Conducted by the Follow-Up Committee on Arab Education
And Presented by Dr. Haled Abu- Asbe

Israeli society is in deep crises due to the split that divides it by sectors on social, national and religious levels. As a modern and democratic state, it cannot afford to oppress and neglect an entire population while engaging in policy making which is based on discrimination with regard to budget allocation, division of power and authority and the administration of governmental structure and systems. These severe and fundamental defects in the government administration appeared in the Or Commission report which points out severe flaws in the governmental treatment of the Arab minority.
Education as a fundamental element in a democratic society is a crossroads and meeting point for the expression of basic governmental positions reflecting national values, positions and policies; therefore determining the power, social order and class structures, as well as the relationship between various sectors of the population.
Government policy with regard to the Arab school System is based on discrimination in relation to budget allocation, and lacking in cooperation with and appointment of Arab educators and Academics. By nature, this policy is the basis for a deficient educational structure which relies on a hierarchy totally lacking in Arab professionals and their input in and on the decision making process and level. Accordingly, the policies are unworthy and unacceptable to Arab society and consequently a source of great dissatisfaction. The current educational system’s failure is also reflected in low pupil achievements and productivity.

The research study relates to the Educational system and examines personnel attitudes on various levels such as: Mayors and heads of Local Councils, school principals, Education Department heads, teachers, University and college lecturers and professors as well as parents.

All of the above agree unanimously that in the absence of any involvement on the part of Arab professionals on the various levels mentioned; feelings of alienation, frustration, powerlessness and hopelessness are prevalent, especially in light of the fact that the current structure is subordinate to the Ministry of Education and therefore incapable of bringing about any of the essential changes.
On a practical level, as long as the current structure doesn’t enable vital changes in educational curricula, in accordance with the needs of the population, the system will be malfunctioned and consequently mistrusted, hence justifying the very low level of motivation on the part of the Arab public to work in and cooperate with it.

The Problems with the Arab Educational System:

The research study points out several core problems with the current Arab Educational System Structure:
 The system is highly traditional even with regard to other traditional and similar educational structures in Israel.
 Lack of Arab public participation in the administration of the system, which suffers from negligible Arab expert input, and absence of their proportional representation in the various ministry offices and sections. Thus precluding the establishment of a suitable organizational structure which can respond to the needs of the population and improve its achievements.
 The entire system’s inequality in contrast to other educational systems resulting in: low achievement levels, high drop-out rates, and low percentages of pupils who take the matriculation exams, their admission to Universities and Colleges.

 Further preclusion of Affirmative Action – will result in the failure of ultimately combating the issue of the Arab Education system’s low position in relation to other educational systems.

o Basic disagreement between Jewish policy makers and decision makers and the Arab Israeli education professionals, especially with regard to the goals of education, curricula and the specific area of national identity of the Arab Israeli minority in Israel.
o Inadequate cooperation between educators, academics, and Arab parents on all levels of education which leads to an increasing social and political gap between the Arab minority and the Jewish majority. As such the Arab educational system has functioned since the establishment of the State of Israel, existing as a provisional body totally lacking in educational goals and used as a pawn for governmental control, thus interfering with the natural development of Arab society, its education and not withstanding international criterion regarding equality and the treatment of minorities.

The Proposed Solution- Establishing an Independent Arab Educational Structure

The proposed solution is the establishment of an independent educational structure which exists under the auspices of the Ministry of Education, in cooperation and full partnership with the Ministry of Education, similar to the State Religious Jewish Educational system structure which is characterized by its own pedagogical approach, and suited to the cultural and historical values of the society which it serves.

The administrative branch must also be based on independent Arab leadership which will enable the promotion of Arab education as a lever for the enhancement of education and equality. The solution is composed of the following elements:
o The present structure of the Arab educational system must be altered.
o An Arab administrative structure must be formed, in close resemblance to the State Religious Jewish Educational system, in its personnel structure on both the local and national levels.
o An independent Arab pedagogical secretariat will function along side the educational administration.
o The Arab public will be an involved partner in the administration of its educational system and Arab educational experts will be appointed to participate in decision making processes which will be based solely on professionalism.
o Preclusion of political involvement of any kind in the administration of the Arab educational system guaranteeing a decision making processes based solely on professional considerations.
o Equalitarian budget allocation of so that all pupils in Israel, regardless of religion, nationality or gender will be on equal footing.

The List