The document outlines the objectives and aims of education across various levels, including nurseries, primary, intermediate, secondary, and higher education, emphasizing the importance of sound preparation for children's future life phases. It also describes three learning domains: cognitive, affective, and psychomotor, detailing the skills and processes involved in each domain. The overall focus is on fostering holistic development in students through structured educational levels and targeted learning objectives.

1. • OBJECTIVE OF EDUCATION
AND ITS GENERAL AIMS
(GOALS)
• LEARNING DOMAINS

2. • OBJECTIVE OF EDUCATION
AND ITS GENERAL AIMS
(GOALS)

3. Nurseries and Kindergartens comes first
in Educational Levels, and they are
known for their Gentle Approach and
Guidance in Childhood. Child will not be
able to face following Levels of Life, if
their preparation is not Sound.
FIRST: NURSERY AND KINDERGARTEN

4. Primary Level is the base of focus to
prepare Young Ones for their Future Life
Phases. It is a General Level includes all
the children of the Nation, and in this
Level they are provided with the basics of
True Belief, Sound Attitudes,
Experiences, Information and Skills.
SECOND: PRIMARY LEVEL

5. Intermediate Level is a General Cultural
Level, the aim of this Level is to provide
the Young Ones with complete Islamic
Education meant for his Creed, Mind,
Body, and Manners. Taking into
Consideration Students growth, and the
Level he/she is going through, this level
accomplishes the General Goals of
Education.
THIRD: INTERMEDIATE LEVEL

6.  The Secondary Level by its nature works on Age and
Growth traits of the Students, and needs a lot of
Guidance and Preparation. It includes Different
branches wherein Intermediate Certificate Holders
are taken in as per Systems set by Competent
Authorities. For ex: General Secondary, Academic
Institutes, Dar Al-Tawhid, Islamic University, and
Secondary Teacher Preparation Institutes, and
different Vocational Institutes (Agricultural,
Industrial, and Commercial) Technical and Sports
Institutes, and what is new at this Level.
FOURTH: SECONDARY LEVEL

7. Amongst all Types and Levels, Higher
Education Level is Practical
Specialization Level. It cares for people
who are talented, and further develops
their talent, to fulfill community needs in
Present and in Future, as per National
Development Goals and its Noble
purpose.
FIFTH: HIGHER EDUCATION LEVEL

8. LEARNING DOMAINS

9. THREE (3) DOMAINS OF LEARNING
Cognitive Domain1
Affective domain2
Psychomotor domain3

10. The cognitive domain involves the
development of our mental skills
and the acquisition of knowledge.
Domain of thought process.
COGNITIVE DOMAIN

11. COGNITIVE DOMAIN HIERARCHICAL LEVELS OF
LEARNING

12.  Analysis - the ability to differentiate facts and opinions.
 Knowledge - the ability to recall data and/or
information.
 Comprehension - the ability to understand the
meaning of what is known.
 Application - the ability to utilize an abstraction or
to use knowledge in a new situation.
 Synthesis - the ability to integrate different elements or
concepts in order to form a sound pattern or structure so
a new meaning can be established.
 Evaluation - the ability to come up with judgments
about the importance of concepts.

13. The affective domain contains learning skills
that are predominantly related to emotional
(affective) processes.
This domain includes the manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.
Humanistic theories focus on this domain
AFFECTIVE DOMAIN

14. AFFECTIVE DOMAIN LEVELS OF LEARNING

16. Characterizing
The individual has a value system that has controlled his
or her behavior for a sufficiently long time for him or her to
develop a characteristic “life-style”.
Receiving
It refers to the student’s willingness to attend to particular
phenomena of stimuli (classroom activities, textbook, music,etc).
Responding
Refers to active participation on the part of the student.
Valuing
It is concerned with the worth or value a student attaches
to a particular object, phenomenon, or behavior.
Organization
It is concerned with bringing together different values,
resolving conflicts between them, and beginning the building of an
internally consistent value system.

17. Psychomotor objectives are those specific to
discreet physical functions, reflex actions and
interpretive movements. Traditionally, these
types of objectives are concerned with the
physically encoding of information, with
movement and/or with activities where the
gross and fine muscles are used for
expressing or interpreting information or
concepts. This area also refers to natural,
autonomic responses or reflexes.
THE PSYCHOMOTOR OR
KINESTHETIC DOMAIN

18. Reflex movements
Fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
No discursive communication
(TERMS IN THIS AREA BASED ON ANITA
HARROW’S TAXONOMY).