A Comparative Study of Educational Systems in Post-revolutionary Iran and China
(University of Kashan, Ravand Street, Iran *e-mail: **e-mail:
Vol. LXI • No. 1/2009
Abas Shekari*, Ali Rahimi**
University of Kashan, Ravand Street, Iran

 Keywords   comparative education, Chinese educational system, Iranian educational system, revolution, centralized, non-centralized educational systems.

Comparative education helps different countries utilize successful experiences and learn from others' unsuccessful experiences. It finds the roots of the problems and prepares the ground for the economic and social development of nations. This article is an effort at acquiring other countries' experiences and the necessity of using their findings in terms of formal and informal educations. This undeniable fact motivated the authors to comparatively analyze the educational systems in China and Iran after their revolutions. In this study, George Beredy's framework has been employed. First, the Post-revolutionary geographical, political, social-economic situations in the People's Republic of China and those of the Islamic Republic of Iran are juxtaposed and described.
Then educational systems of these two countries after the revolutions 1949 in china and 1979 in Iran are investigated to come up with commonalities and discrepancies. There is a time interval of thirty years between these two revolutions; Islamic revolution happened some thirty years ago while the Chinese revolution occurred some sixty years ago.In this study , philosophy and objectives of education are scrutinized first and then different pedagogic programs at different levels such as preparatory, guidance school, high school, and university are delineated. Comparison and contrast is carried out through information gathered from different educational perspectives taking into account their relevant philosophical and educational goals in different educational courses and programs. Finally, interpretation of the data and analysis of findings have been indicative of the fact that the Chinese experience can immensely change and enhance the educational system in Iran owing to some really interesting similarities and commonalities.

Studiile comparative ajută diverse ţări să valorifice experienţele reuşite şi să înveţe din experienţele nereuşite ale altora. Sunt identificate astfel rădăcinile problemei şi pregătit terenul pentru dezvoltarea economico-socială a naţiunilor. În acest context, articolul de faţă reprezintă efortul de a împrumuta din experienţele altor ţări şi de a valorifica rezultatele cercetărilor comparative în perfecţionarea educaţiei formale şi informale. Acest fapt a motivat autorii să analizeze comparativ sistemele educaţionale postrevoluţionare din China şi Iran. Mai întâi, sunt descrise condiţiile geografice, politice şi socio-economice postrevoluţionare din China şi din Iran. Apoi sunt investigate şi comparate sistemele educaţionale din aceste ţări după revoluţiile din 1949 din China şi 1979 din Iran. În final, interpretarea datelor şi analiza cercetărilor au identificat faptul că experienţele Chinei pot schimba radical şi îmbunătăţi sistemul educaţional din Iran.

Vol. LXII • No. 2/2010
Vol. LXII • No. 1B/2010
Vol. LXII • No. 1A/2010
Vol. LXI • No. 2/2009
Vol. LXI • No. 1/2009
Vol LX • No. 1C/2008
Vol. LX • No. 1B/2008
Vol LX • No. 1A/2008
Vol LIX • No. 2/2007
Vol LIX • No. 1/2007
Vol LVIII • No. 2/2006
Vol LVIII • No. 1/2006
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