STATE OF ISRAEL

MINISTRY OF EDUCATION, CULTURE AND SPORT

TOMORROW 98

REPORT OF THE SUPERIOR COMMITTEE ON

SCIENCE, MATHEMATICS AND TECHNOLOGY

EDUCATION IN ISRAEL

Jerusalem, August 1992

Translated by:            Sagir International Translations Ltd.

Typesetting and Design:  Shoshana Shahar

Cover Design:            Shoshana Shahar

Published by:             Publications Department, Ministry of Education, Culture

and Sport English Edition: May 1994

All right reserved ⓒ

MEMBERS OF THE COMMITTEE

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Prof. Haim Harrari, President of the Weizmann Institute of Science - Chairman

Mr. Binyamin Amir, Assistant Director-General, Head of the Education Administration-                         Member

Mr. Menahem Argov, Director of the Academic Track for Teacher Training, ORT College

- Member

Prof. Yosef Bashi, Head Scientist, Ministry of Education and Culture - Member

Mr. Mati Dagan, Head of the Religious Education Administration -Member

Prof. Uri Ganiel, Head of the Department of Science Teaching, the Weizmann Institute of Science - Member

General Ran Goren, Head of Manpower Department, IDF - Member

Prof. Alex Levitzky, Chairman of the Institute for Life Sciences, the Hebrew University, Jerusalem - Member

Prof. Hava Lifshitz, Chairwoman of the Physical Chemistry Department, the Hebrew University - Member

Dr. Eliezer Marcus - Chairman of the Pedagogic Secretariat - Member

Mr. Gurion Meltzer, Director -General of Tadiran - Member

Mr. Zevulon Orlav, Director-General of the Ministry of Education and Culture - Member

Prof. Yaakov Shveika, Head of the Institute for Information Retrieval in the Mathematics and Computer Science Department, Bar Ilan University - Member

Dr. Yehoshua Sivan, Science teacher, Zefat Religious High School - Member

Prof. Ze'ev Tadmor, President of the Technion - Member

Dr. Dan Sharon, Advisor to the Minister of Education on Science and Technology - Coordinator

Staff of the committee:     Mr. Nahum Blaas

Ms. Esther Kenler

Ms. Zvia Abuhatzera

Table of Contents

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Acknowledgements .........................................................................................................  1

Actions of the Committee and Letter of Appointment ..............................................  2

Summary .........................................................................................................................  4

Introduction .....................................................................................................................  9

Chapter A:

Mathematics, the Natural Sciences and Technology for Everyone ......................... 15

A/1 - Mathematics in Elementary School .................................................................. 19

A/2 - Mathematics in Junior High School .................................................................. 21

A/3 - Science in Pre-school Education ..................................................................... 23

A/4 - Science and Technology in Elementary School ............................................. 25

A/5 - Science and Technology in Junior High School ............................................ 28

A/6 - Laboratories in Junior High School ................................................................ 31

A/7 - "Emblem of Science and Technology" for Junior High Schools ................. 33

A/8 - Science and Technology for All High School Students .............................. 34

A/9 - Experiments in Technological Education ...................................................... 36

A/10 - Popular Science Periodicals ......................................................................... 38

A/11 - Museums of Science and Technology ........................................................ 40

Chapter B:

Mathematics, the Natural Sciences and Technology for Students

Specializing in the Sciences ...................................................................................... 43

B/1 - Expanded Mathematics Studies ..................................................................... 45

B/2 - Additional Electives in the Sciences ............................................................ 46

B/3 - Combined Science Studies ............................................................................. 49

B/4 - Science in Technological Education ............................................................. 51

B/5 - Computers for Teaching Mathematics, Science and Technology ............. 54

B/6 - Laboratories in High School ......................................................................... 57

B/7 - Science-Oriented Youth ................................................................................ 59

B/8 - Schools With an Emphasis on Science and Technology .......................... 61

B/9 - Regional Centers for Science and Technology ......................................... 63

B/10 - Journals for Science and Technology Teachers ..................................... 65

B/11 - Flexible Graduation .................................................................................... 66

Chapter C:

The Computer as an Instructional Tool ............................................................... 69

C/1 - Computers in Pre-school Education ......................................................... 72

C/2 - Computers in Elementary School .............................................................. 74

C/3 - "Emblem of Teleprocessing" ...................................................................... 77

C/4 - Teleprocessing Literacy in the Junior High School ................................ 79

C/5 - Computers in Junior High School .............................................................. 81

C/6 - Computers in High School .......................................................................... 83

C/7 - Computers in Teacher Training and In-Service Training Workshops ... 86

C/8 - Purchasing Software and Computer Hardware ......................................... 89

C/9 - Computerized Communications ................................................................... 90

C/10 - Experiments in Advanced Environments ................................................. 92

Chapter D:

Organizational Structure ......................................................................................... 95

D/1 - "Tomorrow 98" Administration .................................................................. 97

D/2 - Budget .......................................................................................................... 98

D/3 - Project Steering Committee ......................................................................100

D/4 - Professionals from Science and Technology Holding Administrative

Positions in the Education System ............................................................101

D/5 - Curriculum Development ............................................................................102

D/6 - Regional Support Centers ..........................................................................104

D/7 - Organizational Supervisors for Mathematics, Science

and Technology .........................................................................................106

D/8 - Preparations for Building Laboratories ....................................................108

D/9 - Incentives for Teachers in Development Areas

and Disadvantaged Neighborhoods ..........................................................109

D/10 - Information for Students Before They Choose Their Area

of Specialization ......................................................................................110

D/11 - Junior high schools and Elementary Schools in the

Former Configuration ..............................................................................112

Budgetary Appendix: Cost of "Tomorrow 98" ...................................................113

Provisos ..................................................................................................................115

ACKNOWLEDGEMENTS

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The chairman and members of the committee are very grateful to the Minister of Education, Culture and Sport and to the Ministry staff for their support and encouragement. They would also like to thank all those who responded to their request to testify, provided the committee with background information, and helped the members gain a better understanding of the state of affairs in education today.

On November 29, 1990, the Minister of Education and Culture, Mr Zevulun Hammer, appointed the members of the committee.

The committee held nine regular meetings and two day-long sessions, heard testimony from thirty witnesses, and received nineteen position papers and forty-six written appeals from the general public.

They submitted their interim report to the Minister of Education and Culture, Mr. Zevulun Hammer, in April 1992.

The committee's final report was presented to the new Minister of Education and Culture, Ms. Shulamit Aloni, in August 1992.

Below is the letter of appointment sent by the Minister of Education and Culture to the members of the committee.

Shalom,

I hereby appoint you to the committee which has been established for the purpose of examining the state of scientific and technological education in Israel. This committee will submit recommendations for new programs, special projects, changes and improvements in the education system, both educational and structural, and any other measure that will help scientific and technological education in Israel move into the twenty-first century.

The committee will examine, inter alia, educational tracks, subject matter, instructional methods, examination and evaluation techniques, the network of science laboratories and their equipment, and any other subject that is relevant to the teaching of science and technology.

The committee's recommendations will also consider the organizational and budgetary implications, applicability and practicality of the new measures it proposes.

Prof. Haim Harrari, President of the Weizmann Institute of Science, will serve as committee chairman.

I wish you every success in this endeavor.

Sincerely yours,

Zevulon Hammer

November 29, 1990

SUMMARY

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1. Today, knowledge of science and technology is the most important economic asset. More than ever before, the industrial production, economic strength and military power of a nation are dependent on its population's scientific and technological qualifications. Comprehensive and advanced education in science and technology is at the base of every success and innovation in a wide variety of fields, including defense, industry, agriculture, energy, health, communications and the environment. The scientific infrastructure may be perceived as a plant which yields fruit after a decade or two. Education in science and technology lies at the heart of the scientific infrastructure.

Recommendations: The State of Isreal should delare a national program to strengthen, deepen and improve studies in mathematics, the natural sciences and technology in all spheres of the education system, in an effort to prepare the next generation of Israeli citizens for life in the scientific-technological We recommend a number of courses of action that would be implemented over the next five years. The implication is that we will achieve significant progress in these areas by 1998, the jubilee anniversary of the State of Israel. We suggest calling this program "Tomorrow 98".

2. Today - and even more in the future - mathematics, science and technology are part of the general education required of every contributing member of society. Naturally, we do not claim that every person must be a scientist. Nonetheless, a certain ability to think quantitatively and scientifically, the capability to understand and grasp a scientific or technological problem, and an understanding of the basic rules of the language of mathematics, science and technology are essential components in training future professionals, politicians, or any other profession that requires a basic education. A basic knowledge of science and technology is no less vital for the advancement of the less privileged sectors of society, and a special effort should be made in this direction.

Recommendations: Instruction in mathematics, science and technology should be expanded to include all students in pre-school, elementary school and junior high schook, as well as high school

students (in both academic and technical tracks) who do not receive a broad education in the sciences. This requires, in part, specially-trained mathematics teachers at the elementary school level, additional hours for mathematics, science and technology at the junior high school level, and making science and technology part of the required high school curriculum.

3. Today, science and mathematics are interrelated and they can affect one another in a variety of unexpected ways. Mathematics and science are the basis for all technological innovations. The boundaries between biology and biotechnology, computer science and electronics, and physics and most technological fields are artificial and outdated. Fields like environmental science, energy and agriculture cannot be defined as either science or technology, having elements of both. In the past, technology was considered more of a skill, and work in a technological field did not directly and profoundly involve science. Today, every technological occupation demands an interdisciplinary scientific background.

Recommendations: We must integrate courses in science and technology in the curriculum of students who do not choose to enter a scientific or technological track in high school. The integrated program of science and technology in pre-school and elementary school should be expanded. A discipline that incorporates both science and technology should be introduced in the junior high school on a wide scale. Science studies should be expanded in all specializations and tracks of technological education, just as technological stu should be offered in academic high schools.

4. Although technologies change quickly, their basic principles remain valid. In many fields, a new technology is "born" every five years or so. In electronics, computers and biotechnology, the changes sometimes occur even faster. It would be both pointless and illogical to discuss the details of the changing technologies in the classroom. This is simply not practical: even if it were, the high school student would be specializing in a technology that will have disappeared by the time s/he finishes army service. The basic principles on which the technologies are based, however, remain constant.

Recommendations; In a time of rapid technological and scientific change, teaching the basic disciplines has become particularly crucial. The study of mathematics at all age-levels and in all learning environments is more important than ever, and mathematics should be expanded and

emphasized especially for weaker students. The relationship between science and technology courses in technological education should be revised, and additional science studies added.

5. The teacher plays a central role in science and technology instruction. The best programs and the best-equipped laboratories will not prove themselves without good teachers. In the end, every subject in the education system stands or falls on the quality, qualifications and dedication of its teachers.

Recommendations: Our recommendations are that teachers should be trained to specialize in teaching mathematics at the elementary school level: computers should be intensively integrated into the teacher training process, in all disciplines and for all age-levels of the education system; technical assistance should be given to teachers who operate laboratories' a range of in-service training workshops should be offered to teachers in all fields of science and technology; support and guidance centers should be established for teachers of science and technology as well as for those who use computers to teach different disciplines; professional journals should be published for educators who teach different scientific and technological subjects; we should create incentives for teachers in development areas and disadvantaged neighborhoods.

6. Science and technology require experiments and laboratories. The academic side in science and technology education is vitally important. Nonetheless, a scientific theory that has not been confirmed by experiments has no validity, and it is agreed that purely theoretical studies have no place in technological fields. Scientific experimentation, laboratory time and hands-on work with scientific phenomena and technological systems play a central role in the learning process.

Recommendations; The integration of laboratories in all subjects and at all age-levels should be emphasized. This requires building additional science rooms and laboratories in elementary and junior high schools, constructing science corners in pre-schools, updating and upgrading the equipment in the existing laboratories, ensuring that professionals will maintain and use the equipment properly, and most important, a complete and continual integration of academic studies and laboratory experimentation.

7. The computer is an extremely important teaching tool in all subjects, at all age-levels. The flexibility and versatility of the computer are unique. One machine can be a thinking tool, database, instrument for practicing basic skills, state-of-the-art typewriter, electronic encyclopedia,

mail box and communication tool. More advanced computers have the capability of storing a collection of photographs of art works, a selection of musical compositions, or an illustrated encyclopedia, and can simulate scientific and technological experiments. These all have a variety of uses in every aspect of life, as well as in the teaching of the humanities, social sciences, art, and, of course, the natural sciences, at all age-levels from pre-school to advanced studies. Every Israeli must be able to take full advantage of the computer, and the education system is responsible for enabling him/her to do so in all possible ways.

Recommendations: Computers should be introduced into all educational institutions, at all levels and in all subjects. This large-scale campaign shou include purchasing equipment, developing courseware packages, instructing teachers, and establishing and expanding support centers for teachers. The computer will be integrated as a teaching aid in the curriculum; hands-on use of computers will be encouraged in training new teachers in all subjects; an extensive series of in-service teacher training workshops will be conducted on the subject of integrating the computer into teaching.

8. A broad-based approach is required if improvements are to be made in teaching mathematics, science and technology. Good results can only be produced through an integration of curricula, text books, laboratory aids, computer courseware, well-educated and appropriately trained teachers, well-equipped and properly maintained laboratories, sufficient classroom hours, and a guidance and support system for teachers.

Recommendations: Each of these factors should be implemented into all fields, and especially in the major new directions that are recommended in this report. This is particularly true with regard to the integrated program of science and technology for the middle and high school levels (for students who are not specializing in science) and for introducing computers for teaching all subjects.

9. Implementing the recommendations of this report will depend upon a high-level decision and the creation of a special project administration in the Ministry of Education and Culture. These recommendations have implications for a number of administrations, sections and departments in the Ministry of Education and Culture, and are relevant with regard to construction, teacher training and in-service training workshops, equipment, curricula development, and the allocation of classroom hours, etc. Given this program's scope and its importance to the State, it should be

the responsibility of the most senior organizational level, and all sectors of the education system should be involved.

Recommendations: A project administration should be established, directly accountable to the Director-General of the Ministry of Education and Culture. The administration will guide different sections of the Ministry, coordinate their work, and oversee the program's implementation. The Minister will appoint a board which will advise the administration and monitor the progress of the project. Implementing the project in the field will require a broad network of assistance and support for teachers, provided both by the organizational supervisors at the Ministry of Education and by the staff of the regional centers. The schools will also need an organizational structure, which will include appointing coordinators for both science and technology and coordinators for computers.

10. The cost of operating this program will be approximately NIS 300 million annually (in 1992 prices). The principal budgetary expenditures are for additional instruction hours, constructing laboratories, and purchasing computer and laboratory equipment. Some of the budget is required for one-time purchases (building laboratories, acquiring computers and developing new curricula); the rest will be allocated for ongoing expenses that will gradually increase until they stabilize (this includes additional classroom hours, curricula implementation, and upkeep and replacement of equipment and computers). In the initial years, most of the expenses will be for one-time purchases, and thereafter the bulk of the budget will gradually cover ongoing needs.

Recommendations: We recommend that the necessary funds come from three sources. The Ministry of Education should contribute about NIS 100 million annually to the project. This sum, which is approximately 1.5% of the Ministry's annual budget, will be taken out of its present budget, by changing priorities and reallocating resources. The government should allocate an additional NIS 100 million to the project, in recognition of this subject's importance to the State and its contribution to all facets of life, including defense, industry and the economy. An additional NIS 100 million a year, earmarked principally for helping educational institutions purchase computers, will be covered by the educational institutions and other sources, such as local authorities, donors and parents.

INTRODUCTION

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The last quarter of the twentieth century will go down in history as the age of science, technology, computerization, communications and information. In our generation, knowledge and human ability play a central role not only in the intellectual and value-oriented realm, but also in the areas of economics, politics and defense. Mathematics, the natural sciences and technology are growing in importance. The economic correlation between scientific and technical knowledge and natural resources is concretized by examining the relative status of Japan and Saudi Arabia among the nations of the world. In these circumstances, Israel-poor in natural resources and rich in human potential-is presented with a unique opportunity. To take advantage of this opportunity, we must realize our potential and translate our natural aptitude into scientific and technological strength.

Today, as in the past, the strength of a society or country is dependent on spiritual and ethical values, leadership and diligence, and all those qualities behavioral patterns that have always been considered to be paramount cultural values. And yet, along with these (and not as a substitute for them), growing importance is placed on scientific knowledge, scientific thinking and the abilit to use and benefit from scientific and technological achievements in every area of life, from industry to health, from agriculture to education, and from defense to mass communications.

In our age, scientific education - or more precisely, the place of mathematics, the natural sciences and technology in the education system - is undergoing a revolution. People have always attributed great importance to studying these fields, but today they are growing in importance and doubtless will cotinue to do so. No one claims that all (or most) of our resources should be invested in scientific and technological education. We must bear in mind the importance of the humanities, social sciences and the arts, and the fact that they are what makes us special as a people and a state. Nonetheless, to a great extent, our existence and prosperity depend largely upon our strength in science and technology.

For Israel to flourish economically and defend itself properly, boys and girls must receive a scientific education whose scope and quality is equal to the demands of the twenty-first century. The country must apply the latest scientific and technological innovations in teaching all subjects and all age- levels in the education system. Unfortunately, that system has proved incapable of

adjusting to the age of science and technology. Here and there, we can point to impressive achievements in certain fields, but there is a pressing need for significant changes, both qualitative and quantitative, in all fields of scientific education.

This report discusses education for science and technology, the study of science and technology, and the role technology plays in learning all disciplines. We can divide the discussion into three main subjects;

A. Mathematics, science and technology for everyone. Here the focus is not on training scientists, but rather on general scientific knowledge, scientific education and scientific thought processes which should be taught to each person, from factory worker and politician to attorney and nursery school teacher, to division commander and driver, to industrialist and social services worker, to every person in modern society.

B. Mathematics, science and technology for students specializing in the sciences. This refers to the training of future scientists, engineers, physicia technicians and agriculturalists, as well as to the scientific and technological education of every student who will choose to concentrate in these areas.

C. State-of-the-art technology in education. Using computers and other modern technological tools as teaching aids in every discipline, for every age group, and in all parts of the education system. Educational technology helps to teach all fields of knowledge and is no less important in teaching Hebrew and geography than in teaching physics or biology.

Along with these three areas, we must also consider the organizational aspect and the question of how the education system will be prepared to perform the required tasks in each of these three areas.

In this regard, the following report is divided into four chapters according to the following themes:

⁃ Mathematics, natural sciences and technology for everyone.

⁃ Mathematics, natural sciences and technology for those specializing in these fields.

⁃ Computers as learning aids for all subjects.

⁃ Organizational structure.

In each of our recommendations, we did not focus on the ideal situation in theory, but on realstic goals that can be attained in a reasonable time-frame with the resources available to the State of Israel. It is easy enough to recommend a grandiose course of action that requires imaginary budgets and non-existent human resources. We, however, elected to make the necessary compromises with reality before compiling the report not after the report is published and before its recommendations are implemented. We hope that these recommendations will be adopted, and implemented in full, enabling scientific education in Israel to take a giant step forward in scope and quality.

We implore the government to declare a national program to strengthen and improve mathematics, the natural sciences and technology studies throughout the education system, in an effort to prepare the next generation of Israeli citizens for life in the scientific-technological age. We are recommending a number of courses of action to be implemented over the next five years, so that significant progress can b achieved in these areas by 1998, the jubilee anniversary of the State of Israel. The success of this program will enable us to enter the twenty-first century, equipped with the tools necessary for assurin a better and more secure tomorrow. Hence, we suggest that this program be entitled: "Tomorrow 98".

To implement this program, a special headquarters or board at the Ministry of Education and Culture must be established, which will be authorized to implement "Tomorrow 98." All parties in the education system will assist the board in its work, and the board will enjoy the full support of the Minister of Education and the heads of the education system. The education system, the State and the local authorities will be required to allocate substantial resourc to the program. We believe that the investment in "Tomorrow 98" will, within a relatively short time, yield dividends whose economic significance will far outweight the sums invested.