عنوان مقاله [English]
In recent decades, some governments have been able to provide the basis for the efficiency and effectiveness of sustainable education policies and to provide quality, universal, free, and equitable education by the benefits of good governance. In Iran, despite the large number of documents, evidence such as the deepening of challenges such as dropouts, inequality and educational gap and the poor quality of educational infrastructure, shows that the Iranian education system has failed to achieve sustainable goals. The purpose of this article is to examine the dimensions and layers of competencies of the Iranian education system from the theoretical perspective of policy capacity through using analytical, comparative and survey methods based on the opinions of education experts. The research question is to what extent the competencies of different levels of the Iranian education governance system are consistent with the indicators of the policy capacity model? Based on the research findings, analytical, operational and political competencies and skills at the individual, organizational and systemic levels and resources of the Iranian education policy-making system have a significant difference with the components of the theoretical model of policy-making capacity. These conflicts have been one of the main obstacles to the efficiency and effectiveness of Iran's education sustainability policies and the achievement of the relevant goals set out in the policy documents. Therefore, for the post-Crohn's period of Iranian education, it is essential that policy-making and data-based governance capacity be multilevel, fair, accountable, and participatory on the policy agenda.