The document summarizes research on the educational experiences and outcomes of youth living in youth villages in Israel. It finds that while the youth feel supported by teachers and peers in their schools, they face barriers to completing higher education. Specifically, youth villages' students are less likely to obtain a high school diploma or succeed on matriculation exams compared to the national average. The research suggests youth need expanded educational support both during and after care to improve higher education completion rates and social mobility.
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Educational Experiences and Aspirations of Youth in Israeli Residential Care
1. Rami Benbenishty, Anat Zeira, Eran Melkman, Tehila
Refaeli
Bar Ilan University & Hebrew University of Jerusalem
Funded by Jacobs Foundation
2. Care leavers are of the most socially excluded
groups in society (Stein, 2006)
Education- central for social mobility and a
key for the breaking of the ‘poverty cycle’
A small proportion of care leavers complete a
high school diploma of a high standard
The result:
A very small proportion of care leavers enroll in
higher education, and thus their earnings and
integration into society are impeded
3. What educational resources are
available for youth in the settings?
How much support is provided by
teachers or staff?
What is the role of peers?
What are their future educational
expectations and needs?
4. Sample: 1,685 adolescents (42% girls) from
34 youth villages. Attempt to survey all
relevant youth (40% response rate)
Youth villages:
Large facilities with school on premise
The most common form of placement in Israel
Children of families from the geographic or social
periphery of Israel
Procedure: Structured self-report
questionnaires
5. Immigration
Low level of education of parents (many do
not even know their parents’ education)
Limited exposure to adults with higher
education
Only about 40% of their staff have higher
education
High rates of diagnosed learning disabilities
and history of special education
11. 76.8
75.6
79.6
81.7
82.2
89.6
90.1
93.4
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Expect me to go to college
Encourage thoughts about further studies
Attend school parent meetings
Help me with difficulties in school
Do all they can so that I have a diploma
Interested in how well I do in school
Know my teachers
Expect me succeed in my studies
12. The large majority plan to:
Complete a full matriculation diploma (90.8%)
Enlist in military or civil service (86.4%)
Enroll in higher education (61%) or vocational
training (26.2%)
Future education was important for many
They often think about it, plan it, and
actively look for related information
13. Having a great need for assistance
18.5
23.4
29.2
34.6
35.0
36.3
37.5
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Support for emotional difficulties
Preparing for final exams in high school
Counseling on study plans
Financing study related expenses
Financing daily living when studying
Preparing for HED admission exams
Paying tuition
14. On the one hand:
Feelings of belonging to school and of highly
supportive teachers, staff, and peers
High educational aspirations
On the other:
More youth villages’ youth take the
matriculation exams but less succeed
(Benbenishty & Shimoni, 2012)
The disadvantage persists?
15. “ English sits exactly on my learning
disabilities. English exactly sits on the
gap I opened because of
coming…leaving home and not having
support in this. They don’t teach you
English in closed institutions or stuff
like that. Hebrew I learned by myself.
English, I couldn’t learn by myself”
16. “ Again the thing was I didn’t have, I
didn’t have the energy to focus on
studies. I didn’t have the possibility, I
was worried about so many things
that…that were going on. That I forgot
that I am actually here (in higher
education) to study, that my main goal I
thought was to earn money, eventually”
17. During care:
Broadening educational support and exposure to
higher education
After leaving care:
Continuing youth villages’ educational support to
HED (completion of diploma, entrance exams,
counseling)
Financial support for further education (entrance
exams, tuition, living)
Appropriate HED institutions’ policy