革命政府提出的第一個基本教育改革是通過修訂教科書，特別是社會科學、人文和宗教方面的教科書，對課程進行改革，這項任務在兩年內完成。目的是“demonarchize”課程,以取代“殖民和專制”主題與伊斯蘭革命主題(Sāzmān-e ta?qīqāt, 1359Š。學校要灌輸適合伊斯蘭政權的價值觀和信仰。在新教科書中，波斯社會被認為分為自我犧牲的穆斯林和道德的穆斯林，以及非人道的、壓迫人的西方人，前者由殉道者和革命領袖領導，后者在腐敗的“西方化”知識分子中具有影響力(Mehran, 1989)。學校是否有可能讓孩子們成為政府的狂熱支持者，特別是在通過家庭和生活經歷接收到相互矛盾的信息時，這還有待確定。數量增長。政府努力最大數量的學齡兒童提供基本的教育是基于兩個原則:培訓新一代的虔誠,思想堅定的穆斯林(Mosalmān-e莫塔?ahhed-e maktabī)和承諾繼承權,被壓迫的原因(mosta??afān)。結果擴大了教育機會，特別是在農村地區，入學總人數從1976年的750萬人增加到1993年的1750多萬人。合適的年齡段的比例參與小學教育從1976年的95%上升到1991年的106%(膨脹圖還包括學生從上層年齡段),從31中學到41%,高等教育在同一時期從3.8%降至4.8%.
<标题> The first fundamental educational reform introduced by the revolutionary government was transformation of the curriculum, through revision of textbooks, especially those in social studies, humanities, and religion, a task that was completed within two years. The aim was to “demonarchize” the curriculum and to replace “colonial and tyrannical” topics with Islamic and revolutionary subjects (Sāzmān-e ta?qīqāt, 1359 Š./1980, p. 8). Schools were to inculcate values and beliefs appropriate to the Islamic regime. In the new textbooks Persian society is said to be divided between self-sacrificing and moral Muslims and inhuman, oppressive Westerners, the former led by martyrs and revolutionary leaders, the latter influential among corrupt “westoxicated” intellectuals (Mehran, 1989). Whether or not it is possible for schools to socialize children as fervent supporters of the government, especially if conflicting messages are received through the family and life experience, remains to be determined.Quantitative growth. Government efforts to provide basic education for the greatest number of school-age children were rooted in two principles: training a new generation of pious, ideologically committed Muslims (Mosalmān-e mota?ahhed-e maktabī) and commitment to the cause of the disinherited and the downtrodden (mosta??afān). As a result educational opportunities were expanded, especially in rural areas, and total enrollment increased from 7.5 million in 1976 to more than 17.5 million in 1993. The percentage of the appropriate age group enrolled in primary education rose from 95 percent in 1976 to 106 percent in 1991(inflated figure also includes pupils from upper age group), in secondary schools from 31 to 41 percent, and in higher education from 3.8 percent to 4.8 percent in the same period