Three Teacher Organizations Criticize the 'Crisis of Justice, Legitimacy, and Quality' in Iran's Educational System

Three professional and political organizations of teachers and educators in Iran; the Islamic Association of Teachers of Iran, the Organization of Teachers of Iran, and the Assembly of Cultural Educators of Islamic Iran, criticized the 'crisis of justice, legitimacy, and quality' in the educational system of the Islamic Republic in a statement issued on the occasion of the new school year. In sections of the statement published on Friday, September 22, on the official channel of the 'Assembly of Cultural Educators of Islamic Iran', they referred to the prevailing crises in Iran's educational system, naming 'instability in management and lack of planning in the educational system' as the most significant challenges ahead. This comes as, according to ISNA news agency, Ali Bahadori Jahromi, the government spokesman, stated on Thursday, September 21, that 'the thirteenth government has changed the cultural and educational approaches of the country from the focus on the 2030 document to indigenous and national approaches, emphasizing the mosque as a center for popular and cultural activities.' Previously, government officials have repeatedly defended the performance of the Islamic Republic in education and schooling in Iran. The statement also highlighted issues such as 'political restrictions and pressures, an increase in political and unprofessional perspectives, a structural approach instead of a humanistic approach, the productivity of educational system assets at risk of inefficiency and corruption, and the organization of the university entrance exam while ignoring the demands of retired civil and military personnel.' Furthermore, it noted the judicial and security actions against activist teachers, the issuance of long prison sentences, and the creation of cases against them in Islamic Revolutionary Courts, as well as expulsion, forced retirement, exile, and in some cases, the cutting of wages and removal from ranking eligibility as other crises within the educational system of the Islamic Republic. Currently, several teachers and their activists are imprisoned on security charges, while others are awaiting summons to serve their sentences. 'Political-factional narcissism' is another crisis mentioned in this statement. The signing organizations wrote that the hiring system has been affected and is at the forefront of these cultural-employment mismanagements. The Islamic Association of Teachers of Iran, the Organization of Teachers of Iran, and the Assembly of Cultural Educators of Islamic Iran have identified the replacement of political and ideological perspectives over educational content, restrictions on the freedom of action of teachers and school administrators, and the lack of attention to the education of mother tongues, religions, and beliefs recognized by the constitution as significant crises. They emphasized that these issues, along with the absence of a civil institution for implementing the ranking law and evaluating teachers, and the neglect of the unresolved demands of retired civil and military personnel, have created serious dissatisfaction within Iran's educational system. The signatories of the statement also called for the organization of the current university entrance exam conditions, likening the prevailing floating policies to a whirlpool that severely engages and endangers schools, families, and students. This statement described the two-year performance of Ebrahim Raisi as ineffective, stating that the seventh development plan has not addressed the issues and demands of retirees, and called for a change in the behavior and mindset of government officials so that, according to them, 'the path of growth and advancement of society is not further damaged and challenged.' The price of school supplies has increased by 50%; the school year begins with rising costs for students. A government official reacted to the 'monetization' of education for foreign students, stating that their costs are similar to those of Iranians. The unveiling of a directive to charge tuition from foreign students has expanded class discrimination. The Deputy Minister of Education confirmed that only one twelfth-grade student has achieved a GPA of 20. Labor organizations and teachers supported the campaign for one hundred thousand signatures. Criticism of the millions of tomans in tuition fees at non-governmental schools continues; the Ham-Mihan newspaper reported that the children of officials do not attend public schools.