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The report highlights Israel’s first-place standing in financial investment across primary, secondary, and post-secondary institutions, along with its top ranking in the number of school days per year in primary education.
By Shula Rosen
Israel has emerged as a leader among Organization for Economic Co-operation and Development (OECD) member states in education spending, according to the group’s latest annual review.
The 2025 report, released Tuesday, highlights Israel’s first-place standing in financial investment across primary, secondary, and post-secondary institutions, along with its top ranking in the number of school days per year in primary education.
The report, which covers data from 2022 to 2024, places Israel second only to Chile in class density at the primary level. At the same time, Israel takes third place among OECD countries in the participation rate of children under the age of two in early education.
Primary school students in Israel attend class an average of 214 days per year, far above the OECD average of 186. Most schools operate on a six-day schedule, distinguishing Israel from many of its peers.
Education Ministry Director General Meir Shimoni cautioned that investment figures alone do not guarantee quality results. “Financial investment is a necessary condition, but it is not sufficient,” he said in a statement. “What ultimately determines it is what happens in the classroom — how many students sit in front of one teacher, how much time he has for each child, and what support he receives at the beginning.”
The report also identifies challenges facing Israel’s education system. While the number of teachers with advanced degrees has grown, retention remains a concern. A large share of new teachers do not remain in the profession long-term, and about one-fifth of those who leave resign within the first five years.
Education Minister Yoav Kish described the findings as “a complex but familiar picture,” noting that Israel leads in spending and school days but continues to grapple with overcrowded classrooms and teacher attrition. He stressed the importance of channeling resources effectively: “The goal is clear — that the significant investment in education will not erode on its bureaucratic way to the classroom but will reach directly in its full strength and scope to every student and teaching staff.”
The report reflects both Israel’s commitment to funding its education sector and the challenges of ensuring that investment translates into sustainable improvements.
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