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EXTENDED ABSTRACT INTRODUCTION The purpose of this study is to analyze the concept of "developed man" and determine the degree to which attention is paid in the Fundamental Transformation Document (FTD) in education in Iran approved in December 2011. This concept has been developed based on the theoretical basics of classical economics on description of "economic man" and also the Engels’s theory on the description of "modern man" and with regard to some of adapted and localized national and Islamic ideas and beliefs. What is meant by "Developed man" in this research is a person whose attitude and opinion has been developed and has the ability to turn the country's resources into wealth and prosperity for the people of society.  METHODOLOGY The instrument by which one can measure it, is a researcher-made content analysis checklist that involves 25 characteristics for developed human, and its face reliability and validity have been also verified and ranked by subject matter experts. Shannon entropy indices have been used to determine the importance and ranking of developed human components. In order to achieve a valid explanation and transparent results in this study, some important and fundamental concepts and components that were analyzed in the literature reviewing this document and their frequency was determined, were selected, and their frequency was compared with the total frequency of developed human components in the transformation document text. FINDINGS By use of word-counting the whole text of the Fundamental Transformation Document of education system, it also became evident that only about 1% (113 words out of 10914 words available) of this 64-page document are dedicated to the components of developed human and as a result it can be said that with regard to the weight and importance of the economy and its related issues in the country (such as unemployment, weak attitudes and skills of wealth creation and lack of efforts to increase production and improve public living and poverty alleviation) from the leaders and policymakers viewpoint, especially. CONCLUSION In recent decades, little emphasis and attention has been paid to developed human, and accordingly, it is worthwhile to pay close attention to these components in revision of the Transformation Document text.

EXTENDED ABSTRACTINTRODUCTION Human Development Index is a composite one to measure three criteria of longevity, access to knowledge and appropriate level of welfare. Since 2011, education, the combination of mean study years for adults (25 years of age and elder) and expected years of studying, life expectancy and income per capita have been considered as components of Human Development Index. Human Development Index is in fact the geometrical mean of these three indexes. This index is annually calculated for countries by the United Nations but not for their states, provinces, cities and regions. Therefore, researchers themselves must calculate this index for provinces for certain purposes. METHODOLOGYLack of such statistics is also a statistic deficit in Iran that has made regional and provincial researches limited and inaccurate. To remove this deficit in this research Khouzestan Human Development Indexes in the years 1996, 2006, 2011 and 2016 have been calculated using the latest formula. It needs to be mentioned that the simulation of Human Development Index is difficult and time consuming. Not paying attention to details can deviate the index. So in order to ensure the precision of calculations, the Human Development of the country has also been calculated and compared with the same index calculated by the United Nations for Iran in order to ensure the authenticity of Human Development Index in Khouzestan. The applied method was a simultaneous behavioral pattern which considers the changes in Human Development Index through components of the United Nations Human Development Index and also simultaneously predicts and includes it in Human Development Index. The estimation method is based on Stock and Watson (1993) Dynamic least squared method that is helpful for predicting variables. FINDINGSAccording to results, Khouzestan Human Development Index for the period 1990-2019 can be simulated. The related results are presented in table 1. Table 1. Simulation of Khuzestan Human Development IndexFor further investigation of the results of simulation with real data, the results of calculating simulation assessment criteria have been shown in table 2. The results verify the validity of simulation. Table 2. prediction error criteriaAs table 10 shows, Khouzestan Human Development Index had a slow rising trend up until 2005 but from 2006, there seems to be a jump or structural failure in Human Development Index. However, during 2016-2018 the trend reached a plateau and it seems to have reached its stabilized level. Also, based on this simulation Khouzestsan Human Development Index was in an average level up until 2008 but since 2009 it has reached its high. CONCLUSIONTo assess this hypothesis, in this research using the new formula Khouzestan Human Development Indexes for the years 1996, 2006, 2011 and 2016 were calculated. The results showed that the indexes of life expectancy and education in Khouzestan were in a worse situation than that of the country but the index of income (taking oil into account) was more than that of the country. The calculation of Khouzestan Human Development Index without oil showed a worse situation than that of the country.Based on results, Kouzestan Human Development Index reached from an average level in 1996 to a high level during 2006 to 2016. This is an acceptable growth. Also, Khouzestan Human Development Index without oil is lower than that of the national index and this represents the worse status of the province compared to the country.The results of simulating Human Development Index show that up until 1389, there was a slight rising trend but from this year on there has been a jump or failure. Moreover, Khouzestan Human Development Index was in an average level up to 1385 but it has reached a high one since 2010.

Investment in education and health sector, as human capital, has an important role in economic growth and its enhancement in many countries. Lots of studies have been carried out in this field; however, the effect of simultaneous analysis of education and health, as well as the private and state sectors in economic growth of Iran has not been investigated. Thus, in the present study mutual relationship between private and state educational and health care expenditures with the economic growth of Iran from 1965 to 2014 has been surveyed. Therefore, in the present paper variables were tested by using Integration Adjusted Dickey – Fuller test. Then for choosing appropriate causality test, the co-integration between variables was tested by ARDL method. Then, by using Granger, Toda and Yamamato causality tests, the two ways causal relationship between variables was assessed. First, findings showed a lack of long-run relationship between variables. Second, the results of causality tests indicated that there is no causal relationship between private and state educational expenditures with economic growth because educational system faces serious problems such as discordance between the educational system and needs of society and labor market. Also, the obtained results delineated that there is no causal relationship between private sector and state sector health care expenditures with economic growth.