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Diagram of the education system

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Key

  • Diagram of education system in country language


  • General methodological notes for ISCED diagrams


  • Education system in Israel

    Israel
    Teachers and teaching conditions (TALIS 2018)
  • Teaching was the first-choice career for 61% of teachers in Israel and for 67% in OECD countries and economies participating in TALIS. In terms of why they joined the profession, at least 96% of teachers in Israel cite the opportunity to influence children's development or contribute to society as a major motivation.
  • About one out of four of teachers (27%) in Israel are aged 50 and above (OECD average 34%). This means that Israel will have to renew about one out of four members of its teaching workforce over the next decade or so.
  • In terms of classroom environments, relations between students and teachers are positive overall, with 93% of teachers in Israel agreeing that students and teachers usually get on well with each other. However, 26% of principals report regular acts of intimidation or bullying among their students, which is higher than the OECD average (14%).
  • In Israel, 14% of teachers work in schools where at least 10% of the students have a migrant background (OECD average 17%). At the same time, 94% of school leaders report that their teachers believe that children and young people should learn that people of different cultures have a lot in common (OECD average 95%).
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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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    School climate

    In Israel, a small number of teachers 'agree' or 'strongly agree' that teachers and students usually get on well with each other. (93 %, rank 46/48 , 2018) Download Indicator

    A large share of principals report that intimidation or bullying among students occurred at least weekly in their school. (26.2 %, rank 10/48 , 2018) Download Indicator

    Initial and induction training of teachers

    In Israel, more novice teachers had an assigned mentor at the current school. (46.6 %, rank 6/48 , 2018) Download Indicator

    Initial and induction training of principals

    For a large share of principals, school administration or principal training programme or course were included in their formal education or training before taking up position as principal. (56.1 %, rank 3/47 , 2018) Download Indicator

    For a small share of principals, school administration or principal training programme or course were included in their formal education or training before and after taking up position as principal. (10 %, rank 45/47 , 2018) Download Indicator

    For a large share of principals, instructional leadership training or course were included in their formal education or training before taking up position as principal. (38.5 %, rank 8/46 , 2018) Download Indicator

    For a small share of principals, instructional leadership training or course were included in their formal education or training before and after taking up position as principal. (10.6 %, rank 43/46 , 2018) Download Indicator

    Professional development of principals

    Relative to other TALIS countries, more principals in Israel never received any instructional leadership training . (30.6 %, rank 7/46 , 2018) Download Indicator

    Teachers' practices

    Teachers report spending less individual time planning and preparing lessons. (5.2 Hours/week, rank 43/48 , 2018) Download Indicator

    A small proportion of teachers report to 'frequently' or 'always' give tasks that require students to think critically. (48.6 %, rank 40/48 , 2018) Download Indicator

    A small proportion of teachers report to 'frequently' or 'always' have students work in small groups to come up with a joint solution to a problem or task. (35 %, rank 44/48 , 2018) Download Indicator

    A small proportion of teachers report to 'frequently' or 'always' ask students to decide on their own procedures for solving complex tasks. (35.4 %, rank 40/48 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' tell students to follow classroom rules. (85.4 %, rank 10/48 , 2018) Download Indicator

    Principals' practices

    Principals report spending shorter time on administrative tasks and meetings. (23 %, rank 40/48 , 2018) Download Indicator

    Principals report spending shorter time on leadership tasks and meetings. (17.9 %, rank 40/48 , 2018) Download Indicator

    ICT for teaching

    In Israel, more teachers report a high level of need for professional development aimed at developing their ICT skills for teaching. (29.2 %, rank 8/48 , 2018) Download Indicator

    Classroom management

    In Israel, more teachers report a high level of need for professional development in student behaviour and classroom management. (21.6 %, rank 7/48 , 2018) Download Indicator

    Migrant background

    Israel has one the largest shares of teachers teaching in schools where more than 10% of students are immigrants or with migrant background. (35 %, rank 9/48 , 2018) Download Indicator


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    General findings
    • Across OECD countries and economies participating in TALIS, teachers are 44 years old and principals are 52 years old, on average. Furthermore, 20% of principals across the OECD are aged 60 and above.
    • In the OECD countries and economies participating in TALIS, 47% of principals are women, compared to 68% of teachers.
    Visualisations
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    • In OECD countries and economies participating in TALIS, 65% of teachers report frequently calming students who are disruptive and 84% report frequently explaining how new and old topics are related.
    • During a typical lesson, teachers spend 78% of classroom time on actual teaching and learning, on average in the OECD countries and economies participating in TALIS.
    • In the past five to ten years, classroom time spent on actual teaching and learning has decreased in about half of the countries and economies participating in TALIS.
    Visualisations
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    • During their initial education and training, 79% of teachers in the OECD countries and economies participating in TALIS were instructed on subject content, pedagogy and classroom. Only 42% of teachers report having participated in some kind of formal or informal induction when they joined their current school.
    • In the OECD countries and economies participating in TALIS, taking part in some kind of in-service training is commonplace among teachers and principals, with 94% of teachers and 99% of principals attending at least one professional development activity in the year prior to the survey.
    Visualisations
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    • About half of teachers in the OECD countries and economies participating in TALIS "frequently" or "always"" let students use ICT for projects or class work , but 25% of school principals report that delivery of quality instruction in their school is hindered by a shortage or inadequacy of digital technology for instruction.
    • In the OECD countries and economies participating in TALIS, 27% of teachers work in classes with at least 10% of students with special needs (i.e. those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged). But, 32% of school principals report that delivery of quality instruction in their school is hindered by a shortage of teachers with competence in teaching students with special needs.
    Visualisations
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    Click on the coverpage to see the full OECD iLibrary version
    Key
    Country Reviews for Israel

    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 2017 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.