A Study of the Iranian Curriculum Development System in Terms of Decentralizing Efforts with an emphasis on School-Based Strategy

Iranian curriculum development system (K-12) is faced with both theoretical(conceptual) and practical problems. Among the most significant problems is thecentralized character plaguing both the design and the development process,leading to predetermined programs with dismal flexibility. Such curricula are toa great extent irresponsive to individual differences of students, differences insocio-cultural conditions in various regions of the country and newdevelopments in the global field of curriculum studies. This is while manyfactors, educational and otherwise, have contributed to the rising skepticismabout the virtues of centralized curriculum in many parts of the world.Review of relevant literature had in fact indicated that 1980's have been the eranotable for failures in large scale curriculum reform produced by central bodies.The last decade of 20th century, however, is ripe with recommendations whichfavor decentralized policies in the curriculum decision making process.Decentralization in the design and development is thought to contribute to theimprovement of the quality of the school by providing for teachers‘ participationand making the school a more attractive working environment, in turn,mitigating against teacher burnout and student apathy.