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Creative Education

A Revolution in Public Vocational Education in Israel

The Creative Education reform aims to tell a new story about vocational education in Israel, aspiring to shift its position from the margins of the educational system to becoming a beacon for the entire public education system. This is an education capable of realizing innovative and relevant educational approaches.

“Hotam” organization has been chosen to lead the reform in the vocational education system and professional schools across the country, under the leadership of the Department of Vocational Training at the Ministry of Labor, in partnership with JDC-Ashalim.

Vocational schools have always operated under the dual system, combining active hands-on experience with theoretical learning.

Creative Education introduces a new approach to the educational field, integrating and connecting the dual system with a humanistic perspective. This approach is based on humanistic values as a foundation for building vocational learning, employment, and general studies.

Creating a Shared Story

The uniqueness of the public vocational education system under the Ministry of Labor lies in its dual pedagogy. This approach combines learning through real-life experiences with paid professional apprenticeships. Students in the youth system acquire skills and competencies relevant to the challenges of the 21st century by establishing businesses, engaging in real-world employment experiences, and participating in meaningful learning processes.

The Creative Education system seeks to encompass a variety of diverse school models, including factory-affiliated schools, base-affiliated schools, schools addressing specific needs or environmental-community challenges, and more. Each model demonstrates a unique and groundbreaking method of implementing the dual-humanistic pedagogy. Together, they form a shared story of innovation and collaboration.

Dual-Humanistic Pedagogy

The dual method inherently embodies the concept of pedagogical quality, stemming from the integration of theoretical learning with experiential learning. This approach creates a systematic and continuous connection between the school environment and the “real” world. It bridges general education with practical knowledge that is constantly evolving in the realms of work, society, and culture.

Theoretical Foundation

Defining Creative Education as dual-humanistic education invites the theoretical perspectives of John Dewey and Paulo Freire to coexist within a harmonious educational framework.

: According to Dewey, the purpose of education is growth that leads to further growth. He placed experience at the center of education, emphasizing two key characteristics:
1. The importance of meaning and emotion for the individual experiencing it.
2. The social and cultural nature of experience.
Dewey believed that experiences should build upon prior ones while guiding students toward higher goals. Beyond continuity, experiences must hold meaning, achieved through interaction between students and their subject matter—a weakness he identified in traditional education.
: Freire attributed profound significance to dialogue. For him, every individual and group has something meaningful to say about the world, including both teachers and their students. Freire emphasized that while teachers should teach and guide, it is equally important for students to challenge teachers, prompting them to rethink and relearn the knowledge they impart. This is only possible within a dialogical pedagogy.

The integration of these two perspectives reflects dual-humanistic learning, which views education as fostering human development. However, it does not place the responsibility for progress solely on individuals but rather emphasizes shared responsibility within a dialogue with society.

The Dual Method

The dual method inherently embodies pedagogical quality by connecting theoretical learning with experiential learning. This creates an ongoing systematic link between schools and the “real” world. It bridges general education with practical knowledge that evolves continuously in work, society, and culture.

Humanistic Education

Humanistic education is rooted in a comprehensive worldview that regards humans as an end in themselves, striving for personal fulfillment and freedom. The school culture in humanistic education aims to:

Foster multidimensional development of students’ personalities.
Create a social climate of safety and fairness.
Promote community engagement and social involvement.
Encourage intellectual development through various forms of dialogue with students.
Develop teaching methods where knowledge serves as a means to cultivate humanity.
Ensure a welcoming and safe physical environment.
Support personal and professional growth for teaching staff.

Creative Education Map

Creative Education schools are spread across Israel, from Mas’ade in the northern Golan Heights to Mitzpe Ramon in the Negev. These schools reflect the diversity of Israeli society—Jews, Arabs, Haredim (ultra-Orthodox), Bedouins, and Druze—representing a mosaic of populations and identities.