CURRICULA are the main and important components of the higher education quality progression. In addition, alumni's attitudes, knowledge and skills should be based on latest scientific, technological outcomes and the market needs. Therefore, the REVISION of the educational programs and updating them has always been emphasized. The aim of this study was to investigate the status of university programs during the Third Economic, Social, Cultural, and Political DEVELOPMENT Plan (1998 – 2002) Using qualitative method, a sample of 31 universities was selected. Then, a series of researcher-made checklists and semi-structured interviews were administered. The data were analyzed using various descriptive statistics. Results indicated that: 1. The REVISION rate of the CURRICULA across the universities having a audit board is higher, 2. The highest and least rates of the CURRICULA cessions belong to the humanities and arts groups respectively, 3. The highest and least rates of the CURRICULA REVISION belong to the undergraduate and doctoral levels respectively, 4. The highest rate of the CURRICULA cession belongs to the universities located in Tehran (particularly, University of Tehran), and 5. The lai of appropriate infrastructures, the shortage of competent and professional specialists within the CURRICULA framework, the lack of the commitment to the scientific principles in various stages of the CURRICULA, the shortage of financial sources, the lack of models or practical guidelines for the academic CURRICULA, the lack of a monitoring and evaluation process, a narrow interpretation of the CURRICULA, the resistance of a group of faculty members against any changes in the CURRICULA, the lack of adjustment of the spirit of the cession powers with the centralized examinations of the postgraduate level and the lack of faculty members' motivation to participate, are among the universities problems for the academic CURRICULUM REVISION and DEVELOPMENT process.

The purpose of this study is to present a historical perspective of REVISIONs in teacher education CURRICULA in Iran. This study is a qualitative and historical research, and seeks to compare the REVISIONs that the teacher education CURRICULA have undertaken throughout times. The finding from the historical analysis of documents, reports, library resources and personal interviews with experts of teacher education, has evolved four periods: the first period as the disciplinary CURRICULUM (from 1918 to 1933); the second period as multidisciplinary CURRICULUM (from 1934 to 1983); the third period as disciplinary CURRICULUM (from 1984 to 2013) and the fourth period as disciplinary CURRICULUM (from 2014). Studying and analyzing the political, social and cultural conditions in each of these periods and recognizing the major approaches toward the REVISION of the teacher education CURRICULUM helps educators to enrich their understanding of the current situation through gaining awareness of the historical context and it facilitates designing fruitful programs for the future.

Introduction: CURRICULUM REVISION with a new perspective on knowledge, skills, and learning is a step towards evolving and updating pedagogical content. This study endeavored to review PhD CURRICULUM of health policy based on the required capacities for graduates. Methods: This study was conducted at Tabriz University of Medical Sciences (in the academic years 2016-2018) based on Dennis Modified Model. We used a set of methods such as review of documents, comparative study, interview, focus-group discussion and panel of experts for gathering data. The study was conducted in four stages including need analysis, explaining the required competencies, modifying, adapting, and rewriting the initial CURRICULUM, and finalizing the CURRICULUM. Finally, the final CURRICULUM was sent to the Ministry of Health and Medical Education. Data were analyzed through a conceptual framework approach and through content analysis. Results: The content of the course was designed based on the outcomes of the course and the plans and tasks of the graduates of this field. Graduates' abilities were extracted in 5 areas including policy making, policy analysis, leadership and social communication, as well as education and research. Some lessons were removed and some were added. Besides, the change in the content of specific courses was emphasized given the approval of similar disciplines and attention to optional courses in order to Specializing the course. Conclusion: Reviewing the CURRICULUM of the doctoral program in health policy and its implementation can lead to develop the more purposeful teaching-learning process, implementing the capability-based training and responsive education, increasing the specialized knowledge and technical skills of graduates, that enhance their success possibility in the future job. It is suggested that special attention has been paid to this issue and the requirements, challenges and appropriate strategies for precise and scientific review of various fields in medical and paramedical education be examined.

Fostering adept human resources capable of addressing the demands of the labor market and society is a fundamental goal of higher education institutions and universities. CURRICULUM programs, serving as the primary conduit for transmitting knowledge to students and forming the bedrock of a substantial portion of university education, play an indispensable role in shaping competent graduates adept at executing their job responsibilities. This objective can be achieved by designing and implementing well-aligned CURRICULUM programs that cater to societal needs and conditions. Among the pivotal considerations in CURRICULUM design is the significance of innovation and REVISION in CURRICULA, alongside the synchronization of content and pedagogical methods with evolving circumstances. REVISION and change are inseparable concepts from the CURRICULUM. Nowadays, implementing modifications has become a daily reality in educational systems and educational revitalization sectors of various countries. These CURRICULUM transformations, serving as the core of educational systems, must harmonize with society's emergent needs,otherwise, a decline in CURRICULUM quality is inevitable. The recognized importance and compelling need for CURRICULUM REVISION in the national higher education framework cannot be overstated. As society and industries evolve, it becomes crucial for educational institutions to adapt their CURRICULA to meet the changing demands and requirements of the workforce. However, despite this pressing need, the practice of reviewing, adjusting, and enhancing CURRICULA is often neglected within existing CURRICULUM frameworks. However, CURRICULUM REVISION holds a special significance, particularly in Iran. The University of Applied Science and Technology, tasked with providing skill-focused and professional higher education, is not exempt from this need,it's entrusted with cultivating skilled human resources aligned with predetermined visions and goals. Consequently, heightened emphasis on CURRICULUM REVISION is requisite. The established CURRICULUM structures and processes are often deeply rooted and resistant to modifications. This resistance can stem from various factors, including bureaucratic hurdles, lack of awareness about the necessity of CURRICULUM REVISION, and the fear of disrupting established routines and traditions. This study delves into the investigation and identification of factors affecting and affected pertinent to CURRICULUM REVISION within skill-based higher education programs in the nation. This study adopted a quantitative approach and utilized a descriptive-survey methodology. The statistical cohort consisted of CURRICULUM planners from comprehensive scientific-applied universities across four provinces: Tehran, Isfahan, East Azerbaijan, and Razavi Khorasan. Employing purposive sampling, a total of 66 individuals were selected as participants. These CURRICULUM planners hold responsibility for crafting CURRICULUM programs and have actively participated in CURRICULUM design efforts. Given the absence of standardized questionnaires in this domain, a researcher-developed questionnaire was constructed based on theoretical foundations and prior research. The questionnaire comprised 17 queries and employed a Likert-type scale ranging from "no effect" to "very high effect, " each assigned scores from 1 to 5. The questionnaire's formal validity was ratified by six CURRICULUM experts, while its reliability was assessed through Cronbach's alpha, yielding a coefficient of 0. 85. Data analysis employed Fuzzy Dematel and the Smart PLS software. The selection of the fuzzy approach stems from its ability to address uncertainties and ambiguities present in respondents' verbal responses. Consequently, employing the Fuzzy Dematel methodology, which necessitates a suitable linguistic spectrum for data collection, becomes essential. As a result, the initial presentation included an analysis of CURRICULUM planners' responses concerning the influence of factors in each province. Subsequently, the designed model, utilizing the most influential factors for each element, was validated through the Fuzzy Dematel method employing structural equations and the Smart PLS software. The Fuzzy Dematel method is presented in the form of determining cause-and-effect relationships among influential factors in five steps, which are as follows: Step 1: Creating a measurement system for the relationships among factors. Step 2: Creating a matrix of direct relationships. Step 3: Normalizing the matrix of direct relationships. Step 4: Creating a matrix of direct and indirect relationships. Step 5: Calculating the overall sum of rows and columns. The findings unveiled common affecting factors across the four provinces-Tehran, Isfahan, East Azerbaijan, and Razavi Khorasan. These encompass the alignment of CURRICULUM with national human resource DEVELOPMENT policies, the imperative of CURRICULUM adaptation and enhancement, the need for quantifiable course objectives, the significance of practical internships in refining student competencies, CURRICULUM responsiveness to job requisites, and congruence with student admission criteria in various fields of study. Similarly, shared the affected factors across the mentioned provinces included course titles aligned with objectives and employable professions, practicum course guidance by centers and instructors adhering to the CURRICULUM, synchronization of course outlines with contemporary technologies and sciences, and coordination between associate and bachelor's degree levels. The findings underscore the need to base CURRICULUM design on problem-solving-oriented learning, critical thinking, and experiential learning to enhance skill acquisition, job responsiveness, and overall CURRICULUM effectiveness. In essence, simulating classroom environments or conducting classes within industrial and workplace contexts can facilitate the realization of these objectives. Regarding the affecting factors in CURRICULUM REVISION in each of the studied provinces, it can be stated that different prioritization in each province indicates the importance and necessity of focusing on CURRICULUM alignment in higher education. This is because factors such as cultural and social diversity, human resources, available natural and non-natural resources in each province, the job market needs of the province, the diverse attitudes of individuals in each geographical region, and the stakeholders of CURRICULUM REVISION, all play a role in guiding CURRICULUM changes and REVISIONs in each province. In order to adapt the CURRICULUM goals to the required skills and professions of each province, the CURRICULUM designers need to take these factors into account in the process of changing and revising the CURRICULUM in each province. In general, factors affecting CURRICULUM are considered prerequisites that must be taken into account during CURRICULUM REVISION. Derived from perspectives of CURRICULUM planners, these factors act as prerequisites for the affected factors in the CURRICULUM, and as a result, focusing on effective factors leads to the reinforcement of the affected factors. For this reason, special attention to effective factors in enhancing, improving, and revising the CURRICULUM of each province should be a considered by CURRICULUM designers. In the present study, the findings extracted from the perspectives of CURRICULUM designers serve as a roadmap and guiding light for the officials of the University of Applied Science and Technology in revising CURRICULUM programs. Therefore, it is expected that the findings will be utilized for the purpose of correcting, improving, and reviewing the CURRICULUM programs.

Due to the importance of decentralization and the DEVELOPMENT of university based CURRICULUM, most decisions regarding the design, implementation, evaluation, modification, and review of CURRICULA are made by universities. Since delegation of Implementation Circular CURRICULUM REVISION to universities has changed a large part of the CURRICULA, and since any changes may be difficult, the present case study aimed to identify the challenges of implementing REVISION of CURRICULA. Using purposeful sampling, semi-structured interviews with 10 administrators at various departments of Ferdowsi University of Mashhad were conducted. Based on the findings, the challenges of changing and implementing the CURRICULUM are divided into two general categories of REVISION of CURRICULUM, and the implementation processes. The challenges of REVISION process included limited authority of academic departments, inability to predict the possibility of making moderate and minor changes in the CURRICULUM, performing support studies, unclear expectations and lack of CURRICULUM literacy among faculty members. The challenges of implementation process included resistance to change, lack of sufficient motivation to participate in implementation, how to present lessons, shortage of space, time and educational facilities, shortage of human resources, , lack of monitoring mechanism for good implementation, and lack of support for change and implementation.

The purpose of this article is to explore the concept of negotiated CURRICULUM and to investigate its role in the process of decentralizing secondary school CURRICULUM.By definition, this design of CURRICULUM involves students in the deliberating policy and program DEVELOPMENT. Students' role, in other words, is not limited to the implementation or enactment phase.The main questions that have guided author's pursuit in writing this essay are as follows:How could secondary CURRICULUM be designed to ensure responsiveness to the issues and challenges that are faced by students?How could this model of CURRICULUM contribute to the decentralization process at the secondary level?

Background: Based on the current emphasis on competency-based education, as a part of need assessment phase of dental CURRICULUM REVISION in Iran, in the present study the dental graduates’ perspective concerning the minimum competency requirements for an Iranian general dentist has been investigated.Methods: Based on the three available major competency documents in the literature a questionnaire was developed in which the participants were asked to indicate their opinion about the necessity of each of the 142 stated competencies for an Iranian general dentist (Yes/No), and to state the degree to which they believed the current CURRICULUM covers each competency (Completely, Partially, Not at all). In an annual meeting in June 2008, the provincial chief dental managers were asked to distribute the questionnaires among general dentists in their province (10 questionnaires in each province). The managers posted back the completed questionnaires to the researchers.Results: Of 300 questionnaires distributed in the 30 provinces of the country, 250 questionnaires (83%) were returned. While most of the participants considered the competencies as necessary for an Iranian dentist, less than 40% of the respondents believed that the graduates acquire the most required competencies of the profession during the current educational program.Conclusion: A necessity exists for CURRICULUM REVISION. In addition to clinical skills, in this REVISION more emphasis also should be placed on the non-clinical part of the CURRICULUM.

This Study aims to look into the evolution and REVISION of higher education CURRICULA Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education CURRICULA in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education CURRICULA available online and printed in digital sources. The finding show that the higher education CURRICULUM in Afghanistan has gone through different phases. The data suggest that the CURRICULUM experience show a transition from a relatively irregular CURRICULUM planning system before September 11 to a centralized CURRICULUM system post September 11 leading towards opinion polls and the delegation of some autonomy for CURRICULUM to prestigious universities. The study found that 165 majors were identified that needed to be reviewed, among them, the CURRICULUM of 71 fields of study have been revised to date.

Objective Identifying the strengths and weaknesses of CURRICULUMs and updating them in accordance with the future needs of students and the qualifications corresponding to their job positions is of particular importance. This study aims to identify the shortcomings of the current CURRICULUM of Health Information Management for PhD students in Iran. Methods This descriptive study was conducted in 2021. The study population included all professors in the department of health information technology & management and the department of medical informatics and all PhD students and graduates in health information management from medical universities in Iran who were selected for the study by a census sampling method. Data were collected by a researcher-made questionnaire, by which the relevance and applicability of the courses and amount of required REVISION in the courses were evaluated. Data were analyzed in SPSS software, version 19. The answers to the openended questions were analyzed using the qualitative content analysis approach. Results Out of 67 participants, 61. 1% were faculty members. In terms of relevance, the courses “, Clinical Governance Information Systems”,and “, Health Information Economy”, , and in terms of applicability, the courses “, Clinical Governance Information Systems”, , “, Health Information Economy”, , and “, Methods for Improving and Managing Information Quality”,were identified as the courses required modifications. Regarding the amount of required REVISION, most of the courses, except for “, Advanced Statistical Methods”, , “, Thesis”, , “, Research Seminar”,and “, Design and DEVELOPMENT of Health Information Systems No. 1”, , needed serious REVISION. Conclusion It seems necessary to modify the CURRICULUM of health information management for PhD students in Iran to improve the quality of education in this filed and respond to the needs of graduates based on the changes in the health field toward digital health and health information technologies.

Introduction: CURRICULUM of Ph. D. of social work in Iran was first approved in 2003 and in 2006 the University of social welfare and rehabilitation sciences admitted first Ph. D. students. This CURRICULUM has not revised since its approval. Due to the widespread social changes over these years in Iran, especially in the social health and social policy area, the Ph. D. program is not sufficiently responsive to the needs of the society and students. In this regard, it is essential to analyze the stakeholders’ feedback on the necessary REVISION of the CURRICULUM. Methods: A directed content analysis was used in this study. Twelve participants who were teachers, Ph. D. graduates and Ph. D. students of social work at the time of this study were recruited and interviewed through purposive sampling. Results: Participants recommended several objectives and responsibilities for social work Ph. D. graduates such as policy-making, leadership, and programming, critical theory and theory developing, practicing theoretical and field education and supervision, research, and clinical interventions. The most important inclusion criteria for admission in the Ph. D. of social work were having and a bachelor's and master's degree in social work and have a background career experience. Participants also emphasized on practical and internship courses. Conclusions: It is recommended to consider policy-making, leadership, and programming, critical theory and theory developing, practicing theoretical and field education and supervision, research, and clinical interventions as key responsibilities of a social work Ph. D. student. Accordingly, persons with appropriate academic and career background should be admitted to this program. Appropriate teaching methods and practices and internship courses are essential for the Ph. D. CURRICULUM of social work.