This document outlines the objectives and content of a course on the foundations of education. It begins by listing the overall objectives of the course, which are to explain key features of foundations of education, specify the role of educational thinkers, and appreciate philosophical and psychological foundations. It then provides the unit objectives, which are to define aims, analyze objectives using Bloom's taxonomy, discuss stating behavioral objectives, and summarize the aims of Pakistan's national education policies. The document goes on to define aims, goals, objectives, and learning outcomes at different educational stages. It also discusses types of educational objectives and various taxonomies, including Bloom's cognitive domain and Simpson's psychomotor domain. Finally, it outlines characteristics of effective objectives like being comprehensive,

1. Foundations of Education (831)
Unit 5: Aims of Education
Dr. Zaheer Ahmad
Course Coordinator

2. Objectives of the Course
• explain the important features of foundations of
education;
• specify the role of educational thinker in education;
• appreciate the philosophical, psychological, foundations
of education;
• discuss the modes of education;
• discuss historical development of education in Pakistan;
• evaluate the issues and problems of education.

3. Objectives of the Unit
• Offer a reasonably precise definition of aims, goals and
objectives.
• Analyse objectives using Bloom’s et. al approach
• Discuss process of stating behavioural objectives
• Highlight the influence of Report of Commission on
National Education 1959 on our educational system
• Summarise the aims of National Educational Policy
1998-2010

4. Aims
• Aims are general and broader statements that
provide direction or intent to educational action.
Aims are usually written in amorphous terms
using words like: learn, know, understand,
appreciate, and these are not directly
measurable.

5. Aims
• General statements that provide a sense of
direction and serve as guiding principles for
educational policy;
• Aims are the translations of the general
philosophy and needs of the country;
• Aims are designed at the national/state level by
policy making groups;
• Aims can be based on the constitution of the
country;

6. GOALS OF Different Stages
• 1. Primary: To develop fundamental/ basic skills in
students needed to be used in everyday life
• 2. Secondary To produce such persons who are prepared
for receiving higher education or to earn a living with
the help of technical skills it they quit education at this
stage for some reasons
• 3. Higher Education: To produce such competent
personnel who are able to play their key or leadership
roles in different fields of life

7. Goals
• Derived from aims;
• Aims become goals when they become more specific
and refer to a particular school or school system and
to a specific subject area of the curriculum;
• Goals translate aims into statements that will
describe what schools are expected to accomplish;
• Goals are more specific and definite than aims, but
they are still nonbehavioral and therefore
nonobservable and non-measureable.

8. Goals
• Goals are less general and less broader
statements of educational intention which are
more specific than aims. Goals too may
encompass an entire program, subject area, or
multiple grade levels (Primary, secondary and
higher education).

9. Objectives
• Objectives are usually specific statements of
educational intention which delineate either
general or specific outcomes They pertain to
grade, subject, programme, course, unit or
chapter etc.

10. Students Learning Outcomes
• Students Learning Outcomes (SLOs) / Intended
Learning Outcomes (ILOs)

11. Relationship among all these
Intentions/ Ends

12. Types of Educational Objectives
(Orenstein, 1990)
• Program Objectives:
▫ Address subjects at particular grade levels
• Course Objectives:
▫ Relate to particular courses within grade levels
• Classroom Objectives:
▫ Divided into unit objectives and lesson plan
objectives

13. Affective Domain

14. Taxonomy of Educational Objectives
• Cognitive Domain by Bloom (1956);
• Affective Domain by Wrath Wohl (1964);
• Psychomotor Domain by Simpson (1972)

15. Cognitive Domain
• Bloom’s Taxonomy old and latest version

16. Psycho-motor Domain
Harrow’s Taxonomy
• Reflex Movements;
• Fundamental Movements;
• Perceptual Abilities;
• Physical Abilities;
• Skilled Movements;
• Nondiscursive Communication.

17. Smart Objectives
• S--------- Specific;
• M---------Measurable;
• A----------Achievable;
• R----------Result-based;
• T-----------Time-bound.

18. Characteristics of Effective Objectives
• Comprehensiveness
• Consistency
• Attainability
• Suitability
• Validity
• Specificity
• Measurability
• Unambiguous