The Iranian educational system, encompassing both universities and schools, finds itself entangled in a multifaceted crisis. The commencement of the 2023-2024 academic year has only intensified apprehensions regarding the trajectory of education in the nation.
The June 2023 revelation of the students’ average grade point map sparked widespread alarm in the media and across social platforms. Users voiced concerns over a pervasive decline in grades, attempting to discern the root causes behind this alarming trend.
According to the map, the estimated average grade point for mathematical and experimental sciences stands at 11.5 and 12.5 (from 20), respectively, while the humanities lag slightly behind. These figures underscore systemic weaknesses within the country’s educational framework contributing to these distressing shifts.
Recently disseminated online, the map has raised alarms by exposing widespread educational impoverishment in areas grappling with unfavorable economic conditions. Statistics indicate a two-point drop in students’ average grades during the final exams in June of this year (Persian Calendar) compared to preceding years. Astonishingly, only one male student in the experimental field managed to attain a perfect average grade of 20.
Regime’s educational officials contend that students’ penchant for memorization courses is a contributing factor to the academic downturn. However, the map serves as a wake-up call not solely due to students’ lack of study or diminished grades but because those in underprivileged areas with limited educational resources are being denied the opportunity to access higher education. These are students facing daily poverty and hardship, with parents compelled to prioritize work over education.
Several factors contribute to the decline in students’ final exam scores, including overcrowded classes in public schools, the deployment of underqualified teachers, insufficient educational content, teaching methodologies, and the paucity of resources and equipment available to students and schools.
An expert from the regime, speaking to the Khabar Online website, noted that students are questioning whether studying genuinely leads to success. Mousavi Chalak, head of the country’s social workers association, emphasized the lack of adaptation of training methods and content to contemporary needs, resulting in a decline in student motivation.
This represents the current state of the education system, while the Ministry of Education, under the directive of the regime’s Supreme Leader Ali Khamenei, has embarked on an agenda to alter the content of textbooks. On September 29, 2023, the regime’s Minister of Education announced modifications in the content of 56 textbooks for the upcoming academic year.
Despite the minister’s assertion that these changes undergo a calculated and scientific process, internal educational experts express concerns that the alterations may compromise education quality and heighten student demotivation. Ministry of Education analysts contend that the changes align with the regime’s medieval policies, incorporating increased ideological content into the educational system.
Various regime education officials support this claim. For example, Alireza Kazemi, Acting Minister of Education, announced in November 2021 the inclusion of the subject of ‘anti-arrogance’ in textbooks. The General Director of ‘martyrs and veterans affairs’ of the Ministry of Education disclosed in November 2022 a shift toward promoting martyrdom culture in schools, with corresponding changes to textbook content.
Another contributing factor to educational deprivation is the reduction in government funding for free education, exacerbating opportunities’ deprivation for children and intensifying poverty. Several years ago, the Human Resources Planning Center of Education asked teachers to partake in the final exam as part of the performance evaluation plan, revealing an average score of 11 to 12 for teachers nationwide.
This educational crisis is particularly acute in Baluchistan and other impoverished regions, as highlighted by the country’s poverty map. The regime’s actions, especially post the so-called ‘culture revolution,’ have further exacerbated the erosion of the country’s education system.
In an article published on June 24, 2018, on the Sedaye Moallem website, education expert Minou Emami compared Iran’s education system with that of the USA, highlighting striking differences:
Emami poignantly noted, “The size of the old education clothes for today’s teacher and student has become very small. It is as if they work with a spinning machine, and we work with a hand spindle. It’s as if they move by plane, and we move by donkey. It is as if they eat with knives, spoons, and forks, and we eat with our hands.” These metaphors vividly depict the profound disparity between Iran’s education and the contemporary world.
-
Emami enumerated several disparities, including:
Digital Transition: The American education system has long abandoned traditional textbooks, embracing digital tools like tablets, laptops, and mobile phones to impart modern knowledge.
Continuous Teacher Training: American teachers undergo updates every three months, attending training sessions to stay abreast of the latest technological advancements, a requirement for job retention.
Personalized Education: Tailoring education to each student’s unique characteristics is a cornerstone of the American system, rendering end-of-semester exams largely irrelevant due to diverse evaluation criteria.
Teamwork Emphasis: Cultivating teamwork is achieved through round table discussions, fostering collaborative thinking and consultation, crucial for future employment responsibilities.
Smart Technology: Smart touch boards replace traditional black- or whiteboards in American classrooms, integrating technology for interactive learning.
Extended Teacher Availability: While schools operate from 8:30 a.m. to 3:00 p.m., teachers stay an extra hour to address immediate learning issues, ensuring timely assistance.
Homework Practices: Homework is completed in class, with minimal assignments for home, acknowledging that excessive homework at home can lead to fatigue.
Regionalized Educational Laws: Educational laws are predominantly regional, allowing for thorough research and gradual, well-considered changes based on the specific needs of each region.
Daily Reading Requirement: Students are encouraged to read for at least half an hour daily, fostering a culture of learning. Parents monitor their children’s reading, and discussions on the material occur in class.
Inclusive Education: American schools assess students in the third grade and accommodate those with higher IQs or special needs within regular classrooms, promoting an inclusive environment.
Academic Acceleration: Eighth-grade students with good grades can take up to 20 university credits in addition to regular coursework, expediting their academic journey.
Private Tutoring Regulation: Teachers in American schools are not allowed to become private tutors for students within the same school, maintaining professional boundaries.
Sports Leagues: Instead of toys, American schools emphasize sports leagues like football and baseball, fostering enthusiasm for physical activities.
Elimination of Failure: A decade ago, the American education system initiated efforts to eliminate student failure by focusing on teaching until understanding is achieved.
Nutrition Breaks: After every 45 minutes of training, American students enjoy a 5-minute break with a glass of milk to ensure sustained focus and energy.
Teacher Income Parity: The annual income of an American teacher equals the per capita income of the country, a stark contrast to the substantial income gap for Iranian teachers. While an American teacher earns $50,000 annually, an Iranian teacher’s income of $6,000 is only half of the country’s per capita income of $11,500.
