2018 Oecd Economic Survey of Israel
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They have already given their interpretation of democracy Minister Naftali Bennett and Knesset Members Zeev Elkin, Gila Gamliel, Aryeh Deri, Tzachi Hanegbi, Tzipi Hotovely and Ayelet Shaked have cancelled their participation in the Haaretz Conference on Democracy because the New Israel Fund is among its sponsors. For the boycotters, democracy means disregard of the weak, the rejected, those who lack rights, those who are discriminated against economically and those who are excluded because of their beliefs. To the glory of the state of Israel, the New Israel Fund exists with the understanding that democracy is also the defense of minority rights and it expressly extends a hand to the weak, the discriminated against and the excluded, aiding the existence of non-profit organizations that promote their rights. The politicians of the right and Aryeh Deri (defender of the transparent) cannot tolerate this. Here is a detailed list of the organizations funded by the NIF and its supporters in 2013 (from the Fund’s internet site): Core Grants Noar Kahalcha 30,000 Hotline for Migrant Workers 71,063.57 Darna- Jaffa Popular Committee for Land Allocation 4,577.79 Ne’emanei Torah Va’Avodah 7,000 emocracy and Human and Civil Rights Sister for Women in Israel 116,000 Human Rights Defenders Fund (HRDF) 43,920.24 Economic Empowerment for Women 7,500 Oranim: Hamidrasha Center for Study Fellowship 28,873.71 Adalah: Legal Center for Arab Minority Rights in Israel 57,875 Social Economic Association (SEA) 67,000 Humans Without Borders 6,818.32 Fidel: Association -
Israel National Report for Habitat III National Israel Report
Israel National Report for Habitat III National Report Israel National | 1 Table of content: Israel National Report for Habitat III Forward 5-6 I. Urban Demographic Issues and Challenges for a New Urban Agenda 7-15 1. Managing rapid urbanization 7 2. Managing rural-urban linkages 8 3. Addressing urban youth needs 9 4. Responding to the needs of the aged 11 5. Integrating gender in urban development 12 6. Challenges Experienced and Lessons Learned 13 II. Land and Urban Planning: Issues and Challenges for a New Urban Agenda 16-22 7. Ensuring sustainable urban planning and design 16 8. Improving urban land management, including addressing urban sprawl 17 9. Enhancing urban and peri-urban food production 18 10. Addressing urban mobility challenges 19 11. Improving technical capacity to plan and manage cities 20 Contributors to this report 12. Challenges Experienced and Lessons Learned 21 • National Focal Point: Nethanel Lapidot, senior division of strategic planing and policy, Ministry III. Environment and Urbanization: Issues and Challenges for a New Urban of Construction and Housing Agenda 23-29 13. Climate status and policy 23 • National Coordinator: Hofit Wienreb Diamant, senior division of strategic planing and policy, Ministry of Construction and Housing 14. Disaster risk reduction 24 • Editor: Dr. Orli Ronen, Porter School for the Environment, Tel Aviv University 15. Minimizing Transportation Congestion 25 • Content Team: Ayelet Kraus, Ira Diamadi, Danya Vaknin, Yael Zilberstein, Ziv Rotem, Adva 16. Air Pollution 27 Livne, Noam Frank, Sagit Porat, Michal Shamay 17. Challenges Experienced and Lessons Learned 28 • Reviewers: Dr. Yodan Rofe, Ben Gurion University; Dr. -
Education Reform: Making Education Work for All Children
Education Reform: Making Education Work for All Children Shlomo Swirski | Noga Dagan-Buzaglo August 2011 2 Adva Center Education Reform: Making Education Work for All Children P.O. Box 36529, Tel Aviv 61364 Telephone: 03-5608871 Fax: 03-5602205 www.adva.org [email protected] Board of Directors Dr. Yossi Dahan, Chair Gilberte Finkel (M.A.), Treasurer Professor Ismael Abu-Saad Dr. Nitza Berkovitz Professor Yossi Yona Professor Oren Yiftachel Professor Hubert Law-Yone Professor Rivka Savaiya Dr. Yitzhak Saporta Professor Dani Filc Professor Rachel Kallus Professor Uri Ram Audit Committee Attorney Ovadia Golestany Staff Executive Director: Barbara Swirski Academic Director: Shlomo Swirski Research Coordinator: Etty Konor-Attias Economist: Safa Agbaria Researcher: Attorney Noga Dagan-Buzaglo Researcher and Co-coordinator Women’s Budget Forum: Yael Hasson Co-coordinator Women’s Budget Forum: Maysoon Badawi Advocacy Expert, Women’s Budget Forum: Valeria Seigelshifer Popular Education Coordinator: Yaron Dishon Office Manager: Mira Oppenheim This publication has been produced in partnership with the Rosa Luxemburg Foundation 3 CONTENTS Introduction 4 The School System: A Weak Link in Israeli Society 7 The Main Tenets of the Proposed Reform 13 The Elementary Schools 18 The Curriculum 24 The Framework of Studies 31 The Students 35 The Teachers 37 The Parents 46 The High Schools 48 Budget Issues 51 Potential Pitfalls in Implementing the Reform 53 Bibliography 55 4 Adva Center Education Reform: Making Education Work for All Children Introduction We have written this paper with the goal of changing the public discourse about education in Israel, as the prelude for reform of Israel’s education policies. -
(Israel Version of NAACP) Human Rights
Contact e- Contact Business Organization Description Sector Contact mail Contact Address Phone Location 94 Yaffa Street PO Box 8921 Legal Center for Arab Minority Rights in Israel Human Rights adalah@ada Haifa 31090 972)-4- Adalah (Israel version of NAACP) NGO lah.org Israel 950-1610 Haifa, Naqab adam@ada teach concepts of civil rights to Jewish and Arab minstitute.or Adam Institute for Democracy and Peace students and teachers Education NGO g.il Jerusalem ADDAMEER Prisoner's Support and Human Palestinian NGO; human rights for political Human Rights addameer@ P.O.Box 17338 972-2- Jerusalem/ Rights Association prisoners NGO p-ol.com Jerusalem 2960446 Ramallah policy analysis, advocacy, and public education advainfo@b P.O.Box 36529 972-(0)3- Adva Center campaigns Policy NGO ezeqint.net Tel Aviv 61364 5608871 Tel Aviv equal opportunity, resources, and rights for Human Rights info@ahalice PO Box 20013, +972-4- Al-Ahali Center for Community Development Palestinian Arab minority in Israel NGO nter.org Nazareth 16410, Israel 608-1401 Nazareth Jerusalem, care for severely disabled children in Israel-- Israel's largest 02-501- Negev, treatment/care, housing, training, education, org for severely dov@alehfo 1116; 866- Gedera, Bnei Aleh Foundation social activities disabled Dov Hirth undation.org 717-0252 Brak http://www. P.O.Box: 1413 Al-Haq (UNESCO/ International Commission of documents human rights violations; advocacy Human Rights alhaq.org/co Ramallah - West Bank + 970 (0)2 Jurists) work; research NGO mments.php Palestine 2954646 Ramallah Ed -
Current and Future Costs of Intractable Conflicts—Can They
ORIGINAL RESEARCH published: 26 May 2021 doi: 10.3389/fpsyg.2021.681883 Current and Future Costs of Intractable Conflicts—Can They Create Attitude Change? Nimrod Rosler 1*, Boaz Hameiri 1, Daniel Bar-Tal 2, Dalia Christophe 1 and Sigal Azaria-Tamir 1 1 Program in Conflict Resolution and Mediation, Tel Aviv University, Tel Aviv, Israel, 2 School of Education, Tel Aviv University, Tel Aviv, Israel Members of societies involved in an intractable conflict usually consider costs that stem from the continuation of the conflict as unavoidable and even justify for their collective existence. This perception is well-anchored in widely shared conflict-supporting narratives that motivate them to avoid information that challenges their views about the conflict. However, since providing information about such major costs as a method for Edited by: moderating conflict-related views has not been receiving much attention, in this research, Ana-Maria Bliuc, we explore this venue. We examine what kind of costs, and under what conditions, University of Dundee, United Kingdom exposure to major costs of a conflict affects openness to information and conciliatory Reviewed by: Ayoub Bouguettaya, attitudes among Israeli Jews in the context of the intractable Israeli–Palestinian conflict. University of Birmingham, Study 1 (N = 255) revealed that interventions based on messages providing information United Kingdom Yiftach Ron, on mental health cost, economic cost, and cost of the conflict to Israeli democracy Kibbutzim College, Israel had (almost) no significant effect on perceptions of the participants of these prices, *Correspondence: openness to new information about the conflict, or support for conciliatory policies. Nimrod Rosler However, the existing perceptions that participants had about the cost of the conflict [email protected] to Israeli democracy were positively associated with openness to alternative information Specialty section: about the conflict and support for conciliatory policies. -
Rural Cooperation
JOURNAL OF RURAL COOPERATION Centre international de recherches sur les communautt~s cooperatives rurales International Research Centre on Rural Cooperative Communities ""!)''''~ "",!)!) "')'1'Ii' 'i'n) '~UO()l'~1'1 t!)'~1'1 CIRCOM VOLUME 29 No.1 2001 CIRCOM, International Research Centre on Rural Cooperative Communities was estab lished in September 1965 in Paris. The purpose of the Centre is to provide a framework for investigations and research on problems concerning rural cooperative communities and publication of the results, to coor dinate the exchange of information on current research projects and published works, and to encourage the organization of symposia on the problems of cooperative rural communities, as well as the exchange of experts between different countries. Editorial Advisory Board BARRACLOUGH, Prof. Solon, UNRISD, MARON, Stanley, Kibbutz Maayan Zvi Geneva, Switzerland. and Yad Tabenkin, Ramat Efal, Israel. BIRCHALL, Dr. Johnston, Stirling Univer PARIKH, Prof. Gokul 0., Sardar Patel sity, UK. Institute of Economic and Social Research, CE;RNEA, Prof. Michael, The World Bank, Ahmedabad, India. Washington, DC, USA. PLANCK, Prof. Ulrich, Universitat CRAIG, Prof. Jack, York University, Hohenheim, Stuttgart, Germany. Ontario, Canada. SCHIMMERLING, Prof. Hanus, Agricul CRONAN, Garry, Australian Centre for tural University, Prague, Czech RepUblic. Co-operative Research and Development, SCHVARTZER, Prof. Louis, Universidad Sydney, Australia. de Buenos Aires, Argentina. DON, Prof. Yehuda, Bar IIan University, SMITH, Prof. Louis, University College, Ramat Gan, Israel. Dublin, Ireland. FALS BORDA, Prof. Orlando, Punta de STAVENHAGEN, Dr. Rodolfo, EI Colegio Lanza Foundation, Bogota, Colombia. de Mexico, Mexico. KLATZMANN, Prof. Joseph, Institut STROPPA, Prof. Claudio, Universita di National Agronomique, Paris, France. Pavia, Italy. -
Human Rights Education in Israel: Four Types of Good Citizenship
Journal of Social Science Education Volume 15, Number 2, Summer 2016 DOI 10.4119/UNIBI/jsse-v15-i2-1455 Ayman K. Agbaria, Revital Katz-Pade Human Rights Education in Israel: Four Types of Good Citizenship This article examines the involvement of civil society organizations in human rights education (HRE) in Israel. Focussing on the educational programs of the Association for Civil Rights in Israel (ACRI), as a qualitative instrumental case study, this article examines the conceptions of good citizenship embedded in these programs. Specifically, the article analyzes the educational programs’ goals, content, targeted populations, and practices. The analysis revealed that ACRI’s HRE model reflect four ideal types of citizens: citizen of a democratic liberal state, citizen of a participatory polity, citizen of an ethical profession, and citizen of an empowered community. These constitute a multilayered human rights discourse that enables ACRI to engage differentially with various sectors and populations, while still remaining faithful to the ethno-national parameters of a Jewish and democratic state political framework. Keywords: (Hughes, Print, & Sears, 2010). These debates seem more Human rights education, good citizenship, civil society, intense especially in divided societies (Gallagher, 2004). Israel, Palestinian minority In such societies, controversies are ubiquitous. In this article, controversies are perceived as issues on which 1 Introduction society is clearly divided and significant groups within Despite the growing international interest in citizenship society advocate conflicting solutions and provide rival education (e.g., Banks, 2007; Hahn, 2010; Arthur, explanations to their sociopolitical reality based on com- Davison, & Stow, 2014), much of this literature has been peting visions and alternative founding values (Dearden, concerned primarily with school curricula and pedago- 1981; Stradling, 1985; Hess, 2004). -
Lessons Learned from the Study of a Jewish-Israeli High School: Critical Pedagogy in Contention
UCLA InterActions: UCLA Journal of Education and Information Studies Title Lessons Learned from the Study of a Jewish-Israeli High School: Critical Pedagogy in Contention Permalink https://escholarship.org/uc/item/5v41h8t6 Journal InterActions: UCLA Journal of Education and Information Studies, 9(2) ISSN 1548-3320 Author Markovich, Dalya Yafa Publication Date 2013 DOI 10.5070/D492016090 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Introduction Throughout the twentieth century, critical pedagogical discourse has gained many followers. Critique (both as theory and practice) generally, and critical pedagogy that aims to culturally empower specifically, have been assumed to propel learning and thus raise the level of scholastic achievement among students from disadvantaged groups (Banks, 2009; Freire & Shor, 1987; hooks, 1994; Monchinski, 2011; Walters, 2012). Relatedly, broad consensus as to the positive effects of critical pedagogy on learning processes has given rise to a wave of research devoted to the structural and ideological limitations with which such pedagogical practices are met (see, for example: Buckingham et al., 1989; Ellsworth, 2011; Scherff, 2005; Schofield, 2010). However, only a few empirical works have been devoted to the translation of critical ideals into practice in urban schools. Relying upon ethnographic fieldwork, this study analyzed the ways teachers and parents in one disadvantaged public school perceived the critical pedagogical practices intended to help improve students’ scholastic achievements. The research examined critical pedagogy through the case study of a secular Jewish high school, the Kedma School. The school was located in an impoverished neighborhood of a major Israeli city, populated predominantly by socio-economically disadvantaged Mizrahim (Jews of North-African and Middle-Eastern origin). -
Inequality Report: the Palestinian Arab Minority in Israel February 2011
Inequality Report: The Palestinian Arab Minority in Israel Adalah – The Legal Center for Arab Minority Rights in Israel February 2011 Inequality Report: The Palestinian Arab Minority in Israel February 2011 Introduction Inequality in Israel takes many forms. Some of the major fault-lines that divide Israeli society, creating relatively privileged and deprived groups, are Western Jews (Ashkenazim) versus Eastern Jews (Mizrahim); men versus women; Israel-born Jews (Sabar) versus new immigrants (Olim); Orthodox versus secular Jews; rural versus urban dwellers; rich versus poor; left-wing versus right-wing supporters; and gay versus straight people. This report focuses on inequalities between Jewish citizens of Israel—the majority—and Palestinian Arab citizens of Israel, a national, non- immigrant minority living in its historical homeland.1 Today, Palestinian citizens of the state comprise 20% of the total population, numbering almost 1.2 million people.2 They remained in their homeland following the establishment of the State of Israel in 1948, becoming an involuntary minority. A part of the Palestinian people who currently live in the West Bank, the Gaza Strip and the Diaspora, they belong to three religious communities: Muslim (82%), Christian (9.5%) and Druze (8.5%).3 Their status under international human rights instruments to which Israel is a State party is that of a national, ethnic, linguistic and religious minority. However, despite this status, the Palestinian minority is not declared as a national minority in the Basic Laws of Israel. In 1948, Israel was established as a Jewish state. The definition of Israel as “the Jewish State” or “the State of the Jewish People” makes inequality a practical, political and ideological reality for Palestinian citizens of Israel, who are marginalized and discriminated against by the state on the basis of their national belonging and religious affiliation as non-Jews. -
Israel/Palestine: Exploring a One State Reality July 2020 Contents
POMEPS STUDIES 41 Israel/Palestine: Exploring A One State Reality July 2020 Contents Israel and Palestine: A One State Reality . 3 Marc Lynch, Michael Barnett, and Nathan Brown One-State Reality: Israel as the State that Rules the Lands and Populations Living Between the Mediterranean Sea and the Jordan River . 5 Ian S. Lustick, University of Pennsylvania Waking Up to the One-State Reality . 10 Yousef Munayyer, Arab Center Washington DC (Non-Resident Scholar) Citizenship as a mobility regime . 15 Yael Berda, Hebrew University of Jerusalem (on Leave) and Harvard University (2019-2020) Land Consolidation and the One State Reality .. 20 Tareq Baconi, International Crisis Group Israel, Palestine, and the prospects for denationalization . 24 Nadav G. Shelef, University of Wisconsin, Madison Military Rule in the West Bank . 31 Diana B. Greenwald, City College of New York The Powerful Strategic Logic of a Hazy Mentality with Hard Edges . 37 Nathan J. Brown, The George Washington University So, how many settlements are there? Counting, tracking, and normalizing Jewish settlements in the Israeli Central Bureau of Statistics (CBS) Yearbook, 1967 to the present . .. 43 Sivan Hirsch-Hoefler, Interdisciplinary Center, Herzliya and Lihi Ben Shitrit, University of Georgia (Re)framing Jewish Privilege and Rebuffing Arab Rights . 49 Gershon Shafir, UCSD Gaza and the One-State Contest: An Internal Decolonizing Discourse . .. 55 Imad Alsoos, Max Planck Institute for Social Anthropology and Shir Hever, scholar and journalist No Longer Sacred: Religious Post-Zionist Beliefs about the State of Israel . 59 Michael Freedman, Hebrew University and University of Haifa Voluntary Grassroots Organizations, Civil Society, and the State in Palestine . -
Labour Market and Employment Policy in Israel
LABOUR MARKET AND EMPLOYMENT POLICY IN ISRAEL The contents of this paper are the sole responsibility of the author and do not necessarily reflect the views of the ETF or the EU institutions. ISBN 978-92-9157-622-7 doi:10.2816/738757 TA-07-14-069-EN-N © European Training Foundation, 2015 Reproduction is authorised provided the source is acknowledged. LABOUR MARKET AND EMPLOYMENT POLICY IN ISRAEL Prepared for the ETF by Lilach Lurie, PhD PREFACE 3 1. THE ISRAELI LABOUR MARKET 4 2. KEY ACTORS IN LABOUR MARKET POLICIES 6 3. NEW EMPLOYMENT LAWS 7 4. PASSIVE LABOUR MARKET POLICIES: UNEMPLOYMENT BENEFITS AND INCOME SUPPORT BENEFITS 8 5. JOB PLACEMENTS: THE PUBLIC EMPLOYMENT SERVICE AND PRIVATE EMPLOYMENT SERVICES 9 5.1 The Public Employment Service ............................................ 9 5.2 Employment centres for the Arab and ultra-Orthodox communities ................. 9 6. LIFELONG LEARNING: SCHOOL, TERTIARY EDUCATION AND VOCATIONAL TRAINING 10 6.1 School and tertiary education .............................................. 10 6.2 Matching skills to labour market demands. 10 6.3 Vocational training ...................................................... 11 7. EFFORTS TOWARD A NATIONAL WELFARE-TO-WORK PROGRAMME 12 8. ACTIVE LABOUR MARKET PROGRAMMES TOWARD AT-RISK YOUTH 13 8.1 Youth centres .......................................................... 13 8.2 Afikim ................................................................ 13 2 LABOUR MARKET AND EMPLOYMENT POLICY IN ISRAEL 9. ISRAELI DEFENCE FORCES PROGRAMMES TOWARD AT-RISK YOUTH 14 10. MEASURES TO SUPPORT THE GROWTH OF SMALL AND MEDIUM-SIZED ENTERPRISES 15 11. CONCLUSIONS AND RECOMMENDATIONS 17 ACRONYMS 18 BIBLIOGRAPHY 19 3 PREFACE The European Training Foundation (ETF) has provided regular input to the European Commission (Directorate-General for Employment) throughout the process of structured Euro-Mediterranean policy dialogue on employment that was initiated in 2008 to address poor employment prospects in the region. -
Annual Report 2019 Adva Center, April 21, 2020
2019 ANNUAL REPORT Written by Noga Dagan Buzaglo Designed by Lital Biton Adva's main activities are Publishing critical analyses of public policy in the areas of budgets, taxation and social services – including their implications for Israeli WHAT DOES society as a whole and for each of its major social groups; Dissimilating our reports for use of Knesset members, government officials, academia, students and social activists all over the country ADVA CENTER as a way to advance egalitarian policies; Translating information to graphic language accessible to all; Operating community action and popular education projects in dozens of localities countrywide with hundreds of participants from DO? all groups composing Israeli society. The Adva Center is a leading Israeli progressive think-and-do tank We believe that: All Israelis, Jews and Arabs, women and men, high- and low- Adva is also known as a stable, income persons deserve high-quality public services; responsible and effective organization that people like to work An active citizenry is crucial to democracy; in and work with. Our core team has Civic action should be knowledge-based. been acting together for 10-25 years! ANNUAL REPORT 2019 [ ADVA CENTER ] PAGE 2 RIPPLES Adva is a source of inspiration for Adva joins forces with other non-profits Community organizations working to better the lives of To combat poverty; residents; To preserve and improve the public health system; Municipalities and agencies promoting equality for women. To promote equal education; To boost public housing in Israel; Adva is deluged with requests for To integrate social justice policies into climate-change background information related programs; By the media; To advocate for a political settlement with the Palestinians.