Before the city was built at its present location, there were several dozen villages in and around the area. To the south of the city were Deh Qal‘eh and Qal‘eh-Now, while Deh Hesar was located to the west; these settlements were demolished to make way for the construction of the city. At the present site of the city, there was once a village called Dastgerdeh, traces of which remain in the form of a qanat known as the “Village Qanat”.
The Reasons for the Formation of the City
Extent of Jibal during the Abbasid Caliphate, showing the area where present-day Arak is located
Until 1938 (1317 SH), the city of Arak was known as ‘Iraq, and before that as Sultanabad. The founder of the city was Yusuf Khan-e Gorji (also known as Sepahdar-e ‘Iraq). According to historical accounts, before the construction of the city, there were eight or ten forts in the area, known as Khan Babakhan, Hesar, Deh-Kohneh, Moradabad, Aqa Sami‘, Salim, Now and Qader. The inhabitants of these forts were frequently engaged in conflicts with one another. Yusuf Khan reported these conflicts to Fath-Ali Shah Qajar, who ordered the forts to be demolished and a new city to be built.
At that time, two powerful tribal groups lived in the region: the Khans of Farahan, who resided in what is now Farahan District, and the Khans of Kazzaz, who lived in what is now Zalian District. After learning of the decision to establish a new city, which was initially conceived as a military settlement, both groups sought to persuade the central government to build the city in their respective areas of settlement. Neither succeeded for various reasons. Eventually, Yusuf Khan-e Gorji decided to establish the city at its present location, which was the final point of the territory of Farahan and the first point of the territory of Kazzaz, in order to prevent disputes and conflicts.
Having seen the cities of Georgia and the Caucasus, Yusuf Khan sought to build a well-organised and orderly city in which all streets would intersect at regular intervals. The width of all streets was planned at six zira‘. The city’s bazaar was also located at its centre so that it would be readily accessible to the general population.
Urban Design and Construction
The planned city comprised a government citadel, containing all the administrative offices of the time, schools, numerous mosques, bathhouses, alleys, residential houses, a bazaar, towers and defensive walls, as well as all the necessary urban infrastructure.
Before the city itself was constructed, a series of qanats was excavated outside the city site, running from south to north. Their outlet was located in front of the southern gate of the city, known as Qiblah Gate. From there, the water was divided into three branches: one serving the residents of the eastern part of the city, another serving those in the west, and the third allocated to the government citadel.
For defensive purposes, the city walls were constructed with towers and fortifications in a rectangular layout measuring 800 metres in length and 600 metres in width. A moat eight metres wide was dug around the city. Gates were installed on all four sides of the city walls. The rectangular layout was designed so that the city would be oriented towards the qiblah. This orientation also enabled houses to benefit from sunlight in winter while remaining cool in summer.
The city was divided into six equal sections in width and eight equal sections in length, forming a grid pattern, with a five-metre-wide alley running through each section. The central streets running through the length and width of the city were allocated to the bazaar, which consisted of four covered market sections. The administrative building of the government citadel was constructed in the northern part of the city. Public amenities, including bathhouses, water reservoirs, mosques, schools and saqqakhanas, were established throughout the city. In the past, the city had extensive green spaces, with vineyards and vegetable gardens extending for several kilometres beyond the city walls.
As the city’s founder spent much of his time on the battlefronts of Iran’s wars with the Ottoman Empire and Russia, its construction was not completed all at once and took several years. An inscription on the building of the police headquarters recorded the date of construction as 1227 AH, while an inscription in the corridor of the government citadel gave 1228 AH as the date of completion. Both buildings were demolished in 1930 (1308 SH). Historical accounts indicate that the construction of the city took place between 1227 and 1231 AH.
Expansion of the City
After the construction of the city was completed, Sepahdar-e Gorji encouraged people from the surrounding areas to settle in the new city. He began with the villages of Karahrud, Sanjan and Fijan, which were known at the time as the “Three Villages”. A large number of local khans and peasants were also settled in the two neighbourhoods of Qal‘eh and Hesar.
One of the reasons for the city’s irregular expansion in subsequent years was the conversion of many of its gardens into residential properties. Since the boundaries of the gardens had been defined by water channels following irregular paths, the houses built on these sites also followed irregular layouts. Another reason for the irregularity of the streets was the lack of municipal supervision over construction at the time.
In 1271 AH, a large influx of migrants from various places, including Golpayegan, Khomein, Borujerd, Kashan, Isfahan, Tabriz, Qom and Khansar, began moving towards Arak, contributing to the city’s economic prosperity. As a result, neighbourhoods such as Abbasabad, Monagabad, Posht-e Khandaq and Hazaveh-iha were formed. In 1930 (1308 SH), in cooperation with the municipality of ‘Iraq, what is now Imam Khomeini Street, as well as Abbasabad and the National Garden, were developed, and the city’s historic fabric was restored.
The arrival of the railway accelerated the growth of urbanisation. During periods of peace and stability, the walls surrounding the city were removed, and the city began to expand rapidly and without a clear plan.
The Constitutional Era
Aqa Nur al-Din ‘Araqi alongside the constitutionalist fighters of Arak
When the Constitutional Decree was issued in 1906 (1285 SH), the city of Sultanabad had existed for 92 years. On the eve of the Constitutional Movement, the Qajar government’s inability to support Iranian merchants in confronting foreign companies operating in Arak led merchants and those involved in industry to join the struggle against foreign capitalists. The movement was led by Shi‘a clerics with a long-standing presence in the region of ‘Iraq-e ‘Ajami, particularly in the village of Karahrud.
At the time, the religious schools and clerics of Arak were largely affiliated with reform-minded clerics in Najaf, including Akhund Mulla Mohammad Kazem Khorasani. During the Constitutional period, these figures led the movement in Arak, the most prominent among them being Aqa Nur al-Din ‘Araqi. Following the issuance of the Constitutional Decree, Aqa Nur al-Din ‘Araqi established the first Provincial Association together with other reform-minded clerics. Following the bombardment of the Majlis and the period known as the Lesser Despotism, constitutionalists in Arak were subjected to less persecution than those in other parts of Iran due to the considerable influence of Aqa Nur al-Din ‘Araqi.
Arak had six constitutionalist associations:
- The Secret Society of Adamiyyat, chaired by Aqa Asadollah Parvin
- The Democratic Association, led by Haj Mirza Abdol-Azim
- The Tadayyon Association, established at Sepahdar School and led by Sheikh Ali Avval
- The Association of Azerbaijanis, consisting of Azerbaijanis from ‘Iraq-e ‘Ajami and led by Mirza Habibollah Akkasbashi
- The Brothers’ Association, led by Mirza Hassan Khan Herabadi and Mirza Ali Akbar Kampani
- The Moderates’ Association, led by Majd al-Mamalek
Following the issuance of the Constitutional Decree, Aqa Nur al-Din ‘Araqi established the first Provincial Association together with other reform-minded clerics. Following the bombardment of the Majlis and the period of the Lesser Despotism, the constitutionalists of Arak experienced less persecution than those in other parts of Iran due to the considerable influence of Aqa Nur al-Din ‘Araqi.
The First and Second World Wars
Until 1271 AH, the city’s military function was its predominant role. In that year, according to E‘temad al-Saltaneh, Mirza Hassan, the deputy governor of ‘Iraq, repaired the shops, government buildings and gardens of Sultanabad, planted trees, and brought craftsmen and people from various professions from other cities to settle there.
From that year onwards, the province of ‘Iraq acquired an industrial and economic role in addition to its military function. Because of its location along commercial routes, it attracted the attention of foreign companies. The arrival of foreign companies in Sultanabad led to the city’s rapid expansion and the establishment of new commercial, residential, administrative and recreational spaces. Thus, despite the economic recession affecting the country, Sultanabad’s economy prospered and conditions emerged for population growth in the region.
However, with the outbreak of the First World War in late 1914 (1293 SH), the central government became unstable, and Russian and British troops entered and stationed themselves in the city. The occupation made roads unsafe, resulting in the sudden collapse of Sultanabad’s commercial economy.
In September 1941 (Shahrivar 1320 SH), the Second World War reached Iran. Reza Shah was removed from power, and parts of the country were occupied by Allied forces. During this period, Arak acquired particular strategic importance as it was home to one of the major stations of the Trans-Iranian Railway and was therefore occupied by the Allied forces for several years.
The years from 1941 to 1953 (1320–1332 SH) can be regarded as one of the significant periods of economic recession in Iran. The economic disorder of these years also affected Arak, triggering an outflow of population from the city. During the Second World War, water and fuel were stored in the city.
Following the occupation of Iran, famine, inflation and shortages of goods began. The Allied forces confiscated surplus grain from villagers, provoking a reaction among the population. In 1942 (1321 SH), riots broke out in eight cities across the country, among which the events in Arak were particularly significant because the unrest was broader and more persistent, continuing from September to March of the same year.
On 24 August 1942 (2 Shahrivar 1321 SH), the Minister of Finance requested that the Prime Minister dispatch troops to suppress the unrest, but the deployment of additional forces did not resolve the situation. In late November, bazaar merchants went on strike, and a number of people were arrested on the orders of Qavam al-Saltaneh. The strike ended following the intervention of the Minister of Food Supplies, together with threats and promises made to the strikers. The same situation recurred in March of that year but ended quickly.
Source: Wikipedia
Before the city was built at its present location, there were several dozen villages in and around the area. To the south of the city were Deh Qal‘eh and Qal‘eh-Now, while Deh Hesar was located to the west; these settlements were demolished to make way for the construction of the city. At the present site of the city, there was once a village called Dastgerdeh, traces of which remain in the form of a qanat known as the “Village Qanat”.
The Reasons for the Formation of the City
Extent of Jibal during the Abbasid Caliphate, showing the area where present-day Arak is located
Until 1938 (1317 SH), the city of Arak was known as ‘Iraq, and before that as Sultanabad. The founder of the city was Yusuf Khan-e Gorji (also known as Sepahdar-e ‘Iraq). According to historical accounts, before the construction of the city, there were eight or ten forts in the area, known as Khan Babakhan, Hesar, Deh-Kohneh, Moradabad, Aqa Sami‘, Salim, Now and Qader. The inhabitants of these forts were frequently engaged in conflicts with one another. Yusuf Khan reported these conflicts to Fath-Ali Shah Qajar, who ordered the forts to be demolished and a new city to be built.
At that time, two powerful tribal groups lived in the region: the Khans of Farahan, who resided in what is now Farahan District, and the Khans of Kazzaz, who lived in what is now Zalian District. After learning of the decision to establish a new city, which was initially conceived as a military settlement, both groups sought to persuade the central government to build the city in their respective areas of settlement. Neither succeeded for various reasons. Eventually, Yusuf Khan-e Gorji decided to establish the city at its present location, which was the final point of the territory of Farahan and the first point of the territory of Kazzaz, in order to prevent disputes and conflicts.
Having seen the cities of Georgia and the Caucasus, Yusuf Khan sought to build a well-organised and orderly city in which all streets would intersect at regular intervals. The width of all streets was planned at six zira‘. The city’s bazaar was also located at its centre so that it would be readily accessible to the general population.
Urban Design and Construction
The planned city comprised a government citadel, containing all the administrative offices of the time, schools, numerous mosques, bathhouses, alleys, residential houses, a bazaar, towers and defensive walls, as well as all the necessary urban infrastructure.
Before the city itself was constructed, a series of qanats was excavated outside the city site, running from south to north. Their outlet was located in front of the southern gate of the city, known as Qiblah Gate. From there, the water was divided into three branches: one serving the residents of the eastern part of the city, another serving those in the west, and the third allocated to the government citadel.
For defensive purposes, the city walls were constructed with towers and fortifications in a rectangular layout measuring 800 metres in length and 600 metres in width. A moat eight metres wide was dug around the city. Gates were installed on all four sides of the city walls. The rectangular layout was designed so that the city would be oriented towards the qiblah. This orientation also enabled houses to benefit from sunlight in winter while remaining cool in summer.
The city was divided into six equal sections in width and eight equal sections in length, forming a grid pattern, with a five-metre-wide alley running through each section. The central streets running through the length and width of the city were allocated to the bazaar, which consisted of four covered market sections. The administrative building of the government citadel was constructed in the northern part of the city. Public amenities, including bathhouses, water reservoirs, mosques, schools and saqqakhanas, were established throughout the city. In the past, the city had extensive green spaces, with vineyards and vegetable gardens extending for several kilometres beyond the city walls.
As the city’s founder spent much of his time on the battlefronts of Iran’s wars with the Ottoman Empire and Russia, its construction was not completed all at once and took several years. An inscription on the building of the police headquarters recorded the date of construction as 1227 AH, while an inscription in the corridor of the government citadel gave 1228 AH as the date of completion. Both buildings were demolished in 1930 (1308 SH). Historical accounts indicate that the construction of the city took place between 1227 and 1231 AH.
Expansion of the City
After the construction of the city was completed, Sepahdar-e Gorji encouraged people from the surrounding areas to settle in the new city. He began with the villages of Karahrud, Sanjan and Fijan, which were known at the time as the “Three Villages”. A large number of local khans and peasants were also settled in the two neighbourhoods of Qal‘eh and Hesar.
One of the reasons for the city’s irregular expansion in subsequent years was the conversion of many of its gardens into residential properties. Since the boundaries of the gardens had been defined by water channels following irregular paths, the houses built on these sites also followed irregular layouts. Another reason for the irregularity of the streets was the lack of municipal supervision over construction at the time.
In 1271 AH, a large influx of migrants from various places, including Golpayegan, Khomein, Borujerd, Kashan, Isfahan, Tabriz, Qom and Khansar, began moving towards Arak, contributing to the city’s economic prosperity. As a result, neighbourhoods such as Abbasabad, Monagabad, Posht-e Khandaq and Hazaveh-iha were formed. In 1930 (1308 SH), in cooperation with the municipality of ‘Iraq, what is now Imam Khomeini Street, as well as Abbasabad and the National Garden, were developed, and the city’s historic fabric was restored.
The arrival of the railway accelerated the growth of urbanisation. During periods of peace and stability, the walls surrounding the city were removed, and the city began to expand rapidly and without a clear plan.
The Constitutional Era
Aqa Nur al-Din ‘Araqi alongside the constitutionalist fighters of Arak
When the Constitutional Decree was issued in 1906 (1285 SH), the city of Sultanabad had existed for 92 years. On the eve of the Constitutional Movement, the Qajar government’s inability to support Iranian merchants in confronting foreign companies operating in Arak led merchants and those involved in industry to join the struggle against foreign capitalists. The movement was led by Shi‘a clerics with a long-standing presence in the region of ‘Iraq-e ‘Ajami, particularly in the village of Karahrud.
At the time, the religious schools and clerics of Arak were largely affiliated with reform-minded clerics in Najaf, including Akhund Mulla Mohammad Kazem Khorasani. During the Constitutional period, these figures led the movement in Arak, the most prominent among them being Aqa Nur al-Din ‘Araqi. Following the issuance of the Constitutional Decree, Aqa Nur al-Din ‘Araqi established the first Provincial Association together with other reform-minded clerics. Following the bombardment of the Majlis and the period known as the Lesser Despotism, constitutionalists in Arak were subjected to less persecution than those in other parts of Iran due to the considerable influence of Aqa Nur al-Din ‘Araqi.
Arak had six constitutionalist associations:
- The Secret Society of Adamiyyat, chaired by Aqa Asadollah Parvin
- The Democratic Association, led by Haj Mirza Abdol-Azim
- The Tadayyon Association, established at Sepahdar School and led by Sheikh Ali Avval
- The Association of Azerbaijanis, consisting of Azerbaijanis from ‘Iraq-e ‘Ajami and led by Mirza Habibollah Akkasbashi
- The Brothers’ Association, led by Mirza Hassan Khan Herabadi and Mirza Ali Akbar Kampani
- The Moderates’ Association, led by Majd al-Mamalek
Following the issuance of the Constitutional Decree, Aqa Nur al-Din ‘Araqi established the first Provincial Association together with other reform-minded clerics. Following the bombardment of the Majlis and the period of the Lesser Despotism, the constitutionalists of Arak experienced less persecution than those in other parts of Iran due to the considerable influence of Aqa Nur al-Din ‘Araqi.
The First and Second World Wars
Until 1271 AH, the city’s military function was its predominant role. In that year, according to E‘temad al-Saltaneh, Mirza Hassan, the deputy governor of ‘Iraq, repaired the shops, government buildings and gardens of Sultanabad, planted trees, and brought craftsmen and people from various professions from other cities to settle there.
From that year onwards, the province of ‘Iraq acquired an industrial and economic role in addition to its military function. Because of its location along commercial routes, it attracted the attention of foreign companies. The arrival of foreign companies in Sultanabad led to the city’s rapid expansion and the establishment of new commercial, residential, administrative and recreational spaces. Thus, despite the economic recession affecting the country, Sultanabad’s economy prospered and conditions emerged for population growth in the region.
However, with the outbreak of the First World War in late 1914 (1293 SH), the central government became unstable, and Russian and British troops entered and stationed themselves in the city. The occupation made roads unsafe, resulting in the sudden collapse of Sultanabad’s commercial economy.
In September 1941 (Shahrivar 1320 SH), the Second World War reached Iran. Reza Shah was removed from power, and parts of the country were occupied by Allied forces. During this period, Arak acquired particular strategic importance as it was home to one of the major stations of the Trans-Iranian Railway and was therefore occupied by the Allied forces for several years.
The years from 1941 to 1953 (1320–1332 SH) can be regarded as one of the significant periods of economic recession in Iran. The economic disorder of these years also affected Arak, triggering an outflow of population from the city. During the Second World War, water and fuel were stored in the city.
Following the occupation of Iran, famine, inflation and shortages of goods began. The Allied forces confiscated surplus grain from villagers, provoking a reaction among the population. In 1942 (1321 SH), riots broke out in eight cities across the country, among which the events in Arak were particularly significant because the unrest was broader and more persistent, continuing from September to March of the same year.
On 24 August 1942 (2 Shahrivar 1321 SH), the Minister of Finance requested that the Prime Minister dispatch troops to suppress the unrest, but the deployment of additional forces did not resolve the situation. In late November, bazaar merchants went on strike, and a number of people were arrested on the orders of Qavam al-Saltaneh. The strike ended following the intervention of the Minister of Food Supplies, together with threats and promises made to the strikers. The same situation recurred in March of that year but ended quickly.
Source: Wikipedia
Food Products
Pomegranate
Pomegranate is one of the main agricultural products of Markazi Province, as well as of the cities of Arak and Saveh. Saveh pomegranates are undoubtedly among the finest pomegranates produced in the country and are available in various varieties. The pomegranate harvest season extends from early autumn to late autumn, and an annual Pomegranate Festival is held in Saveh.
Walnut
Walnut is one of the most important agricultural products of Arak and the cities of Markazi Province. Walnut orchards are abundant in many of the villages surrounding Arak, and the walnuts produced in the region are considered among the finest varieties in the country.
Nan-e Fatir
Nan-e Fatir is one of Iran’s traditional breads. Arak’s Nan-e Fatir has traditionally been part of the city’s Nowruz table and continues to be consumed today. Arak’s Nan-e Fatir is prepared without yeast and is baked using traditional methods. In fact, Nan-e Fatir is a type of enriched bread, topped with turmeric and baked in small portions in a traditional oven.
Gooshfil Pastry
Gooshfil is one of the traditional pastries of Arak. Its particular method of preparation and ingredients give it a very crisp texture, making it particularly enjoyable as an afternoon snack with tea. The pastry is shaped like an elephant’s ear.
Grapes and Raisins
There are numerous vineyards around Arak, and more than 20 per cent of the country’s grape requirements are supplied by vineyards in the surrounding area. The village of Hezaveh in Arak is one of the most important villages for grape cultivation and harvesting. Grapes are used to produce and sell a variety of products, including grape molasses, grape syrup, grape vinegar, dried grapes (mowiz), and grape molasses vinegar.
Jouzgand
Jouzgand is a traditional local confectionery from the city of Naragh, which is also found in Arak and other cities of Markazi Province. Preparing Jouzgand is a laborious process that takes around 15 days, making it one of the most expensive local confectioneries. Jouzgand is made from a fruit known as alg. This fruit belongs to the peach family and has a sweet and slightly sour flavour.
The preparation of Jouzgand is a collective activity traditionally carried out by the women of Naragh. To make this confectionery, the fruit is peeled and left on rooftops in the sunlight for three days to dry. Its stone is then removed, and the fruit is left in the sun for another day. It is subsequently filled with a mixture of almond kernels, sugar, cardamom, apricot kernels and icing sugar. This delicious confectionery has been inscribed on Iran’s National List of Intangible Cultural Heritage.
Handicrafts
Carpet
Sarouq carpet is one of Arak’s most popular souvenirs and is widely renowned. Sarouq is in fact a village located approximately 50 kilometres from Arak, famous for its world-renowned handwoven carpets. Arak’s carpets are divided into three categories—Mahal, Mushkabad and Sarouq—all of which fall under the broader category of Sarouq carpets, demonstrating the importance of Sarouq carpet in the region. One of the reasons for the international renown of Sarouq carpet is its weaving and knotting techniques, as well as adherence to established standards in its production.
Giveh
Sanjan Giveh is one of the traditional handicrafts of Arak. Sanjan is a village situated on the slopes of Qasbeh Mountain and is known for its numerous walnut orchards. Giveh is a traditional Iranian type of footwear that was historically worn during warm and cool seasons. Today, it is used only in some towns and villages. Giveh has no distinction between left and right shoes and, because it is made using thread and a textile-like woven structure, it allows the feet to remain cool and prevents sweating.
Comprehensive growth, development and flourishing are regarded as a new and fundamental approach to articulating a vision for, and the pathway towards, development and, more specifically, sustainable development in today’s cities. Components such as emphasizing diverse educational opportunities for different age groups and families, enhancing citizens’ skills, supporting home-based businesses, promoting vibrant and lively urban spaces, and ensuring appropriate access to a wide range of urban facilities and services are among the factors that contribute to the realization of the indicators of dynamism and flourishing in the new city of Mahestan.
The new city of Mahestan is the largest new city in the country, with an area of more than 4,357 hectares, among the 21 new cities across Iran. It is also the second-largest city in Alborz Province after Karaj. Given the city’s heterogeneous population structure, which has largely been shaped by migration from different cities, various policies and programmes aimed at providing civic education and improving the quality of life of residents have been implemented under different periods of urban management. However, no systematic and coherent strategy has yet been developed, and the programmes and measures implemented have not followed a clearly defined model or strategy.
At the same time, the new approach to urban management regards civic education as part of the responsibilities of urban management, enabling the municipality to play an important role in education by developing this area and providing diverse educational programmes in various fields, including cultural, social and scientific areas. Such measures can make a significant contribution to strengthening civic participation and creating and developing an active and dynamic city, while also promoting a sense of well-being, fostering vitality within the community, and reducing crime and security-related issues in the city.
Accordingly, although a unified policy framework and strategy have not yet been developed, the urban management authorities are seeking, in view of the importance of this issue and by drawing on local scientific and indigenous capacities, as well as the views of academics and experts, to formulate a clear and unified strategy. Over the next two years, this strategy will establish a roadmap for the long-term enhancement of civic education and the adoption of new methods and tools across different sectors, with the aim of positioning Mahestan as a leading and outstanding city alongside the country’s prominent cities in the future.
From a thematic perspective, development can be considered sustainable when it advances the urban community in an integrated and balanced manner across all dimensions—political, economic, social and cultural, technical and technological, environmental, psychological and spiritual. Providing appropriate educational programmes can foster the awareness needed to change the attitudes and behaviours of different groups in support of the environment.
Addressing this issue is important in terms of reducing costs, changing consumption patterns, optimising the allocation of resources, and reducing waste in order to improve the environment. This has encouraged urban management to redefine its approach to green policymaking and to redefine and fulfil its role in related areas, including design, energy management, the use of renewable energy, climate-appropriate plant species, equipment and waste management, and adherence to social responsibilities.
In this regard, cooperation and interaction with NGOs active in the field of environmental protection; civic education on green spaces, flowers and apartment plants; drawing on community capacities to clean and restore land and promote reconciliation and a renewed connection with nature; participation in National Tree Planting Day; promotion of a culture of environmental protection; and joint cooperation with civil society organisations active in the environmental field are among the measures and examples to which the municipality and urban management have paid attention during different periods. These areas therefore warrant greater attention in the future vision and in the strategy to be developed.
- Mahestan Municipality, as the first municipality in Alborz Province, took steps to obtain ISO 9001, ISO 14001 and OHSAS 18001 certifications. Following the completion of training on management requirements, documentation of the municipality’s processes, improvement of the identified processes, and auditing by companies authorised to issue international ISO certifications (the Iranian representative of Concord Canada), the municipality obtained the relevant certificates.
ISO 14001 is an environmental management system that sets out requirements for environmental protection and sustainability. Environmental protection is one of the concerns of today’s society, particularly for municipalities. Accordingly, Mahestan Municipality should implement this system within its organisation in order to enhance environmental protection and strengthen its management system.
OHSAS 18001 is an international management system standard known as the Occupational Health and Safety Management System. Just as ISO 14001 seeks to identify and reduce or eliminate adverse environmental impacts, this standard aims to identify occupational hazards and health and safety issues within the organisation.
- Civic education on the separation of dry and wet waste at source, together with the inclusion of relevant contractual obligations for contractors responsible for the scheme and the provision of gifts and incentive packages to citizens participating in the programme, are among the other measures undertaken in this area.
- One of the important measures undertaken by Mahestan Municipality in recent years has been the use of treated wastewater for irrigating green spaces. In cooperation with the Water and Wastewater Organisation, the urban management authorities were able to obtain part of the treated wastewater and, by establishing water-transfer infrastructure at the city entrance, use it to irrigate the green spaces at the entrance to the city, ramps and loops, boulevards across the city, and some parks. Through this measure, approximately 21,000 cubic metres of the city’s green-space water requirements were met using treated wastewater. Given the city’s water scarcity, this represented an important step towards more effective management of its water resources.
- One of the long-term fundamental programmes for the development of Mahestan Municipality’s green spaces is to transfer treated wastewater to the upper parts of the city through the establishment of pumping facilities and to develop drip irrigation systems. This will help reduce water consumption, improve irrigation quality, and lower labour costs.
- Conducting the necessary studies and assessments regarding solar energy generation and the use of solar panels on buildings is one of the issues and concerns of urban management. To address the problem of imbalance, particularly in the electricity sector, municipalities can take a major step towards supplying electricity to buildings and reducing energy consumption by making the issuance of building permits conditional upon the installation of solar panels on rooftops. If implemented, this measure could not only reduce pressure on the electricity grid, but also serve as a sustainable and environmentally friendly solution in line with the objectives of sustainable development.
- Collecting fallen leaves and producing natural compost in Mahestan Municipality’s greenhouse: Collecting leaves shed by trees and preventing their burning in urban streets, while producing natural compost in the municipal greenhouse, has contributed to reducing environmental pollution. Trees absorb nutrients from the soil and transport them to their leaves; therefore, fallen leaves are among the best materials for producing high-quality fertiliser and compost.
Other measures undertaken in this area include holding civic education courses on the care of apartment plants; providing field-based and workshop training for employees working in green-space maintenance; participating in tree-planting initiatives; and supporting community-led initiatives to clean up waste in natural areas.
- Moderate level
With regard to health and well-being, which encompasses both physical and mental health, various measures have been undertaken to date:
- Periodic provision of free specialised medical and healthcare services in mosques and different phases of Mahestan. These services include general medical consultations, psychological counselling, hearing and vision screening, blood glucose and blood pressure screening, social work services, corrective exercise, distribution of vitamin D and calcium supplements, colorectal cancer screening, and nutritional counselling.
- Participation in the organisation of a conference on the impact of stress on physical and mental health and ways of coping with it.
- Mental health screening for children, talent identification, identification of children’s abilities, and the diagnosis and treatment of psychological and behavioural disorders in children, with all these services provided free of charge.
- Holding ceremonies and celebrations in various schools across the city with the aim of promoting civic vitality and well-being; providing education on cleanliness and maintaining a clean city; promoting physical activity and safeguarding the physical and mental health of children; strengthening their sense of hope and dynamism; and creating an appropriate environment for the social participation of children and students.
- Holding training courses on medical emergencies for citizens, covering the following topics:
- Cardiopulmonary resuscitation (CPR)
- Injections
- Wound dressing
- Bandaging and splinting
- Choking
- Respiratory and cardiac disorders
- Burns
- Poisoning
- Wounds and bleeding
- A programme for preventing social harms, with the participation of family counsellors and the provision of free counselling on topics including life skills (stress management, anger management, life skills and related areas), adolescence and puberty, prevention of high-risk behaviours, parental communication skills, and other related subjects.
- Supporting investors in the health and healthcare sector; helping to expand sports activities in schools; developing sports infrastructure, including sports halls, swimming pools, sports clubs and health trails; and organising sports competitions for different age groups and sections of society with the aim of promoting the general physical and mental health of citizens.
- Establishing an urban football pitch, constructing several health trails, and installing outdoor sports equipment to promote a culture of public participation in sport.
- Organising several family walking events to promote public vitality and well-being.
Peace Education and the Promotion of Global Citizenship
- Low level
No active measures have been undertaken in this area to date, and most of the activities carried out have focused on creating a unified urban identity, given the city’s demographic composition and its character as a city that has attracted migrants from different areas.
The limited attention given to education centred on global peace may be attributable to the prioritisation and sequencing of different issues, as well as the relatively recent establishment of Mahestan. It is worth noting that most activities undertaken to date have focused on civic education.
What is clear, however, is that civic education can serve as a foundation and an initial step towards subsequent educational initiatives in other areas, including global peace and global citizenship. Civic education is defined as the provision of information and learning experiences aimed at equipping and empowering citizens to participate in democratic processes. It encompasses the principles, assumptions and frameworks required for educating citizens and involves developing awareness of citizens’ rights. This plays an important role in institutionalising and promoting the realisation of civic rights.
Civic education contributes to strengthening citizens’ skills in support of democracy and sustainable civic participation. Such education, beginning from early childhood, helps foster self-confidence and socially and ethically responsible behaviour and, at later stages, introduces learners to concepts such as human rights and fundamental freedoms, friendship and fraternity among all people, shared human values, ethics, and civic behaviour.
- Significant
This is one of the areas in which the municipality and urban management have undertaken extensive and significant measures and activities. These include signing memoranda of understanding on cooperation for the implementation of practical and technical and vocational training courses, with the provision of recognised certificates, in cooperation with the University of Applied Science and Technology, the Technical and Vocational Training Organization, and the Academic Center for Education, Culture and Research (ACECR).
In cooperation with the University of Applied Science and Technology, until the cooperation authorisation expired two years ago, several practical training courses aligned with the missions of municipalities were held. More than 1,500 employees of public and other organisations, as well as independent applicants, completed skills-based programmes and graduated with enhanced occupational skills relevant to the needs of the labour market.
Cooperation with the Technical and Vocational Training Organization and the Short-Term Specialised Training Centre of the Academic Center for Education, Culture and Research (ACECR) is still ongoing, and numerous courses have been held and continue to be offered. These include:
- Computer skills: Seven computer skills (ICDL), 3ds Max, WordPress, Python, Photoshop and AutoCAD.
- Foreign languages: English, German, French, Turkish, and TTC (Teacher Training Course).
- Medical and healthcare: Medical emergencies, dental assistant, pharmacy technician and laboratory assistant.
- Skills development: Pre-primary education instructor, primary school teacher, and public speaking.
- Parenting skills workshops.
- Training course for pre-primary education centre instructors, covering storytelling, common childhood disorders, methods of behaviour modification and correction, children’s life skills, childcare, first aid and medical emergencies, developmental psychology, introduction to children’s rights, methods of teaching and learning for children, and play and toys.
- Fundamental legal skills training, covering topics such as drafting complaints, preparing legal submissions, drafting petitions, and preparing contracts.
- Skills-based workshops for children aged 3 to 6, focusing on developing various fine motor skills, stimulating both cerebral hemispheres, balance games and exercises, improving hand-eye coordination, strengthening attention and concentration, and addressing slow writing.
- Free social harm prevention workshops, with the participation of family counsellors and in cooperation with the Welfare Organization and the Ministry of Education, covering life skills (stress management, anger management, life skills and related areas), adolescence and puberty, prevention of high-risk behaviours, parental communication skills, and other related topics.
- Artificial intelligence (AI) training courses, covering text content generation, image generation, business analysis, and short-form video production.
- Skills-based training courses in calligraphy, design and painting, minakari (enamelling), acting, vitrai (glass painting), creativity, music, leatherwork, tricobafi (knitting), robotics, family and parenting workshops, macramé, decorative patineh techniques, candle-making, resin art, sculpture, relief painting, gardening and plant care, and theatre.
- A series of family conferences aimed at increasing families’ awareness of healthy and appropriate lifestyles and strengthening relationships among family members.
These are only some of the measures undertaken in this area, many of which continue to be implemented.
- Civic Education
- Skills Development and Retraining
- Health and Well-being
With regard to ensuring learning opportunities and access for citizens, it can be stated that, given the information systems in place, the neighbourhood-based decentralisation programme, and the simultaneous attention paid to different phases and areas of the city, there is a moderate level of confidence that citizens have had opportunities to acquire the relevant skills.
Moderate level
One of the priorities of urban management has been to pay attention to children and young children as an important segment of the urban population and as the foundation of the country’s future. Some of the activities undertaken in this area include:
- Cooperation in a free vitamin A supplementation program for children aged 2 to 5**, aimed at supporting blood formation, strengthening the immune system, promoting height growth, and maintaining vision in low-light conditions.
- Provision of healthcare services at medical centres in Mahestan by pediatricians**, including the diagnosis and treatment of illnesses in children and infants; monitoring growth, development, nutrition and overall health; supporting healthy height and weight gain; and treating sleep disorders and developmental abnormalities in children and infants.
- Provision of vision screening services for children aged 3 to 6.
- Children’s English language courses using engaging and vivid visual materials, diverse and interactive activities, practice in the four language skills, a variety of supplementary exercises, attention to cultural aspects, and a gradual learning approach.
- Holding ceremonies and celebrations in various schools across the city with the aim of promoting civic vitality and well-being; providing education on cleanliness and maintaining a clean city; promoting physical activity and safeguarding children’s physical and mental health; strengthening their sense of hope and dynamism; and creating an appropriate environment for the social participation of children and students.
- Implementation of a child anxiety screening program
- Cooperation with the city’s medical services centre to provide free mental health screening for children, talent identification and identification of children’s abilities, as well as the diagnosis and treatment of psychological and behavioural disorders in children.
- Coordination with schools across Mahestan to provide opportunities for children to watch recent films collectively in the field of children’s cinema, using amphitheaters made available by the municipality.
- Cooperation with kindergartens and primary schools to organize ceremonies and celebrations free of charge in municipal facilities.
- Moderate level
In Mahestan, as in other parts of the country, citizens have access at the national level to information and communication technologies, educational programmes and online platforms. At the city level, however, local capacities in this area are currently at a moderate level. Nevertheless, following the planning undertaken and the conclusion of a contract with Fanap Telecom, the expansion of fibre-optic coverage under the national Fibre Optic for Homes and Businesses programme has been placed on the agenda and is currently under implementation, in line with developments in other parts of the country.
This technology not only helps improve the quality of internet access, but also provides a sustainable infrastructure for the adoption of emerging and future-oriented technologies. By providing gigabit speeds and greater reliability, fibre-optic infrastructure paves the way for smart-city development, a wide range of e-services, access to information and communication technology tools, and distance learning.
- Significant level
Although scientific information and statistics based on precise findings are not available in this area, field assessments and empirical observations indicate that gender inequality has been reduced to a minimum, both in formal education, for which the formal education system is responsible, and in non-formal education, provided by educational, cultural and non-governmental institutions. Equal educational opportunities are therefore available to all.
Similarly, in the area of non-formal and skills-based education provided by centres and facilities operated by urban management, there are no restrictions based on gender. Existing capacities enable different genders to benefit equally from the available facilities and spaces.
The establishment of a Women’s Affairs Unit within the municipality’s social and cultural structure could also, through monitoring and taking an active role, help identify potential shortcomings and deficiencies and address them by providing appropriate solutions.
- Moderate level
As with the previous area, there are no specific restrictions in this regard. All individuals and diverse groups who, under the laws and regulations in force in the country, have the right to participate in social and educational activities can benefit from the facilities and capacities available to other citizens and are permitted to use them. They are also entitled to the protection and support provided under the law.
- Moderate level
This guidance is provided primarily through social media and domestic and international online platforms, as well as through public displays and announcements across the city. In many cases, the necessary support is also provided to publicise programmes and support learning-related initiatives undertaken by other organisations, as well as by individuals and legal entities.
- Low level
As noted in the first section, under the area of strategy, no specific strategy or policy framework has yet been developed in this field. Therefore, the requirements, approaches and methods, types of content, educational products, and learning tools needed for learners aged 60 and over require further expert assessment and specialised studies. These considerations should be taken into account in the development of the future strategy.
- Moderate level
A transformative approach to urban development programmes considers the implementation of innovative solutions essential to improving the quality of life of urban residents. One such solution is the creation of centres and spaces that bring together people with shared interests. These spaces bring together groups of people with common professional or personal interests and, by creating a dynamic and creative environment, encourage collaboration, networking and knowledge sharing among their members, while strengthening the social fabric of the community. Community-based spaces promote the exchange of ideas, skills and resources, fostering innovation and a sense of collective responsibility. Beyond their physical aspects, a culture of sharing perspectives and interconnectedness among individuals not only enriches individual experiences, but also contributes to the overall well-being and success of the city and its community.
In order to foster a sense of collective identity and create a shared urban identity in a city shaped by the migration of people from diverse backgrounds, Mahestan’s urban management authorities have been compelled to establish and develop such centres. From the establishment of a Young Advisors’ Group in the past, comprising young people with ideas and creativity who served as a consultative arm of urban management, to the establishment of a House of Artists for the city’s artists to get to know one another and strengthen their professional and social connections, as well as the formation of a mountaineers’ and outdoor sports enthusiasts’ association and the regular gathering of home-based business owners, these initiatives represent part of Mahestan’s urban management efforts in the past and present. With further identification of existing capacities and potential, the number of such community-based spaces and associations is expected to increase.
- Moderate level
Learning is a continuous and lifelong process, with specific requirements and considerations at every stage of life. In Mahestan, alongside formal educational centres and institutions, the numerous kindergartens, playgrounds, sports clubs and sports halls, urban amphitheatre, art and foreign-language institutes, mental skills centres, neighbourhood cultural centres, and public libraries are among the resources established by urban management to support learning. These spaces provide opportunities for education, learning and skills development.
- Yes
One of the manifestations of a culture of learning at the urban level is the provision of the necessary education to citizens with the aim of improving the quality of urban life. Promoting civic culture by drawing on diverse cultural and artistic capacities and formats, and seeking to improve social behaviours through appropriate education and models, is regarded as one of the key responsibilities of urban management. Accordingly, the missions of urban management can be articulated along two main lines: 1. building capacity to create opportunities for citizen participation in promoting civic education; and 2. managing learning opportunities to strengthen desirable behaviours based on civic culture.
Holding courses on familiarisation with apartment-living culture, a series of conferences on strengthening family relationships and successful families, workshops on self-awareness and approaches to a more vibrant life, and training courses on “Motivation at Work” and “Organisational Behaviour” as part of a set of educational programmes aimed at empowering employees and improving their performance, as well as courses on lifestyles and the development of individual intelligence, have been among the municipality’s programmes for promoting a culture of learning.
In order to foster a sense of collective identity and create a shared urban identity in a city shaped by the migration of people from diverse backgrounds, Mahestan’s urban management authorities have been compelled to establish and develop such centres. From the establishment of a Young Advisors’ Group in the past, comprising young people with ideas and creativity who served as a consultative arm of urban management, to the establishment of a House of Artists for the city’s artists to get to know one another, as well as the formation of an association of mountaineers and enthusiasts of the sport and the regular gathering of home-based business owners, these initiatives represent part of Mahestan’s urban management efforts in the past and present. With further identification of existing capacities, the number of such initiatives is certainly expected to increase.
Moderate level
Urban management encompasses a wide range of intra-organizational and external issues and activities across technical, administrative, financial and managerial fields. Alongside education in the area of civic education, the first step towards improving urban management processes is ensuring that urban managers, particularly mayors, deputies and municipal managers, have a thorough understanding of urban affairs. In this regard, municipalities allocate a percentage (3%) of their current budgets to education and training.
For this purpose, over the decade from 2011 to 2021, the municipality allocated part of its budget to education and training and entered into an agreement with the University of Applied Science and Technology. Through skills-based programs related to the municipality’s missions, more than 1,500 employees of municipal departments and organizations were trained and graduated at associate and bachelor’s degree levels.
We have also witnessed continued investment in the cultural and social sectors, including the establishment of a central cultural centre and neighborhood cultural centres covering diverse areas and responding to the needs of different groups. Through the expansion of cultural, artistic and sports facilities, the municipality has maintained ongoing activities aimed at providing education and developing skills.
Moderate level
In addition to allocating funding for education and training in the current budget, urban management has, in some cases, sought to advance the Learning City project by engaging with and securing the cooperation of various sectors.
Cultural facilities such as cultural centres and neighborhood cultural centres, the House of Artists, the Technical and Vocational Training Organization, Academic Center for Education, Culture and Research (ACECR), and public libraries across the city are among the facilities and centres with which urban management cooperates, and in some cases has signed memoranda of understanding, to advance education and learning.
Yes
Given that achieving the objectives of a Learning City requires the participation of various organizations involved in educating citizens, as well as the integrated participation of all citizens, it is necessary that, over the next two years, the activities of this association and network, comprising various bodies such as the municipality, universities, the education system, private institutions, and all organizations involved in learning and the socialization of citizens, be strengthened compared with the past and carried out in coordination with the members of the association.
To achieve the objectives of a Learning City, the role and responsibilities of each organization responsible for educating citizens need to be defined in relation to the implementation of the Learning City mission. Given the participation of officials from different sectors of education and citizens in such an association, it will be possible to develop an integrated lifelong learning program for all citizens throughout their lives.
During previous periods of municipal administration, a meeting was held in Türkiye on the exchange of views and the use of management models and practices from cities around the world, with the participation of mayors from different countries. The then-Mayor of Mahestan also participated in this meeting, prior to Mahestan’s membership in the UNESCO Global Network of Learning Cities (GNLC).
However, to date, no opportunity has been provided for the exchange of ideas with other members of the UNESCO Global Network of Learning Cities (GNLC) through dedicated meetings. Should such an opportunity arise, Mahestan would be a good example of a city that has played a role in promoting direct and indirect education and fostering a culture of civic engagement. These efforts would, in the first step, contribute to creating an urban and collective identity among migrants and residents of the city and, in subsequent steps, through the continuation of learning processes, lay the foundation for greater public participation and an improved quality of life for citizens.
No, but there is an interest in joining such networks.
Cooperation with cities that are members of this network would provide an opportunity not only to share the experiences of cities with other members of the network, but also to become familiar with and benefit from their good practices in areas such as urban management.
Greater familiarity with cities that have valuable experience in addressing urban issues and challenges through education, and whose urban management authorities make use of educational opportunities to address urban challenges, would provide an effective learning experience and could facilitate learning from and adapting the successful experiences of these cities.
Success: Since the newly established city of Mahestan joined the UNESCO Global Network of Learning Cities (GNLC) as the first new city in the country to become a member, the municipality’s determination and commitment to strengthening mechanisms for civic education have grown significantly, both quantitatively and qualitatively. In terms of scale, these educational programmes now reach a larger target population, cover a broader range of areas and include a wider range of social groups.
Challenges: To date, the measures undertaken by different organisations have largely been fragmented and sector-specific, with less progress being made on the basis of a comprehensive programme. As the urban management system comprises various components and organisations, one of the weaknesses identified so far is the lack of coordination among different sectors within the urban context in relation to this project. Addressing this issue, together with clearly defining the contribution of different urban sectors and strengthening coordination and cooperation among them, could lead to greater development in the city and help achieve the intended objectives of sustainable development.
Since Mahestan became one of the Learning Cities in the country and the city’s registration project was developed with a focus on social cohesion and sport, as well as the inclusion of a list proposed by urban-planning researchers for consideration in annual budgets, the volume of activities and programmes undertaken by Mahestan Municipality in these areas has increased both quantitatively and qualitatively. These activities include the organisation of neighbourhood festivals, walking events, and learning-oriented camps aimed at promoting learning and social cohesion, such as tree-planting and flower and plant cultivation camps focused on environmental protection; the design of a health and sports route centred on walking and cycling; and the expansion of civic education programmes.
Other developments over the past two years include the allocation of land for a natural grass football pitch; the management of sports facilities, including Takhti Hall, Javan Hall, Shahid Arghandeh Hall and Shahid Soltanpour Hall; the operation of sports clubs and a swimming pool; and the design and planned construction of an aquatic sports complex in one of the less-developed areas of the city. These initiatives have also received a positive response from citizens.
Other measures undertaken by the municipality over the past two years include improving safety and addressing deficiencies along the cycling track adjacent to the motorway and establishing at least five health and fitness routes in different parts of the city.
The organisation of various family-oriented cultural and sports events, numerous skills-development workshops, cooperation with the private sector and the health sector in providing civic education and medical care, and engagement with the Technical and Vocational Training Organization and Jahad Daneshgahi under joint memoranda of understanding to organise educational and skills-development courses are among the other measures that have focused on the social cohesion and sport project and are continuing.
The pace of this expansion has certainly been to a large extent the result of Mahestan’s accession to the GNLC.
No, but we are working to plan and participate in upcoming activities.
What additional support would you need from the UNESCO Global Network of Learning Cities in the future?
The experience of urban management over the past several years shows that, despite appropriate educational activities and initiatives at the city level in Mahestan, these measures have not been implemented within the framework of an integrated urban network, under a unified policy and through a clearly defined plan. Consequently, activities have largely remained fragmented and sector-specific, with different organisations implementing them in accordance with their respective plans.
Therefore, among the various forms of support that could be provided by the UNESCO Global Network of Learning Cities (GNLC), the following four areas appear to be of greater importance and more urgently needed than others:
- Training and capacity-building
- Technical assistance, networking opportunities and peer learning with other GNLC members
- Policy advice and policy development
- Opportunities for international exchange and study visits
Certainly, through training, greater familiarity with practical and tangible experiences, and observation of successful models implemented by other cities in the network, the path towards progress and sustainable development can be made smoother.
As UNESCO has previously stated, the concept of literacy has undergone fundamental changes in recent years. Today, literacy is no longer limited to school- and university-based literacy, but encompasses various forms and dimensions. Given the nature of Mahestan as a city comprising people of different ethnicities and languages who have migrated from other cities and settled there, what is essential is to foster a collective identity based on a sense of belonging among citizens, thereby encouraging public participation in constructive interaction and the advancement of urban management programmes.
Citizens represent diverse characteristics, roots, identities and cultures. This diversity has, in some cases, affected the psychological well-being of residents and contributed to cultural, ethnic and historical tensions. Consequently, the absence of a sense of collective identity and group belonging may prevent citizens from participating effectively in social relations. The diversity of groups and ethnicities, the lack of familiarity among different groups, and the cultural tensions that may arise from this situation cannot contribute to a desirable image of the city. Accordingly, based on the needs assessment conducted, the city’s needs have been identified in the following areas:
- Civic literacy
- Cultural literacy
- Learning in the field of social relations
Who are the main target groups for long-term educational innovations in your city?
Most of the activities of Mahestan Municipality, as part of the urban learning network, have so far focused on learning among children and adolescents, women and adults. Children and adolescents have been prioritised because of their learning potential at these stages of life; women have been considered an influential group in educational and upbringing processes; and adults have been viewed as active participants in urban environments. Although many of the programmes have had a general scope, the main focus of planners has so far been on these three population groups.
It is natural that, alongside greater attention to the above-mentioned groups, other urban population groups, such as older adults, persons with disabilities and young people, also require dedicated plans and programmes and should be taken into consideration in future planning and programme design.
Compared with short-term education, lifelong learning has a greater potential for impact because of the continuity it provides in the learning process. This type of learning gives learners the opportunity, at different points in time, to review and address potential difficulties they may encounter in understanding and acquiring the educational content.
The following are among the main barriers to accessing this type of learning in Mahestan:
- Insufficient infrastructure, facilities and software and hardware resources in different neighbourhoods of the city
- The need for greater coordination among the different links of the Learning City network at the urban level and between national and local authorities
- Limited resources, which is largely a consequence of fragmented and sector-specific approaches. To a considerable extent, this shortcoming could be addressed if resources were pooled and used collectively through a network-based approach and allocated to a shared learning portfolio.
Contact Information
Address
Mahestan, Phase 1, Municipality Square
Phone Number
02644291670
ravabetomomi_7777@gmail.com