard and apply herself beyond what she had done in years past. For her, the
fair changed her perception of herself as a student. She stated, “It made me a better person. I
have a better mentality about my future. I want to do something good and investigate everyday”
(personal communication, May 12, 2014). Veronica felt that the fair had promoted in her an un-
derstanding of the economic necessity of education and fair participation
Discussion
A theme that emerged through the research was that participation in the NSTFs results in
increased student motivation and teacher practice. The fair motivated students to engage in PBL
for their projects, and the outcome was increased motivation and a desire to pursue STEM disci-
plines at the university level. Government and Business leaders did not have first-hand experi-
ences to inform their responses. While the overarching views were that motivation increased and
teacher practice was supported, the views at the school site did not echo the previous group’s re-
sponses. The school site had clear indications of student motivation and graduates following
IMPACT OF GLOBALIZATION 128
STEM disciplines at the university level. Graduates of Liceo Académico de Sixaola who are pur-
suing STEM disciplines at the university level spoke highly of their fair experiences. Their views
of the fair and the support they received from their instructor and mentor, they credit as the dis-
tinguishing characteristics that spurred them to pursue the study of STEM disciplines. Current
students found the fair motivating and credit their experience with instilling in them a new found
love of STEM disciplines. Students from Sixaola now view their futures from this vantage point
with an increase in perceptions of STEM careers as a real possibility.
The second theme that surfaced was participation in the NSTFs is highly valued as a
means to escape poverty and broaden future opportunities in STEM subjects. According to Fried-
man (2007) the jobs of tomorrow are in STEM fields. Student participation in the NSTF provides
a view into career paths and out of the replication of poverty. The economic reality of globaliza-
tion and poverty cannot neglect the role of education in promoting development and well-being
(Bloom & Cohen, 2002). On a national level, the fair is seen as a means to the development of
human capital. On the local level, students of the Liceo Académico de Sixaola experience a
school world with few resources. What is remarkable is these students view the fair as a way to
improve the economic landscape of their country. In so doing, they are preparing to enter STEM
studies in order to follow career paths that move them out of poverty.
Summary
This chapter presented findings related to the examination of the influence of globaliza-
tion and MNCs on the Costa Rican educational system in its mandated implementation of the
NSTF. The impact of the mandated NSTF and STEM education on the business, government and
policy makers, educational leaders and students was viewed from the vantage point of the three
research questions.
IMPACT OF GLOBALIZATION 129
Two themes emerged from data related to Research Question One. First, the influence of
globalization, policy and MNCs had significant influence on the implementation of STEM prac-
tices. Second, the respondents believe that the future growth of the Costa Rican economy is inex-
orably tied to STEM education.
Two themes emerged regarding Research Question Two. First, the National Science Fair
has had a significant effect on the development of 21
st
century skills in students who participate
in the fair and second, the fair has not had a direct impact on curriculum and instruction in the
classroom.
Two themes emerged from data pertaining to Research Question Three. First, participa-
tion in the NSTFs resulted in increased student motivation and teacher practice; second, partici-
pation in the NSTFs is highly valued as a means to escape poverty and broaden future opportuni-
ties in STEM subjects.
For this study, stakeholders from the areas of government, business, and education were
represented. Educators and students from the site specifically located in Sixaola in Limón Prov-
ince were also represented. The goal was to distill down to the student participants who were the
most immediately affected by the mandate. This provided insight and richness to the analysis to
support the themes that surfaced for each research question. Participants were drawn from the
following sectors: political, educational, and MNCs. Interview data was collected from partici-
pants organized into four main groups: students, educational leaders, business leaders, and gov-
ernmental leaders.
The final chapter of this study provides an overview of the research and findings as well
as the synthesized results and implications of the study. Chapter Five ends with recommenda-
IMPACT OF GLOBALIZATION 130
tions for the stakeholders involved as well as possibilities for further research to continue as-
sessing the impact of the mandated NSTF and STEM education on the country’s business, gov-
ernment and policy makers, educational leaders and students.
IMPACT OF GLOBALIZATION 131
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
The main purpose of this chapter is to present final conclusions and recommendations.
This chapter is divided into four sections: 1) an overview of the study’s purpose, research ques-
tions, and methodology, 2) a summary of the findings, 3) implications and recommendations for
practice, and 4) future research areas.
Purpose of the Study
The purpose of this study was to research and examine the influence of globalization,
FDI, and multinational corporate responsibility on the curriculum and practices in Costa Rican
schools. The study also examined how the mandated NSTF provides agency in the use of PBL as
schools work to build human capital and prepare students for 21
st
century employment, espe-
cially in the STEM fields. Additionally, the relationship between STEM education and economic
growth was studied.
Research Questions
The following research questions guided the study:
1) To what extent do teachers implementing STEM curriculum trace their practices back to
the influence of policy, globalization, and multinational corporations? To what extent is the
economic growth of Costa Rica and STEM education related?
2) How has mandating participation in the National Science Fair influenced the implementa-
tion of 21
st
century skills through the use of project-based learning and use of technology by
teachers across all curricular areas? How has it impacted curriculum and instruction?
3) How has the National Science Fair changed the valued for STEM education for students,
teachers and educational leaders?

IMPACT OF GLOBALIZATION 132
Methodology Overview
The case study approach was selected as the most appropriate given the study’s research
questions which call for the exploration of an issue with clearly established boundaries and mul-
tiple sources of data collection and analysis (Creswell, 1998). The structure of this case study
was qualitative in nature, using applied research with the purpose of improving the effectiveness
of practice within a discipline. Qualitative data allowed for the collection of rich information in-
forming the researcher regarding the experiences of the participants of the study (Maxwell, 2005;
Merriman, 2009).
The multiple sources of data collection included the following:
1. Structured interviews
a. Students
b. Teachers/Administrators
c. Government Officials
d. Business Leaders
2. Surveys
a. Students
b. Teachers/Administrators
3. Observations
a. Classroom Practice
Summary of Findings
Six themes emerged from the data, two for each of the three individual research ques-
tions. In further analysis the themes are closely related as they address each research questions
and are discussed in tandem in the context of the research questions.
IMPACT OF GLOBALIZATION 133
Research Question One
Research Question One asks, “To what extent do teachers implementing STEM curricu-
lum trace their practices back to the influence of policy, globalization, and multinational corpora-
tions? To what extent is the economic growth of Costa Rica and STEM education related?” The
themes that emerged from the data are that (a) the influence of globalization, policy and MNCs
had a significant influence on the implementation of STEM practices, and (b) the respondents
believe that the future growth of the economy is inexorably tied to STEM education.
The economic path that Costa Rica has ventured on is clearly situated in the economic
reality of the 21
st
century as present by Spring (2008) and Friedman (2007). Globalization and
the need to develop human capital to support the FDI by MNCs influenced educational policies.
With the influx of FDI, the need to supply trained workers for the knowledge-based economy be-
came a national imperative, responded to by the country’s government.
A significant finding was that, in general globalization and MNCs are a growing influ-
ence on workplace demands. Globalization and MNCs expedited the shift to a globalized,
knowledge-based economy and, as a result, demanded that competitive employees have English,
computer, and collaborative skills (Monge-Naranjo, 2007). Consequently, the educational system
had to respond to these demands by focusing on the development of these skills in students from
kindergarten through university. The nationally mandated science fair was put into place to cre-
ate more students in STEM fields (MEP, 2007). Education is a key determining factor of eco-
nomic well-being and growth, as it serves to increase human capital, increase productivity and
quality of output, increase the innovative capacity of the economy, promote growth in new tech-
nologies, process and products as well as support the implementation of new technologies,
thereby promoting economic growth (Brewer & McEwan, 2010).
IMPACT OF GLOBALIZATION 134
The need for STEM trained professionals continues to expand as the country moves from
an agrarian economy to a skills based economy to a knowledge and innovation-based economy.
Dr. Sonia Mora Escalante, Minister of Education, stated, “This is a way to visualize international
possibilities for Costa Rica and to see that science and technology is a real driveway to other in-
ternational experiences” (personal communication, June 20, 2014). The influence of globaliza-
tion and the resulting investment by MNCs had a significant impact on the implementation of
STEM practices. Sonia Cortez Leal stated, “Intel and others have merged to strengthen us and
motivate the young people about research and technology” (personal communication, June 18,
2014). National Science Fair director, Nelson Campos, expressed,
With the focused participation of international companies, we can see that there is a ten-
dency to support science and technology. The trend of these companies is clearly dis-
played in their support of the National Science Fair and our educational reforms and poli-
cies in the classroom. Reforms are evident in curricular designs. (personal communica-
tion, June 23, 2014).
Respondents were unanimous in their view of the importance of STEM competencies and
the country’s economic future. Professor A. shared his views, stating,
The world gets globalized more and more. It’s more technical. We are in the area of in-
formation, and we return to the area of information transcending through technology. A
country that remains behind in information and remains behind in its citizens’ education,
that remains behind in contacts in what they can do, how they use their resources, that
country remains in the Stone Age. (personal communication, June 19, 2014)
IMPACT OF GLOBALIZATION 135
The focus on STEM education is being directly driven by the forces of globalization, as respond-
ents agreed that STEM competencies in students was the key to economic viability. Dr. Luis Ro-
driguez expressed, “if we don’t do that, let’s not expect development. We can’t keep being an
agricultural economy…If not we’ll keep reproducing poverty” (personal communication, June
18, 2014). Teacher Laura Castillo Mejias stated her belief in the connection between educational
policies and STEM education in saying, “It inspires young people. This type of education
strengthens strategically and helps our students advance significantly in their vision of this world
so globalized. They will have more opportunities to work because of it” (personal communica-
tion, June 18, 2014). The nations’ economic growth is tied to educational policies that support
STEM instruction and are essential for future progress and competitive advantage in the global-
ized marketplace.
Research Question Two
Research Question Two asks, “How has mandating the National Science Fair participa-
tion influenced implementation of 21
st
century skills through the use of project-based learning
and use of technology by teachers across all curricular areas? How has it impacted curriculum
and instruction?” The themes that emerged from the data are that (a) the implementation of the
National Science Fair had significant influence on the development of 21
st
century skills, and (b)
the National Science Fair does not clearly demonstrate an influence on curriculum.
These two themes address the state of the National Science Fair and 21
st
century skill de-
velopment and curricular influence. While the National Science Fair does support the develop-
ment of 21
st
century skills, it does not seem evident that the curriculum has support or is influ-
enced by the nationally mandated science fair. Integration of curriculum and science fairs was
not evident. The 21
st
century workforce must now have skills and proficiency in what is
IMPACT OF GLOBALIZATION 136
acknowledged as the soft skills of the 21
st
century as identified by Wagner (2007). Proficiency
and the ability to utilize these skills and the resulting technological knowledge are imperative in
developing human capital for 21
st
century needs. All respondents stated that the science fair was
effective in developing 21
st
century skills. Nelson Campos, National Science Fair Director stated,
“The teaching of 21
st
century skills is what is being promoted…they are able to demonstrate
these skills” (personal communication, Jun 23, 2014). Through the use of STEM PBL, as defined
by Slough and Milam (2013), in the development of science fair projects, students acquire the
skills outlined by Wagner (2008) of critical thinking and problem solving, collaboration and
leadership, agility and adaptability, initiative and entrepreneurialism, effective oral and written
communication, accessing and analyzing information, curiosity and imagination.
Respondents did not view the National Science Fair has having changed the curriculum.
In fact, many felt that the curriculum does not support the NSTF mandate. The educational lead-
ers did express the connection they saw between the fair and curricular policy. The MEP and the
National Science Fair Directors stated that the curriculum supports the development of the scien-
tific method, an important part of study for fair participation. This did not directly speak to the
fair being integrated into the curriculum. Those closest to participation experienced a lack of in-
tegration and support. Laura Castillo Mejias, science teacher at Liceo Académico de Sixaola ob-
served, “Within the curriculum the science fair process in not included. Within the curriculum it
is not, we are working on it since it is an educational activity in the school calendar” (personal
communication, June 18, 2014). Ligia Megia, Regional Science Fair Assessor for Limón Prov-
ince stated, “When you develop a scientific project you have to do so outside the curriculum”
(personal communication, June 19, 2014). Students from Sixaola also expressed a lack of inte-
gration as they told stories of late after school hours in an attempt to undertake research and
IMPACT OF GLOBALIZATION 137
complete projects. Hefte Cordoba, a graduate of Sixaola and current medical student, shared that
the education and support he received in class was not enough. He further stated, “It wasn’t be-
cause the school didn’t accomplish the Ministry of Education’s regulations for the class but be-
cause they weren’t part of our study. The fair motivated us to learn, but it happened outside of
the classroom” (personal communication, May 12, 2014). The national mandated science and
technology fair promoted acquisition of 21
st
century skills, but, as such, the work towards a
broader impact by implementation into the curriculum has not been undertaken.
Research Question Three
Research Question Three asks, “How has the National Science Fair policy changed the
value for STEM education for students, teachers and educational leaders?” The themes that
emerged from the data are that (a) participation in the science fairs increases student motivation
for higher and continued education in STEM fields, and (b) Participation in the science fair has a
positive impact on student perceptions of their own abilities and possibilities of escaping poverty
through education.
The research revealed that the fair motivated students to engage in PBL for their projects
with the resulting outcome being increased motivation and a desire to pursue STEM disciplines
at the university level. Participation in the NSTF also influenced the use of PBL to build human
capital and prepare students for 21
st
century jobs in STEM fields (Capraro et al., 2013). The de-
velopment of 21
st
century skills through projects developed students with the analytical skills,
creative skills and collaborative skills to be able 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 (personal
communication, June 23, 2014). Sylvia Arguello of MICITT stated, “From my point of view,
IMPACT OF GLOBALIZATION 138
students want to study careers focused on science and engineering in this country” (personal
communication, June 17, 2014). She continued by saying that the vast majority of students who
participate are motivated to continue studies in science and technology.
For students and former students of Liceo Académico of Sixaola, the fair was a turning
point in their academic careers. Participation was seen as a transformative experience. While
government and educational leaders expressed the increase in motivation and STEM studies, stu-
dents were the most engaging when describing their experiences and how the fair changed their
trajectory, even with the long hours and sacrifice many had to endure. “It’s a whole process that
marks you. One of my main motivations came from participating because there started growing
the science thinking, the interest” (A. McCarthy, personal communication, June 18, 2014). Hefte
Cordoba, medical student expressed, “It motivated me. I had never participated and didn’t know
I had the potential. I discovered I had the potential” (personal communication, June 16, 2014).
For the students of Liceo Académico de Sixaola, the transformative educational experi-
ence is particularly powerful. This is an economically poor region and, as a result, the school is
also impoverished, surrounded by banana plantations and frequent flooding. These students per-
severe, develop grit, and change their perceptions of possibilities as they envision a broader
worldview, one they now can belong in, as they begin to position themselves as professionals in
STEM disciplines.
Limitations
This case study examined the influence that globalization, FDI and MNCs have on curric-
ulum and practices in schools. Limitations of this study included time and distance due to the in-
ternational setting and travel time allotted. The time allotted for research was limited to ten days,
and six were regular business days. As a result some potential subjects could not be interviewed
IMPACT OF GLOBALIZATION 139
due to scheduling conflicts. Travel to Sixaola, the subject school of this particular study took an
additional day. The technology classes could not be observed due to power outages. The study
focused on schools that produce IISEF participants. Sixaola was the only public school in the
study with the other schools, Don Bosco and San Carlos being private technical schools. Sixaola
also was impoverished and did not have the resources available to students from the private
schools. This made it difficult to draw conclusions and comparisons across the subjects.
Implications
This case study revealed two challenges faced by the educational system in Costa Rica as
it relates to the implementation of the nationally mandated science fair policy. First, the policy
should be revised to integrate support for the NSTF. Second, the allocations of resources that
support the fair are unevenly distributed. The following section presents a brief discussion of
these two implications.
National Science Curriculum
With a national imperative to develop human capital in STEM fields and with the NSTF
showing the capacity to motivate students to pursue STEM studies, Costa Rica is precluding the
ability to have an impact on a greater numbers of students. The second theme discussed in Re-
search Question Two identified that the National Science Fair does not support the national sci-
ence curriculum nor is the science fair integrated into the curriculum. Teachers and student either
do a compliance project or faced long after school hours with research, development and presen-
tation preparation done outside of the classroom. The teaching staff becomes the first line of de-
fense in regards to student engagement. Sonia Cortez Leal, principal of Liceo Académico de
Sixaola, stated, “The curriculum doesn’t vary” (personal communication, June 18, 2014). Dr.
Luis Rodriguez observed that the fair participation depends totally on the teachers (personal
IMPACT OF GLOBALIZATION 140
communication, June 18, 2014). Nathalie Valencia of MICITT expressed that the science fair is
not part of the curriculum. She said, “That’s the key, if you want to generate an ideal learning
process related to science, well the public policy is clear, but if that policy doesn’t have an inte-
gration of that vision into the curriculum” (personal communication, June 17, 2014).
Also at odds with the mandated policy is the training of qualified teachers to institute the
mandate successfully. An anonymous university professor shared that the majority of teachers
that he observed downloaded something fast from the Internet, or parents did the project. Valen-
cia concurred, “We have a lot of professors who are committed to the process, but there are
many who say ‘If we don’t have a fair this year, better for us’”. The teachers in Sixaola are
highly motivated and dedicated as expressed by students and former students. Darryl Parker Cor-
tes said the teacher (Laura Castillo Mejias) was the one who helped me, guided me and pushed
me to continue with the project” (personal communication, June 16, 2014). Hefte Cordoba ech-
oed these sentiments in saying, “It was Professor Laura. It was her. She always knew when to
push and challenge us” (personal communication, June 16, 2014). Dr. Luis Rodriguez com-
mented on the dedicated staff at Sixaola, which has no science lab and only a rudimentary com-
puter lab that often experiences power outages; “This depends a lot on the teachers who get in-
volved… they don’t commit and without commitment nothing is achieved” (personal communi-
cation, June 18, 2014).
Students, educators, and business leaders observe that students from Sixaola are raised in
an environment with little economic opportunity with a lack of resources, lack of opportunity,
and lack of facilities as obstacles. These obstacles make the students’ success remarkable. Stu-
dents, teachers and administrators observe that fair participation is an experience that changes
students’ perceptions of their own abilities and future possibilities, a future that is no longer
IMPACT OF GLOBALIZATION 141
steeped in poverty. For students to succeed in this learning environment, conditions that support
success require an exemplary and dedicated teacher with the requisite skills and commitment,
and students must be highly motivated to work long hours outside the classroom developing their
projects. It requires motivation, skill, and persistence on all fronts to maintain focus and dedica-
tion over the length of time required to develop a quality project. For the students learning in an
environment that lacks these characteristics, there is a lost opportunity to have a meaningful
learning experience. This allows too many students to miss the opportunity to develop crucial
21
st
century skills. Integrating the science fair into the science curriculum could create great
gains in student motivation and STEM studies in support of development of human capital for
Costa Rica.
Allocation of Resources
Students of Liceo Académico de Sixaola often spoke of a recurring theme, one of ineq-
uity of resources and expectations. Hefte Cordoba stated:
I think it’s important that schools have those kinds of things and its one big difference.
Costa Rica has some schools that are sponsored by the state and the University of Costa
Rica. The professors they have are not like the professor other schools have. Biologists,
doctors, engineers, specialized people… they all have labs, and, most of the time, they
win the fair and represent Costa Rica because they have all the technological support.
They have all the tools to win. We were in a tie with one of these schools and of course
after the tie was broken they won. The three years I went I always saw it as unfair com-
petition because we all were evaluated the same, but we didn’t have everything they
have. (personal communication, June 16, 2014)
IMPACT OF GLOBALIZATION 142
As part of this study, the researchers visited additional schools: Liceo Académico de
Sixaola and Cedes Don Bosco, a private technical school. Don Bosco touted several computer
labs, media labs, a robotics department, and an architectural design studio as among the re-
sources available to these students. Liceo Académico de Sixaola does not contain even one sci-
ence lab, nor does it own a microscope. Its library consists of one small bookcase with outdated
science manuals. The computer lab often experiences power outages. Students use the local lab
owned by Dr. Luis Rodriquez who mentors and aids Laura Castillo Mejias in the development of
student research and projects for many hours after school and on weekends. Echoing Hefte’s ob-
servation, it is difficult to understand how two schools, so opposite in resources are judged by the
same criteria. Edwin Rodriquez shared his views of this systemic inequity and viewed it as a
challenge worth overcoming, “I feel great being part of Liceo Académico de Sixaola, where we
don’t have any kind of lab… and we compete against science schools that have all the resources.
We get results and we win anyway” (personal communication, June 18, 2014). The question
needs to be asked, “How many students have been lost to the process as not many have Edwin’s
determination and grit especially when faced with an impoverished community and school?”
Themes for Future Research
The research revealed areas of further study that could support STEM instruction in
Costa Rica. The two areas of study are (1) teacher training, education and preparation, and (2)
equitable distribution of resources and support. A university professor who asked to remain
anonymous observed that teachers are working in labs without training and most do not know
what they are doing. He stated,
IMPACT OF GLOBALIZATION 143
This is seen as something imposed. They are not conscious of the importance and the
problem comes from the Ministry. The problem is teachers are working to complete re-
ports and not be sanctioned. This doesn’t improve anything. Those that win, that actually
learn have teachers that specialize in their fields. (personal communication, June, 19,
2014).
Dr. Luis Rodriguez expressed frustration at the quality of teacher training in STEM fields to sup-
port the science fair mandate by saying, “It’s a terrible mistake they don’t train the science teach-
ers better. Strong training is necessary if we are to produce students interested in science and
technology” (personal communication, June 18, 2014).
After interviewing teachers, science fair assessors and university professors, it became
evident that the view is one of teachers participating in the mandate from a compliance stand-
point. Often teachers in the elementary grades will only do what is necessary to meet the national
mandate. Sylvia Arguello of MICITT echoed the observation by stating,
Professors during the education career in Costa Rica don’t have the training to know how
to develop a project, do investigation. The challenge is to provide them with this type of
education because unfortunately future teachers are not having a one hundred percent ed-
ucation in this line we are requiring to achieve a useful development of the country. We
need to develop the creative capacity. There are a lot of components missing in the edu-
cation for teaching and those teachers who are in the system already (personal communi-
cation, June 17, 2014).
The involvement in the science fair, especially for younger students, is key to engagement in
STEM subjects. The development of human capital, the goal of the science fair, is losing stu-
dents because of a poorly trained teaching staff.
IMPACT OF GLOBALIZATION 144
The second theme for research, disparity of resources, was very evident in the visit of
Liceo Académico de Sixaola. The difference in facilities and support between the private and
public institutions presents a challenge for the development of human capital. Not only is there
disparity in facilities and training, but schools that have resources also have connections and sup-
port from universities. Observations of the school in Sixaola revealed rudimentary science class-
rooms without laboratory equipment, books, and only one room with Internet and computer ca-
pabilities. The computer lab was subject to power outages and surges. Sonia Cortez Leal, princi-
pal, stated,
We do not have lab access nor support from the university. We do not count with support
to do deep research here. It is a big limitation. We need them to contribute, to strengthen
schools that have shown they are capable (personal communication, June 18, 2014).
The question is how many schools participate in the science fair without adequate support, facili-
ties and adequately trained teachers. Nathalie Valencia, MICITT, expressed, “We have a great
challenge to see what we can do to generate more people in science and technology. We need ex-
tra effort in education to generate an economy based in knowledge” (personal communication,
June 17, 2014). Students from Sixaola compete against science schools with resources and have
achieved success. What would the outcome be if the school had equitable resources and support?
How could this benefit the overarching goals for the economic health of Costa Rica? These are
questions for further study.
Conclusion
Nations are challenged by the needs and constraints of the global economy, as success in
this economy is based on the ability of national governments to develop and sustain human capi-
tal development (Friedman, 2007). The development of knowledge–based workers is a common
IMPACT OF GLOBALIZATION 145
goal shared by the national government, educational and industrial leaders as well as MNCs. The
subjects of this study are the partnership of governmental, educational and industry leaders to
promote the development of 21
st
century skills and interest in STEM fields in Costa Rica and the
efficacy of the partnership in developing human capital for the knowledge-based economy. Costa
Rica was successful in attracting FDI in response to globalization and made the shift from an
agrarian economy to a knowledge-based economy. As such, the need to develop human capital to
support the knowledge-based economy is important for continued growth and competitiveness.
The nationally mandated science fair is a response to this need, as education strives to create in-
terest in STEM fields in student towards the development of human capital.
The goal behind the state-mandated fair is a good one, but the implementation nationally
is uneven and, at times, may not be working to full advantage. Without integration into the cur-
riculum, trained teachers and resources, Costa Rica is missing a large number of possible STEM
professionals. These students will return to their agrarian roots and the country will lose the pos-
sibility of adding to the human capital it needs. The fairs are successful in developing 21
st
cen-
tury skills and STEM interest in tertiary education with the smaller confines of student involve-
ment and success. For students and schools not in the top tiers of success, anecdotal evidence
shows compliance, lack of passion and repetitive projects that do not support the goals of this ed-
ucational initiative. The nations’ economic future is dependent on the development of STEM
field graduates. The inequitable implementation of the National Science Fair shows an untapped
pool of possible talent in students who are not afforded this vital learning opportunity. The suc-
cess of the NSTF can be much greater once it is integrated into the curriculum, teachers are
trained to support and provide the necessary passion and commitment, and a resources are redis-
tributed to capitalize on a talent pool that is not tapped. With the need to provide human capital
IMPACT OF GLOBALIZATION 146
to the current climate of MNCs, the country not meeting the current demand for STEM field pro-
fessionals. “STEM is the fuel of Costa Rica’s development”, according to Vanessa Gibson of
CINDE. As Dr. Luis Rodriguez stated, “They can’t keep being agricultural workers. We can’t
keep wasting so much talent. It’s not a luxury we can afford. It’s a waste”.
The NSTF, once revisited and adapted, could be the tool used to increase student engagement
and interest in STEM fields, provide a conduit to STEM careers and continue the development of
necessary human capital to fuel the economic future.

IMPACT OF GLOBALIZATION 147
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Appendix A
Recruitment/Consent Letter

Dear XXX,

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

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

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

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

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

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 ob-
servations to gather the data necessary to answer our research questions. Your input will be invaluable to
our study.

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

Sincerely,

USC Doctoral Students

IMPACT OF GLOBALIZATION 159
(Spanish Translation)

Estimado(a) XXX,

Por este medio me permito presentar a nuestro grupo de 14 estudiantes de Doctorado en Educación de la
escuela Rossier, de la Universidad del Sur de California, conocida como USC. Nosotros integramos un
grupo de estudio, bajo la dirección de los Dr. Michael Escalante y Dra. Oryla Wiedoeft, que viajará a
Costa Rica el día 13 de junio, con el propósito de investigar los efectos de la globalización e inversiones
de corporaciones multinacionales en el sistema educativo de Costa Rica. La razón de la investigación,
presta atención a las siguientes materias académicas: ciencia, tecnología, ingeniería, y matemáticas (mate-
rias conocidas como STEM en inglés) de igual interés, nuestro estudio es el programa de Ferias Naciona-
les de Ciencia y Tecnología, el cual es utilizado como un vehículo para promover una fuerza laboral ca-
pacitada 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 nacio-
nal? ¿Hasta qué punto está relacionado el desarrollo económico de Costa Rica con la educa-
ción basada en STEM?
2. ¿Cuál ha sido el impacto del decreto nacional, del que se requiere la participación de escuelas
en las ferias nacionales de ciencia y tecnología, para promover las destrezas para el siglo 21,
a través del aprendizaje basado en proyectos y el uso de la tecnología por los docentes, sin
importar el área de estudio? ¿Cuál ha sido el impacto en el currículo y la enseñanza?
3. ¿Cuánto ha cambiado el valor de la educación STEM para los estudiantes, docentes, y lideres
educativos basado en la política nacional de las ferias nacionales de ciencia y tecnología?

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

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

Atentamente,

Los estudiantes de doctorado
Universidad de el Sur de California (USC)

IMPACT OF GLOBALIZATION 160
Appendix B
Policy/Government Agency Interview Protocol

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math educa-
tion?
2. What effect have you observed on students/teachers/educational leaders who participate in
science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and interests
that have occurred nationwide as a result of the science and technology fair policy?
4. For those students that participate in science and technology fairs, what changes have you no-
ticed in their interests in science, technology, engineering, and math related fields? How
about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in Costa
Rica? If so, how?
IMPACT OF GLOBALIZATION 161
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project-Based Learning
(PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-secondary
instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science, Technol-
ogy, 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, tech-
nology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st
century
skills particularly those from science, technology, engineering, and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering, and
math as well as science and technology fair participation?
IMPACT OF GLOBALIZATION 162
6. Do you believe science, technology, engineering, and math education is important to the eco-
nomic future of Costa Rica? If so, how?

IMPACT OF GLOBALIZATION 163
Appendix C
Business Leaders Interview Protocol

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

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

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

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

I. National Science and Technology Fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate
in science and technology fairs?
3. Could you describe science, technology, engineering, and math education related changes
and interests that have occurred nationwide as a result of the science and technology fair
policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math education related
fields? How about teachers? Educational leaders?
IMPACT OF GLOBALIZATION 164
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How does the involvement in science and technology fairs affect the labor force?
3. Has the science and technology fair affected curriculum in schools?
4. Do you think schools are preparing students adequately for the science and technology
fair?
5. To what extent has the science and technology fair affected the use of Project-Based
Learning (PBL)?
6. How has technology prepared students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-second-
ary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science, Tech-
nology, 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?
IMPACT OF GLOBALIZATION 165
4. Has the national science and technology fair policy created more graduates with 21
st
cen-
tury skills particularly those from science, technology, engineering, and math education
fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering,
and math as well as science and technology fair participation?
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?

IMPACT OF GLOBALIZATION 166
Appendix D
School Leader Interview Protocol

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

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

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

This interview will be approximately 60 minutes. Do you have any questions before we begin?
I. National Science and technology fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering, and math
education?
2. What effect have you observed on students/teachers/educational leaders who participate
in science and technology fairs?
3. Could you describe science, technology, engineering, and math related changes and inter-
ests that have occurred nationwide as a result of the science and technology fair policy?
4. For those students that participate in science and technology fairs, what changes have you
noticed in their interests in science, technology, engineering, and math related fields?
How about teachers? Educational leaders?
5. Has the national science and technology fair policy changed the educational system in
Costa Rica? If so, how?
IMPACT OF GLOBALIZATION 167
II. Curriculum and Instruction
1. What has been your experience with the science and technology fair?
2. How do you feel the science and technology fair has affected science instruction?
3. How do you feel the science and technology fair has affected curriculum?
4. What strategies are employed to prepare students for the science and technology fair?
5. To what extent has the science and technology fair affected the use of Project-Based
Learning (PBL)?
6. How is technology utilized to prepare students for the science and technology fair?
7. How has the science and technology fair affected student preparedness for post-second-
ary instruction?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science, Tech-
nology, Engineering and Math (STEM) Education
1. Does the science curriculum support participation in science and technology fairs? If so,
how?
2. How have schools promoted participation in science and technology fairs?
3. How does science and technology fair participation influence participation in science,
technology, engineering, and math education?
4. Has the national science and technology fair policy created more graduates with 21
st
cen-
tury skills particularly those from science, technology, engineering, and math fields?
5. What should be the role of Intel/MNCs in promoting science, technology, engineering,
and math as well as science and technology fair participation?
IMPACT OF GLOBALIZATION 168
6. Do you believe science, technology, engineering, and math education is important to the
economic future of Costa Rica? If so, how?

IMPACT OF GLOBALIZATION 169
Appendix E
Student Interview Protocol

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

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

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

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

I. National Science and technology fair Policy and Science, Technology, Engineering, and
Math (STEM).
1. What is your opinion on the importance of science, technology, engineering and math ed-
ucation?
2. What effect have the science and technology fairs had on your life; and academic career?
3. As a result of the mandate for all schools to participate in the science and technology
fairs, do you notice any changes in the science and technology programs at schools that
you have attended?
4. Have your interests in science, technology, engineering and math related fields changed
as a result of your participation in the science and technology fairs?
II. Curriculum and Instruction
1. What has been your experience with the science and technology fairs?
IMPACT OF GLOBALIZATION 170
2. How do you feel the education that you have received prepared you for the science and
technology fairs?
3. What did your teachers do in class that prepared you for the science and technology fairs?
4. What did you do in class that prepared you for the science and technology fairs?
5. How is technology utilized to prepare you for the science and technology fairs?
6. Do you feel that your participation in the science and technology fairs has encouraged
you to study a science, technology, engineering and math related major in college?
III. Influence of Policy, Globalization, Multinational Corporations (MNCs) on Science, Tech-
nology, Engineering and Math (STEM) Education
1. How have schools promoted participation in science and technology fairs?
2. Are you aware of any type of programs or support Intel has provided for your school to
improve science, technology, and education?
3. Do you believe science, technology, engineering and math education is important to the
economic future of Costa Rica? If so, how?

IMPACT OF GLOBALIZATION 171
Appendix F
Survey Protocol for Teachers and Administrators

IMPACT OF GLOBALIZATION 172

IMPACT OF GLOBALIZATION 173
Appendix G
Survey Protocol for Students

IMPACT OF GLOBALIZATION 174
Appendix H
Classroom Observation Protocol

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

Overview of Lesson (Objective for the Day):

Materials in Use:

Additional Classroom Information:

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

Collaborating
Across Networks
Making Thinking
Visible

IMPACT OF GLOBALIZATION 175
Agility and Adapta-
bility
Helping Students
Learn from Others

Initiative and Entre-
preneurialism
Promoting Auton-
omy and Lifelong
Learning

Effective Oral and
Written Communi-
cation

Accessing and Ana-
lyzing Information

Curiosity and Imag-
ination

Other Observations

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

IMPACT OF GLOBALIZATION 176

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

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

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

RQ2: How is technology used in the classroom?

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

Are there additional questions for the teacher?

IMPACT OF GLOBALIZATION 177
Appendix I
Science and Technology Fair Observation Protocol

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

Overview of Events/Themes:

Materials in Use:

Additional Classroom Information:

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

Collaborating
Across Networks
Making Thinking
Visible

IMPACT OF GLOBALIZATION 178
Agility and Adapta-
bility
Helping Students
Learn from Others

Initiative and Entre-
preneurialism
Promoting Auton-
omy and Lifelong
Learning

Effective Oral and
Written Communi-
cation

Accessing and Ana-
lyzing Information

Curiosity and Imag-
ination

Other Observations

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

IMPACT OF GLOBALIZATION 179

RQ2: Do students exhibit confidence in describing their project?

RQ2: Is the presentation of the project clearly articulated?

RQ2: Do students express thoughtful ideas and answers?

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

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

Are there additional questions for the students or teacher?

Abstract (if available)

Abstract The country of Costa Rica has seen many changes in its economic future in the last century. With the influx of foreign direct investment (FDI) by multinational corporations (MNC) and the support of the World Bank, Costa Rica has successfully changed its economic profile in the global market place. With the investment by Intel and other MNCs, Costa Rica has transitioned from an agricultural economy to a knowledge based economy (KBE). Increasingly sophisticated FDI provides greater economic stimulus and requires more sophisticated human capital. This change created new challenges as the country geared itself to provide the necessary human capital to support these industries. As such, the government of Costa Rica mandated educational initiatives to address the need to provide human capital for the KBE. The challenges faced by the Costa Rican educational system to develop students with 21st century skills resulted in the nationally mandated science fair for students in primary and secondary schooling. ❧ This case study seeks to address the impact that FDI by MNCs has had on the educational success of the science fair as well as how it may have impacted educational policies and practices, project based learning, and the development of 21st century skills in students. Specifically of interest was the development of students interested in science, technology, engineering and mathematics (STEM) as fields for future study. Of specific interest for this study was a school in the Talamanca canton of Costa Rica, the Liceo Académico de Sixaola in Limón Province. This public school was successful in achieving top honors for three of its students in the national science fair competition. The study examines the trajectory of these three students and one specifically within their local school experience as well as the regional and national impact of the national science fair on the development of human capital. These students participated in the International Science Fair sponsored by Intel held in Los Angeles in May of 2014. The study seeks to understand their process as well as the impact of the national mandate resulting from FDI in the development of human capital for the benefit of the economic future of Costa Rica. ❧ Frames used to interpret findings were Wagner (2008), Friedman (2007), Spring (2008) and Slough & Milam (2013). The work of Wagner (2008) and Friedman (2007) provided the frames for addressing the global necessity for economic viability in the rapidly changing new century. Spring (2008) and Friedman (2007) provided the framework for viewing the issues through the lens of globalization. Slough & Milam (2013) presented the theoretical framework for the design of STEM project-based learning used in this study and Wagner (2008) provided the frames for 21st century learning skills. The frames provided the structure in providing a view into the partnership of governmental, educational and industry leaders to promote the development of 21st century skills and interest in STEM fields in Costa Rica and the efficacy of the partnership in developing human capital for the knowledge-based economy.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Lucas-Rynerson, Jude (author)

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

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/13/2015

Defense Date 03/17/2015

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

Tag 21st century skills,Costa Rica,Education,FDI,Globalization,INTEL,KBE,knowledge based economy,multi-national corporations,OAI-PMH Harvest,project based learning,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 lucasryn@usc.edu,tutti3387@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-547790

Unique identifier UC11297635

Identifier etd-LucasRyner-3285.pdf (filename),usctheses-c3-547790 (legacy record id)

Legacy Identifier etd-LucasRyner-3285.pdf

Dmrecord 547790

Document Type Dissertation

Format application/pdf (imt)

Rights Lucas-Rynerson, Jude

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