Achieve universal primary education

How's Iran doing?

Iran is very likely to achieve full primary enrolment by 2015, given its high 98% net enrolment rate in primary education in 2005.

What are the challenges?

In spite of the remarkable progress the country has made towards achieving universal primary schooling, meeting the target set for 2015 necessitates coping with some challenges. These include improving:

  • Relatively high costs of schooling for families (especially in rural communities), which result in the unwillingness of parents to send their children to school;
  • The need for creating an appropriate framework for the promotion of non-public sector investment in education;
  • Transforming the educational assessment system from one based on the chalk and talk method to one based on performance (process evaluation) on educational components;
  • Planning and providing the necessary resources for the education of children, taking into consideration factors such as geographical dispersion of communities, climatic conditions, rural to urban migration and mobility of the nomadic populations, across various areas of the country;
  • Taking into account personal, psychological, climatic, social, environmental, racial, regional and cultural differences among learners of formal and non-formal education programmes in the design of the curricula;
  • Strengthening attitude and behavioral aspects required by the labor market through the introduction of life skills (i.e. teamwork, problem solving, creativity, critical thinking, communication skills, goal setting abilities, responsible behavior, self-confidence, taking initiative, leadership skills and respect for others), in the national education system;
  • Implementation of a comprehensive human resources programme and improvement of the motivational system for attracting and retaining quality human resources and providing specialized human resources for special needs schools;
  • Identification and enrolment of school age children who are out of school;
  • Utilization of full capacities of the existing information system and establishing of full access to the required data pertinent to various operational units within the education system, in order to facilitate decision-making processes;
  • Formulation of a comprehensive and coordinated strategy for education-related research activities;
  • Equipping schools with new educational technologies;
  • Appropriate assignment of responsibilities to provincial and regional directors and to school principals;
  • Development of the necessary skills and updating the knowledge of school principals, educational policy makers, curricula programmers and instructors of teacher training courses, with regards to the use of new educational technologies, and
  • Strengthening awareness-raising systems (such as research, monitoring, evaluation and quality control) for public education planning.

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