Apprenticeship And Vocational Education And Training In Israel

One of a series of studies on vocational education and training, this review assesses the apprenticeship system and vocational education and training in Israel and provides policy recommendations. Israel has experienced strong economic growth over the last decade, and labour shortages are ...

One of a series of studies on vocational education and training, this review assesses the apprenticeship system and vocational education and training in Israel and provides policy recommendations. Israel has experienced strong economic growth over the last decade, and labour shortages are observed in many sectors and occupations. At the same time, inequity and disadvantage in some population groups are rising. This report suggests several ways in which Israel might reform its vocational and apprenticeship programmes so that they effectively support the Israeli economy by providing the skills in demand on the labour market, and improve life chances and social mobility of individuals. The report argues for an expansion and integration of apprenticeship programmes into the mainstream upper secondary system, and development of systematic work-based learning placements in selected school-based vocational programmes. Currently vocational education and training in Israel is fragmented and students and employers often find it difficult to navigate. To address this challenge, the report recommends creating a single strategic body that will plan and guide policy development on vocational education and training, and champion it within government. A relatively large share of adults in Israel has low basic skills, particularly among Arab Israelis and Haredi Jews. Addressing basic skills weaknesses in these populations should be a priority.

One of a series of studies on vocational education and training, this review assesses the apprenticeship system and vocational education and training in Israel and provides policy recommendations. Israel has experienced strong economic growth over the last decade, and labour shortages are observed in many sectors and occupations. At the same time, inequity and disadvantage in some population groups are rising. This report suggests several ways in which Israel might reform its vocational and apprenticeship programmes so that they effectively support the Israeli economy by providing the skills in demand on the labour market, and improve life chances and social mobility of individuals. The report argues for an expansion and integration of apprenticeship programmes into the mainstream upper secondary system, and development of systematic work-based learning placements in selected school-based vocational programmes. Currently vocational education and training in Israel is fragmented and students and employers often find it difficult to navigate. To address this challenge, the report recommends creating a single strategic body that will plan and guide policy development on vocational education and training, and champion it within government. A relatively large share of adults in Israel has low basic skills, particularly among Arab Israelis and Haredi Jews. Addressing basic skills weaknesses in these populations should be a priority.

This research focuses on three vocational education and training (VET) schools of the Ministry of Industry, Trade and Labour (MOITL). Each school serves a different sector within the ethnic and religious communities of Israel. We interviewed eight national policy makers and 17 local educators, alongside other experts affiliated with VET schools. We also performed a quantitative survey of 30 teachers and 395 students in our casestudy schools. Our mixed-methods analysis looked at differences between the schools at various levels (students, educators and policy makers). The results clearly show that VET in Israel is viewed as a mechanism for dealing with social exclusion. VET students are primarily dropouts from mainstream academic education and students with learning disabilities, most of whom come from lower socio-economic backgrounds and have a poor capacity for general academic studies. Although the schools are unable to provide students with sufficient resources, they are successful at turning students around from educational failure. A number of policies are suggested at the national level to promote coordination between the MOITL and the Ministry of Education (MoE), in addition to reforms of the Apprenticeship Law and obligatory collaboration with industries.