IRINN — broadcast
20260920 190000 UTC
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[00:00:00] Our day, to science and education, is definitely one of
[00:00:03] the greatest honors of the country's cultural heritage, which
[00:00:07] it shows in its seal and at the beginning of the academic year. Well, as you know,
[00:00:10] this year,
[00:00:14] this year,
[00:00:16] we start the academic year with two issues
[00:00:19] in 124,000 schools.
[00:00:22] First, we tried to hold a commemoration
[00:00:26] of the Master of Martyrs of the Revolution
[00:00:29] and Mr. Shahid of Iran in all these schools.
[00:00:32] Second, a commemoration of the martyred students of Minab,
[00:00:36] which was really a truly
[00:00:39] strange
[00:00:40] historical
[00:00:43] crime that the aggressor enemy
[00:00:47] committed, and we must
[00:00:50] keep this alive in the historical memory
[00:00:54] of our people forever, and we must
[00:00:57] turn this into an event in our memory.
[00:01:02] Good things have happened in the government. The national headquarters of Minab has been formed.
[00:01:05] The Ministry of Heritage, the Ministry of Guidance, the Ministry of Guidance
[00:01:09] are following up with the help of education and other
[00:01:12] agencies, whose reports they will definitely
[00:01:15] give. But in addition to this,
[00:01:19] we have designed a great work,
[00:01:22] and that is the relationship of schools
[00:01:25] with the resurrection of the people and their presence in the field.
[00:01:29] This work is a very great work,
[00:01:33] and while we convey this resurrection and this epic
[00:01:37] presence and power of the people to our students,
[00:01:40] we also establish this connection.
[00:01:43] We will definitely promote
[00:01:46] our national and religious identity
[00:01:49] symbols, especially the flag
[00:01:52] of the Islamic Republic of Iran, love for the homeland, love for
[00:01:56] the country, in the spirit and soul of children,
[00:02:00] and you will see this, God willing,
[00:02:03] that there will be a different atmosphere.
[00:02:07] We have designed excellent exhibitions
[00:02:10] in this regard to be able to reflect these. We are using
[00:02:14] the capacity of textbooks, and you students
[00:02:18] will see beautiful images of
[00:02:21] the glory, power, and pride of the Iranian nation,
[00:02:24] and of this great victory of the Iranian nation.
[00:02:28] We will make
[00:02:47] a field and, God willing, we will bring the hopeless to the scene in the new and normal conditions of the future, and we will be able to create great identity-forming
[00:02:50] events. Our entire effort is to
[00:02:53] develop justice and promote
[00:02:55] justice, which in the discussion of promoting justice, I forgot
[00:02:59] to mention two points. One of our achievements
[00:03:02] was the Iranian Television School, which I really thank
[00:03:06] the Islamic Republic of Iran Broadcasting, especially the Education Channel, Dr.
[00:03:10] Jabalali, Mr. Parsa, who really came along with us
[00:03:13] and established the Iranian Television School throughout Iran
[00:03:17] and brought about true justice.
[00:03:20] That is, you provided
[00:03:23] the best teachers and the best lessons
[00:03:27] to the most remote parts of the country. In addition,
[00:03:30] scientific jihad campaigns such as
[00:03:34] Alborz School
[00:03:36] covered 1300 boarding
[00:03:40] schools online. The best
[00:03:43] lessons for the eleventh and twelfth grades
[00:03:47] were provided to our boarding schools across the country.
[00:03:51] We have really done great things in this area.
[00:03:53] Look, we have only
[00:03:56] printed 160 million books.
[00:04:00] We have done and explained it, almost 90-95% has been explained
[00:04:04] and reached the people. These numbers are very large.
[00:04:07] I'm just saying, just think about the numbers,
[00:04:11] and you will really understand the greatness of education.
[00:04:14] Let me just say these two sentences about these great events.
[00:04:17] Look, we have a broad plan
[00:04:20] in the field of justice, in the field of quality
[00:04:23] and improving quality,
[00:04:27] and in strengthening national
[00:04:30] and religious identity, which is one of the most important
[00:04:33] programs of the Ministry of Education in this period. Fortunately, good successes have been achieved.
[00:04:36] Of course, we are still far from our expectations.
[00:04:39] I am really never satisfied with what has been done,
[00:04:43] and we try, God willing, to achieve
[00:04:47] good things in these difficult conditions
[00:04:50] with a jihadi spirit, with increased effort,
[00:04:54] and with the determination of our colleagues. Dr., because he just mentioned
[00:04:58] that good things have been planned for Mehr
[00:05:02] month and also for the entire academic year. A point, how much of
[00:05:05] our book content have we
[00:05:08] come up with so that our children
[00:05:11] learn and don't forget it? Because I am a mother myself,
[00:05:15] and one of my concerns is to see
[00:05:18] my child read, because reading
[00:05:22] makes it stick in their mind. How much have you tried?
[00:05:25] Look, one of the good things that I would like to talk about in
[00:05:29] my programs, because there is really no time, is if you give me an opportunity
[00:05:32] on this very channel, I will come and talk about
[00:05:36] the profound transformational programs of education.
[00:05:40] that is always available to you. I am at your service. at the forefront of communication with the people
[00:05:55] and the government, and for this reason,
[00:05:58] we have always expressed our gratitude, especially for the education
[00:06:02] that our colleagues in IRIB have covered well, and the channels have also
[00:06:05] helped a lot. Look, these reports that I
[00:06:09] have given are all about daily issues.
[00:06:14] But what really promotes our education
[00:06:17] are profound,
[00:06:20] sustainable, and effective
[00:06:23] transformations. We have started 8 profound transformational programs,
[00:06:27] several of which have already started. One of these
[00:06:30] transformations is the transformation in the curriculum.
[00:06:34] Content is content. Now, when we say curriculum,
[00:06:36] it is a package, you know, one part of it
[00:06:40] is content, yes, one part of it is books and content.
[00:06:44] You are the teacher, teacher training,
[00:06:47] teaching time, the volume of textbooks,
[00:06:50] assessment models, and assessment patterns.
[00:06:54] The integration of programs, activities, and skills.
[00:06:57] We have prepared a framework for curriculum transformation,
[00:07:01] and, God willing, we are changing all textbooks
[00:07:05] over a 7-year process with this approach that you have,
[00:07:08] because one of the main challenges of education is
[00:07:11] what we should do to turn this data
[00:07:15] and knowledge into behavior. This is a problem with the curriculum.
[00:07:19] We must transform the education system from being memory-based,
[00:07:23] education-driven, grade-centric,
[00:07:25] do you understand? We must turn it
[00:07:29] into a system that is educational, cultural,
[00:07:32] skill-based, student-centric,
[00:07:35] which should not be solely textbook-centric or teacher-centric,
[00:07:39] but rather skill-centric. Yes, skill-centric. We are changing these. So, our children will learn more skills. Yes,
[00:07:43] one of the good things we are doing is skill training
[00:07:46] with a focus on job creation. We are doing this,
[00:07:50] and one of our most successful endeavors has been the development of vocational schools
[00:07:54] and increasing the coverage rate of vocational schools.
[00:07:57] We are now approaching the end of the seventh plan.
[00:08:01] We also have a plan called "Every Student,
[00:08:05] One Skill," which we are pursuing for middle school students,
[00:08:09] so that in addition to what they learn,
[00:08:13] every student who graduates has a standard skill.
[00:08:17] These are educational programs, transformations.
[00:08:20] One transformation is in the first grade of elementary school. We have changed
[00:08:24] its books and programs. We have started the second grade of elementary school.
[00:08:27] We are now experimentally implementing a new curriculum
[00:08:31] ecosystem in 200 schools. We are implementing it experimentally.
[00:08:35] The books have also been prepared and produced. In these
[00:08:38] 200 schools, we have also formed
[00:08:41] a network and are providing education. It's a very heavy
[00:08:44] task, meaning it's truly one of the most difficult
[00:08:47] tasks in education to transform the curriculum.
[00:08:50] This was always the dream of our martyred leader
[00:08:54] that we should have beneficial
[00:08:57] and attractive books with a skill-based approach.
[00:09:01] This is also a transformation in the structure of the education
[00:09:04] system. This structure of the education system naturally
[00:09:08] needs reform, especially the second secondary school period, which we need to make
[00:09:11] a bit more agile. Let's reduce it to two fields:
[00:09:15] theoretical and vocational. When, Mr. Minister,
[00:09:18] did we do this? When will we see the results of the work?
[00:09:22] Because these are interconnected. Look, these are not
[00:09:25] easy tasks. These are not tasks that you can just say, "Look,
[00:09:29] because you just emphasized, Mr. Doctor, you said with the weariness
[00:09:33] of studying, a part of our students,
[00:09:36] because they are still in
[00:09:39] the specific space of traditional education, and now the virtual world
[00:09:42] and new teaching methods are being implemented, they are moving
[00:09:46] in this direction, and now education is accelerating its efforts
[00:09:50] in this field. What education has done in this area
[00:09:53] is truly unique, especially if you look at teacher
[00:09:57] empowerment, artificial intelligence training, the development of vocational schools,
[00:10:00] and skill training, we have really broken records.
[00:10:04] These are two transformations that I mentioned, one is a transformation in the structure
[00:10:08] of the education system, where we need to improve the efficiency
[00:10:12] of the second secondary school period in terms of resources and the children's lives,
[00:10:15] because these are connected to the curriculum, these are
[00:10:19] on the agenda. Another transformation is in the organizational structure of education,
[00:10:23] which is a very hidden
[00:10:26] and, in fact, has very serious problems.
[00:10:29] It has almost been approved by the government, and, God willing, we are moving towards its implementation.
[00:10:33] Agile management, agile organizational structure.
[00:10:36] Another transformation is in human resources,
[00:10:40] which we must, after all, move towards strengthening the Farhangian University
[00:10:43] and training truly skilled,
[00:10:46] chosen, prominent teachers
[00:10:49] with all the characteristics that we need, because these teachers are entrusted
[00:10:53] with the children of the people.
[00:10:55] And, fortunately, very good things have happened in this area
[00:10:59] of Farhangian University and teacher empowerment, which I don't have
[00:11:03] time to mention.
[00:11:06] in the field of upbringing and culture,
[00:11:08] which, after all, you know, the methods have changed,
[00:11:12] tastes have changed, tools have changed,
[00:11:16] everything has changed. In the field of upbringing and culture, you can no longer
[00:11:19] have educational activities in schools with
[00:11:23] the old approaches.
[00:11:26] These good things have happened, the designs have been made, and the work has started.
[00:11:29] In reality, another part is a transformation in classroom technologies.
[00:11:33] I reported to you that we have moved
[00:11:37] towards new smartification, not the old smartification.
[00:11:40] That is, we have designed standard televisions
[00:11:44] and have imported 5,000 of them so far.
[00:11:47] We have set a goal of 50,000 classrooms
[00:11:51] to have these televisions with artificial intelligence,
[00:11:55] internet, and all kinds of software needed by teachers,
[00:11:58] and they are completely connected to an interactive network,
[00:12:02] which, by the way, Dr. Pezeshkian himself came and personally
[00:12:05] approved it. We have done hours of international
[00:12:09] studies, and we have started this part and are moving
[00:12:13] forward with the work. One part that is very
[00:12:16] important is the transformation in the governance of the education system,
[00:12:20] which we have not yet entered this field. It's a very heavy
[00:12:24] task. In this way,
[00:12:28] schools as educational centers and the main centers
[00:12:31] of education currently
[00:12:35] have no authority, and we are, in fact,
[00:12:39] dealing with a completely centralized
[00:12:42] and rigid organization,
[00:12:45] and the decisions we are making have no relevance
[00:12:49] to the frontline of education throughout our country.
[00:12:53] You see,
[00:12:55] a book that we write in Tehran goes to, for example,
[00:12:58] the border of Saravan and the border of Kurdistan,
[00:13:02] the borders, the northern and southern
[00:13:05] waters of our country, and is taught. We have given no authority
[00:13:09] to the teacher to plan according to the existing circumstances
[00:13:12] and available resources. Educational and cultural
[00:13:15] programs, educational camps,
[00:13:18] extracurricular activities, this system must be disrupted.
[00:13:22] For example, human resources is one of the problems in education.
[00:13:26] This centralized approach to human resources must be disrupted. One of the
[00:13:29] issues is funding schools. Look,
[00:13:33] we are currently collecting a centralized per capita fee in education,
[00:13:37] which we distribute to the provinces, from the provinces to the regions, and from the regions
[00:13:40] it reaches the schools. Well,
[00:13:43] the school principal has no authority.
[00:13:47] If we want to have dynamic, active,
[00:13:50] and creative schools, and after all,
[00:13:53] to educate different
[00:13:55] and distinct people in relation to the world's
[00:13:59] current needs and conditions, we need to change the methods.
[00:14:02] We are working in these areas,
[00:14:05] and we have extensive programs. And coincidentally, if they ask me,
[00:14:09] Mr. Kazemi, what are your most important
[00:14:13] achievements during this period of ministry?
[00:14:17] I say, initiating fundamental changes
[00:14:21] in the education system and profound transformations.
[00:14:24] And, of course, in addition to these systemic issues,
[00:14:28] God has really blessed us. What
[00:14:32] you said is truly
[00:14:35] correct. It is God's grace, God's favor, that in this period,
[00:14:38] the entire education system and we ourselves
[00:14:42] are truly grateful to God for this.
[00:14:45] I thank God morning, noon, and night that in a difficult period,
[00:14:48] education has been prioritized, and it's truly amazing to see
[00:14:52] the Supreme Leader. When he says
[00:14:56] that education is a supra-strategic
[00:14:58] institution,
[00:15:01] this brings a lot to the city, meaning
[00:15:04] everyone must define their strategies under this.
[00:15:08] The Islamic Republic of Iran Broadcasting must do this. The Ministry of Oil must do
[00:15:11] this. The municipality must do this. Everyone must do this.
[00:15:15] And one of the good things we are doing is in the field
[00:15:18] of social harms, which, in my opinion, each of these needs
[00:15:22] a detailed program for me to be at your service
[00:15:25] and, after all, to share
[00:15:29] this discourse and these good programs that have been implemented
[00:15:33] in education. But one
[00:15:35] of the very good things that we have on our agenda.
[00:15:39] These are all heavy transformations. You might be surprised
[00:15:43] that we have put so many programs on our agenda.
[00:15:46] We have opened so many heavy and diverse fronts
[00:15:50] for ourselves, but we have no choice. Do you understand, Dr.
[00:15:54] Kazemi? Because you were also a teacher,
[00:15:57] you should monitor the output of everything you have planned
[00:16:01] in real-time and regularly to see its impact.
[00:16:04] How much is it? If it needs
[00:16:08] pathology or a change of course, do it. Look,
[00:16:11] we changed the first grade of elementary school last year and implemented
[00:16:15] it in 8 schools in Tehran and other cities. This year, we have taken
[00:16:18] it to 200 schools. We have not generalized it
[00:16:21] yet. Each province has approximately, for example,
[00:16:25] 67 schools.
[00:16:27] We are working very cautiously,
[00:16:31] analyzing the problems, getting the results, getting the feedback,
[00:16:35] and moving forward. One
[00:16:37] of the good things I am currently pursuing is reducing the diversity
[00:16:41] of schools. You see, my slogan is this:
[00:16:43] I say, "Everyone says, 'Strengthen public
[00:16:46] schools!'" Well, how can you
[00:16:50] just strengthen public schools? We have created
[00:16:54] so many diverse schools. Then good teachers
[00:16:57] go to schools, good students go to schools, they are cherry-picked.
[00:17:01] Four weak schools are left, and the money goes to these schools.
[00:17:04] Well, how can I strengthen these public schools?
[00:17:08] It's impossible to strengthen them. It's not doable.
[00:17:12] Last year, we completely removed schools with administrative boards
[00:17:15] and exemplary schools from the education
[00:17:18] cycle. We should not have more than two types of schools:
[00:17:22] a regular public school and a school for
[00:17:25] special needs, which this school for
[00:17:28] special needs has two sections: one for exceptional
[00:17:32] students and one for gifted students,
[00:17:36] our SAMPAD schools. We must pay close attention to these two sections.
[00:17:39] The schools that have been formed now, we are gradually
[00:17:43] reducing them. I mean, I have already reduced
[00:17:47] three or four schools. God willing, we will completely
[00:17:50] reduce the rest of the schools until we reach these two types of schools. So, in the direction of justice
[00:17:54] and quality, yes, both justice and quality,
[00:17:57] meaning if I want to see public schools
[00:18:01] strengthened, I must give them good teachers.
[00:18:04] These good teachers should not be given to four schools. And now, you know, registration
[00:18:08] in these schools unfortunately
[00:18:11] has problems, it's rent-seeking,
[00:18:14] and, excuse me, it's based on connections. These are the challenges of education.
[00:18:18] Now, parents say, "God bless your father, Mr. Minister, you are speaking
[00:18:21] the words of mothers and fathers." You know,
[00:18:24] I am someone who has suffered in education, and I know
[00:18:28] the problem. You know, even with tuition fees,
[00:18:31] I announced that no principal
[00:18:35] has the right to collect money from parents
[00:18:38] during registration. Really, because legally
[00:18:42] and religiously, I have no right to hold a child's
[00:18:45] school registration hostage for money.
[00:18:48] This is also illegal. But we need
[00:18:52] the help of parents. We tell the principals, "Don't collect
[00:18:56] money during registration. After registration,
[00:18:59] collect for the school's problems. People will roll up their sleeves
[00:19:03] for their children. Believe me, they will help three times
[00:19:07] or even four times as much. I realized this myself.
[00:19:11] We said to make school uniforms last for three years.
[00:19:15] Why buy a new uniform every year?
[00:19:17] I completely separated school services from education. I said, "Give it to anyone. Our job
[00:19:21] is education." Why am I responsible
[00:19:24] for services?
[00:19:26] These good things and good transformations have fortunately happened in education,
[00:19:30] and of course, the challenges and problems
[00:19:33] of education are much broader than these. I hope, God willing,
[00:19:36] we can achieve good things. Dr. Kazemi, you said something
[00:19:40] very valuable. The topic of upbringing
[00:19:43] alongside education in schools, the topic
[00:19:47] of nurturing. Do you, as
[00:19:50] the Minister of Education, believe that both should be equal,
[00:19:53] with schools that do not observe both, meaning they pay more
[00:19:57] attention to education at the request of some
[00:20:01] parents? Look, this
[00:20:04] problem belongs to the education system.
[00:20:07] It belongs to the curriculum. Look,
[00:20:10] the fact that I have focused on the curriculum
[00:20:13] and am bringing about a transformation in the curriculum
[00:20:17] is precisely because of this problem you mentioned.
[00:20:21] Now, if you go to a school, the grades,
[00:20:25] the exam scores are the first thing, and the principal
[00:20:29] is also judged by them. Educational activities are marginalized.
[00:20:32] They are not in the main curriculum. Educational evaluations
[00:20:36] do not even exist in schools. Do you understand?
[00:20:39] We see the curriculum as integrated.
[00:20:42] We see sports activities and educational
[00:20:46] opportunities in schools far beyond what they are
[00:20:49] now. We see student agency
[00:20:52] as the main focus of curriculum programs.
[00:20:56] We are abandoning the textbook-centric
[00:20:59] approach. We are strengthening the skill-centric
[00:21:03] approach. Right now, in elementary school,
[00:21:05] across six grades, we are implementing a plan
[00:21:09] to teach children one skill well, the skill of respect,
[00:21:13] the skill of manners, the skill of discipline,
[00:21:17] and many other skills. We have produced
[00:21:21] content for them. Many good things have happened, and fortunately, it's moving forward.
[00:21:24] We hope that
[00:21:28] during the time we hold this responsibility,
[00:21:31] we can both make good changes and
[00:21:35] address the systemic problems to the extent that it's within our power.
[00:21:38] Dr. Kazemi, we have 5 minutes left until the end
[00:21:41] of the conversation. Good work always comes with
[00:21:45] challenges, concerns, and some problems.
[00:21:48] What are the most important challenges for education and training,
[00:21:52] since you talked about transformations and hopes in the field of education
[00:21:55] and training? What are the challenges that require
[00:21:58] all agencies to help you to implement
[00:22:02] your programs? Yes, look, challenges.
[00:22:05] Let me tell you one sentence.
[00:22:08] First, you must change your expectations
[00:22:12] of education. That is, building an education
[00:22:15] system is not like building a building that you can say, "Do it
[00:22:18] today."
[00:22:50] You have to invest in a seedling for years
[00:22:53] for it to bear fruit. You have to invest in a student for 10 years.
[00:22:57] I always ask, "Where does the quality begin?"
[00:23:00] If we hold extra classes, will it, for example, improve? No,
[00:23:04] it's not like that. Do you know
[00:23:07] what I mean? I mean, if I
[00:23:09] can improve the quality of
[00:23:13] the first, second,
[00:23:16] and third grades, then in 8 more years,
[00:23:23] a quality student will be educated. Is that right?
[00:23:26] Why do we have an identity problem now? Because in these grades,
[00:23:29] we haven't been able to address these social
[00:23:32] issues, these identity issues. Now, there's a festival.
[00:23:36] The first stone must be laid correctly. Just a few days ago,
[00:23:39] at the gathering of our managers, we have two minutes. We want to spend the last minute
[00:23:43] talking to parents, for example, about identity.
[00:23:47] Identity crisis is not something that I can fix in one day. For example,
[00:23:50] modest living. But we are working on it. I consider
[00:23:54] it one of my missions. How can you
[00:23:56] so easily raise these children to be prayerful
[00:24:00] and teach them a modest life? After all, you have to sit down
[00:24:03] and talk to them, logically,
[00:24:07] bring arguments, change their beliefs.
[00:24:10] These are very heavy and difficult tasks, cultural tasks.
[00:24:14] We have started a good work. The Identity
[00:24:17] Festival in elementary school.
[00:24:21] We have launched the Identity Festival in preschools. Do you know what this means?
[00:24:25] This means that in 10 years, you will see its product.
[00:24:29] It's a difficult task, yes, it's a difficult task.
[00:24:33] But I want to say that education
[00:24:36] has fortunately been prioritized in this period,
[00:24:40] and with the help of this priority and, after all, the kindness of Dr.
[00:24:44] Pezeshkian, which I consider a divine blessing,
[00:24:48] many of our daily problems are being solved.
[00:24:51] The reports I'm giving are being solved. The backlog has come down.
[00:24:55] Human resources are moving towards improvement.
[00:24:58] The quality of teacher empowerment, human resources,
[00:25:01] all are receiving good signals.
[00:25:04] Yes, good warnings. Yes, well,
[00:25:08] yes, it has good achievements,
[00:25:12] but the truth is, if we want to achieve
[00:25:15] lasting, profound,
[00:25:19] valuable achievements,
[00:26:02] good for you, have a good time and goodbye.
[00:26:28] In the name of God, the Most Gracious, the Most Merciful. I am Jamal
[00:26:30] Kowsari.
[00:26:32] People, I am a taxi driver.
[00:26:34] Brother.
[00:26:44] Today was the day of sacrifice for those who came
[00:26:47] to pledge allegiance to the leader. We said we would offer
[00:26:50] tea, sherbet, water, and lentil stew for lunch to the people.
[00:26:54] After all, we want to have hosted the people. We are currently doing this.
[00:26:58] Now, in the morning, we are serving tea to the people.
[00:27:01] Let's see what God wants to happen by noon. My wife is a housewife,
[00:27:04] but now she has registered
[00:27:08] in the "Janfada" (Sacrifice for the Leader) program for relief work. She has gone
[00:27:12] there with her seven-year-old daughter. I am now looking for the children
[00:27:16] of Janfada. We are busy
[00:27:18] with these pilgrimage activities, otherwise we would have
[00:27:22] gone to that section
[00:27:23] among the military.
[00:27:36] The "Janfada" ceremony is a public readiness
[00:27:39] for any military attacks, readiness for urban attacks,
[00:27:43] so that if it happens, after, I mean,
[00:27:46] ordinary people can do relief work
[00:27:50] in crisis situations, they can help relief
[00:27:54] workers, and, as they say, the government
[00:27:57] and relief forces. This maneuver is for this, for public readiness.
[00:28:01] God willing, our country will never be involved in war,
[00:28:04] and this war will end soon, but people should always
[00:28:08] have this readiness, whether military
[00:28:11] or in the form of relief. People should be ready in every way.
[00:28:15] The people
[00:28:21] of hostile countries never thought that the people
[00:28:24] of Iran would have so many self-sacrificing people
[00:28:28] who would give their lives for their country. That is, no one in the world thought
[00:28:32] that the people of Iran would stand by their revolution,
[00:28:35] by their leader, by their system,
[00:28:38] by their country, by their land and soil.
[00:28:42] This proved to them that no country in the world is like Iran,
[00:28:46] like the people of Iran, who run away from their country when there is war.
[00:28:50] No, the people of Iran will stand by their country
[00:28:53] if there is war, they will not give up a step,
[00:28:57] an inch of their land,
[00:28:58] they will not give up their system.
[00:29:12] Mr. Tam, don't eat this sumac, Haj Ahmad. Haj Ahmad, don't eat
[00:29:15] this sumac.
[00:29:18] Haj, boy, this is Sumac.
[00:29:20] It's dangerous. Hopefully, these people will always be proud,
[00:29:23] our system will be proud, our country
[00:29:26] will be proud. We were proud, and we will become even prouder
[00:29:30] soon, God willing, with the destruction of Israel. We will also see America
[00:29:33] by the hands of these very people. Most importantly, most importantly, is the advent
[00:29:37] of Imam Mahdi. Hopefully, for the sake
[00:29:40] of Imam Mahdi, these very people will be helpers of Imam Mahdi.
[00:30:32] and the evaluation of the performance of the Deputy Minister for Parliamentary Affairs of the Ministry and executive
[00:30:36] agencies considered improving the livelihood of the people as a priority for the government
[00:30:40] and said: With coordination among the tribes, this goal can be achieved better and faster.
[00:30:44] Mr. Pezeshkian also asked executive
[00:30:48] agencies to make the necessary plans for the upcoming winter
[00:30:51] in coordination with the government to save
[00:30:54] energy.
[00:30:56] دهند.