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23 Marcheshvan 5777 - November 24, 2016 | Mordecai Plaut, director Published Weekly
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NEWS
Chareidi Education is Educationally More Successful than Secular Israeli Education

By Y. Shain

This week, Torah institutions were forced to deal with another lawsuit designed to undermine Torah education. The legal action was presented several months ago but this week, an outspoken reaction was voiced combined with a resolute stand upon the basic principles of Torah education. The document presented to the court sought to prove from professional conclusions of the Education Ministry itself that chareidi education enjoys a clear advantage over the secular one.

The attorney for the chareidi education wrote: "It is impossible to ignore this impressive contribution, and it were worthwhile that the government's reply should express this and clarify it as a necessary introduction before any legal claim. This relates to a system of education which instills fundamental Jewish heritage and values which have been loyally preserved throughout the generations, thanks to which the Jewish people has continued to desire to return to its homeland throughout the two millennia of its exile.

A special financial report drawn up by accountant Avigail Shikovitzky from Mishor Accounting showed unequivocally that the government discriminates against the chareidi child and denies it even the very little to which he is entitled by law.

The brief presented studies of the Educational Ministry itself, that showed clearly that an educational scholastic level, chareidi education as it is, has better results than the secular education. Even the Liba Core Curriculum index has proven to be a failure even in the Ministry's own exams.

"Chareidi education trains its students to relate to the study material with respect, while encouraging critical thinking and analysis, as opposed to the norm in the secular government stream which teach their students to study texts by rote, without depth or understanding of the material. The secular system stresses competitive achievement and high marks, which do not reflect the actual scholastic abilities of the student."

 

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