فهرست مطالب عبدالله انصاری

This study aimed at investigating the role of education system in realizing the goals of resistance economy in Iran.

For this purpose, the method of document content analysis was used, and to prioritize, the model based on the experts’ opinion approach was expanded and used in multiple ways. As for experts’ opinions, the research population included university professors, managers and experts of education, and managers and experts of institutions related to education, who were purposefully selected based on their knowledge, expertise, and interest in participating in this study. To analyze the findings, Friedman's test, two-way analysis of variance, and Kruskal-Wallis one-way analysis of variance were used, and the independence of sample groups from different statistical populations was tested.

The results of prioritizing the strategies and programs based on the average ratings showed that the strategy of "developing the participation of education system in realizing the goals of the resistance economy in Iran" has the second priority out of the four strategies. Furthermore, the program of "making resistance economy a discourse, and explaining relevant policies such as economic jihad, as well as promoting the culture of preserving the public treasury and  people’s rights, the rule of law, and responsibility towards the environment", has the first priority among the programs related to the strategy of developing the participation of education system in the society.

despite the diversity of experts' opinions about the definition of resistance economy and its relationship with Islamic economy and the difference in the views of the three groups of university professors, managers and experts in education, and managers and experts of institutions associated with education, approaching an agreement to make a discourse and realize the goals of resistance economy in Iran is recommended.

Economic education is one of the important issues of education and is vital for the health of the national economy of any society. Economic education based on jurisprudential foundations can help economic growth and health and lead to the expansion of social justice and the enjoyment of economic prosperity by the general public. Based on this, this research has been done by using analytical-descriptive method and in order to examine the jurisprudence of economic education. The findings show that by relying on jurisprudence foundations, it is possible to provide a type of economic education that determines the dos and don'ts of economic behavior according to the perspective of Islam. In Islamic sources, three important economic components including production, distribution and consumption have been considered, which form the main axis of Islamic economy. Based on these three components, it is possible to talk about economic education according to the perspective of Islam and take the necessary measures according to jurisprudential sources and educational works. Economic education according to Islamic jurisprudence has distinctive features. Production and trading of any kind of goods and services is not allowed in Islam. In jurisprudential sources, there is a lot of emphasis on trying to acquire halal and avoiding trading and acquiring haram. In general, goods and services in the field of production, distribution and consumption are divided into two categories, permitted and unauthorized, which should be considered in economic education.

For appraisal of fundamentals of finance and budget (in education sector), framework of inspection of liberal science texts and books council was used. The result of assessment showed that history of budget in the country, principles and steps of budget classification and methods of income and expenditure estimate has been explained in details. In some instances, people’s right to oversee government operations as a logic behind budget approval by parliament has been emphasised. The book is readable, the quality of print is suitable relatively and text is clear and easy to read for the most parts. Not all chapters include introduction, summary, test, picture, practice (sample) and final conclusion and only for one chapter practice (sample) has been presented. Phraseology general principle hasn’t been followed in a section of the book. There is no scientific and literary editing. The most important shortcoming of this book is related to lack of coverage of vast changes (advances) in public accounting systems and public financial statistics which have been used since 2003 and it makes the majority of book outdated and old. Also many regulations, institutions and methods have changed in government budgeting systems and education sector which are not reflected in this book. Other considerable shortcoming is related to not paying attention to financing education where it connects theoretical issues of education economy to practical aspects like fundamentals of finance and budget in education sector. Another problem with the book is not looking at process and methods of distribution and allocation of credits among regions as well as programs and activities in education sector. Not considering political economy of budgeting as an aria that operations take place in there, is another shortcoming. Weakness (lack) of attention to macroeconomic issues like government’s role in economy, budget deficit and related views to economic concepts also can be seen. Updating book and discussing education finance issues with distribution of public (government) credits in education sector is suggested.

Rediscount is the act of discounting a short-term negotiable debt instrument for a second time. Banks may rediscount these short-term debt securities to assist the movement of a market that has a high demand for loans. Among the duties of the central bank is to discount (a bill of exchange or similar instrument) that has already been discounted by a commercial bank.
This article seeks to study the legality of discounting and changing its rate. If the commercial bank’s discount documents feature a negotiable debt, the rediscounting operation of the debt would be based on interest which amounts to usury and which cannot be transacted in an interest-free loan. However, if these papers are discounted with the intention of transferring their possession to the central bank, the rediscounting operation is then considered to be purchase and sale of a debt to a third person for less than the nominal amount in which case there is no objection to it from the Shari’ah point of view. The discount rate is at the central bank’s discretion. Additionally, the central bank being the representative of the Islamic government has the right to manage liquidity by changing the discount rate, thus legalizing the central bank’s rates.

Price of education affects the demand for education and it is expected that increase in the price of educational goods and services results in low demand for education. Hence, governments make efforts to increase the educational coverage of the population through reducing the education costs and even providing school enrollment subsidies to low-income families. Appropriate economic policies are owed to a clear understanding of decision-making mechanisms within the household in relationship to appropriating resources to different expenditures, including general education. One way of obtaining such understanding would be estimate the price elasticity of demand for public education using the data on urban family income and the Rotterdom demand system. It is worth mentioning that households were classified into ten income groups. Using the data available for the period of 2007-2012, the price elasticities were found to be negative and they abide by the law of demand. The demand for public education in families belonging to groups one to six was elastic (responsive to price changes) and the demand in families belonging to groups seven to ten was inelastic. In fact, demand for education in low-income households (except for group eight) was more elastic than that of the privileged households. Any increase in the price of education decreases, as much as the difference in the educational expenditures, the demand for public education by both the low and high-income groups.

Monetary policy is the macroeconomic policy laid down by the central bank. It involves management of money supply and interest rate and is the demand side economic policy used by the government of a country to achieve macroeconomic objectives like inflation, consumption, growth and liquidity. Obviously, prudent implementation of monetary policy to realize monetary goals is possible only through their respective tools, not to mention the fact that it requires much scrutiny at the surface and the underlying levels. In conventional banking, they make use of qualitative and quantitative tools to implement monetary policy and achieve economic goals. Given the fact that usury (riba) is forbidden in Islam and it is not permissible to conduct interest-based transactions or any tools for that purpose, the present study aims to critically assess the foregoing tools as well as evaluate their application and functionality in an interest-free banking system as the variables of the economic policy for control and monitoring of liquidity and adjustment of the currency strength.

Budget allotment to the non-personnel expenditures at the Ministry of Education (MOE) affects the quality of educational services that are rendered by this Ministry. According to Wagner's perspective, budget allotment should be proportional to the GNP and the increase in student population. However, it is entirely possible that other factors may be affecting this budgetary category. The perusal of the available data for the period of 1982-2014 revealed that changes in non-personnel budget allotment have not been related to changes in student population nor the GNP, as Wagner predicts. What, however, seem to have been at work are the overall governmental expenditures, the MOE expenditures, the personnel population, and governmental policies that have brought changes in the budget allotted for the non-personnel expenses. It is therefore predicted that the non-personnel budget will show an average 3.9% annual increase over the following six years totaling to a 23.3% increase with respect to the present time.

In the present research, the impact of increase in the price of educational goods and services on welfare of Iranian urban households was examined. To this end, CV and EV indices were used and the equivalent amount of money to compensate for welfare loss of urban households was calculated. In addition, to estimate LES demand system, households were classified into ten income groups from 2007 to 2011. CV and EV indexes showed that the welfare level of all income groups decreased with the increase in the price of public education. Families which earn high income lost more compared to households on low income. Of course, the lost income among the privileged households, despite having been higher, is proportionally less than that of the lower income families. In other words, the higher lost income is due to the price increase in public education relative to the low income households, on the one hand, and the persistence of injustice in the distribution of educational opportunities.

Increased expenditure on education relative to assigned government funds during the last few decades show the government’s policy of employing budget deficit practices for financing education. The mentioned gap during 25 years period leading up to the year 2016 covers on average 24 percent of the total annual credits on education.
In this paper using Auto Regressive Vector model, factors affecting the size of ministry of education budget deficit and financial burden of unanticipated resulting from adoption and implementation of some rules in the field of compulsory employment after notification of budget law are the internal factors effective on increased spending relative to assigned credits. Also the size of the gap between expenditure and credits has no relation to ministry of education goals, approved plans and government income swings. Whilst state’s deficit credits of education ministry variable have a negative impact on the amount of budget deficit with a period of delay respectively. Refrain of ministry of education from adoption and implementation of regulations that has financial burden after proclaiming budget law along with the correction of estimated model and allocation of state credits and determining the desirable share of education from the state budget and communicating that to the government and parliament from the government official is suggested.

To assess the status of Iranian educational system within a special conceptual framework of economic development, a number of existing documents related to the expenditure of oil revenues on education were critically reviewed. The results show that within any economic framework in which sustainable development is sought, the oil revenues can be utilized for the development of human resources. Utilizing oil revenues through education to improve people's capabilities can lead to more freedom and a better life. Doing so is a just act and compatible with the implicit social contract between people and government. However, the existing documents show that the Iranian government's performance in this area has not been adequate, hence, it is suggested that decisions on apportioning the oil revenues should be left to a governmental body other than the administration and parliament.

This study aims to evaluate the reflection of damage related to consumption and production pattern in selected textbooks of sixth and seventh grades. The list of damages selected with reference to available resources. The research method is content analysis and data analysis is Shannon entropy and frequency measurement. The statistical society selected from sixth and seventh grades textbooks of general education courses. The research tool is content analysis. Its validity estimated through content analysis and its reliability is based on Scott reliability (0.85). Results showed that at sixth and seventh grade textbooks, from total of seven components,”damages of consumption pattern” only three components have mentioned:”exhaustion of natural resources and factors of production”,”consumption combined with wastage”,”failure to observe inter-generational justice in the use of public resources”. The capacity of some books such as “Heavenly gifts”, “Persian”,”Thinking and research and IT” have ignored to reflect the related subjects for modifying consumption pattern in production pattern damages section. Only “low productivity” for sixth grade, and “disproportionate growth of imports with growth” from seventh grade have mentioned in the form of a question. So, it can be concluded that in the form of selected textbooks the texts related to “damages of consumption and production patterns” have limited compatibility with the contents of the selected books.

The present research evaluated how the shortcomings of household production and consumption patterns are reflected in selected textbooks of the sixth grade of primary school and the first and second grades of junior high school. The list of shortcomings was derived from previous research findings. The research method was content analysis and the data were analyzed through Shannon entropy method and frequency count. The population of the study comprised the selected textbooks of the sixth grade of primary school as well as those of the first and second grades of junior high school. The instrumentation included a content analysis check list whose validity was approved through content analysis. The reliability of the check list was estimated to be 0.85 based on Scott’s reliability pattern. Results of the study showed that from among the seven shortcomings of household consumption patterns, the components of “waste of natural resources and production factors”, “wasteful consumption”, and “violating intergenerational justice regarding consumption of public resources” were referred to in grade six. Furthermore, five components in the seventh grade and merely the component of “wasteful consumption” in the eighth grade were referred to. In addition, from among the shortcomings of household production patterns, only “low efficiency” was mentioned in grade six and “the imbalance between the growth of import and production” in grade seven. However, there was no reference to the examined components in the eighth grade. Hence, it can be concluded that the opportunity to clarify the shortcomings of household production and consumption patterns have not been seized in the textbooks.

Manufacturing contracts are amongst the most applicable contracts with great relevance to human needs in the current trade markets. In a manufacturing contract which involves giving an order for manufacturing something, the contractor agrees to make and deliver a certain commodity with certain qualities and features as defined in the contract in accord with the order given by the client.
Generally speaking, there are two main views about manufacturing contracts with some considering it as an allowable [jayiz] or unbinding contract in which case the option for revoking or rescinding the contract has no meaning. That is because in an allowable contract, the two parties enjoy the right to cancel the contract under any circumstances. Most ancient Muslim scholars and their successors discussing sale contracts, rent, compromise and such other independent contracts have said that such contracts are binding. The present research stressing on the second view (principality or primacy of the binding nature of a contract except for certain cases of allowableness) has examined and proven the right of option in a manufacturing contract. The subject of making use of the option of revocation in a manufacturing contract proves that the parties to the contract cannot rescind a contract without a valid excuse.

The increase in educational costs not only affects human capital, it reduces people's welfare, the consequences of which must be of interest to the decision makers. To assess the extent of this reduction the data on 53736 urban households in five categories were used and the extent of demand for education estimated. The findings show that the extent of welfare reduction has been different for various income categories indicating a positive correlation. The reasons for such an event could lie in the difference in demand for education across income categories, the overall low level of expenses, the relative low share of education in overall household expenses, the relatively low number of students in the low income households, and the preference for the relatively cheap public education. Thus, the policies affecting the cost of education need to be reevaluated in order to prevent further reduction in the welfare of the low income households.

Some experts believe that the low demand for education among low income families, compared to the low supply, has a greater impact on dropout rate and full educational coverage of the population. Despite efforts made, such as establishing boarding schools, providing free meals and school supplies for students in deprived areas, there is a huge gap between the levels of coverage and school age population. Policies such as those leading to price increase for education would result in further reduction in demand among certain groups, and neutralization of other policies aiming for the opposite. Appropriate policies can be made when there are valid data on the way that different income groups react to price increases. One way of collecting such data would be to estimate the price elasticities using the data on urban family income and the almost-ideal demand system (AIDS). Using the data available for the period of 2004-2007, the price elasticities for education was estimated to be different for low, middle, and high income families. Since education is considered a luxury good for lower middle and low income families, policies need to consider ways of compensating for the decrease in such families demand for education in order to prevent any damage to the human capital among the deprived.

Austerity policies such as those reducing subsidies lead to a reduction in household income and eventually to less demand for education which is a threat to the aspiration of full educational coverage. Change in income has different effect on demand for education among different consumer groups. Urban families are divided into five groups in terms of similarity in educational expenditure. These five groups were also found to be different in their view of education as a necessary vs. luxtury commodity. Households belonging to the first and third group who consider education as a luxtury commodity show a greater sensitivity to income changes when it comes to education. Their demand for education decreases increasingly when their income is lowered. Thus, state policies ought to consider ways of compensating for the decrease in these group's educational demand.