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Although the noun forms of the three words aim, objective and goal are often used synonymously, [1] professionals in organised education define the educational aims and objectives more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement.
A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. [8] [5] [7] [14] This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize these ...
Some education theorists concentrate on a single overarching purpose of education, viewing more specific aims as means to this end. [154] At a personal level, this purpose is often equated with assisting the student in leading a good life. [155] Societally, education aims to cultivate individuals into productive members of society. [156]
Adequate Yearly Progress (AYP) on student test scores, the school is considered not providing a good education to its students and is labeled ‘in need of improvement.’ The school then faces serious sanctions—from allowing its students to move to other schools to being restructured. Schools that
Education advocating for mere life-here having no link with hereafter is distorted and faulty. Iqbal's philosophy and theory of education coordinate the whole process of education, particularly its four essential elements viz. [9] (a) aims of education; (b) curriculum; (c) teacher's role and methodology; and (d) evaluation. [10]
The following outline is provided as an overview of and topical guide to education aims: . Educational aim is a goal of the educational experience or process. This page lists the generic educational aims which one might encounter in educational theory, research or practice, including new concepts in published literature.
Clarity about the nature of education is important for various concerns. In a general sense, it is needed to identify and coherently talk about education. [15] In this regard, all the subsequent academic discourse on topics like the aims of education, the psychology of education, or the role of education in society, depends on
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