New study: Israeli teachers' knowledge of core subjects among the lowest in the developed world

A study by the Shoresh Institution, based on the PIAAC survey, ranks Israel 16th out of 19 OECD countries in teachers' basic skills. Gaps are particularly acute among male academics and those with education in science and technology. Early childhood and Arab education teachers are at the bottom of the ranking. Prof. Dan Ben-David calls for a change in admission requirements for teacher training.

A new study by the Shoresh Institution for Socio-Economic Research, published this morning (Wednesday, August 26, 2026), places Israel 16th out of 19 OECD countries in teachers' basic skills. The study, conducted by Dr. Yael Meltzer and based on the PIAAC survey, examined reading literacy, mathematical literacy, and problem-solving. Only Italy, Latvia, and Poland rank below Israel. The most notable gap is among male academics: teachers' scores are 7.3% lower than those of academics in other professions, while in the OECD the picture is reversed. Among those with education in science and technology, the gap to the detriment of teachers reaches up to 15.9% in problem-solving. 78% of teachers in Israel hold an academic degree compared to 84% in the OECD. Within Israel, teachers in Arab education (score 228) and Haredi education (261) are lower than in state (268) and state-religious (271) education. Early childhood teachers are about 10% lower than upper secondary teachers. Prof. Dan Ben-David, president of the Shoresh Institution, calls for a reexamination of admission requirements for teacher training and for investment in Arab education and early childhood.