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