Education in Iran is highly centralized. The Ministry of Education is in charge of educational planning, financing, administration, curriculum, and textbook development. Teacher training, grading, and examinations are also the responsibility of the Ministry.
There are approximately 92,500 public educational institutions at all levels, with a total enrollment of approximately 17,488,000 students.
In Iran student pass primary schools (5 years), pre-secondary (3 years) and secondary schools (3years) for getting Diploma. After pre-secondary if some students are interested in TVET ,they study in this field .In this article the author addressing sustainable development principal of economics in students books and their curriculum .She concern to some high-school's books as a sample for finding the relationship between whatever is in curriculum and whatever should be has written in related to sustainable development.
The government of Iran has sponsored a new scheme of vocationalzation of the secondary education (2 years). The government sponsored the pre-vocational education at lower secondary stage(1 year). The main objectives of the scheme are to enhance individual employability, reduce the mismatch between demand and supply of skilled manpower and to provide as alternatives for those pursuing higher education without particular interest.
The student of lower secondary school can get the training in simple marketable skills. The government wants to develop the interest in education and to facilitate the students in making a choice of vocational courses at the higher secondary level.
If the vocational students want some self-employment, they have to pass the I.L.O. Examination. The success of vocational education program depends upon the placement of the vocational student in various jobs.

The ministry with a view to involve them in the vocational education program also addresses a large number of industrial enterprises in both public and private sectors. Some collaborative arrangements are being worked out, according to the responses they received.

The policy also emphasizes the need for making available the non-formal flexible and need-based vocational programmes, to school dropouts and neo-literates. The scheme therefore provides funding of innovative programmes in the field of vocational educational undertaken by voluntary organization.
In the first part of this article we concern to the indicators of sustainable development in curriculum of TVET schools and explained that in information era, what we need for TVET high schools. We explained that planning of technical and vocational education as preparation for an occupational field, when…. it is Job-base and full time .The content of books in each discipline –except computer –is on the base of handy-Skill and apprenticeship. you can follow practical instruction in the curriculum and books .But when a student has graduated from technical and vocational school and transfer to labor market she /he is not successful ,because she/he is not a specialize worker. It shows the lack of Institutional effectiveness.
An education strategy needs curriculum planning. Indicator of sustainable development must to concern in that plan. How should it be used?
In second part of article traditional the welfare model which follows in Iranian curriculum has criticized and suggested a new model with integrated approaches to delete the boundary of handy skill and thinking skill.