Over Four Decades of Deprivation of Iranian Bahá’ís from Higher Education

Source: www.peace-mark.org

By Zhinoos Forootan

Translation by Iran Press Watch

The right to access education is one of the fundamental principles in achieving social justice and individual and collective progress. However, this basic right has been seriously violated for Bahá’ís—the largest religious non-Muslim group in Iran—since the Islamic Revolution. With the start of the “Cultural Revolution” in the spring of 1980, widespread changes in the country’s education system began, leading to the closure of universities and significant changes in student admission policies. Among these changes, Bahá’ís were the group of citizens who, due to their beliefs, were deprived of the right to attend universities—a deprivation that has lasted for over four decades and continues to this day.

The following text examines how this deprivation of education for Iranian Bahá’ís began and persisted. It also looks at the history of the Cultural Revolution, its effects on the educational system, and the government’s treatment of Bahá’ís regarding education. Additionally, it addresses the government’s deceptive methods in creating obstacles for Bahá’í citizens entering universities, how these methods limited their educational and social opportunities, and the efforts of Bahá’ís to access education amid widespread repression.

Prelude to the Cultural Revolution

Only a week after the revolution’s victory, on February 19, 1979, the “Kayhan” newspaper published a report titled “Fundamental Changes in Universities,” announcing that the management of universities had been taken over by special “committees.” According to the report, “Muslim students” at Iran’s National University demanded a list of “undesirable elements” to be “cleansed.” These students also requested the formation of an assembly of “qualified” students, professors, and staff to take over the university’s management.[1]

On August 21, 1979, the Ministry of Culture requested the Attorney General to confiscate 41 newspapers and magazines.[2] During this time, public libraries were cleansed, research and investigation were halted, and severe censorship was imposed on the printing, publishing, and translation of books.[3]

In the spring of 1980, Ruhollah Khomeini dedicated part of his New Year’s message to the universities, emphasizing the need to “create an Islamic revolution in universities across the country” and to “purify professors connected to the East and the West.” These events paved the way for the start of one of the most influential events of the post-revolutionary period—the “Cultural Revolution” in June 1980. To manage the revolution, Khomeini ordered the formation of the “Cultural Revolution Headquarters,” and universities across the country were shut down for over two and a half years to reform the education system according to “revolutionary ideals.”

Khomeini’s Policy of Suppressing Bahá’ís

After the Cultural Revolution, Bahá’ís were among the groups labeled as “deviant sects,” and they were placed on a list of individuals who had to be expelled from universities. As a result, thousands of Bahá’í professors and students were banned from attending universities due to their belief in the Bahá’í faith. This event was not surprising to those familiar with Khomeini’s writings and speeches, which clearly expressed his hostility toward Bahá’ís and their principles. In May 1963, Khomeini warned the government against employing Bahá’ís in “sensitive positions” in the military, cultural affairs, and other ministries, and he called on clerics to oppose gender equality, a fundamental Bahá’í principle, and to prevent women from participating in social activities.[4]

Additionally, in a speech on Ashura, delivered on June 3, 1963, at the Feyziyeh School in Qom, Khomeini warned Mohammad Reza Pahlavi, who was seeking to introduce cultural reforms in the country, that ideas such as gender equality and universal and compulsory education were “the views of Abdul-Bahá”—the eldest son of Bahá’u’lláh, the founder of the Bahá’í faith—being instilled in him.[5]

The Cultural Revolution and the Exclusion of Bahá’ís from Higher Education

After 30 months of the Cultural Revolution and the closure of universities, higher education institutions reopened on December 18, 1982, and the first national entrance exam was held. At that time, belief in Islam or one of the officially recognized religions in the Islamic Republic’s constitution was required to register for the exam. The religion section on the registration form offered only four options: Islam, Christianity, Judaism, and Zoroastrianism. Bahá’í applicants, being outside of these religions, either added a fifth option for Bahá’í with a pen or left the section blank. This questioning of religious beliefs violated Article 23 of the Islamic Republic’s constitution, which states that “investigating individuals’ beliefs is forbidden.” This illegal practice continued in the same manner for another two decades, and the refusal of Bahá’ís to conceal their beliefs led to their not being issued exam admission cards, resulting in their exclusion from higher education.

Bahá’í University: Education Under Repression

After Bahá’ís were barred from attending official universities, the Bahá’í Institute for Higher Education (BIHE) was established in May 1987, thanks to the generous efforts of Bahá’ís to meet the educational needs of Bahá’í youth. Classes were held in the homes of Bahá’í students and professors—many of whom had been dismissed from their jobs after the revolution due to their faith. These selfless efforts, highlighting the Bahá’í emphasis on the importance of education, were based on the belief that education is not only essential for individual growth but also for training people who can contribute to building a just and progressive society. However, these efforts were repeatedly targeted by the government. In September 1998, organized raids on the homes of Bahá’í professors and students in Tehran and other cities resulted in the arrest of 36 faculty members and the confiscation of educational equipment, including books and computers, from over 500 homes.[6] Over time, due to security concerns, much of the educational content began to be delivered online. In May 2011, more coordinated raids occurred in the homes of Bahá’í faculty, staff, and students, leading to the arrest of 14 individuals involved with the institute[7] and their sentencing to two to five years in prison.

Education as a Right of Empowerment

Access to education is not only considered a basic human right but also a tool for understanding and achieving other rights. The “United Nations Committee on Economic, Social and Cultural Rights” refers to education as a “right of empowerment,” a right that fosters individual and social growth. While the Islamic Republic systematically deprives Bahá’ís of access to universities and education through various means, it is a signatory to the “Universal Declaration of Human Rights.” According to Article 2 of the declaration, all human beings are entitled to the rights and freedoms set forth in the declaration without any distinction, and Article 26 speaks of the right of everyone to access higher education.

Additionally, Iran signed the “International Covenant on Economic, Social and Cultural Rights” on April 4, 1968, accepted it without any reservations on June 24, 1975, had it approved by the Parliament and the Senate, and finally committed itself to adhere to it on January 3, 1976. Although the signing and ratification of this covenant occurred before the 1979 Revolution, adherence to it is binding for successive governments.[8] According to Article 13, Paragraph 2 of the Covenant on Economic, Social, and Cultural Rights, educational institutions and programs must be accessible to everyone, and this accessibility includes three key characteristics: physical, economic, and non-discriminatory access.

“Incomplete Documents”: A Strategy for Systematic Exclusion

The government’s policy of depriving Iranian Bahá’ís of education took a different form from 2004 to 2020. During Mohammad Khatami’s presidency, in an effort to ease international pressure regarding the violation of Bahá’í rights, the National Organization of Educational Testing announced that the religion question on the exam registration form was meant for selecting the religious studies exam for candidates. With this explanation, Bahá’í applicants who selected “Islam” on the registration form were able to receive entrance cards for the national university entrance exam. However, receiving the exam admission card did not lead to their admission to universities. Bahá’ís who achieved the required ranking for university admission would ultimately be met with the term “incomplete documents” on the National Organization of Educational Testing’s website, resulting in their exclusion from higher education.

It seems that the government, in order to avoid accusations of systematically violating Bahá’ís’ educational rights in international forums, allowed a few Bahá’í students to enter universities in rare cases. However, in most cases, these students were expelled from university at different points before completing their studies. “Archives of Bahá’í Persecutions in Iran,” a website managed by the Bahá’í community, contains numerous documents showing Bahá’í students’ efforts to seek justice. Many letters were written in the hope of achieving fairness, addressed to the head of the National Organization of Educational Testing, the Supreme Council of the Cultural Revolution, the Article 90 Commission, the Administrative Justice Court, and other relevant authorities. In most cases, the responses were indifference, insults, or threats of arrest. In some cases, students were told that “Bahá’ís have no right to education.” This statement is based on the Supreme Council of the Cultural Revolution’s resolution of February 25, 1991, which states that Bahá’í citizens must be expelled from universities “either at the time of admission or during their studies, should it be discovered that they are Bahá’ís.” Additionally, under the section titled “General Position of Bahá’ís in the National System,” Clause 3 states: “The government’s approach towards them must be such that their path to progress and development is blocked.” [9]

Moreover, in 2006, the Bahá’í International Community obtained a confidential letter from the Ministry of Science, Research, and Technology, which instructed Iranian universities to expel any student identified as Bahá’í. The revelation of this letter, marked “confidential” and sent to 81 universities in Iran, occurred despite previous public claims by government representatives that there was no discrimination in Iran’s educational system and that Bahá’ís were free to study. For example, in late 2005, around the time reports of Bahá’í students being expelled from Iranian universities surfaced, a Reuters report quoted the spokesperson of Iran’s United Nations delegation, who confidently stated that “no one in Iran is denied education because of their religion.”[10]

“Rejection of General Qualifications”: The Continued Policy of Oppression

Starting in October 2021, “rejection of general qualifications” replaced the previous “incomplete documents” excuse. Bahá’í applicants once again found themselves barred from universities. This tactic underscored the truth that simply being a Bahá’í was enough to render someone unqualified to enter a university. For over four decades, the government has used various methods to deny Bahá’í youth access to education, but its ruthless policy remains the same: to block the progress and development of the Bahá’í community, which constitutes Iran’s largest religious minority.

Since October 2021, the label “rejected for general qualifications” replaced the previous “incomplete documents” tactic, and Bahá’ís, who had been barred from education for decades, once again found themselves shut out of universities. The rejection of Bahá’í applicants due to a lack of “general qualifications” was another confirmation of the fact that simply being a Bahá’í rendered individuals ineligible for university admission. In this way, thousands of young Bahá’ís were deprived of the opportunity to pursue their passions and develop their talents, as well as the chance to contribute to the building of their beloved homeland, Iran. Over the past four decades, the government’s strategies to deny Bahá’í youth access to education have evolved, but the ruthless policy remains unchanged: “blocking the path to progress and development for a benevolent, patriotic community, which constitutes the largest religious minority in Iran.”

1. The 1980 Cultural Revolution and Academic Restrictions in Iran, Iran Human Rights Documentation Center, February 19, 2020.
2. Forty Years Ago on This Day: August 21, 1979, Foundation for the Study of History and the Encyclopedia of the Islamic Revolution.
3. From the Cultural Revolution Headquarters to the Supreme Council of the Cultural Revolution, Imam Khomeini Portal.
4. Imam Khomeini’s Sahifeh, Vol. 1, p. 230.
5. Imam Khomeini’s Sahifeh, Vol. 1, p. 247.
6. Closed Doors: A Comprehensive Report on the Campaign for Deprivation of Higher Education for Bahá’ís in Iran, Bahá’í International Community (BIC), 2005.
7. Bahá’í Educational Program Targeted, Bahá’í International Community (BIC) Statement, May 25, 2011.
8. Haqani, Milad, “Iran Denies Education Rights to Bahá’ís,” Western Journal of Legal Studies, Vol. 4, No. 1, 2014.
9. The Bahá’í Issue, Aasoo Website, January 3, 2017.
10. Messages and Writings of the Universal House of Justice, Payamha Website, September 9, 2007.