Abstract :
In 2000, an evaluation of Iranian elementary education revealed that it did not successfully prepare students for the future. The failure was attributed to the teacher centered, content-oriented education system. In 2001, the Iranian Ministry of Education began a pilot project that introduced an alternative curriculum, known as “Global Education,” with UNICEF’s participation. Global education, a participatory and collaborative approach to learning, proposes a holistic curriculum that encompasses all dimensions of learning.
In a qualitative case study, this author evaluated the implementation of global education on Iranian learners in two provinces: Sistan-Baluchistan and Tehran. The data showed that the pupils not only learned life skills and the importance of sustain ability, but enjoyed the process as well. They also established relationships with their peers, parents and teachers. However, pupils, teachers and principals also found global education ambiguous. Teachers and principals found it time-consuming, hard to implement, and hard to explain it to government officials. In addition, global education’s philosophy and content hardly complied with Islamic teachings, the main focus of government policy-makers.
The results of this study suggested that the Iranian future curriculum should emphasize present and future needs, both locally and globally. Emphasis on learners as self affricate Iranians and their ability to establish global relationships is more important than any other immediate or long-term program for education in Iran.
