They could be identified this week by the smile on their faces as their colleagues brought the children to the office with no choice, or by the leisurely pace of the relatively empty roads at seven in the morning: parents who had no children in the education system.
People who have power games that include words like "school shutdown" do not touch them at the moment, look on from the sidelines at what is happening in a shock mixed with compassion.
There are parents of children who have already graduated, and there are parents of children and youth who have sent their offspring to private education in advance.
Not entirely private, it is called an "unofficial seller" - meaning the state makes sure that the educational institution meets the standards of safety and education, but does not intervene beyond that.
The general trend in the world indicates an increase in the preference of private education over public.
It is not only in Israel that the situation is not something, it turns out.
More and more parents in countries around the world are choosing not to entrust the most valuable resource to them - building a child's personality, developing his skills and assimilating his lust for knowledge - into a government education system.
In Sweden, which has switched to the voucher system, there has been an increase in enrollment in private schools;
In Australia more and more parents are abandoning the public system;
And in Germany, too, there are reports of an influx of private schools, those in which parents are involved both in the choice of curriculum and in the way it is passed on to the consciousness of the next generation.
My baby is 16 years old, and he is studying in a high school yeshiva for which I pay a fortune, among other things so as not to be a victim of the content decided by the Ministry of Education and the method dictated by various workers' organizations.
His older brothers also studied in such settings, already a mandatory shield: from American Torah studies that also sanctify secular studies, to international schools.
In fact, I chose a place to live according to the quality of education and freedom that is possible in the area, lest I entrust my treasures into the hands of professionals who cannot be fired, or to institutions that take my children for granted.
If you want to give the future generation more than private teacher phones and passive conditioning - something in the method needs to change, even though the system is full of good people.
Say it's unequal, that only people who have money can afford private institutions?
Two answers: one, priority;
Two, in Nepal - unlike in the developed countries I mentioned - a third of schools are private.
The ruling party has decided to stop with this, in the name of equality.
A school was born?
Ask me how
In Israel, it is possible to reduce the distress of parents and educators in a few relatively simple steps: there is no need to privatize the Ministry of Education (although this is a feature that sometimes makes you want to write).
Vigilant parents can unite and form associations that will establish schools without shocking the system.
The state can allow the distribution of educational concessions subject to threshold conditions, such as core studies.
Instead of the Ministry of Education transferring 30,000 shekels a year for each student, and this huge amount will be distributed on the way to supervisors and teachers who work in minimal positions "because it is their agreement" but do not earn properly, the budget will go directly to an association that pays high salaries to teachers.
There will be adequacy between the employing unit and the pedagogical unit, and a school with one hundred students, for example, will enjoy a budget that is sufficient for both structure, salary, enrichment and air conditioners, and even solar panels.
Naturally, the power to disable families and educational systems will diminish, and the power to place an educated and productive generation of happy parents will increase.
Cyber VS Arabic
One of the painful points in the education system, which well reflects our national situation, is the study of Arabic.
If we conduct a comparative study of the state of Arab trends in high schools in Israel versus the state of cyber trends, we will discover a symbol that embodies the failure of our socio-political perception in relation to the Middle East.
Arabic becomes a thing of the past, while cyber symbolizes the future.
It is important to advance technologically, but it is almost the only thing that is invested in.
According to data from the Ministry of Education, only 246 high schools in Israel currently have an Arabic trend.
Students who are tested in Arabic at the level of 5 study units study literary Arabic, and if they want to make contact with the space in which we live - they will have to reduce ranges to 2022 and learn spoken Arabic.
In general, the interest of the youth in Arabic studies is declining, in line with the fact that traditionally elected education ministers announce the sanctification of mathematics studies and not reform in Arabic studies, although the Israeli-Palestinian conflict is a little more burning than a long division.
On the other hand, 427 high schools already have a cyber trend, and they are opening up at a dizzying pace, like whining to the ultra-Orthodox with an exemption from recruitment.
What, everyone's talented in cyber?
Or have we learned to reel?
It does not end in the education system, of course.
A student who has completed an Arabic major, even if he speaks a spoken language, in enlisting in the security forces will be required to pass cyber tests in order to realize his abilities.
Even if he has dyscalculia and even if he knows the areas like the back of his hand.
Arabic is an essential tool when we live in the Middle East, but we prefer to imagine that we are in Europe, despite the fact that Arabic is already more essential there than cyber.
Just as Israel manages its relations with its neighbors and enemies in a detached way, ignores the cultural context and does not speak the same language, so in the field of education, as a country - we are most of the time detached.
The best means of intelligence is to watch Al-Jazeera news in the source language, but how much are Israeli ministers capable of that?
And in what educational consciousness does this goal exist?
Were we wrong?
Fixed!
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