2. Articole

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Author: search.filters.author.Nissel, Orly

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    IMPACT OF CURRICULUM ON THE ACHIEVEMENTS OF STUDENTS IN ISRAEL
    (CEP USM, 2013-09-26) Nissel, Orly; Bodrug-Lungu, Valentina
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    EDUCATION SYSTEM IN ISRAEL: OPPORTUNITIES AND CHALLENGES
    (CEP USM, 2013) Nissel, Orly
    The Israeli educational system is comprised of Hebrew speakers and Arabic speakers. The system has had a major success after setting the targets for 2009 for improvement of achievements and it has been announced that its pupils have reached the top 10 worldwide in the subject of science in 2011. Israel, which has been reaching first places, started to gain distance from the top 10 in the last decade and even has deteriorated to the 25th place in the world out of 49. This positive turnover has taken place due to the change of attitude of the Minister of Education, Gideon Saar, who was elected to duty from 2009 to 2013. In his term, the study programs in science have been adjusted to international standards; hours, complements, budgets and many contents have been added. The study has been constantly accompanied by instructors – "teachers' teachers", going to training apprenticeships, formulating teaching sequences and Ministry examinations in which the knowledge and understanding of pupils have been examined throughout the year. Special kits have been designed which are called teaching-studying-evaluation kits, which delineate lesson sequences. At the end of the year, tests have been conducted all over the state in all age groups for examination of understanding and application. Studying has been focused and equal in both sectors.
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    EDUCATION SYSTEM IN ISRAEL: OPPORTUNITIES AND CHALLENGES
    (CEP USM, 2013) Nissel, Orly
    The Israeli educational system is comprised of Hebrew speakers and Arabic speakers. The system has had a major success after setting the targets for 2009 for improvement of achievements and it has been announced that its pupils have reached the top 10 worldwide in the subject of science in 2011. Israel, which has been reaching first places, started to gain distance from the top 10 in the last decade and even has deteriorated to the 25 th place in the world out of 49. This positive turnover has taken place due to the change of attitude of the Minister of Education, Gideon Saar, who was elected to duty from 2009 to 2013. In his term, the study programs in science have been adjusted to international standards; hours, complements, budgets and many contents have been added. The study has been constantly accompanied by instructors –"teachers' teachers", going to training apprenticeships, formulating teaching sequences and Ministry examinations in which the knowledge and understanding of pupils have been examined throughout the year. Special kits have been designed which are called teaching-studying-evaluation kits, which delineate lesson sequences. At the end of the year, tests have been conducted all over the state in all age groups for examination of understanding and application. Studying has been focused and equal in both sectors.
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    A COMPARATIVE ANALYSIS OF NEW STUDY PROGRAMS IN SCIENCE IN ISRAEL, UNITED KINGDOM AND FINLAND
    (CEP USM, 2014) Nissel, Orly
    The world believes today in the importance of education and aspires to supply a good education. The question is in what way? For achieving the purpose, a significant change is required rather than another temporary solution. This type of change might reduce the number of matriculation exams and the number of studied subjects, and on the other hand, inclusion of humanistic, scientific and artistic subjects. Such teaching emphasizes – the structuration of knowledge by the studier under supervision and control, a combination between personal and mutual learning, alternative evaluation that emphasizes the inclusion of a pupil in the various stages of the process and includes his self-evaluation and the evaluation of his peers in class. The comparative analysis of study programs in Israel, United Kingdom and Finland offers opportunities to examine various models of studying according to the needs of the 21st century. Following the conclusions in Israel and European countries, a new test is under consideration that would be interactive, conducted by means of a computer, would call for reasons and explanations and maintain interaction and debate with the pupils. In the Pisa test of 2012, exercises in solving problems and economic literacy will be added to the traditional tests that demonstrate dealing with routine dilemmas in the field of finances, solving problems as a team – examination of skills of the 21st century [1].