SULAM is an enrichment program for children of kindergarten age of 22 unique and fascinating meetings with the ABCs. Each session presents a choice of multidisciplined experiments in science, technology, art and Jewish heritage.
For the past few years the Institute has been conducting enrichment classes for ultra-orthodox women with the goal to make them qualified in the area of early childhood. These ongoing courses have been very successful. Consequently the Institute initiated a similar course for Bedouin women interested in joining the workforce in the area of early childhood education. Recent developments in the Bedouin society have helped women to go out to work and help support their family.
The Hadassah Foundation and the Institute for Innovation in Education
In recent times, we have witnessed in Israel the increase of the ultra-orthodox men and women seeking higher education and entrance into the workforce. The reason for this surge is manifold and touches upon aspects of social and political forces in Israel and of current socio-economic-political development in the Haredi community in the last decade.
Ministry of Education, Rural Settlement Education Department; Ministry of Industry, Trade, and Labor, Division of Training and Human Resources Development; a private foundation.
Manof, a residential youth village, is home to 200 teenage boys and girls who have dropped out of regular schools. Its goal is to develop their interpersonal, social, and scholastic skills and support their return to the social mainstream equipped with the abilities and knowledge that will allow them to integrate into Israeli society on an equal footing.
De-Groot Reuma, Dr ; Drachman Raul, Dr ; Schwarz Baruch, Prof
Ministry of Education and private donors
Kishurim is a three-year program that trains teachers to work and create in a computerized environment and focuses on the development of critical thinking and argumentation abilities. The information revolution and innovations in computer technology have increased the need to create dynamic and challenging learning environments that prepare pupils to be “intelligent consumers” of information – finding information, analyzing it, and using it for argumentation.
The Madav IX Foundation of the Jewish Federation of Cleveland (Ohio, USA), and the Custodian General
This program for outstanding educational leaders is intended for Ethiopian Israeli students with an Israeli matriculation certificate who are studying for B.Ed. degrees at colleges and universities. The program provides career, psychological and emotional counseling as well as enrichment courses on Ethiopian Jewish tradition, Jewish and Israeli history, Zionism, and Jewish and Israeli identity. The students undertake to accept volunteer positions in various educational projects.
The aim of “Experiencing Academe” is to reduce the socio-economic gap between the periphery and center in Israeli society. The program is anchored in research indicating the correlation between higher education and socio-economic status. Accordingly, reducing the gap occurs through a significant increase in the number of high school graduates qualifying for acceptance at further education institutions. But in order to want to study at such institutions, high school pupils need first to be exposed to the academic world – an experience largely unavailable to school pupils in the disadvantaged periphery.
Senior Department for Training and Human Resource Development, the Ministry of Industry, Trade, and Labor
The Yuval School is a vocational institution for pupils who have dropped out of high schools in Jerusalem. The school has five classes: a tenth grade, where the students study a full course load, and eleventh and twelfth grades in which the pupils study three days a week and work two days a week as interns at the Hebrew University, Bezeq, the Police, or other public and private institutions. The pupils are offered two courses of study – bookkeeping and visual media (printing and multimedia) – supervised by the Ministry of Industry, Trade, and Labor. Graduates who pass the final exams receive an occupational certification diploma from the Ministry and a diploma from the school. Some of the pupils take matriculation exams in Bible, math, English, and communications.
The Tamra F. Gould & Howard Amster II Philanthropic Fund of the Jewish Community Federation of Cleveland, USA
This is an educational advancement and enrichment program for immigrant women and children from the former Soviet Union (especially the Caucasus). The program, which relates to a wide range of elements affecting the lives of the women and their children in Israel, focuses on advancing the immigrant families, creating a stable educational and familial base, and helping them cope with the Israeli social climate to ease their integration into society while maintaining the unique characteristics of their community of origin.
The goal of this program, launched during the 2008/9 school year, is to build a cultural bridge between religions and cultures through encounters with other cultures (Jewish, Arab-Muslim, and Christian) and languages (Hebrew and Arabic). The program is run in conjunction with the Elbenwood Center for the Study of the Family as Educator at Columbia Teachers College in New York, which administers the program and helps analyze and evaluate the activities in a joint research project of the two universities.
Hadassah, the Women’s Zionist Organization of America
The program has operated since 1999 in three youth villages: Ramat Hadassah Szold in Qiryat Tivon, Meir Shefeya near Zikhron Yaaqov, and Hadassah Ne’urim in Beit Yannai. The heterogeneous population of these youth villages consists of youth at-risk, of whom about 30% are Ethiopian, 30% are from the former Soviet Union, and the rest are native-born Israelis. Because of this demographic, a special program was created to strengthen the children’s Jewish and Zionist identity, give them basic knowledge of Jewish culture and tradition, familiarize them with the Jewish calendar and lifecycle events, and use key Zionist documents to strengthen their bond to the Jewish people and land of Israel.
This program focuses on all English teachers in schools with a computer system and Internet connection. The online continuing-education course makes it possible for the program to reach a large number of teachers and ensure that the same information is available to the country’s center and periphery.
English on Board is an educational program based on cooperation between a team headed by Prof. Elite Olshtain of the Research Institute for Innovation in Education and the staff of Kadima Mada. The instructors from the Institute completed the project, “Establishing and Running English Language Centers”, funded by the Clore Israel Foundation, in ten localities throughout the country. The Kadima Mada staff was involved in the plan to integrate the use of interactive smartboards in 400 classrooms (in 60 schools) in the North, and, in the future, in the Negev.
Samuel Warshauer Foundation (United States) and Kalman and Ida Wolens Foundation (United States). Initial development (1986–1990) funded by the Ford Foundation (United States)
This is a civics and democracy curriculum for eleventh-grade classes, based on a four-volume reader developed at the Institute, A Conversation with Democracy: Principles and Rules of the Game, by Chaim Adler, Israelit Rubinstein, Ilana Felsenthal, and Kari Druck: Volume I (2001): Principles and Rules of Democracy, Human and Civil Rights, Freedom, and Equality; Volume II (2002): The Sovereign Citizen and the Rule of Law; Volume III (2002): Being a Citizen: Political Culture and Civic Participation, Governmental Authorities, Democracy in Crisis; Volume IV (2003): The Nation State, Ethnic Minorities in a Democracy, and the Arab Minority in Israel.
Bar Ana, Mrs ; Davis Dan, Prof ; Olshtain Elite, Prof
This is a tutoring and reading program for elementary schools. The program, which is run by the class teacher, is designed to narrow gaps in deciphering texts, enhance all pupils’ reading abilities, and empower the participants in educational, personal, social, and ethical dimensions. In the program, all the fifth-graders tutor all the second-graders.
Bar Ana, Mrs ; Davis Dan, Prof ; Olshtain Elite, Prof
Educational and Social Services Division, Ministry of Education; Research Institute for Innovation in Education
The Yachad programs are unique tutoring programs making a major contribution to the educational advancement of disadvantaged social groups in Israel. By narrowing gaps in basic knowledge they lay a foundation for these groups’ advancement and future social mobility.
Department of Education, Employment and Workplace Relations (DEEWR) of the Australian Federal Government, private Australian companies, and private foundations and donations.
This program, focused on improving literacy and math skills of Indigenous students in Australia, began in 2005, as the fruit of collaboration between the Research Institute for Innovation in Education, represented by Prof. Elite Olshtain, and Helene Teichmann (HTT Associates) in Australia.
Hagai Avisar (Australia), National Council of Jewish Women (USA), Ministry of Education, and other private foundations
The Neta intervention program in Yavneh is the fruit of collaboration with Tasfachin (an organization which works to integrate Ethiopian Israeli children and teenagers in that town). The three-year program, which provides structured activities for children ages two and up in Ethiopian families, is run by high school girls who make twice-weekly home visits.
Until 2012, this program was intended for parents of children from birth to age 4 in situations of “increased risk” and for the professional educational staff that cared for them. It involved two experiential workshops on child development, in the areas of language and communication, which were conducted in parallel for parents and for the educational staff. The experiential workshops dealt with the child’s natural linguistic and communication development and incorporated games, verbal interaction, stories, and songs.
HIPPY International (Home Instruction for Parents of Preschool Youngsters) is an early childhood educational program established in Israel more than 40 years ago by the late Prof. Avima Lombard, who was a senior researcher at the Institute. HIPPY’s Israeli name is Ha’Etgar.
Children’s parents and the Silbert Family Foundation
The Center was established in 1985 on the Mount Scopus campus of the Hebrew University, to serve as a model and laboratory for early childhood education. It operates the Forest Hills Experimental Nursery School for children aged 2 and 3, which is used for educational experimentation and observation.
Ministry of Social Affairs and Daphna and Richard Ziman, Los Angeles (United States)
This is a home intervention program for families with at least two young children, and classified as families at high educational risk. The participating families are clients of the welfare services and their parenting is considered dysfunctional in many areas – to the extent that the children’s welfare and normative development are endangered and family life is threatened.
This group program for parents and their children in first-grade is anchored in the findings of educational research indicating that the more parents are involved in their children’s education, the greater their influence on the child’s progress at school and the greater the child’s chances of scholastic success and social integration.
This is a one-year group program for parents and their 5-year-old children who are about to enter first grade. The program operates in the afternoon in the children’s kindergarten or local primary school and is run by a professional coordinator and a teacher. Parents arrive with their children and take part in a joint workshop. Each group then receives separate enrichment fun and learning activities. Immigrant families receive additional at-home support.
This unstructured educational program enables parents and their 2-5 year old children to choose activities of interest to them from among a wide variety of subject fields. With a view to cultivating the child’s motivation, curiosity, creativity, and autonomy, the activity themes include water; animals; nature, cookery; collections and hobbies.
This two year educational program for parents and their 1-3 year-olds focuses on promoting children’s emotional, social, cognitive and emergent literacy skills. Tailored to the toddler’s developmental stage and individual pace, HATAF provides parents with knowledge and enhanced parenting skills, introducing activities in the home context which strengthen the parent’s self-confidence and foster shared experiential time with the child. Once a month, parent group meetings and workshops are held, led by the professional counselors and local coordinators.
Ministry of Education – Preschool Education Department, Education and Social Services Division, and Project Renewal Department; Ministry of Social Affairs; Ministry of Defense; local municipalities; JDC-Israel-PACT (Parents and Children Together), Research Institute for Innovation in Education; public and private foundations; parent fees.
“From Birth to University”, the new framework for the Institute’s home and group guidance programs for parents and their children up to age 7, has the following goals: (1) reducing educational and social gaps among vulnerable population sectors at educational risk; (2) reinforcing parents’ involvement in their children’s education; and (3) integrating parents into the community.
This is a modular program for young parents with children aged birth to 2, conducted in the family’s home. Parents receive individual guidance once a week, with the focus on daily care of infants, in order to enhance the parents’ ability to provide an optimal and caring home environment. Representatives of local welfare services, well-baby clinic and daycare centers assist program staff in identifying families who might be interested in participating in My Baby and Me. In addition to the support, guidance, knowledge and skills which the young parents acquire, the program makes it possible to identify children with specific developmental and medical problems and to refer them for treatment.