Documentation and Evaluation of the Foundation’s Portfolio of Integrative Projects in Which Students Develop Science-based Solutions to Social Problems
The traditional expectation for graduates of education systems is to be prepared to apply the knowledge and skills they acquired in school to real world contexts. In the 21st century, this expectation is challenged by a highly technological, cross cultural and fast-moving world. Therefore, international standards for education, now include transfer and communication proficiencies, such as modelling, reasoning, presentation, and collaboration. These skills are at the heart of the PISA framework, though, not all of them are simple to teach in a classroom, or to examine through standard testing.
To address this gap, in recent months, the foundation initiated a small-scale pilot portfolio of programs. The idea is to engage middle school excellence class students in integrative projects that combine all these skills, into a joint effort to solve a real-life social problem. By concentrating on social and environmental issues, we aspire for the students not only to use these skills, but also to understand how mathematics and science can add true value to improving the lives of people and communities and contribute to a better world.
Four such programs were approved by the Board of Directors, to commence as of the new school year, throughout the country. Together, they will operate in 80 middle school excellence classes during regular physics or computer science lessons for at least 30 weekly learning hours. Teachers will participate in professional development and receive mentoring, and at the end of each program, students will present solutions they developed. Each of the programs will operate in a unique way; one will customize existing technologies to solve problems, another will address specific challenges of the Druze community, etc.
This effort is a pilot test that aims to explore whether and how such projects are feasible, valuable, and sustainable. To be able to monitor their progress and make mid-course corrections, we approached Dalit Stauber, former Director General of the Ministry of Education and a member of the foundation’s International Advisory Council. Stauber previously prepared a case study about the foundation’s relationship with the government. After reviewing the portfolio, and in discussion with the foundation team, Stauber is proposing a documentation process that will follow up the implementation of the four programs, and address the following questions:
The documentation process will take place during the coming school year and consist of structured interviews and focus groups with school principals, teachers, parents, students, Ministry of Education officials, and program teams and managers. The analysis of PISA skills will be conducted with the assistance of Roza Leikin, a leading expert from the University of Haifa. There are also additional programs currently in the pipeline and the foundation may want to consider whether and how to include them in the documentation and evaluation process in a later stage.
A final report will be submitted by August 2024 and be disseminated to the professional community and will be part of the background materials towards the foundation’s biannual consultation at the end of 2024.
* The text above shows the grant as approved by the Foundation’s Board of Directors / Grant 534