After the disabling threats have been removed, about 2,354,000 students will return to schools and kindergartens today - and the school year will open: 168,000 first-grade students will enter the school gates for the first time, as well as 190,000 preschoolers and 333,000 preschoolers.
Also, 1,074,000 elementary school students, 296,000 middle school students and 461,000 upper secondary students will be attending educational institutions today, of which 132,000 are 12th graders, who will be their last year in the education system. The students have been for almost a full month, as Tishrei holidays will only begin this year towards the end of September.
In the coming school year, the education system is expected to face three major challenges and reforms that could completely change its face in the long run: special education reform, early childhood care (3-0), and establishing a collective bargaining agreement for most teaching staff. In addition, the system is expected to continue to look for solutions to one of the most difficult adversities it faces: severe teacher shortages, especially in the sciences, English and math, and especially in the periphery.
According to the Knesset Research and Information Center's data, in the previous school year, some 260,000 students studied, of which about 98,000 were in dedicated special education settings and approximately 161,000 were integrated into regular education. Following the passage of the 20th Knesset's Special Education Law Amendment, this year the implementation of the reform, which is based on the Amendment to the Law, will commence, and will begin in the Northern District only.
The reform has two main goals: to bring about the best possible integration of special education children into ordinary education and to give parents the opportunity to choose the appropriate educational framework for their children. However, one of the main criticisms of the reform is that the integration of children in regular education is not budgeted accordingly. That is, while a child in a special education or special education class receives a whole basket of support and care, that basket does not "move" with him into the regular classroom.
For the first time, special education teachers will deal with special education students in classrooms, when they do not have the knowledge or tools to deal with them. Evidence of the depth of the problem was recorded recently, when one of the labor disputes declared by the Teachers' Union under which she threatened to disable her studies was on the subject of reform.
The Histadrut has even sought to postpone the implementation of the reform until the regulation of the teacher training and compensation process, but it will nevertheless be underway this year, when its budgeting questions and the manner of teacher training remain unanswered. To this should also be added the dilemma of parents in special education children. Those who will be part of the reform this year had to choose: a "leaner" combination or basket of services.
In the coming school year and after the elections, talks are expected to officially begin between the Teachers' Union and the Finance Ministry regarding the renewal of the "New Horizon" collective wage agreement regarding most teaching staff in the education system: kindergarten teachers and elementary and middle schools. The eyes of many teaching staff are toward the Teachers' Union. The secretary general of the Histadrut, Yaffe Ben David, also probably knows that this is her biggest test time since taking office almost three years ago.
The OECD report shows that, alongside the significant increase in teachers' salaries in Israel since the signing of the "New Horizon" and "Oz for Compensation" wage agreements, it remains significantly lower than the average. An Israeli with a 15-year seniority in the elementary education system is worth about $ 30,000 a year, and an American teacher with similar seniority will already earn about $ 61,000 and in Germany $ 70,000, the OECD average for such a teacher is $ 45,000.
According to the state room data, although the teachers 'and teachers' union downturns were removed due to local problems 14,419 students will not start school this morning due to downtime, and there are downtime threats that may leave 36,698 more students. In total, there are 79 schools and 494 kindergartens. Among the main reasons for local downtime threats are: parent disputes with management, infrastructure deficiencies and classroom shortages.
The rate of new teachers leaving the system in the first three years is 20% - an increase of almost 2% within a year. The proportion of teachers who left in the first year is 12%, an increase of one percent within a year. The psychometric score of teachers who leave Jewish education is 10 points higher than that of those who remain. This emerges from data on mobility and departure of teachers published by the Central Bureau of Statistics.
The dropout rates are higher among new teachers in high schools than in elementary schools. They are more than twice as high among non-specialized teachers as those who have undergone specialization.
The rates of departure of new teachers were declining in the previous decade. The proportion of teachers leaving in the first year dropped from 15% among teachers who joined in 2001 to 10% in 2011, but since then there has been an increase of 11% among teachers who joined the system in 2015 and 12% among teachers who joined in 2016.
The proportion of teachers who left in the first three years was 24% among teachers who joined the system in 2001. It dropped to 16 percent among teachers who joined in 2006. Ever since he climbed. 18% of the teachers who joined in 2013 left in the first three years and 20% of the teachers who joined in 2014.
The psychometric score of teachers who leave Jewish education is higher by 20 points than those who remain. The score of those who remain is also not very high. Thus, for example, in 2015 the gap was 25 points and the score of those remaining was 534. In 2016 the gap in the psychometric score was reduced to 10 points.