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Elements/components are  the basic principles of the curriculum. The nature of the elements and  the manner in which they are organized may comprise  what we term as curriculum design Curriculum Aims, Goals And Objectives Curriculum content or subject matter Curriculum experience/learning experience Curriculum Evaluation    

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. Aims of Education The term aims is often used  interchangeably with the terms, goals, ends, functions,  general objectives, and purposes. However there are differences amongst them.  

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McClellan defines aims as general statements that provide  both shape and direction to the more specific actions designed  to achieve some future product of behavior. Aims are starting points that allow  educators to rally behind them. Aims serve the crucial functions of guiding  education, but they cannot be  directly observed or evaluated. Aim is an expression of a long-term purpose,  usually over the course of one or more years 

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The aims of education comprise  philosophical dispositions toward educational functioning. They serve as starting points or as statements of ideas,  or aspirations that express the views of: – Educators – Politicians and policy makers – Certain interest groups in society. – The lay public – Students  

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Educational aims deal with and  guide curriculum planners in four main dimensions of schooling: i) Intellectual dimension:  This dimension deals issues of the acquisition of knowledge,  comprehension of knowledge and  love and desire for knowledge.  

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ii) Social dimension: Aims in this area relates  to person to person interaction person to world interaction,  and person to self interaction. 

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iii) Personal dimension:  aims of education should provide  guidance to planners so that they can in turn plan for experiences which can enhance  self actualization in individuals.  

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iv) Productive dimension:  Aims should provide guidelines to the school system so that these systems can organize  the types of educational encounters that will help  the individual to become  a productive member in the society.  

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Educational aims only provide  a broad framework of what should be  put into the education programme. They establish the philosophy that will guide  the teaching programme in the schools.  

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Educational aims also express  the kind of values society generally expects  from those who benefit from education.  They constitute the first stage at which the objectives of an educational programme or  curriculum are planned  

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Education fulfils both individual and social function:  D.J.O Connor 1957,came up with universal acceptable aims of education namely:  To provide men and women with a minimum of skills necessary for them first to to take  their place in society,  and secondly to seek further knowledge  To provide men and women with vocational training that will enable  them to be self reliant To awaken an interest in and a taste for knowledge 

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4. To make men and women critical  To put men and women in touch with,  and train them to appreciate  cultural and moral achievement of mankind 

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Each individual nation will  define  their own aims of education using  the above framework taking into account their unique: Social , economic and  political contexts  In 1963, Kenya attained its independence and  inherited colonial education ,  but on attaining it republican status,  the government in its manifesto outline what is  called the main function of education as summarized  in 1971Ndegwa commision  

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Education must serve the needs of national development Must assist in fostering and promoting national unity  Prepare and equip the youth of the country so that they can play  an effective role in the life of the nation,  whilst ensuring that opportunities are  provided for the further development of individual talents and  personality  Education must assist in the promotion of social equality and  train and in socialobligations and responsibilities Education system must respect ,forster and develop our rich and varied culture  

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The main aim of education is  Intellectual , Physical , social ,  Political , Aesthetical and Ethical Development of man. Purpose " The true purpose of education is  to make minds , not careers." " The purpose of education would be  met if the schools provided  educational methods of Self-development by which the individual can gain  complete possession of all his powers." 

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At a lower level than aims are  curriculum goals to guide  the educational planners in the task of curriculum planning.  Whereas aims provide guidance as to direction they do not indicate  the actual destination itself, but goals does.  Goals delimit educational activities so that particular ends or  purposes are achieved. Goals are statements of end points or  outcomes of education – i.e. statements of purpose. Goals are derived from various aims and  thus provide teachers and  curriculum decision makers with broad statements of what they should accomplish  in terms of student learning as a result of a particular subject or  educational program.  

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How goals originate Different pressure groups in society advance  their own goals for consideration. Groups within the economic sector also recommend  goals to which the schools should adhere.  Teachers are charged with responsibility of implementing  the curriculum. Their knowledge of goals originates  from the curriculum contexts through the ministry of education. Teachers receives such information/communication from KICD through ministry of education's inspectorate. The ministries document are  in the form of teachers guides,  advice on relevant textbooks for various courses offered  as well as report, on the approach to individual subject areas. Public opinions can influence  the nature of goals for the educational system. 

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Importance of Goals of Education Goals help both the curriculum planner and  the teacher in decision – making in various ways. i) To select the general programme content.  ii) To decide on relevant subject areas for the courses already identified  for realizing the broad aims of education. iii) To decide on specific subject content,  experiences and related exposures in a subject area so as to promote  the understanding of that subject at a relevant level of the school system e.g. form 2 English.  iv) To decide on specific instructional experiences for a single lesson or  through other exposures within the framework of the school timetable.  

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NATIONAL GOALS OF EDUCATION (December 2007) Education in Kenya should:   1. Foster nationalism, patriotism and  promote national unity   Kenya's people belong to different communities,  races and religions, but these differences need  not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help the youth acquire this sense of nationhood by removing  conflicts and by promoting  positive attitudes of mutual respect, which enable them to live together in harmony, and  foster patriotism in order to make  a positive contribution to the life of the nation.  

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    2. Promote social, economical,  technological and industrial needs for national development   Education should prepare  the youth of the country to play  an effective and productive role in the life of the nation.   a) Social Needs   Education in Kenya must prepare  children for the changes in attitudes and  relationships , which are necessary for the smooth progress of a rapidly developing  economy.  There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist  our youth to adapt to this change.   b) Economic Needs   Education in Kenya should produce  citizens with skills, knowledge,  expertise and personal qualities that are required to support a growing economy. Kenya is building up a modem and  independent economy, which is need of adequate  domestic manpower.   

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c) Technological and Industrial Needs   Education in Kenya should provide  the learners with the necessary skills and  attitudes for industrial development. Kenya recognises the rapid industrial and  technological changes taking  place, especially in the developed world.  We can only be part of this development if our education system deliberately focused  on knowledge, skills and attitudes that will prepare  the youth for these changing global trends.  

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3. Promote individual development and self- fulfillment Education should provide  opportunities for the fullest development of individual talents and  personality. It should assist children to develop  their potential, interests and abilities. A vital aspect of individual development is  character building. 4. Promote sound moral and religious values Education should provide  for the development of knowledge,  skills and attitudes that will enhance  acquisition of sound moral values and  help children to grow up into self-disciplined,  self-reliant and integrated citizens.  

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5.  Promote social equality and responsibility Education should promote social equality and foster  a sense of social responsibility within an education system which provides  equal educational opportunities for all. It should give all children varied and  challenging opportunities for collective and  corporate social services irrespective of gender,  ability or geographical environment. 6. Promote respect for and  development of Kenya's rich and varied cultures Education should instil  in the youth of Kenya an understanding of past and  present cultures and their valid place in contemporary society. The children should be able to blend  the best of traditional values with the changed  requirements that follow  rapid development in order to build  a stable and modem society. 

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7. Promote international consciousness and  foster positive attitudes towards other nations Kenya is part of the international community. It is a part of the complicated and  interdependent network of peoples and nations. Education should therefore lead  the youth of the country to accept  membership in this international community with all the obligations,  responsibilities, rights and  benefits that this membership entails. 8. Promote positive attitudes towards good health and  environmental protection Education should inculcate  in the youth the value of good health in order to avoid  indulging in activities that will lead  to physical or mental ill health.  It should foster positive attitudes towards environmental development and  conservation. It should lead the youth to appreciate  the need for a healthy environment. 

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Within the context of educational aims and  goals, objectives are formulated.  They indicate in more specific terms the outcomes of the curriculum or  project being considered. Educational objectives can be  of two sorts; those that describe  school – wide outcomes and  those that are more specific and  describes behaviors to be attained in a particular unit,  a subject course, or a particular grade level program. Objectives are statements that enable  – curriculum decision *makers – curriculum developers,  teachers, and even students to identify  the particular intents of a particular action 

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A meaningful objective is  one that communicates effectively to the reader the instructional intent or  behavior of the objective as well as specific learning outcomes. Behavioral Education Objective A behavioral objective describes  a measurable outcome for a task in terms of observable behavior expected  of student after instruction. Behavioral objectives contains three parts i) The behavior ii) The condition iii) The criterion.  

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Each of these gives specific information;  so that, if another instructor reads  the objectives he or she would know  and could measure the behavior without having  any additional information. The behavior describes what the learners are going  to do; this must be observable. The condition, describes how or  when the learner will perform the behavior. The criterion describes the mastery level of the behavior/degree of performance required. E.g. of a behavioral objective. By the end of the lesson students should be able to: State 5 stylistic devices used by the writer in the novel. – Behaviour – Stating (state) – Condition – Reading the novel – Criterion/degree of performance – 5 stylistic devices 

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 The word content is used  interchangeably with terms such as subject matter,  knowledge, concepts, and ideas. The question what? Shall be included for purposes of learning are  what is termed as the appropriate content,  knowledge, theories all the information to be learned.  

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Saylor (1981) defined content as those facts,  observations, data, perceptions,  discernments, sensibilities,  designs, and solutions drawn  from what the minds of men have comprehended  from experience and those construct of the minds that reorganize  and those construct of the minds that reorganize  and re-arrange these products of experience into lore,  ideas, concepts, generalizations,  principles, and solutions.  

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3. CURRICULUM EXPERIENCE/LEARNING EXPERIENCE 

 It answers- what instructional strategies –  resources and activities will be employed. Instructional strategies and  methods are the core of the curriculum. These instructional strategies and  methods will put into action the goals and  use of the content in order to produce an outcome. These would convert the written  curriculum to instruction. Mastery is the function of the teacher direction and  student activity with the teacher supervision.  

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Learning experience refers to any interaction, course,  program, or other experience in which learning takes  place, whether it occurs  in traditional academic settings (schools,  classrooms) or nontraditional settings (outside-of-school locations,  outdoor environments), or whether it includes  traditional educational 

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Evaluation is a process or  cluster of processes that people perform  in order to gather data that will enable  them to decide whether to accept , change, or eliminate something. i.e. the curriculum in general or  an educational text book in particular. In evaluation, people are concerned with determining  the relative values of whatever they are judging. They are obtaining information that they can use  to make statements of worth regarding  the focus of evaluation. They are interested in conducting  evaluation to determine whether the expected or  the planned for has occurred  or is occurring in relation to the intended. Evaluation focuses on discovering  whether the curriculum as designed , developed, and implanted is producing or can produce  the desired results 

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Evaluation serves to identify  the strengths and weaknesses of the curriculum before implementation and  the effectiveness of its delivery after implementation. The purpose of gathering such data about strengths and  weaknesses is to allow curriculurists to either  revise, compare, maintain , or discontinue their actions and programs. Evaluation enables them to make  decisions, to draw conclusions and  to furnish data that will support  their decisions regarding curriculum matters. Functions of Evaluation in Education 1. To diagnose 2. To revise curricular 3. To compare 4. To anticipate educational needs 5. To determine if objectives have been achieved 

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Formative & summative evaluation Formative and Summative Evaluation a) Formative Evaluation. This is the evaluation which guides  and promotes the development of the programme. Formative evaluation encompasses  those activities undertaken to improve an existing  program. It takes place at a number of specified  points during the curriculum development process. The process of formative evaluation has  flexibility for e.g. a teacher may opt  to give an abrupt CAT covering  a particular skill he/she has taught  to determine whether his/her objectives have been  achieved. Oral questions, discussions,  observations are some example of formative evaluation. Formative evaluation allows  the teacher and others involved  in the evaluation not only to determine  what intended effects are occurring , but also to record and  examine the presence of unintended effects. It was the process of feedback and  adjustments and thus keeps  the curriculum development process "open." 

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Photo by José Martín Ramírez Carrasco on Unsplash

b) Summative Evaluation. This type of evaluation obtains evidence of the "summed " effects of various components or  units in a particular curriculum. It aims at getting the " total" picture of the quality of the produced  curriculum. It is usually undertaken after the project has been  completely developed and after it has been implemented  school wide.  It focuses on the effectiveness of the total curriculum or  the total course within the curriculum. Summative evaluation's major purpose is  to enable the involved parties to draw  conclusions about how well the curriculum or  particular curriculum unit has worked. E.g. of summative 

Elements/Components Of The Curriculum

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