Relevant bibliographies by topics / Education Costa Rica Costa Rica

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Costa Rica Costa Rica'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Education Costa Rica Costa Rica"

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Orlando, Hall R. "Environmental education in Costa Rica." Prospects 15, no. 4 (December 1985): 583–91. http://dx.doi.org/10.1007/bf02197926.

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Mata Segreda, Alejandrina. "Sustainability and peace in Costa Rica: the case of University of Costa Rica." Higher Education Policy 15, no. 2 (June 2002): 169–76. http://dx.doi.org/10.1016/s0952-8733(02)00012-0.

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Berhorst, Anja. "Evaluationskultur in Costa Rica." Zeitschrift für Evaluation 18, no. 2 (October 23, 2019): 307–10. http://dx.doi.org/10.31244/zfe.2019.02.08.

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Stough, Laura M. "Teaching Special Education in Costa Rica." TEACHING Exceptional Children 34, no. 5 (May 2002): 34–39. http://dx.doi.org/10.1177/004005990203400506.

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Woods, Richard D., and Michele S. de Cruz-Saenz. "Romancero Tradicional de Costa Rica." Hispania 71, no. 3 (September 1988): 554. http://dx.doi.org/10.2307/342903.

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Woods, Richard D., Theodore S. Creedman, and Costa Rica. "Historical Dictionary of Costa Rica." Hispania 75, no. 3 (September 1992): 570. http://dx.doi.org/10.2307/344119.

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Allen, Hailie. "A “Pura Vida” Summer in Costa Rica." Journal of International Students 1, no. 2 (July 1, 2011): 34–35. http://dx.doi.org/10.32674/jis.v1i2.548.

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Upon returning to the Memphis airport on the third of July 2011, having been out of the country for a month, the thirteen other students from Arkansas State University and I were exhausted, ready to see our loved ones, and to eat anything other than rice and beans. It was a bittersweet feeling to be home. We had just completed a study abroad program in the extraordinarily beautiful country of Costa Rica.
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Stough, Laura M., and Ana Ruth Aguirre-Roy. "Learning Disabilities in Costa Rica." Journal of Learning Disabilities 30, no. 5 (September 1997): 566–71. http://dx.doi.org/10.1177/002221949703000513.

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Vargas, Manuel, María Mora, William Ulate, and José Cuadra. "The Living Atlases Community in Action: Sharing Species Pages through the Atlas of Living Costa Rica." Biodiversity Information Science and Standards 2 (May 21, 2018): e25990. http://dx.doi.org/10.3897/biss.2.25990.

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The Atlas of Living Costa Rica (http://www.crbio.cr/) is a biodiversity data portal, based on the Atlas of Living Australia (ALA), which provides integrated, free, and open access to data and information about Costa Rican biodiversity in order to support science, education, and conservation. It is managed by the Biodiversity Informatics Research Center (CRBio) and the National Biodiversity Institute (INBio). Currently, the Atlas of Living Costa Rica includes nearly 8 million georeferenced species occurrence records, mediated by the Global Biodiversity Information Facility (GBIF), which come from more than 900 databases and have been published by research centers in 36 countries. Half of those records are published by Costa Rican institutions. In addition, CRBio is making a special effort to enrich and share more than 5000 species pages, developed by INBio, about Costa Rican vertebrates, arthropods, molluscs, nematodes, plants and fungi. These pages contain information elements pertaining to, for instance, morphological descriptions, distribution, habitat, conservation status, management, nomenclature and multimedia. This effort is aligned with collaboration established by Costa Rica with other countries such as Spain, Mexico, Colombia and Brazil to standarize this type of information through Plinian Core (https://github.com/PlinianCore), a set of vocabulary terms that can be used to describe different aspects of biological species. The Biodiversity Information Explorer (BIE) is one of the modules made available by ALA which indexes taxonomic and species content and provides a search interface for it. We will present how CRBio is implementing BIE as part of the Atlas of Living Costa Rica in order to share all the information elements contained in the Costa Rican species pages.
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Láscarez-Smith, Daniel, and Johannes K. Schmees. "The Costa Rican business sector’s concepts of the transfer of German dual training." Actualidades Investigativas en Educación 21, no. 2 (April 1, 2021): 30. http://dx.doi.org/10.15517/aie.v21i2.46792.

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This article analyzes the tripartite social dialogue of an inter-institutional commission in Costa Rica, which took place from February 27 to September 1, 2017. During this time the Costa Rican state the business sector and unions discussed ways to implement dual vocational education and training (VET) in Costa Rica, using the German model as a reference. Here, the focus is on the business sector’s concepts regarding if and how the German dual VET model should be transferred to Costa Rica. the findings are based on two interviews with Costa Rican business representatives and the observation of dialogue table meetings with representatives from the state, the business sector and unions. Based on the premise that discourses express and influence social practices, it is analyzed how the structure of the business sector’s arguments relate to Toulmin’s model of argumentation. It is concluded that from the Costa Rican business sector’s point of view, the policy of dual education in VET is essential to gain economic strength in a global market. However, for these business groups, the model must be “tropicalized” in a way that redefines some of the bases of the German reference model, such as union participation, distribution of training costs as well as the legal status of the apprentice. Therefore, it is concluded that the discussion on the dual model of VET was used as a window of opportunity to promote reforms that would favor the business sector.
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Dissertations / Theses on the topic "Education Costa Rica Costa Rica"

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Hagtorn, Frida, and Grigoriy Larsson. "Pressure ulcer prevention in Costa Rica." Thesis, Sophiahemmet Högskola, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-2134.

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Background Pressure ulcers are localized injuries to the skin and underlying tissue caused by pressure, shear or a combination of these. The consequences of pressure ulcers are contributing to higher risk of morbidity and mortality. It also increases costs to society and causing suffering affecting the quality of life for individuals. Research shows that patients often do not get access to those interventions with the highest evidence-based utility. Many times, there can be great differences within countries regarding interventions that reaches the patients. Aim The aim of the study was to describe pressure ulcers prevention by registered nurses in San José, Costa Rica. Method A qualitative design with semi-structured interviews was used. The study consisted of interviews with six registered nurses whereof one was an included pilot interview. The data process consisted of recording the interviews, transcription and a qualitative content analysis. Findings The main findings show that there is insufficient knowledge regarding pressure ulcer prevention and that there is a lacking ability to implement the existing knowledge into daily practice. Conclusion Strategies are needed to implement routines regarding pressure ulcer prevention and broader knowledge is needed to enable the registered nurses to follow these routines and to perform accurate and evidence based care. The lack of resources and time influence the ability to fulfil professional responsibilities regarding pressure ulcer prevention. The management have the important task to make sure that the needed knowledge and resources exists so that the staff can fulfil their work duties.
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Fischel, Astrid. "Politics and education in Costa Rica, 1880-1930." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303066.

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Burhans, Jay Scot 1955. "An assessment of manpower and formal education needs in Extension in Costa Rica." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276890.

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The purpose of this study was to assess the rural Extension manpower needs and the needs for formal education in Extension in Costa Rica. The study surveyed all current Extension professionals of the Costa Rican Ministry of Agriculture Extension system to determine their educational qualifications, education in Extension, opinions regarding the educational qualifications needed to enter an Extension position and the levels of education appropriate for formal Extension education at time of the study and in 15 years and their perceptions of the current and future needs for Extension manpower in Costa Rica. Findings included: (1) all Extension professionals had a secondary level diploma and 55 percent held university level qualifications; (2) formal education was the most reported type of education in Extension; (3) twenty-five percent had neither formal education nor training in Extension; (4) the education qualifications needed and the levels of education appropriate for formal education in Extension were perceived as shifting upwards during the next 15 years; and (5) a 33 percent current and a 102 percent future increase in Extension manpower was perceived as necessary to meet clientele needs.
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Clark, Sara. "Hosting in Costa Rica: A Mix of Money and Motherhood." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19188.

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This thesis explores perspectives of 30 women hosting international students in a rural, coastal town in Costa Rica through an International Studies lens - interdisciplinary, critical, and bridging theory and practice. Analysis of 30 semi-structured interview sessions, which included 2 questionnaires, conducted over 10 weeks living with 3 host mothers contributes to understanding the impact of study abroad on host families. Hosting is discussed as a preferred form of paid care work in that it is flexible and enjoyable. Women host for the income as well as for the joy of mothering students. Host perspectives are shared regarding benefits and challenges of and lessons learned from hosting. Recommendations are made for homestay program administrators and international educators, including recommendations for addressing power dynamics to ensure reciprocal exchanges.
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Mahon, Mary Kathleen. "Todo lo puede| Promoting agency in poor children in Costa Rica." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666734.

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This study was conducted to contribute a qualitative inquiry regarding the role of teachers in the education of children who were born into the Intergenerational Transmission of Poverty (ITP) cycle in Latin America. Education is key to help students pull themselves out of poverty and yet the drop-out rates in primary school among children born into poverty in Latin America remains high. The purpose of the case study was to discover and describe how teachers can foster agency in students born into poverty. Agency is ability to initiate and carry out activities on one's own. The research focused on teachers' beliefs and assumptions about their students, the teachers' methodologies, the students' expressions of agency, and the construction of a Christian identity in the students.

Data were collected through focus groups interviews with 3rd and 4th grade students, teacher interviews, and observations in a Christian elementary school affiliated with Latin America ChildCare and Fundación PIEDAD located in a zone of social vulnerability in San José, Costa Rica.

Four practices within the educational community emerged from the data as promoting agency within students: (a) the use of adaptive constructivism techniques in education, (b) a focus on agency in the identity development of the students, (c) the use of narrative for meaning making in the lives of the students, and (d) the fostering of an experiential spirituality among the students, teachers, and staff.

Recommendations for further research include longitudinal studies of students born into poverty, the role of agency in fostering school retention in secondary school, and studies of intrinsic motivations of students born into poverty.

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Viquez-Abarca, Rosibel. "Public higher education, the knowledge economy and regional development in Costa Rica." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/1594.

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This thesis concerns, firstly, the role of public higher education institutions, in particular the Distance Learning University (UNED), in the new economy model being encouraged in Costa Rica and, secondly, the role that public higher education could play in an alternative model of development which is more socially and regionally balanced. Until the 1980s, Costa Rica possessed a well-governed and stable political-economy but imbalanced at the same time since it promoted uneven development between the central region on the one hand and the peripheral regions on the other. Since the mid-1990s, the country has developed a strategy to move from an export-led growth economy to one based on foreign direct investment. In such a scenario, the Knowledge-Based Economy model was introduced as an option to speed up the pace of development. Nonetheless, the new model has faced several changes to the original plan. It moved from an open economy attracting high technology investment to practically any kind of foreign direct investment (FDI). The resulting model has implied negative consequences in terms of sustainability and social development. One consequence is a minimum impact on the skill level of the work force. Another consequence has been a low level of investment in infrastructure (particularly in peripheral areas). Additionally some of these activities favoured by the new model imply damage to the natural environment. The present research shows that the new model of the Costa Rican economy still encourages uneven development, generating different trajectories of growth not only among the regions but also inside them. In terms of the public universities, the institutional transformation that is taking place globally prompts these institutions to solve the problems of the labour market through supplying the necessary trained people. Three key questions were addressed in this thesis, in order to present a perspective on the Costa Rican process: (1) Has Costa Rica become a more Knowledge-Based Economy in the last 30 years?; (2) What role have public universities played in this and what role has UNED specifically played?; and (3) How could UNED contribute in order to accomplish a more regionally-balanced Knowledge-Based Economy model? Drawing on quantitative data and interviews with actors from different sectors, the research demonstrates that Costa Rica has been endorsing an open economy, where the attraction of FDI is related not only to high technology industry, as the Knowledge-Based Economy model assumes, but to change in all of the traditional economic sectors of the country. Paradoxically, the companies of the new economy are looking for those qualified to technician-level, rather than to those with higher-level qualifications. In terms of the institutional transformation, public universities in general and UNED in particular are immersed in stress promoted by at least four contradictory internal and external discourses. One is the entrepreneurial university discourse which is a properly discourse of the KBE, close to utilitarian approaches. Second is the university as entrepreneur’s promoters. The third is the university as a central government partner to attract FDI. The fourth is the traditional discourse of state-funded educational institutions’ mandate for education to build collective responsibility and social justice. Finally, in terms of an alternative role, the thesis presents an option for the public universities to challenge the territorial inequalities implicit within current strategies by focusing more on the peripheral territories.
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Romeo, Peggy Arlyn. "Cross-cultural field experiences in Costa Rica a qualitative study of teacher change /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2122.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 228 p. Vita. Includes abstract. Includes bibliographical references (p. 199-210).
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Blum, Andrea. "The social shaping of environmental education policy and practice in Monteverde, Costa Rica." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536535.

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Cowherd, Robert Eugene. "The Effects of Food Insecurity on Mental Wellbeing in Monteverde Costa Rica." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4302.

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The rapid expansion of ecotourism in the Monteverde zone of Costa Rica has increased the incidence in food insecurity in the area. Changes in food preferences and availability have led to a more homogenized diet that is increasingly delocalized and reliant on processed foods. Additionally, there has been a rapid economic shift away from agricultural and dairy farming to an economy more reliant on tourism. This NSF supported study builds upon data from a longitudinal investigation (#BNS 0753017) examining the nutritional effects of this rapid economic transition. Using a mixed methods approach, a culturally appropriate scale of stress was developed and used in conjunction with the Household Food Insecurity Access Scale, the Cohen Perceived Stress Scale, and the Hopkins Symptom Check List to explore the relationship between food insecurity and mental health among residents of the Monteverde zone. Quantitative results show that food insecurity correlated positively with stress, depression and anxiety, and was found to be a significant predictor of stress and depression
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Morales, Zuniga Luis Carlos. "Politicidad nacional y transnacionalidad político-educativa: la Educación Cívica en Costa Rica 1886-2015." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22914.

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Diese Forschung untersucht die lehrplanmäßige, pädagogische und didaktische Entwicklung der staatsbürgerlichen Bildung in Costa Rica im Zeitraum von 1886 bis 2015. Die Analyse wurde unter Berücksichtigung der nationalen Politik durchgeführt, indem unterschiedliche Situationen, Akteure, Tendenzen und politisch-pädagogischen Spannungen in Zusammenhang mit dem Lehrplan und der didaktischen Artikulation der politischen Bildung gesetzt wurden. Es wird angenommen, dass die Perspektive der bildungspolitischen Internationalisierung unterschiedliche Momente, Akteure und transnationale Prozesse bei der Artikulation der staatsbürgerlichen Bildung in Costa Rica einnimmt. Auf Grundlage der Kombination nationaler Politik und transnationalen politisch-pädagogischen Trends können drei Schlüsselmomente in der Entwicklung der Staatsbürgerschaftsbildung in Costa Rica identifiziert werden: Der erste Moment zeichnet sich zwischen 1886 und 1949 ab und ist gekennzeichnet durch die Dominanz republikanischer und liberaler politischer Gruppen in der nationalen Politik, die den staatsbürgerlichen Unterricht an zentraler Stelle im nationalen Lehrplan positionierten und mit französischen Ideen der Bürgerbildung unterfüttern. Auch der Einfluss des Instituto Pedagógico de Chile, in dem in der ersten Hälfte des 20. Jahrhunderts relevante Persönlichkeiten im Bereich des staatsbürgerlichen Unterrichts des Landes ausgebildet wurden, schlägt sich nieder. Der zweite Moment ab 1949 nach dem letzten Bürgerkrieg im Land und der Gründung der zweiten Republik war geprägt von der Dominanz der sozialdemokratischen Ideologie und der nationalen Befreiungspartei in der nationalen Politik. Die politische Bildung orientierte sich in dieser Zeit am demokratischen, antikommunistischen Diskurs und später an der Friedenserziehung aufgrund der Befriedung Mittelamerikas und des Friedensnobelpreises, der 1987 an den ehemaligen Präsidenten Oscar Arias verliehen wurde. Schließlich konzentrierte sich die Forschung auf die Haupttrends in Bezug auf politisch-pädagogische, pädagogische und lehrplanmäßige Transformationen, die in den ersten Jahren des 19. Jahrhunderts bis 2015 stattfanden.
This research studies the curricular, pedagogical, and didactic evolution of Citizenship Education in Costa Rica for the period from 1886 -2015. The analysis has been carried out taking into account national politics, that is, the different situations, actors, tendencies, and political-educational tensions around the curricular and didactic articulation of Civic Education. The perspective of educational political internationalization is also assumed to observe different moments, agents, and transnational processes in the articulation of Citizenship Education in Costa Rica. There are three key moments in the evolution of Costa Rican Citizenship Education, as a result of the combination of national politics and transnational political-educational trends. The process developed between 1886 and 1949, characterized by the dominance in national politics of republican and liberal political groups, who positioned Civic Instruction in a central place in the national curriculum and came into contact with French ideas of citizen education and also with the Pedagogical Institute of Chile, in which relevant figures in the field of Civic Instruction of the country were formed during the first half of the 20th century. The second moment from 1949, after the last Civil War in the country and the founding of the Second Republic, was characterized by the dominance of the social-democratic ideology in national politics and the National Liberation Party. Civic Education was oriented in this period by democratic, anti-communist discourse and later by education for peace due to the pacification of Central America and the Nobel Peace Prize awarded to former president Oscar Arias in 1987. Finally the research focused on the main trends in political-educational, pedagogical, and curricular transformations that occurred during the first years of the 19th century until 2015.
En esta investigación se estudia la evolución curricular, pedagógica y didáctica de la formación para la ciudadanía en Costa Rica durante el periodo 1886-2015. Se asume también la perspectiva de la internacionalización político educativa para observar distintos momentos, agentes y procesos transnacionales en la articulación de la educación para la ciudadanía en Costa Rica. Se distinguen tres momentos claves en la evolución de la educación para la ciudadanía, en los que la politicidad nacional y las tendencias político-educativas transnacionales dieron como resultante histórica distintas versiones de formación para la ciudadanía en Costa Rica. Un primer momento fue el comprendido entre 1886 y 1949, caracterizado por el dominio en la política nacional de las ideas y los grupos políticos republicanos y liberales, quienes posicionaron la Instrucción Cívica en un lugar central del currículo nacional.El segundo momento a partir de 1949, después de la última Guerra Civil del país y la fundación de la Segunda República, se caracterizó por el dominio en la política nacional de la socialdemocracia y del Partido Liberación Nacional. La Educación Cívica estuvo orientada en este período por el discurso democrático, anticomunista y más tarde por la educación para la paz debido a la pacificación de Centroamérica y el premio Nobel de la Paz otorgado al expresidente Oscar Arias en 1987. Un resultado de este proceso fue la implementación de la asignatura de Estudios Sociales procedente de Estados Unidos, asignatura que incluyó las materias de Historia, Geografía y Educación Cívica. Finalmente, se estudian las principales tendencias y transformaciones político-educativas, pedagógicas y curriculares que se produjeron durante los primeros años del siglo XIX hasta 2015.
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Books on the topic "Education Costa Rica Costa Rica"

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Cascante, Donoldo Jimenez. Educacion tecnologica en Costa Rica. Washington, D.C: Programa Regional de Desarrollo Educativo, Organizacion de los Estados Americanos, 1992.

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Cascante, Donoldo Jimenez. Educacion technologica en Costa Rica. Washington, D.C: Secretaría General de la Organización de los Estados Americanos, 1992.

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Alfredo, Madrigal S., ed. La catequesis en Costa Rica. Bogotá, Colombia: Consejo Episcopal Latinoamericano, 1989.

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Cascante, Donaldo Jiménez. Educación tecnológica en Costa Rica. Washington, D.C: Organización de los Estados Americanos, Programa Regional de Desarrollo Educativo, Proyecto Multinacional de Educación para el Trabajo (PMET), 1992.

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Camacho, Juan Rafael Quesada. Educación en Costa Rica, 1821-1940. San José [Costa Rica]: Editorial Universidad Estatal a Distancia, 1991.

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Centro de Estudios Democráticos de América Latina, ed. Dimensiones de la educación en Costa Rica. San José, Costa Rica: Friedrich Ebert Stiftung, 2005.

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La piedra angular: ?educación? en Costa Rica. Heredia: Editorial Universidad Nacional (EUNA), 2007.

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Demokratie durch Bildung?: Das Fallbeispiel Costa Rica. Frankfurt am Main: P. Lang, 1993.

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Coto, Jose Francisco Vargas. Política y educación cívica en Costa Rica. San José, Costa Rica: Ediciones Guayacán, 1991.

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Municipalidad, educación y democracia en Costa Rica. San José, Costa Rica: Instituto de Fomento y Asesoría Municipal, 1986.

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Book chapters on the topic "Education Costa Rica Costa Rica"

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Evers, Nico, and Daniel Sherrard. "EARTH University, Costa Rica." In Internationalising Programmes in Higher Education, 127–33. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-102a.

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Müller-Using, Susanne, and Alicia Vargas Porras. "The Education System of Costa Rica." In Global Education Systems, 1–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-93443-3_6-1.

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Gallardo-Allen, Eugenia. "Higher Education Systems and Institutions, Costa Rica." In The International Encyclopedia of Higher Education Systems and Institutions, 959–62. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_410.

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Gallardo-Allen, Eugenia. "Higher Education Systems and Institutions, Costa Rica." In Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_410-1.

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Quesada-Pacheco, Allen, Xinia Rodríguez-Ramírez, and Mayra Solís-Hernández. "A TESOL Practicum in Costa Rica." In Educational Linguistics, 87–107. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28756-6_5.

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Long, Chrissie. "Latin America: Costa Rica Rejects High Number of Medical Graduates From Cuba." In Understanding Higher Education Internationalization, 119–21. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_26.

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Sandi-Urena, S., R. M. Romero, and J. Leitón Chacón. "Chemical Education Research as an Emergent Scholarly Field in Costa Rica." In ACS Symposium Series, 9–25. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1293.ch002.

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Jakubiak, Cori, and Paula J. Mellom. "The Local as the Global: Study Abroad Through Place-Based Education in Costa Rica." In Environmental Discourses in Science Education, 99–119. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11608-2_7.

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Taylor, Ann C. M. "Costa Rica." In International Handbook of Universities, 220–23. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12912-6_33.

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Hartmann, Jürgen. "Costa Rica." In Die politischen Systeme Lateinamerikas, 315–20. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14353-4_17.

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Conference papers on the topic "Education Costa Rica Costa Rica"

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Lentz, Jenna. "Shade Grown Coffee In Costa Rica." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/37.

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Uri, Allison, Dasha Petrova, and Alex Burks. "Arenal Volcano National Park in Costa Rica." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/48.

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Marin-Naranjo, Luis D. "Education and training in optical telecommunications networks in Costa Rica." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.emi17.

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Marin-Naranjo, Luis D. "Education and training in optical telecommunications networks in Costa Rica." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2208497.

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Jiménez-Castro, Maynor, Pedro Arteaga, M. Magdalena Gea, and Carmen Batanero. "PURPOSE OF STATISTICAL GRAPHS IN BASIC EDUCATION TEXTBOOKS IN COSTA RICA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0279.

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Garita, Cesar, and Mario Chacon-Rivas. "TEC Digital: A case study of an e-learning environment for higher education in Costa Rica." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246061.

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Chaves, Nattanahel, Gustavo Vargas, and Julio Córdoba. "Impacto del uso del Internet de las cosas en la prevención de accidentes de tránsito en Costa Rica." In The 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnership for Development and Engineering Education”. Latin American and Caribbean Consortium of Engineering Institutions, 2017. http://dx.doi.org/10.18687/laccei2017.1.1.131.

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Jeffrey Jones, Jan Boll, and Erin Brooks. "Education and Research in a Horticultural Irrigation Project in El Salvador." In 21st Century Watershed Technology: Improving Water Quality and Environment Conference Proceedings, 21-24 February 2010, Universidad EARTH, Costa Rica. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2010. http://dx.doi.org/10.13031/2013.36511.

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Gonzales, Miguel. "THE ROLE OF EDUCATIONAL LEADERSHIP ON PARTICIPATION IN THE NATIONAL PROGRAM OF SCIENCE AND TECHNOLOGY FAIRS OF COSTA RICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0291.

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Hernández Espino, Ana. "CULTURAL TRANSLATION BEYOND AN INTERDISCIPLINARY EXIT, A MEETING OF KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end008.

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Abstract:
In a context of intercultural conflicts, of exclusive educational policies, it is necessary to create inclusive perspectives, enabling coexistence between different cultures. A Latin American educational framework rooted in neoliberal policies restricts creative gazes. Two doctoral researches carried out with a perspective of Popular Education, one in Mexico, Costa Rica, Argentina and Uruguay and another on a specific experience in Uruguay show the potential of the emancipatory component. His socio-historical analyzes link the educational proposals with the historical evolution of their problems in relation to their contexts. Cultural translation is presented as one of the potentialities, where weighted popular knowledge is rescued by groups. Some socio-community referents have skills to know, understand and translate the demands. A training obtained from the analysis of the experience and knowledge of the groups stimulates decolonization processes.
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Reports on the topic "Education Costa Rica Costa Rica"

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Araújo, Sónia, and Stéphanie Guichard. Costa Rica. Organisation for Economic Co-Operation and Development (OECD), July 2018. http://dx.doi.org/10.1787/f005be6a-es.

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Espinasa, Ramón, Lenin Balza, Carlos Hinestrosa, Carlos Sucre, and Fernando Anaya. Dossier energético: Costa Rica. Inter-American Development Bank, January 2017. http://dx.doi.org/10.18235/0000588.

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Alpízar, Francisco, Róger Madrigal, and Ariana Salas. Retos ambientales de Costa Rica. Inter-American Development Bank, October 2018. http://dx.doi.org/10.18235/0001352.

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Waddle, D. (Power sector efficiency analysis in Costa Rica). [Power Sector Efficiency Analysis in Costa Rica]. Office of Scientific and Technical Information (OSTI), April 1990. http://dx.doi.org/10.2172/6958306.

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Novichkova, Tatiana. Political administrative map of Costa Rica. Edited by Nikolay Komedchikov and Alexandr Khropov. Entsiklopediya, July 2010. http://dx.doi.org/10.15356/dm2016-02-11-8.

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Darrel, Pérez, ed. Indicadores de políticas agropecuarias: Costa Rica. Inter-American Development Bank, September 2019. http://dx.doi.org/10.18235/0001907.

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de la Peña, Elena, Enrique Millares, Lourdes Díaz, Alejandro Pablo Taddia, Claudia Bustamante, and Yolanda Vaccaro. Diagnóstico de seguridad vial 2013: Costa Rica. Inter-American Development Bank, August 2015. http://dx.doi.org/10.18235/0000116.

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Michelitsch, Roland, Alejandro Soriano, César Bouillon, Horst Wattenbach, Galia Rabchinsky, Nadia Ramírez, Abel Mejía, et al. Country Program Evaluation: Costa Rica 2015-2018. Inter-American Development Bank, May 2019. http://dx.doi.org/10.18235/0002174.

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Mora Román, Alberto, and Marisol Guzmán. Aspectos de la migración nicaragüense en Costa Rica. Inter-American Development Bank, November 2018. http://dx.doi.org/10.18235/0001402.

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Biehl, Maria Loreto, and Iván Bornacelly. Nota CIMA #9: Costa Rica: ¿Cerrando las brechas educativas? Inter-American Development Bank, December 2017. http://dx.doi.org/10.18235/0001221.

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