1.
Aims vary in
degree of specificity from one course to another.
2.
Some aims are set
knowing that it will be impossible or difficult to judge whether they have been
achieved by each learner.
3.
A vocational
course may include very specific aims related to performance in a specific
career.
4.
Aim is very
general and includes the concept of enjoyment which can be surveyed but not
reliably quantified.
5.
Aims helps
teachers to review principles, develop theory and practice with a view to the
students achieving the goal of being able to evaluate performance is presumably
a skill which will be required of a learner for progression in the programme of
study and in employment when the programme is complete.
6.
Aims can be
aggregated and grouped in courses that are structured into modules.
7.
Aims is quality
assured: education processes are put in place to evaluate the achievement of
aims. There are a number of ways to judge the success of an aim. If learner succeed
of fail to achieve learning objectives this may indicate success in some
aspects of the aims but other aims relate to things which are less easily
measured.
8.
Aims generally is
a process of assessment used to determining if learners have achieved objectives.
9.
Since both aim and objective are in common
language synonymous with goal they are both suggestive of a form of
goal-oriented education. For this reason some educational organizations use the
term learning outcome since this terms is inclusive of education in which
learners strive to achieve goals but extends further to include other forms of
education.
CONCLUSION
There are conflicting ideas about
the aims or purpose of education. These disagreements have existed since early
times, relative to philosophical stands, specific contexts, and historical
periods. For example, the purpose of education in the new England colonies was
to prepare the child to read the bible in order to be able to seek salvation.
There are some aims of education and
it includes intellectual achievements, prosaically values, economic
competitiveness personal growth, socialization and culture, social change and
problem solving.
Problem solving has to do with teaching
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.
Prosaically values has to do with
training students for responsible citizenship and prepare them for adulthood
through socializing them in the norms and values society such as patriotism,
obedience, honesty, cooperation.
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A. (1975), Comprehensive Course on
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B. E. (1999), The Essential of Philosophy of Education.
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Ocho
L. O (1988), The Philosophy of Education
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Peters
R. S. (1979), Ethics and Education.
London Allen and Unwin
Plato,
Timens (1875), The Dialogue of Plato.
Oxford, The Clarendon Press.
Treffinger,
Danald J. Davis K. J. 8 Ripple, R. E. (ed) (1997), Handbook on Teaching
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