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The Impact of Governance on Inclusive and Equitable Quality Education (SDG4) in Iran

Author

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  • Jariani, Farzaneh

Abstract

Education is assumed as one of the intrinsic and fundamental rights of all individuals and as a tool for improving the social skills during the life and also the most powerful tool for the sustainable development because without an appropriate education, there would be no possibility to get riddance of poverty, hunger, malnutrition, diseases and mortality and inequality reduction. Accordingly, we can't achieve to the sustainable development, protecting our earth and arranging a perpetual peace in the world without an appropriate education. In this study, the effect of governance on SDG4 has been studied in Iran since 1990 to 2019 using the GMM method. The potential energy amount formula saved in the electric circuit capacitor (Physics) has been applied for the theoretical foundations. The foregoing results denote that there is a weak contact among government, government expenditure on education and effectiveness with inequality in education because of paying inadequate attention by the governance to remove the educational discrimination and also improving the economic, social and cultural abilities. Also, the poor relation between Gross National Income Per Capita (GNI) and Inequality in Education can be indicative of the low quality of education in the educational canters therefore those families that are of lower affordability will be liable to the educational discrimination. Accordingly, the governance here in Iran can be realized by increasing the welfare, prosperity and improving the education quality (Graders & Students) and increasing the levels of qualification (Teachers & Professors) with the aim of lasting and perpetual educations based on experience, practice and research. These can also materialize the SDG4 in Iran and then propel the sustainable development realization in Iran towards the reality through improving Iran's human development index. Also, the government can accelerate the SDG4 realization by implementing a total structure and an appropriate mechanism and also by decreasing the urbanization growth and applicable budget appropriation and through the justly distribution of educational facilities and the pulling power of teaching method.

Suggested Citation

  • Jariani, Farzaneh, 2021. "The Impact of Governance on Inclusive and Equitable Quality Education (SDG4) in Iran," MPRA Paper 108232, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:108232
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    References listed on IDEAS

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    2. Rajagopal, 2014. "The Human Factors," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 9, pages 225-249, Palgrave Macmillan.
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    4. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
    5. Jariani, Farzaneh, 2021. "The Crowding Out and Crowding In Effects of the Government Fiscal Policy on the Real Estate Investment and Public Prosperity in Iran," MPRA Paper 105506, University Library of Munich, Germany.
    6. Tom E. Thomas, 2005. "Are business students buying it? A theoretical framework for measuring attitudes toward the legitimacy of environmental sustainability," Business Strategy and the Environment, Wiley Blackwell, vol. 14(3), pages 186-197, May.
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    Keywords

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    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I3 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty
    • N25 - Economic History - - Financial Markets and Institutions - - - Asia including Middle East

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