Irak, İran ve Suriye eğitim sistemlerinin karşılaştırmalı olarak incelenmesi
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This search tends to bringup the structure of educational systems from levels to levels the problems the Factors which reflect the systems of these countries aims of educational the principles and legal things. This knowledge has been taken from the embassy, international an national documents and public survey related to these countries. These factors have been put to use point of view geographic position, population, language, religion, polictic systems and economical position. In fact, the factors don't affect the educational systems of these countries however there have been found ethnic and religious between these countries. The aims of educational systems in Iraq and Syria include the concept of socialist. The islamic understanding is in the educational of Iran. Iraq and Syria have accepted Arabic nationalism and secularism. Religious educational has been accepted in Iran. The basic aim of these three countries is to educate special abilities in people. Their educational systems are in their constitution Primary education in these countries is obligatory and they don't pay money for this education. Secondary education last six years in Iraq and Syria and this is called three plus three (3+3) model. There is a general exam after every education, beginning primary education till the upper education. The educational system of Iraq and Syria have an elimination structure in many points of view. Primary education is five years and obligatory in Iran after this education there is another one called three plus four (3+4). It has two terms while passing the upper education in Iran they need studies of guidance. The Countries searched give importance to occupational and technique. But they don't set up many schools. The rate of schools is low. There is a problem of training qualified teachers in these three countries. Their educational systems depend on the authorities. These three countries have higher education ministries. To sum up, the rate of literacy is very low in these three countries. The period of time of obligatory primary education is not enough. There is a problem of training qualified teachers. The rate of schools is low. These problems also reflect the problems in their educational systems.