Академический Документы
Профессиональный Документы
Культура Документы
Competencies:
1. Determine the roles of the teachers are active members of the community and as global
citizens responsible for the outcomes of their actions and for developing other citizens.
(Intercultural Communication, Gender and Development, Globalization and Education)
2. Apply the Four Pillars of Learning/Education in understanding the relation between or
among the individual, school and society (Four Pillars of Learning)
-------------------------------------------------------------------------------------------------------------------------------
A. Global and National Development Trends and Directions in the 21st Century
Globalization
Changing Environmental/Political and Cultural Landscapes
Cultural Homogeneity (The Global Village)
The information and Communications Technology (ICT) Revolution and High
Interconnectivity
The Changing World of Work
Changing the Values and Morality Concern for Human Dignity/Human Development
2. Contextualized learning
Pre-organized subject, matter to contextualized themes generated from the global
realities and the culture relevant, meaningful and useful to the leaner.
Knowledge limited to the local scene to the globalized knowledge, values, aptitudes,
and skills interfaced with local wisdom; and
From traditional pedagonies to more modern strategies of teaching and learning with
the freedom to use mixed modes of instruction and more interactive technology
4. Lifelong education for all form limited access to limited time-bound and space limited
education, to borderless education, lifelong learning for all in a learning society.
Global Education involves learning about those problems and issues which cut
across national boundaries and about the interconnected of systems cultural,
ecological, economic, political, and technological
Peace Education affirms personal and global responsibilities for the promotion of
peace, cooperation, disarmament, justice, non-violent resolution of conflict, respect of
human rights, and environment care
Multi-cultural Education emphasizes oneself and others through the exploration of
concepts of cultural diversity, similarities, prejudices, and cultural understanding.
Developing tolerance is a key value in learning to live together in harmony
Human Rights Education promotes understanding of human rights concepts and
values to enable learners to comprehend and transform conditions which give rise to
human rights violation and exalts dignity and worth of the human person.
Development Education strives for quality of economic, social, and political
development in all countries; fairness in relationship between and within countries;
equitable and meaningful linkages between developed and developing countries
Population Education relates population growth, distribution and immigration
patterns to issues of food, housing, transport and delivery of basic resources, sees the
interconnection in the environment and development
Civic/Citizenship Education focuses on the study of basic concepts, beliefs and
values underlying our democratic political community and constitutional order draws
its content chiefly from four disciplines; political science. jurisprudence, history, and
economics
Environmental Education rethinks human-earth relationships, fosters a vision of
education for sustainable development, promotes care for the environment and builds a
global culture of ecological responsibility
Gender Studies promotes gender equality and harnessing the role of women in
development
Future Studies anticipates the future and cope with its challenges and imagines
possible and probable futures. Students are encouraged to envision a preferred future
that will help shape their present action
Transformative Education an educational process that brings about deep and
significant changes (for the better) in an individual and ultimately culminates in similar
changes at the societal level, principally brought about through innovative and creative
teaching ad learning, curriculum reform and appropriate policy at the school level
Education for Global Citizenship is developing the capability for thoughtful and responsible
participation in political, economic, social and cultural life.
4. Civic Engagement
Individual and collective actions designed to identify and address issues of public
concern
Can take many forms , from individual volunteerism to organizational involvement to
electoral participation. It can include efforts to directly address an issue, work with
others in a community to solve a problem or interact with the institutions of
representative democracy
Working to make a difference in the civic life of our communities and developing the
combination of knowledge, skills, values, and motivation to make the difference. It
means promoting the quality of life in a community through both political and non-
political processes
Implies meaningful connections among citizens, issues, institutions, and the political
system. It implies voice and agency, a feeling of power and effectiveness, with real
opportunities to have a say. it implies active participation, with real opportunities to
make a difference
Learning to Know
Learning to do
This pillar of learning implies application of what learners have learned or known into
practices; it is closely linked to vocational-technical education and work skills
training. However it goes beyond narrowly defined skills development for doing
specific things or practical tasks in traditional or industrial economies. The emerging
knowledge-based economy is making human work increasingly immaterial
It calls for new types of skills which is more behavioral than intellectual. the material
and the technology are becoming secondary to human qualities and interpersonal
relationship. Learning to do thus implies a shift from skill to competence, or a mix of
higher-order skills specific to each individual. Thus learning to do means, among
other things, ability to communicate effectively with others; aptitude toward team
work; social skills in building meaningful interpersonal relations; adaptability to
change in the world of work and in social life; competency in transforming knowledge
into innovations and job-creation; and a readiness take risks and resolve or manage
conflicts
Learning to be
This type of learning is based on the principle that the aim of development is the
complete fulfillment of man, in all richness of his personality, the complexity of his
forms of expression and his various commitments as individuals, member of a
family and a community, citizen, producer inventor of techniques and creative
dreamer
The four pillars of learning relate to all phases and areas of education. They support and
interpenetrate one another and should therefore be applied as basic principles, cross-cutting
themes and generic competencies for integration in and across subject areas or learning
domains.
Fourthly, the pillars of learning points to a goal for much closer linkage between
education and the world of work. This not only concerns learning to be but other
three pillars of learning as one central function of education is to prepare young
learners to be successful workers and responsible citizens in their adulthood. School
curriculum can no longer be purely academic and college-bound; it has to impart
employable skills, and positive attitudes toward work, and to develop competency in
adapting to change, which is the only thing which will not change
1. GLOBALIZATION
Globalization Involves
2. MULTICULTURAL EDUCATION
Banks and Banks (1995) define multicultural education:
Multicultural education is a field of study and an emerging discipline whose major aim is
to create equal educational opportunities for students from diverse racial, ethnic, social-
class, and cultural groups. One of its important goals is to help all students to acquire the
knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic
society and to interact, negotiate, and community that works for the common good.
Multiculturalism is a philosophy that recognizes ethnic diversity within a society and that
encourages others to be enlightened by worthwhile contributions to society by those of
diverse ethnic backgrounds
Schools are expected to serve the human needs of cultural socialization, transmission,
and self perpetuation, and teach academic skills. Every action that they take is,
unavoidably, culture bound. Effective understanding of the educational process in a
pluralistic society requires that teaching and learning be viewed as aspects of various
cultural milieus (Kimball, 1978.)
Sex- actual biological differences between males and females; a distinction between the
physical and biological characteristics of males and females. The sexual differences
between females and males include different chromosomes (genetic material), the sex
glands, hormones and sex organ.
Gender- the different roles, responsibilities and expectations of women and men in
societies and cultures; the socially assigned label and personal definitions as male or female
including the corresponding socially defined rights and responsibility.
Patriarchy is a set of beliefs and values which lay down the supposedly proper relations
between men and women, between women and women, between men and men. It is a
deeply entrenched and integrated system of male dominance and that it has built itself
into the structures of society and the consciousness of men and women. It is integrated in
the value system, world view and socialization process, reproduced in the family, school
and church as well as in media and political exercises.
Gender equality means that males and females have equal opportunities to realize their
full human rights and contribute to and benefit from economic, social, cultural, and
political development. Parity and equity are the building blocks of equality in education.
3) Equality of educational outcomes means that girls and boys enjoy equal opportunities
to achieve and outcomes are based on their individual talents and efforts. To ensure fair
chances for achievement, the length of school careers, academic qualifications, and
diplomas should not differ based on a persons sex. Mechanisms for evaluating
individual achievement should also be free of any gender bias.
4) Equality of external results occurs when the status of men and women, their access to
goods and resources, and their ability to contribute to, participate in, and benefit from
economic, social, cultural, and political activities are equal. This implies that career
opportunities, the time needed to secure employment after leaving full-time education,
and the earnings of men and women with similar qualifications and experience are
equal.
The four dimensions of gender equality are related, but that relationship is complex and
not necessarily linear. Parity in enrollment and greater gender equality in schooling can,
and often do, coexist with inequalities outside of education.
Human rights provide the values, principles, and standards that are essential to
safeguard our most precious- the right to be human.
Concern is also raised about selectivity and double standards in regard to how human
rights are invoked by powerful states over weak or poor states.
o HRE, as practices in the developed world has focused too much on international right on
law in books, rather than on law in real-life, especially for the poor, the vulnerable, and
the marginalized. HRE needs to focus much more on the responsibilities of the duty-bearers
and the right-holders, including the nature of the rights they are claiming.
o HRE needs to focus on the values, principles and standards of human rights and how
they can be translated into day-to-day actions that become a way of life and, ultimately,
a human rights culture.
Human Rights are comprehensive. Human Rights apply everywhere and to everyone
without distinction of color, sex, country, religion, wealth, or opinion they are based on universal
values.
Dignity
Freedom
Equality
Justice
Which represent an ideal for humanity as well as principles
capable of governing the lives of men, women, and children.
2. Law
Equality before the law
Freedom of thought, conscience and religion
Freedom of opinion and expression
Freedom of assembly and association
Freedom of movement
Freedom to participate in public affairs
3. Economic
Right to an adequate standard of living
Right to social security
Right to work
Right to just and favorable conditions of works
Right to form and join trade unions
4. Cultural Rights
Right to participate in cultural life
Right to education and training
Right to information
Human rights standards have been established by international agreement. They are
based on universal norms, applicable to every society.
In the early part of the twentieth century, ILO set out a number of key human rights
issues. Some may be straight forward and direct, such as the protection of human and labor
rights of workers employed by a company. Other issues may be related only in part to business
but are still relevant to the environment in which they operate, such as calls on business to seek
to influence governments to improve the general human rights climate in places where they
operate. Governments, however, still retain overall responsibility for human protection.
The 21st century is an age of breakthroughs in science and technology, and in all other
fields of human endeavor, notably the dramatic revolution in information and communication
technologies (ICTs). It ushers in the era of democratization and globalization, the revolution of
rising expectations and lifestyles. On the other hand, it is also the age of breakdowns: widening
gaps in society between the powerful and the powerless, and the rich and the poor. There is an
increasing incidence of violence and terrorism, which has become a daily occurrence. The
planet is endangered by global warming, devastating floods, earthquakes and landslides, along
with pollution, poverty and disease, mostly due to human abuse or negligence. There is rise in
criminality, even with the young, an erosion of human, cultural, ethical and spiritual values.
ESD is a dynamic and collective endeavor that envisions a world where everyone has
the chance to benefit from educational opportunities and to learn the lifestyles, values and
behaviors necessary to create a sustainable future.
ESD means education that enables people to foresee, face up to and solve the
problems
that threaten life on the planet. It is education that understands the concepts and inculcates the
values and principles that are the bases of sustainable development such as:
Intergenerational equity
Tolerance of difference
Environmental protection and restoration
Natural resources conservation
Just and peaceful societies
Gender parity and
Poverty reduction
In 1992, at the Rio de Janeiro Earth Summit, the main points od sustainable
development were defined by Agenda 21, its Action Program for the 21th century
adopted by governments, non- governmental organizations, and the private sector.
Education was regarded as critical form promoting sustainable development and
improving the capacity of people to address environmental and developmental and
development issues.
ECONOMY ENVIRONMENT
CULTURE
The ideal Filipino learner in our rapidly changing world of one who is empowered for
lifelong learning, is an active maker of meaning, and can learn whatever he/she needs to know
in any new context. Such an empowered learner is competent in learning how to learn and has
life skills so that he/she becomes a self-developed person who is makabayan (patriotic),
makatao (mindful of humanity), makakalikasan (respectful to nature), and maka-Diyos (Godly).
This is the vision of the Philippine basic education, both formal and non-formal.
C. Alternative Education
Given the new conception of society and of the educated Filipino, an alternative
education must presuppose the following principles:
1. Education is a basic right and will therefore be free for all Filipinos at all levels.
2. Human dignity and total human development for all are inalienable rights to be
promoted and guaranteed by the state through all its agencies, including
education.
3. Knowledge gained in this process of development must not be conceived as
private properly but as understanding, insights and competencies to be used in
the service of the greater majority. Under this principle, acquisitive achievement
will be discouraged in favor of self-fulfillment towards socially desirable
development and production (of good or knowledge) for shared purposes.
4. Human diversity in and unequal endowments of innate individual talents,
capacities, and interests are recognized and will be nurtured, but those
considerations must be balanced by the over-all requirements of the division of
labor in the Philippine society, or our nations efforts towards self-reliance and
sovereignty, and of the egalitarian principle which forms the bedrock of a
democratic state.
1. Nationalist- a type of education in which the thrust is the development on the part
of the student, a strong sense commitment to and identification with the interest
of the Filipinos as a nation and as a people. This sense of resistance to any form
of foreign interference. Dictation, or intervention in our domestic affairs either
politically, economically, or culturally. Education thus becomes a vehicle through
which the foundation or independence and integrity as a nation and as people is
secured and maintained.
*The correct answer is Option B because all the other options (A, C, D and E) are
traditional characteristics of education. Option B: Lifelong education for All is one of the key
features of 21th Century education.
The correct answer is Option B because Options A, c, d, AND e ARE NOT SUPPORTED BY
EMPERICAL DATA ON Philippine education. The drop-out rates in the Philippines are mostly
men or boys who because of poverty engage in gainful employment. UNESCO programs are
literacy for women and girls in Muslim countries.
4. The 2008 education reform measures recommended by Pres. G.M. Arroyos Presidential
Task Force for Education (PTFE) are found in the book:
A. Our Common Future in Philippine Education
B. Philippine Main Education Highway: Towards a Knowledge-Based Economy
C. Learning: The Treasure Within
D. The Philippine Basic Education Reform Agenda in the Future
E. The Education of Young People and Adults in the Philippines
The correct answer is Option B because Options A and D involves the state of Education in
the future, Option C is a classical journal that tackles Four Pillars of Education, while Option E
involves the entire clientele of Education. Also Option B shifts the education system towards a
strong economic status as a new trend today.
5. Which best describes the philosophy of the present Basic Education Curriculum?
A. The promotion of transformative education for national development.
B. The development of highly competitive and competent Filipinos for a globalized world.
C. The promotion of a just and humane society through its citizens who are makabayan
and makatao.
D. Promotion of nationalists and dedicated Filipino citizens
E. The development of an empowered learner who possesses life skills for lifelong
learning.
The correct answer is Option E as stated in the document for the Basic Education Curriculum
6. The Magna Carta for Public School Teachers (R.A. 4670) defines the rights to be enjoyed
by teachers in the public sector. In a recent CSC ruling January 28, 2008 the then Chair
Karina David declared the work load of actual classroom teaching should not be more than:
A. 5 hours D. 8 hours
B. 6 hours E. 9 hours
C. 7 hours
7. The battle cry for Pres. G.M. Arroyos moral renewal program is:
A. Bayan muna bago sarili
B. Honesty in public service
C. Zero tolerance for corruption
D. Responsible citizenship for good governance
E. Live simply and creatively
8. The following are national values actively promoted by government in flag ceremonies
every Monday EXCEPT:
A. Makakalikasam D. Human solidarity
B. Maka-Diyos E. Respect for diversity
C. Makatao
10. In what social indicator is the Philippine in the Top 10 in the worlds ranking?
A. Respect for human rights D. Environmental protection
B. Good governance E. Food security
C. Gender equality
11. Republic Act 77877 signed into law February 14, 1995 declares unlawful:
A. Hazing in fraternities
B. Sexual harassment in the workplace
C. Tuition fee in basic education
D. Cutting of trees in highways
E. Political appointment of teachers
12. The UNESCO J. Delors Report identified four pillars of learning. Which pillar is given top
priority especially due to the situation in Mindanao and threats of terrorists attack?
A. Learning to live together D. Learning to know
B. Learning to be E. Learning to have
C. Learning to do
13. Which is the major obstacle / hindrance in the empowerment of Filipino teachers?
A. Local officials interference on education values
B. Authoritarian and Hierarchical system of DepEd
C. Low government priority on education and fearless
D. Culture of silence of teachers
E. Community low regard to the teaching profession
14. The main provision of R.A. 9155 signed August 2, 2001 is:
A. Instituting a new framework of governance for basic education
B. Providing the abolition of ROTC and its replacement for NSTP
C. Providing for penalties for sexual harassment in the workplace
D. Establishing the PRC Board for Professional teachers
E. Community low regard to the teaching profession
15. Who predicted the clash of civilization between the secular west and the religious
Muslim?
A. Samuel Huntington D. Alvin Tomer
B. George Orwell E. Howard Gardener
C. Kinichi Ohme
18. In what way can social class variations in child rearing practices affect higher achievement
in school?
A. Middle class parents tend to encourage curiosity, initiative and independence while
lower class families tend to promote obedience and subordination.
B. Both middle and lower class families emphasizes competition within the family, hence
children become competitive and higher achiever in school.
C. Middle class families tend emphasize discipline and obedience hence children tend to
be more focused in school.
D. Poor families emphasize the importance of earning livelihood hence children tend to
perform poorly in school.
E. Poor families tend to emphasize competition and creativity while middle class tend to
promote passivity and subservience.
19. How does the notion of cultural relativity and variability affect the teaching-learning
processes in school?
A. The students varied cultural background will in no way affect the way they will learn
the lesson in school.
B. The students can readily adjust to the way the teachers initiates learning in school
because children are adaptable beings no matter what culture they come from.
C. The childs cultural background influence the childrens way of interpreting and
viewing the world, hence must consider the childrens 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.
E. The school should be able to integrate into the mainstream culture the students
regardless of their different cultural backgrounds.
20.A class is composed of students coming from several ethnic communities including
Muslims and Lumads. They see, 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, she/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.
E. Ignore them, anyway it is not part of the course you are teaching.
21. History books used in schools are replete with events portraying defeats and weaknesses
of the Filipino as a people. How should you tackle them in the classroom?
A. Do not highlight the events in your lesson.
B. Present them as they are presented but tell the class that they not relevant
C. Do not present nor mention them in your lesson.
D. Present facts and use them as means in inspiring your class to learn from them.
E. Present them and blame those people responsible or those who have contributed to
the defeat.
22.ivan Illich in his book Deschooling Society noted that formal schooling is unnecessary and
harmful to both students and society for the following reasons:
A. Most schools are repressive and dampen creativity and imagination producing
mindless conforming students.
B. Schools are effective only in developing skills for livelihood and to solve problems in
society.
C. there is other avenues for learning outside the formal school such as media.
D. Teachers have become ineffective teaching the children.
E. Schools are more agents of domination of the ruling class
23. Which of the following statements manifests an awareness of the principle of cultural
relativism?
A. The more advanced society should determine the cultural standards of all cultures in
the world.
B. Cultures must be evaluated on the basis of some universal standards.
C. Any cultural trait is correct and incorrect depending on the values of the person
looking at.
D. Cultural behavior must be evaluated based on the normative standards of the society
in which that cultural behavior operates.
E. Since societies have their own culture, no society should not be critical of whatever is
practiced in another society.
24. 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
E. Concept of gender is synonymous with sex.
25. Which grouping best describes the tri-focalized System of Philippine Education?
A. Bureau of Alternative Learning System (ALS), Department of Education (DepEd),
Commission on higher Education (CHED).
B. Basic Education (DepEd), Technical-Vocational (TESDA), and Higher Education
(CHED)
C. Early Childhood, Technical-Vocational, Basic Education
D. Elementary level, Secondary or High School level, Tertiary or College level
E. ETTEAP, Ladderized Education and Distance Education
2. The battle cry for Pres. G.M. Arroyos moral renewal program is:
A. Byan muna bago sarili
B. Honestly in public service
C. Zero tolerance for corruption
D. Responsible citizenship for good governance
E. Live Simply and creatively
4. To produce globally competitive graduates, Philippine education gives major emphasis to:
A. Values Ed., Science and Social Studies
B. English Science and Mathematics
C. Science and Technology and citizenship education
D. Humanities, Social Studies and W ork Education
E.Bilingual Education and Character Education
5. What United Nation Decade are we celebrating for 2005-2014?
A. Educating for Culture of Peace
B. Educating for International Understanding
C. Promoting Human Rights and Fundamental Freedom
D. Educating for Sustainable Development
E. Promoting the Rights of the Elderly
6. The provision that salaries of teachers should be reviewed periodically to take into account
of cost of living indicators is found in
A. Magna Carta for Teachers
B. National Appropriation Act
C. ILO-UNSECO Recommendation on the Role of Teachers
D. Presidential Commission on Educational Reform
E. Civil Service Salary Standardization Act
8. Republic Act No. 7613 authored by Senator Jovito Salonga and approved on February 20,
1989 embodies:
A. Professional code of ethics for teachers
B. Magna Carta for Public and Private School teachers
C. State subsidy for private schools and studies
D. Creation of the Civil Service Commission
E. Code of Conduct and ethical standards for public employees
10. Which pillar of education of J. Delors (UNESCO) focuses on the voc-tech relevant to
people-centered human development?
A. Learning to Know D. Learning to Care
B. Learning to Do E. Learning to Be
C. Learning to Live Together
12. Which of the following is the first target of the Millennium Development Goals (MDGs)
formulated by member states of the UN in September 2007?
A. reduce child morality
B. eradicate extreme poverty and hunger
C. ensure environmental sustainability
D. reduce death due to HIV/AIDS and malaria
E. achieve universal access to primary education
13. The Political and social historian who predicted the end of history after the fall of the Berlin
Wall is:
A. Francis Fukuyama D. Johan Galtung
B. Samuel Huntington E. Gabriel Almona
C. Alvin Toffler
14. An American economist and a Pulitizer Prize winning reporter of New York Times and
whose latest book The World is Flat tackles corporate globalization is:
A. Thomas L. Friedman D. Betty D. Reardon
B. Timothy M. Smeeding E. Jim A. Cummins
C. Robert J. Shapiro
15. Which of 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 learning society.
B. From traditional pedagogies to more modern strategies of teaching and learning
C. Has the freedom to use mixed modes of instruction and more interactive technology.
D. Knowledge limited to the local scene to the globalized knowledge, values, attitudes,
and skills interfaced with local wisdom
E. Pre-organized subject matter to localized themes generated from the global realities
and the culture relevant, meaningful and useful to the learner.
16. What current trends in Social Science Education focuses on the study of the basic
concepts, beliefs and values underlying our democratic political community and constitutional
order?
A. Civic Education D. Global Education
B. Development Education E. Multi-cultural Education
C. Peace Education
17. 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 D. Learning Care
B. Learning to Do E. Multi-cultural Education
C. Learning to Live Together
18. What is the implication of 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
E. Less protection and regulation of intellectual property rights.
19. Which of the following is NOT true about the Four Pillars of Learning?
A. The Pillar of learning to be reflects a shift from an instrumental view of education to a
humanistic view that emphasize the development of the complete person
B. The pillars learning stress the goal of contributing to social cohesion, inter-cultural
and inter-national understanding, peaceful interchange, and harmony
C. The pillars of learning imply a shift from schooling to learning throughout life by
learning how to learn
D. The pillars of learning stress the importance of closer linkage between education and
the world of work
E. 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
21 Which of the following skills correspond 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
E. competency in transforming knowledge into innovations
24. Human Rights for all peoples of the world are safely enshrined in the
A. Magna Carta for Teachers
B. Universal Declaration of Human Rights
C. Bill of Rights in the Constitution
D. Convention in the Elimination of All Forms of Discrimination Against Women
E. Code of Professional Ethics for Teachers