Designing a Policy Model Based on the Development of Human Capabilities of the Ministry of Education of the Kurdistan Region of Iraq Rahman Rasul Fatah * *Corresponding Author, Ph.D. Candidate, Department of Public Administration, Alborz Campus, University of Tehran, Tehran, Iran. E-mail: rahmanfatah@ut.ac.ir Mojtaba Amiri Associate Prof., Department of Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, College of Management, University of Tehran, Tehran, Iran. E-mail: mamiry@ut.ac.ir Seyed Reza Seyed Javadin Prof., Department of Business Management, Faculty of Business Management, College of Management, University of Tehran, Tehran, Iran. E-mail: rjavadin@ut.ac.ir Rasool Norouzi Seyed Hosseini Associate Prof., Department of Physical Education, Faculty of Human Sciences, Tarbiat Modares University, Tehran, Iran. E-mail: rasool.norouzi@modares.ac.ir Abstract Objective The capability approach, the result of the latest development theories, is a novel perspective that links development with the concepts of "functions" and "capabilities." This approach can be employed as a fundamental framework in the education system. The aim of this research is to design a policy-making model based on the development of human capabilities in the Kurdistan Region's Ministry of Education. In this regard, human capabilities in the field of education were identified in Kurdistan, and logical connections between influential components were established to formulate a policy for developing human capabilities. Methods This research was conducted using qualitative research methods and a grounded theory approach. In this context, research data were collected through purposive sampling. This sampling involved employing experts and professionals in the field of education in Kurdistan. Data were collected through conducting in-depth interviews. Initially, experts in education were carefully selected, and only those with sufficient capability and experience in this field were chosen for interviews. This purposive sampling was done by setting precise criteria for selecting individuals to gain the best perspectives and experiences. Then, through conducting in-depth interviews with selected individuals, the necessary data for the research were collected. These interviews were extensive and detailed, asking various questions related to the research topic. Simultaneously, data were collected and analyzed. According to the Glaserian approach, the data were coded and conceptualized. This stage was done