Israel: Retraining Military Officers as Principals

Barkol, Rina

doi:10.1177/105678799600500307

Cited by 7 publications

(14 citation statements)

References 1 publication

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“…16 Barkol gives six reasons supporting this view. First, military officers understand what 'a national aim' is and therefore it is easy for them to realize that providing a good education for all is 'a national aim'.…”

Section: Encounters Between the Civilian And Military In The 1980smentioning

confidence: 82%

“…Hence, education is often a no-choice alternative which solves a severe problem facing the retired high-ranking officer. 17 Barkol's arguments need to be carefully re-examined because they are written from the point of view of the person who heads the IDF's Veteran Officers' Retraining for Education Project. She is interested in integrating them into the school system.…”

Section: Encounters Between the Civilian And Military In The 1980smentioning

confidence: 99%

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Officers as Educators: The Ex-Military in the Israeli School System

Kalev

2006

Israel Affairs

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Section: Encounters Between the Civilian And Military In The 1980smentioning

confidence: 82%

Section: Encounters Between the Civilian And Military In The 1980smentioning

confidence: 99%

Officers as Educators: The Ex-Military in the Israeli School System

Kalev

2006

Israel Affairs

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“…Developing provision which values life experience and offers flexibility around entry requirements would be radical and far more socially inclusive than previous efforts to engage ex-service personnel in schools, which have mainly targeted officers who hold undergraduate degrees for future leadership roles. As mentioned earlier, Israel's Officers to Education Project (Barkol 1996;Schneider and Barkol 2007) and Sweden's Leader's Learning (Groth 2001) typify this approach. Initiatives of this type could be viewed as reproducing powerful and socially divisive discourses about the capabilities of different segments of society, especially their ability to perform a professional or leadership role.…”

Section: Teaching Assistants' Views Of Foundation Degree Study and Immentioning

confidence: 94%

“…If these are contested, space can be created to develop robust educational provision in this area which can be socially progressive and have long-term sustainability. It is maintained that central to this development is the creation of higher education programmes that distance themselves from previous initiatives, which have focused on those who are already graduates -typically officers (see Barkol 1996;Groth 2001;Schneider and Barkol 2007 for descriptions of schemes in Sweden and Israel that have prioritised those who have previously held a high military rank). Instead, the argument here is that the development of undergraduate routes would open up access to the profession to those who would suffer exclusion under such elitist models.…”

Section: Introductionmentioning

confidence: 98%

Troops to Teaching: lessons from English teaching assistants’ experiences of foundation degree study

Smith

2012

Journal of Education for Teaching

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This article explores the suggestion that the UK should follow the lead of the United States and establish Troops to Teaching programmes. In particular, it examines the worth of the suggestion that non-graduate qualifications similar to those that have been designed for teaching assistants might be usefully employed to achieve this. In England, foundation degree study has typically been the route followed by teaching assistants who have decided that they would like to become qualified teachers. The value of adopting such an approach, in relation to the UK coalition government's desire to establish a viable Troops to Teaching programme, is specifically explored. Research which has investigated English school-based teaching assistants' experiences of participating in foundation degree study is drawn upon to interrogate this theme.

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“…So far, research has not been conducted on this stream of retired officers who enter the field of education. Barkol (1996), who coordinated the preparatory programme for retired military officers, presents the following theoretical perspectives for recruiting and retraining retired military officers for principals' positions.…”

Section: The Transition Of Retired Idf Officers To a Second Career Inmentioning

confidence: 99%

Marching in the land of uncertainty: transforming school culture through communal deliberative process

Schechter¹

2002

International Journal of Leadership in Education

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This study explores the current transition of Israel's retired military officers from a military career to a second career in educational settings, particularly to principalship roles. Using a case study approach, the author illuminates how a retired military officer serving as a high school principal engages in the deliberative process (a communal experimental process designed to examine the consequences of actions under consideration) to solve a significant school problem. Throughout the 1999 -2000 academic year, various voices surfaced with regard to the deliberative process of solving a significant problem of a rising level of violence facing a unique south Tel-Aviv (Israel) high school. The scarce research on the transition of retired military officers to the realm of education is presented, followed by emergent themes that illuminate how the principal, as a newcomer to the educational system, perceived schoolwork in general, and the deliberative process in particular. In that regard, sharing and incorporating multiple perspectives in the deliberative process, deliberating under the clouds of uncertainty and modelling a continuous learning process towards refining the school's functioning were strongly emphasized by the principal when deliberating on the alarming level of violence in school. In the light of the unstable, complex and changing educational context, the study offers insight to both policymakers and school communities on the possible impact of retired military officers occupying administrative positions in schools.

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Israel: Retraining Military Officers as Principals

Cited by 7 publications

References 1 publication

Officers as Educators: The Ex-Military in the Israeli School System

Officers as Educators: The Ex-Military in the Israeli School System

Troops to Teaching: lessons from English teaching assistants’ experiences of foundation degree study

Marching in the land of uncertainty: transforming school culture through communal deliberative process

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