New Study Ranks Israeli Teachers 17th Among OECD Countries in Skills Assessment

A recent study by the Shoresh Institution reveals that Israeli teachers rank 17th out of 20 OECD countries in key skills, based on the PIAAC test administered in 2022-2023. This test evaluates language, quantitative skills, and problem-solving abilities. Israeli teachers scored low across all three areas, with only Italy, Latvia, and Poland ranking below them.

The study highlights that 78% of Israeli teachers hold academic degrees, compared to 84% across the OECD. Among these, 37% have a master's degree, versus 49% in OECD countries. When comparing academic teachers to other academics in Israel, teachers scored significantly lower, with male teachers scoring 7.3% below other male academics and female teachers 2.6% below their female counterparts. This gap is especially pronounced in STEM subjects, where Israeli teachers scored 14.4% lower in reading, 10.3% lower in mathematics, and 15.9% lower in problem-solving than similarly educated professionals in other fields.

Contrary to expectations, non-academic teachers scored higher than non-academic professionals in other sectors. The study also found disparities within Israel’s education sectors: Arab education teachers scored the lowest (228), followed by ultra-Orthodox teachers (261), state education (268), and state-religious education (271), all below the OECD average of 281. However, in the Arab and ultra-Orthodox sectors, teachers with higher education performed closer to their academic peers in other professions, indicating the teaching profession remains relatively attractive in these communities.

Early childhood educators showed the lowest skill levels, while secondary school teachers performed better but still below international standards. Dr. Yael Meltzer led the research, and Shoresh president Prof. Dan Ben-David emphasized the need for systemic reform. He called for revising teacher recruitment and training criteria, prioritizing actual skills, considering a pathway where candidates first earn a university degree in their subject before teacher training, and investing specifically in Arab education and early childhood sectors to close the gap with leading OECD countries and improve teaching quality in Israel.