1. Which of the following conditions manifests
trend of globalization?
a.
Establishment of stronger boundaries between and among nations.
b.
Increased awareness on the importance of national cultures and traditions.
c. Less
and less impact of human activity on the planet earth.
d. The
incorporation of local and national economies into a worldwide global economy.
2.
According to the Delors report, there are a number of main tensions central to
the problems of the twenty first century that we need to overcome. One of them
is the challenge to an individual how he or she can adapt to the changing world
without forgetting or turning his/her back from the past. What kind of tension
or conflict is manifested in this situation?
a. Tension
between tradition and modernity
b. Tension
between the global and the local
c. Tension
between the universal and the individual
d. Tension
between long term and short term considerations
3. Which
of the following features represents the new paradigm shift in education?
a.
Traditional pedagogies
b.
Lifelong education for all
c. Rigid
subject matter boundaries
d.
Knowledge as the only learning outcome
4. What is
the measure of relevance in education?
a.
Democratization of access
b.
Functionality and meaningfulness
c. Ability
to sustain education through the future
d.
Excellence and effectiveness
5. What is
the concern of Multicultural Education?
a.
Anticipating the future and imagining possible and probable futures.
b. Gender
equality and harnessing of the role of women in development.
c.
Promoting care for the environment and building a global culture of ecological
responsibility.
d. The
exploration of concepts of cultural diversity, similarities and prejudices to
promote cultural understanding.
6. Which
of the following may be considered an economic impact of globalization on
education?
a.
Increasing commercialization of education and the corporate takeover of
education
b.
Weakening of the notion of the "citizen" as a unified and unifying
concept.
c. New
technologies of information and communication creates new approaches to
learning
d. Reduction
of state and government support and subsidy for education
7. Which
of the following aptly describes Marshall Mcluhans' concept of global village?
a. The
idea that because of rapid globalization and development in technology, the
world has become one global village where increased diversity and difference
among people has become more pronounced than ever.
b. Rapid
integration of the planet through media and technology where events in one part
of the world could be experienced from other parts in real-time, similar to
what human experience was like when we lived in small villages.
c. Global
Village is the kind of global world we are experiencing, characterized by
fundamentalism, apathy and conflict brought about by clashes of cultures.
d.
People's cultural and religious identities will be the primary source of
conflict in the post-Cold War world as evidenced by the conflict between
fundamentalist Muslims and the western world.
8. When
planning her lessons and units, Mrs. Jones is careful to include books and
resources from a variety of cultures and ethnic groups. What kind of education
is this?
a.
Multilingual education
b.
Transformative education
c.
Multicultural education
d. Gender
free education
9. Which
of the following is NOT a characteristic
of globalization?
a.
Stretching a social, political and economic activities across political
frontiers, regions and continents.
b. The
growing magnitude of interconnectedness and flows of trade, investment and
migration.
c. A
speeding up of global interactions and processes through worldwide systems of
transportation and communication.
d. The
expansion of economic protectionism and isolation of poor countries.
10. Which
of the following illustrates the major paradigm shift in education in the 21st
century?
a. Shift
from rigid subject matter to a more interdisciplinary and multidisciplinary
pedagogical approach.
b. Shift
from values education and emotional learning to knowledge dominated curriculum
c. From
contextualized themes generated from global and local realities to
pre-organized subject matter
d. From
more flexible learning styles to a prescribed pedagogy
11. What
educational approach/perspective recognizes the knowledge and experience of
women, racial groups and ethnic groups as being just, as valid and relevant as
the knowledge of dominant groups in mainstream academic discourse?
a.
Transformative education
b.
Multicultural education
c.
Inclusive education
d. Global
education
12. How
does the notion of cultural relativity and variability affect the
teaching-learning processes in school?
a. The
students' varied cultural background will in now way affect the way they will
learn the lessons in school.
b. The
students can readily adjust to the way the teacher initiates learning in school
because children are adaptable beings no matter what culture they come from.
c. The
child's cultural background influences the children's way of interpreting and
viewing the world; hence, teachers must consider the children's world view when
teaching.
d. The
teacher should be wary of differing cultural points of view and must make sure
that students will see things the same way.
13. Which
among the following is the focus of Civic Education?
a. Promote
understanding of human rights, concepts and values to enable learners to
comprehend and transform conditions which give rise to human rights violations.
b.
Learning for effective participation in democratic and development processes at
both local and national levels.
c. Foster
a vision of education for sustainable development and care for the environment.
d. Empower
people with the skills, attitudes and knowledge to build a peaceful world based
on justice and human rights.
14. Which
of the following initiatives would NOT help a school address diversity?
a. Using
ability grouping
b. Using
cooperative learning
c. Working
with neighborhood groups
d. Using
culturally-relevant teaching methods
15. If the
teacher is emphasizing the development of the learner's competency to transform
knowledge into innovations and job-creation, what pillar of education does s/he
is actually promoting?
a.
Learning to Know
b.
Learning to Do
c.
Learning to Live Together
d.
Learning to Be
16.What
pillar of education which emphasizes learning to be human, through acquisition
of knowledge, skills and values conducive to personality development?
a.
Learning to Know
b.
Learning to Do
c.
Learning to Live Together
d.
Learning to Be
17. A
class is composed of students coming from several ethnic communities including
Muslims and lumads. They seem to have difficulty understanding each others'
behavior and points of view. What should the teacher do?
a. Introduce
multicuturalism in the class and provide activities for practice.
b.
Threaten the students that if there are students who do not behave and tolerant
of their classmates, s/he will be dropped from class.
c. Inform
students that they will all be learning new ways of thinking and behaving in
this class, so they might as well leave their cultural idiosyncrasies at home.
d. Assign
bright students to monitor and control behavior of poor students.
18. Which
of the following qualities should be developed by the pillar, Learning to Live
Together?
a. Strong
appreciation of the diversity of the human race
b.
Readiness to take risks and resolve or manage conflicts
c.
Scientific spirit and an inquiring mind
d.
Complete fulfillment of humans, in all the richness of his/her personality
19. Which
of the following statements about Gender is correct?
a. Gender
is biologically determined.
b. Gender
is socially and culturally-constructed.
c. Gender
roles are the same in all societies.
d. Gender
is an ascribed status in society.
20. UNICEF
and UNESCO are two key UN agencies which are particularly active advocates of
education for peace. Which of the following is not supported by UNESCO in
promoting peace in the schools?
a. Uphold
children's basic rights as outlined in the Convention on the Rights of the
Child (CRC)
b. Develop
a climate that models peaceful and respectful behavior among all members of the
learning community
c.
Demonstrate the principles of equality and non-discrimination in administrative
policies
d. Enable
the teachers to stress peace-making in social studies classroom only when
necessary
21. One
way to advance peace education is through partnerships of various
non-governmental organizations, education institutions, United Nations
specialized bodies which link ideals of peace with research and practice. One
such significant examples is the Hague Agenda for Peace and Justice for the
21st Century. What is the aim of the Agenda's Global Campaign for Peace
Education?
a. Helps
coordinate local initiatives and unite educators in the common practice of
educating for a culture of peace.
b.
Supports the UN Decade for a Culture of Peace and Non-violence for the Children
of the World and to introduce peace and human rights education into all
educational institutions.
c. Brings
together multiple traditions of pedagogy, theories of education, and
international initiatives for the advancement of total human development and
care for the environment through learning.
d. Serves
to enhance learning across subjects like conflict resolution initiatives.
22. The
impact of conflict on children whether as victims of war or child soldiers has
been brought to world attention through media, international organizations and
eye witness accounts. What is the best thing to do to help children affected by
conflict?
a. Employ
education to regain parts of a lost children and to facilitate the experiences
that support healthy social, emotional and intellectual growth and development
b. Provide
employment opportunity for them as well as their parents to attain financial
independence
c. Offer
them to migrate in neighboring country as foreign refugees
d. Secure
their safety by imposing strict curfew hours
23. The
United Nations is committed to address climate through mitigation and adaptation.
Which of the following is the best way of addressing the issue?
a. Deepen
strategic and operational collaboration with international and regional
organizations, including international financial institutions and regional
development banks, and other stakeholders.
b.
Developing a policy framework that identifies basic elements needed to prevent
human rights violations.
c.
Facilitate and execute agreements on reducing emissions from deforestation and
forest degradation to protect forests and sustain the livelihoods of the people
who depend on them.
d.
Enhancing collaboration among humanitarian organizations, particularly from the
global South, at the local, national and regional levels, to strengthen
community resilience and emergency response, and establishing a monitoring
system to assess progress on the implementation of preparedness measures.
24. Why
are educational environments very crucial to peace education?
a. The
social, cultural, economic and political contexts in which educators work shape
the specific content and methods they choose for peace education.
b. The
variety of different educational settings from rural to urban, school-based to
community and within the formal curricula or non-formal popular education
projects are relevant to peace education.
c. Many
teachers infuse peace education into traditional academic subjects such as
literature, math, science, history, language, civics and the arts.
d. All of
the above
25. What
is celebrated every December 10?
a. Mother
Language day
b. Human
Rights Day
c. Earth's
Day
d.
International Day of Tolerance
26. What
kind of tension is referred to when people prefer to have quick answers and
ready solution to many problems even if its calls for a patient, concerted,
negotiated strategy of reform?
a. Tension
between modernity and tradition
b. Tension
between long term and short term considerations
c. Tension
between spiritual and material
d. Tension
between individual and universal
27. In
what strands of the four pillars of education implies a shift from skill to
competence, or a mix of higher-order skills specific to each individual?
a.
Learning to Know
b.
Learning to Do
c.
Learning to Live Together
c.
Learning to Be
28. Which
of the following is NOT true about the Four Pilalrs of Learning?
a. The
pillars of learning stress the goal of contributing to social cohesion,
intercultural and international understanding, peaceful interchange, and
harmony.
b. The
Pillars of Learning imply a shift from schooling to learning throughout life by
"learning how to learn"
c. The
pillars of learning stress the importance of closer linkage between education
and the world of work.
d. The
Pillars of Learning adheres to the instrumental and purely academic view of
education that focuses on the achievement of specific aims of education such as
economic productivity.
29. What
pillar of education of J. Delors (UNESCO) focuses on voc-tech relevant to
people-centered human development?
a.
Learning to Know
b.
Learning to Do
c.
Learning to Live Together
d.
Learning to Be
30. The
rapid traversing of ideas, attitudes and values across national borders that
generally leads to an interconnectedness and interaction between peoples of
diverse cultures and ways of life. What is being referred to?
a. Cultural
Globalization
b.
Fundamentalism
c.
Multiculturalism
d. Clash
of civilization
31. Which
is considered a political impact of globalization?
a.
Changing role of education in terms of preparing students for the world of work
b. The
threat to the autonomy of national educational systems by globalization.
c. Reforms
in education as lifelong education
d.
Branding, globalization and learning to be consumers
32. What
United Nation Decade are we celebrating for 2005-2014?
a. Educating
for Culture of Peace
b.
Educating for International
Understanding
c.
Educating for Sustainable Development
d.
Promoting the Rights of the Elderly
33. With
the growing competition brought about by globalization, what is preferred by
most employers in hiring their employees?
a.
Flexible
b.
Selective
c. Quick
d. None of
the above
34. Which
of the following characteristics does NOT describe contextualized learning as a
major paradigm shift in education?
a. From
limited access to time-bound and space limited education, to borderless
education, lifelong learning for all in a learning society.
b. From
traditional pedagogies to more modern strategies of teaching and learning.
c. From
knowledge limited to the local scene to the globalized knowledge, values, attitudes,
and skills interfaced with local wisdom.
d.
Pre-organized subject matter to localized themes generated from the global
realities and the cultural relevant, meaningful and useful to learner.
35. What
current current trend in education focuses on the study of the basic concepts,
beliefs and values underlying our democratic political community and
constitutional order?
a. Civic
education
b.
Development education
c. Peace
education
c.
Multicultural education
36. Which
of the following is the first target of the Millennium Development Goals
(MDG's) formulated by member states of the UN in September 2000?
a. Reduce
child mortality
b.
Eradicate extreme poverty and hunger
c. Reduce
death due to HIV/AIDS and malaria
d. Achieve
universal access to primary education
37. Which
among the following statements about Human Rights Education (HRE) is correct?
a. HRE is
more of the responsibilities of the state to implement human rights law rather
than the protection of the rights holders
b. HRE
should focus more on rights based on "law in books", rather than
"law in real-life".
c. HRE
needs to focus on the values, principles, and standards and human rights and
how they can be translated into day-to-day actions
d. Human
Rights Standards vary from society to society and HRE therefore should also
vary in terms of approaches and methods
38. What
is the implication and globalization to the practice and experience of
education?
a.
Increase of state and government support and subsidy for education
b.
Commodification and the corporate takeover of education
c. Greater
autonomy of national educational systems
d.
Delocalization of technologies and orientations in education
39. Which
of the following skills corresponds to the Fourth Pillar of Learning,
"Learning to live together"?
a. Empathy
and cooperative social behavior
b.
Personal commitment and sense of responsibility
c.
Adaptability to change in the world of work
d.
Reasoning and problem solving skills
40. Which
of the following is NOT a characteristic of Multicultural education?
a.
Personality empowering
b.
Socially transformative
c.
Pedagogically humanistic
d.
Culturally discriminating
41. What
is the character of education that manifests democratization of access and
inclusivity?
a.
Relevance
b.
Sustainability
c. Quality
d. Equity
42. What
is the kind of education that emphasizes human-earth relationships and fosters
a vision of education for sustainable development to build a global culture of
ecological responsibility?
a. Human
Rights Education
b.
Development Education
c.
Environmental Education
d. Global
Education
43. Which
of the following is NOT a benefit of multicultural education?
a.
Multicultural education increases positive relationships through achievement of
common goals, respect, appreciation and commitment to equality among the
teachers and students.
b.
Multicultural education decreases stereotyping and prejudice through direct
contact and interaction among diverse individuals.
c.
Multicultural education promotes independence of various ethnic groups in
development and supports fragmented view of the world.
d.
Multicultural education renews vitality of society through the richness of the
different cultures of its members and fosters development.
44. Which
of the following is NOT one of the benefits of social media?
a. Mass
media decreases prejudice and discrimination.
b. Mass
media enriches the educational programs.
c. Mass media
increases student's exposure to diversity.
d. Mass
media helps provoke discussion of current issues.
45. Which
among the following rights manifests rule of law and good governance?
a. Right
to education
b. Right
to environment protection
c. Right
of participation
d. Right
to work
46. Which
among the following is NOT a core principle of human rights?
a. Human
dignity
b.
Non-discrimination
c.
Universality
d.
Independency
47. How
are human rights principles reflected in the activities of national and local
governments?
a.
Legislating laws to include rights education in all levels of schooling
b.
Organizing local exhibit or event to highlight the children's talents and local
products
c. Asking
the community leaders to volunteer in the construction of a barangay hall
d.
Lobbying to the UN High Commission for Human Rights to allocate higher budget
for Philippines' Commission on Human Rights.
48. Which
of the following could be a reason to justify peace education as a series of
"teaching encounters" or teaching-learning process?
a. Desire
for peace
b.
Nonviolent alternatives for managing conflict
c. Skills
for critical analysis of structural arrangements that produce and legitimize
injustice and inequality
d. All of
the above
49. Which
of the following is accurate in regard to working with parents in diverse
classrooms?
a. The
parent's culture is important, but should not influence their children's
education.
b.
Teachers should demonstrate their "expertise" to parents to show they
know best.
c. Teachers
should strive to use a variety of ways to keep parents informed, including
parents who cannot speak English or Filipino.l
d. The
importance of the family's influence on children's education has diminished
over the past few years.
50. Which
of the following is NOT a guiding statement of peace education?
a. Peace
education teaches students what to think rather than how to think.
b. Peace
education employs holistic and participatory approach.
c. Peace
education aims not to reproduce but transform.
d. Peace
builds bridges of support among key participants.
Answers:
1B 2B 3D 4B 5A 6B 7C 8A 9A 10A 11B 12C 13B 14A 15D 16D 17C 18C 19A 20C 21D 22A
23D 24C 25A
Answers:
1D
2B
3B
4B
5D
6A
7A
8C
9D
10A
11C
12D
13B
14A
15B
16D
17A
18A
19B
20D
21B
22A
23C
24D
25B
26B
27B
28D
29B
30A
31B
32C
33A
34A
35A
36B
37C
38B
39A
40D
41D
42C
43C
44A
45C
46D
47A
48D
49C
50A