A Comparative Study of Educational Justice of Iran and Malaysia

The purpose of this research is to compare educational justice between the two countries of Iran and Malaysia. This research is a qualitative study using Brody's comparative model, which has four stages. These steps are description, interpretation, juxtaposition and comparison. In this research, educational justice in the education system of Iran and Malaysia has been compared with analytical and inferential methods. The reason for choosing Malaysia is the similarities such as the fact that most of the country's people are Muslim and the multi-ethnic structure of the people of the two countries. The information needed to answer the questions of this research was obtained through the library documents of the two countries, the websites of the Ministry of Education and the universities and statistics and information institutes of the two countries of Iran and Malaysia. The results of this research show that both Iran and Malaysia have taken great steps to progress in the path of educational justice. Both countries have an acceptable and high net enrollment rate in formal education. Both countries emphasize the development of educational infrastructure in different regions. Emphasis on compliance with ethical principles and rules in education is another similarity. There are also differences. In Malaysia, due to better infrastructures and facilities and stronger financial structures, the development process in the direction of educational justice is moving more rapidly. Also, the management and training of teachers in Malaysia benefits from greater uniformity and better quality and more up-to-date education. In addition, the process of handling objections and complaints in Malaysia is systematic, which has resulted in greater satisfaction.