A Comparative Study of the Development-oriented Approach of upstream Documents of Education in Iran and Japan with an Emphasis on Social Development

The purpose of this study is to compare the development-oriented approach in Iranian and Japanese upstream education documents with emphasis on social development components. The method of this research is content analysis with a comparative approach and documentary study. In other words, this study examines social development indicators and components as one of the most important elements of sustainable development in the provisions of educational policy making documents of Iran and Japan. The community of the study is taken purposefully from the national transformation policies and educational reforms of the two countries. The method and tool for collecting the required data were receipts, checklists and researcher-made forms. In this research, first the macro-development policies and then the central social development policies in each of the documents were examined. The research findings show that in the upstream documents of Iran and Japan, educational policies focusing on social development have been given special attention and the key components and standards of international scientific, educational and cultural organizations in the field of social development have been considered, and in both cases this amount has been highly credible; However, Japanese documents are more transparent in the use of concepts, components and elements of vocabulary related to social development and its examples, and consider more concrete operational strategies to achieve social development.