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 Pillars 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.