CHAPTER II HISTORICAL EVOLUTION OF EDUCATION IN IRAN 14 CHAPTER II fflSTORICAL EVOLUTION OF EDUCATION IN IRAN Title Page No. 2.1 Education in Iran 15 2.2 Iran - education system 20 2.2.1 School education 20 2.3 Structure of school system 21 2.3.1 Primary 21 2.3.2 Lower secondary 21 2.3.3 Upper secondary 22 2.4 higher educations 24 2.4.1 Non-university level 25 2.4.2 University level studies 25 2.4.3 University level third stage: doctorate (doctora) 26 2.5 Teacher education 26 2.5.1 Training of pre-primary and primary school teachers 26 2.5.2 Training of secondary school teachers 27 2.5.3 Trainingofhigher education teachers 27 2.6 Non-traditional studies 27 2.6.1 Distance higher education 27 2.7 Education overview 27 2.7.1 Administration and finance 28 2.7.2 Size 28 2.7.3 Structure 28 2.7.4 Higher education in Iran 28 2.7.4.1 Public sector 29 2.7.4.2 Private sector 30 2.7.5 Academic year 31 2.7.6 Teacher education 31 2.8 The Islamic revolution and education in Iran 31 References 35 15 2.1 EDUCATION IN IRAN HISTORY Prior to the mid-nineteenth century, it was traditional in Iran for education to be associated with religious institutions. The clergy, both shia and non-shia, assumed responsibility for instructing youth in basic literacy and the fundamentals of religion. Knowledge of reading and writing was not considered necessary for all the population, and thus education generally was restricted to the sons of the economic and political elite. Typically, this involved a few years of study in a local school, or maktab. Those who desired to acquire more advanced knowledge could continue in a religious college, or madraseh, where all fields of religious science were taught. A perceived need to provide instruction in subjects that were not part of the traditional religious curriculum, such as accounting, European languages, military science, and technology, led to the establishment of the first government school in 1851. For many years this remained the only insfitufion of higher learning in the country. By the early twentieth century there were several schools teaching foreign languages and sciences, including a few for girls. These schools were run by foreign missionaries, private Iranians, and the government. Their fiinction was to educate the children of the elite. During the constitutional revolution (1905-1907), a number of reform-minded individuals proposed the establishment of a nationwide, public, primary school system. Progress in opening new schools was steady but slow, and by the end of the qajar dynasty (1925) there were approximately 3,300 government schools with a total enrollment of about 110,000 students. 16 During the Pahlavi era (1925-79), the government implemented a number of policies aimed at modernizing the country and expanded the education system. The ministry of education was given responsibility for regulating all public and private schools and drafted a uniform curriculum for primary and for secondary education. The entire public system was secular and for many years remained based upon the French model. Its objective was to train Iranians for modem occupations in administration, management, science, and teaching. This education system was the single most important factor in the creation of the secularized middle class. The goal of creating a nationwide education system was never achieved during the Pahlavi era. In 1940 only 10 percent of all elementary-age children were enrolled in school, and less than 1 percent of youths between the ages of 12 and 20 were in secondary school. These statistics did not increase significantly until the early 1960s, when the government initiated programs to improve and expand the public school system. By 1978 approximately 75 percent of all elementary-age children were enrolled in primary schools, while somewhat less than 50 percent of all teenagers were attending secondary schools. Modem college and university education also was developed under the Pahlavis; by the 1920s, the country had several institutes of higher education. In 1934 the institutes associated with government ministries were combined to form the University of Tehran, which was coeducational from its inception. Following World War II, universities were founded in other major cities, such as Tabriz, Esfahan, Mashhad, Shiraz, and Ahvaz. During the 1970s, these universities were expanded, and colleges and vocational institutes were set up in several cities. 17 One of the first measures adopted by the government after the Revolution in 1979 was the desecularization of the public school system. This was a three-pronged program that involved purging courses and textbooks believed to slander Islam and substituting courses on religion; purging teachers to ensure that only those who understood the true meaning of Islam (i.e., were not secular) remained in the schools; and regulating the behavior and dress of students. Although the government reintroduced the study of religion into the public school curriculum from primary grades through college, it did not act to alter the basic organization of the education system. Thus, as late as the school year 1986- 1987, schools had not changed significantly from the pattern prior to the Revolution. Students studied in primary schools for five years, beginning the first grade at about age seven. Then they spent three years, designated the guidance cycle, in a middle school. In this cycle, the future training of students was determined by their aptitude as demonstrated on examinations. Students were then directed into one of three kinds of four-year high schools: the academic cycle, preparing for college; the science and mathematics cycle, preparing for university programs in engineering and medicine; and the vocational technical cycle. The ministry of education announced that nearly 11.5 million students were registered for elementary and secondary schools during the academic year 1986- 1987. Statistics on the percentage of young people aged seven through nineteen enrolled in school have not been available since the Revolution. It is generally estimated that the percentages have remained similar to those before the Revolution: school attendance of about 78 percent of elementary-age children and less than 50 18 percent of secondary-age youth. Since the Revolution, higher education has experienced significantly more drastic changes than elementary and secondary education. The university campuses became centers of conflict between students who supported a thorough desecularization of administrations, faculties, and curricula and students who wanted to retain a secular system. There were violent clashes at several universities in the 1979-1980 school years; as a result the government closed all 200 institutes of higher learning in April 1980. The universities then were purged of professors and students considered insufficiently Islamic and were not completely reopened until the fall of 1983. When the colleges resumed classes, they enrolled only a fraction of the 1979 to 1980 student body. At the University of Tehran, Iran's largest, student enrollment was reduced from 17,000 to 4,500; similarly large declines were registered at other institutions. The decline in the number of female students was even more dramatic: whereas on the eve of the revolution women had constituted about 40 percent of the total number of students in higher education, after 1983 they formed only 10 percent. An educational problem in Iran since the early twentieth century has been the general perception among the upper and middle classes that foreign education is superior to Iranian. Thus, there have been large numbers of Iranians studying abroad. As long as the foreign-educated students returned to Iran, they were able to apply their skills for the overall benefit of the country; however, under both the monarchy and the republic, thousands of Iranians have elected not to return to their homeland, creating a veritable "brain drain." Since the Revolution, the government has tried to discourage Iranians from going abroad to study, although it has not prevented the 19 practice. Secondary education (reform system) covers three years and a one-year pre- university programme. Secondary education offers three branches: theoretical, technical-vocational and skill-knowledge (kar-Danesh). Each is divided into different fields. The required total number of credits leading to the secondary school certificate is 96. The courses offered in the first year are common and after successfully completing the first year, based on aptitude, interest and the grades obtained in guidance school, students can continue their studies. The one-year pre- university programme prepares students to enter university and higher education institutions. To enter this course, students should pass the appropriate exam. After successfully passing the one-year period, they are granted the Pre-University certificate and can sit for the national entrance exam of universities and higher education institutions. Qualified students entering the technical-vocational branch can continue studies leading to the Post-Diploma degree (technician) or sit for the Pre-University examination. Those who wish to acquire skills before completing secondary education can enter the skill-knowledge branch and obtain first or second class skill certificate or sit for the pre-university examination as well. Higher education is provided by comprehensive universities, specialized universities, universities of technology, medical universities, teacher training centre and private insfitutions. Most universities are state institutions. University activities are coordinated by the ministry of culture and higher education and, particularly, the supreme council on higher education planning, and the ministry of health and medicine. 20 Foreign students must hold a secondary school leaving certificate with a minimum average of 62.5% for studies leading to a bachelor's degree. For postgraduate studies they must have a minimum of 3 out of 4. Candidates who do not meet the requirements must take additional classes.