Prayer to the Holy Spirit

Come Holy Spirit, fill the hearts

of Thy faithful,
And kindle in them the fire of
Thy divine love.
Send forth Thy Spirit and thy
shall be created
And Thou shall renew the face
of the Earth
 O God, who by the light of the Holy
Spirit did instruct the hearts of Thy
faithful, grant that by the same Holy
Spirit to relish what is right and just
and to rejoice in His consolation,
through Christ, our Lord, Amen.
RODERICK D. MARBELLA
Elementary Grade Teacher
Department of Education
Guinayangan District
Part-time Faculty & LET Lecturer
Philippine Normal University
Quezon Campus
Lesson Guide Writer
Bureau of Elementary Education
Division Trainer (SPG)
DepEd Division of Quezon
6th Placer (National Level)
Licensure Examination for Teachers
 How can you pass the
LICENSURE EXAMINATION
FOR TEACHERS (LET)?
• Familiarize yourself with the
LET’s table of specifications
and point system.
•Identify your strengths
and weaknesses.
•Set a study schedule
•Keep a healthy body for
a healthy mind
•Answer sample tests
and reviewers
• Make a cheat sheet
•Rest before the big day
•On exam day itself—
stay calm!
1. Which of the following pillar
of education is vital in the
building of a genuine and
lasting culture of peace in the
world?
a. Learning to know
b. Learning to do
c. learning to live together
d. learning to be
2. Which of the following pillar of
education is dominant in the
report of Edgar Faure’s report
concerning the development of
man’s complete dimension?
a. Learning to know
b. Learning to do
c. learning to live together
d. learning to be
3. Which of the following
instrument is necessary under
the “learning to live together” in
the pillar of education?
a. Competence
b. Communication
c. Comprehension
d. All of the above
4. The Four Pillars of Education started
with the report entitled “Learning the
Treasure Within”. The report is about
a. Insights into education for the 21st
century
b. Insights into education for the 20th
century
c. In sights for education for the 19th
century
d. Insights for the education for the 18th
century.
5. A teacher is said to be a “trustee of the
cultural and educational heritage of the
nation and is under obligation to transmit
to learners such heritage.” Which practice
makes the teacher fulfil such obligation?

a. Use interactive teaching strategies.

b. Use the latest educational technology.
c. Observe continuing professional education.
d. As a class, study the life of Filipino heroes.
6. A father tells his daughter “You are a
woman. You are meant for the home and so
for you going to school is not necessary.” Is
the father correct?
a. It depends on the place where the
daughter and father live.
b. Yes, women are meant to be mothers only.
c. No, today women can take on the jobs of
men.
d. No, there is gender equality in education.
7. The specialization required of every
professional teacher for him/her to be
competent is in line with which pillar of
learning?
a. Learning to know
b. Learning to be
c. Learning to live together
d. Learning to do
8. Which pillar of learning is aimed at the
holistic development of man and his
complete fulfilment?

a. Learning to be
b. Learning to know
c. Learning to live together
d. Learning to do
9. Which pillar of learning is aimed in the
acquisition of the instrument of
understanding in order to develop the
students’ learn-to-learn skills?
a. Learning to do
b. Learning to know
c. Learning to live together
d. Learning to be
10. In some culture, women never experienced
to be in school. School is no longer necessary
for them since their essence is to serve their
families and perform domestic
responsibilities. Is this correct?
a. Yes, women are domestic partners.
b. No, there is gender equality in education.
c. In depends on what kind of culture that a
woman is accustomed to.
d. No, women have also possess skills just like
men.
11. Which among the following pillars of
learning aimed for the holistic
development and complete fulfilment of
man?
a. Learning to do
b. Learning to live together
c. Learning to be
d. Learning to know
12. For Teacher Kristine to promote
fairness among her students of diverse
gender, family background and culture,
she should ensure a learning
environment that is
a. Inclusive
b. Gender- sensitive
c. Secure
d. All of the above
13. Ms. Cruz is a Sociology Professor for almost
a decade. In her class she asked this question
“ What type of learning environment should
a teacher implement in a high pluralistic
society?” If you are her student, what would
be your answer?
a. Safe and secure
b. Safe and gender – biased
c. Safe, secure and gender- biased
d. Secure and gender- biased
14. Which among the following should be
developed in curriculum to counteract
the growing number of shooting
incidents in schools abroad?
a. Inclusion of socio-emotional teaching
b. Intensify the focus on academic
achievement and productivity
c. Emphasize cooperative learning rather
than of competition to others
d. All of the above
15. Teacher Malu finds teaching in a multi-
cultural classes very challenging. Which
among the following choices alleviate the
difficulty of addressing these challenges?
a. She must embody a curriculum rather than
perspective.
b. She must consider stereo typing rather than
cultural identities and biased attitudes.
c. She must nurture diversity rather than
practicing domination and oppression.
d. She must welcome one sided view rather
than the recognition of biases
16. Which of the following is the most
important component of education
reform?
a. Implementing a better curriculum for
the students.
b. Hiring only the excellent teachers.
c. Allowing the students to participate
more in extra –curricular activities.
d. Involving the parents in the education of
their children.
17. Which social dimension concern
defines an individual’s existence and
protects him from harm and inequality?
a. Gender education
b. Cultural education
c. Human rights education
d. Education for sustainable development
Social Dimensions of
Education
RODERICK D. MARBELLA
 What to Expect

Cluster/Subject/Competency Weight
1. Teaching Profession, Social Dimensions of 20%
Education, Field Study, Practice Teaching
1.2. Determine the roles and 2%
responsibilities of the teacher in the local
and global community
1.4. Apply the four pillars of learning in 3%
responding to the aspirations of learners
and the community
 Key Ideas

The social dimensions of education take into

account the global and national issues and
concerns of the 21st century, including
globalization, peace education,
multiculturalism, human rights education,
development education, population
education, citizenship education,
environmental education, gender education,
transformative education, and the new
perspective on learning.
 The social dimensions of education also
consider the questions that reflect common
human dilemmas concerning stability vs.
change, reaction to differences and diversity,
provision for needs and wants, individual
freedom vs. social control, population
problems, environmental issues,
technological changes, and other challenges
of life on earth.

Key Ideas
 Globalization

Globalization (or Globalisation) is the

process of international integration arising
from the interchange of world views,
products, ideas, and other aspects of
culture. Globalization describes the
interplay across cultures of macro-social
forces. These forces include religion,
politics, and economics.
 Global Village

Global Village (Marshall McLuhan) is

described how the globe has been
contracted into a village by electric
technology and the instantaneous
movement of information from every
quarter to every point at the same time. In
bringing all social and political functions
together in a sudden implosion, electric
speed heightened human awareness of
responsibility to an intense degree.
 Global Education

It helps students develop a global perspective as

regards their future rate as citizens of their own
country and of the world and without unduly and
intentionally creating disregards and in difference
towards things that are local, particularly that which
concerns the development of national identity and
sense of nationhood.
It aims to equip the students with the required
knowledge, skills and attitudes that will help them
understand, appreciate, and cope with the demands
of globalization
 Implication of Globalization

1. May lead to the establishment of a more

profit-oriented, commodified and
corporate-run educational kind of
educational institution.
2. May threaten the autonomy of national
educational systems.
3. Could create a culture that makes people
more consumers than producers.
4. Could encourage higher institution of
learning to fucos more on programs that
support the nation’s wealth growth than on
liberal education.
5. May encourage more protection and
reputation of intellectual property rights.
6. Could lead to a reduction of government
support and subsidy for education.
7. Close partnership of higher education
with industry and government techno-
science initiatives.
 Development Education

Development education promotes

understanding of the links between
individuals and communities and the wider
world around them. It encourages critical
examination of global issues, such as
international development and climate
change, and awareness of the impact that
individuals can have on these.
 Paradigm Shift in Education

• From limited access to time-bound and space

limited education, to borderless education,
lifelong learning for all in a learning society.
• From traditional pedagogies to more modern
strategies of teaching and learning.
• From knowledge limited to the local scene to
the globalized knowledge, values, attitudes,
and skills interfaced with local wisdom.
 Multicultural Ed/Cultural Pluralism

A philosophy that recognizes cultural

diversity in a society and believe that,
although with different background, each
diverse ethnic, social, or racial group if
encouraged, can work towards the society’s
common good.
 Gender Education

Dimensions:
1. Equality of Access, which means that both
boys and girls are provided equitable
access/opportunities to gain admission to
formal, non formal, or alternative means to
basic education
2. Equality in the Learning Process, meaning
that girls and boys receive equitable
treatment and attention and have equal
opportunities to learn
3. Equality of Educational Outcome, which
means that girls and boys enjoy equal
chances to achieve, with outcomes based on
their individual talents and efforts.
4. Equality of External Results refers to
equal access to goods, resources and
opportunities to participate in, contribute to
and benefit from economic, social cultural,
and political activities.
 Environmental Education

Environmental education is a process by

which people develop awareness, concern
and knowledge of the environment and
learn to use this understanding to preserve,
conserve and utilize the environment in a
sustainable manner for the benefit of present
and future generations.
 Education for Sustainable
Development

Education for Sustainable Development means

including key sustainable development issues
into teaching and learning; for example,
climate change, disaster risk reduction,
biodiversity, poverty reduction, and sustainable
consumption. It also requires participatory
teaching and learning methods that motivate
and empower learners to change their behavior
and take action for sustainable development.
 Human Rights Education

Human Rights Education focuses on the

teaching and learning of values, principles, and
standards of human rights and how they can
be a part of a person’s daily life to the extend
that it becomes a way of life.
It aims to empower individuals as they realize
and enjoy the fact that they have rights that
serve as an equalizer for all people of different
traits, beliefs and status in life.
 Millennium Development Goals (MDGs)

Goal 1 – Eradicate extreme poverty and hunger

Goal 2 – Achieve universal primary education
Goal 3 – Promote gender equality and empower
women
Goal 4 – Reduce child mortality
Goal 5 – Improve maternal health
Goal 6 – Combat HIV/AIDS, malaria, and other
diseases
Goal 7 – Ensure environmental sustainability
Goal 8 – Develop a global partnership develpment
 Education for All
Education For All is a global movement led by
UNESCO, aiming to meet the learning needs of
all children, youth and adults by 2015.
UNESCO has been mandated to lead the
movement and coordinate the international
efforts to reach Education for All.
Governments, development agencies, civil
society, non-government organizations and the
media are but some of the partners working
toward reaching these goals.
Goal 1: Expand early childhood care and
education
Goal 2: Provide free and compulsory
primary education for all
Goal 3: Promote learning and life skills for
young people and adults
Goal 4: Increase adult literacy by 50 per cent
Goal 5: Achieve gender parity by 2005,
gender equality by 2015
Goal 6: Improve the quality of education
 Pillars of Education

These pillars relate to all areas and phases of

education and can be applied as basic
principles that cut across discipline and
themes and can serve as general
competencies for integration, social
cohesion, intercultural and inter-national
understanding, peaceful interchange and
harmony.
In spite of their differences, all educational
programmes should be based on five
fundamental pillars of learning to provide
quality education and foster sustainable human
development (four as set out in the Delors
Report, plus a fifth with a SD dimension):
1. learning to know,
2. learning to do,
3. learning to live together,
4. learning to be
5. learning to transform oneself and society.
 Learning to know
Learning to know acknowledges that each learner
builds her or his own knowledge, combining
indigenous and “external” knowledge to form new
knowledge on a daily basis This concerns
knowledge, values, cognitive skills and reasoning for
respecting and searching for knowledge and
wisdom, in order to:
• learn to learn
• acquire a taste for learning throughout life
• develop critical thinking
• acquire tools for understanding the world
• understand sustainability concepts and issues
 Learning to do
Learning to do focuses on the ability to put what is
learned into practice, especially with regard to
livelihoods. This is about knowledge, values,
practical skills and knowing how to act for active
engagement in productive employment and
recreation, in order to:
• be an actor as well as a thinker
• understand and act on global and local sustainable
development issues
• acquire technical and professional training
• apply learned knowledge in daily life
• be able to act creatively and responsibly in one’s
environment
 Learning to live together

Learning to live together addresses the critical

skills that are essential for a better life in a
context where there is no discrimination and all
have equal opportunity to develop themselves
and to contribute to the well-being of their
families and communities. This has to do with
knowledge, values, social skills and social
capital for international, intercultural and
community cooperation and peace, in order to:
• participate and co-operate with others in
increasingly pluralistic, multi-cultural
societies
• develop an understanding of other people
and their histories, traditions, beliefs, values
and cultures
• tolerate, respect, welcome, embrace, and even
celebrate difference and diversity in people
• respond constructively to the cultural
diversity and economic disparity found
around the world
• be able to cope with situations of tension,
exclusion, conflict, violence, and terrorism
 Learning to be
Learning to be assumes that each individual
has the opportunity to develop her or his full
potential. Thus, it is based on the precept that
education is not just for purposes of the state or
national development, for responding to
globalization or for moulding thinking, but for
enabling individuals to learn, and to seek,
build, and use knowledge to address problems
on a scale that ranges from the minute to the
global and beyond.
This relates to knowledge, values, personal
skills and dignity for personal and family well-
being, in order to:
• see oneself as the main actor in defining
positive outcomes for the future
• encourage discovery and experimentation
• acquire universally shared values
• develop one’s personality, self-identity, self-
knowledge and self-fulfilment
• be able to act with greater autonomy,
judgment and personal responsibility
 Learning to transform oneself
and society
Learning to transform oneself and society
recognizes that individuals working
separately and together can change the
world, and that a quality education provides
the tools to transform societies, because of
the way it equips human beings with
knowledge, values and skills for
transforming attitudes and lifestyles. This
reflects a synergy of cognitive, practical,
personal and social skills to bring about
sustainability, in order to:
• work toward a gender neutral, non-
discriminatory society
• develop the ability and will to integrate
sustainable lifestyles for ourselves and others
• promote behaviours and practices that
minimise our ecological footprint on the
world around us
• be respectful of the Earth and life in all its
diversity,
• act to achieve social solidarity
• promote democracy in a society where peace
prevails.
 “Education must simultaneously
provide maps of a complex world
in constant turmoil and the
compass that will enable people to
find their way in it.”

- Jacques Delors
1. Which of the following conditions
manifest 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 is 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. This tension is referred to as the

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
represent 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. Relevance in education is often
measured in terms of

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 as 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 the
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 primary source of

conflict in the post-Cold War as evidenced by the conflict between
fundamentalist Muslims and the western world.
8. The UNESCO J. Delors Report identified
four pillars of learning. Which pillar is
given top priority especially due to the
situations in Mindanao and threats of
terrorists attack?

A. Learning to live together

B. Learning to be

C. Learning to do

D. Learning to know
9. Which of the following is NOT a
characteristic of globalization?
A. Stretching of 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 interaction and processes

through world-wide 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 no 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 teacher
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 of 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
violation
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.
14. What pillar of education
emphasizes mastering the instrument
of knowing and understanding?

A. Learning to know

B. Learning to do

C. Learning to live together

D. Learning to be
15. If the teacher is emphasizing the
development of the learner’s competency to
transform knowledge into innovations and
job-creation, he is actually promoting what
pillar of education?

A. Learning to know

B. Learning to do

C. Learning to live together

D. Learning to be
16. The emphasis on learning to be
human, through acquisition of knowledge,
skills and values conducive to personality
development is the primary consideration
of the pillar
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 the 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 idiosyncrasy 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 the 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. All of the following are
supported by UNESCO in promoting peace in the
schools except ______
A. Uphold children’s basic right as outlines in the
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 teacher to put peace-making in the
social studies classroom only where it is relevant.
21. One way to advance peace education is through partnership
of various NGO’s educational institutions, UN specialized bodies
which links ideals with research and practice. One such
significant example is the Hague Agenda for Peace and Justice
for the 21st century. According to the Agenda, the Global
Campaign for Peace Education aims to ___________
A. Help co-ordinate local initiatives and unite educators in the
common practice of educating for a culture of peace
B. Support 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. Bring together multiple tradition of pedagogy, theories of
education and international initiative for the advancement of
total human development and care for the environment
through learning
D. Serve 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 the media, international organization
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 childhood

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. Who is the present Secretary
General of the United Nations?

A. Federico Mayor
B. Boutrous-Boutrous Gali

C. Ban Ki-Moon

D. Kofi Annan
24. Why is it that educational environments
are very crucial for peace education?
A. the social, cultural, economical 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 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. Every December 10, the world is
celebrating _______________.

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 refer to have quick answer
and ready solution to many problems
even if it calls for a patient, concerted,
negotiated strategy of reform?
A. tension between modernity and tradition
B. tension between long term and short term
consideration
C. tension between spiritual and material

D. tension between individual and the universal

27. In what strands of the four Pillars of
Education implies a shift from skill to
competence, or a mix of higher-order
thinking skills specific to each individual?

A. Learning to know

B. Learning to do

C. Learning to live together

D. Learning to be
 28. Which of the following is NOT true
about the Four Pillar of Learning?
A. The pillars of learning stress the goal of contributing to
social cohesion, intercultural and inter-national
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 importance and

purely academic view of education that focuses on the
achievement of specific aims of education such as economic
productivity.
29. Which pillar of education of J. Delors
(UNESCO) focuses on the 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 people of diverse
cultures and ways of life is referred to as:

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 treat to the autonomy of national

educational system of globalization.

C. Reforms in education as lifelong learning

D. Branding, globalization and learning to be

consumers
32. What United Nation Decade are
we celebrating for 2005 – 2014?

A. Educating for Culture and Peace

B. Educating for International Understanding

C. Education for Sustainable Development

D. Promoting Human Rights for the Elderly

 33. Who argued in his book, Clash of
Civilizations, that people’s cultural and
religious identities be the primary source
of conflict in the post cold war era?

A. Francis Fukuyama

B. Samuel Huntington

C. Alvin Toffler

D. Johan Galtung
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 culture relevant, meaningful
and useful to the learner.
35. What 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

D. 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 statement
about Human Rights Education is correct?
A. HRE is more of the responsibilities of the state
to implement human rights law rather than
protection of the right holders
B. HRE should focus more on right s based on
“law in books,” rather than on “law in real-life”

C. HRE needs to focus on the values, principles

and standards of 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 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 orientation in

education
39. 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

40. Which of the following is NOT a
characteristic of Multicultural
Education?

A. Personally empowering

B. Socially transformative

C. Pedagogically humanistic

D. Culturally discriminating
41. Democratization of access and
Inclusive Education are indicators of
the quality of
A. Relevance

B. Sustainability

C. Quality

D. Equity
42. Education that emphasizes human-
earth relationship and foster a vision of
education for sustainable development to
build a global culture of ecological
responsibility are referred to as:
A. Human Rights Education

B. Development Education

C. Environment Education

D. Global Education
43. Which of the following is NOT a benefit
of Multicultural Education?
A. Multicultural Education increases positive relationship
through achievement of common goals, respect, appreciation,
and commitment to equity among the teachers and students.

B. Multicultural Education decreases stereotyping and

prejudices through direct contact and interaction among
diverse individuals.

C. Multicultural Education promotes independence of various

ethnic groups in development and support fragmented views
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 mass media?
A. mass media decreases prejudices and
discrimination

B. mass media enriches the educational programs

C. mass media increases students’ exposure to

diversity

D. mass media helps provoke discussion of current

issues
45. Which among the following rights
manifest rule of law and good
governance?

A. Right to education

B. Right to Environment protection

C. Right to Participation

D. Right to Work
46. Which of the following is NOT a
core principle of human rights?

A. Human Dignity

B. Non-discrimination

C. Universality

D. Independence
47. How are human rights principles
reflected in the activities of national and
local governments?
A. legislating laws to include human rights
education in all levels of schooling

B. organizing local exhibits or events 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
Philippine Commission on Human Rights
48. Which of the following could be a
reason to justify peace education as a
series of “teaching encounter” or
teaching-learning process?
A. desire for peace
B. nonviolent alternatives for managing conflict
C. skills for critical analysis of structural
arrangement that produce and legitimize injustice
and injustice and inequality

D. all of the above

49. Who was the Czech Republic’s first
president after the Velvet revolution
against communist rule and first came to
international fame as a dissident
playwright in the 1970s through his
involvement with the Human Right
Manifesto Chapter 77?
A. Nelson Mandela

B. Vaclav Havel

C. Milan Kundera
D. Franz Kafka
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 education builds bridges of support

among key participants
To pass the LET, one must
apply the “secrets.”
- Plan it.
- Claim it.
- Believe in it.
- Achieve it