Meaning of education

Education​ is the process of facilitating learning, or the acquisition of knowledge, skills, values,
beliefs, and habits. ... ​Education​ can take place in formal or informal settings and any experience
that has a formative effect on the way one thinks, feels, or acts may be considered ​educational​.

Definition of education

Education is the process of training man to fulfill his aim by exercising all the faculties to the
fullest extent as a member of society. ​Aristotle
Education is every interaction that happens is every association that occurs between adults with
children is a field or a state where the educational work in progress. ​M.J. Langeveld
Education efforts that are deliberately chosen to influence and assist children with the aim of
improving knowledge, physical and morals that can gradually deliver the child to the highest
goal. In order for the child to live a happy, and all what ​dilakukanya(​ he did) be beneficial to
himself and society. ​Prof. H. Mahmud Yunus

Education means the bringing out of the ideas of universal validity which are latent in the mind
of every man. ​Socrates

Education is defined as a learning process for the individual to attain knowledge and
understanding of the higher specific objects and specific. The knowledge gained formally
resulting individual has a pattern of thought and behavior in accordance with the education they
have gained. ​Big Indonesian Dictionary (1991)
Education is a combination of growth and human development with social legacy. Kohnstamm
and Gunning (1995): Education is the formation of conscience. Education is a process of
self-formation and self-determination ethically, conformed conscience. ​Stella van Petten
Henderson
Education is a conscious and deliberate effort to create an atmosphere of learning and the
learning process so that learners are actively developing the potential for him to have the
spiritual strength of religious, self-control, personality, intelligence, noble character, and the
skills needed themselves and society.

Education is all one with growing; it has no end beyond itself. (Education is everything along
with growth; education itself has no final destination behind him). ​John Dewey (1978)
In the broadest sense, education is the device by which a social group continued existence renew
yourself, and defend his ideas. ​H.H Horne

Scope of education
 Scope means range of view out look field or opportunity of activity operation and application.
Education has a wider meaning and application.

1. Educational philosophy
Philosophy of education covers aims of education, nature of education, importance of education,
function of education its very old and essential part of education.

2. Educational psychology
Main aim of education is the development of child. Psychology helps to understand the child
better and development of child with respect of physical, mental, emotional, social adjustment,
individual difference, personality, thinking, reasoning, problem solving.

3. Educational sociology
A child lives in the society so its important for him to know about the society the nature of
society, type of society, interdependence between culture and society.

4. History of education
It is also important to know background, origin, development, growth and aspect of the subjects.
And also education system method of teaching during ancient period, medieval period, British
period and modern period.

5. Economics of education
For the growth of business and market the world class economical education is important for
each and important.
6. Method of teaching
In ancient time the pupil were passive listeners but now they actively participate with the teacher
in the process of education. So the skill and proficiency of difference teaching methods needs to
be developed.

7. Educational administration and supervision

The educational institution and the system has to be supervised and administrated smoothly so
that the process of education goes well. Regulation of fund, democratic administration,
autonomy, personnel management etc.

8. Problems of education
This scope includes problems of teaching management of education and also suggestion and
remedies for it.

9. Population education
Viewing at the undesirable growth of population, awareness is created through population
education.

10. Environmental education

Ecological in balances have drown the attentions of intelligence today.
So looking at the environmental problems study of environment education has great importance.
Formation of character

Development of personality

Preservation and spared of culture

Development of social responsibility

Education System in Pakistan:

The present system of education prevalent in Pakistan is the heritage of the pre-partitioned
British India. A review of the education system of Pakistan suggests that there has been little
change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a
fundamental human right in the constitution. Problems of access, quality, infrastructure and
inequality of opportunity, remain endemic. According to the Constitution of Pakistan (1973), the
Federal Government was entrusted with the responsibility for policy, planning, and promotion of
educational facilities in the federating units. This responsibility was in addition to the overall
policymaking, coordinating and advisory authority; otherwise, education was the concurrent
subject. The Federal Ministry of Education also administers the educational institutions located
in the federal capital territory. Universities located in various provinces are administered by the
provincial governments, but are exclusively funded by the federal government through the
university grants commission and now called as Higher Education Commission located in
Islamabad city. The Federal Ministry of Education was headed by the Minister of Education. The
most senior civil servant in the Ministry was the Education Secretary assisted by Joint Secretary
and Joint Educational Advisors of each wing. There were 6 wings in the Federal Ministry of
Education and each wing is headed by Joint Educational Advisor. The concurrent subjects have
been delisted from the schedule –11 of the constitution of Islamic Republic of Pakistan 1973 as
amended in 2010. Now, the provinces of Pakistan are empowered to make policy decisions as
per their local needs for the communities and individual citizens.

Educational Policies of Pakistan

In Pakistan, the public policies on education reflect the National ideology. It consists the political
option, tradition, values, culture, and socio-economic needs, emerging trends and concepts and
even its implications in future. The following education policies were framed and implemented
in the true perspectives. After the birth of Pakistan on 14thAugust 1947, the first effort was made
by the founder of this Nation. In his message he highlighted the need of educational
improvement in the country.

A National Education Conference, 1947 was conducted for getting the recommendations for
implementation. Thereafter, a number of the education plans, some reports, policies and
programs had been approved for educational reforms. In this regard a comprehensive ‘Report of
the Commission on National Education, 1959’ had been documented, while focusing on the
overall issues of educational subject. The chronology of developments in policy making showed
the New Education Policy –1970,

The Education Policy –1972/80,

National Education Policy –1979,

National Education Policy –1992 and

National Education Policy –1998/2010 from time to time by the Government, respectively. In
this regard, a number of development plans had also been implemented, simultaneously. It
includes as;

the National Plan of Educational Development –1951/57,

First Five Year Plan –1975/80,

Sixth Five Year Plan –1980/85,

National Literacy Plan –1984/86,

Seventh Five Year Plan –1988/93 and

Eighth Five Year Plan –1993/98.

In addition to adaptable policy documents, the long term development programs had also been
started since last four decades. It included as; a ’10-Point Programme, 1983’ and Nationwide
Literacy Programme (Nai Roshni Schools), 1986-90 whereas, the evaluation of ‘Iqra Pilot
Project, 1986-89’ had also been made at Federal Government level. Another effort has also been
made at National level for raising the literacy and numeracy level in the country.

Thus, the ‘Literacy and Mass Education Commission, 1981’ was established to meet the
objectives set at National level. The announcement and implementation of policy frameworks
has resulted that the citizens were given the education as a fundamental right for their well-being.
Therefore, the people of our country have become capable of living their lives well like other
Nations of the world.

Salient Features of Education Policies:

Since the history of Pakistan, the task of Nation building has been achieved by imparting
education for the masses. There had been a need of educated and skilled manpower for running
the country in all fields of life. The policies were framed to make priorities and targets and even
action plans. The salient features of these policies are given in the following statement
separately.
National Education Conference-1947:The birth of dominion of East and West Pakistan on
14thAugust 1947, a National Education Conference was held in 1947. The founder 1stGovernor
General of Pakistan, Mr. Muhammad Ali Jinnah, Quaid-e-Azam, had sent graceful message duly
meant education sector as most important. The extract from that message is quoted as
under:“The importance of education and the type of education cannot be over-emphasized. There
is no doubt that the future of our state will and must greatly depend upon the type of education
we give to our children, and the way in which we bring them up as future citizens of Pakistan.
We should not forget that we have to compete with the world which is moving very fast in this
direction.”The above Quaid’s Message is meant as the foundation of education system, which
has provided a clear way for the existence of Nation. It is the direction and vision to compete
with the other Nations of the world linked with the future of the children (citizens) and the future
the state –Pakistan.

Academic Structure of Pakistan:

The academic structure of the existing system of education in Pakistan is as under:

Sub-sector/ level Grade/Class Year of Duration Age Group

Primary I –V 5 6-10
Education
Secondary IV –X 5 11-15
Education
Higher XI –XII 2 16-17
Education
College XIII –XIV 2 18-19
education
University XV –XVI 2 20-21
Education

The educational institutions from lower to higher levels are run by the provincial government,
local bodies and private management. In government schools, tuition fee is not charged at
primary and secondary levels. However, fee is charged from higher secondary level to university
level, which is not very high but affordable. However, provision of scholarship, fee-ship and
financial support has been made for deserving students at these levels.

Primary Schools:

Formal schooling in Pakistan starts at the age of 5 plus in the first grade of primary schools. The
curriculum for primary classes is practically same throughout the country. Instruction is given in
local/regional language and in some areas, Urdu is the medium of instruction. Classes are held
six hours a day (including a break of half an hour, at midday) and schools are working for five
and half days in a week. Where schools operate in double shift basis, class hours are slightly
shorter. The primary courses extended over five years.
Beginning generally at the age of five, promotion from grade to grade depends upon, the result of
annual examination oral and written conducted by supervisors

Curriculum of Primary Schools:

The following type of curriculum is offered in primary schools.

A .Languages

• First language

• Second language

b. Mathematics

c. Scienced. Pak/ social studies

e. Health at Physical Education

f. Islamiyat

g. Arts

h. Manual work, (Practically arts are not taught and manual work is not done).

Problems of Primary Schools​:•

The problems of rural primary schools are more serious as compared to-urban primary schools.
Some of the common problems are:

•In most cases, schools are single teachers

•Poor and inadequate building

•In most cases, buildings are of one room

•Buildings are in dilapidated condition

•There are shelter less schools

•Inadequate furniture (tats, chairs, tables)

•Inadequate instructional material

•Inadequate but in most cases missing basic amenities

•Absence of boundary walls

•Absence of sports equipment and play grounds

•The instances of dropout is high

•Poor scholarship of children

•Presence of untrained teachers

•Ineffective supervision

•Adjustment problems faced by teachers who do not belong to that village

•Teachers absentees

•Poor / absence of transportation facilities

•Poor / absence of intra-structure of the villages

Absence of residential facilities for teachers

Obstacles in the Achievement of Free and Universal Primary Education:

Free and compulsory / universal primary education could not be achieved because of various
political, social, and economic reasons. Some of these are:

•Low priority accorded to primary sub-sector in' the distribution' of financial resources.
•Unrealistic plans and their targets

•Poor implementation of innovative programmes

•Unattractive environment of schools

•Un-stimulating teaching-learning situation in the class rooms.

•High dropouts and repetition

•Other geographical situation and socio cultural factors.

•Weak political will .The universalization of primary education is a formidable task for the
government and if these conditions persist, there would be along way to achieve the goals of
universal primary education.

​Secondary Schools:

The secondary education consists of VI –X classes.

Higher Secondary classes XI-XII are gradually linked with selected secondary schools and are
'converted into Higher Secondary Schools both for male and female. These Higher Secondary
Schools are run by Principals and Higher Secondary classes (XI,-XII) are taught by "Specialists"
a new cadre created for this purpose. Anomaly still exists in the system. Intermediate classes
(XI-XII) are still part and parcel of degree colleges. However, new Intermediate Colleges are not
established. In most cases Urdu is the medium of instruction. Subjects like Urdu, English,
Pakistan Studies and Islamiyat are taught as compulsory subjects. Other subjects are grouped as
Science and Humanities and are opted by students according to their interest .Attempts are being
made to diversify' secondary education curriculum through inclusion of such options as
agriculture, industrial arts, commerce, and domestic sciences for those who want to study them.
But the trend from scientific subjects and arts has not been favorably shifted to technical and
vocational subjects. Besides Secondary' and Higher Secondary Schools there are "Special
Schools" such as Public Schools and 'Cadet Colleges" in the country, these institutions are
unique in many respects. They provide residential facilities, attractive physical, social, and
academic environment in which students are groomed to play leadership role in the country in
future. Only elite class can afford such quality education for their children. The presence of such
institutions is criticized and it is not clear to what extent these institutions provide free education
to 25 percent poor and talented children as envisaged in previous policies.

Criticism against Secondary /Higher Secondary Schools:

One serious criticism leveled against Secondary/Higher Secondary schools is that they have been
unable to produce good qualities of character, balance personality and disciplined habits. This is
why the tradition of establishment of "Public Schools" and "Cadet Colleges" as indicated earlier,
which lay emphasis on the development of qualities of leadership, still perpetuates. These
"special Institutions" cannot meet the needs of the people and they are very costly and only
affluent people can afford them for their children. Therefore, efforts should be made to raise the
quality of the ordinary secondary and higher secondary schools through improvement of their
physical and material facilities and instructional environment. Such sincere attempt has once
been made through the introduction of "Comprehensive. Schools" to provide good and
multipurpose education under one roof but the scheme was later on discontinued for unknown
reasons. Now the latest education policy again picks up the strings and recommends the
establishment of “Model Secondary Schools" at district levels. Another criticism which is
leveled against secondary / higher secondary schools is that they provide general education. They
have not been developed as "terminal stage" or they have not been treated as institutions of a
"complete stage in itself. As they provide general education and are almost preparatory
institutions for higher education, therefore, they put pressure on colleges and universities
ultimately lead to educated unemployment.

The General State of Secondary / Higher Secondary Institutions: ​The general state of
Secondary / Higher Secondary Schools in their quality of education is not better than what has
been said about primary schools. Most of the institutions are deficient in respect of staff,
equipment, material and buildings. The majority of teachers are not satisfied with their job and
lack competence and enthusiasm. In large number of cases, the buildings are in advanced stage
of dilapidation due to lack of repair and proper maintenance. Theft' is acute shortage of
classrooms in the face 'of swelling enrolment. Equipment are scant and are of poor quality. The
secondary schools in Pakistan are often criticized for their purely academic character and their
failure to make adequate provision for individual's difference on account of age ability and
aptitude. Moreover, the class room work is very academic, bookish consisting largely of
parroting the least obviously with little though on the part of teacher that the work should ha e
some relationship with the life needs of the people .

Higher Education (Colleges)​:Higher education consists of two stages. Intermediate (grades

XI-XII) and Degree(grades) (XIII-XIV) and for BS Degree (grades XIII-XVI).English had been
the medium of instruction at graduate level. In most of colleges particularly, at intermediate level
Urdu has been adopted as medium of instruction. The State of Higher Education (Colleges):
There is a general complaint that the academic standard in colleges have rapidly deteriorated.
The major reason for this deterioration of quality of higher education is the inadequately
qualified teachers with overcrowded classes of ill-prepared students. Other causes responsible for
the decline of quality in education are the inadequacy of buildings, libraries and scientific
equipment. The teaching of science is particularly poor. Hostel facilities are also either missing
or inadequate. Which deny students opportunities for developing espirit-de-crops and discipline
for living in a kind of environment conducive to academic work. Private colleges are flourishing
in the country because of the encouraging policy of the government to open educational
institutions in the private sector. These private colleges both for male and female enroll
significant number of students because of social and demographic factor. Most of these colleges
cannot provide adequate physical material arid instructional facilities. They also hire the services
of academically and professionally untrained teachers. Though they are charging' heavy fees.
There has been tremendous increase in the enrolment of students at the college stage because of
the expansion in secondary and higher secondary education and because of rapid growth in
population. In spite of substantial increase in allocation of funds for education by the
government, the educational programme at college level remains always under financial
constraints. Other pressing priorities of the government such as universalization of basic
education also affect budgetary provision for college education. However, it is most desirable for
the provincial government to consolidate college education for bringing about quality
improvement. Moreover, no new admission be made at intermediate level in the existing colleges
so -that the degree level be fully concentrated and consolidated for quality improvement in
future.

Higher Education (Universities): ​In a developing country like Pakistan, universities are the
institutions of higher learning, have a key role to play. Higher level expertise of the country is
located in these institutions. Therefore, they are expected to develop, design, and implement
development programs in the country. At the time of independence, there was one established
university. In 1984 the number raised to 20 universities. Now there, are 36 universities (22 in
'public 'sector' and 12 in private sector). Universities in private sector are gradually increasing.
The thrust of these universities is on Instructional Technology (IT) and Business Education.
Moreover agricultural colleges and medical colleges are up-graded to the status of universities.
Problems and Issues in University Education

Some perennial problems in the past faced by universities were mainly related to:

•Financial constraints / deficits

•Absence of coordination in academic programmes

•Consolidation/improvement of university institutions

•Modernization of curriculum in university

•Diverting the trend from general education towards more technical and scientific and
Job-oriented education

•Consolidation of Research Institutions in university

•Staff development of the university

•Buildings, linkage.

Collaboration of Pakistani universities with foreign universities

•Bringing about national integration through higher education

•Bringing about qualitative improvement in higher education institutions

•Improving the state of corporate life and welfare of students in universities.

Strategies for the Solution of the Problems

For achieving the above objectives government had been making continuous efforts to bring
about desirable changes and improvements in these important institutions through initiating
various policies and plans.

a) The first step in this direction was that universities had been financing by the Federal
Government. Sincel980.

b)The University Grant Commission which had been established in 1974 expanded the scope of
the activities. Presently it disburses recurring and development grants and provide funds
for-many approved projects

c) The Commission also floats a number of. Senior and junior Fellowships and has established
chairs in various Languages
d) It organizes pre-service and in-service training programmes, seminars and conferences which
are attended by eminent scholars.

e)The Commission lays .down standard of education and periodically reviews the syllabi and
courses of studies in various subjects taught in university institutions,

f)Providing grants for equipment and libraries in the universities.

g)An Information Service regarding high education for use of government departments.
universities and research institutions.

h)In order to improve and coordinate activities in universities, Centers of Basic Science (COBs)
has been established at the University' Grant Commission.

j)A similar organization for Social Sciences and Humanity has been established.

k)A computer training center has also been setup at University Grants Commission under the
aegis of UGC.

l)In addition to the various activities undertaken by UGC, other innovative programmes have
also been launched by the government to Improve, develop and strengthen the instructional
programmes of higher education and to build the professional capabilities of the administrators,
planners and teaching personnel of the universities in Pakistan.

Some of such institutions are worth mentioning.

•Institute of Science and Technology

•Centers of Excellence

•National Academy of Higher Education

•National Academy of Educational Planning and Management

•National Education Council

•Area Study Centers

•Pakistan Study Centers Teacher Education / Training Institutions: Since independence, there
had been substantial expansion in teacher education institutions. In 1998, there were 90
elementary colleges and 30 Training Units in selected high schools which were offering Teacher
Training Programme for PTC, CT teachers and Drawing Masters. There were 18 Colleges of
Education, 5, "Institute of Education and Research" and 2 Departments of Education which
offered different teacher training programmes.
The "Iaissez-faire policy​" of the government has led to the-opening of such Training Colleges
in every region, where large number of students take admission on self financing basis. Allama
Iqbal Open University (AlOU) Islamabad, is also contributing substantially to the training 'of
teachers at various levels. It offers PTC, CT, B.Ed., M.Ed. M.A. Education, M.Phil and Ph.D.
programmes through non-formal approach in various areas of distance-learning, educational
planning, and management and teacher education, thousands of students are enrolled in various
programmes except in M.Phil and Ph.D. which' are highly selective.

Issues in Teacher Education/Institutions​: There are issues in teacher education institutions

which are briefly stated. These issues influence the policy of the government for the
development and improvement of teacher education in the country:

a.In view of the (trained) graduate teachers from various training institutions the government will
have to work out the actual' requirement on short-and long-term basis and will have to restrict
admissions in training institutions accordingly.

b.The training institutions prepare professionals of general nature while they are required to
concentrate on specialized nature of training, particularly in educational administration,
curriculum development, evaluation, and research at M.A. M.Ed. M.Phil.and Ph.D.levels.

c.Effective measures need to be taken to strengthen in-service training institutions in Pakistan.

d.Special arrangements should be made for the training of teacher-educators and for this purpose
the services of" the proposed National Institute of Teacher Education (NITE) be fully utilized.

e.The Academy of Higher Education in the UGC should be strengthened to provide in-service
training programme to the newly appointed teachers of colleges and universities.

f.The Provincial Institute for Teacher Education (PITE) as established earlier, in each region,
should be activated and revitalized to impart intensive training in management and supervision to
administrators and supervisors and other key personnel of supervisory cadre.

g.In order to universalize primary education in the country. It is necessary to provide suitable
number of teachers to the disadvantaged institutions i.e. female primary schools in the rural areas
through provision of an 'attractive package' of incentives i.e. stipend/scholarship, special pay/
allowance, residential facilities and opening of day care centers for the children of female
teachers.

h. Technical and vocational institutions face shortage of material, inadequate and poorly trained
teachers, poorly equipped workshops, and inadequate administrative structure. All these factors
lead to both internal efficiency and ineffectiveness of the program. Therefore, these institutions
should be improved on priority basis.
Aims of Education

The ​aim of education​ is to provide direction to the process of ​education​. There are different ​aims of
education​ like social ​aim​, vocational ​aim​, cultural ​aim​, moral ​aim​, spiritual ​aim​, intellectual ​aim​, etc.
Human being is considered to be a social animal. ... ​Education​ ensures peaceful existence of the society.

Aims​ are concerned with ​purpose​ whereas ​objectives​ are concerned with achievement. Usually an
educational objective​ relates to gaining ability, a skill, some knowledge, a new attitude etc. rather than
having merely completed a given task.

Intellectual Achievement:​ To provide students with academic knowledge and skills in order to
prepare them for post-secondary education or the workforce. This has been the most agreed upon
aim of education. Most parents want their children to reach high standards in math, English,
history, and science.
Pro-social Values:​ To train students for responsible citizenship and prepare them for adulthood
through socializing them in the norms and values of society. Teachers, who symbolize authority
to the child, emphasize the values of a democratic society, such as patriotism, obedience,
honesty, cooperation, competitiveness, and moral responsibility.
Economic Competitiveness​ (social efficiency): To provide students with skills and knowledge
needed to be competitive in a global economy; become an effective and efficient work force; and
prepare workers with values and socialization needed in the workplace through developing
attitudes such as punctuality, cooperation, and following rules.
Personal Growth:​ To help students find self-fulfillment, personal relevance, clarification of
personal values, communication and self-expression skills, and development of effective learning
styles. Student interests and feelings are emphasized. The curriculum is created collaboratively
between teachers and students to help students reach their potential.
Socialization and Culture:​ To impart culture to students through great ideas of western culture,
such as works of art, literary classics, and basic skills so that they are literate and cultured
citizens and can participate intelligently in American society. Schools are places where students
from diverse language and cultural backgrounds learn English and learn about American
traditions, holidays, historical figures, geography, and democracy.
Social Change:​ To help students become productive citizens that are capable of changing the
social order through emphasis on social issues and solving of social problems. Students are
provided with the knowledge and skills to improve society and are given opportunities to see
themselves as both individuals and contributing to the group and the larger society. They are
encouraged to participate in community service or service learning, so that they become
reflective and responsive about the needs and problems in their community. A purpose of
education is to advance social mobility, rather than perpetuate the status quo.
Equal Educational Opportunity:​ To ensure that all students have a free education, common
curriculum, opportunities for diverse students to attend the same school, and equality of financial
expenditure in a given locality. There is clear evidence that certain groups in American society
are denied equal opportunity economically, socially, and educationally. It is essential that all
children, regardless of race, ethnic background, gender, religion, socioeconomic level, or
language, receive a quality education. A balance between diversity and unity is needed in
schools.
Problem Solving:​ To teach students how to learn through the development of thinking, research,
and study skills so that they become excellent problem solvers and creative thinkers who are
capable of dealing with change. The rapidity of change today, technological advances, and the
explosion of information require that students develop tools for lifelong learning.

Aims, goals and objectives

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

Ornstein (1990, p. 84) We use the term Aims to refer to broad statments about the intent
of education. They are value-laden statements, written by panels, commissions, or
policy-making groups, that express a philosophy of education and concepts of the social
role of schools and the needs of schools and youth. In short, they are broad guides for
translating the needs of society into educational policy.

Ennaji (1994, p. 158) Educational theorists distinguish three types of aims: the
government’s aims, the educational administrators’ aims, and the teachers’ aims. The first
type is termed ends, the second goals and the third objectives.

Examples of aims

• To prepare students for democratic citizenship;

• To develop a moral character and personal discipline;

• To strengthen ethical and spiritual values;

• To teach the rights and duties of citizenship;

• To encourage creative and critical thinking.

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 non-behavioral and
therefore non-observable and non-measureable.

​Wilson (2005, p. 46)

• Goals are the statements of educational intention which are more specific than aims but
less specific than objectives

Examples of Goals

• The development of reading skills;

• The appreciation of arts;

• The understanding of scientific and mathematical concepts.

Objectives Philosophy​ ----Aims--- Goals -----Objectives

• Objectives are stated in observable and measurable terms (outcomes, proficiencies or

competences);

• Objectives are behavioral in nature and more precise than goals;

• Objectives state what students should know at the end of the course and what is
expected from them;

Examples of Objectives

• To identify the main idea of the author;

• To be able to express advice, apology, complaint, etc.;

• To be able to locate the topic sentence and the supporting details;

• To be aware of the differences between the present simple and present perfect.

Why use learning objectives?

(Gronlund, 2000) • To provide a focus for instruction;

• To provide guidelines for learning;

• To provide targets for assessment;

• To communicate expectations to learners;

• To convey instructional intent to others;

• To provide for evaluation of instruction.

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

Bloom’s Taxonomy (1956)

• Cognitive Domain; • Affective Domain; • Psychomotor Domain;

Cognitive Domain • Bloom’s Taxonomy • Knowledge; • Comprehension; • Application; •

Analysis; • Synthesis; • Evaluation;

Affective Domain • Krathwohl’s Taxonomy • Receiving; • Responding; • Valuing; •

Organization; • Characterization;

Psycho-motor Domain • Harrow’s Taxonomy • Reflex Movements; • Fundamental

Movements; • Perceptual Abilities; • Physical Abilities; • Skilled Movements; •
Nondiscursive Communication.

Smart Objectives • S--------- Specific; • M---------Mesurable; • A----------Achievable; •

R----------Result-based; • T-----------Time-bound.

• In sum, an objective is a specific, measurable and observable behviour of less than a

day’s duration. A goal is the outcome of successfully completed objectives measured
over a series of days. An aim is the product of a long term endevour measured over a
course of one or more years.
Aims and Objectives of Education in Pakistan