Protecting Public and Private Schools Requires Empathy from the Education Ministry

The head of the Security Office of the Ministry of Education said: Despite difficult conditions and numerous issues, schools nationwide reopened with minimal challenges, and now we must protect the education system by accurately understanding its problems and strengthening empathy.

According to the report of Ambassador Arjan, quoted by the Ministry of Education, the 49th webinar session of the Protection Center of the Ministry of Education was held in the presence of Ahmed Mahmudzadeh, Deputy Minister and Head of the Organization of Schools and Non-Governmental Centers and the Development of People's Partnerships, along with Siddmjatbi Hashemi, Advisor to the Minister and Head of the Protection Center.

In this online meeting, which focused on "Issues related to schools and non-governmental centers" and was held under the title "Same-mindedness for schools - empathy for Iran", the heads of security of the general departments of education and upbringing of the provinces, the officials of the protection of the surrounding environments, the heads of the departments of schools and non-governmental centers and public participation of the provinces were present and the related and common issues of the two areas were discussed and investigated.

In the 49th Security Webinar, the necessity of integrated protection of government and non-government schools, management of problems and possible damages, dealing with media magnification of problems, and strengthening interaction and synergy between different educational complexes were emphasized.

The reopening of schools was done with minimal challenges

In this meeting, the head of the security center of the Ministry of Education, Siddmjatabi Hashemi, while appreciating the efforts of the managers, teachers and education staff to prepare the schools for the new school year, said: the days leading up to the beginning of the school year were a busy and sensitive period for all education departments, and the planned measures to reopen the schools were carried out on time, with the efforts of colleagues at different levels.

Siddmjatbi Hashemi noted: Despite the specific conditions of the country and existing issues and restrictions, schools were reopened after months of virtual activities and closures, and they continue their work in a calm and professional atmosphere.

Pointing to the breadth and complexity of education issues, he clarified: In a large and wide complex, the existence of issues and challenges is natural; What is important is knowing the issues correctly, preparing to face them and trying to manage the situation effectively.

Hashemi also appreciated the teachers and principals of the schools who worked during the summer to prepare educational environments and the staff of the general offices of the provinces and the offices of the regions and cities who provided the basis for the start of the academic year.

Combined warfare and efforts to undermine social hope

Referring to the current situation and the combined war of the enemy, the head of the Security Center stated: In addition to direct threats and pressures, the two fields of economy and cognitive warfare are of special importance; Areas whose works can affect people's livelihood, public beliefs and society's perception of the country's conditions.

Hashemi said: "In the cognitive war, by slandering, media streamlining, and exaggerating problems, they try to present a confused picture of the country's situation and weaken society's hope for the future."

He added: Disappointment can prevent society from trying to improve conditions and provide the basis for accepting failure. Therefore, one should be aware of the way issues are represented and its impact on public opinion.

The advisor to the Minister of Education also pointed to the reflection of some livelihood and educational issues in the days leading up to the reopening of schools and said: despite the existing pressures and problems, the cooperation of teachers and the knowledgeable community of educators made these efforts not go as expected by currents aligned with the enemy and the reopening of schools did not face challenges.

Protection has an integrated approach to government and non-government schools

The head of the Security Center of the Ministry of Education pointed out the necessity of organizational preparation to face various issues and said: the long-term closure of schools and the limitation of face-to-face activities can affect organizational order and the normal process of activities; Therefore, returning to favorable conditions requires planning, coordination and preparation of all departments.

Hashemi, recalling some measures taken to clarify the issues and gain the support of the relevant departments, stated: In this direction, efforts were made to familiarize the supervisory, decision-making and decision-making groups with education issues and to provide the necessary ground to face possible challenges.

He added: Before the beginning of the academic year, several meetings were held to explain the issues and prepare related collections, and the colleagues also participated in identifying the damages, following up on the issues, and making the necessary reforms.

The head of the protection center emphasized: In the eyes of the protection group, there is no difference between government and non-government schools in the principle of responsibility for protection. The duties of security oversee all schools in the country, and problems and possible damages must be carefully identified and followed up in both areas.

The advisor to the Minister of Education also emphasized the importance of timely notification and follow-up of the necessary reforms to help continue the proper operation of schools.

The necessity of enlightenment in the face of the enemy's media flow

Referring to the media coverage of the resignation of teachers, Hashemi stated: In some cases, limited issues or common events in a large group, through the release of files and videos, are widely noticed and may create an image that is not in proportion to reality.

He added: In a group with more than one million human resources, the occurrence of events such as resignation, death, illness, and transfer of human resources are part of the natural developments of a large working society, and to properly evaluate them, the statistics should be examined in the context of time and by comparing different years to help clarify the real dimensions of the issues and prevent the formation of false impressions due to media magnification.

The head of the security center also pointed out the wide range of human resource transfers in education and training: in the analysis of the problems of this group, the dimensions of the organization, the number of employees and the different conditions of people should be taken into account and avoid generalizing the limited cases to the entire education and training system.

The adviser to the Minister of Education emphasized the necessity of the role of the media in explaining the issues in detail and providing documented information to the society.

Understanding the organization, the introduction to effective protection of education

Referring to the necessity of developing interaction between security and education departments, Hashemi stated: protection of the education system is not possible without a detailed understanding of its issues; Therefore, it is necessary for security colleagues at different levels to have a proper understanding of the missions, capacities and challenges of different fields of education.

He added: Familiarity with the viewpoints and issues of different departments helps to identify common issues, increase coordination and strengthen cooperation between groups, and provides the basis for more effective decision-making and action.

The head of the security center pointed to the holding of joint meetings with the vice-chancellors and different departments of the ministry and said: These meetings are designed with the aim of getting to know more about specialized areas, hearing the views of officials and synergizing about common issues.

In the end, Hashemi emphasized the necessity of continuing these interactions and using the capacity of different groups to advance the missions of education and education and expressed hope that with common thinking, empathy and accurate understanding of the issues, the field of providing better services to schools, educators and students will be provided.