Education in Iran: Schools, Konkur, Technical Training and University Routes

Iran’s education system connects a nationally organised school curriculum with academic and technical pathways, a changing university-admission system and several routes into higher qualifications. This guide explains the decisions behind those pathways, including the important difference between a school diploma, an admission score and an occupational certificate.

Reviewed: 17 October 2026. The guide covers the Islamic Republic of Iran. Current 2026 notices are separated from older structural reports and institutional examples. Iranian examination years 1405 and 1406 refer here to the 2026 and 2027 admission cycles respectively.

Iran education system at a glance

Question	Quick answer
School structure	Primary Grades 1–6; lower secondary 7–9; upper secondary 10–12.
Entry and compulsory period	Primary normally starts at six; compulsory schooling runs through lower secondary.
Main school language	Persian/Farsi; language subjects and permitted minority-language literature need separate consideration.
Upper-secondary routes	Academic, technical-vocational and Kar-Danesh.
University admission	The relevant examination, academic-record or other approved route depends on the programme and cohort.
Higher qualifications	Kardani; karshenasi; karshenasi arshad; professional degrees and research PhDs.
Important current distinction	The 1405 Grade 11 rule differs from the announced 1406 calculation.

1. Read the school ladder and the qualification year together

Iran’s current school sequence is six years of primary, three of lower secondary and three of upper secondary. Primary begins at six. Grades 1–6 therefore broadly cover ages 6–12, Grades 7–9 ages 12–15, and Grades 10–12 ages 15–18 for uninterrupted progression. These are planning ages, not guarantees of placement for a returning or transferring pupil. Compulsory schooling extends through lower secondary. Nuffic’s school-system overview gives this structure.

The date of a certificate matters. The current upper-secondary diploma dates from 2019. Older applicants may have a secondary diploma and separate pre-university certificate. A university or overseas evaluator must read the applicant’s actual combination; it should not demand the discontinued extra year from every recent graduate.

For a family moving between systems, a useful first record is a one-page timeline: years attended, grades completed, subjects studied, school names, language of instruction and certificates awarded. A label such as “high school” alone leaves too much unresolved.

2. Compulsory attendance, free education and actual access

Article 30 of the Constitution obliges the government to provide free education through the end of secondary school. Its higher-education provision is framed in relation to the country’s self-sufficiency. That wording should not be turned into a promise that every university programme, residence or international place is free. The constitutional text establishes the principle; the published offer establishes the costs of a particular programme.

The compulsory period and the full publicly supported school ladder answer different questions. A learner who finishes compulsory basic schooling still needs upper-secondary completion for the usual university-entry route. Families should budget separately for transport, materials, accommodation where needed, and any clearly identified optional services. Obtain an itemised statement rather than accepting an unexplained payment demand.

Formal rights also require scrutiny against experience. Human Rights Watch’s 2024 investigation, based on interviews and documentary evidence, documented discriminatory restrictions on Baha’is’ education opportunities. A general description of the national ladder cannot guarantee that every learner has equal practical access to it.

3. Who runs schools, and what language is used?

The Ministry of Education directs schools; local offices implement policy. The Organization for Educational Research and Planning develops curricula and textbooks. The Iran-authored TIMSS 2023 chapter explains these responsibilities.

Persian, also called Farsi, is the principal instructional language. Constitution Article 15 provides for Persian in official documents and textbooks while permitting regional and tribal languages in media and the teaching of their literature alongside Persian. Article 16 provides for Arabic instruction after primary school through secondary education. Permission to teach a language’s literature is not the same thing as a guaranteed complete school programme in that language. Read Articles 15–16.

The Ministry’s 2022 national submission describes most schools as single-sex and most higher-education settings as co-educational. For a particular school, establish the campus, grade range, language support and available subject combination rather than assuming that an institution’s name explains its full provision.

4. Preschool, age six and school-readiness screening

Preschool before six is optional. Preschool sits before formal Grade 1.

School entry also involves health and readiness procedures. UNICEF’s account of the national programme describes mandatory screening before Grade 1, including vision, hearing and broader readiness, with referrals for further assessment or support when required. Its reported number of participating children is a 2023 implementation figure, not a 2026 enrolment count. UNICEF’s explanation of the screening programme is useful for understanding its purpose.

For a child approaching school age, arrange the registration and screening steps together. Ask the local school which birth-date interval applies to the intake, how an assessment appointment is obtained, and who receives the result. A screening referral should lead to a clear support discussion. It should not be interpreted by a family as a competitive university-style entrance result.

5. Primary learning and descriptive assessment

Primary assessment uses classroom evidence and portfolios, with twice-yearly descriptive reports: very good, good, satisfactory or needing further effort. The national chapter separately identifies a Grade 6 summative examination. Classroom tests therefore differ from annual national promotion examinations. The assessment section explains the distinction.

The Ministry’s curriculum statement includes thinking and research, work and technology, and life-related learning alongside academic subjects. Its wider educational aims include scientific, artistic, physical, social and religious development. These are stated curriculum priorities; they do not measure the quality of every lesson. The Ministry’s 2022 account provides that context.

A useful parent–teacher conversation starts with a piece of work: Can the child explain a calculation, understand a Persian instruction, or describe what changed in an experiment? Ask what the next learning step is and when progress will be reviewed. A translated adjective on a report card is less informative than examples of what the pupil can do independently.

6. Lower secondary and the Grade 9 decision

Grades 7–9 lead to the transition into upper-secondary study. The education-guidance process, hedayat-e tahsili, is especially important at the end of Grade 9. The Ministry’s educational-publications service describes consideration of the three-year school record, counselling information, and views of the pupil, parents, teachers and counsellors. It is intended to connect interests and abilities with fields of study and occupational possibilities. Roshd’s explanation of the transition also discusses the practical problem of uneven local technical provision.

Before choosing, a pupil needs to compare real local options: subjects taught, workshop access, transport, available places and the qualifications to which each route leads. An attractive field on a national list may require study outside the immediate neighbourhood.

For example, a pupil who enjoys repairing devices should compare an available electrical specialism with the mathematics-and-physics academic route. The relevant questions are how much mathematics each requires, what practical facilities exist, and which further programme the learner might enter. Neither a family’s preferred professional title nor a single strong subject mark settles all three questions.

7. Academic upper secondary: subjects and the next destination

Academic programmes include mathematics and physics, experimental sciences, literature and humanities, and Islamic sciences. The national programme map identifies their place in the system.

The choice changes the learner’s subject preparation and the record available for later admission. A pupil considering engineering should inspect the mathematics and physics demands of the actual degree, while a pupil considering a health field should investigate the relevant admission group and the institution’s requirements. A school specialism is preparation, not an unconditional reservation of a university place.

School learning should therefore be planned on two calendars: the school’s course and final-assessment requirements, and the admission cycle for the intended next step. Keep course completion and document issuance on the first calendar; place application, record verification and any entrance or practical assessment on the second. This prevents a student from preparing intensively for admission while overlooking unfinished school requirements.

8. Fanni-va-herfei and Kar-Danesh

Iran’s two school-based vocational branches are commonly transliterated fanni-va-herfei, technical and vocational, and Kar-Danesh, knowledge–skill or work–knowledge. Both belong within upper-secondary education, rather than being short courses outside school. Nuffic describes both branches and their possible progression into profession-oriented associate study.

The national-stakeholder contribution to UNESCO-UNEVOC’s 2017 report describes technical fields such as electronics, manufacturing, food industries and agriculture, with workshops and work experience. It describes Kar-Danesh as more occupationally focused. This remains a useful explanation of the distinction, but the dated report is not a current catalogue of places or admission conditions. See the Iran TVET chapter.

For an actual offer, identify the precise specialism, school diploma, practical assessments and any separate occupational certificate. Ask who provides equipment and workplace supervision. A student should leave with records of assessed learning, not merely photographs of workshop attendance. Further-study eligibility must be checked against the receiving programme and its current intake.

9. Diplomas, twenty-point grades and final examinations

Iranian secondary records use a twenty-point grading scale. Nuffic presents 10 as the general pass reference, but that summary is not a complete graduation regulation for every subject, practical module or examination arrangement. A school’s official completion decision and the applicable final-assessment rules matter. Do not infer diploma eligibility from one isolated mark. Nuffic’s grading and document guidance distinguishes the qualification records involved.

The TIMSS 2023 national chapter explains that lower-secondary promotion requires passing compulsory subjects. Upper-secondary national final examinations certify school completion and provide evidence for higher-education admission. This dated assessment account should be read separately from the current admission calculations below.

If a student has an incomplete subject or disputed result, obtain a written explanation of the outstanding requirement, the review or reassessment route, and the date by which completion can be certified. Ask whether the solution changes the admission record or only the school-completion position. Neither a successful appeal nor a retake should be assumed to update every system automatically.

10. Konkur: why 1405 and 1406 need different rules

The national university entrance examination is widely called Konkur and is administered through the National Organization of Educational Testing, usually called Sanjesh. Iranian year labels are essential: 1405 is the 2026 examination cycle and 1406 is the 2027 cycle.

The enacted amendment adopted at Supreme Council for Cultural Revolution session 927, dated 23 Tir 1405, changed Grade 11 academic records to positive-only influence for 1405, while keeping Grade 12 definitive. The amendment’s full text was republished on 1 September 2026 with a link to the council record. That means older guidance saying Grade 11 must always reduce or increase the 2026 score is unsafe. Read the reproduced enacted amendment.

For 1406, Sanjesh’s September 2026 notice gives the usual new-system mathematics, experimental-science and humanities calculation as 17% Grade 11 records, 43% Grade 12 records and 40% entrance examination. Art and foreign-language groups instead use 30% records and 70% examination. The notice includes special cases and separate old-system arrangements. Sanjesh’s announcement, reproduced by Mehr/Wona, should be read for the applicant’s own category.

11. Building the right admission record

The same 1406 notice requires candidates with missing academic records, including relevant vocational and international-school applicants, to create the required records through Ministry final examinations. A missing subject can receive a raw zero before standardisation; a strong entrance score does not simply replace it. It also states that from 1405 the examination is annual and valid for that year’s admission. The notice explains record creation and score validity.

A sensible application file therefore contains more than a test-preparation timetable. Record the exact cycle, school system, intended admission group, existing subject results and any missing-record requirement. Have the responsible school or examination office check the list before deciding which papers to prepare.

For instance, a vocational graduate considering an academic degree should first establish which admission route the programme uses. If that route requires additional academic records, the learner needs a realistic schedule for producing them. Buying an entrance-examination course before resolving that question can leave the most consequential part of the application unfinished.

12. Admission without the main entrance examination

Konkur is not the route into every Iranian higher-education place. A concrete current example is Allameh Amini Higher Education Institute in Behnamir, whose website advertises admission without an examination for its Mehr 1405 associate and continuous/discontinuous bachelor intake. Its programme selector separates these levels. The institution’s current admissions information demonstrates an alternative route; it does not establish identical eligibility at every university.

“Without examination” still leaves important requirements: the correct preceding qualification, a suitable programme, an available place, accepted documents and completion of registration. A record-based or otherwise examination-free place should not be described as automatic admission.

When comparing offers, write down the precise campus and programme, awarding institution, study mode, tuition and refund terms, and route to the next qualification. Check the institution’s own announcement against the current national admission instructions where applicable. A social-media advert naming a degree gives too little information to establish either admission eligibility or recognition.

13. Vocational training beyond the school diploma

The Technical and Vocational Training Organization (TVTO) provides a separate skills-training route. UNESCO-UNEVOC’s national-stakeholder report distinguishes this non-formal provision from school-based vocational education and higher-education awards. A skills certificate and an upper-secondary diploma should therefore be identified separately. The TVET report explains the different institutional functions.

There is current delivery evidence as well. UNHCR’s 2026 operations account describes certified training in trades including welding, electrical work, appliance repair, tailoring and baking through its TVTO partnership for refugees and vulnerable host-community members. This is a defined supported programme, not an entitlement to every course for every applicant. UNHCR’s 2026 account provides the scope.

For a learner seeking employment, ask for the occupational standard, practical assessment method, certificate issuer and training hours. For a learner seeking a degree, ask separately whether the receiving college grants admission or credit for that certificate. A competent worker may have valuable skills without possessing the academic credential required for a particular higher-education application.

14. What the current skills project does and does not establish

UNESCO, TVTO and the Instructor Training Centre in Karaj are implementing a 2023–2028 project with Korea International Cooperation Agency support. UNESCO’s December 2025 account places equipment upgrades, instructor development, mentoring and youth skills work in a 2025–2027 implementation phase. Areas include agriculture, construction, sewing, refrigeration and home appliances, information technology and teaching methods. The project’s published design gives concrete priorities.

This is evidence of work on facilities and instructor capacity. It is not proof that every vocational school already has new equipment, that all qualifications have changed, or that every graduate has a guaranteed job. Those conclusions require evidence at the institution and programme level.

A prospective trainee can use the project’s priorities to ask better questions: Which equipment will I actually use? Who teaches the practical sessions? How is an unsafe or incomplete task reassessed? Can the centre show the standard behind the final certificate? These checks are more informative than assuming that a national reform announcement describes every classroom.

15. Associate and bachelor routes

The kardani, or associate qualification, normally takes two years and includes at least 68 credits in Nuffic’s overview. A continuous karshenasi bachelor generally takes four years, with some longer programmes. A discontinuous bachelor commonly follows an associate qualification with two further years. This is a progression arrangement. Nuffic’s higher-education guide explains these routes.

Imam Khomeini International University’s brochure illustrates a four-year bachelor model; the programme documents give actual completion requirements. The university brochure is an institutional example, not a uniform duration rule for every Iranian award.

A student with an associate qualification should compare the additional study required by each receiving department. Keep both stages’ transcripts and course descriptions. Do not discard the associate documents after obtaining the bachelor award: they explain the earlier learning that may form part of the completed qualification.

16. What completing a bachelor can involve

A useful bounded example is the archived applied-chemistry plan at the Jihad Daneshgahi higher-education institute in Isfahan, whose PDF was created in January 2020. It lays out eight semesters, progressing from general mathematics, physics and chemistry into organic, inorganic, analytical and industrial chemistry. Laboratory work develops alongside the theory. The final semester includes an internship; the undergraduate project appears among optional courses. The actual course plan shows why “four years” alone tells a learner little about the award.

The published plan also uses prerequisites. This matters operationally: missing an earlier laboratory or foundation course can affect later choices, even if the learner has enough free time to attend an advanced class. Applicants should obtain the curriculum and regulations for their own cohort because this archived plan is illustrative.

Nuffic distinguishes a bachelor-level course pass reference of 10/20 from a qualification average of at least 12/20. Its grading overview reinforces the distinction between passing an individual subject and completing the whole award. A final audit must also check all required credits and practical components.

17. Master’s study: entry, proposal and defence

A karshenasi arshad is the master’s level. Entry follows a bachelor qualification, with the relevant selection and departmental requirements. Nuffic describes the usual two-year route, while the Isfahan institute’s published regulations give a particularly concrete completion example. The qualification overview establishes the level.

The institute’s 2025-posted extract provides four full-time semesters, with a possible approved extension. Individual courses require 12/20 and the semester average must reach 14; two probationary semesters can end enrolment. A supervisor and proposal should be approved before the third semester. The thesis route requires an approved defence before a jury, completion of all coursework and an overall average of at least 14. The thesis mark is excluded from that average. Articles 26, 29 and 32–37 set out the requirements.

For example, strong coursework does not complete this thesis route while the proposal remains unapproved. A student should schedule supervisory meetings, research permissions and the defence alongside taught courses. The stated award average is also not a promise that an applicant with that same bachelor average will be admitted.

18. Professional doctorates and research PhDs

The word “doctor” needs careful interpretation. Nuffic distinguishes long professional first-degree routes in fields such as medicine, dentistry, pharmacy and veterinary medicine from a research PhD. The former commonly last five to seven years depending on the field. The PhD usually follows a master’s, takes roughly three to six years, and combines advanced coursework and an examination with research and a thesis. The qualification distinctions matter for both admission and recognition.

The university brochure also lists a four-year PhD model. Applicants still need the department’s current selection and dissertation requirements. The institution’s published model should not be mistaken for a guaranteed completion date.

A professional medical qualification may support a clinical career application, but it does not by itself establish specialist registration abroad or identical research preparation to a PhD. Conversely, a research doctorate does not confer a medical licence. Read the award title, field, entry qualification and assessed work together.

19. International study: language, admission and cost

The Imam Khomeini International University brochure describes a Persian-language centre with preliminary and advanced study and an international application process involving academic documents, university consideration and the relevant student-authorisation/visa steps. It is useful orientation, but its older fee table and portal details should not be used as a current quotation or final application checklist. The institutional brochure makes the separate stages visible.

Before committing, obtain the current programme language and the accepted evidence of proficiency. An English-language website does not demonstrate that every lecture, laboratory, examination or dissertation is in English. Ask whether language preparation is additional to the degree duration and whether its completion guarantees progression.

Keep academic admission, permission to enter or remain, housing, fees and funding as separate decisions. A scholarship letter should specify what is covered and for how long. Pay particular attention to living costs and the route for authorised payments. An offer that is academically genuine may still be impractical if its financial or documentation conditions cannot be met.

20. Checking recognition at home and abroad

The Ministry of Science, Research and Technology (MSRT) is responsible for recognition of most Iranian higher-education institutions. Nuffic links the relevant ministry lists and warns that websites may be offline and lists incomplete. Absence from a page that will not load is not itself proof that a university is unrecognised. Equally, a promotional claim is not sufficient verification. Nuffic’s recognition guidance supplies a starting point.

Check the precise awarding institution, campus, degree and attendance period. Medical education has its own specialist authorities and professional requirements; an academic recognition decision should not be treated as permission to practise a regulated profession.

A current overseas example is Sweden’s University Admissions guidance, updated 6 October 2026. It accepts a karshenasi/bachelor for general master’s eligibility, while still requiring programme-specific entry conditions and English evidence. It asks for both associate and bachelor records when the associate forms part of the bachelor, plus official translations meeting its stated conditions. Iranian upper-secondary English alone does not satisfy its English requirement. Those are Swedish admission rules, not a worldwide automatic equivalence.

21. Foreign and refugee pupils: the current registration route

UNHCR’s 14 June 2026 notice for school year 1405/1406 relays the Ministry’s registration procedure for foreign children with valid documents issued by the Center for Aliens and Foreign Immigrants Affairs (CAFIA). Families obtain an appointment and an introduction letter through the competent office, then approach a school in their residential area subject to capacity. The notice distinguishes Kefalat offices in authorised areas from Bureau for Aliens and Foreign Immigrants Affairs (BAFIA) offices in restricted areas. It also requires relevant assessments, particularly for Grade 1. Read the complete current registration notice.

This is more precise than relying on a general statement that all refugee children may simply walk into any school. If a family’s documents or residence situation do not fit the notice, seek case-specific guidance from the responsible office or UNHCR rather than assuming that an older procedure still applies.

Keep a record of the referral, school response and any missing document or capacity issue. A registration problem is easier to resolve when the family can distinguish documentary eligibility from the availability of a place.

22. Access barriers and a real higher-education support example

UNHCR reports roughly 400,000 Afghan and Iraqi children enrolled in primary and secondary school in 2025/26, citing the Ministry. It also reports barriers from school capacity, economic pressures and new documentation requirements, with some children dropping out. Its 2026 support includes co-funding seven schools. These are dated operational facts, not an enrolment guarantee for the following year. The country operations account connects policy with delivery.

At university level, the Albert Einstein German Academic Refugee Initiative (DAFI) call of 13 October 2026 has specific initial conditions: bachelor’s enrolment in the first to third semester, a valid Amayesh card held by the student or household head, no previous DAFI beneficiary in the family, and a grade-point average above 15. Eligible applicants are directed to the implementing partner for the process and documents. The current DAFI announcement should be read before treating the programme as a funding option.

Meeting initial criteria is not an award. A student needs to confirm the selection decision and funding coverage before making a budget that depends on receiving it.

23. What 2026 delivery evidence can tell a family

Education in 2026 has also been affected by conflict and disruption. UNICEF’s April 2026 statement described recovery needs and the importance of continuing services for children. Its timing matters: a report about a ceasefire in April cannot establish the safety, opening status or timetable of a particular school in October. UNICEF’s dated statement supplies context rather than a current local operating instruction.

An August 2026 UNICEF account describes improved school water and sanitation in supported communities in Khorasan Razavi and Sistan and Baluchestan, while also discussing electricity and water-management challenges. It illustrates concrete progress and remaining constraints. The school-facilities report does not establish identical conditions nationwide.

Families should confirm the current timetable and communication channel directly with their institution. Keep copies of work, assessment notices and results where safe. If teaching is interrupted, ask which learning is postponed, how practical work will be completed and whether assessment arrangements have changed. Completion of a workshop, clinical placement or laboratory course cannot be inferred solely from access to online notes.

24. Three practical learner examples

A Grade 9 pupil choosing a route. Sara enjoys biology but also likes practical food-production work. Her family compares an academic science programme with the actual technical specialism available nearby. They ask for the subject plan and workshop arrangements, then map each option to a realistic next qualification. The aim is an informed choice that fits the learner and local provision, rather than treating all vocational study as one interchangeable option.

An associate graduate planning further study. Amir is offered a discontinuous bachelor place. He keeps the associate diploma, transcript and course descriptions and asks the department to confirm the remaining requirements in writing. When planning a later overseas master’s application, he prepares records from both stages. The bachelor title alone may not explain how his qualification was built.

A family resolving school entry. A foreign-national parent has an introduction letter but the nearest school reports no capacity. The next step is to document that response and seek placement guidance through the appropriate local channel. Repeating the same online application without identifying whether the problem is documents, residence eligibility or capacity is unlikely to clarify it.

These are original planning examples, not real admissions decisions. Their common lesson is to identify the specific requirement at each transition and preserve evidence that it has been completed.

25. Frequently asked questions

Does finishing compulsory schooling mean that university is the next automatic step? No. The subsequent school qualification and the particular admission route still matter. Start with the intended programme and work backwards through its prerequisites.

Is a vocational school diploma the same as a TVTO skills certificate? They have different educational functions. Ask for the exact award and issuer, then ask the receiving institution what that award permits.

Can I use last year’s Konkur advice? Only after checking it against the relevant cycle. The guide’s dated admission section explains why advice about one cohort should not be copied into another application.

Can a high average replace an unfinished thesis? A thesis-route award requires its research component as well as the academic conditions. Ask the department to confirm the outstanding steps and the permitted completion period.

Is an institution unrecognised because its website is unavailable? A technical failure does not settle recognition. Obtain confirmation from the responsible authority or credential evaluator using the exact institution and qualification details.

Will a translated certificate guarantee admission overseas? Translation makes the document readable. The receiving institution still decides whether the award, subjects, language evidence and other entry requirements are sufficient.

Official sources and scope

The sources combine Iranian national and institutional documents, the Iran-authored TIMSS chapter, current UN agency implementation notices and credential authorities. The two current Konkur texts are identified as republications because the originating council or attachment endpoints were unavailable. Older reports explain structure, not current fees, quotas or deadlines. The rights research is separately attributed. Practical examples are original illustrations, not official decisions.

• Nuffic: Iranian primary and secondary education — School structure and pre-2019 qualifications.
• TIMSS 2023: Iran national chapter — Iran-authored national chapter: administration, optional preschool, assessment and academic programmes; admission forecasts superseded by 2026 notices.
• Constitution of Iran, English translation — Articles 15, 16 and 30; text hosted by Syracuse University’s Iran Data Portal.
• Ministry of Education: Transforming Education submission, June 2022 — National curriculum priorities, school provision and single-sex schooling; a dated statement of policy and practice.
• UNICEF Iran: school-entry screening, May 2023 — Mandatory health and readiness assessment, referral and implementation support.
• Roshd: educational guidance at the Grade 9 transition — Ministry educational-publications office, September 2022; guidance process and local provision constraints.
• Nuffic: grades and study records — Twenty-point scale, qualification-level thresholds and document types.
• Council session 927 amendment: full text republished, 1 September 2026 — Republication linking the Supreme Council for Cultural Revolution’s original /pro/3541 record; 1405 positive-only Grade 11 treatment and later-cohort provisions. The original council endpoint was unavailable during checking.
• Sanjesh 1406 notice reproduced by Mehr, 23 September 2026 — Full announcement carried by Wona: examination/record weights, missing records and annual validity. Original IRIB-hosted attachment links were unavailable.
• Allameh Amini Higher Education Institute: current admissions — Mehr 1405 intake announcement and current associate/continuous/discontinuous bachelor offerings; a bounded institutional example.
• UNESCO-UNEVOC: TVET quality assurance, 2017 — Iran national-stakeholder chapter, printed pages 46–51; formal and non-formal training distinctions, rather than current intake rules.
• UNESCO: Instructor Training Centre project, December 2025 — Karaj project, 2023–2028; implementation planned for 2025–2027.
• Nuffic: higher education in Iran — Associate, continuous/discontinuous bachelor, master, professional doctorate and PhD structures.
• Imam Khomeini International University: institutional brochure — Institutional duration and international-language examples on an official cultural-relations host; older fees omitted.
• Jihad Daneshgahi Isfahan: applied chemistry course plan — Eight-semester institutional example, laboratory sequence, internship and optional undergraduate project; confirm the plan for a new cohort.
• Jihad Daneshgahi Isfahan: master’s educational regulations — Posted 2025 extract, Articles 26, 29, 32–37; duration, grades, proposal and thesis completion. Unrelated provisions are not treated as a complete current national code.
• Nuffic: institution recognition — Ministry of Science, Research and Technology lists and limitations of online availability.
• Swedish University Admissions: Iran, updated 6 October 2026 — Actual receiving-country master’s eligibility, translations, associate-route records and English requirements.
• UNHCR: foreign-student school registration, 14 June 2026 — Ministry announcement for 1405/1406; documents, introduction letters, capacity and assessments.
• UNHCR Iran: 2026 operations and education — 2025/26 enrolment, practical access barriers, school construction and certified vocational training.
• UNHCR: DAFI application call, 13 October 2026 — Bachelor’s enrolment, semester, documentation, family and GPA eligibility conditions.
• UNICEF: school facilities, 18 August 2026 — Specific improvements and remaining water/electricity constraints in supported schools.
• UNICEF: education and recovery, 8 April 2026 — Dated report of disruption and recovery needs; not a guarantee of October operating conditions.
• Human Rights Watch: original research on Baha’i persecution, April 2024 — Research based on interviews and state/court records, including discriminatory education restrictions; distinct from official policy descriptions.

Continue exploring education

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