A comparative study of educational policy in the field of educational justice in the two countries of Iran and India

The current research was conducted with the aim of a comparative study of educational policy in the field of educational justice in Iran and India. The applied-descriptive type of research was used to analyze the data using the broad method which includes four stages of description, interpretation, comparison and comparison. The method of collecting data to answer the questions was using authentic scientific articles, international websites such as UNICEF, UNESCO and the Ministry of Education of selected countries, library resources, articles and theses. By using Brady's model and the proposed Islamic framework, Harandi, Karimi and Nadi (2018) collected and analyzed the data based on the three pillars of fair distribution of resources, fair use of resources, and meritocracy. The findings showed that the greatest similarity between India and Iran is related to the existence of preschool period in both systems, improvement of infrastructure and health facilities, classification of students into gifted and elite, qualitative and quantitative evaluation and the existence of inequality. gender differences in schools. Another finding showed that the Indian education system is more flexible and decisions are decentralized. Also, the educational approaches in India are more socially oriented and the reasons for dropping out of school are mostly family poverty, while in Iran, the educational approaches have a cultural-social nature and the reason for students dropping out is less economic. The results of this research can help educational planners and policymakers in designing and developing programs related to educational justice so that all learners in all regions of the country can benefit from educational opportunities in a fair way. become

Keywords: comparative study review, educational policy, educational justice, Iran, India.