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Recent data from over 10 provinces in Iran reveals alarming disparities in the state of preschool education, particularly in rural and underprivileged regions. The findings, drawn from interviews with preschool teachers and officials, highlight significant challenges in both the availability and quality of early education. These deficiencies not only hinder children’s foundational learning but also exacerbate educational inequalities in later stages.
The data, collected by Sharq newspaper from provinces such as West Azarbaijan, Khorasan, Sistan and Baluchistan, Fars, Kerman, Kermanshah, Lorestan, Hormozgan, Golestan, North Khorasan, and Kohgiluyeh and Boyer-Ahmad, underscores a troubling trend: more than half of the children in deprived areas lack access to preschool education. This is despite widespread acknowledgment among educators that early education can address learning disorders and enhance academic performance.
A significant barrier to preschool enrollment is the cost of tuition. Even in government-run schools, fees range from 150,000 tomans to 12 million tomans annually, depending on the region’s level of deprivation. Many families in rural and disadvantaged areas struggle to afford even the lower end of this spectrum. Consequently, preschool education has become a luxury beyond the reach of countless families.
The lack of preschool education has far-reaching consequences. Basic skills and learning strategies developed during preschool play a critical role in children’s ability to thrive in higher grades. Teachers in both deprived and affluent areas note a stark difference in classroom readiness between children who have attended preschool and those who have not. The absence of this foundational education often leads to learning difficulties that persist throughout the educational journey.
Statistics from international assessments paint a grim picture: 40–45% of Iranian fourth and eighth graders fail to meet minimum learning standards, and nearly 40% perform below average. This means that 80% of students cannot achieve above-average performance, a situation that often results in school dropouts, even at the elementary level. Teachers report that children with unresolved learning difficulties are frequently required to attend night classes at a young age, further compounding the challenges they face.
The financial burden on preschools exacerbates these issues. With insufficient government funding, public preschools increasingly rely on tuition fees, operating similarly to private institutions. This dependence creates inequities, as administrators often deny enrollment to children with disabilities, learning challenges, or from low-income families under the pretext of overcapacity. Such practices deepen the deprivation of vulnerable children, further excluding them from the education system.
Some families, unable to afford long-term enrollment, register their children for just a month or two, leading to inconsistent early education. The absence of a legal requirement for preschool attendance further weakens its role as a stepping stone for primary education.
The economic and cultural gaps in Iran’s society are widening, and the inaccessibility of preschool education is both a symptom and a driver of this divide. For many families, preschool has become an unattainable privilege due to economic hardships and the ongoing financial crisis. If left unaddressed, the long-term consequences for Iran’s education system and society could be devastating.
Experts have repeatedly warned about the deteriorating quality of education in deprived areas. Reports such as Hame Mihan’s investigation into “The Disaster of Illiteracy” reveal that educational attainment in these regions is alarmingly low. For instance, out of every 20 students transitioning from sixth to seventh grade, 4–5 are reportedly functionally illiterate.
According to the Literacy Movement Organization, Iran’s population of absolutely illiterate individuals aged six and above stands at 7.4 million, with an additional 2.5 million classified as “newly literate.” These individuals, having only completed up to the second or third grade, struggle to reach higher levels of literacy.
Furthermore, the Parliament Research Center reported dismal average scores for final exams in May 2023:
Despite claims by Iranian authorities about progress in eradicating illiteracy, the reality tells a different story. In recent years, the demographic of illiterates and low-educated individuals has shifted from the elderly and middle-aged to children and teenagers. Poverty, inadequate educational facilities, and systemic neglect have left many young Iranians without access to quality education, perpetuating cycles of inequality and deprivation.
The state of preschool education in Iran’s deprived regions highlights a critical need for immediate intervention. Addressing financial barriers, improving access, and ensuring equitable treatment of all children are essential steps toward breaking the cycle of poverty and educational failure. Without urgent action, the education system risks deepening societal divides, with dire consequences for future generations.
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