Another education system reform will not help without the right person at the helm | Yair Bar-Kol

Recently, there have been more and more calls and proposals, including from the Ministry of Finance, to transfer responsibility for operating kindergartens and schools from the Ministry of Education to local authorities, leaving the ministry only with responsibility for budgeting and measuring achievements. But decentralization and the delegation of executive powers to local authorities, such as focusing on resources, inputs, and frameworks, are not a magic solution to the distress of education in Israel and its advancement.

Improving the efficiency of the education system and implementing a far-reaching structural reform depend on the appointment and functioning of a professional Minister of Education, a person of stature, broad-minded, and devoid of excessive ambitions to advance their political status. Improving the efficiency of the school system, structural changes within it, a revolution in teacher compensation, increased funding for educational institutions, privatization of the system, and the "bold steps" proposed daily — all these alone will not significantly improve the "quality of the product."

What is needed are a minister and educational leadership who understand well that one must take into account the totality of factors, frameworks, and problems outside the school and kindergarten, those that influence the shaping and development of every child, both in the educational-value aspect and in the academic-achievement aspect.

Cooperation of the school system with frameworks and environments that support learning and promote educational and academic processes, their integration into the processes of education and teaching in school, and their utilization as a lever for results and achievements are requested in the current era more than ever and are feasible.

It should be assumed that policymakers, decision-makers, resource allocators, school principals, teachers, and even parents are aware that every child is exposed to a very wide range of factors. Therefore, they must take responsibility for their proper utilization and for dealing with them, even if it concerns resources and frameworks that are not under their direct formal control.

It is clear that this has implications for staff work, the systemic approach, and the comprehensive and broad vision of the Ministry of Education, as well as for the required coordination with state and public frameworks outside the ministry, and at the same time for the perception of the roles of school principals and teachers. To them is added a most important functional dimension as connectors, integrators, and coordinators of ideas, frameworks, content, and actions at the supra-school level.

Unfortunately, the Ministry of Education in its current structure and with the politicization that has afflicted it in the era of the current government is unable to lead the required change in the system. Formulating and implementing a comprehensive national strategic plan, including delegating powers to local authorities and integrated staff work in the field of education, are an integral part of the state's commitment to its citizens and the next generation.

It is appropriate that party candidates give thought to this in their campaigns ahead of the upcoming elections and that the government that will be formed provides full impetus, assistance, and backing for this.

The author was the director of pedagogical centers at the Ministry of Education.