The final reading quiz of the course is a summary of the whole paper you have read. Complete each space in the following summary of the whole text, using ONE word only that you have read in the text. The paper was presented at a in the year . It focuses on the fact that, at that time, Pacific countries were starting to realise that their education systems still resembled their colonial forebears, despite most countries having been long . The concern was that crucial issues of access, equity, relevance, quality, efficiency and effectiveness appeared no better than they had done three decades earlier, in spite of significant in the sector over that period. Moreover, there has been little change to the way children are taught and assessed, with curricula, methods, languages and the style of management still those from many decades earlier.Puamau ties this problem back to the of colonialism – the enduring impacts of the colonial education system, supported both by and a new class of local who the system they have . The nature of education is such that familiar practices become so that people are no longer able to question them.Foreign aid – itself a component of neocolonialism – has had enormous influence in Pacific education over the years. While acknowledging many positive effects in terms of infrastructure and building, Puamau is critical both of the approaches taken by aid donors, and of the overall educational outcomes arising from aid. She asks whether Pacific people can their mindsets sufficiently to “truly own and control” their own education system.In response to questions, such as these, the Rethinking Pacific Education Initiative (RPEI) was developed by Professor Konai Thaman, Dr ‘Ana Taufe‘ulungaki and Dr Kabini Sanga. The vision was for a new approach to education to be developed and for Pacific people. A series of colloquia and conferences were held at the level, as well as some at the level (e.g. in Vanuatu). The ‘Tree of Opportunity’  was chosen to represent the way Pacific education must be  in Pacific ways of knowing, doing and being. The challenge was then to determine how donor agencies and Pacific educators could work together more effectively, so that the latter retained full over the agenda.The PRIDE project (Pacific Regional Initiatives for the Delivery of basic Education ) emerged from this movement. It differed from previous education projects in that it was designed and approved by Pacific people, rather than ; it is built on a firm cultural, linguistic and epistemological ; it is regional, collaborative and participatory; and it is committed to a more holistic and lifelong vision for education. However, there remains the need to reconceptualise certain aspects of PRIDE.Firstly, the between academic and non-academic aspects of education needs to be addressed, so that each of the pillars of ‘knowing’, ‘doing’, ‘being’ and ‘living together’ is adequately in the curriculum. The current between what most children experience outside and inside school needs to be removed by a more culturally inclusive curriculum. The spiritual dimension is also currently missing. Importantly, to be truly holistic, the education system must combine the best of and perspectives, so that curriculum is both grounded in solid foundations and responsive to the circumstances of the 21st century. Such an approach will guarantee cultural, social and survival.To achieve this vision requires a strong body of Pacific knowledge to develop, which first requires colonial mindsets and assumptions to be . Doing this requires asking questions about what exactly it means to know and do and be and live together as a Pacific Islander and, more importantly, how we know and understand these things. The Rethinking Pacific Education Initiative is grounded in these questions.

The paper was presented at a in the year . It focuses on the fact that, at that time, Pacific countries were starting to realise that their education systems still resembled their colonial forebears, despite most countries having been long . The concern was that crucial issues of access, equity, relevance, quality, efficiency and effectiveness appeared no better than they had done three decades earlier, in spite of significant in the sector over that period. Moreover, there has been little change to the way children are taught and assessed, with curricula, methods, languages and the style of management still those from many decades earlier.Puamau ties this problem back to the of colonialism – the enduring impacts of the colonial education system, supported both by and a new class of local who the system they have . The nature of education is such that familiar practices become so that people are no longer able to question them.Foreign aid – itself a component of neocolonialism – has had enormous influence in Pacific education over the years. While acknowledging many positive effects in terms of infrastructure and building, Puamau is critical both of the approaches taken by aid donors, and of the overall educational outcomes arising from aid. She asks whether Pacific people can their mindsets sufficiently to “truly own and control” their own education system.In response to questions, such as these, the Rethinking Pacific Education Initiative (RPEI) was developed by Professor Konai Thaman, Dr ‘Ana Taufe‘ulungaki and Dr Kabini Sanga. The vision was for a new approach to education to be developed and for Pacific people. A series of colloquia and conferences were held at the level, as well as some at the level (e.g. in Vanuatu). The ‘Tree of Opportunity’  was chosen to represent the way Pacific education must be  in Pacific ways of knowing, doing and being. The challenge was then to determine how donor agencies and Pacific educators could work together more effectively, so that the latter retained full over the agenda.The PRIDE project (Pacific Regional Initiatives for the Delivery of basic Education ) emerged from this movement. It differed from previous education projects in that it was designed and approved by Pacific people, rather than ; it is built on a firm cultural, linguistic and epistemological ; it is regional, collaborative and participatory; and it is committed to a more holistic and lifelong vision for education. However, there remains the need to reconceptualise certain aspects of PRIDE.Firstly, the between academic and non-academic aspects of education needs to be addressed, so that each of the pillars of ‘knowing’, ‘doing’, ‘being’ and ‘living together’ is adequately in the curriculum. The current between what most children experience outside and inside school needs to be removed by a more culturally inclusive curriculum. The spiritual dimension is also currently missing. Importantly, to be truly holistic, the education system must combine the best of and perspectives, so that curriculum is both grounded in solid foundations and responsive to the circumstances of the 21st century. Such an approach will guarantee cultural, social and survival.To achieve this vision requires a strong body of Pacific knowledge to develop, which first requires colonial mindsets and assumptions to be . Doing this requires asking questions about what exactly it means to know and do and be and live together as a Pacific Islander and, more importantly, how we know and understand these things. The Rethinking Pacific Education Initiative is grounded in these questions.

Consider how colonial education still impacts the Philippines today."

Read the following passage and choose the correct word or phrase that best fits each of the numbered blanksEDUCATION POLICY IN ASEANEducation is a top priority to the sustainable (1) _________ of ASEAN countries because it has a strong impact on the lives of ASEAN peoples. This is the core commitment among all governments in ASEAN region despite their differences in their politics, ideologies, historical backgrounds and cultures. ASEAN supports global and regional commitments in education by (2) _________ lifelong learning based on the principles of equity, inclusion and quality. ASEAN's work in education highlights the support for leaner transition to the workforce through internship opportunities, higher education scholarships and responsive skill development. It also emphasizes the (3) _________ of the latest teaching methods and strategies for teachers and vocational trainers. In addition, it pays more attention to help out-of-school children and youth and resilient schools especially after the influence of Covid-19 pandemic. For example, in 2021, ASEAN reported that Covid-related school closures influenced the (4) _________ quality for more than 150 million children across its member nations. Therefore, addressing learning loss for younger students, vulnerable students in terms of their mental health and well-being is prioritized in ASEAN to ensure effective learning. ASEAN hope their efforts in education will help ASEAN's people become well-prepared and ready to face an ever-changing future with better work (5) _________.Question 23.A. developedB. developingC. developD. developmentQuestion 24.A. promotingB. promotionC. promoteD. having promotedQuestion 25.A. importantB. importC. importanceD. importantlyQuestion 26.A. educateB. educatorC. educationalD. educationQuestion 27.A. schedulesB. improvementsC. opportunitiesD. agreements

A history class is reviewing major eras of U.S. history in order to study for an end-of-semester exam. One group of students constructs the following timeline:The Progressive Era - The Roaring Twenties - The Great Depression -  World War II.The student sample illustrates that the class might need to review which of the following eras before their exam?AThe Great Depression happened after World War II. Students need to understand that this was due to the large amount of U.S. casualties and costs from the war.BWorld War I took place before the Roaring Twenties. Students need to understand the effects of World War I on subsequent eras of American history, especially America's entry in World War II. Therefore, adding World War I to the timeline would provide a more comprehensive study tool for the exam.CAll eras on the timeline except World War II were centered on domestic issues in the U.S. Therefore, students should omit World War II from the timeline in order to focus their study on eras with similarities.DThe Progressive Era took place during the Roaring Twenties. Students need to understand that the two eras are interconnected and should not be viewed as distinct from one another since the government continued to pass major social reforms throughout the 1920s.

Imagine you are living during the time when the Philippines was under Spanish rule. Write an essay discussing how colonial education affected Philippine society, including its culture, gender roles, and social hierarchy. Think about these questions as you write: (Word Limit: 150-200 words.) How did colonial education teach Christianity and Spanish culture in the Philippines? What were the differences in education between boys and girls during colonial times? How did colonial education affect what men and women were expected to do in society? In what ways did colonial education keep some people in power while keeping others at a disadvantage? Think about how colonial education still affects the Philippines today.