The Necessity of Shifting Perspectives on Education in Schools

According to the Public Relations and International Affairs Office of the Educational Research and Planning Organization, Ali Latifi, the head of the organization, during his visit to a training workshop for teachers, administrators, and experts implementing the pilot phase of the "School-Based Curriculum" project at the historic Darolfonun School, emphasized that transforming the school's educational and pedagogical culture, while challenging, is vital. He added: "Revising content cannot be achieved by relying solely on textbooks; rather, our perspective must elevate from the level of the book to that of a school-based curriculum."

Changing School Culture: The Most Important and Difficult Mission on the Path of Transformation

Ali Latifi identified teachers and administrators as key to achieving fundamental change, stating: "Teachers and administrators are our eyes and ears in the schools. What is designed within the organization will not come to fruition without the presence and participation of teachers. Therefore, changing the school culture requires real-world experience and the language of the school itself."

The Textbook: A Tool for Transformation, Not Its Core

Latifi stated that the textbook must occupy its proper place—as a means to achieve educational goals—not as the absolute core of instruction. If the textbook is removed from its rightful position, both teachers and students will fall into error and confusion.

He emphasized the importance of teaching fundamental life skills, noting: "One of the serious shortcomings of schools is the insufficient attention given to tangible opportunities for practicing skills. Field trips, workshops, and practical activities must be revitalized within schools so that students are not merely engaged with pen and paper."

Life Skills Require Practical Application in School

Referring to the experiences of other countries, the head of the Educational Research and Planning Organization stated: "Every educational system has its own specific national standards, but it must also respond to the local, cultural, and individual needs of students. Striking a balance between these two dimensions is the key to success in the school-based curriculum."

Acknowledging the support of the Supreme Council of Education and the coordination of various deputy ministries within the Ministry of Education, he stressed: "No transformation within the school will be sustainable without the cooperation and empathy of all sectors. The pilot implementation of the project in schools provides an opportunity to identify and rectify its strengths and weaknesses."

In his concluding remarks addressed to the teachers and administrators, the head of the Educational Research and Planning Organization said: "We hope this initiative marks the beginning of a new chapter in public education, and in this regard, your cooperation and feedback will be the guarantee of success on this path."