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.