Background

In recent years, an increasing number of university graduates have been seeking senior positions in high-tech companies, attracted by the status, occupational satisfaction, and financial success these companies project. Over the past decade, the Israeli Ministry of Education, as well as teachers and parents, have encouraged this trend. In Israel and abroad, such positions usually presume at least an undergraduate degree from a higher education institution. Thus, schools now offer mathematical and computing courses in order to prepare students for university-level courses, with the goal of eventually achieving high-tech positions. The understanding is that the success of future generations, in Israel and world-wide, in the field of computing and its interface with other disciplines will benefit the individual, as well as safeguarding the country's future economy and security. The objective of this article is to describe a pathway based on the Israeli education system which we think can apply to other counties as well.

• The Israeli Educational System And The Matriculation Certificate

The compulsory Education Law) first enacted in 1949) requires all children between the ages of 3 and 18 (kindergarten through 12th grade) to attend school [15].

The Israeli educational system is primarily centralized and administered by the Ministry of Education, which focuses on legislation, planning of educational services, and licensing of professionals [31]. The educational system is divided into Hebrew and Arabic sectors; the Hebrew sector includes Hebrew state, state-religious, and ultra-Orthodox schools, while the Arab sector includes the Arab, Druze, and Bedouin streams [8,21].

The educational system in Israel grows by two percent every year, which is exceptional compared to other developed countries, and uncommon even for developing countries [8]. At the same time, the Ministry of Education allocation has increased with each state budget. In 2019, it was the second largest in the state sector, accounting for 7.2% of the GDP [28,29].

Israel's school system comprises five levels [8] as outlined here.

Most primary and middle schools focus on Hebrew, arithmetic, history, science, English, Bible, and sports. High school students take compulsory subjects, but additionally, they choose two or three elective courses from the humanities, social sciences, and sciences. Before graduating from high school, students must take exams toward a matriculation certificate (MC) (in Hebrew Te'udat Bagrut) which is one of the criteria, along with a psychometric exam, for acceptance to most universities [16]. In the Arabic education system, although the language of instruction is different and the curricula for each stream differ slightly from each other [21], most are derived from the governmentally-set Hebrew curriculum [3].

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The educational system in Israel grows yearly by 2%, which is exceptional compared to other developed countries, and uncommon even for developing countries. The Ministry of Education allocation has increased with each state budget. In 2019, it was the second largest in the state sector, accounting for 7.2% of the GDP.

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Each area of study is divided into 1 to 5 units; to earn an MC, students must complete at least twenty-one units. Subjects such as Bible, literature, history, Hebrew, citizenship, mathematics, and English at the two or three-unit level are mandatory. In some schools, students may expand their studies and take additional subjects. Literature and history, for example, can be extended to a five-unit level. Electives in the social sciences (such as psychology), natural sciences (such as physics, or chemistry), languages (such as Arabic or French), or technology (such as computer science or software engineering) can be studied at different levels, but are usually five-unit courses [12].

After graduating from high school or technical postsecondary schools, students may enroll in institutions of higher education. In Israel, these include 10 universities and 58 colleges, which are recognized and academically supervised by the Council for Higher Education [27].

• The High School Program

In tenth grade, students must choose courses of study for the MC. In subjects such as mathematics and English, students are tracked into classes offering levels of either three or five units, according to their performance in middle school and the first year of high school. Students decide on their unit level for additional compulsory subjects, such as literature and history, depending on how deeply they wish to pursue the subject.

Students who are scientifically-technologically inclined usually join a technological track, such as computer science, biotechnology, or robotics. This decision is often, but not always, made at the end of the ninth grade. It is expected that students will choose an additional track the following year, at which point they may also select the natural sciences, including physics, chemistry, and biology. As a result, high-level mathematics, English, science, and technology can be combined. Students taking these courses in addition to the required subjects can earn an MC that will then open up further academic study opportunities.

Choosing a path of study at such an early stage has a trend impact that can affect a student's future. A correlation was discovered between choosing a science track in high school (e.g., physics, chemistry, biology, computer science, or electronics) and pursuing STEM subjects (Science, Technology, Engineering, and Mathematics) in undergraduate and graduate higher education. In addition, a correlation was found between choosing a science track in high school and choosing careers in STEM fields [35,42].

Mathematics and the Natural Sciences

Mathematics is considered to be the basic foundation of the exact sciences and it might be one of the first predictors of success in science and technology studies [35]. As the foundation of diverse subjects in academia, it is offered in high school at three- to five-unit level. The study of mathematics at this level may be a determining factor in students choosing a prestigious academic track in university, which may lead to higher-quality employment at a higher salary level)sometimes double the salary of those who studied mathematics at a three-unit level) [34]. Normally, students who have not completed level-five mathematics are required to complete supplementary or preparatory courses before being accepted to university programs in specific high-demand fields [43].

Another possible predictor of success in university-level science and technology courses is the study of physics, chemistry, and biology in high school. Study of these subjects provides students with the basic skills that are needed in both academia and high-tech careers. Skills such as research and identifying and analyzing problems in depth are key to developing analytical thought, and, correspondingly, to enriching the selection of possible solutions for problem-solving. In a series of interviews conducted at seven high-tech companies in Israel, employers were asked to list the high school subjects that were the greatest predictors of success for potential employees, in addition to mathematics and factors such as personal qualities. The interviewees emphasized the need to master physics [46].

As part of the university admission process, the average of matriculation grades is calculated. Various bonuses can be added to the GPA, depending on the field of study and course level. For instance, mathematics at a five-unit level is granted the highest bonus (35 points) [13,26]. Most science subjects, such as physics, chemistry, and biology receive a bonus of 25 points, while other subjects receive 20-point bonuses. In computer science, the bonus is between 20 and 25 points, depending on the academic institution [1,38,45]. For students wanting to study at one of the prestigious higher-education faculties, whether it be science, technology, psychology, or economics, it is advantageous to choose subjects with a higher bonus [2].

Computer Sciences and Software Engineering

In addition to studying mathematics and science, it is imperative to study computer science (CS) at a five-unit level in the software engineering track (an additional five study units) [5,23]. There are several software engineering tracks offered to CS graduates. All tracks require research and project construction. Students should choose tracks that include research and construction of a significant project, including topics such as computer networks and algorithms, which express the creativity and analytical abilities required in the selection of those technological units.

To achieve an MC that will lead to further studies in one of the computing disciplines, students should take additional courses in the sciences, particularly in CS [6,19]. Not only do high school CS courses have a major influence on whether students choose to study computing in college, but they may also improve attitudes toward the discipline [5].

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Alternative learning pathways could potentially help address the pressing issue of the scarcity of teachers in Israel (and globally), a challenge that has been growing over the years, particularly in the peripheral areas and specifically in the domains of science and technology …

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High schools offer CS programs at both three- and five-unit level. The lower level is for students with a general interest in CS, while students with a serious interest take the more intense program [18,19]. These two options may allow more students to learn the basics of computer science and algorithmic thinking [20,23]. Teachers should encourage students who began at a three-unit level to attempt to complete their studies at the five-unit level, and, if possible, to branch out and continue in the software engineering track.

Graduates of the software engineering track can continue on a technological postgraduate path, studying for an engineering certification, which will help fill the national need for technological experts [32].

English as a Second and Professional Language

Mastering the English language is crucial, and is a basic requirement, both for graduation from university and for entering the high-tech world. The study of various subjects in higher education courses necessitates reading English texts and publications; day-to-day communication in the workplace, including correspondence, also requires knowledge of English. High-school English may not be sufficient to reach the expected level for high-tech employees. To improve mastery of the language, it is important that students take online courses (English language and other courses such as programming and/or science taught in English).

For Hebrew-speaking students, English is a second language, while for Arabic-speakers, English is the third required language (after Arabic and Hebrew). This is one of the difficulties faced by Arabic-speaking students, and there is a noticeable gap between the number of Arabic speakers tested at the five-unit level in English and their Hebrew-speaking peers [21].

Self-Study Towards Matriculation Certificate

In recent years, the Ministry of Education has developed several preparatory courses for the MC. These courses encompass mathematics, English, physics, chemistry, biology and, CS [33], accessible through the "Campus-IL" site [9,10]. Enrollment in these courses is open and free of charge. The courses are offered in both Hebrew and Arabic languages and the courses include videos, presentations, and diverse assignments.

Students have the liberty to independently register for courses and proceed through them step by step, culminating in the acquisition of a course completion certificate. Furthermore, teachers have the option to initiate a class, provide guidance to students, and monitor their progress throughout the course.

This approach offers students the chance to immerse themselves in these subjects in anticipation of their MC, even in cases where the subject isn't covered in their school's curriculum (e.g., CS or physics) or isn't taught at an advanced level (e.g., mathematics at the five-unit level). This mode of learning empowers exceptional students to progress within the course based on their individual learning pace, irrespective of classroom instruction speed.

These alternative learning pathways could potentially help address the pressing issue of the scarcity of teachers in Israel (and globally), a challenge that has been growing over the years, particularly in the peripheral areas and specifically in the domains of science and technology [14,51].

Science Classes and Academic Enrichment

Israeli schools offer unique programs that emphasize math, science, and technology, such as Mofet (Hebrew for mathematics, physics, and culture) [39], Nahshon¹ [40], and Amat (Hebrew for "scientific technological reserve") [4]. In most cases, admission to these programs requires passing an initial interview, an exam, and prerequisite courses to fill in knowledge gaps, especially in mathematics. The goals of these science programs are to help students develop abstract thinking and leadership skills within a supportive environment, and to deepen and expand their knowledge of mathematics, science subjects, and technological language.

Also, various organizations offer specialized projects, courses, and initiatives. These organizations include both nonprofits and high-tech companies operating within the framework of corporate responsibility. For example, QueenB defines itself as an "educational-technological nonprofit organization aimed at increasing the number of women and girls in Israeli tech industry" [44]. The Cyber Education Center offers programs such as Magshimim ("achievers" for teenage boys) [36] and Mamriot ("takeoff" for teenage girls) [37]. Programs such as these emphasize computer science and cyber studies and are intended for outstanding students. Some programs focus on students from underprivileged communities, while other programs are designed to encourage female students to excel in STEM.

In addition to the aforementioned science classes and programs, students are encouraged to gain the knowledge needed for success in academia and high-tech positions through participation in online science and technology courses that grant academic credit. Students who are interested are directed to sites such as "Campus-IL" [9,10], mentioned earlier. On this site, students can access courses such as Basic Steps in CS and Python Programming [7,49], Fundamental Ideas in Physics [11,49], Introduction to General Chemistry [49,52], and others. Some of these courses are accredited by higher education institutions in Israel.²

Many higher education institutions in Israel offer programs under the umbrella of Academia in High School [25]. Students who are accepted into such programs can take academic courses in a variety of fields (not necessarily technological). Selected courses can replace MC courses and are eligible for baccalaureate conversion.

• Championships and Competitions

Worldwide, many championships and competitions encourage the study of science and technology and pose various challenges to students with or without technological background. One of these is SKILLZ, the Israeli Cyber Championship, intended for students from elementary through high school. This championship encompasses several subjects, including mathematics and programming, and is intended for different age levels [47]. The competition encourages cooperation among all students in a class, not necessarily just the strongest. It is designed so that the greater the number of participating students, the greater a school's chances of succeeding and advancing through the stages of the competition. A positive correlation has been found between participation in this mathematics competition at the elementary school level and success in GEMS³ (Growth and Effectiveness Measures for Schools) exams [24].

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Worldwide, many championships and competitions encourage the study of science and technology and pose various challenges to students with or without technological background. One of these is SKILLZ, the Israeli Cyber Championship, intended for students from elementary through high school.

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This competition, and many others in a variety of scientific and technological subjects, are held annually in Israel. In most cases, classroom teachers make recommendations to the school administration regarding school participation, and also assist and accompany students throughout the competitions. Increased support of these events by educators will lead to increased participation by students and to greater exposure to mathematical, scientific, and technological subjects. Outstanding students are given the opportunity to differentiate themselves and try out for one or more of five Israeli national teams in physics, mathematics, computer science, chemistry, and biology [17,30]. Team members train intensively throughout the school year at a recognized academic institution and outstanding team members represent the country in the International Science Olympiads. Members of the national teams receive an exemption from matriculation exams in the academic fields in which they compete and receive an automatic score of 100 points on the matriculation test. Participation on these teams virtually guarantees acceptance at top universities. Many former team members also receive significant benefits in terms of financial assistance at the universities they attend.

• Enrichment Courses and Private Classes

The popularity of the high-tech sector and related academic fields has led to an increasing number of online private courses and classes being offered. In the post-Corona era, most courses have become available via zoom, and have been adapted to suit more students, making them accessible to those individuals who wish to invest more of their time in building their knowledge.

Even a cursory initial internet search yields numerous advertisements. Some promise a direct path to high-tech employment. Since participation in these classes and courses does not guarantee admission to a university or a job in high-tech, it is recommended that potential participants examine the goals and promises accompanying such programs.

Is It Suitable for Everyone?

Students often seek guidance regarding their future study plans. They may wonder if they are suited for a specific field or if they are up for the challenge. Do they have the time, skills, and mental resources, as well as the motivation and desire for success in a specific program? Together with their teachers, students need to ask themselves if they are ready to take on the added work, in addition to their other obligations, including CM exams, youth movements, and other classes. Parental enthusiasm and encouragement notwithstanding, do these subjects actually interest the students themselves? Teachers can help students decide whether they have reached the appropriate stage in their studies for a particular program. For instance, some courses may be more suited for advanced learners and will be more beneficial to students if they wait until they have gained experience and skills.

Teachers who believe that certain students will experience difficulty if enrolled in specific programs can steer them to alternate programs that may be more suitable. For example, students may choose to participate in an online CS course such as Basic Steps in Computer Science and Python Programming [7,46] mentioned earlier. This course, like many others, is available online free of charge. To succeed in courses such as these, motivation and persistence are required so that a personal study pace can be set. The advantages of such courses also become their drawbacks, since many such courses boast high enrollment, but few students complete them successfully.

Summary

In this paper, we have attempted to chart a path towards successful integration in the future world of high-tech. Based on the Israeli school system and study programs, we recommend the following path:

• High-level English and mathematics classes are crucial.
• Choosing advanced-level studies in one, and preferably in two, of the sciences, including computer science, is highly recommended.
• Taking part in extracurricular activities such as competitions will add to a student's cognitive and scientific skills.

However, this is not enough for the world of tomorrow. Students who want to succeed in the future need more skills in communication, teamwork, self-learning capabilities, critical thinking, and so forth. Persistence is necessary, as well as an investment in lifelong learning. Just as we expect every athlete and musician to embark upon daily training so too, it is essential to continue learning and investing in science and technology.

We have delineated this pathway for Israeli high school students, but we are convinced that it also applies to high school students in countries worldwide. In addition to the more traditional sciences such as mathematics, as well as physics, chemistry, and biology, special attention should be given to CS. As with other sciences, a well-established CS school curriculum is essential. Teachers—the cornerstone of implementation for any study program—should be involved in the development of the curriculum [48]. Pre-service and in-service teacher study programs should be offered by academic institutions. Ministries of education, or the like, should publish clear requirements for computer science teachers, so that excellent instructors will guide our students in schools. Then, and only then, will we be able to declare "the sky is the limit."

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Authors

Doron Zohar
Dep. Of Mathematics and Computer Science
The Open University of Israel
Raanana, Israel, 43107
[email protected]

Judith Gal Ezer
Dep. Of Mathematics and Computer Science
The Open University of Israel
Raanana, Israel, 43107
[email protected]

Footnotes

1. According to a Jewish legend, Nahshon was the first person to leap into the Red Sea, thus demonstrating initiative and leadership as he led the Israelites to safety [41].

2. For example, applicants who have taken at least three courses offered online by Tel Aviv University, and have successfully passed the exams with a minimum score of 80 can be accepted to a variety of departments and facilities at the university without a psychometric entrance test, which is generally required otherwise. [50].

3. The GEMS is equivalent to exams such as the TIMSS and the PISA, used in other countries. The GEMS is a school supervisory tool of major importance operated by Israel's Ministry of Education for improving scholastic achievement and academic-social climate [22].

This work is licensed under a Creative Commons Attribution-NonCommercial International 4.0 License.

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