educational system in iran essay

British Council

What does school education look like in iran, by samira hazari, 21 april 2015 - 14:54.

Omid Jafarnezhad, licensed under CC BY 3.0  and adapted from the original .

Are Iranian primary schools very different from UK ones? Samira Hazari, a primary school teacher in Iran, gives us a glimpse of school life for Iranian children.

Rojan, like other Iranian school girls, gets up early for school. Classes start at 7.30 a.m. and finish around 1 p.m. When she arrives, she joins lots of other girls playing in the school yard. Some are bright and full of energy, others are sleepy. There are no boys around. In Iran, all schools are single-sex.

The education system in Iran is divided into two main levels: primary education and high-school education. All children spend six years of their lives at primary level from ages six to 12 and attend high school from ages 12 to 18. Primary education is compulsory in Iran. There are many free public schools as well as private schools with high tuition fees. There are also schools called 'Nemuneh Mardomi', which are believed to be better than public schools and more affordable than private schools.

Getting into one of these well-known Nemuneh Mardomi schools is tough. All schools have an entrance exam to identify the best students, and the competition for places can be intense. Not surprisingly, this can be a stressful time for students and parents alike.

In addition to the entrance exam, there is a national exam at the end of primary school based on the school subjects. These include mathematics, science, Persian literature, social sciences, and theology. The results of the exams are not determined by numerical scores but use the terms 'excellent', 'good', 'satisfactory' and 'needs further improvement'. For parents, the entrance exam is even more important than the national exam, because they believe that getting their children into a good school will secure a bright future for their children. For this reason, most teachers are strict about setting lots of supplementary books for students to work on preparation for both exams, in addition to the books they study at school.

Other subjects studied at Iranian schools include art, sports, work and technology, thinking and research and, most importantly, study of the Quran, the holy book. These subjects also form part of the school curriculum.

If we were to ask Rojan what she thought about subjects such as work and technology or thinking and research, she'd probably say they weren't very exciting. She might explain that teachers don’t take these subjects very seriously and that a class on work and technology is mostly theoretical rather than practical, and doesn't offer the chance to work with computers. But she'd probably say how much she enjoys sports and art since these involve swimming, volleyball, basketball and the chance to work on art projects in groups. There are also competitions between schools and the chance to win prizes. Other fun things she might mention would be school trips to museums, cinemas and theme parks.

But what do parents think about the school system in Iran? This is what Rojan’s mom says:

'I don’t like a system where the students come home with no homework, no dictation practice. I’d like to see my child doing extra practice on what she has learned at school. There are plenty of published supplementary books out there in the market, which I’m sure the other parents are buying, and I feel stressed if I don’t get them for my child. She needs to work hard to get to a good school and be successful in the future.'

Rojan’s mother’s view is fairly typical of how parents view education as a whole in Iran. It is highly competitive, and parents spend a lot of time and money on their children’s education. Another example of this is the university entrance exam  Konkur ; parents often forego holidays and don’t attend family or social engagements because their child is preparing for the exam. This has been coined as a  Konkur quarantine .

In Iran, therefore, both primary and secondary school students work hard to reach the next level of education.

Samira Hazari is a Hornby scholar who graduated from the University of Warwick and specialises in English language teaching of young learners. She is a teacher and young learner teacher trainer in Iran.

UK primary school teachers, introduce your pupils to Iranian culture by downloading our  education pack  today.

The education pack was designed and distributed to UK schools as part of the British Council's UK-Iran Season of Culture, which has been taking place between January and April 2015.

You might also be interested in:

• Things you probably didn’t know about Iran
• How Iranian architects invented ways to stay cool
• A brief history of Iran's modern literature

View the discussion thread.

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Title: Iran’s Educational System and the Institutionalization of Gender Inequality

Laws and regulations encourage institutionalized gender discrimination and inequality in Iran, ranging from differences in teaching boys and girls to extreme cases such as honor killings. This piece discusses how this discrimination is institutionalized in the Iranian education system. Substantial education reform is needed to address both this vicious cycle as well as for the state to fulfill its international human rights obligations.

In 2020, instead of attending school, a fourteen-year-old girl named Romina Ashrafi was killed at the hands of her father because she had eloped with a twenty-nine-year-old man. This heinous crime took place because Romina’s father felt his daughter had “damaged” the family’s honor. Romina’s case is not uncommon , but the outrage sparked by her killing forced Iran to consider amending Article 301 of the Penal Code. According to Navi Pillay , the UN High Commissioner for Human Rights, this article reduces punitive measures for fathers involved in so-called honor killings. Although an “ urgent bill ” to increase protections against violence for women was passed by the former president, Hassan Rouhani, it has languished for the past two years under the current president, Ebrahim Ra’isi.

The Iranian state has no motivation to tackle discrimination against women. In fact, Iran has institutionalized sexism through laws and regulations that create intentional inequalities between men and women, all justified using Islam. These rules have given male perpetrators free reign to proudly take the law into their own hands as divine executioners. Although honor killings are extreme cases, they stem from fundamental inequalities and discrimination, which begin before birth, are institutionalized in the education system, and then supported by law. Iran must fulfill its international obligation to ensure education is available, accessible, acceptable, and adaptable to all children, which would naturally address discrimination and inequalities in the educational system.

Iran’s institutionalized sexism impacts a child’s life before they are even born. For the year 2021-2022, Iran’s judiciary set the rate of blood money ( diyyeh ) at 480 million tumans [~US$113,738]. This amount only applies if the fetus is a boy. If the fetus is a girl, the amount is halved. Blood money is based on Article 17 of the Islamic Penal Code and is a form of punitive and restorative justice. Article 448 defines it as a “punishment to compensate for physical harm inflicted on individuals.” In this case, this would mean anyone who intentionally batters or abuses a pregnant women and causes an abortion would have to pay blood money ( Article 622 ). Women’s lives are, therefore, decided by the state to be worth half of a man’s even before birth.

According to a framework based on the 1966 International Covenant on Economic, Social and Cultural Rights (ICESCR), to which Iran is fully bound , education must be available, accessible , acceptable, and adaptable ( 4-A Right to Education Framework ). Due to numerous discriminatory laws, Iran fails to fulfill its obligations in all four areas. For example, the age of maturity for girls is set at nine and for boys at fifteen. This violates Article 1 of the International Convention on the Rights of the Child (CRC) that sets the age of maturity for all children at eighteen years of age. Iran has entered reservations to this convention, and, by setting the ages of maturity at nine and fifteen, is undermining the need for children to stay in school. Children may be pulled out of school after Iran’s age of maturity based on financial incentives, boys mainly for labor and girls mainly for marriage. Kinship interests and old traditions are other reasons why girls are married off early. The state encourages this culture to push its own ideological interests, which is to marginalize women for the maintenance of a patriarchal society and governance model.

Iran has one of the shortest compulsory education requirements in the world. Children are only obliged to attend school for five years . Even this short period of compulsory education is not entirely enforced by the state, particularly for girls. In instances when girls are married off or boys are forced into labor instead of attending school, the state fails to intervene . The difference is that girls are allowed by the state to be married as young as the age of nine, creating a legal path to deprive them of education.

For education to be acceptable, the subject matter and teaching methods must be non-discriminatory. In Iran, schools are segregated by gender, which makes discrimination against genders easily implementable. Girls are taught only arts and humanities to reinforce the belief that they are physically and cognitively weaker than boys. Boys, in turn, are taught science, technology, math, and sports to bolster the sense that they are stronger, smarter, and the natural heads of their families (Art. 1105) . This schooling divide fuels the patriarchal belief that women are weak creatures that must be protected by strong and competent men. Men are given legal tools to exercise this power in the form of civil codes that force families into an unequal hierarchy. The law of Tamkin (submission), for instance, dictates that when a wife refuses to fulfill her marital duties, sexual or otherwise, the husband can withhold her maintenance payments (Article 1108) . The husband controls the woman’s movement (Article 1114) and can easily prevent her from having a profession if he feels it is “incompatible with the family interests or the dignity of himself or his wife” (Art. 1117) .

Textbooks are an integral part of education as they are the primary avenue through which societal knowledge and expectations are standardized and disseminated. In Iran, textbooks are visually and textually designed to discriminate against girls and enforce inequality in favor of men. A study shows that “discriminatory attitudes” against women and religious and ethnic minorities present in textbooks are not “accidental or sporadic” – the books are a platform for the state to extend its ideological campaign to children. One such ideology is that women’s sole role in society is to get married and to bear offspring, the earlier the better. Recently, pro-child marriage images were added to textbooks, campaigning that “ marriage has no age limit, it just has conditions !”

Legally, girls as young as thirteen and boys as young as fifteen can be married off with the permission of their male guardians, and younger than that with the authorization of a judge. Based on official state reports , 217 girls under the age of ten, 35,000 girls ages ten to fourteen, and 170,926 girls ages fifteen to nineteen were married off in 2017-2018. However, this data is far from complete. Many early marriages are either registered much later than the actual date of marriage or not officially registered at all due to some legal restrictions. In rural areas, secret child marriages are still common.

While images of girls are included in textbooks discussing family and marriage, they are deleted when girls are depicted focusing on their education. For instance, in 2020, images of girls on the cover of third-grade mathematics books were removed . The only official reason given by the Organization for Educational Research and Planning, affiliated with the Ministry of Education, was to make the cover “less crowded.”

Discrimination against girls in Iranian schools is present in segregation, teaching methods, curricula, and stereotypes, all to ensure the state’s version of sharia stays legitimate and relevant. Even though this discrimination seemingly favors men, the state also robs them of all that can be achieved through equality between the genders. By not providing quality, equal education to all, the state enforces a gender hierarchy that trickles down to all layers of society and manifests in toxic relationships such as that of Romina and her father.

For traditional social attitudes to be challenged and discrimination to be eliminated in Iran, the state must provide quality education irrespective of gender. The Iranian state must withdraw its reservations to the CRC and ensure its principles are incorporated into domestic laws and regulations. This means that the age of maturity for both girls and boys should be raised to eighteen and measures should be taken to ensure children stay in school. Based on its obligations to ICESCR and the 4-A Framework , Iran should increase the number of years of free compulsory primary education, make it available to dispersed rural communities, and make progressive free secondary education accessible to all. The state must foster an acceptable human rights culture by integrating it into everyday teaching and school life. The state must ensure that all students are taught all subject areas and must avoid using the educational systems as part of its propaganda machinery. This means that private matters such as marriage and stereotypical roles for men and women must not be advertised in schools.

Dr. Shabnam Moinipour teaches social science methods in researching human rights at the School of Advanced Study, University of London. She is also a project manager at the Centre for Supporters of Human Rights, which focuses on the rights of landmine victims, women’s and children’s rights, and the rights of minorities in Iran. Dr. Moinipour has a PhD in human rights and media communications and an MA in theory and practice of human rights. Her recent publications include two articles on children’s right to education in Iran and a book entitled Human Rights, Iranian Migrants, and State Media: From Media Portrayal to Civil Reality.

Image Credit: ILO Asia-Pacific, Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)

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Education system in Iran – SAT Essay

Introduction

The education system in Iran is currently highly centralized. It is divided into higher education and k-12 education. It is the Ministry of education that works with the supervision of the Ministry of Science and Technology that controls the k-12 education in the country. The higher education institutes are both private and publicly owned.

The adult literacy rate is 85% in Iran, which is pretty bad when you consider that the adult literacy rate in Sir Lanka (a third-world country) is 98.1%. Still, the regional average with countries surrounding and in the region is 62%, so they are ahead of quite a few countries. The funding for education in Iran is now more than it is in many surrounding countries as the Iranian economy has improved a little in recent years.

Young adults have a literacy rate of 97% in the age range between 15 years old and 24 years old. This goes to show that a massive upheaval has clearly taken place recently, as the younger generation are now getting a good education. What is more puzzling, when you consider that the Muslim religion and its dogma are big in the country, is that there are no gender discrepancies. There are only slightly fewer female students than there are male students, which is very rare in a country where the Muslim/Islamic religion has taken hold, as the religion tends to require women to be downtrodden under the weight of male needs.

The student to workforce ratio in Iran is 10.2%, which is one of the highest students to workforce ratios in the world. The school-starting age in Iran is around five or size years of age. The last three years in school are not mandatory. If you do take the last few years in an Iranian school, then your time is divided into theoretical work and vocational work. There are programs with their own specialties.

If you wish to enter into higher education in Iran, then you need a school-leaving diploma, which is similar to the US High School diploma. You may also need to take a University entrance exam known as a Konkur, and they are similar to the SAT exams that students take in the USA. You will also have to take a pre-university course called a Peeshdaneshgahe if you want to get into higher education.

There have clearly been some changes in the education system in Iran just recently because it is the only way to explain how people up to the age of 24 are suddenly more literate and educated than people older than that age.

It is also surprising that the country only has a literacy rate of 85% when Iran is not a third-world country. Furthermore, what is more surprising is that female and male numbers are almost equal in Iran, which is not commonly seen in surrounding and in Asian colleges and schools. Even in developed and western countries we tend to see unbalanced male to female students, though in the west and in developed countries it tends to be more female students to male students rather than more males than females.

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The meaning of the Islamization of the school in Iran

The advent of the Islamic Republic of Iran (IRI) following the 1979 Revolution represents an important turning point for Iranian education system. The newly installed IRI quickly pursued its main objective of establishing an Islamist state by reforming major institutions such as the judicial and education systems. These institutional reforms can be seen as a movement to transform Shi’a Islam to a relevant source of political power and social control. The Islamization (islami kardan) of the school was thus perceived as an urgent priority bringing this institution in the service of the revolution. Iran’s 1979 Revolution has imposed thereby a real break in the education to a country that had been ruled by a more or less secular system since the Constitutional Revolution of Iran in 1906.

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This paper aims to extract Iran’s philosophy of education from two sources of the constitution and the course of practice in educational institutions. Regarding the first source, it is argued that parallel to the two main threads of the constitution, Iran’s main elements of philosophy of education are expected to be derived from; (1) Islam and (2) democracy. The challenge in front of this feature of Iran’s implicit philosophy of education refers to the seemingly contradictory relation between the two components of Islam and democracy. It is argued that the hard contrast being held between religion and liberal democracy is not defensible and that there could be compatibilities between the two. As for the second source, it is shown that there are concerns about the main trends that underpin Iranian educational institutions. One trend is that the religious education in Iran is at the threat of becoming dogmatic and being overwhelmed by indoctrination. The second trend, referring to the minorities’ education, shows a further challenge regarding recognition of minorities’ right to education. Finally, the third trend is related to the embrace of neoliberalism in Iranian educational endeavors. It is argued that this trend provides a tension in the overall corpus of the country’s philosophy of education.

Education and Cultural Change in the Modernisation of Iran: The Role of Shiʿite Clerics and the Middle Class

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Iranian society underwent various transformations influenced by Western culture as part of its process of modernisation. This was driven by the state's, intellectuals' and the emergent middle class's efforts to push cultural change. However, despite a century of such modernisation, a populist backlash accelerated the rise of religious leaders and the Shiʿite tradition before, during and after the Islamic Revolution of 1979. For this important reason, the link between cultural change and modernisation need further examination in the Iranian context. This paper posits the preliminary hypothesis that modernisation as a means of cultural change did not transform Iranian culture in large measure due to the lack of nationwide education. A majority of Iranians remained devoted to the Shiʿite faith and traditions of Islam. This paper examines the importance of education in cultural change in the Qajar and Pahlavi eras, deploying aspects of Riane Eisler's cultural transformation model to evaluate cultural change influenced by Western culture in Iran.

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Modern religious schools have been one of the most significant tools used for carrying out an 'Islamisation project' in the aftermath of the 1979 Revolution. Immediately after the Revolution, such schools were mandated with the goal of training a religious elite capable of taking on the leadership positions of the postrevolutionary state. Drawing on 32 face-to-face interviews with the graduates of those schools, this study explores the evolution of the religious lives of the participants during and after the school years. The findings indicate that, despite the very strictly religious environments of the modern religious schools, many of their graduates experience either a shift away from religion altogether or from the version of Islam that is sanctioned by school and the state. The way these dynamics work is a classic example of what Robert Merton has called the distinction between the 'manifest' and 'latent' functions of a social act. The key factor that has contributed to the failure of this state project seems to have been the efforts to restrict the freedom of students. This finding shows the centrality of freedom for a meaningful spiritual life.

Digest of Middle East Studies

Saeid Golkar

The purpose of this article is to analyze the efforts that have been made to Islamize Iranian universities, specifically since the emergence of hardliners in 2005. After the 1979 Iranian Revolution, the Islamic regime relentlessly intensified its efforts to Islamize universities to train a new generation of ideologically driven students. In the three decades following the Revolution, three major periods of university Islamization have been implemented.The Cultural Revolution, which started in 1980, was the first step in the Islamization of Iran's universities: to cleanse the higher education systems from students and professors who criticized the new established Islamic regime. By increasing the number of students and the development of universities throughout Iran in the Rafasanjai era, the second wave of the Islamization of the university was triggered by Ayatollah Khamenei in 1994. During the reform era, the Islamization of universities slowed because of the many confrontations between the Supreme Leader and the reformist administrations. With the victory of Mahmoud Ahmadinejad in the 2005 presidential election, the Islamization of universities intensified. While there are a few publications about the Islamization of universities, they mainly focused on the first and second decades following the 1979 Revolution. Focusing on the third period, this article will investigate the different strategies and tactics for the Islamization of universities, as well as reasons for its failures. Cultural Revolution: The First Wave of University Islamization T he university as a modern institution has continued to play an important role in the political transformation of Iran. Political regimes have used the university to produce and transform knowledge, and as an important agent for political socialization. Since the 1920s, when Tehran University was established, the university has been one of the most prestigious institutions in the struggle for political change in Iran. For more than seven decades, student movements have played a leading role in sparking and promoting social and political insurgency in Iran (Parsa, 2000, p. 95). That is why both the Pahlavi and the Islamic regimes have tried to control and suppress these movements through different mechanisms (Golkar, 2007). The relationship between the university and the Iranian state has been highly controversial since the establishment of Islamic regime in 1979. Clerics were aware of bs_bs_banner Digest of Middle East Studies-Volume 21, Number 1-Pages 1-23

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The Dynamics of Change in Iran

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• The 1979 Revolution brought Islam to the forefront by embracing it as the governing ideology, as well as the premise of directing the public space. • Since 1979, Iran has been subject to various sanctions which in time became an integral part of its socio-political life and became the defining pillar of these spheres to a certain extent. • The internationally-imposed sanctions brought the Iranian socio-economic life to the brink of stagnation; a situation that has mounted enormous pressure on the policy makers. This forced the Iranian political elites to sign a deal on Iran’s nuclear Project by breaching many of the redlines formulated by the Supreme Leader. • The obstinacy of the Western states to halt Iran’s nuclear project at every cost, and Iran’s determination to obtain nuclear capacity, defined the course of Iran’s relations with the West for a long time. • Iranians are divided into two camps about the nuclear deal. While some are supportive of the agreement for the sake of normalization of Iran’s foreign relations, others are frustrated by the compromises given to the West. • The dual structure of education in Iran not only fails to offer solutions to educational problems but also deepens them. As top religious education institutions are concentrated in just a few cities, most the population receives education at modern schools scattered throughout the country. • The Islamic Republic facilitated the rise of the new middle class through its structural economic reforms. One day, this growing middle class may potentially pose an existential threat to the existing system. Thus, how to ensure a successful translation of the popular demands to the political arena remains to be a fundamental concern for Iranian politicians.

Iranian Studies

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Coauthored with Hamid Karamipour - The advent of “modern” education in Iran and its acceptance by political and cultural elites dates to the Qajar era. But the elitist nature of state reforms prevented modern education from spreading throughout society until the Pahlavi era. Especially during the reign of Mohammad Reza Shah Pahlavi, modern education reached most segments of the population, including religious families from the middle classes. This research is based on Persian-language documents and informed by the English-language historiography. The article finds that the Islamic Education Society (Jāmeʿeh-ye taʿlimat-e eslāmi) propagated religious modernism through a national network of private schools beginning in the 1940s. In the 1950s and 1960s private cultural foundations used the Islamic Education Society’s model to establish the Alavi, Kamāl, and Refāh schools in Tehran. The network that supported them was a reflection of the revolutionary movement and a vehicle for its organization by the 1970s.

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Education system in Iran – SAT Essay

Introduction The education system in Iran is currently highly centralized. It is divided into higher education and k-12 education. It is the Ministry of education that works with the supervision of the Ministry of Science and Technology that controls the k-12 education in the country.

The higher education institutes are both private and publicly owned. The adult literacy rate is 85% in Iran, which is pretty bad when you consider that the adult literacy rate in Sir Lanka (a third-world country) is 98.1%. Still, the regional average with countries surrounding and in the region is 62%, so they are ahead of quite a few countries. The funding for education in Iran is now more than it is in many surrounding countries as the Iranian economy has improved a little in recent years.

We Will Write a Custom Case Study Specifically For You For Only $13.90/page!

Young adults have a literacy rate of 97% in the age range between 15 years old and 24 years old. This goes to show that a massive upheaval has clearly taken place recently, as the younger generation are now getting a good education. What is more puzzling, when you consider that the Muslim religion and its dogma are big in the country, is that there are no gender discrepancies. There are only slightly fewer female students than there are male students, which is very rare in a country where the Muslim/Islamic religion has taken hold, as the religion tends to require women to be downtrodden under the weight of male needs. The student to workforce ratio in Iran is 10.2%, which is one of the highest students to workforce ratios in the world.

The school-starting age in Iran is around five or size years of age. The last three years in school are not mandatory. If you do take the last few years in an Iranian school, then your time is divided into theoretical work and vocational work. There are programs with their own specialties. If you wish to enter into higher education in Iran, then you need a school-leaving diploma, which is similar to the US High School diploma.

You may also need to take a University entrance exam known as a Konkur, and they are similar to the SAT exams that students take in the USA. You will also have to take a pre-university course called a Peeshdaneshgahe if you want to get into higher education. ConclusionThere have clearly been some changes in the education system in Iran just recently because it is the only way to explain how people up to the age of 24 are suddenly more literate and educated than people older than that age. It is also surprising that the country only has a literacy rate of 85% when Iran is not a third-world country. Furthermore, what is more surprising is that female and male numbers are almost equal in Iran, which is not commonly seen in surrounding and in Asian colleges and schools. Even in developed and western countries we tend to see unbalanced male to female students, though in the west and in developed countries it tends to be more female students to male students rather than more males than females.

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Systematic Oppression of Tertiary Education in Iran Under the Islamic Republic

• Original Article
• Published: 01 August 2023

Cite this article

• Negar Partow 1 ,
• Maryam Moridnejad   ORCID: orcid.org/0000-0002-0153-3648 2 ,
• Elnaz Irannezhad 3 ,
• Mona Parizadeh 4 &
• Rana Dadpour 5  

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Since the inception of the "Woman, Life, Freedom" revolution in September 2022, following the tragic death of Mahsa Amini, universities in Iran have been at the forefront of resistance. In response, the government has attempted to silence opposition by exerting control over universities and engaging in waves of arrests and imprisonments. The latest round of attacks extended beyond students and targeted any academic who protected students from violent attacks by the regime or has criticised the state for the draconian policies they have coerced on the tertiary education sector. This study delves into the historical and institutional roots of the oppressive mechanisms employed by the Islamic Republic in Iranian universities, since the 1979 revolution and the subsequent Islamisation project. Through this lens, we analyze how the regime legitimizes its practices, enforces misogynistic policies in tertiary education, and coerces universities into submission. We argue that Iranian universities have come to resemble prisons, with academics fearing for their job security and the expression of their opinions, while regime-connected individuals monopolize opportunities such as research grants and travel prospects. Our aim is to raise awareness within the international academic community about the oppressive, misogynistic, and corrupt system that governs Iran's tertiary education sector.

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Negar Partow

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Elnaz Irannezhad

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Partow, N., Moridnejad, M., Irannezhad, E. et al. Systematic Oppression of Tertiary Education in Iran Under the Islamic Republic. High Educ Policy (2023). https://doi.org/10.1057/s41307-023-00321-4

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Tel Aviv [Israel], April 14 (ANI): Israel, in a move to protect its citizens, has announced to close all schools and other educational systems, effective Sunday, as the country’s defence forces remain on high alert following Iran hitting Israel with over 200 projectiles, the Jerusalem Post reported.

Moreover, it further urged the Israeli civilians to be vigilant, to head to shelters upon hearing a warning siren, and to remain there for 10 minutes.

The Israel Defense Forces (IDF) have been on high alert for an attack from Iran, with dozens of planes in the sky prepared to defend the country.

IDF Spokesperson Rear-Admiral Daniel Hagari, in a video statement, said, “Starting tomorrow morning and during the next few days, none of the educational systems, camp programs, or planned trips will take place.”

No public events with more than 1,000 people can be held, the Home Front Command stated, reported the Jerusalem Post.

The statement also highlighted the growing sense of emergency due to the threats from Tehran following Israel’s attack in Damascus on April 1, killing seven Iranian generals, according to the Jerusalem Post.

“We are taking all steps possible to ensure your safety,” Hagari told the Israeli public.

Hagari reassued the Israeli citizens and said, “Since the start of the war, we have faced a variety of threats sent here by Iran’s proxies and adapted our defense and attack systems accordingly,” adding that the IDF was “fully prepared.”

“The air force’s defense and attack formations are on alert and dozens of planes are in the sky. We are conducting a situational assessment with our strategic partners, led by the USA, and we are maintaining close coordination with them,” he stated.

Hagari spoke as Defense Minister Yoav Gallant held a situational assessment with IDF Chief-of-Staff Herzl Halevi and other senior defense officials and the security.

Gallant said the IDF was “closely monitoring a planned attack by Iran and its proxies against the State of Israel.”

“We have added new capabilities – on land, in the air, at sea, in our intelligence directorate, within the State of Israel, and together with our partners, led by the United States,” he said.

Iran, on late Saturday, attacked Israel with more than 200 projectiles, including dozens of ballistic missiles, cruise missiles and drones. (ANI)

This report is auto-generated from ANI news service. ThePrint holds no responsibility for its content.

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Iran launches barrage of strikes toward Israel

By Tori B. Powell , Sophie Tanno, Emma Tucker , Kaanita Iyer , Paul LeBlanc and Adrienne Vogt , Jerome Taylor and James Legge, CNN

"Whoever harms us, we will harm them," says Israeli Prime Minister Netanyahu

Israeli Prime Minister Benjamin Netanyahu said in a statement on Saturday that Israel had been preparing for an attack from Iran.

"In recent years, and especially in recent weeks, Israel has been preparing for a direct attack by Iran," he said.

"Our defensive systems are deployed; we are ready for any scenario, both defensively and offensively. The State of Israel is strong. The IDF is strong. The public is strong," he said.

Netanyahu thanked the US, Britain, France and its other allies for "standing alongside Israel."

"We have determined a clear principle: Whoever harms us, we will harm them. We will defend ourselves against any threat and will do so level-headedly and with determination," his statement said.

US official confirms Iran has launched drones toward Israel

From CNN’s Kevin Liptak and Jeremy Diamond

A US official has confirmed that Iran launched drones against Israel, shortly after an announcement from Israel Defense Forces.

An Israeli official also confirmed Iran has launched dozens of drones.

Iran launched drones toward Israel, IDF spokesperson says

From Lauren Izso

Iran launched drones toward Israel, a spokesperson for the Israel Defense Forces said.

IDF spokesperson Daniel Hagari said they were following the threat in their airspace and added that the threat will take a number of hours to arrive in Israel. GPS will not be available in certain areas as part of preparations, Hagari said.

"If we discover specific threats that have a shorter arrival time, we will update you immediately," Hagari said. "We ask you to be vigilant and follow the directions of Home Front Command. We understand these threats and have dealt with them in the past."

CNN political and global affairs analyst Barak Ravid also said Iran had launched the attack using dozens of drones, citing four US and Israeli officials.

US will attempt to intercept launches at Israel if feasible, US officials say

From CNN's Oren Liebermann and Natasha Bertrand

The US will attempt to intercept any weapons launched at Israel if it’s feasible to do so, two US officials told CNN, in an indication of the level of ongoing cooperation between the two militaries before an anticipated Iranian attack .

US Navy forces in the Red Sea have previously intercepted long-range missiles launched from the Houthis in Yemen toward Israel. US forces in Iraq and Syria could also potentially intercept drones and rockets targeting northern Israel, depending on the location from which they’re launched.

Gen. Erik Kurilla, the commander of US Central Command, has been in Israel meeting with the country’s security leadership. On Friday, the Israel Defense Forces Chief of Staff, Lt. Gen. Herzi Halevi, met with Kurilla.

There have been a number of conversations where US officials have urged Israel not to escalate the situation in retaliating against Iran, according to one of the US officials. 

Remember: An Iranian attack is expected in response to Israel’s deadly strike of Tehran's consulate in Damascus, Syria, last week.

The Damascus attack was the latest incident to stoke fears of a wider regional conflict breaking out in the Middle East during Israel's campaign in Gaza.

Diplomatic efforts: US Secretary of State Antony Blinken has held a slew of calls to foreign counterparts aimed at pressuring Iran not to attack Israel.

The top US diplomat spoke with Jordanian Foreign Minister Ayman Safadi on Friday, according to a readout from State Department spokesperson Matthew Miller.

Blinken also spoke with the Turkish, Chinese and Saudi foreign ministers in recent days, Miller said.

Jordan temporarily closes airspace

From CNN's Hamdi Alkhshali and Caroline Faraj

The Jordanian Civil Aviation Regulatory Authority announced Saturday the country's airspace will be temporarily closed to all incoming, departing, and transiting aircraft, state news Petra reported, as neighboring Israel remains on high alert for an Iranian strike.

“The authority has taken a decision to temporarily close Jordanian airspace to all arriving, departing and crossing aircraft, starting at 11:00 pm local time for the next several hours, and this will be continuously updated and reviewed according to developments,” according to Petra.

In a statement, the authority cited the imperative to safeguard the safety and security of civil aviation within Jordanian airspace. The closure comes after a thorough assessment of risks in accordance with international standards, it added.

Israeli defense minister says country is ready to take any measures in case of Iran attack

From CNN’s Lauren Izso and Hamdi Alkhshali

Israeli Minister of Defense Yoav Gallant said Saturday that the country has bolstered its defensive and offensive capabilities across various domains — including land, air, sea and intelligence — against a potential attack by Iran or its proxies.

Israel will safeguard its citizens, Gallant said in a statement, adding that Iran's actions reaffirm its status as a “terrorist state.”

He assured that Israel is fully prepared to counter any form of “terrorism” and urged citizens to adhere to instructions provided by the Israel Defense Forces and the Home Front Command.

Gallant is conducting an operational situation assessment with the IDF Chief of the General Staff Lt. Gen. Herzi Halevi and other senior defense officials Saturday evening. 

US secretary of state and defense secretary will be at Biden's national security team meeting, officials say

From CNN’s Jennifer Hansler

US Secretary of State Antony Blinken and Defense Secretary Lloyd Austin will be at President Joe Biden’s meeting with his national security team, officials told CNN.

Chairman of the Joint Chiefs of Staff Gen. CQ Brown will also be at the meeting, according to another US defense official.

Biden is returning to Washington from Rehoboth Beach, Delaware, on Saturday to meet with his team as the US is on high alert for a potential Iranian retaliatory strike against Israel.

This post has been updated to note Austin and Brown's attendance.

CNN's Haley Britzky contributed reporting.

US national security adviser speaks with Israeli counterpart as potential Iran strike looms

From CNN’s Kevin Liptak

US President Joe Biden's top national security aide spoke Saturday with his Israeli counterpart to reiterate American support for Israeli security.

Jake Sullivan, the US national security adviser, assured Israeli national security adviser Tzachi Hanegbi of "the United States’ ironclad commitment to the security of Israel," Sullivan wrote in a post on X .

Israel's military suspends educational activities and limits gatherings amid fears of an Iranian attack

From CNN’s Lauren Izso and Eyad Kourdi

Starting at 11 p.m. local time Saturday, educational activities in Israel will be suspended and there will be limited gatherings amid fears of an attack from Iran, according to an Israel Defense Forces statement.

Gatherings will be limited to a maximum of 1,000 people around the Gaza border and in the north, following what the IDF labeled as “a situational assessment.”

“This week, we carried out a situational assessment and approved plans for preparedness for an attack from Iran... Starting tomorrow morning and in the coming days, the education establishment, programs, and school trips will not take place.” IDF spokesperson Daniel Hagari said in a video statement released on Saturday.

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Most of the Iranian Drones Over Syria Were Downed by Israel,US, Intelligence Sources Say

Crews work on an Israeli Air Force F-15 Eagle in a hangar, said to be following an interception mission of an Iranian drone and missile attack on Israel, in this handout image released April 14, 2024. Israel Defense Forces/Handout via REUTERS

By Suleiman Al-Khalidi

AMMAN (Reuters) - Most of the Iranian drones flying over Syria's airspace during Tehran's strikes overnight were downed by Israeli and U.S. jets before reaching their targets in Israel, two Western intelligence sources said on Sunday.

They told Reuters the aerial interceptions shot down dozens of missiles and drones fired by Iran that flew above southern Syria in the Deraa province, the Syrian Golan Heights and several locations in eastern Syria along the border with Iraq.

War in Israel and Gaza

U.S. air defences operated from the U.S. base in al-Tanf, as well as along the Jordanian border and in eastern Syria, where Washington maintains hundred of troops in several air bases, one source said.

He could not confirm whether U.S. military aircraft and defence destroyers deployed in the Middle East were used in what he described as a "highly prepared" response based on accurate intelligence on both the timing of Iran's retaliation and its scope, using a swarm of drones and missiles.

Iran launched its attack in response to a suspected Israeli airstrike on its embassy compound in Damascus on April 1 that killed officers of the elite Islamic Revolutionary Guards Corp. Israel has neither confirmed nor denied responsibility for the attack.

Photos You Should See - April 2024

The Pantsir air defence systems that Iran operates from several air bases inside Syria were ineffective in downing any Israeli aircraft, both sources added, without giving further details.

A regional intelligence source said U.S. air defences also helped Jordan to down at least a dozen drones and missiles that were flying over the country towards Jerusalem.

Iranian drones that came from the direction of Iraq and flew over southern Jordan and the city of Aqaba that were heading to Israel's Eilat port were also intercepted, he added.

(Reporting by Suleiman Al-Khalidi; Editing by Alex Richardson and Sharon Singleton)

Copyright 2024 Thomson Reuters .

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