Costa Rica and Education Globalization

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Table of Contents

Introduction
Framework
Trend Origins
Trend Popularity
Opportunities
Challenges
Implications
Recommendations
Conclusion
Reference List

Introduction

Joining an international organization generates multiple opportunities for countries to develop in regard to their education, healthcare, and political systems due to the initiatives that arise as a result of the collaborations. Education, specifically, is a segment that can significantly advance as a result of advancement in international relationships between countries. The example that will be discussed in the current paper is Costa Rica, the countrys education opportunities, and an emerging trend linked to the countrys addition to the Organization for Economic Co-Operation and Development (OECD). Costa Rica has become a member relatively recently, yet the change has the potential to create major changes within the countrys academic system. The trend that will be highlighted is remote/online learning, an innovation that has been implemented more frequently during COVID-19 and government regulations. Costa Rica has gone through the switch to a remote system, similarly to other countries, yet the experience of the other members of the OECD highlights that crisis situations are not the only time when online schooling will prevail. The rationale of the current paper correlates with the aim to determine how online learning can be implemented and maximized in a country that recently became a member of a global organization. The report will illustrate the background of the trend of remote learning as well as elements correlating with its implementation in the context of Costa Rica.

Framework

It is essential to provide the background for the link between remote learning and areas such as diversity, inclusivity, equity, and multiculturalism. In regards to multiculturalism, researchers do; indeed, link digitalization in education with the notion as tech advancements allow more people to access academic resources despite encountering potential barriers when attending in-person classes (Kirac et al., 2022). A similar outcome can be illustrated from the perspective of equity, inclusivity, and diversity. An environment in which the student does not feel welcomed due to physical disabilities, being a member of a minority, or having psychological problems is more likely to encounter problems with academic or social circumstances. Moreover, the bias and hostile feelings expressed by teachers, administrators, and other students may not be able to be avoided despite the best efforts of the institutions. Thus, in this paper, it is argued that remote learning is a trend that maximizes inclusivity and equality by avoiding factors that are often objects of judgment.

Trend Origins

Remote learning has been an option regarding education for several years. Nonetheless, it is essential to acknowledge the major changes that occurred in the global academic world as a result of COVID-19. During the lockdown, most countries, including the members of the OECD, were forced to find a solution to minimize physical contact. As a result, remote learning was implemented. In the UK, for example, which is another OECD member, students have expressed positive feelings towards the change, such as opportunities to receive instant feedback and independence (Baxter & Hainey, 2022). Nonetheless, it is essential to consider that the lockdown has generated a situation in which the global educational community was forced to switch to a remote system.

No prior experience with avoidance of physical interactions related to gatherings existed globally or in Costa Rica specifically. Thus, the lack of infrastructure, prior occurrence, and communication channels minimized positive results (Hoss, Ancina and Kaspar, 2021). In the context of Costa Rica, similar outcomes have been observed. Namely, as the Ministry of Public Education has implemented Learning at Home measures, students were accessing school material via social media, online platforms, and radio (Ana Marcela Montenegro, 2021). However, similar adverse circumstances have been illustrated after the employment of said strategies. Namely, students had no prior experience in using the platforms, communication with teachers was ineffective, and certain students did not have access to the technology required to become remote learners. Nonetheless, the circumstances illustrated during the lockdown do not highlight the adverse outcomes associated with online learning but rather the negative context of the implementation if not approached adequately.

Trend Popularity

Global trends affect every country remotely linked to the circumstances generating said innovations. For example, technological advancements have led to shifts in communication and information acquisition worldwide. It is certain that remote learning is a trend and will continue to become more prominent, especially in developing countries that aim to reach the education level of more experienced global actors. In order to highlight how much of a trend remote education is, it is essential to provide statistics illustrating its global prevalence. For example, in the United States, which is a member of the OECD, 70% of undergrad students had at least one remote course in 2020 (National Center for Education Statistics, 2022). Nonetheless, while the statistics captured the measures that have been employed during COVID-19, online learning remains essential even after the abolishment of government restrictions in most countries.

The importance of online education is often highlighted in reports on the global academic segment. For example, the World Economic Forum highlights that the measure is especially well-received in emerging economies (World Economic Forum, 2022). As an upper/middle-income country with an emerging economy, Costa Rica is an example of a country in which students are more likely to be interested in receiving world-renowned education via online measures. The factor correlates with the previously mentioned opportunities arising as a result of the maximization of remote education, such as inclusion and access to high-quality learning material. The trend of online education acquirement can be linked to the efforts to generate a more inclusive academic environment. In the case of online classes, students can join and learn essential material despite physical disabilities, living in remote locations, or other barriers that may influence school attendance in the context of in-person courses. Thus, the innovation aligns with current global and national aims to address disparities and allow students to have the same rights when it comes to knowledge acquirement and academic opportunities.

Currently, remote learning options in Costa Rica exist for a limited number of children. However, this shows that the innovation has not been indefinitely abolished after the COVID-19 lockdown. Namely, reports highlight that the government has hired specialist teachers experienced in remote teaching to assist students with disabilities (EdTech Hub, 2022). The practice illustrates the importance of promoting inclusivity and equality and the major role of online education in balancing the academic system and creating more accessible circumstances. Moreover, the current experience with the academic measure generates an understanding that further development in the right direction is possible and most likely linked to success. Thus, as a country joining OECD and collaborating with nations with a more developed education sector, Costa Rica can acquire evidence-based practices and implement policies correlating with effectiveness in other countries. Said changes, namely, maximizing remote learning, are a global trend that can be effectively implemented nationally for the betterment of academic opportunities as well as positive changes in other sectors as a result of education advancements.

Opportunities

The opportunities correlating with the trend of maximizing remote learning in Costa Rica as a country that recently joined the OECD are extensive. The first opportunity that arises as a result of the trend emerging is addressing inclusivity, diversity, and equity. Online learning, while often being presented as a potentially effective replacement for in-school education, is a way for children from different backgrounds to access the necessary resources. For example, researchers highlight that young girls are more likely to encounter challenges in academic aims (King & Winthrop, 2016). Remote learning, especially in the context of developing countries such as Costa Rica, is an excellent way for children from less privileged backgrounds to be treated equally as their peers with more academic opportunities. A similar approach can be highlighted in regard to economically vulnerable populations. For example, students with high achievements in schools who have the opportunity to enroll in global universities may not have the funds to travel and sustain a lifestyle in a more expensive area of the world. Remote learning aligns with the opportunity to access top-notch education without meeting the barriers that are typically present when it comes to physical universities.

An opportunity that correlates with national objectives is the improvement of all segments as a result of educational achievements. Academic institutions are directly correlated with the successful advancements of other sectors, such as healthcare, infrastructure, politics, and social circumstances (Bawa, 2016). By focusing on providing high-quality education and allowing for an inclusive approach to learning, the government can benefit economically. The workforce will consist of numerous high-quality specialists that will work on innovative and unique ideas which can potentially maximize the countrys financial goals. Moreover, education facilitates a safer healthcare system by saturating the market with experienced doctors and nurses who will generate positive changes through research and patient assistance.

An additional opportunity that can be mentioned is globalization in education. Namely, the aim towards multiculturalism implemented in most international organizations, including the OECD, facilitates a bigger change for students to obtain globally-recognized diplomas and academic achievements. Policy-wise, certain universities, especially in developing countries, are not recognized by the global academic community in regard to the qualifications that they provide. As a result, students may be able to operate in Costa Rica after graduating yet will not have the same opportunity when it comes to acquiring jobs in other countries. Remote learning, however, especially due to the globalization partially maximized by international organizations such as the OECD, is a way for students to acquire globally recognized qualifications (Kokhanovskaya, Smychkova and Chai, 2021). The outcome of the opportunity will be the openness of the academic community of Costa Rica, its multicultural approach towards inclusion, and its attractiveness on the global arena.

Challenges

One of the main aims of education is to promote and inspire democratic values. One of the values included in the premise is equality (Bawa, 2016). Equality implies that all individuals have equal rights when it comes to acquiring education, and certain demographics are not prioritized over others through policies and measures employed in the academic system. Nonetheless, it is important to acknowledge that while remote learning erases specific barriers to diversity, it also creates new ones. For example, communities that a vulnerable from an economic standpoint is less likely to have the technological advancements to acquire said type of course material. Reliable internet, a smartphone, or a computer are elements required for participation in online classes. Nonetheless, there are communities, especially in rural areas, in which said measures are more challenging to acquire. From this perspective, the trend generates inequalities based on economic potency, which does not align with the democratic values that are being installed through education.

Implications

The perspective of remote learning being more widely available in Costa Rica implies a consideration of the OECD implications. Namely, the organization assists its members in policy establishment and implementation (OECD, 2023). The OECDs help concerning online schooling can be a significant measure that reduces risks and generates success in Costa Ricas education sector. Namely, other OECD countries have experience in maximizing online education, and the evidence-based experience could be applied in the Costa Rica context. Statistically, the implications of OECD are linked to success in online learning opportunities. For example, most of the countries in which students are reportedly more likely to access online courses are OECD members, including the US, UK, Mexico, Brazil, Canada, and Colombia (World Economic Forum, 2022). While a correlation has not been specifically highlighted, there may be a link between being a member of the international organization and advancing in the globalization of education, partly illustrated through remote schooling.

Another implication that is to be considered is the actors who will be directly involved in policy establishment and implementation. As mentioned prior, the OECD is the organization that will assist with the aforementioned elements, yet the main operation is based on the internal national institutions. Namely, the Ministry of Public Education oversees both public and private schools and universities (Trade, 2020). The prevalence of public education as well as the reliance of the private sector on government regulations, will generate a smooth transition and implementation of a maximized remote learning program. Needless to say, the implications correlating with OECDs involvement will benefit success as the organization can provide both evidence-based practice recommendations as well as remote learning staff training.

Recommendations

Several recommendations can be attributed to the maximization of the remote learning trend in Costa Rica. The fact that Costa Rica has become a member of the OECD recently is, in fact, a risk minimization. Namely, policy implementation can be based on the experience of other countries that have applied similar measures. An example is the framework of the US, in which online learning has been especially widely available during COVID-19. Researchers have reported that due to the urgency of the changes, the system lacked assistive technology, and the curriculum was not designed to be fully implemented in an online format (Guillaume et al., 2022). Thus, Costa Rica can approach the topic more thoughtfully, especially as there is no urgency to generate massive changes in a short period of time. Instead, the Department of Education, in collaboration with OECD institutions, can first establish assistive measures. For example, training teachers, establishing remote courses only in highly technologically developed institutions, and establishing a support team for tech challenges can immensely help the initiative. Similarly, it is essential to consider potential curriculum changes that are required due to the inability to implement the current program into a remote system.

Similarly, a recommendation is determining the integration of remote learning practices based on globalization in other countries that have joined the OECD yet are at the same economic level as Costa Rica. For example, Chile is a country that joined the organization before Costa Rica and has a slightly higher GDP per capita. To minimize inequality, the government has partnered with a mobile service provider to allow all students to download course materials for free (Figueroa, 2020). Similarly, Costa Rica authorities and policymakers can have a similar approach to providing vulnerable students with the needed resources. Thus, to assure inclusivity in remote learning, social programs to support individuals with technological equipment and internet access are necessary.

Conclusion

Costa Rica has acquired a variety of opportunities to improve the national education sector by becoming a member of the OECD. Namely, being a part of an international organization generates the potential to acquire evidence-based practices, assistance from policy-makers, and funding when it comes to implementing global academic trends and innovative approaches. One of the aspects that can be maximized locally is remote learning. Remote learning is based on inclusivity and equality and facilitates a globalized system in which each student has endless opportunities. On the other hand, it is challenging to ensure each student has the necessary resources to access course material. To minimize such risks, operating based on evidence-based practices for policy implementation and employing social problems is essential.

Reference List

Ana Marcela Montenegro, S. (2021) Costa Ricas educational scenario in times of covid-19 pandemic, Educational Media International, 58(2), pp. 202208.

Bawa, B. (2016) Relationship between democracy and Education, Your Article Library. Web.

Baxter, G. and Hainey, T. (2022) Remote learning in the context of COVID-19: Reviewing the effectiveness of synchronous online delivery, Journal of Research in Innovative Teaching & Learning [Preprint].

EdTech Hub (2022) Overview of emerging country-level response to providing continuity under covid-19 what steps are being taken to reach the most disadvantaged students during the period of covid-19 school closure?, EdTech Hub. Web.

Figueroa, R. (2020) How is Chile facing the COVID-19 education emergency? UNESCO talks with Raul Figueroa, minister of education of chile, UNESCO. Web.

Fisk, P. (2017) Education 4.0: The Future of Learning. Web.

Guillaume, M. et al. (2022) Negative impacts of pandemic induced at-home remote learning can be mitigated by parental involvement, Frontiers in Education, 7.

Hoss, T., Ancina, A. and Kaspar, K. (2021) Forced remote learning during the COVID-19 pandemic in Germany: A mixed-methods study on students positive and negative expectations, Frontiers in Psychology, 12.

King, E. and Winthrop, R. (2016) Todays challenges for girls education, Brookings. Brookings. Web.

Kirac, N.0. et al. (2022) Multicultural education policies and connected ways of living during COVID-19: Role of educators as cultural transformers, Sustainability, 14(19), p. 12038.

Kokhanovskaya, E., Smychkova, E. and Chai, M. (2021) Online learning as a result of globalization during the pandemic COVID-19, SHS Web of Conferences, 92.

National Center for Education Statistics (2022) The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics), National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education. Web.

OECD (2023) Education, OECD. Web.

Trade (2020) Costa Rica Education, International Trade Administration | Trade.gov. Web.

World Economic Forum (2022) These 3 charts show the global growth in online learning, World Economic Forum. Web.

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