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Diagram of the education system



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Key

- Diagram of education system in country language

- Old diagram using ISCED 1997 classification

- General methodological notes for ISCED diagrams

Education system in Israel

Israel
Student performance (PISA 2015)
  • In science literacy, the main topic of PISA 2015, 15-year-olds in Israel score 467 points compared to an average of 493 points in OECD countries. Boys perform better than girls with a non statistically significant difference of 4 points (OECD average: 3.5 points higher for boys).
  • On average, 15-year-olds score 470 points in mathematics compared to an average of 490 points in OECD countries. Boys perform better than girls with a non statistically significant difference of 8 points (OECD average: 8 points higher for boys).
  • In Israel, the average performance in reading of 15-year-olds is 479 points, compared to an average of 493 points in OECD countries. Girls perform better than boys with a statistically significant difference of 23 points (OECD average: 27 points higher for girls).
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Student performance in science

    The score difference in science between the 10% of students with the highest scores and the 10% of students with the lowest scores is one of the largest among PISA-participating countries and economies. (279 PISA Score, rank 2/69 ) Download Indicator

    Student performance in mathematics

    The score difference in mathematics between the 10% of students with the highest scores and the 10% of students with the lowest scores is one of the largest among PISA-participating countries and economies. (269 PISA Score, rank 3/69 ) Download Indicator

    Student performance in reading

    The score difference in reading between the 10% of students with the highest scores and the 10% of students with the lowest scores is one of the largest among PISA-participating countries and economies. (295 PISA Score, rank 4/69 ) Download Indicator

    Educational outcomes

    The percentage of students who had not attended pre-primary education (ISCED 0) is one of the lowest among PISA-participating countries and economies. (0.8 %, rank 47/54 ) Download Indicator

    Students' engagement, drive and self-beliefs

    The difference in science performance that is associated with skipping a whole day of school at least once is one of the smallest among PISA-participating countries and economies. (-14 PISA Score, rank 9/55 ) Download Indicator

    Performance and socio-economic status

    The difference in science performance, between schools, associated with a one-unit increase in the mean PISA index of economic, social and cultural status (ESCS) is one of the largest among PISA-participating countries and economies. (101 PISA Score, rank 6/67 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • Singapore outperforms all other participating countries/economies in science. Japan, Estonia, Finland and Canada, in descending order of mean performance, are the four highest-performing OECD countries.
    • On average across OECD countries, 79% of students perform at or above Level 2 in science, the baseline level of proficiency. At this level, students can draw on their knowledge of basic science content and procedures to identify an appropriate explanation, interpret data, and identify the question being addressed in a simple experiment. All students should be expected to attain Level 2 by the time they leave compulsory education.
    • Some 7.7% of students across OECD countries are top performers in science, meaning that they are proficient at Level 5 or 6. At these levels, students can creatively and autonomously apply their scientific knowledge and skills to a wide variety of situations, including unfamiliar ones. About one in four (24.2%) students in Singapore, and more than one in seven students in Chinese Taipei (15.4%), Japan (15.3%) and Finland (14.3%) perform at this level.
    • Mean performance in science improved significantly between 2006 and 2015 in Colombia, Israel, Macao (China), Portugal, Qatar and Romania. Over this period, Macao (China), Portugal and Qatar reduced the share of low-achieving students performing below Level 2, and simultaneously increased the share of students performing at or above Level 5.
    • In 33 countries and economies, the share of top performers in science is larger among boys than among girls. Finland is the only country in which girls are more likely to be top performers than boys.
    • At the same time, in most countries, boys and girls are equally able to complete the easiest science tasks in the PISA test.
    Visualisations
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    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • Singapore, Hong Kong (China), Canada and Finland are the highest-performing countries and economies in reading.
    • On average across OECD countries, 80% of students are proficient at Level 2 or higher, considered the level of proficiency at which students begin to demonstrate the reading skills that will enable them to participate effectively and productively in life. In Hong Kong (China), more than 90% of students perform at or above this threshold.
    • Across OECD countries, 8.3% of students are top performers in reading, meaning that they are proficient at Level 5 or 6. At these levels students can find information in texts that are unfamiliar in form or content, demonstrate detailed understanding, and infer which information is relevant to the task. Singapore has the largest proportion of top performers - 18.4% - among all participating countries and economies.
    • Of the 42 countries and economies that have collected comparable data on student performance in at least five PISA assessments, including 2015, only Chile, Germany, Hong Kong (China), Indonesia, Israel, Japan, Latvia, Macao (China), Poland, Portugal, Romania and the Russian Federation have seen an improving trend in average reading performance.
    • Albania, Estonia, Georgia, Ireland, Macao (China), Moldova, Montenegro, Russia, Slovenia and Spain were able to simultaneously increase the share of top performers and reduce the share of low achievers in reading between 2009 and 2015.
    • In all countries and economies, girls score on average higher than boys in reading. But in 32 countries and economies, the gender gap in reading narrowed significantly between 2009 and 2015.
    Visualisations
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    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • Asian countries/economies outperform all other countries in mathematics. Singapore scores highest in mathematics of all participating countries and economies: 564 points - more than 70 points above the OECD average of 490 points. Three countries/economies score below Singapore, but higher than any other country/economy in mathematics: Hong Kong (China), Macao (China) and Chinese Taipei.
    • Japan is the highest-performing OECD country, with a mean mathematics score of 532 points.
    • Around one in ten students in OECD countries is a top performer in mathematics, on average, meaning that they are proficient at Level 5 or 6. At these levels, students can, for instance, handle tasks that require the ability to formulate complex situations mathematically, using symbolic representations. In Singapore, more than one in three students perform at these levels.
    • Across OECD countries, an average of 77% of students attains Level 2 or higher. Students who score below this benchmark can sometimes solve problems involving clear directions and requiring a single source of information but cannot engage in more complex reasoning to solve the kinds of problems that are routinely faced by adults in their daily lives.
    • Boys tend to score higher than girls in mathematics, but in nine countries and economies, girls outperform boys.
    Visualisations
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    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
      PISA defines equity in education as providing all students, regardless of gender, family background or socio-economic status, with high-quality opportunities to benefit from education. Defined in this way, equity implies neither that everyone should achieve the same results, nor that every student should be exposed to identical approaches to teaching and learning. Rather, it refers to creating the conditions for minimising any adverse impact of students' socio-economic status or immigrant background on their performance.
    • Canada, Denmark, Estonia, Hong Kong (China) and Macao (China) achieve high performance and high in education opportunities.
    • Socio-economically disadvantaged students across OECD countries are almost three times more likely than more advantaged students not to attain the baseline level of proficiency in science. On average across OECD countries, advantaged students score 88 points higher in science than disadvantaged.
    • However, about 29% of disadvantaged students are considered resilient - meaning that they beat the odds and perform above expectations and high by international standards. In Macao (China) and Viet Nam, students facing the greatest disadvantage on an international scale outperform the most advantaged students in about 20 other PISA-participating countries and economies.
    • Between 2006 and 2015 no country or economy improved its performance in science and its equity levels simultaneously, but in nine countries where mean achievement remained stable, socio-economic status became a weaker predictor of student performance.
    • On average across OECD countries, 12.5% of students in 2015 have an immigrant background, up from 9.4% in 2006.
    • On average across countries with relatively large immigrant student populations, attending a school with a high concentration of immigrant students is not associated with lower student performance after accounting for the school's socio-economic intake.
    • The average difference in science performance between immigrant and non-immigrant students with similar socio-economic status and familiarity with the test language narrowed by 6 score points between 2006 and 2015.
    Visualisations
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    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
      PISA analyses in detail how effective schools and school systems are in providing opportunities to learn science. It examines the financial, material, human and time resources available to schools and students in those schools, how students are selected into different schools and education programmes within schools, and how schools are governed. Students' engagement with and motivation for learning is also explored. The analyses of PISA data describe how all of these factors are associated with student performance in and attitudes towards learning science.
    • On average across OECD countries, 20% of students had skipped a day of school in the two weeks prior to the PISA test. In virtually all education systems, students who had skipped a day of school during that period score lower in science.
    • Schools in the Czech Republic, Lithuania, Macao (China), the Netherlands and the United Kingdom enjoy the greatest autonomy while those in Greece, Jordan, Tunisia and Turkey are granted the least autonomy.
    • Students in private schools score higher in science than students in public schools; but after accounting for the socio-economic profile of students and schools, students in public schools score higher than students in private schools on average across OECD countries and in 22 education systems.
    • Standardised tests are used extensively across PISA-participating countries and economies. In about five out of six school systems, more than one in two students are assessed at least once a year with mandatory standardised tests, and in about three out of four countries, more than one in two students are assessed at least once a year with non-mandatory standardised test.
    • Thirty countries and economies used grade repetition less frequently in 2015 than in 2009; in only five countries did the incidence of grade repetition increase during the period. The use of grade repetition decreased by at least 10 percentage points in Costa Rica, France, Indonesia, Latvia, Macao (China), Malta, Mexico and Tunisia.
    Visualisations
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    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.