The fundamental transformation document of education and training consists of seven chapters, which were approved in seventeen sessions during the years 89 and 90 by the Supreme Council of the Cultural Revolution. Perhaps when the officials were writing this document, the achievement of its goals, which include becoming a developed Iran with high economic, social, and scientific status in the region, accompanied by constructive and effective interaction in the international arena, did not seem so distant and idealistic. But is it believable that we are now approaching the horizon of 1404, as defined in the document, and getting closer and closer to this time? Have the social, economic, scientific, and technological infrastructures been prepared for it or not? Is this document and its roadmap just another expensive plan that only puts a burden on the hands of society’s decision-makers and is more like a theatrical scenario?

Let’s see what the main principle of this document is. In the first paragraph of the first chapter of this document, it is stated that the transformation of the formal education system should be focused on the “teachings of the Holy Quran, the spiritual, exemplary, guiding and educational role of Prophet Muhammad (PBUH) and Hazrat Fatima Zahra (peace be upon them), and the infallible Imams (peace be upon them), especially Imam Mahdi (may God hasten his reappearance) and the promotion of guardianship in all spheres for the realization of a just global society (the society of the promised one).” Is it possible to achieve such a vision at a time when our religious culture and national identity have been emptied of meaning and this capacity has emerged in society where people easily reject all of these and have become irreligious and anti-religious? How?

In the fourth section, it has been mentioned that “the process of education and training in all areas includes religious, spiritual and moral education, social and political education, biological and physical education, aesthetic and artistic education, economic and vocational education, scientific and technological education” in which after religious and moral education, it is the main focus. The seventh section also considers the role of the teacher or mentor as “the most influential element in the process of education and training and in achieving the goals of the general public education system.” However, unfortunately, no attention has been paid to the importance of physical health and strengthening the will of teachers.

The thirteenth and fourteenth clauses of the first chapter of the Fundamental Transformation Document also emphasize the importance of rationality and the need to elevate the position and role of family education. The elevation of the position and role of family education and its effective participation with the public education system is being discussed at a time when the role of textbooks and parents in child-rearing is not as prominent and the role of virtual space is even more prominent, not only in comparison to the role of family and school institutions, but also in comparison to religious institutions and mainstream media. In fact, the current generation gains its identity not from family, school, or even peers, but from the virtual space.

According to education officials, this document has been claimed as the “greatest achievement of the Supreme Council of Education”. It was also claimed during its preparation that university professors had been conducting research on it for years (while teachers and schools had the least involvement in its development); but after more than a decade since its approval, what has happened for students? Has this document been able to solve any of the problems faced by students and teachers in society? Did we just write a document to say we wrote a document? Has enough attention been paid to the financial and livelihood problems of teachers, which are briefly mentioned in this document, over the past ten years? If a teacher is struggling financially, how can they focus on the educational concerns of their students? We should put aside the concerns of teachers in the field of education in such circumstances.

One of the fundamental problems in education is the improper evaluation of the cultural activities of our teachers and colleagues. In fact, the ranking law should aim to elevate the status of teachers and experts in the field of teaching, and the authorities should assess the competence of teachers. Unfortunately, we are not witnessing such an occurrence.

Another issue with this document is its spiritual guarantee. Do we fundamentally have a shared understanding of the document and do the teachers believe in a document in which they had the least contribution in its development? Is it not necessary to form local groups in provinces to repair this document?

It must be said that this document has not only not benefited the education system of the country, but has also caused harm to it. The impact of implementing this document on education began with the sixth grade and the children who were affected during that time. In fact, without proper predictions for hiring teachers for the sixth grade, a strong blow was dealt to this level of education. This was because they were forced to use unqualified individuals. Another key flaw of this document is the transition from the old system to the new system, which was not properly analyzed and studied by experts before its implementation.