Introduction
Curricula are part of the input of the higher education system and if they are continuously reviewed and changed in accordance with the external and internal developments of the system; they can be effective in improving the efficiency of the education system (Sultani and Mehdipour quoted in Bazargan, 2015)
There is a positive relationship between the level of educational quality of an individual and his/her capabilities to enter the labor market with the power to solve problems and make correct decisions. Weligamij (2009) believes: Universities should recognize the set of skills that can best serve the needs of the future labor market and coordinate the curriculum with these needs.
One of the relatively reliable ways to examine the strengths and weaknesses of programs and the use of resources is to examine and determine the effectiveness of programs and the efficiency of graduates of universities and higher education institutions, who should have the necessary and sufficient ability to understand and solve work problems (Khadmipour and Haghighizadeh, 2004).
In our country, Farhangian University was established with the aim of training, empowering, and promoting general and specialized professional competencies, with an emphasis on human resources of capable and creative, self-confident, pious, and entrepreneurial people, and cultivating them in accordance with innovation, science, and technology, and production with foundations (Deputy Education and Research, 2006).

Materials & Methods
This research is of the applied type, considering the development of applied knowledge in the field of curriculum quality in the field of educational sciences. The aim of applied research is to develop applied knowledge in a specific field, and the results of this type of research help to make decisions related to the educational system. From the perspective of the research method, it is descriptive with a survey approach and content analysis; because in descriptive research, the researcher's goal is to explain and express what exists, and the researcher tries to obtain objective results from the situation, which is also called descriptive field finding.
The research method is quantitative. In this research, in order to determine the effectiveness of the curriculum, the curriculum of the undergraduate course in the field of educational sciences at Lorestan University is considered as a whole, regardless of examining each individual element of the curriculum.
In terms of the data collection method, the present descriptive research is of the type of evaluation research. Because it seeks to judge the desirability of a phenomenon or programs in question and in fact pays attention to the application of its findings (Zhoori, 1378).

Discussion & Result
Farhangian University is of additional importance compared to other institutions and universities in terms of its important role and mission to train and educate teachers who educate students (especially in the current critical period). The heavy burden of such education in each field is provided by the content of the curriculum. Therefore, if the content of the curriculum is not sufficiently rich in relation to the various aspects of the field in question, its damage and harm will be felt at macro levels by the country's educational system.
The field of Educational Sciences of Farhangian University, which was previously known as the field of Primary Education, is one of the prominent fields at Farhangian University of Lorestan Province, which is designed to train the human resources needed in the primary school. Based on the approvals of the Supreme Council of the Cultural Revolution, creating transformation and innovation in the country's teacher training system and changing, reforming and upgrading the educational and research methods and programs of teacher training, based on Islamic principles and the latest scientific developments and benefiting from new technologies to achieve the goals of Islamic education, are among the main goals of Farhangian University.
In the document on the fundamental transformation of the education system, the responsibility of reengineering policies and rearranging the principles governing the country's teacher education curriculum, with an emphasis on internships and adapting the level of professional competencies of teachers at the national and global levels to the requirements of the curriculum model in the education system and designing appropriate policies to improve the methods of attracting, training and retaining teachers in education, has been assigned to Farhangian University. Goodold also defines a teacher education program as a selected, coherent and evaluable program that prepares student teachers for teaching in the classroom. In his opinion, the teacher education curriculum should include teaching various sciences with regard to practical applications in the environment and in an integrated manner and should not be taught solely by professors as separate and academic subjects. Teachers graduating from Farhangian University need to apply a set of professional competencies in their jobs to provide the best possible service to their profession. Professional competencies can be classified into three areas: cognitive, emotional and skill. Cognitive competencies refer to the set of knowledge and mental skills that enable the teacher to recognize and analyze issues and topics related to education. Emotional competencies refer to the set of attitudes and interests of the teacher towards issues and topics related to education, and skill competencies refer to the teacher's practical abilities in the learning process.

Conclusion
Numerous studies have been conducted to examine various aspects of the curriculum of various university disciplines (especially Farhangian University), which have yielded useful results in terms of developing and improving students' skills and competencies and facilitating the affairs and duties of their graduates while working. However, the dissatisfaction of Farhangian University students and graduates with the inadequacy of the curriculum content provided and the lack of preparation necessary for them to face on-the-job experiences and challenges is clearly evident in the vast majority of research results; certainly, the lack of attention to such issues and negligence in conducting related research will gradually lead to the decline of the curriculum of the Educational Sciences Department of Farhangian University, and its efficiency and effectiveness in the real work environment of teachers will gradually decrease; the inappropriate consequences of this will indeed cause irreparable damage to the Ministry of Education and, consequently, to the entire society.
In a study conducted, the views of professors and graduates of the Department of Educational Sciences at Farhangian University regarding the impact of the curriculum on professional qualifications in Lorestan Province were examined, and it was found that professors assessed the effectiveness of the content of the educational sciences curriculum on all three components of professional competence, namely cognitive, skill and ethical competences, as unfavourable; also, the views of graduates regarding the effectiveness of the curriculum on cognitive and ethical competences were assessed as unfavourable, but on skill competences as favourable.