Promoting Bedouin Girls in Physics, Math & Computer Science

Bedouin society is a unique social group within Arab society in Israel,

constituting more than 25% of the total population of Israel’s southern
Negev desert and 13% of the total Arab population of Israel. The
standard of living among the Bedouin, still mostly a nomadic population,
is considerably lower than the average standard of living in Jewish and
Arab localities. The majority of Bedouin communities lack basic welfare,
educational and health services. and do not enjoy the advanced services
and quality of life necessary for them to advance and partake in the life
of the State of Israel and the prosperity of the Negev region. Bedouin
society is a tribal and patriarchal society, and the status of women is
influenced by the nature of this society and is still far below Arab women
in other parts of Israel. Many tribes still do not allow women to enter the
workforce or to work or study outside the locality or tribe. Distance from
the job market, absence of daycare centers, the lack of public
transportation, as well as the lack of professional training all make it
difficult for Bedouin women to join the workforce and share in supporting
their families.

 
The residents of Bedouin villages live in prefabricated structures, shacks,
and/or tents, without any regular supply of water or electricity. They get
their drinking water from National Water Company distribution points or
by water transported in tanks. Some households are not connected to
electricity at all, while others use generators that often operate only a few
hours per day. In the winter, homes are usually heated by open fires.
Food is cooked on gas stoves and/or open fires. Sanitation is poor, with
no central sewage system, no cesspools, and no regular garbage
collection. There are no paved roads and no hookups to landline
telephones. Children who go to school must cover great distances on
their way to school and back, usually over dirt roads and non-standard
access roads. This situation leads to many problems, among them
weather conditions that prevent access to schools and the risk of
children getting injured on their way to school. Often the school is the
only permanent structure in the community providing a haven for its
students.

One of the factors making it difficult for Bedouins to find suitable and
stable employment is their low level of education. Education levels are
low relative to the average educational level among the overall Arab
population of the country and lower still when compared to the national
average. Around one-third of Bedouin citizens aged 45-59 are illiterate
versus 5% - 9% of the general Arab population. As educational levels
decrease, incidences of poverty increase. There is also an inverse
relationship between the level of education and the unemployment rate:
as the level of education in a population decreases, the rate of
unemployment increases. These figures have a decisive impact on
Bedouin employees' chances of finding employment at a decent wage
and on the ability of unemployed Bedouins to extricate themselves from
the cycle of unemployment.

There has never been a more pressing time than now to invest in girls’
education in Bedouin society. There is a widening cultural and economic
gap between the Bedouin society in the south and mainstream Israeli
society. This Muslim Arab subset is excluded from the job market
because they have to overcome a lack of employment skills, limited
proficiency in Hebrew, and incomplete secondary education. These gaps
often result in antisocial and anti-establishment behaviors to making a
living and generate a severe lack of a sense of belonging to the State of
Israel. These behaviors may become more extreme and evolve into
conflict with a broader regional impact due to accelerated Islamist
radicalization. Within this sector, young women have virtually no
opportunity to develop a vision of a better future for themselves that
includes worthwhile employment, a degree of financial independence,
and the ability to make their own decisions. Instead, they confront a
cultural-religious-tribal barrier as the family encourages them to halt their
education and marry very young, prevents them from having contact with
the world outside the clan, and expects them to accept polygamy.

Our solution: How Israel Sci-Tech Schools can make a difference
With 70 years of educating at-risk youth and students on the social and
economic periphery, the Network has the experience to affect Bedouin
education. Since 2007, the Network has been the only organization
engaged in Bedouin secondary education. Our investments include
building STEM labs, girls’ sports facilities, creating an additional
educational capstone year for Arab and Bedouin students, graduating
dozens of vocational college students in fields such as auto-mechanics and
as dental aides, enhancing connections to Israeli society, and
professional development for Arab teachers. Results include 40% more
students completing matriculations examinations in English and Physics,
and a 50% increase in matriculation, although in absolute terms there is
much room for growth.

Two years ago, the Israel Sci-Tech Schools Network established a steering committee with representatives from industry, academia, local
authorities, entrepreneurs, and educators, to develop ideas and
implement actions promoting girls in STEM. The Network is leading the
development of a school ecosystem that promotes gender equality by
encouraging girls to study science, by sponsoring multiple holistic
intervention programs for girls, integrating administrative staff, teachers,
counselors, parents, and peers to empower girls to achieve their
potential. Studies in Israel and around the world prove that girls are an
underrepresented and underachieving population in mathematics,
science, technology, engineering, and even more so in Bedouin society.
The gaps start early as Bedouin girls make up only 30% of physics and
computer science majors and less than 10% of electronics majors in high
school. A lack of female role models in mathematics, science, and
technology occupations impairs their ability to integrate into prestigious
and profitable professions. Additionally, prolonged biases and gender
stereotypes alienate females from science-related fields.

In an August 12, 2021, Wall Street Journal editorial, Ms. Farkash-Hacohen, Israel’s Minister for Innovation, Science, and Technology
declared that the Israeli government and her ministry have set a goal to
increase the number of Israelis working in tech jobs. “A big part of being
a tech powerhouse is to make sure there is a place for everyone in that
house. Today, 10% of Israelis work in the tech industry, and we aim to
increase that to 15% over the next five years, adding some 200,000
people to the total. Since its founding, Israel has been committed to
equal opportunity for all, including minorities, who unfortunately have
fallen behind. We are determined to change this.” In January 2022, the
Israeli government launched a $70 million initiative to better integrate
members of Arab communities into the booming high-tech industry,
where they are severely underrepresented. This initiative is part of a
much larger $10 billion Israeli government investment in socio-economic
development of Arab society plan that will include educational programs,
vocational training for jobs in high-tech fields, and technology incubators
for entrepreneurs and startups, among other measures.

The proposed program provides scholastic, environmental, and emotional tools to enhance girls’ desires and beliefs in their abilities and their capacity to succeed in advanced mathematics, science, and technology studies. It will expose them to a challenging high-level program, encouraging girls to study science and technology, especially physics and mathematics and computer science, at the advanced level. In total, over 15 years of offering similar STEM mentoring programs for both genders in Israel, 2,000 young physics tutors have participated in the project, tutoring 10,000 students. Among the achievements are an increase in the number of students choosing to study physics at the advanced level (12% versus 8% nationwide) and promoting the subject and in its image.

The Program
The Israel Sci-Tech Schools Network is responding to the challenge of
creating a pipeline of workers and innovators for Israel’s high-tech
economy. Our goal is to create social change by inspiring Bedouin girls
with future STEM career choices. The proposed project will be run by the
OrTov team, which leads intra-and-extra-curricular programming for
60,000 teens across the Network. The OrTov management team is
composed of women with experience in developing and implementing
systemic educational projects, including economic empowerment of girls
and the promotion of gender equality and equity in Israel’s education
system. The Network currently operates in 60 municipalities with a focus
on expanding female participation in science and technology education.
It recognizes how gendered roles and preconceptions negatively affect
students’ learning experience, self-perception, and goals they set for
themselves. Thus, the Network offers pedagogical solutions that promote
broad institutional and social change through a holistic and gender-sensitive intervention model across each municipal ecosystem.

 
The proposed project aims to increase the number of middle school girls
who study physics, mathematics, and computer science at the advanced
level (4/5-units which reflects the highest levels of school academic
curriculum) with the help of high school tutors who are trained to mentor
the younger students. 

The first target audience is 50 girls in the 10th – 12th grades in Bedouin schools in Kuseife and Neve Midbar. Each high school girl will volunteer for at least 60 hours, which will include academic reinforcement in mathematics, computer science, physics, and biweekly content-rich programmatic sessions during the academic year. The volunteer activity will involve mentoring 2 middle-school girls (7th – 9th grades), involving 100 middle school girls in the project and 150 in total. Every middle school girl, the second target audience, in the program will participate in 100 hours of annual activity. This will include academic mentoring, and experiential activities such as industry tours, lectures, and workshops. Sessions led by teachers and field experts will focus on public speaking, presentation skills, financial literacy, interpersonal communication, social action in the community, lessons on leadership, and multiple interactions with Bedouin role models in business, industry, and the military.

The program will create groups for shared learning while offering social-emotional and learning support to the high school girls along with mentoring younger students in school. The older students will learn how to become influential mentors, cope with their academic demands, and develop resilience to overcome difficulties and persevere in their studies until they too complete 4-and-5-unit level subject examinations. For the high school mentors participating in the program, the mentoring activity will count towards the social service component of their Bagrut examinations (12th-grade matriculation examinations), adding to their high school leadership experience. Mentoring will include in-person encounters, social and emotional support, and guidance with an emphasis on providing reinforcements and emotional assistance at key nodes (exam period, submitting projects), and tours. Women engaged in high-tech professions will serve as mentors for the high schoolers, who will model the inspiration, behavior, and training they share with their mentees. A fundamental concept will be the programmatic customization of career-readiness training for each participating school, with support from local authorities, school principals, tribal leaders, and parents to minimize any obstacles and ensure effective program implementation.

The third target audience is the teachers. The Network will establish a team to provide the following: data mapping, individual semi-structured interviews to identify student motivation and emotional readiness, provide gender sensitivity training for teachers, create life skills and empowerment workshops suited to Bedouin culture, deliver training in financial literacy and workplace skills, travel to industry meet-ups, talks with inspirational women business leaders, parents meetings, and complete evaluation research. The teaching teams will be organized to prioritize diversity, allowing students to identify with role models in positions of authority and promote gender sensitivity across the community. Each teacher will holistically evaluate program participants, build industry partnerships, run approved intervention programs and ensure program recruitment. The Israel Sci-Tech Schools Network is supported by enhanced government funding when it invests in teacher training. The teachers involved in this enhanced initiative will deepen their clinical teaching expertise by learning to use data systems, diagnostic assignments, and to work together to create a supportive learning environment for their students. Teachers who take on more responsibility also have their annual compensation base increased.

This initiative will focus on academic and emotional support to show

Bedouin girls a possible future in the workforce. For the program to
succeed in Bedouin society, collaborative strategic planning teams with
parents, school leadership, and tribal representatives will be established,
incentivizing a commitment to program success and reduction of future
tribal resistance. Involving stakeholders (local officials, tribal leaders,
educators, and parents) will create shifts in attitude and behaviors
towards education, and girls’ ability to elevate their families from poverty
in this traditional Muslim Bedouin society.

Teachers will receive training in adaptive gender-sensitive pedagogy and
inspirational science programming. Teachers will also receive training on
gender dynamics issues. They will learn how to recognize signs of
decreased student engagement and subject avoidance, and how to
address these complex issues. The teachers will have the personal and
professional ability to lead the process, social-emotional guidance skills,
and a proven ability to put in place educational projects in a collaborative
environment.

Studies show a positive correlation between a girls’ level of education
and her ability to take ownership over the financial and personal
decision-making, including delaying marriage and joining the
workforce. As we operate schools and vocational colleges in the two
selected communities, educational continuity will allow us to monitor the
program, prevent dropout, and plan for longer-term vocational training,
community service, or academic studies. 

Gender equality and female empowerment is a focus of the Network through investment in an ecosystem that encourages gender equity, by encouraging girls to study the sciences. To create real change, the Network is evaluating learning tools and various teaching methods, focusing on environmental and emotional pedagogy that increases students’ belief in their personal ability to succeed in high school mathematics, physics, science, and technology. The Network believes that the school has a part in shaping a more just society that will enable the realization of unrealized potential for all its members.

With 70 years of educating at-risk youth and students on the social and economic periphery, the Network has the experience to transform Bedouin education. Since 2007, the Network has been the only organization engaged in Bedouin secondary education. Our investments include building STEM labs, girls' sports facilities, creating Year 13: an additional educational or vocational training capstone year, graduating dozens of vocational college students in fields such auto-mechanics and as dental aides, enhancing connections to Israeli society, and professional development for Arab teachers. Results include 40% more students completing matriculations examinations in English and Physics, and a 50% increase in matriculation.

The proposed project to engage more girls in the study of physics, mathematics, and computer science, will be run by the OrTov team, which leads intra-and-extra-curricular programming for 60,000 teens across the Network. The OrTov management team is composed of women with experience in developing and implementing systemic educational projects, including economic empowerment of girls and the promotion of gender equality and equity in Israel’s education system. The Network currently operates in 60 municipalities with a focus on expanding female participation in science and technology education. It is aware of how gendered roles and preconceptions affect students’ learning experience, self-perception, and goals they set for themselves. Thus, the Network offers pedagogical solutions that promote broad institutional and social change through a holistic and gender-sensitive intervention model across each municipal ecosystem. Staff is trained in awareness of gender dynamics issues, to look out for signs such as decreased engagement from certain students, or avoidance of certain fields of study, and learn how to address these complex issues. With this investment, more girls will stay in school longer, complete higher-level science and technology matriculation exemptions, and develop life skills needed to compete in today’s workforce.

In partnership, we would take the following steps and seek external guidance, assistance, and support. We will establish a team to provide data mapping, individual semi-structured interviews to identify student motivation and emotional readiness, provide gender sensitivity training for teachers, create life skills and empowerment workshops suited to Bedouin culture, scholarships for vocational education, deliver training in financial literacy and workplace skills, travel to industry meet-ups, talks with inspirational women business leaders, parents meetings, and external accompanying evaluation research. We will appoint Arab female gender equality coordinators who will promote the customized program at each school. She will holistically evaluate program participants, build industry partnerships, run approved intervention programs and ensure program recruitment. Knowledge transfer, municipal engagement, tribal leader involvement, pedagogical training, professional development, social-emotional learning, role model outreach are all areas where we seek to partner with others.

The wrap-around for this program involves teachers’ training and enhanced compensation; students receiving alternative assessment credit on their Bagrut (matriculation) examinations and advanced iSTEAM investments in teacher professional development and student training.

The Israel Sci-Tech Schools Network is supported by enhanced government funding when it invests in teacher training. The teachers involved in this enhanced iSTEAM initiative will deepen their clinical teaching expertise by learning to use data systems, diagnostic assignments, and to work together to create a supportive learning environment for their students. Teachers who take on more responsibility also have their annual compensation base increased.

For high school mentors participating in the program, the mentoring activity will count towards the social service component of their Bagrut examinations, adding to their high school leadership experience.

Much like the SATs in the United States, Israeli matriculation (Bagrut) exams are the key to college, higher-paid positions in the IDF, and good-paying jobs thereafter. Admission to university and junior college depends on the exams you pass and their level of difficulty. And, like the United States, Israeli middle-class kids are often tutored before their exams. Yet, girls from the social and economic periphery or impoverished families can’t afford that same support. Immigrant teens, minority teens, children from disadvantaged families and youth-at-risk, are the ones who are most likely denied the chance to get into college and succeed. These are the youngsters enrolled in the Israel Sci-Tech School Network. The Network educates 10 % of all 7th – 12th graders in Israel, 100,000 students in all. Its schools are in every region of Israel. Its students are Jewish, Arab, Bedouin, and Druze, religious and secular.

In our modern era, we want the latest operating systems in our cell phones, in our laptops, and home appliances, yet the educational platform which underpins our learning systems is 100 years old, and male-gender focused. The 21st Century is an era of entrepreneurship and innovation, which require from our students a new sub-set of skills focused on inquiry, research, critical thinking, problem seeking and solving, teamwork, presentation, time and resource management, financial literacy, start-up culture, and project-based learning (PBL). For students, iSTEAM brings the community and society into the classroom. Education becomes relevant; in fact, it becomes urgent. Students learn that they can be part of societal progress, of improving the world. In a conventional classroom, critical thinking is considered a successful result of the classroom experience. In contrast, iSTEAM project-based learning is an immersive experience; students need to analyze the data and think critically to succeed. The collaborative study builds self-confidence and leadership skills as youngsters learn to present what they have learned. Our traditional-style classrooms and approach to teaching are ready for a makeover to keep pace with our evolving education system. The Networks’ iSTEAM initiative will create cradle to career pathways to strengthen and diversify the pipeline of skilled workers entering today’s dynamic labor market – an essential need for the Israeli economy.

The Israel Sci-Tech Schools Network is responding to this forceful challenge to create a pipeline of workers and innovators for Israel’s high-tech economy. Our goal is to create comprehensive social change by inspiring Jewish, Arab, Druze, and Bedouin girls with future iSTEAM career choices without gender limitations. The proposed project aims to increase the number of middle school girls who study physics, mathematics, and computer science at the advanced level (5-units) with the help of high school tutors who are trained to provide the younger students with hands-on courses. 50 high school girls throughout Bedouin communities will each mentor 2 middle schools girls in these subjects, totaling 150 students impacted. 

The program will create leadership groups for shared learning while offering social-emotional and learning support along with mentoring younger students in school. The older students will learn how to become effective mentors, how to cope with their academic demands, and how to develop resilience to overcome difficulties and persevere in their studies until they too complete 5-unit level science examinations. Mentoring will include in-person and virtual encounters, social and emotional support and guidance, an emphasis on providing reinforcements and emotional assistance at key nodes (exam period, submitting projects), and tours and meetings in the mentor’s workplace. Women engaged in high-tech professions will be recruited to serve as mentors for the high schoolers, who will model the inspiration, behavior, and training they share with their mentees. 

Expanding women’s participation in iSTEAM professions contributes to national GDP growth and increasing human capital in the economy. The project will promote women’s participation in the public sphere, and in the labor market through advanced physics, computer science, and mathematics education. Moreover, increasing the presence of women in key leadership roles contributes to the value of gender and social equality and strengthens democracy and social cohesion. Yet, science and technology subjects, especially, mathematics, physics, computers science, and engineering are perceived as “male” subjects in schools; hence the percentage of girls who choose to study advanced levels of mathematics and physics is lower than boys (although the percentage of girls is higher in chemistry and biology). In academic faculties of science and engineering, in the workplace, and high-tech leadership roles, the percentage of women is also lower. With this investment, more girls will complete higher-level science and technology matriculation exemptions and develop life skills needed to compete in today’s workforce. The outcome is an improvement in their social and financial mobility, resilience, and knowledge of how to become role models to other girls, to seek higher education, employment, and recognition in the high-tech arena.

The Network sponsors multiple holistic intervention programs composed of an ensemble of activities for girls, integrating administrative staff, teachers, counselors, parents, and peers to empower girls to achieve their potential. This program provides scholastic, environmental, and emotional tools to enhance girls’ desires and beliefs in their abilities and their capacity to succeed in advanced mathematics, science, and technology studies. It will expose them to a challenging high-level program, offering equal opportunity, encouraging girls to choose to study science and technology, and especially physics and technology at the advanced level. In total, over 15 years of offering similar iSTEAM mentoring programs for both genders, 2,000 young physics tutors have participated in the project, tutoring 10,000 students. Among the achievements are an increase in the number of students choosing to study physics at the advanced level (12% versus 8% nationwide) and promoting the subject and in its image.

The research literature indicates several leading causes of these iSTEAM gender gaps. It seems that one significant reason derives from socialization and stereotyping (Zohar, 2006). It is claimed that mathematics and science teachers have lower expectations of girls than of boys and that they discriminate in favor of the boys. The claim is that teachers tend to treat girls more leniently while they encourage and push the boys, steering them towards the right solution even when they make mistakes (Bechar, 2012). Moreover, the competitive atmosphere prevalent in science classes and study methods that do not cultivate deep understanding is less suited to girls (Zohar & Sela, 2002). Another claim is that girls are more successful when there are many girls in the class and there is an atmosphere in which everyone is encouraged to express an opinion and provide constructive feedback (Bechar, 2012). An important factor for girls choosing iSTEAM coursework is the correlation between the social and family support they have and their tendency to attribute their success to ability and not to the ease of the task. (Zorman & David, 2000).

Teachers will be trained in adaptive gender-sensitive pedagogy and inspirational science track programing. Teachers will also receive training on gender dynamics issues. They will learn how to recognize signs of decreased student engagement and subject avoidance, and how to address these complex issues. The teachers will have the personal and professional ability to lead the process, social-emotional guidance skills, and a proven ability to put in place educational projects in a collaborative environment.

The evaluation plan will measure outcomes, effectiveness, impact, change, and results achieved. The evaluation plan will include measurements, control assessment, and feedback for: (1) Formative and summative evaluation; (2) A pre-test before the start of activities, interviews and a focus group during the year, and a post-assessment at the end of the year; and 3) developing context, process, disaggregated performance, and interaction indicators.

Quantitative data will include the following:

• The pre-and post-study will utilize self-completion questionnaires for educators and students, exploring to what extent there has been a shift in attitudes, confidence, and study track/career choices.
• School data will be analyzed to determine the percentage of girls choosing those subjects and their grades.
• Qualitative data will be obtained through observation over the academic year and self-reporting by R&D Center consultants, school-level coordinators, educators, and girls.

No such project currently exists and the Network seeks to learn from this pilot. With this investment, more girls will stay in school longer, complete higher-level science and technology matriculation exemptions, develop life skills needed to compete in today's workforce, and begin to understand how to elevate their families out of poverty. In the long term, the impact is an improvement in the social and financial stability, resilience, and pride of women as active agents in supporting their families and advancing women’s rights within their tribes.

This program will promote shifts in gender perception for the participants, their school community, and their families. The girls will receive considerable reinforcement of their self-esteem, an investment in their leadership skills, and a deepening of their knowledge and interest in physics, mathematics, and computer science. Suggested outcomes include participants choosing more ambitious and challenging personal, social and academic directions; a 10% increase in the number of students majoring in 4-and-5-unit level mathematics, computer science, and physics compared to the previous year, and a 5% increase in the number of girls completing 4-and-5-unit level mathematics, computer science, and physics for matriculation exemptions within three years; and training more teachers in adaptive gender-sensitive teaching. The network expects to make mid-course corrections as necessary in support of teachers, teaching, students and their learning, partnership with administrators and tribal leaders, and through the experiential interactions within Bedouin society.

This initiative will focus on academic and emotional support to show Bedouin girls a possible future in the workforce. For the program to succeed in Bedouin society, collaborative strategic planning teams with parents, school leadership, and tribal representatives will be established, incentivizing a commitment to program success and reduction of future tribal resistance. Involving stakeholders (local officials, tribal leaders, educators, and parents) will create shifts in attitude and behaviors toward education, and girls’ ability to elevate their families from poverty in this traditional Muslim Bedouin society.

Teachers will receive training in adaptive gender-sensitive pedagogy and inspirational science programming. Teachers will also receive training on gender dynamics issues. They will learn how to recognize signs of decreased student engagement and subject avoidance, and how to address these complex issues. The teachers will have the personal and professional ability to lead the process, social-emotional guidance skills, and a proven ability to put in place educational projects in a collaborative environment.

Studies show a positive correlation between a girls’ level of education and her ability to take ownership over financial and personal decision-making, including delaying marriage and joining the workforce.  As we operate schools and vocational colleges in the two selected communities, educational continuity will allow us to monitor the program, prevent dropouts, and plan for longer-term vocational training, community service, or academic studies. 

The model that is used is called holistic education, a concept and program that operates under the auspices of the Ministry of Education. The uniqueness of the model is in seeing the child in front of the students from first grade to twelfth grade during all hours of the day and throughout the year. The model is based on an equity concept based on positive psychology with an emphasis on strengths and talents.

A holistic education model places two main emphases:

1. Identical, information-based, reliable, and valid mapping that sees the best of the child at the center in all stages of education. The mapping is agile and flexible, and the data is used as a basis for making decisions within the school and the education department at the municipal level.

2. Promoting every detail in a holistic approach "because every child deserves more".

The holistic perspective enables the implementation of tailored, systemic, individual, and group intervention programs for students in the academic, welfare, social, health, and emotional areas. A holistic view of the mapping system will give the educator a general picture of their class, the school principal will be able to see the students of his school and the head of the authority will see the situation of all the students in his city.

The model for holistic education is a systemic organizational concept and therefore it also deals with mapping the educational staff in the belief that "the path to a satisfied student also passes through a satisfied teacher." The model also deals with mapping the information that is important to parents that the school knew about their children. In all of these, the model strives to cultivate a person optimally, with intrinsic motivation, with the ability to realize his strengths and talents, with the ability to direct his life according to his goals.

The management team will be composed of women with experience in developing and implementing systemic educational projects, including economic empowerment of girls and the promotion of gender equality and equity in Israel’s education system. We will establish an advisory committee to accompany the project, which will engage academics and role models in women’s and Bedouin economic empowerment. Our Network currently operates in 60 municipalities with a focus on expanding female participation in science and technology education. We offer pedagogical solutions that promote broad institutional and social change through a holistic and gender-sensitive intervention model across each municipal ecosystem. 

The Israel Sci-Tech Schools Network was established in 1949 and is Israel’s leading chain of science and technology charter schools. With 250 middle and high schools, vocational and industrial training centers, and engineering colleges in 60 municipalities, the Network educates 100,000 students, or 10% of all Israeli high school and college students. The Network’s student body mirrors the country’s population, with an emphasis on the social and economic periphery and traditionally disadvantaged populations (religious Jews, new immigrants, Ethiopian Israelis, Christian and Muslim Israeli-Arabs, Druze, and Bedouin). Our mission is to strengthen and secure Israel’s social and economic future through its children.  

The Network’s dual strategy is social and character values education, and the centrality of iSTEAM (innovation, science, technology, engineering, arts, and mathematics) education and vocational training to the future economic vitality of Israel. We believe in providing equal educational opportunity to all Israelis regardless of gender, cultural, ethnic, or socioeconomic background, and to nurture our youth into careers and into becoming well-balanced, integrated contributing citizens, active in Israel’s economic stability, StartUp culture, and high-tech success. With the largest R&D Center of any educational network in Israel, we develop innovative curricula that meet the Israeli education system’s diverse pedagogical needs, for example, in the areas of brain sciences, biomedical engineering, biomimicry, precision agriculture, autonomous transportation, photonics, Jewish/Arab identity, and gender programming. A 2020 State Comptroller report warned that “a chronic shortage of skilled employees in the Israeli tech sector poses a strategic threat to the country’s high-tech industry and the Israeli economy as a whole.” The Israel Sci-Tech Schools Network is responding by pioneering new directions in supporting those living on Israel’s social and economic periphery.

The Network serves as a test site for the Israeli Ministry of Education (MOE), developing and piloting innovative educational initiatives that are later adopted by the MOE. New ways of learning to demand new educational frameworks. As part of the iSTEAM initiative, the Network is replacing old-style classrooms with innovation centers that shift education away from top-down lectures to student-led workgroups. The chance to work in these spaces is a gift to our students. It opens the world for them. It is the portal to the careers of the next half-century. Technology is ever-evolving. We know that tomorrow’s workplace will be shaped by the tools that are in our hands today. 3-D printers, tech-filled lab, and Makers spaces, where workbenches and power tools are replacing old-style desks and chairs and frontal presentation.

90% of the organization's funding in Israel is received by the Government Ministries of Education, Labor, and Welfare and tuition from college students. 10% are donations from individuals, organizations, and foundations in Israel, the United Kingdom, and the United States of America.

To realize the Networks’ vision for the 21st century "for quality and innovative values, and technological and scientific education", the Network works to improve pedagogical activity in schools, raise the level of learning and teaching, and promote educational innovation while implementing pedagogical methods and innovative technologies, creating a rich and comprehensive ecosystem for students and educators. This is accomplished through municipal partnerships, which are at the core of how Israeli education is funded. 

The Network relies on external funding for many of its initiatives. It will engage in intensive fundraising from various sources to ensure the sustainability of this project. The Network serves as a test site for the MOE, initiating, testing, and evaluating new pilot initiatives. Those that are the most successful are then adopted by the MOE and implemented throughout the education system. Over the years, innovative curriculums have been developed that have been successfully implemented among hundreds of thousands of students in Israel. 

90% of the Networks’ budget is covered by designated state education funding for staff payroll and equipment. Yet, to launch supplementary breakthrough programs, we rely on donors who can provide seed funding. If successful, the Network aims to scale up this project across its network of schools and transfer best practices to other schools and communities. Most supplementary, groundbreaking programs which became broad-scale, state-funded programs throughout the education system, were originally donor supported.

Dozens of examples exist for programmatic investments promoting more girls in STEM coursework, more opportunities for Bedouin, Arab or ultra-Orthodox students, capital infrastructure investments to renovate buildings, labs, sports fields, future learning spaces and innovation centers.