Current article is allocated to the report of a research in which the income elasticities of urban families” demand for public education in time period of 2008-2013 were estimated separately according to the income deciles and by applying Rotterdam Demand System, it was clarified that public education is normal commodity. Different size of estimative elasticities indicated that public education is necessary for the families belonged to the sixth and tenth income deciles and it is lux for first to fifth income deciles and it can be expected that if the income of families belonged to the first to fifth deciles faces with reduction, mentioned families for one percent reduction of income will reduce their demand for public education more than one percent and they will consume the related sources for necessary commodities and services. In contrast, the families belonged to the sixth to tenth deciles reduce the share of lux commodities and services in their cost basket so that not to be forced to reduce their public education costs proportional with income reduction. Therefore, the effective policies on families” income should be compiled and executed in a manner that not to cause to reduce the demand of families for education and especially groups with low and medium income.

During the reign of Nasser al-Din Shah in Iran, Iranian thinkers became increasingly concerned with the education system. They realized the correlation between reforms in various areas and raising the public’s awareness and discussed the necessity of public education. Consequently, they emphasized the reformation of elementary education as the basis of public education. These thinkers’ approach to elementary education and the relevance of their solutions for reforming elementary education to the realities of the time and the principles of elementary education is the issue that will be studied in the present research by applying a descriptive-analytical method and using the works of the thinkers of that era. This research seeks to answer the question whether the solutions offered by the thinkers of the Nasseri Era to reform elementary education and make it public bore any correspondence to the realities of the time and the principles of elementary education. Results of this research indicate that although the thinkers of that era had a proper conception of the role of elementary education in public education, by insisting on solutions such as reforming the alphabet, they were distanced from the realities of the time and the principles of elementary education.

Commodification in education is amongst those policies which have been highly promoted globally based on various grounds and by different means and justifications in recent years and Iran is not an exception. This research, by using content analysis method, studies the documents, regulations and measurements taken by the Iranian government in this regard to represent the current condition of the commodification of public Education in contemporary Iran along with a critical analysis of this policy in regard to its theoretical foundations and also its moral, educational, social and economic consequences. Based on the findings of the research, commodification of public education in Iran is expanding through phenomena and processes such as (apparent and hidden) privatization, buying and selling educational services and plans of monetization of schools. This is despite the fact that, commodification is based on neoliberalism and therefore, contradictive to the Islamic foundations and values about the nature of knowledge, the ideal education and the responsibility of government in public education as a public right. Also, on the other hand and based on global and local experiences, implementing this policy will prepare the ground for undesired outcomes such as the decline of moral and social values, reduction in the quality of state-run education, inequality and injustice and decrease of the economic, scientific and technological efficiency and growth.

The present article is a research report that was formulated with the aim of explaining the structures of good governance in the Iranian public education system. The preferred approach of this study was a quantitative sequential exploration strategy. The statistical population consisted of all researchers who had published at least one article in a prestigious scientific journal in the field of public education in the country. According to Morgan's table, 250 researchers were randomly selected as the final participants. The data collection tool was a researcher-made scale. The extracted data were analyzed using exploratory factor analysis. The results showed that the structures of commitment to quality assurance, participation, decentralization, life skills development, human capital empowerment, ethics, satisfaction development, commitment to public consensus, development of interactive flexibility, development of amenities, development of educational justice, public awareness development, accountability, transparency and the rule of law, explain good governance in Iran’s public education system. Also, the significance of these structures in explaining the phenomenon of good governance in two standard estimation modes was confirmed.

Resistance economics, as one of the most important theories expressed by the leader of the Islamic Revolution, Ayatollah Khamenei, encompasses various cultural dimensions that need to be examined from the perspective of public education. Therefore, the main purpose of this study is to investigate the role and position of public education in the implementation of resistance economics. According to the purpose of the present study, the question that arises is: In what ways can public education lead to the realization of the resistance economy desired by the Supreme Leader of the Islamic Revolution? And what are the most important components of public education in the field of implementing resistance economics? Findings show that promoting the Islamic-Iranian lifestyle, reforming the consumption pattern, promoting the discourse of supporting domestic production, economic piety and hope of the media are the most important indicators of public education to implement the resistance economy. Paying attention to the Islamic-Iranian lifestyle and using religious rulings to implement the resistance economy through the family, print and visual media can improve the consumption pattern at the family level and be considered a model for the general public. In addition, economic piety and relying on the promotion of domestic products is a way to implement a resistance economy. The method used in this research is the content analysis of the words of the Supreme Leader of the Islamic Revolution, which is specifically stated in the field of resistance economics.

Public education is considered as one of the most important methods for preventing and coping with natural disasters. So, providing a model for designing and implementation of these trainings is of great importance. This study aimed to do this.
This was an applied research with a combined method of data gathering. Inqualitative part of the survey, the research tools were organizational documentations and semi-structured interviews with focus groups while in quantitative part questionnaire was used. Research population consisted of experts in public education, administrators and population planners. Purposive sampling was used to reach theoretical saturation of the data. To validate the model, 17 participants answered the questionnaire. In qualitative part, validity was confirmed by the participants and in quantitative part, content validity method was used. The reliability was approved obtaining Cronbach's alpha of 0.98.
Findings: Public education was imperfect in terms of organization, regulations, structure and process. A public education model based on components such as need assessment, design, implementation, evaluation and motivational mechanisms in both aspects of conventional and distance training was provided. Using t-test showed validity of the model in both aspects of conventional (t = 0.25; P Based on the results, a comprehensive, holistic and systematic public education model in both conventional and distance is presented. To make the education more effective, some subsystems such as needs assessment, design, implementation, evaluation and motivational mechanisms should to be considered.

The program of communication technology was emerged by Iranian government about 2001. It has brought about a great deal of changes in the mid and long Term plans has been studied by a plat form under the consideration of Iranian president which has been named Iran in 21 st. century. The 13th Article of budgets plan try to support this program in 2002, but the major question in Iranian Public Education System is that: is it necessary to use ICT in the public education system of Iran? This article studies the deer difference between hardware and equipment capability system in Iran with developed countries and after that try to explain the ICT program in the ministry of public education.

This study has investigated the relationship between Hofsted’s cultural dimensions with formation of the policy networks in Iran’s entrepreneurship public education system. From the viewpoint of purpose, this study is developmental and practical that has been done through library and survey methods. Statistical population of this study includes the university’s professors (or faculty members) and administrative experts of country’s entrepreneurship public education system; as for the great size of statistical population and inaccessibility to its statistics, sample size (837 individuals) has been selected by multistage cluster sampling method. The needed data has been collected through Hofsted’s cultural attitudes questionnaire, and researcher-made questionnaire of policy networks. Content validity of said questionnaires is 0/92 and 0/90 respectively and their reliability by Cronbach’s alpha method is 0/848 and 0/825 respectively. Analyzing the data, has been done via descriptive and inferential statistics and SPSS software. The results of this study indicate that there is a positive and significant relationship between collectivism, low power distance, uncertainty avoidance and feminity cultural dimensions and formation of policy networks in Iran’s entrepreneurship public education system.

Abstract The main objective of the study is to determine the features of organizational structure of school in the Fundamental Reform Document of Education in Iran. To this end, the study was carried out as a documentary research; so that the Philosophy of Education in the Islamic Republic of Iran, Philosophy of formal and public Education in the Islamic Republic of Iran, doctrine of formal and public Education system in the Islamic Republic of Iran, Strategic evolution Document in the Islamic Republic of Iran and Fundamental Reform Document of Education in the Islamic Republic of Iran were examined and analyzed. To analyze the data, data coding method was used at open and axial phases and interviews with document formulators Including Dr eghbal ghasemi pooya, Dr majid ranai, Dr reza saki, Dr alireza sadeghzadeh ghamsari and Dra li zarafshan Were used to achieve reliability. Based on the categories, the main features of organizational structure of school were organizing education processes, diversity of educational opportunities, educational guidance, educational process evaluation, hierarchy, decentralization, school orientation, networking, rule of law, responsibility and authority, social participation, professionalism, organizational justice, teamwork, healthy and interactive human relationships, and human resource management based on the pivotal role of religious value system. Abstract The main objective of the study is to determine the features of organizational structure of school in the Fundamental Reform Document of Education in Iran. To this end, the study was carried out as a documentary research; so that the Philosophy of Education in the Islamic Republic of Iran, Philosophy of formal and public Education in the Islamic Republic of Iran, doctrine of formal and public Education system in the Islamic Republic of Iran, Strategic evolution Document in the Islamic Republic of Iran and Fundamental Reform Document of Education in the Islamic Republic of Iran were examined and analyzed. To analyze the data, data coding method was used at open and axial phases and interviews with document formulators Including Dr eghbal ghasemi pooya, Dr majid ranai, Dr reza saki, Dr alireza sadeghzadeh ghamsari and Dra li zarafshan Were used to achieve reliability. Based on the categories, the main features of organizational structure of school were organizing education processes, diversity of educational opportunities, educational guidance, educational process evaluation, hierarchy, decentralization, school orientation, networking, rule of law, responsibility and authority, social participation, professionalism, organizational justice, teamwork, healthy and interactive human relationships, and human resource management based on the pivotal role of religious value system. Abstract The main objective of the study is to determine the features of organizational structure of school in the Fundamental Reform Document of Education in Iran. To this end, the study was carried out as a documentary research; so that the Philosophy of Education in the Islamic Republic of Iran, Philosophy of formal and public Education in the Islamic Republic of Iran, doctrine of formal and public Education system in the Islamic Republic of Iran, Strategic evolution Document in the Islamic Republic of Iran and Fundamental Reform Document of Education in the Islamic Republic of Iran were examined and analyzed. To analyze the data, data coding method was used at open and axial phases and interviews with document formulators Including Dr eghbal ghasemi pooya, Dr majid ranai, Dr reza saki, Dr alireza sadeghzadeh ghamsari and Dra li zarafshan Were used to achieve reliability. Based on the categories, the main features of organizational structure of school were organizing education processes, diversity of educational opportunities, educational guidance, educational process evaluation, hierarchy, decentralization, school orientation, networking, rule of law, responsibility and authority, social participation, professionalism, organizational justice, teamwork, healthy and interactive human relationships, and human resource management based on the pivotal role of religious value system. The main objective of the study is to determine the features of organizational structure of school in the Fundamental Reform Document of Education in Iran. To this end, the study was carried out as a documentary research; so that the Philosophy of Education in the Islamic Republic of Iran, Philosophy of formal and public Education in the Islamic Republic of Iran, doctrine of formal and public Education system in the Islamic Republic of Iran, Strategic evolution Document in the Islamic Republic of Iran and Fundamental Reform Document of Education in the Islamic Republic of Iran were examined and analyzed. To analyze the data, data coding method was used at open and axial phases and interviews with document formulators Including Dr eghbal ghasemi pooya, Dr majid ranai, Dr reza saki, Dr alireza sadeghzadeh ghamsari and Dra li zarafshan Were used to achieve reliability. Based on the categories, the main features of organizational structure of school were organizing education processes, diversity of educational opportunities, educational guidance, educational process evaluation, hierarchy, decentralization, school orientation, networking, rule of law, responsibility and authority, social participation, professionalism, organizational justice, teamwork, healthy and interactive human relationships, and human resource management based on the pivotal role of religious value system. Abstract The main objective of the study is to determine the features of organizational structure of school in the Fundamental Reform Document of Education in Iran. To this end, the study was carried out as a documentary research; so that the Philosophy of Education in the Islamic Republic of Iran, Philosophy of formal and public Education in the Islamic Republic of Iran, doctrine of formal and public Education system in the Islamic Republic of Iran, Strategic evolution Document in the Islamic Republic of Iran and Fundamental Reform Document of Education in the Islamic Republic of Iran were examined and analyzed. To analyze the data, data coding method was used at open and axial phases and interviews with document formulators Including Dr eghbal ghasemi pooya, Dr majid ranai, Dr reza saki, Dr alireza sadeghzadeh ghamsari and Dra li zarafshan Were used to achieve reliability. Based on the categories, the main features of organizational structure of school were organizing education processes, diversity of educational opportunities, educational guidance, educational process evaluation, hierarchy, decentralization, school orientation, networking, rule of law, responsibility and authority, social participation, professionalism, organizational justice, teamwork, healthy and interactive human relationships, and human resource management based on the pivotal role of religious value system. Keywords: School organizational structure, Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran

This study aims at investigating the evolution of the meaning of science and its effect on eliminating religious education from the Iranian public education system. The method of the study is descriptive-analytical through documentary-library technique. The results show that, during centuries, Muslims have always used the concept of ‘science’ in the meaning of ‘fāʼizʼ (literally, ‘successful’) and, according to them, the path of seeking knowledge is the very path of human success and salvation. However, since the 19th century, the epistemological foundation of science has changed and sensory science has taken over the responsibility of knowing the surrounding world. The new meaning of science has introduced new capacities for human’s domination over the natural and social world, and has established new structures such as the Iranian public education system. This public education system institutionalizes, by producing and promoting the meaning of ‘dominantʼ science, in students' minds and souls, the belief that, in learning science, they should aim at memorizing and acquiring information to overcome the natural and social world for more material profit. Therefore, intentionally or unintentionally, a new kind of education has been put on the agenda of the Iranian public education system, which is in complete opposition to ‘religious education’, and has finally led to its elimination.