Education Minister Defends Israel's PISA Test Results Amidst Criticism

Israeli Education Minister Yoav Kisch has defended the nation's performance on the latest PISA tests, attributing the results to the challenging circumstances of ongoing war. Speaking to parents and students, Kisch stated that the scores demonstrate the resilience of the education system during wartime, emphasizing that Israel maintained its relative standing compared to 2018.

Kisch criticized what he described as political attempts to misrepresent the data, pointing out that the tests were administered in March 2025 during a period of intense conflict, including evacuations, hostage situations, and frequent air raid sirens. He cited Professor Andreas Schleicher, Director for Education and Skills at the OECD, who reportedly acknowledged the complex period Israel's education system endured and expressed surprise at the country's international ranking.

Despite acknowledging the impact of the war, Kisch expressed optimism about the future, referencing the Ministry of Education's "Realistic Israel" program, whose results he expects to see in future PISA assessments. He concluded by commending students and educators as heroes for their achievements under difficult conditions.

In contrast, the National Parents' Association issued a stark warning, calling the results a "true alarm" for the education system. They argued that while the difficult circumstances might explain some of the decline, they do not absolve the Ministry of Education of responsibility. The association highlighted that nearly 29% of Israeli students do not meet basic proficiency levels in reading, mathematics, and science, urging for a national plan to address learning gaps with defined goals, budgets, and timelines.

The National Council of Students and Youth echoed these concerns, calling for education to be a central issue in the upcoming elections. They pointed to the report's findings that 37% of Israeli students feel school is a waste of time and only 60% feel their teacher is interested in their learning. The council stressed that the crisis extends beyond academic knowledge to students' engagement with school and learning, advocating for solutions that foster motivation rather than solely focusing on curriculum and grades.