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 multiculturalism 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. 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
32. 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
33. 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.
34. 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
35. 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
36. 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
37. 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
38. 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
39. Which
of the following is NOT a characteristic of Multicultural education?
a. Personality
empowering
b. Socially
transformative
c. Pedagogically
humanistic
d. Culturally discriminating
40. What
is the character of education that manifests democratization of access and
inclusivity?
a. Relevance
b. Sustainability
c. Quality
d. Equity
41. 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
42. 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.
43. 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.
44. 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
45. Which
among the following is NOT a core principle of human rights?
a. Human
dignity
b. Non-discrimination
c. Universality
d. Independency
46. 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.
47. 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
48. 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.
49. 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.
50. 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
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