Identity Melting Factory: From School Desks to Fundamentalist Barracks – Part 2

 The Safe Schools Declaration vs. De-identification and Militarization in Schools

The Safe Schools Declaration is an international political commitment aimed at protecting students, teachers, and educational institutions from attacks and military use during conflicts.

Safe Schools Declaration and Guidelines on Military Use – Safe Schools Declaration

Key tenets of this protocol violated by the Islamic Republic:

• Prohibition of Military Use: Armed forces must not use schools for military purposes, barracks, or military training centers. The establishment of “Police High Schools” by a military entity (FARAJA) is a direct violation of the spirit of this protocol.
• Safety and Dignity: Students must study in an environment free from fear and violence. The presence of police and security forces within the educational structure targets the child’s psychological security.
• Iran’s Status: To date, the Islamic Republic of Iran is not a signatory to this declaration. This is a significant legal fact; why does the regime refuse to commit to keeping schools safe from militarization?

How the Militarization of Education Occurs:

1. Militarized Education = Training Combatants (Not Citizens):

• Legal Aspect: Violation of the Safe Schools Declaration and the Convention on the Rights of the Child (deprivation of peace-oriented education).
• Global Threat: When the regime teaches “suppression skills” and “Jihadi ideology” instead of mathematics and science, it is building cadres for paramilitary groups and the future exportation of terrorism.

2. Digital Quarantine = Isolation from Global Norms:

• Legal Aspect: Violation of Article 13 of the Convention on the Rights of the Child (the right to access information).
• Global Threat: A generation raised with severed internet access and the “SHAD” platform will have no understanding of democratic values, human rights, or peaceful coexistence. This generation can easily become the executive arm of fundamentalism anywhere in the world.

3. Exploitation of Poverty = Soft Conscription:

• Legal Aspect: Violation of the right to equal and free education (systematic discrimination).

• Global Threat: The regime exploits poverty as a strategic tool for “hunting young talent,” aiming to convert them into loyal machines within “Police High Schools.” This signifies the transformation of a nation’s human potential into a “human arsenal” for the preservation of a radical ideological system and a regime of organized oppression.

Warning Cases:

1. From “Police Assistant” to “Life Assistant”: Police in Every Private Dimension of the Student

Young Journalists Club – April 20, 2025

https://www.yjc.ir/fa/news/8940299/

A joint memorandum was signed between FARAJA and the Ministry of Education in the presence of General Ahmadreza Radan, Commander-in-Chief of the National Police.

•  General Radan stated: “During the Sacred Defense [Iran-Iraq War], the majority of volunteers on the front lines were students and teachers…”
• He continued: “The enemy has understood better than us that the most influential segment of Iranian society is the student… We see the enemy affecting students, attempting to hijack the student’s mind through virtual space. The greatest thieves, who are never pursued, are the mafia stealing students’ thoughts.”
• He added: “It is insufficient that we utilize students and education today… If we consider it enough, we have fallen into a ‘third neglect’ and will be caught off guard again.”
• He concluded: “The mental system and behavioral patterns of society are formed during the critical ages of childhood and adolescence… It would be ideal to reach a day where the Police of the Islamic Republic are at the disposal of students for one day a week. A city without police, but a city with a ‘Student Police’.”

IRNA – May 6, 2026 https://www.irna.ir/news/86147425/

A New Chapter of Cooperation between Traffic Police and Education with the “Police Assistant” Project

According to a Wednesday report by IRNA, citing the Traffic Police (Rahvar), General Seyyed Teymour Hosseini met with Alireza Kazemi, the Minister of Education, on the occasion of Teachers’ Week. During this meeting, they discussed and exchanged views on the new project titled “Police Assistant, Life Assistant” (Hamyar-e Police, Hamyar-e Zendegi), which is set to be implemented soon by the FARAJA Traffic Police.

• According to Teymour Hosseini, this project is defined as a continuation of the successful “Police Assistant” experience; a project that has been implemented over past years through close and effective cooperation between the Police and the Ministry of Education, yielding valuable results in the field of traffic culture-building.
• The Head of FARAJA Traffic Police, pointing to the dimensions of this project, stated: “Under the ‘Police Assistant’ framework, students primarily played a role in the area of traffic behaviors and, based on specific job descriptions, participated in promoting the correct driving culture; however, in the ‘Police Assistant, Life Assistant’ project, the scope of missions has expanded and encompasses all dimensions of social life.”

Alireza Kazemi, the Minister of Education, further emphasizing the “Police Assistant, Life Assistant” project, stated:

• “This project is in line with an important cultural movement that began in previous years and is now being pursued with a new approach. The selection of this title is also very precise, as its goal is not merely the teaching of traffic laws, but rather the strengthening of fundamental life skills in students.”
• The Minister of Education concluded: “The implementation of this project can play a significant role in training the future generation and building a law-abiding and responsible society, and we are fully prepared to develop close and synergistic cooperation with the Traffic Police in this path by utilizing all available capacities.”

Conclusion:

• Legal Critique: The exit of the police from specialized duties (traffic) and their entry into “all dimensions of social life” for students under the guise of “discipline-building.”
• Security Threat: The institutionalization of a “police-centric” concept in the child’s mind; transforming the student into a “reporter” or a “surveillance agent” within the family and society.

1. Textbooks as Instruments of War and Repression

ISNA – May 6, 2026

Contract Signed for Designing the “Governmental Discretionary Punishments” Degree at the Master’s Level

A contract for the design and launch of a specialized Master’s degree in “Governmental Discretionary Punishments” (Ta’zirat-e Hokumati) was signed between the Governmental Discretionary Punishments Organization and the University of Judicial Sciences and Administrative Services of the Judiciary.

• According to ISNA, citing the public relations office of the organization, this contract aims to develop specialized training and raise “efficient human resources” specifically for handling economic and guild violations.
• The agreement was signed by Ali Farhadi, Deputy Minister of Justice and Head of the Discretionary Punishments Organization, and Farid Mohseni, President of the Faculty of Judicial Sciences, to expedite the integration of this specialized field into the country’s higher education system.

ISNA – May 6, 2026

Deputy Minister of Education: Teachers Must Work on the National and Islamic Identity of Students

The Deputy Minister and Head of the Organization for Non-Governmental Schools and Centers and for the Promotion for Public Participation stated in Kerman: “One of the most important axes that teachers must pursue for the younger generation and students is working on their National and Islamic identity.”

• He added that the people of Iran have lost the “Teacher of the Revolution” (Ali Khamanei) who had fundamental concerns regarding their dignity and livelihood. He expressed hope that by following his lead, they would achieve more success in training students “at the standard of the Revolution” (Taraz-e Enghelab).
• The Deputy Minister emphasized: “The enemy is terrified of two hard areas, one of which is cultural. Therefore, they are intensely seeking ‘de-identification’ and the spreading of doubts to undermine and damage the achievements of the system.”
• He added: One of the most important areas that teachers must pursue for the younger generation and students is working on national and Islamic identity.
• Mahmoudzadeh further stated: “The Friday prayer leaders and cultural institutions must work in this area. We must educate students who embody Islamic ethics and possess strong religious and intellectual foundations, and this is what the Fundamental Transformation Document requires from us.”

Hamshahri Online – May 5, 2026

Deadline for Ordering Student Textbooks | “Ramadan War” Content to be Included in This Year’s Lessons

Hojjat-al-Islam Dr. Ali Latifi, Head of the Educational Research and Planning Organization, regarding the inclusion of “Ramadan War” content in next year’s textbooks, stated: “Part of the books have already been sent for printing, and it is not possible to change them.”

• However, Latifi noted: “Following the event of the Ramadan War, we immediately halted the printing of books that had not yet been sent to the press and had related topics. We are currently working to reflect parts of what occurred in the Ramadan War within them.”
• The official mentioned that a project has begun to create illustrations tailored to the Ramadan War for the back covers of the remaining textbooks.
• He also announced a special issue for “Roshd” magazines: “Furthermore, a variety of other content-related measures, not necessarily limited to textbooks, will be offered to the student community starting September 22nd (the beginning of the Iranian school year) in line with the war.”

Analytical Conclusion: From Education to War Bulletins

These changes are officially carried out under the title of “Adapting to Modern Needs.” However, in practice, the objective is the systematic removal of concepts like “Human Rights” and “Global Peace” (which were present in the UNESCO 2030 Agenda) and replacing them with the “Culture of Self-Sacrifice and Martyrdom” (Farhang-e Isar va Shahadat). This is in direct conflict with the development of a child’s independent thinking.

This haste in altering content demonstrates that textbooks in Iran do not function as tools for knowledge acquisition, but rather as “News-Propaganda Bulletins” for the regime. They serve to reconstruct the child’s mind based on the official narrative of “Sacred Violence” immediately following any military tension.

The Curtain Falls

Amin Project: 10,000 Clerics in Schools (Cultural Soldiers in the Classroom)

This project is one of the most extensive tools for ideological infiltration. Its goal is to dispatch religious missionaries from seminaries to public schools to monitor student behavior and ensure their “Ideological Training” (Tarbiyat-e Maktabi).

• Current Status: For the 2025-2026 academic year, licenses have been issued for the deployment of up to 10,000 clerics under the “Amin Project”. These individuals are replacing specialized counselors and educational mentors.
• Legal Perspective: From a legal standpoint, the deployment of 10,000 clerics signifies the replacement of “neutral and scientific education” with “religious brainwashing,” which directly contradicts Article 26 (Section 2) of the Universal Declaration of Human Rights regarding the full development of the human personality.

What the Amin Project Dictates

Safhe-Eghtesad – October 14, 2025

What is the Education Ministry’s Amin Project?

Hojjat-al-Islam Hamid Nikzad, Advisor to the Minister of Education and Secretary of the Cooperation Committee between Seminaries and the Ministry, stated while praising the missionaries:

• “I thank you for stepping into the front lines of the Front of Islam. The current alignment of fronts is specifically designed to keep you out of schools. If they martyred our great commanders, one objective was to ensure you and those like you are not in schools connecting with today’s generation.”
• “Today, the main goal of the Front of Infidelity and Arrogance (Kofr va Estekbar) is to keep you out of schools, and they are worried about the connection between you and the future generation.”

• Emphasizing the role of mosques and schools in training the future generation, he added: ‘We must not separate mosques from schools; the intelligent perspective is to recruit from the school and bring [them] to the mosque.’
• “The Advisor to the Minister of Education, addressing the Amin Project missionaries, stated: ‘Be responsive to the students. If you can train many individuals, we will see the results in the future.'”

Masoumeh Sharifi, Deputy of Culture and Promotion at Jamiat al-Zahra, stated: “The Amin Project, which is an initiative of the Islamic Seminary and its esteemed management, has created a serious transformation in the education and upbringing system within the field of proselytization (Tabligh), and is unique in its own right across the world. God willing, it can serve as a model for other Islamic countries. The missionaries of this project carry a great mission in the process of proselytization.”

Explaining the sensitivity of this era, she stated: ‘This period is the most critical time in an adolescent’s life; it is the era of individual and social identity formation and the transition from family dependence to intellectual independence. This very point is the focal center of the enemy’s concentration in their cultural onslaught. You, who hold this capital as a trust, must be vigilant, for the enemy is striving to succeed in this arena… The late Imam [Khomeini] stated that if a cultural transformation (Istihala) occurs, Islam will receive a heavy blow that is irreparable. The enemy is attempting to create doubt and suspicion in the minds of the youth through a “war of narratives,” and if the missionaries are not present in the field, we will be the losers of this battle.‘

She defined the mission of the Amin missionary as follows: ‘An Amin missionary is not merely a religious preacher, but an Officer of Cultural Soft War on the front lines; they are the sentinel of the adolescent’s faith and identity and must use the enemy’s tools against the enemy themselves. Integrity in conveying religious concepts and providing insight (Basirat) during seditions (Fitnas) are the most important duties of these missionaries.'”

Legal Implications

Defining a missionary as an “Officer of Soft War” is in direct conflict with Article 29 of the Convention on the Rights of the Child, which emphasizes education for peace, understanding, and tolerance. Transforming the educational environment into a “trench” or “front line” destroys the child’s psychological security and entangles them in the political and ideological conflicts of adults.

Chapter Conclusion

“School” in today’s Iran has shifted its essence from an educational environment to a “Cadre-building Garrison.” By sacrificing the future of children, the Islamic Republic is constructing a “flesh wall” of brainwashed forces to confront the free world.

Through “Hybrid Purging” (the removal of independent teachers + the entry of police + the entry of clerics + the shift toward war-oriented content), the Islamic Republic is implementing “Educational Apartheid.”

Conclusion: The Transition from Schools to Barracks in Iran

Human Rights and Global Implications of the Restructuring of Iran’s Educational System

The research and documentation presented in this special report demonstrate that the educational system in Iran is no longer a civil institution for the growth and flourishing of the future generation; rather, it has been transformed into a “human arsenal” and a component of the defense-security apparatus of the Islamic Republic. The purposeful replacement of the UNESCO 2030 Agenda with the “Fundamental Transformational Document” was not merely an administrative shift, but the onset of a large-scale social engineering project designed to guarantee the survival of structural totalitarianism and ideological rule by confiscating the individual and psychological identity of children.

1. Systematic Violation of the Fundamental Rights of Children and Adolescents

The recent actions of the ruling system in Iran—including the deployment of 10,000 clerics via the “Amin Project” and the conversion of schools into “Police High Schools”—constitute flagrant violations of Article 3 (The Best Interests of the Child), Articles 28 & 29 (The Right to Peace-oriented Education), and Article 13 (The Right to Access Information) of the Convention on the Rights of the Child (CRC). In this structure, the child is defined not as a “rights-holder,” but as an “instrument of duty” and an “officer of soft war.” Systematic brainwashing and the elimination of critical thinking represent a clear instance of psychological torture and the deprivation of the free development of the human personality.

2. Promotion of Fundamentalism and the Erosion of Global Peace

The transformation of textbook content into war bulletins (such as the “Ramadan War” project) and the normalization of violence through military weaponry on educational platforms (such as the “Havagardan” animation) serve as a major alarm for international peace and security. The output of this educational system is a generation raised in an “information quarantine” that perceives the world as an enemy and seeks solutions through “physical elimination and terrorism.” This process transforms Iran into a hub for exporting fundamentalism, resulting in a “human nuclear threat” to the entire world.

3. Legal Foundations and State Responsibility

Based on the Safe Schools Declaration and universal human rights standards, schools must remain non-military and safe environments. By militarizing education, the Islamic Republic has defected from all its international obligations. Utilizing economic poverty for “soft conscription” within police schools is an overt discrimination against the right to equal education, necessitating legal accountability in international forums.

4. Call to the International Community: The Necessity of Preemptive Intervention

The global community, the United Nations, and UNESCO must not view the structural changes in Iran’s education as a domestic issue. The continuation of this trend implies the birth of a generation that speaks no language other than violence and radical ideology.

• Halting educational cooperation with institutions that promote militarism in schools.
• Diplomatic pressure to ensure a return to human rights education standards and access to the free internet for students.
• Documenting educational crimes as a component of human rights violation cases in Iran.

Final Word

If the world does not prevent the destruction of children’s minds in Iran today, it will face a generation tomorrow that poses an irreversible challenge—not only to the Iranian nation but to the security of humanity. The “hybrid purging” of the educational system is the regime’s final embankment for survival; an embankment built upon the ruins of the identity and future of the younger generation.