Tutors of Iran | Konkur 1406 and Private Lessons

Original editorial illustration of a fictional learning room, not documentary evidence of an institution.

Tutors of Iran: the answer before paying for a course

Tutors in Iran may provide moallem-e khosusi (private subject lessons), remedial teaching, upper-secondary final-exam help and Konkur university entrance preparation. Their work takes place beside a nationally structured school system: six primary years, three lower-secondary years and three upper-secondary years. The school diploma, final-exam record and university admission score are separate outcomes. A private tutor cannot award a state diploma, decide placement or guarantee a university seat.

A major 2026 rule makes old coaching advice unreliable. Following amended decisions of Iran’s Supreme Council of the Cultural Revolution, Konkur 1405 (2026) treats Grade 11 final-school records with a positive effect and Grade 12 records definitively in the relevant computation; for major academic groups the school record component is 60%. In the 1406 (2027) rules, both Grade 11 and Grade 12 records count definitively, with an announced 17% Grade 11 and 43% Grade 12 share for Mathematics/Technical, Experimental Sciences and Humanities. The separate arts and foreign-language groups have different weights.

This guide gives practical understanding of the Iranian tutor market, early schooling, academic and vocational routes, school records and Konkur, original worked lessons, access and safeguarding, prices and a four-week learning test. An examination prediction or a long paid lecture is not a substitute for the student being able to solve a different problem independently.

Iran tutors: seven facts to retrieve immediately

School ladder: primary Grades 1–6, lower secondary 7–9, and upper secondary 10–12, with recognised general and technical-vocational education paths.

Academic routes: mathematics and physics, experimental sciences and humanities follow different specialist subjects; Fanni-va-Herfei and Kar-Danesh are distinct technical and work-related tracks.

Konkur 1405: the amended September 2026 policy gives Grade 11 record a positive effect and Grade 12 record a definitive effect in the relevant school-record calculation.

Konkur 1406: both Grades 11 and 12 have definitive effects; in the three major academic groups, 17% is from Grade 11, 43% Grade 12 and 40% the specialised Konkur test.

Arts and foreign languages: the reported 1406 calculation uses 30% school records (10% Grade 11 and 20% Grade 12) and 70% the specialised exam, rather than universally 60/40.

Actual tutoring: individual lessons and organised Konkur classes vary in staff expertise, subject depth, fees and professional arrangements.

Parent decision: identify the learner’s current track, actual exam year and independent skill gap before purchasing any comprehensive package.

Chapter 1 — Six primary, three lower-secondary and three upper-secondary years

Iran’s general education structure uses six primary grades followed by Grades 7–9 lower secondary and Grades 10–12 upper secondary. Primary education normally starts around age six, with school-entry screening and appropriate arrangements. The curriculum is largely nationally organised even though local provision and teaching resources can vary.

A young child may struggle with decoding Persian, number sense or translating a story into an operation. A Grade 8 learner may need fractions, negative numbers, algebra and scientific vocabulary. A Grade 12 learner preparing a final school examination or university entrance will need accurate track-specific instruction at a more advanced level. These are different pedagogical needs, not a single national tutoring product.

Ask for the actual school, grade, textbook, current subject and one task the child attempted independently. A teacher who sees an incorrect equation should find out whether the student misunderstands a relationship, misread the Persian question or made a calculation slip. The starting point is evidence, not a generic claim the pupil needs daily exam drills.

School-entry screening and the limits of commercial readiness courses

Iran has school-entry assessment and health-screening arrangements for children preparing to enter primary education. UNICEF reported support for screening approximately 1.5 million children, demonstrating the scale and distinct purposes of these public activities. A private tutor’s “school readiness guarantee” does not confer formal eligibility or replace a relevant official screening or school registration process.

Developmentally appropriate support can involve stories, counting objects, recognising patterns and the ability to express observations clearly. Pushing high-stakes multiple-choice exams on very young children may not match their educational needs.

Parents should ask teachers or the competent school authority about actual entry requirements and specialist referrals. A subject tutor can work on a specific foundational skill while staying outside medical diagnosis, public school-entry decisions and other functions that require authorised professionals.

Primary school assessment is not university entrance preparation

Iranian primary education uses classroom and descriptive assessment practices appropriate to the level, rather than treating each seven-year-old as a candidate for a university entrance score. A pupil struggling with early number relationships can benefit from counters, diagrams and short practice without being enrolled in a long Konkur coaching course.

In the first meeting, ask the learner to read an age-appropriate passage and explain a simple quantity story. Separate pronunciation from comprehension and computation from knowing which operation applies. A child who gets a written division problem wrong may still know how to divide when shown a diagram.

A useful lesson has a clear target and an independent new question afterwards. Parents should judge whether the pupil gained understanding, not whether the tutor filled an entire workbook or memorised several elaborate model answers.

Grade 9 orientation: a decision before the Konkur

Near the end of lower secondary, Iranian pupils consider upper-secondary academic and vocational pathways under formal guidance and school conditions. The student may choose academic mathematics-physics, experimental sciences, humanities or a technical route. Their later examination subjects and further-study options depend on the real programme.

A tutor should ask whether the family needs better foundational mathematics, an accurate understanding of future subject choices or help following the current school curriculum. A pupil interested in programming may need algebra and computing skills, while another considering health sciences requires a different combination. Neither route makes a child inherently more capable.

Private subject teaching does not control school placement or official guidance decisions. The correct provider gives information transparently, strengthens skills and refers admissions questions to the school or competent authority.

Upper-secondary tracks: academic, Fanni-va-Herfei and Kar-Danesh

Iran’s upper-secondary options include academic programmes and technical/vocational pathways. Fanni-va-Herfei generally relates to structured technical-vocational fields, while Kar-Danesh develops occupational and practical competencies through its own arrangements. These should not be treated as identical to an academic Experimental Sciences diploma.

The actual tutor must know the current student’s syllabus and planned qualification. A teacher skilled in mathematics can support a technical student with measurement, ratios and equations without necessarily being qualified to assess a specialist practical module. A humanities student may need careful Persian text interpretation and argument, not merely the same Physics drills as an engineering-oriented candidate.

Formal secondary qualifications and technical certificates belong to authorised schools and relevant assessment systems. A commercial coaching attendance paper is not automatically a recognised vocational award.

Final school examinations: why attendance and school records matter

Iran’s university admission rules increasingly incorporate the results of final school examinations into relevant academic-record calculations. That makes a student’s actual Grade 11 and Grade 12 knowledge and formal exam participation important beyond one specialised Konkur test. The precise subjects and coefficients must be checked for the candidate’s group and year.

A tuition centre that says “only the multiple-choice university exam matters” may leave learners underprepared for final school papers. Conversely, a centre that suggests every classroom grade automatically contributes identically to every admission group is also oversimplifying the rules. The candidate must identify which records count definitively, which have a positive effect and which subjects have required final-exam records.

Tutoring can help the student understand the material and organise study, but cannot fabricate a recognised final-exam record or directly replace a school mark with a commercial mock score.

Iranian calendar 1405 and 1406: avoid an eight-year mistake

Iranian public examination information often uses Solar Hijri years. Konkur 1405 refers to the 2026 admission cycle, while 1406 refers to 2027. A website that calls “1405” an ancient exam from the Gregorian year 1405 has misread the calendar and may send families to the wrong set of rules.

The amendments adopted and reported in September 2026 are particularly important because information circulated earlier in 2026 may describe a superseded arrangement for the effect of Grade 11 academic records. A parent should insist on a dated rule for the exact intended admission year and the actual candidate group.

A good instructor can use an older algebra problem to teach a valid concept while being explicit that examination dates, score weightings and eligibility may have changed. The administrative facts require current verification even when the mathematics does not.

Konkur 1405: Grade 11 positive, Grade 12 definitive

The decision published in early September 2026 from the Supreme Council of the Cultural Revolution clarifies that, for Konkur 1405, Grade 11 school records have a positive effect while Grade 12 school records are counted definitively for the relevant candidates. The composite school-record contribution for high-demand major academic programmes is reported as 60%, with the specialised exam contributing the complementary portion.

The important distinction is what “positive” means versus “definitive”: a positive effect is intended not to disadvantage an applicant through that record in the specified calculation, while a definitive contribution forms part of the required score. Families should not use the terms interchangeably or apply a 1406 chart retroactively to 1405.

A tutor must understand these rules well enough to avoid telling a student that the 2026 system definitely weights Grade 11 exactly as the later 2027 scheme. The actual official school and admission record remains beyond commercial control.

Konkur 1406: exact main-group weightings announced in autumn 2026

Iran’s examination organisation announcements for 1406, reported in late September and October 2026, give a 60% total school-record component and a 40% specialised Konkur contribution for Mathematics and Technical Sciences, Experimental Sciences and Humanities. Under the ordinary modern school framework, Grade 11 contributes 17 percentage points and Grade 12 contributes 43. Both are described as definitive effects.

A family can use the distinction to allocate sensible study time between formal final school examinations and specialised preparation. It does not follow that every student should purchase 60% of their lessons in one subject or that all pupils need identical coaching. The actual content and error patterns matter.

A candidate’s school records are established by formal examinations and education authorities. The tutor’s legitimate service is teaching the competencies that enable an authentic result, not offering a paid adjustment of the recorded mark.

Arts and foreign languages: why 60/40 is not universal

The 1406 rules published for arts and foreign-language examination groups use a different division: 30% combined school records, with 10% from Grade 11 and 20% from Grade 12, and 70% from the specialised exam. A coaching centre that calls “60% school, 40% exam” a universal Iranian law for every programme is giving incorrect advice.

Subject categories, school records and permitted admissions routes must be checked carefully. A student interested in arts may need specialist practical and academic preparation, while a foreign-language candidate may need reading, vocabulary and linguistic reasoning rather than advanced Physics. Some candidates face further conditions depending on programme and qualification history.

Parents should identify the intended group and official subject coefficients before selecting tutoring. A valid general maths method can support learning without being an adequate full exam course for every specialised pathway.

Missing school records and older qualifications: a hidden admission issue

The 1406 announcement addresses candidates with missing required school records, including some vocational graduates, older diploma systems and applicants from certain schooling backgrounds. It says appropriate candidates may need to create an educational record through recognised final examinations; missing values cannot simply be replaced with a strong private tutoring score.

This is a major reason to distinguish academic instruction from formal eligibility. A tutor may be excellent at teaching chemistry while being unable to decide how an older diploma is converted or which official subjects a candidate must sit. The correct information comes from the education ministry and examination authority.

A household should identify the candidate’s actual qualification and school-record status well before the application. Spending on daily Konkur simulations while ignoring a missing formal record is not sound preparation.

Special candidate cases: check, do not generalise

Some candidates, including qualifying scientific Olympiad participants, have specific rules or adjustments under published policies. Older school systems can have different calculations, and certain programmes may admit students through non-Konkur routes based on records or institution-specific conditions. These exceptions must not be turned into broad marketing claims.

An instructor should state the exact public rule or refer the family to the responsible authority when it falls outside subject teaching. Promising that an ordinary pupil can simply invoke an elite exception or bypass required school records would be misleading.

The teaching target remains the learner’s authentic capability. A specialist can help with difficult mathematics or scientific concepts while leaving administrative exemptions, examination registration and score production to authorised officials.

The Konkur is not the same as every university admission route

Iranian higher education includes routes in which Konkur is central for competitive programmes and others where approved academic records or institutional conditions can matter. The exact admission route may differ for academic, vocational or open and non-state institutions. A blanket statement that “every university course requires precisely the same Konkur score” is inaccurate.

A student interested in engineering or medicine may face intense competition and specific subject requirements. Someone choosing an applied diploma or different programme should first confirm the actual conditions rather than purchase the most expensive branded entrance course by default.

A good tutor identifies the intended programme, candidate year, school records and underlying subject difficulty. The instructor can develop competence, but not allocate a seat or recognise a diploma on behalf of the institution.

Learning Persian and subject language: separate fluency from reasoning

Persian/Farsi is the main language of instruction in many schools, while pupils may use Azerbaijani Turkish, Kurdish, Arabic, Baluchi, Turkmen or other languages in their home environments. A pupil who understands a diagram but struggles to interpret a formal Persian word problem may need an academic-language bridge rather than a complete repetition of mathematics.

Ask the learner to describe quantities or physical relationships with objects or an accessible explanation, then teach the exact written Persian terms the course requires. The pupil should finally demonstrate the same concept in a new school-language response without hints.

Families should not infer ability from ethnicity, accent or home language. A tutor who claims multilingual expertise should demonstrate accurate subject explanation and appropriate writing support in the relevant assessed language.

Early literacy and reading comprehension: evidence matters

A child may pronounce words correctly while giving unsupported conclusions about what a passage means. A tutor should distinguish decoding, vocabulary, literal information, inference and coherent explanation before choosing practice. An intensive Konkur-style reading worksheet is not automatically suitable for a younger learner.

Use a short age-appropriate example: “The yard was wet although it had not rained. The caretaker was winding up a hose.” Ask which information is explicit and what the hose may imply. A supported answer connects it with washing or watering; an invented active storm is not established.

Present a second unfamiliar passage and require another evidence-backed answer. When the pupil can select a relevant clue independently, the tutor has taught a transferable reading strategy instead of a memorised sentence.

Worked primary mathematics: equal sharing and a later addition

Seventy-two notebooks are shared equally among eight groups and three more are then added to each. Each initially receives 72 ÷ 8 = 9 notebooks and finally twelve. A pupil who adds 72 + 8 + 3 has identified numerals but not understood the equal-sharing relationship.

Draw eight boxes, place nine counters in each and add three. Ask why division is needed for the first step and why the addition applies to each group. The student should write the equation after explaining the picture, not copy it.

Then offer fifty-six pencils distributed among seven children followed by two more per child. The independent answer is 56 ÷ 7 + 2 = 10. Retest after days with a different story to check whether the method transfers.

Fractions: fix the misconception before senior maths

A student claims 3/5 is greater than 2/3 because three is bigger than two. Use equal whole bars or convert to fifteenths: 3/5 = 9/15, and 2/3 = 10/15. Two thirds is therefore greater. The size of the denominator’s parts matters together with the numerator.

Ask the learner to compare 5/8 with 3/4, where three quarters equals six eighths and is larger. A further question finds three quarters of forty objects, giving thirty. The pupil should explain why equivalent fractions preserve magnitude.

This concept supports ratio, algebra, probability and scientific quantities. A tutor who repairs it and checks delayed independent understanding may save more time than one assigning repeated full exam papers while the underlying error remains.

Secondary algebra: learn a self-check, not a shortcut

A pupil expands 3(2x − 4) incorrectly as 6x − 4. The correct expression is 6x − 12. Substitute x = 5: the original equals 18, the incorrect expansion 26 and the correct one 18. The contradiction teaches a check the student can use without waiting for the tutor.

Explain that the multiplier applies to both bracket terms. Then ask for 4(x + 3) = 4x + 12 and 2(3x − 5) = 6x − 10, followed by mixed equations where the correct method is not signalled in advance.

These are original subject-learning examples, not claims about confidential Konkur questions. A current exam catalogue determines precise coverage; the educational aim is flexible mathematical reasoning.

A percentage change in rials: bases must not be confused

Imagine an item costing 2,000,000 rials discounted by 15%. The new price is 1,700,000 rials. If that discounted price rises 15%, the result is 1,955,000 rials, not the original amount, because the second increase is calculated from the smaller base.

Ask the learner to describe the factors 0.85 and 1.15, estimate the result and repeat with a different price and 20% opposing changes. This shows whether the student has understood the relation or merely memorised which calculator button to use.

The example is hypothetical and is not a report of actual Iranian prices, currency conversion, official examination fees or private tutor charges. It illustrates percentage reasoning applicable to school and daily life.

Physics and chemistry: explain why the model applies

A vehicle travels 180 metres in 30 seconds at constant speed. Its speed is six metres per second and it would cover 270 metres in 45 seconds at that same rate. A pupil should explain the quantities, the units and the assumption of constant speed.

If the vehicle accelerates later, the earlier rate does not automatically determine the next distance. A fresh task asking for time from speed and distance tests the relationship in a different direction. A student who can reason about assumptions is stronger than one copying formula substitutions.

For chemistry or biology, distinguish observation, scientific explanation and what remains uncertain. A tutor must not invent laboratory results or encourage unsafe practical activity simply to impress a future examination candidate.

Coaching formats and the cost of exam pressure

Iranian tutoring may be delivered individually, through small groups, online platforms or large university-entrance coaching organisations. A large lecture can provide revision for students with strong foundations; a learner with one recurring algebra misconception needs more individual explanation and feedback. Neither the most expensive brand nor the longest schedule guarantees a better result.

Ask who actually teaches, their specialist knowledge, how student errors are tracked, and whether practice moves beyond memorised question templates. A tutor’s own mock mark may help guide study but is not a final school or Konkur score.

An ethical provider respects sleep, regular schooling and student wellbeing. A family should not be pressured to purchase relentless daily sessions because of a national examination statistic or a selected success story in advertising.

Returning learners, refugees and access to recognised education

UNHCR’s 2026 information for foreign students in Iranian schools describes specific registration arrangements for the 1405–1406 school year, and its October notices address support for eligible refugee students. These programmes have particular identity, education and eligibility requirements, not a universal commercial tutoring registration.

A learner who missed school or changed language of instruction may retain significant mathematical or practical knowledge while needing a formal academic vocabulary or a specific prerequisite. A respectful tutor maps actual skills and teaches the missing link rather than treating the whole learner as incapable.

Formal enrolment, recognition and assistance should be checked with the appropriate education authority and legitimate programme administrators. An individual instructor’s workbook does not substitute for legal school access or a government certificate.

Tutor credentials, fees and written agreements

Private instructors can include classroom teachers, subject graduates, university students and centre staff. Their mathematical or literary competence does not automatically prove age-appropriate pedagogy or knowledge of the current 1406 exam rules. Ask the named teacher to diagnose an unfamiliar mistake, explain it another way and remove hints for a fresh question.

No representative nationwide private tutor hourly fee is established by the admission regulations. Prices can vary by city, subject, grade, group size and delivery mode. Request a dated four-week quotation in the currency and units the provider actually uses, with clear total costs, instructional minutes, materials, marking, cancellation and renewal terms.

Keep any authorised fees for creating or repairing official school records separate from tuition invoices. A provider should not imply that paying a commercial fee automatically produces a recognised educational record or university ranking.

Safeguarding, student data and educational integrity

Parents should know the tutor’s identity, lesson venue, adult supervision, communication boundaries and a route for concerns. Online coaching may collect school records and exam identifiers, which should be protected and used only as necessary. A pupil should not be pressured to publish personal results to prove a centre’s success.

A student with language differences, disrupted schooling or disability-related needs deserves clear teaching, not humiliation. When a need exceeds ordinary subject instruction, a tutor should work within competence and refer to qualified support.

Leaked test questions, fabricated records, impersonation and ghostwritten assessments are not legitimate preparation. The tutor’s actual contribution is deeper understanding that the learner can demonstrate in a new independent task.

Four weeks of tuition with a measurable result

Week one — identify. Confirm school grade, academic or vocational track, 1405 or 1406 candidate year and current subject. Give a new unassisted question and record one or two misconceptions.

Week two — explain. Teach the idea with a diagram or precise worked example, guide practice and withdraw hints for a fresh question. Ask why the corrected method works.

Week three — retrieve and generalise. Mix earlier topics, vary surface details and revisit after several days. Use actual final-exam or Konkur-style timing only where it helps, without sacrificing conceptual understanding.

Week four — reassess. Compare independent work with the baseline, review official record obligations and household cost, and continue, narrow or stop paid tutoring based on a clear remaining need.

Twelve Iran tutoring situations that change the correct decision

Situation 1: A family applies the 1406 final-record coefficients to the 1405 Konkur

The September 2026 amendment treats Grade 11 positively and Grade 12 definitively for 1405, while 1406 has different confirmed weightings. Use the correct year. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

After four weeks, compare unfamiliar independent work with the baseline, teaching fees, wellbeing and available school help. If the target is secure, reduce tuition; if not, reconsider the explanation or specialist fit instead of automatically purchasing more mock tests.

Situation 2: A Mathematics/Technical candidate is told the 1406 Konkur alone determines admission

The announced 1406 main-group composite uses 60% final school records and 40% the specialised exam, subject to real candidate rules. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 3: A foreign-language candidate is given the main-group 60/40 weighting

The 1406 arts and language groups use a distinct 30% school record and 70% specialised examination split. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 4: A technical graduate is missing required school records

Check authorised record creation rules; a tutoring-centre test cannot replace formal Grade 11 or Grade 12 records. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 5: A student reads year 1406 as an ancient Gregorian date

Explain the Solar Hijri calendar and match the current 2027 admission cycle before planning lessons. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 6: A pupil wants an advanced experimental-science course but lacks fractions

Repair fraction magnitude and algebra prerequisites before long multiple-choice simulations. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 7: A tutor sells every technical and academic track as the same syllabus

Check the real Fanni, Kar-Danesh or academic course and specialist assessment needs. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 8: A child understands mathematics orally but struggles with formal Persian prompts

Use diagrams to confirm the concept, teach precise vocabulary and require an independent written answer. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 9: A family thinks a private mock result changes the national rank

Only competent authorities calculate official marks and admission outcomes; private practice is a learning tool. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 10: A refugee student seeks school re-entry through a commercial provider

Use recognised school registration and support routes; tutoring attendance is not official enrolment or identity verification. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 11: A large coaching group never marks individual errors

Ask how feedback is given and how unfamiliar independent questions are used. A lecture is not automatically diagnostic teaching. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Situation 12: A child is overwhelmed by continuous paid classes

Prioritise one real learning gap, protect rest and use spaced retrieval. More purchased hours are not necessarily a better result. Start with the pupil’s true school track, Solar Hijri examination year and official subject record. The tutor should observe a new unassisted error, explain the missing idea and use a different problem without hints to test transfer. A private coaching prediction or simulated test cannot change an official final-school score or university admission decision.

Frequently asked questions

What is Iran’s school structure?

Six years primary, three lower-secondary and three upper-secondary, with different academic and technical programmes.

What is Konkur 1405 in Gregorian terms?

It refers to the 2026 university admission examination cycle, not the Gregorian year 1405.

How do Grade 11 and 12 records count for Konkur 1405?

The September 2026 amended rule gives Grade 11 records a positive effect and Grade 12 definitive effect in the relevant calculation.

What is the main Konkur 1406 weighting?

For Mathematics/Technical, Experimental Sciences and Humanities, 17% Grade 11, 43% Grade 12 and 40% the specialised exam under the announced rules.

Are arts and language groups the same 60/40?

No. Their published 1406 split is 30% school records and 70% the specialised exam, with separate year contributions.

Can tuition repair a missing official school examination record?

It can teach the subject, but record creation or repair follows official education authority rules.

Does every university award require the main Konkur?

Different institutions and programmes have different recognised admissions routes; check the actual candidate category.

How should parents measure progress?

Use a new unassisted task and delayed explanation rather than only mock examination scores and promises.

Official evidence and related eduKate country guides

Reviewed 13 November 2026. The September amendment for Konkur 1405 and the subsequently published coefficients for 1406 must not be conflated. The standard 60% school-record component in three main academic groups is not the weighting for arts and foreign languages. Candidate exceptions, missing records and future rules require current official notices; no nationally fixed commercial tutoring tariff is inferred.

The strongest Iran tutoring choice combines accurate school and Konkur year information with first-principles subject teaching. Its measurable result is a learner who can correct a previous misconception and independently solve an unfamiliar problem without repeated adult prompting.

Tutors of Iran | How Private Lessons, Konkur 1406 and School Records Work