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Search results for: School twinning
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Israel Education and Diaspora Affairs Minister Naftali Bennett and Jewish Agency Chairman Natan Sharansky hosted an online discussion with Jewish children and teenagers in three different continents Tuesday night to mark the first-ever Week of Strengthening the Connection to Diaspora Jewry. The cabinet announced the launch of this initiative in July, deciding to dedicate a week every year to Diaspora-Israel ties in light of “the many complex challenges shared by the Jewish nation in Israel and the world.” The conversation between Sharansky, Bennett and the Jewish youngsters was conducted via a video conference held at the Jewish Agency’s situation room in Jerusalem.
Published: 2016
Updated: Dec. 28, 2016
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The Jewish Agency Global School Twinning Network Program has succeeded in pairing more than 600 schools in advance of the new academic year. The program, geared to connect Jewish youth in Israel and the Diaspora, pairs 300 of the 4,900 schools in Israel with Jewish schools around the world, such as Uruguay, Peru, Hungary, Russia, and Azerbaijan.
Published: 2016
Updated: Sep. 11, 2016
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The most significant educational initiative in the field of Israel-Diaspora relationship within formal education is twinning of diaspora based and Israel schools. The Jewish Agency’s Global School Twinning Network includes a wide variety of schools: Jewish and non-sectarian; schools from different Jewish streams; elementary, middle and high-schools; day and afternoon schools; schools from different sectors of the Israeli population, and more. To date, 650 schools in partnerships spanning the globe are engaged in active twinning programs.
Published: 2016
Updated: Apr. 13, 2016
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The Israeli educational system makes a clear distinction between State religious education and State general education. Over time, “general education” has become unofficially identified with, and labeled as, “State secular education.' This switch has consequences far beyond a semantic level; it highlights a complex, vague, and confused set of concepts and symbols revolving around the fundamental question of Jewish Identity. However, the main argument in this paper is that the curriculum in the Israeli State schools, attended by 70% of Israeli’s Jewish children, is neither ‘completely’ nor ‘partially’ secular. Rather, it is first and foremost a Jewish curriculum, even though, on the declarative and conscious level, it does not operate as such. This argument is supported by qualitative-interpretive research on seventeen schools (six elementary, four middle, and seven high schools) in the Tel Aviv-Yafo region.
Published: 2013
Updated: Mar. 19, 2014
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School-to-school collaboration has emerged as a key paradigm for fostering personal and institutional connections between Israeli and Diaspora youth, educators, and schools. Using the findings of a multi-year case study of a high school level twinning initiative, this article describes the challenges to this form of transnational collaboration and takes the first steps to articulating a theory of intervention of Israeli-Diaspora school twinning at the organizational level. The article suggests two processes, collaborative capacity and cultural competence, critical to development of positive and productive relationships in school partnerships. Institutional twinning is suggested as the goal of these interventions at the organizational level.
Published: 2013
Updated: Nov. 28, 2013