School building

One of the most important pillars of development in any country is school and the possibility of education. Many cultural, social and economic problems can be solved with school and education in general. Education is the cornerstone of the cultural, social, political and economic development of any society. School is the first step on the ladder of education and school building is a good and very pleasant thing. A study of the factors affecting progress and development in advanced societies shows that all these countries have had capable and efficient education. A brief look at the history of the world also reflects the fact that the period of their prosperity and brilliance has been symmetrical with the importance of the fundamental position of the school as well as special attention to the growth and dynamism of the education system. Construction of 500,000 classrooms after the revolution The Iranian School-Building Donors Association is a non-governmental organization in Iran that has been established with the aim of building new schools as well as renovating, improving and equipping existing schools in this country. The members of this association are benefactors from different regions of Iran. This association, as the popular arm of the Iranian School Renovation Organization, has built thousands of schools in cities and villages throughout Iran. Provinces that have more financial resources, such as Tehran province, have more participation in school construction, and then Fars province, Khorasan Razavi, Isfahan, East Azerbaijan are among the top provinces, even provinces that are lower than the national average in terms of economic status. They are involved in building the educational space of the people. Forty percent of post-revolutionary schools have been donated Considering that school-building donors are leading in building schools after the victory of the Islamic Revolution, we are looking to register this forum in UNESCO, and currently 2.1 million students are studying in charity-building schools. At this time, the expression of schools in big cities, especially Tehran, was three, four and even six shifts, he reminded: At present, the number of schools has increased and the number of students has decreased compared to those years. The Minister of Education said: in the 94-95 academic year, the number of students in the country will be less than 14 million. He stated that the number of classrooms in the country is 520,000 and added: 490,000 of these classrooms were built after the victory of the revolution and 20% of the total classrooms in the country have been donated. After the revolution and by the end of 1994, 107,000 schools were built Baqer Muslimi this evening at the 18th Kohgiluyeh and Boyer-Ahmad School-Building Donors Festival, referring to all the services provided by the Islamic Republic so far, said: “Before the revolution and during the imperial period, there were only 55,000 schools in the country.” The deputy director of support for the renovation, development and equipping of the country’s schools said: “Of these statistics, 18,700 schools in the form of 105,000 classrooms have been built by donors.” The official in the School Renovation, Development and Equipment Organization, noting that there are currently more than 11,000 schools in the whole country, said: If there were no measures taken in the field of school construction, now there are more than 28,000 schools We had two shifts in the country. Conclusion If we want to get a clear picture of the future of a society, we need to examine the quantitative and qualitative status of the “education” of infants, adolescents, and youth of that society. The future of any society is not in the number of factories, production centers, or the number of stores and the number of bank branches and the length of highways and the number of airports, but it is the students who determine the future of a society. A society whose future generation is deprived of proper “education” and “upbringing” for any reason and is deprived of the necessary facilities and infrastructure, cannot play a good role in the future of that society. If a country has a lot of natural gifts and capitals and is in a very good situation even in terms of geographical location and mineral reserves and the like, but lacks skilled and efficient manpower to use these capacities, it can not Achieve development. Many underdeveloped countries in the world are in a good position in terms of nature and territorial capacities, but their problem is that they do not have the quality manpower to use these potential capabilities, and this is important due to the lack of education in these countries.