At present, students in many countries are enjoying extended opportunities for acquiring higher education, leading to increased achievements of higher education among the working class and minorities. However, a hypothesis formulated recently under the designation maximum maintained inequality (MMI) strongly rejects the assumption that the expansion of educational systems per se reduces social gaps. In fact, new educational opportunities are first utilized by less talented students who belong to privileged groups and much less by students from peripheral groups. The former, who have more considerable financial resources, are capable of better utilizing the new opportunities. Advantages stemming from social background factors help students from upper classes ensure themselves their own distinguished place. The central dominant groups retain their advantage for purposes of registration to higher education until their participation in this system reaches a saturation point. Only at this point does the expansion of education systems begin to contribute to reducing social inequality in registration. Hence, while colleges provide less educated groups with an alternative to selective universities, the upper classes have a much greater chance of utilizing this opportunity and studying the most attractive fields. Since colleges that offer studies in these attractive fields (law, business administration, and behavioral sciences) are not subsidized by the state, tuition is very high, and members of the working class cannot afford to study there. Nonetheless, any solid conclusion on the impact the colleges have on social inequality must carefully take into consideration all the different aspects of this issue.

This study (2016) compares Arab and Jewish students and continues a study conducted in 2006. The purpose of the current study is to examine the transitions in Israel’s higher education over one decade, from five aspects: students’ personal-family and academic characteristics, motivation for academic studies, perceived self-efficacy to succeed, perceived social academic climate, and views on the contribution of academic studies to their integration in the Israeli job market. One hundred twenty Arab students were sampled, in a case study of an Israeli university, Ariel University of Samaria, which was established in 1982 as a college and became a university in 2012. Ariel University reflects characteristic trends among academic institutions around the world, where higher education is becoming more accessible to different populations and which we define as a global counterpart. This case study represents the state of affairs on Israeli campuses. The study illuminates and invites discussion of the situation in other countries in Europe and the USA, following the Muslim immigration to these countries. In recent years, the campuses have been undergoing a process of Islamization and new groups are trying to find their place on the campuses.

The study deals with the concentration of African refugees in southern Tel-Aviv neighborhoods. It analyzes the impact of this situation on Israeli residents' perception of their neighborhood. Based on a sample of 214 people, four analyses were conducted: (1) symbolic and real threat felt by the residents; (2) fear of crime, neighborhood disorder, perceived risk, and community cohesiveness; (3) objective exposure; and (4) distress. Distress in the neighborhood was found to be a function of fear of crime, perceived risk, and community cohesiveness. Perceptions of symbolic threat play a much more important role than real feelings of threat or fear of socio-economic competition. Likewise, it was found that African refugees are perceived as a threat to the cultural and national homogeneity of Jewish Israeli residents.

The article deals with the concept of leisure in Israel in terms of time, activity, state of mind, and values. The purpose is to examine changes in how leisure has been conceived in Israel during its 65 years of existence. Which factors have shaped concepts of leisure and styles of leisure in Israel, a country with cultural foundations in both tradition and modernity, and one that encompasses a social culture consisting of new and veteran immigrants, minorities, religious and secular populations? The article examines Israel's culture of leisure and its transformations. It may have practical implications for the educational challenge of imparting leisure behaviours, promoting understanding and tolerance of those different than us - and possibly even imparting ideal leisure practices.

This study, conducted at a tertiary education institution in Israel, following two previous studies, was designed to deal again with a question that is a topic of debate in Israel and worldwide: Is there justification for the approach that considers restrictive university admission policies an efficient tool for predicting students’ success at the end of their first year of studies and at the conclusion of their requirements for an undergraduate degree. This study reviews the spread of higher education in and outside Israel in recent years, and discusses the institution of admission policies as a response to the gap between the high demand for studies and the limited supply. This study discusses a diverse list of admission policies that offered admission based on students’ success at the end of their first year of studies and at the fulfillment of their requirements for an undergraduate degree. This study also reviews the debate in and outside Israel on whether restrictive admission policies have fulfilled the hopes pinned on them. Finally, the study conducted a detailed study of the effectiveness of different admission policies in the various faculties of the institution in question, and found no systematic connection between admission policies and students’ actual achievements (measured by the grade average at the end of their first year and their grade average for their degree).

Civic studies in Israel and elsewhere are unlike any other school subject. This course of study has a higher purpose – to transform students into good citizens. In contrast to other core subjects, civics, in essence, strives to realize ethical goals. While other subjects perceive the instilling of values as a secondary outcome, in civics the ultimate goal is to teach values. In Israel, civic studies are currently a compulsory subject for high school students and they are required to learn, know, and understand essential values, principles, and characteristics of Jewish Israeli democracy (since Israel is defined as a Jewish Democratic State). The operational objective of this process is to teach good citizenship and proper involvement in public life. In the current study, the authors examined to what degree students assimilate these values in practice. For this purpose, the authors administered a questionnaire measuring views on values. It consisted of 16 items on the significance of various values, ranging from the national to the universal. The questionnaire was administered to over 1,300 students at public high schools. In addition, the authors also administered the questionnaire to about 260 teenagers active in a youth movement, with the aim of comparing the value mix of the two populations. Research findings indicated that both groups placed universal values highest, followed by values of self-realization, Zionism, and Judaism, respectively. Research conclusions show a compatibility between the significance accorded to these values in the curriculum and the significance attributed to them by students.

The State of Israel is gradually increasing its efforts to integrate the ultra-Orthodox population within Israeli society both in general (in the army, in employment) and in higher education in particular. The major question arising in all systems where attempts are being made to integrate this population is whether they should be encouraged to join separate settings or existent settings, together with the rest of the population. This question is at the heart of the current article. The article suggests that policy shapers in Israeli higher education object to establishing unique institutions for the ultra-Orthodox; their integration in existing settings as well should only serve as an intermediate solution. The solution devised by the CHE (Council for Higher Education) is the "platform" or "inn" institution – a Haredi or ultra-orthodox institution of higher education operating under the academic wings and direct control of an existing and recognized academic institution. At present it seems that despite forecasts regarding the significance of providing accessibility to higher education for the ultra-Orthodox in Israel, we will probably witness a similar process to that which occurred in Israeli higher education in the 1990s, one of universalization and popularization. At first there will be a significant rise in the proportion of ultra-Orthodox joining the system and then the numbers will level out.

One of the main reasons for acquiring a Bachelor's Degree is the perception of higher education as a means of improving graduates' financial status. In light of the increased accessibility of higher education, a growing number of students hope to use their studies as a financial springboard. In the current study we sought to examine this perception and to check whether and to what degree baccalaureate degrees indeed improve graduates' financial situation. In cooperation with Israel's Central Bureau of Statistics we gathered data on 6,091 graduates who completed their studies at the Ariel University Center during 2000-2008. Data analysis included exploring graduates' rate of employment and monthly salary from the day they began their academic studies until eight years later. We divided and distinguished between graduates by discipline and gender. The findings show that graduates earn almost three times the national average salary (and five times the median salary) and indicate employment rates of nearly 100%. Analysis of findings by discipline indicates that the most profitable fields are computer sciences and mathematics, engineering, and architecture. Salaries in the natural and social sciences and in the humanities are significantly lower both compared to the former fields and to the national average salary, at least for this eight year span. Analysis of the data by sex showed that the rate of employment among men is 12% higher than among women and that there is a disparity in employment within each discipline as well. Research conclusions show that academic degrees per se are not a guarantee of financial or occupational security. Employees with degrees in the social sciences and the humanities may find that their pay is no higher than those with no degree. One of the implications of this issue, already evident at this stage is that students are attempting to attain higher degrees in the hope of improving their financial status. The equation of a higher education with a higher income seems to involve other components as well, such as graduates' field of study, seniority on the job, and field of occupation.

The basic assumption of the paper is that Israel is practically a bi-national State, where the Arab minority constitutes approximately 20% of the population. The Arab minority is now in an interim state – it is passing from a traditional, collective way of life to a modern, individualistic one. Israeli Arabs recognize the fact that education is the key to socio-economic status. Part of the social change is the growing dominance of women in secondary and higher education in the Arab sector. Women now constitute approximately two thirds of Arab students in the Israeli institutions of higher education. The article sets out to explore the impact of education and religiosity of Israeli Muslim males on their attitudes towards women’s right to pursue higher education. The main finding of the research is the wide support for women’s right to higher education. Religiosity and education of the interviewees have been found to impact their attitudes.

Between the years 1990 and 2007 about one million immigrants entered Israel from the FSU (former Soviet Union). They constitute roughly 20% of the Jewish households in the country. Israel benefitted greatly from the high human capital of this mass migration: 38.8% of the immigrants had higher education, in contrast to 27.8% of the indigenous Jewish population. Taking into consideration the cultural background of FSU immigrants, this study explores whether the elite-traditional influences their offspring who graduate from high schools in Israel. This study is based on a survey of a sample of 80 high school students – 40 FSU immigrants and 40 Sabras (Israeli born). Contrary to the hypothesis, findings indicate no significant difference in attitudes towards higher education between the two groups Key words: Israel as migration country, FSU migration, higher education expansion in Israel, habitus and educational inspirations, socially constructed roles.

The Ministry of Education encourages Israeli students to visit sites of historic Jewish communities in Poland and the sites of Nazi death camps. The trip is designed to reinforce the youngsters’ sense of belonging to the Jewish people, their connection to and identification with Jewish heritage and history, and their commitment to the future of Jewish life in Israel and its sovereignty. This study explores the impact of trips to Poland, organized by Tachlit Center, on Israeli and overseas university students. The vast majority of participants confirm that the trip emphasizes the important role of the Holocaust memory and commemoration. Findings on the impact of Holocaust education on other Israeli and Jewish values (e.g., the significance of immigration to Israel and ties to the Jewish Diaspora) are discussed, along with the implications for future Holocaust education programs.

The IDF (Israeli Defense Forces) has been long known as “The People‟s Army”. Army service isbased on the militia model. All able Jewish persons, as well as the Druze minority group, are requiredby law to serve a 3-year tour and then continue serving in reserve units until the age of 45. Recentlysurveys have shown that a mere 60% of each age group conscripted complete their full course of duty.Only 12% of all reservists are actually summoned for reserve duty. The paper analyzes the changesthat have taken place in this regard over the years. It also analyzes the attitudes of a conveniencesample of Jewish teenagers towards conscription and combat service. The main conclusion of thearticle based both on official data and on sample findings, is that although conscription rates arerapidly decreasing, motivation has not changed dramatically among those who are not ultra-orthodox.Motivation has been found to be higher among male believers than among non-believers. The reversewas found to be true of females. The highest motivation for combat service is found among teenagersfrom the kibbutzim (collective settlements) and moshavim (cooperative settlements).

The challenges of Holocaust instruction and remembrance - Particular and universal aspects in formal and informal interdisciplinary curricula in Israel and abroadThe present article examines Holocaust instruction in Israel and in France, addressing formal and informal aspects of teaching practices. Specifically, the article examines whether Holocaust instruction constitutes a unifying factor that stresses what is common to human beings, among adolescents at schools in Israel and abroad, or whether it is a continuation of the methodic axis of the general model of the school and its credo. The study was conducted as part of a large-scale project evaluating 20 years of journeys to Poland by Israeli youth. It is based on a qualitative research apporoach that included analysis of interviews with policymakers, representatives of Holocaust institutes and foundations, teachers, students and guides. It also made use of field observations and official documents. The qualitative analysis revealed that that the dominant didactic models in Israel and France differ from one another in the importance that they attribute to universal versus the particular elements. Each of the models was built based on a didactic foundation of educational and teaching activity at the school in general, and Holocaust instruction in particular. The study findings indicate that in general, the Holocaust instruction in Israel continues to emphasize the particular. It serves as a tool for strengthening the unique values of the event, and stresses Israeliness, Zionism, and Jewishness. The climax of the modal is an eight-day journey to Poland, centering on a visit to Auschwitz. In contrast, Holocaust instruction in France emphasizes the universal. The curriculum positions the journey as the climax of the scholastic experience but, unlike the Israeli curriculum, it emphasizes the historical and universal aspects of the Holocaust and represses the singularity of the event in the context of the Jewish people. A comparison of the two countries underlines the substantive differences separating the two different educational systems, which have adopted different sets of values.