1. General
Since 1970/71, the Central Bureau of Statistics has been conducting an annual survey of
post-secondary (non-academic) higher education institutions in Israel, commissioned by
the Ministry of Education1.
This publication presents data from the 2003/04 survey, in addition to selected data from
surveys of other years.
The post-secondary educational institutions that are non-academic (henceforth: postsecondary) constitute one of five sections at the tertiary educational system in Israel:
-
universities;
-
the Open University;
-
academic colleges (which grant an academic degree);
-
teacher-training colleges (most of which grant a first degree - B.Ed.);
-
post-secondary educational institutions (which grant a post-secondary diploma).
Post-secondary educational institutions train secondary-school graduates for postsecondary diplomas in a wide variety of occupations, such as: practical engineers,
technicians, registered nurses, paramedical occupations, administration, the arts, etc.
These institutions vary in size, fields of study, variety of courses offered, and the level of
governmental intervention in funding and supervision. Most of these institutions are
supervised by one of the following ministries: Ministry of Education, Ministry of Health, and
Ministry of Industry, Trade and Labor.
The goal of the annual survey is to follow up on trends in the development of postsecondary education in Israel from various aspects: size of populations of students and
graduates (students in their last year of studies), personal characteristics (sex and age) of
students, characteristics of studies – field of study, subject of study, time of study (morning/
evening), duration of study (number of years), average hours of study per week, and
language of instruction (Hebrew education/Arab education).
1
See also Non-Academic Post-Secondary Education Institutions 1997/98 - 1998/99, Central Bureau
of Statistics, Current Statistics 6/2001.
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2. General trends
Owing to the interrelationships between the different types of institutions in the tertiary
education system, the main trends that characterized the system since the 1990’s were
found to directly and indirectly affect the scope and nature of post-secondary education
during that period.
A.
Variety of types of institutions that offer an academic first degree
In addition to the universities, there has been rapid growth and development of colleges that
grant a first degree (their number has risen from 15 in 1988/89 to 50 in 2003/04)1.
These structural changes resulted in additional changes, mainly in diversity of admission
requirements, broad geographic dispersal of those institutions, and addition of subjects
of study (some of them had previously been offered in Israel only at the post-secondary
level; e.g., insurance, laboratory technology, biotechnology, optometry, and applied
engineering).
These changes have also contributed toward making academic studies for a first degree
more accessible and available to new populations, some of which, prior to the development
of the colleges, tended to enroll in post-secondary schools. Academic colleges offered an
academic alternative to post-secondary diploma programs as well as to university studies
(see Table A).
B. Privatization of first-degree studies
The establishment of colleges was characterized by the privatization of higher education. In
the mid-1990’s, the first private academic colleges were established, and began to offer
studies towards a first-degree, primarily in those subjects of study that were in high demand
(and in which the universities had limited the number of students) such as business
administration, computer sciences and law.2 Prior to the establishment of the academic
colleges, these subjects were offered only at the post-secondary level.
C. Increase in the number of first-degree students:
Between 1990 and 2004, there was a substantial increase in the number of first-degree
students.
In academic colleges and teacher training colleges, the number of students studying
towards a first degree increased by 7.8 and 4.8, respectively, compared with an increase of
only 1.7 at the universities.
1
Including teacher training colleges that grant B.Ed. degrees. Not including branches of foreign
universities.
2 Law programs also continued at the post-secondary level until the end of the 1990’s.
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The number of students studying in post-secondary diploma programs1 increased by 2.3
(see Table A).
The following were the main causes for the sharp rise in demand for tertiary education
programs:
1. A substantial growth in the country’s population following an influx of immigrants
from the USSR (former), which resulted in an increase in the cohorts of those
aged 20-24 (from 352,900 in 1986/87 to 547,100 in 2003/04 – an increase of
55%).
2. An increase in the number of students eligible for matriculation certificates (from
22,740 in 1986/87 to 55,369 in 2003/04 – an increase of 143%).
3. An increased tendency in the population to obtain higher education.
Table A.- Students in tertiary educational institutions, by type of institution –
percentage of growth (Hebrew and Arab education)
Year
Universities (1)
Total
Growth
Academic
Teacher-
Other teacher-
Other post-
colleges (1)
training
training
secondary
colleges (2)
colleges (3)
institutions (4)
Total
Growth
Total
Growth
Total
Growth
Total
Growth
index
index
index
index
index
1985=
1985=
1985=
1985=
1985=
100
100
100
100
100
1984/85
43,379
100
1,850
100
1,033
100
11,872
100
19,864
100
1989/90
46,519
107
3,670
198
4,618
447
8,291
70
17,016
86
1994/95
66,450
153
9,300
503
10,127
980
9,446
80
33,102
167
1997/98
72,443
167
23,373
1,263
17,735
1,717
7,591
64
41,259
208
2000/01
73,906
170
37,431
2,023
19,019
1,841
13,523
114
51,089
257
2003/04
78,561
181
51,086
2,761
22,082
2,138
12,655
107
45,194
228
(1) First-degree students only
(2) First-degree students – B.Ed. (Teaching Certificate)
(3) Students studying towards a post-secondary teaching certificate - “Certified teachers” or “Senior
certified teachers”.
(4) Students studying towards a post-secondary diploma (the population of this survey). Including
students in Grades 13–14, in practical engineering and technical work, in schools of technical
education supervised by the Ministry of Education.
1
Including students studying towards a post-secondary teaching certificate - “Certified teachers” or
“Senior certified teachers”.
- XVII -
Table B.- Distribution of students in tertiary educational institutions, by type of
institution (Hebrew and Arab education)
Year
Total
Universities
Academic
Academic
Other teacher-
Other post-
colleges
teacher-
training
secondary
training
colleges
institutions
colleges
(postsecondary)
Absolute
Percentages
numbers
1984/85
77,998
100.0
55.6
2.4
1.3
15.2
25.5
1989/90
80,114
100.0
58.1
4.6
5.8
10.3
21.2
1994/95
128,425
100.0
51.7
7.2
7.9
7.4
25.8
1997/98
162,401
100.0
44.6
14.4
10.9
4.7
25.4
2000/01
194,968
100.0
37.9
19.2
9.8
6.9
26.2
2003/04
209,578
100.0
37.5
24.4
10.5
6.0
21.6
3. Main findings
3.1
Number of institutions
In 2003/04, approximately 39,800 students studied towards a post-secondary diploma at 148
institutions in Hebrew and Arab education. Of these, approximately 37,250 students were
enrolled in 136 institutions in Hebrew education, and approximately 2,600 students were
enrolled in 12 institutions in Arab education. Programs were conducted in 63 localities
throughout the country.
Table C.- Post-secondary educational institutions, by number of students in institution
(Hebrew and Arab education), 2003/04
Students
Institutions
Total
148
Up to 200
89
201-400
33
401-600
8
601-800
9
801-1,000
2
1,001+
7
- XVIII -
3.2
Field and subject of study
In 2003/04, approximately two-thirds of all students studied towards a diploma in practical
engineering, technical work, etc. (the vast majority studied practical engineering).
Table D.- Students, by field of study (Hebrew and Arab education), 2003/04
Percentages
Field of study
Students
Total
100.0
Practical engineering, technical work, etc.(1)
61.7
Training for registered nurses
5.9
Paramedical occupations
3.4
Administration and clerical work
4.2
Economics, business administration, etc.
11.3
Arts and design
7.1
Other
6.3
(1) This survey did not include 4,921 students in grades 13 and 14 of programs for practical engineers
and technicians, at technological schools that are funded and supervised by the Ministry of
Education, which are included in the student files administered by the Ministry of Education. Of
these students, 2,685 were in grade 13 and 2,236 were in grade 14. A practical engineering
diploma is granted to graduates of these schools at the end of grade 14.
Table E.- Students, by selected subjects of study
(Hebrew and Arab education, selected years)
Selected subjects of study
1993/94
1998/99
2003/04
Absolute numbers
Total
26,268
39, 459
39,826
Percentages
Total
100.0
100.0
100.0
Practical engineering
41.4
46.4
55.4
6.1
16.0
7.1
Industrial management
9.7
7.3
17.1
Electronics, medical engineering
4.4
5.6
8.3
Training registered nurses
5.3
4.7
5.9
Administration and clerical work
5.2
6.2
4.2
Accountancy and bookkeeping
2.8
3.9
7.6
Business administration
7.4
0.8
1.0
Arts and design
16.4
17.0
17.0
Thereof: Computers, programming
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A comparison of the data from1993/94 and 2003/04 reveals the following trends:

The ratio of students studying towards a registered nurse diploma remained without
significant change.

The ratio of students studying towards a practical engineer diploma increased, with
the main growth until 1998/99 occurring in the subjects of computers and
programming, and from then to 2003/04 in industrial management. There was also a
certain increase in students studying electronics and medical engineering – probably
as a response to the increased demand for such skills in the labour market.

The number of students studying towards a business administration diploma declined
greatly. A relationship may be assumed between this trend and the flexible admission
requirements for first-degree studies in this field offered by the newly established
academic colleges.
3.3
Field of study and age
The percentage of young students (up to the age of 24) is highest in the fields of practical
engineering, technical work, etc., as well as in paramedical occupations. A high percentage
of older students (aged 30 and above) was found in the fields of registered nurses training
and administration and clerical work. The intermediate age group (25-29) is represented
mainly in arts and design (see Diagram A).
Diagram A.- Students, by Field of Study and Age
100
Percentages
80
60
40
20
0
Total
Practical
Training
Paramedical
engineering, registered nurses occupations
technical work,
etc.
Administration Economics, Arts and design
and clerical
business
work
administration,
etc.
Field of Study
Up to 24
- XX -
25 - 29
30+
Other
3.4
Field of study, duration of study, and average hours of study per week
The average duration of study in years and the average number of hours of study per week
for post-secondary diplomas varies for different fields (and even for different subjects of
study in the same field). Students in practical engineering programs and training programs
for registered nurses are required to study the most years and the most hours per week.
Most students attend morning studies (57.3%), and usually their duration of study is shorter
than that of those attending evening studies. This is particularly noticeable in the field of
practical engineering, technical work, etc. (see Tables 3, 6).
In the following 3 diagrams it can be seen that among those attending morning studies, the
group “more than one year, up to two years” is the main one. Among those attending evening
studies, the group “more than two years, up to three years” is the main group (see Diagrams
B, C and D).
Diagram B.- Total Students, by Sex and Duration of Study
(See also Table 9)
60
Females
Percentages
50
Males
40
30
20
10
0
From six months to a Over a year up to two Over two years up to
year
years
three years
Duration of Study
- XXI -
Over three years up
to four years
Diagram C.- Students Attending Morning Studies,
by Sex and Duration of Study
80
70
Males
Females
Percentages
60
50
40
30
20
10
0
From six months to a Over a year up to two Over two years up to
three years
years
year
Over three years up
to four years
Duration of Study
Diagram D.- Students Attending Evening Studies,
by Sex and Duration of Study
60
50
Females
Males
Percentages
40
30
20
10
0
From six months to a Over a year up to two Over two years up to
year
years
three years
Duration of Study
- XXII -
Over three years up
to four years
3.5 Sector
Table F.- Hebrew and Arab education, by selected characteristics, 2003/04
Hebrew education
Arab education
Absolute numbers
Institutions – total
Students – total
136
12
37,253
2,573
Percentage in each cell
First- and second-year students
89.3
81.6
Students up to the age of 24
41.7
69.6
Women
46.6
44.0
Students attending evening studies
42.3
47.1
3.5.1
Hebrew education
Table G.- Students in Hebrew Education, by sex
and various characteristics of study, 2003/2004
Total
Men
Women
100.0
100.0
100.0
Morning
57.7
49.6
66.9
Evening
42.3
50.4
33.1
From six months up to one year
13.2
8.0
19.1
Over a year up to two years
55.3
58.4
51.8
1-9
12.7
9.2
16.7
10-14
10.9
6.5
15.9
15-19
12.1
13.3
10.7
20-29
26.1
34.2
16.9
30-39
36.3
35.8
37.0
Total
Time of study
Duration of study
Thereof:
Average hours of study per week
Thereof:
- XXIII -
3.5.2
Arab education
Table H.- Students in Arab education, by sex and field of study, 2003/04
Total
Men
Women
Absolute Numbers
Students - total
2,573
1,440
1,133
Total
100.0
Percentages
100.0
100.0
71.1
84.1
54.5
5.6
-
12.7
Thereof:
Practical engineering
Child caregivers
3.6
Graduates
In 2003/04, approximately 22,300 students were enrolled in their final year of study towards a
post-secondary diploma (based on the duration of the program). Over 60% completed their
studies in practical engineering, technical work, etc. (see Table 2).
Diagram E.- Students in Their Last Year of Study, by Field of
Study
Other
7%
Arts and design
4%
Economics,
business
administration, etc.
15%
Practical
engineering,
technical work, etc.
61%
Administration
and clerical work
7%
Paramedical
occupations
Training registered
3%
nurses
3%
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4.
The Investigated Population
This publication presents data on students enrolled in programs at the post-secondary level.
The definition of this level is on a par with those used by international organizations such as
UNESCO, OECD and the European community.
According to this definition, post-secondary education refers to studies towards an accredited
post-secondary diploma which meet all three of the following criteria:
a.
Admission requirements – 12 years of prior schooling (or 11 years + preparatory
courses).
b.
Duration of study – at least 6 months.
c.
Total hours of study – at least 350 hours.
Students in the following programs were not included in the survey:
-
Retraining courses or on-the-job training programs for persons with prior academic
degrees or post-secondary diplomas (e.g., business administration courses designed
specifically for qualified practical engineers, or a course for operating room nurses,
designed specifically for registered nurses).
-
Studies that are mostly practical.
-
Correspondence courses.
-
Enrichment courses that do not entitle participants to a professional diploma or an
accredited license.
-
Students in grades 13 and 14 of secondary schools supervised by the Ministry of
Education.
5. Method of Investigation and Compilation of Data
A. The list of institutions conducting post-secondary studies is updated annually, based on
advertisements in the media, and on information received from government and public
organizations that supervise educational institutions.
A questionnaire was mailed to each of the institutions on the list. The gathered data on
students in each institution are aggregated for each subject of study separately,
according to the situation in December of each year.
B. Students in grades 13 and 14, enrolled in programs for practical engineering and technical
work at vocational schools supervised by the Ministry of Education were not included in this
survey.
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6. Limitations of the Data
A. Incomplete coverage
1. Duration of study: Courses that fit the definition of post-secondary studies but whose
duration is less than a year may be omitted from this survey, in cases where they started
after the survey’s deadline (December of each year) and ended before the next year’s
survey.
2. New programs and courses: Information is advertised primarily in the press, and does
not always reach the C.B.S. in time to be included in the survey in its opening year.
3. Definition of post-secondary education: In subjects of study such as computers (e.g.,
programming, operating, support), as well as subjects of study in the field of arts and
design, accepted admission criteria often differ from those specified in this survey. In
addition, these courses vary considerably in terms of their duration and number of study
hours. Some of them do not meet the minimum criteria for inclusion in this survey. As a
result, the data presented here on students in these professions should be viewed as
minimal data only.
B. Data comparison between different years
In the long-term analysis of trends in post-secondary education, several characteristics of
that level should be taken into account:
-
Academization: In Israel, existing post-secondary institutions and fields of study have
gradually been moving from the post-secondary to the academic level, due to
administrative decisions. Consequently, the recent decline in the number of students in
post-secondary programs or in certain fields (e.g., biotechnology, optometry, insurance,
and lab technology) may reflect the change in policy in the educational system, and not
necessarily a decline in the demand for these studies on the post-secondary level.
-
Upgrading courses to the post-secondary level - There is a gradual tendency to
upgrade courses to the post-secondary level (by survey definitions) by raising admission
requirements and prolonging duration of study; and therefore, they are included in the
survey beginning with a specific year (as happened with diploma studies in
electronics, senior secretary, child care, etc.). Consequently, an increased enrollment in
post-secondary education in a certain year may reflect, among other things, the inclusion
of a given subject of study in this survey.
-
Difficulties in locating new programs: Some new programs and courses were
included in this survey only as of the year they were identified by the C.B.S., and not
necessarily as of the year they began their activity.
- XXVI -
7. Definitions and Explanations
Institution: An institution is classified as post-secondary and included in the survey if it
conducts at least one study program defined as post-secondary.
Number of students in an institution: Determined according to the number of students
enrolled in post-secondary study programs only.
Subject of study: Such as: electronic engineering, x-ray technicians, medical secretaries,
land appraisers, etc.
Field of study: Subjects of study were grouped according to field of study (see Table 1).
Duration of study: The nominal amount of time required to complete a study program in a
given subject. Thus, for instance, in the field of practical engineering, duration of study does
not include the period of preparation of the final project.
Year of study: Presented in full years, even when the duration of study included parts of
years. For example, students enrolled in programs lasting two years and a half were
classified as third-year students when they reached their final half-year.
Time of study: Programs starting in the morning were classified as “morning studies,” even
if they continued through the afternoon. “Evening studies” also included courses held only
during the afternoon hours.
Average study hours per week: In programs lasting more than one year, where the number
of hours per week is not the same in every year of study, the average number of study
hours per week was calculated. The number of hours of study includes hours of practical
work that are part of the curriculum.
Final year of study: Based on the duration of study in each subject. For example, when the
duration of a program is three years, the final year of study is the third year. However, when
the duration of a program is six months, then the first year is also the final one.
- XXVII -