Core Curriculum Neglect Harms Haredi Children, Widens Societal Gaps

In the 2023-2024 school year, 85% of Haredi boys in middle and high school attended yeshivas without core curriculum studies. Budget cuts of 6% were imposed on Haredi boys' institutions for failing to meet core curriculum requirements. In 2022, the average Haredi man earned only 49% of the salary of a non-Haredi Jewish man, with just 18% of Haredi men aged 18-24 studying English. If the Haredi integration into the economy remains stagnant, Israel's GDP is projected to suffer a loss of approximately 160 billion shekels (10% of GDP) in the future.

The state has a responsibility to provide adequate education for all children, which includes more than just funding. It must ensure children receive an education and enforce this obligation on parents and schools. Proper education encompasses basic studies in mathematics, English, science, history, geography, civics, and physical education, all components of the core curriculum.

Currently, Haredi boys receive minimal to no core curriculum education. Legislative actions by previous Netanyahu governments have created a situation where some Haredi schools are not legally required to teach core subjects. Even in institutions under the Ministry of Education's purview, where core curriculum standards should apply, enforcement is nearly nonexistent. This deficit deprives Haredi children of essential knowledge and skills, impacting their future employment and earnings, and imposes a significant economic burden on Israeli society as a whole.

Providing general education is fundamental for a modern society and state. While most countries offer free or nearly free primary education, Israel's Compulsory Education Law of 1949 mandates the state to provide knowledge, skills, and equal opportunities, instilling values of love for humanity, the nation, and the state, while respecting democratic principles.

The core curriculum, established by the Ministry of Education, aims to create a common denominator among educational institutions, bridge societal gaps, and ensure social cohesion. Despite the 1953 State Education Law's intent to abolish separate educational streams, Haredi, state-religious, and Arab schools retained autonomy. However, all schools, except for most Haredi networks, are subject to Ministry of Education oversight and teach the core curriculum.

Haredi educational networks receive state funding but operate with varying degrees of oversight, with many boys receiving little to no core curriculum instruction, especially after age 13. Past petitions to the High Court of Justice challenging the exemption of "small yeshivas" from core curriculum studies were dismissed, citing respect for the Haredi sector's cultural autonomy. However, dissenting justices argued that withholding core education infringes upon the right to pursue a livelihood and personal autonomy.

A 2013 law conditioned government funding on core curriculum studies, a stipulation that was later repealed in 2016 after the Yesh Atid party left the coalition. While this law did mandate core studies for some Haredi networks receiving full state funding, numerous smaller institutions, known as "exempt institutions," are only required to teach core subjects up to age 13, and even then, with limited scope. Oversight remains lax, and core curriculum instruction is often minimal, except in the state-Haredi educational network.

The tension between the state's duty to provide comprehensive education and the right to educational autonomy is evident. Haredi leaders view core curriculum requirements as paternalistic interference, while critics argue that the absence of these studies hinders children's fundamental right to choose their future path. Graduates of Haredi institutions lacking core skills face significant disadvantages in employment and earning potential, contributing to a substantial economic cost for the entire nation.

Data indicates a significant disparity in core curriculum education between Haredi girls and boys. While approximately 86% of Haredi girls attend institutions with 100% core curriculum, boys' education is more limited. In the 2023-2024 school year, 44% of Haredi boys attended exempt institutions with only 55% of the core curriculum, and about 42% attended networks with 100% core curriculum requirements. Research highlights particularly low levels of English and science instruction in grades 7-8. After 8th grade, 85% of boys transition to "small yeshivas" where secular studies are absent, despite receiving state funding.

Enforcement of core curriculum requirements in Haredi schools is weak. A 2020 State Comptroller report noted that oversight in Haredi elementary schools, initiated only in 2019, is partial and relies on self-reported schedules rather than actual classroom observation. Standardized tests like Meitzav are administered inconsistently, with many institutions resisting participation. Budgetary cuts, the primary enforcement tool, have been applied sparingly, affecting only about 6% of Haredi boys' institutions in 2023-2024. The Ministry of Education reportedly does not enforce core curriculum requirements in exempt and recognized institutions, which educate half of Haredi elementary school boys.

The lack of core curriculum education results in significant deficits in skills, wages, and employment for Haredi graduates. In a 2022-2023 international skills survey, Haredim scored lower in mathematical literacy compared to non-Haredi Jews, a gap primarily observed among men. A 2021 survey revealed a decline in English language education among younger Haredi men. In 2025, only 53% of Haredi men were employed, earning an average of 9,929 shekels (49% of non-Haredi Jewish men's salaries), while Haredi women earned 67% of non-Haredi women's salaries. Only 16% of Haredi students are eligible for a matriculation certificate, compared to 85% in the general education system.

Furthermore, only 4% of Haredi men aged 25-49 hold a university degree. While a degree significantly improves employment prospects, the average salary increase for Haredi men with degrees over the past decade has been minimal compared to their non-Haredi counterparts. The societal cost of this educational disparity is substantial, with projections indicating a potential 10% reduction in GDP by 2050 if Haredi economic integration remains unchanged. The primary burden, however, falls on Haredi individuals who lack the skills and knowledge for higher education and successful self-sufficiency.

Research suggests that the lack of core curriculum education may impact Haredim's sense of belonging to the state. A 2018 study found that a higher percentage of yeshiva students studying full-time felt disconnected from the state compared to employed Haredim. Many Haredim prefer to maintain their community's isolation, with religious and Jewish identity being paramount. A 2023 survey indicated a preference among a majority of Haredim to maintain their current societal structure, with a smaller percentage advocating for greater integration into Israeli society. However, a significant majority reported a strengthened sense of shared destiny with Israel due to the recent war.

A working group examining civic education in Haredi schools identified social, value-based, and organizational barriers to its implementation. These include societal gaps leading to prejudice, a value system not centered on equality and democracy, and a lack of connection between parallel educational systems. The weak oversight by the Ministry of Education raises questions about the actual extent of civic education and its impact on the integration of Haredi graduates into Israeli civil society.