Государственное и качественное образование

Yashar! for Excellent State Education

• •At Yashar! we look ahead to shaping the profile of the graduate in Israel's centennial year.
• •Citizens with a consolidated national identity and deep roots in Judaism and Israel's heritage, alongside a broad democratic and civic worldview, who see the Declaration of Independence as a value-based and social compass.
• •A graduate of the education system will have a firm democratic worldview, will take part in shaping the public sphere out of trust in the state's institutions and a deep commitment to its values.
• •A graduate of the education system will be equipped with resilience and skills suited to a dynamic reality. They will be proficient in artificial intelligence, with scientific and technological literacy and the ability to learn independently.
• •The 2048 graduate will be a productive citizen who contributes to economic prosperity and is committed to serving the state and its security in a spirit of mutual responsibility and statism. As part of a broad civic outlook, they will act as a bridge strengthening unity among the people and establishing regional and international alliances that secure Israel's future as a prosperous society, leading in tomorrow's world.

Values at the Center

• •The State Education Law is the cornerstone of the Israeli education system, and statism is the engine that connects us together. It is what turns a collection of individuals into one people with a shared destiny and purpose. The education system is committed to restoring our basic values: Zionism, Judaism, and a democratic and liberal civic outlook according to the values of the Declaration of Independence. Shared values are a condition for our existence here, and only a real, living and breathing connection will give the system's graduates a national consciousness, a backbone of values and deep pride in their identity.

Empowering Educators

• •In order to raise graduates with a backbone of values, the State of Israel must carry out a national move that will reshape the status of the teaching profession and treat educators as the foremost national investment. Kindergarten teachers, teachers and teaching staff are the most critical pillar of the Israeli education system. Global experience shows that countries that place educators at the center and develop their capabilities systematically are the countries that achieve the highest results in the world.

Trust in the Field: Empowering Principals

• •Trust in principals is the key to launching the quality of education in Israel. Granting pedagogical and budgetary autonomy to schools and local authorities will make it possible to give the most precise response to the students in the system. Freedom of action does not stand alone; it comes together with full, measurable and transparent accountability and a clear expectation of results. A system that trusts its people and backs them is also a system that knows how to demand that they meet goals and expectations.

Establishing a National Education Council

• •We will establish a statutory body (similar to the National Security Council) made up of people from academia, industry and representatives of the different education streams in Israel: State-Hebrew, State-Arab, State-Religious and State-Haredi.
• •The council will define an educational and budgetary five-year plan and will set a binding national core for every student in the public education system: Jewish-Israeli identity, Hebrew, English, mathematics, sciences, artificial intelligence literacy, critical thinking, civics and democracy.
• •Every child, everywhere in the country, will receive a proper toolbox that is relevant for life.

Expanding Statism and Including Additional Education Streams

• •We will apply the State Education Law and core studies as a binding standard for receiving full public funding. The state will require non-state institutions, with emphasis on the Haredi sector, to follow a path of joining the State-Haredi system (Mamach), which includes full core studies, pedagogical supervision and regulation of the study structures. Accordingly, funding will be significantly reduced for institutions that do not meet the state standard.
• •This way every child will receive a shared Israeli value base, while preserving identity, a variety of options for personal development, and belonging to the community.

Devolution to Local Authorities

• •We will empower local authorities as a central partner in managing the education system in their areas, including early childhood and infancy. The authorities will be authorized to formulate complementary educational policy adapted to demographic and community needs, to manage dedicated budgets, to advance regional excellence programs, and to develop cooperation with civil society and local industry. This is subject to meeting the national core and the nationwide goals that were set, in order to preserve uniform state responsibility alongside local flexibility.
• •We will give real freedom to build education that suits the place, as is customary in most of the Western world: technology, art, agriculture, entrepreneurship, environment, partnerships with businesses, community projects and specialization tracks. This way every child will get a shared Israeli base, and also a school that knows their life, their city and their community.

Principal Autonomy and Budget Flexibility

• •We will move from a centralized system to a results-driven system. The head of an institution will be given authority to manage a flexible "shekel basket" that will allow them to purchase pedagogical services, to set the structure of the school day (for example: concentrated learning days or remote learning), and to prioritize resources between learning needs and resilience needs.
• •In addition, we will create a separate salary table for principals that reflects their real responsibility: the size of the school, the complexity of the population, and meeting educational goals. A good principal should receive pay, authority and tools that fit the role. A struggling principal will receive close support and complementary programs. Our aim is to attract strong educational leadership to the system, and to let principals lead pedagogy, staff and community instead of drowning in bureaucracy, while demanding a high and binding performance standard.

Human Capital Reform (Second-Generation Agreements)

• •We will set up parallel employment tracks based on quality and output and not only on seniority, while recognizing prior professional experience and a high starting salary. The track will be a choice, not coercion. It does not replace the existing track, but adds a new way to bring professional teachers into the system.
• •The reform will include redefining the work week: reducing frontal teaching hours in favor of personal mentoring hours and time for emotional discussion and dealing with social problems.
• •Alongside the regular entry tracks, we will allow civil service volunteers to join, who will support and enrich the education system and help provide personal attention.
• •At the same time, we will integrate AI tools into school management systems to significantly reduce bureaucratic work: attendance, grades, analysis of results, adjusting the learning pace and drafts of lesson plans. The teacher should be with the students, not with the forms.

Quality Teaching for Early Childhood (0-3)

• •We will establish a national quality mark for frameworks for ages birth to 3, covering licensing, safety standards and a minimum training standard for staff. Quality will be improved through a direct financial incentive for the professional training of caregivers, alongside expanding the subsidy for working couples with reserve service. The aim is to create transparency and a quality incentive in the early childhood education market.
• •Certification levels, advancement tracks and a duty of periodic further training will be defined, in order to turn early childhood care into a recognized and supervised profession. Information on the level of licensing, training and inspection results will be made accessible to parents with full transparency, to allow informed choice and increase public accountability. A systemic improvement in quality will be carried out by setting a clear and uniform national professional bar.
• •Responsibility for the birth-to-3 age range will be unified under the Ministry of Education, which will consolidate licensing, supervision, standard-setting and professional training. The existing inter-ministerial fragmentation, which creates overlapping authorities, regulatory gaps, bureaucratic burden and a lack of clarity for the public, will end. Consolidating authority will allow consistent policy, effective oversight and setting a uniform professional bar for all frameworks, in cooperation with local authorities, alongside clear national responsibility.
• •In addition, we will create a separate salary table for kindergarten teachers, with a higher base salary and compensation adapted to work with parents, authorities, support systems and children at the most sensitive age.

From Grades to Skills: Reform of the Matriculation Structure

• •We will reduce the number of external matriculation exams, and they will be replaced with skills tests in the spirit of the international PISA indices. There will be a shift from assessment based on memorization to alternative assessment methods, such as comprehensive research projects (PBL) and building an ongoing portfolio that shows the student's development.
• •At the same time, artificial intelligence (AI) tools will be integrated as an inseparable part of the curriculum, both as an aid for personalized learning and as a subject of study to teach essential digital literacy.

Life Skills

• •We will move the education system from an exclusive focus on exams to creating a unified learning environment that combines formal learning with informal activity, to prepare the graduate for a changing reality. Schools will integrate practical experience for adult life, for example applied financial literacy, managing rights vis-a-vis state institutions, and tools for independent management of budget and time. The program will embed in the school day emotional and mental resilience labs that will prepare young people for informed decision-making ahead of meaningful service and an active and engaged adult life. Special emphasis will be placed on experience-based learning in cooperation with civil society organizations, enabling students to practice leadership and social responsibility even before finishing high school.
• •This model redefines priorities so that the last years of high school serve as a values bridge to the adult world. The combination between the systems will ensure that every graduate leaves equipped with a broad "toolbox for life" beyond the grade sheet. In this way, the education system will fulfill its essential role as a greenhouse that builds the national and personal resilience of the next generation.

Higher Education

• •We will make academia accessible and flexible: we will update the funding model in favor of applied research and shorter study duration for degrees in some professions. We will adopt a micro-credentials model (short professional certificates recognized as academic credit) to allow quick integration into the labor market. Alongside this, we will provide social-emotional responses in the worlds of immunization (sic) as part of studies in higher education institutions.
• •We will encourage excellence and return the Israeli universities to the list of the best universities in the world through investment in research and bringing back Israeli scientists.