CURRICULUM AIMS, GOALS AND EDUCATIONAL OBJECTIVES

INTRODUCTION

Aims, goals and objectives are put in place in a dynamic form responding to the progressive
status of a dynamic society. The three terms are sequentially related: they occur in hierarchical order.
The limit or the height of society aspiration is encapsulated in its aim. Ritz (2014) considers aim as “a
general statement that suggests direction”. It provides a guide for the educational and training
processes by which a terminal point of live outcome is focused. Anderson, Krathwohl et al (2000) see
goal as statement of academic intention which are more specific than aim. The statement of goals
denominates the amorphous terms of the aim which are not directly measurable. Nodding (2007)
believes that aims and goals are “brushed aside in favor of objectives because the last can be cast in
language conducive to measurement”. Curriculum development is concerned with putting activities in
place in order to effect desirable change in learners‟ behavior (Nilcholls, 1973). Therefore, objectives
designed for classroom activities bring into fore the kind of knowledge and skills needed in the
society. Lawton (1975) explains that the structures and elements of curriculum must be designed in
such a way as to promote social utility, social responsibility, common culture and personal
satisfaction.
(https://www.researchgate.net/publication/331075900_AIMSGOALS_AND_OBJECTIVES_A_TRIPOD_OF_EDUCATIO
NAL_FOCUS_IN_CURRICULUM_DEVELOPMENT [accessed Aug 22 2020].

KEY IDEAS

Aims are general 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. Aims may serve as organizing principles of educational direction for
more than one grade. Indeed. these organizing principles may encompass the continuum of
educational direction for entire programs, subject areas in the schools (Owen, 2014).
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. They are more specific and definite than aims, but they are
still nonbehavioral and therefore non-observable and non-measurable (Wilson, 2005).
Objectives are usually specific statements of educational intention which delineate either general or
specific outcomes. 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.

LEARNING COMPETENCIES

 Discuss the aims, goals and objectives of the three levels of education in the Philippines;
 State the curriculum development and education goals with reference to the Philippines;
CONTENT FOCUS: Curriculum Aims, Goals and Educational Objectives

A formal curriculum is embedded in formal institution called schools. Schools are established
institutions which are either run by the government or by the private sector. Bauzon (2009) emphasizes that
educational aims and objectives determine both pedagogy and the content of education. Thus, they help
specify curricular contents. Furthermore, they serve as the educational compass to guide curriculum planners
and implementers.

The aims of education have several values. They are as follows:

1. They give school administrators and supervisors a general idea of the type of citizens that the country
wants its schools to produce. The aims of education in the country, whether it be a democratic or
totalitarian, mandates the kind citizens that educational institution are supposed.
 Examples:
 In socialist states like Red China, the kind of citizens that schools are to produce are those
who have unwavering loyalty to the state.
 In the Philippines the aims of education dictate the production of enlightened, patriotic, useful
and upright citizenry. This is in addition to producing students who are imbued with moral
and spiritual values.

2. They give the goals toward which all educational efforts should be directed. Inherently, the objectives
of education, whether fundamental or specific, constitute the country’s philosophy of education.
Educational efforts are exerted by various categories of educational workers. There are the classroom
teachers, school administrators, school supervisors, and curriculum experts. Without educational
objectives to focus their attention and energies on, there certainly would be confusion and no
harmony in the educational scheme. Conversely, with certain educational objectives in mind, these
educational workers would know exactly what they are working for and why.

3. They describe the types of practices that should permeate the school system. The term practices here
would refer to teaching practices, administrative practices, supervisory practices, practices in
curriculum setup, practice in evaluating learning outcomes. These different practices must jibe with
the avowed objectives; otherwise, there would be incongruence between educational philosophy and
educational practices. For instance, there is a need for school administrators to foster the democratic
processes himself. The classroom teacher should also exemplify in his action democratic procedures.

4. They determine the curriculum and the kind of teaching procedures and instructional materials that
should be used in the classroom. The curriculum has to mean all the experience of the child in and out
of school for which the school is responsible. The curriculum is there for the very purpose of giving
the experience that will guide and stimulate the growth and development of the appropriate
psychological outcomes and therefore must be chosen, arranged, and brought into contact with the
learner and to produce those outcomes which are indicated from an analysis of the objectives of
education.

5. They give the bases of evaluation of the school system. The reason of any educational institution is
expressed in its educational objectives or mission-vision. To pursue this, the system is composed of
several elements.
 1. The school plant which includes the school building, the school site and the equipment and
facilities.
2. The people in it which are the administrator, the teachers, the janitors, the clerks, the librarians,
the guidance counsellors and the students.
3. The activities that go on among various categories of people.
4. The set of outcomes that such activities are designed to produce.

Therefore, when one speaks of evaluation of the school system, the various elements must be taken
into account. To have a sound bases for evaluation, one must have knowledge and understanding of the
objectives of education to see how far the activities have helped the realization of the objectives. The
PAASCU, the AACCUP, and the ASC utilize these areas when they accredit schools.

In planning an educational program, four problems face the planning group.

1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be employed?
4. What methods and instruments will be used to assess the results of the curriculum?

These problems are in reality not single problem. Each question represents a category within which
many problems are found. In other words, a planning group faces the necessity of making choices in four
areas such as, objectives, subject matter, methods and organization, and evaluation. This is shown in the
following schematic diagrams

OBJECTIVES

SUBJECT MATTER METHODS AND

ORGANIZATION

EVALUATION

Figure3. Four Areas necessary for planning curriculum (Bauzon, 2009)

A very close relationship exists among the problems within these categories. The statement of
objectives serves as criteria for the selection of subject matter or method. New insights are used depending
on the purpose to be served. Subject matter maybe selected in order to meet certain objectives; but in order to
do so effectively, they must be dealt with by methods pointed toward the same objectives. Questions of
evaluation are closely related to all other problems.
Curriculum Development and Education Goals with Reference to the Philippines

The objectives of education in any educational institution are important determinants of educational
processes and activities such as administration and supervision, classroom instruction, or curriculum
development. Naval and Aquino (1967) as cited by Bauzon (2009) emphasize the significance of educational
aims or objectives in the following assertion.
Aims and objectives serve as the guiding star for a fruitful and beneficial life.
Accordingly, teachers, supervisors and administrators recognize the value and importance of
aims of education. It thus becomes necessary that such aims and objectives be stated clearly and
definitely since they are to serve as the guideposts for the educative processes.
The aims of education give school administrators and supervisors a general idea of the
types of citizens that they expect the schools to produce; they give the goals toward which all
educational efforts should be directed; they describe the types of practices that should permeate
the school system; they determine the curriculum and the kind of teaching procedures and of
instructional materials that should be used in the classroom; and finally, they give the bases of
evaluation of the school system.
In the educational system, the fundamental aims of education are provided in Section 5 of Article
XIV of the Constitution which states that “all schools shall aim to develop moral character, personal
discipline, civic conscience, vocational, technological and scientific efficiency, and to teach the duties of
citizenship”. Sometime in the middle of the 1950’s, the Board of National Education, in accordance with the
provisions of RA 1124 was instructed to “formulate, implement, and enforce general educational objectives
and policies, coordinate the offerings, activities and functions of all educational institution in the

country with a view to accomplishing an integrated, nationalistic and democracy-inspired educational system
in the Philippines. In addition, Section 4 of the same law also required the BNE to “formulate the objectives
and basic policies of education for children and adults’ with the philosophy and mandates of the
Constitution”.
Accordingly, by way of complying with the instructions given to it, the Board of National Education
made use of various sources available. These sources are the following:
1. Constitution of the Philippines – Article XIV, Section 5
2. Report of the National Council of Education
3. Report of the Congressional Committee on Education
4. Quezon’s Code of Ethics
5. Concurrent Resolution Number 8
6. Mabini’s Decalogue
7. Bonifacio’s Duties of the Sons of the People
8. Laurel’s Educational Orientation for Filipinos
9. Pope Pius XI’s Encyclical on Christian Education of Youth
10. Koran
On December 9, 1955, the following fundamental objectives of education were approved:
I. To inculcate moral and spiritual values inspired by an abiding faith in God.
II. To develop an enlightened, patriotic, useful and upright citizenry in a democratic society.
III. To instill habits of industry and thrift, and to prepare individuals to contribute to the
economic development and wise conservation of the Nation’s natural resources.
IV. To maintain family solidarity, to improve community life, to perpetuate all that is desirable in our
national heritage, and to serve the cause of world peace.
V. To promote the sciences, arts and letters for the enrichment of life and the recognition of the
dignity of the human person.
 On September 11, 1982, President Ferdinand E. Marcos approved Batas Pambansa Blg. 232, known as
the Education Act of 1982. Among the objectives of the Educational System spelled out in the said law are
shown graphically as follows:

Table 2. Objectives spelled out by the Education Act of 1982

GENERA SPECIFIC OBJECTIVES

L
Establish and maintain a complete, adequate and Inculcate love of country, teach the duties of
integrated system of education relevant to the citizenship, and develop moral character, personal
goals of national development to discipline and scientific technological and
a. Provide for a broad general education to vocational efficiency;
assist individual development, enhance
citizen’s participation in his function; and Pursue a system for the democratization of
acquire essential basic skills through education by reaching out to educationally
education; deprived communities;
b. Train the human resources in the middle-
level skills; Criteria of cost-effectiveness and efficiency.
c. Develop the profession as leadership
reservoir for the advancement of
knowledge foe improving the quality of
life;
d. Respond effectively to changing needs
and conditions through a system of
educational planning
and evaluation

1. To provide the knowledge and develop the

skills, attitudes and values essential to personal
development and necessary for living in and
ELEMENTARY contributing to a developing and changing
social milieu;
Provide basic education corresponding to six or 2. To provide learning experiences which
seven grades, including preschool programs. increase the awareness of and responsiveness
to the changes in and just demands of society
and to prepare him for constructive and
effective involvement.
3. To promote and intensify the child’s
knowledge, identification with, and love for
the nation and the people to which he
belongs; and
4. To promote work experiences which develop
the child’s orientation to the world of work
and creativity and prepare him to engage in
honest and gainful work.
 1. To continue the objectives of
SECONDARY
elementary education;
2. To discover and enhance the different
Concerned primarily with continuing basic
aptitudes and interests of the student so as to
education to include learning of employable
equip him with skills for productive
gainful skills usually corresponding to 4 years
endeavour and prepare him for tertiary
of high school.
schooling.

1. To provide a general education program that

will promote national identity, cultural
TERTIARY consciousness, moral integrity and spiritual
vigor;
Mainly focused in professional preparation, 2. To train the nation’s manpower in the skills
for a degree relevant to the goals of national required for national development;
development. 3. To develop the professional that will
provide leadership for the nation;
4. To advance knowledge through research
work and apply new
knowledge for improving quality of
human life.

Such document is a very significant one in relation to the goals and objectives of Philippine
Education. Every person engaged in education must familiarize himself with this milestone and internalize
them.

Objectives by Level of Education or Functional Area

A. Bureau of Elementary Education

1. To inculcate desirable social, moral, cultural and values education from which shall springs a
strong sense of national pride, discipline, and commitment;
2. To increase access to disadvantaged groups in all educational areas;
3. To enhance the quality of elementary education by:
1) Providing basic education primarily through the (3 R’s)
2) Upgrading the achievement level of all elementary school pupils including the gifted and
disabled.

B. Bureau of Secondary Education

1) To provide quality secondary education to all school-aged children regardless of socio-economic

status;
2) To equip students with knowledge, skills attitudes for productive endeavour and enhance their
aptitudes and interests;
3) To inculcate positive values that will develop among students a rational commitment to the goals
of national development;
4) To promote the physical, intellectual, emotional, and social well-being of the students and prepare
for tertiary schooling;
5) To enhance quality of secondary education primarily by continuing basic education and
expanding to include the learning to employable gainful skills.
C. Bureau of Alternative Learning System (BALS)
The Bureau of Alternative Learning System (BALS), formerly known as Bureau of Non
formal Education (BNFE) of the Department of Education (DepEd) is a parallel learning system that
provides a viable alternative to the existing formal instruction. It encompasses both the non formal
and informal sources of knowledge and skills.
In line with this, its vision is “to empower the learners through more responsive quality ALS
Program”; and “empowerment of the Filipino with desirable knowledge, attitudes, values and skills
(KAVS) that will enable him to think critically, and creatively, act innovatively and humanly in
improving the quality of his life and that of his family, community and country” as its mission.

Currently, BALS implements the following major programs:

 Basic Literacy Program (for illiterates) - a community-based education program for illiterate
out-of-school youth and adults to develop basic literacy skills namely: reading, writing and
numeracy
 Accreditation and Equivalency Program (for literates who have not completed ten years of
basic education) - a certification of learning for out-of-school youth and adults aged 15 years
old and above, who are unable to avail of the formal school system, or who have dropped out
of formal elementary or secondary education
 Indigenous Peoples Education Program - a program that aims to develop an IP culture-
sensitive core curriculum, learning materials and assessment tools/instruments.
The target learners of the ALS are the following:
 Out-of-school children (OSC);
 Out-of-school (OSY) and adults who lack the basic literacy skills;
 OSY and adults who are literate but unable to finish basic education; and
 OSY and adults with special needs.

The DepEd Vision

We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building the
nation.
As a learner-centered public institution, the Department of Education continuously improves
itself to better serve its stakeholders.

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture- based, and
complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
 Our Mandate

The Department of Education was established through the Education Decree of 1863 as the
Superior Commission of Primary Instruction under a Chairman. The Education agency underwent
many reorganization efforts in the 20th century in order to better define its purpose vis a vis the
changing administrations and charters. The present-day Department of Education was eventually
mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of
2001 which establishes the mandate of this agency.

The Department of Education (DepEd) formulates, implements, and coordinates policies,

plans, programs and projects in the areas of formal and non- formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.

D. Higher Education

The Commission on Higher Education is the governing body covering both public and private
higher education institutions as well as degree-granting programs in all tertiary educational institutions in
the Philippines. CHED was created on May 18, 1994 through the passage of Republic Act No. 7722, or
the Higher Education Act of 1994. CHED, an attached agency to the Office of the President for
administrative purposes, is headed by a chairperson and four commissioners, each having a term of office
of four years. The Commission En Banc acts as a collegial body in formulating plans, policies and
strategies relating to higher education and the operation of CHED.
The creation of CHED was part of a broad agenda of reforms on the country’s education system
outlined by the Congressional Commission on Education (EDCOM) in 1992. Part of the reforms was the
trifocalization of the education sector into three governing bodies: the CHED for tertiary and graduate
education, the Department of Education (DepEd) for basic education and the Technical Education and
Skills Development Authority (TESDA) for technical-vocational and middle-level education.
In 1997, Republic Act (RA) No. 8292, otherwise known as the “Higher Education Modernization
Act of 1997” was passed to establish a complete, adequate and integrated system of higher education. The
said law also modified and made uniform the composition of the Governing Boards of chartered state
universities and colleges (SUCs) nationwide in order to:

a. achieve a more coordinated and integrated system of higher education;

b. render them more effective in the formulation and implementation of policies on higher
education;
c. provide for more relevant direction in their governance; and (d) ensure the enjoyment of academic
freedom as guaranteed by the Constitution.

VISION AND MISSION

The Commission on Higher Education catalyzes a Philippine higher education system that is
locally responsive and globally competitive and serves as a force for lifelong learning, innovation,
and social and cultural transformation.
 MANDATE

Given the national government’s commitment to transformational leadership that puts

education as the central strategy for investing in the Filipino people, reducing poverty, and building
national competitiveness and pursuant to Republic Act 7722, CHED shall:
A. Promote relevant and quality higher education (i.e. higher education institutions and programs
are at par with international standards and graduates and professionals are highly competent
and recognized in the international arena);
B. Ensure that quality higher education is accessible to all who seek it particularly those who
may not be able to afford it;
C. Guarantee and protect academic freedom for continuing intellectual growth, advancement of
learning and research, development of responsible and effective leadership, education of high-
level professionals, and enrichment of historical and cultural heritages; and
D. Commit to moral ascendancy that eradicates corrupt practices, institutionalizes transparency
and accountability and encourages participatory governance in the Commission and the sub-
sector.

OBJECTIVES

The overall societal goal is the attainment of inclusive growth and sustainable development
while the higher education sub-sector goals are: the formation of high- level human resource, and
generation, adaptation, and transfer of knowledge and technology for national development and
global competitiveness. Specifically, CHED aims to achieve the following objectives in the next five
years:

a. Improve the relevance of higher education institutions (HEIs), programs, systems, and
research to respond to the thrusts of the Philippine Development Plan (PDP), 2011 - 2016;
b. upgrade the quality of higher education institutions, programs and systems in the country
towards achieving international standards;
c. broaden access to quality higher education of those who seek it;
d. efficiently and effectively manage the higher education system ensuring transparency and
integrity in its programs and activities as its commitment to moral ascendancy; and
e. strengthen the Commission on Higher Education and other major stakeholders.

Powers and Functions

As provided for under Section 8 of Republic Act (R.A.) No. 7722, the Commission on Higher
Education shall have the following powers and functions:

 Formulate and recommend development plans, policies, priorities, and programs on higher
education;
 Formulate and recommend development plans, policies, priorities, and programs on research;
 Recommend to the executive and legislative branches priorities and grants on higher
education and research;
 Set minimum standards for programs and institutions of higher learning recommended by
panels of experts in the field and subject to public hearing, and enforced the same;
  Monitor and evaluate the performance of programs and institutions of higher learning for
appropriate incentives as well as the imposition of sanctions such as, but not limited to,
diminution or withdrawal of subsidy, recommendation on the downgrading or withdrawal of
accreditation, program termination or school course;
 Identify, support and develop potential centers of excellence in program areas needed for the
development of world-class scholarship, nation building and national development;
 Recommend to the Department of Budget and Management (DBM) the budgets of public
institutions of higher learning as well as general guidelines for the use of their income;
 Rationalize programs and institutions of higher learning and set standards, policies and
guidelines for the creation of new ones as well as the conversion or elevation of schools to
institutions of higher learning, subject to budgetary limitations and the number of institutions
of higher learning in the province or region where creation, conversion or elevation is sought
to be made;
 Develop criteria for allocating additional resources such as research and program development
grants, scholarships, and the other similar programs: Provided, that these shall not detract
from the fiscal autonomy already enjoyed by colleges and universities;
 Direct or redirect purposive research by institutions of higher learning to meet the needs of
agro-industrialization and development;
 Devise and implement resource development schemes;
 Administer the Higher Education Development Fund, as described in Section 10 of R.A. 7722,
which will promote the purposes of higher education;
 Review the charters of institutions of higher learning and state universities and colleges
including the chairmanship and membership of their governing bodies and recommend
appropriate measures as basis for necessary action;
 Promulgate such rules and regulations and exercise such other powers and functions as may
be necessary to carry out effectively the purpose and objectives of R.A. 7722; and
 Perform such other functions as may be necessary for its effective operations and for the
continued enhancement, growth and development of higher education.

Undergraduate Education

Undergraduate education is a level of education wherein a student completes their first degree.
The first degree of an undergraduate degree is normally named a bachelor's degree. Therefore, for
many subjects in many systems of education, undergraduate education is between secondary
education and a bachelor's degree.

BEEd Program Objectives

The BEED degree program aims to develop highly motivated and competent teachers
specializing in the content and pedagogy for elementary education. It also intends to develop
elementary school teachers who are generalists, but can teach the combined specialization in the
following learning areas: English, Filipino and MTB- MLE in the elementary school, specifically
from kindergarten to Grade VI.
BEEd Program Outcomes
1. Demonstrate in-depth understanding of the diversity of learners in various
learning areas.
2. Manifest a meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to
measure learning outcomes.
4. Manifest skills in communication, higher order thinking, and use of tools and
technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as
a professional.
6. Manifest a desire to continuously pursue personal and professional development.

BSEd Program Objectives

The BSEd degree program aims to develop highly motivated and competent
teachers specializing in the content and pedagogy for secondary education.

BSEd-Sciences Program Outcomes

1. Demonstrate deep understanding of scientific concepts and principles;

2. Apply scientific inquiry in teaching and learning;
3. Utilize effective science teaching and assessment methods; and
4. Manifest meaningful and comprehensive pedagogical content knowledge of
the sciences.