What is the difference between China education and Israeli education?

Israeli primary and secondary education system

Since the establishment of 1948 People's Republic of China (PRC), in just over 50 years, Israel has overcome the unfavorable factors of extremely harsh living environment and extremely scarce natural resources, and has risen rapidly in adversity, becoming one of the few scientific, technological, economic and military powers in the world, attracting worldwide attention. These extraordinary achievements are largely attributed to Israel's advanced education system. Studying Israel's primary and secondary education system is of great significance for reforming and perfecting China's current education system.

The formation of Israel's primary and secondary education system

50 years before the founding of Israel, Jews began to settle in Palestine, and immigrants from all over the world set up some schools to educate their children. When Israel was founded, there were two institutions of higher learning, 36 middle schools and 1 10,000 students. Because immigrants come from different countries and regions, the educational systems established are not the same. Some are based on western secular education, some emphasize Jewish traditional culture, and some have a strong religious color, forming the embryonic form of Israel's educational system.

After the founding of Israel, the government tried to unify the education system, but failed because of strong opposition from various political parties and religious factions. 1949, Israel promulgated the Compulsory Education Law: all children aged 5- 14 (revised to 3- 18 in 200 1 year) must receive free compulsory education, and parents can choose between secular schools and religious schools for their children. Since then, basic education has developed rapidly. In order to meet the educational needs of a large number of immigrants, Israel's education department should not only increase the number of schools and teachers, but also formulate special education policies and adopt special teaching means and methods to give immigrant children with different cultural backgrounds equal educational opportunities. This is also an arduous task for Israel's education department, which is different from other countries.

From 65438 to 0968, Israel carried out major reforms in the national education system, including amending the Compulsory Education Law, expanding compulsory education from primary schools and junior high schools to senior high schools, making the total length of compulsory education eleven years, second only to Holland, Belgium and Germany, which had the longest compulsory education years at that time (twelve years). This year, the system of primary and secondary schools has also been reformed. The new system includes six-year primary school, three-year comprehensive junior high school and three-year high school. The structure of secondary education and entrance examination has also been revised in order to cultivate students' personal ability, expand the study of science and technology at all levels of education, and greatly strengthen the application of computers and laboratories.

After more than 50 years of continuous development and improvement, the Israeli government has established a set of general education system with national characteristics, including preschool education, primary education, secondary education and higher education.

Characteristics of Israel's primary and secondary education system

The unique nation and unique development history make Israel's education system unique, and its characteristics mainly include:

-Attach importance to basic education. Building the country through education is one of the important goals that Israel has been striving for since the founding of the People's Republic of China, especially the basic education has received great attention in Israel. Mainly reflected in the following aspects:

Attach importance to the legal protection of basic education. When Israel was founded 1948, the first law was the Compulsory Education Law of the following year. For the first time, the government clearly stipulated by law that compulsory education should be popularized throughout the country, and six-year free compulsory education began in that year. After several years' efforts, by 1954, the Israeli government decided to extend the period of free compulsory education from 6 years to 9 years. In the 1970s, the Israeli government once again decided to extend the free compulsory education from 9 years to 13 years. In 2006, it was 5438+0 years, and it was revised to 3- 18 years. During this period, other laws were enacted to provide protection for basic education, such as the National Education Law passed in 1953, which stipulated in detail the textbooks used in basic education. 1988 The Law on Special Education provides a guarantee for disabled and mentally retarded children to receive education.

Pay attention to the capital investment in basic education. Israel has always attached great importance to investment in education. Since the mid-1970s, the proportion of Israel's education investment in its gross national product has been no less than 8%, and it has always remained at 8%- 1 1%, surpassing the developed countries such as the United States. Even in the war environment, Israel's education expenditure has reached 8% of national income. In recent years, the national budget investment in education has increased from 6.6% in 1995 to 106% in 1999, which is second only to its national defense budget. Taking 200 1 as an example, Israel's national budget is $665,438+45 million, of which education expenditure is $5.75 billion, or 9.35%, and basic education expenditure is $3.22 billion, or 56%. This is not easy for a small country like Israel.

-Pay attention to equality in education. Israel is a country where most of the population consists of Jewish immigrants. Some of them are western Jews who immigrated to Israel from European countries before and after the founding of the People's Republic of China, and their social and economic conditions and education level are relatively high; The other part is the eastern Jews who immigrated to Israel from developing countries such as Asia and Africa after the founding of the People's Republic of China. Their social and economic conditions are poor and their education level is low. In view of this situation, in the Compulsory Education Law promulgated in 1949, Israel gave all parents and students the right to choose among the four "factions" school systems associated with political parties at that time. 1953, Israel abolished the "factional" school system formed since the 1920s, and strengthened the power of the central government to manage education, so as to ensure that all people can receive compulsory education. 1968, in order to enable more children of eastern Jews at the bottom of social economy to attend secondary schools, the Knesset passed the education reform bill, changing the 8:4 school system to 6:3:3 school system, and extending the period of compulsory education to 10 grade (grade one of senior high school). After the reform of 1968, the number and proportion of Jewish children attending middle schools in the east have been greatly improved, but the dropout rate is still high. In order to solve this problem, the Knesset passed the Law on Free Education in 1978, and decided to implement free education in senior high schools in1-12 grades. In the 1970s and 1980s, Israel also reformed the college entrance examination system, lowered the examination subjects and entrance requirements, and established dozens of higher education colleges (including teachers' colleges) through the transformation of the original tertiary education schools, so that more and more children of eastern Jews have the same opportunities to attend universities as those of western Jews. In recent years, in view of the gap between the enrollment rates in developed and underdeveloped areas, the Israeli government has provided more students in underdeveloped areas with equal opportunities for education by increasing capital investment in underdeveloped areas, improving the passing rate of college entrance examination, implementing the "transition plan for further studies" and providing some qualified students with the opportunity of re-examination.

-attach importance to the construction of teachers. The Israeli government attaches importance to education, not only in education legislation and investment, but also in the construction of teachers. First of all, pay attention to the status and treatment of teachers. Israel's Compulsory Education Law stipulates that the teaching staff of state-run kindergartens and primary schools are employees of the Ministry of Education, and the teaching staff of junior and senior high schools are employed by local governments. The Ministry of Education manages the selection, training, training and employment of teachers through its branches in six administrative districts and an educational branch in rural areas and settlements. The salaries of primary and secondary school teachers are divided into two situations: the salaries of primary and secondary school teachers in compulsory education stage and the salaries of high school teachers in non-compulsory education stage, which are shared by the central and local governments respectively. The stable wage guarantee solves the worries of teachers and provides a premise for teachers to concentrate on education and teaching. Secondly, pay attention to teacher training. In order to ensure the quality of teacher training, the Ministry of Education is fully responsible for the training of primary and secondary school teachers in Israel. As far as training funds are concerned, the Ministry of Education is responsible for the training of primary and secondary school teachers nationwide. In terms of training institutions, the training of primary and secondary school teachers is mainly undertaken by teacher training institutions such as the Institute of Education (mainly responsible for the training of middle school teachers) and the Teachers' College (mainly responsible for the training of primary school and kindergarten teachers). As far as training categories are concerned, Israel not only pays attention to the training of teachers' academic qualifications, but also pays attention to the non-academic training of teachers, including teacher qualification training, special training for teachers, regular training for teachers and school-based training. The funds for the above training are basically provided by the Israeli Ministry of Education. Stable and sufficient training expenses ensure the training quality to a great extent. For teachers, free training is also conducive to mobilizing the enthusiasm and initiative of teachers to participate in training.

-Encourage private schools. Education in Israel is under the unified leadership of the central government, but private schools are encouraged and supported in Israel. For example, during the period of 1962- 1963, WIZO owned 80 kindergartens, 30 day-care centers and 70 clubs. Private schools are famous for their strong teachers and high quality of education. Although public schools are almost free, 35% of parents still yearn for private schools and have a soft spot for sending their children to such expensive schools. Both public and private schools are managed and supervised by the Ministry of Education and Culture. They compete with each other and promote each other, ensuring the steady improvement of the quality of education in the whole country. Taking into account the actual needs of various schools and immigrants of different races, the education department has formulated alternative syllabus and teaching plan. Under the premise of obeying the leadership of the government, local schools have the right to set courses and choose teaching methods according to their own conditions. At present, various forms of private schools are all over the country, which has become one of the main forms of universal education in Israel.

-emphasizing the combination of education and social production. Paying attention to labor education and vocational education is also a major feature of Israel's primary and secondary education system. Students arrange manual classes from primary school 1 grade, so that children can learn to do it from an early age and receive systematic labor education. In the senior and junior high schools, students are required to study various technical courses and home economics courses. After entering the eighth grade of ordinary schools (equivalent to the second grade of junior high school in China), the course "Israeli industry and national economy" was offered. Students are required to understand the basic principles of industrial production, the main operating mechanism of the national economy, the production and marketing of products, and the basic laws of finance. In the third year of high school, the occupation in labor education is more prominent. The school divides labor into agricultural technology education and industrial technology education, and students can learn a specialty according to their hobbies. Through labor education, students have acquired basic labor knowledge, mastered basic labor skills and techniques, formed a certain labor literacy, and some have mastered a skill, which is of great benefit to their future high-level professional education and employment.

It is precisely because of paying attention to the close combination of education and social productive labor that Israeli education not only plays an important role in tapping intellectual resources, improving the quality of labor force and promoting the constant change of industrial structure, but also adds more vitality and motivation to the healthy development of education itself.