Goals, like aims, should have a degree of timelessness to them. That is, they should address the particular times in which educators find them selves, but should contain wording also appropriate for future times. Although goals address endpoints, they leave a certain degree of freedom in identifying the particulars of the goal. Actually, the particulars are considered in the educational objectives.
Creating educational goals is really a continuing activity in which educators engage as they consider the philosophies of their schools and work to clarify their educational aims. The needs of society, or of the particular community commonly give rise to initial statements of curriculum goals. When school districts have identified current students' learning and behaviors, they often match those with their views of what an educated person is. When persons analyze their philosophies and the aims of their schools, they comes up with general statements of outcomes- results they expect to occur in consequence to educational activity. People the make a final match between students' learning and behavior and the goals they have generated.
The goals are sometimes rank-ordered in light of importance of feasibility, or both. Persons involve in goal development-teacher,community members, and even students- are asked to decide if these are the goals they wish to address- if these are the endpoints towards which the program should strive. If they answer yes, then these goals are accepted by those who are creating the delivering the curriculum.
By Allan & Francis