Primary education policy in Israel.

Autor/in	Oved, Orit
Titel	Primary education policy in Israel.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 179-200 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35798 10.35468/6239-06
URN	urn:nbn:de:0111-pedocs-357989
Schlagwörter	Selbstmanagement; Bildungspolitik; Schulsystem; Grundschule; Primarbereich; Lehrerbildung; Professionalisierung; Sonderpädagogik; Sektor; Israel
Abstract	Israel's primary education system reflects the country's complex and diverse social tapestry, which encompasses a wide range of cultural, religious, and national communities. The system serves nearly half of all students in the national education framework and plays a central role in shaping the foundations of citizenship, identity, and opportunity. Rooted in the ideological educational streams that developed during the late Ottoman period and the British Mandate, the structure of primary education further evolved following the establishment of the State of Israel in 1948. In its current form, the system is divided into two main sectors: Hebrew-Jewish education, comprising State (secular), State-Religious, and Ultra-Orthodox streams; and Arab education, which includes four recognised sub-sectors: Arab, Bedouin, Druze, and Circassian. It also includes a special education framework that operates across all sectors and serves students with disabilities or special needs across diverse backgrounds. This chapter provides a comprehensive overview of Israel's primary education system, focusing on its legal foundations, sectoral division, and historical development. It also analyses two significant policy reforms that have reshaped the system: the Inclusion and Integration Policy for students with special needs, and the Self-Management Policy, which promotes school-level autonomy. Together, these elements highlight the structural and policy-driven complexities of primary education in Israel. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4