In the current situation, the discussion of the model of educational governance and the role of the people and the investigation of the policy of popularization, crowdsourcing, and sustainable participation in the field of formal education have gained double importance. The author has discussed "people-centeredness in education" in another area. But what is the position of the people in the model of independent educational governance? What is the fundamental nature of this model and the contribution of other actors? Does the fundamentalism in this model negate the sovereign dimension of education and mean de-sovereignty, or de-monopoly or influence of secularization? This article tries to answer the above questions with descriptive and inferential method. According to the investigations, the following results were obtained: 1) Based on the theory of "network of rights and educational tasks", the model of Mukhtar is people-based, and people's acting in education has an inherent and original agency, and according to the "transverse network of educational tasks", the people-based nature of Mukhtar's model is drawn. 2) In the chosen model, the actors of education are placed in the longitudinal and transverse sides of the "province of education" and in a networked manner, and the dignity of "transverse authority in education" means the people-based model of Mukhtar, which is related to the narratives. Post-modern is different from networking. Regarding the internal distribution of educational authority, the longitudinal side of the family and the lateral side of the religious scholars have priority. 3). In the selected model, governance is as an actor among other actors or as an alternative, and the fundamental people of this model does not mean de-governance and de-monopoly of education. 4) As evidence, the fundamentalism of the chosen model does not mean the secularization of education; But as a proof, this possibility cannot be denied