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Iran’s education system, plundered and destroyed by the mullahs

Iran's classrooms, where teachers are non-present
Iran's classrooms, where teachers are non-present

Analysis by PMOI/MEK

Iran, November 1, 2019—While more than a month passes from the beginning of the new academic year in Iran, state-run news outlets are still discussing the shortage of teachers in schools as one of the fundamental crises of the country.

In September, in an article titled, “Scarcity of teachers in critical state,” state-run Iran newspaper admitted to a shortage of 108,000 teachers and wrote, “The shortage of teachers has become a serious issue for the education industry. Figures show that out of 930,000 officially registered teachers, 320,000 will retire by 2020.”

Ironically, whil thousands of education positions remain vacant, there are 1.34 million university grads, 40 percent of the country’s highly educated population, are suffering from unemployment. These students resort to begging and sleeping in the streets out of poverty. On October 28, Hamshahri newspaper wrote, “Nearly 60 percent of people who live in the streets have full education and special skills but have been abandoned and beg in the streets.”

On October 22, Tasnim, a news agency run by the terrorist Quds Force, revealed new aspects of the poor state of education in the capital, which is supposed to be in better conditions than other cities. In an article titled, “Efforts to hide teacher-less classes in Tehran,” Tasnim wrote, “Many children are currently in classes that have no teachers. In particular, in the Fashafuyeh county, Tehran province, there are many classes in elementary and high schools that have no teachers. In other counties of Tehran, classes are jampacked with students. In some of the first-grade classes, there are 44-45 students, and most other classes have more than 40 students.”

On October 14, Khabarban, another state-run news outlet, revealed more about the abysmal state of education in Iran and reported that many schools lack the proper schoolbooks for their students. The shortage of teachers and students adds up to other fundamental problems Iran’s education system faces, including poor infrastructure and lack of safety systems, which cause the death of many innocent Iranian schoolchildren and students every year.

Schoolchildren burning in fires and university students dying in bus accidents or suffering from food poisoning and lack of proper facilities has become the norm in Iran.

Also concerning is the privatization of schools, where the government relinquishes control of schools and hands them over to private owners, often linked to government officials. In nearly all cases, the new owners use their new assets to fill their own pockets, at the expense of the students and their families.

It is clear that the root of the problem is the corrupt rule of the mullahs. While Iran’s teachers are regularly protesting the poor conditions of the education system and demand fundamental changes to ensure better education for the future generations of Iran, the regime proceeds with cracking down on their protests and arresting them.

 

 

The flipside of the coin of the poor conditions in Iran’s schools and universities are huge cases of theft and embezzlement in the education system and the teachers’ fund. On October 4, state-run Khabar Online website quoted the Iranian regime’s education minister as saying, “Some of the problems we face are chronic, 40 years old. It’s been at least 25 years that we’ve been discussing the shortage of human resources in the education system.” Javad Hosseini, the minister, added, “Human resources and credit are two fundamental problems that the education system faces. With our current credit, we can only provide 60 percent of the needs of the education system. As for the remaining 40 percent, we’re forced to cut the quality.”

Meanwhile, according to other state-run news outlets, 98 percent of the education ministry’s budget is spent on the salaries of teachers and education workers, and only 2 percent of the budget is spent on non-HR expenditures such as repair and maintenance of schools and universities. But according to many experts, standards require the government to spend at least 30 percent of its budget on maintaining the infrastructure and buildings of education systems.

Presently, the question is, in circumstances that the country is suffering from lack of teachers and poor education management and infrastructure, why does the mullahs’ regime employ the millions of university graduates who are living in the streets and are begging to make ends meet?

Truly, why do Iranian officials steal from the budget of the education ministry under different pretexts, while they should be concerned about educating the future generations of Iran? Why are they spending the country’s assets to wage war in the region and carry out terrorist plots, while they should be spending it on building the country, building schools for kids and hiring teachers to educate them?

The answer to all those questions is that the mullahs have one priority, and that is preserving their own rule at all costs, even the cost of destroying the country’s present and future.

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