This presentation briefly states dynamic relationship between education and Development in Iran, with special reference to the linkage between Government, University and Industry. Iran's education system is highly centralize and each year 20% of government spending and 5% of GDP goes to education, a higher rate than most other developing countries. Prior to Islamic Revolution in 1979, Knowledge generated through higher education and scientific researches were the core functions of the Ministry of Science. At the university level, however, every student attending public schools is required to commit to serve the government for a number of years typically equivalent to those spent at the university, or pay it off for a very low price (typically a few hundred dollars). In 2012, Iran had 120,000 PhD students. Second largest oil and gas reserves in the world, strong GDP growth, young and relatively well qualified population. Huge market for capital and consumer goods, financial strength, young and western oriented population with strong interest in modern and sophisticated products and technology. Iran's flourishing regional influence in terms of distribution of electricity and crude oil to neighboring countries although faced with harsh threats from the United States. With entry to European markets shuttered, opportunities within the Middle East and central Asia became more attractive for Iran.

1. PRESENTATION ON
DYNAMIC RELATIONSHIP BETWEEN EDUCATION
AND DEVELOPMEN IN IRAN
Presented to:
Institute of Social & Cultural Studies
University of the Punjab
Presented by:
SALMAN AZAM SIDDIQUI
M.Phil, Education Policy & Development

3. GENERAL INFO.
Capital: Tehran
Supreme leader: Ali Khamenei
President: Hassan Rouhani
Currency: Iranian rial
Official language: Persian
Destinations: Tehran, Isfahan, Shiraz,
Mashhad, Yazd,

4. GENERAL INFO.
 Iran, also known as Persia, officially the Islamic Republic of Iran,
is a country in Western Asia. It is bordered to the northwest by
Armenia and Azerbaijan, with Kazakhstan and Russia across the
Caspian Sea; to the northeast by Turkmenistan; to the east by
Afghanistan and Pakistan; to the south by the Persian Gulf and
the Gulf of Oman; and to the west by Turkey and Iraq.
 It is the only country that has both a Caspian Sea and Indian
Ocean coastline.
 Iran has been of geostrategic importance because of its central
location in Eurasia and Western Asia and the Strait of Hormuz.

5. ISLAMIC REVOLUTION 1979
 Imam Khomeini, the then Leader of the Islamic Revolution, although
in exile, led the Revolution’s events. He invited people to do their
best and resist until the downfall of Shah’s regime. Imam also made
people aware of plots hatched by enemies which could deviate the
revolution from its goals.
 Few months later, with the beginning of the holy month of
Muharram, Imam Khomeini whose movement was formed based on
the movement of Imam Hossein (Prophet Mohammad’s Grandchild)
issued a message, calling for the Iranian nation to continue popular
protest in a bid to bring an end to the cruel Shah’s regime.
 The Iranian people were once again ready to repeat events of Ashura
against the then Yazid (Shah) with the motto of “Every day is Ashura
and Every Land is Karbala”.

6. FORMATION OF ISLAMIC REVOLUTION’S COUNCIL
 A message from Imam Khomeini was recited on
January 13, 1979 to large crowds of people who held
a gathering on the occasion of establishment of
Tehran University.
 The message said that the Islamic Revolution’s
Council was officially founded.
 “Due to the legitimate right and based on the trust of
overwhelming majority of the people in me, a
council called Islamic Revolution’s Council and
consists of qualified, Muslim, committed and reliable
people has been founded and will start working,”

7. ESCAPE OF SHAH AND VICTORY
 Shah fled the country on January 16, 1957, ten days after
appointing Shahpour Bakhtiyar as prime minister and
establishment of crown council.
 The escape of Shah was the first step towards victory. Iranians
had managed to make him flee after 37 years of cruel
dominance. The people’s joy and cheer after receiving the
news was remarkable.
Victory of Islamic Revolution in February 11, 1979
 With the victory of the Islamic Revolution of Iran on February
11, 1979, the revolutionary people took running the county and
managing all affairs in their hands.

8. EDUCATION IN IRAN
(History, Curriculum, Budget)

9. EDUCATION IN IRAN
 Prior to Islamic Revolution in 1979, Knowledge generated
through higher education and scientific researches were the
core functions of the Ministry of Science.
 In 1985 medical education and research was assigned to a
new Ministry of Health.
 The Supreme Council of Cultural Revolution (SCCR) is
the highest policy making and the legislative body for all
stages of pre-university and academic education.
 SCCR’s resolutions do not require parliament’s approval
and become law automatically.

10. MINISTRY OF EDUCATION IN IRAN
 The structure of the education system in Iran is basically divided into
five cycles namely, pre-school, primary, middle (or guidance),
secondary and post-secondary.
 Three outstanding characteristics of the Iranian education system
must be mentioned at this point:
1. First, elementary education is mandatory under the Iranian
constitution.
2. Secondly, due to increasing number of applicants, admission to
post-secondary institutions is through a nation-wide entrance
examination and thus only the most talented students can enter
universities.
3. Finally, in general, education (in primary, secondary, and post-
secondary levels) is free of charge though private schools and
universities authorized by law are allowed to charge tuition fees.

11. STRUCTURE OF THE EDUCATIONAL SYSTEM
 The structure of the educational system under this Ministry is divided
into the following cycles:
Pre-school Education cycle
 A one-year program for children five years old in which they receive
the basic notions needed to enter primary schools. There is no exam
at the end of this cycle and children proceed automatically to the
following cycle.
Primary Education cycle
 The five-year primary cycle covers grades 1-5 for children 6 to 11
years old. This phase is both free and compulsory. Students take
exams at the end of each year on which their promotion to the
following grade is based. At the end of the grade 5, students take a
nation-wide examination. Those who pass the exam are qualified to
proceed to the next cycle.

12. STRUCTURE OF THE EDUCATIONAL SYSTEM
Middle (Guidance) Cycle
 This cycle covers grades 6 to 8 for children 11 to 13 years
old. Like the preceding cycle, this cycle also provides
students with general education.
 In this phase, the abilities as well as the interests of
students are recognized, so they become prepared to decide
which branch (academic or technical/vocational) they
intend to choose in the next cycle.
 At the end of guidance cycle, students take a regional
examination under the supervision of provincial boards of
education. Those who pass the examination are eligible to
proceed to the next cycle i.e., secondary cycle.

13. Secondary Education cycle
 This is a four-year stage which covers grade 9 to Grade 12, from
age 14 to 17. Secondary education is divided into two main
branches namely, academic/general and technical/vocational.
 The choice of either branch is up to pupils themselves. The
academic branch, also known as the "theoretical branch" is divided
into four mainstreams namely, literature and culture, socio-
economic, physics-mathematics, and finally experimental
sciences.
 The technical/vocational branch is particularly designed to train
technicians for the labor market. This branch covers three
mainstreams namely, technical, business/vocational, and
agriculture.
STRUCTURE OF THE EDUCATIONAL SYSTEM

14. RESPONSIBILITIES OF THE MINISTRY OF EDU.
 There are both free public schools and private schools in Iran at
all levels, from elementary school through university.
 Education in Iran is highly centralized. The Ministry of
Education is in charge of educational planning, financing,
administration, curriculum, and textbook development.
 Teacher training, grading, and examinations are also the
responsibility of the Ministry.
 At the university level, however, every student attending public
schools is required to commit to serve the government for a
number of years typically equivalent to those spent at the
university, or pay it off for a very low price (typically a few
hundred dollars).
 In 2012, Iran had 120,000 PhD students.

15. MAJOR STEPS OF THE MINISTRY OF EDU.
 1st , English as a second language is introduced from grade 7.
 2nd, private schools were permitted to re-open again in 1988 as "non-profit"
institutions.
 3rd, although education is free and compulsory for the first five years of
schooling, there are differences between urban and rural areas as well as
different regions in the country with respect to the availability of schools
and various programs.
 4th, the Ministry of Education supervises some educational researches and
curriculum development.
 5th, the Ministry of Education has jurisdiction over teacher training
programs. It has also the responsibility for providing textbooks for all pre-
university educational courses and prints 747 titles in 100 million copies a
year.
 Finally, the Ministry of Education runs a number of schools outside Iran,
mainly in the Persian Gulf countries as well as some European countries in
which 13,703 students are enrolled.

16. CURRICULUM
Age Level of education(Persian)
Duration
(Years)
Remarks
5-6 Pre-primary/Kindergarten
1 year
(K-12)
Optional
7-11
Elementary
education/Dabestan
5 years (K-12) Free and compulsory
11-14 Lower-secondary/Rahnamayi 3 years (K-12)
Mandatory (6-8th grade).
US degree equivalent
14-17 > Upper-secondary/Dabirestan 3 years (K-12)
NOT compulsory
US degree equivalent
17-19 > Technical/Vocational School 2 years US degree equivalent
18-22 > University (undergraduate) 4 years US degree equivalent
22-24 > University (graduate) 2 years Master - US degree equivalent
24-27 > Doctoral program 3 years PhD - US degree equivalent

17. STATISTICS
Education
Youth (15-24 years) literacy rate (%) 2008-2012*, male 98.8
Youth (15-24 years) literacy rate (%) 2008-2012*, female 98.5
Number per 100 population 2012, mobile phones 76.9
Number per 100 population 2012, Internet users 26
Pre-primary school participation, Gross enrolment ratio (%) 2008 -2012*, male 40.6
Pre-primary school participation, Gross enrolment ratio (%) 2008 -2012*, female 44.7
Primary school participation, Gross enrolment ratio (%) 2008-2012*, male 108.1
Primary school participation, Gross enrolment ratio (%) 2008-2012*, female 106.8
Primary school participation, Net attendance ratio (%) 2008-2012*, male 96.4
Primary school participation, Net attendance ratio (%) 2008-2012*, female 96.9
Primary school participation, Survival rate to last primary grade (%) , 2008-2012*,
admin. data
98.1
Primary school participation, Survival rate to last primary grade (%) , 2008-2012*,
survey data
96.7
Secondary school participation, Net enrolment ratio (%) 2008-2012*, male 82.4
Secondary school participation, Net enrolment ratio (%) 2008-2012*, female 79.8
Source: http://www.unicef.org/infobycountry/iran_statistics.html#117

19. EDUCATION BUDGET
 Each year, 20% of government spending and 5%
of GDP goes to education, a higher rate than most
other developing countries.
 50% of education spending is devoted to
secondary education and 21% of the annual state
education budget is devoted to the provision
of tertiary education.

20. EDUCATION REFORM GOALS
General goals of the education reform are:
 Making the education more global in terms of
knowledge.
 Nurturing children who believe in the one God.
 Providing a socially just education system.
 Increasing the role of the family in the education
system.
 Increasing the efficiency of the education system.
 Achieving the highest standard of education in the
region.

21. FOREIGN LANGUAGES
 Persian is officially the national language of Iran. In
addition to English, students are interested in learning
other foreign languages such as Arabic, German,
French, Spanish and Chinese.
 English continues to be most desired language.
 Presently, there are 5000 foreign language schools in the
country, 200 of which are in Tehran.

22. UNIVERSITIES…
 In 2013, 4.5 million students are enrolled in universities,
out of a total population of 75 million.
 Iranian universities churn out almost 750,000 skilled
graduates annually.
 In 2009, 34% of all those in 18-25 age group were
enrolled in one of the 92 universities, 512 Payam Noor
Univ. branches, and 56 research and technology
institutes around the country.

23. STUDENTS IN HIGHER EDUCATION
Field of Study 2010 Remarks
Engineering and
construction
31% One of the highest rates in the
world.
Social science, business and
law
23%
Humanities and the arts 14%
Science 10%

24. TOP 3 UNIVERSITIES IN IRAN
Iran hosts some of the most prestigious
universities in the Middle East such as (all three
rank among the top 1,000 universities of the world according
to SCImago Int. ranking):
 Tehran University of Medical Sciences
 Tehran University
 Sharif University
 Tarbiat Modares University

25. IMPORTANCE OF HIGHER EDUCATION
FOR DEVELOPMENT

26. UNESCO AND WORLD BANK
 Malcom Gillis, President Rice Univ (UNESCO,
2007) as saying: “Today more than any other time in
human history, nations’ wealth or poverty is
dependent on the quality of higher education.” Why
is it so, because:
1. Generation, transfer and dissemination of
knowledge has been the university’s main objective
from the very beginning.
2. Knowledge constitutes the core in processes of
the contemporary soceity.

27. UNESCO AND WORLD BANK
 University's balance depends on the establishment of balance
between surrendering to the capital, trade and economy (whether
national or globalized), or the isolation from it.
 Higher education is an intricate (complex) phenomenon, the
analysis of which requires something more than limited or mere
economic approaches and should also be based upon the
acceptance of the necessity for establishing a balance between
economic and production needs, general societal needs as well as
the important needs of each individual as a member of the human
race within a specific cultural, social and historical context.

28. 1. HIGHER EDUCATION IN IRAN
 In order to make Higher Education more in the service of national
development and responsive to its needs, a set of measures have
been introduced in recent years.
 For example in response to the shortage of skilled manpower and
to overcome this shortcoming within the Higher Education, the
number of technical- vocational programs and centers have
increased-- raising the number of such centers to 845 and number
of such programs to 830 (two-year diploma programs).
 For the same developmental considerations projects to estimate
national manpower needs have been defined, and universities have
been asked to design their Comprehensive Development Plans,
also Science & Technology Parks and Incubators have been
established and developed.

29. 2. SCIENCE & TECHNOLOGY IN IRAN
Innovation Policy System
 Iranian Research Organization for Science and Technology
(IROST) acts as a granting council, receiving proposals from
researchers in SME when they require funds to develop a
prototype, pre reviewing the proposals and making awards.
 This is part of a joint program MSRT/ IROST/ Vice president
for Strategic Planning/ private sector/ institutes to support
innovation projects up to the experimental development scale
and encourage public-private partnerships in the process.


30. SCIENCE & TECHNOLOGY
The Technology & Business Services to SMEs
Iran Small Industries Organizations (ISIO)
 ISIO was Formed In 2003 by Merging Two Previous Organization
IIEC and ISIO.
 According to Parliament’s legislation with the aim of formulating
policies and guidelines for small enterprises development and
supporting them to enhance their employment rate in industrial
sectors.


31. SCIENCE & TECHNOLOGY (CONT.)
ISIO’s Main Policies
 To enable the business environment for small industries by
providing and recommending necessary proposals for policy-
makers
 To promote entrepreneurship and develop human resources
 To Develop information technology and e-commerce in small
industries
 To provide access to financial and capital resources
 To develop technology, R&D activities and innovation in small
industries
 Constructing/improving regional infrastructure by establishing
industrial parks and prefabricated workshops.

32. SCIENCE & TECHNOLOGY (CONT.)
Role of Industrial SMEs on Employment and Economy:
 They have more than 50% share of industrial economy and employment in Iran.
Hence, SMEs have an important role in job creation, economic and Industrial
development in Iran.
 This will be so important if we consider the roles of companies in the field of
services and production, which most of them are SMEs companies.
A tables identifies the role of
industries, number of their workers
and their added values. As it is
shown, the small factories which
have workers between 1 to 9 have
the most important role in
employing candidates and
economic development.

33. 3. DEVELOPMENT OF SCIENCE, TECHNOLOGY
AND HIGHER EDUCATION
 The rise of scientific production & scientific development in
Iran, the application of science, technology, and Higher
Education to socio-economic and technical needs of the
country is also important.
 Out of 22 specialized fields at the Information Science
Institute (ISI), four fields of Chemistry, Engineering, Physics
and Clinical Medicine account for 67% of the Iranian
scientific productions whereas Iranian scientific productions
in such fields as social sciences, economics and business are
almost zero.

34. DEVELOPMENT OF SCIENCE, TECHNOLOGY AND
HIGHER EDUCATION (CONT.)
 Today, technology has been proposed as a
strategic factor in the economic development of
countries.
 Higher Education is another factor in supply of
social capital and human resources.

35. STRENGTH AND OPPORTUNITIES
IRAN’S

36. STRENGTH AND OPPORTUNITIES…
 Iran is the second largest economy in the Middle East and North
Africa (MENA) region after Saudi Arabia, with an estimated
Gross Domestic Product (GDP) of USD 366 billion in 2013-14.
 It also has the second largest population of the region after Egypt,
with an estimated 77.3 million individuals in 2013.
 Its economy is characterized by a large hydrocarbon sector, small
scale agriculture and services sectors, and a noticeable state
presence in manufacturing and financial services.
 Iran ranks second in the world in natural gas reserves and fourth in
proven crude oil reserves.
 Aggregate GDP and government revenues still depend to a large
extent on oil revenues and are therefore intrinsically volatile.

37. Strength:
 Second largest oil and gas reserves in the world, strong
GDP growth, young and relatively well qualified
population.
Opportunities:
 Huge market for capital and consumer goods, financial
strength, young and western oriented population with
strong interest in modern and sophisticated products
and technology.
STRENGTH AND OPPORTUNITIES…

38. Trends in foreign investment in Iran compared to other
countries,
Dec. 1999 - Mar.2011
STRENGTH AND OPPORTUNITIES…

39. STRENGTH AND OPPORTUNITIES…

40. STRENGTH AND OPPORTUNITIES…

41. STRENGTH AND OPPORTUNITIES…

42. STRENGTH AND OPPORTUNITIES…

43. STRENGTH AND OPPORTUNITIES…

44. STRENGTH AND OPPORTUNITIES…

45. IRAN’S REGIONAL INFLUENCE

46. IRAN’S REGIONAL INFLUENCE
 In October 2012 Iran signed an agreement to export
electricity to both Pakistan and India. Although faced
with harsh threats from the United States.
 This agreement is the newest in a line of electricity
export agreements Iran already holds with Afghanistan,
Armenia, Iraq, Syria, and Turkey while facing the
austere sanctions from the West related to Iran’s nuclear
activities.
Ref: http://www.sciencediplomacy.org/article/2013/irans-flourishing-regional-influence

47. IRAN’S REGIONAL INFLUENCE…
 Iranian electricity exports have increased by more than 45% in
2012 compared with year 2011. This strategy highlights Iran’s
effort to manifest itself as a prominent regional player and increase
its neighbors’ dependencies on its energy sector.
 The consequences of Iran’s regional strategy are threefold:
 First, Iran is not entirely dependent on European energy
projects.
 Second, the European and U.S. policies of isolating Iran are
likely to be undermined by a region dependent on Iran.
 Third, the geopolitical consequences of an Iranian regional
power can contribute to the fragility of European and U.S.
strategies in Eurasia.

48. IRAN’S REGIONAL INFLUENCE…
 Since 2007, Iran’s net electricity trade surplus has increased
more than sixfold.
 By September 2012, Iran had increased its net electricity
exports to a total of 5,290 gigawatt-hours (GWh).
 According to Isfahan Saman Energy, an Iranian engineering
company, if Iran’s electricity export continues to grow at the
same pace as in previous years, Iran could provide more than
16% of total needed electricity in the Middle East and North
Africa region by 2014.

50. IRAN’S REGIONAL INFLUENCE…
 Currently, more than 70% of the electricity
generated in Iran is produced by natural gas.
 Iran’s growth in domestic electricity consumption
is considered one of the highest worldwide.
 It has increased from 88.6 billion kilowatt-hours
(kWh) in 2000 to 206.7 billion kWh in 2011—a
compound annual growth rate of approximately
8%.

51. IRAN’S REGIONAL INFLUENCE…
 According to the fifth development plan (2010–
2014), the country seeks to increase its natural gas
export capacities within the next three years to 100
million cubic meters a day, almost four times as
much as today.
 To meet export as well as domestic demands, the
country seeks to increase its capabilities from 540
million cubic meters a day (2012) to more than
1 billion cubic meters by 2015.

52. IRAN’S REGIONAL INFLUENCE…
 In an effort to expand its pivotal role, Iran signed an
agreement with Afghanistan and Tajikistan in 2012
in which Iran could build a power plant and develop
a grid that could lead to Turkey and then to Europe.
 Since production in the region is often cheaper
through government subsidies, the electricity can be
bought cheaply in the region and then sold at a
higher price outside the region.

53. IRAN’S REGIONAL INFLUENCE…
 New plans from Iran aim at expanding its regional
role across the Persian Gulf including the United
Arab Emirates, Oman, and Qatar through
development of the Forouz B gas field in the Gulf.
 The Iran Offshore Oil Company struck a US$3.8
billion deal with MAPNA to develop a power plant
based on the natural gas field’s generating an
estimated 3,000 MW of electricity, which would be
exported mostly to these Gulf countries.

54. SANCTIONS FROM INT. COMMUNITY
 The sanctions on Iran’s energy sector have recently
intensified, highlighting the success of the policies
over the past five to ten years as Iran looks for new
energy trade partners.
 The European sanctions in 2012, imposed in two
phases, targeted Iran’s energy sector in an effort to
undermine government revenue.
 Effective July 1, 2012, the European Union (EU)
prohibited all imports of Iranian oil and
petrochemical products.

55. SANCTIONS FROM INTERNATIONAL COMMUNITY…
 In October 2012, the EU extended its sanctions to the
financial As a result, more than thirty additional Iranian
companies were banned from sector and remaining parts
of the energy sector.
 European trade relations, and imports from natural gas
were prohibited.
 With entry to European markets shuttered, opportunities
within the Middle East and central Asia became more
attractive for Iran.

56. ARMENIA, AZERBAIJAN, TURKMENISTAN & IRAN
 Iran’s strained relations with Azerbaijan contributed to a closer
relationship between Armenia and Iran in the 1990s. Since 2006, Iran
has invested through the Iranian Export Development Bank in the
renewal of the two existing and one new power transmission line
between Armenia and Iran.
 The two countries have cooperated on the construction of
hydroelectricity plants on the Aras River on their border. The
agreement between the two countries stipulates natural gas deliveries
from Armenia to northern Iran in exchange for electricity imports
from Iran.
 Similar swap agreements were developed with Turkmenistan and
Azerbaijan. Particularly for Turkmenistan, which does not have
access to an open sea or pipelines leading to Europe, good relations
with Iran are crucial to gain access to the Persian Gulf.

57. TURKEY & IRAN
 Turkey’s lack of energy sources has created a strong incentive for
economic cooperation. Cooperation between the two countries
increased in the beginning of the twenty-first century, reaching
almost US$12.5 billion in export value in 2012, compared with only
US$2 billion 2004.
 According to the Iranian energy minister, completion of a new
electricity transfer line in northern Iran boosted exports to Turkey to
400 MW per hour by the end of May 2012 from 190 MW per hour.
 Furthermore, Turkey is still highly dependent on Iranian crude oil
and natural gas imports. Iran supplied 51% of Turkey’s crude oil
needs in 2011 and was still the top supplier by September 2012
(44% of crude oil supplies).
 Iran was the second-largest natural gas supplier for Turkey (19%) in
2011 and 2012 through the Tabriz–Dogubayazit pipeline originating
in Iran.

58. IRAN & PAKISTAN
 Within this relationship, energy cooperation has been
instrumental. Although plans for the “peace pipeline” bringing
Iranian natural gas from South Pars to Pakistan and India were
developed in the mid-twentieth century, actual steps forward
did not occur until after the turn of the century. While the
Iranian route is almost complete, no progress has been achieved
on the construction of the Pakistani section.
 In 2008, India bowed to U.S. pressure to end cooperation on
such a pipeline from Iran.
 Pakistan, however, has continued collaboration with Iran,
notably in the electricity sector.

59. IRAN & PAKISTAN…
 In 2009, Iran and Pakistan signed a MoU for the construction of a 170 km
transmission line from Iran to Pakistan and the provision of initially 1,000 MW of
electricity. Tehran has agreed to invest US$50 million in this project.
 Under the proposed project, Iran will build a power plant in Zahedan Province,
which borders Pakistan, to generate electricity for export and has also expressed its
willingness to provide US$800 million to US$900 million to complete the project.
 Expanding on the 2009 memorandum of understanding, Iran seeks to export 10,000
MW to Pakistan in the next few years.
 This vision will be combined with a 6,000 MW export value memorandum signed
with India in October 2012, in which Iran agreed to deliver 6,000 MW through
Pakistan to India (2,000 MW will be kept by Pakistan and 4,000 MW will be
delivered to India).
 By the end of March 2013, Pakistan owed US$51 million for Iran’s electricity
exports. Without this electricity, however, Pakistan would face even more power
outages and therefore asked Iran if it could pay part of its debt with wheat and rice
exports.

60. IRAQ, AFGHANISTAN AND TAJIKISTAN
 After the U.S.-led invasion of Iraq in 2003, Iran seized
opportunities to increase its influence in its neighboring
country. Iran has started more significant electricity
exports to the Wasit Province in Iraq.
 The cooperation with Iraq has also been used to set up a
transmission line from Iran through Iraq to Syria.
 In an effort to expand its pivotal role, Iran signed an
agreement with Afghanistan and Tajikistan in 2012 in
which Iran could build a power plant and develop a grid
that could lead to Turkey and then to Europe.

61. IRAN & GULF COUNTRIES
 New plans from Iran aim at expanding its regional
role across the Persian Gulf including the United
Arab Emirates, Oman, and Qatar through
development of the Forouz B gas field in the Gulf.
 The Iran Offshore Oil Company struck a US$3.8
billion deal with MAPNA to develop a power plant
based on the natural gas field’s generating an
estimated 3,000 MW of electricity, which would be
exported mostly to these Gulf countries.

62. RECOMMENDATIONS
(Concerning relationship between Education and Society).

63. RECOMMENDATIONS
 The main source of concern, however, is achieving education for
all as well as goal–oriented specialized education with special
emphasis on merits and skills, since these two forms of
education provide for living in variant situations as well as for
changing one's job or profession.
 Higher education should play a more prominent role in
providing services to the society, especially in its function as a
means for eradication of poverty, eradicating prejudice, violence,
illiteracy, hunger, corruption and diseases, which is primarily
brought about by adopting an inter- and transdisciplinary
approach to analyzing problems.

64. RECOMMENDATIONS (CONT.)
 Higher education should increase its share in developing all aspects
of the educational system through furthering Training of Trainers
activities (ToT) and by means of curriculum development and
enhancing research.
 The creation of a new society free of violence and oppression should
be the target of higher education. The system should therefore be
constituted of motivated elites who are homogenized, have great
compassion for humanity and adhere to wisdom as their guiding
lamp.
 In realizing the above-mentioned goals, objectives and Programmes,
the following basic components should play as a leading thread:
higher education, relevance, quality, quantity, equity.

65. CONCLUSION
Relationship between Government, University and Industry).

66. CONCLUSION
 To realize the above-mentimed ideas, Government, Industry,
and University are important stakeholders, and their relations
has the most important role in putting higher education in the
service of development.
 Unfortunately these relationships in most of developing
countries are not, in reality, convergent to national development
and therefore should be subject to change:
 Relationship between Univsity and Govt.
 Relationship between University and Industry

67.  Relationship between University and Government:
To be brief, the following should be the framework for action:
• Univ. versus government interaction: responding to the needs of the state.
• State versus university interaction: setting the grounds for scientific
advancement.
 Relationship between University and Industry:
The following are to be recommended:
• Transmitting organizational management and technical knowledge
• Consultation services • Joint projects • On-service Training
• Introduction of specific courses by universities based on the articulated needs
of industry and economy
• Apprenticeship and resident training by univ. students at production sites
• Defining industrial, productive and economic needs
• Technology parks, incubators and innovation centers
• Tax exemptions for trade institutions assisting scientific development
CONCLUSION…