Israel’s Academic Arena
The Colleges and University Extensions Revolution
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Preface
- Table of Contents
- List of Figures
- List of Tables
- Introduction
- The Global Development of Higher Education: Causes and Implications
- The Evolution of Higher Education: Social Aspects
- Functional-Systemic Explanations
- Marxist Conflictual Explanations
- Weberian Conflictual Explanations
- The Expansion of Higher Education: Institutional Aspects
- The Global Dimension
- The National Dimension
- The Institutional Dimension
- 1 The Development of Higher Education in Israel: Causes and Implications
- Historical Background
- Structure of Israel’s Research Institutes
- Reasons for the Growing Demand for Higher Education
- The Binary System in Israel
- The Evolution of Higher Education in Israel: Social and Institutional Aspects
- The Social Aspect
- Accessibility as a Key for the Establishment of a New Mizrachi18 Middle Class in Israel
- The Institutional Aspect
- The Expansion of Higher Education and its Impact on the Structure of Israel’s Academic System
- Inequality in Access to Higher Education among Young Adults from Established Areas and Those from Less Established Ones
- Stratification at the Top Echelon
- Israeli Universities in World Universities Rankings
- The Test of Compensation in the Labor Market
- The Establishment of Extensions and Their Integration in the Council for Higher Education’s System of Public Colleges
- Conclusions
- Chapter 2 Bar Ilan University: Establishment and Formative Years
- Historical Background
- The Struggle of the Religious Camp for Education and the Establishment of Bar Ilan University
- The Establishment of Bar Ilan University: In Practice
- College or University: Adjusting the Structure of the Institution to Its Tasks
- The College Model: Chronicles of Higher Education in the USA
- Attributes of Catholic Academic Institutions in the USA According to James (2013) and Klein (2004)
- Attributes of the Protestant Academic Institution in the United States, According to Tippens and Schweitzer
- Analysis of the Common Attributes Identified by Klein (2004) and Their Application to the Case of Bar Ilan University
- The Struggle for Recognition of the Academic Field
- The Transition from Subversive Strategy Aiming to Achieve Paradigmatic Change, to Subversive Strategy Based on Accepted Academic Rules
- The Process of Formation of the Academic Religious Model: An Overview of Comparative Analysis
- Conclusions
- Chapter 3 Establishing the University’s Religious and Social Mission
- The Institution’s Mission as Expressed in its Regulations
- Establishing the Institution’s Mission as Expressed in its Management’s Policies
- Chapter 4 The Multi-Campus University Model and the Establishment of the First Extensions
- Objectives
- The Multi-Campus University Structure and its Adjustment to Social Objectives
- First Steps Towards Implementation of the Multi-Campus University Program
- The First Steps in the South of Israel in 1965 and Outlining the Stages of Operation
- Launching of Extra-University Activities at Ashkelon, Based on Dr. Bar Ilan’s Instructions
- Appointment of a Manager for the Extensions
- Upgrading Available Options at Ashkelon
- Steps Taken up North: 1965–1968
- Jordan Valley Regional Council’s Initiative
- Initial Steps at the Jordan Valley
- Upgrading the Status of the Jordan Valley Institution to an Extension
- Onset of Academic Activities at Zefat
- Upgrading the Status of the Zefat Institution to an Extension
- The Uniqueness of Each Extension in the Eyes of its Founders
- A Local Perspective
- Chapter 5 The Council for Higher Education’s Struggle against the Multi-Campus University Model
- The Jortner Committee Recommendations
- Amendment Number 3 to the CHE Law and the Struggle over the Legal Status of the Extensions
- The Struggle for More Extensions
- Chapter 6 Establishing the Official Status of the Extensions
- Drafting Contractual Agreements
- The Agreement with the Jordan Valley Compared to the Relationships with the Ashkelon and Zefat Extensions
- The Agreement with the Jordan Valley
- The Agreements with the Municipalities of Zefat and Ashkelon
- Defining the Scope and Contents of Academic Activities at the Extensions
- Solidifying Academic Activities at the Older Extensions
- Chapter 7 Difficulties in the Extensions’ Operation and the Struggle for Their Continued Existence
- Chapter 8 Ideological Renewal: Extensions as a Social Model
- The Social Lobby for the Extensions
- The University and the Local Authorities: First Signs of a Center-Periphery Struggle
- Chapter 9 The Extensions as Regional Colleges and an Enhanced Accessibility to Higher Education in the 1990s
- Regional Colleges: From Post-Secondary Schools to Regional Colleges
- The Extensions as a Source of Inspiration for Academic Activity at the Regional Colleges
- Extensions and Local Colleges: Similarities and Differences in Their Relationships with the Universities
- Academic Programs at Regional Colleges: Admission Policy
- Conclusions
- Chapter 10 The CHE’s Initial Responses to Initiatives by Universities and Colleges
- The Lifson Committee
- Establishment of The Colleges Administration at the CHE
- The Struggle over the Type of Degree to be Granted at Colleges
- The Extensions as a Recommended Model
- Opening the Gates of Higher Education through Professional Colleges
- Poliakov Committee
- The Establishment of the CHE Colleges Committee
- Overview of the CHE/PBC’s Position
- Chapter 11 Bar Ilan’s Extensions and Their Positioning within the CHE’s Plans
- Expanding the Extensions Project: Extensions as Regional Colleges
- Bar Ilan University’s Academic Auspices to the College of Judea and Samaria (CJS)
- Extensions or Auspices: The Transition in the Status of Extensions in the beginning of the 1990s
- The Struggle for a National Budget for the Extensions
- Rules Governing the Ministry of Education’s Support of Regional Colleges
- Increasing the Extensions’ Academic Scope and Responsibility
- The Report of the Committee for Evaluation of General B.A Studies (BGS) at the Extensions
- Organizational Structure of the Regional College
- Extensions as Regional Colleges and Their Positioning within Bar Ilan University’s Academic Structure
- The Organizational Structure of the Colleges within the University
- Contractual Agreements between the University and Zefat and Ashkelon Colleges
- The Position of the CHE and the Ministry of Education
- Regulating the Relationship between Universities and the Colleges under Their Auspices
- How the Introduction of Full Programs Influenced the Colleges in the Beginning of the 1990s
- Conclusions
- Chapter 12 The Extensions as Academic Colleges and an Increased Accessibility to Higher Education
- Preliminary Conceptualizations towards the Academization of Regional Colleges
- Chapter 13 The Program for Expanding the Academic System in the 1990s: In Practice
- The First Stage, 1991–1996: Planning and Implementation
- The Academization Process and Selection of Colleges
- Criteria for Academic Independence
- Chapter 14 The Struggle for Academization at Bar Ilan’s Colleges
- The Alternative Academization of Bar Ilan’s Colleges in the 1990s
- The Second Stage in the CHE’s Plan to Expand the Academic System, 1996–2000: Planning and Implementation
- The Inclusion of the Western Galilee College under Bar Ilan University’s Auspices
- The Rise in the Number of Students at the Colleges in 1991–2000
- Extent of Studies Based on the F.T.E (Full Time Equivalent) Index
- Increase in the Scope of Studies at the Colleges
- The CHE/PBC’s Response to the Alternative Academization of Bar Ilan’s Colleges
- The Shapira Committee and its Recommendations
- The CHE’s Policy in Light of the Shapira Committee’s Recommendations: A Renewed Examination of Bar Ilan Colleges
- Chapter 15 The Transition of Regional Colleges to PBC Funding
- The De facto Absorption of the Regional Colleges under the PBC
- The Position of Bar Ilan University’s Management
- The Academic Responsibility Model: The End of the Road
- The Alternative Model
- Regional Colleges as Independent Colleges
- The Decision
- Chapter 16 The Social Dimension in the Reasoning of the CHE/PBC and the Colleges
- The Colleges: A Means for Realizing Social Objectives
- Chapter 17 Colleges as Means for Realizing Social Objectives: Updated Situation Report 2019
- The Positioning and Stability of Public Colleges in the Past Two Decades
- Number of Undergraduate and Graduate College Students
- Number of College Graduates Following the First Two Decades of Their Operation
- The Colleges’ Part in Absorbing Special and Peripheral Populations
- The Ashkelon Academic College: Case Study of an Extension with a Social-National Mission
- Chapter 18 Higher Education in Israel in 2019: Social Gaps
- Inequality in Access to Higher Education among Young Adults from Established Areas and Those from Less Established Ones
- Vertical Inequality
- Dropout Rates by Students’ Place of Residence
- Qualitative Gaps in Horizontal Inequality
- Gaps in the Number of Research Students
- Gaps in the Study of Leading Professions: On the National Level
- Quality Gaps in the Study of Leading Professions between Established and Less Established Areas
- Epilogue
- References
- Higher Education Archives
- Archived Material, Institutions
List of Figures
Fig. 1:Undergraduate Students in the Higher Education System by institution type, 1989/90–2013/14
Fig. 2:The number of Arab students in all degrees, 2006/07–2017/18
Fig. 3:Increase in the number of university students 1989/90–2005/06
Fig. 4:General structure of Regional Colleges
Fig. 5:Structure of the university’s system of colleges
Fig. 7:Regional Colleges Structure as presented by the Ministry of Education
Fig. 8:New immigrants (Olim) by year of Aliyah per 1,000 persons in the population
Fig. 9:Scope of Courses and Hours at Bar Ilan’s Colleges (1991–1995)
Fig. 10:Changes in the number of students in a decade (1991–2000)
Fig. 11:F.T.E index, 1994–1998
Fig. 12: Annual scope of academic activities hours at Bar Ilan’s colleges
Fig. 14:Number of academic institutions in Israel, 1990–2018
Fig. 18:Distribution of Students by Socioeconomic Clusters in High Schools, 2013/14
Fig. 19:Distribution of Students by Socioeconomic Clusters in High Schools, 2016/17
Fig. 20:Distribution of Students by Socioeconomic Clusters in High Schools, 2019/20
Fig. 21:Haredi Students studying towards an academic degree, 2009/10–2017/18
List of Tables
Tab. 2:Holders of an academic education aged 25–64 in OECD countries in 2009 and 2018
Tab. 3:Number of Students in 1984– 2018/19 (excluding the Open University)
Tab. 4:Institutions of higher education in Israel between the years 1990– 2019
Tab. 5:Students at Universities and Colleges 1989/90–2018/19
Tab. 6:Number of undergraduate students by institution type – 1989/90–2018/19
Tab. 7:Undergraduate Students by institution district, 1989/90, 1999/00, 2018/19
Tab. 10:Recipients of University degrees in Israel by ethnic origin
Tab. 13:Number of Graduate students in 1989–2007
Tab. 14:Number of PhD students 1989–2009
←19 | 20→Tab. 19:The Extensions’ foundation and disconnection period
Tab. 20:The first curriculum presented by Bar Ilan University in its first Extension
Tab. 21:Jewish University Students, by ethnicity and degree, 1965/66–1974/75
Tab. 22:Departments at the Extensions in 1965–1970 and the list of discontinued courses
Tab. 23:Number of academic hours offered at each Extension by field of study, 1972–1979
Tab. 24:Number of students at the Extensions 1965–1973
Tab. 25:Students at the Extensions – 1971/72 academic year
Tab. 26:Financial operations at the three Extensions in 1978
Tab. 27:List of institutions under academic auspices 1970–1990
Tab. 29:Educational data on Development towns in the South
Tab. 30:Differing types of operations: Extension and Auspices College
Tab. 31:Students counts collected during the two periods
Tab. 32:The first colleges that embarked upon academic independence
Tab. 34:List of programs offered at independent colleges during the parallel period
Tab. 36:Aims for the second stage of the CHE’s program for expanding the academic system
Tab. 39:Rise in the number of students and F.T.E numbers in 1994–1998
Tab. 40:Scope of academic activities by courses and teaching hours at Bar Ilan’s colleges
Tab. 41:List of study programs at Bar Ilan’s colleges, 2000
Tab. 42:Students at Bar Ilan’s colleges Vs. the independent colleges in 1995 and 2000
Tab. 43:Number of PhD students at universities
Tab. 44:Research measures in the budgeting model of Israeli Universities
←20 | 21→Tab. 45:Independence of Bar Ilan’s Colleges 2004–2007
Tab. 46:Number of students at Ashkelon, Jordan Valley and Zefat Colleges in 2004/05–2007/08
Tab. 47:Rates of higher education in southern Development towns compared to affluent towns
Tab. 48:Percentage of students whose parents were born in Asia-Africa, 1995/96
Tab. 50:Changes in the number of colleges with over 1,000 students, 1995/96–2003/04
Tab. 52:Percentage of immigrants studying at institutions of Higher and Post-Secondary Education
Tab. 55:Number of students by districts and average percentages of their cohort
Tab. 56:Undergraduate Students by Institution type, 1989/90–2018/19
Tab. 57:First year students at institutions of higher education by institution type
Tab. 58:Number of graduate students at colleges and universities 2013/14–2018/19
Tab. 59:Number of graduate students at universities and colleges and the annual change
Tab. 60:Total number of graduates at universities and colleges (undergraduate and graduate degrees)
Tab. 61:Undergraduate Students by institution district, 1989/90, 1999/00–2018/19
Tab. 62:Number of students by social clusters in 2019/20
Tab. 64:Percentage of Arab students among all students, by degree, 2009/10–2018/19
Tab. 65:Percentage of Arab students in Israel compared to their relevant cohort
←21 | 22→Tab. 66:Number of undergraduate Haredi students by institution in 2009/2010–2017/18
Tab. 67:Number of year 1 undergraduate Haredi students by institution, 2015/16– 2017/18
Tab. 68:Number of Haredi graduate students in 2009/10
Tab. 69:Number of Ethiopian students by institution, 2017/18–2018/19
Tab. 70:Number of students at each Program offered at the College (1999, 2005, 2010, 2020)
Tab. 71:Number of undergraduate students at the college, by districts (1999, 2005 and 2010)
Tab. 72:Number of undergraduate and graduate students at the college, by regions (2019/20)
Tab. 77:Number of Olim (new immigrants) at the college in 1999, 2005, 2012 and 2013
Tab. 80:Number of graduates at Ashkelon College compared to all graduates in Israel in 2008
Tab. 83:Percentage of dropouts by institution and parents’ education in 2016/17
Tab. 84:Dropout average by Socioeconomic ranking of cities
←22 | 23→Tab. 88:Education data at selected cities by Socioeconomic rating, 2017
Introduction
The beginning of the twenty first century has seen a major transformation in Israeli higher education, the center of which had been the establishment of new academic colleges, the academization of Regional Colleges spread throughout the country, and the transformation of Extensions of established universities into independent academic institutions. As of the end of the 1980s and more in the 1990s, decision makers at the Council for Higher Education (CHE) strived to address the growing public demand for higher education. Among Israel’s senior and more recently founded universities, Bar Ilan University was a pioneer in the establishment of academic Extensions far from its main campus in Ramat Gan – a central Israeli city located next to Tel Aviv. Less than a decade after inaugurating its main campus in Ramat Gan in 1955, being the first Israeli university to be inaugurated following the establishment of the State in 1948, during the 1960s Bar Ilan University founded three Extensions in the country’s southern and northern peripheral areas. This process continued into the 1980s and 1990s. In the mid 1980s the university extended its academic auspices also to the Ariel Regional College in Judea and Samaria, which later became Israel’s ninth university (Ariel University), and to the Western Galilee Regional College in the mid 1990s.
Global developments in higher education and its perception as a tool for social and professional advancement did not remain unnoticed in Israel. The first signs of growing demand for higher education in Israel could be noted as of the end of the 1970s and beginning of the 1980s, with this trend enhanced with the Aliyah (immigration) waves of the 1990s. Finally, the continuously growing demand led the CHE to initiate planning operations so as to address this growing need. Although proposals for increasing accessibility to higher education had been deliberated at the CHE as far back as the beginning of the 1970s, comprehensive planning resources were allocated to the matter only by the beginning of the 1990s. The change in the CHE’s policy included a renewed planning of Israel’s Higher Education system: The addition of new institutions, upgrading of existing ones from general education colleges to academic colleges and the change of status of Bar Ilan University’s Extensions into academic colleges. By the end of the 1990s, global changes in education that had greatly influenced Israel’s higher education system led Bar Ilan University’s management to seriously contemplate whether to continue the Extensions’ affiliation to the university. In their new status as colleges, the former Extensions had now integrated in the CHE’s academic system expansion program. This expanded accessibility to higher education, ←25 | 26→which consequently led to a proliferation of academic institutions and a growing competition for State budgets and academic prestige as well as the aspiration to be considered in the same lines as all other universities both locally and globally, ultimately led the university to define new and different targets than those originally envisioned by its founders.
The CHE’s program for enhanced accessibility to higher education in the beginning of the 1990s included Regional Colleges that operated under the auspices of Israeli universities, but did not include Regional Colleges operating under the auspices of Bar Ilan University which at the time amounted to 45 % of the country’s general Regional Colleges. The program’s second phase – which began towards the end of the 1990s and lasted until the first years of the new millennium – did include Bar Ilan University’s Extensions as a further stage of development of the country’s higher education system. Ultimately, the Extensions’ integration in the national system led to a change in their status – from institutions operating under the academic auspices of their parent university and as an integral part of it, to independent academic colleges that are part of a new academic system aiming to fulfill a social-national mission.1
Thus, the university’s decision to establish Extensions in the 1960s significantly influenced the present map of the country’s academic institutions.
The Global Development of Higher Education: Causes and Implications
The twentieth century gave rise to an educational revolution throughout the world. In the first half of the century, elementary education in the west became common, and in its second half, upon their release from colonial chains, third world countries followed suit. However, Secondary and Tertiary education remained restricted to exclusive and elitist parts of the population, and only in the 1950s did high school education also start to become widespread. Today high school education is widely available in most countries.
Table 1 presents changes in primary, secondary and higher education over a 120 year period: 1870–1980.
Primary education | Secondary education | Higher education | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Country |
1870–1910 |
1920–1940 |
1950–1970 |
1970–1980 |
1870–1910 |
1920–1940 |
1950 –1970 |
1970 –1980 |
1870–1910 |
1920–1940 |
1950 –1970 |
1970–1980 |
USA |
91 % |
90 % |
86 % |
99 % |
3 % |
21 % |
33 % |
99 % |
3 % |
10 % |
36 % |
57 % |
Austria |
62 % |
78 % |
74 % |
87 % |
2 % |
5 % |
11 % |
74 % |
1 % |
4 % |
7 % |
24 % |
Italy |
37 % |
54 % |
56 % |
100 % |
1 % |
3 % |
25 % |
73 % |
1 % |
2 % | ||
Details
- Pages
- 526
- Publication Year
- 2021
- ISBN (PDF)
- 9783631854969
- ISBN (ePUB)
- 9783631854976
- ISBN (MOBI)
- 9783631854983
- ISBN (Hardcover)
- 9783631837078
- DOI
- 10.3726/b18425
- Open Access
- CC-BY
- Language
- English
- Publication date
- 2021 (August)
- Published
- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2021. 526 pp., 21 fig. col., 88 tables.
- Product Safety
- Peter Lang Group AG
