Income distribution is usually affected by social and economic structures and especially by factors such as inflation, unemployment rates and the government size. In addition, the level of literacy and education are also seen as important factors affecting the income gap among different groups. The purpose of this article is to study the relationship between educational variables, measured by the literacy level and its dispersion, and income distribution in the Iranian economy for the period 1347-1380 (1968-2001). Our findings indicate that as the average level of education increases, income inequality will decrease; but with increasing the standard deviation of education among citizens, income equality worsens.

The present article does an investigation into responsibility of Islamic government in Formal education using exertive (Ijtihad-based) method ordinary in Shiite jurisprudence. In fact, the author has multidimensionally studied responsibility of Islamic government in Formal education, and finally provided his viewpoint. Following this study, it can be determined that there are various viewpoints regarding the role Islamic government can play in Formal education. Some believe that education is mainly parents' responsibility and Islamic government only intervenes in necessary conditions so that drawbacks can be compensated and potential gaps can be filled, while others believe that such responsibility is burden of the government and parents must cooperate with the government. Alongside of these two standpoints, the author posits that education, in addition to a personal right, can be considered as a social necessity. Hence, based on jurisprudential foundations, Islamic government is main responsible of education, here Formal education, which humans' life system is highly dependent upon it.

Objective:The leading universities in the have realized this for years. The implicit and explicit goals of universities will be achieved when non-Formal education is placed next to Formal education and the weaknesses of Formal education are covered by non-Formal education. Therefore, the purpose of this research is to compare the non-Formal education courses in Iran's higher education with the international leading universities.Materials and methods:The method of this research is qualitative with the comparative approach of John Stuart Mill's model. Collecting information, analyzing documents available on the university website and related articles. The statistical population of the current research is all universities that implement non-Formal education. The logic governing John Stuart Mill's method of agreement and difference is that whenever two or more examples of a phenomenon under investigation share only one causal factor; Then that causal factor will be the cause of the investigated phenomenon, and when two or more samples from several possible causal factors are different from each other Then the causal factor in which all samples differ will be the cause of the investigated phenomenon. Therefore, the statistical samples of this research are the leading universities that have been introduced in the field of education according to the latest ranking of prestigious global institutions, in the international the universities of of Massachusetts, Harvard, Stanford, College (London), Koç (Turkey) and Natinang Institute of Technology (Singapore), that were chosen according to the latest rankings done by the world's most prestigious institutions, and also a sample of Iranian universities including Tehran University, Shahid Beheshti University, Allameh Tabataba'i University, Sharif University of Technology, and Tehran University of Medical Sciences. these universities were purposefully selected according to access to existing documents and documents, which are common in non-Formal education.Discussion and conclusion:In the non-Formal education goals, selected universities of the international seek to maximize people's knowledge and awareness in their personal and professional lives. They also consider inFormal education as a supplement to minimize the problems of the Formal education system. In the selected universities of Iran, the general goal of this type of education is to acquire entrepreneurship, job skills and earn university income. In attracting the audience, the universities of the world are taking more steps towards attracting international learners so that they can establish their place in the world. If domestic universities have not planned a special program for attracting international students in the inFormal education section, and their target audience is adults inside the country. In the part of needs assessment, selected universities of the world use people, stakeholders, stakeholders and the conditions of the society. If the selected universities of the country pay more attention to the opinions of employers, market conditions and the opinions of university officials. Non-Formal education courses in Iran are mostly about career issues, empowering people and learning a second language. If the courses in the world's universities pay special attention to environmental issues and life skills in addition to job issues and empowering people. The way of conducting the courses in all the selected universities of the international and in Iran is in a combined form (face-to-face and non-face-to-face), but the difference here is that in the universities of the world, the learning platform is in various programs such as group trips, scientific visits, interactive workshops, seminars and training. Peers are provided. And in Iran, learning is in the form of face-to-face classes, online, seminars, and workshops, among which interactive learning plays a minor role. Teaching in all selected countries is done by experienced professors and experts in the subjects of the courses. In the evaluation department, selected universities of the international benefit more from coherent and integrated internal evaluation, although they also use external evaluation (opinion of other organizations and universities). In Iran, internal evaluation is done, but it is not integrated, and this does not provide appropriate information in correcting or deleting the course. Acquiring specialized (occupational) and general (environmental and life skills), consequences of inFormal education in universities. is the world In the universities of the country, the results are more concentrated in the job empowerment of the applicants (specialized skills).

One of the arguments in justifying the necessity of education is its externalities. A case of these external outcomes appears as improvement of environmental quality or prohibition of natural destruction that benefits all of people. In other words, it is claimed that education leads to the better atmosphere of life and less hazardous environment. The main purpose of this paper is to investigate that idea, with special reference to preservation of forests, and then to provide some evidence. The used method is regression analysis on the basis of documented data sources. Accordingly, a sample including 158 countries throughout the world is used which classified to three sub-samples. The data are related to 2010. Results suggest that enrolment in secondary and higher education in low income countries and enrolment in secondary education in middle income countries have negative impact on deforestation. Therefore, it can be said that education is one of the determinants in lowering deforestation in worldwide.

Sexual education for adolescents plays a significant role in shaping healthy attitudes and enhancing their mental and social well-being. This study analyzes research related to sexual education within Iran's Formal education system. To this end, 16 articles published between 2001 and 2024 were examined using meta-synthesis. The articles were analyzed across three main themes: educational policies and system, the role of teachers and schools, and curriculum programs. The findings showed that existing policies have largely focused on controlling sexual desires, with less attention given to empowerment and positive education. Furthermore, the contradiction between the discourses of "controlling sexual desire" and "sexual health" in educational policies has led to a lack of coherence and effectiveness in sexual education programs. Teachers, due to insufficient specialized training and support resources, lack the capacity to deliver effective education. The curriculum primarily focuses on cognitive aspects, such as puberty, while giving less attention to emotional and social dimensions. To improve sexual education, it is crucial to shift the approach toward empowerment, strengthen emotional and social aspects, provide specialized training for teachers, and foster collaboration among families, schools, and policymakers.

In this qualitative study, the opportunities and threats of education in mother tongue in Iran's Formal education system from the perspective of experts and authorities has been investigated. Using qualitative content analysis method, a semi-structured interview was done with professors of linguistics, educational sciences and psychology and also with the authorities of education organization in the Kermanshah province who were selected using purposive sampling method. 18 articles, four books and five theses also were examined in this context and their analysis was continued up to the saturation point. The unit of analysis was the theme. To ensure the validity of the findings, member checking was used and to determine the reliability, inter-rater agreement was applied. At the end of the inductive content analysis, and through continuous comparison of the obtained codes it was turned out that from the perspective of experts, cognitive development, mental health, national unity and the spread of democracy are the most important opportunities for education in mother tongue. Authorities also noted the realization of development, improvement of academic performance and the development of human resources as opportunities and the poverty of linguistic resources as a threat for education in mother tongue. The results of this study included valuable points to the benefit of education in mother tongue for Iran’s educational policy makers.

Religious education with its concomitant attempt at shaping a single, uniform identity among the younger generation has always been the concern of our educational system over the past thirty years.To deal with this matter, the aim of this study is, first, to survey the dominant discourse of religious education with its subsidiary discourses of campaign against cultural invasion and the localization of sciences in post revolutionary Iran and, second, to investigate the pathology of the above discourse, particularly from the perspective of religious education. To achieve this purpose, the present investigation, using an analytical approach, surveying the history of the above discourse and categorizing the data thus obtained, attempted to review the Islamic education discourse over the past thirty years and critically evaluate its consequences. The results of the survey point to the fact that excessive emphasis on social engineering and attempt at forming a single uniform religious identity, the inculcation of an attitude forimitation through indoctrination, Formalism, and a ―quarantined‖ education are the dire consequences of the above discouse.

The main goal of the current research is to analyze the foundations, goals, principles and methods of rational education from the perspective of Martyr Motahari for the Formal education system. The method used in this article is a qualitative method written in a descriptive and inferential analytical way. The society of analysis is a collection of his books, descriptions and articles. The findings indicate that he has defined and explained the goal of rational education in the sense of creating the necessary grounds for the cultivation of the intellectual faculty, in order to achieve and reach the status of a complete human being, and addressing and paying attention to this educational dimension is one of the requirements of all systems, especially The Formal education system has taken into account, because the great mission of this system is to cultivate critical thinking, conscious thinking and correct judgment. The most important principles of intellectual education from the point of view of this famous philosopher are: "Practical reason is affected by the states of the soul", "Thinking and learning are the basic elements of the education of reason", "The difference in human minds is essential", "All the laws of reason are with human nature. is coordinated" and Then the principles of rational education were mentioned (the principle of training practical reason through self-cultivation, the principle of rationality, the principle of the necessity of learning science, the principle of believing in the naturalness of differences in intellect in humans, the principle of aligning education and training with human nature, etc. ). Finally, the methods and solutions of rational education were discussed, and some of these solutions are the method of cultivation, the method of getting used to thinking and rationalizing, the method of education based on individual differences, and the method of modeling and being a role model

Comparative education, as a significant branch within the field of educational sciences, examines and compares different educational systems in diverse societies. The aim of the present study is a comparative study of Formal education in Iran and Iraq. The research method is qualitative comparative, and the strategy for selecting countries was "difference in social systems and similarity in educational system output." In this research, library research (documentary), domestic and international databases, and articles related to the research topic were used for data collection, and data analysis was performed based on Bereday's model. The research population includes the Formal education systems of Iran and Iraq. The findings show that Formal education in Iran and Iraq has differences and similarities in terms of educational system structure, curriculum content, the role of government, attention to culture and values, curriculum planning methods, and educational goals. These differences mainly stem from the political structure, cultural context, and macro-level approaches of each country in educational policymaking. Consequently, based on the research findings, considering the cultural, linguistic, and regional commonalities between the two countries, and at the same time, structural differences in the educational system, it is suggested that joint educational working groups be formed between Iran and Iraq with the aim of exchanging successful experiences, particularly in the field of educational systems. This collaboration can lead to improving the quality of education, strengthening a shared cultural identity, and also utilizing innovative curriculum planning strategies that have been effective in each country.