Sustainable Development in Iran Depends on Increasing Education Levels

On September 8, UNESCO's International Literacy Day, the United Nations emphasizes literacy as a key element in achieving sustainable development goals. The UN has urged all member states and cultural and educational institutions worldwide to tackle this significant challenge and reduce the rates of illiteracy. Saeed Piyvandi, a university professor and educational sociologist in France, discusses the UN's sensitivity to the issue of combating illiteracy. He notes that the significant changes in the past three to four decades regarding the role of new knowledge and technology in society, the new concept of citizenship and civic participation, and the importance of the environment and sustainable development necessitate a literate society with educated citizens capable of working in a knowledge-based economy, participating in environmental protection, and engaging in a media-rich society. This is why international organizations, including the UN and UNESCO, emphasize education for all. On this International Literacy Day, the situation in Iran presents two significant paradoxes. Firstly, while higher education has grown significantly, with five million students representing a high percentage of the population, Iran also faces a troubling number of illiterate and semi-literate individuals. The country ranks around 87th or 88th in human resource development, largely due to access to education and issues such as gender equality. Despite decades of efforts to combat illiteracy, Iran still has ten million illiterate individuals and about twenty to twenty-five million semi-literate people, indicating a concerning record. This social reality raises concerns about the future of the economy, the environment, and the Iranian citizen who lacks the necessary tools and skills for modern life. Piyvandi discusses the relevance of classical literacy in today's society, noting that the ability to read and write alone does not constitute literacy anymore. UNESCO has defined 'functional literacy' for over thirty years, indicating that a literate person should be able to navigate modern tools and skills necessary for daily life. Unfortunately, Iran remains stuck in outdated definitions of literacy. The existence of ten million illiterate individuals and twenty to twenty-five million semi-literate individuals, particularly in border provinces, highlights the regional inequalities in education. Reports indicate that provinces like Khuzestan lag significantly behind more central provinces in terms of literacy. The issue of educational inequality is compounded by the phenomenon of 'returning to illiteracy,' where individuals who have left school early or never attended are at risk of becoming illiterate again. This cycle of illiteracy and poverty is interconnected, as illiteracy can lead to marginalization and poverty, while poverty can perpetuate illiteracy. Iran has not seriously addressed these issues, with millions of child laborers and early marriages among girls. The lack of serious action on these social issues has reached a point where discussing them is seen as dangerous. The article concludes by questioning why compulsory education laws are not enforced in Iran, despite existing legal frameworks. The government must mobilize resources to ensure access to education for those in need, particularly in remote areas. Without addressing these challenges, the cycle of illiteracy and its associated social issues will continue to persist.